2021学年Unit 6 Survival优秀教案设计

单元主题

本单元的主题语境是“人与自然”，涉及的主题语境内容是生存。内容从南极工作生存之不易、野生动物在城市中的生存现状、Robinson Crusoe的荒岛生存故事、人类未来可能面临的各种生存危机，到人类探索火星作为生存备选地，引发学生对生存环境问题的思考，一方面强化学生保护环境、保护地球的意识，树立与自然和谐相处的观念，另一方面鼓励学生要学会适应环境的变化，冷静面对各种困难，锤炼不屈不挠的探索精神，树立正确的人生观和世界观。

单元目标

学生能够围绕本单元的主题语境内容，基于单元提供的说明文、告示牌、新闻报道、广告、知识小测试、生存探索计划等多模态语篇，综合运用各种语言技能，读懂与环境、人类生存相关的语篇内容；合理运用 “-ever”和 “no matter + 疑问词” 所引导的让步状语从句表达观点，听懂谈论《鲁滨逊漂流记》的对话并掌握询问观点等三类语用功能，恰当使用所学语言阐述与克服危机、赢得生存相关的话题，描述困境之下的生存故事，深化对单元主题意义的理解与挖掘，加强关爱自然、保护地球的意识；同时能够运用单元所学内容，表达自己对适者生存的看法并寻求依据予以论证，通过小组合作制作荒岛生存指南，感悟在逆境中不断努力、积极应对各种困难的精神，树立积极向上的人生态度；能够通过恰当运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。

Starting out板块教学设计

（建议时长10–15分钟，教师可根据教学实际酌情调整。）

课型

 Viewing + discussion

主题语境

人与自然——生存

内容分析

活动1呈现了六幅与单元主题相关的图片，内容分别是地震、疾病爆发、海难、丛林、太空和干旱，让学生体会在这些环境下生存会面临的困难。活动2呈现了一段在南极工作和生活的视频，让学生思考如何面对和解决这些困难。本板块旨在激活学生的背景知识和语言知识，激发学生对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。

教学目标

在本板块学习结束时，学生能够：

1. 针对六幅图的内容，用英语进行简要的说明；
2. 初步了解南极生活的状况，并就面临的困难和挑战发表自己的看法；
3. 学会在困难面前不低头，积极应对。

教学重点

培养学生的思维能力和想象能力，以及克服困难的决心和信心。

教学难点

如何引导学生用恰当的词汇表述自己的看法和思想的交流。

教学策略

视听教学法、交际教学法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

1. Teacher asks students to look at the six pictures and find out what has happened.
2. Teacher asks some students to answer Question 1.
3. Teacher asks students to answer Question 2.
4. Teacher asks some students to share their answers.

1. Students look at the six pictures and say what each picture shows.
2. Some students answer Question 1.
3. Students think about the difficulties in these situations and what people can do to survive.
4. Some students state their opinions.

1. To activate schemata that students have already possessed.
2. To cultivate students’ ability to find problems and solve them.

Activity 2

1. Teacher asks students to look at the background picture and guess the name of the place.
2. Teacher asks students to predicate what will be mentioned in the video.
3. Teacher plays the video and asks students to watch it.
4. Teacher plays the video again and asks students to think about Question 2.
5. Teacher asks some students to share their answers.
6. Teacher asks students to discuss  Question 3 in groups.
7. Teacher asks some students to share their answers.

1. Students try to guess the name of the place shown in the background picture.
2. Students make predictions about the topics in the video.
3. Students watch the video, taking notes and checking their predictions.
4. Students watch the video again and answer Question 2.
5. Some students give their answers and others add their different opinions.
6. Students discuss in groups and answer Question 3.
7. Some students give their answers and others add more opinions.

To develop students’ ability to obtain key information in the video and

help them to state their points of view based on the reality of life.