人教版选修七Unit 3 Under the sea教案及说课稿

Unit 3 Under the sea

I．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-in

Purpose: To arouse Ss’ interest in the content of this unit.

1. Ask Ss to collect information about sea animals and plants and answer the following

question.

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 up

Purpose: 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 to

answer 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-reading

Purpose: 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 a

large 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 reading

Purpose: 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 following

question.

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 reading

Purpose: 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. Extension

Purpose: 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. Homework

1.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 Language

Teaching Goals:

1.To revise the passive –ing form.

2.To enable Ss to master some new words and expressions.

Teaching Procedures:

Step 1. Revision

1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the most

will be praised.

2.Ask Ss to exchange the sentences they made with the phrases.

Step 2. Grammar

1. 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 with

the class.

4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.

Collect different translations.

Step 3. Homework

1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 in

Using Words And Expressions on P63.

2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24

according 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. Revision

1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out the

most will be praised.

2.Check the homework with the class and correct Ss’ errors.

Step 2. Leading-in

Purpose: 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 reading

1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text

2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.

Step 4. Intensive reading

1. 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 point

1. Explain the following language points.

(1)reflect on (line 1, para 1): think deeply about, consider

I need time to reflect on what your request. 我须要时间来考虑一下你的恳求。

You must take time to reflect on important things. 你必需花时间来考虑一下重要的事。

(2)become aware of / that (line 1, para.2): realize, get to know

He was fully aware of the situation he was in. 他充分意识到了他所处的环境如何。

He became aware of something approaching him. 他觉察到了有东西正在向他靠近。

He became aware that some girls were looking at him with interest. 他觉察一些女孩正饶有爱好地看着他。

(3) upside down ( line 8, para.3): with the upper side beneath

The picture is hanging upside down. 那幅画挂倒了。

The plane turned over to fly upside down. 飞机翻了个身，开场倒飞。

The plate was lying upside down on the floor. 盘子倒扣在地板上。

2. Ask Ss to finish Ex3 in Reading and discussing on P24 and explain the order of attributives.

●定语排列依次口诀：

大小，新旧，形态，颜色，产地，材料（大龄形颜国材）

定语排列依次规律：

●客观程度大的词离中心词最近，主观程度大的词间隔中心词最远。

例如：

two old brown china tea pot两只古老的棕色的瓷茶壶

two round red French wooden table两张红色的法国产木头圆桌

3. Ask Ss to finish Ex4 in Reading and discussing on P24 and explain the formation of compound adjectives.

(1)Get Ss to find the compound adjectives used in the text.

(2) Explain the following ways to form compound adjectives.

①数词+名词

the 100-meter race, a 100-dollar note, a five-star hotel,

②副词/形容词+动词

hard-working, good-looking

③名词+like

a childlike old man

④副词+过去分词

a well-written composition, a well-behaved gentleman, hard-won peace, a newly-shaved

face, a poorly-dressed man

⑤形态名词+shaped

a U-shaped pipe, a love-shaped diamond

⑥数词+名词ed

a three-legged table, a one-eyed horse, a two-handed robot, four-footed animals, a

seven-year-old boy, a four-storied building

⑦形容词+名词ed

a kind-hearted woman, a near-sighted student, a red-haired youth, an absent-minded

student, cold-blooded animals,

⑧名词+如今分词

peace-loving people, heart-breaking news, English-speaking countries, peace-keeping troops

⑨其他

a stay-at-home mother

Step 6. Homework

1.Ask Ss to review all the language points in this period.

2.Ask Ss to preview the content of the next period.

Period 4 Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)

Teaching Goals:

1.To develop Ss’ ability of listening, speaking and writing.

2.To practice use of the expressions for blame and complaint.

Teaching Procedures:

Step 1. Pre-listening

Purpose: To introduce to Ss the topic of listening.

1. Lead Ss to the advertisement in Reading, discussing and listening on P25. Teacher may say, “By now we have learnt a lot about the undersea world and about the whales. I’m sure you want very much to take a tour and have a look. There are many tourist agencies that organize such tours. Now le t’s read an advertisement.”

2. Let Ss read the advertisement and discuss the questions above the advertisement. After that, ask Ss two more questions.

(1) If the weather is not good enough, what will you do?

(2) Is the travel agency sure about the success of see whales?

3. Ask Ss to finish Ex2 in Reading, discussing and listening on P25 and predict the content of the listening text.

Step 2. Listening

1.Dialogue 1

(1) Ask Ss listen to the first dialogue twice and finish the exercises of Dialogue 1 in Ex4 on P26.

(2). Ask Ss to listen to the first dialogue for the third time and finish Ex5 on P26.

(3). Play the tape of the first dialogue again and ask Ss to finish the exercises of Dialogue 1 in Ex3 on P26.

2.Dialogue 2

(1) Ask Ss listen to the second dialogue twice and finish the exercises of Dialogue 2 in Ex4 on P26.

(2). Ask Ss to listen to the second dialogue for the third time and finish the exercises of Dialogue 2 in Ex3 on P26.

3.Dialogue 3

(1) Ask Ss listen to the third dialogue twice and finish the exercises of Dialogue 3 in Ex4 on P26.

(2). Ask Ss to listen to the third dialogue for the third time and finish the exercises of Dialogue 3 in Ex3 on P26.

Step 3. Writing

1.Divide Ss into three groups and let each group choose one of the three situations on P27.

2.Ask Ss to underline the expressions at the top of P27 and keep them in heart.

3.Let each group make up the dialogue and present it before the class.

4.Correct the errors in Ss’ dialogues and ask them to write them down.

Step 4. Homework

Give Ss the following situations and let them make up their dialogues.

1.Your neighbor always makes noise. Complain to him.

2.The traffic in your city is too bad. Complain to the mayor.

Period 5 Reading task (Workbook) & Writing task (Workbook)

Teaching Goals:

1.To know how the Inuit worship the sea.

2. To develop Ss’ awareness of respecting the sea and protecting wild animals in the sea. Teaching Procedures:

Step 1. Leading-in

Purpose: To get Ss prepared for the new text learning.

1.Ask Ss to look at the pictures on P67 and guess what the text is about.

2.Let Ss close the book and play the tape. See who can get what the text is abot.

Step 2. Fast reading

1.Let Ss open the book and listen to the tape to get the main idea of the text.

2.Ask Ss to underline what they cannot understand in the text.

Step 3. Language point

Purpose: To deal with the language points in the text.

2. Ask Ss to keep the sentences containing the above phrases in heart.

3. Explain the following language points.

(1) ask for sb’s hand (line 4, para.1): 向某人求婚

(2) make (a good wife) (line 3, para 2): 成为(好妻子)

（3）have no choice but to do sth .(line 4, para 3): 别无选择，只好干…

(4) in search of (line 3, para 4): 去找寻

Step 4. Intensive reading

1. Ask Ss to read the text again. After they have learnt the language points, they can get a better understanding of the text. They can raise their questions.

2. Ask Ss to work in pairs to finish Ex1 and Ex 2 of Reading task on P68.

Step 5. Writing

Purpose: To develop Ss’ ability of writing stories.

1.Ask Ss to retell the story about Sedna with the book closed and then write it down.

2.Ask Ss to exchange the retold story with their partners Then let them find out and correct the

errors in the stories

3.Ask Ss to assess their partners’ stories. They may refer to the questions in the form on P68.

4.Choose the best retold story and ask its writer to present it before the class.

Step 6. Homework

1.Ask Ss to review all the language points in this unit.

2.Ask Ss to finish the rest of exercises in Workbook.

3. Ask Ss to preview the next unit.

人教版选修七Unit 3 Under the sea教案及说课稿

Unit 3 Under the sea I．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)

人教版高中英语选修七Unit3Underthesea知识讲解话题语言应用——海底世界

话题语言应用——海底世界 编稿：牛新阁审稿：王春霞 语言积累 交际用语 表示责备与抱怨： I’m sorry but ... 对不起，但是...... I’m afraid .... 恐怕....... That’s not good enough. 那不够好。 I’m feeling annoyed with / unhappy about / unsatisfied with... 我对......烦恼/不高兴/不满意。 （注意此句型中形容词与介词的搭配，再如：be/ feel terrified of ... 对......非常害怕）I’d like to talk to the manager. 我想和经理谈谈。 I’d like a (full) refund, please. 我希望（你们）能（全额）退款。 That’s no good for me. 那对我没有好处。 You should do something about it. 这件事你（们）应该处理/采取点措施。 话题语句（1） 常见海洋动物（sea animals / sea creatures） 【高清课堂：Under the sea语言应用---A tour to the sea!】 crab 螃蟹 dolphin 海豚shark鲨鱼e el 鳗；鳝 starfish海星jellyfish 水母，海蜇 lobster 龙虾 octopus 章鱼 oyster 牡蛎coral 珊瑚（虫）seal 海豹sea lion 海狮 walrus 海象 squid 鱿鱼seahorse 海马whale 鲸 otter 水獭shrimp 虾mussel 蚌sea cucumber 海参turtle海龟sea anemone海葵 “I pledge to stop eating shark fin soup and will not do so under all circumstances.” Yao Ming said at a media conference hosted by Wild Aid in London. 注意：pledge 保证，许诺shark fin soup鱼翅汤host 主持wild 野生的under all circumstances 无论在任何情况下 A quiz about sea animals 1. Lobsters, clams (蚌), and oysters have ________. (A) A. hard shells B. holdfasts（吸盘） C. tentacles（触须） 2. The largest animal in the sea is ________. (C) A. the white shark B. the giant kelp C. the blue whale 3. An octopus moves by ________. (C) A. walking on its tentacles B. sliding on its back C. shooting out a stream of water 4. The sea anemone(海葵) is ________. (B) A. a plant that looks like an animal B. an animal that looks like a plant C. the largest flower in the sea 5. A seahorse swims by ________. (A) A. moving the fin (鳍) on its back B. moving its tail C. squirting (喷射) water out of its mouth

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 Comprehending Teaching 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 ability Teaching important points: 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 Step 1 Warming up and lead-in Riddle 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.

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 humans 2、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。引导学生预读，并完成以表格的形式呈现的题目，以加深学生对文章相关背景知识的理解和掌握。然后播放虎鲸视频，播放课文朗读，在学生更多了解虎鲸和了解课文大意的基础上，安排活动，完成课文21页练习1，加深对课文的理解，最后布置课后作业，一方面对课文内容拓展延伸，一方面为进一步学习课文奠定基础。

2021版英语名师讲练大一轮复习浙江专用人教版核心素养测评： 三十三 选修7 Unit 3 Under the sea

温馨提示： 此套题为Word版，请按住Ctrl,滑动鼠标滚轴，调节合适的观看比例，答案解析附后。关闭Word文档返回原板块。 核心素养测评三十三 选修7Unit 3Under the sea (限时35分钟) Ⅰ. 阅读理解 A A full moon is appearing—and it will have a big impact on animals, especially those in the ocean. Recent studies show that many types of animals have biological clocks finely tuned to the cycles of the moon, which drives interesting and sometimes strange patterns of behavior. Besides discovering hidden aspects of animal life, the research also has intention of better understanding the circadian clocks(生物钟) present in all animals, including humans. The first circadian clocks evolved in the oceans, so studying them in ocean animals can tell us a lot about how they evolved and how they work and interact with each other, explains Kim Last, a researcher at the Scottish Association for Marine Science. Oysters(牡蛎), which open their shells to eat and spawn, also have a lunar rhythm, a new study shows.

2020版新一线高考英语新题型人教版一轮复习教学案第1部分选修7Unit3Underthesea含答案

Unit 3Under the sea [单词拼写应用] 核心单词 1．witness v t.当场见到；目击n．目击者；证人；证据 2．opposite prep.在……对面adj.相对的；相反的 3．pause v i.& n．暂停；中止 4．drag v t.拖；拉；扯 5．urge v t.催促；极力主张；驱策 6．neat adj.〈口〉好的；整齐的；匀称的 7．flee v t.& v i.逃离；逃避；逃跑 8．teamwork n．协作；配合 9．narrow adj.狭窄的；有限的；狭隘的 10．target n．目标，靶；受批评的对象 [语境运用]用所给词的适当形式填空。 1．The two stone lions standing in front of Tian'anmen have witnessed (witness)many great historic events. 2．The family abandoned their home and fled (flee) the country last year. 3．Parents and children should communicate more to narrow (narrow) the gap between them so that they can understand each other better. 4．He arrived at school early in the morning，dragging (drag) his heavy instrument case across the campus. 5．You'd better set yourself targets(target) that you can reasonably hope to achieve. 拓展单词 1．annual adj.每年的；按年度计算的n．年刊；年鉴→annually ad v.每年地；年度地→anniversary n．周年纪念(日) 2．accommodate v t.& v i.容纳；供应→accommodation n．住所；住宿 3．deep adj.& ad v.深深的(地)→deeply ad v.深深地→deepen v t.& v i.使加深；使强烈；变深；变低沉→depth n．深(度)；深处

Unit 3 Under the sea说课稿手稿

Unit 3 Under the sea语法知识说课稿 说课人：五里高中马超 尊敬的各位评委、老师和学长，大家好： 我名叫马超，来自沙洋县五里高中，今天我说课的章节是人教版高中英语选修7 Unit 3 Under the sea 的语言学习（Learning about language）部分。 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。教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。 语言学习（Learning about Language）分为词汇和语法两项。首先是词汇训练，通过表格、替换、填空等形式，巩固和运用课文中出现的生词和短语。然后是语法训练，通过找出课文和练习3短文中v-ing形式的被动式、用v-ing形式的被动式造句，以及用所给词的适当形式填空等，复习动词v-ing形式的被动式的用法。 我把语言学习分为词汇和语法两节课，本稿就第二节课语法的讲解进行一次简单的构思。 一、说教材 1.本节教学内容是人民教育出版社的选修7的语法项目―v-ing形式的被动语形式（包括一般式和完成式）。安排为本单元的第四课时。 2.课前学生已经学习了含有该语法项目的文章Old TOM THE KILLER WHALE，文章主题是虎鲸在每年须鲸迁徙时帮助捕鲸人捕捉须鲸，因此学生对v-ing形式有了一定的了解。 3. v-ing形式这一非谓语动词一直都是英语教学中的重点和难点。掌握它的用法对学生有非常重要的意义。教材要求复习v-ing形式的用法。本章节对v-ing形式有了更高的要求，学生要学会使用v-ing 形式的被动式（包括一般式和完成式），教学要求完成了教材中基础的练习题，我还增加单选和填空题型操练和巩固v-ing形式的用法。 4.鉴于选修7第23页和第64页都围绕语法知识点v-ing被动式，故将这两部分结合一起练习和讲解。 二、说学情 高二学生已在必修4第90页学过v-ing形式作主语、宾语、表语、定语、宾语补足语和状语，可能未完全掌握v-ing形式的用法。本节另补充v-ing被动式在一般式和完成式中的用法，一两节课时间很难让学生完全掌握v-ing的被动式，因此课后我会补充一些相关的练习和进行网上解疑活动。目前湖北英语高考题型更侧重于词汇和短语的运用而不再是语法知识，故让学生学习好这项语法有点难度。 三、说学习目标 1.巩固v-ing形式作主语、宾语、表语、定语、宾语补足语和状语。 2.学习和掌握v-ing被动式在一般式和完成式中的用法。 一般式：表示这个被动的动作正在进行或与谓语表示的动作同时发生。 完成式：强调这个被动的动作在谓语动词所表示的动作之前完成。

新课标2019_2020学年高中英语unit3undertheseasectionⅣusinglanguage教案含解析新人教版选修7

Section ⅣUsing Language (教师用书独具) A NEW DIMENSION(方面；维(数)) OF LIFE 19th January I'm sitting in the warm night air with a cold drink in my hand and reflecting(思考) on the day－ a day of pure(纯粹的) magic! I went snorkelling① on the reef offshore this morning and it was the most fantastic thing I have ever done. Seeing such extraordinary beauty②， I think every cell(细胞) in my body woke up. It was like discovering a whole new dimension of life. 崭新的生活空间 1月19日我正坐在温暖的夜空下，手捧一杯冷饮，回忆着当天的事情——这是纯粹的神奇的一天！这天上午，我戴着呼吸器在近海的珊瑚礁潜泳，这是我曾有过的最好的经历。看到这样奇特的美景，我觉得周身的每个细胞都苏醒了。就像发现了一个崭新的生活空间似的。 The first thing I became aware of③ was all the vivid(鲜艳的) colours surrounding ④ me — purples, reds, oranges, yellows, blues and greens. The corals were fantastic —they were shaped like fans, plates, brains, lace, mushrooms, the branches of trees and the horns of deer. And all kinds of small, neat and elegant fish were swimming in and around the corals. 我首先注意到的是我周围那些鲜艳的色彩——紫色、红色、橘黄、明黄、蓝色和绿色等。那些珊瑚都是稀奇古怪的——它们的形状像扇子、盘子、大脑、彩条、蘑菇、树枝和鹿角。还有各种各样小的、灵巧的和优美的鱼穿行在珊瑚丛中或环游于珊瑚的周围。 orange and white fish that hid in the waving long thin seaweed(海草). And I also loved the small fish that clean the bodies of larger fish⑤— I even saw them get inside their mouths and clean their teeth! It seemed there was a surprise waiting for me

高中英语真题-高中英语Unit3Underthesea语法导学案新人教版选修7_3

高中英语真题:高中英语Unit3Underthesea语法导学案新人教版选修7 一学习目标： 1 掌握v-ing 的被动形式，并会熟练运用(重点) 2 能正确说出v-ing在句中所做的成分。 二学习内容：v-ing 的被动形式 V-ing 形式由“do＋ing”构成，其否定形式是“not doing”, V-ing 可以带宾语或状语构成 V-ing 短语，没有人称和数的变化，但有时态和语态的变化。 自主学习 现在分词的用法 一、现在分词可在句中作定语、表语、补足语和状语。 1. 作定语现在分词作定语时多置于它所修饰的名词前:

This is a pressing question. 这是一个紧迫的问题。 He asked an embarrassing question. 他提了一个令人难堪的问题。 现在分词亦可置于它所修饰的名词之后: There were no soldiers drilling. 现在分词短语一般皆置于其修饰的名词之后: A little child learning to walk often falls. The men working here are all from the rural areas. 2. 现在分词用作状语现在分词及其短语从表意的角度看, 也可用作状语, 表示时间、原因、结果、条件、让步、方式或伴随情况等。其动作可能发生在谓语动词之前或之后, 也可能与谓语动的动作同时发生。(句子的主语就是分词的逻辑主语) (1)表示时间 Climbing to the top of the tower, we saw a magnificent view. Walking along the st reet, she saw a little girl running up to her. 强调与谓语动词的动作同时发生时, 现在分词之前可用连词when或while: When leaving the airport, they waved again and again to us. While watching TV in the room, I heard someone knocking at the door.

Unit3Underthesea说课稿人教高中英语选修七

Teaching plan for Unit 3 Book 7 Good morning, ladies and gentlemen! I’m very glad to be here to share my teaching ideas, I’m No._ Nice to meet all of you! Today, my topic is Under the sea. To get a better understanding of my teaching plan, I am going to analyze the lesson from 6 parts: Analysis of the teaching、teaching aims、the key and difficult points、teaching &learning strategies、teaching procedures and blackboard design. Part 1:analysis of the teaching Firstly, I’ll talk about part 1———analysis of the teaching.The topic is taken from unit 3 of book 7. It’s the first period of this unit telling us two anecdotes about how Old Tom ,a killer whale,helped whalers hunt and how it saved James’ life. After class I hope more students will pay attention to protecting sea animals. Senior Two students can cooperate with each other to finish a task. But their ability of using English is still limited. So it is very necessary to build up their confidence. Part 2: The teaching aims According to the new standard curriculum and the syllabus, after analyzing the teaching material,I think the teaching aims are as follows: 1.knowledge aims Knowledge aims are to enable the students to know the meanings of new words and expressions and understand the content of the passage. 2.Abilities aims Abilities aims are to develop the Ss’ reading strategies like skimming and scanning and to train the Ss’ ability of cooperation and communication. 3.Emotion aims Emotion aims are to stimulate the Ss’ confidence & interest in English and arouse the students to protect sea creatures. Part 3: The key and difficult points Based on the requirement of the syllabus and the students' characteristics, the key points are to learn some new words and expressions ,understand the relationship between the killers and the whalers and develop the Ss’ reading ability. The difficult points are to understand the relationship between the killers and the whalers and make the students realize the importance of protecting sea creatures. Part 4:Teaching & learning strategies In order to achieve the aims and overcome the key and difficult points mentioned above, I decide to choose “Communicative Approach”、“ Task—based Teaching Method” and “Situational Teaching Method”as the main teaching strategies. Learning strategies are skimming & scanning and cooperative & individual learning methods. Part 5: Teaching procedures Now ,I will talk about the most important part: part 5—teaching procedures. There are 4 steps in this part. Step1 Pre-reading (5m) Show some common sea creatures on the screen and ask some students what they

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。同时可以从文中学到许多描述事物和情景的生动手法。

(广东省用)高考英语一轮-作业手册(33)-Unit-3-Under-the-sea(含解析)-新人教版选修7备课讲稿

课时作业(三十三) [选修7 Unit 3 Under the sea] (限时：30分钟) Ⅰ.完形填空 A couple of years ago, when my son was just learning to walk, I found myself at the local Sunday boot fair. My son and I were __1__ up and down the field, when we saw a table that had some toy cars on. I said to my little boy that since he had been such a good boy, he could __2__ one of the 50p cars and I would buy it for him. After some time, he chose a car and it was only when I went to __3__ that I realized that I had 46p or a ￡10 note. I __4__ to pay with the ￡10 and the lady asked if I had anything __5__. I tipped out the 46p into my __6__ and said that it was all the change that I had. The lady at the stall only gave me a glance as I held it out to her, with an apologetic look on my face, and shook her head and __7__ to talk to another customer. I was shocked at her __8__. With a sinking heart, I __9__ to my boy and started to try to explain to him. __10__， he burst into floods of tears. Just as he had calmed down and had taken my hand to walk off, an elderly lady __11__ my arm. She said, “Excuse me, I couldn't believe how rude that lady was to you and your son and saw how __12__ your son was when you said that he couldn't have the car he had chosen and so I __13__ it for him.” My son __14__ stopped crying and smiled at her as she handed him the car. I was speechless and burst into tears as I was __15__ by this stranger's kindness. I couldn't thank her enough. Although the car only cost 50p to her, the unexpected kindness and thoughtfulness of this stranger still continues to affect my life and my actions today. 1．A.wandering B．running C．driving D．lying 2．A.try B．clean C．choose D．make 3．A.rest B．mend C．sign D．pay 4．A.tried B．managed C．agreed D．used 5．https://www.sodocs.net/doc/2519396052.html,rger B．smaller C．nicer D．smarter 6．A.drawer B．pocket C．hand D．wallet 7．A.had B．continued

统考版2022届高考英语一轮复习课时提能练33选修7Unit3Underthesea含解析新人教版

课时提能练(三十三) 选修7 Unit 3 Under the sea A：知识层面 Ⅰ.语境语法填空 A(考查派生词) Last week Mrs. Brown was driving back home after a 1．tasty (taste) meal in a KFC restaurant when a car bumped into hers. That driver obviously got drunk. She and her child 2．narrowly (narrow) missed being killed in the 3．scary (scare) accident, but the child was badly injured. She was in the 4．depths (deep) of despair those days. This case has 5．sharpened (sharp) the debate over a ban of drunken driving. After days of 6．reflection (reflect) I wrote an article, calling on people to raise the 7．awareness (aware) of risks when driving or walking on the road. I also gave some suggestions, including keeping a phone around in case something 8．urgent (urge) happened. B(考查动词) Recent years 9．have witnessed (witness) the fact that millions of Syrians, since the Syrian Civil War broke out, 10．have fled (flee) from their homeland to European countries. Pictures and videos of Syrians 11．yelling (yell) for food and clothing are often seen on television. As the war 12．drags (drag) on, western countries like France and Germany are feeling under pressure. They 13．are urging (urge) the international community 14．to abandon (abandon) failed policies and take measures to stop the war. C(考查句型) There used to be a small village 15．where the two rivers join. Last winter, a terrible earthquake completely destroyed the village, with dead bodies 16．lying (lie) here and there. It was a time 17．when the survivors had to live with cold and hunger.

高中英语_Unit 3 Under the sea投诉信的优化写作教学设计学情分析教材分析课后反思

本节课由我们日常生活中经常会接触到一些有瑕疵的商品或接受到一些不好的服务为引子，引入课题，引领学生说出“complain”、“complaint”的概念，然后再引到遇到上述情况时写一封投诉信也是个不错的主意。 第一步，围绕着投诉信优化写作这一中心主旨，在课前预习案中呈现了一篇高考曾经考过的投诉信的范文，让学生在高分作文中寻找亮点。为此，在“亮点”的设置上，专门设置了几个高级句型：（1）What annoyed me most is that… （2）I hope that\ I believe that…（3）…, which made it impossible to read.设置该句型的目的就是让学生在写作时去模仿使用或是变通使用。 欣赏完高分作文的同时，引领学生一起分析一下投诉信的写作框架： Dear ， I’m (自我介绍）. I feel sorry to trouble you but I’m afraid that I have to make a complaint about (投诉的问题）. The reason for my dissatisfaction is that (总体介绍）. In the first place, (抱怨的第一个方面）.In addition, (抱怨的第二个方面）.Under these circumstance, I find (抱怨给你带来的后果）. I’d appreciate it very much if you could (提出你的建议和请求）.And I’d like to have this matter settled by (限定解决问题的日期）. Your early reply will be highly appreciated. Yours, xxx 第二步，在这一框架的基础上，给出学生第一个情境You missed your flight because you think that it was not announced over the loudspeaker. Complain to an airline official.让学生在给定的框架的基础上去完成该篇作文的半成品： Dear airline official, I’m (你们航空公司的一位顾客). I feel sorry to trouble you but I’m afraid that . （我不得不就你们差劲的服务提起投诉） The reason for my dissatisfaction is that (由于你们没有广播而导致我错过了航班). （最令我恼怒的是）your workers refused to admit it was their fault. In addition, I had intended to attend an important meeting by that flight, (这也成为了不可能的事情). Above all, this unpleasant experience made me disappointed with your company. I’d appreciate it very much if you could (认真考虑我的投诉并改善这种情况). Besides, I’d like to have a full refund. I hope that ( 你能够告知我处理投诉的过程）. Your early reply will be highly appreciated. Yours, xxx