Warming up、Pre-reading、Reading、Comprehending公开课教案

Unit 3

Under the Sea 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．show，discussion，debate. 教学工具

A computer and a projector. blackboard 教学过程

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? 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.show some pictures of plants and animals under the sea.

Pre－reading

1．Read the words in Pre－reading on Page 19 quickly and fill in the form. Writer

Career

Writing style

Time

Place

Main character

Main idea

Step 3

Skimming Put the events in the right order. 1.Clancy arrived at the whaling station

2. The men returned for the baleen whale the next day

3. He saw a huge animal in the water, which was Old Tom, the killer whale

4. He heard a loud noise coming from the bay.

5. The men went to the boat and headed out for a whale hunt.

6. The killer whale guided the team to the hunt.

7. The killers ate the lips and tongue of the baleen whale.

8. Clancy and his men killed the baleen whale with help of the killers Step 4

Scanning to choose the best answer

1. What is the main idea of the first story?

A. About a hunting experience of old Tom.

B. About how the killer whales help the whalers to hunt a whale.

C. About how the whalers killed Old Tom.

D. About how the killer whales killed the whales.

2. Who killed the whale at last?

A. Old Tom.

B. The killer whales.

C. The author.

D. The whalers.

3. Which of the following might be true?

A. The author was for banning whaling.

B. The author was against banning whaling.

C. Whaling was not banned at the beginning of the 20th century.

D. The author thought it was Old Tom’s duty to protect James.

4. From the text, we can conclude that ____. A.The whalers needn’t train the killer whales.

B. The whalers may train the killer whales.

C. The killer whales lived on other whales.

D. The author worked in the whale station for a long time. Step 5 Discussion and Debate(In groups discuss the reasons for and against protecting whales.)

Summary : The text told us two stories: One is telling us that Old Tom is a good assistant for a whaler; the other is about that Old Tom savior(救星) for victim.

Discussion:

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.

My opinion: ★Environment protection is imperative under the situation. ★Think globally, act locally.

★Make a contribution to our “Green School”.



Homework

2. Finish exercises on 22 and 63

1.

Writing: What can we do for our “Green School”?