Unit 3 Environmental Protection Learning About Language(教学设计)-【上好课】高二英语同步高效课堂(人教版2019选择性必修第三册)

Unit3 Environmental Protection Learning About Language教学设计 教学基本信息 单元名称 选择性必修第三册Unit3 Environmental Protection 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第三册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 词汇语法课 教学设计理念 主题语境引领下的词汇、语法教学,英语学习活动观 1. 新课标要求“根据主题内容,构建不同的词汇语义网,积累词块、扩大词汇量”。本节课在设计时,将主题意义引领下的英语学习活动观与词汇、语法教学相融合,通过创设与肢体语言相关的真实、有趣的语境,引导学生在句子或语篇中通过阅读、观察、分析、理解、归纳去探索并理解运用目标词汇与目标语法结构的形式、用法和意义。 2. 基于新课标下的核心素养目标,本节课继续按照“学习理解—应用实践—迁移创新”的思路进行设计。 3. 强调学生在语言学习中的主体地位,引导学生积极参与符合其认知的、层层递进、相互关联、有真实情境的课堂活动,践行英语学习活动观,培养学生的跨文化交流意识、批判性思维以及自主学习能力和合作意识,通过练习和作业强调词汇、语法的语用功能。 教材分析 [What]本节课选自人教版 2019 选择性必修第三册Unit 3 Environmental Protection的 Learning About Language部分,主要围绕“Direct Speech & Indirect Speech（直接引语和间接引语）”展开教学。教材通过一系列精心设计的练习和活动,引导学生学习直接引语和间接引语的定义、功能、转换规则以及在实际语境中的运用。内容涵盖词汇积累、语法点讲解、句型转换练习等,旨在帮助学生系统掌握直接引语和间接引语的相关知识,提升语言表达和转换能力。 [Why]本单元以环境保护为主题,将语言知识学习与实际话题相结合,旨在培养学生运用英语讨论和表达环境保护相关问题的能力,同时提升学生的语言综合运用能力和思维品质。直接引语和间接引语作为重要的语法项目,在日常交流和书面表达中应用广泛,掌握这部分内容有助于学生更准确地传达信息、表达观点,提高语言的准确性和灵活性,为后续更复杂的语言学习和实际运用奠定基础。 [How]教材采用多样化的呈现方式,包括句子填空、段落完成、词汇运用、句型转换等练习,结合例句分析、规则总结和互动讨论等环节,由浅入深地引导学生学习直接引语和间接引语。通过具体的语境和实例,让学生在实际操作中理解语法现象,掌握语言运用技巧。同时,教材还注重知识的系统性和连贯性,将词汇、语法和句型练习有机整合,帮助学生构建完整的知识体系。 学情分析 1. What I know 学生在初中阶段已经接触过一些基础的英语语法知识,如简单句的基本结构、时态等,对英语句子的构成和基本语法规则有了一定的了解。同时,学生具备一定的词汇量和阅读理解能力,能够进行简单的英语交流和写作。部分学生可能对直接引语和间接引语有初步的认识,但在具体运用和转换上存在困难。 2. What I want to know 学生希望能够在具体的语境中正确运用所学词汇,以及直接引语和间接引语的语法知识,提高语言的准确性和流利性。学生希望通过写作练习,学会在具体语境中使用直接引语和间接引语, 提高自己的写作能力。 3. What I learned 通过本节课的学习,学生将能够在不同语境中准确识别直接引语和间接引语,掌握两者之间的转换规则,并能够运用所学知识进行句子转换和创作。同时,学生将提升在环境保护话题下的英语表达能力,能够运用相关词汇和句型讨论环境问题、阐述观点,增强语言运用的准确性和灵活性,提高语言综合运用能力和思维品质。 教学目标 1. 语言能力 学生能够准确理解直接引语和间接引语的定义、功能和转换规则,掌握人称、时态、指示代词、时间状语、地点状语、方向性动词以及语序的变化,能够熟练进行句子之间的转换,并能在实际语境中灵活运用直接引语和间接引语表达观点和信息,提高语言表达的准确性和得体性。 2. 学习能力 培养学生自主学习和合作学习的能力,引导学生通过查阅字典、总结规律、小组讨论等方式,主动探索直接引语和间接引语的知识。鼓励学生在学习过程中积极思考、大胆尝试,及时反思和调整学习策略,提高学习效率和自主学习能力。同时,通过课堂练习和课后作业,帮助学生巩固所学知识,提升知识的迁移和运用能力。 3. 文化意识 以环境保护为主题,引导学生关注全球环境问题,增强环保意识和责任感。通过学习英语语言知识,了解不同文化背景下人们对环境问题的认知和应对措施,培养跨文化交际意识和国际视野,使学生能够在跨文化交流中准确表达对环境问题的关注和思考,传播中国在环境保护方面的积极举措和成果。 4. 思维品质 通过分析直接引语和间接引语的转换规律,培养学生观察、比较、归纳和演绎的逻辑思维能力。引导学生在不同语境中思考如何选择合适的表达方式,提高思维的灵活性和批判性。同时,鼓励学生在讨论环境保护话题时,运用所学语言知识进行深入思考和观点阐述,提升思维的深度和广度。 教学重难点 重点: 直接引语和间接引语的定义、功能及区别。 直接引语转换为间接引语的规则,包括人称、时态、指示代词、时间状语、地点状语、方向性动词以及语序的变化。 常见句型（陈述句、一般疑问句、特殊疑问句、祈使句）在直接引语和间接引语中的转换方法。 难点: 时态的变化规则,尤其是当主句为过去时态时,从句时态的相应调整,以及在特定情况下时态不变的例外情形。指示代词、时间状语、地点状语和方向性动词在直接引语和间接引语之间的灵活转换,需要学生根据具体语境准确判断和运用。语序的变化,特别是疑问句和祈使句在转换为间接引语时语序的调整,学生容易出错,需要通过大量练习加以巩固。在实际语境中灵活、准确地运用直接引语和间接引语表达复杂信息,要求学生具备较强的综合语言运用能力和思维转换能力,这是本节课的实践应用难点。 教学资源 课件PPT,黑板、白板。 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 Activity 1 Build up your vocabulary 1. Complete the sentences with the correct forms of the words in the box. broadcast comprehensive ecology starve seize ①The Amazon basin, known as the "lungs of the world”, not only provides some ________ balance for the planet, but also food and resources for the local natives. ②Thousands of baby penguins ___________ to death because the changing climate forced their parents to leave them and travel long distances in search of food. ③Many experts link China’s economic success to the _____________ reform that China has undergone since 1978. ④The speaker said the media should make more __________ that spread awareness of the climate crisis and possible solutions. ⑤To deal with climate change, we must _________ the initiative to do whatever is necessary to protect our environment. 答案：①ecological, ②starved, ③comprehensive, ④broadcasts, ⑤seizefuel policy release restrict sustain trend Carbon dioxide is 1._____ through human activities such as destroying forests and burning fossil 2.______, as well as natural processes such as volcanic eruptions. The measurements by climate experts show a rising 3.______ of carbon dioxide emissions. If this continues, our planet will face further environmental disasters. In response to this environmental issue, China is implementing significant 4._____ and measures to address climate change, aiming to 5._____ coal consumption, promote a harmonious relationship between man and nature, build a 6._____ energy system, and advocate a moderate, green, and low-carbon lifestyle. 答案：1.released, 2.fuels, 3.trend, 4.policies, 5.restrict, 6.sustainable 2． The following words and phrases can all mean "to make something happen”. Look them up in the dictionary and discuss their differences. Then create sentences of your own using each of them. cause be responsible for bring about lead to result in 答案： ①Most scientists believe climate change is caused by burning fossil fuels. ②Every person should be responsible for their own waste when they are out and about. ③It may seem hard to bring about real change, but we must not give up hope. ④Smoking can lead to serious diseases such as cancer. ⑤Charging customers for plastic bags has resulted in a 70% drop in their usage. 词汇输入，帮助学生梳理本单元的重点单词，同时初步感受直接引语和间接引语在实际交流中的运用。 10min Activity 2 Language Points 根据语境及汉语提示写出正确的单词或短语。 （1）plot a ______(曲线图) of height against age （2）the consequences of high greenhouse gas ______ (排放) （3）________ (融化的) ice and rising sea levels （4）appear to have________ (挨饿) and died （5）hunt ______ (海豹) （6）have an impact on earth’s _______ (生态) （7）_______ (释放) the heat back into space （8）such as ______ (甲烷) and ________ (二氧化碳) （9）keep earth’s climate warm and___ (适合居住的) （10）______ (维持) life （11）burn __________ (化石燃料) （12）strong and _____________ (详尽的) evidence （13）natural disasters _________(世界范围) （14）this warming ______ (趋势) （15）frequently ________ (播放) news reports （16）consider making _________ (政策) （17）reduce our carbon _________ (空间量；面积) （18）______ (限制) the amount of carbon dioxide （19 ）_____ (抓住) every opportunity （20）the Amazon ______ (流域；盆地) （21）thousands of baby ________ (企鹅) （22）undergo the comprehensive _______ (改革) （23）______ (贯彻) significant policies and measures （24）promote a ___________(和谐的) relationship between man and nature （25）advocate a _________(适度的), green, and low-carbon lifestyle （26）_______ (呈交) a report （27 ）______ (每年的) carbon dioxide emissions （28 ）the destruction of ________(热带的) forests （29 ）be responsible for ______(混乱) in the subway station （30）__________(代表) our school （31）promote a ___________(和谐的) relationship between man and nature （32） ____________(核能) （33）a ________(敏感的) subject （34 ）the Amazon ______ (丛林) 答案：(1) graph (2) emissions (3) melting (4) starved (5) seals (6) ecology (7) release (8) methane; carbon dioxide (9) habitable (10) sustain (11) fossil fuels (12) comprehensive (13) worldwide (14) trend (15) broadcast (16) policies (17) footprint (18) restrict (19) seize (20) basin (21) penguins (22) reform (23) implement (24) harmonious (25) moderate (26) submit (27) annual (28) tropical (29) chaos (30) on behalf of (31) harmonious (32) nuclear power (33) sensitive (34) jungle 通过单词短语填空,利用语篇复习单词,让学生学会在语境中使用单词和短语。 15min Activity 3 Discover Useful Structures 1.Questions: What did Hermine say in the video? 答案：Hagrid: "I’m looking for Harry.” Ronald would like me to tell you that Seamus told him that Dean was told by Parvati that Hagrid’s looking for you. 2.Read and discover Direct speech Indirect speech He said to me, “I want to be left alone these days. He told me that he wanted to be left alone those days. Mary asked me, “Have you eaten lunch?” Mary asked me if/whether I had eaten lunch. Jack asked Tim,“Where is your father from.” Jack asked Tim where his father was from. Teacher said to him, “don't talk to your deskmate.” Teacher told him not to talk to his deskmate. 1.间接引语没有 （符号） 2.直接引语变间接引语 、 、 、 等会发生变化。 答案：引号；时态、人称、状语、句式 ①人称变化 一随主：直接引语中第一人称变为与主句的主语相一致的人称。 二随宾：直接引语中第二人称变为和间接宾语（即听话人）相一致的人称。 第三人称不更新：直接引语中第三人称变为间接宾语时, 人称不变。 句型转换 （1） “I will come and see you again this evening, Tom.” she said. → She told Tom that 　　　　 would go and see 　　　　 again that evening. （2）He said to me, “You are wrong.” → He told me that 　　　　 was wrong. （3）“Are you a soldier?” he asked. → He asked if/whether 　　　　 was a soldier. （4）He asked, “Where are you going to get off, John?” → He asked John where 　　　　 was going to get off. 答案：(1) she (2) I (3) I (4) he ②时态的变化 直接引语变成间接引语时, 如果主句是过去的某种时态, 则大多数情况下间接引语的时态应相应向前推一个时态。 直接引语 间接引语 一般现在时 一般过去时    一般将来时 过去将来时 现在进行时 过去进行时    现在完成时 过去完成时 过去进行时 过去进行时（不变） 一般过去时 过去完成时 句型转换 （1）The teacher said, “You are doing OK.” →The teacher said that 　 doing OK. （2）He said,"I have written a novel.” →He said that 　　　　 a novel. （3）He said, “She will come here to have a long holiday.” → He said that go there to have a long holiday. （4）The teacher said, “Where there is a will, there is a way.” → The teacher said that where there 　 a will, there 　a way. （5）Jane said, “Mary, where were you going when I met you on the bus?” →Jane asked Mary where 　　　　 when she met her on the bus. 答案：（1）we were（2）he had written（3）she would（4）is, is （5）she was going ③指示代词、时间状语、地点状语和动词的变化。 变化项目 直接引语 间接引语 指示代词 this these 时间状语 now today this morning/ week yesterday ten days ago tomorrow next week last week the day before yesterday the day after tomorrow 地点状语 here 方向性 动词 come bring 答案：that, those, then, that day, that morning/week, the day before, ten days before, the next day/ the following day, the next week/ the following week, the week before, two days before, in two days’ time, there, go, take （1）“I will come and help you tomorrow, John, ”she said. → She told John that she would 　 and help him ________. 　　　　 　　　　 　　　 （2）“I’ll come and see you again this evening, Tim, ” he said. → He told Tim that he would go and see him again 　　　　 　　　. （3）Mr Harry asked, “John, have you passed the exam yesterday?” → Mr Harry asked John whether he had passed the exam _________. （4）The old man said, “I like to talk with these young men.” → The old man said that he liked to talk with 　　　　young men. （5）She said to me, “I lived here five years ago.” → She told me she had lived 　　　five years 　　. 答案：(1) go, the next day (2) that evening (3 the day before (4) those (5) there, before ④连接词和语序变化 连接词 语序 陈述句 that或省略 不变 一般疑问句 引述动词后加上if或whether 陈述语序 特殊疑问句 连接词不变 陈述语序 祈使句 无连接词 不变 句型转换 （1）He said，“I’ve left my book in your room.” →He told me 　　　 he 　　 his book in my room. （2）She said，“Do you like watching the advertisements on TV?” →She asked me 　　 I 　　　watching the advertisements on TV. （3）“Where did you find the ads for jobs abroad?” Bill asked. → Bill asked 　　　　 the ads for jobs abroad. 答案：(1) that, had left (2) whether, liked (3) where I had found 采用自下而上的教学方式,在学生掌握了重点单词和短语的基础上,进一步提炼语篇中的句型和语言点,寻找细节,同时引导学生关注单词变形。 25min Activity 4 Exercise 1. “Who are you waiting for, Tom?” asked Nancy. ________________________________________________ 2. “Do you come from Australia?” Liu Jun asked Bob. ________________________________________________ 3. The teacher said to him, “Be quick.” ________________________________________________ 4. Mr. Black said to us, “Correct the mistakes yourselves.” ________________________________________________ 5. The teacher told us, “The moon moves round the earth.” ________________________________________________ 答案： 1. Nancy asked Tom who he was waiting for. 2. Liu Jun asked Bob if/whether he came from Australia. 3. The teacher told him to be quick. 4. Mr. Black asked us to correct the mistakes ourselves. 5. The teacher told us that the moon moves round the earth. 创设教学情境,让学生通过情景式教学,掌握不定式作主语在具体语境中的应用,归纳总结重要知识点。 15min 应用实践 Activity 5 Summary 思维导图总结不定式作主语的考点 使用思维导图归纳总结本节课的知识点 10min Activity 6 Self-evaluation 展示评价表,供学生对自己本节课中的表现及所学情况进行自我评价。 通过自我评价,帮助学生了解自己的学习情况,提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 3min 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. Draw a mindmap to review what you have learned in this class. 2. Use Direct Speech & Indirect Speech to write 5 sentences. 答案： 1. John said, “I am tired.” John said that he was tired. 2. Sarah asked, “Where are my keys?” Sarah asked where her keys were. 3. The teacher exclaimed, “Open your books to page 30!” The teacher instructed the class to open their books to page 30. 4. Emma said, “I will visit Paris next month.” Emma mentioned that she would visit Paris the following month. 5. David shouted, “I didn't break the vase!” David shouted that he hadn’t broken the vase. 通过分层练习,让学生在真实的语境中运用所学知识,提高学生的语言综合运用能力、逻辑思维和达能力。 板书设计 OB3 Unit3 Environmental Protection Learning About Language 教学反思 优点： 教学设计紧密结合新课标的相关要求,注重学生的实际应用能力和思维能力的培养。通过多样化的教学活动,激发学生的学习兴趣并提高学生的参与度。 缺点： 在某些活动的设计中,可能未能充分考虑所有学生的个体差异,可能会导致部分学生跟不上教学进度,或影响教学进度。 改进： 今后应更加关注学生的个体差异,提供个性化指导和支持,尽量使所有学生都能参与到课堂中来,提升学生英语学习的信心和兴趣。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$