一名优秀的教师就要对每一课堂负责，教师要准备好教案，这是老师职责的一部分。教案可以让上课时的教学氛围非常活跃，帮助教师有计划有步骤有质量的完成教学任务。怎么才能让教案写的更加全面呢？小编为此仔细地整理了以下内容《Underthesea教案》，欢迎阅读，希望您能阅读并收藏。

Underthesea教案
Period2　Pre－reading，ReadingandComprehending
设计方案一
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－holetostopitbreathing；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(鸬鸟)，otters(水獭)andferrets(雪貂)．
?Step8　Debate
ThelastwhalingstationinAustraliaclosedin1978.Whalesarenowanendangeredspeciesandprotectedbyaninternationalbanonwhaling，butsomecountriesopposetheban.Ingroupsdiscussthereasonsforandagainstbanningwhaling.
?Step9　Learningphrasesandsentences
Usefulphrases：
atthewhalingstation在捕鲸站
hearof听说
witnessitwithmyowneyes亲眼目睹
sortoutmyaccommodation整理我的床铺
anenormousanimal一个庞然大物
throwitselfoutofthewater猛力跃出水面
crashdown坠落
callouttosb.高声对某人说
yellout大声喊叫
aheadof在……前面
headoutintothebay朝海湾方向驶去
circleback转回来
apackof一群
inthebowoftheboat在船头
aimat瞄准
hitthespot击中要害
withinamomentortwo片刻之后
thedepthsofthesea深海中
floatuptothesurface浮出水面
inthemeantime同时
haveagoodfeedonsth.饱餐一顿
washoff冲走
manoverboard有人落水
theseawasrough波涛汹涌
beterrifiedofdoingsth.害怕做某事
beabandonedbysb.被某人遗弃
holdup举起
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.

相关阅读

高三英语UndertheSea教案

一名优秀的教师就要对每一课堂负责，高中教师要准备好教案为之后的教学做准备。教案可以让学生能够在教学期间跟着互动起来，有效的提高课堂的教学效率。关于好的高中教案要怎么样去写呢？以下是小编为大家精心整理的“高三英语UndertheSea教案”，仅供您在工作和学习中参考。

《高考风向标》英语
目录
第一部分教材梳理
必修一
Unit1Friendship
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit2Englisharoundtheworld
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit3Traveljournal
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit4Earthquakes
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit5NelsonMandela—amodernhero
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

必修二
Unit1Culturalrelics
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit2TheOlympicGames
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit3Computers
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit4Wildlifeprotection
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit5Music
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

必修三
Unit1Festivalsaroundtheworld
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit2Healthyeating
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

Unit3TheMillionPoundBankNote
单元要点预览
语言要点
词语辨析
词性变化
重点单词
重点词组
重点句子
课文要点
课文词汇填空
课文大意概括
课文佳句背诵与仿写
单元自测

……

第二部分语法专题
专题一冠词
专题二名词
专题三代词
专题四数词
专题五形容词和副词
专题六介词
专题七情态动词
专题八非谓语动词
专题九动词和动词短语
专题十动词的时态
专题十一动词的语态
专题十二句子种类
专题十三名词性从句
专题十四定语从句
专题十五状语从句
专题十六倒装句和省略句
专题十七强调句
专题十八虚拟语气
专题十九主谓一致
专题二十直接引语和间接引语

第三部分高考题型讲练
听力
完形填空
语法填空
阅读理解
信息匹配
基础写作
读写任务

第一部分教材梳理
选修七

版权所有：高考资源网()

Unit3UndertheSea
一、语言要点
I单元要点预览（旨在让同学整体了解本单元要点）
词汇
部分词语
辨析1.shore/seaside/beach/coast/bank2.flee/escape3.deep/deeply
词形
变化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.生动的,鲜明的,活泼的vividlyadv.生动地,鲜明地
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.品尝;
n味道,味觉tastelessadj.没味道的,无鉴赏力的
重点
单词1.annualadj.每年的；按年度计算的/n.年刊；年鉴
2.witnessn.目击者；证人；证据vt.当场见到；目击
3.accommodationn.住所
4.abandonvt.放弃；遗弃；抛弃
5.reflectvt.映射；反射vi.vt.思考
6.awareadj.意识到的；知道的
7.scarevt.恐吓vi.受惊吓
重点
词组sortout整理；挑出
helpout帮助……（摆脱困难或危难）；协助；使……脱离困境
throwoneselfoutof跃出upsidedown上下翻转过来
重点句型1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleenwhalesthatwereontheirannualmigration.
2.IhadalreadyheardthatGeorgedidn’tlikebeingkeptwaiting,soeventhoughIdidn’thavetherightclotheson,racedafterhim.
3.I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday-adayofpuremagic!
重点语法被动语态（II）(见语法专题)
II词语辨析(旨在提供完形填空所需材料)
1).shore/seaside/beach/coast/bankn.海边，海岸

shore指海岸，湖岸，也指近海的一带。
seaside指近海边地区供游客休憩，娱乐的海边。
beach指海洋或大湖在涨潮时被淹没而退潮时又露出的斜坡，可供人们玩乐，消遣的沙滩，海滩。
coast以陆地为中心的海岸线
bank河流的堤，岸
选择shore/seaside/beach/coast或bank并用其适当的形式填空
1)Lastsummerwespentallourholidayatthe_______.
2)Ienjoylyingonthe_______withsunglassesinthesun.
3)It’sdangerousforchildrentoplayonthe_______oftheriver.
4)Weoftenseemanyshipsontheseaaboutseveralmilesoffthe______.
5)Thelandisbarrenontheeast______.
Keys:1)seaside2)beach3)bank4)shore5)coast
2).flee/escapev.逃避,逃跑,逃走

flee只说明动作，不强调结果。
escape逃离，结果是成功的。
选择flee或escape，并用其适当的形式填空
1)Theenemy______indisorder.
2)Citizenswereforcedto______thebesiegedcity.
3)Henarrowly_________death.
Keys:1)fled2)flee3)escaped
3)deep/deeplyadv.深深地；

deep表示深地，深处（常用于具体的方面）
deeply常表达抽象含义。
选择deep或deeply并用其适当的形式填空
1)Thepolicefoundoutthelostchild_______inthewoodsatlast.
2)Allofuswere_______shockedatthebadnews.
Keys:1)deep2)deeply
III词性变化（旨在提供语法填空所需材料）
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.生动的,鲜明的,活泼的vividlyadv.生动地,鲜明地
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.品尝;
n味道,味觉tastelessadj.没味道的,无鉴赏力的
根据句子结构，用括号内所提供词的适当形式填空
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重点词汇（旨在提供综合运用所需材料）
1.annualadj.每年的；按年度计算的/n.年刊；年鉴
[重点用法]
annuallyadv.年年地,每年地
[典例]
1)anannualincome.年收入
2)anannualreport年度报告
3)PremierWenJiabaonotedthatthetwomostimportantproblemswouldbeprevioustoanythingelseinthegovernmentannualreport.温家宝总理在政府年度报告中指出要优先解决这两大问题。
[练习]汉译英
1)为加深理解，我们愿意与国外友人交换学校年鉴。
2)工人们的年收入增加了250元。
Keys:1)Tohaveabetterunderstanding,wewouldliketoexchangetheschoolannualwiththeforeignfriends.2)Thewageofworkersmakesanannualincreaseof250yuanthisyear.

2.witnessn.目击者；证人；证据vt.当场见到；目击
[典例]
1)Heisthewitnesstotheaccident.事故的目击者
2)Thisoldauditoriumhaswitnessedmanyceremonies.这个古老的礼堂内举行过许多次典礼
[重点用法]
givewitnessonbehalfofsb.为某人作证
[练习]汉译英
1)没有人能证明他在场。
___________________________________________________________________________________
2)这些事实证明了他的粗心。
___________________________________________________________________________________
3)她替被告作证。
___________________________________________________________________________________
Keys:1)Nonecouldwitnessthathewaspresent.2)Thesefactsareawitnesstohiscarelessness.3)Shegavewitnessonbehalfoftheaccusedperson.

3.accommodation住所
[重点用法]
accommodatev.向...提供,容纳,调和;适应
accommodationaddress临时通讯处
accommodationallowance膳宿津贴
[典例]
1)ThehighcostofaccommodationmakeslifedifficultforstudentsinLondon．
由于住宿费用昂贵，伦敦的学生感到生活困难。
2)Theuniversityoffersexcellentaccommodationforsummervisitors．
这所大学为夏季来访者提供了很好的住宿。
[练习]汉译英
1)我们今晚能找到旅馆住宿吗?
___________________________________________________________________________________
2)这间旅馆可以容纳500多人住宿。
___________________________________________________________________________________
Keys:1)Canwefindaccommodationsatahotelfortonight?2)Thishotelcanaccommodatemorethan500guests.

4.abandonvt.放弃；遗弃；抛弃n．放任,狂热
[重点用法]
abandononeselftosth./doingsth.沉溺于
abandon…tosb．把……舍弃给…
withabandon放任地；放纵地；纵情地
[典例]
1)Theyabandonedallhopeoffindinganeffectivewaytosolvetheproblem．
他们放弃了寻找有效方法解决问题的所有希望。
2)Weshouldkeepoffthosewhoabandonthemselvestodrugs．我们要远离那些吸毒成瘾的人。
3)Dontwastethefoodleft,andabandonittothedog．不要浪费剩下的食物，把它舍弃给狗吃。
[练习]根据括号里所给的汉语补全句子。
1)Afterthevictory，thesoldierssanganddanced_____________________(纵情地).
2)(这项方案的放弃)_________________resultedfromlackofenoughmoney.
3)DuringtheSecondWorldWar，millionsofpeoplethroughouttheworld________(离弃家园)
4)_______________________(不要悲观失望)thoughingreatdifficulty.
Keys:1)withabandon2)Theabandonoftheproject3)abandonedtheirhomes.4)Donotabandonyourselftodespair

5.reflectvt.映射；反射vi.vt.思考
[重点用法]
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．镜子能反射光线。
3)Ireflectedonpossiblereasonsformyfailure．我仔细考虑导致我失败的种种原因。
[练习]用reflect的相关介词或正确形式填空.
1)Themoonappearsa_______surfaceofthelake．
2)Afteraminutes_____，heanswered．
3)Theplan________whichhereflectedwasridiculous．
4)Theproblems________atdiscussionaretobedealtattomorrow’smeeting.
Keys:1)reflective2)reflection3)on4)reflected

6.awareadj.意识到的；知道的
[重点用法]
unaware不察觉的,不知道的
awarenessn.知道,晓得
be／becomeawareofsth．意识到某事
beawarethat-clause知道……；意识到……
makesb．awarethat-clause提醒某人注意……
makesb．awareof…让某人注意到……
[典例]
1)Hewasntawareofthedanger．他没有意识到危险。
2)IssheawarethatImcoming?她知道我要来吗?
注意：aware后跟名词性从句时，一般在从句前不能用of，但在what从句前必须用of。
[练习]用恰当的介词或aware恰当的词性填空。
1)Alsowhenyouwriteyourgoalsinaparticularwayyouareabletomakeyourselfcontinuouslyaware______situationsthatwillbringyounearertoyourgoal．
2)Theprincipaldidn’tseemtobeaware_______thereshouldhavebeensomuchdisputeaboutthedecision．
3)Healthofficialsthroughouttheworldhavetriedtomakepeopleraise______aboutAIDS.
4)Mikeseems______ofthetroublehe’scausing,otherwisehewouldstopit．
Keys:1)of2)that3)awareness4)unaware

7.scarevt.恐吓vi.受惊吓
[重点用法]
scaringadj．令人害怕的；吓人的
scaredadj．受惊吓的；感到害怕的
bescaredof…(=beafraidof)遇到…(某种事物或行为)而害怕
bescaredtodo．(=beafraidtodo)不敢做……
bescaredtodeath吓死了
[典例]
1)Youscaredmebycominginsoquietly．你这么悄悄地进来吓了我一跳。
2)Mostgirlsarescaredtolightthefirework.大多女孩不敢放烟花。
[练习]汉译英
1)听到枪声，那个贼吓得要死。
___________________________________________________________________________________
2)他容易受惊吓。
___________________________________________________________________________________
Keys:1)Thethiefwasscaredtodeathwhenhearingthegunshot.2)Hescareseasily．
V重点词组（旨在提供综合运用所需材料）
1.sortout整理；挑出;解决(问题／困难)
[短语归纳]
sortthrough查看并挑选出
putaway把……存放好
[典例]
1)Ivesortedoutthepapersthatcanbethrownaway．我已经把那些可以扔掉的报纸整理出来了。
2)Wevegotafewlimeproblemstosortout．我们有几个小问题要解决。
3)Hewassortingthroughapileofpapersonhisdesk他在整理桌上的一堆文件。
[练习]汉译英
1)他从相片中挑出自己的，并把它们放到相册中。
2)放学了，把书本收好。
Keys:1)Hesortedhisownphotosoutfromothersandkepttheminaalbum.2)Afterschool,putawayyourbooks.

2.helpout帮助……（摆脱困难或危难）；协助；使……脱离困境
[短语归纳]
helpsbwithsth帮助某人做某事
withthehelpof在...的帮助下,借助
helponeselfto请随便自己动手(夹菜吃、用……等)
canthelpdoingsth禁不住
canthelpbutdosth只得；不得不
[典例]
1)Canyouhelpmeoutwiththemathsproblem?你能帮我解出这道数学题吗?
2)Pleasehelpyourselftosomefish．随便吃点鱼。
3)Shecanthelplaughing．她忍不住大笑起来。
4)Icanthelpbutwait．我只得等。
[练习]汉译英
1)在老师和同学们的帮助下，小明终于摆脱了爱打电子游戏的习惯。
___________________________________________________________________________________
2)地震中，许多家长不得不眼睁睁地看着他们的孩子埋在废墟中。
___________________________________________________________________________________
Keys:1)Withthehelpoftheteacherandhisclassmates,xiaomingmanagedtohelphimselfoutofhisproblemwithcomputergames.2)Intheearthquake,manyparentscouldn’thelpbutleavetheirchildrenintheruin
.
3.throwoneselfoutof跃出
[典例]
1)Themansuddenlythrewhimselfoutofthewaterandsaid“Imhere’。那个人突然跃出水面说“我在这儿”。
[短语归纳]
throwoneselfat冲向
throwoneselfinto投身手；积极从事
throwaway扔掉
throwup呕吐
throwsbintoprison把某人投入监狱；
throwat对准向……扔去(希望击中)；
throwto向……(方向)扔去
[练习]汉译英
1）休息了一会后，他重新投入了救援工作。
___________________________________________________________________________________
2）你可以帮他把书传给他，但向别人投掷书本是不对的。
___________________________________________________________________________________
Keys:1)Afterashortrest,hethrewhimselfintorescuingagain.2)Youcanhelphimtothrowthisbooktohimbutit’swrongtothrowbooksatothers.

4.upsidedown上下翻转过来
[短语归纳]
insideout里面翻转过来的
[典例]
1)Thenaughtychildisalwaysturningeverythingintheroomupsidedown．
这淘气的孩子老是把房问的东西搞得乱七八糟。
2)Heworethesweatshirtinsideout．他当时把运动衫反过来穿。
[练习]汉译英
1）你把那幅画挂颠倒了！
____________________________________________________________________________________
2）春节期间，中国人喜欢将“福”字倒过来挂
____________________________________________________________________________________
Keys:1)You’vehungthatpictureupsidedown!2)IntheSpringFestival,Chinesepeoplewouldliketohangthecharacterfuupsidedown.
VI重点句子（旨在提供句子结构等所需材料）
1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthe
baleenwhalesthatwereontheirannualmigration.
那个时期，虎鲸（当时被称为“杀手”）帮助捕鲸人在每年须鲸迁徙时捕捉须鲸。
[解释]Itwas/isatimewhen曾经一度（那时）
[典例]
1)Itwasatimewhenmotorcarswererare.那是汽车很罕见的时代。
2)Itwasatimewhenshecouldnotbearthepainandwantedtokillherself.
她曾经无法忍受病痛，想结束自己的生命。
[练习]汉译英
1)曾经没人能理解我的计划和雄心。
___________________________________________________________________________________
2)现在这一社区的人们相互帮助，和谐相处。
___________________________________________________________________________________
Keys:1)Itwasatimewhennoonecouldunderstandmyplanandambition.2)Itisatimewhenpeopleinthecommunitywouldliketohelpeachotherandliveharmoniously.

2.IhadalreadyheardthatGeorgedidn’tlikebeingkeptwaiting,soeventhoughIdidn’thavetheright
clotheson,racedafterhim.
我早就听说过，乔治不喜欢等人，所以尽管我还没穿上捕鲸该穿的衣服，还是跟在他背后跑了起来。
[解释]eventhough=evenif即使，即便（引导让步状语从句）
[典例]
1)Wewon’tgiveupevenifweshouldtentimes.即便我们失败十次，我们也不会失败。
2)Eventhoughyoumaylosethechanceofmeetingyourfriend,youcannotmissthemeetingthis
afternoon.
即使你可能会失去会见朋友的机会，（但是你）也不能错过下午的会议。
[练习]汉译英
1）即便你无路可走，你也不能任由自己放弃自己的目标。
___________________________________________________________________________________
2）尽管他已经说了很多遍“对不起”，他的女朋友还是不愿意原谅他。
___________________________________________________________________________________
Keys:1)Youshouldnotresignyourselftogivingupyourgoal,eventhoughyoumaynowaytogo.
2)Eventhoughhehassaid“sorry”formanytimes,hisgirlfriendwouldnotforgivehim.

3.I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday-adayofpure
magic!
我坐在温暖的夜空下，手里拿着一瓶冷饮，回忆着当天的事情---这可是奇妙至及的一天。
[解释]with+宾语+宾语补足语在句中充当状语，表伴随，原因等
[典例]
1)Theteachercameinwithathickbookinherhand.老师走了进来，手里拿着一本厚厚的书。
2)Withalocalvillagerleadingtheway,wefoundhishouseeasily.
有当地村民带路，我们很容易就找到了他家。
3)Withalotofproblemstosolve,thenewly-electedpresidentfeltlikeacatonhotbricks.
由于有很多问题急待解决，新当选的总统急得像热锅上的蚂蚁。
[练习]汉译英
1）我睡觉时喜欢开着窗。
___________________________________________________________________________________
2）妈妈讲着故事，小孩很快就睡着了。
___________________________________________________________________________________
Keys:1)Withhermothertellingstories,thechildcouldfallasleepsoon.2)Iliketosleepwiththewindowopen.

二、课文要点
1课文词汇等填空（旨在复习本课文中的单词拼写和主要词语等）
根据课文内容完成下面语法填空，注意单词拼写和词语用法：
1themorningof19thJanuaryIwentsnorkeling.2(see)suchextraordinarybeauty,Ithoughteverycellinmybodywokeupand3waslikediscoveringawholenewdimensionoflife.Duringthetrip,Ifirstbecameawareofthevividcolors4(围绕)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课文大意概括（旨在训练用30个单词概括大意的能力）
阅读课文，试着用30个单词概括课文大意，再比较答案

这个故事是有关捕鲸人的忠实朋友OldTom的故事。它帮助捕鲸者捕猎鲸鱼和在危难的时刻保护他们。

______________________________________________________________________________________________________________________________________________________________

答案：ThepassageisthestoriesofOldTom,thedevotedfriendofwhalers.Ithelpedthewhalerstocatchwhalesandhowitprotectedandsavedthemintimesofdanger.

3课文佳句背诵与仿写（旨在培养对难句的理解和运用能力）
1.Itwasatimewhenthekillerwhales,or“killers”astheywerethencalled,helpedthewhalerscatchthebaleenwhalesthatwereontheirannualmigration.在那个时期，杀人鲸，正如当时他们被称呼的，帮助捕鲸者捕杀在每年迁移途中的须鲸。
（本文中同类句Ithought,atthetime,thatthiswasjustastorybutthenIwitnesseditwithmyowneyesmanytimes.当时我以为只是一个故事罢了，但是后来我亲眼见过多次。）
[模仿要点]句子结构:句子成分插入语，
在十九世纪早期，广州，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.
使我们感到惊奇的是，他所做的和他所说的没有任何联系。
_____________________________________________________________________________
答案：Whathedid,tooursurprise,hadnothingtodowithwhathesaid.
他有了一个新的发现，我认为那对科学来说是非常重要的。
_______________________________________________________________________________
答案：Hemadeanotherwonderfuldiscovery,whichIthinkisofgreatimportancetoscience.
三、单元自测
1完形填空
阅读下面短文，掌握其大意，然后从21—30各题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
词数：159完成时间：13分钟难度：***
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.填补一个巨大的市场空缺。
22．B．首先在北美几个大城市扩展。
23．C.目前公司正在扩充业务。
24．D．世界范围之内三大洲的专家。
25．A.第三代无信通信网络。
26．B．GlobalcallCommunications公司前途光明。
27．A.到2005年公司将为全球范围内超过l，500万的家庭和公司服务。
28．D．
29．A.尽我们的能力确保您的未来的通信通畅无阻。
30．B．并且简便。
2语法填空
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空，并将答案填写在答题卡标号为31-40的相应位置上。
词数：161完成时间：8分钟难度：***
Mr.Smithworksinanoffice.Hesverybusyandhas31timetohaveagoodrest.Everyevening,32hecomesbackfromwork,hesalwaystiredandwantstogotobedearly.33hiswifeoftenhasalotofinterestingthings34(tell)himaftersupper.Shedoesntstoptalking35shefallsasleep,butitsusuallyverylateandMr.Smithhastogetupontimeinthemorningwhensheis36(sleep).Onedaythemanfeltterrible37couldntgotowork.Hedecidedtogotoseeadoctor.Mrs.Smithwenttothehospitalwithhim.Beforeherhusbandcouldsay38wasthematterwithhim,thewoman39(tell)thedoctoreverything.ThedoctorlookedoverMr.Smithandthengavemedicineto40Mr.andMrs.Smith.HesaidtoMrs.Smith,"Theyaresleepingpills.Whenyoutakethepills,yourhusbandwillbeallright."
答案：
31．no／little32．when33．But34．totell35．until36．asleep／sleeping37．and38．what
39．hadtold40．both
31．no／littlehasno/littletime=doesnthaveanytime／hasn’tanytime,no是形容词。
32．when，考查由when引导的时间状语从句。
33．But，此处表转折关系。
34．totell考查have　somethingtodo的结构。
35．until，until引导的时间状语从句，表“直到……才……”
36．asleep／sleeping．beasleep／sleeping表状态。
37．and，表并列关系。
38．what，whatwasthematterwithhim是固定搭配。
39．hadtold，考查动词的过去完成时态。
40．both，both…and…是固定结构，表“……和……都，两者……都……”
3阅读理解
阅读下列短文，从每题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
词数：310完成时间：7分钟难度：***
In1983apresidentialcommitteewarnedthat,"Theeducationalfoundationsofoursocietyarepresentlythreateningourveryfutureasanation."Morethantwodecadeslater,thatreport,ANationatRisk,isstillsuitableforthecurrentsituation.
Americasschoolsarefailingus.Theyrenotpreparingenoughyoungpeopletosucceedinthe21stcentury.Standardizedtestscoresshowthatstudentachievementisquitelow.Butthosescoresdonttellthewholestoryofthisrisingcrisis.Considerthese:
*Nearly30percentofstudentsdontgraduatefromhighschool.
*40percentofcollegefreshmenneedremedialclasses(辅导班)becausetheyareunprepared.
*WhileU.S.grade-schoolersoutrank(等级高于)manyoftheirinternationalpeers,high-scholarsdontdosowell.
Sadly,moreandmoreyoungadultsarentreadyforcollegeorwork--orforlife.Theyrenotgettingtheskillstocompeteintodaysrapidlydeveloping"knowledgeeconomyevenasothercountriesgrowmorecompetitive.Bystandingstill,werefallingbehind.
So,agoodfirststepwouldbetoliftourexpectationsforwhateachchildiscapableoflearning.Asolidsecondstepwouldbetoadoptnationaleducationstandardsthatemphasizemainstudies--math,science,Englishandhistory--andmeasureresultswithnationaltesting.Inanagewhenlearningatechniquerequiresasmuchintelligenceasunderstandingatextbook,allstudentsneedthesamebaseofknowledge,whethertheywillgoofftocollegeornot.
Andathirdstepistogivevocational(职业的)training.Noteveryoneshouldbeonthecollegetrack--andastrongvocationalteachingsystemmightjustlowerthe30%highschooldropout(辍学)rate.
Nosinglesolution--higherstandards,charterschools(特许学校),meritpay(记功付酬)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：
美国社会的教育基础可能会对国家的未来构成威胁，这是1983年得出的结论，然而它仍然适用于二十多年后的现在的美国。本文介绍了美国教育令人担忧的现状，还提出了一些解决方法。
41.D。细节理解题。根据第二段的“America’sschoolsarefailingus.They’renotpreparingenoughyoungpeopletosucceedinthe21stcentury.”可知美国的教育并没有发挥很好的作用，因此选D。
42.B。观点态度题。根据第二段第一句“America’sschoolsarefailingus.”可知，作者对美国的学校并不满意，因此选B项。
43.D。细节理解题。根据文章最后一句话“Whatweneedisasystematic,nationalplanthatcombinesthesmartestreformsandtakesbraverisks.”可知在解决美国教育中的问题的过程中是需要一些适当的策略和改革的。选项D正确。
44.A。细节理解题。根据第五段中“nationaleducationalstandardsthatemphasizemainstudies—math,science,Englishandhistory”可知是强调了学校里主要学科的重要性，因此选A。
45.B。主旨大意题。本文主要讲述了美国学校教育存在的问题并提供了一些解决问题的办法。
4.基础写作
有外商来某工业区(IndustrialDevelopmentZone)参观访问，请你陪同他们参观，并用英语向他们介绍开发区的情况，介绍如下：
1．开发区占地20平方公里，有8家工厂和5个仓库。
2．位于珠江河畔，东临101国道，离市区只有20分钟汽车路程。．
3．水电供应齐全，管理服务优良。
4．工业区还将扩大，双方均会受益。
(写作要求]
1．开头已经为你写好，不计入句数。
2．用5个句子写这篇短文。
Ladiesandgentlemen，
YouarewelcometoourIndustrialDevelopmentZone．Nowletmegiveyouabriefintroductiontothezone．
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
答案:
Ladiesandgentlemen,
YouarewelcometoourIndustrialDevelopmentZone.Nowletmegiveyouabriefintroductiontothezone.
Ourzonecoversanareaof20squarekilometersandthereareeightfactoriesandfivestorehousesinit.
ItliesbythePearlRiverandHighway101runspastonitseast.Itisonlytwentyminutesdrivefromheretothedowntown.Powerandwaterherearewellsupplied.Themanagementandserviceareexcellent.
Ourzoneistobeenlargedandyouarewelcometostartfactoriesinthiszone.Imsurethatwilldogoodtobothofus.

Unit3　Underthesea教案

一名优秀的教师就要对每一课堂负责，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生更容易听懂所讲的内容，帮助高中教师在教学期间更好的掌握节奏。我们要如何写好一份值得称赞的高中教案呢？小编收集并整理了“Unit3　Underthesea教案”，欢迎阅读，希望您能够喜欢并分享！

Unit3　Underthesea教案

指导思想与理论依据　
指导思想
本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的语言情景之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。通过探究法、观察法和发现法，让学生发挥主观能动性，改变原有的教师说解、说教的形式，重视知识和结论形成过程。努力发挥形成评价的激励机制，利用两两合作、小组活动的方式，激发学生参与教学的热情。根据学生的认知能力和接受程度，设计了编写对话和仿写作文等任务，使任务具有可操作性，让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继续学习的动力。
总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。
理论依据
《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。”和“教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。”
教材内容分析　
Unit3的主题是“Underthesea”，中心话题是海底世界，听、说、读、写活动主要围绕海底动植物、海底奇妙景观，以及有关大海的神话故事展开的。教学内容由两篇阅读，两份听力，三个话题讨论和三个话题延续性写作任务组成。
阅读内容是：1.两起虎鲸轶事。(P20－21)
2．一篇有关海洋见闻和感受的日记。(P24)
听力内容是：1.三个观鲸人对旅行社服务的一些抱怨。(P25－27)
2．有关鲨鱼攻击人类事件的新闻报道。(P62)
3．记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话。(P65－66)
话题和写作内容：1.用UsingLanguage阅读中表达感受的词汇描述过去的难忘经历。(P24)
2．用speakingandwriting中的抱怨用语在设置的情境中礼貌抱怨。(P27)
3．用以前学的persuasivewriting的表述写一篇有关正确对待海洋生物，禁止乱捕的劝诫性文章。
学情分析　
高二学生对这个新鲜话题普遍很感兴趣，积极性也比较高，但大部分学生对新学的单词词汇还是比较生疏，运用英语进行交际的能力还是比较薄弱的，因此教师可以利用丰富多彩的图片资源，在任务型教学下完成本课题的学习。班级里的学生水平参差不齐，有些差距还是比较大的，因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们通过听、说、读、写都有所获。
三维目标　
知识目标
1．掌握本单元教学目的和要求中的单词和词汇。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．帮助学生更多地了解海洋/海底世界。
3．复习动词v.－ing形式的被动式。
能力目标
1．提高学生阅读能力和赏析水平。
2．在写作中学会表达责备、抱怨和要求赔偿。
情感目标
培养学生热爱和保护海洋生物的爱心。
教学重点
1．更多地了解海洋海底生物。
2．树立正确的观念“海洋生物和人们是朋友”并要热爱和保护它们。
教学难点
1．巩固动词v.－ing形式的被动式的用法。
2．在写作中学会表达责备、抱怨和要求赔偿。
教学方法
1．任务型教学。
2．合作型教学。
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－holetostopitb______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教学设计

作为优秀的教学工作者，在教学时能够胸有成竹，作为教师就要好好准备好一份教案课件。教案可以让学生能够听懂教师所讲的内容，帮助教师掌握上课时的教学节奏。关于好的教案要怎么样去写呢？考虑到您的需要，小编特地编辑了“Underthesea教学设计”，相信能对大家有所帮助。

Underthesea教学设计

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.
三维目标　
知识目标
1．Getstudentstolearntheusefulnewwordsandexpressionsinthispart：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.
2．Letstudentslearnaboutseveraldifferenttypesofwhales，especiallythekillerwhales.
能力目标
1．Enablethestudentstolearntotalkabouttheirfavoriteseaanimals.
2．Developstudentsreadingabilitybylearningtoreadaboutthekillerwhalesandletthemlearndifferentlearningskills.
3．Developtheircreativethinkingability.
情感目标
1．Arousestudentsgreatinterestinseaanimals.
2．Makethemawareoftherelationshipbetweenmanandanimalsandtheimportanceofbanningwhaling.
3．Developstudentssenseofcooperativelearning.
教学重点　
1．Readingcomprehensiontothetext.
2．Learningmoreaboutthekillerwhalesandunderstandingtherelationshipbetweenthekillerwhalesandthewhalers.
3．Importantwordsandexpressions.
教学难点　
1．Therelationshipbetweenthekillerwhalesandthewhalers.
2．Developstudentsreadingability.
教学方法　
1．Individual，pairandgroupwork.
2．Task－basedteachingandlearning.
3．Quiz，discussion，blank－filling，retelling，debate.
教学工具　
Acomputerandaprojector.
教学过程　
?Step1　Warmingup
1．Asksomestudentstoshowsomepicturesoftheirfavoriteseaanimalsandintroducethemtotheclass.Theintroductionshouldcovertheseaspects：
TheEnglishandChinesenameofyourfavoriteseaanimal.
Wheredidyoufindit?
Somefeaturesofit，itsdistribution，orlivingcondition.Anythingaboutitiswelcome.
Whydoyoulikeit?
Sampleintroduction：
①Myfavoriteseaanimalisdolphins(海豚)．Ifoundthematanaquariumthissummerholiday.Dolphinsareverymeek(温顺的)．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(热带鱼)．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?
虎鲸Killerwhales
(2)CanyoumatchthesewhaleswiththeirChineseandEnglishnames？(Showstudentssomepicturesofdifferentwhales.)
　
baleenwhale须鲸spermwhale抹香鲸
bluewhale蓝鲸whitewhale白鲸
(3)Whichofthesekindsofwhalescangrowtobethelargest?
Bluewhales蓝鲸(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－holeto_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－holetostopitbreathing.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－holetostopmebreathing.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－holetostopitbreathing.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.
备课资料
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
虎鲸是一种大型齿鲸，身长为8～10米，体重9吨左右，背呈黑色，腹为灰白色，有一个尖尖的背鳍，背鳍弯曲长达1米，嘴巴细长，牙齿锋利，性情凶猛，食肉动物，善于进攻猎物，是企鹅、海豹等动物的天敌。有时它们还袭击其他鲸类，甚至是大白鲨，可称得上是海上霸王。
寿命：雄性：50～60年；雌性：80～90年，甚至100年
雌雄虎鲸外观区别(上雄下雌)
虎鲸的体型极为粗壮，是海豚科中体型最大的物种。头部呈圆锥状，没有突出的嘴喙。大而高耸的背鳍位于背部中央，其形状有高度变异性，雌鲸与未成年虎鲸的背鳍呈镰刀形，而成年雄鲸则多半如棘刺般直立，高度约1至1.8米。胸鳍大而宽阔，大致呈圆形，这点与大多数海豚科成员的典型镰刀状背鳍不同。上、下颚各有10至14对大而尖锐的牙齿作为武器，每颗牙大概有8厘米。在海湾的浅水地带，它还喜欢用尾巴去钩拉海藻，发出“呼呼”的声音，不久，浑身就披满了半透明的海草。
虎鲸的体色图样主要由黑与白这两种对比分明的色彩组成，位于身体腹面的白色区域自下颚往后延伸至肛门处，在全黑的胸鳍之间变得狭窄，到了肚脐后方产生分歧，尾鳍腹面亦为白色。背部与体侧皆为黑色，但在生殖裂附近的侧腹处有白色斑块，眼睛斜后方亦有明显的椭圆形白斑。在背鳍后方有呈灰至白色的马鞍状斑纹。
习性
虎鲸时常会有跃身击浪、浮窥等行为，或是以尾鳍或胸鳍拍击水面。虎鲸的泳速最快可达时速55千米，可闭气17分钟左右。当周遭空气凉爽时，通常可看见它们低矮而呈树枝状的喷气。它们对船只的反应多样，冷漠忽视或是充满好奇心都有可能。偶尔会集体搁浅，群体有时会被困在潮池或海湾中。在北极与南极海域，因为风吹而快速产生的浮冰对虎鲸而言是一大麻烦，有时会因此迫使它们停留于水面开阔的小水域里相当长的时间。
虎鲸喜欢群居的生活，有2～3只的小群，也有40～50只的大群，每天总有2～3个小时静静地待在水的表层，因为肺部充满了足够的空气，所以能够安然地漂浮在海面上，露出巨大的背鳍。群体成员间的胸鳍经常保持接触，显得亲热和团结。如果群体中有成员受伤，或者发生意外失去了知觉，其他成员就会前来帮助，用身体或头部连顶带托，使其能够继续漂浮在海面上，就是在睡觉时也扎成一堆，这是为了互相照应，并保持一定程度的清醒。它们在一起旅行，用食，以种群为社会组织，在广大的家庭中休息，互相依靠着生存长大。
食性
虽然它的牙齿非常坚硬，但却不如鲨鱼的牙齿那样锋利，因此主要用于摄取而不是咀嚼，而被它叼住的食物都是整个吞下的。虎鲸的食物多样，由小型结群鱼类、鱿鱼(枪乌贼)，一直到大型须鲸与抹香鲸都有可能成为它们的猎物；其他的如海豹等鳍脚类动物、海龟、海豚、海狗、海獭、海牛、儒艮、鲨鱼、魟等，甚至还有鹿与麋鹿，似乎是趁它们游泳横渡水道时伺机捕食。甚至会利用涨潮冲到海岸边，捕捉来不及逃走的海豹、企鹅。各群似乎有自己偏好的食物种类，例如某些族群主要以鲑鱼、鲔鱼、或鲱鱼等鱼类为主要食物，某些群则会巡视鳍脚类的登陆地寻找猎物，或跟随迁徙中的鲸群，有如狼群追踪北美驯鹿的情景。虎鲸显然需要合作以袭击并制服大型猎物，但它们也会合力将鱼群集中成一个大球，然后轮流钻入取食。虎鲸也会偷吃延绳钓渔船上钩的鱼获，或吃食渔民丢弃的下杂鱼等。它们似乎会选择性的咬食须鲸的舌头。其猎物可能深受对虎鲸的恐惧所影响，当虎鲸出现时鳍脚类会逃往陆地或冰上，鲸豚则会游入浅水域或藏匿于浮冰的裂隙间。

高三英语Underthesea

经验告诉我们，成功是留给有准备的人。作为高中教师就需要提前准备好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，使高中教师有一个简单易懂的教学思路。那么怎么才能写出优秀的高中教案呢？小编为此仔细地整理了以下内容《高三英语Underthesea》，供大家借鉴和使用，希望大家分享！

Unit3Underthesea
Ⅰ.单元教学目标
技能目标SkillGoals
▲Retellastoryandmakeitintoaplay
▲Readastoryanddescribetherelationshipbetweenanimalsandhumans
▲ReviewthePassiveVoice(2)(includingthe-ingform)
▲Writeaparagraphtocomplainpolitelybasedondialoguesaboutblameandcomplaint

Ⅱ.目标语言

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.

词汇1．四会词汇
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．认读词汇
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．词组
aheadof,inthemeantime,helpout,be/becomeawareof,upsidedown,(be)scaredtodeath,theAntarctic,sortout,throw...outof,beabouttodo,headout,fleeout,aimat,floatup,washoff,holdup
4．重点词汇
anecdote,accommodation,shore,yell,flee,drag,depth,tongue,abandon,seaside,net,relationship,beauty,aware,vivid,poisonous,tasty,scare,Antarctic,awesome,pension

结
构RevisethePassiveVoice(includingthe-ingform)
Clancydidn’tmindbeingtoldwhattodo.
BeingheldupinthewaterbyOldTom,Jameswasconfidenthewouldsurvive.

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

Ⅲ.教材分析和教材重组
1.教材分析
本单元以大自然中的海底世界为话题,以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。
本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。本单元实现了语言学习和传播先进思想的完美统一。
1.1WarmingUp设计了两个活动。第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题——海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。
1.2Pre-reading是Reading文图并茂的内容简介。“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻激起学生的阅读兴趣。
1.3Reading是一篇题为“OldTomtheKillerWhale”的故事，其中包括两篇关于虎鲸的奇闻轶事。第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。
1.4Comprehending设计了根据课文内容描述OldTom和捕鲸人的关系,旨在引导学生在阅读理解的基础上进行再创造。第二题根据课文回答问题，其目的是评价学生对文章的理解程度。第三项是小组讨论，中心论题——你是否同意禁止捕鲸——直击本单元思想内容主题——环境和动物保护。整个活动设计梯次分明，思想教育意义和语言学习意义两条线共同逐步深入，以达到阅读理解的最佳效果。
1.5LearningaboutLanguage分为词汇和语法两项。词汇部分帮助学生学习用适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词-ing形式的被动语态。要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。
1.6UsingLanguage是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、“说话与写作”。“阅读与讨论”的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。这种分类描写的方式非常有利于对学生的写作训练和指导。“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的内容是完成所听的句子和填上所缺的词。所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。该部分提供了表示“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。

2．教材重组
2.1Pre-reading,Reading,Comprehending是一个整体,而第一部分WarmingUp的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。
2.2LearningaboutLanguage中的两项活动(词汇和语法)和Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES内容一致，整合起来设计成一节“语言学习课”。
2.3将UsingLanguage中的听力部分(P25Reading,discussingandlistening)与Workbook中的LISTENING,LISTENINGTASK整合为一节“听力课”；由于Workbook中TALKING的任务是谈论前面两个听力内容的，所以将此项任务也加进这一课时。
2.4将UsingLanguage中的Readinganddiscussing以及其后的四项练习与Workbook中的READINGTASK以及其后的两项练习整合在一起，上一节“泛读课”。
2.5将UsingLanguage中的Speakingandwriting(P26)与WRITINGTASK,SPEAKINGTASK整合成一节“交流写作课”。
注：本单元“说”的任务分别体现在“听、写、读”等各项活动中，因此没有单独设计“口语课”。
3.课型设计与课时分配
1stPeriodReading
2ndPeriodLanguagestudy
3rdPeriodListening
4thPeriodExtensivereading
5thPeriodCommunicationandwriting

Ⅳ.分课时教案
TheFirstPeriodReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
anecdote,annual,witness,accommodation,shore,yell,pack,flee,drag,depth,lip,tongue,abandon,relationship,aheadof,inthemeantime,helpout
b.重点句子
Werandowntotheshoreintimetoseeanenormousanimaloppositeusthrowingitselfoutofthewaterandthencrashingdownagain.P20
Withoutpausingwejumpedintotheboatwiththeotherwhalersandheadedoutintothebay.P20
Aswedrewcloser,Icouldseeawhalebeingattackedbyapackofaboutsixotherkillers.P20
Andthoseothersarestoppingitdivingorfleeingouttosea.P20
IttookoverhalfanhourtogettheboatbacktoJames...P21
2.Abilitygoals能力目标
EnabletheSstotalkaboutplantsandanimalsunderthesea.LettheSsknowthatseaplantsandanimalsarepartofhumanbeings’life.
3.Learningabilitygoals学能目标
HelptheSslearnhowtotalkaboutplantsandanimalsundertheseabymeansofmakingdialoguesandknowtheimportanceoftherelationshipbetweenanimalsandhumansthroughreading.
Teachingimportantpoints教学重点
HelptheSsknowmoreaboutplantsandanimalsundertheseaaswellastheanimals’loyaltyandhelptohumanbeings.
Teachingdifficultpoints教学难点
Analyzethestructureofsomesentences;
Summarizethemainideaofeachparagraphaswellasthetext.
Teachingmethods教学方法
Makingdialoguestocollectinformationabouttheplantsandanimalsunderthesea;
Fast-readingandcareful-readingmethods;
Thinkingandsummarizingmethods.
Teachingaids教具准备
Arecorder,aprojectorandsomeslides.
Teachingproceduresways教学过程与方式

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白鲸(2)anemone海葵
(3)seastar海星(4)shark鲨鱼
(5)coral珊瑚(6)butterflyfish蝴蝶鱼(7)seahorse海马
(8)turtle海龟(9)parrotfish鹦嘴鱼(10)kelp海带
(11)eel海鳗(12)angelfish天使鱼
(13)anemonefish海葵鱼(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教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
depth,shore,accommodation,inthemeantime,park,snorkel,rent,seaside,net,beawareof,reflecton,pure,upsidedown,scaretodeath
b.重点句子
Jameswasafraidofbeingattackedbysharks.P23
Thechildrenenjoyedbeingtakentotheaquarium.P23
2.Abilitygoals能力目标
RevisethePassiveVoiceofthe-ingform.
Learntousesomenewwordsandphrases.
3.Learningabilitygoals学能目标
HelptheSstolearnhowtousethePassiveVoiceespecially“beingdone”formbypracticingandsummarizing.
Teachingimportantpoints教学重点
ThePassiveVoiceand“beingdone”usedasobject,attributeandsoon.
Teachingdifficultpoints教学难点
HelptheSstomastertheusageofthePassiveVoiceand“beingdone”structure.
Teachingmethods教学方法
Concluding,summarizingandpracticing.
Teachingaids教具准备
Aprojectorandacomputer.
Teachingproceduresways教学过程与方式

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教学目标
1.Targetlanguage目标语言
重点词汇和短语
opportunity,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutof,seal,refund,pensioner,sharkattack
2.Abilitygoals能力目标
EnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestionsgiven.
3.Learningabilitygoals学能目标
Learnhowtogetrightinformationfromwhattheyhearonthetapeandanswerthequestionsgivenaccordingtothelisteningmaterial.
Teachingimportantanddifficultpoints教学重难点
Listentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.
Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.
Teachingmethods教学方法
Listening,speakingandcooperativelearning.
Teachingaids教具准备
Arecorder.
Teachingproceduresways教学过程与方式

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.塔斯马尼亚;
beachingn.海滩;steerv.驾驶,转向;
strandvt.搁浅;rescuern.救助者;
survivorn.生还者
(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教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
reflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallow
b.重点句子
I’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!
ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...
Whatawonderful,limitlessworlditwasdownthere!
2.Abilitygoals能力目标
EnabletheSstoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.
3.Learningabilitygoals学能目标
Trytoimprovethestudents’readingabilitybygraspingtheinformationinthedairyabouttheworldunderthesea.Strengthentheirsenseofenvironmentalprotection.
Teachingimportantanddifficultpoints教学重难点
EnabletheSstoreadforspecificinformationandguidetheSstowritetheirowndiary.
Teachingmethods教学方法
Reading,listeningandspeaking.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式

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教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
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能力目标
EnabletheSstodescribeaplaceandtheplantsoranimalstherewiththetargetlanguage.
EnabletheSstomakecomplaintusingtheexpressionsgiven.
3.Learningabilitygoals学能目标
HelptheSslearnhowtowriteadescriptionofaplaceandtheplantsoranimalstherewiththetargetlanguage.
HelptheSslearnhowtomakecomplaintwiththetargetlanguage.
Teachingimportantanddifficultpoints教学重难点
HelptheSstomastertheusefulexpressionsandlearntousethemtoexpressblameandComplaintincertainsituations.
Teachingmethods教学方法
Discussing,guidedwritingandspeaking.
Teachingaids教具准备
Aprojectorandacomputer.
Teachingproceduresways教学过程与方式

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

Possibledescriptions:
Sa:Ihadadayofpuremagiclastsummer.MyparentstookmeforatourinBenxi,LiaoningProvince.Whenwewentintoacavern,wesawicicle-shapedstalactites(钟乳石)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
文化背景知识
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.

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