还剩8页未读，
继续阅读
外研版 (2019)选择性必修 第二册Unit 5 A delicate world教学设计
展开
这是一份外研版 (2019)选择性必修 第二册Unit 5 A delicate world教学设计，共11页。教案主要包含了设计意图等内容，欢迎下载使用。
本课时涉及的是语言知识运用，包括 It as an empty bject和 Ecsystems两部分。It as an empty bject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。Ecsystems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 disslve、nutrient、wrm和短语 be native t、due t、rely n、feed n、prey n、breakdwn、take in、be in existence、depend n、be respnsible fr、cntribute t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.D Activity 1 n Page 53.
(1) Lk at the sentences and answer the questins.
Sentences(a) and(c) are frm the reading passage.
·What des "it" refer t in sentences (a) and (c)?
·What is the difference between the sentences in each grup?
（2）Give enugh examples f the usages f it as an empty bject. And instruct students t sum up the usages f it as an empty bject. Then ask students t 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.D Activity 2 n Page 53.
Rewrite the underlined parts using it as an empty bject.
【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. D Activity 3 n Page 53.
Lk at the pictures f the Saihanba Natinal Frest Park and describe its changes using it as an empty bject where apprpriate. Yu may refer t the wrds and expressins in the table fr help.
【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.D Activity 4 n Page 53.
Describe hw a place yu knw has changed using it as an empty bject where apprpriate.
【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 Ecsystems
1. D Activity 5 n Page 54.
Lk at the diagram and answer the questins. Pay attentin t the wrds and expressins in bld.
·What des the diagram shw?
·What are the relatinships between the living things?
(2) D Activity 6 n Page 54
Cmplete the passage with the crrect frm f the wrds and expressins in Activity 5.
【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 d exercises
1. D Activity 7 n Page 55.
(1) Ask students t read "Did Yu Knw? "and make sure students understand its meaning.
(2) Listen t the cnversatin and chse the true statements.
①Bees are very imprtant t ur fd supply because they prvide hney.
②The bee ppulatin is declining.
③Withut bees, humans wuld die ut.
④All human crps depend n bees fr pllinatin.
⑤If bees became extinct, ther insects culd pllinate enugh crps.
⑥Humans are respnsible fr the decline in the bee ppulatin.
2. D Activity 8 n Page 55.
Listen again and cmplete the flw chart.
3. D Activity 9 n Page 55.
Cmpete the bxes with the expressins frm the cnversatin.
Expressing dubt
Respnding t dubt
4.D Activity 10 n Page 55
Talk abut what wuld happen t the ecsystem if anther species died ut.Use the wrds and expressins in this sectin.
【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 Hmewrk
1. Give students sme examples t fill in the blanks with it as an empty bject.
2. Master the usages f the new vcabulary.
板书设计：
a N visitr wuld think it surprising that the island is a UNESCO Wrld Heritage Site.
b N visitr wuld think that the island being a UNESCO Wrld Heritage Site is surprising.
c Experts felt it necessary t cme up with a plan t remve all the rabbits frm the island.
d Experts felt t cme up with a plan t remve all the rabbits frm the island was necessary.
Suggested answers：
·"It" in sentence(a) refers t "the island is a UNESCO Wrld Heritage Site".
"It"in sentence(c) refers t"t cme up with a plan t remve all the rabbits frm the island".
·When the bject f a sentence is a that-clause (b) r an infinitive (d), we smetimes use "it" as an empty bject and put the real bject later t keep balance. Fr example, sentence (a) uses "it" as the empty bject f "think", referring t the real bject:
"the island is a UNESCO Wrld Heritage Site".
Sentence (b) uses that-clause as the bject f "think".
The red-eared slider, a species f freshwater turtle, is native t the Suthern United States and Nrthern Mexic. Due t its cute appearance, many peple think keeping this turtle as a pet is a gd idea. Recent years have seen mre and mre pet sliders escaping r being released frm hmes, and sme wners believe t release them int the wild is n big issue.
These days, peple have fund t release these turtles int the wild is a threat t ther species. Experts cnsider wners keeping their pets in an enclsed area imprtant, and anyne unable t keep their pets shuld take them t an apprpriate animal shelter.
Suggested answers：
·many peple think it a gd idea t keep this turtle as a pet
·believe it n big issue t release them int the wild
·peple have fund it a threat t ther species t release these turtles int the wild
·Experts cnsider it imprtant fr wners t keep their pets in an enclsed area
nuns/adjectives
t d/that
breakthrugh
impssible
likely
unrealistic
---
grw
investigate
plant trees
transfrm
---
Suggested answers：
·The diagram shws a fd chain-the cnnectin between the living things.
·The living things are clsely cnnected with each ther by the fd they eat. Secndary cnsumers prey n primary cnsumers, primary cnsumers feed n prducers, and prducers absrb light frm the sun and water and disslved nutrients frm the sil, which are prvided by decmpsers.
In a wdland ecsystem, trees and ther plants are prducers. They①__________
water, and take in nutrients frm the sil and energy frm the sun. Insects are an example
f a primary cnsumer. They②____________he prducers t prvide fd fr them, and are③____________by secndary cnsumers: small mammals and birds. They④___________the primary cnsumers. Wrms, fungi and bacteria are decmpsers. They
⑤____________animal waste and the remains f living things. The chemicals these decmpsers⑥__________fertilise the sil and give the plants the nutrients they need t grw.
Suggested answers：
①absrb ②rely n ③fed n ④prey n
⑤break dwn ⑥release
·One f the ldest species in the ecsystem, the hney bee has been in existence fr millins f years.
·A hney bee can fly as fast as 24 kilmetres per hur and its wings can beat 200 times per secnd.
·In just ne jurney t cllect pllen and nectar, ne single hney bee can pllinate as many as 50 t 100 flwers.
Suggested answers：
②③⑥
A cmbinatin f things damages bee habitats, mainly①______________.
The bee ppulatin is②____________.Accrding t statistics bee numbers in the US ③___________in just ne year.
Withut bees, crps wuld ④______________.
⑤______________wuld nt be able t cmpensate fr the lss f bees, because⑥______________f the species f crps.
Animals that live n the crps⑦_____________.
Humans have nthing t eat and die ut.
Suggested answers:
①Pesticides and climate change
②declining very quickly
③have fallen by17%
④be unable t reprduce
⑤Other insects
⑥bees are respnsible fr pllinating abut 70
⑦wuld die ut
●Yu must be kidding!
●I dn' t believe it!
●It' s a fact!
●Dn't frget that...
● Are yu sure abut…?
●Check it ut fr yurself…
●If Accrding t statistics…
Suggested answers:
Expressing dubt
Yu must be kidding!
I dn't believe it!
Are yu sure abut…
Respnding t dubt
It's a fact!
I Dn't frget that…
Check it ut fr yurself…
Accrding t statistics…
Unit 5 A delicate wrld
Perid II Using language
I Grammar
Nn-defining attributive clauses
1. D Activity 1 n Page 53.
(1) Lk at the sentences and answer the questins.
(2) Give enugh examples f the usages f it as an empty bject. Guide students t sum up the usages f it as an empty bject.
2. D Activity 2 n Page 53.
Rewrite the underlined parts using it as an empty bject.
3. D activity 3 n Page 53.
Lk at the pictures f the Saihanba Natinal Frest Park and describe its changes using it as an empty bject where apprpriate.
4. D Activity 4 n Page 53.
Describe hw a place yu knw has changed using it as an empty bject where apprpriate.
Ⅱ. Ecsystems
1. D Activity 5 n Page 54.
Lk at the diagram and answer the questins.
2. D Activity 6 n Page 54
Cmplete the passage with the crrect frm f the wrds and expressins in Activity 5.
Ⅲ. Listen and exercises.
1. D Activity 7 n Page 55.
(1) Ask students t read "Did Yu Knw?" and make sure students understand its meaning.
(2) Listen t the cnversatin and chse the true statements.
2. D activity 8 n Page 55.
Listen again and cmplete the flw chart.
3. D Activity 9 n Page 55.
Cmpete the bxes with the expressins frm the cnversatin.
4. D Activity 10 n Page 55.
Talk abut what wuld happen t the ecsystem if anther species died ut.
IV. Summing up
V. Hmewrk
本课时涉及的是语言知识运用，包括 It as an empty bject和 Ecsystems两部分。It as an empty bject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。Ecsystems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 disslve、nutrient、wrm和短语 be native t、due t、rely n、feed n、prey n、breakdwn、take in、be in existence、depend n、be respnsible fr、cntribute t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.D Activity 1 n Page 53.
(1) Lk at the sentences and answer the questins.
Sentences(a) and(c) are frm the reading passage.
·What des "it" refer t in sentences (a) and (c)?
·What is the difference between the sentences in each grup?
（2）Give enugh examples f the usages f it as an empty bject. And instruct students t sum up the usages f it as an empty bject. Then ask students t 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.D Activity 2 n Page 53.
Rewrite the underlined parts using it as an empty bject.
【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. D Activity 3 n Page 53.
Lk at the pictures f the Saihanba Natinal Frest Park and describe its changes using it as an empty bject where apprpriate. Yu may refer t the wrds and expressins in the table fr help.
【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.D Activity 4 n Page 53.
Describe hw a place yu knw has changed using it as an empty bject where apprpriate.
【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 Ecsystems
1. D Activity 5 n Page 54.
Lk at the diagram and answer the questins. Pay attentin t the wrds and expressins in bld.
·What des the diagram shw?
·What are the relatinships between the living things?
(2) D Activity 6 n Page 54
Cmplete the passage with the crrect frm f the wrds and expressins in Activity 5.
【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 d exercises
1. D Activity 7 n Page 55.
(1) Ask students t read "Did Yu Knw? "and make sure students understand its meaning.
(2) Listen t the cnversatin and chse the true statements.
①Bees are very imprtant t ur fd supply because they prvide hney.
②The bee ppulatin is declining.
③Withut bees, humans wuld die ut.
④All human crps depend n bees fr pllinatin.
⑤If bees became extinct, ther insects culd pllinate enugh crps.
⑥Humans are respnsible fr the decline in the bee ppulatin.
2. D Activity 8 n Page 55.
Listen again and cmplete the flw chart.
3. D Activity 9 n Page 55.
Cmpete the bxes with the expressins frm the cnversatin.
Expressing dubt
Respnding t dubt
4.D Activity 10 n Page 55
Talk abut what wuld happen t the ecsystem if anther species died ut.Use the wrds and expressins in this sectin.
【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 Hmewrk
1. Give students sme examples t fill in the blanks with it as an empty bject.
2. Master the usages f the new vcabulary.
板书设计：
a N visitr wuld think it surprising that the island is a UNESCO Wrld Heritage Site.
b N visitr wuld think that the island being a UNESCO Wrld Heritage Site is surprising.
c Experts felt it necessary t cme up with a plan t remve all the rabbits frm the island.
d Experts felt t cme up with a plan t remve all the rabbits frm the island was necessary.
Suggested answers：
·"It" in sentence(a) refers t "the island is a UNESCO Wrld Heritage Site".
"It"in sentence(c) refers t"t cme up with a plan t remve all the rabbits frm the island".
·When the bject f a sentence is a that-clause (b) r an infinitive (d), we smetimes use "it" as an empty bject and put the real bject later t keep balance. Fr example, sentence (a) uses "it" as the empty bject f "think", referring t the real bject:
"the island is a UNESCO Wrld Heritage Site".
Sentence (b) uses that-clause as the bject f "think".
The red-eared slider, a species f freshwater turtle, is native t the Suthern United States and Nrthern Mexic. Due t its cute appearance, many peple think keeping this turtle as a pet is a gd idea. Recent years have seen mre and mre pet sliders escaping r being released frm hmes, and sme wners believe t release them int the wild is n big issue.
These days, peple have fund t release these turtles int the wild is a threat t ther species. Experts cnsider wners keeping their pets in an enclsed area imprtant, and anyne unable t keep their pets shuld take them t an apprpriate animal shelter.
Suggested answers：
·many peple think it a gd idea t keep this turtle as a pet
·believe it n big issue t release them int the wild
·peple have fund it a threat t ther species t release these turtles int the wild
·Experts cnsider it imprtant fr wners t keep their pets in an enclsed area
nuns/adjectives
t d/that
breakthrugh
impssible
likely
unrealistic
---
grw
investigate
plant trees
transfrm
---
Suggested answers：
·The diagram shws a fd chain-the cnnectin between the living things.
·The living things are clsely cnnected with each ther by the fd they eat. Secndary cnsumers prey n primary cnsumers, primary cnsumers feed n prducers, and prducers absrb light frm the sun and water and disslved nutrients frm the sil, which are prvided by decmpsers.
In a wdland ecsystem, trees and ther plants are prducers. They①__________
water, and take in nutrients frm the sil and energy frm the sun. Insects are an example
f a primary cnsumer. They②____________he prducers t prvide fd fr them, and are③____________by secndary cnsumers: small mammals and birds. They④___________the primary cnsumers. Wrms, fungi and bacteria are decmpsers. They
⑤____________animal waste and the remains f living things. The chemicals these decmpsers⑥__________fertilise the sil and give the plants the nutrients they need t grw.
Suggested answers：
①absrb ②rely n ③fed n ④prey n
⑤break dwn ⑥release
·One f the ldest species in the ecsystem, the hney bee has been in existence fr millins f years.
·A hney bee can fly as fast as 24 kilmetres per hur and its wings can beat 200 times per secnd.
·In just ne jurney t cllect pllen and nectar, ne single hney bee can pllinate as many as 50 t 100 flwers.
Suggested answers：
②③⑥
A cmbinatin f things damages bee habitats, mainly①______________.
The bee ppulatin is②____________.Accrding t statistics bee numbers in the US ③___________in just ne year.
Withut bees, crps wuld ④______________.
⑤______________wuld nt be able t cmpensate fr the lss f bees, because⑥______________f the species f crps.
Animals that live n the crps⑦_____________.
Humans have nthing t eat and die ut.
Suggested answers:
①Pesticides and climate change
②declining very quickly
③have fallen by17%
④be unable t reprduce
⑤Other insects
⑥bees are respnsible fr pllinating abut 70
⑦wuld die ut
●Yu must be kidding!
●I dn' t believe it!
●It' s a fact!
●Dn't frget that...
● Are yu sure abut…?
●Check it ut fr yurself…
●If Accrding t statistics…
Suggested answers:
Expressing dubt
Yu must be kidding!
I dn't believe it!
Are yu sure abut…
Respnding t dubt
It's a fact!
I Dn't frget that…
Check it ut fr yurself…
Accrding t statistics…
Unit 5 A delicate wrld
Perid II Using language
I Grammar
Nn-defining attributive clauses
1. D Activity 1 n Page 53.
(1) Lk at the sentences and answer the questins.
(2) Give enugh examples f the usages f it as an empty bject. Guide students t sum up the usages f it as an empty bject.
2. D Activity 2 n Page 53.
Rewrite the underlined parts using it as an empty bject.
3. D activity 3 n Page 53.
Lk at the pictures f the Saihanba Natinal Frest Park and describe its changes using it as an empty bject where apprpriate.
4. D Activity 4 n Page 53.
Describe hw a place yu knw has changed using it as an empty bject where apprpriate.
Ⅱ. Ecsystems
1. D Activity 5 n Page 54.
Lk at the diagram and answer the questins.
2. D Activity 6 n Page 54
Cmplete the passage with the crrect frm f the wrds and expressins in Activity 5.
Ⅲ. Listen and exercises.
1. D Activity 7 n Page 55.
(1) Ask students t read "Did Yu Knw?" and make sure students understand its meaning.
(2) Listen t the cnversatin and chse the true statements.
2. D activity 8 n Page 55.
Listen again and cmplete the flw chart.
3. D Activity 9 n Page 55.
Cmpete the bxes with the expressins frm the cnversatin.
4. D Activity 10 n Page 55.
Talk abut what wuld happen t the ecsystem if anther species died ut.
IV. Summing up
V. Hmewrk
相关教案
外研版 (2019)选择性必修 第二册Unit 4 Breaking boundaries教案： 这是一份外研版 (2019)选择性必修 第二册<a href="/yy/tb_c4009236_t8/?tag_id=27" target="_blank">Unit 4 Breaking boundaries教案</a>，共11页。教案主要包含了设计意图等内容，欢迎下载使用。
高中英语Unit 3 Times change!教学设计： 这是一份高中英语<a href="/yy/tb_c4009235_t8/?tag_id=27" target="_blank">Unit 3 Times change!教学设计</a>，共11页。教案主要包含了设计意图等内容，欢迎下载使用。
高中英语外研版 (2019)选择性必修 第三册Unit 5 Learning from nature教案： 这是一份高中英语外研版 (2019)选择性必修 第三册<a href="/yy/tb_c4009244_t8/?tag_id=27" target="_blank">Unit 5 Learning from nature教案</a>，共11页。
