TeachingDesignforUnit6:EarthFirst

Sharks:DangerousorEndangered?

1.TextbookAnalysis

Thisunitfocusesonthethemeofenvironmentalprotection,specificallyaddressingthemisconceptionsaboutsharksandtheneedfortheirconservation.Thetextaimstochangestudents'perceptionsofsharksfrombeingdangerouspredatorstounderstandingtheirendangeredstatus.Thelessonincludesreadingprehension,vocabularybuilding,andcriticalthinkingactivities,culminatinginawritingtaskwherestudentswriteaproposaltoprotectsharks.

2.StudentAnalysis

Thestudentsarelikelytohavesomepriorknowledgeaboutsharks,primarilyinfluencedbymediaportrayals(e.g.,movieslikeJaws).However,theymaylackadeeperunderstandingoftheecologicalroleofsharksandthethreatstheyface.ThestudentsareexpectedtohaveintermediateEnglishproficiency,enablingthemtoengageinreadingprehension,groupdiscussions,andwritingtasks.ThelessonwillchallengethemtothinkcriticallyaboutenvironmentalissuesandexpresstheirideasinEnglish.

3.TeachingObjectives

(1).Toreadfordetailsandfigureouttheauthor'swritingpurpose.

(2).Tounderstandthechangesofpeople'sattitudestowardssharks.

(3).Toexpressideasonhowtoprotectendangeredsharksbasedontheunderstandingofthetext.

(4).Toraiseawarenessofprotectingwildanimals.

4.TeachingKeyPointsandDifficulties

KeyPoints:

Understandingtheauthor'spurposeandthestructureofthetext.

Identifyingkeyinformationaboutsharksandtheirendangeredstatus.

Writingaproposaltoprotectsharksusingappropriatelinkingwords.

Difficulties:

Helpingstudentsmovebeyondthestereotypicalviewofsharksasdangerouspredators.

Guidingstudentstoexpresstheirideasclearlyandlogicallyinthewritingtask.

5.TeachingMethodsandLearningStrategies

TeachingMethods:

TaskbasedMethod

CooperativeLearningMethod

ProblemGuidedMethod

LearningStrategies:

PreviewMethod

ReadingStrategyMethod

6.TeachingAids

PowerPointpresentationandWhiteboard

7.TeachingHours

Thislessonisdesignedfor1classhours(approximately40minutes).

8.TeachingProcedure

Step1:Leadin

Playariddleguessinggame.Sowhatisshe?

Shelivesinthesea;

Havingabigmouth;

Andsheishuge;

Remindingyouofdanger;

Knockingyourshipsatanymoment.

2.Playashortvideoclipaboutsharkstoengagestudents'interest.

3.Showimagesofsharksandaskstudentstodescribethemusingadjectives(e.g.,dangerous,powerful,terrifying).

4.HaveyoueverwatchedthemovieJaws?ThenplayashortvideoofthemovieJaws.

Step2:Prereading

1.Askstudentstopredictthecontentofthetextbasedonthetitleandimages.

Step3:Whilereading

Activity1:Skimthetextandmatchparagraphswiththeirmainideas.

Activity2:Analyzethestructureofthetext(introduction,body,conclusion).

Step4:Carefulreading

Readparagraph12andanswerthefollowingquestions:

Whataretheresultsofthefilm?

Whatarepeople'sattitudestosharks?

BeforethefilmJaws:Peoplehavealwaysbeenscaredofsharksbecausetheyareconsidered______________________.

AfterthefilmJaws：Peoplesawthefilmandbelieved_______________________.

Somepeoplestopped__________whileothersstartedto_______________.

Readparagraph34andtellthefollowingstatementsareTureorFalse.

(1)After1975,thenumberoflargesharksaroundSouthAmericafellquickly.（）

(2)Sharksdonotseepeopleasfood,andtheyattackusbymistake.（）

(3)Itisduetonotonlyfearofsharksbutalsofinningthatthenumberoflargesharksfallsoquickly.（）

(4)Sharkscanstillbewellwithoutfins.（）

3.ReadPara.5andanswerthequestions.

(1)Nowadays,whatispeople'sattitudetowardsprotectingsharks?

A.NeutralB.IndifferentC.DisapprovalD.Favorable

(2)Readagainandfillintheblanks.

Morepeopleareagainstfinningandwishtoprotectsharks.

PeterBenchleyadmittedthathisbook___________________________andfought_________them.

Expertshaveprovedthat__________________________,andtheyattackusbymistake.

Somepeoplebecameinterestedin________________andmorearewillingto_________________________.

4.What’stheauthor’spurposeinwritingthepassage?

1.TocriticisePeterBenchley’smisleadingdescriptionofsharksinhisbookandadvocatetheprotectionofsharks.

2.Toexplainpeople'smisunderstandingofsharksandraiseawarenessofsharkprotection.

3.Toinformpeopleaboutsharksandremendthefilmandthebooktothem.

Step5:Postreading

Groupdiscussiononhowtoprotectsharks.

Step6:Summary

1.Summarizethekeypointsofthelesson.

Step7:andHomework

pulsory:

StudentswriteaproposaltitledHowtoProtectSharks.

Provideawritingframeworkandencouragestudentstoincludethecurrentsituationofsharks,waystoprotectthem,andacalltoaction.

Optional:

Researchanotherendangeredspeciesandwriteashortparagraphabouthowtoprotectit.

9.BlackboardDesign

Unit6:EarthFirstSharks:DangerousorEndangered?

1.KeyVocabulary:

Endangered,finning,extinction,powerful,terrifying.

2.TextStructure:

Introduction:Sharksasdangerousanimals.

Body:ChangesinattitudesafterJaws.

Conclusion:Calltoprotectsharks