北师大高一英语必修三unit7全单元教案

1、Unit 7The Sea教材分析I 涉及内容本单元内容主要围绕海洋展开， 主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事。II 教学目标1.知识目标：Warm-up: fishing, sailing, diving, surfing, water-skiing, windsurfing,swimming, scuba diving, frightening, freezing, colorful, underwater, at seaLesson 1: achieve, set sail, control, force sb. to do sth, la

2、nd, persuade sb todo sth, find oneself, get into trouble, follow sb sdirection, be believed tobe sth, knowas, spirit, explorer, sailor, voyage, deed, journey, unknown,present-day, eventually, further, according to, in search ofLesson 2: pollute, deal with, ban, protect, disappear, handle, suppose, k

3、eepa record of, break the law,industrial, agricultural. Intelligent, fantastic,multi-coloured, polluted, over-fishing, chemicals, rubbish, solution,technology, intelligence, government department, tennis, courts, passenger词汇Lesson 3:sea creatures, seal, penguin, crab, polar bear, dolphin, whale,shar

4、k, coral, attraction, discovery, discount, do trick, length, area, virtualreality, speaking voice, attack, daily life, in performance, educate, feed,produce, attract, watch out, melt, measure, energetic, unusual, up-to-date,noisy, pretty, tiny, special, especiallyLesson 4:float, terrify, tie, escape

5、, survive, recover, scream, sink, pick up,recognize, expect, on the edge of, at great speed, body and soul, all at once,in the directionof, more than horrible, single, enormous, unable, terror,conclusionCommunicationworkshop:debate, disagree, create, offer, shopkeeper,bay, wildlife, stadium, develop

6、ment, traffic, industry, local语法1.定语从句 (2)：where, when, why, prep.+which/whom2.表示比较的形容词功能Interaction 相互交流语音Giving Opinion表达观点1/162.语言技能：能边听边做笔记，从听力材料中提取主要信息和观点；能听懂要求并听根据要求和指令完成任务能对海洋及保护环境话题的询问和要求做出恰当的反应；能运用表达说个人观点、见解的交际用语，在辩论中清晰的表达观点能运用所学阅读策略进行课内外阅读，如：能运用scanning 技能在有读效时间内搜索到 brochure 中所需信息；能学习运用 Se

7、quencing阅读策略，抓住关键连接词，理解段落大意，把握故事发展顺序能运用 Paragraph planning写作策略，用英语写出100 词左右的报告，写介绍一个旅游景点。3.情感态度目标：学习探险家勇于探索的精神，培养开创意识；培养环境意识，自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等，增强环境保护意识III 教学重点和难点1.教学重点：(1) 本单元的生词和短语(2) where, when, why, prep. + which/whom(3) 表示比较的形容词定语从句2.教学难点：(1)对海洋及环境保护话题的

8、询问和要求做出恰当的反映(2)运用表达个人观点和见解的交际用语IV .教学计划：本单元分为六个课时：第一课时： Warm-up第二课时： Lesson 1第三课时： Lesson 2第四课时： Lesson 3第五课时： Lesson 4第六课时： Communication workshopV教学步骤：Period 1Warm-up2/16Teaching Goals:1. learn the new words of this part.2. To arouse Ssinterest in the sea. Teaching Procedures:Step 1. Leading-in:Sh

9、ow some pictures about the film: Finding Nemo.This is a story about sea. Show some pictures about sea and the animals in thesea.Step 2. Warming upExercise 1.Listen and match the four sea sounds with the photos Exercise 2.Let Ss read the Key Words and discuss which activities they know, which they ca

10、n guessand which they need to look up in the dictionary.In pairs, Ss discuss which activities they do and which they would like to do (or would not like to do) and where they could do them.The pairs report back to the class about what they would like to do and where.Ss see if there are any activitie

11、s that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary.Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker use to d

12、escribe their activity.Step 3. PracticeAsk Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2Lesson 1 The Sprit of ExplorerTeaching goals:1. To practise reading for specific

13、 information.2. To practise using relative clauses withwhen, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.3/16Teaching procedure:Step 1. Leading-inLet Ss discuss who arrived in America first, using thei

14、r knowledge from history class.a) Christopher Columbus b) Ancient Greeks c) Chinese sailors d)Vikings. And then let student discuss other people they know, who have lived or arrived in America.Let student guess the meaning of the words listed and find Chinese meaning onpage 108. Then if possible, el

15、icit more discussion about these places, such as location,climate, people and their lives.Step 2. Reading1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the text to find out about the Vikingsthree major discoveries.Get Ss to read the text again for specific information about

16、 the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can. In pairs, do Exercise 4 with the given questions and

17、their own questions.Check the answer in class.Step 3.Words and phrases1. Do exercise 6 on page 92. Phrases:1) They achieved this long before Columbus ever set sail.早在哥伦布启航前，他们就已经到达那里了。set sail 启航set about doing sth. 开始做某事The government must set about finding solutions to the pollution problems.2) Ac

18、cording to the old stories of Iceland and Norway, Eric and Red was forced to leave Iceland because he had committed a murder, for which he got into trouble.根据冰岛和挪威的传说，埃里克 雷德因为一起谋杀案而惹上麻烦，并被迫离开冰岛。according to 根据，依照Do the experiment according to what your teacher tells you to.get into trouble陷入困境，陷入麻烦D

19、o not go to computer rooms, or youll get into trouble.3) He persuaded some people to go back with him to Greenland.4/16他说服一些人和他一起回到了格陵兰岛。persuade sb. to do sth.说服某人做某事persuade sb. not to do sth说服某人不做某事persuade sb. into doing sth说服某人做某事persuade sb. out of doing sth说服某人不做某事talk sb. into doing sth说服某人做

20、某事talk sb. out of doing sth说服某人不做某事persuade sb. of sth. 使某人信服某事He persuaded me into majoring in physics.I persuaded her not to go hiking with him. = I persuaded her out of going hiking with him.How can you persuade them of the advantages of solar cars?4) Not long after Eric the Red had landed in Gre

21、enland a man called Biarni set sail from Iceland in search of Erics party.埃里克 雷德登上格陵兰岛后不久， 一个叫比阿尼的人就从冰岛起航寻找埃里克一行人。in search of = in the search for寻找，寻求search sb./ some place搜查某人 / 某处search for sth./sb.寻找；寻求（某物 /某人）The family were running from street to street in the search for the lost child.The pol

22、iceman was searching the man for drugs.The army were searching the ruins for survivors.Step 4. Grammar: Relative clauses(2)1） Let student read the sentences in Exercise 7&8, and direct them to find what the italic words refers to and how where, when and why can be used.Relative adverbs where and

23、 when can be used to give information about places and time. After the word reason, we can usewhy in relative clauses.2） Let Ss do Exercise 9, and find out how prepositions and pronouns work together in the sentence. Then, let Ss discuss why there are prepositions before relative pronouns and how to

24、 choose the right preposition. Relative pronouns can be used as the objects of prepositions. Usually we use prepositions before which and whom: preposition + which/whomLet student think which words are used to join two sentences together and then go to Grammar Summary 1 on page 92 for more informati

25、on about the rules.5/163） Let Ss do Exercise 10&11 individually and then check the answer.Step 5. Language in UseWork in groups and write about a famous event or a famous person in history. Try to use relative clauses (when, where, which, who) in description. Encourage some groups to read their

26、description to the class. The others listen and count how many relative clauses the group has used and whether they used them correctly.Example: “Ihave a dream”, which was a speech made by Martin Luther King, is one of the most famous in American historyHomework:Review Relative ClausesPeriod 3Lesson

27、 2Protect the SeaTeaching goals:1. To practise listening for specific information2. To practise using abbreviation for notes3. To practise showing that you are following what the other person is saying and give opinion.Teaching procedure: Step 1. Leading-inThe Earths seas and oceans receive the burn

28、t of human waste, whether it is bydeliberate dumping or by natural run-off from the land. In fact over 80% of all marine pollution comes from land-based activities and many pollutants are deposited in estuaries and coastal waters.1) Let Ss discuss these questions: How do people use the sea? How is t

29、he sea important to people? Example: People catch fish in the sea. There are many more things that we can find for food in the sea.let as many Ss as possible to repot their results to the class.2) let Ss think what is sea pollution? Find the meaning of these key words andlet Ss use them to talk abou

30、t the issue.Key words: pollute, pollution, over-fishing, industrial waste, agricultural, waste, plastic, oil, chemicals, rubbish, deal with a problem, banHave Ss work in pairs to discuss different kinds of sea pollution and make a list from their findings. And then let Ss to report their results to

31、the class.6/16Step 2listen to learn.Exercise 3: Let Ss listen to the conversation and get the general idea of it: What is Zhi Hongsproject about? And then read the listening strategies with the class.Review the strategies for listening for specific information with Ss. Elicit examples of situations

32、from real life in which people listen for specific information, e.g. listeningto the weather forecast, listening to announcements at stations and airports. Tell Ss we can use abbreviations when taking notes. Draw Ss attention to the technique of using the first few letters of a word (Sat. Prof)Exerc

33、ise 4: Get Ss to look at the table first and then point out that they need to listen for specific information to complete the table. Divide the conversation into twoparts: in the first part, let Ss concentrate on the two problems and the reasons for them; In the second part, let Ss pay attention to

34、the solutions to problems. At last, play the conversation again and ask Ss to give their opinions about different reasons for seapollution. Encourage them to make suggestions for preventing sea, river and lakepollution.Exercise 5: let Ss read the Functionsee ifthey can guess the missingexpressions f

35、rom the box. And then, let Ss listen again and see if they are correct.Step 3: Pronunciation: showing interesting ( )Let Ss listen to the conversation and make a note of whether the listener is interested or not. Check the answer and listen again, pausing after each item.Step 4: Writing and speaking

36、Exercise 7:Ask Ss if they would like to do a project about the sea. Get them to look at the subjects and discuss in groups which subject they would like to choose from. Then, read through the questions below and elicit suggestions for each of them so that each of them has some ideas to start with. A

37、t last, let Ss write notes about the subject they have chosen.Subjects: sea animals, water sports, history of sea travel, ports, sea fishing, science and the sea.Questions: Which subject are you interested in?What do you already know about the subject?What do you need to find out about the subject?H

38、ow can you find out more about the subjects?7/16How will you present your project?Exercise 8: Let Ss read through the example dialogue, drawing attention to both the question forms and the responses.Then, let Ss work in pairs and take turns to interview each other. At last, let someone tell the clas

39、s some of the most interesting tings about their partners project about the sea.Step 5.HomeworkReview lesson 3: The Sea WorldPeriod 4Lesson3The Sea WorldTeaching goals:1. To get familiar with descriptive texts2. To practise using sea animal vocabulary3. To practise using comparative and superlative

40、structures.Teaching procedure:Step 1. Leading-inWater covers about 75% of the earthssurface. In it swim billions of fish from over 25000 species. These fish can be tiny or huge. They can be round, box-like, or long and slim.Let Ss looking at the pictures and identifying the fish and animals. Ask Ss

41、if any of them know other animals which live in the sea.Step 2. ReadingElicit the title of each section of the brochure and ask Ss which sections they think will be more interesting for them. Then, let Ss skim the brochure quickly and concentrate on the sections that appeal to them. At last, let Ss

42、read the context again,then, check the answer of exercise 2&3.Exercise 2. Read the brochure. Find whereyou can see these things inUnderwater World:1.fish which use a light to attract foodVirtual Reality Voyage2.dolphins in performanceSea Theatre3.fish that appear to fly in the waterOcean Floor4.

43、sea creatures that children can touchDiscovery Pool5.a big icebergPolar WorldExercise 3. Let Ss read aloud the first example with as many expressions as8/16possible. Then, let Ss read the other comments and match them to the areas of the aquarium. At last, check answers.Answers: 2. polar world3. dis

44、covery pool4.virtual reality voyageRead the text again and pay attention to the linking words used to contrast different ideas or opinions (but/ on the one hand/ on the other hand/ however) and ask Ss to translate them into Chinese.Step 3. voice you opinionLet Ss discuss which part of the “Underwate

45、r World ”they would like to visit and why. Then, encourage some groups to report their results to the class. At last, ask Ss if they have ever been to a similar aquarium or sealife center-if so, encourage them to tell the class what it was like.Step 4. Grammar: comparison of adjectivesFirstly, revie

46、w the comparison by asking Ss to find all the examples of comparison in the brochure. Secondly, read the uses (a-c), and match them with sentences1-4 . And then let Ss do Exercise 6 in pairs. At last, ask Ss to read Grammar Summary 2 for reference.1) 同级比较往往由 "as + 形容词 / 副词的原形 + as"的句式表达；当然

47、也要注意它的否定形式。第一个 as 的前面可以加上表示倍数的词、或是某些副词修饰语：twice , ( three ) times , nearly , almost , just , exactly , not nearly（根本不）, by no means（绝不） , quite 等等。例如：Asia is four tomes as large as Europe.亚洲有欧洲的四倍大（亚洲比欧洲大三倍）。James is not nearly as tall as Robert. 詹姆斯根本没有罗伯特高。Cast iron is almost as useful as steel. 铸

48、铁差不多与钢一样有作用。She hasn't been quite so unlucky as she pretends.她还没有象她常装出的那样不幸2) "比较级 + than"引导不同级的比较。 "比较级 " 前同样可以加倍数或程度副词 , 如： far（远），even（甚至）， much（许多），still （更，还）， a lot（许多），a little / bit（一点），rather（相当地），slightly（略微），not any（不再），three times （三倍、），等等。不同级的比较主要用于表示人与人、事物与事物之间不

49、同之处的比较，其意义为"A 比 B 更（怎么样）一些 "。例如：They worked even harder than they promised. 他们工作得比他们答应的还要卖力。This street is narrower than that one.这条街比那条街窄一些。9/16This book is far more interesting than that one.这本书比那一本有趣多了。You've been working much harder than I have.你一直比我工作得努力多了。She came even earlier th

50、an I asked (him to).她来得甚至比我叫她来的时间还要早。3) 比较级中的两个特殊作用的结构是： the + 比较级 + 句子，the + 比较级 +句子 。和 比较级 + and + 比较级 。前一个句型结构表示的意义是 "越（怎么样就）越（怎么样） "，在这个结构中的两个 "比较级 "不要求一定词性相同，它们各自的词性要依句子的需要而定；后一个句型结构表示的意义是 "越来越（怎么样） "，在这个结构中的两个 "比较级 "则要求词性相同。例如：The harder you work at your

51、 study, the better academic records you will have.你学习越努力，你的成绩就越好。The more we have, the more we want.人欲无穷。When winter is coming , it gets colder and colder 冬.天来临，天越来越冷了。He became less and less satisfied with the football team's performance.他对足球队的表现越来越不满意了。4) 形容词的最高级前一般必须有定冠词 the, 这种结构的一般表达方式是最高级

52、+ 表示范围的状语，其意义是 "某人、某事在某个范围内最 "。使用这种结构时我们应该注意， 形容词的最高级前面一般说来要加用定冠词 the ，而副词的最高级前面的定冠词往往可以省略。例如：He is the tallest of the three boys.那三个男孩中他最高。That is the biggest lake in our province. 那是我省最大的一条湖。Joe runs fastest in our school桥.在我们学校跑得最快。Let Ss do exercise 7, 8&9. And then check the answe

53、r.Answers:Exercise 5 :1.a2.b3.c4.cExercise 6 :1.b2.c3.aExercise 7 :1. smaller2. the most intelligent3. The biggest4.the friendliest5. better6. the easiest 7. the most popularExercise 8 : 1. This boat is more expensive/ faster / more comfortable.This boat is smaller / cheaper.2. This man is younger/m

54、ore handsome/heavier/stronger. This man is taller/ thinner.Exercise 9 :height, length, the biggest, length, as much as.10/16Step 5 language in useKey words: intelligent, hairy, fast, slow, common, friendly, dangerous, big, small, colorful, beautiful, ugly, noisy, heavy.Let Ss go through the Key Words, asking Ss to suggest an animal that demonstrate each quality. Then, each Ss thinks of an animal and writes down some notes to help when describing it. At last, Ss take turns to describe and guess their animals, using comparative structures.Step 6. homework1. Ss work in groups, writing a pa