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最新人教版选修七Unit 3 Under the sea教案及说课稿


Unit 3

Under the sea

I.教学内容分析 本单元的中心话题是海底世界。 听说读写活动主要围绕海底的动植物、 奇妙景观和有关 大海的神话展开的。 Warming Up 部分通过讨论海底生物和了解海底世界的途径导入本单元话题。 Pre-reading 部分通过讨论图片导入课文并介绍故事背景。 Reading 部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。课文中采用了大量的动作描写, 并使用了大量的-ing 形式。 Comprehending 部分由三个练习题组成,旨在逐步加深学生对课文的理解。 Learning about Language 部分突出了本单元词汇和语法的学习与训练。 本单元的语法是-ing 形式的被动语态。 Using Language 部分包括阅读和写作两部分。课文通过对海的世界奇观妙境的描写,为学 生树立了景物描写的典范。写作部分要求学生仿照课文描写景物。本部分中,形容词的顺序 和复合形容词的构成也是学生应了解的内容。 Summing Up 部分要求学生对本单元的内容、词语和结构进行总结,有助于学生 Learning Tip 部分介绍了合成形容词的构词法,并指导学生在写作中主动利用构词规则组 词。 II.教学重点和难点 1. 教学重点 (1) 本单元的生词和短语; (2) 掌握运用-ing 形式的被动式; (3) 学会在对话和写作中表达责备、抱怨以及要求赔偿。 2. 教学难点 (1) 帮住学生更多地了解海洋生物,培养学生尊重海洋、爱护海洋生物的道德品质; (2) 学会仿照课文描写景物; (3) 学会复述故事。 III.教学计划 本单元建议分五课时: 第一课时:Warming up, Pre-reading, Reading & Comprehending 第二课时:Learning about Language 第三课时:Reading and discussing (Using Language) 第四课时:Reading, discussing and listening (Using Language) & Speaking and writing (Using Language) 第五课时:Reading task (Workbook) & Writing task (Workbook)

Period 1

Warming up, Pre-reading, Reading & Comprehending

Teaching Goals: 1. To arouse Ss’ interest in animals and plants living under the sea. 2. To develop Ss’ reading ability. 3. To appreciate how the writer describes movements. Teaching Procedures: Step 1. Leading-in Purpose: To arouse Ss’ interest in the content of this unit. 1. Ask Ss to collect information about sea animals and plants and answer the following question. Can you name some animals and plants living under the sea? What’s you favorite? Speak about it. 2. Ask Ss to collect information about whales and answer the following question. (1) Are whales fish? How do you know? (2) What is a killer whale? What do you know about it? Step 2. Warming up Purpose: To get Ss to know something about the content of this unit. 1. Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss to answer the following question. From where did you learn this? 2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions. (1) What are your favorite sea plants and animals (2) Where can you find them? (3) If possible, would you like to keep some at home? Step 3. Pre-reading Purpose: To get the Ss prepared for reading the text. 1. Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of a large animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.” 2. Ask Ss to look at the picture of Pre-reading and answer the following questions. (1) what do you think is happening? (2) What is a killer whale? Can you tell me about it? Step 4. Fast reading Purpose: To get Ss to read for the general idea. 1. Ask Ss to read the text fast and sum up the main idea of the text and answer the following question. In what person is the text written? Suggested Answer: The text is written in the first person. 2. Play the tape and ask Ss to read after it. Step 5. Intensive reading Purpose: To develop Ss’ reading ability of scanning. 1. Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.

2. Ask Ss to discuss what they have underlined. 3. Read the following sentences and ask Ss to find whether they are true or false. 4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out. Step 6. Language points (1) Purpose: To learn the language points in the text. 1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases. 2. Lead Ss to deal with the following language points. Step 7. Language point (2) Purpose: To deal with the main sentence structures. 1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard. (1).We ran down to the shore in time to see an enormous animal throwing itself out of water. (2).I saw James being held up in the water by Old Tom. (3).I could see a whale being attacked by a pack of about six other killers. (4).Gorge didn’t like being kept waiting. (5).I could see he was terrified of being abandoned by us. (6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea. (7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way. (8).And there was Tom, circling back to the boat, leading us to the hunt again. (9).Gorge told me, pointing towards the hunt. (10).“They are having a good feed on its lips and tongue,” added Gorge, laughing. (11).Gorge told me, pointing towards the hunt. (13).Being badly wounded, the whale soon died. Suggested Answers: (1)~(3): 宾语补足语 (4)~(6): 宾语 (7): 宾补,伴随状语 (8):状语 (9)~(11): 伴随状语 2. Collect Ss’ questions in understanding the grammar. Step 8. Extension Purpose: To develop Ss’ mentality of harmonious coexistence between man and nature. 1. Ask Ss to answer the following questions and discuss them. (1) How do you feel after reading the text? (2) Should whale hunting be banned? 2. Ask Ss to make a dialogue according to the result of the discussion. Step 9. Homework 1. Rewrite the reading text in the third person. Encourage Ss to use their own words. 2. Make sentences with the phrases learnt in the text.

Period 2 Learning about Language
Teaching Goals: 1.To revise the passive –ing form. 2.To enable Ss to master some new words and expressions. Teaching Procedures: Step 1. Revision 1. Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the most will be praised. 2. Ask Ss to exchange the sentences they made with the phrases. Step 2. Grammar 1. Complete the following sentences with the suitable –ing form of the verbs in the brackets. (1) _______(laugh) at in public made him upset. 2. Analyze the grammar by explaining the answers. Group 1: In (1)~(10), passive forms of gerunds used as subjects or objects. Note: In (8)~(10), passive forms are not used. Group 2: In (11)~(14), non-finite verbs used as attributives. Convert the past or present participles into attributive clauses. (11).The house (which was) built last year will be our dormitory. (12).The house (which is) to be built next year will be our dormitory. (13).The house (which is) being built now will be our dormitory. (14).The soldier (who is ) being operated on now was wounded in the fight. Group 3: In (15)~(21), non-finite verbs used as adverbials. Convert the past or present participles into adverbial clauses. (15) .(If I had been) given more time, I would have done the work better. (16) .If you give me more love, you would be more loved. (17) .When (she was) asked about her father, the girl cried. (18) .(While he was) asking this and that, the doctor took out some medicine. (19) ..(After they had been) shown around the school, the leaders went to the hotel. (20) .(As it is) being painted, the house can’t be moved in. (21) .(As it is) being repaired, the car can’t be used right now. 3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64~65. And then check the answers with the class. 4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking. Collect different translations. Step 3. Homework 1. Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 in Using Words And Expressions on P63. 2. Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24 according to the reading text.

Period 3 Reading and discussing (Using language)
Teaching Goals: 1.To get Ss to learn how to describe things. 2.To get Ss to know something about the formation of compound adjectives. Teaching Procedures: Step 1. Revision 1. Ask Ss to speak out sentences with the passive –ing form. The student who speaks out the most will be praised. 2. Check the homework with the class and correct Ss’ errors. Step 2. Leading-in Purpose: Get Ss prepared for the text learning. 1. Ask Ss to look at the pictures on P23 and ask the following questions. (1) What can you see in the pictures? Are they beautiful? (2) Where do you think we can find them? 2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.” Step 3. Fast reading 1. Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text 2. Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24. Step 4. Intensive reading 1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24. 2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point 1. Explain the following language points. (1) reflect on (line 1, para 1): think deeply about, consider I need time to reflect on what your request. 我需要时间来考虑一下你的请求。 You must take time to reflect on important things. 你必须花时间来考虑一下重要的事。 (2) become aware of / that (line 1, para.2): realize, get to know He was fully aware of the situation he was in. 他充分意识到了他所处的环境如何。 He became aware of something approaching him. 他察觉到了有东西正在向他靠近。 He became aware that some girls were looking at him with interest. 他发觉一些女孩正饶有兴趣 地看着他。 (3) upside down ( line 8, para.3): with the upper side beneath The picture is hanging upside down. 那幅画挂倒了。 The plane turned over to fly upside down. 飞机翻了个身,开始倒飞。 The plate was lying upside down on the floor. 盘子倒扣在地板上。 2. Ask Ss to finish Ex3 in Reading and discussing on P24 and explain the order of attributives. ● 定语排列顺序口诀: 大小,新旧,形状,颜色,产地,材料(大龄形颜国材) 定语排列顺序规律:

● 客观程度大的词离中心词最近, 主观程度大的词距离中心词最远。 例如: two old brown china tea pot 两只古老的棕色的瓷茶壶 two round red French wooden table 两张红色的法国产木头圆桌

3. Ask Ss to finish Ex4 in Reading and discussing on P24 and explain the formation of compound adjectives. (1) Get Ss to find the compound adjectives used in the text. bird-like, yellow-spotted, sea-slug, blue-striped, wise-looking (2) Explain the following ways to form compound adjectives. ① 数词+名词 the 100-meter race, a 100-dollar note, a five-star hotel, ② 副词/形容词+动词 hard-working, good-looking ③ 名词+like a childlike old man ④ 副词+过去分词 a well-written composition, a well-behaved gentleman, hard-won peace, a newly-shaved face, a poorly-dressed man ⑤ 形状名词+shaped a U-shaped pipe, a love-shaped diamond ⑥ 数词+名词 ed a three-legged table, a one-eyed horse, a two-handed robot, four-footed animals, a seven-year-old boy, a four-storied building ⑦ 形容词+名词 ed a kind-hearted woman, a near-sighted student, a red-haired youth, an absent-minded student, cold-blooded animals, ⑧ 名词+现在分词 peace-loving people, heart-breaking news, English-speaking countries, peace-keeping troops ⑨ 其他 a stay-at-home mother Step 6. Homework 1. Ask Ss to review all the language points in this period. 2. Ask Ss to preview the content of the next period.

Period 4 Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)
Teaching Goals: 1. To develop Ss’ ability of listening, speaking and writing. 2. To practice use of the expressions for blame and complaint. Teaching Procedures: Step 1. Pre-listening Purpose: To introduce to Ss the topic of listening. 1. Lead Ss to the advertisement in Reading, discussing and listening on P25. Teacher may say, “By now we have learnt a lot about the undersea world and about the whales. I’m sure you want very much to take a tour and have a look. There are many tourist agencies that organize such tours. Now let’s read an advertisement.” 2. Let Ss read the advertisement and discuss the questions above the advertisement. After that, ask Ss two more questions. (1) If the weather is not good enough, what will you do? (2) Is the travel agency sure about the success of see whales? 3. Ask Ss to finish Ex2 in Reading, discussing and listening on P25 and predict the content of the listening text. Step 2. Listening 1. Dialogue 1 (1) Ask Ss listen to the first dialogue twice and finish the exercises of Dialogue 1 in Ex4 on P26. (2). Ask Ss to listen to the first dialogue for the third time and finish Ex5 on P26. (3). Play the tape of the first dialogue again and ask Ss to finish the exercises of Dialogue 1 in Ex3 on P26. 2. Dialogue 2 (1) Ask Ss listen to the second dialogue twice and finish the exercises of Dialogue 2 in Ex4 on P26. (2). Ask Ss to listen to the second dialogue for the third time and finish the exercises of Dialogue 2 in Ex3 on P26. 3. Dialogue 3 (1) Ask Ss listen to the third dialogue twice and finish the exercises of Dialogue 3 in Ex4 on P26. (2). Ask Ss to listen to the third dialogue for the third time and finish the exercises of Dialogue 3 in Ex3 on P26. Step 3. Writing 1. Divide Ss into three groups and let each group choose one of the three situations on P27. 2. Ask Ss to underline the expressions at the top of P27 and keep them in heart. 3. Let each group make up the dialogue and present it before the class. 4. Correct the errors in Ss’ dialogues and ask them to write them down. Step 4. Homework Give Ss the following situations and let them make up their dialogues. 1. Your neighbor always makes noise. Complain to him. 2. The traffic in your city is too bad. Complain to the mayor.

Period 5 Reading task (Workbook) & Writing task (Workbook)
Teaching Goals: 1.To know how the Inuit worship the sea. 2. To develop Ss’ awareness of respecting the sea and protecting wild animals in the sea. Teaching Procedures: Step 1. Leading-in

Purpose: To get Ss prepared for the new text learning. 1. Ask Ss to look at the pictures on P67 and guess what the text is about. 2. Let Ss close the book and play the tape. See who can get what the text is abot. Step 2. Fast reading 1. Let Ss open the book and listen to the tape to get the main idea of the text. 2. Ask Ss to underline what they cannot understand in the text.
Step 3. Language point

Purpose: To deal with the language points in the text.
1. Ask Ss to find and translate the following phrases. ask for one’s hand, make a good wife, provide sb. with sth., have no choice but to do …, become used to sth., in search of, the freezing waters, set off for home, let out cries of anger, catch up with, give … back, hang on to, keep sb. alive, It is said that…, have power over sth., keep away from…, show respect for 2. Ask Ss to keep the sentences containing the above phrases in heart. 3. Explain the following language points.

(1) ask for sb’s hand (line 4, para.1): 向某人求婚 (2) make (a good wife) (line 3, para 2): 成为(好妻子)
(3)have no choice but to do sth .(line 4, para 3): 别无选择,只好干… (4) in search of (line 3, para 4): 去寻找 Step 4. Intensive reading

1. Ask Ss to read the text again. After they have learnt the language points, they can get a better understanding of the text. They can raise their questions.
2. Ask Ss to work in pairs to finish Ex1 and Ex 2 of Reading task on P68.

Step 5. Writing Purpose: To develop Ss’ ability of writing stories.
1. Ask Ss to retell the story about Sedna with the book closed and then write it down. 2. Ask Ss to exchange the retold story with their partners Then let them find out and correct the errors in the stories 3. Ask Ss to assess their partners’ stories. They may refer to the questions in the form on P68. 4. Choose the best retold story and ask its writer to present it before the class.

Step 6. Homework
1. Ask Ss to review all the language points in this unit. 2. Ask Ss to finish the rest of exercises in Workbook. 3. Ask Ss to preview the next unit.


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