选修7unit3教案

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高二英语教案：选修7第三单元教案

高二英语教案：选修7第三单元教案
【摘要】教案是整个课程的大纲，使得学生更有逻辑的调理的理解其讲
课内容。高二英语教案栏目小编也特意为您编辑了此文：高二英语教案：选
修7第三单元教案”祝您浏览愉快。
本文题目：高二英语教案：选修7第三单元教案
Unit3Underthesea海下景观
Part1Wordsandexpressions
重点句式
1.____________thekillerwhales，or“killers”astheywerethencalled，helped
thewhalerscatchthebaleenwhalesthatwereontheirannualmigration.
那个时期，虎鲸(当时被称为“杀手”)帮助捕鲸人在每年须鲸迁徙时捕捉须
7.仔细考虑____________________
8.意识到__________________
9.与此同时，在此期间______________
10.颠倒_________________
Ⅱ.用I部分中短语的适当形式填空
11.ItwasseveralminutesbeforeI___________whatwashappening.
核心词汇
1.Hearingthegun，theenemieswerehorrorstruckand____________(逃
跑)inalldirections.
2.Thebusinessman___________(抛弃)hiswifeandwentawaywithalltheir
money.
strongsharpteeth，__________________，watchingforatastyfish(ormytasty

选修7unit3教案

Unit 3 Under the seaPeriod 1 Reading(1)Old Tom the Killer WhaleTeaching Aims:1. Read a passage about robot and get some information from it.2. Practise the skills of careful-reading and fast-reading.Procedure:Step 1. Warming up (4 minutes)1.Tell students we are on a snorkeling trip under the sea and will come across a great variety of marine animals and plants：dolphins，turtles，manatee，eels，octopus，squids，butterfly fish，kelp，sea star，angel fish，clown fish/anemone fish，parrotfish，sea flower/anemone，sea－slug，clam，coral，jellyfish，seahorse，shark，etc.2.In groups,make a list of plants and animals that live under the sea.Step 2. Fast--reading (17 minutes)1. Ask the students to read the passage quickly within 8 minutes and do exercise 1and 2 on page43 in Yingzaiketang .2. Check the answers.Ask one student to write his or her answers on the blackboard. Show the right answers and ask students to check them.Step 3. Careful-reading (18 minutes)1. Ask students to read Part 1 of the reading passage and find out before the hunt，what did Old Tom do and how did the whalers react?Suggested answers：Old Tom threw itself out of the water，then crashed down again and swam by the boat，showing the whalers the way.One whaler yelled out and George ran ahead of clancy.Clancy raced after him.They jumped into the boat with the other whalers and headed out into the bay.Next，find out during the hunt and after the hunt，what did the killer whales do and how did the whalers react?Suggested answers：A pack of killers are throwing themselves on top of the whale's blow－hole to stop it breathing；and some others are stopping it fleeing out to sea.The killers started racing between the whalers' boat and the whale just like a pack of excited dogs.Within a moment or two，the whale's body was dragged downinto the depths of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Ask students to read Part 1 of the reading passage again and put the following sentences into the correct order：a．George started beating the water with his oar.b．Clancy raced after George to the boat.c．Clancy arrived at the whaling station.d．The killers started racing between our boat and the whale.e．Clancy heard a huge noise coming from the bay.f．Clancy was sorting out his accommodation.g．Clancy ran down to the shore.h．The man in the bow of the boat aimed the harpoon at the whale.Keys：cfegbadh2. Check the answers.Step 4Discussion (2minutes)Read the passage and discuss：1．What is the relationship between Old Tom and the whalers?2．What other animals can help out humans in hunting?Step 5Debate (3 minutes)The last whaling station in Australia closed in 1978.Whales are now an endangered species and protected by an international ban on whaling，but some countries oppose the ban.In groups discuss the reasons for and against banning whaling.Step 6. Homework (1 minute)1.Read the text again and again.2.Surf the internet to learn more about whalesStep 7 Reflection after teaching:Period 2 Language Points （1）Teaching Aim:Remember and practise using Useful phrases and sentences.Procedure:Step 1 Learning phrases and sentencesUndarline the useful phrases and sentences and try to translate them.Useful phrases：at the whaling station 在捕鲸站hear of 听说witness it with my own eyes 亲眼目睹sort out my accommodation 整理我的床铺an enormous animal 一个庞然大物throw itself out of the water 猛力跃出水面crash down 坠落call out to sb. 高声对某人说yell out 大声喊叫ahead of 在……前面head out into the bay 朝海湾方向驶去circle back 转回来a pack of 一群in the bow of the boat 在船头aim at 瞄准hit the spot 击中要害within a moment or two 片刻之后the depths of the sea 深海中float up to the surface 浮出水面in the meantime 同时have a good feed on sth. 饱餐一顿wash off 冲走man overboard 有人落水the sea was rough 波涛汹涌be terrified of doing sth. 害怕做某事be abandoned by sb. 被某人遗弃hold up 举起pull back 拉回Beautiful sentences：1．It_was_a_time_when_the killer whales...helped the whalers catch the baleen whales...2．This was the call that announced there was_about_to be a whale hunt.3．I had already heard that George didn't like_being_kept_waiting,_so even though I didn't have the right clothes on，I raced after him.4．As we drew closer，I could see a whale_being_attacked_by a pack of about six other killers.5．From James's face，I could see he was terrified of_being_abandoned by us.Step 2 Remember Useful phrases.Step 3 Study difficulty sentences.Step4. Test (10minutes)1. Do exercise V on page 49 in yingzaiketang.2. Check the answers.3. Deal with the problems.Step 5. Homework.1. Preview grammar on page 32,33 inyingzaiketang.2. Remember the words of this period.Step 6 Reflection after teaching:Period 3 Language Points（2）Teaching Aim:1.Remember and practise using 10 Language Points on page44-47 in Ying zaiketang.2.Do some exercises .Procedure:Step 1. Master 10 Language Points. (20minutes)1. Ask students to remember10 Language Points and their usage on page 44-47 in yingzaiketang. After remembering them, let's practise using them.1．witness vt.(1)be present at(someplace)and see it 当场见到/目击Did anyone witness the accident？有人亲眼看到那次事故了吗？(2)“见证了”，时间、地点等作主语。

人教版选修七Unit 3 Under the sea教案及说课稿

Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。

听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。

Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。

Pre-reading局部通过探讨图片导入课文并介绍故事背景。

Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。

课文中采纳了大量的动作描写，并运用了大量的-ing形式。

Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。

Learning about Language局部突出了本单元词汇和语法的学习与训练。

本单元的语法是-ing 形式的被动语态。

Using Language局部包括阅读和写作两局部。

课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。

写作局部要求学生仿照课文描写景物。

本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。

Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。

II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。

2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。

III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。

高二英语选修七_Unit3_Reading_优质教案

Unit3 Reading优质教案教材分析Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this，students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier，the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group. Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具A computer and a projector.教学过程Step 1Warming up1．Ask some students to show some pictures of their favorite sea animals and introduce them to the class.The introduction should cover these aspects：·The English and Chinese name of your favorite sea animal.·Where did you find it?·Some features of it，its distribution，or living condition. Anything about it is welcome.·Why do you like it?2．The teacher show the picture of a killer whale and do a small quiz about it.(1)What's the Chinese and English name of this whale?虎鲸Killer whales(2)Can you match these whales with their Chinese and English names？(Show students some pictures of different whales.)baleen whale 须鲸sperm whale抹香鲸blue whale 蓝鲸white whale白鲸(3)Which of these kinds of whales can grow to be the largest?Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)(4)Humans have been hunting whales for more than __A__ years.A．2000B．1000C．500(5)Will the killer whales attack people and eat them？No.(6)Does a female killer whale give birth to a baby whale or lay eggs？Give birth to a baby whale.(7)What does a newly－born baby killer whale feed on？__C__A．Small sea animals. B．Sea plants. C．Its mother's milk.(8)Do the killers belong to the family of dolphins or whales？Dolphins.(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.A．40－50B．50－60C．60－70D．80－90(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.A．2－50 B．20－50 C．30－60(11)How many sounds can a killer whale make？62 sounds.(12)Are killers endangered species and in need of conservation？No.(13)The killer whales are sometimes called the “__A__ of the s ea” because they are both very fierce.A．wolf B．dog C．tigerStep 2Pre-reading1．Read the words in Pre－reading on Page 19 quickly and fill in the form.Step 3Skimming1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.Main ideas：Anecdote one：The killer whales helped the whalers to catch a baleen whale.Anecdote two：Old Tom saved a whaler James.2．Fill in the blanks with the names of the roles in the text.(1)______was 16 years of age when he went to work at the whaling station.(2)______orderd Clancy to go to the boat as there was a whale out there in the bay.(3)______was swimming by the boat showing the whalers the way.(4)______told Clancy that they would return the next day to bring in the body of the whale.(5)______was carried by the waves further and further away from the whalers.(6)______knew that Old Tom would protect James.Suggested answers：(1)Clancy(2)George(3)Old Tom(4)Jack(5)James (6)RedStep 4Scanning1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.Anecdote one：There was perfect cooperation between the whalers and the killer whales.Before the huntThe killers' action：Threw_itself out_of the water and then crashed_down again.Swam_by the boat，showing the whalers the way.Circled back to the boat, leading the whalers to the hunt.The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.They jumped_into_the boat with the other whalers and headed_out into the bay.During and after the huntThe killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；some others are stopping it fleeing_out to sea.The killers started racing_between the whalers' boat and the whale，just like a pack of excited dogs.Within a moment or two，the whale's body was dragged_down_into the depths of the sea.The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.Started turning the boat around to go home.Anecdote two：The dangers facing James：(1)He was washed_off_the boat and was carried_away_by rough waves.(2)There was a shark out there.The help offered by Old Tom：(1)Old Tom wouldn't_let_the shark near.(2)Old Tom firmly held James up in the water.2．Reading aloud and underlining expressions.Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.Suggested answers：Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water3．Reading，identifying and settling.Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficult sentences and discuss them among their group members.They may also turn to the teacher for help.·...George didn't like being kept waiting...·...I could see a whale being attacked by a pack of about six other killers.·Being badly wounded，the whale soon died.·...I could see he was terrified of being abandoned by us.Step 5DiscussionAfter the students read the passage，ask them to discuss the following questions in groups and then report to the class.1．Why has the killer whale got the name Old Tom?2．Do you like killer whales？Why or why not?Suggested answers：1．Old Tom is a person's name. In my opinion，the reasons why the killer in the text is called so may be two. For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name. For another，the whalers called it Old Tom，just as they were calling a man. That is to say，the whalers treated it as their dear friend. In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea. In return，the killer can get part of the baleen whale as its food. So to some extent，the whalers and killers are depending on each other. They cooperated well and lived in harmony with one another.2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near. They are so clever and friendly to human beings. What's more，they worked as a team，which should be learned by us when we are working.I don't like them. Though they are clever and friendly to us，they are too fierce. To my great surprise，they should eat the flesh of another whale. I could hardly believe it. I have never heard of one animal killing his families and even eating their meat. How pitiful it is!Step 6Further－thinking1．What else do you think is amazing in the story？Show your evidence.2．What is an anecdote?Suggested answers：1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing. But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue. Or they just want to share it with the whalers in return for their cooperation.2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.Step 7ConsolidationAsk students to retell the passage with the help of their worksheet.1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James. Your anecdote should at least consist of two paragraphs：Paragraph one：about the writer，time，place and what happenedParagraph two：detailed information about the anecdoteFor reference：Step 8DebateThe last whaling station in Australia closed in 1978.Whales are now an endangered species and protected by an international ban，but some countries oppose the ban. In groups discuss the reasons for and against banning whaling.Step 9Homework1．Write down the useful new words and expressions，then learn them by heart.2．Write down an anecdote in the name of Old Tom，the baleen whale or James.。

高中英语_人教版选修7Unit3阅读课教学设计学情分析教材分析课后反思

Book7 Unit 3 Old Tom the Killer Whale 虎鲸老汤姆一、教学目标1. 知识目标：通过深层次的理解，使学生了解并掌握词汇用法，并完成有关课文内容的练习。

2. 能力目标：通过个人活动，同伴活动和小组活动，使学生掌握速读—略读—精读—总结—寻找细节等阅读文章的各种阅读技巧，并利用多媒体课件创设情境，为学生提供大量的输出机会，提高学生的听说读写能力及培养他们的发散思维与创新能力。

3. 情感目标：体验使用多媒体手段辅助学习的乐趣和成就感，帮助学生更多的了解海洋生物，培养学生热爱和保护海洋生物的意识。

二、教学重点与难点1. 培养学生的阅读策略及获取信息的方法。

2. 创设情境，激活学生思维，培养学生的合作学习能力以及发现问题，思考问题和解决问题的能力。

三、教学媒体选择多媒体教室、计算机、CAI课件四、教学设计思路《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。

”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用discussion等方式来进行对本单元的教学。

本单元是高中英语人教版选修七第三单元Under the Sea。

该单元的中心话题是“海底世界”，单元各项活动的设计都是围绕海底动植物、海底奇妙景观，以及有关大海的神话故事展开的。

本课时是根据该单元中的阅读内容“Old Tom the Killer Whale”而设计的一节课。

作者以第一人称的口吻，讲述了一个名叫Old Tom的虎鲸的故事。

学生阅读此文可以了解人类如何利用鲸捕杀鲸的残酷现实。

人教版高中英语选修七课件：Unit 3 Under the sea 单元教案

Unit Three :Old Tom The Killer Whale Unit 3 的主题是“Under the sea”, 中心话题是海底世界, 听说读写活动主要围绕海底动植物, 海底奇妙景观,以及有关大海的神话故事展开的.阅读内容是：1. 两起虎鲸轶事.2. 一篇有关海洋见闻和感受的日记.Period Two Pre-reading, Reading and ComprehendingTeaching aims:1. Grasp the basic information about the killer whales, such as size, habit, food, how they hunt animals and the relationship with human beings.2. Learn to retell the two anecdotes with the help of some key words.3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.Teaching difficult points:1. The relationship between the killer whales and the whalers.2. Develop students’ reading abilityTeaching important points:1. Reading comprehension to the text2. Learning more about the killer whales and understanding the relationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inRiddle games：猜谜语（课件warming up第38个幻灯，显示出答案的图像）1. a large reptile which has a thick shell covering its body.2. a hard substance formed from the skeletons of very small sea animals. It is often used to make jewelry.3. a very large mammal with the general shape of a fish and one or two blowholes for breathing.4. A type of small fish which appears to swim in an upright position and whose head looks a little like the head of horse.After teaching them some new words and useful phrases in this unit, we lead in the new text by introducing an imagined story about a snorkeling trip under the sea.Some new words: dolphins(海豚); turtles(海龟), manatee(海牛); eels(鳗鱼); octopus(章鱼); squids(鱿鱼); butterfly fish(蝶鱼); kelp(海藻); sea star(海星); angel fish(宝贝鱼); clown fish / anemones fish(小丑鱼); parrotfish(鹦鹉鱼); sea flower / anemone(海葵); sea-slug(海参); clam(蛤); coral(珊瑚礁); seahorse(海滩); jellyfish(海蜇, 水母); shark(鲨鱼); the killer whale(杀人鲸); the baleen whale(须鲸); cormorants(鸬鸟); otters(水獭); ferrets(雪貂) etc.Step 2 PresentationStep 3 Skimming1. Ask students to skim the passage quickly and answer the questions:1) What is the first anecdote about? And how about the second one?2) The first anecdote mainly talks about that ________.A. Clancy began to work at a whaling stationB. the killer whales helped the whalers to catch a baleen whaleC. the killer whales hunted in a team and killed a baleen whaleD. Old Tom showed whalers the way to a baleen whaleThe second anecdote: Old Tom saved a whale James who was washed off the boat.3) The text mainly tells us _______.A. what a hard life the whalers livedB. how the killers helped the whalers catch whalesC. what the whalers did at the whaling stationD. how the whalers caught a whale by teamwork4) Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near Jamesbreathing; dragged; washed off; nearing; held up; pulled)Step 4 Scanning1. Fill in the following blanks with the proper names:1) ________ was 16 years of age when he went to work at the whaling station.2) ________ ordered Clancy to go to the boat as there was a whale out there in the bay.3) ________ was swimming by the boat, showing the whales the way.4) ________ told Clancy that they would return the next day to bring in the body of the hale.5) ________ was carried by the waves further away from the whalers.6) ________ knew that Old Tom would protect James.(Suggested answers: Clancy; George; Old Tom; Jack; James; Red)2. Reading aloud and underlining expressions:at the times; at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Step 5 Careful readingStory part 1: the hunt------before------after------during1. Ask the students to read the part 1 of the reading passage and find out before the hunt, what did Old Tom do and how did the whalers react?(Suggested answers:Old Tom threw itself out of the water, then crashed down again and swam by the boat, showing the whalers the way.One whaler yelled out and George ran ahead of Clancy. Clancy raced after him. They jumped into the boat with the other whalers and headed out into the bay.)Next, find out during the hunt and after the hunt, what did the killer whales do and how did the whalers react?(Suggested answers:a pack of killers are throwing themselves on top of the whale’s blow-hole to stop it breathing; and some others are stopping it fleeing out to sea. The killers started racing between the whalers’ boat and the whale just like a pack of excited dogs. Within a moment or two, the whale’s body was dragged down into the depth of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.)2. Ask students to read Part 1 of the reading passage and put the following sentences into the correct order:a. George started beating the water with his oar.b. Clancy raced after George to the boat.c. Clancy arrived at the whaling station.d. The killers started racing between our boat and the whale.e. Clancy heard a huge noise coming from the bay.f. Clancy was sorting out his accommodation.g. Clancy ran down to the shore.h. The man in the bow of the boat aimed the harpoon at the whale.(Suggested answers: c，f，e，g，b，a，d，h)显示先后次序时，先用图片展示这些句子的内容，其后再出现句子3. Story Part 2Which was not the danger facing James?A. Being washed off the boat.B. Being carried away by rough waves.C. A shark out there.D. Being attacked by another killer whale.Step 6 Comprehending1. The text is mainly about _______.A. the killer whales are easily trainedB. the killer whales can help the halers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down in order to _______.A. give the whalers information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. ________ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. The whalers4. Why did the whalers start turning the boat around to go to home after the whale died?A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hoursD. They had to do this because it was too late5. The killer whale protected James by _______.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6. We can infer from the story that ________.A. the killer whales may be trained by the whalersB. the killer whales want to help man catch the whales themselvesC. the killer whales need no training for helping the whalersD. the killer whales want to eat the whales after killing them7. Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James(Suggested answers: BADCCAC)SummaryThis text is two __________ written by an old man called Clancy , who was a ______ and hunted whales on the south-eastern coast of Australia at the beginning of the 20th century, when the ____________ helped the whalers catch the ______________ that were on their _________ migration.The key: anecdotes; whaler; killer whale; baleen whale; annual Step 7 Discussion1. What is the relationship between Old Tom and the whalers?________________________________________________________.2. What other animals can help out humans in hunting?________________________________________________________.(Suggested answers:Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.There are many other animals that help out humans in hunting as dogs, cormorants(鸬鸟); otters(水獭); ferrets(雪貂).3. What else do you think is amazing in the story? Show your evidence._________________________________________________________ ___________________________________________________________.4. What is an anecdote?________________________________________________________.Step 8 DebateThe last whaling station in Australia closed in 1978. Whales are now an endangered species and protected by an international ban on whaling, but some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.Step 9 Learning phrases and sentencesUseful phrases:at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of 在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Beautiful sentences:1. It was a time when the killer whales……helped the whalers catch the baleen whales…..2. This was the call that announced there was about to be a whale hunt.3. I had already heard that George didn’t like being kept waiting, so even though I didn’t have the right clothes on, I raced after him.4. As we drew closer, I could see a whale being attacked by a pack of about six other killers.5. From James’s face, I could see he was terrified of being abandoned by us.Step 10 Homework1) Prepare to retell the whole text in your own words.2) Write a short summary of the whole text in about 30 words.。

高中选修7 Unit 3 Under the sea 第一课时教案

Senior 2 Book 7 Unit 3 Under the seaThe First Period教案――姓名Teaching Procedures:Step 1:Revision1、Greetings2、Duty reportStep 2:Dictationdesire test out alarm sympathy favour accompanyStep 3: Leading-in1、Show some pictures and short videos2、New wordscoral jellyfish dolphin sea star(star fish) turtle sealStep 4: Make a survey1、Show some phrases on the screen.2、Show the chart to the students.3、Groups of four, ask each other and then fill in the chart.Step 5:Pre-reading1、New wordsanecdote annual witness accommodation shore opposite yellpause telescope teamwork dive flee drag depth lip urgeabandon shark2、Ask students to read a short passage on page 19 and then do the exercise.3、Show the chart to the students.Step 6: Reading and comprehending1、T:○1 Show some short videos○2 Play the tapeSs:○1 Listen to the tape○2 Do exercises on page 212、Check the answers all together.Step 7 Homework1、As a matter of fact, whales are now an endangered animal. Many peopleare trying to protect them from being hunted. The last whaling station inAustralia closed in 1978. But some countries oppose the ban. And there are stillpeop le who hunt whales. What’s your opinion? Are you for or against the banningwhaling? Consider the problem carefully and we’ll have a discussion tomorrow.2、Read the passage again and answer the five questions on page 213、Find and underline all the sentences using the –ing form in the readingpassage,marking the passive –ing in red.。

人教版高中英语选修7 Unit3 Using Language 优质教案

Unit3 Using Language 优质教案Period 5Using LanguageTeaching aims1．Learn to pronounce the names of sea creatures mentioned in the text correctly. 2．Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like：...＋looking，...＋shaped，...＋spotted，...＋like，...＋striped.3．Learn to use the adjectives in the correct order to describe the pictures prepared by the teacher.4．Learn to use proper expressions to convey their exact feelings in their past experiences.Teaching proceduresWarming up and lead－inFirst，show students the picture above and ask them some questions as a revision：Where are they？What are they doing？Why do they go snorkelling?Next，draw a conclusion and lead into the text：As the sea is a world full of magic，many tourists head to the sea，and the author of this text is one of them.Look！The other day，the writer went snorkelling with her friends and experienced a lot.Let's take a brief look at sea creatures through her diary.Then，take a closer look at the photos she taken and describe them with what you can find in your textbook.Pictures in the text in Using Language give the following information：corals with vivid colors and shapes，elegant fishes，little orange and white fish，small cleaner fish，the yellow and green parrotfish with hard bird－like mouth，yellow－spotted red sea－slug and blue sea－stars and wise－looking turtles，eels with strong sharp teeth，giant clam with thick green lips，grey reef sharks about one and a halfmeters long，the edge of the reef with a sharp drop to the sandy ocean floor Fast readingRead the passage and put the following topics into the correct order according to the text.Step 3Careful readingTask 1：Read and choose the best answers.1．Judging from the text，what the author mainly wants to tell us in the diary is ______.A．that the sea is fantastic with vivid colorsB．that the water where she was snorkelling is not deep but shallowC．what she saw and how she felt in the seaD．that all the plants in the sea are poisonous2．What was hanging upside down in the sea according to the text?A．The orange and white fish.B．The yellow－spotted red sea－slug. C．The yellow and green parrotfish. D．The blue sea－stars.3．The author was afraid of getting too close to the eel because ______.A．it has strong sharp teeth B．it has thick green lipsC．it has a frightening shape D．it gives out poisonous liquids4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______A．My heart was beating wildly.B．That didn't stop me from feeling scared to death.。

人教版高中英语选修7《Unit 3 Under the sea》教案2篇

人教版高中英语选修7《Unit 3 Unde r the sea》教案2篇Teaching plan of unit 3 under the sea人教版高中英语选修7《Unit 3 Under the sea》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 3 Under the sea》教案2、篇章2：人教版高中英语选修7《Unit 3 Under the sea》教案篇章1:人教版高中英语选修7《Unit 3 Under the sea》教案教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。

教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

高二英语选修7unit3教案

Unit 3 Under the sea Warming upHave you seen plants and animals that live under the sea? Where did you see them? On a snorkeling tripAt an aquariumOn a boat tourIn booksIn filmsOn TM nature programmesOn the internet一些海底的其他动物:海星sea star珊瑚coral水母jellyfish海豚dolphin海鸥gull 海龟turtle海豹sealNew wordswitness v. 目击，做证n. 目击者，证人，证词pack 打包，收拾行李flee 逃跑，消失abandon 遗弃，抛弃annual 每年的Reading1.I thought , at the time, that this was just a story but then I witnessed it with myown eyes many times.at the time “那时候”，位置应在story之后，作时间状语，提前是为了强调，that this was just a story作thought的宾语。

2.On the afternoon I arrived at the station, as I was sorting out my accommodation, Iheard a huge noise coming from the bay.在我到达捕鲸场的那个下午，正当我准备膳宿时，我听到一声巨响从海湾传来。

as, when和while1) as 强调主从句中谓语动词所表示的动作同时发生。

从句表示"随时间推移"连词能用as，不用when 或while。

As the day went on, the weather got worse.日子一天天过去，天气越变越坏。

人教版高中英语选修7 Unit3_Reading_优质教案

高中英语 Unit 3 under the sea教案新人教版选修7 教案

Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’s the main idea of the second anecdote?A. Fierce killers, like Old Tom, could protect people.B. James was washed off the boat.C. It was hard to handle the boat in rough sea.D. Old Tom rescued James from other killers.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheet Anecdote oneAnecdote twoThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. The killer whales want to help man catch the whales themselvesC. The killer whales need no training for helping the whalersD. The killer whales want to eat the whales after killing themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my own eyes.On the afternoon I arrived at the station, as I ___________ (sort 短语) my accommodation, I heard aloud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词)animal.“It is called Old Tom, the killer.” George said as he ran ahead____ me. __ the distance we couldsee that something was happening. As we ___________ (draw 短语), I could see a whale____________ by a_____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was draggedby the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century,the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongueWashed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack,depths。

人教版高中英语选修7《Unit3Underthesea》教案

人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

教学过程Step1 Lead –in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。

人教选修七Unit3Underthesea教案

BOOK 7 Unit3 Under the sea目标认知重点词汇：·annual, witness, migration, grab, shallow, reflect, tongue, abandon, opposite, depth, target, survive, shape, scare.make a list of, be aware of, in the meantime, with one’s own eyes, sort out, head out into, aim at, hold up, help out, upside down.重点句型：1. be on + n.(表状态)2. be about to do…when…语法：1. 同位语从句2. v-ing形式的被动式用法重点词汇 1. favorite(1) adj 最喜欢的Who is your favorite writer?be favorite with 在…中受欢迎The singer is popular with young people.(2) n 最喜欢的人或物The book is a favorite with students.Liu Xiang is a general favorite.。

刘翔是最受大众喜欢的人favor 喜欢，支持in favor of 支持，赞成favorable赞成的，有利的，讨人喜欢的favoritism (n)偏爱，得宠2. witness作vt. 当场见到，目击eg. We were witnessing the most important scientific development of the century. (我们亲眼目睹了本世纪最重要的科学进展。

)He witnessed the traffic accident happened yesterday. (他目击了昨天发生的那起交通事故。

人教版高中英语选修7教案Unit3UndertheSea

人教版高中英语选修7教案Unit 3Under the SeaUnit3UndertheSea一、语言要点I单元要点预览（旨在让同窗整体了解本单元要点）辞汇部份词语辨析1shre/seaside/beah/ast/ban2flee/esape3deep/deepl词形转变1depthn深,深度,deepladv深深地deepad≈adv深的;深切地,2nservev保留,保藏nservatinv保留,维持3vividad生动的,鲜明的,活泼的vividladv生动地,鲜明地4aesead引发敬畏的,恐怖的aen 敬畏aevt敬畏tastad好吃的,可口的tastev品尝;n味道,味觉tastelessad没味道的,无鉴赏力的重点单词1annualad每一年的；按年度计算的/n年刊；年鉴2itnessn目击者；证人；证据vt当场见到；目击3adatinn居处4abandnvt舍弃；遗弃；抛弃refletvt映射；反射vi≈vt试探6aaread意识到的；明白的7sarevt要挟vi受惊吓重点词组srtut整理；挑出helput帮忙……（摆脱困难或危难）；协助；使……离开窘境thrneselfutf跃出upsidedn上下翻转过来重点句型1Itasatiehentheillerhales,r“illers”astheerethenalled,helpedthehalersaththebaleenhalest haterentheirannualigratin2IhadalreadheardthatGerge didn’tliebeingeptaiting,seventhughIdidn’thavetherightlthesn,raedafterhi3I’sittinginthearnightairithalddrininhandandrefletingnth eda-adafpureagi!重点语法被动语态（II）II词语辨析1)shre/seaside/beah/ast/bann海边，海岸【说明】shre指海岸，湖岸，也指近海的一带。

人教版高二英语选修七Unit 3 Under the sea教案设计

人教版高二英语选修七 Unit 3 Under the sea 教案设计编号：课时教学目标课题：Book7 Unit 3 Under the sea1 课时课型新授使用时间Teaching Aims:a. 重点词汇和短语 anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b. 重点句型 1. We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20 2. Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 3. As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 4. And those others are stopping it diving or fleeing out to sea. P20 5. It took over half an hour to get the boat back to James ... P21重点难点教学准备Teaching Important Point:The usage of some useful words and expressions.Teaching Difficult Point:How to grasp and remember the detailed information of the reading material. CAI equipment with a Multi-media classroom and other normal teaching tools.教学过程特色备课修改区域StepⅠGreeting and revisionT: Good morning, girls! Ss: Good morning, Huang!StepⅡLanguage pointsT: OK, now would you please open your textbook and turn to page20. Have you noticed that in the text there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.Ss: (reading) T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx,would you please? Words and expressions: 1.【课文原句】I thought, at the time, that this was just a story but then I witnessed it with my owneyes many times.【观察】(1). We all came to witness history . (2). He witnessed to having seen the man enter the building. (3). The brave lawyer witnessed for the old man at the court. (4). She was the only witness to the accident. (5). The past few years have witnessed great changes in our hometown. 【小结】witness vt. 当场见到；目击 vi. 作证 n. 目击者；证人；证据【搭配】witness for/against 为.. 作证/作了不利于...的证明 be a witness to 是…的目击者 give witness to 为...作证说, 证明1/4人教版高二英语选修七 Unit 3 Under the sea 教案设计注意: witness跟see 等词一样，可以用“时间”或“地点”作主语，意为“是...的时间/地点” 【即讲即练】1). 那起事故唯一目击者愿意为司机作证。

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