高中英语《Unit3 Under the sea Period1》教案 新人教版选修7
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。
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.。
人教版高中英语选修7《Unit3Underthesea》教案
人教版高中英语选修7《Unit 3 Under thesea》教案人教版高中英语选修7《Unit 3 Under the sea》教案【一】教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in Warming-up(5mins) 问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
[精品]新人教版选修七高中英语unit3 under the sea period1优质课教案
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高中英语优秀教案：设计方案(二)•Unit3 Under the sea教材分析Warming Up provides two activities to spark students' interest in the topic.Of course，before the class，the students must have gathered some information to make preparations for this class.Many kinds of their favorite sea animals are presented in their vivid pictures.Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit.Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself.The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote.Then let them scan for further understanding.In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases.Having done this，students must have had a very clear understanding of the whole hunting and saving process.To make their understanding easier，the teacher should deal with any language problems while they are reading.And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups.They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group.Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标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．Quiz，discussion，blank－filling，retelling，debate.教学工具 A computer and a projector.教学过程Step 1Warming up1．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?·Some features of it，its distribution，or living condition.Anything about it is welcome.·Why do you like it?Sample introduction：①My favorite sea animal is dolphins(海豚)．I found them at an aquarium this summer holiday.Dolphins are very meek(温顺的)．Neither as timid animals in virgin forests who run away immediately they discover a stranger，nor as beasts in remote mountains who bare fangs and brandish claws the moment they encounter a person，dolphins are always friendly with people.Dolphins and human beings have been on friendly terms all along.I like dolphins，because dolphins are truly intellectual.They can even imitate some people's voice after a period of training.Yet，dolphins have intelligence different from common animals.The volume and mass of their brain are among the most considerable in the animal world.Up to the present moment，scientists have two different views on animals' intelligence：one is that of all animals，chimps are the most intellectual and capable；another is that chimps are no more capable of studying than dolphins，and it is probable that dolphins are more intellectual than chimps.Therefore，some people consid er dolphins as “wizards in thesea”．When mentioning dolphins，people will probably speak highly of their supernormal intelligence and ability.In that aquarium，it is common that dolphins are giving a wonderful performance by following the trainer's instructions.They seem to be capable of understanding what mankind expresses and taking actions according to the instructions.At present，the majority of people marvel at dolphins' supernormal intelligence as a kind of sea animal.But to what extent can dolphins' intelligence and ability achieve？It remains to be probed and researched.②My favorite sea animal is tropical fish(热带鱼)．I found them ona snorkelling trip.I was attracted by its colorful appearance.In the half an hour's trip from the shore，I found coral reefs，tropical fish and other marine life.Excitedly，I bought some fishes home.It was my first time to raise tropical fish.One month ago my friend told me that tropical fish are easier to raise than the golden fish.Her words let me think of another friend of mine.He is raising tropical fish.I am feeding four categories of tropical fish.Two black marry，eight peacocks，another two fishes，although I don't know their names，are the most beautiful.The peacock is the smallest and isn't colorful as I have seen in other places before.My friend told me they will be beautiful when they grow up.So I put the eight peacock fish into a small fish jar.I observes them every day and is expecting them to be bigger and more colorful.Two of the four big tropical fishes have died including the beautiful one.Perhaps thebeautiful fish's life is fragile.If it is true，then I don't expect the small peacocks to turn beautiful.I shouldn't be so greedy to want both.That they just have strong life is enough for me.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)Which of these kinds of whales can grow to be the largest?Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)(4)Humans have been hunting whales for more than __A__ years.A．2000 B．1000 C．500(5)Will the killer whales attack people and eat them？No.(6)Does a female killer whale give birth to a baby whale or lay eggs？Give birth to a baby whale.(7)What does a newly－born baby killer whale feed on？__C__A．Small sea animals. B．Sea plants. C．Its mother's milk.(8)Do the killers belong to the family of dolphins or whales？Dolphins.(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.A．40－50 B．50－60 C．60－70 D．80－90(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.A．2－50 B．20－50 C．30－60(11)How many sounds can a killer whale make？62 sounds.(12)Are killers endangered species and in need of conservation？No.(13)The killer whales are sometimes calle d the “__A__ of the sea” because they are both very fierce.A．wolf B．dog C．tigerStep 2Pre－reading1．Read the words in Pre－reading on Page 19 quickly and fill in the form.Writer An old man called ClancyOccupation ·A whalerStyle ·AnecdotesTime ·At the beginning of the 20th centuryPlace ·AustraliaWhat happened ·The killer whales helped the whalers catch a baleen whale.Step 3Skimming1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.Main ideas：Anecdote one：The killer whales helped the whalers to catch a baleen whale.Anecdote two：Old Tom saved a whaler James.2．Fill in the blanks with the names of the roles 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.Suggested answers：(1)Clancy(2)George(3)Old Tom(4)Jack (5)James (6)RedStep 4Scanning1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.Anecdote one：There was perfect cooperation between the whalers and the killer whales.Before the huntThe killers' action：Threw_itself out_of the water and then crashed_down again.Swam_by the boat，showing the whalers the way.Circled back to the boat, leading the whalers to the hunt.The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.They jumped_into_the boat with the other whalers and headed_out into the bay.During and after the huntThe killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；some others are stopping it fleeing_out to sea.The killers started racing_between the whalers' boat and the whale，just like a pack of excited dogs.Within a moment or two，the whale's body was dragged_down_into the depths of the sea.The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.Started turning the boat around to go home.Anecdote two：The dangers facing James：(1)He was washed_off_the boat and was carried_away_by rough waves.(2)There was a shark out there.The help offered by Old Tom：(1)Old Tom wouldn't_let_the shark near.(2)Old Tom firmly held James up in the water.2．Reading aloud and underlining expressions.Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.Suggested answers：Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water 3．Reading，identifying and settling.Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficultsentences and discuss them among their group members.They may also turn to the teacher for help.·...George didn't like being kept waiting...·...I could see a whale being attacked by a pack of about six other killers.·Being badly wounded，the whale soon died.·...I could see he was terrified of being abandoned by us.Step 5DiscussionAfter the students read the passage，ask them to discuss the following questions in groups and then report to the class.1．Why has the killer whale got the name Old Tom?2．Do you like killer whales？Why or why not?Suggested answers：1．Old Tom is a person's name.In my opinion，the reasons why the killer in the text is called so may be two.For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name.For another，the whalers called it Old Tom，just as they were calling a man.That is to say，the whalers treated it as their dear friend.In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea.In return，the killer can get part of the baleen whale as its food.So to some extent，the whalers and killers are depending on each other.They cooperated well and lived in harmony with one another.2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near.They are so clever and friendly to human beings.What's more，they worked as a team，which should be learned by us when we are working.I don't like them.Though they are clever and friendly to us，they are too fierce.To my great surprise，they should eat the flesh of another whale.I could hardly believe it.I have never heard of one animal killing his families and even eating their meat.How pitiful it is!Step 6Further－thinking1．What else do you think is amazing in the story？Show your evidence.2．What is an anecdote?Suggested answers：1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing.But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue.Or they just want to share it with the whalers in return for their cooperation.2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.Step 7ConsolidationAsk students to retell the passage with the help of their worksheet.1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James.Your anecdote should at least consist of two paragraphs：Paragraph one：about the writer，time，place and what happened Paragraph two：detailed information about the anecdote Step 8DebateThe 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.In groups discuss the reasons for and against banning whaling.Step 9Homework1．Write down the useful new words and expressions，then learn them by heart.2．Write down an anecdote in the name of Old Tom，the baleen whale or James.。
高中英语《Unit3 Under the sea Period1》教案 新人教版选修7
高中英语优秀教案：设计方案(二)•Unit3 Under the sea教材分析Warming Up provides two activities to spark students' interest in the topic.Of course，before the class，the students must have gathered some information to make preparations for this class.Many kinds of their favorite sea animals are presented in their vivid pictures.Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit.Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself.The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote.Then let them scan for further understanding.In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases.Having done this，students must have had a very clear understanding of the whole hunting and saving process.To make their understanding easier，the teacher should deal with any language problems while they are reading.And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups.They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group.Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标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 in terest 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．Quiz，discussion，blank－filling，retelling，debate.教学工具 A computer and a projector.教学过程Step 1Warming up1．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?·Some features of it，its distribution，or living condition.Anything about it is welcome.·Why do you like it?Sample introduction：①My favorite sea animal is dolphins(海豚)．I found them at an aquarium this summer holiday.Dolphins are very meek(温顺的)．Neither as timid animals in virgin forests who run away im mediately they discover a stranger，nor as beasts in remote mountains who bare fangs and brandish claws the moment they encounter a person，dolphins are always friendly with people.Dolphins and human beings have been on friendly terms all along.I like dolphins，because dolphins are truly intellectual.They can even imitate some people's voice after a period of training.Yet，dolphins have intelligence different from common animals.The volume and mass of their brain are among the most considerable in the animal world.Up to the present moment，scientists have two different views on animals' intelligence：one is that of all animals，chimps are the most intellectual and capable；another is that chimps are no more capable of studying than dolphins，and it is probable that dolphins are more intellectual than chimps.Therefore，some people consider dolphins as “wizards in the sea”．When mentioning dolphins，people will probably speak highly of their supernormal intelligence and ability.In that aquarium，it is common that dolphins are giving a wonderful performance by following the trainer's instructions.They seem to be capable of understanding what mankind expresses and taking actions according to theinstructions.At present，the majority of people marvel at dolphins' supernormal intelligence as a kind of sea animal.But to what extent can dolphins' intelligence and ability achieve？It remains to be probed and researched.②My favorite sea animal is tropical fish(热带鱼)．I found them on a snorkelling trip.I was attracted by its colorful appearance.In the half an hour's trip from the shore，I found coral reefs，tropical fish and other marine life.Excitedly，I bought some fishes home.It was my first time to raise tropical fish.One month ago m y friend told me that tropical fish are easier to raise than the golden fish.Her words let me think of another friend of mine.He is raising tropical fish.I am feeding four categories of tropical fish.Two black marry，eight peacocks，another two fishes，although I don't know their names，are the most beautiful.The peacock is the smallest and isn't colorful as I have seen in other places before.My friend told me they will be beautiful when they grow up.So I put the eight peacock fish into a small fish jar.I observes them every day and is expecting them to be bigger and more colorful.Two of the four big tropical fishes have died including the beautiful one.Perhaps the beautiful fish's life is fragile.If it is true，then I don't expect the small peacocks to turn beautiful.I shouldn't be so greedy to want both.That they just have strong life is enough for me.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)Which of these kinds of whales can grow to be the largest?Blue whales 蓝鲸(about 21－27m in length,100－120tons in weight)(4)Humans have been hunting whales for more than __A__ years.A．2000 B．1000 C．500(5)Will the killer whales attack people and eat them？No.(6)Does a female killer whale give birth to a baby whale or lay eggs？Give birth to a baby whale.(7)What does a newly－born baby killer whale feed on？__C__A．Small sea animals. B．Sea plants. C．Its mother's milk.(8)Do the killers belong to the family of dolphins or whales？Dolphins.(9)Male killer whales have a life expectancy of __B__ years，while females can live as long as __D__ years.A．40－50 B．50－60 C．60－70 D．80－90(10)Killers are highly social animals that travel in groups called pods(群)．Pods usually consist of __A__ whales.A．2－50 B．20－50 C．30－60(11)How many sounds can a killer whale make？62 sounds.(12)Are killers endangered species and in need of conservation？No.(13)The killer whales are sometimes calle d the “__A__ of the sea” because they are both very fierce.A．wolf B．dog C．tigerStep 2Pre－reading1．Read the words in Pre－reading on Page 19 quickly and fill in the form.Writer An old man called ClancyOccupation ·A whalerStyle ·AnecdotesTime ·At the beginning of the 20th centuryPlace ·AustraliaWhat happened ·The killer whales helped the whalers catch a bal eenwhale.Step 3Skimming1．Glance through the two anecdotes and use one sentence to get the main idea of each anecdote.Main ideas：Anecdote one：The killer whales helped the whalers to catch a baleen whale.Anecdote two：Old Tom saved a whaler James.2．Fill in the blanks with the n ames of the roles 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.Suggested answers：(1)Clancy(2)George(3)Old Tom(4)Jack(5)James (6)RedStep 4Scanning1．Read these two anecdotes carefully and find out some verbs or verb phrases to do the blank－filling worksheet.Anecdote one：There was perfect cooperation between the whalers and the killer whales.Before the huntThe killers' action：Threw_itself out_of the water and then crashed_down again.Swam_by the boat，showing the whalers the way.Circled back to the boat, leading the whalers to the hunt.The whalers' reaction：A whaler yelled out. George ran ahead_of_ clancy.Clancy raced_after him.They jumped_into_the boat with the other whalers and headed_out into the bay.During and after the huntThe killers' action：A pack of killers are throwing_themselves on top of the whale's blow－hole to_stop it breathing；some others are stopping it fleeing_out to sea.The killers started racing_between the whalers' boat and the whale，just like a pack of excited dogs.Within a moment or two，the whale's body was dragged_down_into the depths of the sea.The whalers' reaction：The man in the bow of the boat aimed a harpoon at the whale and let it go to hit the spot.Started turning the boat around to go home.Anecdote two：The dangers facing James：(1)He was washed_off_the boat and was carried_away_by rough waves.(2)There was a shark out there.The help offered by Old Tom：(1)Old Tom wouldn't_let_the shark near.(2)Old Tom firmly held James up in the water.2．Reading aloud and underlining expressions.Students read the text aloud to the tape and underline all the expressions in the text.Put them down into their notebooks after class as homework.Suggested answers：Collections：at the time，witness sth.with one's own eyes many times，sort out my accommodation，in time to do sth.，crash down，yell out，ahead of，flee out to sea，aim at，let sth.go，be dragged swiftly down into the depths of the sea，in the meantime，have a good feed on sth.，be carried further and further away，be firmly held up in the water3．Reading，identifying and settling.Students skim the text once again and identify the difficult sentences.Let them try analyzing the structures of the difficult sentences and discuss them among their group members.They may also turn to the teacher for help.·...George didn't like being kept waiting...·...I could see a whale being attacked by a pack of about six other killers.·Being badly wounded，the whale soon died.·...I could see he was terrified of being abandoned by us.Step 5DiscussionAfter the students read the passage，ask them to discuss the following questions in groups and then report to the class.1．Why has the killer whale got the name Old Tom?2．Do you like killer whales？Why or why not?Suggested answers：1．Old Tom is a person's name.In my opinion，the reasons why the killer in the text is called so may be two.For one thing，the killer that showed the whalers the way to the hunt and saved James must be a male killer whale because Tom is a man's name.For another，the whalers called it Old Tom，just as they were calling a man.That is to say，the whalers treated it as their dear friend.In the meantime，the killer itself must be very friendly to the whalers and helped them a lot in hunting in the sea.In return，the killer can get part of the baleen whale as its food.So to some extent，the whalers and killers are depending on each other.They cooperated well and lived in harmony with one another.2．I like killer whales because when James fell off the boat，the killer whale not only protected him from being drowned but also wouldn't let the shark near.They are so clever and friendly to human beings.What's more，they worked as a team，which should be learned by us when we are working.I don't like them.Though they are clever and friendly to us，they are too fierce.To my great surprise，they should eat the flesh of another whale.I could hardly believe it.I have never heard of one animal killing his families and even eating their meat.How pitiful it is!Step 6Further－thinking1．What else do you think is amazing in the story？Sho w your evidence.2．What is an anecdote?Suggested answers：1．I think it is so amazing that we human beings should use one animal to attack or hunt another animal even his own family members，just like dogs that help hunters hunt animals.I think that the killer will return the body of the baleen whale instead of keeping it or eating it up is very amazing.But I guess the killer whales are just fond of the taste of the baleen whale's lips and tongue.Or they just want to share it with the whalers in return for their cooperation.2．According to the text，as far as I am concerned，an anecdote must be an exciting or amazing story.Step 7ConsolidationAsk students to retell the pass age with the help of their worksheet.1．Please retell either of the two anecdotes in the name of Old Tom，the baleen whale or James.Your anecdote should at least consist of two paragraphs：Paragraph one：about the writer，time，place and what happenedParagraph two：detailed information about the anecdoteStep 8DebateThe 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.Ingroups discuss the reasons for and against banning whaling.Step 9Homework1．Write down the useful new words and expressions，then learn them by heart.2．Write down an anecdote in the name of Old Tom，the baleen whale or James.。
BOOK7 Unit3 Under the Sea阅读教学设计(第一课时)
BOOK7 Unit3 Under the Sea阅读教学设计(第一课时)【教学材料】普通高中课程标准试验教科书选修七Unit3 Under the Sea【教材分析】本课为人教版教材选修七第三单元第一课。
文章以第一人称的口吻描述了在二十世纪初澳大利亚东南海岸线上虎鲸的故事。
故事分为两部分，第一个故事讲述了虎鲸群如何帮助捕鲸人捕杀须鲸的场景；第二个故事描述了一头叫做Old Tom的虎鲸救援一名捕鲸人的奇闻。
文本特征：文章Old Tom the Killer Whale 是一篇描述性的记叙文。
在文章之前有一小段话介绍了故事发生的时代背景，并且配有一幅描述捕鲸场景的插画。
文章正文部分被分为两个故事。
第一个是关于人类和虎鲸相互配合捕杀须鲸的场景描写，这个故事篇幅较长，描写更加细致。
第二个故事讲述了虎鲸营救溺水捕鲸人的奇闻，篇幅较短。
文本特点：从文本的语言来看．．．．．．．．，文章是典型的描述性记叙文，其中有许多人物对话和对动作的描述。
这样的细致描写为读者营造了一种激烈和紧张的故事氛围，同时也可以增进学生对英语语言运用的认识。
从文本的结构来看．．．．．．．．，文章被星号分为两个部分，第一个故事是详细描述，占的篇幅较大，需要学生重点学习；第二个故事所占篇幅较小，属于略写，学生在阅读的时候可以略读。
从文本的内容来看．．．．．．．．，作者讲述了两个关于虎鲸的故事。
一个是描述虎鲸如何帮助捕鲸人捕杀须鲸，另一个讲述虎鲸如何救助溺海的捕鲸人。
这两个故事充分的体现出动物与人互惠互利，和谐相处的关系，从而让学生认识到保护动物的重要性。
阅读策略：阅读介绍性记叙文的文章时，引导学生从记叙文的六要素入手。
在本文的教学中应引导学生通过skimming阅读第一自然段获取文章大意，再运用scanning理解这篇记叙文的主要内容。
学情分析：1.学生在必修4 Unit 4 Body Language中已经接触了相对细致的场景描写，所以学生对这种描述性的记叙文是比较熟悉的。
人教版《普通高中课程标准实验教科书.英语》教学设计[Unit3 Under the sea ]
![人教版《普通高中课程标准实验教科书.英语》教学设计[Unit3 Under the sea ]](https://img.taocdn.com/s3/m/ee2c968b998fcc22bcd10d6a.png)
词，我没有及时处理；最后是本班学生初次在录播室上课心情比较激动，前半段课堂参与略显拘束，但讨论环节踊跃发言效果较好。
改进措施：一是在理解本文中进行长难句分析，选出较难的句子与学生一起分析；二是在美句欣赏环节中设置一些词条表达fly; no deal, no hunt.等单词时，及时写在黑板上进行相关拓展；最后是设置一个轻松的导入环节，这样学生不受环境改变快速融入课堂教学。
Step2
FastReading
（3’）
Students’ Involvement：Read the text quickly and number the paragraph topics in the correct order on P24 in the textbook.
Teacher’s Guide：Show the paragraph topics in casual order.
Teacher’s Guide：Give tasks, inspire them to try to shape their thoughts intheir own words and be ready to inspire and help whennecessary.
Any ideasworked out by themselvesare worthpraising, nomatter theyare perfect orinappropriate. So students’ presentation is a good way to help themshow themselves and share their opinions.
高中英语 第三单元 第一节 Under the sea导学案 新人教版选修7 学案
(6)with＋n.＋adv.
With her mother away，the little girl left lonely.
当堂检测
have dictation
作业布置
Everyone should try their best torememberthe new words and expressions
(2)with＋n.＋adj.
I like sleeping with all the windows open.
我喜欢开着窗子睡觉。
(3)with＋n.＋to do sth.
With all the clothes to wash，I will be very busy today.
所有的衣服都要洗，今天我将会很忙。
教具
Multimedia computer
课堂设计
目标展示
Learn something about plants and animals that live under the sea
预习检测
Asking some students to read the new words and expressions in order to check how well they can read them.
课题
Under the sea
授课时间
Mar.23
课型
New
二次修改意见
教学目标
知识与技能
Learn something about plants and animals that live under the sea
过程与方法
Reading, writing andpracticing..
人教版高中英语教案Unit Three Under the sea
Unit Three Under The SeaUnit 3 的主题是“Under the sea”, 中心话题是海底世界, 听说读写活动主要围绕海底动植物, 海底奇妙景观,以及有关大海的神话故事展开的.阅读内容是：1. 两起虎鲸轶事.2. 一篇有关海洋见闻和感受的日记.3. 记者和鲨鱼专家有关人们对鲨鱼的误解和为什么鲨鱼会急剧减少的谈话. In this unit students learn about killer whales and whaling in the early twentieth century, and also about the decline in shark populations in the world today. The unit asks students to think about contemporary issues such as whether whaling should be allowed and whether sharks should be protected.1. 知识目标：1) 重点词汇和词组: flee, boundary界限, 分界线, abandon放弃, 遗弃，抛弃, narrow, shallow浅的, dimension维数, 方面, 侧面, offshore 近海的, teamwork协作, 配合, accommodation住所, 住宿, jog慢跑, 轻推, seal海豹, suck允吸, drag, pure纯的, 纯粹的, 纯洁的, aware, yell大叫, 呼喊, 叫声, target受批评的对象, relationship关系, 血缘关系, 交往, reflect思考, 反映, 反射, seaside, sharp锐利的, 锋利的, witness目击, 当场见到, dive, annual每年的, 按年度计算的, shore, pension养老金, 退休金, pause, anecdote轶事, 奇闻, depth, deeply, conserve保存, 保藏, conservation保存, 保持, vivid生动的, 鲜明的, 活泼的, vividly 生动地, 鲜明地, awesome引起敬畏的, 可怕的, awe敬畏, scare恐吓, 受惊吓, 恐慌, scared惊恐的, 恐惧的, scary引起恐慌的, opposite在….对面, tasteless没有味道的, opposition对抗, 敌对, 对手, oppose反对, 抵制, urge催促, 极力主张, 驱策, urgent紧急的, 迫切的, ahead of在….前面, 先于, cut loose不受约束, 摆脱, be scared to death吓死了, in the meantime与此同时, 在此期间, throw oneself out of跃出, be concerned with与….有关的, 关注的, upside down上下翻过来, be / become aware of对….知道, 明白, 意识到….., help out帮助某人摆脱困境, sort out整理, 挑出, go snorkeling潜水, aim at瞄准, 目的在于.2) 帮助学生更多地了解海洋海底世界.3) 复习动词v-ing形式的被动式.2. 能力目标:培养学生阅读能力和赏析水平.在写作中学会表达责备, 抱怨和要求赔偿.3. 情感目标:培养学生热爱和保护海洋生物的爱心.4. 教学重难点:更多地了解海洋海底生物.树立正确的观念“海洋生物和人类是朋友”并热爱和保护它们.巩固动词V-ing形式的被动式的用法.在写作中学会表达责备, 抱怨和要求赔偿.责备和抱怨(Blame and complaint):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.5. Grammar: 复习被动语态(V-ing的被动语态)Period One Warming up and V ocabularyTeaching aims:1. Learn to pronounce the new words correctly and know their meanings in the context.2. Guide students to use the new words in complete sentences with thehelp of pictures3. Learn to use the correct form of the new words according to the context.Step 1 Warming up1) What is it in the second picture? And where are the watchers?2) Why do people buy aquariums or visit aquarium?________________________________________________________.3) So in general what is an aquarium?________________________________________________________.4) Where can you find these creatures?_____________________________________________________.5) What words would you like to use to describe them?________________________________________________________.Step 2 Get familiar with the new wordsGet students to describe some pictures by using their own words：on a snorkeling trip; at an aquarium; on a boat tour; in books; in films; on TVStep 3One afternoon I was sorting out my _________ when I heard a huge noise coming from the bay. As we ran down to the _______, we saw an enormous animal jumping in the water up and down in order to inform the whalers of a whale out there for them.With Old Tom guiding the way, we soon got close to the hunt, astonished to see a whale being ______ by about six other killers. Some ______ themselves on top of the whale’s blow-hole to stop it _______ while others tried to stop it _______ out to sea Then a whale hunter in the boat ______ the harpoon at the whale and hit it. Soon the whale died. The killer whales ______ the body of the whale down into the sea. The body would ______ up to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and ________.On another occasion, James, a whaler, was _______ off the boat. I wasterrified to see a shark ______. Fortunately, Old Tom held James up in the water while the other killers were still attacking the whale.(Suggested answers: accommodation; shore; attacked; threw; breathing; fleeing; aimed; dragged; float; tongue; washed approaching)Step 4 HomeworkGet more information about sea creatures on the Internet.Period Two Pre-reading, Reading and ComprehendingTeaching aims:1. Grasp the basic information about the killer whales, such as size, habit, food, how they hunt animals and the relationship with human beings.2. Learn to retell the two anecdotes with the help of some key words.3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.Teaching difficult points:1. The relationship between the killer whales and the whalers.2. Develop students’ reading abilityTeaching important points:1. Reading comprehension to the text2. Learning more about the killer whales and understanding the relationship between the killer whales and the whalers3. Important words and expressionsStep 1 Warming up and lead-inAfter teaching them some new words and useful phrases in this unit, we lead in the new text by introducing an imagined story about a snorkeling trip under the sea.Some new words: dolphins(海豚); turtles(海龟), manatee(海牛); eels(鳗鱼); octopus(章鱼); squids(鱿鱼); butterfly fish(蝶鱼); kelp(海藻); sea star(海星); angel fish(宝贝鱼); clown fish / anemones fish(小丑鱼); parrotfish(鹦鹉鱼); sea flower / anemone(海葵); sea-slug(海参); clam(蛤);coral(珊瑚礁); seahorse(海滩); jellyfish(海蜇, 水母); shark(鲨鱼); the killer whale(杀人鲸); the baleen whale(须鲸); cormorants(鸬鸟); otters(水獭); ferrets(雪貂) etc.Step 2 PresentationStep 3 Skimming1. Ask students to skim the passage quickly and answer the questions:1) What is the first anecdote about? And how about the second one?2) The first anecdote mainly talks about that ________.A. Clancy began to work at a whaling stationB. the killer whales helped the whalers to catch a baleen whaleC. the killer whales hunted in a team and killed a baleen whaleD. Old Tom showed whalers the way to a baleen whaleThe second anecdote: Old Tom saved a whale James who was washed off the boat.3) The text mainly tells us _______.A. what a hard life the whalers livedB. how the killers helped the whalers catch whalesC. what the whalers did at the whaling stationD. how the whalers caught a whale by teamwork4) Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James2. 根据课文内容填空.breathing; dragged; washed off; nearing; held up; pulled)Step 4 Scanning1. Fill in the following blanks with the proper names: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 whales the way.4) ________ told Clancy that they would return the next day to bring in the body of the hale.5) ________ was carried by the waves further away from the whalers.6) ________ knew that Old Tom would protect James.(Suggested answers: Clancy; George; Old Tom; Jack; James; Red)2. Reading aloud and underlining expressions:at the times; at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of在…..的前面; head out into the bay朝向海湾方向驶去; circleback转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Step 5 Careful readingStory part 1: the hunt------before------after------during1. Ask the students to read the part 1 of the reading passage and find out before the hunt, what did Old Tom do and how did the whalers react?(Suggested answers:Old Tom threw itself out of the water, then crashed down again and swam by the boat, showing the whalers the way.One whaler yelled out and George ran ahead of Clancy. Clancy raced after him. They jumped into the boat with the other whalers and headed out into the bay.)Next, find out during the hunt and after the hunt, what did the killer whales do and how did the whalers react?(Suggested answers:a pack of killers are throwing themselves on top of the whale’s blow-hole to stop it breathing; and some others are stopping it fleeing out to sea. The killers started racing between the whalers’ boat and the whale just like a pack of excited dogs. Within a moment or two, the whale’s body was dragged down into the depth of the sea.The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.)2. Ask students to read Part 1 of the reading passage and put the following sentences into the correct order:a. George started beating the water with his oar.b. Clancy raced after George to the boat.c. Clancy arrived at the whaling station.d. The killers started racing between our boat and the whale.e. Clancy heard a huge noise coming from the bay.f. Clancy was sorting out his accommodation.g. Clancy ran down to the shore.h. The man in the bow of the boat aimed the harpoon at the whale.(Suggested answers: c，f，e，g，b，a，d，h)3. Story Part 2Which was not the danger facing James?A. Being washed off the boat.B. Being carried away by rough waves.C. A shark out there.D. Being attacked by another killer whale.Step 6 Comprehending1. The text is mainly about _______.A. the killer whales are easily trainedB. the killer whales can help the halers catch the huge whalesC. the killer whales kill the whales for their foodD. the killer whales drag the whales under the water2. Old Tom throws itself out of the water and then crashes down in order to _______.A. give the whalers information about a whaleB. tell the whalers it is hungryC. help the whalers catch the whaleD. inform the whalers to run away3. ________ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. The whalers4. Why did the whalers start turning the boat around to go to home after the whale died?A. Because they didn’t need a dead whaleB. Because they couldn’t find the whale’s bodyC. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hoursD. They had to do this because it was too late5. The killer whale protected James by _______.A. fighting the sharkB. killing the sharkC. preventing the shark going closerD. dragging him back6. We can infer from the story that ________.A. the killer whales may be trained by the whalersB. the killer whales want to help man catch the whales themselvesC. the killer whales need no training for helping the whalersD. the killer whales want to eat the whales after killing them7. Why didn’t the shark hurt James when he was washed off the boat?A. Because James wore a protective diving suitB. Because other people drove away the sharkC. Because the shark wasn’t interested in JamesD. Because Old Tom didn’t let it near James(Suggested answers: BADCCAC)Step 7 Discussion1. What is the relationship between Old Tom and the whalers?________________________________________________________.2. What other animals can help out humans in hunting?________________________________________________________.(Suggested answers:Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.There are many other animals that help out humans in hunting as dogs, cormorants(鸬鸟); otters(水獭); ferrets(雪貂).3. What else do you think is amazing in the story? Show your evidence._________________________________________________________ ___________________________________________________________.4. What is an anecdote?________________________________________________________.Step 8 DebateThe last whaling station in Australia closed in 1978. Whales are now an endangered species and protected by an international ban on whaling, but some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.Step 9 Learning phrases and sentencesUseful phrases:at the whaling station在捕鲸站; hear of听说; witness it with my own eyes亲眼目睹; sort out my accommodation整理我的床铺; an enormous animal一个庞然大物; throw itself out of the water猛地跃出水面; crash down坠落; call out to sb.高声对某人说; yell out大声喊叫; ahead of 在…..的前面; head out into the bay朝向海湾方向驶去; circle back转回来; a pack of一群; in the bow of the boat在船头; aim at; hit the spot击中要害; within a moment or two片刻之后; the depth of the sea深海中; float up to the surface跃出水面; in the meantime同时; have a good feed on sth.跑餐一顿; wash off冲走; man overboard有人落水; the sea was rough波涛汹涌; be terrified of doing sth.害怕做什么; be abandoned by sb.被某人遗弃; hold up举起; pull back拉回;Beautiful sentences:1. It was a time when the killer whales……helped the whalers catch the baleen whales…..2. This was the call that announced there was about to be a whale hunt.3. I had already heard that George didn’t like being kept waiting, so even though I didn’t have the right clothes on, I raced after him.4. As we drew closer, I could see a whale being attacked by a pack of about six other killers.5. From James’s face, I could see he was terrified of being abandoned by us.Step 10 Homework1) Prepare to retell the whole text in your own words.2) Write a short summary of the whole text in about 30 words.Period Three Language StudyTeaching aims:1. To learn the useful expressions and sentences structures in the reading.2. To enable students to use language points both orally and in written forms.3. To further understand the friendship between man and whales.Step 1 Learning words and phrases1. It was / is a time when…….: 曾经, 那时候/ 现在…….; There was a time when……曾经;It was a time when motorcars were rare.It is a time when no one can understand my plan and ambition.现在没人理解我的计划和雄心.There was a time (一度) she could not bear the pain and wanted to kill herself. (there)2. on: 表示(活动, 行为, 状态等)在…..中, 如on duty, on holiday3. accommodation: 住所, 住宿; accommodate: 供给住宿, 提供, 容纳, 适应.The high cost of accommodation makes life difficult for students in London.由于住宿费用昂贵, 伦敦的学生感到生活困难.The university offers excellent accommodation for summer visitors.The bank will accommodate you with a loan.银行将贷给你一笔款子.I will accommodate my plan to yours.我修改一下计划以便和你的计划相适应.4. sort out: 整理, 挑出, 解决(问题, 困难等); sort through: 查看并加以分类整理; put away: 把…..存放好.I’ve sorted out the papers that can be thrown away.He sorted his own photos out from others and kept them in an album.He was sorting through a pile of paper on his desk.After school, put away your books.To learn English well, we should find opportunities to hear English ______ as much as we can.A. speakB. speakingC. spokenD. to speak5. ahead of: (时间或空间上)在……前面, 比….更领先; ahead of time 提前; ahead of one’s time超越某人那个时代; look ahead向前看为未来着想或打算; go ahead先走/可以, 进行; straight ahead径直向前;Time here is nine hours ahead of London.Directly ahead of us is the royal palace.She is always well ahead of the rest of the class.他总是在班上遥遥领先.6. like doing sth. 喜欢做…..(表示一种习惯性的动作)，类似的动词有: enjoy; consider / imagine / fancy; suggest / advise; excuse / pardon; miss / escape; appreciate; admit / deny; delay / postpone; avoid; risk; practice; mind; require; allow / permit等.The parents suggested sleeping in the hotel room but their kids wereanxious to camp out during the trip.Please excuse my coming without being invited.It’s difficult to imagine his accepting the decision without any consideration.很难想象他毫不犹豫地就接受了这个决定.He got well-prepared for the job interview, for he couldn’t risk losing the good opportunity.We won’t permit using mobile phones inside the aircraft.我们不允许在飞机上使用手机.7. even though: 虽然, 尽管. 常用来引导状语从句的连词有: although; though; while; as; even if; even though; no matter what / who / when / where / how, whatever, wherever, whenever, however等.8. have on指穿的状态, 后常接表示衣服, 鞋, 手套, 袜子等的名词, 不用于进行时态. wear指穿的状态, 后接表示衣服,鞋子, 手套, 袜子等的名词, 也可以表示戴首饰, 手表, 徽章, 留头发, 胡须等. 可用于进行时态. dress指穿的动作, 用作及物动词时, 后面接表示“人”的词语作宾语, 或反身代词. 常用于be dressed in 结构中, in后常接表示颜色, 服装样式的词. put on指穿的动作, 后接表示衣服, 鞋, 手套, 袜子等的词.She has on a red dress.He is wearing a gold watch.Mary is dressing her child.She is dressed in red.He put on his coat and went out.It’s necessary to be prepared for a job interview. _______ will certainly do you good.A. Well dressedB. Well dressingC. Being well dressedD. Well dressing up8. pause: 指短暂的中断或停止, 含有再进行下去的意味. Break: 非正式用语, 指突然的或短时间的终止, 如工作或活动期间短暂休息. rest: 指统称的休息. interval: 指一出戏在幕与幕之间, 音乐会上下串场之间或演出中预先安排的休息, 也可泛指事件之间的一段时间. stop:为普通用词, 指迅速或突然终止某行为, 活动或状态. end: 多指自然的结果.9. aim at: 瞄准, 旨在, 打算, 试图; aim for: 目的是, 计划; aim to do sth: 打算做某事, 企图做某事; be aimed at (doing) sth: 旨在做某事, 目的在于做某事;They aim at increasing exports.He was aiming at the bird but he missed.The project aims to prevent the kind of accidents happening again.These regulations are aimed at reducing our dependence on fossil fuels.这些规定旨在减少我们对矿物燃料的依赖性.The measures _______ further pollution in the river will come into effect soon.A. aiming at preventingB. aiming to preventingC. to aim at preventingD. aimed to prevent10. drag: 拖, 拉, 困难或吃力地往前拉.The boss was dragging a heavy load. 马拖曳着重载.She dragged herself out of bed, still half asleep.她挣扎着起了床, 仍然睡眼惺忪.11. the depth(s) of the ocean海洋深处; the depth(s) of the jungle丛林深处; the depth(s) of the country内地, 穷乡僻壤; the depth(s) of winter 隆冬; the depth(s) of one’s heart心灵深处; the depth(s) of despair绝望的深渊;The pond is no more than a meter in depth.I’m trying to deepen the understanding of local customs and traditions.The lake is over 20 meters in depth so we were all moved deeply by the man who dived deep into the lake to save the little boy. (deep)12. at any moment任何时候, 随时;the moment that一….就……;at the last moment在紧要关头, 在最后关头;at that moment在那时;for the moment目前, 暂时;in a moment马上, 立刻;for a moment片刻, 一会儿;13. drag in把….拉进去;catch all in one drag一网打尽;drag on (out)拖延, 使拖延;drag oneself alone拖着脚步走;drag it离开, 离职, 停止讲话;drag sb. down使人感到委屈或沮丧;a drag on progress阻碍进步的因素;14. urge sb. to do sth.催促某人干….., 极力主张….., 紧急的, 冲动, 迫切的，They urged us to join their company.I had a sudden urge to hit him. 我突然很想凑他一顿.an urgent appeal for information 紧急呼吁提供信息in urgent need of = be in great need of 急需They urged that our government (should) take urgent actions (应当采取紧急措施) against terrorists.15. It + be + adj. + to do sth. / doing / that…..It + be + adj. + for / of sb. to do sth.It appears (看上去) / seems (好像) / happens (碰巧) + that 从句.It is no use doing sth. 做……没有用.It is reported / said that ……据报道…..It is believed that……人们相信……It is thought that ……人们认为……It has been proved that …….事实证明…..It is well-known that…..众所周知…..It took / takes sb. …..to do sth.做某事花费某人(时间或金钱) He’s never willing to alter any of his opinions. It’s no use arguing with him (和他争论没有用). (it, argue)16. abandon oneself to sth. / doing sth.沉溺于; abandon…..to sb.把….舍弃给…..; with abandon放纵地, 放任地, 纵情地;They abandoned all hope of finding an effective way to solve the problem.During the Second World War, millions of people throughout the world abandoned their homes.They had to abandon the match because of rain.Don’t waste the food left, and abandon it to the dog.After the victory, the soldiers sang and danced with abandon.胜利后, 士兵们纵情唱歌跳舞.The match was abandoned because of the bad weather.The fort had been hurriedly deserted.这个堡垒被仓促地放弃了.It’s foolish of him to give up without trying.他没有尝试就放弃真是太愚蠢了.We should keep off those who abandon themselves to (对….成瘾的) drugs. (abandon)17. help out:帮助…..(摆脱困难或危难);help sb. do sth. / with sth.帮某人做某事;with the help of在….帮助下;help oneself to请随便自己动手吃….;it can’t be helped实在没有办法, 无法避免;not / never …..if he / she / I can help it如果能….的话, 她/ 他/ 我就不会做某事;Can you help me out with the maths problem?Please help yourself to some fish.I can’t help but wait = I can’t do nothing but wait.I’ll never turn to you for help if I can help it. 如果能不求你帮忙的话, 我是绝不会来的.It can’t be helped. We’ll have to deal with the things alone. 实在没有办法, 我们只能自己处理这些事情了.With the help of the teacher and his classmates, Xiaoming managed to help himself out of (摆脱) his problem with computer games.18. witness目击者, 证人, 证据, 当场见到, 目击;give witness on behalf of sb.为某人作证;a witness to…..的证人; bear witness to为…..作证;He is the witness to the accident.These facts are a witness to his carelessness.这些事实证明了他的粗心.These grand buildings bear witness to the city’s magnificent past.这些雄伟的建筑是这个城市辉煌过去的见证.This old auditorium has witnessed many ceremonies.这个古老的礼堂内举行过许多次典礼.None could witness that he was present.没有人能证明他在场.She gave witness on behalf of the accused person.她替被告作证.19. flee逃离, 逃跑, 逃避.He fled to London after an argument with his family.他同家人争吵后离家去了伦敦.He fled from that country. = He fled that country. / He escaped from that country. / He ran away from that country. 他从那个国家逃跑了.In the 1980s, China ______ a series of great changes in both politics and economy.A. happened B suffered C. witness D. occurred20. might have done可能…..(但实际上没有);could have done本来可以做某事, 本来能够做;needn’t have done本不必做却做了;should have done本应该做却没有做到;ought to have done理应做而没有做;must have done过去肯定做了某事;can / could not have done过去可能没有做某事;may / might have done过去可能做了某事;If I had been more cautious, I might have done better.我要在仔细一点, 是可能做得更好一些的.You could have met him yesterday, but you didn’t g to the party.本来昨天你能见到他, 但你没有参加聚会.You failed again. You should have done it much better.I ought to have gone home last Sunday. 上星期日我理应回家的.I might have given you more help, but I was too busy that day.我本来可能会给你更多帮助, 但是我那天太忙了.The lights were out. They must have been asleep.I think that he couldn’t have gone abroad. I saw him just now.What a pity! Considering his ability and experience, he _______ better.A. need have doneB. must have doneC. can have doneD. might have done21. target目标, 靶子, 受批评的对象;the target of….的对象(目标);set a target制定目标;meet a target达到目标;sales target销售目标;on / off target准确/ 不准确;He is the target of many jokes. 许多玩笑都把他当笑柄.Now many countries have met targets for energy conservation.现在许多国家已经达到了能源保护目标.The billboards have been targeting passengers at bus stops.这些广告牌一直把公共汽车候车亭的乘客作为目标.22. be get caught in遇上…..而受阻.Catch sb. doing sth.发现/ 遇见某人正在做某事;23. hang: 吊, 悬, 挂, 绞死;hang back不情愿, 犹豫;hang down垂下, 散落下来;hang on to紧紧握住, 坚持下去;hang about = hang around徘徊, 闲散;hang by a thread / hair千钧一发;hang up拖延, 终止, 挂断电话;The boy hung his head in shame. 那个小孩羞愧地低下了头.His portrait was hung above the fireplace. 他的肖像挂在壁炉的上方.He was hanged for murder. 他因犯谋杀罪而被处以绞刑.I was / got caught in a storm (遇到了暴风雨) on my way to school this morning, so I was late. (catch)24. with + 宾语+ 宾语补足语:The teacher came in with a thick book in her hand.With a local villager leading the way, we found his house easily.With a lot of problems to solve, the newly-elected president felt like a cat on hot bricks.许多问题亟待解决, 新当选的总统急得相热锅上的蚂蚁.I like to sleep with the window open.25. reflect: 反射, 映射; reflect on / upon / over….仔细想, 考虑, 反省Can you see the trees reflected in the window?你能看倒映在窗户上的树影吗?He reflected that he had no right to do this.他深思后明白他无权做这件事.With her mother telling stories (妈妈讲着故事), the child could fall asleep soon.26. be / become aware of sth.意识到某事;be aware that / how…..知道, 意识到…..;make sb. aware that –clause提醒某人注意…..;make sb. aware of….让某人注意到……。
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第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
总第（2）课时课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
（老师读，学生读，加深理解。
）3、书写教学“杏花春雨江南”6个字。
杏：上大下小，上面要写得大，大在哪里？（大在撇捺）写的时候撇捺要舒展，象燕子张开的翅膀；下面的“口”要写得小，左右两竖要内斜，稍扁；“木”的竖写在竖中线上。
花：也是上下结构，草字头两竖要内斜；下面单人旁起笔对准上面的左竖，竖弯钩起笔对准上面的右竖；竖弯钩要舒展，（用红笔描竖弯钩，并在旁边书写一个大的竖弯钩）要求弯处圆转，不能僵硬（书写僵硬的竖弯钩，并在旁边打×）。
春：上部三横都是短横，收笔处不要顿；撇画最长，捺画从哪里起笔？从第三横下面起笔，不能碰到撇；下面“日”的两竖要竖直，不能斜。
雨：旁边两竖要内斜，上横短，中竖写在竖中线上；从下面看，哪一笔最低？钩最低，中竖最短；四个点都是斜点。
江：左右结构，左窄右宽左边三点水第二点略向外展；右边“工”字上横是短横，下横是长横；中竖略斜。
南：上横短；下边两竖内斜；框架中两横都是短的，中间一竖悬针；三个竖画左、中差不多长，右竖钩最低；横折钩要写出弯势。
4、学生练习，教师巡回指导。
三、讲评：收上学生的作业，进行批改和评比，对写得好的进行表扬，并加盖☆符号章，然后贴在展示板上，向学生展示。
板书设计：书写练习1、杏花春雨江南我的思考：进一步加强写字姿势训练，这是根本。
在了解字结构的基础上更好的把握每个字的书写。
及时对书写情况进行反馈，同时通过奖励激发学生兴趣。
课后反思：通过字形的比较，学生基本上学会了笔画位置的比较，但是还需要不断的引导。
第（3）课时课题：书写练习2课型：新授课教学目标：1、掌握车字旁写法，并能把“轻”字写端正。
2、完成书写练习。
重点：正确地书写“轻”字难点：“车”字旁的书写。
教学过程：一、讲评上一课作业情况。
1、表扬书写优秀者，展示其作业。
2、指出存在的主要缺点并进行针对性的练习。
二、指导“车”字旁写法：1、出示范字，观察“车”字旁写法。
2、讨论明确其书写要领：“车”字旁分四笔完成，整个偏旁左重右轻，不超过竖中线。
第一笔横稍短。
第二笔撇折收笔于横中线。
第三笔垂露竖，应在第一笔横下的正中位置起笔。
最后一笔，比第一横长一些，离折笔稍近一些。
3、练写“车”字旁。
三、指导临写“轻”字。
1、观察范字。
2、明确写法。
“轻”字的写法：“轻”字左窄右宽，右边的第一笔起笔与左边的第一笔短横相齐平，底部大体相齐，右边上下两部分基本相等。
四、课后延伸书写：斩、转板书设计：书写练习2、轻、斩、转我的思考：以复习巩固导入，并有针对地进行纠正。
明确字的重心及每个笔画在田字格中分布的位置，使学生初步掌握字的结构特点。
在练习书写“车”字旁的基础上，更好的把握整个字的字形。
课后及时巩固，拓展。
课后反思：学生基本上能把握好字在田字格中的位置，处理好左右的布局。
第（4）课时课题:结构特点（六）课型:新授课教学目标: 1、懂得以宝盖头、穴字头等作为字头的字宜上大而下小。
2、通过练习，写好课文中的例字。
重点:掌握以宝盖头、穴字头等作为字头的字宜上大而下小难点:把握好字的结构。
教学过程：一、复习巩固二、教学新课1.讲解以宝盖头、穴字头等作为字头的字（1）教师讲解字头的书写。
（2）学生练习书写，教师指导书写。
（3教师根据实际情况小结，提出要求。
2.指导书写例字（1）出示例字：“宝”：首先要控制好字头，摆正位置，下面的“玉”字占格子的一半以上，特别是最后一横宜稍长，使整个字立正。
“穷”：下面的力字宜正，不宜写得太小。
（其余字略）（2）学生练习，师巡回指导。
3、提出注意点三、讲评：收上学生的作业，进行批改和评比，对写得好的进行表扬，并加盖☆符号章，然后贴在展示板上，向学生展示。
板书设计：结构特点（6）宝、穷、写、会、奔我的思考：使学生更好的把握好字的结构，同时在教师的指导下提高学生辨别能力。
激励学生更好的书写。
第（5）课时课题：怎样写好字课型：复习课教学目标：1、让学生能够正确认识，端正态度。
教学过程：一、正确的学书之路1．临帖临帖是学习书法的最根本的方法。
古往今来，没有一个书法家是不经临习而成功的，没有一个字写得好的人是不经过临帖的。
只有临帖，取法唐楷、晋行、汉隶、秦篆等传统的东西，才会有所获。
2．专一学书首先应师承一家，建立根据地，然后再发展。
这就有一个选帖的问题，选帖的标准：①好帖；②喜欢。
选定帖后专心致志，认真临习，坚持不懈，直至形同神似。
这个时期检验你学习得怎样，首先看临得像不像，再看笔法笔意。
3．博采众长当对一本帖或一家书体临习达到形同神似之后，就要广涉其他好帖，取其营养加以吸收消化，融会贯通。
4．字外功夫练字的同时经常要多读书，多掌握方方面面的知识，加强自身修养。
总之一句话，加强字外功夫的训练。
在此基础上，逐步形成自己的风格，便自成一家。
综上所述，我们可以把正确的学书之路概括为：二、科学的学书方法明确了正确的学书之路之后，我们还要掌握科学的学习方法，有了科学的学习方法，就可得到较好的学习效果。
1．临帖和摹帖这既是正确学书之路的开端，又是正确学书方法中的根本点，必须坚信不疑，坚定不移。
摹帖和临帖各有优点，效果各异。
姜夔《续书谱》中说：“临书易失占人位置，而多得古人笔意，摹书易得古人位置，而多失古人笔意，临书易进，摹书易忘。
”其中的“笔意”即指笔法、笔势及线条意趣。
“临”的方法就是看着字帖，照着写。
只要仔细地临，便容易掌握笔法笔意．从而把范本的精髓学到手。
“摹”的方法，就是用薄纸蒙在帖上，直接地描画。
所以字形基本上不会走样，多摹几遍，有利于把握结构。
但摹书看不清笔法，“易失笔意”，虽然间架不错．但没有笔法，字就僵化。
所以，初学者可以临摹并用，相互补充。
2．每天定量事实证明，任何事情都有一个由量变到质变的过程，练字也一样，写得太少，练习量跟不上，就谈不上进步；当然盲目机械地多写，疲倦了效果也不好。
一定的量才能达到的一定的效果，较佳的量才能达到较佳的效果。
3．循序渐进学习书法，在勤学苦练的基础上，还应该懂得它是一个循序渐进的过程：第一，先正楷，后行草。
苏轼说：“真生行，行生草。
真如立，行如行，草如走。
”就是说楷、行、草书三者如同人的立、走、跑，如果人连站都不能站，怎么能走和跑呢？如果没有楷书基础，直接写行书、草书，就会疏于法度，流于轻滑飘浮。
行书、草书是楷书的流、便、疏、散，学好楷书之后，加强用笔的流动呼应，行草就容易上手。
等到楷法熟练，再写行草时．便可悟到两者相通之处，可相辅相成，互相促进，相得益彰。
第三，先点画，后结构，再章法。
书法是线条的艺术，也就是以基本点画为基础的艺术。
基本点画不好，整字或整篇的艺术性就无从谈起。
由于钢笔尖性硬，在线条变化上相对简单得多，故钢笔书法学习在结构上花的时间多，而在用笔、点画上相对较少。
但这并不是说点画用笔不重要，相反，它是钢笔书法的基本功，只有在点画书写的基本功扎实之后，才可能去把握结构。
在结构上有了一定的基础后，整幅字的章法就容易把握了。
第（6）课时课题：结构特点（七）课型：新授课教学目标：1、了解“皿”、“土”等做字底的字的结构特点，学习这类字的写法。
2、通过练习，写好课文中的例字。
重点：掌握字的结构，学习写法。
教学过程：一、观察例字，进行讨论：（1）这些字是什么结构？（2）它们分别是什么字底？（3）书写上有什么特点？二、教师示范小结三、指导要点盘：上半部分宜瘦长，下面要宽扁。
皇：“白”字头是方形结构的，要写的紧凑些，略小；“王”上两横短，下横长，略大。
至：第一横不要太斜，撇折点也不要太斜；下面的“土”要端正，下横要长。
竖：上半部分要摆好位置，左右不要分开；下面的“立”，点在正中，上横短，点撇要呼应，下横适当拉长。
四、学生练习，教师指导。
五、收上学生的作业，进行批改和评比，对写得好的进行表扬，并加盖☆符号章，然后贴在展示板上，向学生展示。
板书设计：结构特点（七）、盘至竖我的思考：通过自主观察来了解字形。
在逐字的教学指导中使学生学会自主分析，养成良好的学习习惯。
课后反思：部分学生在练习中还需要指导。
第（7）课时课题：结构特点（八）课型：新授课教学目标：1、了解上下相同、左右相同这类字的结构特点，学习这类字的写法。
2、通过练习，写好课文中的例字。
重点：掌握这类字的结构，学习写法。
教学过程：一、例字，再说说它们有什么共同的特点。
二、读课文中的一段话，说说这段话的意思。
三、教师示范并小结。
四、范字指导提要哥：下面的部分要先写“口”再写竖钩，注意笔顺。
竹：左竖回锋，有撇略高于和长于左撇。
羽：左小右大，其中的4点要摆好位置，使其显得丰满些。
吕、昌：口和曰要写成扁方形，上下重复，上小下大。
兢：语文课文中还没有出现过，这个字可只让学生知道其书写方法，左边的竖弯钩改成竖提。
五、收上学生的作业，进行批改和评比，对写得好的进行表扬，并加盖☆符号章，然后贴在展示板上，向学生展示。