外研版（2019）必修第二册Unit6 Earth first Using Language 教学设计（1）
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| 名称 | 外研版（2019）必修第二册Unit6 Earth first Using Language 教学设计（1） |  | |
| 格式 | zip | ||
| 文件大小 | 40.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-22 19:59:18 | ||
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【新教材】必修第二册 Unit 6 Earth first（外研版）
教学设计
Period 2 Using language
本单元的主题语境是“人与自然”——人与环境的和谐相处。
本板块包括语法部分v-ing和v-ed做补语、词汇部分Dealing with global warming和听说部分Environmental problems to be solved。语法部分的两个语篇分别呈现了“美人鱼”汉娜致力于保护海洋环境的事迹以及三江源自然保护区工作人员的访谈；词汇部分向学生呈现了与全球变暖相关的词汇，并要求学生完成一份主题为“你能为应对全球变暖做的六件事”的宣传手册；听说部分的材料讨论了雾霾的“前世今生”，引导学生关注身边的环境问题。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
1. Lead the students to identify the use of the present participle and the past participle as complement, and understand the role of the object, so that the students can use it preliminarily on this basis;
2. Guide students to use relevant vocabulary and grammatical structures to discuss global warming and propose feasible solutions;
3. Ask the students to use the topic vocabulary to talk about air pollution and interrupt others politely as necessary.
Key points:
1. Guide students to understand the difference between -ing and -ed complement;
2. How to deal with global warming
3. During the listening process, obtain relevant information about haze in the dialogue, summarize and then conduct language output.
Difficult points:
1. Extract and summarize the appropriate interruption of the other party's expression, and transfer it to the communication in similar situations;
2. Use divergent thinking to expand to supplement the author's views.
1. Review the usage of the present participle as adverbial or attributive;
2. Preview the use of participles as complements in this section;
3. Find out the new words in this section and understand their meanings in the context or consult the dictionary.
Step 1 Revision
1.Review the usage of the present participle as adverbial or attributive.
2.Read the text on page 50-51 quickly and underline the sentences with v-ing.
①We see a woman swimming at night in a dark sea.
②It made people frightened of sharks, especially of the great white shark.
③People just wanted them killed.
④Benchley saw sharks being killed and this caused a deep change in him.
3.T asks Ss to understand these sentences better, think of the function of v-ing/v-ed in each sentence.
Step 2 Learning new grammar
Activity 1
1. Teacher asks students to read the sentences in Activity 1 and try to answer the three questions.
Answers:
1) In sentence (a), a woman is swimming at night.
2) In sentence (b), people are frightened of sharks.
3) In sentence (a), a woman is swimming. In other words, the woman does the action of swimming. So the author uses -ing. But in sentence (b), people are frightened. As a result, passive voice is used. So the author uses -ed.
2. Teacher asks students to read the other sentences in step 1 and find out the usage of the bold words.
3. Teacher asks students to share the functions and usage of “-ing and -ed as complement”
Activity 2
1. Teacher asks students to read the passage and figure out the main idea.
2. Teacher asks students to choose the correct form of given verbs.
3. Teacher invites students to share their answers.
Answers: Attracted; devoted; wearing; diving; giving; involved
Step 3 Practice
Activity 3
1. Teacher asks students to read the interview and then rewrite the underlined sentences using -ed or -ing form as complement.
2. Teacher invites students to read the new sentences and share their understanding of the function of using -ed and -ing forms as complement.
Answers:
1)Here, you can see dramatic landscapes changing from mountains to grasslands, forests to rivers.
2)In recent years, we have seen large areas of wetland damaged by human activity.
3)This includes keeping the original environment untouched, …
Step 4 Summary
英语中，有些动词若只带一个宾语，句子的意义还很不完整，须另带一个成分来说明宾语的情况或状态，这个成分叫作宾语补足语，简称宾补。作宾补的一般有：名词、形容词、动词不定式及动词-ing形式和动词-ed形式等。
1．v ing形式作宾语补足语
v ing形式作宾语补足语时，宾语与宾语补足语之间在逻辑上是主谓关系。能接v ing形式作补语的有两类动词：
(1)感觉、感官类动词：see, notice, watch, look at, hear, listen to, find, feel, smell等。
【例句】He heard the wind blowing outside. 他听到外边在刮风。
【例句】I felt my heart beating faster. 我感到我的心跳得更快了。
(2)使役动词：keep, get, leave, have等。
【例句】I’m sorry to have kept you waiting for so long. 不好意思让你等这么久。
【例句】The captain got the soldiers moving toward the front after a short rest.
休息了片刻之后，上尉让士兵们朝前线行进。
2．v ed形式作补语
ed形式作宾语补足语既可表示被动又可表示动作已经完成；宾语与宾语补足语之间在逻辑上是动宾关系。 ed形式作补语的常见情况：
(1)位于feel, find, hear, notice, see, smell, observe等感官动词后作补语。
【例句】She was glad to see her child taken good care of.
她很高兴看到自己的孩子被照顾得很好。
【例句】I was sleeping when I heard my name called.
我正在睡觉，这时听到有人喊我的名字。
(2)位于get, have, make, keep, leave等使役动词后作补语。
【例句】They are going to have the house painted white. 他们准备把房子刷成白色。
Step 5 Practice
Activity 4
Teacher asks students to look at the six pictures and try to describe them.
Teacher asks students to talk about what they know about the expressions.
Activity 5
1. Teacher asks students to read the brochure in Activity 5 and complete the blanks using expressions from Activity 4.
2. Teacher asks some students to share their answers with the class.
Answers:1 reusable water bottle;2 carbon footprint;3 renewable energy;4 LED bulb;5 Water conservation; 6 greenhouse effect
Step 6 Discussion
Activity 6
Teacher asks students to work in pairs and discuss what they can do to help deal with global warming.
Step 7 Listening
Activity 7
1. Teacher asks students to read the topics.
2. Teacher plays the audio of the lecture and asks students to choose the topics that are covered.
3.Teacher plays the audio again and check the answers with class.
Answers: 1 2 3 4 6
Activity 8
1. Teacher plays the audio again and asks students to complete the slides. Play one more time until students get the detailed information needed. Pause when necessary.
2. Teacher checks the answers with the class.
Answers:
1) 1900s
2) The Great Smog
3) no wind
4) chemicals coming from traffic
5) chemicals
6) requirements of paying to drive
3. Teacher asks students to read “Learning to learn” on this page and reminds students to take notes during listening.
4. Teacher asks students to recall how the speakers interrupt each other. Play the audio again if necessary.
Step 8 Talking
Teacher divides students into pairs and asks them to read the materials on Page 84 and Page 87 respectively.
Teacher asks students to work in pairs and make the conversation according to the different materials.
Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments.
Step 9 Homework
T asks Ss to talk about another environmental problem and have a similar conversation.
Remember the functions of v-ing and v-ed.
Complete the exercises in learning plan.
1.通过本节内容学习，学生能否掌握分词作补足语用法，能否在真实语境中进行运用；
2.通过本节内容学习，学生能否运用本单元已学词汇和语法结构表达如何应对全球变暖；
3.通过本节内容学习，学生能否在听力过程中，获取对话中关于雾霾的相关信息，归纳再进行语言输出。
教学设计
Period 2 Using language
本单元的主题语境是“人与自然”——人与环境的和谐相处。
本板块包括语法部分v-ing和v-ed做补语、词汇部分Dealing with global warming和听说部分Environmental problems to be solved。语法部分的两个语篇分别呈现了“美人鱼”汉娜致力于保护海洋环境的事迹以及三江源自然保护区工作人员的访谈；词汇部分向学生呈现了与全球变暖相关的词汇，并要求学生完成一份主题为“你能为应对全球变暖做的六件事”的宣传手册；听说部分的材料讨论了雾霾的“前世今生”，引导学生关注身边的环境问题。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
1. Lead the students to identify the use of the present participle and the past participle as complement, and understand the role of the object, so that the students can use it preliminarily on this basis;
2. Guide students to use relevant vocabulary and grammatical structures to discuss global warming and propose feasible solutions;
3. Ask the students to use the topic vocabulary to talk about air pollution and interrupt others politely as necessary.
Key points:
1. Guide students to understand the difference between -ing and -ed complement;
2. How to deal with global warming
3. During the listening process, obtain relevant information about haze in the dialogue, summarize and then conduct language output.
Difficult points:
1. Extract and summarize the appropriate interruption of the other party's expression, and transfer it to the communication in similar situations;
2. Use divergent thinking to expand to supplement the author's views.
1. Review the usage of the present participle as adverbial or attributive;
2. Preview the use of participles as complements in this section;
3. Find out the new words in this section and understand their meanings in the context or consult the dictionary.
Step 1 Revision
1.Review the usage of the present participle as adverbial or attributive.
2.Read the text on page 50-51 quickly and underline the sentences with v-ing.
①We see a woman swimming at night in a dark sea.
②It made people frightened of sharks, especially of the great white shark.
③People just wanted them killed.
④Benchley saw sharks being killed and this caused a deep change in him.
3.T asks Ss to understand these sentences better, think of the function of v-ing/v-ed in each sentence.
Step 2 Learning new grammar
Activity 1
1. Teacher asks students to read the sentences in Activity 1 and try to answer the three questions.
Answers:
1) In sentence (a), a woman is swimming at night.
2) In sentence (b), people are frightened of sharks.
3) In sentence (a), a woman is swimming. In other words, the woman does the action of swimming. So the author uses -ing. But in sentence (b), people are frightened. As a result, passive voice is used. So the author uses -ed.
2. Teacher asks students to read the other sentences in step 1 and find out the usage of the bold words.
3. Teacher asks students to share the functions and usage of “-ing and -ed as complement”
Activity 2
1. Teacher asks students to read the passage and figure out the main idea.
2. Teacher asks students to choose the correct form of given verbs.
3. Teacher invites students to share their answers.
Answers: Attracted; devoted; wearing; diving; giving; involved
Step 3 Practice
Activity 3
1. Teacher asks students to read the interview and then rewrite the underlined sentences using -ed or -ing form as complement.
2. Teacher invites students to read the new sentences and share their understanding of the function of using -ed and -ing forms as complement.
Answers:
1)Here, you can see dramatic landscapes changing from mountains to grasslands, forests to rivers.
2)In recent years, we have seen large areas of wetland damaged by human activity.
3)This includes keeping the original environment untouched, …
Step 4 Summary
英语中，有些动词若只带一个宾语，句子的意义还很不完整，须另带一个成分来说明宾语的情况或状态，这个成分叫作宾语补足语，简称宾补。作宾补的一般有：名词、形容词、动词不定式及动词-ing形式和动词-ed形式等。
1．v ing形式作宾语补足语
v ing形式作宾语补足语时，宾语与宾语补足语之间在逻辑上是主谓关系。能接v ing形式作补语的有两类动词：
(1)感觉、感官类动词：see, notice, watch, look at, hear, listen to, find, feel, smell等。
【例句】He heard the wind blowing outside. 他听到外边在刮风。
【例句】I felt my heart beating faster. 我感到我的心跳得更快了。
(2)使役动词：keep, get, leave, have等。
【例句】I’m sorry to have kept you waiting for so long. 不好意思让你等这么久。
【例句】The captain got the soldiers moving toward the front after a short rest.
休息了片刻之后，上尉让士兵们朝前线行进。
2．v ed形式作补语
ed形式作宾语补足语既可表示被动又可表示动作已经完成；宾语与宾语补足语之间在逻辑上是动宾关系。 ed形式作补语的常见情况：
(1)位于feel, find, hear, notice, see, smell, observe等感官动词后作补语。
【例句】She was glad to see her child taken good care of.
她很高兴看到自己的孩子被照顾得很好。
【例句】I was sleeping when I heard my name called.
我正在睡觉，这时听到有人喊我的名字。
(2)位于get, have, make, keep, leave等使役动词后作补语。
【例句】They are going to have the house painted white. 他们准备把房子刷成白色。
Step 5 Practice
Activity 4
Teacher asks students to look at the six pictures and try to describe them.
Teacher asks students to talk about what they know about the expressions.
Activity 5
1. Teacher asks students to read the brochure in Activity 5 and complete the blanks using expressions from Activity 4.
2. Teacher asks some students to share their answers with the class.
Answers:1 reusable water bottle;2 carbon footprint;3 renewable energy;4 LED bulb;5 Water conservation; 6 greenhouse effect
Step 6 Discussion
Activity 6
Teacher asks students to work in pairs and discuss what they can do to help deal with global warming.
Step 7 Listening
Activity 7
1. Teacher asks students to read the topics.
2. Teacher plays the audio of the lecture and asks students to choose the topics that are covered.
3.Teacher plays the audio again and check the answers with class.
Answers: 1 2 3 4 6
Activity 8
1. Teacher plays the audio again and asks students to complete the slides. Play one more time until students get the detailed information needed. Pause when necessary.
2. Teacher checks the answers with the class.
Answers:
1) 1900s
2) The Great Smog
3) no wind
4) chemicals coming from traffic
5) chemicals
6) requirements of paying to drive
3. Teacher asks students to read “Learning to learn” on this page and reminds students to take notes during listening.
4. Teacher asks students to recall how the speakers interrupt each other. Play the audio again if necessary.
Step 8 Talking
Teacher divides students into pairs and asks them to read the materials on Page 84 and Page 87 respectively.
Teacher asks students to work in pairs and make the conversation according to the different materials.
Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments.
Step 9 Homework
T asks Ss to talk about another environmental problem and have a similar conversation.
Remember the functions of v-ing and v-ed.
Complete the exercises in learning plan.
1.通过本节内容学习，学生能否掌握分词作补足语用法，能否在真实语境中进行运用；
2.通过本节内容学习，学生能否运用本单元已学词汇和语法结构表达如何应对全球变暖；
3.通过本节内容学习，学生能否在听力过程中，获取对话中关于雾霾的相关信息，归纳再进行语言输出。