人教版高中英语选修七Unit3 Under the Sea-Language points 课件(共40张PPT)
as, when和while 1) as 强调主从句中谓语动词所表 示的动作同时发生。 从句表示“随
时间推移”连词能用as, 不用when 或while。
As the day went on, the weather got
worse. 日子一天天过去, 天气越变 越坏。
2) when 可表示瞬间、时间段，主
6. “Come on, Clancy. To the boat”, George said as he ran ahead of me. come on
1) 表示劝说，不耐烦，催促
Come on, we’ll be late for concert.
2) 开始
The rain has just come on.
Exemple:
I was just about ___ road ___ a ship
came to us.
A. traveling on; while
B. to travel on; while C. traveling by; when D. D to travel by; when
about to ◆ Don’t go out now, weare __________ have supper. ◆ The wind went down toward sunset. is going to be fine tomorrow. It __________ ◆ The Queen _____ is to visit Beijing next year. ◆ His sister is 13 years old, and she will be 14 years old next year. _____
4. 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. 我们及时赶到岸边, 看到对面一 个庞大的动物猛力跃出水面, 然后 又坠落到水面。
1.at the beginning of… 2.witness… with one’s own eyes 3.sort out my accommodation 4.yell out 5.throw out of the water 6.be about to do sth 7.run ahead of… 8.head out into… 9.teamwork/work as a team 10.a pack of excited dogs 11.aim at sb/sth 12.the depths of the sea 13.float up to the surface 14.bring in 15.in the meantime 16.have a good feed on… 17.be terrified of doing sth. 18.hold up
从句动作同时发生，也可以先后发
生。当从句的动作发生于主句动作
之前，只能用when 引导这个从句， 不可用as 或 while。
When you have finished your
work, you may have a rest.
3) as, when 引导短暂性动作的动词。 Just as / Just when / When I stopped my car, a man came up to me. 4) while 用于同时进行的两个延续 性动作相伴发生, 常对同类动作进 行对比。
1. On the afternoon I arrived at
the station, as I was sorting out
my accommodation, I heard a
loud noise coming from the bay. 在我到达捕鲸场的那个下午, 正当
我准备膳宿时, 我听到一声巨响从
或根据某种迹象判断将要发生的事。
be to do表示预先安排好的计划或约定
。
★ will do 表不是事先经过考虑的将来 动作 ★ be going to 表示打算或计划做某事或 根据某种迹象判断将要发生的事。 ★be to 表示预先安排好的计划或约定。 ★be about to 表示即将发生的动作，意 为“正要, 即将”, 不与具体的表将来时 间的副词或副词性短语连用, 但可以与 when引导的时间状语连用。
[点拨] ① 分析句子的结构可知could be heard为句子的谓语, 从而推断出动词 open和close只能用非谓语形式。② 动 词open和close在desks后面, 一起作前面 介词of的（复合）宾语, 因此要用动词ing形式, desks是逻辑主语。③ 在逻辑 上, desks是动词open和close表示的动作 的承受者, 因此要用被动式。
与throw相关的短语：
throw cold water on throw off
泼冷水
抛弃，摆脱
throw over
throw away throw up
回棋，变换
浪费，拒绝 呕吐
throw down 打倒，推翻
throw off , throw out , throw away, throw down, throw up
bring in , bring out , bring up ,bring about 1) What brought ___________ about his illness ? 2) Please __________ bring out the meaning of the passage . brought up by his uncle . 3) Henry was _____________ 4) When he was young , he began to sell goods, which made him _________ bring in a lot of money .
Unit 3 Under the sea
Listen and find out some phrases.
1.在…开始的时候 2.亲眼看到…… 3.整理我的住所 4.大喊 5.跃出水面 6.将要做某事 7.跑在…前面 8.向…移动/前进 9.团队协作 10.一群兴奋的猎狗 11.朝…瞄准 12.海的深处 13.浮出水面 14.带进/引进 15.与此同时/在此期间 16.饱餐一顿 17.害怕（做）某事 18.托着，举起
＊________ you have finished your When work, you may haቤተ መጻሕፍቲ ባይዱe a rest. ＊____________ When ( As) I stopped my car, a man came up to me. ＊____ As the day went on, the weather got worse. When (while) was walking down ＊____________ the street, I met an old friend.
11. bring in “收(庄稼);引进;挣得(钱 )” He brings in a wage of 1000 yuan a month. 我们国家引进许多先进的科学技术. Our country has brought in a lot of advanced technology . )明白表示出来,生产 使(意义等 ※ bring out 吐出(vt); 抚养,养育 bring up 带来,造成 bring about
[点拨] 此句是由“主句+ so引导的结果 状语从句”构成的主从复合句。主句 中含有一个that引导的宾语从句， being kept waiting为动词-ing形式短语 的被动式作like的宾语；so引导的结果 状语从句中又含有一个even though引 导的让步状语从句。
9. 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. [点拨] 此句也是由“主语+ so引导的结 果状语从句”构成的主从复合句, 且这个 从句是由and连接的两个并列分句构成; 第 二个分句中的circling ... 和leading ...为动 词-ing形式短语作第二个分句的伴随状语。
与come相关的短语：
come about come across come forth come out come through come up come to come up with
发生
偶然遇见
出来, 涌现
出版, (花)开 (电话)接通 走近, 上升 总计 赶上, 补充
come about , come through, come out , come up, come to , come across 1)The cost of the journey comes _______ to 3000 yuan. come about 2)How did the accident come ___________ ? out 3) When will the book __________ ? came across 4) I _____________ my teacher in the street yesterday . come up 5) The seeds haven ’ t __________ yet . came through 6)The old man ___________ the World War
高中英语 Unit 3 Under the sea 语言运用导学案 新人教版选修7
高中英语 Unit 3 Under the sea 语言运用导学案新人教版选修7Unit3 Under the sea 语法导学案新人教版选修7【学习目标】1、Read the passage and get some useful information、2、 Work out the difficult points、3、 Try to achieve harmony with nature、【学习重点】Understand the difficult sentences and master the key words、【学习难点】Understand the difficult sentences自主学习 Task one: Choose the best answer、1、In the diary, the author mainly wants to tell us that____、A、 what he saw in the seaB、 how the fish eat in the seaC、 the vivid colors in the seaD、 all the plants in the sea are poisonous2、 What did the writer do on that morning?A、 Go swimmingB、 Go fishingC、 Go snorkelingD、 Go sailing3、Which kind of corals’ shape is NOT mentioned in the text?A、 PlatesB、 MushroomsC、 LaceD、 Bottle4、 H ow many kinds of creatures didn’t the author want to get too close to according to the fourth paragraph?A、 TwoB、 ThreeC、 FourD、 Five5、、From the whole text we can know that the writer felt that_______、A、 He was a tiny spot compared with the whole world、B、 The ocean was a tiny spot compared with the whole world、C、 There was no danger in the sea except the sharks、D、 All kinds of fish were waiting for something for food、Task two: Read the text and fill in the blanks、During the snorkeling trip, the writer first became _____ of the ____ colours and the fantastic corals、 He saw little fish ________ the bodies of larger fish, the parrotfish _________ upside down, sea-slug _______ by a sea-star, a turtle passing so close to him, an eel_______ its head from a hole, a clam _______ for something to swim in between its thick green lips、 He felt ______ to death on seeing some creatures、 It is a wonderful and _________________ world under the sea、Task three: Glance quickly through the text and number the paragraph topics in the correct order、 colors and shapes ________ the reef’s edge _________ dangers _________ a final thought ________ reflecting _________ some sea creatures _________合作探究1、reflect 映射，反射，思考（B级）教材原句__________________________________________________________________________________________________________________ _______reflect vi &vt vt、反射,反映 vi、反射,映出,思考归纳拓展：reflect on/upon sth be lost in reflectionThe still water reflected the full moon、恬静的水面映出一轮圆月。
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。
人教版高中英语选修七《Unit 3 Under the sea》 language points 课件 1
difficult to investigate.
A．witnessed
B．harnessed
C．swallowed
D．drugged
【解析】 句意为：许多人看到了那起车祸，所以不难
调查。在这个句子中，witness 意为“目睹”。harness 意为
“利用，控制”；swallow 意为“淹没，吞下”；drug 意为
She is (a) witness to the accident. 她是这起事故的目击者。 He has been (a) witness to a terrible murder. 他目 击了一起残忍的凶杀事件。
Police have appealed for witnesses to the accident. 警方呼吁这起事故的目击者出来作证。
situation.
4.opposite prep.， 在……对面。如： He sat opposite Marion during the discussion. 讨论的时候，他坐在玛丽安的对面。 opposite adj. “相对的；相反的”，如： on the opposite side of the street 在街的对面 driving in the opposite direction 朝相反的方向行驶
This hotel has accommodations for 600 guests.
The government should make accommodations for
the poor. 【归纳辨析】 accommodate，contain，hold 三者都可意为“容纳”。 (1)accommodate指(旅馆等)能为(多少旅客)提供住处(或 膳宿)；也指(交通工具)能搭载(多少乘客)。 (2)而contain和hold用于(容器)能容纳(多少物品)；(建筑 物)可容纳(多少观众、听众等)。 【完成句子】 (1)我们今晚能找到旅馆住宿吗？
人教版高中英语选修7 Unit 3 Under the sea Section Ⅱ
fish.( F ) 4.The author liked to get close to eels with strong sharp teeth.( F ) 5.Although the sharks were not dangerous,the author still felt scared
was acting out of unawareness,fear,and even love. 词性 名词 含义 无意识;未察觉到
自主预习
合作学习
随堂练习
12345
[温馨提示]①aware后可接of+动词-ing形式或that-从句,但其后一 般不可接动词不定式。
√We are aware of his honesty. √We are aware that he is honest. ×He is not aware to have done wrong. √He is not aware of having done wrong. ②aware可被quite,well,fully,perfectly等副词修饰,但不可被very修 饰。 ×We are very aware that the old days are gone forever. √We are quite/well/fully aware that the old days are gone forever. ③aware作“意识到的”解时,通常只作表语,不作前置定语,除非前 面有副词修饰。
,he felt scared to death.
A.anemonefishs B.parrotfishs
选修7 Unit3 Under the sea(Reading)-Language points
n 证人 目击者,证明 证人,目击者 证明 目击者
He was a witness to the accident. The police found the witness to the murder case. bear witness to...为...作证 为...的证人 作证,为 的证人 为 作证 The temples and theatres all bear witness to the city`s former greatness. give witness on behalf of sb.为某人作证 为某人作证 She gave witness on behalf of the accused person.
accommodation 住宿 食宿供应 住宿,食宿供应
make accommodations for...为...提供食宿 为 提供食宿 book accommodation at a hotel向旅馆预订房间 向旅馆预订房间 arrange sb`s accommodation安排住处 安排住处 accommodate vt 为...提供住处 食宿 容纳 供给 使适应 提供住处/食宿 容纳;供给 提供住处 食宿;容纳 供给;使适应 accommodate...to...=adapt ...to...使...适应 适应... 使 适应 accommodate oneself to..=adapt oneself to使适应 使适应 accommodate sb with..=supply sb with
1.Many Chinese immigrated (in)to the United States. 2.Swallows migrate south in winter. 3.Many people migrated from rural to urban areas in searc of jobs. 4.to emigrate from Ireland to Australia 从爱尔兰移居澳大利亚
人教版高中英语选修七Unit3UndertheseaPeriod2word教案
Period 2 Language StudyTeaching aims1．To learn the useful expressions and sentence structures in the reading.2．To enable students to use language points both orally and in written forms.3．To further understand the friendship between man and whales.Teaching proceduresStep 1Learning words and phrases1．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”，时刻、地址等作主语。
Recent years have witnessed the collapse of the steel industry.最近几年来钢铁业日渐衰落。
n．[C]目击者，证人The police found the witness to the murder case.警察找到了那件谋杀案的目击者。
There was no witness at the scene of the accident.在事故现场没有证人。
witness 还可表示“作证”“证明”，经常使用“witness to sth./doing sth.”a live witness to...活生生的证人bear/give witness to sth.为……作证witness－box(英)＝witness stand (美)证人席2．sort out(1)分类，整理I am just sorting out the papers that can be thrown away.我在整理能够被扔掉的文件。
人教版高中英语选修七《Unit 3 Under the sea》 Learning about Language 课件 1
1
2. someone who sees a
crime or an accident
Word Definitions
How used in the text
1. a short time when someone stops
pause speaking
2. to stop doing something for a short
the bay.
There I saw small _s_h_a_r_k_s as they swam lazily around the sea bottom. One day I _w_i_tn_e_s_s_e_d_ how they would pursue their prey swiftly, and the small fish had no time to _f_le_e__ away. I wanted to y_e_l_l_ and warn the poor fish but that was impossible underwater. Thank God it was; otherwise, I might have been swallowed instead!
The houseb_e_i_n_g___b_u_i_l_t will be our library
upon its completion.
b) 所使用的教材都是时新的。 The textbooks __u_s_e_d__ are all up-to-date.
c) 你打算参加下月召开的会议吗？ Are you going to attend the meeting __t_o_b_e__h_e_ld___ next month?
选修七 Unit 3 Under the sea-Using language
3. The first thing I became aware of was all the vivid colors surrounding me.(P23) aware adj.对……知道，意识，注意到
be/become aware of 意识到，知道， 明白，觉察到 词语链接
unaware adj. 对……不知道
三、综合填空 用适当的单词完成下列句子。 1．Going snorkeling on the reef was the most fantastic thing ______ I have ever that done. 2．All of __ sudden，I was aware ___ a of the dangerous situations I was facing. 3．The corals were shaped ____ fans， like plates，the branches of trees，_____ made which me amazed at the magical power of nature. 4．A man suddenly jumped _____ from behind a big tree，shouting ____ me to at hand ___ all my money to him. in
During the next two days，we stayed in Lijiang which is a cultural relic in our country. I especially loved going shopping in the old town. I thought every 9 ____ (细 cell 胞)in my body woke up. There were so many beautiful things that I wanted to buy. Finally，I bought several scarves with 10 ____ (鲜艳的)colors. I decided to vivid send these scarves to my friends as presents.
新人教选修7 Unit3 Under the sea-Using language[课件]
correcter
colours and shapes
the reef’s edge dangers a final thought reflecting some sea creatures
___ 2
___ 5
4 ___
___ 6 ___ 1
3 ___
Language study
Please enjoy some beautiful pictures and video about sea animals.
parrotfish 鹦嘴鱼
Sea-slug 海蛞蝓
eel 鳝；鳗
Giant calm
grey reef shark 灰礁鲨
I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day — a day of pure magic! 我手拿一杯冷饮坐在温暖的夜空下回忆 着当天的事情——这是神奇的一天！ [赏析] with a cold drink in my hand是一 个独立结构作伴随状语，表明“我”坐 在那儿的时候悠闲的心态。warm和cold 形成鲜明的对比，给人以惬意的感觉。
sea according to the text?
A. The orange and white anemone fish.
B. The yellow-spotted red sea-slug.
C. C The yellow and green parrotfish. D. The orange and blue-striped angelfish.
[考点] reflect反映; 思考；表明。