《Module6EarthFirst》教学设计

Unit 6 Earth firstUnderstanding ideas【教学目标】1. 掌握本课的重要词汇与句式；2. 引导学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言；3. 引导学生基于课文内容联系生活实际，发表自己的意见和观点。

【教学重难点】1. 本课重要词汇与句式的灵活运用；2. 锻炼学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言。

【教学过程】Step 1 Warming upQuestions:1. What do you think the environmental problems are?2. What are the causes of these problems?3. What do you think is the most serious environmental problem we face today? What should be done to help solve it?Ask some Ss to share their views about the questions and then teacher presents more information about pollution.Step 2 Before readingActivity 1Tick the words that you would use to describe sharks. Add any more you can think of. Then compare your choices with the class. And then share what you knowabout sharks.Step 3 While readingActivity 21. Have the Ss read the passage and find out how sharks are described in the film Jaws.(1) Ask the Ss to go through the passage and then discuss the shark with their partners.(2) Have several Ss share their views in whole class.2. Pay attention to the language points during reading.（1）Jaws was a great success, attracting huge audiences and winning many awards.教师要结合语境帮助学生理解本句中attracting和winning的用法（作伴随状语），区别于本单元所学的语法（现在分词和过去分词作补语）。

必修二Unit 6 Developing ideas What’s really green?阅读语篇教学设计设计理念：《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）。

大概念是教学设计的核心与基础，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（李刚、吕立杰，2018）。

因此，本课是基于主题语境——“人与自然，”在单元大观念——“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”的引领下而进行的教学设计。

学前分析：本课是新外研版（2019）必修二第六单元Earth First第五课时Developing ideas - What’s really green.单元主题：人与自然主题语境：关爱地球、保护环境单元主题意义：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文本分析：【what】本文语篇类型为报刊专栏文章，介绍了生活中常见的关于环境保护的几个认识误区，引导学生对所谓的生活常识持批判的态度。

【why】通过该语篇的学习，引导学生重新审视以前的生活常识，建立新的、正确的环保理念，提升思维品质。

【How】本文通过“原因——影响——措施”的逻辑关系阐述自己的观点，改变读者不正确的环保理念。

学情分析：学生经过前四课时学习，对环保理念、践行方法都有了基本的了解，能够初步判断所谓的生活常识的正误，但不能清晰、有条理的阐述理由。

教学目标：通过本课的学习，学生能够：1．辨别正确的绿色生活理念，正确看待所谓的生活常识。

Unit 6 Earth firstUsing language【教学目标】1. 掌握本课的重要词汇与句式；2. 使学生能够了解并掌握现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，并在真实语境中运用。

【教学重难点】使学生能够了解并掌握现在分词和过去分词作宾语补足语的用法，并在真实语境中灵活运用。

【教学过程】Step 1 课前自学一、知识梳理Activity 1(1) In sentence (a), who is swimming at night?(Answer: In sentence (a), a woman is swimming at night.)(2) In sentence (b), who is frightened of sharks?(Answer: In sentence (b), people are frightened of sharks.)(3) Why does the author choose to use different forms of verbs in the two sentences?(Answer: In sentence (a), a woman is swimming. In other words, the woman does the action of swimming. So the author uses -ing. But in sentence (b), people are frightened. As a result, passive voice is used. So the author uses -ed.)2. Now get the Ss to look for more sentences with these structures in the reading passage.二、主要用法精讲现在分词作宾语补足语1)see, watch, hear, feel, notice等感官动词后接现在分词作宾语补足语，表示该动作正在进行。

外研版（2023）必修第二册Unit 6 Earth first Understanding ideas Sharks Dangerous or endangered 教学设计（表格式)教学设计教师姓名：学生年级：高一教材版本：外研版高一英语必修二课型及主题：阅读课人与自然和动物保护（45分钟）指导思想／设计理念本次教学设计围绕英语学科核心素养，选择教学内容，运用what、why、how进行文本解读，确定教学目标，综合培养学生的语言能力、文化意识、思维品质和学习能力。

使学生能够学习和运用英语知识和基本技能，树立人类命运共同体的意识，树立正确的世界观、人生观和价值观，为适应世界多极化，经济全球化奠定基础。

采用英语学习活动观教学方式，基于教学评一体化的理念进行教学设计，使学生在主题意义的引领下，通过学习理解、应用实践、迁移创新等一系列活动去获取、阐释和评判语言意义，表达个人观点、意图以及情感态度，发展多元思维，提高英语学习能力和运用能力。

在完成学习任务的同时，完成多种评价活动，进而监控学生的学习过程，检测教与学的效果，实现以评促学，以评促教。

文本分析What：本单元主题为人与自然，动物保护。

课文围绕“鲨鱼是危险动物还是濒危动物”这一问题展开讨论。

第一段对电影《大白鲨》中的一段情节进行描述，向读者介绍了人们认为大白鲨是危险动物的事实。

第二段说明，随着《大白鲨》电影的成功放映，人们对于鲨鱼的坏印象更加深入，因为恐惧人们逐渐开始猎杀鲨鱼，加之鱼翅买卖的发展，鲨鱼的数量大幅度减少。

第三段向读者描述了大量的鲨鱼被切割成鱼翅后，被丢进海里慢慢死去。

第四段《大白鲨》的Peter Benchley对于鲨鱼的观点和专家提供的有关鲨鱼每年杀害人类的数据指出，鲨鱼并不危险，我们需要保护鲨鱼。

第五段叙述了现在越来越多的人都想保护鲨鱼，进而引发了人们对于保护鲨鱼以及其他濒危动物的关注。

How：本篇文章为说明文，共分为两个部分。

Unit 6 Earth first单元分析教材分析本单元的主题语境是“人与自然”，涉及的主题语境内容是关爱地球，保护环境。

本单元从人类面临的诸多环境问题入手，引出单元话题，并进一步深人讨论了动物保护，自然保护区，全球变暖，空气污染，生活中的环保误区等子话题。

整个单元的教学应牢牢把握主题语境，帮助学生深度理解主题和语篇，有机渗透人与自然和谐共处的情感、态度和价值观。

学情分析1．语言能力：多数学生语言知识积累良好，学过的表达能够熟记。

少数学生具有自我积累语言知识的意识。

2．学习能力：学生对英语学习感兴趣。

多数学生课堂参与度高。

大多数学生乐于展示自己的能力，有求知欲望，多数同学具有科学的学习策略，但仍需老师的指导以及同伴间互相借鉴学习。

3．思维品质：大多数学生擅长用英语思维进行思考，具有获取信息、处理信息的能力，但分析和解决问题的能力有待提高。

学生创造性思维能力强，想象力较丰富。

但英语表达能力还需科学引领。

4．文化意识：这是一个团结互助的班集体。

在多次集体比赛中获奖。

他们有很好的团结合作意识，有正确的价值观。

大多数的同学自信、自尊、自强。

师生关系融洽，亦师亦友。

学生理解文化内涵、比较文化差异的能力有待于进一步提高。

单元目标1．语言能力目标学生能够理解与环保有关的文章内容，听懂并谈论与环保有关的话题；能够在对话需要时有礼貌地打断对方；能够写环保倡议书并开展碳足迹调研。

2．文化意识目标学生能够了解全球共同面临的环境问题，以及部分地区面临的具体环保问题；能够了解先进的环保理念，增强环保意识，践行绿色生活方式。

3．思维品质目标学生能够正确判断文章中人物的观点和态度；能够对现有观点和假设进行质疑，并做出理性的判断和选择；能够联系自身，实现知识与思维能力的迁移。

4．学习能力目标学生能够通过了解各种环境问题，并通过调研和学习尝试提出解决方案，激发学习英语的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控，评价，反思和调整自己的学习内容和进程。

外研版（2019）必修第二册Unit 6 Earth FirstPresenting ideas本节课教材分析：本节课是外研版（2019）必修第二册Unit 6 Earth First 的第一课，标题为Presenting Ideas。

教材主要包含了三个部分：Reading、Language Points和Writing。

Reading部分主要通过阅读文章了解并分析环境问题以及解决方案；Language Points部分对本课重点词汇和语法进行讲解；Writing部分则引导学生根据所学知识写作环境保护方案。

教学目标：1. 了解环境问题并掌握相关词汇和表达方式。

2. 理解并运用文章中的语言要点，提高阅读理解能力。

3. 培养学生提出环境保护方案的能力，培养学生的写作技巧。

教学重点：1. 理解并运用文章中的语言要点。

2. 掌握相关环境保护的词汇和表达方式。

教学难点：1. 培养学生的写作技巧，让学生能够提出合理的环境保护方案。

学情分析：学生们大多数是高一学生，对环境保护问题可能有一定的了解。

但是在英语表达和写作方面可能存在一定的难题。

因此，需要通过本节课的教学，帮助学生提高英语读写能力和思辨能力。

教学策略与教学方法：1. 合作学习策略：通过组织学生进入小组进行讨论和合作，激发学生的参与热情，使学生在集体交流中产生更多的观点和创意。

2. 情境教学法：通过创设真实的环境保护方案，引导学生在情境中进行思考和写作，激发他们的主动学习欲望。

3. 任务型教学方法：通过针对性的任务设计，引导学生独立思考和解决问题，提高他们的学习效果和学习兴趣。

上述教学策略和教学方法的选择旨在培养学生的主动学习意识，激发他们的学习兴趣，增强他们在环境保护方面的实践能力。

导入环节（约5分钟）：导入环节的目的是激发学生的兴趣，引入本节课的主题。

可以采用以下方式：教学内容：环保教学活动：播放一个关于环境保护的视频，让学生感受到环保的重要性。

新外研社（19）高中英语必修二Unit 6 Earth first-Using Language教案Teaching objectives:1.Enable students to understand the structure, functional meanings of -ing and -ed as complement and the passage related to grammar.2.Lead students to talk about environmental problems using grammar properly and think of and use the useful expressions about dealing with global warming.3.Guide students to finish the listening activities and further understand the topic related to the environmental problems.4.Help students to raise their awareness of protecting the environment.Evaluation objectives:1.Ask students to find out the sentences related to -ing and -ed as complement and translate them to find out whether they can understand their meanings.2.Ask students to do exercises in the textbook to check whether they can know the usage of -ing and-ed as complement and finish the exercises on learning plan papers to check whether they have mastered the usage of -ing and -ed as complement.3.Ask students to discuss what they can do to help deal with global warming to check whether they can use the words properly.4.Ask students to finish the listening activities to find out whether they can understand listening materials-smog, and whether they know how to make a polite interruption.Teaching key points:1.Understand the use -ing and-ed as complement.2.Learn about the words related to dealing with global warming.3.Identify and master the language to discuss the environmental issues and their solutions.4.Understand the environmental problem——smog by listening.Teaching difficult points:e-ing and -ed as complement properly.2.Express ideas about the environmental issues and their solutions in a right way.Teaching methods:Cooperative Teaching Method, Task-based Approach, Communicative Approach, Listening-speaking ApproachTeaching procedures:Step1:Lead-inT:Hello! Boys and girls. Today we’ll learn something about -ing and -ed as complement. I think you have got to know something about -ing and-ed as complement in your learning. Now let’s check how you are getting along with this grammar.First, please find out all the sentences with -ing or -ed(not serve as predicate) in the passage Sharks:Dangerous or Endangered and analyze the functions of -ing or -ed as complement.Suggested answers:1.We see a woman swimming at night in a dark sea.2.This is the opening scene from the 1975 film Jaws,showing a shark attack.3.Jaws was a great success, attracting huge audiences and winning many awards.4.It made people frightened of sharks,especially of the great white shark.5.Some people stopped swimming in the sea,afraid of the horrible creature from the film.6.Other people started fishing for sharks,killing as many as they could.7.People just wanted them killed.8.This was not only due to fear of sharks,but also finning.9.Finning would have an unexpected effect upon Peter Benchley.10.Benchley saw sharks being killed and this caused a deep change in him.11.Fortunately,not everyone who watched the film Jaws became afraid ofsharks—some became interested in understanding them.12.People have always been scared of sharks,but Jaws made things worse.T:Now you have find out all the sentences with -ing or -ed（not serve as predicate）.Next, please analyze the sentence constituents of -ing or -ed.Suggested answers:1.宾补2.定语;状语3.状语;状语4.宾补5.宾语6.宾语;状语7.宾补8.宾语9.定语10.宾补11.表语;宾语12.表语Step 2:Comparison and analysisT:Now, look at the two sentences and analyze what complement?Please read the sentences in Activity 1 and answer the questions.Pay attention to the sentences in bold and discuss in groups and summarise the expressive functions of -ing and -ed as complement.A.We see a woman swimming at night in a dark sea.B.It made people frightened of sharks,...Questions:1.In sentence (a),who is swimming at night?2.In sentence(b),who is frightened of sharks?3.Why does the author choose to use different forms of verbs in the two sentences?Suggested answers:1.A woman2.People3.In sentence (a),a woman is swimming.In other words,the woman is doing the action of swimming.So the author uses -ing.But in sentence(b),people are frightened.As a result,passive voice is used.So the author uses -ed.通过观察例句,我们可以得知:在英语中有些及物动词,除有一个直接宾语以外还要有某个词或词组来补充说明宾语的意义或状态,才能使句子的意义完整,这个词或者词组称为宾语补足语。

Unit 6 Earth firstDeveloping ideas【教材分析】本板块呈现了从另一角度反映单元主题的课文，语篇类型为报刊社论，介绍了生活中常见的关于环境保护的几个认识误区，引导学生对所谓的生活常识持批判的态度；读写部分的范文呈现了一封倡议“光盘行动”的信件。

【教学目标】1. 掌握本课的重要词汇与句式；2. 引导学生借助语篇知识分析本课语篇类型特点以及段落逻辑关系，使学生能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点。

【教学重难点】1. 重点：本课时的重要词汇与句式2. 难点：能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点。

【教学过程】Step 1 Lead inHave the Ss look at the questions about “green living” and tick your answers in Activity 1. And in groups discuss and check the answers. Then work in groups and see if other people share your ideas.Step 2 Before readingHave the Ss go through “Learning to learn” and introduce the function of subheadings in the passage. Make sure they have understood how the subheadings work during reading. Step 3 Reading1. Read the four subheadings in the passage and decide if they are true or false. Then read the passage and check your answers in Activity2.(1) Have the Ss read the passage carefully by themselves and judge whether each subheading is true or false according to the text. Then check the answers in whole class.(2) Get the Ss to read again quickly and summarize the main idea and purpose of the passage, then share with the class.2. Pay attention to the language points in the passage:(1)It takes hundreds of years for plastic to break down, but much less time for paper.教师为学生讲解break down在此处意为to change as a result of a chemical process。

外研版（2019）必修第二册Unit 6 Earth FirstUnderstanding ideas教材分析：《外研版（2019）必修第二册》Unit 6 Earth First Understanding ideas这一课程是高一英语课本中的一节课，主要讲述的是地球保护方面的主题。

本节课的课文主要围绕着如何保护地球这一话题展开，并结合学生实际情境，通过听说读写四个方面的训练来提高学生的综合语言运用能力。

教学目标：1. 知识与能力目标：学生能够掌握一些关于保护地球的词汇和短语，了解地球面临的环境问题，提出对策并写作。

2. 过程与方法目标：培养学生关注环境保护的意识，提高他们的听说读写能力。

3. 情感态度与价值观目标：引导学生了解地球的重要性，培养学生的环保意识，鼓励他们积极参与保护地球的行动。

教学重点：1. 学习并掌握与环境保护相关的词汇和短语。

2. 学习并理解环境保护的重要性。

3. 培养学生写作和口语表达的能力。

教学难点：1. 培养学生写作和口语表达的能力。

2. 引导学生理解环境保护的重要性。

学情分析：学生已经具备了一定的英语基础，但需要培养他们的写作和口语表达能力，同时提高他们的环保意识。

学生存在一定的文化背景差异，可能对环境保护的观念和行动存在差异。

教学策略：1. 激发学生的学习兴趣，引导学生积极参与课堂活动。

2. 创设情境，让学生通过真实的环境问题来进行讨论和交流。

3. 采用任务型教学方法，培养学生的写作和口语表达能力。

4. 引导学生自主学习，培养他们的学习策略和合作意识。

教学方法：1. 听力训练：通过听取关于环境保护的短对话和文章，培养学生的听力理解能力。

2. 口语训练：通过组织小组讨论、角色扮演等活动，提高学生的口语表达能力。

3. 写作训练：通过给学生写作任务，如写一篇环境保护的文章，培养学生写作能力。

4. 情景教学法：通过创设真实情景，引导学生在实际情境中运用所学知识。

导入环节（约5分钟）：导入环节的目的是激发学生对本课的兴趣，提前了解本课所要学习的主题，并激发学生对环境保护的意识和思考。

Unit 6 Earth firstUsing language教学设计科目：英语课题：Using language 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and basic sentence structures.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点：教学重点：How to learn the new words and basic sentence structures.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Preclass1. Greeting2. Leadingin教师活动：教师提问。

ing and ed as plement二、WhileclassUsing Language1. 学生活动：Discuss in groups and plete Activity 1 in page 65.Look at the sentences from the reading passage and answer the questions. (Suggested answers:1. In sentence (a), a woman is swimming at night.2. In sentence (b), people are frightened of sharks.3. In sentence (a), a woman is swimming. In other words, the woman does the action of swimming. So the author uses ing. But in sentence (b), people are frightened. So the author uses ed.Sentences from the passage:People just wanted them killed. (want+宾语+v.ed作宾补)Benchley saw sharks being killed and this caused a deep change in him.(see+宾语+v.ing的被动形式作宾补))2. 学生活动：Fill in the blanks.1.Some fishermen are found ________ (hunt) sharks for their fins.2.Few people are not ________ (scare)of sharks.3.Fortunately, many nature reserves have been established,________ with people's attitudes towards wildlife (change).st summer, droughts and floods made our environment ________ (damage), ________ (cause) severe infections in some areas.5.Too much smog and fog ________ (contain) carbon dioxide are released, thus ________ (lead) to global warming.(Suggested answers:1.hunting2.scared3.changed4.damaged, causing5.containing, leading)3. 教师活动：语法讲解一、现在分词和过去分词作宾语补足语（一）概述宾语可以分为三种类型:单宾语、双宾语、复合宾语。

Unit 6 Earth FirstAims:To introduce and discuss environmental issues and solutionsTo develop reading, writing, speaking and listening skillsTo expand vocabulary related to the environmentTo encourage critical thinking and problem-solvingWarm-up:Start by showing pictures of different environmental problems (e.g. pollution, deforestation, climate change).Ask students to identify the problems and describe what they see in the pictures.Divide the class into pairs or small groups and have them discuss the following questions:What environmental problems do you know of in your country?How do these problems affect people and the planet?What can we do to solve these problems?Reading and Comprehension:Introduce the article "The Plastic Problem" by handing out copies to each student and instructing them to read it silently.After reading, divide the class into pairs and have them discuss the following comprehension questions:What is the main environmental issue discussed in the article?What is the cause of this problem?What are some of the impacts of this problem on the environment?What are some solutions to this problem?Have each pair report their answers to the class, and then have a class discussion on the topic.Vocabulary Expansion:Introduce new vocabulary words related to the environment (e.g. carbon footprint, renewable energy, biodiversity).Have students work in pairs or small groups to create sentences using the new words.Then, have each group present their sentences to the class and discuss the meanings of the new words.Critical Thinking and Problem Solving:Divide the class into small groups and have each group choose an environmental problem to focus on (e.g. air pollution, deforestation, water scarcity).Instruct the groups to brainstorm possible solutions to the problem, and then have each group present their solutions to the class.Encourage discussion and debate on the effectiveness of the proposed solutions, and discuss ways to implement these solutions.Wrap-up:Have students write a short paragraph summarizing the main environmental problem discussedin the article, and their thoughts on possible solutions to the problem.Ask a few students to share their paragraphs with the class, and conclude the lesson by emphasizing the importance of taking action to protect the environment.Homework:Write a short essay discussing the environmental problem that concerns you the most, and propose some possible solutions to solve it. Use some of the vocabulary words related to the environment that you learned in class.。