TeachingplanforUnit3Book7Goodmorning,ladiesandgentlemen!I’mverygladtobeheretosharemyteachingideas,I’mNo._Nicetomeetallofyou!Today,mytopicisUnderthesea.Togetabetterunderstandingofmyteachingplan,Iamgoingtoanalyzethelessonfrom6parts:Analysisoftheteaching、teachingaims、thekeyanddifficultpoints、teaching&learningstrategies、teachingproceduresandblackboarddesign.Part1:analysisoftheteachingFirstly,I’lltalkaboutpart1———analysisoftheteaching.Thetopicistakenfromunit3ofbook7.It’sthefirstperiodofthisunittellingustwoanecdotesabouthowOldTom,akillerwhale,helpedwhalershuntandhowitsavedJames’life.AfterclassIhopemorestudentswillpayattentiontoprotectingseaanimals.SeniorTwostudentscancooperatewitheachothertofinishatask.ButtheirabilityofusingEnglishisstilllimited.Soitisverynecessarytobuilduptheirconfidence.Part2:TheteachingaimsAccordingtothenewstandardcurriculumandthesyllabus,afteranalyzingtheteachingmaterial,Ithinktheteachingaimsareasfollows:1.knowledgeaimsKnowledgeaimsaretoenablethestudentstoknowthemeaningsofnewwordsandexpressionsandunderstandthecontentofthepassage.2.AbilitiesaimsAbilitiesaimsaretodeveloptheSs’readingstrategieslikeskimmingandscanningandtotraintheSs’abilityofcooperationandcommunication.3.EmotionaimsEmotionaimsaretostimulatetheSs’confidence&interestinEnglishandarousethestudentstoprotectseacreatures.Part3:ThekeyanddifficultpointsBasedontherequirementofthesyllabusandthestudents'characteristics,thekeypointsaretolearnsomenewwordsandexpressions,understandtherelationshipbetweenthekillersandthewhalersanddeveloptheSs’readingability.Thedifficultpointsaretounderstandtherelationshipbetweenthekillersandthewhalersandmakethestudentsrealizetheimportanceofprotectingseacreatures.Part4:Teaching&learningstrategiesInordertoachievetheaimsandovercomethekeyanddifficultpointsmentionedabove,Idecidetochoose“CommunicativeApproach”、“Task—basedTeachingMethod”and“SituationalTeachingMethod”asthemainteachingstrategies.Learningstrategiesareskimming&scanningandcooperative&individuallearningmethods.Part5:TeachingproceduresNow,Iwilltalkaboutthemostimportantpart:part5—teachingprocedures.Thereare4stepsinthispart.Step1Pre-reading(5m)Showsomecommonseacreaturesonthescreenandasksomestudentswhattheyknowabouttheseanimals.Thenfocustheirattentiononthekillerwhalesandtellthemwhykillerwhalesgotthename.Inthisway,Sswillpaytheirattentiontoourclasseasilyandquicklygetfamiliarwiththetopic.Step2while-reading(20m)I’llgivethemabout20minutestoreadthepassageandfinishthefourtasksfromeasytodifficult.Iwillofferthemsomehelpifnecessary.Task1:Howmanycharactersmentionedinthepassage?Whoarethey?1.was16yearsofagewhenhewenttoworkatthewhalingstation.2.orderedClancytogototheboatastherewasawhaleoutthereinthebay·3.wasswimmingbytheboatshowingthewhalerstheway4.toldClancythattheywouldreturnthenextdaytobringinthebodyofthewhale5.wascarriedbythewavesfurtherandfurtherawayfromthewhalers.6.knewthatOldTomwouldprotectJames.ItistodeveloptheirabilityofskimmingandscanningTask2:MatchthemainideaswitheachpartItistodeveloptheirabilityofsummarizingthemainidea.Task3:Readthefirstanecdoteandputthefollowingstatementsinorder.()Thewhalerskilledthebaleenwhalewiththehelpofthekillerwhales.()OldTomswambytheboat,showingustheway.()Clancyarrivedatthewhalingstation.()Thewhalersreturnedforthebaleenwhalethenextday.()Clancysawahugeanimalinthewater,whichwasOldTom.()Clancyheardahugenoisecomingfromthebay.()Themanwenttotheboatandheadedoutintothebay.Itistodeveloptheirlogicalthinkingandtopickoutinformationquicklyandcorrectly.Task4:Comprehending--Readthepassageagainandchoosethebestanswers.1.Whydidthemenstartturningtheboataroundtogohomeafterthewhaledied?A．Becausetheydidn'tneedadeadwhale.B．Becausetheycouldn'tfindthewhale'sbody.C．Becausetheyknewthatdeadwhalewouldn'tfloatuptothesurfaceforaround24hours.D．Becausetheyknewthekillersatethewhale'sbody.2.WhathappenedtoJamesafterhewaswashedofftheboat?A．Hegothurtbyashark.B．Hewasabandonedbytheotherwhalersandfeltterrified.C．Hedroppedhishopeandwasnearlydying.D．HewasheldupinthewaterbyOldTomandrescued.3.Wecaninferfromthetextthat．A．thekillerwhalesmaybetrainedbythewhalersB．thekillerwhaleswanttohelpmancatchthewhalesthemselvesC．thekillerwhalesneednotrainingforhelpingthewhalersD．thekillerwhaleswanttoeatthewhalesafterkillingthemTask—basedTeachingMethodisusedhere,Sscanunderstandthegivenmaterialbetterbyusingdifferentreadingskills.Andtheirabilitiesofcommunicationandcooperationwillbealsowellimproved.Step3Post-readingExercise1:Retellthestory.Iwas16whenIbeganworkatthewhalingstation.Ihadbeentold1.everyyearthekillershelpedwhalerscatchhugewhales.AfterIworkedthereI2.(witness)itwithmyowneyesmanytimes.OneafternoonwhenIwassortingoutmyaccommodation，Iheardaloudnoise3.(come)fromthebay.ThenIexperiencedhowthekillers，4.(especial)OldTom，helpedusleadthewayandcatchawhale.Firstly，themaninthebowoftheboataimedtheharpoonatthewhale，thenletitgoandtheharpoonhitthespot.Secondly，thewhale'sbody5.(drag)swiftlybythekillersdownintothe6.(deep)oftheseaafteritdiedandthenthekillershadagoodfeedonitslipsandtongue.7.thekillerswerefiercehunters，theyneverharmedorattackedpeople.8.thecontrary，theyprotectedpeople.Forexample，oneday，theseawasroughanditwasdifficult9.(handle)theboat.ThewaveswerecarryingJamesfurtherawayfromus.Jameswasterrifiedof10.(abandon)byus.JustthenasharkappearedanditwasOldTomthatsavedJames.AllofuspraisedOldTombysaying“Welldone”．ThepurposeistodeveloptheirabilityoffillingingrammaticalclozeExercise2:DiscussionIwillplayavideoaboutJapanesekillingwhalesandhaveafreeta