资源简介

教学设计
外研版高中教材 Book 2 Unit 6 Earth First Developing ideas (I)
本课时在本单元的作用 According to the whole unit overall teaching, the lesson is the fourth period of this unit, serving as a bridge to connect the former part and the latter part. The text of the lesson is under the context of reflecting on environmental issues and correcting environmental behaviors.
本课时文本分析 【What】The reading passage is an exposition in the style of a newspaper editorial, explaining four kinds of commonly recognized “green truths” shown to be only half true, or even completely false. 【Why】 The author clarifies environmental knowledge to develop students’ critical thinking about more “green truths” and enhance their environmental awareness. 【How】The article adopts a clear general-specific-general structure (GSG structure) by introducing the topic in the first part, four kinds of “green truths” in the following part and at the end of the passage reminding people to verify the authenticity of environmental protection knowledge in their daily lives.
学情分析 【已有基础】The targeted students are familiar with the theme, some relevant expressions, the typical structure of an exposition and they are equipped with a basic skill to obtain detailed information from the passage. 【存在障碍】It is hard for them to summarize and integrate information. They lack sufficient approaches to text analysis and are not able to think and express logically and critically. 【发展需求】Students will be able to generalize and integrate the information through scaffold activities. They will analyze the causal relationship in the text and also think and express themselves in a logical and critical way by using transitional words.
教学重难点 【教学重点】1. Students think about the reasons for peoples’ misunderstanding and being false of four “green truths” in the passage to develop critical thinking ability. 2. Students give a talk on the “green truths” using transitional words. 【教学难点】Students think ans share how to become “greener”.
评价内容与标准 Identify the type, structure and cohesive devices of the text and understand the vocabulary and grammatical structure. Apply the cohesive devices to express ideas logically.
学习活动设计
单元教学（学习） 目标 课时教学（学习）目标 学习活动（层次） 效果评价 设计意图 用时
Lead in 学习理解（感知与注意） T asks the meaning of “green” in this unit first , then shows two kinds of straws and asks As to answer the following question: Which do you use when you drink milk teas, a plastic straw or a paper straw Why T asks As to do the questionnaire in Activity 1. To engage As in the topic by connecting with their life experience and also introduce the questions to be discussed. Assess whether As make a correct choice of the meaning of “green” as well as green living ideas and response on their choices. 5mins
通过观察和阅读语篇，明确文章的结构、主要内容和写作目的。 Step 1 Read for the structure. 学习理解（获取与梳理、概括与整合） T introduces the definition of subheadings. T asks As to observe the headings and answer the question: What's the structure of the passage To lead As to understand the significance of subheadings as a guide through the main idea and structure of an article and cultivate their ability to infer the passage structure from the headings. Assess if students can tell the structure of the passage according to the layout of the passage. 2mins
Step 2 Read for the main content. 学习理解（获取与梳理、概括与整合） T asks As to read the first paragraph and summarize the main content of the passage. It is about some common _____________ which have been shown to be _______ or even completely _____. To lead As in employing cognitive strategies to identify the transitional expressions and key words to acquire the needed information. Assess if As can locate the key sentence with transitional word “but” to complete the general content of the passage. 3mins
Step 3 Read for the writing purpose. 学习理解（获取与梳理、概括与整合） T asks As to read the last paragraph and choose the writing purpose of the passage. The purpose of the passage is to ____. A. State the environmental awareness of people. B. Remind people to identify what's really green. C. Criticize the misunderstanding of what's really green. To guide As to identify the transitional expressions and key words to acquire the writing purpose. Assess if As locate the key sentence with transitional word “but” and choose the correct answer. 2mins
通过自主学习与小组合作学习，分析语篇段落逻辑关系，归纳文中对环保真理真伪的原因分析，并做一个简短的报告。 Step 4 Read for detailed information. 学习理解（获取与梳理、概括与整合）、应用实践、（描述与阐述、内化与运用） T asks As to read para 2 to 7 and decide if the four subheadings are half true or completely false. To guide As to apply the reading strategy, skimming, to locate the specific information and get them ready for further reading. Assess if As judge the authenticity of the four subheadings. 5mins
T shows an example of analyzing the causes of effects through the first “green truth” and provides a sentence pattern. T asks As to analyze the causes of effects of the rest of the “green truths” in the passage. To guide As to focus on the transitional words and key words to understand the logic relationship in the text and analyse the causes and effects. Assess if As grasp the detailed information and generalize the causes of effects using logical language. 8 ins
T asks As to work in groups to give a talk on one of the “green truths” from the passage. Useful sentence patterns are given: Most of us are aware that ... is/are better for the environment. However, it has been shown to be only half true/completely false. One of the reasons is that... . Besides, ... . Therefore, ... to become greener. To help As consolidate the language and topic knowledge they have learned. Assess if As can organize their talks logically and coherently by using transitional words. 10 ins
运用逻辑思维和批判性思维，梳理并分享自己的绿色行动和关于如何变得更环保的观点。 Step 5 Think and share. 迁移创新（批判与评价、想象与创造） T asks As to share their ideas in the groups based on the following questions: Do you know any other "green truths" How "green" are you Share your "green actions". What can you do to become "greener" T summarizes the ideas of As into 5Rs and encourages As to keep 5Rs in mind to become greener. To lead As to express their ideas about “green actions” and how to be “green”. Assess if As can share their ways of being “green” as well as their ideas about how to be “greener”. 10 ins
作业设计 【基础类作业】 Read the passage fluently and recite five sentences that you appreciate. 【综合类作业】 Find 2-3 "green truths" and write a short passage on the topic "What can we do to become greener ", using transitional words to make your composition logical and coherent. 【反思类作业】 Check your green actions using AI apps to see if they're really green and prepare a talk about it.
板书设计
教学反思 The teaching plan of the lesson is student centered and learning activities are integrated and theme-based; All the scaffolds are designed logically and reasonably; 3.Students’ learning is evaluated and learning objectives are achieved.

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