Unit 3 Under the sea 教學(xué)設(shè)計(jì)

In this unit students learn about Killer whales and whaling in the early twentieth century, and also about the decline in shark populations in the world today. The unit asks students to think about contemporary issues such as whether whaling should be allowed and whether sharks should be protected.

The reading texts are in the forms of a fictional story, a diary entry and a retelling of an Init legend. The listening texts include a dialogue that show how to make a complain, radio news items and a radio interview.

Design: This unit can be divided into 7 periods.

1st period 2nd period 3rd period 4th period 5th period 6th period 7th period

Reading Language study Grammar Reading task in WB Extensive reading Listening Exercises

Period 1 warming up and reading

Teaching Aims:

Enable the students to know about animals and plants under the sea.

Help the students to learn an Inuit legend about the Killer Whale.

Important points:

Reading comprehension to the text

Understanding the relationship between the killers and the whalers.

Important words and expressions

Difficult points

The relationship between the killers and the whalers

Teaching methods:

Scanning and skimming

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1: pre-reading

Writer Clancy

Vocation A whaler

Style Anecdotes

time At the beginning for the 20th century

Place Australia

Main idea The killer whale help people to kill baleen whale

Step 2: scanning

Scan the text, and 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.___________orderd 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

5._________was carried by the waves further and further away from the whalers.

6. _______________knew that Old Tom would protect James.

Step 3 : Skimming (put the sentences into the right order.

( ) George started beating the water with his oar

( ) Clancy grabbed his boots and raced after George to the boat

( ) Clancy arrived at the whaling station

( ) The killers started racing between our boat and the whale

( ) Clancy heard a huge noise coming from the bay

( ) Clancy was sorting out his accommodation

( ) Clancy ran down to the shore

( ) The man in the bow of the boat aimed the harpoon at the whale

Step 4: careful reading

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

2. what other animals did the author compare the killer whales with?

3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?

4. why did George think that the killer whales worked as a team?

5. why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?

6.why did the whalers return home without the whale’s body?

7.How do you think Red felt about the killer whales?

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

Step 5 Discussion

Describe the relationship between Old Tom and the whalers. What other animals help out humans in hunting?

Step 6 debating

The last whaling station in Australia closed in 1978. whales are now an endangered species and protected by an international ban, but some countries oppose the ban. In groups discuss the reasons for and against banning whaling.

Step 7 Homework

Finish Ex.1&2 in page 22

Period 2 learning about language

Teaching Aims:

Teaching the students the important words and expressions

Important points:

Witness, ahead of, drag, in the meantime, abandon and so on

Teaching methods:

Ask and answer questions activities

Teaching aids

A computer and a projector

1.be present at sth and see it______________

v. 親眼看到

昨天在回家路上我目擊了一場(chǎng)事故。

__________________________________

Witness： suggest, indicate 表明， 說(shuō)明, 作證

Her flushed face witnessed the great excitement she felt.

沒(méi)有人證明他在場(chǎng)

__________________________________________

Witness n 目擊者， 證人， 證據(jù)

The witness left the court

a living witness to 一個(gè)活生生的證人

Bear witness to 為…作證

…I witnessed it with my own eye many times

2.I was sorting out my accommodation

Sort out 發(fā)類， 整理

I’m just sorting out the paper that can be thrown away

Sort out 解決

We’ve got a few little problems to sort out

Sort through 查看并挑選出

Put away 把…存放好

3. rooms, esp. for living in__________

n. 住所, 膳食

今晚我們能找到旅館住宿嗎？

____________________________________

accommodate v.適應(yīng)，調(diào)解。

Accommodating adj. 親切的， 易打交道的

4.Send sth throw the air with some force ________

Throw itself out of the water 形象地表現(xiàn) 了鯨躍出水面的動(dòng)作

I felt encouraged when he threw cold water on my idea

She threw herself into a chair and began to cry

He has thrown himself into gardening

The fire threw hundreds of workers out of work，

…sea an enormous animal throwing itself out of the water and then crashing down again

5. further forward in space or time __________

向前， 朝前， 在前

B. in the lead over sb. or sth __________

在…之前

He ran ahead.

Time here is nine hours ahead of London

Ahead of 比…好

He is ahead of me in Chinese

Get ahead of 超越

By working hard he got ahead of the rest of the class

3. George said as he ran ahead of me

喬治在我前面邊走邊說(shuō)

我們和其他捕鯨人都跳上船， 朝海灣開(kāi)去

We headed the boat out to sea

We are heading home

Head 帶領(lǐng)

Who is heading the Party?

Whose name heads the list?

4.We jumped into the boat with the other whalers and headed out into the bay

There was Tom, circling back to the boat, leading us to the hunt again

湯姆出現(xiàn)了， 轉(zhuǎn)回到船邊，又領(lǐng)我們前往捕鯨處

Lead 向?qū)?/p>

She led a blind man across the street

Our guide led us to the museum

Lead 通向

All roads lead to Rome

Your explanation has led me to a clear understanding

Lead sb to do 使…干

What lead you to believe it?

Its body was dragged by the killers down into the depths of the sea

Drag 拖

He dragged the table into the corner

Drag down 把人拖垮

Drag one’s feet 故意拖延

Drag in 拉進(jìn)去

Drag on 拖延，拉長(zhǎng)

Depths 表示底層， 深處

The depths of the ocean

The depths of the jungle

The depths of the country

The depths of winter

The depths of one’s heart

The depths of despair

海洋深處

叢林深處

窮鄉(xiāng)僻壤

隆冬

心靈深處

絕望的深淵

In the meantime, Old Tom, and the others are having a good fed on its lips and tongue

In the mean time 在這期間， 與此同時(shí)

The conference will begin in an hour, in the meantime, let’s have a coffee.

Feed on 吃， 以…為食

Cows feed on hay during winter

Feed…on / feed …to 以…飼養(yǎng)

We feed our dog on meat = we feed meat to our dog

Feed … into / feed …with 給…添加

He fed the fire with some logs= he fed some logs into the fire

8. From James’s face, I could see he was terrified of being abandoned by us 從詹姆斯的臉上我能看出他非常恐慌， 生怕我們一遺棄

Abandon 放棄 拋棄

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

Abandon one’s country

Abandon one’s friend

Abandon one’s post

Abandon one’s family

Abandon a bad habit

Abandon one’s hope

Abandon one’s plan

放棄祖國(guó)

放棄朋友

放棄職位

放棄家庭

放棄希望

放棄計(jì)劃

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

Hold up 舉起

I help up my hand to show that I had a question

Hole up 使延誤

we were held up on our way to the airport in a traffic jam.

Period three Grammar

Teaching Aims:

Revise the Passive Voice (2) ---including the –ing form

Important points:

The Passive Voice, exercise concerning the Passive Voice –including the –ing form.

Difficult points

Rewriting the sentences

Teaching methods:

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1: 構(gòu)成： being +dong

它表示一個(gè)正在進(jìn)生或與謂語(yǔ)表示的動(dòng)作同時(shí)發(fā)生的被動(dòng)的動(dòng)作。

Being badly wounded, the whale soon died.

George didn’t like being kept waiting

I am not interested in the topic being discussed.

Find examples of this structure in the reading passage

1. I had already heard that George didn’t like being kept waiting.

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

3. being badly wounded , the whale soon died

4. from James’s face, I could see he was terrified of being abandoned by us

5. when we approached him, I saw James being held up in the water by Old Tom.

Step 2 fill in the blanks

1. the boy is afraid of _________________ by the dog.( attack)

2.The audience is delighted to see the girl ____________________ a prize (award)

3. The man is tired of __________________ by his boss (shout at)

4. After _______________ for failing the exam , the child started crying. (blame)

5. Peter is excited about _______________ to the party (invite)

6.The woman doesn’t like ______________ by anyone. (keep waiting )

p22

1. being attacked

2. Being held up

3. Being included

4.Having been accepted

5. being told

6. Being helped out

7. being taken

8. being photographed

9. being swallowed

10. being thrown about

Step 3 Complete each sentence in several ways with 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.

When I was in primary school I used to like…

I wouldn’t mind …

When I was a child, I used to fear…

P65 exercise 2: Rewrite the sentences using the passive form of the verbs

1. no one told us that the whale watching tour had been cancelled

2. do you think the sand castle could have been made by Ben?

3. we were taken to be produced by dirty living conditions

5. the playground is being used as a car park

6. the thief was seen entering the house with knives by the witness

Period four

( Reading Task in Workbook)

Teaching Aims:

Learn THE INUIT LEGEND OF SEDNA THE SEA GODDESS

Discuss origin of the sea goddess

Important points:

Important words and expressions

Teaching methods:

Scanning and skimming

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1 Discussion

Picture 1 :

1. which part of the world do you think this man is from? Give reasons

2. what do you think his clothes are made of?

Picture 2:

1. have you seen pictures of a creature like this before? Where?

2. do you know any story that involves a creature like her? What is her story?

Step 2 reading

Put the sentences into a right order

A. Sedna discovers that her husband is a sea bird

B. the Inuit believe Sedna has power over the animals in the sea

C. The bird man is so angry at Sedna’s escape that he causes a sea storm

D. Sedna’s father throws Sedna into the sea and she becomes a sea goddess.

E. Sedna doesn’t want to get married but her father tells her she must

F. Sedna ‘s father helps his daughter to escape

G. Sedna agrees to marry a stranger who promises her a good life

Step 3 Read the story again and answer the questions in pairs

1. why did Sedna need to have someone to look after her?

2. why did the bird man dress up as a human?

3. why did Sedna’s father throw Sedna into the sea?

4. what do you think happened or should have happened to Sedna’s father? Give reasons.

5. Is Sedna very powerful? Give reasons

Keys

1. because her father was getting too old to look after her.

2. Because he wanted to marry Sedna and he thought that she wouldn’t marry him if she knew he was a bird

3. Because he was very frightened of the bird man and was probably afraid that the bird man was going to kill him. He probably thought that the bird man would stop the storm if he gave the bird man what he wanted

4. perhaps her died in the storm or should have died in the storm, because he’s not a good father to Sedna

5. Yes, because she has the power to keep the sea animals away from the hunters if she is angry. It is very serious if she does this as the hunters depend on the sea animas for food.

Step 4 Writing

1.with a partner, take turns to tell the story about Sedna. Use the topics from Exercise 1 as a guide.

2. now write down the story without looking at the reading passage.

3. when you have finished, use the questions in the table below to assess you own writing.

Now read your partner’s writing and assess it , using the questions in the table below.

Go through the table with your partner and explain your answers

Sample writing

S 1 Once there was an Inuit girl called Sedna, her father insisted that she marry the next man she met. One day a man came in a boat promising to marry Sedna and give her a good life. It was only after the marriage she discovered that her husband wasn’t a real man but a sea bird

S 2 : she was very unhappy and tried every way she could to tell her father of her unhappiness. Eventually her father heard her cried and came to rescue her

S 1: when the birdman saw that his wife might escape, he caused a great storm to rise up

S 2: Sedna’s father was so frightened that he threw her over the side of the boat and into the sea. She turned into a sea goddess.

S 1: So now the Inuit believe that Sedna has power over the animals in the sea.

Period five Extensive reading

(Using language Reading and discussing)

Teaching Aims:

Enable the students to learn more about the animals and plants under the sea

Help the students to learn an some important words and expressions

Important points:

Reading comprehension to the text

Animals and plants under the sea

Important words and expressions

Difficult points

Discussion

Teaching methods:

Scanning and skimming

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

Step 1 Scanning

Glance quickly through the diary entry and number topics in the correct order.

Topic

Colors and shapes

Dangers

Reflecting

The reef’s edge

A final thought

Some sea creatures

Paragraph number

Suppose you are snorkeling now, list your delights and dangers

Step 2 Reading

Complete these noun groups from the diary entry, note the use of adjectives.

1. _________ air

2. __________ anemone fish

3.__________ lips

4.___________ reef sharks

5.____________teeth

6. ____________angel fish

7._____________water

8._______________mouth

9. ________________sea slug

10 _________________turtle.

Step 3 Language points

The first thing I became aware of was all the vivid colors surrounding me …

Aware of 意識(shí)到， 知道， 明白

Nerves make people aware of what their bodies are feeling

Be aware that

Everyone was aware that they didn’t get along well with each other

Are you aware that it is getting windy outside.

Upside down 倒懸

Inside out

You’d better turn the bottle upside down to empty out the oil

Why ? Look at Jim, his jacket is inside out

The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean

A sharp drop 陡直向下的坡

Sharp 銳利的， 鋒利的， 明顯的， 強(qiáng)烈的， 刺耳的， 急劇的， 精明的， 敏捷的

I think I need a sharp pencil

She has got a sharp mind and a sharp tongue

The photograph isn’t quite sharp enough

there is a sharp bend in the road

Lemons have a sharp taste

Period 6 listening

Teaching Aims:

Train the students listening skills

Important points:

Listening skills and imitating after the tapes

Difficult points

Imitating

Teaching methods:

Listening and imitating

Teaching aids

A computer and a projector, a tape recorder

Teaching Procedures & ways

Ex 1

1. you can see whales, listen to whales singing watch them underwater, see other marine animals such as dolphins, seals and penguins.

2. various answers are possible.

3. if you missed your plane because of the tour agency’s fault, you get a full refund, if you don’t see a whale, you would get half the fare back.

Ex 2

Good aspect: 1 3 4 6 8

Bad aspect : 2 5 7

Order: 3 1 5 8 7 6 4 2

Not started by the tourist although she did say she wanted to speak to the manager.

Not stated although the tourist probably would not get another tour or a refund

A full refund

A full refund

A full refund

A refund of half the fare

Dialogue 1

1. I am sorry but weren’t very happy with the tour.

2. well, it was so wet we couldn’t go outside…my two kids are very disappointed

Dialogue 2

1. yes, the whales were awesome but I’m feeling very annoyed.

2. I’m sorry but that’s not good enough. I now have to make another airline booking and I have no idea whether there’ll be any seats available. I’d like a full refund

Dialogue 3

1.excuse me , the tour wasn’t what my husband and I had expected and we’s like a refund please.

2. I’m afraid that’s no good for us as we’re visitors to this area and we’re leaving tomorrow morning

3. well, actually, we’d like a full refund

Ex 5

Can’t control

Did see

Good enough

Do you any good

Agree

Fact

Did see

P 65

Ex 1 :

order:

6 4 7 1 5 8 2 3

Ex 2

1. No ( the chance of being bitten is very small; most sharks are not interested in attacking people)

2. three

3. wild pigs, lightening, bee stings.

4. sharks

5.The shark fin trade.

6.a 15 years; B 14 months; C 7-9

7. 400 million years

8. many shark species will not be able to survive.

Period 7 exercise

Teaching Aims:

Exercise in the work book

Important points:

Translation and passive voice

Teaching methods:

Ask and answer questions activities

Individual, pair and group work

Teaching aids

A computer and a projector

Teaching Procedures & ways

P22 ex1

Accommodation

Shore

Pack

Snorkeling

Depths

In the meantime

Ex 2

Annual

Witnessed

Helped out

Ahead of

Flee

Relationship

Dragged

Abandon

yell

Ex 3

anecdotal deep magical dimension beautiful

awareness vividness poison pure sharpness

narrowness taste/ tastiness shallow awe

Ex 2

the vividness

Awareness

Anecdote

Tasty

Poisonous

Dimensional

pure

translation

1.She was standing right next to me before I became aware of her presence

2.Whenever Kelly reads a book, she likes to reflect on its meaning for a while

3.There was nothing I didn’t like about the performance, it was pure enjoyment

4.You pain that wall and, in the meantime, I will prepare this one for you to paint next

5.My daughter loves to hang upside down on the playground equipment.

6.The strange noses in the night scared me to death