高二英語第三單元教學設計範文

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〔教材解析〕本篇課文故事發生於20世紀初期，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.整體認知和把握，教師給學生創設情境，讓學生和自己的搭檔自主地學習、思考和討論，從而激發學生對動物的關注，鼓勵學生去了解動物，愛護動物。引發學生對動物保護的意識。同時，在閲讀課中教師要滲透閲讀的方法和答題的技巧，培養學生閲讀的綜合能力。 教學目標分析

　　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. eration

3. Discussion

　　三、 情感態度與價值觀

1. The students’ confidence and interest can be stimulated.

2. Arouse the students to protect animals.

教學重點

Improve the students’ reading ability

教學難點

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 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.

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

through the whole story aloud after class.

ew words and useful phrases themselves.

sh 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

several questions about the story

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.

the events into the e 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

was the killer whales ,or “killers” that helped the whalers catch the baleen whales that were on their annual migration.

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 over the new words and phrases related to the text and try to learn them by heart

the text aloud after class

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’)

y the Language points and example sentences in workbook ( see workbook P35---44)

lete the following exercises ( on the workbook 35---44 )

k the answers

Step tice (15’)

Work in pairs,Complete the following sentences(Workbook P35---44)

Check the answers

Discuss some challenging sentences with the class

Step olidation (5’)

Choose the best answer

Step work

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

lete Exercises1.2 on Workbook.

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現了一些問題，根據提示，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.閲覽室的一盞燈壞了，桌椅有些也被損壞4.管理員工作時彼此閒聊，讀者無法安靜看書。

　　【熱身詞彙】

1.表達某人的看法____

2.以合適的順序分類____

3.集中精力於___________

4.也;又_______________

5.儘可能地_____________

6.對…………有益_________

　　【句式温習】

1.因此我想説出自己的意見，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，而且大多數書在今天已經吧受歡迎了。 Firstly,there are not_______books on the shelves,and most o

f them________today.

3.一些書並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，額我建議你儘快做出一些必要的調整，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

lete the composition above.

over words and set phrases in this unit.