长兴中学集体备课文稿
年级：高二 学科:英语
主备人：沈永伟
授课时限：2008年3月5日到3月15日
授课内容和课时安排：NSEFC Student’s Book7 Unit3 Under the sea
前阶段授课存在的主要问题（教与学）：详见说课稿
各课时教学目的和重点、难点、知识点、能力点：详见说课稿
近三年高考试卷中相关知识点的出现情况，命题趋势和学生答题情况：详见说课稿
学生情况：详见说课稿
教材处理：详见说课稿
教学方法的应用：详见说课稿
作业和测验：详见说课稿
课件21张PPT。www.themegallery.comUnit3 A new dimension of lifeNSEFC Student’s Book 7www.themegallery.comThe other day, the author went snorkeling
with friends and experienced a lot.www.themegallery.comPart1. ( )_____________________Part2. ( )____________________ Part3. ( )_______________________ Part4. ( )_________________________para1para2-3 para4-5para6 reflect the experience the delights enjoyedthe dangers experienced a final conclusion or reflectionwww.themegallery.com These are orals with vivid colors and shapes,
some elegant fish swimming in and around themwww.themegallery.coma pretty large fan-shaped grey coralwww.themegallery.comthree beautiful plate-shaped purple coralswww.themegallery.comA large vegetable-looking Australian coralwww.themegallery.coma huge brain-shaped yellow coralwww.themegallery.comSome mushroom-shaped purple coralswww.themegallery.comSome little orange and white anemone fish are
in sea anemones with poisonous tentacles. www.themegallery.com Small black-striped cleaner fish are cleaning
a huge fish with thick white lips and a colorful
fish with bird-like mouth www.themegallery.comA green and blue parrotfish with a hard bird-like
mouth hangs down, gathering tiny plants.www.themegallery.comA tiny red-spotted white sea-slugA huge white-spotted red sea-starwww.themegallery.comA lovely white and yellow-striped angelfishwww.themegallery.comA huge wise-looking turtle look straight
at us www.themegallery.comEels with strong sharp teethwww.themegallery.comTwo giant white clams with thick green lipswww.themegallery.comThree dangerous huge grey reef sharkswww.themegallery.comAt the edge of the reef, there is a sharp
drop to the sandy ocean floor.www.themegallery.coma new dimension of life,
a day of pure magic,
the most fantastic thing I have done,
such an extraordinary beauty,
every cell of my body woke up,
what a wonderful, limitless world Expressions about her positive feelings:P24 Discussing and writingwww.themegallery.comHomework:Write a short passage of your unforgettable
experience with the learnt expressions.2. Reading or cloze exercises in STs or CS. 课件7张PPT。www.themegallery.comUnit3 Listening Talking and writing (workbook)NSEFC Student’s Book 7www.themegallery.comA fierce shark with sharp teethListening onP62 part3 News report3 and part4www.themegallery.comMan /30/ in the morning/ bitten on the left
side of his body and upper arm/ snorkeling/
two meters long be scared to death be beating wildlywww.themegallery.comP65www.themegallery.comIt was hit by a huge sharp harpoon
and dragged into a huge ship.cruelwww.themegallery.comSuppose you were a citizen in a coastal city in China, shark hunt is a serious problem. Try to persuade the local government to take action to protect wild life in
a polite way with the help of the following expressions: I don’t think it is wise to…/ It would be better if we …
It is a good/ wise idea to …/I suppose it is right…
I wonder if…/ Why not…/ We’d better..Talkingwww.themegallery.comHomework:Write a letter to the local government to
advocate protecting wild life or hunting
properly, regularly and wisely.本单元话题是海洋生物，教学内容由三篇阅读，三份听力，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、两则虎鲸轶事（20-21）2、一篇有关海洋见闻和感受的日记（23）3、一篇有关海洋生物由来的传说（67）。听力内容是：1、三个观鲸人对旅行社服务的一些抱怨（25-27）。2、五则鲨鱼袭击人的新闻（62）。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（65-66）。话题和写作内容分别涉及：1、用using language 阅读中表达感受的词汇描述过去的难忘经历（24）。2、用listening中的抱怨用语在设置的情境中礼貌抱怨（27）。3、用以前学的persuasive writing的表述写一篇有关正确对待海洋生物，禁止乱捕的劝戒性文章。
我把整个单元分成7课时， 第一课时是词汇和热身以及部分在本单元经常出现的表述。我想通过给学生提供直观、感性的图片或素材，让学生正确的读、记字词的音、意和部分用法，同时提供情境让学生运用新字词完成短文。（呈现课件）（可能大家觉得学生不能象教师设置的那样去表述，但我们可以尽量去引导，无论有多难，至少这也是写作教学的一种渗透，至少我是这样想的。）。第二课时是Using language 中的阅读：A new dimension of life (P23): 考虑到这两部分内容关系密切，才这样安排的。通过文章中这个课时的内容是作者对在海中看到的喜欢的动植物和害怕的动植物的描写表达对这次海洋之旅的喜爱，本课时的目标1、是想让学生正确地说出部分海洋生物的名称。2、是让学生学会用wise-looking, brain-shaped, red-spotted, blue-striped 等复合形容词修饰看到的动植物。 3、是让学生意识到多个形容词修饰名词时是有顺序的，教授学生口诀：美小圆旧黄，法国木书房。4、是学生找出、体会表达感受的字词，并运用到自己的经历中去。（呈现课件）第三课时是课文（25-27）的读、听、说、写活动，承接第二课时的话题观看海洋生物：由船上观鲸的旅游广告开始，听三段有关旅客抱怨的听力，再进入到礼貌抱怨用语的学习和运用这些用语到设置的情境中。（呈现课件）第四课时是第一篇大课文内容涉及虎鲸帮助人类捕鲸和救助落水者的两则逸事（20-21）。教学目标：1、是学生能简单介绍虎鲸的基本信息。2、是学生会利用关键字词复述故事。3、是让学生正确认识到人类与海洋生物的关系。（呈现课件）第五课时是language points,（22） 内容涉及v+ing的被动形式的复习和巩固以及运用。目标是学生能在教师设置的情境或图片中正确的运用like/love/ hate/ fear/ enjoy/ imagine/ admit/ stand/ mind…等动词后面跟被动形式和with/ have/ see/ find/ witness/ feel…+宾语+being done 做宾补的形式。（课件呈现）第六课时是看、听、说、写的整合课内容涉及：看鲨鱼袭击人类的一个视频（62）听采访鲨鱼专家的听力材料（65-66）说人们对待海洋生物的态度和如何制止滥捕滥杀现象，写一封信给当地政府来合理利用海洋生物资源。（呈现课件）最后是泛读海洋生物的由来（67）和习题讲解课。
Unit3 Model 7 Teaching plans
Teaching period 1: Words and expressions in unit3 and warming up (p99-100)
Teaching period 2: Using language discussing and writing (p23-24)
Teaching period 3: Reading listening and talking (p25-27)
Teaching periods 4-5: Pre-reading, reading, comprehending and learning about language (19-22)
Teaching period 6: (Workbook) listening task, talking and writing (65-66)
Teaching period 7: (Workbook) Reading, writing and speaking tasks (67-68)
Teaching period 1 Words and expressions and warming up
Teaching aims:
1. Students will be able to pronounce the new words correctly and know the exact meaning in the context.
2. Students will be able to use the new words in complete sentences with the help of pictures.
3. Students will be able to use the correct forms of the new words according to the context.
Teaching procedures:
Step1. Warming up
1. What is it in the picture? And where are the watchers? (an aquarium)
2. Why do people buy aquariums or call at aquariums? (decorate rooms / raise pets/ watch sea creatures etc…)
3. So in general what is an aquarium?
(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.)
4. Where can you find these creatures? (oceans/ seas / coral reefs …)
5. What words would you like to describe them? ( beauty / wonderful/ marvelous/ splendid…)
6. So draw a conclusion with the information.
(It is in seas that people can appreciate such marvelous vivid creatures. And only in oceans can people enjoy these wonderful views.)
Let’s enjoy the following photos taken in oceans.
Step2. Get familiar with the new words
(Show the picture--- lead students output the new words--- students make a complete sentence)
Picture1
1. What special equipment is the man wearing? (a snorkel)
2. What is the man doing? (go /be snorkeling)
3. Do you think it is very deep? Guess the depth of the water? Which word will you use to describe the water? (shallow/ …in depth)
A man is snorkeling in shallow water which is probably 0.5 meter in depth.
Picture2
1. Where is the photo taken? (under the water)
2. What is it in the dark? (a cave)
3. Look at the entry of the cave, what word will you use to describe. (a narrow entry)
A camera is falling into a cave with a narrow entry.
Picture3
1. Where are the people? (near the shore/ at the seaside)
2. Suppose you were one of them, what will be your feeling or reaction when facing a whale?
(yell / be scared to death/ flee from the shore) (be aware of )
3. Suppose these are local people and the whale has difficulty returning to the sea, what will them do in your opinion? (help … out)
4. Suppose the next day a new reporter gets the scoop and interviews them, what is the relationship between them? (interviewer and witnesses/ interviewees)
5. According to the information you get, say something to describe the picture.
At the seaside, there is a crowd of people yelling when facing a whale and some of them are scared to death, even trying to flee. Or, near the shore a whale gets stuck and some local people want to help the whale out. The relationship between them is interviewer and witnesses.
Picture4
1. What is the animal called in English? (seals)
2. Usually, where do you suppose we can find seals and penguins? (in Antarctic)
3. Which word will you use to describe the snow and the whole scenery? ( pure white/ beauty)
4. What will they do next according to the picture? (leap)
5. Say anything to describe to scenery.
Penguins and seals are common animals in Antarctic. Isn’t it a real beauty when you see a pack of penguins is leaping from the ice, against the pure white background?
Picture5
1. What is it? (a sea-slug)
2. What can you see on the back of the sea-slug? (with vivid colors and stripes / it is a striped sea-slug)
3. In general, animals and plants with vivid colors are dangerous. They are …? (poisonous)
4. Say something about the picture.
The ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes, but generally speaking, animals and plants with vivid colors are poisonous.
Picture6
1. Is the fish swimming in the normal way? (hang upside down)
2. What do you suppose is it doing? (eating tasty plants)
The fish, hanging upside down, is eating some tasty plants in the ocean.
Picture7
1. What is it in the man’s hand? (a sharp knife)
2. What is the man ahead of him doing? (drag the net)
3. What is inside the net and what will the men deal with it? (cut into pieces, make it into tasty food)
Step3 Consolidation
Here is an interesting little story (an a__________) about a learned man called Clancy who is crazy about sea animals. This is how the story goes: the other day, Clancy was cheated by an AD, saying a cheap trip to Australia with good food and a____________ was available. He was the only man interested. He paid and was taken to an abandoned place near the s___________ by ship. There he found noting but a c______ to live in and he had noting to eat. As a consequence, he was forced to learn to live like a fisherman, catching fish with n___ made by him. Fortunately, Clancy had a gift in cooking, so he could make t_______ food with the fish he caught for himself. During the days near the shore, he experienced a lot. He saw many p________ snakes and managed to f_________ and w___________ two koalas fighting against each other. He was also attacked by a shark with s_________ teeth. Although he was slightly injured, he was s_________ to death. To his surprise, the kangaroos there got familiar with him and even made friends with him. The kangaroos were always leaping a________ of him and he was running after them, y__________ happily. You see the relationship between kangaroos and Clancy was so p________. Day by day, he became accustomed to the life there and even began to enjoy it, thinking it was a life with m_________. However, one day a helicopter landed on the place and down came two policemen. They said they came to help Clancy o_____.
Answers: anecdote / accommodation / shore / cave / nets / tasty / poisonous / flee /witnessed / sharp / scared / ahead / yelling / pure / magic / out
Teaching period 2 Using language discussing and writing
A new dimension of life
Teaching aims:
1. Students will be able to pronounce the names of sea creatures mentioned in the text correctly.
2. Students will be able to describe the creatures mentioned in the text properly according to the pictures with the expressions like: …+looking, …+shaped,…+spotted,…+like,…+striped,
3. Students will be able to use the correct order of adjectives to describe the pictures prepared by the teacher.
4. Students will be able to use proper expressions to convey their exact feelings in their past experiences.
Teaching procedures:
Step1. Warming up and lead in
Show the picture:
T: Where are they? What are they doing?
S: …
T: Why do they go snorkeling?
S: …
T: As the sea is a world full of magic, many tourists head to the sea, and the author of this text is one of them.
Look! The other day, the writer went snorkeling with her friends and experienced a lot. Let’s take a brief look at sea creatures through her diary.
Step2. Grasp the text as a whole
T: How did you divide the reading material? And give me the main idea of each. Share the answer with your partner first and present it (Pair-work)
S: …
T: Part1: (para1): the author went over her journey
Part2: (para2-3): the delights she enjoyed
Part3: (para4-5): the dangers she experienced
Part4: (para6): a final conclusion or reflection
Step3. Detailed information
T: I’d like to know more detailed information about her experience.
(Individual work)
1. Where is the writer now? Why do you think so?
(at home/ in the restaurant) ( in the warm night air)
2. What creatures did she enjoy? And what did she hate to get too close to?
Find the answer and read he words correctly with your partner and present later.
(pair-work)
Delights: corals/ anemone fish/ sea anemones/ cleaner fish/ parrotfish/ sea-slug/ sea-stars/ angelfish/ turtles)
Dangers: eels/ clams/ sharks/ the edge of the reef with sharp drop to the sea floor)
Let’s take a close look at the photos she taken and describe them with what you can find in your textbook.
Pictures give the following information..
(corals with vivid colors and shapes, elegant fishes ,little orange and white anemone fish, sea anemones with poisonous tentacles, small cleaner fish, the yellow and green parrotfish with hard bird-like mouth, yellow-spotted red sea-slug and blue sea-stars, orange and blue striped angelfish, and wise-looking turtles)
(eels with strong sharp teeth, giant clam with thick green lips, grey reef sharks about one and a half meters long, the edge of the reef with a sharp drop to the sandy ocean floor)
Step4 Discussion
T: On the whole did the author enjoy the journey? Why do you think so?
S:
T: (draw a conclusion)
(On the whole, the writer enjoyed the journey very much, because she had more delights and dangers. And she
used scores of positive words to describe the experience, such as a new dimension of life, pure magic, the most
fantastic thing I have done, such an extraordinary beauty, every cell of my body woke up, what a wonderful,
limitless world)
Step5 Talking
(Group work)
According to the expressions on P24 in part discussing and writing, share your similar feelings in any experience
with your group members.
S: students share experiences after group work
Teaching period 3 Reading listening Talking and Writing
Teaching aims:
1. Students will be able to find out the causes and wanted results of each complaint.
2. Students will be able to find out the expressions people use to complain in the listening text.
3. Students will be able to use polite expressions to complain in certain situations.
Teaching procedures:
Step1. Video watch ( a pack of whales leaping, playing and hunting)
T: 1. What have you seen in the video?
S: …
T: 2. How do you feel if you see them in the flesh?
S: …
T: Why not enjoy a whale watching tour?
Now you have a chance on Page 25.
Read the ad carefully and find out what you can enjoy during the tour. (Pair-work)
S: …
T: You see, not every thing turns out the way you wish, so you should learn to protect your rights.
So find out how you can get if you fail to see these lovely whales.
S: ...
T: Now predict what you can enjoy and what you won’t enjoy according to Exe.2. (Individual work)
S: …
Step2 Listening
T: Here are 3 tourists who have just finished their tours, listen carefully and compare their feeling with yours.
S: (Listen for the first time)
T: Listen again and finish Exe.3
S: ( listen for I or 2 times if necessary)
…..Exe.4, 5
Step3 Talking
T: Look through the following expressions and find out whether the complainer is rude or polite and why do you think so?
S: … (pair-work)
T: Practise one of the following situations with your partner using the above expressions.
Step4 Writing
T: Write a short dialogue between the consumer and the waiter according to the cartoon.
.
Teaching period 4 Old Tom the Killer Whale
Pre-reading ,Reading and comprehending
Teaching aims:
1. Students will be able to give basic information about the killer whales, such as size, habitats, food, how they hunt animals and the relationship with human beings.
2. Students will be able to retell the two anecdotes with the help of key words.
3. Students aware that killer whales are friends of human beings and we should keep balance with nature.
Teaching procedures:
Step1. Warming up and lead in
(Show a video about killer whales online or a picture of killer whales and students give information they know
about size, food etc.)
T: 1.What can you see in the picture?
S: …
T: 2. which words will you use to describe the relationship between the rider and the animal?
S: …
T: 3. please give any information you know about the animal in the picture.
S: …
Step2. Presentation
T: The killer whale is a kind of creature full of magic. Today we are lucky enough to enjoy two stories about one of them named Old Tom.
T: Tell me what the two anecdotes are about?
S: …
T: How do you divide the first story?
S: …
T: What happened to James in the hunt?
S: …
T: How did Old Tom save James?
S: …
Step3. Detailed information
T: Let’s see what happened before the hunt.
T: What was Clancy doing when he heard a loud noise?
S: … (Individual work)
T: What did they witness when they ran down to the shore?
S: …
T: Why were the whalers excited to see Old Tom?
S: …
T: Why did the whaler’s shout “ rush-oo…” ?
S: …
T: which words tell us Clancy was in a hurry? Why was he in a hurry?
S: …
( consolidation)
T: Retell what happened before the hunt to your partner with the help of the key words.
S: … (Pair work)
T: more detailed information about what happened during and after the hunt?
T: What did they do first of all?
S: …(individual work)
T: what did they see?
S: …
T: Why did George beat the water with his oar? And what happened next?
S: …
T: what did Clancy witness when their boat drew near?
S: …
T: How did the killer whales work as a team?
S: …
T: Then what did the whalers do to hunt the whale?
S: …
T: Why did the whale die and what happened after the death?
S: …
T: This part is the exciting one of the whole anecdote, why not enjoy it again by yourself.
( consolidation)
S: ( retell the second and third part of the story)
Step4 Homework
Teaching Period 5 Language points and useful structure
Teaching aims:
1. Students will be able to recognize the v+ing/ being done forms and know the exact meaning to them.
2. Students will be able to use these two forms correctly.
Teaching procedures:
Step1. Go over
T: Answer the following questions without referring to your textbook.
1. What did Clancy witness when he ran down to the shore?
2. Why did Clancy run in a hurry?
3. What did Old Tom do when they headed into the bay?
4. What did Old Tom do after George beat the water?
5. What did Clancy witness when they drew near?
S: (fill in the blanks and focus on the forms)
Step2. Drilling
Students do Exe 1 on P22 and check with their partner then check together. (pair-work)
Students do Exe 2 and share their past experience in a group.
Step3. Put into use
T: Describe the following pictures with the structure you learnt.
( show 3 pictures and ask students to describe with the passive v–ing form.)
S: …
T: Pay attention to the following words
Mind/ hate/ like/ love/ imagine/ stand/ admit/ deny…+ being done
Teaching period 6 Listening task talking and writing
Teaching aims:
1. Students will be able to find out the reasons why the population of sharks decreases sharply.
2. Students will be able to express opinions with the polite expressions like:
I don’t think it is wise to…
It would be better if we ….
It is a good idea to …
I suppose it is right…
I wonder if…
3. Students will be able to persuade the local government to protect wild life in a polite way.
Teaching procedures:
Step1. Before listening
Picture-talking
(show students a picture of shark)
T: What can you see? What will you say about it?
S:
T: It must be a terrible experience that you meet a shark when snorkeling. Let’s see what happen in the video
(Or listen to part of the listening on P62 and finish Exe3 the third attack.
(show students the video)
1. Guess what happened to the diver?
2. What was his injury?
S: …
T: How did you feel when you see the whole accident?
S: …(scared to death, the heart beats wildly)
Step2. During listening
I) T: So do other people. Now here is an interview between the reporter and the shark expert Don James and find out (exe1)
S: …
T: Listen to the first part again and answer the first 4 questions in Exe2.( from the beginning to so many are killed)
S: …
II) T: Yeah, as a matter of fact, Sharks are endangered animals. Look, that’s how we human beings treat wild life
(show students a video)
T: 1. What happened to the animal in the video?
2. Which word will you use to describe the behaviors of human beings?
S: …
T: I can’t agree more and now let’s find out more reasons why the population of sharks decreases so quickly besides human beings influence. Finish Exe6 in part2 on P65
(Students continue the listening text and finish exercise 6 in part2 on P65)(from: a lot are killed…to: at a slow rate.)
S:
III) T: Let’s see the solution to the problem in Don’s opinion. Finish Exe7,8 in part2 on P65.
( from: Ok, what’s the solution… to: the end)
S: …
VI) Listen to the whole passage again.
Step3 Post-listening (talking)
T: Suppose you were a citizen in a coastal city in China, shark hunt is a serious problem in your province. Try to persuade the local government to take action to protect wild life in a polite way with the help of the following expressions:
I don’t think it is wise to…
It would be better if we ….
It is a good/ wise idea to …
I suppose it is right…
I wonder if…
Why not…
We’d better..
S: …(group work)
Step4 Homework ( write a persuasive letter to the local government to control the improper hunts)
课件8张PPT。www.themegallery.comUnit3 Old Tom The Killer Whale (I)NSEFC Student’s Book 7www.themegallery.compeaceful harmoniousThe killer whaleswww.themegallery.comspeciescolorsizefoodwhere livehow huntrelationshipfish-shaped sea mammalsblack and whiteenormouswhales’ lips and tonguesin the deep seain a teamfriends1.Basic information about killer whaleswww.themegallery.comPara1: ___________________________________The killers help the whales catch the whales.Para2-5: _________________________________What happened before one of the hunts.Para 6-10: __________________________What happened during the hunt.Para 11-13: _________________________What happened after the hunt.Anecdote 1: help to catch whalesAnecdote 2: help to save whalerswww.themegallery.comThe second ________ of Old TomanecdoteMain idea: ___________________Old Tom saved James.James ____________________was washed off the boat.Old Tom ________________________________
_______________________ prevented the shark coming near James
and held him up in the water.www.themegallery.comsort out---hear a loud noise
run down ---witness---
to tell us ---
yell out ---announce---
grab and race--- because---
www.themegallery.comjump into---head out ---
see---
beat---
draw near--- witness ---
work as a team---
aim… at--- let…go---hit the spot---
wound---drag---
feed on---www.themegallery.com1. Writing :Suppose you were Clancy, you went
home these two amazing things to your parents.Begin with : Dad! Believe it or not…Homework 2. Exe.1,2 on P21-223. Find sentences with V+ing/ being done.课件8张PPT。www.themegallery.comUnit3 Old Tom The Killer Whale (II)NSEFC Student’s Book 7Revision the structure in anecdote 1www.themegallery.comUseful expressions learnt in the textwww.themegallery.com1. They witnessed _____________________________
___________________________________ an enormous animal throwing itself
out of the water and crashing down again.2. Clancy rushed in a hurry because he heard ______
________________________ George
didn’t like being kept waiting.3. Old Tom swam by the boat, _________________ showing us the way.4. After ______ the water, there was Old Tom, _______
back to the boat, ________ to the hunt again.beatingcirclingleading us 5. As they drew near, Clancy witnessed a whale ______
_______ by a pack of killer whales. being
attackedwww.themegallery.comRevision the structure in anecdote 2James was terrified of ________________
by other whalers. being abandoned2. It was amazing to witness James _________
up the water by Old Tom. being heldExe1,2 on P22www.themegallery.comI witness a rabbit being beaten by another one.www.themegallery.comThe boy hates being forced to go to school www.themegallery.com1. like/love/ hate/ fear/ enjoy/
imagine/ admit/ stand/ mind…+being done 2. with/ have/ see/ find/ witness/ feel…
+宾语+being done 做宾补 www.themegallery.comSb. hate/ enjoy/ like/ fear/ deny/
mind/ can’t stand/ imagine +being doneHomework:1. Make sentences with the following structure2. Exercises in STs or CS.课件9张PPT。www.themegallery.comUnit3 Reading listening and talkingNSEFC Student’s Book 7www.themegallery.comA pack of whales are leaping, playing
or hunting with their team members. Why not enjoy
a whale watching tour?It’s really amazing to see them in the fleshP25www.themegallery.com1.Take a close look at
whales on their annual
migration.Listen to whales singing.Witness their daily life.2.Enjoy other marine animalswww.themegallery.comThings are not always turning out
the way we wish. If you fail to see the whale you can
____________________
____________________
have another free tour
or half the fare refundedExe2,3,4,5 Speaking on P25-27www.themegallery.comwww.themegallery.comwww.themegallery.comC: Waiter! I’m not satisfied with your soup. W: What’s wrong?C: There’s no fly in my soup?
I’d like a refund please.W: I’m afraid no consumer here has such a
privilege. C: I’d like to talk to the manager.www.themegallery.comHomework:1..Basic information about the killer whalesspeciescolorsizefoodwhere livehow huntrelationshipwww.themegallery.com 2. Divide the first anecdote into 4 parts
and what are the main idea of each part? 1. What are the main ideas of the two anecdotes?3. What happened to James on the hunt? 4. How did Old Tom save James?2. Answer the following questions课件13张PPT。www.themegallery.comUnit3 Words and expressions in Unit3NSEFC Student’s Book 7Changxing high school Shen YongweiMade bywww.themegallery.comAn aquarium is a place where people can enjoy
a great diversity of creatures on the earth.aquariumswww.themegallery.comIt is in the sea that people can appreciate such
marvelous vivid creatures.Only in the ocean can people …www.themegallery.comA man is snorkeling in
shallow water, which
is probably 0.5 meter
in depth.www.themegallery.comA camera is falling
into a cave with
a narrow entry.www.themegallery.comAt the seaside, there is a
crowd of people yelling
when facing a whale and
some of them are scared
to death, even trying to flee.Near the shore, a whale gets
stuck and some local people
want to help the whale out.witnessesRelationship?www.themegallery.comPenguins and seals are common animals in
Antarctic. Isn’t it a real beauty when you see a pack of penguins is leaping from the ice, against the pure white background? Seals Penguinswww.themegallery.comThe ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes, but generally speaking, animals and plants with vivid colors are poisonous.www.themegallery.comThe fish, hanging upside down, is eating
some tasty plants.www.themegallery.comconsolidationHere is an interesting story (an a____) about a
learned man named Clancy who is crazy about
sea animals. This is how the story goes: the other
day, Clancy was cheated by an AD, saying a
cheap trip to Australia with good food and a____
was available. He was the only man interested.
He paid and was taken to an abandoned place
near the s____ by ship. There he found nothing
but a c___ to live in and he had nothing to eat.www.themegallery.comAs a consequence, he was forced to learn to live
like a fisherman, catching fish with n__ made by
him. Fortunately, Clancy had a gift in cooking, so
he could make t___ food with the fish he caught.
During the days near the shore, he experienced a
lot. He saw many p____ snakes and managed to
f___ and w___ two koalas fighting against each
other. He was also attacked by a shark with s___
teeth. Although he was slightly injured, he was s___www.themegallery.comto death. To his surprise, the kangaroos there got
familiar with him and even made friends with him
The kangaroos were always leaping a___ of him
and he was running after them, y___ happily. You
see the relationship between kangaroos and Clancy
was so p___. Day by day, he became accustomed
to the life there and even began to enjoy it, thinking
it was a life with m___. However, one day a helic-
-opter landed and down came two policemen,
Saying to help Clancy o___.www.themegallery.comHomework:Get basic information about sea creatures
through reading materials in STs or CS.2. Finish the exercise on P24: part1,2,3.
(2篇阅读) 如没设置题目,教师根据需要自行设计.3. Divide the text into 4 parts and write the main
idea of each part.
