高中英语 新外研 必修Unit 6-第2课时-Understanding ideas 教学设计

1、必修二 Unit 6 Understanding ideas Sharks: Dangerous or Endangered? 阅读语篇教学设计深圳市龙华高级中学 张金玉设计理念：普通高中英语课程标准（2017年版）（以下简称新课标）首次使用了“大概念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情境化”（教育部，2018）。显然， 有关特定主题的大概念通过单一语篇的学习是难以实现的。学生只有从多角度建构相关主题的知识，挖掘单元内不同语篇背后的深层意义，才能形成相对完整的对该主题的认知、价值判断和行为取向。李刚、吕立杰（2018）指出，大概念是教学设计的核心与基础

2、，它指导教师从更上位的视角出发，整合教学内容，规划教学和评价活动。对学生而言，大观念可以帮助他们在零散的知识之间建立关联、形成结构，为推动整合性的学习创造可能，指向深度学习。具体而言，大概念有利于学生通过单元整体教学，依托多种类型语篇，从不同的角度或深度围绕同一主题进行多元化解析（王磊、黄燕宁，2009），并通过参与教师设计的多样化的教学活动，在意义探究和问题解决的过程中，建构起连贯的、整合性的知识结构（Wiggins & McTighe，2005），逐步形成单元大概念，促进语言能力、人文素养、思维品质等多方面的融合发展。因此，本课的教学设计是基于本单元的大概念“人与自然：关爱地球、保护环境”

3、及三个子概念：正视环保问题、增强环保意识以及践行环保理念。从单元整体教学框架出发，通过对语篇Sharks: Dangerous or Endangered? 深度分析，找到单元主题意义探究的路径，即：了解人类对待鲨鱼的传统态度；到重新认识鲨鱼的生存现状，探索人类对待动物的态度与相关影视、书籍的关系。本课着眼于基于主题意义探究的语篇研读。通过挖掘语篇中人类对鲨鱼态度的转变，聚焦语篇深层意义。从单元题目Earth first 的主题意义探究起始，即protect wild animals，让学生意识到保护濒危动物的重要性，到发现语篇对主题意义探究的主线，即人类对鲨鱼态度由传统的“dangerous

4、”到“endangered”的转变，挖掘人类对待动物的态度会不客观的原因，即受到相关书籍或影视剧的影响。继而再到探讨如何保护“濒危”但“危险”的野生动物。以此完成本单元从正视环保问题、打破传统的环保观念，增强环保意识等多维度构建对主题意义的认知，态度及行为选择。学前分析：本课是新外研版必修二第六单元Earth Frist 第二课时Understanding ideas. 单元主题：人与自然主题语境：关爱地球、保护环境单元内容：各种环保问题、先进的环保理念单元目标: 增强对环保问题的认知，能够分析并谈论环保问题的原因及对策；增强环保意识，践行绿色的生活方式。单元主题意义：人类活动对环境造成什么问

5、题，人类如何改善环境问题，人类如何与自然和谐相处。单元大概念：正视全球面临的环保问题，了解先进的环保理念，增强环保意识，践行绿色生活方式，树立共同关爱地球，保护环境，与自然和谐相处的价值观。单元子概念：1. 正视环保问题增强环保意识践行环保理念文本分析：【what】本文是论说文体，分析了人类对鲨鱼态度转变的原因，揭示了鲨鱼濒危的真相。读前的导入活动列出了与鲨鱼可能相关的形容词，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动包括查找文中对于鲨鱼的描写、选择作者的写作意图以及完成关于考察学生快速查找信息的能力。读后活动则通过请学生分析作者的写作意图，理解细节信息，引导学生进行深度思考，探究主

6、题意义。【why】 通过该语篇的学习，学生认识到鲨鱼是濒危动物，并反思书籍等影视作品对动物保护的消极影响，建立保护环境、人与自然和谐相处的观念。【How】 语篇通过论说文的文体结构，通过例证支撑自己的观点，对鲨鱼的现状及人类对其的态度转变进行了有逻辑、条理的阐述。学情分析：学生经过第一课时，对主题词汇的学习后，对话题更加熟悉。学生已具备在阅读中获取细节信息的能力。但对阅读材料进行整合，概念化，分析文本结构，内化并运用这些结构，对主题意义的进一步探究，做出合理的评判，这些对学生的思维品质和语言能力有较高的要求，因此需要借助多种阅读策略达到深化思维和强化能力两个目标。教学目标：通过本课的学习，学生

7、能够：根据标题猜测作者的写作意图； 通过概括段落大意，树立总结文章的结构； 运用所学重点词句，简单谈论书籍和影视作品对人类保护动物带来的影响以及如何保护看起来危险实则濒危的动物。教学重点和难点:理解文章主题及作者的写作意图，梳理人类对待鲨鱼态度的转变过程并总结背后的原因。查找关键信息，反思人类对待动物的传统观念，并保护动物的正确方式。教学过程：目标活动评价活动内容设计意图学习观和学科素养培养目标深度学习特征Scaffolding for peoples attitudes towards sharks.Step 1 Warming-up and Lead-in(3 min)From known

8、 to newT shows a clip of video about the extinct animals in recent years to make Ss aware of the urgency of protecting wild animals. Then T shows pictures of animals and asks Ss to guess if they are extinct or endangered to make the Ss interest in sharks. 创设情境，引起学生兴趣并引出主题。学习理解语言能力联想与结构Scaffolding fo

9、r peoples attitudes towards sharks.Step 2Pre-reading (2 min)Before look - I predict1. Tick words (half min)T asks Ss to look at the picture of a shark and tick the words that they would use to describe sharks and share their opinions towards sharks. 2. Observe a film poster. (half min)T asks Ss to o

10、bserve the poster of film Jaws and tell their feeling about sharks based on the poster.3. Predicting and guessing. (1 min) T leads the Ss to read the title carefully and observe the picture and asks the Ss to the predict what will be talked about in the passage. Then Ss guess the writing purpose of

11、the passage. 利用图片帮助学生了解人类对鲨鱼的传统观念和态度，为后续理解文章主题做铺垫。学习理解语言能力和思维品质活动与体验Distinguishing the writing purpose Step 3First reading (2 min)First look-I wonder Explore the writing purpose (2 min)T leads Ss to choose the correct writing purpose of the passage by scanning. Then T asks the Ss to think about the

12、question: “How does the author develop the passage to express his purpose?” and then move on to the second reading. 根据上一步的猜测，通过快速浏览文章选择正确的写作意图，并思考作者是如何展开文章以达到写作目的，为下一步细读做准备。学习理解语言能力和思维品质活动与体验本质与变式Distinguishing the main idea of each paragraph and summarize the structure of the passageStep 4Second re

13、ading(20 min)Closer look I realizeRead the passage paragraph by paragraph and summarize the main idea of each paragraph and learn the key expressions and sentences for better understanding the passage. (18 min)T asks Ss to read each paragraph carefully and then summarize the main idea of each paragr

14、aph. T explains some key expressions and sentences so that the Ss can understand the passage better. Conclude the structure of the passage. (2 min)T leads the Ss to go over the main idea of each paragraph and then conclude the structure of the passage. T leads Ss to think about how peoples attitudes

15、 towards sharks have changed and move to the next step. 基于作者的写作意图，通过细读总结各段的段落大意，并通过学习重要的语言点为后续对文本的学习和理解打好基础。学习理解和应用实践语言能力和思维品质活动与体验本质与变式Refining the change of peoples attitudes towards sharks.Step 5Third reading (7 min)A fresh look I realizeCompleting charts. (5 min) T asks Ss to read the passage ag

16、ain quickly and find out how peoples attitudes towards sharks have changed and complete the chart on page 64 in 3 minutes. T checks answers with the Ss. Reading and guessing. (2 min)T leads Ss to think about how Peter Benchley felt after diving in 1980 by reading paragraph 4 again. T strengthens the

17、 effects that books or movies may make upon protecting wild animals. 利用图表帮助学生梳理文章主题，结构及细节，深入理解作者的写作意图，并整合积累和主题相关的表达。学习理解和应用实践语言能力和思维品质活动与体验本质与变式Thinking and talking about the effects that books or movies may have upon protecting wild animals and how to protect the endangered animals that look danger

18、ous. Step 6 Thinking and reflecting(4 min)A fresh look I realize1. Thinking and talking (2 min)T asks Ss to think about if they have read any books or seen any films that feature wild animals and talk about how the animals are depicted in the books or films. T presents four pictures of films and provide some key words about the films and talk about the effects that books or movies may have upon protecting wild animals. 2. Reflecting (2 min)T leads Ss to think about How to protect the endangered animals that look dangerous to better understand the theme of the passage. 帮助学生内化文本知识结构和内容，并对其进行