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讲师介绍
黄鹏祥，执教于山西省太原市外国语学校。持有国家人事部口译证书与笔译证书。曾荣获中央电视台“希望之星风采大赛（教师组）”全国二等奖；第八届全国高中教师基本功大赛全国一等奖。
教学文本
选自《21世纪英文报·高三》总第721、722期
教学亮点
1、结合高三学生的学情，大容量快节奏地进行报纸阅读。直接针对高考学生的难点----科技文阅读。
2、学生在读报期间通过对文章的把握，猜测词义。同学通过上黑板呈现的方式，互帮互助，解决词汇层面的问题。小组活动中，让学生多用英语表达自己的观点，能用英语进行深层思考。
3、选取的报纸上2篇文章，角度新颖、时效性很强，同时针对高三毕业班，也链接了高考真题文章，作为对报纸科技文的拓展阅读。
（2018年北京高考,Passage C）
Plastic-Eating Worms
(P1) Humans produce morethan 300 million metric tons of plastic every year. Almost half of that windsup in landfills(垃圾填埋场), and up to 12 millionmetric tons pollute the oceans. So far there is no sustainable way to get ridof it, but a new study suggests an answer may lie in the stomachs of somehungry worms.
(P2) Researchers in Spainand England recently found that the worms of the greater wax moth can breakdown polyethylene, which accounts for 40% of plastics. The team left 100 waxworms on a commercial polyethylene shopping bag for 12 hours, and the wormsconsumed and broke down about 92 milligrams, or almost 3% of it. To confirmthat the worms' chewing alone was not responsible for the polyethylene breakdown,the researchers made some worms into paste (糊状物)and applied it to plastic films. 14 hours later thefilms had lost 13% of their mass—apparently broken down by enzymes(酶) from the worms' stomachs. Theirfindings were published earlier this year in Current Biology in 2017.
(P3) Federica Bertocchini, co-authorof the study, says the worms’ ability to break down their everyday food—beeswax—alsoallows them to break down plastic. “Wax is a complex mixture, but the basicbond in polyethylene, the carbon-carbon bond, is there as well,” she explains.“The wax worm evolved a method to break this bond.”
(P4) Jennifer DeBruyn, amicrobiologist at the University of Tennessee, who was not involved in thestudy, says it is not surprising that such worms can break down polyethylene.But compared with previous studies, she finds the speed of breaking down inthis one exciting. The next step, DeBruyn says, will be to identify the causeof the breakdown. Is it an enzyme produced by the worm itself or by its gutmicrobes(肠道微生物)?
(P5) Bertocchini agrees andhopes her team's findings might one day help employ the enzyme to break downplastics in landfills. But she expects using the chemical in some kind ofindustrial process—not simply “millions of worms thrown on top of the plastic.”
江西省南昌市外国语学校高中英语备课组长；南昌市高中英语命题坊“阅读组”组长；多次在省市区赛课获奖。
选自《21世纪英文报·高二》总第802、803期
1、关注不同文化的差异与交流
2、环环相扣的问题链及有层次的设问
3、新闻题材以读促写的教学设计
4、关注学生核心素养的发展
金叶，执教于江苏省镇江第一中学，中学一级教师、镇江市骨干教师。
选自《21世纪英文报·高一》总第802、803期
1. 基于新闻文本，总结结构，提炼策略，运用策略。
2. 对接高考，渗透知识点，感知求助信的格式。
3. 问题导向，情感策略，渗透爱国主义教育。
英语课程与教学论硕士，中学一级教师，杭州英特外国语学校初中英语教研组长。
教学格言：就成功而言，态度和能力同等重要（For success， attitude is as important as ability）。
第633期：
Cleaning up the web
What can we do to stop online bullies?
第635期：
Speaking for the world
1、通过阅读文章标题，提问文章信息和推测文章主旨；
2、阅读报纸文章，学会运用思维导图（mind map）来提取关键信息和理清文章脉络；
3、在思维导图（mind map)的帮助下，复述报纸文章内容并给同伴教授文章；
4、通过拼图式阅读（Jigsaw Reading），提高阅读效率，并培养听说读三项技能；
5、概括和评价文章中应对“网络霸凌”的处理方法，并提出其它应对方法；
6、模拟在联合国大会上发表关于“如何应对网络霸凌”的主旨演讲（课后作业）。
1、通过思维导图(Mind map)，理清报纸文章脉络，实现英文阅读可视化；
2、运用拼图式阅读（Jigsaw Reading），聚焦语言运用，现场检测合作学习效果；
3、从课内延伸至课外，围绕“网络霸凌”主题模拟联合国演讲，为全球青少年发声。
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