Unit3 under the sea公开课教案
Unit 3 Under the sea公开课教案
Period 1 warming up and reading
Ⅰ.Teaching Aims:
Enable the students to know about animals and plants under the sea.
Help the students to learn an Inuit legend about the Killer Whale.
Ⅱ.Important points:
Reading comprehension to the text
Understand the relationship between the killers and the whalers.
Important words and expressions
Ⅲ.Difficult points
The relationship between the killers and the whalers
Make the students realize the importance of protecting animals.
Ⅳ.Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Ⅴ.Teaching aids
A computer and a projector
Ⅵ.Teaching Procedures & ways
Step 1: Warming up and pre-reading
T: Have you seen plants and animals that live under the sea? Where did you see them? Find out from your classmates where they saw them. Use the list below to help you.
on a snorkeling trip at an aquarium on a boat tour in books
in films on TV nature programs on the Internet
In groups, make a list of plants and animals that live under the sea that you and your classmates have seen in any of the ways listed above. Share what you know about these plants and animals. Do you have any favourite sea plants or animals? Tell your classmates what they are.
T: What do you think is happening in the picture?
1
Writer Clancy
V ocation A whaler
Style Anecdotes
time At the beginning for the 20th century
Place Australia
Main idea The killer whale help people to kill baleen whale
Step 2: scanning
Scan the text, and fill in the blanks with names mentioned in the text
1. ______________was 16 years of age when he went to work at the whaling station
2.___________orderd Clancy to go to the boat as there was a whale out there in the bay
3. _________was swimming by the boat showing the whalers the way
4._________told Clancy that they would return the next day to bring in the body of the whale
5._________was carried by the waves further and further away from the whalers.
6. _______________knew that Old Tom would protect James.
Step 3: Skimming (put the sentences into the right order.
( ) George started beating the water with his oar
( ) Clancy grabbed his boots and raced after George to the boat ( ) Clancy arrived at the whaling station
( ) The killers started racing between our boat and the whale ( ) Clancy heard a huge noise coming from the bay
2
( ) Clancy was sorting out his accommodation
( ) Clancy ran down to the shore
( ) The man in the bow of the boat aimed the harpoon at the whale Step 4: careful reading
1. What evidence was there that Old Tom was helping out the whalers?
2. Why did George think that the killer whales worked as a team?
3. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?
4. Why did the whalers return home without the whale’s body?
5. How do you think Red felt about the killer whales?
6. How did Old Tom help James? Why do you think he did this?
Step 5 Post-reading
Role play
The teacher divides the students into there groups in class and makes each group play a different role. There are three roles in the play, the whaler, the baleen and the killer whale. The students make dialogues between the whaler and the baleen, the whaler and the killer, the baleen and the killer.( In this part, the aim is to arouse the interest about English class.)
Discussion
The teacher plays the video and asks the question whether human being should be allowed to kill the whales and how to protect the whales. Then the teacher gives students 5 minutes to discuss it and the students state their opinion.( The aim of this part is to make students realize the importance of protecting animals.)
/v_show/id_XMjM1OTMyMDg=.html
Step 7 Homework
1. If you are interested in the information about the whales, you can watch the video on the Internet.
/u11/v_MjI5NTEyNjY.html
2. Set a positive activity to protect animals by group.
3。
英语：Unit3-Under-the-sea教学案
Unit3 Under the sea---教学案学科英语教材名称高中英语选修七课题Unit3 Under the sea年级高二学段第一学段备课组长主备人王惠琴一、概述·“Under the sea”是高中人教版新课标英语新教材二年级选修七第三单元课文。
·本单元课文所需课时为5课时，共需200分钟，本节课是第二课时,40分钟；·“Under the sea”是一篇科普文章，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。
·这节课主要培养学生的阅读、归纳能力和联想、创新思维精神。
二、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。
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：作者、职业、文体等。
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。
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个练习就课文内容进行讨论，重点检测学生对课文深层次的理解，也以进行适当的拓展，让学生讨论是否应该关闭捕鲸站并保护鲸。
5. Learning about Language部分是词汇训练，和语法训练，通过用所给词的适当形式填空，复习V-ing 形式的被动式的用法。
英语：Unit3_Under_the_sea教学案
Unit3 Under the sea---教学案学科英语教材名称高中英语选修七课题Unit3 Under the sea年级高二学段第一学段备课组长主备人王惠琴一、概述·“Under the sea”是高中人教版新课标英语新教材二年级选修七第三单元课文。
·本单元课文所需课时为5课时，共需200分钟，本节课是第二课时,40分钟；·“Under the sea”是一篇科普文章，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。
·这节课主要培养学生的阅读、归纳能力和联想、创新思维精神。
二、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。
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：作者、职业、文体等。
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。
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个练习就课文内容进行讨论，重点检测学生对课文深层次的理解，也以进行适当的拓展，让学生讨论是否应该关闭捕鲸站并保护鲸。
5. Learning about Language部分是词汇训练，和语法训练，通过用所给词的适当形式填空，复习V-ing 形式的被动式的用法。
高中英语《Unit 3 Under the sea》优质课教案、教学设计
Module 7 Unit 3 Under the seaOld Tom the killer whalereadingTeaching Objectives 教学目标I.Knowledge objectives:★To know how human work with killer whales to catch a baleen whale.II.Ability objectives:★To improve reading skills of skimming and scanning.III.Emotional objective:★To realize the fact that animals are our friends and we should protect them. Teaching important and difficult points 教学重难点To enable students to understand the structure of the passage.To help students understand how old Tom helped and protected the whalers. Teaching methods 教学方法Task-based method；discussing and speaking.Teaching aids 教学工具(1)A blackboard (2)A projector and a computer.Teaching procedures 教学过程Step 1 Pre-reading (读前预热)1.Watch some pictures about some sea creatures.2.Show students the difference between killer whales and baleen whales.3.Watch some pictures about whale hunting from the movie Under the sea. (设计意图：通过观看海洋生物的图片，激发学生的学习兴趣。
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写，并运用了大量的-ing形式。
Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。
III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
高中英语《Unit 3 Under the sea》优质课教案、教学设计
采用分段细读， 根据段
是关于protect。
第二个任务scanning，分段细读，根据段落的不同特点设置不同的阅读任务，读第一至6段， 完成HowdidOldTom
helpwhalers?读第七至十二段，完
成How did other killers help whalers?以 及Why did the whalers turn the boat around immediately after the baleen whale died?总
紧贴话题，设置当今世界某些国家的捕鲸行为，学生小组合作，共同探讨支持或是反对该做法？以及如何尽自己之力保护鲸
类？
此项讨论以课文为基础，进行了适当拓展通过讨论让学生进一步明确： 动物是人类的朋
友。
环节6
（ 知识输出）
作业形式为写一篇关于鲸的调研报告，内容可涵盖鲸类的现状，鲸类面临的威胁，人类对于保护鲸类的做法等等。
1.语言知识与技能目标：
1)熟练掌握与话题相关的常用词汇与表达法。
2)培养学生听、说、读、写技能的综合运用能力。
2.情感态度与价值观：
1)在有趣的话题激励下，诱导学生积极参与，充分调动他
们学习海底世界及海底生物的兴趣。
2)在师生互动的活动中，加强教师的亲和力，充分发挥情感教学的优势。
评价设计
本节课是阅读课，主要采用形成性评价。采用学生自评、互评、教师评价以及小组比赛、纸笔测试等方式展开评价。
此项环节旨在让学生以阅读中的输入为基础， 增强全面认识事物的能力， 以写的形式结
束。
Unit3 Under the sea教学设计
。
为主，增强学生的自信心。
教学设计整体思路
高中选修7 Unit 3 Under the sea 第一课时教案
Senior 2 Book 7 Unit 3 Under the seaThe First Period教案――姓名Teaching Procedures:Step 1:Revision1、Greetings2、Duty reportStep 2:Dictationdesire test out alarm sympathy favour accompanyStep 3: Leading-in1、Show some pictures and short videos2、New wordscoral jellyfish dolphin sea star(star fish) turtle sealStep 4: Make a survey1、Show some phrases on the screen.2、Show the chart to the students.3、Groups of four, ask each other and then fill in the chart.Step 5:Pre-reading1、New wordsanecdote annual witness accommodation shore opposite yellpause telescope teamwork dive flee drag depth lip urgeabandon shark2、Ask students to read a short passage on page 19 and then do the exercise.3、Show the chart to the students.Step 6: Reading and comprehending1、T:○1 Show some short videos○2 Play the tapeSs:○1 Listen to the tape○2 Do exercises on page 212、Check the answers all together.Step 7 Homework1、As a matter of fact, whales are now an endangered animal. Many peopleare trying to protect them from being hunted. The last whaling station inAustralia closed in 1978. But some countries oppose the ban. And there are stillpeop le who hunt whales. What’s your opinion? Are you for or against the banningwhaling? Consider the problem carefully and we’ll have a discussion tomorrow.2、Read the passage again and answer the five questions on page 213、Find and underline all the sentences using the –ing form in the readingpassage,marking the passive –ing in red.。
Unit3-Under-the-Sea-Reading[公开课]讲课教案
What is happening in the picture ?
• baleen whale
Killer whales are attackБайду номын сангаасng a baleen whale with whalers waiting by in their boat,harpoon at the ready.
eaten up by the killers.
D. It was hard to handle the boat in the rough sea.
3. Old Tom throws itself out of the water and then crashes down in order to ___. A. give the whalers the information about a whale B. tell the whalers it is hungry C. help the whalers catch the whale D. inform the whalers to run away
B. The writer didn’t believe the killers could help the whalers catch whales before working at the whaling station.
C. The whalers left the body of the whale
A. He got hurt by a shark. B. He was abandoned by the other
whalers and felt terrified. C. He dropped his hope and was nearly
7-Unit-3-Under-the-sea市公开课获奖课件省名师示范课获奖课件
2.“In the meantime,Old Tom,and the others are having a good feed on its lips and tongue,”...在这段时间里，老汤姆和其他虎 鲸会饱餐一顿旳，鲸唇和鲸舌就是它们旳美 食…… 考点提炼 in the meantime意为“在……期 间 ，同步”，其同义词是meanwhile。
导练互动
要点单词 1.urge
“Man overboard!Turn the boat around!” _u_r_g_ed__ George,shouting loudly.（回归课本 P20） 观察思索 She urged him to stay.她力劝他留下。 The report urged that all children be taught to swim. 这份报告呼吁给全部旳小朋友教授游泳。 He urged his horse forward.他策马前行。
助 6.be/become aware of 对……懂得、明白；意识
到…… 7.upside down 上下翻转；颠倒旳（地）；乱七
八糟旳（地） 8.(be) scared to death 吓死了
Ⅲ.经典句式利用
1.This was the call that announced there was about to be a whale hunt.这是宣告捕鲸 行动立即就要开始旳号角。 考点提炼 be about to do表达打算或即将发 生旳动作，但它不与表达 将来时间旳副词 或其 他详细 将来时间状语 连用。但能够与when连 用，构成固定句型。
2.accommodation
...,as I was sorting out my accommodation,...(回归课本P20) 观察思索 Can we find accommodations at a hotel for tonight? 我们今晚能找到旅馆住宿吗？ This hotel has accommodations for 500 guests. 这家旅馆能容纳500人。
Unit 3 under the sea 公开课教案例
Book 7 Unit 3 Under the seaOld Tom the Killer WhaleLanguage PointsTeaching aims:1. Students can understand the paragragh1-2 .2. Students can handle the language points of paragragh1-2.3. Students can use these language points.Teaching importance and difficulty:Students can use these language points.Teaching method:1. Task-based teaching and learning.2. Discussion and cooperation.Teaching tools ：Blackboard and radioTeaching procedures :Step 1. Lead-inListen to the tape and then① ②③ ④v.1. witnessn.相关短语：⑴witness to (doing) sht.e.g.⑵a witness to sthe.g.2. e.g.sort oute.g. We’ve got a few little相关短语：sort throughput away3.①rooms, esp, for living inAccommodation e.g. The high cost of makes life②)词汇拓展：accommodate v.accommodator n.相关短语：make accommodation for …e.g.4. throw v.相关短语：throw outthrow offthrow awaythrow downthrow up5. out of water与out of 相关的短语out of breathout of dateout of controlout of questionout of the questionout of repairUse the languages points and make a dialog.Rosalyn: Hello! My name is Rosalyn. And may I ask your name?Clancy: Hi! My name is Clancy.Rosalyn: Oh! Clancy, I hear that you have worked at the whaling station. Clancy: Yes. When I was 16, I worked at a station. At the beginning, I didn’t believe the fact that the killers helped whalers catch huge whales. Rosalyn: Then?Clancy: The fist day when I arrived there, I was （sort）out my (accommodate), and I heard a loud noise. Then I(run) down to the shore to see a killer (throw) out of the water.Rosalyn: And did you (witness) how killers helped whalers? Clancy: Yes.Rosalyn: Wow! That is fantastic.Step 4: SummaryStep 5: Homework.。
Unit3-under-the-sea公开课教案设计
Unit 3 Under the sea公开课教案Period 1 warming up and readingⅠ.Teaching Aims:Enable the students to know about animals and plants under the sea.Help the students to learn an Inuit legend about the Killer Whale.Ⅱ.Important points:Reading comprehension to the textUnderstand the relationship between the killers and the whalers.Important words and expressionsⅢ.Difficult pointsThe relationship between the killers and the whalersMake the students realize the importance of protecting animals.Ⅳ.Teaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workⅤ.Teaching aidsA computer and a projectorⅥ.Teaching Procedures & waysStep 1: Warming up and pre-readingT: Have you seen plants and animals that live under the sea? Where did you see them? Find out from your classmates where they saw them. Use the list below to help you.on a snorkeling trip at an aquarium on a boat tour in booksin films on TV nature programs on the InternetIn groups, make a list of plants and animals that live under the sea that you and your classmates have seen in any of the ways listed above. Share what you know about these plants and animals. Do you have any favourite sea plants or animals? Tell your classmates what they are.T: What do you think is happening in the picture?Writer ClancyV ocation A whalerStyle Anecdotestime At the beginning for the 20th centuryPlace AustraliaMain idea The killer whale help people to kill baleen whaleScan the text, and fill in the blanks with names mentioned in the text1. ______________was 16 years of age when he went to work at the whaling station2.___________orderd Clancy to go to the boat as there was a whale out there in the bay3. _________was swimming by the boat showing the whalers the way4._________told Clancy that they would return the next day to bring in the body of the whale5._________was carried by the waves further and further away from the whalers.6. _______________knew that Old Tom would protect James.Step 3: Skimming (put the sentences into the right order.( ) George started beating the water with his oar( ) Clancy grabbed his boots and raced after George to the boat ( ) Clancy arrived at the whaling station( ) The killers started racing between our boat and the whale ( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whale Step 4: careful reading1. What evidence was there that Old Tom was helping out the whalers?2. Why did George think that the killer whales worked as a team?3. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed on its lips and tongue?4. Why did the whalers return home without the whale’s body?5. How do you think Red felt about the killer whales?6. How did Old Tom help James? Why do you think he did this?Step 5 Post-readingRole playThe teacher divides the students into there groups in class and makes each group play a different role. There are three roles in the play, the whaler, the baleen and the killer whale. The students make dialogues between the whaler and the baleen, the whaler and the killer, the baleen and the killer.( In this part, the aim is to arouse the interest about English class.)DiscussionThe teacher plays the video and asks the question whether human being should be allowed to kill the whales and how to protect the whales. Then the teacher gives students 5 minutes to discuss it and the students state their opinion.( The aim of this part is to make students realize the importance of protecting animals.)Step 7 Homework1. If you are interested in the information about the whales, you can watch the video on the Internet.2. Set a positive activity to protect animals by group.。