Unit 3 Under the sea Ⅰ. 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 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. 目标语言 Blame and complaint I’m sorry but ... 功 I’m afraid ... 能 That’s not good enough. 句 I’m feeling (annoyed with / unhappy about / unsatisfied with ... etc) 式 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.
  1. 四会词汇 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, 词 汇 boundary,Antarctic, awesome, seal, pension, pensioner
  2. 认读词汇 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. 词组 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. 重点词汇 anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, tasty, scare, Antarctic, awesome, pension Revise the Passive Voice (including the -ing form) 结 Clancy didn’t mind being told what to do. 构 Being held up in the water by Old Tom, James was confident he would survive.
  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 重 killers. P20 点
  3. The first thing I become aware of was all the vivid colours surrounding me ... P24 句
  4. ... the yellow and green parrotfish hanging upside down, and sucking tiny plants 子 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 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一。
  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, 也是学生最感兴趣的话题??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,要求学生将已知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。这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面 打下了伏笔。
  1.2 Pre-reading 是 Reading 文图并茂的内容简介。 “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,会由衷地感激这些可爱的 海洋动物对人类忠实的帮助和巨大的贡献,同时习得阅读故事的技能。
  1.4 Comprehending 设计了根据课文内容描述 Old Tom 和捕鲸人的关系, 旨在引导学生 在阅读理解的基础上进行再创造。 第二题根据课文回答问题, 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??你是否同意禁止捕鲸??直击本单元思想内容主 题??环境和动物保护。 整个活动设计梯次分明, 思想教育意义和语言学习意义两条线共同 逐步深入,以达到阅读理解的最佳效果。
  1.5 Learning about Language 分为词汇和语法两项。 词汇部分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。语法项目是复习动词 -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 项目。-ing 形式的被动语态在语法学习中是个难点,教师可以在此基础上做些拓展性和巩固 性的练习设计。
  1.6 Using Language 是一个综合性学习项目,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:第一项是在“听”之前阅读一则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,练习的内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,内容连贯,实际上都在为完成下一步“写”的任务积累素材和提供示范。 “说话与写 作”的中心任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。该部分 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行对话练 习, 然后再把对话内容写下来。 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, 而第一部分 Warming Up 的话题内 容又与 Reading 一致,因此将这几部分整合在一起,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 WORDS AND EXPRESSIONS 以及 USING STRUCTURES 内容一致, 整合起来设计成一节 “语言学习课” 。
  2.3 将 Using Language 中 的 听 力 部 分 (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内容的,所以将此项任务也加进这一课时。
  2.4 将 Using Language 中的 Reading and discussing 以及其后的四项练习与 Workbook 中的 READING TASK 以及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 (P
  26) 与 WRITING TASK, SPEAKING TASK 整合成一节“交流写作课” 。 注:本单元“说”的任务分别体现在“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 Period Reading 2nd Period Language study 3rd Period Listening 4th Period Extensive reading 5th Period Communication and writing
Ⅳ. 分课时教案 The First Period Reading Teaching 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, abandon, relationship, ahead of, in the meantime, help out b. 重点句子 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 能力目标 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 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 importance of the relationship between animals and humans through reading. Teaching important points 教学重点 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 教学难点 Analyze the structure of some sentences; Summarize the main idea of each paragraph as well as the text. Teaching methods 教学方法 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 教具准备 A recorder, a projector and some slides. Teaching procedures && ways 教学过程与方式 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, se
 

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