人教版选修七Unit-3--Under-the-sea教案及说课稿
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。
人教版选修7unit3UndertheseaP1教学设计
About the topic and the structures单元话题和构造Unit 3 Under the sea第一部分教课方案说明本单元的中心话题为海底世界||。
听闻读写活动主要环绕海底植物、海底巧妙景观以及有关海洋神话故事睁开的||。
本单元语言功能项目是：责怪和诉苦||。
本单元语言构造项目是：复习被动语态（2）本单元还要修业生学习应用写作：怎样客气地投诉《金色教课方案》教课方案在单元课时区分上与课本保持一致||，即“阅读课、知识课、运用课三课时/三课型区分”||。
但在实质教课过程中||，建议教师依照学生基础、教课条件、学校安排的要素 ||，对课本、对《金色教课方案》教课方案从头区分课时 ||，裁剪、拼接使用供给的资料 ||，以便“物尽所用” ||，达到最正确教课成效 ||。
教师也能够参照《金色教课方案》供给的“实质教课过程课时区分建议”进行教课||。
Period 1 Reading 阅读课Warming Up部分以海底生物（包含动物和植物）为话题||，主要议论三个方面的问题：学生所见过的海底生物；在哪处见过这些海底生物；学生最喜爱的海底生物||。
课本供给了短语和图片启迪学生思虑议论||。
在有条件的学校 ||，教师还能够给学生播放一些有关海底生物的电影或录像||。
教师也能够参照本书供给的海洋动植物资料||，以议论、问答等形式进行热身活动 ||。
Pre-reading课本在此部分设计了一个读图题||，图片内容为： Killer whales are attacking a baleen whale with whalers waiting by in their boat||，harpoon at the ready. 由此引入阅读文章的有关背景知识： 1. 作者 :名叫 Clancy 的老人 (an old man|| ， called Clancy); 2. 职业 :捕鲸人 (a whaler); 3. 文体 : 逸闻(anecdotes); 4. 纲要 : 虎鲸 (killer whale) 在每年的迁移过程中帮助捕鲸人Period 2 Learning about language 知识课Period 3 Using language 运用课捕获须鲸 (baleen whale); 5.地址;澳大利亚(Australia); 6.时间: 20世纪初(at he beginning of the 20th century)||。
人教版选修七-Unit3-Under-the-sea-教学设计
人教版Book 7 Unit 3 Under the sea 教学设计〔教材解析〕本篇课文选自人教版新课标教材的选修模块7，为第一课时，阅读课,将Warming—up，Pre—reading，Reading, Comprehending部分放在同一课时教学，设计成为一节阅读课.故事发生于20世纪初期，一个名叫“Old Tom”的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情.通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。
〔学情分析〕本课是高二年级下学期的课程，学生已经具备一定的知识储备和运用能力,但由于授课的对象的英语基础比较差，水平参差不齐，为了激发全部学生的好奇心和求知欲，课堂采用了创设情境，采用老师扮演鲸鱼,以猜谜的形式引导学生进入本节课。
通过对阅读的整体理解后，由学生扮演课文中出现的不同角色，，来活跃课堂气氛，引发学生对动物保护的意识。
同时，在阅读课中教师要渗透阅读的方法和答题的技巧,培养学生阅读的综合能力。
教学目标分析一、知识与技能。
1.Train the students’ reading ability, for example, skimming scanning。
2.Learn and master the following:Words：anecdote，annual，witness，accommodation，shore, opposite，yell，pause, telescope，teamwork, diving，flee, drag，depth, urge, abandonPhrases：be about to do，ahead of, even though，stop…from…，help out，二、过程与方法1.Task—based teaching2.。
Cooperation3.Discussion三、情感态度与价值观1.The students’ confidence and interest can be stimulated。
高中英语人教版选修7Unit3UndertheSeaperiod1教案
Period 1Vocabulary and Warming Up Teaching aims1．Learn to pronounce the new words correctly and know their exact meanings in the context.2．Guide students to use the new words in plete sentences with the help of pictures.3．Learn to use the correct forms of the new words according to the context.Teaching proceduresStep 1Warming up1．What is it in the second picture？And where are the watchers？(an aquarium)2．Why do people buy aquariums or visit aquariums？(to decorate rooms/raise pets/watch sea creatures，etc.)3．So in general what is an aquarium?(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.) 4．Where can you find these creatures？(oceans/seas/coral reefs...)5．What words would you like to use to describe them？(beautiful/wonderful/marvelous/ splendid...)Step 2Get familiar with the new wordsShow pictures—lead students to output the new words—to make a plete sentence.Picture 11．What special equipment is the man wearing？(a snorkel)2．What is the man doing？(go/be snorkelling)3．Do you think it is very deep？Guess the depth of the water. What word will you use to describe the water？(deep/shallow/...in depth)Suggested answers：A man is snorkelling in shallow water which is probably 0.5 meter in_depth.Picture 21．Where is the photo taken？(under the water)2．What is it in the dark？(a cave)3．Look at the entry of the cave；what word will you use to describe it？(a narrow entry) Suggested answers：A camera is falling into a cave with a narrow entry.Picture 31．Where are the people？(near the shore/at the seaside)2．Suppose you were one of them，what would be your feeling or reaction when facing a whale?(yell/be scared to death/flee from the shore)3．Suppose these are local people and the whale has difficulty returning to the sea，what will they do in your opinion？(help...out)4．Suppose the next day a news reporter gets the scoop and interviews them，what is the relationship between them？(interviewer and witnesses/interviewees)5．According to the information you get，say something to describe the picture.Suggested answers：At the seaside，there is a crowd of people yelling when facing a whale and some of them are scared to death，even trying to flee.OrNear the shore a whale gets stuck and some local people want to help the whale out. The next day a news reporter interviews them. The relationship between them is interviewer and witnesses.Picture 41．What is the animal called in English？(seals)2．Usually，where do you suppose we can find seals and penguins？(in Antarctic)3．What word will you use to describe the snow and the whole scenery？(pure white/beauty)4．What will they do next according to the picture？(leap)5．Say something to describe the scenery.Suggested answers：Seals are mon animals in Antarctic.Isn't it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background?Picture 51．What is it？(a sea－slug)2．What can you see on the back of the sea－slug？(with vivid colors and stripes/it is a striped sea－slug)3．In general，animals and plants with vivid colors are dangerous.They are...(poisonous) 4．Say something about the picture.Suggested answers：The ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes，but generally speaking，animals and plants with vivid colors are poisonous.Picture 61．Is the fish swimming in the normal way？(hang upside down)2．What do you suppose it is doing？(eating tasty plants)Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean.Step 3ConsolidationOne afternoon I was sorting out my a______ when I heard a huge noise ing from the bay.As we ran down to the s______，we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.With Old Tom guiding the way，we soon got close to the hunt，astonished to see a whale being a______ by about six other killers.Some t______ themselves on top of the whale's blow－hole to stop it b______ while others tried to stop it f______ out to sea.Then a whale hunter in the boat a______ the harpoon at the whale and hit it.Soon the whale died.The killer whales d______ the body of the whale down into the sea.The body would f______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______.On another occasion，James，a whaler，was w______ off the boat.I was terrified to see a shark a______.Fortunately，Old Tom held James up in the water while the other killers were still attacking the whale.Suggested answers：acmodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approachingStep 4HomeworkGet more information about sea creatures on the Internet.。
高中选修7 Unit 3 Under the sea 第一课时说课稿
Senior 2 Book 7 Unit 3 Under the sea The First Period说课稿――姓名一、说教材1、教材的地位与作用本单元以大自然中的海底世界为话题，以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。
主要语言功能项目是学习责备与抱怨的句型，如I’m sorry but…，I’m afraid…本节课用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在预读和阅读、讨论、练习等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。
本单元实现了语言学习和传播先进思想的完美统一。
2、教学目标的确定○1知识目标：1、Read a story and describe the relationship between animals and humans2、Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.○2能力目标：开展任务型阅读、调查活动，获得理解、识别和处理相关信息的能力。
展开多种形式的任务活动，使学生具备较熟练地运用语言的能力。
○3情感目标：培养学生热爱和保护海洋生物的意识，教育学生形成与自然和谐相处的态度。
3、教学重点、难点教学重点：Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.教学难点：Analyze the structure of some sentences.4、对教材的处理基于以上对教材的分析，同时结合本班学生的实际能力和情况，引导、启发学生更多地了解海底生物，增加相关单词量，理解和掌握课文单词和短语，组织学生完成调查表，以加深学生对文章相关背景知识的理解和掌握。
高中英语Unit3Underthesea课文教学教案新人教版选修7
2021年高中英语Unit3Underthesea课文教学教案新人教版选修7ReadingTeaching material: NSEFC Book 7 —— Unit 3Teaching AimsEnable the students to grasp and remember the detailed information of the reading material.Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material.Teaching aids:a tape recorder, a projector, slides and picturesTeaching ProcedureStep1 Warming upHave you seen plants and animals that live under the sea?Where did you see them?Step 2 Pre-readingWriter ClancyVocation A whalerStyle Anecdotestime At the beginning for the 20th centuryPlace AustraliaMain idea The killer whale help people to kill baleen whaleStep 3 ScanningScan the text, and fill in the blanks with names mentioned in the text.1. ___________was 16 years of age when he went to work at the whaling station. 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.Clancy that they would return the next day to bring in the body of the whale. carried by the waves further and further away from the whalers.6. __________knew that Old Tom would protect James.Keys: 2. George 3. Old Tom 4. Jack 5. James 6. RedStep 4 SkimmingSkim the text and put the following sentences into a right order.( ) George started beating the water with his oar( ) Clancy jumped into the boat with the whalers.( ) Clancy arrived at the whaling station( ) The killers started racing between our boat and the whale( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whale Keys:Step 5 Careful readingRead the passage carefully and do the true or false questions.1. There was no evidence that Old Tom was helping out the whalers.2. The author compares the killer whales with a dog.3. The killer whales worked as a team.4. The killer whales dragged the whale under the water to feed on its body.5. The whalers returned home with the whale’s body.6. Old Tom didn’t help out James.Keys: FTTFFFStep 6 Detailed readingRead the passage carefully and answer the following questions.1. What evidence was there that Old Tom was helping out the whalers?Old Tom let the whalers know that there was a baleen whale nearby;He showed them the way to the whaleWork as a team2. What other animals did the author compare the killer whales with?Dogs.3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this? Because they knew that, together with the whalers, they would soon kill the bal een whale and get a good feed.4. Why did George think that the killer whales worked as a team?Because he could see that some of the killers were throwing themselves on top o f the whale’s blow hole while others were preventing it from swim ming out to s ea.5. Why do you think the whalers allowed the killer whales to drag the whale und er the water to feed on its lips and tongue?Because they knew the Killer Whales would leave the rest of the body to them.6. Why did the whalers return home wi thout the whale’s body?Because the body would not float to the surface until about 24 hours later. 7. How do you think Red felt about the killer whales?Red felt good about the Killer Whales. He appreciated the working relationship that the whalers had with the Killer Whales.8. How did Old Tom help James? Why do you think he did this?Old Tom prevented James from drowning. Old Tom wanted to help his human friend s.Step 7 DiscussionDiscuss the relationship between Old Tom and the whalers.What other animals do you know help out humans in hunting?Step 8 HomeworkReview the text and underline some difficult points.。
英语：Unit3《Under the sea》Period 1教案(新人教版选修7)
英语：Unit3《Under the sea》Period 1教案（新人教版选修7）指导思想与理论依据指导思想本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的语言情景之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。
通过探究法、观察法和发现法，让学生发挥主观能动性，改变原有的教师说解、说教的形式，重视知识和结论形成过程。
努力发挥形成评价的激励机制，利用两两合作、小组活动的方式，激发学生参与教学的热情。
根据学生的认知能力和接受程度，设计了编写对话和仿写作文等任务，使任务具有可操作性，让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继续学习的动力。
总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。
理论依据《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。
”和“教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。
”教材内容分析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。
教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。
阅读内容是：1.两起虎鲸轶事。
(P20－21)2．一篇有关海洋见闻和感受的日记。
(P24)听力内容是：1.三个观鲸人对旅行社服务的一些抱怨。
(P25－27)2．有关鲨鱼攻击人类事件的新闻报道。
(P62)3．记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话。
(P65－66) 话题和写作内容：1.用Using Language 阅读中表达感受的词汇描述过去的难忘经历。
(P24)2．用speaking and writing中的抱怨用语在设置的情境中礼貌抱怨。
Unit3Underthesea说课稿人教高中英语选修七
Teaching plan for Unit 3 Book 7Good morning, ladies and gentlemen! I’m very glad to be here to share my teaching ideas, I’m No._ Nice to meet all of you!Today, my topic is Under the sea. To get a better understanding of my teaching plan, I am going to analyze the lesson from 6 parts: Analysis of the teaching、teaching aims、the key and difficult points、teaching &learning strategies、teaching procedures and blackboard design.Part 1:analysis of the teachingFirstly, I’ll talk about part 1———analysis of the teaching.The topic is taken from unit 3 of book 7. It’s the first period of this unit telling us two anecdotes about howOld Tom ,a killer whale,helped whalers hunt and how it saved James’ life. After classI hope more students will pay attention to protecting sea animals. Senior Two students can cooperate with each other to finish a task. But their ability of using English is still limited. So it is very necessary to build up their confidence.Part 2: The teaching aimsAccording to the new standard curriculum and the syllabus, after analyzing the teaching material,I think the teaching aims are as follows:1.knowledge aimsKnowledge aims are to enable the students to know the meanings of new words and expressions and understand the content of the passage.2.Abilities aimsAbilities aims are to develop the Ss’ reading strategies like skimming and scanning and to train the Ss’ ability of cooperation and communication.3.Emotion aimsEmotion aims are to stimulate the Ss’ confidence & interest in English and arouse the students to protect sea creatures.Part 3: The key and difficult pointsBased on the requirement of the syllabus and the students' characteristics, the key points are to learn some new words and expressions ,understand the relationship between the killers and the whalers and develop the Ss’ reading ability. The difficult points are to understand the relationship between the killers and the whalers and make the students realize the importance of protecting sea creatures.Part 4:Teaching & learning strategiesIn order to achieve the aims and overcome the key and difficult points mentioned above, I decide to choose “Communicative Approach”、“ Task—based Teaching Method” and “Situational Teaching Method”as the main teaching strategies. Learning strategies are skimming & scanning and cooperative & individual learning methods.Part 5: Teaching proceduresNow ,I will talk about the most important part: part 5—teaching procedures. There are 4 steps in this part.Step1 Pre-reading (5m)Show some common sea creatures on the screen and ask some students what theyknow about these animals.Then focus their attention on the killer whales and tell them why killer whales got the name.In this way, Ss will pay their attention to our class easily and quickly get familiar with the topic.Step 2 while-reading(20m)I’ll give them about 20 minutes to read the passage and finish the four tasks from easy to difficult. I will offer them some help if necessary.Task 1:How many characters mentioned in the passage? Who are they?1. was 16 years of age when he went to work at the whaling station.2. ordered Clancy to go to the boat as there was a whale out there in the bay·3. was swimming by the boat showing the whalers the way4. told Clancy that they would return the next day to bring in the body of the whale5. was carried by the waves further and further away from the whalers.6. knew that Old Tom would protect James.It is to develop their ability of skimming and scanningTask 2: Match the main ideas with each partIt is to develop their ability of summarizing the main idea.Task 3: Read the first anecdote and put the following statements in order.( ) The whalers killed the baleen whale with the help of the killer whales.( ) Old Tom swam by the boat, showing us the way.( ) Clancy arrived at the whaling station.( ) The whalers returned for the baleen whale the next day.( ) Clancy saw a huge animal in the water, which was Old Tom.( ) Clancy heard a huge noise coming from the bay.( ) The man went to the boat and headed out into the bay.It is to develop their logical thinking and to pick out information quickly and correctly.Task 4:Comprehending-- Read the passage again and choose the best answers.1.Why did the men start turning the boat around to go home after the whale died? A．Because they didn't need a dead whale.B．Because they couldn't find the whale's body.C．Because they knew that dead whale wouldn't float up to the surface for around 24 hours.D．Because they knew the killers ate the whale's body.2.What happened to James after he was washed off the boat?A．He got hurt by a shark.B．He was abandoned by the other whalers and felt terrified.C．He dropped his hope and was nearly dying.D．He was held up in the water by Old Tom and rescued.3.We can infer from the text 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 themTask—based Teaching Method is used here ,Ss can understand the given material better by using different reading skills. And their abilities of communication and cooperation will be also well improved.Step 3 Post-readingExercise 1: Retell the story.I was 16 when I began work at the whaling station. I had been told 1.every year the killers helped whalers catch huge whales. After I worked there I2.(witness) it with my own eyes many times. One afternoon when I was sorting out my accommodation，I heard a loud noise3.(come) from the bay. Then I experienced how the killers，4.(especial) Old Tom，helped us lead the way and catch a whale. Firstly，the man in the bow of the boat aimed the harpoon at the whale，then let it go and the harpoon hit the spot. Secondly，the whale's body5. (drag) swiftly by the killers down into the6.(deep) of the sea after it died and then the killers had a good feed on its lips and tongue.7.the killers were fierce hunters，they never harmed or attacked people.8.the contrary，they protected people. For example，one day，the sea was rough and it was difficult9.(handle) the boat. The waves were carrying James further away from us. James was terrified of 10.(abandon) by us. Just then a shark appeared and it was Old Tom that saved James. All of us praised Old Tom by saying “Well done”．The purpose is to develop their ability of filling in grammatical clozeExercise 2:Discussion I will play a video about Japanese killing whales and have a free talk about it. Then discuss what we should do to protect the endangered sea species?1.Don’t pollute the sea.2.Don’t overfish in the sea.3.Don’t buy anything made from sea species. …It is to arouse their awareness of protecting sea creatures and take some actions from now on.Step 4: HomeworkTask1:Read the passage again after class and do some exercise.Task 2:Design a poster to call for sea life protection.The purpose is to make them understand the passage better and enhance their awareness of protecting sea life.Part 6: Blackboard designAfter sharing my teaching ideas, I hope all of us can really take actions to be a protector but not an eater. Please remember no business no killing.So much for my teaching plan. Thank you!。
人教版高中英语选修7教案Unit Three Under the sea
人教版高中英语选修7教案Unit Three Under The SeaUnit 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.3. 记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话. In this unit students learn about killer whales and whaling in the early twentieth century, and also about the decline in shark populations in the world today. The unit asks students to think about contemporary issues such as whether whaling should be allowed and whether sharks should be protected.1. 知识目标：1) 重点词汇和词组: flee, boundary界限, 分界线, abandon放弃, 遗弃，抛弃, narrow, shallow浅的, dimension维数, 方面, 侧面, offshore 近海的, teamwork协作, 配合, accommodation住所, 住宿, jog慢跑, 轻推, seal海豹, suck允吸, drag, pure纯的, 纯粹的, 纯洁的, aware, yell大叫, 呼喊, 叫声, target受批评的对象, relationship关系, 血缘关系, 交往, reflect思考, 反映, 反射, seaside, sharp锐利的, 锋利的, witness目击, 当场见到, dive, annual每年的, 按年度计算的, shore, pension养老金, 退休金, pause, anecdote轶事, 奇闻, depth, deeply, conserve保存, 保藏, conservation保存, 保持, vivid生动的, 鲜明的, 活泼的, vividly 生动地, 鲜明地, awesome引起敬畏的, 可怕的, awe敬畏, scare恐吓, 受惊吓, 恐慌, scared惊恐的, 恐惧的, scary引起恐慌的, opposite在….对面, tasteless没有味道的, opposition对抗, 敌对, 对手, oppose反对, 抵制, urge催促, 极力主张, 驱策, urgent紧急的, 迫切的, ahead of在….前面, 先于, cut loose不受约束, 摆脱, be scared to death吓死了, in the meantime与此同时, 在此期间, throw oneself out of跃出, be concerned with与….有关的, 关注的, upside down上下翻过来, be / become awareof对….知道, 明白, 意识到….., help out帮助某人摆脱困境, sort out整理, 挑出, go snorkeling潜水, aim at瞄准, 目的在于.2) 帮助学生更多地了解海洋海底世界.3) 复习动词v-ing形式的被动式.2. 能力目标:培养学生阅读能力和赏析水平.在写作中学会表达责备, 抱怨和要求赔偿.3. 情感目标:培养学生热爱和保护海洋生物的爱心.4. 教学重难点:更多地了解海洋海底生物.树立正确的观念“海洋生物和人类是朋友”并热爱和保护它们.巩固动词V-ing形式的被动式的用法.在写作中学会表达责备, 抱怨和要求赔偿.责备和抱怨(Blame and complaint):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.5. Grammar: 复习被动语态(V-ing的被动语态)Period One Warming up and V ocabularyTeaching aims:1. Learn to pronounce the new words correctly and know their meanings in the context.2. Guide students to use the new words in complete sentences with the help of pictures3. Learn to use the correct form of the new words according to the context.Step 1 Warming up1) What is it in the second picture? And where are the watchers?2) Why do people buy aquariums or visit aquarium?________________________________________________________.3) So in general what is an aquarium?________________________________________________________.4) Where can you find these creatures?_____________________________________________________.5) What words would you like to use to describe them?________________________________________________________.Step 2 Get familiar with the new wordsGet students to describe some pictures by using their own words：on a snorkeling trip; at an aquarium; on a boat tour; in books; in films; on TVConsolidationOne afternoon I was sorting out my _________ when I heard a hugenoise coming from the bay. As we ran down to the _______, 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 ______ by about six other killers. Some ______ themselves on top of the whale’s blow-hole to stop it _______ while others tried to stop it _______ out to sea Then a whale hunter in the boat ______ the harpoon at the whale and hit it. Soon the whale died. The killer whales ______ the body of the whale down into the sea. The body would ______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and ________.On another occasion, James, a whaler, was _______ off the boat. I was terrified to see a shark ______. Fortunately, Old Tom held James up in the water while the other killers were still attacking the whale.(Suggested answers: accommodation; shore; attacked; threw; breathing; fleeing; aimed; dragged; float; tongue; washed approaching)Step 4 HomeworkGet more information about sea creatures on the Internet.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 therelationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inAfter 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 washedoff 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 bringin 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 andthen 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)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)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.Period Three Language StudyTeaching aims:1. To learn the useful expressions and sentences structures in the reading.2. To enable students to use language points both orally and in written forms.3. To further understand the friendship between man and whales.Step 1 Learning words and phrases1. It was / is a time when…….: 曾经, 那时候/ 现在…….; There was a time when……曾经;It was a time when motorcars were rare.It is a time when no one can understand my plan and ambition.现在没人理解我的计划和雄心.There was a time (一度) she could not bear the pain and wanted to kill herself. (there)2. on: 表示(活动, 行为, 状态等)在…..中, 如on duty, on holiday3. accommodation: 住所, 住宿; accommodate: 供给住宿, 提供, 容纳, 适应.The high cost of accommodation makes life difficult for students in London.由于住宿费用昂贵, 伦敦的学生感到生活困难.The university offers excellent accommodation for summer visitors.The bank will accommodate you with a loan.银行将贷给你一笔款子.I will accommodate my plan to yours.我修改一下计划以便和你的计划相适应.4. sort out: 整理, 挑出, 解决(问题, 困难等); sort through: 查看并加以分类整理; put away: 把…..存放好.I’ve sorted out the papers that can be thrown away.He sorted his own photos out from others and kept them in an album.He was sorting through a pile of paper on his desk.After school, put away your books.To learn English well, we should find opportunities to hear English ______ as much as we can.A. speakB. speakingC. spokenD. to speak5. ahead of: (时间或空间上)在……前面, 比….更领先; ahead of time 提前; ahead of one’s time超越某人那个时代; look ahead向前看为未来着想或打算; go ahead先走/可以, 进行; straight ahead径直向前;Time here is nine hours ahead of London.Directly ahead of us is the royal palace.She is always well ahead of the rest of the class.他总是在班上遥遥领先.6. like doing sth. 喜欢做…..(表示一种习惯性的动作)，类似的动词有: enjoy; consider / imagine / fancy; suggest / advise; excuse / pardon; miss / escape; appreciate; admit / deny; delay / postpone; avoid; risk; practice; mind; require; allow / permit等.The parents suggested sleeping in the hotel room but their kids were anxious to camp out during the trip.Please excuse my coming without being invited.It’s difficult to imagine his accepting the decision without any consideration.很难想象他毫不犹豫地就接受了这个决定.He got well-prepared for the job interview, for he couldn’t risk losing the good opportunity.We won’t permit using mobile phones inside the aircraft.我们不允许在飞机上使用手机.7. even though: 虽然, 尽管. 常用来引导状语从句的连词有: although; though; while; as; even if; even though; no matter what / who / when / where / how, whatever, wherever, whenever, however等.8. have on指穿的状态, 后常接表示衣服, 鞋, 手套, 袜子等的名词, 不用于进行时态. wear指穿的状态, 后接表示衣服,鞋子, 手套, 袜子等的名词, 也可以表示戴首饰, 手表, 徽章, 留头发, 胡须等. 可用于进行时态. dress指穿的动作, 用作及物动词时, 后面接表示“人”的词语作宾语, 或反身代词. 常用于be dressed in 结构中, in后常接表示颜色, 服装样式的词. put on指穿的动作, 后接表示衣服, 鞋, 手套, 袜子等的词.She has on a red dress.He is wearing a gold watch.Mary is dressing her child.She is dressed in red.He put on his coat and went out.It’s necessary to be prepared for a job interview. _______ will certainly do you good.A. Well dressedB. Well dressingC. Being well dressedD. Well dressing up8. pause: 指短暂的中断或停止, 含有再进行下去的意味. Break: 非正式用语, 指突然的或短时间的终止, 如工作或活动期间短暂休息. rest: 指统称的休息. interval: 指一出戏在幕与幕之间, 音乐会上下串场之间或演出中预先安排的休息, 也可泛指事件之间的一段时间. stop:为普通用词, 指迅速或突然终止某行为, 活动或状态. end: 多指自然的结果.9. aim at: 瞄准, 旨在, 打算, 试图; aim for: 目的是, 计划; aim to do sth: 打算做某事, 企图做某事; be aimed at (doing) sth: 旨在做某事, 目的在于做某事;They aim at increasing exports.He was aiming at the bird but he missed.The project aims to prevent the kind of accidents happening again.These regulations are aimed at reducing our dependence on fossil fuels.这些规定旨在减少我们对矿物燃料的依赖性.The measures _______ further pollution in the river will come into effect soon.A. aiming at preventingB. aiming to preventingC. to aim at preventingD. aimed to prevent10. drag: 拖, 拉, 困难或吃力地往前拉.The boss was dragging a heavy load. 马拖曳着重载.She dragged herself out of bed, still half asleep.她挣扎着起了床, 仍然睡眼惺忪.11. the depth(s) of the ocean海洋深处; the depth(s) of the jungle丛林深处; the depth(s) of the country内地, 穷乡僻壤; the depth(s) of winter 隆冬; the depth(s) of one’s heart心灵深处; the depth(s) of despair绝望的深渊;The pond is no more than a meter in depth.I’m trying to deepen the understanding of local customs and traditions.The lake is over 20 meters in depth so we were all moved deeply by the man who dived deep into the lake to save the little boy. (deep)12. at any moment任何时候, 随时;the moment that一….就……;at the last moment在紧要关头, 在最后关头;at that moment在那时;for the moment目前, 暂时;in a moment马上, 立刻;for a moment片刻, 一会儿;13. drag in把….拉进去;catch all in one drag一网打尽;drag on (out)拖延, 使拖延;drag oneself alone拖着脚步走;drag it离开, 离职, 停止讲话;drag sb. down使人感到委屈或沮丧;a drag on progress阻碍进步的因素;14. urge sb. to do sth.催促某人干….., 极力主张….., 紧急的, 冲动, 迫切的，They urged us to join their company.I had a sudden urge to hit him. 我突然很想凑他一顿.an urgent appeal for information 紧急呼吁提供信息in urgent need of = be in great need of 急需They urged that our government (should) take urgent actions (应当采取紧急措施) against terrorists.15. It + be + adj. + to do sth. / doing / that…..It + be + adj. + for / of sb. to do sth.It appears (看上去) / seems (好像) / happens (碰巧) + that 从句.It is no use doing sth. 做……没有用.It is reported / said that ……据报道…..It is believed that……人们相信……It is thought that ……人们认为……It has been proved that …….事实证明…..It is well-known that…..众所周知…..It took / takes sb. …..to do sth.做某事花费某人(时间或金钱) He’s never willing to alter any of his opinions. It’s no use arguing with him (和他争论没有用). (it, argue)16. abandon oneself to sth. / doing sth.沉溺于; abandon…..to sb.把….舍弃给…..; with abandon放纵地, 放任地, 纵情地;They abandoned all hope of finding an effective way to solve the problem.During the Second World War, millions of people throughout the world abandoned their homes.They had to abandon the match because of rain.Don’t waste the food left, and abandon it to the dog.After the victory, the soldiers sang and danced with abandon.胜利后, 士兵们纵情唱歌跳舞.The match was abandoned because of the bad weather.The fort had been hurriedly deserted.这个堡垒被仓促地放弃了.It’s foolish of him to give up without trying.他没有尝试就放弃真是太愚蠢了.We should keep off those who abandon themselves to (对….成瘾的) drugs. (abandon)17. help out:帮助…..(摆脱困难或危难);help sb. do sth. / with sth.帮某人做某事;with the help of在….帮助下;help oneself to请随便自己动手吃….;it can’t be helped实在没有办法, 无法避免;not / never …..if he / she / I can help it如果能….的话, 她/ 他/ 我就不会做某事;Can you help me out with the maths problem?Please help yourself to some fish.I can’t help but wait = I can’t do nothing but wait.I’ll never turn to you for help if I can help it. 如果能不求你帮忙的话, 我是绝不会来的.It can’t be helped. We’ll have to deal with the things alone. 实在没有办法, 我们只能自己处理这些事情了.With the help of the teacher and his classmates, Xiaoming managed to help himself out of (摆脱) his problem with computer games.18. witness目击者, 证人, 证据, 当场见到, 目击;give witness on behalf of sb.为某人作证;a witness to…..的证人; bear witness to为…..作证;He is the witness to the accident.These facts are a witness to his carelessness.这些事实证明了他的粗心.These grand buildings bear witness to the city’s magnificent past.这些雄伟的建筑是这个城市辉煌过去的见证.This old auditorium has witnessed many ceremonies.这个古老的礼堂内举行过许多次典礼.None could witness that he was present.没有人能证明他在场.She gave witness on behalf of the accused person.她替被告作证.19. flee逃离, 逃跑, 逃避.He fled to London after an argument with his family.他同家人争吵后离家去了伦敦.He fled from that country. = He fled that country. / He escaped from that country. / He ran away from that country. 他从那个国家逃跑了.In the 1980s, China ______ a series of great changes in both politics and economy.A. happened B suffered C. witness D. occurred20. might have done可能…..(但实际上没有);could have done本来可以做某事, 本来能够做;needn’t have done本不必做却做了;should have done本应该做却没有做到;ought to have done理应做而没有做;must have done过去肯定做了某事;can / could not have done过去可能没有做某事;may / might have done过去可能做了某事;If I had been more cautious, I might have done better.我要在仔细一点, 是可能做得更好一些的.You could have met him yesterday, but you didn’t g to the party.本来昨天你能见到他, 但你没有参加聚会.You failed again. You should have done it much better.I ought to have gone home last Sunday. 上星期日我理应回家的.I might have given you more help, but I was too busy that day.我本来可能会给你更多帮助, 但是我那天太忙了.The lights were out. They must have been asleep.I think that he couldn’t have gone abroad. I saw him just now.What a pity! Considering his ability and experience, he _______ better.A. need have doneB. must have doneC. can have doneD. might have done21. target目标, 靶子, 受批评的对象;the target of….的对象(目标);set a target制定目标;meet a target达到目标;sales target销售目标;on / off target准确/ 不准确;He is the target of many jokes. 许多玩笑都把他当笑柄.Now many countries have met targets for energy conservation.现在许多国家已经达到了能源保护目标.The billboards have been targeting passengers at bus stops.这些广告牌一直把公共汽车候车亭的乘客作为目标.22. be get caught in遇上…..而受阻.Catch sb. doing sth.发现/ 遇见某人正在做某事;23. hang: 吊, 悬, 挂, 绞死;hang back不情愿, 犹豫;hang down垂下, 散落下来;hang on to紧紧握住, 坚持下去;hang about = hang around徘徊, 闲散;hang by a thread / hair千钧一发;hang up拖延, 终止, 挂断电话;The boy hung his head in shame. 那个小孩羞愧地低下了头.His portrait was hung above the fireplace. 他的肖像挂在壁炉的上方.He was hanged for murder. 他因犯谋杀罪而被处以绞刑.I was / got caught in a storm (遇到了暴风雨) on my way to school this morning, so I was late. (catch)24. with + 宾语+ 宾语补足语:The teacher came in with a thick book in her hand.With a local villager leading the way, we found his house easily.With a lot of problems to solve, the newly-elected president felt like a cat on hot bricks.许多问题亟待解决, 新当选的总统急得相热锅上的蚂蚁.I like to sleep with the window open.25. reflect: 反射, 映射; reflect on / upon / over….仔细想, 考虑, 反省Can you see the trees reflected in the window?你能看倒映在窗户上的树影吗?He reflected that he had no right to do this.他深思后明白他无权做这件事.With her mother telling stories (妈妈讲着故事), the child could fall asleep soon.26. be / become aware of sth.意识到某事;be aware that / how…..知道, 意识到…..;make sb. aware that –clause提醒某人注意…..;make sb. aware of….让某人注意到……。
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)选修七-优秀教案-{Unit3-Under-the-sea-Period-6}
Period 6Listening，Speaking and WritingTeaching aims1．Learn to find out the causes and wanted results of each complaint.2．Learn to use the expressions people use to complain in the listening text.3．Be able to use polite expressions to complain in certain situations.Teaching proceduresStep 1Lead－inFirst，have a small talk about the whale watching tour：How do you feel if you see them in the flesh？Do you enjoy a whale watching tour?Next，tell students sometimes not everything turns out the way you wish，so read the ad on Page 25 carefully and find out what you can get if you fail to see these lovely whales.After reading it，discuss and find answers to these questions：1．What can you experience on this tour?2．Would you like to go？What aspect of the tour would you like best?3．When would you get a refund?Suggested answers：1．You can see whales，listen to whales singing，watch them underwater，see other marine animals such as dolphins，seals and penguins.2．Various answers are possible.3．If you don't see a whale，you would get half the fare back.Step 2Listening(Page 26)1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think were good(G)and the aspects they might complain about(B)．Listen to the tape and check your answers.Then listen again and number the aspects in the order you hear them.Aspects Good/Bad Order1．Saw whales filmed underwater2．Saw only one whale in the distance3．Heard whales4．Too wet to go outside5．Saw birds，dolphins and seals6．Boat got back too lateGood aspects：1 3 5Bad aspects：2 4 6Order：4 3 1 6 5 22．Listen again.When the tourist complained，what result did he/she want to get from the tour3.Listen to the expressions that each customer used to make his/her plete the sentences.Dialogue 1(1)I'm sorry but ______ with the tour.(2)Well，it was ______ outside...My two kids ______.Dialogue 2(1)Yes，the whales were awesome but ______.(2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________.Dialogue 3(1)Excuse me，the tour ____________ and we'd ____________ please.(2)____________ as we're visitors to this area and we're leaving tomorrow morning.(3)Well，actually，____________.Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointed Dialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refundDialogue 3：wasn't what my husband and I had expected；like a refund；I'm afraid that's no good for us；we'd like a full refund4．Listen to the first dialogue and fill in the missing words.TOUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales.ANGELA：Well.I'm afraid that's not ______ ______.I'd like to talk to the manager.TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me.The ______ is that you ______ ______ whales.Keys：can't control；did see；good enough；do you any good；agree；fact；did seeStep 3SpeakingWork with your partner，make up dialogues for the following e expressions like the ones in the box.Perform them for the whole class.Situations：1．You missed your flight because you think that it was not announced over the plain to an airline official.2．The fish you ordered tastes plain to the manager of the restaurant.3．The trousers the tailor made for you are too plain to the tailor.I'm sorry but...I'm afraid...That's not good enough.I'm feeling annoyed with/unhappy about/unsatisfied with...I'm not happy about/satisfied with...I'd like to talk to the manager.I'd like a(full)refund，please.That's no good for me.You should do something about it.Step 4WritingWrite a short dialogue you made up above down.。
人教版高中英语选修七_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。
高二人教课标选修7Unit3UndertheSea教案
高二人教课标选修7 Unit 3 Underthe Sea 教案New Senior English for China, Book 7 Unit 3 Under theSea Reading Period 1. Analysis of teaching materials This text tells stories about a killer whale. A whaler, whose name was Clancy, tells two moving stories about Old Tom, who helped to hunt whales and rescue people. Status of the material This is the first period of Unit 3, a new lesson. It’s helpful to enhance the students’ love towards animals and their awareness of protecting animals. Teaching goals: knowledge goals, ability goals and affective goals. The knowledge goals: get information about the killer whale, Old Tom. The ability goals: 1).help the students guess words they dont know from the context 2).enable the students search for specific information and get the general idea of the text 3). Im prove the students’ reading abilities and develop students’ ability of expressing their own opinions in English Affective goals: realize the importance of protecting animals, and properly deal with therelationship between human beings and animals. Teaching important and difficult points: understand the meaning of a word from the text, grasp and remember the detailed information of the readingmaterial. Students may have difficulty in understanding the meaning of some words and long sentences from the context. 2.Analysis of the students Students are at the age of 15 or 16, they are full of curiosity and they are eager to show their abilities. They expect to be accepted by their peers and win other’s praise and love, and they want to succeed in their study. 3. Analysis of teaching methodology: “student-centered” in “new curriculum standard”： 1). Task-based language teaching method: help the students to take part in different tasks 2). Communicative approach: interact with other people and to express their opinions in English 3). Cooperative approach: learn how to cooperate with their partners in a group and improve their ability. 4. Analysis of learning strategies & teaching aids: autonomous learning & cooperative learning strategies, multi-media, textbook, speech cassettes, pictures and videos 5. Analysis of teaching procedures: reading-cycle and homework 1). pre-reading: lead-in, 2). while-reading: fast reading, detailed reading, careful reading 3). after-reading: discussion4.).homework5.1. Lead-in 1) discussion with your partners: 1: Do you think whales are fish? Why or why not? If not, then what category do whales belong to? Why? 2: Do you know what animals can help humans inhunting? What can whales do to help human beings? 2) present some pictures and a video about whales Aims: to activate the students’ background knowledge, to arouse their interest, to prepare for the reading task. killer whales 虎鲸 baleen whales须鲸 white whales 白鲸5.2.1 While-reading: fast reading: Ask the students to read quickly to fill in the following form and complete the sentences with proper names: writer An old man called Clancy Occupation A whaler Time At the beginning of the 20th century Place Australia All the persons’ names in the text Clancy, Red, George, Old Tom, James, Jack 1. __ Clancy____was 16 years of age when he went to work at the whaling station.2.____ George __ordered Clancy to go to the boat as there was a whale out there in the bay.3. _ Old Tom __was swimming by the boat showing the whalers the way.4.__ Jack ___told Clancy that they would return the next day to bring in the body of the whale.5.__ James __was carried by the waves further and further away from the whalers.6. __ Red ____knew that Old Tom would protect James. 5.2.2 While-reading: Detailed reading The students are required to read the text in detail, and then put the following activities in right order: ( 6 ) George started beating the water with his oar. ( 5 ) Clancy jumped into the boat with the whalers. ( 1 ) Clancy arrived at the whaling station. ( 7 ) The killers started racing between our boat and the whale. ( 3 ) Clancy heard a huge noise coming from the bay. ( 2 ) Clancy was sorting out his accommodation. ( 4 ) Clancy ran down to the shore. ( 8 ) The man in the bow of the boat aimed the harpoon at the whale. 5.2.3 While-reading: Careful reading Then they are required to read the text once more carefully to finish Exercises 1 in P21. 1. What evidence was there that Old Tom was helping the whalers out? Old Tom let the whalers know that there was a baleen whale nearby; he showed them the way to the whale work as a team. 2. What other animals did the author compare the killer whales with? Dogs. 3. “The killers started racing between our boat and the whale just like a pack of excit ed dogs.” why do you think the killer whales behave like this? Because they knew that, together with the whalers, they would soon kill the baleen whale and get a good feed. 4. Why did George think that the killer whales worked as a team? Because he could see that some of the killers were throwing themselves on top of the whale’s blow hole while others were preventing it from swimming out to sea. After the careful reading, they are asked to find the main idea and retell the story. First I will ask whether there are some volunteers, if not, I will ask certain students to talk about his main idea. Main idea: the killer whales can help whalers catch huge whales and even rescue whalers out in dangerous situations. Theexercises in the while-reading part are designed according to the task-based teaching approach. 5.3. Post-reading: pair-work and discussion Topic: since 1986, most of the countries in the world have banned whale fishing for commercial benefit, but Japan has been fishing whales for sale in the name of scientific research, what is your opinion about this phenomenon? How to protect the endangered whales? 5.4. Homework/ Assignment: 1. Write a short passage about the relationship between human beings and animals for at least 150 words, 2. Read the passage in Workbook P67 and finish the exercises in P68, 3. Review the words and expressions in Reading. 6. Blackboard design: the blackboard design is made so that the students can see it clearly and make it easy to understand the teaching procedures. Unit 3 Under the Sea Reading Period By Lin Hong 1. Lead-in 2. While-reading: Fast reading, Careful reading Detailed reading: structure and main idea 3. Assignment Important words: witness, accommodation, yell, abandon, flee, in the mean time, ahead of, etc 更多精彩；英语教师网英语教师网论坛。
Unit 3 Under the sea说课稿手稿
Unit 3 Under the sea语法知识说课稿说课人：五里高中马超尊敬的各位评委、老师和学长，大家好：我名叫马超，来自沙洋县五里高中，今天我说课的章节是人教版高中英语选修7 Unit 3 Under the sea 的语言学习（Learning about language）部分。
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。
教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。
语言学习（Learning about Language）分为词汇和语法两项。
首先是词汇训练，通过表格、替换、填空等形式，巩固和运用课文中出现的生词和短语。
然后是语法训练，通过找出课文和练习3短文中v-ing形式的被动式、用v-ing形式的被动式造句，以及用所给词的适当形式填空等，复习动词v-ing形式的被动式的用法。
我把语言学习分为词汇和语法两节课，本稿就第二节课语法的讲解进行一次简单的构思。
一、说教材1.本节教学内容是人民教育出版社的选修7的语法项目―v-ing形式的被动语形式（包括一般式和完成式）。
安排为本单元的第四课时。
2.课前学生已经学习了含有该语法项目的文章Old TOM THE KILLER WHALE，文章主题是虎鲸在每年须鲸迁徙时帮助捕鲸人捕捉须鲸，因此学生对v-ing形式有了一定的了解。
3. v-ing形式这一非谓语动词一直都是英语教学中的重点和难点。
掌握它的用法对学生有非常重要的意义。
教材要求复习v-ing形式的用法。
本章节对v-ing形式有了更高的要求，学生要学会使用v-ing 形式的被动式（包括一般式和完成式），教学要求完成了教材中基础的练习题，我还增加单选和填空题型操练和巩固v-ing形式的用法。
4.鉴于选修7第23页和第64页都围绕语法知识点v-ing被动式，故将这两部分结合一起练习和讲解。
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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、奇妙景观和有关大海的神话展开的。
Warming Up部分通过讨论海底生物和了解海底世界的途径导入本单元话题。
Pre-reading部分通过讨论图片导入课文并介绍故事背景。
Reading部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采用了大量的动作描写，并使用了大量的-ing形式。
Comprehending部分由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language部分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部分包括阅读和写作两部分。
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。
写作部分要求学生仿照课文描写景物。
本部分中，形容词的顺序和复合形容词的构成也是学生应了解的内容。
Summing Up部分要求学生对本单元的内容、词语和结构进行总结，有助于学生Learning Tip 部分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) 掌握运用-ing 形式的被动式；(3) 学会在对话和写作中表达责备、抱怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地了解海洋生物，培养学生尊重海洋、爱护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．教学计划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. 我需要时间来考虑一下你的请求。