●备课资料
一、课文补注
介绍戏剧的“三一律”
古希腊哲学家亚里士多德提出了“三一律”,法国古典主义代表人物之一的高乃依在他的《论三一律,即行动、时间、地点的一致》中认为:行动的一致,对喜剧来说,就是剧中主要人物的意图所遭到的阻碍一致;对悲剧来说,则是危局的一致,它并不以主人公的胜利或牺牲为转移。时间的一致,则是指把事件发展的时间限制在一昼夜之内,或力求不过多地超出这个限度。地点的一致,当然要尽可能地让观众在不必换景中看到人物的行动,但如果不行,则可把地点扩展到能在24小时往返一次——最好在同一城市——的距离之内。
(转载于《语文课文名篇教学设计》2000年大象出版社出版,主编:张家璇)
二、课文析读
《茶馆》塑造了众多的各有鲜明性格的人物形象。剧作家描写的重点是放在五花八门的市民阶层人物上的,裕泰茶馆的掌柜王利发善于经营、谨小慎微,虽然有着买卖人的自私,为人却还本分。为了在那个社会里求得自己的一席生存之地,他苦心改革自己的经营方式,使之跟得上社会风气的流变。他“作了一辈子顺民,见谁都请安、鞠躬、作揖”,但最后他还是没能争得自己的生存,被那个社会逼上了绝路。常四爷是一个“旗人”,是属于享有“铁杆庄稼”(吃皇粮)特权的一类人。他性格耿直、刚强,有强烈的正义感和爱国心。面对清朝的腐败,他激愤地说:“大清国要完!”因而坐了牢。他参加过义和团的反帝战斗,后来成为一个自食其力的卖菜人。和“作了一辈子顺民”的王利发不同,他“一辈子不服软,敢作敢当,专打抱不平”。他“只盼国家像个样儿”,但结果是“一事无成”!最后他说的一句充满感愤的话,对他的性格做了生动的总结:“我爱咱们的国呀,可是谁爱我呢?”王利发的房东秦仲义,原是一个掌握着相当家产的血气方刚的阔少,后来主张“实业救国”,成了一个立志维新的资本家,但由于半殖民地半封建社会的反动统治,尽管他惨淡经营几十年,最后还是彻底破产。他在“事业”失败后自我嘲讽地说:“应当劝告大家,有钱哪,就该吃喝嫖赌,胡作非为,可千万别干好事!告诉你们哪,秦某人七十多岁了才明白这点大道理!他是天生来的笨蛋!”在老舍笔下进入茶馆这个“小社会”的,还有当时各种各样的人物:狠毒奸诈的清官太监、吃洋教摆威风的教士、旧军阀的官兵和警察,以及那些从清朝一直混到国民党统治时代的侦探、打手、流氓、人贩子、相面的等种种社会渣滓和那些经受着生活熬煎的旧艺人、小摊贩、厨师、小学教员等下层市民。此外,还有流入城市的破产农民,他们在农村被逼得走投无路,而这里等待他们的是更加悲惨的命运,如贫农的女儿康顺子被卖给太监为妻,那个不合理的社会残忍地埋葬了她的青春。总之,众多的人物形象,活现出一个叫人窒息、激人愤怒的黑暗社会。尽管一次次地改朝换代,而茶馆里那张“莫谈国事”的纸贴却“保存了下来”,这是富于象征意义的,就是说这些朝代的共同特点是由少数达官贵人统治和压迫人民大众,老百姓是不能说话的。在茶馆这个“小社会”的背后,有一个没有出场的主宰一切的魔鬼,那就是帝国主义和封建主义——罪恶的半殖民地半封建社会的制造者和统治者。
(节选自《中国当代文学史初稿》1986年人民文学出版社出版)
三、类文荐读
今天的茶馆
范小青
喝茶最好的地方是哪里呢?应该是家里。早晨起来,洗脸刷牙后,便泡上一杯浓浓的清绿的茶,许多人都这样,抽烟的人在这时候再点上一支烟,细细品味茶烟的意思,真是神仙境界呢!一天工作劳累了,傍晚回到家,喝一杯清香的茶,解除疲乏,冲淡烦恼,浑身血脉贯通,心情舒畅,多好!
在家喝茶,是一个人的世界,一个人的享受,确实清静,确实安逸,但好像少了些什么。少些什么呢?那便是三五朋友一起喝茶神聊时的意趣和感受。
若是愿意与三五朋友哪怕更少些的朋友喝茶,那就要寻找茶馆。从前街上茶馆是很多的,各种档次的,供老百姓喝茶拉家常的,供商人喝茶谈生意的,供有闲人喝茶看风景的,供听书的人喝茶听书的,应有尽有。后来呢,这些茶馆慢慢地减少,越来越少。
茶馆的生意清淡了,茶馆没饭吃了,怎么办呢?要吃饭,就得想方设法把喝茶的人拉回来。于是在茶馆里,也开了卡拉OK,也办起舞场,也弄点酒给你喝喝,不怕你们吵吵嚷嚷,只怕你们不来消费。那种花几分钱、几角钱买个清闲的时光好像再也不会回来。从前茶馆里那种轻声慢语的说话,无声无息的品味,也不见了。大家高声说话,才可以盖过激昂的音乐声。人的悠闲的好心情没有了,喝茶的恬淡的意趣也没有了,浓浓的乡土味也没有了,所以许多人不再到茶馆喝茶。
茶馆的装饰也赶上了时代潮流,五彩的灯,豪华的室内布置,还配有帝呀豪呀之类的店名,浪头大得叫人吃不消。
有人感叹,有人摇头,其实呢,也不必着急,炎夏过后总是凉秋,繁花落尽便到了返璞归真的时候。现在你到大街小巷看看,如雨后春笋般突然冒出了许许多多创意新颖的茶馆;装饰成竹园氛围的,让你好像置身一片绿色竹林与友人同乐同安;布置成乡土风味的,有风车牧笛的,让你想起一首首的田园诗;喇叭里有极轻柔的音乐,也或者根本就没有音乐,服务小姐轻盈飘忽为你服务,茶客们喃喃细语,轻轻地笑,甚至你常常能够看见蓝眼睛高鼻子的老外也委屈着自己硕大的身体蜷坐在小茶馆向你微笑呢!于是,进入了这地方,你的大嗓门也就自然而然地降低了分贝,清静恬淡不是又回来了么!
返璞归真,到底返到什么程度,归出什么滋味,是单纯的返朴,还是另一层意义上的进步,相信每个人都会有自己不同的感受,不同的想法。而我呢,总觉得现在的茶馆少了从前的书场茶馆、老虎灶茶馆的那种生活的原汁原味。但是,我得明白,现在的生活已经和从前不一样了。
(《钱江晚报》1996年7月26日)
阅读提示:《今天的茶馆》是借写苏州改革开放以来,茶馆格局、布置的变化来表现人们饮茶习惯的变化,反映出人们心态以及心理情绪蜕变的轨迹。文章语言风格是近于普通话的苏白来写巷中事,以绵长婉转见长。这种清浅平淡、绵长婉转也是一种美,也能耐得住品味与咀嚼。
四、鉴赏方略
戏剧的阅读与鉴赏方略之二:戏剧冲突
戏剧冲突自是社会矛盾的反映,社会矛盾往往有一个发生、发展、激化、解决的过程,这个过程就在戏剧中演变成戏剧故事的开端、发展、高潮和结局。无论是多幕剧,还是独幕剧,无论是现代话剧,还是古典戏曲,戏曲冲突都有一个完整的过程。《窦娥冤》一剧,围绕着窦娥受冤而死,展现了窦娥与封建社会腐败吏治的激烈冲突。剧本的开始是窦娥与张驴儿之间的矛盾冲突,继而又在大堂受刑,被冤判斩,发展为窦娥与桃杌太守的矛盾冲突,这是发展。到了窦娥被屈斩之时,窦娥悲愤莫名,指天斥地,三桩誓愿,把戏剧的冲突推向高潮,斗争的矛头直指整个黑暗、腐败的社会。然后,又通过窦娥鬼魂的斗争,奸人授首,昏官被免,冤屈得申,这是全剧的结局。矛盾虽未完全解决,但在一定形式上矛盾趋向缓和,这也是一种解决。
因此,鉴赏剧本,首先要了解剧本所展示的矛盾冲突,品味矛盾的产生,冲突的性质。把握整个矛盾冲突发展的过程,从而完整地把握剧本的情节。
高二语文下册《茶馆》复习学案
【原文欣赏】《茶馆》
《茶馆》结构上分三幕,以老北京一家叫裕泰的大茶馆的兴衰变迁为背景,展示了从清末到北洋军阀时期再到抗战胜利以后的近50年间,北京的社会风貌和各阶层的不同人物的生活变迁。每一幕写一个时代,北京各阶层的三教九流人物,出人于这家大茶馆,全剧展示出来的是一幅幅气势庞大的历史画卷,形象地说明了旧中国的必然灭亡和新中国诞生的必然性。
第一幕
1898年,戊戌变法失败。一个初秋的上午,裕泰茶馆开始营业,掌柜王利发兴致勃勃地坐在柜台上。三三两两的旗人,遛够了鸟儿,走进茶馆来歇腿、喝茶。有两位茶客唱着京戏,另外几个围着桌子观赏瓦罐中的蟋蟀。茶馆中到处贴着“莫谈国事”的纸条。可是常四爷偏要谈谈国事。他痛恨洋人,痛恨那些吃洋饭、讲洋话的人,也看不起在营里当差的二德子之流。他因一句“大清国要完”,被两个特务吴恩子和宋祥子抓去,送进了监狱。相面骗人的唐铁嘴来讨碗茶喝,说媒拉纤的刘麻子也来了,要把康六的十五岁女儿康顺子卖给七十多岁的庞太监当老婆。主张实业救国的秦仲义走进来,说什么要办工厂,搞维新。
第二幕
民国初年军阀混战时期。这时裕泰茶馆渐趋衰落,茶馆主人王利发积极迎合潮流实行改良,却仍然难以维持下去。主要上场人物:王利发、常四爷、王淑芬、刘麻子、唐铁嘴、松二爷、宋恩子、吴祥子、李三、康顺子等。小茶馆展现出一幅兵荒马乱、日益衰败的社会画面:常四爷出狱;康顺子母子逃出宫;拉皮条的刘麻子被稀里煳涂砍了头;两个逃兵想合娶一个老婆;茶馆生意清淡,面积缩小,苦心经营,试图改良,“改良”后还未开张就厄运临头,特务、巡警、兵痞就接二连三来敲诈勒索,宋恩子、吴祥子摇身一变又成了军阀的走狗。
第三幕
《茶馆》各版本(3张)加破败,只有“莫谈国事”的纸条写得更多,字也写得更大。康妈妈正在商量去西山找康大力,由小刘麻子介绍来当女招待的小丁宝,也走进茶馆与老掌柜攀谈。小刘麻子向小唐铁嘴炫耀着他那一套拐骗妇女的缺德计划,被国民党党部雇用的打手小二德子跑到茶馆来抓人,庞四奶奶则来恐吓王利发,让他交出康顺子。包办满汉全席的有名厨师被迫到监狱去蒸窝窝头,出名的评书艺人一次挣不上三个杂合面饼子钱,常四爷的生活更加艰苦,秦仲义的工厂被抢走,王利发的茶馆也将被人霸占。这时,常四爷、秦仲义相继来到茶馆,找阔别多年的老掌柜谈心。他们互诉不幸,含着眼泪为自己撒起了纸钱。这时,茶馆里的灯光渐渐暗下去了,而大街上的阳光却渐渐明亮起来。
简介:
《茶馆》是现代文学家老舍于1956年创作的话剧,1957年7月初载于巴金任编辑的《收获》杂志创刊号。1958年6月由中国戏剧出版社出版单行本。剧作展示了戊戌变法、军阀混战和新中国成立前夕三个时代近半个世纪的社会风云变化。通过一个叫裕泰的茶馆揭示了近半个世纪中国社会的黑暗腐败、光怪陆离,以及在这个社会中的芸芸众生。
背景:
《茶馆》这出三幕话剧中,共有70多个人物,其中50个是有姓名或绰号的,这些人物的身份差异特大,有曾经做过国会议员的,有宪兵司令部里的处长,有清朝遗老,有地方恶势力的头头,也有说评书的艺人、看相算命及农民乡妇等等,形形色色的人物,构成了一个完整的“社会”层次。
字词:
疙瘩
甭
搭讪
咂摸
神龛
戊戌
庚子
盅
练习题:
1.选出标点符号正确的一项()
A.鲁侍萍(大哭)这真是一群强盗!(走至周萍面前)你是萍——凭……凭什么打我的儿子?
B.鲁大海(看合同)什么?(慢慢地)他们三个人签了字?(伸手去拿,想仔细看一看)他们不告诉我,自己就签了字了?
C.鲁侍萍我是你的……你打的这个人的妈。
D.常四爷是呀,您的眼力不错!戊戌年我就在这儿说了句“大清国要完。”叫您二位给抓了走,坐了一年多的牢!
2.下列句子中词语用法不正确的一项是()
A.王利发老气横秋地从后面进来。
B.唐铁嘴搭讪着往外走。
C.宋恩子右手慢慢地咂摸着桌子,突然说:“你想对了!”
D.革命有什么用呢,不过是自误误人而已!唉!现在我只能修持,忏悔!
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。
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