Unit 6 A Greener Earth Exploring and Using 教学设计-2024-2025学年高中英语重大版（2019）必修第二册

Unit 6 A Greener Earth Exploring and Using 教学设计 Part I 文本分析 一 基于课标 主题语境 人与自然---保护地球 语篇类型 （自备一篇听力原文材料）说明文 语言知识 辨别和理解省略句的定义、功能 语言技能 在交际中应用省略句 学习策略 认知策略、交际策略和情感策略 二 基于语料 What 一篇关于介绍环保小知识的小短文（教师自备） Why 从美国中学生角度分享环保知识 How 围绕地球日这一主题，展开关于如何环保的5个小知识，呼吁学生重视保护环境并积极参与到环境保护中。 Part II 学情分析 授课对象是普通高中高二 Part III 教学目标 1. 通过听说活动，引导学生对比发现省略句的主要语法特征和定义，培养他们的语言能力; 2. 通过完整句和省略句的转化练习，引导学生深入内化省略句的主要功能和重点使用原则，培养他们的 思辨能力； 3. 以小组合作的形式，运用省略句完成口头表达任务，培养他们的语言技能； 4. 通过以“A Greener Earth”为主题画海报并用省略句写标语的作业，培养学生的迁移创新能力； 5. 利用自我评估，互评方式选出优秀的海报 6.通过合作和讨论的方式，引导学生进行自主学习，合作学习和探究学习，优化他们的学习方式； 7.通过课前分享学习目标和课后学习反思，引导学生养成目标意识，同时及时反思学习方式和效果， 发展他们的学习策略，提升他们的学习能力。 Part IV 教学重难点 ￭ 教学重点 1. 引导学生通过例子体会省略在实际运用中的功能。 2. 通过归纳法，引导学生在体验和本身语言知识的能力下总结使用原则。 3. 通过一系列的融语言、思维，文化为一体的学习活动发展学生英语学科核心素养。 ￭ 教学难点 1. 学生能够理解和欣赏省略句的优点并在实践中模仿使用。 2. 40分钟的有限课堂时间，要充分达成学生对本堂课所学知识的迁移与创新。 Part V 教学流程 ▌学习理解类活动 Stage I： Find out the definiton of ellipsis 课堂活动1：Watch a vedio about how to go green 活动设计：学生通过关于环保的听力，选出听到的句子并填在空格处。听力材料如下： Hey Everybody! Sidney here. Earth Day is April 22nd, the day on which we celebrate the beautiful planet we live on. Now, I bet you are asking, “ Sidney, what can I do to show planet Earth that I love it and want to take care of it.” Well, that’s why I’m here. Today, I am going to show you some simple tips to go green, protect the planet and even save some money in the long run. _________________ You can reuse them every time and it cuts down on the amount of plastic going to the landfills or the ocean. Speaking of wasted plastic, buy a reusable water bottle. According to National Geographic, Americans spent 21.7 billion dollars on bottled water in 2011. Save money and the planet by just refilling the same bottle. _____________Most bottled water companies just used the tap water anyway. And for goodness’ sake, turn off the lights when you leave a room. In fact, try to use the electric light as little as possible. Open up those curtains and let that sunshine in.Turn off your computer before you go to bed at night. You are not using it, so why have it on? ________________.Recycle it. Turn in your cell phone to a local electronic store and they’ll take care for you. You might even get some money in the process. __________________. And lastly, recycle, recycle, recycle. Together we can keep the planet clean, safe and overall more desirable to live on. Happy Earth Day, everyone! A. Have you got an old cell phone that you don’t use any more? B. Got an old cell phone that you don’t use any more? C. Wanna know a secret? D. Do you wanna know a secret? E. You invest some canvas bags for when you are going shopping. F. Invest some canvas bags for when you are going shopping. G. If you don’t absolutely need to take your car, don’t take your car. H. If you don’t absolutely need to take your car, don’t. 【设计意图】感知主题，引出本堂语法课内容：省略句。 围绕本单元主题创设主题语境，通过听力填空的方式，激发相关词汇，并对选项中的省略句形成一定的感知与注意。 课堂活动2：Compare and find out the definition of Ellipsis 活动设计：学生通过对比省略句和未省略句，感知并发现省略句的优点和定义 1） A. Invest some canvas bags when you are going shopping. B. You invest some canvas bags when you are going shopping. 2）A. Wanna know a secret? B. Do you wanna know a secret? 3）A. Got an old cell phone that you don’t use any more? B. Have you got an old cell phone that you don’t use any more? 4）A. If you don’t absolutely need to take your car, don’t. B.If you don’t absolutely need to take your car, don’t take your car. 【设计意图】激活已知，预测和感知新知。 教师通过引导学生发现省略句的特点，从而自然引出省略句的定义。同时为发现省略句的优点和功能作铺垫。 Stage II Find the functions of ellipsis 课堂活动3：Tick out why we use ellipsis （认知策略） 活动设计：学生利用上面四组句子，3人为1小组讨论分析省略句的优点功能 We use ellipsis because_________. 1. we want to avoid repetition. 2. the word(s) is/ are unnecessary. 3. the sentences are too complex 4. we want to make the sentences briefer and clearer 5. the information which the word(s) has/have already been mentioned 6. the ideas may be expressed more coherently 【设计意图】利用原有知识，建构和探索新知。 运用认知策略，根据本身对省略的认识，与同学讨论和发现省略句的功能。 课堂活动4：Present the functions of ellipsis 活动设计：为了呈现和进一步说明省略的功能，教师提供谚语、广告、标语和书面应用等多模态语篇进行功能的呈现，引导学生体会恰当使用省略的优美之处 a. to avoid repetition/ information has been mentioned 【设计意图】深化学习，帮助理解。 引导学生在谚语、广告、标语和书面表达等多模态语篇中体会省略句的使用，并利用真实广告图片方式吸引学生兴趣，深化学生对省略在真实运用中作用的认识和理解。 Stage III Find the rules of ellipsis 课堂活动5：Put the unnecessary words in brackets. 活动设计：在理解了省略的功能和作用的基础上，学生利用已有知识，探索并感受对新知的掌握程度 1）A：Will you join the International Committee of the Red Cross? B: Yes, I’d like to join the International Committee of the Red Cross. 2) A: Is the result of a match affected by the weather of the day? B: Yes, the result of the match is affected by the weather of the day. 3) A: Shall we go swimming together this Sunday? B: Yes, let’s go swimming this Sunday. 4) A: What happened to Tom? B: Tom was attacked by a bee while he was picking a flower. 5) A: What’s the result of the relay race? B: John took first place and Jimmy took second place. 【设计意图】运用旧知，感知探索新知。 独立完成对知识的回忆和构建，省略的方式多种多样，但表达文意和掌握说话人意图是最重要的。在有限的时间内，无法也没有必要将所有的要点都掌握，在感知和探索中去发现最重要的表达内容是这次任务的目的。 课堂活动6：Summarize the rules 活动设计：将上一部分的答案归纳整理，通过填表的方式，了解几种重要并常见的省略句的使用规则 Examples The Ellipsis Part  the verbs after infinitives     predicate or part of predicate  Object  subject & be in adverbial clauses 答案： Examples The Ellipsis Part A：Will you join the International Committee of the Red Cross? B: Yes, I’d like to (join the International Committee of the Red Cross.) the verbs after infinitives eg:1.I asked him to see the film, but he didn't want to. 2.—Are you a sailor? —No, but I used to be. A: Is the result of a match affected by the weather of the day? B: Yes, the result of the match is (affected by the weather of the day). A: What’s the result of the relay race? B: John took first place and Jimmy( took )second place. predicate or part of predicate eg:4.If you don’t absolutely need to take your car, don’t(take your car). B.(Do you)Wanna know a secret? A: Shall we go swimming together this Sunday? B: Yes, let’s go (swimming this Sunday). Object E.g: A: Do you konw where they are going? B:I don’t know(where they are going). A: What happened to Tom? B: Tom was attacked by a bee while (he was) picking a flower. subject & (part of) predicate in adverbial clauses eg: Fill in the blanks with articles where (it is) necessary. Send the goods if (they are) ready. 【设计意图】发现新知，巩固新知。 通过将对应的例子放入到恰当的省略形式中，了解省略的方式，并核对上一个练习的答案，同时测试了自己推断的正确与否，让学生能够在实践中去总结和发现自己知识的漏洞，并有针对性的学习新知识。 ▌运用实践类活动 Stage IV Apply the rules of ellipsis 课堂活动7：Role play （认知策略、交际策略） 活动设计：将教材的对话改编，让学生在表演前先将对话省略，再练习对话并请2组学生上台表演。 A: Wow, what a hot day（it is）! ）B: Yes, it is much hotter today than (it was) yesterday. A: You see, global warming has brought more and more negative effects on our lives. B: I also think so. A: Some people have realized it, but others haven’t (realized it). B: So, we should do something to raise people’s awareness about the need for a greener earth. A: Yes. We should let more people know what global warming is. B: And then (let more people know) why it is necessary to slow it down and how (to slow it down). 【设计意图】内化知识，运用实践。 在学习了省略的功能和使用原则的基础上，开展有针对性的语言实践活动。学生在表演全球变暖的话题同时，关注在交际口语中，省略应该如何使用。 ▌迁移创新类活动 课堂活动8：Design a poster （交际策略） 活动设计：以“a greener earth”为主题，设计一张海报并写出至少有两句省略句的标语；最后由学生通过展示和互评来选出前五名优秀的海报，最后在班上或年级上展出。 【设计意图】发展思维，迁移创新 调动学生的潜能，组织开放的，具有挑战的创作性学习活动。通过批判与评价，培养学生的思辨能力，为学生综合运用语言技能理性表达观点、情感和态度，实现深度学习，促进能力向素养的转化提供平台。同时为学生展现自我，挑战自我、突破自我和相互学习创造最佳的学习环境。 课堂活动9：Reflection （元认知策略） 活动设计：学生完成对学习目标、学习过程以及学习策略的反思评价表。 课堂学习反思评价表（Tick √） 1. After learning, I am able to recognize ellipsis. 2. After learning, I am able to use ellipsis to express myself. 3. After learning, I am able to understand a sentence with ellipsis. 1-完全能；2-基本能；3-不太确定；4-不太能；5-完全不能 1 2 3 4 5 【设计意图】反思评价，以评促学 通过反思评价表帮助学生认识自我，引导他们学会监控和调整自己的英语学习过程及学习方式，通过自我评估，达到以评促学的目的。 Assignment 1. Finish the poster with the help of Ellipsis. 2. Prepare to show the poster to the whole class. 【设计意图】内外结合，知行合一 课后作业的目的是巩固课内所学，帮助学生将所学知识和能力迁移到课外的真实生活情景中，用于解决真实生活情景中的问题。 4 学科网（北京）股份有限公司 $$