人教版高二英语选修7Unit3Underthesea全单元教案设计

1、实用文档 文案大全 Unit 3 Under the sea 技能目标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 . 单元教

2、学目标 功 能 句 式 Blame and complaint I'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

3、 no good for me. I'd like a refund, please. 词 汇 1 四会词汇 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

4、, shallow, entry, boundary，Antarctic, awesome, seal, pension, pensioner 2 认读词汇 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, le

5、ap, refund 3 词组 ahead of, 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 up 4 重点词汇 anecdote, accommodation, shore, yell, flee, drag, depth, tongue, aband

6、on, seaside, net, relationship, beauty, aware, vivid, poisonous, tasty, scare, Antarctic, awesome, pension 结 构 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 点 句 子 1. With

7、out pausing we jumped into the boat with the other whalers and headed out into the bay. P20 2. As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 3. The first thing I become aware of was all the vivid colours surrounding me . P24 4. . the yellow and green

8、 parrotfish hanging upside down, and sucking tiny plants off the coral with its hard bird-like mouth . P24 6. I told myself they weren't dangerous but that didn't stop me from feeling scared to death for a moment. P24 . 目标语言 . 教材分析和教材重组 1. 教材分析 本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大

9、自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。 本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。本单元实现了语言学实用文档 文案大全 习和传播先进思想的完美统一。 1.1 Warming Up设计了两个活动。第一个活动用两个提问直接导入本单元的

10、中心话题，也是学生最感兴趣的话题海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。 1.2 Pre-reading是Reading文图并茂的内容简介。“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻激起学生的阅读兴趣。 1.3 Reading是一篇题为“Old Tom the Killer Whale”的故事，其中包括两篇关于虎鲸的奇闻轶事。第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。第二篇讲虎鲸如何从鲨

11、鱼群中救出捕鲸人，情节惊险感人。学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。 1.4 Comprehending设计了根据课文内容描述Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上进行再创造。第二题根据课文回答问题，其目的是评价学生对文章的理解程度。第三项是小组讨论，中心论题你是否同意禁止捕鲸直击本单元思想内容主题环境和动物保护。整个活动设计梯次分明，思想教育意义和语言学习意义两条线共同逐步深入，以达到阅读理解的最佳效果。 1.5 Learning about Language分为词汇和语法两项。词汇部分帮助学生

12、学习用适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词-ing形式的被动语态。要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。 1.6 Using Language是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、 “说话与写作”。“阅读与讨论” 的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的

13、日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。这种分类描写的方式非常有利于对学生的写作训练和指导。“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的内容是完成所听的句子和填上所缺的词。所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。该部分提供了表示

14、“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。 2 教材重组 2.1 Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。 2.2 Learning about Language 中的两项活动(词汇和语法)和Workbook 中的USING WORDS AND EXPRESSIONS 以及USING STRUCTURES

15、内容一致，整合起来设计成一节“语言学习课”。 2.3 将Using Language 中的听力部分(P25 Reading, discussing and listening) 与Workbook中的LISTENING, LISTENING TASK 整合为一节“听力课”；由于Workbook中TALKING 的任务是谈论前面两个听力内容的，所以将此项任务也加进这一课时。 2.4 将Using Language 中的Reading and discussing 以及其后的四项练习与Workbook中的READING TASK 以及其后的两项练习整合在一起，上一节“泛读课”。 2.5 将Usin

16、g Language 中的Speaking and writing (P26) 与WRITING TASK, SPEAKING TASK 整合成一节“交流写作课”。 注：本单元“说”的任务分别体现在“听、写、读”等各项活动中，因此没有单独设计“口语课”。 3. 课型设计与课时分配 1st Period Reading 2nd Period Language study 3rd Period Listening 4th Period Extensive reading 5th Period Communication and writing 实用文档 文案大全 . 分课时教案 The First

17、 Period Reading Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语 anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b. 重点句子 We ran down to the shore in time to see an enormous animal opposite us

18、throwing itself out of the water and then crashing down again. P20 Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As 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 o

19、r fleeing out to sea. P20 It took over half an hour to get the boat back to James . P21 2. Ability goals能力目标 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 学能目标 Help the Ss learn

20、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 important points 教学重点 Help the Ss know more about plants and animals under the sea as well as the animals' loyalty and

21、help to human beings. Teaching difficult points 教学难点 Analyze the structure of some sentences; Summarize the main idea of each paragraph as well as the text. Teaching methods 教学方法 Making dialogues to collect information about the plants and animals under the sea; Fast-reading and careful-reading meth

22、ods; Thinking and summarizing methods. Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures && ways教学过程与方式 Step Warming up T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam! T: Have you seen plants and animals that live under the sea?

23、 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 did you see them? Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On T

24、V, 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 about them? Ss: Yes! Very much! But how? T: Now you can talk to each other in pairs about t

25、he sea animals and plants you've 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 they've seen before and the teacher can walk around to see what they are talking about. After that the teacher c

26、an ask two or three pairs to act their dialogues out. Possible dialogue 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

27、eyes. Sb: Do you know their names? 实用文档 文案大全 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 you seen anything special? Sa: Yes. I saw some corals, rea

28、l and living corals. You know the red one is the most beautiful. Sb: Red? I've only 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 l

29、ucky you are! I like sea animals and plants very much but I haven't seen them under 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 sno

30、rkelling trip. Sb: It's a go! Possible dialogue 2: Sa: Once I saw many turtles in the Aquarium 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 the

31、y have this kind of thing. Sb: Really? I've never heard about that. I have been to Shengya 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 m

32、e 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 we

33、re 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: That's wonderful. I'll ask my parents to take me there next summer holi

34、day! T: Very 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 couldn't wait any more! T: But remember, after you've seen each beautiful creature without name marked, you must try to write down the name

35、of the animal or the 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 possi

36、ble, a short video about the world under sea would be better. (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) Names of these sea animals and plants: (1) white whale白鲸 (2) anemone海葵 (3) sea star海星 (4) shark鲨鱼 (5) coral珊瑚 (6) butterfly fish蝴蝶鱼 (7) sea horse海马 (8) turtle海龟 (9) parrot fish

37、鹦嘴鱼 (10) kelp海带 实用文档 文案大全 (11) eel海鳗 (12) angel fish天使鱼 (13) anemone fish海葵鱼 (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.

38、Draw a form like this and then fill in it. Show the following form on the screen. After the Ss have Name Plants and animals you've seen under the sea Where you saw them Favourite one & why Li Hua dolphins, flying fish, kelps, algae, whitebait. On a boat tour dolphins: clever and friendly to

39、people Wang Xixi turtles, sea horses, sea lion, sharks, white whale, seals. At an aquarium sea lion: clever & can play game Wang Xixi flatfish, ling, coral, kelps, algae, eels, clams, sea-slugs, whales, crabs, shrimps, cuttlefish, seas rats, seals, whales sharks, whelks, elephant seal, anemone,

40、seajelly. On TV and in films coral: colourful and in charming shapes kelps: tasty and nutrient Jian Ping parrot fish, angel fish, eels, coral, kelps, turtles, scallops, clams. On a snorkelling trip butterfly fish: beautiful in colors finished, show a fulfilled one as a summary. Step Pre-reading Let

41、the Ss talk about the picture in Pre-reading and get them prepared for the 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 k

42、now it must be a whale. There are some big fish running after it. They are 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 pict

43、ure. After a short while. T: What does anecdote mean? Have you got its meaning 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 ki

44、llers? And how did they help the whalers to catch the baleen whales? Let's read the text and find the answers. Step Reading comprehending In this step, the Ss will read the text and deal with the comprehending exercises. Skimming Let the Ss skim the text and get the main ideas of the two anecdot

45、es. After skimming. T: Who is Old Tom? What is the first anecdote about? S: Old Tom is 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

46、protected and saved James, a whaler. Scanning Let the Ss do scanning and find the answers 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 follow

47、s), while the teacher can walk around to see if they have any problems to deal with. 实用文档 文案大全 Sa: What 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

48、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: 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 att

49、ention 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 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 e

50、yes 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 enormous 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

51、 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 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 oth

52、ers 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 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 g

53、roups 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 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

54、 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 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

55、 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 in an emergency, they help each other. Sc: Speaking to hunting dogs, I think they are the most typical animals that help out human

56、s 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 till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. T

57、hat's 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 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 Homework T: As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling