欢迎来到中国基础教育外语测评研究基金！
学情分析：
石家庄二中实验学校高二年级B12班于2020年9月24日在校内进行了第四次优诊学测试。测试结果显示本班同学英语成绩处于高二年级中水平，班级平均分为67分，阅读诊断测试的班级平均分为70分。
从以上四次优诊学测试结果来看，高一二测和三测中，学生各项技能成绩波动较大（为疫情期间居家网测），因此有效性有所降低。而高一一测和高二一测中学生的表现相对来说较为均衡（为学校集中网测），测试结果能更好地反映学生的英语能力。在阅读能力方面，学生从刚入学的51分，在一年半的高中英语学习后提升到目前的70分，阅读能力显著提升。
阅读微技能检测结果显示，本班学生在本次阅读诊断测试的班级平均分为70分，具体表现为在阅读语言简单、话题熟悉的不同类型的材料时，能较好地理解信息。在阅读语言较为复杂或题材较特殊的材料时，能基本理解其信息。学生未达标微技能多达三项，为辨别文章来源（未合格人数为21人）、推测生词含义（未合格人数为29人）、理解主旨大意（未合格人数为19人）。因此，此三项阅读微技能依然是英语阅读教学活动的重点。
教学材料的选择：
本次阅读材料选择了21世纪英文报高二年级第10期以及阅读联播高二（上）Unit10中的以“人与环境”为主题的两篇文章。这两篇文章以不同的文体从不同的角度对该主题进行叙述：文章一为说明文，通过研究科学家们发现人们长期持有的植树造林来抑制气候变化的做法收效甚微，减少排放才是降低大气中CO2水平的根本途径；文章二为记叙文，讲述了保护环境过程中家庭成员之间发生的啼笑皆非的故事，告知读者环境保护也可以量力而行，真正地从小事做起。保护环境人人有责。但是要建立科学的人与环境的关系，我们要通过学习，并采取正确的态度。这两篇文章给了我们提供了全新的信息，同时有利于提升阅读微技能弱项，开拓学生的思维。
教学目标：
经过本节课的学习，学生能够：
1. 学习“人与环境”主题语境下的新信息新观念——减少排放才是降低大气中CO2水平的解决途径，保护环境从小事做起、量力而行；
2. 在阅读过程中分析文章结构、获取主旨大意、推测生词含义、分析长难句、思考文章来源，以此提升微技能弱项，扩充主题语境下的词汇，全面理解文章；
3. 将所学内容与自身建立联系，注重从小事做起，听从科学的指导，履行职责保护环境。
教学策略：
探究式合作学习；阅读圈教学法
课前准备：
将两篇阅读文章作为作业提前下发，要求学生初步理解文本，并从文本类型、主旨大意、主要目的、文章来源、理解难点及读后感受六个方面进行思考。
教学步骤：
Steps | Activities | Purpose | Time |
Step1 Warming-up | 1. Invite students to enjoy a sentence together “Clear waters and green mountains are as valuable as mountains of gold and silver”, and ask them “What does it attempt to convey?” Students can easily point out “the importance of environment protection” 2.Nowadays, a new trend about it is growing in popularity——waste sorting. Ask students “But can you sort out the waste correctly? Let’s play a game”. With this game, make the students realize that environment protection is not only related to our awareness and our action, but also our learning. We have to learn how to protect the environment scientifically. | 以贴近生活的话题，游戏的方式导入主题—保护环境也需要学习。 | 5m |
Step2 Reading circle discussion | According to the content and features of the two texts, the teacher designed five roles——structure analyzer, word master, barrier clearer, origin tracer, and connector. Accordingly, students are divided into 10 groups, two groups for one task. In this way, they will discuss and work in collaboration. Structure Analyzer: Analyze the structures of the two passages according to their writing styles and make a brief introduction of where we usually search for the main ideas and purposes. Word Master: Study the new words and phrases they listed before the class and the underlined words in the texts, and then try to paraphrase their meanings. State the evidence. Barrier clearer: Study the long and complicated sentences they listed together to figure out what they mean and underline at least three worth our attention. Origin tracer: Brainstorm the possible origins from which the two passages might be taken from. Connector: Conclude what we have learned after reading them and then present your thoughts and ideas after reading them in a well-organized way. | 本环节采用了阅读圈教学法，要求同学们共同努力解决问题 | 10m |
Step3 Feedback | Ask students to feedback the information they get through the discussion. In this process, students are encouraged to add more information or raise their questions. Structure Analyzer: students share and teacher summarizes Word Master: the word masters go to other groups to explain and then may raise their remaining puzzling words, which will be studied together Barrier clearer: underline at least three long and complicated sentences worth attention and try to explain with the help of the teacher. Origin tracer: state the possible origins and if necessary, the teacher adds some common origins. Connector: collect and present what they have learned and their thoughts and ideas. | 本环节以学生呈现讨论结果为主，教师指导补充为辅，共同努力提升学生的阅读微技能，并获得知识和启发。 | 25m |
Step4 Exit ticket | Now that students have already got a deeper understanding of the two texts, ask students to complete the exit ticket to recall what they have learned. | 要求学生在分析完文章后，回忆总结本课所学。 | 5m |
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