高二英语选修7 Unit3 Under the sea课文教学教案
Unit 3 Under the sea
Reading
Teaching Aims：Enable the students to grasp and remember the detailed information of
the reading material.
Teaching Important & Difficult Points
How to help the students to grasp and remember the detailed information of the reading material.
Teaching Procedures：
Step 1 Pre-reading
Step 2 Scanning
Scan the text, and fill in the blanks with names mentioned in the text.
1. ___________was 16 years of age when he went to work at the whaling station.
2.__________ordered Clancy to go to the boat as there was a whale out there in the bay.
3. _________was swimming by the boat showing the whalers the way.
4._________told Clancy that they would return the next day to bring in the body of the whale.
5._________was carried by the waves further and further away from the whalers.
6. __________knew that Old Tom would protect James.
Keys: 1.Clancy 2. George 3. Old Tom 4. Jack 5. James 6. Red
Step 3 Skimming
Skim the text and put the following sentences into a right order.
( ) George started beating the water with his oar
( ) Clancy jumped into the boat with the whalers.
( ) Clancy arrived at the whaling station
( ) The killers started racing between our boat and the whale
( ) Clancy heard a huge noise coming from the bay
( ) Clancy was sorting out his accommodation
( ) Clancy ran down to the shore
( ) The man in the bow of the boat aimed the harpoon at the whale
Keys: 65173248
Step Careful reading
Read the passage carefully and do the true or false questions.
1. There was no evidence that Old Tom was helping out the whalers.
2. The author compares the killer whales with a dog.
3. The killer whales worked as a team.
4. The killer whales dragged the whale under the water to feed on its body.
5. The whalers returned home with the whale’s body.
6. Old Tom didn’t help out James.
Keys: FTTFFF
Step 6 Detailed reading
Read the passage carefully and answer the following questions.
1. What evidence was there that Old Tom was helping out the whalers?
Old Tom let the whalers know that there was a baleen whale nearby;
He showed them the way to the whale
Work as a team
2. What other animals did the author compare the killer whales with?
Dogs.
3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?
Because they knew that, together with the whalers, they would soon kill the baleen whale and get a good feed.
4. Why did George think that the killer whales worked as a team?
Because he could see that some of the killers were throwing themselves on top of the wh ale’s blow hole while others were preventing it from swimming out to sea.
5. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?
Because they knew the Killer Whales would leave the rest of the body to them.
6. Why did the whalers return home without the whale’s body?
Because the body would not float to the surface until about 24 hours later.
7. How do you think Red felt about the killer whales?
Red felt good about the Killer Whales. He appreciated the working relationship that the w halers had with the Killer Whales.
8. How did Old Tom help James? Why do you think he did this?
Old Tom prevented James from drowning. Old Tom wanted to help his human friends. Step 7 Discussion
Discuss the relationship between Old Tom and the whalers.
What other animals do you know help out humans in hunting?
Step 8 Homework
Review the text and underline some difficult points.。
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。
人教版高中英语选修7Unit 3Under the Sea教案4
Unit 3 Under the seaThe third Period Extensive readingTeaching goals1.target languagea.key words and expressionsreflecting, pure magic, beauty, cell, became aware of , vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallowb.key sentencesI’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 goals3.Enable the student to know more about the living things under the seaand 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 proceduresStep1, RevisionT: Good morning.Ss; Good morning.T: Yesterday I asked you to preview the reading passage on Page 23…. Step 2, Reading and discussing P23Play 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,HomeworkDiscussing 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。
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。
模块7Unit3Underthesea7课时教学设计（新课标版高二英语选修七教案教学设计）
模块7Unit3Underthesea7课时教学设计（新课标版高二英语选修七教案教学设计）Unit 3 Under the sea 教学设计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.The reading texts are in the forms of a fictional story, a diary entry and a retelling of an Init legend. The listening texts include a dialogue that show how to make a complain, radio news items and a radio interview.Design: This unit can be divided into 7 periods.1st period 2nd period 3rd period 4th period 5th period 6th period 7th periodReading Language study Grammar Reading task in WB Extensive reading Listening ExercisesPeriod 1 warming up and readingTeaching Aims:Enable the students to know about animals and plants under the sea.Help the students to learn an Inuit legend about the Killer Whale.Important points:Reading comprehension to the textUnderstanding the relationship between the killers and the whalers.Important words and expressionsDifficult pointsThe relationship between the killers and the whalersTeaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workTeaching aidsA computer and a projectorTeaching Procedures & waysStep 1: pre-readingWriter ClancyVocation A whalerStyle Anecdotestime At the beginning for the 20th centuryPlace AustraliaMain idea The killer whale help people to kill baleen whale Step 2: scanningScan the text, and fill in the blanks with names mentioned in the text1. ______________was 16 years of age when he went to work at the whaling station2.___________orderd Clancy to go to the boat as there was a whale out there in the bay3. _________was swimming by the boat showing the whalers the way4._________told Clancy that they would return the next day to bring in the body of the whale5._________was carried by the waves further and further away from the whalers.6. _______________knew that Old Tom would protect James.Step 3 : Skimming (put the sentences into the right order.( ) George started beating the water with his oar( ) Clancy grabbed his boots and raced after George to the boat( ) Clancy arrived at the whaling station( ) The killers started racing between our boat and the whale ( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whaleStep 4: careful reading1. what evidence was there that Old Tom was helping out the whalers?2. what other animals did the author compare the killer whales with?3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?4. why did George think that the killer whales worked as a team?5. why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?6.why did the whalers return home without the whale’s body?7.How do you think Red felt about the killer whales?8. How did Old Tom help James? Why do you think he did this?Step 5 DiscussionDescribe the relationship between Old Tom and the whalers. What other animals help out humans in hunting?Step 6 debatingThe last whaling station in Australia closed in 1978. whales are now an endangered species and protected by an international ban, but some countries oppose the ban. In groups discuss the reasons for and against banning whaling.Step 7 HomeworkFinish Ex.1&2 in page 22Period 2 learning about languageTeaching Aims:Teaching the students the important words and expressions Important points:Witness, ahead of, drag, in the meantime, abandon and so onTeaching methods:Ask and answer questions activitiesTeaching aidsA computer and a projector1.be present at sth and see it______________v. 亲眼看到昨天在回家路上我目击了一场事故。
高中选修7 Unit 3 Under the sea 第一课时教案
Senior 2 Book 7 Unit 3 Under the seaThe First Period教案――姓名Teaching Procedures:Step 1:Revision1、Greetings2、Duty reportStep 2:Dictationdesire test out alarm sympathy favour accompanyStep 3: Leading-in1、Show some pictures and short videos2、New wordscoral jellyfish dolphin sea star(star fish) turtle sealStep 4: Make a survey1、Show some phrases on the screen.2、Show the chart to the students.3、Groups of four, ask each other and then fill in the chart.Step 5:Pre-reading1、New wordsanecdote annual witness accommodation shore opposite yellpause telescope teamwork dive flee drag depth lip urgeabandon shark2、Ask students to read a short passage on page 19 and then do the exercise.3、Show the chart to the students.Step 6: Reading and comprehending1、T:○1 Show some short videos○2 Play the tapeSs:○1 Listen to the tape○2 Do exercises on page 212、Check the answers all together.Step 7 Homework1、As a matter of fact, whales are now an endangered animal. Many peopleare trying to protect them from being hunted. The last whaling station inAustralia closed in 1978. But some countries oppose the ban. And there are stillpeop le who hunt whales. What’s your opinion? Are you for or against the banningwhaling? Consider the problem carefully and we’ll have a discussion tomorrow.2、Read the passage again and answer the five questions on page 213、Find and underline all the sentences using the –ing form in the readingpassage,marking the passive –ing in red.。
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?
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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.