英语人教版选修七Unit 3 Under the sea Reading教学设计
3、||With the help of the Intern||et, can you tell us mo||re information about whales？
Che||ck if students previewed the text.
教学方法
归纳法、任务法。
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
“阅读”（reading）部分作者以||第一人称的口吻，讲述了一个名叫Old Tom的虎鲸的故事。故事分两部分：第一个||故事讲述Old Tom是捕鲸人的好帮手；第二个故事讲述Old Tom是遇难者的||救星。通过阅读，学生首先对文章有了一个整体的了||解，通过以讨论为形式的深层理解，学生明确了虎鲸与捕鲸人的关系——动物||是人类的朋友，再通过让学生观看一张张血腥的图||片，使他们意识到鲸必须受到人类的保护。
Homework
(about 2')
1、Reread the||text and finish exercise||2 on page 21.
2、Reread the text and think a||bout:
1)What's the relationship be||tween Old Tom and the||whalers?
2)What other ani||mals help out humans in hunting||?
1、To consolidate what is learned i||nthis class.
2、Deepen students’||awareness of protecting wh||ales and other animals.
2、To makepreparat||ionfor the next step.
Tas||k3：Discussion after reading.||
Show six pictures to students and||let them havea short discussion||.
Arose and strengthen students’aware||ness of protecting whales.
学情分析
海洋||动物是学生们普遍关心的一个话题，本课阅读材料内容真实，语言生动，学生更易于理解||。
教学目标
语言能力
1、归纳能力：根据课文内容，能归纳出两个故事的概要。
2、捕捉关||键信息能力：能迅速在文中找到关于课文细节的练习题目答案。
思维品质
能根||据文中捕鲸者与虎鲸之间的关系，思考人类如何与动物和谐相处。
Blackboard design
Task2：Further reading.
1、Put the following sentences||in order.
2、Text comprehension.
1、To train students’read||ing ability of finding outthe specific information||quickly。
学习能力
培养学||生对资源收集、加工、利用的学习策略，如快速从文本中获取特定信息。
教学重点
1、引导学生，理清文章内容。
2||、通过深入阅读和师生探讨，帮助学生进一步形成人类与动物和谐||相处的良好品质。
教学难点
如何帮助学生快速理解文||章内容，同时还要达到理解层次的深入。
人教版高中英语选修七
Unit 3 Reading: OLD TOM THE KI||LLER WHALE
教学设计
教学内容
人教版选修七Un||it 3 Under the sea Read||ing(45分钟)
教材分析
本单元的中心话||题是海底世界，所有活动主要围绕海底动植物、海底奇妙||景观，以及有关大海的故事展开，旨在帮助学生更多地了解海洋（海底）生物||，培养学生热爱和保护海洋生物的意识。
2、To created a relaxed atmosphe||re in the class.
3、To lead in today’s topic.
Reading
(about 35')
Task1：Check||the homework for preview.||
1、Read the text as fast as possible t||oget the main ideas of the||two anecdotes.
Design Purposes
Lead-in
(about 5')
1、Discuss the classificati||on of whales with st||udents.
2、Lead in killerwhales and the text to be learned.
1、To||arouse students’ interest in the lesso||n.
Summary
(about 3')
Summarize the||contents students have learned a||ccording to the mind map on the blackboard.
To have a revision and||summary of the whole class.||
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.
新人教版选修七 Unit 3 Under the sea-Reading[课件]
![新人教版选修七 Unit 3 Under the sea-Reading[课件]](https://360docs-1393072327.cos.ap-beijing.myqcloud.com/085dbd74f46527d3240ce0b6.webp)
4. Why did the whalers allow the killer whales to drag the whale away? Because they knew the killer whales would leave the rest of the body to them.
5. 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.
Writer Occupation
An old man called Clancy A whaler
Type of the anecdotes article (文体 文体) 文体 Australia Place Time Main idea At the beginning of the 20th century Killer whales helped whalers catch baleen whales
2. According to the text, which of the following is NOT right? A. The killers like Old Tom are fierce yet always ready to help the whalers. B. The writer didn’t believe the killers could help the whalers catch whales before working at the whaling station. C. C The whalers left the body of the whale eaten up by the killers. D. It was hard to handle the boat in the rough sea.
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.。
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.。
7-Unit-3-Under-the-sea市公开课获奖课件省名师示范课获奖课件
2.“In the meantime,Old Tom,and the others are having a good feed on its lips and tongue,”...在这段时间里，老汤姆和其他虎 鲸会饱餐一顿旳，鲸唇和鲸舌就是它们旳美 食…… 考点提炼 in the meantime意为“在……期 间 ，同步”，其同义词是meanwhile。
导练互动
要点单词 1.urge
“Man overboard!Turn the boat around!” _u_r_g_ed__ George,shouting loudly.（回归课本 P20） 观察思索 She urged him to stay.她力劝他留下。 The report urged that all children be taught to swim. 这份报告呼吁给全部旳小朋友教授游泳。 He urged his horse forward.他策马前行。
助 6.be/become aware of 对……懂得、明白；意识
到…… 7.upside down 上下翻转；颠倒旳（地）；乱七
八糟旳（地） 8.(be) scared to death 吓死了
Ⅲ.经典句式利用
1.This was the call that announced there was about to be a whale hunt.这是宣告捕鲸 行动立即就要开始旳号角。 考点提炼 be about to do表达打算或即将发 生旳动作，但它不与表达 将来时间旳副词 或其 他详细 将来时间状语 连用。但能够与when连 用，构成固定句型。
2.accommodation
...,as I was sorting out my accommodation,...(回归课本P20) 观察思索 Can we find accommodations at a hotel for tonight? 我们今晚能找到旅馆住宿吗？ This hotel has accommodations for 500 guests. 这家旅馆能容纳500人。
新人教选修7-Unit3-Under-the-sea-Reading[阅读课件](共32张PPT)
4. Why did tቤተ መጻሕፍቲ ባይዱe whalers return home
without the whale’s body?
5. What’s the relationship between Old Tom and the whalers?
Sea flowers Clown fishes
An Angel fish
A shark is coming ~ Dangerous!
He notices us~ We must go now. ^^^^^^^
We are safe now.
And he caught a sea star near the shore~
4.The whale caught by the killers died and its whole body was eaten by the killers.
5.James was afraid of being abandoned by us.
6.No one saved James, and he was killed by a shark.
Guess what is the name of this animal?
Killer whale虎鲸
White whale白鲸
What do you know about killer whales?
Common name: Killer Whale
Scientific name: Orcinus Orca
1. When did Clancy begin to believe that the killer whales would help the whalers to catch the huge whales?
高中英语_人教版 选修七 Unit 3 Under the sea Reading教学课件设计
Summary
The passage is mainly about __2__ parts.
Old Tom _h_e_lp__ed_ the whalers _h__u_n_t the whales.
1—12 para.
Old Tom p_r_o_t_e_c_te_d_ the whaler from _t_h_e_s_h_a_r_k_.
13—19 para.
Discussion
From the two anecdotes,we know that the killer whales help and protect the whalers. Do you think it's right to hunt the whales? Why?
feeling abandoned by us.
1. Old Tom won’t let it __n_e_a_r___. Tom’s help 2. James was firmly _h_e_l_d_u_p__ in the
water by Old Tom.
result James was _p_u_l_le_d__b_a_c_k___ into the boat.
hunt) 3.What
did
the
kisllhearsred.o
after
the
whale
was killed by the man?(After the hunt)
1.How did Old Tom tell the whalers there’s a whale out there?
The killer threw itself out of the water and then crashed down again.
人教版英语选修7-Unit-3-Under-the-sea-Extensive-reading教学设
人教版英语选修7-U n i t-3-U n d e r-t h e-s e a-E x t e n s i v e-r e a d i n g教学设计完美版-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN选修7 Unit 3 Under the seaPeriod3 Extensive reading一、教学目标1. 目标语言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, shallowb. 重点句子I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day — a day of pure magic!The first thing I became aware of was all the vivid colours surrounding me ...What a wonderful, limitless world it was down there!2.能力目标Enable the Ss to know more about the living things under the sea and experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given.3.学能目标Try to improve the students’ reading ability by grasping the information in the dairy about the world under the sea. Strengthen their sense of environmental protection.二、教学重难点Enable the Ss to read for specific information and guide the Ss to write their own diary.三、教学方法Reading, listening and speaking.四、教具准备A recorder, a projector and a computer.五、教学过程与方式StepⅠRevisionT: Good morning / afternoon everyone!Ss: Good morning / afternoon, Sir / Madam!T: Yesterday I ask ed you to preview the reading passage on Page 23. It’s chosen from someone’s diary. What does the writer write about?Ss: The writer reflected his or her experience of snorkeling on the reef. He / She described the animals and the scenery under the sea.T: Good job!StepⅡReading (1)Reading and discussing P24T: Almost every one of you likes to watch the programs about the sea and the sea life. That’s a great enjoyment. Don’t you think so If you have a chance to go on a snorkeling trip, how will you feelSs: We’ll feel crazily happy. / That would be the most fantastic thing. / It would be the most exciting thing in my life ...T: Yes, I can understand your feelings. Now listen to the tape going with the passage on Page 24 without looking at your textbooks. Try to count how many sea animals the writer mentions in his/her dairy. Let’s begin!Play the tape for the Ss to listen to and let the Ss try 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.T: How many animals does the writer mention in his/her diary?Ss: 7.T: What are they?Ss: They are parrotfish, sea-slug, sea-star, turtle, eel, clam and reef shark.T: Right. By the way, there is another kind of creature, not fish, which are described much, especially their shapes. What are they?Ss: Corals!T: Yes. You’ve done very well. 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. Are you clearOn the screenPara 1 Questions: 1. What did the writer do in the morning on 19th January?2. What did he think after seeing such extraordinary beauty?Main idea: __________.Para 2 Questions: 1. What is the first thing he be-came aware of?2. Does he think the corals are fantastic WhyMain idea: __________Para 3 Questions: 1. Did he frighten the fish when he swam among them?2. What fishes did he see under the sea Speak out at least three kinds.Main idea: __________Para 4 Questions: 1. Were there anything that made him feel frightened What were they2. Do the sharks he mentioned hurt people?Main idea: __________Para 5 Question: Why did he say he was very brave?Main idea: __________Para 6 Main idea: __________When the Ss have finished their reading, check their work in the ask-and-answer way. When they sum up the main ideas, give them necessary guide and then show the suggested ideas on the screen.Deal with some language points.Language points:1. be/become aware of: get to knowe.g. The mangers of the company have been aware of their weakness.I was not aware of the fire.Add: There is another pattern about “be aware”: be aware + clausee.g. We were quite aware that the competition was very fierce.Are you aware how they would respond to our terms?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?(3) vi. think carefully (+on)e.g. He reflected on my questions before answering.Then deal with Exx 1-4 on Page 24.Step Ⅲ Reading (2)READING TASK P66T: Let’s come to the story about the sea goddess on Page 67. Look at the two pictures before you read the story. Look at Picture 1, which part of the world do you think this man is from?Ss: Maybe he is from the North Pole.T: Why do you think so?S: Because we can see some icebergs.S: And he is paddling a canoe and wearing thick clothes.T: Then, what do you think his clothes are made of?S: If he does live in the area of the North Pole, I guess his clothes are made of animal furs.T: That makes sense. Look at Picture 2. Have you seen pictures like this before?Ss: Yes.T: Where did you see them?Ss: In the picture books of fairy tale. / On TV programs.T: Do you know any story that involves a creature like her What is the storySs: The fairy tale written by Andersen, “The Little Mermaid”.T: Very good! Now let’s glance through the story quickly and match the paragraph with the correct sentence in Ex 2 on Page 68.After the Ss have finished it, check the answers.T: In fact, each sentence is the main idea of its corresponding paragraph. Have you find that?Then deal with Ex 3. Let the Ss read the story again and answer the questions. At last, check the answers.。
2019学年度高中英语人教版选修七Unit 3 Under the seaPeriod1Reading教案设计(13页word版)
2019学年度人教版选修七Unit 3 Under the seaPeriod1Reading教案设计(Old Tom The Killer Whale)IntroductionIn this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote, reading aloud to the recording, reading for forms, copying and making sentences, understanding difficult sentences, reading and transferring, reading the text once again for the type of writing and summary of Old Tom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage.ObjectivesTo help students understand the text’s forms and contents and learn about under the seaTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up talking about ocean plants and ocean animals Hello, class. Have you been to the sea? This week we shall go to the sea to learn about ocean plants and animals. What do you know about them?There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water. The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean.As for ocean animals, they are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can grow to fairly large size. Nekton isthe free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom.To learn more about ocean and sea, go to page 20.2. Pre-reading by defining anecdote.We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth.Let's start with a definition:"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling them if they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when welack proof, IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have:"Man prefers to believe what he prefers to be true." —Francis Bacon"Now let’s go to page 20 to read the two anecdotes.3. Reading aloud to the recording Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.4.Reading for formsIn using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words.Read the text again to: cut/ the sentence into thought groups,blacken the predicates, darken the connectives and underline all the useful collocations.5. Copying and making sentencesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.6. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7.Reading and transferringIn pairs, read the text, find information to complete the following form.8. Reading the text once again for the type of writing and summary of Old Tom The Killer WhaleDetermining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now read the text once again for the type of writing and summary of Old Tom The Killer Whale.A narrationType ofwritingSummary of storyI witnessed Old Tom, the killer attacking a whale together with six other killers.9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above.10. Closing down by putting the text on stageTo act out is something like to carry out, to perform or to realize something. Acting out the text is a very good way to improve students’ spoken English.To end this period let’s try to put the text story into a play.。