外研版（2019）选择性必修第二册Unit 6 Survival 全单元教学设计（表格式）
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| 名称 | 外研版（2019）选择性必修第二册Unit 6 Survival 全单元教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-12 19:27:16 | ||
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Book 5 Unit 6 Survival教teachingdesign
Unit theme The subject context of this unit is “Man and Nature”, and the subject context content involved is survival. The content ranges from the hard-won survival of Antarctic work, the survival status of wild animals in the city,Rthe survival story of Robinson Crusoe's desert island, the various existential crises that mankind may face in the future, to the exploration of Mars as an alternative for survival, which triggered students to think about the livingenvironment.的思考，On the one hand, it strengthened students' ability to protectthe environmentand protect the earth.Consciousness, establish与自然和谐相处的the concept of living in harmony with nature, on the other hand, encourage studentstolearnto adaptto changes in the environment,calmlyfacevariousdifficulties,temperthe indomitable的探索spirit of exploration, and establisha correct outlook on life and worldview.
Unit objectives The target students of the unit can focus on the contextual content of the theme of this unit, based on the explanatory text, billboards, news reports, advertisements, knowledge quizzes, survival exploration plans and other multi-modal discourse provided by the unit, comprehensively use various language skills to read the discourse content related to the environment and human survival; rational use "-ever”And "no matter + question words" guided by the concession adverbial clauses to express opinions, understand the dialogue about "Robinson Crusoe"的对话and master the three types of pragmatic functions such as asking opinions, and properly use the language you have learned to elaborate on topics related to overcoming crises and winning survival, and describe the difficulties under the predicament.Survival stories,deepen the understanding and exploration of the meaning of the theme of the unit, and strengthen the awareness of caring for nature and protecting the earth; at the same time, be able to use the content learned in the unit to express their views on the survival of the fittest and seek evidence to demonstrate, through group cooperation to produce a desert island survival guide, and realize that in the face of adversity, continue to work hard and actively respond to variousDifficult spirit, establish a positive attitude to life; be able to use various learning strategies appropriately, in the process of autonomous, cooperative and exploratory learning,combined with the reflective and evaluative issues provided by the unitto continuously monitor, evaluate, reflect on and adjust one's own learning content and process, stimulate English learningInterest, improve one's understanding ability and expression ability, and ultimately promote the comprehensive improvement of one's language ability, cultural awareness, thinking quality and learning ability.
Starting outThe teaching design of the Starting out section (the recommended durationis 10-15–15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Viewing + discussion
theme Context Man andnature-survival
contentanalysis Activity1presents sixpicturesrelated to the theme of the unit内容, namely earthquakes, disease outbreaks,shipwrecks, jungles, space and drought, allowingstudents to experiencethe difficulties they will face in surviving in theseenvironments会面临. Difficulties. Activity2presentsa video of在南极working and living in Nanji,allowing students to think about how to face and solve these difficulties. This section aims to activate students' background knowledge and language knowledge, stimulate students' interest in topics, and pave the way for the next learning activities of the entire unit.
Teaching objectives At the end of the study in this section, students can: give a brief explanation in English about the contents of the six pictures; have a preliminary understanding of the life situation in Antarctica, and express their own views on the difficulties and challenges they face; learn not to bow their heads in the face of difficulties, and actively respond.
Teaching focuses on cultivating students' thinking and imagination skills, as well as their determination and confidence to overcome difficulties.
Teaching difficulties How to guide students to use appropriate vocabulary to express their views and exchange of ideas.
Teaching strategy audiovisual teachingmethod,communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the six pictures and find out what has happened. Teacher asks some students to answer Question 1. Teacher asks students to answer Question 2. Teacher asks some students to share their answers. Students look at the six pictures and say what each picture shows. Some students answer Question 1. Students think about the difficulties in these situations and what people can do to survive. Some students state their opinions. To activate schemata that students have already possessed. To cultivate students’ ability to find problems and solve them.
Activity 2 Teacher asks students to look at the background picture and guess the name of the place. Teacher asks students to predicate what will be mentioned in the video. Teacher plays the video and asks students to watch it. Teacher plays the video again and asks students to think about Question 2. Teacher asks some students to share their answers. Teacher asks students to discuss Question 3 in groups. Teacher asks some students to share their answers. Students try to guess the name of the place shown in the background picture. Students make predictions about the topics in the video. Students watch the video, taking notes and checking their predictions. Students watch the video again and answer Question 2. Some students give their answers and others add their different opinions. Students discuss in groups and answer Question 3. Some students give their answers and others add more opinions. To develop students’ ability to obtain key information in the video and help them to state their points of view based on the reality of life.
Understanding ideassection teaching design (the recommended durationis 35-40–40minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Subject type Reading
Subject Context Man and Nature-Survival
contentanalysis This section presents a text that reflects the theme of the unit. The type of text is an explanatory text, which mainly introduces the reasons for the phenomenon of wild animals entering the city and their survival in the city and the problems encountered, etc., explain the process of human urbanization.The impact on wild animals. In the introduction activities before reading, students are invited to look at the pictures and talk about where these animals generally appear, whether they are surprised if they see these animals in the city, and what problems they will encounter. It aims to help students familiarize themselves with the topics of the text in advance and pave the way for the study of the text. The reading activities test students' understanding of the title of the text. The post-reading activities inspire students to think deeply and explore the meaning of the topic through activities such as analysis of the first sentence of the paragraph, detailed understanding, and open questions and answers.
Teaching objectives At the end of the study in this section, students can: predict the meaning of the title through the title and picture, be familiar with the topic, and obtain the meaning of the article through quick reading; understand the meaning of each paragraph and the core information of the article; master the new vocabulary and expressions that appear in the text; seriously think about how to coordinate social development withThe relationship between wildlife protection, so as to achieve ecological balance.
The teaching focus is to guide students to read the text, understand the author's point of view, and understand the connotation of the topic; to guide students to master the relevant vocabulary and expressions related to the phenomenon of animals entering the city.
Teaching difficulties Students' acquisition and processing of detailed information in the text; students' summary of the meaning of paragraphs.
Teaching strategy P-W-Pmodel
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the animals and name them in Chinese. Teacher asks students where these animals normally live. Teacher asks students to work in groups discussing if they are surprised to find these animals in the city and why. Teacher asks students to share their answers. Teacher asks students to work in groups and list the difficulties the animals may meet living in the city. Teacher collects answers from some groups. 1. Students look at the animals and name them in Chinese. 2. Students say where these animals normally live. 3. Students work in groups and give their reasons why they are surprised or not when they find these animals in the city. 4. Some students give their answers and others add their opinions. 5. Students work in groups and discuss what difficulties the animals may have living in the city. 6. Some groups present their results of discussion. Other groups give their evaluations and add their ideas. To arouse students’ curiosity about the topic. To connect the passage with the students’ life. To train students’ ability to imagine.
Activity 2 Teacher asks students to give the complete title of the text based on the picture and the title. Teacher asks students to read the passage quickly and check their understanding. Teacher asks students to share their answers and give their reasons. Students try to guess the implied meaning of title and complete it. Students read the passage quickly and complete the title. Students show the complete title and give their reasons. To train students ability to make predictions. To enrich students’ imagination.
Activity 3 Teacher asks students to read the passage quickly and get the main idea of each paragraph. Teacher asks students to finish the task in Activity 3. Teacher invites students to share their answers. Students read the passage quickly and find the topic in each paragraph. Students choose the correct topic sentence for paragraphs 2-5 and write them on the lines. Some students share their answers and also give their reasons. Others can add their different opinions. 1. To have students sort out the structure of the passage. 2. To help students to clarify the logical relationship of the context. 3. To help students to find the topic sentence of each paragraph.
Activity 4 Teacher asks students to read the text carefully and pay attention to the key information and the logic of the text. Teacher asks students to work in groups checking their answers. Teacher asks some groups to share their answers. Teacher invites some students to retell the text according to the diagram. Teacher asks students to have a discussion. Teacher invites some students to share their opinions. Students read the text carefully and finish the task in Activity 4. Students work in groups checking their answers. All the students check their answers. Volunteers retell the text according to the information in the diagram. Students work in groups to discuss what measures can be taken to keep the balance between the development of the city and the defense of wild animals. Volunteers share their opinions. 1. To check students’ understanding of the structure of the text. 2. To check students’ ability to extract detailed information.
Think & Share Teacher asks students to think about the questions individually. Teacher asks students to work in groups and discuss each question. Teacher asks some groups to share their answers. Students read the questions carefully and think about the answers. Students work in groups sharing their opinions. Students check their answers, make a supplementary or have a free discussion. 1. To encourage students to deeply understand the meaning of the text. 2. To cultivate students’ high-level thinking ability.
Using languageTeaching design of Using languageboard (the recommended durationis 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Listening + Speaking
Subject context Man and Nature-Survival
contentanalysis 语法部分的The maincontent of the grammar part-ever和no matteris the concession adverbial clauses guided by-ever and no matter.The two short paragraphs introduce the law of survival in the wild and an inspirational short story, respectively, to help students master the adverbial clauses in the specific context. The topic of the comprehensive language use part is “Facing the crisis”. The listening part is a conversation about "Robinson Crusoe的对话，". After介绍了该书的that, the author of the book is introduced出and some questionsare raised forstudents to thinkabout; in the next vocabulary part, students通过read newspaper newsreports道andmagazineadvertisements.,To understand the problems or crises that may be encountered in the process of human development. This section helps students deeply focus on the meaning and function of language, and through comprehensive training of skills in the real context, deepen their understanding of unit topics and improve their comprehensive language use skills.
Teaching objectives At the end of the study in this section, students can: 1. Discover and understand the usage and characteristics of English adverbial clauses, and be able to use them in the real context; 2. Learn stories about survival, learn and use some English expressions related to existential crises, and think about how to deal with these crises and protect the living environment of mankind; 3. Pay attention to pragmatic functions, learn to ask for opinions, give opinions, express consent, and be able to use the words and sentences learned in real life.
Teaching focuses on mastering-ever和no matterthe basic characteristics of concession adverbial clauses guided by-ever and no matter的让步状语从句and using them in the real context; being able to correctly use words and sentences related to asking for opinions, giving opinions, and expressing consent in practical applications; recognizing the importance of not giving up in the face of difficulties and helping others.
Teaching difficulties How to obtain the required information in the listening materials; how to correctly use functional expressions.
Teaching strategy task-based pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1–2. Teacher asks some students to share answers. Teacher asks students to work in groups, discussing Questions 3. Teacher collects answers. Teacher instructs students to look for more sentences with –ever or no matter in the reading passage. Teacher checks answers with the whole class, and gives some explanations if necessary. Students observe the two groups of sentences in the first box and answer Questions 1–2. Some students share answers. Students work in groups, writing down all the words that can be combined with –ever and no matter. Some students give their answers, and others can add more words. Students read the passage and find more sentences with –ever or no matter. Some students report their answers and the others can make a supplementary. To help students to find the features and rules of the adverbial clauses with -ever and no matter. To make students familiar with the use of the adverbial clauses with -ever and no matter.
Activity 2 Teacher asks students to read the short passage and rewrite the underlined sentences using adverbial clauses with –ever and no matter. Teacher asks students to check their sentences in pairs. Teacher asks some students to read their sentences. Students read the short passage and rewrite the underlined sentences without changing the original meaning. Students check their changed sentences in pairs. Students check the answers. To consolidate and strengthen students’ knowledge of grammar they have learnt.
Activity 3 Teacher asks students to read the story and have a thorough understanding of it. Teacher asks students to retell the story briefly. Teacher asks students to complete the sentences below the story. Teacher checks the answers. Students read the story and get the main idea of it. Students retell the story in their own words. Students complete the sentences according to their meaning in the story. Some students read their sentences and the others check theirs. 1. To consolidate the application of the adverbial clauses with –ever and no matter. 2. To cultivate students’ strong will and consciousness of serving others
Activity 4 Teacher asks students to share their survival experience using adverbial clauses with –ever and no matter. Teacher chooses some students to tell their stories and teacher also makes comments. Students work in pairs and tell their survival story to each other. Some students tell their stories. To encourage students to tell a story about overcoming difficulties to survive using the grammatical structure and expressions they have learnt.
Activities 5-6 Teacher introduces the story of Robinson Crusoe. Teacher plays the tape. Teacher reads the answer. Teacher asks students to look through the diagram carefully and pay attention to the missing information. Teacher plays the tape again. Teacher plays the tape once more. Teacher read the answers. Teacher asks students to talk about what made Robinson Crusoe survive according to the dialogue. Teacher asks volunteers to share their opinions. Students read the five sentences. Students listen to the tape and then tick the idea which is not conveyed. Students check their answers. Students look through the diagram carefully. Students listen to the tape and take notes. Then complete the diagram. Students listen and check their answers. Students check their answers. Students work in pairs talking about what made Robinson Crusoe survive. Volunteers share their opinions. To let students capture the key information and grasp the viewpoints of different characters in the listening material.
Activity 7 Teacher asks students to go through the expressions. Teacher asks students to complete the boxes with the expressions. Teacher checks the answer. Students read the expressions and understand their meaning. Students put the expressions in the boxes according to their functions. One student reads the expressions in the boxes and the others check their answers. To make students pay attention to the pragmatic functions of different expressions.
Activity 8 Teacher asks students to read the passage. Teacher asks students to retell the passage. Teacher asks students to discuss the two questions. Teacher checks the answers with the class. Students read the passage and understand the meaning. Students retell the passage briefly. Students work in groups and answer the two questions. Some students give their answers. 1. To have students learn about Daniel Defoe, author of Robinson Crusoe. 2. To have students learn about Robinson Crusoe’s positive, optimistic and courageous spirit to overcome difficulties. 3. To help students think about various crises in different parts of the world and how to cope with them.
Activity 9-10 Teacher asks students to read the five news reports and pay attention to the expressions in bold. Teacher checks students’ understanding of the five reports. Teacher asks students to answer the two questions. Teacher collects answers and makes comments. Teacher asks students to read the advertisement. Teacher asks students to finish the task in Activity 10. Teacher checks the answer. Teacher invites some students to retell the advertisement after it is rewritten. Students read the five news reports and understand their meaning. Some students retell the five reports. Students discuss the two questions in groups and answer them. Some students share their answers. Students read the advertisement carefully. Students rewrite the underlined expressions with the correct form of words and expressions in Activity 9. Some students share their answers. Volunteers retell the advertisement after the underlined expressions are rewritten. 1. To help students understand news report. 2. To help students consolidate the vocabulary they have learnt. 3. To let students experience the diversity of expressions of the English language.
Activity 11 Teacher asks students to make a dialogue about an issue concerning a survival and how to deal with it. Teacher asks students to perform their dialogues in groups. Teacher invites several pairs to act out their dialogues and makes comments. Teacher asks students to choose the best one. Students work in pairs. Think of an issue concerning a survival and how to deal with it. Then make a dialogue about it. Students act out their dialogues in groups and make comments on each other’ s dialogue. Several pairs act out their dialogues in front of the class. Students choose the dialogue they like best. 1.To encourage students to comprehensively use the vocabulary and pragmatic functional expressions in specific situations 2. To help students to carry out mutual evaluation after an activity, so as to improve students’ critical thinking ability and pave the way for future study.
Developing ideas板board teaching design (the recommended durationis 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Writing
Theme Context Man and Nature-Survival
contentanalysis This sectionpresents texts that reflect the theme of the unit from another perspective. The text type is a magazine articlethat introduces生存the problems faced by human survivaland火星探索the efforts made by mankind in the exploration of Mars,and finally points out what to do now isTake careof our only home-the earth. The sample text of the reading写and writing part is a story aboutthe在火星上survival of astronauts on Mars. Through the study of this section, students can deepen their understanding of the topic of survival and further master the method of combining imagination to write stories.
Teaching objectives At the end of the study in this section, students can: understand the content of the text, understand the crises facing mankind and the countermeasures being sought, and understand the importance of protecting the earth; complete corresponding activities to find out the possible sources of the text, and learn to understand the information transmitted by the text through inference to enhance their understanding of the text; By studying sample texts, master the main structure of the story, imitate and write on similar topics.
Teaching focuses on understanding the content of the article and understanding activities related to Mars exploration; mastering vocabulary and expressions related to Mars exploration; cultivating scientific spirit and awareness of exploration.
Teaching difficulties , understanding of the situation on Mars , writing
and teaching strategies about survival experience , P-W-Pmodel(autonomy, inquiry, cooperation)
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher introduces Mars briefly using pictures or video. Teacher asks students to choose the correct answer for each sentence. Teacher checks answers. Students listen to the introduction. Students work in groups and choose the correct answer for each blank. Some groups give their answers. To help students to solve problems through group cooperation. To activate students’ background knowledge and learning interest. To prepare students for the study of the passage.
Activity 2 Teacher asks students to talk about The Day After Tomorrow and The Martian. Teacher asks students to read the question and then read the passage individually. Teacher collects the answers. Teacher asks students to summarize the main idea of each paragraph. Teacher asks some groups to present the main idea. Teacher guides students to analyse the structure of the passage. Students work in groups and say what they know about the two films. Students read the passage and answer the question. Some students give their answers and others make a supplementary. Students work in groups and summarize the main idea of each paragraph. Some groups give the main idea and others may add their different opinions. Students draw a mind map to show the structure of the passage. To let students summarise the main idea of the passage and grasp the structure of the passage.
Activity 3 Teacher asks students to read the names of the magazines and choose one where the passage is from. Teacher collects the answer. Teacher asks students to say something about the four magazines. Students read the four choices and choose one where the passage is from, and also give their reasons. Some students give their answers and reasons. Students compare the four magazines and say something about their features. To test students’ ability to accurately judge the source of articles according to the content of the passage.
Activity 4 Teacher asks students to read the seven statements. Teacher asks students to work in pairs and choose the statements which can be inferred from the passage. Teacher asks students to check their answers. Teacher lets students learn the content of Learning to learn. Students read the seven statements. Students work in pairs and find the statements which can be inferred from the passage and also the evidence. Some students give their answers and their reasons. Students read the tip: Learning to learn. To check students’ deep understanding of the text. To train students’ ability to process information and think logically.
Think & Share Teacher asks students to discuss the questions and give their answers. Teacher checks the answers. Students think about the questions and give their opinions. Students share their opinions. To make students pay attention to the relationship between the two passages, and encourage them to deepen the thinking on the meaning of the theme while deeply understanding the content of the passages, and cultivate their high-level thinking ability.
Activity 5 Teacher asks students to work in pairs and make preparations for the interview. Teacher asks students to think of more questions and fill them in the chart. Teacher asks students to do the interview in pairs. Teacher invites some pairs to act out their interviews and makes comments. Teacher asks for the best interview. Students work in pairs and determine their roles. Students read the sample questions and add more questions of their own. Then write down the answers. Students practise the interview in pairs. Some pairs perform their interviews and then reflect on their strengths and weaknesses. Students choose the best interview. To cultivate students’ innovative spirit and self-reflection ability while cultivating students’ ability to use the language.
Activity 6 Teacher asks students to look at the picture in the book and guess what will be talked about. Teacher asks students to read the writing sample and check their predictions. Teacher asks students to answer the four questions. Teacher asks some students to share their answers. Teacher asks students to analyse the structure and characteristics of the writing model. Students observe the picture and make predictions about the content of the story. Students read the story and check their predictions. Then list the difficulties mentioned in the story. Students read the story again and answer the questions. Some students give their answers and others check their answers. Students show the structure of the story using a mind map, and tell the characteristics of it. To help students get familiar with the structure and key information of the story so that they can pave the way for the writing task.
Activities 7-8 Teacher asks students to have a group discussion. Teacher asks students to do individual work. Teacher asks students to do the writing. Teacher asks students to check their writing in pairs. Teacher asks some students to show their writing to the whole class. Students work in groups discussing which places are difficult for people to survive. Students work independently choosing a place where it is challenging to survive. And fill the answers in the corresponding boxes. Students write the story independently according to the form and the frame of the writing model. Students exchange their writing in pairs. Then modify and polish each other’s writing. Students present their writing results in class and other students give their evaluations. To encourage students to make full use of the language, skills and strategies for writing and make mutual evaluations learnt in this unit.
Presenting ideas & Reflection板board teaching design (the recommended durationis 40-45–45minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Speaking
Theme context Man and Nature-Survival
contentanalysis This section requires students to read the story of the green lizard quickly adapting to the new environment in order to survive, thinking about the inspiration the story brings to mankind, and looking for examples to support it. Encourage students to fully express their understanding and understanding of the meaning of the subject of this unit, while cultivating students' ability to comprehensively use the language knowledge they have learned in the real environment.
Teaching objectives At the end of the study in this section, students can: 1. Think about the key messages and core ideas conveyed in the essay through reading; 2. Find a basis and use the language knowledge learned in this unit to express your views appropriately; 3. Deeply understand the importance of the environment to humans and animals, learn to care for the environment and protect nature, and at the same time understand the truth of the survival of the fittest.
Teaching focuses on understanding the inspiration given by the article, and can find the basis for supporting the inspiration from nature and society.
展 Preparation and presentation of teaching difficulties exhibition.
Teaching strategy task-based pedagogy, communicative pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the passage and answer the two questions. Teacher checks the answers. Students read the passage and answer the two questions. Some students share their answers and others can give their opinions. To let students read the passage and understand the message given in the passage.
Activity 2-3 Teacher asks students to finish the task in Activity 2. Teacher asks students to finish the task in Activity 3 independently. Teacher asks students to exchange their opinions. Students work in groups to find the evidence to back up the main message from nature and human society. Students think about the main message in more details and make notes. Students work in pairs and introduce their understandings to each other. To help students find different evidence from nature and human society.
Activity 4-5 Teacher asks students to prepare a presentation. Teacher asks students to make their presentations and the teacher makes comments. Students prepare the presentations by making an outline, key words, etc. Some students present in class. To encourage students to give examples, and correctly understand the meaning of the theme of the unit.
Reflection
Teacher asks students to evaluate their academic performance after they learn this unit. Teacher guides students to recall what they’ve learned in this unit. Teacher asks students to think about what they need to improve based on the self-evaluation. Teacher asks students to communicate with him or her to talk about their further study. Students evaluate their academic performance according to the evaluation criteria in the Student’s Book. Students summarize what they have learned in this unit. On the basis of self-evaluation and analysis, students make sure what they need to improve. According to the results of self-assessment, students communicate with teachers in time to discuss the improvement methods and optimize the learning strategies. 1. To help students analyse and evaluate their learning behaviours and effects, and find methods for improvement. 2. To help students write a self-reflection journal based on the questions.
Projectsection teaching design (this part of the teacher can deal with it at his discretion according to the actual teaching处理.)
Course type Speaking + Creating
Theme context Man and Nature-Survival
contentanalysis 本The practical activities of this unit require studentsto imagine that they have encountered ashipwreck. As the only survivor, how should they survive on a deserted island to help students understand the importance of surviving in dangerous situations, whilecultivating students' awarenessof environmental protection at the same time,Encourage studentstolearnto adapt to changes in the environment.Under the guidance of teachers, students comprehensively use the knowledge learned in the unit, carry out independent cooperation, effectively complete open tasks, further explore the subject context of this unit, and develop comprehensive language use skills.
Teaching objectives At the end of the study in this section, students can: 1. Analyze how to choose the tools needed for survival in different situations, and cultivate students' ability to analyze problems; 2. Through group cooperation, analyze the topography and possible resources in the area, and look for opportunities for survival under difficult circumstances; 3. Make a desert island survival guide, deepen the understanding of the meaning of the subject of the unit, hone a strong will, and cultivate the spirit of students not to admit defeat when encountering difficulties.
The focus of teaching is to guide students to choose survival tools.
Teaching difficulties How to guide students to make illustrated survival guides with practical reference value.
Teaching strategy task-based pedagogy(autonomy, cooperation, inquiry)
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Teacher asks students to choose three items for survival based on their own judgment. Teacher collects answers. Teacher asks students to study the map in groups. Students name the items listed and what they are used for. And then choose the three items that they think are most important for survival. Students share their answers and explain their reasons. Students work in groups, studying the map, discussing the characteristics of the island and possible uses of the natural resources. To encourage students to work together to make a survival guide to the desert island.
Plan Teacher asks students to work in groups to have a discussion. Teacher asks students to list the things in order of priority. Teacher divides the class into groups so that they can have a discussion on how to make use of the resources. Students work in groups to discuss what can be found on the island to survive. Students rank what they are looking for from the most important to the least important. Students discuss how to use the tools taken from the ship to integrate the resources of the island for self-help activities. To encourage each group to work together to make a survival guide to the desert island.
Create Teacher asks students to write the survival guide. Teacher asks students to prepare materials which are necessary for making the guide. Teacher asks students to decide the form of their guides. Teacher asks students to create their guide in groups. In small groups, students write a survival guide that includes an overview of the island, the tools selected from the boat, and the resources found on the island. Students look for pictures or make pictures to beautify the survival guides. Students determine the final form of a survival guide, a poster or a promotional page. Students work together to make a survival guide. To encourage each group to work together to make a survival guide to the desert island.
Present Teacher asks students to present their guides to the class and then teacher makes comments. Teacher asks each group to improve their guide. Teacher asks students to vote for the best guide. Each group presents its survival guide to the whole class. Make comments on each other’s work. Each group improves its survival guidelines based on the suggestions from other groups. Students choose the most effective and creative survival guide. To encourage students to improve their work according to others’ suggestions
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Unit theme The subject context of this unit is “Man and Nature”, and the subject context content involved is survival. The content ranges from the hard-won survival of Antarctic work, the survival status of wild animals in the city,Rthe survival story of Robinson Crusoe's desert island, the various existential crises that mankind may face in the future, to the exploration of Mars as an alternative for survival, which triggered students to think about the livingenvironment.的思考，On the one hand, it strengthened students' ability to protectthe environmentand protect the earth.Consciousness, establish与自然和谐相处的the concept of living in harmony with nature, on the other hand, encourage studentstolearnto adaptto changes in the environment,calmlyfacevariousdifficulties,temperthe indomitable的探索spirit of exploration, and establisha correct outlook on life and worldview.
Unit objectives The target students of the unit can focus on the contextual content of the theme of this unit, based on the explanatory text, billboards, news reports, advertisements, knowledge quizzes, survival exploration plans and other multi-modal discourse provided by the unit, comprehensively use various language skills to read the discourse content related to the environment and human survival; rational use "-ever”And "no matter + question words" guided by the concession adverbial clauses to express opinions, understand the dialogue about "Robinson Crusoe"的对话and master the three types of pragmatic functions such as asking opinions, and properly use the language you have learned to elaborate on topics related to overcoming crises and winning survival, and describe the difficulties under the predicament.Survival stories,deepen the understanding and exploration of the meaning of the theme of the unit, and strengthen the awareness of caring for nature and protecting the earth; at the same time, be able to use the content learned in the unit to express their views on the survival of the fittest and seek evidence to demonstrate, through group cooperation to produce a desert island survival guide, and realize that in the face of adversity, continue to work hard and actively respond to variousDifficult spirit, establish a positive attitude to life; be able to use various learning strategies appropriately, in the process of autonomous, cooperative and exploratory learning,combined with the reflective and evaluative issues provided by the unitto continuously monitor, evaluate, reflect on and adjust one's own learning content and process, stimulate English learningInterest, improve one's understanding ability and expression ability, and ultimately promote the comprehensive improvement of one's language ability, cultural awareness, thinking quality and learning ability.
Starting outThe teaching design of the Starting out section (the recommended durationis 10-15–15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Viewing + discussion
theme Context Man andnature-survival
contentanalysis Activity1presents sixpicturesrelated to the theme of the unit内容, namely earthquakes, disease outbreaks,shipwrecks, jungles, space and drought, allowingstudents to experiencethe difficulties they will face in surviving in theseenvironments会面临. Difficulties. Activity2presentsa video of在南极working and living in Nanji,allowing students to think about how to face and solve these difficulties. This section aims to activate students' background knowledge and language knowledge, stimulate students' interest in topics, and pave the way for the next learning activities of the entire unit.
Teaching objectives At the end of the study in this section, students can: give a brief explanation in English about the contents of the six pictures; have a preliminary understanding of the life situation in Antarctica, and express their own views on the difficulties and challenges they face; learn not to bow their heads in the face of difficulties, and actively respond.
Teaching focuses on cultivating students' thinking and imagination skills, as well as their determination and confidence to overcome difficulties.
Teaching difficulties How to guide students to use appropriate vocabulary to express their views and exchange of ideas.
Teaching strategy audiovisual teachingmethod,communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the six pictures and find out what has happened. Teacher asks some students to answer Question 1. Teacher asks students to answer Question 2. Teacher asks some students to share their answers. Students look at the six pictures and say what each picture shows. Some students answer Question 1. Students think about the difficulties in these situations and what people can do to survive. Some students state their opinions. To activate schemata that students have already possessed. To cultivate students’ ability to find problems and solve them.
Activity 2 Teacher asks students to look at the background picture and guess the name of the place. Teacher asks students to predicate what will be mentioned in the video. Teacher plays the video and asks students to watch it. Teacher plays the video again and asks students to think about Question 2. Teacher asks some students to share their answers. Teacher asks students to discuss Question 3 in groups. Teacher asks some students to share their answers. Students try to guess the name of the place shown in the background picture. Students make predictions about the topics in the video. Students watch the video, taking notes and checking their predictions. Students watch the video again and answer Question 2. Some students give their answers and others add their different opinions. Students discuss in groups and answer Question 3. Some students give their answers and others add more opinions. To develop students’ ability to obtain key information in the video and help them to state their points of view based on the reality of life.
Understanding ideassection teaching design (the recommended durationis 35-40–40minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Subject type Reading
Subject Context Man and Nature-Survival
contentanalysis This section presents a text that reflects the theme of the unit. The type of text is an explanatory text, which mainly introduces the reasons for the phenomenon of wild animals entering the city and their survival in the city and the problems encountered, etc., explain the process of human urbanization.The impact on wild animals. In the introduction activities before reading, students are invited to look at the pictures and talk about where these animals generally appear, whether they are surprised if they see these animals in the city, and what problems they will encounter. It aims to help students familiarize themselves with the topics of the text in advance and pave the way for the study of the text. The reading activities test students' understanding of the title of the text. The post-reading activities inspire students to think deeply and explore the meaning of the topic through activities such as analysis of the first sentence of the paragraph, detailed understanding, and open questions and answers.
Teaching objectives At the end of the study in this section, students can: predict the meaning of the title through the title and picture, be familiar with the topic, and obtain the meaning of the article through quick reading; understand the meaning of each paragraph and the core information of the article; master the new vocabulary and expressions that appear in the text; seriously think about how to coordinate social development withThe relationship between wildlife protection, so as to achieve ecological balance.
The teaching focus is to guide students to read the text, understand the author's point of view, and understand the connotation of the topic; to guide students to master the relevant vocabulary and expressions related to the phenomenon of animals entering the city.
Teaching difficulties Students' acquisition and processing of detailed information in the text; students' summary of the meaning of paragraphs.
Teaching strategy P-W-Pmodel
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the animals and name them in Chinese. Teacher asks students where these animals normally live. Teacher asks students to work in groups discussing if they are surprised to find these animals in the city and why. Teacher asks students to share their answers. Teacher asks students to work in groups and list the difficulties the animals may meet living in the city. Teacher collects answers from some groups. 1. Students look at the animals and name them in Chinese. 2. Students say where these animals normally live. 3. Students work in groups and give their reasons why they are surprised or not when they find these animals in the city. 4. Some students give their answers and others add their opinions. 5. Students work in groups and discuss what difficulties the animals may have living in the city. 6. Some groups present their results of discussion. Other groups give their evaluations and add their ideas. To arouse students’ curiosity about the topic. To connect the passage with the students’ life. To train students’ ability to imagine.
Activity 2 Teacher asks students to give the complete title of the text based on the picture and the title. Teacher asks students to read the passage quickly and check their understanding. Teacher asks students to share their answers and give their reasons. Students try to guess the implied meaning of title and complete it. Students read the passage quickly and complete the title. Students show the complete title and give their reasons. To train students ability to make predictions. To enrich students’ imagination.
Activity 3 Teacher asks students to read the passage quickly and get the main idea of each paragraph. Teacher asks students to finish the task in Activity 3. Teacher invites students to share their answers. Students read the passage quickly and find the topic in each paragraph. Students choose the correct topic sentence for paragraphs 2-5 and write them on the lines. Some students share their answers and also give their reasons. Others can add their different opinions. 1. To have students sort out the structure of the passage. 2. To help students to clarify the logical relationship of the context. 3. To help students to find the topic sentence of each paragraph.
Activity 4 Teacher asks students to read the text carefully and pay attention to the key information and the logic of the text. Teacher asks students to work in groups checking their answers. Teacher asks some groups to share their answers. Teacher invites some students to retell the text according to the diagram. Teacher asks students to have a discussion. Teacher invites some students to share their opinions. Students read the text carefully and finish the task in Activity 4. Students work in groups checking their answers. All the students check their answers. Volunteers retell the text according to the information in the diagram. Students work in groups to discuss what measures can be taken to keep the balance between the development of the city and the defense of wild animals. Volunteers share their opinions. 1. To check students’ understanding of the structure of the text. 2. To check students’ ability to extract detailed information.
Think & Share Teacher asks students to think about the questions individually. Teacher asks students to work in groups and discuss each question. Teacher asks some groups to share their answers. Students read the questions carefully and think about the answers. Students work in groups sharing their opinions. Students check their answers, make a supplementary or have a free discussion. 1. To encourage students to deeply understand the meaning of the text. 2. To cultivate students’ high-level thinking ability.
Using languageTeaching design of Using languageboard (the recommended durationis 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Listening + Speaking
Subject context Man and Nature-Survival
contentanalysis 语法部分的The maincontent of the grammar part-ever和no matteris the concession adverbial clauses guided by-ever and no matter.The two short paragraphs introduce the law of survival in the wild and an inspirational short story, respectively, to help students master the adverbial clauses in the specific context. The topic of the comprehensive language use part is “Facing the crisis”. The listening part is a conversation about "Robinson Crusoe的对话，". After介绍了该书的that, the author of the book is introduced出and some questionsare raised forstudents to thinkabout; in the next vocabulary part, students通过read newspaper newsreports道andmagazineadvertisements.,To understand the problems or crises that may be encountered in the process of human development. This section helps students deeply focus on the meaning and function of language, and through comprehensive training of skills in the real context, deepen their understanding of unit topics and improve their comprehensive language use skills.
Teaching objectives At the end of the study in this section, students can: 1. Discover and understand the usage and characteristics of English adverbial clauses, and be able to use them in the real context; 2. Learn stories about survival, learn and use some English expressions related to existential crises, and think about how to deal with these crises and protect the living environment of mankind; 3. Pay attention to pragmatic functions, learn to ask for opinions, give opinions, express consent, and be able to use the words and sentences learned in real life.
Teaching focuses on mastering-ever和no matterthe basic characteristics of concession adverbial clauses guided by-ever and no matter的让步状语从句and using them in the real context; being able to correctly use words and sentences related to asking for opinions, giving opinions, and expressing consent in practical applications; recognizing the importance of not giving up in the face of difficulties and helping others.
Teaching difficulties How to obtain the required information in the listening materials; how to correctly use functional expressions.
Teaching strategy task-based pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1–2. Teacher asks some students to share answers. Teacher asks students to work in groups, discussing Questions 3. Teacher collects answers. Teacher instructs students to look for more sentences with –ever or no matter in the reading passage. Teacher checks answers with the whole class, and gives some explanations if necessary. Students observe the two groups of sentences in the first box and answer Questions 1–2. Some students share answers. Students work in groups, writing down all the words that can be combined with –ever and no matter. Some students give their answers, and others can add more words. Students read the passage and find more sentences with –ever or no matter. Some students report their answers and the others can make a supplementary. To help students to find the features and rules of the adverbial clauses with -ever and no matter. To make students familiar with the use of the adverbial clauses with -ever and no matter.
Activity 2 Teacher asks students to read the short passage and rewrite the underlined sentences using adverbial clauses with –ever and no matter. Teacher asks students to check their sentences in pairs. Teacher asks some students to read their sentences. Students read the short passage and rewrite the underlined sentences without changing the original meaning. Students check their changed sentences in pairs. Students check the answers. To consolidate and strengthen students’ knowledge of grammar they have learnt.
Activity 3 Teacher asks students to read the story and have a thorough understanding of it. Teacher asks students to retell the story briefly. Teacher asks students to complete the sentences below the story. Teacher checks the answers. Students read the story and get the main idea of it. Students retell the story in their own words. Students complete the sentences according to their meaning in the story. Some students read their sentences and the others check theirs. 1. To consolidate the application of the adverbial clauses with –ever and no matter. 2. To cultivate students’ strong will and consciousness of serving others
Activity 4 Teacher asks students to share their survival experience using adverbial clauses with –ever and no matter. Teacher chooses some students to tell their stories and teacher also makes comments. Students work in pairs and tell their survival story to each other. Some students tell their stories. To encourage students to tell a story about overcoming difficulties to survive using the grammatical structure and expressions they have learnt.
Activities 5-6 Teacher introduces the story of Robinson Crusoe. Teacher plays the tape. Teacher reads the answer. Teacher asks students to look through the diagram carefully and pay attention to the missing information. Teacher plays the tape again. Teacher plays the tape once more. Teacher read the answers. Teacher asks students to talk about what made Robinson Crusoe survive according to the dialogue. Teacher asks volunteers to share their opinions. Students read the five sentences. Students listen to the tape and then tick the idea which is not conveyed. Students check their answers. Students look through the diagram carefully. Students listen to the tape and take notes. Then complete the diagram. Students listen and check their answers. Students check their answers. Students work in pairs talking about what made Robinson Crusoe survive. Volunteers share their opinions. To let students capture the key information and grasp the viewpoints of different characters in the listening material.
Activity 7 Teacher asks students to go through the expressions. Teacher asks students to complete the boxes with the expressions. Teacher checks the answer. Students read the expressions and understand their meaning. Students put the expressions in the boxes according to their functions. One student reads the expressions in the boxes and the others check their answers. To make students pay attention to the pragmatic functions of different expressions.
Activity 8 Teacher asks students to read the passage. Teacher asks students to retell the passage. Teacher asks students to discuss the two questions. Teacher checks the answers with the class. Students read the passage and understand the meaning. Students retell the passage briefly. Students work in groups and answer the two questions. Some students give their answers. 1. To have students learn about Daniel Defoe, author of Robinson Crusoe. 2. To have students learn about Robinson Crusoe’s positive, optimistic and courageous spirit to overcome difficulties. 3. To help students think about various crises in different parts of the world and how to cope with them.
Activity 9-10 Teacher asks students to read the five news reports and pay attention to the expressions in bold. Teacher checks students’ understanding of the five reports. Teacher asks students to answer the two questions. Teacher collects answers and makes comments. Teacher asks students to read the advertisement. Teacher asks students to finish the task in Activity 10. Teacher checks the answer. Teacher invites some students to retell the advertisement after it is rewritten. Students read the five news reports and understand their meaning. Some students retell the five reports. Students discuss the two questions in groups and answer them. Some students share their answers. Students read the advertisement carefully. Students rewrite the underlined expressions with the correct form of words and expressions in Activity 9. Some students share their answers. Volunteers retell the advertisement after the underlined expressions are rewritten. 1. To help students understand news report. 2. To help students consolidate the vocabulary they have learnt. 3. To let students experience the diversity of expressions of the English language.
Activity 11 Teacher asks students to make a dialogue about an issue concerning a survival and how to deal with it. Teacher asks students to perform their dialogues in groups. Teacher invites several pairs to act out their dialogues and makes comments. Teacher asks students to choose the best one. Students work in pairs. Think of an issue concerning a survival and how to deal with it. Then make a dialogue about it. Students act out their dialogues in groups and make comments on each other’ s dialogue. Several pairs act out their dialogues in front of the class. Students choose the dialogue they like best. 1.To encourage students to comprehensively use the vocabulary and pragmatic functional expressions in specific situations 2. To help students to carry out mutual evaluation after an activity, so as to improve students’ critical thinking ability and pave the way for future study.
Developing ideas板board teaching design (the recommended durationis 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Writing
Theme Context Man and Nature-Survival
contentanalysis This sectionpresents texts that reflect the theme of the unit from another perspective. The text type is a magazine articlethat introduces生存the problems faced by human survivaland火星探索the efforts made by mankind in the exploration of Mars,and finally points out what to do now isTake careof our only home-the earth. The sample text of the reading写and writing part is a story aboutthe在火星上survival of astronauts on Mars. Through the study of this section, students can deepen their understanding of the topic of survival and further master the method of combining imagination to write stories.
Teaching objectives At the end of the study in this section, students can: understand the content of the text, understand the crises facing mankind and the countermeasures being sought, and understand the importance of protecting the earth; complete corresponding activities to find out the possible sources of the text, and learn to understand the information transmitted by the text through inference to enhance their understanding of the text; By studying sample texts, master the main structure of the story, imitate and write on similar topics.
Teaching focuses on understanding the content of the article and understanding activities related to Mars exploration; mastering vocabulary and expressions related to Mars exploration; cultivating scientific spirit and awareness of exploration.
Teaching difficulties , understanding of the situation on Mars , writing
and teaching strategies about survival experience , P-W-Pmodel(autonomy, inquiry, cooperation)
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher introduces Mars briefly using pictures or video. Teacher asks students to choose the correct answer for each sentence. Teacher checks answers. Students listen to the introduction. Students work in groups and choose the correct answer for each blank. Some groups give their answers. To help students to solve problems through group cooperation. To activate students’ background knowledge and learning interest. To prepare students for the study of the passage.
Activity 2 Teacher asks students to talk about The Day After Tomorrow and The Martian. Teacher asks students to read the question and then read the passage individually. Teacher collects the answers. Teacher asks students to summarize the main idea of each paragraph. Teacher asks some groups to present the main idea. Teacher guides students to analyse the structure of the passage. Students work in groups and say what they know about the two films. Students read the passage and answer the question. Some students give their answers and others make a supplementary. Students work in groups and summarize the main idea of each paragraph. Some groups give the main idea and others may add their different opinions. Students draw a mind map to show the structure of the passage. To let students summarise the main idea of the passage and grasp the structure of the passage.
Activity 3 Teacher asks students to read the names of the magazines and choose one where the passage is from. Teacher collects the answer. Teacher asks students to say something about the four magazines. Students read the four choices and choose one where the passage is from, and also give their reasons. Some students give their answers and reasons. Students compare the four magazines and say something about their features. To test students’ ability to accurately judge the source of articles according to the content of the passage.
Activity 4 Teacher asks students to read the seven statements. Teacher asks students to work in pairs and choose the statements which can be inferred from the passage. Teacher asks students to check their answers. Teacher lets students learn the content of Learning to learn. Students read the seven statements. Students work in pairs and find the statements which can be inferred from the passage and also the evidence. Some students give their answers and their reasons. Students read the tip: Learning to learn. To check students’ deep understanding of the text. To train students’ ability to process information and think logically.
Think & Share Teacher asks students to discuss the questions and give their answers. Teacher checks the answers. Students think about the questions and give their opinions. Students share their opinions. To make students pay attention to the relationship between the two passages, and encourage them to deepen the thinking on the meaning of the theme while deeply understanding the content of the passages, and cultivate their high-level thinking ability.
Activity 5 Teacher asks students to work in pairs and make preparations for the interview. Teacher asks students to think of more questions and fill them in the chart. Teacher asks students to do the interview in pairs. Teacher invites some pairs to act out their interviews and makes comments. Teacher asks for the best interview. Students work in pairs and determine their roles. Students read the sample questions and add more questions of their own. Then write down the answers. Students practise the interview in pairs. Some pairs perform their interviews and then reflect on their strengths and weaknesses. Students choose the best interview. To cultivate students’ innovative spirit and self-reflection ability while cultivating students’ ability to use the language.
Activity 6 Teacher asks students to look at the picture in the book and guess what will be talked about. Teacher asks students to read the writing sample and check their predictions. Teacher asks students to answer the four questions. Teacher asks some students to share their answers. Teacher asks students to analyse the structure and characteristics of the writing model. Students observe the picture and make predictions about the content of the story. Students read the story and check their predictions. Then list the difficulties mentioned in the story. Students read the story again and answer the questions. Some students give their answers and others check their answers. Students show the structure of the story using a mind map, and tell the characteristics of it. To help students get familiar with the structure and key information of the story so that they can pave the way for the writing task.
Activities 7-8 Teacher asks students to have a group discussion. Teacher asks students to do individual work. Teacher asks students to do the writing. Teacher asks students to check their writing in pairs. Teacher asks some students to show their writing to the whole class. Students work in groups discussing which places are difficult for people to survive. Students work independently choosing a place where it is challenging to survive. And fill the answers in the corresponding boxes. Students write the story independently according to the form and the frame of the writing model. Students exchange their writing in pairs. Then modify and polish each other’s writing. Students present their writing results in class and other students give their evaluations. To encourage students to make full use of the language, skills and strategies for writing and make mutual evaluations learnt in this unit.
Presenting ideas & Reflection板board teaching design (the recommended durationis 40-45–45minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Speaking
Theme context Man and Nature-Survival
contentanalysis This section requires students to read the story of the green lizard quickly adapting to the new environment in order to survive, thinking about the inspiration the story brings to mankind, and looking for examples to support it. Encourage students to fully express their understanding and understanding of the meaning of the subject of this unit, while cultivating students' ability to comprehensively use the language knowledge they have learned in the real environment.
Teaching objectives At the end of the study in this section, students can: 1. Think about the key messages and core ideas conveyed in the essay through reading; 2. Find a basis and use the language knowledge learned in this unit to express your views appropriately; 3. Deeply understand the importance of the environment to humans and animals, learn to care for the environment and protect nature, and at the same time understand the truth of the survival of the fittest.
Teaching focuses on understanding the inspiration given by the article, and can find the basis for supporting the inspiration from nature and society.
展 Preparation and presentation of teaching difficulties exhibition.
Teaching strategy task-based pedagogy, communicative pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the passage and answer the two questions. Teacher checks the answers. Students read the passage and answer the two questions. Some students share their answers and others can give their opinions. To let students read the passage and understand the message given in the passage.
Activity 2-3 Teacher asks students to finish the task in Activity 2. Teacher asks students to finish the task in Activity 3 independently. Teacher asks students to exchange their opinions. Students work in groups to find the evidence to back up the main message from nature and human society. Students think about the main message in more details and make notes. Students work in pairs and introduce their understandings to each other. To help students find different evidence from nature and human society.
Activity 4-5 Teacher asks students to prepare a presentation. Teacher asks students to make their presentations and the teacher makes comments. Students prepare the presentations by making an outline, key words, etc. Some students present in class. To encourage students to give examples, and correctly understand the meaning of the theme of the unit.
Reflection
Teacher asks students to evaluate their academic performance after they learn this unit. Teacher guides students to recall what they’ve learned in this unit. Teacher asks students to think about what they need to improve based on the self-evaluation. Teacher asks students to communicate with him or her to talk about their further study. Students evaluate their academic performance according to the evaluation criteria in the Student’s Book. Students summarize what they have learned in this unit. On the basis of self-evaluation and analysis, students make sure what they need to improve. According to the results of self-assessment, students communicate with teachers in time to discuss the improvement methods and optimize the learning strategies. 1. To help students analyse and evaluate their learning behaviours and effects, and find methods for improvement. 2. To help students write a self-reflection journal based on the questions.
Projectsection teaching design (this part of the teacher can deal with it at his discretion according to the actual teaching处理.)
Course type Speaking + Creating
Theme context Man and Nature-Survival
contentanalysis 本The practical activities of this unit require studentsto imagine that they have encountered ashipwreck. As the only survivor, how should they survive on a deserted island to help students understand the importance of surviving in dangerous situations, whilecultivating students' awarenessof environmental protection at the same time,Encourage studentstolearnto adapt to changes in the environment.Under the guidance of teachers, students comprehensively use the knowledge learned in the unit, carry out independent cooperation, effectively complete open tasks, further explore the subject context of this unit, and develop comprehensive language use skills.
Teaching objectives At the end of the study in this section, students can: 1. Analyze how to choose the tools needed for survival in different situations, and cultivate students' ability to analyze problems; 2. Through group cooperation, analyze the topography and possible resources in the area, and look for opportunities for survival under difficult circumstances; 3. Make a desert island survival guide, deepen the understanding of the meaning of the subject of the unit, hone a strong will, and cultivate the spirit of students not to admit defeat when encountering difficulties.
The focus of teaching is to guide students to choose survival tools.
Teaching difficulties How to guide students to make illustrated survival guides with practical reference value.
Teaching strategy task-based pedagogy(autonomy, cooperation, inquiry)
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Teacher asks students to choose three items for survival based on their own judgment. Teacher collects answers. Teacher asks students to study the map in groups. Students name the items listed and what they are used for. And then choose the three items that they think are most important for survival. Students share their answers and explain their reasons. Students work in groups, studying the map, discussing the characteristics of the island and possible uses of the natural resources. To encourage students to work together to make a survival guide to the desert island.
Plan Teacher asks students to work in groups to have a discussion. Teacher asks students to list the things in order of priority. Teacher divides the class into groups so that they can have a discussion on how to make use of the resources. Students work in groups to discuss what can be found on the island to survive. Students rank what they are looking for from the most important to the least important. Students discuss how to use the tools taken from the ship to integrate the resources of the island for self-help activities. To encourage each group to work together to make a survival guide to the desert island.
Create Teacher asks students to write the survival guide. Teacher asks students to prepare materials which are necessary for making the guide. Teacher asks students to decide the form of their guides. Teacher asks students to create their guide in groups. In small groups, students write a survival guide that includes an overview of the island, the tools selected from the boat, and the resources found on the island. Students look for pictures or make pictures to beautify the survival guides. Students determine the final form of a survival guide, a poster or a promotional page. Students work together to make a survival guide. To encourage each group to work together to make a survival guide to the desert island.
Present Teacher asks students to present their guides to the class and then teacher makes comments. Teacher asks each group to improve their guide. Teacher asks students to vote for the best guide. Each group presents its survival guide to the whole class. Make comments on each other’s work. Each group improves its survival guidelines based on the suggestions from other groups. Students choose the most effective and creative survival guide. To encourage students to improve their work according to others’ suggestions
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