2020届一轮复习人教版选修七Unit3Underthesea单元教案（61页word版）

2020届一轮复习人教版选修七Unit3Underthesea单元教案（61页word版）

2020 届一轮复习人教版选修七 Unit 3 Under the sea 单元教案 指导思想与理论依据 指导思想 本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实 生活紧密联系；将课堂教学放在具体的语言情景之中；把听、说、读、 写语言技能的训练综合运用于课堂教学之中。通过探究法、观察法和 发现法，让学生发挥主观能动性，改变原有的教师说解、说教的形式， 重视知识和结论形成过程。努力发挥形成评价的激励机制，利用两两 合作、小组活动的方式，激发学生参与教学的热情。根据学生的认知 能力和接受程度，设计了编写对话和仿写作文等任务，使任务具有可 操作性， 让学生整堂课都处于新鲜感不断的亢奋状态中，并产生继 续学习的动力。 总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提 高语言的实际运用能力，达到最终教学的目的。 理论依据 《普通高中英语课程标准》明确提出：“要通过设计丰富多彩的课内 外学习活动，使学生在参与交际活动的过程中形成交际策略。”和“教 师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式， 鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、 读、写的综合语言技能。” 教材内容分析 Unit 3 的主题是“Under the sea”，中心话题是海底世界，听、说、读、 写活动主要围绕海底动植物、海底奇妙景观，以及有关大海的神话故 事展开的。教学内容由两篇阅读，两份听力，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：1.两起虎鲸轶事。(P20－21) 2．一篇有关海洋见闻和感受的日记。(P24) 听力内容是：1.三个观鲸人对旅行社服务的一些抱怨。(P25－27) 2．有关鲨鱼攻击人类事件的新闻报道。(P62) 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。(P65－66) 话题和写作内容：1.用 Using Language 阅读中表达感受的词汇描述过 去的难忘经历。(P24) 2．用 speaking and writing 中的抱怨用语在设置的情境中礼貌抱怨。 (P27) 3．用以前学的 persuasive writing 的表述写一篇有关正确对待海洋生 物，禁止乱捕的劝诫性文章。 学情分析 高二学生对这个新鲜话题普遍很感兴趣，积极性也比较高，但大部分 学生对新学的单词词汇还是比较生疏，运用英语进行交际的能力还是 比较薄弱的，因此教师可以利用丰富多彩的图片资源，在任务型教学 下完成本课题的学习。班级里的学生水平参差不齐，有些差距还是比 较大的，因此在教学过程中，布置的任务要兼顾各个层次的学生，使 他们通过听、说、读、写都有所获。 知识目标 1．掌握本单元教学目的和要求中的单词和词汇。如：anecdote，annual， witness，accommodation，shore，yell，pack，flee，drag，depth，lip， abandon，relationship，seaside，net，dimension，reflect，pure，cell， aware，vivid，narrow，sharp，tasty，scare，shallow，awesome，seal， pension，pensioner，help out，be/become aware of，upside down， be scared to death，etc. 2．帮助学生更多地了解海洋/海底世界。 3．复习动词 v.－ing 形式的被动式。 能力目标 1．提高学生阅读能力和赏析水平。 2．在写作中学会表达责备、抱怨和要求赔偿。 情感目标 培养学生热爱和保护海洋生物的爱心。 教学重点 1．更多地了解海洋海底生物。 2．树立正确的观念“海洋生物和人们是朋友”并要热爱和保护它们。 教学难点 1．巩固动词 v.－ing 形式的被动式的用法。 2．在写作中学会表达责备、抱怨和要求赔偿。 教学方法 1．任务型教学。 2．合作型教学。 Unit 3 Teaching plans Period 1 Vocabulary and Warming Up Period 2 Pre－reading，Reading and Comprehending Period 3 Language Study Period 4 Grammar Period 5 Using Language：Reading，Discussing and Writing Period 6 Listening，Speaking and Writing Period 7 Listening Task，Talking and Writing Period 1 Vocabulary and Warming Up Teaching aims 1．Learn to pronounce the new words correctly and know their exact meanings in the context. 2．Guide students to use the new words in complete sentences with the help of pictures. 3．Learn to use the correct forms of the new words according to the context. Teaching procedures Step 1 Warming up 1．What is it in the second picture？And where are the watchers？(an aquarium) 2 ． Why do people buy aquariums or visit aquariums ？ (to decor ate 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 use to describe them ？ (beautiful/wonderful/marvelous/ splendid...) Step 2 Get familiar with the new words Show pictures—lead students to output the new words—to make a complete sentence. Picture 1 1．What special equipment is the man wearing？(a snorkel) 2．What is the man doing？(go/be snorkelling) 3．Do you think it is very deep？Guess the depth of the water. What word will you use to describe the water？(deep/shallow/...in depth) Suggested answers ： A man is snorkelling in shallow water which is probably 0.5 meter in depth. Picture 2 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 it？ (a narrow entry) Suggested answers：A camera is falling into a cave with a narrow entry. Picture 3 1．Where are the people？(near the shore/at the seaside) 2 ． Suppose you were one of them ， what would be your feeling or reaction when facing a whale? (yell/be scared to death/flee from the shore) 3．Suppose these are local people and the whale has difficulty returning to the sea，what will they do in your opinion？(help...out) 4．Suppose the next day a news 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. Suggested answers：At the seaside，there is a crowd of people yelling when facing a whale and some o f 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 next day a news reporter interviews them. The relationship between them is interviewer and witnesses. Picture 4 1．What is the animal called in English？(seals) 2．Usually，where do you suppose we can find seals and penguins？(in Antarctic) 3 ． What 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 something to describe the scenery. Suggested answers：Seals are common animals in Antarctic. Isn't it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background? Picture 5 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. Suggested answers：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 . Picture 6 1．Is the fish swimming in the normal way？(hang upside down) 2．What do you suppose it is doing？(eating tasty plants) Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean. Step 3 Consolidation One afternoon I was sorting out my a______ when I heard a huge noise coming from the bay. As we ran down to the s______，we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them. With Old Tom guiding the way，we soon got close to the hunt，astonished to see a whale being a______ by about six other killers. Some t______ themselves on top of the whale's blow－hole to stop it b______ while others tried to stop it f______ out to sea. Then a whale hunter in the boat a______ the harpoon at the whale and hit it. Soon the whale died. The killer whales d______ the body of the whale down into the sea. The body would f______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______. On another occasion，James，a whaler，was w______ off the boat. I was terrified to see a shark a______. Fortunately，Old Tom held James up in the water while the other killers were still attacking the whale. Suggested answers：accommodation；shore；attacked；threw；breathing； fleeing；aimed；dragged；float；tongue；washed；approaching Step 4 Homework Get more information about sea creatures on the Internet. Period2Language points 教材分析 Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip. Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile ， students may have some basic information about the text. The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teac her can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this， students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier ， the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions. For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively， choosing a reporter in their group. Students will think actively，so various answers are possible. To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible. At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling. 知识目标 1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite， yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon， shark，relationship，help...out. 2．Let students learn about several different types of whales，especially the killer whales. 能力目标 1．Enable the students to learn to talk about their favorite sea animals. 2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills. 3．Develop their creative thinking ability. 情感目标 1．Arouse students' great interest in sea animals. 2．Make them aware of the relationship between man and animals and the importance of banning whaling. 3．Develop students' sense of cooperative learning. 教学重点 1．Reading comprehension to the text. 2 ． Learning more about the killer whales and understanding the relationship between the killer whales and the whalers. 3．Important words and expressions. 教学难点 1．The relationship between the killer whales and the whalers. 2．Develop students' reading ability. 教学方法 1．Individual，pair and group work. 2．Task－based teaching and learning. 3．Quiz，discussion，blank－filling，retelling，debate. 教学工具 A computer and a projector. 教学过程 Step 1 Warming up 1．Ask some students to show some pictures of their favorite sea animals and introduce them to the class. The introduction should cover these aspects： •The English and Chinese name of your favorite sea animal. •Where did you find it? •Some features of it，its distribution，or living condition. Anything about it is welcome. •Why do you like it? Sample introduction： 1 My favorite sea animal is dolphins( 海 豚 ) ． I found them at an aquarium this summer holiday. Dolphins are very meek( 温 顺 的 ) ． Neither as timid animals in virgin forests who run away immediately they discover a stranger ， nor as beasts in remote mountains who bare fangs and brandish claws the moment they encounter a person ， dolphins are always friendly with people. Dolphins and human beings have been on friendly terms all along. I like dolphins，because dolphins are truly intellectual. They can even imitate some people's voice after a period of training. Yet，dolphins have intelligence different from common animals. The volume and mass of their brain are among the most considerable in the animal world. Up to the present moment ， scientists have two different views on animals' intelligence：one is that of all animals，chimps are the most intellectual and capable；another is that chimps are no more capable of studying than dolphins，and it is probable that dolphins are more intellectual than chimps. Therefore，some people consider dolphins as “wizards in the sea”． When mentioning dolphins，people will probably speak highly of their supernormal intelligence and ability. In that aquarium，it is common that dolphins are giving a wonderful performance by following the trainer's instructions. They seem to be capable of understanding what mankind expresses and taking actions according to the instructions. At present， the majority of people marvel at dolphins' supernormal intelligence as a kind of sea animal. But to what extent can dolphins' intelligence and ability achieve？It remains to be probed and researched. ②My favorite sea animal is tropical fish(热带鱼)．I found them on a snorkelling trip. I was attracted by its colorful appearance. In the half an hour's trip from the shore，I found coral reefs，tropical fish and other marine life. Excitedly，I bought some fishes home. It was my first time to raise tropical fish. One month ago my friend told me that tropical fish are easier to raise than the golden fish. Her words let me think of another friend of mine. He is raising tropical fish. I am feeding four categories of tropical fish. Two black marry，eight peacocks，another two fishes， although I don't know the ir names，are the most beautiful. The peacock is the smallest and isn't colorful as I have seen in other places before. My friend told me they will be beautiful when they grow up. So I put the eight peacock fish into a small fish jar. I observes them every day and is expecting them to be bigger and more colorful. Two of the four big tropical fishes have died including the beautiful one. Perhaps the beautiful fish's life is fragile. If it is true，then I don't expect the small peacocks to turn beautiful. I shouldn't be so greedy to want both. That they just have strong life is enough for me. 2．The teacher show the picture of a killer whale and do a small quiz about it. (1)What's the Chinese and English name of this whale? 虎鲸 Killer whales (2)Can you match these whales with their Chinese and English names？ (Show students some pictures of different whales.) baleen whale 须鲸 sperm whale 抹香鲸 blue whale 蓝鲸 white whale 白鲸 (3)Which of these kinds of whales can grow to be the largest? Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight) (4)Humans have been hunting whales for more than __A__ years. A．2000 B．1000 C．500 (5)Will the killer whales attack people and eat them？ No. (6)Does a female killer whale give birth to a baby whale or lay eggs？ Give birth to a baby whale. (7)What does a newly－born baby killer whale feed on？__C__ A．Small sea animals. B．Sea plants. C．Its mother's milk. (8)Do the killers belong to the family of dolphins or whales？ Dolphins. (9)Male killer whales have a life expectancy of __B__ years ， while females can live as long as __D__ years. A．40－50 B．50－60 C．60－70 D．80－90 (10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales. A．2－50 B．20－50 C．30－60 (11)How many sounds can a killer whale make？ 62 sounds. (12)Are killers endangered species and in need of conservation？ No. (13)The killer whales are sometimes called the “__A__ of the sea” because they are both very fierce. A．wolf B．dog C．tiger Step 2 Pre－reading 1．Read the words in Pre－reading on Page 19 quickly and fill in the form. Writer An old man called Clancy Occupation •A whaler Style •Anecdotes Time •At the beginning of the 20th century Place •Australia What happened •The killer whales helped the whalers catch a baleen whale. Step 3 Skimming 1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote. Main ideas： Anecdote one：The killer whales helped the whalers to catch a baleen whale. Anecdote two：Old Tom saved a whaler James. 2．Fill in the blanks with the names of the roles 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. (5)______was carried by the waves further and further away from the whalers. (6)______knew that Old Tom would protect James. Suggested answers ： (1)Clancy (2)George (3)Old Tom (4)Jack (5)James (6)Red Step 4 Scanning 1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet. Anecdote one： There was perfect cooperation between the whalers and the killer whales. Before the hunt The killers' action ： Threw_itself out_of the water and then crashed_down again. Swam_by the boat，showing the whalers the way. Circled back to the boat, leading the whalers to the hunt. The whalers' reaction ： A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him. They jumped_into_the boat with the other whalers and headed_out into the bay. During and after the hunt The killers' action：A pack of killers are throwing_ themselves on top of the whale's blow－hole to_stop it breathing；some others are stopping it fleeing_out to sea. The killers started racing between the whalers' boat and the whale，just like a pack of excited dogs. Within a moment or two，the whale's body was dragged down into the depths of the sea. The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot. Started turning the boat around to go home. Anecdote two： The dangers facing James： (1)He was washed off the boat and was carried away by rough waves. (2)There was a shark out there. The help offered by Old Tom： (1)Old Tom wouldn't_let_the shark near. (2)Old Tom firmly held James up in the water. 2．Reading aloud and underlining expressions. Students read the text aloud to the tape and underline all the expressions in the text. Put them down into their notebooks after class as homework. Suggested answers： Collections：at the time，witness sth. with one's own eyes many times， sort out my accommodation，in time to do sth.，crash down，yell out， ahead of，flee out to sea，aim at，let sth. go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.， be carried further and further away，be firmly held up in the water 3．Reading，identifying and settling. Students skim the text once again and identify the difficult sentences. Let them try analyzing the structures of the difficult sentences and discuss them among their group members. They may also turn to the teacher for help. •...George didn't like being kept waiting... •...I could see a whale being attacked by a pack of about six other killers. •Being badly wounded，the whale soon died. •...I could see he was terrified of being abandoned by us. Step 5 Discussion After the students read the passage，ask them to discuss the following questions in groups and then report to the class. 1．Why has the killer whale got the name Old Tom? 2．Do you like killer whales？Why or why not? Suggested answers： 1．Old Tom is a person's name. In my opinion，the reasons why the killer in the text is called so may be two. For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name. For another，the whalers called it Old Tom，just as they were calling a man. That is to say，the whalers treated it as their dear friend. In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea. In return，the killer can get part of the baleen whale as its food. So to some extent，the whalers and killers are depending on each other. They cooperated well and lived in harmony with one another. 2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near. They are so clever and friendly to human beings. What's more，they worked as a team，which should be learned by us when we are working. I don't like them. Though they are clever and friendly to us，they are too fierce. To my great surprise，they should eat the flesh of another whale. I could hardly believe it. I have never heard of one animal killing his families and even eating their meat. How pitiful it is! Step 6 Further－thinking 1．What else do you think is amazing in the story？Show your evidence. 2．What is an anecdote? Suggested answers： 1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals. I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing. But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue. Or they just want to share it with the whalers in return for their cooperation. 2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story. Step 7 Consolidation Ask students to retell the passage with the help of their worksheet. 1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James. Your anecdote should at least consist of two paragraphs： Paragraph one：about the writer，time，place and what happened Paragraph two：detailed information about the anecdote For reference： In the name of Old Tom I am Old Tom，a killer whale. I live in the southeastern ocean of Australia. Enormous as I am，I never harm or attack people. Instead，I always help the whalers catch baleen whales. At the beginning of the 20th century，it was I and my companions who assisted the whalers in hunting a huge baleen whale. And later，I did save James from being drowned. On that day，when I found a baleen whale nearby，I quickly threw myself out of the water and crashed down again. As soon as they saw this and headed out to the hunt，I swam by the boat，showing them the way. Usually we work as a team—a pack of about six of us killers. Some threw ourselves on top of the whale's blow－ hole to stop it breathing. And those others stopped it fleeing out to sea. At last ， we succeeded in catching it. In the meantime ，we enjoyed the lips and tongue of the baleen whale，leaving the rest of it to the whalers the next day. One day，James was washed off the boat. The sea was rough. The waves were carrying him further and further away. Worse still，I saw a shark swimming around. From James's face，I could see he was terrified of being abandoned by others and attacked by the shark. But I wouldn't let the shark near. When they approached him，I had been holding him up in the water for half an hour. I do hope you could witness them with your eyes. And most importantly， you should learn from us—“work as a team”！ In the name of the baleen whale I was a pitiful baleen whale. I once lived in the southeastern ocean of Australia. At the beginning of the 20th century ， a misfortune did fall upon me. To my great sorrow，I was cornered and killed by the whalers with the help of another kind of whale called killer whales. On that day，I was found by a killer whale called Old Tom nearby. He quickly threw himself out of the water and crashed down again. As soon as the whalers saw this and headed out to the hunt，he swam by the boat，showing them the way. Usually the killers work as a team—a pack of about six of them. Some threw themselves on top of my blow－hole to stop me breathing. And those others stopped me fleeing out to sea. At last，I was worn out and had no luck. I was badly wounded by a harpoon. I did nothing wrong. Why did they want to kill me？Later，I was dragged down into the depths of the sea，having had my lips and tongue eaten. I was sent back to the whalers the next day. I really hated the killers. If they hadn't helped the whalers，I could have fled out to sea to enjoy my rest life. In the name of James I am James，a whaler. I live on the southeastern coast of Australia. At the beginning of the 20th century，I was saved by Old Tom，a killer whale. Believe it or not，the killer whales can not only help us hunt but also save people when they are in danger. One day，Old Tom found a baleen whale nearby，it quickly threw itself out of the water and crashed down again. As soon as we saw this and headed out to the hunt，it swam by the boat， showing us the way. Usually the killers work as a team—a pack of about six of them. Some threw themselves on top of the baleen whale's blow －hole to stop it breathing. And those others stopped it fleeing out to sea. At last，we succeeded in catching it. In the meantime，the killers enjoyed the lips and tongue of the baleen whale，leaving the rest of it to us the next day. Another day，I was washed off the boat. The sea was rough. The waves were carrying me further and further away. To make matters worse，I saw a shark swimming around. I was terrified of being abandoned by others and attacked by the shark. But to my surprise，Old Tom wouldn't let the shark near. When my companions approached me，I had been held up in the water by Old Tom for half an hour. This experience left a deep impression on me. I really appreciated Old Tom. It was it that gave me a second life. Step 8 Debate 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 9 Homework 1．Write down the useful new words and expressions，then learn them by heart. 2．Write down an anecdote in the name of Old Tom，the baleen whale or James. 备课资料 Physical Description The killer whale，or orca，is the largest member of the dolphin family. Killer whales are large and robust with a blunt head and reduced beak. With their striking pigmentation，they are not often confused with other species in their natural setting. Orcas are jet black with a white patch behind and above the eyes. The lower jaw and throat are also white， contiguous with a white belly patch that extends back to the genital region. The undersides of the flukes are white and white lobes extend upwards from the white belly to behind the dorsal fin. A grey saddle patch is found behind the dorsal fin，the shape of which is unique to individual whales. The tall dorsal fin of mature animals，especially males， can reach up to 1.8 meters(5.9 feet)．Males reach 8.5 meters(28 feet)in length，while females reach 6.7 meters(22 feet)． Natural History Killer whales are one of the most cosmopolitan species of whales，with a distribution that spans tropical oceans and arctic seas. They are highly social and form strong and persistent social bonds with their pod members. Pods are made up of extended family members and 2 or more pods may come together for short periods to mate. The world's killer whale population seems to consist of subpopulations adapted to live within the specialized niche of their environment. A pod's movements tends to follow those of their intended prey which ， depending on location，may include salmon herring，baleen whales，penguins and seals. Status In Canada，killer whales are listed as threatened by the Committee on the Status of Endangered Wildlife(COSEWIC)and are protected under the new federal Species at Risk Act(SARA)．Other populations worldwide may be protected under specific national legislation. Threats to the Species Although the global population of killer whales is not endangered ， different regional populations are depleted. Resident and transient populations off the coast of Vancouve r，Canada and Washington State， U.S.，were depleted by the live capture fishery for aquaria that occurred before scientists knew how many killer whales existed in the population. Today these populations number only a few hundred whales and are threatened by pollution，heavy ship traffic，and possibly reduced prey. Because of the killer whales' popularity ， there are concerns that intensive whale watching operations may drive whales from their preferred habitat. As well，noise－making devices attached to salmon cages to scare off predators may also force whales out of their preferred habitat，affecting their ability to feed. Some orca populations are also hunted in Japan，Indonesia，Greenland and the West Indies. 外形特征 虎鲸是一种大型齿鲸，身长为 8～10 米，体重 9 吨左右，背呈黑色， 腹为灰白色，有一个尖尖的背鳍，背鳍弯曲长达 1 米，嘴巴细长，牙 齿锋利，性情凶猛，食肉动物，善于进攻猎物，是企鹅、海豹等动物 的天敌。有时它们还袭击其他鲸类，甚至是大白鲨，可称得上是海上 霸王。 寿命：雄性：50～60 年；雌性：80～90 年，甚至 100 年 雌雄虎鲸外观 区别(上雄下雌) 虎鲸的体型极为粗壮，是海豚科中体型最大的物种。头部呈圆锥状， 没有突出的嘴喙。大而高耸的背鳍位于背部中央，其形状有高度变异 性，雌鲸与未成年虎鲸的背鳍呈镰刀形，而成年雄鲸则多半如棘刺般 直立，高度约 1 至 1.8 米。胸鳍大而宽阔，大致呈圆形，这点与大多 数海豚科成员的典型镰刀状背鳍不同。上、下颚各有 10 至 14 对大而 尖锐的牙齿作为武器，每颗牙大概有 8 厘米。在海湾的浅水地带，它 还喜欢用尾巴去钩拉海藻，发出“呼呼”的声音，不久，浑身就披满 了半透明的海草。 虎鲸的体色图样主要由黑与白这两种对比分明的色彩组成，位于身体 腹面的白色区域自下颚往后延伸至肛门处，在全黑的胸鳍之间变得狭 窄，到了肚脐后方产生分歧，尾鳍腹面亦为白色。背部与体侧皆为黑 色，但在生殖裂附近的侧腹处有白色斑块，眼睛斜后方亦有明显的椭 圆形白斑。在背鳍后方有呈灰至白色的马鞍状斑纹。 习性 虎鲸时常会有跃身击浪、浮窥等行为，或是以尾鳍或胸鳍拍击水面。 虎鲸的泳速最快可达时速 55 千米，可闭气 17 分钟左右。当周遭空气 凉爽时，通常可看见它们低矮而呈树枝状的喷气。它们对船只的反应 多样，冷漠忽视或是充满好奇心都有可能。偶尔会集体搁浅，群体有 时会被困在潮池或海湾中。在北极与南极海域，因为风吹而快速产生 的浮冰对虎鲸而言是一大麻烦，有时会因此迫使它们停留于水面开阔 的小水域里相当长的时间。 虎鲸喜欢群居的生活，有 2～3 只的小群，也有 40～50 只的大群，每 天总有 2～3 个小时静静地待在水的表层，因为肺部充满了足够的空 气，所以能够安然地漂浮在海面上，露出巨大的背鳍。群体成员间的 胸鳍经常保持接触，显得亲热和团结。如果群体中有成员受伤，或者 发生意外失去了知觉，其他成员就会前来帮助，用身体或头部连顶带 托，使其能够继续漂浮在海面上，就是在睡觉时也扎成一堆，这是为 了互相照应，并保持一定程度的清醒。 它们在一起旅行，用食，以 种群为社会组织，在广大的家庭中休息，互相依靠着生存长大。 食性 虽然它的牙齿非常坚硬，但却不如鲨鱼的牙齿那样锋利，因此主要用 于摄取而不是咀嚼，而被它叼住的食物都是整个吞下的。虎鲸的食物 多样，由小型结群鱼类、鱿鱼(枪乌贼)，一直到大型须鲸与抹香鲸都 有可能成为它们的猎物；其他的如海豹等鳍脚类动物、海龟、海豚、 海狗、海獭、海牛、儒艮、鲨鱼、魟等，甚至还有鹿与麋鹿，似乎是 趁它们游泳横渡水道时伺机捕食。甚至会利用涨潮冲到海岸边，捕捉 来不及逃走的海豹、企鹅。各群似乎有自己偏好的食物种类，例如某 些族群主要以鲑鱼、鲔鱼、或鲱鱼等鱼类为主要食物，某些群则会巡 视鳍脚类的登陆地寻找猎物，或跟随迁徙中的鲸群，有如狼群追踪北 美驯鹿的情景。虎鲸显然需要合作以袭击并制服大型猎物，但它们也 会合力将鱼群集中成一个大球，然后轮流钻入取食。虎鲸也会偷吃延 绳钓渔船上钩的鱼获，或吃食渔民丢弃的下杂鱼等。它们似乎会选择 性的咬食须鲸的舌头。其猎物可能深受对虎鲸的恐惧所影响，当虎鲸 出现时鳍脚类会逃往陆地或冰上，鲸豚则会游入浅水域或藏匿于浮冰 的裂隙间。 Period 3 Language Study Teaching aims 1．To learn the useful expressions and sentence structures in the reading. 2．To enable students to use language points both orally and in written forms. 3．To further understand the friendship between man and whales. Teaching procedures Step 1 Learning words and phrases 1．wit ness vt. (1)be present at(someplace)and see it 当场见到/目击 Did anyone witness the accident？有人亲眼看到那次事故了吗？ (2)“见证了”，时间、地点等作主语。 Recent years have witnessed the collapse of the steel industry. 近年来钢铁业日渐衰落。 n ．[C]目击者，证人 The police found the witness to the murder case. 警察找到了那件谋杀案的目击者。 There was no witness at the scene of the accident. 在事故现场没有证人。 witness 还可表示“作证”“证明”，常用“witness to sth./doing sth.” a live witness to...活生生的证人 bear/give witness to sth.为……作证 witness－box(英)＝witness stand (美)证人席 2．sort out (1)分类，整理 I am just sorting out the papers that can be thrown away. 我在整理可以被扔掉的文件。 (2)解决(问题/困难) We've got a few little problems to sort out. 我们有几个小问题要解决。 近义词：sort through 查看并挑选出 He was sorting through a pile of papers on his desk. 他在整理桌子上的一堆文件。 3．accommodation n. (1)rooms，esp. for living in 房间/住所 The high cost of accommodation makes life difficult for students in London. 由于住宿费用昂贵，伦敦的学生感到生活困难。 (2)lodgings，rooms and food(often pl.)膳宿(在英国英语中为不可数名 词，在美国英 语中为可数名词，常用复数) Can we find accommodations at a hotel for tonight? 我们今晚能找到旅馆住宿吗？ 短语：make accommodation for...为……提供膳宿 4．yell v．& n．叫喊/叫声，喊声 (1)v. shout often because you are frightened，an gry，or excited She ye lled(out)at her naughty child. 她朝她那淘气的孩子大喊。 They yelled at him to stop. 他们朝他大喊，让他停下来。 (2)n. a loud shout. e.g. a yell of delight/warning 5．ahead of (1)(时间、空间上)在……之前 (2)领先，比……强、好 6．head 朝……方向移动；带领 We headed the boat out to sea.我们将船驶向外海。 They are heading home. 他们正朝家走去。 Who is heading the Party？该党现在由谁在领导？ Whose name heads the list? 谁的名字列在名单的最前头？ head for＝leave for/start for 朝……方向走去 7．flee(fled，fled)vi./vt. 逃走，逃掉，消失 And those others are stopping it diving or fleeing out to sea... 其他的虎鲸阻止它潜水逃入大海…… The spectators fled in panic when the bull got loose. 那只公牛挣脱了束缚，吓得观众四下逃窜。 We were forced to flee to the country. 我们被迫逃往国外。 8．aim.v. aim(sth.)at sb./sth.瞄准，对准 aim at doing sth./aim to do sth.力求达到，力争做到 n．[U]瞄准 [C]目的，目标 9．drag v. (1)拖，拉，拽 He dragged the table into the corner. 他把桌子拖到角落里。 (2)勉强某人做 He hates parties，and we have to drag him into going. 他讨厌参加聚会，我们得硬拉着他去。 If he fails，he'll drag us all down with him. 如果他失败了，他会把我们大家一起拖下水。 10．depth n. ……的深度，深……的地方 ...its body was dragged swiftly by the killers down into the depths of the sea. 它的尸体被虎鲸们迅速拖向深海中去了。 Plant the beans_ at_ a_ depth _of _about six inches. 把种子埋到大概六英尺深的地下。 短语： in depth 深入地，彻底地 [拓展] t he depths of the jungle 丛林深处 the depths of the country 穷乡僻壤 the depths of the winter 隆冬 the depths of one's heart 心灵的深处 the depths of despair 绝望的深渊 11．have a good feed on...饱餐一顿 feed：n. meals or food for babies or animals 餐、顿。如： When is the baby's next feed? 下一次要什么时候喂这个婴儿？ v．give food to 喂养 feed sb./sth. on sth.＝feed sth.to sb./sth. 喂……吃…… feed on 以……为食(一般指动物)近义词 live on The prison is required to feed and clothe the prisoners. 监狱被要求向犯人提供食物和衣服。 Several children were feeding bread to the ducks. ＝ Several children were feeding ducks on bread. 几个孩子正在喂鸭子吃面包。 Owls feed on mice and other small animals. 猫头鹰以 老鼠和其他小动物为食。 12．From James's face，I could see he was terrified of being abandoned by us. 从詹姆斯的脸上，我能看出他非常恐慌，生怕被我们遗弃。 He abandoned his wife and children. 他抛弃了他的妻子和孩子。 此处 abandon 的意思是“放弃，抛弃”，相关短语有： (1)背弃祖国/朋友：abandon one's country/friend (2)抛弃家庭：abandon one's family (3)革除陋习：abandon a bad habit (4)放弃职位/希望/计划/主意：abandon one's post/hope/plan/idea 13．help out 帮助……(摆脱困境或危险) My mother helped me out(with some money)when I lost my job. 我的母亲在我失业的时候给我金钱上的援助 帮我摆脱了困境。 The children help out in their father's shop when things are busy. 父亲店里忙的时候，孩子们在店里帮忙。 14．approach vi.& vt. 接近，靠近 n．接近，道路，方式，方法 15．hold up (1)支撑，举起 (2)延迟，阻碍 Step 2 Using words and phrases 1．Do Exercises 1 and 2 on Page 63 in Using Words and Expressions. 2．Translate the following sentences into English，using the words and expressions given in brackets. (1)当我意识到她在场之时前，她正好走到我身边。(be aware of) (2)凯莉每读一本书都喜欢反思一下书的含义。(reflect on) (3)这场演出没有什么可以挑剔的，这是真正的享受。(pure) (4)你刷那面墙，同时我准备好这一面墙你好接着刷。(in the meantim e) (5)我的女儿喜欢把 自己倒吊在操场的机械上。(upside down) (6)夜里一些奇怪的声音把我吓得半死。(scare to death) Suggested answers： (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 paint 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 noises in the night scared me to death. Step 3 Consolidation Ask students to retell the text after learning the useful words and phrases. Step 4 Homework 1．Finish off Exercises 1 and 2 on Page 22 in Learning about Language. 2．Go over the useful words and phrases in the text. Period 4 Grammar Teaching aims 1．Students will be able to recognize the －ing/being done forms and know the exact meanings of them. 2．Students will be able to use these two forms correctly. Teaching procedures Step 1 Revision Ask students to answer the following questions without referring to the 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 h eaded into the bay? 4．What did Old Tom do after George beat the water? 5．What did Clancy witness when they drew near? Suggested answers： 1．He saw a whale throwing itself out of the water and then crashing_ down again. 2．Because Clancy had already heard that George didn't like being_ kept_ waiting. 3．They could see Old Tom swimming by the boat，showing them the way. 4．Tom circled back to the boat，leading them to the hunt again. 5．He could see a whale being_ attacked by a pack of about six other killers. Next，ask students to pay attention to the underlined words and lead into the grammar item—“v.－ing”/“being done”． Step 2 Grammar learning 1．现在分词(－ing 形式)的构成。 v．－ing 形式由 “do＋ing” 构成，其否定形式是 “not doing”，v. －ing 可以带宾语或状语构成 v．－ing 短语，没有人称和数的变化， 但有时态和语态的变化。 2．动词－ing 形式的被动式分一般式和完成式： (1) 一般式：表示这个被动的动作正在进行或与谓语表示的动作同时 发生。 (2) 完成式：强调这个被动的动作在谓语动词所表示的动作之前完成。 语态时态 主动语态 被动语态 一般式 (not)doing (not)being done 完成式 (not)having done (not)having been done 3.动词－ing 的被动式的句法功能。 (1)作主语。如：So_being_killed_by_sharks was a common thing. (2)作宾语，用在介词后或需要带－ing 形式作宾语的动词后。如： George didn't like being_ kept_ waiting. He was terrified of being_ abandoned_ by _us. Do you remember_ having_ been_ taken to Beijing at the age of ten? (3)作表语。如： What worried the child most was his not_ being_ allowed _to visit his mother in the hospital. (4)作定语。如： The problem being_ discussed is of great importance. (5)作状语。如： Having_ been_ shown_ around the library，we were taken to see the lab. (6)作补足语。如： As we drew closer，I could see a whale being_ attacked by a pack of about six other killers. When we approached him，I saw James being_ held_ up in the water by Old Tom. [注意] (1)v.－ing 形式的被动式主要在句子中作状语、宾语补足语和定语。 但 v.－ing 形式的被动式的完成式，一般在句中作状语(偶尔作非限定 定语)，不作其他成分。 They don't like the_ design_ of_ t he_ new _bridge _being _built.(正在建 造的桥的设计) Not_ having_ been_ completed，the museum can't be visited yet.(由于 没有完工……) (2)v.－ing 形式的被动式逻辑主语(即动作的承受者)如果也是主句的 主语，就不需要表示出来，但是如果逻辑主语不是主句的主语，就得 把 v.－ing 形式自己的主语表示出来。如： The whole classroom having _been_ cleaned，the students went home happily. (3)在 want，need，deserve，require，repay，bear，tak e 等动词及形 容词 worth 后，习惯用动词－ing 的主动形式表示被动意义，相当于 “to be done”。如： The house wants_cleaning. 这房屋需要打扫。 My watch needs_repairing. 我的手表需要修理。 The way deserves_mentioning. 这个方法值得一提。 These young trees will require_looking_after carefully. 这些小树需要细心照顾。 The film is worth_seeing. 这部影片值得一看。 Step 3 Exercises 句型转换(改成带－ing 形式被动结构的简单句) (1)The hotel which is being built now beside the park was designed by a group of young men. (2)The little girl was eventually aware that her parents abandoned her in the mountainous village. (3)He would come even if we don't invite him.(without) (4)After he had been examined se veral times，he was told to be healthy. (5)I noti ced that some people were taken to the police station. Suggested answers： (1)The hotel being built now beside the park was designed by a group of young men. (2)The little girl was eventually aware of being abandoned by her parents in the mountainous village. (3)He would come without even being invited. (4)After having been examined several times，he was told to be healthy. (5)I noticed some people being taken to the police station. Step 4 Drilling Ask students to do Exercise 1 on Page 23 and check with their partners then check together. Ask students to do Exercise 2 and check the answers together. Keys：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. Step 5 Using structures Show students the 6 pictures on Page 64 and ask them to describe them using the passive －ing form in pairs. Keys ： 1.being invited 2.being kept waiting 3.being attacked 4.being awarded 5.being shouted at 6.being blamed Step 6 Homework Finish off Exercise 2 on Page 64. Period 5 Using Language：Reading，Discussing and Writing Teaching aims 1．Learn to pronounce the names of sea creatures mentioned in the text correctly. 2 ． Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like：...＋looking，...＋ shaped，...＋spotted，...＋like，...＋striped. 3 ． Learn to use th e adjectives in the correct order to describe the pictures prepared by the teacher. 4．Learn to use proper expressions to convey their exact feelings in their past experiences. Teaching procedures Step 1 Warming up and lead－in First，show students the picture above and ask them some questions as a revision： Where are they？What are they doing？Why do they go snorkelling? Next，draw a conclusion and lead into the text： 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 snorkelling with her friends and experienced a lot. Let's take a brief look at sea creatures through her diary. Then，take a closer look at the photos she taken and describe them with what you can find in your textbook. Pictures in the text in Using Language give the following information： corals with vivid colors and shapes，elegant fishes，little orange and white fish，small cleaner fish，the yellow and green parrotfish with hard bird－like mouth，yellow－spotted red sea－slug and blue sea－stars 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 Step 2 Fast reading Read the passage and put the following topics into the correct order according to the text. Topics Paragraph colors and shapes 2 dangers 4 reflecting 1 the reef's edge 5 a final thought6 some sea creatures 3 Step 3 Careful reading Task 1：Read and choose the best answers. 1．Judging from the text，what the author mainly wants to tell us in the diary is ______. A．that the sea is fantastic with vivid colors B．that th e water where she was snorkelling is not deep but shallow C．what she saw and how she felt in the sea D．that all the plants in the s ea are poisonous 2．What was hanging upside down in the sea according to the text? A．The orange and white fish. B．The yellow－spotted red sea－slug. C．The yellow and green parrotfish. D．The blue sea－stars. 3．The author was afraid of getting too close to the eel because ______. A．it has strong sharp teeth B．it has thick green lips C．it has a frightening shape D．i t gives out poisonous liquids 4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______ A．My heart was beat ing wildly. B．That di dn't stop me from feeling scared to death. C．Every cell in my body woke up. D．I felt very exposed in such deep clear water. 5．We can infer from the text that the author felt that ______. A．compared with the whole world，man is tiny B．compared with the whole world，the ocean is tiny C．there were more delights than dangers when snorkelling D．there were more dangers than delights when snorkelling Keys：CCACA Task 2：Do Exercise 3 on Page 25. Keys：1.warm night 2.the waving long thin 3.hard bird－like 4.a yellow－spotted red 5．a large wise－looking 6.strong sharp 7.thick green 8.two grey Note the use of adjectives： number—opinion—shape/size—age—color—place—material—noun e．g.a cute little brown puppy two thick green spotted sea－stars Task 3：Practice 1．Several ______ sharks.(a.large grey b．grey large) 2．Some ______ whales.(a.giant blue b．blue giant) 3．Scores of ______ turtles.(a.white－striped and grey b．grey and white－striped) 4．Many a ______ seal.(a.black－spotted and light grey b．light grey and black－spotted) 5．Many ______ anemone fish.(a.little orange and white b．orange and white little) 6．Plenty of ______ angelfish.(a.orange and blue－striped b．blue－ striped and orange) 7．A number of ______ corals.(a.huge colorful b．colorful huge) Keys：aabbaaa Step 4 Discussing and speaking Suppose an aquarium is being designed in our city.As the two main directors of the aquarium，you and your partner are talking about what sea creatures should be brought in. Expressing ideas Responses I suggest bringing in...as... I advise putting in... I'm considering buying... What/How about...? I'm imagining... I enjoy/feel like/dislike... Do you mind...? ... That's a good/great idea. Sounds good! Can't agree more! It's good... It depends. It's no good... I'm afraid not. Example： A：Since the aquarium will be opened soon，the varieties of sea creatures require discussing now. What about putting a number of huge colorful corals in it? B：Can't agree more！I'm considering bringing in several large grey reef sharks as people are all looking forward to seeing them. A：It's great！Do you mind our buying scores of grey and white－striped turtles? B：Not at all！I'm also thinking of getting some little sea creatures. A ： You are right. It's good having some orange and blue － striped angelfish as they are that lovely. B：All in all，we may bring in as many sea creatures as possible because people can't stand being cheated as they spend m uch money buying the tickets. Step 5 Learning phrases and sentences Useful phrases： reflect on the day 回忆当天的事情 a day of pure magic 神奇的一天 go snorkelling 潜泳 extraordinary beauty 奇妙的美景 all kinds of small，neat and elegant fish 种类繁多、小巧整齐、姿态优 雅的鱼 explore small caves 探索小石洞 narrow passages 狭窄的通道 hang upside down 倒挂着 a yellow－spotted red sea－slug 带着黄斑点的红色海蛞蝓 a large wise－looking turtle 一只长相聪慧的大乌龟 look straight at me 直直地盯着我 sharp teeth 利齿 a tasty fish 一条美味的鱼 the giant clam half buried in some coral 一个巨大的蛤蚌半掩在珊瑚礁 中 thick green lips 宽厚的绿嘴唇 two grey reef sharks 两条灰色的珊瑚鲨 appear from behind some coral 从珊瑚后面出来 feel scared to death 吓得要命 swim over the edge of the reef 游过珊瑚礁的边沿 look down into the depths of the ocean 往下看海底 Beautiful sentences： 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! ...it was the most fantastic thing I have ever done. It was like discovering a whole new dimension of life. ...every cell in my body woke up. The first thing I became aware of was all the vivid colours surrounding me... ...they were shaped like fans... ...I could have touched it. My heart was beating wildly— I felt very exposed in such deep clear water. What a wonderful，limitless world it was down there! And what a tiny spot I was in this enormous world! Step 6 Homework Give a written introduction to the aquarium to be opened. The introduction should include the following aspects. 1．Location. 2．Admission price. 3．Open time. 4．Sea creatures you can see. 5．Delights you may have while watching performances given by dolphins， sea lions，etc. 6．Some Dos and Don'ts in it. Requests： 1．Be as imaginative as you like. 2．Use as many －ing forms in the composition as you can. 3．Make sure the aquarium is accessible to the disabled. Period 6 Listening，Speaking and Writing Teaching aims 1．Learn to find out the causes and wanted results of each complaint. 2．Learn to use the expressions people use to complain in the listening text. 3．Be able to use polite expressions to complain in certain situations. Teaching procedures Step 1 Lead－in First，have a small talk about the whale watching tour： How do you feel if you see them in the flesh？Do you enjoy a whale watching tour? Next，tell students sometimes not everything turns out the way you wish， so read the ad on Page 25 carefully and find out what you can get if you fail to see these lovely whales. After reading it，discuss and find answers to these questions： 1．What can you experience on this tour? 2．Would you like to go？What aspect of the tour would you like best? 3．When would you get a refund? Suggested answers： 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 don't see a whale，you would get half the fare back. Step 2 Listening(Page 26) 1． These dialogues between tourists and a tour guide took place after a whale watching tour. Decide which aspects the tourists might think were good(G)and the aspects they might complain about(B)．Listen to the tape and check your answers. Then listen again and number the aspects in the order you hear them Aspects Good/Bad Order 1．Saw whales filmed underwater 2．Saw only one whale in the distance 3．Heard whales 4．Too wet to go outside 5．Saw birds，dolphins and seals 6．Boat got back too late Good aspects：1 3 5 Bad aspects：2 4 6 Order：4 3 1 6 5 2 2．Listen again. When the tourist complained，what result did he/she want to get from the tour guide and what was the actual result ？ Complete the table below. Dialogue 1 Result wanted ： ___________________________________________________________ ___________________________________________. Actual result ： ___________________________________________________________ _____________ ___________________________________________________________ _____________ Dialogue 2 Result wanted：___________ _. Actual result：____________. Dialogue 3 Result wanted：____________. Actual result：________________________. Suggested answers： Dialogue 1 Result wanted ： Not_stated_by_the_tourist_although_she_did_say_she_wanted_to_spe ak_to_the_manager. Actual result ： Not_stated_although_the_tourist_probably_would_not_get_another_to ur_or_a_refund. Dialogue 2 Result wanted：A_full_refund. Actual result：A_full_refund. Dialogue 3 Result wanted：A_full_refund. Actual result：A_refund_of_half_the_fare. 3.Listen to the expressions that each customer used to make his/her complaint. Complete the sentences. Dialogue 1 (1)I'm sorry but ______ with the tour. (2)Well，it was ______ outside...My two kids ______. Dialogue 2 (1)Yes，the whales were awesome but ______. (2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________. Dialogue 3 (1)Excuse me，the tour ____________ and we'd ____________ please. (2)____________ as we're visitors to this area and we're leaving tomorrow morning. (3)Well，actually，____________. Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointed Dialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refund Dialogue 3：wasn't what my husband and I had expected；like a refund； I'm afraid that's no good for us；we'd like a full refund 4．Listen to the first dialogue and fill in the missing words. T OUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales. ANGELA：Well. I'm afraid that's not ______ ______.I'd like to talk to the manager. TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me. The ______ is that you ______ ______ whales. Keys：can't control；did see；good enough；do you any good；agree； fact；did see Step 3 Speaking Work with your partner，make up dialogues for the following situations. Use expressions like the ones in the box. Perform them for the whole class. Situations： 1．You missed your flight because you think that it was not announced over the loudspeaker. Complain to an airline official. 2．The fish you ordered tastes terrible. Complain to the manager of the restaurant. 3．The trousers the tailor made for you are too short. Complain to the tailor. I'm sorry but... I'm afraid...That's not good enough. I'm feeling annoyed with/unhappy about/unsatisfied with...I'm not happy about/satisfied with...I'd like to talk to the manager. I'd like a full refund ， please. That's no good for me. You should do something about it. Step 4 Writing Write a short dialogue you made up above down. Period 7 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 wildlife in a polite way. Teaching procedures Step 1 Before listening Show students a picture of shark and tell them a fact that shark populations are decreasing rapidly. Step 2 During listening Task 1：Tell students Jordon Davies is interviewing the shark expert Don James about the sharks' situation. First read the statements below. Then listen and number these statements in the order that they hear them. □Shark populations grow at a very slow rate. □A lot are killed because of modern fishing technology. □ Governments should take action so that the fishing of sharks is sl owed down. □Shark attacks get a lot of attention in the news. □Shark populations are decreasing at a serious rate. □Some species need to be protected. □The chance of being bitten by a shark is actually very small. □Millions of sharks are killed each year. Keys：the order：7 4 8 1 5 6 2 3 Task 2： Listen again and answer the following questions： 1．Should people be afraid of swimming in the sea? 2．How many people are killed by sharks each year? 3．Do sharks or people need to be protected？Why? 4．Why are so many sharks being killed? 5．Why does the shark's biology affect shark populations？Complete the sentences blow. A：Age for reproducing young ___________________________________________________________ _____________ B：Time for the young to develop ___________________________________________________________ _____________ C：Number of young _______________________________________ _________________________________ 6．How long have shark species been in existence? 7．What does Don think will happen if we don't slow down the fishing of sharks? Suggested answers： 1．No. 2．Only a few. 3．Sharks need to be protected as millions are killed each year by human beings，whereas only a few human beings are killed each year by sharks. 4．Sometimes they are killed by accident and sometimes on purpose.For example，shark fin soup is a delicacy in some Asian countries. 5．15 years；14 months；7－9. 6．400 million years. 7．Don thinks that many shark species will not be able to survive. Step 3 Post－listening(talking) Ask students to make up a dialogue according to the situation below. 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... Step 4 Homework Write a persuasive letter to the local government to control the improper hunts . 备课资料 1．Killer Whales Common name：Killer Whale Scientific name：Orcinus orca Size： Females can reach lengths up to 24 feet and weigh between 3000 to 8000 lb. Males can reach lengths up to 27 feet and can weigh up to 12 000 lb. Calves are about 8 feet long and 300 to 400 pounds at birth. Where are they found? From the North Pole to the South Pole from the Indian Ocean to the Atlantic，killer whales are found in all oceans of the world. What do they eat? How do they get a name like “killer whale”？Killer whales are one of the top predators in the sea. As a group，killer whales are known to eat fish，squid，seals，sea lions，penguins，even other whales. But，keep in mind，it would be difficult for a killer whale off the coast of California to eat a penguin. Killer whales eat the food(or prey)that's available to them. For example，a killer whale that lives in the northern Pacific can hunt harbor seals，California sea lions，and a variety of fish. A killer whale in the Antarctic could find Weddell seals，leopard seals，and penguins! Researchers studying killer whales in the Northwest Pacific have found that some pods feed primarily on fish and others seem to prefer marine mammals. A killer whale uses its sharp teeth to catch its prey. Killer Whale Highlights： Scientists have determined that killer whales can live a maximum of 35 years. How？ By looking at a cross－ section of a killer whale's tooth. Killer whales，like other marine mammals，produce a periodic growth layer on the teeth. By counting these layers，scientists can estimate the animal's age. You can tell an adult male from an adult female by the shape of their dorsal fin. This is a male(photo below)，how do we know？A male's fin is very tall(up to 6 feet tall)and triangular shaped. A female is shorter(3 feet)and curves back toward the dorsal fin(see the picture of the mother/calf above)． 2．The earth's oceans can reach depths of up to 11 000 meters. That is deep enough to cover Mt. Qomolangma！The oceans are incredibly large and contain several different habitats. To make it easier to describe the various parts of the oceans，marine scientists usually divide the oceans into five zones. Each zone is different mainly as a result of how much sunlight reaches it. Most of the life in the ocean can be found in the first zone，which begins at the surface and goes down about 200 meters. Because there is sunlight at this level，plants are able to grow. Marine animals such as dolphins，sharks，sea turtles and sea lions，and of course a variety of fish， live in the sunlit part of the ocean. It is difficult to hide from other animals in this area. The second zone s tarts at 200 meters and goes down to about 1000 meters. Some sunlight can reach this level，but it is not enough for plants to grow. Because this zone is relatively dark，many of the creatures that live here are able to make light with their body. The light from these animals makes the water look like a sky with moving stars in it. The third zone of the ocean is dark. This place，about 3000 meters deep， may not seem a likely habitat，but there are more creatures here than one might think. Most of the animals that live here are black or red because of the lack of light. Below 4000 meters，the temperature is near freezing and there is no light at all. In fact，the zone is so dark and empty that scientists named this zone after the Greek word for “no bottom”．There is not much life to be found in this cold and unpleasant part of the ocean，but some small creatures still manage to survive here despite the high water pressure. The very deepest part of the ocean is found 2000 meters further down. At this depth ， the water pressure is extremely high and life is very difficult for the few creatures that live here. Compared to the other zones，this one has very little life. Since there is no light here，some of the animals do not have eyes. Next time you look at the ocean from the beach or on a map，remember that what you are seeing is only the surface—only the beginning of the large and varied adventure.