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1、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 .Teaching Aims: Enable the students to know about animals and plants under the sea. Help the students to learn an Inuit legend about the Killer Whale. .Important points: Reading comprehension to the text Understand the
2、 relationship between the killers and the whalers. Important words and expressions .Difficult points The relationship between the killers and the whalers Make the students realize the importance of protecting animals. .Teaching methods: Scanning and skimming Ask and answer questions activities Indiv
3、idual, pair and group work .Teaching aids A computer and a projector .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.
4、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.
5、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 Vocation Style time Place Main idea Clancy A whaler Anecdotes At the beginning for the 20th century Australia The killer whale help people to kill baleen wh
6、ale 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._tol
7、d 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
8、 ( ) 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 (
9、 ) 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 u
10、nder the water to feed on its lips and tongue? 4. Why did the whalers return home without the whales 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 grou
11、ps 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 interes
12、t 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.) Step 7 Homework 1. 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. 3
