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高二英語第三單元教學(xué)設(shè)計范文
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高二英語第三單元教學(xué)設(shè)計
〔教材解析〕本篇課文故事發(fā)生于20世紀(jì)初期，一個名叫“Old Tom” 的虎鯨幫助捕鯨人捕鯨以及營救遇難者的事情。通過對文章的整體認(rèn)知和把握，教師給學(xué)生創(chuàng)設(shè)情境，讓學(xué)生和自己的搭檔自主地學(xué)習(xí)、思考和討論，從而激發(fā)學(xué)生對動物的'關(guān)注，鼓勵學(xué)生去了解動物，愛護動物。引發(fā)學(xué)生對動物保護的意識。同時，在閱讀課中教師要滲透閱讀的方法和答題的技巧，培養(yǎng)學(xué)生閱讀的綜合能力。 教學(xué)目標(biāo)分析
一、 知識與技能.
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、 過程與方法
1. Task- based teaching
2. .Cooperation
3. Discussion
三、 情感態(tài)度與價值觀
1. The students’ confidence and interest can be stimulated.
2. Arouse the students to protect animals.
教學(xué)重點
Improve the students’ reading ability
教學(xué)難點
1. How to make the students understand the reading text better.
2. Make the students realize the importance of protecting animals. 教具準(zhǔn)備
Blackboard, multimedia, textbook, a tape recorder
The first period Warming up and Pre-reading
Step 1 Lead-in (10’)
Look at the title and predict what is this unit mainly about. Look at the pictures and ask ; what can you see?
Show more slides and ask: what can you see?
Have you ever seen them before?
Step 2. Warming up (10’)
Discussion .Have you ever seen any sea life under the sea? Where did you see them?(possible answers. (On the Internet ,On TV,In films,in books,On a boat tour? )
Make a list of plants and animals you like,and share them with others.
Do you think that sea animals and sea plants are very important to human beings? Why?
What should we do to protect the sea life from now on? Step 3. Pre-reading (10’)
Look at the pictures,What can you see?
What do you think is happening in the picture?
Read the short description on the left,then discuss what is the following story mainly about.
Brainstorming.Who wrote the story?
What is the story about?
Where did it happen?
Who helped the whalers catch the baleen whale? Step 4 Fast Reading (15’)
Get the students to get a glance at Ex 2 (test for reading). Ask the students to read the text fast to catch the main idea Encourage the students to
look at the table and fill the missing information.
Check answers with the whole class.
Step5 Homework
1.Read through the whole story aloud after class.
2.Review words and useful phrases themselves.
3.Finish off the rest of Exx in Workbook.
Assignments for different students ( on Exercises Book)
Group A Match phrases to their proper meanings and learn by heart. Group B Translate these set phrases and learn them by heart.
Group C Make sentences with these phrases and learn them by heart. The second period Reading and Reading comprehension Step 1 Revision (10 ‘)
1. Check homework exercises on workbook
2.Brainstorming.Ask several questions about the story
3.Go over new words and expressions connected to the text.
Step 2 Skimming (10 ‘)
1. Skim the whole story briefly and then match main
ideas with each paragraph.
2.Put the events into the timeline.Write a sentence in each box. Step 3 Scanning (10 ‘)
In pairs,discuss the following questions
(1)What was the evidence that Old Tom was helping the whalers out?
(2)Why did George think that the killer whalers worked as a team?
(3)Why did the whalers allow the killer whales to drag the whale away?(4)How did old Tom help James?Why did you think he did this?
(5)What other animals do you think help humans out in hunting? Step 4 Careful reading (5’)
Read the following statements and decide TRUE or FALSE
1.It was the killer whales ,or “killers” that helped the whalers catch the baleen whales that were on their annual migration.
2.Old Tom was an enormous animal ,it was a kind of huge fish helping catch the baleen whales
3 The killers started racing between our boat and the whale just like a pack of excited dogs.
4 Within a moment or two,its body was dragged swiftly by the whalers down into the depths of the sea.
5 The killer whale guided the team to the hunt.
Step 5 Difficult and important sentences (5’) (On workbook P35) Step 6 Consolidation (5’)
Retell the whole story according to the timeline of the events on Page21 Homework 1.Go over the new words and phrases related to the text and try to learn them by heart
2.Read the text aloud after class
3.Read through language points of some important words or phrases on workbook and try to learn them by heart
The Third period Language Difficulties
Step 1 Revision (10’)
Ask and answer
Retell the story briefly
Step 2. Language problems (15’)
A.Study the Language points and example sentences in workbook ( see workbook P35---44)
B.Complete the following exercises ( on the workbook 35---44 )
C.Check the answers
Step 3.Practice (15’)
Work in pairs,Complete the following sentences(Workbook P35---44)
Check the answers
Discuss some challenging sentences with the class
Step 4.Consolidation (5’)
Choose the best answer
Step 5.Homework
1) Finish off Exercises 1.2.3 on Page 22
2) Go over words and set phrases.
The Fourth Period Grammar :The Passive voice of the V-ing form Step 1 Revision (10’)
Review new words and phrases
Check homework exercises.
Stress some important words and useful phrases
Step 2 Presentation The Passive Voice of V-ing form (15’)
(1 )Study the following sentences and tell the functions of the underlined part (Workbook P40)
(2 )Read the grammar part in Workbook,pay close attention to the differences between the Active and Passive Voice of V-ing form.( workbook P 40)
Step 3 Practice (10’)
(1 )Work in pairs,fill in the blanks with proper form of the verbs.( workbook P40--41)
(2 )Check the answers
(3 )Discuss some controversial or difficult problems students may raise. Step 4 Special attention and helpful advice (5’)
Step 5 Consolidation exercises (5’)
Give brief explanations to some puzzles if necessary.
Step 6 Homework
1. Finish off Exercises1.2.3 on the textbook
2.Complete Exercises1.2 on Workbook.
3.Go over new words and expressions
The Fifth Period Extensive Reading ,discussion and Writing Step 1 Revision (5’)
Check the homework exercises
Go over new words and set phrases
Step 2 Reading (15’)
(1)Glance at the title and the pictures,and predict what is the diary about.
(2)Read quickly through the diary entry and number the paragraph topics in the correct order.
(3)Second reading, ask the students to read the text again, and guess the meanings of words they don't know.
step 3 Post-Reading (15’)
(1)After reading and getting the general ideas of the text,ask the students to do Exercises 1 on Workbook, decide T
RUE or FALSE
(2)Choose the best answers
(3)Deal with some language points and some difficult sentences
Step 4 Writing (10’)
假如你是李華，上個星期天錢市圖書館發(fā)現(xiàn)了一些問題，根據(jù)提示，給館長寫一封信，反映情況 。1.新書太少 2書架上的書比較混亂。3.閱覽室的一盞燈壞了，桌椅有些也被損壞4.管理員工作時彼此閑聊，讀者無法安靜看書。
【熱身詞匯】
1.表達(dá)某人的看法____
2.以合適的順序分類____
3.集中精力于___________
4.也;又_______________
5.盡可能地_____________
6.對…………有益_________
【句式溫習(xí)】
1.因此我想說出自己的意見，希望這會對你管理圖書館有幫助。 Therefore,_________,hoping it will_______for you to manage the library.
2.首先，書架上新書很少，而且大多數(shù)書在今天已經(jīng)吧受歡迎了。 Firstly,there are not_______books on the shelves,and most o
f them________today.
3.一些書并沒有按照合適的順序分類，這讓讀者很難快速找到想要的書 。
Second, some books are not_______,______for readers to find what they want quickly.
4.因此，作為一個讀者，額我建議你盡快做出一些必要的調(diào)整，以使圖書館讓更多的人受益。
So,as a reader ,I suggest that you make some necessary changes_________so that the library can benefit more people Step 5 Homework
1.Complete the composition above.
2.Go over words and set phrases in this unit.
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