Unit6AtonewithnatureDevelopingideas教學(xué)設(shè)計(jì)高一英語

Period5

Developingideas

What’sreallygreen?

Discourseanalysis

[What]

Thistextisapassagefromanewspapercolumn,introducingsomemonmisunderstandingsaboutenvironmentalprotection,toguidestudentstohaveacriticalattitudetowardsthesocalledmonsense.

[Why]

Throughthispassage,studentswouldreflectonthepreviouslifemonsense,anddevelopnewandappropriateawarenessofenvironmentalprotection.

[How]

Withthelogicof“reasoneffectmeasure”,thispassageelaboratesitspointsofviewtochangereaders’improperviewonenvironmentalprotection.

Analysisofstudents

Aftertheformerfourperiods,studentshavealreadyhadabasicunderstandingofenvironmentalprotectionconceptandhowtopracticeit,buttheystillhavesomemisunderstandingsaboutprotectingenvironmentandcannotexplainthereasonsinaclearandlogicway.

Teachingobjectives

Bytheendoftheperiod,thestudentswillbeableto…

distinguishtherealgreenlifeconcept,andviewthelifemonsenseproperly

elaboratetheirownopinionswiththecauseeffectlogicofthispassage

practicethecorrectandenvironmentallyfriendlylifestyleintheirdailylife

Keyand/ordifficultpoints

Totakeaholisticapproachtothelifemonsense.

Toelaboratetheirownopinionswiththecauseeffectlogicofthispassage

Teachingprocedures

Teacher’sactivities

Students’activities

Designintention

Step1

1.Tgreetsstudentsandintroducesthemainthemetostudents,andtheninvitesthemtoappreciateavideoclipcalledNatureisspeaking.

2.Tasksstudentstothinkaboutwhatweshoulddotoprotecttheenvironment.

1)Whatistheclipmainlyabout?

2)Inyouropinion,whichlinesimpressyoumost?

3.Tasksstudentstofinishthequizinordertoseehowmuchtheyknowaboutagreenlifestyle.

Sswatchthevideoandanswerthefollowingquestions.

Ssthinkcarefullyandfinishthequizaboutgreenliving.

1.Toarousestudents’interestinthetopic.

2.Toawakenstudents’previousexperiencesaboutgreenlifestyleandleadthemtoknowsomethingnewaboutenvironmentalprotection.

Step2

1.TasksSstoreadthemainheadingandparethedifferencesbetweenthemandthinkaboutWHYtheauthoruses“What'sreallygreen”insteadof“What'sgreen”.

2.TleadsSstoreadallthesubheadingstofigureoutthefunctionsofsubheading.

3.TasksSstoreadthesubheadingsinthepassageanddecideiftheyaretrueorfalse.

4.TasksSstoreadthepassage,checkyouranswersandthenfigureouthowthesestatementsgowrong.

Sstalkaboutthedeepmeaningof“really”.

Ssreadthesubheadingstogetherandfigureoutifit’strue.

Ssreadthepassageandfindoutthecorrectgreenlifestyle.

1.Totrainstudents’abilityofpredictingthroughmainheadingandsubheadings.

Totrainstudents’abilitytospotthedetailsandintegratethisinformation.

TofacilitateSsabilityofcriticalthinking.

Step3

1.TleadsSstodothequizagaintoreflectontheirpreviousideasofgreenliving.

2.TleadsSstofindoutthelogicofthepassageandsummarizetheconnectingwordsandexpressions.

TasksSstoretellthepassagebasedonamindmapandsomekeywordswiththehelpofthelogicandtheconnectingwords.

TasksSstodiscoverotherwronggreentruthsandexplainthereason.

Ssreflectontheirpreviousopinionsofgreenliving.

Ssfindoutthelogicofthispassageandretellthewholepassage.

Sstalkaboutothermoregreentruthsactively.

1.Toletstudentsrethinktherealgreenliving.

2.Toletstudentsgettheinternallogicofthispassage.

3.TotrainSs’abilitytologicallyretellatextandexplainastatement.

Homework

Discovermoregreentruthsthatarenotpletelytrueandexplaintheseideasbyusingthecauseseffectmeasurelogic.

Writingontheblackboard

What’sreallygreen?

Greentruth:

Papershoppingbags