小學語文微課教案

Underthesea。

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Underthesea教學設計

作為優(yōu)秀的教學工作者，在教學時能夠胸有成竹，作為教師就要好好準備好一份教案課件。教案可以讓學生能夠聽懂教師所講的內容，幫助教師掌握上課時的教學節(jié)奏。關于好的教案要怎么樣去寫呢？考慮到您的需要，小編特地編輯了“Underthesea教學設計”，相信能對大家有所幫助。

Underthesea教學設計

WarmingUpprovidestwoactivitiestosparkstudentsinterestinthetopic.Ofcourse，beforetheclass，thestudentsmusthavegatheredsomeinformationtomakepreparationsforthisclass.Manykindsoftheirfavoriteseaanimalsarepresentedintheirvividpictures.Studentsareencouragedtointroducethemusingsomenewexpressionssuchasatanaquarium，onasnorkellingtrip.
Pre－readingisdesignedtofurtherstimulatetheirinterestinthetopicoftheunit.Meanwhile，studentsmayhavesomebasicinformationaboutthetext.
ThereadingpassageOldTomtheKillerWhaletellsabouttwoanecdoteswitnessedbythewriterhimself.Theteachercanfirstgetstudentstoskimthetextforthecharactersinthetwoanecdotesandgetthemainideaofeachanecdote.Thenletthemscanforfurtherunderstanding.Inordertoletstudentspayattentiontothewritersvividdescription，theteachercanaskthemtodoablank－fillingexerciseinpairstofindoutsomekeyverbsandverbphrases.Havingdonethis，studentsmusthavehadaveryclearunderstandingofthewholehuntingandsavingprocess.Tomaketheirunderstandingeasier，theteachershoulddealwithanylanguageproblemswhiletheyarereading.Andthenunderlinesomeusefulwordsandexpressions.
Forfurtherthinking，studentsareexpectedtoworkinpairsorgroups.Theywilldiscusstheproblemsandworkouttheanswerscooperatively，choosingareporterintheirgroup.Studentswillthinkactively，sovariousanswersarepossible.
Toconsolidatethecontentsofthereadingpassage，studentsshouldberequiredtoretellthepassageinthenameofOldTomorthebaleenwhaleorJameswithasmanykeywordsaspossible.
Attheendoftheclass，byholdingadebate，theteachercanarousestudentsinterestfurtheraswellasmakethemawareoftherelationshipbetweenmanandanimalsandtheimportanceofbanningwhaling.
三維目標　
知識目標
1．Getstudentstolearntheusefulnewwordsandexpressionsinthispart：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.
2．Letstudentslearnaboutseveraldifferenttypesofwhales，especiallythekillerwhales.
能力目標
1．Enablethestudentstolearntotalkabouttheirfavoriteseaanimals.
2．Developstudentsreadingabilitybylearningtoreadaboutthekillerwhalesandletthemlearndifferentlearningskills.
3．Developtheircreativethinkingability.
情感目標
1．Arousestudentsgreatinterestinseaanimals.
2．Makethemawareoftherelationshipbetweenmanandanimalsandtheimportanceofbanningwhaling.
3．Developstudentssenseofcooperativelearning.
教學重點　
1．Readingcomprehensiontothetext.
2．Learningmoreaboutthekillerwhalesandunderstandingtherelationshipbetweenthekillerwhalesandthewhalers.
3．Importantwordsandexpressions.
教學難點　
1．Therelationshipbetweenthekillerwhalesandthewhalers.
2．Developstudentsreadingability.
教學方法　
1．Individual，pairandgroupwork.
2．Task－basedteachingandlearning.
3．Quiz，discussion，blank－filling，retelling，debate.
教學工具　
Acomputerandaprojector.
教學過程　
?Step1　Warmingup
1．Asksomestudentstoshowsomepicturesoftheirfavoriteseaanimalsandintroducethemtotheclass.Theintroductionshouldcovertheseaspects：
TheEnglishandChinesenameofyourfavoriteseaanimal.
Wheredidyoufindit?
Somefeaturesofit，itsdistribution，orlivingcondition.Anythingaboutitiswelcome.
Whydoyoulikeit?
Sampleintroduction：
①Myfavoriteseaanimalisdolphins(海豚)．Ifoundthematanaquariumthissummerholiday.Dolphinsareverymeek(溫順的)．Neitherastimidanimalsinvirginforestswhorunawayimmediatelytheydiscoverastranger，norasbeastsinremotemountainswhobarefangsandbrandishclawsthemomenttheyencounteraperson，dolphinsarealwaysfriendlywithpeople.Dolphinsandhumanbeingshavebeenonfriendlytermsallalong.
Ilikedolphins，becausedolphinsaretrulyintellectual.Theycanevenimitatesomepeoplesvoiceafteraperiodoftraining.Yet，dolphinshaveintelligencedifferentfromcommonanimals.Thevolumeandmassoftheirbrainareamongthemostconsiderableintheanimalworld.Uptothepresentmoment，scientistshavetwodifferentviewsonanimalsintelligence：oneisthatofallanimals，chimpsarethemostintellectualandcapable；anotheristhatchimpsarenomorecapableofstudyingthandolphins，anditisprobablethatdolphinsaremoreintellectualthanchimps.Therefore，somepeopleconsiderdolphinsas“wizardsinthesea”．
Whenmentioningdolphins，peoplewillprobablyspeakhighlyoftheirsupernormalintelligenceandability.Inthataquarium，itiscommonthatdolphinsaregivingawonderfulperformancebyfollowingthetrainersinstructions.Theyseemtobecapableofunderstandingwhatmankindexpressesandtakingactionsaccordingtotheinstructions.Atpresent，themajorityofpeoplemarvelatdolphinssupernormalintelligenceasakindofseaanimal.Buttowhatextentcandolphinsintelligenceandabilityachieve？Itremainstobeprobedandresearched.
②Myfavoriteseaanimalistropicalfish(熱帶魚)．Ifoundthemonasnorkellingtrip.Iwasattractedbyitscolorfulappearance.Inthehalfanhourstripfromtheshore，Ifoundcoralreefs，tropicalfishandothermarinelife.Excitedly，Iboughtsomefisheshome.Itwasmyfirsttimetoraisetropicalfish.Onemonthagomyfriendtoldmethattropicalfishareeasiertoraisethanthegoldenfish.Herwordsletmethinkofanotherfriendofmine.Heisraisingtropicalfish.Iamfeedingfourcategoriesoftropicalfish.Twoblackmarry，eightpeacocks，anothertwofishes，althoughIdontknowtheirnames，arethemostbeautiful.ThepeacockisthesmallestandisntcolorfulasIhaveseeninotherplacesbefore.Myfriendtoldmetheywillbebeautifulwhentheygrowup.SoIputtheeightpeacockfishintoasmallfishjar.Iobservesthemeverydayandisexpectingthemtobebiggerandmorecolorful.Twoofthefourbigtropicalfisheshavediedincludingthebeautifulone.Perhapsthebeautifulfishslifeisfragile.Ifitistrue，thenIdontexpectthesmallpeacockstoturnbeautiful.Ishouldntbesogreedytowantboth.Thattheyjusthavestronglifeisenoughforme.
2．Theteachershowthepictureofakillerwhaleanddoasmallquizaboutit.
(1)WhatstheChineseandEnglishnameofthiswhale?
虎鯨Killerwhales
(2)CanyoumatchthesewhaleswiththeirChineseandEnglishnames？(Showstudentssomepicturesofdifferentwhales.)
　
baleenwhale須鯨spermwhale抹香鯨
bluewhale藍鯨whitewhale白鯨
(3)Whichofthesekindsofwhalescangrowtobethelargest?
Bluewhales藍鯨(about21－27minlength,100－120tonsinweight)
(4)Humanshavebeenhuntingwhalesformorethan__A__years.
A．2000　B．1000　C．500
(5)Willthekillerwhalesattackpeopleandeatthem？　No.
(6)Doesafemalekillerwhalegivebirthtoababywhaleorlayeggs？　Givebirthtoababywhale.
(7)Whatdoesanewly－bornbabykillerwhalefeedon？__C__
A．Smallseaanimals.B．Seaplants.C．Itsmothersmilk.
(8)Dothekillersbelongtothefamilyofdolphinsorwhales？　Dolphins.
(9)Malekillerwhaleshavealifeexpectancyof__B__years，whilefemalescanliveaslongas__D__years.
A．40－50　B．50－60　C．60－70　D．80－90
(10)Killersarehighlysocialanimalsthattravelingroupscalledpods(群)．Podsusuallyconsistof__A__whales.
A．2－50B．20－50C．30－60
(11)Howmanysoundscanakillerwhalemake？　62sounds.
(12)Arekillersendangeredspeciesandinneedofconservation？　No.
(13)Thekillerwhalesaresometimescalledthe“__A__ofthesea”becausetheyarebothveryfierce.
A．wolfB．dogC．tiger
?Step2　Pre－reading
1．ReadthewordsinPre－readingonPage19quicklyandfillintheform.
WriterAnoldmancalledClancy
OccupationAwhaler
StyleAnecdotes
TimeAtthebeginningofthe20thcentury
PlaceAustralia
WhathappenedThekillerwhaleshelpedthewhalerscatchabaleenwhale.

?Step3　Skimming
1．Glancethroughthetwoanecdotesanduseonesentencetogetthemainideaofeachanecdote.
Mainideas：
Anecdoteone：Thekillerwhaleshelpedthewhalerstocatchabaleenwhale.
Anecdotetwo：OldTomsavedawhalerJames.
2．Fillintheblankswiththenamesoftherolesinthetext.
(1)______was16yearsofagewhenhewenttoworkatthewhalingstation.
(2)______orderdClancytogototheboatastherewasawhaleoutthereinthebay.
(3)______wasswimmingbytheboatshowingthewhalerstheway.
(4)______toldClancythattheywouldreturnthenextdaytobringinthebodyofthewhale.
(5)______wascarriedbythewavesfurtherandfurtherawayfromthewhalers.
(6)______knewthatOldTomwouldprotectJames.
Suggestedanswers：(1)Clancy　(2)George　(3)OldTom　(4)Jack　(5)James　(6)Red
?Step4　Scanning
1．Readthesetwoanecdotescarefullyandfindoutsomeverbsorverbphrasestodotheblank－fillingworksheet.
Anecdoteone：
Therewasperfectcooperationbetweenthewhalersandthekillerwhales.
Beforethehunt
Thekillersaction：Threw_itselfout_ofthewaterandthencrashed_downagain.
Swam_bytheboat，showingthewhalerstheway.
Circledbacktotheboat,leadingthewhalerstothehunt.
Thewhalersreaction：Awhaleryelledout.Georgeranahead_of_clancy.Clancyraced_afterhim.
Theyjumped_into_theboatwiththeotherwhalersandheaded_outintothebay.
Duringandafterthehunt
Thekillersaction：Apackofkillersarethrowing_themselvesontopofthewhalesblow－h(huán)oleto_stopitbreathing；someothersarestoppingitfleeing_outtosea.
Thekillersstartedracing_betweenthewhalersboatandthewhale，justlikeapackofexciteddogs.
Withinamomentortwo，thewhalesbodywasdragged_down_intothedepthsofthesea.
Thewhalersreaction：Themaninthebowoftheboataimedaharpoonatthewhaleandletitgotohitthespot.
Startedturningtheboataroundtogohome.
Anecdotetwo：
ThedangersfacingJames：
(1)Hewaswashed_off_theboatandwascarried_away_byroughwaves.
(2)Therewasasharkoutthere.
ThehelpofferedbyOldTom：
(1)OldTomwouldnt_let_thesharknear.
(2)OldTomfirmlyheldJamesupinthewater.
2．Readingaloudandunderliningexpressions.
Studentsreadthetextaloudtothetapeandunderlinealltheexpressionsinthetext.Putthemdownintotheirnotebooksafterclassashomework.
Suggestedanswers：
Collections：atthetime，witnesssth.withonesowneyesmanytimes，sortoutmyaccommodation，intimetodosth.，crashdown，yellout，aheadof，fleeouttosea，aimat，letsth.go，bedraggedswiftlydownintothedepthsofthesea，inthemeantime，haveagoodfeedonsth.，becarriedfurtherandfurtheraway，befirmlyheldupinthewater
3．Reading，identifyingandsettling.
Studentsskimthetextonceagainandidentifythedifficultsentences.Letthemtryanalyzingthestructuresofthedifficultsentencesanddiscussthemamongtheirgroupmembers.Theymayalsoturntotheteacherforhelp.
...Georgedidntlikebeingkeptwaiting...
...Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.
Beingbadlywounded，thewhalesoondied.
...Icouldseehewasterrifiedofbeingabandonedbyus.
?Step5　Discussion
Afterthestudentsreadthepassage，askthemtodiscussthefollowingquestionsingroupsandthenreporttotheclass.
1．WhyhasthekillerwhalegotthenameOldTom?
2．Doyoulikekillerwhales？Whyorwhynot?
Suggestedanswers：
1．OldTomisapersonsname.Inmyopinion，thereasonswhythekillerinthetextiscalledsomaybetwo.Foronething，thekillerthatshowedthewhalersthewaytothehuntandsavedJamesmustbeamalekillerwhalebecauseTomisamansname.Foranother，thewhalerscalleditOldTom，justastheywerecallingaman.Thatistosay，thewhalerstreateditastheirdearfriend.Inthemeantime，thekilleritselfmustbeveryfriendlytothewhalersandhelpedthemalotinhuntinginthesea.Inreturn，thekillercangetpartofthebaleenwhaleasitsfood.Sotosomeextent，thewhalersandkillersaredependingoneachother.Theycooperatedwellandlivedinharmonywithoneanother.
2．IlikekillerwhalesbecausewhenJamesfellofftheboat，thekillerwhalenotonlyprotectedhimfrombeingdrownedbutalsowouldntletthesharknear.Theyaresocleverandfriendlytohumanbeings.Whatsmore，theyworkedasateam，whichshouldbelearnedbyuswhenweareworking.
Idontlikethem.Thoughtheyarecleverandfriendlytous，theyaretoofierce.Tomygreatsurprise，theyshouldeatthefleshofanotherwhale.Icouldhardlybelieveit.Ihaveneverheardofoneanimalkillinghisfamiliesandeveneatingtheirmeat.Howpitifulitis!
?Step6　Further－thinking
1．Whatelsedoyouthinkisamazinginthestory？Showyourevidence.
2．Whatisananecdote?
Suggestedanswers：
1．Ithinkitissoamazingthatwehumanbeingsshoulduseoneanimaltoattackorhuntanotheranimalevenhisownfamilymembers，justlikedogsthathelphuntershuntanimals.
Ithinkthatthekillerwillreturnthebodyofthebaleenwhaleinsteadofkeepingitoreatingitupisveryamazing.ButIguessthekillerwhalesarejustfondofthetasteofthebaleenwhaleslipsandtongue.Ortheyjustwanttoshareitwiththewhalersinreturnfortheircooperation.
2．Accordingtothetext，asfarasIamconcerned，ananecdotemustbeanexcitingoramazingstory.
?Step7　Consolidation
Askstudentstoretellthepassagewiththehelpoftheirworksheet.
1．PleaseretelleitherofthetwoanecdotesinthenameofOldTom，thebaleenwhaleorJames.Youranecdoteshouldatleastconsistoftwoparagraphs：
Paragraphone：aboutthewriter，time，placeandwhathappened
Paragraphtwo：detailedinformationabouttheanecdote
Forreference：
InthenameofOldTom
IamOldTom，akillerwhale.IliveinthesoutheasternoceanofAustralia.EnormousasIam，Ineverharmorattackpeople.Instead，Ialwayshelpthewhalerscatchbaleenwhales.Atthebeginningofthe20thcentury，itwasIandmycompanionswhoassistedthewhalersinhuntingahugebaleenwhale.Andlater，IdidsaveJamesfrombeingdrowned.
Onthatday，whenIfoundabaleenwhalenearby，Iquicklythrewmyselfoutofthewaterandcrasheddownagain.Assoonastheysawthisandheadedouttothehunt，Iswambytheboat，showingthemtheway.Usuallyweworkasateam—apackofaboutsixofuskillers.Somethrewourselvesontopofthewhalesblow－h(huán)oletostopitbreathing.Andthoseothersstoppeditfleeingouttosea.Atlast，wesucceededincatchingit.Inthemeantime，weenjoyedthelipsandtongueofthebaleenwhale，leavingtherestofittothewhalersthenextday.
Oneday，Jameswaswashedofftheboat.Theseawasrough.Thewaveswerecarryinghimfurtherandfurtheraway.Worsestill，Isawasharkswimmingaround.FromJamessface，Icouldseehewasterrifiedofbeingabandonedbyothersandattackedbytheshark.ButIwouldntletthesharknear.Whentheyapproachedhim，Ihadbeenholdinghimupinthewaterforhalfanhour.
Idohopeyoucouldwitnessthemwithyoureyes.Andmostimportantly，youshouldlearnfromus—“workasateam”！
Inthenameofthebaleenwhale
Iwasapitifulbaleenwhale.IoncelivedinthesoutheasternoceanofAustralia.Atthebeginningofthe20thcentury，amisfortunedidfalluponme.Tomygreatsorrow，Iwascorneredandkilledbythewhalerswiththehelpofanotherkindofwhalecalledkillerwhales.
Onthatday，IwasfoundbyakillerwhalecalledOldTomnearby.Hequicklythrewhimselfoutofthewaterandcrasheddownagain.Assoonasthewhalerssawthisandheadedouttothehunt，heswambytheboat，showingthemtheway.Usuallythekillersworkasateam—apackofaboutsixofthem.Somethrewthemselvesontopofmyblow－h(huán)oletostopmebreathing.Andthoseothersstoppedmefleeingouttosea.Atlast，Iwaswornoutandhadnoluck.Iwasbadlywoundedbyaharpoon.Ididnothingwrong.Whydidtheywanttokillme？Later，Iwasdraggeddownintothedepthsofthesea，havinghadmylipsandtongueeaten.Iwassentbacktothewhalersthenextday.Ireallyhatedthekillers.Iftheyhadnthelpedthewhalers，Icouldhavefledouttoseatoenjoymyrestlife.
InthenameofJames
IamJames，awhaler.IliveonthesoutheasterncoastofAustralia.Atthebeginningofthe20thcentury，IwassavedbyOldTom，akillerwhale.
Believeitornot，thekillerwhalescannotonlyhelpushuntbutalsosavepeoplewhentheyareindanger.Oneday，OldTomfoundabaleenwhalenearby，itquicklythrewitselfoutofthewaterandcrasheddownagain.Assoonaswesawthisandheadedouttothehunt，itswambytheboat，showingustheway.Usuallythekillersworkasateam—apackofaboutsixofthem.Somethrewthemselvesontopofthebaleenwhalesblow－h(huán)oletostopitbreathing.Andthoseothersstoppeditfleeingouttosea.Atlast，wesucceededincatchingit.Inthemeantime，thekillersenjoyedthelipsandtongueofthebaleenwhale，leavingtherestofittousthenextday.
Anotherday，Iwaswashedofftheboat.Theseawasrough.Thewaveswerecarryingmefurtherandfurtheraway.Tomakemattersworse，Isawasharkswimmingaround.Iwasterrifiedofbeingabandonedbyothersandattackedbytheshark.Buttomysurprise，OldTomwouldntletthesharknear.Whenmycompanionsapproachedme，IhadbeenheldupinthewaterbyOldTomforhalfanhour.
Thisexperienceleftadeepimpressiononme.IreallyappreciatedOldTom.Itwasitthatgavemeasecondlife.
?Step8　Debate
ThelastwhalingstationinAustraliaclosedin1978.Whalesarenowanendangeredspeciesandprotectedbyaninternationalban，butsomecountriesopposetheban.Ingroupsdiscussthereasonsforandagainstbanningwhaling.
?Step9　Homework
1．Writedowntheusefulnewwordsandexpressions，thenlearnthembyheart.
2．WritedownananecdoteinthenameofOldTom，thebaleenwhaleorJames.
備課資料
PhysicalDescription
Thekillerwhale，ororca，isthelargestmemberofthedolphinfamily.Killerwhalesarelargeandrobustwithabluntheadandreducedbeak.Withtheirstrikingpigmentation，theyarenotoftenconfusedwithotherspeciesintheirnaturalsetting.Orcasarejetblackwithawhitepatchbehindandabovetheeyes.Thelowerjawandthroatarealsowhite，contiguouswithawhitebellypatchthatextendsbacktothegenitalregion.Theundersidesoftheflukesarewhiteandwhitelobesextendupwardsfromthewhitebellytobehindthedorsalfin.Agreysaddlepatchisfoundbehindthedorsalfin，theshapeofwhichisuniquetoindividualwhales.Thetalldorsalfinofmatureanimals，especiallymales，canreachupto1.8meters(5.9feet)．Malesreach8.5meters(28feet)inlength，whilefemalesreach6.7meters(22feet)．
NaturalHistory
Killerwhalesareoneofthemostcosmopolitanspeciesofwhales，withadistributionthatspanstropicaloceansandarcticseas.Theyarehighlysocialandformstrongandpersistentsocialbondswiththeirpodmembers.Podsaremadeupofextendedfamilymembersand2ormorepodsmaycometogetherforshortperiodstomate.Theworldskillerwhalepopulationseemstoconsistofsubpopulationsadaptedtolivewithinthespecializednicheoftheirenvironment.Apodsmovementstendstofollowthoseoftheirintendedpreywhich，dependingonlocation，mayincludesalmonherring，baleenwhales，penguinsandseals.
Status
InCanada，killerwhalesarelistedasthreatenedbytheCommitteeontheStatusofEndangeredWildlife(COSEWIC)andareprotectedunderthenewfederalSpeciesatRiskAct(SARA)．Otherpopulationsworldwidemaybeprotectedunderspecificnationallegislation.
ThreatstotheSpecies
Althoughtheglobalpopulationofkillerwhalesisnotendangered，differentregionalpopulationsaredepleted.ResidentandtransientpopulationsoffthecoastofVancouver，CanadaandWashingtonState，U.S.，weredepletedbythelivecapturefisheryforaquariathatoccurredbeforescientistsknewhowmanykillerwhalesexistedinthepopulation.Todaythesepopulationsnumberonlyafewhundredwhalesandarethreatenedbypollution，heavyshiptraffic，andpossiblyreducedprey.Becauseofthekillerwhalespopularity，thereareconcernsthatintensivewhalewatchingoperationsmaydrivewhalesfromtheirpreferredhabitat.Aswell，noise－makingdevicesattachedtosalmoncagestoscareoffpredatorsmayalsoforcewhalesoutoftheirpreferredhabitat，affectingtheirabilitytofeed.SomeorcapopulationsarealsohuntedinJapan，Indonesia，GreenlandandtheWestIndies.
外形特征
虎鯨是一種大型齒鯨，身長為8～10米，體重9噸左右，背呈黑色，腹為灰白色，有一個尖尖的背鰭，背鰭彎曲長達1米，嘴巴細長，牙齒鋒利，性情兇猛，食肉動物，善于進攻獵物，是企鵝、海豹等動物的天敵。有時它們還襲擊其他鯨類，甚至是大白鯊，可稱得上是海上霸王。
壽命：雄性：50～60年；雌性：80～90年，甚至100年
雌雄虎鯨外觀區(qū)別(上雄下雌)
虎鯨的體型極為粗壯，是海豚科中體型最大的物種。頭部呈圓錐狀，沒有突出的嘴喙。大而高聳的背鰭位于背部中央，其形狀有高度變異性，雌鯨與未成年虎鯨的背鰭呈鐮刀形，而成年雄鯨則多半如棘刺般直立，高度約1至1.8米。胸鰭大而寬闊，大致呈圓形，這點與大多數海豚科成員的典型鐮刀狀背鰭不同。上、下顎各有10至14對大而尖銳的牙齒作為武器，每顆牙大概有8厘米。在海灣的淺水地帶，它還喜歡用尾巴去鉤拉海藻，發(fā)出“呼呼”的聲音，不久，渾身就披滿了半透明的海草。
虎鯨的體色圖樣主要由黑與白這兩種對比分明的色彩組成，位于身體腹面的白色區(qū)域自下顎往后延伸至肛門處，在全黑的胸鰭之間變得狹窄，到了肚臍后方產生分歧，尾鰭腹面亦為白色。背部與體側皆為黑色，但在生殖裂附近的側腹處有白色斑塊，眼睛斜后方亦有明顯的橢圓形白斑。在背鰭后方有呈灰至白色的馬鞍狀斑紋。
習性
虎鯨時常會有躍身擊浪、浮窺等行為，或是以尾鰭或胸鰭拍擊水面?；ⅥL的泳速最快可達時速55千米，可閉氣17分鐘左右。當周遭空氣涼爽時，通?？煽匆娝鼈兊桶蕵渲畹膰姎?。它們對船只的反應多樣，冷漠忽視或是充滿好奇心都有可能。偶爾會集體擱淺，群體有時會被困在潮池或海灣中。在北極與南極海域，因為風吹而快速產生的浮冰對虎鯨而言是一大麻煩，有時會因此迫使它們停留于水面開闊的小水域里相當長的時間。
虎鯨喜歡群居的生活，有2～3只的小群，也有40～50只的大群，每天總有2～3個小時靜靜地待在水的表層，因為肺部充滿了足夠的空氣，所以能夠安然地漂浮在海面上，露出巨大的背鰭。群體成員間的胸鰭經常保持接觸，顯得親熱和團結。如果群體中有成員受傷，或者發(fā)生意外失去了知覺，其他成員就會前來幫助，用身體或頭部連頂帶托，使其能夠繼續(xù)漂浮在海面上，就是在睡覺時也扎成一堆，這是為了互相照應，并保持一定程度的清醒。它們在一起旅行，用食，以種群為社會組織，在廣大的家庭中休息，互相依靠著生存長大。
食性
雖然它的牙齒非常堅硬，但卻不如鯊魚的牙齒那樣鋒利，因此主要用于攝取而不是咀嚼，而被它叼住的食物都是整個吞下的?；ⅥL的食物多樣，由小型結群魚類、魷魚(槍烏賊)，一直到大型須鯨與抹香鯨都有可能成為它們的獵物；其他的如海豹等鰭腳類動物、海龜、海豚、海狗、海獺、海牛、儒艮、鯊魚、魟等，甚至還有鹿與麋鹿，似乎是趁它們游泳橫渡水道時伺機捕食。甚至會利用漲潮沖到海岸邊，捕捉來不及逃走的海豹、企鵝。各群似乎有自己偏好的食物種類，例如某些族群主要以鮭魚、鮪魚、或鯡魚等魚類為主要食物，某些群則會巡視鰭腳類的登陸地尋找獵物，或跟隨遷徙中的鯨群，有如狼群追蹤北美馴鹿的情景。虎鯨顯然需要合作以襲擊并制服大型獵物，但它們也會合力將魚群集中成一個大球，然后輪流鉆入取食。虎鯨也會偷吃延繩釣漁船上鉤的魚獲，或吃食漁民丟棄的下雜魚等。它們似乎會選擇性的咬食須鯨的舌頭。其獵物可能深受對虎鯨的恐懼所影響，當虎鯨出現(xiàn)時鰭腳類會逃往陸地或冰上，鯨豚則會游入淺水域或藏匿于浮冰的裂隙間。

高三英語UndertheSea教案

一名優(yōu)秀的教師就要對每一課堂負責，高中教師要準備好教案為之后的教學做準備。教案可以讓學生能夠在教學期間跟著互動起來，有效的提高課堂的教學效率。關于好的高中教案要怎么樣去寫呢？以下是小編為大家精心整理的“高三英語UndertheSea教案”，僅供您在工作和學習中參考。

《高考風向標》英語
目錄
第一部分教材梳理
必修一
Unit1Friendship
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit2Englisharoundtheworld
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit3Traveljournal
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit4Earthquakes
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit5NelsonMandela—amodernhero
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

必修二
Unit1Culturalrelics
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit2TheOlympicGames
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit3Computers
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit4Wildlifeprotection
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit5Music
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

必修三
Unit1Festivalsaroundtheworld
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit2Healthyeating
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

Unit3TheMillionPoundBankNote
單元要點預覽
語言要點
詞語辨析
詞性變化
重點單詞
重點詞組
重點句子
課文要點
課文詞匯填空
課文大意概括
課文佳句背誦與仿寫
單元自測

……

第二部分語法專題
專題一冠詞
專題二名詞
專題三代詞
專題四數詞
專題五形容詞和副詞
專題六介詞
專題七情態(tài)動詞
專題八非謂語動詞
專題九動詞和動詞短語
專題十動詞的時態(tài)
專題十一動詞的語態(tài)
專題十二句子種類
專題十三名詞性從句
專題十四定語從句
專題十五狀語從句
專題十六倒裝句和省略句
專題十七強調句
專題十八虛擬語氣
專題十九主謂一致
專題二十直接引語和間接引語

第三部分高考題型講練
聽力
完形填空
語法填空
閱讀理解
信息匹配
基礎寫作
讀寫任務

第一部分教材梳理
選修七

版權所有：高考資源網()

Unit3UndertheSea
一、語言要點
I單元要點預覽（旨在讓同學整體了解本單元要點）
詞匯
部分詞語
辨析1.shore/seaside/beach/coast/bank2.flee/escape3.deep/deeply
詞形
變化1.depthn.深,深度,deeplyadv.深深地deepadj.adv.深的;深入地,
2.conservev.保存,保藏conservationv.保存,保持
3.vividadj.生動的,鮮明的,活潑的vividlyadv.生動地,鮮明地
4.awesomeadj.引起敬畏的,可怕的awen.敬畏
awevt.敬畏
5.tastyadj.好吃的,可口的tastev.品嘗;
n味道,味覺tastelessadj.沒味道的,無鑒賞力的
重點
單詞1.annualadj.每年的；按年度計算的/n.年刊；年鑒
2.witnessn.目擊者；證人；證據vt.當場見到；目擊
3.accommodationn.住所
4.abandonvt.放棄；遺棄；拋棄
5.reflectvt.映射；反射vi.vt.思考
6.awareadj.意識到的；知道的
7.scarevt.恐嚇vi.受驚嚇
重點
詞組sortout整理；挑出
helpout幫助……（擺脫困難或危難）；協(xié)助；使……脫離困境
throwoneselfoutof躍出upsidedown上下翻轉過來
重點句型1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleenwhalesthatwereontheirannualmigration.
2.IhadalreadyheardthatGeorgedidn’tlikebeingkeptwaiting,soeventhoughIdidn’thavetherightclotheson,racedafterhim.
3.I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday-adayofpuremagic!
重點語法被動語態(tài)（II）(見語法專題)
II詞語辨析(旨在提供完形填空所需材料)
1).shore/seaside/beach/coast/bankn.海邊，海岸

shore指海岸，湖岸，也指近海的一帶。
seaside指近海邊地區(qū)供游客休憩，娛樂的海邊。
beach指海洋或大湖在漲潮時被淹沒而退潮時又露出的斜坡，可供人們玩樂，消遣的沙灘，海灘。
coast以陸地為中心的海岸線
bank河流的堤，岸
選擇shore/seaside/beach/coast或bank并用其適當的形式填空
1)Lastsummerwespentallourholidayatthe_______.
2)Ienjoylyingonthe_______withsunglassesinthesun.
3)It’sdangerousforchildrentoplayonthe_______oftheriver.
4)Weoftenseemanyshipsontheseaaboutseveralmilesoffthe______.
5)Thelandisbarrenontheeast______.
Keys:1)seaside2)beach3)bank4)shore5)coast
2).flee/escapev.逃避,逃跑,逃走

flee只說明動作，不強調結果。
escape逃離，結果是成功的。
選擇flee或escape，并用其適當的形式填空
1)Theenemy______indisorder.
2)Citizenswereforcedto______thebesiegedcity.
3)Henarrowly_________death.
Keys:1)fled2)flee3)escaped
3)deep/deeplyadv.深深地；

deep表示深地，深處（常用于具體的方面）
deeply常表達抽象含義。
選擇deep或deeply并用其適當的形式填空
1)Thepolicefoundoutthelostchild_______inthewoodsatlast.
2)Allofuswere_______shockedatthebadnews.
Keys:1)deep2)deeply
III詞性變化（旨在提供語法填空所需材料）
1.depthn.深,深度,deeplyadv.深深地deepadj.adv.深的;深入地,
2.conservev.保存,保藏conservationv.保存,保持
3.vividadj.生動的,鮮明的,活潑的vividlyadv.生動地,鮮明地
4.awesomeadj.引起敬畏的,可怕的awen.敬畏awevt.敬畏
5.tastyadj.好吃的,可口的tastev.品嘗;
n味道,味覺tastelessadj.沒味道的,無鑒賞力的
根據句子結構，用括號內所提供詞的適當形式填空
1)Thelakeisover20metersin_____sowewereallmoved______bythemanwhodived_______intothelaketosavethelittleboy.(deep)
2)I____rememberthegirldressedin______colorhedrewintheexhibition.(vivid)
3)Anyonewholaunchesawaris______andis_______bypeoplewholovepeaceallaroundtheworld.(awe)
4)The_______ofenergywillhelpusresearchthewaytosaveand_______theenergy.(conserve)
5)Thoughthesoupis_______,I’velostmysenseof______andit____justlike______water.(taste)
keys:1)depth;deeply;deep2)vividly;vivid3)awesome;awed4)conservation;conserve5)tasty;taste;tastes;tasteless
IV重點詞匯（旨在提供綜合運用所需材料）
1.annualadj.每年的；按年度計算的/n.年刊；年鑒
[重點用法]
annuallyadv.年年地,每年地
[典例]
1)anannualincome.年收入
2)anannualreport年度報告
3)PremierWenJiabaonotedthatthetwomostimportantproblemswouldbeprevioustoanythingelseinthegovernmentannualreport.溫家寶總理在政府年度報告中指出要優(yōu)先解決這兩大問題。
[練習]漢譯英
1)為加深理解，我們愿意與國外友人交換學校年鑒。
2)工人們的年收入增加了250元。
Keys:1)Tohaveabetterunderstanding,wewouldliketoexchangetheschoolannualwiththeforeignfriends.2)Thewageofworkersmakesanannualincreaseof250yuanthisyear.

2.witnessn.目擊者；證人；證據vt.當場見到；目擊
[典例]
1)Heisthewitnesstotheaccident.事故的目擊者
2)Thisoldauditoriumhaswitnessedmanyceremonies.這個古老的禮堂內舉行過許多次典禮
[重點用法]
givewitnessonbehalfofsb.為某人作證
[練習]漢譯英
1)沒有人能證明他在場。
___________________________________________________________________________________
2)這些事實證明了他的粗心。
___________________________________________________________________________________
3)她替被告作證。
___________________________________________________________________________________
Keys:1)Nonecouldwitnessthathewaspresent.2)Thesefactsareawitnesstohiscarelessness.3)Shegavewitnessonbehalfoftheaccusedperson.

3.accommodation住所
[重點用法]
accommodatev.向...提供,容納,調和;適應
accommodationaddress臨時通訊處
accommodationallowance膳宿津貼
[典例]
1)ThehighcostofaccommodationmakeslifedifficultforstudentsinLondon．
由于住宿費用昂貴，倫敦的學生感到生活困難。
2)Theuniversityoffersexcellentaccommodationforsummervisitors．
這所大學為夏季來訪者提供了很好的住宿。
[練習]漢譯英
1)我們今晚能找到旅館住宿嗎?
___________________________________________________________________________________
2)這間旅館可以容納500多人住宿。
___________________________________________________________________________________
Keys:1)Canwefindaccommodationsatahotelfortonight?2)Thishotelcanaccommodatemorethan500guests.

4.abandonvt.放棄；遺棄；拋棄n．放任,狂熱
[重點用法]
abandononeselftosth./doingsth.沉溺于
abandon…tosb．把……舍棄給…
withabandon放任地；放縱地；縱情地
[典例]
1)Theyabandonedallhopeoffindinganeffectivewaytosolvetheproblem．
他們放棄了尋找有效方法解決問題的所有希望。
2)Weshouldkeepoffthosewhoabandonthemselvestodrugs．我們要遠離那些吸毒成癮的人。
3)Dontwastethefoodleft,andabandonittothedog．不要浪費剩下的食物，把它舍棄給狗吃。
[練習]根據括號里所給的漢語補全句子。
1)Afterthevictory，thesoldierssanganddanced_____________________(縱情地).
2)(這項方案的放棄)_________________resultedfromlackofenoughmoney.
3)DuringtheSecondWorldWar，millionsofpeoplethroughouttheworld________(離棄家園)
4)_______________________(不要悲觀失望)thoughingreatdifficulty.
Keys:1)withabandon2)Theabandonoftheproject3)abandonedtheirhomes.4)Donotabandonyourselftodespair

5.reflectvt.映射；反射vi.vt.思考
[重點用法]
reflectionn．反射；反映；思考；沉思
reflectiveadj．反射的；反映的；沉思的
reflectonv.思考，反省
[典例]
1)Herseverelookreflectedhowshereallyfelt．她那冷峻的神情反映出她心中的真正感受。
2)Mirrorsreflectlight．鏡子能反射光線。
3)Ireflectedonpossiblereasonsformyfailure．我仔細考慮導致我失敗的種種原因。
[練習]用reflect的相關介詞或正確形式填空.
1)Themoonappearsa_______surfaceofthelake．
2)Afteraminutes_____，heanswered．
3)Theplan________whichhereflectedwasridiculous．
4)Theproblems________atdiscussionaretobedealtattomorrow’smeeting.
Keys:1)reflective2)reflection3)on4)reflected

6.awareadj.意識到的；知道的
[重點用法]
unaware不察覺的,不知道的
awarenessn.知道,曉得
be／becomeawareofsth．意識到某事
beawarethat-clause知道……；意識到……
makesb．awarethat-clause提醒某人注意……
makesb．awareof…讓某人注意到……
[典例]
1)Hewasntawareofthedanger．他沒有意識到危險。
2)IssheawarethatImcoming?她知道我要來嗎?
注意：aware后跟名詞性從句時，一般在從句前不能用of，但在what從句前必須用of。
[練習]用恰當的介詞或aware恰當的詞性填空。
1)Alsowhenyouwriteyourgoalsinaparticularwayyouareabletomakeyourselfcontinuouslyaware______situationsthatwillbringyounearertoyourgoal．
2)Theprincipaldidn’tseemtobeaware_______thereshouldhavebeensomuchdisputeaboutthedecision．
3)Healthofficialsthroughouttheworldhavetriedtomakepeopleraise______aboutAIDS.
4)Mikeseems______ofthetroublehe’scausing,otherwisehewouldstopit．
Keys:1)of2)that3)awareness4)unaware

7.scarevt.恐嚇vi.受驚嚇
[重點用法]
scaringadj．令人害怕的；嚇人的
scaredadj．受驚嚇的；感到害怕的
bescaredof…(=beafraidof)遇到…(某種事物或行為)而害怕
bescaredtodo．(=beafraidtodo)不敢做……
bescaredtodeath嚇死了
[典例]
1)Youscaredmebycominginsoquietly．你這么悄悄地進來嚇了我一跳。
2)Mostgirlsarescaredtolightthefirework.大多女孩不敢放煙花。
[練習]漢譯英
1)聽到槍聲，那個賊嚇得要死。
___________________________________________________________________________________
2)他容易受驚嚇。
___________________________________________________________________________________
Keys:1)Thethiefwasscaredtodeathwhenhearingthegunshot.2)Hescareseasily．
V重點詞組（旨在提供綜合運用所需材料）
1.sortout整理；挑出;解決(問題／困難)
[短語歸納]
sortthrough查看并挑選出
putaway把……存放好
[典例]
1)Ivesortedoutthepapersthatcanbethrownaway．我已經把那些可以扔掉的報紙整理出來了。
2)Wevegotafewlimeproblemstosortout．我們有幾個小問題要解決。
3)Hewassortingthroughapileofpapersonhisdesk他在整理桌上的一堆文件。
[練習]漢譯英
1)他從相片中挑出自己的，并把它們放到相冊中。
2)放學了，把書本收好。
Keys:1)Hesortedhisownphotosoutfromothersandkepttheminaalbum.2)Afterschool,putawayyourbooks.

2.helpout幫助……（擺脫困難或危難）；協(xié)助；使……脫離困境
[短語歸納]
helpsbwithsth幫助某人做某事
withthehelpof在...的幫助下,借助
helponeselfto請隨便自己動手(夾菜吃、用……等)
canthelpdoingsth禁不住
canthelpbutdosth只得；不得不
[典例]
1)Canyouhelpmeoutwiththemathsproblem?你能幫我解出這道數學題嗎?
2)Pleasehelpyourselftosomefish．隨便吃點魚。
3)Shecanthelplaughing．她忍不住大笑起來。
4)Icanthelpbutwait．我只得等。
[練習]漢譯英
1)在老師和同學們的幫助下，小明終于擺脫了愛打電子游戲的習慣。
___________________________________________________________________________________
2)地震中，許多家長不得不眼睜睜地看著他們的孩子埋在廢墟中。
___________________________________________________________________________________
Keys:1)Withthehelpoftheteacherandhisclassmates,xiaomingmanagedtohelphimselfoutofhisproblemwithcomputergames.2)Intheearthquake,manyparentscouldn’thelpbutleavetheirchildrenintheruin
.
3.throwoneselfoutof躍出
[典例]
1)Themansuddenlythrewhimselfoutofthewaterandsaid“Imhere’。那個人突然躍出水面說“我在這兒”。
[短語歸納]
throwoneselfat沖向
throwoneselfinto投身手；積極從事
throwaway扔掉
throwup嘔吐
throwsbintoprison把某人投入監(jiān)獄；
throwat對準向……扔去(希望擊中)；
throwto向……(方向)扔去
[練習]漢譯英
1）休息了一會后，他重新投入了救援工作。
___________________________________________________________________________________
2）你可以幫他把書傳給他，但向別人投擲書本是不對的。
___________________________________________________________________________________
Keys:1)Afterashortrest,hethrewhimselfintorescuingagain.2)Youcanhelphimtothrowthisbooktohimbutit’swrongtothrowbooksatothers.

4.upsidedown上下翻轉過來
[短語歸納]
insideout里面翻轉過來的
[典例]
1)Thenaughtychildisalwaysturningeverythingintheroomupsidedown．
這淘氣的孩子老是把房問的東西搞得亂七八糟。
2)Heworethesweatshirtinsideout．他當時把運動衫反過來穿。
[練習]漢譯英
1）你把那幅畫掛顛倒了！
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2）春節(jié)期間，中國人喜歡將“?！弊值惯^來掛
____________________________________________________________________________________
Keys:1)You’vehungthatpictureupsidedown!2)IntheSpringFestival,Chinesepeoplewouldliketohangthecharacterfuupsidedown.
VI重點句子（旨在提供句子結構等所需材料）
1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthe
baleenwhalesthatwereontheirannualmigration.
那個時期，虎鯨（當時被稱為“殺手”）幫助捕鯨人在每年須鯨遷徙時捕捉須鯨。
[解釋]Itwas/isatimewhen曾經一度（那時）
[典例]
1)Itwasatimewhenmotorcarswererare.那是汽車很罕見的時代。
2)Itwasatimewhenshecouldnotbearthepainandwantedtokillherself.
她曾經無法忍受病痛，想結束自己的生命。
[練習]漢譯英
1)曾經沒人能理解我的計劃和雄心。
___________________________________________________________________________________
2)現(xiàn)在這一社區(qū)的人們相互幫助，和諧相處。
___________________________________________________________________________________
Keys:1)Itwasatimewhennoonecouldunderstandmyplanandambition.2)Itisatimewhenpeopleinthecommunitywouldliketohelpeachotherandliveharmoniously.

2.IhadalreadyheardthatGeorgedidn’tlikebeingkeptwaiting,soeventhoughIdidn’thavetheright
clotheson,racedafterhim.
我早就聽說過，喬治不喜歡等人，所以盡管我還沒穿上捕鯨該穿的衣服，還是跟在他背后跑了起來。
[解釋]eventhough=evenif即使，即便（引導讓步狀語從句）
[典例]
1)Wewon’tgiveupevenifweshouldtentimes.即便我們失敗十次，我們也不會失敗。
2)Eventhoughyoumaylosethechanceofmeetingyourfriend,youcannotmissthemeetingthis
afternoon.
即使你可能會失去會見朋友的機會，（但是你）也不能錯過下午的會議。
[練習]漢譯英
1）即便你無路可走，你也不能任由自己放棄自己的目標。
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2）盡管他已經說了很多遍“對不起”，他的女朋友還是不愿意原諒他。
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Keys:1)Youshouldnotresignyourselftogivingupyourgoal,eventhoughyoumaynowaytogo.
2)Eventhoughhehassaid“sorry”formanytimes,hisgirlfriendwouldnotforgivehim.

3.I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday-adayofpure
magic!
我坐在溫暖的夜空下，手里拿著一瓶冷飲，回憶著當天的事情---這可是奇妙至及的一天。
[解釋]with+賓語+賓語補足語在句中充當狀語，表伴隨，原因等
[典例]
1)Theteachercameinwithathickbookinherhand.老師走了進來，手里拿著一本厚厚的書。
2)Withalocalvillagerleadingtheway,wefoundhishouseeasily.
有當地村民帶路，我們很容易就找到了他家。
3)Withalotofproblemstosolve,thenewly-electedpresidentfeltlikeacatonhotbricks.
由于有很多問題急待解決，新當選的總統(tǒng)急得像熱鍋上的螞蟻。
[練習]漢譯英
1）我睡覺時喜歡開著窗。
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2）媽媽講著故事，小孩很快就睡著了。
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Keys:1)Withhermothertellingstories,thechildcouldfallasleepsoon.2)Iliketosleepwiththewindowopen.

二、課文要點
1課文詞匯等填空（旨在復習本課文中的單詞拼寫和主要詞語等）
根據課文內容完成下面語法填空，注意單詞拼寫和詞語用法：
1themorningof19thJanuaryIwentsnorkeling.2(see)suchextraordinarybeauty,Ithoughteverycellinmybodywokeupand3waslikediscoveringawholenewdimensionoflife.Duringthetrip,Ifirstbecameawareofthevividcolors4(圍繞)meandthefantasticcorals,inandaround5allkindsofelegantfish6(be)swimmingamongthem.7therearestillsomething8mademefeel9(害怕).Forexample,Ididn’twanttogetclosetotheeel,thegiantclamandthegreyreefsharks,fortheymademescaredtodeath10amoment.
答案：1.On2.seeing3.it4.surrounding5.which6.were
7.But8.that9.frightened10.for
2課文大意概括（旨在訓練用30個單詞概括大意的能力）
閱讀課文，試著用30個單詞概括課文大意，再比較答案

這個故事是有關捕鯨人的忠實朋友OldTom的故事。它幫助捕鯨者捕獵鯨魚和在危難的時刻保護他們。

______________________________________________________________________________________________________________________________________________________________

答案：ThepassageisthestoriesofOldTom,thedevotedfriendofwhalers.Ithelpedthewhalerstocatchwhalesandhowitprotectedandsavedthemintimesofdanger.

3課文佳句背誦與仿寫（旨在培養(yǎng)對難句的理解和運用能力）
1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleenwhalesthatwereontheirannualmigration.在那個時期，殺人鯨，正如當時他們被稱呼的，幫助捕鯨者捕殺在每年遷移途中的須鯨。
（本文中同類句Ithought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyowneyesmanytimes.當時我以為只是一個故事罷了，但是后來我親眼見過多次。）
[模仿要點]句子結構:句子成分插入語，
在十九世紀早期，廣州，正如西方世界所知道的，是世界最出名的港口之一。
______________________________________________________________________________
答案：Bytheearly19thCentury,Guangzhou，asitwasknownintheEnglish-speakingworld，wasoneoftheworldsleadingports.
使我們感到驚奇的是，他所做的和他所說的沒有任何聯(lián)系。
_____________________________________________________________________________
答案：Whathedid,tooursurprise,hadnothingtodowithwhathesaid.
他有了一個新的發(fā)現(xiàn)，我認為那對科學來說是非常重要的。
_______________________________________________________________________________
答案：Hemadeanotherwonderfuldiscovery,whichIthinkisofgreatimportancetoscience.
三、單元自測
1完形填空
閱讀下面短文，掌握其大意，然后從21—30各題所給的A、B、C和D項中，選出最佳選項，并在答題卡上將該項涂黑。
詞數：159完成時間：13分鐘難度：***
GlobalcallCommunicationshasgrownfromatelecommunicationssolutionsproviderforlocalbusinessesinthegreaterSeattlemetropolitanareatoatrulyglobalcorporationprovidingtelecommunicationssolutionsforclientsbothlargeandsmall.Establishedto21asignificantmarketgapforsimplecommunicationsolutions,thecompanyfirst22tomostmajorNorthAmericancitiesbeforebecomingamajormultinationalplayer.
23,thecompanyisextendingoperationstoincludevoiceoverIP,aswellashigh-speedcableInternetaccess.GlobalcallCommunicationsteamincludesmorethan40,000specialistsworldwideinmorethan20countriesonthree24.Nextyearwewillseethedeployment(分配)ofathird25wirelesscommunicationsnetworkinAsiancountries.
Thefuturelooks26forGlobalcallCommunications.By2005thecompanywillbe27morethan15millionhouseholdsandbusinesses28.GlobalcallCommunicationswillhavebecomeafamousword.Welookforwardtoservingclientsandareplanningtodoeverythinginour29tomakesurethatyourcommunicationfutureisunlimitedand30.
21.A.fillB.fallC.fitD.follow
22.A.enlargedB.expandedC.grewD.increased
23.A.ShortlyB.SoonC.PresentlyD.Previously
24.A.citiesB.countriesC.landsD.continents
25.A.generationB.periodC.typeD.kind
26.A.happyB.brightC.shiningD.sparkling
27.A.servingB.helpingC.supportingD.supplying
28.A.earthlyB.locallyC.worldlyD.globally
29.A.powerB.controlC.energyD.force
30.A.complexB.simpleC.concreteD.common
答案：
21.A.填補一個巨大的市場空缺。
22．B．首先在北美幾個大城市擴展。
23．C.目前公司正在擴充業(yè)務。
24．D．世界范圍之內三大洲的專家。
25．A.第三代無信通信網絡。
26．B．GlobalcallCommunications公司前途光明。
27．A.到2005年公司將為全球范圍內超過l，500萬的家庭和公司服務。
28．D．
29．A.盡我們的能力確保您的未來的通信通暢無阻。
30．B．并且簡便。
2語法填空
閱讀下面短文，按照句子結構的語法性和上下文連貫的要求，在空格處填入一個適當的詞或使用括號中詞語的正確形式填空，并將答案填寫在答題卡標號為31-40的相應位置上。
詞數：161完成時間：8分鐘難度：***
Mr.Smithworksinanoffice.Hesverybusyandhas31timetohaveagoodrest.Everyevening,32hecomesbackfromwork,hesalwaystiredandwantstogotobedearly.33hiswifeoftenhasalotofinterestingthings34(tell)himaftersupper.Shedoesntstoptalking35shefallsasleep,butitsusuallyverylateandMr.Smithhastogetupontimeinthemorningwhensheis36(sleep).Onedaythemanfeltterrible37couldntgotowork.Hedecidedtogotoseeadoctor.Mrs.Smithwenttothehospitalwithhim.Beforeherhusbandcouldsay38wasthematterwithhim,thewoman39(tell)thedoctoreverything.ThedoctorlookedoverMr.Smithandthengavemedicineto40Mr.andMrs.Smith.HesaidtoMrs.Smith,"Theyaresleepingpills.Whenyoutakethepills,yourhusbandwillbeallright."
答案：
31．no／little32．when33．But34．totell35．until36．asleep／sleeping37．and38．what
39．hadtold40．both
31．no／littlehasno/littletime=doesnthaveanytime／hasn’tanytime,no是形容詞。
32．when，考查由when引導的時間狀語從句。
33．But，此處表轉折關系。
34．totell考查have　somethingtodo的結構。
35．until，until引導的時間狀語從句，表“直到……才……”
36．asleep／sleeping．beasleep／sleeping表狀態(tài)。
37．and，表并列關系。
38．what，whatwasthematterwithhim是固定搭配。
39．hadtold，考查動詞的過去完成時態(tài)。
40．both，both…and…是固定結構，表“……和……都，兩者……都……”
3閱讀理解
閱讀下列短文，從每題所給的A、B、C和D項中，選出最佳選項，并在答題卡上將該項涂黑。
詞數：310完成時間：7分鐘難度：***
In1983apresidentialcommitteewarnedthat,"Theeducationalfoundationsofoursocietyarepresentlythreateningourveryfutureasanation."Morethantwodecadeslater,thatreport,ANationatRisk,isstillsuitableforthecurrentsituation.
Americasschoolsarefailingus.Theyrenotpreparingenoughyoungpeopletosucceedinthe21stcentury.Standardizedtestscoresshowthatstudentachievementisquitelow.Butthosescoresdonttellthewholestoryofthisrisingcrisis.Considerthese:
*Nearly30percentofstudentsdontgraduatefromhighschool.
*40percentofcollegefreshmenneedremedialclasses(輔導班)becausetheyareunprepared.
*WhileU.S.grade-schoolersoutrank(等級高于)manyoftheirinternationalpeers,high-scholarsdontdosowell.
Sadly,moreandmoreyoungadultsarentreadyforcollegeorwork--orforlife.Theyrenotgettingtheskillstocompeteintodaysrapidlydeveloping"knowledgeeconomyevenasothercountriesgrowmorecompetitive.Bystandingstill,werefallingbehind.
So,agoodfirststepwouldbetoliftourexpectationsforwhateachchildiscapableoflearning.Asolidsecondstepwouldbetoadoptnationaleducationstandardsthatemphasizemainstudies--math,science,Englishandhistory--andmeasureresultswithnationaltesting.Inanagewhenlearningatechniquerequiresasmuchintelligenceasunderstandingatextbook,allstudentsneedthesamebaseofknowledge,whethertheywillgoofftocollegeornot.
Andathirdstepistogivevocational(職業(yè)的)training.Noteveryoneshouldbeonthecollegetrack--andastrongvocationalteachingsystemmightjustlowerthe30%highschooldropout(輟學)rate.
Nosinglesolution--higherstandards,charterschools(特許學校),meritpay(記功付酬)forteachers–canmagicallysolveoureducationalproblems.Whatweneedisasystematic,nationalplanthatcombinesthesmartestreformsandtakesbraverisks.
41.Accordingtotheauthorsopinion,wecanconcludethat___________.
A.thereport,ANationatRisk,onlyreflectedthepreviouseducationalsituationinAmerica
B.theAmericaneducationalsystemwasconsideredtosecurethenationsfutureduringthepasttwentyyears
C.the1983reportis,tosomedegree,toooldtodescribethepresenteducationalsituationwell
D.inviewofthepresenteducationalsituation,Americanbasiceducationdoesntfunctionwell
42.TheauthorsattitudetowardAmericasschoolsisthatof____________.
A.unconcernB.dissatisfactionC.toleranceD.sympathy
43.Throughthepassage,theauthorwantstotellusthat________.
A.theproblemsofthepresentAmericasschoolsareverydifferentfromthoseoftwodecadesago
B.ifthefinancialproblemsaresolved,theproblemsofAmerica’sschoolswilldisappear
C.varietiesofschoolsshouldbebuilttosolvetheproblemsofAmerica’sschools
D.properstrategiesandreformsareneededinthecourseofsolvingtheproblems
44.Nationaleducationstandardsemphasizetheimportanceof_____________.
A.mainbasicsubjectsinschools
B.learningatechnique
C.theabilitytounderstand
D.thesamebaseofknowledge
45.Whatisthepassagemainlyabout?
A.EmergingcrisisinAmerica’sschools.
B.SolvingAmericaneducationproblems.
C.EducationalfoundationofAmericansociety.
D.Theimportanceofadoptingnationaleducationalstandards.
答案：
美國社會的教育基礎可能會對國家的未來構成威脅，這是1983年得出的結論，然而它仍然適用于二十多年后的現(xiàn)在的美國。本文介紹了美國教育令人擔憂的現(xiàn)狀，還提出了一些解決方法。
41.D。細節(jié)理解題。根據第二段的“America’sschoolsarefailingus.They’renotpreparingenoughyoungpeopletosucceedinthe21stcentury.”可知美國的教育并沒有發(fā)揮很好的作用，因此選D。
42.B。觀點態(tài)度題。根據第二段第一句“America’sschoolsarefailingus.”可知，作者對美國的學校并不滿意，因此選B項。
43.D。細節(jié)理解題。根據文章最后一句話“Whatweneedisasystematic,nationalplanthatcombinesthesmartestreformsandtakesbraverisks.”可知在解決美國教育中的問題的過程中是需要一些適當的策略和改革的。選項D正確。
44.A。細節(jié)理解題。根據第五段中“nationaleducationalstandardsthatemphasizemainstudies—math,science,Englishandhistory”可知是強調了學校里主要學科的重要性，因此選A。
45.B。主旨大意題。本文主要講述了美國學校教育存在的問題并提供了一些解決問題的辦法。
4.基礎寫作
有外商來某工業(yè)區(qū)(IndustrialDevelopmentZone)參觀訪問，請你陪同他們參觀，并用英語向他們介紹開發(fā)區(qū)的情況，介紹如下：
1．開發(fā)區(qū)占地20平方公里，有8家工廠和5個倉庫。
2．位于珠江河畔，東臨101國道，離市區(qū)只有20分鐘汽車路程。．
3．水電供應齊全，管理服務優(yōu)良。
4．工業(yè)區(qū)還將擴大，雙方均會受益。
(寫作要求]
1．開頭已經為你寫好，不計入句數。
2．用5個句子寫這篇短文。
Ladiesandgentlemen，
YouarewelcometoourIndustrialDevelopmentZone．Nowletmegiveyouabriefintroductiontothezone．
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
答案:
Ladiesandgentlemen,
YouarewelcometoourIndustrialDevelopmentZone.Nowletmegiveyouabriefintroductiontothezone.
Ourzonecoversanareaof20squarekilometersandthereareeightfactoriesandfivestorehousesinit.
ItliesbythePearlRiverandHighway101runspastonitseast.Itisonlytwentyminutesdrivefromheretothedowntown.Powerandwaterherearewellsupplied.Themanagementandserviceareexcellent.
Ourzoneistobeenlargedandyouarewelcometostartfactoriesinthiszone.Imsurethatwilldogoodtobothofus.

高三英語Underthesea

經驗告訴我們，成功是留給有準備的人。作為高中教師就需要提前準備好適合自己的教案。教案可以讓學生能夠在教學期間跟著互動起來，使高中教師有一個簡單易懂的教學思路。那么怎么才能寫出優(yōu)秀的高中教案呢？小編為此仔細地整理了以下內容《高三英語Underthesea》，供大家借鑒和使用，希望大家分享！

Unit3Underthesea
Ⅰ.單元教學目標
技能目標SkillGoals
▲Retellastoryandmakeitintoaplay
▲Readastoryanddescribetherelationshipbetweenanimalsandhumans
▲ReviewthePassiveVoice(2)(includingthe-ingform)
▲Writeaparagraphtocomplainpolitelybasedondialoguesaboutblameandcomplaint

Ⅱ.目標語言

功
能
句
式
Blameandcomplaint
I’msorrybut...
I’mafraid...
That’snotgoodenough.
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...etc)
I’mnotfeeling(happyabout/satisfiedwith...etc)
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.

詞匯1．四會詞匯
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,rent,seaside,net,dimension,reflect,pure,magic,beauty,cell,aware,vivid,poisonous,cave,narrow,sharp,tasty,scare,shallow,entry,boundary，Antarctic,awesome,seal,pension,pensioner
2．認讀詞匯
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．重點詞匯
anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,Antarctic,awesome,pension

結
構RevisethePassiveVoice(includingthe-ingform)
Clancydidn’tmindbeingtoldwhattodo.
BeingheldupinthewaterbyOldTom,Jameswasconfidenthewouldsurvive.

重
點
句
子1.Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
2.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
3.ThefirstthingIbecomeawareofwasallthevividcolourssurroundingme...P24
4....theyellowandgreenparrotfishhangingupsidedown,andsuckingtinyplantsoffthecoralwithitshardbird-likemouth...P24
6.Itoldmyselftheyweren’tdangerousbutthatdidn’tstopmefromfeelingscaredtodeathforamoment.P24

Ⅲ.教材分析和教材重組
1.教材分析
本單元以大自然中的海底世界為話題,以談論海底世界的動植物為切入點，讓學生在交流中發(fā)現(xiàn)和了解大自然的奇妙和美麗；通過閱讀奇聞故事，使學生從一個側面了解人類與動物的關系；一篇與海底動植物相處的感受的日記，把學生帶入人與自然和諧相處的美好境界。
本單元用梯次遞進的方式讓學生運用已有的自然知識、親身體驗、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、排練演出等多項語言功能運用的過程中，深入學習、了解海洋動植物和大自然，并學習用英語表達對它們的感受、關切和熱愛，從而在學習和運用語言的同時，強化對海洋生物和大自然的保護意識。本單元實現(xiàn)了語言學習和傳播先進思想的完美統(tǒng)一。
1.1WarmingUp設計了兩個活動。第一個活動用兩個提問直接導入本單元的中心話題，也是學生最感興趣的話題——海底動物和植物，要求學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，要求學生將已知的海洋動植物列表歸納，并談論自己最喜愛的海洋動物或植物。這一部分的設計為下一步的課文學習以及后邊的聽、說、讀、寫在內容方面打下了伏筆。
1.2Pre-reading是Reading文圖并茂的內容簡介?！盎ⅥL幫助捕鯨人在每年須鯨遷徙時捕捉須鯨”的奇聞軼事會立刻激起學生的閱讀興趣。
1.3Reading是一篇題為“OldTomtheKillerWhale”的故事，其中包括兩篇關于虎鯨的奇聞軼事。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)驚險感人。學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的幫助和巨大的貢獻，同時習得閱讀故事的技能。
1.4Comprehending設計了根據課文內容描述OldTom和捕鯨人的關系,旨在引導學生在閱讀理解的基礎上進行再創(chuàng)造。第二題根據課文回答問題，其目的是評價學生對文章的理解程度。第三項是小組討論，中心論題——你是否同意禁止捕鯨——直擊本單元思想內容主題——環(huán)境和動物保護。整個活動設計梯次分明，思想教育意義和語言學習意義兩條線共同逐步深入，以達到閱讀理解的最佳效果。
1.5LearningaboutLanguage分為詞匯和語法兩項。詞匯部分幫助學生學習用適當的形式和意義使用詞匯和短語，旨在培養(yǎng)學生運用英語詞匯和短語的能力。語法項目是復習動詞-ing形式的被動語態(tài)。要求學生用正確的-ing形式完成單句填空和補全句子來操練這一語法項目。-ing形式的被動語態(tài)在語法學習中是個難點，教師可以在此基礎上做些拓展性和鞏固性的練習設計。
1.6UsingLanguage是一個綜合性學習項目，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，其后設計了四個活動環(huán)節(jié)：速讀選擇信息；細節(jié)列表；詞匯學習；語法學習（形容詞連用）?！坝懻撆c寫作”共有兩項任務：一是讓學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；二是讓學生用上其中三、四個短語寫一小段描寫一個地點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生的寫作訓練和指導?！白x、聽、說”共設計了五項活動：第一項是在“聽”之前閱讀一則觀鯨旅游的廣告并就此討論有關問題；第二項是聽一段對話選擇答案；第三項在重聽一遍的同時，記下與廣告不符的情況；第四、五項的聽力重點在詞匯上，練習的內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，內容連貫，實際上都在為完成下一步“寫”的任務積累素材和提供示范?！罢f話與寫作”的中心任務是本單元寫作練習的主題：對某事或某人以禮貌的方式責備和抱怨。該部分提供了表示“責備和抱怨”的習慣用語和三種情境，要求學生運用所給的詞語先進行對話練習，然后再把對話內容寫下來。這種寫作練習設計能使學生體會到語言的鮮活、生動和實用，有利于發(fā)揮他們的寫作積極性。

2．教材重組
2.1Pre-reading,Reading,Comprehending是一個整體,而第一部分WarmingUp的話題內容又與Reading一致，因此將這幾部分整合在一起，設計成一節(jié)“閱讀課”。
2.2LearningaboutLanguage中的兩項活動(詞匯和語法)和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES內容一致，整合起來設計成一節(jié)“語言學習課”。
2.3將UsingLanguage中的聽力部分(P25Reading,discussingandlistening)與Workbook中的LISTENING,LISTENINGTASK整合為一節(jié)“聽力課”；由于Workbook中TALKING的任務是談論前面兩個聽力內容的，所以將此項任務也加進這一課時。
2.4將UsingLanguage中的Readinganddiscussing以及其后的四項練習與Workbook中的READINGTASK以及其后的兩項練習整合在一起，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”的任務分別體現(xiàn)在“聽、寫、讀”等各項活動中，因此沒有單獨設計“口語課”。
3.課型設計與課時分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodListening
4thPeriodExtensivereading
5thPeriodCommunicationandwriting

Ⅳ.分課時教案
TheFirstPeriodReading
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,aheadof,inthemeantime,helpout
b.重點句子
Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowingitselfoutofthewaterandthencrashingdownagain.P20
Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
Andthoseothersarestoppingitdivingorfleeingouttosea.P20
IttookoverhalfanhourtogettheboatbacktoJames...P21
2.Abilitygoals能力目標
EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatseaplantsandanimalsarepartofhumanbeings’life.
3.Learningabilitygoals學能目標
HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansofmakingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsandhumansthroughreading.
Teachingimportantpoints教學重點
HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals’loyaltyandhelptohumanbeings.
Teachingdifficultpoints教學難點
Analyzethestructureofsomesentences;
Summarizethemainideaofeachparagraphaswellasthetext.
Teachingmethods教學方法
Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;
Fast-readingandcareful-readingmethods;
Thinkingandsummarizingmethods.
Teachingaids教具準備
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教學過程與方式

StepⅠWarmingup
T:Goodmorning/afternoon,everyone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Haveyouseenplantsandanimalsthatliveunderthesea?Anddoyoulikethem?
Ss:Yes.Theyareverybeautifulandlovely./Someareuglyanddangerous./Ilikethemverymuchwhethertheyarebeautifulorugly./Yes,theyareverynice...
T:Mm,Isee.Butwheredidyouseethem?
Ss:Atanaquarium./Inthetunnelunderthesea./Inthezoo./OnTV,theprogramsabouttheseaanimals./OntheInternet.Ihaveseenalotofpicturesabouttheseaanimalsandplants...
T:Verygood.Yousee,yoursightofseaanimalsislimited.Doyouwanttoknowmoreaboutthem?
Ss:Yes!Verymuch!Buthow?
T:Nowyoucantalktoeachotherinpairsabouttheseaanimalsandplantsyou’veseenbeforetoenrichyourknowledgeofthem.UsethelistonPage19tohelpyou.
TheSsbegintotalkabouttheplantsandanimalsundertheseathey’veseenbeforeandtheteachercanwalkaroundtoseewhattheyaretalkingabout.Afterthattheteachercanasktwoorthreepairstoacttheirdialoguesout.
Possibledialogue1:
Sa:Lastsummerholiday,IwenttoHainanProvincewithmyparents.TherewhenIwasonmysnorkellingtrip,Isawmanykindsofbeautifulfishunderthesea.TheyhavesorichandfreshcolorsthatIcouldn’tbelievemyeyes.
Sb:Doyouknowtheirnames?
Sa:No.Solargevarietyofcolorfulfishthattheymademeastonished.ButIcouldhardlycallasinglenameofthem.MaybeIsawseaanemones,whichliveonrocksandlooklikeflowers.
Sb:Haveyouseenanythingspecial?
Sa:Yes.Isawsomecorals,realandlivingcorals.Youknowtheredoneisthemostbeautiful.
Sb:Red?I’veonlyseenwhiteonesindecorationshops.Ilikeitsfantasticshapes.ButIdon’tknowtherearesomeredones.
Sa:Besidesredones,therearepurple,yellow,blue,pinkones.
Sb:Oh!That’swonderful!Howluckyyouare!IlikeseaanimalsandplantsverymuchbutIhaven’tseenthemundertheseawithmyowneyes.I’veonlyseenthemonTVprogramsandinsomefilmsaboutlivingthingsunderthesea.
Sa:Whenwecanearnenoughmoneybyourselves,thefirstholidaytripwouldbegoingonasnorkellingtrip.
Sb:It’sago!
Possibledialogue2:
Sa:OnceIsawmanyturtlesintheAquariumofShanhaiguan.Someweresolargethattheycouldn’tmoveveryfast.Twoorthreeofthemhadhardhornsontheirlegs.Itissaidtheymusthavelivedatleastoverthreehundredyearsbeforetheyhavethiskindofthing.
Sb:Really?I’veneverheardaboutthat.IhavebeentoShengyaOceanWorldinDalian.Isawsomelargeturtlesbutdidn’tfindthatkindofones.
Sa:Youmusthaveseenmanyfish,right?
Sb:Certainly!Alargenumberofanimalsandplantsunderthesea.
Sa:Tellmemore,please.
Sb:Someeels,forexample.Theywerelongandthinwithsharpteethandswamveryquickly.Smallsharksinwhite-greycolorswamingroupsaroundthediver.Theywereactiveandseemednevertostop.Theexplainertoldusthatonlyafewkindsofsharksmightattackpeople.Therewerealsofatsealions,yellowandgreenparrotfish,blue-stripedangelfish,seahorses—theywereverysmall,floatinguprightinwater,seastarsinmanycolorsandsoon.Therewerealsosomeseaplantssuchaskelp.
Sa:That’swonderful.I’llaskmyparentstotakemetherenextsummerholiday!
T:Verygoodjob!Youmakemeknowmoreaboutthelovelyseaanimals.Wouldyoulikemetoshowyouaroundtheworldunderthesea?
Ss:Hurray!Wecouldn’twaitanymore!
T:Butremember,afteryou’veseeneachbeautifulcreaturewithoutnamemarked,youmusttrytowritedownthenameoftheanimalortheplantinyourexercisebooks,threeofyouwillbeaskedtowritethenamesontheblackboard.Whoeverwritesthenamesmostquicklyandaccuratelywillgetasmallgift.Clear?
ShowpicturesofseaplantsandanimalsonthescreenandasktheSstodothespellingjob.Ifpossible,ashortvideoabouttheworldunderseawouldbebetter.

(1)(2)
(3)(4)
(5)(6)
(7)(8)
(9)(10)
(11)(12)
(13)(14)
Namesoftheseseaanimalsandplants:
(1)whitewhale白鯨(2)anemone?？?br> (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,makingalistaboutwhatyouhaveknownaboutthemtocollecttheinformation.Drawaformlikethisandthenfillinit.Showthefollowingformonthescreen.AftertheSshavefinished,showafulfilledoneasasummary.
NamePlantsandanimals
you’veseenundertheseaWhereyou
sawthemFavouriteone
why
LiHuadolphins,flyingfish,kelps,algae,whitebait...Onaboattourdolphins:cleverandfriendlytopeople
WangXixiturtles,seahorses,sealion,sharks,whitewhale,seals...Atan
aquariumsealion:clever
canplaygame
WangXixiflatfish,ling,coral,kelps,algae,eels,clams,sea-slugs,whales,crabs,shrimps,cuttlefish,seasrats,seals,whalessharks,whelks,elephantseal,anemone,seajelly...OnTVandinfilmscoral:colourfulandincharmingshapes
kelps:tastyandnutrient
JianPingparrotfish,angelfish,eels,coral,kelps,turtles,scallops,clams...Ona
snorkelling
tripbutterflyfish:
beautifulincolors

StepⅡPre-reading
LettheSstalkaboutthepictureinPre-readingandgetthempreparedforthereadingpassage.
T:NowlookatthepictureinPre-reading.Whatcanyouseeandwhatdoyouthinkishappeninginit?
S:Inthepicturewecanseeahugefish,fromthewaterspurtedoutoftheblow-holeonitsheadwecanknowitmustbeawhale.Therearesomebigfishrunningafterit.Theyarehavingafight,Iguess.
S:Thereisasmallboatnotfarfromthewhale.Thepeopleontheboatmightbehuntingwhales.Iheardofitbefore.
T:Ifyouwanttouncoverthepuzzle,readthewordsontheleftsideofthepicture.
Afterashortwhile.
T:Whatdoesanecdotemean?Haveyougotitsmeaningfromthedictionary?
S:Itmeansashortstorybasedonyourpersonalexperience.
T:Right!Sowhatarethemaincharactersofthestory?
S:Whalers,killerwhalesandbaleenwhales.
T:Butwhatistherealnameofthekillers?Andhowdidtheyhelpthewhalerstocatchthebaleenwhales?Let’sreadthetextandfindtheanswers.

StepⅢReadingcomprehending
Inthisstep,theSswillreadthetextanddealwiththecomprehendingexercises.
Skimming
LettheSsskimthetextandgetthemainideasofthetwoanecdotes.
Afterskimming.
T:WhoisOldTom?Whatisthefirstanecdoteabout?
S:OldTomisthenameofkillerwhales.Thefirstanecdotedescribesahuntingexperienceabouthowthekillerwhaleshelpedthewhalerstohuntawhale.
T:Good!Howaboutthesecondone?
S:IttellsabouthowakillerwhaleprotectedandsavedJames,awhaler.
Scanning
LettheSsdoscanningandfindtheanswerstothequestionsinExercise2.
T:First,gothroughthequestionsinExercise2onPage21,andthenIwillgiveyouseveralminutestodoscanning.
Afewminuteslater,guidetheSstodopairwork(asfollows),whiletheteachercanwalkaroundtoseeiftheyhaveanyproblemstodealwith.
Sa:WhatevidencewastherethatOldTomwashelpingthewhalersout?
Sb:OldTomwasswimmingbytheboat,showingusthewayandleadingustothehunt.GeorgestartedbeatingthewaterwithhisoarandtherewasTom,circlingbacktotheboat,leadingustothehuntagain...
Thenasksomepairstoaskandanswerthequestionsbeforeclass.
T:Verygood!Nowcloseyourbooksandwe’lllistentothetapeofthistext.Takeoutapieceofpaper.Lookatthescreen,whileyouarelistening,payattentiontothewholestoryandtrytowritedownthemissingwordsinthesentencesaccordingtowhatyouhear.Areyouready?
Showthefollowingsentencesonthescreen.(Thesentencesaregivenwithblanks.)
1.Ithought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyowneyesmanytimes.
2.…asIwassortingoutmyaccommodation,Iheardaloudnoisecomingfromthebay.
3.Werandowntotheshoreintimetoseeanenormousanimalthrowingitselfoutofthewaterandthencrashingdownagain.
4.“Comeon,Clancy.Totheboat,”Georgesaidasheranaheadofme.
5.Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.
6.Andthoseothersarestoppingitdivingorfleeingouttosea.
7.Withinamomentortwo,itsbodywasdraggedswiftlybythekillersdownintothedepthsofthesea.
8.Inthemeantime,OldTom,andtheothersarehavingagoodfeedonitslipsandtongue.
Afterplayingthetape,asksomeonetospelloutthewordsorwritethemdownontheBbtochecktheirlisteningandspellingtasks.Atlast,showtheanswersonthescreen.

StepⅣDiscussion
DealwithExercise3inComprehending.LettheSsworkingroupsanddosomediscussion.
T:Lookatthetitleofthistext:OldTomtheKillerWhale.WhoisOldTomandwhatisspecialaboutit?
S:Itisakillerwhale!It’stheheadofthekillerwhaleteam,Ithink.
S:Maybeitisthemostcleverandpowerfuloneintheteam.
T:Nowingroups,discusstherelationshipbetweenOldTomandthewhalers.Thendiscusswhatotheranimalshelpouthumansinhunting.
Asampledescription:
Sa:OldTomishonestandhelpfultothewhalersandthewhalersareverykindtoOldTomanditsgroup,too.They’rejustlikegoodfriends.
Sb:Ithinkso.MaybeOldTomandotherkillershavebeentrainedbythewhalers,justlikehuntingdogs,theygetonwellwiththewhalers.Ineverydaylifetheytakecareofeachotherandinanemergency,theyhelpeachother.
Sc:Speakingtohuntingdogs,Ithinktheyarethemosttypicalanimalsthathelpouthumansinhunting.Uponmeetingthequarries,theyareveryexcitedandlistentotheirmastersverywelltohuntforthem.Ifthereisagroupofdogs,theymayworktogethertilltheyhelpthemastercatchthequarries.Thentheywillbeveryhappyandcomebacktothemastertoreporttheirsuccess.That’sveryinteresting.Andiftheirmasterisindanger,theywillrushuptorescuehim.Therearemanymovingstoriesofthiskind.
Sd:Yes.Afterreadingthetext,wecanlearnmoreabouttherelationshipbetweenhumansandanimals.Humansandanimalsshoulddependoneachotherandbekindtoeachother.Onlyinthatway,cantheworldbemoreharmoniousandbeautiful.
Dealwithsomelanguagepoints.

StepⅤHomework
T:Asamatteroffact,whalesarenowanendangeredanimal.Manypeoplearetryingtoprotectthemfrombeinghunted.ThelastwhalingstationinAustraliaclosedin1978.Butsomecountriesopposetheban.Andtherearestillpeoplewhohuntwhales.What’syouropinion?Areyoufororagainstthebanningwhaling?Considertheproblemcarefullyandwe’llhaveadiscussiontomorrow.Good-byeeveryone!

TheSecondPeriodLanguagestudy
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,beawareof,reflecton,pure,upsidedown,scaretodeath
b.重點句子
Jameswasafraidofbeingattackedbysharks.P23
Thechildrenenjoyedbeingtakentotheaquarium.P23
2.Abilitygoals能力目標
RevisethePassiveVoiceofthe-ingform.
Learntousesomenewwordsandphrases.
3.Learningabilitygoals學能目標
HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone”formbypracticingandsummarizing.
Teachingimportantpoints教學重點
ThePassiveVoiceand“beingdone”usedasobject,attributeandsoon.
Teachingdifficultpoints教學難點
HelptheSstomastertheusageofthePassiveVoiceand“beingdone”structure.
Teachingmethods教學方法
Concluding,summarizingandpracticing.
Teachingaids教具準備
Aprojectorandacomputer.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Attheendoflastperiod,youwereaskedtothinkabouttheinternationalbanonwhaling.Areyouforitoragainstit?Nowlet’sworkingroupsoffouranddiscussthereasonsforandagainstbanningwhaling.
WhiletheSsarehavingdiscussion,walkaroundtoseeiftheyaregettingonwellwiththejob.Whentheyhavefinished,asktheSstospeakouttheirgroup’sopinionsandreasons.
Possiblediscussion:
Sa:Ithinkit’simportanttoprotectwhales.Afteralongtimehunting,thenumberofwhaleshaslargelydecreased.Ontheotherhand,withthedevelopmentofindustry,theseahasbeenseriouslypollutedandthepollutionhaskilledmanywhales.
Sb:Yes.Iagreeontheinternationalban.Whaleisoneoftheoldestspeciesontheearth.Protectingthemeffectivelyandstudyingthemseriouslywillbringhumanbeingsgreatbenefit.
Sc:Whalesarethehugestanimalslivingintheocean.Thenumberoftheminnaturewillhavegreateffectonthebalanceofseaanimalsaswellasnature.
Sd:WeseemtohavethesameideaaboutthetopicandIagreewithyouall.Firstly,animalsarehumanbeing’sfriends;wemusttrytoprotectthem,especiallythoseendangered.Itisreportedthatmanywhaleskillthemselvesforsomeunknownreasonsonsomebeacheseveryyear.Maybethatiscausedbypollution.Inaword,manhasdonemuchharmtowhales.It’stimeforushumanstodosomethingtoprotectthem.Nomorewhaling!
T:Yes,nomorewhaling!Iagreewithyouverymuch!Ihopeyoucangetmoreinformationaboutwhalesafterclasstolearnmoreabouttheircurrentsituation.

StepⅡLanguagestudy
DealwiththeusefulwordsandexpressionsinthisunitandlettheSsdosomeexercisestomastertheirmeaningsandusages.
T:TurntoPages22,pleasefinishExx1-3.
WhentheSshavefinishedthat,checktheanswerswiththewholeclass.
T:Now,we’llrevisesomeusefulstructures.
Astheteacherexplainsthegrammar,he/shewillshowtheslidesatpropertime.

StepⅢPractice(Workbookexercises)
LettheSsfinishtheexercisesinUSINGWORDSANDEXPRESSIONSonPage63tofurtherpracticetheuseofsomekeywordsandexpressions.
ThenletthemfinishtheexercisesinUSINGSTRUCTURES.Afterstudentshavefinished,showsomestudents’workontheprojector,checktheirworkwiththewholeclass.Correcttheerrorsifthereareany.
Thisstructureisusedafterprepositionsandverbsnormallyfollowedby-ingform.SotheteachercanhelptheSssummarizetheverbsorphrasalverbsfollowedby-ingform.

StepⅣHomework
Homeworkfortoday:
1.Revisethegrammarandlanguagepoints.
2.Writefivesentenceswith“beingdone”structureasdifferentcomponentsofasentence.
TheThirdPeriodListening
Teachinggoals教學目標
1.Targetlanguage目標語言
重點詞匯和短語
opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutof,seal,refund,pensioner,sharkattack
2.Abilitygoals能力目標
EnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestionsgiven.
3.Learningabilitygoals學能目標
Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthequestionsgivenaccordingtothelisteningmaterial.
Teachingimportantanddifficultpoints教學重難點
Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.
Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.
Teachingmethods教學方法
Listening,speakingandcooperativelearning.
Teachingaids教具準備
Arecorder.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Now,I’llcheckyourhomework.Readthesentencesyou’vemadewiththepassivevoiceof-ingform.
OrasksomeSstowritedowntheirsentencesontheBb,correctthemistakesifany.
Samplesentences:
Beingastudent,IknowImustworkhard.(Adverbial)
I’mveryexcitedaboutbeinginvitedtomyfriend’sbirthdayparty.(Objectofprep.)
Wedon’tlikebeingkeptwritinghomeworkalldaylongonSunday.(Objectofvt.)
Beingpraisedisapleasure.(Subject)
Theboybeingblamediscrying.(Attribute)

StepⅡListening(1)
T:Page25,please.Youwillfindanadvertisementaboutwhalewatchingtours.Haveyoueverbeenonsuchatour?Whatcanyouexperienceonthistour?...Nowreaditcarefullyandtrytoanswerthequestionsaboveit.Youcandiscusswithyourpartners.
Suggestedanswers:
1.Youcan:listentowhalessingingandwatchthemunderwateronthevideocamera;witnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwaters;enjoyplentyofothermarineanimalssuchasdolphins,sealsandpenguins.
2.Iameagertogoonthistour.Iwouldliketowitnesswhalesintheirnaturalenvironmentastheyleapoutofwaterandfeedinourwatersbest.
3.Youwillgetarefundifyoudon’tseeawhaleonthetour.
T:Nowwearegoingtohearsomedialoguesbetweentouristsandatourguide.Theyhavefinishedthewhalewatchingtour.LookattheaspectsinEx2.Gothroughtheaspectsgivenanddecidewhichonesthetouristsmightthinkweregoodandwhichtheymightcomplainabout.Afterthat,we’lllistentothetapeandchecktheanswers.Clear?
Playthetape.Forthefirsttime,theyarerequiredtochecktheanswerstheyhavechosen.Forthesecondtime,theyshouldnumbertheaspectsintheordertheyhearaboutthem.Thenchecktheanswerswiththewholeclass.
T:Wehavesomanyjobstodotoday.NowPage26.Let’slistentothetapeagaintofinishExx3-5.ForEx4,youarerequiredtopickouttheexpressionsaboutcomplaintineachofthethreedialoguesandthencompletethesentencesgiven.Theseexpressionsarethefunctionalitemsofthisunit.
PlaythetapeagainandhelptheSstofinishthesetasksandatlast,checktheanswerswiththeclass.

StepⅢListening(2)
T:TurntoPage62please.Firstlookatthethreephotos.Whatdoyouseeinthem?
Ss:Sharks.
T:Haveyouseenanysharkswithyourowneyes?Wheredidyouseethem?Howwouldyouliketodescribethem?
S:Isawtheminanaquarium.Ithinktheyarehugeandfierce.
S:IsawthemontheTV.Itisreportedthatsharksattackpeopleonthebeachesinsomeareas.
T:Howdoyoufeelwhenyoulookatthephotosofthem?
S:Ifeelscared.
S:Ifeelamazed.
S:Ifeelthathumansaresofragileandweakinfrontofthem.
ThenlettheSsdiscussthequestionsabovethephotosingroupsandmakeshortdialogues.Theywillshareinformationwitheachotherandlearnmoreaboutsharks.
Possibledialogue1:
Sa:Wherehaveyouseensharks?
Sb:I’veseenthematanaquarium.
Sa:Whatdoyouknowaboutthem?
Sb:Iknowfromtheinterpreterthattherearemanykindsofsharksintheworldbutjustafewofthemmayattackpeople.Whataboutyou,C?
Sc:I’veseenthembothonTVandatanaquarium.WhenIsawtheminthelargeaquarium,Ifoundtheywerenotsobigandfierce.Onthecontrary,theywerelivelyandactive.WhenIsawthemonTVprogramsabouttheworldunderthesea,Ifoundtheyswamveryquicklylikeanarrow.Infact,Ilikethemverymuch.Doyouknowanythingaboutshark,A?
Sa:Yes.I’veseenthemontheInternet,onTVandinthefilmofJaws.Theanimalisawonderfulcreatureinnature;whileinthefilmitwasverycruelandfierceandkilledmanypeople.ButIdon’tthinkthefilmtellsthetruestoriesofsharks.Ialwaysthinkifyoudon’tdisturbthewildanimals,theywon’tattackyou,either.
Possibledialogue2:
Sa:Howdoyoufeelwhenyoulookatthephotos?
Sb:Inthefirstandsecondone,theyseemfine.Theyhaveaverygoodshapeandtheycanswimveryquickly.
Sc:Butinthethirdoneitlooksveryfrightening,justlikethebigsharkinthefilmJaws.It’sterrible.Whatdoyouthinkaboutthem,A?
Sa:Sometimeswemayhearnewsthatsharksattackpeopleandthismayfrightenpeopleverymuch.Butpeopleoftenpaylessattentiontothefactthatmanymoresharksarekilledbypeopleeveryyearandtheiramountinnaturedroppeddownveryquickly.
Sb:Yes.Peoplekillfarmoresharksthansharksdotopeople.AndIknowfromsomebooksthatseldomdothewildanimalsattackhumanbeings,ifpeoplewon’tdisturbthem.Sopeopleshouldthinkseriouslywhattheyhavedonetosharks.Forexample,whetherwe’vedestroyedtheirsurvivingenvironmentorwhethertoomuchfishinghasbrokentheirfoodchains.
T:Asweallknow,sharksattackpeople.NowLet’slistentothenewsreportsonsharkattacks.Numbertheplaceswheretheseattackshappenedintheorderyourhearthem.Areyouready?
PlaythetapetwiceormorefortheSstolistenandfinishExx2-3.Afterthat,checktheanswerswiththem.ThenlettheSsworkingroupsanddiscussthequestionsinEx4.
SuggestedanswerstoQ1:
Sa:Justnowweheardsomereportsonsharkattacks.Astowhetherpeopleshouldhuntdownandkillsharks,Ithinkthatdependsonthecase.Ifthesharkkillspeople,liketheoneinthefilmJaws,itshouldbekilledinordertosavepeople’slives.Butwemustn’tkillthosethatneverattackpeoplebecausenotallsharksmighthurtpeople.Wecan’tkillthewholefamilyjustbecauseoneofthemkilledaperson.
Sb:Iagree.Sharkattacksjusthappenonceinawhile.Infact,thechancesofbeingbittenbyasharkareactuallyverysmall.Comparedtowhatpeoplehavedonetosharks,theyareinnocent.Imaginethatifhumanbeingshadn’tdisturbedtheircircumstanceordestroyedtheirfoodchainorpollutedseawaterandsoon,wouldthatkindsofthingshappensooften?
Sc:Yes.Wehumanbeingsmustreflectonourselveswhetherweleaveenoughspaceforseaanimals,likesharks,tosurviveinnature.Ifwewanttoomuchfromthesea,wemustbepunished,byanimals,bynatureorinsomeotherways.Ontheotherhand,peoplecantakemeasurestoavoidthis.Forexample,nottoswimtooclosetotheirhabitats,leavethemenoughspace;nottofishtoomuch,especiallythecertainkindsoffishforsharks’food;protecttheoceanfrombeingpollutedtoprovidegoodseaenvironmentforallseaanimalsandmostly,forhumanbeings.
SuggestedanswerstoQ2:
Sa:Ithinkitmattersifmanysharksarekilledbypeople.Everyoneknowsthatanyspecieshasitsownpositioninnature,sayingnothingofsharks,largeandimportantanimals.Theamountofsharkswillmakegreateffectontheseacreaturechain,whileseacreaturechainwillaffecttheocean,andtheoceanwillactontheclimatestraight,andasaresult,onhumanbeings.SoIthinkanimals,suchassharks,haveaverycloserelationtopeople.
Sb:Yes.Itisreportedthatsharkpopulationsaredecreasingataseriousratebecauseofmodernfishingtechnology.Ontheotherhand,withthedeepwaterconditiongettingworsebypollutionandpeople’skilling,moreandmorespeciesarebecomingendangered.
Sc:AsfarasIknow,upto200millionsharksarekilledeachyear.Thisformerhugefamilynowhasnolongerheldadvantages.Theirsituationmakesusworried.SoIthinkgovernmentshouldmakesurethatthefishingofsharksissloweddown.Meanwhile,takematurestoprotectthem.
T:Verygoodjob!I’mverygladtofindthatyouhavegotstrongsenseofenvironmentalprotection.
Now,lookatthescreenandwewillreadtwopiecesofnewswithpictures.
Dealwiththenewwordsfirst.
Onthescreen
Whalesanddolphinsmysteriouslystranded
Updated:
Newwords:Tasmanian.塔斯馬尼亞;
beachingn.海灘;steerv.駕駛,轉向;
strandvt.擱淺;rescuern.救助者;
survivorn.生還者
(1)
AlisonJoyceandhertwo-year-sonTylerlookbottle-noseddolphinsstrandedonSeaElephant
BeachonTasmania’sKingIslandinAustraliaNovember29,2004.Over100ofthemammalsmysteriouslybeachedthemselvesinamassstrandingwhichwasrepeatedatanotherbeachontheislandstates’south-eastcoast.Morethanthree-quartersofAustralia’swhalestrandingsoccurinTasmania.
(2)
Partofapodofbeachedlong-finnedpilotwhalesliedeadinthesandatSeaElephantBeachonTasmania’sKingIsland,Australia,November28,2004.Morethan100whalesanddolphinsdiedintwoseparatebeachingsin24hoursonremoteAustralianislands,leavingrescuersonMondaystrugglingtosteersurvivorsouttoseaandpreventmorestrandings.
AfterreadingthenewstheremayappearaspecialatmosphereinclassamongtheSsandtheymaygetaspecialeducationaswell.TheteachercantaketheopportunitytomaketheSsknowdeeplytheimportanceoftheprotectingnature.

StepⅣListening(3)
T:NextwearegoingtolistentoaninterviewwiththesharkexpertDonJames.Beforeyoulisten,gothroughthestatementsinEx1onPage65andpredictwhatyouwillhearintheinterview.Thenlistenandnumberthesestatementsintheorderyouhearthem.
AftertheSshavefinishedreadingthestatements,playthetape.Thenchecktheorderofthestatements.ThenlettheSstrytoanswerthequestionsinEx2inpairs.Playthetapeforthesecondtime.AsktheSstotakesomenoteswhilelistening.Finally,asksomeofthemtoanswerthequestionswiththehelpoftheirnotesaccordingtowhattheyhear.

StepⅤHomework
T:Todaywehavetalkedaboutandlistenedtosomethingaboutseaanimals.Tomorrowwe’lllearnmoreinterestingthingsaboutthem.PleasepreviewthereadingpassageonPage24.Nowclassisover.Goodbye,everyone.
Ss:Goodbye,Sir/Madam.

TheFourthPeriodExtensivereading
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
reflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallow
b.重點句子
I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!
ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...
Whatawonderful,limitlessworlditwasdownthere!
2.Abilitygoals能力目標
EnabletheSstoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.
3.Learningabilitygoals學能目標
Trytoimprovethestudents’readingabilitybygraspingtheinformationinthedairyabouttheworldunderthesea.Strengthentheirsenseofenvironmentalprotection.
Teachingimportantanddifficultpoints教學重難點
EnabletheSstoreadforspecificinformationandguidetheSstowritetheirowndiary.
Teachingmethods教學方法
Reading,listeningandspeaking.
Teachingaids教具準備
Arecorder,aprojectorandacomputer.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:YesterdayIaskedyoutopreviewthereadingpassageonPage23.It’schosenfromsomeone’sdiary.Whatdoesthewriterwriteabout?
Ss:Thewriterreflectedhisorherexperienceofsnorkelingonthereef.He/Shedescribedtheanimalsandthesceneryunderthesea.
T:Goodjob!

StepⅡReading(1)
ReadinganddiscussingP24
T:Almosteveryoneofyoulikestowatchtheprogramsabouttheseaandthesealife.That’sagreatenjoyment.Don’tyouthinkso?Ifyouhaveachancetogoonasnorkelingtrip,howwillyoufeel?
Ss:We’llfeelcrazilyhappy./Thatwouldbethemostfantasticthing./Itwouldbethemostexcitingthinginmylife...
T:Yes,Icanunderstandyourfeelings.NowlistentothetapegoingwiththepassageonPage24withoutlookingatyourtextbooks.Trytocounthowmanyseaanimalsthewritermentionsinhis/herdairy.Let’sbegin!
PlaythetapefortheSstolistentoandlettheSstrytowritedownthenamesoftheseaanimalsmentionedinthediary.Afterthat,checkthejobbyaskingsomeonetotellthenamesoftheseaanimals.
T:Howmanyanimalsdoesthewritermentioninhis/herdiary?
Ss:7.
T:Whatarethey?
Ss:Theyareparrotfish,sea-slug,sea-star,turtle,eel,clamandreefshark.
T:Right.Bytheway,thereisanotherkindofcreature,notfish,whicharedescribedmuch,especiallytheirshapes.Whatarethey?
Ss:Corals!
T:Yes.You’vedoneverywell.Let’sreadthetextcarefullytoenjoythebeautifulviewundertheseaandhavealookattheselovelyanimals.Whileyouarereading,trytoanswerthequestionsonthescreenandfindoutthemainideaofeachparagraph.Fiveorsixminuteslater,I’llcheckyourworkbyaskingsomeonetoanswerthesequestionsandtelltheclassthemainideaofeachparagraph.Areyouclear?
Onthescreen
Para1Questions:1.Whatdidthewriterdointhemorningon19thJanuary?
2.Whatdidhethinkafterseeingsuchextraordinarybeauty?
Mainidea:__________.
Para2Questions:1.Whatisthefirstthinghebe-
cameawareof?
2.Doeshethinkthecoralsarefantastic?Why?
Mainidea:__________
Para3Questions:1.Didhefrightenthefishwhenheswamamongthem?
2.Whatfishesdidheseeunderthesea?Speakoutatleastthreekinds.
Mainidea:__________
Para4Questions:1.Werethereanythingthatmadehimfeelfrightened?Whatwerethey?
2.Dothesharkshementionedhurtpeople?
Mainidea:__________
Para5Question:Whydidhesayhewasverybrave?
Mainidea:__________
Para6Mainidea:__________
WhentheSshavefinishedtheirreading,checktheirworkintheask-and-answerway.Whentheysumupthemainideas,givethemnecessaryguideandthenshowthesuggestedideasonthescreen.
Takethefirstoneforexample:
T:Nowyouhavefinishedyourreading,haven’tyou?
Ss:Yes!
T:InPara1,whatdidthewriterdointhemorningon19thJanuary?
S:Hewentsnorkeling.
...
Suggestedanswersandmainideas:
Para1Answers:1.Hewentsnorkeling.
2.Hethoughteverycellinhisbodywokeupanditwaslikediscoveringawholenewdimensionoflife.
Mainidea:Goingsnorkelingonthereef,thewriterspentadayofpuremagicanditwasthemostfantasticthinghehaseverdone.
Para2Answers:1.Allthevividcolourssurroundinghim.
2.Yes.Becausetheywereshapedstrangelylikefans,plates,brains,laceandsoon.
Mainidea:Hebecameawareoffantasticviewsunderthesea,suchasthewonderfulcolours,thestrange-shapedcorals,andallkindsofelegantfish.
Para3Answers:1.No,hedidn’t.Thefishdidn’tseemtomindhimswimmingamongthem.
2.Hesawmanybeautifulfishsuchasanemonefish,parrotfish,angelfish,andsoon.
Mainidea:Hesawavarietyofbeautifulfishandsealifeunderthesea.
Para4Answers:1.Yes,therewere.Hedidn’twanttogettooclosetotheeel,thegiantclam.Andthegreyreefsharksmadehimscaredtodeath.
2.No,theydon’t.Theyarenotdangerous.
Mainidea:Thedescriptionofsomeuglyandmaybedangerouscreatures.
Para5Answer:Becauseheswamovertheedgeofthereefandhungtherelookingdownintodepthsoftheocean.
Mainidea:Hefeltveryexposedinsuchdeepclearwater.
Para6Mainidea:Sighwithemotion:WhatatinyspotIwasinthisenormousworld!
T:Verywonderfuljobyou’vedone!Nowdoyouhaveanyquestionsaboutthewordsandexpressionsinthepassage?
Dealwithsomelanguagepoints.
Languagepoints:
1.be/becomeawareof:gettoknow
e.g.Themangersofthecompanyhavebeenawareoftheirweakness.
Iwasnotawareofthefire.
Add:Thereisanotherpatternabout“beaware”:beaware+clause
e.g.Wewerequiteawarethatthecompetitionwasveryfierce.
Areyouawarehowtheywouldrespondtoourterms?
2.reflect
(1)vt.throw(light)back:
e.g.Amirrorreflectsapictureofyouwhenyoulookinit.
(2)vt.express(+clause)
e.g.Doeswhatyousaidreflecthowyoureallythink?
(3)vi.thinkcarefully(+on)
e.g.Hereflectedonmyquestionsbeforeanswering.
ThendealwithExx1-4onPage24.

StepⅢReading(2)
READINGTASKP66
T:Let’scometothestoryabouttheseagoddessonPage67.Lookatthetwopicturesbeforeyoureadthestory.LookatPicture1,whichpartoftheworlddoyouthinkthismanisfrom?
Ss:MaybeheisfromtheNorthPole.
T:Whydoyouthinkso?
S:Becausewecanseesomeicebergs.
S:Andheispaddlingacanoeandwearingthickclothes.
T:Then,whatdoyouthinkhisclothesaremadeof?
S:IfhedoesliveintheareaoftheNorthPole,Iguesshisclothesaremadeofanimalfurs.
T:Thatmakessense.LookatPicture2.Haveyouseenpictureslikethisbefore?
Ss:Yes.
T:Wheredidyouseethem?
Ss:Inthepicturebooksoffairytale./OnTVprograms.
T:Doyouknowanystorythatinvolvesacreaturelikeher?Whatisthestory?
Ss:ThefairytalewrittenbyAndersen,“TheLittleMermaid”.
T:Verygood!Nowlet’sglancethroughthestoryquicklyandmatchtheparagraphwiththecorrectsentenceinEx2onPage68.
AftertheSshavefinishedit,checktheanswers.
T:Infact,eachsentenceisthemainideaofitscorrespondingparagraph.Haveyoufindthat?
ThendealwithEx3.LettheSsreadthestoryagainandanswerthequestions.Atlast,checktheanswers.
Suggestedanswers:
1.Becauseherfatherwasgettingoldandhecouldnotlookafterherdaughteranymore.
2.HewasafraidthatSednawouldn’tagreetomarryhimifsheknewhewasnotamanbutaseabird.
3.BecausethebirdmancausedaseastormwithangerandSedna’sfatherwassofrightenedthathegrabbedSednaandthrewherintothesea.
4.MaybeSedna’sfatherwasonceseriouslyhurtbythebirdman.Sohewasfrightenedofthebirdman.
5.Yes.Becausewhensheisangry,shekeepsalltheanimalsintheseaawayfromthehunters,whodependontheseafortheirsurvival.AndIthinkthatisamagicpowerthenatureofferstoherforherbeauty,clearnessandkindness.
Iftimeallows,asktheSstotalkaboutthestoryconcerningitsmoraleducation.
T:Whatdoyoufeelafteryoureadthestory?WhatdoyouthinkofSednaandherfather?Whatdoyouthinkthestoryistryingtoconvey?Orwhathaveyoulearnedfromthisstory?Nowthinkaboutthesequestions.
Possibleidea1:
Ithinkitisamiserablestory.Firstly,itiswrongforSedna’sfathertoforcehisdaughtertomarryaman.Evenworse,whenherealizedhewaswrongandtriedtohelphisdaughtertoescape,heactuallygaveupfacingthethreateningandterrifyingfromthebirdman.Andtheworstthingisthathehimselfthrewhisdaughterintotheseaandthatkilledhisowndaughter.Ihatethefather.Heisacoward.
Possibleidea2:
Idon’tthinkitisabeautifullegend.Sednawasabeautifulandkindgirl.Sherefusedallthemenwhowishedtomarryherbecauseshelovedherfather,butherfatherdidn’tknowthat.Onthecontrary,heforcedhisdaughtertomarryamanshedidn’tlove.Whatwasworse,hegaveintothebirdmanwhofrightenedthemwithviolenceandthrewhisdaughterintothesea,evencutoffhisdaughter’sfingers.Whatafather!Heissocruel!IthinkthebadfatherwouldbepunishedbyGod.

TheFifthPeriodCommunicationandwriting
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
puremagic,extraordinarybeauty,fantasticthing,scaredtodeath
b.功能句式
That’snotgoodenough.
I’msorrybut...
I’mafraid...
I’mfeeling(annoyedwith/unhappyabout/unsatisfiedwith...).
I’mnotfeeling(happyabout/satisfiedwith...).
I’dliketotalktothemanager.
I’dlikeafullrefund.
That’snogoodforme.
I’dlikearefund,please.
2.Abilitygoals能力目標
EnabletheSstodescribeaplaceandtheplantsoranimalstherewiththetargetlanguage.
EnabletheSstomakecomplaintusingtheexpressionsgiven.
3.Learningabilitygoals學能目標
HelptheSslearnhowtowriteadescriptionofaplaceandtheplantsoranimalstherewiththetargetlanguage.
HelptheSslearnhowtomakecomplaintwiththetargetlanguage.
Teachingimportantanddifficultpoints教學重難點
HelptheSstomastertheusefulexpressionsandlearntousethemtoexpressblameandComplaintincertainsituations.
Teachingmethods教學方法
Discussing,guidedwritingandspeaking.
Teachingaids教具準備
Aprojectorandacomputer.
Teachingproceduresways教學過程與方式

StepⅠRevision
T:Goodmorning/afternooneveryone!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Yesterday,IaskedyoutoworkingroupstocheckthemeaningsoftheexpressionsgivenonPage24andtalkaboutthetimesyouhadfeelinglikethese.Haveyoudonethat?Nowwhowouldliketotellaboutatimeyouhadthesefeelings?
ThenasksomeSstotellaboutthetimestheyhadfeelingslikethese.

Possibledescriptions:
Sa:Ihadadayofpuremagiclastsummer.MyparentstookmeforatourinBenxi,LiaoningProvince.Whenwewentintoacavern,wesawicicle-shapedstalactites(鐘乳石)grotesqueinshape,hangingfromtheroofofthecavern.Whenthestalactiteswerelightedbythecolorfullights,theylookedextraordinarybeauty.Thenwetookaboatfloatingontheriver,itwasverydark.Ourboathittherockofthebanknowandthen,makingmyheartbeatingwildly.TheexploringtourwasthemostfantasticthingIhaveeverdone.
Sb:Youreallyhadamagicday!WhenIwenttotheGreatWall,Ialsohadafantasticfeeling.Yousee,whenIwasclimbinganarrowironladderstraightuptoahighwatchtower,Ifeltscaredtodeathandmyheartwasbeatingwildly.ButwhenIreachedthetopofthewatchtowerandlookedoutoverthemountains,everycellinmybodywokeup.Mymoodwasextraordinarygoodanditwaslikediscoveringawholenewdimensionoflife.
Sc:ThetimeIspentatShengya—theWorldundertheSea,anaquariuminDalian,maybecomparedwithyours.WhenIgotintotheaquariumunderthesea,Ifeltlikediscoveringawholenewdimensionoflife.Avarietyofbeautifulfishandmanyotheroceananimals,whichIcouldn’tcalltheirnames,wereswimmingaroundandthecolorfulseaplantswerewavingsoftlyfollowingthecurrentofthesea.Seeingsuchextraordinarybeautyintheworld,Ifelteverycellinmybodywokeup.Thatwasreallyadayofpuremagic.

StepⅡWriting(1)
T:Inlastperiodwereadadairy,inwhichthewriterusedverybeautifulwordsandphrasestodescribecolours,patterns,shapesandbehaviouroftheanimals.Nowpleasewriteaparagraphtodescribeaplaceandtheplantsoranimalsthere.Youcanreadthethirdandthefourthparagraphofthedairyasmodelforyourownwriting.FiveorsixminuteslaterI’llcheckyourwork.
TheSswillreadthethirdandfourthparagraphbeforetheystartwriting.Whentheyarewriting,theteachershouldwalkaroundtoseeiftheyhaveanyproblemstodealwith.Fiveorsixminuteslater,showoneortwocopiesonthescreenandcheckthemwiththewholeclass.
Samplewriting:
Whenwecameintothearboretum,oursightwasattractedbyallthevividcoloursofvarietiesofflowersatonce—reds,yellows,purples,white,blue,pinks,orangesandsoon.IlovedLiliesverymuch,whichwereshapedlikehorns.Thewhiteoneswerethemostsweet-smellingwithlargesize;thepinkoneswerebeautifulinbothcolourandsweetandtheorangeoneswerevividincolourwithnosweetandsmallsize.IlovedRosesthebest.Theyhavealladvantagesinthelargeflowersizes,good-lookingshapes,richcoloursandsweetsmell.AnewtypeofRosenamedBlueYaojiwassocharmingthatIjustwantedtokissthegem-blueflowers.TheButterflyOrchidswerebothrareandbeautiful.TheycamefromTaiwanProvincewithalongbloomtime.TheygotthenameButterflyOrchidsbecauseoftheflowershapesbadlylikebutterflies.Mostofthemwerepurplesandwhite.ButIfoundayellowkind,onwhichtheflowerswereabitsmalllikeyellowjade.Theywerereallybeautiful.Seeingtheextraordinarybeauty,Ifelteverycellinmybodywokeup.Itwaslikediscoveringawholenewdimensionoflife.
StepⅢSpeaking
SpeakingandwritingP27
T:Inourdailylife,wesometimesmeetwithsomethingunpleasantandmakecomplaint.Sowhenyougotoanothercountry,youshouldlearntocomplainpolitely,thenyoumaygetagoodsolution.LookatthethreesituationsonPage27.Haveyouevermetthesesituationsinyourlife?Whatdidyousayatthattime?Orwhatwillyousayifyouareinsuchsituations?Thinkaboutit....Nowreadtheexpressionsabovethesituationsandseehowtheycanhelpyoutomakecomplaintforeachofthesituation.Thenworkinpairs,chooseonesituationandmakeupadialogueforit.
Afterawhile,checktheirworkbyaskingseveralpairstoactouttheirdialogues.

Possibledialogue1:
Sa:Yousee,Imissedmyflight,official.
Sb:Don’tworry.Youcantakethenextflight.Wewon’tchargemore.
Sa:Youwon’tchargemore?ImeanI’dlikearefund,please.
Sb:I’msorrybutwedon’thavethatterm.
Sa:Imissedmyflightbecauseyoudidn’tannouncedthedelayoftheflightovertheloudspeaker.Youdelayedmytourandyoubearresponsibilityforit.
Sb:Let’strytofindabettersolution.
Possibledialogue2:
Sa:Waiter!
Sb:Yes?
Sa:ThefishIorderedtastesterrible.I’dliketotalktothemanager.
Sb:I’msorry.I’mthemanager.I’llaskthemtochangethefishforyouatonce.
Sa:That’snotgoodenough.Comingheretohaveamealshouldbeapleasantthing,howcanyouoffermesuchbadfood.I’mfeelingveryunsatisfiedwithyourservice.
Sb:I’msorry.Buthowcanwemakeyousatisfied?
Sa:I’dlikeagooddishandafullrefund.
Sb:I’mafraidwecan’tdothat.Butwecansendyouanotherdish.
Possibledialogue3:
Sa:Lookatthetrousers!Theyaretooshortforme.
Sb:I’msorry.Letmehavealookatthem.Well,don’tworry,Icanmendthemforyou.
Sa:That’snogoodforme.I’mnotfeelinghappyaboutapairofmendedtrousers.
Sb:Ihaveagoodidea.I’lladdlacesalongthecuffs.Theywilllookbeautifulandfashionable.
Sa:ButI’dstilllikearefund.
Sb:AsIdelayedyourwearing,Iagreetogiveyouaquarterrefund.IsitOK?
Sa:That’sOK.
ThenasktheSstowritedowntheirdialoguesontheirexercisebooks.

StepⅣWriting(2)
WRITINGTASKP68
T:WehavelearnedthestoryofSedna.Canyouretellthestory?Youmayfeelitdifficulttoretellsuchalongstory.Don’tworry.TurntoPage68.Lookatthetopicsentencesofeachparagraph,usingthemasaguide.Thenyouwillfinditeasiertotellthestory.Nowworkwithyourpartner,taketurnstotellthestory.
Showthetopicsentencesonthescreen.Askastudenttoretellthestorybeforetheclass.ThengettheSstowritedownthestoryindividually,usingthetopicsentencesasaguide.
Samplewriting:
SednawasalovelyandbeautifulInuitgirlandshedidn’twanttogetmarriedbecauseshelovedherfatherverymuchanddidn’twanttoleaveherfatheralone.Butherfathertoldherthatshemustmarryaman.SothenextdaySednaagreedtomarryastranger,whopromisedheragoodlife.Butwhenshefollowedthemantohisplace,shediscoveredthatherhusbandwasabird!Sednafeltsounhappythatshecriedeveryday,callingherfather’sname.Whenherfatherheardthecryingofhisdaughter,hedecidedtohelphertoescape.Whenthebirdmanfoundthathiswifewasnotthere,hewassoangrythathecaughtupwiththecanoe,whichSednaandherfatherwerepaddlingback,andcausedaseastorm.Sedna’sfatherwassofrightenedofthebirdmanthathethrewSednaintothesea.AsSednasanktothebottomoftheocean,shebecameaseagoddess.Fromthenon,TheInuitbelievethatSednahaspowerovertheanimalsinthesea,sotheyshowhergreatrespect,especiallyaftertheycatchseaanimals.
T:Verygood.NowreadthequestionsinthetableofEx4toassessyourownwriting,revisingandmakingcorrectionsifnecessary.
Aftertheyhavefinishedwriting,letthemassesstheirownwritingsandtheirpartners’accordingtothetableinEx4.ThisactivitywillhelptheSstofindtheirproblemsandimprovetheirwritingability.
附件
文化背景知識
Oceanicseahorse
Fragileandmystical,theoceanicseahorse(Hippocampuskuda)isprobablywhatyouseewhenyoucloseyoureyesandthinkofseahorses.Whilenotthemostexoticspeciesofseahorse,itisaclassicrepresentationofabeautifulandfascinatingfish.You’llseemanytypesofseahorsesatShedd.
Oceanicseahorsesmaybeyellow,deepred,brown,orblackandmaybeblotchedorbanded.Theycanreachabout7inchesinadulthood.Theoceanicseahorseisalsoknownasthecommonseahorse,butthesadtruthisthatallseahorsesarebecominglessandlesscommon.Andit’spreciselytheirethereal,otherworldlycharmthathasgottenthemintotrouble.
We’vebeenenchantedbythesecreaturesformillennia.FrompractitionersofancientChinesemedicinetotouristsinFlorida,we’vebelievedtheirmagicgaveuswondrousthings—arthritiscures,loveelixirs,evenkeychains.
Now,becauseofthat,theyfaceahighriskofextinctioninthewild.Seahorsescannotproduceenoughoffspringtoreplacethehugenumbersfishedformedicines,petsandsouvenirs.Thereareseveralreasonsforthis.First,theyaremonogamous,andifoneofthepairiscaptured,itcantakealongtimefortheremainingpartnertomateagain.Second,thestrikingringedarmorthatprotectsseahorsesfrommanypredatorsdoesnotdevelopuntilthey’readultssoperhapsonlytwoinathousandjuvenileseahorsesreachadulthood.

GreenSeaTurtle—Characteristics
Name
GreenSeaTurtlesgettheirnamefromthecoloroftheirbodyfat,whichisgreenfromthealgaeorgrassestheyeat.TheHawaiianGreenSeaTurtlepopulation,isknownbyitsHawaiiannameHonu
History
GreenSeaTurtlesarereptileswhoseancestorsevolvedonlandandreturnedtotheseatolive.ThefirstturtlesappearedduringtheTriassicperiod,245to208millionyearsago.FossilsfortheearliestknownseaturtlesappearintheLateJurassicperiod,208to144millionyearsago.Turtlesareoneofthefewspeciesthatwatchedthedinosaursevolveandbecomeextinct.

Asreptiles,seaturtlespossessthefollowingtraits:
*Theyarecold-blooded,meaningtheygettheir
bodyheatfromtheenvironment.
*Theybreatheair.
*Theirskinisscale
Status
Now,scientistsrecognizesevenspeciesofthesemarinereptiles.Therecognizedseaturtlespeciesareasfollows:Greens,Hawksbill,Kemp’sRidley,OliveRidley,Loggerhead,FlatbackandLeatherback.TheLoggerheadSeaTurtleislistedasthreatened,theFlatbackislistedasvulnerable,andallotherspeciesarelistedasendangered.GreenSeaTurtlepopulationsofHawaiiarethreatenedandprotectedinHawaiiunderstatelaw.PopulationsofGreenSeaTurtlesoffthecoastofFloridaandthePacificcoastofMexicoarelistedasendangered.GreenSeaTurtlesareprotectedbythefederalEndangeredSpeciesAct,andlistedundertheConventiononInternationalTradeofEndangeredSpecies(CITES).CITESmakesitillegaltoimportorexportturtleproducts.
Shell
Inadditiontotheirreptiliantraits,allspeciesofturtlesexcepttheLeatherbackhaveevolvedabonyoutershell,whichprotectsthemfrompredators.TheLeatherbackistheonlysoft-shelledseaturtleandisinafamilybyitself.Theshellcoversthedorsal(back)andventral(belly)surfacesofaseaturtle.Thedorsalportionoftheshellisthecarapaceandiscoveredwithscale-likestructurescalledscutes,whiletheventralportionoftheshellisknownastheplastron.Expertscanidentifyspeciesofseaturtlesbythenumberandpatternofscutesonthecarapace.Theshellisconsideredthemosthighlydevelopedprotectivearmorofanyvertebratespecies.Whilemostlandturtlescanretracttheirheadsintotheirshellsforaddedprotection,seaturtlescannotandtheirheadsremainoutatalltimes.
Color
GreenSeaTurtleshavegreenflesh.Thecarapaceisolivebrowntoblack,whiletheplastronispaleyellowtocreamywhite.Thecarapaceismolted,variegatedincolor.RarelywillyoufindaGreenSeaTurtlewithasolidcoloredshell.Counter-shadingoftheshellconcealstheturtlefrompredators,makingitdifficulttodistinguishthedarkcarapacefromtheseafloorandthelightplastronfromthelightersky.
Size
GreenSeaTurtlesashatchlingsweighaboutanounceandhaveacarapacelengthof2inches.Asexuallymaturegreenseaturtleweighs200-350poundswithacarapacelengthof2.5feet.Adultsgrowtoacarapacelengthof3.5feetandweighanaverageof400pounds.OneofthelargestturtlesthateverlivedfromtheLateCretaceausperiod,144to65millionyearsago,reachedalengthof9.8-13feet.
Lifespan
Thelifespanofseaturtlesisnotknown.ItisbelievedthatGreenSeaTurtlesreachsexualmaturityaroundtheageof25yearsandcanliveupto80yearsofage.Thelongperiodofmaturationhelpstoexplainwhyittakesturtlessomanyyearstorecoverfromapopulationdecline.
Shape
Seaturtlesarewonderfullyadaptedtolifeintheocean.Theirshellsarelighterandmorestreamlinedthanlandturtles.Frontandrearlimbshaveevolvedintoflippers.Theseflippersmakeseaturtlesefficientandgracefulswimmers,capableofswimminglongdistancesinashorttime.

Unit3　Underthesea

教案課件是老師需要精心準備的，規(guī)劃教案課件的時刻悄悄來臨了。只有規(guī)劃好教案課件工作計劃，才能規(guī)范的完成工作！你們了解多少教案課件范文呢？以下是小編收集整理的“Unit3　Underthesea”，供您參考，希望能夠幫助到大家。

Unit3　Underthesea

1、urgevt.
根據語境猜詞義
(1)Theyurgedthatthelibrarybekeptopenduringthevacation.
(2)Injollyspirits,theyurgedthedonkeyson.
(3)Heurgeduponhispupilstheimportanceofhardwork.

根據語義找匹配
A.驅使；迫使　B.強調　C.要求；敦促；勸說
(1)C　(2)A　(3)B
urgesth./sb.on催促某物/某人前進
urgesb.todosth.催促某人做某事
urgesb.intodoingsth.催促某人做某事

urgentadj.緊急的；迫切的；非常重要的
inurgentneedof急需urgencyn.緊急；迫切
…urgethat…極力主張，強調，從句謂語形式為(should)＋動詞原形
Itisurgedthat…堅決要求……，從句謂語形式為(should)＋動詞原形

單項填空
()(1)Thedoctor______anXraytest,andthen,hecouldmakeaconclusion.
A.urgedmetohaveB.urgedmehaving
C.urgedagainstD.urgedonme
()(2)Wemusturgethatrepresentatives______fromvariousfactories.
A.wouldbeelectedB.beelected
C.shouldelectD.wouldelect

2、abandonvt.
根據語境猜詞義
(1)Themanshamelesslyabandonedhiswifeandchildforanotherwoman.
(2)Fearingfurtherattacks,mostofthepopulationhadabandonedtheircity.
(3)Thegamehadtobeabandonedduetothebadweather.
(4)Sheabandonedherselftodespair.

根據語義找匹配
A.離棄；逃離(某地方或交通工具)　B.拋棄；遺棄(某人)　C.放棄；中止　D.沉湎于；放縱；陷入
(1)B　(2)A　(3)C　(4)D

abandonone‘spost放棄職位abandontheplan放棄計劃
abandonaship棄船abandononeswife拋棄妻子
abandononeselfto…縱情；沉溺于……
withabandon放縱地，放任地
abandonedadj.廢棄的；被遺棄的；無約束的；放蕩的

abandon/desert/quit/cancel
abandon與desert都可指拋棄、遺棄某人，但desert常指逃避義務或違背誓約等，有責難之意。
quit指停止或放棄信仰、行動、工作等，如quitsmoking停止吸煙；quitthejob辭職。
cancel指取消原定的計劃或安排。

單項填空
()Theplanwas______whenitwasdiscoveredjusthowmuchtheschemewouldcost.
A.releasedB.deserted
C.resignedD.abandoned

3、reflectv.
根據語境猜詞義
(1)Thelakereflectedthesurroundingmountains.
(2)Publicangerisreflectedinthelatestopinionpolls.
(3)Hereflectsforamomentandthenbeginstospeakagain.

根據語義找匹配
A.反映　B.反射；反照　C.反思；思考
(1)B　(2)A　(3)C
reflectsb./sth.insth.(指鏡子等)映出某人/物的影像
reflectsth.fromsth.從某物(表面)反射(光、熱、聲等)
reflecton/uponsth.思考某事
reflectionn.反射，反照，反映；映象；思考

完成句子
(1)Shesatreflectingon(在思考)howmuchithadchangedsincehedboughtthefarm.
(2)Thismaterialabsorbsthesound,anddoesntreflectit(不產生回音)．
(3)Thisincidentreflectedbadlyon(對……造成了惡劣影響)everyoneinvolved.

4、become/beawareof
根據語境猜詞義
(1)Mostsmokersareperfectlyaware_ofthedangersofsmoking.
(2)Hewas_aware_ofafaintsmellofgas.

根據語義找匹配
A．察覺到；注意到　B．意識到；明白；知道
(1)B　(2)A
awarenessn.意識，認識
(1)beawarethatclause知道；體會到……
makesb.awarethat…提醒某人注意……
makesb.awareof…使某人注意到……
asfarasImaware據我所知
(2)developanawarenessof…逐漸懂得……
lackofawareness缺乏認識

aware/conscious二者都可表示“意識到的”，都可用于beaware/consciousof結構。
aware指感官上的知覺。
Imawarethatsheisdishonest.我知道她不誠實。
Isuddenlyfeltawareofsomebodywatchingme.我突然覺得有人盯著我看。
conscious指內心所意識到的感覺。
Heishurtbutstillconscious.
他受了傷，不過神志還清醒。

單項填空
()(1)Alsowhenyouwriteyourgoalsinaparticularwayyouareabletomakeyourselfcontinuously______situationsthatwillbringyounearertoyourgoal.
A.awareofB.worriedabout
C.familiarwithD.accustomedto

()(2)Thegoatseemedtobe______ofthedangersandstartedtorun.
A.aware　B.clumsy
C.fragile　D.shallow

5、helpout幫助某人擺脫困難，困境
根據語境感悟其用法
(1)Whatevidencewastherethathewashelpingthewhalersout?
有什么證據證明他在幫捕鯨人擺脫困境？
(2)Canyouhelpmeoutwiththemathsproblem?
你能幫我解出這道數學題嗎？

helpsb.(to)dosth.幫助某人做某事
help(to)dosth.幫忙做某事
cannothelpdoingsth.禁不住做某事
cannothelpbutdosth.不能不/不得不做某事
helponeself(tosth.)自用；自取所需(食物等)
helpsb.withsth.幫助某人做某事
beofgreathelptosb.對某人有幫助

翻譯句子
(1)簡幫助他擺脫了經濟困難。
Janehelpedhimoutofhisfinancialdifficulties.
(2)這一慈善團體的宗旨是幫助人們實行自助。
Thischarityaimstohelppeopletohelpthemselves.
(3)我情不自禁地笑起來。
Icanthelplaughing.

6、holdup
根據語境猜詞義
(1)Thepupilheld_uphishandtoasktheteacheraquestion.
(2)SorryIamlate,butmytrainwasheld_up.

根據語義找匹配：A.舉起；抬起　B.耽擱；延誤
(1)A　(2)B
holdon繼續(xù)；堅持
holdback阻擋；抑制；克制住自己
holdout伸出；維持holdonto抓牢；保留
holdaposition/post擔任職位
holdtheview持有觀點holdone‘sbreath屏住呼吸
holdonesattention吸引注意力

用hold的適當短語填空
(1)Theymanagedtoholdonuntilhelparrived.
(2)Ourflightwasheldupbyfog.
(3)Wecanstayhereforaslongasoursuppliesholdout.
(4)Shejustmanagedtoholdbackheranger.

7、Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.(P20)
隨著我們的逼近，我能看見一條鯨魚正在被其他6只虎鯨襲擊。

“seeawhalebeingattacked”看到鯨正在被襲擊，句中“beingattacked”作賓語補足語，表示動作正在被進行。在中學英語中beingdone結構通常用于以下情況：
賓語補足語：
(1)Whenhecametohimself,hefoundhimselfbeinglookedafterbyanoldlady.
(2)WhenIwasachild,Iusedtowatchbicyclesbeingrepaired.

后置定語：
(1)Thequestionbeing_discussednowisofgreatimportancetousall.
(2)Thetallhousebeing_builtovertherebelongstomyuncle.
主語：
(1)Being_exposed_to_too_much_radiationwilldogreatharmtoyourhealth.
(2)Being_bitten_by_a_dogputhimintoahospital.

賓語：
(1)Henarrowlymissedbeing_shot.
(2)Heinsistedonhisbeing_calledMr.CliffinsteadofMr.Clive.
注意：“beingdone”形式作賓語補足語和后置定語時表被動，同時又表進行，然而在作主語和賓語時僅表被動。

單項填空
()(1)Henrycantattendtheparty______atTomshouseatpresentbecauseheispreparingthespeechattheparty______atMarieshousetomorrow.
A.held;beingheldB.tobeheld;tobeheld
C.tobeheld;heldD.beingheld;tobeheld

()(2)—Doyouknowanythingaboutthemeeting______inItaly?
—Yes,andasamatteroffactIattendedit.
A.tobeheld　B.held　
C.beingheld　D.tohold

()(3)Newideassometimeshavetowaitforyearsbefore______.
A.beingfullyacceptedB.fullyaccepting
C.havingfullyacceptedD.fullyaccepted
()(4)Someofthesuspects______refusedtoanswerandkepttheirmouthsshut.
A.questioningB.beingquestioned
C.questionedD.tobequestioned

()(5)______asthemostexcellentstudentinheruniversity,asmostclassmateshadexpected,madeherparentsveryhappy.
A.MarywaschosenB.Marychosen
C.MarybeingchosenD.Marysbeingchosen

()1.(2010湖北)Aftertheearthquake,thefirstthingthelocalgovernmentdidwastoprovide______forthehomelessfamilies.
A.accommodationB.occupation
C.equipmentD.furniture

OntheafternoonIarrivedatthestation,asIwassortingoutmy_accommodation,_Iheardaloudnoisecomingfromthebay.(P20)
A　本題考查名詞意義辨析。accommodation表示“住處”；occupation表示“占用”或者“工作，職業(yè)”；furniture表示“家具”；equipment表示“設備，器材”。

()2.(陜西)Istillremember______totheFamenTempleandwhatIsawthere.
A.totakeB.tobetaken
C.takingD.beingtaken

D　考查非謂語beingdone形式。句意為：我仍然記得被帶到法門寺參觀，記得我所看到的一切。rememberdoingsth.“記得做過某事”，而remembertodosth.“記得要去做某事(還沒做)”；另外，I和take是被動關系，所以用beingtaken形式。
Aswedrewcloser,Icouldseeawhalebeing_attacked_byapackofaboutsixotherkillers.(P20)

()3.(2010湖北)Justastheclothesapersonwears,thefoodheeatsandthefriendswithwhomhespendshistime,hishouse______hispersonality.
A.resemblesB.strengthens
C.reflects　D.shapes

C　本題考查動詞意義辨析?！熬秃孟褚粋€人穿什么，吃什么，以及和什么樣的人交往能反映人的個性一樣，一個人的住房也是如此。”要選一個表示“反映”的詞，就是reflect。resemble＝looklike；strengthen表示“加強，鞏固”；shape作動詞表示“塑形”。
Imsittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic！(P24)

()4.(海南)Nowthatwevediscussedourproblem,arepeoplehappywiththedecisions______？
A.takingB.take　
C.takenD.totake

C　考查with＋賓語＋賓語補足語的用法。take與thedecisions之間存在動賓關系，故用過去分詞。
TherewereothercreaturesthatIdidntwanttogettoocloseto—aneelwithitsstrongsharpteeth,with_only_its_head_showingfromahole,watchingforatastyfish…(P24)