Unit 6 Using Language 教案-（2019）新外研版高中英语高一必修第二册.docx

1、Using Language板块教学设计（建议时长6070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 global warming和听说部分Environmental problems to be solved。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

2、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

3、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 contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the sentences in Activity 1 and try to answer the three questions.2. Teacher asks students to find more sentences with these st

4、ructures in the reading passage.3. Teacher asks students to summarise the functions and usage of “-ing and -ed as complement”.1. Students read the sentences and come up with possible answers to the three questions. 2. Students find more sentences in the reading passage with similar structures.3. Stu

5、dents summarise the functions and usage of “-ing and -ed as complement” with the help of the teacher.1. To encourage students to discover the grammar usage by themselves.2. To further enhance students understanding of “-ing and -ed as complement”.Activity 21. Teacher asks students to read the passag

6、e and figure out the main idea.2. Teacher asks students to choose the correct form of given verbs. 3. Teacher invites students to share their answers. 1. Students read the passage and find out what Hannah is doing and why. 2. Students share their answers.To get students to practise “-ing and -ed as

7、complement”.Activity 31. Teacher asks students to read the interview and then rewrite the underlined sentences using -ed or -ing form as complement. 2. Teacher invites students to read the new sentences and share their understanding of the function of using -ed and -ing forms as complement.1. Studen

8、ts read the interview and rewrite the underlined sentences using -ed or -ing form as complement.2. Students share their understanding of the function of using -ed and -ing forms as complement.To help students consolidate the application of -ed or -ing form as complement in a real-life context.Activi

9、ty 41. Teacher asks students to look at the six pictures and try to describe them.2. Teacher asksstudents to talk about what they know about the expressions.1. Students look at the six pictures and try to describe them.2. Students work in pairs and share knowledge of given expressions.To encourage s

10、tudents to learn and share more topic-related knowledge, especially in global warming.Activity 51. Teacher asks students to read the brochure in Activity 5 and complete the blanks using expressions from Activity 4.2. Teacher asks some students to share their answers with the class.1. Students read t

11、he brochure in Activity 5 and complete the blanks using expressions from Activity 4. 2. Some students share their answers with the class.3. Students read the complete brochure to the rest of the class.To deepen students understanding of global warming.Activity 6Teacher asks students to work in pairs

12、 and discuss what they can do to help deal with global warming.Work in groups and talk about what they can do to help deal with global warming.To enlarge students vocabulary and improve their abilities to solve problems.Activity 71. Teacher asks students to read the topics.2. Teacher plays the audio

13、 of the lecture and asks students to choose the topics that are covered.1. Students read the seven topics to get a global idea about the lecture.2. Students listen to the lecture for the first time to tick the topics that are covered.To train students to grasp the main idea and key information of th

14、e listening materials.Activity 81. Teacher plays the audio again and asks students to complete the slides. Play one more time until students get the detailed information needed. Pause when necessary.2. Teacher checks the answers with the class.3. Teacher asks students to read “Learning to learn” on

15、this page and reminds students to take notes during listening.4. Teacher asks students to recall how the speakers interrupt each other. Play the audio again if necessary.1. Students listen to the audio again and complete the slides.2. Students check the answers with the teacher.3. Students read “Lea

16、rning to learn” on this page to learn how to interrupt someone politely.3. Students work in groups and talk about how the students interrupt the lecturer politely.1. To help students understand the details of the listening materials.2. To help students learn how to interrupt someone politely.Activit

17、y 91. Teacher divides students into pairs and asks them to read the materials on Page 84 and Page 87 respectively.2. Teacher asks students to work in pairs and make the conversation according to the different materials.3. Teacher invites several pairs to act out their conversations in front of the c

18、lass and asks other students to make comments.1. Students work in pairs and read the materials on Page 84 and Page 87 respectively.2. Students work in pairs and make the conversation according to the different materials.3. Several pairs act out their conversations in front of the class. Others make

19、comments.1. To help students learn more about the factual information about recycling.2. To encourage students to practise interrupting others politely.Activity 101. Teacher divides students into pairs and asks them to talk about another environmental problem.2. Teacher invites several pairs to act

20、out their conversations in front of the class and asks other students to make comments.1. Students work in pairs and talk about another environmental problem.2. Several pairs act out their conversations in front of the class. Others make comments.To encourage students to further practise exchanging ideas.