英语教学设计 Unit3Underthesea.docx

《英语教学设计 Unit3Underthesea.docx》由会员分享，可在线阅读，更多相关《英语教学设计 Unit3Underthesea.docx（3页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Module7Unit 3 Under the seaReading教学设计(人教版2003)广州市花都区秀全中学英语组 洪素慧一、课标分析高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本 语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问 题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发 展创造必要的条件。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

2、谐相处的美好境界。二、Teaching goals 教学目标1)通过阅读两则轶事学生能够写出故事大概内容；2)根据文中细节学生能够做深层理解；3)根据课文内容，按照顺序写出各事件。用五句话连成一篇短文，旨在引导学 生在阅读理解的基础上进行再创造。三、学情分析高二(15)班和(17)班是普通班，(15)班英语水平在年级一般，但是他 们有好奇心，有想象力，喜欢阅读奇闻故事，问题是理解能力有限且不会用英语 流利表达和书写。通过问题回答，在教师的帮助下，学生能够做深层理解；在此 基础上，引导学生进行再创造。四、教学内容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

3、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。五、教学重难点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。并引导学生在阅读理解的基础上进 行再创造。六、教学资源准备课文DVD,自制课件，video七、Teaching procedures & ways教学过程与方式Warming UpWatch a video about the marine life (海洋生物)and name some they have

4、 seen 让学 生了解海底动物和植物并引出阅读中main characterkiller whalesoA. Pre-readingFill in the blanks with the proper words 要求学生以互相交流的方式，了解 killer whales的习性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。Do you know about killer whales?Killer whales, king of the sea, which are the biggest carnivores(食肉动物)of the sea, kill (

5、kill) all kinds of animals in the sea, even the huge blue whale, like tigers on land. They like working (work) in a team, and hunting cooperatively in groups. When hunting (hunt) a large whale, a group of killer whales may attack from several angles.Killer whales can be found in all oceans but they

6、seem to prefer coastal waters and cooler regions.B. Reading Comprehending1)通过课文阅读要求学生写出故事大概内容，掌握课文大意。1)What are the two anecdotes mainly about?The first is mainly about how killer whales help the whalers catch huge whales.The second is mainly about how the killer whale saved a whaler washed off a bo

7、at in a rough sea.2)根据课文回答问题，其目的是评价学生对文章的理解程度。Please read the anecdotes again and answer the following questions.(P21)1. What evidence was there that Old Tom was helping the whalers out?2. What other animals did the author compare the killer whales with? Why do you think the killer whales behaved li

8、ke this?3. Why did George think that the killer whales worked as a team?4. Why did the whalers allow the killer whales to drag the whale away?5. How did Old Tom help James? Why do you think he did this?3)根据课文内容，按照顺序写出各事件。用五句话连成一篇短文，旨在引导学生在阅 读理解的基础上进行再创造1) Put the events in the reading passage into t

9、his timeline(P21).1. Clancy arrived at the whaling station.2. He heard a loud noise comiog from the bay.3. He saw a huge animal in the water, which was Old Tom, the killer whale.4. The men went to the boat and headed out for a whale hunt.5. The killer whale guided the team to the hunt.6. Clancy and

10、his men killed the baleen whale with the help of the killers.7. The killers ate the lips and tongue of the baleen whale.8. The men returned for the baleen whale the next day.2) Write down the story logically and fluently in five sentences using the above eight sentences in the timeline.When Clancy a

11、rrived at the whaling station, he heard a loud noise coming from the bay and saw a huge animal in the water, which was Old Tom, the killer whale. Going to the boat, the men, guided by the killer whale , headed out for a whale hunt. At last,Clancy and his men killed the baleen whale with the help of

12、the killers. And then the killers ate the lips and tongue of the baleen whale. The next day, the men leturned for the baleen whale.D) HomeworkReview the words and phrases.1. Finish exercise 3 on Page 13.反思：本节阅读理解课基本达到目标要求。通过短片和短文，学生能更多地 了解海底生物,为课文学习做好铺垫，引起学生的兴趣。通过阅读两则轶事 学 生能够写出故事大概内容；然后根据文中细节学生能够做深层理解；这需要 学生更加耐心细致找细节，回答问题，否则，无法找到答。利用课本阅读练 习的timeline,整合句子，形成流畅富有逻辑性的短文，学生既要理解课文回 答问题，也要利用各种所学语法手段合并句子，练习写作。