新人教版选修七Unit3 Under the sea全单元教案2
高中英语人教版选修7Unit3UndertheseaReading教案(系列二)
选修七Unit 3 Under the seaPeriod1 ReadingTeaching AimsEnable the students to grasp and remember the detailed information of the reading material. Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, slides and picturesTeaching ProcedureStep1 Warming upHave you seen plants and animals that live under the sea?Where did you see them?Step 2 Pre-readingWriter ClancyStep 3 ScanningScan the text, and fill in the blanks with names mentioned in the text.1. ___________was 16 years of age when he went to work at the whaling station.2.__________ordered Clancy to go to the boat as there was a whale out there in the bay.3. _________was swimming by the boat showing the whalers the 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.Keys: 1.Clancy 2. George 3. Old Tom 4. Jack 5. James 6. RedStep 4 SkimmingSkim the text and put the following sentences into a right order.( ) George started beating the water with his oar( ) Clancy jumped into the boat with the whalers.( ) Clancy arrived at the whaling station( ) The killers started racing between our boat and the whale( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whaleKeys: 65173248Step 5 Careful readingRead the passage carefully and do the true or false questions.1. There was no evidence that Old Tom was helping out the whalers.2. The author compares the killer whales with a dog.3. The killer whales worked as a team.4. The killer whales dragged the whale under the water to feed on its body.5. The whalers returned home with the whale’s body.6. Old Tom didn’t help out James.Keys: FTTFFFStep 6 Detailed readingRead the passage carefully and answer the following questions.1. What evidence was there that Old Tom was helping out the whalers?Old Tom let the whalers know that there was a baleen whale nearby;He showed them the way to the whaleWork as a team2. What other animals did the author compare the killer whales with?Dogs.3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?Because they knew that, together with the whalers, they would soon kill the baleen whale and get a good feed.4. Why did George think that the killer whales worked as a team?Because he could see that some of the killers were throwing themselves on top of the wha le’s blow hole while others were preventing it from swimming out to sea.5. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed o n its lips and tongue?Because they knew the Killer Whales would leave the rest of the body to them.6. Why did the whalers return home without the whale’s body?Because the body would not float to the surface until about 24 hours later.7. How do you think Red felt about the killer whales?Red felt good about the Killer Whales. He appreciated the working relationship that the whalers had with the Killer Whales.8. How did Old Tom help James? Why do you think he did this?Old Tom prevented James from drowning. Old Tom wanted to help his human friends.Step 7 DiscussionDiscuss the relationship between Old Tom and the whalers. What other animals do you know help out humans in hunting? Step 8 HomeworkReview the text and underline some difficult points.。
人教版高中英语选修7教案Unit3UndertheSea
人教版高中英语选修7教案Unit3UndertheSea人教版高中英语选修7教案Unit 3 Under the Sea Unit 3 Under the Sea一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1shre/seaside/beah/ast/ban 2flee/esape 3 deep/deepl 词形变化1 depth n 深, 深度,deepl adv深深地deep ad&ap adv 深的;深入地,2 nserve v 保存, 保藏nservatin v 保存, 保持3vivid ad 生动的, 鲜明的, 活泼的vividl adv 生动地, 鲜明地4 aese ad 引起敬畏的, 可怕的ae n 敬畏ae vt敬畏tast ad 好吃的, 可口的taste v品尝;n味道, 味觉tasteless ad 没味道的, 无鉴赏力的重点单词1 annual ad 每年的；按年度计算的/ n 年刊；年鉴2 itness n 目击者；证人；证据vt 当场见到；目击3 adatin n 住所4 abandn vt 放弃；遗弃；抛弃reflet vt 映射；反射vi &ap vt 思考6 aare ad 意识到的；知道的7 sare vt 恐吓vi 受惊吓重点词组srt ut整理；挑出help ut 帮助……（摆脱困难或危难）；协助；使……脱离困境thr neself ut f 跃出upside dn上下翻转过重点句型1 It as a tie h en the iller hales, r “illers” as the ere then alled, helped the halers ath the baleen hales that ere n their annual igratin2 I had alread heard that Gerge didn’t lie being ept aiting, s even thugh Ididn’t have the right lthes n, raed after hi3 I’sittin g in the ar night air ith a ld drin in hand and refleting n the da-a da f pure agi!重点语法被动语态（II）(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1) shre/seaside/beah/ast/ban n海边，海岸【解释】shre 指海岸，湖岸，也指近海的一带。
人教版选修七-Unit3-Under-the-sea-教学设计
人教版Book 7 Unit 3 Under the sea 教学设计〔教材解析〕本篇课文选自人教版新课标教材的选修模块7，为第一课时，阅读课,将Warming—up，Pre—reading，Reading, Comprehending部分放在同一课时教学，设计成为一节阅读课.故事发生于20世纪初期，一个名叫“Old Tom”的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情.通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。
〔学情分析〕本课是高二年级下学期的课程，学生已经具备一定的知识储备和运用能力,但由于授课的对象的英语基础比较差，水平参差不齐，为了激发全部学生的好奇心和求知欲，课堂采用了创设情境，采用老师扮演鲸鱼,以猜谜的形式引导学生进入本节课。
通过对阅读的整体理解后，由学生扮演课文中出现的不同角色，，来活跃课堂气氛，引发学生对动物保护的意识。
同时，在阅读课中教师要渗透阅读的方法和答题的技巧,培养学生阅读的综合能力。
教学目标分析一、知识与技能。
1.Train the students’ reading ability, for example, skimming scanning。
2.Learn and master the following:Words：anecdote，annual，witness，accommodation，shore, opposite，yell，pause, telescope，teamwork, diving，flee, drag，depth, urge, abandonPhrases：be about to do，ahead of, even though，stop…from…，help out，二、过程与方法1.Task—based teaching2.。
Cooperation3.Discussion三、情感态度与价值观1.The students’ confidence and interest can be stimulated。
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
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。
【优选整合】高中英语人教版选修7Unit3UndertheSeaperiod2教案2.docx
Unit 3 Under the SeaThe use of VingV-ing作动名词吋具有名词的特征，因而在句中用作主语、表语、宾语、定语，有吋它可以有自己的逻辑主语, 也可以有时态和语态形式。
一、V-ing形式的名词特征V・ing形式否定形式为not doing,具有动词和名词的性质，在句中起名词作用，可作主语、宾语、表语和定语。
Laying eggs is the ant queen' s full-time job. 主语Her job is teaching. 表语He is fond of playing football.宾语developing countries 定语working people 定语二、V-ing形式作主语1.V-ing形式作主语表示抽象的经常性的意义。
Reading aloud is very important for us to learn a foreign language.大声朗读对我们学习一门外语是很重要的。
Going to bed early and getting 叩early is considered to be a good habit.早睡早起被认为是一种好习惯。
V-ing 形式在"It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词+doing” 结构中作主语，it 为形式主语。
Ifs no good waiting here. Let's go home.在这儿等没好处,咱们回家吧。
It is no use your complaining; the company won't do anything about it.抱怨是没有用的，公司是不会管的。
②V-ing 形式在"It is useless/nice/good/interesting/worthwhile/worth 等形容词+ doing” 结构中作主语。
人教版选修7unit3UndertheseaP2教学设计
Unit 3 Under the seaPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (Revise the Passive Voice <2>, including the –ing form) IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then revise the passive voice <2>, including the –ing form. The following steps of teaching may be taken: warming up by reading aloud the text Old Tom The Killer Whale, discovering useful words and collocations, learning about the Passive V oice <2>, including the –ing form, 学习多功能where的用法, closing down by revising some difficult uses of the passive voice.ObjectivesTo help students revise the Passive V oice <2>, including the –ing formTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1. Warming up by reading aloud the text Old Tom The Killer Whale Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.2. Discovering useful words and collocationsIn pairs do the exercises 1 and 2 on pages 22. You must finish them in 5 minutes.3. Learning about the Passive Voice <2>, including the –ing formThe voice of a verb refers to the form of the verb used in relation to what the subject is doing. InEnglish there are only two voices—passive and active.The passive voice of a verb simply means the form of the verb used when the subject is being acted upon rather than doing something.The passive voice is formed by taking the appropriate tense of the verb to be and adding the past participle.Active Voice: The committee reviewed the project.Passive V oice: The project was reviewed by the committee.In most writing, use the active voice. It is more direct and less ambiguous.The passive should only be used if the doer is unknown or unimportant, or if more emphasis is put on the receiver of the action than the doer.Doer unknown: The Jones' car was stolen last week.Doer unimportant: The bells were rung to announce the wedding.Emphasize receiver: Tony was hit by a fastball.4. 学习多功能where的用法where在英语中可以引导多种从句，是一个具有多重功能的引导词。
高中英语 Unit 3 under the sea教案 新人教版选修7
Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’s the mai n idea of the second anecdote?A. Fierce killers, like Old Tom, could protect people.B. James was washed off the boat.C. It was hard to handle the boat in rough sea.D. Old Tom rescued James from other killers.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheetThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. The killer whales want to help man catch the whales themselvesC. The killer whales need no training for helping the whalersD. The killer whales want to eat the whales after killing themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my owneyes. 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 wecould see that something was happening. As we ___________ (draw 短语), I could see awhale____________ by a _____ of about six sharks. Being badly wounded, the whale soon died. Verysoon, its body was dragged by the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century, the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongue Washed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack, depths。
人教版高中英语选修7《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。
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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。
高中英语 Unit 3 under the sea教案 新人教版选修7 教案
Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’s the main idea of the second anecdote?A. Fierce killers, like Old Tom, could protect people.B. James was washed off the boat.C. It was hard to handle the boat in rough sea.D. Old Tom rescued James from other killers.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheet Anecdote oneAnecdote twoThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. The killer whales want to help man catch the whales themselvesC. The killer whales need no training for helping the whalersD. The killer whales want to eat the whales after killing themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my own eyes.On the afternoon I arrived at the station, as I ___________ (sort 短语) my accommodation, I heard aloud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词)animal.“It is called Old Tom, the killer.” George said as he ran ahead____ me. __ the distance we couldsee that something was happening. As we ___________ (draw 短语), I could see a whale____________ by a_____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was draggedby the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century,the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongueWashed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack,depths。
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Unit 3 Under the seaPeriod One for Warming upTeaching Aims:1. Let the Ss know something under the sea, including someanimals and plants that live under the sea.2. Ask the students to make a list of the animals and plants thatlive under the sea to help them.Contents:1. Have you seen plants and animals that live under the sea?2. Where did you see them?3. Do you have any favourite sea plants or animals? Sharewhat you know about these plants and animals.4. Find out from your classmates where they have seen them.Use the list below to help you:on a snorkelling trip at an aquarium on a boat touron TV nature programmes in books in filmson the Internet5. Give the following names of the animals and plants livingin the sea:white whale白鲸anemone海葵sea star海星shark鲨鱼coral珊瑚butterfly fish蝴蝶鱼sea horse海马turtle海龟parrot fish鹦鹉鱼kelp海带eel 海鳗angel fish天使鱼anemone fish海葵鱼dolphin海豚jellyfish水母Period Two for ReadingTeaching Aims:Learn something about the sea in the passage. Contents: Learn something about the sea and some sentences and phrases.Questions and answers:Para 11.What did the writer do in the morning on 19th, January?2.what did he think after seeing such extraordinary beauty?He thought every cell in his body woke up and it was like discovering a whole new dimension of life.Para 21.What is the first thing he became aware of?All the vivid colours surrounding him.2.Does he think the corals are fantastic? why?Yes .Because they were shaped strangely like fans, plates, brains, lace and so on.Para 3.1.Did he frighten the fish when he swam among then?No, he didn’t. The fish didn’t seem to mind him swimming among them.2.What fishes did he see under the sea?He saw many beautiful fish such as anemonefish, parrotfish, angelfish and so on.Para41.Were there anything that made him feel frightened? What were they? Yes ,there were .He didn’t want to get too close to the eel, the giant clam. And the grey reef sharks made him scared to death.2.Do the sharks he mentioned hurt people?No, they don’t. They are not dangerous.Para5Why did he say he was very brave?Because he swam over the edge of the reef and hung there looking down into depths of the ocean.New words1.witness v. 目击，做证n. 目击者，证人，证词2.pack 打包，收拾行李3.flee 逃跑，消失4.abandon 遗弃，抛弃5.annual 每年的Period Three for Learning about Language Teaching Aims: Learning about the language points in this part: Contents:1. I thought , at the time, that this was just a story but then I witnessed it with my own eyes many times.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 just a story作thought的宾语。
2. On the afternoon I arrived at the station, as I was sorting out my accommodation, I heard a huge 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，我听到一声巨响从海湾传来。
accommodation1) rooms, esp, for living in房间，住所2) lodgings, rooms and food膳宿（常用复数）accommodate v. 适应，调节accommodating adj. 亲切的，易打交道的accommodator n. 调节者3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.我们及时赶到岸边，看到一个庞大的动物猛力跃出水面，然后又坠落到水面。
throw cold water on 泼冷水out of breath 上气不接下气4. yell v.& n.1) 叫喊She yelled with surprise when she saw the present.2) 叫声，喊声The crowd let out a yell of delight.e on1) 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.与come相关的短语：come about 发生come across 偶然遇见6. distance n.距离；远处v.保持距离, 关系疏远或冷淡distant adj.遥远的distantly adv.遥远地与distance 相关的短语：at/ from a distance 离一段距离；从远处at a respectful distance 敬而远之be out of distance 太远in the distance 在远处；在远方within distance 在......距离内Period Four for using LanguageTeaching Aims: Learning about the language points in this part: Contents: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 was hanging upside down in the sea according to the text?A. The orange and white anemone fish.B. The yellow-spotted red sea-slug.C. The yellow and green parrotfish.D. The orange and blue-striped angelfish.3. When the author saw two ____, he felt scared to death.A. anemone fishB. parrotfishC. sea-slugsD. sharks4. How 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 know thatthe author felt that____.A. He was a tiny spot compared with the whole worldB. The ocean was a tin spot compared with the whole worldC. There was no danger in the sea except sharksD. All kinds of fish were waiting for something for foodPlease listen to the Reading, and thenunderline some sentences that you don’t understand and finish the following form.Glance quickly through the diary entry on the previous page and then number the paragraph topics in the correct order.。