高中英语人教版选修7+Unit+3+Under+the+Sea+period2+教案1.doc
人教版英语选修7 Unit3 Under the sea--Period1
Unit 3 Under the seaPeriod 1 A sample lesson plan for reading(Old Tom The Killer Whale)IntroductionIn this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote, reading aloud to the recording, reading for forms, copying and making sentences, understanding difficult sentences, reading and transferring, reading the text once again for the type of writing and summary of Old Tom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage.ObjectivesTo help students understand the text’s forms and contents and learn about under the seaTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up talking about ocean plants and ocean animalsHello, class. Have you been to the sea? This week we shall go to the sea to learn about ocean plants and animals. What do you know about them?There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots whichsimply drift about with the water. The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean.As for ocean animals, they are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can grow to fairly large size. Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom.To learn more about ocean and sea, go to page 20.2. Pre-reading by defining anecdote.We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth.Let's start with a definition:"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling themif they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when we lack proof, IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have:"Man prefers to believe what he prefers to be true." — Francis Bacon"Now let’s go to page 20 to read the two anecdotes.3. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.4.Reading for formsIn using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words.Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.5. Copying and making sentencesA collocation is two or more words that often go together. These combinationsjust sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.6. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences.If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7.Reading and transferringIn pairs, read the text, find information to complete the following form.8. Reading the text once again for the type of writing and summary of Old Tom The Killer WhaleDetermining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now read the text once again for the type of writing and summary of Old Tom The Killer Whale.Typeof writingA narration Summaryof storyI witnessed Old Tom, the killer attacking a whale together with six other killers.9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above.10. Closing down by putting the text on stageTo act out is something like to carry out, to perform or to realize something. Acting out the text is a very good way to improve students’spoken English.To end this period let’s try to put the text story into a play.。
英语.新高考总复习(人教) 选修7 Unit 3 Under the sea
一个故事罢了,但是后来我亲眼见过几次。
语境巧练
单句填空
①As a winner of the state medal,she is a witness to
history
as well. ②The driver witnessed to having seen(see) the man enter the
trusted the wrong people.
③She was staring out over the lake,lost in reflection (reflect).
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-11-
考点必记 ①reflect sb./sth.in... 在……中映出某人/物的形象 reflect on/upon沉思、思考 ②reflection n.反射;反照;反映;映像;思考 be lost in reflection陷入沉思中 on/upon reflection再加考虑
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-16-
8.scare vt.恐吓 vi.受惊吓 [教材原句]I told myself they weren’t dangerous but that didn’t
stop me from feeling scared to death for a moment!(P24)我自言自语
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-14-
英语：选修7-unit3-under-the-sea-language-points课件(新人教版)
1. witness 1) (vt ) to see sth happen, esp, a crime or
accident(当场看到；目击) 你亲眼看到那场事故了吗？ Did youw_i_t_n_e_ss__ the accident? 我最好的朋友见证了我的婚礼。 My best friends witnessed my wedding.
The train doesn’t leave for a hour, in the meantime , I’m going to take a nap.
Jack ran for a doctor, in the meantime, we stayed with the patient.
I’ll call you when he comes. In the meantime I must give you something to do.
2) (vi) if a time or place witnesses an event, the event happens during that time or in that place (经历；发生)
Great changes have taken place in my hometown. My hometown has witnessed great changes. There has been a crime increase in recent years. Recent years has witnessed a crime increase. 3(n) someone who sees a crime or an accident
2) vi. flee to/from/into somewhere The prisoner attempted to_fl_e_e_f_r_o_m__t_h_e_p_r_i_so_n The alarmed people _f_le_d__fr_o_m__t_h_e__fi_r_e_._ He killed the enemy and _f_le_d__th_e__c_o_u_n_t_ry__.__ Many German artists f_l_ed__t_o_A__m_e_r_i_ca__ at the
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.。
高中英语选修7―Unit 3 Under+the+sea―人教课标版1
seal 11. 海豹；封条；印章
refund 12. 退还；偿还；退款 13. 养老金；退休金 pension pensioner 14. 领取养老金者
the animals that live under the sea
killer 虎鲸 baleen whale 须鲸 捕鲸人 whaler blow-hole 鲸的出气孔 shark 鲨鱼
（二）
overboard 1. 越过船舷进入水中
shark 2.鲨鱼
jog 6. 慢跑；轻推 seaside 7.海边的； net 8. 网；网络 9. 流网 driftnet 10. 潮水；潮流 tide
3.关系；交往 relationship
4. 保存；保护 conservation iceberg 5.冰山
seaweed 海藻
sea-slug 海蛞蝓 海龟 turtle eel 鳗鱼 clam 蛤
seal 海豹
coral 珊瑚
reef 珊瑚礁 parrotfish 鹦嘴鱼 sea-star 海星 reef shark 珊瑚鲨
形容词 annual 每年的 opposite 对面的 pure 纯的，纯粹的，
10. 向某人大声喊 yell out at sb.
oar 11. 桨；橹
telescope 12. 望远镜 teamwork 13. 协作；配合 blow-hole 14. （鲸鱼的）鼻孔 dive-(five) 15. 跳水；潜水
16. 逃跑；逃避 flee--fled--fled 17. 鱼叉 harpoon depth 18. 深；深处 in the meanwhile 19. 其间；同时 lip 20. 嘴唇
5.吓得要死
人教版英语选修7 Unit3 Under the sea--Period3
Unit 3 Under the seaPeriod 3 A sample lesson plan for Using Language(A New Dimension of life)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. Warming up by listening and reading aloud is to be followed by reading for forms, copying and making sentences, putting the text A New Dimension of Life into a short play, writing a paragraph and reading, discussing and listening about whale watching tours. The class will end in students speaking and writing.ObjectivesTo help students read the passage A New Dimension of lifeTo help students to use the language by reading, listening, speaking and writingProcedures1.Warming up by listening and reading aloudWhy do we read aloud? Because reading aloud:∙Is great fun, and it benefits our growth as readers and learners.∙Nurtures our love of both the written and spoken word.∙Gives us a chance to rediscover favorite stories and find new ones.Helps us develop important language skills that will help us learn to read on our own.So open your book to page 23 and read the text aloud while listening to the recording. Watch your pauses between the thought groups.2. Reading for formsRead the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.3. Finding collocations and making sentencesThere are several different types of collocation made from combinations of verb, noun, adjective etc. Some of the most common types are: •Adverb + Adjective: completely satisfied (NOT downright satisfied) •Adjective + Noun: excruciating pain (NOT excruciating joy)•Noun + Noun: a surge of anger (NOT a rush of anger)•Noun + Verb: lions roar (NOT lions shout)•Verb + Noun: commit suicide (NOT undertake suicide)•Verb + Expression With Preposition: burst into tears (NOT blow up in tears)•Verb + Adverb: wave frantically (NOT wave feverishly)You are asked to read the text and find all the useful collocations and copy them into your Collocation Book after class as homework. You may make your own sentences with these collocations.4. Put the text A New Dimension of Life into a short playActing out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us.A New Dimension of LifeAct OneIt’s 8:00am, a warm morning, at the side of the reef. The sea ripples abit and a man is preparing to go snorkeling on the reef.Jerry: Well, (looks at all his equipment) I’m ready now! (confidently) One, two, three…go! (jumps into t he sea)(Jerry sees all the vivid colors surrounding him-purples, reds, yellows, blues and greens and all kinds of corals shaped like fans, plates, brains, lace, mushrooms, the branches of trees and the horns of deer.)Jerry: (surprisingly) Wow…that’s fan tastic! (at the very time, a group of fish swims by and a fish stops and begins to talk with him)The fish: (elegantly) Hi, body! Where are you going?Jerry:(friendly) Hello, Mr. Fish, I’m just going around and trying to find something new to me.The fish: Oh, this is the right place. Good luck! (then goes away) (Jerry continues to swim, after a while, he sees a little thing. And then he goes close to it, trying to find what it is.)Jerry: (happily) Oh, another small cute fish! (then says friendly to it-a little orange and white fish) Morning, boy!Anemone fish: (frightened) Who are you?Jerry: Man.Anemone fish: What is man? I’ve never seen Man before!Jerry: Stuff like me is called Man. And who are you?Anemone fish:Anemone fish…(it seems extremely frigh tened, and slip away, hiding in the poisonous tentacles of the sea anemones)Jerry:(murmurs) … a coward fish, but anyway, fantastic! (then he sees another fish even more fantastic than the anemone fish…)(Jerry sees a small fish is cleaning the body of a large fish.)Jerry: (crying) Dangerous! Go away!Small fish:(smiling at him) Don’t worry! We are friends! (it then gets inside the mouth of the larger fish and begins to clean its teeth) Jerry:(opens his mouth widely) Wow, I’ve never thought of this! Jerry:I’d better go! That’s too scaring!(There are lots of strange creatures. By the way he swims, he sees a yellow and green parrotfish hanging upside down, gathering tiny plants off the coral with its hard bird-like mouth; a yellow-spotted red sea-slug sliding by a blue sea-star; an orange and blue-striped angelfish looking straight at him; a large wise-looking turtle passing so close to me that I could touched it. )Jerry: (says to himself) A wonderful underground world! When I come back, I will tell Marry.Act Two(A whole day’s traveling finishes, and Jerry goes back home, sitting in the warm night air with a cold drink in his hand, talking with his wife-Marry) Marry: … then what else did you see? (with her chin on her fist, seems really interested in Je rry’s experience)Jerry: …then I said goodbye to the friendly turtle and went swimming again, and I met other creatures that I didn’t want to get close to-an eel with its strong sharp teeth, with only its head showing from a hole, watching for a tasty fish, or my tasty toe; and the giant clam half buried in some coral waiting for something to swim in between its thick green lips. Then there are two gray reef sharks, you know, each about one and a half meters long, which suddenly appeared behind some coral.Marry: Oh, that’s too dangerous!Jerry: That’s the case, and I told myself they weren’t dangerous but that didn’t stop me from feeling scared to death for a moment! The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean floor. I thought I was very brave when I swam over the edge of the reef and hung there looking down into depths of the ocean. My heart was beating wildly-I felt exposed in such deep clear water!Marry: …and it’s very interesting!Jerry: Oh, what a wonderful, limitless world it is down there! And what a tiny spot I am in this enormous world!(The end)5. Writing a paragraphLet’s read A New Dimension of life on page 23 again. Pay attention to the ways the author uses words and collocations to describe colors, patterns, shapes, and animals.Now you are to write a paragraph describing a place and the plants or animals there.The first stop on a visit to Zuoquan is the Mt. Miao’er Scenic Area, known as the National Geographical Park, featuring geological structure movements and hydraulic creations. The whole area is scattered with valleys, such as Chazuogou and Yaojiagou. Measuring 1,500 meters long and a dozen meters wide, Chazuogou has currents and deep pools, and is where a gorge, 700 meters high, forms a fantastic view. Walking along plank roads on precipitous cliffs, one can clearly see the traces of geographical transformation and the effect water erosion has had on the area over the years.Ganlanba (Olive Dam), a complex of several villages inhabited by the Dai people, is shaped like an olive and abounds in evergreen plants; hence its name. Viewed from the air, the villages are connected to one another and covered with green trees, while Buddhist pagodas and bamboo tower houses stand out amidst the lush green. Ganlanba is also known as Menghan ("han" means rolling up), and according to a legend, from which the name derives, when Sakyamuni came here to preach Buddhism, his followers laid a cotton cloth on the ground for him to tread on. After he had walked over it, his followers rolled up the cloth.I was shocked to see fish tanks (鱼缸) with so many live fish. Each did not have enough room to turn round and there were dead fish floating on the surface. I was horrified (惊骇的), but then I saw hundreds of crabs (螃蟹) in pots dying under the bright lights. But for a lifelong animal lover like me, the worst were the tanks of turtles, all destined (去往…的) to end up as soup.Iguanodon, or "iguana tooth" was a large plant eater who was 30 feet long and stood 6 feet tall when on his hind legs. This dinosaur from the Early Cretaceous period had large thumb spikes, thought to be used for defense or possibly to pull branches off trees. Iguanodon could walk on it's hind feet or on all fours and was a very good swimmer.6. Reading, discussing and listening about whale watching toursWhale watching as a commercial activity began in 1955 in North America along the southern California coast. Today, whale watching is carried on in the waters of some 40 countries, plus Antarctica. All the large whale species and many dolphins and porpoises canbe seen regularly on a wide range of tours,lasting from an hour to two weeks. Whale watching is a non-consumptive use of whales with economic, recreational, educational and scientific dimensions. The economic benefits occur in areas where whale watching has quickly become a significant aspect of a local tourism economy.Now you may turn to page 25. Read Whale Watching Tours, discuss the three questions, and then listen to the tape.Collocations from Whale Watching Toursmiss an opportunity to do…错过做……的一个机会, at close range接近地,在很近的范围/区域空间里, on one’s annual migration年度迁徙, on whale watching tour观光鲸鱼, sit outside for clear viewing坐在外面清晰地赏景, witness…in one’s natural environment在自然的环境中见证/亲眼目睹……, l eap out of…从……中跳出, success rate 成功率, offer…a free tour向……提供免费旅游, refund half the fare半价7. Closing down by speaking and writingFlying as an airline passenger is an often memorable experience, but there are times where the experience is memorable for all the wrong reasons: mechanical problems, poor service, bad food, lost luggage, or any of a number of other problems that result in a significant inconvenience or financial loss for the passenger. If you experience this kind of problem with your airline, you may want to deal with it by lodging a complaint with the airline or to one of the authorities that oversee air transportation.On page 27, at the top, there are some collocations. You are going to make up dialogues with them for the three situations.Understand Why You Are ComplainingAfter you have decided to gather information about your situation, butbefore you make that phone call or write that letter, you should take a bit of time and get to know a few basic things about your particular circumstances:●Why you are complaining●What situation caused you to complain and what people ororganizations played a role in that situation●What are the things that you want to happen that will address thecomplaint● What should you reasonably expect as an outcomeComplaining to the airline serviceYou: Hello, is this the Airline Service?Airline: Yes, speaking.You: I’m sorry but I have to complain to you about your bad service. Airline: What is it?You: I’d like to talk to the manager.Airline: I am the manager.You: I missed my flight to Beijing yesterday afternoon. I went to the airport early. I waited in the waiting room, but I didn’t hear the flight being announced over the loudspeaker.Airline: I’m afraid the loudspeaker went wrong at the time.You: I suffered a lot from your bad service. I ask for a free flight from you.Airline: I’m feeling sad about your experience. We’ll refund all of your fare. And we’ll offer you a free ticket. Is that ok?You: That’s good. But I hope you will repair the loudspeaker as soon aspossible.Complaining to the manager of the restaurantYou: Hey! Are you the manager of the restaurant?Manager: Yes, I am. What is it?You: Come and have a taste of this fish.Manager: I’m afraid it has gone bad.You: Why did you serve me such bad fish as this?Manager: I’m sorry but I have to tell you that you have been eating too slowly. You know it is hot at this time of the year here. You have to eat your fish quick enough.You: What are you speaking of? I like a refund from you! A full refund. Manager: We’ll refund half the money you paid.You: Then I’ll write to the newspapers complaining about it.Manager: Do whatever you like.You: You…Complaining to the manager of the tailorYou: Look, Mr. Tailor. The trousers you made for me are too short. Tailor: I’m afraid you have come to the wrong tailor’s shop. We don’t make such trousers at all.You: But my son says he had the trousers made here.Tailor: I see. That tailor’s shop has moved to the next door. Ours is here for only a week.You: Sorry. I shall go to the next door to complain to them.。
选修7Unit3Underthesea
选修7 Unit 3 Under the sea作者: 日期:Unit 3 Un der the seaI. 重要单词聚焦1. adj. 每年的；按年度计算的n.年刊；年鉴2. vt.当场见到；目击n. 目击者；证人；证据3. n.住所；住宿4. n.岸；海滨5. vi.& vt. 逃避；逃跑；逃离6. vt. 拖；拉；扯annualwit ness accommodati on shoreurgeabandon relati on ship drag7. adv.其间；同时& vt. 催促，极力主张9. vt. 放弃；遗弃；抛弃10.n.关系；血缘关系11.n.目标，靶，受批评的12.vi.映射，反射vt.& vi. 思考13.adj. 纯的；纯洁的14.adj.意识到的；知道的15.adj.生动的，鲜明的mea ntimeflee;交往pureawarevivid16.adj.狭窄的；有限的；狭隘的17.adj.锐利的；锋利的；敏捷的vt.& vi. 恐吓；受惊吓18.19.adj.浅的；肤浅的；浅湿的20.n.养老金；退休金n arrowsharpscareshallowpensionn.重点短语扫描1. in the 在此期间；与此同时2. be/become of 对……知道、3. (be) to death 吓死了4. draw 靠近5. Hold 阻挡6. help (...) 帮助（某人）摆脱困境或危难7. upside 上下翻转mean timeawarescaredn earupouttarget reflectdow n& Sort 整理；分类；收拾9. at瞄准10. be to do sth. 正要做某事outaimabout川.课文原句突破1. The first thing I became aware of was all the vivid colours surrounding me —purples，reds，oranges, yellows , blues and greens.［信息提取］be/become aware of意识到，明白，知道。
选修七Unit3 Under the sea Period 1——英语选修7人教版精品
Unit 3Under the sea设计者邵宁宁指导思想与理论依据指导思想本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实生活紧密；将课堂教学放在具体的语言情景之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。
通过探究法、观察法和发现法，让学生发挥主观能动性，改变原有的教师说解、说教的形式，重视知识和结论形成过程。
努力发挥形成评价的激励机制，利用两两合作、小组活动的方式，激发学生参与教学的热情。
根据学生的认知能力和接受程度，设计了编写对话和仿写作文等任务，使任务具有可操作性，让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继续学习的动力。
总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。
理论依据《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。
”和“教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。
”教材内容分析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。
教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。
阅读内容是：1.两起虎鲸轶事。
(P20－21)2．一篇有关海洋见闻和感受的日记。
(P24)听力内容是：1.三个观鲸人对旅行社服务的一些抱怨。
(P25－27)2．有关鲨鱼攻击人类事件的新闻报道。
(P62)3．记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话。
(P65－66) 话题和写作内容：1.用Using Language 阅读中表达感受的词汇描述过去的难忘经历。
(P24)2．用speaking and writing中的抱怨用语在设置的情境中礼貌抱怨。
2020人教版英语选修7 unit 3 under the sea Period 2
Period Two Learning about Language&Using LanguageⅠ.重点单词1．jogvi.慢跑；vt.轻推；轻撞2．seasideadj.&n.海边(的)；海滨(的)3．netn．网；网状物；网络4．targetn．目标；靶；受批评的对象5．tiden．潮(汐)；潮水；潮流6．reflectvt.映射；反射；思考；vi.思考reflectionn．映射；反射；思考7．pureadj.纯的；纯粹的；纯洁的purelyadv.纯粹地8．awareadj.意识到的；知道的awarenessn．意识；认识；明白；知道9．vividadj.生动的；鲜明的；鲜艳的vividlyadv.生动地；强烈地10．neatadj.(口)好的；整齐的；匀称的neatlyadv.整洁地11．narrowadj.狭窄的；有限的；狭隘的narrowlyadv.仔细地；勉强地；狭窄地；严密地12．sharpadj.锐利的；锋利的；敏捷的sharplyadv.急剧地；锐利地13．tastyadj.好吃的；可口的；tasten．味道；品味；审美；vt.尝；体验；vi.尝起来；有……的味道14．scarevt.恐吓；vi.受惊吓scaredadj.害怕的scaringadj.令人害怕的15．shallowadj.浅的；肤浅的；浅显的16．boundaryn．界限；分界线17．awesomeadj.使人敬畏的；令人畏惧的18．pensionn．养老金；退休金pensionern．领取养老金者Ⅱ.重点短语1．be/becomeawareof对……知道、明白；意识到……2．upsidedown上下翻转3．(be)scaredtodeath吓死了Ⅲ.好句积累1．The fish didn’t seem to mind me swimming among them.鱼儿好像不介意我在它们中间游动。
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。
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。
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。
高二英语人教版选修7-Unit-3--Under-the-sea讲义
Occupation A whaler
Type of the anecdotes article (文体)
Place
Australia
Time Main idea
At the beginning of the 20th century
Killer whales helped whalers catch baleen whales 高二英语人教版选修7-Unit-3--Under-
groups, describe the relationship between Old Tom and the whalers and then fill in the form.
高二英语人教版选修7-Unit-3--Underthe-sea讲义
Writer
An old man called Clancy
Do you know about whales? such as
• sharks
• the killer whales
king of the sea, biggest carnivore(食肉动 物) of the sea, killing all kinds of animals in the sea, even the huge blue whale, like tiger on land, working in a team.
高二英语人教版选修7-Unit-3--Underthe-sea讲义
Reading Old Tom the killer whale
高二英语人教版选修7-Unit-3--Underthe-sea讲义
Get the main ideas of the two anecdotes.
• The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.
高中英语人教版选修7Unit3UndertheSeaperiod1教案
Period 1Vocabulary and Warming Up Teaching aims1．Learn to pronounce the new words correctly and know their exact meanings in the context.2．Guide students to use the new words in plete sentences with the help of pictures.3．Learn to use the correct forms of the new words according to the context.Teaching proceduresStep 1Warming up1．What is it in the second picture？And where are the watchers？(an aquarium)2．Why do people buy aquariums or visit aquariums？(to decorate rooms/raise pets/watch sea creatures，etc.)3．So in general what is an aquarium?(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.) 4．Where can you find these creatures？(oceans/seas/coral reefs...)5．What words would you like to use to describe them？(beautiful/wonderful/marvelous/ splendid...)Step 2Get familiar with the new wordsShow pictures—lead students to output the new words—to make a plete sentence.Picture 11．What special equipment is the man wearing？(a snorkel)2．What is the man doing？(go/be snorkelling)3．Do you think it is very deep？Guess the depth of the water. What word will you use to describe the water？(deep/shallow/...in depth)Suggested answers：A man is snorkelling in shallow water which is probably 0.5 meter in_depth.Picture 21．Where is the photo taken？(under the water)2．What is it in the dark？(a cave)3．Look at the entry of the cave；what word will you use to describe it？(a narrow entry) Suggested answers：A camera is falling into a cave with a narrow entry.Picture 31．Where are the people？(near the shore/at the seaside)2．Suppose you were one of them，what would be your feeling or reaction when facing a whale?(yell/be scared to death/flee from the shore)3．Suppose these are local people and the whale has difficulty returning to the sea，what will they do in your opinion？(help...out)4．Suppose the next day a news reporter gets the scoop and interviews them，what is the relationship between them？(interviewer and witnesses/interviewees)5．According to the information you get，say something to describe the picture.Suggested answers：At the seaside，there is a crowd of people yelling when facing a whale and some of them are scared to death，even trying to flee.OrNear the shore a whale gets stuck and some local people want to help the whale out. The next day a news reporter interviews them. The relationship between them is interviewer and witnesses.Picture 41．What is the animal called in English？(seals)2．Usually，where do you suppose we can find seals and penguins？(in Antarctic)3．What word will you use to describe the snow and the whole scenery？(pure white/beauty)4．What will they do next according to the picture？(leap)5．Say something to describe the scenery.Suggested answers：Seals are mon animals in Antarctic.Isn't it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background?Picture 51．What is it？(a sea－slug)2．What can you see on the back of the sea－slug？(with vivid colors and stripes/it is a striped sea－slug)3．In general，animals and plants with vivid colors are dangerous.They are...(poisonous) 4．Say something about the picture.Suggested answers：The ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes，but generally speaking，animals and plants with vivid colors are poisonous.Picture 61．Is the fish swimming in the normal way？(hang upside down)2．What do you suppose it is doing？(eating tasty plants)Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean.Step 3ConsolidationOne afternoon I was sorting out my a______ when I heard a huge noise ing from the bay.As we ran down to the s______，we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.With Old Tom guiding the way，we soon got close to the hunt，astonished to see a whale being a______ by about six other killers.Some t______ themselves on top of the whale's blow－hole to stop it b______ while others tried to stop it f______ out to sea.Then a whale hunter in the boat a______ the harpoon at the whale and hit it.Soon the whale died.The killer whales d______ the body of the whale down into the sea.The body would f______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______.On another occasion，James，a whaler，was w______ off the boat.I was terrified to see a shark a______.Fortunately，Old Tom held James up in the water while the other killers were still attacking the whale.Suggested answers：acmodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approachingStep 4HomeworkGet more information about sea creatures on the Internet.。
(人教版)选修七-优秀教案-{Unit3-Under-the-sea-Period-6}
Period 6Listening，Speaking and WritingTeaching aims1．Learn to find out the causes and wanted results of each complaint.2．Learn to use the expressions people use to complain in the listening text.3．Be able to use polite expressions to complain in certain situations.Teaching proceduresStep 1Lead－inFirst，have a small talk about the whale watching tour：How do you feel if you see them in the flesh？Do you enjoy a whale watching tour?Next，tell students sometimes not everything turns out the way you wish，so read the ad on Page 25 carefully and find out what you can get if you fail to see these lovely whales.After reading it，discuss and find answers to these questions：1．What can you experience on this tour?2．Would you like to go？What aspect of the tour would you like best?3．When would you get a refund?Suggested answers：1．You can see whales，listen to whales singing，watch them underwater，see other marine animals such as dolphins，seals and penguins.2．Various answers are possible.3．If you don't see a whale，you would get half the fare back.Step 2Listening(Page 26)1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think were good(G)and the aspects they might complain about(B)．Listen to the tape and check your answers.Then listen again and number the aspects in the order you hear them.Aspects Good/Bad Order1．Saw whales filmed underwater2．Saw only one whale in the distance3．Heard whales4．Too wet to go outside5．Saw birds，dolphins and seals6．Boat got back too lateGood aspects：1 3 5Bad aspects：2 4 6Order：4 3 1 6 5 22．Listen again.When the tourist complained，what result did he/she want to get from the tour3.Listen to the expressions that each customer used to make his/her plete the sentences.Dialogue 1(1)I'm sorry but ______ with the tour.(2)Well，it was ______ outside...My two kids ______.Dialogue 2(1)Yes，the whales were awesome but ______.(2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________.Dialogue 3(1)Excuse me，the tour ____________ and we'd ____________ please.(2)____________ as we're visitors to this area and we're leaving tomorrow morning.(3)Well，actually，____________.Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointed Dialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refundDialogue 3：wasn't what my husband and I had expected；like a refund；I'm afraid that's no good for us；we'd like a full refund4．Listen to the first dialogue and fill in the missing words.TOUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales.ANGELA：Well.I'm afraid that's not ______ ______.I'd like to talk to the manager.TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me.The ______ is that you ______ ______ whales.Keys：can't control；did see；good enough；do you any good；agree；fact；did seeStep 3SpeakingWork with your partner，make up dialogues for the following e expressions like the ones in the box.Perform them for the whole class.Situations：1．You missed your flight because you think that it was not announced over the plain to an airline official.2．The fish you ordered tastes plain to the manager of the restaurant.3．The trousers the tailor made for you are too plain to the tailor.I'm sorry but...I'm afraid...That's not good enough.I'm feeling annoyed with/unhappy about/unsatisfied with...I'm not happy about/satisfied with...I'd like to talk to the manager.I'd like a(full)refund，please.That's no good for me.You should do something about it.Step 4WritingWrite a short dialogue you made up above down.。
人教版高中英语选修7课后习题 Unit 3 Under the sea Section Ⅲ
SectionⅢ—Grammar课后篇巩固提升一、单句填空1.(1)Don’t forget (take)your umbrella when you go out.(2)I will never forget (take)by my parents to visit the Great Wall when I was young.(2)being taken2.(1) (expose)to the strong sunlight,your eyes will be harmed.(2) (ee to realise at an early age the impact of innovation.(2)Being exposed3.(1)After dinner I sit behind the motel by myself, (watch) the sun drop behind the bluffs.(2) (watch) your teacher carefully and you will know how to do the experiment.(2)Watch二、翻译句子1.I heard this song being sung in English then.,我听过有人在用英语唱这首歌。
2.The area is being flooded because of the continuous heavy rain.,那一地区正被洪水围困。
3.他受不了别人那样开他的玩笑。
4.在建的大楼是一座新的购物中心。
5.他的迟到让他的老师非常生气。
6.他成为我们足球队的带队者,这让我们很高兴。
having been made leader of our football team was a pleasure to us.三、阅读理解AIt was a Sunday and the heavy storm had lasted all night.The morning after the storm,though,was beautiful:warm air and a calm,inviting sea touching the shore gently.My father realised it was a good day for fishing and invited my sister and me to go with him.I was only 14 and fishing had never been my thing,but I decided to go all the same.I’m so gla d I did.On the road to the harbour we could see the terrible destruction on the coast,but the harbour itself was in fairly good shape.After all,it was protected by the arms of a bay that had only one tinychannel to the sea.As we got on board,we noticed two big humps(脊背) in the distance.On approaching them,we saw it was a mother whale with her baby.We couldn’t believe it—there aren’t any whales along the coast here.The storm must have driven them across the ocean into the bay,in which the still water was so badly polluted that nothing could survive.The little baby whale—actually as big as our boat—was obviously stuck and could not move.The mother dived under the water and came up suddenly,making big whirlpools(漩涡)and waves.“She’s trying to help her baby,but on the wrong side,” my father said.At this point,my father moved our boat in a semicircle to the other side and,heading the boat towards the baby whale,pushed it gently.With our several gentle pushes the big hump turned over and disappeared under water.Then it swam up right beside its mum.They struggled in their desperate attempts to escape but missed the exit and started heading in the wrong direction.We hurried up to the whales and tried to lead them towards the bay channel.Slowly,theylet us lead them,sometimes rising from the water right beside us to breathe—and to give us a trusting look with those huge eyes.Once they hit their first part of clean water flowing straight from the sea,the mum gave us a wave with her tail and off they swam into the distance.In the excitement it had felt like only a few minutes,but we had been with those wonderful animals for almost an hour and a half.That was the simple and lasting beauty of the day.Nearly four decades later,I still look back fondly to that golden day at sea.1.The author says “I’m so glad I did.” (in Para.2)because .A.he witnessed the whole process of fishingB.he enjoyed the beauty of the calm seaC.he experienced the rescue of the whalesD.he spent the weekend with his family,作者说“我很高兴自己跟父亲一起去钓鱼了”,是因为他有机会经历拯救鲸鱼的过程,对于作者来说这是一段十分美好的回忆。
人教版英语选修7 Unit3 Under the sea--Period2
Unit 3 Under the seaPeriod 2 A sample lesson plan for Learning about Language(Revise the Passive Voice <2>, including the –ing form)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then revise the passive voice <2>, including the –ing form. The following steps of teaching may be taken: warming up by reading aloud the text Old Tom The Killer Whale, discovering useful words and collocations, learning about the Passive Voice <2>, including the –ing form, 学习多功能where的用法, closing down by revising some difficult uses of the passive voice.ObjectivesTo help students revise the Passive Voice <2>, including the –ing formTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structures Procedures1. Warming up by reading aloud the text Old Tom The Killer Whale Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.2. Discovering useful words and collocationsIn pairs do the exercises 1 and 2 on pages 22. You must finish them in 5 minutes.3. Learning about the Passive Voice <2>, including the –ing formThe voice of a verb refers to the form of the verb used in relation to what the subject is doing. In English there are only two voices—passive and active.The passive voice of a verb simply means the form of the verb used when the subject is being acted upon rather than doing something.The passive voice is formed by taking the appropriate tense of the verb to be and adding the past participle.Active Voice: The committee reviewed the project.Passive Voice: The project was reviewed by the committee.In most writing, use the active voice. It is more direct and less ambiguous.The passive should only be used if the doer is unknown or unimportant, or if more emphasis is put on the receiver of the action than the doer.Doer unknown: The Jones' car was stolen last week.Doer unimportant: The bells were rung to announce the wedding.Emphasize receiver: Tony was hit by a fastball.4. 学习多功能where的用法where在英语中可以引导多种从句，是一个具有多重功能的引导词。
人教版高中英语选修七Unit3UndertheseaPeriod2word教案
Period 2 Language StudyTeaching aims1．To learn the useful expressions and sentence structures in the reading.2．To enable students to use language points both orally and in written forms.3．To further understand the friendship between man and whales.Teaching proceduresStep 1Learning words and phrases1．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”，时刻、地址等作主语。
Recent years have witnessed the collapse of the steel industry.最近几年来钢铁业日渐衰落。
n．[C]目击者，证人The police found the witness to the murder case.警察找到了那件谋杀案的目击者。
There was no witness at the scene of the accident.在事故现场没有证人。
witness 还可表示“作证”“证明”，经常使用“witness to sth./doing sth.”a live witness to...活生生的证人bear/give witness to sth.为……作证witness－box(英)＝witness stand (美)证人席2．sort out(1)分类，整理I am just sorting out the papers that can be thrown away.我在整理能够被扔掉的文件。
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Period 2GrammarTeaching aims1．Students will be able to recognize the －ing/being done forms and know the exact meanings of them.2．Students will be able to use these two forms correctly.Teaching proceduresAsk students to answer the following questions without referring to the textbook.1．What did Clancy witness when he ran down to the shore?2．Why did Clancy run in a hurry?3．What did Old Tom do when they headed into the bay?4．What did Old Tom do after George beat the water?5．What did Clancy witness when they drew near?Suggested answers：1．He saw a whale throwing itself out of the water and then crashing_down again.2．Because Clancy had already heard that George didn't like being_kept_waiting.3．They could see Old Tom swimming by the boat，showing them the way.4．Tom circled back to the boat，leading them to the hunt again.5．He could see a whale being_attacked by a pack of about six other killers.Next，ask students to pay attention to the underlined words and lead into the grammar item—“v.－ing”/“being done”．Grammar learning1．现在分词(－ing 形式)的构成。
v．－ing 形式由“do＋ing”构成，其否定形式是“not doing”，v.－ing 可以带宾语或状语构成v．－ing 短语，没有人称和数的变化，但有时态和语态的变化。
2．动词－ing 形式的被动式分一般式和完成式：(1) 一般式：表示这个被动的动作正在进行或与谓语表示的动作同时发生。
(2) 完成式：强调这个被动的动作在谓语动词所表示的动作之前完成。
3.动词－ing的被动式的句法功能。
(1)作主语。
如：So_being_killed_by_sharks was a common thing.(2)作宾语，用在介词后或需要带－ing 形式作宾语的动词后。
如：George didn't like being_kept_waiting.He was terrified of being_abandoned_by_us.Do you remember_having_been_taken to Beijing at the age of ten?(3)作表语。
如：What worried the child most was his not_being_allowed_to visit his mother in the hospital.(4)作定语。
如：The problem being_discussed is of great importance.(5)作状语。
如：Having_been_shown_around the library，we were taken to see the lab.(6)作补足语。
如：As we drew closer，I could see a whale being_attacked by a pack of about six other killers.When we approached him，I saw James being_held_up in the water by Old Tom.[注意](1)v.－ing 形式的被动式主要在句子中作状语、宾语补足语和定语。
但v.－ing 形式的被动式的完成式，一般在句中作状语(偶尔作非限定定语)，不作其他成分。
They don't like the_design_of_the_new_bridge_being_built.(正在建造的桥的设计)Not_having_been_completed，the museum can't be visited yet.(由于没有完工……)(2)v.－ing 形式的被动式逻辑主语(即动作的承受者)如果也是主句的主语，就不需要表示出来，但是如果逻辑主语不是主句的主语，就得把v.－ing 形式自己的主语表示出来。
如：The whole classroom having_been_cleaned，the students went home happily.(3)在want，need，deserve，require，repay，bear，take等动词及形容词worth后，习惯用动词－ing的主动形式表示被动意义，相当于“to be done”。
如：The house wants_cleaning.这房屋需要打扫。
My watch needs_repairing.我的手表需要修理。
The way deserves_mentioning.这个方法值得一提。
These young trees will require_looking_after carefully.这些小树需要细心照顾。
The film is worth_seeing.这部影片值得一看。
Exercises句型转换(改成带－ing形式被动结构的简单句)(1)The hotel which is being built now beside the park was designed by a group of young men.(2)The little girl was eventually aware that her parents abandoned her in the mountainous village.(3)He would come even if we don't invite him.(without)(4)After he had been examined several times，he was told to be healthy.(5)I noticed that some people were taken to the police station.Suggested answers：(1)The hotel being built now beside the park was designed by a group of young men.(2)The little girl was eventually aware of being abandoned by her parents in the mountainous village.(3)He would come without even being invited.(4)After having been examined several times，he was told to be healthy.(5)I noticed some people being taken to the police station.DrillingAsk students to do Exercise 1 on Page 23 and check with their partners then check together.Ask students to do Exercise 2 and check the answers together.Keys：1.being attacked 2.Being held up 3.Being included 4.Having been accepted5．being told 6.Being helped out7.being taken8.being photographed9.being swallowed.Using structuresShow students the 6 pictures on Page 64 and ask them to describe them using the passive －ing form in pairs.Keys：1.being invited 2.being kept waiting 3.being attacked 4.being awarded 5.being shouted at 6.being blamedHomeworkFinish off Exercise 2 on Page 64.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。