高中选修7 Unit 3 Under the sea 第一课时教案
高中英语《Unit3 Under the sea Period1》教案 新人教版选修7
第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
总第（2）课时课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
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-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。
选修7 Unit 3 Under the sea 教案
Unit 3 Under the seaTeaching aims:1.TopicNature: animals and plants under the sea; legends of the seaeful words and expressions:Anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, cell, aware, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scare, shallow, entry, Antarctic, awesome, pension, pensionerExpressions: ahead of, in the meantime, help out, be/become aware of, be scared to death3.Functional items:Blame and ComplaintWhy didn’t you do…?What do you mean by doing so?I’d like to talk to the manager.Perhaps/ Maybe they should/ ought to do…They shouldn’t have done it.They are to blame. W hy don’t you do somethin g about it?I’m sorry to bring this up, but….?I’m sorry to have to say this, but…GrammarRevise the Passive Voice (Including the –ing form)复习动词-ing的被动式I had already heard that George didn’t like being kept waiting…As we drew closer, I could see a whale being attacked by a pack of about six other killer.Being badly wounded, the whale soon died.I could see he was terrified of being abandoned by us.When we approached him, I saw James being held up in the water by Old Tom. Teaching proceduresPeriod 1 ReadingStep 1. Warming upTalk about plants and animals that live under the sea, and then introduce the anecdotes.Step 2. ReadingTask 1: Ask the students to get the main idea and then discuss and answer the questions listed on p21:The passage is mainly about how the killer whales helped the whalers catch the huge whales and protected the whalers.Task 2: Ss read the passage and finish Ex 2 and 3 on page 21.Task 3: Read the passage once again and then finish the following exercises:1.________ killed the whale at last?A.Old TomB. The killer whalesC. The authorD. The whalers2.After the whale died, the whalers turned the boat around and went homebecause ________.A.they know it would float up tomorrowB.they abandoned itC.the killer whales would drag it back soonD.a dead whale is useless3.The killer whale protected James by ________.A.fighting the sharkB.killing the sharkC.preventing the shark going closerD.dragging him back4.We can learn from the passage that __________.A. the whalers needn’t train the killer whalesB. the whalers may train the killer whalesC. the killer whales lived on other whalesD. the author worked in the whale station for a long time(参考答案: DACB)Period nguage learningStep 1. RevisionSs retell the text.Step 2. Language points1. witness n. 目击者, 证人, 证据; vt. 当场见到, 目击a witness to… …的目击者give witness 证明，作证2．Abandon vt.放弃，遗弃，抛弃abandon to 使．．．．任凭摆布abandon oneself to 沉湎于abandon n. 放任，放纵，无拘无束with abandon 放肆地abandoned adj. 被抛弃的，废弃的abandonment n.离弃；放弃；抛弃Step 3 Learning about languageSs do Ex 1-3 on P21-22.Step 4. PracticeAsk the Ss to do Ex. 1 –3 on page 63.Period 3. Listening and speakingStep 1. Revision1.Go over the language points with the Ss together.2.Check Ss’ homework.Step 2. ListeningTask 1: Ss listen to the tape and finish ex 1-5 in p 25--26 Step 3. talkingTask 2:Practice exercises on p26.The following expressions may be of help to the students:I suppose….Supposing…You may easily suppose that …I suppose so.As is generally supposed…I believe…I’m convinced that…I have no doubt about it.I have great belief in…I don’t believe that…I wonder…Step 4. Listening (on page 59)Task 3:Ss listen to the tape twice and finish Wb Ex 1-2 on page 65.Step 5. SpeakingTask 4: Ss in pairs practice talking on p 66.Period 4. Grammar: 复习动词-ing的被动式Step 1. Warm upFind out sentences which contain the Infinitive in the reading passage, and tell the function of each infinitive:Step 2. Explanations (重点讲解)Revise the Passive Voice (Including the –ing form)复习动词-ing的被动式I had already heard that George didn’t like being kept waiting…As we drew closer, I could see a whale being attacked by a pack of about six otherkiller.Being badly wounded, the whale soon died.I could see he was terrified of being abandoned by us.When we approached him, I saw James being held up in the water by Old Tom.Step 3 Finish Ex 1-2 on p22 orally in class, and make sure everyone knows the passive voice.Step 4. Exercise 1-2 on p64-65.Period 5. Reading (A New Dimension Life)Step 1. Pre-readingSs talk about under-sea animals and plants they know.Step 2. Reading :Task 1: Ss read the diary and try to get the main idea:Task 2: Ss read the passage again and finish Ex 1-4 on p24Step 3. Language focusExplain some language points if necessary:Aware adj. 意识到的，知道的be/become aware of 知道．．．，明白／意识到．．．make sb aware of sth让某人明白某事so/as far as I am aware据我所知awareness n. 意识，兴趣，知识awareness of 对．．．的感悟能力Period 6. WritingStep 1. Pre-writingRead the passage on p67Task 1: Ss gather information that they need and plan what they want to write according to the Writing Task on p68.Step 2. While-writingTask 2: Ss select and organize what they want to write and begin their writing.1.Ss choose the information that they can use;2.Ss begin to write;3.Ss check their mistakes in the writings;4.Ss in pairs check the mistakes;5.Ss rewrite their passage again.Step 3. After-writingSs show their writings in class.。
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.。
【公开课教案】选修七Unit 3 Under the sea阅读课教学设计
选修七Unit 3Under the sea阅读课教学设计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 complete 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...)Step2 pre-reading1. Let the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.What can you see and what do you think is happening in it?(Suggested answers: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.)2.skimming the passage and fill in the blanks:Step3 Fast readingTask 1Read 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 thewhale( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whaleKeys: 65173248Task 2Read 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 4 careful readingTask1. Read the whole passage and choose the best answer.1. The text is mainly about ____.A. the killer whales are easily trainedB. the killer whales can help the whalers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down inorder to______ .A. give the whalers the information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. _____ killed the whale at last.A. Old TomB. the killer whalesC. the authorD. the whalers4. After the whale died, the whalers turned the boat around and wenthome because _____.A. they knew it would not float up to the surface until tomorrowB. they abandoned itC. they had to do it because it was too lateD. a dead whale is useless5. 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 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 themStep 5. ConsolidationFill in the blanks according to the passageOLD TOM THE KILLER WHALEI was 16 when I began work in June 1902 at the whaling station. I had heard of the killers that every year helped the whalers catch the huge whales. Ithought, ___1___ , that this was just a story but then w ___2___ it with my own eyes ___3___.On the afternoon, as I arrived at the station, as I was ___4___my ___5___, I saw an e___6___ animal throwing itself out of the water. It’s a w___7___, which was black and white and fish- shaped. I___8___ we began a whale hunt. At the beginning we just followed and tried to find a c___9___. When the whale came between our boat, the man in the bow of the boat a___10___ at the whale and hit it. Being badly w___11___,the whale soon died. Within a moment or two, its body was d___12___ by the killers down into the d___13___ of the sea.Believe it or not, Although Old Tom and the other killers were fierce hunters, they never harmed or a___14___ people. ___15___, they protect them.There was one day when we were out in the bay during a hunt and James was washed off boat. The sea was rough that day and it was difficult to h___16___ the boat. The waves were carrying James f___17___ away from us. From James’s face, I could see he was terrified of being a___18___ by us. Then suddenly I saw a shark. It took over half an hour to get the boat back to James, and when we a___19___ him, I saw James being ___20___in water by Old Tom. I couldn’t believe my eyes.Step 6 DiscussionThe last whaling station in Australia closed in 1978.whales are now an endangered species and in need of conservation .they are now protected by an international ban on whaling .however ,some countries oppose the ban .In groups ,discuss the reasons for and against banning whaling .Step7 HomeworkReview the text and underline some difficult points.。
2021年高中英语 Unit 3 Under the sea课文教学教案 新人教版选修7(1)
Unit 3 Under the seaReadingTeaching 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-readingStep 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 statio n.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 whal e.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 pac k of excited dogs.” why do you think the killer whales behave like this?Because they knew that, together with the whalers, they would soon kill the baleen whale and 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 t op of the whale’s blow hole while others were preventing it from swimming out to sea.5. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?Because they knew the Killer Whales would leave the rest of the body to the m.6. Why did the whalers return home without the whale’s body?Because the body would not float to the surface until about 24 hours later.7. How do you think Red felt about the killer whales?Red felt good about the Killer Whales. He appreciated the working relationshi p 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 huma n friends.Step 7 DiscussionDiscuss the relationship between Old Tom and the whalers.What other animals do you know help out humans in hunting?Step 8 HomeworkReview the text and underline some difficult points.。
高中英语人教版选修7教案-Unit_3_Under_the_sea_教学设计_教案
教学准备1. 教学目标教学目标1. Ability goals 能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals 学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.2. 教学重点/难点教学重点和难点Teaching important points 教学重点Help the Ss know more about animals under the sea as well as the animals’loyalty and help to human bein gs.Teaching difficult points 教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.3. 教学用具4. 标签教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coralStep2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling backto …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and______ ____into the bay.Stage2&3: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killersstarted ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s_______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it_______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.。
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。
高中英语 Unit3 Under the sea教案1 新人教版选修7-新人教版高二选修7英语教案
教学反思
2. reflect
(1) vt. throw (light) back:
e.g. A mirror reflects a picture of you when you look in it.
(2) vt. express (+ clause)
e.g. Does what you said reflect how you really think?
板
书
设
计
a. 重点词汇和短语
reflecting, pure magic, beauty, cell, became aware of, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow
Ss: The writer reflected his or her experience of snorkeling on the reef. He / She described the animals and the scenery under the sea.
三.质疑探究
Let’s read the text carefully to enjoy the beautiful view under the sea and have a look at these lovely animals. While you are reading, try to answer the questions on the screen and find out the main idea of each paragraph. Five or six minutes later, I’ll check your work by asking someone to answer these questions and tell the class the main idea of each paragraph.
高中英语《Unit3 Under the sea Period1》教案 新人教版选修7
高中英语优秀教案：设计方案(二)•Unit3 Under the sea教材分析Warming Up provides two activities to spark students' interest in the topic.Of course，before the class，the students must have gathered some information to make preparations for this class.Many kinds of their favorite sea animals are presented in their vivid pictures.Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit.Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself.The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote.Then let them scan for further understanding.In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases.Having done this，students must have had a very clear understanding of the whole hunting and saving process.To make their understanding easier，the teacher should deal with any language problems while they are reading.And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups.They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group.Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great in terest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具 A computer and a projector.教学过程Step 1Warming up1．Ask some students to show some pictures of their favorite sea animals and introduce them to the class.The introduction should cover these aspects：·The English and Chinese name of your favorite sea animal.·Where did you find it?·Some features of it，its distribution，or living condition.Anything about it is welcome.·Why do you like it?Sample introduction：①My favorite sea animal is dolphins(海豚)．I found them at an aquarium this summer holiday.Dolphins are very meek(温顺的)．Neither as timid animals in virgin forests who run away im mediately they discover a stranger，nor as beasts in remote mountains who bare fangs and brandish claws the moment they encounter a person，dolphins are always friendly with people.Dolphins and human beings have been on friendly terms all along.I like dolphins，because dolphins are truly intellectual.They can even imitate some people's voice after a period of training.Yet，dolphins have intelligence different from common animals.The volume and mass of their brain are among the most considerable in the animal world.Up to the present moment，scientists have two different views on animals' intelligence：one is that of all animals，chimps are the most intellectual and capable；another is that chimps are no more capable of studying than dolphins，and it is probable that dolphins are more intellectual than chimps.Therefore，some people consider dolphins as “wizards in the sea”．When mentioning dolphins，people will probably speak highly of their supernormal intelligence and ability.In that aquarium，it is common that dolphins are giving a wonderful performance by following the trainer's instructions.They seem to be capable of understanding what mankind expresses and taking actions according to theinstructions.At present，the majority of people marvel at dolphins' supernormal intelligence as a kind of sea animal.But to what extent can dolphins' intelligence and ability achieve？It remains to be probed and researched.②My favorite sea animal is tropical fish(热带鱼)．I found them on a snorkelling trip.I was attracted by its colorful appearance.In the half an hour's trip from the shore，I found coral reefs，tropical fish and other marine life.Excitedly，I bought some fishes home.It was my first time to raise tropical fish.One month ago m y friend told me that tropical fish are easier to raise than the golden fish.Her words let me think of another friend of mine.He is raising tropical fish.I am feeding four categories of tropical fish.Two black marry，eight peacocks，another two fishes，although I don't know their names，are the most beautiful.The peacock is the smallest and isn't colorful as I have seen in other places before.My friend told me they will be beautiful when they grow up.So I put the eight peacock fish into a small fish jar.I observes them every day and is expecting them to be bigger and more colorful.Two of the four big tropical fishes have died including the beautiful one.Perhaps the beautiful fish's life is fragile.If it is true，then I don't expect the small peacocks to turn beautiful.I shouldn't be so greedy to want both.That they just have strong life is enough for me.2．The teacher show the picture of a killer whale and do a small quiz about it.(1)What's the Chinese and English name of this whale?虎鲸Killer whales(2)Can you match these whales with their Chinese and English names？(Show students some pictures of different whales.)baleen whale 须鲸 sperm whale抹香鲸blue whale 蓝鲸 white whale白鲸(3)Which of these kinds of whales can grow to be the largest?Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)(4)Humans have been hunting whales for more than __A__ years.A．2000 B．1000 C．500(5)Will the killer whales attack people and eat them？No.(6)Does a female killer whale give birth to a baby whale or lay eggs？Give birth to a baby whale.(7)What does a newly－born baby killer whale feed on？__C__A．Small sea animals. B．Sea plants. C．Its mother's milk.(8)Do the killers belong to the family of dolphins or whales？Dolphins.(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.A．40－50 B．50－60 C．60－70 D．80－90(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.A．2－50 B．20－50 C．30－60(11)How many sounds can a killer whale make？62 sounds.(12)Are killers endangered species and in need of conservation？No.(13)The killer whales are sometimes calle d the “__A__ of the sea” because they are both very fierce.A．wolf B．dog C．tigerStep 2Pre－reading1．Read the words in Pre－reading on Page 19 quickly and fill in the form.Writer An old man called ClancyOccupation ·A whalerStyle ·AnecdotesTime ·At the beginning of the 20th centuryPlace ·AustraliaWhat happened ·The killer whales helped the whalers catch a bal eenwhale.Step 3Skimming1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.Main ideas：Anecdote one：The killer whales helped the whalers to catch a baleen whale.Anecdote two：Old Tom saved a whaler James.2．Fill in the blanks with the n ames of the roles in the text.(1)______was 16 years of age when he went to work at the whaling station.(2)______orderd Clancy to go to the boat as there was a whale out there in the bay.(3)______was swimming by the boat showing the whalers the way.(4)______told Clancy that they would return the next day to bring in the body of the whale.(5)______was carried by the waves further and further away from the whalers.(6)______knew that Old Tom would protect James.Suggested answers：(1)Clancy(2)George(3)Old Tom(4)Jack(5)James (6)RedStep 4Scanning1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.Anecdote one：There was perfect cooperation between the whalers and the killer whales.Before the huntThe killers' action：Threw_itself out_of the water and then crashed_down again.Swam_by the boat，showing the whalers the way.Circled back to the boat, leading the whalers to the hunt.The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.They jumped_into_the boat with the other whalers and headed_out into the bay.During and after the huntThe killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；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 depths of the sea.The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.Started turning the boat around to go home.Anecdote two：The dangers facing James：(1)He was washed_off_the boat and was carried_away_by rough waves.(2)There was a shark out there.The help offered by Old Tom：(1)Old Tom wouldn't_let_the shark near.(2)Old Tom firmly held James up in the water.2．Reading aloud and underlining expressions.Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.Suggested answers：Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water3．Reading，identifying and settling.Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficult sentences and discuss them among their group members.They may also turn to the teacher for help.·...George didn't like being kept waiting...·...I could see a whale being attacked by a pack of about six other killers.·Being badly wounded，the whale soon died.·...I could see he was terrified of being abandoned by us.Step 5DiscussionAfter the students read the passage，ask them to discuss the following questions in groups and then report to the class.1．Why has the killer whale got the name Old Tom?2．Do you like killer whales？Why or why not?Suggested answers：1．Old Tom is a person's name.In my opinion，the reasons why the killer in the text is called so may be two.For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name.For another，the whalers called it Old Tom，just as they were calling a man.That is to say，the whalers treated it as their dear friend.In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea.In return，the killer can get part of the baleen whale as its food.So to some extent，the whalers and killers are depending on each other.They cooperated well and lived in harmony with one another.2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near.They are so clever and friendly to human beings.What's more，they worked as a team，which should be learned by us when we are working.I don't like them.Though they are clever and friendly to us，they are too fierce.To my great surprise，they should eat the flesh of another whale.I could hardly believe it.I have never heard of one animal killing his families and even eating their meat.How pitiful it is!Step 6Further－thinking1．What else do you think is amazing in the story？Sho w your evidence.2．What is an anecdote?Suggested answers：1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing.But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue.Or they just want to share it with the whalers in return for their cooperation.2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.Step 7ConsolidationAsk students to retell the pass age with the help of their worksheet.1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James.Your anecdote should at least consist of two paragraphs：Paragraph one：about the writer，time，place and what happenedParagraph two：detailed information about the anecdoteStep 8DebateThe last whaling station in Australia closed in 1978.Whales are now an endangered species and protected by an international ban，but some countries oppose the ban.Ingroups discuss the reasons for and against banning whaling.Step 9Homework1．Write down the useful new words and expressions，then learn them by heart.2．Write down an anecdote in the name of Old Tom，the baleen whale or James.。
高中英语 Unit 3 under the sea教案 新人教版选修7 教案
Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’s the main idea of the second anecdote?A. Fierce killers, like Old Tom, could protect people.B. James was washed off the boat.C. It was hard to handle the boat in rough sea.D. Old Tom rescued James from other killers.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheet Anecdote oneAnecdote twoThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. The killer whales want to help man catch the whales themselvesC. The killer whales need no training for helping the whalersD. The killer whales want to eat the whales after killing themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my own eyes.On the afternoon I arrived at the station, as I ___________ (sort 短语) my accommodation, I heard aloud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词)animal.“It is called Old Tom, the killer.” George said as he ran ahead____ me. __ the distance we couldsee that something was happening. As we ___________ (draw 短语), I could see a whale____________ by a_____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was draggedby the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century,the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongueWashed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack,depths。
人教版高中英语选修7《Unit3Underthesea》教案
人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
人教版高中英语选修7教案Unit3UndertheSea
人教版高中英语选修7教案Unit 3Under the SeaUnit3UndertheSea一、语言要点I单元要点预览（旨在让同窗整体了解本单元要点）辞汇部份词语辨析1shre/seaside/beah/ast/ban2flee/esape3deep/deepl词形转变1depthn深,深度,deepladv深深地deepad≈adv深的;深切地,2nservev保留,保藏nservatinv保留,维持3vividad生动的,鲜明的,活泼的vividladv生动地,鲜明地4aesead引发敬畏的,恐怖的aen 敬畏aevt敬畏tastad好吃的,可口的tastev品尝;n味道,味觉tastelessad没味道的,无鉴赏力的重点单词1annualad每一年的；按年度计算的/n年刊；年鉴2itnessn目击者；证人；证据vt当场见到；目击3adatinn居处4abandnvt舍弃；遗弃；抛弃refletvt映射；反射vi≈vt试探6aaread意识到的；明白的7sarevt要挟vi受惊吓重点词组srtut整理；挑出helput帮忙……（摆脱困难或危难）；协助；使……离开窘境thrneselfutf跃出upsidedn上下翻转过来重点句型1Itasatiehentheillerhales,r“illers”astheerethenalled,helpedthehalersaththebaleenhalest haterentheirannualigratin2IhadalreadheardthatGerge didn’tliebeingeptaiting,seventhughIdidn’thavetherightlthesn,raedafterhi3I’sittinginthearnightairithalddrininhandandrefletingnth eda-adafpureagi!重点语法被动语态（II）II词语辨析1)shre/seaside/beah/ast/bann海边，海岸【说明】shre指海岸，湖岸，也指近海的一带。
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。
[精品]新人教版选修七高中英语unit3 under the sea period1优质课教案
![[精品]新人教版选修七高中英语unit3 under the sea period1优质课教案](https://img.taocdn.com/s3/m/0385adaaa0116c175f0e4883.png)
高中英语优秀教案：设计方案(二)•Unit3 Under the sea教材分析Warming Up provides two activities to spark students' interest in the topic.Of course，before the class，the students must have gathered some information to make preparations for this class.Many kinds of their favorite sea animals are presented in their vivid pictures.Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit.Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself.The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote.Then let them scan for further understanding.In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases.Having done this，students must have had a very clear understanding of the whole hunting and saving process.To make their understanding easier，the teacher should deal with any language problems while they are reading.And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups.They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group.Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具 A computer and a projector.教学过程Step 1Warming up1．Ask some students to show some pictures of their favorite sea animals and introduce them to the class.The introduction should cover these aspects：·The English and Chinese name of your favorite sea animal.·Where did you find it?·Some features of it，its distribution，or living condition.Anything about it is welcome.·Why do you like it?Sample introduction：①My favorite sea animal is dolphins(海豚)．I found them at an aquarium this summer holiday.Dolphins are very meek(温顺的)．Neither as timid animals in virgin forests who run away immediately they discover a stranger，nor as beasts in remote mountains who bare fangs and brandish claws the moment they encounter a person，dolphins are always friendly with people.Dolphins and human beings have been on friendly terms all along.I like dolphins，because dolphins are truly intellectual.They can even imitate some people's voice after a period of training.Yet，dolphins have intelligence different from common animals.The volume and mass of their brain are among the most considerable in the animal world.Up to the present moment，scientists have two different views on animals' intelligence：one is that of all animals，chimps are the most intellectual and capable；another is that chimps are no more capable of studying than dolphins，and it is probable that dolphins are more intellectual than chimps.Therefore，some people consid er dolphins as “wizards in thesea”．When mentioning dolphins，people will probably speak highly of their supernormal intelligence and ability.In that aquarium，it is common that dolphins are giving a wonderful performance by following the trainer's instructions.They seem to be capable of understanding what mankind expresses and taking actions according to the instructions.At present，the majority of people marvel at dolphins' supernormal intelligence as a kind of sea animal.But to what extent can dolphins' intelligence and ability achieve？It remains to be probed and researched.②My favorite sea animal is tropical fish(热带鱼)．I found them ona snorkelling trip.I was attracted by its colorful appearance.In the half an hour's trip from the shore，I found coral reefs，tropical fish and other marine life.Excitedly，I bought some fishes home.It was my first time to raise tropical fish.One month ago my friend told me that tropical fish are easier to raise than the golden fish.Her words let me think of another friend of mine.He is raising tropical fish.I am feeding four categories of tropical fish.Two black marry，eight peacocks，another two fishes，although I don't know their names，are the most beautiful.The peacock is the smallest and isn't colorful as I have seen in other places before.My friend told me they will be beautiful when they grow up.So I put the eight peacock fish into a small fish jar.I observes them every day and is expecting them to be bigger and more colorful.Two of the four big tropical fishes have died including the beautiful one.Perhaps thebeautiful fish's life is fragile.If it is true，then I don't expect the small peacocks to turn beautiful.I shouldn't be so greedy to want both.That they just have strong life is enough for me.2．The teacher show the picture of a killer whale and do a small quiz about it.(1)What's the Chinese and English name of this whale?虎鲸Killer whales(2)Can you match these whales with their Chinese and English names？(Show students some pictures of different whales.)baleen whale 须鲸 sperm whale抹香鲸blue whale 蓝鲸 white whale白鲸(3)Which of these kinds of whales can grow to be the largest?Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)(4)Humans have been hunting whales for more than __A__ years.A．2000 B．1000 C．500(5)Will the killer whales attack people and eat them？No.(6)Does a female killer whale give birth to a baby whale or lay eggs？Give birth to a baby whale.(7)What does a newly－born baby killer whale feed on？__C__A．Small sea animals. B．Sea plants. C．Its mother's milk.(8)Do the killers belong to the family of dolphins or whales？Dolphins.(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.A．40－50 B．50－60 C．60－70 D．80－90(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.A．2－50 B．20－50 C．30－60(11)How many sounds can a killer whale make？62 sounds.(12)Are killers endangered species and in need of conservation？No.(13)The killer whales are sometimes calle d the “__A__ of the sea” because they are both very fierce.A．wolf B．dog C．tigerStep 2Pre－reading1．Read the words in Pre－reading on Page 19 quickly and fill in the form.Writer An old man called ClancyOccupation ·A whalerStyle ·AnecdotesTime ·At the beginning of the 20th centuryPlace ·AustraliaWhat happened ·The killer whales helped the whalers catch a baleen whale.Step 3Skimming1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.Main ideas：Anecdote one：The killer whales helped the whalers to catch a baleen whale.Anecdote two：Old Tom saved a whaler James.2．Fill in the blanks with the names of the roles in the text.(1)______was 16 years of age when he went to work at the whaling station.(2)______orderd Clancy to go to the boat as there was a whale out there in the bay.(3)______was swimming by the boat showing the whalers the way.(4)______told Clancy that they would return the next day to bring in the body of the whale.(5)______was carried by the waves further and further away from the whalers.(6)______knew that Old Tom would protect James.Suggested answers：(1)Clancy(2)George(3)Old Tom(4)Jack (5)James (6)RedStep 4Scanning1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.Anecdote one：There was perfect cooperation between the whalers and the killer whales.Before the huntThe killers' action：Threw_itself out_of the water and then crashed_down again.Swam_by the boat，showing the whalers the way.Circled back to the boat, leading the whalers to the hunt.The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.They jumped_into_the boat with the other whalers and headed_out into the bay.During and after the huntThe killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；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 depths of the sea.The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.Started turning the boat around to go home.Anecdote two：The dangers facing James：(1)He was washed_off_the boat and was carried_away_by rough waves.(2)There was a shark out there.The help offered by Old Tom：(1)Old Tom wouldn't_let_the shark near.(2)Old Tom firmly held James up in the water.2．Reading aloud and underlining expressions.Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.Suggested answers：Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water 3．Reading，identifying and settling.Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficultsentences and discuss them among their group members.They may also turn to the teacher for help.·...George didn't like being kept waiting...·...I could see a whale being attacked by a pack of about six other killers.·Being badly wounded，the whale soon died.·...I could see he was terrified of being abandoned by us.Step 5DiscussionAfter the students read the passage，ask them to discuss the following questions in groups and then report to the class.1．Why has the killer whale got the name Old Tom?2．Do you like killer whales？Why or why not?Suggested answers：1．Old Tom is a person's name.In my opinion，the reasons why the killer in the text is called so may be two.For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name.For another，the whalers called it Old Tom，just as they were calling a man.That is to say，the whalers treated it as their dear friend.In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea.In return，the killer can get part of the baleen whale as its food.So to some extent，the whalers and killers are depending on each other.They cooperated well and lived in harmony with one another.2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near.They are so clever and friendly to human beings.What's more，they worked as a team，which should be learned by us when we are working.I don't like them.Though they are clever and friendly to us，they are too fierce.To my great surprise，they should eat the flesh of another whale.I could hardly believe it.I have never heard of one animal killing his families and even eating their meat.How pitiful it is!Step 6Further－thinking1．What else do you think is amazing in the story？Show your evidence.2．What is an anecdote?Suggested answers：1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing.But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue.Or they just want to share it with the whalers in return for their cooperation.2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.Step 7ConsolidationAsk students to retell the passage with the help of their worksheet.1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James.Your anecdote should at least consist of two paragraphs：Paragraph one：about the writer，time，place and what happened Paragraph two：detailed information about the anecdote Step 8DebateThe last whaling station in Australia closed in 1978.Whales are now an endangered species and protected by an international ban，but some countries oppose the ban.In groups discuss the reasons for and against banning whaling.Step 9Homework1．Write down the useful new words and expressions，then learn them by heart.2．Write down an anecdote in the name of Old Tom，the baleen whale or James.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Senior 2 Book 7 Unit 3 Under the sea
The First Period教案
――姓名
Teaching Procedures:
Step 1:Revision
1、Greetings
2、Duty report
Step 2:Dictation
desire test out alarm sympathy favour accompany
Step 3: Leading-in
1、Show some pictures and short videos
2、New words
coral jellyfish dolphin sea star(star fish) turtle seal
Step 4: Make a survey
1、Show some phrases on the screen.
2、Show the chart to the students.
3、Groups of four, ask each other and then fill in the chart.
Step 5:Pre-reading
1、New words
anecdote annual witness accommodation shore opposite yell
pause telescope teamwork dive flee drag depth lip urge
abandon shark
2、Ask students to read a short passage on page 19 and then do the exercise.
3、Show the chart to the students.
Step 6: Reading and comprehending
1、T:○1 Show some short videos
○2 Play the tape
Ss:○1 Listen to the tape
○2 Do exercises on page 21
2、Check the answers all together.
Step 7 Homework
1、As a matter of fact, whales are now an endangered animal. Many people
are trying to protect them from being hunted. The last whaling station in
Australia closed in 1978. But some countries oppose the ban. And there are still
peop le who hunt whales. What’s your opinion? Are you for or against the banning
whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
2、Read the passage again and answer the five questions on page 21
3、Find and underline all the sentences using the –ing form in the reading
passage,marking the passive –ing in red.。