引导语：教学设计，你懂多少呢?下面是本站小编为大家推荐的高二英语第三单元教学设计范文，希望可以帮到大家。
〔教材解析〕本篇课文故事发生于20世纪初期，一个名叫“Old Tom” 的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情。通过对文章的.整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。引发学生对动物保护的意识。同时，在阅读课中教师要渗透阅读的方法和答题的技巧，培养学生阅读的综合能力。 教学目标分析
一、 知识与技能.
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、 过程与方法
1. Task- based teaching
2. eration
3. Discussion
三、 情感态度与价值观
1. The students’ confidence and interest can be stimulated.
2. Arouse the students to protect animals.
教学重点
Improve the students’ reading ability
教学难点
1. How to make the students understand the reading text better.
2. Make the students realize the importance of protecting animals. 教具准备
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’)
假如你是李华，上个星期天钱市图书馆发现了一些问题，根据提示，给馆长写一封信，反映情况 。1.新书太少 2书架上的书比较混乱。3.阅览室的一盏灯坏了，桌椅有些也被损坏4.管理员工作时彼此闲聊，读者无法安静看书。
【热身词汇】
1.表达某人的看法____
2.以合适的顺序分类____
3.集中精力于___________
4.也;又_______________
5.尽可能地_____________
6.对…………有益_________
【句式温习】
1.因此我想说出自己的意见，希望这会对你管理图书馆有帮助。 Therefore,_________,hoping it will_______for you to manage the library.
2.首先，书架上新书很少，而且大多数书在今天已经吧受欢迎了。 Firstly,there are not_______books on the shelves,and most o
f them________today.
3.一些书并没有按照合适的顺序分类，这让读者很难快速找到想要的书 。
Second, some books are not_______,______for readers to find what they want quickly.
4.因此，作为一个读者，额我建议你尽快做出一些必要的调整，以使图书馆让更多的人受益。
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.
书香门第
