人教新课标英语Book7 Unit Three Under the sea单元教学细目与单元检测 导学案

Unit 3 Under the seaWarming Up1 Have you seen plants and animals that live under the sea? Where did you see them? Find out from your classmates where they saw them. Use the list below to help you.你见过生活在海里的植物和动物吗？你在哪里看到它们？从同学中查明他们在哪里看到的。

使用下列单词来帮你。

2 In groups, make a list of plants and animals that live under the sea and that you and your classmates have seen in any of the ways listed above. Share what you know about these plants and animals. Do you have any favorite sea plants or animals? Tell your classmates what they are.以小组为单位，列出生活在海底的植物和动物，以及你和你的同学在上面列出的任何一种方法中看到的植物和动物。

分享你所知道的有关这些植物和动物的知识。

你有最喜欢的海洋植物或动物吗？告诉你的同学它们是什么。

定语从句that live under the sea可以改成living under the sea现在分词作定语。

并列定语从句that you and your classmates have seen in any of the ways listed above中的关系词that一般不能省。

省略就会造成误解，就成了跟主句是并列关系了。

过去分词短语listed above作定语修饰ways中心词，相当于that is listed above定语从句。

Unit 3 Under the seaTeaching aims:1.TopicNature: animals and plants under the sea; legends of the seaeful words and expressions:Anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, cell, aware, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scare, shallow, entry, Antarctic, awesome, pension, pensionerExpressions: ahead of, in the meantime, help out, be/become aware of, be scared to death3.Functional items:Blame and ComplaintWhy didn’t you do…?What do you mean by doing so?I’d like to talk to the manager.Perhaps/ Maybe they should/ ought to do…They shouldn’t have done it.They are to blame. Why don’t you do something about it?I’m sorry to bring this up, but….?I’m sorry to have to say this, but…GrammarRevise the Passive Voice (Including the –ing form)复习动词-ing的被动式I had already heard that George didn’t like being kept waiting…As we drew closer, I could see a whale being attacked by a pack of about six other killer.Being badly wounded, the whale soon died.I could see he was terrified of being abandoned by us.When we approached him, I saw James being held up in the water by Old Tom. Teaching proceduresPeriod 1 ReadingStep 1. Warming upTalk about plants and animals that live under the sea, and then introduce the anecdotes.Step 2. ReadingTask 1: Ask the students to get the main idea and then discuss and answer the questions listed on p21:The passage is mainly about how the killer whales helped the whalers catch the huge whales and protected the whalers.Task 3: Read the passage once again and then finish the following exercises:1.________ killed the whale at last?A.Old TomB. The killer whalesC. The authorD. The whalers2.After the whale died, the whalers turned the boat around and went home because________.A.they know it would float up tomorrowB.they abandoned itC.the killer whales would drag it back soonD. a dead whale is useless3.The killer whale protected James by ________.A.fighting the sharkB.killing the sharkC.preventing the shark going closerD.dragging him back4.We can learn from the passage that __________.5. A. the whalers needn’t train the killer whalesB. the whalers may train the killer whalesC. the killer whales lived on other whalesD. the author worked in the whale station for a long time(参考答案: DACB)Period nguage learningStep 1. RevisionSs retell the text.Step 2. Language points1. witness n. 目击者, 证人, 证据; vt. 当场见到, 目击a witness to……的目击者give witness 证明，作证2． Abandon vt.放弃，遗弃，抛弃abandon to 使．．．．任凭摆布abandon oneself to 沉湎于abandon n. 放任，放纵，无拘无束with abandon 放肆地abandoned adj. 被抛弃的，废弃的abandonment n.离弃；放弃；抛弃Step 3 Learning about languageSs do Ex 1-3 on P21-22.Step 4. PracticeAsk the Ss to do Ex. 1 –3 on page 63.Period 3. Listening and speakingStep 1. Revision1.Go over the language points with the Ss together.2.Check Ss’ homework.Step 2. ListeningTask 1: Ss listen to the tape and finish ex 1-5 in p 25--26Step 3. talkingTask 2: Practice exercises on p26.The following expressions may be of help to the students:I suppose….Supposing…You may easily suppose that …I suppose so.As is generally supposed…I believe…I’m convinced that…I have no doubt about it.I have great belief in…I don’t believe that…I wonder…Step 4. Listening (on page 59)Task 3:Ss listen to the tape twice and finish Wb Ex 1-2 on page 65.Step 5. SpeakingTask 4: Ss in pairs practice talking on p 66.Period 4. Grammar: 复习动词-ing的被动式Step 1. Warm upFind out sentences which contain the Infinitive in the reading passage, and tell the function of each infinitive:Step 2. Explanations (重点讲解)Revise the Passive Voice (Including the –ing form)复习动词-ing的被动式I had already heard that George didn’t like being kept waiting…As we drew closer, I could see a whale being attacked by a pack of about six other killer.Being badly wounded, the whale soon died.I could see he was terrified of being abandoned by us.When we approached him, I saw James being held up in the water by Old Tom.Step 3 Finish Ex 1-2 on p22 orally in class, and make sure everyone knows the passive voice.Step 4. Exercise 1-2 on p64-65.Period 5. Reading (A New Dimension Life)Step 1. Pre-readingSs talk about under-sea animals and plants they know.Step 2. Reading :Task 1: Ss read the diary and try to get the main idea:Task 2: Ss read the passage again and finish Ex 1-4 on p24Step 3. Language focusExplain some language points if necessary:Aware adj. 意识到的，知道的be/become aware of 知道．．．，明白／意识到．．．make sb aware of sth 让某人明白某事so/as far as I am aware 据我所知awareness n. 意识，兴趣，知识awareness of 对．．．的感悟能力Period 6. WritingStep 1. Pre-writingRead the passage on p67Task 1: Ss gather information that they need and plan what they want to write according to the Writing Task on p68.Step 2. While-writingTask 2: Ss select and organize what they want to write and begin their writing.1.Ss choose the information that they can use;2.Ss begin to write;3.Ss check their mistakes in the writings;4.Ss in pairs check the mistakes;5.Ss rewrite their passage again.Step 3. After-writingSs show their writings in class.。

人教版高中英语选修7《Unit 3 Unde r the sea》教案2篇Teaching plan of unit 3 under the sea人教版高中英语选修7《Unit 3 Under the sea》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 3 Under the sea》教案2、篇章2：人教版高中英语选修7《Unit 3 Under the sea》教案篇章1:人教版高中英语选修7《Unit 3 Under the sea》教案教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。

教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

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、奇妙景观和有关大海的神话展开的。

Warming Up部分通过讨论海底生物和了解海底世界的途径导入本单元话题。

Pre-reading部分通过讨论图片导入课文并介绍故事背景。

Reading部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。

课文中采用了大量的动作描写，并使用了大量的-ing形式。

Comprehending部分由三个练习题组成，旨在逐步加深学生对课文的理解。

Learning about Language部分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部分包括阅读和写作两部分。

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。

写作部分要求学生仿照课文描写景物。

本部分中，形容词的顺序和复合形容词的构成也是学生应了解的内容。

Summing Up部分要求学生对本单元的内容、词语和结构进行总结，有助于学生Learning Tip 部分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) 掌握运用-ing 形式的被动式；(3) 学会在对话和写作中表达责备、抱怨以及要求赔偿。

2. 教学难点(1) 帮住学生更多地了解海洋生物，培养学生尊重海洋、爱护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．教学计划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)IV．教学步骤：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.(1)The writer didn’t believe that killer whales could help whale hunters until he saw it withhis own eyes.(2)When the writer heard the great noise, he knew that a killer whale was telling them thatthere was a whale nearby.(3)Gorge could hardly wait to hunt a whale and followed the killer without putting on rightclothes.(4)Gorge beat the water with his oar so that the killer could swim faster.(5)There were altogether seven killers attacking a whale.(6)After the whale died, the hunters dragged it home.(7)It was a shark that saved James after he fell into the sea.Suggested Answers:(1) True(2) It was Gorge who told the writer that Old Tom was telling them there was a whale.(3) It was the writer who didn’t have the right clothes on.(4) Gorge beat the water because Old Tom disappeared.(5) True(6) After the whale was killed, it was the killers that dragged it into deep water.(7) It was Old Tom that saved James.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.(1) crash (line 9,para.2): fall or strike (sth.)suddenly and noisilyThe huge rock crashed down onto the car. 巨石砸在了车上。