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. —－可編輯修改，可打印—— 別找了你想要的都有！ 精品教育資料 ——全冊教案，，試卷，教學(xué)課件，教學(xué)設(shè)計等一站式服務(wù)—— 全力滿足教學(xué)需求，真實規(guī)劃教學(xué)環(huán)節(jié) 最新全面教學(xué)資源，打造完美教學(xué)模式 Unit 3 Under the sea Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Retell a story and make it into a play ▲Read a story and describe the relationship between animals and humans ▲Review the Passive Voice (2) (including the -ing form) ▲Write a paragraph to complain politely based on dialogues about blame and complaint Ⅱ. 目標(biāo)語言 功 能 句 式 Blame and complaint I’m sorry but ... I’m afraid ... That’s not good enough. I’m feeling (annoyed with / unhappy about / unsatisfied with ... etc) I’m not feeling (happy about / satisfied with ...etc) I’d like to talk to the manager. I’d like a full refund. That’s no good for me. I’d like a refund, please. 詞 匯 1． 四會詞匯 anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, beauty, cell, aware, vivid, poisonous, cave, narrow, sharp, tasty, scare, shallow, entry, boundary，Antarctic, awesome, seal, pension, pensioner 2． 認(rèn)讀詞匯 snorkel, aquarium, Clancy, baleen, baleen whale, migration, oar, blow-hole, harpoon, meantime, overboard, flipper, turtle, lettuce, horn, anemonefish, tentacle, sea anemone, sea-slug, stripe, striped, eel, giant, clam, leap, refund 3． 詞組 ahead of, in the meantime, help out, be / become aware of, upside down, (be) scared to death, the Antarctic, sort out, throw ... out of, be about to do, head out, flee out, aim at, float up, wash off, hold up 4． 重點詞匯 anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, tasty, scare, Antarctic, awesome, pension 結(jié) 構(gòu) Revise the Passive Voice (including the -ing form) Clancy didn’t mind being told what to do. Being held up in the water by Old Tom, James was confident he would survive. 重 點 句 子 1. Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 2. As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 3. The first thing I become aware of was all the vivid colours surrounding me ... P24 4. ... the yellow and green parrotfish hanging upside down, and sucking tiny plants off the coral with its hard bird-like mouth ... P24 6. I told myself they weren’t dangerous but that didn’t stop me from feeling scared to death for a moment. P24 Ⅲ. 教材分析和教材重組 1. 教材分析 本單元以大自然中的海底世界為話題, 以談?wù)摵５资澜绲膭又参餅榍腥朦c，讓學(xué)生在交流中發(fā)現(xiàn)和了解大自然的奇妙和美麗；通過閱讀奇聞故事，使學(xué)生從一個側(cè)面了解人類與動物的關(guān)系；一篇與海底動植物相處的感受的日記，把學(xué)生帶入人與自然和諧相處的美好境界。 本單元用梯次遞進(jìn)的方式讓學(xué)生運用已有的自然知識、親身體驗、所掌握的語言知識和技能，在閱讀、聽新聞和專家評述、討論、寫故事、編劇本、排練演出等多項語言功能運用的過程中，深入學(xué)習(xí)、了解海洋動植物和大自然，并學(xué)習(xí)用英語表達(dá)對它們的感受、關(guān)切和熱愛，從而在學(xué)習(xí)和運用語言的同時，強化對海洋生物和大自然的保護(hù)意識。本單元實現(xiàn)了語言學(xué)習(xí)和傳播先進(jìn)思想的完美統(tǒng)一。 1.1 Warming Up設(shè)計了兩個活動。第一個活動用兩個提問直接導(dǎo)入本單元的中心話題，也是學(xué)生最感興趣的話題——海底動物和植物，要求學(xué)生以互相交流的方式更多地了解海底世界。緊接著是小組活動，要求學(xué)生將已知的海洋動植物列表歸納，并談?wù)撟约鹤钕矏鄣暮Ｑ髣游锘蛑参?。這一部分的設(shè)計為下一步的課文學(xué)習(xí)以及后邊的聽、說、讀、寫在內(nèi)容方面打下了伏筆。 1.2 Pre-reading是Reading文圖并茂的內(nèi)容簡介。“虎鯨幫助捕鯨人在每年須鯨遷徙時捕捉須鯨”的奇聞軼事會立刻激起學(xué)生的閱讀興趣。 1.3 Reading是一篇題為“Old Tom the Killer Whale”的故事，其中包括兩篇關(guān)于虎鯨的奇聞軼事。第一篇講虎鯨如何幫助捕鯨人捕捉須鯨，過程奇妙有趣。第二篇講虎鯨如何從鯊魚群中救出捕鯨人，情節(jié)驚險感人。學(xué)生通過對課文的閱讀理解，會由衷地感激這些可愛的海洋動物對人類忠實的幫助和巨大的貢獻(xiàn)，同時習(xí)得閱讀故事的技能。 1.4 Comprehending設(shè)計了根據(jù)課文內(nèi)容描述Old Tom和捕鯨人的關(guān)系, 旨在引導(dǎo)學(xué)生在閱讀理解的基礎(chǔ)上進(jìn)行再創(chuàng)造。第二題根據(jù)課文回答問題，其目的是評價學(xué)生對文章的理解程度。第三項是小組討論，中心論題——你是否同意禁止捕鯨——直擊本單元思想內(nèi)容主題——環(huán)境和動物保護(hù)。整個活動設(shè)計梯次分明，思想教育意義和語言學(xué)習(xí)意義兩條線共同逐步深入，以達(dá)到閱讀理解的最佳效果。 1.5 Learning about Language分為詞匯和語法兩項。詞匯部分幫助學(xué)生學(xué)習(xí)用適當(dāng)?shù)男问胶鸵饬x使用詞匯和短語，旨在培養(yǎng)學(xué)生運用英語詞匯和短語的能力。語法項目是復(fù)習(xí)動詞-ing形式的被動語態(tài)。要求學(xué)生用正確的-ing形式完成單句填空和補全句子來操練這一語法項目。-ing形式的被動語態(tài)在語法學(xué)習(xí)中是個難點，教師可以在此基礎(chǔ)上做些拓展性和鞏固性的練習(xí)設(shè)計。 1.6 Using Language是一個綜合性學(xué)習(xí)項目，包括“閱讀與討論”、“討論與寫作”、 “說話與寫作”?！伴喿x與討論” 的主體是一篇與海底動植物相處的感受的日記，其后設(shè)計了四個活動環(huán)節(jié)：速讀選擇信息；細(xì)節(jié)列表；詞匯學(xué)習(xí)；語法學(xué)習(xí)（形容詞連用）?！坝懻撆c寫作”共有兩項任務(wù)：一是讓學(xué)生以小組活動的形式討論所給出的日記中的描述性詞語的意思和描述方式；二是讓學(xué)生用上其中三、四個短語寫一小段描寫一個地點的一種動物或植物的短文。這種分類描寫的方式非常有利于對學(xué)生的寫作訓(xùn)練和指導(dǎo)。“讀、聽、說”共設(shè)計了五項活動：第一項是在“聽”之前閱讀一則觀鯨旅游的廣告并就此討論有關(guān)問題；第二項是聽一段對話選擇答案；第三項在重聽一遍的同時，記下與廣告不符的情況；第四、五項的聽力重點在詞匯上，練習(xí)的內(nèi)容是完成所聽的句子和填上所缺的詞。所有“讀、聽、說”的活動層次清晰，內(nèi)容連貫，實際上都在為完成下一步“寫”的任務(wù)積累素材和提供示范?！罢f話與寫作”的中心任務(wù)是本單元寫作練習(xí)的主題：對某事或某人以禮貌的方式責(zé)備和抱怨。該部分提供了表示“責(zé)備和抱怨”的習(xí)慣用語和三種情境，要求學(xué)生運用所給的詞語先進(jìn)行對話練習(xí)，然后再把對話內(nèi)容寫下來。這種寫作練習(xí)設(shè)計能使學(xué)生體會到語言的鮮活、生動和實用，有利于發(fā)揮他們的寫作積極性。 2． 教材重組 2.1 Pre-reading, Reading, Comprehending是一個整體, 而第一部分Warming Up的話題內(nèi)容又與Reading一致，因此將這幾部分整合在一起，設(shè)計成一節(jié)“閱讀課”。 2.2 Learning about Language 中的兩項活動(詞匯和語法)和Workbook 中的USING WORDS AND EXPRESSIONS 以及USING STRUCTURES內(nèi)容一致，整合起來設(shè)計成一節(jié)“語言學(xué)習(xí)課”。 2.3 將Using Language 中的聽力部分(P25 Reading, discussing and listening) 與Workbook中的LISTENING, LISTENING TASK 整合為一節(jié)“聽力課”；由于Workbook中TALKING 的任務(wù)是談?wù)撉懊鎯蓚€聽力內(nèi)容的，所以將此項任務(wù)也加進(jìn)這一課時。 2.4 將Using Language 中的Reading and discussing 以及其后的四項練習(xí)與Workbook中的READING TASK 以及其后的兩項練習(xí)整合在一起，上一節(jié)“泛讀課”。 2.5 將Using Language 中的Speaking and writing (P26) 與WRITING TASK, SPEAKING TASK 整合成一節(jié)“交流寫作課”。 注：本單元“說”的任務(wù)分別體現(xiàn)在“聽、寫、讀”等各項活動中，因此沒有單獨設(shè)計“口語課”。 3. 課型設(shè)計與課時分配 1st Period Reading 2nd Period Language study 3rd Period Listening 4th Period Extensive reading 5th Period Communication and writing Ⅳ. 分課時教案 The First Period Reading Teaching goals教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點詞匯和短語 anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b. 重點句子 We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20 Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20 It took over half an hour to get the boat back to James ... P21 2. Ability goals能力目標(biāo) Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life. 3. Learning ability goals 學(xué)能目標(biāo) Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading. Teaching important points 教學(xué)重點 Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings. Teaching difficult points 教學(xué)難點 Analyze the structure of some sentences; Summarize the main idea of each paragraph as well as the text. Teaching methods 教學(xué)方法 Making dialogues to collect information about the plants and animals under the sea; Fast-reading and careful-reading methods; Thinking and summarizing methods. Teaching aids 教具準(zhǔn)備 A recorder, a projector and some slides. Teaching procedures && ways教學(xué)過程與方式 Step Ⅰ Warming up T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, 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 them very much whether they are beautiful or ugly. / Yes, they are very nice ... T: Mm, I see. But where did you see them? Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants ... T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them? Ss: Yes! Very much! But how? T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge 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 can walk around to see what they are talking 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 Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes. Sb: Do you know their names? Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers. Sb: Have you seen anything special? Sa: Yes. I saw some corals, real and living 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’t know there are some red ones. Sa: Besides red ones, there are purple, yellow, blue, pink ones. Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea. Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip. Sb: It’s a go! Possible dialogue 2: Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had hard horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing. Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didn’t find that kind of ones. Sa: You must have seen many fish, right? Sb: Certainly! A large number of animals and plants under 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 never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses—they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as 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 animals. Would you like me to show you around the world under the sea? Ss: Hurray! We couldn’t wait any more! T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear? Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better. T: Aren’t they beautiful! I think you’ve known more about sea animals and plants. Now, let’s work in groups of four, making a list about 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 have finished, show a fulfilled one as a summary. Name Plants and animals you’ve seen under the sea Where you saw them Favourite one & why Li Hua dolphins, flying fish, kelps, algae, whitebait... On a boat tour dolphins: clever and friendly to people Wang Xixi turtles, sea horses, sea lion, sharks, white whale, seals... At an aquarium sea lion: clever & can play game Wang Xixi flatfish, ling, coral, kelps, algae, eels, clams, sea-slugs, whales, crabs, shrimps, cuttlefish, seas rats, seals, whales sharks, whelks, elephant seal, anemone, seajelly... On TV and in films coral: colourful and in charming shapes kelps: tasty and nutrient Jian Ping parrot fish, angel fish, eels, coral, kelps, turtles, scallops, clams... On a snorkelling trip butterfly fish: beautiful in colors Step Ⅱ Pre-reading Let the Ss talk about the picture in Pre-reading and get them prepared for the reading passage. T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it? S: In the picture we can see a huge fish, from the water 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 hunting whales. I heard of it before. T: If you want to uncover the puzzle, read the words on the left side of the picture. After a short while. T: What does anecdote mean? Have you got its meaning from the dictionary? S: It means a short story based on your personal experience. T: Right! So what are the main characters of the story? S: Whalers, killer whales and baleen whales. T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let’s read the text and find the answers. Step Ⅲ Reading comprehending In this step, the Ss will read the text and deal with the comprehending exercises. Skimming Let the Ss skim the text and get the main ideas of the two anecdotes. After skimming. T: Who is Old Tom? What is the first anecdote 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 the second one? S: It tells about how a killer whale protected and saved James, a whaler. Scanning Let 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 minutes to do scanning. A few minutes 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 swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again ... Then ask some pairs to ask and answer the questions before class. T: Very good! Now close your books and we’ll listen to the tape of this text. Take out a piece of paper. Look at the 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 following sentences on the screen. (The sentences are given with blanks.) 1. I thought, at the time, that this was just 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 crashing down again. 4. “Come on, Clancy. To the boat,” 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 stopping it diving or fleeing out to sea. 7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea. 8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue. After playing the tape, ask someone to spell out the words or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen. Step Ⅳ Discussion Deal with Exercise 3 in Comprehending. Let the Ss work in groups and do some discussion. 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’s the head of the killer whale team, I think. S: Maybe it is the most clever and powerful one in the team. T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting. A sample description: Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, 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 emergency, they help each other. Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans 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 be very happy and come back to the master to report their success. That’s very interesting. And if their master is in danger, they will rush up to rescue him. There are many moving stories of this kind. Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful. Deal with some language points. Step Ⅴ Homework T: As a matter of fact, whales are now an endangered animal. Many people are trying to protect 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’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow. Good-bye everyone! The Second Period Language study Teaching goals教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯和短語 depth, shore, accommodation, in the meantime, park, snorkel, rent, seaside, net, be aware of, reflect on, pure, upside down, scare to death b. 重點句子 James was afraid of being attacked by sharks. P23 The children enjoyed being taken to the aquarium. P23 2. Ability goals能力目標(biāo) Revise the Passive Voice of the -ing form. Learn to use some new words and phrases. 3. Learning ability goals學(xué)能目標(biāo) Help the Ss to learn how to use the Passive Voice especially “being done” form by practicing and summarizing. Teaching important points 教學(xué)重點 The Passive Voice and “being done” used as object, attribute and so on. Teaching difficult points教學(xué)難點 Help the Ss to master the usage of the Passive Voice and “being done” structure. Teaching methods 教學(xué)方法 Concluding, summarizing and practicing. Teaching aids 教具準(zhǔn)備 A projector and a computer. Teaching procedures & ways 教學(xué)過程與方式 StepⅠ Revision T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam! T: At the end of last period, you were asked to think about the international ban on whaling. Are you for it or against it? Now let’s work in groups of four and discuss the reasons for and against banning whaling. While the Ss are having discussion, walk around to see if they are getting on well with the job. When they have finished, ask the Ss to speak out their group’s opinions and reasons. Possible discussion: Sa: I think it’s important to protect whales. After a long time hunting, the number of whales has largely decreased. On the other hand, with the development of industry, the sea has been seriously polluted and the pollution has killed many whales. Sb: Yes. I agree on the international ban. Whale is one of the oldest species on the earth. Protecting them effectively and studying them seriously will bring human beings great benefit. Sc: Whales are the hugest animals living in the ocean. The number of them in nature will have great effect on the balance of sea animals as well as nature. Sd: We seem to have the same idea about the topic and I agree with you all. Firstly, animals are human being’s friends; we must try to protect them, especially those endangered. It is reported that many whales kill themselves for some unknown reasons