2020届一轮复习人教版选修七Unit3Underthesea单元教案（43页word版）

2020届一轮复习人教版选修七Unit3Underthesea单元教案（43页word版）

‎2020届一轮复习人教版选修七Unit 3 Under the sea单元教案 教材分析和教材重组 教材分析 本单元的中心话题为海底世界。听说读写活动主要围绕海底植物、海底奇妙景观以及有关大海神话故事展开的。‎ ‎1. Warming Up 部分以海底生物（包括动物和植物）为话题，主要讨论三个方面的问题：学生所见过的海底生物；在何处见过这些海底生物；学生最喜欢的海底生物。该部分提供了短语和图片启发学生思考讨论。在有条件的学校，教师还可以给学生播放一些有关海底生物的电影或录像。‎ ‎2. Pre-reading 部分设计了一个读图题，图片内容为：Killer whales are attacking a baleen whale with whalers waiting by in their boat，harpoon at the ready. 由此引入阅读文章的相关背景知识：1. 作者:名叫Clancy的老人(an old man, called Clancy); 2. 职业:捕鲸人(a whaler); 3. 文体: 逸事(anecdotes); 4. 概要: 虎鲸(killer whale)在每年的迁徙过程中帮助捕鲸人捕捉须鲸(baleen whale); 5. 地点; 澳大利亚(Australia); 6. 时间: 20世纪初(at he beginning of the 20th ‎ century)。‎ ‎3. Reading 是一篇以第一人称口吻讲述了一个名叫Old Tom的虎鲸的故事。故事分两部分：第一个故事讲述Old Tom是捕鲸人的好帮手；第二个故事讲述Old Tom是遇难者的救星。故事发生在20世纪初，海上捕鲸和捕鲨没有像现在这样受到限制。学生阅读此文可以了解人类如何利用鲸捕杀鲸的残酷事实，同时可以从文中学到许多描述事物和情景的生动手法。‎ ‎4. Comprehending 共有3个练习，第一个是两人小组活动，就课文内容进行讨论，重点检测学生对课文深层次的理解；第二个是小组活动，讨论以课文为基础，可以进行适当的拓展，通过讨论让学生进一步明确：动物是人类的朋友。第三个还是小组活动，让学生讨论是否应该关闭捕鲸站并保护鲸。‎ ‎5. Learning about Language部分首先是词汇训练，通过填空的形式，巩固和运用课文中出现的生词和短语；然后是语法训练，通过用所给词的适当形式填空，复习动词-ing形式的被动式的用法。‎ ‎6. Using Language分为四部分，综合训练听说读写的能力。‎ 第一部分是阅读与讨论。阅读材料以“崭新的生活空间”（A New Dimension of ‎ life）为题，用日记的形式记述了作者在海底所见到的奇妙景色。阅读之后设置了四个练习。第一个练习要求学生弄清楚本文描写的顺序；第二个练习要求列入潜泳的刺激和危险；第三个练习操练名词短语，要求学生注意其中形容词的用法；第四个练习要求学生对第三题中形容词进行分类并且掌握做定语的形容词的先后位置关系。‎ 第二部分是讨论与写作。通过回顾A New Dimension of life的描写片段，给出表达作者情绪的方式。然后要求学生仿照日记的三、四段写一篇描写某个地方和当地动植物的短文。‎ 第三部分是读、议、听，以听力训练为主。在听之前，首先让学生阅读一个观看鲸鱼的广告并讨论三个问题。接着，让学生听游客与导游之间的三段对话并判断游客的态度。接下来，让学生再听一遍完成表格，填写游客的期望与实际情况。然后重点落在有关抱怨的表达方式上，要求学生完成对话中的有关句子。最后让学生朗读对话，注意重音和语调。‎ 第四部分是说与写。主要操练本单元的日常交际用语。要求学生根据所给的情景，用变革中的短语和句式编写对话。‎ 教材重组 ‎1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。‎ ‎2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。‎ ‎3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。‎ ‎4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。‎ ‎5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。‎ 课时分配 ‎1st Period Reading ‎2nd Period Language study ‎3rd Period Integrating skills(Ⅰ)‎ ‎4th Period Listening and Speaking ‎5th Period Integrating skills(Ⅱ) ‎ Part 1: Teaching Design 第一部分：教学设计 Period 1: A sample lesson plan for reading ‎(Old Tom The Killer Whale)‎ Aims To help students develop their reading ability To help students learn about animals and plants under the sea Procedures I. Warming up talking about ocean plants and ocean animals Hello, class. This week we shall go to the sea to learn about ocean plants and animals.‎ About Ocean Plants There are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water. ‎ The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean.‎ About Ocean Animals Ocean animals are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can grow to fairly large size. For example, the jellyfish and the Portuguese man-of-war are examples of larger types of zooplankton ‎ which are unable to propel themselves effectively and are therefore at the mercy of either wind or current. ‎ Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. Common fishes, the octopus, whales, eels and squid are all examples of nekton. ‎ The third type of sea animal spends its entire life on or in the ocean bottom. This group of marine animals is called the benthos. It includes lobsters, starfish, various worms, snails, oysters and many more. ‎ JOKES & RIDDLES Teacher: Do you know why you have such poor grades? ‎ Student: I can't think. ‎ Teacher: Exactly!‎ II. Pre-reading What is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth. ‎ Let's start with a definition: ‎ ‎"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."‎ The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling them if they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when we lack proof, IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have: ‎ ‎"Man prefers to believe what he prefers to be true." - Francis Bacon"‎ We also use them because they give things a personal touch. They are part of us. Cold facts don抰 touch hearts. But cold facts will continue to exist, whether we believe in them or not. They are not changed by what we believe about them.‎ III. Reading ‎1. Reading aloud to the recording Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording of ‎ the text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud. ‎ 2. Reading for forms ‎ Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions. ‎ ‎3. Copying and making sentences You are asked to copy all the useful expressions into your notebook after class as homework. You may make your own sentences with each of these expressions.‎ Expressions from Old Tom The Killer Whale begin work开始工作, at the whaling station在捕鲸站, hear of…听说……, catch the huge whales抓巨鲸, at the time在那时, witness…with my own eyes亲眼所见……, sort out整理；分类, run down to…跑向……；追捕, in time to do…及时做……, throw… out of the water使……失去（离开）水, call out大声叫；召集, out there在那边, yell out大声喊叫，a whale hunt捕鲸, come on赶快；来到, ahead of…在……之前, keep… waiting让……等, have the right clothes on穿上合适的衣服, race after…追赶……, jump into the boat跳进船里, head ‎ out into …朝……去，look down into…朝……里看, swim by the boat在船旁边游泳, show… the way为……引路, beat the water with the oar用浆拍打水面, circle back to…转回到……来, lead… to…引向……, in the distance在远处, draw closer接近, be attacked by…被……袭击, a pack of about six other killers一堆大约六条虎鲸, work as a team团队合作, on top of …在……顶部, stop…from……阻止……做……, flee out to sea逃逸出海, point to…指向……, the most extraordinary thing最特别的事情, race between…and………和……间的赛跑, a pack of excited dogs一群兴奋的狗, aim… at…把……瞄向……, let… go松开……, be badly wounded严重受伤, within a moment or two在一时片刻, be dragged by… down into…被……拽入……, the depths of the sea海底深处, turn around旋转，转向, go home回家, bring in…引进……, float up to the surface漂浮到水面, in the meantime与此同时，在此期间, have a good feed on…美美地享用……, attack people袭击人, in fact实际上, be washed off…从……被冲走, handle the boat掌舵, far away from…远离……, be terrified of…害怕……, be abandoned by…被……遗弃, get… back to…把……带回……, be held up in the water被托出水面 ‎4. Understanding difficult sentences In groups of four, analyze the structure of any of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.‎ 5. Reading and transferring In pairs, read the text, find information to complete the following form. ‎ When Where Who What On the afternoon, in June 1902‎ At the whaling station I , a 16-year-old boy Witnessing killers helping the whalers catch the huge whales IV. Closing down by putting the text on stage To end this period let’s try to put the text story into a play. ‎ Old Tom The Killer Whale Man 1: Hello, boy. How old are you? ‎ Boy: I am 16.‎ Man1: Would you like to work at the whaling station?‎ Boy: Yes, I like to. I have heard of the killers that every year help the whalers catch the huge whales. ‎ Man 1: That is not a story. You may witness it with your own eyes.‎ Man 2: Come to the whaling station tomorrow afternoon.‎ Boy: OK. I have to sort out my accommodation first.‎ ‎(the next afternoon)‎ Boy: Why? There is a huge noise coming from the bay. ‎ Man 1: Let’s run down to the shore. We may be in time to see an enormous animal called Old Tom, the killer.‎ Boy: Yes. I see it throwing itself out of the water. Now it is crashing down again. ‎ Man 2: It is black and white and fish-shaped. I know it isn’t a fish.‎ Man 1: That’s Old Tom, the killer.‎ ‎…‎ Additional Materials Complete the summary of the story with one word in each blank.‎ Old Tom The Killer Whale I had heard of the killers before I began work at the whaling station. Here is a story I 1____ it with my own eyes. ‎ One afternoon, I heard a huge 2____ coming from the bay. We ran down ‎ to the 3____ in time to see Old Tom, the killer telling us there’s a whale out there.‎ One of the whalers yelled out, “Rush-oo…rush-oo”. This was the call that 4____ there was about to be a whale hunt.‎ George ran 5____ of me and I grabbed my boots and raced 6____ him.‎ We jumped into the boat with the other whalers and 7____ out into the bay. I looked down into the water and could see Old Tom swimming by the boat, showing us the way. George sometimes 8___ the water with his oar and there was Tom, circling back to the boat, 9____ us to the hunt gain.‎ As we 10____ closer, I could see a whale being 11____ by a pack of about six other killers. They were working as a team — some were throwing themselves on top of the whale’s blow-hole to stop it 12____. And those others are stopping it 13____ out to sea. ‎ A man in the bow of the boat 14____ it at the whale. He let it 15____. Being badly 16____, the whale soon died. 17____ a moment or two, its body was dragged by the killers down into the 18____ of the sea and had a good 19____ on its lips and tongue. We started turning the boat around to go home. The next day, we returned to bring in the body because it ‎ wouldn’t 20____ up to the surface for around 24 hours.‎ ‎(Key：1. witnessed 2. noise 3. shore 4. announced 5. ahead 6. after 7. headed 8. beat 9. leading 10. drew 11. attacked 12. breathing 13. fleeing 14. aimed 15. go 16. wounded 17. Within 18. depths 19. feed 20. float)‎ Comprehension questions ‎1. How did the killers help the whalers catch the whale? The wrong one is___.‎ A. Old Tom reported the news to the whalers. ‎ B. Some stopped it fleeing out to sea. ‎ C. Some used the harpoon to hit the whale. ‎ D. Some killers threw themselves on top of the whale to stop it breathing.‎ ‎2. Which order is correct according to the passage?‎ A. Clancy heard a huge noise coming from the bay. ‎ B. Clancy grabbed his boots and raced after George to the boat.‎ C. The killers started racing between our boats and the whale.‎ D. The man in the bow of the boat aimed the harpoon at the whale.‎ A. ABCD B. ACBD C. BDAC D. DBCA ‎3. What happened to the whale after it was killed?‎ A. It sank under the sea at once. B. It was eaten up by killer whales. ‎ C. It floated up to the surface in about 24 hours. ‎ D. Whalers pulled it out of the water as quickly as they can.‎ ‎4. Which of the following statements is TRUE?‎ A. Killer whales are whalers’ friends. B. Killer whales often hunt cooperatively in groups for food.‎ C. Killer whales like eating the lips and tongues of whales.‎ D. There’s no danger in the sea because killer whales can protect human beings.‎ ‎(Key：1.C 2. A 3. C 4. D)‎ Notes to some difficult sentences ‎1. I witnessed it with my own eyes many times. (Reading)‎ witness目击；表明，是……的证明; ‎ witness to 为……作证(to为介词):‎ She witnessed to seeing that man take the money.‎ witness也可作名词，相当于eyewitness: ‎ The police found the witness to the murder case. ‎ He was a witness to the accident.‎ 知识链接:‎ be a witness to证明,是……的证据; bear witness to/of为……作证明，证明; call to witness请……作证; give witness on behalf of替……作证; ‎ in witness of作为……的证据; with a witness确实，无疑地 ‎2. George said as he ran ahead of me. (Reading)‎ ahead of ‎1) in advance of: The time in London is five hours ahead of the time in New York.‎ ‎2) be a more successful position than: Our company is well ahead of its main rivals（对手）.‎ ‎3) higher in price, value，etc. than: Their pay offer was well ahead of inflation（通货膨胀）.‎ ‎4) get ahead of超越: By working hard he got ahead of the rest of the class.‎ ‎3. We jumped into the boat with the other whalers and headed out into the bay. (Reading)‎ head此处作动词，表示“朝某方向走”。head（to the）south朝南走；head straight for home径直朝家走。‎ ‎4．As we drew closer, I could see a whale being attacked by a pack of about six other killers. (Reading)‎ draw close =come near = draw near临近；靠近: As the date for the final exams is drawing closer， my parents urge me to study more every day.‎ ‎5. I told myself they weren’t dangerous but that didn’t stop me from feeling scared to death for a moment! (Reading)‎ scared：full of fear；frightened惊慌的；吓坏了的；害怕……的 ‎1) be scared of/about: I am scared of snakes.‎ ‎2) be scared to do sth. : I am scared to fly in a plane. 我很怕坐飞机(旅行)。‎ ‎3) be scared that: I am scared that it might crash.我很怕飞机会坠毁。‎ ‎4) be scared stiff/silly/（half）to death/out of one’s wits 被吓坏；被吓得要死；被吓得魂不附体，另有：sentence sb. to death判处某人死刑; drink oneself to death醉死过去; frighten sb. to death把某人吓坏 My friend said he was scared to death. ‎ 注：下列四者都有“害怕”之意，其程度从弱到强排列为：afraid→ scared → frightened→ terrified ‎ ‎6．My heart was beating wildly – I felt very exposed in such deep clear water. (Reading and discussing)‎ beat在此表示有规律地上下动。心脏跳动是有规律的，所以beat常来修饰心跳: Her heart was beating with joy.‎ ‎7. He let it go and the harpoon lit the spot. (Reading)‎ let sth/ sb go放手，松手: Don’t let go the rope. Let me go!‎ let it go at that:不再/停止谈论某事 I don’t agree with all you say but we’ll let it go at that.‎ ‎8. The water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean floor. (Reading and discussing)‎ where引导地点状语从句时，一般修饰句中的动词或动词短语，说明动作发生的地点。其意思相当于at the place where。where引导地点状语从句时，一般修饰句中的动词或动词短语，说明动作发生的地点。其意思相当于at the place where。‎ If you are traveling where the customs are really foreign to your own, please do as the Romans do.‎ ‎9．The fish didn’t seem to mind me swimming among them. (Reading and discussing)‎ mind me swimming among them是动名词的复合结构。me可以换成my，即my swimming among them。‎ Do you mind me/ my smoking here?‎ ‎10. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again. (Reading)‎ lead to意思是“通向”,其中 to为介词。‎ lead sb. to do意思是“使……干”或“引导……做某事”: All roads lead to ‎ Rome. What led you to believe him?‎ ‎11．And those others are stopping it fleeing out to sea. (Reading)‎ flee-fled-fled：to escape by hurrying away esp. because one is afraid （尤指因害怕）逃走，逃遁: The people fled in panic when the bull got loose. 那只公牛挣开了束缚，吓得人们仓皇而逃。‎ They were forced to flee the country（=go abroad for safety）.他们被迫逃往国外。一句多译：他从那个国家逃走了。‎ He fled from that country. ( flee有“害怕”之意。)‎ He flew（from）that country. ( fly强调跑得速度快，像飞一样。)‎ He escaped from that country. (escape强调结果，即“跑掉”。)‎ He ran away from that country. (run away含有“不辞而别” 之意。)‎ ‎12. The killers over there are throwing themselves on top of the whale’s blow-hole to stop it breathing. (Reading)‎ ‎“keep／prevent／stop sb．（sth．）from doing（being done）”句型意义为“阻止某人（某事）（被）做……”。keep后的from不可以省略，而prevent，stop后的 from可以省略，但变为被动语态时须加上from。例如： I was prevented by illness from taking the exam．我因病未能参加考试。（from不能省略） 相似句型区别：‎ protect．．．from…“防止……做……”。例如：In summer wearing a pair of dark glasses can protect our eyes from being hurt by the sun． 夏季戴上一幅墨镜能防止太阳照射。 ‎ free．．．from…“免于……”。例如：I freed him from debts．我使他摆脱了债务。 ‎ ‎【高考链接】‎ 多功能的where where在英语中可以引导多种从句，是一个具有多重功能的引导词。where作为连接副词有三个方面的意义：1）在……地方2）有……地方3）到……地方。例如： Where there is a will，there is a way．有志者，事竟成。 He left his key where he could find．他将钥匙放在易找到的地方。 I will go where I want to go．我要去我想去的地方。‎ 现将where引导的从句进行归纳，以使大家准确、全面地掌握其用法： 1) 引导名词性从句 where可以表示"地点"概念，还可以表示"场合"、"形势"、"情况"等概念。如： Where the meeting will be held is not known yet. (主语从句) I don't know where I am mistaken. (宾语从句) ‎ You are saying that everyone should be equal, and this is where I disagree. (表语从句) The question where he has gone puzzles us. (同位语从句)‎ ‎2) 引导定语从句 where本身在从句中作地点状语，前面可以用表"地点"的名词作先行词，也可以用有地点含义的抽象名词作先行词。如： I work in a business where almost everyone is waiting for a great chance. There are cases where the word "mighty" is used as an adverb.‎ One of the most important rules of joyful living is that judging others takes a great deal of energy and pulls you away from where you want to be.‎ ‎3) 引导地点状语从句 where引导地点状语从句时，一般修饰句中的动词或动词短语，说明动作发生的地点。其意思相当于at the place where。如： After the war, a new school building was put up where there had once been a theatre. You should make it a rule to leave things where you can find them again. ‎ 注意：有时，当where引导地点状语从句具有抽象意义表示条件时，一般放在主句之前。‎ Where there is a will, there is a way.‎ Where the money is, there is the power.‎ Where there is no rain, farming is difficult or impossible. ‎ ‎4) where用作关系副词,有时可有引申的用法 能够这样用的常见词有：system, point, situation, state, case, job 等，这样的词后面跟定语从句时，通常具有引申意义，且定语从句引导词用where。‎ There is system where you can phone and tell us the numbers and you’ll get the book.‎ Gradually we came to the point where we have different opinions.‎ He is now in a difficult situation where he is likely to lose his job.‎ They set up a state of their own, where they would be free to keep Negroes as slaves.‎ I don’t care much for pay. I just want to get a job where I can be greatly valued.‎ ‎【高考链接】‎ ‎1. If you are traveling _____ the customs are really foreign to your own, please do as the Romans do. (2006天津)‎ A. in which B. what C. when D. where ‎2. If a shop has chairs _____ women can park their men, women will spend more time in the shop.（2005上海）‎ A．that B．which C．when D． where 3. I walked in our garden, _____ Tom and Jim were trying a big sign onto one of the trees. ‎ ‎（2005辽宁）‎ A．which B．when C． where D． that ‎4. You are saying that everyone should be equal, and this is _____ I disagree. (2004全国I)‎ ‎ A. why B. where C. what D. ‎how ‎5. I work in a business _________ almost everyone is waiting for a great chance. (2004湖南)‎ A. how B. which C. where D. that ‎6 She found her calculator _____ she lost it．（2000上海） ‎ A．where B．when C．in which D．that ‎ ‎7. I can think of many cases _____ students obviously knew a lot of English words and expressions but couldn’t write a good essay. （‎ ‎2003上海）‎ A. why B. which C. as D. where ‎ ‎8.地点状语 ‎ ‎ —Is that the small town you often refer to? (2005 福建)‎ ‎ —Right, just the one _____ you know I used to work for years.‎ A. that B. which C. where D. what ‎9. 表语从句 The place _____ the bridge is supposed to be built should be _____ the cross-river traffic is the heaviest. (2005 江苏 )‎ A. which; where B. at which; which C. at which; where D. which; in which ‎10. There were dirty marks on her trousers ______ she had wiped her hands.（2004全国-02）‎ A. where B. which C. when D. that ‎【巩固练习】‎ ‎1. You should make it a rule to leave things _____ you can find them again． A．when B．where C．then D．there ‎ ‎2. Go and get your coat．It's _____ you left it．‎ A．there B．where C．there where D．where there ‎ ‎3. After living in Paris for fifty years，he returned to the small town _____ he grew up as a child． A．which B．where C．that D．when ‎ ‎4. After the war，a new school building was put up _____ there had once been a theatre．‎ A．that B．where C．which D．when ‎ ‎5. The famous scientist grew up _____ he was born and in 1930 he came to Shanghai.‎ ‎ (2002 上海春 ) ‎ A. when B. where C. whenever D. wherever ‎【汉译英】‎ ‎1. 她突然出现在他的房间时，他被吓了个半死。‎ ‎2. 他流泪了，说明他感到羞愧。‎ ‎3. 爷爷会独自一人去教堂，乞求上帝保佑奶奶走出艰难。‎ ‎4. 他说政府很清楚这个问题。‎ ‎5. 没有雨的地方，农业种植很困难或者说是不可能的。‎ ‎【答案及解析】‎ ‎【高考链接】‎ ‎1. D where在此用作连词，引导地点状语从句,表示旅游的某个地方。where引导地点状语从句时，直接修饰句中的动词。‎ ‎2. D where在此用作关系副词,引导定语从句。‎ ‎3. C where在此引导定语从句。‎ ‎4. B where在此引导表语从句。‎ ‎5. C where在此用作关系副词,引导定语从句。 6. A where在此用作连词，引导地点状语从句。 ‎ ‎7. D where在此用作关系副词,引导定语从句，具有引申意义。 ‎ ‎8. C where在此用作连词，引导地点状语从句。 ‎ ‎9. C where在此引导表语从句 ‎10. A where在此用作连词，引导地点状语从句。‎ ‎【巩固练习】‎ ‎1. B where在此用作连词，引导地点状语从句。 2. B where在此用作连词，引导表语从句。‎ ‎3. B where在此用作关系副词,引导定语从句。 ‎ ‎4. B where在此用作连词，引导地点状语从句。‎ ‎5. B where在此用作连词，引导地点状语从句。‎ ‎【汉译英】‎ ‎1. He was scared to half death when she turned up in his room. ‎ ‎2. His tears witnessed the shame he felt.‎ ‎3. Grandpa would go to church alone, praying to God to help his wife out.‎ ‎4. He said that the government was acutely aware of the problem.‎ ‎5. Where there is no rain, farming is very difficult or impossible.‎ Period 2: A sample lesson plan for Learning about Language ‎(Revise the Passive Voice <2>, including the –ing form)‎ Aims To help students revise the Passive Voice <2>, including the –ing form ‎ To help students discover and learn to use some useful words and expressions To help students discover and learn to use some useful structures Procedures I. Warming up by reading aloud the text Old Tom The Killer Whale Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly. ‎ II. Discovering useful words and expressions In pairs do the exercises 1 and 2 on pages 22. You must finish them in 5 minutes.‎ III. Learning about the Passive Voice <2>, including the –ing form ‎ The voice of a verb refers to the form of the verb used in relation to what the subject is doing. In English there are only two voices-- passive and active. ‎ The passive voice of a verb simply means the form of the verb used when the subject is being acted upon rather than doing something. ‎ The passive voice is formed by taking the appropriate tense of the verb to be and adding the past participle.‎ Active Voice: The committee reviewed the project. ‎ Passive Voice: The project was reviewed by the committee. ‎ In most writing, use the active voice. It is more direct and less ambiguous. ‎ The passive should only be used if the doer is unknown or unimportant, or if more emphasis is put on the receiver of the action than the doer. ‎ Doer unknown: The Jones' car was stolen last week. ‎ Doer unimportant: The bells were rung to announce the wedding. ‎ Emphasize receiver: Tony was hit by a fastball. ‎ IV. Revising useful structures In pairs do the structure exercises 1 and 2 on pages 22. You must finish them in 5 minutes.‎ V. Closing down by revising some difficult uses of the Passive Voice 特殊句子的被动语态 ‎ 双宾语句子如何变成被动语态？ ‎ ‎“The crowd gave the guest a warm welcome ”‎ 一个是直接宾语“a warm welcome”；另一个是间接宾语“the guest”。 ‎ 在变成被动语态时，其中一个宾语要成为主语。在一般情况下，我们多以间接宾语为主语，直接宾语留在原位，如： ‎ ‎“The guest was given a warm welcome by the crowd ”。 ‎ 但是，如果重点在直接宾语，直接宾语便要变成被动语态的主语，如： ‎ ‎“We will offer any capable applicant a competitive salary.”要变成： ‎ ‎“A competitive salary will be offered to any capable applicant.” ‎ 名词分句如何变成被动语态？ ‎ ‎“People generally feel that social workers are offering valuable services for the public.”这句子可以“it”作为主语，然后，把名词分句移到句子后头去： ‎ ‎“It is generally felt that social workers are offering valuable services for the public.” ‎ 另外一种变法是把名词分句的主语转为被动句的主语，接着把名词分句的动词变成不定式动词： ‎ ‎“Social workers are generally felt to be offering valuable services for the public.” ‎ 怎样把不带“to”的不定式动词变成被动语态？ ‎ ‎“We saw them go out”和“He made her work”这两句话里， “go out”和“work” 不带“to”，但是当它们变成被动句时，“to”出现了： ‎ ‎“They were seen to go out.”和“She was made to work.” ‎ 中文含有被动意义的句子，不一定要用“被”字，但在译成英文时，却要变成被动语态。‎ ‎①灯关掉了：The light was turned off （不是：The light turned off） ‎ ‎②会议延期举行：The meeting will be put off. （不是：The meeting will put off） ‎ ‎③这件事必须保密：This matter should be kept secret.（不是：This matter should be secret） ‎ ‎④发展计划提早完成：The development project was completed before schedule. ‎ ‎⑤我们学校去年建造了一个新的电脑室：Last year, a new computer room was built in our school. ‎ ‎⑥在旧社会，妇女是受轻视的：In the old society, women were looked down upon. 　　‎ Period 3: A sample lesson plan for Using Language ‎(A New Dimension of life)‎ Aims To help students read the passage A New Dimension of life ‎ To help students to use the language by reading, listening, speaking and writing Procedures I. Warming up by listening and reading aloud Language is created to be listened to and spoken first. So open your book to page 23 and read it aloud while listening to the recording. Watch your pauses between the thought groups. ‎ II. Reading for forms ‎ Read the text again to: cut/ the sentence into thought groups, blacken the ‎ predicates, darken the connectives and underline all the useful expressions. ‎ III. Copying and making sentences You are asked to copy all the underlined expressions into your notebook after class as homework. You may make your own sentences with these expressions.‎ ‎ Expressions from A New Dimension of life sit in the warm night air坐在温暖的夜色中, with a cold drink in my hand手中拿一杯冷饮, reflect on/ upon…回顾……， a day of pure magic充满神奇的一天, go snorkeling使用呼吸管潜泳, the most fantastic thing最异想天开/了不起的事情, such extraordinary beauty如此特别的美, wake up醒来, discover a whole new dimension of life发现一种全新的生活空间, be aware of …意识到……, the vivid colours 生动的色彩, be shaped like…形状像……, swim in and around…环绕……来来回回游, clean the bodies of large fish清洁大鱼的身体, get inside…钻进……去, clean one’s teeth清洁牙齿, wait for…等待……, around every corner到处, explore small caves探索小洞, hang upside down倒挂, gather tiny plants off the coral从上珊瑚中收集微小的植物, a hard bird-like mouth一个硬硬的像鸟一样的嘴, a blue sea-‎ ‎ star一个蓝色的海星, look straight at…径直地看……, a large wise-looking turtle一个大而智慧的海龟, get too close接近, strong sharp teeth坚固锋利的牙齿,（on the）watch for密切注意，看守着, be half buried in …半埋在……中, each about one and a half metres long每条大约‎1.5米长, appear from behind…从……后面出现, stop… from阻止……做……， feel scared to death感觉吓得要死, for a moment片刻, the edge of the reef悬崖的边缘, look down into depths of the ocean俯瞰海洋的深处, （heart）beat wildly（心）狂跳, in such deep clear water在这么清澈的水中, a wonderful, limitless world一个奇妙的无限的世界, a tiny spot, in this enormous world在这样的世界中 ‎ IV. Put the text A New Dimension of Life into a short play V. Writing a paragraph Let’s read A New Dimension of life on page 23 again. Pay attention to the ways the author uses words and expressions to describe colors, patterns, shapes, and animals. ‎ Now you are to write a paragraph describing a place and the plants or animals there. ‎ The first stop on a visit to Zuoquan is the Mt. Miao’er Scenic Area, known as the National Geographical Park, featuring geological structure ‎ movements and hydraulic creations. The whole area is scattered with valleys, such as Chazuogou and Yaojiagou. Measuring 1,500 meters long and a dozen meters wide, Chazuogou has currents and deep pools, and is where a gorge, 700 meters high, forms a fantastic view. Walking along plank roads on precipitous cliffs, one can clearly see the traces of geographical transformation and the effect water erosion has had on the area over the years.‎ Ganlanba (Olive Dam), a complex of several villages inhabited by the Dai people, is shaped like an olive and abounds in evergreen plants; hence its name. Viewed from the air, the villages are connected to one another and covered with green trees, while Buddhist pagodas and bamboo tower houses stand out amidst the lush green. Ganlanba is also known as Menghan ("han" means rolling up), and according to a legend, from which the name derives, when Sakyamuni came here to preach Buddhism, his followers laid a cotton cloth on the ground for him to tread on. After he had walked over it, his followers rolled up the cloth.‎ About animals I was shocked to see fish tanks (鱼缸) with so many live fish. Each did not have enough room to turn round and there were dead fish floating on ‎ the surface. I was horrified (惊骇的), but then I saw hundreds of crabs (螃蟹) in pots dying under the bright lights. But for a lifelong animal lover like me, the worst were the tanks of turtles, all destined (去往…的) to end up as soup.‎ Iguanodon, or "iguana tooth" was a large plant eater who was 30 feet long and stood 6 feet tall when on his hind legs. This dinosaur from the Early Cretaceous period had large thumb spikes, thought to be used for defense or possibly to pull branches off trees. Iguanodon could walk on it's hind feet or on all fours and was a very good swimmer.‎ Zhouzhuang Town is located 38 kilometers southeast of Suzhou City and 33 kilometers southwest of Kunshan City. It is one of the many wonderful daytrip excursions from Shanghai. You can arrive to Zhouzhuang from Shanghai in 4 hours via the well-networked highway system of the Yangtze River Delta.‎ At many of the green farms and orchards, the local farmers and the government officials strive to grow top-quality fruits for visitors to pick and purchase. They can ensure that the farming practices are environmentally friendly and the fruit achieves the highest quality. To keep the orchard and fruit farms healthy and safe, farmers use sustainable ‎ farming methods and are certified sustainable by some food monitoring organizations.‎ VI. Reading, discussing and listening about whale watching tours Whale watching as a commercial activity began in ‎1955 in North America along the southern California coast. Today, whale watching is carried on in the waters of some 40 countries, plus Antarctica. All the large whale species and many dolphins and porpoises canbe seen regularly on a wide range of tours, lasting from an hour to two weeks. Whale watching is a non-consumptive use of whales with economic, recreational, educational and scientific dimensions. The economic benefits occur in areas where whale watching has quickly become a significant aspect of a local tourism economy.‎ Now you may turn to page 25. Read Whale Watching Tours, discuss the three questions, and then listen to the tape. ‎ Expressions from Whale Watching Tours miss an opportunity to do…错过做……的一个机会, at close range接近地,在很近的范围/区域空间里, on one’s annual migration年度迁徙, on whale watching tour观光鲸鱼, sit outside for clear viewing坐在外面清晰地赏景, witness…in one’s natural ‎ environment在自然的环境中见证/亲眼目睹……, leap out of…从……中跳出, success rate 成功率, offer…a free tour向……提供免费旅游, refund half the fare半价 VII. Closing down by speaking and writing Flying as an airline passenger is an often memorable experience, but there are times where the experience is memorable for all the wrong reasons: mechanical problems, poor service, bad food, lost luggage, or any of a number of other problems that result in a significant inconvenience or financial loss for the passenger. If you experience this kind of problem with your airline, you may want to deal with it by lodging a complaint with the airline or to one of the authorities that oversee air transportation.‎ On page 27, at the top, there are some expressions. You are going to make up dialogues with them for the three situations. ‎ 第二部分：教学资源 Section 1: Discourse studies of Old Tom The Killer Whale ‎1. Type of writing and summary of Old Tom The Killer Whale Choice 1‎ Type of writing This is a piece of narrative writing.‎ Main idea of the passage ‎ “I” witnessed Old Tom the killer whale helping the whalers catching the huge whales.‎ Main idea of 1st part At 16, I, Clancy, began work in June 1902 at the whaling station.‎ Main idea of 2nd part One afternoon, I saw Old Tom, the killer, a black and white and fish-shaped animal,‎ Main idea of 3rd part I saw a whale being attacked by a pack of about six other killers.‎ Main idea of 4th part I saw the whale being hit by a harpoon and dragged by the killers down into the sea..‎ Main idea of 5th part I saw James being saved by Old Tom, the killer. ‎ Choice 2‎ Type of writing A narration Summary of story I witnessed Old Tom, the killer attacking a whale together with six other killers.‎ Choice 3 ‎ The writer An old man called Clancy His career A whaler Type of the passage Anecdotes Summary Killer Whales help whalers catch baleen whales.‎ Place Australia ‎ Time At the beginning of 20th century ‎2. A retold story of Old Tom The Killer Whale Choice 1‎ One afternoon I saw Old Tom, the killer throwing itself out of the water and then crashing down again. I saw Old Tom swimming by the boat, showing us the way. Then he was circling back to the boat, leading us to the hunt again. In the distance I could see a whale being attacked by a pack of about six other killers. They’re working as a team — the killers over there are throwing themselves on top of the whale’s blow-hole to stop it breathing. And those others are stopping it fleeing out to sea. Then the harpoon was ready and the man in the bow of the boat aimed it at the whale. He let it go and the harpoon lit the spot. Being badly wounded, the whale soon died. Within a moment or two, its body was dragged by the killers down into the depths of the sea. The men started turning the boat around to go home.‎ Choice 2‎ I began work at a whaling station when I was only 16. I had hears of whale hunting before. I wanted to witness it my own eyes.‎ I arrived at the station early to sort out my things. Then suddenly I saw Old Tom the killer attacking a whale with a pack of six other killers. They were throwing themselves out of the water, crashing down on top of the whale. I called out to George. He told me that a whale hunt was going on. I raced after him to the sea shore. We jumped into the boat, heading out into the deep sea. ‎ The seven whale killers were working as a team, throwing themselves on top of the whale, trying to stop it from breathing. Then a man in the bow of the boat aimed his harpoon at the whale, letting it go. And the whale was badly wounded. Within a moment or two, it was dragged by the killers down into the depth of the sea. ‎ I was most excited to see this exciting whale hunting. The killers were fierce hunters. But they never attacked people ‎3. A short passage for dictation ‎19th January I’m sitting in the warm night air and reflecting my whole magic day!‎ ‎ I went snorkeling on the reef this morning and I had many fantastic experiences and discovering a new dimension of life.‎ The first thing I became aware of was all the corals of vivid colors and variant shapes surrounding me. And I had seen lots of fish do different kinds of strange things: the little orange and white anemone fish hid in the poisonous tentacles of the sea anemones; the small fish cleaned the bodies of large fish and got inside their mouths and cleaned their teeth! It seemed there was a surprise waiting for me around every corner- a yellow and green parrotfish hanging upside down, gathering tiny plants off the coral; a yellow-spotted red sea-slug sliding by a blue sea-star; an orange and blue-striped angelfish looking straight at me; a large wise-looking turtle passing so close to me that I could touched it; an eel with its strong sharp teeth, with only its head showing from a hole, watching for a tasty fish; then there were two gray reef sharks which scared me so much, each about one and a half meters long, which suddenly appeared from some coral. Then I swam toward the ocean and I felt that it’s a wonderful world and the limit of human being.‎ Section 2: Background information for Unit 3 Under the sea ‎1. 海洋动物分类 ‎ 海洋动物是海洋中各门类形态结构和生理特点十分不同的异养型生物的总称。它们不进行光合作用，不能将无机物合成为有机物，只能以摄食植物、微生物和其他动物及其有机碎屑物质为生。‎ 海洋动物现知有16～20万种，它们形态多样，包括微观的单细胞原生动物，和长达30余米、重 190吨的高等哺乳动物──蓝鲸等；分布广泛，从赤道到两极海域，从海面到海底深处，从海岸到超深渊的海沟底，都有其代表。‎ 按生活方式划分，海洋动物主要有海洋浮游动物、海洋游泳动物和海洋底栖动物三个生态类型。‎ 按分类系统划分，海洋动物共有几十个门类，可分为海洋无脊椎动物和海洋脊椎动物两大类，或分为海洋无脊椎动物、海洋原索动物和海洋脊椎动物三大类。‎ 海洋无脊椎动物　种数、门数最为繁多，占海洋动物的绝大部分。主要的门类有：原生动物、海绵动物、腔肠动物、扁形动物、纽形动物、线形动物、环节动物、软体动物、节肢动物、腕足动物、毛颚动物、须腕动物、棘皮动物和半索动物等。其中腕足动物、毛颚动物、须腕动物、棘皮动物、半索动物等是海洋中特有的门类。‎ 海洋原索动物　原索动物是介于海洋无脊椎动物与海洋脊椎动物之间的一类动物。原索动物均系海产，包括尾索动物，如海鞘；头索动物，如文昌鱼。过去属于原索类的半索动物，现多数学者主张放入无脊椎动物内。‎ 海洋脊椎动物　包括有海洋鱼类、爬行类、鸟类和哺乳类。其中，海洋鱼类有圆口纲、软骨鱼纲和硬骨鱼纲。‎ 海洋爬行动物 有棱皮龟科，如棱皮龟； 海龟科， 如□龟和玳瑁；海蛇科，如青环海蛇和青灰海蛇等。‎ 海洋鸟类 种类不多，仅占世界鸟类种数的0.02％，如信天翁、鹱、海燕、鲣鸟、军舰鸟和海雀等都是人们熟知的典型海洋鸟类。分布于中国的海洋鸟类约有20多种，它们一部分为留鸟,大部分为候鸟。中国常见的海洋鸟类有:鹱形目的白额鹱和黑叉尾海燕、 鹈形目的褐鲣鸟和红脚鲣鸟、雨燕目的金丝燕和短嘴金丝燕、等。 海洋哺乳动物包括鲸目、鳍脚目、和海牛目等。‎ ‎2. 中国海海洋生物知多少?‎ 经过几十年来海洋科技工作者的调查研究，已在我国管辖海域记录到了20278种海洋生物。这些海洋生物隶属于5个生物界、44个生物门。其中动物界的种类最多（12794种），原核生物界最少（229种）。我国的海洋生物种类约占全世界海洋生物总种数的10％。我国海域的海洋生物，按照分布情况大致可以分为水域海洋生物和滩涂海洋生物两大类。在水域海洋生物中，鱼类、头足类（例如我们常吃的乌贼，也叫墨鱼）和虾、蟹类是最主要的海洋生物。其中以鱼类的品种最多，数量最大，构成了水域海洋生物的主体。水域海洋生物种数的分布趋势是南多北少，即南海的种类较多，而黄海、渤海的种类较少。‎ 根据最新的调查资料，分布在我国滩涂上的海洋生物种类共有1580多种。其中以软体动物（也就是平常我们所说的贝类）最多，有513种，其次是海藻358种，甲壳类（主要是平常我们所说的虾、蟹）308种，其他类群种类很少。我国沿海滩涂生物的种数与海域生物一样，也是自北向南逐渐增多。‎