人教版高中英语选修七Unit3Underthesea
高中英语人教版选修七Unit3Underthesea全单元课件
Unit 3
Under the sea
Part 1
Lead-in
Reading
Have you seen any plants and animals that live under the sea?
Pre-reading
Watch the photos and try to say the names of the animals or the plants.
The passage is mainly about __2__ parts.
Old Tom _h_e_lp__ed_
the whalers to hunt the whales.
Old Tom p_r_o_t_e_c_te_d_ the whaler from the shark
Fast reading
Careful reading
3. The relationship between Old Tom and
the whalers is ___.
A. friendly
B. cruel
C. serious
D. tense
Careful reading
推理判断题:
4.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
At an aquarium
On a boat tour
In films
In books
Pre-reading
人教版高中英语选修7教案Unit3UndertheSea
人教版高中英语选修7教案Unit3UndertheSea人教版高中英语选修7教案Unit 3 Under the Sea Unit 3 Under the Sea一、语言要点I单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析1shre/seaside/beah/ast/ban 2flee/esape 3 deep/deepl 词形变化1 depth n 深, 深度,deepl adv深深地deep ad&ap adv 深的;深入地,2 nserve v 保存, 保藏nservatin v 保存, 保持3vivid ad 生动的, 鲜明的, 活泼的vividl adv 生动地, 鲜明地4 aese ad 引起敬畏的, 可怕的ae n 敬畏ae vt敬畏tast ad 好吃的, 可口的taste v品尝;n味道, 味觉tasteless ad 没味道的, 无鉴赏力的重点单词1 annual ad 每年的;按年度计算的/ n 年刊;年鉴2 itness n 目击者;证人;证据vt 当场见到;目击3 adatin n 住所4 abandn vt 放弃;遗弃;抛弃reflet vt 映射;反射vi &ap vt 思考6 aare ad 意识到的;知道的7 sare vt 恐吓vi 受惊吓重点词组srt ut整理;挑出help ut 帮助……(摆脱困难或危难);协助;使……脱离困境thr neself ut f 跃出upside dn上下翻转过重点句型1 It as a tie h en the iller hales, r “illers” as the ere then alled, helped the halers ath the baleen hales that ere n their annual igratin2 I had alread heard that Gerge didn’t lie being ept aiting, s even thugh Ididn’t have the right lthes n, raed after hi3 I’sittin g in the ar night air ith a ld drin in hand and refleting n the da-a da f pure agi!重点语法被动语态(II)(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1) shre/seaside/beah/ast/ban n海边,海岸【解释】shre 指海岸,湖岸,也指近海的一带。
人教版高中英语选修七:Unit3UndertheseaLearningaboutlanguage课件
Word
Definitions
dive
1. to jump into the water head first 2. a graceful jump into the water head first
witness 1. to see something happen
2. someone who sees a crime or
amusing. anecdotes
2. Working together is necessary to produce good results.
3. More andTmeoarme pweooprlekare concerned with the
protection of different whale species.
Unit 3 Under the sea
Language points
Translate the phrases into English.
1. 挑出、捡出
sort out
2. 朝下猛撞
crash down
3. 大喊
yell out
4. 前往
head out
5. 一群, 大量
a pack of
6. 团队协作
conservation 4. Sit facingotphpe ostsrieteet and watch the parade go by.
5. When you hit an iceberg, leave the ship immediately.
abandon
Fill in the blanks in the proper form of each given word.
人教版高中英语选修七Unit3 Under the Sea-Language points 课件(共40张PPT)
as, when和while 1) as 强调主从句中谓语动词所表 示的动作同时发生。 从句表示“随
时间推移”连词能用as, 不用when 或while。
As the day went on, the weather got
worse. 日子一天天过去, 天气越变 越坏。
2) when 可表示瞬间、时间段,主
6. “Come on, Clancy. To the boat”, George said as he ran ahead of me. come on
1) 表示劝说,不耐烦,催促
Come on, we’ll be late for concert.
2) 开始
The rain has just come on.
Exemple:
I was just about ___ road ___ a ship
came to us.
A. traveling on; while
B. to travel on; while C. traveling by; when D. D to travel by; when
about to ◆ Don’t go out now, weare __________ have supper. ◆ The wind went down toward sunset. is going to be fine tomorrow. It __________ ◆ The Queen _____ is to visit Beijing next year. ◆ His sister is 13 years old, and she will be 14 years old next year. _____
高二英语人教版选修7-Unit-3--Under-the-sea课件
Reading Old Tom the killer whale
Get the main ideas of the two anecdotes.
• The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.
Reading
Warming up
Have you seen plants and animals that live under the sea? Where did you see them?
•On a snorkeling trip
•On the internet
•At an aquarium
• The second one tells about how a killer whale protected and saved James, a whaler.
Teaching task 1:
Please listen to the reading, and then in groups, describe the relationship between Old Tom and the whalers and then fill in the form.
Teaching task 2: Put the events in the reading passage into this timeline.
1. Clancy arrived at the whaling station.
2. He hearrom the bay.
3 He saw a huge animal in the water, which was Old Tom, the killer whale. 8 The men returned for the baleen whale the next day.
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI.教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写,并运用了大量的-ing形式。
Comprehending局部由三个练习题组成,旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写,为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中,形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结,有助于学生Learning Tip 局部介绍了合成形容词的构词法,并指导学生在写作中主动利用构词规则组词。
II.教学重点和难点1. 教学重点(1) 本单元的生词和短语;(2) 驾驭运用-ing 形式的被动式;(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物,培育学生敬重海洋、爱惜海洋生物的道德品质;(2) 学会仿照课文描写景物;(3) 学会复述故事。
III.教学安排本单元建议分五课时:第一课时:Warming up, Pre-reading, Reading & Comprehending第二课时:Learning about Language第三课时:Reading and discussing (Using Language)第四课时:Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时:Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)~(3): 宾语补足语(4)~(6): 宾语(7): 宾补,伴随状语(8):状语(9)~(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)~(10), passive forms of gerunds used as subjects or objects.Note: In (8)~(10), passive forms are not used.Group 2: In (11)~(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)~(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64~65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
高中英语人教版选修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.。
人教版选修七Unit3Underthesea课件
Fill in the blanks
I went snorkeling on the reef offshore this morning.
(see) such extraordinary beauty,
Seeing
I thought every celi in my body woke up and
人教版选修七 Unit3Underthesea
2023/10/5
wheal
coral
sea horse
sea star
dolp hin
jellyfish
fish
A New Dimension of Life
Listening and fast reading
Please number the paragraph top colors surrounding him.
3. Does he think the corals are fantastic?
Why?
Yes. Because they were shaped like fans, plates, brains, lace, mushroom, branches and the horns of deer. 4. Did he frighten the fish when he swam among them?
't
want to get close to --- ee!, a clam and two
sharks .The two sharks
sudden)
appeared from behind some oral Ttordny
(me)they weren't dangerous , but that didn't stop me
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.
高中英语选修七Unit3《Underthesea》教学课件
基础自主梳理
【记一记】——词不离群
1.以后缀“-th”结尾的名词 ①depth深度 ②width宽度 ③length长度 ④truth真理 ⑤growth成长 ⑥youth青年 2.含词根“viv(生命)”的单词
①vivid adj.生动的 ②revive v.(使)苏醒;复活 ③revival n.复活 ④survive v.存活;幸存 ⑤survival n.存活;幸存 ⑥survivor n.幸存者
基础自主梳理
二、核心拓展词汇
Ⅰ.填一填(掌握书写) 1.__a_b__a_n_d__o_n___vt.放弃;遗弃;抛弃→_a_b__a_n_d__o_n_e__d_adj.放纵的;被遗弃的 2.____re__fl_e_c_t____vi.思考 vt.映射;反射;思考→___r_e_f_le__c_t_io__n_n.映像;思考;反映 3.___s_c__a_r_e_____vt.恐吓 vi.受惊吓→____s_c_a_r_e_d____adj.恐惧的;害怕的 →______s_c_a_r_y___adj.恐怖的;吓人的 4._____a_n_n__u_a_l__adj.每年的;按年度计算的 n.年刊;年鉴→___a_n__n_u_a__ll_y__adv.每年; 年度地→__a_n__n_i_v_e_r_s_a_r_y____n.周年纪念 5.___a_c_c_o__m__m__o_d__a_t_i_o_n__n.住所;住宿 →_a__c_c_o_m__m__o__d_a__te_vt.提供住宿 6.___d_e__p_t_h__n.深(度);深处→____d__e_e_p___adj.深的
1.[2016·天津卷·书 面表达] 和你们在一起 的那段时光曾使我感到 那是我一生中最有意义 的时光。 __I_t_w__a_s__a__t_im___e_w__h__e_n__ _I felt I had the most meaningful time to
新人教选修7-Unit3-Under-the-sea-Reading[阅读课件]
A. fighting the shark B. killing the shark
C. preventing the shark going closer
D. dragging him back
5. From the story, we learn that __B___.
A. the whalers needn’t train the killer whales
We are safe now.
And I catch a sea star near the shore~
If you like, you can go to see more about
the ocean life at an aquarium,
on a boat trip,
or, in books, on the Internet, in the Ocean Park, on TV etc.
“It is called Old Tom, the killer,” George said as he ran ahead of me. _I_n__ the distance we could see that something was happening. As we _d_r_e_w__n_e_a_re_r__ (draw), I could see a whale_b_e_i_n_g_a_t_t_a_c_k_e_d_ by a _p_a_c_k_ of about six killers. Being badly wounded, the whale soon died. Very soon, its body was _d_r_a_g_g_e_d_ by the killers down into the _d_e_p_t_h_s_ of the sea.
Unit 3 Under the sea人教版高中英语选修7课件 (共26张PPT)
( 5 ) The killer whale guided the team to the
hunt.
Careful-reading
Discuss the following questions in groups of four and choose the best answers to them.
A. They just did the hunting for fun.
B. They left it eaten up by the killers. C. It was dragged to the depths of the sea. D. They just waited for it to float up.
Fast-reading
1. What is Clancy?
Clancy is a young whaler who works at a whaling station.
2. What did he see and experience at his working place?
He saw killers help whalers catch huge whales.
MSkaiimn midienags of the two anecdotes
The first anecdote describes a hunting experience about how the ___________ hkeillperedwthhaele_s______ to hunt awwhahlaelres.
( 4 )The men went to the boat and headed out
高中英语选修七:Unit_3_Under_the_sea_课件(新人教版选修
After class exercises and answers
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Organizations and individuals are working to preserve and restore the health of the ocean through sustainable fishing practices, pollution reduction, and conservation efforts.
Threats to the ocean
Human activities, such as overfishing, pollution, and climate change, are causing serious harm to the ocean and its inhabitants.
Conservation efforts
Article structure and general idea
Article structure
The article is divided into three main parts: the introduction, the body, and the conclusion. The introduction introduces the topic and the body provides detailed information and examples to support the topic. The conclusion summarizes the main points and restates the importance of the topic.
人教版选修7Unit3UndertheseaLanguagepoints课件
1. Your computer won't arrive till Thursday. In the meantime, you can use Jude's.
你的电脑星期四才能到。在此期间,你 可以用祖德的。
2. Feed the food to the baby in small pieces.
And those otahwearysfraormetshteoipnspidine gofit diving or fleeing out toa pthlaecesoerat.hing 而其他虎鲸则(从禁……止里它)出潜来水或逃跑。
The roof is held up by massive stone pillars. 屋顶是用几根粗大的石柱支撑着的。
2) to delay sb./sth. 耽搁某人,推迟某事
Sorry I’m late – I was held up at worபைடு நூலகம். 对不起我来晚了。我给工作耽搁了。
1. 由于天气不好,建筑工程被耽搁下来 了。
1. 我一定要把明天穿的衣服整理好。
I must sort out my clothes for tomorrow. 2. 我已经把可以扔掉的文件整理出来 了。
I’ve sorted out the papers that can be thrown away.
3. … George said as he ran ahead of me. 乔治在我前面边跑边说。
我们应该抛弃那些陈规陋习。
8.ta…ottsrhoaocnutetsboo.r’fsstaahytteestnwht.iohlonaul大delry声st,o呼G叫e,orge, called out to大m声e.说(以吸引注意) 一位叫乔治的捕鲸人高声对to我sh说ou。t loudly, for
人教版高中英语选修7《Unit 3 Under the sea》教案2篇
人教版高中英语选修7《Unit 3 Unde r the sea》教案2篇Teaching plan of unit 3 under the sea人教版高中英语选修7《Unit 3 Under the sea》教案2篇前言:英语作为在许多国际组织或者会议上都是必需语言,几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点,将教学诸要素有序安排,确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用,本文档下载后内容可按需编辑修改及打印。
本文简要目录如下:【下载该文档后使用Word打开,按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1:人教版高中英语选修7《Unit 3 Under the sea》教案2、篇章2:人教版高中英语选修7《Unit 3 Under the sea》教案篇章1:人教版高中英语选修7《Unit 3 Under the sea》教案教学准备教学目标1.引导学生通过上下文理解生词的含义:anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法,从而体会作者的思想情感,把握文章的精髓。
3 帮助学生通过两个故事,对生活在大洋的虎鲸能有更多的了解,同时对虎鲸给予我们人类忠实的帮助产生由衷的感激,从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义:anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法,从而体会作者的思想情感,把握文章的精髓。
人教版高中英语选修7课后习题 Unit 3 Under the sea Section Ⅲ
SectionⅢ—Grammar课后篇巩固提升一、单句填空1.(1)Don’t forget (take)your umbrella when you go out.(2)I will never forget (take)by my parents to visit the Great Wall when I was young.(2)being taken2.(1) (expose)to the strong sunlight,your eyes will be harmed.(2) (ee to realise at an early age the impact of innovation.(2)Being exposed3.(1)After dinner I sit behind the motel by myself, (watch) the sun drop behind the bluffs.(2) (watch) your teacher carefully and you will know how to do the experiment.(2)Watch二、翻译句子1.I heard this song being sung in English then.,我听过有人在用英语唱这首歌。
2.The area is being flooded because of the continuous heavy rain.,那一地区正被洪水围困。
3.他受不了别人那样开他的玩笑。
4.在建的大楼是一座新的购物中心。
5.他的迟到让他的老师非常生气。
6.他成为我们足球队的带队者,这让我们很高兴。
having been made leader of our football team was a pleasure to us.三、阅读理解AIt was a Sunday and the heavy storm had lasted all night.The morning after the storm,though,was beautiful:warm air and a calm,inviting sea touching the shore gently.My father realised it was a good day for fishing and invited my sister and me to go with him.I was only 14 and fishing had never been my thing,but I decided to go all the same.I’m so gla d I did.On the road to the harbour we could see the terrible destruction on the coast,but the harbour itself was in fairly good shape.After all,it was protected by the arms of a bay that had only one tinychannel to the sea.As we got on board,we noticed two big humps(脊背) in the distance.On approaching them,we saw it was a mother whale with her baby.We couldn’t believe it—there aren’t any whales along the coast here.The storm must have driven them across the ocean into the bay,in which the still water was so badly polluted that nothing could survive.The little baby whale—actually as big as our boat—was obviously stuck and could not move.The mother dived under the water and came up suddenly,making big whirlpools(漩涡)and waves.“She’s trying to help her baby,but on the wrong side,” my father said.At this point,my father moved our boat in a semicircle to the other side and,heading the boat towards the baby whale,pushed it gently.With our several gentle pushes the big hump turned over and disappeared under water.Then it swam up right beside its mum.They struggled in their desperate attempts to escape but missed the exit and started heading in the wrong direction.We hurried up to the whales and tried to lead them towards the bay channel.Slowly,theylet us lead them,sometimes rising from the water right beside us to breathe—and to give us a trusting look with those huge eyes.Once they hit their first part of clean water flowing straight from the sea,the mum gave us a wave with her tail and off they swam into the distance.In the excitement it had felt like only a few minutes,but we had been with those wonderful animals for almost an hour and a half.That was the simple and lasting beauty of the day.Nearly four decades later,I still look back fondly to that golden day at sea.1.The author says “I’m so glad I did.” (in Para.2)because .A.he witnessed the whole process of fishingB.he enjoyed the beauty of the calm seaC.he experienced the rescue of the whalesD.he spent the weekend with his family,作者说“我很高兴自己跟父亲一起去钓鱼了”,是因为他有机会经历拯救鲸鱼的过程,对于作者来说这是一段十分美好的回忆。
人教版高中英语选修7《Unit3Underthesea》教案
人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】教学准备教学目标1.引导学生通过上下文理解生词的含义:anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法,从而体会作者的思想情感,把握文章的精髓。
3 帮助学生通过两个故事,对生活在大洋的虎鲸能有更多的了解,同时对虎鲸给予我们人类忠实的帮助产生由衷的感激,从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义:anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法,从而体会作者的思想情感,把握文章的精髓。
3 帮助学生通过两个故事,对生活在大洋的虎鲸能有更多的了解,同时对虎鲸给予我们人类忠实的帮助产生由衷的感激,从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节,通过几个问题,激发学生原有的对海洋生物的知识储备,再展示一些相关的图片,认识一些常见海底动物的英文名称。
人教版高中英语选修7教案Unit3UndertheSea
人教版高中英语选修7教案Unit 3Under the SeaUnit3UndertheSea一、语言要点I单元要点预览(旨在让同窗整体了解本单元要点)辞汇部份词语辨析1shre/seaside/beah/ast/ban2flee/esape3deep/deepl词形转变1depthn深,深度,deepladv深深地deepad≈adv深的;深切地,2nservev保留,保藏nservatinv保留,维持3vividad生动的,鲜明的,活泼的vividladv生动地,鲜明地4aesead引发敬畏的,恐怖的aen 敬畏aevt敬畏tastad好吃的,可口的tastev品尝;n味道,味觉tastelessad没味道的,无鉴赏力的重点单词1annualad每一年的;按年度计算的/n年刊;年鉴2itnessn目击者;证人;证据vt当场见到;目击3adatinn居处4abandnvt舍弃;遗弃;抛弃refletvt映射;反射vi≈vt试探6aaread意识到的;明白的7sarevt要挟vi受惊吓重点词组srtut整理;挑出helput帮忙……(摆脱困难或危难);协助;使……离开窘境thrneselfutf跃出upsidedn上下翻转过来重点句型1Itasatiehentheillerhales,r“illers”astheerethenalled,helpedthehalersaththebaleenhalest haterentheirannualigratin2IhadalreadheardthatGerge didn’tliebeingeptaiting,seventhughIdidn’thavetherightlthesn,raedafterhi3I’sittinginthearnightairithalddrininhandandrefletingnth eda-adafpureagi!重点语法被动语态(II)II词语辨析1)shre/seaside/beah/ast/bann海边,海岸【说明】shre指海岸,湖岸,也指近海的一带。
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Unit 3Under the sea(时间:30分钟)Ⅰ.语法和词汇知识1.(2012·安徽皖南八校第二次联考)—Shall we have a discussion about how to spend the coming National Day of 2012?—________A.You are right.B.Don’t bother me!C.That sounds great. D.Have a good time!2.(2013·南通一调)Living in ________ ever increasingly fast-paced world,we are facing greater competition,so we must take ________ advantage of every opportunity to develop.A.an;the B.an;/C.the;an D.the;/3.(2013·温州五校联考)Medicine shouldn’t be kept ________ it is accessible to children.A.even if B.whichC.where D.so that4.(2012·高考天津卷)Parents and children should communicate more to ________ the gap between them so that they can understand each other better.A.open B.narrowC.widen D.leave5.(2011·高考辽宁卷)________ a strange plant!I’ve never seen it before.A.Which B.WhatC.How D.Whether6.—What did you say just now?—I said that the hotel ________ was included in the price of your holiday.A.conservation B.congratulationC.accommodation D.companion7.She tried calming him down but it seemed to be having the ________ effect.That’s to say,he lost his temper.A.cautious B.awfulC.vivid D.opposite8.—What’s up?You look unhappy.—I broke up with my boyfriend.I can’t stand always ________ by him.A.being cheated B.to be cheatedC.cheating D.cheated9.I ________ do an important piece of work ________ my daughter came to interrupt me.A.was about to;when B.was going to;whileC.was to;as D.was about to;then10.(2013·青岛二中模拟)The event has not only increased public ________ of world hunger,but raised a lot of money for the poor children.A.direction B.contributionC.awareness D.loneliness11.It was a time ________ the women workers didn’t have the same rights as the men workers.A.that B.whenC.which D.where12.What a pity!I missed meeting my boss at the airport because my car was ________ in the traffic jam.A.broken up B.kept backC.held up D.kept on13.(2013·山东临沂模拟)Recent years have ________ the rapid development of the Internet and its influence on society and people.A.watched B.observedC.witnessed D.realized14.(2013·孝感模拟)I hated rush,so I got to the airport ________ time to have my luggage and ticket ________.A.before;checked B.until;checkC.ahead of;checked D.ahead;to check15.Ill as the mother was,she managed to ________ herself out of bed in order to prepare breakfast for her family.A.urge B.dragC.desire D.pressⅡ.阅读理解A(2013·江西六校联考)Thank you.President Bok,former President Rudenstine,incoming President Faust,members of the Harvard Corporation and the Board of Overseers,members of the faculty,parents,and especially,the graduates.I want to thank Harvard for this honor.I’ve been waiting more than 30 years to say this:“Dad,I always told you I’d come back and get my degree.”I’ll be changing my job next year,and it will be nice to finally have a college degree on my resume.I guess that makes me valedictorian of my own special class.I did the best of everyone who failed.I applaud the graduates for taking a much more direct route to your degrees.For my part,I’m just happy that the Harvard Crimson called me “Harvard’s most successful dropout”.But taking a serious look back,I do have one big regret,I left Harvard with no real awareness of the awful inequities (不平等) in the world.I learned a lot here at Harvard about new ideas in economics and politics.I got great exposure to the advances being made in the sciences.But humanity’s greatest advances are not in its discoveries—but in how those discoveries are applied to reduce inequity.Whether through democracy,strong public education,quality health care, or broad economic opportunity,reducing inequity is the highest human achievement.I left campus knowing little about the millions of young people cheated out of educational opportunities here in this country.And I knew nothing about the millions of people living in unspeakable poverty and disease in developing countries.It took me decades to find out.You graduates came to Harvard at a different time.You know more about the world’s inequities than the classes that came before.In your years here,I hope you’ve had a chance to think about how,in this age of accelerating technology,we can finally take on these inequities,and we can solve them.Now,this task is open-ended.It can never be finished.But a conscious effort to answer this challenge can change the world.Yes,inequity has been with us forever,but the new tools we have to cut through complexity have not been with us forever.They are new.They can help us make the most of our caring—and that’s why the future can be different from the past.The defining and ongoing innovations of this age—biotechnology,the personal computer,and the Internet give us a chance we’ve never had before to end extreme poverty and end death from preventable disease.1.Who is the speaker of the article?A.A Harvard graduate.B.A dropout’s parent.C.A fresh student in Harvard.D.A principal.2.What did the speaker learn while he was in the university 30 years ago?A.Approaches to solving poverty.B.Economic and political discrimination.C.Advances in science.D.New ways to change the world.3.What could be the best title of the passage?A.Humanity’s greatest advanceB.Harvard’s most successful dropoutC.Inequity in the USAD.The best student in Harvard4.Which of the statements is TRUE according to the passage?A.Humanity’s greatest advances are in its discoveries.B.There is no way to make any change about the inequity in the world.C.The graduates now know more about the world than those before.D.The new discoveries help us relieve inequity and poverty.5.What can we learn about the speaker?A.He regrets not having got his degree earlier.B.He is concerned about the phenomena of inequity in the world.C.He believes there is no difference between the past and the future.D.He hopes the students in Harvard can receive their degrees like him.B(2013·日照重点中学第二次诊断) The “Occupy Wall Street” movement gained more support on Wednesday as unions and students joined in,speaking out against Wall Street greed and economic inequality.With the protests developing from a group of young people’s camping out near the New York Stock Exchange on Sept.17 to large-scale movements across the country and around the world,people can’t help asking:What has led to “Occupy Wall Street”?Usually,rebellious movements can be easily set off by depression and recession (衰退).Three years after the severe economic crisis,the U.S.economy now is stuck again.Protesters are not satisfied with the present economic situation since unemployment rate is above 9 percent and economic growth has slowed.The housing market is still struggling for a recovery three years after the bubble burst.People are losing their houses even after they have paid a large amount of mortgage (抵押).It is getting difficult for young people to find jobs.People fear that a similar crisis like the one in 2008 may be already on its way.It is Wall Street that possesses the most riches,filled with greed and corruption.It is Wall Street greed that,at least partly,led to the financial crisis and economic recession in 2008.It is Wall Street’s“fat cats” who take taxpayers’ aid money as their own big bonus.With the growing economic crisis around the world,people realize that Wall Street is responsible for it.So they try to target people who created the crisis.The majority of the protesters are young people under 30.Many of them are unemployed.Some are students with mountains of loans.Some are hard-working people about to lose their houses.They are complaining that the hard-working middle class is getting poor,while Wall Street stays wealthy.William Cohan,author of Money and Po w er:Ho w Goldman Sachs Came to Rule the World,wrote recently that Wall Street not only learned nothing from the 2008 crisis,they are also trying to kill all reforms that might “break this dangerous cycle in which bankers get very rich while the rest of working people suffer from their mistakes”.6.What is the main idea of the passage?A.The cause of the “Occupy Wall Street” movement.B.The demand of the protesters of the “Occupy Wall Street” movement.C.The popularity of the “Occupy Wall Street” movement.D.The development of the “Occupy Wall Street” movement.7.According to the second paragraph,what set off the “Occupy Wall Street” movement?A.The housing market.B.The bad economic situation.C.The mortgage.D.The high unemployment rate.8.People are afraid that ________.A.the bankers will become greedierB.the movement will not get enough supportC.Wall Street learned nothing from the 2008 economiccrisisD.another economic crisis is likely to happen9.We can learn from the passage that Wall Street is the symbol of ________in the USA.A.civilization B.powerC.wealth D.fashion10.We can infer that William Cohan ________.A.is the organizer of the “Occupy Wall Street” mo-vementB.lives on Wall StreetC.is against the “Occupy Wall Street” movementD.approves of the “Occupy Wall Street” movementUnit 3Under the sea课时达标检测Ⅰ.语法和词汇知识1.【解析】选C。