(共29张PPT)
Words
and
expressions
Unit3
Under
the
sea
1.
学生能够了解本单元单词的基本用法。
2.
学生能够辨析易混淆词的用法，并能熟练运用。
3.
学生能够掌握重点难点词的拓展及其用法。
本节课为unit3
的单词和短语教学，单词本来是零散的，易混的，但是本节课运用了从点到线，从线到面的词汇教学方法，使重点难点单词成了容易掌握的单词块，单词串，从而实现了知识即词汇的重新组合，这一点也符合新的英语教学大纲的要求。
首先，用听本单元的单词录音进行导入，让学生从整体上感知下单词。然后，对重点单词进行讲解，既有对单词用法的拓展，又有对短语释义的延伸。讲解和巩固练习结合，让学生加深理解词汇用法并当堂掌握。而且，练习形式多样化，有翻译，有填空，有选择，从各个角度来对词汇关进行突破。
unit3
Words
and
expressions
2.
annual
annual
adj.
/n.
每年的,
一年一次的,
年刊,
年鉴
an
annual
event
一年一度的活动
an
annual
report
年度报告
annual
ring
年轮
annually
年年地,
每年地
2.Witness
①用作动词，意思是“亲眼看到”，如:
你亲眼看到那场事故了吗？
Did
you
________
the
accident?
witness
②witness
还可表示“作证”、“证明”，常用“witness
to
sth/doing
sth”例如：
他作证说他看到那个人进入大楼的.
He
___________
to
having
seen
the
man
enter
the
building.
witnessed
③
witness
还可以用作名词，表示“目击者”、“证人”，
她被传唤作被告证人。
She
was
called
as
a
_______
_______
.
defense
witness
④be
a
witness
to
….是…的目击者
bear
/
give
witness
to
sth为…作证
3.
accommodation.
1)
房间，住所
2)
lodgings,
rooms
and
food
膳宿（在英英中为不可数，在美英中为可数，常用复数）
accommodate
v.
accommodating
adj.
accommodator
n.
适应，调节
亲切的，易打交道的
调节者
4.
opposite…
adj.
相反的;对立的;
对面的;
相对的(常与to,
from
连用)
n.
相反的人或物
prep.
在….的对面
辨析:
opposite,
contrary
opposite
指‘‘位置,方向,
地位,
性质,
意义等对立的,相反的,”
e.g.
“True
and
false”
have
the
opposite
meaning.
contrary
指“两物朝相反的方向发展”,
含有“互相冲突,不一致”的意思.
eg.
Your
plan
is
contrary
to
mine.
5.
teamwork
team
n.队,组
vi.
协同工作
teammate
n.
队友
6.
flee
(fled,
fled)
vt.
逃避,
逃跑,
逃走
vi.消散,
逃,
消失
他杀死了仇敌,
逃往了国外.
⑴
He
killed
his
enemy
and
_______________.
flee
from
逃离某地,
逃脱
=
escape
from
=
run
away
from
翻译:
他们从着火的房子里逃出来了.
⑵
They
fled
from
the
burning
house.
fled
the
country
7
dragged
drag
:pull
sb./sth
along
with
effort
eg.
He
dragged
the
table
into
the
corner
drag
down
把人拖垮
drag
one’s
feet
故意拖延
drag
in
拉进去
drag
on
拖延，拉长
8.Depths
表示底层，
深处
The
depths
of
the
ocean
The
depths
of
the
jungle
The
depths
of
the
country
The
depths
of
winter
The
depths
of
one’s
heart
The
depths
of
despair
海洋深处
丛林深处
穷乡僻壤
隆冬
心灵深处
绝望的深渊
注意
1.
The
river
is
5
miles
long
and
2
meters
wide
.
=
The
river
is
5
miles
_____
______
and
2
meters
___
______
.
in
length
in
width
2.
deep
(adj.
＆adv.)
“深的,深,迟”,
指具体深度.
deeply
(adv.)
“
深深地”,带有感彩.
9.urged
urge
sb
to
do
sth
催促/怂恿某人做某事
urge
its
importance
强调其重要性
n.
迫切要求;强烈的欲望
an
urge
to
do
sth
10
reflect
(vt.
＆vi.)
反射,映射,思考
1)After
__________
for
a
time
,
he
decided
not
to
go
there
.
2)
The
mountains
_________
in
the
lake
were
very
beautiful
.
reflect
on
(upon)
仔细考虑,
思考
我要思考一下下一步该怎么做.
I
will
reflect
on
what
to
do
next
on
reflection
再三考虑
reflecting
reflected
11.
pure.
adj.
纯粹的，
无垢的，
清白的
e.g.
1)The
sweater
is
made
of
pure
wool.
2)The
air
in
the
forest
is
purer
and
cleaner
than
that
in
the
city.
短语:
pure
and
simple
完完全全的，十足的
By
____
coincidence
we
met
in
Beijing
for
the
second
time.
A.
pure
B.
purity
C.
through
D.
poor
A
12.be/
become
(well)
aware
of
/
that…
对…知道，明白；意识到
我希望在情况影响你前,你能察觉到。
I
want
you
to
be
aware
of
the
situation
before
it
affects
you.
我很清楚他就是我要求助的人。
I
am
well
aware
that
he
is
the
one
I
should
turn
to.
13
neat
neat
adj.
整齐的，匀称的，
好的（口语）
e.g.
Our
classroom
is
always
neat.
辨析：neat，
clean
二者都表示“整洁的”
区别在于：
neat：
侧重整齐的
clean:
侧重干净的
e.g.
She
keep
her
desk
neat.
The
school
is
very
clean.
14.
narrow
n.
狭窄部分,海峡,隘路
a.
狭窄的,精密的,有限的,勉强的,眼光短浅的
They
had
to
worm
their
way
through
the
narrow
tunnel.
他们得钻过狭窄的隧道.
He
was
narrow
-
minded
,we
shouldn’t
let
him
do
the
great
task.
短语：
a
narrow
escape
九死一生
in
a
narrow
sense
在狭义上
15.upside
down
(2)The
office
is
being
decorated,
so
everything
is
____________.
e.g.
Look
at
Jack.
His
jacket
is
________.
上下翻转的；颠倒的；乱七八糟的
upside
down
inside
out
inside
out
反了的，里外颠倒
(1)There
is
a
car
accident.
The
car
is
_________
upside
down
16.
…sucking..
suck
one’s
teeth
啧啧的不胜羡慕
suck
knowledge
into
one’s
mind
吸收知识
17.
sharp
…
sharp.
adj
锋利的，
锐利的
e.g.
He
cut
the
watermelon
in
two
with
a
sharp
knife.
1.My
grandfather
is
nearly
70
years
old,
but
his
mind
is
still
sharp.
2.Her
step
mother’
sharp
words
hurt
her
deeply.
3.There
was
a
sharp
rise
in
the
price
of
food
recently.
4.The
meeting
starts
at
three
o’clock
sharp.
敏捷的
刻薄的
急剧的
整点的
18.
tasty
(adj.)
“好吃的,可口的”=
delicious
→
taste
(
v.
＆
n.)
“吃，品尝,尝起来,味道”
This
is
a
________
meal
.
2)
The
cake
_________
sweet
,because
it
has
a
sweet
___________
.
The
patient
_______________
for
two
days
.
tasty
tastes
taste
hasn’t
tasted
19.scared
to
death
scare
to
death
吓坏了，吓得要死
starve
to
death
饿死
beat
sb
to
death
打死某人
sentence
sb
to
death
判某人死刑
be
tired
to
death
累极了
be
bored
to
death
烦透了
work
oneself
to
death
积劳而死
注意：
scare
to
death
中介词
to
表示到达某种结果。
类似的，
My
income
this
month
has
amounted
to
5000
dollars
.
She
tore
the
letter
to
pieces.
The
train
slowed
to
a
stop.
When
Mary
heard
the
story
of
the
hero,
she
was
moved
____
tears.
A.
at
B
.
to
C.
by
D.
with
B
20.
shallow
shallow
浅的，
肤浅的，
浅显的
2）His
paper
weren’t
published,
for
it
was
rather
shallow.
注意：深、浅
深度深浅：
deep
shallow
颜色深浅：dark
light
1）The
water
in
Picture
one
is
_____
while
the
water
in
Picture
Two
is
deep.
shallow
21.
boundary
n.
界限；
分界线
e.g.
The
line
is
the
boundary
of
playground
辨析：“边界”
boundary
，
border
boundary：主要指山，河流等形成的天然边
界线，多
指地图上的领土分界线。
border
主要指“边境得带”范围较广的地区。
e.g.
That
river
is
the
boundary
of
our
land
.
They
had
arrived
the
border
between
the
two
countries.
.(共18张PPT)
Grammar
The
use
of
v-ing
Unit
3
Under
the
sea
学生能够了解并掌握v-ing
形式的主动式和被动式。
学生能够了解并掌握V-ing
形式的完成式，及其对应的被动式。
本节课是关于动词V-ing
形式的语法课，设计意图是通过当堂讲解和练习来让学生掌握该语法的考点。
首先，通过让学生填表格导入新课，先让学生从形式上认识V-ing形式的一般式和完成式及其对应的被动形式。然后，逐个讲解v-ing
形式作主语，宾语，表语，定语等，并且讲练结合，当堂巩固。最后，课堂检测，既能让学生自我检测，又达到了整体上巩固语法的目的。
(not)
doing
(not)
being
done
(not)
having
done
(not)
having
been
done
V-ing
可作主语、宾语、表语、定语、状语和宾语补足语，但不能单独作谓语。
V-ing
形式表示的动作与主要动词同时发生或发生在主要动词之后，用其一般式;
V-ing
形式表示的动作在主要动词之前发生，用其完成时，在具体应用中也常以一般式代替完成式。
Raising
Being
killed
making
not
being
allowed
1).动名词和不定式都可以作主语，动名词作主语表示一般或抽象的多次性行为，不定式作主语往往表示具体的或一次性的动作。如：
Playing
with
fire
is
dangerous.
（泛指玩火）
To
play
with
fire
will
be
dangerous.
（指一具体动作）
2)V-ing形式和不定式都要有对称性;当主语是不定式时，表语也用不定式；反之，当主语是
V-ing
形式时，表语也用
V-ing
形式。
To
see
is
to
believe.
=
Seeing
is
believing.
talking
to
learn
e.g.
:
It
is
no
use
crying
over
spilt
milk.覆水难收。
It
is
+
adj.
+
(for
sb.
)
to
do
sth.
It
作形式主语,
只用V-ing,不用不定式。
3).It’s
no
use
(good)
doing
sth.
It’s
a
waste
of
time
doing
sth.
It
is
a
waste
of
time
___________
(talk)
to
him
.
It
is
important
for
me
_______________
(learn)
English
.
being
caught
joining
being
abandoned
surprising
being
discussed
working
reading
Being
asked
Working
singing
being
discussed
1)
He
hurried
home
,
looking
behind
from
time
to
time
.
2)
The
building
being
repaired
is
our
dormitory
.
---
V-ing
一般时和一般时的被动形式
1)
Having
lit
a
candle
,
she
went
out.
2)
Having
been
asked
to
stay,
I
couldn’t
leave
.
3)
Having
heard
this,
our
teacher
expressed
her
satisfaction
.
---
V-ing
的完成时和完成时的被动形式
_________
(turn)
to
the
right
,
you
will
find
the
place
you
want
.
2.
___________
(ask)
to
put
on
performance,
she
refused
.
3.
He
disliked
(interrupt)
in
his
experiment
.
4.
________
(learn)
new
words
is
useful.
Turning
Being
asked
Learning
being
interrupted
5.
_______________
(finish)
his
work
,
Henry
went
home
.
6.
I
apologize
for
________________(not,
wait)
for
you
.
7.
_________________
(not,
receive)
an
answer,
I
wrote
to
him
again
.
8.
____________________
(give)
such
a
good
chance,
you
should
catch
it
.
not
having
waited
Not
having
received
Having
been
given
Having
finished(共35张PPT)
Unit3
Using
Language
A
New
Dimension
of
Life
让学生能读懂文章的大意及细节，并能捕捉到题中的
相关的细节在文中的位置。
帮学生梳理文中的重点语言点的用法，并引导他们去
运用，并进行相关的拓展。
本节课是unit3
Under
the
sea
的第二篇小课文，设计的意图主要是让引导学生对本文中的大意及细节问题进行准确处理，除此之外，对文中的重点考点及其延伸做必要恰当的处理，做到拓展有度，拓展有据，也就是根据考纲进行补充，使这节课的英语教学不局限于课本，但又不超越大纲。
首先，用和creatures
in
the
sea的
相关的图片导入，引发并激起学生的兴趣，从而自然的过度到Fast
Reading
。
其次，让学生listen
to
the
text,然后填好表格，从而达到了听读结合的目的。总之，任务型阅读法教学帮学生更深层次的理解了课文。本文的语言点教学部分，有
解释，有拓展，讲练结合，实现了重点语言点的突破。
How
many
creatures
do
you
know
live
under
the
sea?
Let’s
enjoy
the
wonderful
world
under
the
sea!
coral
Dolphins
海豚
Shark 鲨鱼
Angel
fish天使鱼
Anemone
fish
parrotfish
鹦鹉鱼
sea-turtle
海龟
White
whale白鲸
Killer
whale虎鲸
sea
horse
海马
clam
蛤
Sea
Star海星
Fast
reading
1.Glance
quickly
through
the
diary
entry
on
the
previous
page
and
then
number
the
paragraph
topics
in
the
correct
order.
Topic
Paragraph
number
Colours
and
shapes
Dangers
Reflecting
The
reef’s
edge
A
final
thought
Some
sea
creatures
2
4
1
5
6
3
2.主旨大意
In
the
diary,
the
author
mainly
wants
to
tell
us
that____.
A.
what
he
saw
in
the
sea
B.
how
the
fish
eat
in
the
sea
C.
the
vivid
colors
in
the
sea
D.
all
the
plants
in
the
sea
are
poisonous
A
Careful
reading
3.Were
there
more
delights
than
dangers
when
snorkeling?
Listen
to
the
tape
,list
them
and
decide
for
yourself.
Using
language-Reading
and
discussing
Delights
Dangers
1.
Seeing
such
extraordinary
beauty
under
the
waves.
2.
Seeing
so
many
different
kinds
of
fish
3.
Exporing
small
caves
under
the
sea.
1.Poisonous
fish
2.Getting
lost
In
small
caves
3.Being
attacked
by
sharks
4.Complete
these
noun
groups
from
the
diary
entry.Note
the
use
of
adjectives.
1.___________________
air
2.___________________
seaweed
3.____________________mouth
4.____________________
sea-slug
5.____________________
turtle
6.____________________
teeth
7.____________________
lips
8.____________________
reef
sharks
Warm
night
the
waving
long
thin
hard
bird-like
a
yellow-spotted
red
a
large
wise-looking
Strong
sharp
thick
green
two
grey
Comprehending
5.Find
the
adjectives
in
Exercise4
that
go
Under
these
headings.
What
do
you
notice
About
the
order
of
these
adjectives
in
the
noun
groups
in
Exercise3?
number
size
colour
pattern
two
thick;
large
yellow
green
grey
bird-like
spotted
如何记忆形容词的排列顺序?
英语中表示修饰的形容词又是该如何排列的呢?
多个形容词连用
主观看法
大小形状
新旧温度
颜色
国籍
材料
kind
large
old
red
Chinese
wooden
fine
small
new
blue
Canada
stone
good
round
young
yellow
Japan
silk
sick
long
hot
brown
English
gold
1.
Mary给了我一个实用的大的棕色木盒子.
Mary
gave
me
a
useful
big
brown
wooden
box.
2.一幢高大的白色建筑物
a
tall
white
building
记忆口诀：县官行令杀国材
县官
行
令
国
杀
材
请根据形容词排列规则完成以下练习：
1．She
has
a
___________________
jacket．
(leather,
brown,
beautiful)
2．He
has
a
______________________
car.
(American，long，red)
3．They
live
in
a
_________________
house.
(old,
beautiful)
4.
She
has
a
___________________
jumper.
(woolen,
lovely,
red)
beautiful
brown
leather
long
red
American
beautiful
old
lovely
red
woolen
1…they
were
shaped
like
fans,….
shape
vt.
塑造，成形，形成，
发展。
e.g.
She
shaped
the
clay
into
several
different
dolls.
辨析：
shape
,
form
作动词表‘‘使……成形”之意时常可互用，但是
shape
多用于有形之物的成形；form
用于无形之物
的
成形。
eg.
A
plan
began
to
form
in
his
mind.
A
horseshoe
was
shaped
on
an
anvil.
一块马蹄铁在铁砧上被打成。
shape.
N.
形，形状；模样；
情况，状况；体现，具体化
e.g.
His
business
has
been
in
bad
shape.
He
gave
shape
to
his
ideas.
他将他的观念具体表现出来。
in
the
shape
of
…
呈……形状，装扮成……模样
take
shape
成形，
实现
out
of
shape
不成形，身体不佳
e.g.
1)The
cloud
was
in
the
shape
of
a
horse.
2)a
spy
in
the
shape
of
journalist
3)
His
poetical
works
are
beginning
to
take
shape.
——
How
is
your
father?
___
He
is
_______
,that
is,
fine.
A.
good
B.
in
good
shape
C.
out
of
shape
D.
shape
B
2.from
behind
这两个词都是介词，属介词的叠用。
类似的：
He
drew
his
case
from
under
the
bed.
His
father
didn’t
return
home
until
after
the
war.
A
voice
came
from
above
the
tree.
3.for
a
moment
=for
a
while
一会儿
e.g.
please
wait
for
a
moment.
for
the
moment
暂时，
目前
at
the
moment
此刻(用于现在时态）
那时（用于过去时态）
in
a
moment
立即，
立刻
the
moment
=
as
soon
as
一…就…
The
classroom
is
big
enough
____,
but
we’ll
have
to
move
if
we
have
more
students.
A.
for
the
moment
B.
on
the
moment
C.
in
a
moment
D.
the
moment
A
4…but
where
the
reef
ended,
there
was
a
sharp
drop
to
the
sandy
ocean
floor.
where
引导的是状语从句
有志者事竟成。
We
should
go
where
we
are
needed.
(2)
We
should
go
to
the
pace
where
we
are
needed.
Where
there
is
a
will,
there
is
a
way
状语从句
定语从句(共37张PPT)
培养学生阅读能力和技巧，skimming,
scanning,
summarizing等，并能快速的锁定所需的信息范围。
2.
使学生更好的了解海底生物，热爱生物，保护海洋环境。
本节课是unit3
under
the
sea
的第一篇课文，设计的意图主要是通过任务型阅读，培养学生的阅读能力，即泛读和精读的能力，并能根据不同的题型选用不同的阅读方法。
首先，用海底生物的图片法进行导入，激发学生的学习兴趣，从而自然过度本文的主题。其次，在新课讲授环节，设置了多样的题型训练学生的阅读技巧。Discussion
环节，同学之间的讨论，增强了人际沟通能力，
同时也提高了自身的口语表达能力，这也是新课标的重要任务之一。
Have
you
seen
plants
and
animals
that
live
under
the
sea?
Let’s
enjoy
some
beautiful
pictures.
at
an
aquarium
on
a
boat
tour
in
films
on
TV
nature
programs
on
the
internet
Where
can
you
see
them?
in
books
on
a
snorkelling
trip
Watch
the
photos
and
try
to
write
down
the
name
of
the
animal
or
the
plant
in
your
exercise
books.
white
whale
shark
Sea
star
海星
jellyfish
水母
Dolphin
海豚
Turtle
海龟
Coral
珊瑚
eel
海鳗
lobster
龙虾
shark
鲨鱼
Do
you
know
about
whales
?
such
as
sharks
鲨鱼
the
baleen
whales
须鲸
the
killer
whales
虎鲸
Shark
鲨鱼
killer
whales
baleen
whales
What
do
you
think
is
happening
in
the
picture
?
Killer
whales
are
attacking
a
baleen
whale
with
whalers
waiting
by
in
their
boat,harpoon
at
the
ready.
Reading
Old
Tom
the
killer
whale
Clancy
A
whaler
Anecdotes
At
the
beginning
for
the
20th
century
Australia
The
killer
whale
help
people
to
kill
baleen
whale
Writer
Vocation
Style
time
Place
Main
idea
Ⅰ.Read
the
passage
and
then
fill
in
the
form
1._________
was
16
years
of
age
when
he
went
to
work
at
the
whaling
station.
2.
_______
ordered
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.
Clancy
Old
Tom
George
Ⅱ.
Write
down
names
and
know
what
they
did?
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.
James
Red
Jack
Ⅲ.
Get
the
main
ideas
of
the
two
anecdotes.
The
first
anecdote
describes
a
hunting
experience
about
how
the
killer
whales
helped
the
whalers
to
hunt
a
whale.
The
second
one
tells
about
how
a
killer
whale
protected
and
saved
James,
a
whaler.
Listen
to
the
tape
and
answer
the
following
questions:
Old
Tom
the
killer
whale
1.
what
evidence
was
there
that
Old
Tom
was
helping
out
the
whalers?
2.
what
other
animals
did
the
author
compare
the
killer
whales
with?
Old
Tom
let
the
whalers
know
that
there
was
a
baleen
whale
nearby;
he
showed
them
the
way
to
the
whale
Dogs
3.
“The
killers
started
racing
between
our
boat
and
the
whale
just
like
a
pack
of
excited
dogs.”
why
do
you
think
the
killer
whales
behave
like
this?
Because
they
knew
that
,
together
with
the
whalers,
they
would
soon
kill
the
baleen
whale
and
get
a
good
meal.
4.
why
did
George
think
that
the
killer
whales
worked
as
a
team?
Because
he
could
see
that
some
of
the
killers
were
throwing
themselves
on
top
of
the
whale`s
blow
hole
while
others
were
preventing
it
from
fleeing
out
to
sea.
5.
why
do
you
think
the
whalers
allowed
the
killer
whales
to
drag
the
whale
under
the
water
to
feed
on
its
lips
and
tongue?
6.why
did
the
whalers
return
home
without
the
whale’s
body?
Because
they
knew
the
Killer
Whales
would
leave
the
rest
of
the
body
to
them
Because
the
body
would
not
float
to
the
surface
until
about
24
hours
later
Why
are
the
animals
under
the
sea
becoming
fewer
and
fewer?
What
can
we
do
to
protect
them?
Possible
answers:
1.Reasons:
(1)
Living
pollution
and
industrial
pollution
(2)
Human
hunting
(3)
Global
warming
(4)
The
missing
of
the
sea
(5)
The
killer
whale
2.Methods:
(1)
Stop
palling
polluting
things
into
the
sea
(2)
Plant
more
trees
on
the
sea
shore
(3)
Protect
environment
(4)
Increase
the
reproduction
of
sea
animals
(5)
Control
the
number
of
the
killer
whale
(6)
Ban
human
hunting
(7)
Arouse
people’s
attention
Bye
bye
!
