外研版 (2019)必修 第二册Unit 6 Earth first教学设计

Understanding ideas板块教学设计

（建议时长40–45分钟，教师可根据教学实际酌情调整。）

课型

Reading + Speaking

主题语境

人与自然——人与环境的和谐相处

内容分析

本板块呈现了一篇反映单元主题的课文，语篇类型为说明文。课文围绕“鲨鱼是危险的动物还是濒危动物”这一问题展开讨论，引发人们对保护海洋动物这一话题的关注。读前的导入活动激活学生对鲨鱼这种动物的已有认知，帮助学生提前熟悉语篇话题，为学习课文做铺垫。读中活动考查学生快速查找信息的能力。读后活动则通过探讨写作目的、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。

教学目标

1. 带领学生通过略读，获取目标信息;

2. 帮助理清作者的观点和写作意图，理解课文信息；

3. 引导学生运用批判性思维分析课文，形成对文章主题思想的理解；

4. 引导学生基于课文内容联系生活实际，发表自己的意见和观点。

教学重点

引导学生通过自主阅读和小组合作，借助语篇知识，梳理语篇结构。

教学难点

引导学生运用审辩式思维梳理人们对鲨鱼的态度变化。

教学策略

任务型教学法、P–W–P阅读模式

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

Teacher asks students to tick the words that would use to describe sharks.

Students finish Activity 1 and add more words if they can think of any.

1. To lead students to the topic and activate their prior knowledge.

2. To prepare students for reading.

Activity 2

1. Teacher asks students to share what they know about the film Jaws.

2. Teacher asks students to skim the passage to find out how sharks are described in the film Jaws.

1. Students share their knowledge of Jaws.

2. Students read the passage quickly and find out how sharks are described in the film.

To train students’ reading skills in locating certain information.

Activity 3

Teacher asks students to choose the writing purpose of the passage in Activity 3.

Students complete Activity 3.

1. To encourage

students to figure out the author’s purpose in writing the passage.

2. To let students

gather information about the passage, thus preparing for Activity 4.

Activity 4

1. Teacher asks students to read the passage carefully and try to finish the chart in Activity 4.

2. Teacher asks students to work in groups and exchange their answers and comment on each other.

1. Students read the passage again, find the information they need to complete the chart.

2. Students present their chart to the rest of the class.

To examine how much students have grasped the detailed information.

Think & Share

Teacher asks students to discuss the two questions in groups and offers help if they need.

Students discuss the two questions in groups then share their ideas with the class.

1. To train students’ ability to use language in their real life and express the ideas in a logical way.

2.To enhance students’ critical thinking ability.