人教版高二英语选修7 Unit 3 Under the sea 全单元教案
Unit 3 Under the seaⅢ. 教材分析和教材重组1. 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。
第三项是小组讨论，中心论题——你是否同意禁止捕鲸——直击本单元思想内容主题——环境和动物保护。
整个活动设计梯次分明，思想教育意义和语言学习意义两条线共同逐步深入，以达到阅读理解的最佳效果。
1.5 Learning about Language分为词汇和语法两项。
词汇部分帮助学生学习用适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。
语法项目是复习动词-ing形式的被动语态。
要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。
-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。
1.6 Using Language是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、“说话与写作”。
“阅读与讨论”的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。
“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。
这种分类描写的方式非常有利于对学生的写作训练和指导。
“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的内容是完成所听的句子和填上所缺的词。
所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。
“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。
该部分提供了表示“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。
这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。
2．教材重组2.1 Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。
2.2 Learning about Language 中的两项活动(词汇和语法)和Workbook 中的USING WORDS AND EXPRESSIONS 以及USING STRUCTURES内容一致，整合起来设计成一节“语言学习课”。
2.3 将Using Language 中的听力部分(P25 Reading, discussing and listening) 与Workbook中的LISTENING, LISTENING TASK 整合为一节“听力课”；由于Workbook中TALKING 的任务是谈论前面两个听力内容的，所以将此项任务也加进这一课时。
2.4 将Using Language 中的Reading and discussing 以及其后的四项练习与Workbook 中的READING TASK 以及其后的两项练习整合在一起，上一节“泛读课”。
2.5 将Using Language 中的Speaking and writing (P26) 与WRITING TASK, SPEAKING TASK 整合成一节“交流写作课”。
注：本单元“说”的任务分别体现在“听、写、读”等各项活动中，因此没有单独设计“口语课”。
3. 课型设计与课时分配1st Period Reading2nd Period Language study3rd Period Listening4th Period Extensive reading5th Period Communication and writingⅣ. 分课时教案The First Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help outb. 重点句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20It took over half an hour to get the boat back to James ... P212. Ability goals能力目标Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.3. Learning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.Teaching important points 教学重点Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.Teaching difficult points 教学难点Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教学方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures && ways教学过程与方式Step ⅠWarming upT: Good morning / afternoon, everyone!Ss: Good morning / afternoon, Sir / Madam!T: Have you seen plants and animals that live under the sea? And do you like them?Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ...T: Mm, I see. But where did you see them?Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants ...T: V ery good. You see, your sight of sea animals is limited. Do you want to know more about them?Ss: Yes! Very much! But how?T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you.The Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what they are talking about. After that the teacher can ask two or three pairs to act their dialogues out.Possible dialogue 1:Sa: Last summer holiday, I went to Hainan Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers. Sb: Have you seen anything special?Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful. Sb: Red? I’ve only seen white ones in decoration shops. I like its fantastic shapes. But I don’t know there are some red ones.Sa: Besides red ones, there are purple, yellow, blue, pink ones.Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea.Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.Sb: It’s a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had hard horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didn’t find that kind of ones.Sa: You must have seen many fish, right?Sb: Certainly! A large number of animals and plants under the sea.Sa: Tell me more, please.Sb: Some eels, for example. They were long and thin with sharp teeth and swam very quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses—they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp.Sa: That’s wonderful. I’ll ask my parents to take me there next summer holiday!T: V ery good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea?Ss: Hurray! We couldn’t wait any more!T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better.(1) (2)(3) (4)(5) (6)(7) (8)(9) (10)(11) (12)(13) (14)Names of these sea animals and plants:(1) white whale白鲸(2) anemone海葵(3) sea star海星(4) shark鲨鱼(5) coral珊瑚(6) butterfly fish蝴蝶鱼(7) sea horse海马(8) turtle海龟(9) parrot fish 鹦嘴鱼(10) kelp海带(11) eel海鳗(12) angel fish天使鱼(13) anemone fish海葵鱼(14) dolphin海豚T: Aren’t they beautiful! I think you’ve known more about sea animals and plants. Now, let’s work in groups of four, making a list about what you have known about them to collect the information. Draw a form like this and then fill in it. Show the following form on the screen. After the Ss haveStep ⅡPre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.T: If you want to uncover the puzzle, read the words on the left side of the picture.After a short while.T: What does anecdote mean? Have you got its meaning from the dictionary?S: It means a short story based on your personal experience.T: Right! So what are the main characters of the story?S: Whalers, killer whales and baleen whales.T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let’s read the text and find the answers.Step ⅢReading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.SkimmingLet the Ss skim the text and get the main ideas of the two anecdotes.After skimming.T: Who is Old Tom? What is the first anecdote about?S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.T: Good! How about the second one?S: It tells about how a killer whale protected and saved James, a whaler.ScanningLet the Ss do scanning and find the answers to the questions in Exercise 2.T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.Sa: What evidence was there that Old Tom was helping the whalers out?Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again ...Then ask some pairs to ask and answer the questions before class.T: V ery good! Now close your books and we’ll listen to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready?Show the following sentences on the screen. (The sentences are given with blanks.)1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.2. …as I was sorting out my accommodation, I heard a loud noise coming from the bay.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.4. “Come on, Clancy. T o the boat,” George said as he ran ahead of me.5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those others are stopping it diving or fleeing out to sea.7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.After playing the tape, ask someone to spell out the words or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen.Step ⅣDiscussionDeal with Exercise 3 in Comprehending. Let the Ss work in groups and do some discussion.T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and what is special about it?S: It is a killer whale! It’s the head of the killer whale team, I think.S: Maybe it is the most clever and powerful one in the team.T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting.A sample description:Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, too. They’re just like good friends.Sb: I think so. Maybe Old Tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the whalers. In everyday life they take care of each other and in an emergency, they help each other.Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans in hunting. Upon meeting the quarries, they are very excited and listen to their masters very well to hunt for them. If there is a group of dogs, they may work together till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. That’s very interesting. And if their master is in danger, they will rush up to rescue him. There are many moving stories of this kind.Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful.Deal with some language points.Step ⅤHomeworkT: 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. And 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. Good-bye everyone!The Second Period Language studyTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语depth, shore, accommodation, in the meantime, park, snorkel, rent, seaside, net, be aware of, reflect on, pure, upside down, scare to deathb. 重点句子James was afraid of being attacked by sharks. P23The children enjoyed being taken to the aquarium. P232. Ability goals能力目标Revise the Passive V oice of the -ing form.Learn to use some new words and phrases.3. Learning ability goals学能目标Help the Ss to learn how to use the Passive V oice especially “being done” form by practicing and summarizing.Teaching important points 教学重点The Passive Voice and “being done” used as object, attribute and so on.Teaching difficult points教学难点Help the Ss to master the usage of the Passive V oice and “being done” structure.Teaching methods 教学方法Concluding, summarizing and practicing.Teaching aids 教具准备A projector and a computer.Teaching procedures & ways 教学过程与方式StepⅠRevisionT: Good morning / afternoon everyone!Ss: Good morning / afternoon, Sir / Madam!T: At the end of last period, you were asked to think about the international ban on whaling. Are you for it or against it? Now let’s work in groups of four and discuss the reasons for and against banning whaling.While the Ss are having discussion, walk around to see if they are getting on well with the job. When they have finished, ask the Ss to speak out their group’s opinions and reasons.Possible discussion:Sa: I think it’s important to protect whales. After a long time hunting, the number of whales has largely decreased. On the other hand, with the development of industry, the sea has been seriously polluted and the pollution has killed many whales.Sb: Yes. I agree on the international ban. Whale is one of the oldest species on the earth. Protecting them effectively and studying them seriously will bring human beings great benefit. Sc: Whales are the hugest animals living in the ocean. The number of them in nature will have great effect on the balance of sea animals as well as nature.Sd: We seem to have the same idea about the topic and I agree with you all. Firstly, animals are human being’s friends; we must try to protect them, especially those endangered. It is reported that many whales kill themselves for some unknown reasons on some beaches every year. Maybe that is caused by pollution. In a word, man has done much harm to whales. It’s time for us humans to do something to protect them. No more whaling!T: Yes, no more whaling! I agree with you very much! I hope you can get more information about whales after class to learn more about their current situation.Step ⅡLanguage studyDeal with the useful words and expressions in this unit and let the Ss do some exercises to master their meanings and usages.T: Turn to Pages 22, please finish Exx 1 -3.When the Ss have finished that, check the answers with the whole class.T: Now, we’ll revise some useful structures.As the teacher explains the grammar, he / she will show the slides at proper time.Step ⅢPractice (Workbook exercises)Let the Ss finish the exercises in USING WORDS AND EXPRESSIONS on Page 63 to further practice the use of some key words and expressions.Then let them finish the exercises in USING STRUCTURES. After students have finished, showsome students’ work on the projector, check their work with the whole class. Correct the errors if there are any.This structure is used after prepositions and verbs normally followed by -ing form. So the teacher can help the Ss summarize the verbs or phrasal verbs followed by -ing form.Step ⅣHomeworkHomework for today:1. Revise the grammar and language points.2. Write five sentences with “being done” structure as different components of a sentence.The Third Period ListeningTeaching goals 教学目标1. Target language目标语言重点词汇和短语opportunity, annual, migration, Antarctic, whale watching tour, witness, awesome, leap out of, seal, refund, pensioner, shark attack2. Ability goals能力目标Enable the Ss to listen to three dialogues about a tour they have read in the advertisement and an interview of a shark expert to answer the questions given.3. Learning ability goals学能目标Learn how to get right information from what they hear on the tape and answer the questions given according to the listening material.Teaching important and difficult points 教学重难点Listen to dialogues to pick out the expressions about blame and complaint and fill in the missing words in the short passages given.Answer some questions given about sharks in order to smooth the way of listening.Teaching methods 教学方法Listening, speaking and cooperative learning.Teaching aids 教具准备A recorder.Teaching procedures & ways 教学过程与方式Step ⅠRevisionT: Good morning / afternoon everyone!Ss: Good morning / afternoon, Sir/ Madam!T: Now, I’ll check your homework. Read the sentences you’ve made with the passive voice of -ing form.Or ask some Ss to write down their sentences on the Bb, correct the mistakes if any.Sample sentences:Being a student, I know I must work hard. (Adverbial)I’m very excited about being invited to my friend’s birthday party. (Object of prep.)We don’t like being kept writing homework all day long on Sunday. (Object of vt.)Being praised is a pleasure. (Subject)The boy being blamed is crying. (Attribute)Step ⅡListening (1)T: Page 25, please. You will find an advertisement about whale watching tours. Have you ever been on such a tour? What can you experience on this tour? ... Now read it carefully and try to answer the questions above it. You can discuss with your partners.Suggested answers:1. You can: listen to whales singing and watch them underwater on the videocamera; witness whales in their natural environment as they leap out of water and feed in our waters; enjoy plenty of other marine animals such as dolphins, seals and penguins.2. I am eager to go on this tour. I would like to witness whales in their natural environment as they leap out of water and feed in our waters best.3. You will get a refund if you don’t see a whale on the tour.T: Now we are going to hear some dialogues between tourists and a tour guide. They have finished the whale watching tour. Look at the aspects in Ex 2. Go through the aspects given and decide which ones the tourists might think were good and which they might complain about. After that,we’ll listen to the tape and check the answers. Clear?Play the tape. For the first time, they are required to check the answers they have chosen. For the second time, they should number the aspects in the order they hear about them. Then check the answers with the whole class.T: We have so many jobs to do today. Now Page 26. Let’s listen to the tape again to finish Exx 3-5. For Ex 4, you are required to pick out the expressions about complaint in each of the three dialogues and then complete the sentences given. These expressions are the functional items of this unit.Play the tape again and help the Ss to finish these tasks and at last, check the answers with the class.Step ⅢListening (2)T: Turn to Page 62 please. First look at the three photos. What do you see in them?Ss: Sharks.T: Have you seen any sharks with your own eyes? Where did you see them? How would you like to describe them?S: I saw them in an aquarium. I think they are huge and fierce.S: I saw them on the TV. It is reported that sharks attack people on the beaches in some areas.T: How do you feel when you look at the photos of them?S: I feel scared.S: I feel amazed.S: I feel that humans are so fragile and weak in front of them.Then let the Ss discuss the questions above the photos in groups and make short dialogues. They will share information with each other and learn more about sharks.Possible dialogue 1:Sa: Where have you seen sharks?Sb: I’ve seen them at an aquarium.Sa: What do you know about them?Sb: I know from the interpreter that there are many kinds of sharks in the world but just a few of them may attack people. What about you, C?Sc: I’ve seen them both on TV and at an aquarium. When I saw them in the large aquarium, I found they were not so big and fierce. On the contrary, they were lively and active. When I saw them on TV programs about the world under the sea, I found they swam very quickly like an arrow. In fact, I like them very much. Do you know anything about shark, A?Sa: Yes. I’ve seen them on the Internet, on TV and in the film of Jaws. The animal is a wonderful creature in nature; while in the film it was very cruel and fierce and killed many people. But I don’t think the film tells the true stories of sharks. I always think if you don’t disturb the wild animals, they won’t attack you, either.Possible dialogue 2:Sa: How do you feel when you look at the photos?Sb: In the first and second one, they seem fine. They have a very good shape and they can swim very quickly.Sc: But in the third one it looks very frightening, just like the big shark in the film Jaws. It’s terrible. What do you think about them, A?Sa: Sometimes we may hear news that sharks attack people and this may frighten people very much. But people often pay less attention to the fact that many more sharks are killed by people every year and their amount in nature dropped down very quickly.Sb: Yes. People kill far more sharks than sharks do to people. And I know from some books that seldom do the wild animals attack human beings, if people won’t disturb them. So people should think seriously what they have done to sharks. For example, whether we’ve destroyed their surviving environment or whether too much fishing has broken their food chains.T: As we all know, sharks attack people. Now Let’s listen to the news reports on shark attacks. Number the places where these attacks happened in the order your hear them. Are you ready? Play the tape twice or more for the Ss to listen and finish Exx 2-3. After that, check the answers with them. Then let the Ss work in groups and discuss the questions in Ex 4.Suggested answers to Q1:Sa: Just now we heard some reports on shark attacks. As to whether people should hunt down and kill sharks, I think that depends on the case. If the shark kills people, like the one in the film Jaws,it should be killed in order to save people’s lives. But we mustn’t kill those that never attack people because not all sharks might hurt people. We can’t kill the whole family just because one of them killed a person.Sb: I agree. Shark attacks just happen once in a while. In fact, the chances of being bitten by a shark are actually very small. Compared to what people have done to sharks, they are innocent. Imagine that if human beings hadn’t disturbed their circumstance or destroyed their food chain or polluted sea water and so on, would that kinds of things happen so often?Sc: Yes. We human beings must reflect on ourselves whether we leave enough space for sea animals, like sharks, to survive in nature. If we want too much from the sea, we must be punished, by animals, by nature or in some other ways. On the other hand, people can take measures to avoid this. For example, not to swim too close to their habitats, leave them enough space; not to fish too much, especially the certain kinds of fish for sharks’ food; protect the ocean from being polluted to provide good sea environment for all sea animals and mostly, for human beings. Suggested answers to Q2:Sa: I think it matters if many sharks are killed by people. Everyone knows that any species has its own position in nature, saying nothing of sharks, large and important animals. The amount of sharks will make great effect on the sea creature chain, while sea creature chain will affect the ocean, and the ocean will act on the climate straight, and as a result, on human beings. So I think animals, such as sharks, have a very close relation to people.Sb: Yes. It is reported that shark populations are decreasing at a serious rate because of modern fishing technology. On the other hand, with the deepwater condition getting worse by pollution and people’s killing, more and more species are becoming endangered.Sc: As far as I know, up to 200 million sharks are killed each year. This former huge family now has no longer held advantages. Their situation makes us worried. So I think government should make sure that the fishing of sharks is slowed down. Meanwhile, take matures to protect them. T: Very good job! I’m very glad to find that you have got strong sense of environmental protection.Now, look at the screen and we will read two pieces of news with pictures.Deal with the new words first.On the screenWhales and dolphins mysteriously strandedUpdated:New words: Tasmania n.塔斯马尼亚;beaching n.海滩; steer v.驾驶,转向;strand vt.搁浅; rescuer n.救助者;survivor n.生还者(1)Alison Joyce and her two-year-son Tyler look bottle-nosed dolphins stranded on Sea Elephant Beach on Tasmania’s King Island in Australia November 29, 2004. Over 100 of the mammals mysteriously beached themselves in a mass stranding which was repeated at another beach on the island states’ south-east coast. More than three-quarters of Australia’s whale strandings occur in Tasmania.(2)Part of a pod of beached long-finned pilot whales lie dead in the sand at Sea Elephant Beach on Tasmania’s King Island, Australia, November 28, 2004. More than 100 whales and dolphins died in two separate beachings in 24 hours on remote Australian islands, leaving rescuers on Monday struggling to steer survivors out to sea and prevent more strandings.After reading the news there may appear a special atmosphere in class among the Ss and they may get a special education as well. The teacher can take the opportunity to make the Ss know deeply the importance of the protecting nature.Step ⅣListening (3)T: Next we are going to listen to an interview with the shark expert Don James. Before you listen, go through the statements in Ex 1 on Page 65 and predict what you will hear in the interview. Then listen and number these statements in the order you hear them.After the Ss have finished reading the statements, play the tape. Then check the order of the statements. Then let the Ss try to answer the questions in Ex 2 in pairs. Play the tape for the。
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……。
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课件：Unit 3 Under the sea 单元教案
Unit Three :Old Tom The Killer Whale Unit 3 的主题是“Under the sea”, 中心话题是海底世界, 听说读写活动主要围绕海底动植物, 海底奇妙景观,以及有关大海的神话故事展开的.阅读内容是：1. 两起虎鲸轶事.2. 一篇有关海洋见闻和感受的日记.Period Two Pre-reading, Reading and ComprehendingTeaching aims:1. Grasp the basic information about the killer whales, such as size, habit, food, how they hunt animals and the relationship with human beings.2. Learn to retell the two anecdotes with the help of some key words.3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.Teaching difficult points:1. The relationship between the killer whales and the whalers.2. Develop students’ reading abilityTeaching important points:1. Reading comprehension to the text2. Learning more about the killer whales and understanding the relationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inRiddle games：猜谜语（课件warming up第38个幻灯，显示出答案的图像）1. a large reptile which has a thick shell covering its body.2. a hard substance formed from the skeletons of very small sea animals. It is often used to make jewelry.3. a very large mammal with the general shape of a fish and one or two blowholes for breathing.4. A type of small fish which appears to swim in an upright position and whose head looks a little like the head of horse.After teaching them some new words and useful phrases in this unit, we lead in the new text by introducing an imagined story about a snorkeling trip under the sea.Some new words: dolphins(海豚); turtles(海龟), manatee(海牛); eels(鳗鱼); octopus(章鱼); squids(鱿鱼); butterfly fish(蝶鱼); kelp(海藻); sea star(海星); angel fish(宝贝鱼); clown fish / anemones fish(小丑鱼); parrotfish(鹦鹉鱼); sea flower / anemone(海葵); sea-slug(海参); clam(蛤); coral(珊瑚礁); seahorse(海滩); jellyfish(海蜇, 水母); shark(鲨鱼); the killer whale(杀人鲸); the baleen whale(须鲸); cormorants(鸬鸟); otters(水獭); ferrets(雪貂) etc.Step 2 PresentationStep 3 Skimming1. Ask students to skim the passage quickly and answer the questions:1) What is the first anecdote about? And how about the second one?2) The first anecdote mainly talks about that ________.A. Clancy began to work at a whaling stationB. the killer whales helped the whalers to catch a baleen whaleC. the killer whales hunted in a team and killed a baleen whaleD. Old Tom showed whalers the way to a baleen whaleThe second anecdote: Old Tom saved a whale James who was washed off the boat.3) The text mainly tells us _______.A. what a hard life the whalers livedB. how the killers helped the whalers catch whalesC. what the whalers did at the whaling stationD. how the whalers caught a whale by teamwork4) Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near Jamesbreathing; dragged; washed off; nearing; held up; pulled)Step 4 Scanning1. Fill in the following blanks with the proper names:1) ________ was 16 years of age when he went to work at the whaling station.2) ________ ordered Clancy to go to the boat as there was a whale out there in the bay.3) ________ was swimming by the boat, showing the whales the way.4) ________ told Clancy that they would return the next day to bring in the body of the hale.5) ________ was carried by the waves further away from the whalers.6) ________ knew that Old Tom would protect James.(Suggested answers: Clancy; George; Old Tom; Jack; James; Red)2. Reading aloud and underlining expressions:at the times; at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Step 5 Careful readingStory part 1: the hunt------before------after------during1. Ask the students to read the part 1 of the reading passage and find out before the hunt, what did Old Tom do and how did the whalers react?(Suggested answers:Old Tom threw itself out of the water, then crashed down again and swam by the boat, showing the whalers the way.One whaler yelled out and George ran ahead of Clancy. Clancy raced after him. They jumped into the boat with the other whalers and headed out into the bay.)Next, find out during the hunt and after the hunt, what did the killer whales do and how did the whalers react?(Suggested answers:a pack of killers are throwing themselves on top of the whale’s blow-hole to stop it breathing; and some others are stopping it fleeing out to sea. The killers started racing between the whalers’ boat and the whale just like a pack of excited dogs. Within a moment or two, the whale’s body was dragged down into the depth of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.)2. Ask students to read Part 1 of the reading passage and put the following sentences into the correct order:a. George started beating the water with his oar.b. Clancy raced after George to the boat.c. Clancy arrived at the whaling station.d. The killers started racing between our boat and the whale.e. Clancy heard a huge noise coming from the bay.f. Clancy was sorting out his accommodation.g. Clancy ran down to the shore.h. The man in the bow of the boat aimed the harpoon at the whale.(Suggested answers: c，f，e，g，b，a，d，h)显示先后次序时，先用图片展示这些句子的内容，其后再出现句子3. Story Part 2Which was not the danger facing James?A. Being washed off the boat.B. Being carried away by rough waves.C. A shark out there.D. Being attacked by another killer whale.Step 6 Comprehending1. The text is mainly about _______.A. the killer whales are easily trainedB. the killer whales can help the halers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down in order to _______.A. give the whalers information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. ________ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. The whalers4. Why did the whalers start turning the boat around to go to home after the whale died?A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hoursD. They had to do this because it was too late5. The killer whale protected James by _______.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6. We can infer from the story that ________.A. the killer whales may be trained by the whalersB. the killer whales want to help man catch the whales themselvesC. the killer whales need no training for helping the whalersD. the killer whales want to eat the whales after killing them7. Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James(Suggested answers: BADCCAC)SummaryThis text is two __________ written by an old man called Clancy , who was a ______ and hunted whales on the south-eastern coast of Australia at the beginning of the 20th century, when the ____________ helped the whalers catch the ______________ that were on their _________ migration.The key: anecdotes; whaler; killer whale; baleen whale; annual Step 7 Discussion1. What is the relationship between Old Tom and the whalers?________________________________________________________.2. What other animals can help out humans in hunting?________________________________________________________.(Suggested answers:Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.There are many other animals that help out humans in hunting as dogs, cormorants(鸬鸟); otters(水獭); ferrets(雪貂).3. What else do you think is amazing in the story? Show your evidence._________________________________________________________ ___________________________________________________________.4. What is an anecdote?________________________________________________________.Step 8 DebateThe last whaling station in Australia closed in 1978. Whales are now an endangered species and protected by an international ban on whaling, but some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.Step 9 Learning phrases and sentencesUseful phrases:at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of 在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Beautiful sentences:1. It was a time when the killer whales……helped the whalers catch the baleen whales…..2. This was the call that announced there was about to be a whale hunt.3. I had already heard that George didn’t like being kept waiting, so even though I didn’t have the right clothes on, I raced after him.4. As we drew closer, I could see a whale being attacked by a pack of about six other killers.5. From James’s face, I could see he was terrified of being abandoned by us.Step 10 Homework1) Prepare to retell the whole text in your own words.2) Write a short summary of the whole text in about 30 words.。
人教版高中英语选修7教案Unit 3 Under the Sea
人教版高中英语选修7教案Unit 3Under the SeaUnit3UndertheSea一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.shore/seaside/beach/coast/bank2.flee/escape3.deep/deeply词形变化1.depthn.深,深度,deeplyadv.深深地deepadj.&adv.深的;深入地,2.conservev.保存,保藏conservationv.保存,保持3.vividadj.生动的,鲜明的,活泼的vividlyadv.生动地,鲜明地4.awesomeadj.引起敬畏的,可怕的awen.敬畏awevt.敬畏5.tastyadj.好吃的,可口的tastev.品尝;n味道,味觉tastelessadj.没味道的,无鉴赏力的重点单词1.annualadj.每年的；按年度计算的/n.年刊；年鉴2.witnessn.目击者；证人；证据vt.当场见到；目击3.accommodationn.住所4.abandonvt.放弃；遗弃；抛弃5.reflectvt.映射；反射vi.&vt.思考6.awareadj.意识到的；知道的7.scarevt.恐吓vi.受惊吓重点词组sortout整理；挑出helpout帮助……（摆脱困难或危难）；协助；使……脱离困境throwoneselfoutof跃出upsidedown上下翻转过来重点句型1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleen whalesthatwereontheirannualmigration.2.Ihadalreadyh eardthatGeorgedidn’tlikebeingkeptwaiting,soeventhoughIdidn’thavetherightclotheson,racedafterhim.3.I’msittinginthewarmnightairwithacolddrinkinmyhandandr eflectingontheday-adayofpuremagic!重点语法被动语态（II）II词语辨析1).shore/seaside/beach/coast/bankn.海边，海岸【解释】shore指海岸，湖岸，也指近海的一带。
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.。
人教版高二英语选修七Unit 3 Under the sea教案设计
B7U3 Under the SeaListening, speaking and Writing(For Students)1.Read AloudAn advertisement of Whale Watching Tours on Page 25New words and expressions: seal n.海豹pensioner n.领取养老金者（pension 养老金）at close range 近距离地leap out of the water 跃出水面refund half the fare 退还一半费用2. Listening and SpeakingListen to three dialogues between tourists and a tour guide.Role play: Ask and answer questions.1) 他们对什么不满意？Q(Translate into English): ____________________________________A: Angela ____________________________________Andrew____________________________________Sharon____________________________________2) 他们希望如何解决问题？Q(Translate into English): ____________________________________A:____________________________________3. WritingAngela is going to send a letter to complain about the problems above to the manager.Some of the students helped her write a letter.A.B.Group work:1) Discussion: What do you think of these letters? Can you improve it?2) Report: each group chooses one aspect to improve the letters. Tips: 1. length2. format(格式) of a letter3. tone and manner4. details5. transitions(过渡)A. In additionB. FinallyC. What’s worseD. The reasons for our dissatisfaction are as follows.E. To make matter worseF. Worst of allG. In the first place /First of allH. ThenI. Secondly4. Homework: According to the discussion, work out a good sample of the letter.______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________。
人教版高中英语选修7Unit 3Under the Sea教案6
Unit 3 Under the seaTeaching goals1.target languagea.key words and expressionsopportunity, range, annual, migration, Antarctic, whale watching tour, witness, awesome, leap out ofb.key sentencesShark populations grow at a very slow rate.Some species need to be protected.The chances of being bitten by a shark are actually very small.Up to 200 million sharks are killed each year.2.Ability goalsEnable the Ss to listen to three dialogues about a tour they have read in the advertisement and an interview of a shark expert to answer the question given.3.Learning ability goalsLearn how to get right information from what they hear on the tape the answer the questions given according to the listening material. Teaching important and difficult pointsListen to dialogues to pick out the expressions about blame and complaint and fill in the missing words in the short passages given.Answer some questions given about sharks in order to smooth the way oflistening.Teaching methodsWarming upHave you seen plants and animals that live under the sea? Where did you see them?On a snorkeling tripAt an aquariumOn a boat tourIn booksIn filmsOn TM nature programmes On the internet一些海底的其他动物:海星sea star 珊瑚coral水母jellyfish 海豚dolphin海鸥gull海龟turtle海豹sealNew wordswitness v. 目击，做证n. 目击者，证人，证词pack 打包，收拾行李flee 逃跑，消失abandon 遗弃，抛弃annual 每年的Reading1.I thought , at the time, that this was just a story but then I witnessed itwith 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。
高中英语 Unit 3 Under the sea教案 新人教版选修7
Unit 3 Under the sea【美文阅读】广袤无垠的海洋，孕育了无数生命传奇，以其独有的神秘吸引着人类对其进行不懈的探索。
为此，海洋科学家通常把海洋分为五个区域。
现在就让我们一起了解一下吧！The earth's oceans can reach depths of up to 11,000 metres.That is deep enough to cover Mt.Qomolangma！The oceans are incredibly(不可思议的)large and contain several different habitats.To make it easier to describe the various parts of the oceans，marine(海上的)scientists usually divide the oceans into five zones.Each zone is different mainly as a result of how much sunlight reaches it.Most of the life in the ocean can be found in the first zone，which begins at the surface and goes down about 200 metres.Because there is sunlight at this level，plants are able to grow.Marine animals such as dolphins，sharks，sea turtles and sea lions，and of course a variety of fish，live in the sunlit(阳光普照的)part of the ocean.It is difficult to hide from other animals in this area.The second zone starts at 200 metres and goes down to about 1,000 metres.Some sunlight can reach this level，but it is not enough for plants to grow.Because this zone is relatively dark，many of the creatures that live here are able to make light with their body.The light from these animals makes the water look like a sky with moving stars in it.The third zone of the ocean is dark.This place，about 3,000 metres deep，may not seem a likely habitat，but there are more creatures here than one might think.Most of the animals that live here are black or red because of the lack of light.Below 4,000 metres，the temperature is near freezing and there is no light at all.In fact，the zone is so dark and empty that scientists named this zone after the Greek word for “no bottom”．There is not much life to be found in this cold and unpleasant part of the ocean，but some small creatures still manage to survive here despite the high water pressure.The very deepest part of the ocean is found 2,000 metres further down.At this depth，the water pressure is extremely high and life is very difficult for the few creatures that live pared to the other zones，this one has very little life.Since there is no light here，some of the animals do not have eyes.Next time you look at the ocean from the beach or on a map，remember that what you are seeing is only the surface－only the beginning of the large and varied adventure.【诱思导学】1．Why do these animals living in the second zone make the water look like a sky with moving stars in it?________________________________________________________________________ 2．Do you think it is possible for some creatures that live in the very deepest part of the ocean to see each other?________________________________________________________________________ 【答案】 1.Because many of them are able to make light with their body.2.No.Because there is no light here and some of the animals have no eyes.Period ⅠPreviewing(教师用书独具)●教学目标初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。
高中英语 Unit3 Under the sea教案1 新人教版选修7-新人教版高二选修7英语教案
教学反思
2. reflect
(1) vt. throw (light) back:
e.g. A mirror reflects a picture of you when you look in it.
(2) vt. express (+ clause)
e.g. Does what you said reflect how you really think?
板
书
设
计
a. 重点词汇和短语
reflecting, pure magic, beauty, cell, became aware of, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow
Ss: The writer reflected his or her experience of snorkeling on the reef. He / She described the animals and the scenery under the sea.
三.质疑探究
Let’s read the text carefully to enjoy the beautiful view under the sea and have a look at these lovely animals. While you are reading, try to answer the questions on the screen and find out the main idea of each paragraph. Five or six minutes later, I’ll check your work by asking someone to answer these questions and tell the class the main idea of each paragraph.