高三英語(yǔ)教案全套

Unit1Thatmustbearecord!Ｉ．單元教學(xué)目標(biāo)技能目標(biāo)Goals▲0Talkaboutrecords,adventuresandhobbies▲1Practisemeasuringandcomparing▲2Reviewthesubject▲3FillinaformII．目標(biāo)語(yǔ)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(huì)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(rèn)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(diǎn)詞匯setdown,attempt,suitable,applyfor,inspect,confirm,enthusiastic,bid,fascinate,burstintosth.underline,centeron/upon,concentrateon,delight,delighted,cautious,outgoing,register語(yǔ)法ReviewtheSubject重點(diǎn)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(guò)學(xué)習(xí)《吉尼斯世界紀(jì)錄大全》的介紹，同學(xué)們可以了解到該書集知識(shí)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(jì)、藝術(shù)、體育、自然等各個(gè)方面，可以說(shuō)包羅萬(wàn)象，休閑時(shí)光，輕松閱讀，不但放松了心情，還增長(zhǎng)了很多知識(shí)。雖然大部分紀(jì)錄對(duì)普通人來(lái)說(shuō)都高不可攀，不過(guò)也有一些紀(jì)錄是普通人創(chuàng)造的，因?yàn)榧崴故恰捌胀ㄈ说膴W運(yùn)會(huì)”，要入選吉尼斯世界紀(jì)錄關(guān)鍵是要有創(chuàng)意,以此鼓勵(lì)學(xué)生的創(chuàng)新精神，培養(yǎng)他們的創(chuàng)新意識(shí)。沒(méi)準(zhǔn)哪天學(xué)生中有人也創(chuàng)個(gè)吉尼斯世界紀(jì)錄，為國(guó)爭(zhēng)光。 WARMINGUP通過(guò)一些有趣的吉尼斯世界紀(jì)錄測(cè)試題， 讓同 學(xué)們了解計(jì)量單位名 稱與數(shù)字的用法， 激發(fā)學(xué)生對(duì)此書的興趣。 LISTENING是對(duì)人和動(dòng)物的高度、體重和速度的比較和描述。SPEAKING是一個(gè)任務(wù)型教學(xué)活動(dòng)。采訪新疆達(dá)瓦孜藝術(shù)的第六代傳人Adili阿迪力。練習(xí)計(jì)量單位名稱與數(shù)字的用法。PRE-READING是快速閱讀訓(xùn)練。要求學(xué)生掌握一定的快速閱讀技巧，準(zhǔn)確找出問(wèn)題的答案。READING是關(guān)于《吉尼斯世界紀(jì)錄大全》的介紹。文中介紹了第一本吉尼斯大全問(wèn)世的過(guò)程，世界紀(jì)錄涉及的內(nèi)容，人們?yōu)槭裁磳?duì)世界紀(jì)錄感興趣以及什么樣的記錄才能被采納。

POST-READING第一個(gè)題是5個(gè)問(wèn)答題，目的是訓(xùn)練學(xué)生的事實(shí)核對(duì)能力；第二題是把6個(gè)句子同文章進(jìn)行匹配，考查學(xué)生的英語(yǔ)思維能力；第三題要求學(xué)生寫出申請(qǐng)吉尼斯紀(jì)錄的正確步驟，考查學(xué)生的閱讀理解及記憶能力。LANGUAGESTUDY分詞匯和語(yǔ)法兩部分。其中，Wordstudy是一個(gè)英語(yǔ)釋義練習(xí)，旨在培養(yǎng)學(xué)生的英語(yǔ)思維能力，有助于養(yǎng)成英語(yǔ)思維的習(xí)慣。Grammar介紹句法知識(shí)——句子的主語(yǔ)。幫助同學(xué)們了解哪些結(jié)構(gòu)可以做句子的主語(yǔ)。INTEGRATINGSKILLS中的Reading介紹了極限運(yùn)動(dòng)，極限運(yùn)動(dòng)可以鍛煉人的毅力和膽識(shí)，幫助人類不斷挑戰(zhàn)自我，挑戰(zhàn)極限，體會(huì)生活樂(lè)趣。WRITING部分要求學(xué)生完成吉尼斯紀(jì)錄申請(qǐng)表。TIPS介紹了怎樣提高學(xué)習(xí)效率。2.教材重組將WARMINGUP、LISTENING與SPEAKING整合在一起，通過(guò)談?wù)撌澜缂o(jì)錄，練習(xí)計(jì)量單位名稱與數(shù)字的表達(dá)方法，上一節(jié)“聽力口語(yǔ)課”。把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。將INTEGRATINGSKILLS設(shè)計(jì)為一節(jié)“泛讀課（一）”。把WORKBOOK中的聽力作為導(dǎo)入，復(fù)習(xí)申報(bào)吉尼斯紀(jì)錄的程序，然后填一份申報(bào)吉尼斯紀(jì)錄登記表。將GRAMMAR與WORKBOOK中的語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。將WORKBOOK中的INTEGRATINGSKILLS設(shè)計(jì)為一節(jié)“泛讀課（二）”3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用6課時(shí)教完）1stPeriodListening&Speaking2ndPeriod Reading 3rdPeriod IntegratingSkills(1)4thPeriodWriting5thPeriodIntegratingSkills(II)6thPeriodGrammarIV.分課時(shí)教案TheFirstPeriodListening&SpeakingTeachinggoals教學(xué)目標(biāo)1.TargetLanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)beard,voyager,tight,tightrope,edition,moustacheb.交際用語(yǔ)Practiseexpressingmeasuringandcomparing.2.Abilitygoals能力目標(biāo)Enablestudentstotalkaboutrecords,adventuresandhobbies.Helpthemlearntoexpressmeasuringandcomparing.3.Learningabilitygoals學(xué)能目標(biāo)Talkaboutrecords,adventuresandhobbies.Practiseexpressingmeasuringandcomparing.Learntousesometypicalmeasurements.Teachingimportantpoints教學(xué)重點(diǎn)Talkaboutrecords,adventuresandhobbies.Practiseexpressingmeasuringandcomparing.Learntousesometypicalmeasurements.Teachingdifficultpoints教學(xué)難點(diǎn)Howtousemeasurementscorrectly.Teachingmethods教學(xué)方法Discussing(cooperativelearning)Listening,speakingTeachingaids教具準(zhǔn)備ataperecorder,aprojectorandacomputerTeachingprocedures&ways過(guò)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(xué)目標(biāo)技能目標(biāo)SkillGoals▲Talkaboutexploringtheworld▲Practisejudgingsituationsandmakingdecisions▲Reviewthepredicate▲Writeapersuasiveessay=2\*ROMANII．目標(biāo)語(yǔ)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(huì)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(rèn)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(diǎn)詞匯various,key,wealthy,accurate,wander,suggest,accomplish,arise,praise語(yǔ)法ReviewthePredicate:1.Ateamofscientistsdiscoversanimportantancientgravenearthevillageofnativepeople.2.IwasreadingabookaboutMarcoPolowhenyoucalled.3.Wecansendrobotsequippedwithcamerasandothertoolstodoobservationsforus.4.Theworldmapwasagreatpuzzletopeopleofearlycivilizations.5.AsmallbronzestatueoflionhasbeenfoundintheSwahilitownofShanga.重點(diǎn)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(shí)龐雜，給學(xué)生理解文章帶來(lái)了較大難度。Pre-reading,Reading和Post-reading部分涉及了許多背景知識(shí)，這會(huì)給學(xué)生精讀文章帶來(lái)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(guò)去和現(xiàn)在Exploration的關(guān)系可以促進(jìn)學(xué)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(guò)理解和學(xué)習(xí)話題，發(fā)展學(xué)生理解觀點(diǎn)和形成自主判斷，促進(jìn)學(xué)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(gè)任務(wù)設(shè)計(jì)層層深入，首先由人物事跡逐漸導(dǎo)向單元話題——Exploration。最后一個(gè)任務(wù)把話題引向具體的單元話題的目標(biāo)語(yǔ)言。LISTENING包括Pre-listening,While-listening和Post-listening三個(gè)部分。Pre-listening的目的是培養(yǎng)學(xué)生聽前預(yù)測(cè)的能力，這就使得聽的過(guò)程目的性很強(qiáng)。Post-listening的兩個(gè)任務(wù)設(shè)計(jì)各有側(cè)重，任務(wù)１強(qiáng)調(diào)對(duì)聽力內(nèi)容的整體理解，任務(wù)２則側(cè)重對(duì)話題思想的理解，重在培養(yǎng)學(xué)生解決問(wèn)題的能力。整體上來(lái)看，Listening的設(shè)計(jì)旨在培養(yǎng)學(xué)生預(yù)測(cè)、選擇、判斷和深層加工信息的能力。SPEAKING部分包括三個(gè)Situations。三個(gè)Situations都是以科學(xué)發(fā)現(xiàn)和探測(cè)為主題，提出問(wèn)題情境，旨在培養(yǎng)學(xué)生對(duì)問(wèn)題情境的判斷能力和運(yùn)用語(yǔ)言解決問(wèn)題的能力。問(wèn)題的情境設(shè)計(jì)具有思辨性特征，學(xué)習(xí)者只有對(duì)問(wèn)題情境的深刻理解，才能做出準(zhǔn)確的判斷，在此基礎(chǔ)上形成決策。READING部分包括Pre-reading,Reading和Post-reading三個(gè)部分。Pre-reading以SilkRoad為主題，輸入背景知識(shí)，促進(jìn)學(xué)生對(duì)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(diǎn)記敘了鄭和下西洋的過(guò)程和意義。Reading的主題內(nèi)容明確，此主題是培養(yǎng)學(xué)生民族自豪感的好材料。Reading的語(yǔ)言材料不難，但是由于文章所記敘的內(nèi)容時(shí)間跨度很大，關(guān)系略顯復(fù)雜，學(xué)生不易把握文章的結(jié)構(gòu)。教學(xué)中處理好背景知識(shí)輸入和讀懂文章整體結(jié)構(gòu)的任務(wù)設(shè)計(jì)，就基本可以很好地完成教學(xué)任務(wù)。Post-reading是對(duì)Reading內(nèi)容的熟練和主題的拓展，最后一個(gè)任務(wù)升華了主題。這些任務(wù)設(shè)計(jì)都要求學(xué)生跨越段落尋找信息，因此教學(xué)設(shè)計(jì)中要適當(dāng)補(bǔ)充和重新設(shè)計(jì)Tasks，以使得大多數(shù)學(xué)生都能讀透文章。LANGUAGESTUDY分詞匯和語(yǔ)法兩部分。其中，Wordstudy的前兩個(gè)練習(xí)序列性很強(qiáng)，兩個(gè)練習(xí)設(shè)計(jì)注重詞性拓展和運(yùn)用。任務(wù)中基本涉及到本單元重點(diǎn)詞匯和常見詞匯，但是對(duì)學(xué)生而言，僅依靠這樣兩個(gè)任務(wù)設(shè)計(jì)是不能夠達(dá)到熟練的目的，因此應(yīng)該適當(dāng)?shù)脑贖omework或者IntegratingSkills部分運(yùn)用恰當(dāng)?shù)娜蝿?wù)設(shè)計(jì)來(lái)達(dá)到使學(xué)生能夠熟練運(yùn)用這些詞匯的目標(biāo)。WordStudy的第三個(gè)練習(xí)訓(xùn)練學(xué)生在語(yǔ)境中運(yùn)用詞匯的能力，材料內(nèi)容補(bǔ)充了本單元話題的背景知識(shí)。WordStudy基本上呈現(xiàn)出了本單元的重點(diǎn)詞匯，任務(wù)形式以訓(xùn)練為載體，強(qiáng)調(diào)了語(yǔ)言知識(shí)的運(yùn)用能力，因此教學(xué)中要細(xì)處理。Grammar則分成兩個(gè)Parts.Part1要求學(xué)生要學(xué)會(huì)識(shí)別和判斷Predicate；Part２強(qiáng)調(diào)了Predicate在語(yǔ)篇中的運(yùn)用。由于是復(fù)習(xí)內(nèi)容，所以兩個(gè)Task的內(nèi)容設(shè)計(jì)顯得簡(jiǎn)單，可以適當(dāng)補(bǔ)充一些Tasks來(lái)強(qiáng)化學(xué)生在寫作過(guò)程中準(zhǔn)確運(yùn)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(guò)程，文章的語(yǔ)言內(nèi)容不難，不會(huì)對(duì)學(xué)生構(gòu)成整體的閱讀障礙，但文章中涉及到的一些細(xì)節(jié)知識(shí)需要學(xué)生細(xì)讀才能準(zhǔn)確把握，因此可利用本篇閱讀材料重點(diǎn)培養(yǎng)學(xué)生細(xì)節(jié)理解能力。閱讀材料后的四個(gè)任務(wù)設(shè)計(jì)都是圍繞細(xì)節(jié)理解展開，任務(wù)設(shè)計(jì)采用口頭回答和Paraphrasing的形式，目的是訓(xùn)練學(xué)生的口頭表達(dá)能力。Writing部分的內(nèi)容以閱讀材料為背景，以爬山是否應(yīng)該帶氧氣為主題形成討論，分為兩種觀點(diǎn)。題目設(shè)計(jì)同前面Speaking話題相同，訓(xùn)練學(xué)生的思維辨析能力，提高其運(yùn)用筆頭形式表達(dá)觀點(diǎn)的能力。寫作要求學(xué)生要拓展話題，了解更多的Mountain-climbing事實(shí)或?qū)嵗齺?lái)支持觀點(diǎn)。因此寫好文章的關(guān)鍵重在于事例和事實(shí)的采集、整理和分析。Tips的主題內(nèi)容是閱讀指導(dǎo)，指導(dǎo)學(xué)生對(duì)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(xùn)練一直都是閱讀指導(dǎo)的重點(diǎn)，因此可選用報(bào)刊選載、小說(shuō)和科技說(shuō)明文來(lái)指導(dǎo)學(xué)生利用Tips的建議閱讀，強(qiáng)化閱讀策略訓(xùn)練。Checkpoint2是本單元語(yǔ)言知識(shí)的反饋和強(qiáng)化。分為謂語(yǔ)形式和單元話題詞匯與句式復(fù)習(xí)兩個(gè)部分，此項(xiàng)內(nèi)容可以作為反饋練習(xí)來(lái)強(qiáng)化單元知識(shí)。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(dǎo)出單元話題，而且可以利用WarmingUp的內(nèi)容為L(zhǎng)istening鋪墊必要的語(yǔ)言準(zhǔn)備。Workbook部分的Listeningpractice可以被用來(lái)補(bǔ)充更多的單元信息和訓(xùn)練學(xué)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(xué)生運(yùn)用思維辨析、判斷和決策的能力，組織語(yǔ)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(yùn)用Mind-Map教學(xué)策略來(lái)幫助學(xué)生收集材料，降低難度，上一節(jié)口語(yǔ)課。Pre-reading,Reading和Post-Reading三個(gè)教學(xué)環(huán)節(jié)序列性很強(qiáng)，互為補(bǔ)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(gè)環(huán)節(jié)，可以設(shè)計(jì)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(yǔ)言知識(shí)復(fù)習(xí)和強(qiáng)化，教學(xué)中通過(guò)合理設(shè)計(jì)任務(wù)，分類組合，設(shè)計(jì)一節(jié)以語(yǔ)言訓(xùn)練為載體的語(yǔ)言知識(shí)學(xué)習(xí)課。INTEGRATINGSKILLS的Reading的內(nèi)容相對(duì)簡(jiǎn)單，但是在單元教學(xué)中作用很大。其內(nèi)容不僅是對(duì)單元話題的拓展，也是對(duì)后面寫作內(nèi)容的鋪墊。通過(guò)精處理，拓展話題理解，訓(xùn)練語(yǔ)言知識(shí)，就可以起到承前啟后的作用。INTEGRATINGSKILLS部分的寫作設(shè)計(jì)是對(duì)單元話題的總結(jié)。語(yǔ)言的輸出方式以Essay載體，以單元主題為話題，既呼應(yīng)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(duì)歷史事件和歷史人物的記敘和評(píng)價(jià)；Writing以Essaywriting為主題，呼應(yīng)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(shí)踐課來(lái)強(qiáng)化本單元讀寫技能的實(shí)踐運(yùn)用。課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用7課時(shí)教完）1stPeriodListening2ndPeriodSpeaking3rdPeriodReading4thPeriodLanguagestudy5thPeriodExtensivereading6thPeriodWriting7thPeriodIntegratingskills=4\*ROMANIV.分課時(shí)教案TheFirstPeriodListeningTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言重點(diǎn)詞匯和短語(yǔ)explore,exploration,discover,discovery,facerisks,facechallenges,modernmeans,equipment2.Abilitygoals能力目標(biāo)Enablestudentstolearnthatexploringinthepastandpresentarequitedifferent.3.Learningabilitygoals學(xué)能目標(biāo)Enablestudentstolearnhowtocomparebetweenthepastandpresentexploring.Teachingimportantpoints教學(xué)重點(diǎn)Enablestudentstofullyunderstandthe“problem-solution”partinWarmingUpandListeningmaterials.Teachingdifficultpoints教學(xué)難點(diǎn)Bytraininglisteningstrategiesofpredictionanddoingshorthand,enablestudentstoformagoodhabitoflistening.Teachingmethods教學(xué)方法1.Teamworklearning2.Task-basedlearningTeachingaids教具準(zhǔn)備AprojectorandsomeslidesTeachingprocedures&ways教學(xué)過(guò)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(wú)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(xué)目標(biāo)技能目標(biāo)SkillGoals▲TalkaboutAustralianhistory,geography,nature,customsandculture▲Practiceexpressingprohibitionsandwarnings▲ReviewthePredicative▲WriteadescriptionofanimalsII.目標(biāo)語(yǔ)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(huì)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(rèn)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(yǔ) 法ThePredicativeTeachingEnglishasaforeignorsecondlanguagehasalreadybecomeabigbusiness.Twoplustwoisfour.Shanghaiisnolongerwhatitusedtobe.Hereldestsonhasbeenwayfromhomeeversincethewarbrokeout.重 點(diǎn) 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(guò)本單元的學(xué)習(xí)，讓學(xué)生了解該國(guó)的地理、歷史、自然、風(fēng)俗、文化等方面的知識(shí)，激發(fā)學(xué)生對(duì)旅游的興趣。整個(gè)單元的熱身、閱讀等語(yǔ)言知識(shí)和語(yǔ)言技能項(xiàng)目都圍繞該話題展開。WARMINGUP通過(guò)三個(gè)問(wèn)題和一幅地圖，喚起學(xué)生腦海里已有的澳大利亞的知識(shí)，和進(jìn)一步了解澳大利亞的欲望。LISTENING由三個(gè)練習(xí)組成，錄音分為兩部分。第一個(gè)練習(xí)要求預(yù)測(cè)錄音要談