Unit3《UndertheSea》教案1（人教版選修7）

Unit3Underthesea

I.單元教學(xué)目標(biāo)

技能目標(biāo)SkillGoals

ARetellastoryandmakeitintoaplay

▲Readastoryanddescribetherelationshipbetweenanimalsandhumans

AReviewthePassiveVoice(2)(includingthe-ingform)

▲Writeaparagraphtocomplainpolitelybasedondialoguesaboutblameand

complaint

n.目標(biāo)語言

Blameandcomplaint

I'msorrybut...

功I'mafraid...

能That'snotgoodenough.

句I'mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...etc)

式I'mnotfeeling(happyabout/satisfiedwith...etc)

rdliketotalktothemanager.

rdlikeafullrefund.

That'snogoodforme.

I'dlikearefund,please.

1.四會詞匯

anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,

depth,lip,tongue,abandon,relationship,rent,seaside,net,dimension,

詞reflect,pure,magic,beauty,cell,aware,vivid,poisonous,cave,narrow,

匯sharp,tasty,scare,shallow,entry,boundary,Antarctic,awesome,seal,

pension,pensioner

2.認(rèn)讀詞匯

snorkel,aquarium,Clancy,baleen,baleenwhale,migration,oar,blow-hole,

harpoon,meantime,overboard,flipper,turtle,lettuce,horn,anemonefish,

tentacle,seaanemone,sea-slug,stripe,striped,eel,giant,clam,leap,refund

3.詞組

aheadof,inthemeantime,helpout,be/becomeawareof,upsidedown,

(be)scaredtodeath,theAntarctic,sortout,throw...outof,beabouttodo,

headout,fleeout,aimat,floatup,washoff,holdup

4.重點(diǎn)詞匯

anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,

seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,

Antarctic,awesome,pension

RevisethePassiveVoice(includingthe-ingform)

結(jié)Clancydidn'tmindbeingtoldwhattodo.

構(gòu)BeingheldupinthewaterbyOldTom,Jameswasconfidenthewould

survive.

1.Withoutpausingwejumpedintotheboatwiththeotherwhalersand

headedoutintothebay.P20

2.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofabout

重sixotherkillers.P20

點(diǎn)3.ThefirstthingIbecomeawareofwasallthevividcolourssurrounding

句me...P24

4....theyellowandgreenparrotfishhangingupsidedown,andsucking

tinyplantsoffthecoralwithitshardbird-likemouth...P24

6.1toldmyselftheyweren'tdangerousbutthatdidn'tstopmefromfeeling

scaredtodeathforamoment.P24

m.教材分析和教材重組

i.教材分析

本單元以大自然中的海底世界為話題，以談?wù)摵５资澜绲膭又参餅榍腥朦c(diǎn)，

讓學(xué)生在交流中發(fā)現(xiàn)和了解大自然的奇妙和美麗；通過閱讀奇聞故事，使學(xué)生從

一個(gè)側(cè)面了解人類與動物的關(guān)系；一篇與海底動植物相處的感受的日記，把學(xué)生

帶入人與自然和諧相處的美好境界。

本單元用梯次遞進(jìn)的方式讓學(xué)生運(yùn)用已有的自然知識、親身體驗(yàn)、所掌握的語言

知識和技能，在閱讀、聽新聞和專家評述、討論、寫故事、編劇本、排練演出等

多項(xiàng)語言功能運(yùn)用的過程中，深入學(xué)習(xí)、了解海洋動植物和大自然，并學(xué)習(xí)用英

語表達(dá)對它們的感受、關(guān)切和熱愛，從而在學(xué)習(xí)和運(yùn)用語言的同時(shí)，強(qiáng)化對海洋

生物和大自然的保護(hù)意識。本單元實(shí)現(xiàn)了語言學(xué)習(xí)和傳播先進(jìn)思想的完美統(tǒng)一。

1.1WarmingUp設(shè)計(jì)了兩個(gè)活動。第一個(gè)活動用兩個(gè)提問直接導(dǎo)入本單元的

中心話題，也是學(xué)生最感興趣的話題一一海底動物和植物，要求學(xué)生以互相交流

的方式更多地了解海底世界。緊接著是小組活動，要求學(xué)生將已知的海洋動植物

列表歸納，并談?wù)撟约鹤钕矏鄣暮Ｑ髣游锘蛑参铩＿@一部分的設(shè)計(jì)為下一步的課

文學(xué)習(xí)以及后邊的聽、說、讀、寫在內(nèi)容方面打下了伏筆。

1.2Pre-reading是Reading文圖并茂的內(nèi)容簡介。“虎鯨幫助捕鯨人在每年須

鯨遷徙時(shí)捕捉須鯨”的奇聞軼事會立刻激起學(xué)生的閱讀興趣。

1.3Reading是一篇題為"OldTomtheKillerWhale”的故事，其中包括兩篇

關(guān)于虎鯨的奇聞軼事。第一篇講虎鯨如何幫助捕鯨人捕捉須鯨，過程奇妙有趣。

第二篇講虎鯨如何從鯊魚群中救出捕鯨人，情節(jié)驚險(xiǎn)感人。學(xué)生通過對課文的閱

讀理解，會由衷地感激這些可愛的海洋動物對人類忠實(shí)的幫助和巨大的貢獻(xiàn)，同

時(shí)習(xí)得閱讀故事的技能。

1.4Comprehending設(shè)計(jì)了根據(jù)課文內(nèi)容描述OldTom和捕鯨人的關(guān)系，旨在

引導(dǎo)學(xué)生在閱讀理解的基礎(chǔ)上進(jìn)行再創(chuàng)造。第二題根據(jù)課文回答問題，其目的是

評價(jià)學(xué)生對文章的理解程度。第三項(xiàng)是小組討論，中心論題一一你是否同意禁止

捕鯨一一直擊本單元思想內(nèi)容主題一一環(huán)境和動物保護(hù)。整個(gè)活動設(shè)計(jì)梯次分

明，思想教育意義和語言學(xué)習(xí)意義兩條線共同逐步深入，以達(dá)到閱讀理解的最佳

效果。

1.5LearningaboutLanguage分為詞匯和語法兩項(xiàng)。詞匯部分幫助學(xué)生學(xué)習(xí)用

適當(dāng)?shù)男问胶鸵饬x使用詞匯和短語，旨在培養(yǎng)學(xué)生運(yùn)用英語詞匯和短語的能力。

語法項(xiàng)目是復(fù)習(xí)動詞-ing形式的被動語態(tài)。要求學(xué)生用正確的-ing形式完成單句

填空和補(bǔ)全句子來操練這一語法項(xiàng)目。-ing形式的被動語態(tài)在語法學(xué)習(xí)中是個(gè)難

點(diǎn)，教師可以在此基礎(chǔ)上做些拓展性和鞏固性的練習(xí)設(shè)計(jì)。

1.6UsingLanguage是一個(gè)綜合性學(xué)習(xí)項(xiàng)目，包括“閱讀與討論”、“討論與寫

作”、“說話與寫作”?！伴喿x與討論”的主體是一篇與海底動植物相處的感受

的日記，其后設(shè)計(jì)了四個(gè)活動環(huán)節(jié)：速讀選擇信息；細(xì)節(jié)列表；詞匯學(xué)習(xí)；語法

學(xué)習(xí)（形容詞連用）?！坝懻撆c寫作”共有兩項(xiàng)任務(wù)：一是讓學(xué)生以小組活動的形

式討論所給出的日記中的描述性詞語的意思和描述方式；二是讓學(xué)生用上其中

三、四個(gè)短語寫一小段描寫一個(gè)地點(diǎn)的一種動物或植物的短文。這種分類描寫的

方式非常有利于對學(xué)生的寫作訓(xùn)練和指導(dǎo)。“讀、聽、說”共設(shè)計(jì)了五項(xiàng)活動：

第一項(xiàng)是在“聽”之前閱讀一則觀鯨旅游的廣告并就此討論有關(guān)問題；第二項(xiàng)是

聽一段對話選擇答案；第三項(xiàng)在重聽一遍的同時(shí)，記下與廣告不符的情況；第四、

五項(xiàng)的聽力重點(diǎn)在詞匯上，練習(xí)的內(nèi)容是完成所聽的句子和填上所缺的詞。所有

“讀、聽、說”的活動層次清晰，內(nèi)容連貫，實(shí)際上都在為完成下一步“寫”的

任務(wù)積累素材和提供示范?！罢f話與寫作”的中心任務(wù)是本單元寫作練習(xí)的主題:

對某事或某人以禮貌的方式責(zé)備和抱怨。該部分提供了表示“責(zé)備和抱怨”的習(xí)

慣用語和三種情境，要求學(xué)生運(yùn)用所給的詞語先進(jìn)行對話練習(xí)，然后再把對話內(nèi)

容寫下來。這種寫作練習(xí)設(shè)計(jì)能使學(xué)生體會到語言的鮮活、生動和實(shí)用，有利于

發(fā)揮他們的寫作積極性。

2.教材重組

2.1Pre-reading,Reading,Comprehending是一個(gè)整體，而第一部分Warming

Up的話題內(nèi)容又與Reading一致，因此將這幾部分整合在一起，設(shè)計(jì)成一節(jié)“閱

讀課”。

2.2LearningaboutLanguage中的兩項(xiàng)活動（詞匯和語法）和Workbook中的

USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES內(nèi)容一致，

整合起來設(shè)計(jì)成一節(jié)“語言學(xué)習(xí)課”。

2.3將UsingLanguage中的聽力部分（P25Reading,discussingandlistening）

與Workbook中的LISTENINGLISTENINGTASK整合為一節(jié)“聽力課”；由于

Workbook中TALKING的任務(wù)是談?wù)撉懊鎯蓚€(gè)聽力內(nèi)容的，所以將此項(xiàng)任務(wù)也

加進(jìn)這一課時(shí)。

2.4將UsingLanguage中的Readinganddiscussing以及其后的四項(xiàng)練習(xí)與

Workbook中的READINGTASK以及其后的兩項(xiàng)練習(xí)整合在一起，上一節(jié)''泛

讀課”。

2.5將UsingLanguage中的Speakingandwriting(P26)與WRITINGTASK,

SPEAKINGTASK整合成一節(jié)“交流寫作課”。

注：本單元“說”的任務(wù)分別體現(xiàn)在“聽、寫、讀”等各項(xiàng)活動中，因此沒

有單獨(dú)設(shè)計(jì)“口語課二

3.課型設(shè)計(jì)與課時(shí)分配

1stPeriodReading

2ndPeriodLanguagestudy

3rdPeriodListening

4thPeriodExtensivereading

5thPeriodCommunicationandwriting

IV.分課時(shí)教案

TheFirstPeriodReading

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語言

a.重點(diǎn)詞匯和短語

anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,

tongue,abandon,relationship,aheadof,inthemeantime,helpout

b.重點(diǎn)句子

Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowing

itselfoutofthewaterandthencrashingdownagain.P20

Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutinto

thebay.P20

Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixother

killers.P20

Andthoseothersarestoppingitdivingorfleeingouttosea.P20

IttookoverhalfanhourtogettheboatbacktoJames...P21

2.Abilitygoals能力目標(biāo)

EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatsea

plantsandanimalsarepartofhumanbeings9life.

3.Learningabilitygoals學(xué)能目標(biāo)

HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansof

makingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsand

humansthroughreading.

Teachingimportantpoints教學(xué)重點(diǎn)

HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals9

loyaltyandhelptohumanbeings.

Teachingdifficultpoints教學(xué)難點(diǎn)

Analyzethestructureofsomesentences;

Summarizethemainideaofeachparagraphaswellasthetext.

Teachingmethods教學(xué)方法

Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;

Fast-readingandcareful-readingmethods;

Thinkingandsummarizingmethods.

Teachingaids教具準(zhǔn)備

Arecorder,aprojectorandsomeslides.

Teachingprocedures&&ways教學(xué)過程與方式

StepIWarmingup

T:Goodmorning/afternoon,everyone!

Ss:Goodmorning/afternoon,Sir/Madam!

T:Haveyouseenplantsandanimalsthatliveunderthesea?Anddoyoulikethem?

Ss:Yes.Theyareverybeautifulandlovely./Someareuglyanddangerous./1like

themverymuchwhethertheyarebeautifulorugly./Yes,theyareverynice...

T:Mm,Isee.Butwheredidyouseethem?

Ss:Atanaquarium./Inthetunnelunderthesea./Inthezoo./OnTV,theprograms

abouttheseaanimals./OntheInternet.Ihaveseenalotofpicturesaboutthesea

animalsandplants...

T:Verygood.Yousee,yoursightofseaanimalsislimited.Doyouwanttoknow

moreaboutthem?

Ss:Yes!Verymuch!Buthow?

T:Nowyoucantalktoeachotherinpairsabouttheseaanimalsandplantsyou've

seenbeforetoenrichyourknowledgeofthem.UsethelistonPage19tohelpyou.

TheSsbegintotalkabouttheplantsandanimalsundertheseathey'veseenbefore

andtheteachercanwalkaroundtoseewhattheyaretalkingabout.Afterthatthe

teachercanasktwoorthreepairstoacttheirdialoguesout.

Possibledialogue1:

Sa:Lastsummerholiday,IwenttoHainanProvincewithmyparents.TherewhenI

wasonmysnorkellingtrip,Isawmanykindsofbeautifulfishunderthesea.They

havesorichandfreshcolorsthatIcouldn'tbelievemyeyes.

Sb:Doyouknowtheirnames?

Sa:No.Solargevarietyofcolorfulfishthattheymademeastonished.ButIcould

hardlycallasinglenameofthem.MaybeIsawseaanemones,whichliveonrocks

andlooklikeflowers.

Sb:Haveyouseenanythingspecial?

Sa:Yes.Isawsomecorals,realandlivingcorals.Youknowtheredoneisthemost

beautiful.

Sb:Red?I'veonlyseenwhiteonesindecorationshops.Ilikeitsfantasticshapes.But

Idon'tknowtherearesomeredones.

Sa:Besidesredones,therearepurple,yellow,blue,pinkones.

Sb:Oh!That'swonderful!Howluckyyouare!Ilikeseaanimalsandplantsvery

muchbutIhaven'tseenthemundertheseawithmyowneyes.Tveonlyseenthemon

TVprogramsandinsomefilmsaboutlivingthingsunderthesea.

Sa:Whenwecanearnenoughmoneybyourselves,thefirstholidaytripwouldbe

goingonasnorkellingtrip.

Sb:It'sago!

Possibledialogue2:

Sa:OnceIsawmanyturtlesintheAquariumofShanhaiguan.Someweresolargethat

theycouldn'tmoveveryfast.Twoorthreeofthemhadhardhornsontheirlegs.Itis

saidtheymusthavelivedatleastoverthreehundredyearsbeforetheyhavethiskind

ofthing.

Sb:Really?I'veneverheardaboutthat.IhavebeentoShengyaOceanWorldin

Dalian.Isawsomelargeturtlesbutdidn'tfindthatkindofones.

Sa:Youmusthaveseenmanyfish,right?

Sb:Certainly!Alargenumberofanimalsandplantsunderthesea.

Sa:Tellmemore,please.

Sb:Someeels,fbrexample.Theywerelongandthinwithsharpteethandswamvery

quickly.Smallsharksinwhite-greycolorswamingroupsaroundthediver.Theywere

activeandseemednevertostop.Theexplainertoldusthatonlyafewkindsofsharks

mightattackpeople.Therewerealsofatsealions,yellowandgreenparrotfish,

blue-stripedangelfish,seahorses一theywereverysmall,floatinguprightinwater,

seastarsinmanycolorsandsoon.Therewerealsosomeseaplantssuchaskelp.

Sa:That'swonderful.Tilaskmyparentstotakemetherenextsummerholiday!

T:Verygoodjob!Youmakemeknowmoreaboutthelovelyseaanimals.Wouldyou

likemetoshowyouaroundtheworldunderthesea?

Ss:Hun*ay!Wecouldn'twaitanymore!

T:Butremember,afteryou'veseeneachbeautifulcreaturewithoutnamemarked,you

musttrytowritedownthenameoftheanimalortheplantinyourexercisebooks,

threeofyouwillbeaskedtowritethenamesontheblackboard.Whoeverwritesthe

namesmostquicklyandaccuratelywillgetasmallgift.Clear?

ShowpicturesofseaplantsandanimalsonthescreenandasktheSstodothe

spellingjob.Ifpossible,ashortvideoabouttheworldunderseawouldbebetter.

(Cl)(II)

(OI)(6)

(8)

(13)(14)

Namesoftheseseaanimalsandplants:

(1)whitewhale白鯨(2)anemone?？?/p>

(3)seastar海星(4)shark鯊魚

(5)coral珊瑚(6)butterflyfish蝴蝶魚(7)seahorse海馬

(8)turtle海龜(9)parrotfish鸚嘴魚(10)kelp海帶

(11)eel海鰻(12)angelfish天使魚

(13)anemonefish?？~(14)dolphin海豚

T:Aren'ttheybeautiful!Ithinkyou'veknownmoreaboutseaanimalsandplants.

Now,let'sworkingroupsoffour,makingalistaboutwhatyouhaveknownabout

themtocollecttheinformation.Drawaformlikethisandthenfillinit.Showthe

followingformonthescreen.AftertheSshavefinished,showafulfilledoneasa

summary.

NamePlantsandanimalsWhereyouFavouriteone

you'veseenunderthesawthem&why

sea

LiHuadolphins,flyingfish,Onaboatdolphins:cleverand

kelps,algae,whitebait...tourfriendlytopeople

WangXixiturtles,seahorses,seaAtansealion:clever

lion,sharks,whitewhale,aquarium&canplaygame

seals...

WangXixiflatfish,ling,coral,kelps,OnTVandcoral:colourfulandin

algae,eels,clams,infilmscharmingshapes

sea-slugs,whales,crabs,kelps:tastyandnutrient

shrimps,cuttlefish,seas

rats,seals,whalessharks,

whelks,elephantseal,

anemone,seajelly...

JianPingparrotfish,angelfish,Onabutterflyfish:

eels,coral,kelps,turtles,snorkellingbeautifulincolors

scallops,clams...trip

StepIIPre-reading

LettheSstalkaboutthepictureinPre-readingandgetthempreparedforthereading

passage.

T:NowlookatthepictureinPre-reading.Whatcanyouseeandwhatdoyouthinkis

happeninginit?

S:Inthepicturewecanseeahugefish,fromthewaterspurtedoutoftheblow-hole

onitsheadwecanknowitmustbeawhale.Therearesomebigfishrunningafterit.

Theyarehavingafight,Iguess.

S:Thereisasmallboatnotfarfromthewhale.Thepeopleontheboatmightbe

huntingwhales.Iheardofitbefore.

T:Ifyouwanttouncoverthepuzzle,readthewordsontheleftsideofthepicture.

Afterashortwhile.

T:Whatdoesanecdotemean?Haveyougotitsmeaningfromthedictionary?

S:Itmeansashortstorybasedonyourpersonalexperience.

T:Right!Sowhatarethemaincharactersofthestory?

S:Whalers,killerwhalesandbaleenwhales.

T:Butwhatistherealnameofthekillers?Andhowdidtheyhelpthewhalerstocatch

thebaleenwhales?Let'sreadthetextandfindtheanswers.

StepIIIReadingcomprehending

Inthisstep,theSswillreadthetextanddealwiththecomprehendingexercises.

Skimming

LettheSsskimthetextandgetthemainideasofthetwoanecdotes.

Afterskimming.

T:WhoisOldTom?Whatisthefirstanecdoteabout?

S:OldTomisthenameofkillerwhales.Thefirstanecdotedescribesahunting

experienceabouthowthekillerwhaleshelpedthewhalerstohuntawhale.

T:Good!Howaboutthesecondone?

S:IttellsabouthowakillerwhaleprotectedandsavedJames,awhaler.

Scanning

LettheSsdoscanningandfindtheanswerstothequestionsinExercise2.

T:First,gothroughthequestionsinExercise2onPage21,andthenIwillgiveyou

severalminutestodoscanning.

Afewminuteslater,guidetheSstodopairwork(asfollows),whiletheteachercan

walkaroundtoseeiftheyhaveanyproblemstodealwith.

Sa:WhatevidencewastherethatOldTomwashelpingthewhalersout?

Sb:OldTomwasswimmingbytheboat,showingusthewayandleadingustothe

hunt.GeorgestartedbeatingthewaterwithhisoarandtherewasTom,circlingback

totheboat,leadingustothehuntagain...

Thenasksomepairstoaskandanswerthequestionsbeforeclass.

T:Verygood!NowcloseyourbooksandweHllistentothetapeofthistext.Takeout

apieceofpaper.Lookatthescreen,whileyouarelistening,payattentiontothe

wholestoryandtrytowritedownthemissingwordsinthesentencesaccordingto

whatyouhear.Areyouready?

Showthefollowingsentencesonthescreen.(Thesentencesaregivenwithblanks.)

1.1thought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyown

eyesmanytimes.

2....asIwassortingoutmyaccommodation,Iheardaloudnoisecomingfromthe

bay.

3.Werandowntotheshoreintimetoseeanenormousanimalthrowingitselfoutof

thewaterandthencrashingdownagain.

4.“Comeon,Clancy.Totheboat,"Georgesaidasheranaheadofme.

5.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixother

killers.

6.Andthoseothersarestoppingitdivingorfleeingouttosea.

7.Withinamomentortwo,itsbodywasdraggedswiftlybythekillersdownintothe

depthsofthesea.

8.Inthemeantime,OldTom,andtheothersarehavingagoodfeedonitslipsand

tongue.

Afterplayingthetape,asksomeonetospelloutthewordsorwritethemdownonthe

Bbtochecktheirlisteningandspellingtasks.Atlast,showtheanswersonthescreen.

StepIVDiscussion

DealwithExercise3inComprehending.LettheSsworkingroupsanddosome

discussion.

T:Lookatthetitleofthistext:OldTomtheKillerWhale.WhoisOldTomandwhat

isspecialaboutit?

S:Itisakillerwhale!It'stheheadofthekillerwhaleteam,Ithink.

S:Maybeitisthemostcleverandpowerfuloneintheteam.

T:Nowingroups,discusstherelationshipbetweenOldTomandthewhalers.Then

discusswhatotheranimalshelpouthumansinhunting.

Asampledescription:

Sa:OldTomishonestandhelpfultothewhalersandthewhalersareverykindtoOld

Tomanditsgroup,too.They9rejustlikegoodfriends.

Sb:Ithinkso.MaybeOldTomandotherkillershavebeentrainedbythewhalers,just

likehuntingdogs,theygetonwellwiththewhalers.Ineverydaylifetheytakecareof

eachotherandinanemergency,theyhelpeachother.

Sc:Speakingtohuntingdogs,Ithinktheyarethemosttypicalanimalsthathelpout

humansinhunting.Uponmeetingthequames,theyareveryexcitedandlistento

theirmastersverywelltohuntforthem.Ifthereisagroupofdogs,theymaywork

togethertilltheyhelpthemastercatchthequarnes.Thentheywillbeveryhappyand

comebacktothemastertoreporttheirsuccess.That'sveryinteresting.Andiftheir

masterisindanger,theywillrushuptorescuehim.Therearemanymovingstoriesof

thiskind.

Sd:Yes.Afterreadingthetext,wecanlearnmoreabouttherelationshipbetween

humansandanimals.Humansandanimalsshoulddependoneachotherandbekind

toeachother.Onlyinthatway,cantheworldbemoreharmoniousandbeautiful.

Dealwithsomelanguagepoints.

StepVHomework

T:Asamatteroffact,whalesarenowanendangeredanimal.Manypeoplearetrying

toprotectthemfrombeinghunted.ThelastwhalingstationinAustraliaclosedin

1978.Butsomecountriesopposetheban.Andtherearestillpeoplewhohuntwhales.

What'syouropinion?Areyoufororagainstthebanningwhaling?Considerthe

problemcarefullyandwe'llhaveadiscussiontomorrow.Good-byeeveryone!

TheSecondPeriodLanguagestudy

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語言

a.重點(diǎn)詞匯和短語

depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,be

awareof,reflecton,pure,upsidedown,scaretodeath

b.重點(diǎn)句子

Jameswasafraidofbeingattackedbysharks.P23

Thechildrenenjoyedbeingtakentotheaquarium.P23

2.Abilitygoals能力目標(biāo)

RevisethePassiveVoiceofthe-ingform.

Learntousesomenewwordsandphrases.

3.Learningabilitygoals學(xué)能目標(biāo)

HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone^^formby

practicingandsummarizing.

Teachingimportantpoints教學(xué)重點(diǎn)

ThePassiveVoiceand“beingdone^^usedasobject,attributeandsoon.

Teachingdifficultpoints教學(xué)難點(diǎn)

HelptheSstomastertheusageofthePassiveVoiceand“beingdone"structure.

Teachingmethods教學(xué)方法

Concluding,summarizingandpracticing.

Teachingaids教具準(zhǔn)備

Aprojectorandacomputer.

Teachingprocedures&ways教學(xué)過程與方式

StepIRevision

T:Goodmorning/afternooneveryone!

Ss:Goodmorning/afternoon,Sir/Madam!

T:Attheendoflastperiod,youwereaskedtothinkabouttheinternationalbanon

whaling.Areyouforitoragainstit?Nowlet'sworkingroupsoffouranddiscussthe

reasonsforandagainstbanningwhaling.

WhiletheSsarehavingdiscussion,walkaroundtoseeiftheyaregettingonwellwith

thejob.Whentheyhavefinished,asktheSstospeakouttheirgroup9sopinionsand

reasons.

Possiblediscussion:

Sa:Ithinkit'simportanttoprotectwhales.Afteralongtimehunting,thenumberof

whaleshaslargelydecreased.Ontheotherhand,withthedevelopmentofindustry,

theseahasbeenseriouslypollutedandthepollutionhaskilledmanywhales.

Sb:Yes.Iagreeontheinternationalban.Whaleisoneoftheoldestspeciesonthe

earth.Protectingthemeffectivelyandstudyingthemseriouslywillbringhuman

beingsgreatbenefit.

Sc:Whalesarethehugestanimalslivingintheocean.Thenumberoftheminnature

willhavegreateffectonthebalanceofseaanimalsaswellasnature.

Sd:WeseemtohavethesameideaaboutthetopicandIagreewithyouall.Firstly,

animalsarehumanbeing'sfriends;wemusttrytoprotectthem,especiallythose

endangered.Itisreportedthatmanywhaleskillthemselvesforsomeunknown

reasonsonsomebeacheseveryyear.Maybethatiscausedbypollution.Inaword,

manhasdonemuchharmtowhales.It'stimeforushumanstodosomethingto

protectthem.Nomorewhaling!

T:Yes,nomorewhaling!Iagreewithyouverymuch!Ihopeyoucangetmore

informationaboutwhalesafterclasstolearnmoreabouttheircurrentsituation.

StepIILanguagestudy

DealwiththeusefulwordsandexpressionsinthisunitandlettheSsdosome

exercisestomastertheirmeaningsandusages.

T:TurntoPages22,pleasefinishExx1-3.

WhentheSshavefinishedthat,checktheanswerswiththewholeclass.

T:Now,we'llrevisesomeusefulstructures.

Astheteacherexplainsthegrammar,he/shewillshowtheslidesatpropertime.

StepIIIPractice(Workbookexercises)

LettheSsfinishtheexercisesinUSINGWORDSANDEXPRESSIONSonPage63

tofurtherpracticetheuseofsomekeywordsandexpressions.

ThenletthemfinishtheexercisesinUSINGSTRUCTURES.Afterstudentshave

finished,showsomestudents'workontheprojector,checktheirworkwiththewhole

class.Correcttheerrorsifthereareany.

Thisstructureisusedafterprepositionsandverbsnormallyfollowedby-ingform.So

theteachercanhelptheSssummarizetheverbsorphrasalverbsfollowedby-ing

form.

StepIVHomework

Homeworkfortoday:

1.Revisethegrammarandlanguagepoints.

2.Writefivesentenceswith“beingdone^^structureasdifferentcomponentsofa

sentence.

TheThirdPeriodListening

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語言

重點(diǎn)詞匯和短語

opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,

leapoutof,seal,refund,pensioner,sharkattack

2.Abilitygoals能力目標(biāo)

EnabletheSstolistentothreedialoguesaboutatourtheyhavereadinthe

advertisementandaninterviewofasharkexperttoanswerthequestionsgiven.

3.Learningabilitygoals學(xué)能目標(biāo)

Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthe

questionsgivenaccordingtothelisteningmaterial.

Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)

Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillin

themissingwordsintheshortpassagesgiven.

Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.

Teachingmethods教學(xué)方法

Listening,speakingandcooperativelearning.

Teachingaids教具準(zhǔn)備

Arecorder.

Teachingprocedures&ways教學(xué)過程與方式

StepIRevision

T:Goodmorning/afternooneveryone!

Ss:Goodmorning/afternoon,Sir/Madam!

T:Now,Filcheckyourhomework.Readthesentencesyou'vemadewiththepassive

voiceof-ingform.

OrasksomeSstowritedowntheirsentencesontheBb,correctthemistakesifany.

Samplesentences:

Beingastudent,IknowImustworkhard.(Adverbial)

I'mveryexcitedaboutbeinginvitedtomyfriend'sbirthdayparty.(Objectofprep.)

Wedon9tlikebeingkeptwritinghomeworkalldaylongonSunday.(Objectofvt.)

Beingpraisedisapleasure.(Subject)

Theboybeingblamediscrying.(Attribute)

StepIIListening(1)

T:Page25,please.Youwillfindanadvertisementaboutwhalewatchingtours.Have

youeverbeenonsuchatour?Whatcanyouexperienceonthistour?...Nowreadit

carefullyandtrytoanswerthequestionsaboveit.Youcandiscusswithyourpartners.

Suggestedanswers:

1.Youcan:listentowhalessingingandwatchthemunderwateronthevideocamera;

witnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinour

waters;enjoyplentyofothermarineanimalssuchasdolphins,sealsandpenguins.

2.Iameagertogoonthistour.Iwouldliketowitnesswhalesintheirnatural

environmentastheyleapoutofwaterandfeedinourwatersbest.

3.Youwillgetarefundifyoudon'tseeawhaleonthetour.

T:Nowwearegoingtohearsomedialoguesbetweentouristsandatourguide.They

havefinishedthewhalewatchingtour.LookattheaspectsinEx2.Gothroughthe

aspectsgivenanddecidewhichonesthetouristsmightthinkweregoodandwhich

theymightcomplainabout.Afterthat,we'Hlistentothetapeandchecktheanswers.

Clear?

Playthetape.Forthefirsttime,theyarerequiredtochecktheanswerstheyhave

chosen.Forthesecondtime,theyshouldnumbertheaspectsintheordertheyhear

aboutthem.Thenchecktheanswerswiththewholeclass.

T:Wehavesomanyjobstodotoday.NowPage26.Let'slistentothetapeagainto

finishExx3-5.ForEx4,youarerequiredtopickouttheexpressionsaboutcomplaint

ineachofthethreedialoguesandthencompletethesentencesgiven.These

expressionsarethefunctionalitemsofthisunit.

PlaythetapeagainandhelptheSstofinishthesetasksandatlast,checktheanswers

withtheclass.

StepIIIListening(2)

T:TurntoPage62please.Firstlookatthethreephotos.Whatdoyouseeinthem?

Ss:Sharks.

T:Haveyouseenanysharkswithyourowneyes?Wheredidyouseethem?How

wouldyouliketodescribethem?

S:Isawtheminanaquarium.Ithinktheyarehugeandfierce.

S:IsawthemontheTV.Itisreportedthatsharksattackpeopleonthebeachesin

someareas.

T:Howdoyoufeelwhenyoulookatthephotosofthem?

S:Ifeelscared.

S:Ifeelamazed.

S:Ifeelthathumansaresofragileandweakinfrontofthem.

ThenlettheSsdiscussthequestionsabovethephotosingroupsandmakeshort

dialogues.Theywillshareinformationwitheachotherandlearnmoreaboutsharks.

Possibledialogue1:

Sa:Wherehaveyouseensharks?

Sb:I'veseenthematanaquarium.

Sa:Whatdoyouknowaboutthem?

Sb:Iknowfromtheinterpreterthattherearemanykindsofsharksintheworldbut

justafewofthemmayattackpeople.Whataboutyou,C?

Sc:I'veseenthembothonTVandatanaquarium.WhenIsawtheminthelarge

aquarium,