优质高中英语选修7 unit3教案
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。
人教版高中英语选修7Unit 3Under the Sea教案4
Unit 3 Under the seaThe third Period Extensive readingTeaching goals1.target languagea.key words and expressionsreflecting, pure magic, beauty, cell, became aware of , vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallowb.key sentencesI’m sitting in the warm night air with a cold drink in my hand and reflecting on the day – a day of pure magic!The first thing I became aware of was all the vivid colors surrounding me…What a wonderful, limitless world it was down there!2.ability goals3.Enable the student to know more about the living things under the seaand experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given.4.Teaching important points.Enable Ss to read for specific information and guide the Ss to write their own diray.Teaching proceduresStep1, RevisionT: Good morning.Ss; Good morning.T: Yesterday I asked you to preview the reading passage on Page 23…. Step 2, Reading and discussing P23Play the tape for ss to listen and then let the ss to write down the names of the sea animals mentioned in the diary. After that, check the job by asking someone to tell the names of the sea animals. …Pare1…Para2..Para3..Para4..Step3,HomeworkDiscussing and writing on p24.Feed back：内容呈现自然，由浅入深，教学过程符合学生实际。
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。
人教版高中英语全套教案选修七Unit3UndertheseaPeriod3
人教版高中英语全套教案选修七Unit3UndertheseaPeriod3Period 3Language 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 procedures1Learning words and phrases1．wit ness 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。
Recent years have witnessed the collapse of the steel industry.近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”，常用“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.我在整理可以被扔掉的文件。
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。
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.。
高中英语人教版选修7教案-Unit_3_Under_the_sea_教学设计_教案
教学准备1. 教学目标教学目标1. Ability goals 能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals 学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.2. 教学重点/难点教学重点和难点Teaching important points 教学重点Help the Ss know more about animals under the sea as well as the animals’loyalty and help to human bein gs.Teaching difficult points 教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.3. 教学用具4. 标签教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coralStep2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling backto …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and______ ____into the bay.Stage2&3: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killersstarted ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s_______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it_______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.。
人教版高中英语选修7 Unit3_Reading_Task_优质教案
Unit3 Reading Task 优质教案Period four(Reading Task in Workbook)Teaching Aims:Learn THE INUIT LEGEND OF SEDNA THE SEA GODDESSDiscuss origin of the sea goddessImportant points:Important words and expressionsTeaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workTeaching aidsA computer and a projectorTeaching Procedures & waysStep 1 DiscussionPicture1:1. which part of the world do you think this man is from? Give reasons2. what do you think his clothes are made of?Picture 2:1. have you seen pictures of a creature like this before? Where?2. do you know any story that involves a creature like her? What is her story? Step 2 ReadingPut the sentences into a right orderA. Sedna discovers that her husband is a sea birdB. the Inuit believe Sedna has power over the animals in the seaC. The bird man is so angry at Sedna’s escape that he causes a sea stormD. Sedna’s father throws Sedna into the sea and she becomes a sea goddess.E. Sedna doesn’t want to get married but her father tells her she mustF. Sedna ‘s father helps his daughter to escapeG. Sedna agrees to marry a stranger who promises her a good lifeStep3 Read the story again and answer the questions in pairs1. Why did Sedna need to have someone to look after her?2. Why did the bird man dress up as a human?3. Why did Sedna’s father throw Sedna into the sea?4. What do you think happened or should have happened to Sedna’s father? Give reasons.5. Is Sedna very powerful? Give reasonsKeys1. because her father was getting too old to look after her.2. Because he wanted to marry Sedna and he thought that she wouldn’t marry him if she knew he was a bird3. Because he was very frightened of the bird man and was probably afraid that the bird man was going to kill him. He probably thought that the bird man would stop the storm if he gave the bird man what he wanted4. perhaps her died in the storm or should have died in the storm, because he’s not a good father to Sedna5. Yes, because she has the power to keep the sea animals away from the hunters if she is angry. It is very serious if she does this as the hunters depend on the sea animas for food.Step 4 Writing1.with a partner, take turns to tell the story about Sedna. Use the topics from Exercise 1 as a guide.2. now write down the story without looking at the reading passage.3. when you have finished, use the questions in the table below to assess you own writing.Now read your partner’s writing and assess it , using the questions in the table below. Go through the table with your partner and explain your answersSample writingS 1 Once there was an Inuit girl called Sedna, her father insisted that she marry。
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《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。
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。
高中英语选修七Unit3说教材
说教材稿人教版高中英语选修七第三单元姜峰大家好！今天我所说的教材是人教版高中英语选修七第三单元（海下景观），下面我将从以下七个方面对本单元进行讲述。
一、课程目标：1．课程总目标高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上进一步培养学生的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
高中课程标准对语言技能、语言知识、情感态度、学习策略和文化意识等五个方面分别提出了相应的具体内容和标准。
2．本单元教学目标（1）知识与技能目标：①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了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了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。
帮助学生更多地了解海洋生物。
②掌握本单元教学目的和要求中的词汇用法。
③复习动词V-ing形式及被动语态。
④学会在写作中表达责备、抱怨及要求赔偿。
（2）情感价值目标：本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、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运用的过程中，深入学习、了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，从而在学习和运用语言的同时，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。
二、编者意图：1．突出学生主体。
2．采用活动途径，倡导体验参与。
3．面向全体学生，注重素质培养。
4．注重过程评价，促进学生发展。
5．开发课程资源，拓展学用渠道。
三、编写体例：学生用书是这套教材的主体。
每个单元围绕一个主要话题开展听说读写活动，共分九个部分。
每个学生用书配有练习册，是这套教材的重要组成部分，每个单元练习包括十个部分。
1．学生用书： 2.练习册：（1）热身（1）听/说（2）读前（2）单词和习语的运用（3）阅读（3）语法结构的运用（4）理解（4）听/说任务（5）语言学习（5）读/写任务（6）语言运用（6）项目（7）小结（7）自我评价（8）学习建议（9）趣味阅读四、知识整合：1.Pre-reading、Reading、Comprehending是一个整体。
高中英语教案选修七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 2Listenin g(Page26)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 tourDialogue 1Result wanted：________________________________________________________________________________________________________________________________________________.Actual result：________________________________________________________________________________________________________________________________________________Dialogue 2 Result wanted：____________. Actual result：____________.Dialogue 3Result wanted：____________. Actual result：________________________.Dialogue 1 Result wanted：Not_stated_by_the_tourist_although_she_did_say_she_wanted_to_speak_to _the_manager.Actual result：Not_stated_although_the_tourist_probably_would_not_get_another_tour_or _a_refund.Dialogue 2Result wanted：A_full_refund. Actual result：A_full_refund.Dialogue 3 Result wanted：A_full_refund.Actual result：A_refund_of_half_the_fare.3.Listen to th e expressions that each custo mer 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.T OUR 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 seeSte p 3SpeakingWor k 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.。
【优选整合】高中英语人教版选修7Unit3UndertheSeaperiod2教案2.docx
Unit 3 Under the SeaThe use of VingV-ing作动名词吋具有名词的特征，因而在句中用作主语、表语、宾语、定语，有吋它可以有自己的逻辑主语, 也可以有时态和语态形式。
一、V-ing形式的名词特征V・ing形式否定形式为not doing,具有动词和名词的性质，在句中起名词作用，可作主语、宾语、表语和定语。
Laying eggs is the ant queen' s full-time job. 主语Her job is teaching. 表语He is fond of playing football.宾语developing countries 定语working people 定语二、V-ing形式作主语1.V-ing形式作主语表示抽象的经常性的意义。
Reading aloud is very important for us to learn a foreign language.大声朗读对我们学习一门外语是很重要的。
Going to bed early and getting 叩early is considered to be a good habit.早睡早起被认为是一种好习惯。
V-ing 形式在"It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词+doing” 结构中作主语，it 为形式主语。
Ifs no good waiting here. Let's go home.在这儿等没好处,咱们回家吧。
It is no use your complaining; the company won't do anything about it.抱怨是没有用的，公司是不会管的。
②V-ing 形式在"It is useless/nice/good/interesting/worthwhile/worth 等形容词+ doing” 结构中作主语。
人教版高中英语教案-选修七Unit3 Under the sea Period 1
人教版高中英语教案-选修七Unit3 Under the sea Period 1 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联系；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》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UsingLanguage 阅读中表达感受的词汇描述过去的难忘经历。
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一、词汇&短语1.目击 v._____________________2.暂停 vt./n. __________________3.每年的adj. _________________4.拖,拉 vt. __________________5.催促vt._____________________6.深(度) n. ____________________7.协作 n._____________________8.住所 n._____________________9.相对的_____________________10.逃离v. _____________________11.放弃 vt. ____________________12.帮助(某人)摆脱困境 _________14．________________ 瞄准13．________________ 优于；在……前面15．________________ 靠近16．________________ 在此期间；与此同时17．帮助(某人)摆脱困境或危难二、知识详解1. 【原句】that this was just a story but thenI . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。
witness vt 当场见到；目击 n 目击者；证人；证据be (a) witness to sth 目击，看见witness sth 见证，目击，作证bear/give witness to 为…作证，为….的证人witness to doing (在法庭上)作证1).His good health is a to the success of the treatment.他身体健康证明这种疗法是成功的。
2).Police have appealed for anyone who to contact them. 警方呼吁凡是目击这一事件的人与他们联系。
3).He seen the man enter the room.他证明看到那个人进了房间。
4).She the case, but didn’t want to give/bear witness.2.【原句】On the afternoon I arrived at thestation, , I heard a loud noise comingfrom the bay.有天下午，我来到捕鲸站，正在整理住处的时候，听到从海湾那边传来了一阵喧闹声。
拓展：sort out 整理、分类、解决all sorts/kinds/types of 各种各样的1) They have got .他们有几个小问题需要解决。
2) It takes people to make a world. 大千世界无奇不有。
3) They did it under names.他们以各种各样的名义做这个事。
3.【原句】 to see an enormous animal opposite us throwing itself out of the water and then crashing down again.我们及时赶到岸边，看到对面有一个庞大的动物猛力跳出水面，然后又坠落到水里。
拓展：in time 及时，最后in time to do/in time for 及时做某事in no time 立刻，马上at no time绝不，在任何时候都不on time 准时，按时at one time 曾经，一度at a time 一次，每次1) . 试着一次解决一个问题。
2) will she give in to the difficulties. 她绝不向困难低头。
3) She came running all the way for the wedding.她一路跑来及时赶上了婚礼。
3.【原句】“克兰西，快来，上船去。
”乔治在我面前边跑边说。
ahead of 在…前面1) 我们的前面有一条河。
（lies）2) Time here .这儿的时间比伦敦早九个小时。
3) 他的汉语比我好。
4)Scientists are racing _______ time in order to find a cure for bird flu as soon as possible. A. along with B. against C. around D. ahead of4.【原句】And those others are stopping it diving or fleeing out to sea…而其他那些虎鲸则阻止它逃跑。
* flee(fled，fled) vt. 逃离 vi.逃跑；逃避flee to +某地逃到……去，逃往flee(from)+某地从……逃出来，逃离1). 他与家人争吵后离家去了伦敦。
2). He killed his enemy and 他杀死仇敌后逃离祖国。
3). 他试图逃离该国时被抓住。
4).The thieves have already ________the city，so it is difficult for the police to arrest them. A．fled B．run away C．escaped D．got rid of*stop sb./sth.(from) doing sth.阻止某人/物做某事prevent sb./sth. (from) doing sth.=keep sb./sth. from doing sth. 阻止某人/某物做某事1) I think the government on certain days.我认为政府应该尽职人们在某些日子开车。
2) .那场大雨使我们没能打成网球。
5.【原句】In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.在这段时间里，老汤姆和其他虎鲸会饱餐一顿的，鲸唇和鲸舌就是它们的美食。
in the meantime= in the meanwhile 在其时，在此期间，同时1）医生马上就来，在此期间，尽量放松一下。
The doctor will be here soon. ______ ______ ______，_____ ______ relax.2) 由于下雨，我们不能出去，这段时间里，我们玩个游戏。
We can’t go out because it’s raining, so let’s play ______ _____ _____ ____ _____.3) Jerry was playing football and Tom was _______ playing volleyball.A. howeverB. meanwhileC. likelyD. often6.【原句】“Man overboard! Turn the boat around!”urged George, shouting loudl y. 乔治大声喊道：“有人落水了，把船头调回去！”urge vt 催促；极力主张；驱策 urgent adj 紧急的；急切的 urgency n 紧迫；急迫urge sb to do sth 敦促某人做某事urge that+从句（谓语常用should +动词原形，should 可以省略）极力主张，强烈要求urge sth on/upon sb 对某人力陈/力言某事1).Katy’s family .凯蒂的家人催促她去找另一份工作。
2).The doctor , and then he could make a conclusion.医生敦促我尽快做X光检查，以便他得出结论。
3).The report .这份报告呼吁给所有的儿童教授游泳。
4)He .他向学生们力言努力学习的重要性。
7.【原句】From James’s face, I could see he was terrified of being abandoned by us. 从詹姆斯的脸上我能看出他非常恐慌，生怕被我们遗弃。
abandon vt.遗弃；抛弃；；(与oneself连用)使放纵，使听任 n．放任；放纵abandoned adj.被遗弃的，被抛弃的；自甘堕落的；没有约束的，放荡的abandon one’s country/friends/post/hope/plan/ bad habit 背叛祖国/朋友/职位/希望/恶习abandon sth to sb/sth 不得已而舍弃 abandon oneself to sth 沉迷于1).Rescuers any more survivors of the crash.援救人员完全放弃了会再找到坠机生还者的希望。
2). .我们必须敦促吸烟的人戒烟。
3).The child ________ __ _____ by his parents. Eventually the ________ boy was found wandering in the street，___ ___ himself to despair.那个孩子被他的父母遗弃了，后来有人发现那个被抛弃的孩子在大街上游荡，他已陷入了绝望。
4). Owing to rough weather, the coast guard had been forced to _______ the search for the lost plane.A. removeB. abandonC. fleeD. desert5). He abandoned himself _______ happiness. A. at B. to C. with D. in8 .help(...)out 帮助(某人)摆脱困境或危难；协助；使(某人)脱离困境①When I bought the house， with a loan.我买这所房子时，我姐姐借给了我一笔钱解了急。
②As he is my best friend， .因为他是我最好的朋友，当我遇到麻烦时他肯定会帮我。
(1)My father has often ________ me ________ when I’ve been a bit short of money.A．sent；out B．driven；off C．helped；out D．pulled；in拓展：help sb with sth帮助某人做某事can’t help doing sth 忍不住做某事can’t help but do sth 不得不做某事1). . 他帮助我的口语。