人教版高中英语选修7 Unit3_Reading名师教学设计
学
重
难
点
教学重点：
1)能够清楚地知道故事发展的过程，高潮，结果。
2)能运用略读及寻读技巧，很好地完成练习
3)能够了解作者的写作意图。
教学难点：
了解故事发展的过程及了解作者的写作意图。
建
议
教
法
首先通过寻读，在最短的时间内找到相关信息，了解文章大概框架和内容；然后通过略读，阅读文章的具体信息，理解具体的文段和句子。熟悉掌握文章后，再全面把握文章的主要内容和写作意图。学生对文章非常熟悉和掌握之后，再重新写出文章的内容，巩固加深。
3）充分发挥学生的主体地位，调动学生思维的积极性，提高综合语言的运用能力
4）通过对学生说读写的训练，增大学生的语言输入，增强其语言输出能力。
情感态度价值观目标：
学生通过学习课文，清楚而详细地了解人类怎样利用虎鲨来捕猎鲸鱼，了解到整个过程的残忍，以及人类人为的干涉自然的捕猎行为，从而能够从内心深处抵制人类过度干涉自然，影响食物链的发展。
S: Make predictions.
1.关于残疾人是否应该得到更多的帮助这个话题的讨论为引入阅读文本的背景知识进行铺垫:让学生更加了解这个网站的存在意义和价值。
教学流程
（详见相应教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.阅读使用寻读和略读，由易到难逐层递进，逐渐深入地掌握文章内容
3.课后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
【本课时教学设计】
步骤
过程
措施（教师活动与学生活动）
It took over half an hour to get the boat back to James ... P21
充分地理解文章Reading部分，能清晰地掌握文章的总体框架，并能正确回答课后的细节理解问题。
语言能力目标：
1）能利用寻读（scanning），找出相关细节信息。
2）能利用略读（skimming）,了解文章的结构及文章的主题。
unication opportunity in the Internet. Do you think it beneficial to the disabled people?
2. Teacher asks the Ss to predict the content of the text by inferring from the title and picture.（3mins）
重点句子
We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20
Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20
As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20
And those others are stopping it diving or fleeing out to sea. P20
Unit3 Reading名师教学设计
Book7Unit3:Under the sea
Section1阅读课教学设计
【教材版本与册数】人教版选修7
【单元名称】Unit3 under the sea
【课时】第1课时
【课型】Reading（阅读课）（课时）：阅读课-Section 1
教
材
分
析
本单元的中心话题是海底世界。听说读写活动主要是围绕海底动植物、海底奇妙景观，以及相关的神话故事展开。本单元主要学习大海动植物的表达方式以及相关的形容词。Section1讲述了一个叫做Old Tom的虎鲸的故事。故事分成两个部分，第一个故事讲述了Old Tom 是捕鲸人的好帮手；第二个故事讲述了Old Tom 是捕鲸人的救星。学生通过熟读文章，可以从文中学习到很多描述事物和情境的生动的表达方法，同时也能了解到在捕鲸被限制以前人类是怎样利用鲸来捕捉鲸鱼的残酷事实。
目的
持续性评价
DELC
1
预备与激活先期知识
DELC2获取新知识
DELC3
深度加工知识
Step2
Pre-
Reading
（读前）(6mins)
1. Teacher asks students a moral question and guide the
students to skim the text and discuss with students what the value of such a website would be.（3 mins）
教
学
目
标
语言知识目标：
重点词汇和短语
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out
T: Is it right for some members of society to get extra help because they have a disability?
S: (Group discussion and give answers)
T:“Family Village”is a website offering the disabled a comm
T: Please glance at the title and picture. Can you guess what kind of information would be included in disabled students’story?(make a list on the board of possible topics)
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.
高中英语人教版选修7Unit3UndertheseaReading教案(系列二)
选修七Unit 3 Under the seaPeriod1 ReadingTeaching AimsEnable the students to grasp and remember the detailed information of the reading material. Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, slides and picturesTeaching ProcedureStep1 Warming upHave you seen plants and animals that live under the sea?Where did you see them?Step 2 Pre-readingWriter ClancyStep 3 ScanningScan 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. RedStep 4 SkimmingSkim 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 whaleKeys: 65173248Step 5 Careful readingRead 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: FTTFFFStep 6 Detailed readingRead 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 whaleWork as a team2. 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 wha le’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 o n 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 whalers 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 DiscussionDiscuss the relationship between Old Tom and the whalers. What other animals do you know help out humans in hunting? Step 8 HomeworkReview the text and underline some difficult points.。
高中英语_人教版选修7Unit3阅读课教学设计学情分析教材分析课后反思
Book7 Unit 3 Old Tom the Killer Whale 虎鲸老汤姆一、教学目标1. 知识目标：通过深层次的理解，使学生了解并掌握词汇用法，并完成有关课文内容的练习。
2. 能力目标：通过个人活动，同伴活动和小组活动，使学生掌握速读—略读—精读—总结—寻找细节等阅读文章的各种阅读技巧，并利用多媒体课件创设情境，为学生提供大量的输出机会，提高学生的听说读写能力及培养他们的发散思维与创新能力。
3. 情感目标：体验使用多媒体手段辅助学习的乐趣和成就感，帮助学生更多的了解海洋生物，培养学生热爱和保护海洋生物的意识。
二、教学重点与难点1. 培养学生的阅读策略及获取信息的方法。
2. 创设情境，激活学生思维，培养学生的合作学习能力以及发现问题，思考问题和解决问题的能力。
三、教学媒体选择多媒体教室、计算机、CAI课件四、教学设计思路《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用discussion等方式来进行对本单元的教学。
本单元是高中英语人教版选修七第三单元Under the Sea。
该单元的中心话题是“海底世界”，单元各项活动的设计都是围绕海底动植物、海底奇妙景观，以及有关大海的神话故事展开的。
本课时是根据该单元中的阅读内容“Old Tom the Killer Whale”而设计的一节课。
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。
学生阅读此文可以了解人类如何利用鲸捕杀鲸的残酷现实。
人教版高中英语选修七课件：Unit 3 Under the sea 单元教案
Unit Three :Old Tom The Killer Whale Unit 3 的主题是“Under the sea”, 中心话题是海底世界, 听说读写活动主要围绕海底动植物, 海底奇妙景观,以及有关大海的神话故事展开的.阅读内容是：1. 两起虎鲸轶事.2. 一篇有关海洋见闻和感受的日记.Period Two Pre-reading, Reading and ComprehendingTeaching aims:1. Grasp the basic information about the killer whales, such as size, habit, food, how they hunt animals and the relationship with human beings.2. Learn to retell the two anecdotes with the help of some key words.3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.Teaching difficult points:1. The relationship between the killer whales and the whalers.2. Develop students’ reading abilityTeaching important points:1. Reading comprehension to the text2. Learning more about the killer whales and understanding the relationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inRiddle games：猜谜语（课件warming up第38个幻灯，显示出答案的图像）1. a large reptile which has a thick shell covering its body.2. a hard substance formed from the skeletons of very small sea animals. It is often used to make jewelry.3. a very large mammal with the general shape of a fish and one or two blowholes for breathing.4. A type of small fish which appears to swim in an upright position and whose head looks a little like the head of horse.After teaching them some new words and useful phrases in this unit, we lead in the new text by introducing an imagined story about a snorkeling trip under the sea.Some new words: dolphins(海豚); turtles(海龟), manatee(海牛); eels(鳗鱼); octopus(章鱼); squids(鱿鱼); butterfly fish(蝶鱼); kelp(海藻); sea star(海星); angel fish(宝贝鱼); clown fish / anemones fish(小丑鱼); parrotfish(鹦鹉鱼); sea flower / anemone(海葵); sea-slug(海参); clam(蛤); coral(珊瑚礁); seahorse(海滩); jellyfish(海蜇, 水母); shark(鲨鱼); the killer whale(杀人鲸); the baleen whale(须鲸); cormorants(鸬鸟); otters(水獭); ferrets(雪貂) etc.Step 2 PresentationStep 3 Skimming1. Ask students to skim the passage quickly and answer the questions:1) What is the first anecdote about? And how about the second one?2) The first anecdote mainly talks about that ________.A. Clancy began to work at a whaling stationB. the killer whales helped the whalers to catch a baleen whaleC. the killer whales hunted in a team and killed a baleen whaleD. Old Tom showed whalers the way to a baleen whaleThe second anecdote: Old Tom saved a whale James who was washed off the boat.3) The text mainly tells us _______.A. what a hard life the whalers livedB. how the killers helped the whalers catch whalesC. what the whalers did at the whaling stationD. how the whalers caught a whale by teamwork4) Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near Jamesbreathing; dragged; washed off; nearing; held up; pulled)Step 4 Scanning1. Fill in the following blanks with the proper names:1) ________ was 16 years of age when he went to work at the whaling station.2) ________ ordered Clancy to go to the boat as there was a whale out there in the bay.3) ________ was swimming by the boat, showing the whales the way.4) ________ told Clancy that they would return the next day to bring in the body of the hale.5) ________ was carried by the waves further away from the whalers.6) ________ knew that Old Tom would protect James.(Suggested answers: Clancy; George; Old Tom; Jack; James; Red)2. Reading aloud and underlining expressions:at the times; at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Step 5 Careful readingStory part 1: the hunt------before------after------during1. Ask the students to read the part 1 of the reading passage and find out before the hunt, what did Old Tom do and how did the whalers react?(Suggested answers:Old Tom threw itself out of the water, then crashed down again and swam by the boat, showing the whalers the way.One whaler yelled out and George ran ahead of Clancy. Clancy raced after him. They jumped into the boat with the other whalers and headed out into the bay.)Next, find out during the hunt and after the hunt, what did the killer whales do and how did the whalers react?(Suggested answers:a pack of killers are throwing themselves on top of the whale’s blow-hole to stop it breathing; and some others are stopping it fleeing out to sea. The killers started racing between the whalers’ boat and the whale just like a pack of excited dogs. Within a moment or two, the whale’s body was dragged down into the depth of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.)2. Ask students to read Part 1 of the reading passage and put the following sentences into the correct order:a. George started beating the water with his oar.b. Clancy raced after George to the boat.c. Clancy arrived at the whaling station.d. The killers started racing between our boat and the whale.e. Clancy heard a huge noise coming from the bay.f. Clancy was sorting out his accommodation.g. Clancy ran down to the shore.h. The man in the bow of the boat aimed the harpoon at the whale.(Suggested answers: c，f，e，g，b，a，d，h)显示先后次序时，先用图片展示这些句子的内容，其后再出现句子3. Story Part 2Which was not the danger facing James?A. Being washed off the boat.B. Being carried away by rough waves.C. A shark out there.D. Being attacked by another killer whale.Step 6 Comprehending1. The text is mainly about _______.A. the killer whales are easily trainedB. the killer whales can help the halers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down in order to _______.A. give the whalers information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. ________ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. The whalers4. Why did the whalers start turning the boat around to go to home after the whale died?A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hoursD. They had to do this because it was too late5. The killer whale protected James by _______.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6. We can infer from the story that ________.A. the killer whales may be trained by the whalersB. the killer whales want to help man catch the whales themselvesC. the killer whales need no training for helping the whalersD. the killer whales want to eat the whales after killing them7. Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James(Suggested answers: BADCCAC)SummaryThis text is two __________ written by an old man called Clancy , who was a ______ and hunted whales on the south-eastern coast of Australia at the beginning of the 20th century, when the ____________ helped the whalers catch the ______________ that were on their _________ migration.The key: anecdotes; whaler; killer whale; baleen whale; annual Step 7 Discussion1. What is the relationship between Old Tom and the whalers?________________________________________________________.2. What other animals can help out humans in hunting?________________________________________________________.(Suggested answers:Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.There are many other animals that help out humans in hunting as dogs, cormorants(鸬鸟); otters(水獭); ferrets(雪貂).3. What else do you think is amazing in the story? Show your evidence._________________________________________________________ ___________________________________________________________.4. What is an anecdote?________________________________________________________.Step 8 DebateThe last whaling station in Australia closed in 1978. Whales are now an endangered species and protected by an international ban on whaling, but some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.Step 9 Learning phrases and sentencesUseful phrases:at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of 在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Beautiful sentences:1. It was a time when the killer whales……helped the whalers catch the baleen whales…..2. This was the call that announced there was about to be a whale hunt.3. I had already heard that George didn’t like being kept waiting, so even though I didn’t have the right clothes on, I raced after him.4. As we drew closer, I could see a whale being attacked by a pack of about six other killers.5. From James’s face, I could see he was terrified of being abandoned by us.Step 10 Homework1) Prepare to retell the whole text in your own words.2) Write a short summary of the whole text in about 30 words.。
人教课标选修七 Unit 3 reading阅读导学案
人教课标选修七Unit 3 reading阅读导学案编写：苑书云审核：吴贺斋一、学习目标（Learning aims）：提高学生的阅读技巧和阅读能力二、学习重点（Important points）：对课文中几个长难句的分析理解和掌握三、学习难点（Difficult points）：怎样让学生在有限时间内读完并捕捉到有用信息四、扫清阅读障碍，认识文本中出现的黑体词Anecdote witness accommodation shore opposite yell pause telescope teamwork dive flee drag depth lip urge abandon shark五、ReadingI. Read “Pre-reading” on P 19 and then fill in the form.II. Skim the text and put the following sentences into a right order.A George started beating the water with his oar.B Clancy grabbed his boots and 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.______→_______→_______→_______→_______→________→_______→_________IV . Read the text carefully and fill in the blanks.The author mainly tells us in the text that____.A. the killer whales are easily trainedB. the killer whales can help the whalers catch the huge whalesC. the killer whales kill the whales for their food2. He heard ________________ from the bay.3. He saw a huge animalin the water, which was__________, the killer whale.5. Tom circled back to the boat, leading ______________________6.Clancy and his men killed the _____________ withthe help of the killers. 8. They will return_______________________.D. the killer whales drag the whales under the water六、Language Points语言点学习1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.1) 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 作时间状语提前是为了强调 just a story作thought 的宾语。
新人教版选修七Unit3 Warming Up,Pre-reading and Reading教案
Unit 3 Under the SeaWarming Up, Pre-reading and ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help outb. 重点句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20It took over half an hour to get the boat back to James ... P212. Ability goals能力目标Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.3. Learning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.Teaching important points 教学重点Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.Teaching difficult points 教学难点Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教学方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures && ways教学过程与方式Step Ⅰ Warming upT: Good morning / afternoon, everyone!Ss: Good morning / afternoon, Sir / Madam!T: Have you seen plants and animals that live under the sea? And do you like them?Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ...T: Mm, I see. But where did you see them?Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants ...T: V ery good. You see, your sight of sea animals is limited. Do you want to know more about them?Ss: Yes! Very much! But how?T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you.Th e Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what they are talking about. After that the teacher can ask two or three pairs to act their dialogues out.Possible dialogue 1:Sa: Last summer holiday, I went to Hainan Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers.Sb: Have you seen anything special?Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful. Sb: Red? I’ve only seen white ones in decoration shops. I like its fantastic shapes. But I don’t know there are some red ones.Sa: Besides red ones, there are purple, yellow, blue, pink ones.Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea.Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.Sb: It’s a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had har d horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didn’t find th at kind of ones.Sa: You must have seen many fish, right?Sb: Certainly! A large number of animals and plants under the sea.Sa: Tell me more, please.Sb: Some eels, for example. They were long and thin with sharp teeth and swam very quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses—they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp.Sa: That’s wonderful. I’ll ask my parents to take me there next summer holiday!T: V ery good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea?Ss: Hurray! We couldn’t wait any more!T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better.(1) (2)(3) (4)(5) (6)(7) (8)(9)(10)(11)(12)(13) (14)Names of these sea animals and plants:(1) white whale 白鲸(2) anemone 海葵 (3) sea star 海星(4) shark 鲨鱼 (5) coral 珊瑚 (6) butterfly fish 蝴蝶鱼 (7) sea horse 海马(8) turtle 海龟 (9) parrot fish 鹦嘴鱼(10) kelp 海带 (11) eel 海鳗 (12) angel fish 天使鱼(13) anemone fish 海葵鱼(14) dolphin 海豚 T: Aren’t they beautiful! I think you’ve known more about sea animals and plants. Now, let’s work in groups of four, making a list about what you have known about them to collect the information. Draw a form like this and then fill in it. Show the following form on the screen. After the Ss have finished, show a fulfilled one as a summary.Step Ⅱ Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.T: If you want to uncover the puzzle, read the words on the left side of the picture.After a short while.T: What does anecdote mean? Have you got its meaning from the dictionary?S: It means a short story based on your personal experience.T: Right! So what are the main characters of the story?S: Whalers, killer whales and baleen whales.T: But what is the real name of the killers? And how did they help the whalers to catch the baleenwhales? Let’s read the text and find th e answers.Step Ⅲ Reading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.SkimmingLet the Ss skim the text and get the main ideas of the two anecdotes.After skimming.T: Who is Old Tom? What is the first anecdote about?S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.T: Good! How about the second one?S: It tells about how a killer whale protected and saved James, a whaler.ScanningLet the Ss do scanning and find the answers to the questions in Exercise 2.T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.Sa: What evidence was there that Old Tom was helping the whalers out?Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again ...Then ask some pairs to ask and answer the questions before class.T: V ery good! Now close your books and we’ll list en to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready?Show the following sentences on the screen. (The sentences are given with blanks.)1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.2. …as I was sorting out my accommodation, I heard a loud noise coming from the bay.3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.4. “Come on, Clancy. To the boat,” George said as he ran ahead of me.5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those others are stopping it diving or fleeing out to sea.7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.After playing the tape, ask someone to spell out the words or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen.Step Ⅳ DiscussionDeal with Exercise 3 in Comprehending. Let the Ss work in groups and do some discussion.T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and what is special about it?S: It is a killer whale! It’s the head of the killer whale team, I think.S: Maybe it is the most clever and powerful one in the team.T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting.A sample description:Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, too. They’re just like good friends.Sb: I think so. Maybe Old Tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the whalers. In everyday life they take care of each other and in an emergency, they help each other.Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans in hunting. Upon meeting the quarries, they are very excited and listen to their masters very well to hunt for them. If there is a group of dogs, they may work together till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. That’s very interesting. And if their master is in d anger, they will rush up to rescue him. There aremany moving stories of this kind.Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful.Deal with some language points.Step Ⅴ HomeworkT: As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. And there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow. Good-bye everyone!。
人教版高中英语选修7 Unit3_Reading_Task_优质教案
Unit3 Reading Task 优质教案Period four(Reading Task in Workbook)Teaching Aims:Learn THE INUIT LEGEND OF SEDNA THE SEA GODDESSDiscuss origin of the sea goddessImportant points:Important words and expressionsTeaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workTeaching aidsA computer and a projectorTeaching Procedures & waysStep 1 DiscussionPicture1:1. which part of the world do you think this man is from? Give reasons2. what do you think his clothes are made of?Picture 2:1. have you seen pictures of a creature like this before? Where?2. do you know any story that involves a creature like her? What is her story? Step 2 ReadingPut the sentences into a right orderA. Sedna discovers that her husband is a sea birdB. the Inuit believe Sedna has power over the animals in the seaC. The bird man is so angry at Sedna’s escape that he causes a sea stormD. Sedna’s father throws Sedna into the sea and she becomes a sea goddess.E. Sedna doesn’t want to get married but her father tells her she mustF. Sedna ‘s father helps his daughter to escapeG. Sedna agrees to marry a stranger who promises her a good lifeStep3 Read the story again and answer the questions in pairs1. Why did Sedna need to have someone to look after her?2. Why did the bird man dress up as a human?3. Why did Sedna’s father throw Sedna into the sea?4. What do you think happened or should have happened to Sedna’s father? Give reasons.5. Is Sedna very powerful? Give reasonsKeys1. because her father was getting too old to look after her.2. Because he wanted to marry Sedna and he thought that she wouldn’t marry him if she knew he was a bird3. Because he was very frightened of the bird man and was probably afraid that the bird man was going to kill him. He probably thought that the bird man would stop the storm if he gave the bird man what he wanted4. perhaps her died in the storm or should have died in the storm, because he’s not a good father to Sedna5. Yes, because she has the power to keep the sea animals away from the hunters if she is angry. It is very serious if she does this as the hunters depend on the sea animas for food.Step 4 Writing1.with a partner, take turns to tell the story about Sedna. Use the topics from Exercise 1 as a guide.2. now write down the story without looking at the reading passage.3. when you have finished, use the questions in the table below to assess you own writing.Now read your partner’s writing and assess it , using the questions in the table below. Go through the table with your partner and explain your answersSample writingS 1 Once there was an Inuit girl called Sedna, her father insisted that she marry。
人教版高二英语选修七Unit 3 Under the sea reading 教案设计
Unit 3 Under the seareading1.教材分析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2. 教材重组Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。
The First Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help outb. 重点句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20And those others are stopping it diving or fleeing out to sea. P20It took over half an hour to get the boat back to James ... P212. Ability goals能力目标Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.3. Learning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals andhumans through reading.Teaching important points 教学重点Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.Teaching difficult points 教学难点Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教学方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式Step Ⅰ Warming up(lead Ss into making a dialogue about animals and plants under the sea with some questions)T: Have you seen plants and animals that live under the sea? And do you like them?T: But where did you see them?Do you want to know more about them?teacher shows some pictures about the world under sea for Ss to know more.(1) (2)(3) (4)(5) (6)(7) (8)(9) (10)(11) (12)(13) (14)Names of these sea animals and plants:(1) white whale白鲸(2) anemone海葵(3) sea star海星(4) shark鲨鱼(5) coral珊瑚(6) butterfly fish蝴蝶鱼(7) sea horse海马(8) turtle海龟(9) parrot fish 鹦嘴鱼(10) kelp海带(11) eel海鳗(12) angel fish天使鱼(13) anemone fish海葵鱼(14) dolphin海豚Step Ⅱ Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.Q: What can you see and what do you think is happening in it?Step Ⅲ Reading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.Fast-readingRead the introduction of the text on page 19 and fill in the following table.Task 1: Find out the characters in the text.Task 2: Put the sentences into the right order.( ) 1. Clancy jumped into the boat with the whalers.( ) 2. Clancy arrived at the whaling station.( ) 3. The killers started racing between our boat and the whale.( ) 4. Clancy heard a loud noise coming from the bay.( ) 5. Clancy ran down to the shore.( ) 6. The man in the bow of the boat aimed the harpoon at the whale.Careful readingTask 3: Fill in the blanks.Task4: Choose the best answer.ConsolidationFill in the blanks according to the passage.Working at the _______ (whale) station, I had _________ whales killed many times with my own eyes. On the afternoon I arrived at the station, as I ______________ (sort 短语) my accommodation, I heard a loud noise coming from the bay. Running down to the shore in time, we saw an _________(huge同义词) animal.“It is called Old Tom, the killer.”George said as he ran ahead ___ me. ____ the distance we could see that something was happening. As we ___________ (draw短语), I could see a whale _____________ by a _____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was dragged by the sharks down into the ______ of the sea.SummaryGet the main ideas of the two anecdotes.Step Ⅳ DiscussionThe 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 ⅤHomeworkRetell the story using your own words.。
人教版高中英语选修7 Unit3_Reading_优质教案
Unit3 Reading优质教案教材分析Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this，students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier，the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group. Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具A computer and a projector.。
2019学年度高中英语人教版选修七Unit3Under the sea Period1 Reading教案设计(8页word版)
2019学年度人教版选修七Unit3Under the sea Period1 Reading教案设计Ⅰ. 单元教学目标技能目标Skill Goals▲Retell a story and make it into a play▲Read a story and describe the relationship between animals and humans▲Review the Passive Voice (2) (including the -ing form)▲Write a paragraph to complain politely based on dialogues about blame and complaintⅡ. 目标语言功能句式Blame and complaintI’m sorry but ...I’m afraid ...That’s not good enough.I’m feeling (annoyed with / unhappy about / unsatisfied with ... etc)I’m not feeling (happy about / satisfied with ...etc)I’d like to talk to the manager.I’d like a full refund.That’s no good for me.I’d like a refund, please.词汇1．四会词汇anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, beauty, cell, aware, vivid, poisonous, cave, narrow, sharp, tasty, scare, shallow, entry, boundary，Antarctic, awesome, seal, pension, pensioner2．认读词汇snorkel, aquarium, Clancy, baleen, baleen whale, migration, oar, blow-hole, harpoon, meantime, overboard, flipper, turtle, lettuce, horn, anemonefish, tentacle, sea anemone, sea-slug, stripe, striped, eel, giant, clam, leap, refund3．词组ahead of, in the meantime, help out, be / become aware of, upside down, (be) scared to death, the Antarctic, sort out, throw ... out of, be about to do, head out, flee out, aim at, float up, wash off, hold up4．重点词汇anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, tasty, scare, Antarctic, awesome, pension结构Revise the Passive Voice (including the -ing form)Clancy didn’t mind being told what to do.Being held up in the water by Old Tom, James was confident he would survive.重点句子 1. Without pausing we jumped into the boat with the other whalers and headed out into the bay. P202. As we drew closer, I could see a whale being attacked by a pack of about six other killers. P203. The first thing I become aware of was all the vivid colours surrounding me ... P244. ... the yellow and green parrotfish hanging upside down, and sucking tiny plants off the coral with its hard bird-like mouth ... P246. I told myself they weren’t dangerous but that didn’t stop me from feeling scared to death for a moment. P24Ⅲ. 教材分析和教材重组1. 教材分析本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。