Unit 3 Under the sea 教案

Unit 3 Under the sea
教材分析
本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。

本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。

本单元实现了语言学习和传播先进思想的完美统一。

1.1 Warming Up设计了两个活动。

第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题——海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。

紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。

这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。

1.2 Pre-reading是Reading文图并茂的内容简介。

“虎鲸帮助捕鲸人在每年须鲸迁徙时捕捉须鲸”的奇闻轶事会立刻激起学生的阅读兴趣。

1.3 Reading是一篇题为“Old Tom the Killer Whale”的故事，其中包括两篇关于虎鲸的奇闻轶事。

第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。

第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。

学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。

1.4 Comprehending设计了根据课文内容描述Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上进行再创造。

第二题根据课文回答问题，其目的是评价学生对文章的理解程度。

第三项是小组讨论，中心论题——你是否同意禁止捕鲸——直击本单元思想内容主题——环境和动物保护。

整个活动设计梯次分明，思想教育意义和语言学习意义两条线共同逐步深入，以达到阅读理解的最佳效果。

1.5 Learning about Language分为词汇和语法两项。

词汇部分帮助学生学习用
适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。

语法项目是复习动词-ing形式的被动语态。

要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。

-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。

1.6 Using Language是一个综合性学习项目，包括“阅读与讨论”、“讨论与写作”、“说话与写作”。

“阅读与讨论” 的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。

“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。

这种分类描写的方式非常有利于对学生的写作训练和指导。

“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的内容是完成所听的句子和填上所缺的词。

所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。

“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。

该部分提供了表示“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。

这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。

The first period 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.
Ⅰ. Important points:
Reading comprehension to the text
Understand the relationship between the killers and the whalers.
Important words and expressions
Ⅰ. Difficult points
The relationship between the killers and the whalers
Make the students realize the importance of protecting animals.
Ⅰ. Teaching methods:
Scanning and skimming
Ask and answer questions activities
Individual, pair and group work
Ⅰ. Teaching aids
A computer and a projector
Ⅰ. 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?
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. ______________ 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.
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 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: Consolidation
Fill in the blanks according to the passage.
Working at the _______ (whale) station, I had _________ whales killed many times with my own eyes. On the afternoon I arrived at the station, as I ______________ (sort 短语) my accommodation, I heard a loud noise coming from the bay. Running down to the shore in time, we saw an _________ (huge同义词) animal.
“It is called Old Tom, the killer.” George said as he ran ahead ___ me. ____ the distance we could see that something was happening. As we ___________ (draw短语), I could see a whale _____________ by a _____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was dragged by the sharks down into the ______ of the sea.
2. Get the main ideas of the two anecdotes.
Step 6 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.
The Second Period Language points
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out
b. 重点句子
We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20
Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20
As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20
And those others are stopping it diving or fleeing out to sea. P20
It took over half an hour to get the boat back to James ... P21
2. Ability goals能力目标
Learn to use new words and phrases.
Teaching methods 教学方法
Learning and practicing.
Teaching aids 教具准备
A projector and a computer.
Teaching procedures & ways 教学过程与方式
StepⅠ Language points
1. It was a time when the killer whales, or “killers” as they were then called, helped the whalers catch the baleen whales that were on their annual migration.
It was a time when… 此处为when 所引导的时间状语从句。

2. This was the call that announced there was about to be a whale hunt.
①此处由that 引导的定语从句，其中定语从句后又接一个宾语从句；
②be about to do sth. 意为“即将，将要做某事”。

When we were about to close down the business, the bank came to out rescue.
我们就要停业时，银行（借贷）为我们救了急。

3. …I witnessed it with my own eyes many times.
witness用作动词，意思是“亲眼看到”，例如：
Did you witness the accident?
你亲眼看到那次事故了吗？
witness还可以表示“作证”、“证明”，例如：
He witnessed to having seen the man enter the building.
他作证说他看到那个人进入大楼的。

witness还可以用作名词，表示“目击者，证人”，例如：
The police found the witness to the murder case.
警察找到了那件谋杀案的目击者。

He was called as a defense witness.
他被传唤做被告证人。

4. … its body was dragged swiftly by the killers down into the depths of the sea.
drag的意思是“拖”，例如：
He dragged the table into the corner. 他把那张桌子拖到角落。

drag的短语联想：
drag down 把人拖垮
drag one’s feet 故意拖延
drag in 拉进去
drag on 拖延、拉长
5. From James’s face, I could see he was terrified of being abandoned by us. abandon的意思是“放弃，抛弃”，例如：
Many people were killed by the chemical weapons abandoned by the Japanese during the World War Ⅱ.
很多人被二战期间日本人留下来的化学武器害死了。

【词语辨析】abandon / desert / give up
①abandon强调永远或完全放弃某人或某事物；可能是被迫的，也可能是自愿
的；
②desert 着重指违背法律责任和义务或自己的信仰与誓言的行为；
③give up 普通用语，侧重指没有希望，或因为外界压力而放弃。

6. What evidence was there that Old Tom was helping the whalers out?
阅读下列句子，注意help (...) out的意思及用法。

1) Do you need anyone to help out in the shop?
2) No need to thank me — I was just glad to help out a friend.
3) I agreed to help you out tonight, but that was all I agreed to.
通过观察上面的句子可知，help (...) out的意思是：“帮助……（摆脱困境或危难）”。

help out可单独使用（句1）；也可构成以下结构：help out sb.（句2）；help sb. out（句3），其中，当sb.为人称代词时，常放在out之前。

7. “Man overboard! Turn the boat around!” urged George, shouting loudly.
阅读下列句子，注意urge的意思及用法。

1. I felt a sudden urge to tell him all my problems.
2. Police are urging anyone who saw the accident to contact them immediately.
3. Our teacher urged on / upon us the need for cooperation.
4. They urged that the library be kept open during the vacation.
从以上句子中可以看出，urge可作名词，含义为“迫切的欲望；强烈的要求”；也可作动词，意思是“催促；力劝；强烈要求”。

其常见用法分别如下：
●作名词
the urge to do sth. 想做某事的强烈欲望(句1) I felt a sudden urge to tell him all my problems.
●作动词
①_______________敦促某人做某事(句2) Police are urging anyone who saw the accident to contact them immediately.
②urge sth. ________ sb. 向某人极力陈述某事(句3) Our teacher urged on / upon us the need for cooperation.
③urge that ... 强烈要求……(句4) They urged that the library be kept open during the vacation. ，从句中谓语部分用should + 动词原形或只用动词原形。

Step Ⅰ Exercises
Deal with the useful words and expressions in this unit and let the Ss do some exercises to master their meanings and usages.
Step Ⅰ Homework
Remember the new words and expressions.
The Third Period Learning about Language
Teaching goals 教学目标
To practice the new words and expressions.
Teaching important and difficult points 教学重难点
Learn how to use the new words.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Discussion
What have you learned from the reading passage? Have a look at the pictures and say something.
Step Ⅰ Revision
Review the new words we have learnt last lesson.
Step Ⅰ Application
Task 1 Some of the words in this unit can be used as both verbs and nouns. Look at these definitions and find the words in the text. Then write down how they have been used.
Now make sentences using the words.
Task 2 Read these sentences. Then replace the words in italics with words that mean the same from the unit.
①Some personal stories about Mark Twain are very amusing.
②Working together is necessary to produce good results.
③More and more people are concerned with the protection of different whale
species.
④Sit facing the street and watch the parade go by.
⑤When you hit an iceberg, leave the ship immediately.
Task 3 Use these words in their proper forms to complete the passage below.
depth dive yell annual shark witness accommodation relationship flee shore
When I was young, my parents liked jogging on the beach. So we used to visit the seaside on our _______ holiday. We always stayed in ______________ close to the
_____ because my parents had a good __________ with the owner of the hotel. We also went snorkelling each time and would _____ under the waves to see the colorful fish. As I grew older I was allowed to go to greater ________ and further out beyond the bay. There I saw small _______ as they swam lazily around the sea bottom. One day I __________ how they would pursue their prey swiftly, and the small fish had no time to _____ away. I wanted to _____ and warn the poor fish but that was impossible underwater. Thank God it was; otherwise, I might have been swallowed instead! Step IV Learning Tips
We can make up a passage to remember the new words on page 22.
You may yell in alarm and be scared to witness so many abandoned old people without accommodation, pension and relatives dragging their exhausted bodies in the street. The government is aware of what it reflects and urges annual conservation of them. Step Ⅰ Homework
1. Review some key words and expressions.
2. Preview Grammar.
The Fourth Period Grammar
Teaching goals教学目标
1. Ability goals能力目标
Revise the Passive V oice of the -ing form.
2. Learning ability goals学能目标
Help the Ss to learn how to use the Passive V oice especially “being done” form by practicing and summarizing.
Teaching important points 教学重点
The Passive V oice and “being done” used as object, attribute and so on.
Teaching difficult points教学难点
Help the Ss to master the usage of the Passive V oice and “being done” structure. Teaching methods 教学方法
Concluding, summarizing and practicing.
Teaching procedures & ways 教学过程与方式
StepⅠRevising useful structures
1. Find and underline all the sentences using the -ing form in the reading passage, marking the passive -ing form in red.
①I had already heard that George didn’t like being kept waiting, so even though
I did not have the right clothes on, I grabbed my boots and raced after him.
②I could see a whale being attacked by a pack of about six other killers.
③Being badly wounded, the whale soon died.
④From James’ face, I could see he was terrified of being abandoned by us.
⑤I saw James being firmly held up in the water by Old Tom.
2. What structures of –ing form can you learn from these sentences and fill in the form.
主形: <not> having done
被形: <not> having been done
主形: <not> doing
被形: <not> being done
非谓语动词
①作主语、宾语、宾语补足语、定语、状语；
②“完成式”表动作发生在谓语动作<过去时>之前；
③being done 表被动正在进行。

3. Look at the pictures and use the passive –ing form to fill in the blanks.
①_________________ (surround) by whaling boats, the whale has no place to go.
②I see a whale _________ (tie) by ropes from a J apanese whaling ship.
③The building ___________ now is our school.
【比较】
The building to be built next year is our school.
The building built last year is our school.
④I heard an English song being sung by a little girl when I passed by her room last night. （V-ing被动形式）
比较：
An English song was being sung by a little girl.（被动语态）
A little girl was singing an English song.（主动语态）
Step II Practice
1. Complete the sentences below with the passive -ing form of the verbs in brackets
①James was afraid of _______________ (attack) by sharks.
②_____________ (hold up) in the water b y Old Tom, James was confident he
would survive.
③_______________ (include) in the hunt was a great thrill for Clancy.
④____________________ (accept) by the whalers, the killers were able to get a
good feed from the whale.
⑤Clancy didn’t mind __________ (tell) what to do.
⑥_______________ (help out) by the killer whales, the whalers were able to make a
successful kill.
⑦The children enjoyed ___________ (take) to the aquarium.
⑧It seemed the sea lion didn’t mind __________________ (photograph) with the
tourists after all.
⑨“In fact, the chances of anybody _______________ (swallow) by a whale are
rather low,” said the researcher.
2. Complete each of the following sentences in several ways using the passive-ing form.
Example:
When I was young I used to dislike being told to lay the table for dinner while I was watching my favorite TV programme.
①When I was in primary school I used to enjoy …
②I’ll never forget …
③When I was a child I used to fear …
④Long, long ago I was fond of …
⑤Last year I liked …, but now I like …
Step III Homework
1. Finish the exercises on Page 64.
2. Preview Using Language.
The Fifth Period Using Language
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
reflecting, pure, cell, became aware of, vivid, seaweed, narrow, upside down, sharp, tasty, scared to death, shallow
b. 重点句子
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!
The first thing I became aware of was all the vivid colours surrounding me ...
What a wonderful, limitless world it was down there!
2. Ability goals能力目标
Enable the Ss to know more about the living things under the sea and experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given.
3. Learning ability goals学能目标
Try to improve the students’ reading ability by grasping the information in the dairy about the world under the sea. Strengthen their sense of environmental protection. Teaching important and difficult points 教学重难点
Enable the Ss to read for specific information and guide the Ss to write their own diary. Teaching methods 教学方法
Reading, listening and speaking.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Lead-in
Show some pictures about the sea animals.
Step Ⅰ Reading
1. Look through the title, three pictures and some relevant information on Page 24 to predict what the main idea of this passage is.
A. The fantastic things under the sea the author watched on TV.
B. This is a fantastic diary.
C. In a diary the author reflected on the wonderful life which was seen under the sea.
2. Fast Reading
Glance quickly through the diary entry and number the paragraph topics in the correct order.
Topic
colors and shapes
dangers
reflecting
the reef’s edge
a final thought
some sea creatures
3. Careful Reading
Were there more delights than dangers when snorkelling? List them and decide for yourself.
Complete these noun groups from the diary entry and give their meanings in Chinese.
Find the adjectives in the passage that go under these headings.
Fill in the blanks.
During the snorkelling trip, the writer first became ______ of the _____ colours and the fantastic corals. He saw little fish ________ the bodies of larger fish, the parrotfish _________ upside down, a sea-slug _______ by a sea-star,
a turtle passing so close to him, an eel ________ its head from a hole, a clam _______ for something to swim in between its thick green lips. He felt ______ to death on seeing some creatures. It is a wonderful and __________________ world under the sea.
Step III Discussion
In groups, look at the expressions below from the diary entry. Check their meanings with each other. Then tell each other about the times you had feelings like these.
1.a day of pure magic
2. extraordinary beauty
3. it was the most fantastic thing I have ever done
4. my heart was beating wildly
5. every cell in my body woke up
6. (I felt) scared to death
7. it was like discovering a whole new dimension of life
Step IV Language points
1. I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day…
阅读下列句子，注意reflect的意思及用法。

1) His face was reflected in the mirror.
2) The windows reflected the bright afternoon sunlight.
3) Our newspaper aims to reflect the views of the local community.
4) He had time to reflect on / upon his successes and failures.
5) Moe reflected that he had never seen Sherry so happy.
从以上句子中可以看出，reflect可作及物动词，也可作不及物动词，意为：“_____”（句1）His face was reflected in the mirror. ；“反射”（句2）The windows reflected the bright afternoon sunlight. ；“表达；反映”（句3）Our newspaper aims to reflect the views of the local community. ；“思考”（句4、句5）。

作“思考”讲时，常用于以下结构：reflect on / upon sth.（句4）He had time to reflect on / upon his successes and failures. ；reflected that ... （句5）Moe reflected that he had never seen Sherry so happy.
【即学即练】将下列句子翻译为汉语。

1) He looked at his face reflected in the mirror.
2) The literature of a period reflects its values and tastes.
3) She reflected that his argument was probably true.
2. The first thing I became aware of was all the vivid colours surrounding me…
阅读下列句子，注意aware的意思及用法。

1) He was well aware of the problem.
2) The little girl was not aware of having done wrong.
3) They suddenly became aware of people looking at them.
4) Were you aware that something was wrong?
5) I don’t think people are really aware (of) just how much it costs.
从以上句子中可以看出，aware作形容词，含义为“知道；意识到；察觉”。

其常见用法如下：
★be aware of sth. (句1) He was well aware of the problem.
★be aware of doing sth. (句2) The little girl was not aware of having done wrong. ★______________________________ (句3) They suddenly became aware of people looking at them.
★be aware that / how ... (句4、句5) Were you aware that something was wrong?
I don’t think people are really aware (of) just how much it costs.
[即学即练] 将下列句子翻译成英语。

1) 你知道是什么时候了吗?
2) 事情在我不知不觉中发生了。

3) 她发觉有东西烧着了。

3. …the yellow and green parrotfish was hanging upside down…
upside down意为“底朝上，上下颠倒，倒转，乱七八糟”。

如：
The picture is hanging upside down.
Thieves left the place upside down.
【拓展】turn ... upside down 把……翻得乱七八糟，给（某人的生活）造成大的变化或混乱。

如：
Mark turned the whole room upside down looking for his book.
Her husband’s sudden death turned her world upside down.
4. I told myself they weren’t dangerous but that didn’t stop me from feeling scared to death for a moment!
阅读下列句子，注意scare的意思及用法。

1) Don’t let the noise scare you; it’s only the wind.
2) She moved quietly to avoid scaring the birds away /off.
3) The child was scared of the fierce-looking dog.
4) Mike was scared to go bungee jumping.
5) I’m scared I’ll fail all my exams.
6) There’s been quite a scare about the possible side effects of this new drug.
scare作动词时，意为“使惊吓，使惊恐”，如句1 Don’t let the noise scare you; it’s only the wind.常构成短语：scare away / off_____，如句2 She moved quietly to avoid scaring the birds away /off.
scared作表语，意为“害怕的”，常构成短语be scared of和be scared to do sth.,或在其后加从句，如句3至句5
3) The child was scared of the fierce-looking dog.
4) Mike was scared to go bungee jumping.
5) I’m scared I’ll fail all my exams.
scare作名词时，意为“惊吓，惊恐”，如句6 There’s been quite a scare about the possible side effects of this new drug.
[即学即练] 根据中英文提示，完成下列句子。

1) 昂贵的价格把可能购买的顾客吓跑了。

The high price is ________________ possible buyers.
2) 我害怕告诉她所发生的事情。

I’m __________________________ her what happened.
3) 爆炸声把我吓了一跳。

The sound of the explosion gave me quite __________.
Step V Have a try
Using the third person to retell the passage in your own words according to the following information given.
On the morning of January 19th
Go snorkelling On the reef offshore
The vivid colors Explore small caves
Get close to A steep drop
Look down A tiny spot
On the morning of January 19th, he/she went snorkelling on the reef offshore. Under the sea, he/she saw all kinds of the vivid colors and fish. When swimming among them, he/she noticed the little fish and some other creatures. As exploring small caves, he/she …
Step VI Reading, discussing and listening
1. Read the advertisement on page 25 and discuss 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 do you get a refund?
2. These dialogues between tourists and a tour guide took place after a whale watching tour. Decide what the tourists would appreciate (G) and what 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 _____ □
3. 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 for each dialogue.
4. 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, ___________________.
5. Listen to the first dialogue and fill in the missing words. Then read the lines aloud, paying special attention to stress and intonation.
TOUR 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.
Step VII Homework
Remember the new words and expressions.
Preview the next lesson.
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
功能句式
That’s not good enough.
I’m sorry but...
I’m afraid...
I’m feeling (annoyed with / unhappy about / unsatisfied with ...).
I’m not feeling (happy about / satisfied with ...).
I’d like to talk to the manager.
I’d like a full refund.
That’s no good for me.
I’d like a refund, please.
2. Ability goals能力目标
Enable the Ss to describe a place and the plants or animals there with the target language. Enable the Ss to make complaint using the expressions given.
3. Learning ability goals学能目标
Help the Ss learn how to write a description of a place and the plants or animals there with the target language.
Help the Ss learn how to make complaint with the target language.
Teaching important and difficult points教学重难点
Help the Ss to master the useful expressions and learn to use them to express blame and Complaint in certain situations.
Teaching methods教学方法
Discussing, guided writing and speaking.
Teaching procedures & ways教学过程与方式
Step Ⅰ Speaking
1. Think about the following situations, and what will you do next?
Situation 1: See a doctor
Situation 2: In a famous restaurant
No matter how unfair the situation, it’s best to phrase your complaint politely.
In English, you’ll sound more polite if you use indirect language. Here are some examples:
I’m sorry to bother you ...
Can you help me with this?
Excuse me, but I …
…
2. With your partner, make up dialogues for the following situations. Then use expressions like the ones in the second box. Perform them for your class. Then write them down.
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.
Sample:
1. You missed your flight because you think that it was not announced over the loudspeaker. Complain to an airline official.
Customer: Excuse me but I’m feeling very annoyed because I’ve missed my flight. I’m sure it wasn’t announced. I’ve got to get to Beijing by tonight. Is there another flight I can go on?
Airline official: All our flights are announced, sir/madam, but I’ll see if I can book you on another flight. Can you show me your ticket?
Customer: Sure.
Airline official: I’m sorry, but there aren’t any seats available on the flights today, but I can get you on a flight early tomorrow morning.
Customer: I’m sorry but that’s not good enough. I’ve got to get to Beijing today. Airline official: Well, there’s nothing I can do about it.
Customer: Then, I’d like a refund please. I’ll go with another airline.。