Unit 3 Sea Exploration Using Language Listening and Speaking 教学设计-2025-2026学年高中英语人教版选择性必修第四册

该高中英语课件围绕“海洋动物认知与听说应用”展开，核心涵盖鲸及其他海洋动物知识、听力顺序策略（如识别first、then等连接词）和口语表达训练。课堂导入通过复习旧知、观看鲸类短视频激发兴趣，结合海报讨论搭建从已知到新知的学习支架，衔接前后单元海洋探索主题。 其亮点在于深度融合语言能力与思维品质培养，听力环节通过Luke对话事件排序练习（如“先追踪鲸群，再拍摄鳍部，最后共享数据”）强化顺序词运用，口语活动设计营地对话模拟（含示范对话）和旅行计划制定（含时间、地点、活动及目的表格），渗透环保与生物多样性意识（文化意识）。学生在情境中提升听说逻辑与跨文化沟通能力，教师可依托结构化活动与自评工具优化教学效率。

Teaching and Learning Design Book4 Unit3 Sea Exploration 教学设计 Period 5 Teaching and learning contents: Using Language—Getting to know about whales and other sea animals (Listening and speaking) Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Know about whales and other sea animals; 2) Learn how to listen for sequence and practice listening to a whale watching camp conversation for sequence; 3) Use proper expressions and sequence words to talk about what happened at the whale watching camp; 4) Learn to plan a trip to see other sea animals. Teaching and learning important points: 1) Listening comprehension of the whale watching camp conversation to complete the listening exercises; 2) Learning about the listening strategy—listening for sequence and practice listening for sequence; 3) Using proper expressions and sequence words to talk about what happened at the whale watching camp; 4) Learning to plan a trip to see other sea animals. Teaching and learning difficult points: 1) Listening comprehension of the whale watching camp conversation to complete the listening exercises; 2) Learning about the listening strategy—listening for sequence and practice listening for sequence; 3) Using proper expressions and sequence words to talk about what happened at the whale watching camp; Teaching and learning procedure: Step 1 Review and leading in Activity 1 Leading in Lead in the teaching topic—Getting to know about whales and other sea animals, and then introduce the teaching and learning objectives of this period. Step 2 Listening Activity 2 Pre-listening 1. Ask the students to share what they have known about whales and then watch a short video to know more about whales and arouse their interest. 2. Read the poster and discuss the questions. 1) What attracts you most in the poster? I would like the opportunity to see the whales close up best. 2) What can campers do to help with the whale research? This research helps us learn more about the wonderful world we live in, and it also helps us learn more about these amazing creatures so that we can better protect them. Activity 3 While-listening 1. Learn about the listening strategy—Listening for sequence. Listening for sequence: When people talk about a series of actions or events happening in sequence of time, they often use certain words and phrases, such as first, next, then, after that, later, and finally. 2. Listen to the head researcher talking to the campers at the end of the day. What three things were the campers asked to do? Answers: 1) to find out some facts for a whale profile 2) to think about why they do whale research 3) to go out with the researchers and write a report of the work they do 3. Go through the sentence and learn about the new words. 1) directory n. 通讯录；名录；目录 a telephone/trade directory电话号码簿/商行名录 2) meanwhile adv. 同时；在此期间；与之相比 for the meanwhile一会儿；暂时 in the meanwhile在此期间；与此同时；（比较两方面）对比之下 e.g. Bob spent fifteen months alone on his yacht. Ann, meanwhile, took care of the children on her own. 鲍勃独自在他的游艇上待了十五个月。在这段时间，安一个人照顾孩子。 The doctor will see you again next week. Meanwhile, you must rest as much as possible. 医生下周还会给你看病。在此期间，你一定要尽可能多休息。 Stress can be extremely damaging to your health. Exercise, meanwhile, can reduce its effects. 压力会严重损害你的健康，锻炼则可以减少这些影响。 I hope to go to medical school eventually. In the meanwhile, I am going to study chemistry. 我希望最终能上医学院。这期间我打算学化学。 We need some new curtains, but these will do for the meanwhile. 我们需要一些新的窗帘，但这些暂时还可以用 4. Listen to Luke’s part of the conversation again. Number the following sentences in the correct order. ( 6 ) After that, we gave the group of whales a name, and each member a number. ( 7 ) They will be added to the directory so we can identify them in the future. ( 3 ) Most whales have slightly different fins and marks, which can help us to tell them apart. ( 4 ) Meanwhile, we also noted their location, so we can track their movements and plot their migration path. ( 2 ) Then we took pictures of their fins. ( 8 ) Finally, we contacted other whale research groups around the world to share the information with them. ( 1 ) First, we followed a group of whales with the boat. ( 5 ) Later, we created a database of their fins and locations. 5. Listen to the conversation again and 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 4 Post-listening 1. Think about: Do you think it is important to carry out research on whales and other sea creatures? Why or why not? 2. Reconstruct the listening text by summarizing the main content of the whale watching camp conversation. Step 3 Speaking up Activity 5 Speaking up Some of the students could not make it to the camp. Imagine you were there. Tell your partner about what happened, using the expressions in the box below. 1. Go through the useful expressions for sequence. First(ly),… Second(ly), ... Third(ly), ... First of all... Then/After that/Afterwards/Next/Later on… In the end/At last, ... At that time.. It began when... Meanwhile… Later… Finally… 2. Read the sample dialogue for reference and then make their own dialogue in pairs. Sample dialogue: A: Today we learnt about whales and whale research. First, we found some 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 great. 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. Then finally, we shared our information with other whale research groups around the world. B: It all sounds so wonderful! I wish I could have joined you. A: I do, too. 3. Present their dialogue and try to use the above expressions for sequence. Activity 6 Speaking up 1. Watch the video Protecting Biodiversity, and then discuss what sea animals you can see in the video and what other sea animals you would like to see. 2. Talk with your partner and make a plan for a trip to see the animals. Your plan should include activities you would like to do. Time Place Route 1 Activity Purpose of the activity Route 2 Step 4 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your listening comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your performance of the discussion and conversation? (Good/Fairly good/Moderate/Just so so/Poor) Activity 8 Summary Summarize the main contents of this period briefly. Homework: 1. Do you think human beings can still see various sea animals in 100 years and why? Do you think protecting biodiversity is an urgent matter and why? Write down your thoughts in 80 words. 2. Preview the reading passage on P32 in the textbook. 学科网（北京）股份有限公司 $