高二英語選修7Unit3Underthesea全單元教（學）案

1、WORD.19/19Unit 3 Under the sea. 單元教學目標技能目標Skill GoalsRetell a story and make it into a playRead a story and describe the relationship between animals and humansReview the Passive Voice (2) (including the -ing form)Write a paragraph to complain politely based on dialogues about blame and complaint. 目

2、標語言功能句式Blame and complaintIm sorry but .Im afraid .Thats not good enough.Im feeling (annoyed with / unhappy about / unsatisfied with . etc)Im not feeling (happy about / satisfied with .etc)Id like to talk to the manager.Id like a full refund. Thats no good for me. Id like a refund, please.詞匯1 四會詞匯an

3、ecdote, 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, boundary，Antarctic, awesome, seal, pension,

4、 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, refund 3 詞組ahead of, in the meantime, help out, be / become

5、 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 重點詞匯anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, t

6、asty, scare, Antarctic, awesome, pension結構Revise the Passive Voice (including the -ing form)Clancy didnt 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 boat with the other whalers and headed out into th

7、e 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 sucking tiny plants off the coral with its hard

8、 bird-like mouth . P246. I told myself they werent dangerous but that didnt stop me from feeling scared to death for a moment. P24. 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(xiàn)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

9、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(xiàn)了語言學習和傳播先進思想的完美統(tǒng)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，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與后邊的聽、說、讀、

10、寫在容方面打下了伏筆。1.2 Pre-reading是Reading文圖并茂的容簡介。“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(jù)課文容描述Old Tom和捕鯨人的關系, 旨在引導學生在

11、閱讀理解的基礎上進行再創(chuàng)造。第二題根據(jù)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，中心論題你是否同意禁止捕鯨直擊本單元思想容主題環(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?shù)男问胶鸵饬x使用詞匯和短語，旨在培養(yǎng)學生運用英語詞匯和短語的能力。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

12、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”。“閱讀與討論” 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。“讀、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

13、；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，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?！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，要求學生運用所給的詞語先進行對話練習，然后再把對話容寫下來。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, Comprehen

14、ding是一個整體, 而第一部分Warming Up的話題容又與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 以與USING STRUCTURES容一致，整合起來設計成一節(jié)“語言學習課”。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”；

15、由于Workbook中TALKING 的任務是談論前面兩個聽力容的，所以將此項任務也加進這一課時。2.4 將Using Language 中的Reading and discussing 以與其后的四項練習與Workbook中的READING TASK 以與其后的兩項練習整合在一起，上一節(jié)“泛讀課”。2.5 將Using Language 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(xiàn)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1s

16、t PeriodReading2nd PeriodLanguage study3rd PeriodListening4th PeriodExtensive reading5th PeriodCommunication and writing. 分課時教案The First Period ReadingTeaching goals教學目標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, abando

17、n, relationship, ahead of, in the meantime, help out b. 重點句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20As we dr

18、ew closer, I could see a whale being attacked by a pack of about six other killers. P20And those others are stopping it diving or fleeing out to sea. P20It took over half an 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

19、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 sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.Teaching import

20、ant 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 dialog

21、ues 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 recorder, a projector and some slides. Teaching procedures & ways教學過程與方式Step Warming up T: Good morning / afternoon, everyone!Ss: Good m

22、orning / 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 lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice .T: Mm, I see. But where

23、 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 seen 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 abo

24、ut them?Ss: Yes! Very much! But how?T: Now you can talk to each other in pairs about the sea animals and plants youve seen before to enrich your knowledge of them. Use the list on Page 19 to help you. The Ss begin to talk about the plants and animals under the sea theyve seen before and the teacher

25、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 1:Sa: Last summer holiday, I went to HainanProvince with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under th

26、e sea. They have so rich and fresh colors that I couldnt believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fish 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 yo

27、u seen anything special?Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful.Sb: Red? Ive only seen white ones in decoration shops. I like its fantastic shapes. But I dont know there are some red ones.Sa: Besides red ones, there are purple, yellow, blue, pin

28、k ones. Sb: Oh! Thats wonderful! How lucky you are! I like sea animals and plants very much but I havent seen them under the sea with my own eyes. Ive 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 t

29、rip would be going on a snorkelling trip.Sb: Its a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldnt 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 ye

30、ars before they have this kind of thing.Sb: Really? Ive never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didnt 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

31、 me more, please.Sb: Some eels, for example. They were long and thin with sharp teeth and swam very 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 w

32、ere also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horsesthey were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp. Sa: Thats wonderful. Ill ask my parents to take me there next summer holiday!T: Ve

33、ry good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea? Ss: Hurray! We couldnt wait any more!T: But remember, after youve seen each beautiful creature without name marked, you must try to write down the name of the animal or the

34、plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video abo

35、ut the world under sea would be better. T: Arent they beautiful! I think youve known more about sea animals and plants. Now, lets 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 the following form

36、on the screen. After the Ss have finished, show a fulfilled one as a summary. NamePlants and animalsyouve seen under the seaWhere yousaw themFavourite one& whyLi Huadolphins, flying fish, kelps, algae, whitebait.On a boat tourdolphins:clever and friendly to peopleWang Xixiturtles, sea horses, sea li

37、on, sharks, white whale, seals.At anaquariumsea 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 infilmscoral: colourful and in char

38、ming shapes kelps: tasty and nutrientJian Pingparrot fish, angel fish, eels, coral, kelps, turtles, scallops, clams.On asnorkellingtripbutterfly fish:beautiful in colorsStep Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage. T: Now look at the

39、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 having a fight, I guess. S: There is

40、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 from the dictionary?S: It means a

41、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? Lets read the text and find the answers. Step R

42、eading comprehending In 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 the name of killer whales. The first

43、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 to the questions in Exercise 2. T: F

44、irst, 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 evidence was there that Old Tom w

45、as 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 answer the questions before class.T

46、: Very good! Now close your books and well 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 hear. Are you ready? Show the following

47、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 down to the shore in time to see an en

48、ormous animal throwing itself out of the water and then crashing down again.4. “Come on, Clancy. 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 others are stopping it diving or fleeing out to

49、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 or write them down on the Bb to check their

50、listening and spelling tasks. At last, show the answers on the screen.Step Discussion Deal 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 what is special about it?S: It is a killer wh

51、ale! Its 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 sample description:Sa: Old Tom is honest and helpf

52、ul to the whalers and the whalers are very kind to Old Tom and its group, too. Theyre 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 whalers. In everyday life they take care of each other and

53、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 them. If there is a group of dogs, they may work together

54、till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. Thats very interesting. And if their master is in danger, they will rush up to rescue him. There are many moving stories of this kind.Sd: Yes. After reading the text, we ca

55、n 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 HomeworkT: As a matter of fact, whales are now an endangered

56、 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. Whats your opinion? Are you for or against the banning whaling? Consider the problem carefully and w

57、ell 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

58、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 words and phrases.3. Learning ability goals學能目標Help the Ss to learn how to use the Passive Voice especially “being done” form by pract

59、icing and summarizing. Teaching important points 教學重點The Passive Voice and “being done” used as object, attribute and so on.Teaching difficult points教學難點Help the Ss to master the usage of the Passive Voice and “being done” structure. Teaching methods 教學方法Concluding, summarizing and practicing. Teach

60、ing aids 教具準備A projector and a computer.Teaching procedures & ways 教學過程與方式Step Revision T: Good morning / afternoon everyone!Ss: Good morning / afternoon, Sir / Madam!T: At the end of last period, you were asked to think about the international ban on whaling. Are you for it or against it? Now lets