Unit 6 Period 2 Using language（表格式教学设计）英语外研版必修第三册

Unit 6 Disaster and hope Period 2 Using language教学设计 教学基本信息 单元名称 必修第三册Unit 6 Disaster and hope 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 2课时(80min) 课型 语法课 教学设计理念 以英语学科核心素养为导向，遵循英语学习活动观，将语法学习融入真实语境与主题情境中。以 “灾害与希望” 为主题线索，通过感知 — 探究 — 运用 — 迁移的学习路径，让学生在对比分析、听力输入、口语输出中掌握省略句用法，同时积累自然灾害相关表达。兼顾语言知识学习与育人价值，培养学生的防灾安全意识、合作探究能力与积极乐观的生活态度，实现语言能力、思维品质、文化意识与学习能力的协同发展。 教材分析 【What】本课时为 Unit 6 Using language 板块，核心语法为英语省略句（Ellipsis），涵盖简单句、并列句、复合句（定语 / 宾语 / 状语从句）的省略规则；同时结合单元灾害主题，整合自然灾害词汇、天气预报听力素材与口语播报任务，实现语法、词汇、听说技能的融合教学。 【Why】语言层面：让学生掌握省略句这一常用语法手段，提升语言表达的简洁性与流畅性，符合英语语用习惯； 主题层面：依托自然灾害语境，让学生积累防灾相关表达，了解灾害应对常识； 素养层面：通过听说语法融合训练，提升学生综合语言运用能力，树立安全防范意识与人文关怀。 【How】采用语境感知→语法梳理→听力输入→口语输出→总结升华的逻辑，先通过课文句子对比引出省略概念，再系统讲解规则，最后结合灾害主题完成听说运用，层层递进、学用结合。 学情分析 1. What I know 高二学生已掌握基础英语句法，对简单句、并列句、复合句有初步认知，在日常阅读中接触过省略现象；了解台风、地震、干旱等常见自然灾害的中文表达，具备基本的生活常识与听力基础。 2. What I want to know 学生未系统学习省略句的分类与规则，易在状语从句、定语从句省略中出错；希望能用英语准确描述自然灾害、听懂并播报天气预报，掌握规范的防灾英语表达。 3. What I learned 通过本课学习，系统掌握省略句用法，能在语境中识别、运用省略；听懂英文天气预报，完成口语播报；树立科学防灾意识，提升语言综合运用与合作学习能力。 教学目标 1. 语言能力 掌握英语省略句的定义、分类及简单句 / 并列句 / 复合句的省略规则，能在语境中识别并正确运用； 掌握 drought、typhoon、wildfire 等自然灾害词汇，听懂英文天气预报，能完成简易天气播报。 2. 学习能力 通过句子对比、自主填空，培养自主探究语法规则的能力； 通过小组合作完成听力、口语任务，提升合作学习与信息提取能力。 3. 文化意识 了解中外自然灾害应对方式，拓宽国际视野； 树立全球灾害防范意识，培养互助友爱的人文精神。 4.思维品质 通过分析省略句逻辑，培养逻辑思维与语言辨析能力； 通过思考灾害应对措施，培养批判性思维与应急思维。 教学重难点 教学重点 省略句的核心规则（简单句、并列句、复合句的省略）； 自然灾害相关词汇积累与英文天气预报的听、说。 教学难点 状语从句、定语从句的省略规则运用； 在真实语境中正确使用省略句，避免表达歧义。 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 Look at the sentences (a) and (b). Compare them with the sentences (c) and (d) and answer the questions. a It’s just typical that my journey is on one of the oldest lines, as well as one of the deepest. b My office is only on the third floor of the building, so quite low. c It’s just typical that my journey is on one of the oldest lines, as well as one of the deepest lines. d My office is only on the third floor of the building, so it is quite low. 1.What has been left out in sentences (a) and (b)? 2.Why does the author leave them out? 【答案】1.“lines” and “it is” 2. The author leaves them out to avoid repeating the word or expression that is too obvious, and to make the sentences more concise. Now look for more sentences with ellipsis in the reading passage. Ellipsis：the act of leaving out a word or words from a sentence deliberately, when the meaning can be understood without them  【答案】It’s the hottest on the whole Tube system. (paragraph 1) It is lovely at the beach, but not so when you’re wearing a suit and in a crowd of passengers. (paragraph 2) One very hot summer, the sun reflected off it and melted cars parked below. (paragraph 2) ●通过完整句与省略句对比，直观感知省略的作用，结合课文语境自然引出语法概念，激发学习兴趣，为语法讲解铺垫。 10min Activity 2 Presentation 省略 (Ellipsis) · 省略是一种避免重复、突出新信息并使上下文紧密连接的语法手段。与汉语-样，英语中的省略也较为常见。 · 一般来说，只要不损害结构或引起歧义，能省略的地方就可以省略。 1.简单句的省略 Summary： 1) 在祈使句中，____语通常被省略。 2) 有时句子还可以省略_____语和___语的一部分 3) 有时句子还可以省略_____语和___语的一部分。 4) ______________句型和________句中的省略。 5) 有时句子还可以省略_____词。 【答案】主；主；谓；表；宾；there be；感叹；介 2.并列句中的省略 1.两个并列句中，后一个分句常省略与前一分句中_______的部分。 【答案】相同 He has a knowledge of first aid but his friend doesn’t ( ). 【答案】have a knowledge of first aid 2.使役动词及感官动词后面作宾语补足语的不定式一定要省去“to”, 但在被动语态中须将“to”复原。 3.复合句的省略 1.定语从句的省略 在限制性定语从句中作宾语的关系代词可以省略。 He is one of the men I can trust. 先行词way表示_______且在从句中作______时关系词也可以省掉，也可以用______或_________. 【答案】方式；状语；that；in which 2.宾语从句的省略 I think the economic conditions will improve, and that we will make rapid progress next year. 宾从中的连接词_____可以省略，但_____________ ___不能省 【答案】that；并列宾从中的that 3.状语从句的省略 When ______ (take) according to directions, the drug has little side effect. Though _______ (lack) money, his parents managed to send him to university. When _______ (饥饿), you should eat more meat. 【答案】taken；lacking；hungry 当状语从句的主语和主句的主语一致，且从句谓语是be动词或其变化形式的时候，从句的主语和be动词可以一起省掉。 4.Read the paragraph and find out what words have been removed before or after the underlined words. 【答案】 ways (to forecast the weather)；period (that’s on the way)；loudly (than usual)；(look) for birds；when (something bad is going to happen)；where (something bad is going to happen) ●系统梳理省略句分类与规则，通过填空、例句操练突破重难点，夯实语法基础，让学生从 “感知” 走向 “理解”。 25min Activity 3 Listening 1.Look at the pictures and answer the questions. 1). Which one do you think is the most dangerous? 2). Can you name some big natural disasters in history? 2. Read and complete the reports. Focus on expressions describing natural disasters. In 1881, a typhoon struck the small Vietnamese city of Haiphong, bringing terrible strong winds. When it hit the coast, causing severe flood and costing the lives of up to 300,000 citizens. 【答案】Report：How-What-Where-When 3. Figure out the following signs related to different weather conditions. 4.Listen to the weather forecast and match the weather symbols to the locations on the map. 5.Listen again and complete the form. Anchorage You will need . Temperatures will stay around C. Phoenix Temperatures are really high and it’s probably hot enough to . Be sure to symptoms of heatstroke. Houston It’s season and there will be a big one across the Atlantic. Stay and listen out for the latest forecasts. Washington, DC Temperatures are going to stay around . Don’t drive . San Francisco Temperatures are going to be around . People are suffering from which are causing damage and loss. 【答案】warm clothes；-15；fry meat on the road；get medical a；ttention；hurricane；safe indoors；13；through floodwaters；25；wildfires ●结合单元灾害主题，完成词汇输入与听力训练，衔接语法与语用，积累防灾实用表达，提升听力信息提取能力。 20min Activity 4 Speaking Now talk about how the speakers describe the weather. Listen again if necessary. time & places temperature weather conditions advice (information on donations) Good morning, everyone! Welcome to today’s worldwide weather report. Let’s look at …. Thank you for listening. 依托听力素材与模板，进行口语输出，内化语法、词汇知识，实现 “输入→输出” 的语言运用闭环。 15min Activity5 summary As students, what can we do to deal with natural disasters? 【答案】 Before：Forecast and get prepared. During: Protect ourselves and stay optimistic. After: Study harder, reflect on ourselves and give a helping hand. ●联系学生生活实际，升华单元主题，落实立德树人，培养防灾安全意识与积极态度。 5min Activity 6 Self-evaluation 1.acquire words and expressions related to natural disasters; 2.understand weather forecast and learn to talk about weather conditions; 3.know how to respond to natural disasters and develop a safety awareness and a positive life attitude. ●引导学生自主反思学习效果，查漏补缺，培养元认知能力，实现自主学习。 3min 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。 I. Compulsory Task (Must Do) Talk about another natural disaster you have heard about or seen on the news and voice your opinion. II. Optional Task (Choose to Complete) Search information about Hurricane Katrina online and know about its cause, impact and rescue work. ●分层练习 板书设计 必修第三册 Unit 6 Disaster and hope Using language 教学反思 1. 优点 情境融合，语法教学不枯燥：将省略句学习与 “灾害与希望” 主题深度结合，依托课文句子、天气预报真实语境展开，避免纯语法讲解的枯燥感，符合高中生认知特点。 环节完整，学用结合：遵循 “感知 — 理解 — 运用 — 迁移” 路径，语法、听力、口语层层递进，分层作业兼顾不同层次学生，落实因材施教。 2. 不足 语法操练形式单一：以填空、例句分析为主，缺乏互动性、趣味性操练，学生主动运用语法的机会较少。 口语输出时间紧张：天气播报环节时间有限，仅能完成小组内练习，全班展示机会不足，难以全面检验学生口语运用效果。 3. 改进措施 丰富语法操练形式：增加小组接龙、句子改错、省略句造句竞赛等互动活动，让学生在实践中巩固规则； 优化口语环节时间：压缩语法讲解冗余时间，预留 8 分钟全班展示，搭配师生互评、生生互评，提升口语输出有效性； 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $