外研版（2019）选择性必修第二册 Unit5 A delicate world Using language板块教学设计
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| 名称 | 外研版（2019）选择性必修第二册 Unit5 A delicate world Using language板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 20.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-04 09:02:31 | ||
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Unit5 Using language板块教学设计
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然——保护我们脆弱的星球
内容分析 本板块是单元话题下语法、词汇和听说结合的综合活动。语法部分的主要内容为it作形式宾语的用法，包括一篇小语篇和两幅对比图片。小语段讲述了近些年被放生的宠物红耳龟给当地物种造成的威胁；两幅图片对比了塞罕坝国家森林公园的今昔变化。综合语言运用部分的话题为“生态系统”，词汇部分通过一组示意图和一个小语篇呈现了生态系统中的食物链及其相关表达；接下来的听说部分为一段对话，内容为蜜蜂数量的减少对于整个生态系统所潜在的影响。本板块旨在帮助学生深度聚焦语言的意义和功能，进行真实语境下的思考和交际运用，全方位提升学生综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 掌握并运用it作形式宾语； 掌握有关食物链的相关表达，了解食物链中不同物种之间的关系； 听懂关于蜜蜂濒临灭绝的对话，进一步了解生态平衡的重要性； 运用表达质疑和回应质疑，谈论某物种灭绝对生态系统的影响。
教学重点 引导学生发现和理解it作形式宾语的用法，并学会在真实语境中进行运用； 带领学生学习并运用有关食物链的相关表达，了解食物链中不同物种之间的关系； 引导学生通过完成听力活动，进一步了解生态平衡的重要性，同时还能够关注语用功能，学会表达质疑和回应别人的质疑。
教学难点 引导学生在真实语境中运用it作形式宾语； 引导学生认识到某一种生物的灭绝会给生态系统造成巨大的影响，鼓励学生为保护生态环境做贡献。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in each group in the box and pay special attention to the difference between them. Teacher asks students to work in groups and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences with it as an empty object in the reading passage and summarise the use of it as an empty object in their own words. Teacher asks some students to share the answers. Students observe the sentences in each group in the box and pay attention to the difference between them. Students discuss the two questions in groups. Some students share their answers. Students look for more sentences with it as an empty object in the reading passage and summarise the use of it as an empty object in their own words. Some students share the answers with the class. To help students find out the structure and function of it as an empty object. To help students get familiar with the use of it as an empty object.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to rewrite the underlined parts using it as an empty object. Then asks students to make corrections in groups. Teacher checks the answers with the class. Students read the passage and get its main idea. Students rewrite the underlined parts using it as an empty object. Then make corrections in groups. Students check the answers with the teacher. To let students apply it as an empty object in a context.
Activity 3 Teacher asks students to look at the two pictures of the Saihanba National Forest Park and find its changes. Teacher asks students to work in groups and follow the model sentences to describe the changes in the Saihanba National Forest Park using it as an empty object where appropriate. Teacher invites one or two groups to share the answers with the class. Students look at the two pictures of the Saihanba National Forest Park and find its changes. Students work in groups and follow the model sentences to describe the changes in the Saihanba National Forest Park using it as an empty object where appropriate One or two groups share the answers with the class. To help students consolidate the application of it as an empty object in a real context.
Activity 4 Teacher asks students to think about a place they know has changed individually. Teacher asks students to work in groups and have a discussion, then describe how the place has changed using it as an empty object where appropriate. Teacher invites some students to share the answers with the class and others make comments. Students think about a place they know has changed individually. Students work in groups and have a discussion, then describe how the place has changed using it as an empty object where appropriate. Some students share the answers with the class. Others make comments. To help students to further understand a place that has changed and the use of it as an empty object.
Activity 5 Teacher asks students to look at the diagram and answer the first question. Teacher checks the answers with the class. Teacher asks students to pay attention to the expressions in bold and then answer the second question. Teacher invites some students to share the answers with the class. Students look at the diagram and answer the first question. Students check the answers with the teacher. Students pay attention to the expressions in bold and then answer the second question. Some students share the answers with the class. To let students learn some new expressions about the relationships between the living things.
Activity 6 Teacher asks students to complete the passage with the correct form of the words and expressions in Activity 5. Teacher checks the answers with the class. Students complete the passage with the correct form of the words and expressions in Activity 5. Students check the answers with the teacher. To help students review the expressions about the relationships between the living things.
Activity 7 Teacher asks students to read the statements in Did You Know and learn about the facts about honey bees. Teacher asks students to read the statements and choose the true ones. Teacher plays the audio and asks students to choose the true statements. Teacher checks the answer with the class. Students read the statements in Did You Know and learn about the facts about honey bees. Students read the statements and choose the true ones. Students listen to the audio and choose the true statements. Students check the answer with the teacher. To train students’ skills in grasping the main idea of a conversation through listening.
Activity 8 Teacher asks students to look at the flow chart first. Then play the audio again and ask students to complete the flow chart. Teacher asks students to listen for a third time and check the answers by themselves. Teacher invites some students to share the answers with the class. Teacher asks students to talk about the importance of bees in their own words. Students look at the flow chart first. Then listen to the audio again and complete the flow chart. Students listen to the audio for a third time and check the answers by themselves. Some students share the answers with the class. Students talk about the importance of bees in their own words. To let students get the details of the listening material.
Activity 9 Teacher asks students to look at the two headers and tell what they know about the different functions. Teacher asks students to complete the boxes with the expressions from the conversation. Teacher checks the answers with the class. Students look at the two headers and tell what they know about the different functions. Students complete the boxes with the expressions from the conversation. Students check the answers with the teacher. To help students consolidate the expressions of expressing doubt and responding to doubt.
Activity 10 Teacher divides students into groups and asks them to talk about what would happen to the ecosystem if another species died out using the expressions in this section. Teacher invites several groups to present their ideas in front of the class. Teacher asks students to think about how their knowledge helped them contribute to the discussion. Students work in groups and talk about what would happen to the ecosystem if another species died out using the expressions in this section. Several groups present their ideas in front of the class. Students think about how their knowledge helped them contribute to the discussion. To encourage students to further practise describing the delicate ecosystem.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然——保护我们脆弱的星球
内容分析 本板块是单元话题下语法、词汇和听说结合的综合活动。语法部分的主要内容为it作形式宾语的用法，包括一篇小语篇和两幅对比图片。小语段讲述了近些年被放生的宠物红耳龟给当地物种造成的威胁；两幅图片对比了塞罕坝国家森林公园的今昔变化。综合语言运用部分的话题为“生态系统”，词汇部分通过一组示意图和一个小语篇呈现了生态系统中的食物链及其相关表达；接下来的听说部分为一段对话，内容为蜜蜂数量的减少对于整个生态系统所潜在的影响。本板块旨在帮助学生深度聚焦语言的意义和功能，进行真实语境下的思考和交际运用，全方位提升学生综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 掌握并运用it作形式宾语； 掌握有关食物链的相关表达，了解食物链中不同物种之间的关系； 听懂关于蜜蜂濒临灭绝的对话，进一步了解生态平衡的重要性； 运用表达质疑和回应质疑，谈论某物种灭绝对生态系统的影响。
教学重点 引导学生发现和理解it作形式宾语的用法，并学会在真实语境中进行运用； 带领学生学习并运用有关食物链的相关表达，了解食物链中不同物种之间的关系； 引导学生通过完成听力活动，进一步了解生态平衡的重要性，同时还能够关注语用功能，学会表达质疑和回应别人的质疑。
教学难点 引导学生在真实语境中运用it作形式宾语； 引导学生认识到某一种生物的灭绝会给生态系统造成巨大的影响，鼓励学生为保护生态环境做贡献。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in each group in the box and pay special attention to the difference between them. Teacher asks students to work in groups and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences with it as an empty object in the reading passage and summarise the use of it as an empty object in their own words. Teacher asks some students to share the answers. Students observe the sentences in each group in the box and pay attention to the difference between them. Students discuss the two questions in groups. Some students share their answers. Students look for more sentences with it as an empty object in the reading passage and summarise the use of it as an empty object in their own words. Some students share the answers with the class. To help students find out the structure and function of it as an empty object. To help students get familiar with the use of it as an empty object.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to rewrite the underlined parts using it as an empty object. Then asks students to make corrections in groups. Teacher checks the answers with the class. Students read the passage and get its main idea. Students rewrite the underlined parts using it as an empty object. Then make corrections in groups. Students check the answers with the teacher. To let students apply it as an empty object in a context.
Activity 3 Teacher asks students to look at the two pictures of the Saihanba National Forest Park and find its changes. Teacher asks students to work in groups and follow the model sentences to describe the changes in the Saihanba National Forest Park using it as an empty object where appropriate. Teacher invites one or two groups to share the answers with the class. Students look at the two pictures of the Saihanba National Forest Park and find its changes. Students work in groups and follow the model sentences to describe the changes in the Saihanba National Forest Park using it as an empty object where appropriate One or two groups share the answers with the class. To help students consolidate the application of it as an empty object in a real context.
Activity 4 Teacher asks students to think about a place they know has changed individually. Teacher asks students to work in groups and have a discussion, then describe how the place has changed using it as an empty object where appropriate. Teacher invites some students to share the answers with the class and others make comments. Students think about a place they know has changed individually. Students work in groups and have a discussion, then describe how the place has changed using it as an empty object where appropriate. Some students share the answers with the class. Others make comments. To help students to further understand a place that has changed and the use of it as an empty object.
Activity 5 Teacher asks students to look at the diagram and answer the first question. Teacher checks the answers with the class. Teacher asks students to pay attention to the expressions in bold and then answer the second question. Teacher invites some students to share the answers with the class. Students look at the diagram and answer the first question. Students check the answers with the teacher. Students pay attention to the expressions in bold and then answer the second question. Some students share the answers with the class. To let students learn some new expressions about the relationships between the living things.
Activity 6 Teacher asks students to complete the passage with the correct form of the words and expressions in Activity 5. Teacher checks the answers with the class. Students complete the passage with the correct form of the words and expressions in Activity 5. Students check the answers with the teacher. To help students review the expressions about the relationships between the living things.
Activity 7 Teacher asks students to read the statements in Did You Know and learn about the facts about honey bees. Teacher asks students to read the statements and choose the true ones. Teacher plays the audio and asks students to choose the true statements. Teacher checks the answer with the class. Students read the statements in Did You Know and learn about the facts about honey bees. Students read the statements and choose the true ones. Students listen to the audio and choose the true statements. Students check the answer with the teacher. To train students’ skills in grasping the main idea of a conversation through listening.
Activity 8 Teacher asks students to look at the flow chart first. Then play the audio again and ask students to complete the flow chart. Teacher asks students to listen for a third time and check the answers by themselves. Teacher invites some students to share the answers with the class. Teacher asks students to talk about the importance of bees in their own words. Students look at the flow chart first. Then listen to the audio again and complete the flow chart. Students listen to the audio for a third time and check the answers by themselves. Some students share the answers with the class. Students talk about the importance of bees in their own words. To let students get the details of the listening material.
Activity 9 Teacher asks students to look at the two headers and tell what they know about the different functions. Teacher asks students to complete the boxes with the expressions from the conversation. Teacher checks the answers with the class. Students look at the two headers and tell what they know about the different functions. Students complete the boxes with the expressions from the conversation. Students check the answers with the teacher. To help students consolidate the expressions of expressing doubt and responding to doubt.
Activity 10 Teacher divides students into groups and asks them to talk about what would happen to the ecosystem if another species died out using the expressions in this section. Teacher invites several groups to present their ideas in front of the class. Teacher asks students to think about how their knowledge helped them contribute to the discussion. Students work in groups and talk about what would happen to the ecosystem if another species died out using the expressions in this section. Several groups present their ideas in front of the class. Students think about how their knowledge helped them contribute to the discussion. To encourage students to further practise describing the delicate ecosystem.