Unit 3 Under the sea教案設(shè)計
浙江省湖州二中 邵寧寧
1．指導(dǎo)思想與理論依據(jù)
（1） 指導(dǎo)思想
本課題努力將新課程的理念融入教學(xué)之中，將語言知識與學(xué)生的現(xiàn)實生活緊密聯(lián)系；將課堂教學(xué)放在具體的語言情景之中；把聽、說、讀、寫語言技能的訓(xùn)練綜合運用于課堂教學(xué)之中。通過探究法、觀察法和發(fā)現(xiàn)法，讓學(xué)生發(fā)揮主觀能動性，改變原有的教師說解、說教的形式，重視知識和結(jié)論形成過程。努力發(fā)揮形成評價的激勵機制，利用兩兩合作、小組活動的方式，激發(fā)學(xué)生參與教學(xué)的熱情。根據(jù)學(xué)生的認知能力和接受程度，設(shè)計了編寫對話和仿效寫作文等任務(wù)，使任務(wù)具有可操作性，讓學(xué)生整堂課都處于新鮮感不斷的亢奮狀態(tài)中，并產(chǎn)生繼續(xù)學(xué)習(xí)的動力。
總之，本次設(shè)計的宗旨是努力提高課堂教學(xué)的實效性，使學(xué)生能夠提高語言的實際運用能力，達到最終教學(xué)的目的。
（2） 理論依據(jù)
《普通高中英語課程標(biāo)準(zhǔn)》明確提出：“要通過設(shè)計豐富多彩的課內(nèi)外學(xué)習(xí)活動，使學(xué)生在參與交際活動的過程中形成交際策略。”和“教師要引導(dǎo)學(xué)生主動學(xué)習(xí)，幫助他們形成以能力發(fā)展為目的的學(xué)習(xí)方式，鼓勵學(xué)生通過體驗、實踐、討論、合作和探究等方式，發(fā)展聽、說、讀、寫的綜合語言技能。”
2．教材內(nèi)容分析：
人教版NSEFC M7U3的主題是“Under the sea”，中心話題是海底世界，聽、說、讀、寫活動主要圍繞海底動植物、海底奇妙景觀，以及有關(guān)大海的神話故事展開的。教學(xué)內(nèi)容由二篇閱讀，二份聽力，三個話題討論和三個話題延續(xù)性寫作任務(wù)組成。
閱讀內(nèi)容是：1、兩起虎鯨軼事（P20-21）
2、一篇有關(guān)海洋見聞和感受的日記（P23）
聽力內(nèi)容是：1、三個觀鯨人對旅行社服務(wù)的一些抱怨（P25-27）。
2、記者和鯊魚專家有關(guān)人們對鯊魚的誤解和為什么鯊魚會急劇減少的談話（P65-66）。
話題和寫作內(nèi)容：1、用using language 閱讀中表達感受的詞匯描述過去的難忘經(jīng)歷（P24）。
2、用listening中的抱怨用語在設(shè)置的情境中禮貌抱怨（P27）。
3、用以前學(xué)的persuasive writing的表述寫一篇有關(guān)正確對待海洋生物，禁止亂捕的勸戒性文章。
我把整個單元整合為七個課時：
第一課時是詞匯和熱身部分。通過提供直觀、感性的圖片或素材，讓學(xué)生正確地讀、記字詞的音、意和學(xué)習(xí)部分用法，同時提供情境讓學(xué)生運用新字詞完成短文。
第二課時是Using language 中的閱讀：A new dimension of life (P23): 首先考慮到第一課時與此部分內(nèi)容聯(lián)系密切，環(huán)環(huán)相扣；其次通過掌握單詞和詞匯，學(xué)生必然對看到的喜歡的和害怕的海洋動植物有一種很想“說”的欲望，而此課時的內(nèi)容恰恰是表達對這次海洋之旅的感想，可謂首尾呼應(yīng)，相得益彰。本課時的目標(biāo)旨在：
1、讓學(xué)生正確地說出部分海洋生物的名稱。
2、讓學(xué)生學(xué)會用wise-looking, brain-shaped, red-spotted, blue-striped 等復(fù)合形容詞修飾看到的動植物。
3、讓學(xué)生意識到多個形容詞修飾名詞時是有順序的。
4、讓學(xué)生找出、體會表達感受的字詞，并運用到自己的經(jīng)歷中去。
第三課時是課文（P25-27）的讀、聽、說、寫活動，承接第二課時的話題觀看海洋生物：由讀船上觀鯨的旅游廣告開始，聽三段旅客抱怨的聽力，再進入到禮貌抱怨用語的學(xué)習(xí)和運用這些用語到設(shè)置的情境中。
第四課時是一篇內(nèi)容涉及虎鯨幫助人類捕鯨和救助落水者的兩起逸事（P20-21）。作者以第一人稱的口吻，講述了一個名叫Old Tom的虎鯨的故事。故事一共分兩部分：第一個故事講述Old Tom是捉鯨人的好幫手；第二個故事講述了Old Tom是遇難者的救星。本教學(xué)目標(biāo)旨在：
1、是學(xué)生能簡單介紹虎鯨的基本信息。
2、是學(xué)生會利用關(guān)鍵字詞復(fù)述故事。
3、是讓學(xué)生正確認識到人類與海洋生物的關(guān)系。
第五課時是language points。
第六課時是V+ing的被動形式的復(fù)習(xí)和鞏固以及運用。目標(biāo)是學(xué)生能在教師設(shè)置的情境或圖片中正確的運用like/love/ hate/ fear/ enjoy/ imagine/ admit/ stand/ mind…等動詞后面跟被動形式和with/ have/ see/ find/ witness/ feel…+賓語+being done 做賓補的形式。
第七課時是聽、說、寫的整合課內(nèi)容：聽采訪鯊魚專家的聽力材料（P65-66），說人們對待海洋生物的態(tài)度和如何制止濫捕濫殺現(xiàn)象，寫一封信給當(dāng)?shù)卣畞砗侠砝煤Ｑ笊镔Y源。
3．學(xué)情分析
高二學(xué)生這個新鮮話題普遍很感興趣，積極性也比較高，但大部分學(xué)生對新學(xué)的單詞詞匯還是比較生疏，進行交際英語的能力還是比較薄弱的，因此教師可以利用豐富多彩的圖片資源，在任務(wù)型教學(xué)下完成本課題的學(xué)習(xí)。班級里的學(xué)生水平參差不齊，有些差距還是比較大的，因此在教學(xué)過程中，布置的任務(wù)要兼顧各個層次的學(xué)生，使他們通過聽、說、讀、寫都有所獲。
4．三維目標(biāo)
知識目標(biāo)
（1） 掌握本單元教學(xué)目的和要求中的單詞和詞匯。如：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, beauty, cell, aware, vivid, poisonous, cave, narrow, sharp, tasty, scare, shallow, entry, awesome, seal, pension, pensioner, ahead of, in the meantime, help out, be/ become aware of, upside down, be scared to death etc。
（2） 幫助學(xué)生更多地了解海洋/海底世界。
（3） 復(fù)習(xí)動詞V-ing形式的被動式。
能力目標(biāo)
（1） 提高學(xué)生閱讀能力和賞析水平。
（2） 在寫作中學(xué)會表達責(zé)備、抱怨和要求賠償。
情感目標(biāo)
培養(yǎng)學(xué)生熱愛和保護海洋生物的愛心。
教學(xué)重點
（1）更多了解海洋海底生物。
（2）樹立正確的觀念“海洋生物和人們是朋友”并要熱愛和保護它們。
教學(xué)難點
（1） 鞏固動詞V-ing形式的被動式的用法。
（2） 在寫作中學(xué)會表達責(zé)備、抱怨和要求賠償。
教學(xué)方法
（1） 任務(wù)型教學(xué)。
（2） 合作型教學(xué)。
Unit3 Model 7 Teaching plans
Teaching period 1: Words and expressions in unit3 and warming up (p99-100).
Teaching period 2: Pre-reading, reading, comprehending and learning about language (19-22).
Teaching period 3: Language points.
Teaching period 4: Grammar (p22)
Teaching period 5: Using language discussing and writing (p23-24).
Teaching period 6: Reading listening and talking (p25-27).
Teaching period 7: (Workbook) Listening task, talking and writing (65-66).
Teaching period 1 Words and Expressions and Warming up
Teaching aims:
1. Learn to pronounce the new words correctly and know the exact meaning in the context.
2. Guide students to use the new words in complete sentences with the help of pictures.
3. Learn to use the correct forms of the new words according to the context.
Teaching procedures:
Step1. Warming up
1. What is it in the picture? And where are the watchers? (An aquarium)
2. Why do people buy aquariums or call at aquariums? (To decorate rooms / raise pets/ watch sea creatures etc)
3. So in general what is an aquarium?
(An aquarium is a place where people can enjoy a great diversity of creatures on the earth.)
4. Where can you find these creatures? (Oceans/ seas / coral reefs …)
5. What words would you like to describe them? (Beautiful/ wonderful/ marvelous/ splendid…)
6. So please draw a conclusion with the information.
Keys: It is in seas that people can appreciate such marvelous vivid creatures. / And only in oceans can people enjoy these wonderful views.
Let’s enjoy the following photos taken in oceans.
Step2. Get familiar with the new words
Show pictures--- lead students to output the new words--- to make a complete sentence.
Picture1
1. What special equipment is the man wearing? (A snorkel)
2. What is the man doing? (go /be snorkeling)
3. Do you think it is very deep? Guess the depth of the water? Which word will you use to describe the water? (shallow/ …in depth)
Keys: A man is snorkeling in shallow water which is probably 0.5 meter in depth.
Picture2
1. Where is the photo taken? (under the water)
2. What is it in the dark? (A cave)
3. Look at the entry of the cave, what word will you use to describe? (A narrow entry)
Keys: A camera is falling into a cave with a narrow entry.
Picture3
1. Where are the people? (near the shore/ at the seaside)
2. Suppose you were one of them, what will be your feeling or reaction when facing a whale?
(yell / be scared to death/ flee from the shore)
3. Suppose these are local people and the whale has difficulty returning to the sea, what will they do in your opinion? (help … out)
4. Suppose the next day a new reporter gets the scoop and interviews them, what is the relationship between them? (interviewer and witnesses/ interviewees)
5. According to the information you get, say something to describe the picture.
Keys: At the seaside, there is a crowd of people yelling when facing a whale and some of them are scared to death, even trying to flee. Or, near the shore a whale gets stuck and some local people want to help the whale out. The relationship between them is interviewer and witnesses.
Picture4
1. What is the animal called in English? (Seals)
2. Usually, where do you suppose we can find seals and penguins? (In Antarctic)
3. Which word will you use to describe the snow and the whole scenery? (pure white/ beauty)
4. What will they do next according to the picture? (leap)
5. Say anything to describe to scenery.
Keys: Penguins and seals are common animals in Antarctic. Isn’t it a real beauty when you see a pack of penguins is leaping from the ice, against the pure white background?
Picture5
1. What is it? (A sea-slug)
2. What can you see on the back of the sea-slug? (with vivid colors and stripes / it is a striped sea-slug)
3. In general, animals and plants with vivid colors are dangerous. They are …? (poisonous)
4. Say something about the picture.
Keys: The Ocean is a place full of magic where you can find animals and plants with vivid colors and different shapes, but generally speaking, animals and plants with vivid colors are poisonous.
Picture6
1. Is the fish swimming in the normal way? (hang upside down)
2. What do you suppose is it doing? (eating tasty plants)
Keys: The fish, hanging upside down, is eating some tasty plants in the ocean.
Step3 Consolidation
One afternoon I was sorting out my a_________ when I heard a huge noise coming from the bay. As we ran down to the s_______, we saw an enormous animal jumping in the water up and down in order to inform the whalers of whale out there for them.
With Old Tom guiding the way, we soon got close to the hunt, astonished to see a whale being a_____ by about six other killers. Some t_____ themselves on top of the whale’s blowhole to stop it b_______ while others tried to stop it f_____ out to the sea. Then a whale hunter in the boat a_____ the harpoon at the whale and hit it. Soon the whale died. The killer whales d______ the body out of the whale down into the sea. The body would f_____ to the surface of the sea about 24 hours later after Old Tom and the others enjoyed its lips and t______.
On another occasion, James, a whaler, was w______ off the boat. I was terrified to see a shark a______. Fortunately, Old Tom held James up in the water while the other killers were still attacking the whale.
keys: accommodation / shore / attacked / threw / breathing / fleeing / aimed /dragged / float / tongue / washed / approaching
Step 4 Homework
1. Get basic information about sea creatures through reading materials on P20.
2. Finish the exercise on P21: exercise 1 and 2.
.
Teaching period 2 Old Tom the Killer Whale
Pre-reading, Reading and Comprehending
Teaching aims:
1. Grasp the basic information about the killer whales, such as size, habitats, food, how they hunt animals and the relationship with human beings.
2. Learn to retell the two anecdotes with the help of key words.
3. Make sure the students know that killer whales are friends of human beings and we should keep balance with nature.
Teaching procedures:
Step1. Warming up and lead in
Tell students we are on a snorkeling trip under the sea and will come across a great variety of marine animals: dolphins, turtles, manatee, eels, octopus, squids, butterfly fish, kelp, sea star, angel fish, clown fish/ anemone fish, parrotfish, sea flower/ anemone, sea-slug, clam, coral, jellyfish, seahorse, shark etc.
Step2. Presentation
Make sure students know some basic information about the whales:
Background information
writer Clancy
career a whaler
writing style anecdotes
time at the beginning of the 20th century
place Australia
main character whalers, killer whales, the baleen whales
main idea the killer whales help the whalers to kill the baleen whales.
Step3. Skimming
Ask students to skim the passage quickly and answer the questions:
What is the first anecdote about? And how about the second one?
The first anecdote mainly talks about that _______.
A. Clancy began to work at a whaling station.
B. The killer whales helped whalers to catch a baleen whale.
C. The killer whales hunted in a team and killed a baleen whale.
D. Old Tom showed whalers the way to a baleen whale.
Key: B.
The second anecdote: Old Tom saved a whaler James who was washed off the boat.
Step 4 Scanning
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 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 away from the whalers.
6. _______ knew that Old Tom would protect James.
Keys: Clancy, George, Old Tom, Jack, James, Red.
Step 5 Careful Reading
Story Part 1
How to help
Ask students to read Para 2 to Para 6 and find out before the hunt: what did Old Tom do and what did whalers react?
Suggested answers: Old Tom threw itself out of the water, then crashed sown again and swam by the boat, showing us the way.
One whaler yelled out and George ran ahead of him. Clancy grabbed his boots and raced after him. They jumped into the boat and headed out into the bay.
Next, find out during the hunt and after the hunt, what did killer whales do and what did whalers react?
Suggested answers: A pack of killers are throwing themselves on the 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 our boat and the whale just like a pack of excited dogs. Within a moment or two, its body was dragged down into the depths 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.
Ask students to read the story part 1 again and put the following sentences into correct order:
a. George started beating the water with his oar.
b. Clancy grabbed his boots and races 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
Keys: 65173248
Story Part 2
Which 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.
Key: C
Step 6 comprehending
1. The text is mainly about ____.
A. the killer whales are easily trained
B. the killer whales can help the whalers catch the huge whales
C. the killer whales kill the whales for their food
D. the killer whales drag the whales under the water
2. Old Tom throws itself out of the water and then crashes down in order to ___.
A. give the whalers information about a whale
B. tell the whalers it is hungry
C. help the whalers catch the whale
D. inform the whalers to run away
3. _____ killed the whale at last.
A. Old Tom
B. the killer whales
C. the author
D. the whalers
4. Why did the whalers started turning the boat around to go home after the whale died?
A. Because they didn’t need a dead whale.
B. Because they couldn’t find the whale’s body
C. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hours.
D. They had to do this because it was too late.
5. The killer whale protected James by _____.
A. fighting the shark
B. killing the shark
C. preventing the shark going closer
D. dragging him back
6. We can infer from the story that____.
A. The killer whales may be trained by the whalers.
B. The killer whales want to help man catch the whales themselves
C. The killer whales need no training for helping the whalers
D. The killer whales want to eat the whales after killing them
Keys: BADCCA
Step 7 Discussion
Read the passage and discuss:
1. What is the relationship between Old Tom and the whalers?
2. What other animals can help out humans in hunting?
Suggested answers:
1. Old Tom had a strong relationship with the whalers. There was obviously a great deal of understanding and cooperation between them.
2. There are many other animals that help out humans in hunting such as dogs, cormorants(鸕鳥) ,otters (水獺) and ferrets(雪貂).
Step 8 Debate
The 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 protecting whales.
My opinion:
★Environment protection is imperative(緊急的） under the situation.
★Think globally, act locally.
★Make a contribution to our “Green School”.
Step 9 Phrases and sentences learning
Useful phrases:
at the whaling station 捉鯨站
hear of 聽說
witness it with my own eyes 親眼目睹
sort out my accommodation 整理床鋪
an enormous animal 一個龐然大物
throw itself out of the water 猛力躍出水面
crash down 墜落
call out to sb. 高聲對某某說
yell out 大聲喊叫
ahead of 在前面
head out into the bay 朝海灣方向駛?cè)?/p>
circle back 轉(zhuǎn)回來
in the distance 在遠處
a pack of 一群
work as a team 協(xié)同作戰(zhàn)
in the bow of the boat 站在船頭
aim at 瞄準(zhǔn)
hit the spot 擊中要害
within a moment or two 片刻之后
the depth of the sea 深海中
float up to the surface 浮出水面
in the meantime 同時
have a good feed on sth. 飽餐一頓
wash off 沖走
Man overboard 有人落水
The sea was rough 波濤洶涌
be terrified of doing 害怕做某事
be abandoned by sb. 被遺棄
hold up 舉起
pull back 拉上
Beautiful sentences:
1．It was a time when the killer whales…h(huán)elped 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 grabbed my boots and 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 Homework
1. Prepare to retell the whole text in your own words.
2. Write a short summary of the whole text in about 30 words.
Teaching period 3 Language study
Teaching aims:
1. To learn the useful expressions and sentence 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.
Teaching procedures:
Step1 words and phrases learning
1. witness: vt
（1）be present at (sth.) and see it 當(dāng)場見到/ 目擊。
你親眼看到那次事故了嗎？Did anyone witness the accident?
（2）見證了，（時間、地點）作主語。Recent years have witnessed the collapse of the steel industry.
n. [c]目擊者, 證人
警察找到了那件謀殺案的目擊者。The police found the witness to the murder case.
在事故現(xiàn)場沒有證人。There was no witness at the scene of the accident.
witness 還可表示“作證”、“證明”，常用“witness to sth/doing sth”
A live witness to …. 活生生的證人
bear/give witness to sth 為某某作證
Witness box ( BRE )= witness stand 證人席
2. sort out
（1）分類,整理；
我在整理可以被扔掉的文件。I am just sorting out the papers that can be thrown away.
（2）解決(問題/困難)。
我們有幾個小問題要解決。We’ve got a few little problems to sort out.
近義詞：sort through : 查看并挑選出；
He was sorting through a pile of papers on his desk.
3. accommodation n.
n. （1）rooms, esp. for living in 房間/住所
由于住宿費用昂貴，倫敦的學(xué)生感到生活困難。
_The high cost of accommodation__ makes life difficult for students in London.
（2）lodgings, rooms and food (often pl.) 膳宿（在英英中為不可數(shù)，在美英中為可數(shù)，常用復(fù)數(shù)）
我們今晚能找到旅館住宿嗎？Can we ____find accommodations at a hotel__ for tonight?
短語：make accommodation for the … 為…提供膳宿
4. yell v. & n.叫喊 /叫聲，喊聲。
（1） v. shout often because you are frightened, angry, or excite
She yelled (out) at her naughty child.
They yelled at him to stop.
（2）n. a loud shout. E.g. a yell of delight / warning
5. ahead of
(1)（時間、空間上）在…之前
(2) 領(lǐng)先，比…強、好
6. head 朝…方向移動;帶領(lǐng)
We headed the boat out to sea. 我們將船駛向外海。
They are heading home. 他們正朝家走去。
Who is heading the Party? 該黨現(xiàn)在由誰在領(lǐng)導(dǎo)？
Whose name heads the list? 誰的名字列在名單的最前頭？
head for = leave for / start for 朝……方向走去
7. flee (fled fled) vi./vt. 逃走，逃掉, 消失
And these others are stopping it fleeing out to sea． 其他的阻止它逃入大海。
The spectators fled in panic when the bull got loose． 那只公牛掙脫了束縛，嚇得觀眾四下逃串。
We were forced to flee to the country. 我們被迫逃往國外。
8. v. aim (sth.) at sb. / sth. 瞄準(zhǔn)，對準(zhǔn)
aim at doing sth. / aim to do sth 力求達到，力爭做到
n. [U]瞄準(zhǔn) [C]目的，目標(biāo)
9. drag v.
（1）拖, 拉, 拽
He dragged the table into the corner.
（2）勉強某人做
He hates parties, and we have to drag him into going.
If he fails, he’ll drag us all down with him.
10. depth. n
Its body was dragged by the killers down into the depths of the sea. 它的身體被捕獵者拖著進入深海。
……的深度，深……的地方
Plant the beans at a depth of about six inches.
短語： in depth 深入地，徹底地
[拓展] the depths of the jungle 叢林深處
the depths of the country 窮鄉(xiāng)僻壤
the depths of the winter 隆冬
the depths of one’s heart 心靈的深處
the depths of despair 絕望的深淵
11. have a good feed on … 飽餐一頓
feed: n. meals or food for babies or animals 餐、頓；如：When is the baby’s next feed?
v. give food to 喂養(yǎng)
feed sb /sth. on sth. =feed sth. to sb /sth. 喂……吃……
feed on 以…為食(一般指動物) 近義詞 live on
The prison is required to feed and clothe the prisoners.
Several children were feeding bread to the ducks.= Several children were feeding ducks on bread.
Owls feed on mice and other small animals.
12. From James’s face, I could see he was terrified of being abandoned by us. 從詹姆斯的臉上我能看出他非常恐慌，生怕被我們遺棄。
他拋棄了他的妻子和孩子。
He abandoned his wife and children．
此處abandon的意思是“放棄，拋棄”，相關(guān)短語有：
（1）背棄祖國/朋友：abandon one’s country/friend
（2）拋棄家庭：abandon one’s family
（3）革除陋習(xí)：abandon a bad habit
（4) 放棄職位/希望/計劃/主意：abandon one’s post/hope/plan/idea
13. help out幫助……(擺脫困境或危險)
My mother helped me out (with some money) when l lost my job.
The children help out in their father's shop when things are busy．
14. approach
vi. & vt. 接近，靠近 n. 接近，道路，方式，方法
15. hold up
（1）支撐，舉起
（2）延遲，阻礙
Step2 Using words, phrases and patterns
1. Do exercise 1 and 2 on page 63 in Using Words and Expressions.
2. Translate the following sentences into English, using the words and expressions given in brackets.
（1） 當(dāng)我意識到她在場之時前，她正好走到我身邊。（be aware of）
（2） 凱里每讀一本書都喜歡反思一下書的含義。（reflect on）
（3） 這場演出沒有什么可以挑剔的，這是真正的享受。（pure）
（4） 你刷那面墻，同時我準(zhǔn)備好這一面墻你好接著刷。（in the meantime）
（5） 我的女兒喜歡把自己倒吊在操場的機械上。（upside down）
（6） 夜里一些奇怪的聲音把我嚇地半死。（scare to death）
Suggested answers:
(1) She was standing right next to me before I became aware of her presence.
(2) Whenever Kelly reads a book, she likes to reflect on its meaning for a while.
(3) There was nothing I didn’t like about the performance. It was pure enjoyment.
(4) You paint that wall and, in the meantime, I will prepare this one for you to paint next.
(5) My daughter loves to hang upside down on the playground equipment.
(6) The strange noises in the night scared me to death.
Step 3 Consolidation
Ask students to retell the text after learning useful words and phrases patterns.
Step 4 Homework
1. Finish off the exercise 1 and 2 on page 22 in Learning about Language.
2. Go over useful words and phrases in the text.
Teaching period 4 Grammar
Teaching aims:
1. Students will be able to recognize the V+ing/ being done forms and know the exact meaning of them.
2. Students will be able to use these two forms correctly.
Teaching procedures:
Step1. Revision
Ask students to answer the following questions without referring to the textbook.
1. What did Clancy witness when he ran down to the shore?
2. Why did Clancy run in a hurry?
3. What did Old Tom do when they headed into the bay?
4. What did Old Tom do after George beat the water?
5. What did Clancy witness when they drew near?
Suggested answers:
4. 1. He saw a whale throwing itself out of the water and then crashing down again.
5. 2. Because Clancy had already heard that George didn’t like being kept waiting.
6. 3. They could see Old Tom swimming by the boat, showing us the way.
7. 4. There was Tom, circling back to the boat, leading us to the hunt again.
8. 5. He could see a whale being attacked by a pack of about six other killers.
Next, ask students to pay attention to the underlined words and lead into the topic-“V-ing”/ “being done”.
Step2. Grammar Learning
1．現(xiàn)在分詞（ing-形式）的構(gòu)成。
V-ing 形式由 “do＋ing” 構(gòu)成，其否定形式是 “not doing”, V-ing 可以帶賓語或狀語構(gòu)成 V-ing 短語，
沒有人稱和數(shù)的變化，但有時態(tài)和語態(tài)的變化。
2．動詞-ing 形式的被動式分一般式和完成式：
（1） 一般式：表示這個被動的動作正在進行或與謂語表示的動作同時發(fā)生。
（2） 完成式：強調(diào)這個被動的動作在謂語動詞所表示的動作之前完成。
語態(tài)
時態(tài) 主動語態(tài) 被動語態(tài)
一般式 (not) doing (not) being done
完成式 (not) having done (not) having been done
3．動詞 -ing的被動式的句法功能。
（1） 做主語。如：So being killed by sharks was a common thing.
（2） 做賓語，用在介詞后或需要帶-ing 形式作賓語的動詞后。如：
George didn't like being kept waiting.
He was terrified of being abandoned by us.
Do you remember having been taken to Beijing at the age of ten?
（3） 做表語。如：
What worried the child most was his not being allowed to visit his mother in the hospital.
（4）做定語。如：
The problem being discussed is of great importance.
（5）做狀語。如：
Having been shown around the library, we were taken to see the lab.
（6） 做補足語。如：
As we drew closer, I could see a whale being attacked by a pack of six other killers.
When we approached him, I saw James being held up in the water by Old Tom.
[注意]
（1）V-ing 形式被動式主要在句子中作狀語、賓語補足語和定語。但V-ing 形式的完成被動式，一般在句中作狀語（偶爾作非限定定語），不作其它成分。
They don’t like ____the design of the new bridge _being built__（正在建造的橋的設(shè)計）
Not having been completed, the museum can’t be visited yet. (由于沒有完工…）
（2）V-ing 形式的被動式邏輯主語（即動作的承受者）如果也是主句的主語，就不需要出示出來，但是如果邏輯主語不是主句的主語，就得把V-ing 形式自己的主語表示出來。如：
The whole classroom having been cleaned, the students went home happily.
（3）在want，need，deserve，require，repay，bear，take等動詞及形容詞worth后，習(xí)慣用動詞-ing的主動形式表示被動意義，相當(dāng)于“to be done"。如：
The house wants cleaning．這房屋需要打掃。
My watch needs repairing．我的手表需要修理。
The way deserves mentioning．這個方法值得一提。
These young trees will require looking after carefully．這些小樹需要細心照顧。
The film is worth seeing．這部影片值得一看。
Step 3 Exercises
句型轉(zhuǎn)換(改成帶-ing形式被動結(jié)構(gòu)的簡單句)
（1）The hotel which is being built now beside the park was designed by a group of young men.
（2）The little girl was eventually aware that her parents abandoned her in the mountainous village.
（3）He would come if we don’t invite him.(without)
（4）After he had been examined several times, he was told to be healthy.
（5）I noticed that some people were taken to the police station.
Suggested answers:
(1) The hotel being built now beside the park was designed by a group of young men.
(2) The little girl was eventually aware of being abandoned by her parents in the mountainous village.
(3) He would come without being invited.
(4) After having been examined several times, he was told to be healthy.
(5) I noticed some people being taken to the police station.
Step 4 Drilling
Ask students to do Exe 1 on P22 and check with their partner then check together.
Keys: shore, pack, snorkeling, depths, in the meantime.
Ask students to do Exe 2 and share their past experience in a group.
Keys: 1. annual; 2. witnessed; 3. helped out; 4. ahead of; 5. flee; 6. relationship; 7. dragged; 8. abandon; 9. yell.
Step 5 Put into use
Show students 6 pictures on P 64 and ask them to describe with the passive v–ing form in pairs.
Keys: 1. being invited; 2. being kept waiting; 3. being attacked; 4. being awarded; 5. being shouted at; 6. being blamed.
Step 6 Homework
Finish off the exercise 2 on P 64.
Teaching period 5 Using language discussing and writing
A new dimension of life
Teaching aims:
1. Learn to pronounce the names of sea creatures mentioned in the text correctly.
2. Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like: …+looking, +shaped, …+spotted,…+like,…+striped,
3. Learn to use the correct order of adjectives to describe the pictures prepared by the teacher.
4. Learn to use proper expressions to convey their exact feelings in their past experiences.
Teaching procedures:
Step1. Warming up and lead in
First, show students the picture above and ask them some questions as a revision:
Where are they? What are they doing? Why do they go snorkeling?
Next, draw a conclusion and lead into the text:
As the sea is a world full of magic, many tourists head to the sea, and the author of this text is one of them.
Look! The other day, the writer went snorkeling with her friends and experienced a lot. Let’s take a brief look at sea creatures through her diary.
Then, take a closer look at the photos she taken and describe them with what you can find in your textbook.
Pictures give the following information:
(corals with vivid colors and shapes, elegant fishes , little orange and white anemone fish, sea anemones with poisonous tentacles, small cleaner fish, the yellow and green parrotfish with hard bird-like mouth, yellow-spotted red sea-slug and blue sea-stars, orange and blue striped angelfish, and wise-looking turtles)
(eels with strong sharp teeth, giant clam with thick green lips, grey reef sharks about one and a half meters long, the edge of the reef with a sharp drop to the sandy ocean floor)
Step2 Fast Reading
Listen to the passage and put the following topics into the correct order according to the text.
Topics Paragraph
colors and shapes 2
dangers 4
reflecting 1
the reef’s edge 5
a final thought 6
some sea creatures 3
Step 3 Careful Reading
Task 1: Read and choose the best answers.
1. Judging from the text, what the author mainly wants to tell us in the diary is ____.
A. that the sea is fantastic with vivid colors.
B. that the water where he was snorkeling is not deep but shallow.
C. what he saw and how he felt in the sea.
D. that all the plants in the sea are poisonous.
2. What was hanging upside down in the sea according to the text?
A. The orange and white anemone fish.
B. The yellow-spotted red sea-slug.
C. The yellow and green parrotfish.
D. The orange and blue-striped angelfish.
3. The author was afraid of getting too close to the eel because _______.
B. It has strong sharp teeth.
C. It has thick green lips.
D. It has a frightening shape.
E. It gives out poisonous liquids
4. Which of the following sentences show that the author couldn’t help feeling excited in the sea? ________.
A. My heart was beating wildly.
B. I felt scared to death.
C. Every cell in my body woke up.
D. I felt very exposed in such deep clear water.
5. We can infer from the text that the author felt that ______.
A. Comparing with the whole world, man is tiny.
B. Comparing with the whole world, the ocean is tiny.
C. There were more delights than dangers when snorkeling.
D. There were more dangers than delights when snorkeling.
Keys: CCACA
Task 2: Do the exercise 3 on page 24.
Keys: 1. warm night; 2. little orange and white; 3. thick green; 4. two grey; 5.strong sharp; 6. an orange blue-stripped; 7. deep clear; 8. hard bird-like; 9. a yellow-spotted red; 10. a large wise-looking.
Note the use of adjectives:
number-opinion-shape/ size-age--color-place-material-noun
e.g. a cute little brown puppy two thick green spotted sea-stars
Task 3: Practice
1. Several ______ sharks. (a. large grey b. grey large)
2. Some _______ whales. (a. giant blue b. blue giant)
3. Scores of _________ turtles. (a. white-striped and grey b. grey and white-striped)
4. Many a _________ seal. (a. black-spotted and light grey b. light grey and black-spotted)
5. Many _______ anemone fish. (a. little orange and white b. orange and white little )
6. Plenty of ________ angelfish. (a. orange and blue-striped b. blue-striped and orange)
7. A number of ________ corals. (a. huge colorful b. colorful huge )
Keys: aabbaaa
Step4 Discussing and Speaking
Suppose an aquarium is being designed in our city. As the two main directors of the aquarium, you and your partner are talking about what sea creatures should be brought in.
Expressing ideas Responses
I suggest bringing in…as…
I advise putting in…
I’m considering buying…
What/How about…?
I’m imagining…
I enjoy/feel like/dislike…
Do you mind…?
… … That’s a good/ great idea.
Sounds good!
Can’t agree more!
It’s good…
It depends.
It’s no good…
I’m afraid not.
… …
Example:
A: Since the aquarium will be opened soon, the varieties of sea creatures require discussing now. What about putting a number of huge colorful corals in it?
B: Can’t agree more! I’m considering bringing in several large grey reef sharks as people are all looking forward to seeing them.
A: It’s great! Do you mind our buying scores of grey and white-striped turtles?
B: Not at all! I’m also thinking of getting some little sea creatures.
A: You are right. It’s good having some orange and blue-striped angelfish as they are that lovely.
B: All in all, we may bring in as many sea creatures as possible because people can’t stand being cheated as they spend much money buying the tickets.
Step 5 Phrase and sentences learning
Useful phrases:
reflect on the day 回憶當(dāng)天的事情
a day of pure magic 神奇的一天
go snorkeling 潛泳
extraordinary beauty 奇妙的美景
all kinds of elegant fish 種類繁多，色彩斑斕的魚
hide in the poisonous tentacles of the sea anemones 藏在海葵有毒的觸須里
explore small caves 探索小石洞
narrow passages 狹窄的通道
hang upside down 倒掛著
a yellow-spotted red sea-slug 帶著黃斑點的紅色蛞蝓
a large wise-looking turtle 一只長相聰慧的烏龜
look straight at me 直直地盯著我
an orange and blue-striped angelfish 一條橘紅色帶藍色條紋的天使魚
sharp teeth 利齒
a tasty fish 一條美味的魚
the giant clam half buried in some coral 一個巨大的蛤蚌半掩在珊瑚礁中
thick green lips 寬厚的綠嘴唇
two grey reef sharks 兩條灰色的珊瑚鯊
appear from behind some coral 從珊瑚后面出來
feel scared to death 嚇得要命
swim over the edge of the reef 游過珊瑚礁的邊沿
look down into the depths of the ocean 往下看海底
Beautiful sentences:
I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day- a day of pure magic!
It was the most fantastic thing I have ever done.
It was like discovering a whole new dimension of life.
Every cell in my body woke up.
The first thing I became aware of was all the vivid colors surrounding.
They were shaped like fans.
I could have touched it.
My heart was beating wildly.
I felt very exposed in such deep clear water.
What a wonderful, limitless world it was down there!
What a tiny spot I was in this enormous world!
Step 6 Homework
Give a written introduction to the aquarium to be opened. The introduction should include the following aspects.
1. Location.
2. Admission price.
3. Open time.
4. Sea creatures you can see.
5. Delights you may have while watching performances given by dolphins, sea lions, etc.
6. Some Dos and Don’ts in it.
Requests:
1. be as imaginative as you like.
2. Use as many –ing forms in the composition as you can.
3. Make sure the aquarium is accessible to the disabled.
Teaching period 6 Listening, Talking and Writing
Teaching aims:
1. Learn to find out the causes and wanted results of each complaint.
2. Learn to use the expressions people use to complain in the listening text.
3. be able to use polite expressions to complain in certain situations.
Teaching procedures:
Step1. Lead in
First, have a small talk about the whale watching tour:
How do you feel if you see them in the flesh? Do you enjoy a whale watching tour?
Next, tell students sometimes not every thing turns out the way you wish, so read the ad carefully and find out how you can get if you fail to see these lovely whales.
After reading it, discuss and find answers to these questions:
1. What can you experience on this tour?
2. Would you like to go on this tour? What aspect of the tour would you like best/
3. When would you get a refund?
Possible answers:
1. You can see whales, listen to whales singing, watch them underwater, see other marine animals such as dolphins, seals and penguins.
2. Various answers are possible.
3. If you missed your plane because of the tour agency’s fault, you get a full refund. If you don’t see a whale, you would get half the fare back.
Step2 Listening
These dialogues between tourists and a tour guide take place after a whale watching tour. Decide which aspects the tourists might think were good (G) and the aspects they might complain about (B). Listen and number the aspects in the order you hear about them.
Good aspects: 1 3 4 6 8
Bad aspects: 2 5 7
Order: 3 1 5 8 7 6 4 2
Listen again. When the tourist complained, what result did he/she want to get from the tour guide and what was the actual result? Complete the table below.
Dialogue 1 result wanted: not stated by the tourist although she did say she wanted to speak to the manager.
actual result: not stated although the tourist probably would not get another tour or a refund.
Dialogue 2 result wanted: A full refund
actual result: A full refund
Dialogue 3 result wanted: A full refund
actual result: A refund of half the fare
Listen to the expressions that each customer used to make his/ her complaint. Complete the sentences.
Dialogue 1:
we weren’t very happy, so wet we couldn’t go, are very disappointed;
Dialogue 2:
I’m feeling very annoyed, that’s not good enough, I’d like a full refund;
Dialogue 3:
Wasn’t what my husband and I had expected, like a refund, I’m afraid that’s no good for us, we’d like a full refund.
Listen to the first dialogue and fill in the missing words.
can’t control, did see, good enough, do you any good, agree, fact, did see.
Step3 Talking
Work with your partner and make up a dialogue for the following situations. Use expressions like the ones below. Perform them for the whole class.
Situations:
1. You missed your flight because you think that it was not announced over the loudspeaker. Complain to an airline official.
2. The fish you ordered tastes terrible. Complain to the manager of the restaurant.
3. The trousers the tailor had made for you are too short. Complain to the tailor.
useful expressions:
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 a (full) refund, please.
That’s no good for me.
You should do something about it.
Step4 Writing
Write a short dialogue down.
.
Teaching period 7 Listening task talking and writing
Teaching aims:
1. Students will be able to find out the reasons why the population of sharks decreases sharply.
2. Students will be able to express opinions with the polite expressions like:
I don’t think it is wise to…
It would be better if we ….
It is a good idea to …
I suppose it is right…
I wonder if…
3. Students will be able to persuade the local government to protect wild life in a polite way.
Teaching procedures:
Step1. Before listening
Show students a picture of shark and tell them a fact that shark population is decreasing rapidly.
Step2. During listening
Task 1: Tell students Jordon Davies is interviewing the shark expert Don James about the shark’s situation. First read the statements below. Then listen and number these statements in the order that they hear them.
Shark population grows at a very slow rate.
A lot are killed because of modern fishing technology.
Governments have to make sure that the fishing of sharks is slowed down.
Shark attacks get a lot of attention in the news.
Shark populations are decreasing at a serious rate.
Some species need to be protected.
The chances of being bitten by a shark are actually very small.
Up to 200 million sharks are killed each year
Keys: the order: 6 4 7 1 5 8 2 3
Task 2: listen and answer the following questions:
1. Should people be afraid of swimming in the sea?
2. How many people were killed by sharks in 2002?
3. Do sharks or people need to be protected?
4. Why does the shark’s biology affect shark populations?
A: Age for reproducing young _______
B: Time for the young to develop ______
C: Number of young _______
5. How long have shark species been in existence?
Suggested answers:
1. No.
2. 3.
3. Sharks.
4. 15 years; 14 months; 7-9.
5. 400 million years.
Step3 Post-listening (talking)
Ask students to make up a dialogue according to the situation below.
Suppose you were a citizen in a coastal city in China, shark hunt is a serious problem in your province. Try to persuade the local government to take action to protect wild life in a polite way with the help of the following expressions:
I don’t think it is wise to…
It would be better if we ….
It is a good/ wise idea to …
I suppose it is right…
I wonder if…
Why not…
We’d better...
Step4 Homework
Write a persuasive letter to the local government to control the improper hunts.
Supplementary reference materials:
一、 補充注釋
1. I witnessed it with my own eyes many times …我親眼見過很多次。
witness是作動詞，意識是“親眼見到”，例如：
Did you witness the accident? 你親眼看到那次事故了嗎？
witness還可以表示“作證”、“證明”，例如：
He witnessed to having seen the man enter the building. 他作證說他看到那個人進入大樓。
Witness還可以用作名詞，表示“目擊者，證人”，例如：
The police found the witness to the murder case. 警察找到了那件謀殺案的目擊者。
He was called as a defense witness. 他被傳喚做被告證人。
用witness 構(gòu)成的常用短語：
witness-box（英）= witness stand（美） 證人席
a living witness to 活生生的證人
bear witness to 為……作證
2.….I was sorting out my accommodation…我正在尋找住所。
to sort out one’s accommodation是習(xí)語，意識是to find suitable accommodation。
(1) sort out 表示分類，整理，例如：
I am sorting out the papers that can be thrown away. 我正在整理可以扔掉的文件。
Sort out還可以表示“解決（問題或者困難）”，例如：
We have got a few little problems to sort out. 我們有幾個小問題要解決。
與sort out意思相近的短語：
sort through “查看并挑選出”，例如
He was sorting through a pile of papers on his desk. 他在整理桌子上的一堆文件。
put away 表示“把……存放好”，例如：
We have put a bit of money away in the building society. 我們已經(jīng)在建筑協(xié)會那里存了點錢。
Put the toys away, please. 請把你的玩具收起來。
(2) accommodation 意識是“住所”，例如：
The high cost of accommodation makes life difficult for students in London.
由于住宿費用昂貴，倫敦的學(xué)生感到生活困難。
在英式英語中accommodation為不可數(shù)名詞，所以不用復(fù)數(shù)，例如：
The university offers excellent accommodation for summer visitors.
這所大學(xué)為夏天來訪者提供了很好的住宿。
在美式英語中accommodation可以用做復(fù)數(shù)，例如：
Can we find accommodations at a hotel for tonight?
我們今天晚上能找到旅館住下嗎？
3. George said as he ran ahead of me. 喬治在我的前面邊跑邊說。
ahead of 表示“（空間上）在……之前”，例如：
Ahead of us was a big river. 在我們前面有一條大河。
ahead of 還表示“（在時間上）在……之前”，例如：
Time here is nine hours ahead of London. 這里的時間比倫敦早九個小時。
ahead of 還可以表示“比……強或好”，例如：
He is ahead of me in Chinese. 他的漢語比我好。
與ahead of搭配的動詞還有g(shù)et：
get ahead of表示“超越”，例如：
By working hard he got ahead of the rest of the class. 通過努力，他超上了班級的其他同學(xué)。
4. Without pausing we jumped into the boat with the other whalers and headed out into the bay.
一刻不停，我們和其他的撲鯨人都跳上船，朝海灣開去。
head 為動詞，表示“朝……方向移動”，例如：
We headed the boat out to sea. 我們將船駛向外海。
They are heading home. 他們正朝家走去。
head還可以表示“帶領(lǐng)”，例如：
Who is heading the party? 該黨由誰在領(lǐng)導(dǎo)？
Whose name heads the list? 誰的名字列在名單的最前面？
5….there was Tom, circling back to the boat, leading us to the hunt again …湯姆出現(xiàn)了，轉(zhuǎn)回到船邊，又帶領(lǐng)著我們前往撲鯨處。
lead表示“作向?qū)А保纾?/p>
She led a blind man across the street. 她引導(dǎo)盲人過馬路。
Our guide led us to the museum. 導(dǎo)游把我們帶到博物館。
lead還表示“通向”，例如：
All roads lead to Rome. 條條大路通羅馬。
lead sb to do表示“使……干”，例如：
What led you to believe it? 什么使你相信它？
6….its body dragged swiftly by the killers down into the depths of the sea …它的尸體被虎鯨迅速拖向大海深處。
(1) drag的意思是“拖”，例如：
He dragged the table into the corner. 他把那張桌子拖到角落里。
drag的短語聯(lián)想：
drag down 把人拖跨
drag one’s feet 故意拖延
drag in 拉進去
drag on 拖延、拉長
(2) depths表示“深處”、“底層”，例如：
the depths of the ocean 海洋深處
the depths of the jungle 叢林深處
the depths of the country窮鄉(xiāng)僻壤
the depths of winter 隆冬
the depths of one’s heart心靈深處
the depth of despair 絕望的深淵
7. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.
在這段時間里，老湯姆和其他虎鯨會飽餐一頓，鯨魚的嘴唇和舌頭就是它們的美食。
(1) in the meantime 表示“在這期間，與此同時”，例如：
The conference will begin in an hour; in the meantime, let’s have a coffee.
會議一小時后開始，在此期間，我們喝杯咖啡吧。
(2) feed on表示“吃”、“以……為食”，例如：
Cows feed on hay during winter. 牛在冬天吃干草。
feed……on/ to表示“以 ……為飼養(yǎng)”，例如：
We feed our dog on meat. = We feed meat to our dog. 我們喂肉給狗吃。
feed…..with/ into 表示“給……添加”，例如：
He fed the fire with some logs. = He fed some logs into the fire. 他往火里添了些木材。
8. From James’s face I could see he was terrified of being abandoned by us. 從盞母思的臉上，我能看出他非常恐慌，生怕被我們拋棄。
abandon意思是“放棄”、“拋棄”，例如：
Many people were killed by the chemical weapons abandoned by the Japanese during the World War 2.
很多人被二戰(zhàn)期間日本人留下的化學(xué)武器害死了。
短語聯(lián)想：
abandon one’s country 背叛祖國
abandon one’s friend 背棄朋友
abandon one’s post 放棄職位
abandon one’s family 拋棄家庭
abandon a bad habit 革除惡習(xí)
abandon one’s hope 放棄希望
abandon one’s plan 放棄計劃
abandon one’s idea 放棄主義
9….I saw James being firmly held up in the water by Old Tom……我看到老湯姆正在水中穩(wěn)穩(wěn)地托著詹母司。
hold up的意思是“舉起”，例如：、
I held up my hand to show that I had a question. 我舉手表示想提問。
hold up還可以表示“使延誤”，例如：
We were held up on our way to the airport in a traffic jam.
我們在前往機場的路上因為堵車而延誤了。
二、 參考資料
1. Killer Whales
Common name: Killer Whale
Scientific name: Orcinus orca
Size:
Females can reach lengths up to 24 feet and weigh between 3,000 to 8,000 lb. Males can reach lengths up to 27 feet and can weigh up to 12,000 lb. Calves are about 8 feet long and 300 to 400 pounds at birth.
Where are they found?
From the North Pole to the South Pole from the Indian Ocean to the Atlantic, killer whales are found in all oceans of the world.
What do they eat?
How do you get a name like "killer whale?" Killer whales are one of the top predators in the sea. As a group, killer whales are known to eat fish, squid, seals, sea lions, penguins, even other whales.
But, keep in mind, it would be difficult for a killer whale off the coast of California to eat a penguin. Killer whales eat the food (or prey) that's available to them. For example, a killer whale that lives in the northern Pacific can hunt harbor seals, California sea lions, and a variety of fish. A killer whale in the Antarctic could find Weddell seals, leopard seals, and penguins!
Researchers studying killer whales in the Pacific Northwest have found that some pods feed primarily on fish and others seem to prefer marine mammals.
A killer whales uses its sharp teeth to catch its prey. Killer Whales are toothed whales
Killer Whale Highlights:
Scientists have determined that killer whales can live a maximum of 35 years. How? By looking at a cross-section of a killer whale's tooth. Killer whales, like other marine mammals, produce a periodic growth layer on the teeth. By counting these layers, scientists can estimate the animal's age.
You can tell an adult male from an adult female by the shape of their dorsal fin. This is a male (photo right), how do we know? A male's fin is very tall (up to 6 feet tall) and triangular shaped. A female is shorter (3 feet) and curves back toward the dorsal fin (see the picture of the mother/calf above.)
2. The earth’s oceans can reach depths of up to 11,000 meters. That is deep enough to cover Mt. Qomolangma! The oceans are incredibly large and contain several different habitats. To make it easier to describe the various parts of the oceans, marine scientists usually divide the oceans into five zones. Each zone is different mainly as a result of how much sunlight reaches it.
Most of the life in the ocean can be found in the first zone, which begins at the surface and goes down about 200 meters. Because there is sunlight at this level, plants are able to grow. Marine animals such as dolphins, sharks, sea turtles and sea lions, and of course a variety of fish, live in the sunlit part of the ocean. It is difficult to hide from other animals in this area.
The second zone starts at 200 meters and goes down to about 1,000 meters. Some sunlight can reach this level, but it is not enough for plants to grow. Because this zone is relatively dark, many of the creatures that live here are able to make light with their body. The light from these animals makes the water look like a sky with moving stars in it.
The third zone of the ocean is dark. This place, about 3,000 meters deep, may not seem a likely habitat, but there are more creatures here than one might think. Most of the animals that live here are black or red because of the lack of light.
Below 4,000 meters, the temperature is near freezing and there is no light at all. In fact, the zone is so dark and empty that scientists named this zone after the Greek word for “no bottom”. There is not much life to be found in this cold and unpleasant part of the ocean, but some small creatures still manage to survive here despite the high water pressure.
The very deepest part of the ocean is found 2,000 meters further down. At this depth, the water pressure is extremely high and life is very difficult for the few creatures that live here. Compared to the other zones, this one has very little life. Since there is no light here, some of the animals do not have eyes.
Next time you look at the ocean from the beach or on a map, remember that what you are seeing is only the surface - only the beginning of the large and varied adventure.
參考文獻：
教育部. 2001. 全日制義務(wù)教育普通高級中學(xué)英語課程標(biāo)準(zhǔn)(實驗稿) [M]. 北京:北京師范大學(xué)出版社.
人教社.2007.普通高中課程標(biāo)準(zhǔn)實驗教科書(選修)(英語7)(第二版)[M].浙江:人民教育出版社.