1、Unit 3 Under the seaI教學(xué)內(nèi)容分析本單元的中心話題是海底世界。聽說讀寫活動主要圍繞海底的動植物、奇妙景觀和有關(guān)大海的神話展開的。Warming Up部分通過討論海底生物和了解海底世界的途徑導(dǎo)入本單元話題。Pre-reading部分通過討論圖片導(dǎo)入課文并介紹故事背景。Reading部分講述了一個虎鯨助人捕鯨、救人脫險的故事。課文中采用了大量的動作描寫，并使用了大量的-ing形式。Comprehending部分由三個練習(xí)題組成，旨在逐步加深學(xué)生對課文的理解。Learning about Language部分突出了本單元詞匯和語法的學(xué)習(xí)與訓(xùn)練。本單元的語法是-ing形式的被動語態(tài)

2、。Using Language部分包括閱讀和寫作兩部分。課文通過對海的世界奇觀妙境的描寫，為學(xué)生樹立了景物描寫的典范。寫作部分要求學(xué)生仿照課文描寫景物。本部分中，形容詞的順序和復(fù)合形容詞的構(gòu)成也是學(xué)生應(yīng)了解的內(nèi)容。Summing Up部分要求學(xué)生對本單元的內(nèi)容、詞語和結(jié)構(gòu)進(jìn)行總結(jié)，有助于學(xué)生Learning Tip 部分介紹了合成形容詞的構(gòu)詞法，并指導(dǎo)學(xué)生在寫作中主動利用構(gòu)詞規(guī)則組詞。II教學(xué)重點和難點1. 教學(xué)重點(1) 本單元的生詞和短語；(2) 掌握運用-ing 形式的被動式；(3) 學(xué)會在對話和寫作中表達(dá)責(zé)備、抱怨以及要求賠償。2. 教學(xué)難點(1) 幫住學(xué)生更多地了解海洋生物，培養(yǎng)學(xué)生

3、尊重海洋、愛護(hù)海洋生物的道德品質(zhì)；(2) 學(xué)會仿照課文描寫景物；(3) 學(xué)會復(fù)述故事。III教學(xué)計劃本單元建議分五課時：第一課時：Warming up, Pre-reading, Reading & Comprehending 第二課時：Learning about Language第三課時：Reading and discussing (Using Language) 第四課時：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五課時：Reading task

4、(Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & ComprehendingTeaching Goals: 1. To arouse Ss interest in animals and plants living under the sea.2. To develop Ss reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-in

5、Purpose: To arouse Ss interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the following question.Can you name some animals and plants living under the sea? Whats you favorite? Speak about it. 2. Ask Ss to collect information about whales and

6、answer the following question. (1) Are whales fish? How do you know? (2) What is a killer whale? What do you know about it?Step 2. Warming up Purpose: To get Ss to know something about the content of this unit.1. Get two or three Ss to talk about their favorite animals or plants under the sea. And a

7、sk Ss to answer the following question. From where did you learn this? 2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1) What are your favorite sea plants and animals(2) Where can you find them?(3) If possible, would you like to keep some at home?Ste

8、p 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1. Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of a large animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.

9、”2. Ask Ss to look at the picture of Pre-reading and answer the following questions.(1) what do you think is happening? (2) What is a killer whale? Can you tell me about it? Step 4. Fast reading Purpose: To get Ss to read for the general idea. 1. Ask Ss to read the text fast and sum up the main idea

10、 of the text and answer the following question.In what person is the text written?Suggested Answer: The text is written in the first person.2. Play the tape and ask Ss to read after it.Step 5. Intensive reading Purpose: To develop Ss reading ability of scanning.1. Play the tape again sentence by sen

11、tence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false. 4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step

12、6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead

13、 Ss to deal with the following language points.Step 7. Language point (2) Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to

14、the shore in time to see an enormous animal throwing itself out of water. (2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didnt like being kept waiting.(5).I could see he was terrified of being abandoned by u

15、s.(6).The killers over there are throwing themselves on top of the whales blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the

16、boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounded, the whale soon died.Suggested Answers:(1)(3): 賓語補(bǔ)足語 (4)(6): 賓語 (7):

17、 賓補(bǔ)，伴隨狀語 (8):狀語 (9)(11): 伴隨狀語2. Collect Ss questions in understanding the grammar.Step 8. Extension Purpose: To develop Ss mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1) How do you feel after reading the text?(2) Should wha

18、le hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1. Rewrite the reading text in the third person. Encourage Ss to use their own words.2. Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To r

19、evise the passive ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1. Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the most will be praised.2. Ask Ss to exchange the sentences they made with the phrases.S

20、tep 2. Grammar1. Complete the following sentences with the suitable ing form of the verbs in the brackets.(1) _(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In (1)(10), passive forms of gerunds used as subjects or objects. Note: In (8)(10), passive for

21、ms are not used.Group 2: In (11)(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses. (11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which i

22、s) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15) .(If I had been) given more time, I would have done the wor

23、k better.(16) .If you give me more love, you would be more loved.(17) .When (she was) asked about her father, the girl cried.(18) .(While he was) asking this and that, the doctor took out some medicine.(19) .(After they had been) shown around the school, the leaders went to the hotel.(20) .(As it is

24、) being painted, the house cant be moved in.(21) .(As it is) being repaired, the car cant be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P6465. And then check the answers with the class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thin

25、king. Collect different translations.Step 3. Homework1. Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 in Using Words And Expressions on P63.2. Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24 according to the reading text.Period 3

26、Reading and discussing (Using language)Teaching Goals: 1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1. Ask Ss to speak out sentences with the passive ing form. The student who speaks out the m

27、ost will be praised.2. Check the homework with the class and correct Ss errors.Step 2. Leading-in Purpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful? (2) Where do you think w

28、e can find them? 2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didnt know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wro

29、ng. It is a colorful world full of life. Today, lets see what it is like under the sea.”Step 3. Fast reading1. Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2. Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask S

30、s to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand.Step 5. Language point1. Explain the following language points.(1) reflect on (line 1, para 1): think deeply about, considerI nee

31、d time to reflect on what your request. 我需要時間來考慮一下你的請求。You must take time to reflect on important things. 你必須花時間來考慮一下重要的事。(2) become aware of / that (line 1, para.2): realize, get to know He was fully aware of the situation he was in. 他充分意識到了他所處的環(huán)境如何。He became aware of something approaching him. 他察覺

32、到了有東西正在向他靠近。He became aware that some girls were looking at him with interest. 他發(fā)覺一些女孩正饒有興趣地看著他。(3) upside down ( line 8, para.3): with the upper side beneathThe picture is hanging upside down. 那幅畫掛倒了。The plane turned over to fly upside down. 飛機(jī)翻了個身，開始倒飛。The plate was lying upside down on the floor.

33、 盤子倒扣在地板上。2. Ask Ss to finish Ex3 in Reading and discussing on P24 and explain the order of attributives. 定語排列順序口訣：大小，新舊，形狀，顏色，產(chǎn)地，材料（大齡形顏國材）定語排列順序規(guī)律： 客觀程度大的詞離中心詞最近， 主觀程度大的詞距離中心詞最遠(yuǎn)。例如：two old brown china tea pot兩只古老的棕色的瓷茶壺two round red French wooden table兩張紅色的法國產(chǎn)木頭圓桌 3. Ask Ss to finish Ex4 in Readin

34、g and discussing on P24 and explain the formation of compound adjectives.(1) Get Ss to find the compound adjectives used in the text.bird-like, yellow-spotted, sea-slug, blue-striped, wise-looking (2) Explain the following ways to form compound adjectives. 數(shù)詞+名詞the 100-meter race, a 100-dollar note,

35、 a five-star hotel, 副詞/形容詞+動詞hard-working, good-looking 名詞+likea childlike old man 副詞+過去分詞a well-written composition, a well-behaved gentleman, hard-won peace, a newly-shaved face, a poorly-dressed man 形狀名詞+shapeda U-shaped pipe, a love-shaped diamond 數(shù)詞+名詞eda three-legged table, a one-eyed horse, a

36、 two-handedrobot, four-footed animals, a seven-year-old boy, a four-storied building 形容詞+名詞ed a kind-hearted woman, a near-sighted student, a red-haired youth, an absent-minded student, cold-blooded animals, 名詞+現(xiàn)在分詞peace-loving people, heart-breaking news, English-speaking countries, peace-keeping t

37、roops 其他a stay-at-home motherStep 6. Homework1. Ask Ss to review all the language points in this period.2. Ask Ss to preview the content of the next period.Period 4 Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)Teaching Goals:1. To develop Ss ability of li

38、stening, speaking and writing. 2. To practice use of the expressions for blame and complaint.Teaching Procedures:Step 1. Pre-listeningPurpose: To introduce to Ss the topic of listening.1. Lead Ss to the advertisement in Reading, discussing and listening on P25. Teacher may say, “By now we have learn

39、t a lot about the undersea world and about the whales. Im sure you want very much to take a tour and have a look. There are many tourist agencies that organize such tours. Now lets read an advertisement.” 2. Let Ss read the advertisement and discuss the questions above the advertisement. After that,

40、 ask Ss two more questions.(1) If the weather is not good enough, what will you do?(2) Is the travel agency sure about the success of see whales?3. Ask Ss to finish Ex2 in Reading, discussing and listening on P25 and predict the content of the listening text.Step 2. Listening1. Dialogue 1(1) Ask Ss

41、listen to the first dialogue twice and finish the exercises of Dialogue 1 in Ex4 on P26. (2). Ask Ss to listen to the first dialogue for the third time and finish Ex5 on P26.(3). Play the tape of the first dialogue again and ask Ss to finish the exercises of Dialogue 1 in Ex3 on P26.2. Dialogue 2 (1

42、) Ask Ss listen to the second dialogue twice and finish the exercises of Dialogue 2 in Ex4 on P26.(2). Ask Ss to listen to the second dialogue for the third time and finish the exercises of Dialogue 2 in Ex3 on P26.3. Dialogue 3 (1) Ask Ss listen to the third dialogue twice and finish the exercises

43、of Dialogue 3 in Ex4 on P26.(2). Ask Ss to listen to the third dialogue for the third time and finish the exercises of Dialogue 3 in Ex3 on P26.Step 3. Writing1. Divide Ss into three groups and let each group choose one of the three situations on P27.2. Ask Ss to underline the expressions at the top

44、 of P27 and keep them in heart.3. Let each group make up the dialogue and present it before the class.4. Correct the errors in Ss dialogues and ask them to write them down.Step 4. HomeworkGive Ss the following situations and let them make up their dialogues.1. Your neighbor always makes noise. Compl

45、ain to him.2. The traffic in your city is too bad. Complain to the mayor.Period 5 Reading task (Workbook) & Writing task (Workbook)Teaching Goals:1.To know how the Inuit worship the sea. 2. To develop Ss awareness of respecting the sea and protecting wild animals in the sea.Teaching Procedures:Step

46、1. Leading-in Purpose: To get Ss prepared for the new text learning.1. Ask Ss to look at the pictures on P67 and guess what the text is about.2. Let Ss close the book and play the tape. See who can get what the text is abot.Step 2. Fast reading1. Let Ss open the book and listen to the tape to get the main idea of the text.2. Ask Ss to underline what they cannot understand in the text.Step 3. Language point Purpose: To deal with the language p