高中英语选修7 unit3教案
优质高中英语选修7unit3教案
一、词汇 &短语1.目击 v. ________________________2.暂停 vt./n. ___________________3.每年的 adj. ___________________4.拖 , 拉 vt. _____________________5.催促 vt. _______________________6.深（度） n. ____________________7.协作 n. ________________________8.住所 n. ________________________9.相对的 _______________________10.逃离 v. ________________________11.放弃 vt. _______________________12. ______________________ 帮助（某人）摆脱困境14． __________________ 瞄准13． __________________ 优于；在⋯⋯前面15． __________________ 靠近16． __________________ 在此期间；与此同时17．帮助（某人）摆脱困境或危难二、知识详解1.【原句】 that this was just a story but thenI . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。
witness vt 当场见到；目击 n 目击者；证人；证据be （a） witness to sth 目击，看见witness sth 见证，目击，作证bear/give witness to 为⋯作证，为⋯ . 的证人witness to doing （在法庭上）作证1）.His good health is a to the success of the treatment.他身体健康证明这种疗法是成功的。
高中英语 选修7 Unit3 Under the sea Period 6 优质教案
高中英语选修7 Unit3 Under the sea Period 6 优质教案Teaching 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 procedures1Lead－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.2Listenin g(Page26)1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think were good(G)and the aspects they might complain about(B)．Listen to the tape and check your answers.Then listen again and number the aspects in the order you hear them.Aspects Good/Bad Order1．Saw whales filmed underwater2．Saw only one whale in the distance3．Heard whales4．Too wet to go outside5．Saw birds，dolphins and seals6．Boat got back too lateGood aspects：1 3 5Bad aspects：2 4 6Order：4 3 1 6 5 22．Listen again.When the tourist complained，what result did he/she want to get from the tour guide and what____________.3.Listen to th e expressions that each custo mer 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 disappointedDialogue 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.T OUR 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 seep 3SpeakingWor k 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.4WritingWrite a short dialogue you made up above down.。
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7Unit3阅读课教学设计学情分析教材分析课后反思
Book7 Unit 3 Old Tom the Killer Whale 虎鲸老汤姆一、教学目标1. 知识目标：通过深层次的理解，使学生了解并掌握词汇用法，并完成有关课文内容的练习。
2. 能力目标：通过个人活动，同伴活动和小组活动，使学生掌握速读—略读—精读—总结—寻找细节等阅读文章的各种阅读技巧，并利用多媒体课件创设情境，为学生提供大量的输出机会，提高学生的听说读写能力及培养他们的发散思维与创新能力。
3. 情感目标：体验使用多媒体手段辅助学习的乐趣和成就感，帮助学生更多的了解海洋生物，培养学生热爱和保护海洋生物的意识。
二、教学重点与难点1. 培养学生的阅读策略及获取信息的方法。
2. 创设情境，激活学生思维，培养学生的合作学习能力以及发现问题，思考问题和解决问题的能力。
三、教学媒体选择多媒体教室、计算机、CAI课件四、教学设计思路《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用discussion等方式来进行对本单元的教学。
本单元是高中英语人教版选修七第三单元Under the Sea。
该单元的中心话题是“海底世界”，单元各项活动的设计都是围绕海底动植物、海底奇妙景观，以及有关大海的神话故事展开的。
本课时是根据该单元中的阅读内容“Old Tom the Killer Whale”而设计的一节课。
作者以第一人称的口吻，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现实。
人教版高中英语选修七课件：Unit 3 Under the sea 单元教案
Unit Three :Old Tom The Killer Whale Unit 3 的主题是“Under the sea”, 中心话题是海底世界, 听说读写活动主要围绕海底动植物, 海底奇妙景观,以及有关大海的神话故事展开的.阅读内容是：1. 两起虎鲸轶事.2. 一篇有关海洋见闻和感受的日记.Period Two Pre-reading, Reading and ComprehendingTeaching aims:1. Grasp the basic information about the killer whales, such as size, habit, food, how they hunt animals and the relationship with human beings.2. Learn to retell the two anecdotes with the help of some key words.3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.Teaching difficult points:1. The relationship between the killer whales and the whalers.2. Develop students’ reading abilityTeaching important points:1. Reading comprehension to the text2. Learning more about the killer whales and understanding the relationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inRiddle games：猜谜语（课件warming up第38个幻灯，显示出答案的图像）1. a large reptile which has a thick shell covering its body.2. a hard substance formed from the skeletons of very small sea animals. It is often used to make jewelry.3. a very large mammal with the general shape of a fish and one or two blowholes for breathing.4. A type of small fish which appears to swim in an upright position and whose head looks a little like the head of horse.After teaching them some new words and useful phrases in this unit, we lead in the new text by introducing an imagined story about a snorkeling trip under the sea.Some new words: dolphins(海豚); turtles(海龟), manatee(海牛); eels(鳗鱼); octopus(章鱼); squids(鱿鱼); butterfly fish(蝶鱼); kelp(海藻); sea star(海星); angel fish(宝贝鱼); clown fish / anemones fish(小丑鱼); parrotfish(鹦鹉鱼); sea flower / anemone(海葵); sea-slug(海参); clam(蛤); coral(珊瑚礁); seahorse(海滩); jellyfish(海蜇, 水母); shark(鲨鱼); the killer whale(杀人鲸); the baleen whale(须鲸); cormorants(鸬鸟); otters(水獭); ferrets(雪貂) etc.Step 2 PresentationStep 3 Skimming1. Ask students to skim the passage quickly and answer the questions:1) What is the first anecdote about? And how about the second one?2) The first anecdote mainly talks about that ________.A. Clancy began to work at a whaling stationB. the killer whales helped the whalers to catch a baleen whaleC. the killer whales hunted in a team and killed a baleen whaleD. Old Tom showed whalers the way to a baleen whaleThe second anecdote: Old Tom saved a whale James who was washed off the boat.3) The text mainly tells us _______.A. what a hard life the whalers livedB. how the killers helped the whalers catch whalesC. what the whalers did at the whaling stationD. how the whalers caught a whale by teamwork4) Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near Jamesbreathing; dragged; washed off; nearing; held up; pulled)Step 4 Scanning1. Fill in the following blanks with the proper names: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 whales the way.4) ________ told Clancy that they would return the next day to bring in the body of the hale.5) ________ was carried by the waves further away from the whalers.6) ________ knew that Old Tom would protect James.(Suggested answers: Clancy; George; Old Tom; Jack; James; Red)2. Reading aloud and underlining expressions:at the times; at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Step 5 Careful readingStory part 1: the hunt------before------after------during1. Ask the students to read the part 1 of the reading passage and find out before the hunt, what did Old Tom do and how did the whalers react?(Suggested answers:Old Tom threw itself out of the water, then crashed down again and swam by the boat, showing the whalers the way.One whaler yelled out and George ran ahead of Clancy. Clancy raced after him. They jumped into the boat with the other whalers and headed out into the bay.)Next, find out during the hunt and after the hunt, what did the killer whales do and how did the whalers react?(Suggested answers:a pack of killers are throwing themselves on top of the whale’s blow-hole to stop it breathing; and some others are stopping it fleeing out to sea. The killers started racing between the whalers’ boat and the whale just like a pack of excited dogs. Within a moment or two, the whale’s body was dragged down into the depth of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.)2. Ask students to read Part 1 of the reading passage and put the following sentences into the correct order:a. George started beating the water with his oar.b. Clancy raced after George to the boat.c. Clancy arrived at the whaling station.d. The killers started racing between our boat and the whale.e. Clancy heard a huge noise coming from the bay.f. Clancy was sorting out his accommodation.g. Clancy ran down to the shore.h. The man in the bow of the boat aimed the harpoon at the whale.(Suggested answers: c，f，e，g，b，a，d，h)显示先后次序时，先用图片展示这些句子的内容，其后再出现句子3. Story Part 2Which was not the danger facing James?A. Being washed off the boat.B. Being carried away by rough waves.C. A shark out there.D. Being attacked by another killer whale.Step 6 Comprehending1. The text is mainly about _______.A. the killer whales are easily trainedB. the killer whales can help the halers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down in order to _______.A. give the whalers information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. ________ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. The whalers4. Why did the whalers start turning the boat around to go to home after the whale died?A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hoursD. They had to do this because it was too late5. The killer whale protected James by _______.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6. We can infer from the story that ________.A. the killer whales may be trained by the whalersB. the killer whales want to help man catch the whales themselvesC. the killer whales need no training for helping the whalersD. the killer whales want to eat the whales after killing them7. Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James(Suggested answers: BADCCAC)SummaryThis text is two __________ written by an old man called Clancy , who was a ______ and hunted whales on the south-eastern coast of Australia at the beginning of the 20th century, when the ____________ helped the whalers catch the ______________ that were on their _________ migration.The key: anecdotes; whaler; killer whale; baleen whale; annual Step 7 Discussion1. What is the relationship between Old Tom and the whalers?________________________________________________________.2. What other animals can help out humans in hunting?________________________________________________________.(Suggested answers:Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.There are many other animals that help out humans in hunting as dogs, cormorants(鸬鸟); otters(水獭); ferrets(雪貂).3. What else do you think is amazing in the story? Show your evidence._________________________________________________________ ___________________________________________________________.4. What is an anecdote?________________________________________________________.Step 8 DebateThe last whaling station in Australia closed in 1978. Whales are now an endangered species and protected by an international ban on whaling, but some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.Step 9 Learning phrases and sentencesUseful phrases:at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of 在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Beautiful sentences:1. It was a time when the killer whales……helped the whalers catch the baleen whales…..2. This was the call that announced there was about to be a whale hunt.3. I had already heard that George didn’t like being kept waiting, so even though I didn’t have the right clothes on, I raced after him.4. As we drew closer, I could see a whale being attacked by a pack of about six other killers.5. From James’s face, I could see he was terrified of being abandoned by us.Step 10 Homework1) Prepare to retell the whole text in your own words.2) Write a short summary of the whole text in about 30 words.。
高中选修7 Unit 3 Under the sea 第一课时教案
Senior 2 Book 7 Unit 3 Under the seaThe First Period教案――姓名Teaching Procedures:Step 1:Revision1、Greetings2、Duty reportStep 2:Dictationdesire test out alarm sympathy favour accompanyStep 3: Leading-in1、Show some pictures and short videos2、New wordscoral jellyfish dolphin sea star(star fish) turtle sealStep 4: Make a survey1、Show some phrases on the screen.2、Show the chart to the students.3、Groups of four, ask each other and then fill in the chart.Step 5:Pre-reading1、New wordsanecdote annual witness accommodation shore opposite yellpause telescope teamwork dive flee drag depth lip urgeabandon shark2、Ask students to read a short passage on page 19 and then do the exercise.3、Show the chart to the students.Step 6: Reading and comprehending1、T:○1 Show some short videos○2 Play the tapeSs:○1 Listen to the tape○2 Do exercises on page 212、Check the answers all together.Step 7 Homework1、As a matter of fact, whales are now an endangered animal. Many peopleare trying to protect them from being hunted. The last whaling station inAustralia closed in 1978. But some countries oppose the ban. And there are stillpeop le who hunt whales. What’s your opinion? Are you for or against the banningwhaling? Consider the problem carefully and we’ll have a discussion tomorrow.2、Read the passage again and answer the five questions on page 213、Find and underline all the sentences using the –ing form in the readingpassage,marking the passive –ing in red.。
最新高中英语 Unit3 Word power教案 牛津译林版选修7.doc
Unit 3 The world onlineWord powerTeaching aims:After learning this period, the students will be able to:1.enlarge their vocabulary relat ed to the Internet;2. arouse their interest in learning more about the Internet.Teaching procedures:Step 1 lead-in1. Lead in by reviewing the words about computers, which have been learned in Module 4, Unit 3. Show the pictur e about a computer; get students to give the names of the different parts. (PPT4-5)2. Brainstorming. The Internet plays a very important role in our daily lives. To surf the Internet, we need to be familiar with some words and terms. How many words do you know related to the Internet?Ask students to give as many words as they can. （PPT6）Step 2 Vocabulary learning1.Ask students to read Part A. Make sure that students know what these words in blue mean or refer to in Chinese.2.Get students to fill in the blanks with their books closed to see whether they have remember all the words listed in Part A. （PPT7-10）1) When you _________ for something, you are looking for specific information.2) You can click the button of _____________ to return to the previous page.3) When you’re looking at information without a specific goal, you’re__________.4) When you find something on the Internet that you want to save, you can__________ it onto your computer.5) When you want to bring a page to full size, click the ___________ icon.6) If you have something you want to publish on the Internet, you can __________ it from your computer.7) When you finish viewing a page, you can click the ______ icon at the top right hand corner to exit the page.8) When the web page has a problem, you can click on the __________ button and the page may appear again without a problem.9) If you want to stop viewing a page, but you might want to come back to it later, click the ________ icon and the name of the page will stay at the bottom of your screen.Answers:1）search 2）back arrow 3）browsing 4）download 5）maximize6）upload 7）close 8）refresh 9）minimize3. Ask students to focus on Part B on Page 38 and encourage them to read the sentences individually first. Make sure that students these words mean or refer to in Chinese. (ppt11-12)Step 3 Vocabulary usingAllow students three or four minutes to deal with Part C on Page 39 to consolidate the use of the vocabulary learnt in Parts A and B. As there are some new words in the letter, encourage students to guess the meanings from the context. Then check the answers as a class. (PPT13-14)Step 4 Vocabulary extension1. Ask students whether they have ever used some abbreviations that people often use in Internet chat room. Get students to guess the meaning of some abbreviations. (PPT 15-16)B4： __________________OIC： _________________CUL8R： _______________BTW： _________________BFN： __________________Answers:before; Oh, I see; See you later; by the way; bye for now.2. Allow students three minutes to complete Part D on Page 39. Get them to write the correct abbreviation in the blanks. Then check the answers together. (PPT17-19)Step 5 Homework1. Memorize the words in word power.2. Surf the Internet and find more words related to the Internet.。
人教版高中英语选修7 Unit3_Using_Language_优质教案
Unit3 Using Language 优质教案Period 5Using LanguageTeaching aims1．Learn to pronounce the names of sea creatures mentioned in the text correctly. 2．Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like：...＋looking，...＋shaped，...＋spotted，...＋like，...＋striped.3．Learn to use the adjectives in the correct order to describe the pictures prepared by the teacher.4．Learn to use proper expressions to convey their exact feelings in their past experiences.Teaching proceduresWarming up and lead－inFirst，show students the picture above and ask them some questions as a revision：Where are they？What are they doing？Why do they go snorkelling?Next，draw a conclusion and lead into the text：As the sea is a world full of magic，many tourists head to the sea，and the author of this text is one of them.Look！The other day，the writer went snorkelling with her friends and experienced a lot.Let's take a brief look at sea creatures through her diary.Then，take a closer look at the photos she taken and describe them with what you can find in your textbook.Pictures in the text in Using Language give the following information：corals with vivid colors and shapes，elegant fishes，little orange and white fish，small cleaner fish，the yellow and green parrotfish with hard bird－like mouth，yellow－spotted red sea－slug and blue sea－stars and wise－looking turtles，eels with strong sharp teeth，giant clam with thick green lips，grey reef sharks about one and a halfmeters long，the edge of the reef with a sharp drop to the sandy ocean floor Fast readingRead the passage and put the following topics into the correct order according to the text.Step 3Careful readingTask 1：Read and choose the best answers.1．Judging from the text，what the author mainly wants to tell us in the diary is ______.A．that the sea is fantastic with vivid colorsB．that the water where she was snorkelling is not deep but shallowC．what she saw and how she felt in the seaD．that all the plants in the sea are poisonous2．What was hanging upside down in the sea according to the text?A．The orange and white fish.B．The yellow－spotted red sea－slug. C．The yellow and green parrotfish. D．The blue sea－stars.3．The author was afraid of getting too close to the eel because ______.A．it has strong sharp teeth B．it has thick green lipsC．it has a frightening shape D．it gives out poisonous liquids4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______A．My heart was beating wildly.B．That didn't stop me from feeling scared to death.。
江苏省江阴市成化高级中学高中英语Unit3TheworldonlineWelcometotheunit教案牛津译林版选修7
高二英语教案 Unit 3 The world onlineWelcome to the unitTeaching aims:1. Enable the students to know more about the Internet and talk about the Internet and its uses by making a debate on the effects of the Internet on our lives;2. Develop the students’speaking and discussing skills by talking about the fourpictures and sharing ideas i n a group;3. Have a fluent talk on that the Internet connects people all over the world andthat the Internet has both positive and negative aspects.Teacing procedures:Step 1 Lead-in Learn about “c omputer terms”.(1) Which programme would you like to watch tonight?→A program is something that we use to control or operate a computer.(2) The music from the keyboard sounds like music from a real piano.→A keyboard is a set of keys on a computer that help you operate the computer.(3) I hate to clean windows.→Windows is a kind of computer program developed by Microsoft.(4) Memory is something you may start to lose with age.→Memory is a space in the hard drive of a computer to store information. (5) Julie wants to have a pet mouse.→Mouse is what you control with hand to move the cursor on the computer screen. Step 2 Brainstorming1.Do you know how people kept in touch with each other in the past?→People used letters, postcards, telegraphs, faxes and telephones to communicate before the invention of the Internet.2. Then how people keep in touch with each other now?→With the development of the Internet, more and more people are now using computers and the Internet for communication.3.What is the Internet?→The Internet is a collection of computers connected in a worldwide network.4. What are the functions of the Internet? →Chatting, shopping, music, etc.5. What are your experiences using the Internet?Step 3 Pictures talkingPicture 11.What can people do on this website?(Search for information on a variety of topics. )2. What do we call this kind of website that provides searching services?(We call it search engine.)3.How to find information on the Internet using a search engine? (Enter key words.)4. What search engines do you know or often use? (Google, Baidu.)Picture 21. What do you think would be the advantages of shopping online?(As online shopkeepers do not have to pay for the rental of a real shop, the productssold online are usually cheaper than those in real shops. It is easy and conveninent to compare a product in several online shops. Paying for things is simple as you just key in the credit card number and confirm the payment onlin e. The delivery is usually quick and the online shops proivide delivery to your home. Above all, shopping online saves a lot of time.)2. What do you think would be the disadvantages of online shopping?(Because people can only see pictures of the products online, sometimes you could receive something that was not what you really wanted. The safety of the payment is not 100 % gurarante ed as someone may steal the account numbers or pin numbers of your credit cards registered online. Besides, some people falsely advertise products and then steal customers’ money.)Picture 31. Have you ever tried talking with your parents or friends online?2. What devices do you need if you wa nt to talk with people online?(A computer connected to the Interent, a web-camera, a web-microphone and a web-taliking software…)3. What are the good points and bad points of online talking?Positive points: People can save a lot of money instead of paying for long-distance calls. People can keep in touch with family members or friends wherever you are in the world. People can make new friends in different parts of the w orld. Negative points: The quality of the picture s or voices depends on t he speed of network transfer. Many peole talk with inline friends without realizing that their pictures could be used by o thers in illegal ways.4. Which way of communication do you prefer, talking face to face, talking over the phone, talking online or talking online with a web-camera? Why?Picture 41. Have you tried other online services that are not mentioned here? Which ones?2. What other online services do you think we will need or have in the future?3. What role do you think the Internet will play in the future?4. Do you think it is a good idea to ‘live’ on the Internet completely?Step 4 Discussion1. What do you think the most important benefit of the Internet is?(Fast speed and easy access are the most important aspects of the Internet.)2. Do you think the Internet has any negative aspects to it?(Yes. There is too much information online that has not been proven to be true. There are too many exciting computer games, making those who can’t control themselves kill time.)3. In what ways will the Internet improve our lives in the future?(The Internet will free people from the office. Every part of a home can be connected to the Internet, which will make life easier and more comfortable.) Step 5 Debate:The advantages and disadvantages of using the InternetStep 6 Homework1. Write a passage a bout advantages and disadvantages of using the Internet.2. Preview the reading.。
高中英语模块7第三单元task ,project教学案选修7
江苏省阜宁中学高二英语教学案UNIT 3 TASK AND PROJECT编写：孙政审核：贾建萍1．keep in mind 记住例：what you have told me．记住你告诉我的话并不容易。
Keep in mind that you have to be home by 1l o'clock．2.brief n. [C] 摘要，大纲(pl. briefs) adj. (briefer, briefest) 简短的，短暂的adv. 暂时地，简要地make a brief visit brief life他的说明既简洁又切中问题要点。
to be brief 简单说，扼要地说(in short), she was happy with that result. 简而言之，她对那个结果感到高兴。
3．guide n. 导游; 领路人，引导者，指南I need a guide to show me around the city.a guide book 导游指南A Guide to English Grammar 《英语语法入门》vt. 指导，支配，管理，带领，操纵vi. 任向导He guided us through the narrow streets to the supermarket.他领着我们穿过小街到那超市。
常用guide sb．in doing sth 指导某人做某事guide sb to a place. 谢谢你指导我学习。
guidance n. 指导，领导4．step v. 走，举步，移步，踏vi. 走，跨步n. [C] 脚步，措施，梯级，台阶step into/out of sp. ；step outside走到外面. 她走进屋子在沙发上坐下。
采取措施做某事She took a few steps towards the window.They have made a big step in their business.补充：in (out of) step 步调(不)一致；step forward 向前走；stepmother n.继母；step by step 5．aid n. 帮助，援助，帮助者，有帮助的事物with the aid of in aid of sb/sthcome to sb’s aidHe came to my aid. 他来帮助我。
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 Unit3_Reading_优质教案
Unit3 Reading优质教案教材分析Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this，students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier，the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group. Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具A computer and a projector.。
人教版高中英语选修七Unit+3第2课时+教案.doc
高二年部选修7 第三单元第二课时课题: ReadingTeaching Aims:Help the students to learn an Inuit legend about the Killer Whale.Important points:Understanding the relationship between the killers and the whalers.Difficult pointsThe relationship between the killers and the whalersTeaching aidsA computer and a projectorTeaching Procedures & waysStep 1 : Leading – in1. What is a whaler？2. What do you know about killer whales?New words1. . to see, to give evidence n. person who gives evidence------------------2. v. get ready for a trip by putting things into a boxv. to run/hurry away from sth ------------------3. v. to leave, to go away from -------------------4. adj. coming / happening every year --------------Step 2: Skimming1. Who is Old Tom? What is the first anecdote about? And how about the second one?Step 3: Fast - Reading1.The text is mainly about ____.A. the killer whales are easily trainedB. the killer whales can help the whalers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down inorder to ___.A. give the whalers the information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. _____ killed the whale at last.A. Old TomB. the killer whalesC. the authorD. the whalers4. Why did the whalers start turning the boat around to go homeafter the whale died? ___A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because theyknew that the dead whale wouldn’t float up to the surface foraround 24 hours.D. They had to do this because it was too late.5. The killer whale protected James by _____.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6.We can infer from the story 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 themStep 4 Careful - Reading•1. ____ was 16 years of age when he went to work at the whaling station•2.______orderd 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.Step 5 Post - Reading•1. Put the events in the reading passage into this timeline. Write a sentence in each of the boxes. Three sentences have been given.Step 6: careful reading•1. what evidence was there that Old Tom was helping out the whalers? •2. What other animals did the author compare the killer whales with? Why do you think the killer whales behaved like this?•3.Why did George think that the killer whales worked as a team? •4. Why did the whalers allow the killer whales to drag the whale away?•5. How did Old Tom help James? Why do you think he did this?Step 7 Discussion•Describe the relationship between Old Tom and the whalers. What other animals help out humans in hunting精美句子1、善思则能“从无字句处读书”。
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。
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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一、词汇&短语1.目击v._____________________2.暂停vt./n. __________________3.每年的adj. _________________4.拖,拉vt. __________________5.催促vt._____________________6.深(度) n. ____________________7.协作n._____________________8.住所n._____________________9.相对的_____________________10.逃离v. _____________________11.放弃vt. ____________________12.帮助(某人)摆脱困境_________14．________________ 瞄准13．________________ 优于；在……前面15．________________ 靠近16．________________ 在此期间；与此同时17．帮助(某人)摆脱困境或危难二、知识详解1. 【原句】that this was just a story but thenI . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。
witness vt 当场见到；目击n 目击者；证人；证据be (a) witness to sth 目击，看见witness sth 见证，目击，作证bear/give witness to 为…作证，为….的证人witness to doing (在法庭上)作证1).His good health is a to the success of the treatment.他身体健康证明这种疗法是成功的。
2).Police have appealed for anyone who to contact them.警方呼吁凡是目击这一事件的人与他们联系。
3).He seen the man enter the room.他证明看到那个人进了房间。
4).She the case, but didn’t want to give/bear witness.2.【原句】On the afternoon I arrived at the station, , I heard a loud noise coming fromthe bay.有天下午，我来到捕鲸站，正在整理住处的时候，听到从海湾那边传来了一阵喧闹声。
拓展：sort out 整理、分类、解决all sorts/kinds/types of 各种各样的1) They have got .他们有几个小问题需要解决。
2) It takes people to make a world. 大千世界无奇不有。
3) They did it under names.他们以各种各样的名义做这个事。
3.【原句】to see an enormous animal opposite us throwing itself out of the water and then crashing down again.我们及时赶到岸边，看到对面有一个庞大的动物猛力跳出水面，然后又坠落到水里。
拓展：in time 及时，最后in time to do/in time for 及时做某事in no time 立刻，马上at no time绝不，在任何时候都不来，上船去。
”乔治在我面前边跑边说。
ahead of 在…前面1) 我们的前面有一条河。
（lies）2) Time here .这儿的时间比伦敦早九个小时。
3) 他的汉语比我好。
4)Scientists are racing _______ time in order to find a cure for bird flu as soon as possible.A. along withB. againstC. aroundD. ahead of4.【原句】And those others are stopping it diving or fleeing out to sea…而其他那些虎鲸则阻止它逃跑。
* flee(fled，fled)vt. 逃离vi.逃跑；逃避flee to +某地逃到……去，逃往flee(from)+某地从……逃出来，逃离1). 他与家人争吵后离家去了伦敦。
2). He killed his enemy and 他杀死仇敌后逃离祖国。
3). 他试图逃离该国时被抓住。
4).The thieves have already ________the city，so it is difficult for the police to arrest them. A．fled B．run away C．escaped D．got rid of*stop sb./sth.(from) doing sth.阻止某人/物做某事prevent sb./sth. (from) doing sth.=keep sb./sth. from doing sth. 阻止某人/某物做某事1) I think the government on certain days.我认为政府应该尽职人们在某些日子开车。
2) .那场大雨使我们没能打成网球。
5.【原句】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的，鲸唇和鲸舌就是它们的美食。
in the meantime= in the meanwhile 在其时，在此期间，同时1）医生马上就来，在此期间，尽量放松一下。
The doctor will be here soon. ______ ______ ______，_____ ______ relax.2) 由于下雨，我们不能出去，这段时间里，我们玩个游戏。
We can’t go out because it’s raining, so let’s play ______ _____ _____ ____ _____.3) Jerry was playing football and Tom was _______ playing volleyball.A. howeverB. meanwhileC. likelyD. often6.【原句】“Man overboard! Turn the boat around!” urged George, shouting loudly. 乔治大声喊道：“有人落水了，把船头调回去！”urge vt 催促；极力主张；驱策urgent adj 紧急的；急切的urgency n 紧迫；急迫urge sb to do sth 敦促某人做某事urge that+从句（谓语常用should +动词原形，should 可以省略）极力主张，强烈要求urge sth on/upon sb 对某人力陈/力言某事1).Katy’s family .凯蒂的家人催促她去找另一份工作。
2).The doctor , and then he could make a conclusion.医生敦促我尽快做X光检查，以便他得出结论。
3).The report .这份报告呼吁给所有的儿童教授游泳。
4)He .他向学生们力言努力学习的重要性。
7.【原句】From James’s face, I could see he was terrified of being abandoned by us. 从詹姆斯的脸上我能看出他非常恐慌，生怕被我们遗弃。
abandon vt.遗弃；抛弃；；(与oneself连用)使放纵，使听任n．放任；放纵abandoned adj.被遗弃的，被抛弃的；自甘堕落的；没有约束的，放荡的abandon one’s country/friends/post/hope/plan/ bad habit 背叛祖国/朋友/职位/希望/恶习abandon sth to sb/sth 不得已而舍弃abandon oneself to sth 沉迷于1).Rescuers any more survivors of the crash.援救人员完全放弃了会再找到坠机生还者的希望。
2). .我们必须敦促吸烟的人戒烟。
3).The child ________ __ _____ by his parents. Eventually the ________ boy was found wandering in the street，___ ___ himself to despair.那个孩子被他的父母遗弃了，后来有人发现那个被抛弃的孩子在大街上游荡，他已陷入了绝望。
4). Owing to rough weather, the coast guard had been forced to _______ the search for the lost plane.A. removeB. abandonC. fleeD. desert5). He abandoned himself _______ happiness.8 .help(...)out 帮助(某人①When I bought the house我买这所房子时，我姐姐借给了我一笔钱解了急。
②As he is my best friend因为他是我最好的朋友，当我遇到麻烦时他肯定会帮我。
(1)My father has often ________ me ________ when IA．sent；out B．driven；off C．helped；out D．pulled；in拓展：help sb with sth帮助某人做某事can’t help doing sth 忍不住做某事can’t help but do sth 不得不做某事1). . 他帮助我的口语。
2). .我禁不住哭了。
3). . 我只得等在教室外面。
9…when we approached him, I saw James being firmly held up in the water by Old Tom…当我们靠近他的时候，我看到老汤姆正在水中稳稳托着詹姆斯。
拓展：approach v. 接近、靠近；n.接近、方法、途径at the approach of 在…快到的时候an approach to……. 的方法或途径1) , so let’s prepare some gifts. 新年就要到了，因此我们准备一些礼物吧！2) .春节的即将来临带来了快乐和幸福。