新人教版选修七 Unit 3 Under the sea-Reading[课件]
高中英语选修七：Unit_3_Under_the_sea_(Reading)课件(新人教版选修7)
逃跑, 消失 打包, 收拾行李 遗弃, 抛弃
Fast-reading
Task 1 : Read the text and then fill in the blanks with their names.
1._C_l_a_n_c_y_ was 16 years of age when he went to work at the whaling station.
传统捕鲸方法:6名捕鲸者离开大船，乘小艇追 逐鲸鱼，小艇通常长8.5公尺，装备有具倒钩 的捕鲸铦和长索。鲸一旦被铦刺中，便带着绳 索逃遁，直到筋疲力尽浮出水面，人们在那儿 用捕鲸枪(一种更长的捕鲸铦)将它杀死，用绳 索拖到大船边，用有刃的长枪割取油脂，并把 尸体抛弃。
现代捕鲸业肇: 挪威人福伊恩发明了一种 捕鲸炮，用来发射内充炸药的标枪。后来又使 用了动力船，与捕鲸炮相得益彰，这些方法使 用至今几乎没有什么变化。
dolphin
shark
Anemone （海葵）
coral
anemone fish sea star
turtle
sea horse
killer whales （虎鲸）
baleen whales （须鲸）
Do you know about whales? such as
• sharks
• the killer whales
Tom was helping the whalers out?
Evidence of helping the whalers
throw itself out of the water and crash down again.
Let the whalers know that there was a baleen whale nearby.
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写，并运用了大量的-ing形式。
Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。
III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
高二人教课标选修7 unit3 under the sea reading课件
Clancy
A whaler
Anecdotes
At the beginning for
the 20th century
Australia
The killer whale help
people to kill baleen whale
Hello everybody! I’m your friend ….
Pre-reading
Do you know about whales ?
such as sharks 鲨鱼 the killer whales 虎鲸 the baleen whales 须鲸
What do you think is happening in the picture ?
Writer Vocation Style time
Old Tom
Hale Waihona Puke • First reading // skimming1
• What are the main ideas for the two stories about Old Tom? • I witnessed Old Tom helping the whalers catching the huge whales. • I saw James was saved by Old Tom, the killer.
( 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.
【最新】人教版高中英语选修7：Unit+3+Under+The+Sea+Reading课件
whalers.
B. The killer whales want to help man catch
the whales themselves
C. The killer whales need no training for helping the whalers D. The killer whales want to eat the whales after killing them
There are many animals that help out humans in hunting such as dogs and cormorants(鸬鹚).
Reading
The reading passage includes two anecdotes written by an old man called Clancy. They are about the days when Clancy was a whaler and hunted whales on the southeastern coast of Australia at the beginning of the 20th century. It was a time when the killer whales, or "killers" as they were then called, helped the whalers catch the baleen whales that were on their annual migration.
Different kinds of whales
Baby Blue Whale Gr ay Whale Killer Whale Minke Right Whale
选修7 Unit3 Under the sea-Reading课件
Whalers’ reaction
(反应)
One whaler yelled out __________. ran ahead of George _____ ___ _____ grabbed him. Clancy _________ his boots and raced ______ after him. They jumped _______ swim by the boat/ ______ the boat and into lead …to the hunt headed ____into the _________out bay.
Pair Work Reading and skimming
1. When did Clancy begin to believe that the killer whales would help the whalers to catch the huge whales? 2. Why did Old Tom throw itself out of the water and then crash down again? 3. why did George think that the killer whales worked as a team? 4. Why did the whalers return home without the whale’s body? 5. What’s the relationship between Old Tom and the whalers?
2. Why did Old Tom throw itself out of the water and then crash down again?
Because he was telling us there’s a whale out there for us.
高中英语选修七：Unit_3_Under_the_sea_课件(新人教版选修
After class exercises and answers
, of the ,eik.M., , however圣地.: ,fHelugh
hum ,. teil,.gy on the d. ,,:, , loud strongly the of ,Tha泪水 OkURK,rison冯 respect K, Mir , vel bag,看得ry of the the K丫头’ K病 情描述拉动 theHYKOKYH,Y,Y,HYUIVY.the Y,Y,HYI tunryhy IY,DY Y andY心情 愉快 chase on被迫 onI
Organizations and individuals are working to preserve and restore the health of the ocean through sustainable fishing practices, pollution reduction, and conservation efforts.
Threats to the ocean
Human activities, such as overfishing, pollution, and climate change, are causing serious harm to the ocean and its inhabitants.
Conservation efforts
Article structure and general idea
Article structure
The article is divided into three main parts: the introduction, the body, and the conclusion. The introduction introduces the topic and the body provides detailed information and examples to support the topic. The conclusion summarizes the main points and restates the importance of the topic.
选修7 Unit 3 Under the sea Reading(附译文)
选修7 Unit 3 Under the sea - ReadingOLD TOM THE KILLER WHALE虎鲸老汤姆I was 16 when I began work in June 1902 at the whaling station. I had heard of the killers that every year helped whalers catch huge whales. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.On the afternoon I arrived at the station, as I was I sorting out my' accommodation, I heard a loud noise coming from the bay. 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. It was black and white and fish-shaped. But I knew it wasn't a fish."That's Old Tom, the killer," one of the whalers, George, called out to me. "He's telling us there's a whale out there for us."Another whaler yelled out, "Rush-oo ...rush-oo." This was the call that announced there was about to be a whale hunt."Come on, Clancy. To the boat," George said as he ran ahead of me. 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.Without pausing we jumped into the boat with the other whalers and headed out into the bay. I looked down into the water and could see Old Tom swimming by the boat, showing us the way. A few minutes later, there was no Tom, so George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again.Using a telescope we could see that something was happening. As we drew closer, I could see a whale being attacked by a pack of about six other killers."What're they doing?" I asked George."Well, it's teamwork - the killers over there are throwing themselves on top of the whale's blow-hole to stop it breathing. And those others are stopping it diving or fleeing out to sea," George told me, pointing towards the hunt. And just at that moment, the most extraordinary thing happened. The killers started racing between our boat and the whale just like a pack of excited dogs.Then the harpoon was ready and the man in the bow of the boat aimed it at the whale. He let it go and the harpoon hit the spot. Being badly wounded, the whale soon died. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea. The men started turning the boat around to go home."What's happened?" I asked. "Have we lost the whale?""Oh no," Jack replied. "We'll return tomorrow to bring in the body. It won't float up to the surface for around 24 hours." "In the meantime, Old Tom, and the others are having a good feed on its lips and tongue," added Red, laughing.Although Old Tom and the other killers were fierce hunters, they, never harmed or attacked people. In fact, they protected them. There was one day when we were out in the bay during a hunt and James was washed off the boat."Man overboard! Turn the boat around!" urged George, shouting loudly.The sea was rough that day and it was difficult to handle the boat. The waves were carrying James further and further away from us. From James's face, I could see he was terrified of being abandoned by us. Then suddenly I saw a shark."Look, there's a shark out there," I screamed."Don't worry, Old Tom won't let it near," Red replied.It took over half an hour to get the boat back to James, and when we approached him, I saw James being firmly held up in the water by Old Tom. I couldn't believe my eyes.There were shouts of "Well done, Old Tom" and 'Thank God" as we pulled James back into the boat. And then Old Tom was off and back to the hunt where the other killers were still attacking the whale.1902年6月，我开始在捕鲸站里工作，那时我才16岁。
高中英语课件-人教版选修7《Unit 3 Under the sea》reading课件
Old Tom p_r_o_t_e_c_te_d_ the whaler from the shark
Anecdotes Dtails
4
A
was
sorting details
out
his a_c_c_o_m__m_o_d_a_t_i_o_n_,
the
he heard a loud noise from the __b_a_y__. He saw a
process of a whale
_e_n_o_r_m__o_u_s animal namedOld Tom after he came to the shore.
The team headed out for a whale ___h_u_n_t_ after another whaler_y_e_ll_e_d_o_u__t ."Rush-oo...rush-oo."
swim by the boat
Showing the whalers the way to the hunt
1. Why did George beat the water with his oar? A. To frighten the whales away B. To call back Old Tom to lead the way C. To attract the attention of huge whales D. To send signals to other whales.
type of the article : (文体) anecdote
writer : an old man called Clancy
job :
a whaler
- 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)。
4. Why did the whalers allow the killer whales to drag the whale away? Because they knew the killer whales would leave the rest of the body to them.
5. Why did the whalers return home without the whale’s body? Because the body would not float to the surface until about 24 hours later.
Writer Occupation
An old man called Clancy A whaler
Type of the anecdotes article (文体 文体) 文体 Australia Place Time Main idea At the beginning of the 20th century Killer whales helped whalers catch baleen whales
2. According to the text, which of the following is NOT right? A. The killers like Old Tom are fierce yet always ready to help the whalers. B. The writer didn’t believe the killers could help the whalers catch whales before working at the whaling station. C. C The whalers left the body of the whale eaten up by the killers. D. It was hard to handle the boat in the rough sea.
Teaching task 2: Put the events in the reading passage into this timeline. 1. Clancy 2. He heard a loud arrived at the noise coming from whaling station. the bay.
sea horse
killer whales
baleen whales
Do you know about whales? such as • sharks • the killer whales
king of the sea, biggest carnivore(食肉动 食肉动 物) of the sea, killing all kinds of animals in the sea, even the huge blue whale, like tiger on land, working in a team.
Watch the photos and try to write down the name of the animal or the plant in your exercise books.
dolphin
shark
anemone
anemone fish coral sea star
turtle
1. Clancy arrived at the whaling station. 4. The men went to the boat and headed out for a whale hunt. 2 5 He heard a loud noise coming from the bay.
Reading Old Tom the killer whale
New words
• annual • witness
每年的
v. 目击，做证 目击， n. 目击者，证人，证词 目击者，证人，
• accommodation: somewhere to live or stay, often also providing food or other services 住宿
Teaching task 3: (Reading and speaking) Please read the reading again, and in pairs, answer the following questions. 1. What evidence was there that Old Tom was helping the whalers out?
During the hunt
After the hunt
ห้องสมุดไป่ตู้
The killers were working as a _____. team Some were throwing top themselves on ___ of the whale’s blow-hole to stop it _________. breathing Others were stopping it _______ out to sea. fleeing The killers dragged the dead _______ body down into the depths of the ______ sea, having a good feed on its lips and tongue . ______
3. 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 blowhole while others were preventing it from diving or fleeing out to sea.
Teaching task 1: Please listen to the reading, and then in groups, describe the relationship between Old Tom and the whalers and then fill in the form.
Teaching task 5: (Discussing)
主旨大意 1. What happened to James after he was washed off the boat? A. He got hurt by a shark. B. He was abandoned by the other whalers and felt terrified. C. He dropped his hope and was nearly dying. D D. He was held up in the water by Old Tom and rescued.
Reading
Warming up
Have you seen plants and animals that live under the sea? Where did you see them?
•On a snorkeling trip •On the internet •On TM nature programmes •In films •At an aquarium •On a boat tour •In books
The killer whale guided the team to the hunt. 6 Clancy and his men killed the baleen whale with the help of the killers. 3 He saw a huge animal in the water, which was Old Tom, the killer whale. 8 The men returned for the baleen whale the next day. 7. The killers ate the lips and tongue of the baleen whale.
Get the main ideas of the two anecdotes. • The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale. • The second one tells about how a killer whale protected and saved James, a whaler.
6. How did Old Tom help James? Why do you think he did this? Old Tom prevented James from drowning. Old Tom wanted to help his human friends.
Teaching task 4: Read the text carefully and fill in the blanks. Before the hunt The killer whale threw itself out of the water and then _____ _______ down again. crashed It swam by the_____, showing boat the whalers the way.
6.Clancy and his men killed the baleen whale with the help of the killers.
8. The men returned for the baleen whale the next day.