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

Unit 6 Survival-Using language 内容导航 This section focuses on practical survival language skills, including key words like consumption and react, the usage of adverbial clauses guided by "wh-ever" and "no matter + wh-", and integrates listening, speaking, reading and writing to help students apply language in survival scenarios. 教学目标和重难点 1. 教学目标 Language Competence: Master survival-related vocabulary and sentence patterns, and use them flexibly in listening, speaking, reading and writing. Cultural Awareness: Understand survival wisdom in different cultures and establish the awareness of living in harmony with nature. Thinking Quality: Develop critical thinking by analyzing survival cases and solving practical problems. Learning Ability: Cultivate autonomous learning and cooperative inquiry skills through independent study and group activities. 2. 教学重难点 Key Points: Master the usage of core vocabulary such as consumption, react and phrases like get rid of; grasp the usage of adverbial clauses guided by "wh-ever" and "no matter + wh-". Difficult Points: Distinguish the subtle differences between "wh-ever" and "no matter + wh-" in specific contexts; flexibly apply learned language knowledge to describe survival experiences and put forward solutions to survival problems. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher asks students the following questions: "Have you ever imagined surviving in the wild? What difficulties do you think you will encounter?" "What skills or tools do you need to survive in an emergency?" Then, show students pictures of wild survival scenes (such as building shelters, finding water sources) and short video clips of survival cases, and invite students to discuss in pairs for 3 minutes, then share their opinions with the whole class. Activity 2: Vocabulary Preview. Display the core vocabulary of this section (consumption, consume, consumer, react, reaction, get rid of, cope with) on the screen, with English definitions, example sentences from the textbook and related pictures. Ask students to read the words aloud after the teacher, then match the words with their Chinese meanings in pairs, and check the answers together. For example, the teacher explains "consumption" with the example sentence "The President has announced emergency measures to limit fuel consumption." and guides students to understand its meaning of "the amount of energy, fuel, etc. used". Design Intention: The warm-up discussion combines students' life experience and visual materials to arouse their interest in the theme of survival, activate their existing knowledge reserve, and lay a emotional and cognitive foundation for the subsequent learning. The vocabulary preview focuses on the core words and phrases closely related to the theme, helping students eliminate language barriers in the following listening and reading activities, and laying a solid foundation for language application. Step 2: Listening Practice (Listening Comprehension) Activity 1: Pre-listening Prediction. The teacher introduces the listening material: "You will hear a conversation between two students, Tom and Lily, who are talking about the novel Robinson Crusoe and the survival skills mentioned in the novel." Then, ask students to predict the possible content of the conversation based on the title of the unit and the vocabulary they just previewed, such as "They may talk about how Robinson Crusoe got food and water on the desert island." "They may discuss the survival skills in the novel." Activity 2: First Listening. Play the listening material once, and ask students to finish the following tasks: ① Determine the main idea of the conversation (A. Discussing the plot of Robinson Crusoe; B. Talking about survival skills in the novel; C. Sharing personal survival experiences). ② Underline the key words and phrases mentioned in the conversation (such as optimistic, shelter, food, water, react to). Activity 3: Second Listening. Play the listening material again, and ask students to complete the detailed information filling task: ① What kind of person is Robinson Crusoe according to the conversation? (Clever and __________.) ② What did Robinson Crusoe use to build a shelter? (__________ and branches.) ③ How did he react to the difficulties on the desert island? (He kept __________ and tried his best to solve problems.) After students finish, check the answers in groups, and the teacher explains the difficult points in the listening material, such as the pronunciation of "optimistic" and the understanding of long sentences. Activity 4: Listening Retelling. Ask students to work in groups of 3, retell the main content of the conversation with the help of the key words and detailed information they got, and each group selects one representative to retell in front of the whole class. The teacher gives comments on their retelling, focusing on the accuracy of information and the fluency of expression. Design Intention: The pre-listening prediction helps students establish a connection between the known and unknown information, improve their listening efficiency. The two-time listening design, from grasping the main idea to filling in the detailed information, follows the law of listening comprehension, and gradually improves students' listening ability. The listening retelling activity not only tests students' mastery of listening content, but also exercises their oral expression ability, realizing the integration of listening and speaking. Step 3: Reading and Language Focus (Reading and Grammar Learning) 3.1 Reading Practice Activity 1: Fast Reading. Provide students with a reading passage about a survival story (adapted from the textbook), which mainly tells about a hiker who got lost in the wild and successfully survived by using simple survival skills. Ask students to read the passage quickly and answer the following questions: ① Where did the hiker get lost? (In the mountain.) ② What difficulties did he encounter? (He had no food and water, and the weather was fierce.) ③ How did he survive? (He found a cave for shelter, collected rainwater for drinking, and looked for wild fruits for food.) Activity 2: Careful Reading. Ask students to read the passage carefully again, and finish the following tasks: ① Underline the sentences that use "wh-ever" or "no matter + wh-" clauses. ② Analyze the function of these clauses in the passage (adverbial clauses of concession). ③ Find out the key sentences that describe the hiker's survival process and summarize the main steps of his survival. Activity 3: Group Discussion. Divide students into groups of 4, and ask them to discuss the following questions: ① What qualities did the hiker have that helped him survive? (Calm, brave, optimistic, and knowledgeable about survival skills.) ② What can we learn from this story? ③ If you were in the same situation, what would you do? After the discussion, each group shares their opinions, and the teacher makes a summary, guiding students to realize the importance of calmness and learning survival skills in the face of emergencies. 3.2 Language Focus: Adverbial Clauses Guided by "wh-ever" and "no matter + wh-" Activity 1: Rule Exploration. Ask students to take out the sentences they underlined in the reading passage, such as "No matter where he went, he could not find his way back." "Whatever difficulties he met, he never gave up." Then, guide students to explore the rules by asking questions: ① What is the meaning of these sentences? (No matter what/who/where..., regardless of...) ② What is the difference between "no matter + wh-" and "wh-ever" in these sentences? (They can be used interchangeably in adverbial clauses of concession.) ③ Can "wh-ever" be used in other types of clauses? (Yes, it can also be used in noun clauses, while "no matter + wh-" cannot.) Activity 2: Example Explanation. The teacher gives more examples to help students deepen their understanding: ① No matter how difficult it is, we must finish the task. (= However difficult it is, we must finish the task.) ② Whoever you are, you must obey the rules. (= No matter who you are, you must obey the rules.) ③ I will give you whatever you need. (Noun clause, cannot be replaced by "no matter what".) Then, explain the usage of common "wh-ever" words (whoever, whatever, whichever, whenever, wherever, however) and their corresponding "no matter + wh-" structures, emphasizing their usage in adverbial clauses of concession. Activity 3: Practice Exercises. Provide students with different types of exercises to consolidate the usage: ① Fill in the blanks with "wh-ever" or "no matter + wh-": a) ______ you go, I will follow you. b) ______ difficult the problem is, we should try our best to solve it. ② Rewrite the sentences using "wh-ever" or "no matter + wh-": a) I will help you in any case. → ______ happens, I will help you. b) You can choose any book you like. → You can choose ______ book you like. After students finish, check the answers together, and explain the common mistakes, such as confusing the usage of "wh-ever" in adverbial clauses and noun clauses. 3.3 Vocabulary and Phrase Expansion Activity 1: Vocabulary Expansion. Take the core vocabulary in the reading passage as the starting point, expand their related forms and usages. For example, for "react", explain its noun form "reaction", and the common collocations "react to", "react with", "react against" with example sentences: "People reacted differently to the new policy." "Iron reacts with oxygen to form rust." "The students reacted against the strict rules." For "consumption", introduce its verb form "consume" and noun form "consumer", and the collocation "be consumed with" (be obsessed with a feeling): "He was consumed with guilt after making the mistake." Activity 2: Phrase Practice. Focus on the key phrases in this section, such as "get rid of", "cope with", "wrestle with", "bring... under control". Ask students to make sentences with these phrases according to the survival theme. For example, "We must get rid of bad habits to keep healthy." "It is important to learn how to cope with emergencies in survival." Then, invite students to share their sentences, and the teacher corrects the mistakes in grammar and collocation. Design Intention: The reading practice takes the survival story as the carrier, which not only enriches students' knowledge of survival skills, but also provides a real context for the learning of grammar and vocabulary. The rule exploration activity encourages students to discover and summarize grammar rules independently, which is more conducive to their memory and application. The vocabulary and phrase expansion helps students expand their vocabulary reserve and master the collocations and usages of words, laying a foundation for their subsequent writing and speaking activities. Step 4: Speaking Practice (Oral Expression) Activity 1: Role-play Preparation. Divide students into groups of 4, and assign roles to each group member: Student A (a hiker who got lost in the wild), Student B (a rescuer), Student C (a survival expert), Student D (a reporter). Ask students to prepare a dialogue based on the following situation: Student A got lost in the wild for 2 days, and was finally rescued by Student B. Student C gives advice on wild survival skills, and Student D interviews Student A about his survival experience. Students can use the vocabulary, phrases and grammar they learned in this section to prepare the dialogue, and the teacher walks around to provide guidance and help. Activity 2: Role-play Performance. Each group performs their dialogue in front of the whole class, and the performance time is 3-5 minutes. The teacher asks other students to listen carefully and evaluate the performance from the following aspects: ① Whether the dialogue is in line with the situation; ② Whether the vocabulary, phrases and grammar are used correctly; ③ Whether the oral expression is fluent and natural. Activity 3: Discussion and Summary. After all groups finish their performance, the teacher makes a summary, affirms the advantages of each group, and points out the areas that need improvement, such as the accuracy of grammar usage and the fluency of expression. Then, ask students to discuss in groups: "What are the most important skills for wild survival? How can we improve our survival ability in daily life?" After the discussion, invite several students to share their views, and the teacher guides students to realize that learning survival skills and keeping calm in emergencies are crucial for survival. Design Intention: The role-play activity creates a real and vivid communication situation, which enables students to apply the learned language knowledge flexibly in oral communication, and improves their oral expression ability and cooperative communication ability. The evaluation and discussion links not only help students find their own shortcomings, but also deepen their understanding of the theme of survival, and cultivate their ability to think and solve problems. Step 5: Writing Practice (Writing Application) Activity 1: Writing Guide. The teacher introduces the writing task: "Write a short passage (about 150 words) about your own imaginary wild survival experience, including the difficulties you encountered, the methods you used to solve them, and the feelings you gained. You should use at least 3 core vocabulary words, 2 key phrases and 1 adverbial clause guided by 'wh-ever' or 'no matter + wh-'." Then, the teacher guides students to sort out the writing ideas: ① Beginning: Introduce the background of the survival experience (when, where, how you got into trouble). ② Body: Describe the difficulties you encountered and the specific methods you used to solve them (in chronological order). ③ Ending: Share your feelings and insights from the experience. Activity 2: Writing Practice. Students write the passage independently, and the teacher walks around to provide individual guidance. For students who have difficulties in writing, the teacher helps them sort out their ideas and reminds them of the usage of vocabulary, phrases and grammar. For example, if a student doesn't know how to use "no matter how" in a sentence, the teacher can give an example: "No matter how hungry I was, I didn't give up looking for food." Activity 3: Peer Evaluation. After students finish writing, ask them to exchange their passages with their deskmates and evaluate each other according to the evaluation criteria: ① Whether the content is complete and in line with the requirements; ② Whether the vocabulary, phrases and grammar are used correctly; ③ Whether the structure is clear and the logic is smooth; ④ Whether the spelling and punctuation are correct. Then, students revise their own passages according to the peer evaluation opinions. Activity 4: Sample Display and Comment. The teacher selects several representative passages (including excellent passages and passages with common mistakes) to display on the screen, and comments on them. For excellent passages, the teacher affirms their advantages, such as correct grammar usage, fluent expression and rich content, and invites the author to share his writing experience. For passages with mistakes, the teacher points out the mistakes and guides students to correct them together, helping students avoid similar mistakes in the future. Design Intention: The writing task combines the theme of survival with the language knowledge learned, which tests students' ability to apply language comprehensively. The writing guide helps students sort out their ideas and master the writing structure, reducing their writing difficulties. Peer evaluation and teacher comment not only help students find their own shortcomings, but also learn from each other's advantages, improving their writing ability and critical thinking ability. Step 6: Summary and Extension (Summary and Homework) Activity 1: Class Summary. The teacher leads students to summarize the key content of this class: ① Core vocabulary and phrases: consumption, react, get rid of, cope with, etc. ② Grammar focus: the usage of adverbial clauses guided by "wh-ever" and "no matter + wh-". ③ Language skills: listening, speaking, reading and writing related to the survival theme. Then, the teacher emphasizes the importance of learning survival skills and language application, and encourages students to pay attention to survival knowledge in daily life and practice their English language skills constantly. 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 learned in this class, and copy the example sentences of each key grammar point. ② Intermediate Homework: Revise the writing passage according to the teacher's and peer's comments, and write a short reply to a classmate's survival experience passage. ③ Advanced Homework: Collect information about wild survival skills, write a short English report (about 200 words) and share it in the next class. Activity 3: Extension Activity. The teacher recommends some English materials related to survival, such as English documentaries about wild survival, English novels like Robinson Crusoe, and English websites introducing survival skills, and encourages students to read and watch them after class to expand their knowledge and improve their English reading and listening ability. Design Intention: The class summary helps students sort out the knowledge system of this class, strengthen their memory and understanding of the key content. The hierarchical homework takes into account the differences of students' learning levels, ensuring that each student can gain something from the homework. The extension activity enriches students' after-class learning resources, expands their horizons, and promotes the sustainable development of their language ability and learning ability. 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 $