教学目标
| 教学活动与步骤
| 设计意图
| 评价要点
| 时间与互动模式
|
（中文：对应本课时的某一个教学目标）
了解前五次灭绝的背景知识，在语境中学习生词
| （英文：描述清楚活动怎样组织和进行，可以列出关键的教师用语，描述形式参照新课标教学案例）
Step1:
Ss watch a video about the sixth extinction and answer the following question:
What is the video about？
Step2:
T leads in the topic of the sixth extinction and leads Ss to read the objectives of this class.
Step3:
T leads Ss to look at the title and explains the meaning of “extinction”.
Step4:
T shows Ss the facts of the former 5 mass extinctions and Ss summarize the influence of the extinction.
Meanwhile, T explains some new words which may cause barrier in the reading.
| （中文：对教学目标进行拆分，体现核心素养和六要素）
本环节为导入环节，帮助学生了解灭绝的含义，前五次灭绝的背景知识，同时激发学生的阅读兴趣。
| （中文：与具体教学活动和设计意图对应。体现如何落实目标，如何收集学生学会的证据，证据是什么，如何确保收集到。实现教学评一体化。特别是在实践应用、思维和迁移创新层面）
学生能够从引入视频中获取本节课的话题，并从教师所给的五次大灭绝中提取灭绝发生的共同原因，即自然灾害，即为理解第六次大灭绝做好铺垫。
同时，学生能够通过句子语境与老师的意译理解生词。
| CW/GW/PW/IW
5’
IW
|
找到关于第六次灭绝的起因、影响和避免灭绝发生的解决措施。
| Step5:
Ss read the first paragraph and underline the reasons for the former extinctions.
T leads Ss to compare the reasons of the former five extinctions and that of the sixth and explains some difficult words in the process of checking the answer.
Step6:
After reading the first paragraph, T invites Ss to read the whole passage and match the main idea with each paragraph.
Before reading, T reminds Ss of the skills of finding the main idea, such as paying attention to the first and last sentence of each paragraph and looking for key words in each paragraph.
Step7:
After getting the main idea of each paragraph, T asks Ss to read the whole passage carefully and use a graphic organizer to show the cause, influence, solutions of the sixth extinction in pairs.
T invites two pairs to draw their mind map on the board and then describe the logic of their mind map to the whole class.
| 通过快速阅读获取文章的段落大意，对文章结构有整体把握；其次，通过绘制思维导图梳理、整合文本内容，通过对导图的阐释，对文章的结构和语言进行内化，为接下来的演讲做准备。
| 学生能够运用阅读技巧迅速提取段落大意。
基于段落大意，学生通过同伴合作能够以图形组织器展示文章的逻辑结构即第六次灭绝的起因，影响和预防措施几方面的细节信息。并能够口头有逻辑的进行阐释。
| 25’
IW
PW
|
讨论作为青少年如何为保护地球，在日常生活中做出力所能及的事情。
| Step:8
Ss discuss in groups the following question:
As a teenager, what could we do to avoid the sixth extinction?
T invites Ss to share their ideas in the class.
| 联系现实生活，思考人与自然的关系和人类面临的共同挑战，增强环保意识和责任担当。
| 学生通过小组讨论，联系自身实际，提出力所能及的可行的保护地球的措施。
| 3’
GW
CW
|
借助图形组织器发表关于第六次灭绝的演讲。
| Step9:
T asks Ss to deliver a speech on the following topic:
Will Humans Survive the Sixth Great Extinction?
Suppose you are a member of Green Club in your school. Prepare a speech entitled “Will Humans Survive the Sixth Great Extinction?” Try to explain the sixth mass extinction, analyze its causes and effects, and offer solutions in your speech.
T gives feedback for each speech and summarizes the whole class.
| 对文章语言和结构进行内化，同时通过演讲加深对话题的理解。
| 学生能够基于文章的框架，内容，以及对话题的深入理解和讨论，有条理的发表关于第六次灭绝的演讲。
| 5’
IW
CW
|
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发表于 2025-9-21 05:53:53
