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教学设计理念
本课在设计时参考了新课标对表达性技能在选择性必修阶段的以下要求：
1.识别语篇中的过程顺序
2.根据语境线索推测语篇内容
3.根据上下文推断语篇中的隐含意义
教学内容分析
文本分析：
本节课内容选自人教版新课标高中英语教材选修七的第三单元Under the sea的第一篇文章，为一节阅读课。
What
Old Tom The Killer Whale是一篇故事型的记叙文，主人公以第一人称的口吻，讲述了有关一个名叫老汤姆的虎鲸扣人心弦的故事——猎杀鲸鱼。
Why
作者通过讲述虎鲸老汤姆的故事，让读者了解到20世纪初人类利用虎鲸捕杀鲸鱼的经过以及虎鲸对人类友善的事实。
How
文章的情节是靠主人公的所见所闻所想推动的。
教学目标
By the end of this lesson， students will be able to：
1.sort out the basic information about the story --- the general idea， the characters and the plot
2.analyze the relationship between the whalers and the killers
教学重难点
Main Learning Focus：
Comprehend the whole story， especially about who are the killers， who is Old Tom …
Potential Difficulty：
Students may feel it difficult to analyze the relationship between the whalers and the killers.
Solutions：
1）While reading， students will draw their mind maps to understand what happened in the story.
2）The teacher will help students analyze and understand the relationship by discussing a question --- “Who is more important in the whale hunting？”.
教学过程
1.Students talk about their background knowledge of whales.
2.Students read the first paragraph quickly and guess what the story is mainly about.
Questions：
What key information is included in the first paragraph？
Can you guess what the story is mainly about？
3.Students read the whole story carefully and draw mind maps to show what happened in the story.
4.Students check their understanding of the story by answering the following questions.
Questions：
Who were the killers？ What did they look like？
What did the whalers do？
Who was Old Tom？
Why did whalers call the killer “Old Tom”？
How did Old Tom tell whalers there’s a whale？
How did the killers work as a team？
How did the whale die？
What happened to the whale’s body？
5.Students share their own mind map with their partner.
6.Some students present their mind maps in front of the class.
活动意图：理解故事的主题和情节
学习效果评价：
1. 学生能够说出关于鲸鱼的一些基本常识
2. 学生能够利用自己绘制的思维导图，口头复述故事过程。并根据同学所绘的思维导图，进行对比，改进、补充自己的思维导图，对整个故事形成完整的认识
7. Students discuss in groups of four and think about a question
Question：
Who is more important in the whale hunting， the whaler or the killer？
活动意图：推断故事中的人物关系
效果评价：学生能够分析推测出故事中捕鲸者与虎鲸的关系，并阐述对两者谁更重要的观点。
作业
每年六月八日是世界海洋日。请写一篇文章来讲述Clancy第一次捕鲸经历，至少100词。
教学反思
本節课在设计之时，以故事梗概为基础，利用“思维导图”的形式带领学生关注故事中的角色及情节发展，培养学生对文本的理解、分析及归纳概括的能力。由于学生连贯的口语表达能力有些薄弱、进行口语表达时容易怯场，因此在口语输出之前，通过同伴交流等方式，给予学生充足的准备时间，并可以激发每位学生充分参与课堂。
本课在设计时参考了新课标对表达性技能在选择性必修阶段的以下要求：
1.识别语篇中的过程顺序
2.根据语境线索推测语篇内容
3.根据上下文推断语篇中的隐含意义
教学内容分析
文本分析：
本节课内容选自人教版新课标高中英语教材选修七的第三单元Under the sea的第一篇文章，为一节阅读课。
What
Old Tom The Killer Whale是一篇故事型的记叙文，主人公以第一人称的口吻，讲述了有关一个名叫老汤姆的虎鲸扣人心弦的故事——猎杀鲸鱼。
Why
作者通过讲述虎鲸老汤姆的故事，让读者了解到20世纪初人类利用虎鲸捕杀鲸鱼的经过以及虎鲸对人类友善的事实。
How
文章的情节是靠主人公的所见所闻所想推动的。
教学目标
By the end of this lesson， students will be able to：
1.sort out the basic information about the story --- the general idea， the characters and the plot
2.analyze the relationship between the whalers and the killers
教学重难点
Main Learning Focus：
Comprehend the whole story， especially about who are the killers， who is Old Tom …
Potential Difficulty：
Students may feel it difficult to analyze the relationship between the whalers and the killers.
Solutions：
1）While reading， students will draw their mind maps to understand what happened in the story.
2）The teacher will help students analyze and understand the relationship by discussing a question --- “Who is more important in the whale hunting？”.
教学过程
1.Students talk about their background knowledge of whales.
2.Students read the first paragraph quickly and guess what the story is mainly about.
Questions：
What key information is included in the first paragraph？
Can you guess what the story is mainly about？
3.Students read the whole story carefully and draw mind maps to show what happened in the story.
4.Students check their understanding of the story by answering the following questions.
Questions：
Who were the killers？ What did they look like？
What did the whalers do？
Who was Old Tom？
Why did whalers call the killer “Old Tom”？
How did Old Tom tell whalers there’s a whale？
How did the killers work as a team？
How did the whale die？
What happened to the whale’s body？
5.Students share their own mind map with their partner.
6.Some students present their mind maps in front of the class.
活动意图：理解故事的主题和情节
学习效果评价：
1. 学生能够说出关于鲸鱼的一些基本常识
2. 学生能够利用自己绘制的思维导图，口头复述故事过程。并根据同学所绘的思维导图，进行对比，改进、补充自己的思维导图，对整个故事形成完整的认识
7. Students discuss in groups of four and think about a question
Question：
Who is more important in the whale hunting， the whaler or the killer？
活动意图：推断故事中的人物关系
效果评价：学生能够分析推测出故事中捕鲸者与虎鲸的关系，并阐述对两者谁更重要的观点。
作业
每年六月八日是世界海洋日。请写一篇文章来讲述Clancy第一次捕鲸经历，至少100词。
教学反思
本節课在设计之时，以故事梗概为基础，利用“思维导图”的形式带领学生关注故事中的角色及情节发展，培养学生对文本的理解、分析及归纳概括的能力。由于学生连贯的口语表达能力有些薄弱、进行口语表达时容易怯场，因此在口语输出之前，通过同伴交流等方式，给予学生充足的准备时间，并可以激发每位学生充分参与课堂。