Unit6UnderstandingideasSharksDangerousorendangered教学设计高中英语

SHARKS:DANGEROUSORENDANGERED?

UnitTitle

Earthfirst

Students

45senioronestudents

Duration

45mins

Lesson

Understandingideas

Topic

Sharks:DangerousorEndangered?

Teachingphilosophy

ThewholedesignisbasedontheNewEnglishCurriculumStandards.Inthislesson,thetextanalysisisunderthecertainthemeofcontextandwholeunitandstudents’Englishcorepetenceswhicharelanguageability,culturalawareness,thinkingqualityandlearningabilitywouldbetakenintoconsiderationandimprovedthroughactivities.

Thisisaninstructionaldesignbasedonthestudentcenteredteachingphilosophy.Inthislesson,inordertohelpstudentshaveabetterunderstandingofthispassage,theteacherwilldesignsomeactivitiestoguideandhelpstudentsdoteamworkandselfstudytocultivatetheircriticalthinkingandlearningability.

Textanalysis

Thematiccontext:humanandnature

Genre:expositorytext

Sourceoftext:Theteachingmaterialofmylessonischosenfrom2019ForeignLanguageTeachingandResearchPress,Book2,Unit6,Earthfirst.Andthetopicisfrom,Understandingideas,Sharks:dangerousorendangered.

What:Inthispassage,theauthorintroducesbecauseofafilm,sharksareregardedasdangerousanimals,whichdirectlycausespeople’ssharkkillingandfinning.Asaresult,sharksareendangered.Afterrealizingourmisunderstandingofsharks,peoplestarttocallforsharkprotection.

Why:Theauthorhopestoexplainpeople’smisunderstandingofsharksandraisepeople’sawarenessofsharkprotection.

How:ThestorygoesbasedonPeterBenchleywhowritesthebookthefilmJawsisbasedon.Becauseofthefilm,peopleseesharksasdangerousanimalsandstarttokillthem,whichmakessharksendangered.However,becausePeterchangeshisviewonsharksandencouragespeopletoprotectsharks,peoplelearnmoreaboutsharksandwanttoprotectthemfromextinction.

Studentsanalysis

Whattheyhave

My45studentsareinseniorone,thefirstyearofseniorhighschool.Actually,moststudentshavemasteredsomereadingstrategies,likescanning,skimmingandgettingthemainideas,butmostofthetime,theyjustreadforgrades.Andasateenager,theyhavegotsomeinformationaboutsharksfromvideos,booksorpictures,buttheyaredifficulttodistinguishtheinformationtheyget.

Whattheyneed

Inthislesson,Iexpectmystudentstoreadformeaning,andduringthereadingprocess,theywouldimprovetheirabilityoforganizingandanalyzinginformationtoformlogicalandcriticalthinkingandtoexplorethemeaningbehindlines.Andafterlearningthispassage,theywouldhavearightunderstandingofsharksandhaveawarenessofprotectingsharks.

Teachingobjectives

Bytheendofthislesson,mystudentswouldbeableto:

1.illustratehowthefilmJawsandPeterinfluencedpeople’sviewonsharks.

2.learntolookatthingsandwordswithcriticalthinking.

3.makeaposteraboutsharkprotection.

Focalanddifficultpoints

Focalpoints:

Studentswillunderstandthethemeofthispassagepeopleneedtokeepinharmonywithsharksandlearnedtolookatthingswithcriticalthinking.

Difficultpoints:

Studentscanorganizeandanalyzeinformationtoknowthatactually,peopleasadangertosharks,ratherthantheotherwayround.Andsharksneedourprotection.

Studentscanrealizethatfamouspeopleorthingshavegreatimpactonus,butweneedtolookatthemwithcriticalthinking.

Teachingmethods

Activitybasedteachingmethod，Situationalteachingmethod,

Cooperativelearningmethod.

Teachingaids

Blackboard,PPT

Teachingprocedures

Parts

/Time

Teachingactivities

Purposes

Teacher’sactivities

Students’activities

/Learningstyles

Prereading

8mins

Step1.Leadin

1.Playsavideonamed“SavetheSharks”andasksstudentstodescribethem.

1).Whatwordswouldyouusetodescribesharks?

2.Playsavideoclipfromthefilm“Jaws”andguidesstudentstotalkabouttheopeningscene.

2).Whatcanyouseeinthisvideoclip?

3).Whatwordswouldyouusetodescribesharks?

Step2.Prediction

1.Guidesstudentstofocusonthetitle“Sharks:DangerousorEndangered?”andthepicturesinthepassage.Then,answer.

1).Canyouguesswhatthetextisabout?

Watchthetwovideoclipscarefullyandanswerthequestions.

(Classwork)

Focusonthetitleandthepicturesinthepassage.Thinkaboutandanswerthequestionstopredictthecontentofthistext.

(IndividualWork)

1.Toarousestudents’interestsaboutthistopic.

2.Tocreateacontextandleadtothetopic.

3.Tolearnsomenewkeywords,like,shark,scaredendangered.

Toleadstudentstoreadthispassageeasierandmorepurposefulwiththeguideoftheprediction.

Whilereading

20mins

Whilereading

20mins

Whilereading

20mins

Whilereading

20mins

Step3.Fastreading

1.Readforstructure

1.1Asksstudentstoreadthepassagequicklyanddivideitinto3partsandtalkaboutwhateachpartmainlytalksabout.

1.2Askstudentstoreadthispassagequicklyagainandmatchthemainideawitheachparagraph.

Step4.Detailedreading

AskstudentstoreadPart1andfinishthefollowingtasks.

Asksstudentstoreadand

1).Whathappenedtothiswomanintheopeningsceneofthefilm“Jaws”?

2).Whatthefilmisabout?Wasitsuccessful?

3).Howdidthisfilmaffectpeople’sviewonsharks?

4).Whatdoes“longheldidea”mean?

1.2AsksstudentstoreadPara.2andanswerthefollowingquestions.

1).Howdidpeopledescribesharks?Orhowdidtheyfeelwhentheythinkofsharks?(circleadjectivesoradjectivephrasestopresent)

2).Whatdidpeoplestartdoing?

2.ReadPart2andaskstudentstofinishthefollowingtasks.

2.1ReadPara.3

2.1.1Readthefirst2sentencesandanswer.

1).What’stheresultofpeople’sactivities?

2).Peoplekillsharksjustbecausetheyareafraidofthem?

2.1.2ReadtherestofsentencesinPara.3andanswer.

1).Whatisfinning?

2).What’stheprocessoffinning?Howdoyoufeelit?

3).Whydopeopleneedsharkfins?

3).What’stheresultoffinning?

2.2Readpara.4

2.2.1Readthefirst3sentencesandanswerthefourquestions.

1).Who’sPeterBenchley?

2).Whatdidhethinkoftheeffectsoffinning?And

3).Whatdidheseewhenhewasdivingin1980?(ReadtheawfulsightPetersawtogether)

4).HowdoyouthinkPeterfeltafterdiving?

2.2.2ReadtherestofsentencesinPara.4andfillintheblanks.

1).Howdidhechangehisviewonsharks?

2).whatdidhedofromthatday?

3.Analyzetheblackboarddesignandasksstudentstothink.

1).Aresharksreallydangerous?

2).Dopeoplekillsharkspurposely?Dotheirbehaviorcausessharksendangered?

4.ReadPart3(Para.5)

1).DideveryonewhowatchedthefilmJawsbecameafraidofsharks?

2).Whatdidtheydo?

3).Doyouthinkthisisawaytoprotectsharks?

4).Whatdopeoplewanttodotoday?Andhowmanypeople

Readthepassagetodivideitinto3partsandtalkaboutwhateachpartmainlytalksabout.

(IndividualWork)

Readthepassagequicklyagainandmatchthemainideawitheachparagraph.

(IndividualWork)

Readandfillintheblanks.

(TeamWork)

Readpara.2tocircleadjectivesoradjectivephraseswhichpresentpeople’sfeelingandtheirdescriptiononsharks.andanswerquestion.

(IndividualWork)

Readthefirst2sentencesandanswerquestions.

(IndividualWork)

ReadtherestofsentencesinPara.3andanswerquestions.

(IndividualWork)

ReadReadthefirst3sentencesandanswerthefourquestions.AndreadtheawfulsightPetersawtogether

(IndividualWork/

ClassWork)

ReadtherestofsentencesinPara.4andfillintheblanks.

(PairWork)

Readthemindmapontheblackboardandanswerquestions.

(IndividualWork)

Readandthinkcarefully.Then,answerthesequestions.

(IndividualWork)

Toletstudentsgetthestructureandgeneralmeaningofthispassage.

Toassiststudentstounderstandthewriter’spurposeinwritingthispassage.

Tohelpstudentslearnpeoplethinksharksaredangerous

Toletstudentsknowtheresultsandreasonsthatpeoplekillsharks.

Toguidestudentstolearnaboutsharkfinningandrealizepeople’sbehavioriscruel.

Toguidestudentstoknowmanysharksaredeadbecauseofpeople’skilling.

Tohelpstudentsunderstandpeople’sviewsonsharksarewrong.Butpeople’sbehaviorcausessharksendangered.

Toguidestudentstorealizemaybewecannotmakesurewhethersharksaredangerousornot,butwecanmakesurepeoplemakesharksendangered

Toassiststudentstorealizethatnowadaysmoreandmorepeoplestarttoprotectsharks

Toguidestudentstobecriticaltofamouspeople’swordsandvideos

Postreading

15mins

Step5.Brainstorming

Asksstudentstoworkinteamsof4todiscus