Developingideas_Whatx27sreallygreen_教学设计1

1、Whats really green?叢曇皱针课题名称：Whats really green?课型：思维拓展(Developing ideas)授课年级：高一年级(上)主题语境：人与自然环境保护文本分析：本课教学材料选自外研社英语(新标准)必修二第六单元 EaithFirst的第四部分 Developing ideas.该板块提供了新的阅读语篇，从不同角度进一步呈现单元话题，调动大家的逻辑思维、批判 性思维和创造思维，并以一项读写结合的活动来检验学习的成果。该部分的语篇主要介绍了四个人们普遍认同的“Gr 亡 entruths”，并通过科学的分析解释了这些做 法并非完全正确甚至有些做法是完全错误

2、的，从而促使读者批判性的看待这些行为。因此，环保意 识虽已是我们日常生活的一部分，但是这些“环保行为”是否真正环保就值得深入思考。学情分析：本次授课的对象是高一年级，课堂中的活动设计也符合高一学生的认知水平。目前学生处于高 一上期阶段，虽然刚进入髙中半学期时间，但学生基本能适应高中英语的学习右奏。大部分学生能 基本地用英语表达，对基础句法结构有所了解，也具备一左的思维品质，能够有逻辑地思考问题。 这种阅读语篇能够有效地提高学生的语言表达能力，逻辑思维和判断能力，同时也能有效地激发学 生的语言学习的兴趣。教学目标：By the end of class, the students will be

3、 able to1) learn some new words: device, appliance, produce, plug, remove, stand-by, take into account, etc;2) improve their reading skills of using subheadings to hate an overall understanding and locating detailediiifomiation;3) practice tlieir critical thinking tlirougli discussing whether Mr. Pa

4、nda lives a green life;4) practice tlieir logical thinkmg tlirougli presenting a proposal based on what theyre leanit from die passage;5) cooperate with their classmates and boost their confidence.教学重难点：1) Help the students develop their critical tliinkuig;2) Guide the students to learn die logic of

5、 the passage: identify the 八 green truthsexplam why they are notgreen and come up with a solution;3) Encourage the students to present a proposal about whats really green.教学过程:ProcedureTeachers ActivitiesStudents ActivitiesPurposeCorecompetenceStep 1 Lead-in1. Greet Ss and doself-mtroduction;2. Ask

6、Ss to give theirunderstandmg of greenand judge whether theteachers life is green.1 Greet T;2 Interact with T byreflecting their idea.(CW)l .To get ready forthe class;2. To stimulateSs critical tlimkingand encourage Ss tospeak.思维品质：批判 性思维。Step 2 Fastreadmg1.Ask Ss to read thepassage quickly and findo

7、ut die green truths;2.Guide Ss to know thefiinction of subheadings.1 Read the passageand find out the -greentruths： 2. Understandthe fiuiction ofsubheadings. (IW)1.To have a clearclue of die passage;2.To mtroducedie fiuiction ofsubheadmgs.学习能力：自主 学习；思维品质：利用 小标题快速掌握 文章主要内容。Step 3 Detailedreadmg1 Ask

8、Ss to readcarefully and find out thereal truths and reasons whythey are tnie:2. Ask Ss to find out whatwe can do to becomegreener .1 Read and talkabout the real truths andreasons.2. Understand what wecan do to become greener (IW)l .To use thequestions to have acritical mind as towhats really green:2

9、.To consciouslyinspire Ss tounderstand thestructure of thepassage.语言能力：流畅 表达学习能力：自主 学习；思维品质：批判 性思维和逻辑思 维。Step 4Discussion1 Guide Ss to discuss ifthe writer is ail expert inthis field2.Guide Ss to come upwith some other 八 greentruths;3.Ask Ss to share theirfindmgs.1 Tliink and share ideasabout die au

10、tlior 2. Reflecton their life and discussthe green ttutir；3 Share theirideas.(GW)1.To inspire Ssto tliKik and reflect;2.To inspire Ssto voice the opuuons.思维品质：反思 生活的能力：学习能力：合作 学习；语言能力：流畅 表达。Step 5 Writing aproposal1 Ask Ss to write aproposal in groups, usingthe expressions and theexample from the le

11、sson;2. Present the proposal inclass.1.Work in groups andwrite a proposal;2.Choose arepresentative and presentdie proposal. (G,T)1.To encourageSs to work together;2.To guide Ss touse what theyvelearned to talk aboutthe green truth andcall on action.思维品质：逻辑 思维：语言能力：流畅 表达Step 6Compulsory: completeRead

12、 and choose theTo encourage Ss思维品质：创造Assignmentthe proposal and beassignment.to reflect on what思维；prepared to present intheyve learnedthe class.and read moreOptional: search for代 levantmore “green truths in ourdaily life and find out howto becomegreener .materials.备注：IW: Individual work GW: Group wo

13、rk CW: Class work教学流程：教学反思： 附录：课堂学案L TaskSuppose you are gomg to deliver a proposal (倡议)to all the students on behalf of the schooleiruironmental group. Wbrk in groups and write it, following the tips.(1) Introduce one of die green truthsm todays class.(2) Explain the reasons why it is not green.(3) Give your proposal (solution).Presentation:一 Green Ladies and gentlemen.truthPm calling on Everyone to check our idea aboutReasonsIts belie-ed thatis (are) better for theenvironment. However, its not always true, becauseSolutionTherefore, it is suggested that weLets start domg what we ca