外研版（2019）选择性必修第二册 Unit5 A delicate world 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 Unit5 A delicate world Using Language 名师教学设计 |  | |
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| 文件大小 | 4.3MB | ||
| 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 09:15:24 | ||
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Unit 5 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，包括 It as an empty object和 Ecosystems两部分。It as an empty object讲解it作形式宾语的句型和基本用法，要学会分析句子结构，选用正确的宾语形式。Ecosystems首先以思维导图的形式列出了食物链，分别说明了食物链中的生产者、初级消费者、次级消费者以及分解者在食物链中所处的地位和作用；然后以听力练习的形式介绍了蜜蜂数量的减少对于整个生态系统的潜在影响。
课时目标
1.掌握本课时的重点单词 dissolve、nutrient、worm和短语 be native to、due to、rely on、feed on、prey on、breakdown、take in、be in existence、depend on、be responsible for、contribute to的用法，并能在真实语境中灵活运用。
2.掌握it作形式宾语的用法。
3.引导学生关注话题的语用功能，学会表达质疑和回应别人的质疑。
4.了解食物链中生物的相互制约、相互依存，共生共荣及生态平衡的重要性。人类可以通过自己的努力保护各个生态系统，促进生态平衡；人类也能够为了自身的眼前利益掠夺资源，破坏生态平衡。人类不能超自然而存在，保护生态平衡也是保护人类自己，一旦生态平衡遭到破坏，危及整个生物圈，人类自身也在劫难逃。
重点难点：
重点：
it作形式宾语的用法。
难点：
1.it作形式宾语的用法。
2.食物链使所有的生物保持着“一物治一物”的状态，只要没有外界的破坏，食物链就永远不会断，生态因食物链的存在而得到平衡。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频材料。
2.准备好有关生态平衡和食物链的材料。
学生准备：
1.简述一个比较常见的食物链并分析各种生物相互依存、相互影响的关系。
2.上网查找it作形式宾语的用法，学会分析句子结构，选用正确的宾语形式。
3.预习课本P53~55的内容，我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
1.Do Activity 1 on Page 53.
(1) Look at the sentences and answer the questions.
Sentences(a) and(c) are from the reading passage.
a No visitor would think it surprising that the island is a UNESCO World Heritage Site. b No visitor would think that the island being a UNESCO World Heritage Site is surprising. c Experts felt it necessary to come up with a plan to remove all the rabbits from the island. d Experts felt to come up with a plan to remove all the rabbits from the island was necessary.
·What does "it" refer to in sentences (a) and (c)
·What is the difference between the sentences in each group
Suggested answers： ·"It" in sentence(a) refers to "the island is a UNESCO World Heritage Site". "It"in sentence(c) refers to"to come up with a plan to remove all the rabbits from the island". ·When the object of a sentence is a that-clause (b) or an infinitive (d), we sometimes use "it" as an empty object and put the real object later to keep balance. For example, sentence (a) uses "it" as the empty object of "think", referring to the real object: "the island is a UNESCO World Heritage Site". Sentence (b) uses that-clause as the object of "think".
（2）Give enough examples of the usages of it as an empty object. And instruct students to sum up the usages of it as an empty object. Then ask students to give example.
【设计意图】从前面的阅读文章中选取学生熟悉的句子并总结it作形式宾语的用法，旨在引导学生初步感知并了解it作形式宾语的用法。
2.Do Activity 2 on Page 53.
Rewrite the underlined parts using it as an empty object.
The red-eared slider, a species of freshwater turtle, is native to the Southern United States and Northern Mexico. Due to its cute appearance, many people think keeping this turtle as a pet is a good idea. Recent years have seen more and more pet sliders escaping or being released from homes, and some owners believe to release them into the wild is no big issue. These days, people have found to release these turtles into the wild is a threat to other species. Experts consider owners keeping their pets in an enclosed area important, and anyone unable to keep their pets should take them to an appropriate animal shelter.
Suggested answers： ·many people think it a good idea to keep this turtle as a pet ·believe it no big issue to release them into the wild ·people have found it a threat to other species to release these turtles into the wild ·Experts consider it important for owners to keep their pets in an enclosed area
【设计意图】通过改写句子活动，引导学生找出句子的真正宾语，了解it作形式宾语的用法和作用，并学会在具体语境中灵活运用。
3. Do Activity 3 on Page 53.
Look at the pictures of the Saihanba National Forest Park and describe its changes using it as an empty object where appropriate. You may refer to the words and expressions in the table for help.
nouns/adjectives to do/that
breakthrough impossible likely unrealistic --- grow investigate plant trees transform ---
【设计意图】通过看图描述图片，并根据给出的语言提示，学会运用it作形式宾语的句型，让学生进一步体会该语法在表达中的运用，掌握it作形式宾语的用法。
4.Do Activity 4 on Page 53.
Describe how a place you know has changed using it as an empty object where appropriate.
【设计意图】通过描述自己熟悉的某个地方在生态方面发生的变化，学会运用it作形式宾语的句型，进行语言练习，引导学生自己组织语言，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”部分。
Step Ⅱ Ecosystems
1. Do Activity 5 on Page 54.
Look at the diagram and answer the questions. Pay attention to the words and expressions in bold.
·What does the diagram show
·What are the relationships between the living things
Suggested answers： ·The diagram shows a food chain-the connection between the living things. ·The living things are closely connected with each other by the food they eat. Secondary consumers prey on primary consumers, primary consumers feed on producers, and producers absorb light from the sun and water and dissolved nutrients from the soil, which are provided by decomposers.
(2) Do Activity 6 on Page 54
Complete the passage with the correct form of the words and expressions in Activity 5.
In a woodland ecosystem, trees and other plants are producers. They①__________ water, and take in nutrients from the soil and energy from the sun. Insects are an example of a primary consumer. They②____________he producers to provide food for them, and are③____________by secondary consumers: small mammals and birds. They④___________the primary consumers. Worms, fungi and bacteria are decomposers. They ⑤____________animal waste and the remains of living things. The chemicals these decomposers⑥__________fertilise the soil and give the plants the nutrients they need to grow.
Suggested answers： ①absorb ②rely on ③fed on ④prey on ⑤break down ⑥release
【设计意图】通过阅读，了解整个生态系统的食物链中不同物种的位置和作用，并将黑体词的适当形式填入适当的位置，提高学生分析问题、解决问题的能力，实现知识的迁移。
Step Ⅲ Listen and do exercises
1. Do Activity 7 on Page 55.
(1) Ask students to read "Did You Know "and make sure students understand its meaning.
·One of the oldest species in the ecosystem, the honey bee has been in existence for millions of years. ·A honey bee can fly as fast as 24 kilometres per hour and its wings can beat 200 times per second. ·In just one journey to collect pollen and nectar, one single honey bee can pollinate as many as 50 to 100 flowers.
(2) Listen to the conversation and choose the true statements.
①Bees are very important to our food supply because they provide honey.
②The bee population is declining.
③Without bees, humans would die out.
④All human crops depend on bees for pollination.
⑤If bees became extinct, other insects could pollinate enough crops.
⑥Humans are responsible for the decline in the bee population.
Suggested answers： ②③⑥
2. Do Activity 8 on Page 55.
Listen again and complete the flow chart.
A combination of things damages bee habitats, mainly①______________.
The bee population is②____________.According to statistics bee numbers in the US ③___________in just one year.
Without bees, crops would ④______________. ⑤______________would not be able to compensate for the loss of bees, because⑥______________of the species of crops.
Animals that live on the crops⑦_____________.
Humans have nothing to eat and die out.
Suggested answers: ①Pesticides and climate change ②declining very quickly ③have fallen by17% ④be unable to reproduce ⑤Other insects ⑥bees are responsible for pollinating about 70 ⑦would die out
3. Do Activity 9 on Page 55.
Compete the boxes with the expressions from the conversation.
●You must be kidding! ●I don' t believe it! ●It' s a fact! ●Don't forget that... ● Are you sure about… ●Check it out for yourself… ●If According to statistics…
Expressing doubt
Responding to doubt
Suggested answers: Expressing doubt You must be kidding! I don't believe it! Are you sure about… Responding to doubt It's a fact! I Don't forget that… Check it out for yourself… According to statistics…
4.Do Activity 10 on Page 55
Talk about what would happen to the ecosystem if another species died out.Use the words and expressions in this section.
【设计意图】该部分设置了四个相应的练习题，听录音，选择正确的表述；再听录音，完成流程图，难度有所增加；用所给的表达完成表格；讨论如果一个物种灭绝会对生态系统产生什么样的影响，在语言输入的基础上进行语言输出，让学生学会表述，提高语言运用能力。
Step IV Summing up
总结it作形式宾语的句型和用法，并注意该部分新学词汇的运用。
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
Step V Homework
1. Give students some examples to fill in the blanks with it as an empty object.
2. Master the usages of the new vocabulary.
板书设计：
Unit 5 A delicate world Period II Using language I Grammar Non-defining attributive clauses 1. Do Activity 1 on Page 53. (1) Look at the sentences and answer the questions. (2) Give enough examples of the usages of it as an empty object. Guide students to sum up the usages of it as an empty object. 2. Do Activity 2 on Page 53. Rewrite the underlined parts using it as an empty object. 3. Do activity 3 on Page 53. Look at the pictures of the Saihanba National Forest Park and describe its changes using it as an empty object where appropriate. 4. Do Activity 4 on Page 53. Describe how a place you know has changed using it as an empty object where appropriate. Ⅱ. Ecosystems 1. Do Activity 5 on Page 54. Look at the diagram and answer the questions. 2. Do Activity 6 on Page 54 Complete the passage with the correct form of the words and expressions in Activity 5. Ⅲ. Listen and exercises. 1. Do Activity 7 on Page 55. (1) Ask students to read "Did You Know " and make sure students understand its meaning. (2) Listen to the conversation and choose the true statements. 2. Do activity 8 on Page 55. Listen again and complete the flow chart. 3. Do Activity 9 on Page pete the boxes with the expressions from the conversation. 4. Do Activity 10 on Page 55. Talk about what would happen to the ecosystem if another species died out. IV. Summing up V. Homework
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课时内容
本课时涉及的是语言知识运用，包括 It as an empty object和 Ecosystems两部分。It as an empty object讲解it作形式宾语的句型和基本用法，要学会分析句子结构，选用正确的宾语形式。Ecosystems首先以思维导图的形式列出了食物链，分别说明了食物链中的生产者、初级消费者、次级消费者以及分解者在食物链中所处的地位和作用；然后以听力练习的形式介绍了蜜蜂数量的减少对于整个生态系统的潜在影响。
课时目标
1.掌握本课时的重点单词 dissolve、nutrient、worm和短语 be native to、due to、rely on、feed on、prey on、breakdown、take in、be in existence、depend on、be responsible for、contribute to的用法，并能在真实语境中灵活运用。
2.掌握it作形式宾语的用法。
3.引导学生关注话题的语用功能，学会表达质疑和回应别人的质疑。
4.了解食物链中生物的相互制约、相互依存，共生共荣及生态平衡的重要性。人类可以通过自己的努力保护各个生态系统，促进生态平衡；人类也能够为了自身的眼前利益掠夺资源，破坏生态平衡。人类不能超自然而存在，保护生态平衡也是保护人类自己，一旦生态平衡遭到破坏，危及整个生物圈，人类自身也在劫难逃。
重点难点：
重点：
it作形式宾语的用法。
难点：
1.it作形式宾语的用法。
2.食物链使所有的生物保持着“一物治一物”的状态，只要没有外界的破坏，食物链就永远不会断，生态因食物链的存在而得到平衡。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频材料。
2.准备好有关生态平衡和食物链的材料。
学生准备：
1.简述一个比较常见的食物链并分析各种生物相互依存、相互影响的关系。
2.上网查找it作形式宾语的用法，学会分析句子结构，选用正确的宾语形式。
3.预习课本P53~55的内容，我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
1.Do Activity 1 on Page 53.
(1) Look at the sentences and answer the questions.
Sentences(a) and(c) are from the reading passage.
a No visitor would think it surprising that the island is a UNESCO World Heritage Site. b No visitor would think that the island being a UNESCO World Heritage Site is surprising. c Experts felt it necessary to come up with a plan to remove all the rabbits from the island. d Experts felt to come up with a plan to remove all the rabbits from the island was necessary.
·What does "it" refer to in sentences (a) and (c)
·What is the difference between the sentences in each group
Suggested answers： ·"It" in sentence(a) refers to "the island is a UNESCO World Heritage Site". "It"in sentence(c) refers to"to come up with a plan to remove all the rabbits from the island". ·When the object of a sentence is a that-clause (b) or an infinitive (d), we sometimes use "it" as an empty object and put the real object later to keep balance. For example, sentence (a) uses "it" as the empty object of "think", referring to the real object: "the island is a UNESCO World Heritage Site". Sentence (b) uses that-clause as the object of "think".
（2）Give enough examples of the usages of it as an empty object. And instruct students to sum up the usages of it as an empty object. Then ask students to give example.
【设计意图】从前面的阅读文章中选取学生熟悉的句子并总结it作形式宾语的用法，旨在引导学生初步感知并了解it作形式宾语的用法。
2.Do Activity 2 on Page 53.
Rewrite the underlined parts using it as an empty object.
The red-eared slider, a species of freshwater turtle, is native to the Southern United States and Northern Mexico. Due to its cute appearance, many people think keeping this turtle as a pet is a good idea. Recent years have seen more and more pet sliders escaping or being released from homes, and some owners believe to release them into the wild is no big issue. These days, people have found to release these turtles into the wild is a threat to other species. Experts consider owners keeping their pets in an enclosed area important, and anyone unable to keep their pets should take them to an appropriate animal shelter.
Suggested answers： ·many people think it a good idea to keep this turtle as a pet ·believe it no big issue to release them into the wild ·people have found it a threat to other species to release these turtles into the wild ·Experts consider it important for owners to keep their pets in an enclosed area
【设计意图】通过改写句子活动，引导学生找出句子的真正宾语，了解it作形式宾语的用法和作用，并学会在具体语境中灵活运用。
3. Do Activity 3 on Page 53.
Look at the pictures of the Saihanba National Forest Park and describe its changes using it as an empty object where appropriate. You may refer to the words and expressions in the table for help.
nouns/adjectives to do/that
breakthrough impossible likely unrealistic --- grow investigate plant trees transform ---
【设计意图】通过看图描述图片，并根据给出的语言提示，学会运用it作形式宾语的句型，让学生进一步体会该语法在表达中的运用，掌握it作形式宾语的用法。
4.Do Activity 4 on Page 53.
Describe how a place you know has changed using it as an empty object where appropriate.
【设计意图】通过描述自己熟悉的某个地方在生态方面发生的变化，学会运用it作形式宾语的句型，进行语言练习，引导学生自己组织语言，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”部分。
Step Ⅱ Ecosystems
1. Do Activity 5 on Page 54.
Look at the diagram and answer the questions. Pay attention to the words and expressions in bold.
·What does the diagram show
·What are the relationships between the living things
Suggested answers： ·The diagram shows a food chain-the connection between the living things. ·The living things are closely connected with each other by the food they eat. Secondary consumers prey on primary consumers, primary consumers feed on producers, and producers absorb light from the sun and water and dissolved nutrients from the soil, which are provided by decomposers.
(2) Do Activity 6 on Page 54
Complete the passage with the correct form of the words and expressions in Activity 5.
In a woodland ecosystem, trees and other plants are producers. They①__________ water, and take in nutrients from the soil and energy from the sun. Insects are an example of a primary consumer. They②____________he producers to provide food for them, and are③____________by secondary consumers: small mammals and birds. They④___________the primary consumers. Worms, fungi and bacteria are decomposers. They ⑤____________animal waste and the remains of living things. The chemicals these decomposers⑥__________fertilise the soil and give the plants the nutrients they need to grow.
Suggested answers： ①absorb ②rely on ③fed on ④prey on ⑤break down ⑥release
【设计意图】通过阅读，了解整个生态系统的食物链中不同物种的位置和作用，并将黑体词的适当形式填入适当的位置，提高学生分析问题、解决问题的能力，实现知识的迁移。
Step Ⅲ Listen and do exercises
1. Do Activity 7 on Page 55.
(1) Ask students to read "Did You Know "and make sure students understand its meaning.
·One of the oldest species in the ecosystem, the honey bee has been in existence for millions of years. ·A honey bee can fly as fast as 24 kilometres per hour and its wings can beat 200 times per second. ·In just one journey to collect pollen and nectar, one single honey bee can pollinate as many as 50 to 100 flowers.
(2) Listen to the conversation and choose the true statements.
①Bees are very important to our food supply because they provide honey.
②The bee population is declining.
③Without bees, humans would die out.
④All human crops depend on bees for pollination.
⑤If bees became extinct, other insects could pollinate enough crops.
⑥Humans are responsible for the decline in the bee population.
Suggested answers： ②③⑥
2. Do Activity 8 on Page 55.
Listen again and complete the flow chart.
A combination of things damages bee habitats, mainly①______________.
The bee population is②____________.According to statistics bee numbers in the US ③___________in just one year.
Without bees, crops would ④______________. ⑤______________would not be able to compensate for the loss of bees, because⑥______________of the species of crops.
Animals that live on the crops⑦_____________.
Humans have nothing to eat and die out.
Suggested answers: ①Pesticides and climate change ②declining very quickly ③have fallen by17% ④be unable to reproduce ⑤Other insects ⑥bees are responsible for pollinating about 70 ⑦would die out
3. Do Activity 9 on Page 55.
Compete the boxes with the expressions from the conversation.
●You must be kidding! ●I don' t believe it! ●It' s a fact! ●Don't forget that... ● Are you sure about… ●Check it out for yourself… ●If According to statistics…
Expressing doubt
Responding to doubt
Suggested answers: Expressing doubt You must be kidding! I don't believe it! Are you sure about… Responding to doubt It's a fact! I Don't forget that… Check it out for yourself… According to statistics…
4.Do Activity 10 on Page 55
Talk about what would happen to the ecosystem if another species died out.Use the words and expressions in this section.
【设计意图】该部分设置了四个相应的练习题，听录音，选择正确的表述；再听录音，完成流程图，难度有所增加；用所给的表达完成表格；讨论如果一个物种灭绝会对生态系统产生什么样的影响，在语言输入的基础上进行语言输出，让学生学会表述，提高语言运用能力。
Step IV Summing up
总结it作形式宾语的句型和用法，并注意该部分新学词汇的运用。
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
Step V Homework
1. Give students some examples to fill in the blanks with it as an empty object.
2. Master the usages of the new vocabulary.
板书设计：
Unit 5 A delicate world Period II Using language I Grammar Non-defining attributive clauses 1. Do Activity 1 on Page 53. (1) Look at the sentences and answer the questions. (2) Give enough examples of the usages of it as an empty object. Guide students to sum up the usages of it as an empty object. 2. Do Activity 2 on Page 53. Rewrite the underlined parts using it as an empty object. 3. Do activity 3 on Page 53. Look at the pictures of the Saihanba National Forest Park and describe its changes using it as an empty object where appropriate. 4. Do Activity 4 on Page 53. Describe how a place you know has changed using it as an empty object where appropriate. Ⅱ. Ecosystems 1. Do Activity 5 on Page 54. Look at the diagram and answer the questions. 2. Do Activity 6 on Page 54 Complete the passage with the correct form of the words and expressions in Activity 5. Ⅲ. Listen and exercises. 1. Do Activity 7 on Page 55. (1) Ask students to read "Did You Know " and make sure students understand its meaning. (2) Listen to the conversation and choose the true statements. 2. Do activity 8 on Page 55. Listen again and complete the flow chart. 3. Do Activity 9 on Page pete the boxes with the expressions from the conversation. 4. Do Activity 10 on Page 55. Talk about what would happen to the ecosystem if another species died out. IV. Summing up V. Homework
4 / 4