人教版高中英语选修七教案：Unit+3+under+the+sea+Period+3+grammer.doc

Period 1Vocabulary and Warming Up Teaching aims1．Learn to pronounce the new words correctly and know their exact meanings 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 proceduresWarming up1．What is it in the second picture？And where are the watchers？(an aquarium)2．Why do people buy aquariums or visit 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 use to describe them？(beautiful/wonderful/marvelous/ splendid...)Get familiar with the new wordsShow pictures—lead students to output the new words—to make a complete sentence.Picture 11．What special equipment is the man wearing？(a snorkel)2．What is the man doing？(go/be snorkelling)3．Do you think it is very deep？Guess the depth of the water. What word will you use to describe the water？(deep/shallow/...in depth)Suggested answers：A man is snorkelling in shallow water which is probably 0.5 meter in_depth.Picture 21．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 it？(a narrow entry) Suggested answers：A camera is falling into a cave with a narrow entry.Picture 31．Where are the people？(near the shore/at the seaside)2．Suppose you were one of them，what would 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 news 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.Suggested answers：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.OrNear the shore a whale gets stuck and some local people want to help the whale out. The next day a news reporter interviews them. The relationship between them is interviewer and witnesses.Picture 41．What is the animal called in English？(seals)2．Usually，where do you suppose we can find seals and penguins？(in Antarctic)3．What 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 something to describe the scenery.Suggested answers：Seals are common animals in Antarctic.Isn't it a real beauty when you see a pack of seals are leaping from the ice，against the pure white background?Picture 51．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.Suggested answers：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.Picture 61．Is the fish swimming in the normal way？(hang upside down)2．What do you suppose it is doing？(eating tasty plants)Suggested answers：The fish，hanging upside down，is eating some tasty plants in the ocean.ConsolidationOne 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 a 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 blow－hole to stop it b______ while others tried to stop it f______ out to 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 of the whale down into the sea.The body would f______ up 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.Suggested answers：accommodation；shore；attacked；threw；breathing；fleeing；aimed；dragged；float；tongue；washed；approachingHomeworkGet more information about sea creatures on the Internet.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

选修七Unit 3 Under the seaPeriod1 ReadingTeaching AimsEnable the students to grasp and remember the detailed information of the reading material. Teaching Important & Difficult PointsHow to help the students to grasp and remember the detailed information of the reading material. Teaching aids:a tape recorder, a projector, slides and picturesTeaching ProcedureStep1 Warming upHave you seen plants and animals that live under the sea?Where did you see them?Step 2 Pre-readingWriter ClancyStep 3 ScanningScan the text, and fill in the blanks with names mentioned in the text.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 and further away from the whalers.6. __________knew that Old Tom would protect James.Keys: 1.Clancy 2. George 3. Old Tom 4. Jack 5. James 6. RedStep 4 SkimmingSkim the text and put the following sentences into a right order.( ) George started beating the water with his oar( ) Clancy jumped into the boat with the whalers.( ) Clancy arrived at the whaling station( ) The killers started racing between our boat and the whale( ) Clancy heard a huge noise coming from the bay( ) Clancy was sorting out his accommodation( ) Clancy ran down to the shore( ) The man in the bow of the boat aimed the harpoon at the whaleKeys: 65173248Step 5 Careful readingRead the passage carefully and do the true or false questions.1. There was no evidence that Old Tom was helping out the whalers.2. The author compares the killer whales with a dog.3. The killer whales worked as a team.4. The killer whales dragged the whale under the water to feed on its body.5. The whalers returned home with the whale’s body.6. Old Tom didn’t help out James.Keys: FTTFFFStep 6 Detailed readingRead the passage carefully and answer the following questions.1. What evidence was there that Old Tom was helping out the whalers?Old Tom let the whalers know that there was a baleen whale nearby;He showed them the way to the whaleWork as a team2. What other animals did the author compare the killer whales with?Dogs.3. “The killers started racing between our boat and the whale just like a pack of excited dogs.” why do you think the killer whales behave like this?Because they knew that, together with the whalers, they would soon kill the baleen whale and get a good feed.4. Why did George think that the killer whales worked as a team?Because he could see that some of the killers were throwing themselves on top of the wha le’s blow hole while others were preventing it from swimming out to sea.5. Why do you think the whalers allowed the killer whales to drag the whale under the water to feed o n its lips and tongue?Because they knew the Killer Whales would leave the rest of the body to them.6. Why did the whalers return home without the whale’s body?Because the body would not float to the surface until about 24 hours later.7. How do you think Red felt about the killer whales?Red felt good about the Killer Whales. He appreciated the working relationship that the whalers had with the Killer Whales.8. How did Old Tom help James? Why do you think he did this?Old Tom prevented James from drowning. Old Tom wanted to help his human friends.Step 7 DiscussionDiscuss the relationship between Old Tom and the whalers. What other animals do you know help out humans in hunting? Step 8 HomeworkReview the text and underline some difficult points.。

山东省泰安市肥城市第三中学高中英语 Unit 3 Under the sea Grammar学案新人教版选修7【学习目标】学习语法知识：动词－ing的被动语态。

【学习重点，难点】动词－ing的被动语态的灵活运用。

【课型】语法知识课【回顾预习】根据《双成新学案》P45-46内容，自主学习动词－ing的用法。

【新知识学习】Step 1.Class Report:Step 2. Self-learning（自主学习)一、动词－ing的被动语态的两种形式：形式主动被动一般式完成式二、意义：1.例句：2．例句：三、动词－ing的被动语态的用法：1、作主语：例句：__________________________________________________2．作宾语：例句：学习指导明确学习目标参照《双案》P45-46内容例句的选择要有典型性3、作定语：例句_______________________________________________________4.宾补：例句__________________________________________________5、作状语：例句__________________________________________________Step 3.Discussion and presentation小组讨论自主学习中的问题，并进行展示和点评,点评过程中要注意补充和质疑。

【当堂达标】Discussing:做《双城新学案》46页习题【总结提升】做活页规范训练105页习题。

【Homework】 1）整理课堂笔记。

2）预习第二篇课文。

2021人教版选修七unit3《underthesea》word教案1指导思想与理论依据指导思想本课题努力将新课程的理念融入教学之中，将语言知识与学生的现实生活紧密联系；将课堂教学放在具体的语言情形之中；把听、说、读、写语言技能的训练综合运用于课堂教学之中。

通过探究法、观看法和发觉法，让学生发挥主观能动性，改变原有的教师说解、说教的形式，重视知识和结论形成过程。

努力发挥形成评判的鼓舞机制，利用两两合作、小组活动的方式，激发学生参与教学的热情。

依照学生的认知能力和同意程度，设计了编写对话和仿写作文等任务，使任务具有可操作性，让学生整堂课都处于新奇感不断的亢奋状态中，并产生连续学习的动力。

总之，本次设计的宗旨是努力提高课堂教学的实效性，使学生能够提高语言的实际运用能力，达到最终教学的目的。

理论依据《一般高中英语课程标准》明确提出：“要通过设计丰富多彩的课内外学习活动，使学生在参与交际活动的过程中形成交际策略。

”和“教师要引导学生主动学习，关心他们形成以能力进展为目的的学习方式，鼓舞学生通过体验、实践、讨论、合作和探究等方式，进展听、说、读、写的综合语言技能。

”教材内容分析Unit 3的主题是“Under the sea”，中心话题是海底世界，听、说、读、写活动要紧围绕海底动植物、海底奇异景观，以及有关大海的神话故事展开的。

教学内容由两篇阅读，两份听力，三个话题讨论和三个话题连续性写作任务组成。

阅读内容是：1.两起虎鲸轶事。

(P20－21)2．一篇有关海洋见闻和感受的日记。

(P24)听力内容是：1.三个观鲸人对旅行社服务的一些埋怨。

(P25－27)2．有关鲨鱼攻击人类事件的新闻报道。

(P62)3．记者和鲨鱼专家有关人们对鲨鱼的误解和什么缘故鲨鱼会急剧减少的谈话。

(P65－66)话题和写作内容：1.用Using Language 阅读中表达感受的词汇描述过去的难忘经历。

(P24)2．用speaking and writing中的埋怨用语在设置的情境中礼貌埋怨。

一、单词拼写1. He to_______(作证) having seen the man enter the building.2. I will do my utmost to help you find________(住处) .3. In his early days he ______ (放弃) medicine for literature.4. Hearing that the famous star was about to appear, the fans y__________ and cheered.5. We hope to have an income of an average a_________ growth rate of 10%.6. The escaped prisoner was _____________ (拉) out of the cave.7. Gina's ____________ (语言) is so sharp that it will get her into trouble one day.8. He told us some amusing _________ (轶事) of the President's childhood.9. They had an ____________ (令人敬畏的) task ahead.10. Human brains contain more than 100 million __________ (细胞) per cubic (立方) centimeter.二、翻译以下短语1．扯进来：赚得 ________________ 2．在远处 __________________3．帮助(摆脱困境) ________________ 4．一群 ___________________ 5．正要做某事 __________________ 6．吓死了 __________________7．仔细考虑 ____________________ 8．意识到 __________________9．与此同时，在此期间 ______________ 10．颠倒 _________________11. 听说 __________ 12. 亲眼看到 ___________13. 分类,整理________ 14. 大声喊叫___________15. 快点 ______________ 16. 跑在…前__________17. 给某人领路__________ 18.在远处 _______19. 因为…很害怕__________ 20. 抬高,举起 ___________三、用本单元相关短语完成下面的句子。

Period five extensive reading(using language Reading and discussing)Teaching Aims:Enable the students to learn more about the animals and plants under the sea Help the students to learn an some important words and expressions Important points:Reading comprehension to the textAnimals and plants under the seaImportant words and expressionsDifficult pointsDiscussionTeaching methods:Scanning and skimmingAsk and answer questions activitiesIndividual, pair and group workTeaching aidsA computer and a projectorTeaching Procedures & waysStep 1 ScanningGlance quickly through the diary entry and number topics in the correct orde r. •Topic•Colors and shapes•Dangers•Reflecting•The reef’s edge•A final thought•Some sea creatures•Paragraph numberSuppose you are snorkeling now, list your delights and dangersStep 2 ReadingComplete these noun groups from the diary entry, note the use of adjectives. •1. _________ air•2. __________ anemone fish•3.__________ lips•4.___________ reef sharks•5.____________teeth•6. ____________angel fish•7._____________water•8._______________mouth•9. ________________sea slug•10 _________________turtle.Step 3 Language pointsThe first thing I became aware of was all the vivid colors surrounding me …•Aware of 意识到，知道，明白•Nerves make people aware of what their bodies are feeling•Be aware that•Everyone was aware that they didn’t get along well with each other•Are you aware that it is getting windy outside.Upside down 倒悬•Inside out•You’d better turn the bottle ups ide down to empty out the oil•Why ? Look at Jim, his jacket is inside outThe water was quite shallow but where the reef ended, there was a sharp drop to the sandy ocean•A sharp drop 陡直向下的坡•Sharp 锐利的，锋利的，明显的，强烈的，刺耳的，急剧的，精明的，敏捷的•I think I need a sharp pencil•She has got a sharp mind and a sharp tongue•The photograph isn’t quite sharp enough•there is a sharp bend in the road•Lemons have a sharp taste品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

Unit 3 Under the seareading1.教材分析以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系2. 教材重组Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up的话题内容又与Reading一致，因此将这几部分整合在一起，设计成一节“阅读课”。

The First Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help outb. 重点句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20And those others are stopping it diving or fleeing out to sea. P20It took over half an hour to get the boat back to James ... P212. Ability goals能力目标Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.3. Learning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals andhumans through reading.Teaching important points 教学重点Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.Teaching difficult points 教学难点Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教学方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式Step Ⅰ Warming up(lead Ss into making a dialogue about animals and plants under the sea with some questions)T: Have you seen plants and animals that live under the sea? And do you like them?T: But where did you see them?Do you want to know more about them?teacher shows some pictures about the world under sea for Ss to know more.(1) (2)(3) (4)(5) (6)(7) (8)(9) (10)(11) (12)(13) (14)Names of these sea animals and plants:(1) white whale白鲸(2) anemone海葵(3) sea star海星(4) shark鲨鱼(5) coral珊瑚(6) butterfly fish蝴蝶鱼(7) sea horse海马(8) turtle海龟(9) parrot fish 鹦嘴鱼(10) kelp海带(11) eel海鳗(12) angel fish天使鱼(13) anemone fish海葵鱼(14) dolphin海豚Step Ⅱ Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.Q: What can you see and what do you think is happening in it?Step Ⅲ Reading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.Fast-readingRead the introduction of the text on page 19 and fill in the following table.Task 1: Find out the characters in the text.Task 2: Put the sentences into the right order.( ) 1. Clancy jumped into the boat with the whalers.( ) 2. Clancy arrived at the whaling station.( ) 3. The killers started racing between our boat and the whale.( ) 4. Clancy heard a loud noise coming from the bay.( ) 5. Clancy ran down to the shore.( ) 6. The man in the bow of the boat aimed the harpoon at the whale.Careful readingTask 3: Fill in the blanks.Task4: Choose the best answer.ConsolidationFill in the blanks according to the passage.Working at the _______ (whale) station, I had _________ whales killed many times with my own eyes. On the afternoon I arrived at the station, as I ______________ (sort 短语) my accommodation, I heard a loud noise coming from the bay. Running down to the shore in time, we saw an _________(huge同义词) animal.“It is called Old Tom, the killer.”George said as he ran ahead ___ me. ____ the distance we could see that something was happening. As we ___________ (draw短语), I could see a whale _____________ by a _____ of about six sharks. Being badly wounded, the whale soon died. Very soon, its body was dragged by the sharks down into the ______ of the sea.SummaryGet the main ideas of the two anecdotes.Step Ⅳ DiscussionThe 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 banning whaling.Step ⅤHomeworkRetell the story using your own words.。

2020届一轮复习人教版选修七Unit 3 Under the sea单元教案Part 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading (Old Tom The Killer Whale)AimsTo help students develop their reading abilityTo help students learn about animals and plants under the sea ProceduresI. Warming up talking about ocean plants and ocean animals Hello, class. This week we shall go to the sea to learn about ocean plants and animals.About Ocean PlantsThere are two general types of plants found in the ocean, those having roots that are attached to the ocean bottom and those not having roots which simply drift about with the water.The most abundant plants in the ocean are known as phytoplankton. These are usually single-celled, minute floating plants that drift throughout the surface waters of the ocean.About Ocean AnimalsOcean animals are divided into three groups: zooplankton, nekton, and benthos. Zooplankton are drifting animals and are usually small, however, they can grow to fairly large size. For example, the jellyfish and the Portuguese man-of-war are examples of larger types of zooplanktonwhich are unable to propel themselves effectively and are therefore at the mercy of either wind or current.Nekton is the free swimmer and probably the largest portion of familiar animals found in the ocean belonging to this class. Common fishes, the octopus, whales, eels and squid are all examples of nekton.The third type of sea animal spends its entire life on or in the ocean bottom. This group of marine animals is called the benthos. It includes lobsters, starfish, various worms, snails, oysters and many more. JOKES & RIDDLESTeacher: Do you know why you have such poor grades?Student: I can't think.Teacher: Exactly!II. Pre-readingWhat is an anecdote? Why do we pay special attention to some experiences and tell about them? Are they true or false? Can they be trusted? Why do we selectively ignore other experiences? These are questions of vital importance for people who consider it important to really learn what is fact and truth.Let's start with a definition:"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."The very fact that we tell anecdotes is that we find them interesting and often personal. They are unusual, and are often what we have personally experienced or heard about. We wouldn't notice them or bother telling them if they were the norm, rather than the exception. We use them as reinforcements to shore up our arguments. We use them when we lack proof, IOW, for lack of anything better. We also notice them because they may reaffirm some cherished idea we have:"Man prefers to believe what he prefers to be true." - Francis Bacon"We also use them because they give things a personal touch. They are part of us. Cold facts don抰touch hearts. But cold facts will continue to exist, whether we believe in them or not. They are not changed by what we believe about them.III. Reading1. Reading aloud to the recording Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 20 and read aloud to the recording ofthe text Old Tom the Killer Whale. Pay attention to the thought groups in the sentences while listening and reading aloud.2.Reading for formsRead the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.3. Copying and making sentencesYou are asked to copy all the useful expressions into your notebook after class as homework. You may make your own sentences with each of these expressions.4. Understanding difficult sentencesIn groups of four, analyze the structure of any of the difficult sentences. Ifyou have any problems which are too difficult for you to solve do not hesitate to put them to me.5.Reading and transferringIn pairs, read the text, find information to complete the following form.IV. Closing down by putting the text on stageTo end this period let’s try to put the text story i nto a play.Period 2: A sample lesson plan for Learning about Language (Revise the Passive Voice <2>, including the –ing form)AimsTo help students revise the Passive Voice <2>, including the –ing form To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structures ProceduresI. Warming up by reading aloud the text Old Tom The Killer Whale Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1 and 2 on pages 22. You must finish them in 5minutes.III. Learning about the Passive Voice <2>, including the –ing form The voice of a verb refers to the form of the verb used in relation to what the subject is doing. In English there are only two voices-- passive and active.The passive voice of a verb simply means the form of the verb used when the subject is being acted upon rather than doing something.The passive voice is formed by taking the appropriate tense of the verb to be and adding the past participle.Active V oice: The committee reviewed the project.Passive V oice: The project was reviewed by the committee.In most writing, use the active voice. It is more direct and less ambiguous.The passive should only be used if the doer is unknown or unimportant, or if more emphasis is put on the receiver of the action than the doer. Doer unknown: The Jones' car was stolen last week.Doer unimportant: The bells were rung to announce the wedding. Emphasize receiver: Tony was hit by a fastball.IV. Revising useful structuresIn pairs do the structure exercises 1 and 2 on pages 22. You must finish them in 5 minutes.V. Closing down by revising some difficult uses of the Passive Voice特殊句子的被动语态双宾语句子如何变成被动语态？“The crowd gave the guest a warm welcome ”一个是直接宾语“a warm welcome”；另一个是间接宾语“the guest”。

Period 6 Listening，Speaking and WritingTeaching aims1．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 proceduresStep 1Lead－inFirst，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 everything turns out the way you wish，so read the ad on Page 25 carefully and find out what 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？What aspect of the tour would you like best?3．When would you get a refund?Suggested 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 don't see a whale，you would get half the fare back.Step 2Listening(Page 26)1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think weregood(G)and the aspects they might complain about(B)．Listen to the tape and check your answers. Then listen again and number the aspects in the order you hear them.Aspects Good/Bad Order1．Saw whales filmed underwater2．Saw only one whale in the distance3．Heard whales4．Too wet to go outside5．Saw birds，dolphins and seals6．Boat got back too lateGood aspects：1 3 5Bad aspects：2 4 6Order：4 3 1 6 5 22．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.Suggested answers：3.Listen to the expressions that each customer used to make his/her complaint. Complete the sentences.Dialogue 1(1)I'm sorry but ______ with the tour.(2)Well，it was ______ outside...My two kids ______.Dialogue 2(1)Yes，the whales were awesome but ______.(2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________.Dialogue 3(1)Excuse me，the tour ____________ and we'd ____________ please.(2)____________ as we're visitors to this area and we're leaving tomorrowmorning.(3)Well，actually，____________.Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointedDialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refundDialogue 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 refund4．Listen to the first dialogue and fill in the missing words.TOUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales.ANGELA：Well. I'm afraid that's not ______ ______.I'd like to talk to the manager.TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me.The ______ is that you ______ ______ whales.Keys：can't control；did see；good enough；do you any good；agree；fact；did seeStep 3SpeakingWork with your partner，make up dialogues for the following situations. Use expressions like the ones in the box. 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 made for you are too short. Complain to the tailor.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 to talk to the manager.I'd like a full refund，please.That's no good for me.You should do something about it.Step 4WritingWrite a short dialogue you made up above down.。