2021学年Unit 6 Survival优质教学设计

Developing ideas板块教学设计

（建议时长80–90分钟，教师可根据教学实际酌情调整。）

课型

Reading + Writing

主题语境

人与自然——生存

内容分析

本板块呈现了从另一角度反映单元主题的课文，语篇类型为杂志文章，介绍了人类生存所面临的问题以及人类在火星探索方面所做的努力，最后点明现在要做的是爱护我们唯一的家园——地球。读写部分的范文是一篇关于宇航员在火星上生存的故事。通过这一板块的学习，学生能够加深对生存这个话题的理解，并进一步掌握结合想象写故事的方法。

教学目标

在本板块学习结束时，学生能够：

1. 理解课文内容，了解人类所面临的危机以及正在寻求的对策，明白保护地球的重要性；
2. 完成相应的活动，找出课文可能的出处，并学会通过推断理解课文传递的信息，增强对课文的理解；
3. 通过学习范文，掌握故事的主要结构，仿造并进行类似话题的写作。

教学重点

1. 理解文章内容，了解有关火星探索的活动；
2. 掌握有关描述火星探索的词汇和表达；
3. 培养科学精神和探索的意识。

教学难点

1. 对火星情况的了解
2. 有关生存经历的写作

教学策略

P-W-P模式（自主，探究，合作）

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

1. Teacher introduces Mars briefly using pictures or video.
2. Teacher asks students to choose the correct answer for each sentence. 
3. Teacher checks answers.

1. Students listen to the introduction.
2. Students work in groups and choose the correct answer for each blank.
3. Some groups give their answers. 

1. To help students to solve problems through group cooperation.
2. To activate students’ background knowledge and learning interest.
3. To prepare students for the study of the passage.

Activity 2

1. Teacher asks students to talk about The Day After Tomorrow and The Martian.
2. Teacher asks students to read the question and then read the passage individually.
3. Teacher collects the answers.
4. Teacher asks students to summarize the main idea of each paragraph.
5. Teacher asks some groups to present the main idea.
6. Teacher guides students to analyse the structure of the passage.

1. Students work in groups and say what they know about the two films.
2. Students read the passage and answer the question.
3. Some students give their answers and others make a supplementary.
4. Students work in groups and summarize the main idea of each paragraph.
5. Some groups give the main idea and others may add their different opinions.
6. Students draw a mind map to show the structure of the passage.

To let students summarise the main idea of the passage and grasp the structure of the passage.

Activity 3

1. Teacher asks students to read the names of the magazines and choose one where the passage is from.
2. Teacher collects the answer.
3. Teacher asks students to say something about the four magazines.

1. Students read the four choices and choose one where the passage is from, and also give their reasons.
2. Some students give their answers and reasons.
3. Students compare the four magazines and say something about their features.

To test students’ ability to accurately judge the source of articles according to the content of the passage.

Activity 4

1. Teacher asks students to read the seven statements.
2. Teacher asks students to work in pairs and choose the statements which can be inferred from the passage.
3. Teacher asks students to check their answers. 
4. Teacher lets  students learn the content of Learning to learn.

1. Students read the seven statements.
2. Students work in pairs and find the statements which can be inferred from the passage and also the evidence.
3. Some students give their answers and their reasons.
4. Students read the tip: Learning to learn.

1. To check students’ deep understanding of the text.
2. To train students’ ability to process information and think  logically.

Think & Share

1. Teacher asks students    to discuss the questions and give their answers.
2. Teacher checks the  answers.

1. Students think about  the questions and give their opinions.
2. Students share their opinions.

To make students pay attention to the relationship between the two passages, and encourage them to deepen the thinking on the meaning of the theme while deeply understanding the content of the passages, and cultivate their high-level thinking ability.

Activity 5

1. Teacher asks students to work in pairs and make preparations for the interview.
2. Teacher asks students to think of more questions and fill them in the chart.
3. Teacher asks students to do the interview in pairs.
4. Teacher invites some pairs to act out their interviews and makes comments.
5. Teacher asks for the best interview.

1. Students work in pairs and determine their roles.

2. Students read the sample questions and add more questions of their own. Then write down the answers.
3. Students practise the interview in pairs.
4. Some pairs perform their interviews and then reflect on their strengths and weaknesses.
5. Students choose the best interview.

To cultivate students’ innovative spirit and self-reflection ability while cultivating students’ ability to use the language.  

Activity 6

1. Teacher asks students to look at the picture in the book and guess what will be talked about.
2. Teacher asks students to read the writing sample and check their predictions.
3. Teacher asks students to answer the four questions.
4. Teacher asks some students to share their answers.
5. Teacher asks students to analyse the structure and characteristics of the writing model. 

1. Students observe the picture and make predictions about the content of the story.
2. Students read the story and check their predictions. Then list the difficulties mentioned in the story.
3. Students read the story again and answer the questions.
4. Some students give their answers and others check their answers.
5. Students show the structure of the story using a mind map, and tell the characteristics of it.

To help students get familiar with the structure and key information of the story so that they can pave the way for the writing task.

Activities 7-8

1. Teacher asks students to have a group discussion.
2. Teacher asks students to do individual work.
3. Teacher asks students to do the writing.
4. Teacher asks students to check their writing in pairs.
5. Teacher asks some students to show their writing to the whole class.

1. Students work in groups discussing which places are difficult for people to survive.
2. Students work independently choosing a place where it is challenging to survive. And fill the answers in the corresponding boxes.
3. Students write the story independently according to the form and the frame of the writing model. 
4. Students exchange their writing in pairs. Then modify and polish each other’s writing.
5. Students present their writing results in class and other students give their evaluations.

To encourage students to make full use of the language, skills and strategies for writing and make mutual evaluations learnt in this unit.