外研版（2019）选择性必修第二册 Unit4 Breaking boundaries Using Language 名师教学设计
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| 名称 | 外研版（2019）选择性必修第二册 Unit4 Breaking boundaries Using Language 名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 2.4MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-03 22:45:16 | ||
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文档简介
Unit 4 Using Language 名师教学设计
课时内容
本课时涉及的是语言知识运用，包含 It as an empty subject和 The global village两部分。
It as an empty subject部分讲解it作形式主语的结构和基本用法，要学会分析句子结构，找到真正的主语。
The global village部分首先介绍了“地球村”，然后请学生阅读一封与“地球村”这一观点产生共鸣的读者的来信，接着以听力练习的形式描述了世界各地的人们随着日益增强的跨文化交流而进一步加深了解。地球村是互联网的发展和进入信息网络时代的集中体现，而现代交通工具的飞速发展、通信技术的更新换代、网络技术的全面运用使地球村得以形成。地球村促进了世界经济一体化进程。
课时目标
1.掌握本课时的重点单词和短语 realistic、minority cast、Inclusive、Joint、harmonious、mutual、rewarding、refer to、according to、in particular、be likely to、in the right direction、settle down、be responsible for、enable sb to do sth、culture shock、be worried about、as well as、in person、 as a result的用法，能在真实语境中灵活运用。
2.掌握it作形式主语的用法。
3.引导学生关注语用功能，学会表达对他人的谈话内容表现出兴趣以及描述某种普遍存在的现象，并能够在实际生活中运用所学表达。
4.通过阅读地球村，引导学生了解地球村的真实含义：地球村模式将人类带入了一种极其融洽的环境之中，消除了地域的界限，文化的差异，把人类大家庭结为一体，开创永恒的和谐与和平。
重点难点：
重点：
it作形式主语的用法。
难点：
1.it作形式主语的用法。
2.了解地球村的含义和深远影响，尽自己一份努力，积极促进地球村发展。
教学准备：
教师准备：
1.准备好该部分内容的PPT和音频材料。
2.准备好有关地球村的材料。
学生准备：
1.用英语简述地球村的概念以及自己对地球村的理解。
2.上网查找it作形式主语的用法，了解并掌握it作形式主语的常见句型。
3.预习课本P41~43的内容，找出该部分的新词汇，并根据上下文猜测其含义。
教学过程：
Step I Grammar—It as an empty subiect
1.Do Activity 1 on Page 41.
(1) Look at the sentences and answer the questions. Sentences (a) and(c) are from the reading passage.
·What does "it" refer to in sentences(a)and(c)
·What is the difference between the sentences in each group Why does the author choose to use sentence(a) and(c) instead of (b) and (d)
Suggested answers： ·"It" refers to "not to take any chances" in sentence(a) and to remember that Ebola doesn't respect national boundaries" in sentence (c). ·The first sentences in each group use "it" as an empty subject at the beginning of the sentences. The reason why sentences (a) and (c) are chosen is that the sentences are kept balanced and the key information of the sentences is emphasized.
(2) Give enough examples of the usages of it as an empty subject. And instruct students to sum up the usages of it as an empty subject. Then ask students to give examples.
【设计意图】从前面的阅读文章中选取学生熟悉的句子，了解it作形式主语的具体运用，旨在引导学生初步感知并了解it作形式主语的用法。
2.Do Activity 2 on Page 41.
Rewrite the underlined parts using it as an empty subject.
Suggested answers: ·it is no longer quite so difficult for women and minorities to get roles in American film and television ·it is now a more realistic hope for minority actors to become a leading actor in Hollywood ·it is more common than before for women to write and direct Hollywood films ·it is seen as acceptable by film studios to cast white actors as Asian characters
【设计意图】通过改写句子的活动，引导学生找出句子的真正主语，了解it作形式主语的用法和作用，并学会在具体语境中灵活运用。
3. Do Activity 3 on Page 41.
Describe the city using the information provided and it as an empty subject.
Suggested answer: Beijing today is multicultural. It is not a surprising thing for students to see different skin colours in the same class. It is possible for people to hear many different languages and dialects. It is easy for people to find products from all over the world. It is not difficult for foreigners to settle down and find a job. It is a common thing for people from different countries to work in the same company.
【设计意图】根据给出的语言提示，学会运用it作形式主语的句型。进一步体会该语法点在表达中的运用，掌握其用法。
4.Do Activity 4 on Page 41.
Describe one of the cities using it as an empty subject where appropriate. Do online research if necessary.
·Toronto
·Shanghai
·London
·Syney
【设计意图】通过所给提示，运用it作形式主语的句式进行语言练习，引导学生自已组织语言，加大了练习的难度，进一步锻炼学生运用语言的能力。
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
Step II The global village
1. Do Activity 5 on Page 42.
Read the passage and answer the questions. Pay attention to the expressions in bold.
Nowadays, people all over the world are becoming more and more connected, as if the world were getting smaller--as if we were living in a “global village”. Technology is largely responsible for bringing people together. Channels of communication, such as the mobile phone and the Internet, have made it possible to speak instantly with someone on the other side of the planet, enabling us to form close connections with people of completely different cultures. The television meanwhile, is a window on the world, giving us quick and easy access to other cultures and lifestyles. Cultural exchange helps us to be more inclusive and to overcome culture shock. But inclusiveness doesn't mean that our cultures will merge into one another. Rather, it's about countries and people making a joint effort to come together to create a more harmonious and understanding world, so that we can all enjoy the mutual benefits.
·What phenomenon does the passage describe
·What effect does technology have on cultural exchange
Suggested answers: ·It describes the phenomenon of the “global ⅶlage” as related to the promotion of technological and cultural exchange. ·Technology enables us to form close connections t with people of completely different cultures and gives t us quick and easy access to other cultures and lifestyles.
2. Do Activity 6 on Page 42.
Complete the letter with the correct form of the expressions in Activity 5.
Dear Eeditor, Your article about living in a global village really struck a chord with me because I' ve just returned from a teaching project in Cambodia and Thailand. I had been worried about the①________, but fortunately the other volunteers and local teachers were really welcoming .We were able to②___________each other as well as our students . Throughout, we made③____________to make our classes a success, so that we could all enjoy the④_________ of working well together. It was rewarding to see how our work helped ⑤____________from different cultures. Before I went, TV and the Internet were my⑥_________,but being there in person was even better. I think the experience has taught me to⑦_________and I can't wait to do it all over again. Paul
Suggested answers: ①culture shock ②form close connections with ③joint effort ④mutual benefits ⑤bring people together ⑥window on the world ⑦be more inclusive
【设计意图】通过阅读练习，了解地球村的概念，扩大学生的知识面，在阅读的同时，了解黑体词汇在具体语境中的含义和用法。并在新的语境中进行运用，提高学生的知识迁移和综合运用语言的能力。
Step Ⅲ Listen and do exercises
1. Do activity 7 on Page 42.
Listen to the conversation and choose the main idea.
①More and more foreign words and expressions are entering the English language, especially those about food. ②Chinese food is popular in the UK, and many Chinese words and expressions are entering English dictionaries as a result. ③Intercultural communication is increasing, and people all over the world have a better understanding of each other. ④World sports are bringing people together in the same way that food is.
Suggested answer： ③
2. Do Activity 8 on Page 43.
Listen again and complete the table.
Phenomena Examples
More and more①______ Into dictionaries these days. From Devon: grackle From Chinese: wok, chow mein, ②____and chop suey
Besides words, changes also happen to③_________. In a large Asian supermarket, there are④_________ from Asia. There are⑤__________in the male speaker’s city, such as⑥___________. Many European people can⑦___________.
Sports also play an important role in⑧____________. It is not a surprise to see ⑨_______while watching the UEFA Champions League live and not unusual to find people enjoying⑩_______on the other side of the world.
Suggested answers: ①regional words are making it ②wonton ③food we now find in shops and restaurants/ the food we buy and eat ④all kinds of food ⑤a lot of other restaurants/ a lot of choices ⑥Italian, French and Japanese restaurants ⑦use chopsticks ⑧connecting people ⑨people in Britain eating Chinese food ⑩pizza while watching the same game
3. Do Activity 9 on Page 43.
Complete the boxes with the expressions from the conversation.
Showing interest
Describing a common phenomenon
Suggested answers: Showing interest Really That's interesting. Is it really Describing a common phenomenon It is really amazing. I also find it interesting to see… No wonder it isn’t a surprise to see… It is not unusual to find…
4.Do Activity 10 on Page 43.
Work in pairs. Talk about another phenomenon of the global village using the expressions in this section.
【设计意图】该部分设置了相应的练习题，听录音并选择主旨大意、完成表格、将表格中提到的句子进行分类、用该部分所学的词汇和表达谈论地球村的其他现象，在语言输入的基础上进行语言输出，让学生学会表述，提高语言的运用能力。
Step IV Summing up
总结it作形式主语的用法，并注意该部分新学词汇的运用。
回顾总结句子的基本结构。注意制定计划的句式和时态。
Step V Homework
1. Give students some examples to fill in the blanks with it as an empty subject.
2. Master the usages of the new vocabulary.
板书设计：
Unit 4 Breaking boundaries Period II Using language I. Grammar—It as an empty subject 1. Do Activity 1 on Page 41. (1) Look at the sentences and answer the questions. Sentences (a) and(c) are from the reading passage. (2) Give enough examples of the usages of it as an empty subject. Guide students to sum up the usages of it as an empty subject. Then ask students to give examples. 2. Do Activity 2 on Page 41. Rewrite the underlined parts using it as an empty subject. 3. Do Activity 3 on Page 41. Describe the city using the information provided and it as an empty subject. 4. Do Activity 4 on Page 41. Describe one of the cities using it as an empty subject where appropriate. Do online research if necessary. Ⅱ. The global village 1.Do Activity 5 on Page 42. Read the passage and answer the questions. Pay attention to the expressions in bold. 2. Do Activity 6 on Page 42. Complete the letter with the correct form of the expressions in Activity. Ⅲ. Listen and do exercises 1. Do Activity 7 on Page 42. Listen to the conversation and choose the main idea. 2. Do Activity 8 on Page 43. Listen again and complete the table. 3. Do Activity 9 on Page plete the boxes with the expressions from the conversation. 4. Do Activity 10 on Page 43. Work in pairs. Talk about another phenomenon of the global village using the expressions in this section. IV. Summing up V. Homework 1. Give students some examples to fill in the blanks with it as an empty subject. 2. Master the usages of the new vocabulary.
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课时内容
本课时涉及的是语言知识运用，包含 It as an empty subject和 The global village两部分。
It as an empty subject部分讲解it作形式主语的结构和基本用法，要学会分析句子结构，找到真正的主语。
The global village部分首先介绍了“地球村”，然后请学生阅读一封与“地球村”这一观点产生共鸣的读者的来信，接着以听力练习的形式描述了世界各地的人们随着日益增强的跨文化交流而进一步加深了解。地球村是互联网的发展和进入信息网络时代的集中体现，而现代交通工具的飞速发展、通信技术的更新换代、网络技术的全面运用使地球村得以形成。地球村促进了世界经济一体化进程。
课时目标
1.掌握本课时的重点单词和短语 realistic、minority cast、Inclusive、Joint、harmonious、mutual、rewarding、refer to、according to、in particular、be likely to、in the right direction、settle down、be responsible for、enable sb to do sth、culture shock、be worried about、as well as、in person、 as a result的用法，能在真实语境中灵活运用。
2.掌握it作形式主语的用法。
3.引导学生关注语用功能，学会表达对他人的谈话内容表现出兴趣以及描述某种普遍存在的现象，并能够在实际生活中运用所学表达。
4.通过阅读地球村，引导学生了解地球村的真实含义：地球村模式将人类带入了一种极其融洽的环境之中，消除了地域的界限，文化的差异，把人类大家庭结为一体，开创永恒的和谐与和平。
重点难点：
重点：
it作形式主语的用法。
难点：
1.it作形式主语的用法。
2.了解地球村的含义和深远影响，尽自己一份努力，积极促进地球村发展。
教学准备：
教师准备：
1.准备好该部分内容的PPT和音频材料。
2.准备好有关地球村的材料。
学生准备：
1.用英语简述地球村的概念以及自己对地球村的理解。
2.上网查找it作形式主语的用法，了解并掌握it作形式主语的常见句型。
3.预习课本P41~43的内容，找出该部分的新词汇，并根据上下文猜测其含义。
教学过程：
Step I Grammar—It as an empty subiect
1.Do Activity 1 on Page 41.
(1) Look at the sentences and answer the questions. Sentences (a) and(c) are from the reading passage.
·What does "it" refer to in sentences(a)and(c)
·What is the difference between the sentences in each group Why does the author choose to use sentence(a) and(c) instead of (b) and (d)
Suggested answers： ·"It" refers to "not to take any chances" in sentence(a) and to remember that Ebola doesn't respect national boundaries" in sentence (c). ·The first sentences in each group use "it" as an empty subject at the beginning of the sentences. The reason why sentences (a) and (c) are chosen is that the sentences are kept balanced and the key information of the sentences is emphasized.
(2) Give enough examples of the usages of it as an empty subject. And instruct students to sum up the usages of it as an empty subject. Then ask students to give examples.
【设计意图】从前面的阅读文章中选取学生熟悉的句子，了解it作形式主语的具体运用，旨在引导学生初步感知并了解it作形式主语的用法。
2.Do Activity 2 on Page 41.
Rewrite the underlined parts using it as an empty subject.
Suggested answers: ·it is no longer quite so difficult for women and minorities to get roles in American film and television ·it is now a more realistic hope for minority actors to become a leading actor in Hollywood ·it is more common than before for women to write and direct Hollywood films ·it is seen as acceptable by film studios to cast white actors as Asian characters
【设计意图】通过改写句子的活动，引导学生找出句子的真正主语，了解it作形式主语的用法和作用，并学会在具体语境中灵活运用。
3. Do Activity 3 on Page 41.
Describe the city using the information provided and it as an empty subject.
Suggested answer: Beijing today is multicultural. It is not a surprising thing for students to see different skin colours in the same class. It is possible for people to hear many different languages and dialects. It is easy for people to find products from all over the world. It is not difficult for foreigners to settle down and find a job. It is a common thing for people from different countries to work in the same company.
【设计意图】根据给出的语言提示，学会运用it作形式主语的句型。进一步体会该语法点在表达中的运用，掌握其用法。
4.Do Activity 4 on Page 41.
Describe one of the cities using it as an empty subject where appropriate. Do online research if necessary.
·Toronto
·Shanghai
·London
·Syney
【设计意图】通过所给提示，运用it作形式主语的句式进行语言练习，引导学生自已组织语言，加大了练习的难度，进一步锻炼学生运用语言的能力。
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
Step II The global village
1. Do Activity 5 on Page 42.
Read the passage and answer the questions. Pay attention to the expressions in bold.
Nowadays, people all over the world are becoming more and more connected, as if the world were getting smaller--as if we were living in a “global village”. Technology is largely responsible for bringing people together. Channels of communication, such as the mobile phone and the Internet, have made it possible to speak instantly with someone on the other side of the planet, enabling us to form close connections with people of completely different cultures. The television meanwhile, is a window on the world, giving us quick and easy access to other cultures and lifestyles. Cultural exchange helps us to be more inclusive and to overcome culture shock. But inclusiveness doesn't mean that our cultures will merge into one another. Rather, it's about countries and people making a joint effort to come together to create a more harmonious and understanding world, so that we can all enjoy the mutual benefits.
·What phenomenon does the passage describe
·What effect does technology have on cultural exchange
Suggested answers: ·It describes the phenomenon of the “global ⅶlage” as related to the promotion of technological and cultural exchange. ·Technology enables us to form close connections t with people of completely different cultures and gives t us quick and easy access to other cultures and lifestyles.
2. Do Activity 6 on Page 42.
Complete the letter with the correct form of the expressions in Activity 5.
Dear Eeditor, Your article about living in a global village really struck a chord with me because I' ve just returned from a teaching project in Cambodia and Thailand. I had been worried about the①________, but fortunately the other volunteers and local teachers were really welcoming .We were able to②___________each other as well as our students . Throughout, we made③____________to make our classes a success, so that we could all enjoy the④_________ of working well together. It was rewarding to see how our work helped ⑤____________from different cultures. Before I went, TV and the Internet were my⑥_________,but being there in person was even better. I think the experience has taught me to⑦_________and I can't wait to do it all over again. Paul
Suggested answers: ①culture shock ②form close connections with ③joint effort ④mutual benefits ⑤bring people together ⑥window on the world ⑦be more inclusive
【设计意图】通过阅读练习，了解地球村的概念，扩大学生的知识面，在阅读的同时，了解黑体词汇在具体语境中的含义和用法。并在新的语境中进行运用，提高学生的知识迁移和综合运用语言的能力。
Step Ⅲ Listen and do exercises
1. Do activity 7 on Page 42.
Listen to the conversation and choose the main idea.
①More and more foreign words and expressions are entering the English language, especially those about food. ②Chinese food is popular in the UK, and many Chinese words and expressions are entering English dictionaries as a result. ③Intercultural communication is increasing, and people all over the world have a better understanding of each other. ④World sports are bringing people together in the same way that food is.
Suggested answer： ③
2. Do Activity 8 on Page 43.
Listen again and complete the table.
Phenomena Examples
More and more①______ Into dictionaries these days. From Devon: grackle From Chinese: wok, chow mein, ②____and chop suey
Besides words, changes also happen to③_________. In a large Asian supermarket, there are④_________ from Asia. There are⑤__________in the male speaker’s city, such as⑥___________. Many European people can⑦___________.
Sports also play an important role in⑧____________. It is not a surprise to see ⑨_______while watching the UEFA Champions League live and not unusual to find people enjoying⑩_______on the other side of the world.
Suggested answers: ①regional words are making it ②wonton ③food we now find in shops and restaurants/ the food we buy and eat ④all kinds of food ⑤a lot of other restaurants/ a lot of choices ⑥Italian, French and Japanese restaurants ⑦use chopsticks ⑧connecting people ⑨people in Britain eating Chinese food ⑩pizza while watching the same game
3. Do Activity 9 on Page 43.
Complete the boxes with the expressions from the conversation.
Showing interest
Describing a common phenomenon
Suggested answers: Showing interest Really That's interesting. Is it really Describing a common phenomenon It is really amazing. I also find it interesting to see… No wonder it isn’t a surprise to see… It is not unusual to find…
4.Do Activity 10 on Page 43.
Work in pairs. Talk about another phenomenon of the global village using the expressions in this section.
【设计意图】该部分设置了相应的练习题，听录音并选择主旨大意、完成表格、将表格中提到的句子进行分类、用该部分所学的词汇和表达谈论地球村的其他现象，在语言输入的基础上进行语言输出，让学生学会表述，提高语言的运用能力。
Step IV Summing up
总结it作形式主语的用法，并注意该部分新学词汇的运用。
回顾总结句子的基本结构。注意制定计划的句式和时态。
Step V Homework
1. Give students some examples to fill in the blanks with it as an empty subject.
2. Master the usages of the new vocabulary.
板书设计：
Unit 4 Breaking boundaries Period II Using language I. Grammar—It as an empty subject 1. Do Activity 1 on Page 41. (1) Look at the sentences and answer the questions. Sentences (a) and(c) are from the reading passage. (2) Give enough examples of the usages of it as an empty subject. Guide students to sum up the usages of it as an empty subject. Then ask students to give examples. 2. Do Activity 2 on Page 41. Rewrite the underlined parts using it as an empty subject. 3. Do Activity 3 on Page 41. Describe the city using the information provided and it as an empty subject. 4. Do Activity 4 on Page 41. Describe one of the cities using it as an empty subject where appropriate. Do online research if necessary. Ⅱ. The global village 1.Do Activity 5 on Page 42. Read the passage and answer the questions. Pay attention to the expressions in bold. 2. Do Activity 6 on Page 42. Complete the letter with the correct form of the expressions in Activity. Ⅲ. Listen and do exercises 1. Do Activity 7 on Page 42. Listen to the conversation and choose the main idea. 2. Do Activity 8 on Page 43. Listen again and complete the table. 3. Do Activity 9 on Page plete the boxes with the expressions from the conversation. 4. Do Activity 10 on Page 43. Work in pairs. Talk about another phenomenon of the global village using the expressions in this section. IV. Summing up V. Homework 1. Give students some examples to fill in the blanks with it as an empty subject. 2. Master the usages of the new vocabulary.
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