Unit 5 A delicate World-Using language 教案-2025-2026学年高中英语外研版选择性必修第二册

Unit 5 A delicate World-Using language 内容导航 This section focuses on the grammar of "it as an empty object" and integrates listening, speaking and vocabulary practice around the theme of ecosystem protection, helping students master relevant language points and use them to express views on ecological issues. 教学目标和重难点 1. 教学目标 Language Competence: Master the structure of "it as an empty object" and ecological vocabulary, and improve the ability to listen for details and express views in English. Cultural Awareness: Understand the importance of ecological balance, establish the concept of harmony between humans and nature, and enhance the sense of global ecological responsibility. Thinking Quality: Cultivate logical thinking through grammar analysis and critical thinking through discussing ecological issues. Learning Ability: Master effective grammar learning and cooperative learning strategies, and improve the ability of independent learning and knowledge transfer. 2. 教学重难点 Key Points: Master the basic structure and usage of "it as an empty object", including replacing infinitive, gerund and that-clause; grasp ecological-related vocabulary and use them to complete listening and speaking tasks. Difficult Points: Flexibly use the structure of "it as an empty object" in different contexts, especially special cases such as verb + it + when/if-clause; clearly express views on ecological protection and respond to doubts logically. 教学过程 Step 1: Lead-in (导入) Teacher’s Activities: 1. Show pictures of Macquarie Island (from the previous section) and ask students two questions: “What do you remember about Macquarie Island?” “What problems did it face before?” 2. Then present a new sentence related to the island: “Experts felt it necessary to come up with a plan to remove all the rabbits from the island.” 3. Ask students to observe the sentence carefully and think about the function of “it” in this sentence. 4. Guide students to compare the sentence with another one: “Experts felt to come up with a plan to remove all the rabbits from the island was necessary.” and ask them which one is more natural and why. Students’ Activities: 1. Recall the content of Macquarie Island’s ecological destruction and protection, and answer the teacher’s questions actively. 2. Observe the two sentences carefully, discuss with their deskmates about the difference between them and the function of “it”. 3. Express their own views on which sentence is more natural and explain the reasons briefly. Design Intention: This step connects the previous section’s content about Macquarie Island, which can activate students’ prior knowledge and arouse their learning interest. By presenting two contrasting sentences, students can intuitively feel the function of “it as an empty object” and lay a foundation for the subsequent grammar teaching. It also guides students to think actively and cultivate their initial observation ability and cooperative learning awareness. Step 2: Grammar Presentation (语法呈现) Teacher’s Activities: 1. Summarize students’ discussions and introduce the grammar point: “it as an empty object”. Explain that when the object of a sentence is a complex component such as infinitive, gerund or that-clause, we usually use “it” as an empty object and put the real object at the end of the sentence to keep the sentence balanced. 2. Present the basic structure: “Verb + it + Object Complement + Infinitive/Gerund/That-clause” and give typical examples from the textbook and daily life, such as: “I find it difficult to do the job well.” “We think it no use complaining.” “I think it best that you should stay here.” 3. Analyze each example in detail: point out the verb, empty object “it”, object complement and real object in each sentence, and explain the usage of each part. 4. Introduce four special cases of “it as an empty object” one by one with specific examples: (1) Verb + it + that-clause (common verbs: have, take, put, like); (2) Verb + it + when/if-clause (common verbs: enjoy, hate, like, dislike, appreciate, prefer); (3) Verb + prep + it + that-clause (common verbs: see to, look to, insist on, depend on, answer for); (4) Verb + it + Prepositional Phrase + that-clause (common phrases: take it for granted, owe it to sb). 5. For each special case, give 2-3 examples and ask students to read them aloud to feel the usage. Students’ Activities: 1. Listen carefully to the teacher’s explanation, take notes on the basic structure and special cases of “it as an empty object”. 2. Read the examples aloud, observe and analyze the structure of each sentence, and understand the function of each component. 3. Ask questions in time if they have any doubts about the grammar points. 4. Discuss with their group members to summarize the key points of each special case. Design Intention: This step adopts the method of “presentation-explanation-example-analysis” to help students systematically master the grammar point of “it as an empty object”. By giving typical examples and detailed analysis, students can clearly understand the basic structure and special cases. Asking students to read aloud and discuss can deepen their understanding and memory of the grammar point, and cultivate their ability to summarize and analyze problems. At the same time, it lays a solid language foundation for the subsequent practice links. Step 3: Grammar Practice (语法练习) This step is divided into three levels of practice: basic practice, intermediate practice and advanced practice, to help students consolidate the grammar point step by step. 3.1 Basic Practice: Fill in the Blanks Teacher’s Activities: 1. Distribute the basic practice worksheet, which includes 10 fill-in-the-blank questions. The questions are mainly based on the basic structure and common verbs of “it as an empty object”, such as: (1) I consider ______ important to protect the ecosystem. (2) She thinks ______ her duty to help endangered animals. (3) We take ______ for granted that the earth will provide us with enough resources. 2. Ask students to complete the worksheet independently within a certain time. 3. Check the answers with the whole class, explain the mistakes that students are likely to make, such as forgetting to use “it” or misplacing the real object. 4. Ask several students to read the completed sentences aloud to ensure that they master the correct usage. Students’ Activities: 1. Complete the fill-in-the-blank questions independently, focusing on the structure of “it as an empty object”. 2. Check their answers with the teacher’s explanation, correct their own mistakes and take notes on the key points of mistakes. 3. Read the completed sentences aloud to strengthen their memory and pronunciation. Design Intention: The basic practice is mainly to help students consolidate the basic structure of “it as an empty object” and master the common verbs and phrases used in this structure. Independent completion can cultivate students’ independent learning ability, and collective checking can help students find their own mistakes in time and deepen their understanding of the grammar point. Reading aloud can also improve students’ oral expression ability indirectly. 3.2 Intermediate Practice: Sentence Rewriting Teacher’s Activities: 1. Present 8 sentences that do not use “it as an empty object” and ask students to rewrite them using the structure of “it as an empty object”. For example: (1) To protect the environment is necessary. → We think it necessary to protect the environment. (2) That he will come on time is certain. → We feel it certain that he will come on time. (3) Complaining about the situation is useless. → We consider it useless complaining about the situation. 2. Guide students to analyze the original sentences, find the real object (infinitive, that-clause or gerund), and then rewrite them according to the basic structure. 3. Walk around the classroom to observe students’ rewriting situation, and provide guidance to students who have difficulties. 4. Invite several students to present their rewritten sentences, comment on them and correct the mistakes. Students’ Activities: 1. Analyze the original sentences carefully, find the real object and determine the appropriate structure. 2. Rewrite the sentences independently, paying attention to the correct use of “it” and the position of the real object. 3. Discuss with their deskmates if they have difficulties, and learn from each other. 4. Listen to the teacher’s comments and correct their own mistakes. Design Intention: The intermediate practice is to help students flexibly use the grammar point in sentence rewriting, which can test students’ understanding and application ability of the grammar point. By analyzing the original sentences and rewriting them, students can further master the structure of “it as an empty object” and improve their ability to convert sentences. Cooperative discussion can help students solve problems together and cultivate their cooperative learning ability. 3.3 Advanced Practice: Contextual Application Teacher’s Activities: 1. Present a short passage about the importance of bees in the ecosystem, which contains several blanks that need to be filled with “it as an empty object” structure. The passage is closely related to the theme of the unit and the subsequent listening part. For example: “Many people don’t realize ______ important bees are to the ecosystem. Scientists find ______ necessary to protect bees because they play a key role in pollination. We appreciate ______ when bees help plants bear fruit. We also take ______ for granted that bees will always exist, but in fact, their number is decreasing rapidly.” 2. Ask students to read the passage carefully, understand the context, and fill in the blanks with the correct structure of “it as an empty object”. 3. After students finish, check the answers with the whole class, and explain how to choose the appropriate structure according to the context. 4. Ask students to read the completed passage aloud and understand the meaning of the passage. Students’ Activities: 1. Read the passage carefully, understand the context and the meaning of each sentence. 2. Fill in the blanks according to the context and the structure of “it as an empty object”. 3. Check the answers with the teacher’s explanation, and understand how to apply the grammar point in the context. 4. Read the completed passage aloud to feel the application of the grammar point in the actual context. Design Intention: The advanced practice combines the grammar point with the unit theme, which can help students apply the grammar point in the actual context, rather than just memorizing the structure mechanically. It also paves the way for the subsequent listening part, which can realize the connection between grammar learning and listening practice, and improve students’ comprehensive language application ability. Step 4: Listening Practice (听力练习) Teacher’s Activities: 1. Introduce the listening task: the listening material is a dialogue between Ollie and Meg, which focuses on the importance of bees and the impact of their decreasing number on the ecosystem. 2. Before listening, guide students to predict the content of the listening material: (1) Ask students to think about “What do you know about bees?” (2) Present 5 sentences about bees and ask students to judge whether they are true or false, which can activate students’ prior knowledge about bees and lay a foundation for listening. For example: (a) Bees only produce honey. (b) Bees play an important role in pollination. (c) The number of bees is increasing. 3. Play the recording for the first time (extensive listening): ask students to listen carefully and check their predictions, and then answer the questions: “Does Ollie believe that bees are important at first?” “How does Meg convince Ollie?” 4. Play the recording for the second time (intensive listening): ask students to listen carefully and complete the listening worksheet, which includes filling in the blanks with key information and answering detailed questions. For example: (1) Meg says that bees are important because they help ______ reproduce. (2) If there are no bees, many ______ will disappear. (3) What is the main reason for the decreasing number of bees? 5. Play the recording for the third time: ask students to check their answers and correct their mistakes. 6. Invite students to role-play the dialogue with their partners, paying attention to the intonation and emotion of the speakers. Students’ Activities: 1. Participate in the pre-listening prediction activity, answer the teacher’s questions and judge the true or false sentences. 2. Listen to the recording carefully for the first time, check the predictions and answer the general questions. 3. Listen to the recording for the second time, focus on the key information and complete the listening worksheet. 4. Listen to the recording for the third time, check and correct their answers. 5. Role-play the dialogue with their partners, imitate the intonation and emotion of the speakers, and practice their oral expression ability. Design Intention: The listening practice is closely combined with the unit theme of ecosystem protection, which can help students improve their listening ability while understanding the importance of bees in the ecosystem. The pre-listening prediction activity can activate students’ prior knowledge, reduce the difficulty of listening and arouse their listening interest. Extensive listening and intensive listening are combined to help students improve their ability to capture general information and detailed information. Role-play can not only consolidate the listening content but also improve students’ oral expression ability and cooperative learning ability. Step 5: Speaking Practice (口语练习) Teacher’s Activities: 1. Lead in the speaking task: based on the listening material about bees, ask students to discuss the topic “How to protect bees and the ecosystem”. 2. Divide students into groups of 4-5, and assign tasks to each group: (1) Discuss the importance of bees to the ecosystem; (2) Analyze the reasons for the decreasing number of bees; (3) Put forward practical suggestions on protecting bees and the ecosystem; (4) Prepare a short group report (3-5 minutes) and present it to the whole class. 3. Provide language support for students: present some key vocabulary and sentences related to the topic, such as “endangered”, “pollination”, “pesticide”, “protect...from...”, “take measures to...”, and also remind students to use the structure of “it as an empty object” in their discussion and report, such as “We think it necessary to stop using harmful pesticides.” “We consider it important to protect the habitat of bees.” 4. Walk around the classroom to observe the group discussion situation, provide guidance to groups that have difficulties, and remind students to use the learned grammar and vocabulary. 5. Invite each group to present their report, and make comments on their performance: affirm their advantages, point out the areas that need improvement (such as the use of grammar, the fluency of expression, etc.). 6. Summarize the students’ suggestions, and emphasize the importance of protecting the ecosystem and taking action in daily life. Students’ Activities: 1. Participate in the group discussion actively, express their own views, and discuss with their group members to complete the assigned tasks. 2. Use the provided language support and the learned grammar point of “it as an empty object” to organize their language. 3. Prepare the group report together, and assign roles (speaker, recorder, etc.) within the group. 4. Present the group report to the whole class, listen to other groups’ reports carefully, and put forward questions or suggestions. 5. Listen to the teacher’s comments, and sum up their own advantages and disadvantages. Design Intention: The speaking practice is based on the listening content and the unit theme, which can help students apply the learned grammar, vocabulary and listening information to oral expression. Group discussion can cultivate students’ cooperative learning ability and communication ability. Providing language support can reduce the difficulty of oral expression and help students use the learned knowledge flexibly. Group presentation can improve students’ oral expression ability and confidence, and the teacher’s comments can help students find their own shortcomings and improve their oral expression level. At the same time, it can deepen students’ understanding of the importance of ecological protection and enhance their sense of responsibility. Step 6: Vocabulary Consolidation (词汇巩固) Teacher’s Activities: 1. Present the key vocabulary of this section, which are closely related to the theme of ecosystem protection and the listening and speaking tasks, such as “ecosystem”, “pollination”, “endangered”, “pesticide”, “habitat”, “conservation”, “delicate”, “multiply”, “erode”. 2. Explain the meaning, part of speech and usage of each word, and give examples to help students understand. For example: “Ecosystem refers to a community of living organisms and their physical environment interacting as a system.” “Endangered means (of a species) at risk of becoming extinct.” 3. Organize a vocabulary game: “Word Matching”. Divide students into two groups, present the words on one side and their meanings on the other side, and ask students to match them quickly. The group that matches correctly and quickly wins. 4. Ask students to make sentences with the key vocabulary, and require them to use at least one word in each sentence, and try to use the structure of “it as an empty object” if possible. For example: “We think it important to protect the habitat of endangered animals.” 5. Check students’ sentences, correct the mistakes and praise the good sentences. Students’ Activities: 1. Listen carefully to the teacher’s explanation of the key vocabulary, take notes on their meanings and usage. 2. Participate in the vocabulary game actively, cooperate with their group members to complete the word matching task. 3. Make sentences with the key vocabulary independently, and try to use the learned grammar point. 4. Present their sentences to the class, listen to the teacher’s comments and correct their mistakes. Design Intention: Vocabulary is the foundation of language learning. This step helps students consolidate the key vocabulary of this section, master their meanings and usage, and lay a solid foundation for their comprehensive language application. The vocabulary game can arouse students’ learning interest and make the vocabulary consolidation more interesting. Making sentences can help students apply the vocabulary to practice, and combine it with the grammar point learned, which can improve their ability to integrate and use knowledge. Step 7: Summary and Extension (总结与拓展) Teacher’s Activities: 1. Summarize the content of this lesson: (1) Review the grammar point of “it as an empty object”, including its basic structure and special cases; (2) Review the key vocabulary related to ecosystem protection; (3) Summarize the listening and speaking tasks, emphasizing the importance of bees and ecological protection. 2. Extend the topic: Introduce other endangered species and their living conditions, such as giant pandas, red-crowned cranes, and ask students to think about “What can we do to protect these endangered species in our daily life?” 3. Assign after-class tasks: (1) Finish the grammar exercises in the textbook; (2) Write a short passage (80-100 words) about “How to Protect the Ecosystem”, requiring to use at least 5 key vocabulary and 2 sentences with “it as an empty object” structure; (3) Collect information about one endangered species and prepare a short introduction for the next class. 4. Conclude the lesson: Emphasize that the earth is a delicate world, and everyone has the responsibility to protect the ecosystem and live in harmony with nature. Students’ Activities: 1. Listen carefully to the teacher’s summary, sort out the key points of this lesson in their minds, and consolidate the learned knowledge. 2. Think about the extended question actively, and express their own views briefly. 3. Record the after-class tasks clearly, and make a plan to complete them. 4. Listen to the teacher’s conclusion, and establish the awareness of protecting the ecosystem. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $