外研版(2019)选择性必修 第二册Unit 6 Survival 教学设计(4份打包,表格式)

文档属性

名称 外研版(2019)选择性必修 第二册Unit 6 Survival 教学设计(4份打包,表格式)
格式 zip
文件大小 108.0KB
资源类型 教案
版本资源 外研版(2019)
科目 英语
更新时间 2025-07-06 17:38:48

文档简介

Book 5 Unit 6 Survival:Presenting ideas & Reflection教学设计
课型 Reading +Speaking
主题语境 人与自然——生存
内容分析 本板块要求学生阅读绿色蜥蜴为了生存迅速适应新环境的故事,思考该故事给人类带来的启示,并寻找例证予以支撑。鼓励学生充分表达自己对本单元主题意义的理解和认识,同时培养学生在真实环境下综合运用所学语言知识的能力。
教学目标 在本板块学习结束时,学生能够: 1. 通过阅读思考短文所传达的关键信息和核心思想; 2. 寻找依据,并运用本单元所学语言知识恰当地表达自己的观点; 3. 深刻理解环境对人类以及动物的重要性,学会爱护环境,保护自然,同时明白适者生存的道理。
教学重点 理解文章给人的启示,并能从自然和社会中找出支撑启示的依据。
教学难点 展 展示的准备和呈现。
教学策略 任务型教学法、交际教学法
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.
Project板块教学设计
课型 Speaking + Creating
主题语境 人与自然——生存
内容分析 本单元的项目实践活动要求学生想象遇到了一次海难,作为唯一的幸存者应如何在一个荒岛上维持生存,帮助学生了解在险境求生的重要性,在培养学生环境保护意识的同时,鼓励学生要学会适应环境的改变。学生在教师的指导下,综合运用单元所学知识,开展自主合作,有效完成开放型任务,进一步探索本单元的主题语境,发展综合语言运用能力。
教学目标 在本板块学习结束时,学生能够: 1. 分析不同的情境下如何选择生存所需的工具,培养学生分析问题的能力; 2. 通过小组合作的方式,分析地形地貌及该地区可能存在的资源,寻找困境下生存的契机; 3. 制作荒岛生存指南,加深对单元主题意义的理解,磨练坚强的意志,培养学生遇见困难不认输的精神。
教学重点 引导学生进行生存工具的选择。
教学难点 如何引导学生做出图文并茂的、有实际参考价值的生存指南。
教学策略 任务型教学法(自主,合作,探究)
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
19Book 5 Unit 6 Survival:Developing ideas教学设计
课型 Reading + Writing
主题语境 人与自然——生存
内容分析 本板块呈现了从另一角度反映单元主题的课文,语篇类型为杂志文章,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,最后点明现在要做的是爱护我们唯一的家园——地球。读写部分的范文是一篇关于宇航员在火星上生存的故事。通过这一板块的学习,学生能够加深对生存这个话题的理解,并进一步掌握结合想象写故事的方法。
教学目标 在本板块学习结束时,学生能够: 理解课文内容,了解人类所面临的危机以及正在寻求的对策,明白保护地球的重要性; 完成相应的活动,找出课文可能的出处,并学会通过推断理解课文传递的信息,增强对课文的理解; 通过学习范文,掌握故事的主要结构,仿造并进行类似话题的写作。
教学重点 理解文章内容,了解有关火星探索的活动; 掌握有关描述火星探索的词汇和表达; 培养科学精神和探索的意识。
教学难点 对火星情况的了解 有关生存经历的写作
教学策略 P-W-P模式(自主,探究,合作)
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.
19Book 5 Unit 6 Survival:Starting out教学设计
课型 Viewing + discussion
主题语境 人与自然——生存
内容分析 活动1呈现了六幅与单元主题相关的图片,内容分别是地震、疾病爆发、海难、丛林、太空和干旱,让学生体会在这些环境下生存会面临的困难。活动2呈现了一段在南极工作和生活的视频,让学生思考如何面对和解决这些困难。本板块旨在激活学生的背景知识和语言知识,激发学生对话题的兴趣,为接下来整个单元的学习活动做铺垫和预热。
教学目标 在本板块学习结束时,学生能够: 针对六幅图的内容,用英语进行简要的说明; 初步了解南极生活的状况,并就面临的困难和挑战发表自己的看法; 学会在困难面前不低头,积极应对。
教学重点 培养学生的思维能力和想象能力,以及克服困难的决心和信心。
教学难点 如何引导学生用恰当的词汇表述自己的看法和思想的交流。
教学策略 视听教学法、交际教学法
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 ideas板块教学设计 (建议时长35–40分钟,教师可根据教学实际酌情调整。)
课型 Reading
主题语境 人与自然——生存
内容分析 本板块呈现了一篇反映单元主题的课文,语篇类型为说明文,主要介绍了野生动物进入城市这一现象的原因和它们在城市中的生存状况以及遇到的问题等,说明了人类城市化进程给野生动物带来的影响。读前的导入活动请学生看图并说说这些动物一般会出现在哪,如果在城市见到这些动物是否感到吃惊以及它们会遇到哪些问题,旨在帮助学生提前熟悉课文话题,为课文学习做铺垫。读中活动考查学生对课文标题的理解。读后活动通过段首句分析、细节理解和开放性问答等活动,启发学生深入思考,探究主题意义。
教学目标 在本板块学习结束时,学生能够: 通过标题和图片预测标题含义,熟悉话题,并通过快速阅读获取文章大意; 理解各段的大意以及文章的核心信息; 掌握课文中出现的新的词汇和表达; 认真思考如何协调社会发展与野生动物保护之间的关系,从而使生态达到平衡。
教学重点 引导学生读懂语篇,理解作者的观点、了解题目的内涵; 引导学生掌握有关动物进入城市现象的相关词汇和表达。
教学难点 学生对课文中细节信息的获取和处理; 学生对段落大意的归纳。
教学策略 P-W-P模式
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.
19Book 5 Unit 6 Survival:Using language教学设计
课型 Reading + Listening + Speaking
主题语境 人与自然——生存
内容分析 语法部分的主要内容为-ever和no matter引导的让步状语从句。两个小语段分别介绍了野外生存法则和一则励志小故事,帮助学生在具体语境中掌握让步状语从句。综合语言运用部分的话题为“面对危机”,听力部分是一段谈论《鲁滨逊漂流记》的对话,之后还介绍了该书的作者,引出一些问题让学生思考;接下来的词汇部分,学生通过阅读报纸新闻报道和杂志广告,了解人类发展过程中可能会遇见的问题或危机。本板块帮助学生深度聚焦语言的意义和功能,通过真实语境下技能的综合训练,加深对单元主题的理解,提高综合语言运用能力。
教学目标 在本板块学习结束时,学生能够: 1. 发现和理解让步状语从句的用法以及特点,并能在真实语境中运用; 2. 学习有关生存的故事,学习并运用与生存危机相关的一些英文表达,思考要如何应对这些危机,保护人类的生存环境; 3. 关注语用功能,学会询问观点、给出观点、表示同意的表达,并能够在实际生活中运用所学词句。
教学重点 掌握-ever和no matter引导的让步状语从句的基本特征并在真实语境中运用; 能在实际运用中正确使用有关询问观点、给出观点、表示同意的词句; 认识到面对困难不放弃,以及助人为乐的重要性。
教学难点 如何在听力材料中获取所需信息; 如何正确使用功能表达。
教学策略 任务型教学法、听说教学法
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.
19