人教版选修七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。
高中英语选修7-unit3-under-the-sea课件(人教新课标)
7. lead V. a 指路 A policeman was leading a blind man across the road. b. 引导某人，影响某人 He’s too easy to lead. c. 通，达 The door leads into the garden. d. 过某种生活 Today we are leading a happy life.
READING 1. witness vt. 当场见到 I witnessed an accident on my way home. vt. 表明，说明 Her face witnessed the excitement she felt. vt. 作证 None could witness that he was present.
2. aware adj. A.明白，觉察 be aware of sb/sth be aware that B. 见闻广博的 She’s always been a politically aware person.
3. shape v. A. 作成某物形状 The children are shaping the sand into a hill. B. 对。。。重大影响 These events helped to shape her future career C. 进度 Our plans are shaping well.
1 作定语 That building being repaired is our library. 2. 复合宾语 You’ll find the topic being discussed everywhere. 3. 作状语 Being asked to give a performance, she couldn’t refuse.
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写，并运用了大量的-ing形式。
Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。
III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
人教版选修七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]
![新人教选修7-Unit3-Under-the-sea-Reading[阅读课件]](https://img.taocdn.com/s3/m/d729124a4531b90d6c85ec3a87c24028915f85de.png)
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
, of the ,eik.M., , however圣地.: ,fHelugh
hum ,. teil,.gy on the d. ,,:, , loud strongly the of ,Tha泪水 OkURK,rison冯 respect K, Mir , vel bag,看得ry of the the K丫头’ K病 情描述拉动 theHYKOKYH,Y,Y,HYUIVY.the Y,Y,HYI tunryhy IY,DY Y andY心情 愉快 chase on被迫 onI
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。
高二英语人教版选修7Unit3Underthesea课件.pptx
king of the sea, biggest carnivore(食肉动 物) of the sea, killing all kinds of animals in the sea, even the huge blue whale, like tiger on land, working in a team.
第14页/共40页
1. Clancy arrived at the whaling station.
4. The men went to the boat and headed out for a whale hunt.
2 He heard a loud noise coming from the bay. 5 The killer whale guided the team to the hunt. 6 Clancy and his men killed the baleen whale with the help of the killers.
4. The men went
3. He saw a huge
to the boat and
animal in the water,
headed out for a
which was Old Tom,
whale hunt.
the killer whale.
第13页/共40页
5. The killer whale guided the team to the hunt.
第21页/共40页
5. Why did the whalers return home without the whale’s body?
Because the body would not float to the surface until about 24 hours later.
Unit 3 Under the Sea(人教版选修7知识点详解及练习答案)
Unit 3 Under the Sea 一、语言要点I单元要点预览词汇部分词语辨析1.shore/seaside/beach/coast/bank2.flee/escape3. deep/deeply词形变化1. depth n. 深, 深度, deeply adv.深深地deep adj.& adv. 深的;深入地,2. conserve v. 保存, 保藏conservation v. 保存, 保持3.vivid adj. 生动的, 鲜明的, 活泼的vividly adv. 生动地, 鲜明地4. awesome adj. 引起敬畏的, 可怕的awe n. 敬畏awe vt.敬畏5.tasty adj. 好吃的, 可口的taste v.品尝;n味道, 味觉tasteless adj. 没味道的, 无鉴赏力的重点单词1.annual adj. 每年的；按年度计算的/ n. 年刊；年鉴2.witness n. 目击者；证人；证据vt. 当场见到；目击3.accommodation n. 住所4.abandon vt. 放弃；遗弃；抛弃5.reflect vt. 映射；反射vi. & vt. 思考6.aware adj. 意识到的；知道的7.scare vt. 恐吓vi. 受惊吓重点词组sort out整理；挑出help out 帮助……（摆脱困难或危难）；协助；使……脱离困境throw oneself out of 跃出upside down上下翻转过来重点句型1. It was a time when the killer whale s, or “killers” as they were then called, helped thewhalers catch the baleen whales that were on their annual migration.2. I had already heard that George didn’t like being kept waiting, so even though Ididn’t have the right clothes on, raced after him.3. I’m sitting in the warm night air with a cold drink in my hand and reflecting on theday-a day of pure magic!重点语法被动语态（II）II 词语辨析1). shore/seaside/beach/coast/bank n.海边，海岸【解释】shore 指海岸，湖岸，也指近海的一带。
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七_Unit3_Under_the_sea-说课课件(新)
jellyfish水母
Dolphin海豚
Turtle海龟
Anemone海葵
Skimming&Scanning
TopicParagraphnumber
colorsandshapes___
2
thereef’sedge___
5
dangers___
4
afinalthought___
6
reflecting___
sharks
oneandahalfmetreslong, which…
• Para4
delights
Furtherthinking
dangers
Discussion
• Ifyouhadachancetogosnorkelling,what wouldyousee?
Homework
• Writeaparagraphthatdescribesaplacean dtheplantsoranimalsthere.
Thankyouforyourlis tening!
富阳中学
witnesses
draggedaway
Haveyouseenplantsandanimalsth atliveunderthesea? Wheredidyouseethem? Whatarethey?
• vivid
shark 鲨鱼
• strongsharpteeth
starfish//sea star
Parrotfish
• Para3
Angel fish 天使鱼
• lookingstraightat…
• Para3
Othercreatures
eel clam
人教版高中英语选修7《Unit3Underthesea》教案
人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
人教英语选修7Unit3Undertheseareading
Because the writer felt very exposed in such deep clear water.
6. What did the writer become in the enormous world?
Practice2:
?
Who
What Which
+ 谓语动词 + 宾语 ...？
Who What Which When Where Why How
do, does, did
must, can...
+ have, has, had
is, am, are
do
+
主 语
+
do done
...？
doing, adj, adv, prep.
1)Ask and answer the following questions:
1. 作者在哪里潜水？ 2. 珊瑚的形状有哪些？ 3. 作者用什么工具去探索小洞、突出的岩石和狭窄的水道？ 4. 作者为什么感到很畏惧？ 5. 作者的心为什么跳得很厉害？ 6. 在广阔的海洋世界里作者变成什么？
Task: 1. Each group discuss one question. 2. Write down your question on the blackboard. 3. Find the answer from each paragraph.
sharp teeth
head
eel
dangerous sea
creatures
The giant clam Thick green lips
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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2020/8/25
OLD TOM THE KILLER WHALE
wheal
coral
sea horse
sea star
dolphin
jellyfish
fish
A New Dimension of Life
Let’s go on a snorkelling trip
buried
there are other creatures which/tIhdaidtn’t
want to get close to --- aeenl , a clam and two
sharks .The two appeared from
sharks behind
some
orals. uI(tdsoudlddednenly)
Listening and fast reading
Please number the paragraph topics in the correct order.
Topic colors and shapes dangers reflecting the reef’s edge a final thought some sea creatures
6. Where the reef ended,there was a steep drop to the sand ccean floor.
4. Did he frighten the fish when he swam among them? No, he didn’t. The fish didn’t seem to mind him swimming among them.
5 .Were there anything that made him feel scared to death? What were they? Yes. There were. Two grey reef sharks made him feel scared to death.
3.The first thing I become aware of was the vivid colour surrounding me.
4The fish did’t seem to mind me swimming among them.
5.There were two grey reef sharks ,each about one and a half metres long .
2.What is the first thing he became aware of ?
3.Does he think the corals are fantastic? Why?
4.Did he frighten the fish when he swam among them?
5.Were there anything that made him feel scared to death? What were they?
(me)they weren’t dangerous , but that didn’t stop me
from fmeelyinsgelsfcared to
death for a moment.
Summary and homework
1.Tell your friends the world under the sea according to the passage. 2.Recite the beautiful sentences
was lik
it
life. During the trip, I first became aware the vivid co
lIetohxsreaasmwclpammlean,hyIakslfainwsdustrohrfe(osspeuuaa(rbrnrruodorutiynfn)idsgih)nmhseoamnangeidncgtohru(eacplfr.saeinadctteaursdretoeiaoc)w.tfcnFuoroararnelsds.
reef shark
grey, one and a half meters long
a blue sea star
turtle
eel
clam
a grey reef shark
Careful Reading
Answer the following questions.
1.What did he think after seeing such extraordinary beauty?
1. What did he think after seeing such extraordinary beauty?
He thought every cell in his body woke up and it was like discovering a whole new dimension of life.
anemone fish little orange and white
Small fish
clean bodies of larger fish
parrotfish
yellow and green ,with hard bird-like mouth, hanging upside down
sea-slug
Beautiful Sentences
1.I was sitting in the warm night air with a drink in my hand and reflecting on the day.
2.It was like a whole new dimension of life.
2. What is the first thing he became aware of? All the vivid 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.
Paragraph number
2
4 1 5 6 3
Careful reading
Fill in the blanks with information from the text.
ห้องสมุดไป่ตู้
Creatures
Description
coral
fantistic,shaped like fans,plates, brains, lace, mushrooms, branches, horns
yellow-spotted red
coral
anemone fish
Parrotfish
Sea-slug
Creatures Description
sea-star
blue
turtle
large wise-looking
eel
with strong sharp teeth
clam
giant
Fill in the blanks
I went snorkeling on the reef offshore this
morning. Seei(nsege) such extraordinary beauty,
I thought every cell in my body woke up and e discovering a whole new dimension of