高中英语选择性必修2Unit 6教学设计.docx

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1、Book 5 Unit 6 Survival教学设计单元主题本单元的主题语境是“人与自然”，涉及的主题语境内容是生存。内容从南极工作生存之不易、野生动物在城市中的生存现状、Robinson Crusoe的荒岛生存故事、人类未来可能面临的各种生存危机，到人类探索火星作为生存备选地，引发学生对生存环境问题的思考，一方面强化学生保护环境、保护地球的意识，树立与自然和谐相处的观念，另一方面鼓励学生要学会适应环境的变化，冷静面对各种困难，锤炼不屈不挠的探索精神，树立正确的人生观和世界观。 单元目标学生能够围绕本单元的主题语境内容，基于单元提供的说明文、告示牌、新闻报道、广告、知识小测试、生存探索计划等多

2、模态语篇，综合运用各种语言技能，读懂与环境、人类生存相关的语篇内容；合理运用 “-ever”和 “no matter + 疑问词” 所引导的让步状语从句表达观点，听懂谈论鲁滨逊漂流记的对话并掌握询问观点等三类语用功能，恰当使用所学语言阐述与克服危机、赢得生存相关的话题，描述困境之下的生存故事，深化对单元主题意义的理解与挖掘，加强关爱自然、保护地球的意识；同时能够运用单元所学内容，表达自己对适者生存的看法并寻求依据予以论证，通过小组合作制作荒岛生存指南，感悟在逆境中不断努力、积极应对各种困难的精神，树立积极向上的人生态度；能够通过恰当运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提

3、供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调整。）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

4、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：1. 针对六幅图的内容，用英语进行简要的说明；2. 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；3. 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 contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students

5、 to look at the six pictures and find out what has happened.2. Teacher asks some students to answer Question 1.3. Teacher asks students to answer Question 2.4. Teacher asks some students to share their answers.1. Students look at the six pictures and say what each picture shows.2. Some students answ

6、er Question 1.3. Students think about the difficulties in these situations and what people can do to survive.4. Some students state their opinions. 1. To activate schemata that students have already possessed.2. To cultivate students ability to find problems and solve them.Activity 21. Teacher asks

7、students to look at the background picture and guess the name of the place.2. Teacher asks students to predicate what will be mentioned in the video. 3. Teacher plays the video and asks students to watch it.4. Teacher plays the video again and asks students to think about Question 2.5. Teacher asks

8、some students to share their answers.6. Teacher asks students to discuss Question 3 in groups.7. Teacher asks some students to share their answers.1. Students try to guess the name of the place shown in the background picture.2. Students make predictions about the topics in the video.3. Students wat

9、ch the video, taking notes and checking their predictions. 4. Students watch the video again and answer Question 2.5. Some students give their answers and others add their different opinions. 6. Students discuss in groups and answer Question 3.7. Some students give their answers and others add more

10、opinions.To develop students ability to obtain key information in the video andhelp 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3540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

11、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：1. 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；2. 理解各段的大意以及文章的核心信息；3. 掌握课文中出现的新的词汇和表达；4. 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1. 引导学生读懂语

12、篇，理解作者的观点、了解题目的内涵；2. 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1. 学生对课文中细节信息的获取和处理；2. 学生对段落大意的归纳。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to look at the animals and name them in Chinese.2. Teacher asks students where these animals normall

13、y live. 3. Teacher asks students to work in groups discussing if they are surprised to find these animals in the city and why.4. Teacher asks students to share their answers.5. Teacher asks students to work in groups and list the difficulties the animals may meet living in the city.6. Teacher collec

14、ts 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 oth

15、ers 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. 1. To arouse students curiosity about the topic. 2. To connect the pass

16、age with the students life.3. To train students ability to imagine.Activity 21. Teacher asks students to give the complete title of the text based on the picture and the title.2. Teacher asks students to read the passage quickly and check their understanding. 3. Teacher asks students to share their

17、answers and give their reasons.1. Students try to guess the implied meaning of title and complete it. 2. Students read the passage quickly and complete the title.3. Students show the complete title and give their reasons.1. To train students ability to make predictions.2. To enrich students imaginat

18、ion. Activity 31. Teacher asks students to read the passage quickly and get the main idea of each paragraph.2. Teacher asks students to finish the task in Activity 3.3. Teacher invites students to share their answers.1. Students read the passage quickly and find the topic in each paragraph.2. Studen

19、ts choose the correct topic sentence for paragraphs 2-5 and write them on the lines.3. 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 relations

20、hip of the context.3. To help students to find the topic sentence of each paragraph. Activity 41. Teacher asks students to read the text carefully and pay attention to the key information and the logic of the text.2. Teacher asks students to work in groups checking their answers.3. Teacher asks some

21、 groups to share their answers.4. Teacher invites some students to retell the text according to the diagram. 5. Teacher asks students to have a discussion.6. Teacher invites some students to share their opinions.1. Students read the text carefully and finish the task in Activity 4.2. Students work i

22、n groups checking their answers. 3. All the students check their answers.4. Volunteers retell the text according to the information in the diagram.5. 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.

23、6. 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 & Share1. Teacher asks students to think about the questions individually.2. Teacher asks students to work in groups and discuss each

24、 question.3. Teacher asks some groups to share their answers.1. Students read the questions carefully and think about the answers. 2. Students work in groups sharing theiropinions. 3. Students check their answers, make a supplementary or have a free discussion.1. To encourage students to deeply unde

25、rstand the meaning of the text.2. To cultivate students high-level thinking ability.Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）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

26、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1. 掌握-ever和no matter

27、引导的让步状语从句的基本特征并在真实语境中运用；2. 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；3. 认识到面对困难不放弃，以及助人为乐的重要性。教学难点1. 如何在听力材料中获取所需信息；2. 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 contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the sentences in the first box and pay special atten

28、tion to the words in bold. Then ask students Questions 12.2. Teacher asks some students to share answers.3. Teacher asks students to work in groups, discussing Questions 3.4. Teacher collects answers.5. Teacher instructs students to look for more sentences with ever or no matter in the reading passa

29、ge.6. Teacher checks answers with the whole class, and gives some explanations if necessary.1. Students observe the two groups of sentences in the first box and answer Questions 12.2. Some students share answers.3. Students work in groups, writing down all the words that can be combined with ever an

30、d no matter.4. Some students give their answers, and others can add more words.5. Students read the passage and find more sentences with ever or no matter.6. Some students report their answers and the others can make a supplementary.1. To help students to find the features and rules of the adverbial

31、 clauses with -ever and no matter.2. To make students familiar with the use of the adverbial clauses with -ever and no matter.Activity 21. Teacher asks students to read the short passage and rewrite the underlined sentences using adverbial clauses with ever and no matter. 2. Teacher asks students to

32、 check their sentences in pairs.3. Teacher asks some students to read their sentences.1. Students read the short passage and rewrite the underlined sentences without changing the original meaning.2. Students check their changed sentences in pairs.3. Students check the answers.To consolidate and stre

33、ngthen students knowledge of grammar they have learnt.Activity 31. Teacher asks students to read the story and have a thorough understanding of it.2. Teacher asks students to retell the story briefly.3. Teacher asks students to complete the sentences below the story.4. Teacher checks the answers.1.

34、Students read the story and get the main idea of it.2. Students retell the story in their own words.3. Students complete the sentences according to their meaning in the story. 4. Some students read their sentences and the others check theirs.1. To consolidate the application of the adverbial clauses

35、 with ever and no matter. 2. To cultivate students strong will and consciousness of serving othersActivity 41. Teacher asks students to share their survival experience using adverbial clauses with ever and no matter. 2. Teacher chooses some students to tell their stories and teacher also makes comme

36、nts.1. Students work in pairs and tell their survival story to each other. 2. 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 5-61. Teacher introduces the stor

37、y of Robinson Crusoe. 2. Teacher plays the tape.3. Teacher reads the answer. 4. Teacher asks students to look through the diagram carefully and pay attention to the missing information.5. Teacher plays the tape again.6. Teacher plays the tape once more.7. Teacher read the answers.8. Teacher asks stu

38、dents to talk about what made Robinson Crusoe survive according to the dialogue. 9. Teacher asks volunteers to share their opinions.1. Students read the five sentences.2. Students listen to the tape and then tick the idea which is not conveyed.3. Students check their answers.4. Students look through

39、 the diagram carefully.5. Students listen to the tape and take notes. Then complete the diagram.6. Students listen and check their answers.7. Students check their answers.8. Students work in pairs talking about what made Robinson Crusoe survive.9. Volunteers share their opinions.To let students capt

40、ure the key information and grasp the viewpoints of different characters in the listening material.Activity 71. Teacher asks students to go through the expressions.2. Teacher asks students to complete the boxes with the expressions.3. Teacher checks the answer.1. Students read the expressions and un

41、derstand their meaning.2. Students put the expressions in the boxes according to their functions.3. 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 81. Teacher asks students

42、to read the passage.2. Teacher asks students to retell the passage.3. Teacher asks students to discuss the two questions.4. Teacher checks the answers with the class.1. Students read the passage and understand the meaning.2. Students retell the passage briefly. 3. Students work in groups and answer

43、the two questions.4. Some students give their answers.1. To have students learn about Daniel Defoe, author of Robinson Crusoe.2. To have students learn about Robinson Crusoes positive, optimistic and courageous spirit to overcome difficulties. 3. To help students think about various crises in differ

44、ent parts of the world and how to cope with them.Activity 9-101. Teacher asks students to read the five news reports and pay attention to the expressions in bold.2. Teacher checks students understanding of the five reports.3. Teacher asks students to answer the two questions.4. Teacher collects answ

45、ers and makes comments.5. Teacher asks students to read the advertisement. 6. Teacher asks students to finish the task in Activity 10.7. Teacher checks the answer. 8. Teacher invites some students to retell the advertisement after it is rewritten. 1. Students read the five news reports and understan

46、d their meaning.2. Some students retell the five reports. 3. Students discuss the two questions in groups and answer them.4. Some students share their answers.5. Students read the advertisement carefully.6. Students rewrite the underlined expressions with the correct form of words and expressions in

47、 Activity 9.7. Some students share their answers. 8. 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 111. Teacher asks students to make a dialogue about an issue concerning a survival and how to deal with it.2. Teacher asks students to perform their dialogues in groups.3. Teacher invites several pairs to act out their dialogu