Unit 6 Period 3 Developing ideas & Presenting ideas（课件）英语外研版选择性必修第二册

高中英语外研版选择性必修第二册 Unit 6 Survival Developing ideas & Presenting ideas 1.7.2013 Welcome to Unit 6 Survival. Today we will explore the Developing ideas section, focusing on the passage "Plan B: Life on Mars?" and understanding why humans are considering Mars as a potential second home. ‹#› Objectives Learning objectives ● To understand the structure "problem-solution-progress-challenge-appeal" and master key vocabulary about Mars exploration. ● To develop inferring skills: draw conclusions based on textual evidence, not just stated facts. ● To appreciate the "Plan B" awareness and understand the relationship between space exploration and environmental protection. ● To distinguish facts from inferences, and think critically about "moving to Mars" vs. "saving Earth". 1.7.2013 By the end of this lesson, students will be able to understand the passage structure, master Mars-related vocabulary, develop inferring skills with textual evidence, and think critically about space exploration vs. Earth protection. ‹#› Contents 1. Lead in 2. Pre-reading 3. While-reading 4. Post-reading 5. Language points 6. Assessment 7. Homework 1.7.2013 Today's lesson follows seven steps: Lead in, Pre-reading, While-reading, Post-reading, Language points, Assessment, and Homework. ‹#› 01. Lead in 1.7.2013 Let's begin with a lead-in activity. We will do a Mars quiz to find out how much you know about the Red Planet. ‹#› Lead in How much do you know about Mars? Work in pairs. Try to guess! 1. Mars is the ______ smallest planet in the solar system. A. second　　　B. third　　　C. fourth A 2. The surface of Mars is covered in ______. A. rocks　　　B. water　　　C. grass A 3. The average recorded temperature on Mars is ______. A. 40℃　　　B. 2℃　　　C. -63℃ C 4. One day on Mars is about ______ long. A. 18 hours　　　B. 24 hours　　　C. 37 hours B The Red Planet 1.7.2013 Ask students to discuss in pairs and guess the answers. Then reveal one answer at a time: 1-A, 2-A, 3-C, 4-B. Mars is the second smallest planet (after Mercury), its surface is covered in rocks, average temperature is about -63°C, and a Martian day is about 24 hours 37 minutes. ‹#› 02. Pre-reading 1.7.2013 Before reading, let's predict what the passage is about and match each paragraph with its main idea. ‹#› Pre-reading 1. Predict: What might "Plan B" mean? Plan B = a backup plan for Earth. If environmental problems make Earth too dangerous, humans may have to move to another planet — most likely Mars. 2. Match each paragraph with its heading. Paragraphs Para. 1　　→ Para. 2　　→　 Para. 3　　→　 Para. 4　　→　 Para. 5　　→ Headings a. Back to Earth: take better care of our home b. What we have done so far c. Why do we need a Plan B d. Why Mars is our best choice e. The challenges — and the hope c d b e a 1.7.2013 First ask students to predict what "Plan B" means. Then have them match each paragraph with its heading. Reveal answers one by one: Para 1-c, Para 2-d, Para 3-b, Para 4-e, Para 5-a. This shows the structure: problem → solution → progress → challenges → appeal. ‹#› Pre-reading 3. Divide the passage into three parts. Part 1 (Para 1) Raising the problem: Why is Plan B needed? Part 2 (Para 2-4) Analysis & argument: Plans, Progress and Challenges Part 3 (Para 5) Appeal: Protect the only home 4. Which magazine would you find this passage in? A. The Traveller C. Environmental Concerns D. Biology for Fun Why? The passage focuses on Mars exploration, space missions, and the future of humans on another planet — it is most suitable for All About Space. B. All About Space B. All About Space 1.7.2013 Help students divide the passage into three parts: raising problem (Para 1), analysis (Para 2-4), and appeal (Para 5). Then ask which magazine this passage is from — answer is B, All About Space, because it mainly discusses Mars and space exploration. ‹#› 03. While-reading 1.7.2013 Now let's read the passage carefully. We will look at details: why Mars is our best choice, the timeline of Mars exploration, true/false statements, and inference training. ‹#› While-reading Read Para 2: Why is Mars our best choice? ① Close to Earth It is relatively close to Earth. ② Less hostile Its environment is less hostile than other planets. ③ Fascinating people It has fascinated people since ancient times; interest is greater than ever. ④ Public education Governments educate the public: e.g. Mars Desert Research Station (US) and Mars Village (Qinghai, China). Films like The Martian also show worldwide interest in the Red Planet. 1.7.2013 Ask students to read Para 2 and find out why Mars is the most likely choice. Reveal the four reasons one by one: closeness, less hostile environment, human fascination, and public education efforts including the Mars Village in Qinghai, China. ‹#› While-reading Put the events in chronological order. B Greatest fear: nuclear missiles (1960s-70s) C Unmanned spacecraft & robots sent to Mars (since 1960s) A Biosphere 2 built in Arizona desert (1980s) D Manned missions planned within next 25 years E Settlement still decades away A. The Biosphere 2 experiment was built in the Arizona desert. B. The greatest fear was that the human race could be wiped out by nuclear missiles. C. Unmanned spacecraft and robots were sent to explore Mars. D. Manned missions to Mars are planned within the next 25 years. E. Human settlement of Mars is still decades away. 1.7.2013 Have students put the events in order. Reveal the timeline one event at a time: B (1960s-70s nuclear fear), C (unmanned probes since 1960s), A (Biosphere 2 in 1980s), D (future manned missions in 25 years), E (settlement still decades away). ‹#› While-reading Read Para 4-5 and decide T (True) or F (False). F 1. It takes a few days to reach Mars. → It takes months. T 2. Even if the first settlers reach Mars safely, they may not be able to return to Earth. F 3. The Biosphere 2 experiment was a complete success. → The two-year experiment was not a success. T 4. Scientists have grown a variety of plants in an environment similar to that on Mars. F 5. Mars is getting warmer because of human activity. → It is the Earth that is getting warmer, not Mars. 1.7.2013 Have students read Para 4-5 and decide true or false. Reveal each answer one by one: 1-F (months not days), 2-T (may never return), 3-F (Biosphere 2 was not a success), 4-T (plants grown in Mars-like environment), 5-F (Earth is getting warmer, not Mars). ‹#› While-reading Inference: Choose the statements that can be inferred. 2. People want to go to Mars on holiday. 3. There are plants growing on Mars. 5. One day, humans will have to live on another planet. Now let's find the evidence for each inference. Look at the next slides — we will highlight the key sentences in the textbook. 1. Humans have yet not visited Mars. 4. The greatest risk to Earth used to be nuclear missiles. 6. Our Plan A includes developing renewable energy. 1 Humans have yet not visited Mars. 4 The greatest risk to Earth used to be nuclear missiles. 6 Our Plan A includes developing renewable energy. 1.7.2013 This is inference training. Ask students which statements can be inferred (not directly stated). The correct answers are 1, 4, and 6. Then reveal the evidence on the following slides, one by one, with red highlights on the textbook pages. ‹#› While-reading Inference 1 Humans have yet not visited Mars. Evidence from the text: "space agencies ... are planning manned missions to Mars that could take place within the next 25 years." "even if the first settlers do reach Mars safely..." The text says missions are planning and refers to "first settlers" — meaning humans have not yet been there. 1.7.2013 This slide shows the evidence for Inference 1. Point to the red highlights on the textbook image. The text says manned missions are being PLANNED for the next 25 years, and refers to "first settlers" — this means humans have not yet visited Mars. Reveal the red lines one at a time for dramatic effect. ‹#› While-reading Inference 4 The greatest risk to Earth used to be nuclear missiles. Evidence from Para 1: "In the 1960s and 1970s, the greatest fear was that the human race ... could be wiped out by nuclear missiles." "Today, however, environmental problems have taken over as the greatest risk..." The contrast "In the 1960s... nuclear missiles" vs. "Today... environmental problems have taken over" tells us the greatest risk used to be nuclear missiles. 1.7.2013 Evidence for Inference 4: The text contrasts the 1960s-70s (nuclear missiles fear) with today (environmental problems have "taken over"). This means nuclear missiles USED TO BE the greatest risk. Reveal the two red highlights one by one. ‹#› While-reading Inference 6 Our Plan A includes developing renewable energy resources. Evidence from Para 1: "Scientists are thinking of ways to lower this risk, such as replacing coal and oil with forms of renewable energy." The text says scientists are trying to lower the risk by using renewable energy — this is Plan A. "Plan B" (Mars) is the backup if Plan A fails. 1.7.2013 Evidence for Inference 6: Scientists are trying to LOWER the risk by replacing coal/oil with renewable energy — this is Plan A. Mars exploration is Plan B (the backup). Reveal the red highlight on the textbook page. ‹#› While-reading Learning to learn: How to make inferences Sometimes, we need to form opinions and draw conclusions that are not directly stated within the given information. Example from our text: "While the Moon can be reached within days, it would take months to reach Mars, travelling through dangerous solar radiation." → We can infer that the Moon is less exposed to dangerous radiation than Mars. 1. Find evidence Locate the exact sentence in the text that supports your idea. 2. Use logic Ask: "What does this sentence logically imply?" Compare and contrast. 3. Check headings & pictures Headings and pictures can also help you make educated guesses about a text. 1.7.2013 This slide teaches the inference reading strategy. Explain that an inference is not directly stated but can be concluded from evidence. Use the Moon vs Mars travel time example. Encourage students to always find proof before making an inference. ‹#› 04. Post-reading 1.7.2013 Now let's move to post-reading activities. We will think and share our ideas about Mars, and conduct an interview as an astronaut and a reporter. ‹#› Post-reading Think & Share Q1 Would you like to be one of the first people to live on Mars? Why or why not? Q2 Which is better: to live on Mars or to solve Earth's problems? Why? Q3 Can you think of a "Plan C" to save people from the problems on Earth? Share it with the class. Q4 What theme do the two reading passages in this unit have in common? On what aspects does each focus? 1.7.2013 Discuss these questions in pairs or groups. Encourage students to express their own opinions. Q4 connects back to the unit theme "Survival" — both passages are about how humans survive, but from different angles (nature protection vs. space exploration). ‹#› Post-reading Work in pairs: Conduct an interview about living on Mars. Roles: a reporter / an astronaut living on Mars Sample Questions • What can you see from the window of the spacecraft? • Can you go outside? • How do you get food on Mars? • What do you miss about Earth? Steps 1. Decide your roles. 2. Add your own questions to the list. 3. Write down some answers. 4. Act out the interview. 5. Vote in class for the best interview! 1.7.2013 Students work in pairs, one as a reporter and one as an astronaut living on Mars. They use the sample questions, add their own, write answers, and act out the interview. Vote for the best performance in class. ‹#› 05. Language points 1.7.2013 Now let's review the key vocabulary, phrases and sentence patterns from the passage, including wipe out, renewable energy, hostile, unmanned, orbit, radiation, settlement, biosphere, and key structures like while contrast and double negatives. ‹#› Language points Key Words & Phrases Words wipe out 消灭，毁灭 renewable 可再生的 hostile 恶劣的，不友好的 fascinate 深深吸引 unmanned 无人驾驶的 orbit 环绕……运行 radiation 辐射 settlement 定居 biosphere 生物圈 Phrases take over (as) 取代；接管 prepare for the worst 做最坏的打算 be drawn towards 被……吸引 a variety of 各种各样的 be decades away 还需数十年 take (much better) care of 更好地照顾 there is no doubt that... 毫无疑问…… 1.7.2013 Review key vocabulary and phrases. Ask students to make their own sentences with these words and expressions, especially wipe out, renewable energy, hostile, radiation, settlement, biosphere, take over, and take care of. ‹#› 06. Assessment 1.7.2013 Now let's do a grammar fill-in-the-blank exercise to test what we have learned. We will reveal the answers one by one. ‹#› Assessment Grammar Fill-in: Review the passage (10 blanks) In the 1960s and 1970s, the greatest fear was that the human race could be ① out by nuclear missiles. Today, environmental problems have ② over as the greatest risk. Scientists are thinking of ways to lower this risk, such as ③ coal and oil with forms of renewable energy. Mars has an environment ④ hostile than that of other planets. Since the 1960s, we have been ⑤ unmanned spacecraft to Mars. While the Moon can be reached within days, it would take months ⑥ Mars, travelling through dangerous solar ⑦ . Staying alive will be a daily challenge, but not ⑧ . Scientists have succeeded in ⑨ plants. We need to take much better ⑩ of our own planet. 1.7.2013 Grammar fill-in exercise. Ask students to fill in the blanks first, then reveal answers ONE BY ONE: 1 wiped (passive), 2 taken (present perfect), 3 replacing (by doing), 4 less (comparative), 5 sending (present perfect continuous), 6 to reach (it takes time to do), 7 radiation (noun), 8 impossible (double negative), 9 growing (succeed in doing), 10 care (take care of). ‹#› Assessment Grammar Fill-in: Review the passage (10 blanks) In the 1960s and 1970s, the greatest fear was that the human race could be ① wiped out by nuclear missiles. Today, environmental problems have ② taken over as the greatest risk. Scientists are thinking of ways to lower this risk, such as ③ replacing coal and oil with forms of renewable energy. Mars has an environment ④ less hostile than that of other planets. Since the 1960s, we have been ⑤ sending unmanned spacecraft to Mars. While the Moon can be reached within days, it would take months ⑥ to reach Mars, travelling through dangerous solar ⑦ radiation. Staying alive will be a daily challenge, but not ⑧ impossible. Scientists have succeeded in ⑨ growing plants. We need to take much better ⑩ care of our own planet. 1.7.2013 Grammar fill-in exercise. Ask students to fill in the blanks first, then reveal answers ONE BY ONE: 1 wiped (passive), 2 taken (present perfect), 3 replacing (by doing), 4 less (comparative), 5 sending (present perfect continuous), 6 to reach (it takes time to do), 7 radiation (noun), 8 impossible (double negative), 9 growing (succeed in doing), 10 care (take care of). ‹#› 07. Homework 1.7.2013 For homework, you will do two writing tasks: an email introducing the Mars Village in Qinghai, and an essay discussing whether we should move to Mars or save Earth. ‹#› Homework Writing Task 1: An Email (about 80 words) 1. 假定你是李华，你的英国朋友Chris对中国青海的“火星村”（Mars Village）很感兴趣。请你给他写一封邮件介绍，内容包括： （1）课文中的“Plan B”是什么； （2）人类在探索火星方面做了什么； （3）你的看法。 注意：（1）词数80左右；（2）可适当增加细节，以使行文连贯。 1.7.2013 Writing task 1: an email to Chris about the Mars Village in Qinghai. Students should use the information from Para 2 of the textbook. Remind them of email format and the 80-word limit. A sample essay follows on the next slide. ‹#› Homework Writing Task 1: 参考范文 Dear Chris, I'm glad to hear you're interested in the Mars Village in Qinghai. It is one of the efforts to educate the public on the Red Planet. In our textbook, “Plan B” means a backup plan for Earth: if environmental problems make our planet too dangerous to live on, humans may have to move to Mars. Mars is relatively close and less hostile than other planets. Since the 1960s, we have sent unmanned spacecraft and robots to explore it, and manned missions are planned within the next 25 years. However, settlement is still decades away. In my view, exploring Mars is exciting, but we should take much better care of our own planet first. Right now, it's the only one we have! Yours, Li Hua 1.7.2013 Writing task 1: an email to Chris about the Mars Village in Qinghai. Students should use the information from Para 2 of the textbook. Remind them of email format and the 80-word limit. A sample essay follows on the next slide. ‹#› Homework Writing Task 2: An Essay (about 100 words) 2. 你校英文报正在开展以“Move to Mars or Save Earth?”为主题的征文活动。请你结合课文内容，写一篇短文投稿，内容包括： （1）课文对“移居火星”的看法； （2）你对“Plan B”的理解； （3）你将如何守护地球。 注意：（1）词数100左右； （2）至少使用3个本单元核心词汇（如hostile, radiation, settlement, biosphere, take care of等）； （3）行文连贯，可适当增加细节。 1.7.2013 Writing task 2: a 100-word opinion essay on whether to move to Mars or save Earth. Students must use at least 3 words/phrases from the unit. Encourage them to use the sentence patterns learned (while contrast, There is no doubt that, etc.). ‹#› Homework Sample: Move to Mars or Save Earth? Move to Mars or Save Earth? The passage “Plan B: Life on Mars?” tells us that Mars may be less hostile than other planets, but a trip there means months of dangerous radiation, and the first settlers may never return. The Biosphere 2 experiment also reminds us how hard it is to build a second home. For me, “Plan B” is more a warning than an escape. Before any settlement on Mars, we must take much better care of our own biosphere. Earth is the only home we have — saving it is the real Plan A. 1.7.2013 Sample essay. It uses There is no doubt that, taken over, hostile, renewable energy, and settlement — more than 3 required words. Point out how the essay follows the structure: opinion, two reasons, conclusion. ‹#› Thank you! 1.7.2013 That's all for today's lesson. Remind students to finish the two writing tasks for homework. Thank you for your attention! ‹#› $