Unit 6 Period 3 Developing ideas & Presenting ideas（表格式教学设计）英语外研版选择性必修第二册

Unit 6 Survival Developing ideas教学设计 教学基本信息 单元名称 选择性必修第二册 Unit 6 Survival 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2017年 课时安排 2课时(80min) 课型 阅读课 教学设计理念 主题语境引领下的阅读教学，英语学习活动观 1. 本节课以“为地球准备Plan B”为主题，在“人与自然”主题语境统领下，将英语学习活动观与深度阅读教学相融合。本课语篇以“Plan B: Life on Mars?”为题，从20世纪核威胁的恐惧写起，转入当下环境危机，引出人类为生存寻找“备选家园”的设想，最后却落回“保护好我们唯一的家园”。通过火星知识竞猜、主旨连线、细节梳理、推断训练等活动，引导学生构建居安思危、立足当下的主题认知。 2. 基于英语学科核心素养，本课严格遵循“学习理解—应用实践—迁移创新”三阶活动链设计。读前，以火星知识竞猜激活背景；读中，通过主旨连线、表格填空、时间线排序、正误判断与推断训练，深度解读说明文的论证逻辑；读后，通过思辨讨论、结对访谈、概要填空与分层写作，实现语言内化与批判性输出。 3. 本节课全程凸显学生主体地位，设计多样任务，践行英语学习活动观。通过探讨“移居火星还是守护地球”这一核心问题，引导学生区分事实与推断、想象与现实，辩证看待科技探索与生态保护的关系，理解人类命运共同体的责任，实现语言学习与立德树人的深度融合。 教材分析 【What】本课语篇为科普说明文，标题为“Plan B: Life on Mars?”。全文5段，围绕“人类的Plan B”层层展开：Para 1提出问题；如今环境问题取而代之成为地球最大的风险，科学家一方面以可再生能源降低风险，另一方面为最坏情况做准备。Para 2给出方案——探索其他行星：火星。Para 3呈现进展——多国航天局计划未来25年内开展载人火星任务。Para 4剖析挑战与希望；但20世纪80年代的生物圈2号实验与近期类火星环境的植物种植实验，证明“并非不可能”。Para 5回归现实——火星定居仍需数十年，而地球正因人类活动而变暖，在移居别处之前，我们更应守护唯一的家园。 【Why】通过本节课文，学生能从不同层面获得提升。语言层面，围绕“太空探索与环境保护”搭建主题词块，训练说明文信息梳理、时间线重构与推断能力；文化层面，了解人类太空探索的历程与中国的参与，认识科技探索与生态保护的关系；育人层面，理解“Plan B”背后的忧患意识，引导学生居安思危、善待地球，落实立德树人根本任务。 【How】本文以“提出问题—分析论证—展望呼吁”为结构主线，以时间推进串联论证；运用对比、双重否定与警示性结尾表达态度；语言客观理性中带有忧患色彩。 学情分析 What I know 词汇方面：学生已掌握描述星球与环境的常用词，如 planet, earth, space, environment, science, energy；熟悉说明文的基本结构，能读懂科普类短文，对“太空探索”“环境保护”话题有初步感知。 语法方面：学生掌握一般现在时、现在完成时与被动语态，具备理解 while 对比句、there is no doubt that 等复杂句式的语法基础。 背景知识方面：学生对火星的兴趣多来自影视作品（如《火星救援》），知道“人类想登陆火星”，但对“为什么选火星”“去了能否回来”“Plan B到底指什么”缺乏系统认知；对生物圈2号实验、火星村等概念感到陌生。 What I want to know 1. 学生好奇火星到底能不能住人，为什么选火星而不选月球。 2. 学生想知道人类什么时候能真的登上火星，第一批定居者会面临什么。 3. 学生想弄明白课文为什么叫“Plan B”——地球到底出了什么问题。 What I learned 主题内容方面：通过阅读本文，学生了解人类为生存所做的两种努力——降低当下风险与寻找备选家园，理解“Plan B”背后的忧患意识，深化对单元主题“Survival”的理解。 语言知识方面：学生将积累Unit 6核心词块；能力方面，学会按“问题—方案—进展—挑战—呼吁”梳理说明文，掌握“依据文本信息推断未直接陈述内容”的阅读策略。 教学目标 语言能力 引导学生梳理课文“问题—方案—进展—挑战—呼吁”的结构，概括各段主旨；运用单元核心词块（wipe out, renewable energy, hostile, unmanned, orbit, radiation, settlement, biosphere, take care of等）与对比表达，描述火星探索现状并支撑个人观点。 学习能力 运用预测、略读、扫读等策略快速定位信息；掌握“依据文本信息推断未直接陈述内容”的阅读策略，学会用证据支撑推断结论；通过小组讨论与互评反馈调整认知，提升合作学习效率。 文化意识 了解人类太空探索历程与“Plan B”蕴含的忧患意识，认识科技探索与生态保护的关系；结合“人与自然和谐共生”理念，增强保护地球家园的责任感，树立绿色低碳的生活意识。 思维品质 通过推断训练、思辨讨论与结对访谈，区分事实与推断、想象与现实，辩证评价“移居火星”与“解决地球问题”的优劣，形成理性、负责任的科技观与环境观。 教学重难点 教学重点 引导学生运用主旨连线、表格填空与时间线排序梳理课文结构，把握“问题—方案—进展—挑战—呼吁”的说明主线，读懂作者“守护地球”的态度。 掌握Unit 6核心词块，如 wipe out, renewable energy, take over, hostile, fascinate, unmanned, orbit, radiation, settlement, biosphere, be drawn towards, take care of；理解并运用推断策略，能区分“文中直接陈述”与“可推断信息”。 教学难点 引导学生在没有直接陈述的情况下，依据文本证据与合理逻辑完成推断，并有理有据地表达。 辩证看待“移居火星”与“守护地球”的关系，在访谈与书面表达中运用单元词块清晰输出观点。 教学资源 课件PPT，黑板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Step 1 Pre-reading Activity 1 Lead-in 以火星知识竞猜导入。抛出问题：If Earth became too dangerous to live on, what would you do? 学生自由发言后，进入教材Quiz：Work in pairs. Complete the quiz and find out how much you know about Mars. Try to guess if you are not sure of the answers. 1. Mars is the ____ smallest planet in the solar system. A. second　B. third　C. fourth 2. The surface of Mars is covered in ____. A. rocks　B. water　C. grass 3. The average recorded temperature on Mars is ____. A. 40℃　B. 2℃　C. -63℃ 4. One day on Mars is about ____ long. A. 18 hours　B. 24 hours　C. 37 hours 答案：A　A　C　B ●通过竞猜激活学生关于火星的既有认知，制造认知冲突，激发阅读期待，自然过渡到课文。 5min Activity 2 Read for main idea and structure Task 1 Look at the title “Plan B: Life on Mars?” and the pictures. Predict: 1. What might “Plan B” mean here? 2. Why might we need a Plan B? Task 2 Match each paragraph with its heading. 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 答案： Para 1 → c　 Para 2 → d　 Para 3 → b　 Para 4 → e　 Para 5 → a Task 3 Divide the passage into three parts and summarize. Part 1 (Para 1): 提出问题——Why is Plan B needed Part 2 (Para 2-4): 分析论证——Plans，Progress and Challenges Part 3 (Para 5): 展望呼吁——Protect the only home Task 4 Which magazine would you most likely find the passage in? A. The Traveller　 B. All About Space　 C. Environmental Concerns　 D. Biology for Fun 答案：B ●通过预测、连线、划分等多种形式，帮助学生整体把握“提出问题—分析论证—展望呼吁”的说明文结构，避免单一选择题模式。 7min Step 2 While-reading Activity 3 Read for details Task 1 Read Para 2 and complete the reasons why Mars is our best choice. Why Mars? ① It is relatively close to Earth. ② Its environment is less hostile than that of other planets. ③ It has fascinated people since ancient times; today our interest is greater than ever before. ④ Governments and organisations are making efforts to educate the public, e.g. the Mars Desert Research Station in the US and the Mars Village in Qinghai, China. Task 2 Put the events in chronological order. 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. 答案： B → C → A → D → E Task 3 Read Para 4-5 and decide T or F. 1. It takes a few days to reach Mars. ( ) 2. Even if the first settlers reach Mars safely, they may not be able to return to Earth. ( ) 3. The Biosphere 2 experiment was a complete success. ( ) 4. Scientists have grown a variety of plants in an environment similar to that on Mars. ( ) 5. Mars is getting warmer because of human activity. ( ) 答案： 1. F 2. T　3. F　4. T　5. F ●采用表格、时间线、判断纠错等多种题型，训练细节定位与信息重组能力，引导学生在把握结构的基础上关注说明文的论证逻辑，避免题型单一。 18min Activity 4 Inference training Task 1 Choose the statements that can be inferred from the passage. 1. Humans have yet not visited Mars. 2. People want to go to Mars on holiday. 3. There are plants growing on Mars. 4. The greatest risk to life on Earth used to be nuclear missiles. 5. One day, humans will have to go and live on another planet. 6. Our Plan A includes developing renewable energy resources. 答案： 1、4、6 Task 2 Work in pairs. Find evidence to support your choices. 答案： 1 “space agencies ... are planning manned missions ... within the next 25 years” / “even if the first settlers do reach Mars safely” → 人类尚未真正登陆火星； ④ “In the 1960s and 1970s, the greatest fear was ... wiped out by nuclear missiles”； ⑥ “replacing coal and oil with forms of renewable energy”； ●渗透“从文本信息推断未直接陈述内容”的阅读策略，训练批判性阅读；用证据链让推断有据可依，为读后思辨输出做铺垫。 10min 应用实践 Step 2 Post-reading Activity 5 Think & Share 1. Would you like to be one of the first people to live on Mars? Why or why not? 2. Which is better, to live on Mars or to solve Earth's problems? Why? 3. Can you think of a “Plan C” to save people from the problems on Earth? Share it with the class. 4. What theme do the two reading passages in this unit have in common? On what aspects does each passage focus? ●通过思辨性问题训练批判性思维与口头表达，联系单元两篇课文，深化对“生存”主题的理解。 10min Activity 6 Interview Work in pairs. Conduct an interview about living on Mars. 1. Decide your roles. (a reporter / an astronaut) 2. Look at the sample questions and add more of your own. Then write down some answers. 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? 3. Act out the interview with your partner. Vote in class for the best interview. ●通过角色扮演访谈，让学生在真实交际情境中综合运用单元词块与句式，实现语言输出与迁移。 8min Activity 7 Language points 详解文章中的重点单词、短语和句型。 1. 重点词汇：wipe out 消灭，毁灭；renewable 可再生的；hostile 恶劣的；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。 2. 重点短语：take over (as) 取代；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。 3. 重点句型： ① while 表对比：“While the Moon can be reached within days, it would take months to reach Mars, travelling through dangerous solar radiation.”（分词作状语） ② there is no doubt that... 毫无疑问…… ③ 双重否定表肯定：“...as proved by the Biosphere 2 experiment, not impossible.” ④ 强调谓语动词：“even if the first settlers do reach Mars safely...” ●教考衔接——提炼语言点与典型句式，帮助学生扫清阅读障碍，为读后输出提供表达支架。 12min Activity 8 Assessment Fill in the blanks to consolidate the text. In the 1960s and 1970s, the greatest fear was that the human race could be ①____ (wipe) out by nuclear missiles. Today, environmental problems have ②____ (take) over as the greatest risk to life on Earth. Scientists are trying to lower the risk, for example, by ③____ (replace) coal and oil with forms of renewable energy. They are also preparing for the worst: the most likely choice is Mars, which is relatively close to Earth and has an environment ④____ (little) hostile than that of other planets. Since the 1960s, we have been ⑤____ (send) unmanned spacecraft to Mars. However, it would take months ⑥____ (reach) Mars, travelling through dangerous solar ⑦____ (radiate). As the Biosphere 2 experiment proved, staying alive there will be a daily challenge, but not ⑧____ (possible). More recently, scientists have succeeded in ⑨____ (grow) a variety of plants in an environment similar to that on Mars. For now, human settlement of Mars is still decades away. We need to take much better ⑩____ of our own planet — right now, it's the only one we have! 答案： 1.wiped　2.taken　3.replacing　4.less　5.sending　6.to reach　7.radiation　8.impossible　9.growing　10.care ●通过概要填空提炼语篇关键信息与语言点，实现词块的二次输入，检测整体理解。 5min 迁移创新 Activity 9 Homework 作业设计意图 5min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 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。 ·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 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。 ·参考范文： 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. ●通过写作练习，让学生在真实语境中运用单元词块表达观点，提高语言综合运用能力与思辨表达能力。 板书设计 OB2 Unit 6 Survival Developing ideas 教学反思 优点： 读中环节采用表格填空、时间线排序、正误判断与推断训练等多种题型，避免了一课到底的选择题模式；推断环节给出证据链支架，学生“推断有据”；结对访谈与分层写作情境鲜活，贴近学生兴趣与生活。 缺点： 火星知识竞猜易拖堂，推断任务对语言基础较弱的学生有一定压力；访谈展示时间有限，个别小组未能充分展示。 改进： 竞猜采用限时抢答控制节奏；为学困生提供词块卡降低推断门槛；访谈可布置为课后录制视频，课堂只展示优秀范例，为思辨讨论留足时间。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $