教学设计表

学科: 英语 授课年级: 高中二年级 学校: 项城市正泰博文高中 教师姓名: 张顺翔

章节名称

Book 7 Unit 3 Under the sea

Period 1 Warming up and reading

计划学时

1课时

学习内容分析

This unit tells about killer whales and whaling in the early twentieth century.

1. The Warming up section introduces the theme of the unit and draws on the students’ personal experiences.

2. The Pre-reading section sets the scene for the reading passage. Before the students read the text of the Pre-reading section, have them see some materials and learn more about killer whales.

3. The reading passage consists of two stories or anecdotes by a fictional character called Clancy. Old Tom, the killer whale, did really exist and there are true stories about how Old Tom and other killer whales helped the whalers catch baleen whales.

4. The Post-reading section has some exercises and discussing activities to help students understand the text passage deeply and rouse students’ sense of protecting rare animals.

学习者分析

1. The students differ in speaking and reading levels.

2. Most students can’t use what they have learned properly.

3. Most students haven’t a good habit of learning English, so their English is poor.

4. Most students don’t know about the killer whales and whaling in the early twentieth century.

5. In this unit, students will learn about killer whales and whaling in the early twentieth century.

教学目标

课程标准：

1. New words and phrases:

annual, annually, witness, urge, yell, abandon, pause, opposite, opposition, flee, fled, drag, depth, conservation, jog, target, tide, net, seaside, hear of, at the/that time, with one’s own eyes, be about to do, race after, ahead of, help(…)out, hold up, in the meantime, slow down, be caught in, in danger of, be fond of, a strong wish

2. Some difficult long sentences:

__ (1)On the afternoon I arrived at the station, as I was sorting out my accommodation, I head a loud noise coming from the bay.

__ (2)This was the call that announced there was about to be a whale hunt.

__ (3)From James’ face, I could see he was terrified of being abandoned by us.

__ (4)Well, it’s teamwork—the killers over there are throwing themselves on top of the whale’s blow-hole to stop it breathing.

__ (5)It took over half an hour to get the boat back to James, and when we approached him, I saw James being firmly held up in the water by Old Tom.

知识与技能：

1. Know about killer whales and whaling in the early twentieth century.

2. Practice students’ speaking, skimming, scanning, detailed reading and discussing in teamwork.

过程与方法：

Step 1: Greetings as usual.

Step 2: Lead-in by playing a short cartoon film and asking a relevant question.

Step 3: Warming up by guessing some pictures of plants and animals under the sea.

Step 4: Pre-reading by asking and answering some relevant questions and reading some passage about killer whales.

Step 5: Reading the text passage and hold an answering-competition.

Step 6. Group work and discussing Exercise 3 and 4 on Page 21 of students’ textbook.

Step 7. Consolidations by summering this lesson and reading the new words and phrases aloud.

Step 8. Homework to remember the new words and phrases and prepare relevant information for the debating in the next lesson.

Teaching methods:

Asking-answering; read-guiding; discovering-exploring; group-discussing；answering-competition.

情感、态度与价值观：(Emotional aims:)

1. Draw on the students’ personal experiences.

2.   See some sea plants and animals and let the students appreciate the pretty nature.

3. Rouse students’ sense of teamwork and the sense of protecting sea plants and animals.

教学重点及解决措施

Teaching importance:

1.      Train the students’ reading ability and develop their reading skills

Solution: Skim, scan and detailed read the text passage.

2.   Learn about some new words and useful phrases in the text

Solution: Discover the new words and useful phrases while reading the text, read them after their teacher and then read them by themselves.

教学难点及解决措施

Teaching difficulties:

1. How to understand the two stories told in the text passage.

Solution: Do some relevant exercises and answer some questions according to the text passage.

2.   How to use the new words and some useful phrases in the passage.

Solution: Understand and read the sentences and expressions including the new words and phrases and translate them into Chinese.

教学设计思路

1. 动画导入，激发学生学习兴趣；

2. 问题展示，引导学生参与课堂；

3. 图片展示，了解知识背景；

4. 读课文前问答，拓展背景知识，激发阅读兴趣；

5. 知识要点展示，便于课文理解；

6. 课文听读结合，正音阅读同步；

7. 锻炼阅读方法，问答检测理解；

8. 分组竞答讨论，训练团队竞技；

9. 总结本节所学，强化知识运用。

依据的理论

1. 学习者特征分析理论；

2. 布鲁姆的教育目标分类理论；

3. 新课程三维目标学习理论；

4. 课堂讨论的探究与分析；

5. 多媒体信息技术课堂应用与分析；

6. 现代语言学学习与应用原理。

信息技术应用分析

知识点

资源名称

素材类型

来源

时常

应用方式和作用

感知海底世界

海底总动员

视频片段+文本

下载

2分钟

情境导入，激发动机

了解部分海底动植物

海洋动植物

图片+文本

下载

4分钟

欣赏生物，激活背景知识

了解虎鲸

虎鲸特点

图片+文本

下载

2分钟

了解课文主角，扩充背景知识

课前阅读

须鲸迁徙

文本

自制

1分钟

了解课文角色，扩充背景知识

课前问答

捕猎现场

图片+文本

下载

1分钟

导入课文，激发阅读兴趣

朗读新单词

单词短语

文本

自制

2分钟

了解新词，便于理解课文

听读训练

课文及录音

音频+文本

下载

6分钟

听读课文，了解大意

三读课文，抢答问题

课文理解练习及问题

文本

自制

20分钟

激发阅读探索，深入理解课文

分组讨论

课后练习

文本+图片

下载

6分钟

组员课堂交流，训练团队合作

总结知识点

单词短语和重要句型

文本

自制

1分钟

回顾本节所学，增强单词记忆

过程

课

堂

教

学

过

程

 ____________________________________________________________

Teaching procedure:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Lead-in

1. Play a short cartoon film.

2. Ask the following question:

Where do you think it took place?

Step 3: Warming up

1.      Show two questions in this part:

(1).Have you seen plants and animals that live under the sea?

(2).Where did you see them?

2. Read and understand some useful phrases in this part.

3. Lead the students to appreciate some plants and animals that live under the sea. And tell the students:

T: Today, we’re going to take a look at the world under the sea. So, are you ready?

Ss: Yes!

T: Now, we are on a snorkeling trip under the sea. Later, we’ll come across a great variety of marine animals. Guess what we’ll see?

Ss: …

(Teacher gives comments on students’ answers and gives some guidance where necessary.)

Step 4: Pre-reading

1.   Show some pictures and the following question on the screen:

(1).Guess what is happening in the pictures?

(Suggested answers: A killer whale may be hunting its food.)

2.   Show the question on the screen:

(2).What do you know about killer whales ?

(Show the instruction on the screen:

Common name: Killer Whale; Scientific name: Orcinus Orca;

Introduction:

Males can reach lengths up to 27 feet and can weigh up to 12,000 lb/pounds. You can tell an adult male from an adult female by the shape of their dorsal fin(尾翅) (male’s longer, up to 6 feet tall).

killer whales are found in all oceans of the world. As a group, killer whales are known to eat fish, squid, seals, sea lions, penguins, even other whales. Thus, they are called “Killer Whales”.)

3.   Make sure that the students understand the short paragraph in this part.

4.   Show the picture and the question in this part on the screen:

(3).What do you think is happening in the picture?

(Suggested answer: the killer whales are helping the whalers on a boat to hunt a baleen whale in the picture.)

Step 5: Reading and answering-competing

1. Divide the students into two groups: Eagle and Tiger, and hold an answering competition. And tell the students: “At the end of the class， the group that gets the highest marks will win a pack of sweets. Are you clear?”

2. Learn and read some new words and useful phrases in the passage.

3. Skim the passage and try to answer the questions on the screen while listening to the tape of this passage:

(1). Who is Old Tom?_ （1 mark）

(2). What is the first anecdote about?__ (1 mark)

(3). And how about the second one?__ (1 mark)

4. Check students’ answers and show the suggested answers.

(Suggested answers:

(1). Old Tom is the name of killer whales.

(2). The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale. / Old Tom helped catch the whales.

(3). It tells about how a killer whale protected and saved James, a whaler. /Old Tom saved the whaler-James.)

5. Read the passage fast and try to choose the correct sentence that is related to the text passage.

6. Give comments on students’ answers, correct their mistakes or help them choose the correct sentences according to the passage.

7. Read the passage carefully and try to fill out the blanks on the screen according the passage:

(1). _______ was 16 years of age when he went to work at the whaling station._ (1 mark)

(2). ________ ordered Clancy to go to the boat as there was a whale out there in the bay.__ (1 mark)

(3). ________ was swimming by the boat, showing the whalers the way.__ (1 mark)

(4). _______ told Clancy that they would return the next day to bring in the body of the whale._ (1 mark)

(5). ______ was carried by the waves further away from the whalers.__ (1 mark)

(6). _______ knew that Old Tom would protect James._ (1 mark)

(Suggested answers: (1).Clancy; (2).George; (3).Old Tom;

(4).Jack; (5).James; (6).Red._ )

8. Show Exercise 1 on Page 21 of students’ book on the screen and stimulate students try to fill out the tables with their group members.

9. Check students’ answers and give comments or help them to correct their mistakes.

10. In pairs answer the questions in Exercise 2 on Page 21.

(Five minutes later, show the suggested answers and help correct students’ mistakes.)

Step 6. Group work and discussing

1.      In groups, discuss Exercise 3 on Page 21 and stimulate students to speak their results after their discussion.

2.      Discuss Exercise 4 on Page 21. (If there is not enough time, the students can discuss it after class or in their spare time.)

Step 7. Consolidations

1. Have a general summary of this lesson.

2. Read the new words and useful phrases in this part aloud.

Step 8. Homework

1. Learn the new words and useful phrases by heart.

2. Write a summary of the whole text in about 30 words.

3. In groups, discuss the reasons for and against banning whaling.

教

学

反

思

In the Post-reading section, for Exercise 3 on Page 21, the students have to rely on their general knowledge. So teachers can set this exercise for homework so that students have a chance to ask other people’s opinions or do some research in the library or on the Internet. Exercise 4 on Page 21 is an optional activity, which requires students to have group discussions on the reasons for and against banning whaling. If the time of teaching is not enough for students to discuss this part in class, also, teachers can set this exercise for homework so that students have a chance to collect information from other people’s opinions, in the library or on the Internet.

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