高三英语Unit2 Crossing limits 教学设计及教案
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增大字体1．7 Tips的主题内容是阅读指导，指导学生对于不同文体和主题的阅读材料要选用不同的阅读方法。阅读策略训练一直都是阅读指导的重点，因此可选用报刊选载、小说和科技说明文来指导学生利用Tips的建议阅读，强化阅读策略训练。
1．8 Checkpoint 2是本单元语言知识的反馈和强化。分为谓语形式和单元话题词汇与句式复习两个部分，此项内容可以作为反馈练习来强化单元知识。
2． 教材重组
2．1 教材的Warming Up和Listening两部分内容相关性很大，Warming Up的材料不仅可以导出单元话题，而且可以利用Warming Up的内容为Listening铺垫必要的语言准备。Workbook部分的Listening practice可以被用来补充更多的单元信息和训练学生的听力能力。因此可以整合这3部分内容，上一节听力课。
2．2 Speaking的内容以Exploration为题，重在培养学生运用思维辨析、判断和决策的能力，组织语言材料的难度较大。但可以借助Warming Up的内容和听力材料为辅助材料，运用Mind-Map教学策略来帮助学生收集材料，降低难度，上一节口语课。
2．3 Pre-reading, Reading和Post-Reading三个教学环节序列性很强，互为补充。Integrating Skills的Talking部分同教材Reading部分内容有很大相关性，整合这4个环节，可以设计一节文化背景输入→阅读→读后反思→读后讨论的流线形精读课。
2．4 LANGUAGE STUDY重在语言知识复习和强化，教学中通过合理设计任务，分类组合，设计一节以语言训练为载体的语言知识学习课。
2．5 INTEGRATING SKILLS 的Reading的内容相对简单，但是在单元教学中作用很大。其内容不仅是对单元话题的拓展，也是对后面写作内容的铺垫。通过精处理，拓展话题理解，训练语言知识，就可以起到承前启后的作用。
2．6 INTEGRATING SKILLS 部分的写作设计是对单元话题的总结。语言的输出方式以Essay载体，以单元主题为话题，既呼应了SPEAKING，又升华了主题。
2．7 Work book 的Integrating Skills分为Reading和Writing两部分内容，Reading的内容同教材部分Reading的内容的文章结构有相似之处，都是对历史事件和历史人物的记叙和评价；Writing以Essay writing 为主题，呼应教材Speaking和Writing部分。因此可以这两部分为载体，上一节综合实践课来强化本单元读写技能的实践运用。
3． 课型设计与课时分配（经教材分析，根据学情，本单元可以用7课时教完）
1st Period Listening
2nd Period Speaking
3rd Period Reading
4th Period Language study
5th Period Extensive reading
6th Period Writing
7th Period Integrating skills
IV.分课时教案
The First Period Listening
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment
2. Ability goals 能力目标
Enable students to learn that exploring in the past and present are quite different.
3. Learning ability goals 学能目标
Enable students to learn how to compare between the past and present exploring.
Teaching important points 教学重点
Enable students to fully understand the “problem-solution” part in Warming Up and Listening materials.
Teaching difficult points 教学难点
By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening.
Teaching methods 教学方法
1. Team work learning
2. Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision (Give reading materials before class)
T: First, let’s check your homework to see how well you have prepared for the class. Now please do the quiz.
Quiz:
1. Who was the first person that mapped the Indian coast?
2. Who was the first person that discovered the “New World”?
3. Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific Ocean?
4. What was James Cook’s purpose of his voyage?
Key:
Zheng He
Columbus
Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during his exploration.
Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south.
StepⅡ Warming Up
Task one: World map exploration
T: Look at the map and tell me how many continents there are in the world. What are they?
Show a world map through slide.
S: There are seven continents in the world. They are Asia, Africa, Europe, Oceania, North America, South America and Antarctic.
T: Observe the map carefully and find their separate positions. Tell me which ocean separates Asia from Oceania, and which separates Europe from America. Then tell me which oceans we have to cross if we take the shortest route from China to the east coast of Africa by sea.
S: The Pacific Ocean separates Asia from Oceania and the Atlantic Ocean separates Europe from America. We have to cross the Pacific Ocean and the Indian Ocean.
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