人教版 (2019)选择性必修 第四册Unit 3 Sea Exploration表格教案

这是一份人教版 (2019)选择性必修 第四册Unit 3 Sea Exploration表格教案，共7页。
课程基本信息
学科
英语
年级
高三
学期
秋季
课题
Unit 3 Sea Explratin (lessn 5) - Reading and writing
教科书
书 名：英语选择性必修第四册教材
出版社：人民教育出版社 8月
教学目标
By the end f the class, the students will be able t:
grasp the structural and linguistic features f argumentative essay;
master the skills f giving strng supprt t yur argument;
write a pwerful argumentative essay n sea explratin;
think critically abut the prs and cns f explring the cean.
教学内容
教学重点：
Analyze the structure and elements f argumentative passages;
Read emtins frm the usage f certain tense, the chice f wrds.
教学难点：
Cnclude the skills f making persuasive explanatin frm reading.
Cmpse their wn argumentative essays n sea explratin via PEEL writing methd.
教学过程
Step1. Lead-in
Shw a picture f a ppular China’s representative Geng Shuang addressing a speech at the United Natins.
Create a cntext that there will be a discussin at Wrld Mdel United Natins - Sea Explratin, harmful r helpful. Students imagine if they were ne f the yuth representative.
Prvide students with pictures relating t the psitive and negative effects brught abut by sea explratin frm textbk and the website. Ask students t think abut what they will express and hw t persuade thers.
Justificatin:
t quickly get the students engaged in the tpic and inspire them t frm their pinin;
t aruse students’ thirst t vice themselves and persuade thers.
Step2. Scan the text
Scan fr the genre
Task: Multiple Chice Questin:
A. narrative essay, B. expsitry essay, C. argumentative essay
Since the tw texts are laid ut in parallel, and the task 1 (find the arguments and evidence) gives the hints, it is easy fr students t recgnize the text type.
Scan fr the argument
Argument is always stated in the beginning f the passage. Students can easily find it in the first paragraph.
Key pint: ask students t read the emtin in the argument: present perfect tense and simple future tense are used here t shw the authr’s cncern.
Scan fr the evidence
Ask students why des the authr feel s cncerned? Lead them t read the evidence after the argument. The passage is well-rganized, thus it can be easily fund that the tpic sentences f para2-4 are the evidence.
Naturally lead t the third questin: hw des the authr explain thse cncerns, s as t read the para2-4 in detail.
Justificatin:
t lead students t scan fr the genre, argument, evidence step by step;
T highlight the skill f shwing emtin: adpt certain tenses.
Step 3: Task-based reading/detailed reading
Detailed reading f paragraph 2
Questin1: What pllutin des the explratin bring abut?
Answer: the authr lists tw facts: il spill and plastic pllutin.
Lead students t pay attentin t the specific numbers and time.
Cnclusin: T be persuasive, we can present facts with detailed data.
Detailed reading f paragraph 3
Questin2: Why is it very damaging?
Lead students t paraphrase the lgic f the vicius effect with the help f the diagram belw.
Pay attentin t the expressin “because f”, “which means”.
Cnclusin: T be persuasive, we can explain the cause and effect with signal wrds.
Detailed reading f paragraph 4
Questin3: Hw severe the prblem is?
Lead students t pay attentin t the expressins: s-called, banned, murdering, intelligent, withut mercy.
Cnclusin: T be persuasive, we can select expressins with emtin.
Detailed reading f paragraph 5
Questin1: Is there mre evidence?
Questin2: If n, then what des the authr cnvey?
Questin3: “is hme t life”: what life? (the life f the dlphin, seabirds and whales. etc)
Questin4: “is mre sensitive”: hw sensitive (easily affected by explitatin)
Students can read that it is a call-back f the pinins mentined befre frm the questin chain. Cnclusin: In restatement, we shuld link the pints mentined befre back t the argument.
Questin5: Hw des the authr call back the great cncern?
Frm the expressins “the hme t life” and “nt human being’s pssessins”; “huge” and “but mre sensitive”; “nt prtect it” and “nt frgive us”, students can cnclude: T be persuasive, we can make cntrasts.
Justificatin:
Use questin chain t lead students t find the skills f giving persuasive explanatin.
Step 4: Independent learning
Cnclude the structure f the text ne and prvide a hamburger writing pattern fr students t read and find the argument, evidence, and restatement.
Justificatin:
Frm “we learn” t “I learn”, train the self study ability and testify their grasp f the structure f argumentative essay.
Step 5: Summary
Cnclude the knwledge after reading the tw texts: Hw t write a persuasive argumentative essay?
Intrduce the PEEL writing mdel, an effective way f cmbing the utline f an argumentative essay.
Step6: Brainstrming
Ask students what ther facts abut sea d they think imprtant as well. Grup discussin is encuraged.
Cllect the facts and infrmatin frm this unit.
Justificatin: Prepare the material and facts befre writing:
Step7: Write an utline via PEEL methd
(student’s excellent utline)
Assignments:
1. Cmpse yur argumentative essay based n the utline.
2. Self-evaluate based n the chart.
Clsing speech:
Whether supprt r ppse the sea explratin , it is ur cnsensus that the sea shuld be explre in a sustainable manner.
As a teenager, everyne shuld shulder the bligatin, wrk tgether and strive fr a blue cean and bright future!