外研版（2019）选择性必修第二册 Unit6Survival Developing ideas and Presenting ideas 名师教学设计
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| 名称 | 外研版（2019）选择性必修第二册 Unit6Survival Developing ideas and Presenting ideas 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-04 18:31:45 | ||
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Unit 6 Developing ideas & Presenting ideas 名师教学设计
课时内容:
Developing ideas包括两部分：第一部分是一篇杂志文章，主要介绍了人类生存所面临的问题以及人类在火星探索方面所做的努力，最后点明人类现在要做的是爱护自己唯一的家园—地球。Writing a survival story部分通过学习范文——独自在火星上生存的故事，掌握结合想象写故事的方法：首先点出故事的主人公，然后陈述他所面临的困境以及他是怎样一步步克服这些困难的。
Presenting ideas部分通过绿色蜥蜴与外来物种的生存竞争，引导学生认识到当一种外来物种逃脱了原有的天敌在新的环境中大肆繁殖和扩散时，本地原有物种会深受影响。因而外来物种对生物多样性的威胁应引起足够的重视。
课时目标：
1.掌握本课时的重点单词 advanced、wipe、nuclear、terrifying、hostile、unmanned、spacecraft、orbit、stunning、agency、consist、infer、expose、astronaut、dust、capsule、exposure、trunk和短语 wipe out、consist of、in the meantime、be close to、make efforts to do sth、a variety of、have a… effect on、take care of、right now、have in common、leave…alone、be caught in、lose contact with、at a time、at first、be short of、in trouble、under pressure以及重要句型，并能熟练运用。
2.通过阅读火星移民计划，了解人类所面临的问题以及正在寻求的对策，明白保护地球的重要性。
3.通过学习范文——独自在火星上生存的故事，掌握故事的主要结构，并写一篇关于生存的故事。
重点难点:
重点：
1.掌握重点单词 advanced、wipe、nuclear、terrifying 、orbit、agency、consist、infer、expose、astronaut、dust、 exposure、trunk和短语 wipe out、consist of、in the meantime、be close to、make efforts to do sth、a variety of、 have a…effect on、take care of、right now、have in common leave…alone、be caught in、lose contact with、at a time、at first、be short of、in trouble、under pressure的用法
2.了解叙事类作文的基本结构，掌握写作方法和技巧。
3.通过阅读火星移民计划，了解人类所面临的问题以及正在寻求的对策，明白保护地球的重要性。
难点:
1.了解叙事类作文的基本结构，掌握写作方法和技巧。
2.环境对人类及其他动物的重要性，学会爱护环境、保护自然，同时明白适者生存的道理。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频。
2.有关火星的小知识。
学生准备：
用英语简短地描述自己了解的有关火星的知识。
教学过程：
Step I Leading in
Complete the quiz in pairs and find out how much you know about Mars. Try to guess if you are not sure of the answers.
Suggested answers： ①A ②A ③C ④B
【设计意图】通过完成知识小测验，抛砖引玉，引入火星的话题语境，激发学生对于火星的好奇心，带着好奇心和兴趣去阅读文章。
Step Ⅱ Reading
1.Fast reading.
(1) Read the passage and find out why humans might live on Mars.
Suggested answer: Because Mars is relatively close to Earth and has an environment less hostile than that of other planets.
(2) Match the paragraphs with the main ideas.
Para. 1：__________________________________
Para. 2：__________________________________
Para. 3：__________________________________
Para. 4：__________________________________
Para. 5：__________________________________
A. Humans exploration of Mars. B. The threat to Earth. C. To focus on nowadays Earth's trouble. D. Human's preference for Mars since ancient times. E. Some challenges and possibility of living on Mars.
Suggested answers： Para. 1-B；Para 2-D； Para.3-A； Para.4-E；Para.5—C；
【设计意图】通过寻找问题答案及段意匹配，引导学生了解文章内容和结构，提高学生的阅读理解能力和概括归纳能力。
2.Careful reading.
（1）Choose the correct answers according to the passage.
①In the 1960s and 1970s, what was the greatest fear A. Nuclear missiles. B. All advanced life forms. C. Human race themselves. D. Environmental problems. ②Why is Mars so attractive to scientists A. It's close to earth. B. Because of some films. C. It has fascinated human recently. D. It has an environment more hostile. ③Human robots have done some tasks except__________. A. search for water. B orbit the planet. C. test the soil on the mars. D. explore the Martian surface. ④How long can people reach Mars A. Several hours. B. Some days. C. Some years. D. Some months. ⑤Right now, what should we humans do to live safely A. To protect our Earth. B. To take care of ourselves. C. To move to another planet. D. To continue our human activity.
Suggested answers： A ②A ③B ④D ⑤A
（2）Language points.
Master the words and phrases:
advanced，wipe，nuclear，terrifying，Mars，hostile，unmanned，spacecraft，orbit，stunning，agency，consist，infer，expose，astronaut，dust，capsule，exposure，trunk，wipe out，consist of，in the meantime，be close to，make efforts to do sth，a variety of，have a…effect on，take care of，right now，have in common，leave...alone，be caught in，lose contact with，at a time，at first，be short of，in trouble，under pressure
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Read the passage again and retell it.
【设计意图】通过设置一系列活动，进一步归纳、概括文章，理清文章脉络，有助于学生更好地加深对文章的理解。同时，在读懂语篇的基础上，将英语句法、词汇的知识融合在一起，更科学地反应学生的口头表达能力和英语综合能力。
3.Post-reading
（1）Do activity 3 on Page 70.
Choose the magazine in which you would most likely find the passage and give your reasons.
Suggested answers： ③
(2) Do Activity 4 on Page 70.
①Strategy learning.
Go through the sentences in "Learning to learn" and make sure students understand their meanings.
②Choose the statements that can be inferred from the passage.
A. Humans have yet not visited Mars. B. People want to go to mars on holiday. C. There are plants growing on Mars. D. The greatest risk to life on earth used to be nuclear missiles. E. One day, humans will have to go and live on another planet. F. Our Plan A includes developing renewable energy resources. G. The Biosphere 2 experiment ended in failure.
Suggested answers: A； D；F； G；
【设计意图】活动属于推理判断题，不仅要求学生读懂文章的意思，还要通过逻辑推理和判断，理解文章的言外之意，从而揭示文章的深层含义。推理判断题的答案不能直接在文章中找到，因此推理时我们务必要忠于原文，在文章中寻找并确定可推论的依据，即：已知部分是推论的前提，从中推测出未知部分的结论，切忌妄加评论，把自己的观点当成作者的观点。
（3）Do Activity 5 on Page 70.
Work in pairs. Conduct an interview about living on Mars.
·Decide your roles.
·Look at the sample questions about living on Mars and add any more you can think of. Then write down some answers.
Suggested answers: （略）
【设计意图】假定身份，开展关于火星生活的采访，让学生有一种角色的代入感，增强语言的真实感，达到以用促学的目的。通过问题引导学生多角度、多维度思考问题，扩大视野，拓宽思维。分享活动也是互相学习、共同提高的过程，有助于锻炼学生思维的深度和广度。
Step Ⅲ Writing a survival story
Do Activities 6, 7 and 8 on Page 71.
(1) Read the story and answer the questions.
·Where is the person in the story
·What difficulties is he facing
·What has he already done to stay alive
· What will he do next
Suggested answers： ·The person in the story is on Mars. ·He has to keep himself safe from the deadly radiation outside. And he is facing the lack of water oxygen and food. ·He has resumed communication with the base. He has discovered an underground ice deposit to get water, and produce oxygen with the water. ·He will work out how to farm on Mars and grow plants with seeds.
（2）Imagine you have to survive in a dangerous place Plan your story by answering the questions.
·Where is the dangerous place？（eg Antarctica space，the jungle）
·What are the dangers？（eg animals，the cold，no air）
·How do you manage to survive？（eg catch fish, melt snow，make a fire）
·How do you feel？（eg confident，anxious，optimistic）
（3）Write your story.
（4）Work in pairs. Make improvements to each other’s stories and share them with the class.
【设计意图】通过阅读在火星上的生活的故事，了解生存的技巧和意义，在此基础上，假设自己一个人在危险的地方生存的境况，引导学生思考生存问题以及生存态度，通过回答问题将语言要点记录下来，连句成篇，提高学生的语言表达、布局谋篇的能力。同桌之间改进彼此的故事并与全班分享，有助于拓宽写作思路，积累更多话题词汇和句式表达，提高学生的写作能力。
Step IV Presenting ideas
1.Read the passage and answer the questions.
·What happened to the green lizards What did they do to cope with it
·What is the main message of the passage
Suggested answers: ·They found themselves in trouble because a tougher species, the brown lizards, were introduced to the place where they lived. The green lizards moved higher up the trees and soon adapted to the new environment. ·The main message is the survival of the fittest.
2. Work in groups. Find evidence to back up the main message and make notes. Do further research if necessary.
Evidence in nature: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evidence in society: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Talk about the main message in more detail and make notes.
4. Prepare a short presentation. Consider the following:
·the structure of your presentation
·useful words，expressions and structures
5. Give your presentation to the class.
【设计意图】首先阅读生物在自然界中生存的故事，了解基本的写作内容和结构，然后根据文章提炼写作提纲和写作要素，并丰富、充实内容，然后向全班展示。遵循了从语言输入到语言输出的规律，锻炼了学生布局谋篇和语言表达能力。通过全班分享，达到互相促进、互相学习、共同提高的目的。
Step V Homework
Review the language points learnt in class.
板书设计：
Unit6 Survival Period Ⅲ Developing ideas & Presenting ideas I. Leading in Complete the quiz and find out how much you know about Mars. Ⅱ. Reading 1. Fast reading. (1) Read the passage and find out why humans might live on Mars. (2) Match the paragraphs with the main ideas. 2. Careful reading. (1) Choose the correct answers according to the passage. (2) Language points. Master the words and phrases: advanced, wipe, nuclear, terrifying, Mars, hostile, unmanned, spacecraft, orbit, stunning, agency consist, infer, expose, astronaut, dust, capsule, exposure, trunk, wipe out, consist of, in the meantime, be close to, make efforts to do sth, a variety of, have a… effect on, take care of, right now have in common, leave… alone, be caught in, lose contact with, at a time, at first, be short of, in trouble, under pressure (3) Read the passage again and retell it. 3. Post-reading. (1) Do Activity 3 on Page 70. Choose the magazine in which you would most likely find the passage and give your reasons. (2) Do Activity 4 on Page 70. ①Strategy learning. ②Choose the statements that can be inferred from the passage. (3) Do Activity 5 on Page 70. Conduct an interview about living on Mars Ⅲ. Writing a survival story Do Activities 6, 7 and 8 on Page 71. IV. Presenting ideas V. Homework
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课时内容:
Developing ideas包括两部分：第一部分是一篇杂志文章，主要介绍了人类生存所面临的问题以及人类在火星探索方面所做的努力，最后点明人类现在要做的是爱护自己唯一的家园—地球。Writing a survival story部分通过学习范文——独自在火星上生存的故事，掌握结合想象写故事的方法：首先点出故事的主人公，然后陈述他所面临的困境以及他是怎样一步步克服这些困难的。
Presenting ideas部分通过绿色蜥蜴与外来物种的生存竞争，引导学生认识到当一种外来物种逃脱了原有的天敌在新的环境中大肆繁殖和扩散时，本地原有物种会深受影响。因而外来物种对生物多样性的威胁应引起足够的重视。
课时目标：
1.掌握本课时的重点单词 advanced、wipe、nuclear、terrifying、hostile、unmanned、spacecraft、orbit、stunning、agency、consist、infer、expose、astronaut、dust、capsule、exposure、trunk和短语 wipe out、consist of、in the meantime、be close to、make efforts to do sth、a variety of、have a… effect on、take care of、right now、have in common、leave…alone、be caught in、lose contact with、at a time、at first、be short of、in trouble、under pressure以及重要句型，并能熟练运用。
2.通过阅读火星移民计划，了解人类所面临的问题以及正在寻求的对策，明白保护地球的重要性。
3.通过学习范文——独自在火星上生存的故事，掌握故事的主要结构，并写一篇关于生存的故事。
重点难点:
重点：
1.掌握重点单词 advanced、wipe、nuclear、terrifying 、orbit、agency、consist、infer、expose、astronaut、dust、 exposure、trunk和短语 wipe out、consist of、in the meantime、be close to、make efforts to do sth、a variety of、 have a…effect on、take care of、right now、have in common leave…alone、be caught in、lose contact with、at a time、at first、be short of、in trouble、under pressure的用法
2.了解叙事类作文的基本结构，掌握写作方法和技巧。
3.通过阅读火星移民计划，了解人类所面临的问题以及正在寻求的对策，明白保护地球的重要性。
难点:
1.了解叙事类作文的基本结构，掌握写作方法和技巧。
2.环境对人类及其他动物的重要性，学会爱护环境、保护自然，同时明白适者生存的道理。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频。
2.有关火星的小知识。
学生准备：
用英语简短地描述自己了解的有关火星的知识。
教学过程：
Step I Leading in
Complete the quiz in pairs and find out how much you know about Mars. Try to guess if you are not sure of the answers.
Suggested answers： ①A ②A ③C ④B
【设计意图】通过完成知识小测验，抛砖引玉，引入火星的话题语境，激发学生对于火星的好奇心，带着好奇心和兴趣去阅读文章。
Step Ⅱ Reading
1.Fast reading.
(1) Read the passage and find out why humans might live on Mars.
Suggested answer: Because Mars is relatively close to Earth and has an environment less hostile than that of other planets.
(2) Match the paragraphs with the main ideas.
Para. 1：__________________________________
Para. 2：__________________________________
Para. 3：__________________________________
Para. 4：__________________________________
Para. 5：__________________________________
A. Humans exploration of Mars. B. The threat to Earth. C. To focus on nowadays Earth's trouble. D. Human's preference for Mars since ancient times. E. Some challenges and possibility of living on Mars.
Suggested answers： Para. 1-B；Para 2-D； Para.3-A； Para.4-E；Para.5—C；
【设计意图】通过寻找问题答案及段意匹配，引导学生了解文章内容和结构，提高学生的阅读理解能力和概括归纳能力。
2.Careful reading.
（1）Choose the correct answers according to the passage.
①In the 1960s and 1970s, what was the greatest fear A. Nuclear missiles. B. All advanced life forms. C. Human race themselves. D. Environmental problems. ②Why is Mars so attractive to scientists A. It's close to earth. B. Because of some films. C. It has fascinated human recently. D. It has an environment more hostile. ③Human robots have done some tasks except__________. A. search for water. B orbit the planet. C. test the soil on the mars. D. explore the Martian surface. ④How long can people reach Mars A. Several hours. B. Some days. C. Some years. D. Some months. ⑤Right now, what should we humans do to live safely A. To protect our Earth. B. To take care of ourselves. C. To move to another planet. D. To continue our human activity.
Suggested answers： A ②A ③B ④D ⑤A
（2）Language points.
Master the words and phrases:
advanced，wipe，nuclear，terrifying，Mars，hostile，unmanned，spacecraft，orbit，stunning，agency，consist，infer，expose，astronaut，dust，capsule，exposure，trunk，wipe out，consist of，in the meantime，be close to，make efforts to do sth，a variety of，have a…effect on，take care of，right now，have in common，leave...alone，be caught in，lose contact with，at a time，at first，be short of，in trouble，under pressure
【备注】词汇知识点讲解详见第二教案“新知探究”。
（3）Read the passage again and retell it.
【设计意图】通过设置一系列活动，进一步归纳、概括文章，理清文章脉络，有助于学生更好地加深对文章的理解。同时，在读懂语篇的基础上，将英语句法、词汇的知识融合在一起，更科学地反应学生的口头表达能力和英语综合能力。
3.Post-reading
（1）Do activity 3 on Page 70.
Choose the magazine in which you would most likely find the passage and give your reasons.
Suggested answers： ③
(2) Do Activity 4 on Page 70.
①Strategy learning.
Go through the sentences in "Learning to learn" and make sure students understand their meanings.
②Choose the statements that can be inferred from the passage.
A. Humans have yet not visited Mars. B. People want to go to mars on holiday. C. There are plants growing on Mars. D. The greatest risk to life on earth used to be nuclear missiles. E. One day, humans will have to go and live on another planet. F. Our Plan A includes developing renewable energy resources. G. The Biosphere 2 experiment ended in failure.
Suggested answers: A； D；F； G；
【设计意图】活动属于推理判断题，不仅要求学生读懂文章的意思，还要通过逻辑推理和判断，理解文章的言外之意，从而揭示文章的深层含义。推理判断题的答案不能直接在文章中找到，因此推理时我们务必要忠于原文，在文章中寻找并确定可推论的依据，即：已知部分是推论的前提，从中推测出未知部分的结论，切忌妄加评论，把自己的观点当成作者的观点。
（3）Do Activity 5 on Page 70.
Work in pairs. Conduct an interview about living on Mars.
·Decide your roles.
·Look at the sample questions about living on Mars and add any more you can think of. Then write down some answers.
Suggested answers: （略）
【设计意图】假定身份，开展关于火星生活的采访，让学生有一种角色的代入感，增强语言的真实感，达到以用促学的目的。通过问题引导学生多角度、多维度思考问题，扩大视野，拓宽思维。分享活动也是互相学习、共同提高的过程，有助于锻炼学生思维的深度和广度。
Step Ⅲ Writing a survival story
Do Activities 6, 7 and 8 on Page 71.
(1) Read the story and answer the questions.
·Where is the person in the story
·What difficulties is he facing
·What has he already done to stay alive
· What will he do next
Suggested answers： ·The person in the story is on Mars. ·He has to keep himself safe from the deadly radiation outside. And he is facing the lack of water oxygen and food. ·He has resumed communication with the base. He has discovered an underground ice deposit to get water, and produce oxygen with the water. ·He will work out how to farm on Mars and grow plants with seeds.
（2）Imagine you have to survive in a dangerous place Plan your story by answering the questions.
·Where is the dangerous place？（eg Antarctica space，the jungle）
·What are the dangers？（eg animals，the cold，no air）
·How do you manage to survive？（eg catch fish, melt snow，make a fire）
·How do you feel？（eg confident，anxious，optimistic）
（3）Write your story.
（4）Work in pairs. Make improvements to each other’s stories and share them with the class.
【设计意图】通过阅读在火星上的生活的故事，了解生存的技巧和意义，在此基础上，假设自己一个人在危险的地方生存的境况，引导学生思考生存问题以及生存态度，通过回答问题将语言要点记录下来，连句成篇，提高学生的语言表达、布局谋篇的能力。同桌之间改进彼此的故事并与全班分享，有助于拓宽写作思路，积累更多话题词汇和句式表达，提高学生的写作能力。
Step IV Presenting ideas
1.Read the passage and answer the questions.
·What happened to the green lizards What did they do to cope with it
·What is the main message of the passage
Suggested answers: ·They found themselves in trouble because a tougher species, the brown lizards, were introduced to the place where they lived. The green lizards moved higher up the trees and soon adapted to the new environment. ·The main message is the survival of the fittest.
2. Work in groups. Find evidence to back up the main message and make notes. Do further research if necessary.
Evidence in nature: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evidence in society: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Talk about the main message in more detail and make notes.
4. Prepare a short presentation. Consider the following:
·the structure of your presentation
·useful words，expressions and structures
5. Give your presentation to the class.
【设计意图】首先阅读生物在自然界中生存的故事，了解基本的写作内容和结构，然后根据文章提炼写作提纲和写作要素，并丰富、充实内容，然后向全班展示。遵循了从语言输入到语言输出的规律，锻炼了学生布局谋篇和语言表达能力。通过全班分享，达到互相促进、互相学习、共同提高的目的。
Step V Homework
Review the language points learnt in class.
板书设计：
Unit6 Survival Period Ⅲ Developing ideas & Presenting ideas I. Leading in Complete the quiz and find out how much you know about Mars. Ⅱ. Reading 1. Fast reading. (1) Read the passage and find out why humans might live on Mars. (2) Match the paragraphs with the main ideas. 2. Careful reading. (1) Choose the correct answers according to the passage. (2) Language points. Master the words and phrases: advanced, wipe, nuclear, terrifying, Mars, hostile, unmanned, spacecraft, orbit, stunning, agency consist, infer, expose, astronaut, dust, capsule, exposure, trunk, wipe out, consist of, in the meantime, be close to, make efforts to do sth, a variety of, have a… effect on, take care of, right now have in common, leave… alone, be caught in, lose contact with, at a time, at first, be short of, in trouble, under pressure (3) Read the passage again and retell it. 3. Post-reading. (1) Do Activity 3 on Page 70. Choose the magazine in which you would most likely find the passage and give your reasons. (2) Do Activity 4 on Page 70. ①Strategy learning. ②Choose the statements that can be inferred from the passage. (3) Do Activity 5 on Page 70. Conduct an interview about living on Mars Ⅲ. Writing a survival story Do Activities 6, 7 and 8 on Page 71. IV. Presenting ideas V. Homework
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