Unit 6 Survival Understanding ideas 教学设计-2024-2025学年高中英语外研版（2019）选择性必修第二册

Teaching Plan 课题：Unit 6 Survival Understanding ideas: The Wild Within 教师：王璐娜 教材：外研版选择性必修二 年级：高二 Analysis of the teaching material Thematic context: The thematic context of this unit is “Man and Nature”. The contents range from the difficult survival situation in Antarctic, the survival of wild animals in cities, Robinson’s survival story in a deserted island, to the human exploration of Mars as an alternative place of survival. These topics can trigger students to think about the survival of human in the natural environment. On the one hand, this unit aims to strengthen students’ awareness of the environment and wildlife protection and lead in the concept of living in harmony with nature. On the other hand, it encourages students to learn how to adapt to the changing environment, cultivate the spirit of exploration, and establish a correct outlook on life and the world. Text type: This is an exposition. This passage follows a deduction and summary structure. It first lead in the topic in the first paragraph. Then the author explains the reasons of the phenomenon, benefits and difficulties of animals living in the city, and how they adapt to the environment in the following four paragraphs. Finally, the author shows his attitude towards this phenomenon. Through this passage, students should be aware of the effect humans have made on wild animals. After learning, students are supposed to hold the belief that humans should coexist with wild animals and share cities with them. Analysis of students Students in Grade 2 have already grasped certain words and expressions on this topic, especially they have learned Book 4, in which there are Unit 5 and Unit 6 talking about nature. So, their relevant knowledge about this topic has been activated in the previous sessions. But students lack special skills and strategies about how to explore the theme of the passage and how to summarize the main idea of each paragraph. While learning, the teacher should guide students to learn the structure of an exposition, which will be helpful to get the main idea of each paragraph. In addition, students’ performance in expressing their critical opinions is not satisfactory. So, students are supposed to practise proposing valuable and critical ideas after reading. This passage is intended to arouse students’ reflection on human society and nature, thus concluding coexistence between human and wildlife. And it is also helpful to cultivate students’ social responsibility. Teaching objectives At the end of the class, students will be able to: Language ability goals: 1. grasp some new words and expressions about this topic; 2. get the main idea of each paragraph from topic sentences and the passage structure; 3. get the writer’s attitude towards the topic; 4. communicate with partners using proper words and expressions that they have learned to describe the statue of wild animals and their relationship with humans. Thinking capacity goals: 1. extract key information from pictures and titles and make reasonable predictions; 2. get specific information from the passage; 3. analyze the relationship between human’s development and wild animals’ survival; 4. think critically about how to coexist with animals. Cultural awareness goals: 1. understand reasons and living conditions of wild animals entering cities; 2. get a better understanding of survival and form a harmoniously coexistent relationship between human and wild animals; 3. develop students’ social responsibility and their ability to adapt to the changing environment. Teaching key points and difficult points Key points: 1. to help students understand the passage and the author’s attitude; 2. to guide students to think about how to keep a balance between urbanization and wildlife protection. Difficult points: 1. to extract detailed information from the passage; 2. to summarize the main idea or find the topic sentence for each paragraph; 3. to express critical opinions on human development and wildlife survival. Teaching procedures Steps Teachers’ Activities Purpose I. Lead-in (1 minutes) 1. Teacher plays a short video about animals entering a city and asks students to describe what happens in the short clip. 1. To attract students’ attention and arouse their interest in this topic 2. To give students some time to think about the unusual phenomenon 3. To develop students’ ability to think critically and express their ideas 2. Teacher asks them to think about: (1) Where do these animals normally live? (2) Is it really possible to find these animals in the city? How would you feel when seeing them on the street? II. Pre-reading (2 minutes) 1. Teacher asks students to look at the title and the picture of the passage on P63. (1) What can you see from this picture? (Show detailed information from the picture by using arrows.) (2) What is the title probably means? 1. To help students understand the meaning of the title to help with their reading. 2. To try to have a guess about the content. III. Read & Explore (27 minutes) 1. Teacher asks students to read Para. 1 together and answer the following questions: (1) How does the author start the passage? Find the verbs used to describe the crime. (2) What figure of speech does the author use? What’s the advantage of using it? (3) Which sentence is the topic sentence of Para.1? Are there more examples to prove this idea? 1. To understand the information in this paragraph and analyze the structure function of Para. 1. 2. To teach students the way to summarize the main idea. 2. Teacher asks students to read Para. 6 on their own and try to solve the following problems: (1) What’s the author’s attitude towards this phenomenon? (2) Can you find the topic sentence? 1. To understand the intention of writing. 3. Teacher asks students work in groups of four to read Para. 2 and Para. 3. After reading, discuss the following questions to get key information of the passage. Para. 2: (1) What do most of people assume? (2) What is the author’s opinion about the urban animals? (3) Use an adj. to describe the relationship between human and urban animals. Para. 3: Why are wild animals interested in living in the city? Then try to choose a topic sentence for each paragraph. 1. To get specific information from the passage. 2. To have students sort out the structure of the passage and clarify the logic of the text. 3. To practise the method of summarizing main ideas. 4. To ask students to think critically about the relationship between human and animals. 4. Teacher asks students listen to the tape of Para. 4 and Para. 5. After listening, find the answers to the following questions to get key information of the passage. Para. 4: (1) What have the wild animals changed to live in the city? (2) Use an adj. to describe the relationship between people and urban animals. Para. 5: (1) What if some animals fail to overcome the difficulties? (2) What else threats are faced by urban animals? Then try to choose a topic sentence for each paragraph. 5. Summarize the structure of the passage on the blackboard. 1. To help students review the key information in the text. 2. To show the stylistic features of an exposition. IV. Critical Thinking (8 minutes) Teacher shares a video of a scientist introducing the phenomenon that wild animals enter the city in our country. 1. Have a discussion in groups of four and summarize these suggestions to call on people to have a better understanding of the wild. 2. What else can we do to achieve a balance between urban development and the protection of wild animals? (government, scientist, ordinary people ...) 1. To broaden students’ views on this topic by learning some scientific account. 2. To help students develop a right attitude towards urban development and animal survival. 3. To arouse students’ awareness of wildlife protection. 4. To express by using what they have learned in this class. V. Summary & Homework (2 minutes) Suppose you are the president of your school Students’ Union. Make a poster, themed “Home to You and Me”, which will be displayed on the school website to call on people to care about the survival of animals living in the city. In the poster, you should include: (1) current situations (2) significance or reasons of caring them (3) make suggestions from different perspectives (ordinary people, scientists, government…) 1. To summarize and review what they have learned in the class. 2. To apply the new knowledge to social context. 学科网（北京）股份有限公司 $$