最新人教版选修七Unit3Underthesea教案及说课稿.docx
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最新人教版选修七Unit3Underthesea教案及说课稿.docx
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最新人教版选修七Unit3Underthesea教案及说课稿
Unit3Underthesea
I.教学内容分析
本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇妙景观和有关大海的神话展开的。
WarmingUp部分通过讨论海底生物和了解海底世界的途径导入本单元话题。
Pre-reading部分通过讨论图片导入课文并介绍故事背景。
Reading部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采用了大量的动作描写,并使用了大量的-ing形式。
Comprehending部分由三个练习题组成,旨在逐步加深学生对课文的理解。
LearningaboutLanguage部分突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing形式的被动语态。
UsingLanguage部分包括阅读和写作两部分。
课文通过对海的世界奇观妙境的描写,为学生树立了景物描写的典范。
写作部分要求学生仿照课文描写景物。
本部分中,形容词的顺序和复合形容词的构成也是学生应了解的内容。
SummingUp部分要求学生对本单元的内容、词语和结构进行总结,有助于学生
LearningTip部分介绍了合成形容词的构词法,并指导学生在写作中主动利用构词规则组词。
II.教学重点和难点
1.教学重点
(1)本单元的生词和短语;
(2)掌握运用-ing形式的被动式;
(3)学会在对话和写作中表达责备、抱怨以及要求赔偿。
2.教学难点
(1)帮住学生更多地了解海洋生物,培养学生尊重海洋、爱护海洋生物的道德品质;
(2)学会仿照课文描写景物;
(3)学会复述故事。
III.教学计划
本单元建议分五课时:
第一课时:
Warmingup,Pre-reading,Reading&Comprehending
第二课时:
LearningaboutLanguage
第三课时:
Readinganddiscussing(UsingLanguage)
第四课时:
Reading,discussingandlistening(UsingLanguage)&Speakingandwriting(UsingLanguage)
第五课时:
Readingtask(Workbook)&Writingtask(Workbook)
Period1Warmingup,Pre-reading,Reading&Comprehending
TeachingGoals:
1.ToarouseSs’interestinanimalsandplantslivingunderthesea.
2.TodevelopSs’readingability.
3.Toappreciatehowthewriterdescribesmovements.
TeachingProcedures:
Step1.Leading-in
Purpose:
ToarouseSs’interestinthecontentofthisunit.
1.AskSstocollectinformationaboutseaanimalsandplantsandanswerthefollowingquestion.
Canyounamesomeanimalsandplantslivingunderthesea?
What’syoufavorite?
Speakaboutit.
2.AskSstocollectinformationaboutwhalesandanswerthefollowingquestion.
(1)Arewhalesfish?
Howdoyouknow?
(2)Whatisakillerwhale?
Whatdoyouknowaboutit?
Step2.Warmingup
Purpose:
TogetSstoknowsomethingaboutthecontentofthisunit.
1.GettwoorthreeSstotalkabouttheirfavoriteanimalsorplantsunderthesea.AndaskSstoanswerthefollowingquestion.
Fromwheredidyoulearnthis?
2.AskSstolookatthethreepicturesofWarmingUponP19andanswerthefollowingquestions.
(1)Whatareyourfavoriteseaplantsandanimals
(2)Wherecanyoufindthem?
(3)Ifpossible,wouldyouliketokeepsomeathome?
Step3.Pre-reading
Purpose:
TogettheSspreparedforreadingthetext.
1.AskSstotalkaboutwhales.Teachermaysay,“Today,wearegongtoreadastoryofalargeanimallivinginthesea,akillerwhale.Doyouthinkwhalesarefish?
Whydoyousayso?
ThengetoneoftwoSstotalkaboutwhales.”
2.AskSstolookatthepictureofPre-readingandanswerthefollowingquestions.
(1)whatdoyouthinkishappening?
(2)Whatisakillerwhale?
Canyoutellmeaboutit?
Step4.Fastreading
Purpose:
TogetSstoreadforthegeneralidea.
1.AskSstoreadthetextfastandsumupthemainideaofthetextandanswerthefollowingquestion.
Inwhatpersonisthetextwritten?
SuggestedAnswer:
Thetextiswritteninthefirstperson.
2.PlaythetapeandaskSstoreadafterit.
Step5.Intensivereading
Purpose:
TodevelopSs’readingabilityofscanning.
1.PlaythetapeagainsentencebysentenceandaskSstounderlinewhattheycannotunderstand.
2.AskSstodiscusswhattheyhaveunderlined.
3.ReadthefollowingsentencesandaskSstofindwhethertheyaretrueorfalse.
4.AskSstomakeadialogueaccordingtothequestionsinEx1ofComprehendingonP21andthenactitout.
Step6.Languagepoints
(1)
Purpose:
Tolearnthelanguagepointsinthetext.
1.Presentthefollowingphrasesontheblackboard.AskSswhethertheyarewhattheyhaveunderlinedandthenaskthemtotranslatethemintoChinese.Finally,getthemtorememberthesentencescontainingthesephrases.
2.LeadSstodealwiththefollowinglanguagepoints.
Step7.Languagepoint
(2)
Purpose:
Todealwiththemainsentencestructures.
1.AskSstofindthesentencescontaining–ingformsandtellwhatpartstheyplayinthesentences.Thenpresentthefollowingsentencesontheblackboard.
(1).Werandowntotheshoreintimetoseeanenormousanimalthrowingitselfoutofwater.
(2).IsawJamesbeingheldupinthewaterbyOldTom.
(3).Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.
(4).Gorgedidn’tlikebeingkeptwaiting.
(5).Icouldseehewasterrifiedofbeingabandonedbyus.
(6).Thekillersovertherearethrowingthemselvesontopofthewhale’sblowholetostopitbreathing.Andthoseothersarestoppingthemfleeingouttosea.
(7).IlookeddownintothewaterandcouldseeOldTomswimmingbytheboat,showingustheway.
(8).AndtherewasTom,circlingbacktotheboat,leadingustothehuntagain.
(9).Gorgetoldme,pointingtowardsthehunt.
(10).“Theyarehavingagoodfeedonitslipsandtongue,”addedGorge,laughing.
(11).Gorgetoldme,pointingtowardsthehunt.
(13).Beingbadlywounded,thewhalesoondied.
SuggestedAnswers:
(1)~(3):
宾语补足语(4)~(6):
宾语(7):
宾补,伴随状语(8):
状语(9)~(11):
伴随状语
2.CollectSs’questionsinunderstandingthegrammar.
Step8.Extension
Purpose:
TodevelopSs’mentalityofharmoniouscoexistencebetweenmanandnature.
1.AskSstoanswerthefollowingquestionsanddiscussthem.
(1)Howdoyoufeelafterreadingthetext?
(2)Shouldwhalehuntingbebanned?
2.AskSstomakeadialogueaccordingtotheresultofthediscussion.
Step9.Homework
1.Rewritethereadingtextinthethirdperson.EncourageSstousetheirownwords.
2.Makesentenceswiththephraseslearntinthetext.
Period2LearningaboutLanguage
TeachingGoals:
1.Torevisethepassive–ingform.
2.ToenableSstomastersomenewwordsandexpressions.
TeachingProcedures:
Step1.Revision
1.AskSstospeakoutthewordsandexpressionslearntinthisunit.Thestudentwhoknowsthemostwillbepraised.
2.AskSstoexchangethesentencestheymadewiththephrases.
Step2.Grammar
1.Completethefollowingsentenceswiththesuitable–ingformoftheverbsinthebrackets.
(1)_______(laugh)atinpublicmadehimupset.
2.Analyzethegrammarbyexplainingtheanswers.
Group1:
In
(1)~(10),passiveformsofgerundsusedassubjectsorobjects.
Note:
In(8)~(10),passiveformsarenotused.
Group2:
In(11)~(14),non-finiteverbsusedasattributives.
Convertthepastorpresentparticiplesintoattributiveclauses.
(11).Thehouse(whichwas)builtlastyearwillbeourdormitory.
(12).Thehouse(whichis)tobebuiltnextyearwillbeourdormitory.
(13).Thehouse(whichis)beingbuiltnowwillbeourdormitory.
(14).Thesoldier(whois)beingoperatedonnowwaswoundedinthefight.
Group3:
In(15)~(21),non-finiteverbsusedasadverbials.
Convertthepastorpresentparticiplesintoadverbialclauses.
(15).(IfIhadbeen)givenmoretime,Iwouldhavedonetheworkbetter.
(16).Ifyougivememorelove,youwouldbemoreloved.
(17).When(shewas)askedaboutherfather,thegirlcried.
(18).(Whilehewas)askingthisandthat,thedoctortookoutsomemedicine.
(19)..(Aftertheyhadbeen)shownaroundtheschool,theleaderswenttothehotel.
(20).(Asitis)beingpainted,thehousecan’tbemovedin.
(21).(Asitis)beingrepaired,thecarcan’tbeusedrightnow.
3.AskSstofinishEx1andEx2inUsingStructureonP64~65.Andthenchecktheanswerswiththeclass.
4.LetSsfinishEx3inUsingWordsAndExpressionsonP63.LeaveSsenoughtimeforthinking.Collectdifferenttranslations.
Step3.Homework
1.AskSstofinishEx1andEx2inRevisingUsefulStructuresonP22andEx1andEx2inUsingWordsAndExpressionsonP63.
2.AskSstopreviewthereadingtextinUsingLanguageonP23andfinishEx1onP24accordingtothereadingtext.
Period3Readinganddiscussing(Usinglanguage)
TeachingGoals:
1.TogetSstolearnhowtodescribethings.
2.TogetSstoknowsomethingabouttheformationofcompoundadjectives.
TeachingProcedures:
Step1.Revision
1.AskSstospeakoutsentenceswiththepassive–ingform.Thestudentwhospeaksoutthemostwillbepraised.
2.CheckthehomeworkwiththeclassandcorrectSs’errors.
Step2.Leading-in
Purpose:
GetSspreparedforthetextlearning.
1.AskSstolookatthepicturesonP23andaskthefollowingquestions.
(1)Whatcanyouseeinthepictures?
Aretheybeautiful?
(2)Wheredoyouthinkwecanfindthem?
2.TellSswhatmaninthepastthoughtaboutthedeepseaandleadthemtothereadingtext.Teachermaysay,“Butinthepast,mandidn’tknowmuchaboutthedeepsea.Hethoughttherewasnolivingthingindeepseabecausetherewaslittlelightandgreatpressure.Buthewaswrong.Itisacolorfulworldfulloflife.Today,let’sseewhatitislikeunderthesea.”
Step3.Fastreading
1.AskSstolistentothetapeandaskSstosumupthemainideaofthetext
2.AskSstoreadafterthetapeandfinishEx1inReadinganddiscussingonP24.
Step4.Intensivereading
1.AskSstoreadthetextcarefullyandfinishEx2inReadinganddiscussingonP24.
2.AskSstosumupthemainideaofeachparagraphandunderlinewhattheycannotunderstand.
Step5.Languagepoint
1.Explainthefollowinglanguagepoints.
(1)reflecton(line1,para1):
thinkdeeplyabout,consider
Ineedtimetoreflectonwhatyourrequest.我需要时间来考虑一下你的请求。
Youmusttaketimetoreflectonimportantthings.你必须花时间来考虑一下重要的事。
(2)becomeawareof/that(line1,para.2):
realize,gettoknow
Hewasfullyawareofthesituationhewasin.他充分意识到了他所处的环境如何。
Hebecameawareofsomethingapproachinghim.他察觉到了有东西正在向他靠近。
Hebecameawarethatsomegirlswerelookingathimwithinterest.他发觉一些女孩正饶有兴趣地看着他。
(3)upsidedown(line8,para.3):
withtheuppersidebeneath
Thepictureishangingupsidedown.那幅画挂倒了。
Theplaneturnedovertoflyupsidedown.飞机翻了个身,开始倒飞。
Theplatewaslyingupsidedownonthef
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