人教版高中二年级英语选修7-Unit-3-Under-the-sea-全单元教(学)案

1、Unit 3 Un der the seaI. 单元教学目标技能目标Skill Goals Retell a story and make it into a play Read a story and describe the relati on ship betwee n ani mals and huma ns Review the Passive Voice (2) (in cludi ng the -ing form) Write a paragraph to compla in politely based on dialogues about blame and compla i

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6、ngbut e e a5 也hhasan也Ous intoofwshhlngero d e e 苗 ee 订 ok s w m dad > 二爺雷 V 匚ecgh w F Msebdsynt inOSIn Keerl JSOM gahzErle aup2wcingw他Iftom hbwem utaydr20sttyelralnysa b9yomr hoewepsfihecdfo Mmzshe也hetolth VOAeT - t I a 吐川-ff e 1-2k 3 4 0 6 d川.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

7、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

8、，也是学生最感兴趣的话题一一海底动物和植物，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。这一局部的设计为下一步的课文学习以与后边的听、说、读、写在容方面打下了伏笔。1.2 Pre-reading是Reading文图并茂的容简介。"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

9、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，会由衷地感谢这些可爱的海洋动物对人类忠实的帮助和巨大的奉献，同时习得阅读故事的技能。1.4 Comprehending设计了根据课文容描述Old Tom和捕鲸人的关系，旨在引导学生在阅读理解的根底上进展再创造。第二题根据课文答复以下问题，其目的是评价学生对文章的理解程度。第三项是小组讨论，中心论题一一你是否同意禁止捕鲸一一直击本单元思想容主题一一环境和动物保护。整个活动设计梯次清楚，思想教育意义和语言学习意义两条线共同 逐步深入，以到达阅读理解的最正确效果。1.5 Learning about Langua

10、ge分为词汇和语法两项。 词汇局部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。语法工程是复习动词-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 工程。-ing形式的被动语态在语法学习中是个难点，教师可以在此根底上做些拓展性和稳固性的练习设计。1.6 Using Language是一个综合性学习工程，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

11、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：第一项为哪一项在“听之前阅读一那么观鲸旅游的广告并就此讨论有关问题；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，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。“说话与写作的中心任

12、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。该局部提供了表示“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展对话练习，然后再把对话容写下来。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, Comprehending 是一个整体，而第一局部 Warming Up 的话题容 又与Reading 致，因此将这几局部整合在一起，设计成一节“阅读课。2.2 Learning about Language中的两项活动(词汇和语法)和 Workbook中的 USING WORD

13、S AND EXPRESSIONS 以与 USING STRUCTURES 容一致，整合起来设计成一节“语言学习课。2.3 将 Using Language 中的听力局部(P25 Reading, discussing and listening) 与 Workbook 中的 LISTENING, LISTENING TASK 整合为一节“听力课"；由于 Workbook 中TALKING 的任务是谈论前面两个听力容的，所以将此项任务也加进这一课时。2.4 将 Using Language 中的 Reading and discussing 以与其后的四项练习与Workbook中的R

14、EADING TASK 以与其后的两项练习整合在一起，上一节“泛读课"。2.5 将 Using Language 中的 Speaking and writing (P26) 与 WRITING TASK, SPEAKING TASK整合成一节“交流写作课"。注：本单元“说的任务分别表达在“听、写、读等各项活动中，因此没有单独设计 “口语课"。3. 课型设计与课时分配1st Period2nd Period3rd Period4th Period5th PeriodReadi ngLan guage studyListe ningExte nsive readi n

15、gCommuni cati on and writ ingIV.分课时教案The First Period Readi ngTeach ing 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, aba ndon, relati on ship, ahead of, i n the mean time, help outb. 重点句子We ran dow n to the sh

16、ore in time to see an eno rmous ani mal opposite us throw ing itself out of the water and the n crashi ng dow n aga in. P20Without paus ing we jumped into the boat with the other whalers and headed out i nto the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six ot

17、her killers. P20 And those others are stopp ing it div ing or flee ing out to sea. P20It took over half an hour to get the boat back to James . P212. Ability goals 能力目标En able the Ss to talk about pla nts and ani mals un der the sea. Let the Ss know that sea pla nts and animals are part of human bei

18、ngs 'life.3. Lear ning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importa nee of the relati on ship betwee n ani mals and huma ns through readi ng.Teaching important points 教学重点Help the Ss know more about plant

19、s and animals under the sea as well as the animals 'loyalty and help to huma n bein gs.Teach ing difficult points 教学难点An alyze the structure of some senten ces;Summarize the main idea of each paragraph as well as the text.Teach ing methods 教学方法Making dialogues to collect in formati on about the

20、pla nts and ani mals un der the sea;Fast-readi ng and careful-readi ng methods;Thinking and summariz ing methods.Teach ing aids教具准备A recorder, a projector and some slides.Teaching procedures && ways 教学过程与方式Step I Warming upT: Good morning / after noon, every one!Ss: Good morning / after noon

21、, 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 and lovely. / Some are ugly and dangerous. / I like themverymuch whether they are beautiful or ugly. / Yes, they are very nice .T: Mm, I see. But where did you see them?Ss

22、: At an aquarium. / In the tunnel un der the sea. / In the zoo. / On TV, the programs about the sea ani mals. / On the Intern et. I have see n a lot of pictures about the sea ani mals and pla nts .T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them?Ss: Ye

23、s! Very much! But how?T: Now you can talk to each other in pairs about the sea ani mals and pla nts you 've see n before to en rich your kno wledge of them. Use the list on Page 19 to help you.The Ss begin to talk about the plants and animals under the sea they've seen before and the teacher

24、 can walk around to see what they are talk ing about. After that the teacher can ask two or three pairs to act their dialogues out.Possible dialogue 1:Sa: Last summer holiday, I went to Hainan Provi nee with my pare nts. There whe n I was on my snorkelling trip, I saw many kinds of beautiful fish un

25、der the sea. They have so rich and fresh colors that I couldn 'believe my eyes.Sb: Do you know their n ames?Sa: No. So large variety of colorful fish that they made me ast oni shed. But I could hardly call a sin gle n ame of them. Maybe I saw sea anemon es, which live on rocks and look like flow

26、ers.Sb: Have you see n anything special?Sa: Yes. I saw some corals, real and liv ing corals. You know the red one is the most beautiful.Sb: Red? I've only seen white ones in decoration shops. I like its fantastic shapes. But I don ' know there are some red on es.Sa: Besides red on es, there

27、are purple, yellow, blue, pink on es.Sb: Oh! That 'won derful! How lucky you are! I like sea ani mals and pla nts very much but I have n'tsee n them un der the sea with my own eyes. I 've only see n them on TV programs and in some films about liv ing thi ngs un der the sea.Sa: When we ca

28、n earn eno ugh money by ourselves, the first holiday trip would be going on a snorkelling trip.Sb: It 'a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they could n 'move very fast. Two or three of them had hard horns on their legs.

29、 It is said they must have lived at least over three hun dred years before they have this kind of thing.Sb: Really? I 've n ever heard about that. I have bee n to Shen gya Ocea n World in Dalia n. I saw some large turtles but didn 'find that kind of ones.Sa: You must have see n many fish, ri

30、ght?Sb: Certainly! A large nu mber of ani mals and pla nts un der 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 groups around the diver. They were active and seemed n ever to stop.

31、 The expla iner told us that only a few kinds of sharks might attack people. There were also fat sea lio ns, yellow and gree n parrotfish, blue-striped an gelfish, sea horses they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea pla nts such as

32、 kelp.Sa: That's wonderful. I 'll ask my parents to take me there next summer holiday!T: Very good job! You make me know more about the lovely sea ani mals. Would you like me to show you around the world un der the sea?Ss: Hurray! We couldn 'wait any more!T: But remember, after you ve se

33、en each beautiful creature without name marked, you must try to write dow n the n ame of the ani mal or the pla nt in your exercise books, three of you will be asked to write the n ames on the blackboard. Whoever writes the n ames most quickly and accurately will get a small gift. Clear?Show picture

34、s of sea pla nts and ani mals on the scree n and ask the Ss to do the spelli ng job. If possible, a short video about the world un der sea would be better.T: Aren 'they beautiful! I thinkyou 've known more about sea animals and plants. Now, let's work in groups of four, making a list abo

35、ut what you have known about them to collect the information. Draw a form like this and then fill in it. Show the following form on the screen. After the Ss havefini shed, show a fulfilled one as a summary.NamePla nts and an imals you've see n un der the seaWhere you saw themFavourite one& w

36、hyLi Huadolphins, flying fish, kelps, algae, whitebait.On a boat tourdolphins:clever and friendly to peopleWang Xixiturtles, sea horses, sea lio n, sharks, white whale, seals.At an aquariumsea lion: clever& can play gameWang Xixiflatfish, ling, coral, kelps, algae, eels, clams, sea-slugs, whales

37、, crabs, shrimps, cuttlefish, seas rats, seals, whales sharks, whelks, elepha nt seal, anemone, seajelly.On TV and in filmscoral:colourful and incharm ing shapes kelps: tasty and nu trie ntJia n Pi ngparrot fish, an gel fish, eels, coral, kelps, turtles, scallops,On a sno rkell ingbutterfly fish: be

38、autiful in colorsclams.tripStep n Pre-readingLet the Ss talk about the picture in Pre-read ing and get them prepared for the readi ng passage. T: Now look at the picture in Pre-readi ng. What can you see and what do you think is happe ning in it?S: In the picture we can see a huge fish, from the wat

39、er 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, I guess.S: There is a small boat not far from the whale. The people on the boat might be hun ti ng whales. I heard of it before.T: If you want to un cover th

40、e puzzle, read the words on the left side of the picture.After a short while.T: What does an ecdote mean? Have you got its meaning from the dict ion ary?S: It means a short story based on your pers onal experie nee.T: Right! So what are the main characters of the story?S: Whalers, killer whales and

41、balee n whales.T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let 'read the text and find the an swers.Step 川 Reading comprehendingIn this step, the Ss will read the text and deal with the comprehe nding exercises.Skimmi ngLet the Ss sk

42、im the text and get the main ideas of the two an ecdotes.After skim ming.T: Who is Old Tom? What is the first an ecdote about?S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.T: Good! How about t

43、he sec ond one?S: It tells about how a killer whale protected and saved James, a whaler.ScanningLet the Ss do scanning and find the answers to the questions in Exercise 2.T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minu tes to do sca nning.A few minu

44、tes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.Sa: What evidence was there that Old Tom was helping the whalers out?Sb: Old Tom was swim ming by the boat, show ing us the way and lead ing us to the hunt. George st

45、arted beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt aga in .Then ask some pairs to ask and an swer the questi ons before class.T: Very good! Now close your books and we 'l listen to the tape of this text. Take out a piece of paper. Look at th

46、e screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready?Show the follow ing sentences on the scree n. (The senten ces are give n with bla nks.)1. I thought, at the time, that this was just

47、a story but then I witnessed it with my own eyes many times.2. as I was sorting out my accommodation, I heard a loud noise coming from the bay.3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crash ing dow n aga in.4. “ Come cC,ancy. To the boat

48、," George said as he ran ahead of me.5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those others are stopp ing it divi ng or flee ing out to sea.7. With in a mome nt or two, its body was dragged swiftly by the killers dow n into the depths o

49、f the sea.8. In the mean time, Old Tom, and the others are havi ng a good feed on its lips and ton gue.After play ing the tape, ask some one to spell out the words or write them dow n on the Bb to check their liste ning and spelli ng tasks. At last, show the an swers on the scree n.Step IV Discussio

50、nDeal with Exercise 3 in Comprehe nding. Let the Ss work in groups and do some discussi on. 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! It 'the head of the killer whale team, I think.S: Maybe it is the most cle

51、ver and powerful one in the team.T: Now in groups, discuss the relati on ship betwee n Old Tom and the whalers. Then discuss what other ani mals help out huma ns in hun ti ng.A sample descriptio n:Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group

52、, too. They 're just like good friends.Sb: I think so. Maybe Old Tom and other 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 emerge ncy, they help each other.Sc: Speak ing to hun ti ng

53、dogs, I think they are the most typical ani mals that help out huma ns in hunting. Upon 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

54、 be very happy and come back to the master to report their success. That' very in terest ing. And if their master is in dan ger, they will rush up to rescue him. There are many moving stories of this kind.Sd: Yes. After readi ng the text, we can leann more about the relati on ship betwee n huma

55、ns and ani mals. Huma ns and ani mals should depe nd on each other and be kind to each other. Only in that way, can the world be more harm onious and beautiful.Deal with some Ian guage poin ts.Step V HomeworkT: As a matter of fact, whales are now an endangered animal. Many people are trying to prote

56、ct them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. And there are still people who hunt whales. What 'your opinion? Are you for or against the banning whaling? Consider the problem carefully and we'll have a discussion tomorrow.

57、 Good-bye every one!The Second Period Lan guage studyTeach ing goals 教学目标1. Target language 目标语言a. 重点词汇和短语depth, shore, accommodati on, in the mean time, park, sno rkel, rent, seaside, n et, be aware of, reflect on, pure, upside dow n, scare to deathb. 重点句子James was afraid of being attacked by shark

58、s. P23The children enjoyed being taken to the aquarium. P232. Ability goals 能力目标Revise the Passive Voice of the -ing form.Lear n to use some new words and phrases.3. Learning ability goals 学能目标Help the Ss to learn how to use the Passive V oice especially“ being dcfoem by practicingand summariz ing.Teaching important points 教学重点The Passive Voice and“ being domsl as object, attribute and so on.Teaching difficult points 教学难点Help the Ss to master the usage of the Passive V)ice and “ being don structure.Teach ing methods 教学方法Con cludi ng, summari