资源简介

(共33张PPT)
Listening and Speaking
Unit 3 Sea Exploration
Get to know about whales and other sea animals
By the end of this period, you will be able to:
1. listen for general ideas and specific information；
2. get to know about whales and other sea animals；
3. learn how to express sequence.
Learning objectives
Lead-in: How much do you know about whales
1
What do you know about whales
Whales are mammals.
Two types of whale:
baleen whale(须鲸) and
toothed whale(齿鲸).
Whales are the heaviest animals known.
Whales eat small fish and other sea life.
Look at the video
Read the poster below and discuss the questions.
1. What aspect of the camp would you like best
I would like the opportunity to see the whales close up best.
2. What can campers do to help with the whale research
2
Search for some information about whales;
Go to watch them personally;
Ask experienced researchers for help;
Track the whales with modern technologies;
Collect data and set up a database;
Share the research results with other learners.
Listen to the head researcher talking to the campers at the end
of the day.
While-listening
Craig: Here at the camp we are wild about whales! Today you have been helping us with our whale research. First of all, ___________________________________________________. What did you find, Sally
Sally: ...
Craig: Great! Then, ____________________________________________. Yes, Ben.
Ben: ..
Craig: Very good, Ben. And lastly, ______________________________ _________________________ Can you give us your report, Luke
Luke: ...
Craig: Excellent! Thank you all for your help today.
we asked you to find out some facts for a whale profile
we asked you to think about why we do whale research
we asked you to go out with us and
write a report of the work we do
Listen to the head researcher talking to the campers at the end of the day.
What three things were the campers asked to do
3
Beginning: first of all, first and foremost, first, firstly, to
begin with...
Middle: next, then, later, after that, furthermore,
moreover, meanwhile...
Ending: finally, at last, eventually, to summarize...
_____________________________________________
2. _____________________________________________
3. _____________________________________________
to find out some facts for a whale profile
to think about why they do whale research
to go out with and write a report of the work they do
You’re going to listen to a conversation. The head researcher is talking to the campers at the end of the day. What three things were the campers asked to do
1._______________________
_______________________
2._______________________
________________________
3._______________________
________________________
to find out some facts for a
whale profile
to think about why they do
whale research
to go out with us and write a
report of the work they do
Listen for sequence
When people talk about a series of actions or events happening in sequence of time, they often use certain words and phrases, such as first, next, then, after that, later, and finally.
/ si kw ns/ n.顺序
While-listening
4.Listen to Luke’s part of the conversation again. Fill in the blanks with some words or phrases in sequence of time. Number the sentences in the correct order. Then work out what they have done at the camp.
_________, we gave the group of whales a name, and each member a number.
They will be added to the directory so we can identify them ____________.
Most whales have slightly different fins and marks, which can help us to tell them apart.
__________, we also noted their location, so we can track their movements and plot their migration path.
_______ we took pictures of their fins.
_______, we contacted other whale research groups around the world to share the information with them.
______, we followed a group of whales with the boat.
______, we created a database of their fins and locations.
First
Then
Meanwhile
Later
After that
in the future
Finally
1
2
3
4
5
6
7
8
Listen to Luke’s part of the conversation again. Number the following sentences in the correct order.
After that, we gave the group of whales a name, and each member a number.
They will be added to the directory so we can identify them in the future.
Most whales have slightly different fins and marks, which can help us to tell them apart.
Meanwhile, we also noted their location, so we can track their movements and plot their migration path.
Then we took pictures of their fins.
Finally, we contacted other whale research groups around the world to share the information with them.
First, we followed a group of whales with the boat.
Later, we created a database of their fins and locations.
1
2
3
4
5
6
7
8
n.目录;名录
n.迁徙
4
Listen to Luke’s part of the conversation again. Number the following sentences in the correct order. Then work out what they have done at the camp.
Listen for sequence
When people talk about a series of actions or events happening in sequence of time, they often use certain words and phrases, such as first, next, then, after that, later, and finally.
2
3
4
5
6
7
8
Listen to the conversation again and answer the questions. Look at the questions and circle the key words.
1. How many species of whales are there
2. What is the criterion to divide the main types of whales
3. What do whales use sounds for
4. Why do the campers take pictures of the whales' fins
5. Why do they contact other research groups
5
Listen to the conversation again and answer the questions. Look at the questions and circle the key words.
1. How many species of whales are there
2. What is the criterion to divide the main types of whales
3. What do whales use sounds for
4. Why do the campers take pictures of the whales’ fins
5. Why do they contact other research groups
1. How many species of whales are there
Over 80.
2. What is the criterion to divide the main types of whales
The criterion is whether they have_______________.
3. What do whales use sounds for
They use sounds to____________________________ .
4. Why do the campers take pictures of the whales' fins
This can help them to ____________________________.
5. Why do they contact other research groups
They want to_______________________ with them.
标准
teeth or not
communicate and hunt
tell the whales apart
share information
1. How many species of whales are there
Over 80.
2. What is the criterion to divide the main types of whales
The criterion is whether they have ___________.
3. What do whales use sounds for
They use sounds to ___________________.
4. Why do the campers take pictures of the whales’ fins
This can help them to __________________.
5. Why do they contact other research groups
They want to ________________ with them.
teeth or not
communicate and hunt
tell the whales apart
share information
Craig: Here at the camp we are wild about whales! Today you have been helping us with our whale research. First of all, we asked you to find out some facts for a whale profile. What did you find, Sally
Sally: There are over 80 different species of whales. These include the blue whale, the largest known animal to have ever existed. They can grow to 100 feet long, and can weigh nearly 200 tons! There are two main types of whale: those with teeth, and those without. Those without teeth eat very small organisms, whereas those with teeth eat fish and other larger sea animals. More than 70 species of whales have teeth.
Listening text
Craig: Great! Then, we asked you to think about why we do whale research. Yes, Ben.
Ben: Firstly, it is to monitor how many whales there are. Whales are threatened by many factors, including climate change, pollution, and hunting. Secondly, it is to track where whales go, so we can understand more about them, like their life cycle. Lastly, we know that whales are very intelligent. They communicate and hunt using complex sounds, and even sing and share songs. They can learn by themselves and can teach the things they have learnt to their young. We want to understand more about this.
Craig: Very good, Ben. And lastly, we asked you to go out with us and write a report of the work we do. Can you give us your report, Luke
Luke: Yes. First, we followed a group of whales with the boat. Then we took pictures of their fins. Most whales have slightly different fins and marks, which can help us to tell them apart. Meanwhile, we also noted their location, so we can track their movements and plot their migration path. Later, we created a database of their fins and locations. After that, we gave the group of whales a name, and each member a number. They will be added to the directory so we can identify them in the future. Finally, we contacted other whale research groups around the world to share the information with them.
Craig: Excellent! Thank you all for your help today.
Complete the mind map and talk about whales.
Whales
over 80 species
Whales
with teeth
Whales
without
teeth
food
species
food
typical species
fish, sea animals
70
small organisms
blue whale
length
weight
100feet
200tons
Some of the students could not make it to the camp. Imagine you were there. Tell your partner about what happened, using the expressions in the box below. Your partner can also ask questions to find out more about what happened.
First(ly), ... Second(ly), ... Third(ly), ... First of all, ...
Then / After that / Afterwards / Next / Later on ...
In the end / At last, ... At that time ...
It began when ... Meanwhile ... Later ... Finally ...
Expressing sequence
EXAMPLE
A: Today we learnt about whales and whale research. First, we found some information and facts about
whales. We used the library and the Internet.
B: What did you do after that
...
A: Today we learnt about whales and whale research. First, we found some information and facts about whales. We used
the library and the Internet.
B: What did you do after that
A: Well, after that we thought about why we do whale research.
B: But why do we do whale research
A: There are lots of reasons. First of all, we need to know how many whales there are. Then, we need to know where they
go. And finally, we need to understand more about them.
B: Then what did you do next
A: After that, we went out whale watching, following a group of whales in a boat.
B: That sounds neat. Did you just watch them, or did you do anything else
A: We started by taking pictures of their fins, so we could tell them apart. At the same time, we noted their location, so we
could track them.
B: What did you do afterwards
A: We created a database and gave each whale a name and number. Then finally, we shared our information with other
whale research groups around the world.
B: It all sounds so wonderful! I wish I could have joined you.
A: I do, too.
Suggested Dialogue
Work in pairs
Some of the students could not make it to the camp. Imagine you were there. Tell your partner about what happened, using the expressions in the box below. Your partner can also ask questions to find out more about what happened.
Expressing sequence
First(ly),… Second(ly), ... Third(ly), ... First of all, ...
Then/After that/Afterwards/Next/Later on…
In the end/At last, ... At that time..
It began when... Meanwhile… Later… Finally…
Example:
A: Today we learnt about whales and whale research. First, we found some information and facts about whales. We used the library and the Internet.
B: What did you do after that
...
Suggested Dialogue
A: Today we learnt about whales and whale research. First, we found some information and facts about whales. We used the library and the Internet.
B: What did you do after that
A: Well, after that we thought about why we do whale research.
B: But why do we do whale research
A: There are lots of reasons. First of all, we need to know how many whales there are. Then, we need to know where they go. And finally, we need to understand more about them.
B: Then what did you do next
A: After that, we went out whale watching, following a group of whales in a boat.
B: That sounds neat. Did you just watch them, or did you do anything else
A: We started by taking pictures of their fins, so we could tell them apart. At the same time, we noted their location, so we could track them.
B: What did you do afterwards
A: We created a database and gave each whale a name and number. Then finally, we shared our information with other whale research groups around the world.
B: It all sounds so wonderful! I wish I could have joined you.
A: I do, too.
First(ly),… Second(ly), ... Third(ly), ...
First of all...
Then/After that/Afterwards/Next/Later on…
In the end/At last, ... At that time..
It began when... Meanwhile… Later…
Finally…
Expressing sequence
adv.与此同时
EXAMPLE
A: Today we learnt about whales and whale research.
First, we found some information and facts about
whales. We used the library and the Internet.
B: What did you do after that
…
6
Imagine you were in the camp. Tell your partner about
what happened, using the expressions in the box below.
Watch the video Protecting Biodiversity, and then discuss what other sea animals you would like to see. Talk with your partner and make a plan for a trip to see the animals. Your plan should include activities you would like to do.
What sea animals can you see in the video
What other sea animals would you like to see
What would you like to know about these sea animals
Watch the video Protecting Biodiversity and answer the questions.
Post-listening
Talk with your partner and make a plan for a trip to see the animals. Your plan should include activities you would like to do.
Time Place Route 1 Activity Purpose of the activity
Route 2 Activity Purpose of the activity
Trip and Activities
For our trip, we would like to go to the Shanghai Ocean Aquarium, whose theme is “Spanning five continents by a connection of water”. We can first visit the special exhibition of saving sharks. Then we can go to see the seahorses whose number declined greatly for the past decade. However, most people do not know much about seahorses at all. I think we need to raise awareness about seahorses and marine conservation in China. The last spot will be The Chinese Pavilion, which displays the aquatic organisms and bio-system in the Yangtze River and some national endangered rare aquatic creatures, like Chinese alligator and Chinese Sturgeon.
Do you think human beings can still see various sea animals in 100 years and why Do you think protecting biodiversity is an urgent matter and why Write down your thoughts in 100 words.

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