选修七Unit3Underthesea教案

1、Unit 3 Under the sea第一部分金色教案教学设计说明About the topic and the structures单元话题和结构本单元的中心话题为海底世界。听说读写活动主要围绕海底植物、海底奇妙景观以及有关大海神话故事展开的。本单元语言功能项目是：责备和抱怨。本单元语言结构项目是：复习被动语态（2）本单元还要求学生学习应用写作：如何客气地投诉金色教案教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对金色教案教学设计重新划分课时，裁剪、拼接使用提供的材料，以便

2、“物尽所用”，达到最佳教学效果。教师也可以参照金色教案提供的“实际教学过程课时划分建议”进行教学。Period 1Reading 阅读课Warming Up 部分以海底生物（包括动物和植物）为话题，主要讨论三个方面的问题：学生所见过的海底生物；在何处见过这些海底生物；学生最喜欢的海底生物。课本提供了短语和图片启发学生思考讨论。在有条件的学校，教师还可以给学生播放一些有关海底生物的电影或录像。教师也可以参考本书提供的海洋动植物材料，以讨论、问答等形式进行热身活动。 Pre-reading 课本在此部分设计了一个读图题，图片内容为：Killer whales are attacking a bal

3、een whale with whalers waiting by in their boat，harpoon at the ready. 由此引入阅读文章的相关背景知识：1. 作者:名叫Clancy的老人(an old man, called Clancy); 2. 职业:捕鲸人(a whaler); 3. 文体: 逸事(anecdotes); 4. 概要: 虎鲸(killer whale)在每年的迁徙过程中帮助捕鲸人捕捉须鲸(baleen whale); 5. 地点; 澳大利亚(Australia); 6. 时间: 20世纪初(at he beginning of the 20th cen

4、tury)。教师也可以参考本书提供的关于“anecdote”材料进行“读前”活动。Reading 是一篇以第一人称口吻讲述了一个名叫Old Tom的虎鲸的故事。故事分两部分：第一个故事讲述Old Tom是捕鲸人的好帮手；第二个故事讲述Old Tom是遇难者的救星。故事发生在20世纪初，海上捕鲸和捕鲨没有像现在这样受到限制。学生阅读此文可以了解人类如何利用鲸捕杀鲸的残酷事实，同时可以从文中学到许多描述事物和情景的生动手法。教师应当帮助学生克服阅读英语的畏难情绪，克服等待和依赖教师讲解的消极做法，抓紧课外自学时间，按教学布置完成各阶段的阅读任务。鼓励学生独立阅读，独立思考。阅读过程中遇到问题或难点

5、尽可能少查词典。教师可以参考使用本书提供的教学步骤设计进行阅读教学。 Period 2Learning about language 知识课Learning about Language部分首先是词汇训练，通过填空的形式，巩固和运用课文中出现的生词和短语；然后是语法训练，通过用所给词的适当形式填空，复习动词-ing形式的被动式的用法。在强调语法学习的必要性时，应该注意避免出现为语法而语法、死抠语法术语和个别概念而脱离语言实际的偏向。教师可以参考使用本书提供的教学步骤设计。Period 3Using language运用课Using Language分为四部分，综合训练听说读写的能力。第一部分是

6、阅读与讨论。阅读材料以“崭新的生活空间”（A New Dimension of life）为题，用日记的形式记述了作者在海底所见到的奇妙景色。阅读之后设置了四个练习。第一个练习要求学生弄清楚本文描写的顺序；第二个练习要求列入潜泳的刺激和危险；第三个练习操练名词短语，要求学生注意其中形容词的用法；第四个练习要求学生对第三题中形容词进行分类并且掌握做定语的形容词的先后位置关系。第二部分是讨论与写作。通过回顾A New Dimension of life的描写片段，给出表达作者情绪的方式。然后要求学生仿照日记的三、四段写一篇描写某个地方和当地动植物的短文。第三部分是读、议、听，以听力训练为主。在听之

7、前，首先让学生阅读一个观看鲸鱼的广告并讨论三个问题。接着，让学生听游客与导游之间的三段对话并判断游客的态度。接下来，让学生再听一遍完成表格，填写游客的期望与实际情况。然后重点落在有关抱怨的表达方式上，要求学生完成对话中的有关句子。最后让学生朗读对话，注意重音和语调。第四部分是说与写。主要操练本单元的日常交际用语。要求学生根据所给的情景，用变革中的短语和句式编写对话。教师可以参考使用本书提供的教学步骤设计。实际教学过程课时划分建议Period 1将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period 2将Learnin

8、g about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。Period 3将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。Period 5将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。第

9、二部分教学资源说明Section 1Background 背景围绕单元话题“Festival around the world”，金色教案提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section 2Explanation解析重点针对“阅读课型”中的课文难句，金色教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section 3Vocabulary词汇按照课本单元词汇表顺序，金色教案重点提供动

10、词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，金色教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part 1 Teaching Design第一部分 教学设计Period 1 A sample lesson plan for reading(Old Tom The Killer Whale)IntroductionIn this period, after the warming up, students will first be guide

11、d to imagine, talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote, reading aloud to the recording, reading for forms, copying and making sentences, understanding difficult sentenc

12、es, reading and transferring, reading the text once again for the type of writing and summary of Old Tom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage. ObjectivesTo help students understand the texts forms and contents and learn abou

13、t under the seaTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusWordswitness，flee，drag，abandon，rent， reflect，scare，leap，refundCollocationshelp out， be aware ofPatterns1. I witnessed it with my own eyes many times. 2. George said

14、as he ran ahead of me. 3. We jumped into the boat with the other whalers and headed out into the bay. 4As we drew closer, I could see a whale being attacked by a pack of about six other killers. 5. I told myself they werent dangerous but that didnt stop me from feeling scared to death for a moment!

15、6My heart was beating wildly I felt very exposed in such deep clear water. 7. He let it go and the harpoon lit the spot. 8. The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean floor. 9The fish didnt seem to mind me swimming among them.10. George started be

16、ating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again. Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up talking about ocean plants and ocean animalsHello, class. Have you been to the sea? This week we shall go to the

17、 sea to learn about ocean plants and animals. What do you know about them? There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water. The most abundant plants in the ocean are

18、known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean. As for ocean animals, they are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can

19、 grow to fairly large size. Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom. To learn more about ocean and sea, go to page 20. 2. Pre-reading by d

20、efining anecdote. We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are qu

21、estions of vital importance for people who consider it important to really learn what is fact and truth. Lets start with a definition: Anecdote: a usually short narrative of an interesting, amusing, or biographical incident.The very fact that we tell anecdotes is that we find them interesting and of

22、ten personal. They are unusual, and are often what we have personally experienced or heard about. We wouldnt notice them or bother telling them if they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when we lack proof, IOW, for lack of

23、anything better. We also notice them because they may reaffirm some cherished idea we have: Man prefers to believe what he prefers to be true. Francis BaconNow lets go to page 20 to read the two anecdotes. 3. Reading aloud to the recordingComprehensionunderstanding what you are readingis important.

24、To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud. 4. Reading for forms In using

25、 the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can inc

26、lude other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words. Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline a

27、ll the useful collocations. 5. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound right to native English speakers, who use them all the time. While going over the text, try to recognize the collocations, treat them as single blocks o

28、f language and copy them out into your Collocation Book.Collocations from Old Tom The Killer Whaleat the whaling station在捕鲸站, catch the huge whales抓巨鲸, at the time在那时, witnesswith my own eyes亲眼所见, sort out整理；分类, run down to跑向；追捕, in time to do及时做, throw out of the water使失去（离开）水, call out大声叫；召集, out

29、there在那边, yell out大声喊叫，a whale hunt捕鲸, come on赶快；来到, ahead of在之前, keep waiting让等, have the right clothes on穿上合适的衣服, race after追赶, jump into the boat跳进船里, head out into 朝去，look down into朝里看, swim by the boat在船旁边游泳, show the way为引路, beat the water with the oar用浆拍打水面, circle back to转回到来, lead to引向, in

30、the distance在远处, draw closer接近, be attacked by被袭击, a pack of about six other killers一堆大约六条虎鲸, work as a team团队合作, on top of 在顶部, stopfrom阻止做, flee out to sea逃逸出海, the most extraordinary thing最特别的事情, race betweenand和间的赛跑, a pack of excited dogs一群兴奋的狗, let go松开, be badly wounded严重受伤, within a moment o

31、r two在一时片刻, be dragged by down into被拽入, the depths of the sea海底深处, turn around旋转，转向, bring in引进, float up to the surface漂浮到水面, in the meantime与此同时，在此期间, have a good feed on美美地享用, attack people袭击人, in fact实际上, be washed off从被冲走, handle the boat掌舵, far away from远离, be terrified of害怕, be abandoned by被遗

32、弃, be held up in the water被托出水面6. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7. Reading and transferringIn pairs, read the text, find

33、information to complete the following form. WhenWhereWhoWhatOn the afternoon, in June 1902At the whaling stationI , a 16-year-old boyWitnessing killers helping the whalers catch the huge whales8. Reading the text once again for the type of writing and summary of Old Tom The Killer WhaleDetermining t

34、he type of writing will help you determine the authors topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important

35、 information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea. Now read the text once ag

36、ain for the type of writing and summary of Old Tom The Killer Whale. Type of writingThis is a piece of narrative writing.Main idea of the passage“I” witnessed Old Tom the killer whale helping the whalers catching the huge whales.Main idea of 1st partAt 16, I, Clancy, began work in June 1902 at the w

37、haling station.Main idea of 2nd partOne afternoon, I saw Old Tom, the killer, a black and white and fish-shaped animal,Main idea of 3rd partI saw a whale being attacked by a pack of about six other killers.Main idea of 4th partI saw the whale being hit by a harpoon and dragged by the killers down in

38、to the sea.Main idea of 5th partI saw James being saved by Old Tom, the killer. Type of writingA narrationSummary of storyI witnessed Old Tom, the killer attacking a whale together with six other killers.The writerAn old man called ClancyHis careerA whalerType of the passageAnecdotesSummary Killer W

39、hales help whalers catch baleen whales.Place Australia Time At the beginning of 20th century9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above. A retold story of Old Tom The Killer WhaleChoice 1One afternoon I saw Old Tom, the killer t

40、hrowing itself out of the water and then crashing down again. I saw Old Tom swimming by the boat, showing us the way. Then he was circling back to the boat, leading us to the hunt again. In the distance I could see a whale being attacked by a pack of about six other killers. Theyre working as a team

41、 the killers over there are throwing themselves on top of the whales blow-hole to stop it breathing. And those others are stopping it fleeing out to sea. Then the harpoon was ready and the man in the bow of the boat aimed it at the whale. He let it go and the harpoon lit the spot. Being badly wounde

42、d, the whale soon died. Within a moment or two, its body was dragged by the killers down into the depths of the sea. The men started turning the boat around to go home.Choice 2I began work at a whaling station when I was only 16. I had hears of whale hunting before. I wanted to witness it my own eye

43、s.I arrived at the station early to sort out my things. Then suddenly I saw Old Tom the killer attacking a whale with a pack of six other killers. They were throwing themselves out of the water, crashing down on top of the whale. I called out to George. He told me that a whale hunt was going on. I raced after him to the sea shore. We jumped into the boat, heading out into the deep sea. The seven whale killers