reading人教选修7 unit3

Part 1. Warming upPart 2. Pre-reading, reading and comprehending1.I thought，at the time，that this was just a story but then I witnessed it with my own eyes many time.我当时认为这只是个故事，但是后来我却屡次亲眼目睹了这样的事情。

witness vt.目睹；目击；为……作证句型witness to (doing/having done) sth.证明某事；证实做了某事Police are appealing to any driver who may have witnessed the accident.警方正呼吁曾目睹这事故的司机出面作证。

The 1980s witnessed increasing unemployment throughout Europe.20世纪80年代是全欧洲失业日益加剧的年代。

Her principal was called to witness to her good character.她的校长被传唤来证明她优良的品质。

The driver witnessed to having seen the man enter the building.司机作证说，他看到此人进入那栋建筑物。

n.证据；目击者He has been a witness to a terrible murder.他目击了一起残忍的凶杀事件。

His good health is a witness to the success of the treatment.他身体安康证明这种疗法是成功的。

2.One afternoon I arrived at the station, as I was sorting out my accommodation, I heard a loud noise coming from the bay.归纳总结accommodation n.住处；停留处；和解，调解；(pl.)住宿，膳宿(1)make accommodations for...为……提供膳宿book accommodation at a hotel向旅馆预订房间arrange sb.’s accommodation给某人安排住处……提供住宿〔或膳宿〕；容纳；为……提供空间；考虑到；顾及；帮助；给……提供方便；顺应，适应〔新情况〕accommodate...to=adapt...to使……适应accommodate oneself to=adapt (oneself) to适应；顺应……即学即用〔1〕客座艺术家们只好自掏腰包支付食宿费用。

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。

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。

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 animals1. Lobsters, clams (蚌), and oysters have ________. (A)A. hard shellsB. holdfasts（吸盘）C. tentacles（触须）2. The largest animal in the sea is ________. (C)A. the white sharkB. the giant kelpC. the blue whale3. An octopus moves by ________. (C)A. walking on its tentaclesB. sliding on its backC. shooting out a stream of water4. The sea anemone(海葵) is ________. (B)A. a plant that looks like an animalB. an animal that looks like a plantC. the largest flower in the sea5. A seahorse swims by ________. (A)A. moving the fin (鳍) on its backB. moving its tailC. squirting (喷射) water out of its mouth6. Which one is a mammal that lives in the sea? (C)A. a starfishB. an octopusC. a whaleHow much do you know about sea animals? T or F1. Different types of fish live in different parts of the ocean. (T)Some live close to coral reefs. Some live near the surface. Some even live in the deep water close to the bottom of the ocean.2. Sharks are one of the better known predators (食肉动物) in the sea but they don’t have teeth.(F)Many sharks have sharp teeth that are used to catch their food.3. Fish usually travel in schools because they like to be together. (F)The movement of all the fishes may confuse a predator. Plus, there are more eyes to look out for danger.4. Coral reefs are created by dead creatures called polyps (珊瑚虫). (F)Polyps are tiny creatures that form a hard skeleton to protect their bodies.5. Seals spend all of their time in water. (F)They must return to the surface to breathe, just like other mammals.6. A seal can go for 40 minutes without a breath. This allows them to dive to a depth of over 2,000 feet. (T)7. Mother penguins keep the egg on her feet for 60 days without eating anything. (F)Father does the job.8. Jellyfish are creatures that have no bones and they are hidden on the seabed. (F)They are creatures that just float in the ocean.Sea transportation? （海上运输）canoe 独木舟 sailboats 帆船ferry渡轮submarine 潜水艇banana boats kayak 皮划艇jet ski 水上摩托fishing boats 渔船tanker 油船ocean liner 远洋定期客轮■话题语句（2）1. 有关海洋的词汇sea 海ocean 大洋bay 海湾,湾gulf 海湾、鸿沟cape 海角headland 海角,岬cliff 悬崖峭壁strait 海峡reef 礁石sandbar 沙洲tide 潮wave 浪iceberg 冰山delta 三角洲mouth 河口seaquake 海震,海啸low water 最低水位territorial waters 领海,领水current, watercourse 水流rapids 急流port, harbour 港(美语harbor)the Antarctic 南极洲offshore 近海的; 海面上的注：shore，seaside，beach，coast，bank的不同1)shore 指海岸，湖岸，也指近海的一带。

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.。

教学过程一、复习预习教师引导学生复习上节内容，并引入本节课程内容二、知识讲解考点/易错点1 重点单词1. witness① vt.目击,作证,证明1. We all came to witness history and watch the historic flight of teacher Christa McAuliffe. 我们聚集一起见证历史，观看教师克里斯塔•麦考利夫历史性的飞行。

2. Did anyone witness the robbery?有人亲眼看到那次抢劫了吗?witness an accident, a murder, a quarrel 目击一事故、谋杀事件、一场争吵②vi. 作证人He witnessed to having seen the man enter the building.③n. 证人,目击者,证据,证明,证词Life without a friend is death without a witness 在世无朋友,死后无证人。

The witness stated the facts very clearly. 证人把事实陈述得很清楚。

give witness on behalf of sb 替…作证be a witness to …. 是…的目击者witness to sth doing sth (在法庭上)作证bear / give witness to sth 作证支持某人2. accommodationn. 膳宿,旅馆房间;容纳,提供,适应Accommodation is expensive in this city.这个城市住房昂贵。

I will do my utmost to help you find accommodation.我将尽我最大之力帮你找到住处。

Can I raise a point about accommodation?我可以提出一个关于膳宿供应的看法吗To look for accommodation 寻找住处Provide food and accommodation for sb 向某人提供食宿3. abandonabandon vt. 抛弃,离弃,遗弃;放弃In his early days he abandoned medicine for literature.他早年弃医学文。

1．witness vt.当场见到；目击 n ．目击者；证人；证据 ①witness to...(to 为介词)证实，证明…… witness for 为……作证 be witnessed by 由……证明②be a witness to 是……的证据/证人bear/give witness to 做……的证人，为……作证 in witness of 作为……的证据2．accommodation n ．住所；住宿；和解①make/offer accommodations for 为……提供食宿 arrange sb.'s accommodation 给某人安排住处②accommodate v t .向……提供住处(或食宿)；容纳，招待住宿；供应，供给；使适应，使适合，调节适应……accommodate sb.with 向……提供accommodate ＋⎩⎪⎨⎪⎧to...适应……...to...(＝adapt...to...)使……适应……oneself to (＝adapt oneself to )使某人适应3．opposite prep.在……对面 adj.相对的；相反的be opposite from 与……相反；不相容 be opposite to 在……对面；与……相反 oppose v t .反对opposed adj .反对的，不同的 be opposed to 反对…… opposing adj .对抗的opposition n ．反对；反抗Idealism is opposite from materialism.唯心论和唯物论是对立的。

4．yell vi 大叫；呼喊 n ．叫声；喊声 ①yell at 冲……大喊yell one's head off 大声叫喊 yell out 大声喊叫 yell for help 大声呼救②let out(give)a yell 大喊一声 5．pause vi.& n ．暂停，停顿 ①pause to do sth.停下来去做某事 pause for 停下来为……②give sb.pause(for thought)让某人停下来(仔细思考)/without pause 不停 6．flee vi.逃避；逃跑vt.逃离 flee(from) 从……逃跑 flee to/into 逃到……flee in all directions/every direction 四处逃窜 flee the responsibility 逃避责任 lee/escapeflee作“逃跑”讲时可作及物和不及物动词，指因害怕会有危险而逃离某地，重点在动作本身。

选修7 Unit 3 Under the sea - ReadingOLD TOM THE KILLER WHALE虎鲸老汤姆I was 16 when I began work in June 1902 at the whaling station. I had heard of the killers that every year helped whalers catch huge whales. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.On the afternoon I arrived at the station, as I was I sorting out my' accommodation, I heard a loud noise coming from the bay. 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. It was black and white and fish-shaped. But I knew it wasn't a fish."That's Old Tom, the killer," one of the whalers, George, called out to me. "He's telling us there's a whale out there for us."Another whaler yelled out, "Rush-oo ...rush-oo." This was the call that announced there was about to be a whale hunt."Come on, Clancy. To the boat," George said as he ran ahead of me. 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.Without pausing we jumped into the boat with the other whalers and headed out into the bay. I looked down into the water and could see Old Tom swimming by the boat, showing us the way. A few minutes later, there was no Tom, so George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again.Using a telescope we could see that something was happening. As we drew closer, I could see a whale being attacked by a pack of about six other killers."What're they doing?" I asked George."Well, it's teamwork - the killers over there are throwing themselves on top of the whale's blow-hole to stop it breathing. And those others are stopping it diving or fleeing out to sea," George told me, pointing towards the hunt. And just at that moment, the most extraordinary thing happened. The killers started racing between our boat and the whale just like a pack of excited dogs.Then the harpoon was ready and the man in the bow of the boat aimed it at the whale. He let it go and the harpoon hit the spot. Being badly wounded, the whale soon died. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea. The men started turning the boat around to go home."What's happened?" I asked. "Have we lost the whale?""Oh no," Jack replied. "We'll return tomorrow to bring in the body. It won't float up to the surface for around 24 hours." "In the meantime, Old Tom, and the others are having a good feed on its lips and tongue," added Red, laughing.Although Old Tom and the other killers were fierce hunters, they, never harmed or attacked people. In fact, they protected them. There was one day when we were out in the bay during a hunt and James was washed off the boat."Man overboard! Turn the boat around!" urged George, shouting loudly.The sea was rough that day and it was difficult to handle the boat. The waves were carrying James further and further away from us. From James's face, I could see he was terrified of being abandoned by us. Then suddenly I saw a shark."Look, there's a shark out there," I screamed."Don't worry, Old Tom won't let it near," Red replied.It took over half an hour to get the boat back to James, and when we approached him, I saw James being firmly held up in the water by Old Tom. I couldn't believe my eyes.There were shouts of "Well done, Old Tom" and 'Thank God" as we pulled James back into the boat. And then Old Tom was off and back to the hunt where the other killers were still attacking the whale.1902年6月，我开始在捕鲸站里工作，那时我才16岁。

Unit3 课文难点分析1. On the afternoon I arrived at the station, as I was sorting out my accommodation, I heard a huge noise coming from the bay. 一天下午我来到工作站，正在整理床铺的时候，听到从海湾那边传来一阵喧闹声。

1) on表示“在具体某一天或某天的上、下午”。

泛指上、下午、晚上、夜间时用in the morning/afternoon/evening, at night；但若指具体某一天的上述时段时，则一律用on。

如：on Monday在星期一on May 1st在五月一日There will be a wedding on the morning of May 3. 在五月三日上午会举行一场婚礼。

I heard a shot on the morning of March 18.三月十八日早晨我听到一声枪响。

On my arrival home，I found he had gone already．当我到家时，我发现他已经走了。

☆当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in。

Early in the morning of Teachers’ Day, I sent flowers to my teacher.教师节一清早，我便送给我的老师一些鲜花。

☆当morning，afternoon，evening有前位定语或后置定语限定时，就不用in而用on。

on a cold (winter) noon 在一个寒冷（冬天）的中午on Monday morning 在星期一上午on the morning of March 3rd在3月3日上午2）sort 有动词和名词两种词性，在本句中用作动词，意思是：“把……分类；挑选，区分；整理”。