高三英語教案全套

Unit1Thatmustbearecord!Ｉ．單元教學目標技能目標Goals▲0Talkaboutrecords,adventuresandhobbies▲1Practisemeasuringandcomparing▲2Reviewthesubject▲3FillinaformII．目標語言功能句式1.Talkaboutrecords,adventuresandhobbies2.PractisemeasuringandcomparingTypicalmeasurements(m=meterscm=centimetersh=hours)Heightofpeople(Whenreferringtopeople,“tall”isused,not“high”,andmeasurementsaregiveninfeetandinches(butnotyards)ormetersandcentimeters.Sheisabout5ft6intall.Theworld’stallestmanis.SpeedAspeedlimitof30mphSoundtravels186,300milesinasecond.MeasurementofTemperatureThenormaltemperatureofthehumanbodyis37°C.Thelowesttemperatureeverrecordedonearth°C.CrossedtheThreeGorgeonahighwire,646meterslong,402metershigh,time13minutes48seconds.WalkedacrossMtHeng,1,399meterslong,436metershigh,time52minutes13secondAtTiankeng,walked687meters,about662metersabovetheground詞匯1.四會詞匯beard,voyager,tight,tightrope,edition,moustache,brewery,conclude,hire,length,athletic,fade,account,attempt,suitable,inspect,confirm,certificate,gradual,blank,enthusiastic,bid,decade,committee,fascinate,burst,underline,globe,bush,skilful,administration,permission,schoolmate,grandparent,recently,familiar,helmet,truly,delight,delighted,energetic,cautious,outgoing,register2.認讀詞匯cheetah,sailfish,gorge,Urumqi,feat,hectare,LanceArmstrong,JuanAntonioSamarranch,spaceman,ramp,skateboarder,skateboard,capture,factor,teenage,skim3.詞組setdown,inarow,inthefirstplace,applyfor,burstintosth,centeron/upon,concentrateon4．重點詞匯setdown,attempt,suitable,applyfor,inspect,confirm,enthusiastic,bid,fascinate,burstintosth.underline,centeron/upon,concentrateon,delight,delighted,cautious,outgoing,register語法ReviewtheSubject重點句子1．Instead,theeditorsofthebooksetdowntherecordsandkeeptrackoftheminotherways.2．Impressiveastherecordis,itfadesnexttothestoryofArmstrong’sstruggleagainstdisease.3．Thesenewsportsarecalled“extremesports”andallcenteronthe“X-factors”thepurejoyofdoingsomethingthatyoudidnotthinkyoucoulddoandovercomingyourfears.III．教材分析與教材重組1. 教材分析通過學習《吉尼斯世界紀錄大全》的介紹，同學們可以了解到該書集知識性與趣味性于一體，是一本非常暢銷的書。該書內(nèi)容廣泛，涉及政治、經(jīng)濟、藝術(shù)、體育、自然等各個方面，可以說包羅萬象，休閑時光，輕松閱讀，不但放松了心情，還增長了很多知識。雖然大部分紀錄對普通人來說都高不可攀，不過也有一些紀錄是普通人創(chuàng)造的，因為吉尼斯是“普通人的奧運會”，要入選吉尼斯世界紀錄關(guān)鍵是要有創(chuàng)意,以此鼓勵學生的創(chuàng)新精神，培養(yǎng)他們的創(chuàng)新意識。沒準哪天學生中有人也創(chuàng)個吉尼斯世界紀錄，為國爭光。 WARMINGUP通過一些有趣的吉尼斯世界紀錄測試題， 讓同 學們了解計量單位名 稱與數(shù)字的用法， 激發(fā)學生對此書的興趣。 LISTENING是對人和動物的高度、體重和速度的比較和描述。SPEAKING是一個任務型教學活動。采訪新疆達瓦孜藝術(shù)的第六代傳人Adili阿迪力。練習計量單位名稱與數(shù)字的用法。PRE-READING是快速閱讀訓練。要求學生掌握一定的快速閱讀技巧，準確找出問題的答案。READING是關(guān)于《吉尼斯世界紀錄大全》的介紹。文中介紹了第一本吉尼斯大全問世的過程，世界紀錄涉及的內(nèi)容，人們?yōu)槭裁磳κ澜缂o錄感興趣以及什么樣的記錄才能被采納。

POST-READING第一個題是5個問答題，目的是訓練學生的事實核對能力；第二題是把6個句子同文章進行匹配，考查學生的英語思維能力；第三題要求學生寫出申請吉尼斯紀錄的正確步驟，考查學生的閱讀理解及記憶能力。LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習，旨在培養(yǎng)學生的英語思維能力，有助于養(yǎng)成英語思維的習慣。Grammar介紹句法知識——句子的主語。幫助同學們了解哪些結(jié)構(gòu)可以做句子的主語。INTEGRATINGSKILLS中的Reading介紹了極限運動，極限運動可以鍛煉人的毅力和膽識，幫助人類不斷挑戰(zhàn)自我，挑戰(zhàn)極限，體會生活樂趣。WRITING部分要求學生完成吉尼斯紀錄申請表。TIPS介紹了怎樣提高學習效率。2.教材重組將WARMINGUP、LISTENING與SPEAKING整合在一起，通過談論世界紀錄，練習計量單位名稱與數(shù)字的表達方法，上一節(jié)“聽力口語課”。把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。將INTEGRATINGSKILLS設計為一節(jié)“泛讀課（一）”。把WORKBOOK中的聽力作為導入，復習申報吉尼斯紀錄的程序，然后填一份申報吉尼斯紀錄登記表。將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。將WORKBOOK中的INTEGRATINGSKILLS設計為一節(jié)“泛讀課（二）”3.課型設計與課時分配（經(jīng)教材分析，本單元可以用6課時教完）1stPeriodListening&Speaking2ndPeriod Reading 3rdPeriod IntegratingSkills(1)4thPeriodWriting5thPeriodIntegratingSkills(II)6thPeriodGrammarIV.分課時教案TheFirstPeriodListening&SpeakingTeachinggoals教學目標1.TargetLanguage目標語言a.重點詞匯和短語beard,voyager,tight,tightrope,edition,moustacheb.交際用語Practiseexpressingmeasuringandcomparing.2.Abilitygoals能力目標Enablestudentstotalkaboutrecords,adventuresandhobbies.Helpthemlearntoexpressmeasuringandcomparing.3.Learningabilitygoals學能目標Talkaboutrecords,adventuresandhobbies.Practiseexpressingmeasuringandcomparing.Learntousesometypicalmeasurements.Teachingimportantpoints教學重點Talkaboutrecords,adventuresandhobbies.Practiseexpressingmeasuringandcomparing.Learntousesometypicalmeasurements.Teachingdifficultpoints教學難點Howtousemeasurementscorrectly.Teachingmethods教學方法Discussing(cooperativelearning)Listening,speakingTeachingaids教具準備ataperecorder,aprojectorandacomputerTeachingprocedures&ways過程與方式StepILeadinginAsmostoftheSeniorGradeIIIstudentsstartschoolinAugust,theweathermustbeveryhot.Theteachermaystarttheclasswiththefollowingquestion.“Whatisthehighesttemperaturerecordedthissummer?”ThenleadstudentstodothequizabouttheamazingfactsonPage1.T:Goodmorning/afternoon,everyone!Ss:Goodmorning/afternoon,Mr./Ms…T:Itisveryhot,whatisthetemperature?S1:Itisreportedthehighesttemperatureis35°CT:Isitthehottestdayrecodedthissummer?S2:Idon’tthinkso.ItwasmuchhotteronJuly26.Thetemperaturewas37°Conthatday.T:Good.I’mverygladyouarecarefulaboutthis.Butdoyouknowthelowesttemperaturerecordedonearth?(ShowthequestionsonPage1onthePowerPoint.)Pleaseworkingroupsandtrytofindtheamazingfacts.StepIIWarmingupStudentswillworkingroupstodecidetheanswers.Whethertheycanguesstheanswersornotisnotimportant.Theaimofthisquizistostimulatetheirinterest.TwominuteslatershowtheanswersonthePowerPoint.T:Ok.Itdoesn’tmatterwhetheryouguessedtheanswersornot.Howdoyoufindthequestions?Ss:Veryinteresting.T:Doyouknowwheretofindtheanswerstosuchinterestingquestions?Ss:TheGuinnessBookofWorldRecords.T:Yes,itisabookcontainsrecordsofallkinds.Afterclasspleasefindmoreinformationinthebookinthelibrary.Inthisclasswearegoingtopractisemeasuringandcomparing.Firstlookatsometypicalmeasurements.Ok,pleasereadafterme.ShowthefollowingonthePowerPoint.(m=meterscm=centimetersh=hours)Heightofpeople(Whenreferringtopeople,“tall”isused,not“high”,andmeasurementsaregiveninfeetandinches(butnotyards)ormetersandcentimeters.Sheisabout5ft6intall.Theworld’stallestmanis.SpeedAspeedlimitof30mphSoundtravels186,300milesinasecondMeasurementofTemperatureThenormaltemperatureofthehumanbodyis37°CThelowesttemperatureeverrecordedonearth°CStepIIIListeningInthisprocedure,studentswillhearsomeonetalkaboutthesizeandthespeedofhumansandanimals.Thepurposeoftheexerciseistopractisemeasuringandcomparing.Beforelistening,studentswilldiscussthethreequestionsingroups.T:Areyoufamiliarwiththemeasurements?Ss:Yes.T:Ok.Howtallareyou.WangFei?S1:I’m175cms.T:Thenwhoisthetallestinyourclass?Ss:LiLeiandheis184cmstall.T:ThenwecansayLiLeiistallerthanWangFei.DoyouknowhowtallYaoMingis?S2:Heis.T:ThenamongthepeopleweknowYaoMingisthetallest.OK,let’scometothelisteningpart.Youaregoingtohearsomeonetalkaboutthesizeandthespeedofhumansandanimals.Beforewelistentothetape,let’slookatthequestionsonPage2.Nowworkingroupsanddiscussthethreequestions.Youaregivenfiveminutes.Fiveminuteslater,checktheanswerswiththewholeclass.Variousanswersmaybegiven.T:Welldone.That’syouropinion.Nowlet’slistentothetapeandhearwhatotherssay.PlaythetapeforstudentstofinishtheListeningExercises2-3onPage2.Playthetapeagainwhennecessary.Thenchecktheanswerswiththewholeclass.StepIVSpeakingAninterviewoftherecord-breakingtightropewalkerAdili.Whilestudentspresenttheinterview,theteachermayshowthephotostohelptheotherstounderstandtheinterviewbetter.T:BesidesYaoMing,wehaveanothercelebrity.Whoisit?(ShowthepictureofAdilionthepowerpiont)S1:Adili,atightropewalker.T:Whowouldliketosaysomethingabouthim?S2:HewasborninXinjiangin1971.S3:Hehasalovelydaughter.S4:Heisfamousastherecord-breakingtightropewalker.S5:HisnameisintheGuinnessBook.T:NowAdiliisvisitingourcityandyouaregoingtointerviewhimfortheschoolnewspaper.Pleasedon’tforgettorefertotheinformationonPage3.Workinpairsand5minuteslaterIwillasksomeofyoutoactitout.ASampleoftheinterview.A:AdiliB:AJournalistB:Adili,gladtomeetyouandwelcometoourcity!I’maschooljournalistfromNo1MiddleSchool.A:Thankyou!B:Thestudentsinourschooladmireyouverymuch.Theyareeagertolearnsomethingaboutyou.MayIaskyousomequestions?A:OK.ThankyouandIamwillingtobeofsomehelp.B:Howmanyyearshasyourfamilywalkingontherope?A:Myfamilyhasbeenwalkingontightropesfor430years!B:Wow,somanyyears!Couldyousaysomethingaboutthe2022-yearrecord?Howmanydaysdidyoustayonthehighwire?A:InMay2022,Ibrokeaworldrecordbystayingonawireropefor22daysandbeatthe21-dayGuinnessworldrecord.Iwalkedontheropeuptofivehoursaday.Ispenttherestofthetimeinahutattheendoftherope.B:Youareverygreat.IwastoldyoubrokesomeotherGuinnessworldrecords.CouldyousaysomethingaboutyourropewalkacrosstheThreeGorges?Howlongwasthewire?Howhighwasthewireabovethegroundandhowlongdidthewalktakeyou?A:OnJune22,1997IcrossedtheThreeGorgesonahighwire,whichwas646meterslong,402metershighandthewalktookme13minutes48seconds.IbroketheGuinnessworldrecordsetbyaCanadian.B.Weareveryproudofyou.InOctober2000youbrokeanotherGuinnessworldrecordwhenyouwalkedacrossMt.Heng.Howlongwasthewire?Howhighwasthewireabovethegroundandhowlongdidthewalktakeyou?A:WhenIwalkedacrossMt.Heng,Icrossedawire1,399meterslong,436metershighandIspent52minutes13secondsonit.great!InAugust2022youbrokeanotherGuinnessworldrecordatTiankeng.Howhighwasthewireabovetheground?A:AtTiankeng,Iwalked687meters,about662metersabovethegroundandbeatthe402metersabovethegroundrecord.B.Thankyouverymuch.Youhavebeenbreakingrecords.Youhavebeenchallengingyourself.Weshouldlearnfromyou.Goodlucktoyourfutureperformance.A:Thankyou.StepVHomeworkSurfontheInternetorusethelibrarytofindsomeinformationofTheGuinnessBookofWorldRecords.Unit2Crossinglimits=1\*ROMANI．單元教學目標技能目標SkillGoals▲Talkaboutexploringtheworld▲Practisejudgingsituationsandmakingdecisions▲Reviewthepredicate▲Writeapersuasiveessay=2\*ROMANII．目標語言功能句式Expressionstojudgesituationsandmakedecisions:a.Expressionsusedtojudgesituations:1.Frommyunderstanding,Ifinditpossiblethat…2.Inmyopinion,nobodyhastherightto…3.Forthesakeof…,Ibelieve…4.Inrespectfor…,weshould…5.Everythinghastwosides,butI…6.Bynomeansshouldwesacrificepeople’slifeinthenameofscience…b.Expressionsusedtomakedecisions:1.It’shardtodecide…h(huán)owever,2.Takeeverythingintoconsideration,I…3.Inspiteof…,Istillbelieve…4.Iamlikelytothink…because…5.Mychoicewillbe…詞匯四會詞匯evaluate,various,key,origin,equip,puzzle,wealthy,Asian,African,ambassador,wander,motherland,existence,accurate,navy,treasure,command,royal,embassy,zebra,volunteer,radium,dam,suggest,accomplish,sickness,unable,sacred,refer,aircraft,arise,evidence,chairman,praise認讀詞匯ChristopherColumbus,endeavor,MarcoPolo,spice,Ceylon,Arab,westernmost,Roman,empire,rhinoceros,horn,Shanga,awareness,fleet,symbolic,sum,horizon,navigation,Korea,theHimalayas,Sherpa,Tibet,honesty,dedication,ideal,technological詞組inthenameof,inexchangefor,setsail,inreturn,bringup,apartfrom,referto,runout重點詞匯various,key,wealthy,accurate,wander,suggest,accomplish,arise,praise語法ReviewthePredicate:1.Ateamofscientistsdiscoversanimportantancientgravenearthevillageofnativepeople.2.IwasreadingabookaboutMarcoPolowhenyoucalled.3.Wecansendrobotsequippedwithcamerasandothertoolstodoobservationsforus.4.Theworldmapwasagreatpuzzletopeopleofearlycivilizations.5.AsmallbronzestatueoflionhasbeenfoundintheSwahilitownofShanga.重點句子1.Tradeandcuriosityhaveoftenformedthefoundationformankind’sgreatestendeavor.2.TheArabiccontactstotheAfricancoastledtothenextmeetingbetweenblackpeopleandaChinese.3.ThecontactsbetweenChinaandAfricaoverthecenturieshadledtotheawarenessofeachother’sexistence,butstillnoaccuratemapsofthecountriesaroundtheIndianOceanexisted.4.Intheyearsbetween1405and1433,sevenlargetreasurefleetssailedwestwardsonvoyagesoftradeandexploration.5.Thefleetmadeseveralexpeditionsbeforetheexplorationwasstopped,probablyforeconomicreasons.=3\*ROMANIII.教材分析與教材重組教材分析本單元的話題是Crossinglimits，話題涉及的歷史和地理知識龐雜，給學生理解文章帶來了較大難度。Pre-reading,Reading和Post-reading部分涉及了許多背景知識，這會給學生精讀文章帶來障礙。WarmingUp,Listening和IntegratingSkills部分涉及到Exploration話題的空間跨度很大，因此解決好中外、過去和現(xiàn)在Exploration的關(guān)系可以促進學生理解話題——跨越極限。Speaking和Writing以判斷和勸誘為主題，旨在通過理解和學習話題，發(fā)展學生理解觀點和形成自主判斷，促進學生的自主決策能力。WARMINGUP以４位中外航海家的圖片為引線，引出了本單元人物和話題。４個任務設計層層深入，首先由人物事跡逐漸導向單元話題——Exploration。最后一個任務把話題引向具體的單元話題的目標語言。LISTENING包括Pre-listening,While-listening和Post-listening三個部分。Pre-listening的目的是培養(yǎng)學生聽前預測的能力，這就使得聽的過程目的性很強。Post-listening的兩個任務設計各有側(cè)重，任務１強調(diào)對聽力內(nèi)容的整體理解，任務２則側(cè)重對話題思想的理解，重在培養(yǎng)學生解決問題的能力。整體上來看，Listening的設計旨在培養(yǎng)學生預測、選擇、判斷和深層加工信息的能力。SPEAKING部分包括三個Situations。三個Situations都是以科學發(fā)現(xiàn)和探測為主題，提出問題情境，旨在培養(yǎng)學生對問題情境的判斷能力和運用語言解決問題的能力。問題的情境設計具有思辨性特征，學習者只有對問題情境的深刻理解，才能做出準確的判斷，在此基礎上形成決策。READING部分包括Pre-reading,Reading和Post-reading三個部分。Pre-reading以SilkRoad為主題，輸入背景知識，促進學生對Reading的深刻理解。Reading講述了海上絲綢之路開辟的背景、發(fā)展和繁榮，文章的后半部分重點記敘了鄭和下西洋的過程和意義。Reading的主題內(nèi)容明確，此主題是培養(yǎng)學生民族自豪感的好材料。Reading的語言材料不難，但是由于文章所記敘的內(nèi)容時間跨度很大，關(guān)系略顯復雜，學生不易把握文章的結(jié)構(gòu)。教學中處理好背景知識輸入和讀懂文章整體結(jié)構(gòu)的任務設計，就基本可以很好地完成教學任務。Post-reading是對Reading內(nèi)容的熟練和主題的拓展，最后一個任務升華了主題。這些任務設計都要求學生跨越段落尋找信息，因此教學設計中要適當補充和重新設計Tasks，以使得大多數(shù)學生都能讀透文章。LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy的前兩個練習序列性很強，兩個練習設計注重詞性拓展和運用。任務中基本涉及到本單元重點詞匯和常見詞匯，但是對學生而言，僅依靠這樣兩個任務設計是不能夠達到熟練的目的，因此應該適當?shù)脑贖omework或者IntegratingSkills部分運用恰當?shù)娜蝿赵O計來達到使學生能夠熟練運用這些詞匯的目標。WordStudy的第三個練習訓練學生在語境中運用詞匯的能力，材料內(nèi)容補充了本單元話題的背景知識。WordStudy基本上呈現(xiàn)出了本單元的重點詞匯，任務形式以訓練為載體，強調(diào)了語言知識的運用能力，因此教學中要細處理。Grammar則分成兩個Parts.Part1要求學生要學會識別和判斷Predicate；Part２強調(diào)了Predicate在語篇中的運用。由于是復習內(nèi)容，所以兩個Task的內(nèi)容設計顯得簡單，可以適當補充一些Tasks來強化學生在寫作過程中準確運用Predicate的能力。INTEGRATINGSKILLS分為2部分：Reading和Writing。Reading記敘了中外Pioneers爬越珠穆朗瑪峰的過程，文章的語言內(nèi)容不難，不會對學生構(gòu)成整體的閱讀障礙，但文章中涉及到的一些細節(jié)知識需要學生細讀才能準確把握，因此可利用本篇閱讀材料重點培養(yǎng)學生細節(jié)理解能力。閱讀材料后的四個任務設計都是圍繞細節(jié)理解展開，任務設計采用口頭回答和Paraphrasing的形式，目的是訓練學生的口頭表達能力。Writing部分的內(nèi)容以閱讀材料為背景，以爬山是否應該帶氧氣為主題形成討論，分為兩種觀點。題目設計同前面Speaking話題相同，訓練學生的思維辨析能力，提高其運用筆頭形式表達觀點的能力。寫作要求學生要拓展話題，了解更多的Mountain-climbing事實或?qū)嵗齺碇С钟^點。因此寫好文章的關(guān)鍵重在于事例和事實的采集、整理和分析。Tips的主題內(nèi)容是閱讀指導，指導學生對于不同文體和主題的閱讀材料要選用不同的閱讀方法。閱讀策略訓練一直都是閱讀指導的重點，因此可選用報刊選載、小說和科技說明文來指導學生利用Tips的建議閱讀，強化閱讀策略訓練。Checkpoint2是本單元語言知識的反饋和強化。分為謂語形式和單元話題詞匯與句式復習兩個部分，此項內(nèi)容可以作為反饋練習來強化單元知識。教材重組教材的WarmingUp和Listening兩部分內(nèi)容相關(guān)性很大，WarmingUp的材料不僅可以導出單元話題，而且可以利用WarmingUp的內(nèi)容為Listening鋪墊必要的語言準備。Workbook部分的Listeningpractice可以被用來補充更多的單元信息和訓練學生的聽力能力。因此可以整合這3部分內(nèi)容，上一節(jié)聽力課。Speaking的內(nèi)容以Exploration為題，重在培養(yǎng)學生運用思維辨析、判斷和決策的能力，組織語言材料的難度較大。但可以借助WarmingUp的內(nèi)容和聽力材料為輔助材料，運用Mind-Map教學策略來幫助學生收集材料，降低難度，上一節(jié)口語課。Pre-reading,Reading和Post-Reading三個教學環(huán)節(jié)序列性很強，互為補充。IntegratingSkills的Talking部分同教材Reading部分內(nèi)容有很大相關(guān)性，整合這4個環(huán)節(jié)，可以設計一節(jié)文化背景輸入→閱讀→讀后反思→讀后討論的流線形精讀課。LANGUAGESTUDY重在語言知識復習和強化，教學中通過合理設計任務，分類組合，設計一節(jié)以語言訓練為載體的語言知識學習課。INTEGRATINGSKILLS的Reading的內(nèi)容相對簡單，但是在單元教學中作用很大。其內(nèi)容不僅是對單元話題的拓展，也是對后面寫作內(nèi)容的鋪墊。通過精處理，拓展話題理解，訓練語言知識，就可以起到承前啟后的作用。INTEGRATINGSKILLS部分的寫作設計是對單元話題的總結(jié)。語言的輸出方式以Essay載體，以單元主題為話題，既呼應了SPEAKING，又升華了主題。Workbook的IntegratingSkills分為Reading和Writing兩部分內(nèi)容，Reading的內(nèi)容同教材部分Reading的內(nèi)容的文章結(jié)構(gòu)有相似之處，都是對歷史事件和歷史人物的記敘和評價；Writing以Essaywriting為主題，呼應教材Speaking和Writing部分。因此可以這兩部分為載體，上一節(jié)綜合實踐課來強化本單元讀寫技能的實踐運用。課型設計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用7課時教完）1stPeriodListening2ndPeriodSpeaking3rdPeriodReading4thPeriodLanguagestudy5thPeriodExtensivereading6thPeriodWriting7thPeriodIntegratingskills=4\*ROMANIV.分課時教案TheFirstPeriodListeningTeachinggoals教學目標1.Targetlanguage目標語言重點詞匯和短語explore,exploration,discover,discovery,facerisks,facechallenges,modernmeans,equipment2.Abilitygoals能力目標Enablestudentstolearnthatexploringinthepastandpresentarequitedifferent.3.Learningabilitygoals學能目標Enablestudentstolearnhowtocomparebetweenthepastandpresentexploring.Teachingimportantpoints教學重點Enablestudentstofullyunderstandthe“problem-solution”partinWarmingUpandListeningmaterials.Teachingdifficultpoints教學難點Bytraininglisteningstrategiesofpredictionanddoingshorthand,enablestudentstoformagoodhabitoflistening.Teachingmethods教學方法1.Teamworklearning2.Task-basedlearningTeachingaids教具準備AprojectorandsomeslidesTeachingprocedures&ways教學過程與方式StepIRevision(Givereadingmaterialsbeforeclass)T:First,let’scheckyourhomeworktoseehowwellyouhavepreparedfortheclass.Nowpleasedothequiz.Quiz:1.WhowasthefirstpersonthatmappedtheIndiancoast?2.Whowasthefirstpersonthatdiscoveredthe“NewWorld”?3.WhydidAbelTasmansailalongthecoastofAustraliaandmanyislandsinthePacificOcean?4.WhatwasJamesCook’spurposeofhisvoyage?Key:ZhengHeColumbusTasmanwastoanswerquestionsaboutthenatureofthegeographyofPacificOceanregionsduringhisexploration.CookwaschosenbytheRoyalSocietyofLondontoundertakeascientificjourneytoTahititoobserveanddocumenttheeventastheplanetVenuspassedbetweentheearthandthesun.Hissecrettaskwastofindnewlandmassesinthesouth.StepⅡWarmingUpTaskone:WorldmapexplorationT:Lookatthemapandtellmehowmanycontinentsthereareintheworld.Whatarethey?Showaworldmapthroughslide.S:Therearesevencontinentsintheworld.TheyareAsia,Africa,Europe,Oceania,NorthAmerica,SouthAmericaandAntarctic.T:Observethemapcarefullyandfindtheirseparatepositions.TellmewhichoceanseparatesAsiafromOceania,andwhichseparatesEuropefromAmerica.ThentellmewhichoceanswehavetocrossifwetaketheshortestroutefromChinatotheeastcoastofAfricabysea.S:ThePacificOceanseparatesAsiafromOceaniaandtheAtlanticOceanseparatesEuropefromAmerica.WehavetocrossthePacificOceanandtheIndianOcean.Tasktwo:DiscussandanswerT:Workinpairsanddiscussthefollowingquestion?Question:Whatwerethedangersandchallengesthatexplorershadtofaceinthepastwhileexploringtheworld?Youcanfindanswersinyourreferencehandoutorrecallthemfromyourmemory.S:Therewerealotofdangersthatmadetheirexplorationdifficult.First,theyhadtostruggleagainstbigstorms,icebergsandgreatrocksthatlieunnoticedinthesea.Second,theymayeasilygetillwithoutfreshvegetablesonboard.Third,theyhadtofightagainstpiratesandunfriendlynatives.Taskthree:ListwordsandexpressionsT:Sincewehaveknownalotaboutexplorationatsea,nowpleaserecallthewordsandexpressionswejustusedintalkingaboutexploration.Youcanalsothinkoutthesewordsandexpressionbyusingmind-mapstrategy.Studentsrecallthewordsbyusingmind-mapstrategyandmakethefollowinglist.ItemLanguageWordswiththemeaningexplorationanddiscoveryMakeadiscovery,expedition,exploretheunknown,explorationPurposesandexperiencesinthecourseofanexpeditionDoscientificresearch,mapthecoast,findanewlandmass,discoveranisland,hitarock,meetwithstorms,fightagainstthenatives,land,hideinaharborTransportandcommunicationsetoutfor,setsailfor,onboard,bysea,ondeck,byradio,byflaglanguage,bytelephoneStepIIIPre-listeningTaskone:PredictionT:Nowwearegoingtohearaninterviewbetweenareporterandaprofessoraboutexploringinthepastandatpresent.Beforelistening,pleasethinkwhatsortofquestionsthereporterwillaskandlistatleastthreequestions.S:Hemayaskthefollowingthreequestions.1.Whatcommunicatingtoolsdidtheyuseinthepast?2.Howdidtheystoreenoughfreshwater?3.Howdidtheydealwithsicknessinthecourseofexplorationinthepast?T:Ifthereporterraisestheabovequestions,whatexampleswilltheprofessorgivetoanswerthequestions?S:Hemaygiveanexampleofagreatexplorerandexplainthequestions.Tasktwo:QuestionandanswerT:Whatmodernmeanscanexplorersmakeuseoftoday?S:Theycansendmessagesbyradioandtakepictureswithadvancedcamerasinspacetravel.Theycanalsouserobotsandotheradvancedequipmenttoaccomplishsomedangeroustasks.StepIVWhile-ListeningTaskone:ListenforthefirsttimeandfillinthechartT:Inthetapeyouaregoingtohearthedifferencesofcommunicationandtransportusedinthepastandatpresent.Listentothetapeandfillthechartofexercise2onpage11.Studentslistenanddotheexcercise.Tasktwo:DoshorthandT:Listentothetapeforthesecondtimeandfillinthechartbelow.Beforethatyouhadbetterreadthequestionsofexercise3carefully.Studentslistentothetapeanddoshorthand.RisksinthepastSolutionsformodernexplorershavingnomapSimilaritiesbetweenthepastexpeditionsandtripstoMarsStepVPost-listeningTaskone:DiscussionT:Explorationmeansadvancement.ItwasArmstrong’sfirststeponthemoonthatenablespeopletoknowwhattherealmoonislike.Meanwhile,explorationsarenotwithoutdangersandchallenges.Recallyourearlyexperiencesorchooseonetopicfromtheteacher’slisttodiscusswhatdangersordifficultiesyoumayhaveinthecourseofexploration.Workingroupsoffourandlistallthepossibledangersordifficulties.Afterthat,pleasefindoutpossiblesolutionstotheproblems.Teacher’slist:SituationsExploringanuninhabited(無人居住的)islandGoingthroughacaveDiscoveraspecialplantStudentsdiscussingroupsandtrytofindoutpossiblesolutions.S:Takeexploringanuninhabitedislandasanexample,wemaymeetthefollowingdangersanddifficultiesandwehavefoundoutpossiblesolutionstothem,asisshowninthebelow.DangersanddifficultiesSolutionsWemaymeetwithbigwavesonthevoyagePrepareaboatstrongenoughandlistentoweatherforecastbeforehandWemaygetlostintheislandTakeacompassandmakemarksalongthewayWemayfinditdifficulttomakemealsPrepareenoughfoodandfreshwaterandtakesomematchesWemaybeattackedbythesnakesPrepareasafesleepingbagandsomemedicinesStepⅥListeningpracticeTaskone:ChoosethebestanswersT:Listentothetapeforthefirsttimeanddoexercise2onpage153.Studentsgothroughtherequirementbeforelisteningandlistentogettheanswers.Tasktwo:ListenandanswerquestionsT:Listentothetapeforthesecondtimeanddoexercise3onpage153.Studentsgothroughtherequirementbeforelisteningandfindanswerstothequestions.Step=7\*ROMANVIIHomeworkTaskone:Usethefollowingwordstomakeshortphrases(eg:evaluate—evaluatethesituation)Wordsandexpressions:evaluate,various,makeadecision,inthenameof,solvetheenergyproblem,berichin,takepossessionof,damage,disturb,availableTasktwo:Interviewsomeofyourclassmatesandfindoutiftheywouldliketotakepartin“ATriptoanUninhabitedSmallIsland”.Thenwriteasmallpassageshowingdifferentopinionsandtheirreasons.Attheendofthepassage,youshouldexpressyourownreasonandopinion.Samplekey:YesterdayImadeasurveyamongmyclassmatestoseeiftheywouldliketotakepartinatriptoanuninhabitedisland.Theiropinionsaredivided.About60%ofthestudentsagreetotakeapartintheexploration.Somebelievethatexplorationwillbuilduptheircourage.Somegirlsthinktheexplorationwillmaketheirexperiencericher.Andmoststudentsarecuriousaboutitandtakeitagoodchancetotesttheirabilityofindependence.About40%ofstudentsdisagreewiththeidea.Themainreasonisthatitistoodangerous.Therestofthestudentstakenointerestinsuchactivities.Frommypointofview,Ithinklifemeanstoexperience.Andwecanbemoreindependentonlywhenwetakeapositiveattitudetowardseverything.Therefore,Iwilltakepartinit.Unit3ThelanddownunderI.單元教學目標技能目標SkillGoals▲TalkaboutAustralianhistory,geography,nature,customsandculture▲Practiceexpressingprohibitionsandwarnings▲ReviewthePredicative▲WriteadescriptionofanimalsII.目標語言功 能 句 式Expressionsofprohibitionsandwarnings:Youcan’t/mustn’t...Ifyou...,you’ll...You’dbetternotdoit.Don’tsmoke!Don’tbelate!Lookout!Takecare!Becareful!詞 匯1．四會詞匯strait,islander,fellow,criminal,govern,resemble,diverse,transform,immigration,strengthen,differ,pronunciation,vocabulary,female,concept,chew,chairwoman,entire,mine,fence,birthplace,outing,lemonade,barbecue,roast,steak,barrier,pointed,claw,hairy,medium,bushy2．認讀詞匯Canberra,outback,territory,Queensland,Victoria,Tasmania,Aborigines,TorresStrait,Portuguese,Dutch,claim,governor,newcomer,commonwealth,theCommonwealthofAustralia,mate,Sheila,wilderness,billabong,aboriginal,koala,Alaska,dingo,theGreatBarrierReef,logical,wombat3．詞組Asaconsequence(of),breakout,feed...on,bemadeupof,haveaninfluenceon,benefitfrom語 法ThePredicativeTeachingEnglishasaforeignorsecondlanguagehasalreadybecomeabigbusiness.Twoplustwoisfour.Shanghaiisnolongerwhatitusedtobe.Hereldestsonhasbeenwayfromhomeeversincethewarbrokeout.重 點 句 子SydneyisperhapsAustralia’smostfamouscity,butthecapitalofAustraliaisCanberra,acitylocatedbetweenSydneyandMelbourne.P22Later,whentheAmericanWarofIndependencemadeitimpossibleforEnglandtosendprisonerstoNorthAmerica,Australiawaschosenasanewplacewhereprisonersandcriminalsweresent.P22ThenewcomerschangedthewaylandwasmanagedandintroducednewplantsandanimalsthatwereharmfultotheAustralianecosystems.P22AftertheSecondWorldWar,Australiabegantotransformitselfintothemoderncountryitistoday.P23III.教材分析和教材重組1.教材分析本單元的中心話題是“澳大利亞”，通過本單元的學習，讓學生了解該國的地理、歷史、自然、風俗、文化等方面的知識，激發(fā)學生對旅游的興趣。整個單元的熱身、閱讀等語言知識和語言技能項目都圍繞該話題展開。WARMINGUP通過三個問題和一幅地圖，喚起學生腦海里已有的澳大利亞的知識，和進一步了解澳大利亞的欲望。LISTENING由三個練習組成，錄音分為兩部分。第一個練習要求預測錄音要談