高中英语人教版选修7 Unit 3 Under the Sea period1 测试(学生版)

Book 7 Unit 3
Under the Sea
Period 1: Vocabulary
Learning tips：
1. Memorize new words in different ways:
Similar words Opposite words Paraphrase Word formation
• accommodation n. 住所；住宿；调解 • shore n. 岸；海滨 • offshore adv.&adj. 近海（的）；离岸（的） • opposite prep. 在……对面adj. 相对的；相反的 • yell vi. 大叫；呼喊n.叫声；喊声 • pause vi. & n. 暂停；中止 • oar n. 桨；橹 • telescope n. 望远镜 • teamwork n. 协作；配合 • blow-hole n. （鲸鱼的）鼻孔；（隧道的）通风口 • dive vi. & n. 跳水（的动作）；潜水（的动作）；俯冲
2. Put the words in different contexts to know the exact meanings.
Read all the new words and expressions in this unit , try to remember as many as you can, and we will have a small test tomorrow.
Words and expressions
• snorkel vi. 戴潜水通气管潜泳n.（潜水艇或潜水者的）通 气管
• aquarium n. 水族馆；水族箱；养鱼缸 • anecdote n. 轶事；奇闻 • Clancy n. 克兰西（男名） • baleen n. 鲸须 • baleen whale 须鲸 • annual adj. 每年的；按年度计算的n.年刊；年鉴 • migration n. 迁徙；迁居；移居 • witness vt. 当场见到；目击n.目击者；证人；证据

人教版高中英语选修7教案Unit3UndertheSea人教版高中英语选修7教案Unit 3 Under the Sea Unit 3 Under the Sea一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1shre/seaside/beah/ast/ban 2flee/esape 3 deep/deepl 词形变化1 depth n 深, 深度,deepl adv深深地deep ad&ap adv 深的;深入地,2 nserve v 保存, 保藏nservatin v 保存, 保持3vivid ad 生动的, 鲜明的, 活泼的vividl adv 生动地, 鲜明地4 aese ad 引起敬畏的, 可怕的ae n 敬畏ae vt敬畏tast ad 好吃的, 可口的taste v品尝;n味道, 味觉tasteless ad 没味道的, 无鉴赏力的重点单词1 annual ad 每年的；按年度计算的/ n 年刊；年鉴2 itness n 目击者；证人；证据vt 当场见到；目击3 adatin n 住所4 abandn vt 放弃；遗弃；抛弃reflet vt 映射；反射vi &ap vt 思考6 aare ad 意识到的；知道的7 sare vt 恐吓vi 受惊吓重点词组srt ut整理；挑出help ut 帮助……（摆脱困难或危难）；协助；使……脱离困境thr neself ut f 跃出upside dn上下翻转过重点句型1 It as a tie h en the iller hales, r “illers” as the ere then alled, helped the halers ath the baleen hales that ere n their annual igratin2 I had alread heard that Gerge didn’t lie being ept aiting, s even thugh Ididn’t have the right lthes n, raed after hi3 I’sittin g in the ar night air ith a ld drin in hand and refleting n the da-a da f pure agi!重点语法被动语态（II）(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1) shre/seaside/beah/ast/ban n海边，海岸【解释】shre 指海岸，湖岸，也指近海的一带。

Unit 3 Under the seaPeriod 1 A sample lesson plan for reading(Old Tom The Killer Whale)IntroductionIn this period, after the warming up, students will first be guided to imagine, talk and share what they know about festivals. Then they will be helped to read two anecdotes. The reading will be carried out by steps of: pre-reading by defining anecdote, reading aloud to the recording, reading for forms, copying and making sentences, understanding difficult sentences, reading and transferring, reading the text once again for the type of writing and summary of Old Tom The Killer Whale and retelling the text in your own words. The period ends in students putting the text on stage.ObjectivesTo help students understand the text’s forms and contents and learn about under the seaTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up talking about ocean plants and ocean animalsHello, class. Have you been to the sea? This week we shall go to the sea to learn about ocean plants and animals. What do you know about them?There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots whichsimply drift about with the water. The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean.As for ocean animals, they are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can grow to fairly large size. Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. The third type of sea animal spends its entire life on or in the ocean bottom.To learn more about ocean and sea, go to page 20.2. Pre-reading by defining anecdote.We are next to read Old Tom The Killer Whale. It is made up of two anecdotes. Then what is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth.Let's start with a definition:"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling themif they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when we lack proof, IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have:"Man prefers to believe what he prefers to be true." — Francis Bacon"Now let’s go to page 20 to read the two anecdotes.3. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.4.Reading for formsIn using the context to help you guess unknown vocabulary, you can refer first to immediate context and then to the wider context in which a word is found. The immediate context is the sentence in which a word is found, and sometimes the sentences immediately before and after this. The wider context can include other sentences and even other paragraphs in a text. Both forms of context can often provide important information which helps you guess the meaning of unfamiliar words.Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.5. Copying and making sentencesA collocation is two or more words that often go together. These combinationsjust sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.6. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences.If you have any problems which are too difficult for you to solve do not hesitate to put them to me.7.Reading and transferringIn pairs, read the text, find information to complete the following form.8. Reading the text once again for the type of writing and summary of Old Tom The Killer WhaleDetermining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now read the text once again for the type of writing and summary of Old Tom The Killer Whale.Typeof writingA narration Summaryof storyI witnessed Old Tom, the killer attacking a whale together with six other killers.9. Retelling the text in your own wordsWe are next to retell the text in our own words with the help of table above.10. Closing down by putting the text on stageTo act out is something like to carry out, to perform or to realize something. Acting out the text is a very good way to improve students’spoken English.To end this period let’s try to put the text story into a play.。

英语：Unit3《Under the sea》Period 7教案（新人教版选修7）Period 6 Listening，Speaking and WritingTeaching aims1．Learn to find out the causes and wanted results of each plaint.2．Learn to use the expressions people use to plain in the listening text. 3．Be able to use polite expressions to plain in certain situations.Teaching proceduresStep 1 Lead－inFirst，have a small talk about the whale watching tour：How do you feel if you see them in the flesh？Do you enjoy a whale watching tour? Next，tell students sometimes not everything turns out the way you wish，so read the ad on Page 25 carefully and find out what you can get if you fail to see these lovely whales.After reading it，discuss and find answers to these questions：1．What can you experience on this tour?2．Would you like to go？What aspect of the tour would you like best?3．When would you get a refund?Suggested answers：1．You can see whales，listen to whales singing，watch them underwater，see other marine animals such as dolphins，seals and penguins.2．Various answers are possible.3．If you don't see a whale，you would get half the fare back.Step 2 Listening(Page 26)1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think were good(G)and the aspects they might plain about(B)．Listen to the tape and check your answers.Then listen againand number the aspects in the order you hear them.Aspects Good/Bad Order1．Saw whales filmed underwater2．Saw only one whale in the distance3．Heard whales4．Too wet to go outside5．Saw birds，dolphins and seals6．Boat got back too lateGood aspects：1 3 5Bad aspects：2 4 6Order：4 3 1 6 5 22．Listen again.When the tourist plained，what result did he/she want to get from the tour guide and what was the actual result？plete the table below.Suggested answers：3.Listen to the expressions that each customer used to make his/her plaint.plete the sentences.Dialogue 1(1)I'm sorry but ______ with the tour.(2)Well，it was ______ outside...My two kids ______.Dialogue 2(1)Yes，the whales were awesome but ______.(2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________.Dialogue 3(1)Excuse me，the tour ____________ and we'd ____________ please.(2)____________ as we're visitors to this area and we're leaving tomorrow morning.(3)Well，actually，____________.Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointed Dialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refund Dialogue 3：wasn't what my husband and I had expected；like a refund；I'm afraid that's no good for us；we'd like a full refund4．Listen to the first dialogue and fill in the missing words.TOUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales. ANGELA：Well.I'm afraid that's not ______ ______.I'd like to talk to the manager. TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me.The ______ is that you ______ ______ whales.Keys：can't control；did see；good enough；do you any good；agree；fact；did see Step 3 SpeakingWork with your partner，make up dialogues for the following e expressions like the ones in the box.Perform them for the whole class. Situations：1．You missed your flight because you think that it was not announced over the loudspeaker.plain to an airline official.2．The fish you ordered tastes terrible.plain to the manager of the restaurant. 3．The trousers the tailor made for you are too short.plain to the tailor.I'm sorry but... I'm afraid...That's not good enough.I'm feeling annoyed with/unhappy about/unsatisfied with...I'm not happy about/satisfied with...I'd like to talk to the manager.I'd like a full refund，please.That's no good for me.You should do something about it.Step 4 WritingWrite a short dialogue you made up above down.。