人教版 (2019)選擇性必修 第四冊Unit 3 Sea Exploration獲獎ppt課件

這是一份人教版 (2019)選擇性必修 第四冊Unit 3 Sea Exploration獲獎ppt課件，文件包含Unit3SeaExplorationPeriod4listeningandtalkingpptx、Unit3period4listeningandtalking教案docx、2Listentotheheadresearchertalkingtothecampersattheendofthedaymp3、3ListentoLuke’spartoftheconversationagainmp3、4Listentotheconversationagainandanswerthequestionsmp3、71mp4等6份課件配套教學資源，其中PPT共18頁， 歡迎下載使用。
新人教版（2019）英語選修性必修四Unit 3 Sea Exploration  Period 4 Listening and Talking教學設計課題 Unit 3  Period 4 Listening and Talking單元Unit 3學科English年級Grade 2教材分析聽力文本是關于在觀鯨營的活動結(jié)束后，研究員與學生營員談論參與的活動的內(nèi)容。研究員提問，三位營員作答?；顒觾?nèi)容依次是學員學習關于鯨類的基本知識，包括鯨的種類數(shù)量、鯨的食物、藍鯨的長度和體重等；理解鯨類研究的意義是為了加深對鯨類習性的了解，通過追蹤的方式保護鯨類種群；跟隨研究者出海追蹤鯨群、采集數(shù)據(jù)、建立名錄；最后，聯(lián)絡世界上的其他鯨類研究小組進行信息共享，通過聽對話，學生獲得鯨類的有關知識，了解觀鯨活動的基本內(nèi)容，理解研究與保護鯨類的重要性，激發(fā)對鯨類乃至整個海洋研究和探索的興趣與向往。此外，對話中出現(xiàn)多個順序詞，使得說話內(nèi)容邏輯流暢、條理清晰，值得學生關注和模仿?；顒釉O計：部分設計了六個活動?；顒?/span>1為聽前準備，要求學生閱讀觀鯨營的宣傳海報，思考研究鯨類及其他海洋生物的現(xiàn)實意義。該活動一方面是為學生提供背景知識和語言信息，掃除認知障礙，降低學生的心理焦慮；另一方面是為了培養(yǎng)學生“看”的技能，引導他們結(jié)合文字與營地活動的廣告理解觀鯨主題?；顒?/span>2至活動4 為聽力理解，著重培養(yǎng)學生的聽力技能和策略。其中，活動2訓練學生獲取主旨大意的能力，要求學生關注要點，記錄觀鯨活動的三項內(nèi)容?；顒?/span>3要求學生關注敘述邏輯，注意順序詞在語言表達中的作用，按先后順序排列內(nèi)容要點?；顒?/span>4共有五個問題，主要考查學生獲取關鍵信息的能力?；顒?/span>5屬于口語表達活動?；诼犃ξ谋荆瑢W生需要站在營員的角度，為其他沒有去過的同學介紹觀鯨活動的內(nèi)容。學生需要內(nèi)化所學知識和語言表達，用恰當?shù)恼Z言轉(zhuǎn)述聽力內(nèi)容，實現(xiàn)語言輸出。在表達過程中，學生需要利用順序詞確保表達內(nèi)容的邏輯清晰?；顒?/span>6通過“保護生態(tài)多樣性”的視頻向?qū)W生展示了美麗海洋世界中豐富的物種。學生觀看之后，根據(jù)自己的興趣，討論想觀察的海洋生物。學習目標與核心素養(yǎng)1.To get to know something about whales and other sea animals .2. To practise listening for gist in natural English. 3.To practise listening for sequence.4.To share opinions about sea animals.重點To practise listening for sequence.To practise listening for gist in natural English.難點To share opinions about sea animals. 教學過程教學環(huán)節(jié)教師活動學生活動設計意圖導入新課 Lead –in  The sea is full of life, what sea animals and plants do you know.What  do you know is the biggest animal in the sea ? Students talk about what  sea animals they know.To arouse the students’ interest in the class. 新課Activity1 Here is a poster of whale watching camp, read it 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 animals？Activity2 Listen to the head researcher talking to the campers at the end of the day.What three things were the campers asked to do?What three things were the campers asked to do?1.to find out some facts for a whale profile 2.to think about why they do whale research3.to go out with and write a report of the work they doActivity 3 NotesSequence:When people talk about a series of actions or events happening in sequence of time, they often use certain words or phrases, such as first, next then, after that, later,and finally.Circle the sequence words before listening againsequence words: after that, meanwhile, then, finally, first, later.Listen to Luck’s part of the conversation again. Number the information in the correct order.Activity 4Before listening again, circle the important key words which can help to easily find the answers.Key words: species, main types, sounds, the whales’ fins, other research groups.Answer the questions 1. How many species of whales are there?    Over 80.2. What is the criterion to divide the main types of whales?    The criterion is whether they have teeth or not.3. What do whales use sounds for?    They use sounds to communicate and hunt.4. Why do the campers take pictures of the whales' fins?    This can help them to tell the whales apart.5. Why do they contact other research groups?     They want to share information with them.Activity 5Tell your partner who could not make it to the camp about what happened.Expressing sequenceFirstly,…Secondly,…Thirdly,…First of all ,Then/After that/Afterwards/Next/Later onIn the end/At last,..At that time…Meanwhile…  It began when… Later..   Finally…Example A：Today we learnt about whales and whale research. First, we foundsome information and facts about whales.We used the library and the Internet.B：What did you do after that?A：Well, after that we thought about why we do whale research.B：But why do we do whale research?A：There are lots of reasons.First of all, we need to know how many whales there are.Then, we need to know where they go.  And finally，we need to understand more about them.B：Then what did you do next?A：After that, we went out whale watching, following a group of whales in a boat.B：That sounds neat. Did you just watch them, or did you do anything else?A：We started by taking pictures of their fins, so we could tell them apart. At the same time, we noted their location, so we could track them.B：What did you do afterwards?A：We created a database and gave each whale a name and number. Finally, we shared our information with other whale research groupsaround the world.B：It all sounds so wonderful!I wish I could have joined you.A : I do, too.Activity 6 Watch the video protecting biodiversity, and then discuss what other sea animal you should like to see. Talk with your partner and make a plan for a trip to see the animals.Example For our trip, we would like to go to the Shanghai Ocean Aquarium， whose theme is “Spanning five continents by a connection of water”.We can first visit the special exhibition of saving sharks.Then we can go to see the seahorses whose number declined greatly for the past decade. However， most people do not know much about seahorses at all.I think we need to raise awareness about seahorses and marine conservation in China.The last spot will be The Chinese Pavilion, which displays the aquatic organisms and bio-system in the Yangtze River and some national endangered rare aquatic creatures, like Chinese alligator and Chinese Sturgeon. Discussion Do you think human beings can still see various sea animals in 100 years?Do you think protecting biodiversity is an urgent matter and why ?       Students read the poster and discuss the questions.  Students answer the three things that the campers were asked to do   Students circle the sequence words before listening again    Students number the information in the correct order.   Students circle the important key words   Students answer the questions           Students tell partner who could not make it to the camp about what happened.                    Students discuss what other sea animal you should like to see        Students   discuss the questions. To serve as a warn -up for the activities which follow. To practise listening for gist  in natural English.  To help easily find the answers.    To practise listening for sequence.  To help to easily find the answers To practise listening for details          To help students summarize what happened at the whale watching camp using sequence words.                 To plan a trip like the whale watching camp to see other sea animals .        To think and share opinions using what students have learnt in this unit.  作業(yè)Homework Do the exercises on Page 77 of Workbook.