人教版高中英语选修7Unit 3Under the Sea教案4
Unit 3 Under the sea
The third Period Extensive reading
Teaching goals
1.target language
a.key words and expressions
reflecting, pure magic, beauty, cell, became aware of , vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow
b.key sentences
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!
The first thing I became aware of was all the vivid colors surrounding me…
What a wonderful, limitless world it was down there!
2.ability goals
3.Enable the student to know more about the living things under the sea
and experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given.
4.Teaching important points.
Enable Ss to read for specific information and guide the Ss to write their own diray.
Teaching procedures
Step1, Revision
T: Good morning.
Ss; Good morning.
T: Yesterday I asked you to preview the reading passage on Page 23…. Step 2, Reading and discussing P23
Play the tape for ss to listen and then let the ss to write down the names of the sea animals mentioned in the diary. After that, check the job by asking someone to tell the names of the sea animals. …
Pare1…
Para2..
Para3..
Para4..
Step3,Homework
Discussing and writing on p24.
Feed back：内容呈现自然，由浅入深，教学过程符合学生实际。
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.
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。
高二英语(人教版)-选修七 Unit 3 Under the sea (4)-1教案
教案教学基本信息课题选修七Unit 3 Under the sea (4)学科英语学段：年级高二教材书名：普通高中课程标注实验教材英语7出版社：人民教育出版社出版日期：2007年2月教学设计参与人员姓名单位设计者实施者指导者课件制作者其他参与者教学目标及教学重点、难点教学目标:At the end of the class, Ss will be able to:1.summarize and accumulate expressions on complaints;2.get the basic and key information about sharks and by listening and watching;3. use expressions to make up an oral speech on behalf of WWF to call on people to pay attention to the protection of Sharks.教学重难点：Get the basic and key information on the topics and express their own opinions based on what they have heard and watched.教学过程(表格描述)教学环节主要教学活动设置意图Step 1 Pre-listening Present the pictures and predict what we aregoing to listen to.shark/predator(捕食者)教师展示图片引入话题，激发学生已知，Step 2 While- listeningI Material one:First listening: These dialogues betweentourists and a tour guide took place after awhale watching tour. Decide What the tourists听第一段材料，获取以下信息：游客是否享受这次旅行，享受的是什么，抱怨的是什么；游。
人教高中英语选修七 单元教案Unit Three Under the sea
Unit Three Under The SeaUnit 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.3. 记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话. In this unit students learn about killer whales and whaling in the early twentieth century, and also about the decline in shark populations in the world today. The unit asks students to think about contemporary issues such as whether whaling should be allowed and whether sharks should be protected.1. 知识目标：1) 重点词汇和词组: flee, boundary界限, 分界线, abandon放弃, 遗弃，抛弃, narrow, shallow浅的, dimension维数, 方面, 侧面, offshore 近海的, teamwork协作, 配合, accommodation住所, 住宿, jog慢跑, 轻推, seal海豹, suck允吸, drag, pure纯的, 纯粹的, 纯洁的, aware, yell大叫, 呼喊, 叫声, target受批评的对象, relationship关系, 血缘关系, 交往, reflect思考, 反映, 反射, seaside, sharp锐利的, 锋利的, witness目击, 当场见到, dive, annual每年的, 按年度计算的, shore, pension养老金, 退休金, pause, anecdote轶事, 奇闻, depth, deeply, conserve保存, 保藏, conservation保存, 保持, vivid生动的, 鲜明的, 活泼的, vividly 生动地, 鲜明地, awesome引起敬畏的, 可怕的, awe敬畏, scare恐吓, 受惊吓, 恐慌, scared惊恐的, 恐惧的, scary引起恐慌的, opposite在….对面, tasteless没有味道的, opposition对抗, 敌对, 对手, oppose反对, 抵制, urge催促, 极力主张, 驱策, urgent紧急的, 迫切的, ahead of在….前面, 先于, cut loose不受约束, 摆脱, be scared to death吓死了, in the meantime与此同时, 在此期间, throw oneself out of跃出, be concerned with与….有关的, 关注的, upside down上下翻过来, be / become aware of对….知道, 明白, 意识到….., help out帮助某人摆脱困境, sort out整理, 挑出, go snorkeling潜水, aim at瞄准, 目的在于.2) 帮助学生更多地了解海洋海底世界.3) 复习动词v-ing形式的被动式.2. 能力目标:培养学生阅读能力和赏析水平.在写作中学会表达责备, 抱怨和要求赔偿.3. 情感目标:培养学生热爱和保护海洋生物的爱心.4. 教学重难点:更多地了解海洋海底生物.树立正确的观念“海洋生物和人类是朋友”并热爱和保护它们.巩固动词V-ing形式的被动式的用法.在写作中学会表达责备, 抱怨和要求赔偿.责备和抱怨(Blame and complaint):I’m sorry but……I’m afraid….That’s not good enough…..I’m feeling annoyed with / unhappy about / unsatisfied with…..I’m not happy about / satisfied with…..I’d like to talk to the manager.I’d like a (full) refund, please.That’s no good for me.You should do something about it.5. Grammar: 复习被动语态(V-ing的被动语态)Period One Warming up and V ocabularyTeaching aims:1. Learn to pronounce the new words correctly and know their meanings in the context.2. Guide students to use the new words in complete sentences with thehelp of pictures3. Learn to use the correct form of the new words according to the context.Step 1 Warming up1) What is it in the second picture? And where are the watchers?2) Why do people buy aquariums or visit aquarium?________________________________________________________.3) So in general what is an aquarium?________________________________________________________.4) Where can you find these creatures?_____________________________________________________.5) What words would you like to use to describe them?________________________________________________________.Step 2 Get familiar with the new wordsGet students to describe some pictures by using their own words：on a snorkeling trip; at an aquarium; on a boat tour; in books; in films; on TVConsolidationOne afternoon I was sorting out my _________ when I heard a huge noise coming from the bay. As we ran down to the _______, we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.With Old Tom guiding the way, we soon got close to the hunt, astonished to see a whale being ______ by about six other killers. Some ______ themselves on top of the whale’s blow-hole to stop it _______ while others tried to stop it _______ out to sea Then a whale hunter in the boat ______ the harpoon at the whale and hit it. Soon the whale died. The killer whales ______ the body of the whale down into the sea. The body would ______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and ________.On another occasion, James, a whaler, was _______ off the boat. I was terrified to see a shark ______. Fortunately, Old Tom held James up in the water while the other killers were still attacking the whale.(Suggested answers: accommodation; shore; attacked; threw; breathing; fleeing; aimed; dragged; float; tongue; washed approaching)Step 4 HomeworkGet more information about sea creatures on the Internet.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-inAfter 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 James2. 根据课文内容填空.breathing; 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)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)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 owneyes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.Period Three Language StudyTeaching aims:1. To learn the useful expressions and sentences 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.Step 1 Learning words and phrases1. It was / is a time when…….: 曾经, 那时候/ 现在…….; There was a time when……曾经;It was a time when motorcars were rare.It is a time when no one can understand my plan and ambition.现在没人理解我的计划和雄心.There was a time (一度) she could not bear the pain and wanted to kill herself. (there)2. on: 表示(活动, 行为, 状态等)在…..中, 如on duty, on holiday3. accommodation: 住所, 住宿; accommodate: 供给住宿, 提供, 容纳, 适应.The high cost of accommodation makes life difficult for students in London.由于住宿费用昂贵, 伦敦的学生感到生活困难.The university offers excellent accommodation for summer visitors.The bank will accommodate you with a loan.银行将贷给你一笔款子.I will accommodate my plan to yours.我修改一下计划以便和你的计划相适应.4. sort out: 整理, 挑出, 解决(问题, 困难等); sort through: 查看并加以分类整理; put away: 把…..存放好.I’ve sorted out the papers that can be thrown away.He sorted his own photos out from others and kept them in an album.He was sorting through a pile of paper on his desk.After school, put away your books.To learn English well, we should find opportunities to hear English ______ as much as we can.A. speakB. speakingC. spokenD. to speak5. ahead of: (时间或空间上)在……前面, 比….更领先; ahead of time 提前; ahead of one’s time超越某人那个时代; look ahead向前看为未来着想或打算; go ahead先走/可以, 进行; straight ahead径直向前;Time here is nine hours ahead of London.Directly ahead of us is the royal palace.She is always well ahead of the rest of the class.他总是在班上遥遥领先.6. like doing sth. 喜欢做…..(表示一种习惯性的动作)，类似的动词有: enjoy; consider / imagine / fancy; suggest / advise; excuse / pardon; miss / escape; appreciate; admit / deny; delay / postpone; avoid; risk; practice; mind; require; allow / permit等.The parents suggested sleeping in the hotel room but their kids were anxious to camp out during the trip.Please excuse my coming without being invited.It’s difficult to imagine his accepting the decision without any consideration.很难想象他毫不犹豫地就接受了这个决定.He got well-prepared for the job interview, for he couldn’t risk losing the good opportunity.We won’t permit using mobile phones inside the aircraft.我们不允许在飞机上使用手机.7. even though: 虽然, 尽管. 常用来引导状语从句的连词有: although; though; while; as; even if; even though; no matter what / who / when / where / how, whatever, wherever, whenever, however等.8. have on指穿的状态, 后常接表示衣服, 鞋, 手套, 袜子等的名词, 不用于进行时态. wear指穿的状态, 后接表示衣服,鞋子, 手套, 袜子等的名词, 也可以表示戴首饰, 手表, 徽章, 留头发, 胡须等. 可用于进行时态. dress指穿的动作, 用作及物动词时, 后面接表示“人”的词语作宾语, 或反身代词. 常用于be dressed in 结构中, in后常接表示颜色, 服装样式的词. put on指穿的动作, 后接表示衣服, 鞋, 手套, 袜子等的词.She has on a red dress.He is wearing a gold watch.Mary is dressing her child.She is dressed in red.He put on his coat and went out.It’s necessary to be prepared for a job interview. _______ will certainly do you good.A. Well dressedB. Well dressingC. Being well dressedD. Well dressing up8. pause: 指短暂的中断或停止, 含有再进行下去的意味. Break: 非正式用语, 指突然的或短时间的终止, 如工作或活动期间短暂休息. rest: 指统称的休息. interval: 指一出戏在幕与幕之间, 音乐会上下串场之间或演出中预先安排的休息, 也可泛指事件之间的一段时间. stop:为普通用词, 指迅速或突然终止某行为, 活动或状态. end: 多指自然的结果.9. aim at: 瞄准, 旨在, 打算, 试图; aim for: 目的是, 计划; aim to do sth: 打算做某事, 企图做某事; be aimed at (doing) sth: 旨在做某事, 目的在于做某事;They aim at increasing exports.He was aiming at the bird but he missed.The project aims to prevent the kind of accidents happening again.These regulations are aimed at reducing our dependence on fossil fuels.这些规定旨在减少我们对矿物燃料的依赖性.The measures _______ further pollution in the river will come into effect soon.A. aiming at preventingB. aiming to preventingC. to aim at preventingD. aimed to prevent10. drag: 拖, 拉, 困难或吃力地往前拉.The boss was dragging a heavy load. 马拖曳着重载.She dragged herself out of bed, still half asleep.她挣扎着起了床, 仍然睡眼惺忪.11. the depth(s) of the ocean海洋深处; the depth(s) of the jungle丛林深处; the depth(s) of the country内地, 穷乡僻壤; the depth(s) of winter 隆冬; the depth(s) of one’s heart心灵深处; the depth(s) of despair绝望的深渊;The pond is no more than a meter in depth.I’m trying to deepen the understanding of local customs and traditions.The lake is over 20 meters in depth so we were all moved deeply bythe man who dived deep into the lake to save the little boy. (deep)12. at any moment任何时候, 随时;the moment that一….就……;at the last moment在紧要关头, 在最后关头;at that moment在那时;for the moment目前, 暂时;in a moment马上, 立刻;for a moment片刻, 一会儿;13. drag in把….拉进去;catch all in one drag一网打尽;drag on (out)拖延, 使拖延;drag oneself alone拖着脚步走;drag it离开, 离职, 停止讲话;drag sb. down使人感到委屈或沮丧;a drag on progress阻碍进步的因素;14. urge sb. to do sth.催促某人干….., 极力主张….., 紧急的, 冲动, 迫切的，They urged us to join their company.I had a sudden urge to hit him. 我突然很想凑他一顿.an urgent appeal for information 紧急呼吁提供信息in urgent need of = be in great need of 急需They urged that our government (should) take urgent actions (应当采取紧急措施) against terrorists.15. It + be + adj. + to do sth. / doing / that…..It + be + adj. + for / of sb. to do sth.It appears (看上去) / seems (好像) / happens (碰巧) + that 从句.It is no use doing sth. 做……没有用.It is reported / said that ……据报道…..It is believed that……人们相信……It is thought that ……人们认为……It has been proved that …….事实证明…..It is well-known that…..众所周知…..It took / takes sb. …..to do sth.做某事花费某人(时间或金钱) He’s never willing to alter any of his opinions. It’s no use arguing with him (和他争论没有用). (it, argue)16. abandon oneself to sth. / doing sth.沉溺于; abandon…..to sb.把….舍弃给…..; with abandon放纵地, 放任地, 纵情地;They abandoned all hope of finding an effective way to solve the problem.During the Second World War, millions of people throughout the world abandoned their homes.They had to abandon the match because of rain.Don’t waste the food left, and abandon it to the dog.After the victory, the soldiers sang and danced with abandon.胜利后, 士兵们纵情唱歌跳舞.The match was abandoned because of the bad weather.The fort had been hurriedly deserted.这个堡垒被仓促地放弃了.It’s foolish of him to give up without trying.他没有尝试就放弃真是太愚蠢了.We should keep off those who abandon themselves to (对….成瘾的) drugs. (abandon)17. help out:帮助…..(摆脱困难或危难);help sb. do sth. / with sth.帮某人做某事;with the help of在….帮助下;help oneself to请随便自己动手吃….;it can’t be helped实在没有办法, 无法避免;not / never …..if he / she / I can help it如果能….的话, 她/ 他/ 我就不会做某事;Can you help me out with the maths problem?Please help yourself to some fish.I can’t help but wait = I can’t do nothing but wait.I’ll never turn to you for help if I can help it. 如果能不求你帮忙的话, 我是绝不会来的.It can’t be helped. We’ll have to deal with the things alone. 实在没有办法, 我们只能自己处理这些事情了.With the help of the teacher and his classmates, Xiaoming managed to help himself out of (摆脱) his problem with computer games.18. witness目击者, 证人, 证据, 当场见到, 目击;give witness on behalf of sb.为某人作证;a witness to…..的证人; bear witness to为…..作证;He is the witness to the accident.These facts are a witness to his carelessness.这些事实证明了他的粗心.These grand buildings bear witness to the city’s magnificent past.这些雄伟的建筑是这个城市辉煌过去的见证.This old auditorium has witnessed many ceremonies.这个古老的礼堂内举行过许多次典礼.None could witness that he was present.没有人能证明他在场.She gave witness on behalf of the accused person.她替被告作证.19. flee逃离, 逃跑, 逃避.He fled to London after an argument with his family.他同家人争吵后离家去了伦敦.He fled from that country. = He fled that country. / He escaped from that country. / He ran away from that country. 他从那个国家逃跑了.In the 1980s, China ______ a series of great changes in both politics and economy.A. happened B suffered C. witness D. occurred20. might have done可能…..(但实际上没有);could have done本来可以做某事, 本来能够做;needn’t have done本不必做却做了;should have done本应该做却没有做到;ought to have done理应做而没有做;must have done过去肯定做了某事;can / could not have done过去可能没有做某事;may / might have done过去可能做了某事;If I had been more cautious, I might have done better.我要在仔细一点, 是可能做得更好一些的.You could have met him yesterday, but you didn’t g to the party.本来昨天你能见到他, 但你没有参加聚会.You failed again. You should have done it much better.I ought to have gone home last Sunday. 上星期日我理应回家的.I might have given you more help, but I was too busy that day.我本来可能会给你更多帮助, 但是我那天太忙了.The lights were out. They must have been asleep.I think that he couldn’t have gone abroad. I saw him just now.What a pity! Considering his ability and experience, he _______ better.A. need have doneB. must have doneC. can have doneD. might have done21. target目标, 靶子, 受批评的对象;the target of….的对象(目标);set a target制定目标;meet a target达到目标;sales target销售目标;on / off target准确/ 不准确;He is the target of many jokes. 许多玩笑都把他当笑柄.Now many countries have met targets for energy conservation.现在许多国家已经达到了能源保护目标.The billboards have been targeting passengers at bus stops.这些广告牌一直把公共汽车候车亭的乘客作为目标.22. be get caught in遇上…..而受阻.Catch sb. doing sth.发现/ 遇见某人正在做某事;23. hang: 吊, 悬, 挂, 绞死;hang back不情愿, 犹豫;hang down垂下, 散落下来;hang on to紧紧握住, 坚持下去;hang about = hang around徘徊, 闲散;hang by a thread / hair千钧一发;hang up拖延, 终止, 挂断电话;The boy hung his head in shame. 那个小孩羞愧地低下了头.His portrait was hung above the fireplace. 他的肖像挂在壁炉的上方.He was hanged for murder. 他因犯谋杀罪而被处以绞刑.I was / got caught in a storm (遇到了暴风雨) on my way to school this morning, so I was late. (catch)24. with + 宾语+ 宾语补足语:The teacher came in with a thick book in her hand.With a local villager leading the way, we found his house easily.With a lot of problems to solve, the newly-elected president felt like a cat on hot bricks.许多问题亟待解决, 新当选的总统急得相热锅上的蚂蚁.I like to sleep with the window open.25. reflect: 反射, 映射; reflect on / upon / over….仔细想, 考虑, 反省Can you see the trees reflected in the window?你能看倒映在窗户上的树影吗?He reflected that he had no right to do this.他深思后明白他无权做这件事.With her mother telling stories (妈妈讲着故事), the child could fall asleep soon.26. be / become aware of sth.意识到某事;be aware that / how…..知道, 意识到…..;make sb. aware that –clause提醒某人注意…..;make sb. aware of….让某人注意到……。
【县级公开课教案】人教版 高二英语选修7 Unit 3 under the sea Period 4 Using language
人教版高二英语选修7 Unit 3 under the sea Period 4 Using languageA new dimension of lifeThe analysis of teaching materialsThis is the fourth period of this unit under the sea.Before leanign this text, students have already finished a reading about the killer whale. They have already had a basis of sea creatures.The text is about a writer’s experience of a snorkeling trip. In his eyes, the world under the sea is amazing, Which is full of fantastic and beautiful, even dangerous sea creatures. Readers can follow the writer’s eyes to take a look at the various wonderful nameless creatures and open their minds to imagin how limitless world the sea is. Moreover the text is stengthened by many vivid descriptions about feelings. Once putting your heart into this passage, you will feel youself in the writer’s day of magic.The analysis of studentsThe students are in Class 5 Garade 2 in senior high school. They have a poor english basis. Their reading, speaking ability is limited. Some of them is afraid to open their mounth to speak english. Also, there is little chance for them to connect the world under the sea, the creatures mentioned in the text is strange to them. However, the topic is interesting, the wonderful world under the sea appeals much to them. So they have a great interest in leaning this passage. Besides, the students in Class 5 is so active and entusiastic that they cultivate a very hot atmosphere in theirdaily classes.Teaching aimsKnowledge aims:1.Make students be familiar with the various sea creatures.2.Drive them to realize how fantastic the world under the sea is and howtiny human beings in the world.3.extend their vocabulary about sea nd sea creatures.Ability aims:. 1．Learn to pronounce the names of sea creatures mentioned in the text correctly.2．Learn to describe the creatures mentioned in the text properly according to the pictures under the guidance of teacher.3．Learn to use proper expressions to convey their exact feelings in their past experiences.Cultural awareness:1.Arouse studentds’ interest in sea animals2.Develop students sense of cooperative leanign.Teaching difficulties1.Guide students to describe pictures about sea creatures.2.Get students to be familiar with expressions about feelings andproperly use them to express themselves.Teaching Key points1.Develop stuents’ skimming, scanning, detail-ed reading abilities.2.Stimulte to practise their oral english by describing pictures.3.Clarify and organze the feelings expressions.Teaching approachesTask-based apparoach: arrange different kinds of task for students to accomplish, so that they can be the center of the class and perfom actively.Teching media:Blackboard, multi-mediaTeaching Procedure:Step 1 Lead-inFirst，show students the picture above and ask them some questions as a revision：Where is he？What is he doing？Why does he go snorkelling? What does he wear and what he carries? What surrounds him/Next，draw a conclusion and lead into the text：As the sea is a world full of magic，many tourists head to the sea，and the author of this text is one of them.Look！The other day，the writer went snorkelling with her friends and experienced a lot. Let's take a brief look at sea creatures through her diary.Step 2 ReadingTask 1 ScanningRead the passage and put the following topics into the correct order according to the text.ParagrapTopicshcolors and2shapesdangers 4reflecting 1the reef's edge 5a final thought 6some sea3creaturesTask 2 Detailed reading1.Listen to the paragragh 1 and find out the feelings.1) fill in the blanksE______beautyA day of p_______magicIt was the most f_______things I have ever done.It was like d_________a new dimension of life.Every cell in my body w_______up.2) match the feelings and pictures3) use one of the above feelings to describe what the person in the picture feels.设计意图: 让学生熟悉情感表达并能对其意义用法有初步的了解,知道什么场合该用哪一种情感表达.2.Listen to Para 2 and answer questions.1)what is the first things he became aware of under the sea?2)what does the shapes of corals look like?设计意图: 能让学生快速列举出颜色和形状的不同表达.3.Listen to Para 31)Question: then what see creatures did he find?2)Describe the picturesQuestions: what is it? What color is it?Can you describe his position now? what does his mouth look like? What is it doing?Then Ask students to find out the sentence in this paragragh which can describe the following pictures. Fill in the blanks and read it aloud.The _______ and _____ parrotfish was hanging ______ _____, and______ tiny plants off the coral with its hard _______ mouth.设计意图: 结合精美的图画,让学生对这些奇异的海底动物有深刻的印象后, 再在老师的指导下描述图画,并找出原文中能概括此画的句子,加深对课文内容和优美句子的理解.4. Listen to Para 41. Were there anything that made him frightened? What were they?2. decribe the pictures in your own words.3. pick out the sentence which can best describe the writer’s present feelings. Discuss with the classmates about when you had such kind of feelings设计意图: 结合老师给的关键词,能用自己的话对鳗这个动物进行描述, 并通过找寻情感感表达到讨论情感表达,加深对I felt scared to death 这一的表达的理解和运用.4.Listen to Para 5-61.There is a vivid feelins expressions in this part. Pick it out.2.Point to the students that this expression is a word of many occasions,list the examples and ask them to share their own feelins experiences. 设计意图: 结合刘谦和刘璇的立即,加深对my heat was beating widely 的印象,并结合自己的实际,谈谈自己类似的紧张时刻.Task 3 Consolidation1．Judging from the text，what the author mainly wants to tell us in the diary is ______.A．that the sea is fantastic with vivid colorsB．that the water where she was snorkelling is not deep but shallow C．what she saw and how she felt in the seaD．that 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 fish.B．The yellow－spotted red sea－slug.C．The yellow and green parrotfish. D．The blue sea－stars.3．The author was afraid of getting too close to the eel because ______.A．it has strong sharp teeth B．it has thick green lipsC．it has a frightening shape D．it gives out poisonous liquids4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______A．My heart was beat ing wildly.B．That didn't stop me from feeling scared to death.C．Every cell in my body woke up.D．I felt very exposed in such deep clear water.5．We can infer from the text that the author felt that ______.A．compared with the whole world，man is tinyB．compared with the whole world，the ocean is tinyC．there were more delights than dangers when snorkellingD．there were more dangers than delights when snorkelling设计意图: 进一步对课文内容进行巩固.Task 4 Students activities1.Summarize the feeling expressions and do the translationexercises.充满魔力的一天extraordinary beauty这是我所做过的最奇妙的事.我的心跳得厉害.全身的细胞都舒醒了.I felt scared to death.It was like discovering a whole new dimension of lifeanize the story.Based on the following pictures, imagine if you are in the situation, what kind of feelings do you have? Choose at least three feelings above to ogranize a story, you can relate to your similar experiences in your life设计意图: 重新对本课所学的情感表达进行组织巩固，并在此基础上，结合不同情景，运用不同情感表达展示不同故事。
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。
高二英语(人教版)-选修七 Unit 3 Under the sea (4)-教案
教案教学基本信息课题选修七Unit 3 Under the sea (4)学科英语学段：年级高二教材书名：普通高中课程标注实验教材英语7出版社：人民教育出版社出版日期：2007年2月教学目标及教学重点、难点教学目标:At the end of the class, Ss will be able to:1.summarize and accumulate expressions on complaints;2.get the basic and key information about sharks and by listening and watching;3. use expressions to make up an oral speech on behalf of WWF to call on people to pay attention to the protection of Sharks.教学重难点：Get the basic and key information on the topics and express their own opinions based on what they have heard and watched.教学过程(表格描述)教学环节主要教学活动设置意图Step 1 Pre-listening Present the pictures and predict what we aregoing to listen to.shark/predator(捕食者)教师展示图片引入话题，激发学生已知，Step 2 While- listeningI Material one:First listening: These dialogues betweentourists and a tour guide took place after awhale watching tour. Decide What the touristswould appreciate (G) and what they mightcomplain about (B). Listen to the dialogue andcheck your answers.Aspects Good / Bad1.Saw whales filmed underwater □2.Saw only one whale in the distance □3.Heard whales □4.Too wet to go outside □听第一段材料，获取以下信息：游客是否享受这次旅行，享受的是什么，抱怨的是什么；游客如何表达他们的抱怨，提取有关表达抱怨的相关表达和句子。
人教版高二英语选修7 Unit 3 Under the sea 全单元教案
U n i t3U n d e r t h e s e a1. 教材分析本单元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；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。
本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。
本单元实现了语言学习和传播先进思想的完美统一。
1.1 Warming Up设计了两个活动。
第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题——海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。
紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。
这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。
1.2 Pre-reading是Reading文图并茂的内容简介。
“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻激起学生的阅读兴趣。
1.3 Reading是一篇题为“Old Tom the Killer Whale”的故事，其中包括两篇关于虎鲸的奇闻轶事。
第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。
第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。
学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。
1.4 Comprehending设计了根据课文内容描述Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上进行再创造。
第二题根据课文回答问题，其目的是评价学生对文章的理解程度。
高中英语人教版选修7教案-Unit_3_Under_the_sea_教学设计_教案
教学准备1. 教学目标教学目标1. Ability goals 能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals 学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.2. 教学重点/难点教学重点和难点Teaching important points 教学重点Help the Ss know more about animals under the sea as well as the animals’loyalty and help to human bein gs.Teaching difficult points 教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.3. 教学用具4. 标签教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coralStep2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling backto …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and______ ____into the bay.Stage2&3: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killersstarted ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s_______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it_______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.。
人教版选修七Unit3《Underthesea》word教案4
Period 4GrammarTeaching aims1．Students will be able to recognize the －ing/being done forms and know the exact meanings of them.2．Students will be able to use these two forms correctly.Teaching proceduresStep 1RevisionAsk students to answer the following questions without referring to the textbook.1．What did Clancy witness when he ran down to the shore?2．Why did Clancy run in a hurry?3．What did Old Tom do when they headed into the bay?4．What did Old Tom do after George beat the water?5．What did Clancy witness when they drew near?Suggested answers：1．He saw a whale throwing itself out of the water and then crashing_down again.2．Because Clancy had already heard that George didn't like being_kept_waiting.3．They could see Old Tom swimming by the boat，showing them the way.4．Tom circled back to the boat，leading them to the hunt again.5．He could see a whale being_attacked by a pack of about six other killers.Next，ask students to pay attention to the underlined words and lead into the grammar item—“v.－ing”/ “being done”．Step 2Grammar learning1．现在分词(－ing 形式)的构成。