高中外研版 (2019)Unit 6 Survival优秀教学设计

Understanding ideas板块教学设计

（建议时长35–40分钟，教师可根据教学实际酌情调整。）

课型

Reading

主题语境

人与自然——生存

内容分析

本板块呈现了一篇反映单元主题的课文，语篇类型为说明文，主要介绍了野生动物进入城市这一现象的原因和它们在城市中的生存状况以及遇到的问题等，说明了人类城市化进程给野生动物带来的影响。读前的导入活动请学生看图并说说这些动物一般会出现在哪，如果在城市见到这些动物是否感到吃惊以及它们会遇到哪些问题，旨在帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对课文标题的理解。读后活动通过段首句分析、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。

教学目标

在本板块学习结束时，学生能够：

1. 通过标题和图片预测标题含义，熟悉话题，并通过快速阅读获取文章大意；
2. 理解各段的大意以及文章的核心信息；
3. 掌握课文中出现的新的词汇和表达；
4. 认真思考如何协调社会发展与野生动物保护之间的关系，从而使生态达到平衡。

教学重点

1. 引导学生读懂语篇，理解作者的观点、了解题目的内涵；
2. 引导学生掌握有关动物进入城市现象的相关词汇和表达。

教学难点

1. 学生对课文中细节信息的获取和处理；
2. 学生对段落大意的归纳。

教学策略

P-W-P模式

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

1. Teacher asks students to look at the animals and name them in Chinese.
2. Teacher asks students where these animals normally live.
3. Teacher asks students to work in groups discussing if they are surprised to find these animals in the city and why.
4. Teacher asks students to share their answers.
5. Teacher asks students to work in groups and list the difficulties the animals may meet living in the city.
6. Teacher collects answers from some groups.

1. Students look at the animals and name them in Chinese.

2. Students say where these animals normally live.

3. Students work in groups and give their reasons why they are surprised or not when they find these animals in the city.

4. Some students give their answers and others add their opinions.

5. Students work in groups and discuss what difficulties the animals may have living in the city.

6. Some groups present their results of discussion. Other groups give their evaluations and add their ideas.

1. To arouse students’ curiosity about the topic.
2. To connect the passage with the students’ life.
3. To train students’ ability to imagine.

Activity 2

1. Teacher asks students to give the complete title of the text based on the picture and the title.
2. Teacher asks students to read the passage quickly and check their understanding.
3. Teacher asks students to share their answers and give their reasons.

1. Students try to guess the implied meaning of title and complete it.
2. Students read the passage quickly and complete the title.
3. Students show the complete title and give their reasons.

1. To train students ability to make predictions.
2. To enrich students’ imagination. 

Activity 3

1. Teacher asks students to read the passage quickly and get the main idea of each paragraph.
2. Teacher asks students to finish the task in Activity 3.
3. Teacher invites students to share their answers.

1. Students read the passage quickly and find the topic in each paragraph.
2. Students choose the correct topic sentence for paragraphs 2-5 and write them on the lines.
3. Some students share their answers and also give their reasons. Others can add their different opinions.

1. To have students sort out the structure of the passage.

2. To help students to clarify the logical relationship of the context.

3. To help students to find the topic sentence of each paragraph.

Activity 4

1. Teacher asks students to read the text carefully and pay attention to the key information and the logic of the text.
2. Teacher asks students to work in groups checking their answers.
3. Teacher asks some groups to share their answers.
4. Teacher invites some students to retell the text according to the diagram.
5. Teacher asks   students to have a discussion.
6. Teacher invites some students to share their opinions.

1. Students read the text carefully and finish the task in Activity 4.
2. Students work in groups checking their answers.
3. All the students check their answers.
4. Volunteers retell the text according to the information in the diagram.
5. Students work in groups to discuss what measures can be taken to keep the balance between the development of the city and the defense of wild animals.
6. Volunteers share their opinions.

1. To check students’ understanding of the structure of the text.

2. To check students’ ability to extract detailed information.

Think & Share

1.   Teacher asks students to think about the questions individually.
2.   Teacher asks students to work in groups and discuss each question.
3.   Teacher asks some groups to share their answers.

1.   Students read the questions carefully and think about the answers. 
2.   Students work in groups sharing their

opinions.

3.   Students check their answers, make a supplementary or have a free discussion.

1. To encourage students to deeply understand the meaning of the text.

2. To cultivate students’ high-level thinking ability.