选修7Unit3Underthesea教案

1、 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 句

2、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anecdot

3、e, 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, pens

4、ioner2 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 awar

5、e 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,

6、 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 ba

7、y. 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 bir

8、d-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，让学生在交流中发现和了解大自然的奇妙和美丽；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

9、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

10、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

11、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

12、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

13、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“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, Comp

14、rehending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 Language points 是Reading中的重点单词短语句型总结起来归为一个课时。2.3 Learning about Language 中的前三项活动useful words and expressions整合起来设计成一节“复习总结课”。2.4 将Learning about Language中的后半部分Revising useful structures 列为语法课件。2.5 将Using Language 中的Reading a

15、nd discussing 以及其后的四项练习与Reading, discussing and listening 以及其后的五项练习整合在一起，上一节“泛读+听力课”。2.5 将Using Language 中的Speaking and writing (P26) 设计成一节“交流写作课”。3. 课型设计与课时分配1st PeriodReading2nd PeriodLanguage points 3rd Period Learning about Language4th PeriodGrammar5th PeriodUsing Language6th PeriodWriting. 分课时教

16、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, lip, tongue, abandon, relationship, 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

17、 the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into 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. P20

18、It took over half an hour to get the boat back to James . P212. 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 how to talk about plants and animal

19、s 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 help to human beings.Teaching difficult p

20、oints 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 methods;Thinking and summarizing methods.Teaching

21、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? And do you like them?Ss: Yes. They are very beautiful an

22、d 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 TV, the programs about the sea animals. / On the Internet. I

23、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 the sea animals and plants youve seen before to enrich your knowl

24、edge 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 before 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:S

25、a: 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 couldnt believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fish that t

26、hey 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, real and living corals. You know the red one is the most beautiful.Sb: Red? Ive only seen white o

27、nes in decoration shops. I like its fantastic shapes. But I dont know there are some red ones.Sa: Besides red ones, there are purple, 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. Iv

28、e 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 snorkelling trip.Sb: Its a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so la

29、rge 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 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 turtle

30、s but didnt 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 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

31、 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 were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horsesthey were very small, floating upright in water, sea stars in

32、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 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

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

34、ill 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 possible, a short video about the world under sea would be better. Step Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passag

35、e. 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 a fight,

36、 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 from the dic

37、tionary?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 text and fi

38、nd the answers. Step Reading comprehending In this step, the Ss will read the text and deal with the comprehending exercises. Read the introduction of the text on page 19 and fill in the following table.WriterOccupation Type of the article (文体) Place Time Main idea Fast-read

39、ing Task 1: Fill in the blanks with names mentioned in the text.1. _ was 16 years of age when he went to work at the whaling station.2. _ ordered Clancy to go to the boat as there was a whale out there in the bay.3. _ was swimming by the boat, showing the whalers the way. 4. _ told Clancy that they

40、would return the next day to bring in the body of the whale.Task 2: Put the events in the reading passage into this timeline. Write a sentence in each of the boxes. Three sentences have been given.Careful-readingTask 3: (Reading and speaking)Read the passage again, and in pairs answer the following

41、questions. 1. What evidence was there that Old Tom was helping the whalers out?2. What other animals did the author compare the killer whales with? Why do you think the killer whales behaved like this? 3. Why did George think that the killer whales worked as a team? 4. Why did the whalers allow the

42、killer whales to drag the whale away?5. How did Old Tom help James? Why do you think he did this?Task 4: Fill in the blanks.Before the huntl The killer whale threw itself out of the _ and then _ down again. l It swam by the _, showing the whalers the way.During the huntl The killers were working as

43、a _. l Some were throwing themselves on _ of the whales blow-hole to stop it _. Others were stopping it _ out to sea.After the huntThe killers _ the dead body down into the _ of the sea, having a good feed on its lips and _.Step Discussion Deal with Exercise 3,4 in Comprehending. Let the Ss work in

44、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 special 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 re

45、lationship 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. Theyre just like good friends.Sb: I think so. Maybe Old Tom and o

46、ther 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 humans in hunting. U

47、pon 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. Thats very inter

48、esting. 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 i

49、n that way, can the world be more harmonious and beautiful.The last whaling station in Australia closed in 1978. Whales are now an endangered species and in need of conservation. They are now protected by an international ban on whaling. However, some countries oppose the ban. In groups discuss the

50、reasons for and against banning whaling.Step V Consolidation1. Fill in the blanks according to the passage.Working at the _ (whale) station, I had _ whales killed many times with my own eyes. On the afternoon I arrived at the station, as I _ (sort 短语) my accommodation, I heard a loud noise coming fr

51、om the bay. Running down to the shore in time, we saw an _ (huge同义词) animal. “It is called Old Tom, the killer.” George said as he ran ahead _ me. _ the distance we could see that something was happening. As we _ (draw短语), I could see a whale _ by a _ of about six sharks. Being badly wounded, the wh

52、ale soon died. Very soon, its body was dragged by the sharks down into the _ of the sea.2. Get the main ideas of the two anecdotes. Step VI HomeworkRetell the story using your own words.The Second Period Language pointsTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语anecdote, annual, witness, acc

53、ommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, 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 whaler

54、s and headed out into 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能力目标Learn to use new words a

55、nd phrases.Teaching methods 教学方法Learning and practicing. Teaching aids 教具准备A projector and a computer.Teaching procedures & ways 教学过程与方式Step Language points 1. It was a time when the killer whales, or “killers” as they were then called, helped the whalers catch the baleen whales that were on the

56、ir annual migration.It was a time when 此处为 when 所引导的时间状语从句。2. This was the call that announced there was about to be a whale hunt. 此处由 that 引导的定语从句，其中定语从句后又接一个宾语从句； be about to do sth. 意为“即将，将要做某事”。When we were about to close down the business, the bank came to out rescue. 我们就要停业时，银行（借贷）为我们救了急。3. I

57、witnessed it with my own eyes many times. witness用作动词，意思是“亲眼看到”，例如：Did you witness the accident? 你亲眼看到那次事故了吗？witness还可以表示“作证”、“证明”，例如：He witnessed to having seen the man enter the building. 他作证说他看到那个人进入大楼的。witness还可以用作名词，表示“目击者，证人”，例如：The police found the witness to the murder case. 警察找到了那件谋杀案的目击者。He was called as a defense witness. 他被传唤做被告证人。4. its body was dragged swiftly by the