Unit 6 Survival-Starting out 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 6 Survival-Starting out 内容导航 Starting out of Unit 6 Survival focuses on the theme of survival, presenting six typical survival scenarios (earthquake, disease outbreak, shipwreck, jungle, space, drought) to guide students to discuss related difficulties and lay a foundation for subsequent in-depth learning of survival knowledge and language application. 教学目标和重难点 1. 教学目标 Language Ability: Master survival-related vocabulary and expressions, and describe survival scenarios and difficulties in simple English. Cultural Awareness: Strengthen environmental protection awareness, establish the concept of harmonious coexistence with nature, and cultivate the spirit of exploration. Thinking Quality: Develop logical thinking by analyzing survival difficulties and train critical thinking through discussing solutions. Learning Ability: Cultivate autonomous and cooperative learning skills by participating in group discussions and scenario analysis to improve English learning efficiency. 2. 教学重难点 Key Points: Master core vocabulary related to survival (e.g., survival, disaster, supply, exposure) and basic expressions for describing survival difficulties; understand the main content of six survival scenarios and be able to talk about them simply. Difficult Points: Correctly use survival-related vocabulary and expressions in specific contexts; clearly express personal views on survival difficulties and preliminary solutions; accurately grasp the logical connection between scenarios and survival challenges. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with an open question: “What do you think of when you hear the word ‘survival’? Have you ever imagined what difficulties people might face in extreme environments?” After asking, give students 2 minutes to think independently, then invite 2-3 students to share their ideas freely. Then, the teacher shows six pictures one by one on the multimedia screen, which are the six survival scenarios in Starting out: earthquake, disease outbreak, shipwreck, jungle, space, and drought. For each picture, the teacher asks simple guiding questions: “What happened in this picture? What kind of environment is it? ” Design Intention: The open question at the beginning is designed to activate students’ prior knowledge and arouse their interest in the theme of survival. By asking students to share their own understanding of survival, it can quickly bring students into the unit theme and reduce their psychological distance from the new knowledge. Showing pictures直观ly presents the core scenarios of Starting out, which helps students quickly perceive the specific content of the lesson. The simple guiding questions are designed to lower the threshold of expression, enable students to use simple English or Chinese to express their observations, and lay a foundation for the subsequent English discussion and language learning. Step 2: Vocabulary Preview (Vocabulary Input) Based on the six survival scenarios shown in the lead-in, the teacher introduces and teaches core vocabulary and expressions related to survival. First, combine the pictures to present the key words: earthquake, disease outbreak, shipwreck, jungle, space, drought, supply, food, water, medicine, fuel, exposure, radiation, gravity, quarantine. For each word, the teacher pronounces it clearly twice, asks students to follow along, and explains the meaning with simple English and body language, avoiding complex Chinese translation as much as possible. For example, when teaching “exposure”, the teacher says: “When people stay in the open air without protection, they are in exposure, which may make them sick or even die.” When teaching “quarantine”, combine the disease outbreak picture and explain: “When a disease breaks out, some people may need to stay alone to avoid spreading the disease, that’s quarantine.” After teaching the new words, the teacher organizes a quick memory game: show the pictures again, and ask students to shout out the corresponding words and related expressions. Then, invite students to match the words with their meanings, and correct the mistakes in time. Finally, the teacher summarizes the usage of the words, emphasizing that these words are often used in the description of survival scenarios, and reminds students to pay attention to the collocation of words, such as “food and water supplies”, “exposure to radiation”, “quarantine measures”. Design Intention: Vocabulary is the foundation of language learning. Combining the scenarios in the pictures to teach new words can help students connect the words with specific contexts, deepen their memory and understanding, and avoid mechanical memorization. The pronunciation practice and simple explanation in English help students form correct pronunciation habits and cultivate their ability to understand English in English. The quick memory game and matching activity can mobilize students’ enthusiasm, make the vocabulary learning more interesting, and help students consolidate the newly learned words in a relaxed atmosphere. The summary of word collocation lays a foundation for students’ subsequent language application. Step 3: Scenario Analysis and Discussion (Listening and Speaking Practice) This step is divided into two parts: scenario analysis and group discussion, focusing on training students’ listening and speaking abilities and guiding them to deeply understand the survival difficulties in each scenario. First, the teacher plays the audio of the scenario descriptions (consistent with the six pictures in Starting out). Before playing, the teacher puts forward clear listening tasks: “Listen carefully and take notes about the difficulties people face in each scenario. After listening, you need to retell the difficulties briefly.” Then, play the audio twice: the first time for students to get the general idea, and the second time for students to take detailed notes. After playing, invite 6 students to correspond to the six scenarios and retell the difficulties they heard. The teacher listens carefully, corrects the wrong expressions and pronunciation in time, and supplements the key points that students miss, such as “In the earthquake scenario, power and communications may be cut off, and there is a risk of aftershocks.” After the listening and retelling activity, the teacher organizes students to carry out group discussions. Divide the students into 6 groups, and each group is responsible for one survival scenario. The discussion topic is: “What other difficulties might people face in this scenario? What simple measures can they take to survive?” The teacher gives clear requirements: each group discusses for a certain period, appoints a recorder to take notes, and a spokesman to report the discussion results. During the discussion, the teacher walks around the classroom, guides students to use the newly learned vocabulary and expressions, helps students solve language difficulties, and encourages shy students to participate in the discussion. For example, if a group is discussing the jungle scenario, the teacher can prompt: “What about wild animals? How to find safe food and water in the jungle?” After the discussion, each group’s spokesman reports the discussion results in turn. After each report, the teacher makes comments, affirms the advantages of the group, such as rich ideas and correct use of vocabulary, and puts forward suggestions for improvement, such as “You can use more complex sentences to express your ideas, such as ‘If people are in the jungle, they should avoid contacting wild animals and try to find clean water’.” At the same time, the teacher summarizes the common difficulties in all survival scenarios, such as the shortage of basic supplies (food, water, medicine), the harsh environment, and the lack of rescue, and guides students to realize the importance of survival skills and a positive attitude. Design Intention: The listening activity is designed to train students’ listening comprehension ability and note-taking ability, and at the same time let students further understand the details of each survival scenario. Retelling after listening can test students’ mastery of listening content and exercise their oral expression ability. Group discussion is an important way to cultivate students’ cooperative learning ability and critical thinking ability. Each group is responsible for one scenario, which can ensure that each student has the opportunity to participate in the discussion and express their own views. The teacher’s guidance and comments can help students correct their language mistakes in time, improve their language application ability, and deepen their understanding of the theme of survival. Step 4: Language Focus Consolidation (Language Practice) On the basis of scenario discussion, this step focuses on consolidating the key vocabulary, expressions and basic sentence patterns, helping students master the language points and improve their ability to use language flexibly. First, the teacher sorts out the key sentence patterns combined with the scenario descriptions and students’ discussions, such as “People would find it difficult to...”, “There is a risk of...”, “People may face difficulties such as...”, “To survive in..., people need to...”. For each sentence pattern, the teacher gives an example combined with the survival scenarios, such as “People would find it difficult to navigate in the dense jungle.” “There is a risk of drowning for people in the shipwreck scenario.” Then, the teacher asks students to make sentences with these sentence patterns, combining any of the six survival scenarios. Each student makes one sentence, and the teacher checks and corrects them in time. For students who make correct and creative sentences, the teacher gives praise to encourage them. Then, the teacher designs a fill-in-the-blank exercise. The exercise content is based on the scenario descriptions, and the blanks are the key vocabulary and expressions learned in this lesson. For example: “When an earthquake happens, the road may be cut off, and people may have difficulty in receiving ______ (supplies) such as food and water. There is also a risk of further ______ (quakes) via aftershocks.” Students complete the exercise independently, then exchange their answers with their deskmates, and the teacher explains the key and difficult points in the exercise, emphasizing the correct use of vocabulary and the collocation of sentence patterns. Finally, the teacher organizes a short dialogue practice. Ask students to work in pairs, choose one survival scenario, and make a short dialogue using the learned vocabulary, expressions and sentence patterns. The dialogue should include the description of the scenario, the difficulties faced, and the preliminary survival measures. For example, one student says: “What would people do if they are in a severe drought?” The other student replies: “They would face water and food shortages. They need to save water and look for alternative food sources.” After the dialogue practice, invite 2-3 pairs of students to perform their dialogues in front of the class, and the teacher makes comments and guidance. Design Intention: The consolidation of key sentence patterns helps students master the basic structure of English expressions in survival scenarios, and laying a foundation for their subsequent oral expression and writing. The fill-in-the-blank exercise can test students’ mastery of key vocabulary and expressions, and help them consolidate the newly learned knowledge in a targeted way. The dialogue practice is a comprehensive application of vocabulary, expressions and sentence patterns, which can improve students’ ability to use language flexibly in specific contexts, and at the same time cultivate their cooperative learning ability and oral expression ability. Step 5: Theme Exploration and Emotional Experience (Cultural Awareness and Thinking Quality Cultivation) This step focuses on guiding students to think deeply about the theme of survival, cultivate their cultural awareness and thinking quality, and realize the significance of survival skills and a positive attitude. The teacher puts forward a series of in-depth questions: “Why is survival an important topic for human beings? What qualities do people need to have to survive in extreme environments? How can we prevent or reduce the harm of these survival crises?” Then, give students 3 minutes to think independently, and then organize a class discussion. During the discussion, the teacher guides students to express their views from different angles, such as the importance of environmental protection, the cultivation of survival skills, and the spirit of perseverance. For example, when students talk about environmental protection, the teacher can guide: “Many survival crises, such as drought and earthquake, are related to human activities. What can we do to protect the environment and reduce such crises?” Then, the teacher shares a short real survival story: a hiker who got lost in the jungle survived by virtue of his basic survival skills and positive attitude. After sharing, the teacher asks students: “What can we learn from this story? How can we improve our own survival ability in daily life?” Guide students to realize that survival ability is very important in daily life, and we can learn some basic survival skills, such as recognizing safe water sources, making simple shelters, and keeping calm in danger. Finally, the teacher summarizes the theme of this lesson: Survival is a basic ability for human beings. In the face of various survival crises, we need to master certain survival skills, keep a positive and calm attitude, and at the same time, we should pay attention to environmental protection, establish the concept of harmonious coexistence with nature, and reduce the occurrence of survival crises. Design Intention: The in-depth questions are designed to guide students to think beyond the language level, explore the connotation of the survival theme, and cultivate their critical thinking ability. Sharing real survival stories can make students have a more intuitive understanding of the importance of survival skills and positive attitude, and arouse their emotional resonance. The summary of the theme helps students clarify the core significance of this lesson, strengthen their environmental protection awareness and survival awareness, and realize the integration of language learning and emotional education, which is in line with the requirements of core literacy cultivation. Step 6: Summary and Extension (Consolidation and Application) First, the teacher leads students to summarize the content of this lesson: review the six survival scenarios, the key vocabulary and expressions, the key sentence patterns, and the core views on survival. Ask students to take turns to retell the key points of the lesson, and the teacher supplements and improves them to ensure that students master the main content of the lesson. Then, the teacher designs an extension task: ask students to choose one of the six survival scenarios, write a short passage (about 80-100 words) to describe the scenario, the difficulties faced, and the survival measures. The passage should use the vocabulary, expressions and sentence patterns learned in this lesson. The teacher reminds students to pay attention to the logic and fluency of the passage, and encourages them to add their own ideas. In addition, the teacher recommends some extended resources for students: English documentaries about survival (such as “Survivor”), English articles about survival skills, and asks students to watch or read them after class, and take notes of the key survival knowledge and useful vocabulary. This can help students expand their knowledge and improve their English reading and listening abilities. Finally, the teacher assigns the after-class homework: 1. Finish the short passage assigned in the extension task; 2. Review the key vocabulary and sentence patterns of this lesson; 3. Watch the recommended survival documentary and take notes. Design Intention: The summary of the lesson helps students sort out the knowledge system of this lesson, consolidate the learned knowledge, and form a clear cognitive framework. The extension task of writing a short passage is a comprehensive application of the language knowledge learned in this lesson, which can test students’ ability to use language flexibly and lay a foundation for the subsequent writing learning. Recommending extended resources and assigning after-class homework can extend the teaching content from the classroom to the after-class, help students expand their horizons, improve their comprehensive language ability, and cultivate their autonomous learning ability. Step 7: Feedback and Evaluation (Learning Ability Cultivation) At the end of the class, the teacher carries out a simple feedback and evaluation. First, ask students to evaluate their own performance in this class: “What did you do well in this class? What do you need to improve?” Then, invite 2-3 students to share their self-evaluation. Then, the teacher makes a comprehensive evaluation of the whole class: affirms the active participation of students in the class, the progress in vocabulary and oral expression, and points out the common problems, such as the incorrect use of some vocabulary, the lack of fluency in oral expression, and puts forward specific improvement suggestions, such as “You can review the new words more after class, and practice oral expression by talking with your classmates about survival topics.” In addition, the teacher informs students that the after-class homework and the short passage will be evaluated in the next class, and the evaluation criteria will focus on the correct use of vocabulary and sentence patterns, the logic of the passage, and the richness of ideas. At the same time, the teacher encourages students to ask questions in time if they have any difficulties in after-class review and homework, and the teacher will give timely guidance. Design Intention: Self-evaluation helps students realize their own advantages and disadvantages, and cultivate their ability to reflect and evaluate themselves. The teacher’s comprehensive evaluation can help students understand their overall performance in the class, get positive feedback, and enhance their confidence in learning English. The clear evaluation criteria for after-class homework can guide students to complete their homework purposefully, and the encouragement and guidance can help students solve learning difficulties in time, cultivate their autonomous learning ability and learning initiative. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $