Unit 6 Earth First Developing ideas What's really green 教学设计-2024-2025学年高中英语外研版（2019）必修第二册

Teaching Design 外研版(2019) Book 2 Unit 6 Earth first I. The first part of the unit overall interpretation Unit overview 1.Theme context Thematic context Topic Groups Topic Content Man and Nature Natural ecology Environmental protection 1.Protection of natural environment and natural heritage. 2.Man and the environment, man and plants, man and animals. 3.he relationship between human survival, social development and environment. 2. Summary of theme With the theme of environmental protection, this unit explores the earth protection and related issues about the destruction of the earth, endangered animals and climate warming, and cultivates students’ awareness of environmental protection. The Starting out section talks about environmental issues. Understanding ideas part explores the "danger" of sharks in movies and television works and the endangered status of sharks in the real environment, explores how to solve the problem of declining shark population by describing the changes in people's behavior towards sharks, and awaken students' awareness of environmental protection.In the Using language part, by understanding SNNR (Sanjiangyuan National Nature Reserve), master the use of present participle and past participle as complement;The vocabulary learning part explores how to deal with global warming;And in the listening part,we learn more about other environmental problems that need to be solved. In the Developing ideas section, by exploring what is a real green life, students will be prompted to think about green lifestyles and other issues, so that students will realize the urgency of environmental protection, and finally further explore the meaning of the theme by writing letters. Through exploring low.carbon life in the section of Presenting ideas and initiating the "Green school" movement in the Project, the environmental awareness will be truly put into action. 3. Unit target Based on the multi-modal discourse provided by the unit, students can comprehensively use various language skills to understand the discourse content, understand the lectures related to haze, discuss and deepen their understanding of air pollution environmental protection measures, learn to politely interrupt each other when necessary, and describe the content rel greenhouse effect in the newly learned language. Using present participle and past participle appropriately as complement to talk about environmental protection related topics, students can write environmental protection action proposals and investigate the carbon emission of classmates. Through research and study, they try to propose solutions to deepen the understanding and mining of the meaning of the unit theme; Be able to use the knowledge learned in the modules to talk about the global environmental problems, as well as the specific environmental problems faced by some regions, understand advanced environmental concepts, enhance environmental awareness, practice green lifestyles, question existing views and assumptions, and make rational judgments and choices; Through the use of various learning strategies, in the process of independent, cooperative and inquiry-based learning, combined with the reflective and evaluative questions provided by the unit, I can constantly monitor, evaluate, reflect and adjust my learning content and process, improve my understanding and expression ability, and ultimately promote the comprehensive improvement of my language ability, cultural awareness, thinking quality and learning ability. 4. Analysis of learning situation The perspective of theme context, senior high school freshmen have learned topics related to the theme context of this unit in junior high school and compulsory one. Human and nature are partly involved in junior high school, and students have had certain life experience about nature. Students may have some social experience of nature through social practice, research and other activities.They learn the names of plants and animals, the characteristics of plants and animals, and know that some animals are endangered (for example, elephants in Thailand), why and what to do about it. Vocabulary learned about this topic are: nature, plant,cut down trees, smoke,pollution, protect, environment, earth, planet etc.The grammar of this unit is the non-predicate verb-ing form and -ed form as the complement. In junior high school, I initially came into contact with the non-predicate verb, but the study of the complement component involved little, and the understanding of the grammatical meaning and functional meaning is not thorough enough. Teachers should guide students to construct a new knowledge structure, constantly deepen their knowledge and understanding of the meaning of the subject, gradually develop language skills, promote the integration of language learning and thinking activities and effective English learning strategies, and achieve the improvement of students' core literacy of the subject. 5.Unit teaching content and intention Content Type Intention Understanding Ideas Starting out It aims to activate students' existing language and background knowledge, lay the groundwork and warm-up for the next learning activities of the whole unit, and let students have a preliminary understanding of environmental protection related issues. Reading Guide students to think deeply about the film and television impression of sharks, the reality of endangered sharks, and rescue measures, and use the relevant knowledge of the subject to explore environmental protection issues. Using language Through the comprehensive training of skills in real context, students can deepen their understanding of unit topics and improve their comprehensive language application ability. Developing Ideas Reading Through the study of this section, students can better choose the right low-carbon lifestyle, learn more about environmental protection measures, and further master the stylistic features and writing methods of the essay. Writing Understand the stylistic features and content characteristics of argumentative essays, and can write argumentative essays on environmental protection issues. Presenting Ideas Expressing ideas Promote students to review and master what they have learned, and apply it comprehensively in real situations, internalize the unit theme and develop the quality of thinking. Project Under the guidance of teachers, students will apply the content learned in this unit comprehensively and develop the ability of comprehensive language application in the new context. II. The second part of teaching design Textbook Version 外研版（2019） Content Book 2 Unit 6 Earth first Lesson Period Period 5 Developing ideas Time 40 minutes Lesson Type Reading for Writing Theme context Man and nature--the harmony between man and the environment Analysis of content This class is a "Reading for writing Lesson", based on the reading content of the Developing ideas section, teachers and students discuss the authenticity of the four environmental truths in daily life. The first part of the root essay introduces the topic, leads people to think about whether our so-called environmental common sense or truth is correct, and allows students to judge the truth or falsehood based on their existing knowledge, which arouses students' interest. The four subheadings of the second part introduce the four environmental truths and analyze their authenticity. The last part reminds people that they should learn to verify the authenticity of environmental protection common sense in their daily lives. Through the analysis of the authenticity of the four environmental truths, the author not only clarifies the common sense of environmental protection, but also triggers people's critical thinking about more "environmental protection truths". After reading the essay, students can summarize specific measures that are truly environmentally friendly and accumulate material for the writing section. Teaching Objectives 1. Guide students to use subheadings to sort out the structure of the article, understand the content of the discourse, and summarize the reasons for the authenticity of the environmental protection truth in the text; 2. Guide students to analyze the characteristics of discourse types and the logical relationship of paragraphs in this lesson with the help of discourse knowledge, so that students can use logical thinking and critical thinking to sort out and judge common ideas in life; 3. Guide students to further analyze the causes and countermeasures of environmental protection truths and errors in the text through self-directed learning and group cooperative learning, and make a short report; 4. Help students further deepen their understanding of the unit theme, understand the characteristics of proposal letter writing, and enable students to use what they have learned to write an initiative letter related to environmental protection. Focus points 1. Guide students to think about the reasons why people misunderstand the four "environmental truths" and the reasons why these "truths" are incorrect, and cultivate their critical thinking skills; 2. Guide students to make their own comments on the ideas of the article. Difficult points 1. Guide students to think about how to become more environmentally friendly; 2. Write a proposal on the topic of environmental issues. Teaching strategies Communicative Pedagogy, Task-based Pedagogy, P-W-P Teaching tools Blackboard, Seewo whiteboard, PPT, Video Teaching contents Activity contents Procedures Purposes Teacher’s activity Students’ activity An activity before class A survey Teacher asks students to do a survey of environment protection. Students to do a survey of environment protection. To let students know more knowledge of environmental protection into action and guide students to understand the importance of harmonious coexistence between man and nature from real life. Stage 1 Pre-writing (Read for information and structure) Activity 1（Look and tick） Teacher asks students to look at the questions about “green living” and tick their answers in Activity 1on page 90 according to their basic life information. Students should choose their answers they might agree with in Activity 1 on page 90 according to their basic life information. To let students know the topic about environment protection and attract the students’ interests to the theme “Really green”. Activity 2 (Read and find) 1.Teacher asks students to skim the subheadings in the passage and predict if they are true or false. 2.Teacher asks students to read the passage in detail to check their answers. 1. Students read the subheadings in the passage and and predict if they are true or false. 2.Students scan the passage and find out the truth of “Really Green”. 1.To encourage students to skim the passage by applying the learning strategy to reading. 2. To encourage students to scan and analyze the passage to find out the truth of “Really Green” and examine how much students have grasped the detailed information. Activity 3 (Think and share) 1.Teacher asks students to discuss the two questions in “Think and Share” on page 93. (Q3:How “green” are you? Share your “green actions” with class.) (Q4:What can you do to become “greener”?) 2. Teacher invites some students to share their opinions of being “greener”. 1.Students work in groups to discuss the two questions and organize their ideas. 2.Students share their opinions by listing some different measures to become “greener”. 1.To help students further understand the topic of the passage and make comments. 2. To help students consolidate the language and topic knowledge they have learned. Activity 4 (Read and discuss) 1. Teacher asks students to read the letter on page 94 and find out the sentence patterns to persuade others. 2.Teacher asks students to work in groups and discuss another environmental issue in school and give some useful methods. 1. Students read the letter and figure out the structure of the letter and find out the sentence patterns to persuade others. 2. Students work in groups and think about another environmental issue in school and give some useful methods. To help students read and figure out the structure, content and language expressions of a persuasive letter. Stage 2 While-writing (Get structure and write) Activity 5 (Conclude and Write) 1. Teacher asks students to list some useful methods about protecting environment in school. 2. Teacher asks students to write a persuasive letter based on the structure on page 95. 1. Students list some useful methods about protecting environment in school. 2. Students write a persuasive letter based on the structure on page 95. 1.To give some useful information about writing. 2.To help students finish their writing by using this structure. Stage 3 Post-Writing (Evaluate and share ) Activity 6 (Evaluate and share) 1. Teacher shows the criteria of a good composition and demonstrates how to assess a composition. 2. Teacher asks some students to show their writing to the class, and invites other students to make comments. 1. Students do evaluation. 2. Students share their composition with the class. To help students improve their writing through evaluation. Activity 7 (conclude) 1.Teacher help students draw a conclusion of writing structure about persuasive letter. 2.Teacher guide students to call on everyone to protect environment and save energy. 1.Students draw a conclusion of writing structure about persuasive letter with the help of teacher. 2.Students to call on everyone to protect environment and save energy. 1.To help students master the writing skills. 2.To develop students’ awareness of environment protection. Evaluation checklist Self-evaluation checklist 1.Does my writing have a clear structure? Yes No 2.Do I provide proper examples to support the topic sentence? 3.Do I use appropriate sentence structures and rich vocabulary?? 4.Does the writing use the present tense? 5.Do I conclude my writing properly? Peer-evaluating checklist Criteria Score Grades Structure 1.Does the letter has a clear structure? 2.Does the letter have a clear introduction and conclusion? 5=Excellent 4=Good 3=Acceptable 2=Improvement 1=Poor Content Do the details in each paragraph of the main body sufficiently support the points? Language Does the letter use appropriate sentence structures and rich vocabulary? Total score Mark improper expressions and give suggestions if you can. Homework 基础题 造句练习： 假设你是学校社团负责人，你校将举办以环保为主题的建议征集活动，请你根据学校具体实际情况提出三条可行建议，帮助同学们将环保落实到行动中去。 （Tips：建议使用本单元语法“现在分词和过去分词作补语”） As students, what can we do to protect environment? Firstly： Secondly： Thirdly： 变式题 书面表达: 假设你是李华，你校将以六月八日世界海洋日为主，举办英语征文比赛，请你写一篇短文投稿。 内容包括: 1.海洋的重要性; 2.保护海洋的倡议。 注意: 1.词数100左右; 2.短文的题目和首句已为你写好。 Dear friends， Yours，Lihua 综合题 2023年新高考I卷 假定你是李华，外教Ryan准备将学生随机分为两人一组，让大家课后练习口语，你认为这样分组存在问题。请你给外教写一封邮件，内容包括: 1.说明问题: 2.提出建议。注意: 1.写作词数应为80个左右: 2.请按如下格式在答题卡的相应位置作答。 Dear Ryan， Yours，Lihua Blackboard layout Reflection Advantages: This lesson is reading for writing,uses process teaching method to train students’ writing. It is P-W-P which includes a pre-writing, while- writing and post-writing.A large amount of language input has been carried out before writing, effective writing guidance, and students are familiar with the necessary forms of language expression and discourse structure; The content and form of writing are closer to students' actual life and real communication behaviour, and cooperative learning promotes the development of students' writing skills. Disadvantages: The teacher evaluates students' writing results from different perspectives. Through group evaluation, students learn from each other and complement each other's strengths. Some students have grammatical and vocabulary errors in the writing process, which needs to strengthen the consolidation and training of basic knowledge. Some students did not participate well in the peer evaluation process, so guidance and supervision needed to be strengthened. Improvement: In the follow-up teaching, the training and consolidation of students' basic knowledge will be strengthened to improve their language skills. Strengthen the guidance and supervision of peer evaluation sessions to ensure that every student can actively participate and make valuable suggestions. In teaching, we focus on cultivating students' innovative thinking and critical thinking skills, encourage them to try different writing styles and expressions, and improve the diversity and richness of their compositions. Through the above teaching design and reflection, teachers can continuously improve their teaching methods and strategies to improve the teaching quality of high school English writing classes. 学科网（北京）股份有限公司 $$