高中英语_Unit 3 Under the sea教学设计学情分析教材分析课后反思

Unit 3 Under the sea
Revision
【目标引领, 问题激疑】
教学目标和要求
（Teaching aims and demands）
Fill in the blanks with the proper forms of the verb.
①(2011全国卷Ⅰ)He saw smoke (rise)from behind the house.
②(2014北京卷)The film star wears sunglasses. Therefore, he can go shopping without . (recognize)
③(2014江西卷) (spend) all our money , we couldn’t afford to stay at a hotel.
④(2012重庆卷) (ask) to work overtime that evening, I missed a wonderful film.
【自主探究, 构建网络】
Task 1 A. Guess the words.
1_____________ 2._______________ 3. _______________ 4.______________
5.____________
6._______________
7. _______________
8._______________
9.____________ 10._______________
B. Use these words in their proper forms to complete the passage below.
When I was young, my parents liked jogging on the beach. So we used to visit the seaside on our holiday. We always stayed in close to the because my parents had a good with the owner of the hotel. We also went snorkeling each time and would under the waves to see the colourful fish. As I grew older I was allowed to go to greater and further out beyond the bay. There I saw small as they swam lazily around the sea bottom. One day I how they would pursue their prey swiftly, and the small fish had no time to away. I wanted to and warn the poor fish but that was impossible underwater. Thank God it was; otherwise, I might have been swallowed instead!
Task 2 A. Translate the phrases.
1．引进来 ______________________ 2．在远处 __________________
3．帮助(摆脱困境) ______________ 4．一群 ___________________ 5．正要做某事 __________________ 6．吓死了 __________________ 7．仔细考虑 ____________________ 8．意识到 __________________ 9．与此同时 ____________________ 10．颠倒 ____________________
B. Fill in the blanks with the proper phrases.
1. It was several minutes before I ___________ what was happening.
2. I'll call you when he comes. ________________, I must give you something to do.
3. The plane turned over and flew ____________.
4. I made out three figures moving ______________.
5. _____________ angry shoppers demanded their money back.
【合作解疑, 精讲点拨】
Find the sentences using the passive –ing form in the reading passage.
1. .
2. .
3..
4..
5..
V-ing形式的各种时态和语态(Watch the video.)
动作或与主句谓语动词; 语态意义：。

being done: 时态意义: 动作或与主句谓语动词；语态意义：。

having done: 时态意义：动作发生在主句谓语动词；
语态意义：。

having been done: 时态意义：动作发生在主句谓语动词；
语态意义：。

【巩固训练，拓展延伸】
Task 1 A. Fill in the blanks with the proper words.
2. Don’t ________ at me like that.
3. They all _______ from the burning building last night.
4. The travel agent fixed up our ______________.
5. What’s your ________ salary?
B. Fill in the blanks with the proper phrases.
2. I’ll phone for a taxi. ________________ you must get packed.
3. They were _______________by the terrible snowstorm
4. The cook’s ill, so I _______________ this week.
5. They met ___________wolves in the forest.
6. Everything is _____________in this way.
C. Complete the sentences below with the v-ing form.
1. (hear) the good news , he jumped with joy .
2. How do you feel about (interview) on TV?
3. (finish) his homework, he went out to play basketball.
4. (invite), Mr Li went there to make a speech though he was busy.
Task 2. Composition
e the following words and phrases to rewrite the second story of the
reading text.
wash off, rough, further and further, be terrified of , abandon, over half an hour, get back, approach, firmly, hold up.
B. Should whale hunting be banned?
学情分析
本班学生思维活跃，性格开朗，善于发现问题，分析问题，上课能够踊跃发言，表达自己的思想，课堂气氛活跃。

学校推行的“诱思八环活力课堂”教学模式比较适合本班学生的状况。

“自主探究，合作解疑”可以把学习的主动权交还给学生，充分发挥学生的自主学习能力。

然而，学生英语基础薄弱，词汇量较少，语法知识不足，中式英文思维方式严重，复杂句子结构无法理解，听说读写能力还是较弱，长难篇阅读存在困难。

需要教师发挥引导者的作用，对学生自主学习过程中存在的疑难点进行有针对性的讲解。

效果分析
“目标引领，问题激疑”部分首先通过表格的形式使学生直观的了解到本单元的重点单词、短语和语法。

并通过高考题的形式使同学们了解到动词-ing形式的重要性，动词-ing 是本单元的一个重点也是高考当中的难点，理解领会本语法点依然需要大量的练习巩固。

“自主探究，构建网络”部分，首先通过根据英文描述猜单词的形式使学生们回忆本单元所学重点单词，小组竞赛形式新颖，极大引起学生们的兴趣，课堂气氛活跃，学生参与度高。

第二环节用单词的正确形式填空，通过小段落将单词串联起来，构建起了单词网络，增加了学生们对单词的掌握与理解。

“合作解疑，精讲点拨”部分是对语法点的精讲。

动词-ing形式是本单元的一个难点。

为加深学生们的印象，我把这部分内容录制成微课视频，引起了学生们的极大兴趣。

加深了理解。

观看完视频之后，通过表格形式对本语法点进行总结，使复杂的语法点一目了然。

并通过练习巩固加深了理解。

教材分析
本单元的中心话题是海底世界。

听说读写活动主要围绕海底的动植物、奇妙景观和有关大海的神话展开。

正文Reading部分讲述了虎鲸帮助捕鲸人捕猎须鲸、且救人脱险的故事。

课文中采用了大量的动作描写，并使用了大量的动词-ing形式。

因为本节课是复习课，所以教学重心放在复习巩固文中出现的重点单词、词组和语法结构中。

教材中“语言学习”部分通过填表、替换等形式对课文中出现的生词和短语进行了复习巩固；语法训练部分通过让学生找出文中含有动词-ing形式的句子，以及用动词-ing形式的被动式造句，复习了动词-ing形式的用法。

基于上述分析，确立本课的教学重点是：
(1) 掌握本单元的生词和短语；
(2) 掌握动词-ing形式的用法；
教学难点是：
(1) 帮住学生更多地了解海洋生物，培养学生尊重海洋、爱护海洋生物的道德品质；
(2) 学会复述故事。

评测练习
Task 1 A. Fill in the blanks with the proper words.
2. Don’t ________ at me like that.
3. They all _______ from the burning building last night.
4. The travel agent fixed up our ______________.
5. What’s your ________ salary?
B. Fill in the blanks with the proper phrases.
2. I’ll phone for a taxi. ________________ you must get packed.
3. They were _______________by the terrible snowstorm
4. The cook’s ill, so I _______________ this week.
5. They met ___________wolves in the forest.
6. Everything is _____________in this way.
C. Complete the sentences below with the v-ing form.
1. (hear) the good news , he jumped with joy .
2. How do you feel about (interview) on TV?
3. (finish) his homework, he went out to play basketball.
4. (invite), Mr Li went there to make a speech though he was busy.
Task 2. Composition
e the following words and phrases to rewrite the second story of the reading
text.
wash off, rough, further and further, be terrified of , abandon, over half an hour, get back, approach, firmly, hold up.
B. Should whale hunting be banned?
课后反思
本节课以新课程标准为出发点，结合学生的具体学情，充分发挥了信息化教学手段的重要作用，并且将微课教学引入课堂，增添了教学的趣味性、丰富性、便捷性。

教学过程中将重点放在本单元单词、短语、和语法的复习巩固，与高考紧密结合，设计诸多探究思考题，给学生自主学习、思考、讨论、探究留下足够的空间，也以此锻炼提升了学生的英语思维
能力。

同时本课也有某些地方需要进一步改进：第一，本课授课时间不是特别宽裕，尤其做题和讲题时间较少，导致题目讲解不透。

第二，教师对于学生的某些引导还需要改进，充分发挥学生的主观能动性。

教学目标和要求
（Teaching aims and demands）。