Unit 5 Period 2 Using language（教学设计）英语外研版2019选择性必修第二册

Unit 5 A delicate world Period 2 Using language教学设计 教学基本信息 单元名称 选择性必修第二册Unit5 A delicate world 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 1课时(45min) 课型 语法课 教学设计理念 本节课先衔接unit 4的语法It作为形式主语。教学案例贴近学生的真实生活，采用情境教学引起学生的兴趣和共鸣。在语法教学中，采用演绎和归纳相结合的方式，进行教学。后面升华主题，引导学生分析人类与自然的关系，课后作业完成语篇填空，主题贴近贯穿本单元。 教材分析 【What】Using language部分学习的语法是It as an empty object，即it作为形式宾语的用法，它是前一个模块语法部分it作为形式主语的同比学习项，对应it作为形式主语来学习it做形式宾语的四种情况，总体掌握难度较小。 【Why】学习it做形式宾语，明白在英语中避免为脚重头轻，常常把it 常可代替不定式（短语）、动名词（短语）或从句在句子中作形式宾语，而将真正的宾语放在句子后面，以平衡句子结构。 【How】通过对比新旧知识，衔接it做形式宾语。 学情分析 1. What I know 词汇方面：学生他们已经有了一定的词汇基础支撑他们表达自己的想法，更能明白人类共同体。 语法方面：学生在上个单元接触了it做形式主语，对it做形式宾语能更好的理解，学会迁移运用。 背景知识方面：学生在前面已经学习的相关it的表达用法，文章内容也有涉及，有助于帮助理解文章和语法。 2. What I want to know 部这次系统学习 it it 作形式宾语作铺垫，同时通过比较学习，总结归纳这种方式，可以帮助学生巩固新知识的理解和运用，更系统学习语法知识。 3. What I learned 主题内容方面：本课时学生能够更深层次理解it做形式宾语，并且能够进一步了解生物圈之间的影响。 语言知识方面：学生本课时将会学习到更多有关自然环境的词汇和短语，帮助扩展词汇量，有助于以后的阅读理解和写作。 教学目标 1. 语言能力 1. 学生能掌握it做形式宾语的用法，并正确使用语法。 2. 学生能够学习文章内容，加深对本单元主题的理解。 2.学习能力 1.学生能够掌握it做形式宾语，在写作中运用语法，让表达更标准。 3.文化意识 学生学习人和自然关系，认识到生物圈互相影响，意识到人类与自然共生。 4.思维品质 学生能够正确使用语法，明白语境的使用。 教学重难点 教学重点 1.学生能够学会it做形式宾语的条件和结构。 2.学会正确使用it做形式宾语。 教学难点 带领学生观察，掌握it做形式宾语，并正确使用it做形式宾语。 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 Lead in 回顾上单元语法内容，新旧知识点衔接。 What does it refer to in each sentence? 【答案】it as an empty subject ●通过回顾内容，快速进入课堂。新旧知识点进行衔接，为接下来的学习做好铺垫。 3min Activity 2 Presentation: 1. Observation + Comparison Look at the sentences and answer the questions. Sentences (a) and (c) are from the reading passage. 1) What does “it” refer to in sentences (a) and (c)? 2) What is the difference between the sentences in each group?a No visitor would think it surprising that the island is a UNESCO World Heritage Site. b No visitor would think that the island being a UNESCO World Heritage Site is surprising. c Experts felt it necessary to come up with a plan to remove all the rabbits from the island. d Experts felt to come up with a plan to remove all the rabbits from the island was necessary. 【答案】 1) In sentence (a), “it” refers to “that the island is a UNESCO World Heritage Site”. In sentence (c), “it” refers to “to come up with a plan to remove all the rabbits from the island”. 2. When the object of a sentence is a that-clause (b) or an infinitive (d), we sometimes use “it” as an empty object and put the real object later to keep balance. For example, sentence (a) uses “it” as the empty object of “think”, referring to the real object: “the island is a UNESCO World Heritage Site”. Sentence (b) uses that-clause as the object of “think”. 3. Discovery and Summary Read the following sentences and summarize what can be used it as an empty object. 1 They felt it difficult to finish the work in such a short time. 2 He thought it absolutely senseless attempting the impossible. 3 I took it for granted that they would not come. 【答案】不定式、动名词和从句 ●本活动旨在让学生运用观察和比较的方式，初步感知用法。 创设语境，让学生们在语境中通过分析，发现it做形式宾语结构和用法。 14min Activity 3 Practice 1. Rewrite the underlined parts using it as an empty object. 1) many people think keeping this turtle as a pet is a good idea. 2) believe to release them into the wild is no big issue. 3) people have found to release these turtles into the wild is a threat to other species. 4) Experts consider owners keeping their pets in an enclosed area important. 【答案】 1) many people think it a good idea to keep this turtle as a pet. 2) believe it no big issue to release them into the wild. 3) people have found it a threat to other species to release these turtles into the wild. 4) Experts consider it important for owners to keep their pets in an enclosed area. 2. Look at the pictures and read about the Saihanba National Forest Park and describe its changes using it as an empty object where appropriate. 3. You may refer to the words and expressions in the table for help. 【答案】I think it impossible to grow trees there in the 1960s. I think it unrealistic to plant trees in the desert when the workers first came to Saihanba. I think it likely to investigate the biodiversity in the Saihanba National Forest Park now. 4. Look at the diagram and answer the questions. 1.What does the diagram show? 2.What are the relationships between the living things? 【答案】 1. The diagram shows a food chain-the connection between the living things. 2. The living things are closely connected with each other by the food they eat. Secondary consumers prey on primary consumers,primary consumers feed on producers,and producers absorb light from the sun, and water and dissolved nutrients from the soil, which are provided by decomposers. 5. Complete the passage with the correct form of the words and expressions in Activity 5. In a woodland ecosystem, trees and other plants are producers. They 1____________ water, and take in nutrients from the soil and energy from the sun. Insects are an example of a primary consumer. They 2____________ the producers to provide food for them, and are 3____________ by secondary consumers: small mammals and birds. They 4____________ the primary consumers. Fungi and bacteria are decomposers. They 5____________ animal waste and the remains of living things. The chemicals these decomposers 6____________ fertilise the soil and give the plants the nutrients they need to grow. 【答案】 1. absorb 2.rely on 3.fed on 4.prey on 5.break down 6.release ●本活动旨在让学生在真实的情境中进行语言输出，帮助学生正确地运用语法。 15min Activity 4 Language points 详解文章中的重点单词、短语。 ●通过提炼语言点，让学生了解本篇文章中的重要知识点。 7min 应用实践 Activity 5 Summary 以思维导图的形式，分别整理和归纳本篇文章的结构和要点。 ●使用思维导图帮助学生系统化地掌握语法结构。 2min Activity 6 Assessment 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 2min 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。 Compulsory work： Finish the exercise on your exercise book. 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Every year for over a millennium fishermen have braved the subzero temperatures, biting winds and deep snow to search for 1 underwater fortune at Chagan Lake — one of the biggest freshwater lakes in our country. Chagan is the only place in China 2 you can still find fishermen using a Mongolian fishing method that dates back centuries and has 3 (bare) changed over time. Holes are drilled in the ice 4 (lower) a 2-kilometer-long net into position underwater. Once it fills up with fish, the net is hauled out of the water using a giant wheel turned by Mongolian horses. The largest fish in the 5 (season) first catch is believed to be lucky, and will go to the highest bidder at the auction (拍卖). To ensure that this tradition can continue 6 damaging the lake’s ecology, fishermen keep nature in mind throughout the process. 7 (avoid) the use of modern vehicles helps reduce the chance of polluting the lake water, and the number of fish that can be caught is capped to ensure that there will be fish for years to come. Also, over the past few years, the money from the auction has been invested into protecting the lake and 8 (surround) environment. And during the summer private fishing without 9 (permit) us strictly prohibited. These preservative measures 10 (keep) the tradition alive for thousands of years and certainly will be passed on to future generations. Optional work ： Using it as an empty object to translate the sentence. 为了建立人类命运共同体，我认为我们青少年需要努力学习以及肩负起社会的责任。我坚信，依靠互相合作、创新和永不言弃，一定可以实现梦想成真。 【答案】 1.an 2.where 3.barely 4.to lower 5.season’s 6.without 7.Avoiding 8.surrounding 9.permission 10.have kept Translation：To build a community with a shared future for mankind, I find it essential that we teenagers should study hard and shoulder social responsibilities. I firmly believe it achievable to realize our dreams through mutual cooperation, innovation and perseverance. ●通过书面练习，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、逻辑思维和表达能力。 板书设计 选择性必修二 Unit5 A delicate world Using language 教学反思 优点： 整节课的主题明确，教师带领同学们通过观察和比较掌握了it做形式宾语语法结构。并通过具体语境感知和运用语法点，符合学生掌握语言的认知规律，因此，大部分学生能够在意识上明白该语法点的用法。 缺点： 语法知识点较多较为复杂，学生未能完全理解消化。 改进： 通过课后加强练习进行掌握。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$