2019学年度高中英语人教版选修七Unit 3 Under the seaPeriod1Reading教案设计(13页word版)

2019学年度人教版选修七Unit 3 Under the seaPeriod1Reading教案设计(Old Tom The Killer Whale)IntroductionIn this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote, reading aloud to the recording, reading for forms, copying and making sentences, understanding difficult sentences, reading and transferring, reading the text once again for the type of writing and summary of Old Tom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage.ObjectivesTo help students understand the text’s forms and contents and learn about under the seaTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up talking about ocean plants and ocean animals Hello, class. Have you been to the sea? This week we shall go to the sea to learn about ocean plants and animals. What do you know about them?There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water. The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean.As for ocean animals, they are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can grow to fairly large size. Nekton isthe free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom.To learn more about ocean and sea, go to page 20.2. Pre-reading by defining anecdote.We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth.Let's start with a definition:"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling them if they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when welack proof, IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have:"Man prefers to believe what he prefers to be true." —Francis Bacon"Now let’s go to page 20 to read the two anecdotes.3. Reading aloud to the recording Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.4.Reading for formsIn using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words.Read the text again to: cut/ the sentence into thought groups,blacken the predicates, darken the connectives and underline all the useful collocations.5. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.6. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7.Reading and transferringIn pairs, read the text, find information to complete the following form.8. Reading the text once again for the type of writing and summary of Old Tom The Killer WhaleDetermining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now read the text once again for the type of writing and summary of Old Tom The Killer Whale.A narrationType ofwritingSummary of storyI witnessed Old Tom, the killer attacking a whale together with six other killers.9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above.10. Closing down by putting the text on stageTo act out is something like to carry out, to perform or to realize something. Acting out the text is a very good way to improve students’ spoken English.To end this period let’s try to put the text story into a play.。