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新外研版高中英语 Book 2 Unit 6 Earth first
Starting out Understanding ideas教学设计
1.整体设计思路
本课型定位为阅读课，是本单元的第一课时。包含Starting out和Understanding ideas两个部分。学生将通过观看视频和图片、阅读讨论、信息整理与归纳等方式，理清作者的观点和写作意图、理解语篇信息。运用批判性思维分析文本信息、形成对于文本主题思想的理解，最终使学生能够借助本课的学习，形成阅读策略，提升思维能力，理解学习语篇主题。
(1)文本分析
标题：Sharks:Dangerous or Endangered
段落1-2：dangerous
段落3-4：endangered
段落5：more people than ever want to protect them from extinction
本文是说明文。文章围绕“鲨鱼是危险的动物还是濒危动物”这一主题分五个段落展开。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。
(2)学生分析
本教学设计的教学对象是高一上学期第二学段的学生。学生对于说明文结构有一定的背景知识，对于该话题也储备了一定常识。他们已具备一些基础性的阅读策略，具备一定思维能力，可以运用已有语言知识完成课堂活动，但进行更高层次的思维活动仍需要教师的指导。
2.教学目标
(1)学生能通过观看视频，获取关键信息，清晰地认识到我们的地球面临的诸多环境问题。
(2)学生能借助语篇知识，梳理语篇结构，理解文本话题，梳理文本信息。
(3)学生能应用逻辑思维和批判性思维梳理和评判作者的观点，解释语篇主题。
(4)学生能对所学语篇内容及语篇结构知识进行迁移和运用。
3.教学重难点
(1)学生获取视频中与数字相关的细节信息。
(2)学生借助语篇知识，梳理语篇结构。
(3)学生运用审辩式思维梳理人们对鲨鱼的态度变化。
4.教学过程
Step 1.Starting out看视频，导入话题
(1)导入话题
教师引导学生看书中的四幅漫画，邀请学生说说每幅漫画反映了怎样的环境问题。
T:Look at the four cartoons in your textbook and share with us what environmental problems each cartoon indicates.
(2)观看视频
T:Watch the video and figure out what the numbers are suggesting 130,000 square kilometres/around 25,000/over I million/I billion /450 years/50%
(3)激活提问
T:Which of the facts do you find most alarming and why
(4)小结过渡
T:In this unit,we are going to learn more about the environmental problems we are facing now and hopefully come up with some solutions.But no matter what we do,Earth first.
【设计意图】
本环节旨在通过图片和视频的导人，引出话题内容，进而借助问题，层层推进引导学生对视频信息进行梳理，对地球面临的问题以及可能产生的严重后果形成初步的认识，最后引出单元主题Earth first,以及本单元的学习目标。
Step 2.Pre-reading激活认知，引出话题
为学生展示《大白鲨》电影海报，询问学生对鲨鱼的印象（教材P62活动1），引人话题词汇。
T:Has anyone seen the film Jaws (If there is someone who has watched the film,the teacher can ask him or her to share some knowledge of the film;if no one has seen it,ask students to say something about the shark in the poster.)
In the famous film Jaws,sharks were thought to be cruel and fierce.Is it true Let's read the passage and find out-Sharks:Dangerous or Endangered
【设计意图】
无论是在影片中还是学生的印象里，鲨鱼的形象都是凶残、危险的。本环节旨在通过介绍影片，激活学生对鲨鱼的原有认知。为激发学生的批判性思维来阅读课文做好铺垫。
Step 3. 1st Reading
泛读全文，理解作者的写作意图（教材P64活动3)
T:Choose the author's writing purpose.(P64.Activity 3)
【设计意图】
本环节旨在给学生足够的时间通读全文，以期学生能够对作者的写作意图有所了解。
Step 4. 2nd Reading
(1)精读课文，梳理细节
T:What idea was strengthened and how was it strengthened by the movie Jaws
T:What happened to sharks when this idea was strengthened
T:Finish the following chart to compare Peter Benchley's attitudes towards sharks.
Time Things Peter Benchley did Peter Benchley's attitudes
Before 1975 writing a book the film Jaws was based on dangerous and frightening animal
After 1980 seeing sharks being killed fighting to protect sharks admitting that his book was wrong People were dangerous to sharks. Sharks don't target humans.
【设计意图】
本环节旨在引导学生梳理人们对于鲨鱼的传统认知，及在《大白鲨》热映后，人们对于鲨鱼的态度变化，从而让学生明白人们大肆捕杀鲨鱼的原因，帮助学生理解大肆捕杀鲨鱼及人类割鳍弃鲨行为带来的后果。一方面，这种人类行为带来了鲨鱼数量的急剧减少；另一方面却也意外地引起了电影《大白鲨》原著作者Peter Benchley 的反思及觉醒，从而转变了他对鲨鱼的观点，也转变了普通大众对鲨鱼的观念。为学生逻辑严密地梳理人们对鲨鱼的态度变化埋下伏笔。
(2)小组讨论，深人理解
T:After reading the article,what do you think of sharks Are they dangerous or endangered
Discuss with your partner and talk about your understanding of the article.
【设计意图】
本环节旨在通过小组讨论，让学生理解题目中问号的意义。
Step 5. 3rd Reading
(1)填写流程图，整合信息。同桌讨论完成人们对鲨鱼态度变化的流程图（教材P64活动4)
T:Complete the chart showing how people's attitudes towards sharks have changed.(P64.Activity 4)
T:Organise a talk according to the chart and retell people's changes in their attitudes towards sharks.Use proper linking words when necessary to make your talk organised. Time is up.I will invite someone to retell.
T:According to the structure,can you summarise the pattern of an expository writing
教师板书：question-analysis-conclusion.
【设计意图】
本环节旨在通过流程图的填写帮助学生梳理人们对鲨鱼态度的变化，从而更好地理解文章主题与逻辑。在深人理解文本的前提下，教师通过引导学生完成流程图来梳理文章各部分的逻辑关联，提高学生对于说明文的语篇特征的理解。
(2)总结本课语言知识，以summary的形式巩固运用。
Summary
The famous horror film Jaws,which__________________of a great white shark and was a great success,strengthened people's__________________belief that sharks were dangerous animals.Some people who saw the film were more__________________sharks while others started fishing for sharks,__________________as many as they could.As a result,the number of sharks fell quickly due to both fear of sharks and__________________.Peter Benchley,the writer of the book of the film Jaws__________________,once__________________an awful scene of finning when__________________.From then on.his attitude to sharks changed.He came to see people as a danger to sharks,rather than__________________.In fact,sharks won't target people unless__________________.Today,as we learn more about sharks,more people begin to__________________.
【设计意图】
本环节旨在引导学生回顾全文，更深层次理解作者的写作意图，并帮助学生掌握语言知识。
Step 6.Critical thinking
教师引导学生辩证看待《大白鲨》这样的描述野生动物的电影。
T:There are many films/books about wild animals.What attitude should you hold next time when you read or watch something similar to Jaws
【设计意图】
本环节旨在引导学生运用批判性思维正确看待影视及文学作品对野生动物保护带来的积极或消极的影响，学会用思辨的眼光看问题。
Step 7.Assignment
教师让学生描绘一种野生动物。通过讨论野生动物，迁移运用所学内容，拓展主题理解。
T:What other films or books do you know that feature wild animals Do they"paint"a good or bad picture of these animals Say how the animals are described.
【设计意图】
本环节旨在把书本上的阅读体验迁移到现实生活中，并引导学生用思辨的眼光看待身边发生的事，从而拓宽对野生动物保护这一主题的认识。

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