课题	UNIT 3 SEA EXPLORATION Period 4 Listening and Speaking	学科	英语	班级	授课教师
教学目标	By the end of this section, students will be able to: get general information about whale through watching a poster; listen for sequence and grasp some expressions about expressing sequence; make a mindmap to present information about whale mentioned by the speaker, Sally; use expressions about sequence to tell what happened at the whale watching camp to their classmates who were not there; improve their awareness of protecting sea animals.
教学主题	该部分听说活动的主题是“了解鲸类和其他海洋动物”（Get to know about whales and other sea animals）。视听的内容则更进一步介绍“保护生态多样性”，从鲸类拓展到其他海洋动物，让学生了解多种多样的海洋生物，体会海洋的美丽与生命的珍贵，增强保护海洋生态的理念和情感。
教学重点	1. 引导学生通过看海报，初步了解鲸类动物； 2. 引导学生掌握听顺序的听力策略以及相关表达； 3. 引导学生通过听录音，制作关于鲸的信息的思维导图。
教学难点	引导学生运用有关顺序的表达，向未能赶到鲸营的同学介绍观鲸活动的内容；提高学生保护海洋动物的意识。
教学内容与过程	Step 1 Lead-in 通过头脑风暴，引入本节课的话题。  What sea animals do you know? Step 2 Pre-listening 带领学生完成活动1，看海报，思考如下问题：  What aspect of the camp would you like best?  Do you think it is important to carry out research on whales and other sea creatures? 浏览活动2，预测对话内容。 Step 3 While-listening 让学生泛听对话，完成活动2，记录观鲸活动的三项内容。老师带领学生学习听顺序的听力策略，接着播放录音，让学生完成活动3，按先后顺序排列内容要点。让学生再听录音，完成活动4，回答所示问题。让学生再听录音，将所示录音文本补充完整。 Step 4 Post-listening 让学生阅读听力文本，画思维导图呈现说话者Sally提供的关于鲸的信息。让学生完成活动5，借助所提供的有关顺序的表达，向未能参加鲸营的同学介绍观鲸活动的内容。让学生完成活动6，看视频，思考如下问题：  What sea animals can you see in the video?  What other sea animals would you like to see?  What would you like to know about these sea animals? Step 5 Homework  Read the conversation aloud.  Choose one of sea animals and make plans to protect it. And then use some expressions about sequence to introduce your plan.					备注

课题	UNIT 3 SEA EXPLORATION Period 5 Reading for Writing	学科	英语	班级	授课教师
教学目标	By the end of this section, students will be able to: find the arguments and evidence of two passages by reading; grasp structures of the two texts; discuss their opinions about sea exploration; write an argumentative essay to express their opinions on sea exploration; cooperate with group mates actively through checking their argumentative essays together.
教学主题	该部分活动的主题是“表达你对海洋探索的观点”（Express your opinions on sea exploration）。有理有据地表达自己的观点，是学生必备的基本技能。学生从了解人类探索海洋的历史出发，落实自身，思考人类与海洋的关系，形成正确的海洋观、价值观。通过倾听关于同一个主题的不同声音，全面了解事实，进而权衡利弊，作出合理的判断。
教学重点	引导学生通过阅读两篇议论文，找出其中的论点和论据；引导学生掌握这两篇议论文的结构；引导学生谈论对海洋探索的看法。
教学难点	引导学生利用所学知识写一篇议论文，谈谈对海洋探索的看法；引导学生通过协作交流，相互学习，培养学生的合作精神。
教学内容与过程	Step 1 Lead-in 通过提问，导入本节课的主题，激活学生的相关背景知识。  Should the sea be explored? Step 2 Pre-writing 让学生速读两篇文章首段，识别文章类型，回顾议论文的结构特点。  What is the type of the two passages?  What are the three parts in argumentative essay? 引导学生完成活动1，找出两篇文章的论点和论据。引导学生分析文章的篇章结构，然后学习议论文的篇章结构。引导学生完成活动2，将所示图与两篇文章匹配。让学生完成活动3，思考所示问题，并做好笔记。  What is your opinion about sea exploration? Do you agree with one argument more than the other?  Has your opinion changed after reading the two texts? Why or why not?  Are there any other aspects of sea exploration not mentioned that you think are important? Step 3 While-writing 让学生学生按照活动4的步骤，梳理写作思路，完成初稿。学生根据活动3的笔记以及活动4的1所示的问题提示列出内容要点；学生完成活动4中的2，用PEEL法组织文章；学生撰写初稿。 Step 4 Post-writing Self-editing: 先让学生自己进行修改。 Peer-editing: 让学生和同伴互改，并结合同伴的建议，对自己的描述进行修改。 Displaying: 学生和老师一起投票选出最佳作品。 Step 5 Homework  Polish up your argumentative essay with the advice from your classmates and teacher.  Read your classmates’ argumentative essays and recommend one you prefer.					备注