北師大高一英語必修三unit7全單元教案

1、Unit 7 The Sea教材分析I涉及內(nèi)容本單元內(nèi)容主要圍繞海洋展開，主要涉及：海洋探險的故事；海洋污染的現(xiàn)狀、緣由及危害；對海洋動植物；相關(guān)的海洋故事。II教學(xué)目標(biāo)1.知識目標(biāo)：詞匯Warm-up: fishing, sailing, diving, surfing, water-skiing, windsurfing, swimming, scuba diving, frightening, freezing, colorful, underwater, at seaLesson 1: achieve, set sail, control, force sb. to do sth, l

2、and, persuade sb to do sth, find oneself, get into trouble, follow sbs direction, be believed to be sth, knowas, spirit, explorer, sailor, voyage, deed, journey, unknown, present-day, eventually, further, according to, in search ofLesson 2: pollute, deal with, ban, protect, disappear, handle, suppos

3、e, keep a record of, break the law, industrial, agricultural. Intelligent, fantastic, multi-coloured, polluted, over-fishing, chemicals, rubbish, solution, technology, intelligence, government department, tennis, courts, passengerLesson 3:sea creatures, seal, penguin, crab, polar bear, dolphin, whal

4、e, shark, coral, attraction, discovery, discount, do trick, length, area, virtual reality, speaking voice, attack, daily life, in performance, educate, feed, produce, attract, watch out, melt, measure, energetic, unusual, up-to-date, noisy, pretty, tiny, special, especiallyLesson 4:float, terrify, t

5、ie, escape, survive, recover, scream, sink, pick up, recognize, expect, on the edge of, at great speed, body and soul, all at once, in the direction of, more than horrible, single, enormous, unable, terror, conclusionCommunication workshop: debate, disagree, create, offer, shopkeeper, bay, wildlife,

6、 stadium, development, traffic, industry, local語法1.定語從句(2)：where, when, why, prep.+which/whom2.表示比較的形容詞功能Interaction 相互交流語音Giving Opinion 表達(dá)觀點(diǎn)2.語言技能：聽能邊聽邊做筆記，從聽力材料中提取主要信息和觀點(diǎn)；能聽懂要求并根據(jù)要求和指令完成任務(wù)說能對海洋及保護(hù)環(huán)境話題的詢問和要求做出恰當(dāng)?shù)姆磻?yīng)；能運(yùn)用表達(dá)個人觀點(diǎn)、見解的交際用語，在辯論中清晰的表達(dá)觀點(diǎn)讀能運(yùn)用所學(xué)閱讀策略進(jìn)行課內(nèi)外閱讀，如：能運(yùn)用scanning技能在有效時間內(nèi)搜索到brochure中所需信

7、息；能學(xué)習(xí)運(yùn)用Sequencing閱讀策略，抓住關(guān)鍵連接詞，理解段落大意，把握故事發(fā)展順序?qū)懩苓\(yùn)用Paragraph planning寫作策略，用英語寫出100詞左右的報告，介紹一個旅游景點(diǎn)。3.情感態(tài)度目標(biāo)：學(xué)習(xí)探險家勇于探索的精神，培養(yǎng)開創(chuàng)意識；培養(yǎng)環(huán)境意識，自覺維護(hù)人類賴以生存的環(huán)境4.文化意識目標(biāo)：了解中、西方海洋探險及探險家的事跡； 了解海洋動植物、海洋資源、海洋污染等，增強(qiáng)環(huán)境保護(hù)意識III教學(xué)重點(diǎn)和難點(diǎn)1.教學(xué)重點(diǎn)：(1) 本單元的生詞和短語 (2) where, when, why, prep. + which/whom(3) 表示比較的形容詞定語從句2.教學(xué)難點(diǎn)： (1)對海

8、洋及環(huán)境保護(hù)話題的詢問和要求做出恰當(dāng)?shù)姆从?2)運(yùn)用表達(dá)個人觀點(diǎn)和見解的交際用語IV.教學(xué)計劃：本單元分為六個課時：第一課時：Warm-up第二課時：Lesson 1第三課時：Lesson 2第四課時：Lesson 3第五課時：Lesson 4第六課時：Communication workshopV教學(xué)步驟：Period 1 Warm-upTeaching Goals: 1. learn the new words of this part.2. To arouse Ss interest in the sea.Teaching Procedures:Step 1. Leading-in: S

9、how some pictures about the film: Finding Nemo. This is a story about sea. Show some pictures about sea and the animals in the sea.Step 2. Warming up Exercise 1. Listen and match the four sea sounds with the photosExercise 2. Let Ss read the Key Words and discuss which activities they know, which th

10、ey can guessand which they need to look up in the dictionary. In pairs, Ss discuss which activities they do and which they would like to do (or would not like to do) and where they could do them.The pairs report back to the class about what they would like to do and where. Ss see if there are any ac

11、tivities that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary. Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker

12、use to describe their activity.Step 3. Practice Ask Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2Lesson 1 The Sprit of ExplorerTeaching goals:1. To practise reading for

13、 specific information.2. To practise using relative clauses with when, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.Teaching procedure:Step 1. Leading-inLet Ss discuss who arrived in America first, usin

14、g their knowledge from history class.a) Christopher Columbus b) Ancient Greeks c) Chinese sailors d)Vikings. And then let student discuss other people they know, who have lived or arrived in America. Let student guess the meaning of the words listed and find Chinese meaning on page 108. Then if poss

15、ible, elicit more discussion about these places, such as location, climate, people and their lives.Step 2. Reading 1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the text to find out about the Vikings three major discoveries. Get Ss to read the text again for specific informati

16、on about the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can. In pairs, do Exercise 4 with the given questi

17、ons and their own questions. Check the answer in class.Step 3.Words and phrases1. Do exercise 6 on page 92. Phrases:1) They achieved this long before Columbus ever set sail. 早在哥倫布啟航前，他們就已經(jīng)到達(dá)那里了。 set sail 啟航 set about doing sth. 開始做某事 The government must set about finding solutions to the pollution p

18、roblems.2) According to the old stories of Iceland and Norway, Eric and Red was forced to leave Iceland because he had committed a murder, for which he got into trouble.根據(jù)冰島和挪威的傳說，埃里克雷德因?yàn)橐黄鹬\殺案而惹上麻煩，并被迫離開冰島。according to 根據(jù)，依照Do the experiment according to what your teacher tells you to.get into troub

19、le陷入困境，陷入麻煩Do not go to computer rooms, or youll get into trouble.3) He persuaded some people to go back with him to Greenland.他說服一些人和他一起回到了格陵蘭島。persuade sb. to do sth. 說服某人做某事persuade sb. not to do sth說服某人不做某事persuade sb. into doing sth 說服某人做某事persuade sb. out of doing sth 說服某人不做某事talk sb. into doi

20、ng sth 說服某人做某事talk sb. out of doing sth 說服某人不做某事persuade sb. of sth.使某人信服某事He persuaded me into majoring in physics.I persuaded her not to go hiking with him. = I persuaded her out of going hiking with him.How can you persuade them of the advantages of solar cars?4) Not long after Eric the Red had l

21、anded in Greenland a man called Biarni set sail from Iceland in search of Erics party. 埃里克雷德登上格陵蘭島后不久，一個叫比阿尼的人就從冰島起航尋找埃里克一行人。in search of = in the search for 尋找，尋求search sb./ some place 搜查某人/某處search for sth./sb. 尋找；尋求（某物/某人） The family were running from street to street in the search for the lost c

22、hild. The policeman was searching the man for drugs. The army were searching the ruins for survivors.Step 4. Grammar: Relative clauses(2)1）Let student read the sentences in Exercise 7&8, and direct them to find what the italic words refers to and how where, when and why can be used.Relative adverbs

23、where and when can be used to give information about places and time. After the word reason, we can use why in relative clauses.2）Let Ss do Exercise 9, and find out how prepositions and pronouns work together in the sentence. Then, let Ss discuss why there are prepositions before relative pronouns a

24、nd how to choose the right preposition. Relative pronouns can be used as the objects of prepositions. Usually we use prepositions before which and whom: preposition + which/whomLet student think which words are used to join two sentences together and then go to Grammar Summary 1 on page 92 for more

25、information about the rules.3）Let Ss do Exercise 10&11 individually and then check the answer.Step 5. Language in Use Work in groups and write about a famous event or a famous person in history. Try to use relative clauses (when, where, which, who) in description. Encourage some groups to read their

26、 description to the class. The others listen and count how many relative clauses the group has used and whether they used them correctly. Example: “I have a dream ”, which was a speech made by Martin Luther King, is one of the most famous in American historyHomework:Review Relative ClausesPeriod 3Le

27、sson 2 Protect the SeaTeaching goals:1. To practise listening for specific information2. To practise using abbreviation for notes 3. To practise showing that you are following what the other person is saying and give opinion.Teaching procedure:Step 1. Leading-inThe Earths seas and oceans receive the

28、 burnt of human waste, whether it is by deliberate dumping or by natural run-off from the land. In fact over 80% of all marine pollution comes from land-based activities and many pollutants are deposited in estuaries and coastal waters.1) Let Ss discuss these questions: How do people use the sea? Ho

29、w is the sea important to people? Example: People catch fish in the sea. There are many more things that we can find for food in the sea. let as many Ss as possible to repot their results to the class.2) let Ss think what is sea pollution? Find the meaning of these key words and let Ss use them to t

30、alk about the issue.Key words: pollute, pollution, over-fishing, industrial waste, agricultural, waste, plastic, oil, chemicals, rubbish, deal with a problem, ban Have Ss work in pairs to discuss different kinds of sea pollution and make a list from their findings. And then let Ss to report their re

31、sults to the class.Step 2 listen to learn.Exercise 3: Let Ss listen to the conversation and get the general idea of it: What is Zhi Hongs project about? And then read the listening strategies with the class. Review the strategies for listening for specific information with Ss. Elicit examples of sit

32、uations from real life in which people listen for specific information, e.g. listening to the weather forecast, listening to announcements at stations and airports. Tell Ss we can use abbreviations when taking notes. Draw Ss attention to the technique of using the first few letters of a word (Sat. P

33、rof) Exercise 4: Get Ss to look at the table first and then point out that they need to listen for specific information to complete the table. Divide the conversation into two parts: in the first part, let Ss concentrate on the two problems and the reasons for them; In the second part, let Ss pay at

34、tention to the solutions to problems. At last, play the conversation again and ask Ss to give their opinions about different reasons for sea pollution. Encourage them to make suggestions for preventing sea, river and lake pollution.Exercise 5: let Ss read the Function File and see if they can guess

35、the missing expressions from the box. And then, let Ss listen again and see if they are correct.Step 3: Pronunciation: showing interesting () Let Ss listen to the conversation and make a note of whether the listener is interested or not. Check the answer and listen again, pausing after each item. St

36、ep 4: Writing and speaking Exercise 7:Ask Ss if they would like to do a project about the sea. Get them to look at the subjects and discuss in groups which subject they would like to choose from. Then, read through the questions below and elicit suggestions for each of them so that each of them has

37、some ideas to start with. At last, let Ss write notes about the subject they have chosen. Subjects: sea animals, water sports, history of sea travel, ports, sea fishing, science and the sea. Questions: Which subject are you interested in? What do you already know about the subject? What do you need

38、to find out about the subject? How can you find out more about the subjects? How will you present your project?Exercise 8: Let Ss read through the example dialogue, drawing attention to both the question forms and the responses. Then, let Ss work in pairs and take turns to interview each other. At l

39、ast, let someone tell the class some of the most interesting tings about their partners project about the sea.Step 5. Homework Review lesson 3: The Sea WorldPeriod 4Lesson3 The Sea WorldTeaching goals:1. To get familiar with descriptive texts2. To practise using sea animal vocabulary3. To practise u

40、sing comparative and superlative structures.Teaching procedure:Step 1. Leading-inWater covers about 75% of the earths surface. In it swim billions of fish from over 25000 species. These fish can be tiny or huge. They can be round, box-like, or long and slim. Let Ss looking at the pictures and identi

41、fying the fish and animals. Ask Ss if any of them know other animals which live in the sea. Step 2. Reading Elicit the title of each section of the brochure and ask Ss which sections they think will be more interesting for them. Then, let Ss skim the brochure quickly and concentrate on the sections

42、that appeal to them. At last, let Ss read the context again, then, check the answer of exercise 2&3.Exercise 2. Read the brochure. Find where you can see these things in Underwater World:1. fish which use a light to attract food Virtual Reality Voyage2. dolphins in performance Sea Theatre3. fish tha

43、t appear to fly in the water Ocean Floor4. sea creatures that children can touch Discovery Pool5. a big iceberg Polar World Exercise 3. Let Ss read aloud the first example with as many expressions as possible. Then, let Ss read the other comments and match them to the areas of the aquarium. At last,

44、 check answers. Answers: 2. polar world 3. discovery pool 4.virtual reality voyage Read the text again and pay attention to the linking words used to contrast different ideas or opinions (but/ on the one hand/ on the other hand/ however) and ask Ss to translate them into Chinese.Step 3. voice you op

45、inion Let Ss discuss which part of the “Underwater World ” they would like to visit and why. Then, encourage some groups to report their results to the class. At last, ask Ss if they have ever been to a similar aquarium or sealife center-if so, encourage them to tell the class what it was like.Step

46、4. Grammar: comparison of adjectives Firstly, review the comparison by asking Ss to find all the examples of comparison in the brochure. Secondly, read the uses (a-c), and match them with sentences1-4 . And then let Ss do Exercise 6 in pairs. At last, ask Ss to read Grammar Summary 2 for reference.

47、1) 同級比較往往由as + 形容詞/ 副詞的原形 + as的句式表達(dá)；當(dāng)然也要注意它的否定形式。第一個as的前面可以加上表示倍數(shù)的詞、或是某些副詞修飾語：twice , ( three ) times , nearly , almost , just , exactly , not nearly（根本不）, by no means（絕不）, quite 等等。例如：Asia is four tomes as large as Europe. 亞洲有歐洲的四倍大（亞洲比歐洲大三倍）。James is not nearly as tall as Robert. 詹姆斯根本沒有羅伯特高。Cast

48、iron is almost as useful as steel. 鑄鐵差不多與鋼一樣有作用。She hasnt been quite so unlucky as she pretends. 她還沒有象她常裝出的那樣不幸2) 比較級 + than引導(dǎo)不同級的比較。比較級 前同樣可以加倍數(shù)或程度副詞, 如：far（遠(yuǎn)），even（甚至），much（許多），still（更，還），a lot（許多），a little / bit（一點(diǎn)），rather（相當(dāng)?shù)兀?，slightly（略微），not any（不再），three times （三倍、），等等。不同級的比較主要用于表示人與人、事物與事物之間

49、不同之處的比較，其意義為A比B更（怎么樣）一些。例如：They worked even harder than they promised. 他們工作得比他們答應(yīng)的還要賣力。This street is narrower than that one. 這條街比那條街窄一些。This book is far more interesting than that one. 這本書比那一本有趣多了。Youve been working much harder than I have. 你一直比我工作得努力多了。 She came even earlier than I asked (him to).

50、 她來得甚至比我叫她來的時間還要早。3) 比較級中的兩個特殊作用的結(jié)構(gòu)是：the + 比較級 + 句子，the + 比較級 + 句子 。和 比較級+ and + 比較級 。前一個句型結(jié)構(gòu)表示的意義是越（怎么樣就）越（怎么樣），在這個結(jié)構(gòu)中的兩個比較級不要求一定詞性相同，它們各自的詞性要依句子的需要而定；后一個句型結(jié)構(gòu)表示的意義是越來越（怎么樣），在這個結(jié)構(gòu)中的兩個 比較級則要求詞性相同。例如：The harder you work at your study, the better academic records you will have. 你學(xué)習(xí)越努力，你的成績就越好。The more

51、we have, the more we want. 人欲無窮。When winter is coming , it gets colder and colder .冬天來臨，天越來越冷了。He became less and less satisfied with the football teams performance. 他對足球隊的表現(xiàn)越來越不滿意了。4) 形容詞的最高級前一般必須有定冠詞the, 這種結(jié)構(gòu)的一般表達(dá)方式是最高級 + 表示范圍的狀語，其意義是某人、某事在某個范圍內(nèi)最 。使用這種結(jié)構(gòu)時我們應(yīng)該注意，形容詞的最高級前面一般說來要加用定冠詞the ，而副詞的最高級前面的定冠

52、詞往往可以省略。例如：He is the tallest of the three boys. 那三個男孩中他最高。That is the biggest lake in our province. 那是我省最大的一條湖。Joe runs fastest in our school .橋在我們學(xué)校跑得最快。 Let Ss do exercise 7, 8&9. And then check the answer. Answers: Exercise 5 : 1.a 2.b 3.c 4.c Exercise 6 : 1.b 2.c 3.a Exercise 7 : 1. smaller 2. t

53、he most intelligent 3. The biggest 4.the friendliest 5. better 6. the easiest 7. the most popularExercise 8 : 1. This boat is more expensive/ faster / more comfortable. This boat is smaller / cheaper. 2. This man is younger/more handsome/heavier/stronger. This man is taller/ thinner.Exercise 9 : hei

54、ght, length, the biggest, length, as much as.Step 5 language in use Key words: intelligent, hairy, fast, slow, common, friendly, dangerous, big, small, colorful, beautiful, ugly, noisy, heavy.Let Ss go through the Key Words, asking Ss to suggest an animal that demonstrate each quality. Then, each Ss

55、 thinks of an animal and writes down some notes to help when describing it. At last, Ss take turns to describe and guess their animals, using comparative structures.Step 6. homework 1. Ss work in groups, writing a paragraph comparing two places in their town or area, e.g. two restaurants/ cinemas/ s

56、chools/ football teams/ parks/ sports centres/ supermarkets. Then, the group read out their paragraphs and see if the rest of the class agree with them. 2. preview lesson 4: Sea StoriesPeriod 5 Lesson 4 Sea StoriesTeaching goals:1. To read sections of a story and sequence then use prediction strategies and linking words.2. To use linking expression related to time and sequence.3. To use wordbuliding techniques to form nouns, verbs, adjectives and verbs.Teaching procedure:Step 1. Leading-in Let Ss discuss the films listed, saying wha