Unit 3 Under the sea
选修7 Unit 3 Under the sea
Unit 3 Under the sea Ⅰ.重要单词聚焦1．adj.每年的；按年度计算的n. 年刊；年鉴2．vt. 当场见到；目击n. 目击者；证人；证据3．n. 住所；住宿4．n. 岸；海滨5．vi.& vt. 逃避；逃跑；逃离6．vt. 拖；拉；扯annualwitnessaccommodationshorefleedrag7．adv. 其间；同时8．vt. 催促，极力主张9．vt. 放弃；遗弃；抛弃10．n. 关系；血缘关系；交往11．n. 目标，靶，受批评的对象12．vi. 映射，反射vt.& vi. 思考13．adj. 纯的；纯洁的14．adj. 意识到的；知道的15．adj. 生动的，鲜明的meantimeurgeabandonrelationshiptargetreflectpureawarevivid16．adj. 狭窄的；有限的；狭隘的17．adj. 锐利的；锋利的；敏捷的18．vt.& vi. 恐吓；受惊吓19．adj. 浅的；肤浅的；浅湿的20．n. 养老金；退休金narrowsharpscareshallowpensionⅡ.重点短语扫描1．in the 在此期间；与此同时2．be/become of 对……知道、明白；意识到……3．(be) to death 吓死了4．draw 靠近5．Hold 阻挡6．help (...) 帮助(某人)摆脱困境或危难7．upside 上下翻转meantimeawarescarednearupoutdown8．Sort 整理；分类；收拾9．at 瞄准10．be to do sth. 正要做某事outaimaboutⅢ.课文原句突破1．The first thing I became aware of was all the vivid colours surrounding me—purples，reds，oranges，yellows，blues and greens.[信息提取]be/become aware of意识到，明白，知道。
【精编版】2020高考英语二轮复习人教版：选修7 7-3 Word版含答案
[基础练习]——单句语法填空
(1)The girl witnessed to having seen (see) the man burst into
the bank on a dark night last week.
(2)The past ten years has witnessed (witness) a boom in economy
lack of money.
(3)He owned a farm, which looked almost abandoned (abandon)．
[能力提升]——完成句子/句式升级
(4)他抽烟成瘾，从而染上了肺癌。(abandon) ①普通表达：
As he abandoned himself to smoking , he suffered from lung
in the opposite direction (相反的方向)．
8 scare v. 恐吓；受惊吓
(1)scare...away... 把……吓跑 (2)be scared to death 吓死了 be scared of (doing) sth. 害怕(做)某事 (3)scaring adj. 令人害怕的
(1)a witness/witnesses to... ……的证人/证据 (2)witness for 作证；为……辩护 witness to 为……作证；出庭证明；证实；说明 温馨提示：英语中常使用拟人修辞手法的句子，主语通常是表示 时间、地点或心爱之物，如车、船等的名词，谓语动词常为 witness, see, find 等。
1reflect on/upon sth. 思考某事 2reflection n. 反射；反照；反映；映像 be lost in reflection 陷入深思中
Unit3;;Under;the;sea导学单1
Unit3;;Under;the;sea导学单unit3 under the seapart3 readingstep1.lead in step2. pre-reading1. read the words in pre-reading on page 19 quickly and fill in the form.writeroccupationtype of the article (文体)timewhat happenedstep3课文理解first reading: true or false?⑴i was young when i began work in june 1902 at the whaling station. ( )⑵ it was black and white and fish-shaped, and i knew it was a big fish. ( )⑶ as we drew closed, i could see the killer whale being attacked by a pack of about six other killers ( )⑷ within a moment or two ,its body was dragged by the killers onto the shore. ( )(5)old tom and the others like eating whales’ lips and tongue(6)old tom and the others are fierce hunters, so they often harmed or attacked people( )判定对错：1.ture 2.false 3.false 4.false 5.ture6.falsestep4. glance through the two anecdotes and get the main idea of each anecdote.1. what is the main idea of the first anecdote?a. about a hunting experience of old tom.b. about how the killer whales helps the whalers to hunt a whale.c. about how the whalers killed old tom.d. about how the killer whales killed the whales.2what’s the main idea of the second anecdote?a. fierce killers, like old tom, could protect people.b. james was washed off the boat.c. it was hard to handle the boat in rough sea.d. old tom rescued james from other killers.step5 .read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheet anecdote onebefore the huntthe killer whale threw itself out of the _____ and then _______ down again.it swam by the_____, showing the whalers theway.during the huntthe killers were working as a _____.some were throwing themselves on ___ o f the whale’s blow-hole to stop it _________. others were stopping it _______ out to seaafter the huntthe killers _______ the dead body down into the______ of the sea, having a good feed on its lips and______ .anecdote twothe dangers facing james;he was ________the boat and was _________by rough waves.there was a shark out there.the help offered by old tom;old tom wouldn’t _______the shark near.old tom firmly _______james ________in the water. task 2: multiple choices1. according to the text, which of the following is true?a. the fierce killers would attack people when they were hungry.b. the author didn’t believe the killers helped the whalers catch whales at first.c. one of the whalers, george, liked being kept waiting.d. the killers could race whales as well as excited dogs.2.old tom throws itself out of the water and then crashes down in order to ___.a, give the whalers the information about a whale b. tell the whalers it is hungryc. help the whalers catch the whaled. inform the whalers to run away3.according to the text, the killer whales can protect men from being attacked by____. a. whales b. tigers c. enemies d. sharks4.we can infer from the text that____.a. the killer whales may be trained by the whalers.b. the killer whales want to help man catch the whales themselvesc. the killer whales need no training for helping the whalersd. the killer whales want to eat the whales after killing themstep61课文词汇等填空〔旨在复习本课文中的单词拼法和主要词语等〕依据课文内容完成下面语法填空，留意单词拼法和词语用法：1 the morning of 19th january i went snorkeling.2 (see) such extraordinary beauty, i thought every cell in my body woke up and3 was like discovering a whole new dimension of life. during the trip, i first became aware of the vivid colors4 (围绕) me and the fantastic corals, in and around5 all kinds of elegant fish6 (be) swimming among them.7 there are still something8 made me feel9 (胆怯). for example, i didn’t want to get close to the eel, the giant clam and the grey reef sharks, for they made me scared to death 10 a moment. 答案：1. on2. seeing3. it4. surrounding5. which6. were 7. but8. that9. frightened10. for答案；pre—reading ; an old man called clancy; a whaler; anecdotes ; at the beginning of the 20th century, the killer whales helped the whales catch a baleen whale b, astep5, water ; crashed ; boat; team; top; breathing;fleeing; dragged; depths; tonguewashed off ; carried away; let; held upb, a, d, alanguage points1.as i was sorting out my accommodation,i heard aloud noise coming from the bay.(p20)正在整理床铺时，我听到从海湾那边传来一阵热闹声。
课文注释 Unit 3 Under the Sea
Unit 3 Under the sea课文注释①It was a time when the killer whales, or “killers” as they were then called, helpedthe whalers catch the baleen whales that were on their annual migration. 那个时期, 虎鲸(当时被称为“杀手”) 帮助捕鲸人在每年须鲸迁徙时捕捉须鲸。
killer whales虎鲸, 又叫逆戟鲸, 以鱼, 海鸟, 海龟和哺乳动物为食。
虎鲸以体魄健壮、性情凶狠而闻名于世, 但在人工饲养环境中经调教、训练之后, 可变得十分驯服。
baleen whales须鲸类。
以进食方式的不同, 鲸分为须鲸和齿鲸两类。
须鲸类中常见的是蓝鲸。
②We ran down to the shore in time to see an enormous animal throwing itself outof the water and then crashing down again. 我们及时赶到岸边, 看到一个庞大的动物猛力跃出水面, 然后又坠落到水里。
throw itself out of the water形象地表现了鲸跃出水面的动作。
throw的用法比较灵活, 能表达出丰富的含义。
如：He throws his weight about. 他乱用权利。
I felt discouraged when he threw cold water on my idea. 他向我的想法泼冷水时, 我感到很沮丧。
She threw herself into a chair and began to cry. 她倒在椅子上, 开始哭泣起来。
He has thrown himself into gardening. 他全身心地投入园艺事业。
The fire threw hundreds of workers out of work. 大火使几百工人失业。
英语.新高考总复习(人教) 选修7 Unit 3 Under the sea
一个故事罢了,但是后来我亲眼见过几次。
语境巧练
单句填空
①As a winner of the state medal,she is a witness to
history
as well. ②The driver witnessed to having seen(see) the man enter the
trusted the wrong people.
③She was staring out over the lake,lost in reflection (reflect).
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-11-
考点必记 ①reflect sb./sth.in... 在……中映出某人/物的形象 reflect on/upon沉思、思考 ②reflection n.反射;反照;反映;映像;思考 be lost in reflection陷入沉思中 on/upon reflection再加考虑
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-16-
8.scare vt.恐吓 vi.受惊吓 [教材原句]I told myself they weren’t dangerous but that didn’t
stop me from feeling scared to death for a moment!(P24)我自言自语
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-14-
高中英语高考7 3 Unit 3 Under the sea
habit of reflecting on how you learn.
选修7
高频词汇 难点句型
Unit 3 Under the sea
核心考点
随堂巩固
-14-
单句填空
①Frankly speaking,I’m scared to death about it.
②The children were scared (scare) when a monkey appeared.
选修7
Unit 3 Under the sea
核心考点
随堂巩固
-5-
高频词汇 难点句型
用所给词的适当形式填空 ①I have some urgent (urge) business to attend to. ②I felt a sudden urge to tell (tell) him all my problems but I held back because I was afraid that he would make fun of me. ③Citizens urged that the local government (should) pay (pay) more attention to food safety.After all,it is an important issue involving public health.
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写，并运用了大量的-ing形式。
Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。
III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
高考英语一轮优编选题Unit3Underthesea(含解析)新人教版选修7
Unit 3 Under the sea李仕才一、阅读理解。
Hung Hsiuchu, chairwoman of Taiwan's Kuomintang party, paid tribute(悼念) to KMT founder Sun Yatsen at his mausoleum in Nanjing on October 31, 2016 and said her fiveday trip to the mainland pursues the peaceful development of crossStraits relations.Hung, who flew to the capital of East China's Jiangsu province on Sunday, said during a meeting with Nanjing officials that despite a difficult crossStraits situation, the connection between the two sides won't be cut off and exchanges will continue. “We e in peace, hope and mutual trust between the two sides,” she said. “It is not just for this generation, but also for the benefit for our next generation. I hope the seed of hope we spread today will blossom and yield fruit in t he future.”She flew to Beijing later on Monday for a forum on the peaceful development of crossStraits relations as well as meetings with highlevel leaders of the munist Party of China.It is the first time that Hung has traveled to the mainland since being head of the KMT on March 30,2016. It also marks the first visit by a KMT leader since the party lost the Taiwan leadership and a legislative majority to the Democratic Progressive Party in elections in January.“I believe Hung's visit meant to remind people of Sun's spirit and to help the KMT Chairmen it lost the election,” said Ni Yongjie, deputy director of the Shanghai Institute of Taiwan Studies.Besides Hung, two KMT chairmen, Lien Chan and Wu Pohsiung, have visited the mausoleum, in 2005 and 2008, respectively.Sun Yatsen, who was born in 1866 in Zhongshan, Guangdong province, was the forerunner of China's antifeudalism revolution.Marking the 150th birthday of Sun, Hung's tribute also promotes exchanges and mutual trust between the two sides, said Ni.Some Nanjing residents weled Hung at the mausoleum with banners saying: “Taiwan and the mainland belong to one family. Wele, Chairwoman Hung Hsiuchu.”Liu Xiangping, head of the Institute of Taiwan Studies at Nanjing University, said, “After Hung became KMT chairwoman, President Xi Jinping sent a congratulatory telegram to her, which shows the friendly interaction between the two parties and also the mutual political foundation the two parties have shared, ”The interactio n will continue, and the two parties will both work hard for the wellbeing of people from both sides,“ he said.1.What can be the best title for the news report?A.KMT chief pays tribute to Sun YatsenB.Friendly interaction betweenC.PC and KMTC.Hung's visit means to remind people of Sun's spiritD.KMT chief flies to the capital of East China's Jiangsu province2.he possible meaning of the underlined word “legislative” in Para 5 is“________”.A.easy to see or understandB.having or put to a practical purpose or useC.based on general ideas rather than on real things and eventsD.connected with the act of making and passing laws3.Why did Hung Hsiuchu pay a visit to mainland China?A.Mainly for some trade agreements with mainland China.B.Mainly for the peaceful development of crossStraits relations.C.Mainly to visit some places of interest in mainland China.D.Mainly to attract more mainland Chinese to visit Taiwan.4.All of the following are true EXCEPT that ________.A.Hung Hsiuchu became head of the KMT on March 30,2016B.Sun Yatsen was the forerunner ofC.hina's antifeudalism revolutionC.Besides Hung, three other KMT chairmen have visited the mausoleum in NanjingD.After Hung became KMT chairwoman, President Xi Jinping sent a congratulatory telegram to her[事实判断题。
高中选修7 Unit 3 Under the sea 第一课时说课稿
Senior 2 Book 7 Unit 3 Under the sea The First Period说课稿――姓名一、说教材1、教材的地位与作用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。
主要语言功能项目是学习责备与抱怨的句型，如I’m sorry but…，I’m afraid…本节课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，在预读和阅读、讨论、练习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。
2、教学目标的确定○1知识目标：1、Read a story and describe the relationship between animals and humans2、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.○2能力目标：开展任务型阅读、调查活动，获得理解、识别和处理相关信息的能力。
展开多种形式的任务活动，使学生具备较熟练地运用语言的能力。
○3情感目标：培养学生热爱和保护海洋生物的意识，教育学生形成与自然和谐相处的态度。
3、教学重点、难点教学重点：Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.教学难点：Analyze the structure of some sentences.4、对教材的处理基于以上对教材的分析，同时结合本班学生的实际能力和情况，引导、启发学生更多地了解海底生物，增加相关单词量，理解和掌握课文单词和短语，组织学生完成调查表，以加深学生对文章相关背景知识的理解和掌握。
选修7 Unit3 Under the sea(Reading)-Language points
n 证人 目击者,证明 证人,目击者 证明 目击者
He was a witness to the accident. The police found the witness to the murder case. bear witness to...为...作证 为...的证人 作证,为 的证人 为 作证 The temples and theatres all bear witness to the city`s former greatness. give witness on behalf of sb.为某人作证 为某人作证 She gave witness on behalf of the accused person.
accommodation 住宿 食宿供应 住宿,食宿供应
make accommodations for...为...提供食宿 为 提供食宿 book accommodation at a hotel向旅馆预订房间 向旅馆预订房间 arrange sb`s accommodation安排住处 安排住处 accommodate vt 为...提供住处 食宿 容纳 供给 使适应 提供住处/食宿 容纳;供给 提供住处 食宿;容纳 供给;使适应 accommodate...to...=adapt ...to...使...适应 适应... 使 适应 accommodate oneself to..=adapt oneself to使适应 使适应 accommodate sb with..=supply sb with
1.Many Chinese immigrated (in)to the United States. 2.Swallows migrate south in winter. 3.Many people migrated from rural to urban areas in searc of jobs. 4.to emigrate from Ireland to Australia 从爱尔兰移居澳大利亚
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Unit 3 Under the sea
编制：刘璇崔俊娣审核：罗英2014.3 Learning aims:
1.To learn some information about animals that live under the sea.
2.To practice scanning skills.
3.Develop a sense of loving and protecting sea animals.
Processes:
I. Main idea:
The passage consists of ____ parts.
Part 1：Old Tom ______the whalers to hunt the whales.
Part 2：Old Tom ________the whaler from the shark
II. Part 1
1. Put the events in order
( ) Clancy and his men killed the baleen whale with the help of the killers. ( ) The killer whale guided the team to the hunt.
( ) Clancy arrived at the whaling station.
( ) The killers ate the lips and tongue of the baleen whale.
( ) Clancy saw a huge animal in the water, which was Old Tom, the killer whale.
( ) Clancy heard a loud noise coming from the bay.
( ) The men went to the boat and headed out for a whale hunt.
( ) The men returned for the baleen whale the next day.
2. Retell the whole process of the whale hunt according to the time order
using the words and phrases given.
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ III. Part 2
Answer the question according to the second story.
How did Old Tom protect James?
__________________________________________________________________ __________________________________________________________________ IV. Read the whole text again and answer the questions:
V
Although the killers were________ hunters, they never ________ or _________ people. In fact, they_________ and_________ them.
VI. Discussion &writing
In groups ,gather your reasons for banning whaling and write a short passage to persuade Japan to stop whaling based on your discussion (about 40 words ) .
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ VII. Homework
Collect ways to protect whales.。