book7 Unit 3 Under the sea 教案

Unit 3 Under the sea Ⅰ. 单元教学目标

Ⅱ. 目标语言

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。

1.1 Warming Up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。

1.2 Pre-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。

1.3 Reading是一篇题为―Old Tom the Killer Whale‖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。

1.4 Comprehending设计了根据课文内容描述Old Tom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。

1.5 Learning about Language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。

1.6 Using Language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

2.1 Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up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‖。

2.2 Language points 是Reading中的重点单词短语句型总结起来归为一个课时。

2.3 Learning about Language 中的前三项活动useful words and expressions整合起来设计成一节―复习总结课‖。

2.4 将Learning about Language中的后半部分Revising useful structures 列为语法课件。

2.5 将Using Language 中的Reading and discussing 以及其后的四项练习与Reading, discussing and listening 以及其后的五项练习整合在一起，上一节―泛读+听力课‖。

2.5 将Using Language 中的Speaking and writing (P26) 设计成一节―交流写作课‖。

3. 课型设计与课时分配

1st Period Reading

2nd Period Language points

3rd Period Learning about Language

4th Period Grammar

5th Period Using Language

6th Period Writing

Ⅳ. 分课时教案

The First Period Reading

Teaching goals教学目标

1. Target language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, help out

b. 重点句子

We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20

Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20

As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20

And those others are stopping it diving or fleeing out to sea. P20

It took over half an hour to get the boat back to James ... P21

2. Ability goals能力目标

Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.

3. Learning ability goals 学能目标

Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.

Teaching important points 教学重点

Help the Ss know more about plants and animals under the sea as well as the animals’loyalty and help to human beings.

Teaching difficult points 教学难点

Analyze the structure of some sentences;

Summarize the main idea of each paragraph as well as the text.

Teaching methods 教学方法

Making dialogues to collect information about the plants and animals under the sea; Fast-reading and careful-reading methods;

Thinking and summarizing methods.

Teaching aids 教具准备

A recorder, a projector and some slides.

Teaching procedures & ways教学过程与方式

Step Ⅰ Warming up

T: Good morning / afternoon, everyone!

Ss: Good morning / afternoon, Sir / Madam!

T: Have you seen plants and animals that live under the sea? And do you like them? Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ...

T: Mm, I see. But where did you see them?

Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants...

T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them?

Ss: Yes! Very much! But how?

T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you. The Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what they are talking about. After that the

teacher can ask two or three pairs to act their dialogues out.

Possible dialogue 1:

Sa: Last summer holiday, I went to Hainan Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes.

Sb: Do you know their names?

Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers.

Sb: Have you seen anything special?

Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful.

Sb: Red? I’ve only seen white ones in decoration shops. I like its fantastic shapes. But I don’t know there are some red ones.

Sa: Besides red ones, there are purple, yellow, blue, pink ones.

Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea.

Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.

Sb: It’s a go!

Possible dialogue 2:

Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had hard horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.

Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didn’t find that kind of ones.

Sa: You must have seen many fish, right?

Sb: Certainly! A large number of animals and plants under the sea.

Sa: Tell me more, please.

Sb: Some eels, for example. They were long and thin with sharp teeth and swam very quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses—they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp. Sa: That’s wonderful. I’ll ask my parents to take me there next summer holiday!

T: Very good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea?

Ss: Hurray! We couldn’t wait any more!

T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?

Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better. Step Ⅱ Pre-reading

Let the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.

T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?

S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.

S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.

T: If you want to uncover the puzzle, read the words on the left side of the picture. After a short while.

T: What does anecdote mean? Have you got its meaning from the dictionary?

S: It means a short story based on your personal experience.

T: Right! So what are the main characters of the story?

S: Whalers, killer whales and baleen whales.

T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let’s read the text and find the answers.

Step Ⅲ Reading comprehending

In this step, the Ss will read the text and deal with the comprehending exercises. Read the introduction of the text on page 19 and fill in the following table.

Fast-reading

Task 1: Fill in the blanks with names mentioned in the text.

1. _______ was 16 years of age when he went to work at the whaling station.

2. _______ ordered Clancy to go to the boat as there was a whale out there in the bay.

3. _________ was swimming by the boat, showing the whalers the way.

4. _______ told Clancy that they would return the next day to bring in the body of the whale.

Task 2: Put the events in the reading passage into this timeline. Write a sentence in each of the boxes. Three sentences have been given.

Careful-reading

Task 3: (Reading and speaking)

Read the passage again, and in pairs answer the following questions.

1. What evidence was there that Old Tom was helping the whalers out?

2. What other animals did the author compare the killer whales with? Why do you think the killer whales behaved like this?

3. Why did George think that the killer whales worked as a team?

4. Why did the whalers allow the killer whales to drag the whale away?

5. How did Old Tom help James? Why do you think he did this?

Task 4: Fill in the blanks.

Step Ⅳ Discussion

Deal with Exercise 3,4 in Comprehending. Let the Ss work in groups and do some discussion.

T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and what is special about it?

S: It is a killer whale! It’s the head of the killer whale team, I think.

S: Maybe it is the most clever and powerful one in the team.

T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting.

A sample description:

Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, too. They’re just like good friends.

Sb: I think so. Maybe Old Tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the whalers. In everyday life they take care of each other and in an emergency, they help each other.

Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans in hunting. Upon meeting the quarries, they are very excited and listen to their masters very well to hunt for them. If there is a group of dogs, they may work together till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. That’s very interesting. And if their master is in danger, they will rush up to rescue him. There are many moving stories of this kind.

Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful.

The last whaling station in Australia closed in 1978. Whales are now an endangered species and in need of conservation. They are now protected by an international ban on whaling. However, some countries oppose the ban. In groups discuss the reasons for and against banning whaling.

Step V Consolidation

1. Fill in the blanks according to the passage.

Working at the _______ (whale) station, I had _________ whales killed many times with my own eyes. On the afternoon I arrived at the station, as I ______________ (sort 短语) my accommodation, I heard a loud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词) animal.

―It is called Old Tom, the killer.‖ George said as he ran ahead ___ me. ____ the distance we could see that something was happening. As we ___________ (draw短语), I could see a whale _____________ by a _____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was dragged by the sharks down

into the ______ of the sea.

2. Get the main ideas of the two anecdotes.

Step VI Homework

Retell the story using your own words.

The Second Period Language points

Teaching goals教学目标

1. Target language 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, help out

b. 重点句子

We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20

Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20

As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20

And those others are stopping it diving or fleeing out to sea. P20

It took over half an hour to get the boat back to James ... P21

2. Ability goals能力目标

Learn to use new words and phrases.

Teaching methods 教学方法

Learning and practicing.

Teaching aids 教具准备

A projector and a computer.

Teaching procedures & ways 教学过程与方式

StepⅠ Language points

1. It was a time when the killer whales, or ―k ill ers‖ as they were then called, helped the whalers catch the baleen whales that were on their annual migration.

It was a time when… 此处为when 所引导的时间状语从句。

2. This was the call that announced there was about to be a whale hunt.

①此处由that 引导的定语从句，其中定语从句后又接一个宾语从句；

②be about to do sth. 意为―即将，将要做某事‖。

When we were about to close down the business, the bank came to out rescue.

我们就要停业时，银行（借贷）为我们救了急。

3. …I witnessed it with my own eyes many times.

witness用作动词，意思是―亲眼看到‖，例如：

Did you witness the accident?

你亲眼看到那次事故了吗？

witness还可以表示―作证‖、―证明‖，例如：

He witnessed to having seen the man enter the building.

他作证说他看到那个人进入大楼的。

witness还可以用作名词，表示―目击者，证人‖，例如：

The police found the witness to the murder case.

警察找到了那件谋杀案的目击者。

He was called as a defense witness.

他被传唤做被告证人。

4. … its body was dragged swiftly by the killers down into the depths of the sea. drag的意思是―拖‖，例如：

He dragged the table into the corner. 他把那张桌子拖到角落。

drag的短语联想：

drag down 把人拖垮

drag one’s feet 故意拖延

drag in 拉进去

drag on 拖延、拉长

5. From James’s face, I could see he wa s terrified of being abandoned by us. abandon的意思是―放弃，抛弃‖，例如：

Many people were killed by the chemical weapons abandoned by the Japanese during

the World War Ⅱ.

很多人被二战期间日本人留下来的化学武器害死了。

【词语辨析】abandon / desert / give up

①abandon强调永远或完全放弃某人或某事物；可能是被迫的，也可能是自愿的；

②desert 着重指违背法律责任和义务或自己的信仰与誓言的行为；

③give up 普通用语，侧重指没有希望，或因为外界压力而放弃。

6. What evidence was there that Old Tom was helping the whalers out?

阅读下列句子，注意help (...) out的意思及用法。

1) Do you need anyone to help out in the shop?

2) No need to thank me — I was just glad to help out a friend.

3) I agreed to help you out tonight, but that was all I agreed to.

通过观察上面的句子可知，help (...) out的意思是：―帮助……（摆脱困境或危难）‖。help out可单独使用（句1）；也可构成以下结构：help out sb.（句2）；help sb. out （句3），其中，当sb.为人称代词时，常放在out之前。

7. ―Man overboard! Turn the boat around!‖ urged George, shouting loudly.

阅读下列句子，注意urge的意思及用法。

1. I felt a sudden urge to tell him all my problems.

2. Police are urging anyone who saw the accident to contact them immediately.

3. Our teacher urged on / upon us the need for cooperation.

4. They urged that the library be kept open during the vacation.

从以上句子中可以看出，urge可作名词，含义为―迫切的欲望；强烈的要求‖；也可作动词，意思是―催促；力劝；强烈要求‖。其常见用法分别如下：

●作名词

the urge to do sth. 想做某事的强烈欲望(句1) I felt a sudden urge to tell him all my problems.

●作动词

①_______________敦促某人做某事(句2) Police are urging anyone who saw the accident to contact them immediately.

②urge sth. ________ sb. 向某人极力陈述某事(句3) Our teacher urged on / upon us the need for cooperation.

③urge that ... 强烈要求……(句4) They urged that the library be kept open during the vacation. ，从句中谓语部分用should + 动词原形或只用动词原形。

Step ⅡExercises

Deal with the useful words and expressions in this unit and let the Ss do some exercises to master their meanings and usages.

Step Ⅲ Homework

Remember the new words and expressions.

The Third Period Learning about Language

Teaching goals 教学目标

To practice the new words and expressions.

Teaching important and difficult points 教学重难点

Learn how to use the new words.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Discussion

What have you learned from the reading passage? Have a look at the pictures and say something.

Step ⅡRevision

Review the new words we have learnt last lesson.

Step ⅢApplication

Task 1 Some of the words in this unit can be used as both verbs and nouns. Look at these definitions and find the words in the text. Then write down how they have been used.

Now make sentences using the words.

Task 2 Read these sentences. Then replace the words in italics with words that mean the same from the unit.

①Some personal stories about Mark Twain are very amusing.

②Working together is necessary to produce good results.

③More and more people are concerned with the protection of different whale

species.

④Sit facing the street and watch the parade go by.

⑤When you hit an iceberg, leave the ship immediately.

Task 3 Use these words in their proper forms to complete the passage below.

depth dive yell annual shark witness accommodation relationship flee shore

When I was young, my parents liked jogging on the beach. So we used to visit the seaside on our _______ holiday. We always stayed in ______________ close to the

_____ because my parents had a good __________ with the owner of the hotel. We also went snorkelling each time and would _____ under the waves to see the colorful fish. As I grew older I was allowed to go to greater ________ and further out beyond

the bay. There I saw small _______ as they swam lazily around the sea bottom. One day I __________ how they would pursue their prey swiftly, and the small fish had no time to _____ away. I wanted to _____ and warn the poor fish but that was impossible underwater. Thank God it was; otherwise, I might have been swallowed instead! Step IV Learning Tips

We can make up a passage to remember the new words on page 22.

You may yell in alarm and be scared to witness so many abandoned old people without accommodation, pension and relatives dragging their exhausted bodies in the street. The government is aware of what it reflects and urges annual conservation of them.

Step Ⅴ Homework

1. Review some key words and expressions.

2. Preview Grammar.

The Fourth Period Grammar

Teaching goals教学目标

1. Ability goals能力目标

Revise the Passive V oice of the -ing form.

2. Learning ability goals学能目标

Help the Ss to learn how to use the Passive V oice especially ―being done‖ form by practicing and summarizing.

Teaching important points 教学重点

The Passive V oice and ―being done‖ used as object, attribute and so on.

Teaching difficult points教学难点

Help the Ss to master the usage of the Passive V oice and ―being done‖ structure. Teaching methods 教学方法

Concluding, summarizing and practicing.

Teaching procedures & ways 教学过程与方式

StepⅠRevising useful structures

1. Find and underline all the sentences using the -ing form in the reading passage,

marking the passive -ing form in red.

①I had already heard that George didn’t like being kept waiting, so even though

I did not have the right clothes on, I grabbed my boots and raced after him.

②I could see a whale being attacked by a pack of about six other killers.

③Being badly wounded, the whale soon died.

④From J ames’ face, I could see he was terrified of being abandoned by us.

⑤I saw James being firmly held up in the water by Old Tom.

2. What structures of –ing form can you learn from these sentences and fill in the form.

主形: having done

被形: having been done

主形: doing

被形: being done

非谓语动词

①作主语、宾语、宾语补足语、定语、状语；

②―完成式‖表动作发生在谓语动作<过去时>之前；

③being done 表被动正在进行。

3. Look at the pictures and use the passive –ing form to fill in the blanks.

①_________________ (surround) by whaling boats, the whale has no place to go.

②I see a whale _________ (tie) by ropes from a J apanese whaling ship.

③The building ___________ now is our school.

【比较】

The building to be built next year is our school.

The building built last year is our school.

④I heard an English song being sung by a little girl when I passed by her room last night. （V-ing被动形式）

比较：

An English song was being sung by a little girl.（被动语态）

A little girl was singing an English song.（主动语态）

Step II Practice

1. Complete the sentences below with the passive -ing form of the verbs in brackets

①James was afraid of _______________ (attack) by sharks.

②_____________ (hold up) in the water b y Old Tom, James was confident he

would survive.

③_______________ (include) in the hunt was a great thrill for Clancy.

④____________________ (accept) by the whalers, the killers were able to get a

good feed from the whale.

⑤Clancy d idn’t mind __________ (tell) what to do.

⑥_______________ (help out) by the killer whales, the whalers were able to make a

successful kill.

⑦The children enjoyed ___________ (take) to the aquarium.

⑧It seemed the sea lion didn’t mind __________________ (photograph) with the

tourists after all.

⑨―In fact, the chances of anybod y _______________ (swallow) by a whale are

rather low,‖ said the researcher.

2. Complete each of the following sentences in several ways using the passive-ing form.

Example:

When I was young I used to dislike being told to lay the table for dinner while I was watching my favorite TV programme.

①When I was in primary school I used to enjoy …

②I’ll never forget …

③When I was a child I used to fear …

④Long, long ago I was fond of …

⑤Last year I liked …, but now I like …

Step III Homework

1. Finish the exercises on Page 64.

2. Preview Using Language.

The Fifth Period Using Language

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

reflecting, pure, cell, became aware of, vivid, seaweed, narrow, upside down, sharp, tasty, scared to death, shallow

b. 重点句子

I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day — a day of pure magic!