人教版选修七-Unit3-Under-the-sea-教学设计
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。
高中英语人教版选修7Unit3UndertheSeaperiod1教案
Period 1Vocabulary and Warming Up Teaching aims1．Learn to pronounce the new words correctly and know their exact meanings in the context.2．Guide students to use the new words in plete sentences with the help of pictures.3．Learn to use the correct forms of the new words according to the context.Teaching proceduresStep 1Warming up1．What is it in the second picture？And where are the watchers？(an aquarium)2．Why do people buy aquariums or visit aquariums？(to decorate rooms/raise pets/watch sea creatures，etc.)3．So in general what is an aquarium?(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.) 4．Where can you find these creatures？(oceans/seas/coral reefs...)5．What words would you like to use to describe them？(beautiful/wonderful/marvelous/ splendid...)Step 2Get familiar with the new wordsShow pictures—lead students to output the new words—to make a plete sentence.Picture 11．What special equipment is the man wearing？(a snorkel)2．What is the man doing？(go/be snorkelling)3．Do you think it is very deep？Guess the depth of the water. What word will you use to describe the water？(deep/shallow/...in depth)Suggested answers：A man is snorkelling in shallow water which is probably 0.5 meter in_depth.Picture 21．Where is the photo taken？(under the water)2．What is it in the dark？(a cave)3．Look at the entry of the cave；what word will you use to describe it？(a narrow entry) Suggested answers：A camera is falling into a cave with a narrow entry.Picture 31．Where are the people？(near the shore/at the seaside)2．Suppose you were one of them，what would be your feeling or reaction when facing a whale?(yell/be scared to death/flee from the shore)3．Suppose these are local people and the whale has difficulty returning to the sea，what will they do in your opinion？(help...out)4．Suppose the next day a news reporter gets the scoop and interviews them，what is the relationship between them？(interviewer and witnesses/interviewees)5．According to the information you get，say something to describe the picture.Suggested answers：At the seaside，there is a crowd of people yelling when facing a whale and some of them are scared to death，even trying to flee.OrNear the shore a whale gets stuck and some local people want to help the whale out. The next day a news reporter interviews them. The relationship between them is interviewer and witnesses.Picture 41．What is the animal called in English？(seals)2．Usually，where do you suppose we can find seals and penguins？(in Antarctic)3．What word will you use to describe the snow and the whole scenery？(pure white/beauty)4．What will they do next according to the picture？(leap)5．Say something to describe the scenery.Suggested answers：Seals are mon animals in Antarctic.Isn't it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background?Picture 51．What is it？(a sea－slug)2．What can you see on the back of the sea－slug？(with vivid colors and stripes/it is a striped sea－slug)3．In general，animals and plants with vivid colors are dangerous.They are...(poisonous) 4．Say something about the picture.Suggested answers：The ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes，but generally speaking，animals and plants with vivid colors are poisonous.Picture 61．Is the fish swimming in the normal way？(hang upside down)2．What do you suppose it is doing？(eating tasty plants)Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean.Step 3ConsolidationOne afternoon I was sorting out my a______ when I heard a huge noise ing from the bay.As we ran down to the s______，we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.With Old Tom guiding the way，we soon got close to the hunt，astonished to see a whale being a______ by about six other killers.Some t______ themselves on top of the whale's blow－hole to stop it b______ while others tried to stop it f______ out to sea.Then a whale hunter in the boat a______ the harpoon at the whale and hit it.Soon the whale died.The killer whales d______ the body of the whale down into the sea.The body would f______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______.On another occasion，James，a whaler，was w______ off the boat.I was terrified to see a shark a______.Fortunately，Old Tom held James up in the water while the other killers were still attacking the whale.Suggested answers：acmodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approachingStep 4HomeworkGet more information about sea creatures on the Internet.。
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。
人教版选修7 unit3 Under the sea P1 教学设计
Unit 3 Under the seaPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(Old Tom The Killer Whale)IntroductionIn this period||，after the warming up||，students will first be guided to imagine||，talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote||，reading aloud to the recording||，reading for forms||，copying and making sentences||，understanding difficult sentences||，reading and transferring||，reading the text once again for the type of writing and summary of OldTom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage.ObjectivesTo help students understand the text’s forms and contents and learn about under the seaTo help students communicate on the topic in focus with the words||，collocations and structures learned in this unitFocusAidsMultimedia facilities||，tape-recorder||，photos||，diagramsProcedures1. Warming up talking about ocean plants and ocean animalsHello||，class. Have you been to the sea? This week we shall go to the sea to learn about ocean plants and animals. What do you know about them?There are two general types of plants found in the ocean||，those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water. The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled||，minute floating plants that drift throughout the surface waters of the ocean.As for ocean animals||，they are divided into three groups: zooplankton||，nekton||，and benthos. Zooplankton are drifting animals and are usually small||，however||，they can grow to fairly large size. Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom.To learn more about ocean and sea||，go to page 20.2. Pre-reading by defining anecdote.We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth.Let's start with a definition:"Anecdote: a usually short narrative of an interesting||，amusing||，or biographical incident."The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual||，and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling them if they were the norm||，rather than the exception. We use themas reinforcements to shore up our arguments. We use them when we lack proof||，IOW||，for lack of anything better. We also notice them because they may reaffirm some cherished idea we have: "Man prefers to believe what he prefers to be true." —Francis Bacon"Now let’s go to page 20 to read the two anecdotes.3. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy||，yet effective||，way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.4.Reading for formsIn using the context to help you guess unknown vocabulary||，you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found||，and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words.Read the text again to: cut/ the sentence into thought groups||，blacken the predicates||，darken the connectives and underline all the useful collocations.5. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers||，who use them all the time.While going over the text||，try to recognize the collocations||，treat them as single blocks of language and copy them out into your Collocation Book.6. Understanding difficult sentencesIn groups of four||，analyze the structure of any of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7.Reading and transferringIn pairs||，read the text||，find information to complete the following form.8. Reading the text once again for the type of writing and summary of Old Tom The Killer WhaleDetermining the type of writing will help you determine the author’s topic (subject)||，purpose (why he is writing)||，style (how he should write) and tone (his attitude toward his subject - supportive||，condemning||，objective||，etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now read the text once again for the type of writing and summary of Old Tom The Killer Whale.Type of writing A narrationSummary of story I witnessed Old Tom||，the killer attacking a whale together with six otherkillers.9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above.10. Closing down by putting the text on stageTo act out is something like to carry out||，to perform or to realize something. Acting out the text is a very good way to improve students’ spoken English.To end this period let’s try to put the text story into a play.。
高中英语 Unit 3 under the sea教案 新人教版选修7
Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’s the mai n 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.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheetThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. 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 themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my owneyes. On the afternoon I arrived at the station, as I ___________ (sort 短语) my accommodation,I heard a loud noise coming from the bay. Running down to the shore in time, we saw an _________(huge同义词)animal.“It is called Old Tom, the killer.” George said as he ran ahead____ me. __ the distance wecould see that something was happening. As we ___________ (draw 短语), I could see awhale____________ by a _____ of about six sharks. Being badly wounded, the whale soon died. Verysoon, its body was dragged by the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century, the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongue Washed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack, depths。
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。
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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。
Underthesea--Reading教案(新人教版选修7Unit3)
Under the sea--Reading教案（新人教版选修7 Unit 3 ）Teaching material: NSEFC Book 7 —— Unit 3Teaching AimsEnable the students to grasp and remember the detailed information of the reading material. Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, slides and picturesTeaching ProcedureStep1 Warming upHave you seen plants and animals that live under the sea?Where did you see them?Step 3 ScanningScan the text, and fill in the blanks with names mentioned in the text.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.Keys: 1.Clancy 2. George 3. Old Tom 4. Jack 5. James 6. RedStep 4 SkimmingSkim the text and put the following sentences into a right order.( ) George started beating the water with his oar( ) Clancy jumped into the boat with the whalers.( ) 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 whaleKeys: 65173248Step 5 Careful readingRead the passage carefully and do the true or false questions.1. There was no evidence that Old Tom was helping out the whalers.2. The author compares the killer whales with a dog.3. The killer whales worked as a team.4. The killer whales dragged the whale under the water to feed on its body.5. The whalers returned home with the whale’s body.6. Old Tom didn’t help out James.Keys: FTTFFFStep 6 Detailed readingRead the passage carefully and answer the following questions.1. What evidence was there that Old Tom was helping out the whalers?Old Tom let the whalers know that there was a baleen whale nearby;He showed them the way to the whaleWork as a team2. What other animals did the author compare the killer whales with?Dogs.3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?Because they knew that, together with the whalers, they would soon kill the baleen whale and geta good feed.4. Why did George think that the killer whales worked as a team?Because he could see that some of the killer s were throwing themselves on top of the whale’s blow hole while others were preventing it from swimming out to sea.5. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?Because they knew the Killer Whales would leave the rest of the body to them.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.7. How do you think Red felt about the killer whales?Red felt good about the Killer Whales. He appreciated the working relationship that the whalers had with the Killer Whales.8. How did Old Tom help James? Why do you think he did this?Old Tom prevented James from drowning. Old Tom wanted to help his human friends.Step 7 DiscussionDiscuss the relationship between Old Tom and the whalers.What other animals do you know help out humans in hunting?Step 8 HomeworkReview the text and underline some difficult points.。
高中英语 Unit 3 under the sea教案 新人教版选修7 教案
Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’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.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheet Anecdote oneAnecdote twoThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. 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 themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my own eyes.On the afternoon I arrived at the station, as I ___________ (sort 短语) my accommodation, I heard aloud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词)animal.“It is called Old Tom, the killer.” George said as he ran ahead____ me. __ the distance we couldsee that something was happening. As we ___________ (draw 短语), I could see a whale____________ by a_____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was draggedby the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century,the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongueWashed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack,depths。
新人教选修7_Unit3_Under_the_sea[单元教案]
![新人教选修7_Unit3_Under_the_sea[单元教案]](https://img.taocdn.com/s3/m/b4d215362bf90242a8956bec0975f46527d3a7a9.png)
Unit 3 Under the seaⅡ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和理解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面理解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。
本单元用梯次递进的方式让学生使用已有的自然知识、亲自体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能使用的过程中，深入学习、理解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和使用语言的同时，强化对海洋生物和大自然的保护意识。
本单元实现了语言学习和传播先进思想的完美统一。
1.1 Warming Up设计了两个活动。
第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题——海底动物和植物，要求学生以互相交流的方式更多地理解海底世界。
紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。
这个局部的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。
1.2 Pre-reading是Reading文图并茂的内容简介。
“虎鲸协助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立即激起学生的阅读兴趣。
1.3 Reading是一篇题为“Old Tom the Killer Whale”的故事，其中包括两篇关于虎鲸的奇闻轶事。
第一篇讲虎鲸如何协助捕鲸人捕捉须鲸，过程奇妙有趣。
第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。
学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的协助和巨大的贡献，同时习得阅读故事的技能。
1.4 Comprehending设计了根据课文内容描绘Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上实行再创造。
(人教版)选修七-优秀教案-{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 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 tour3.Listen to the expressions that each customer 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.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 seeStep 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 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.。
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。
人教选修七Unit3Underthesea教案
BOOK 7 Unit3 Under 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。
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。
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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, abandon Phrases: 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.2.Arouse the students to protect animals.教学重点Improve the students’ reading ability教学难点1.How to make the students understand the reading text better.2.Make the students realize the importance of protecting animals.教具准备Blackboard, multimedia, textbook, a tape recorder教学过程Step 1 GreetingsBefore class, the teacher prepared the mask of the whale. At the beginning of class, the teacher took it and greeted the students. Give the students a puzzle.T: Hello, boys and girls！My names begin with W and end with E. I am the largest animal in the world and I live in the sea. I have beautiful blue skin. And no part of my body is thin.I''m not a fish but I breatheair.I don''thave much hair . Men sometimes want to catch me for my body, I have huge fins I don''t have feet. What am I ?I am......？Step 2 Warming-up1.Brainstorm: Have you seen plants and animals that live under the sea? Where did you see them? Find out from your classmates where the saw them?Suggested answers: on a snorkelling trip, at an aquarium, on a boat tour, in books, in films, on TV programs, on the Internet.3.Appreciate the video about the whaleStep3 Pre-readingLook at the picture on Page19 in your book and read the material on the left side of it. Then fill the blanks in the form.Suggested answers:Step 4 While-reading1.Fast readingLook through the text quickly, and put the events in the reading passage into the right order according to the timeline._____1.The killer whale guided the team to hunt._____2.He saw a huge animal in the water which was Old Tom, the killer whale._____3.The men returned for the baleen whale the next day._____4.Clancy and his men killed the baleen whale with the help of the killer._____5.The killers ate the lips and tongue of the baleen whale._____6.He heard a loud noise coming from the bay._____7.The men went to the boat and headed out for a whale hunt._____8.Clancy arrived at the whaling station.Suggested answer: 5,3,8,6,7,2,4,12.Careful readingAnswer questionsIn pairs answer the questions.1.What evidence was there that Old Tom was helping the whalersout?Old Tom let the whalers know that there was a baleen whale bearby; he showed them the way to the whale.2.What other animals did the author compare the killer whales with?Why do you think the killer whales behaved like this?Dogs. Because they knew that, together with the whalers; they would soon kill the baleen whale and get a good feed.3.Why did Geogre think that the killer whales worked as a team? Because he could see that some of the killers were throwing themselves on top of the whaler’s blowhole while others are preventing diving or fleeing out to sea.4.Why did the whales allow the killer whales to drag the whaleaway?Because they knew the killer whales would leave the rest of the body to them.5.How did Old Tom help James? Why do you think he did this?Old Tom prevented James from drowning. Old Tom wanted to help his human friends.Step 5 Post-reading1.Role 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.)2.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 6 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.教学反思“兴趣是最好的老师”。