Unit 6 Survival Presenting 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-Presenting ideas 内容导航 This part centers on the survival of green lizards in a new environment, guiding students to explore the enlightenment of their adaptive ability. It requires students to express views, support them with examples, and apply the unit’s language knowledge to present ideas comprehensively. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and phrases about survival and adaptation, and use appropriate expressions to present views and support arguments. Cultural Awareness: Understand the relationship between organisms and the environment, and establish the concept of harmonious coexistence with nature. Thinking Quality: Develop critical thinking by analyzing the survival strategies of green lizards and inferring enlightenment for human survival. Learning Ability: Improve the ability of independent inquiry and cooperative communication through group discussions and idea presentations. 2. 教学重难点 Key Points: Master the usage of key vocabulary (such as adapt, survive, compete, threat) and sentence patterns; learn to present personal views clearly and support them with reasonable examples. Difficult Points: How to apply the unit’s language knowledge flexibly in oral presentation; how to analyze the survival enlightenment of green lizards and connect it with human survival in real life. 教学过程 Step 1: Lead-in (导入) The teacher starts the class by showing students a short video about green lizards. The video briefly introduces the living environment of green lizards, their appearance characteristics, and the changes in their living environment (such as the invasion of alien species). After playing the video, the teacher asks two questions: “What do you think of the living situation of green lizards in the video?” and “What can we learn from their way of survival?” Then, the teacher invites 2-3 students to share their views freely. After the sharing, the teacher summarizes and leads to the theme of this lesson: “Today, we will learn about the survival of green lizards and discuss how to present our ideas about survival based on what we have learned.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the theme of “survival of green lizards”. The two guiding questions can stimulate students’ thinking, let them have a preliminary understanding of the theme, and lay a foundation for the subsequent learning. At the same time, the free sharing link can exercise students’ oral expression ability and create a positive classroom atmosphere. Step 2: Pre-reading (读前) First, the teacher presents the key vocabulary and phrases of this part on the blackboard or PPT, including adapt (v.), adaptation (n.), survive (v.), survival (n.), compete (v.), competition (n.), threat (n.), hostile (adj.), invasive species, fit in with, wipe out, consist of. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to the theme of survival. For example, for “adapt”, the example sentence is “Green lizards can adapt quickly to the new environment to survive.”; for “wipe out”, the example sentence is “Some native species are wiped out by invasive species.”. Then, the teacher asks students to read the example sentences aloud twice to familiarize themselves with the usage of the words and phrases. Next, the teacher asks students to predict the content of the passage “Learn from the green lizards” based on the title and the key vocabulary. The teacher guides students to think: “What do you think the passage will talk about? What kind of enlightenment can we get from green lizards?” Students can discuss in pairs for a while, and then the teacher invites several groups to share their predictions. Design Intention: The key vocabulary and phrases are the basis for students to understand the passage and present their ideas. Explaining them in advance can help students eliminate language barriers in reading and subsequent expression. The example sentences closely related to the theme can help students connect vocabulary with the theme, laying a foundation for the application of language knowledge. Predicting the passage content can stimulate students’ reading motivation, cultivate their ability of logical reasoning, and make them more targeted in reading. Step 3: While-reading (读中) This step is divided into two parts: fast reading and careful reading. First, fast reading. The teacher asks students to read the passage quickly and answer two questions: 1. What is the main idea of the passage? 2. What is the key factor for green lizards to survive in the new environment? After students finish reading, the teacher checks the answers. The main idea of the passage is that green lizards can adapt quickly to the new environment when facing the threat of invasive species, and humans can learn from their adaptive ability to deal with survival challenges. The key factor for green lizards’ survival is their strong ability to adapt to environmental changes. Then, careful reading. The teacher asks students to read the passage carefully and complete the following tasks: Task 1: Underline the sentences that describe the living environment of green lizards before and after the invasion of alien species. After students finish, the teacher invites students to read the underlined sentences aloud and summarizes the changes of green lizards’ living environment: before the invasion, green lizards lived in a stable environment with no natural enemies; after the invasion of alien species, their living space was occupied, and they faced the threat of being wiped out. Task 2: Answer the following detailed questions: 1. How did green lizards adapt to the new environment? 2. What enlightenment does the survival of green lizards bring to humans? 3. What does the author want to tell us through this passage? For each question, the teacher asks students to find the corresponding information in the passage and express it in their own words. After students answer, the teacher makes comments and supplements, ensuring that students understand the details of the passage and the author’s intention. During the reading process, the teacher walks around the classroom, observes students’ reading situation, and provides timely help to students who have difficulties in reading (such as not understanding certain sentences or words). Design Intention: Fast reading helps students grasp the main idea of the passage quickly, cultivating their ability of skimming. Careful reading focuses on the details of the passage, helping students deeply understand the content of the passage, the changes of green lizards’ living environment and their adaptive strategies. The detailed questions can guide students to read carefully and think deeply, improving their ability of extracting and processing information. At the same time, providing timely help to students can ensure that every student can keep up with the teaching progress and gain a sense of accomplishment in learning. Step 4: Post-reading (读后) This step mainly includes group discussion and language consolidation, aiming to help students deepen their understanding of the passage and lay a foundation for the subsequent idea presentation. First, group discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “Combined with the passage and your own life experience, what can humans learn from the survival of green lizards? How can we apply these enlightenment to our daily life and deal with the challenges we may face?” The teacher asks each group to elect a recorder and a speaker. The recorder is responsible for recording the key points of the group’s discussion, and the speaker is responsible for presenting the group’s views to the whole class. During the discussion, the teacher walks around each group, guides students to think deeply, reminds students to use the key vocabulary and phrases learned in this lesson, and helps students sort out their ideas. For example, if a group has no clear ideas, the teacher can guide them: “You can think about the adaptive ability of green lizards. How can we improve our own adaptive ability when facing difficulties in study and life?” After the discussion, each group’s speaker presents the group’s views in turn. After each presentation, the teacher makes comments, affirms the advantages of the group (such as clear logic, accurate use of vocabulary, reasonable examples), and puts forward suggestions for improvement (such as supplementing more specific examples, improving the fluency of expression). At the same time, the teacher encourages other students to ask questions to the presenting group, promoting mutual communication and learning. Then, language consolidation. The teacher presents several sentences on the PPT, and asks students to fill in the blanks with the key vocabulary and phrases learned in this lesson. The sentences are as follows: 1. Green lizards can ______ quickly to the new environment. 2. The ______ of invasive species has brought a great ______ to native species. 3. We should learn from green lizards and improve our ability to ______ with difficulties. 4. Some native species are ______ by invasive species because they cannot adapt to the changes. After students finish filling in the blanks, the teacher checks the answers and explains the wrong answers in detail, helping students consolidate the usage of key vocabulary and phrases. Design Intention: Group discussion can cultivate students’ cooperative communication ability and critical thinking ability. Through discussion, students can deepen their understanding of the enlightenment brought by green lizards’ survival, and connect the knowledge in the passage with real life, realizing the application of knowledge. The language consolidation task can help students consolidate the key vocabulary and phrases, laying a solid foundation for the subsequent oral presentation. The teacher’s comments and guidance can help students find their own advantages and disadvantages, and improve their language expression ability. Step 5: Presentation Guidance (表达指导) Before students start their own presentations, the teacher gives guidance on how to present ideas effectively. The teacher mainly focuses on three aspects: First, the structure of presentation. The teacher tells students that a good presentation should have a clear structure: opening (introduce the topic and your main view), body (support your view with examples, reasons or data), and closing (summarize your view and put forward suggestions or prospects). The teacher gives an example: “If your view is that humans should learn the adaptive ability of green lizards, you can start by introducing the survival of green lizards, then explain why we need to learn their adaptive ability with specific examples, and finally put forward how we can improve our adaptive ability in daily life.” Second, the use of language. The teacher reminds students to use the key vocabulary and phrases learned in this lesson and the unit, such as adapt, survive, compete, threat, fit in with, wipe out, etc. At the same time, the teacher introduces some useful expressions for presenting views, such as “In my opinion...”, “From my point of view...”, “I think... because...”, “For example...”, “In conclusion...”, etc. The teacher gives example sentences for each expression, and asks students to read them aloud to familiarize themselves with them. Third, the skills of presentation. The teacher tells students to speak clearly and fluently, maintain eye contact with the audience, and use appropriate body language (such as gestures) to enhance the effect of presentation. At the same time, the teacher reminds students to control the speed of speaking, not too fast or too slow, and emphasize the key points. After the guidance, the teacher invites one or two students to try to make a short presentation according to the guidance, and then makes comments and corrections, helping students master the skills of presenting ideas. Design Intention: Many students may not know how to present their ideas effectively. The teacher’s guidance can help students master the structure, language and skills of presentation, reducing their anxiety in presentation and improving their confidence. The example sentences and practice link can make the guidance more specific and practical, helping students apply the guidance content to practice quickly. Step 6: Individual Presentation (个人表达) The teacher asks students to prepare their own presentations based on the following topics (students can choose one or design their own topic): 1. What enlightenment can humans get from the survival of green lizards? 2. How can we improve our ability to adapt to changes in life? 3. What should we do to protect native species and maintain ecological balance? Students have a certain time to prepare. During the preparation, the teacher walks around the classroom, provides help to students who have difficulties (such as not knowing how to organize their ideas, not knowing how to use appropriate language), and checks the preparation of some students, putting forward suggestions for improvement. For example, if a student’s view is not clear, the teacher can guide them to sort out their ideas and clarify their main view; if a student’s language is not accurate, the teacher can help them correct it. After the preparation, students take turns to make presentations in front of the whole class. Each student’s presentation time is about 2-3 minutes. During the presentation, other students listen carefully and take notes. After each student’s presentation, the teacher organizes other students to make comments first (such as “What do you think of his/her presentation? What are the advantages and disadvantages?”), and then the teacher makes a summary comment. The teacher’s comment focuses on three aspects: whether the view is clear, whether the language is accurate and fluent, and whether the examples are reasonable. The teacher affirms the advantages of each student, encourages them, and puts forward targeted suggestions for improvement. For example, if a student’s presentation is fluent but lacks examples, the teacher can suggest: “Your presentation is very fluent, but if you can add a specific example to support your view, it will be more convincing.” For students who are shy or have poor oral expression ability, the teacher gives more encouragement and guidance, and allows them to present in a relaxed atmosphere, helping them build confidence in oral expression. Design Intention: Individual presentation is the key link of this lesson, which can effectively exercise students’ oral expression ability and the ability to present ideas. Allowing students to choose topics or design their own topics can stimulate their enthusiasm and initiative in participation, and make their presentations more personalized. The student comments and teacher comments can help students learn from each other, find their own shortcomings, and continuously improve their presentation ability. Encouraging shy students can help them overcome their psychological barriers and improve their learning confidence. Step 7: Summary and Extension (总结与拓展) First, the teacher summarizes the content of this lesson. The teacher reviews the key points of the lesson: the survival of green lizards, the key vocabulary and phrases, the structure and skills of presenting ideas. The teacher emphasizes that through this lesson, we not only need to master the relevant language knowledge, but also learn from the adaptive ability of green lizards, establish the concept of harmonious coexistence with nature, and improve our ability to deal with challenges in life. Then, the teacher carries out the extension activity. The teacher presents a real case: “In recent years, with the development of human society, many species are facing the threat of extinction due to habitat destruction and the invasion of alien species. What should we do to protect these species and maintain ecological balance?” The teacher asks students to discuss this question freely, and invites several students to share their views. After the sharing, the teacher summarizes: “Protecting species and maintaining ecological balance is the responsibility of every human being. We should respect nature, live in harmony with nature, and take practical actions to protect our common home.” Finally, the teacher assigns after-class tasks: 1. Review the key vocabulary and phrases of this lesson, and write 5 sentences using these words and phrases. 2. Improve your presentation according to the comments in class, and record your presentation video (about 3 minutes) and send it to the teacher. 3. Surf the Internet to find more cases about species survival, and write a short passage (about 100 words) to introduce the case and your feelings. Design Intention: The summary can help students sort out the knowledge of this lesson, consolidate the learning content, and deepen their understanding of the theme. The extension activity can connect the content of the lesson with real social issues, expand students’ horizons, cultivate their sense of social responsibility, and further implement the goal of cultural awareness. The after-class tasks can help students consolidate the knowledge learned in class, practice their writing and oral expression ability, and promote the extension of learning from class to after class. Step 8: Feedback and Evaluation (反馈与评价) The teacher conducts a comprehensive evaluation of students’ performance in this lesson, including their participation in class activities (such as group discussion, free sharing), their mastery of key vocabulary and phrases, their performance in individual presentation, and their ability to think and solve problems. The evaluation adopts a combination of teacher evaluation, student self-evaluation and student mutual evaluation. First, student self-evaluation. The teacher asks students to reflect on their own performance in this lesson: “What did you do well in this lesson? What are your shortcomings? What do you need to improve in the future?” Students can write down their self-evaluation in their exercise books. Then, student mutual evaluation. The teacher asks students to evaluate the performance of their deskmates in this lesson, focusing on their participation in group discussion and their performance in presentation. Students can exchange their mutual evaluation results and put forward suggestions for each other. Finally, teacher evaluation. The teacher summarizes the overall performance of the students in this lesson, affirms the progress made by the students, and puts forward suggestions for improvement. For students who perform well, the teacher gives public praise and encouragement; for students who have difficulties, the teacher gives targeted guidance and help, and encourages them to make progress in the next lesson. At the same time, the teacher collects students’ feedback on this lesson, such as “What do you think is difficult in this lesson? What suggestions do you have for the teacher’s teaching?” The teacher takes students’ feedback seriously and adjusts the teaching plan appropriately in the next lesson. Design Intention: The combination of multiple evaluation methods can make the evaluation more comprehensive and objective, helping students understand their own advantages and disadvantages, and improving their learning initiative and enthusiasm. Student self-evaluation and mutual evaluation can cultivate students’ ability of self-reflection and mutual learning. Collecting students’ feedback can help teachers understand the effect of teaching, adjust the teaching plan in time, and improve the quality of teaching. 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 $