2020版高考英语总复习Unit3Underthesea教学案新人教版选修7

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。

Unit 3 Under the sea[单词拼写应用]7．sharp adj.锐利的；锋利的；敏捷的→sharpen v．削尖；磨快；尖锐；变锋利8．taste n．味道v．品尝→tasty adj.好吃的；可口的→tasteless adj.无味的9．scare vt.恐吓 vi.受惊吓→scared adj.恐惧的；害怕的→scary adj.恐怖的；可怕的阅读单词1．anecdote n．轶事；奇闻2．migration n．迁徙；迁居；移居3．seaside n．&adj.海边(的)；海滨(的)4．yell vi.大叫；呼喊n．叫声；喊声5.jog vi.慢跑vt.轻推；轻撞6．pure adj.纯的；纯粹的；纯洁的7．tide n．潮(汐)；潮水；潮流8．flashlight n．闪光信号灯；手电筒；闪光灯9．grey adj.&n.灰色(的)10.steep adj.陡峭的11．boundary n．界限；分界线12．conservation n．保存；保护13．suck vt.&vi.吮吸14．seal n．海豹；封条；印章15．pension n．养老金；退休金1．(2017·某某卷)Italy, which has a much weaker tradition of immigration, has witnessed a sharp increase in immigration in recent years.急剧的2．(某某卷)Parents and children should municate more to narrow the gap between them so that they can understand each other better.缩小[短语多维应用]1．urge vt.催促；极力主X；驱策n．强烈的欲望；冲动(1)urge sb.to do sth.催促某人做某事urge that...(should) do sth.极力主X；强调……(2)have/feel an urge to do sth.渴望做某事(3)urgent adj.紧急的；迫切的urgency n．紧急；催促in urgent need of money迫切需要钱[基础练习]——单句语法填空①(2019·某某卷) Hearing that you'll give us a lecture about western art and want to hear our opinions about which topic to cover, I feel an urge to make(make) my voice heard.②a.(某某卷)Parents should actively urge their children to take (take) advantage of the opportunity to join sports teams.b．(某某卷)In order to improve learning efficiency, I urge that all of us (should) form (form) the habit of thinking independently and reviewing lessons in time.③a.(某某卷)—Must you interrupt now？Can't you see I'm on the phone?—Sorry Sir，but it's urgent(urge)．b．The attack added a new urgency to that peace talk.[写作]——一句多译随着期末考试的来临，老师敦促我们努力学习。

英语：Unit3《Under the sea》Period 1教案（新人教版选修7）指导思想与理论依据指导思想本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的语言情景之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。

通过探究法、观察法和发现法，让学生发挥主观能动性，改变原有的教师说解、说教的形式，重视知识和结论形成过程。

努力发挥形成评价的激励机制，利用两两合作、小组活动的方式，激发学生参与教学的热情。

根据学生的认知能力和接受程度，设计了编写对话和仿写作文等任务，使任务具有可操作性，让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继续学习的动力。

总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。

理论依据《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。

”和“教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。

”教材内容分析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。

教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。

阅读内容是：1.两起虎鲸轶事。

(P20－21)2．一篇有关海洋见闻和感受的日记。

(P24)听力内容是：1.三个观鲸人对旅行社服务的一些抱怨。

(P25－27)2．有关鲨鱼攻击人类事件的新闻报道。

(P62)3．记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话。

(P65－66) 话题和写作内容：1.用Using Language 阅读中表达感受的词汇描述过去的难忘经历。

(P24)2．用speaking and writing中的抱怨用语在设置的情境中礼貌抱怨。

Unit 3 Under the sea[话题单词]1．surface n．水面2．bank n．岸3．beach n．沙滩4．waves n．波浪5．deep adj. 深的6．shallow adj. 浅的7．dirty adj. 脏的8．waterway n．水道9．serious adj. 严重的10．still adj. 平静的11．terrible adj. 可怕的12．clear adj. 清澈的；晴朗的13．colourful adj. 色彩丰富的14．salty adj. 咸的15．shark n．鲨鱼16．seal n．海豹17．seagull n．海鸥[话题短语]1．atthebottomof在……的底部(末端)2．freshwater淡水3．undergroundwater地下水4．WorldOceanDay世界海洋日(6月8日) 5．thedepthsofthesea海底深度6．atthewhalingstation在捕鲸站7．oceanenvironment海洋环境8．marineenvironmentalprotection海洋环保9．seaanimalsandplants海洋动植物10．seaport海港[话题佳句]1．Therearemorethan250speciesofsharkintheworld.世界上有250多种鲨鱼。

2．SharkiswidelydistributedalongtheAtlanticcoast.鲨鱼在大西洋沿岸的分布很广泛。

3．Mostpeoplefailtorealizethatsharkattacksdon’thappenveryoften.大多数人都不了解，鲨鱼其实很少攻击人类。

4．Thechancesofbeingattackedbyasharkareverysmallcomparedtootherdangers.和其它危险相比，被鲨鱼袭击的可能性是非常小的。

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 complaint.2．Learn to use the expressions people use to complain in the listening text. 3．Be able to use polite expressions to complain 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 complain about(B)．Listen to the tape and check your answers.Then listen again and 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 complained，what result did he/she want to get fromplete 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 plain to an airline official.2．The fish you ordered tastes plain to the manager of the restaurant. 3．The trousers the tailor made for you are too 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.。

一、单词拼写1. He to_______(作证) having seen the man enter the building.2. I will do my utmost to help you find________(住处) .3. In his early days he ______ (放弃) medicine for literature.4. Hearing that the famous star was about to appear, the fans y__________ and cheered.5. We hope to have an income of an average a_________ growth rate of 10%.6. The escaped prisoner was _____________ (拉) out of the cave.7. Gina's ____________ (语言) is so sharp that it will get her into trouble one day.8. He told us some amusing _________ (轶事) of the President's childhood.9. They had an ____________ (令人敬畏的) task ahead.10. Human brains contain more than 100 million __________ (细胞) per cubic (立方) centimeter.二、翻译以下短语1．扯进来：赚得 ________________ 2．在远处 __________________3．帮助(摆脱困境) ________________ 4．一群 ___________________ 5．正要做某事 __________________ 6．吓死了 __________________7．仔细考虑 ____________________ 8．意识到 __________________9．与此同时，在此期间 ______________ 10．颠倒 _________________11. 听说 __________ 12. 亲眼看到 ___________13. 分类,整理________ 14. 大声喊叫___________15. 快点 ______________ 16. 跑在…前__________17. 给某人领路__________ 18.在远处 _______19. 因为…很害怕__________ 20. 抬高,举起 ___________三、用本单元相关短语完成下面的句子。

Unit 3 Under the sea【美文阅读】广袤无垠的海洋，孕育了无数生命传奇，以其独有的神秘吸引着人类对其进行不懈的探索。

为此，海洋科学家通常把海洋分为五个区域。

现在就让我们一起了解一下吧！The earth's oceans can reach depths of up to 11,000 metres.That is deep enough to cover Mt.Qomolangma！The oceans are incredibly(不可思议的)large and contain several different habitats.To make it easier to describe the various parts of the oceans，marine(海上的)scientists usually divide the oceans into five zones.Each zone is different mainly as a result of how much sunlight reaches it.Most of the life in the ocean can be found in the first zone，which begins at the surface and goes down about 200 metres.Because there is sunlight at this level，plants are able to grow.Marine animals such as dolphins，sharks，sea turtles and sea lions，and of course a variety of fish，live in the sunlit(阳光普照的)part of the ocean.It is difficult to hide from other animals in this area.The second zone starts at 200 metres and goes down to about 1,000 metres.Some sunlight can reach this level，but it is not enough for plants to grow.Because this zone is relatively dark，many of the creatures that live here are able to make light with their body.The light from these animals makes the water look like a sky with moving stars in it.The third zone of the ocean is dark.This place，about 3,000 metres deep，may not seem a likely habitat，but there are more creatures here than one might think.Most of the animals that live here are black or red because of the lack of light.Below 4,000 metres，the temperature is near freezing and there is no light at all.In fact，the zone is so dark and empty that scientists named this zone after the Greek word for “no bottom”．There is not much life to be found in this cold and unpleasant part of the ocean，but some small creatures still manage to survive here despite the high water pressure.The very deepest part of the ocean is found 2,000 metres further down.At this depth，the water pressure is extremely high and life is very difficult for the few creatures that live pared to the other zones，this one has very little life.Since there is no light here，some of the animals do not have eyes.Next time you look at the ocean from the beach or on a map，remember that what you are seeing is only the surface－only the beginning of the large and varied adventure.【诱思导学】1．Why do these animals living in the second zone make the water look like a sky with moving stars in it?________________________________________________________________________ 2．Do you think it is possible for some creatures that live in the very deepest part of the ocean to see each other?________________________________________________________________________ 【答案】 1.Because many of them are able to make light with their body.2.No.Because there is no light here and some of the animals have no eyes.Period ⅠPreviewing(教师用书独具)●教学目标初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。

2020届一轮复习人教版选修七Unit 3 Under the sea单元教案Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading (Old Tom The Killer Whale)AimsTo help students develop their reading abilityTo help students learn about animals and plants under the sea ProceduresI. Warming up talking about ocean plants and ocean animals Hello, class. This week we shall go to the sea to learn about ocean plants and animals.About Ocean PlantsThere 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 which simply 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.About Ocean AnimalsOcean animals 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. For example, the jellyfish and the Portuguese man-of-war are examples of larger types of zooplanktonwhich are unable to propel themselves effectively and are therefore at the mercy of either wind or current.Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. Common fishes, the octopus, whales, eels and squid are all examples of nekton.The third type of sea animal spends its entire life on or in the ocean bottom. This group of marine animals is called the benthos. It includes lobsters, starfish, various worms, snails, oysters and many more. JOKES & RIDDLESTeacher: Do you know why you have such poor grades?Student: I can't think.Teacher: Exactly!II. Pre-readingWhat 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 them if 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"We also use them because they give things a personal touch. They are part of us. Cold facts don抰touch hearts. But cold facts will continue to exist, whether we believe in them or not. They are not changed by what we believe about them.III. Reading1. Reading aloud to the recording Comprehension—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 ofthe text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.2.Reading for formsRead the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.3. Copying and making sentencesYou are asked to copy all the useful expressions into your notebook after class as homework. You may make your own sentences with each of these expressions.4. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences. Ifyou have any problems which are too difficult for you to solve do not hesitate to put them to me.5.Reading and transferringIn pairs, read the text, find information to complete the following form.IV. Closing down by putting the text on stageTo end this period let’s try to put the text story i nto a play.Period 2: A sample lesson plan for Learning about Language (Revise the Passive Voice <2>, including the –ing form)AimsTo help students revise the Passive Voice <2>, including the –ing form To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structures ProceduresI. Warming up by reading aloud the text Old Tom The Killer Whale Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1 and 2 on pages 22. You must finish them in 5minutes.III. Learning about the Passive Voice <2>, including the –ing form The voice of a verb refers to the form of the verb used in relation to what the subject is doing. In English there are only two voices-- passive and active.The passive voice of a verb simply means the form of the verb used when the subject is being acted upon rather than doing something.The passive voice is formed by taking the appropriate tense of the verb to be and adding the past participle.Active V oice: The committee reviewed the project.Passive V oice: The project was reviewed by the committee.In most writing, use the active voice. It is more direct and less ambiguous.The passive should only be used if the doer is unknown or unimportant, or if more emphasis is put on the receiver of the action than the doer. Doer unknown: The Jones' car was stolen last week.Doer unimportant: The bells were rung to announce the wedding. Emphasize receiver: Tony was hit by a fastball.IV. Revising useful structuresIn pairs do the structure exercises 1 and 2 on pages 22. You must finish them in 5 minutes.V. Closing down by revising some difficult uses of the Passive Voice特殊句子的被动语态双宾语句子如何变成被动语态？“The crowd gave the guest a warm welcome ”一个是直接宾语“a warm welcome”；另一个是间接宾语“the guest”。

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 sea(一)课前自主学习Ⅰ.阅读单词——————知其意1．anecdote n．轶事；奇闻2．shore n. 岸；海滨3．dimension n. 维(数)；方面；侧面4．telescope n. 望远镜5．tide n. 潮(汐)；潮水；潮流6．flashlight n. 闪光信号灯；手电筒；闪光灯7．grey adj.&n. 灰色(的)8．steep adj. 陡峭的9．Antarctic adj. 南极的10．suck vt.& vi. 吮吸11．seal n. 海豹；封条；印章12．boundary n. 界限；分界线13．awesome adj. 使人敬畏的；令人畏惧的14．pension n. 养老金；退休金15．meantime adv. 其间；同时Ⅱ.重点单词——————写其形1．seaside n．&adj. 海边(的)；海滨(的) 2．yell vi. 大叫；呼喊n. 叫声；喊声3．flee vi. 逃避；逃跑vt. 逃离4．jog vi. 慢跑vt. 轻推；轻撞5．pause vi.&n. 暂停；中止6．drag vt. 拖；拉；扯7．target n. 目标；靶；受批评的对象8．opposite prep. 在……对面adj. 相对的；相反的9．annual adj. 每年的；按年度计算的n. 年刊；年鉴10．witness vt. 当场见到；目击；见证n. 目击者；证人；证据11.vividadj.[纵联1]生动的；鲜明的；鲜艳的12．dive vi.&n. 跳水(的动作)；潜水(的动作)；俯冲13．teamwork n. 协作；配合；合作14．pure adj. 纯的；纯粹的；纯洁的15.narrowadj.[纵联2]狭窄的；有限的；狭隘的16．shallow adj. 浅的；肤浅的；浅显的17．neat adj. 好的；整齐的；匀称的Ⅲ.拓展单词——————通其变1．accommodation n．住所；住宿→accommodate vt.提供住宿2．depth n．深(度)；深处→deep adj.&adv.深的(地)→deeply adv.深深地→deepen v．使加深；使强烈；变深[纵联3]3．urge vt.催促；极力主张；驱策→urgent adj.紧急的；急迫的；迫切的4．abandon vt.放弃；遗弃；抛弃→abandoned adj.被遗弃的；放纵的5．relationship n．关系；血缘关系；交往→relate v．使有联系；叙述；涉及→related adj.有关系的；有关联的→relation n．关系；叙述6．conservation n．保存；保护→conserve v．保存[纵联4]7．reflect vi.思考vt.映射；反射；思考→reflection n．反射；反映；映像8．aware adj.意识到的；知道的→awareness n．意识；觉悟；认识9．sharp adj.锐利的；锋利的；敏捷的→sharpen v．削尖；磨快；尖锐；变锋利→sharpener n．磨削的工具→sharply adv.急剧地；鲜明地；严厉地10．tasty adj.好吃的；可口的→taste n．味道v．品尝→tasteless adj.无味的11．scare vt.恐吓vi.受惊吓→scared adj.恐惧的；害怕的→scary adj.恐怖的；可怕的纵联1.“viv/vit(生命)”育生机①vivid adj.生动的②revive vt.复活③revival n．复活④survive v．存活；幸存⑤survival n．存活；幸存⑥vital adj.充满生机的纵联2.你不可不知道的“­rrow”①narrow adj.狭窄的②arrow n．箭头③borrow v．借④sorrow n．悲伤⑤sparrow n．麻雀⑥tomorrow n．明天纵联3.“形容词和副词”同形的词①deep adj.深的adv.在深处②close adj.亲密的adv.紧密地③fast adj.快的adv.迅速地④direct adj. 直接的adv.直接地⑤easy adj.容易的adv.从容地纵联4.好好“保护”①conserve v．保存②conservation n．保护；保存③protect v．保护④protection n．保护⑤preserve v．保护；保存⑥reserve n．保护区单元话题——海底世界子话题1 海洋世界①ocean/sea n．海洋②beach n．海滩③wave n．海浪④bay n．海湾⑤channel n．海峡⑥sand n．沙滩⑦island n．岛⑧harbour n．港湾⑨seashore n．海岸⑩coast n．海滨子话题2 海洋生物①seaweed n．海草②dolphin n．海豚③starfish n．海星④coral n．珊瑚⑤whale n．鲸鱼⑥shark n．鲨鱼⑦seashell n．海贝⑧sea horse海马⑨turtle n．海龟⑩gull n．海鸥[学考对接·活学活用]高考采撷(一) 阅读中的词汇应用1．(2018·天津高考阅读D)Give yourself a test.Which way is the wind blowing? How many kinds of wildflowers can be seen from your front door? If your awareness is as ❶as it could be, you'll have no trouble answering these questions.Most of us observed much more as children than we do as adults.A child's day is filled with fascination, newness and wonder.Curiosity gave us all a natural ❷ (aware)．①选词填空：__B__A．shapeB．sharpC．shallowsharp是一个多义词，在此处意为灵敏的。

Unit 3 under the sea Warming-up and reading (导学案)step1 Warming-upHave you seen plants and animals that live under the sea? Where did you see them?Watch the photos and try to write down the name of the animals or the plants in your exercise books.step2. Pre-reading1. Read the words in pre-reading on page 19 quickly and fill in the form.Step3. Glance through the two anecdotes and get the main idea of each anecdote.1. What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.2What’s the main idea of the second anecdote?A. Fierce killers, like Old Tom, could protect people.B. James was washed off the boat.C. It was hard to handle the boat in rough sea.D. Old Tom rescued James from other killers.step4 .Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank-filling worksheet Anecdote oneAnecdote twoThe dangers facing James;He was ________the boat and was _________by rough waves.There was a shark out there.The help offered by old Tom;Old Tom wouldn’t _______the shark near.Old Tom firmly _______James ________in the water.Task 2: multiple choices1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn’t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.Old Tom throws itself out of the water and then crashes down in order to ___.A, give the whalers the information about a whale B. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3.According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks4.We can infer from the text that____.A. The killer whales may be trained by the whalers.B. 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 themStep5 Fill in the blanks according to the passage. Working at the _______(whale) station, I had _________ whales killed many times with my own eyes.On the afternoon I arrived at the station, as I ___________ (sort 短语) my accommodation, I heard aloud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词)animal.“It is called Old Tom, the killer.” George said as he ran ahead____ me. __ the distance we couldsee that something was happening. As we ___________ (draw 短语), I could see a whale____________ by a_____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was draggedby the sharks down into the ________ of the sea.答案；Pre—reading ; an old man called Clancy; a whaler; anecdotes ; at the beginning of the 20th century,the killer whales helped the whales catch a baleen whaleB, AStep4, water ; crashed ; boat; team; top; breathing; fleeing; dragged; depths; tongueWashed off ; carried away; let; held upB, A, D, AStep5 whaling , witnessed, was sorting out, enormous, of ,in, drew nearer , being attacked , pack,depths。

Unit 3 Under the sea Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。

本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。

本单元实现了语言学习和传播先进思想的完美统一。

1.1 Warming Up设计了两个活动。

第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题——海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。

紧接着是小组活动，要求学生将的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。

这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。

1.2 Pre-reading是Reading文图并茂的内容简介。

“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸〞的奇闻轶事会立刻激起学生的阅读兴趣。

1.3 Reading是一篇题为“Old Tom the Killer Whale〞的故事，其中包括两篇关于虎鲸的奇闻轶事。

第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。

第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。

学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。

1.4 prehending设计了根据课文内容描述Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上进行再创造。

人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】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。

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。

教学过程Step1 Lead &ndash;in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。

Unit 3 Under the seaStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵的海底。

Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．witness vt. 当场见到；目击vi. 为……作证(to) n. 目击者；证人；证据[教材原句] I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.当时我以为这只不过是一个故事罢了，但是后来我亲眼见过很多次。

(1)witness sth./that... 目击……witness to(doing) sth. 证实/证明(做)某事(2)a witness of/to sth. ……的目击者/见证人/证明/证据单句语法填空①The late twentieth century ________(witness)the rapid development of China'seconomy.②The worker witnessed to ________(see) the accused near the scene of the crime.③What the police did first was to interview all the ________(witness) to theaccident last week.完成句子④With the advent of the Intern et，we __________________the most importantchange in our lifestyles in the past 100 years.随着网络的出现，我们在过去的100年里见证了生活方式最重要的变化。