unit 7 The Sea 教学设计(北京市西城区)
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| 名称 | unit 7 The Sea 教学设计(北京市西城区) |  | |
| 格式 | rar | ||
| 文件大小 | 46.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2008-03-27 22:30:00 | ||
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Unit 7 THE SEA
教 学 设 计
Lesson 1 The Spirit of Explorers
Teaching Aims:
1.To practise reading for specific information.
2.To practise using relative clauses with when, where and why.
3.To practise using relative clauses with prepositions and relative pronouns.
4.To review and consolidate the relative pronouns.
5.To talk about explorers.
Teaching difficulties:
To practise using relative clauses with when, where and why.
Teaching Aids: computer and cassette.?
Teaching procedures:
Ⅰ. Warming up
T: Today we’re going to study unit 7 the Sea. Can you talk about anything about the sea? ( If students have difficulty the teacher gives them help, for example: What does the sea make you think？)
S:
T: The sea is beautiful and we can do some interesting games.( give some pictures to attract their attention and develop interest) The sea has special charm since ancient times human beings couldn’t help exploring it, such as Zheng he(slide) then give Columbus’s portrait, introduce their main deeds and ask them “Who is it ”
S:
T: They had the spirit of explorers, especially Columbus, he is famous all over the world. Why?
S:
T: People consider him to have discovered America first, do you think so？
S:
ⅡReading
Task1?Read the text quickly and get the right answer
1.Which of the following people do you think arrived in America first? a. Christopher Columbus??
b. Ancient Romans??
c. Chinese????
d. Vikings
Students will get the right answer: Vikings arrived in America first. ( Give slides)
2. Find Chinese names for these places on Page 110.
Scandinavia, Iceland, Norway, Greenland, Newfoundland
Task2 Read to learn
1. Read the text more carefully .Are these statements true (T)or false(F)
1.Eric the Red forced people to go to Greenland with him together. 2.Biarni set sail from Iceland in order to join Leif’s father.
3.For some reason, all ships Eric the Red brought didn’t get to Greenland. 4.The Vikings were stronger and stronger in Northern Europe from the 8th to 10th century.
5. According to official records Europeans reached America long before Columbus ever set sail.
Answers: 1 F? 2 F? 3 T?? 4 T? 5 F?
2. Read the passage. Then complete the table below about the Vikings’ three major discoveries.
When?
Who?
What?
How?
The middle of the ninth century,
Eric the Red
Discovered Iceland
Blown there by a storm
Not longer after Eric the Red had landed in Greenland
Biarni
Unknown land
Blown off course
The year1002,
Leif (the son of Eric the Red) and Biarni
Vinland (now unknown as Newfoundland)
Planned the trip
3. Read the text again and answer the questions.
Encourage students to work in pairs and ask as many questions about the text as they can. And then do Exercise 4 in pairs.
Why did Eric the Red leave Iceland?
Who was Biarni looking for when he was blown to an unknown land?
How do we know about the Vikings?
Check the answers in class:
He was forced to leave Iceland because he got into trouble for a murder he had committed.
He was looking for his father who was with Eric’s party.
We know about them through stories which were written down centuries later in Norway and Iceland.
Ⅲ Discussion
Have the students discuss the questions in pairs. Encourage them to give reasons for their answers.
The students present their results of the discussion to the class.
Ask students if they know any other stories involving the Vikings .If they do, ask them to tell the class the stories.
Add more questions for discussion to provide students with more opportunities to voice their own opinions.
Examples:
What is the spirit of explorers?
What can we learn from explorers?
Ⅳ Language Study Exercise 6 Find the words in the text that match most closely with the meaning of the words below. Language points:
1. finally ------eventually 2. succeed----achieve
3.never heard of ----unknown 4 start a sea journey----set sail
5. looking for -----in search of 6. sea journey---- voyage
7. now------present-day 8. based on-----according to
Ⅴ Grammar Task1.Grammar Summary 1, on page 92
Task2.Do the exercise 7,? 8,? 9,? 10,? 11.?
Task3
1. After five hours’ drive, they reached ___ they thought was the place they’d been dreaming of.
A. that? B. where??? C. which?? D. what
2. The journey around the world took the old sailor nine months, ___ the sailing time was 226 days.
A. of which???????? B. during which? C. from which?????? D. for which 3. The factory produces half a million pairs of shoes every year, 80% ____ are sold abroad.
A. of which? B. which of? C. of then??? D. of that
4. I have many friends, ____ some are businessman. A. of them?? B. from which? C. who of??? D. of whom Answers: 1 D? 2 A? 3 A? 4 D
Ⅵ Homework Imagine the difficulties the Viking met write 5 sentences about it
Lesson 2 Protecting the Sea
Teaching Aims:
To practice spoken English.
To practice listening for specific information.
To practice showing interest when listening to another speaker in a conversation.
To practice involving the person who is listening to you.
Teaching difficulties:
Learn to involving the person who is listening to you.
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
T: How is the sea important to people?
Ss: students’ answers may be various.
T: Water covers about 75％ of the earth’s surface, it provides us with food and resources such as oil, natural gas and some metals. Besides the sea has a great effect on climate, therefore. The sea is very important for us. But what we have done does harm to the sea.
Now look at the pictures, showing students some slides about sea pollution. The teacher will ask some questions to encourage students to speak English.
(The purpose is to produce the sea pollution and let students realize the importance of protecting the sea.)
Ⅱ.Discussing
1. You are likely to notice something about sea pollution in your city or hometown, please talk about it.
2. If we go on polluting the sea what is the result?
3. What measures do you think we should take?
4. What should we do as a student?
(Courage them to make suggestions for preventing sea, river and lake pollution)
Ⅲ. Listening
Your suggestions are good and useful and Fang Zhou and Zhi Hong are taking about the problem too. What will they say? Now let’s listen to the conversation
(In order to help student better understanding the conversation first do the exercise).
1. Listen to the tape and choose the right answer.
①.? What can be done about over fishing?
A. man-made raising fish
B. In the worst areas they ban fishing for several years
C. control the number of fish people can catch?????
②.??What’s the result of over fishing?
A. there are less fish to catch
B. people can fish too much
C. They can catch more fish than before by better technology
③.? What are some government departments doing about sea pollution?
A. punishing people who keep a record of levels of population
B. thinking of ways to reduce population
C. all departments must be responsible for finding where pollution comes from.
(answers : ①. C ②. A ③. B )
2. Listen to the tape again and fill in the tape.(The teacher design the exercise to reduce the difficulty in next exercise )
①. That’s when people fish too much and the number of fish falls too low. Some fish may disappear altogether.
②. So there are more fisherman catching more fish?
Well, they hope to catch more fish, but there are less fish to catch, so they simply can’t.
③. They also try to help people to get other kinds of jobs, so there are less people trying to make a living from fishing.
④. It mostly comes from industrial waste from factories and agricultural waste from farming.
Listen to the interview again and complete the table:
problem 1
Pollution
problem 2
Over-fishing
causes of problem 1
Chemicals, plastic, rubbish, oil, industrial waste, and agricultural waste
causes of problem 2
Too many fishermen in the same place, better technology can catch more fish
solutions to problem 1
Government departments look for ways to reduce pollution, keep a record of levels of pollution, finding where it comes from, punishing people who cause pollution and break the law
solutions to problem 2
Control the number of fish that people can catch, ban fishing completely, help people to get other kinds of jobs
Ⅳ.Writing and speaking :
Do exercise 5, 6, 7 to show interest and keep a conversation going. Read through the example dialogue then make up a new one with your partner.
(The purpose is to practice showing interest when listening to another speaker in a conversation and involving the person who is listening to you.)
Ⅴ. Homework
Practise using the useful words about protecting the sea by making sentences with them:
protect, pollute, pollution, waste, deal with, be responsible for, break the law, punish, keep a record of , control, communicate.
Lesson 3 The Sea World
一 ：教材分析
本课所在单元的主题 The Sea 主要是介绍了一些关于海洋生物和海洋环境保护的知识。
本课The Underwater World 是本单元的第三课，是一节阅读课。主要是阅读一本关于海洋世界的小册子。
本课主要是让学生认识什么是旅游小册子， 为后面的交际写作课做好铺垫。本课的内容比较少，但是很零散。
二． 学生分析
1．学生在前面的课文中已经获得了一些关于海洋的相关知识和词汇。
2．学生对海洋生物都很感兴趣。
3．高一学生已初步具备一定的从语言材料中获取信息的能力。
三． 教学目标
1.语言知识目标：
a.使学生掌握关于海洋生物的单词。 penguin shark coral polar bear acrobatic seal crab dolphin iceberg
b.掌握旅游小册子的基本结构
2. 语言技能目标：
a. 使学生能从语言材料中获取重要的信息。
b. 使学生能够将所获得的信息用自己的语言表达出来。
c. 使学生能够利用所学知识将课文知识变成对话。
3. 情感态度目标：
a. 培养学生对大自然，对海洋的兴趣。
b. 提高学生的环保意识。
4. 学习策略目标
a. 训练学生略读和精读的能力
b. 培养学生用英语交流的能力。
c. 培养学生重组知识的能力。
5. 文化意识目标
使学生会用英语介绍一个海洋世界的基本情况，从而提高学生的跨文化交际能力。
三．教学过程
1．Leading in
1). （Time: 3mins）
T: Good morning, class. Today I want to introduce five new friends to you. Do you want to know them?
S: Yes.
T: I think you will be glad to know them. They are young people’s good friends. They are the five Olympic mascots. (奥运吉祥物),Beibei, Jingjing, Huanhuan, Yingying and Nini.(Show the pictures of the Olympic mascots).
（Use the picture of the Olympic mascots to arouse the student’s interest.）
T: They are going to the underwater world on this Sunday. But they don’t have a guide. They just have got the brochure of the underwater world. Would you like to be their guide?
S: Yes.
T: Ok. If you want to be the guide, you will have to get full preparation for it. You should know the information of the underwater very well. Of course, firstly, you should know how to call the sea creature or places in the underwater world.
2).Learn the new words （Use the pictures to show the key words.Time : 3mins）
The teacher shows the slices of different kinds of animals and asks the students to speak out the new words.
New words: penguin shark coral polar bear acrobatic seal crab dolphin iceberg
2. Read to learn
1). Scanning. To cultivate student’s ability of finding information. The students will know the format of the text after the exercise. Time: 2mins
T: After we learn the new words, now it is time for us to learn the brochure carefully. First, let find out the structure of the underwater world. Please scan the text quickly and find out the names of the sites( 景点) of the underwater world.
2). Detail reading.(5 minutes)
T : Please read the brochure carefully and then fill out the table.
Places
Sea creatures
Polar world
Polar bear, seals, penguins, iceberg
Ocean floor
Sea theatre
Discovery pool
Virtual reality voyage
(Do not check the answers directly after the students finish filling in the table)
3). Show the exact place for the customers according to their interest.(5minutes)
T: Now it is time for the guests to check your work. The mascots have different interest and they have the different requirement. Can you show the very place for them according to their requirement? The following are their requirement.
a. Beibei: I like dolphins much. I want to see the clever dolphins in performance. Where should I go? (Sea Theater)
b.Jingjing: I have heard that there are some very special fish in the underwater world. And there is a kind of fish that can use a light to attract food. That’s funny. I am looking forward to seeing it. Where should I go?
(virtual reality voyage)
c. Huanhuan: I am the best friends of small creatures. Is there a place for me to make friends with small creatures like crabs? (Discovery Pool).
d. Yingying: I have never been to the South Pole (南极). I want to see the big iceberg, the acrobatic seal and the penguins. Where should I go? （polar world）
e. Nini: I am a bird. I can fly high in the sky. And I know that there is a kin of fish that can “fly “in the water. I want to compete with it. Do you have this fish? (Ocean Floor)
4). Check the answer of the table.(3minutes)
Places
Sea creatures
Polar world
Polar bear, seals, penguins, iceberg
Ocean floor
Coral , unusual fish, flying fish
Sea theatre
Dolphins
Discovery pool
Crabs ,small creatures
Virtual reality voyage
The noisiest fish, pretties fish, tiniest fish, swim with dolphins
5). Ex3. Match these comments from visitors to the different areas of underwater world. (8 minutes)
T: with your help, the mascots have a good time in the underwater world. Some of them write down their comments(评语) on the visitor’s book. Can you identify the place that they have been to?
For Example: 1. Sea Theater
“It was terrible! There are too many in the pool and I don’t think they enjoy the show. I think it’s cruel to make them do tricks.”
“How do they stop from melting? It was great but I felt quite cold after a while.”( Polar World)
“On the one hand, we loved most of the attractions, especially the one for the children. On the other hand, I didn’t think that the cafe was as good as it should be. ( Discovery Pool)
I learned a lot. I mean, I didn’t know that a fish could be noisy! However, I thought some of the other effects were less realistic.( Virtual Reality Voyage)
3. Application – Role Play (10 minutes)
Students work in pairs. One acts as a tourist guide. One acts as a visitor. The guide should introduce the underwater world as much as you can and try you best to persuade the visitor to visit the underwater world. The visitor should ask many questions as possible.
Here are some sentences for reference.
Visitor: 1). Anything interesting to see here?
2). What is it famous for?
3). I’d like to see……?
4). Can you recommend a good place for me?
……
Guide: 1). It is the best place to see……
2). It consists of (is made of)……sites (景点).
3). You can make friends with ……
4). You will enjoy the performance of ……
4. Homework
Remember the new words
Write down the role play that the students made.
Read the text as many times as possible.
Finish the exercise in page 58 Ex 1
Lesson 4 Sea Stories
Step 1 Pre-reading
1>Have you seen some film in which the sea is important?
What did you think of it? Tell the class.
2>Show some pictures in Jaws ，Titanic. Free Willy, 20,000 Leagues Under the Sea,
Treasure Island.
3>Look at the key words and find them in the pictures.
barrel, cloud, fisherman, fishing boat, horizon, moon, wave, whirlpool
Step 2 Reading
Look at the pictures and try to put them in right order.
1>Read each paragraph, paying attention to the linking words. e.g. one day, suddenly, in the end—
2>Decide a possible order for the paragraphs.
3>Read them in that order to see if the story makes sense.
Step 3 Post-reading
EXERCISES
True or False
1>Writer can keep calm in time of danger
2>In the whirlpool, only the writer survived. Both of his two brothers died.
3>The three brothers first met the whirlpool and then were caught in the storm.
4>It was the barrel that carried me to an area where the other fishermen were.
5>The writer’s brother stayed in the heavy boat because he thought it was better to stay there.
Keys: TTFFF
Use the Strategies to put the paragraphs A,B and C in the correct order.
Keys: BAC
Read the story again and answer these questions.
1>Why did the writer’s younger brother fall overboard?
2>Why did the boat go towards the whirlpool?
3>Why did the writer tie himself to a barrel?
4>Why didn’t his brother do the same?
5>Why did his old companions not recognize him?
Keys:
1>An enormous wave washed him overboard.
2>The wind and waves were taking it there.
3>Heavier objects went down into the whirlpool quickly. The barrel was lighter.
4>He was terrified.
5>Because his hair was white, not black.
Complete the sentences below with these words from the text.
afterwards, in the end, one day, suddenly, then, when
(1) One day in 1964, Robet Le Serrec was sailing near the Australian coast (2) when he decided to stop near an island. (3) Suddenly , he saw a huge creature resting beside his boat. He took a photograph, and (4) then the creature swam away. (5) Afterwards ,he showed the photograph to scientists, but(6) in the end ,nobody believed him.
Step 4 Discussion
Do you think the story is true? Say why or why not.
Step 5 Language points
at that moment 在那一时刻
the moment 一……就
I was deeply moved and tears run down my cheeks at that moment.
The moment Tom went off the taxi he ran towards the hospital.
at great speed以非常快的速度移动
也可以写成：with great speed
make sb. do 让某人做某事
The teacher made Xiao Hua help me.
terrified 形容词，可怕的。
terror n. terrible/terrified adj. terrify v.
survive vi.活下来，幸存
Few of houses survived the war.
vt.（经过――）活（保存）下来
Of the wounded, only three survived.
horrifying 令人恐怖的
horrible adj. horrify v. horror n.
the differences between horror and terror
horror 令人毛骨悚然的恐怖 terror感到身受危险的恐惧
in the direction of朝――的方向
in all directions各方面 under the direction of 在――指导下 directions for use用法说明
As you can see, I did escape.
did在这里起强调作用，对谓语进行强调。
I did come here yesterday.
在祈使句中，也借用助动词do强调说话人的祈使语气。如：
Do give her my regards.
EXERCISES
Find words in the story that the writer uses to describe his feelings.
Keys: terrified horrifying calmer exhausted
You can often make different forms from one word. Complete the table with words from the story.
Noun
Verb
Adjective
Opposite
Adverb
terror
to terrify
terrified/trrrible
----
terrifyingly
safety
save
safe
unsafe
safely
attraction
attract
attractive
----
attractively
Make new words from the words in brackets to complete the gaps. Use a dictionary to help you.
(1) Terrifying (terror) experiences at sea are not (2) uncommon (common). In 1977, Japanese fishermen caught a strange sea creature in their nets. It’s (3) length (long ) was ten meters and, (4) luckily (luck) for the fishermen, it was (5) dead (death). It smelled very bad and they thought it might be (6) unsafe (safe), so they threw it overboard. Because the photographs are (8) unclear (clear),
(9) scientists (science) have been (10) unable (able) to recognise the creature.
Step 6 Homework
Write a composition
Imagine his brother didn’t died, one day they met and his brother talked about his story.
教 学 设 计
Lesson 1 The Spirit of Explorers
Teaching Aims:
1.To practise reading for specific information.
2.To practise using relative clauses with when, where and why.
3.To practise using relative clauses with prepositions and relative pronouns.
4.To review and consolidate the relative pronouns.
5.To talk about explorers.
Teaching difficulties:
To practise using relative clauses with when, where and why.
Teaching Aids: computer and cassette.?
Teaching procedures:
Ⅰ. Warming up
T: Today we’re going to study unit 7 the Sea. Can you talk about anything about the sea? ( If students have difficulty the teacher gives them help, for example: What does the sea make you think？)
S:
T: The sea is beautiful and we can do some interesting games.( give some pictures to attract their attention and develop interest) The sea has special charm since ancient times human beings couldn’t help exploring it, such as Zheng he(slide) then give Columbus’s portrait, introduce their main deeds and ask them “Who is it ”
S:
T: They had the spirit of explorers, especially Columbus, he is famous all over the world. Why?
S:
T: People consider him to have discovered America first, do you think so？
S:
ⅡReading
Task1?Read the text quickly and get the right answer
1.Which of the following people do you think arrived in America first? a. Christopher Columbus??
b. Ancient Romans??
c. Chinese????
d. Vikings
Students will get the right answer: Vikings arrived in America first. ( Give slides)
2. Find Chinese names for these places on Page 110.
Scandinavia, Iceland, Norway, Greenland, Newfoundland
Task2 Read to learn
1. Read the text more carefully .Are these statements true (T)or false(F)
1.Eric the Red forced people to go to Greenland with him together. 2.Biarni set sail from Iceland in order to join Leif’s father.
3.For some reason, all ships Eric the Red brought didn’t get to Greenland. 4.The Vikings were stronger and stronger in Northern Europe from the 8th to 10th century.
5. According to official records Europeans reached America long before Columbus ever set sail.
Answers: 1 F? 2 F? 3 T?? 4 T? 5 F?
2. Read the passage. Then complete the table below about the Vikings’ three major discoveries.
When?
Who?
What?
How?
The middle of the ninth century,
Eric the Red
Discovered Iceland
Blown there by a storm
Not longer after Eric the Red had landed in Greenland
Biarni
Unknown land
Blown off course
The year1002,
Leif (the son of Eric the Red) and Biarni
Vinland (now unknown as Newfoundland)
Planned the trip
3. Read the text again and answer the questions.
Encourage students to work in pairs and ask as many questions about the text as they can. And then do Exercise 4 in pairs.
Why did Eric the Red leave Iceland?
Who was Biarni looking for when he was blown to an unknown land?
How do we know about the Vikings?
Check the answers in class:
He was forced to leave Iceland because he got into trouble for a murder he had committed.
He was looking for his father who was with Eric’s party.
We know about them through stories which were written down centuries later in Norway and Iceland.
Ⅲ Discussion
Have the students discuss the questions in pairs. Encourage them to give reasons for their answers.
The students present their results of the discussion to the class.
Ask students if they know any other stories involving the Vikings .If they do, ask them to tell the class the stories.
Add more questions for discussion to provide students with more opportunities to voice their own opinions.
Examples:
What is the spirit of explorers?
What can we learn from explorers?
Ⅳ Language Study Exercise 6 Find the words in the text that match most closely with the meaning of the words below. Language points:
1. finally ------eventually 2. succeed----achieve
3.never heard of ----unknown 4 start a sea journey----set sail
5. looking for -----in search of 6. sea journey---- voyage
7. now------present-day 8. based on-----according to
Ⅴ Grammar Task1.Grammar Summary 1, on page 92
Task2.Do the exercise 7,? 8,? 9,? 10,? 11.?
Task3
1. After five hours’ drive, they reached ___ they thought was the place they’d been dreaming of.
A. that? B. where??? C. which?? D. what
2. The journey around the world took the old sailor nine months, ___ the sailing time was 226 days.
A. of which???????? B. during which? C. from which?????? D. for which 3. The factory produces half a million pairs of shoes every year, 80% ____ are sold abroad.
A. of which? B. which of? C. of then??? D. of that
4. I have many friends, ____ some are businessman. A. of them?? B. from which? C. who of??? D. of whom Answers: 1 D? 2 A? 3 A? 4 D
Ⅵ Homework Imagine the difficulties the Viking met write 5 sentences about it
Lesson 2 Protecting the Sea
Teaching Aims:
To practice spoken English.
To practice listening for specific information.
To practice showing interest when listening to another speaker in a conversation.
To practice involving the person who is listening to you.
Teaching difficulties:
Learn to involving the person who is listening to you.
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
T: How is the sea important to people?
Ss: students’ answers may be various.
T: Water covers about 75％ of the earth’s surface, it provides us with food and resources such as oil, natural gas and some metals. Besides the sea has a great effect on climate, therefore. The sea is very important for us. But what we have done does harm to the sea.
Now look at the pictures, showing students some slides about sea pollution. The teacher will ask some questions to encourage students to speak English.
(The purpose is to produce the sea pollution and let students realize the importance of protecting the sea.)
Ⅱ.Discussing
1. You are likely to notice something about sea pollution in your city or hometown, please talk about it.
2. If we go on polluting the sea what is the result?
3. What measures do you think we should take?
4. What should we do as a student?
(Courage them to make suggestions for preventing sea, river and lake pollution)
Ⅲ. Listening
Your suggestions are good and useful and Fang Zhou and Zhi Hong are taking about the problem too. What will they say? Now let’s listen to the conversation
(In order to help student better understanding the conversation first do the exercise).
1. Listen to the tape and choose the right answer.
①.? What can be done about over fishing?
A. man-made raising fish
B. In the worst areas they ban fishing for several years
C. control the number of fish people can catch?????
②.??What’s the result of over fishing?
A. there are less fish to catch
B. people can fish too much
C. They can catch more fish than before by better technology
③.? What are some government departments doing about sea pollution?
A. punishing people who keep a record of levels of population
B. thinking of ways to reduce population
C. all departments must be responsible for finding where pollution comes from.
(answers : ①. C ②. A ③. B )
2. Listen to the tape again and fill in the tape.(The teacher design the exercise to reduce the difficulty in next exercise )
①. That’s when people fish too much and the number of fish falls too low. Some fish may disappear altogether.
②. So there are more fisherman catching more fish?
Well, they hope to catch more fish, but there are less fish to catch, so they simply can’t.
③. They also try to help people to get other kinds of jobs, so there are less people trying to make a living from fishing.
④. It mostly comes from industrial waste from factories and agricultural waste from farming.
Listen to the interview again and complete the table:
problem 1
Pollution
problem 2
Over-fishing
causes of problem 1
Chemicals, plastic, rubbish, oil, industrial waste, and agricultural waste
causes of problem 2
Too many fishermen in the same place, better technology can catch more fish
solutions to problem 1
Government departments look for ways to reduce pollution, keep a record of levels of pollution, finding where it comes from, punishing people who cause pollution and break the law
solutions to problem 2
Control the number of fish that people can catch, ban fishing completely, help people to get other kinds of jobs
Ⅳ.Writing and speaking :
Do exercise 5, 6, 7 to show interest and keep a conversation going. Read through the example dialogue then make up a new one with your partner.
(The purpose is to practice showing interest when listening to another speaker in a conversation and involving the person who is listening to you.)
Ⅴ. Homework
Practise using the useful words about protecting the sea by making sentences with them:
protect, pollute, pollution, waste, deal with, be responsible for, break the law, punish, keep a record of , control, communicate.
Lesson 3 The Sea World
一 ：教材分析
本课所在单元的主题 The Sea 主要是介绍了一些关于海洋生物和海洋环境保护的知识。
本课The Underwater World 是本单元的第三课，是一节阅读课。主要是阅读一本关于海洋世界的小册子。
本课主要是让学生认识什么是旅游小册子， 为后面的交际写作课做好铺垫。本课的内容比较少，但是很零散。
二． 学生分析
1．学生在前面的课文中已经获得了一些关于海洋的相关知识和词汇。
2．学生对海洋生物都很感兴趣。
3．高一学生已初步具备一定的从语言材料中获取信息的能力。
三． 教学目标
1.语言知识目标：
a.使学生掌握关于海洋生物的单词。 penguin shark coral polar bear acrobatic seal crab dolphin iceberg
b.掌握旅游小册子的基本结构
2. 语言技能目标：
a. 使学生能从语言材料中获取重要的信息。
b. 使学生能够将所获得的信息用自己的语言表达出来。
c. 使学生能够利用所学知识将课文知识变成对话。
3. 情感态度目标：
a. 培养学生对大自然，对海洋的兴趣。
b. 提高学生的环保意识。
4. 学习策略目标
a. 训练学生略读和精读的能力
b. 培养学生用英语交流的能力。
c. 培养学生重组知识的能力。
5. 文化意识目标
使学生会用英语介绍一个海洋世界的基本情况，从而提高学生的跨文化交际能力。
三．教学过程
1．Leading in
1). （Time: 3mins）
T: Good morning, class. Today I want to introduce five new friends to you. Do you want to know them?
S: Yes.
T: I think you will be glad to know them. They are young people’s good friends. They are the five Olympic mascots. (奥运吉祥物),Beibei, Jingjing, Huanhuan, Yingying and Nini.(Show the pictures of the Olympic mascots).
（Use the picture of the Olympic mascots to arouse the student’s interest.）
T: They are going to the underwater world on this Sunday. But they don’t have a guide. They just have got the brochure of the underwater world. Would you like to be their guide?
S: Yes.
T: Ok. If you want to be the guide, you will have to get full preparation for it. You should know the information of the underwater very well. Of course, firstly, you should know how to call the sea creature or places in the underwater world.
2).Learn the new words （Use the pictures to show the key words.Time : 3mins）
The teacher shows the slices of different kinds of animals and asks the students to speak out the new words.
New words: penguin shark coral polar bear acrobatic seal crab dolphin iceberg
2. Read to learn
1). Scanning. To cultivate student’s ability of finding information. The students will know the format of the text after the exercise. Time: 2mins
T: After we learn the new words, now it is time for us to learn the brochure carefully. First, let find out the structure of the underwater world. Please scan the text quickly and find out the names of the sites( 景点) of the underwater world.
2). Detail reading.(5 minutes)
T : Please read the brochure carefully and then fill out the table.
Places
Sea creatures
Polar world
Polar bear, seals, penguins, iceberg
Ocean floor
Sea theatre
Discovery pool
Virtual reality voyage
(Do not check the answers directly after the students finish filling in the table)
3). Show the exact place for the customers according to their interest.(5minutes)
T: Now it is time for the guests to check your work. The mascots have different interest and they have the different requirement. Can you show the very place for them according to their requirement? The following are their requirement.
a. Beibei: I like dolphins much. I want to see the clever dolphins in performance. Where should I go? (Sea Theater)
b.Jingjing: I have heard that there are some very special fish in the underwater world. And there is a kind of fish that can use a light to attract food. That’s funny. I am looking forward to seeing it. Where should I go?
(virtual reality voyage)
c. Huanhuan: I am the best friends of small creatures. Is there a place for me to make friends with small creatures like crabs? (Discovery Pool).
d. Yingying: I have never been to the South Pole (南极). I want to see the big iceberg, the acrobatic seal and the penguins. Where should I go? （polar world）
e. Nini: I am a bird. I can fly high in the sky. And I know that there is a kin of fish that can “fly “in the water. I want to compete with it. Do you have this fish? (Ocean Floor)
4). Check the answer of the table.(3minutes)
Places
Sea creatures
Polar world
Polar bear, seals, penguins, iceberg
Ocean floor
Coral , unusual fish, flying fish
Sea theatre
Dolphins
Discovery pool
Crabs ,small creatures
Virtual reality voyage
The noisiest fish, pretties fish, tiniest fish, swim with dolphins
5). Ex3. Match these comments from visitors to the different areas of underwater world. (8 minutes)
T: with your help, the mascots have a good time in the underwater world. Some of them write down their comments(评语) on the visitor’s book. Can you identify the place that they have been to?
For Example: 1. Sea Theater
“It was terrible! There are too many in the pool and I don’t think they enjoy the show. I think it’s cruel to make them do tricks.”
“How do they stop from melting? It was great but I felt quite cold after a while.”( Polar World)
“On the one hand, we loved most of the attractions, especially the one for the children. On the other hand, I didn’t think that the cafe was as good as it should be. ( Discovery Pool)
I learned a lot. I mean, I didn’t know that a fish could be noisy! However, I thought some of the other effects were less realistic.( Virtual Reality Voyage)
3. Application – Role Play (10 minutes)
Students work in pairs. One acts as a tourist guide. One acts as a visitor. The guide should introduce the underwater world as much as you can and try you best to persuade the visitor to visit the underwater world. The visitor should ask many questions as possible.
Here are some sentences for reference.
Visitor: 1). Anything interesting to see here?
2). What is it famous for?
3). I’d like to see……?
4). Can you recommend a good place for me?
……
Guide: 1). It is the best place to see……
2). It consists of (is made of)……sites (景点).
3). You can make friends with ……
4). You will enjoy the performance of ……
4. Homework
Remember the new words
Write down the role play that the students made.
Read the text as many times as possible.
Finish the exercise in page 58 Ex 1
Lesson 4 Sea Stories
Step 1 Pre-reading
1>Have you seen some film in which the sea is important?
What did you think of it? Tell the class.
2>Show some pictures in Jaws ，Titanic. Free Willy, 20,000 Leagues Under the Sea,
Treasure Island.
3>Look at the key words and find them in the pictures.
barrel, cloud, fisherman, fishing boat, horizon, moon, wave, whirlpool
Step 2 Reading
Look at the pictures and try to put them in right order.
1>Read each paragraph, paying attention to the linking words. e.g. one day, suddenly, in the end—
2>Decide a possible order for the paragraphs.
3>Read them in that order to see if the story makes sense.
Step 3 Post-reading
EXERCISES
True or False
1>Writer can keep calm in time of danger
2>In the whirlpool, only the writer survived. Both of his two brothers died.
3>The three brothers first met the whirlpool and then were caught in the storm.
4>It was the barrel that carried me to an area where the other fishermen were.
5>The writer’s brother stayed in the heavy boat because he thought it was better to stay there.
Keys: TTFFF
Use the Strategies to put the paragraphs A,B and C in the correct order.
Keys: BAC
Read the story again and answer these questions.
1>Why did the writer’s younger brother fall overboard?
2>Why did the boat go towards the whirlpool?
3>Why did the writer tie himself to a barrel?
4>Why didn’t his brother do the same?
5>Why did his old companions not recognize him?
Keys:
1>An enormous wave washed him overboard.
2>The wind and waves were taking it there.
3>Heavier objects went down into the whirlpool quickly. The barrel was lighter.
4>He was terrified.
5>Because his hair was white, not black.
Complete the sentences below with these words from the text.
afterwards, in the end, one day, suddenly, then, when
(1) One day in 1964, Robet Le Serrec was sailing near the Australian coast (2) when he decided to stop near an island. (3) Suddenly , he saw a huge creature resting beside his boat. He took a photograph, and (4) then the creature swam away. (5) Afterwards ,he showed the photograph to scientists, but(6) in the end ,nobody believed him.
Step 4 Discussion
Do you think the story is true? Say why or why not.
Step 5 Language points
at that moment 在那一时刻
the moment 一……就
I was deeply moved and tears run down my cheeks at that moment.
The moment Tom went off the taxi he ran towards the hospital.
at great speed以非常快的速度移动
也可以写成：with great speed
make sb. do 让某人做某事
The teacher made Xiao Hua help me.
terrified 形容词，可怕的。
terror n. terrible/terrified adj. terrify v.
survive vi.活下来，幸存
Few of houses survived the war.
vt.（经过――）活（保存）下来
Of the wounded, only three survived.
horrifying 令人恐怖的
horrible adj. horrify v. horror n.
the differences between horror and terror
horror 令人毛骨悚然的恐怖 terror感到身受危险的恐惧
in the direction of朝――的方向
in all directions各方面 under the direction of 在――指导下 directions for use用法说明
As you can see, I did escape.
did在这里起强调作用，对谓语进行强调。
I did come here yesterday.
在祈使句中，也借用助动词do强调说话人的祈使语气。如：
Do give her my regards.
EXERCISES
Find words in the story that the writer uses to describe his feelings.
Keys: terrified horrifying calmer exhausted
You can often make different forms from one word. Complete the table with words from the story.
Noun
Verb
Adjective
Opposite
Adverb
terror
to terrify
terrified/trrrible
----
terrifyingly
safety
save
safe
unsafe
safely
attraction
attract
attractive
----
attractively
Make new words from the words in brackets to complete the gaps. Use a dictionary to help you.
(1) Terrifying (terror) experiences at sea are not (2) uncommon (common). In 1977, Japanese fishermen caught a strange sea creature in their nets. It’s (3) length (long ) was ten meters and, (4) luckily (luck) for the fishermen, it was (5) dead (death). It smelled very bad and they thought it might be (6) unsafe (safe), so they threw it overboard. Because the photographs are (8) unclear (clear),
(9) scientists (science) have been (10) unable (able) to recognise the creature.
Step 6 Homework
Write a composition
Imagine his brother didn’t died, one day they met and his brother talked about his story.