unit3under_the_sea公开课

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Unit-3under-the-seaPPT课件

5.大声叫喊
_y_e_ll_o_u__t _________
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6.逃离到某个地方项 _fl_e_e_o_u_t_to__so_m__e_w_h_ere
7.一群
_a_p_a_c_k__of________
8.hear of
__听_说____________
9.be aware of
__意_识__到__，__明__白____
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6
1.accommodation n. 住所住宿膳宿 __a_c_c_o_m_m__o_d_a_t_e__v. 留宿提供住宿
__a_c_c_o_m_m__o_d_a_t_o_r_n.调解者调解人
_a_c_c_o_m__m__o_d_a_ti_n_g_adj. 乐于助人的
__a_c_c_o_m__m_o_d_a_t_e_s_b_._(w__it_h_)_s_t_h_._[搭配]给某人提供方便
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11.beauty n.
__美_；__美__景________
12.depth n.
__深_度__；_深__处_______
13.accommodation n._住__所__；_住__宿_______
14.pause vi. & n. __暂__停_；__中_止_______
15.reflect vi. & vt. _思__考_；__映__射_；__反_射___
6.过了很长时间她才意识到发生了什么。(it took sb.some time to do sth.，be aware of)
6.It took the woman a long time to be aware of what happened.

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。

高中英语《Unit 3 Under the sea》优质课教案、教学设计

Module 7 Unit 3 Under the seaOld Tom the killer whalereadingTeaching Objectives 教学目标I.Knowledge objectives:★To know how human work with killer whales to catch a baleen whale.II.Ability objectives:★To improve reading skills of skimming and scanning.III.Emotional objective:★To realize the fact that animals are our friends and we should protect them. Teaching important and difficult points 教学重难点To enable students to understand the structure of the passage.To help students understand how old Tom helped and protected the whalers. Teaching methods 教学方法Task-based method；discussing and speaking.Teaching aids 教学工具(1)A blackboard (2)A projector and a computer.Teaching procedures 教学过程Step 1 Pre-reading (读前预热)1.Watch some pictures about some sea creatures.2.Show students the difference between killer whales and baleen whales.3.Watch some pictures about whale hunting from the movie Under the sea. (设计意图：通过观看海洋生物的图片，激发学生的学习兴趣。

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。

人教版高中英语选修七《Unit 3 Under the sea》 language points 课件 1

difficult to investigate.
A．witnessed
B．harnessed
C．swallowed
D．drugged
【解析】句意为：许多人看到了那起车祸，所以不难
调查。在这个句子中，witness 意为“目睹”。harness 意为
“利用，控制”；swallow 意为“淹没，吞下”；drug 意为
She is (a) witness to the accident. 她是这起事故的目击者。 He has been (a) witness to a terrible murder. 他目击了一起残忍的凶杀事件。
Police have appealed for witnesses to the accident. 警方呼吁这起事故的目击者出来作证。
situation.
4.opposite prep.，在……对面。如： He sat opposite Marion during the discussion. 讨论的时候，他坐在玛丽安的对面。 opposite adj. “相对的；相反的”，如： on the opposite side of the street 在街的对面 driving in the opposite direction 朝相反的方向行驶
This hotel has accommodations for 600 guests.
The government should make accommodations for
the poor. 【归纳辨析】 accommodate，contain，hold 三者都可意为“容纳”。 (1)accommodate指(旅馆等)能为(多少旅客)提供住处(或膳宿)；也指(交通工具)能搭载(多少乘客)。 (2)而contain和hold用于(容器)能容纳(多少物品)；(建筑物)可容纳(多少观众、听众等)。【完成句子】 (1)我们今晚能找到旅馆住宿吗？

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。

7-Unit-3-Under-the-sea市公开课获奖课件省名师示范课获奖课件

2.“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旳，鲸唇和鲸舌就是它们旳美食…… 考点提炼 in the meantime意为“在……期间，同步”，其同义词是meanwhile。
导练互动
要点单词 1.urge
“Man overboard!Turn the boat around!” _u_r_g_ed__ George,shouting loudly.（回归课本 P20）观察思索 She urged him to stay.她力劝他留下。 The report urged that all children be taught to swim. 这份报告呼吁给全部旳小朋友教授游泳。 He urged his horse forward.他策马前行。
助 6.be/become aware of 对……懂得、明白；意识
到…… 7.upside down 上下翻转；颠倒旳（地）；乱七
八糟旳（地） 8.(be) scared to death 吓死了
Ⅲ.经典句式利用
1.This was the call that announced there was about to be a whale hunt.这是宣告捕鲸行动立即就要开始旳号角。考点提炼 be about to do表达打算或即将发生旳动作，但它不与表达将来时间旳副词或其他详细将来时间状语连用。但能够与when连用，构成固定句型。
2.accommodation
...,as I was sorting out my accommodation,...(回归课本P20) 观察思索 Can we find accommodations at a hotel for tonight? 我们今晚能找到旅馆住宿吗？ This hotel has accommodations for 500 guests. 这家旅馆能容纳500人。

人教版高中英语选修七 Unit 3 Under the sea PPT课件

A shark is coming ~ Dangerous!
He notices us~ We must go now. ^^^^^^^
whales
the largest animals in the oceanຫໍສະໝຸດ killer whales
baleen whales
the killer whales
coral
sea star
turtle
sea horse
Oh! Woo! Ah!
Today, we’re going to Go~~~ take a look at the world under the sea. So, are you ready?
Wow! Yeah!
Gosh!
Great! Yes!
高二人教新课标版选修七
Unit 3 Under the Sea
Unit 3
Under the sea
Step 1 Warming-up & Pre - reading Step 2 Reading Step 3 Phrases Step 4 Homework
Warming-up & Pre - reading
(baleen) whales
The whalers
1. Which kind of whale eat meat? A killer whale B blue whale baleen whale C humpback whale (驼背鲸)
2. Which family do killer whales belong to ? A shark B dolphin C whale
Killer whales are attacking a baleen whale with whalers waiting by in their boat, harpoon(鱼叉) at the ready.

高中英语Book 7 Unit 3 Under the sea grammar复习非谓语动词作宾语公开课

Show your work
No.3
春节就要到了。在上海打工的赵刚希望（hope）和家人一起度过春节。为了避免（avoid）买不到票，他在火车站持续 (keep)等了两天，还是没买到。于是，他向志
愿者求助，因为有位志愿者曾经承诺（promise）可以帮忙买票，志愿者答应（agree）帮他。幸运的是，他们果真设法（manage）买到了票。
6. As customers , we should manage _n_o_t_t_o_b_e__m__is_le_d___ (mislead) by advertisements .
Make conclusions
非谓语动词
否定形式
被动形式
被动的否定形式
doing
to do
not doing not to do being done to be done not being done not to be done
考虑建议盼原谅，
承认推迟没得想。
否定完成停欣赏避免错过继续练
禁止想象才冒险不禁介意弃逃亡
只能接to do 做宾语的动词
三个希望两答应两个要求莫拒绝设法学会做决定不要假装在选择
只能接to do 做宾语的动词
hope
wish
agree
promise
demand
ask
manage
learn
No matter what kind of things happen to us , good or bad , big or small ,we should have hope .We should keep trying to do better. We are young ; we are the hope of our family , our society and our country. I hope to be a wonderful teacher ,a wise mother and a kind person. What about you ? What do you hope to do ?

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.。

选修七Unit3 Under the Sea (Using language 公开课)

6. urge v.& n. 催促、力劝 / 强烈的欲望
① 作动词：urge sb to do sth = urge sb into doing sth urge that sb (should) do sth The teacher urges us to hand in the homework at once. = The teacher urges us _____ ________ ____ the homework into handing in at once.= The teacher that ____ ______ hand ____ the we should ____ in homework at once. 老师催促我们马上交作业。 ② 作名词：an / the urge to do sth 想做某事的强烈欲望 He has an urge to travel. 【试一试】根据提示完成句子
5. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea. 不一会儿，它的身体就被虎鲸迅速地拖到海的深处去了。 the jungle 丛林深处 the country 穷乡僻壤 the depth(s) of the winter 隆冬 one’s heart 心灵深处 despair 绝望的深渊
7. abandon vt. to give up 放弃/遗弃/中止
I could see he was terrified of being abandoned by us．我能看到他很害怕被我们遗弃。
He abaldren．他抛弃了自己的妻儿。

Unit3Underthesea赛讲课教案

“世界太大,还是遇见你;世界太小,还是丢了你”多么饱含绝望的一句歌词,可是人潮就是这样,海一般汹涌,淹没了所有我们以为刻骨铭心的东西.可是总是有人问,既然总有一天要丢掉,为什么还要有最初的遇见.遇见,是为了给原本苍白的人生抹上一抹特别的淡色,淡蓝色,蓝的像雨后转晴的天空,又像突然邂逅的人,面庞上的清爽与透明,相视而笑的瞬间,没有别的语言可以表达你内心的柔软.所以你只好说,你也在这里.你也在这里,你也和我一样长嘘短叹,在这个纷繁、复杂的世界上, 有这个祥琢麻木的年代……同在,是一件多么不容易的事情.每一个渴望遇见的人,就像一个空空如也的陶瓷杯子,那样唯美,却又那样脆弱,只有盛满了水的时候,心里面才从此不空虚然而多数杯子在多数时候盛装的仅仅是半杯水, 遇见的那个人依然似乎无法填补内心的空洞.时间一点一点地过去,水也一点一点地蒸发掉, 你开始觉得,他越来越无法满足你的全部幻想,全部期待,对望的时候,彼此的眼里充满了空洞, 犹疑.杯子里面的水终于全部消失,分明是如此容易的一件事,就连曾经淡淡的水痕,都刹那间无影无踪.生活似乎回到了最初的样子,天依旧蓝得透心,城市依旧匆忙的落寞,只是你不明白,为什么在每一个狂欢之夜,隐藏在人群中,望着烟花绽放的夜空,会一边默默地流泪,一边强作笑颜.你对自己说,是因为感动于这绚烂.没错,一切都太绚烂,绚烂得已经让你不知所措,绚烂得已经让你相信,一切希望与期待,都未曾出现过.于是决定走开,带着一只空旷而干涸的杯子.有的时候一边走,一边疑惑:世界那么大,为什么那么渺小孤单的一滴雨,还是会打在自己的脸庞上呢?人潮汹涌,流走的水,再也无法收集,过去的心境,再也无法找寻.有的时候,你在一些奇怪的梦里,恍惚地以为曾经的那汪水还心满意足地躺在自己的杯子里面,只有醒过来的时候才了解:即使是沧海,多年之后,也化做了桑田.有时候爱情要走的时候,会像来的时候那么彻底和迅速,甚至你根本不知道,它是不是真的来过,或许只是一番美丽的梦吧.其实人生,何尝不是一场梦呢,你就像不能控制梦一样,不能控制你的生活,再回首,只是茫茫似真似幻的一片罢了.朋友们总会笑我们”放不开”,也许人生似梦的想法太深入人心了吧.其实,我想，在我们自私的心里,的确很少有那个你常常会不记起的那个人的存在,只是为何每次想起的时候,都有一种刻骨的悲哀,欲哭不能的无奈.不能忘记的究竟是你,还是我的想念……战争开始了，谁也不知道在哪里又是怎样打了起来的，但事情就是这样。

Unit-3-Under-the-sea-第2课时-Reading-课件-高中英语课件-高二英语

•Although Old Tom and the other killers were fierce hunters, they never harmed or__8__people. In fact, they__9__them. •I saw James being __10__up in the water by Old Tom.
Unit-3-Under-the-sea-第2课时-Reading-课件 -高中英语课件-高二英语
Ⅰ.单词 A)根据英文解释及首字母写出单词。 1．a________ a short story based on your personal experience 2．a________ happening once a year 3．w________ to see something happen, especially a crime or an accident, because you are present when it happens 4．p________ to stop speaking or doing something for a short time before starting again
B)根据词性和汉语意思写出单词，并进行拓展。 8．________(prep.) 在……对面 (adj.) 相对的；相反的 →________(n.) 反对；反抗 9．________(vi.) 逃避；逃跑(vt.)逃离→________(过去式)→________(过去分词) 10．________(n.) 深(度)；深处→________(adj.) 深的 →________(v.) 加深
[知识拓展] (1)be a witness to... 是……的目击者 (2)bear witness to/of...做……的证人/证据 (3)give witness on behalf of... 替……作证 (4)witness for...为……作证

高中英语《Unit 3 Under the sea 阅读课》优质课教案、教学设计

教学设计Step 1 Warming-up1、通过播放鲸鱼叫声视频，让学生猜“What animal is it from the calling？”2、播放虎鲸学习模仿人类说话的视频。

(5mins)设计意图:鲸鱼独特的叫声和尽力模仿人类说话的场景能瞬间吸引学生注意力，提高课堂积极性，看视频猜测内容有利于学生发散思维培养。

Step 2 了解感知（8mins）Step1 Scan reading1.Choose the best answer:(1) The first anecdote mainly talks about thatA.Clancy began to work at a whaling stationB.the killer whales helped the whalers to catch a baleen w haleC.the killer whales hunted in a team and killed a baleen w haleD.Old Tom showed whalers the way to a baleen whale（2）What’s the main idea of the second anecdote?A.Fierce killers, like Old Tom, could protect people.B.James was washed off the boat.C.It was hard to handle the boat in rough sea.D.Old Tom rescued James from other killers.2.Fill in the blanks with the following names.(Old Tom, James, Jack, Red, George, Clancy)1.was 16 years of age when he went to work at the whaling station.2.ordered Clancy to go to the boat as there was a whale out there in the bay.3. was swimming by the boat,showing the whalers the way.4. told Clancy that they would return the next day to bring in the body of the whale.5. was carried by the waves further and further away from the whalers.6. knew that Old Tom would protect James.设计意图:快速阅读有利于提高学生阅读能力和捕捉重要信息的能力。

英语：Unit3-Under-the-sea教学案

英语：Unit3-Under-the-sea教学案- 2 -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。

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。

6. Using Language分为四部分，综合训练听说读写的能力。

三、教学目标1·. Ability goals 能力目标To help students develop their reading abilityby skimming for main ideas and scanning for details.To help students solve the reading problems with the teacher’s guidance2. Learning ability goals 学能目标To help students learn about animals and plants under the seaTo get students to master some key words, such as witness,abandon,reflect,drag,be aware of and so on四、教学重点和难点Teaching important points：教学重点1.Help to comprehend the text and grasp the main idea of the text.2.Guide students to learn about the usage of some key expressions,revise the key words and the language ponits, grammar learned in the last passage.Difficult Points: 教学难点1.To help students get the main idea and some information by skimming and scanning the passage .2.To help students tell apart from when, while and as .五、学情分析1.Most of the students are poor in English.2.Students are active in thinking and comunicating,especially interseted in the given topic—Under the sea六、教学策略选择与设计1. 设计的基本理念“Under the sea”一课倡导英语新课标理念下的合作学习。

人教版高中英语选修七M7_Unit_3_Under_the_sea课件_新

观察思考 Thechildwasabandonedbyhisparents. 这孩子被父母遗弃了。 Thecrewabandonedtheburningship. 水手们离弃了燃烧着的船。 Iabandonedmydreamofbeingadoctor. 我放弃了当医生的梦想。 Sheabandonedherselftodespair. 她陷入了绝望之中。
此句型中还可用 i t形作式主，语常构成以下结构：It’s+adj.+forsb.todosth.对某人来说做某事…… It’s+adj.+ofsb.todosth.某人如此……而做某事 4.Itseemedtherewasasurprisewaiting formearoundeverycorner...看起来好像每个角落里都有惊喜在等着我…… I 考t 点s提e炼e m e d . . . 意为看来“……” ，其中 s e e m 为动，词意为 “ 看起来像 … … ，似乎……，好像……”。
4.reflect
I’msittinginthewarmnightairwitha colddrinkinmyhandandreflectingon theday...(回归课本P24)
观察思考 Thatchoicereflectsyourgoodtaste. 那个选择反映了你的高雅品味。 Shewaslefttoreflectonthe implicationsofherdecision. 由她负责考虑她这个决定会牵扯哪些问题。 Onthewayhomehereflectedthatthe interviewhadgonewell. 回家的路上，他琢磨着这次面试非常顺利。
归纳总结 accommodation；n停. 住留处；和解，调解；(pl.)住宿，膳宿 (1)makeaccommodationsfor...为……提供膳宿 bookaccommodationatahotel向旅馆预订房间 arrangesb.’saccommodation给某人安排住处（2）accommodatevt.向……提供住宿（或膳宿）；容纳；为……提供空间；考虑到；顾及；帮忙；给……提供方便；顺应，适应（新情况） accommodate...to=adapt...to使……适应 accommodateoneselfto=adapt(oneself)to适应；顺应 accommodatesb.withsth.=supplysb.withsth. 给某人提供……

Unit3Under-the-SeaReading[公开课]PPT课件

Lead the whalers to the hunt.
Swimming _b_y_t_h_e__b_o_a_t__ showing the whalers_th__e_w_a_y__
Help the whalers kill the whale
Throwing themselves on__t_o_p_o_f__th_e__w_h_a_l_e_’s__b_lo_w_ ho__le__to__s_to_p__i_t _b_re_a_t_h_i_n_g_;
What is happening in the picture ?
Killer whales are attacking a baleen whale with whalers waiting by in their boat,harpoon at the ready.
The whaler hunting at the beginning of 20th century
Stopping it_d_i_v_in_g_ and _f_le_e_i_n_g__o_u_t_to__s_e_a_
have a good feed on its_l_ip__s_ and _t_o_n_g_u_e__
Let’s enjoy the wonderful world
under the sea!!
Dolphins 海豚
Shark 鲨鱼
sea-turtle 海龟
sea horral 珊瑚
jellyfish 水母
White whale白鲸
In what ways can we see them?
at an aquarium
on a snorkelling trip

高中英语选修7 Unit3 under the sea 课件

6.why did the whalers return home without the whale’s body?
Because the body would not float to the surface until about 24 hours later
Why are the animals under the sea becoming fewer and fewer? What can we do to protect them?
Bye bye !
Unit3 Under the sea
Words and expressions
1. 学生能够了解本单元单词的基本用法。 2. 学生能够辨析易混淆词的用法，并能熟练运用。 3. 学生能够掌握重点难点词的拓展及其用法。
本节课为unit3 的单词和短语教学，单词本来是零散的，易混的，但是本节课运用了从点到线，从线到面的词汇教学方法，使重点难点单词成了容易掌握的单词块，单词串，从而实现了知识即词汇的重新组合，这一点也符合新的英语教学大纲的要求。
The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.
The second one tells about how a killer whale protected and saved James, a whaler.
1. 培养学生阅读能力和技巧，skimming, scanning, summarizing等，并能快速的锁定所需的信息范围。
2. 使学生更好的了解海底生物，热爱生物，保护海洋环境。