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Unit 4 Breaking boundaries教案，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，包含 It as an empty subject和 The glbal 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 glbal 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、minrity cast、Inclusive、Jint、harmnius、mutual、rewarding、refer t、accrding t、in particular、be likely t、in the right directin、settle dwn、be respnsible fr、enable sb t d sth、culture shck、be wrried abut、as well as、in persn、 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.D Activity 1 n Page 41.
(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? Why des the authr chse t use sentence(a) and(c) instead f (b) and (d)?
(2) Give enugh examples f the usages f it as an empty subject. And instruct students t sum up the usages f it as an empty subject. Then ask students t 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.D Activity 2 n Page 41.
Rewrite the underlined parts using it as an empty subject.
【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. D Activity 3 n Page 41.
Describe the city using the infrmatin prvided and it as an empty subject.
【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.D Activity 4 n Page 41.
Describe ne f the cities using it as an empty subject where apprpriate. D nline research if necessary.
·Trnt
·Shanghai
·Lndn
·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 glbal village
1. D Activity 5 n Page 42.
Read the passage and answer the questins. Pay attentin t the expressins in bld.
·What phenmenn des the passage describe?
·What effect des technlgy have n cultural exchange?
2. D Activity 6 n Page 42.
Cmplete the letter with the crrect frm f the expressins in Activity 5.
【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 d exercises
1. D activity 7 n Page 42.
Listen t the cnversatin and chse the main idea.
2. D Activity 8 n Page 43.
Listen again and cmplete the table.
3. D Activity 9 n Page 43.
Cmplete the bxes with the expressins frm the cnversatin.
Shwing interest
Describing a cmmn phenmenn
4.D Activity 10 n Page 43.
Wrk in pairs. Talk abut anther phenmenn f the glbal village using the expressins in this sectin.
【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 Hmewrk
1. Give students sme examples t fill in the blanks with it as an empty subject.
2. Master the usages f the new vcabulary.
板书设计：
Suggested answers：
·"It" refers t "nt t take any chances" in sentence(a) and t remember that Ebla desn't respect natinal bundaries" in sentence (c).
·The first sentences in each grup use "it" as an empty subject at the beginning f the sentences. The reasn why sentences (a) and (c) are chsen is that the sentences are kept balanced and the key infrmatin f the sentences is emphasized.
Suggested answers:
·it is n lnger quite s difficult fr wmen and minrities t get rles in American film and televisin
·it is nw a mre realistic hpe fr minrity actrs t becme a leading actr in Hllywd
·it is mre cmmn than befre fr wmen t write and direct Hllywd films
·it is seen as acceptable by film studis t cast white actrs as Asian characters
Suggested answer:
Beijing tday is multicultural. It is nt a surprising thing fr students t see different skin clurs in the same class. It is pssible fr peple t hear many different languages and dialects. It is easy fr peple t find prducts frm all ver the wrld. It is nt difficult fr freigners t settle dwn and find a jb. It is a cmmn thing fr peple frm different cuntries t wrk in the same cmpany.
Nwadays, peple all ver the wrld are becming mre and mre cnnected, as if the wrld were getting smaller--as if we were living in a “glbal village”.
Technlgy is largely respnsible fr bringing peple tgether. Channels f cmmunicatin, such as the mbile phne and the Internet, have made it pssible t speak instantly with smene n the ther side f the planet, enabling us t frm clse cnnectins with peple f cmpletely different cultures. The televisin meanwhile, is a windw n the wrld, giving us quick and easy access t ther cultures and lifestyles.
Cultural exchange helps us t be mre inclusive and t vercme culture shck. But inclusiveness desn't mean that ur cultures will merge int ne anther. Rather, it's abut cuntries and peple making a jint effrt t cme tgether t create a mre harmnius and understanding wrld, s that we can all enjy the mutual benefits.
Suggested answers:
·It describes the phenmenn f the “glbal ⅶlage” as related t the prmtin f technlgical and cultural exchange.
·Technlgy enables us t frm clse cnnectins t with peple f cmpletely different cultures and gives t us quick and easy access t ther cultures and lifestyles.
Dear Eeditr,
Yur article abut living in a glbal village really struck a chrd with me because I' ve just returned frm a teaching prject in Cambdia and Thailand. I had been wrried abut the①________, but frtunately the ther vlunteers and lcal teachers were really welcming .We were able t②___________each ther as well as ur students .
Thrughut, we made③____________t make ur classes a success, s that we culd all enjy the④_________ f wrking well tgether. It was rewarding t see hw ur wrk helped ⑤____________frm different cultures. Befre I went, TV and the Internet were my⑥_________,but being there in persn was even better. I think the experience has taught me t⑦_________and I can't wait t d it all ver again.
Paul
Suggested answers:
①culture shck
②frm clse cnnectins with
③jint effrt
④mutual benefits
⑤bring peple tgether
⑥windw n the wrld
⑦be mre inclusive
①Mre and mre freign wrds and expressins are entering the English language, especially thse abut fd.
②Chinese fd is ppular in the UK, and many Chinese wrds and expressins are entering English dictinaries as a result.
③Intercultural cmmunicatin is increasing, and peple all ver the wrld have a better understanding f each ther.
④Wrld sprts are bringing peple tgether in the same way that fd is.
Suggested answer：
③
Phenmena
Examples
Mre and mre①______ Int dictinaries these days.
Frm Devn: grackle
Frm Chinese: wk, chw mein, ②____and chp suey
Besides wrds, changes als happen t③_________.
In a large Asian supermarket, there are④_________ frm Asia.
There are⑤__________in the male speaker’s city, such as⑥___________.
Many Eurpean peple can⑦___________.
Sprts als play an imprtant rle in⑧____________.
It is nt a surprise t see ⑨_______while watching the UEFA Champins League live and nt unusual t find peple enjying⑩_______n the ther side f the wrld.
Suggested answers:
①reginal wrds are making it
②wntn
③fd we nw find in shps and restaurants/ the fd we buy and eat
④all kinds f fd
⑤a lt f ther restaurants/ a lt f chices
⑥Italian, French and Japanese restaurants
⑦use chpsticks
⑧cnnecting peple
⑨peple in Britain eating Chinese fd
⑩pizza while watching the same game
Suggested answers:
Shwing interest
Really?
That's interesting.
Is it really?
Describing a cmmn phenmenn
It is really amazing.
I als find it interesting t see…
N wnder it isn’t a surprise t see…
It is nt unusual t find…
Unit 4 Breaking bundaries
Perid II Using language
I. Grammar—It as an empty subject
1. D Activity 1 n Page 41.
(1) Lk at the sentences and answer the questins. Sentences (a) and(c) are frm the reading passage.
(2) Give enugh examples f the usages f it as an empty subject. Guide students t sum up the usages f it as an empty subject. Then ask students t give examples.
2. D Activity 2 n Page 41.
Rewrite the underlined parts using it as an empty subject.
3. D Activity 3 n Page 41.
Describe the city using the infrmatin prvided and it as an empty subject.
4. D Activity 4 n Page 41.
Describe ne f the cities using it as an empty subject where apprpriate. D nline research if necessary.
Ⅱ. The glbal village
1.D Activity 5 n Page 42.
Read the passage and answer the questins. Pay attentin t the expressins in bld.
2. D Activity 6 n Page 42.
Cmplete the letter with the crrect frm f the expressins in Activity.
Ⅲ. Listen and d exercises
1. D Activity 7 n Page 42.
Listen t the cnversatin and chse the main idea.
2. D Activity 8 n Page 43.
Listen again and cmplete the table.
3. D Activity 9 n Page 43.
Cmplete the bxes with the expressins frm the cnversatin.
4. D Activity 10 n Page 43.
Wrk in pairs. Talk abut anther phenmenn f the glbal village using the expressins in this sectin.
IV. Summing up
V. Hmewrk
1. Give students sme examples t fill in the blanks with it as an empty subject.
2. Master the usages f the new vcabulary.