高中教案教案

Underthesea教案。

Underthesea教案
Period2　Pre－reading，ReadingandComprehending
設(shè)計(jì)方案一
Teachingaims　
1．Graspthebasicinformationaboutthekillerwhales，suchassize，habitat，food，howtheyhuntanimalsandtherelationshipwithhumanbeings.
2．Learntoretellthetwoanecdoteswiththehelpofsomekeywords.
3．Makesurethestudentsknowthatkillerwhalesarefriendsofhumanbeingsandweshouldkeepbalancewithnature.
Teachingprocedures　
?Step1　Warmingupandlead－in
Tellstudentsweareonasnorkelingtripundertheseaandwillcomeacrossagreatvarietyofmarineanimalsandplants：dolphins，turtles，manatee，eels，octopus，squids，butterflyfish，kelp，seastar，angelfish，clownfish/anemonefish，parrotfish，seaflower/anemone，sea－slug，clam，coral，jellyfish，seahorse，shark，etc.
?Step2　Presentation
Makesurestudentsknowsomebasicinformationaboutthewhales：

Backgroundinformation
writerClancy
careerawhaler
writingstyleanecdotes
timeatthebeginningofthe20thcentury
placeAustralia
maincharacterwhalers，killerwhales，thebaleenwhales
mainideathekillerwhaleshelpthewhalerstokillabaleenwhale

?Step3　Skimming
Askstudentstoskimthepassagequicklyandanswerthequestions：
Whatisthefirstanecdoteabout？Andhowaboutthesecondone?
Thefirstanecdotemainlytalksaboutthat______.
A．Clancybegantoworkatawhalingstation
B．thekillerwhaleshelpedthewhalerstocatchabaleenwhale
C．thekillerwhaleshuntedinateamandkilledabaleenwhale
D．OldTomshowedwhalersthewaytoabaleenwhale
Key：B
Thesecondanecdote：OldTomsavedawhalerJameswhowaswashedofftheboat.
?Step4　Scanning
Fillinthefollowingblankswiththepropernames：
1．______was16yearsofagewhenhewenttoworkatthewhalingstation.
2．______orderedClancytogototheboatastherewasawhaleoutthereinthebay.
3．______wasswimmingbytheboat，showingthewhalerstheway.
4．______toldClancythattheywouldreturnthenextdaytobringinthebodyofthewhale.
5．______wascarriedbythewavesfurtherawayfromthewhalers.
6．______knewthatOldTomwouldprotectJames.
Keys：1.Clancy　2.George　3.OldTom　4.Jack　5.James　6.Red
?Step5　Carefulreading
StoryPart1
AskstudentstoreadPart1ofthereadingpassageandfindoutbeforethehunt，whatdidOldTomdoandhowdidthewhalersreact?
Suggestedanswers：OldTomthrewitselfoutofthewater，thencrasheddownagainandswambytheboat，showingthewhalerstheway.
OnewhaleryelledoutandGeorgeranaheadofclancy.Clancyracedafterhim.Theyjumpedintotheboatwiththeotherwhalersandheadedoutintothebay.
Next，findoutduringthehuntandafterthehunt，whatdidthekillerwhalesdoandhowdidthewhalersreact?
Suggestedanswers：Apackofkillersarethrowingthemselvesontopofthewhalesblow－h(huán)oletostopitbreathing；andsomeothersarestoppingitfleeingouttosea.Thekillersstartedracingbetweenthewhalersboatandthewhalejustlikeapackofexciteddogs.Withinamomentortwo，thewhalesbodywasdraggeddownintothedepthsofthesea.
Themaninthebowoftheboataimedtheharpoonatthewhaleandthenletitgotohitthespot.
AskstudentstoreadPart1ofthereadingpassageagainandputthefollowingsentencesintothecorrectorder：
a．Georgestartedbeatingthewaterwithhisoar.
b．ClancyracedafterGeorgetotheboat.
c．Clancyarrivedatthewhalingstation.
d．Thekillersstartedracingbetweenourboatandthewhale.
e．Clancyheardahugenoisecomingfromthebay.
f．Clancywassortingouthisaccommodation.
g．Clancyrandowntotheshore.
h．Themaninthebowoftheboataimedtheharpoonatthewhale.
Keys：cfegbadh
StoryPart2
WhichwasNOTthedangerfacingJames?
A．Beingwashedofftheboat.
B．Beingcarriedawaybyroughwaves.
C．Asharkoutthere.
D．Beingattackedbyanotherkillerwhale.
Key：D
?Step6　Comprehending
1．Thetextismainlyabout______.
A．thekillerwhalesareeasilytrained
B．thekillerwhalescanhelpthewhalerscatchthehugewhales
C．thekillerwhaleskillthewhalesfortheirfood
D．thekillerwhalesdragthewhalesunderthewater
2．OldTomthrowsitselfoutofthewaterandthencrashesdowninorderto______.
A．givethewhalersinformationaboutawhale　
B．tellthewhalersitishungry　
C．helpthewhalerscatchthewhale　
D．informthewhalerstorunaway
3．______killedthewhaleatlast.
A．OldTom
B．Thekillerwhales
C．Theauthor
D．Thewhalers
4．Whydidthewhalersstartedturningtheboataroundtogohomeafterthewhaledied?
A．Becausetheydidntneedadeadwhale.
B．Becausetheycouldntfindthewhalesbody.
C．Becausetheyknewthatthedeadwhalewouldntfloatuptothesurfaceforaround24hours.
D．Theyhadtodothisbecauseitwastoolate.
5．ThekillerwhaleprotectedJamesby______.
A．fightingtheshark
B．killingtheshark
C．preventingthesharkgoingcloser
D．dragginghimback
6．Wecaninferfromthestorythat______.
A．thekillerwhalesmaybetrainedbythewhalers
B．thekillerwhaleswanttohelpmancatchthewhalesthemselves
C．thekillerwhalesneednotrainingforhelpingthewhalers
D．thekillerwhaleswanttoeatthewhalesafterkillingthem
Keys：BADCCA
?Step7　Discussion
Readthepassageanddiscuss：
1．WhatistherelationshipbetweenOldTomandthewhalers?
2．Whatotheranimalscanhelpouthumansinhunting?
Suggestedanswers：
1．OldTomhadastrongrelationshipwiththewhalers.Therewasobviouslyagreatdealofunderstandingandcooperationbetweenthem.
2．Therearemanyotheranimalsthathelpouthumansinhuntingsuchasdogs，cormorants(鸕鳥)，otters(水獺)andferrets(雪貂)．
?Step8　Debate
ThelastwhalingstationinAustraliaclosedin1978.Whalesarenowanendangeredspeciesandprotectedbyaninternationalbanonwhaling，butsomecountriesopposetheban.Ingroupsdiscussthereasonsforandagainstbanningwhaling.
?Step9　Learningphrasesandsentences
Usefulphrases：
atthewhalingstation在捕鯨站
hearof聽說(shuō)
witnessitwithmyowneyes親眼目睹
sortoutmyaccommodation整理我的床鋪
anenormousanimal一個(gè)龐然大物
throwitselfoutofthewater猛力躍出水面
crashdown墜落
callouttosb.高聲對(duì)某人說(shuō)
yellout大聲喊叫
aheadof在……前面
headoutintothebay朝海灣方向駛?cè)?br> circleback轉(zhuǎn)回來(lái)
apackof一群
inthebowoftheboat在船頭
aimat瞄準(zhǔn)
hitthespot擊中要害
withinamomentortwo片刻之后
thedepthsofthesea深海中
floatuptothesurface浮出水面
inthemeantime同時(shí)
haveagoodfeedonsth.飽餐一頓
washoff沖走
manoverboard有人落水
theseawasrough波濤洶涌
beterrifiedofdoingsth.害怕做某事
beabandonedbysb.被某人遺棄
holdup舉起
pullback拉回
Beautifulsentences：
1．It_was_a_time_when_thekillerwhales...helpedthewhalerscatchthebaleenwhales...
2．Thiswasthecallthatannouncedtherewas_about_tobeawhalehunt.
3．IhadalreadyheardthatGeorgedidntlike_being_kept_waiting,_soeventhoughIdidnthavetherightclotheson，Iracedafterhim.
4．Aswedrewcloser，Icouldseeawhale_being_attacked_byapackofaboutsixotherkillers.
5．FromJamessface，Icouldseehewasterrifiedof_being_abandonedbyus.
?Step10　Homework
1．Preparetoretellthewholetextinyourownwords.
2．Writeashortsummaryofthewholetextinabout30words.

擴(kuò)展閱讀

高三英語(yǔ)UndertheSea教案

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來(lái)，有效的提高課堂的教學(xué)效率。關(guān)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(yǔ)UndertheSea教案”，僅供您在工作和學(xué)習(xí)中參考。

《高考風(fēng)向標(biāo)》英語(yǔ)
目錄
第一部分教材梳理
必修一
Unit1Friendship
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit2Englisharoundtheworld
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit3Traveljournal
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit4Earthquakes
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit5NelsonMandela—amodernhero
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

必修二
Unit1Culturalrelics
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit2TheOlympicGames
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit3Computers
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit4Wildlifeprotection
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit5Music
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

必修三
Unit1Festivalsaroundtheworld
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit2Healthyeating
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

Unit3TheMillionPoundBankNote
單元要點(diǎn)預(yù)覽
語(yǔ)言要點(diǎn)
詞語(yǔ)辨析
詞性變化
重點(diǎn)單詞
重點(diǎn)詞組
重點(diǎn)句子
課文要點(diǎn)
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(cè)

……

第二部分語(yǔ)法專題
專題一冠詞
專題二名詞
專題三代詞
專題四數(shù)詞
專題五形容詞和副詞
專題六介詞
專題七情態(tài)動(dòng)詞
專題八非謂語(yǔ)動(dòng)詞
專題九動(dòng)詞和動(dòng)詞短語(yǔ)
專題十動(dòng)詞的時(shí)態(tài)
專題十一動(dòng)詞的語(yǔ)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(yǔ)從句
專題十五狀語(yǔ)從句
專題十六倒裝句和省略句
專題十七強(qiáng)調(diào)句
專題十八虛擬語(yǔ)氣
專題十九主謂一致
專題二十直接引語(yǔ)和間接引語(yǔ)

第三部分高考題型講練
聽力
完形填空
語(yǔ)法填空
閱讀理解
信息匹配
基礎(chǔ)寫作
讀寫任務(wù)

第一部分教材梳理
選修七

版權(quán)所有：高考資源網(wǎng)()

Unit3UndertheSea
一、語(yǔ)言要點(diǎn)
I單元要點(diǎn)預(yù)覽（旨在讓同學(xué)整體了解本單元要點(diǎn)）
詞匯
部分詞語(yǔ)
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(dòng)的,鮮明的,活潑的vividlyadv.生動(dòng)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(wú)鑒賞力的
重點(diǎn)
單詞1.annualadj.每年的；按年度計(jì)算的/n.年刊；年鑒
2.witnessn.目擊者；證人；證據(jù)vt.當(dāng)場(chǎng)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(shí)到的；知道的
7.scarevt.恐嚇vi.受驚嚇
重點(diǎn)
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(zhuǎn)過(guò)來(lái)
重點(diǎn)句型1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleenwhalesthatwereontheirannualmigration.
2.IhadalreadyheardthatGeorgedidn’tlikebeingkeptwaiting,soeventhoughIdidn’thavetherightclotheson,racedafterhim.
3.I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday-adayofpuremagic!
重點(diǎn)語(yǔ)法被動(dòng)語(yǔ)態(tài)（II）(見語(yǔ)法專題)
II詞語(yǔ)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(shí)被淹沒而退潮時(shí)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(dāng)?shù)男问教羁?br> 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(shuō)明動(dòng)作，不強(qiáng)調(diào)結(jié)果。
escape逃離，結(jié)果是成功的。
選擇flee或escape，并用其適當(dāng)?shù)男问教羁?br> 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(dá)抽象含義。
選擇deep或deeply并用其適當(dāng)?shù)男问教羁?br> 1)Thepolicefoundoutthelostchild_______inthewoodsatlast.
2)Allofuswere_______shockedatthebadnews.
Keys:1)deep2)deeply
III詞性變化（旨在提供語(yǔ)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(dòng)的,鮮明的,活潑的vividlyadv.生動(dòng)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(wú)鑒賞力的
根據(jù)句子結(jié)構(gòu)，用括號(hào)內(nèi)所提供詞的適當(dāng)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(diǎn)詞匯（旨在提供綜合運(yùn)用所需材料）
1.annualadj.每年的；按年度計(jì)算的/n.年刊；年鑒
[重點(diǎn)用法]
annuallyadv.年年地,每年地
[典例]
1)anannualincome.年收入
2)anannualreport年度報(bào)告
3)PremierWenJiabaonotedthatthetwomostimportantproblemswouldbeprevioustoanythingelseinthegovernmentannualreport.溫家寶總理在政府年度報(bào)告中指出要優(yōu)先解決這兩大問(wèn)題。
[練習(xí)]漢譯英
1)為加深理解，我們?cè)敢馀c國(guó)外友人交換學(xué)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(jù)vt.當(dāng)場(chǎng)見到；目擊
[典例]
1)Heisthewitnesstotheaccident.事故的目擊者
2)Thisoldauditoriumhaswitnessedmanyceremonies.這個(gè)古老的禮堂內(nèi)舉行過(guò)許多次典禮
[重點(diǎn)用法]
givewitnessonbehalfofsb.為某人作證
[練習(xí)]漢譯英
1)沒有人能證明他在場(chǎng)。
___________________________________________________________________________________
2)這些事實(shí)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(diǎn)用法]
accommodatev.向...提供,容納,調(diào)和;適應(yīng)
accommodationaddress臨時(shí)通訊處
accommodationallowance膳宿津貼
[典例]
1)ThehighcostofaccommodationmakeslifedifficultforstudentsinLondon．
由于住宿費(fèi)用昂貴，倫敦的學(xué)生感到生活困難。
2)Theuniversityoffersexcellentaccommodationforsummervisitors．
這所大學(xué)為夏季來(lái)訪者提供了很好的住宿。
[練習(xí)]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(diǎn)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(wèn)題的所有希望。
2)Weshouldkeepoffthosewhoabandonthemselvestodrugs．我們要遠(yuǎn)離那些吸毒成癮的人。
3)Dontwastethefoodleft,andabandonittothedog．不要浪費(fèi)剩下的食物，把它舍棄給狗吃。
[練習(xí)]根據(jù)括號(hào)里所給的漢語(yǔ)補(bǔ)全句子。
1)Afterthevictory，thesoldierssanganddanced_____________________(縱情地).
2)(這項(xiàng)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(diǎn)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(xì)考慮導(dǎo)致我失敗的種種原因。
[練習(xí)]用reflect的相關(guān)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(shí)到的；知道的
[重點(diǎn)用法]
unaware不察覺的,不知道的
awarenessn.知道,曉得
be／becomeawareofsth．意識(shí)到某事
beawarethat-clause知道……；意識(shí)到……
makesb．a(chǎn)warethat-clause提醒某人注意……
makesb．a(chǎn)wareof…讓某人注意到……
[典例]
1)Hewasntawareofthedanger．他沒有意識(shí)到危險(xiǎn)。
2)IssheawarethatImcoming?她知道我要來(lái)嗎?
注意：aware后跟名詞性從句時(shí)，一般在從句前不能用of，但在what從句前必須用of。
[練習(xí)]用恰當(dāng)?shù)慕樵~或aware恰當(dāng)?shù)脑~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(diǎn)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?biāo)懒?br> [典例]
1)Youscaredmebycominginsoquietly．你這么悄悄地進(jìn)來(lái)嚇了我一跳。
2)Mostgirlsarescaredtolightthefirework.大多女孩不敢放煙花。
[練習(xí)]漢譯英
1)聽到槍聲，那個(gè)賊嚇得要死。
___________________________________________________________________________________
2)他容易受驚嚇。
___________________________________________________________________________________
Keys:1)Thethiefwasscaredtodeathwhenhearingthegunshot.2)Hescareseasily．
V重點(diǎn)詞組（旨在提供綜合運(yùn)用所需材料）
1.sortout整理；挑出;解決(問(wèn)題／困難)
[短語(yǔ)歸納]
sortthrough查看并挑選出
putaway把……存放好
[典例]
1)Ivesortedoutthepapersthatcanbethrownaway．我已經(jīng)把那些可以扔掉的報(bào)紙整理出來(lái)了。
2)Wevegotafewlimeproblemstosortout．我們有幾個(gè)小問(wèn)題要解決。
3)Hewassortingthroughapileofpapersonhisdesk他在整理桌上的一堆文件。
[練習(xí)]漢譯英
1)他從相片中挑出自己的，并把它們放到相冊(cè)中。
2)放學(xué)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(yǔ)歸納]
helpsbwithsth幫助某人做某事
withthehelpof在...的幫助下,借助
helponeselfto請(qǐng)隨便自己動(dòng)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(shù)學(xué)題嗎?
2)Pleasehelpyourselftosomefish．隨便吃點(diǎn)魚。
3)Shecanthelplaughing．她忍不住大笑起來(lái)。
4)Icanthelpbutwait．我只得等。
[練習(xí)]漢譯英
1)在老師和同學(xué)們的幫助下，小明終于擺脫了愛打電子游戲的習(xí)慣。
___________________________________________________________________________________
2)地震中，許多家長(zhǎng)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(gè)人突然躍出水面說(shuō)“我在這兒”。
[短語(yǔ)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(duì)準(zhǔn)向……扔去(希望擊中)；
throwto向……(方向)扔去
[練習(xí)]漢譯英
1）休息了一會(huì)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(duì)的。
___________________________________________________________________________________
Keys:1)Afterashortrest,hethrewhimselfintorescuingagain.2)Youcanhelphimtothrowthisbooktohimbutit’swrongtothrowbooksatothers.

4.upsidedown上下翻轉(zhuǎn)過(guò)來(lái)
[短語(yǔ)歸納]
insideout里面翻轉(zhuǎn)過(guò)來(lái)的
[典例]
1)Thenaughtychildisalwaysturningeverythingintheroomupsidedown．
這淘氣的孩子老是把房問(wèn)的東西搞得亂七八糟。
2)Heworethesweatshirtinsideout．他當(dāng)時(shí)把運(yùn)動(dòng)衫反過(guò)來(lái)穿。
[練習(xí)]漢譯英
1）你把那幅畫掛顛倒了！
____________________________________________________________________________________
2）春節(jié)期間，中國(guó)人喜歡將“?！弊值惯^(guò)來(lái)掛
____________________________________________________________________________________
Keys:1)You’vehungthatpictureupsidedown!2)IntheSpringFestival,Chinesepeoplewouldliketohangthecharacterfuupsidedown.
VI重點(diǎn)句子（旨在提供句子結(jié)構(gòu)等所需材料）
1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthe
baleenwhalesthatwereontheirannualmigration.
那個(gè)時(shí)期，虎鯨（當(dāng)時(shí)被稱為“殺手”）幫助捕鯨人在每年須鯨遷徙時(shí)捕捉須鯨。
[解釋]Itwas/isatimewhen曾經(jīng)一度（那時(shí)）
[典例]
1)Itwasatimewhenmotorcarswererare.那是汽車很罕見的時(shí)代。
2)Itwasatimewhenshecouldnotbearthepainandwantedtokillherself.
她曾經(jīng)無(wú)法忍受病痛，想結(jié)束自己的生命。
[練習(xí)]漢譯英
1)曾經(jīng)沒人能理解我的計(jì)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(shuō)過(guò)，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(lái)。
[解釋]eventhough=evenif即使，即便（引導(dǎo)讓步狀語(yǔ)從句）
[典例]
1)Wewon’tgiveupevenifweshouldtentimes.即便我們失敗十次，我們也不會(huì)失敗。
2)Eventhoughyoumaylosethechanceofmeetingyourfriend,youcannotmissthemeetingthis
afternoon.
即使你可能會(huì)失去會(huì)見朋友的機(jī)會(huì)，（但是你）也不能錯(cuò)過(guò)下午的會(huì)議。
[練習(xí)]漢譯英
1）即便你無(wú)路可走，你也不能任由自己放棄自己的目標(biāo)。
___________________________________________________________________________________
2）盡管他已經(jīng)說(shuō)了很多遍“對(duì)不起”，他的女朋友還是不愿意原諒他。
___________________________________________________________________________________
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(dāng)天的事情---這可是奇妙至及的一天。
[解釋]with+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)在句中充當(dāng)狀語(yǔ)，表伴隨，原因等
[典例]
1)Theteachercameinwithathickbookinherhand.老師走了進(jìn)來(lái)，手里拿著一本厚厚的書。
2)Withalocalvillagerleadingtheway,wefoundhishouseeasily.
有當(dāng)?shù)卮迕駧罚覀兒苋菀拙驼业搅怂摇?br> 3)Withalotofproblemstosolve,thenewly-electedpresidentfeltlikeacatonhotbricks.
由于有很多問(wèn)題急待解決，新當(dāng)選的總統(tǒng)急得像熱鍋上的螞蟻。
[練習(xí)]漢譯英
1）我睡覺時(shí)喜歡開著窗。
___________________________________________________________________________________
2）媽媽講著故事，小孩很快就睡著了。
___________________________________________________________________________________
Keys:1)Withhermothertellingstories,thechildcouldfallasleepsoon.2)Iliketosleepwiththewindowopen.

二、課文要點(diǎn)
1課文詞匯等填空（旨在復(fù)習(xí)本課文中的單詞拼寫和主要詞語(yǔ)等）
根據(jù)課文內(nèi)容完成下面語(yǔ)法填空，注意單詞拼寫和詞語(yǔ)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(xùn)練用30個(gè)單詞概括大意的能力）
閱讀課文，試著用30個(gè)單詞概括課文大意，再比較答案

這個(gè)故事是有關(guān)捕鯨人的忠實(shí)朋友OldTom的故事。它幫助捕鯨者捕獵鯨魚和在危難的時(shí)刻保護(hù)他們。

______________________________________________________________________________________________________________________________________________________________

答案：ThepassageisthestoriesofOldTom,thedevotedfriendofwhalers.Ithelpedthewhalerstocatchwhalesandhowitprotectedandsavedthemintimesofdanger.

3課文佳句背誦與仿寫（旨在培養(yǎng)對(duì)難句的理解和運(yùn)用能力）
1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleenwhalesthatwereontheirannualmigration.在那個(gè)時(shí)期，殺人鯨，正如當(dāng)時(shí)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(dāng)時(shí)我以為只是一個(gè)故事罷了，但是后來(lái)我親眼見過(guò)多次。）
[模仿要點(diǎn)]句子結(jié)構(gòu):句子成分插入語(yǔ)，
在十九世紀(jì)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(shuō)的沒有任何聯(lián)系。
_____________________________________________________________________________
答案：Whathedid,tooursurprise,hadnothingtodowithwhathesaid.
他有了一個(gè)新的發(fā)現(xiàn)，我認(rèn)為那對(duì)科學(xué)來(lái)說(shuō)是非常重要的。
_______________________________________________________________________________
答案：Hemadeanotherwonderfuldiscovery,whichIthinkisofgreatimportancetoscience.
三、單元自測(cè)
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(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
詞數(shù)：159完成時(shí)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(bǔ)一個(gè)巨大的市場(chǎng)空缺。
22．B．首先在北美幾個(gè)大城市擴(kuò)展。
23．C.目前公司正在擴(kuò)充業(yè)務(wù)。
24．D．世界范圍之內(nèi)三大洲的專家。
25．A.第三代無(wú)信通信網(wǎng)絡(luò)。
26．B．GlobalcallCommunications公司前途光明。
27．A.到2005年公司將為全球范圍內(nèi)超過(guò)l，500萬(wàn)的家庭和公司服務(wù)。
28．D．
29．A.盡我們的能力確保您的未來(lái)的通信通暢無(wú)阻。
30．B．并且簡(jiǎn)便。
2語(yǔ)法填空
閱讀下面短文，按照句子結(jié)構(gòu)的語(yǔ)法性和上下文連貫的要求，在空格處填入一個(gè)適當(dāng)?shù)脑~或使用括號(hào)中詞語(yǔ)的正確形式填空，并將答案填寫在答題卡標(biāo)號(hào)為31-40的相應(yīng)位置上。
詞數(shù)：161完成時(shí)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．a(chǎn)sleep／sleeping37．a(chǎn)nd38．what
39．hadtold40．both
31．no／littlehasno/littletime=doesnthaveanytime／hasn’tanytime,no是形容詞。
32．when，考查由when引導(dǎo)的時(shí)間狀語(yǔ)從句。
33．But，此處表轉(zhuǎn)折關(guān)系。
34．totell考查have　somethingtodo的結(jié)構(gòu)。
35．until，until引導(dǎo)的時(shí)間狀語(yǔ)從句，表“直到……才……”
36．a(chǎn)sleep／sleeping．beasleep／sleeping表狀態(tài)。
37．a(chǎn)nd，表并列關(guān)系。
38．what，whatwasthematterwithhim是固定搭配。
39．hadtold，考查動(dòng)詞的過(guò)去完成時(shí)態(tài)。
40．both，both…and…是固定結(jié)構(gòu)，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(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
詞數(shù)：310完成時(shí)間：7分鐘難度：***
In1983apresidentialcommitteewarnedthat,"Theeducationalfoundationsofoursocietyarepresentlythreateningourveryfutureasanation."Morethantwodecadeslater,thatreport,ANationatRisk,isstillsuitableforthecurrentsituation.
Americasschoolsarefailingus.Theyrenotpreparingenoughyoungpeopletosucceedinthe21stcentury.Standardizedtestscoresshowthatstudentachievementisquitelow.Butthosescoresdonttellthewholestoryofthisrisingcrisis.Considerthese:
*Nearly30percentofstudentsdontgraduatefromhighschool.
*40percentofcollegefreshmenneedremedialclasses(輔導(dǎo)班)becausetheyareunprepared.
*WhileU.S.grade-schoolersoutrank(等級(jí)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(xué))rate.
Nosinglesolution--higherstandards,charterschools(特許學(xué)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(guó)社會(huì)的教育基礎(chǔ)可能會(huì)對(duì)國(guó)家的未來(lái)構(gòu)成威脅，這是1983年得出的結(jié)論，然而它仍然適用于二十多年后的現(xiàn)在的美國(guó)。本文介紹了美國(guó)教育令人擔(dān)憂的現(xiàn)狀，還提出了一些解決方法。
41.D。細(xì)節(jié)理解題。根據(jù)第二段的“America’sschoolsarefailingus.They’renotpreparingenoughyoungpeopletosucceedinthe21stcentury.”可知美國(guó)的教育并沒有發(fā)揮很好的作用，因此選D。
42.B。觀點(diǎn)態(tài)度題。根據(jù)第二段第一句“America’sschoolsarefailingus.”可知，作者對(duì)美國(guó)的學(xué)校并不滿意，因此選B項(xiàng)。
43.D。細(xì)節(jié)理解題。根據(jù)文章最后一句話“Whatweneedisasystematic,nationalplanthatcombinesthesmartestreformsandtakesbraverisks.”可知在解決美國(guó)教育中的問(wèn)題的過(guò)程中是需要一些適當(dāng)?shù)牟呗院透母锏?。選項(xiàng)D正確。
44.A。細(xì)節(jié)理解題。根據(jù)第五段中“nationaleducationalstandardsthatemphasizemainstudies—math,science,Englishandhistory”可知是強(qiáng)調(diào)了學(xué)校里主要學(xué)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(guó)學(xué)校教育存在的問(wèn)題并提供了一些解決問(wèn)題的辦法。
4.基礎(chǔ)寫作
有外商來(lái)某工業(yè)區(qū)(IndustrialDevelopmentZone)參觀訪問(wèn)，請(qǐng)你陪同他們參觀，并用英語(yǔ)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(gè)倉(cāng)庫(kù)。
2．位于珠江河畔，東臨101國(guó)道，離市區(qū)只有20分鐘汽車路程。．
3．水電供應(yīng)齊全，管理服務(wù)優(yōu)良。
4．工業(yè)區(qū)還將擴(kuò)大，雙方均會(huì)受益。
(寫作要求]
1．開頭已經(jīng)為你寫好，不計(jì)入句數(shù)。
2．用5個(gè)句子寫這篇短文。
Ladiesandgentlemen，
YouarewelcometoourIndustrialDevelopmentZone．Nowletmegiveyouabriefintroductiontothezone．
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
答案:
Ladiesandgentlemen,
YouarewelcometoourIndustrialDevelopmentZone.Nowletmegiveyouabriefintroductiontothezone.
Ourzonecoversanareaof20squarekilometersandthereareeightfactoriesandfivestorehousesinit.
ItliesbythePearlRiverandHighway101runspastonitseast.Itisonlytwentyminutesdrivefromheretothedowntown.Powerandwaterherearewellsupplied.Themanagementandserviceareexcellent.
Ourzoneistobeenlargedandyouarewelcometostartfactoriesinthiszone.Imsurethatwilldogoodtobothofus.

Unit3　Underthesea教案

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助高中教師在教學(xué)期間更好的掌握節(jié)奏。我們要如何寫好一份值得稱贊的高中教案呢？小編收集并整理了“Unit3　Underthesea教案”，歡迎閱讀，希望您能夠喜歡并分享！

Unit3　Underthesea教案

指導(dǎo)思想與理論依據(jù)　
指導(dǎo)思想
本課題努力將新課程的理念融入教學(xué)之中，將語(yǔ)言知識(shí)與學(xué)生的現(xiàn)實(shí)生活緊密聯(lián)系；將課堂教學(xué)放在具體的語(yǔ)言情景之中；把聽、說(shuō)、讀、寫語(yǔ)言技能的訓(xùn)練綜合運(yùn)用于課堂教學(xué)之中。通過(guò)探究法、觀察法和發(fā)現(xiàn)法，讓學(xué)生發(fā)揮主觀能動(dòng)性，改變?cè)械慕處熣f(shuō)解、說(shuō)教的形式，重視知識(shí)和結(jié)論形成過(guò)程。努力發(fā)揮形成評(píng)價(jià)的激勵(lì)機(jī)制，利用兩兩合作、小組活動(dòng)的方式，激發(fā)學(xué)生參與教學(xué)的熱情。根據(jù)學(xué)生的認(rèn)知能力和接受程度，設(shè)計(jì)了編寫對(duì)話和仿寫作文等任務(wù)，使任務(wù)具有可操作性，讓學(xué)生整堂課都處于新鮮感不斷的亢奮狀態(tài)中，并產(chǎn)生繼續(xù)學(xué)習(xí)的動(dòng)力。
總之，本次設(shè)計(jì)的宗旨是努力提高課堂教學(xué)的實(shí)效性，使學(xué)生能夠提高語(yǔ)言的實(shí)際運(yùn)用能力，達(dá)到最終教學(xué)的目的。
理論依據(jù)
《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》明確提出：“要通過(guò)設(shè)計(jì)豐富多彩的課內(nèi)外學(xué)習(xí)活動(dòng)，使學(xué)生在參與交際活動(dòng)的過(guò)程中形成交際策略?！焙汀敖處熞龑?dǎo)學(xué)生主動(dòng)學(xué)習(xí)，幫助他們形成以能力發(fā)展為目的的學(xué)習(xí)方式，鼓勵(lì)學(xué)生通過(guò)體驗(yàn)、實(shí)踐、討論、合作和探究等方式，發(fā)展聽、說(shuō)、讀、寫的綜合語(yǔ)言技能?！?br> 教材內(nèi)容分析　
Unit3的主題是“Underthesea”，中心話題是海底世界，聽、說(shuō)、讀、寫活動(dòng)主要圍繞海底動(dòng)植物、海底奇妙景觀，以及有關(guān)大海的神話故事展開的。教學(xué)內(nèi)容由兩篇閱讀，兩份聽力，三個(gè)話題討論和三個(gè)話題延續(xù)性寫作任務(wù)組成。
閱讀內(nèi)容是：1.兩起虎鯨軼事。(P20－21)
2．一篇有關(guān)海洋見聞和感受的日記。(P24)
聽力內(nèi)容是：1.三個(gè)觀鯨人對(duì)旅行社服務(wù)的一些抱怨。(P25－27)
2．有關(guān)鯊魚攻擊人類事件的新聞報(bào)道。(P62)
3．記者和鯊魚專家有關(guān)人們對(duì)鯊魚的誤解和為什么鯊魚會(huì)急劇減少的談話。(P65－66)
話題和寫作內(nèi)容：1.用UsingLanguage閱讀中表達(dá)感受的詞匯描述過(guò)去的難忘經(jīng)歷。(P24)
2．用speakingandwriting中的抱怨用語(yǔ)在設(shè)置的情境中禮貌抱怨。(P27)
3．用以前學(xué)的persuasivewriting的表述寫一篇有關(guān)正確對(duì)待海洋生物，禁止亂捕的勸誡性文章。
學(xué)情分析　
高二學(xué)生對(duì)這個(gè)新鮮話題普遍很感興趣，積極性也比較高，但大部分學(xué)生對(duì)新學(xué)的單詞詞匯還是比較生疏，運(yùn)用英語(yǔ)進(jìn)行交際的能力還是比較薄弱的，因此教師可以利用豐富多彩的圖片資源，在任務(wù)型教學(xué)下完成本課題的學(xué)習(xí)。班級(jí)里的學(xué)生水平參差不齊，有些差距還是比較大的，因此在教學(xué)過(guò)程中，布置的任務(wù)要兼顧各個(gè)層次的學(xué)生，使他們通過(guò)聽、說(shuō)、讀、寫都有所獲。
三維目標(biāo)　
知識(shí)目標(biāo)
1．掌握本單元教學(xué)目的和要求中的單詞和詞匯。如：anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，abandon，relationship，seaside，net，dimension，reflect，pure，cell，aware，vivid，narrow，sharp，tasty，scare，shallow，awesome，seal，pension，pensioner，helpout，be/becomeawareof，upsidedown，bescaredtodeath，etc.
2．幫助學(xué)生更多地了解海洋/海底世界。
3．復(fù)習(xí)動(dòng)詞v.－ing形式的被動(dòng)式。
能力目標(biāo)
1．提高學(xué)生閱讀能力和賞析水平。
2．在寫作中學(xué)會(huì)表達(dá)責(zé)備、抱怨和要求賠償。
情感目標(biāo)
培養(yǎng)學(xué)生熱愛和保護(hù)海洋生物的愛心。
教學(xué)重點(diǎn)
1．更多地了解海洋海底生物。
2．樹立正確的觀念“海洋生物和人們是朋友”并要熱愛和保護(hù)它們。
教學(xué)難點(diǎn)
1．鞏固動(dòng)詞v.－ing形式的被動(dòng)式的用法。
2．在寫作中學(xué)會(huì)表達(dá)責(zé)備、抱怨和要求賠償。
教學(xué)方法
1．任務(wù)型教學(xué)。
2．合作型教學(xué)。
Unit3　Teachingplans
Period1　VocabularyandWarmingUp
Period2　Pre－reading，ReadingandComprehending
Period3　LanguageStudy
Period4　Grammar
Period5　UsingLanguage：Reading，DiscussingandWriting
Period6　Listening，SpeakingandWriting
Period7　ListeningTask，TalkingandWriting
Period1　VocabularyandWarmingUp
Teachingaims　
1．Learntopronouncethenewwordscorrectlyandknowtheirexactmeaningsinthecontext.
2．Guidestudentstousethenewwordsincompletesentenceswiththehelpofpictures.
3．Learntousethecorrectformsofthenewwordsaccordingtothecontext.
Teachingprocedures　
?Step1　Warmingup
1．Whatisitinthesecondpicture？Andwherearethewatchers？(anaquarium)
2．Whydopeoplebuyaquariumsorvisitaquariums？(todecoraterooms/raisepets/watchseacreatures，etc.)
3．Soingeneralwhatisanaquarium?
(Anaquariumisaplacewherepeoplecanenjoyagreatdiversityofcreaturesontheearth.)
4．Wherecanyoufindthesecreatures？(oceans/seas/coralreefs...)
5．Whatwordswouldyouliketousetodescribethem？(beautiful/wonderful/marvelous/
splendid...)
?Step2　Getfamiliarwiththenewwords
Showpictures—leadstudentstooutputthenewwords—tomakeacompletesentence.
Picture1
1．Whatspecialequipmentisthemanwearing？(asnorkel)
2．Whatisthemandoing？(go/besnorkelling)
3．Doyouthinkitisverydeep？Guessthedepthofthewater.Whatwordwillyouusetodescribethewater？(deep/shallow/...indepth)
Suggestedanswers：Amanissnorkellinginshallowwaterwhichisprobably0.5meterin_depth.
Picture2
1．Whereisthephototaken？(underthewater)
2．Whatisitinthedark？(acave)
3．Lookattheentryofthecave；whatwordwillyouusetodescribeit？(anarrowentry)
Suggestedanswers：Acameraisfallingintoacavewithanarrowentry.
Picture3
1．Wherearethepeople？(neartheshore/attheseaside)
2．Supposeyouwereoneofthem，whatwouldbeyourfeelingorreactionwhenfacingawhale?
(yell/bescaredtodeath/fleefromtheshore)
3．Supposethesearelocalpeopleandthewhalehasdifficultyreturningtothesea，whatwilltheydoinyouropinion？(help...out)
4．Supposethenextdayanewsreportergetsthescoopandinterviewsthem，whatistherelationshipbetweenthem？(interviewerandwitnesses/interviewees)
5．Accordingtotheinformationyouget，saysomethingtodescribethepicture.
Suggestedanswers：Attheseaside，thereisacrowdofpeopleyellingwhenfacingawhaleandsomeofthemarescaredtodeath，eventryingtoflee.
Or
Neartheshoreawhalegetsstuckandsomelocalpeoplewanttohelpthewhaleout.Thenextdayanewsreporterinterviewsthem.Therelationshipbetweenthemisinterviewerandwitnesses.
Picture4
1．WhatistheanimalcalledinEnglish？(seals)
2．Usually，wheredoyousupposewecanfindsealsandpenguins？(inAntarctic)
3．Whatwordwillyouusetodescribethesnowandthewholescenery？(purewhite/beauty)　
4．Whatwilltheydonextaccordingtothepicture？(leap)
5．Saysomethingtodescribethescenery.
Suggestedanswers：SealsarecommonanimalsinAntarctic.Isntitarealbeautywhenyouseeapackofsealsareleapingfromtheice，againstthepurewhitebackground?
Picture5
1．Whatisit？(asea－slug)
2．Whatcanyouseeonthebackofthesea－slug？(withvividcolorsandstripes/itisastripedsea－slug)
3．Ingeneral，animalsandplantswithvividcolorsaredangerous.Theyare...(poisonous)
4．Saysomethingaboutthepicture.
Suggestedanswers：Theoceanisaplacefullofmagicwhereyoucanfindanimalsandplantswithvividcolorsanddifferentshapes，butgenerallyspeaking，animalsandplantswithvividcolorsarepoisonous.
Picture6
1．Isthefishswimminginthenormalway？(hangupsidedown)
2．Whatdoyousupposeitisdoing？(eatingtastyplants)
Suggestedanswers：Thefish，hangingupsidedown，iseatingsometastyplantsintheocean.
?Step3　Consolidation
OneafternoonIwassortingoutmya______whenIheardahugenoisecomingfromthebay.Aswerandowntothes______，wesawanenormousanimaljumpinginthewaterupanddowninordertoinformthewhalersofawhaleoutthereforthem.
WithOldTomguidingtheway，wesoongotclosetothehunt，astonishedtoseeawhalebeinga______byaboutsixotherkillers.Somet______themselvesontopofthewhalesblow－h(huán)oletostopitb______whileotherstriedtostopitf______outtosea.Thenawhalehunterintheboata______theharpoonatthewhaleandhitit.Soonthewhaledied.Thekillerwhalesd______thebodyofthewhaledownintothesea.Thebodywouldf______uptothesurfaceoftheseaabout24hourslaterafterOldTomandtheothersenjoyeditslipsandt______.
Onanotheroccasion，James，awhaler，wasw______offtheboat.Iwasterrifiedtoseeasharka______.Fortunately，OldTomheldJamesupinthewaterwhiletheotherkillerswerestillattackingthewhale.
Suggestedanswers：accommodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approaching
?Step4　Homework
GetmoreinformationaboutseacreaturesontheInternet.

Underthesea教學(xué)設(shè)計(jì)

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助教師掌握上課時(shí)的教學(xué)節(jié)奏。關(guān)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(xué)設(shè)計(jì)”，相信能對(duì)大家有所幫助。

Underthesea教學(xué)設(shè)計(jì)

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(biāo)　
知識(shí)目標(biāo)
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(biāo)
1．Enablethestudentstolearntotalkabouttheirfavoriteseaanimals.
2．Developstudentsreadingabilitybylearningtoreadaboutthekillerwhalesandletthemlearndifferentlearningskills.
3．Developtheircreativethinkingability.
情感目標(biāo)
1．Arousestudentsgreatinterestinseaanimals.
2．Makethemawareoftherelationshipbetweenmanandanimalsandtheimportanceofbanningwhaling.
3．Developstudentssenseofcooperativelearning.
教學(xué)重點(diǎn)　
1．Readingcomprehensiontothetext.
2．Learningmoreaboutthekillerwhalesandunderstandingtherelationshipbetweenthekillerwhalesandthewhalers.
3．Importantwordsandexpressions.
教學(xué)難點(diǎn)　
1．Therelationshipbetweenthekillerwhalesandthewhalers.
2．Developstudentsreadingability.
教學(xué)方法　
1．Individual，pairandgroupwork.
2．Task－basedteachingandlearning.
3．Quiz，discussion，blank－filling，retelling，debate.
教學(xué)工具　
Acomputerandaprojector.
教學(xué)過(guò)程　
?Step1　Warmingup
1．Asksomestudentstoshowsomepicturesoftheirfavoriteseaanimalsandintroducethemtotheclass.Theintroductionshouldcovertheseaspects：
TheEnglishandChinesenameofyourfavoriteseaanimal.
Wheredidyoufindit?
Somefeaturesofit，itsdistribution，orlivingcondition.Anythingaboutitiswelcome.
Whydoyoulikeit?
Sampleintroduction：
①M(fèi)yfavoriteseaanimalisdolphins(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(lán)鯨whitewhale白鯨
(3)Whichofthesekindsofwhalescangrowtobethelargest?
Bluewhales藍(lán)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(zhǎng)為8～10米，體重9噸左右，背呈黑色，腹為灰白色，有一個(gè)尖尖的背鰭，背鰭彎曲長(zhǎng)達(dá)1米，嘴巴細(xì)長(zhǎng)，牙齒鋒利，性情兇猛，食肉動(dòng)物，善于進(jìn)攻獵物，是企鵝、海豹等動(dòng)物的天敵。有時(shí)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(diǎn)與大多數(shù)海豚科成員的典型鐮刀狀背鰭不同。上、下顎各有10至14對(duì)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(duì)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(chǎn)生分歧，尾鰭腹面亦為白色。背部與體側(cè)皆為黑色，但在生殖裂附近的側(cè)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(xí)性
虎鯨時(shí)常會(huì)有躍身?yè)衾恕⒏「Q等行為，或是以尾鰭或胸鰭拍擊水面。虎鯨的泳速最快可達(dá)時(shí)速55千米，可閉氣17分鐘左右。當(dāng)周遭空氣涼爽時(shí)，通?？煽匆娝鼈兊桶蕵渲畹膰姎?。它們對(duì)船只的反應(yīng)多樣，冷漠忽視或是充滿好奇心都有可能。偶爾會(huì)集體擱淺，群體有時(shí)會(huì)被困在潮池或海灣中。在北極與南極海域，因?yàn)轱L(fēng)吹而快速產(chǎn)生的浮冰對(duì)虎鯨而言是一大麻煩，有時(shí)會(huì)因此迫使它們停留于水面開闊的小水域里相當(dāng)長(zhǎng)的時(shí)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(gè)小時(shí)靜靜地待在水的表層，因?yàn)榉尾砍錆M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(jīng)常保持接觸，顯得親熱和團(tuán)結(jié)。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(huì)前來(lái)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(shí)也扎成一堆，這是為了互相照應(yīng)，并保持一定程度的清醒。它們?cè)谝黄鹇眯?，用食，以種群為社會(huì)組織，在廣大的家庭中休息，互相依靠著生存長(zhǎng)大。
食性
雖然它的牙齒非常堅(jiān)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(gè)吞下的?；ⅥL的食物多樣，由小型結(jié)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(dòng)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(shí)伺機(jī)捕食。甚至?xí)脻q潮沖到海岸邊，捕捉來(lái)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(huì)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?；ⅥL顯然需要合作以襲擊并制服大型獵物，但它們也會(huì)合力將魚群集中成一個(gè)大球，然后輪流鉆入取食?；ⅥL也會(huì)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(huì)選擇性的咬食須鯨的舌頭。其獵物可能深受對(duì)虎鯨的恐懼所影響，當(dāng)虎鯨出現(xiàn)時(shí)鰭腳類會(huì)逃往陸地或冰上，鯨豚則會(huì)游入淺水域或藏匿于浮冰的裂隙間。

高三英語(yǔ)Underthesea

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來(lái)，使高中教師有一個(gè)簡(jiǎn)單易懂的教學(xué)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(xì)地整理了以下內(nèi)容《高三英語(yǔ)Underthesea》，供大家借鑒和使用，希望大家分享！

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

Ⅱ.目標(biāo)語(yǔ)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(huì)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(rèn)讀詞匯
snorkel,aquarium,Clancy,baleen,baleenwhale,migration,oar,blow-hole,harpoon,meantime,overboard,flipper,turtle,lettuce,horn,anemonefish,tentacle,seaanemone,sea-slug,stripe,striped,eel,giant,clam,leap,refund
3．詞組
aheadof,inthemeantime,helpout,be/becomeawareof,upsidedown,(be)scaredtodeath,theAntarctic,sortout,throw...outof,beabouttodo,headout,fleeout,aimat,floatup,washoff,holdup
4．重點(diǎn)詞匯
anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,Antarctic,awesome,pension

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

重
點(diǎn)
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?wù)摵５资澜绲膭?dòng)植物為切入點(diǎn)，讓學(xué)生在交流中發(fā)現(xiàn)和了解大自然的奇妙和美麗；通過(guò)閱讀奇聞故事，使學(xué)生從一個(gè)側(cè)面了解人類與動(dòng)物的關(guān)系；一篇與海底動(dòng)植物相處的感受的日記，把學(xué)生帶入人與自然和諧相處的美好境界。
本單元用梯次遞進(jìn)的方式讓學(xué)生運(yùn)用已有的自然知識(shí)、親身體驗(yàn)、所掌握的語(yǔ)言知識(shí)和技能，在閱讀、聽新聞和專家評(píng)述、討論、寫故事、編劇本、排練演出等多項(xiàng)語(yǔ)言功能運(yùn)用的過(guò)程中，深入學(xué)習(xí)、了解海洋動(dòng)植物和大自然，并學(xué)習(xí)用英語(yǔ)表達(dá)對(duì)它們的感受、關(guān)切和熱愛，從而在學(xué)習(xí)和運(yùn)用語(yǔ)言的同時(shí)，強(qiáng)化對(duì)海洋生物和大自然的保護(hù)意識(shí)。本單元實(shí)現(xiàn)了語(yǔ)言學(xué)習(xí)和傳播先進(jìn)思想的完美統(tǒng)一。
1.1WarmingUp設(shè)計(jì)了兩個(gè)活動(dòng)。第一個(gè)活動(dòng)用兩個(gè)提問(wèn)直接導(dǎo)入本單元的中心話題，也是學(xué)生最感興趣的話題——海底動(dòng)物和植物，要求學(xué)生以互相交流的方式更多地了解海底世界。緊接著是小組活動(dòng)，要求學(xué)生將已知的海洋動(dòng)植物列表歸納，并談?wù)撟约鹤钕矏鄣暮Ｑ髣?dòng)物或植物。這一部分的設(shè)計(jì)為下一步的課文學(xué)習(xí)以及后邊的聽、說(shuō)、讀、寫在內(nèi)容方面打下了伏筆。
1.2Pre-reading是Reading文圖并茂的內(nèi)容簡(jiǎn)介?！盎ⅥL幫助捕鯨人在每年須鯨遷徙時(shí)捕捉須鯨”的奇聞?shì)W事會(huì)立刻激起學(xué)生的閱讀興趣。
1.3Reading是一篇題為“OldTomtheKillerWhale”的故事，其中包括兩篇關(guān)于虎鯨的奇聞?shì)W事。第一篇講虎鯨如何幫助捕鯨人捕捉須鯨，過(guò)程奇妙有趣。第二篇講虎鯨如何從鯊魚群中救出捕鯨人，情節(jié)驚險(xiǎn)感人。學(xué)生通過(guò)對(duì)課文的閱讀理解，會(huì)由衷地感激這些可愛的海洋動(dòng)物對(duì)人類忠實(shí)的幫助和巨大的貢獻(xiàn)，同時(shí)習(xí)得閱讀故事的技能。
1.4Comprehending設(shè)計(jì)了根據(jù)課文內(nèi)容描述OldTom和捕鯨人的關(guān)系,旨在引導(dǎo)學(xué)生在閱讀理解的基礎(chǔ)上進(jìn)行再創(chuàng)造。第二題根據(jù)課文回答問(wèn)題，其目的是評(píng)價(jià)學(xué)生對(duì)文章的理解程度。第三項(xiàng)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(nèi)容主題——環(huán)境和動(dòng)物保護(hù)。整個(gè)活動(dòng)設(shè)計(jì)梯次分明，思想教育意義和語(yǔ)言學(xué)習(xí)意義兩條線共同逐步深入，以達(dá)到閱讀理解的最佳效果。
1.5LearningaboutLanguage分為詞匯和語(yǔ)法兩項(xiàng)。詞匯部分幫助學(xué)生學(xué)習(xí)用適當(dāng)?shù)男问胶鸵饬x使用詞匯和短語(yǔ)，旨在培養(yǎng)學(xué)生運(yùn)用英語(yǔ)詞匯和短語(yǔ)的能力。語(yǔ)法項(xiàng)目是復(fù)習(xí)動(dòng)詞-ing形式的被動(dòng)語(yǔ)態(tài)。要求學(xué)生用正確的-ing形式完成單句填空和補(bǔ)全句子來(lái)操練這一語(yǔ)法項(xiàng)目。-ing形式的被動(dòng)語(yǔ)態(tài)在語(yǔ)法學(xué)習(xí)中是個(gè)難點(diǎn)，教師可以在此基礎(chǔ)上做些拓展性和鞏固性的練習(xí)設(shè)計(jì)。
1.6UsingLanguage是一個(gè)綜合性學(xué)習(xí)項(xiàng)目，包括“閱讀與討論”、“討論與寫作”、“說(shuō)話與寫作”?！伴喿x與討論”的主體是一篇與海底動(dòng)植物相處的感受的日記，其后設(shè)計(jì)了四個(gè)活動(dòng)環(huán)節(jié)：速讀選擇信息；細(xì)節(jié)列表；詞匯學(xué)習(xí)；語(yǔ)法學(xué)習(xí)（形容詞連用）。“討論與寫作”共有兩項(xiàng)任務(wù)：一是讓學(xué)生以小組活動(dòng)的形式討論所給出的日記中的描述性詞語(yǔ)的意思和描述方式；二是讓學(xué)生用上其中三、四個(gè)短語(yǔ)寫一小段描寫一個(gè)地點(diǎn)的一種動(dòng)物或植物的短文。這種分類描寫的方式非常有利于對(duì)學(xué)生的寫作訓(xùn)練和指導(dǎo)?！白x、聽、說(shuō)”共設(shè)計(jì)了五項(xiàng)活動(dòng)：第一項(xiàng)是在“聽”之前閱讀一則觀鯨旅游的廣告并就此討論有關(guān)問(wèn)題；第二項(xiàng)是聽一段對(duì)話選擇答案；第三項(xiàng)在重聽一遍的同時(shí)，記下與廣告不符的情況；第四、五項(xiàng)的聽力重點(diǎn)在詞匯上，練習(xí)的內(nèi)容是完成所聽的句子和填上所缺的詞。所有“讀、聽、說(shuō)”的活動(dòng)層次清晰，內(nèi)容連貫，實(shí)際上都在為完成下一步“寫”的任務(wù)積累素材和提供示范?！罢f(shuō)話與寫作”的中心任務(wù)是本單元寫作練習(xí)的主題：對(duì)某事或某人以禮貌的方式責(zé)備和抱怨。該部分提供了表示“責(zé)備和抱怨”的習(xí)慣用語(yǔ)和三種情境，要求學(xué)生運(yùn)用所給的詞語(yǔ)先進(jìn)行對(duì)話練習(xí)，然后再把對(duì)話內(nèi)容寫下來(lái)。這種寫作練習(xí)設(shè)計(jì)能使學(xué)生體會(huì)到語(yǔ)言的鮮活、生動(dòng)和實(shí)用，有利于發(fā)揮他們的寫作積極性。

2．教材重組
2.1Pre-reading,Reading,Comprehending是一個(gè)整體,而第一部分WarmingUp的話題內(nèi)容又與Reading一致，因此將這幾部分整合在一起，設(shè)計(jì)成一節(jié)“閱讀課”。
2.2LearningaboutLanguage中的兩項(xiàng)活動(dòng)(詞匯和語(yǔ)法)和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES內(nèi)容一致，整合起來(lái)設(shè)計(jì)成一節(jié)“語(yǔ)言學(xué)習(xí)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(wù)是談?wù)撉懊鎯蓚€(gè)聽力內(nèi)容的，所以將此項(xiàng)任務(wù)也加進(jìn)這一課時(shí)。
2.4將UsingLanguage中的Readinganddiscussing以及其后的四項(xiàng)練習(xí)與Workbook中的READINGTASK以及其后的兩項(xiàng)練習(xí)整合在一起，上一節(jié)“泛讀課”。
2.5將UsingLanguage中的Speakingandwriting(P26)與WRITINGTASK,SPEAKINGTASK整合成一節(jié)“交流寫作課”。
注：本單元“說(shuō)”的任務(wù)分別體現(xiàn)在“聽、寫、讀”等各項(xiàng)活動(dòng)中，因此沒有單獨(dú)設(shè)計(jì)“口語(yǔ)課”。
3.課型設(shè)計(jì)與課時(shí)分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodListening
4thPeriodExtensivereading
5thPeriodCommunicationandwriting

Ⅳ.分課時(shí)教案
TheFirstPeriodReading
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,aheadof,inthemeantime,helpout
b.重點(diǎn)句子
Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowingitselfoutofthewaterandthencrashingdownagain.P20
Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
Andthoseothersarestoppingitdivingorfleeingouttosea.P20
IttookoverhalfanhourtogettheboatbacktoJames...P21
2.Abilitygoals能力目標(biāo)
EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatseaplantsandanimalsarepartofhumanbeings’life.
3.Learningabilitygoals學(xué)能目標(biāo)
HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansofmakingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsandhumansthroughreading.
Teachingimportantpoints教學(xué)重點(diǎn)
HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals’loyaltyandhelptohumanbeings.
Teachingdifficultpoints教學(xué)難點(diǎn)
Analyzethestructureofsomesentences;
Summarizethemainideaofeachparagraphaswellasthetext.
Teachingmethods教學(xué)方法
Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;
Fast-readingandcareful-readingmethods;
Thinkingandsummarizingmethods.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教學(xué)過(guò)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海葵
(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(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,beawareof,reflecton,pure,upsidedown,scaretodeath
b.重點(diǎn)句子
Jameswasafraidofbeingattackedbysharks.P23
Thechildrenenjoyedbeingtakentotheaquarium.P23
2.Abilitygoals能力目標(biāo)
RevisethePassiveVoiceofthe-ingform.
Learntousesomenewwordsandphrases.
3.Learningabilitygoals學(xué)能目標(biāo)
HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone”formbypracticingandsummarizing.
Teachingimportantpoints教學(xué)重點(diǎn)
ThePassiveVoiceand“beingdone”usedasobject,attributeandsoon.
Teachingdifficultpoints教學(xué)難點(diǎn)
HelptheSstomastertheusageofthePassiveVoiceand“beingdone”structure.
Teachingmethods教學(xué)方法
Concluding,summarizingandpracticing.
Teachingaids教具準(zhǔn)備
Aprojectorandacomputer.
Teachingproceduresways教學(xué)過(guò)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(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
重點(diǎn)詞匯和短語(yǔ)
opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutof,seal,refund,pensioner,sharkattack
2.Abilitygoals能力目標(biāo)
EnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestionsgiven.
3.Learningabilitygoals學(xué)能目標(biāo)
Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthequestionsgivenaccordingtothelisteningmaterial.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.
Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.
Teachingmethods教學(xué)方法
Listening,speakingandcooperativelearning.
Teachingaids教具準(zhǔn)備
Arecorder.
Teachingproceduresways教學(xué)過(guò)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(zhuǎn)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(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
reflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallow
b.重點(diǎn)句子
I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!
ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...
Whatawonderful,limitlessworlditwasdownthere!
2.Abilitygoals能力目標(biāo)
EnabletheSstoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.
3.Learningabilitygoals學(xué)能目標(biāo)
Trytoimprovethestudents’readingabilitybygraspingtheinformationinthedairyabouttheworldunderthesea.Strengthentheirsenseofenvironmentalprotection.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
EnabletheSstoreadforspecificinformationandguidetheSstowritetheirowndiary.
Teachingmethods教學(xué)方法
Reading,listeningandspeaking.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
Teachingproceduresways教學(xué)過(guò)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(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
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(biāo)
EnabletheSstodescribeaplaceandtheplantsoranimalstherewiththetargetlanguage.
EnabletheSstomakecomplaintusingtheexpressionsgiven.
3.Learningabilitygoals學(xué)能目標(biāo)
HelptheSslearnhowtowriteadescriptionofaplaceandtheplantsoranimalstherewiththetargetlanguage.
HelptheSslearnhowtomakecomplaintwiththetargetlanguage.
Teachingimportantanddifficultpoints教學(xué)重難點(diǎn)
HelptheSstomastertheusefulexpressionsandlearntousethemtoexpressblameandComplaintincertainsituations.
Teachingmethods教學(xué)方法
Discussing,guidedwritingandspeaking.
Teachingaids教具準(zhǔn)備
Aprojectorandacomputer.
Teachingproceduresways教學(xué)過(guò)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(shí)
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.