Unit 6 Survival教案-高中英語外研版（2019）選擇性必修第二冊

Book5Unit6Survival教學設計

單元主題本單元的主題語境是“人與自然”，涉及的主題語境內容是生存。內容

從南極工作生存之不易、野生動物在城市中的生存現(xiàn)狀、Robinson

Crusoe的荒島生存故事、人類未來可能面臨的各種生存危機，到人類探

索火星作為生存?zhèn)溥x地，引發(fā)學生對生存環(huán)境問題的思考，一方面強化

學生保護環(huán)境、保護地球的意識，樹立與自然和諧相處的觀念，另一方

面鼓勵學生要學會適應環(huán)境的變化，冷靜面對各種困難，錘煉不屈不撓

的探索精神，樹立正確的人生觀和世界觀。

單元目標學生能夠圍繞本單元的主題語境內容，基于單元提供的說明文、告示牌、

新聞報道、廣告、知識小測試、生存探索計劃等多模態(tài)語篇，綜合運用

各種語言技能，讀懂與環(huán)境、人類生存相關的語篇內容；合理運用

“-ever”和ltnomatter+疑問詞”所引導的讓步狀語從句表達觀點，聽懂

談論《魯濱遜漂流記》的對話并掌握詢問觀點等三類語用功能，恰當使

用所學語言闡述與克服危機、贏得生存相關的話題，描述困境之下的生

存故事，深化對單元主題意義的理解與挖掘，加強關愛自然、保護地球

的意識；同時能夠運用單元所學內容，表達自己對適者生存的看法并尋

求依據予以論證，通過小組合作制作荒島生存指南，感悟在逆境中不斷

努力、積極應對各種困難的精神，樹立積極向上的人生態(tài)度；能夠通過

恰當運用各種學習策略，在自主、合作與探究學習的過程中，結合單元

所提供的反思性和評價性問題不斷監(jiān)控、評價、反思和調整自己的學習

內容和進程，激發(fā)英語學習的興趣，提高自己的理解能力和表達能力，

最終促進自身語言能力、文化意識、思維品質和學習能力的綜合提升。

Startingout板塊教學設計

（建議時長10-15分鐘，教師可根據教學實際酌情調整。）

課型Viewing+discussion

主題語境人與自然——生存

內容分析活動1呈現(xiàn)了六幅與單元主題相關的圖片，內容分別是地震、疾病爆發(fā)、

海難、叢林、太空和干旱，讓學生體會在這些環(huán)境下生存會面臨的困難。

活動2呈現(xiàn)了一段在南極工作和生活的視頻，讓學生思考如何面對和解

決這些困難。本板塊旨在激活學生的背景知識和語言知識，激發(fā)學生對

話題的興趣，為接下來整個單元的學習活動做鋪墊和預熱。

教學目標在本板塊學習結束時，學生能夠：

1.針對六幅圖的內容，用英語進行簡要的說明；

2.初步了解南極生活的狀況，并就面臨的困難和挑戰(zhàn)發(fā)表自己的看

法；

3.學會在困難面前不低頭，積極應對。

教學重點培養(yǎng)學生的思維能力和想象能力，以及克服困難的決心和信心。

教學難點如何引導學生用恰當?shù)脑~匯表述自己的看法和思想的交流。

教學策略視聽教學法、交際教學法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.Studentslookatthe1.Toactivate

studentstolookatsixpicturesandsayschematathat

thesixpicturesandwhateachpicturestudentshave

findoutwhathasshows.alreadypossessed.

happened.2.Somestudents2.Tocultivate

2.TeacheraskssomeanswerQuestion1.students'abilityto

studentstoanswer3.Studentsthinkfindproblemsand

Question1.aboutthesolvethem.

3.Teacherasksdifficultiesinthese

studentstoanswersituationsandwhat

Question2.peoplecandoto

4.Teacheraskssomesurvive.

studentstoshare4.Somestudentsstate

theiranswers.theiropinions.

Activity21.Teacherasks1.StudentstrytoTodevelopstudents'

studentstolookatguessthenameofabilitytoobtainkey

thebackgroundtheplaceshownininformationinthe

pictureandguessthebackgroundvideoand

thenameofthepicture.helpthemtostate

place.2.Studentsmaketheirpointsofview

2.Teacheraskspredictionsaboutbasedontherealityof

studentstothetopicsinthelife.

predicatewhatwillvideo.

bementionedinthe3.Studentswatchthe

video.video,takingnotes

3.Teacherplaystheandcheckingtheir

videoandaskspredictions.

studentstowatchit.4.Studentswatchthe

4.Teacherplaysthevideoagainand

videoagainandanswerQuestion2.

asksstudentsto5.Somestudentsgive

thinkabouttheiranswersand

Question2.othersaddtheir

5.Teacheraskssomedifferentopinions.

studentstoshare6.Studentsdiscussin

theiranswers.groupsandanswer

6.TeacherasksQuestion3.

studentstodiscuss7.Somestudentsgive

Question3intheiranswersand

groups.othersaddmore

7.Teacheraskssomeopinions.

studentstoshare

theiranswers.

Understandingideas板塊教學設計

（建議時長35-40分鐘，教師可根據教學實際酌情調整。）

課型Reading

主題語境人與自然——生存

本板塊呈現(xiàn)了一篇反映單元主題的課文，語篇類型為說明文，主要介紹

內容分析

了野生動物進入城市這一現(xiàn)象的原因和它們在城市中的生存狀況以及

遇到的問題等，說明了人類城市化進程給野生動物帶來的影響。讀前的

導入活動請學生看圖并說說這些動物一般會出現(xiàn)在哪，如果在城市見到

這些動物是否感到吃驚以及它們會遇到哪些問題，旨在幫助學生提前熟

悉課文話題，為課文學習做鋪墊。讀中活動考查學生對課文標題的理解。

讀后活動通過段首句分析、細節(jié)理解和開放性問答等活動，啟發(fā)學生深

入思考，探究主題意義。

教學目標在本板塊學習結束時，學生能夠：

1.通過標題和圖片預測標題含義，熟悉話題，并通過快速閱讀獲取文

_1_jie.

早大忌；

2.理解各段的大意以及文章的核心信息；

3.掌握課文中出現(xiàn)的新的詞匯和表達；

4.認真思考如何協(xié)調社會發(fā)展與野生動物保護之間的關系，從而使生

態(tài)達到平衡.

教學重點1.引導學生讀懂語篇，理解作者的觀點、了解題目的內涵；

2.引導學生掌握有關動物進入城市現(xiàn)象的相關詞匯和表達。

教學難點1.學生對課文中細節(jié)信息的獲取和處理；

2.學生對段落大意的歸納。

教學策略P-W-P模式

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.Studentslookatthe1.Toarouse

studentstolookatanimalsandnamethemstudents'curiosity

theanimalsandinChinese.aboutthetopic.

namethemin2.Studentssaywhere2.Toconnectthe

Chinese.theseanimalsnormallypassagewiththe

2.Teacheraskslive.students,life.

studentswhere3.Studentsworkin3.Totrainstudents'

theseanimalsgroupsandgivetheirabilitytoimagine.

nonnallylive.reasonswhytheyare

3.Teacheraskssurprisedornotwhen

studentstoworkintheyfindtheseanimals

groupsdiscussingifinthecity.

theyaresurprised4.Somestudentsgive

tofindthesetheiranswersandothers

animalsinthecityaddtheiropinions.

andwhy.5.Studentsworkin

4.Teacherasksgroupsanddiscusswhat

studentstosharedifficultiestheanimals

theiranswers.mayhavelivinginthe

5.Teacheraskscity.

studentstoworkin6.Somegroupspresent

groupsandlistthetheirresultsof

difficultiesthediscussion.Other

animalsmaymeetgroupsgivetheir

livinginthecity.evaluationsandadd

6.Teachercollectstheirideas.

answersfromsome

groups.

Activity21.Teacherasks1.Studentstryto1.Totrainstudents

studentstogivetheguesstheimpliedabilitytomake

completetitleofthemeaningoftitleandpredictions.

textbasedonthecompleteit.2.Toenrich

pictureandthetitle.2.Studentsreadthestudents'

2.Teacheraskspassagequicklyandimagination.

studentstoreadthecompletethetitle.

passagequicklyand3.Studentsshowthe

checktheircompletetitleand

understanding.givetheirreasons.

3.Teacherasks

studentstoshare

theiranswersand

givetheirreasons.

Activity31.Teacherasks1.Studentsreadthe1.Tohavestudents

studentstoreadthepassagequicklyandsortoutthestructure

passagequicklyandfindthetopicinofthepassage.

getthemainideaofeachparagraph.2.Tohelpstudentsto

eachparagraph.2.Studentschoosetheclarifythelogical

2.Teacheraskscorrecttopicrelationshipofthe

studentstofinishsentenceforcontext.

thetaskinActivityparagraphs2-5and3.Tohelpstudentsto

3.writethemonthefindthetopic

3.Teacherinviteslines.sentenceofeach

studentstoshare3.Somestudentsparagraph.

theiranswers.sharetheiranswers

andalsogivetheir

reasons.Otherscan

addtheirdifferent

opinions.

,

Activity41.Teacherasks1.Studentsreadthe1.Tocheckstudents

studentstoreadthetextcarefullyandunderstandingofthe

textcarefullyandfinishthetaskinstructureofthetext.

payattentiontotheActivity4.2.Tocheckstudents'

keyinformation2.Studentsworkinabilitytoextract

andthelogicofthegroupscheckingdetailedinformation.

text.theiranswers.

2.Teacherasks3.Allthestudents

studentstoworkinchecktheiranswers.

groupschecking4.Volunteersretellthe

theiranswers.textaccordingto

3.Teacheraskssometheinformationin

groupstosharethediagram.

theiranswers.5.Studentsworkin

4.Teacherinvitesgroupstodiscuss

somestudentstowhatmeasurescan

retellthetextbetakentokeepthe

accordingtothebalancebetweenthe

diagram.developmentofthe

5.Teacheraskscityandthedefense

studentstohaveaofwildanimals.

discussion.6.Volunteersshare

6.Teacherinvitestheiropinions.

somestudentsto

sharetheir

opinions.

Think&1.Teacherasks1.Studentsreadthe1.Toencourage

studentstothinkquestionscarefullystudentstodeeply

Shareaboutthequestionsandthinkabouttheunderstandthe

individually.answers.meaningofthetext.

2.Teacherasks2.Studentsworkin2.Tocultivate

studentstoworkingroupssharingtheirstudents'high-level

groupsanddiscussopinions.thinkingability.

eachquestion.3.Studentschecktheir

3.Teacheraskssomeanswers,makea

groupstosharesupplementaryor

theiranswers.haveafree

ddiissccuussssiioonn..

Usinglanguage板塊教學設計

（建議時長80-90分鐘，教師可根據教學實際酌情調整。）

課型Reading+Listening+Speaking

主題語境人與自然——生存

內容分析語法部分的主要內容為-ever和nomatter引導的讓步狀語從句。兩個小

語段分別介紹了野外生存法則和一則勵志小故事，幫助學生在具體語境

中掌握讓步狀語從句。綜合語言運用部分的話題為“面對危機”，聽力

部分是一段談論《魯濱遜漂流記》的對話，之后還介紹了該書的作者，

引出一些問題讓學生思考；接下來的詞匯部分，學生通過閱讀報紙新聞

報道和雜志廣告，了解人類發(fā)展過程中可能會遇見的問題或危機。本板

塊幫助學生深度聚焦語言的意義和功能，通過真實語境下技能的綜合訓

練，加深對單元主題的理解，提高綜合語言運用能力。

教學目標在本板塊學習結束時，學生能夠：

1.發(fā)現(xiàn)和理解讓步狀語從句的用法以及特點，并能在真實語境中運用；

2.學習有關生存的故事，學習并運用與生存危機相關的一些英文表達，

思考要如何應對這些危機，保護人類的生存環(huán)境；

3.關注語用功能，學會詢問觀點、給出觀點、表示同意的表達，并能夠

在實際生活中運用所學詞句。

教學重點1.掌握-ever和nomatter引導的讓步狀語從句的基本特征并在真實語

境中運用；

2.能在實際運用中正確使用有關詢問觀點、給出觀點、表示同意的詞

句；

3.認識到面對困難不放棄，以及助人為樂的重要性。

教學難點1.如何在聽力材料中獲取所需信息；

2.如何正確使用功能表達。

教學策略任務型教學法、聽說教學法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.Studentsobserve1.Tohelpstudents

studentstoreadthethetwogroupsoftofindthe

sentencesinthesentencesinthefeaturesandrules

firstboxandpayfirstboxandansweroftheadverbial

specialattentiontoQuestions1-2.clauseswith-ever

thewordsinbold.2.Somestudentsandnomatter.

Thenaskstudentsshareanswers.2.Tomakestudents

Questions1-2.3.Studentsworkinfamiliarwiththe

2.Teacheraskssomegroups,writinguseofthe

studentstosharedownallthewordsadverbialclauses

answers.thatcanbewith-everandno

3.Teacheraskscombinedwithmatter.

studentstoworkin-everandno

groups,discussingmatter.

Questions3.4.Somestudentsgive

4.Teachercollectstheiranswers,and

answers.otherscanaddmore

5.Teacherinstructswords.

studentstolookfor5.Studentsreadthe

moresentencespassageandfind

with-everornomoresentences

matterinthewith-everorno

readingpassage.matter.

6.Teacherchecks6.Somestudents

answerswiththereporttheiranswers

wholeclass,andandtheotherscan

givessomemakea

explanationsifsupplementary.

necessary.

Activity21.Teacherasks1.StudentsreadtheToconsolidateand

studentstoreadtheshortpassageandstrengthenstudents9

shortpassageandrewritetheknowledgeof

rewritetheunderlinedgrammartheyhave

underlinedsentenceswithoutlearnt.

sentencesusingchangingthe

adverbialclausesoriginalmeaning.

with-everandno2.Studentschecktheir

matter.changedsentences

2.Teacherasksinpairs.

studentstocheck3.Studentscheckthe

theirsentencesinanswers.

pairs.

3.Teacheraskssome

studentstoread

theirsentences.

Activity31.Teacherasks1.Studentsreadthe1.Toconsolidatethe

studentstoreadthestoryandgettheapplicationofthe

storyandhaveamainideaofit.adverbialclauseswith

thorough2.Studentsretellthe-everandnomatter.

understandingofit.storyintheirown2.Tocultivate

2.Teacheraskswords.students'strongwill

studentstoretell3.Studentscompleteandconsciousnessof

thestorybriefly.thesentencesservingothers

3.Teacherasksaccordingtotheir

studentstomeaninginthe

completethestory.

sentencesbelowthe4.Somestudentsread

story.theirsentencesand

4.Teacherchecksthetheotherscheck

answers.theirs.

Activity41.Teacherasks1.StudentsworkinToencouragestudents

studentstosharepairsandtelltheirtotellastoryabout

theirsurvivalsurvivalstorytoovercoming

experienceusingeachother.difficultiestosurvive

adverbialclauses2.Somestudentstellusingthegrammatical

with-everandnotheirstories.structureand

matter.expressionstheyhave

2.Teacherchooseslearnt.

somestudentsto

telltheirstoriesand

teacheralsomakes

comments.

Activities1.Teacherintroduces1.StudentsreadtheToletstudentscapture

thestoryoffivesentences.thekeyinformation

5-6RobinsonCrusoe.2.Studentslistentoandgraspthe

2.Teacherplaysthethetapeandthenviewpointsofdifferent

tape.ticktheideawhichcharactersinthe

3.Teacherreadstheisnotconveyed.listeningmaterial.

answer.3.Studentschecktheir

4.Teacherasksanswers.

studentstolook4.Studentslook

throughthethroughthediagram

diagramcarefullycarefully.

andpayattentionto5.Studentslistento

themissingthetapeandtake

information.notes.Then

5.Teacherplaysthecompletethe

tapeagain.diagram.

6.Teacherplaysthe6.Studentslistenand

tapeoncemore.checktheiranswers.

7.Teacherreadthe7.Studentschecktheir

answers.answers.

8.Teacherasks8.Studentsworkin

studentstotalkpairstalkingabout

aboutwhatmadewhatmade

RobinsonCrusoeRobinsonCrusoe

surviveaccordingsurvive.

tothedialogue.9.Volunteersshare

9.Teacheraskstheiropinions.

volunteerstoshare

theiropinions.

Activity71.Teacherasks1.StudentsreadtheTomakestudentspay

studentstogoexpressionsandattentiontothe

throughtheunderstandtheirpragmaticfunctionsof

expressions.meaning.differentexpressions.

2.Teacherasks2.Studentsputthe

studentstoexpressionsinthe

completetheboxesboxesaccordingto

withthetheirfunctions.

expressions.3.Onestudentreads

3.Teacherchecksthetheexpressionsin

answer.theboxesandthe

otherschecktheir

answers.

Activity81.Teacherasks1.Studentsreadthe1.Tohavestudents

studentstoreadthepassageandlearnaboutDaniel

passage.understandtheDefoe,authorof

2.Teacherasksmeaning.RobinsonCrusoe.

studentstoretell2.Studentsretellthe2.Tohavestudents

thepassage.passagebriefly.learnaboutRobinson

3.Teacherasks3.StudentsworkinCrusoe'spositive,

studentstodiscussgroupsandansweroptimisticand

thetwoquestions.thetwoquestions.courageousspiritto

4.Teacherchecksthe4.Somestudentsgiveovercomedifficulties.

answerswiththetheiranswers.3.Tohelpstudents

class.thinkaboutvarious

crisesindifferent

partsoftheworldand

howtocopewith

them.

Activity1.Teacherasks1.Studentsreadthe1.Tohelpstudents

studentstoreadthefivenewsreportsunderstandnews

9-10fivenewsreportsandunderstandreport.

andpayattentiontotheirmeaning.2.Tohelpstudents

theexpressionsin2.Somestudentsretellconsolidatethe

bold.thefivereports.vocabularytheyhave

2.Teacherchecks3.Studentsdiscussthelearnt.

students9twoquestionsin3.Toletstudents

understandingofgroupsandanswerexperiencethe

thefivereports.them.diversityof

3.Teacherasks4.Somestudentsexpressionsofthe

studentstoanswersharetheiranswers.Englishlanguage.

thetwoquestions.5.Studentsreadthe

4.Teachercollectsadvertisement

answersandmakescarefully.

comments.6.Studentsrewritethe

5.Teacherasksunderlined

studentstoreadtheexpressionswith

advertisement.thecorrectformof

6.Teacheraskswordsand

studentstofinishexpressionsin

thetaskinActivityActivity9.

10.7.Somestudents

7.Teacherchecksthesharetheiranswers.

answer.8.Volunteersretellthe

8.Teacherinvitesadvertisementafter

somestudentstotheunderlined

retelltheexpressionsare

advertisementafterrewritten.

itisrewritten.

Activity111.Teacherasks1.Studentsworkinl.Toencourage

studentstomakeapairs.Thinkofanstudentsto

dialogueaboutanissueconcerningacomprehensivelyuse

issueconcerningasurvivalandhowtothevocabularyand

survivalandhowtodealwithit.Thenpragmaticfunctional

dealwithit.makeadialogueexpressionsinspecific

2.Teacherasksaboutit.situations

studentstoperform2.Studentsactout2.Tohelpstudentsto

theirdialoguesintheirdialoguesincarryoutmutual

groups.groupsandmakeevaluationafteran

3.Teacherinvitescommentsoneachactivity,soasto

severalpairstoactother9sdialogue.improvestudents)

outtheirdialogues3.Severalpairsactoutcriticalthinking

andmakestheirdialoguesinabilityandpavethe

comments.frontoftheclass.wayforfuturestudy.

4.Teacherasks4.Studentschoosethe

studentstochoosedialoguetheylike

thebestone.best.

Developingideas板塊教學設計

（建議時長80-90分鐘，教師可根據教學實際酌情調整。）

課型Reading+Writing

主題語境人與自然一生存

內容分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為雜志文章，

介紹了人類生存所面臨的問題以及人類在火星探索方面所做的努力，最

后點明現(xiàn)在要做的是愛護我們唯一的家園——地球。讀寫部分的范文是

一篇關于宇航員在火星上生存的故事。通過這一板塊的學習，學生能夠

加深對生存這個話題的理解，并進一步掌握結合想象寫故事的方法。

教學目標在本板塊學習結束時，學生能夠：

1.理解課文內容，了解人類所面臨的危機以及正在尋求的對策，明白

保護地球的重要性；

2.完成相應的活動，找出課文可能的出處，并學會通過推斷理解課文

傳遞的信息，增強對課文的理解；

3.通過學習范文，掌握故事的主要結構，仿造并進行類似話題的寫作。

教學重點1.理解文章內容，了解有關火星探索的活動；

2.掌握有關描述火星探索的詞匯和表達；

3.培養(yǎng)科學精神和探索的意識。

教學難點1.對火星情況的了解

2.有關生存經歷的寫作

教學策略P-W-P模式（自主，探究，合作）

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherintroduces1.Studentslistento1.Tohelpstudentsto

Marsbrieflyusingtheintroduction.solveproblems

picturesorvideo.2.Studentsworkinthroughgroup

2.Teacherasksgroupsandchoosecooperation.

studentstochoosethecorrectanswer2.Toactivate

thecorrectanswerfbreachblank.students9background

foreachsentence.3.Somegroupsgiveknowledgeand

3.Teachercheckstheiranswers.learninginterest.

answers.3.Topreparestudents

fbrthestudyofthe

passage.

Activity21.Teacherasks1.StudentsworkinToletstudents

studentstotalkgroupsandsaysummarisethemain

aboutTheDaywhattheyknowideaofthepassage

AfterTomorrowaboutthetwofilms.andgraspthestructure

andTheMartian.2.Studentsreadtheofthepassage.

2.Teacheraskspassageandanswer

studentstoreadthequestion.

thequestionand3.Somestudentsgive