7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.

6. And those others are stopping it diving or fleeing out to sea.

5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.

4. “Come on, Clancy. To the boat,” George said as he ran ahead of me.

3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.

2. …as I was sorting out my accommodation, I heard a loud noise coming from the bay.

1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.

3. Learning ability goals 学能目标

Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.

Teaching important points 教学重点

Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.

Teaching difficult points 教学难点

Analyze the structure of some sentences;

Summarize the main idea of each paragraph as well as the text.

Teaching methods 教学方法

Making dialogues to collect information about the plants and animals under the sea;

Fast-reading and careful-reading methods;

Thinking and summarizing methods.

Teaching aids 教具准备

A recorder, a projector and some slides.　

Teaching procedures && ways教学过程与方式

Step Ⅰ Warming up

T: Good morning / afternoon, everyone!

Ss: Good morning / afternoon, Sir / Madam!

T: Have you seen plants and animals that live under the sea? And do you like them?

Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ...

T: Mm, I see. But where did you see them?

Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants ...

T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them?

Ss: Yes! Very much! But how?

T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you.

The Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what they are talking about. After that the teacher can ask two or three pairs to act their dialogues out.

Possible dialogue 1:

Sa: Last summer holiday, I went to Hainan Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes.

Sb: Do you know their names?

Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers.

Sb: Have you seen anything special?

Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful.

Sb: Red? I’ve only seen white ones in decoration shops. I like its fantastic shapes. But I don’t know there are some red ones.

Sa: Besides red ones, there are purple, yellow, blue, pink ones.　

Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea.

Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.

Sb: It’s a go!

Possible dialogue 2:

Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had hard horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.

Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didn’t find that kind of ones.

Sa: You must have seen many fish, right?

Sb: Certainly! A large number of animals and plants under the sea.

Sa: Tell me more, please.

Sb: Some eels, for example. They were long and thin with sharp teeth and swam very quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses-they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp.

Sa: That’s wonderful. I’ll ask my parents to take me there next summer holiday!

T: Very good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea?

Ss: Hurray! We couldn’t wait any more!

T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?

Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better.

(1)　　　　　　　　　　　 (2)

(3)　　　　　　　　　　　 (4)

(5)　　　　　　　　　　　 (6)

(7)　　　　　　　 　　　　(8)

(9)　　　　　　　　　　　 (10)

(11)　　　 　　　　　　　　　　 (12)

(13)　　　　　　　　　　　 (14)

Names of these sea animals and plants:　

(1) white whale白鲸　　　　　　　 (2) anemone海葵

(3) sea star海星　　　　　　 　　 (4) shark鲨鱼　

(5) coral珊瑚 　　　　　　　　 (6) butterfly fish蝴蝶鱼　 　 　　(7) sea horse海马 　　　　　　

(8) turtle海龟 　　　　　(9) parrot fish 鹦嘴鱼 　　　(10) kelp海带

(11) eel海鳗　　　　　　　　　　 (12) angel fish天使鱼

(13) anemone fish海葵鱼　　 (14) dolphin海豚

T: Aren’t they beautiful! I think you’ve known more about sea animals and plants. Now, let’s work in groups of four, making a list about what you have known about them to collect the information. Draw a form like this and then fill in it. Show the following form on the screen. After the Ss have finished, show a fulfilled one as a summary.

Step Ⅱ Pre-reading

Let the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.

T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?

S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.

S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.

T: If you want to uncover the puzzle, read the words on the left side of the picture.　

After a short while.

T: What does anecdote mean? Have you got its meaning from the dictionary?

S: It means a short story based on your personal experience.

T: Right! So what are the main characters of the story?

S: Whalers, killer whales and baleen whales.

T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let’s read the text and find the answers.

Step Ⅲ Reading comprehending

In this step, the Ss will read the text and deal with the comprehending exercises.

Skimming

Let the Ss skim the text and get the main ideas of the two anecdotes.

After skimming.

T: Who is Old Tom? What is the first anecdote about?

S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.

T: Good! How about the second one?

S: It tells about how a killer whale protected and saved James, a whaler.

Scanning

Let the Ss do scanning and find the answers to the questions in Exercise 2.

T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.

A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.　　　　　

Sa: What evidence was there that Old Tom was helping the whalers out?

Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again ...

Then ask some pairs to ask and answer the questions before class.

T: Very good! Now close your books and we’ll listen to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready?

Show the following sentences on the screen.　 (The sentences are given with blanks.)

2. Ability goals能力目标

Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.

The First Period　 Reading

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, ahead of, in the meantime, 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