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

Unit 6 Earth First -Understanding ideas 内容导航 This section focuses on the text "Sharks: Dangerous or Endangered", an exposition analyzing people’s changing attitudes towards sharks, revealing the truth of sharks’ endangered situation and the negative impact of media, guiding students to establish environmental awareness and the concept of harmonious coexistence with nature. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and sentence patterns related to environmental protection and marine life, and improve skills in reading exposition and grasping logical structure. Cultural Awareness: Understand the relationship between human activities and the natural environment, and establish the concept of respecting nature and protecting the earth. Thinking Quality: Cultivate critical thinking by analyzing people’s wrong attitudes towards sharks and exploring the root causes. Learning Ability: Master reading strategies such as predicting and skimming, and develop the habit of autonomous and cooperative learning in thematic exploration. 2. 教学重难点 Key Points: Understand the main idea and logical structure of the text, grasp the process of people’s attitude change towards sharks and its causes, and master the usage of core words (such as shark, endangered, attitude) and sentence patterns (such as be doing...when...). Difficult Points: Analyze the author’s writing purpose and implied meaning in the text, cultivate critical thinking about media influence, and use the learned language to express views on protecting endangered animals. 教学过程 Step 1: Warming-up and Lead-in Activity 1: Video and Picture Presentation. The teacher plays a short video about extinct and endangered marine animals, including scenes of shrinking shark populations, and displays pictures of sharks in different contexts (e.g., sharks in the wild, sharks in fishing activities, film posters of Jaws). Then the teacher asks the following questions: "What do you think of sharks when you see these pictures? Are they dangerous or pitiful? Have you ever seen films or read books about sharks? How do they describe sharks?" Activity 2: Word Brainstorming. The teacher writes the word "shark" on the blackboard and invites students to brainstorm adjectives that can describe sharks, such as "dangerous", "scary", "powerful", "endangered", "helpless". The teacher records these adjectives on the blackboard and guides students to think: "Why do people have different views on sharks? Today we will explore the truth about sharks through the text." Design Intention: The video and pictures can quickly attract students’ attention, arouse their emotional resonance, and make them realize the urgency of protecting marine animals. The brainstorming activity helps students activate their existing vocabulary and prior knowledge about sharks, lay a foundation for the subsequent text reading, and naturally lead to the theme of the text. Step 2: Pre-reading Activity 1: Title Prediction. The teacher asks students to look at the title "Sharks: Dangerous or Endangered?" and guide them to predict the content of the text. Questions for guidance: "What does the title imply? Will the author discuss whether sharks are dangerous or endangered? What reasons may be given in the text to support the author’s view? Do you think the author’s attitude towards sharks is positive or negative?" Students are allowed to discuss in pairs for a few minutes and then share their predictions with the whole class. The teacher comments on students’ predictions and encourages them to verify their ideas in the process of reading. Activity 2: Vocabulary Preview. The teacher presents the core vocabulary of the text, including nouns (shark, fin, extinction), verbs (target, dive, affect), adjectives (endangered, cruel, sustainable), and phrases (due to, take...into account, protect...from...). For each word and phrase, the teacher provides simple definitions and example sentences related to the text context, such as "endangered: in danger of becoming extinct; Sharks are an endangered species." Then the teacher asks students to read the words and phrases aloud and make simple sentences by themselves to ensure they have a basic understanding of the vocabulary, which helps them avoid obstacles in reading. Design Intention: Title prediction can cultivate students’ ability of logical reasoning and preview, stimulate their interest in reading, and make them read the text with questions and purposes. Vocabulary preview is an important part of pre-reading. Mastering core vocabulary in advance can improve students’ reading speed and comprehension, and lay a solid foundation for in-depth reading. Step 3: While-reading Stage 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. What is the author’s main point of view? After students finish reading, they are invited to share their answers. The teacher summarizes: The text mainly discusses people’s changing attitudes towards sharks, points out that sharks are not as dangerous as people think, but are facing the danger of extinction, and calls on people to protect sharks. Design Intention: Skimming is a basic reading strategy. Through this activity, students can quickly grasp the main idea of the text, form a general understanding of the text structure, and lay a foundation for further detailed reading. At the same time, it can train students’ ability to extract key information quickly. Stage 2: Scanning for Specific Information The teacher asks students to read the text again carefully (scanning) and complete the following table about people’s attitude towards sharks, including the attitude, reasons, and changes. The table is as follows: Period People’s Attitude towards Sharks Reasons Before the film Jaws was released Neutral or not overly afraid People had little understanding of sharks and few direct conflicts with them After the film Jaws was released Scared and hostile, seeing sharks as dangerous creatures The film shaped sharks as horrible killers, which had a great impact on people’s cognition Nowadays Concerned and willing to protect them People have a deeper understanding of sharks, realizing that they are endangered and play an important role in the marine ecosystem After students complete the table, the teacher checks the answers with the whole class, emphasizes the key information in the text, and guides students to find the sentences that support the information, such as "In 1975, the film Jaws was released, and it changed people’s attitude towards sharks forever." and "Today, as we learn more about sharks, more people than ever want to protect them from extinction." Design Intention: Scanning is a key strategy for extracting specific information. Completing the table can help students sort out the context of the text clearly, grasp the process of people’s attitude change towards sharks and its causes, and deepen their understanding of the text details. At the same time, it can train students’ ability to locate and organize information. Stage 3: Close Reading for Logical Structure and Implied Meaning Activity 1: Analyzing Text Structure. The teacher divides students into groups of 4 and asks them to discuss the structure of the text. They need to divide the text into several parts and summarize the main idea of each part. After the discussion, each group sends a representative to share their views. The teacher summarizes and sorts out the text structure: Part 1 (Paragraph 1-2): Introduce the impact of the film Jaws on people’s attitude towards sharks; Part 2 (Paragraph 3-4): Explain the truth about sharks, including their living habits and the danger they face; Part 3 (Paragraph 5-6): Call on people to protect sharks and put forward specific protection measures. Activity 2: Exploring Implied Meaning. The teacher asks students to read the key sentences in the text and explore the author’s implied meaning and writing purpose. For example: 1. "Sharks are not the monsters we think they are. They are an important part of the marine ecosystem." What does this sentence imply? 2. "We need to change our attitude towards sharks and take action to protect them before it’s too late." What is the author’s writing purpose? Students are allowed to discuss freely, and the teacher guides them to realize that the author not only wants to correct people’s wrong understanding of sharks but also calls on people to pay attention to the protection of endangered marine animals and establish the concept of harmonious coexistence with nature. Activity 3: Analyzing Sentence Patterns. The teacher selects typical sentence patterns in the text for explanation and practice, such as "be doing...when..." (In 1980, Benchley was diving when he came across an awful sight.), "as" guiding time adverbial clause (Today, as we learn more about sharks, more people than ever want to protect them from extinction.), and adjective phrases as adverbials (Some people stopped swimming in the sea, afraid of the horrible creature from the film.). The teacher explains the structure and usage of these sentence patterns, provides additional example sentences, and asks students to make sentences by themselves combined with the theme of environmental protection. Design Intention: Analyzing the text structure can help students understand the logical connection of the text and improve their ability to sort out and organize the text. Exploring the implied meaning can cultivate students’ critical thinking and ability to understand the author’s intention, which is the key to in-depth reading. Analyzing typical sentence patterns can help students master the usage of key grammar and sentence patterns, lay a foundation for their subsequent language output, and realize the integration of language knowledge and reading ability. Step 4: Post-reading Stage 1: Text Retelling The teacher asks students to retell the text with the help of the key information and the table completed in the while-reading stage. The retelling requirements are: clear logic, accurate use of core vocabulary and sentence patterns, and concise expression. Students can retell individually or in pairs. After retelling, the teacher comments on students’ performance, affirms their advantages, and points out the problems in vocabulary and sentence patterns, such as incorrect word collocation and wrong sentence structure, and gives guidance and correction. Design Intention: Text retelling is an effective way to test students’ understanding of the text and their ability to use language. It can help students consolidate the core vocabulary and sentence patterns learned in the text, improve their oral expression ability, and deepen their memory and understanding of the text content. Stage 2: Group Discussion The teacher puts forward the following discussion topics: 1. Why do people’s attitudes towards sharks change? What factors affect people’s cognition of animals? 2. What other endangered animals do you know? What are the reasons for their endangerment? 3. As senior high school students, what can we do to protect endangered animals and the environment? Students are divided into groups of 5 to discuss these topics. Each group assigns a recorder to record the key points of the discussion and a speaker to share the group’s views with the whole class. The teacher participates in the discussion of each group, guides students to think deeply, and encourages them to put forward practical suggestions, such as reducing the use of single-use plastics, participating in environmental protection activities, and propagating environmental protection knowledge to relatives and friends. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. Through discussing hot topics related to environmental protection, students can connect the text content with real life, transfer the knowledge and concepts learned in the text to practical life, and further enhance their environmental awareness and sense of social responsibility. At the same time, it can stimulate students’ thinking and make them have a deeper understanding of the theme of "Earth First". Stage 3: Language Practice Activity 1: Sentence Rewriting. The teacher provides several simple sentences related to the text theme and asks students to rewrite them using the core vocabulary and sentence patterns learned in the text. For example: 1. People are afraid of sharks because of the film Jaws. (Rewrite with "due to") 2. We learn more about sharks. We want to protect them more. (Rewrite with "as" guiding time adverbial clause) 3. Sharks are in danger. We need to protect them. (Rewrite with "endangered" and "protect...from...") Activity 2: Short Paragraph Writing. The teacher asks students to write a short paragraph (about 80-100 words) with the title "How to Protect Endangered Marine Animals". The requirements are: use at least 5 core words and 2 typical sentence patterns learned in the text, clear logic, and positive attitude. After students finish writing, the teacher collects some works, evaluates them in class, affirms the advantages, and puts forward suggestions for improvement, such as how to improve the logical connection of the paragraph and how to use vocabulary more accurately. Design Intention: Sentence rewriting and short paragraph writing are important ways to realize language output. They can help students consolidate the core vocabulary and sentence patterns learned in the text, improve their writing ability, and realize the transformation from input to output. At the same time, they can further deepen students’ understanding of the theme of environmental protection and cultivate their ability to use English to express their views on environmental issues. Step 5: Summary and Extension Activity 1: Class Summary. The teacher invites students to summarize what they have learned in this class, including the main content of the text, core vocabulary and sentence patterns, reading strategies, and the theme of environmental protection. Then the teacher makes a comprehensive summary: In this class, we have learned the text about sharks, understood the process of people’s attitude change towards sharks, mastered the core vocabulary and sentence patterns related to environmental protection, and learned reading strategies such as skimming, scanning, and close reading. More importantly, we have realized the importance of protecting endangered animals and the earth, and we should take action to practice the concept of "Earth First". Activity 2: Extension Activity. The teacher assigns an after-class extension task: 1. Surf the Internet to collect information about one kind of endangered marine animal, including its living habits, the reasons for its endangerment, and protection measures, and make a short PPT (3-5 pages). 2. Write a persuasive letter to call on students to protect endangered animals, using the core vocabulary and sentence patterns learned in this class. The teacher reminds students to pay attention to the authenticity of the information and the standardization of the letter format. Design Intention: Class summary can help students sort out the knowledge learned in this class, form a systematic knowledge structure, and deepen their memory and understanding. The extension activity can extend the classroom content to after-class, encourage students to use multi-channel resources to learn English and understand environmental protection knowledge, improve their autonomous learning ability and practical application ability, and further enhance their environmental awareness and sense of social responsibility. Step 6: Homework Arrangement 1. Review the core vocabulary and sentence patterns of this class, and copy and recite them. 2. Complete the short paragraph writing and persuasive letter assigned in the post-reading stage. 3. Prepare the PPT about endangered marine animals and be ready to present it in the next class. 4. Read the supplementary materials about environmental protection provided by the teacher and write a short reading report (about 50 words) to share your feelings. Design Intention: Homework is an important supplement to classroom teaching. It can help students consolidate the knowledge learned in class, deepen their understanding of the text theme, and improve their language skills and autonomous learning ability. The diversified homework tasks can meet the needs of different students, stimulate their learning interest, and connect classroom learning with after-class practice closely. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $