高中英语外研版 (2019)必修 第二册Unit 6 Earth first优秀表格教案

这是一份高中英语外研版 (2019)必修 第二册Unit 6 Earth first优秀表格教案，共15页。

单元主题
本单元的主题语境是“人与自然”，涉及的主题语境内容是关爱地球、保护环境。本单元从人类面临的诸多环境问题入手，引出单元话题，并进一步深入讨论了动物保护、自然保护区、全球变暖、空气污染、生活中的环保误区等子话题。整个单元的教学应牢牢把握该主题语境，帮助学生深度理解主题和语篇，有机渗透人与自然和谐相处的情感、态度和价值观。
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的视频、游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容，能够运用阅读策略，从文本中提取信息并解读文本；能够理清现在完成进行时的用法及概念，并在具体语境中应用；听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇、句型及表达方式说服他人，以及表示折中、妥协的看法，深化对单元主题意义的理解与挖掘；能够分析招聘广告的要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学，并通过辩论、分析，联系生活实际，辩证地看待问题，分析利弊，并做出正确评判；找到合理的解决方法，并创造性地表达自己的观点，实现知识与思维能力的迁移；通过了解联合国教科文组织世界自然遗产录，增强民族自豪感；提升热爱环境，保护自然遗产的环保意识。并通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传册；并能够选择恰当的方法反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
主题语境
人与自然——人与环境的和谐相处
内容分析
活动1呈现一则环保主题公益广告的视频，介绍了与环境相关的数据，直观地展现了人类面临的严峻形势。活动2要求学生看四幅环保主题漫画，基于已有知识讨论这四种环境问题的成因和应对措施，为后续环节进一步的主题意义探究做铺垫。教材提供的话题意义深远，视频和漫画生动有趣，有利于拉近学生和话题之间的距离，引发共鸣。
教学目标
1. 带领学生熟悉话题，激活已有的语言、背景知识，激发对话题的兴趣；
2. 引导学生发散思维，能够通过描述视频与漫画、小组讨论等方式，用英语分析和探讨问题，表达观点；
3. 引导学生基于已有的知识和经验，对保护地球这一话题进行简单的讨论。
教学重点
学生获取视频中与数字相关的细节信息。
教学难点
启发学生说明环境问题堪忧的理由。
教学策略
视听教学法、交际教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Teacher asks students t read the questins in Activity 1 and plays the vide.
2. Teacher cllects answers. If students are having truble, Teacher can play the vide again until students get the infrmatin needed.
1. Students watch the vide and find answers t the questins in Activity 1.
2. Students present their answers t the class.
1. T aruse students’ interest and draw their attentin t the theme f this unit – human and nature.
2. T let students understand sme envirnmental prblems we are facing nwadays that makes ur future uncertain via watching vide and widen students’ knwledge.
Activity 2
1. Teacher divides students int grups and lets them talk abut what envirnmental prblem each picture shws and try t think f pssible reasns.
2. Teacher prvides backgrund infrmatin.
3. Teacher asks students t share their ideas and inspires them t think abut hw t slve these prblems.
Students discuss in grups and share their ideas fr each questin.
T make students knw mre abut envirnmental issues and knw hw t cperate with each ther.
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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t tick the wrds that wuld use t describe sharks.
Students finish Activity 1 and add mre wrds if they can think f any.
1. T lead students t the tpic and activate their prir knwledge.
2. T prepare students fr reading.
Activity 2
1. Teacher asks students t share what they knw abut the film Jaws.
2. Teacher asks students t skim the passage t find ut hw sharks are described in the film Jaws.
1. Students share their knwledge f Jaws.
2. Students read the passage quickly and find ut hw sharks are described in the film.
T train students’ reading skills in lcating certain infrmatin.
Activity 3
Teacher asks students t chse the writing purpse f the passage in Activity 3.
Students cmplete Activity 3.
1. T encurage
students t figure ut the authr’s purpse in writing the passage.
2. T let students
gather infrmatin abut the passage, thus preparing fr Activity 4.
Activity 4
1. Teacher asks students t read the passage carefully and try t finish the chart in Activity 4.
2. Teacher asks students t wrk in grups and exchange their answers and cmment n each ther.
1. Students read the passage again, find the infrmatin they need t cmplete the chart.
2. Students present their chart t the rest f the class.
T examine hw much students have grasped the detailed infrmatin.
Think & Share
Teacher asks students t discuss the tw questins in grups and ffers help if they need.
Students discuss the tw questins in grups then share their ideas with the class.
1. T train students’ ability t use language in their real life and express the ideas in a lgical way.
2.T enhance students’ critical thinking ability.
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自然——人与环境的和谐相处
内容分析
本板块包括语法部分-ing和-ed做补语、词汇部分Dealing with glbal warming和听说部分Envirnmental prblems t be slved。语法部分的两个语篇分别呈现了“美人鱼”汉娜致力于保护海洋环境的事迹以及三江源自然保护区工作人员的访谈；词汇部分向学生呈现了与全球变暖相关的词汇，并要求学生完成一份主题为“你能为应对全球变暖做的六件事”的宣传手册；听说部分的材料讨论了雾霾的“前世今生”，引导学生关注身边的环境问题。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
教学目标
1. 带领学生识别现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，使学生在此基础上能够初步运用；
2. 引导学生运用相关词汇和语法结构讨论全球变暖问题，并提出可行的解决方案；
3. 引导学生运用话题词汇谈论空气污染问题，并能够根据需要有礼貌地打断别人。
教学重点
引导学生理解-ing 和-ed 做补语的区别；运用本单元已学词汇和语法结构表达如何应对全球变暖；在听力过程中，获取对话中关于雾霾的相关信息，归纳再进行语言输出。
教学难点
提取并总结归纳得体打断对方的表达，并迁移运用于相似情景的交流中；利用发散性思维拓展补充作者的观点。
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
1. Teacher asks students t read the sentences in Activity 1 and try t answer the three questins.
2. Teacher asks students t find mre sentences with these structures in the reading passage.
3. Teacher asks students t summarise the functins and usage f “-ing and -ed as cmplement”.
1. Students read the sentences and cme up with pssible answers t the three questins.
2. Students find mre sentences in the reading passage with similar structures.
3. Students summarise the functins and usage f “-ing and -ed as cmplement” with the help f the teacher.
T encurage
students t discver the grammar usage by themselves.
T further enhance
students’ understanding f “-ing and -ed as cmplement”.
Activity 2
1. Teacher asks students t read the passage and figure ut the main idea.
2. Teacher asks students t chse the crrect frm f given verbs.
3. Teacher invites students t share their answers.
1. Students read the passage and find ut what Hannah is ding and why.
2. Students share their answers.
T get students t practise “-ing and -ed as cmplement”.
Activity 3
1. Teacher asks students t read the interview and then rewrite the underlined sentences using -ed r -ing frm as cmplement.
2. Teacher invites students t read the new sentences and share their understanding f the functin f using -ed and -ing frms as cmplement.
1. Students read the interview and rewrite the underlined sentences using -ed r -ing frm as cmplement.
2. Students share their understanding f the functin f using -ed and -ing frms as cmplement.
T help students cnslidate the applicatin f -ed r -ing frm as cmplement in a real-life cntext.
Activity 4
Teacher asks
students t lk at the six pictures and try t describe them.
Teacher asks
students t talk abut what they knw abut the expressins.
1. Students lk at the
six pictures and try t describe them.
2. Students wrk in pairs and share knwledge f given expressins.
T encurage students t learn and share mre tpic-related knwledge, especially in glbal warming.
Activity 5
1. Teacher asks students t read the brchure in Activity 5 and cmplete the blanks using expressins frm Activity 4.
2. Teacher asks sme students t share their answers with the class.
1. Students read the brchure in Activity 5 and cmplete the blanks using expressins frm Activity 4.
2. Sme students share their answers with the class.
3. Students read the cmplete brchure t the rest f the class.
T deepen students’ understanding f glbal warming.
Activity 6
Teacher asks students t wrk in pairs and discuss what they can d t help deal with glbal warming.
Wrk in grups and talk abut what they can d t help deal with glbal warming.
T enlarge students’ vcabulary and imprve their abilities t slve prblems.
Activity 7
1. Teacher asks students t read the tpics.
2. Teacher plays the audi f the lecture and asks students t chse the tpics that are cvered.
1. Students read the seven tpics t get a glbal idea abut the lecture.
2. Students listen t the lecture fr the first time t tick the tpics that are cvered.
T train students t grasp the main idea and key infrmatin f the listening materials.
Activity 8
1. Teacher plays the audi again and asks students t cmplete the slides. Play ne mre time until students get the detailed infrmatin needed. Pause when necessary.
2. Teacher checks the answers with the class.
3. Teacher asks students t read “Learning t learn” n this page and reminds students t take ntes during listening.
4. Teacher asks students t recall hw the speakers interrupt each ther. Play the audi again if necessary.
Students listen t
the audi again and cmplete the slides.
Students check the
answers with the teacher.
3. Students read “Learning t learn” n this page t learn hw t interrupt smene plitely.
3. Students wrk in grups and talk abut hw the students interrupt the lecturer plitely.
1. T help students understand the details f the listening materials.
2. T help students learn hw t interrupt smene plitely.
Activity 9
Teacher divides
students int pairs and asks them t read the materials n Page 84 and Page 87 respectively.
Teacher asks
students t wrk in pairs and make the cnversatin accrding t the different materials.
Teacher invites
several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in
pairs and read the materials n Page 84 and Page 87 respectively.
Students wrk in
pairs and make the cnversatin accrding t the different materials.
Several pairs act ut
their cnversatins in frnt f the class. Others make cmments.
T help students
learn mre abut the factual infrmatin abut recycling.
T encurage
students t practise interrupting thers plitely.
Activity 10
Teacher divides
students int pairs and asks them t talk abut anther envirnmental prblem.
Teacher invites
several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in
pairs and talk abut anther envirnmental prblem.
Several pairs act ut
their cnversatins in frnt f the class. Others make cmments.
T encurage
students t further practise exchanging ideas.
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.
Presenting ideas & Reflectin板块教学设计
（Presenting ideas和Reflectin部分建议总时长40–45分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——人与环境的和谐相处
内容分析
本课为Presenting ideas与Reflectin板块。以主题Earth first为依托，围绕碳足迹开展探索式学习。要求学生先思考生活中哪些物品会产生碳足迹，然后分组制作碳足迹调查问卷，通过班级调查了解并思考有哪些行为可以减少碳足迹，运用批判性思维深入思考自己对单元主题的理解并进行表达，进一步增强自己的环保意识。第一部分以图片材料的形式介绍了一些增加碳足迹的物品。第二部分为调查问卷环节，提供了问卷设计模板，并提示了报告调查结果的相关表达。
教学目标
1. 引导学生了解更多碳足迹产生的方式，并思考在日常生活中如何减少碳足迹；
2. 带领学生通过小组合作和讨论分享，制作碳足迹调查问卷，使学生能够通过问卷调查思考并总结实现低碳生活的有效措施；
3. 引导学生在对碳足迹进行调研和制作调查问卷的过程中，达成对本单元所学知识的迁移和运用；
4. 引导学生通过汇报小组活动成果，用英语表达自己的想法，展示调研成果；
5. 引导学生通过自我反思的方式，监控、评价、反思和调整自己学习的内容和进度。
教学重点
1. 引导学生思考日常生活中碳足迹如何产生；
2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点
1. 引导学生设计计算碳足迹的调查问卷并通过问卷调查结果发现日常不环保行为；
2. 引导学生养成自我评价的好习惯。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Teacher prvides sme backgrund infrmatin abut carbn ftprint.
2. Teacher asks students t lk at the pictures and asks students t figure ut hw these items cntribute t a carbn ftprint.
3. Teacher asks students t think abut the items’ cntributin t carbn ftprint and add mre examples.
1. Students search fr infrmatin abut carbn ftprint r knw sme knwledge abut carbn ftprint frm the teacher.
2. Students lk at these items t figure ut hw they cntribute t a carbn ftprint and think f mre items.
1. T lead students t the tpic and activate their backgrund knwledge.
2. T help students prepare fr the creatin f the survey.
Activities 2-3
1. Teacher asks students t wrk in grups t create a carbn ftprint survey.
Teacher asks students t carry ut the survey in the class.
Teacher asks students t use the results t cme up with ways t reduce carbn ftprint.
1. Students wrk in grups and create a carbn ftprint survey.
2. Students carry ut the survey in the class.
3. Students use the results t cme up with ways t reduce carbn ftprint.
T encurage students t apply what they’ve learned in real cmmunicatin and slving prblems.
Activity 4
Teacher invites sme grups t reprt their results.
Students reprt the results f their survey using the useful expressins in the bx.
T help students practise skills in presentatin and learn frm each ther.
Reflectin
Teacher asks
students t recall what they’ve learnt in this unit.
Teacher asks
students t cmplete “Reflectin” in Student’s Bk.
Students rate their perfrmance in this unit, summarise what they’ve learnt and think abut what they need t imprve.
T help students evaluate their perfrmance, review the unit, and think abut ways t imprve.
Prject板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——人与环境的和谐相处
内容分析
本单元的项目实践活动要求学生为建设绿色校园贡献自己的力量。学生通过调查研究和主题讨论，选择一种或几种活动方式，形成具体可行的校园环保计划，最后向全班汇报。如果有条件，教师应鼓励学生将计划付诸行动。学生在教师的指导下，进行自主学习、合作学习、探究式学习，增强环保意识，切实落实环保行动。
教学目标
1 指导学生调查研究，发现校园中存在的环境问题，并进行记录；
2 指导学生思考调查结果并讨论解决办法，从而达成对所学知识的迁移和运用；
3 带领学生将解决办法细化，使学生能够形成计划，并进行预评估；
4 如果条件允许，指导学生开展“校园环保节”活动，使学生能够通过各项宣传活动增强环保意识。
教学重点
1. 引导学生利用单元所学，上网查找资料，多渠道获取信息；
2. 引导学生利用问卷调查的方式分析校园环保问题。
教学难点
引导学生探索解决环保问题的有效措施。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
(In the previus class)
Teacher divides the
class int grups and asks students t explre the schl campus t find ut areas that wuld benefit frm greater envirnmental awareness.
Teacher asks
students t lk at the three pictures and t chse an envirnmental prblem. 3. Teacher asks the
grups t lk fr infrmatin nline r in the library abut the prblem they chse and try t create a questinnaire t investigate.
(In the previus class)
1. Each grup explres the schl campus t find ut areas that wuld benefit frm greater envirnmental awareness.
2. Students lk at the three pictures and chse an envirnmental prblem they want t investigate.
3. Each grup lks fr infrmatin nline r in the library abut the prblem and creates a questinnaire t investigate.
1. T get students prepared fr the prject, and develp their individual learning and explring abilities.
2. T help students develp skills in cllecting infrmatin via investigatin.
Plan
1. Teacher asks each grup t have discussins and decide hw t take effective actins t slve the prblems they have fund thrugh the investigatin and find ut the way t reach their target audience.
1. Students wrk in grups and figure ut effective ways t slve the prblem they chse.
2. Students try t think f the best way t reach their audience.
1. T help students classify infrmatin and explre effective methds.
2. T help students prepare fr the campaign.
Create
Teacher asks students t make a detailed plan fr their campaign.
Students make a detailed plan fr their campaign. Cnsider the fllwing aspects:
(1) Date, time and lcatin
(2) Any materials yu need t prepare
(3) Hw the campaign will be carried ut
(4) Duties fr each grup member
1. T teach students t cperate with each ther.
2. T imprve students’ integrated skills.
Present
Teacher arranges time in later perids fr students t evaluate all the plans and vte as a class fr the best campaign plan.
Students evaluate all the plans and vte as a class fr the best campaign plan. If pssible, carry ut the campaign in the schl.
T help students practise skills in giving a presentatin, and learn frm each ther.