人教版選修7 unit3 Under the sea P1 教學(xué)設(shè)計(jì)

1、Unit 3 Under the sea第一部分教學(xué)設(shè)計(jì)說明About the topic and the structures單元話題和結(jié)構(gòu)本單元的中心話題為海底世界。聽說讀寫活動(dòng)主要圍繞海底植物、海底奇妙景觀以及有關(guān)大海神話故事展開的。本單元語言功能項(xiàng)目是：責(zé)備和抱怨。本單元語言結(jié)構(gòu)項(xiàng)目是：復(fù)習(xí)被動(dòng)語態(tài)（2）本單元還要求學(xué)生學(xué)習(xí)應(yīng)用寫作：如何客氣地投訴金色教案教學(xué)設(shè)計(jì)在單元課時(shí)劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型劃分”。但在實(shí)際教學(xué)過程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對課本、對金色教案教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所

2、用”，達(dá)到最佳教學(xué)效果。教師也可以參照金色教案提供的“實(shí)際教學(xué)過程課時(shí)劃分建議”進(jìn)行教學(xué)。Period 1Reading 閱讀課Warming Up 部分以海底生物（包括動(dòng)物和植物）為話題，主要討論三個(gè)方面的問題：學(xué)生所見過的海底生物；在何處見過這些海底生物；學(xué)生最喜歡的海底生物。課本提供了短語和圖片啟發(fā)學(xué)生思考討論。在有條件的學(xué)校，教師還可以給學(xué)生播放一些有關(guān)海底生物的電影或錄像。教師也可以參考本書提供的海洋動(dòng)植物材料，以討論、問答等形式進(jìn)行熱身活動(dòng)。 Pre-reading 課本在此部分設(shè)計(jì)了一個(gè)讀圖題，圖片內(nèi)容為：Killer whales are attacking a baleen

3、whale with whalers waiting by in their boat，harpoon at the ready. 由此引入閱讀文章的相關(guān)背景知識(shí)：1. 作者:名叫Clancy的老人(an old man, called Clancy); 2. 職業(yè):捕鯨人(a whaler); 3. 文體: 逸事(anecdotes); 4. 概要: 虎鯨(killer whale)在每年的遷徙過程中幫助捕鯨人捕捉須鯨(baleen whale); 5. 地點(diǎn); 澳大利亞(Australia); 6. 時(shí)間: 20世紀(jì)初(at he beginning of the 20th century

4、)。教師也可以參考本書提供的關(guān)于“anecdote”材料進(jìn)行“讀前”活動(dòng)。Reading 是一篇以第一人稱口吻講述了一個(gè)名叫Old Tom的虎鯨的故事。故事分兩部分：第一個(gè)故事講述Old Tom是捕鯨人的好幫手；第二個(gè)故事講述Old Tom是遇難者的救星。故事發(fā)生在20世紀(jì)初，海上捕鯨和捕鯊沒有像現(xiàn)在這樣受到限制。學(xué)生閱讀此文可以了解人類如何利用鯨捕殺鯨的殘酷事實(shí)，同時(shí)可以從文中學(xué)到許多描述事物和情景的生動(dòng)手法。教師應(yīng)當(dāng)幫助學(xué)生克服閱讀英語的畏難情緒，克服等待和依賴教師講解的消極做法，抓緊課外自學(xué)時(shí)間，按教學(xué)布置完成各階段的閱讀任務(wù)。鼓勵(lì)學(xué)生獨(dú)立閱讀，獨(dú)立思考。閱讀過程中遇到問題或難點(diǎn)盡可能少

5、查詞典。教師可以參考使用本書提供的教學(xué)步驟設(shè)計(jì)進(jìn)行閱讀教學(xué)。 Period 2Learning about language 知識(shí)課Learning about Language部分首先是詞匯訓(xùn)練，通過填空的形式，鞏固和運(yùn)用課文中出現(xiàn)的生詞和短語；然后是語法訓(xùn)練，通過用所給詞的適當(dāng)形式填空，復(fù)習(xí)動(dòng)詞-ing形式的被動(dòng)式的用法。在強(qiáng)調(diào)語法學(xué)習(xí)的必要性時(shí)，應(yīng)該注意避免出現(xiàn)為語法而語法、死摳語法術(shù)語和個(gè)別概念而脫離語言實(shí)際的偏向。教師可以參考使用本書提供的教學(xué)步驟設(shè)計(jì)。Period 3Using language運(yùn)用課Using Language分為四部分，綜合訓(xùn)練聽說讀寫的能力。第一部分是閱讀與討

6、論。閱讀材料以“嶄新的生活空間”（A New Dimension of life）為題，用日記的形式記述了作者在海底所見到的奇妙景色。閱讀之后設(shè)置了四個(gè)練習(xí)。第一個(gè)練習(xí)要求學(xué)生弄清楚本文描寫的順序；第二個(gè)練習(xí)要求列入潛泳的刺激和危險(xiǎn)；第三個(gè)練習(xí)操練名詞短語，要求學(xué)生注意其中形容詞的用法；第四個(gè)練習(xí)要求學(xué)生對第三題中形容詞進(jìn)行分類并且掌握做定語的形容詞的先后位置關(guān)系。第二部分是討論與寫作。通過回顧A New Dimension of life的描寫片段，給出表達(dá)作者情緒的方式。然后要求學(xué)生仿照日記的三、四段寫一篇描寫某個(gè)地方和當(dāng)?shù)貏?dòng)植物的短文。第三部分是讀、議、聽，以聽力訓(xùn)練為主。在聽之前，首先

7、讓學(xué)生閱讀一個(gè)觀看鯨魚的廣告并討論三個(gè)問題。接著，讓學(xué)生聽游客與導(dǎo)游之間的三段對話并判斷游客的態(tài)度。接下來，讓學(xué)生再聽一遍完成表格，填寫游客的期望與實(shí)際情況。然后重點(diǎn)落在有關(guān)抱怨的表達(dá)方式上，要求學(xué)生完成對話中的有關(guān)句子。最后讓學(xué)生朗讀對話，注意重音和語調(diào)。第四部分是說與寫。主要操練本單元的日常交際用語。要求學(xué)生根據(jù)所給的情景，用變革中的短語和句式編寫對話。教師可以參考使用本書提供的教學(xué)步驟設(shè)計(jì)。實(shí)際教學(xué)過程課時(shí)劃分建議Period 1將Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”。Period 2將Learning ab

8、out language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一節(jié)“語言知識(shí)課”。Period 3將Using language 設(shè)計(jì)為一節(jié)包括聽說讀寫單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。Period 4將Workbook 的READING AND LISTENING和TALKING整合在一起上一節(jié)“聽說課”。Period 5將Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合為一節(jié)“綜合技能課（二）”。第二部分教

9、學(xué)資源說明Section 1Background 背景圍繞單元話題“Festival around the world”，金色教案提供了幾則語言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。Section 2Explanation解析重點(diǎn)針對“閱讀課型”中的課文難句，金色教案不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語言形式”的教學(xué)。Section 3Vocabulary詞匯按照課本單元詞匯表順序，金色教案重點(diǎn)提供動(dòng)詞、短語

10、搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。第三部分教學(xué)測評說明圍繞單元詞法、句法項(xiàng)目，金色教案提供了長短不一的“單元教學(xué)測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實(shí)用性。Part 1 Teaching Design第一部分 教學(xué)設(shè)計(jì)Period 1 A sample lesson plan for reading(Old Tom The Killer Whale)IntroductionIn this period, after the warming up, students will first be guided to

11、 imagine, talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote, reading aloud to the recording, reading for forms, copying and making sentences, understanding difficult sentences,

12、reading and transferring, reading the text once again for the type of writing and summary of Old Tom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage. ObjectivesTo help students understand the texts forms and contents and learn about un

13、der the seaTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusWordswitness，flee，drag，abandon，rent， reflect，scare，leap，refundCollocationshelp out， be aware ofPatterns1. I witnessed it with my own eyes many times. 2. George said as h

14、e ran ahead of me. 3. We jumped into the boat with the other whalers and headed out into the bay. 4As we drew closer, I could see a whale being attacked by a pack of about six other killers. 5. I told myself they werent dangerous but that didnt stop me from feeling scared to death for a moment! 6My

15、heart was beating wildly I felt very exposed in such deep clear water. 7. He let it go and the harpoon lit the spot. 8. The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean floor. 9The fish didnt seem to mind me swimming among them.10. George started beatin

16、g the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again. Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up talking about ocean plants and ocean animalsHello, class. Have you been to the sea? This week we shall go to the sea

17、 to learn about ocean plants and animals. What do you know about them? There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water. The most abundant plants in the ocean are know

18、n as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean. As for ocean animals, they are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can gro

19、w to fairly large size. Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom. To learn more about ocean and sea, go to page 20. 2. Pre-reading by defin

20、ing anecdote. We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questi

21、ons of vital importance for people who consider it important to really learn what is fact and truth. Let's start with a definition: "Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."The very fact that we tell anecdotes is that we find them inter

22、esting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling them if they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when we lack proof,

23、 IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have: "Man prefers to believe what he prefers to be true." Francis Bacon"Now lets go to page 20 to read the two anecdotes. 3. Reading aloud to the recordingComprehensionunderstandin

24、g what you are readingis important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading

25、aloud. 4. Reading for forms In using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and a

26、fter this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words. Read the text again to: cut/ the sentence into thought groups, blacken the predicates, da

27、rken the connectives and underline all the useful collocations. 5. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time. While going over the text, try to recognize

28、 the collocations, treat them as single blocks of language and copy them out into your Collocation Book.Collocations from Old Tom The Killer Whaleat the whaling station在捕鯨站, catch the huge whales抓巨鯨, at the time在那時(shí), witnesswith my own eyes親眼所見, sort out整理；分類, run down to跑向；追捕, in time to do及時(shí)做, thro

29、w out of the water使失去（離開）水, call out大聲叫；召集, out there在那邊, yell out大聲喊叫，a whale hunt捕鯨, come on趕快；來到, ahead of在之前, keep waiting讓等, have the right clothes on穿上合適的衣服, race after追趕, jump into the boat跳進(jìn)船里, head out into 朝去，look down into朝里看, swim by the boat在船旁邊游泳, show the way為引路, beat the water with t

30、he oar用漿拍打水面, circle back to轉(zhuǎn)回到來, lead to引向, in the distance在遠(yuǎn)處, draw closer接近, be attacked by被襲擊, a pack of about six other killers一堆大約六條虎鯨, work as a team團(tuán)隊(duì)合作, on top of 在頂部, stopfrom阻止做, flee out to sea逃逸出海, the most extraordinary thing最特別的事情, race betweenand和間的賽跑, a pack of excited dogs一群興奮的狗, l

31、et go松開, be badly wounded嚴(yán)重受傷, within a moment or two在一時(shí)片刻, be dragged by down into被拽入, the depths of the sea海底深處, turn around旋轉(zhuǎn)，轉(zhuǎn)向, bring in引進(jìn), float up to the surface漂浮到水面, in the meantime與此同時(shí)，在此期間, have a good feed on美美地享用, attack people襲擊人, in fact實(shí)際上, be washed off從被沖走, handle the boat掌舵, far a

32、way from遠(yuǎn)離, be terrified of害怕, be abandoned by被遺棄, be held up in the water被托出水面6. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7. Readin

33、g and transferringIn pairs, read the text, find information to complete the following form. WhenWhereWhoWhatOn the afternoon, in June 1902At the whaling stationI , a 16-year-old boyWitnessing killers helping the whalers catch the huge whales8. Reading the text once again for the type of writing and

34、summary of Old Tom The Killer WhaleDetermining the type of writing will help you determine the authors topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)It is important to find main ideas when

35、 reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text

36、to find the main idea. Now read the text once again for the type of writing and summary of Old Tom The Killer Whale. Type of writingThis is a piece of narrative writing.Main idea of the passage“I” witnessed Old Tom the killer whale helping the whalers catching the huge whales.Main idea of 1st partAt

37、 16, I, Clancy, began work in June 1902 at the whaling station.Main idea of 2nd partOne afternoon, I saw Old Tom, the killer, a black and white and fish-shaped animal,Main idea of 3rd partI saw a whale being attacked by a pack of about six other killers.Main idea of 4th partI saw the whale being hit

38、 by a harpoon and dragged by the killers down into the sea.Main idea of 5th partI saw James being saved by Old Tom, the killer. Type of writingA narrationSummary of storyI witnessed Old Tom, the killer attacking a whale together with six other killers.The writerAn old man called ClancyHis careerA wh

39、alerType of the passageAnecdotesSummary Killer Whales help whalers catch baleen whales.Place Australia Time At the beginning of 20th century9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above. A retold story of Old Tom The Killer WhaleC

40、hoice 1One afternoon I saw Old Tom, the killer throwing itself out of the water and then crashing down again. I saw Old Tom swimming by the boat, showing us the way. Then he was circling back to the boat, leading us to the hunt again. In the distance I could see a whale being attacked by a pack of a

41、bout six other killers. Theyre working as a team the killers over there are throwing themselves on top of the whales blow-hole to stop it breathing. And those others are stopping it fleeing out to sea. Then the harpoon was ready and the man in the bow of the boat aimed it at the whale. He let it go

42、and the harpoon lit the spot. Being badly wounded, the whale soon died. Within a moment or two, its body was dragged by the killers down into the depths of the sea. The men started turning the boat around to go home.Choice 2I began work at a whaling station when I was only 16. I had hears of whale h

43、unting before. I wanted to witness it my own eyes.I arrived at the station early to sort out my things. Then suddenly I saw Old Tom the killer attacking a whale with a pack of six other killers. They were throwing themselves out of the water, crashing down on top of the whale. I called out to George. He told me that a whale hunt was going on. I raced after him to the sea shore. We jumped into the boat, heading out into the deep sea. The seven whale kil