高中英语外研版 (2019)必修 第二册Unit 6 Earth first教学设计及反思

这是一份高中英语外研版 (2019)必修 第二册Unit 6 Earth first教学设计及反思，共5页。


Using Language板块教学设计
（建议时长60–70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——人与环境的和谐相处
内容分析
本板块包括语法部分-ing和-ed做补语、词汇部分Dealing with glbal warming和听说部分Envirnmental prblems t be slved。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。
教学目标
1. 带领学生识别现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，使学生在此基础上能够初步运用；
2. 引导学生运用相关词汇和语法结构讨论全球变暖问题，并提出可行的解决方案；
3. 引导学生运用话题词汇谈论空气污染问题，并能够根据需要有礼貌地打断别人。
教学重点
引导学生理解-ing 和-ed 做补语的区别；运用本单元已学词汇和语法结构表达如何应对全球变暖；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。
教学难点
提取并总结归纳得体打断对方的表达，并迁移运用于相似情景的交流中；利用发散性思维拓展补充作者的观点。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. Teacher asks students t read the sentences in Activity 1 and try t answer the three questins.
2. Teacher asks students t find mre sentences with these structures in the reading passage.
3. Teacher asks students t summarise the functins and usage f “-ing and -ed as cmplement”.
1. Students read the sentences and cme up with pssible answers t the three questins.
2. Students find mre sentences in the reading passage with similar structures.
3. Students summarise the functins and usage f “-ing and -ed as cmplement” with the help f the teacher.
T encurage
students t discver the grammar usage by themselves.
T further enhance
students’ understanding f “-ing and -ed as cmplement”.
Activity 2
1. Teacher asks students t read the passage and figure ut the main idea.
2. Teacher asks students t chse the crrect frm f given verbs.
3. Teacher invites students t share their answers.
1. Students read the passage and find ut what Hannah is ding and why.
2. Students share their answers.
T get students t practise “-ing and -ed as cmplement”.
Activity 3
1. Teacher asks students t read the interview and then rewrite the underlined sentences using -ed r -ing frm as cmplement.
2. Teacher invites students t read the new sentences and share their understanding f the functin f using -ed and -ing frms as cmplement.
1. Students read the interview and rewrite the underlined sentences using -ed r -ing frm as cmplement.
2. Students share their understanding f the functin f using -ed and -ing frms as cmplement.
T help students cnslidate the applicatin f -ed r -ing frm as cmplement in a real-life cntext.
Activity 4
Teacher asks
students t lk at the six pictures and try t describe them.
Teacher asks
students t talk abut what they knw abut the expressins.
1. Students lk at the
six pictures and try t describe them.
2. Students wrk in pairs and share knwledge f given expressins.
T encurage students t learn and share mre tpic-related knwledge, especially in glbal warming.
Activity 5
1. Teacher asks students t read the brchure in Activity 5 and cmplete the blanks using expressins frm Activity 4.
2. Teacher asks sme students t share their answers with the class.
1. Students read the brchure in Activity 5 and cmplete the blanks using expressins frm Activity 4.
2. Sme students share their answers with the class.
3. Students read the cmplete brchure t the rest f the class.
T deepen students’ understanding f glbal warming.
Activity 6
Teacher asks students t wrk in pairs and discuss what they can d t help deal with glbal warming.
Wrk in grups and talk abut what they can d t help deal with glbal warming.
T enlarge students’ vcabulary and imprve their abilities t slve prblems.
Activity 7
1. Teacher asks students t read the tpics.
2. Teacher plays the audi f the lecture and asks students t chse the tpics that are cvered.
1. Students read the seven tpics t get a glbal idea abut the lecture.
2. Students listen t the lecture fr the first time t tick the tpics that are cvered.
T train students t grasp the main idea and key infrmatin f the listening materials.
Activity 8
1. Teacher plays the audi again and asks students t cmplete the slides. Play ne mre time until students get the detailed infrmatin needed. Pause when necessary.
2. Teacher checks the answers with the class.
3. Teacher asks students t read “Learning t learn” n this page and reminds students t take ntes during listening.
4. Teacher asks students t recall hw the speakers interrupt each ther. Play the audi again if necessary.
Students listen t
the audi again and cmplete the slides.
Students check the
answers with the teacher.
3. Students read “Learning t learn” n this page t learn hw t interrupt smene plitely.
3. Students wrk in grups and talk abut hw the students interrupt the lecturer plitely.
1. T help students understand the details f the listening materials.
2. T help students learn hw t interrupt smene plitely.
Activity 9
Teacher divides
students int pairs and asks them t read the materials n Page 84 and Page 87 respectively.
Teacher asks
students t wrk in pairs and make the cnversatin accrding t the different materials.
Teacher invites
several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in
pairs and read the materials n Page 84 and Page 87 respectively.
Students wrk in
pairs and make the cnversatin accrding t the different materials.
Several pairs act ut
their cnversatins in frnt f the class. Others make cmments.
T help students
learn mre abut the factual infrmatin abut recycling.
T encurage
students t practise interrupting thers plitely.
Activity 10
Teacher divides
students int pairs and asks them t talk abut anther envirnmental prblem.
Teacher invites
several pairs t act ut their cnversatins in frnt f the class and asks ther students t make cmments.
Students wrk in
pairs and talk abut anther envirnmental prblem.
Several pairs act ut
their cnversatins in frnt f the class. Others make cmments.
T encurage
students t further practise exchanging ideas.