Unit 6 Earth First Developing Ideas Reading 教学设计-2024-2025学年高中英语外研版（2019）必修第二册

Instructional Design Book 2 Unit 6 Earth first Developing ideas: What’s really green? Information Teacher: Mo Xiaoqian Students: Junior 1 Material: English (New Standard) for Junior High Schools, Book2 (2019, FLTRP) Type of lesson: Reading Time allotment: 40 minutes Teaching philosophy According to English Curriculum Standards for Senior High Schools (2017 edition, revised in 2020), the following concepts are applied in this lesson: 1. Activity-based Approach to English Learning Three levels of activities: learning & understanding, applying & practicing, and transferring & creating are carefully designed in order to develop students' English subject core competencies. 2. English Subject Core Competencies According to English Curriculum Standards for Senior High Schools (2017 edition, revised in 2020), our classroom teaching should be aimed to help students cultivate their English Subject core competencies which include language abilities, learning abilities,thinking capabilities and cultural awareness and how can we achieve the goals. We need to integrate 6 components of the curriculum into the class by some specific activities where they go through the learning process of learning and understanding,applying and practicing, transferring and creating. Only when we teachers create appropriate learning activities can we achieve an effective class. Text analysis [What] This text is a passage from a newspaper column, introducing some common misunderstandings about environmental protection, to guide students to have a critical attitude towards the so-called common sense. [Why] Through this passage, students would reflect on the previous life common sense, and develop new and appropriate awareness of environmental protection. [How] With the logic of "reason-effect-measure", this passage elaborates its points of view to change readers' improper view on environmental protection. Students Analysis After the former four periods, students have already had a basic understanding of environmental protection concept and how to practice it, but they still have some misunderstandings about protecting environment and cannot explain the reasons in a clear and logic way. Teaching objectives By the end of the period, the students will be able to.. (1) distinguish the real green life concept, and view the life common sense properly (2) elaborate their own opinions with the cause-effect logic of this passage (3) practice the correct and environmentally-friendly life style in their daily life (4) improve their reading skills of using subheadings to have an overall understanding and locating detailed information (5) guide the students to learn the logic of the passage: identify the "green truths", explain why they are not green and come up with a solution Key points (1)To take a holistic approach to the life common sense. (2) To elaborate their own opinions with the cause-effect logic of this passage. Difficult point (1) Help the students develop their critical thinking. Teaching approach Activity-based Approach to English Learning, Communicative Approach Teaching aids: Textbook, blackboard, chalk, and multimedia courseware. Teaching procedures Step 1 Pre-reading（6mins） Activity 1 T greets students and introduces the main theme to students, and then invites them to appreciate a video clip called The Turning Point. Activity 2 T asks students to think about: 1)What would happen if humans exchanged roles with animals? 2) What is the most ironic part of the film? Purpose: To arouse students’ interest in the topic. Activity 3 （4mins） T asks students to finish the quiz in order to see how much they know about a green lifestyle. Purpose: To awaken students’ previous experiences about green lifestyle and lead them to know something new about environmental protection. Step 2 Fast reading（5mins） Activity1 Ask Ss to read the passage quickly and find out the meaning of the title and the main idea of the passage. Purpose: To train students’ ability of predicting through main heading and subheadings. Activity 2 Guide Ss to find out the structure of passage and ask Ss to think about the following questions: 1. What is the function of subheadings? 2. What is the genre of the passage? Purpose: To let students get the internal logic of this passage.   Step 3 Detailed reading(18mins) Activity 1: Ss to read carefully and find out the real truths and reasons why they are true? Purpose: Read and talk about the real truths and reasons. Activity 2: Read the details of the subheadings. Subheading 1 Q1. In the following, which one is not the disadvantage(坏处）of plastic bags? A. Causing litter. B. Being treated as food by wild animals. C. Taking much more time to break down. D. Using much more energy to produce. Q2. According to common truth, we should take _ when shopping? A. a plastic bag B. a paper bag C. a reusable bag D. a cheap bag Subheading 2 Q3. Why does the device still use power when it is turn off? Subheading 3 Q4. Why is not always better to eat local food? A. Because it can save the energy used to transport. B. Because it tastes worse than the food transported long away. C. Because its production uses less energy. D. Because it uses more energy and produces more greenhouse gas. Subheading 4 Q5. Why is it not always better to take a shower than a bath? Conclusion-last paragraph The passage mainly tells us _. A. We should raise the awareness of environmental protection. B. We must take care of the environment. C. Not all the "green truths" are really green. D. The common ideas are false. Purpose: To train students’ ability to spot the details and integrate this information. Post-reading(5mins) Think & Share Ask Ss to have a free talk. Q1. Which of the “green truths” surprises you most? Give your reasons. Q2. Are you aware of any other “green truths” that are not true? Share them with the class. Q3. How "green" are you? Share your "green actions" with the class. Q4. What can you do to become "greener"? Purpose: To inspire Ss to voice their opinions. Step 5 Summary(2mins) T asks Ss to retell the passage based on a mind map and some key words with the help of the logic and the connecting words. Purpose: To consolidate what they have learnt in today's lesson. Homework: Discover more green truths that are not completely true and explain these ideas by using the causes-effect-measure logic. Blackboard design: Transferring & Creating Applying & Practing Learning & Understanding 学科网（北京）股份有限公司 $$