北師大高一英語必修三unit全單元教案

Unit7TheSea教材分析I?涉及內(nèi)容本單元內(nèi)容主要圍繞海洋展開，主要涉及：海洋探險的故事；海洋污染的現(xiàn)狀、緣由及危害；對海洋動植物；相關(guān)的海洋故事。n.教學(xué)目標1.知識目標：詞匯Warm-up:fishing,sailing,diving,surfing,water-skiing,windsurfing,swimming,scubadiving,frightening,freezing,colorful,underwater,atseaLesson1:achieve,setsail,control,forcesb.todosth,land,persuadesbtodosth,findoneself...,getintotrouble,followsb'sdirection,bebelievedtobesth,know...as,spirit,explorer,sailor,voyage,deed,journey,unknown,present-day,eventually,further,accordingto,insearchofLesson2:pollute,dealwith,ban,protect,disappear,handle,suppose,keeparecordof,breakthelaw,industrial,agricultural.Intelligent,fantastic,multi-coloured,polluted,over-fishing,chemicals,rubbish,solution,technology,intelligence,governmentdepartment,tennis,courts,passengerLesson3:seacreatures,seal,penguin,crab,polarbear,dolphin,whale,shark,coral,attraction,discovery,discount,dotrick,length,area,virtualreality,speakingvoice,attack,dailylife,inperformance,educate,feed,produce,attract,watchout,melt,measure,energetic,unusual,up-to-date,noisy,pretty,tiny,special,especiallyLesson4:float,terrify,tie,escape,survive,recover,scream,sink,pickup,recognize,expect,ontheedgeof,atgreatspeed,bodyandsoul,allatonce,inthedirectionof,morethanhorrible,single,enormous,unable,terror,conclusionCommunicationworkshop:debate,disagree,create,offer,shopkeeper,bay,wildlife,stadium,development,traffic,industry,local語法1.定語從句(2)：where,when,why,prep.+which/whom2?表示比較的形容詞功能Interaction相互交流丄干TVr.語曰GivingOpinion表達觀點2.語言技能：聽能邊聽邊做筆記，從聽力材料中提取主要信息和觀點；能聽懂要求并根據(jù)要求和指令完成任務(wù)說能對海洋及保護環(huán)境話題的詢問和要求做出恰當(dāng)?shù)姆磻?yīng)；能運用表達個人觀點、見解的交際用語，在辯論中清晰的表達觀點讀能運用所學(xué)閱讀朿略進仃課內(nèi)外閱讀，如：能運用scanning技能在有效時間內(nèi)搜索到brochure中所需信息；能學(xué)習(xí)運用Sequencing閱讀朿略，抓住關(guān)鍵連接詞，理解段落大意，把握故事發(fā)展順序?qū)懩苓\用Paragraphplanning與作策略，用英語與出100詞左右的報告，介紹一個旅游景點。3.情感態(tài)度目標：學(xué)習(xí)探險家勇于探索的精神，培養(yǎng)開創(chuàng)意識；培養(yǎng)環(huán)境意識，自覺維護人類賴以生存的環(huán)境4.文化意識目標：了解中、西方海洋探險及探險家的事跡；了解海洋動植物、海洋資源、海洋污染等，增強環(huán)境保護意識m.教學(xué)重點和難點教學(xué)重點：本單元的生詞和短語where,when,why,prep.+which/whom(3)表示比較的形容詞定語從句教學(xué)難點：對海洋及環(huán)境保護話題的詢問和要求做出恰當(dāng)?shù)姆从尺\用表達個人觀點和見解的交際用語IV.教學(xué)計劃：本單元分為六個課時：第一課時：Warm-up第二課時：Lesson1第三課時：Lesson2第四課時：Lesson3第五課時：Lesson4第六課時：CommunicationworkshopV?教學(xué)步驟：Period1Warm-upTeachingGoals:learnthenewwordsofthispart.ToarouseSs'interestinthesea.TeachingProcedures:Step1.Leading-in:Showsomepicturesaboutthefilm:FindingNemo.Thisisastoryaboutsea.Showsomepicturesaboutseaandtheanimalsinthesea.Step2.WarmingupExercise1.ListenandmatchthefourseasoundswiththephotosExercise2.LetSsreadtheKeyWordsanddiscusswhichactivitiestheyknow,whichtheycanguessandwhichtheyneedtolookupinthedictionary.Inpairs,Ssdiscusswhichactivitiestheydoandwhichtheywouldliketodo(orwouldnotliketodo)andwheretheycoulddothem.Thepairsreportbacktotheclassaboutwhattheywouldliketodoandwhere.Ssseeifthereareanyactivitiesthatnobodyintheclasshasdone.Exercise3.Sslistentofindoutwhichactivityeachpersonistalkingaboutandnottoworryaboutunderstandingeveryword.Listentwiceifnecessary.Exercise4.Ssreadthekeywordsandthenlistenagain.LetSsfindwhichkeywordsdoeseachspeakerusetodescribetheiractivity.Step3.PracticeAskSstothinkofasportingactivitytheydoandtochoosesomeadjectivestodescribehowitfeels.Ssdiscusstheiractivitiesinpairs.Step4.HomeworkPreviewLesson1.Period2Lesson1TheSpritofExplorerTeachinggoals:Topractisereadingforspecificinformation.Topractiseusingrelativeclauseswithwhen,whereandwhy.Topractiseusingrelativeclauseswithprepositionsandrelativepronouns.Toreviewandconsolidatetherelativepronouns.Teachingprocedure:Step1.Leading-inLetSsdiscusswhoarrivedinAmericafirst,usingtheirknowledgefromhistoryclass.a)ChristopherColumbusb)AncientGreeksc)Chinesesailorsd)Vikings.Andthenletstudentdiscussotherpeopletheyknow,whohavelivedorarrivedinAmerica.LetstudentguessthemeaningofthewordslistedandfindChinesemeaningonpage108.Thenifpossible,elicitmorediscussionabouttheseplaces,suchaslocation,climate,peopleandtheirlives.Step2.ReadingHaveSslookatthemaponpage8&9andthenencourageSstoscanthetexttofindoutabouttheVikings'threemajordiscoveries.GetSstoreadthetextagainforspecificinformationaboutthethreediscoveries.Theninpairs,completethetableinExercise3withtheinformationtheyget.ChecktheanswersandthengetSstoreadthetextaloud.EncourageSstoworkinpairsandaskasmanyquestionsaboutthetextastheycan.Inpairs,doExercise4withthegivenquestionsandtheirownquestions.Checktheanswerinclass.Step3.WordsandphrasesDoexercise6onpage9Phrases:TheyachievedthislongbeforeColumbuseversetsail.早在哥倫布啟航前，他們就已經(jīng)到達那里了。setsail啟航setaboutdoingsth.開始做某事Thegovernmentmustsetaboutfindingsolutionstothepollutionproblems.AccordingtotheoldstoriesofIcelandandNorway,EricandRedwasforcedtoleaveIcelandbecausehehadcommittedamurder,forwhichhegotintotrouble.根據(jù)冰島和挪威的傳說，埃里克雷德因為一起謀殺案而惹上麻煩，并被迫離開冰島accordingto…根據(jù)，依照Dotheexperimentaccordingtowhatyourteachertellsyouto.getintotrouble…陷入困境，陷入麻煩Donotgotocomputerrooms,oryou'llgetintotrouble.HepersuadedsomepeopletogobackwithhimtoGreenland.他說服一些人和他一起回到了格陵蘭島。odoingsthpersuadesb.outofdoingsth說服某人做某事說服某人不做某事說服某人做某事說服某人不做某事odoingsth說服某人做某事talksb.outofdoingsth說服某人不做某事persuadesb.ofsth.使某人信服某事Hepersuadedmeintomajoringinphysics.Ipersuadedhernottogohikingwithhim.=Ipersuadedheroutofgoinghikingwithhim.Howcanyoupersuadethemoftheadvantagesofsolarcars?NotlongafterErictheRedhadlandedinGreenlandamancalledBiarnisetsailfromIcelandinsearchofEric'sparty.埃里克雷德登上格陵蘭島后不久，一個叫比阿尼的人就從冰島起航尋找埃里克一行人。insearchof…=inthesearchfor…尋找，尋求searchsb./someplace搜查某人/某處searchforsth./sb.尋找；尋求(某物/某人)Thefamilywererunningfromstreettostreetinthesearchforthelostchild.Thepolicemanwassearchingthemanfordrugs.Thearmyweresearchingtheruinsforsurvivors.Step4.Grammar:Relativeclauses(2)LetstudentreadthesentencesinExercise7&8,anddirectthemtofindwhattheitalicwordsreferstoandhowwhere,whenandwhycanbeused.Relativeadverbswhereandwhencanbeusedtogiveinformationaboutplacesandtime.Afterthewordreason,wecanusewhyinrelativeclauses.LetSsdoExercise9,andfindouthowprepositionsandpronounsworktogetherinthesentence.Then,letSsdiscusswhythereareprepositionsbeforerelativepronounsandhowtochoosetherightpreposition.Relativepronounscanbeusedastheobjectsofprepositions.Usuallyweuseprepositionsbeforewhichandwhom:preposition+which/whomLetstudentthinkwhichwordsareusedtojointwosentencestogetherandthengotoGrammarSummary1onpage92formoreinformationabouttherules.LetSsdoExercise10&11individuallyandthenchecktheanswer.Step5.LanguageinUseWorkingroupsandwriteaboutafamouseventorafamouspersoninhistory.Trytouserelativeclauses(when,where,which,who…)indescription.Encouragesomegroupstoreadtheirdescriptiontotheclass.Theotherslistenandcounthowmanyrelativeclausesthegrouphasusedandwhethertheyusedthemcorrectly.Example:“Ihaveadream”,whichwasaspeechmadebyMartinLutherKing,isoneofthemostfamousinAmericanhistory…Homework:ReviewRelativeClausesPeriod3Lesson2ProtecttheSeaTeachinggoals:TopractiselisteningforspecificinformationTopractiseusingabbreviationfornotesTopractiseshowingthatyouarefollowingwhattheotherpersonissayingandgiveopinion.Teachingprocedure:Step1.Leading-inTheEarth'sseasandoceansreceivetheburntofhumanwaste,whetheritisbydeliberatedumpingorbynaturalrun-offfromtheland.Infactover80%ofallmarinepollutioncomesfromland-basedactivitiesandmanypollutantsaredepositedinestuariesandcoastalwaters.1)LetSsdiscussthesequestions:Howdopeopleusethesea?Howistheseaimportanttopeople?Example:Peoplecatchfishinthesea.Therearemanymorethingsthatwecanfindforfoodinthesea.letasmanySsaspossibletorepottheirresultstotheclass.2)letSsthinkwhatisseapollution?FindthemeaningofthesekeywordsandletSsusethemtotalkabouttheissue.Keywords:pollute,pollution,over-fishing,industrialwaste,agricultural,waste,plastic,oil,chemicals,rubbish,dealwithaproblem,banHaveSsworkinpairstodiscussdifferentkindsofseapollutionandmakealistfromtheirfindings.AndthenletSstoreporttheirresultstotheclass.Step2listentolearn.Exercise3:LetSslistentotheconversationandgetthegeneralideaofit:WhatisZhiHong'sprojectabout?Andthenreadthelisteningstrategieswiththeclass.ReviewthestrategiesforlisteningforspecificinformationwithSs.Elicitexamplesofsituationsfromreallifeinwhichpeoplelistenforspecificinformation,e.g.listeningtotheweatherforecast,listeningtoannouncementsatstationsandairports.TellSswecanuseabbreviationswhentakingnotes.DrawSsattentiontothetechniqueofusingthefirstfewlettersofaword(Sat.Prof...)Exercise4:GetSstolookatthetablefirstandthenpointoutthattheyneedtolistenforspecificinformationtocompletethetable.Dividetheconversationintotwoparts:inthefirstpart,letSsconcentrateonthetwoproblemsandthereasonsforthem;Inthesecondpart,letSspayattentiontothesolutionstoproblems.Atlast,playtheconversationagainandaskSstogivetheiropinionsaboutdifferentreasonsforseapollution.Encouragethemtomakesuggestionsforpreventingsea,riverandlakepollution.Exercise5:letSsreadtheFunctionFileandseeiftheycanguessthemissingexpressionsfromthebox.Andthen,letSslistenagainandseeiftheyarecorrect.Step3:Pronunciation:showinginteresting(I)LetSslistentotheconversationandmakeanoteofwhetherthelistenerisinterestedornot.Checktheanswerandlistenagain,pausingaftereachitem.Step4:WritingandspeakingExercise7:AskSsiftheywouldliketodoaprojectaboutthesea.Getthemtolookatthesubjectsanddiscussingroupswhichsubjecttheywouldliketochoosefrom.Then,readthroughthequestionsbelowandelicitsuggestionsforeachofthemsothateachofthemhassomeideastostartwith.Atlast,letSswritenotesaboutthesubjecttheyhavechosen.Subjects:seaanimals,watersports,historyofseatravel,ports,seafishing,scienceandthesea.Questions:Whichsubjectareyouinterestedin?Whatdoyoualreadyknowaboutthesubject?Whatdoyouneedtofindoutaboutthesubject?Howcanyoufindoutmoreaboutthesubjects?Howwillyoupresentyourproject?Exercise8:LetSsreadthroughtheexampledialogue,drawingattentiontoboththequestionformsandtheresponses.Then,letSsworkinpairsandtaketurnstointervieweachother.Atlast,letsomeonetelltheclasssomeofthemostinterestingtingsabouttheirpartner'sprojectaboutthesea.Step5.HomeworkReviewlesson3:TheSeaWorldPeriod4Lesson3TheSeaWorldTeachinggoals:TogetfamiliarwithdescriptivetextsTopractiseusingseaanimalvocabularyTopractiseusingcomparativeandsuperlativestructures.Teachingprocedure:Step1.Leading-inWatercoversabout75%oftheearth'ssurface.Initswimbillionsoffishfromover25000species.Thesefishcanbetinyorhuge.Theycanberound,box-like,orlongandslim.LetSslookingatthepicturesandidentifyingthefishandanimals.AskSsifanyofthemknowotheranimalswhichliveinthesea.Step2.ReadingElicitthetitleofeachsectionofthebrochureandaskSswhichsectionstheythinkwillbemoreinterestingforthem.Then,letSsskimthebrochurequicklyandconcentrateonthesectionsthatappealtothem.Atlast,letSsreadthecontextagain,then,checktheanswerofexercise2&3.Exercise2.Readthebrochure.FindwhereyoucanseethesethingsinUnderwaterWorld:fishwhichusealighttoattractfoodVirtualRealityVoyagedolphinsinperformanceSeaTheatrefishthatappeartoflyinthewaterOceanFloorseacreaturesthatchildrencantouchDiscoveryPoolabigicebergPolarWorldExercise3.LetSsreadaloudthefirstexamplewithasmanyexpressionsaspossible.Then,letSsreadtheothercommentsandmatchthemtotheareasoftheaquarium.Atlast,checkanswers.Answers:2.polarworld3.discoverypool4.virtualrealityvoyageReadthetextagainandpayattentiontothelinkingwordsusedtocontrastdifferentideasoropinions（but/ontheonehand/ontheotherhand/however）andaskSstotranslatethemintoChinese.Step3.voiceyouopinionLetSsdiscusswhichpartofthe“UnderwaterWorld”theywouldliketovisitandwhy.Then,encouragesomegroupstoreporttheirresultstotheclass.Atlast,askSsiftheyhaveeverbeentoasimilaraquariumorsealifecenter-ifso,encouragethemtotelltheclasswhatitwaslike.Step4.Grammar:comparisonofadjectivesFirstly,reviewthecomparisonbyaskingSstofindalltheexamplesofcomparisoninthebrochure.Secondly,readtheuses（a-c）,andmatchthemwithsentences1-4.AndthenletSsdoExercise6inpairs.Atlast,askSstoreadGrammarSummary2forreference.1）同級比較往往由"as+形容詞/副詞的原形+as"的句式表達；當(dāng)然也要注意它的否定形式。第一個as的前面可以加上表示倍數(shù)的詞、或是某些副詞修飾語：twice,（three）times,nearly,almost,just,exactly,notnearly（根本不），bynomeans（絕不），quite等等。例如：AsiaisfourtomesaslargeasEurope.亞洲有歐洲的四倍大（亞洲比歐洲大三倍）。JamesisnotnearlyastallasRobert.詹姆斯根本沒有羅伯特高。Castironisalmostasusefulassteel.鑄鐵差不多與鋼一樣有作用。Shehasn'tbeenquitesounluckyasshepretends.她還沒有象她常裝出的那樣不幸2）"比較級+than"引導(dǎo)不同級的比較。"比較級"前同樣可以加倍數(shù)或程度副詞，如：far（遠），even（甚至），much（許多），still（更，還），alot（許多），alittle/bit（一點），rather（相當(dāng)?shù)兀?，slightly（略微），notany（不再），threetimes…（三倍、……），等等。不同級的比較主要用于表示人與人、事物與事物之間不同之處的比較，其意義為"A比B更（怎么樣）一些"。例如：Theyworkedevenharderthantheypromised.他們工作得比他們答應(yīng)的還要賣力。Thisstreetisnarrowerthanthatone.這條街比那條街窄一些。Thisbookisfarmoreinterestingthanthatone.這本書比那一本有趣多了。You'vebeenworkingmuchharderthanIhave.你一直比我工作得努力多了。ShecameevenearlierthanIasked（himto）.她來得甚至比我叫她來的時間還要早。3）比較級中的兩個特殊作用的結(jié)構(gòu)是：the+比較級+句子，the+比較級+句子。和比較級+and+比較級。前一個句型結(jié)構(gòu)表示的意義是"越（怎么樣就）越（怎么樣）"，在這個結(jié)構(gòu)中的兩個"比較級"不要求一定詞性相同，它們各自的詞性要依句子的需要而定；后一個句型結(jié)構(gòu)表示的意義是"越來越（怎么樣）"，在這個結(jié)構(gòu)中的兩個"比較級"則要求詞性相同。例如：Theharderyouworkatyourstudy,thebetteracademicrecordsyouwillhave.你學(xué)習(xí)越努力，你的成績就越好。Themorewehave,themorewewant.人欲無窮。Whenwinteriscoming,itgetscolderandcolder.冬天來臨，天越來越冷了。Hebecamelessandlesssatisfiedwiththefootballteam'sperformance.他對足球隊的表現(xiàn)越來越不滿意了。4）形容詞的最高級前一般必須有定冠詞the,這種結(jié)構(gòu)的一般表達方式是最高級+表示范圍的狀語，其意義是"某人、某事在某個范圍內(nèi)最……"。使用這種結(jié)構(gòu)時我們應(yīng)該注意，形容詞的最高級前面一般說來要加用定冠詞the，而副詞的最高級前面的定冠詞往往可以省略。例如：Heisthetallestofthethreeboys.那三個男孩中他最高。Thatisthebiggestlakeinourprovince.那是我省最大的一條湖。Joerunsfastestinourschool.橋在我們學(xué)校跑得最快。LetSsdoexercise7,8&9.Andthenchecktheanswer.Answers:Exercise5:1.a2.b3.c4.cExercise6:1.b2.c3.aExercise7:1.smaller2.themostintelligent3.Thebiggest4.thefriendliest5.better6.theeasiest7.themostpopularExercise8:1.Thisboatismoreexpensive/faster/morecomfortable.Thisboatissmaller/cheaper.Thismanisyounger/morehandsome/heavier/stronger.Thismanistaller/thinner.Exercise9:height,length,thebiggest,length,asmuchas.Step5languageinuseKeywords:intelligent,hairy,fast,slow,common,friendly,dangerous,big,small,colorful,beautiful,ugly,noisy,heavy.LetSsgothroughtheKeyWords,askingSstosuggestananimalthatdemonstrateeachquality.Then,eachSsthinksofananimalandwritesdownsomenotestohelpwhendescribingit.Atlast,Sstaketurnstodescribeandguesstheiranimals,usingcomparativestructures.Step6.homeworkSsworkingroups,writingaparagraphcomparingtwoplacesintheirtownorarea,e.g.tworestaurants/cinemas/schools/footballteams/parks/sportscentres/supermarkets.Then,thegroupreadouttheirparagraphsandseeiftherestoftheclassagreewiththem.previewlesson4:SeaStoriesPeriod5Lesson4SeaStoriesTeachinggoals:Toreadsectionsofastoryandsequencethenusepredictionstrategiesandlinkingwords.Touselinkingexpressionrelatedtotimeandsequence.Tousewordbulidingtechniquestoformnouns,verbs,adjectivesandverbs.Teachingprocedure:Step1.Leading-inLetSsdiscussthefilmslisted,sayingwhattheyareaboutandgivingtheiropinionsofthem.ThendiscussanyotherfilmsinwhichtheseaisimportantTitanic,Waterworld,Jaws,ThePiano,TreasureIsland,TheDayAfterTomorrowExample:I'veseenJaws.It'saboutadangerousshark.It'sveryfrightening.AndthenletSslookatthesewordsbelowinthepictures:barrel,cloud,fisherman,fishingboat,moon,wave,whirlpoolStep2.ReadtolearnI.ReadingStrategies:sequencingLookatthepicturesanddecidewhichshowsthebeginning,middleandendofthestory.Readeachparagraph.Payattentiontothelinkingwords.Theyoftenhelpyoudecidetheorderofevents,e.g.oneday,suddenly,intheend.Decideapossibleorderfortheparagraphs.Readtheminthatordertoseeifthestorymakessense.Usethestrategiestoputtheparagraphsincorrectorder:BACLetSsreadthestoryagainandanswerthesequestions:Whydidthewriter'syoungerbrotherfallintothesea?Whydidtheboatgotowardsthewhirlpool?Whydidthewritertiehimselftoabarrel?Whydidn'thisbrotherdothesame?Whydidhisoldfriendsnotrecognisehim?Languagepoints:1)Allatonce,theskywascoveredwithdarkcloudsandinlessthanaminutewewereinaterriblestorm.allatonce=suddenly突然；忽然becoveredwith...被覆蓋著(通常指被具體的事物覆蓋)e.g.Thedisheswerecoveredwithapieceofcloth.becoveredby.被..覆蓋著(通常指被籠統(tǒng)的或數(shù)量大的事物覆蓋)e.g.Mostoflandiscoveredbywater2)Intheend,aboatpickedmeup.pickup=collect救起，撿起，拾起e.g.Pickupthepiecesofpaperonthefloor,please.pickup=learn,getsomething學(xué)到,聽到,獲悉e.g.HepickedupEnglishwhileworkinginAmerica.Seeifyoucanpickupanythingaboutthefutureplan.pickup=letsomebodyintoavehicle搭載;得病e.g.Iamnowattheschoolgate.Canyoucomeandpickmeuptothepark?Don'ttraveltothatarea,oryoumaypickupbirdflu.Doexercises6.Readthewordstotheclassandaskthemwhatfunctionthesewordshave.(Theyallgiveinformationabouttimeorsequencing.)Ssworkindividuallycompletingthetext.Theycancompareanswerswiththeirpartnerbeforecheckingtheanswer.Step3.vocabulary:WordbulidingIDivideSsintothreegroups.Eachgroupstudiesonesectionofthestorytofindwordsdescribingfeelings.Andthen,thegroupsreportbacktotheclassandthewordsarewrittenontheblackboard.II.LetSsstudythetableandsee訐theycanguesswhattheotherformsofthewordare.Then,theycanreadthetextandseeiftheirguessesareright.Atlast,doexercise9.Step4.speakingAsawholeaclass,discussideasforeachofthefoursituations,elicitingasmanysuggestionsaspossible.Then,SscanreportbacktotheclassandSscandecidewhichisthebestactionforeachofthesituations.Answers:uncommon,length,luckily,dead,unsafe,unclear,scientists,unable.Step5.HomeworkWriteastorycontainingallthelinkingexpressions:oneday,then,suddenly,when,afterwards,intheend.Period6CommunicationWorkshopTeachinggoals:1.Towriteareportaboutatouristattraction.2.Topractiseusinglinkingwordsofcontrast.ToprepareforandtakepartinapublicdebateTeachingprocedure:Step1.Leading-inThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavor,astatementofthingsagainstandaconclusion.Exercise1.letSsworkinpairsandmakecommentsaboutaquarium.Andthen,makesimilarcommentsabouttheirtownortheirschool.Step2.Writing:AReportReadtheinstructionsandmakesureSsunderstandthetask.ExplainthatSsdonothavetounderstandeverywordtocarryoutthetask.Then,letSsreadthereportandmatchtheparagraphswiththeheadings.Atlast,checktheanswers.Pointouttheheadingofthereport:whatinformationdoesitgive?Howisthishead