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高中英语人教版 (2019)选择性必修 第四册Unit 3 Sea Exploration教案
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这是一份高中英语人教版 (2019)选择性必修 第四册Unit 3 Sea Exploration教案，共5页。
Perid 4 Listening and Talking教学设计
课题
Unit 3 Perid 4 Listening and Talking
单元
Unit 3
学科
English
年级
Grade 2
教材
分析
听力文本是关于在观鲸营的活动结束后，研究员与学生营员谈论参与的活动的内容。研究员提问，三位营员作答。活动内容依次是学员学习关于鲸类的基本知识，包括鲸的种类数量、鲸的食物、蓝鲸的长度和体重等；理解鲸类研究的意义是为了加深对鲸类习性的了解，通过追踪的方式保护鲸类种群；跟随研究者出海追踪鲸群、采集数据、建立名录；最后，联络世界上的其他鲸类研究小组进行信息共享，通过听对话，学生获得鲸类的有关知识，了解观鲸活动的基本内容，理解研究与保护鲸类的重要性，激发对鲸类乃至整个海洋研究和探索的兴趣与向往。此外，对话中出现多个顺序词，使得说话内容逻辑流畅、条理清晰，值得学生关注和模仿。活动设计：部分设计了六个活动。活动1为听前准备，要求学生阅读观鲸营的宣传海报，思考研究鲸类及其他海洋生物的现实意义。该活动一方面是为学生提供背景知识和语言信息，扫除认知障碍，降低学生的心理焦虑；另一方面是为了培养学生“看”的技能，引导他们结合文字与营地活动的广告理解观鲸主题。活动2至活动4 为听力理解，着重培养学生的听力技能和策略。其中，活动2训练学生获取主旨大意的能力，要求学生关注要点，记录观鲸活动的三项内容。活动3要求学生关注叙述逻辑，注意顺序词在语言表达中的作用，按先后顺序排列内容要点。活动4共有五个问题，主要考查学生获取关键信息的能力。活动5属于口语表达活动。基于听力文本，学生需要站在营员的角度，为其他没有去过的同学介绍观鲸活动的内容。学生需要内化所学知识和语言表达，用恰当的语言转述听力内容，实现语言输出。在表达过程中，学生需要利用顺序词确保表达内容的逻辑清晰。活动6通过“保护生态多样性”的视频向学生展示了美丽海洋世界中丰富的物种。学生观看之后，根据自己的兴趣，讨论想观察的海洋生物。
学习目标与核心素养
1.T get t knw smething abut whales and ther sea animals .
2. T practise listening fr gist in natural English.
3.T practise listening fr sequence.
4.T share pinins abut sea animals.
重点
T practise listening fr sequence.
T practise listening fr gist in natural English.
难点
T share pinins abut sea animals.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in
The sea is full f life, what sea animals and plants d yu knw.
What d yu knw is the biggest animal in the sea ?
Students talk abut what sea animals they knw.
T aruse the students’ interest in the class.
新课
Activity1
Here is a pster f whale watching camp, read it and discuss the questins.
1.What aspect f the camp wuld yu like best?
2.D yu think it is imprtant t carry ut research n whales and ther sea animals？
Activity2
Listen t the head researcher talking t the campers at the end f the day.What three things were the campers asked t d?
What three things were the campers asked t d?
1.t find ut sme facts fr a whale prfile
2.t think abut why they d whale research
3.t g ut with and write a reprt f the wrk they d
Activity 3
Ntes
Sequence:
When peple talk abut a series f actins r events happening in sequence f time, they ften use certain wrds r phrases, such as first, next then, after that, later,and finally.
Circle the sequence wrds befre listening again
sequence wrds: after that, meanwhile, then, finally, first, later.
Listen t Luck’s part f the cnversatin again. Number the infrmatin in the crrect rder.
Activity 4
Befre listening again, circle the imprtant key wrds which can help t easily find the answers.
Key wrds: species, main types, sunds, the whales’ fins, ther research grups.
Answer the questins
1. Hw many species f whales are there?
Over 80.
2. What is the criterin t divide the main types f whales?
The criterin is whether they have teeth r nt.
3. What d whales use sunds fr?
They use sunds t cmmunicate and hunt.
4. Why d the campers take pictures f the whales' fins?
This can help them t tell the whales apart.
5. Why d they cntact ther research grups?
They want t share infrmatin with them.
Activity 5
Tell yur partner wh culd nt make it t the camp abut what happened.
Expressing sequence
Firstly,…Secndly,…Thirdly,…
First f all ,Then/After that/Afterwards/Next/Later n
In the end/At last, that time…Meanwhile…
It began when… Later.. Finally…
Example
A：Tday we learnt abut whales and whale research. First, we fund
sme infrmatin and facts abut whales.We used the library and the Internet.
B：What did yu d after that?
A：Well, after that we thught abut why we d whale research.
B：But why d we d whale research?
A：There are lts f reasns.First f all, we need t knw hw many whales there are.Then, we need t knw where they g. And finally，we need t understand mre abut them.
B：Then what did yu d next?
A：After that, we went ut whale watching, fllwing a grup f whales in a bat.
B：That sunds neat. Did yu just watch them, r did yu d anything else?
A：We started by taking pictures f their fins, s we culd tell them apart. At the same time, we nted their lcatin, s we culd track them.
B：What did yu d afterwards?
A：We created a database and gave each whale a name and number. Finally, we shared ur infrmatin with ther whale research grups
arund the wrld.
B：It all sunds s wnderful!I wish I culd have jined yu.
A : I d, t.
Activity 6
Watch the vide prtecting bidiversity, and then discuss what ther sea animal yu shuld like t see. Talk with yur partner and make a plan fr a trip t see the animals.
Example
Fr ur trip, we wuld like t g t the Shanghai Ocean Aquarium， whse theme is “Spanning five cntinents by a cnnectin f water”.We can first visit the special exhibitin f saving sharks.Then we can g t see the seahrses whse number declined greatly fr the past decade. Hwever， mst peple d nt knw much abut seahrses at all.I think we need t raise awareness abut seahrses and marine cnservatin in China.The last spt will be The Chinese Pavilin, which displays the aquatic rganisms and bi-system in the Yangtze River and sme natinal endangered rare aquatic creatures, like Chinese alligatr and Chinese Sturgen.
Discussin
D yu think human beings can still see varius sea animals in 100 years?
D yu think prtecting bidiversity is an urgent matter and why ?
Students read the pster and discuss the questins.
Students answer the three things that the campers were asked t d
Students circle the sequence wrds befre listening again
Students number the infrmatin in the crrect rder.
Students circle the imprtant key wrds
Students answer the questins
Students tell partner wh culd nt make it t the camp abut what happened.
Students discuss what ther sea animal yu shuld like t see
Students discuss the questins.
T serve as a warn -up fr the activities which fllw.
T practise listening fr gist in natural English.
T help easily
find the answers.
T practise listening fr sequence.
T help t easily find the answers
T practise listening fr details
T help students summarize what happened at the whale watching camp using sequence wrds.
T plan a trip like the whale watching camp t see ther sea animals .
T think and share pinins using what students have learnt in this unit.
作业
Hmewrk
D the exercises n
Page 77 f Wrkbk.
Perid 4 Listening and Talking教学设计
课题
Unit 3 Perid 4 Listening and Talking
单元
Unit 3
学科
English
年级
Grade 2
教材
分析
听力文本是关于在观鲸营的活动结束后，研究员与学生营员谈论参与的活动的内容。研究员提问，三位营员作答。活动内容依次是学员学习关于鲸类的基本知识，包括鲸的种类数量、鲸的食物、蓝鲸的长度和体重等；理解鲸类研究的意义是为了加深对鲸类习性的了解，通过追踪的方式保护鲸类种群；跟随研究者出海追踪鲸群、采集数据、建立名录；最后，联络世界上的其他鲸类研究小组进行信息共享，通过听对话，学生获得鲸类的有关知识，了解观鲸活动的基本内容，理解研究与保护鲸类的重要性，激发对鲸类乃至整个海洋研究和探索的兴趣与向往。此外，对话中出现多个顺序词，使得说话内容逻辑流畅、条理清晰，值得学生关注和模仿。活动设计：部分设计了六个活动。活动1为听前准备，要求学生阅读观鲸营的宣传海报，思考研究鲸类及其他海洋生物的现实意义。该活动一方面是为学生提供背景知识和语言信息，扫除认知障碍，降低学生的心理焦虑；另一方面是为了培养学生“看”的技能，引导他们结合文字与营地活动的广告理解观鲸主题。活动2至活动4 为听力理解，着重培养学生的听力技能和策略。其中，活动2训练学生获取主旨大意的能力，要求学生关注要点，记录观鲸活动的三项内容。活动3要求学生关注叙述逻辑，注意顺序词在语言表达中的作用，按先后顺序排列内容要点。活动4共有五个问题，主要考查学生获取关键信息的能力。活动5属于口语表达活动。基于听力文本，学生需要站在营员的角度，为其他没有去过的同学介绍观鲸活动的内容。学生需要内化所学知识和语言表达，用恰当的语言转述听力内容，实现语言输出。在表达过程中，学生需要利用顺序词确保表达内容的逻辑清晰。活动6通过“保护生态多样性”的视频向学生展示了美丽海洋世界中丰富的物种。学生观看之后，根据自己的兴趣，讨论想观察的海洋生物。
学习目标与核心素养
1.T get t knw smething abut whales and ther sea animals .
2. T practise listening fr gist in natural English.
3.T practise listening fr sequence.
4.T share pinins abut sea animals.
重点
T practise listening fr sequence.
T practise listening fr gist in natural English.
难点
T share pinins abut sea animals.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in
The sea is full f life, what sea animals and plants d yu knw.
What d yu knw is the biggest animal in the sea ?
Students talk abut what sea animals they knw.
T aruse the students’ interest in the class.
新课
Activity1
Here is a pster f whale watching camp, read it and discuss the questins.
1.What aspect f the camp wuld yu like best?
2.D yu think it is imprtant t carry ut research n whales and ther sea animals？
Activity2
Listen t the head researcher talking t the campers at the end f the day.What three things were the campers asked t d?
What three things were the campers asked t d?
1.t find ut sme facts fr a whale prfile
2.t think abut why they d whale research
3.t g ut with and write a reprt f the wrk they d
Activity 3
Ntes
Sequence:
When peple talk abut a series f actins r events happening in sequence f time, they ften use certain wrds r phrases, such as first, next then, after that, later,and finally.
Circle the sequence wrds befre listening again
sequence wrds: after that, meanwhile, then, finally, first, later.
Listen t Luck’s part f the cnversatin again. Number the infrmatin in the crrect rder.
Activity 4
Befre listening again, circle the imprtant key wrds which can help t easily find the answers.
Key wrds: species, main types, sunds, the whales’ fins, ther research grups.
Answer the questins
1. Hw many species f whales are there?
Over 80.
2. What is the criterin t divide the main types f whales?
The criterin is whether they have teeth r nt.
3. What d whales use sunds fr?
They use sunds t cmmunicate and hunt.
4. Why d the campers take pictures f the whales' fins?
This can help them t tell the whales apart.
5. Why d they cntact ther research grups?
They want t share infrmatin with them.
Activity 5
Tell yur partner wh culd nt make it t the camp abut what happened.
Expressing sequence
Firstly,…Secndly,…Thirdly,…
First f all ,Then/After that/Afterwards/Next/Later n
In the end/At last, that time…Meanwhile…
It began when… Later.. Finally…
Example
A：Tday we learnt abut whales and whale research. First, we fund
sme infrmatin and facts abut whales.We used the library and the Internet.
B：What did yu d after that?
A：Well, after that we thught abut why we d whale research.
B：But why d we d whale research?
A：There are lts f reasns.First f all, we need t knw hw many whales there are.Then, we need t knw where they g. And finally，we need t understand mre abut them.
B：Then what did yu d next?
A：After that, we went ut whale watching, fllwing a grup f whales in a bat.
B：That sunds neat. Did yu just watch them, r did yu d anything else?
A：We started by taking pictures f their fins, s we culd tell them apart. At the same time, we nted their lcatin, s we culd track them.
B：What did yu d afterwards?
A：We created a database and gave each whale a name and number. Finally, we shared ur infrmatin with ther whale research grups
arund the wrld.
B：It all sunds s wnderful!I wish I culd have jined yu.
A : I d, t.
Activity 6
Watch the vide prtecting bidiversity, and then discuss what ther sea animal yu shuld like t see. Talk with yur partner and make a plan fr a trip t see the animals.
Example
Fr ur trip, we wuld like t g t the Shanghai Ocean Aquarium， whse theme is “Spanning five cntinents by a cnnectin f water”.We can first visit the special exhibitin f saving sharks.Then we can g t see the seahrses whse number declined greatly fr the past decade. Hwever， mst peple d nt knw much abut seahrses at all.I think we need t raise awareness abut seahrses and marine cnservatin in China.The last spt will be The Chinese Pavilin, which displays the aquatic rganisms and bi-system in the Yangtze River and sme natinal endangered rare aquatic creatures, like Chinese alligatr and Chinese Sturgen.
Discussin
D yu think human beings can still see varius sea animals in 100 years?
D yu think prtecting bidiversity is an urgent matter and why ?
Students read the pster and discuss the questins.
Students answer the three things that the campers were asked t d
Students circle the sequence wrds befre listening again
Students number the infrmatin in the crrect rder.
Students circle the imprtant key wrds
Students answer the questins
Students tell partner wh culd nt make it t the camp abut what happened.
Students discuss what ther sea animal yu shuld like t see
Students discuss the questins.
T serve as a warn -up fr the activities which fllw.
T practise listening fr gist in natural English.
T help easily
find the answers.
T practise listening fr sequence.
T help t easily find the answers
T practise listening fr details
T help students summarize what happened at the whale watching camp using sequence wrds.
T plan a trip like the whale watching camp t see ther sea animals .
T think and share pinins using what students have learnt in this unit.
作业
Hmewrk
D the exercises n
Page 77 f Wrkbk.
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