高一英语北师大版必修三教学案：Unit 7 Section 2 Word版含答案

示范教案单元要览The theme of the unit is about some adventure stories and ways of protecting the sea，which mainly covers “The Spirit of Explorers”“Protecting the Sea”“The Sea World” and “Sea Stories”．In this unit，students will read about something in the sea.Then，listen to a conversation about the sea pollution and solutions to the problem，trying to learn some sentence structures to show their interests and express their own opinions.After that，write something that covers some subjects about the sea.As for grammar，how to use relative clauses and comparative structures toPeriod 1Warm-up and Lesson 1The Spirit of Explorers整体设计Analysis of the teaching materialsThis is the first period of the unit，which is about the Vikings' exploration.Focusing on the language and some specific information，students can understand the text better and learn spirit from explorers by reading.The adequate vocabulary to describe the sea in the Warm-up has laid a solid foundation for Lesson 1.Therefore，the combination of Warm-up and Lesson 1 is a better choice.At the same time，more activities should be designed to help students find some specific information and use new words repeatedly.What's more，understanding the key words in the text and using what they have learnt to describe the discoveries are the important part of this period too.In order to help the students do the job well，teachers should put emphasis on it.Three-dimensional targetsKnowledge and skills1．To make the students master some new words and expressions in this lesson：spirit，explorer，voyage，deed，journey，unknown，eventually，further，achieve，control，land，set sail，get into trouble，follow one's directions，be believed to be，persuade sb to do sth，find oneself in...2．To use the key words and useful expressions they have learnt in this lesson to describe the discoveries.3．To improve the students' reading ability by scanning and skimming.Process and methods1．Use sea sounds and pictures of the sea to lead in the new text to arouse the students' interest.2．During Pre-reading，the introduction of the basic information about the Vikings can help students better understand the text.3．In While-reading，a table and some questions are used to help students find some specific information about the text.4．For Post-reading，students can talk about the discoveries of explorers and form the overall comprehension of the spirit of explorers.Emotion，attitude and value1．To show the students how to cooperate with each other，help each other and learn from each other.2．To cultivate students' appreciation of the spirit of explorers and stimulate them to be brave and overcome difficulties in their life.3．To experience the pleasure of success in communication and cooperation.Teaching & Learning methods1．Task-based language teachingThe text deals with some voyages of explorers.Pictures related to the theme will be presented by multimedia computers to further students' understanding，which makes for the improvement of the teaching efficiency.At the same time，it also can make the students work effectively during the whole class.2．The whole language approachInstruct students to begin with reading the title；then get the overall perception before the detailed understanding of the article，inspire students to participate in discussion to improve their abilities of language fully.Teaching important & difficult points1．To improve students' reading ability by finishing some tasks.2．To know more about the voyages to America and enrich their knowledge about explorers.3．To talk about the questions in Post-reading and learn from explorers.Teaching proceduresStep 1Lead-inLet students listen and match the four sea sounds with the photos in the Warm-up part.Answers：B(Wind in the sails)C(A whale's song)A(A storm at sea)D(The underwater world)Then ask students some questions concerning the sea.Such as：What does the sea make you think?Do you know some activities related to the sea?Possible answers：dStep 2Pre-reading1．Ask students to look at stories about early sea exploration.Before reading，look at the questions below.Which of the following people do you think arrived in America first?a．Christopher Columbusb．Ancient Greeksc．Chinese sailorsd．Vikings(Possible answer：d)2．Do you know something about the Vikings?(Possible answer：The Vikings were a group of people whose ancestors came from Scandinavia.They dominated the seas and coasts of Northern Europe between the 8th and 10thcenturies.)Step 3While-reading1．Students read the article quickly and match the headingsPara.1,2a．About the VikingsPara.3 b．Biarni's journey to GreenlandPara.4 c．Leif's trip to NewfoundlandPara.5 d．About Eric the RedPara.6 e．The end of the introductionAnswers：(Para.1,2—a，Para.3—d，Para.4—b，Para.5—c，Para.6—e)2．Students read the text carefully to find the specific information to fill in the blanks.(1)They ______ this long before Columbus ever______.(2)______the old stories，Eric the Red was forced to leave Iceland because he had committeda murder.(3)A man called Biarni set sail from Iceland ______Eric's party.(4)But he was blown off course and found himself in an______ land，from where he ______reached Greenland.(5)Leif followed Biarni's directions and sailed to what is believed to be the coast of ______Canada.Answers：(1)achieved，set sail(2)According to(3)in search of(4)unknown，eventually (5)present-dayachieve：succeed in doing sthset sail：start a sea journeyaccording to：as stated by sb or in sthin search of：look forunknown：never heard ofeventually：finallypresent-day：nowStep 4Post-reading1．Task：Encourage students to use their own words to talk about the Vikings' three major discoveries.Students are required to work in groups to talk about the topic by referring to diagram given above and the map below.2．Summary(1)We have learned some stories about the Vikings.(2)Besides，we have learned about the attitudes towards exploration.(3)We should learn the spirit from them and try to overcome all the difficulties in our life.Step 5Homework1．Read Culture Corner.2．Who is the greatest explorer in your heart？Can you tell us his exploration stories？Write a composition to introduce him or her to us.Step 6Blackboard designUnit 7The Sea Lesson 1The Spirit of ExplorersPara.1,2About the VikingsPara.3 About Eric the RedPara.4 Biarni's journey to GreenlandPara.5 Leif's trip to NewfoundlandPara.6 The end of the introduction教学参考Viking refers to a member of the Scandinavian seafaring traders，warriors and pirates who raided and colonized wide areas of Europe from the late 8th to the 11th century.These Norsemen used their famed ships to travel as far east as Constantinople and the V olga River in Russia，and as far west as Newfoundland.This period of Viking expansion is commonly referred to as the Viking Age of Scandinavian History.Eric the Red(950～1003)founded the first Nordic settlement in Greenland.Born in Norway，he discovered and named Greenland.The appellation “the red” most likely refers to his hair color.Greenland is a self-governing Danish province located between the Arctic and Atlantic Oceans，east of Canada.Though physiologically and ethnically an Arctic island nation associated with the continent of North America，politically and historically Greenland is closely tied to Europe，specifically Iceland，Norway，and Denmark.Greenland is the world's largest island by area.Iceland is a country in north-western Europe.It is the least populous of the Nordic countries and the second smallest with a population of about 313 000 and a total area of 103 000 km2.Iceland's official written and spoken language is Icelandic，but English and Danish are also widely understood and spoken.Located on the Mid-Atlantic Ridge，Iceland is volcanically and geologically active on a large scale；this defines the landscape in various ways.The interior mainly consists of a plateau characterized by sand fields，mountains and glaciers，while many big glacial rivers flow to the sea through the lowlands.Biarni was a Norwegian explorer who is believed to be the first European to view themainland of North America.Greenlanders' saga tells that he was sailing from Iceland to visit his parents，but he was blown off course by a storm.Although he reported seeing low-lying hills covered with forests some distance farther to the west，he did not land and explore the new lands.In 1002，however，Leif Ericson followed Biarni's route.The result is thought to be the Viking settlement in Newfoundland.Leif Ericson was a Norwegian explorer often thought to be the first European to have landed in North America.Leif was the son of Eric the Red.According to the Norse sagas，he set out in the year 1002 to follow Biarni's route，but going north.He found land，named it Vinland and established a Norse settlement.It has been tentatively identified with Newfoundland，Canada.Newfoundland is a large island off the east coast of North America，and the most populous part of the Canadian province of Newfoundland and Labrador.Some believe Newfoundland might be the island called Vinland as referred to in Norse documents.。

2017-2018学年高一英语(北师大版) 必修三全册教学案Killer whales have the second­heaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarm­up__&_Lesson_1_—_Pre­reading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland ⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后置定语。

Unit 7 The Sea□water skiing n. □spirit n. □iceberg n. □whirlpool n.□windsurfing n. □sailor n. □coral n. □soul n.□seal n. □ancestor n. □crab n. □net n.□a ctor n. □present­day adj. □up­to­date adj. □shopkeeper n.□actress n. □brake n. □trick n. □bay n.□boxing n. □scream vi. □schoolboy n. □wildlife n.□float vi. □over­fishing n. □centimetre n.□leak vi.□underwater adj. □port n. □barrel n. □sta dium n.1．(2019·全国卷Ⅱ) A lunchtime escape allows her to keep a boss from tapping her on the shoulder.解脱2．(2019·天津卷)If a predator can eat several species，it can survive the extinction (灭绝) of one of them.避免3．(2017·全国卷Ⅰ)Ground water evaporates (蒸发) and collects on the sheet until small drops of water form，run down the material, and fall off into the cup.积聚；聚集[单词拼写·运用]核心单词语境运用1．evaluate vt.评估，评价2．sign n．手势；符号3．hunt v．打猎，猎杀用所给词的适当形式填空。

Unit 7 The sea Section ⅠWarm­up & Lesson 1你对大海了解多少？阳光照耀下她妩媚多姿；狂风暴雨下她凶猛狂暴，除此以外还有什么呢？The first thing to remember is that the sea is verybig.When you look at the map of the world you will find thereis more sea than land.The sea covers three quarters(四分之一) of the world.The sea is also very deep in some places.It is not deepeverywhere.Some parts of the sea are very shal­low.But in some places the depth of the sea is very great.There is one spot，near Japan，where the sea is nearly 11 kilometers deep！The highest mountain in the world is about 9 kilometers high.If that mountain were put into the sea at that place，there would be 2 kilometers of water above it！What a deep place!If you have swum in the sea，you know that it is salty.You can taste the salt.Rivers，which flow into the sea，carry salt from the land into the sea.Some parts of the sea are saltier than other parts.There isone sea，called the Dead Sea，which is very salty.It is so salty that swimmers cannot sink！Fish cannot live in the Dead Sea!In most parts of the sea，there are plenty of fishes and plants.Some live near the top of the sea.Others live deep down.There are also millions of tiny living things that float in the sea.These floating things are so small that it is hard to see them.Many fish live by eating these.The sea can be very cold.Divers who go deep down in the sea know this.On the top the water may be warm.When the diver goes downwards，the sea becomes colder and colder.Another thing happens.When the diver goes deeper，the water above presses down on him.It squeezes(挤、压) him.Then the diver has to wear clothes made of metal.But he cannot go very deep.Some people who wanted to go very deep used a very strong diving ship！They went down to the deepest part of the sea in it.They went down to a depth of eleven kilometers!Section ⅠWarm­up & Lesson 1Ⅰ.重点单词1．____________(n.) 探险家2．____________(adj.) 不知道的，未知的3．____________(adj.) 令人惊恐的，骇人的4．____________(n.) 水手，海员5．____________(vt.) 说服，劝服6．voyage(n.) ____________7．ancestor(n.) ____________8．eventually(adv.) ____________9．journey(n.) ____________10．apologise(vi.) ____________答案：1.explorer 2.unknown 3.frightening 4.sailor 5.persuade 6.航海；航空7.祖先，祖宗8.最终，终于9.旅行，旅程10.道歉Ⅱ.重点短语1．discuss____________sb. 和某人讨论2．set____________ 启航3．according____________ 根据，依照4．get____________trouble 陷入麻烦；陷入困境5．return____________sp. 返回某地6．prepare____________ 为……做准备7．make it____________ 到达8．in search____________ 寻找，寻求9．be known____________ 被称为；被叫作10．blow____________course 吹离航线答案：1.with 2.sail 3.to 4.into 5.to 6.for 7.to 8.of 9.as 10.off Ⅲ.重点句型1．where引导的地点状语从句By around 900 AD，there were many places in NorthernEurope________________________________(那里有海盗选择居住)．2．find＋n./pron.＋介词短语Biarni was hoping to join his father who was with Eric，but he was blown off course and found______________________(自己在一个未知的地方)，from where he eventually reached Greenland.3．what引导的名词性从句Leif followed Biarni’s directions and sailed to______________________(被认为是)the coast of present­day Canada.答案：1.where the Vikings chose to live 2.himself in an unknown land 3.what is believed to beⅠ.Read the text carefully and choose the best answer according to the text.1．The text mainly talks about ________．A．how the Vikings arrived in AmericaB．how Europeans settled in AmericaC．Columbus’ first discovery of AmericaD．the life story of Eric the Red2．Which of the following is TRUE about Eric the Red?A．He was welcomed back after finding Greenland.B．He talked some people into going to Iceland.C．A violent crime was the main reason for his leaving Iceland.D．The story of Eric the Red was handed down by mouth.3．The text is mainly written to ________．A．offer informationB．argue with othersC．persuade readersD．prove a theory答案：1～3.ACAⅡ.Fill in the blanks according to the text.The Vikings，1.____________ ancestors came from Scandinavia，reached America long 2.____________ Columbus ever set sail.According to the old stories of Iceland and Norway，Eric the Red committed a murder，3.____________ which he got into trouble.He reached Greenland and returned to Iceland.He 4.____________(persuade) some people to go back with him to Greenland and 14 ships make 5.____________ to Greenland with him.Not long after this，Biarni set sail from Iceland in search of Eric’s party.6.____________(fortunate) he was blown off course and found7.____________(him) in an unknown land，from where he eventually reached Greenland.In 1002，Eric the Red’s son Leif sailed to what is 8.____________(believe) to be the coast of present­day Canada.Eric the Red and Leif’s deeds are 9.____________ first records we have of Europeans 10.____________(sail) to the Americas.答案：1.whose 2.before 3.for 4.persuaded 5.it6．Unfortunately 7.himself 8.believed 9.the 10.sailingvoyage n．航海；航空；航程；航行(教材P8)VIKING VOYAGES TO AMERICA北欧海盗美洲之行go on/make/take a voyage to... 去……航海①The Titanic sank on its maiden voyage.泰坦尼克号首航便沉没了。

2015-2016学年北师大版必修3 Unit 7 The sea Lesson 2 Protecting the Sea 教案Teaching aims:①.To get students to know something about the sea pollution②.To talk about how people use the sea③.To practise listening for specific information④.To practise using abbreviationTeaching important and difficult points:①To practise listening for specific informationTeaching resourceCAITeaching procedures:Ⅰ. Warm upEnjoy some beautiful pictures about the sea and its wildlife. This is activity is gonna tell students that the sea is rich in resource.Ⅱ. SpeakingTask1: have students guess the meaning of the word listed in the box.Task2: ask students to look at the pictures and the words in the box and discuss what sea pollution is in class.Task3: have students work in pairs to discuss different kinds of sea pollution and make a list from their findings.①. Factory pollution②. City pollution③. Chemical pollution④. Oil pollutionⅢ. ListeningTask1: listen to the material for the first time and get the general idea of itTask2: get students to look at the table first and then read the instruction with the class, pointing out that they need to listen for specific information to complete the table. In this step, students are going to learn to use abbreviation.Ⅳ. Writing and speakingTask1: ask students if they would like to do a project about the sea. Get them to look at the subjects in the box and discuss in groups which subject they would like to choose from.Task2: read through the questions below and elicit suggestions for each of them so that all the students have some ideas to start with.Ⅴ. Sum upⅥ. Homework。

2017-2018学年高一英语(北师大版) 必修三全册教学案Killer whales have the second­heaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarm­up__&_Lesson_1_—_Pre­reading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland ⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后置定语。

Unit7 Culture Corner 名师教学设计1.教学目标知识与技能:通过阅读活动获取细节信息。

通过探究学习和合作交流,对信息进行理解和深加工。

情感态度与价值观:感受郑和不畏艰苦的航海精神,和中国睦邻友好的外交政策2.学情分析所教学生为昌平一中实验班学生,有较好的英语基础和清晰的思维。

学生对郑和下西洋的历史故事有初步了解。

通过本单元第1课的学习后,学生有一定的获取细节信息的技能,归纳出航海探险家的精神品质。

由于是借班上课,本节课采取在课堂上阅读补充材料的方式,引导学生提出问题,并通过阅读活动自主探究学习,以对子形式交流获取的信息,使学生感受到中国长久以来一贯的爱好和平的国家意愿、体会中国对世界人民的友善。

学生的自主学习意识很强,本节课上应设计课堂活动帮助学生实现自主学习。

3.重点难点重点:通过阅读活动获取并处理细节信息。

难点:对获取的细节信息进行加工,培养思维的逻辑性和缜密性。

预设问题的解决办法:采用KWL阅读策略对学生已有的背景知识进行评测并建立阅读目的,满足自主学习方式。

引导学生通过文本具体信息挖掘深层信息,深入思考郑和下西洋的原因,通过阅读补充材料,了解郑和做出的贡献和郑和下西洋的历史意义,体会中国长久以来的睦邻友好的外交政策,归纳郑和的个人品质。

教学活动【导入】Pre－reading：Leading in the topic and motivatingT:Ask Ss to play a guessing game.Ss:Guess who the man is according to the key words.(设计意图:通过猜测人物游戏引入本节课中心人物郑和。

)T:Ask Ss what they have known about Zheng He.Ss:Tell the class what they have known about Zheng He.T:Ask Ss what they want to know about Zheng He and his seven voyages in this period.Ss:Each student writes down at least one question he or she has about Zheng He and his voyages.(设计意图:运用KWL阅读策略,帮助学生对已有背景知识进行评测,并建立阅读目的。

北师大版高中英语必修三（Unit7TheSea）教案资料一鼓作气（课中强化类训练）●Exercises for new words（生词专练）Ⅰ.Complete the following sentences with proper words in the correct forms.（用单词的适当形式完成句子。

）1.Though he lives in America now,his a__________ is Chinese.His grandfather was born in Fujian,China.2.It’s still u__________ whether he will go with us because he hasn’t decided.3.He a__________ to me for stepping on my foot.4.China is an a__________ country because 80% of the population are peasants.5.I know the Yangtze River is the longest river in China but I don’t know its exact l________.6.The famous __________ （探险家)told us some of his experiences yesterday.7.Tomorrow I will visit some of the __________（当地的)people.8.Black is the __________（相对物)of white.9.I __________（辨认)him immediately though we had not met for ten years.10.The __________（发现)of oil in Alaska excited all the America.答案：1.ancestor 2.unknown 3.apologized/apologised 4.agricultural 5.length6.explorer7.local8.opposite9.recognized/recognised10.discoveryⅡ.Multiple choice（单项填空）1.Bob’s doctor suggests __________ for a few days.A.that he is restingB.his restingC.him to restD.that he rests答案：B suggest 表示“建议……”时，后面可以接动名词作宾语，该句中resting为宾语，前面的his为动名词resting的逻辑主语。

Unit 7 Lesson 2 名师教学设计课时内容：Beijing Opera主题语境：人与社会主题群：文学、艺术与体育子主题：戏剧语篇类型：听力、图片文本分析：[what]本节课为听说课，听力部分包括两段关于国粹京剧的对话：第一段通过听录音，获取京剧的起源、主要舞台角色、声音和音乐、服饰特征等信息；第二段通过听录音学习如何表达“满意，担心、后悔”等情感。

最后要求学生结对合作，以角色表演的形式呈现中外学生交谈的对话。

[Why]使学生了解京剧是我国国宝之一，是我国的国粹，也是百年来一代又一代京剧人艺术智慧的结晶，对中国文化发展有着重大的意义和深远的影响。

[How]将英语语用目标和本单元的主题语境结合起来，围绕“京剧”设置听说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。

课时目标：1.了解京剧及四大角色的相关信息。

2.在现实生活中能用英语向他人介绍京剧，并表达情感。

3.提高学生发展和传承国粹的意识，培养中国情怀，坚定文化自信。

重点难点：重点：获取听力材料的细节信息，理解文本大致内容及承载的价值观。

难点：1.通过口头和书面表达介绍京剧。

2.学会表达内心情感。

教学准备：教师准备：京剧相关背景知识。

学生准备：1.预习本课词汇。

2.通过多渠道提前了解京剧相关知识。

教学过程：Step I学习理解活动一：感知与注意1. Write the title on the blackboard, and ask students answer the two questions:How would you introduce Beijing Opera to someone who doesn’t know about it?What are the main roles?2. Ask students to look at the photos and choose description for each role.(1) Instruct students to work independently and match the photos with the descriptions.(2) Discuss the answers as a class.3. Ask students a question.What do you know about the four main roles and Beijing Opera?【设计意图】通过标题和四个舞台角色的讨论，训练学生获取信息的能力，为后面的学习作铺垫。