Using LanguageⅠ教学创新设计

Unit 3 Under the sea Using language Reading

1. 教材分析

本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。

本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。本单元实现了语言学习和传播先进思想的完美统一。

Using Language是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、

“说话与写作”。“阅读与讨论”

的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。这种分类描写的方式非常有利于对学生的写作训练和指导。“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的内容是完成所听的句子和填上所缺的词。所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。该部分提供了表示“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。

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The Fourth Period Using Language reading Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

reflecting, pure magic, beauty, cell, became aware of, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow b. 重点句子

I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day —

a day of pure magic! The first thing I became aware of was all the vivid colours surrounding me ... What a wonderful, limitless world it was down there!

2. Ability goals能力目标

Enable the Ss to know more about the living things under the sea and experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given. 3. Learning ability goals学能目标

Try to improve the students’ reading ability by grasping the information in the dairy about the world under the sea. Strengthen their sense of environmental protection. 4Teaching important and difficult points 教学重难点

Enable the Ss to read for specific information and guide the Ss to write their own diary.

Teaching methods 教学方法

Reading, listening and speaking. Teaching aids 教具准备

a projector and a computer. Teaching procedures && ways 教学过程与方式

StepⅠRevision

T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam!

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T: Yesterday I asked you to preview the reading passage on Page 23. It’s chosen from someone’s diary. What does the writer write about? Ss: The writer reflected his or her experience of snorkeling on the reef. He / She described the animals and the scenery under the sea. T: Good job! StepⅡReading (1)

Reading and discussing P24 T: Almost every one of you likes to watch the programs about the sea and the sea life. That’s a great enjoyment. Don’t you think so? If you have a chance to go on a snorkeling trip, how will you feel? Now listen to the computer going with the passage on Page 24 without looking at your textbooks. Try to count how many sea animals the writer mentions in his/her dairy. Let’s begin!

Q1: How many animals does the writer mention in his/her diary? 7.

Q2: What are they?

They are parrotfish, sea-slug, sea-star, turtle, eel, clam and reef shark. Q3which are described much, especially their shapes. What are they? Ss: Corals! T: Yes. You’ve done very well. Let’s read the text carefully to enjoy the beautiful view under the sea and have a look at these lovely animals. While you are reading, try to answer the questions on the screen and find out the main idea of each paragraph. Five or six minutes later, I’ll check your work by asking someone to answer these questions and tell the class the main idea of each paragraph. Are you clear? On the screen Para 1

Questions: 1. What did the writer do in the morning on 19th January? 2. What did he think after seeing such extraordinary beauty? Main idea: __________. Para 2

Questions:

1. What is the first thing he became aware of? 2. Does he think the corals are fantastic? Why?

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Main idea: __________ Para 3

Questions:

1. Did he frighten the fish when he swam among them? 2. What fishes did he see under the sea? Speak out at least three kinds. Main idea: __________ Para 4 Questions: 1. Were there anything that made him feel frightened? What were they?

2. Do the sharks he mentioned hurt people? Main idea: __________ Para 5 Question: Why did he say he was very brave? Main idea: __________ Para 6 Main ideas: __________ When the Ss have finished their reading, check their work in the ask-and-answer way. When they sum up the main ideas, give them necessary guide and then show the suggested ideas on the screen. Take the first one for example: T: Now you have finished your reading, haven’t you? Ss: Yes! T: In Para 1, what did the writer do in the morning on 19th January? S: He went snorkeling.

...Suggested answers and main ideas:

Para 1 Answers: 1. He went snorkeling. 2. He thought every cell in his body woke up and it was like discovering a whole new dimension of life. Main idea: Going snorkeling on the reef, the writer spent a day of pure magic and it was the most fantastic thing he has ever done. Para 2 Answers: 1. All the vivid colours surrounding him. 2. Yes. Because they were shaped strangely like fans, plates, brains, lace and so on. Main idea: He became aware of fantastic views under the sea, such as the wonderful colours, the strange- shaped corals, and all kinds of elegant fish. Para 3 Answers: 1. No, he didn’t. The fish didn’t seem to mind him swimming among them.

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2. He saw many beautiful fish such as anemonefish, parrotfish, angelfish, and so on. Main idea: He saw a variety of beautiful fish and sea life under the sea. Para 4 Answers: 1. Yes, there were. He didn’t want to get too close to the eel, the giant clam. And the grey reef sharks made him scared to death. 2. No, they don’t. They are not dangerous. Main idea: The description of some ugly and maybe dangerous creatures. Para 5 Answer: Because he swam over the edge of the reef and hung there looking down into depths of the ocean. Main idea: He felt very exposed in such deep clear water. Para 6 Main idea: Sigh with emotion: What a tiny spot I was in this enormous world! T: Very wonderful job you’ve done! Now do you have any questions about the words and expressions in the passage? Deal with some language points.

Language points: 1. be/become aware of: get to know e.g. The mangers of the company have been aware of their weakness. I was not aware of the fire. Add: There is another pattern about “be aware”: be aware + clause

e.g. We were quite aware that the competition was very fierce. Are you aware how they would respond to our terms? 2. reflect (1) vt. throw (light) back:

e.g. A mirror reflects a picture of you when you look in it. (2) vt. express (+ clause) e.g. Does what you said reflect how you really think? (3) vi. think carefully (+on) e.g. He reflected on my questions before answering. Then deal with Exx 1-4 on Page 24.

Homework: 1.Try to read the text again and further understand the text.

2.Do the exercises on P40 in the reference book.

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