高二英语第三单元教学设计.doc

高二英语选修七第三单元教学设计教材解析本篇课文故事发生于20世纪初期，一个名叫“Old Tom” 的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情。通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。引发学生对动物保护的意识。同时，在阅读课中教师要渗透阅读的方法和答题的技巧，培养学生阅读的综合能力。教学目标分析. 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 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, shallow, entry, boundary，Antarctic, awesome, seal, pension, pensioner2 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 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 重点词汇anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, tasty, 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 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 bird-like mouth . P246. I told myself they werent dangerous but that didnt stop me from feeling scared to death for a moment. P24一、 知识与技能.1. Train the students reading ability, for example, skimming ,scanning.2. Learn and master the following:Words: anecdote, annual, witness, accommodation, shore, opposite, yell, pause, telescope, teamwork, diving, flee, drag, depth, urge, abandonPhrases: be about to do, ahead of, even though, stopfrom, help out,二、 过程与方法1. Task- based teaching2. .Cooperation3. Discussion三、 情感态度与价值观1. The students confidence and interest can be stimulated.2. Arouse the students to protect animals.教学重点Improve the students reading ability教学难点1. How to make the students understand the reading text better.2. Make the students realize the importance of protecting animals.教具准备Blackboard, multimedia, textbook, a tape recorder ThefirstperiodWarmingupandPre-readingStep1Lead-in （10）Lookatthetitleandpredictwhatisthisunitmainlyabout. Lookatthepictures and ask ; whatcanyousee？Showmoreslides and ask:whatcanyousee？ Haveyouever seenthembefore？Step2.Warmingup（10）Discussion.Haveyoueverseenanysea lifeunderthesea?Wheredidyouseethem?(possibleanswers. （OntheInternet ,OnTV,In films,inbooks,Onaboattour? )Makealistofplantsandanimalsyoulike,andsharethemwithothers.Doyouthinkthatseaanimalsandseaplantsareveryimportanttohumanbeings? Why?Whatshouldwedotoprotectthesealifefromnowon?Step3.Pre-reading （10）Lookatthepictures,Whatcanyousee? Whatdoyouthinkishappeninginthepicture?Readtheshortdescriptionontheleft,thendiscusswhatisthefollowingstorymainlyabout.Brainstorming.Whowrotethestory? Whatisthestoryabout？ Wheredidithappen? Whohelpedthewhalers catchthebaleenwhale?Step4FastReading （15）GetthestudentstogetaglanceatEx 2(testforreading).Askthestudentstoreadthetextfasttocatchthemainidea Encouragethestudents to lookatthetableandfillthemissinginformation. Checkanswerswiththewholeclass.Step5 Homework1.Readthroughthewholestoryaloudafterclass.2.Reviewwordsandusefulphrasesthemselves.3.FinishofftherestofExxinWorkbook.Assignmentsfordifferentstudents ( on Exercises Book)GroupA Match phrases to their proper meanings and learn by heart.GroupB Translate these set phrases and learn them by heart.Group C Make sentences with these phrases and learn them by heart. Thesecondperiod ReadingandReadingcomprehensionStep1Revision (10 )1.Checkhomeworkexercisesonworkbook2.Brainstorming.Askseveralquestionsaboutthestory3.Goovernewwordsandexpressionsconnectedtothetext.Step2Skimming (10 )1.Skimthewholestorybrieflyandthenmatchmain ideaswitheachparagraph.2.Puttheeventsintothetimeline.Writeasentenceineachbox.Step3Scanning (10 )Inpairs,discussthefollowingquestions(1)WhatwastheevidencethatOldTomwashelpingthewhalersout?(2)WhydidGeorgethinkthatthekillerwhalersworkedasateam? (3)Whydidthewhalersallowthekillerwhalestodragthewhaleaway?(4)HowdidoldTomhelpJames?Whydidyouthinkhedidthis?(5)Whatotheranimalsdoyouthinkhelphumansoutinhunting?Step4Carefulreading （5）ReadthefollowingstatementsanddecideTRUEorFALSE 1.It was the killer whales ,or “killers” that helped the whalers catch the baleen whales that were on their annual migration. 2.Old Tom was an enormous animal ,it was a kind of huge fish helping catch the baleen whales 3 The killers started racing between our boat and the whale just like a pack of excited dogs. 4 Within a moment or two,its body was dragged swiftly by the whalers down into the depths of the sea. 5 The killer whale guided the team to the hunt.Step5Difficultandimportantsentences (5) (On workbook P35)Step6Consolidation(5)RetellthewholestoryaccordingtothetimelineoftheeventsonPage21Homework1.Gooverthenewwordsandphrasesrelatedtothetextandtrytolearnthembyheart 2.Readthetextaloudafterclass 3.Readthroughlanguagepointsofsomeimportantwordsorphraseson workbookandtrytolearnthembyheart TheThirdperiodLanguageDifficultiesStep1Revision(10) AskandanswerRetellthestorybrieflyStep2.Languageproblems(15)A.StudytheLanguagepointsandexamplesentencesinworkbook ( see workbook P35-44)B.Completethefollowingexercises ( on the workbook 35-44 )C.ChecktheanswersStep3.Practice (15)Workinpairs,Completethefollowingsentences(Workbook P35-44)ChecktheanswersDiscusssomechallengingsentenceswiththeclassStep4.Consolidation (5)ChoosethebestanswerStep5.Homework1)FinishoffExercises1.2.3onPage222)Goover words and set phrases.TheFourthPeriodGrammar:ThePassivevoiceoftheV-ingformStep1Revision(10) ReviewnewwordsandphrasesCheckhomeworkexercises.StresssomeimportantwordsandusefulphrasesStep2PresentationThePassiveVoiceofV-ingform （15）（1 )Studythefollowingsentencesandtellthefunctionsoftheunderlinedpart (Workbook P40)（2 )ReadthegrammarpartinWorkbook,paycloseattentiontothedifferencesbetweentheActiveandPassiveVoiceofV-ingform.( workbook P 40)Step3Practice （10）(1 )Workinpairs,fillintheblankswithproperformoftheverbs.( workbook P40-41)（2 ）Checktheanswers (3 )Discusssomecontroversialordifficultproblemsstudentsmayraise.Step4Special attentionandhelpfuladvice（5）Step5Consolidationexercises (5)Givebriefexplanationstosomepuzzlesifnecessary.Step6Homework1.FinishoffExercises1.2.3onthetextbook2.CompleteExercises1.2onWorkbook.3.Goovernewwordsandexpressions TheFifthPeriodExtensiveReading,discussionandWritingStep1Revision (5)Check thehomeworkexercisesGoovernewwordsandsetphrasesStep 2 Reading (15)(1)Glanceatthetitleandthepictures,andpredictwhatisthediaryabout.（2)Readquicklythroughthediaryentryandnumbertheparagraphtopicsinthecorrectorder.（3)Secondreading,askthestudentstoreadthetextagain,andguessthemeaningsofwordstheydontk