人教版选修7 unit3 Under the sea P1 教学设计Word文档下载推荐.docx-资源下载

人教版选修7 unit3 Under the sea P1 教学设计Word文档下载推荐.docx

2、harpoon at the ready. 由此引入阅读文章的相关背景知识：1. 作者:名叫Clancy的老人（an old man|， called Clancy）; 2. 职业:捕鲸人（a whaler）; 3. 文体: 逸事（anecdotes）; 4. 概要: 虎鲸（killer whale）在每年的迁徙过程中帮助捕鲸人捕捉须鲸（baleen whale）; 5. 地点; 澳大利亚（Australia）; 6. 时间: 20世纪初（at he beginning of the 20th century）|。教师也可以参考本书提供的关于“anecdote”材料进行“读前”活动|。Read

7、SING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”|。将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”|。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”|。Period 5将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”|。第二部分教学资源说明Section 1Background 背景围绕单

10、|， 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|， re

11、ading 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 texts forms and contents and learn about und

13、said as he ran ahead of me. 3. We jumped into the boat with the other whalers and headed out into the bay. 4As we drew closer|， I could see a whale being attacked by a pack of about six other killers. 5. I told myself they werent dangerous but that didnt stop me from feeling scared to death for a mo

14、ment!6My heart was beating wildly I felt very exposed in such deep clear water. 7. He let it go and the harpoon lit the spot. 8. The water was quite shallow but where the reef ended|， there was a sharp drop to the sandy ocean floor. 9The fish didnt seem to mind me swimming among them.10. George star

15、ted beating the water with his oar and there was Tom|， circling back to the boat|， leading us to the hunt again. Aids Multimedia facilities|， tape-recorder|， photos|， diagramsProcedures1. Warming up talking about ocean plants and ocean animalsHello|， class. Have you been to the sea? This week we sha

16、ll 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 th

17、e 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|，

18、however|， they can grow to fairly large size. Nekton is the 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.

19、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 experi

20、ences? These are questions of vital importance for people who consider it important to really learn what is fact and truth. Lets 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 the

21、m interesting and often personal. They are unusual|， and are often what we have personally experienced or heard about. We wouldnt 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 we lack pr

22、oof|， 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 BaconNow lets go to page 20 to read the two anecdotes. 3. Reading aloud to the recordingComprehensionunderstanding what you ar

23、e readingis 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. R

24、eading for forms In 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

25、. 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 th

26、e 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

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