Unit 6 Survival-Developing 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-Developing ideas 内容导航 This section focuses on the theme of survival, taking "Plan B: Life on Mars?" as the core text. It introduces the reasons for human exploration of Mars, related efforts and difficulties, and finally emphasizes the importance of protecting Earth, guiding students to think about survival and environmental protection. 教学目标和重难点 1. 教学目标 Language Ability: Master survival-related vocabulary and sentence patterns, and improve reading and expression skills in thematic contexts. Thinking Quality: Cultivate logical thinking through analyzing the text structure and reasoning about the feasibility of Mars migration, and develop critical thinking about survival issues. Cultural Awareness: Understand global Mars exploration efforts, enhance national self-confidence and international vision. Learning Ability: Master reading strategies such as prediction and key information extraction, and develop autonomous and cooperative learning habits. 2. 教学重难点 Key Points: Master core vocabulary (e.g., advanced, hostile, expose, consist of) and sentence patterns (e.g., "do/does/did + verb原形" for emphasis); understand the text’s main idea, structure and author’s attitude; grasp the logical relationship between paragraphs. Difficult Points: Correctly use the learned vocabulary and sentence patterns in oral and written expression; accurately infer the author’s implied meaning; deeply understand the theme of "protecting Earth" behind Mars exploration and integrating it into practical expression. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Video and Question Interaction. Play a short video about Elon Musk’s Mars migration plan, which shows the scene of unmanned spacecraft orbiting Mars and the concept of Mars bases. After playing the video, ask students the following questions in English: 1. What did you see in the video? 2. Do you think humans can live on Mars in the future? 3. Why do humans want to explore Mars? Invite 3-4 students to share their answers freely, and give appropriate affirmation and guidance, such as "Your idea is very creative. It’s true that Mars has become a key target for human space exploration." Design Intention: The video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the theme of "Mars exploration and survival". By asking open questions, it guides students to think actively, activates their existing knowledge and experience about space and survival, and lays a good emotional and cognitive foundation for the subsequent text learning. At the same time, it creates an English-speaking atmosphere, allowing students to adapt to the English teaching environment quickly. Activity 2: Vocabulary Preview. Display the core vocabulary of this lesson (Mars, advanced, hostile, unmanned, spacecraft, orbit, consist of, in the meantime, expose, exposure) on the screen, with phonetic symbols and simple English explanations. Ask students to read after the teacher, pay attention to the pronunciation and stress of the words, and then invite individual students to read them aloud to check their mastery. Then, give simple example sentences for key words and phrases, such as "Mars is the fourth planet from the Sun." and "The team consists of five astronauts.", to help students understand the usage of vocabulary in context. Design Intention: Previewing core vocabulary before text reading can reduce students’ reading obstacles, help them focus on understanding the text content instead of struggling with new words. By combining phonetic symbols, English explanations and example sentences, it helps students master the basic pronunciation and usage of vocabulary, lays a solid language foundation for text reading, and conforms to the teaching principle of "laying a foundation first and then promoting understanding". Step 2: Pre-reading (Prediction and Preparation) Activity 1: Title and Picture Prediction. Show the text title "Plan B: Life on Mars?" and the pictures in the textbook (such as Mars landscape, Biosphere 2 experiment) to the students. Ask them to work in pairs to discuss and predict the following questions: 1. What does "Plan B" refer to in the title? 2. What content may the text involve? 3. What is the author’s attitude towards "Life on Mars"? After 3 minutes of group discussion, invite several groups to report their predictions, and record the key points on the blackboard, such as "Plan B may be a backup plan for human survival", "The text may introduce the conditions of Mars and human exploration efforts". Design Intention: Predicting the text content through the title and pictures can cultivate students’ ability of information prediction and logical reasoning. Group discussion enables students to exchange ideas, complement each other’s thinking, and improve their cooperative learning ability. At the same time, it makes students have a clear reading goal, and they will read with questions to improve reading efficiency. The process of recording key points also helps teachers understand students’ prior knowledge and adjust the subsequent teaching progress appropriately. Activity 2: Background Introduction. Briefly introduce the background of Mars exploration and the Biosphere 2 experiment in English: "Mars is the closest planet to Earth that may have the conditions for human survival. Humans have launched many unmanned spacecraft to explore Mars. Biosphere 2 is a closed ecological system experiment carried out by humans to simulate the living environment on other planets, which lasted for two years but did not succeed." Combine simple pictures to help students understand the background information, and ask: "What do you think are the difficulties of living on Mars?" to further stimulate students’ thinking. Design Intention: The background introduction helps students understand the macro context of the text, make up for the lack of relevant background knowledge, and better understand the reasons for human exploration of Mars and the significance of the Biosphere 2 experiment. It also paves the way for the subsequent analysis of the text content, enabling students to deeply understand the logical connection between the text content and the background. Step 3: While-reading (Text Exploration and Analysis) Activity 1: Fast Reading. Ask students to read the text quickly, ignore the new words they don’t know temporarily, and finish the following tasks: 1. Find out the main idea of the text. 2. Divide the text into several parts and summarize the main content of each part. After reading, invite students to share their answers, and the teacher will sort out and summarize: The text is divided into 4 parts. Part 1 (Para. 1-2) introduces the reasons for human to find "Plan B" (the risk of human survival on Earth). Part 2 (Para. 3-4) explains why Mars is chosen as "Plan B" and the exploration efforts of humans. Part 3 (Para. 5-6) introduces the Biosphere 2 experiment and its enlightenment. Part 4 (Para. 7) points out that the most important thing is to protect Earth. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and text structure quickly. Ignoring unfamiliar words temporarily can help students avoid being distracted by new words and focus on the overall understanding of the text. Dividing the text and summarizing the main content of each part helps students sort out the logical context of the text, establish a clear text framework, and lay a foundation for in-depth reading. Activity 2: Detailed Reading (Paragraph 1-2). Ask students to read Paragraph 1-2 carefully and answer the following questions: 1. What are the two main risks that threaten human survival on Earth? 2. What does "Plan B" mean in the text? 3. How does the author describe the risks? After students finish answering, the teacher will explain the key points: 1. The two risks are nuclear missiles and environmental problems. 2. "Plan B" refers to a backup plan for humans to live on another planet if Earth is no longer suitable for survival. 3. The author uses "could be wiped out" and "the greatest risk" to emphasize the seriousness of the risks. At the same time, explain the key sentence pattern: "do/does/did + verb原形" for emphasis, take the sentence "Although the two-year experiment was not a success, it did provide us with a better understanding..." in the text as an example, analyze its structure and usage, and ask students to make simple sentences by themselves, such as "I did finish my homework on time yesterday." Design Intention: Detailed reading of the first two paragraphs helps students grasp the reasons for the emergence of "Plan B", understand the key vocabulary and sentence patterns in the paragraphs, and lay a foundation for understanding the subsequent content. The explanation of the key sentence pattern enables students to master the usage of the sentence pattern in context, and the sentence-making practice helps them consolidate the knowledge they have learned, realizing the combination of understanding and application. The design of questions guides students to read carefully and extract key information, improving their reading comprehension ability. Activity 3: Detailed Reading (Paragraph 3-4). Let students read Paragraph 3-4 carefully, and complete the following table in groups: "Reasons for choosing Mars as Plan B", "Human exploration efforts on Mars". After 5 minutes of group discussion, invite each group to send a representative to fill in the table on the blackboard, and the teacher will correct and supplement: Reasons for choosing Mars: relatively close to Earth, less hostile environment than other planets. Exploration efforts: launching unmanned spacecraft to orbit Mars, sending probes to collect data, etc. Then, explain the key vocabulary and phrases: hostile (adj. harsh), unmanned (adj. unmanned), spacecraft (n. spacecraft), orbit (v. orbit), consist of (be composed of), and ask students to use these phrases to describe the content of the paragraphs. Design Intention: Using a table to sort out the key information can help students clarify the logical relationship between the content, make the information more intuitive and clear, and improve their ability to extract and sort out information. Group discussion encourages students to cooperate and communicate, exchange their opinions, and improve their cooperative learning ability and oral expression ability. The application of key vocabulary and phrases enables students to consolidate the vocabulary they have learned and realize the combination of vocabulary learning and text understanding. Activity 4: Detailed Reading (Paragraph 5-6). Ask students to read Paragraph 5-6 carefully, and think about the following questions: 1. What is the purpose of the Biosphere 2 experiment? 2. What is the result of the experiment? 3. What enlightenment does the experiment bring to us? After students answer the questions, the teacher will summarize: The purpose of the experiment is to simulate the living environment on other planets and test whether humans can survive in a closed ecological system. The experiment was not a success, but it made us better understand how humans might live on other planets. Then, explain the key vocabulary: expose (v. expose to danger), exposure (n. exposure), and analyze the logical relationship of the paragraph: the experiment process → the experiment result → the experiment enlightenment, guiding students to understand the logical connection of the text. Design Intention: The detailed reading of these two paragraphs helps students understand the significance of the Biosphere 2 experiment and its connection with Mars exploration. The design of questions guides students to think in depth, not only to extract surface information, but also to understand the deep meaning of the experiment. The analysis of the logical relationship of the paragraph helps students improve their logical thinking ability and understand how the author organizes the text content. Activity 5: Detailed Reading (Paragraph 7). Let students read Paragraph 7 carefully, and answer the question: What is the author’s final point of view? Guide students to find the key sentence: "We need to take much better care of our only home — Earth." Then, ask students to discuss in groups: Why does the author emphasize protecting Earth while talking about Mars exploration? After the discussion, invite students to share their views, and the teacher will summarize: Mars exploration is a backup plan, but Earth is our only home. The author hopes to arouse people’s awareness of environmental protection through Mars exploration, and let people realize the importance of protecting Earth. Design Intention: The last paragraph is the core of the text’s theme. Through reading and discussion, students can deeply understand the author’s writing purpose and the theme of the text, realize the connection between Mars exploration and environmental protection, and cultivate their environmental awareness. Group discussion enables students to express their views freely, improve their critical thinking ability and oral expression ability, and realize the integration of language learning and value guidance. Activity 6: Text Structure Review. Ask students to review the whole text, and invite a student to sort out the text structure again on the blackboard, and explain the logical relationship between each part. The teacher will supplement and improve, and emphasize the writing characteristics of the text: starting from the problem (human survival risk), putting forward the solution (Mars as Plan B), introducing the practice (Mars exploration and Biosphere 2 experiment), and finally pointing out the core point (protecting Earth), which is a logical and rigorous writing structure. Design Intention: Reviewing the text structure helps students form a complete understanding of the text, grasp the logical context of the text, and improve their ability to sort out and summarize the text. Understanding the writing characteristics of the text can provide reference for students’ subsequent writing, help them learn to organize text content logically, and lay a foundation for the subsequent writing link. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary Consolidation. Organize a vocabulary competition activity. Divide the students into 4 groups. The teacher reads the English explanation of the core vocabulary, and the groups compete to answer the corresponding words; or the teacher says the Chinese meaning, and the groups compete to say the English words and make sentences. For the winning group, give appropriate verbal praise, such as "Your group is amazing! You have mastered all the core vocabulary." For the groups that make mistakes, give guidance and help them correct. Design Intention: The vocabulary competition activity makes the vocabulary consolidation more interesting, stimulates students’ learning enthusiasm, and helps students consolidate the core vocabulary they have learned in a relaxed and pleasant atmosphere. The form of group competition can also enhance students’ sense of teamwork and participation, and improve their ability to use vocabulary flexibly. Activity 2: Sentence Pattern Practice. Display the key sentence patterns in the text (such as "do/does/did + verb原形" for emphasis, "consist of", "in the meantime") on the screen, and ask students to make sentences according to the given scenarios. For example, for "consist of", the scenario is "Our class", and students need to make sentences like "Our class consists of 45 students."; for "do/does/did + verb原形", the scenario is "finish homework", and students can make sentences like "I did finish my homework carefully." After students finish making sentences, invite them to share their sentences, and the teacher will comment and correct them, emphasizing the correct usage of sentence patterns. Design Intention: Sentence pattern practice is an important link to realize the application of language knowledge. By combining scenarios to make sentences, it helps students master the usage of sentence patterns in specific contexts, avoid mechanical memorization, and improve their ability to use language flexibly. The teacher’s comment and correction helps students find their own mistakes and consolidate the correct usage of sentence patterns. Activity 3: Group Discussion. Put forward the discussion topic: "If you were an astronaut, what preparations would you make for living on Mars? And do you think we should focus on Mars exploration or Earth protection?" Divide students into groups of 6, and ask them to discuss the topic in English. Each group should designate a recorder to record the key points of the discussion and a speaker to report the group’s views. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns, and helps students solve the problems encountered in the discussion. Design Intention: The group discussion topic is closely related to the text content, which can stimulate students’ thinking and imagination, and enable them to apply the learned language knowledge to practical communication. The process of discussion helps students improve their oral expression ability, cooperative learning ability and critical thinking ability. The teacher’s guidance and help ensures the smooth progress of the discussion, and also helps students standardize their English expression. Activity 4: Reading Comprehension Exercise. Distribute a short passage related to Mars exploration (with similar difficulty to the text), and ask students to read it and finish the corresponding reading comprehension questions (including main idea questions, detail questions and inference questions). After students finish, the teacher will explain the answers, analyze the key points and difficulties in the passage, and guide students to use the reading strategies learned in this lesson (such as extracting key information, inferring the author’s intention) to solve the questions. Design Intention: The reading comprehension exercise helps students consolidate the reading strategies and language knowledge learned in this lesson, improve their reading comprehension ability, and test their learning effect. The explanation of the answers helps students find their own deficiencies, further deepen their understanding of the theme and language knowledge, and achieve the purpose of consolidation and improvement. Step 5: Writing (Application and Innovation) Activity 1: Writing Guidance. First, review the text structure and writing characteristics, and guide students to summarize the writing framework of the theme of "survival and exploration": put forward the background/problem → introduce the solution/practice → express the view/conclusion. Then, introduce the writing task: Write a short passage (about 150 words) titled "My View on Mars Exploration", which should include: 1. The significance of Mars exploration; 2. The difficulties of Mars exploration; 3. Your view on Mars exploration and Earth protection. Then, provide some key vocabulary and sentence patterns for students to refer to, such as significance (n. significance), difficulty (n. difficulty), focus on (focus on), in my opinion (in my opinion), not only...but also... (not only...but also...). Design Intention: The writing guidance helps students clarify the writing framework and requirements, and provides them with necessary language support, reducing their writing pressure. Combining the text structure to guide writing helps students learn from the text’s writing methods, realize the connection between reading and writing, and improve their writing ability. The provision of key vocabulary and sentence patterns helps students use the learned language knowledge flexibly, ensuring the standardization and fluency of writing. Activity 2: Independent Writing. Ask students to write independently according to the writing task and guidance. During the writing process, the teacher walks around the classroom, answers students’ questions, and provides guidance for students who have difficulties in writing, such as helping them sort out their ideas, correct grammatical mistakes, and optimize sentence expression. Remind students to pay attention to the logic of the passage, the correct use of vocabulary and sentence patterns, and the standardization of spelling and punctuation. Design Intention: Independent writing is an important way to test students’ language application ability. It enables students to integrate the language knowledge and thinking ability learned in this lesson into writing, and improve their ability to organize and express language. The teacher’s on-site guidance ensures that each student can get timely help, solves their writing difficulties, and improves the quality of their writing. Activity 3: Peer Evaluation and Revision. Ask students to exchange their compositions with their deskmates, and evaluate each other according to the following standards: 1. Is the theme clear? 2. Is the logic rigorous? 3. Are the vocabulary and sentence patterns used correctly? 4. Are there any spelling or grammatical mistakes? After the evaluation, students revise their own compositions according to their deskmates’ suggestions. Then, invite 2-3 students to share their revised compositions, and the teacher will comment on them, affirm their advantages, and put forward suggestions for improvement. Design Intention: Peer evaluation helps students learn from each other, find their own mistakes and deficiencies, and improve their ability to evaluate and revise compositions. The process of revision enables students to further consolidate the language knowledge they have learned, and improve their writing ability. The teacher’s comment and guidance helps students clarify the direction of improvement, and further improve the quality of their compositions. Step 6: Summary and Extension Activity 1: Lesson Summary. Invite students to summarize what they have learned in this lesson, including core vocabulary, key sentence patterns, text content and theme. The teacher will supplement and sort out, and emphasize the key points and difficulties of this lesson: master the core vocabulary and sentence patterns related to survival and Mars exploration, understand the text structure and author’s attitude, and realize the importance of protecting Earth. At the same time, guide students to sort out the learning methods and strategies learned in this lesson, such as prediction, fast reading, detailed reading, etc., and encourage students to apply these strategies to subsequent English learning. Design Intention: The lesson summary helps students sort out the knowledge they have learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Guiding students to summarize learning strategies helps them improve their autonomous learning ability, which is conducive to their long-term English learning. Activity 2: Knowledge Extension. Introduce some recent progress in Mars exploration in English, such as China’s Tianwen-1 probe and the latest discoveries on Mars, and show relevant pictures and short videos. Ask students: "What new discoveries do you know about Mars? How do you think Mars exploration will develop in the future?" Invite students to share their views freely. Then, assign after-class tasks: 1. Review the core vocabulary and sentence patterns of this lesson, and make a vocabulary card; 2. Read an English article about Mars exploration and write a short reading report (about 100 words); 3. Discuss with family members about the importance of protecting Earth, and write down their views in English. Design Intention: Knowledge extension enriches students’ knowledge reserve, keeps them abreast of the latest developments in the theme field, and further stimulates their interest in English learning and space exploration. The after-class tasks are closely related to the content of this lesson, which helps students consolidate the knowledge they have learned, extend their learning beyond the classroom, and realize the combination of classroom learning and after-class practice. At the same time, it also integrates language learning with environmental protection education, realizing the all-round development of students’ core literacy. 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 $