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

这是一份外研版 (2019)必修 第二册Unit 6 Earth first教学设计，共4页。

Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自然——人与环境的和谐相处
内容分析
本课为Develping ideas板块，是一篇阅读语篇。探讨了日常生活中的四个环保真理的真伪。作为说明文，文章结构清晰，采取总分总的结构。第一部分引入话题，引导人们思考我们所谓的环保常识/真理是否正确。第二部分四个副标题介绍了四条环保真理，并对其真伪进行辨析。最后一部分，作者提醒人们应该学会验证生活中的环保常识的真伪。通过对四个环保真理真伪的辨析，作者在澄清了环保常识的同时，也引发人们对于更多“环保真理”的批判性思考；读写部分的范文呈现了一封倡议 “光盘行动”的信件。通过这一板块的学习，学生能够提升思维品质，并初步掌握倡议信的文体特点和写法。
教学目标
引导学生利用副标题梳理文章结构，理解语篇内容，归纳文中对环保真理真伪的原因分析；
2. 引导学生借助语篇知识分析本课语篇类型特点以及段落逻辑关系，使学生能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点；
3. 引导学生通过自主学习与小组合作学习，进一步深入分析文中环保真理错误的原因以及应对措施，并做一个简短的报告；
4. 帮助学生进一步深化对单元主题的理解，了解倡议信的写作特点，使学生能够运用所学内容写一封与环保相关的倡议信。
教学重点
1. 引导学生思考人们对四个“环保真理”产生误解的原因以及这些“真理”不正确的原因，培养其思辨能力；
2. 引导学生对文章观点做出自己的评论。
教学难点
1. 引导学生思考如何变得更加环保；
2. 以环境问题为主题写一封倡议书。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t d the questinnaire in Activity 1.
Students chse the answers they agree with in Activity 1.
T lead students t the tpic and activate the students’ backgrund knwledge.
Activity 2
1. Teacher asks students t read the subheadings in the passage and decide if they are true r false.
2. Teacher asks students t summarise the main idea f the passage.
1. Students read the passage quickly and read the subheadings in the passage and decide if they are true r false.
2. Students summarise the main idea f the passage.
T encurage
students t skim the passage by applying the learning strategy t reading.

Activity 3
Teacher asks students t read the passage in detail and cmplete the causes in Activity 3.
Students scan the passage and cmplete the causes.
1. T encurage students t scan and analyse the causes and effects.
2. T examine hw much students have grasped the detailed infrmatin.
Think & Share
1. Teacher asks students t discuss the fur questins in “Think and Share”.
2. Teacher invites sme students t share their pinins.
Students discuss the fur questins in grups and then share their pinins with the class.
T help students further understand the tpic f the passage and make cmments.
Activity 4
1. Teacher helps students rganise a talk abut ne f the “green truths” in the passage by getting students t list imprtant pints.
2. Teacher helps students present their ideas prperly.
1. Students wrk in grups and rganise their ideas.
2. Students give a talk abut ne f the “green truths” in the passage.
T help students cnslidate the language and tpic knwledge they have learned.
Activity 5
Teacher asks students t read the letter and answer the questins in Activity 5.
1. Students read the letter and figure ut the structure f the letter.
2. Students answer the questins in Activity 5.
3. Students find ut the sentence patterns t persuade thers.
T help students read and figure ut the structure, cntent and language expressins f a persuasive letter.
Activities 6-7
1. Teacher asks students t wrk in grups and discuss anther envirnmental issue.
2. Teacher asks students t write a persuasive letter based n the structure in the Students’ Bk.
3. Teacher shws the criteria f a gd cmpsitin and demnstrates hw t assess a cmpsitin.
4. Teacher asks sme students t shw their writing t the class, and invites ther students t make cmments.
1. Students wrk in grups and think abut anther envirnmental issue.
2. Students use the expressins in the bx t write a persuasive letter based n the structure.
2. Students d peer evaluatin.
3. Students share their cmpsitin with the class.
T help students imprve their writing thrugh peer evaluatin.