人教版选修七Unit 3 Under the sea教案及说课稿
英语人教版选修七Unit 3 Under the sea Reading教学设计
1、Put the following sentences in order.
2、Text comprehension.
1、To train students’reading ability of finding outthe specific information quickly.
教学理念
英语课的教学不仅仅是让学生学习语言知识,更为重要的是通过语言的学习,在思维品质、文化品格、学习能力上都有所提高。
设计思路
以阅读文本为载体,提升学生的阅读能力。
教学准备
多媒体课件、黑板、粉笔。
Teaching Procedures
Students’ Activities
Design Purposes
Lead-in
(about 5')
1、Discuss the classification of whales with students.
2、Lead in killer whales and the text to be learned.
1、To arouse students’ interest in the lesson.
2、Scan the text, find out the correct name to each blank.
3、With the help of the Internet, can you tell us more information about whales？
Check if students previewed the text.
2、To makepreparationfor the next step.
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。
人教版选修七-Unit3-Under-the-sea-教学设计
人教版Book 7 Unit 3 Under the sea 教学设计〔教材解析〕本篇课文选自人教版新课标教材的选修模块7，为第一课时，阅读课,将Warming—up，Pre—reading，Reading, Comprehending部分放在同一课时教学，设计成为一节阅读课.故事发生于20世纪初期，一个名叫“Old Tom”的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情.通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。
〔学情分析〕本课是高二年级下学期的课程，学生已经具备一定的知识储备和运用能力,但由于授课的对象的英语基础比较差，水平参差不齐，为了激发全部学生的好奇心和求知欲，课堂采用了创设情境，采用老师扮演鲸鱼,以猜谜的形式引导学生进入本节课。
通过对阅读的整体理解后，由学生扮演课文中出现的不同角色，，来活跃课堂气氛，引发学生对动物保护的意识。
同时，在阅读课中教师要渗透阅读的方法和答题的技巧,培养学生阅读的综合能力。
教学目标分析一、知识与技能。
1.Train the students’ reading ability, for example, skimming scanning。
2.Learn and master the following:Words：anecdote，annual，witness，accommodation，shore, opposite，yell，pause, telescope，teamwork, diving，flee, drag，depth, urge, abandonPhrases：be about to do，ahead of, even though，stop…from…，help out，二、过程与方法1.Task—based teaching2.。
Cooperation3.Discussion三、情感态度与价值观1.The students’ confidence and interest can be stimulated。
高中选修7 Unit 3 Under the sea 第一课时说课稿
Senior 2 Book 7 Unit 3 Under the sea The First Period说课稿――姓名一、说教材1、教材的地位与作用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。
主要语言功能项目是学习责备与抱怨的句型，如I’m sorry but…，I’m afraid…本节课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，在预读和阅读、讨论、练习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。
2、教学目标的确定○1知识目标：1、Read a story and describe the relationship between animals and humans2、Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.○2能力目标：开展任务型阅读、调查活动，获得理解、识别和处理相关信息的能力。
展开多种形式的任务活动，使学生具备较熟练地运用语言的能力。
○3情感目标：培养学生热爱和保护海洋生物的意识，教育学生形成与自然和谐相处的态度。
3、教学重点、难点教学重点：Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.教学难点：Analyze the structure of some sentences.4、对教材的处理基于以上对教材的分析，同时结合本班学生的实际能力和情况，引导、启发学生更多地了解海底生物，增加相关单词量，理解和掌握课文单词和短语，组织学生完成调查表，以加深学生对文章相关背景知识的理解和掌握。
人教选修七 Unit3 Under the sea 教案
BOOK 7 Unit3Under the sea目标认知重点词汇：·annual||，witness||，migration||，grab||，shallow||，reflect||，tongue||，abandon||，opposite||，depth||，target||，survive||，shape||，scare.make a list of||，be aware of||，in the meantime||，with one’s own eyes||，sort out||，head out into||，aim at||，hold up||，help out||，upside down.重点句型：1. be on + n.(表状态)2. be about to do…when…语法：1. 同位语从句2. v-ing形式的被动式用法重点词汇1. favorite(1) adj 最喜欢的Who is your favorite writer?be favorite with 在…中受欢迎The singer is popular with young people.(2) n 最喜欢的人或物The book is a favorite with students.Liu Xiang is a general favorite.||。
刘翔是最受大众喜欢的人favor 喜欢||，支持in favor of 支持||，赞成favorable赞成的||，有利的||，讨人喜欢的favoritism (n)偏爱||，得宠2. witness作vt. 当场见到||，目击eg. We were witnessing the most important scientific development of the century. (我们亲眼目睹了本世纪最重要的科学进展||。
)He witnessed the traffic accident happened yesterday. (他目击了昨天发生的那起交通事故||。
人教版高二英语选修七Unit 3 Under the sea教案设计
B7U3 Under the SeaListening, speaking and Writing(For Students)1.Read AloudAn advertisement of Whale Watching Tours on Page 25New words and expressions: seal n.海豹pensioner n.领取养老金者（pension 养老金）at close range 近距离地leap out of the water 跃出水面refund half the fare 退还一半费用2. Listening and SpeakingListen to three dialogues between tourists and a tour guide.Role play: Ask and answer questions.1) 他们对什么不满意？Q(Translate into English): ____________________________________A: Angela ____________________________________Andrew____________________________________Sharon____________________________________2) 他们希望如何解决问题？Q(Translate into English): ____________________________________A:____________________________________3. WritingAngela is going to send a letter to complain about the problems above to the manager.Some of the students helped her write a letter.A.B.Group work:1) Discussion: What do you think of these letters? Can you improve it?2) Report: each group chooses one aspect to improve the letters. Tips: 1. length2. format(格式) of a letter3. tone and manner4. details5. transitions(过渡)A. In additionB. FinallyC. What’s worseD. The reasons for our dissatisfaction are as follows.E. To make matter worseF. Worst of allG. In the first place /First of allH. ThenI. Secondly4. Homework: According to the discussion, work out a good sample of the letter.______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________。
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。
Unit3Underthesea说课稿人教高中英语选修七
Teaching plan for Unit 3 Book 7Good morning, ladies and gentlemen! I’m very glad to be here to share my teaching ideas, I’m No._ Nice to meet all of you!Today, my topic is Under the sea. To get a better understanding of my teaching plan, I am going to analyze the lesson from 6 parts: Analysis of the teaching、teaching aims、the key and difficult points、teaching &learning strategies、teaching procedures and blackboard design.Part 1:analysis of the teachingFirstly, I’ll talk about part 1———analysis of the teaching.The topic is taken from unit 3 of book 7. It’s the first period of this unit telling us two anecdotes about howOld Tom ,a killer whale,helped whalers hunt and how it saved James’ life. After classI hope more students will pay attention to protecting sea animals. Senior Two students can cooperate with each other to finish a task. But their ability of using English is still limited. So it is very necessary to build up their confidence.Part 2: The teaching aimsAccording to the new standard curriculum and the syllabus, after analyzing the teaching material,I think the teaching aims are as follows:1.knowledge aimsKnowledge aims are to enable the students to know the meanings of new words and expressions and understand the content of the passage.2.Abilities aimsAbilities aims are to develop the Ss’ reading strategies like skimming and scanning and to train the Ss’ ability of cooperation and communication.3.Emotion aimsEmotion aims are to stimulate the Ss’ confidence & interest in English and arouse the students to protect sea creatures.Part 3: The key and difficult pointsBased on the requirement of the syllabus and the students' characteristics, the key points are to learn some new words and expressions ,understand the relationship between the killers and the whalers and develop the Ss’ reading ability. The difficult points are to understand the relationship between the killers and the whalers and make the students realize the importance of protecting sea creatures.Part 4:Teaching & learning strategiesIn order to achieve the aims and overcome the key and difficult points mentioned above, I decide to choose “Communicative Approach”、“ Task—based Teaching Method” and “Situational Teaching Method”as the main teaching strategies. Learning strategies are skimming & scanning and cooperative & individual learning methods.Part 5: Teaching proceduresNow ,I will talk about the most important part: part 5—teaching procedures. There are 4 steps in this part.Step1 Pre-reading (5m)Show some common sea creatures on the screen and ask some students what theyknow about these animals.Then focus their attention on the killer whales and tell them why killer whales got the name.In this way, Ss will pay their attention to our class easily and quickly get familiar with the topic.Step 2 while-reading(20m)I’ll give them about 20 minutes to read the passage and finish the four tasks from easy to difficult. I will offer them some help if necessary.Task 1:How many characters mentioned in the passage? Who are they?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 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.It is to develop their ability of skimming and scanningTask 2: Match the main ideas with each partIt is to develop their ability of summarizing the main idea.Task 3: Read the first anecdote and put the following statements in order.( ) The whalers killed the baleen whale with the help of the killer whales.( ) Old Tom swam by the boat, showing us the way.( ) Clancy arrived at the whaling station.( ) The whalers returned for the baleen whale the next day.( ) Clancy saw a huge animal in the water, which was Old Tom.( ) Clancy heard a huge noise coming from the bay.( ) The man went to the boat and headed out into the bay.It is to develop their logical thinking and to pick out information quickly and correctly.Task 4:Comprehending-- Read the passage again and choose the best answers.1.Why did the men start 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 dead whale wouldn't float up to the surface for around 24 hours.D．Because they knew the killers ate the whale's body.2.What happened to James after he was washed off the boat?A．He got hurt by a shark.B．He was abandoned by the other whalers and felt terrified.C．He dropped his hope and was nearly dying.D．He was held up in the water by Old Tom and rescued.3.We can infer from the text 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 themTask—based Teaching Method is used here ,Ss can understand the given material better by using different reading skills. And their abilities of communication and cooperation will be also well improved.Step 3 Post-readingExercise 1: Retell the story.I was 16 when I began work at the whaling station. I had been told 1.every year the killers helped whalers catch huge whales. After I worked there I2.(witness) it with my own eyes many times. One afternoon when I was sorting out my accommodation，I heard a loud noise3.(come) from the bay. Then I experienced how the killers，4.(especial) Old Tom，helped us lead the way and catch a whale. Firstly，the man in the bow of the boat aimed the harpoon at the whale，then let it go and the harpoon hit the spot. Secondly，the whale's body5. (drag) swiftly by the killers down into the6.(deep) of the sea after it died and then the killers had a good feed on its lips and tongue.7.the killers were fierce hunters，they never harmed or attacked people.8.the contrary，they protected people. For example，one day，the sea was rough and it was difficult9.(handle) the boat. The waves were carrying James further away from us. James was terrified of 10.(abandon) by us. Just then a shark appeared and it was Old Tom that saved James. All of us praised Old Tom by saying “Well done”．The purpose is to develop their ability of filling in grammatical clozeExercise 2:Discussion I will play a video about Japanese killing whales and have a free talk about it. Then discuss what we should do to protect the endangered sea species?1.Don’t pollute the sea.2.Don’t overfish in the sea.3.Don’t buy anything made from sea species. …It is to arouse their awareness of protecting sea creatures and take some actions from now on.Step 4: HomeworkTask1:Read the passage again after class and do some exercise.Task 2:Design a poster to call for sea life protection.The purpose is to make them understand the passage better and enhance their awareness of protecting sea life.Part 6: Blackboard designAfter sharing my teaching ideas, I hope all of us can really take actions to be a protector but not an eater. Please remember no business no killing.So much for my teaching plan. Thank you!。
高中英语 Unit 3 Under the sea教案 新人教版选修7
Unit 3 Under 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 ocean to 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七_Unit3_Under_the_sea-说课课件(新)
jellyfish水母
Dolphin海豚
Turtle海龟
Anemone海葵
Skimming&Scanning
TopicParagraphnumber
colorsandshapes___
2
thereef’sedge___
5
dangers___
4
afinalthought___
6
reflecting___
sharks
oneandahalfmetreslong, which…
• Para4
delights
Furtherthinking
dangers
Discussion
• Ifyouhadachancetogosnorkelling,what wouldyousee?
Homework
• Writeaparagraphthatdescribesaplacean dtheplantsoranimalsthere.
Thankyouforyourlis tening!
富阳中学
witnesses
draggedaway
Haveyouseenplantsandanimalsth atliveunderthesea? Wheredidyouseethem? Whatarethey?
• vivid
shark 鲨鱼
• strongsharpteeth
starfish//sea star
Parrotfish
• Para3
Angel fish 天使鱼
• lookingstraightat…
• Para3
Othercreatures
eel clam
人教版高中英语选修7《Unit3Underthesea》教案
人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
高二人教课标选修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。
Unit 3 Under the sea说课稿手稿
Unit 3 Under the sea语法知识说课稿说课人：五里高中马超尊敬的各位评委、老师和学长，大家好：我名叫马超，来自沙洋县五里高中，今天我说课的章节是人教版高中英语选修7 Unit 3 Under the sea 的语言学习（Learning about language）部分。
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。
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。
语言学习（Learning about Language）分为词汇和语法两项。
首先是词汇训练，通过表格、替换、填空等形式，巩固和运用课文中出现的生词和短语。
然后是语法训练，通过找出课文和练习3短文中v-ing形式的被动式、用v-ing形式的被动式造句，以及用所给词的适当形式填空等，复习动词v-ing形式的被动式的用法。
我把语言学习分为词汇和语法两节课，本稿就第二节课语法的讲解进行一次简单的构思。
一、说教材1.本节教学内容是人民教育出版社的选修7的语法项目―v-ing形式的被动语形式（包括一般式和完成式）。
安排为本单元的第四课时。
2.课前学生已经学习了含有该语法项目的文章Old TOM THE KILLER WHALE，文章主题是虎鲸在每年须鲸迁徙时帮助捕鲸人捕捉须鲸，因此学生对v-ing形式有了一定的了解。
3. v-ing形式这一非谓语动词一直都是英语教学中的重点和难点。
掌握它的用法对学生有非常重要的意义。
教材要求复习v-ing形式的用法。
本章节对v-ing形式有了更高的要求，学生要学会使用v-ing 形式的被动式（包括一般式和完成式），教学要求完成了教材中基础的练习题，我还增加单选和填空题型操练和巩固v-ing形式的用法。
4.鉴于选修7第23页和第64页都围绕语法知识点v-ing被动式，故将这两部分结合一起练习和讲解。
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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。