教學設計

課程基本信息學科英語年級高二學期秋季課題EnvironmentalProtectionLesson5ReadingandWriting教科書書名：普通高中教科書英語選擇性必修第三冊出版社：人民教育出版社出版日期：2020年3月教學目標Studentsareexpectedto1.LearnthecausesandeffectsofwaterpollutionintheLiRiverandsolutionstoit;2.Learntodeterminetheorganizationofareportandcause-effectrelationship;3.Learnsomelanguagefeaturesofareport.教學內容教學重點：1.引導學生通過閱讀這份報告，建立起關于漓江水污染的成因和措施等結構性知識；2.指導學生通過文本細讀，解構和建構報道的篇章結構知識，并重點厘清多層次的因果關系。教學難點：1.指導學生通過賞析式閱讀歸納報道的語言特征；2.指導學生在撰寫環境問題報告時主動運用所學的主題詞匯、語篇結構、語體知識。教學過程Pre-readingStep1：Leadin1.SswatchavideointroducingthebeautifulsceneryoftheLiRiver.2.Ssguesswhatitisandanswerwhattheyknowaboutit.設計意圖：用視頻導入話題，激起學生對漓江自然風光的珍惜之情。Step2：Criticalthinking1.Sslookattwopicturesshowingpeople’simpressionontheLiRiver.2.Ssreflectonwhatitspopularitymaybringabout.設計意圖：學生通過反思漓江的聞名會帶來什么積極和消極影響，鍛煉批判性思維，激活背景知識。Step3:PredictionStudentsdiscusswhatmessagethetitlerevealsaboutthepassage.設計意圖：通過解讀標題，預判文章屬于“問題-解決”型文本。WhilereadingStep4:Anoverviewofthestructure1.Ssconfirmtheirpredictionabouttheessaytypebyreadingthelastsentenceofthefirstparagraphandthefirstsentencesoftherestparagraphs.2.Sstrytosummarizethestructureofthereport.設計意圖：強化快速把握說明文本的主要內容的閱讀方法，歸納本文與其它“問題-解決”型文本的共性特征。Step5:Analysisoftheorganization1.Sscommentonhowthetopicsentenceisledto.2.SscounthowmanydirectcausesarelistedinParagraph2andfindoutwhattheindirectcausesare.3.Ssdeterminewhetherthemeasuresareproperlyaimedatthecausesandgiveexamples.4.SsdiscusshowtheinitiativesmentionedinParagraph4aredifferentfromthoseinParagraph3.5.Ssdrawamindmapwhichcanclearlyshowthestructureofthereport.設計意圖：引導學生通過文本細讀，解構篇章中嚴密的邏輯關系，特別是第二段中的多層次因果關系、第三段的措施與第二段的成因之間的對應關系、第四段提出的措施與第三段提出的區別。通過思維導圖將全文邏輯關系顯性化，使得思維可視化，幫助學生建構起結構化的篇章結構知識。Step6:Studyofthelanguagefeatures1.Sstrytoparaphrasethetopicsentenceinadifferentcontext.2.SsidentifysentencesshowingopinionsinParagraph2.3.Sscircleexpressionsshowingcauseandeffect&problemandsolution.4.Ssconsiderwhypassivevoiceisusedalot.5.Sssummarizethelanguagefeaturesshowninthelastparagraphbycomparingitwithastudent’swriting.6.Sstrytousenounstosummarizethelanguagefeaturesofthereport.設計意圖：通過針對性的問題和任務設計，引導學生進行賞析式的閱讀，分析和總結文章的語言特征，歸納本文與其它“問題-解決”型文本的個性特征，為寫作環節做好語言準備。Post-readingStep7Preparationforwriting1.Ssanswer“Whatistheenvironmentalissuethatdisturbsyouthemost?”2.SsdiscusswhatquestionsshouldbeconsideredwhenresearchingtheissueontheInternet.設計意圖：學生選擇一個自己感興趣的環境話題進行寫作，有助學生順利遷移所學的主題、篇章、語言風格等知識，促進學生積極進行批判性和創造性思維。總結和復習報道的篇章結構特點。Homework1.Writeareportontheenvironmentalissuethatdisturbsyouthemostoncampusorinyou