人教新课标选修七Unit3 Under the sea(修改)

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人教版课标选修七 Unit 3 Under the Sea

人教版课标选修七 Unit 3 Under the Sea

Unit 3 Under the seaWarming Up1 Have you seen plants and animals that live under the sea? Where did you see them? Find out from your classmates where they saw them. Use the list below to help you.你见过生活在海里的植物和动物吗?你在哪里看到它们?从同学中查明他们在哪里看到的。

使用下列单词来帮你。

2 In groups, make a list of plants and animals that live under the sea and that you and your classmates have seen in any of the ways listed above. Share what you know about these plants and animals. Do you have any favorite sea plants or animals? Tell your classmates what they are.以小组为单位,列出生活在海底的植物和动物,以及你和你的同学在上面列出的任何一种方法中看到的植物和动物。

分享你所知道的有关这些植物和动物的知识。

你有最喜欢的海洋植物或动物吗?告诉你的同学它们是什么。

定语从句that live under the sea可以改成living under the sea现在分词作定语。

并列定语从句that you and your classmates have seen in any of the ways listed above中的关系词that一般不能省。

省略就会造成误解,就成了跟主句是并列关系了。

过去分词短语listed above作定语修饰ways中心词,相当于that is listed above定语从句。

人教高中英语选修7-Module 7 Unit 3 Under the sea (Revision)

人教高中英语选修7-Module 7 Unit 3 Under the sea (Revision)

Module 7 Unit 3 Under the sea (Revision) (A版)【学习目标】1. 熟练掌握本单元高考考纲重点单词和短语。

2. 熟练运用本单元重点词汇及句型。

【学习重点】熟记本单元重点词汇及其用法:witness, urge, abandon, reflect, help…out, hold up. 【学习难点】灵活运用本单元重点词汇及句型。

第一部分预习案学法指导:请同学们根据本单元单词表及课文内容完成下列单词和短语。

A. 重点单词1. _______________n.轶事;奇闻2. _______________ vt.当场见到;见证n.目击者;证据3. _______________ n.岸;海滨4. _______________vi.大叫;呼喊n.叫声;喊声5. _______________ n.协作;配合6. _______________ vi.&n.跳水,潜水7. _______________ n.关系;血缘关系;交往8. _______________ vi.慢跑vt.轻推;轻撞9. _______________ n.网;网状物;网络10. _______________ n.潮(汐);潮水11. _______________ adj.纯的;纯粹的;纯洁的12. _______________ adj.狭窄的;有限的;狭隘的13. _______________ vt.&vi.吮吸14. _______________ adj.锐利的;锋利的;敏捷的15. _______________ adj.&n.灰色(的)16. _______________ adj.浅的;肤浅的;浅显的17. _______________ adj.陡峭的18. _______________ n.界限;分界线19. _______________ adj.南极的20. _______________ adj.使人敬畏的;令人畏惧的21. _______________ n.海豹;封条;印章B.重点短语1. __________ the beginning of在…的开始2. It was a time ________…这是一段…时期3. hear ______ 听说4. arrive _______到达5. sort ______ 整理6. _______ time及时,最终7. ________…out of冲出来8. be about to do…_______正要做…时,发生了9. keep _________保持做…10. race _______ sb. 跟着某人跑11. have sth_____=wear sth穿上12. ________ sb. the way给某人带路13. _________/keep/prevent sb. from doing阻止某人做14. _______ the spot击中目标15. a _______ of一群16. pack ______打包17. bring ______引进,赚得,带来18. have a good feed ______饱餐一顿……19. point ________指向20. sb. be washed ________某人被冲下21. be terrified ________对…感到害怕22. wake ________醒来C.重点句型(口头翻译并背诵)1. It was a time when this song was very popular.2. I was about to go out when it began to rain.3. He sat at his desk, staring at that beautiful girl.4. Surrounded by the enemies, he gave up resistance.5. Thank God you came; otherwise, I might have been killed.6. Parents should keep/prevent/stop children from being harmed.7. The teacher came in, (with a) book in hand.8. Time permitting, I will visit the Great Wall.我的疑惑:____________________________________________________________________________第二部分探究案学法指导:请同学们根据高考复习资料《优化探究》P.154-156中词汇及句型的用法,小组合作完成下列探究问题。

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Unit3UndertheSea

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 3 Under the Sea Unit 3 Under the Sea一、语言要点I单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析1shre/seaside/beah/ast/ban 2flee/esape 3 deep/deepl 词形变化1 depth n 深, 深度,deepl adv深深地deep ad&ap adv 深的;深入地,2 nserve v 保存, 保藏nservatin v 保存, 保持3vivid ad 生动的, 鲜明的, 活泼的vividl adv 生动地, 鲜明地4 aese ad 引起敬畏的, 可怕的ae n 敬畏ae vt敬畏tast ad 好吃的, 可口的taste v品尝;n味道, 味觉tasteless ad 没味道的, 无鉴赏力的重点单词1 annual ad 每年的;按年度计算的/ n 年刊;年鉴2 itness n 目击者;证人;证据vt 当场见到;目击3 adatin n 住所4 abandn vt 放弃;遗弃;抛弃reflet vt 映射;反射vi &ap vt 思考6 aare ad 意识到的;知道的7 sare vt 恐吓vi 受惊吓重点词组srt ut整理;挑出help ut 帮助……(摆脱困难或危难);协助;使……脱离困境thr neself ut f 跃出upside dn上下翻转过重点句型1 It as a tie h en the iller hales, r “illers” as the ere then alled, helped the halers ath the baleen hales that ere n their annual igratin2 I had alread heard that Gerge didn’t lie being ept aiting, s even thugh Ididn’t have the right lthes n, raed after hi3 I’sittin g in the ar night air ith a ld drin in hand and refleting n the da-a da f pure agi!重点语法被动语态(II)(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1) shre/seaside/beah/ast/ban n海边,海岸【解释】shre 指海岸,湖岸,也指近海的一带。

高中英语选修7-unit3-under-the-sea课件(人教新课标)

高中英语选修7-unit3-under-the-sea课件(人教新课标)


7. lead V. a 指路 A policeman was leading a blind man across the road. b. 引导某人,影响某人 He’s too easy to lead. c. 通,达 The door leads into the garden. d. 过某种生活 Today we are leading a happy life.

READING 1. witness vt. 当场见到 I witnessed an accident on my way home. vt. 表明,说明 Her face witnessed the excitement she felt. vt. 作证 None could witness that he was present.
2. aware adj. A.明白,觉察 be aware of sb/sth be aware that B. 见闻广博的 She’s always been a politically aware person.

3. shape v. A. 作成某物形状 The children are shaping the sand into a hill. B. 对。。。重大影响 These events helped to shape her future career C. 进度 Our plans are shaping well.
1 作定语 That building being repaired is our library. 2. 复合宾语 You’ll find the topic being discussed everywhere. 3. 作状语 Being asked to give a performance, she couldn’t refuse.

高中英语选修7―Unit 3 Under+the+sea―人教课标版1

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 新课标 2019-2020 高二下 选修七 unit 3 Under the sea la

人教版 新课标 2019-2020 高二下 选修七  unit 3 Under the sea la

A man _w_e_nt__a_h_e_ad__o_f_t_h_e__ot_h_e_r_s__to see
if the road was clear .(走在其他人前面) We finish the task__ah_e_a_d__o_f_t_im__e____
(提前).
※ ahead of time 提前
If there is a whale out there for whalers, I will ___th__ro_w_myself __o_ut__o_f__ the water and __c_ra_s_hdown again. When they see this and h____e_aodut to the hunt, I will swim by the boat,_______s_hothwemingthe way.
Usually we work as a team--- a __p_a_ckof about six of us killers. Some throw ourselves on top of the whale’s blow-hole to stop it _b_r_e_a_t_h_in__g. And those others stop it __f_l_e_e_in_gout to sea.
abandon oneself to = be addicted to 沉缅于, 陷入
D. quit
9. I saw James being firmly held up in the water by Old Tom (Line 40, para18)
hold up 举起 使延误 hold on 别挂断, 坚持
7.depth n.深度

人教版新课标高中英语 2019-2020年 选修 七 Unit 3 Under the Sea

人教版新课标高中英语 2019-2020年 选修 七 Unit 3 Under the Sea

Unit 3Under the SeaLearning about Language & Using LanguageⅠ.单句填空1.The company says that the growth of 10% is target.2. (understand) your own needs and styles of communication is as important as learning to convey your affection and emotions.3.There (be) no bus,we had to walk home.4.Have you read the novel (reflect) the life of the Chinese doctors?5.Half an hour later,Lucy still couldn’t get a taxi the bus had dropped her.6. His hair is combed (neat) with a side part.7. Young as she was, she could describe the whole story (vivid).8. The naughty child is always turning everything in the room upside .9. The child (scare) of the fierce dog, crying.10. The other day we (narrow) missed hitting the other car.Ⅱ.短语填空hang out; reflect on; hold down; upside down; be scared of; be aware of; be close to; in danger of1.You are catching a cold if you don’t take any medicine.2.Jim has never a job for more than a year.3.I don’t know why he with James. They’ve got nothing in common.4.It lunchtime when the children arrived. So everyone sat down for the meal.5. It’s the third time that I have failed. I possible reasons for my failure.6.Look! The picture on the back wall was hung .7.We must the importance of the matter and take immediate actions.8.We had a cat named Amy,but Brandy her.Ⅲ.句型训练1. , there is a way. (where)有志者,事竟成。

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 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。

高中英语人教版选修七教师用书Unit+3 Under+the+sea

高中英语人教版选修七教师用书Unit+3 Under+the+sea

Unit 3Under the sea【美文阅读】广袤无垠的海洋,孕育了无数生命传奇,以其独有的神秘吸引着人类对其进行不懈的探索。

为此,海洋科学家通常把海洋分为五个区域。

现在就让我们一起了解一下吧!The earth's oceans can reach depths of up to 11,000 metres.That is deep enough to cover Mt.Qomolangma!The oceans are incredibly(不可思议的)large and contain several different habitats.To make it easier to describe the various parts of the oceans,marine(海上的)scientists usually divide the oceans into five zones.Each zone is different mainly as a result of how much sunlight reaches it.Most of the life in the ocean can be found in the first zone,which begins at the surface and goes down about 200 metres.Because there is sunlight at this level,plants are able to grow.Marine animals such as dolphins,sharks,sea turtles and sea lions,and of course a variety of fish,live in the sunlit(阳光普照的)part of the ocean.It is difficult to hide from other animals in this area.The second zone starts at 200 metres and goes down to about 1,000 metres.Some sunlight can reach this level,but it is not enough for plants to grow.Because this zone is relatively dark,many of the creatures that live here are able to make light with their body.The light from these animals makes the water look like a sky with moving stars in it.The third zone of the ocean is dark.This place,about 3,000 metres deep,may not seem a likely habitat,but there are more creatures here than one might think.Most of the animals that live here are black or red because of the lack of light.Below 4,000 metres,the temperature is near freezing and there is no light at all.In fact,the zone is so dark and empty that scientists named this zone after the Greek word for “no bottom”.There is not much life to be found in this cold and unpleasant part of the ocean,but some small creatures still manage to survive here despite the high water pressure.The very deepest part of the ocean is found 2,000 metres further down.At this depth,the water pressure is extremely high and life is very difficult for the few creatures that live pared to the other zones,this one has very little life.Since there is no light here,some of the animals do not have eyes.Next time you look at the ocean from the beach or on a map,remember that what you are seeing is only the surface-only the beginning of the large and varied adventure.【诱思导学】1.Why do these animals living in the second zone make the water look like a sky with moving stars in it?________________________________________________________________________ 2.Do you think it is possible for some creatures that live in the very deepest part of the oceanto see each other?________________________________________________________________________ 【答案】 1.Because many of them are able to make light with their body. 2.No.Because there is no light here and some of the animals have no eyes.Period ⅠPreviewing(教师用书独具)●教学目标初步掌握本课文中的词汇,浅层次理解课文,了解相关的背景知识。

人教版高中英语选修七 Unit3 Under the sea

人教版高中英语选修七 Unit3  Under the sea

高中英语学习材料(灿若寒星*制作整理)选修七Unit3 Under the sea1.【原创】It was a time I couldn’t fall asleep almost the whole night.A. whichB. whenC. howD. where【解析】It was/is a time when ...“曾经一度(那时)”,when引导的是定语从句,修饰time。

【答案】B【教材原句】It was a time when the killer whales, or “killers” as they were then called, helped the whalers catch the baleen whales that were on their annual migration.2.【原创】I was about to leaving the classroom a student stood up crying.A. thatB. howC. whenD. there【解析】be about to ……when….“正要做某事,突然….”【答案】C【教材原句】This was the call that announced there was about to be a whale hunt.3.【2012•三明模拟】The likely reactions of the market would need to be ________ before we acted.A.carried on B.reflected onC.agreed on D.turned on【解析】考查动词短语辨析。

carry on “继续”;reflect on “思考;考虑”;agree on “同意”;turn on “打开”。

句意:在我们采取行动之前,我们有必要考虑一下市场可能的反应。

人教版高中英语选修7《Unit3Underthesea》教案

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。

新课标选修7 Unit 3 Under the sea

新课标选修7 Unit 3  Under the sea

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、奇妙景观和有关大海的神话展开的。

Warming Up部分通过讨论海底生物和了解海底世界的途径导入本单元话题。

Pre-reading部分通过讨论图片导入课文并介绍故事背景。

Reading部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。

课文中采用了大量的动作描写,并使用了大量的-ing形式。

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

Learning about Language部分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部分包括阅读和写作两部分。

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。

写作部分要求学生仿照课文描写景物。

本部分中,形容词的顺序和复合形容词的构成也是学生应了解的内容。

Summing Up部分要求学生对本单元的内容、词语和结构进行总结,有助于学生Learning Tip 部分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) 掌握运用-ing 形式的被动式;(3) 学会在对话和写作中表达责备、抱怨以及要求赔偿。

2. 教学难点(1) 帮住学生更多地了解海洋生物,培养学生尊重海洋、爱护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.教学计划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)IV.教学步骤: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.(1)The writer didn’t believe that killer whales could help whale hunters until he saw it withhis own eyes.(2)When the writer heard the great noise, he knew that a killer whale was telling them thatthere was a whale nearby.(3)Gorge could hardly wait to hunt a whale and followed the killer without putting on rightclothes.(4)Gorge beat the water with his oar so that the killer could swim faster.(5)There were altogether seven killers attacking a whale.(6)After the whale died, the hunters dragged it home.(7)It was a shark that saved James after he fell into the sea.Suggested Answers:(1) True(2) It was Gorge who told the writer that Old Tom was telling them there was a whale.(3) It was the writer who didn’t have the right clothes on.(4) Gorge beat the water because Old Tom disappeared.(5) True(6) After the whale was killed, it was the killers that dragged it into deep water.(7) It was Old Tom that saved James.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.(1) crash (line 9,para.2): fall or strike (sth.)suddenly and noisilyThe huge rock crashed down onto the car. 巨石砸在了车上。

高二人教课标选修7Unit3UndertheSea教案

高二人教课标选修7Unit3UndertheSea教案

高二人教课标选修7 Unit 3 Under the Sea 教案教学目标1.能够理解文章内容,了解地球上的海洋生物体系2.能够描述水下生态系统3.能够理解海平面上升对海洋生态环境的影响4.能够进行口头和书面表达,运用所学知识进行科学解释教学重点1.认知海洋生物分类2.描述海底生态环境3.探讨海洋生态系统对人类的重要性教学难点1.了解海洋生态系统对人类的重要性2.理解海平面的上升对海洋生态系统的影响教学准备1.连接电脑投影仪以显示幻灯片或视频2.打印教案和教学材料3.准备海洋生物图像,并准备相关的海洋动物玩具或模型教学过程1. 导入(5分钟)•通过幻灯片向学生介绍本课程的主题和目标,要求学生做好准备并激发学生的学习兴趣。

2. 海洋生物分类 (10分钟)•通过幻灯片和图像,向学生展示不同的海洋生物。

•与学生一起进行分类讨论,强调海洋生物的多样性和独特性。

•强调人类对海洋生物的威胁,如环境污染和全球气候变化。

3. 探讨海底生态环境(20分钟)•向学生介绍海底生态环境的概念,包括不同的海洋生态,如珊瑚礁、海草床、深水底等。

•联系相关幻灯片和生物模型,让学生了解海底生态环境的多样性和适应性。

•让学生思考可持续发展的概念,强调环境保护和可持续发展的必要性。

4. 海平面上升与海洋生态环境(25分钟)•简要介绍全球气候变化和海平面上升的概念,结合实际情况,例如从印度洋2004年海啸的影响谈起,使学生了解海洋生态环境的脆弱性。

•让学生思考海洋生态系统如何受到气候变化和人类活动的威胁,并与学生一起探讨可能采取的保护措施。

5. 总结(5分钟)•简要回顾本节课教学内容和重点,强调所学知识在实际生活中的重要性。

•鼓励学生思考如何更好的保护海洋生态环境。

课后作业1.撰写一篇议论文,探讨保护海洋生态环境的重要性2.观看相关纪录片并思考其对于环境保护的启示推荐阅读•Life in the Oceans by Lucy Baker•An Ocean of Life by Christina Ruse•The World is Blue by Sylvia Earle结束语通过这节课的学习,学生能够更好的了解海洋生态系统的多样性和脆弱性,并思考如何保护海洋生态环境。

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。

高二人教课标选修7Unit3UndertheSea教案

高二人教课标选修7Unit3UndertheSea教案

高二人教课标选修7 Unit 3 Underthe Sea 教案New Senior English for China, Book 7 Unit 3 Under theSea Reading Period 1. Analysis of teaching materials This text tells stories about a killer whale. A whaler, whose name was Clancy, tells two moving stories about Old Tom, who helped to hunt whales and rescue people. Status of the material This is the first period of Unit 3, a new lesson. It’s helpful to enhance the students’ love towards animals and their awareness of protecting animals. Teaching goals: knowledge goals, ability goals and affective goals. The knowledge goals: get information about the killer whale, Old Tom. The ability goals: 1).help the students guess words they dont know from the context 2).enable the students search for specific information and get the general idea of the text 3). Im prove the students’ reading abilities and develop students’ ability of expressing their own opinions in English Affective goals: realize the importance of protecting animals, and properly deal with therelationship between human beings and animals. Teaching important and difficult points: understand the meaning of a word from the text, grasp and remember the detailed information of the readingmaterial. Students may have difficulty in understanding the meaning of some words and long sentences from the context. 2.Analysis of the students Students are at the age of 15 or 16, they are full of curiosity and they are eager to show their abilities. They expect to be accepted by their peers and win other’s praise and love, and they want to succeed in their study. 3. Analysis of teaching methodology: “student-centered” in “new curriculum standard”: 1). Task-based language teaching method: help the students to take part in different tasks 2). Communicative approach: interact with other people and to express their opinions in English 3). Cooperative approach: learn how to cooperate with their partners in a group and improve their ability. 4. Analysis of learning strategies & teaching aids: autonomous learning & cooperative learning strategies, multi-media, textbook, speech cassettes, pictures and videos 5. Analysis of teaching procedures: reading-cycle and homework 1). pre-reading: lead-in, 2). while-reading: fast reading, detailed reading, careful reading 3). after-reading: discussion4.).homework5.1. Lead-in 1) discussion with your partners: 1: Do you think whales are fish? Why or why not? If not, then what category do whales belong to? Why? 2: Do you know what animals can help humans inhunting? What can whales do to help human beings? 2) present some pictures and a video about whales Aims: to activate the students’ background knowledge, to arouse their interest, to prepare for the reading task. killer whales 虎鲸 baleen whales须鲸 white whales 白鲸5.2.1 While-reading: fast reading: Ask the students to read quickly to fill in the following form and complete the sentences with proper names: writer An old man called Clancy Occupation A whaler Time At the beginning of the 20th century Place Australia All the persons’ names in the text Clancy, Red, George, Old Tom, James, Jack 1. __ Clancy____was 16 years of age when he went to work at the whaling station.2.____ George __ordered Clancy to go to the boat as there was a whale out there in the bay.3. _ Old Tom __was swimming by the boat showing the whalers the way.4.__ Jack ___told Clancy that they would return the next day to bring in the body of the whale.5.__ James __was carried by the waves further and further away from the whalers.6. __ Red ____knew that Old Tom would protect James. 5.2.2 While-reading: Detailed reading The students are required to read the text in detail, and then put the following activities in right order: ( 6 ) George started beating the water with his oar. ( 5 ) Clancy jumped into the boat with the whalers. ( 1 ) Clancy arrived at the whaling station. ( 7 ) The killers started racing between our boat and the whale. ( 3 ) Clancy heard a huge noise coming from the bay. ( 2 ) Clancy was sorting out his accommodation. ( 4 ) Clancy ran down to the shore. ( 8 ) The man in the bow of the boat aimed the harpoon at the whale. 5.2.3 While-reading: Careful reading Then they are required to read the text once more carefully to finish Exercises 1 in P21. 1. What evidence was there that Old Tom was helping the whalers out? Old Tom let the whalers know that there was a baleen whale nearby; he showed them the way to the whale work as a team. 2. What other animals did the author compare the killer whales with? Dogs. 3. “The killers started racing between our boat and the whale just like a pack of excit ed dogs.” why do you think the killer whales behave like this? Because they knew that, together with the whalers, they would soon kill the baleen whale and get a good feed. 4. Why did George think that the killer whales worked as a team? Because he could see that some of the killers were throwing themselves on top of the whale’s blow hole while others were preventing it from swimming out to sea. After the careful reading, they are asked to find the main idea and retell the story. First I will ask whether there are some volunteers, if not, I will ask certain students to talk about his main idea. Main idea: the killer whales can help whalers catch huge whales and even rescue whalers out in dangerous situations. Theexercises in the while-reading part are designed according to the task-based teaching approach. 5.3. Post-reading: pair-work and discussion Topic: since 1986, most of the countries in the world have banned whale fishing for commercial benefit, but Japan has been fishing whales for sale in the name of scientific research, what is your opinion about this phenomenon? How to protect the endangered whales? 5.4. Homework/ Assignment: 1. Write a short passage about the relationship between human beings and animals for at least 150 words, 2. Read the passage in Workbook P67 and finish the exercises in P68, 3. Review the words and expressions in Reading. 6. Blackboard design: the blackboard design is made so that the students can see it clearly and make it easy to understand the teaching procedures. Unit 3 Under the Sea Reading Period By Lin Hong 1. Lead-in 2. While-reading: Fast reading, Careful reading Detailed reading: structure and main idea 3. Assignment Important words: witness, accommodation, yell, abandon, flee, in the mean time, ahead of, etc 更多精彩;英语教师网英语教师网论坛。

人教版高中英语选修7新课标人教版选修七Unit3Under the sea教案Period 2

人教版高中英语选修7新课标人教版选修七Unit3Under the sea教案Period 2

Period 2Pre-reading,Reading and Comprehending设计方案(一)Teaching aims1.Grasp the basic information about the killer whales,such as size,habitat,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 proceduresStep 1Warming up and lead-inTell 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.Step 2PresentationMake sure students know some basic information about the whales:Background informationwriter Clancycareer a whalerwriting style anecdotestime at the beginning of the 20th centuryplace Australiamain character whalers,killer whales,the baleen whalesmain idea the killer whales help the whalers to kill a baleen whaleStep 3SkimmingAsk students to skim the passage quickly and answer the questions:What is the first anecdote about?And how about the second one?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 whaleKey:BThe second anecdote:Old Tom saved a whaler James who was washed off the boat.Step 4ScanningFill 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 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 away from the whalers.6.______ knew that Old Tom would protect James.Keys:1.Clancy 2.George 3.Old Tom 4.Jack 5.James 6.RedStep 5Careful readingStory Part 1Ask 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 down into 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:cfegbadhStory 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.Key:DStep 6Comprehending1.The text is mainly about ______.A.the killer whales are easily trainedB.the killer whales can help the whalers 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 started turning the boat around to go home after the whale died?A.Because they didn't need a dead whale.B.Because they couldn't find the whale's body.C.Because they knew that the dead whale wouldn't float up to the surface for around 24 hours.D.They had to do this because it was too late.5.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 themKeys:BADCCAStep 7DiscussionRead 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?Suggested answers:1.Old Tom had a strong relationship with the whalers.There was obviously a great deal of understanding and cooperation between them.2.There are many other animals that help out humans in hunting such as dogs,cormorants(鸬鸟),otters(水獭)and ferrets(雪貂).Step 8DebateThe 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 9Learning 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 10Homework1.Prepare to retell the whole text in your own words.2.Write a short summary of the whole text in about 30 words.。

高中英语选修7―Unit 3 Under+the+sea―人教课标版

高中英语选修7―Unit 3 Under+the+sea―人教课标版

Write down the words in correct forms and then discuss the rules of word forming.
vivid 1. 生动的,鲜艳的( adj. ) ___________ ;生动地,鲜艳地 vividly vividness (adv.)____________ ;生动(n.)_____________ 2. 毒 药 , 毒 害 ( n .& v poisonous (adj.)_____________ .poison . ) _____________ ;有毒的
sharp 3. 锐利的,锋利的,敏捷的( adj. ) _____________ ;锐利 sharply 地,锋利地(adv.)_____________ ;使变得锋利,变得清晰 sharpen (v.)_____________
4. 味道 , 品尝( n .& v. ) _____________ ;好吃的,可口 taste tasty 的 ( adj. ) ______________ ; 无 味的 , 不 可 口的 ( adj. ) tasteless _____________
Word
Definitions
How used in the text
1. to jump into the water head first dive 2. a graceful jump into the water head first 1. to see something happen witness 2. someone who sees a crime or an accident
1.
Expressions
听说

高中英语选修7Unit3UndertheseaReading课件人教新课标

高中英语选修7Unit3UndertheseaReading课件人教新课标

5. The killer whale protected James by __C___.
A. fighting the shark B. killing the shark C. preventing the shark going closer D. dragging him back
6.We can infer from the story A
that____.
A. The killer whales may be trained by the whalers.
B. The killer whales want to help man catch the whales themselves
C. The killer whales need no training for helping the whalers
A. Because they didn’t need a dead whale B. Because they couldn’t find the whale’s body C. Because they knew that the dead whale wouldn’t
float up to the surface for around 24 hours. D. They had to do this because it was too late.
高中英语选修
7Unit3UndertheseaReading课 件人教新课标
Background of the story (p19)
Writer Career Time Place Main idea Style
Clancy
a whaler
the beginning of the 20th century

新人教选修7_Unit3_Under_the_sea[单元教案]

新人教选修7_Unit3_Under_the_sea[单元教案]

Unit 3 Under the seaⅡ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点,让学生在交流中发现和理解大自然的奇妙和美丽;通过阅读奇闻故事,使学生从一个侧面理解人类与动物的关系;一篇与海底动植物相处的感受的日记,把学生带入人与自然和谐相处的美好境界。

本单元用梯次递进的方式让学生使用已有的自然知识、亲自体验、所掌握的语言知识和技能,在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能使用的过程中,深入学习、理解海洋动植物和大自然,并学习用英语表达对它们的感受、关切和热爱,从而在学习和使用语言的同时,强化对海洋生物和大自然的保护意识。

本单元实现了语言学习和传播先进思想的完美统一。

1.1 Warming Up设计了两个活动。

第一个活动用两个提问直接导入本单元的中心话题,也是学生最感兴趣的话题——海底动物和植物,要求学生以互相交流的方式更多地理解海底世界。

紧接着是小组活动,要求学生将已知的海洋动植物列表归纳,并谈论自己最喜爱的海洋动物或植物。

这个局部的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。

1.2 Pre-reading是Reading文图并茂的内容简介。

“虎鲸协助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立即激起学生的阅读兴趣。

1.3 Reading是一篇题为“Old Tom the Killer Whale”的故事,其中包括两篇关于虎鲸的奇闻轶事。

第一篇讲虎鲸如何协助捕鲸人捕捉须鲸,过程奇妙有趣。

第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人,情节惊险感人。

学生通过对课文的阅读理解,会由衷地感激这些可爱的海洋动物对人类忠实的协助和巨大的贡献,同时习得阅读故事的技能。

1.4 Comprehending设计了根据课文内容描绘Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上实行再创造。

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How the Old Tom led the way
Swimming________, by the boat showing the whalers ________ the way
How the killers helped the whalers kill the whale
as a team Working__________ Throwing themselves on top of the whale’s blow _________________ hole to stop it breathing. _________________ Stopping fleeing out to sea it_________________
Among these animals which one is the biggest under the sea?
1. Which kind of whale eat meat? A killer whale B blue whale baleen whale C humpback whale (驼背鲸)
2. How did Old Tom help James? Old Tom kept the shark away and then held firmly James up in the water.
Read the text carefully and fill in the blanks.
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. • The second one tells about how a killer whale protected and saved James, a whaler.
killer whales/killers
blow-hole
baleen whale help catch/ kill
whalers Killer whales help whalers catch (baleen) whales.
Reading
Old Tom
the killer whale
Brief introduction of the passage
4. Who will be the leader of the team? A. male whales B. female whales C. baby whales
5. Are Killer whales likely to attack people and eat people? A. Yes B. No
• Fill in the blanks with the names mentioned in the text. Clancy • 1. _________was 16 years of age when he went to work at the whaling station. George • 2.__________orderd Clancy to go to the boat as there was a whale out there in the bay. Old Tom • 3. __________was swimming by the boat showing the whalers the way. Jack • 4._______told Clancy that they would return the next day to bring in the body of the whale. James • 5._________was carried by the waves further and further away from the whalers. Red • 6. _____knew that Old Tom would protect James.
Sea Star海星
Coral 珊瑚
jellyfish 水母
Anemone fish 海葵鱼
Clown fish
eel 鳗,鳝
sea-slug 海蛞蝓
Shark
鲨鱼
Baleen whale蓝鲸 Killer whale虎鲸
What are they doing?
Now, we are on a snorkeling trip under the sea.
• 通过望远镜,我们可以看到远处有情况发生了。走近一看, 原来是一头大鲸受到约六、七条虎鲸的攻击。 • 我问乔治,“它们在干什么呢?” • “啊,它们在协同作战呢——那些虎鲸正在往那头鲸的出 气孔上扑去,不让它呼吸,而其他那些虎鲸则阻止它潜水 或逃跑。”乔治一边指着捕猎的情景,一边告诉我。就在 这时候,最精彩的场面出现了。虎鲸们在我们的渔船和那 头鲸之间开始追逐了,就像一群发狂的猎狗一样。 • 于是,猎鲸叉准备好了。站在船头的那个人把叉瞄准了那 头鲸,扔了出去,恰好击中了要害,鲸受了重伤,没过多 久就死了。过了片刻,鲸的尸体就要被虎鲸们迅速拖向深 海中去了。捕鲸人于是调转船头往回走。 • “怎么啦?”我问道,“我们失去鲸了吗?” • 杰克回答说:“不,我们明天再回来运鲸鱼的尸体。它在 24小时以内是不会浮出水面的。”
Before The killer whale threw itself water and then the out of the _____ hunt _______ crashed down again. boat showing It swam by the_____, the whalers the way.
During The killers were working as a the _____. team hunt Some were throwing top of the themselves on ___ whale’s blow-hole to stop it _________. Others were breathing stopping it _______ fleeing out to sea. After The killers dragged _______ the dead the body down into the depths ______ of the hunt sea, having a good feed on its lips and tongue ______ .
Pair Work
Skim the text and put the following sentences into a right order.
( 6 ) George started beating the water with his oar ( 5 ) Clancy jumped into the boat with the whalers. ( 1 ) Clancy arrived at the whaling station ( 7 ) The killers started racing between our boat and the whale ( 3 ) Clancy heard a huge noise coming from the bay ( 2 ) Clancy was sorting out his accommodation ( 4 ) Clancy ran down to the shore ( 8 ) The man in the bow of the boat aimed the harpoon at the whale
2. Which family do killer whales belong to ? A shark Bis sometimes called the “___ of the sea" because they worked as a team and they were very fierce. A. wolf B. dog C. tiger
Pre-reading
What do you think is happening in the picture ? Killer whales are attacking a whale with whalers waiting by in their boat, harpoon at the ready.
人教新课标选修七
贵州省思南中学 许义怀 编制
Unit 3
Warming up
Have you seen plants and animals that live under the sea? Where did you see them?
•On a snorkeling trip •On the internet •On TV nature programmes •In films •At an aquarium •On a boat tour •In books
• 另一位捕鲸人大声喊叫,“快走啊……走啊。”这是宣告猎鲸 行动马上就要开始的呼声。 • “克兰西,快上,上船去。”乔治在我前面边跑边说。我以 前就听说过,乔治不喜欢等人。所以尽管我还没有穿上合适的 衣服,就跟在他后面跑起来。 • 一刻不停地,我们和其他捕鲸人都跳进渔船,朝海湾方向驶去。 我朝水里望去,可以看到老汤姆就在渔船旁边游着,为我们指 路。几分钟之后,汤姆不见了,于是乔治开始用桨拍打水面。 汤姆出现了,转回到船边,又领着我们前往捕猎处。
• 虎鲸老汤姆 • 1902年6月,我开始在捕鲸站里工作,那时我才16岁。在此 之前我曾经听说过虎鲸每年帮助捕鲸人捕捉大鲸鱼。当时我以 为只是一个故事罢了,但是后来我亲眼见过多次。 • 有天下午我来到捕鲸站,正在找住处的时候,听到从海湾那边 传来一阵喧闹声。我们及时赶到岸边,看到对面有一个庞大的 动物猛力跃出海面,然后又坠落到水里。它黑白相间,样子像 鱼,但我知道它并不是鱼。 • “那是老汤姆,是虎鲸。”一位叫乔治的捕鲸人高声对我说, “它是在告诉我们那边有一头鲸,叫我们去捕猎。”
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