在教学活动中，教案起着十分重要的作用。编写教案有利于教师弄通教材内容，准确把握教材的重点与难点，进而选择科学、恰当的教学方法，有利于教师科学、合理地支配课堂时间。以下内容是一米范文为您带来的7篇《高一英语第一单元教案》，希望可以启发、帮助到大朋友、小朋友们。
1. Ability goals能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1、 Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2、 Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1、 Have you ever seen some marine animals?
2、 What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1、 Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2、 Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1、 Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2、 How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…， …by the boat…， circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
Deal with Exercise 3 in Comprehending 。 Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
一、教学目标
知识目标
1、 Get students to learn some useful new words and expressions in thispart.
2、 Get students to read the play.
3、 Let students learn the expressions of ordering food.
能力目标
1、 Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.
2、 Enable students to understand and act out the play.
3、 Have students learn how to use the expressions to order food.
情感目标
1、 Stimulate students’ interests of learning English by reading and actingthis play.
2、 Develop students’ sense of group cooperation and teamwork.
二、教学重点
1、 Develop students’ reading and speaking skills.
2、 Let students read and act the play.
3、 Have students learn to use the expressions to order food.
三、教学难点
1、 Enable students to learn to use reading strategies such as skimming,scanning, and so on.
2、 Get students to act the play.
3、 Have students make a dialogue at the restaurant.
教学过程
→Step 1 Revision
1、 Check the homework exercises.
2、 Ask two students to retell the content of Act I, Scene 3.in their ownwords.
→Step 2 Warming up
We have learned that Henry got a letter from the two old brothers ，soplease predict what will happen next.
→Step 3 Reading
1、 Read the play fast to understand the gist and decide whether thefollowing statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who liketo eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud ofit.
4)The owner didn’t believe that the bank note was real and he asked Henryto get out of the restaurant.
2、 Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.
Well, we will have to take a chance.
。 。 。 if you pay the bill. 。 。 My goodness! He eats like a wolf.
It’ll cost a tiny bit.
Again, everything?
What’s there to wait for?
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.
Oh, please, don’t worry, sir. Doesn’t matter at all.
Just having you sit here is a great honor! 。 。 。 bow. 。 。 Screams
And you put him in the back of the restaurant!
bow
。 。 。 bow. 。 。
3、 Retell the story:
With the envelope in hand, Henry decided to enter a restaurant for a meal.He ordered some ham and eggs and a nice big steak together with a tall glass ofbeer. The waiter told him the meal would cost him a tiny bit. After eating hisfirst order, Henry asked for more of the same.
When Henry opened the letter, he found it was a million pound bank note. Hewas surprised but the owner and the waiter were shocked. The owner was not sureif it was genuine or fake. They couldn’t believe Henry who was in rags could beso rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner thanked Henry again andagain for his coming to his little eating place and even asked Henry to forgetthe bill 。 The owner, hostess and waiter all bowed together as Henry left.
→Step 4 Language points
1.order n.要(叫)的菜eg. May I take your order?
n.顺序，次序eg. The books are arranged in order of size.
n.命令eg. Soldiers must obey orders
v.命令eg. The officer ordered his soldiers to march
v.预定，预购eg. I have ordered a steak.
2.take a chance碰运气
Eg. As for whether he will win the game or not ，we must take a chance 。
Maybe true love is a decision, a decision to take a chance withsomebody.
也许真爱只是一个决定，一个与某个人一起冒险的决定。
3、 genuine adj 1)真正的，真实的，名副其实的；非人造的，非伪造的
Eg. Her wedding ring is made of genuine diamond.
她的结婚戒指是真正的钻石做得。
2)真诚的，真心的，诚实的
My genuine friend is not such right?
我真正的朋友不是这样的对吗？
3、 Well, I did hear that the Bank of England had issued two notes in thisamount. 。 。 Anyway, I don’t think it can be a fake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样，我觉得这不可能是假钞。
助动词do或其他形式does, did在肯定句中用于谓语动词前，表示强调。例如:
I did tell him what I thought of.
我的确告诉过他我的想法。
can表示推测，与主句中的not结合在一起，表示“不可能”。例如:
It can’t be Jim. I know him too well.
不可能是吉姆，我太了解他了。
5、 But he’s in rags!但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时，意思是“穿着；戴着”。例如:
The girl in green is a good friend of mine.
穿绿衣服的女孩是我的一个好朋友。
in rags衣衫褴褛
The old man in rags used to be very rich.
衣着褴褛的那位老人过去很富有。
6、 As for the bill, sir, please forget it.
至于账单嘛，先生，请把他忘了吧。
as for: with regard to至于；关于
As for you, you ought to be ashamed of yourself.
至于你，你应该感到惭愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅馆呢，非常不舒服，而且离海边有好几里地
→Step 5 Acting
1、 Ask students to listen to the tape and role play the text. Remind themto remember that Henry has an American accent while the owner, the hostess andthe waiters all have British accents. Let them pay more attention to correctpronunciation and intonation.
2、 Have as many groups as possible to act out the play in front of theclass.
→Step 6 Speaking
1、 Ask students to read Act Ⅰ， Scene 4 again and underline all theexpressions used to order food. Read them aloud.
2、 Show the following form on the screen. Let students read the expressionsaloud, and make sure they understand their Chinese meanings.
WAITER/WAITRESS
Can I help you?
I’ll take your order in a minute.
Are you ready to order, sir/madam?
What would you like. 。 。 ？
Enjoy your meal!
Here’s your bill.
Here you are. CUSTOMER
I’d like. 。 。
I’ll have. 。 。
Do you have. 。 。 ？
What do you suggest?
I’ll have that.
The bill, please.
Can I have the check, please?
2、 Suppose the situation: Now imagine you are having a good meal in arestaurant. Make a dialogue with your partner, who acts as awaiter/waitress.
3、 Give several minutes for the students to prepare their dialogues inpairs.
4、 Ask as many pairs as possible to present their dialogues to theclass.
→Step 7 Extension
Many people are crazy about buying lottery tickets （彩票）。 What do you thinkof it?
● What kind of role do you think money plays in our daily life?
● Is money everything?
Suggested Answers:
Money is not everything.
Money can buy a house, but not a home.
Money can buy a bed, but not sleep.
Money can buy a clock, but not time.
Money can buy a book, but not knowledge.
Money can buy you a position, but not respect.
Money can buy you medicine, but not health.
Money can buy a friend, but not love.
Money can buy you blood, but not life.
→Step 8 Homework
1、 Learn the useful new words and expressions in this part by heart.
2、 Act out the play.
教学目标
To help students learn to express attitudes, agreement & disagreement and certainty
To help students learn to read the text and learn to write diaries in English
To help students better understand “friendship”
To help students learn to understand and use some important words and expressions
To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text
教学重难点
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack （sth.） up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教学工具
ppt
教学过程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1、 Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted（限制）by definition（定义）。 It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend （良师益友）。
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”， “Back Street Boys”， “The Eagles”， “West life” and “Pink Floyd”。
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”？
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing ， at a concert ， with sb. clapping and enjoying …， sing karaoke ， be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…， be based loosely on…， the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth.， the attractive performances, be copied by…， support them fiercely, become more serious about…， play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”。
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”。
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4、 Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获？
课后习题
完成课后习题一、二。
板书
Unit 5 Music
一。课题
Where did you go on vacation?
二。教学目标
1. 知识与技能目标：
（1） 能正确听、说、读、写词汇stayed,went, visited等。
（2）正确听、说、读、写句型Where did you/she/he go on vacation? I/she/he went to …。
2. 过程与方法目标：
（1） 能用英语询问别人在假期做了什么，描述自己在假期做了什么。
（2） 运用知识与生活情境相结合的方法，培养学生正确与人沟通的能力。
3. 情感态度与价值观目标：
激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。
三。教学重难点：
1、教学重点：能正确听、说、读、写句型—Wheredid sb. go on vacation? —Sb. went to sp.
2、教学难点：能正确使用一般过去时
四。教学过程：
Step 1 greeting
Step 2 lead in— aninvestigation about students’ vacations.
Step 3 presentation—showsome pictures to students, and ask them some questions about them.
Step 4 practice—studentsmake up dialogues.
Step 5 review— analyzethe rule of the sentences and read these sentences.
Step 6 homework—write ashort article to introduce your vacation.
五。板书：
Where did you go on vacation?
He went to Shanghai.
She went to Sydney.sb. + went to + sp.
I went to the mountains.
一．教学情况分析
今年面临的情况前所未有，新课程标准的实施刚刚开始，现在是实验阶段，都在探索，新教材的使用还没有现成的经验可以借鉴，教师的教学面临改革和挑战。但学生的情况却和以前一样，基础参差不齐。高考的标准也没有明确的改变，这就给教学提出难题。
二．新学期教学内容
1．本学期要学完两册必修课课本。共10个单元。
2．做完补充提纲及必要练习题
3．听完规定要听的语音材料及补充材料
三．新学期教学目标
1．保质保量完成教学任务
2．探索最佳教学方法
3．缩短班级内学生的基础差距，达到基本平衡
4．进一步培养学生用英语综合运用能力
四．教学措施
1．组织全组教师集体学习新课程标准，研究新课程安排，把握新课标要求。
2．组内加强集体备课，研究新教材各模块之间的内在联系及教学要点，统一进度，统一学科资料，统一组织考试。
坚持每周一次的。集体备课，集体备课前先确立一名中心发言人，由中心发言人先确定下周所教单元的重点、难点，教材处理及完成教学内容所用的教法和课时安排，然后全组人员共同探讨，最后确定下来。中心发言人的依次轮流，顺序为：菊艳，，水兰，丁娜，郑舒。
3．组内教师互相帮助，互相学习，互相听课，取长补短，听课节数达到规定要求。
4．组内全体成员集体研究补充材料，群策群力，力争充分利用补充材料。如英语周报
5．全体成员加强与班主任及其他课任教师的联系，及时把握班级授课情况，以求
班级成绩均衡。
6．全体成员抓紧基础薄弱学生的促进工作，在最短的时间内提高他们的学习兴趣，促使他们尽快赶上班级队伍，为班级总体进步扫清障碍。
7．加强教学过程中学生的主体地位，充分调动学生的积极主动性，做到寓素质教育于外语教学中，突出外语教学的人文特点，发展学生综合运用语言的能力，培养学生获取信息，处理信息，及分析问题解决问题，推出结论的能力。
五．教学反馈与监督措施
1．作业每周三到四次，全批全改。重点强调书写的整齐漂亮。
2．一单元一结
3阶段测试每两单元一测；
4．单词考试与竞赛
单词考试应充分利用课堂，进行随堂小考；每学期进行一次单词竞赛；进行班级评比，同一层次评比，表奖班级总分前5名，学生总分前50名；
5．背诵教学
加强背诵课文和课文句式指导教学；每册教材要指定学生至少背诵5篇课文；
每个学期进行一次英语演讲比赛。
6．指导学生学习
指导学生建立单词卡本；建立错题集本；建立经典句式本；
总之，今年我们力争在新形势下，努力做到新课程教改与高考标准兼顾。集体探索，不断提高认识，不断改善教学方法，灵活使用教学资源，认真圆满的完成教学任务。
福州金桥高级中学06-07度高一英语第二学期教学进度表
周
次
日期
教学内容
课时数
中心
发言人
1
Unit1
6
菊艳陈
3
12日—17日
Unit2
6
江水兰
4
19日—24日
Unit2
3
Unit3，
3
郑舒
5
3月26日—3月31日
Unit3
3
6
4月1日—7日
Unit4
3
丁娜
7
9日—14日
Unit4
3
8
16日—21日
Unit5
3
菊艳陈
Unit5
3
9
4月23日—4月30日
期中复习和考试
5
10
1日—7日
放假
5
11
8日—12日
期中考试卷讲评
1
Unit1
5
郑舒
12
14日—19日
Unit1
6
13
21日—26日
Unit2
6
丁娜
14
5月28日—6月2日
Unit3
6
江水兰
15
4日—9日
Unit4
6
陈菊艳
16
11日—16日
Unit5
6
郑舒
17
18日—23日
总复习
6
18
25—30
总复习
5
19
。7月1日-6日
工作总结
5
周密文章
8
教学目标
1、 Ability goals能力目标：
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness， abandon， yell， drag， flee and so on.
2、 Learning ability goals学能目标：
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教学重点和难点
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1、 Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2、 Help the Ss tell apart from Before， During and After in the story.
教学过程
Step1.Warming Up：
Talk about animals under the sea.
1、 Have you ever seen some marine animals？
2、 What have you seen， and where have you seen them？
I have seen a/some/many…… in/on/from……
amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral
Step2.Fast-reading：
1、 Find out the Background Information of the story ： writer， career， writing style， time， place， main character.
2、 Find out the Main Idea of the passage： What’s the first story mainly about？
Step3.Careful-reading：
1、 Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first？ When did he believe it was a true anecdote？
2、 How many paragraphs are there all together in story1？ The hunt can be divided into 3 stages.
Stage1： before the hunt： （para. 2-6）：
Old Tom’s doing： throwing itself out of … and crashing down again… Why？ to tell the whalers…， …by the boat…， circling back to …Why？ to lead the whalers…
Whalers’ reaction： Another whaler __________. George _____ ___ _____ Clancy， and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3： Dur ing and after the hunt： （para. 7-9）：
Killer whale’s doing： The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead， its body wa s _______ down into the depths of the sea.
Whalers’ reaction： The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion： They have amazing relationship. They work as a team.
Step4.Summary
Working at the _______station， I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station， as I was __________ my accommodation， I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom， who announced there would be a ___________.
Using a _________， we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________， the whale soon died. Very soon， its body was ________ by the killers down into the _______ of the sea.
课后习题
Deal with Exercise 3 in Comprehending 。 Let the Ss work in groups and do some discussion：As a matter of fact， whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion？ Are you for or against the banning whaling？ Consider the problem carefully and we’ll have a discussion tomorrow.
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