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Unit 3 Sea Exploration 教案设计
单元主题 本单元主题语境是“人与自然”，涉及的主题语境内容是“海洋探索问题。本单元第一篇文本讲述的是郑和等几位航海员穿越海洋的故事，强调丝绸之路的重要性，让学生关注语篇信息，语篇目的，语篇结构和语篇体裁。第二篇文本讲述的是两篇关于海洋科考的问题：环境污染，过量捕杀鱼，气候等问题。让学生重视历史人物，关注海洋科考的发展和科学精神；让学生认识海洋的重要性，正确认识人与自然的重要性对现有的海洋污染现行应该做出的努力进一步调查和探究。
单元目标 语言能力目标 能够理解郑和等几位航海员穿越海洋的故事。理解丝绸之路的路线：始于古代中国，连接亚洲、非洲和欧洲的古代陆上商业贸易路线；理解丝绸之路对中国和世界的重要性；理解海洋科考的艰巨性。 文化意识目标 能够了解中国早期航海，古代海上贸易和21世纪海上的丝绸之路和海洋科考对中国和世界的影响。 思维品质目标 能够通过比较、分析，准确获取语篇中有关早期航海，古代海上贸易和21世纪海上的丝绸之路和海洋科考。写出海洋科考的议论文，认识海洋保护和科考的重要性，实现知识与思维能力的迁移。 学习能力目标 能够通过航海家穿越大洋和海洋科考的相关信息，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Reading and Thinking板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自然——航海
内容分析 本部分包含一篇阅读文本“Reaching out across the sea”，这是一篇记叙文，讲述的是早期航海，古代海上贸易和21世纪海上的丝绸之路对中国的重要性和在世界的地位。随着技术的进一步发展，加强中国和世界的关系贸易和欲望促使中国在未来冲向更远。
教学目标 1.通过读文章关于航海的故事：早期航海，古代海上贸易和21世纪海上的丝绸之路； 2.讨论丝绸之路在中国和世界的重要性。
教学重点 1.引导学生了解早期航海，古代海上贸易和21世纪海上的丝绸之路； 2.讨论丝绸之路的重要性。
教学难点 1.引导学生了解早期航海，古代海上贸易和21世纪海上的丝绸之路； 2.讨论丝绸之路的重要性。
教学策略 略读法，细读法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 （Before reading） 1. Tasks Ss to look at map. Questions: 1).How many oceans are there in the world 2).Are they a navigator or an explorer Why did they become a navigator or an explorer 2. T asks the Ss read the map in Activity 1. 3.T invites Ss to share their answers. 1. Ss look at map and point out the oceans in the map. 2.Ss answer the questions. 3.Ss give their answer to the class. Understand some information of the explorers.
Activity 2 (Before reading ) 1.T asks Ss to whether they know any stories about sea voyages and then share thier story with a partner. 2. T asks Ss to look at the title and skim the text. Decide what type of essay it is. 3. T invites Ss to share their answers. 1. Ss complete the skimming and share. 2. Ss talk about the questions and share. Train comprehensive language application ability to express ideas.
Activity 3 (While reading) 1.T asks Ss what the passage mainly talks about. It mainly talks about some explorers .As time went by, they reached across the sea in order to__________. 2. T asks Ss to choose the right answer. 3. T asks Ss to read the text again and fill in the blanks. 4.T invites Ss to show their opinions. 1. Ss complete the questions. 2. Ss talk about the questions and share their answers. 1. Train comprehensive ability. 2.Comb the text information.
Activity 4 (While reading) 1. T asks Ss to read the text again. Write down the main idea of each paragraph. 2. T asks Ss to read the text and fill in the table with the correct names. 3. T asks Ss to write down the main idea of each paragraph and fill in the table with the correct names. 4. T invites Ss to show their opinions. 1.Ss read the text carefully and finish the main idea of each paragraph. 2.Ss read the text carefully and fill in the table with the correct names. 3.Ss show their opinions one by one. 1.Know more about text information. 2. Understand the structure of the text.
Activity 5 (After reading) 1.T asks Ss to do the Critical thinking. Discuss the following questions Make notes under two columns
Facts and Opinions. Question: 1).Which countries reached out across the sea in the past and why
2).What benefits and problems did those countries get from doing this 3).What effects did reaching out across the sea in the past have on the world 3. T asks Ss to discuss and share their answers. 1.Ss do the Critical thinking. And answer them. 2.Ss talk about the question, And then share their opinions in class. 1.Understand the text easily. 2.Understand the importance of the Silk Road..
Language Points板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Language Points
主题语境 人与自然——航海
内容分析 本文是语言点的学习，在语境中学习语言点，主要学习的语言点有： 1. Marco Polo's tales inspired European explorers to search for sea routes from west to east. 2. … A trading route across the sea was also extended along the coasts of the Indian Ocean… 3. Here, merchants from China and many other places met to negotiate trade deals,… 4. Although China withdrew from further expeditions after… 5. In ancient times, silk from China found its way overland to India, the Middle East, and Rome, ,… 6. Hundreds of years on, and with the latest technology in hand,… 学生可以从语言点的学习，了解词的用法，设置的练习，让学生的综合语用能力得到提升。
教学目标 1. 通过在语境中学习语言点，会运用所学习的词汇，了解航海知识。 2. 运用话题相关词汇，了解丝绸之路的信息。
教学重点 引导学生通过所学的语言点了解丝绸之路的信息和相关知识。
教学难点 引导学生根据文本和图片了解丝绸之路的信息和相关知识。
教学策略 举例法，讲练法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to learn the language point: Marco Polo's tales inspired European explorers to search for sea routes from west to east. 2.T gives some examples: ①Fairy tales weren't just meant for children. ②Performance includes Chinese fairy tales and plays. 1.Ss read the sentence in Activity 1 and write down the usage of the word tales. 2.Ss take notes. Know how to use the word tales.
Activity 2 1. T asks Ss to learn the language point: … A trading route across the sea was also extended along the coasts of the Indian Ocean, 2.T gives some examples: ① Theoretically, a line can extend into infinity. ②The building was extended in 1500. ③The bank will extend you credit. 3. T asks Ss to learn the difference of the words: expand/extend/spread/ stretch 1.Ss read the sentence in Activity 2 and write down the usage of the word extended 2.Ss take notes. Know how to use the word extended .
Activity 3 1. T asks Ss to learn the language point: Here, merchants from China and many other places met to negotiate trade deals,… 2.T gives some examples: ① We've decided to negotiate with the employers about our wage claim. ② The contract was negotiated. 1.Ss read the sentence in Activity 3 and write down the usage of the word negotiated . 2.Ss take notes. Know how to use the word negotiated .
Activity 4 1. T asks Ss to learn the language point: Although China withdrew from further expeditions after… 2. T gives some examples: ①She withdrew the key from the door. ② He withdrew to his office to get his books. ③Did you go to the ban to withdraw money withdraw from ① Tell the men to withdraw from their new position. ② A person who withdraws from the world to live in seclusion and often in solitude. 1.Ss read the sentence in Activity 4 and write down the usage of the word withdrew . 2.Ss take notes. Know how to use the word withdrew .
Activity 5 1. T asks Ss to learn the language point: In ancient times, silk from China found its way overland to India, the Middle East, and Rome, ,… 2. T gives some examples: ① Rivers find their way to the sea. ② Don't bother to meet me at the station, I'm sure I'll be able to find my way to your house. 1.Ss read the sentence in Activity 5 and write down the usage of the word find their way . 2.Ss take notes. Know how to use the word find their way .
Activity 6 1. T asks Ss to learn the language point: Hundreds of years on, and with the latest technology in hand,… 2. T gives some examples: ① I haven't any money in hand. ② The business in hand was approaching some kind of climax. 1.Ss read the sentence in Activity 1 and write down the usage of the word in hand . 2.Ss take notes. Know how to use the word in hand .
Build up your vocabulary板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 vocabulary
主题语境 人与自然——航海
内容分析 本板块 Build up your vocabulary是词汇学习部分，设置了三个练习，练习1是让根据提供的英文释义，学生写出本单元的学的单词，训练学生掌握单词的熟练程度；并用所填的单词进行填空，把所填单词用在语境中；练习2是用所给短语填空，进一步了解短语在运镜中的用法，跟家了解航海知识；练习3是用语篇填空，旨在让学生知道早期航海，古代海上贸易和丝绸之路对中国的重要性和在世界的地位。
教学目标 1.能够在教师的引导下，复习并运用所学生词进行句子和短文的填空； 2.看懂早期航海，古代海上贸易和丝绸之路对中国的重要性和在世界的地位，并用所给词进行填空； 3.运用所学单词或短语进行填空。
教学重点 1.引导学生熟悉并运用所学生词； 2.引导学生通过所学生词进行航海信息的语篇填空。
教学难点 1引导学生通过所学生词进行航海信息的语篇填空； 2.引导学生运用所学短语进行填空。
教学策略 讲授法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to Write down the word that matches each definition Then find the sentences
containing these words in the text. 2. T helps Ss finish the sentences 3. T asks the Ss to do the rest. 1. Ss finish the sentences according to the teacher. 2. Ss finish Activity 1 on page 28. Be Familiar with the words of the text.
Activity 2 1.T asks Ss to choose the appropriate words from above to complete the following sentences. 2. T asks Ss to complete the sentences in Activity 2. 3.T invites Ss to share their answers, 1. Ss complete the sentences with the correct forms 2. Ss give their answers in class. 1. Be Familiar with the sentences of the text 2. Be Familiar with the usage of new words.
Activity 3 1. T asks Ss to complete the sentences with the correct forms of the phrases in the box. 2. T asks Ss to complete the sentences in Activity 3. 3.T invites Ss to share their answers, 1. Ss complete the sentences 2. Ss give their answers in class. Be Familiar with the usage of new phrases.
Activity 4 1. T asks Ss to complete the passage below with the correct forms of the words in the box . 2. T asks Ss to complete the passage in Activity 4. 3.T invites Ss to share their answers, 1. Ss complete the passage. 2. Ss give their answers in class. Use Words in context
Review Useful Structures板块教学设计 （建议时长80分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自然——保护环境
内容分析 本板块是 Review Useful Structures---Review Infinitive,设置了三个活动，活动一是在文本中找出用了动词不定式的句子，并讲出动词不定式在句子中的成分；活动二是用动词不定式连接句子，然后说出不定式的作用；活动三是语篇运用动词不定式，并用动词的正确形式填空，旨在训练学生的语言能力和学习能力。
教学目标 1.复习动词不定式的用法； 2.在语篇中理解和使用动词不定式作句子中的定语和结果状语； 3.在语篇中正确地理解和使用动词不定式作句子中的主语和表语。
教学重点 1. 引导学生理解和使用动词不定式作句子中的定语和结果状语 2. 引导学生理解和使用动词不定式作句子中的定语和结果状语
教学难点 1. 引导学生理解和使用动词不定式作句子中的定语和结果状语 2. 引导学生理解和使用动词不定式作句子中的定语和结果状语
教学策略 举例法，情景法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to learn listen to the song. Pay attention to the circle lyrics. 2. T asks Ss to sing the song together. 3. T invites some Ss to share their opinions. 1. Ss sing the song together and decide the circle lyrics.. 2. Ss share their opinions. Understand infinitive in context.
Activity 2 1.T asks Ss to find all the sentences containing infinitives in the reading passage. Then mark their functions. 2. T asks Ss to find all the sentences in the text. 3. T invites some Ss to share their opinions. 1. Ss find all the sentences in the text and mark the function. 2. Ss finish the Activity 1 on P29. 3.Ss share their opinions. 1.Understand the function of infinitives. 2.Understand knowledge of infinitives .
Activity 3 1. T tells Ss to review Infinitive 1)不定式由“to+动词原形”构成,其否定形式是“not/never to do”。 2）时态语态 3）动词不定式的作用 主语 (subject) 宾语 (object) 宾补(object complement) 定语 (attribute) 状语 (adverbial) 表语 (predicative) 做独立成分（independent component） 与疑问词等连用 1. Ss summarize the rules from direct speech to indirect speech. 2. Ss finish the Activity 2 on P29. 1.Understandt the structure of infinitives. 2.Understand knowledge of infinitives .
Activity 4 1. T tells Ss to review infinitive 用法/ 功能 1）主语； 单个不定式作主语时,谓语动词用单数 若不定式太长,往往用it作形式主语,不定式置后. 2）表语 不定式常用在系动词 be, seem, appear, get, remain等后作表语． 3）宾语 常用动词不定式作宾语的动词有：hope, refuse, learn, set out，choose, decide, agree, manage, pretend, plan. 4）宾补 5）定语 常常表示将来的动作 6）状语 表示目的，结果，原因或条件 7）独立结构 8）不定式的主动形式表示被动 2. T asks Ss to finish the Activity 4 on P29. 1. Ss review the rules of the infinitive 2. Ss take notes. 1.Understand the usage of infinitives. 2.Understand knowledge of infinitives .
Activity 5 1. T asks Ss to join the words to make sentences using infinitives. Then decide the function of each infinitive. 2. T asks Ss to use the proper forms of the verbs in brackets to fill in the blanks. 2. T asks Ss to tell the class. 1. Ss summarize the rules from infinitives and finish the exercise on P29. 2. Ss share their answers.. 1.Understand how to use infinitive in context . 2.Understand knowledge of infinitive .
Using Language 1板块教学设计 （Using Language 1部分建议总时长40分钟， 教师可根据教学实际酌情调整。）
课型 Listening
主题语境 人与自然——了解海豚和海洋动物
内容分析 Using Language 1版块，设置了6个活动，活动一要求学生读一则Whale Watching Camp的海报，让学生意识到保护海洋生物的重要性；活动二听是一段head researcher 和camper的对话，写出动作的词，并关注对话时用的表示时间顺序的词first, next, then, after that , later, and finally.；活动3是再次听对话，排序，让学生明白使用时间顺序词；活动4听对话回答问题，了解海豚的相关信息；活动5用所给的表示时间的词或短语和example进行问问题，让学生正确使用时间顺序的词；活动6学生观看录像，讨论你喜欢看到什么其他的海洋生物，与你的同伴做一个旅行的计划。 本版块旨在练习学生的听说读写，同时也让学生知道保护大自然，保护野生动物的重要性。
教学目标 1. 通过观看海报，了解海豚的习性； 2. 运用本版块所听内容，加强学生的爱护自然的意识； 3. 引导学生谈论海洋生物和保护海洋生物，促进学生的语言能力。
教学重点 引导学生谈论海洋生物和保护海洋生物； 2. 引导学生从语言能力、思维品质等方面对自己在本版块的学习中掌握爱护自然的措施。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。 2. 引导学生树立爱护自然的主人翁意识。
教学策略 认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 （Before listening） 1.T asks Ss to watch a video. Question:What impressed you most in the video 2. T tells Ss the listening skills. 3.T invites Ss to answer the question. 1. Ss watch a video and discuss the questions in groups. 2. Ss write down the listening skills. Brainstorm and prepare for the listening.
Activity 2 1. T asks Ss to read the poster below and discuss the questions. 1 )What aspect of the camp would you like best
2) Do you think it is important to carry out research on whales and other sea creatures 2. T asks Ss to work in groups, share their ideas and prepare a short presentation. 1. Ss take different roles in their group. 2. Ss work in groups, share their ideas and prepare a short presentation. Organize presentation in groups.
Activity 3 1. T asks Ss to listen to the head researcher talking to the campers at the end of the day. What three things were the campers asked to do 2. T asks Ss to discuss with classmates. 1. Ss discuss with classmates in class. 2. Ss share their opinions. 1.Listening skills in presentation, and learn from each other. 2.Protect the sea creatures.
Activity 4 1. T asks Ss to listen to Luke’s part of the conversation again. Number the following sentences in the correct order. Then work out what they have done at the camp. 2. T invites Ss to discuss with classmates. 1. Ss discuss with classmates in class. 2. Ss share their opinions. 1.Listening skills in presentation, and learn from each other. 2.Protect the sea creatures.
Activity 5 1. T asks Ss to listen to the conversation again and answer the questions. 2. T invites Ss to discuss with classmates. 1. Ss discuss with classmates in class. 2. Ss share their opinions. 1.Listening skills in presentation, and learn from each other. 2.Protect the sea creatures.
Activity 6 1. T asks Ss to tell your partner about what happened, using . the expressions in the box below 2. T asks Ss to pay attention to the sequence of order.. 3. T invites Ss to discuss with classmates. 1. Ss discuss with classmates in class. 2. Ss share their opinions. 1.Listening skills in presentation, and learn from each other. 2.Protect the sea creatures.
Activity 7 1. T asks Ss to listen to watch the video Protecting Biodiversity. 2. T invites Ss to discuss with classmates. 1. Ss discuss with classmates in class. 2. Ss share their opinions. 1.Listening skills in presentation, and learn from each other. 2.Protect the sea creatures.
Using Language 2板块教学设计 （ Using Language 2部分建议总时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading+Writing
主题语境 人与自然——海洋科考
内容分析 本板块设置了4个活动，活动一是阅读2篇文本，了解海洋科考的信息；活动2观看2个图表，了解海洋科考的的研究成果；活动3讨论问题并做好笔记，了解海洋科考的发展和科学精神，表明人类进步和人类文明；活动4是写，写一篇关于海洋科考的议论文，旨在训练学生的思维和写作能力。
教学目标 1. 了解和掌握海洋科考的精神； 2．写关于海洋科考的议论文； 3. 小组合作分工，海洋科考的问题。
教学重点 1. 引导学生读懂阅读文本关于海洋科考的信息； 2. 引导学生写关于海洋科考的议论文。
教学难点 引导学生明确小组分工合作，完成海洋科考的议论文。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity1 (Before reading) 1.T asks Ss to watch the video. Question:Express what you have seen in the video 2. T invites Ss to share their opinions. 1.Ss watch the video. and answer this question:Express what you have seen in the video 2.Ss give their opinions. Develop skills of predict the passage.
Activity2 (While reading) 1.T asks Ss to answer the questions:What's the main idea the passage The passage talks about the problems of sea exploration:_________;__________; ____________. 2.T invites Ss to answer the questions in Activity2. 1.Ss answer the question: What's the main idea of the text 2.Ss share their answers. Understand the content of the text.
Activity3 (While reading) 1. T asks Ss to look at the two charts below and decide which one supports which text. 2.T asks Ss to read the text and decide which text. 3.T invites Ss to share their opinions. 2. Ss read the text and decide the sentences true or false. Understand the content of the text.
Activity4 (Analyzing) 1.T asks Ss to read text 1 &2 and fill in the tables. 2.T invites Ss to answer the questions in Activity4. 1.Ss answer the questions. 2.Ss share their opinions 1.Understand the theme of the text 1. 2.Understand the problem of sea exploration.
Activity5 (Analyzing) 1.T asks Ss to discuss the following questions and take notes. 1) What is your opinion about sea exploration Do you agree with one argument more than the other 2)Has your opinion changed after reading the two texts Why or why not 3)Are there any other aspects of sea exploration not mentioned that you think are important 2. T invites Ss to answer the questions in Activity 5. 1.Ss answer the questions. 2.Ss share their opinions of sea exploration. Let students be aware of environmental protection.
Activity6 (Analyzing) 1.T asks Ss to write an argumentative essay on sea exploration. 2. T guides Ss to write the argumentative essay . Ss learn to write an argumentative essay on sea exploration. Improve the knowledge of writing.
Activity7 (Writing) T asks Ss to write down the structure about an argumentative essay : 2.T gives an example. 1. Ss write down the notes about an argumentative essay . 2.Ss write the argumentative essay . 3.Ss read their report in class. Train Ss writing ability.

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