Unit 6 Survival Starting out and Listening 教学设计-2025-2026学年高中英语外研版（2019）选择性必修第二册

Unit 6 Survival Starting out and Listening 教学设计 课标理念和课标要求 英语学习活动的设计应以促进学生英语学科核心素养的发展为目标，围绕主题语境，基于口头和音视频等多模态形式的语篇，通过学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动，引导学生加深对主题意义的理解：帮助学生在活动中习得语言知识，运用语言技能，阐释文化内涵，比较文化昇同，评析语篇意义，形成正确的价值观和积极的情感态度，进而尝试在新的语培中运用所学语言和文化知识，分析问题、解决问题，创造性地表达个人观点、情感和态度。模态语篇中的非文字资源，理解语篇的意义。 课标要求： 1.能够解读非文本的表意和内涵，条理清晰的表达自己的观点。 2. 在听的过程中、能抓住日常生活语篇的大意，获取说话人所表达的意义，意图和情感态度。 3. 能区分语篇中的主要事实与观点，能基于所读和所听内容，进行推断、比较、分析和概括。 4.在听、读、看的过程中有选择性地记录所需信息。 内容分析 What 本课时的主题语境为“人与自然”。该部分一共有三个活动。活动一介绍了六幅与主题相关的六幅图片，内容分别是地震、疾病爆发、海难、丛林、太空和干旱，让学生浏览图片并回答问题。活动二是呈现了一段在南极工作和生活的视频，请学生思考并回答如何面对和解决这些问题。活动三呈现了关于《鲁滨逊漂流记》的一段音频，围绕荒岛求生及品质探索展开。 Why 通过该板块的学习，让学生了解该板块旨在激活学生已有的背景知识和语言知识，并思考在这些不同的情景中，如何才能生存下来。为接下来整个单元的学习活动做铺垫和预热。 How 视频文本和图片均为多模态语篇。活动一通过观看图片让学生初步了解人们面对的各种情景，比如地震、疾病爆发、海难等以及可能面临的问题：活动二 以视频的形式呈现了科学家们在南极工作和生活所遇到的问题，比如极冷的天气，狂风，天气多变，缺少新鲜蔬果，缺乏个人空间等问题。通过图片和视频的呈现，让学生很好的感知本单元的主题 survival。听力部分通过抓取关键信息，学习荒岛求生技能和面对生存困境时要具备的心理素质和韧性。 学情分析 高二的学生经过高一的学习，基本适应了高中英语课堂。但因为是理科班所以英语基础方面还是有一点薄弱，尤其是男生比较多，平时在听力练习时存在偷懒情况，所以通过课上集中训练效果会更好一点。话题方面，经过前四册“人与自然”主题下 8 个单元的内容学习，尤其是关于“人与动物的关系”以及“人与自然的和谐相处”学生有所了解。学生在之前的学习中学习过与本单元主题语境相关的话题，如 Book 4 Unit 5 revealing nature 和 Unit 6 nurturing nature，以此能够认识到人与自然是生命统一体，人类必须敬畏、尊重和珍视自然，并自觉主动地保护自然，思考并寻找与自然和谐相处的方式。但是学生对如何在自然灾害或者极端情况下如何生存知识了解较少：语言知识学生表达对生存相关的词汇如 survival bag， fierce winds， fit in with， move into territory 等有所欠缺；语言能力：学生综合运用读、看、写等语言能力分析语篇、表达观点的能力有待提高；思维品质：提出批判性的问题，辨析、判断观点和思想的价值，并形成自己的观点的能力较差。 教学目标 在本板块学习结束时，学生能够： 1. 通过听力训练，抓取听力关键信息和细节 2. 通过一些关于生存的音视频学习学会并运用与生存危机有关的一些表达 3. 通过学习思考如何应对生存危机，保护人类的生存环境 4. 学会在面对危机时从容应对培养勇于克服困难的精神 Learning objectives To get the main idea of the video and train the listening skills to get specific information To learn and use some expressions related to survival crises through some audio and video learning To learn how to deal with survival crises and protect the human living environment To learn to be calm in the face of crisis and cultivate the spirit of courage to overcome difficulties 教学重点 培养学生的听力能力和口语表达能力，以及克服困难的决心和信心。 教学难点 1.如何从音视频资料中获取细节信息 2. 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 Procedures Teacher’s activity Students’ activity Purposes Activity 1 1. Teacher asks students to look at the background picture and guess the name of the place. 2. Teacher gives students questions. Questions： What difficulties do they face? How do they overcome those difficulties? 3. Teacher guides students to finish the table about the difficulties and solutions in Antarctic. What is Antarctica like? It is the ______________, _______, _______, __________ continent. Why do scientists live in Antarctica? Scientists expect to make new __________ by studying its unique ____________, _________ and ____________. What difficulties do they face? How do they overcome those difficulties? 4. Teacher asks students to discuss the question: What part of the life there would be most challenging for you? Why? 5. 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 watch the video, taking notes about key information. 3. According to the table, students listen to audio again and finish the table. 4. Some students give their answers and others add their different opinions. 5. Students discuss in groups and answer the question southernmost coldest driest windiest discoveries geography geology biodiversity extreme weather long days and nights No fresh produce loneliness 1. To develop students’ ability to obtain key information in the video and 2. help them to state their points of view based on the given information. Activity 2 1. Teacher asks students to look at the six pictures and find out what has happened. 2. Teacher asks some students to answer Question 1： What does each picture show? Meanwhile，require students to take notes of relevant expressions. 3. Teacher asks students to answer Question 2: What difficulties would people have surviving in these situations? 4. Teacher asks some students to share their answers and write down key phrases on the blackboard 1. Students look at the six pictures and say what each picture shows. 2. Some students answer Question 1. 3. Students think about the difficulties in these situations and what people can do to survive. 4. Students brainstorm to state their opinions. 3. To get the students motivated and brainstorm more relevant words Activity 3 1.Leading-in Teacher asks the students what they would do if they are stuck in an isolated island. 2.Teacher introduces basic information about the book The Adventures of Robinson Crusoe. Background The novel Robinson Crusoe tells the story of a young Englishman Robinson Crusoe went on an adventure by ship. The ship was lost and he stayed on an island for 28 years. He tried to survive by cooking, farming, harvesting the crops. But he felt very lonely on the island. Finally Crusoe left the island by a British ship and returned to England. 3.Teacher guides students to think about necessary things for survival on an isolated island. 4.Teacher plays the audio and asks students to answer the exercises 5 and 6 on P87. 5.Teachers continue to ask what qualities are needed to survive. 1.Students think about how to do if they are in an isolated island. 2. Students read the introduction of the book. 3.Students discuss and think about more necessary things for survival living in the island. 4.Students listen to the audio and answer questions. Listen to the conversation and choose the ideas NOT conveyed by the speakers. 1. The story of Robinson Crusoe is a very sad survival story. 2. It takes great patience for Robinson Crusoe to survive on the island. 3. Robinson Crusoe is a clever and optimistic man. 4. Robinson Crusoe’s words are good suggestions when we are faced with a crisis. 5. The most important reason for Robinson Crusoe’s survival is his calmness. 5.Students summarize the qualities. 1. To grasp useful information about Robinson Crusoe. 2.To cultivate students to face difficulties positively with strong and brave qualities. Conclusion and homework Teacher summarizes what has been learned today and encourages students to actively face the various crises in life and protect our current environment. Homework Imagine you have to survive in a dangerous place. Write a survival story. To urge students to reflect on what we have learned in this class and bravely face crisis in life. 学科网（北京）股份有限公司 $