高二英语选修7-unit3教案

一、词汇 &短语1.目击 v. ________________________2.暂停 vt./n. ___________________3.每年的 adj. ___________________4.拖 , 拉 vt. _____________________5.催促 vt. _______________________6.深（度） n. ____________________7.协作 n. ________________________8.住所 n. ________________________9.相对的 _______________________10.逃离 v. ________________________11.放弃 vt. _______________________12. ______________________ 帮助（某人）摆脱困境14． __________________ 瞄准13． __________________ 优于；在⋯⋯前面15． __________________ 靠近16． __________________ 在此期间；与此同时17．帮助（某人）摆脱困境或危难二、知识详解1.【原句】 that this was just a story but thenI . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。

witness vt 当场见到；目击 n 目击者；证人；证据be （a） witness to sth 目击，看见witness sth 见证，目击，作证bear/give witness to 为⋯作证，为⋯ . 的证人witness to doing （在法庭上）作证1）.His good health is a to the success of the treatment.他身体健康证明这种疗法是成功的。

Unit 3 Under the seaPeriod 1 Reading(1)Old Tom the Killer WhaleTeaching Aims:1. Read a passage about robot and get some information from it.2. Practise the skills of careful-reading and fast-reading.Procedure:Step 1. Warming up (4 minutes)1.Tell students we are on a snorkeling trip under the sea and will come across a great variety of marine animals and plants：dolphins，turtles，manatee，eels，octopus，squids，butterfly fish，kelp，sea star，angel fish，clown fish/anemone fish，parrotfish，sea flower/anemone，sea－slug，clam，coral，jellyfish，seahorse，shark，etc.2.In groups,make a list of plants and animals that live under the sea.Step 2. Fast--reading (17 minutes)1. Ask the students to read the passage quickly within 8 minutes and do exercise 1and 2 on page43 in Yingzaiketang .2. Check the answers.Ask one student to write his or her answers on the blackboard. Show the right answers and ask students to check them.Step 3. Careful-reading (18 minutes)1. Ask students to read 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 downinto the depths 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.Ask students to read Part 1 of the reading passage again 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.Keys：cfegbadh2. Check the answers.Step 4Discussion (2minutes)Read the passage and discuss：1．What is the relationship between Old Tom and the whalers?2．What other animals can help out humans in hunting?Step 5Debate (3 minutes)The 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 6. Homework (1 minute)1.Read the text again and again.2.Surf the internet to learn more about whalesStep 7 Reflection after teaching:Period 2 Language Points （1）Teaching Aim:Remember and practise using Useful phrases and sentences.Procedure:Step 1 Learning phrases and sentencesUndarline the useful phrases and sentences and try to translate them.Useful 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 猛力跃出水面crash down 坠落call out to sb. 高声对某人说yell out 大声喊叫ahead of 在……前面head out into the bay 朝海湾方向驶去circle back 转回来a pack of 一群in the bow of the boat 在船头aim at 瞄准hit the spot 击中要害within a moment or two 片刻之后the depths of the sea 深海中float up to the surface 浮出水面in the meantime 同时have a good feed on sth. 饱餐一顿wash off 冲走man overboard 有人落水the sea was rough 波涛汹涌be terrified of doing sth. 害怕做某事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 2 Remember Useful phrases.Step 3 Study difficulty sentences.Step4. Test (10minutes)1. Do exercise V on page 49 in yingzaiketang.2. Check the answers.3. Deal with the problems.Step 5. Homework.1. Preview grammar on page 32,33 inyingzaiketang.2. Remember the words of this period.Step 6 Reflection after teaching:Period 3 Language Points（2）Teaching Aim:1.Remember and practise using 10 Language Points on page44-47 in Ying zaiketang.2.Do some exercises .Procedure:Step 1. Master 10 Language Points. (20minutes)1. Ask students to remember10 Language Points and their usage on page 44-47 in yingzaiketang. After remembering them, let's practise using them.1．witness vt.(1)be present at(someplace)and see it 当场见到/目击Did anyone witness the accident？有人亲眼看到那次事故了吗？(2)“见证了”，时间、地点等作主语。

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.教学过程Step 1Warming up1．Ask some students to show some pictures of their favorite sea animals and introduce them to the class.The introduction should cover these aspects：·The English and Chinese name of your favorite sea animal.·Where did you find it?·Some features of it，its distribution，or living condition. Anything about it is welcome.·Why do you like it?2．The teacher show the picture of a killer whale and do a small quiz about it.(1)What's the Chinese and English name of this whale?虎鲸Killer whales(2)Can you match these whales with their Chinese and English names？(Show students some pictures of different whales.)baleen whale 须鲸sperm whale抹香鲸blue whale 蓝鲸white whale白鲸(3)Which of these kinds of whales can grow to be the largest?Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)(4)Humans have been hunting whales for more than __A__ years.A．2000B．1000C．500(5)Will the killer whales attack people and eat them？No.(6)Does a female killer whale give birth to a baby whale or lay eggs？Give birth to a baby whale.(7)What does a newly－born baby killer whale feed on？__C__A．Small sea animals. B．Sea plants. C．Its mother's milk.(8)Do the killers belong to the family of dolphins or whales？Dolphins.(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.A．40－50B．50－60C．60－70D．80－90(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.A．2－50 B．20－50 C．30－60(11)How many sounds can a killer whale make？62 sounds.(12)Are killers endangered species and in need of conservation？No.(13)The killer whales are sometimes called the “__A__ of the s ea” because they are both very fierce.A．wolf B．dog C．tigerStep 2Pre-reading1．Read the words in Pre－reading on Page 19 quickly and fill in the form.Step 3Skimming1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.Main ideas：Anecdote one：The killer whales helped the whalers to catch a baleen whale.Anecdote two：Old Tom saved a whaler James.2．Fill in the blanks with the names of the roles in the text.(1)______was 16 years of age when he went to work at the whaling station.(2)______orderd 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.Suggested answers：(1)Clancy(2)George(3)Old Tom(4)Jack(5)James (6)RedStep 4Scanning1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.Anecdote one：There was perfect cooperation between the whalers and the killer whales.Before the huntThe killers' action：Threw_itself out_of the water and then crashed_down again.Swam_by the boat，showing the whalers the way.Circled back to the boat, leading the whalers to the hunt.The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.They jumped_into_the boat with the other whalers and headed_out into the bay.During and after the huntThe killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；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 depths of the sea.The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.Started turning the boat around to go home.Anecdote two：The dangers facing James：(1)He was washed_off_the boat and was carried_away_by rough waves.(2)There was a shark out there.The help offered by Old Tom：(1)Old Tom wouldn't_let_the shark near.(2)Old Tom firmly held James up in the water.2．Reading aloud and underlining expressions.Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.Suggested answers：Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water3．Reading，identifying and settling.Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficult sentences and discuss them among their group members.They may also turn to the teacher for help.·...George didn't like being kept waiting...·...I could see a whale being attacked by a pack of about six other killers.·Being badly wounded，the whale soon died.·...I could see he was terrified of being abandoned by us.Step 5DiscussionAfter the students read the passage，ask them to discuss the following questions in groups and then report to the class.1．Why has the killer whale got the name Old Tom?2．Do you like killer whales？Why or why not?Suggested answers：1．Old Tom is a person's name. In my opinion，the reasons why the killer in the text is called so may be two. For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name. For another，the whalers called it Old Tom，just as they were calling a man. That is to say，the whalers treated it as their dear friend. In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea. In return，the killer can get part of the baleen whale as its food. So to some extent，the whalers and killers are depending on each other. They cooperated well and lived in harmony with one another.2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near. They are so clever and friendly to human beings. What's more，they worked as a team，which should be learned by us when we are working.I don't like them. Though they are clever and friendly to us，they are too fierce. To my great surprise，they should eat the flesh of another whale. I could hardly believe it. I have never heard of one animal killing his families and even eating their meat. How pitiful it is!Step 6Further－thinking1．What else do you think is amazing in the story？Show your evidence.2．What is an anecdote?Suggested answers：1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing. But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue. Or they just want to share it with the whalers in return for their cooperation.2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.Step 7ConsolidationAsk students to retell the passage with the help of their worksheet.1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James. Your anecdote should at least consist of two paragraphs：Paragraph one：about the writer，time，place and what happenedParagraph two：detailed information about the anecdoteFor reference：Step 8DebateThe 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 9Homework1．Write down the useful new words and expressions，then learn them by heart.2．Write down an anecdote in the name of Old Tom，the baleen whale or James.。

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。

新人教版高二英语选修七Unit 3Under the sea Period 1Vocabulary and WarmingUp 教案Period 1V ocabulary and Warming UpTeaching aims1．Learn to pronounce the new words correctly and know their exact meanings in the context.2．Guide students to use the new words in complete sentences with the help of pictures.3．Learn to use the correct forms of the new words according to the context.Teaching proceduresWarming up1．What is it in the second picture？And where are the watchers？(an aquarium)2．Why do people buy aquariums or visit aquariums？(to decor ate rooms/raise pets/watch sea creatures，etc.)3．So in general what is an aquarium?(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.)4．Where can you find these creatu res？(oceans/seas/coral reefs...)5．What words would you like to use to describe them？(beautiful/wonderful/marvelous/splendid...)Get familiar with the new wordsShow pictures—lead students to output the new words—to make a complete sentence.Picture 11．What special equipment is the man wearing？(a snorkel) 2．What is the man doing？(go/be snorkelling)3．Do you think it is very deep？Guess the depth of the word will you use to describe the water？(deep/shallow/...in depth)Suggested answers：A man is snorkelling in shallow water which is probably meter in_depth.Picture 21．Where is the photo taken？(under the water)2．What is it in the dark？(a cave)3．Look at the entry of the cave；what word will you use todescribe it？(a narrow entry)Suggested answers：A camera is falling into a cave with a narrow entry.Picture 31．Where are the people？(near the shore/at the seaside)2．Suppose you were one of them，what would be your feeling or reaction when facing a whale?(yell/be scared to death/flee from the shore)3．Suppose these are local people and the whale has difficulty returning to the sea，what will they do in your opinion？(help...out)4．Suppose the next day a news reporter gets the scoop and interviews them，what is the relationship between them？(interviewer and witnesses/interviewees)5．According to the information you get，say something to describe the picture.Suggested answers：At the seaside，there is a crowd of people yelling when facing a whale and some o f them are scared to death，even trying to flee.OrNear the shore a whale gets stuck and some local peoplewant to help the whale next day a news reporter interviews relationship between them is i nterviewer and witnesses.Picture 41．What is the animal called in English？(seals)2．Usually，where do you suppose we can find seals and penguins？(in Antarctic)3．What word will you use to describe the snow and the whole scenery？(pure white/beauty)4．What will they do next according to the picture？(leap) 5．Say something to describe the scenery.Suggested answers：Seals are common animals in ‘t it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background?Picture 51．What is it？(a sea－slug)2．What can you see on the back of the sea－slug？(with vivid colors and stripes/it is a striped sea－slug)3．In general，animals and plants with vivid colors are are...(poisonous)4．Say something about the picture.Suggested answers：The ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes，but generally speaking，animals and plants with vivid colors are poisonous .Picture 61．Is the fish swimming in the normal way？(hang upside down)2．What do you suppose it is doing？(eating tasty plants)Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean.ConsolidationOne afternoon I was sorting out my a______ when I heard a huge noise coming from the we ran down to the s______，we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.With Old Tom guiding the way，we soon got close to the hunt，astonished to see a whale being a______ by abou t six other killer t______ themselves on top of the whale’s blow－hole to st op it b______ while others tried to stop it f______ out to a whale hunter in the boat a______ the harpoon at the whale and hit the whale killer whales d______ the body of thewhale down into the body would f______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______.On another occasion，James，a whaler，was w______ off the was terrified to see a shark a______.Fortunately，Old Tom held James up in the water while the other killers were still attacking the whale.Suggested answers：accommodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approachingHomeworkGet more information about sea creatures on the Internet.。

Unit 3 Under the seaWarming upHave you seen plants and animals that live under the sea? Where did you see them? On a snorkeling tripAt an aquariumOn a boat tourIn booksIn filmsOn TM nature programmesOn the internet一些海底的其他动物:海星sea star 珊瑚coral水母jellyfish 海豚dolphin 海鸥gull海龟turtle海豹sealNew wordswitness v. 目击，做证n. 目击者，证人，证词pack 打包，收拾行李flee 逃跑，消失abandon 遗弃，抛弃annual 每年的Reading1.I thought , at the time, that this was just a story but then I witnessed it with myown eyes many times.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 just a story作thought的宾语。

2.On the afternoon I arrived at the station, as I was sorting out my accommodation, Iheard a huge noise coming from the bay.在我到达捕鲸场的那个下午，正当我准备膳宿时，我听到一声巨响从海湾传来。

as, when和while1) as 强调主从句中谓语动词所表示的动作同时发生。

从句表示"随时间推移"连词能用as，不用when 或while。

As the day went on, the weather got worse.日子一天天过去，天气越变越坏。

Unit3 Communication and writing参考教案The Fifth PeriodTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语pure magic, extraordinary beauty, fantastic thing, scared to deathb. 功能句式That’s not good enough.I’m sorry but ...I’m afraid ...I’m feeling (annoyed with / unhappy about / unsatisfied with ...).I’m not feeling (happy about / satisfied with ...).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.2. Ability goals能力目标Enable the Ss to describe a place and the plants or animals there with the target language.Enable the Ss to make complaint using the expressions given.3. Learning ability goals学能目标Help the Ss learn how to write a description of a place and the plants or animals there with the target language.Help the Ss learn how to make complaint with the target language.Teaching important and difficult points教学重难点Help the Ss to master the useful expressions and learn to use them to express blame and Complaint in certain situations.Teaching methods教学方法Discussing, guided writing and speaking.Teaching aids教具准备A projector and a computer.Teaching procedures & ways教学过程与方式Step Ⅰ RevisionT: Good morning / afternoon everyone!Ss: Good morning / afternoon, Sir / Madam!T: Yesterday, I asked you to work in groups to check the meanings of the expressions given on Page 24 and talk about the times you had feeling like these. Have you done that? Now who would like to tell about a time you had these feelings?Then ask some Ss to tell about the times they had feelings like these.Possible descriptions:Sa: I had a day of pure magic last summer. My parents took me for a tour in Benxi, Liaoning Province. When we went into a cavern, we saw icicle-shaped stalactites (钟乳石) grotesque in shape, hanging from the roof of the cavern. When the stalactites were lighted by the colorful lights, they looked extraordinary beauty. Then we took a boat floating on the river, it was very dark. Our boat hit the rock of the bank now and then, making my heart beating wildly. The exploring tour was the most fantastic thing I have ever done.Sb: You really had a magic day! When I went to the Great Wall, I also had a fantastic feeling. You see, when I was climbing a narrow iron ladder straight up to a high watchtower, I felt scared to death and my heart was beating wildly. But when I reached the top of the watchtower and looked out over the mountains, every cell in my body woke up. My mood was extraordinary good and it was like discovering a whole new dimension of life.Sc: The time I spent at Shengya—the World under the Sea, an aquarium in Dalian, may be compared with yours. When I got into the aquarium under the sea, I felt like discovering a whole new dimension of life. A variety of beautiful fish and many other ocean animals, which I couldn’t call their names, were swimming around and the colorful sea plants were waving softly following the current of the sea. Seeing such extraordinary beauty in the world, I felt every cell in my body woke up. That wasreally a day of pure magic.StepⅡWriting (1)T: In last period we read a dairy, in which the writer used very beautiful words and phrases to describe colours, patterns, shapes and behaviour of the animals. Now please write a paragraph to describe a place and the plants or animals there. You can read the third and the fourth paragraph of the dairy as model for your own writing. Five or six minutes later I’ll check your work.The Ss will read the third and fourth paragraph before they start writing. When they are writing, the teacher should walk around to see if they have any problems to deal with. Five or six minutes later, show one or two copies on the screen and check them with the whole class.Sample writing:When we came into the arboretum, our sight was attracted by all the vivid colours of varieties of flowers at once—reds, yellows, purples, white, blue, pinks, oranges and so on. I loved Lilies very much, which were shaped like horns. The white ones were the most sweet-smelling with large size; the pink ones were beautiful in both colour and sweet and the orange ones were vivid in colour with no sweet and small size. I loved Roses the best. They have all advantages in the large flower sizes, good-looking shapes, rich colours and sweet smell. A new type of Rose named Blue Yaoji was so charming that I just wanted to kiss the gem-blue flowers. The Butterfly Orchids were both rare and beautiful. They came from Taiwan Province with a long bloom time. They got the name Butterfly Orchids because of the flower shapes badly like butterflies. Most of them were purples and white. But I found a yellow kind, on which the flowers were a bit small like yellow jade. They were really beautiful. Seeing the extraordinary beauty, I felt every cell in my body woke up. It was like discovering a whole new dimension of life.Step Ⅲ SpeakingSpeaking and writing P27T: In our daily life, we sometimes meet with something unpleasant and make complaint. So when you go to another country, you should learn to complain politely,then you may get a good solution. Look at the three situations on Page 27. Have you ever met these situations in your life? What did you say at that time? Or what will you say if you are in such situations? Think about it. ... Now read the expressions above the situations and see how they can help you to make complaint for each of the situation. Then work in pairs, choose one situation and make up a dialogue for it. After a while, check their work by asking several pairs to act out their dialogues. Possible dialogue 1:Sa: You see, I missed my flight, official.Sb: Don’t worry. You can take the next flight. We won’t charge more.Sa: You won’t charge more? I mean I’d like a refund, please.Sb: I’m sorry but we don’t have that term.Sa: I missed my fli ght because you didn’t announced the delay of the flight over the loudspeaker. You delayed my tour and you bear responsibility for it.Sb: Let’s try to find a better solution.Possible dialogue 2:Sa: Waiter!Sb: Yes?Sa: The fish I ordered tastes terrible. I’d like to talk to the manager.Sb: I’m sorry.I’m the manager. I’ll ask them to change the fish for you at once.Sa: That’s not good enough. Coming here to have a meal should be a pleasant thing, how can you offer me such bad food. I’m feeling very un satisfied with your service. Sb: I’m sorry. But how can we make you satisfied?Sa: I’d lik e a good dish and a full refund.Sb: I’m afraid we can’t do that. But we can send you another dish.Possible dialogue 3:Sa: Look at the trousers! They are too short for me.Sb: I’m sorry. Let me have a look at them. Well, don’t worry, I can mend them for you.Sa: That’s no good for me. I’m not feeling happy about a pair of mended trousers. Sb: I have a good idea. I’ll add laces along the cuffs. They will look beautif ul andfashionable.Sa: But I’d still like a refund.Sb: As I delayed your wearing, I agree to give you a quarter refund. Is it OK?Sa: That’s OK.Then ask the Ss to write down their dialogues on their exercise books.Step Ⅳ Writing (2)WRITING TASK P68T: We have learned the story of Sedna. Can you retell the story? You may feel it difficult to retell such a long story. Don’t worry. Turn to Page 68. Look at the topic sentences of each paragraph, using them as a guide. Then you will find it easier to tell the story. Now work with your partner, take turns to tell the story.Show the topic sentences on the screen. Ask a student to retell the story before the class. Then get the Ss to write down the story individually, using the topic sentences as a guide.Sample writing:Sedna was a lovely and beautiful Inuit girl and she didn’t want to get married because she loved her father very much and didn’t want to leave her father alone. But her father told her that she must marry a man. So the next day Sedna agreed to marry a stranger, who promised her a good life. But when she followed the man to his place, she discovered that her husband was a bird! Sedna felt so unhappy that she cried every day, calling her father’s name. When her father heard the crying of his daughter, he decided to help her to escape. When the bird man found that his wife was not there, he was so angry that he caught up with the canoe, which Sedna and her father were paddling back, and caused a sea storm. Sedna’s father was so frightened of the bird man that he threw Sedna into the sea. As Sedna sank to the bottom of the ocean, she became a sea goddess. From then on, The Inuit believe that Sedna has power over the animals in the sea, so they show her great respect, especially after they catch sea animals.T: Very good. Now read the questions in the table of Ex 4 to assess your own writing, revising and making corrections if necessary.After they have finished writing, let them assess their own writings and their partners’ according to the table in Ex 4. This activity will help the Ss to find their problems and improve their writing ability.。

Period 4GrammarTeaching aims1．Students will be able to recognize the －ing/being done forms and know the exact meanings of them.2．Students will be able to use these two forms correctly.Teaching proceduresStep 1RevisionAsk students to answer the following questions without referring to the textbook.1．What did Clancy witness when he ran down to the shore?2．Why did Clancy run in a hurry?3．What did Old Tom do when they headed into the bay?4．What did Old Tom do after George beat the water?5．What did Clancy witness when they drew near?Suggested answers：1．He saw a whale throwing itself out of the water and then crashing_down again.2．Because Clancy had already heard that George didn't like being_kept_waiting.3．They could see Old Tom swimming by the boat，showing them the way.4．Tom circled back to the boat，leading them to the hunt again.5．He could see a whale being_attacked by a pack of about six other killers.Next，ask students to pay attention to the underlined words and lead into the grammar item—“v.－ing”/“being done”．Step 2Grammar learning1．现在分词(－ing 形式)的构成。

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。

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.。