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《高中英语（上外版）》必修第三册 Unit 4 Protecting the Environment
课时：第 1 课时 教学内容：The Villain in the Atmosphere
课型：Reading (Comprehension) 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 1 课时，核心目标为能解释表达因果关系的说明文的文体 特征，推断语篇中的因果关系链。能通过分析事件的因果关系，从表象（如海平 面上升）挖掘深层原因，从而对事物做出正确的价值判断。
2 ．设计思路
首先，是读前活动。借助北极熊妈妈和她的孩子由于冰盖融化而被迫分开的 图片，激活学生有关全球变暖的背景知识，并引导学生理解标题来预测语篇内容， 激发学生的阅读兴趣。
其次，是读中活动。通过快速浏览过渡段落，抓住文本的主要信息；找出语 篇的整体结构，归纳语篇模式，即“ 因果关系链 ”模式；再是对语篇进行扫读， 要求学生根据“ 因果关系链 ”型的可视化思维工具，自主梳理语篇内容，然后再 由教师和学生一起分析各部分的具体内容，同时理解和学习重点词汇，逐渐完善 思维导图的内容，帮助学生对语篇内容结构化，让可视化思维工具助力语篇分析。
最后，是读后活动。学生根据思维导图进行语言产出活动，学生不仅需要引 用文本相关内容，还要运用因果关系链和新学词汇进行转述，既是对文本内容的 复现与梳理，又是对新学语篇模式的巩固与运用。最后，通过学生在讨论过程中 判断作者的写作意图和对温室效应的态度，知道语篇中特定语言的使用意图，从 而体会语言在反映情感态度和价值观中所起的作用。
3. 重点难点
抓住因果关系链语篇模式，把握文本框架；推断语篇中特定语言的使用意图， 从而体会语言在反映情感态度和价值观中所起的作用。
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Lesson Plan
By the end of the period, students will be able to:
1. get the general information about the carbon dioxide in the atmosphere by skimming and scanning;
2. figure out the causal chain pattern by analyzing the whole passage and some paragraphs;
3. reflect upon the relationship between human and the greenhouse effect, and express the opinions.
Procedures:
I. Pre - reading
l Interactive Task 1: Answer the questions based on the pictures.
*Teacher: Ask students to answer the questions according to the pictures. *Students: Answer the teacher’s questions based on their own knowledge. *Purpose: To activate students’ background knowledge about the passage.
Guided Questions:
What is the possible relationship between the two polar bears
What might have separated them from each other
l Interactive Task 2: Predict the main idea from the title and guess the villain.
*Teacher: Ask students to predict the main idea from the title and guess the villain. *Students: Answer the teacher’s questions based on their own knowledge. Purpose: To activate students’ background knowledge about the passage, and learn the two words (spark & villain) by means of pictures.
Guided Questions:
What can you see in the picture Can you describe the picture briefly
Can you predict who is the “villain” in the atmosphere
What do you expect to read in the passage from the title “The Villain in the Atmosphere”
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II. While-reading
l Interactive Task 3: Skim the passage and find out the functions of Para.1, 4 and 7 and the organization of the passage.
*Teacher: Ask students skim the passage and find out the functions of Para.1, 4 and 7 and the organization of the passage. *Students: Skim the text and answer the teacher’s questions based on the text and find out the organization of it. Purpose: To help students grasp the main aspects mentioned in the text.
Guided Questions:
There are some short paragraphs (e.g.Paras 1, 4 and 7) in the text What functions do they serve
What is the organization of the text
l Interactive Task 4: Read Para. 2-3 and learn the function of small quantity of carbon dioxide, and then complete the mind map.
*Teacher: Ask students to read Para. 2-3 and learn the function of small quantity of carbon dioxide, and then complete the mind map. *Students: Read Para. 2-3 and answer the teacher’s questions based on Para. 2-3 and then complete the mind map. Purpose: To help students learn the function of small quantity of carbon dioxide.
Guided Questions:
Is the small quantity of carbon dioxide a villain
What functions does it serve
l Interactive Task 5: Read Para. 4-6 and complete the mind map.
*Teacher: Ask students several questions about the harmful effects of carbon dioxide when they complete the mind map. *Students: Read Para. 4-6, answer the teacher’s questions based on the text and complete the the mind map. Purpose: To help students know about the harmful effects of carbon dioxide.
Guided Questions:
Why will Manhattan streets eventually be deep under water according to the author
What’s the result after many cities are drowned according to the passage
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l Interactive Task 6: Read Para. 8 and complete the sentences corresponding to the diagram with one word for each blank.
*Teacher: Ask students to read Para. 8 and complete the sentences corresponding to the diagram with one word for each blank. *Students: Read Para. 8 and complete the sentences corresponding to the diagram with one word for each blank. Purpose: To help students find out the greenhouse effect.
Guided Questions:
What is called the “greenhouse effect” of carbon dioxide
l Interactive Task 7: Read Para.7-11 , and tick what has been mentioned in the text and then complete the chain of cause and effect.
*Teacher: Ask students to read Para.7-11, tick what has been mentioned, complete the chain of cause and effect and then the complete the mind map. *Students: Read Para.7-11, tick what has been mentioned, complete the chain of cause and effect and then the complete the mind map. Purpose: To help students know about the causes of these consequences mentioned in the text.
Guided Questions:
What are the causes of these consequences mentioned in the text
III. Post-reading
l Interactive Task 8: Summarize the passage according to the mind map of the text.
*Teacher: Guide students to summarize the text with the help of the mind map. *Students: Summarize the text with the help of the mind map. *Purpose: To help students to consolidate the causal chain pattern and some new words and expressions in the text.
l Interactive Task 9: Work in pairs and discuss the aim of the passage and the writer’s attitude to the villain in the atmosphere.
*Teacher: Guide students to work in pairs and discuss the aim of the passage and the writer’s attitude to the villain in the atmosphere. *Students: Work in pairs and discuss the aim of the passage and the writer’s attitude to the villain in the atmosphere.
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Purpose: To help students to know about the aim of the passage and the writer’s attitude to the villain in the atmosphere.
Guided Questions:
What is the writer’s attitude to the villain in the atmosphere Is he indifferent/ concerned/ delighted/ frightened
What is the writer’s purpose in writing this passage
To entertain/warn/complain/inform … Has the writer achieved his/her purpose
IV. Homework
1. Read aloud the passage three times. Pay attention to your intonation, pronunciation and stress.
2. Build up a word bank related to the functions, the harmful effects and the causes of these consequences about CO2 .
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