Unit 3 Conservation Lesson 1 The Sixth Extinction 教案-2024-2025学年高中英语北师大版(2019)选择性必修第一册

Unit 3 Conservation Lesson 1 Reading Subject English Grade Level High School Grade 1 Total Lessons Textbook BNU Press Senior High School English Compulsory 1 Lesson Type Reading Lesson 1 Textbook Analysis Textbook Analysis This lesson focuses on the topic of extinction, specifically the sixth mass extinction. The text provides historical context, scientific explanations, and examples of species that have gone extinct due to human activities. It emphasizes the importance of conservation efforts and the potential consequences of continued human impact on the environment. Student Analysis Students have a basic understanding of environmental issues but may lack detailed knowledge about mass extinctions. They are generally interested in science and current events, making this topic engaging. However, they may struggle with complex vocabulary and scientific concepts, requiring clear explanations and visual aids. Lesson Objectives 1. Students will be able to explain the five major mass extinctions in Earth's history. 2. Students will be able to summarize the main points of the passage. 3. Students will propose solutions to prevent the sixth mass extinction. 4. Students will practice using relative clauses in their writing and speaking. Key Points and Difficulties Key Points 1. Understanding the concept of mass extinctions. 2. Identifying the causes of the sixth mass extinction. 3. Analyzing the impact of human activities on the environment. 4. Proposing solutions to prevent the sixth mass extinction. Difficulties 1. Grasping the scientific concepts and terminology related to extinctions. 2. Summarizing the main points of the passage accurately. 3. Formulating effective solutions to environmental problems. 4. Using relative clauses correctly in written and spoken communication. Teaching Methods and Preparation Teaching Methods Lecture, Group Discussion, Cooperative Learning, Questioning Materials Preparation Textbook, PowerPoint slides Teaching Process Teacher Activities Student Activities Warm up (10 minutes) Activate Prior Knowledge (1) Begin the class with a brief discussion on what students already know about extinctions. (2) Show a short video clip or images of extinct species to engage students. (3) Distribute a worksheet with multiple choice questions (similar to the ones in the textbook) to assess students' prior knowledge. (4) Review the answers and provide feedback. (5) Introduce the topic of the sixth mass extinction and its significance. (6) Explain the objectives of the lesson. Engage Students (1) Ask students to share their thoughts on the importance of preserving biodiversity. (2) Encourage students to ask questions and express their opinions. (3) Write key terms on the board (e.g., extinction, mass extinction, biodiversity). (4) Provide definitions and examples for these terms. (5) Use visual aids to illustrate the concepts. (6) Ask follow up questions to ensure understanding. 1. Participate in the discussion and share their prior knowledge. 2. Watch the video clip or images and reflect on their thoughts. 3. Complete the worksheet and discuss their answers. 4. Engage in the conversation and ask questions. Evaluation Task 1. Active participation: ☆☆☆ 2. Correct answers: ☆☆☆ 3. Thoughtful responses: ☆☆☆ Design Intentions To activate students' prior knowledge and engage them in the topic, ensuring they are prepared for the reading activity. Reading Comprehension (20 minutes) Activity One: Read and Explore Guided Reading (1) Distribute the textbook and instruct students to read the passage about extinction. (2) Provide a set of guiding questions to help students focus on key information. (3) Walk around the classroom to monitor students' progress and provide assistance as needed. (4) After reading, ask students to complete the notes section in the textbook. Comprehension Questions Q1: What did scientists find out in 2015? Q2: Why does the writer think the sixth mass extinction will come? Q3: Why does the writer believe we'll probably die out if 75% of the Earth's species die out? Q4: What did people do in the case study to protect black robins? Which claim(s) did the case study support in the text? 1. Read the passage carefully and answer the guiding questions. 2. Complete the notes section in the textbook. 3. Participate in the class discussion and share their answers. 4. Take notes on the board. Evaluation Task 1. Accurate answers: ☆☆☆ 2. Active participation: ☆☆☆ 3. Clear notes: ☆☆☆ Design Intentions To enhance students' reading comprehension skills and ensure they grasp the main ideas of the text. Critical Thinking (15 minutes) Activity Two: Group Work Discussion and Analysis (1) Divide students into small groups. (2) Provide each group with a set of questions to discuss: (3) Q1: Use different colored pens to highlight at least one example for each of the four elements listed below. Then find out: (1) What typical language is used? (2) What text type is this piece of writing? (3) What is its communicative purpose? (4) Q2: What ways of argument does the writer use to convince readers? Are you convinced? Why or why not? Reflection and Sharing (1) Ask students to reflect on the discussion and write down their thoughts. (2) Encourage students to share their reflections with the class. (3) Facilitate a class discussion to synthesize the key points. (4) Provide additional insights and clarify any misconceptions. (5) Summarize the main findings and emphasize the importance of critical thinking. (6) Assign a short writing task for homework: Write a paragraph summarizing the main points of the lesson and your personal reflection. 1. Work in groups to discuss the questions. 2. Highlight examples and identify typical language and text type. 3. Present findings to the class. 4. Reflect on the discussion and write down their thoughts. 5. Share reflections with the class. Evaluation Task 1. Group participation: ☆☆☆ 2. Clear presentation: ☆☆☆ 3. Thoughtful reflection: ☆☆☆ Design Intentions To develop students' critical thinking and problem solving skills through group discussions and reflections. Vocabulary and Language Practice (15 minutes) Activity Three: Vocabulary and Relative Clauses Vocabulary Practice (1) Review the new vocabulary words related to extinction and conservation. (2) Provide definitions and examples for each word. (3) Have students create meaningful expressions using the vocabulary words. (4) Ask students to use each expression in a sentence. Relative Clauses (1) Introduce the concept of relative clauses, including defining and non defining clauses. (2) Provide examples and explain the differences. (3) Have students identify relative clauses in the text and classify them as defining or non defining. (4) Translate the relative clauses into Chinese and discuss the meaning. (5) Provide practice exercises for students to complete. 1. Review the new vocabulary words and create meaningful expressions. 2. Use each expression in a sentence. 3. Identify and classify relative clauses in the text. 4. Translate the relative clauses into Chinese. 5. Complete practice exercises. Evaluation Task 1. Correct vocabulary usage: ☆☆☆ 2. Accurate identification of relative clauses: ☆☆☆ 3. Clear translations: ☆☆☆ Design Intentions To reinforce vocabulary learning and introduce the concept of relative clauses, enhancing students' language skills. Homework Assignment Write a Paragraph 1. Summarize the main points of the lesson. 2. Reflect on the importance of conservation efforts. 3. Use at least three new vocabulary words in your paragraph. 4. Include at least one relative clause in your writing. 5. Proofread your paragraph for accuracy and clarity. Board Design Title: Unit 3 Conservation Lesson 1 Reading Key Terms: Extinction Mass Extinction Biodiversity Human Activity Conservation Main Points: 1. Five Major Mass Extinctions 2. Causes of the Sixth Mass Extinction 3. Impact of Human Activities 4. Solutions to Prevent Extinction Vocabulary: Extinct Endangered Habitat Pollution Conservation Relative Clauses: Defining Clauses Non Defining Clauses Examples: Extinctions, where entire species are wiped out, are not unusual in our Earth's history. The bus which was full of tourists stopped near the Leaning Tower of Pisa. Teaching Reflection Insufficient Time Management 1. The warm up activity took longer than expected, leaving less time for the reading comprehension section. 2. Some students struggled with the vocabulary, which slowed down the pace of the lesson. 3. The group discussion was less productive due to time constraints. 学科网（北京）股份有限公司 $$