人教版高二英语选修7-Unit-3-Under-the-sea-全单元教案

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1、优质文档Unit 3 Under the sea. 单元教学目标技能目标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. 目标语言功 能

2、 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.词 汇1 四会词汇anec

3、dote, 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, p

4、ensioner2 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, leap, refund 3 词组ahead of, in the meantime, help out, be / become a

5、ware 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 重点词汇anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, tas

6、ty, scare, Antarctic, awesome, pension结 构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.重点句子1. Without pausing we jumped into the boat with the other whalers and headed out into the

7、 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，让学生在沟通中发觉和了解大自然的奥妙和漂亮；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妙境界。本单元用梯次递进的方式让学生运用已有的自然学问、亲身体验、所驾驭的

9、语言学问和技能，在阅读、听新闻和专家评述、探讨、写故事、编剧本、排练演出等多项语言功能运用的过程中，深化学习、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、关切和酷爱，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爱护意识。本单元实现了语言学习和传播先进思想的完备统一。1.1 Warming Up设计了两个活动。第一个活动用两个提问干脆导入本单元的中心话题，也是学生最感爱好的话题海底动物和植物，要求学生以相互沟通的方式更多地了解海底世界。紧接着是小组活动，要求学生将确定的海洋动植物列表归纳，并谈论自己最宠爱的海洋动物或植物。这一局部的设计为下一步的课文学习以及后边的听、说、读、写

10、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。“虎鲸协助捕鲸人在每年须鲸迁徙时捕获须鲸”的奇闻轶事会马上激起学生的阅读爱好。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。第一篇讲虎鲸如何协助捕鲸人捕获须鲸，过程奥妙好玩。其次篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。学生通过对课文的阅读理解，会由衷地感谢这些得意的海洋动物对人类忠实的协助和巨大的奉献，同时习得阅读故事的技能。1.4 Comprehending设计了依据课文内容描述Old Tom和捕鲸人的关系, 旨在引导学

11、生在阅读理解的根底上进展再缔造。其次题依据课文答复下列问题，其目的是评价学生对文章的理解程度。第三项是小组探讨，中心论题你是否同意制止捕鲸直击本单元思想内容主题环境和动物爱护。整个活动设计梯次清楚，思想教育意义和语言学习意义两条线共同逐步深化，以到达阅读理解的最正确效果。1.5 Learning about Language分为词汇和语法两项。词汇局部协助学生学习用适当的形式和意义运用词汇和短语，旨在造就学生运用英语词汇和短语的实力。语法工程是复习动词-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工程。-ing形式的被动语态在语法学习中是个难点，老师可

12、以在此根底上做些拓展性和稳固性的练习设计。1.6 Using Language是一个综合性学习工程，包括“阅读与探讨”、“探讨与写作”、 “说话与写作”。“阅读与探讨” 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；细微环节列表；词汇学习；语法学习形容词连用。“探讨与写作”共有两项任务：一是让学生以小组活动的形式探讨所给出的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特别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：第一项为哪一项在“听”之前阅读一那么观鲸旅游的

13、广告并就此探讨有关问题；其次项是听一段对话选择答案；第三项在重听一遍的同时，登记与广告不符的状况；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。全部“读、听、说”的活动层次清楚，内容连贯，事实上都在为完成下一步“写”的任务积累素材和供应示范。“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怪和埋怨。该局部供应了表示“责怪和埋怨”的习惯用语和三种情境，要求学生运用所给的词语先进展对话练习，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、生动和管用，有利于发挥他们的写作踊跃性。2 教材重组2.1 Pre-reading, Rea

14、ding, Comprehending是一个整体, 而第一局部Warming Up的话题内容又与Reading相同，因此将这几局部整合在一起，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内容相同，整合起来设计成一节“语言学习课”。2.3 将Using Language 中的听力局部(P25 Reading, discussing and listening) 与Workbook中的LISTENING, LISTENING

15、 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Using Language 中的Speaking and writing (P26) 与WRITING TASK, SPEAKING TASK 整合成一节“沟通写作课”。注：本单元“说”的任务分别体此时此刻“听、写、读”等各项活动中，因此没有单独设计

16、“口语课”。3. 课型设计与课时安排1st PeriodReading2nd PeriodLanguage study3rd PeriodListening4th PeriodExtensive reading5th PeriodCommunication and writing. 分课时教案The First Period ReadingTeaching 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,

17、 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 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

18、the bay. P20As we drew 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实力目标Enable the Ss to talk about plants and animals

19、 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 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 rea

20、ding.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 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 metho

21、ds 教学方法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 教具打算A recorder, a projector and some slides. Teaching procedures & ways教学过程与方式Step Warming up T: Good morning / afternoon,

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

23、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 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 w

24、ant 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 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 bef

25、ore 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 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 be

26、autiful fish under the 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

27、 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? 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 purp

28、le, yellow, blue, pink 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

29、, the first holiday trip 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

30、over three hundred years 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 u

31、nder the sea.Sa: Tell 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 a

32、ttack people. There were 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

33、 summer holiday!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 couldnt wait any more!T: But remember, after youve seen each beautiful creature without name marked, you must try to write down the name

34、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 possib

35、le, 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 鹦嘴鱼 (10) k

36、elp海带 (11) eel海鳗(12) angel fish天使鱼 (13) anemone fish海葵鱼(14) dolphin海豚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

37、 it. Show the following form 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 X

38、ixiturtles, sea horses, sea lion, 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 in fi

39、lmscoral: colourful and in charming 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 readi

40、ng 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 having

41、 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 fro

42、m 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? Lets read the te

43、xt and find the answers. Step Reading 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 na

44、me 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 to th

45、e 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 e

46、vidence 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 ans

47、wer the questions before class.T: 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. Ar

48、e 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 down t

49、o 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 we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those others are stopp

50、ing 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 or write the

51、m 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 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 speci

52、al about it?S: It is a killer whale! 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

53、:Sa: Old Tom is honest and helpful 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 t

54、hey 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 them. If there is a group

55、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. 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: Ye

56、s. 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 HomeworkT: As a matter of fa

57、ct, 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. Whats your opinion? Are you for or against the banning whaling? Cons

58、ider the problem carefully and well have a discussion tomorrow. Good-bye everyone!The Second Period Language studyTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语depth, shore, accommodation, in the meantime, park, snorkel, rent, seaside, net, be aware of, reflect on, pure, upside down, scare to d

59、eathb. 重点句子 James was afraid of being attacked by sharks. P23The children enjoyed being taken to the aquarium. P232. Ability goals实力目标Revise the Passive Voice of the -ing form.Learn to use some new words and phrases.3. Learning ability goals学能目标Help the Ss to learn how to use the Passive Voice espec

60、ially “being done” form by practicing and summarizing. Teaching important points 教学重点The Passive Voice and “being done” used as object, attribute and so on.Teaching difficult points教学难点Help the Ss to master the usage of the Passive Voice and “being done” structure. Teaching methods 教学方法Concluding, s

61、ummarizing and practicing. Teaching aids 教具打算A projector and a computer.Teaching procedures & ways 教学过程与方式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

62、 for it or against it? Now lets work in groups of four and discuss the reasons for and against banning whaling. While the Ss are having discussion, walk around to see if they are getting on well with the job. When they have finished, ask the Ss to speak out their groups opinions and reasons. Possibl

63、e discussion: Sa: I think its important to protect whales. After a long time hunting, the number of whales has largely decreased. On the other hand, with the development of industry, the sea has been seriously polluted and the pollution has killed many whales.Sb: Yes. I agree on the international ban. Whale is one of the oldest species on the earth. Protecting them effectively and studying them seriously will bring human beings great benefit. Sc: Whales ar