Unit 6 Earth First Understanding ideas教学设计-2025-2026学年高中英语外研版必修第二册

该高中英语教学设计围绕“鲨鱼：危险还是濒危”议论文展开，聚焦“人与自然和谐相处”主题。课堂导入通过《大白鲨》视频片段与鲨鱼图片激活学生认知，课前“Be a Green Child”完形填空作为学习支架，帮助积累环保词汇，为主题讨论铺垫。 此资料特色在于融合多模态资源与任务型教学，通过视频冲击、细节阅读培养语言能力，小组讨论分析人们对鲨鱼态度转变提升思维品质，海报与短视频作业强化环保意识与文化意识，助力学生语言输出与价值塑造，为教师提供结构化教学流程与跨学科主题融合范例。

Unit 6 Earth first Understanding ideas Sharks: dangerous or endangered? 教学设计 主题语境：人与自然——人与环境的和谐相处 语篇类型：议论文 【教材分析】 本文围绕“鲨鱼是危险动物还是濒危动物”这一问题展开讨论。文章第一、二段围绕“鲨鱼是危险的动物”这一主题展开。文章开头是场景引入，通过对电影《大白鲨》开篇镜头的描述引出人们对鲨鱼的普遍认知。第二段则通过举例来进一步说明人们对鲨鱼的错误认知以及产生的影响。第三、四段围绕“鲨鱼是濒危动物”这二主题展开。第三段重点描述了人们割鳍弃鲨，给鲨鱼带来了深重的灾难。第四段描述了《大白鲨》电影原著作者 Peter Benchley 为扭转人们的观点而奔走呼告。第五段是对标题的解答，作为总结，告诉读者鲨鱼并非危险的动物，目前濒临灭绝，越来越多的人已加人了保护鲨鱼的行列。 【学情分析】 本节课的授课对象是普通高中一年级学生。学生了解鲨鱼的基本信息，并认为鲨鱼是危险动物，但是对于鲨鱼被认知为危险动物的原因思考较少，对于鲨鱼是濒危野生动物的现状知之甚少。学生可以通过语篇分析总结出文本结构，并且可以运用已有的语言知识完成大部分课堂活动，但教师仍需要借助于问题引领，引导学生进行更高层次的思维。 【教学目标】 1. Learn the basic structure of the text; 2.Grasp the specific information through reading and listening; 3.Use critical thinking to analyze people’s attitudes towards sharks; 4.Arouse students’ awareness of protecting animals and be determined to take actions. Part I . Before the Class Be a Green Child What does it mean to be green? “Green” is more than just a color. 1.______________ Why green? Plants are green, and without them the Earth wouldn't be such a lovely home for us human beings. What can we do? Here's a four-step guide to being green. Reduce it ! 2.______________ For instance, a shorter shower means you used less water and less fuel since your house uses to run the heater that warmed up the water. Reuse it! Sometimes people call ours a“throwaway society”. It means that we' re a little willing to throw away old stuff(东西) and buy new stuff. 3.______________ For instance, if your baby brother becomes older and loses interest in his plastic basketball hoop (篮圈), why not give it to another family who has a little kid? Recycle it! Recycling has never been easier. Many communities will pick it up right in front of your house and some towns even require it. Recycled goods go to a recycling center, where they can be turned into new cans, bottles, and paper. Enjoy it! It's true that rubbish and pollution are problems, but the Earth remains a huge and beautiful place that's ready for you to explore. 4.______________ Go for a hike, visit local nature centers and gardens, and climb up mountains. But before you travel the globe, take a look at your own backyard. Is there a spot where you could plant a tree or put in a little fruit or vegetable garden? 5.______________ A. It also means taking special steps to protect the environment. B. Many times, even if you no longer need something, someone else just might. C. You can start locally by visiting the naturally beautiful spots in your city. D. Turn off the water when you' re brushing your teeth. E. Get out there and get your hands dirty. F. You can watch with pride as your tree takes root and your garden plants grow. G. When you use less of something, you do a good thing for the Earth. The students discuss and give the answer :AGBCF 【布置意图】：在文段中对“green”一词有正确理解，并且就本单元话题积累表达与词汇，增加阅读量，深化对本单元主题的理解。 Part 2. Teaching Procedure 教学重点： 1.题目的含义和作者的写作目的； 2.鲨鱼遭受大量捕杀的原因以及人类对于鲨鱼态度的转变。 教学难点： 语篇的文本结构以及语篇类型。 教学资源： 教材，课件，多媒体，黑板，粉笔 教学过程： 步骤 教学活动 设计意图 活动层次 Lead-in Step 1 1. T shows a video clip of Jaws, T asks Ss: Q1: What is pulling the woman under the sea? Q2: How is your feeling now? 2.T shows some pictures about sharks, T asks Ss: What’s your impression of sharks?(use adjectives to describe it) 通过播放《大白鲨》视 频片段和展示鲨鱼图片 并提问，旨在利用直观 素材激活学生已有认知，激发学习兴趣。 引导学生描述感受与印 象，为引出鲨鱼主题、 探讨其危险与濒危现状 做铺垫，提升学生参与 度。 学习理解： 感知与注意 Pre-reading Step 2 1. Look at the picture and the title to predict what the passage is mainly talk about. 2.Ss match paragraphs with corresponding parts and get main idea of each part. T guides Ss to conclude the passage genre. Part One: Para I and 2 Sharks are dangerous. Part Two: Para 3 and 4 Sharks are endangered. Part Three: Para 5 More and more people want to protect sharks from extinction. The passage is an expository text. 引导学生观察图片和标 题，预测文章主要内容, 激发阅读动机，调动学 生积极性；关联新旧知 识。 学生通过通读全文，分析总结作者的写作目的，从而了解文章的主题意义。 学生通过分析概括文章 结构以及文本类型，了 解说明文的文本特征， 提高提取、分析、归纳 文本信息的能力。 学习理解： 获取与梳理 概括与整合 While-reading Step 3 Ss read for details 1. Read Paragraph 1 and introduce information about the movie Jaws and finish the chart 2. T shows a video clip of Jaws. T asks Ss: "After seeing the film, what did people think about sharks?" 3. Read Paragraphs 2 and 3 and answer the questions. Analyze the reasons for the rapid decline in the number of sharks worldwide. 4. Sort out the change in Peter Benchley's attitude towards sharks and finish the chart. 5. Read Paragraph 5 and summarize the process of the change in people's attitudes towards sharks. 6. Try to summarize this passage and complete the chart on Page 64. 7. Choose the author's purpose from the options on the page 63 引导学生梳理对于鲨鱼 学的认知，分析鲨鱼被 看作危险动物背后的人 为因素，并通过逻辑思 维，推断鲨鱼由此所遭 受的结果。 学生在阅读的同时通过 短视频视觉冲击，深刻 认识人类捕鲨鱼割鱼翅 行为的残忍性，从而拒 绝吃鱼翅，完成“人与 自然”主题语境中“人 与动物”这一子语境的 认知。 教师通过问题引领，引 导学生思考 Peter Benchley 对于鲨鱼的态 度发生巨大转变的原 因，从而关注人与自然 的和谐相处，形成保护 鲨鱼的情感态度。 学习理解： 获取与梳理 概括与整合 Post-reading Step 4 1.Make a discussion in groups :As a students, what should we do to protect endangered sharks? No trading, no killing. The globe is a big family. Just as President Xi said, We should love animals, as we love ourselves. We should live in harmony with every creature 通过小组讨论，引导学 生如何保护鲨鱼，锻炼 学生的逻辑思维和批判 思维。 迁移创新： 批判与评价 想象与创造 Step 5 Homework 1.Make a poster about endangered animals and call on people to protect them. 2.Let’s film a short video and put it on TikTok(抖音）to inform the public of endangered animals that live around the world and correct people’s misunderstandings of them. 将语篇文本内容迁移到 现实生活中，运用课上 所学实现语言输出。 应用实践： 内化与运用 迁移创新： 想象与创造 学科网（北京）股份有限公司 $