Unit 6 Survival教案-高中英语外研版（2019）选择性必修第二册

Book5Unit6Survival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ltnomatter+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。

Startingout板块教学设计

（建议时长10-15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

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

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

内容分析

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：

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

_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

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板块教学设计

（建议时长80-90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nomatter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1.掌握-ever和nomatter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

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板块教学设计

（建议时长80-90分钟，教师可根据教学实际酌情调整。）

课型Reading+Writing

主题语境人与自然一生存

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：

1.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；

2.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；

3.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1.理解文章内容，了解有关火星探索的活动；

2.掌握有关描述火星探索的词汇和表达；

3.培养科学精神和探索的意识。

教学难点1.对火星情况的了解

2.有关生存经历的写作

教学策略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