人教版高二英語選修7Unit3Underthesea全單元教案設計

1、實用文檔Unit 3 Under the seaI.單元教學目標技能目標 Skill Goals Retell a story and make it into a play Read a story and describe the relationship between animals and humans Review the Passive Voice (2) (including the -ing form) Write a paragraph to complain politely based on dialogues about blame and complaint功能句式

2、Blame and complaintI'm sorry but .I'm afraid .That's not good enough.I'm feeling (annoyed with / unhappy about / unsatisfied with . etc)I'm not feeling (happy about / satisfied with .etc)I'd like to talk to the manager.I'd like a full refund.That's no good for me.I

3、9;d like a refund, please.詞 匯1 .四會詞匯anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, beauty, cell, aware, vivid, poisonous, cave, narrow, sharp, tasty, scare, shallow, entry, bound

4、ary, Antarctic, awesome, seal, pension, pensioner2 .認讀詞匯snorkel, aquarium, Clancy, baleen, baleen whale, migration, oar, blow-hole, harpoon, meantime, overboard, flipper, turtle, lettuce, horn, anemonefish, tentacle, sea anemone, sea-slug, stripe, striped, eel, giant, clam, leap, refund3 .詞組ahead of

5、, in the meantime, help out, be / become aware of, upside down, (be) scared to death, the Antarctic, sort out, throw . out of, be about to do, head out, flee out, aim at, float up, wash off, hold up4 .相點詞匯anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relatio

6、nship, beauty, aware, vivid, poisonous, tasty, scare, Antarctic, awesome, pension結 構Revise the Passive Voice (including the -ing form)Clancy didn't mind being told what to do.Being held up in the water by Old Tom, James was confident he would survive.重點句子1. Without pausing we jumped into the boa

7、t with the other whalers and headed out into the bay. P202. As we drew closer, I could see a whale being attacked by a pack of about six other killers. P203. The first thing I become aware of was all the vivid colours surrounding me . P244. . the yellow and green parrotfish hanging upside down, and

8、suckingtiny plantsoff the coral with its hard bird-like mouth .P246. I told myself they weren 't dangerous but that didn 't stop me from feeling scared to death for a moment. P24in.教材分析和教材重組1 .教材分析本單元以大自然中的海底世界為話題，以談論海底世界的動植物為切入點，讓學生在交流中發(fā)現和了解大自然的奇妙和美麗；通過閱讀奇聞故事，使學生從一個側面了解人類與動物的關系；一篇與海底動植物相處的感

9、受的日記，把學生帶入人與自然和諧相處的美好境界。本單元用梯次遞進的方式讓學生運用已有的自然知識、親身體驗、所掌握的語言知識和技能，在閱讀、聽新聞和專家評述、討論、寫故事、編劇本、排練演出等多項語言功能運用的過程 中，深入學習、了解海洋動植物和大自然，并學習用英語表達對它們的感受、關切和熱愛， 從而在學習和運用語言的同時，強化對海洋生物和大自然的保護意識。本單元實現了語言學 習和傳播先進思想的完美統一。1.1 Warming Up設計了兩個活動。第一個活動用兩個提問直接導入本單元的中心話題， 也是學生最感興趣的話題一一海底動物和植物，要求學生以互相交流的方式更多地了解海底世界。緊接著是小組活動，

10、要求學生將已知的海洋動植物列表歸納，并談論自己最喜愛的海洋動物或植物。這一部分的設計為下一步的課文學習以及后邊的聽、說、讀、寫在內容方面打下了伏筆。1.2 Pre-reading是Reading文圖并茂的內容簡介。“虎鯨幫助捕鯨人在每年須鯨遷徙時捕 捉須鯨”的奇聞軼事會立刻激起學生的閱讀興趣。1.3 Reading是一篇題為"Old Tom the Killer Whale "的故事，其中包括兩篇關于虎鯨的 奇聞軼事。第一篇講虎鯨如何幫助捕鯨人捕捉須鯨，過程奇妙有趣。第二篇講虎鯨如何從鯊魚群中救出捕鯨人， 情節(jié)驚險感人。學生通過對課文的閱讀理解，會由衷地感激這些可愛的海洋動

11、物對人類忠實的幫助和巨大的貢獻，同時習得閱讀故事的技能。1.4 Comprehending設計了根據課文內容描述 Old Tom和捕鯨人的關系，旨在引導學生 在閱讀理解的基礎上進行再創(chuàng)造。第二題根據課文回答問題，其目的是評價學生對文章的理解程度。第三項是小組討論，中心論題一一你是否同意禁止捕鯨一一直擊本單元思想內容主 題一一環(huán)境和動物保護。整個活動設計梯次分明，思想教育意義和語言學習意義兩條線共同 逐步深入，以達到閱讀理解的最佳效果。1.5 Learning about Language分為詞匯和語法兩項。 詞匯部分幫助學生學習用適當的形式 和意義使用詞匯和短語，旨在培養(yǎng)學生運用英語詞匯和短語

12、的能力。語法項目是復習動詞 -ing形式的被動語態(tài)。要求學生用正確的-ing形式完成單句填空和補全句子來操練這一語法 項目。-ing形式的被動語態(tài)在語法學習中是個難點，教師可以在此基礎上做些拓展性和鞏固性的練習設計。1.6 Using Language是一個綜合性學習項目，包括“閱讀與討論”、”討論與寫作"、"說話與寫作”?！伴喿x與討論”的主體是一篇與海底動植物相處的感受的日記，其后設計了四個活動環(huán)節(jié)：速讀選擇信息；細節(jié)列表；詞匯學習；語法學習(形容詞連用)。“討論與寫作” 共有兩項任務：一是讓學生以小組活動的形式討論所給出的日記中的描述性詞語的意思和描 述方式；二是讓學生

13、用上其中三、四個短語寫一小段描寫一個地點的一種動物或植物的短文。 這種分類描寫的方式非常有利于對學生的寫作訓練和指導?！白x、聽、說”共設計了五項活動：第一項是在“聽”之前閱讀一則觀鯨旅游的廣告并就此討論有關問題；第二項是聽一段 對話選擇答案；第三項在重聽一遍的同時，記下與廣告不符的情況；第四、五項的聽力重點在詞匯上，練習的內容是完成所聽的句子和填上所缺的詞。所有“讀、聽、說”的活動層次 清晰，內容連貫，實際上都在為完成下一步“寫”的任務積累素材和提供示范?！罢f話與寫作”的中心任務是本單元寫作練習的主題：對某事或某人以禮貌的方式責備和抱怨。該部分提供了表示“責備和抱怨”的習慣用語和三種情境，要求

14、學生運用所給的詞語先進行對話練習，然后再把對話內容寫下來。這種寫作練習設計能使學生體會到語言的鮮活、生動和實用，有利于發(fā)揮他們的寫作積極性。2 .教材重組2.1 Pre-reading, Reading, Comprehending 是一個整體，而第一部分 Warming Up 的話題內 容又與Reading一致，因此將這幾部分整合在一起，設計成一節(jié)“閱讀課”。2.2 Learning about Language中的兩項活動(詞匯和語法)和 Workbook中的 USING WORDS AND EXPRESSIONS 以及USING STRUCTURES 內容一致，整合起來設計成一節(jié) “語言

15、學習課”。2.3 將 Using Language 中的聽力部分(P25 Reading, discussing and listening) 與 Workbook 中的 LISTENING, LISTENING TASK整合為一節(jié)“聽力課”；由于 Workbook 中TALKING 的任務是談論前面兩個聽力內容的，所以將此項任務也加進這一課時。2.4 將 Using Language 中的 Reading and discussing 以及其后的四項練習與Workbook中的READING TASK 以及其后的兩項練習整合在一起，上一節(jié)“泛讀課” 。2.5 將 Using Language

16、中的 Speaking and writing (P26) 與 WRITING TASK, SPEAKING TASK整合成一節(jié)“交流寫作課”。注：本單元“說”的任務分別體現在“聽、寫、讀”等各項活動中，因此沒有單獨設計 “口語課”。3 .課型設計與課時分配1st PeriodReading2nd PeriodLanguage study3rd PeriodListening4th PeriodExtensive reading5th PeriodCommunication and writingW.分課時教案The First Period ReadingTeaching goals 教學目

17、標1. Target language 目標語言a.重點詞匯和短語anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b.We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then

18、crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20It took over half a

19、n hour to get the boat back to James . P212. Ability goals 能力目標Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings 'life.3. Learning ability goals 學能目標Help the Ss learn how to talk about plants and animals under the s

20、ea by means of making dialogues and know the importance of the relationship between animals and humans through reading.Teaching important points 教學重點Help the Ss know more about plants and animals under the sea as well as the animals 'loyalty and help to human beings.Teaching difficult points 教學難

21、點Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教學方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids教具準備A

22、recorder, a projector and some slides.Teaching procedures && ways 教學過程與方式Step I Warming upT: Good morning / afternoon, everyone!Ss: Good morning / afternoon, Sir / Madam!T: Have you seen plants and animals that live under the sea? And do you like them?Ss: Yes. They are very beautiful and lov

23、ely. / Some are ugly and dangerous. / I like themverymuch whether they are beautiful or ugly. / Yes, they are very nice .T: Mm, I see. But where did you see them?Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have se

24、en a lot of pictures about the sea animals and plants .T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them?Ss: Yes! Very much! But how?T: Now you can talk to each other in pairs about the sea animals and plants you 've seen before to enrich your knowl

25、edge of them. Use the list on Page 19 to help you.The Ss begin to talk about the plants and animals under the sea they've seen before and the teacher can walk around to see what they are talking about. After that the teacher can ask two or three pairs to act their dialogues out.Possible dialogue

26、 1:Sa: Last summer holiday, I went to Hainan Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn't believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fi

27、sh that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers. Sb: Have you seen anything special?Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful.Sb: Red? I've onl

28、y seen white ones in decoration shops. I like its fantastic shapes. But I don't know there are some red ones.Sa: Besides red ones, there are purple, yellow, blue, pink ones.Sb: Oh! That's wonderful! How lucky you are! I like sea animals and plants very much but I haven't seen them under

29、the sea with my own eyes. I 've only seen them on TV programs and in some films about living things under the sea.Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.Sb: It's a go!Possible dialogue 2:Sa: Once I saw many turtles in the A

30、quarium of Shanhaiguan. Some were so large that they couldn't move very fast. Two or three of them had hard horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.Sb: Really? I 've never heard about that. I have been to Shen

31、gya Ocean World in Dalian. I saw some large turtles but didn't find that kind of ones.Sa: You must have seen many fish, right?Sb: Certainly! A large number of animals and plants under the sea.Sa: Tell me more, please.Sb: Some eels, for example. They were long and thin with sharp teeth and swam v

32、ery quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses they wer

33、e very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp.Sa: That's wonderful. I 'll ask my parents to take me there next summer holiday!T: Very good job! You make me know more about the lovely sea animals. Would you like me to

34、 show you around the world under the sea? Ss: Hurray! We couldn 't wait any more!;een each beautiful creature without name marked, you must try to ial or the plant in your exercise books, three of you will be asked oard._Whoever writes the names_most quickly and accurately willl een and ask the

35、SI under sea would be better.s to do the spelling job. Ifl(4JL(8)(9)10)(11)2)(13)(14)Names of these sea animals and plants:(1) white whale 白鯨(3) sea star 海星(5) coral 珊瑚(8) turtle 海龜(2) anemone ?？?4) shark 鯊魚(6) butterfly fish 蝴蝶魚(9) parrot fish 鸚嘴魚(7) sea horse 海馬(10) kelp 海帶：6)(11) eel 海鰻(12) angel

36、 fish 天使魚(13) anemone fish 海葵魚 (14) dolphin 海豚T: Aren't they beautiful! I think you ve known more about sea animals and plants. Now, let's work in groups of four, making a list about what you have known about them to collect the information. Draw a form like this and then fill in it. Show th

37、e following form on the screen. After the Ss have finished, show a fulfilled one as a summary.NamePlants and animals you've seen under the seaWhere you saw themFavourite one& whyLi Huadolphins, flying fish, kelps, algae, whitebait.On a boat tourdolphins: clever and friendly to peopleWang Xix

38、iturtles, sea horses, sea lion, sharks, white whale, seals.At an aquariumsea lion: clever& can play gameWang Xixiflatfish, ling, coral, kelps, algae, eels, clams, sea-slugs, whales, crabs, shrimps, cuttlefish, seas rats, seals, whales sharks, whelks, elephant seal, anemone, seajelly.On TV and in

39、 filmscoral: colourful and in charming shapes kelps: tasty and nutrientJian Pingparrot fish, angel fish, eels, coral, kelps, turtles, scallops, clams.On a snorkelling tripbutterfly fish: beautiful in colorsStep n Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for t

40、he reading passage.T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are

41、 having a fight, I guess.S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.T: If you want to uncover the puzzle, read the words on the left side of the picture.After a short while.T: What does anecdote mean? Have you got its meaning

42、 from the dictionary?S: It means a short story based on your personal experience.T: Right! So what are the main characters of the story?S: Whalers, killer whales and baleen whales.T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let's rea

43、d the text and find the answers.Step in Reading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.SkimmingLet the Ss skim the text and get the main ideas of the two anecdotes.After skimming.T: Who is Old Tom? What is the first anecdote about?S: Old Tom is

44、 the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.T: Good! How about the second one?S: It tells about how a killer whale protected and saved James, a whaler.ScanningLet the Ss do scanning and find the answers

45、to the questions in Exercise 2.T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.Sa: What

46、 evidence was there that Old Tom was helping the whalers out?Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again .Then ask some pairs to ask and a

47、nswer the questions before class.T: Very good! Now close your books and we 'll listen to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you

48、hear. Are you ready?Show the following sentences on the screen. (The sentences are given with blanks.)1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.2. as I was sorting out my accommodation, I heard a loud noise coming from the bay.3. We ran

49、 down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.4. “ Comn,cClancy. To the boat, " George said as he ran ahead of me.5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those other

50、s are stopping it diving or fleeing out to sea.7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue. After playing the tape, ask someone to spell out the words

51、or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen.Step IV DiscussionDeal with Exercise 3 in Comprehending. Let the Ss work in groups and do some discussion. T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and

52、 what is special about it?S: It is a killer whale! It 's the head of the killer whale team, I think.S: Maybe it is the most clever and powerful one in the team.T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting.A

53、 sample description:Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, too. They 're just like good friends.Sb: I think so. Maybe Old Tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the wh

54、alers. In everyday life they take care of each other and in an emergency, they help each other.Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans in hunting. Upon meeting the quarries, they are very excited and listen to their masters very well to hunt for t

55、hem. If there is a group of dogs, they may work together till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. That's very interesting. And if their master is in danger, they will rush up to rescue him. There are many movi

56、ng stories of this kind.Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful.Deal with some language points.Step

57、 V HomeworkT: As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. And there are still people who hunt whales. What s your opinion? Are'you for

58、or against the banning whaling? Consider the problem carefully and we'll have a discussion tomorrow. Good-bye everyone!The Second Period Language studyTeaching goals 教學目標1. Target language 目標語言a.重點詞匯和短語depth, shore, accommodation, in the meantime, park, snorkel, rent, seaside, net, be aware of, reflect on, pure, upside down, scare to deathb.重點句子James was afraid of being attacked by sharks. P23The children enjoyed being taken to the aquarium. P232. Ability goals 能力目標Revise the Passive Voice of the -ing form.Learn to use some new wo