Unit3SeaExplorationReadingforWriting教學(xué)設(shè)計(jì)-高中英語(yǔ)人教版選擇性

教學(xué)設(shè)計(jì)

課程基本信息學(xué)科英語(yǔ)年級(jí)高三學(xué)期秋季課題Unit3SeaExploration(lesson5)Readingandwriting教科書(shū)書(shū)名：英語(yǔ)選擇性必修第四冊(cè)教材出版社：人民教育出版社教學(xué)目標(biāo)Bytheendoftheclass,thestudentswillbeableto:graspthestructuralandlinguisticfeaturesofargumentativeessay;mastertheskillsofgivingstrongsupporttoyourargument;writeapowerfulargumentativeessayonseaexploration;thinkcriticallyabouttheprosandconsofexploringtheocean.教學(xué)內(nèi)容教學(xué)重點(diǎn)：Analyzethestructureandelementsofargumentativepassages;Reademotionsfromtheusageofcertaintense,thechoiceofwords.教學(xué)難點(diǎn)：Concludetheskillsofmakingpersuasiveexplanationfromreading.posetheirownargumentativeessaysonseaexplorationviaPEELwritingmethod.教學(xué)過(guò)程Step1.LeadinShowapictureofapopularChina’srepresentativeGengShuangaddressingaspeechattheUnitedNations.CreateacontextthattherewillbeadiscussionatWorldModelUnitedNationsSeaExploration,harmfulorhelpful.Studentsimagineiftheywereoneoftheyouthrepresentative.Providestudentswithpicturesrelatingtothepositiveandnegativeeffectsbroughtaboutbyseaexplorationfromtextbookandthewebsite.Askstudentstothinkaboutwhattheywillexpressandhowtopersuadeothers.Justification:toquicklygetthestudentsengagedinthetopicandinspirethemtoformtheiropinion;toarousestudents’thirsttovoicethemselvesandpersuadeothers.Step2.ScanthetextScanforthegenreTask:MultipleChoiceQuestion:A.narrativeessay,B.expositoryessay,C.argumentativeessaySincethetwotextsarelaidoutinparallel,andthetask1(findtheargumentsandevidence)givesthehints,itiseasyforstudentstorecognizethetexttype.ScanfortheargumentArgumentisalwaysstatedinthebeginningofthepassage.Studentscaneasilyfinditinthefirstparagraph.Keypoint:askstudentstoreadtheemotionintheargument:presentperfecttenseandsimplefuturetenseareusedheretoshowtheauthor’sconcern.ScanfortheevidenceAskstudentswhydoestheauthorfeelsoconcerned?Leadthemtoreadtheevidenceaftertheargument.Thepassageiswellorganized,thusitcanbeeasilyfoundthatthetopicsentencesofpara24aretheevidence.Naturallyleadtothethirdquestion:howdoestheauthorexplainthoseconcerns,soastoreadthepara24indetail.Justification:toleadstudentstoscanforthegenre,argument,evidencestepbystep;Tohighlighttheskillofshowingemotion:adoptcertaintenses.Step3:Taskbasedreading/detailedreadingDetailedreadingofparagraph2Question1:Whatpollutiondoestheexplorationbringabout?Answer:theauthorliststwofacts:oilspillandplasticpollution.Leadstudentstopayattentiontothespecificnumbersandtime.Conclusion:Tobepersuasive,wecanpresentfactswithdetaileddata.Detailedreadingofparagraph3Question2:Whyisitverydamaging?Leadstudentstoparaphrasethelogicoftheviciouseffectwiththehelpofthediagrambelow.Payattentiontotheexpression“becauseof”,“whichmeans”.Conclusion:Tobepersuasive,wecanexplainthecauseandeffectwithsignalwords.Detailedreadingofparagraph4Question3:Howseveretheproblemis?Leadstudentstopayattentiontotheexpressions:socalled,banned,murdering,intelligent,withoutmercy.Conclusion:Tobepersuasive,wecanselectexpressionswithemotion.Detailedreadingofparagraph5Question1:Istheremoreevidence?Question2:Ifno,thenwhatdoestheauthorconvey?Question3:“ishometolife”:whatlife?(thelifeofthedolphin,seabirdsandwhales.etc)Question4:“ismoresensitive”:howsensitive(easilyaffectedbyexploitation)Studentscanreadthatitisacallbackoftheopinionsmentionedbeforefromthequestionchain.Conclusion:Inrestatement,weshouldlinkthepointsmentionedbeforebacktotheargument.Question5:Howdoestheauthorcallbackthegreatconcern?Fromtheexpressions“thehometolife”and“nothumanbeing’spossessions”;“huge”and“butmoresensitive”;“notprotectit”and“notforgiveus”,studentscanconclude:Tobepersuasive,wecanmakecontrasts.Justification:Usequestionchaintoleadstudentstofindtheskillsofgivingpersuasiveexplanation.Step4:IndependentlearningConcludethestructureofthetextoneandprovideahamburgerwritingpatternforstudentstoreadandfindtheargument,evidence,andrestatement.Justification:From“welearn”to“Ilearn”,traintheselfstudyabilityandtestifytheirgraspofthestructureofargumentativeessay.Step5:SummaryConcludetheknowledgeafterreadingthetwotexts:Howtowriteapersuasiveargumentativeessay?IntroducethePEELwritingmodel,aneffectivewayofbingtheoutlineofanargumentativeessay.Step6:BrainstormingAskstudentswhatotherfactsaboutseadotheythinkimportantaswell.Groupdiscussionisencouraged.Collectthefactsandinformationfromthisunit.Justification:Preparethematerialandfactsbeforewriting:Step7:WriteanoutlineviaPEELmethod(student’sexcellentoutline)Assignments:1.poseyourargumentativeessaybasedontheoutline.2.Selfevaluatebasedonthechart.Closingspeech:Whethersupport