高中英语选修7第三单元阅读课文教案设计
英语人教版选修七Unit 3 Under the sea Reading教学设计
1、Put the following sentences in order.
2、Text comprehension.
1、To train students’reading ability of finding outthe specific information quickly.
教学理念
英语课的教学不仅仅是让学生学习语言知识,更为重要的是通过语言的学习,在思维品质、文化品格、学习能力上都有所提高。
设计思路
以阅读文本为载体,提升学生的阅读能力。
教学准备
多媒体课件、黑板、粉笔。
Teaching Procedures
Students’ Activities
Design Purposes
Lead-in
(about 5')
1、Discuss the classification of whales with students.
2、Lead in killer whales and the text to be learned.
1、To arouse students’ interest in the lesson.
2、Scan the text, find out the correct name to each blank.
3、With the help of the Internet, can you tell us more information about whales？
Check if students previewed the text.
2、To makepreparationfor the next step.
高中英语 模块7 Unit 3 Reading教学设计 牛津版选修7
The Effects of the Internet on Our Lives教学设计高二英语模块七 Unit3 Reading一，设计思想依据《英语课程标准》，高中英语课程的总目标是：使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，培养自主学习和合作学习的能力；形成有效的英语学习策略；发展综合语言运用能力。
综合语言运用能力的形成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础之上的。
因此，高二学年的英语教学将继续培养和优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。
针对本课教学目标和本班学生的语言基础，本课采取了4个主要教学步骤，即：lead-in, reading prehension, language focus 和post-reading，按照步骤的要求设计了8个操作性强的学习任务，涉及了大脑风暴、速读和略读、阅读判断、阅读选择、阅读填表、词语配对、缺词填空、观点交流、学习报告等形式。
教学步骤由浅入深、先感性后理性，突出阅读能力的培养，兼顾其它能力的发展，逐步提高对学生综合语言运用能力的要求。
整个教学过程以学生为主体，以任务为驱动，学生增加了知识，激发了兴趣，降低了过高焦虑，提高了能力，升华了思想。
二，教材分析新教材要求英语教师在改变传统教学观念之外，还强调根据高中学生的认知特点和学习发展需要，要面向全体学生，注重素质教育，着重培养学生的英语综合语言运用能力。
在具体的教学实践中，应视不同的课本素材、学习任务等，灵活运用讨论法、辩论法、表演法、探究性调查法和引申法等教法。
本课为译林版《牛津高中英语》必修模块7第3单元Reading〔The Effects of the Internet on Our Lives〕的内容。
选修7unit3教案
Unit 3 Under the seaPeriod 1 Reading(1)Old Tom the Killer WhaleTeaching Aims:1. Read a passage about robot and get some information from it.2. Practise the skills of careful-reading and fast-reading.Procedure:Step 1. Warming up (4 minutes)1.Tell students we are on a snorkeling trip under the sea and will come across a great variety of marine animals and plants：dolphins，turtles，manatee，eels，octopus，squids，butterfly fish，kelp，sea star，angel fish，clown fish/anemone fish，parrotfish，sea flower/anemone，sea－slug，clam，coral，jellyfish，seahorse，shark，etc.2.In groups,make a list of plants and animals that live under the sea.Step 2. Fast--reading (17 minutes)1. Ask the students to read the passage quickly within 8 minutes and do exercise 1and 2 on page43 in Yingzaiketang .2. Check the answers.Ask one student to write his or her answers on the blackboard. Show the right answers and ask students to check them.Step 3. Careful-reading (18 minutes)1. Ask students to read 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 downinto the depths of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Ask students to read Part 1 of the reading passage again 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.Keys：cfegbadh2. Check the answers.Step 4Discussion (2minutes)Read the passage and discuss：1．What is the relationship between Old Tom and the whalers?2．What other animals can help out humans in hunting?Step 5Debate (3 minutes)The 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 6. Homework (1 minute)1.Read the text again and again.2.Surf the internet to learn more about whalesStep 7 Reflection after teaching:Period 2 Language Points （1）Teaching Aim:Remember and practise using Useful phrases and sentences.Procedure:Step 1 Learning phrases and sentencesUndarline the useful phrases and sentences and try to translate them.Useful 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 猛力跃出水面crash down 坠落call out to sb. 高声对某人说yell out 大声喊叫ahead of 在……前面head out into the bay 朝海湾方向驶去circle back 转回来a pack of 一群in the bow of the boat 在船头aim at 瞄准hit the spot 击中要害within a moment or two 片刻之后the depths of the sea 深海中float up to the surface 浮出水面in the meantime 同时have a good feed on sth. 饱餐一顿wash off 冲走man overboard 有人落水the sea was rough 波涛汹涌be terrified of doing sth. 害怕做某事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 2 Remember Useful phrases.Step 3 Study difficulty sentences.Step4. Test (10minutes)1. Do exercise V on page 49 in yingzaiketang.2. Check the answers.3. Deal with the problems.Step 5. Homework.1. Preview grammar on page 32,33 inyingzaiketang.2. Remember the words of this period.Step 6 Reflection after teaching:Period 3 Language Points（2）Teaching Aim:1.Remember and practise using 10 Language Points on page44-47 in Ying zaiketang.2.Do some exercises .Procedure:Step 1. Master 10 Language Points. (20minutes)1. Ask students to remember10 Language Points and their usage on page 44-47 in yingzaiketang. After remembering them, let's practise using them.1．witness vt.(1)be present at(someplace)and see it 当场见到/目击Did anyone witness the accident？有人亲眼看到那次事故了吗？(2)“见证了”，时间、地点等作主语。
高二英语选修七_Unit3_Reading_优质教案
Unit3 Reading优质教案教材分析Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this，students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier，the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group. Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具A computer and a projector.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?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．2000B．1000C．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．40－50B．50－60C．60－70D．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 called the “__A__ of the s ea” 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.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 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？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 happenedParagraph two：detailed information about the anecdoteFor reference：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.。
高中英语_人教版选修7Unit3阅读课教学设计学情分析教材分析课后反思
Book7 Unit 3 Old Tom the Killer Whale 虎鲸老汤姆一、教学目标1. 知识目标：通过深层次的理解，使学生了解并掌握词汇用法，并完成有关课文内容的练习。
2. 能力目标：通过个人活动，同伴活动和小组活动，使学生掌握速读—略读—精读—总结—寻找细节等阅读文章的各种阅读技巧，并利用多媒体课件创设情境，为学生提供大量的输出机会，提高学生的听说读写能力及培养他们的发散思维与创新能力。
3. 情感目标：体验使用多媒体手段辅助学习的乐趣和成就感，帮助学生更多的了解海洋生物，培养学生热爱和保护海洋生物的意识。
二、教学重点与难点1. 培养学生的阅读策略及获取信息的方法。
2. 创设情境，激活学生思维，培养学生的合作学习能力以及发现问题，思考问题和解决问题的能力。
三、教学媒体选择多媒体教室、计算机、CAI课件四、教学设计思路《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用discussion等方式来进行对本单元的教学。
本单元是高中英语人教版选修七第三单元Under the Sea。
该单元的中心话题是“海底世界”，单元各项活动的设计都是围绕海底动植物、海底奇妙景观，以及有关大海的神话故事展开的。
本课时是根据该单元中的阅读内容“Old Tom the Killer Whale”而设计的一节课。
作者以第一人称的口吻，讲述了一个名叫Old Tom的虎鲸的故事。
学生阅读此文可以了解人类如何利用鲸捕杀鲸的残酷现实。
人教版高中英语选修七课件：Unit 3 Under the sea 单元教案
Unit Three :Old Tom The Killer Whale Unit 3 的主题是“Under the sea”, 中心话题是海底世界, 听说读写活动主要围绕海底动植物, 海底奇妙景观,以及有关大海的神话故事展开的.阅读内容是：1. 两起虎鲸轶事.2. 一篇有关海洋见闻和感受的日记.Period Two Pre-reading, Reading and ComprehendingTeaching aims:1. Grasp the basic information about the killer whales, such as size, habit, food, how they hunt animals and the relationship with human beings.2. Learn to retell the two anecdotes with the help of some key words.3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.Teaching difficult points:1. The relationship between the killer whales and the whalers.2. Develop students’ reading abilityTeaching important points:1. Reading comprehension to the text2. Learning more about the killer whales and understanding the relationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inRiddle games：猜谜语（课件warming up第38个幻灯，显示出答案的图像）1. a large reptile which has a thick shell covering its body.2. a hard substance formed from the skeletons of very small sea animals. It is often used to make jewelry.3. a very large mammal with the general shape of a fish and one or two blowholes for breathing.4. A type of small fish which appears to swim in an upright position and whose head looks a little like the head of horse.After teaching them some new words and useful phrases in this unit, we lead in the new text by introducing an imagined story about a snorkeling trip under the sea.Some new words: dolphins(海豚); turtles(海龟), manatee(海牛); eels(鳗鱼); octopus(章鱼); squids(鱿鱼); butterfly fish(蝶鱼); kelp(海藻); sea star(海星); angel fish(宝贝鱼); clown fish / anemones fish(小丑鱼); parrotfish(鹦鹉鱼); sea flower / anemone(海葵); sea-slug(海参); clam(蛤); coral(珊瑚礁); seahorse(海滩); jellyfish(海蜇, 水母); shark(鲨鱼); the killer whale(杀人鲸); the baleen whale(须鲸); cormorants(鸬鸟); otters(水獭); ferrets(雪貂) etc.Step 2 PresentationStep 3 Skimming1. Ask students to skim the passage quickly and answer the questions:1) What is the first anecdote about? And how about the second one?2) The first anecdote mainly talks about that ________.A. Clancy began to work at a whaling stationB. the killer whales helped the whalers to catch a baleen whaleC. the killer whales hunted in a team and killed a baleen whaleD. Old Tom showed whalers the way to a baleen whaleThe second anecdote: Old Tom saved a whale James who was washed off the boat.3) The text mainly tells us _______.A. what a hard life the whalers livedB. how the killers helped the whalers catch whalesC. what the whalers did at the whaling stationD. how the whalers caught a whale by teamwork4) Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near Jamesbreathing; dragged; washed off; nearing; held up; pulled)Step 4 Scanning1. Fill in the following blanks with the proper names:1) ________ was 16 years of age when he went to work at the whaling station.2) ________ ordered Clancy to go to the boat as there was a whale out there in the bay.3) ________ was swimming by the boat, showing the whales the way.4) ________ told Clancy that they would return the next day to bring in the body of the hale.5) ________ was carried by the waves further away from the whalers.6) ________ knew that Old Tom would protect James.(Suggested answers: Clancy; George; Old Tom; Jack; James; Red)2. Reading aloud and underlining expressions:at the times; at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Step 5 Careful readingStory part 1: the hunt------before------after------during1. Ask the students to read the part 1 of the reading passage and find out before the hunt, what did Old Tom do and how did the whalers react?(Suggested answers:Old Tom threw itself out of the water, then crashed down again and swam by the boat, showing the whalers the way.One whaler yelled out and George ran ahead of Clancy. Clancy raced after him. They jumped into the boat with the other whalers and headed out into the bay.)Next, find out during the hunt and after the hunt, what did the killer whales do and how did the whalers react?(Suggested answers:a pack of killers are throwing themselves on top of the whale’s blow-hole to stop it breathing; and some others are stopping it fleeing out to sea. The killers started racing between the whalers’ boat and the whale just like a pack of excited dogs. Within a moment or two, the whale’s body was dragged down into the depth of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.)2. Ask students to read Part 1 of the reading passage and put the following sentences into the correct order:a. George started beating the water with his oar.b. Clancy raced after George to the boat.c. Clancy arrived at the whaling station.d. The killers started racing between our boat and the whale.e. Clancy heard a huge noise coming from the bay.f. Clancy was sorting out his accommodation.g. Clancy ran down to the shore.h. The man in the bow of the boat aimed the harpoon at the whale.(Suggested answers: c，f，e，g，b，a，d，h)显示先后次序时，先用图片展示这些句子的内容，其后再出现句子3. Story Part 2Which was not the danger facing James?A. Being washed off the boat.B. Being carried away by rough waves.C. A shark out there.D. Being attacked by another killer whale.Step 6 Comprehending1. The text is mainly about _______.A. the killer whales are easily trainedB. the killer whales can help the halers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down in order to _______.A. give the whalers information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. ________ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. The whalers4. Why did the whalers start turning the boat around to go to home after the whale died?A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hoursD. They had to do this because it was too late5. The killer whale protected James by _______.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6. We can infer from the story that ________.A. the killer whales may be trained by the whalersB. the killer whales want to help man catch the whales themselvesC. the killer whales need no training for helping the whalersD. the killer whales want to eat the whales after killing them7. Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James(Suggested answers: BADCCAC)SummaryThis text is two __________ written by an old man called Clancy , who was a ______ and hunted whales on the south-eastern coast of Australia at the beginning of the 20th century, when the ____________ helped the whalers catch the ______________ that were on their _________ migration.The key: anecdotes; whaler; killer whale; baleen whale; annual Step 7 Discussion1. What is the relationship between Old Tom and the whalers?________________________________________________________.2. What other animals can help out humans in hunting?________________________________________________________.(Suggested answers:Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.There are many other animals that help out humans in hunting as dogs, cormorants(鸬鸟); otters(水獭); ferrets(雪貂).3. What else do you think is amazing in the story? Show your evidence._________________________________________________________ ___________________________________________________________.4. What is an anecdote?________________________________________________________.Step 8 DebateThe last whaling station in Australia closed in 1978. Whales are now an endangered species and protected by an international ban on whaling, but some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.Step 9 Learning phrases and sentencesUseful phrases:at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of 在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Beautiful sentences:1. It was a time when the killer whales……helped the whalers catch the baleen whales…..2. This was the call that announced there was about to be a whale hunt.3. I had already heard that George didn’t like being kept waiting, so even though I didn’t have the right clothes on, I raced after him.4. As we drew closer, I could see a whale being attacked by a pack of about six other killers.5. From James’s face, I could see he was terrified of being abandoned by us.Step 10 Homework1) Prepare to retell the whole text in your own words.2) Write a short summary of the whole text in about 30 words.。
人教课标选修七 Unit 3 reading阅读导学案
人教课标选修七Unit 3 reading阅读导学案编写：苑书云审核：吴贺斋一、学习目标（Learning aims）：提高学生的阅读技巧和阅读能力二、学习重点（Important points）：对课文中几个长难句的分析理解和掌握三、学习难点（Difficult points）：怎样让学生在有限时间内读完并捕捉到有用信息四、扫清阅读障碍，认识文本中出现的黑体词Anecdote witness accommodation shore opposite yell pause telescope teamwork dive flee drag depth lip urge abandon shark五、ReadingI. Read “Pre-reading” on P 19 and then fill in the form.II. Skim the text and put the following sentences into a right order.A George started beating the water with his oar.B Clancy grabbed his boots and 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.______→_______→_______→_______→_______→________→_______→_________IV . Read the text carefully and fill in the blanks.The author mainly tells us in the text that____.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 food2. He heard ________________ from the bay.3. He saw a huge animalin the water, which was__________, the killer whale.5. Tom circled back to the boat, leading ______________________6.Clancy and his men killed the _____________ withthe help of the killers. 8. They will return_______________________.D. the killer whales drag the whales under the water六、Language Points语言点学习1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.1) at the time “那时候”, 位置应在story之后作时间状语, 提前是为了强调, that this was 作时间状语提前是为了强调 just a story作thought 的宾语。
高中英语 Module 7 unit3阅读理解+语言观察学案 选修7
高中英语 Module 7 unit3阅读理解+语言观察学案选修7unit3阅读理解+语言观察学案【学习目标】1、To improve the students’ reading skills and enable them to learn advantages and disadvantages of using the Internet、2、To help the students have a good understanding of text, and learn to use key words and phrases、【知识导学】Ask the students some questions to brainstorm ideas about the use of the Internet、＊Do you use the Internet? What do you often do on the Internet?＊How do you search for the information you want?＊Can you always find the information you want?＊Do you chat on the Internet often? What do people often talk about in a chat room on the Internet? What do you think of making friends online?【基础演练】1、Read the text and fill in the numbered blanks by using the information from the passage、 Write NO MORETHAN THREE WORDS for each answers、The effects of the Internet on our livesMain arguments/ points2、 Conclusion1、A great help for people3、 The largest information source:＊80﹪users searching for answers to questions、＊79﹪6、 about their hobbies、A positive toolto help10、 A good way of building social tiesInternet friendships based on common interests:＊Young people from different levels forming lifelong friendships、＊Disabled people7、 of meeting people Negative effectsOffering4、 Difficult to judge the8、 of the information:＊In2003,70﹪of eBay’s problems being people lying about the products ＊University professors’ complaints about false informaouts being9、 , according to one university、1、2、3、4、5、6、7、8、9、10、Ⅱ、 Word Guessing Match the new words and expressions with the correct meanings、 Write the correct letters in the blanks、(Part D on Page36)Ⅲ、 Summary: Part E on page37【合作探究】Group discussion:1、Do you think that people can find true friendship on the Internet? Why or why not?2、 How much time do you think a student should spend on the Internet every day?【巩固提升】1、Find the useful words and phrases in the passage2、 Ask students to focus on part F on page37、M7 Unit3 Language Discovering (1)【学习目标】1、To master important points in the text、2、 To develop problem-solving ability、【知识导学】Work together and discover some important language points in the text、1、对…有积极影响2、正反两方面的意见3、代表…讲话;为…辩护4、也就是说;换言之5、需要;缺少6、时事7、包价旅游8、学术研究9、从……获取知识10、求助于;转向11、各种各样的12、浪费时间13、专注，集中于14、搜索，寻找15、依照，根据16、增进…知识17、收集信息18、以…为基础19、而不是20、形成终身友谊21、参与，涉及，卷入22、…的数量23、上交24、赢得喜爱25、在网吧26、对…上瘾，沉迷于…27、处理，应付28、过正常生活29、觉得远离了…30、处理问题【基础演练】Work together and fill in the blanks with phrases or expressions discovered in the text、1、The child his mother for help with his homework、2、 Were very much medical workers, especially surgeons、3、 Three weeks from today, , the1st of May, you have to turn in the paper、4、 As a father, I wish to my son, he would be perfect for this job、5、 The policemen forced the door open to the escaped prisoner、6、 the weather forecast, tomorrow will be rainy、7、 I prefer to go on holiday inthe countryside stay at home、8、 Scientific theories must facts、9、 Smokers are likely to nicotine、10、The President had to quit his job for he wasnt able to the crisis、11、When did you your exercise book ?12、 Playing mahjong is time、13、 Beckham said he wanted to youth coaching when he hung up his boots、14、 I will need to studying for the entrance exams、15、 Father planted flowers in our garden and took care of them、【合作探究】Work together and try to learn more usages of the following words:acquire, advance, remain, address, judge, occur, gain, addicted, handle、【巩固提升】Ask students to focus on part D1 on page37、M7 Unit3 Language Discovering (2)【学习目标】1、To master relevant grammar in the text、2、 To develop problem-solving ability、【知识导学】Find out the following sentences in the reading passage and identify the functions of the marked words、1、The second is the ability to build groups online and form friendships, which the Internet gives us、2、They claim that the Internet is useless and that using the Internet is a waste of time、3、 However, a recent survey done in the USA showed that80 per cent of frequent Internet users use it mainly to search for answers to questions4、 The second most common use of the Internet, according to79 per cent of the survey respondents, is to advance knowledge about hobbies、5、 Moreover, people who are disabled and must stay in their homes can communicate with the outside world and meet with others with similar interests、6、 Without the Internet, these people would have fewer chances of meeting people、7、 The disadvantage, though, is that it is difficult to judge whether the information is true and accurate、8、University professors around the world complain that students are handing in papers using false information they found on the Internet、9、 To help solve thisproblem, a clinic to deal with Internet addiction was opened in Beijing in xx、10、 Some experts say that spending too much time building Internet relationships can damage people’s abilities to live normal lives、11、This study clearly shows that people who spend all their time on the Internet can feel disconnected from the people and the world round them、12、I feel it remains important for us either tolimit our use of the Internet, or to learn how to handle the problems it has caused、【基础演练】I、 Fill in the blanks with the proper form of the given words、1、My aim is ______( go )to Tsinghua University、2、He didn’t know what______ (do)with his naughty boy、3、 His shouting was (frighten) and the boys felt (frighten)、4、 It would be rude of us (refuse)their invitation、5、 (lay)eggs is the ant queensfull-time job、6、 He went home (find)his old friend George waiting for him、7、 Some lawmakers say they feel (betray)by the president、8、 (have)plenty of money, she was able to go anywhere on holidays、9、 Patience is the ability (put)up with people youd like to put down10、 Confucius was the first (start)a private school which accepted students from all classes of the country、11、Prices of daily goods ______ (buy)through a computer can be lower than store prices、12、 We seized every chance______ (improve)our work、II、Fill in the blanks with “who, which, whose, that, whether, when, where, why, as, though, moreover”、1、The man ______ leg broke in a match used to be a football player、2、 I remember the day ______ my brother joined the army、 I was only ten years old atthat time、3、 Betty, ______ has never been abroad, is studying English very well、4、The Project Hope, ______ startedmany years ago, has helped a large number of children in poor areas go to school、5、 ______ is often the case, Mary was late for school、6、 It is the most important task ______ should be finished soon、7、 Hangzhou is the place ______ I went last summer、8、 Please give me the reason ______ you were late this time、9、I won’t buy the houseWhy do you look sad?—There are so many problems remaining ________ (settle)、5、 The boy _______ (acquire)fine knowledge of geography by careful study so far、。
人教版高中英语选修7 Unit3_Reading_Task_优质教案
Unit3 Reading Task 优质教案Period four(Reading Task in Workbook)Teaching Aims:Learn THE INUIT LEGEND OF SEDNA THE SEA GODDESSDiscuss origin of the sea goddessImportant points:Important words and expressionsTeaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workTeaching aidsA computer and a projectorTeaching Procedures & waysStep 1 DiscussionPicture1:1. which part of the world do you think this man is from? Give reasons2. what do you think his clothes are made of?Picture 2:1. have you seen pictures of a creature like this before? Where?2. do you know any story that involves a creature like her? What is her story? Step 2 ReadingPut the sentences into a right orderA. Sedna discovers that her husband is a sea birdB. the Inuit believe Sedna has power over the animals in the seaC. The bird man is so angry at Sedna’s escape that he causes a sea stormD. Sedna’s father throws Sedna into the sea and she becomes a sea goddess.E. Sedna doesn’t want to get married but her father tells her she mustF. Sedna ‘s father helps his daughter to escapeG. Sedna agrees to marry a stranger who promises her a good lifeStep3 Read the story again and answer the questions in pairs1. Why did Sedna need to have someone to look after her?2. Why did the bird man dress up as a human?3. Why did Sedna’s father throw Sedna into the sea?4. What do you think happened or should have happened to Sedna’s father? Give reasons.5. Is Sedna very powerful? Give reasonsKeys1. because her father was getting too old to look after her.2. Because he wanted to marry Sedna and he thought that she wouldn’t marry him if she knew he was a bird3. Because he was very frightened of the bird man and was probably afraid that the bird man was going to kill him. He probably thought that the bird man would stop the storm if he gave the bird man what he wanted4. perhaps her died in the storm or should have died in the storm, because he’s not a good father to Sedna5. Yes, because she has the power to keep the sea animals away from the hunters if she is angry. It is very serious if she does this as the hunters depend on the sea animas for food.Step 4 Writing1.with a partner, take turns to tell the story about Sedna. Use the topics from Exercise 1 as a guide.2. now write down the story without looking at the reading passage.3. when you have finished, use the questions in the table below to assess you own writing.Now read your partner’s writing and assess it , using the questions in the table below. Go through the table with your partner and explain your answersSample writingS 1 Once there was an Inuit girl called Sedna, her father insisted that she marry。
人教版高二英语选修七Unit 3 Under the sea reading 教案设计
Unit 3 Under the seareading1.教材分析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2. 教材重组Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。
The First Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help outb. 重点句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20And those others are stopping it diving or fleeing out to sea. P20It took over half an hour to get the boat back to James ... P212. Ability goals能力目标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.3. Learning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals andhumans through reading.Teaching important points 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.Teaching difficult points 教学难点Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教学方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式Step Ⅰ Warming up(lead Ss into making a dialogue about animals and plants under the sea with some questions)T: Have you seen plants and animals that live under the sea? And do you like them?T: But where did you see them?Do you want to know more about them?teacher shows some pictures about the world under sea for Ss to know more.(1) (2)(3) (4)(5) (6)(7) (8)(9) (10)(11) (12)(13) (14)Names of these sea animals and plants:(1) white whale白鲸(2) anemone海葵(3) sea star海星(4) shark鲨鱼(5) coral珊瑚(6) butterfly fish蝴蝶鱼(7) sea horse海马(8) turtle海龟(9) parrot fish 鹦嘴鱼(10) kelp海带(11) eel海鳗(12) angel fish天使鱼(13) anemone fish海葵鱼(14) dolphin海豚Step Ⅱ Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.Q: What can you see and what do you think is happening in it?Step Ⅲ Reading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.Fast-readingRead the introduction of the text on page 19 and fill in the following table.Task 1: Find out the characters in the text.Task 2: Put the sentences into the right order.( ) 1. Clancy jumped into the boat with the whalers.( ) 2. Clancy arrived at the whaling station.( ) 3. The killers started racing between our boat and the whale.( ) 4. Clancy heard a loud noise coming from the bay.( ) 5. Clancy ran down to the shore.( ) 6. The man in the bow of the boat aimed the harpoon at the whale.Careful readingTask 3: Fill in the blanks.Task4: Choose the best answer.ConsolidationFill 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 a loud 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 could see 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 dragged by the sharks down into the ______ of the sea.SummaryGet the main ideas of the two anecdotes.Step Ⅳ DiscussionThe 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 ⅤHomeworkRetell the story using your own words.。
人教版高中英语选修7《Unit 3 Under the sea》教案2篇
人教版高中英语选修7《Unit 3 Unde r the sea》教案2篇Teaching plan of unit 3 under the sea人教版高中英语选修7《Unit 3 Under the sea》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 3 Under the sea》教案2、篇章2：人教版高中英语选修7《Unit 3 Under the sea》教案篇章1:人教版高中英语选修7《Unit 3 Under the sea》教案教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
高二英语选修7 模块3 literature 整体阅读教案 外研社 教案
高二英语选修7 模块3 literature 整体阅读教案教学案例：教学目标Teaching Aims:1)Help the students learn more about Charles Dickens.2)Have a deep understanding of the significance of English literature as well as theeffectsto the world culture.3)Improve the students' reading prehension ability.课型Type of Lesson:a reading prehensive lesson教具Teaching Aids: Multimedia教法Teaching Methods: Task based method (任务型教学)教学过程Teaching procedures:第一步作业检查1. Ask two or three students to give a talk on their schooldays.2. Ask some students their opinions about what kind of novels they like best.第二步导入新课Step 1 Show students a cover of an English literature book and let them have some knowledge of what will be learned in the module.设计目的: 在于渲染气氛Tell them: many of the novels you like were created in the history of English literature. Today we’ll learn a famous person who played an important role in literature.Step 2 Show some masterpieces of his, let the students guess who he is. Then show the photo of Dickens to the students, (学生对此人理解甚少,所以先展示其作品效果更好;也可以出示照片,再询问其作品情况,要视学生具体情况而定.)and introduce more about him, saying “ Charles Dickens was a great novelist in the 19th century. In one of his novels,he wrote about Children’s life in a workhouse. Many Children in this workhouse were orphan s. They had so little to eat that they often starved. By doing this, teach the students some new words such as novelist, novel, workhouse, orphan, starve.设计目的: 通过介绍人物引出生词,并学习单词. 有助于理解课文内容.Step 3 let the students explain the new words in simple English according to their understanding. Use the new words to fill in the blanks.novel novelist take place orphanworkhouse starveCharles Dickens was a great _______ in the 19th century, who wrote many famous _______, most of w hich _________ in London. In one of his novels, he wrote about children’s life in a _______.Many children in this workhouse were ________ who lost both of their parents. They had so little to eat that they often _______ .Answers: novelist, novels, took place, orphans, starved.设计目的: 在于让学生学以致用,更好更快得接受新词汇.并对理解文章做铺垫.第三步预测文章内容（个人自由发言）Step 1 Show the students a picture of Oliver Twist and ask the following questions. then guess what the passage may be about.1)What does Oliver look like?2)What is he doing?3)What’s the tall man? Will he give him more?4)What will happen next?Step 2 Ask one or two students to give their opinions.第四步阅读文章Step 1 Let students skim the text and find out the main idea of the passage.What's the main idea of the passage?(a) The boys in the workhouse decided that they needed more food. Oliver Twist said that he would ask the warden for more to eat.(b)The boys in the workhouse were starving and chose Oliver Twist to ask for more food.When Oliver did this, the workhouse managers were very angry and locked Oliver ina room.(c)The boys in the workhouse chose Oliver Twist to ask for more food. When he did this,the workhouse managers were very angry and sent Oliver out to work.答案: bStep 2 Let students read the text again and do the true or false questions and correct the false statements.1)The boys in the workhouse were always allowed only one bowl of soup and nothing else.2)The boys’ spoons were so large that it took not very long for the boys to drink the soup in their bowls.3)The boys tried to eat every bit of soup because they had excellent appetites.4)The boys had to choose a boy to ask for more food because they thought that one big boy would eat another small boy.5)The warden’s face became very pale because he was f at and unhealthy.6)The managers decided to hang Oliver for punishment.Keys: FFFTFFStep 3 Let students have a skimming reading and answer the questions.1)Why didn’t the bowls need cleaning?2)Why did Oliver have the courage to ask for more food?3)What punishment did Oliver receive immediately after he finished his words?Answers :1)As the boys cleaned then with their spoons, trying to eat every bit of soup.2)Because he was desperate with hunger and misery.3)No sooner had the boy spoken these words than the warden hit him on the head withsoup spoon.设计目的: 通过重点句型的点击, 突出本文重点语法和知识结构.第五步金口玉言Fill each blank with an appropriate word according to your understanding of the text.1)When the boys stared at the pot after finishing their soup, their eyes would shine with ______.2)In the gentleman’s opinion, the boys must ______ whatever they were given. Answers: 1)eagerness / hunger 2) accept设计目的: 锻炼学生的总结和对课文主要内容的整合能力.第六步讨论（双人或四人小组活动）Ask students the following question and let them state their point of view.What can we learn from the passage? You can talk about the following things:The purpose of writingThe attitude of the writerThe effect on uspared with Oliver, what do you think of our life today?Possible answers:In the passage, the writer condemned the hard living conditions of the poor people with bitter hatred and confirmed the writer as a passionate observer, expressing his anger with the evil society.设计目的: 充分发挥学生的想象力,运用所学的语言知识,表达自己的思想情感,同时通过比较切身实际,教育学生珍惜自己的幸福生活和学习机会,努力拼搏.并鼓励学生对社会福利事业多加关注.第七步作业布置1. Read this text again and try to find out some important or difficult words and expressions.2. 1)Role-play: make up a dialogue about what happened between Oliver and other boys and the warden.2)Retell the story in brief words…教后记: 本课按照《新课标》要求,从听说读写四个方面设计了许多易于操作的任务型活动,通过让学生完成各种语言活动,提高他们的语言运用能力.阅读教学模式各种各样,但关键要处理好三个阶段,即读前活动,读中活动和读后活动.读前活动主要是话题的引入,引入活动主要是激活学生的已有知识,激发学生的学习兴趣和好奇心,从而顺利地引入课文。
人教版高中英语选修7 Unit3_Reading_优质教案
Unit3 Reading优质教案教材分析Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this，students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier，the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group. Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具A computer and a projector.。
人教版高中英语选修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。
高中英语选修7第三单元阅读课文教学设计(3)
1、I witnessed it with my own eyes many times. (P20)后来我亲眼见过多次。
关键透析witness v.目击n. 目击者Did anyone witness the car accident?有谁目击了这次车祸。
用法归纳用适当的词(主要是介词)填空。
(1)in witness to 作为……的对质(2) witness of an accident 事件的目击者(3)give witness to a law court 在法庭上作证2. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again. (P20) 我们跑到了岸边，正好看见看见一头巨大的动物猛力跃出水面，然后又坠落到水里。
关键透析throw oneself +介词……，其中throw的用法比较灵活，根据不同的语境有不同的含义。
例如：He threw cold water on her idea.他向她的想法泼冷水。
She threw herself into chair and began to cry.她倒在椅子上，开始哭泣起来。
His father has thrown himself into education.他的爸爸全身心地投入教育事业。
联想拓展throw away 扔掉，抛弃 throw down 扔下 throw off 匆匆脱掉（衣物）摆脱掉throw at 向……投掷，向……扔 throw to 投给…… = pa ss sth. to sb.You can help him to throw this book to him but it’s wrong to throw books at others.你可以帮他把书传给他，但向别人投掷书本是不对的。
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1、I witnessed it with my own eyes many times. (P20)后来我亲眼见过多次。
关键透析witness v.目击n. 目击者Did anyone witness the car accident?有谁目击了这次车祸。
用法归纳用适当的词(主要是介词)填空。
(1)in witness to 作为……的对质(2) witness of an accident 事件的目击者(3)give witness to a law court 在法庭上作证2. We ran down to the shore in time to see an enormous animal throwing我们跑到了岸边，正好看见看见一头巨大的动物猛力跃出水面，然后又坠落到水里。
关键透析throw oneself +介词……，其中throw的用法比较灵活，根据不同的语境有不同的含义。
例如：He threw cold water on her idea.他向她的想法泼冷水。
She threw herself into chair and began to cry.她倒在椅子上，开始哭泣起来。
His father has thrown himself into education.他的爸爸全身心地投入教育事业。
联想拓展throw away 扔掉，抛弃扔下匆匆脱掉（衣物）摆脱掉throw at 向……投掷，向……扔投给…… = paYou can help him to throw this book to him but it’s wrong to throw books你可以帮他把书传给他，但向别人投掷书本是不对的。
易混辨析shore 指海岸、湖岸，也指近海的一带，以水或海洋为中心而言，同时可指海边休息的地方。
seaside 指近海边地区供游客休憩的地方。
coast通常指狭长的海岸，以陆地为中心而言，例如一个临海的城市的海岸线就用此词。
beach指海洋或较大的湖泊在涨潮时被淹没而在退潮时又露出的斜坡，上面多布满细少或卵石，常指人们玩乐或消遣的沙滩，海滩。
bank 指河流的堤、岸。
我喜欢戴着太阳镜，躺在沙滩上，享受着阳光浴。
We often see many ships on the sea about several miles off the shore.我们经常在离岸几英里处的海面上看到很多船。
It’s dangerous to leave the little children playing alone on the bank of让小孩独自在河堤上玩是很危险的。
Last summer we spent three weeks at the seaside.去年夏天我们在海边呆了三个星期。
We could tell人的口音可以知道他来自苏格兰。
乔治在我前面边跑边说。
关键透析ahead of 既可指在空间上的……之前，也可指在时间上的……之前，同时还可表示比……强/好。
坐在我们前面的是省上的领导们。
He arrived t他比预定时间提早了一个小时到那里。
The girl said, “I must try to get a geography book, otherwise那个女孩说，“我必须尽力得到一本地理书，否则，别人就会比我好。
”aheadadv.向前，朝前，在前；处于……领先地位.The way ahead was blocked by fallen trees.前面的路被倒下的树挡住了.He ran ahead.他跑在前头联想拓展ahead of 在……前面，超过go ahead = help oneself 请自便，开始吧get ahead of 超过look ahead 向前看，想未来4. I had already heard that George didn’t like being kept waiting, soeven though I didn’t have the right clo thes on, I grabbed my boots and我以前就听说过，乔治不喜欢等人，所以尽管我还没有穿上合适的衣服，就跟在他后面跑起来。
关键透析even though = although 尽管Even though I have failed the exam again, I will not lose heart.尽管我又考试不及格，我绝不会灰心丧气。
联想拓展Even though = even if;即使，纵然。
Even though/if it rains tomorrow, I will still go camping. 即使明天下雨，我还会继续去野营的。
Even though/if I had known his phone number, I wouldn’t have called him.纵然昨天我知道他的电话号码，我也不会给他打电话的。
5. George told me, pointing towards the hunt. (P20) 乔治一面指着捕猎的情景，一面告诉我。
关键透析pointing towards the hunt 表示的动作与谓语动词表示的动作told同时发生。
I don’t mind what we were doing, as long as we were together, having fun. 我并不在意我们当时在干什么，只要我们在一起，开心就好。
6. Within a moment or two, its body was dragged by the killers down into the depths of the sea. (P20) 过了片刻，鲸的尸体就被虎鲸们拖向深海中去了。
关键透析depths在此处表示“底层，深处depth作“底层，深处”解时可以用复数形式，又可用单数形式。
例如：the depth(s) of the ocean 海洋深处the depth(s) of despair绝望的深渊The water of the lake deepened gradually. 湖水渐渐变深。
（deepen v 加深）Because of drinking too much wine, now he is in a deep sleep. (deep adj 深的她深深地吸了口气，然后潜入河里。
They sat and talked deep into the night. (deep adv 深的他们坐着谈话，一直谈到深夜。
易混辨析deep与deeply作副词使用时均含由上到下或从外到里距离大的意思。
deep 只含此义，而且比deeply更通用，其后通常接into或below。
deeply除了上述意义外，还有“非常”的意思，相当于“very much”。
1）我们决定继续深入丛林中。
2）They were deeply shocked at the news. 听到这个消息，他们大为震惊。
7. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue. (P20) 在这段时间内，老汤姆和其他虎鲸会饱餐一顿的，鲸唇和鲸舌就是他们的美食。
关键透析in the mean time 同时，期间She's supposed to arrive on Thursday. In the mean time, what do we do?她预定星期四到达. 这期间我们做什麽呢?用法归纳meanwhile=at the same time=in the mean time;用法和however 一样,具有副词性质，不能连接两个句子,但是意思上有承接概念。
feed sth. to some animal /sb 用……，喂feed ...with .../ feed...into ...给……添加我们总是喂肉给狗吃。
She fed the fire with some coal = She fed some coal into她往火中添了一些煤。
易混辨析feed on 以……为主食通常是动物作主语。
live on 以……为主食通常是人作主语。
1）很多动物以草为主食。
2）大部分的中国人以大米为主食。
8. I could see he was terrified of being abandoned by us. (P21)我可以看出来他非常恐慌，害怕被我们遗弃。
abandon vt. 离开而不返回，遗弃，抛弃，放弃The match was abandoned because of bad weather. 比赛因恶劣的天气而取消.联想拓展abandon oneself完全屈从于abandonment n.[u]遗弃，离弃，抛弃，放弃，舍弃abandon n.放肆，任性abandoner n.放弃者，遗弃者，投保者abandonee n.承保人，被遗弃者abandoned adj.被遗弃的,自暴自弃的,无耻的abandonment n. 放弃,放肆易混辨析abandon, desert, give upabandon 强调永远或完全放弃人或事物等；可能是被迫的，也可能是自愿的；desert 着重指违背法律责任和义务或自己的信仰与誓言的行为，多含非难的意味；give up 普通用语，侧重指没有希望，或因为外界压力而放弃.It’s foolish of him to give up without trying.9. I saw James being held up in the water by Old Tom. (P21) 我看到老汤姆在水中正稳稳的举起詹姆斯。
关键透析hold up 举起，使延误我举手表示有问题。
我们在前往机场的路上因为堵车而延误。
联想拓展hold a meeting 举行会议catch hold of 抓住（电话）不挂断on to 抓住不放hold back = keep back 阻止，抑制（眼泪等）伸出We thought of selling his old furniture. but we’ve decided to hold on to it. It might be valuable. 我们原想着卖掉那些旧家具，但是我们现在决定保留它们。
这些家具可能会很值钱。
10. What other animals help out humans in hunting? (P21) 还有其他的什么动物帮助人们捕猎？关键透析help out 帮助……（摆脱困境或危险）I do not really work here; I am just helping out until the new secretary arrives.我实际上不在这儿工作，我只是在新秘书来之前帮帮忙。