Book2Unit6EarthfirstUnderstandingideasSharks:DangerousorEndangered?授課教師：李智梅授課班級：高一致遠班授課時間：May14th,2025Textanalysis:Thematiccontext:humanandnatureGenre:expositionSourceoftext:Theteachingmaterialformylessonischosenfrom2019ForeignLanguageTeachingandResearchPress,Book2,Unit6,Earthfirst.Andthetopicisfrom,Understandingideas,Sharks:dangerousorendangered.What:Inthispassage,theauthorintroducesbecauseofafilm,sharksareregardedasdangerousanimals,whichdirectlycausespeople’ssharkkillingandfinning.Asaresult,sharksareendangered.Afterrealizingourmisunderstandingofsharks,peoplestarttocallforsharkprotection.Why:Theauthorhopestoexplainpeople’smisunderstandingofsharksandraisepeople’sawarenessofsharkprotection.How:ThestorygoesbasedonPeterBenchleywhowrotethebookthefilmJawsisbasedon.Becauseofthefilm,peopleseesharksasdangerousanimalsandstarttokillthem,whichmakessharksendangered.However,becausePeterchangeshisviewonsharksandencouragespeopletoprotectsharks,peoplelearnmoreaboutsharksandwanttoprotectthemfromextinction.TeachingobjectivesLearningability:Analyzethestructureofthispassagebysummarizingthemainideaofeachparagraph.(Analyzing)Arousestudents'awarenessofprotectinganimalsandbedeterminedtotakeaction.(Applying)DeveloptheircooperativeabilityandspokenEnglish,andstrengthentheirawarenessofprotectingsharksthroughgroupwork(Applying)TeachingimportantpointsUnderstandtheauthor'spurposeandthestructureofthetext.Identifykeyinformationaboutsharksandtheirendangeredstatus.GivealivespeechonTiktoktocallonpeopletoprotectthesharks.Culturalawareness:Guidestudentstoknowtheimportanceofwildlifeprotectionandwhatwecandotoprotectwildlife.Thinkingability:Leadthestudentstothinkaboutwhyweshouldprotectwildanimalsandhowtoliveinharmonywithnaturebycriticalthinking.Teachingdifficultpoints:Understandthethemeofthispassageandtheauthor’swritingintention,andfigureouthowpeople’sattitudetowardssharkschangeandthereasonsbehindit.Tofindoutsomekeyinformation,reflectonpeople’sviewonsharks,realizethatpeoplehavedoneharmtosharks,andthinkabouthowtospreadthemessagethatsharksneedhelp.GuidestudentstogivealivespeechonTiktoktocallonpeopletoprotectthesharksandexpresstheirideasclearlyandlogically.Teachingmethods：Discussionleadstudentstoreadandthink.Reportencouragestudentstotakepartintheclassactively.Teachingprocedures&ways:Step1:GreetingsWhenyouEnterthisroomWeleLWeleCooperationisexpected.OurpositiveattitudeandMutualrespectispartofEverythingwedoandsay.Step2endangeredpowerful.......，powerful.......Forsuchahuge,powerfulanddangerousanimal,couldtheybeeendangered?Maybe【設(shè)計意圖】本環(huán)節(jié)旨在通過圖片引出話題內(nèi)容，進而借助問題，引導(dǎo)學(xué)生描述對鯊魚感受與印象，為引出鯊魚主題、探討其危險與瀕?，F(xiàn)狀做鋪墊，提升學(xué)生參與度。Step3ReadingReadforthestructureTask1:Lookatthepictureandthetitletopredictwhatthepassageismainlytalkingabout?Task2MatchthemainideawitheachparagraphPara1. A.Finningkillsmillionsofsharksayear.Para2. B.Jawsstrengthenedtheideaofsharkasadangerousanimal.Para3. C.Morepeoplewanttoprotectsharksfromextinction.Para4. D.Benchleycameacrossanawfulsightofdeadsharksandfoughttoprotectsharks.Para5. E.Jawsmadepeoplemorescaredofsharksandpeoplekilledalargenumberofsharks.question(提出問題)Task3question(提出問題)SharkSharkDangerousorEndangered?analysisanalysis(分析問題）Para.____+Para._______________________Para.____+Para.___________________________________?conclusion（總結(jié)）conclusion（總結(jié)）Para5Morepeoplewantto____________________?Task4.What’sthegenreofwritingisthispassage?Narration(記敘文）B.Argumentation（議論文）C.Exposition（說明文)【設(shè)計意圖】在閱讀課文之前引導(dǎo)學(xué)生觀察圖片和標題，預(yù)測文章主要內(nèi)容,激發(fā)閱讀動機，調(diào)動學(xué)生積極性；之后通過閱讀（skimming），讓學(xué)生匹配段落大意的同時分析概括文章結(jié)構(gòu)以及文本類型，了解說明文的文本特征，提高提取、分析、歸納文本信息的能力。ReadfordetailsParagraph1Readparagraph1anddescribetheopeningsceneinthefilmthenanswerthequestions.__________________________________________________________________________________________Whydidtheauthordescribetheopeningsceneofthefilm?.A.introducethetopic B.makepeopleawareofsharksC.tellsharksaredangerousD.showhisangerinthefilm3.WhatinfluencedidJawshaveonpeople?Itstrengthened_____________________________________________________________________________.strengthenedtheideapeople’slongheldideaofthegreatwhitesharkasadangerousanimal.Nowlet’sgotoparagraph2toexploremoreaboutpeople’sideas.【設(shè)計意圖】引領(lǐng)學(xué)生根據(jù)課文內(nèi)容描述《大白鯊》視頻片段并回答問題，旨在利用直觀素材激活學(xué)生已有認知，激發(fā)學(xué)習(xí)興趣。培養(yǎng)學(xué)生提取信息能力并讓學(xué)生明白是電影Jaws加深了人們對大白鯊的印象：Sharksaredangerous.Paragraph2Listentoparagraph2carefullyandchoosetheanswers.1.WhichisNOTtheattitude/feelingofpeopletowardssharks？A.scared.B.frightened.C.horrible.D.caring.2.WhatdidpeopledotosharksafterseeingJaws？A.theystoppedswimming. B.theystartedfishingforsharks.C.theykilledsharksasmanyastheycould. D.A,BandC.paragraph3andtheyareendangered.Let’sgotopart2tofindoutwhytheyareendangered.【設(shè)計意圖】通過聽第二段課文聽力，引導(dǎo)學(xué)生在聽力過程中根據(jù)文章主要信息推斷出第一段最后指出人們的白鯊的深刻印象的具體內(nèi)容：（對白鯊的態(tài)度和感受以及因此產(chǎn)生的結(jié)果）。提高學(xué)生提取、分析、歸納文本信息以及聽力的能力。Paragraph3Readparagraph3andanswerthequestions.1.Whydidthenumberoflargesharksfallaroundtheworld?___________________________________________2.Whathappenstosharksaftertheirfinsarecutoff?______________________________________【設(shè)計意圖】通過閱讀回答問題，讓學(xué)生了解鯊魚數(shù)量下降的原因以及鯊魚的現(xiàn)狀，并分析鯊魚被看作危險動物背后的人為因素，并通過邏輯思維，推斷鯊魚由此所遭受的結(jié)果并通過圖片讓學(xué)直觀感受人類的殘忍并明白其實人類才是鯊魚的威脅而鯊魚并非人類的敵人。深刻認識人類捕鯊魚割魚翅行為的殘忍性，從而拒絕吃魚翅，完成“人與自然”主題語境中“人與動物”這一子語境的認知。Paragraph4Readparagraph4andfillintheblanksThechangeofPeterBenchley’sattitudesandfeelingstowardssharks.TimeThingsPeterBenchleydidHisattitudesonsharksHisfeelingsBefore1975writing________thefilmJawswasbasedonHethoughtsharksweredangerousandfrighteninganimals______________After1980Hecameacross______________inanareawheretheseafloorwascovered________________,Headmittedthathisbook_______________aboutsharks’behaviour.Hefoughtto_____________Herealizedthatpeoplewere____________sharks,ratherthantheotherwayround.Herealizedthatsharks________________humans__________________________________________determined【設(shè)計意圖】通過問題引領(lǐng)和填空練習(xí)，引導(dǎo)學(xué)生思考電影Jaws的原著作者PeterBenchley對于鯊魚的態(tài)度發(fā)生巨大轉(zhuǎn)變的原因，從而關(guān)注人與自然的和諧相處，形成保護鯊魚的想法。并可以引用電影《哪吒2》申公豹的臺詞：人心中的成見是一座山。因為鯊魚本身的強大和電影Jaws的影響，人們害怕鯊魚并且為了利益殘忍殺害鯊魚，導(dǎo)致鯊魚瀕臨滅絕，這就是人們對鯊魚的偏見，但我們可以通過多了解鯊魚了解真相去挪開心中這座山，也要有勇于承認并改正錯誤的勇氣，呼吁大家一起努力去搬掉人們心中的這座山，引出本堂課的小組活動。Step4GroupworkWorkinsixtogivealivespeechonTiktoktocallonpeopletoprotectthesharks.Role:(Ahost;ashark;agovernmentofficial;anexpertfromWWF;studentsfromourschool.)Let’ssavethesharks!Host:Hello,mydearfriends!Weletoourbroadcastingroom.I’mthehostfrom___________MiddleSchool.First,let’sweleourhonoredguest:thelovelyshark,theofficialofthegovernment_________expertfromWWF______andstudentsfromourschool_____________.Givethembigclaps.Weareheretogiveaspeechtocallyouontoprotectsharks.Sharksareveryimportanttoouroceans,andtheirsurvivaldependsonouractions.First,let’slistentotheshark’sheart.Shark:Hello,everyone!AmIcute?AmIlovely？AmIdangerous？Manypeoplebelievethatwecanneverbeendangeredbecausewearethestrongestintheirfoodchain.Butinfact,weare______________now.Oneofthereasonsisthatpeople______________________________________.Besides，_________________________________________________________________________________.What’smore,humans_________________________________________________________________________________________________________.Pleasehelpus.（Thesituationofthesharksintheocean.描述鯊魚現(xiàn)狀）Host:Howpoortheyare?Dearstudents,wouldyouliketohelpthem?.Fortunately,peoplefromdifferentpartshavetakenactionstosavethesharks.Let’sinvitethem:GovernmentOfficial:____________________________________________________________________________.(Solutionstosavingthesharks.拯救鯊魚的具體行動）ExpertfromWWF:____________________________________________________________________________.(Solutionstosavingthesharks.拯救鯊魚的具體行動）Students:Tobeginwith,weshould(not)____________________________________________.What’smore,wehadbetter(not)_____________________________________________.Lastbutnotleast,itisimportantforusto_____________________________________________.（Solutionstosavingthesharks.拯救鯊魚的具體行動）Host:It’severyone’sdutytoplayapartinsavingthesharks!Onlybysavingthesharkscanwesaveourselves.Withourjointefforts,wecanmakeabigdifference!Let'ssaytogether:Nosale,nokilling.（Summary總結(jié)呼吁）Thankyou!【設(shè)計意圖】首先引領(lǐng)學(xué)生聽聽鯊魚的心聲（AI合成），讓學(xué)生明白鯊魚的現(xiàn)狀并激起學(xué)生保護鯊魚的欲望。通過小組合作和角色扮演，在抖音平臺上直播不同身份的人（鯊魚，政府人員，WWF工作人員以及學(xué)生）提出的拯救鯊魚的具體行動，通過抖音直播的形式讓大家一起呼吁大家來保護鯊魚。通過跨學(xué)科的融合，提高學(xué)生學(xué)習(xí)興趣，培養(yǎng)小組合作能力和語言表達能力。Step5Summary：Saveourseas（拯救我們的海洋）SharkHaltillega