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

Unit 6 Survival-Understanding ideas 内容导航 This section centers on the theme of "urban animal survival", telling the phenomenon of wild animals migrating to cities due to urban development and climate change. It introduces their adaptation, benefits and dangers in cities, guiding students to think about the harmonious coexistence between humans and nature. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and phrases related to survival and urban animals, and understand the expository structure of the passage. Cultural Awareness: Strengthen the awareness of environmental protection, establish the concept of harmonious coexistence between humans and nature, and cultivate the spirit of exploring and adapting to changes. Thinking Quality: Develop critical thinking by analyzing the reasons and impacts of urban animal migration, and learn to argue views with evidence. Learning Ability: Improve autonomous and cooperative learning skills through reading tasks and group discussions, and master effective reading strategies. 2. 教学重难点 Key Points: Understand the main idea and detailed information of the passage, grasp core vocabulary (e.g., greedy, adapt, habitat) and phrases (e.g., have no choice but to, fit in with), and master the usage of "wh-ever" and "no matter + wh-" clauses. Difficult Points: Analyze the logical relationship between paragraphs, understand the deep meaning of the passage about human-animal coexistence, and flexibly use the learned language to express views on urban animal survival. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Visual Aids and Guiding Questions. Show students pictures and short videos of wild animals (such as baboons, dolphins, deer) appearing in cities, including scenes of baboons rummaging through trash bins, dolphins swimming in urban waterways, and deer wandering in suburban streets. Then ask two guiding questions: ① "Have you ever seen wild animals in cities? What did you see?" ② "Why do you think these wild animals come to cities?" Invite 3-4 students to share their ideas freely, and the teacher listens carefully and gives simple comments, such as "Your observation is very careful" or "That’s a reasonable guess". Design Intention: The visual aids (pictures and videos) can quickly attract students’ attention and arouse their interest in the topic, as visual materials are more intuitive and vivid than pure language description. The guiding questions are closely related to students’ daily life, which can stimulate their thinking and help them connect their existing life experience with the new lesson content. This link lays a good emotional and cognitive foundation for the subsequent reading and learning, and naturally leads to the theme of "urban animal survival" in this section. Step 2: Pre-reading (Vocabulary and Background Preview) Activity 1: Core Vocabulary Learning. Display the core vocabulary of this passage on the screen, including nouns (habitat, consumption, trunk), adjectives (greedy, optimistic), verbs (adapt, hesitate, commit), and key phrases (have no choice but to do, fit in with, get rid of, bring...under control). For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences closely related to the passage theme. For example, for "greedy", the definition is "wanting more of something (such as food or money) than you need", and the example sentence is "The greedy baboon stole food from the open car window". For "fit in with", the example sentence is "Some wild animals can fit in with the urban environment quickly". Then, organize students to read the words and phrases aloud twice, and ask them to make simple sentences with 2-3 of them individually to check their initial mastery. Activity 2: Background Briefing. The teacher briefly introduces the background of the passage: With the acceleration of urban development and the impact of climate change, more and more wild animals are forced to leave their original habitats and move to cities. This passage takes some specific examples to introduce how these animals survive in cities, the challenges they face and the impact on humans. The teacher also mentions that "survival" is not only the survival of animals, but also a common topic related to humans and nature, which helps students understand the significance of the passage. Design Intention: Vocabulary is the foundation of understanding the passage. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading fluency and efficiency. The example sentences closely related to the passage theme can help students connect vocabulary with the text content in advance, laying a foundation for understanding the details of the passage. The background briefing helps students understand the social and environmental background of the passage, deepen their understanding of the theme, and cultivate their awareness of caring about the environment and animal survival. Step 3: While-reading (In-depth Reading and Task-driven Learning) This step is divided into three sub-steps: Skimming, Scanning and Intensive Reading, with different tasks designed for each sub-step to guide students to understand the passage from shallow to deep. Sub-step 1: Skimming (Get the Main Idea) Ask students to read the passage quickly (skimming) and complete two tasks: ① Find out the topic sentence of the passage. ② Summarize the main idea of the passage in one sentence. After students finish reading, invite several students to share their answers. The teacher corrects and supplements them, and finally confirms that the topic sentence is implied in the passage: "For those animals that don't adapt, the city can be a dangerous or even deadly place. Yet, for its newest and wildest inhabitants, city can offer many benefits." The main idea is: The passage introduces the phenomenon of wild animals migrating to cities, their adaptation, benefits, dangers and the suggestions on how humans should get along with them. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the core content of the passage and establish a general framework of the text. By finding the topic sentence and summarizing the main idea, students can improve their ability to extract key information and understand the overall structure of the expository text, which lays a foundation for in-depth reading. Sub-step 2: Scanning (Find Detailed Information) Ask students to read the passage again carefully (scanning) and complete a detailed information table. The table is designed as follows: Aspects Detailed Information The "crime" in Para.1 A baboon stole food from a car with an open window; the police were powerless to arrest it because it was a wild animal. Reasons for animal migration to cities Urban development and climate change push animals out of their original habitats. Benefits of cities for animals Cities offer appealing spaces as habitats and abundant food sources. Adaptation of urban animals Urban animals are more flexible and able to adjust their behaviors to fit in with the urban environment. Dangers for urban animals They may crash into high-rise buildings or windows, be trapped or killed by humans, and suffer from pollution. Suggestions for humans We should better understand and appreciate urban animals and learn to live in harmony with them. After students complete the table individually, organize them to check answers in groups of 4, discuss and correct the wrong answers. Then the teacher checks the answers with the whole class, focuses on explaining the key details that students may miss, such as the specific performance of animal adaptation and the specific dangers they face, and guides students to mark these key details in the text. Design Intention: Scanning is a strategy to find specific information quickly. The detailed information table can guide students to read the passage purposefully, improve their ability to find and sort out detailed information. Group discussion allows students to learn from each other, solve problems together, and improve their cooperative learning ability. At the same time, marking key details helps students deepen their memory of the text content and lay a foundation for intensive reading and language application. Sub-step 3: Intensive Reading (Analyze Logical Relationship and Deep Meaning) Activity 1: Analyze Paragraph Structure. Ask students to read each paragraph carefully and discuss in groups: ① What is the main idea of each paragraph? ② What is the logical relationship between paragraphs? After group discussion, invite each group to send a representative to share their views. The teacher summarizes and sorts out: Para.1 introduces the topic through a "crime" case; Paras.2-5 analyze the reasons, benefits, adaptation and dangers of urban animal migration; Para.6 puts forward suggestions and summarizes the theme. The logical relationship between paragraphs is "introduction - analysis - conclusion", which is a typical expository text structure. Activity 2: Analyze Key Sentences. Select several key sentences in the passage for in-depth analysis, helping students understand the deep meaning of the text. For example: ① "When you think of a fearsome hunter, images of lions and sharks may spring to mind. Recent research by environmental scientists, however, shows that in fact, humans are the most fearsome hunters who have the greatest impact on animal populations." Ask students: "What is the function of this sentence? What does it want to convey?" Guide students to realize that this sentence uses contrast to highlight the impact of human activities on animal populations, laying a foundation for the following discussion on animal migration. ② "However they adapt to the urban environment, it’s important that we get a better understanding of our wild neighbors and learn to appreciate their presence." Ask students: "What is the author’s attitude towards urban animals? What is the deep meaning of this sentence?" Guide students to understand that the author advocates that humans should respect and coexist harmoniously with urban animals, which is the core theme of the passage. Activity 3: Grammar Focus. Focus on the usage of "wh-ever" and "no matter + wh-" clauses in the passage. Find the relevant sentences in the text, such as "Whatever the reason, these animals have learned to survive in the city." and "No matter how difficult it is, they will try to adapt." Then explain the usage: both "wh-ever" and "no matter + wh-" can guide adverbial clauses of concession, meaning "no matter what/who/how...", and "wh-ever" can also guide nominal clauses, while "no matter + wh-" cannot. Give additional example sentences to help students understand, and ask students to find more such sentences in the passage and make 2-3 sentences by themselves. Design Intention: Intensive reading helps students deeply understand the text structure, logical relationship and deep meaning. Analyzing the paragraph structure can improve students’ ability to understand the structure of expository texts and learn to organize their own writing. Analyzing key sentences can help students grasp the author’s attitude and the core theme of the passage, and cultivate their ability to understand implied meaning. Focusing on grammar points can help students consolidate the grammar knowledge they have learned, connect grammar with text context, and improve their ability to use grammar flexibly. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities to help students consolidate the learned knowledge, apply it flexibly and expand their thinking. Activity 1: Retell the Passage Ask students to retell the passage with the help of the detailed information table and key words and phrases. First, let students prepare individually for a few minutes, then invite 2-3 students to retell the passage in front of the class. The teacher evaluates their retelling from the aspects of content completeness, language fluency and accuracy, and gives positive comments and suggestions for improvement. For example, if a student misses some key points, the teacher can remind them: "You have done a good job! If you can add the dangers of urban animals, it will be more complete." Design Intention: Retelling the passage is an effective way to consolidate the text content. It can help students review the main idea and detailed information of the passage, and improve their ability to organize language and express themselves orally. The evaluation and suggestions from the teacher can help students find their own shortcomings and improve their oral expression ability. Activity 2: Group Discussion Divide students into groups of 4-5, and set the discussion topic: "What can we do to help urban animals survive better? How can humans and urban animals live in harmony?" Ask each group to discuss freely, put forward specific suggestions, and record the key points of the discussion. After 10 minutes of discussion, each group sends a representative to present their group’s views to the whole class. The teacher listens carefully, comments on the rationality and feasibility of the suggestions, and guides students to think deeply. For example, some groups may put forward suggestions such as "setting up special feeding points for urban animals" or "reducing environmental pollution", and the teacher can affirm these suggestions and guide students to think about the potential problems of these suggestions and how to improve them. Design Intention: Group discussion can stimulate students’ thinking, improve their cooperative learning ability and problem-solving ability. The discussion topic is closely related to the theme of the passage and real life, which can help students apply the learned knowledge to practice, deepen their understanding of the theme of harmonious coexistence between humans and nature, and cultivate their sense of social responsibility. Activity 3: Language Application Ask students to write a short passage (80-100 words) titled "How to Live in Harmony with Urban Animals", using the core words, phrases and grammar points learned in this lesson. The teacher gives some tips: ① Start with the phenomenon of urban animals; ② Put forward specific suggestions; ③ Express your own views on human-animal coexistence. After students finish writing, collect some representative compositions, display them on the screen, and comment on them with the whole class, focusing on the use of language, the rationality of the content and the coherence of the structure. For excellent compositions, praise them in time; for compositions with problems, point out the shortcomings and give guidance for revision. Design Intention: Writing is an important way to test students’ language application ability. This activity can help students consolidate the core vocabulary, phrases and grammar points learned in this lesson, and improve their ability to organize language and write short passages. The teacher’s comments and guidance can help students find their own problems in writing and improve their writing level. At the same time, it can further deepen students’ understanding of the theme and realize the integration of listening, speaking, reading and writing. Step 5: Summary and Homework Activity 1: Class Summary. The teacher leads students to review the key content of this lesson: ① The main idea and structure of the passage; ② Core vocabulary, phrases and grammar points; ③ The theme of harmonious coexistence between humans and nature. The teacher emphasizes that we should pay attention to the survival of urban animals, establish the concept of protecting the environment and respecting life, and take practical actions to achieve harmonious coexistence between humans and nature. Activity 2: Homework Arrangement. Assign three levels of homework to meet the needs of different students: ① Basic Homework: Review the core vocabulary, phrases and grammar points of this lesson, and copy the key sentences in the passage twice. ② Intermediate Homework: Complete the short passage writing assigned in the post-reading activity, and revise it according to the teacher’s comments. ③ Advanced Homework: Surf the Internet to collect more information about urban animal survival, write a short report (120-150 words) about a specific urban animal’s survival status, and put forward your own suggestions. Design Intention: Class summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. The hierarchical homework takes into account the differences of students’ learning levels, so that every student can get exercise and improvement. Basic homework helps students consolidate the basic knowledge, intermediate homework helps students improve their writing ability, and advanced homework helps students expand their horizons, improve their autonomous learning ability and deepen their understanding of the theme. 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 $