高中英语 Unit 3 Under the sea Period 6教案新人教版选修7

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UNIT 3 UNDER THE SEA 教案

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) 学情分析三维目标知识目标2．帮助学生更多地了解海洋/海底世界。

3．复习动词v.－ing形式的被动式。

人教版选修七Unit 3 Under the sea教案及说课稿

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

听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。

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

Pre-reading局部通过探讨图片导入课文并介绍故事背景。

Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。

课文中采纳了大量的动作描写，并运用了大量的-ing形式。

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

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

本单元的语法是-ing 形式的被动语态。

Using Language局部包括阅读和写作两局部。

课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。

写作局部要求学生仿照课文描写景物。

本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。

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

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

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

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

高中英语《Unit 3 Under the sea》优质课教案、教学设计

的main idea是help，第二个
采用分段细读，根据段
是关于protect。
第二个任务scanning，分段细读，根据段落的不同特点设置不同的阅读任务，读第一至6段，完成HowdidOldTom
helpwhalers?读第七至十二段，完
成How did other killers help whalers?以及Why did the whalers turn the boat around immediately after the baleen whale died?总
紧贴话题，设置当今世界某些国家的捕鲸行为，学生小组合作，共同探讨支持或是反对该做法？以及如何尽自己之力保护鲸
类？
此项讨论以课文为基础，进行了适当拓展通过讨论让学生进一步明确：动物是人类的朋
友。
环节6
（知识输出）
作业形式为写一篇关于鲸的调研报告，内容可涵盖鲸类的现状，鲸类面临的威胁，人类对于保护鲸类的做法等等。
1.语言知识与技能目标：
1)熟练掌握与话题相关的常用词汇与表达法。
2)培养学生听、说、读、写技能的综合运用能力。
2.情感态度与价值观：
1)在有趣的话题激励下，诱导学生积极参与，充分调动他
们学习海底世界及海底生物的兴趣。
2)在师生互动的活动中，加强教师的亲和力，充分发挥情感教学的优势。
评价设计
本节课是阅读课，主要采用形成性评价。采用学生自评、互评、教师评价以及小组比赛、纸笔测试等方式展开评价。
此项环节旨在让学生以阅读中的输入为基础，增强全面认识事物的能力，以写的形式结
束。
Unit3 Under the sea教学设计
。
为主，增强学生的自信心。
教学设计整体思路

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。

人教版高中英语选修7《Unit3Underthesea》教案

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

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

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

高一英语《Unit 3 Under the sea》人教版教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 3 Under the sea Ⅰ. 单元教学目标Ⅱ. 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。

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。

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了解海底世界。

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。

这一部分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。

“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻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。

第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，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帮助和巨大的贡献，同时习得阅读故事的技能。

教案：Unit 3 Under the sea

Unit 3 Under the sea Ⅰ. 单元教学目标Ⅱ. 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。

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了解海底世界。

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。

这一部分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。

“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻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。

第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，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帮助和巨大的贡献，同时习得阅读故事的技能。

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

高中英语 Unit 3 Under the sea 6 单元要点回扣教案高二英语教案

Unit 3 Under the sea Ⅰ重点单词重点词汇夯实练1.witness vt.当场见到；目击n．目击者；证人；证据①With economy developing at great speed, our city has witnessed(witness) quitea few changes in recent years.②One witness to the accident said that the driver appeared to be drunk.2.accommodation n．住所；住宿If you can’t find any accommodations elsewhere, here is a room which can accommodate up to five people.(accommodation)3.teamwork n．协作；配合Years of school life has taught me a lot of things, of which teamwork is the most important for me(协作对我来说最重要).4.depth n．深(度)；深处The lake is over 20 meters in depth. So we were all moved deeply by the man who dived deep into the lake to save the boy.(depth)5.urge vt.催促；极力主张；驱策①To protect the environment, it is urged(urge) that we should abandon bad lifestyle and adopt low－carbon lifestyle.重点词汇夯实练②The people in the earthquake－stricken area are in urgent(urge) need of food, medicine and shelters.③The man anxiously urged the taxi driver to drive(drive) faster so that he could catch the last flight.6.abandon vt.放弃；遗弃；抛弃①A number of tourists have come here and thrown away a large amount of rubbish, such as abandoned(abandon) plastics.②By no means shall we abandon searching(search) for the missing people.7.reflect vi.思考vt.映射；反射；思考①In class, you will mainly learn Tang poetry, which reflects traditionalChinese culture(反映中国的传统文化) and is deeply loved by Chinese.②You should reflect on the plan for a moment, and then make a decision.8.aware adj.意识到的；知道的①It is well worth making an effor t to promote the public awareness(aware) of environmental protection.②In conclusion, people around the world should be aware of the real situation of water shortage.9.vivid adj.生动的；鲜明的；鲜艳的He described vividly what he saw in London, giving us a vivid picture about people’s life there.(vivid)10.narrow adj.狭窄的；有限的；狭隘的The final score of the basketball match was 93∶94. We were narrowly(narrow) beaten.阅读词汇排查练1.anecdote n．轶事；奇闻2.shore n．岸；海滨3.yell vi. 大叫；呼喊n. 叫声；喊声4.dive vi.& n．跳水(的动作)；潜水(的动作)；俯冲5.harpoon n. (捕鲸用的)鱼叉6.shark n．鲨鱼 n．网；网状物；网络8.tide n．潮(汐)；潮水；潮流9.cell n. 细胞；(蜂房的)巢室10.seaweed n. 海草；海藻11.flashlight n．闪光信号灯；手电筒；闪光灯12.suck vt.& vi. 吮吸13.turtle n. 海龟；甲鱼14.boundary n．界限；分界线15.awesome adj. 使人敬畏的；令人畏惧的16.seal n．海豹；封条；印章Ⅱ重点短语会书写1.in the meantime 在此期间；与此同时2.be/become aware of 对……知道/明白；意识到……3.(be) scared to death 吓死了4.draw near 靠近5.hold up 阻挡6.help (...) out 帮助(某人)摆脱困境或危难7.upside down 上下翻转8.sort out 整理；分类；收拾9.get close to 靠近10.be about to do sth. 正要做某事会应用1.The conference will begin in an hour. In the meantime，let’s have a chat.2.Looking for his lost magazine，the man turned the whole room upside down.3.We should be aware of the danger of exposing children to violence on TV.4.Though it took me three days to sort out these materials, I thought it was worthwhile to do this job.5.As we all know，getting close to nature is beneficial to our health.Ⅲ重点句型1．Every student should have schoolwork or homework examined(examine) once a day，which is the rule that every student must obey in our class.2．Misunderstood(misunderstand) by others，Jack felt depressed and asked his teacher for some advice.3．Being injured(injure)，he was sent to hospital at once and is being operated on now.4．I, as well as you，couldn’t stand being kept(keep) waiting so long，for I was also very busy at that time.5．I must go to school now，because I can’t risk being punished(punish) by my teacher for being late for school.Ⅴ话题写作根据要求运用本单元所学知识完成下面小作文，并背诵成文。

2019-2020年英语Unit3《Under the sea》Period 6教案新人教版选修7.doc

英语：Unit3《Under the sea》Period 6教案（新人教版选修7）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 tour guide and what was the actual result？Complete the table below.Suggested answers：3.Listen to the expressions that each customer used to make his/her complaintplete 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 disappointedDialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refund Dialogue 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 see Step 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 loudspeakerplain to an airline official.2．The fish you ordered tastes terribleplain to the manager of the restaurant. 3．The trousers the tailor made for you are too shortplain 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.，please.That's no good for me.You should do something about it.Step 4WritingWrite a short dialogue you made up above down.*************************************。

Unit3-under-the-sea公开课教案设计

Unit 3 Under the sea公开课教案Period 1 warming up and readingⅠ.Teaching Aims:Enable the students to know about animals and plants under the sea.Help the students to learn an Inuit legend about the Killer Whale.Ⅱ.Important points:Reading comprehension to the textUnderstand the relationship between the killers and the whalers.Important words and expressionsⅢ.Difficult pointsThe relationship between the killers and the whalersMake the students realize the importance of protecting animals.Ⅳ.Teaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workⅤ.Teaching aidsA computer and a projectorⅥ.Teaching Procedures & waysStep 1: Warming up and pre-readingT: 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.on a snorkeling trip at an aquarium on a boat tour in booksin films on TV nature programs on the InternetIn groups, make a list of plants and animals that live under the sea 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 favourite sea plants or animals? Tell your classmates what they are.T: What do you think is happening in the picture?Writer ClancyV ocation A whalerStyle Anecdotestime At the beginning for the 20th centuryPlace AustraliaMain idea The killer whale help people to kill baleen whaleScan the text, and fill in the blanks with names mentioned in the text1. ______________was 16 years of age when he went to work at the whaling station2.___________orderd Clancy to go to the boat as there was a whale out there in the bay3. _________was swimming by the boat showing the whalers the way4._________told Clancy that they would return the next day to bring in the body of the whale5._________was carried by the waves further and further away from the whalers.6. _______________knew that Old Tom would protect James.Step 3: Skimming (put the sentences into the right order.( ) George started beating the water with his oar( ) Clancy grabbed his boots and raced after George to the boat ( ) Clancy arrived at the whaling station( ) The killers started racing between our boat and the whale ( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whale Step 4: careful reading1. What evidence was there that Old Tom was helping out the whalers?2. Why did George think that the killer whales worked as a team?3. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?4. Why did the whalers return home without the whale’s body?5. How do you think Red felt about the killer whales?6. How did Old Tom help James? Why do you think he did this?Step 5 Post-readingRole playThe teacher divides the students into there groups in class and makes each group play a different role. There are three roles in the play, the whaler, the baleen and the killer whale. The students make dialogues between the whaler and the baleen, the whaler and the killer, the baleen and the killer.( In this part, the aim is to arouse the interest about English class.)DiscussionThe teacher plays the video and asks the question whether human being should be allowed to kill the whales and how to protect the whales. Then the teacher gives students 5 minutes to discuss it and the students state their opinion.( The aim of this part is to make students realize the importance of protecting animals.)Step 7 Homework1. If you are interested in the information about the whales, you can watch the video on the Internet.2. Set a positive activity to protect animals by group.。

英语：Unit3_Under_the_sea教学案

Unit3 Under the sea---教学案学科英语教材名称高中英语选修七课题Unit3 Under the sea年级高二学段第一学段备课组长主备人王惠琴一、概述·“Under the sea”是高中人教版新课标英语新教材二年级选修七第三单元课文。

·本单元课文所需课时为5课时，共需200分钟，本节课是第二课时,40分钟；·“Under the sea”是一篇科普文章，中心话题为海底世界。

听说读写活动主要围绕海底植物、海底奇妙景观以及有关大海神话故事展开的。

·这节课主要培养学生的阅读、归纳能力和联想、创新思维精神。

二、教材分析本单元的中心话题为海底世界。

听说读写活动主要围绕海底植物、海底奇妙景观以及有关大海神话故事展开的。

1. Warming Up 部分以海底生物（包括动物和植物）为话题，主要讨论三个方面的问题；学生所见过的海底生物，在何处见过这些海底生物，学生最喜欢的海底生物。

2. Pre-reading 部分设计了一个读图题，图片内容为：Killer whales are attacking a baleen whale with whalers waiting by in their boat，harpoon at the ready. 由此引入阅读文章的相关背景知识：作者、职业、文体等。

3. Reading 是一篇以第一人称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事实，同时可以从文中学到许多描述事物和情景的生动手法。

4. Comprehending 共有3个练习就课文内容进行讨论，重点检测学生对课文深层次的理解，也以进行适当的拓展，让学生讨论是否应该关闭捕鲸站并保护鲸。

5. Learning about Language部分是词汇训练，和语法训练，通过用所给词的适当形式填空，复习V-ing 形式的被动式的用法。

Unit 3 Under the sea 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 3 Under the seaTeaching aims:1.TopicNature: animals and plants under the sea; legends of the seaeful words and expressions:Anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, cell, aware, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scare, shallow, entry, Antarctic, awesome, pension, pensionerExpressions: ahead of, in the meantime, help out, be/become aware of, be scared to death3.Functional items:Blame and ComplaintWhy didn’t you do…?What do you mean by doing so?I’d like to talk to the manager.Perha ps/ Maybe they should/ ought to do…They shouldn’t have done it.They are to blame. Why don’t you do something about it?I’m sorry to bring this up, but….?I’m sorry to have to say this, but…GrammarRevise the Passive Voice (Including the –ing form)复习动词-ing的被动式I had already heard that George didn’t like being kept waiting…As we drew closer, I could see a whale being attacked by a pack of about six other killer.Being badly wounded, the whale soon died.I could see he was terrified of being abandoned by us.When we approached him, I saw James being held up in the water by Old Tom. Teaching proceduresPeriod 1 ReadingStep 1. Warming upTalk about plants and animals that live under the sea, and then introduce the anecdotes.Step 2. ReadingTask 1: Ask the students to get the main idea and then discuss and answer the questions listed on p21:The passage is mainly about how the killer whales helped the whalers catch the huge whales and protected the whalers.Task 2: Ss read the passage and finish Ex 2 and 3 on page 21.Task 3: Read the passage once again and then finish the following exercises:1.________ killed the whale at last?A.Old TomB. The killer whalesC. The authorD. The whalers2.After the whale died, the whalers turned the boat around and went home because________.A.they know it would float up tomorrowB.they abandoned itC.the killer whales would drag it back soonD.a dead whale is useless3.The killer whale protected James by ________.A.fighting the sharkB.killing the sharkC.preventing the shark going closerD.dragging him back4.We can learn from the passage that __________.A. the whalers needn’t train the killer whalesB. the whalers may train the killer whalesC. the killer whales lived on other whalesD. the author worked in the whale station for a long time(参考答案: DACB)Period nguage learningStep 1. RevisionSs retell the text.Step 2. Language points1. witness n. 目击者, 证人, 证据; vt. 当场见到, 目击2．Abandon vt.放弃，遗弃，抛弃Step 3 Learning about languageSs do Ex 1-3 on P21-22.Step 4. PracticeAsk the Ss to do Ex. 1 –3 on page 63.。

Unit 3 Under the sea 教案

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了解海底世界。

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。

这一部分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。

―虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸‖的奇闻轶事会立刻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。

第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，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帮助和巨大的贡献，同时习得阅读故事的技能。

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

高中英语 Unit 3 Under the sea Period 6教案 新人教版选修7

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教案：Unit 3 Under the sea

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Unit3-under-the-sea公开课教案设计

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Unit 3 Under the sea 教案新部编本

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高中英语 Unit 3 Under the sea Period 6教案新人教版选修7