Unit6EarthFirstUnderstandingideas教学设计-高中英语外研版

Book2Unit6EarthfirstUnderstandingideasSharks:DangerousorEndangered?授课教师：李智梅授课班级：高一致远班授课时间：May14th,2025Textanalysis:Thematiccontext:humanandnatureGenre:expositionSourceoftext:Theteachingmaterialformylessonischosenfrom2019ForeignLanguageTeachingandResearchPress,Book2,Unit6,Earthfirst.Andthetopicisfrom,Understandingideas,Sharks:dangerousorendangered.What:Inthispassage,theauthorintroducesbecauseofafilm,sharksareregardedasdangerousanimals,whichdirectlycausespeople’ssharkkillingandfinning.Asaresult,sharksareendangered.Afterrealizingourmisunderstandingofsharks,peoplestarttocallforsharkprotection.Why:Theauthorhopestoexplainpeople’smisunderstandingofsharksandraisepeople’sawarenessofsharkprotection.How:ThestorygoesbasedonPeterBenchleywhowrotethebookthefilmJawsisbasedon.Becauseofthefilm,peopleseesharksasdangerousanimalsandstarttokillthem,whichmakessharksendangered.However,becausePeterchangeshisviewonsharksandencouragespeopletoprotectsharks,peoplelearnmoreaboutsharksandwanttoprotectthemfromextinction.TeachingobjectivesLearningability:Analyzethestructureofthispassagebysummarizingthemainideaofeachparagraph.(Analyzing)Arousestudents'awarenessofprotectinganimalsandbedeterminedtotakeaction.(Applying)DeveloptheircooperativeabilityandspokenEnglish,andstrengthentheirawarenessofprotectingsharksthroughgroupwork(Applying)TeachingimportantpointsUnderstandtheauthor'spurposeandthestructureofthetext.Identifykeyinformationaboutsharksandtheirendangeredstatus.GivealivespeechonTiktoktocallonpeopletoprotectthesharks.Culturalawareness:Guidestudentstoknowtheimportanceofwildlifeprotectionandwhatwecandotoprotectwildlife.Thinkingability:Leadthestudentstothinkaboutwhyweshouldprotectwildanimalsandhowtoliveinharmonywithnaturebycriticalthinking.Teachingdifficultpoints:Understandthethemeofthispassageandtheauthor’swritingintention,andfigureouthowpeople’sattitudetowardssharkschangeandthereasonsbehindit.Tofindoutsomekeyinformation,reflectonpeople’sviewonsharks,realizethatpeoplehavedoneharmtosharks,andthinkabouthowtospreadthemessagethatsharksneedhelp.GuidestudentstogivealivespeechonTiktoktocallonpeopletoprotectthesharksandexpresstheirideasclearlyandlogically.Teachingmethods：Discussionleadstudentstoreadandthink.Reportencouragestudentstotakepartintheclassactively.Teachingprocedures&ways:Step1:GreetingsWhenyouEnterthisroomWeleLWeleCooperationisexpected.OurpositiveattitudeandMutualrespectispartofEverythingwedoandsay.Step2endangeredpowerful.......，powerful.......Forsuchahuge,powerfulanddangerousanimal,couldtheybeeendangered?Maybe【设计意图】本环节旨在通过图片引出话题内容，进而借助问题，引导学生描述对鲨鱼感受与印象，为引出鲨鱼主题、探讨其危险与濒危现状做铺垫，提升学生参与度。Step3ReadingReadforthestructureTask1:Lookatthepictureandthetitletopredictwhatthepassageismainlytalkingabout?Task2MatchthemainideawitheachparagraphPara1. A.Finningkillsmillionsofsharksayear.Para2. B.Jawsstrengthenedtheideaofsharkasadangerousanimal.Para3. C.Morepeoplewanttoprotectsharksfromextinction.Para4. D.Benchleycameacrossanawfulsightofdeadsharksandfoughttoprotectsharks.Para5. E.Jawsmadepeoplemorescaredofsharksandpeoplekilledalargenumberofsharks.question(提出问题)Task3question(提出问题)SharkSharkDangerousorEndangered?analysisanalysis(分析问题）Para.____+Para._______________________Para.____+Para.___________________________________?conclusion（总结）conclusion（总结）Para5Morepeoplewantto____________________?Task4.What’sthegenreofwritingisthispassage?Narration(记叙文）B.Argumentation（议论文）C.Exposition（说明文)【设计意图】在阅读课文之前引导学生观察图片和标题，预测文章主要内容,激发阅读动机，调动学生积极性；之后通过阅读（skimming），让学生匹配段落大意的同时分析概括文章结构以及文本类型，了解说明文的文本特征，提高提取、分析、归纳文本信息的能力。ReadfordetailsParagraph1Readparagraph1anddescribetheopeningsceneinthefilmthenanswerthequestions.__________________________________________________________________________________________Whydidtheauthordescribetheopeningsceneofthefilm?.A.introducethetopic B.makepeopleawareofsharksC.tellsharksaredangerousD.showhisangerinthefilm3.WhatinfluencedidJawshaveonpeople?Itstrengthened_____________________________________________________________________________.strengthenedtheideapeople’slongheldideaofthegreatwhitesharkasadangerousanimal.Nowlet’sgotoparagraph2toexploremoreaboutpeople’sideas.【设计意图】引领学生根据课文内容描述《大白鲨》视频片段并回答问题，旨在利用直观素材激活学生已有认知，激发学习兴趣。培养学生提取信息能力并让学生明白是电影Jaws加深了人们对大白鲨的印象：Sharksaredangerous.Paragraph2Listentoparagraph2carefullyandchoosetheanswers.1.WhichisNOTtheattitude/feelingofpeopletowardssharks？A.scared.B.frightened.C.horrible.D.caring.2.WhatdidpeopledotosharksafterseeingJaws？A.theystoppedswimming. B.theystartedfishingforsharks.C.theykilledsharksasmanyastheycould. D.A,BandC.paragraph3andtheyareendangered.Let’sgotopart2tofindoutwhytheyareendangered.【设计意图】通过听第二段课文听力，引导学生在听力过程中根据文章主要信息推断出第一段最后指出人们的白鲨的深刻印象的具体内容：（对白鲨的态度和感受以及因此产生的结果）。提高学生提取、分析、归纳文本信息以及听力的能力。Paragraph3Readparagraph3andanswerthequestions.1.Whydidthenumberoflargesharksfallaroundtheworld?___________________________________________2.Whathappenstosharksaftertheirfinsarecutoff?______________________________________【设计意图】通过阅读回答问题，让学生了解鲨鱼数量下降的原因以及鲨鱼的现状，并分析鲨鱼被看作危险动物背后的人为因素，并通过逻辑思维，推断鲨鱼由此所遭受的结果并通过图片让学直观感受人类的残忍并明白其实人类才是鲨鱼的威胁而鲨鱼并非人类的敌人。深刻认识人类捕鲨鱼割鱼翅行为的残忍性，从而拒绝吃鱼翅，完成“人与自然”主题语境中“人与动物”这一子语境的认知。Paragraph4Readparagraph4andfillintheblanksThechangeofPeterBenchley’sattitudesandfeelingstowardssharks.TimeThingsPeterBenchleydidHisattitudesonsharksHisfeelingsBefore1975writing________thefilmJawswasbasedonHethoughtsharksweredangerousandfrighteninganimals______________After1980Hecameacross______________inanareawheretheseafloorwascovered________________,Headmittedthathisbook_______________aboutsharks’behaviour.Hefoughtto_____________Herealizedthatpeoplewere____________sharks,ratherthantheotherwayround.Herealizedthatsharks________________humans__________________________________________determined【设计意图】通过问题引领和填空练习，引导学生思考电影Jaws的原著作者PeterBenchley对于鲨鱼的态度发生巨大转变的原因，从而关注人与自然的和谐相处，形成保护鲨鱼的想法。并可以引用电影《哪吒2》申公豹的台词：人心中的成见是一座山。因为鲨鱼本身的强大和电影Jaws的影响，人们害怕鲨鱼并且为了利益残忍杀害鲨鱼，导致鲨鱼濒临灭绝，这就是人们对鲨鱼的偏见，但我们可以通过多了解鲨鱼了解真相去挪开心中这座山，也要有勇于承认并改正错误的勇气，呼吁大家一起努力去搬掉人们心中的这座山，引出本堂课的小组活动。Step4GroupworkWorkinsixtogivealivespeechonTiktoktocallonpeopletoprotectthesharks.Role:(Ahost;ashark;agovernmentofficial;anexpertfromWWF;studentsfromourschool.)Let’ssavethesharks!Host:Hello,mydearfriends!Weletoourbroadcastingroom.I’mthehostfrom___________MiddleSchool.First,let’sweleourhonoredguest:thelovelyshark,theofficialofthegovernment_________expertfromWWF______andstudentsfromourschool_____________.Givethembigclaps.Weareheretogiveaspeechtocallyouontoprotectsharks.Sharksareveryimportanttoouroceans,andtheirsurvivaldependsonouractions.First,let’slistentotheshark’sheart.Shark:Hello,everyone!AmIcute?AmIlovely？AmIdangerous？Manypeoplebelievethatwecanneverbeendangeredbecausewearethestrongestintheirfoodchain.Butinfact,weare______________now.Oneofthereasonsisthatpeople______________________________________.Besides，_________________________________________________________________________________.What’smore,humans_________________________________________________________________________________________________________.Pleasehelpus.（Thesituationofthesharksintheocean.描述鲨鱼现状）Host:Howpoortheyare?Dearstudents,wouldyouliketohelpthem?.Fortunately,peoplefromdifferentpartshavetakenactionstosavethesharks.Let’sinvitethem:GovernmentOfficial:____________________________________________________________________________.(Solutionstosavingthesharks.拯救鲨鱼的具体行动）ExpertfromWWF:____________________________________________________________________________.(Solutionstosavingthesharks.拯救鲨鱼的具体行动）Students:Tobeginwith,weshould(not)____________________________________________.What’smore,wehadbetter(not)_____________________________________________.Lastbutnotleast,itisimportantforusto_____________________________________________.（Solutionstosavingthesharks.拯救鲨鱼的具体行动）Host:It’severyone’sdutytoplayapartinsavingthesharks!Onlybysavingthesharkscanwesaveourselves.Withourjointefforts,wecanmakeabigdifference!Let'ssaytogether:Nosale,nokilling.（Summary总结呼吁）Thankyou!【设计意图】首先引领学生听听鲨鱼的心声（AI合成），让学生明白鲨鱼的现状并激起学生保护鲨鱼的欲望。通过小组合作和角色扮演，在抖音平台上直播不同身份的人（鲨鱼，政府人员，WWF工作人员以及学生）提出的拯救鲨鱼的具体行动，通过抖音直播的形式让大家一起呼吁大家来保护鲨鱼。通过跨学科的融合，提高学生学习兴趣，培养小组合作能力和语言表达能力。Step5Summary：Saveourseas（拯救我们的海洋）SharkHaltillega