高三英语全套教案 unit 2 (人教版)

UNIT2CROSSINGLIMITSI单元教学目标技能目标SKILLGOALS0TALKABOUTEXPLORINGTHEWORLD1PRACTISEJUDGINGSITUATIONSANDMAKINGDECISIONS2REVIEWTHEPREDICATE3WRITEAPERSUASIVEESSAYII目标语言功能句式EXPRESSIONSTOJUDGESITUATIONSANDMAKEDECISIONSAEXPRESSIONSUSEDTOJUDGESITUATIONS1FROMMYUNDERSTANDING,IFINDITPOSSIBLETHAT2INMYOPINION,NOBODYHASTHERIGHTTO3FORTHESAKEOF,IBELIEVE4INRESPECTFOR,WESHOULD5EVERYTHINGHASTWOSIDES,BUTI6BYNOMEANSSHOULDWESACRIFICEPEOPLESLIFEINTHENAMEOFSCIENCEBEXPRESSIONSUSEDTOMAKEDECISIONS1ITSHARDTODECIDEHOWEVER,2TAKEEVERYTHINGINTOCONSIDERATION,I3INSPITEOF,ISTILLBELIEVE4IAMLIKELYTOTHINKBECAUSE5MYCHOICEWILLBE词汇1四会词汇EVALUATE,VARIOUS,KEY,ORIGIN,EQUIP,PUZZLE,WEALTHY,ASIAN,AFRICAN,AMBASSADOR,WANDER,MOTHERLAND,EXISTENCE,ACCURATE,NAVY,TREASURE,COMMAND,ROYAL,EMBASSY,ZEBRA,VOLUNTEER,RADIUM,DAM,SUGGEST,ACCOMPLISH,SICKNESS,UNABLE,SACRED,REFER,AIRCRAFT,ARISE,EVIDENCE,CHAIRMAN,PRAISE2认读词汇CHRISTOPHERCOLUMBUS,ENDEAVOR,MARCOPOLO,SPICE,CEYLON,ARAB,WESTERNMOST,ROMAN,EMPIRE,RHINOCEROS,HORN,SHANGA,AWARENESS,FLEET,SYMBOLIC,SUM,HORIZON,NAVIGATION,KOREA,THEHIMALAYAS,SHERPA,TIBET,HONESTY,DEDICATION,IDEAL,TECHNOLOGICAL3词组INTHENAMEOF,INEXCHANGEFOR,SETSAIL,INRETURN,BRINGUP,APARTFROM,REFERTO,RUNOUT4重点词汇VARIOUS,KEY,WEALTHY,ACCURATE,WANDER,SUGGEST,ACCOMPLISH,ARISE,PRAISE语法REVIEWTHEPREDICATE1ATEAMOFSCIENTISTSDISCOVERSANIMPORTANTANCIENTGRAVENEARTHEVILLAGEOFNATIVEPEOPLE2IWASREADINGABOOKABOUTMARCOPOLOWHENYOUCALLED3WECANSENDROBOTSEQUIPPEDWITHCAMERASANDOTHERTOOLSTODOOBSERVATIONSFORUS4THEWORLDMAPWASAGREATPUZZLETOPEOPLEOFEARLYCIVILIZATIONS5ASMALLBRONZESTATUEOFLIONHASBEENFOUNDINTHESWAHILITOWNOFSHANGA重点句子1TRADEANDCURIOSITYHAVEOFTENFORMEDTHEFOUNDATIONFORMANKINDSGREATESTENDEAVOR2THEARABICCONTACTSTOTHEAFRICANCOASTLEDTOTHENEXTMEETINGBETWEENBLACKPEOPLEANDACHINESE3THECONTACTSBETWEENCHINAANDAFRICAOVERTHECENTURIESHADLEDTOTHEAWARENESSOFEACHOTHERSEXISTENCE,BUTSTILLNOACCURATEMAPSOFTHECOUNTRIESAROUNDTHEINDIANOCEANEXISTED4INTHEYEARSBETWEEN1405AND1433,SEVENLARGETREASUREFLEETSSAILEDWESTWARDSONVOYAGESOFTRADEANDEXPLORATION5THEFLEETMADESEVERALEXPEDITIONSBEFORETHEEXPLORATIONWASSTOPPED,PROBABLYFORECONOMICREASONSIII教材分析与教材重组1教材分析本单元的话题是CROSSINGLIMITS，话题涉及的历史和地理知识庞杂，给学生理解文章带来了较大难度。PREREADING,READING和POSTREADING部分涉及了许多背景知识，这会给学生精读文章带来障碍。WARMINGUP,LISTENING和INTEGRATINGSKILLS部分涉及到EXPLORATION话题的空间跨度很大，因此解决好中外、过去和现在EXPLORATION的关系可以促进学生理解话题跨越极限。SPEAKING和WRITING以判断和劝诱为主题，旨在通过理解和学习话题，发展学生理解观点和形成自主判断，促进学生的自主决策能力。11WARMINGUP以位中外航海家的图片为引线，引出了本单元人物和话题。个任务设计层层深入，首先由人物事迹逐渐导向单元话题EXPLORATION。最后一个任务把话题引向具体的单元话题的目标语言。12LISTENING包括PRELISTENING,WHILELISTENING和POSTLISTENING三个部分。PRELISTENING的目的是培养学生听前预测的能力，这就使得听的过程目的性很强。POSTLISTENING的两个任务设计各有侧重，任务强调对听力内容的整体理解，任务则侧重对话题思想的理解，重在培养学生解决问题的能力。整体上来看，LISTENING的设计旨在培养学生预测、选择、判断和深层加工信息的能力。13SPEAKING部分包括三个SITUATIONS。三个SITUATIONS都是以科学发现和探测为主题，提出问题情境，旨在培养学生对问题情境的判断能力和运用语言解决问题的能力。问题的情境设计具有思辨性特征，学习者只有对问题情境的深刻理解，才能做出准确的判断，在此基础上形成决策。14READING部分包括PREREADING,READING和POSTREADING三个部分。PREREADING以SILKROAD为主题，输入背景知识，促进学生对READING的深刻理解。READING讲述了海上丝绸之路开辟的背景、发展和繁荣，文章的后半部分重点记叙了郑和下西洋的过程和意义。READING的主题内容明确，此主题是培养学生民族自豪感的好材料。READING的语言材料不难，但是由于文章所记叙的内容时间跨度很大，关系略显复杂，学生不易把握文章的结构。教学中处理好背景知识输入和读懂文章整体结构的任务设计，就基本可以很好地完成教学任务。POSTREADING是对READING内容的熟练和主题的拓展，最后一个任务升华了主题。这些任务设计都要求学生跨越段落寻找信息，因此教学设计中要适当补充和重新设计TASKS，以使得大多数学生都能读透文章。15LANGUAGESTUDY分词汇和语法两部分。其中，WORDSTUDY的前两个练习序列性很强，两个练习设计注重词性拓展和运用。任务中基本涉及到本单元重点词汇和常见词汇，但是对学生而言，仅依靠这样两个任务设计是不能够达到熟练的目的，因此应该适当的在HOMEWORK或者INTEGRATINGSKILLS部分运用恰当的任务设计来达到使学生能够熟练运用这些词汇的目标。WORDSTUDY的第三个练习训练学生在语境中运用词汇的能力，材料内容补充了本单元话题的背景知识。WORDSTUDY基本上呈现出了本单元的重点词汇，任务形式以训练为载体，强调了语言知识的运用能力，因此教学中要细处理。GRAMMAR则分成两个PARTSPART1要求学生要学会识别和判断PREDICATE；PART强调了PREDICATE在语篇中的运用。由于是复习内容，所以两个TASK的内容设计显得简单，可以适当补充一些TASKS来强化学生在写作过程中准确运用PREDICATE的能力。16INTEGRATINGSKILLS分为2部分READING和WRITING。READING记叙了中外PIONEERS爬越珠穆朗玛峰的过程，文章的语言内容不难，不会对学生构成整体的阅读障碍，但文章中涉及到的一些细节知识需要学生细读才能准确把握，因此可利用本篇阅读材料重点培养学生细节理解能力。阅读材料后的四个任务设计都是围绕细节理解展开，任务设计采用口头回答和PARAPHRASING的形式，目的是训练学生的口头表达能力。WRITING部分的内容以阅读材料为背景，以爬山是否应该带氧气为主题形成讨论，分为两种观点。题目设计同前面SPEAKING话题相同，训练学生的思维辨析能力，提高其运用笔头形式表达观点的能力。写作要求学生要拓展话题，了解更多的MOUNTAINCLIMBING事实或实例来支持观点。因此写好文章的关键重在于事例和事实的采集、整理和分析。17TIPS的主题内容是阅读指导，指导学生对于不同文体和主题的阅读材料要选用不同的阅读方法。阅读策略训练一直都是阅读指导的重点，因此可选用报刊选载、小说和科技说明文来指导学生利用TIPS的建议阅读，强化阅读策略训练。18CHECKPOINT2是本单元语言知识的反馈和强化。分为谓语形式和单元话题词汇与句式复习两个部分，此项内容可以作为反馈练习来强化单元知识。2教材重组21教材的WARMINGUP和LISTENING两部分内容相关性很大，WARMINGUP的材料不仅可以导出单元话题，而且可以利用WARMINGUP的内容为LISTENING铺垫必要的语言准备。WORKBOOK部分的LISTENINGPRACTICE可以被用来补充更多的单元信息和训练学生的听力能力。因此可以整合这3部分内容，上一节听力课。22SPEAKING的内容以EXPLORATION为题，重在培养学生运用思维辨析、判断和决策的能力，组织语言材料的难度较大。但可以借助WARMINGUP的内容和听力材料为辅助材料，运用MINDMAP教学策略来帮助学生收集材料，降低难度，上一节口语课。23PREREADING,READING和POSTREADING三个教学环节序列性很强，互为补充。INTEGRATINGSKILLS的TALKING部分同教材READING部分内容有很大相关性，整合这4个环节，可以设计一节文化背景输入阅读读后反思读后讨论的流线形精读课。24LANGUAGESTUDY重在语言知识复习和强化，教学中通过合理设计任务，分类组合，设计一节以语言训练为载体的语言知识学习课。25INTEGRATINGSKILLS的READING的内容相对简单，但是在单元教学中作用很大。其内容不仅是对单元话题的拓展，也是对后面写作内容的铺垫。通过精处理，拓展话题理解，训练语言知识，就可以起到承前启后的作用。26INTEGRATINGSKILLS部分的写作设计是对单元话题的总结。语言的输出方式以ESSAY载体，以单元主题为话题，既呼应了SPEAKING，又升华了主题。27WORKBOOK的INTEGRATINGSKILLS分为READING和WRITING两部分内容，READING的内容同教材部分READING的内容的文章结构有相似之处，都是对历史事件和历史人物的记叙和评价；WRITING以ESSAYWRITING为主题，呼应教材SPEAKING和WRITING部分。因此可以这两部分为载体，上一节综合实践课来强化本单元读写技能的实践运用。3课型设计与课时分配（经教材分析，根据学情，本单元可以用7课时教完）1STPERIODLISTENING2NDPERIODSPEAKING3RDPERIODREADING4THPERIODLANGUAGESTUDY5THPERIODEXTENSIVEREADING6THPERIODWRITING7THPERIODINTEGRATINGSKILLSIV分课时教案THEFIRSTPERIODLISTENINGTEACHINGGOALS教学目标1TARGETLANGUAGE目标语言重点词汇和短语EXPLORE,EXPLORATION,DISCOVER,DISCOVERY,FACERISKS,FACECHALLENGES,MODERNMEANS,EQUIPMENT2ABILITYGOALS能力目标ENABLESTUDENTSTOLEARNTHATEXPLORINGINTHEPASTANDPRESENTAREQUITEDIFFERENT3LEARNINGABILITYGOALS学能目标ENABLESTUDENTSTOLEARNHOWTOCOMPAREBETWEENTHEPASTANDPRESENTEXPLORINGTEACHINGIMPORTANTPOINTS教学重点ENABLESTUDENTSTOFULLYUNDERSTANDTHE“PROBLEMSOLUTION”PARTINWARMINGUPANDLISTENINGMATERIALSTEACHINGDIFFICULTPOINTS教学难点BYTRAININGLISTENINGSTRATEGIESOFPREDICTIONANDDOINGSHORTHAND,ENABLESTUDENTSTOFORMAGOODHABITOFLISTENINGTEACHINGMETHODS教学方法1TEAMWORKLEARNING2TASKBASEDLEARNINGTEACHINGAIDS教具准备APROJECTORANDSOMESLIDESTEACHINGPROCEDURESWAYS教学过程与方式STEPIREVISIONGIVEREADINGMATERIALSBEFORECLASSTFIRST,LETSCHECKYOURHOMEWORKTOSEEHOWWELLYOUHAVEPREPAREDFORTHECLASSNOWPLEASEDOTHEQUIZQUIZ1WHOWASTHEFIRSTPERSONTHATMAPPEDTHEINDIANCOAST2WHOWASTHEFIRSTPERSONTHATDISCOVEREDTHE“NEWWORLD”3WHYDIDABELTASMANSAILALONGTHECOASTOFAUSTRALIAANDMANYISLANDSINTHEPACIFICOCEAN4WHATWASJAMESCOOKSPURPOSEOFHISVOYAGEKEYZHENGHECOLUMBUSTASMANWASTOANSWERQUESTIONSABOUTTHENATUREOFTHEGEOGRAPHYOFPACIFICOCEANREGIONSDURINGHISEXPLORATIONCOOKWASCHOSENBYTHEROYALSOCIETYOFLONDONTOUNDERTAKEASCIENTIFICJOURNEYTOTAHITITOOBSERVEANDDOCUMENTTHEEVENTASTHEPLANETVENUSPASSEDBETWEENTHEEARTHANDTHESUNHISSECRETTASKWASTOFINDNEWLANDMASSESINTHESOUTHSTEPWARMINGUPTASKONEWORLDMAPEXPLORATIONTLOOKATTHEMAPANDTELLMEHOWMANYCONTINENTSTHEREAREINTHEWORLDWHATARETHEYSHOWAWORLDMAPTHROUGHSLIDESTHEREARESEVENCONTINENTSINTHEWORLDTHEYAREASIA,AFRICA,EUROPE,OCEANIA,NORTHAMERICA,SOUTHAMERICAANDANTARCTICTOBSERVETHEMAPCAREFULLYANDFINDTHEIRSEPARATEPOSITIONSTELLMEWHICHOCEANSEPARATESASIAFROMOCEANIA,ANDWHICHSEPARATESEUROPEFROMAMERICATHENTELLMEWHICHOCEANSWEHAVETOCROSSIFWETAKETHESHORTESTROUTEFROMCHINATOTHEEASTCOASTOFAFRICABYSEASTHEPACIFICOCEANSEPARATESASIAFROMOCEANIAANDTHEATLANTICOCEANSEPARATESEUROPEFROMAMERICAWEHAVETOCROSSTHEPACIFICOCEANANDTHEINDIANOCEANTASKTWODISCUSSANDANSWERTWORKINPAIRSANDDISCUSSTHEFOLLOWINGQUESTIONQUESTIONWHATWERETHEDANGERSANDCHALLENGESTHATEXPLORERSHADTOFACEINTHEPASTWHILEEXPLORINGTHEWORLDYOUCANFINDANSWERSINYOURREFERENCEHANDOUTORRECALLTHEMFROMYOURMEMORYSTHEREWEREALOTOFDANGERSTHATMADETHEIREXPLORATIONDIFFICULTFIRST,THEYHADTOSTRUGGLEAGAINSTBIGSTORMS,ICEBERGSANDGREATROCKSTHATLIEUNNOTICEDINTHESEASECOND,THEYMAYEASILYGETILLWITHOUTFRESHVEGETABLESONBOARDTHIRD,THEYHADTOFIGHTAGAINSTPIRATESANDUNFRIENDLYNATIVESTASKTHREELISTWORDSANDEXPRESSIONSTSINCEWEHAVEKNOWNALOTABOUTEXPLORATIONATSEA,NOWPLEASERECALLTHEWORDSANDEXPRESSIONSWEJUSTUSEDINTALKINGABOUTEXPLORATIONYOUCANALSOTHINKOUTTHESEWORDSANDEXPRESSIONBYUSINGMINDMAPSTRATEGYSTUDENTSRECALLTHEWORDSBYUSINGMINDMAPSTRATEGYANDMAKETHEFOLLOWINGLISTITEMLANGUAGEWORDSWITHTHEMEANINGEXPLORATIONANDDISCOVERYMAKEADISCOVERY,EXPEDITION,EXPLORETHEUNKNOWN,EXPLORATIONPURPOSESANDEXPERIENCESINTHECOURSEOFANEXPEDITIONDOSCIENTIFICRESEARCH,MAPTHECOAST,FINDANEWLANDMASS,DISCOVERANISLAND,HITAROCK,MEETWITHSTORMS,FIGHTAGAINSTTHENATIVES,LAND,HIDEINAHARBORTRANSPORTANDCOMMUNICATIONSETOUTFOR,SETSAILFOR,ONBOARD,BYSEA,ONDECK,BYRADIO,BYFLAGLANGUAGE,BYTELEPHONESTEPIIIPRELISTENINGTASKONEPREDICTIONTNOWWEAREGOINGTOHEARANINTERVIEWBETWEENAREPORTERANDAPROFESSORABOUTEXPLORINGINTHEPASTANDATPRESENTBEFORELISTENING,PLEASETHINKWHATSORTOFQUESTIONSTHEREPORTERWILLASKANDLISTATLEASTTHREEQUESTIONSSHEMAYASKTHEFOLLOWINGTHREEQUESTIONS1WHATCOMMUNICATINGTOOLSDIDTHEYUSEINTHEPAST2HOWDIDTHEYSTOREENOUGHFRESHWATER3HOWDIDTHEYDEALWITHSICKNESSINTHECOURSEOFEXPLORATIONINTHEPASTTIFTHEREPORTERRAISESTHEABOVEQUESTIONS,WHATEXAMPLESWILLTHEPROFESSORGIVETOANSWERTHEQUESTIONSSHEMAYGIVEANEXAMPLEOFAGREATEXPLORERANDEXPLAINTHEQUESTIONSTASKTWOQUESTIONANDANSWERTWHATMODERNMEANSCANEXPLORERSMAKEUSEOFTODAYSTHEYCANSENDMESSAGESBYRADIOANDTAKEPICTURESWITHADVANCEDCAMERASINSPACETRAVELTHEYCANALSOUSEROBOTSANDOTHERADVANCEDEQUIPMENTTOACCOMPLISHSOMEDANGEROUSTASKSSTEPIVWHILELISTENINGTASKONELISTENFORTHEFIRSTTIMEANDFILLINTHECHARTTINTHETAPEYOUAREGOINGTOHEARTHEDIFFERENCESOFCOMMUNICATIONANDTRANSPORTUSEDINTHEPASTANDATPRESENTLISTENTOTHETAPEANDFILLTHECHARTOFEXERCISE2ONPAGE11STUDENTSLISTENANDDOTHEEXERCISETASKTWODOSHORTHANDTLISTENTOTHETAPEFORTHESECONDTIMEANDFILLINTHECHARTBELOWBEFORETHATYOUHADBETTERREADTHEQUESTIONSOFEXERCISE3CAREFULLYSTUDENTSLISTENTOTHETAPEANDDOSHORTHANDRISKSINTHEPASTSOLUTIONSFORMODERNEXPLORERSHAVINGNOMAPSIMILARITIESBETWEENTHEPASTEXPEDITIONSANDTRIPSTOMARSSTEPVPOSTLISTENINGTASKONEDISCUSSIONTEXPLORATIONMEANSADVANCEMENTITWASARMSTRONGSFIRSTSTEPONTHEMOONTHATENABLESPEOPLETOKNOWWHATTHEREALMOONISLIKEMEANWHILE,EXPLORATIONSARENOTWITHOUTDANGERSANDCHALLENGESRECALLYOUREARLYEXPERIENCESORCHOOSEONETOPICFROMTHETEACHERSLISTTODISCUSSWHATDANGERSORDIFFICULTIESYOUMAYHAVEINTHECOURSEOFEXPLORATIONWORKINGROUPSOFFOURANDLISTALLTHEPOSSIBLEDANGERSORDIFFICULTIESAFTERTHAT,PLEASEFINDOUTPOSSIBLESOLUTIONSTOTHEPROBLEMSTEACHERSLI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