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
StepⅠRevision
T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam!
T: Yesterday I asked you to preview the reading passage on Page 23. It’s chosen from someone’s diary. What does the writer write about?
Ss: The writer reflected his or her experience of snorkeling on the reef. He / She described the animals and the scenery under the sea. T: Good job!
StepⅡReading (1)
Reading and discussing P24
T: Almost every one of you likes to watch the programs about the sea and the sea life. That’s a great enjoyment. Don’t you think so? If you have a chance to go on a snorkeling trip, how will you feel?
Ss: We’ll feel crazily happy. / That would be the most fantastic thing. / It would be the most exciting thing in my life ...
T: Yes, I can understand your feelings. Now listen to the tape going with the passage on Page 24 without looking at your textbooks. Try to count how many sea animals the writer mentions in his/her dairy. Let’s begin!
Play the tape for the Ss to listen to and let the Ss try to write down the names of the sea animals mentioned in the diary. After that, check the job by asking someone to tell the names of the sea animals.
T: How many animals does the writer mention in his/her diary? Ss: 7.
T: What are they?
Ss: They are parrotfish, sea-slug, sea-star, turtle, eel, clam and reef shark.
T: Right. By the way, there is another kind of creature, not fish, which are described much, especially their shapes. What are they? Ss: Corals!
T: Yes. You’ve done very well. Let’s read the text carefully to enjoy the beautiful view under the sea and have a look at these lovely animals. While you are reading, try to answer the questions on the screen and find out the main idea of each paragraph. Five or six minutes later, I’ll check your work by asking someone to answer these questions and tell the class the main idea of each paragraph. Are you clear? On the screen
Para 1 Questions: 1. What did the writer do in the morning on 19th January? 2. What did he think after seeing such extraordinary beauty? Main idea: __________.
Para 2 Questions: 1. What is the first thing he be- came aware of?
2. Does he think the corals are fantastic? Why? Main idea: __________
Para 3 Questions: 1. Did he frighten the fish when he swam among them? 2. What fishes did he see under the sea? Speak out at least three kinds. Main idea: __________
Para 4 Questions: 1. Were there anything that made him feel frightened? What were they? 2. Do the sharks he mentioned hurt people? Main idea: __________
Para 5 Question: Why did he say he was very brave? Main idea: __________
Para 6 Main idea: __________
When the Ss have finished their reading, check their work in the ask-and-answer way. When they sum up the main ideas, give them necessary guide and then show the suggested ideas on the screen.
Take the first one for example:
T: Now you have finished your reading, haven’t you? Ss: Yes!
T: In Para 1, what did the writer do in the morning on 19th January? S: He went snorkeling. ...
Suggested answers and main ideas:
Para 1 Answers: 1. He went snorkeling.
2. He thought every cell in his body woke up and it was like discovering a whole new dimension of life.
Main idea: Going snorkeling on the reef, the writer spent a day of pure magic and it was the most fantastic thing he has ever done.
Para 2 Answers: 1. All the vivid colours surrounding him.
2. Yes. Because they were shaped strangely like fans, plates, brains, lace and so on.
Main idea: He became aware of fantastic views under the sea, such as the wonderful colours, the strange- shaped corals, and all kinds of elegant fish.
Para 3 Answers: 1. No, he didn’t. The fish didn’t seem to mind him swimming among them. 2. He saw many beautiful fish such as anemonefish, parrotfish, angelfish, and so on. Main idea: He saw a variety of beautiful fish and sea life under the sea.
Para 4 Answers: 1. Yes, there were. He didn’t want to get too close to the eel, the giant clam. And the grey reef sharks made him scared to death. 2. No, they don’t. They are not dangerous.
Main idea: The description of some ugly and maybe dangerous creatures.
Para 5 Answer: Because he swam over the edge of the reef and hung there looking down into depths of the ocean.
Main idea: He felt very exposed in such deep clear water.
Para 6 Main idea: Sigh with emotion: What a tiny spot I was in this enormous world!
T: Very wonderful job you’ve done! Now do you have any questions about the words and expressions in the passage?
Deal with some language points. Language points:
1. be/become aware of: get to know
e.g. The mangers of the company have been aware of their weakness. I was not aware of the fire.
Add: There is another pattern about “be aware”: be aware + clause e.g. We were quite aware that the competition was very fierce. Are you aware how they would respond to our terms? 2. reflect
(1) vt. throw (light) back:
e.g. A mirror reflects a picture of you when you look in it. (2) vt. express (+ clause)
e.g. Does what you said reflect how you really think? (3) vi. think carefully (+on)
e.g. He reflected on my questions before answering. Then deal with Exx 1-4 on Page 24.
Step Ⅲ Reading (2) READING TASK P66
T: Let’s come to the story about the sea goddess on Page 67. Look at the two pictures before you
read the story. Look at Picture 1, which part of the world do you think this man is from? Ss: Maybe he is from the North Pole. T: Why do you think so?
S: Because we can see some icebergs.
S: And he is paddling a canoe and wearing thick clothes. T: Then, what do you think his clothes are made of?
S: If he does live in the area of the North Pole, I guess his clothes are made of animal furs. T: That makes sense. Look at Picture 2. Have you seen pictures like this before? Ss: Yes.
T: Where did you see them?
Ss: In the picture books of fairy tale. / On TV programs.
T: Do you know any story that involves a creature like her? What is the story? Ss: The fairy tale written by Andersen, “The Little Mermaid”.
T: Very good! Now let’s glance through the story quickly and match the paragraph with the correct sentence in Ex 2 on Page 68.
After the Ss have finished it, check the answers.
T: In fact, each sentence is the main idea of its corresponding paragraph. Have you find that?
Then deal with Ex 3. Let the Ss read the story again and answer the questions. At last, check the answers.
Suggested answers:
1. Because her father was getting old and he could not look after her daughter any more.
2. He was afraid that Sedna wouldn’t agree to marry him if she knew he was not a man but a sea bird.
3. Because the bird man caused a sea storm with anger and Sedna’s father was so frightened that he grabbed Sedna and threw her into the sea.
4. Maybe Sedna’s father was once seriously hurt by the bird man. So he was frightened of the bird man.
5. Yes. Because when she is angry, she keeps all the animals in the sea away from the hunters, who depend on the sea for their survival. And I think that is a magic power the nature offers to her for her beauty, clearness and kindness.
If time allows, ask the Ss to talk about the story concerning its moral education.
T: What do you feel after you read the story? What do you think of Sedna and her father? What do you think the story is trying to convey? Or what have you learned from this story? Now think about these questions. Possible idea 1: I think it is a miserable story. Firstly, it is wrong for Sedna’s father to force his daughter to marry a man. Even worse, when he realized he was wrong and tried to help his daughter to escape, he actually gave up facing the threatening and terrifying from the bird man. And the worst thing is that he himself threw his daughter into the sea and that killed his own daughter. I hate the father. He is a coward. Possible idea 2: I don’t think it is a beautiful legend. Sedna was a beautiful and kind girl. She refused all the men who wished to marry her because she loved her father, but her father didn’t know that. On the contrary, he forced his daughter to marry a man she didn’t love. What was worse, he gave in to the bird man who frightened them with violence and threw his daughter into the sea, even cut off his daughter’s fingers. What a father! He is so cruel! I think the bad father would be punished by God.
The Fifth Period Communication and writing
Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语
pure magic, extraordinary beauty, fantastic thing, scared to death b. 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 aids教具准备 A projector and a computer.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam!
T: Yesterday, I asked you to work in groups to check the meanings of the expressions given on Page 24 and talk about the times you had feeling like these. Have you done that? Now who would like to tell about a time you had these feelings?
Then ask some Ss to tell about the times they had feelings like these.
Possible descriptions:
Sa: I had a day of pure magic last summer. My parents took me for a tour in Benxi, Liaoning Province. When we went into a cavern, we saw icicle-shaped stalactites (钟乳石) grotesque in shape, hanging from the roof of the cavern. When the stalactites were lighted by the colorful lights, they looked extraordinary beauty. Then we took a boat floating on the river, it was very dark. Our boat hit the rock of the bank now and then, making my heart beating wildly. The exploring tour was the most fantastic thing I have ever done. Sb: You really had a magic day! When I went to the Great Wall, I also had a fantastic feeling. You see, when I was climbing a narrow iron ladder straight up to a high watchtower, I felt scared to death and my heart was beating wildly. But when I reached the top of the watchtower and looked out over the mountains, every cell in my body woke up. My mood was extraordinary good and it was like discovering a whole new dimension of life.
Sc: The time I spent at Shengya—the World under the Sea, an aquarium in Dalian, may be compared with yours. When I got into the aquarium under the sea, I felt like discovering a whole new dimension of life. A variety of beautiful fish and many other ocean animals, which I couldn’t call their names, were swimming around and the colorful sea plants were waving softly following the current of the sea. Seeing such extraordinary beauty in the world, I felt every cell in my body woke up. That was really a day of pure magic.
StepⅡWriting (1)
T: In last period we read a dairy, in which the writer used very beautiful words and phrases to describe colours, patterns, shapes and behaviour of the animals. Now please write a paragraph to describe a place and the plants or animals there. You can read the third and the fourth paragraph of the dairy as model for your own writing. Five or six minutes later I’ll check your work.
The Ss will read the third and fourth paragraph before they start writing. When they are writing, the teacher should walk around to see if they have any problems to deal with. Five or six minutes later, show one or two copies on the screen and check them with the whole class. Sample writing: When we came into the arboretum, our sight was attracted by all the vivid colours of varieties
of flowers at once—reds, yellows, purples, white, blue, pinks, oranges and so on. I loved Lilies very much, which were shaped like horns. The white ones were the most sweet-smelling with large size; the pink ones were beautiful in both colour and sweet and the orange ones were vivid in colour with no sweet and small size. I loved Roses the best. They have all advantages in the large flower sizes, good-looking shapes, rich colours and sweet smell. A new type of Rose named Blue Yaoji was so charming that I just wanted to kiss the gem-blue flowers. The Butterfly Orchids were both rare and beautiful. They came from Taiwan Province with a long bloom time. They got the name Butterfly Orchids because of the flower shapes badly like butterflies. Most of them were purples and white. But I found a yellow kind, on which the flowers were a bit small like yellow jade. They were really beautiful. Seeing the extraordinary beauty, I felt every cell in my body woke up. It was like discovering a whole new dimension of life.
Step Ⅲ Speaking
Speaking and writing P27
T: In our daily life, we sometimes meet with something unpleasant and make complaint. So when you go to another country, you should learn to complain politely, then you may get a good solution. Look at the three situations on Page 27. Have you ever met these situations in your life? What did you say at that time? Or what will you say if you are in such situations? Think about it. ... Now read the expressions above the situations and see how they can help you to make complaint for each of the situation. Then work in pairs, choose one situation and make up a dialogue for it. After a while, check their work by asking several pairs to act out their dialogues.
Possible dialogue 1:
Sa: You see, I missed my flight, official.
Sb: Don’t worry. You can take the next flight. We won’t charge more. Sa: You won’t charge more? I mean I’d like a refund, please. Sb: I’m sorry but we don’t have that term.
Sa: I missed my flight because you didn’t announced the delay of the flight over the loudspeaker. You delayed my tour and you bear responsibility for it. Sb: Let’s try to find a better solution. Possible dialogue 2: Sa: Waiter! Sb: Yes?
Sa: The fish I ordered tastes terrible. I’d like to talk to the manager. Sb: I’m sorry. I’m the manager. I’ll ask them to change the fish for you at once.
Sa: That’s not good enough. Coming here to have a meal should be a pleasant thing, how can you offer me such bad food. I’m feeling very unsatisfied with your service. Sb: I’m sorry. But how can we make you satisfied? Sa: I’d like a good dish and a full refund. Sb: I’m afraid we can’t do that. But we can send you another dish. Possible dialogue 3:
Sa: Look at the trousers! They are too short for me.
Sb: I’m sorry. Let me have a look at them. Well, don’t worry, I can mend them for you. Sa: That’s no good for me. I’m not feeling happy about a pair of mended trousers. Sb: I have a good idea. I’ll add laces along the cuffs. They will look beautiful and fashionable. Sa: But I’d still like a refund. Sb: As I delayed your wearing, I agree to give you a quarter refund. Is it OK? Sa: That’s OK.
Then ask the Ss to write down their dialogues on their exercise books.
Step Ⅳ Writing (2) WRITING TASK P68
T: We have learned the story of Sedna. Can you retell the story? You may feel it difficult to retell such a long story. Don’t worry. Turn to Page 68. Look at the topic sentences of each paragraph, using them as a guide. Then you will find it easier to tell the story. Now work with your partner, take turns to tell the story.
Show the topic sentences on the screen. Ask a student to retell the story before the class. Then get the Ss to write down the story individually, using the topic sentences as a guide.