人教版选修七-Unit3-Under-the-sea-教学设计
人教版Book 7 Unit 3 Under the sea 教学设计
〔教材解析〕本篇课文选自人教版新课标教材的选修模块7，为第一课时，阅读课,将Warming-up, Pre-reading, Reading, Comprehending部分放在同一课时教学，设计成为一节阅读课。故事发生于20世纪初期，一个名叫“Old Tom”的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情。通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。
〔学情分析〕本课是高二年级下学期的课程，学生已经具备一定的知识储备和运用能力，但由于授课的对象的英语基础比较差，水平参差不齐，为了激发全部学生的好奇心和求知欲，课堂采用了创设情境，采用老师扮演鲸鱼，以猜谜的形式引导学生进入本节课。通过对阅读的整体理解后，由学生扮演课文中出现的不同角色，，来活跃课堂气氛，引发学生对动物保护的意识。同时，在阅读课中教师要渗透阅读的方法和答题的技巧，培养学生阅读的综合能力。
教学目标分析
一、知识与技能.
1.Train the students’ reading ability, for example, skimming scanning.
2.Learn and master the following:
Words: anecdote, annual, witness, accommodation, shore, opposite, yell, pause, telescope, teamwork, diving, flee, drag, depth, urge, abandon Phrases: be about to do, ahead of, even though, stop…from…, help out,
二、过程与方法
1.Task- based teaching
2..Cooperation
3.Discussion
三、情感态度与价值观
1.The students’ confidence and interest can be stimulated.
2.Arouse the students to protect animals.
教学重点
Improve the students’ reading ability
教学难点
1.How to make the students understand the reading text better.
2.Make the students realize the importance of protecting animals.
教具准备
Blackboard, multimedia, textbook, a tape recorder
教学过程
Step 1 Greetings
Before class, the teacher prepared the mask of the whale. At the beginning of class, the teacher took it and greeted the students. Give the students a puzzle.
T: Hello, boys and girls！My names begin with W and end with E. I am the largest animal in the world and I live in the sea. I have beautiful blue skin. And no part of my body is thin.I''m not a fish but I breatheair.I don''t
have much hair . Men sometimes want to catch me for my body, I have huge fins I don''t have feet. What am I ?I am......？
Step 2 Warming-up
1.Brainstorm: Have you seen plants and animals that live under the sea? Where did you see them? Find out from your classmates where the saw them?
Suggested answers: on a snorkelling trip, at an aquarium, on a boat tour, in books, in films, on TV programs, on the Internet.
3.Appreciate the video about the whale
Step3 Pre-reading
Look at the picture on Page19 in your book and read the material on the left side of it. Then fill the blanks in the form.
Suggested answers:
Step 4 While-reading
1.Fast reading
Look through the text quickly, and put the events in the reading passage into the right order according to the timeline.
_____1.The killer whale guided the team to hunt.
_____2.He saw a huge animal in the water which was Old Tom, the killer whale.
_____3.The men returned for the baleen whale the next day.
_____4.Clancy and his men killed the baleen whale with the help of the killer.
_____5.The killers ate the lips and tongue of the baleen whale.
_____6.He heard a loud noise coming from the bay.
_____7.The men went to the boat and headed out for a whale hunt.
_____8.Clancy arrived at the whaling station.
Suggested answer: 5,3,8,6,7,2,4,1
2.Careful reading
Answer questions
In pairs answer the questions.
1.What evidence was there that Old Tom was helping the whalers
out?
Old Tom let the whalers know that there was a baleen whale bearby; he showed them the way to the whale.
2.What other animals did the author compare the killer whales with?
Why do you think the killer whales behaved like this?
Dogs. Because they knew that, together with the whalers; they would soon kill the baleen whale and get a good feed.
3.Why did Geogre think that the killer whales worked as a team? Because he could see that some of the killers were throwing themselves on top of the whaler’s blowhole while others are preventing diving or fleeing out to sea.
4.Why did the whales allow the killer whales to drag the whale
away?
Because they knew the killer whales would leave the rest of the body to them.
5.How did Old Tom help James? Why do you think he did this?
Old Tom prevented James from drowning. Old Tom wanted to help his human friends.
Step 5 Post-reading
1.Role play
The teacher divides the students into there groups in class and makes each group play a different role. There are three roles in the play, the whaler, the baleen and the killer whale. The students make dialogues between the whaler and the baleen, the whaler and the killer, the baleen and the killer.( In this part, the aim is to arouse the interest about English class.)
2.Discussion
The teacher plays the video and asks the question whether human being should be allowed to kill the whales and how to protect the whales. Then the teacher gives students 5 minutes to discuss it and the students state their opinion.( The aim of this part is to make students realize the importance of protecting animals.)
Step 6 Homework
1.If you are interested in the information about the whales,you can watch the video on the Internet.
2.Set a positive activity to protect animals by group.
教学反思
“兴趣是最好的老师”。只有学生对英语课文产生兴趣，他们的英语才会有提高的可能。教师在教学过程中，要设法保持学生旺盛的精力和良好的兴趣，培养他们自主学习的能力，扩大教学容量，培养学生的阅读能力，为高考奠定基础。在课前我充分地对教材进行整理和知识梳理。首先，根据我所教学生的英语基础，对教材的内容进行了重新整理，采用分层次教学，设计的习题分为难、中、易三个层次。让所有的学生都有机会有能力来参与到英语课堂中来并所有收获。其次，为了增加学生的兴趣，创设情境，采用新颖的问候方式。教师带着鲸鱼的面具向全体学生打招呼，并自我介绍，采用猜谜语的方式来导入课堂。最后，组织生动的教学活动，采用角色扮演的方式，让学生身临其境地去体会捕鲸人、虎鲸和须鲸三者之间的微妙关系，然后播放捕杀鲸鱼的视频，由学生进行自由讨论，给出自己的观点，培养他们独立思考和自主学习的能力，最后老师做本节课进行总结。总的来说，既增加了学生的学习兴趣，又培养了他们独立学习的能力。但在本节课中，各部分衔接仍有瑕疵，对课堂的整体把握不够熟练，这将是我一名新教师要努力学习和培养的方面，掌握更多的教学经验，去高效地驾驭课堂。
教师信息
选修七第五单元教案
适用学科
精品资料 高中英语
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高中二年级
适用区域
外研版区域 课时时长（分钟）
2 课时
知识点
1.重点词汇：预习 module5 所学词汇： ethnic，minority， ethnic， rainforest，diverse，diversify，native ， national，bright-colored， belt， varied， vary， variety，various， maze， cobbled，Inherit ， property，customary， customer，customs， apron， hieroglyphic， hatch， pineapple，bucket，splash，apparently， crop， opera，maize，script，ouch，hammer， lame，hop， tyre，firm，jungle， soul， distant，ox，spear，garment，sleeve，necklace，jewellery，arch， rigid，Framework，fasten，loose，fiber，rooster，spade，unfold，adjust， furnish furnished，mat，bare，waist， widow， nephew， garage，awkward， pierce，aborigine 2. 重点词组：in use, use up, make use of = take advantage of, of (no) use, bring /put sth. into use, come into use, seat belt = life belt = safety belt, have a population of , It is apparent that… / clear /distinct /obvious /evident, in the distance, from the distance , keep one’s distance, keep sb. at a distance , set off = set out = start out， be in a/ the minority, be in a /the majority, be diverse from = be different from, be native to…,vary from… to…, vary with, a variety of = varieties of , run into, run after, run away, run out of, fasten… and …(together), fasten… to…, fasten on/ upon,adjust to sth/ doing sth. = adjust oneself to , make an adjustment , be furnished with, 3. 重点句型： ①The old town is on the side of a mountain and opposite it is the 5,500 metre Yulong Xueshan Mountain, its peak covered with snow. ② They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists! ③ However different we may appear to be at first, we are all the same, all equal. ④ It is generally agreed that Native Americans came across from Asia, somewhere between 12,000 and 25,000 years ago. ⑤ The people had thick straight black hair, dark eyes and brown skin.
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to date到目前为止 例句： All the objects are from the same excavation site in Sanxingdui and can be dated back to between 3,000 and 5,000 years ago. 所有的物品都来自于三星堆的一个挖掘点，时间可以追溯到3000到5000年前。 date back to＝date from 因追溯是从现在算起指向过去，所以这个短语常用一般现在时。 This custom dates back to the 16th century. 这风俗起源于16世纪。 This is an old building dating back to/dating from the 16th century. 这是一栋追溯至16世纪的古老建筑物。 练习： 1.英译汉My interest in stamp collecting dates back to/from my schooldays. 2.Every day a number of tourists take pictures in front of the tower，which ________ as early as 800 years ago. A．dates back to B．is dated back C．dates back from D．was dated from 答案：
人教版高中英语选修7 Unit3 Reading参考教案
Unit3 Reading参考教案 The First Period 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.
【教案集】人教版高中英语选修七全册教学设计
人教版高中英语选修七全册教学设计 Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning. 教学重点 Get students inspired by positive stories of the people with disabilities. 教学难点 1．Develop students' reading ability.
人教版选修七-Unit3-Under-the-sea-教学设计
人教版Book 7 Unit 3 Under the sea 教学设计 〔教材解析〕本篇课文选自人教版新课标教材的选修模块7，为第一课时，阅读课,将Warming-up, Pre-reading, Reading, Comprehending部分放在同一课时教学，设计成为一节阅读课。故事发生于20世纪初期，一个名叫“Old Tom”的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情。通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。 〔学情分析〕本课是高二年级下学期的课程，学生已经具备一定的知识储备和运用能力，但由于授课的对象的英语基础比较差，水平参差不齐，为了激发全部学生的好奇心和求知欲，课堂采用了创设情境，采用老师扮演鲸鱼，以猜谜的形式引导学生进入本节课。通过对阅读的整体理解后，由学生扮演课文中出现的不同角色，，来活跃课堂气氛，引发学生对动物保护的意识。同时，在阅读课中教师要渗透阅读的方法和答题的技巧，培养学生阅读的综合能力。 教学目标分析 一、知识与技能. 1.Train the students’ reading ability, for example, skimming scanning. 2.Learn and master the following: Words: anecdote, annual, witness, accommodation, shore, opposite, yell, pause, telescope, teamwork, diving, flee, drag, depth, urge, abandon Phrases: be about to do, ahead of, even though, stop…from…, help out,
新课标人教版高中英语(选修七)教案
设计方案二 教材分析 本单元以残疾及残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。Using Language中的Reading，speaking and writing部分要求学生先讨论行动困难的人在电影院可能会遇到的困难，然后引出Alice Major写给the new Bankstown cinema的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，请求建筑师充分考虑残疾人的需求。这封信后有说和写的练习题，通过不同的语言技能训练，完成本单元教学目标。通过读这封建议信，要求学生学会写建议信。 学情分析 本单元的话题是围绕残疾、残疾人的生活展开的，在阅读了残疾人Marty Fielding的故事和聆听了盲人Barry Minto攀爬Mount Kilimanjaro的故事之后，学生对残疾人以及他们在生活中会遇到的困难有了一定的了解。在此基础下，笔者水到渠成地引出此封建议信，增强学生们关心、理解、帮助残疾人的意识。同时，通过阅读这封建议信，让学生熟悉建议信的格式并尝试写建议信。 教学目标 1．语言知识目标 (1)学生能够正确读写及运用以下单词： architect，adequate，access，accessible，handy，basement，row，outwards，exit，approval，dignity，profit，community (2)学生掌握下列词组的意思并能在句子中熟练运用： have access to；enjoy the company of；in comfort；meet with one's approval；make profi ts 2．语言技能目标：强化学生通过略读、查读理清文章脉络结构的能力；训练学生运用所学知识就某一话题展开讨论，并在讨论的基础上进行写作。 3．语言能力目标：提高学生的阅读理解和书面表达能力。 4．情感态度目标： (1)教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。 (2)在小组合作互动中，增强学生的团队合作与分享意识。 重点难点 1．教学重点：阅读能力、写作能力的培养和提高 2．教学难点：掌握建议信这一应用文体的格式，并尝试写建议信 教学策略与手段 在教学过程中，笔者坚持以“教师为主导，学生为主体，任务为基础”的教学原则，以读前、读中、读后三大版块展开阅读教学，任务明确，活动面广。同时贯彻“教中学，学中用”的教学策略，通过仿写建议信，使学生学以致用，学到生活中真正的语言。 教学过程 Step 1Pre－reading Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities might have in a cinema. [设计说明] 该部分作为读前的热身活动，通过全班讨论使学生关注残疾人可能会遇到的困难，为阅读接下来的建议信作好准备。 Step 2While－reading
最新高中英语选修7第三单元阅读课文教学设计(3)讲课讲稿
1、I witnessed it with my own eyes many times. (P20) 后来我亲眼见过多次。 关键透析witness v.目击n. 目击者 Did anyone witness the car accident? 有谁目击了这次车祸。 用法归纳 用适当的词(主要是介词)填空。 (1)in witness to 作为……的对质 (2) witness of an accident 事件的目击者 (3)give witness to a law court 在法庭上作证 2. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again. (P20)我们跑到了岸边，正好看见看见一头巨大的动物猛力跃出水面，然后又坠落到水里。 关键透析throw oneself +介词……，其中throw的用法比较灵活，根据不同的语境有不同的含义。例如： He threw cold water on her idea. 他向她的想法泼冷水。 She threw herself into chair and began to cry. 她倒在椅子上，开始哭泣起来。
His father has thrown himself into education. 他的爸爸全身心地投入教育事业。 联想拓展 throw away 扔掉，抛弃throw down 扔下throw off 匆匆脱掉（衣物）摆脱掉 throw at 向……投掷，向……扔throw to 投给…… = pas s sth. to sb. You can help him to throw this book to him but it’s wrong to throw books at others. 你可以帮他把书传给他，但向别人投掷书本是不对的。 易混辨析 shore /seaside/ coast /beach/ bank shore 指海岸、湖岸，也指近海的一带，以水或海洋为中心而言，同时可指海边休息的地方。 seaside 指近海边地区供游客休憩的地方。 coast通常指狭长的海岸，以陆地为中心而言，例如一个临海的城市的海岸线就用此词。 beach指海洋或较大的湖泊在涨潮时被淹没而在退潮时又露出的斜坡，上面多布满细少或卵石，常指人们玩乐或消遣的沙滩，海滩。 bank 指河流的堤、岸。 I like to lie on the beach with sunglasses and enjoy the sunshine.
高中英语选修七教案：Unit4+Sharing+grammar+
Unit 4 Sharing Period 4 Grammar 教案 I. Teaching aims: 1. To learn the kinds of Atributive Clause. 2. To learn the usage of who, whose; whom; which; that; how; when; why等。 3.Do some practice. II.Procedures Step1. Find 5 sentences used attributive clauses from the text: 1. I’ve included some photos which will help you picture the places I talk about. 2. The boys who had never come across anything like this before started jumping out of windows. 3. Sometimes l wonder how relevant chemistry is to these students，most of whom will be going back to their villages after Year 8 4. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. 5.When we arrived at the village, Tombe’s mother, Kiak, who had been pulling weeds in the garden, started crying “Leee, leee”. Step2. What is attributive clause? 在复合句中修饰名词或代词的从句叫做定语从句。被修饰的名词