高二英语Unit7 The sea World教案

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(完整版)Unit7TheSea教案

Unit 7 The Sea 教案Unit 7 The Sea 教案Lessn 1 The Spirit f ExplrersGraar：定语从句寄语：A gd ediine tastes bitter 良药苦口。

Learning ais: 1 关系副词here/hen/h引导的定语从句2 介词+hih/h 引导的定语从句Learning diffiult pint: 关系词在定语从句中所做成分的判断Learning Steps:Step 1 合并下列句子为含定语从句的复合句（B级）1The an is a pliean He is shaing hands ith father2 The prfessr has gne t Shanghai u ish t see the prfessr3hina is a untr hina has a lng histr4 I live in a r Its inds fae the suthStep 2 知识回忆（B级）你能回忆起所学定语从句的知识么？1概念：2定语从句由引导，修饰前面的词，并在句中做语。

我们上学期学习了关系代词_______ _________ ________ _______________引导的定语从句。

3划出以下句子的定语从句，关系词，先行词，并且在句中所做的成分。

The taled abut the en and the things that the saStep 3 定语从句（1）（B级）这一时我们将学习关系副词hen, here, h 引导的定语从句：1hen 在定语从句中表时间，作状语，其先行词往往是表示时间的名词，如：tie, da, seasn, age, asin 等。

I an’t frget the night hen I ae t the far翻译：1here 在定语从句中表示地点，作状语，其先行词通常是表示地点的名词。

Unit7Thesea教案

Unit 7 The SeaLesson 1 The Spirit of ExplorersThe First Period—ReadingTeaching aims:1.To practice reading for specific information2.To talk about explorersTeaching aids: computer and cassetteTeaching procedures:I. Warming-upT: Today we are going to study unit 7 the sea. Can you talk about anything about the sea?S:T: The sea is beautiful and we can do some interesting games. ( Give Ss some pictures to attract their attention and develop interest.) The sea has special charm since ancient times. Human beings couldn’t help exploring it such as, Zheng he.( Give Ss portraits of Zhenghe, James cook and Columbus. And introduce their main deeds.)T: They had the spirit of explorers, especially Columbus. He is famous all over the world, why? S:T: People consider him to have discovered America first, do you think so?II．ReadingTask 1 Read the text quickly and get the right answer.Which of the following people do you think arrived America first?A.Christopher ColumbusB. Ancient RomesC. ChineseD. VikingsTask 2 Read the text carefully. Do true or false.1.Eric the red forced people to go to Greenland with him together.2.Biarni set sail from Iceland in order to join the Leif’s father.3.For some reason, all ships didn’t get to Greenland.4.The Vikings were stronger and stronger in northern Europe from the 8th to 10th century.5.According to official records Europeans reached America long before Columbus ever set sail. Task 3 Give a world map. Point at the island in turns. Ask Ss to say its name and Vikings sailing route, then do an exercise.Match the words with their explanations.Scandinavia a large island in the north Atlantic ocean, near north eastern Canada Greenland an area of north Europe consisting of Norway , Sweden , Denmark ,Iceland , and FinlandNewfoundland a country in the north AtlanticIceland a large island in eastern CanadaIII. SpeakingTask 1 Get Ss to read the text again for specific information about the three discoveries. Then inTask 2 Read the text more carefully and answer the following questions.1.Why did Eric the red leave Iceland?2.Who was Biarni looking for when he was blown to an unknown island?3.How do we know about the Vikings?4.Do you think it matters which Europeans first reached America??Task 3 Ask Ss if they know any other stories involving the Viking. If they do , ask them to tell the class the story.IV. Language Points1.According toAccording to the text , it was the Vikings that discovered America.The price varies according to the season.2.Long before/ before longThey achieved this long before Columbus ever set sail.I shall see you again before long, my boy.3.Get into trouble/ be in trouble/ have trouble( in) doing sthShe is always getting into trouble.He is in trouble again. This time he has broken a window.Did you have any trouble in finding the house?4.FollowHe followed his father up the stairs.Follow this road to the corner.He must follow the directions that his teacher gave.What? I can’t quite follow you.You are reading too fast for me to follow.5.SearchThe police searched the prisoner to see if he had a gun.They searched every room in the house but found nothing.………………………………………..for the missing money.The boys went in search of something to eat.6.Eric set sail once again, this time with 25 ships , of which only 14 made it to Greenland.7.Leif followed Biarni’s directions and sailed to what is believed to the coast of present-dayCanada.Exercises(1). After five hours’drive, they reached _____ they thought was the place they’d beendreaming of.A. thatB. whereC. whichD. what(2). The journey around the world took the old sailor nine months, ____ the sailing time was226 days.A. of whichB. during whichC. from whichD. for which(3). I have many friends, ____ some are business men.A. of themB. from whichC. of whoD. of whomV. HomeworkImagine the difficulties the Viking met. And write 5 sentences about it.。

2021年高中英语Unit7TheSeaLesson3教师用书教案北师大版必修3

The SeaSection ⅣLanguage Points(Ⅱ)(Lesson 2 & Lesson 3)Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词1．Something must be done to prevent our city from being polluted(污染) by thick smoke.2．A new man was appointed to handle(处理) the crisis.3．The shop is newly open，and goods in it sell at a discount(打折)．4．The real voyage of discovery(发现) consists not in seeking new landscapes but in having new eyes.5．Be sure to set aside at least an hour a day for sports.It will make you healthy and energetic(精力充沛的)．6．The train went slower and slower until it stopped altogether．7．When presenting a speech in public，don't be nervous.8．Hainan Island attracts visitors not only in winter but also in summer.9．Don't measure your success next to someone else.Decide what you want for you and do that.10．Films and TV series ought to educate the young but not to ruin them.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．pollute vt.污染；弄脏→pollution n．污染2．agriculture n．农业→agricultural adj.农业的3．chemical n．化学物→chemist n．化学家；药剂师→chemistry n．化学4．intelligent adj.有灵性的；聪明的→intelligence n．智力，理解力5．energy n．精力；能源→energetic adj.有活力的6．attract vt.吸引→attractive adj.吸引人的→attraction n．吸引人的地方7．long adj.长的→length n．长度，长Ⅲ.补全短语根据提示补全下列短语1．be reminded of 被提醒2．watch out 注意3．be well educated 受到良好的教育4．be present at 出席5．make a living 谋生6．deal with处理7．sound like 听起来像8．be similar to 与……相似9．in length 在长度上10．every two hours 每两小时Ⅳ.选词填空选用上述短语的适当形式填空1．I like those people who are well educated and not skindeep.2．Ten members were present at the meeting，including me.3．There are several specific problems to be dealt with．4．The accident was similar to one that happened in 1973.5．This desk is four feet in length and two feet wide.[寻规律、巧记忆]adj.＋th→n. v.＋宾语＋of→复合短语width 宽depth 深warmth 温暖inform sb.of 告知某人某事cure sb.of 治愈某人某种疾病suspect sb.of 怀疑某人某事1. Well，they're animals of high intelligence and they can communicate. 哦，它们(海豚)是高智商的动物，能够进行交流。

Unit7TheSea教案(可编辑修改word版)

Unit 7 The Sea 教案??Unit 7 The Sea 教案Lessn 1 The Spirit f ExplrersGraar：定语从句寄语：A gd ediine tastes bitter 良药苦口。

Learning ais: 1 关系副词here/hen/h 引导的定语从句2 介词+hih/h 引导的定语从句Learning diffiult pint: 关系词在定语从句中所做成分的判断Learning Steps:Step 1 合并下列句子为含定语从句的复合句（B 级）1The an is a pliean He is shaing hands ith father2 The prfessr has gne t Shanghai u ish t see the prfessr3hina is a untr hina has a lng histr4 I live in a r Its inds fae the suthStep 2 知识回忆（B 级）你能回忆起所学定语从句的知识么？1 概念：2 定语从句由引导，修饰前面的词，并在句中做语。

我们上学期学习了关系代词引导的定语从句。

3 划出以下句子的定语从句，关系词，先行词，并且在句中所做的成分。

The taled abut the en and the things that the saStep 3 定语从句（1）（B 级）这一时我们将学习关系副词hen, here, h 引导的定语从句：1hen 在定语从句中表时间，作状语，其先行词往往是表示时间的名词，如：tie, da, seasn, age, asin 等。

I an’t frget the night hen I ae t the far翻译：1here 在定语从句中表示地点，作状语，其先行词通常是表示地点的名词。

如plae, situatin, it, tn, fatr, ase, 等。

高中英语Unit7TheSea单元小结教案含解析北师大必修30605143.doc

Unit 7 The SeaThere were once lived some sailors in a village near the sea, who made a living by fishing. Since their ancestors were explorers, they all inherited the spirit of adventure.Because of overfishing and industrial and agricultural pollution from chemicals, there were fewer and fewer fishes in the coastal waters. So they had to travel further in search of more fishes.One day, they set sail for deepsea fishing. Before their journey, they had a debate about where to go. Since Jack was the oldest of them, everything was done according to his instructions. Jack, though in his forties, was intelligent and energetic. He persuaded others to make a voyage of adventure.After a day's voyage, they eventually reached an unknown area they had never been to before. They were trying to recognise where they were. All at once, a man screamed with terror “Watch out! Sharks！”They were surprised to find that they were surrounded by dozens of sharks, each at a length of 5 to 10 metres. What a horrible scene! Everyone felt terrified. Obviously they had got into trouble. Jack began to regret and apologised for his risky decision.But now they must find a solution to handle the sharks. They had no choice but to battle with the sharks because they could hardly escape.A fierce battle began. Everyone took up their weapons to fight against the sharks. With their joint efforts, they finally survived the adventure.从前，在靠近海边的一个村庄里，住着一些水手，他们以捕鱼为业。

Unit7Thesea教案新部编本

教师学科教案[20 - 20学年度第—学期]任教学科：________________ 任教年级：________________ 任教老师：________________xx市实验学校Un it 7 The SeaLess on 1 The Spirit of ExplorersThe First Period —Readi ngTeach ing aims:1. To practice read ing for specific in formatio n2. To talk about explorersTeach ing aids: computer and cassetteTeach ing procedures:I. Warmin g-upT: Today we are going to study un it 7 the sea. Can you talk about anything about the sea?S:T: The sea is beautiful and we can do some in terest ing games. ( Give Ss some pictures to attract their attention and develop interest.) The sea has special charm since ancient times. Human beings couldn ' t help exploring it such as, Zheng he.( Give Ss portraits of Zhenghe, James cook and Columbus. And in troduce their main deeds.)T: They had the spirit of explorers, especially Columbus. He is famous all over the world, why?S:T: People con sider him to have discovered America first, do you thi nk so?II . ReadingTask 1 Read the text quickly and get the right an swer.Which of the followi ng people do you thi nk arrived America first?A.Christopher ColumbusB. Ancient RomesC. Chi neseD. Viki ngsTask 2 Read the text carefully. Do true or false.1. Eric the red forced people to go to Gree nland with him together.2. Biarni set sail from Iceland in order to join the Leif ' s father.3. For some reason, all ships didn ' t get to Greenland.4. The Vik ings were stron ger and stron ger in n orther n Europe from the 8 th to 10 th cen tury.5. Accord ing to official records Europea ns reached America long before Columbus ever set sail. Task 3 Give a world map. Point at the isla nd in turns. Ask Ss to say its n ame and Vikings sail ing route, the n do an exercise.Match the words with their expla nati ons.Scandin avia Gree nland a large isla nd in the n orth Atla ntic ocea n, n ear north easter n Can ada an area of north Europe con sist ing of Norway , Swede n , Denmark , Icela nd , and FinlandNewfo un dla nd Icela nd a country in the north Atlantica large isla nd in easter n Can adaIII. Speak ingTask 1 Get Ss to read the text aga in for specific in formatio n about the three discoveries. The n in1. Why did Eric the red leave Icela nd?2. Who was Biarni I ook ing for whe n he was blow n to an unknown isla nd?3. How do we know about the Vikin gs?4. Do you thi nk it matters which Europea ns first reached America??Task 3 Ask Ss if they know any other stories involving the Viking. If they do , ask them to tell the class the story.IV. Lan guage Points1. Accord ing toAccord ing to the text , it was the Viki ngs that discovered America.The price varies accord ing to the seas on.2. Long before/ before longThey achieved this long before Columbus ever set sail.I shall see you aga in before long, my boy.3. Get into trouble/ be in trouble/ have trouble( in) doing sthShe is always gett ing into trouble.He is in trouble aga in. This time he has broke n a win dow.Did you have any trouble in finding the house?4. FollowHe followed his father up the stairs.Follow this road to the corner.He must follow the directi ons that his teacher gave.What? I can ' t quite follow you.You are reading too fast for me to follow.5. SearchThe police searched the pris oner to see if he had a gun.They searched every room in the house but found nothing................................................................ ..for the miss ing mon ey.The boys went in search of someth ing to eat.6. Eric set sail once aga in, this time with 25 ships , of which only 14 made it to Gree nland.7. Leif followed Biarni dlirsctions and sailed to what is believed to the coast of present-day Can ada.Exercises(1) . After five hours 'drive, they reached _______ they thought was the place they ' bteendream ing of.A. thatB. whereC. whichD. what(2) . The journey around the world took the old sailor nine mon ths, __ the sail ing time was226 days.A. of whichB. duri ng whichC. from whichD. for which(3) . I have many frien ds, __ some are bus in ess men.A. of themB. from whichC. of whoD. of whomV. HomeworkImagi ne the difficulties the Viking met. And write 5 sentences about it.。

Unit 7 The Sea 教案

Unit 7 The SeaTeaching Aims:1.To review Important Words and Phrases in Unit 7.2.To review Important Sentence Stuctures.Teaching Important and Difficult points:1.How to use Important Words and Phrases correctly.2.How to use Important Sentence Structures flexibly.Teaching Procedures:I. Important Words:1.voyage: n.航海；航空 vi. 航行；航海go on/ make/ take a voyage 去旅行on a voyage (to) 航行(去…)during/in the voyage 在航行期间.e.g ① We made a voyage across the Pacific by air.② Mary voyages to America.区别：voyage: 强调海上或空中航行。

journey:（尤指陆路长途的）旅行。

trip: （尤指短途的）旅行，（有目的地）外出。

travel: 表旅行的最普通的词。

tour: （观光）旅行；巡回演出。

2.persuade: v.说服，劝服；（使）相信。

persuade sb. to do sth./into doing sth. 说服某人做某事。

persuade sb. not to do sth./out of doing sth. 说服某人不做某事。

persuade sb. of sth. 使某人信服。

persuade that...... 使…信服try to persuade sb. to do sth. 尽力劝说某人做某事。

e.g ① I persuaded my father to give up smoking.② He persuaded me of his honesty.3.ban: v.＆ n.禁止，禁令。

高中英语Unit7 学案含解析北师大版必修3

Unit 7 The Sea开启快乐学习之旅The undersea world is very beautiful. Now more and more people want to dive in the water to find the secrets there. Scuba diving is a new sport today. It can take you into a wonderful undersea world. You will find many strange animals in the sea. Some are as large as a school bus. Many sea animals give out light in the dark and some have sharp teeth. During the day, there is enough light. Here, under the sea, everything is blue and green.When fishes swim nearby, you can catch them with your hands. If you have bottles of air on your back, you can stay in deep water for a long time. However, you can't dive too deep, and you must be very careful when you dive in deep water.The deep sea is not an easy place to live in. It's cold, and it's dark, too. The deeper it is, the less sunlight there is. At about 3,000 feet, there is no light at all. It is very dark in the sea. Many fishes have no eyes. Some have big eyes.A few have eyes on one side.Besides the cold and the darkness, deepsea animals face a third danger—other animals.Animals eat! They must find food to eat. Many animals eat plants. However, some animals eat meat. This means these sea animals have two big jobs. They need to find animals as food, and they have to try not to become other animals' meal.神秘的海底世界吸引了越来越多的人前去探索其中的奥秘，让我们先了解一下吧！Period One Warmup & Lesson 1The Spirit of ExplorersⅠ.重点单词1．underwater adj. 在水下，供水下用的2．spirit n. 精神3．journey n. 旅行，旅程4．sailor n. 水手，海员5．voyage n. 航海；航空6．further adv. 更远，较远7．lecture n. 讲授，演讲8．presentday adj. 现代的，当今的9．deed n. 行为，行动10．explorer n. 探险家→explore vt. 探险，探索11．persuade vt. 说服，劝服→persuasion n. 说服，劝服12．eventually adv. 最后，终于→eventual adj. 最后的，最终的13．frightening adj. 令人惊恐的，骇人的→frightened adj. 受到惊吓的，感到害怕的→fright n. 恐惧，害怕→frighten vt. 使惊吓，使惊恐14．unknown adj. 不知道的，未知的→known adj. 出名的，已知的15．apologize vi. 道歉→apology n. 道歉Ⅱ.核心短语1．set_sail 启航2．according_to 根据，依照3．get_into_trouble 陷入麻烦，陷入困境4．make it to 到达5．in search of 寻找，寻求6．be unknown to sb. 不为某人所知Ⅲ.经典句式1．不定式短语作后置定语The Vikings were the first Europeans to_reach America.维京人是第一批到达美洲的欧洲人。

【知识学习】高二英语Unit7 The sea World教案

高二英语Unit7 The sea World教案高二英语Unit7Theseaworld教案高二英语Unit7TheSeaLesson27Theseaworld教案一：教材分析．本课所在单元的主题TheSea主要是介绍了一些关于海洋生物和海洋环境保护的知识。

2．本课TheUnderwaterworld是本单元的第三课，是一节阅读课。

主要是阅读一本关于海洋世界的小册子。

3．本课主要是让学生认识什么是旅游小册子，为后面的交际写作课做好铺垫。

本课的内容比较少，但是很零散。

二．学生分析．学生在前面的课文中已经获得了一些关于海洋的相关知识和词汇。

2．学生对海洋生物都很感兴趣。

3．高一学生已初步具备一定的从语言材料中获取信息的能力。

三．教学目标基于《课程标准》：“注重提高学生用英语进行思维和表达的能力；形成跨文化交际意识和基本跨文化交际能力。

”这一要求，达到以下教学目标:.语言知识目标：a.使学生掌握关于海洋生物的单词。

penguinsharkcoralpolarbearacrobaticsealcrabdolphinicebergb.掌握旅游小册子的基本结构2.语言技能目标：a.使学生能从语言材料中获取重要的信息。

b.使学生能够将所获得的信息用自己的语言表达出来。

c.使学生能够利用所学知识将课文知识变成对话。

3.情感态度目标：a.培养学生对大自然，对海洋的兴趣。

b.提高学生的环保意识。

4.学习策略目标a.训练学生略读和精读的能力b.培养学生用英语交流的能力。

c.培养学生重组知识的能力。

5.文化意识目标使学生会用英语介绍一个海洋世界的基本情况，从而提高学生的跨文化交际能力。

三．教学思路由于这篇课文内容比较零散，如果按照课文所设计的步骤来上的话会比较枯燥，无法引起学生的兴趣。

所以我决定以用情景教学的方法来组织这节课。

首先通过介绍几个新朋友即奥运吉祥物福娃给学生，然后以福娃想参观海洋世界，但又苦于没有导游为主线来组织课堂。

高中英语：Unit7Thesea学案北师大版必修

Unit7 The Sea单元复习学案Lesson1-2 词汇复习目标:通过复习,帮助学生积累一定有用的短语, 并通过基础句型的训练,帮助学生先学会写句子,并培养保持良好的学习习惯和兴趣Procedures:Task One Read and checkRead the words in lesson 1-2 and try to check with your partnersTask Two word formsparticipate____________ (n.) evaluate __________(n.) arrange ____________(n.)collection ________(v.) frightening ________(v.) explorer ______________(n.)__________(v.)further ________(adj.) present___________(n.) persuade_____________ (n.)__________ (adj.)apologise _________ (n.) pollute________(n.)Industrial_________(n.) sollution_______(v.)agricultural__________(n.) chemical_______ (n.) intelligence_________(adj.)Task Three Write out the following积极参与填表搜寻,寻找收集收藏起航根据陷入麻烦,陷入困境说服某人做某事成功到达做好事做讲座去旅行因..向某人道歉谋生______ an arrangement ______ a lecture ______ an apologya solution _______ a problem search ________ sth. / sb. ______ a living_______ a journey the ban ______ doing sth be frightened _______ sth.( 害怕,担心)1. The young ________(探险家) _______(启航)from his Spain ___________ (寻找)newland. He ______________(陷入麻烦) on his way, but he managed to _________(到达) an_______(know) island _________(最终) and named the island by his own name.2. Tom _________ (apology) to me because he forgot to inform me to _______(参加)the lecture _______ by Professor Chen yesterday.3. Those _________(参与)in the discussion come to the office after classplease.2. At the _________ sight of the snake he was so ________which _________everyone present here(害怕)3.I have walked 200 miles how much _______(远) should I walk ?4. With all the rivers _______(污染), we find nowhere to swim any moreTask Four Language in use1. 在他起航去美洲之前,他的队友早已成功到达了那里.2. 根据那些古老的传说,他犯了谋杀罪,因此有了麻烦.3.他说服了一些人跟他一起去寻找金矿4. 在那次大会上,他向我们展示了解决那次争端(dispute)的办法.Lesson 1-2 课文复习复习目标：通过课文复习，掌握课文中重点词汇及句型，并能灵活运用写一篇保护环境的环保文章复习重点：Lesson1-2中重点词汇，句型复习难点：结合话题的书面写作Part One Summary回忆并归纳课文要点Lesson 1 shows us how Vikings arrived at AmericaIn the article the writer informed us stories how three people found Greenland and NewfoundlandLesson two mainly deals with the importance of protecting the sea by analyzing the problems and causes as well as the solutionsPart Two 重点词汇如果。

高中英语 Unit7 The Sea Lesson 2 Protecting the Sea 教案

Lessson2 Protecting the SeaTeaching Aims:1.To practice spoken English.2.To practice listening for specific information.3.To practice showing interest when listening to another speaker in a conversation.4.To practice involving the person who is listening to you.Teaching difficulties:Learn to involving the person who is listening to you.Teaching Aids: puter and cassetteTeaching procedures:Ⅰ. Warming upT: How is the sea important to people?Ss: students’ answers may be various.T: Water covers about 75％of the earth’s surface, it provides us with food and resources such as oil, natural gas and some metals. Besides the sea has a great effect on climate, therefore. The sea is very important for us. But what we have done does harm to the sea.Now look at the pictures, showing students some slides about sea pollution. The teacher will ask some questions to encourage students to speak English.(The purpose is to produce the sea pollution and let students realize the importance of protecting the sea.)Ⅱ.Discussing1. You are likely to notice something about sea pollution in your city or hometown, please talk about it.2. If we go on polluting the sea what is the result?3. What measures do you think we should take?4. What should we do as a student?(Courage them to make suggestions for preventing sea, river and lake pollution)Ⅲ. ListeningYour suggestions are good and useful and Fang Zhou and Zhi Hong are taking about the problem too. What will they say? Now let’s listen to the conve rsation(In order to help student better understanding the conversation first do the exercise).1. Listen to the tape and choose the right answer.①. What can be done about over fishing?A. man-made raising fishB. In the worst areas they ban fishing for several yearsC. control the number of fish people can catch②. What’s the result of over fishing?A. there are less fish to catchB. people can fish too muchC. They can catch more fish than before by better technology③. What are some government departments doing about sea pollution?A. punishing people who keep a record of levels of populationB. thinking of ways to reduce populationC. all departments must be responsible for finding where pollution es from.(answers : ①. C ②. A ③. B )2. Listen to the tape again and fill in the tape.(The teacher design the exercise is to reduce the difficulty in next exercise )①. That’s when people fish too much and the number of fish falls too low. Some fish may disappea r altogether.②. So there are more fisherman catching more fish?Well, they hope to catch more fish, but there are less fish to catch, so they simply can’t.③. They also try to help people to get other kinds of jobs, so there are less people trying to make a living from fishing.④. It mostly es from industrial waste from factories and agricultural waste from farming.3. Listen to the interview again and answer the questions①.What is the problem 1?②. What is the problem 2?③. What are the reasons for problem 2?④. What are the causes of problem1?⑤. What are the solutions to problem 1?⑥. What are the solutions to problem 2?Ⅳ.Writing and speaking :Do exercise 5, 6, 7 to show interest and keep a conversation going. Read through the example dialogue then make up a new one with your partner.(The purpose is to practice showing interest when listening to another speaker in a conversation and involving the person who is listening to you.)Ⅴ. HomeworkPractise using the useful words about protecting the sea by making sentences with them: protect, pollute, pollution, waste, deal with, be responsible for, break the law, punish, keep a record of , control, municate.。

Unit 7 THE SEA Lesson 3 The Sea World 教学设计2-优质公开课-北师大必修3精品

Unit 7 THE SEALesson 3 The Sea World教学设计Teaching goals 教学目标1. Target Language语言目标a. Important chartb. Important special forms of comparison2. Ability goals 能力目标Help students master both the meaning and forms of different comparatives and enhance their understanding these usage in the context.3. Learning ability goals学能目标Learn to use different forms of comparative forms to make sentences and understand the usage in the context.Teaching important points教学重点By presentation help students master different kinds of structures of comparative forms.Teaching difficult points教学难点By designing different kinds of practice help students master the use of comparatives in the context.Teaching procedures & ways教学过程与方式Step I RevisionActivity one: Present the structure of the brochureT: First I will call some students to the front to present your structure of the brochure.Let the Ss come to the front and present the structure of the brochure.Student’s works:Activity two: Review the wordsT: Next please turn to page 59 and I will check your answers.The Ss offer their answers and correct their errors.T: Read these phrases and memorize them.Phrases: attract people to the beauty of underwater world, offer discount tours, educate people, energetic people, measure the length, compare one’s discovery, melt the ice, watch out the sharp coralT: Last class we learnt to group the words according to a certain topic. Now please look at the topic and list the words in the group.Let the Ss fill in the chart with the words listed in the group.Sample chart:StepⅡPresentationActivity one: Understand the meaning of comparativesT: Read the underlined structures and match the meaning of these usages.The Ss read the structures and match the meaning with these sentences.T: We have learnt the structure of comparison of adjectives, but we need to understand the forms in real context.Activity two: Match the meaning with the formsT: Look at the chart below and get a clear understanding of the forms and meanings.Let the look at the chart and get a structural understanding of comparatives.Activity three: Understand the special forms of comparisonT: Look at activity 6 and match the meaning with sentences listed above.Let the Ss read and match the meaning with the structures.T: We need to match the structure with the meaning to understand their usage in real context. Now please look at the chart to understand the meaning of comparatives.Let the Ss look at the chart and get a structural understanding of these special comparatives. Sample chart:Step III PracticeActivity one: Understand comparison in the contextT: Look at the three sentences of adjectives and comparatives. See if you can understand the meaning of the underlined sentences.The Ss read the three sentences and understand the underlined sentences in the context. Exercise:1. Most people believe that environment protection has nothing to do with ourselves. Nothing is further from the truth. It’s exactly what we do that we can change the world.A. It is very true.B. It is not true.C. It is not true at all.2. Now we find cars everywhere. Many people rush to become drivers, though their driving skills are not good at all. Therefore, for our kids, you can’t be too careful on roads.A. You can be careless on roads.B. You can’t be careful on roads.C. However much careful you are on roads, it is necessary and important.3. Little is always better than not. This is a truth in our life. Some people like to complain that they earn less than his peers. They spend much time complaining, so they will not spare effort to do better jobs. But if we change our view of life, we may find it even worse if we are spared to nothing.A. We shouldn’t complain about anything.B. We should value what we have.C. If we have nothing, we shouldn’t complain.Key: 1-3CCBActivity two: Get familiar with structureT: Look at activity 7 and finish the exercise.Help the Ss finish the task with correct forms.T: Next look at activity 8 and make sentences following the examples. Use every given word twice following the example. The first time you should focus on the comparative form and thesecond time you had better use the exact times to compare.Example:1. The motorboat is more expensive than the wooden boat.2. The motorboat is 5 times expensive than the wooden boat.Sa: The motorboat is faster than the wooden boat.Sb: The motorboat is 3 times faster than the wooden boat.Sc: The wooden boat is smaller than the motor boat.Sd: The wooden boat is 4 times smaller than the motor boat.T: You all have mastered the structure of these forms. Compare the second group of pictures and make sentences following the example below. This time use these words once.Example: The man with a rod is younger than the man with a fish.Sa: The man with a rod is more handsome than the man with a fish.Sb: The man with a rod is taller than the man with a fish.Step IV ConsolidationActivity one: ConsolidationT: We have learnt the meaning and forms of comparatives. Next we will learn another form of it. Look at the examples below and observe in what way we can find the meaning of comparison. (activity 9)Let the Ss look at the examples and find the meaning of comparison using other forms of comparison.Sa: I think this is to show contrast. This is also a way to show comparison.T: Yes. Contrast is also a way to show comparison. Now please finish the task of activity nine. Help the Ss finish the task.Activity two: Guessing gameT: Now please look at the requirement of activity 10. Then please make descriptions of a person or an animal using comparatives, and other students will guess what it is. But make sure that your information is enough.Sa: He has darker skin than most of the American people. He enjoys better fame than most of black people. He died a more heroic death than most of people. He led the most importantmovement in the 1960s.Sb: Martin Luther King.Step V HomeworkTask one: Finish the exercise 1、3、4 on pages 58 & 59.Task two: Memorize the phrases below.Words and expressions: horrible sight, fell terrified, scream for help, stand in terror, float on the sea, survive the risk, recover from the illness, opposite side, recognize one’s voice.。

[推荐精选]Unit 7 The Sea 上课学习上课学习教案

Unit 7 The Sea 教案Unit7TheSea教案Lesson1TheSpiritofExplorersGrammar：定语从句寄语：Agoodmedicinetastesbitter.良药苦口。

Learningaims:1.关系副词where/when/why引导的定语从句2.介词+which/whom引导的定语从句Learningdifficultpoint:关系词在定语从句中所做成分的判断LearningSteps:Step1合并下列句子为含定语从句的复合句（B级）.Themanisapoliceman.Heisshakinghandswithmyfather.2.TheprofessorhasgonetoShanghai.youwishtoseetheprof essor.3.chinaisacountry.chinahasalonghistory.4.Iliveinaroom.Itswindowsfacethesouth.Step2知识回忆（B级）你能回忆起所学定语从句的知识么？.概念：2.定语从句由引导，修饰前面的词，并在句中做语。

我们上学期学习了关系代词_______________________________________引导的定语从句。

3.划出以下句子的定语从句，关系词，先行词，并且在句中所做的成分。

Theytalkedaboutthemenandthethingsthattheysaw.Step3定语从句（1）（B级）这一课时我们将学习关系副词when,where,why引导的定语从句：.when在定语从句中表时间，作状语，其先行词往往是表示时间的名词，如：time,day,season,age,occasion等。

Ican’tforgetthenightwhenIcametothefarm.翻译：.where在定语从句中表示地点，作状语，其先行词通常是表示地点的名词。

高中英语 Unit7 lesson3 The Sea world课件北师大必修3

• 5. which are the smallest fish in the world? Goby fish
Write the adjectives in the correct form.
• Dolphins can be up to twelve times (1 small) _s_m_a_l_le_r than whales but (2 big) __b_i_g__ is not always better. Dolphins are probably (3 intelligent) t_h_e_m__o_s_t _in_t_e_lli_g_e_n_t _ creatures in the sea. (4 big) T_h_e__b_ig_g_e_s_t dolphins can measure four meters but common dolphins are usually less than two metres long.
e.g.:
Li Ming is much cleverer than any other
student in their class. 李明是他们班中最聪明的学生。注意：若比较范围不同，than后应用 “any+ 可数名词的复数形式+其他”。
e.g.:
China is larger that any countries in Africa. 中国比非洲上的任何国家都大。
1. You may borrow as many books as you can. 你能借多少书就借多少。
2. “Drink as much water as you can.” the doctor
said to him. 医生对他说到：“你要尽可能的多喝些水。”

Unit 7《The Sea》说课稿(北师大版必修3)

Unit 7 The Sea 说课稿Good morning! Ladies and Gentlemen:Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）.Here is my teaching design demonstration. It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. By studying of this Lesson, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points: How to understand the text better.Teaching difficult points: 1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express th emselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method: Double activities teaching method Question-and-answer activity teaching methodWatch-and-listen activity Free discussion method Pair work or individual work methodTeaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading （scanning）, Listening, Intensive reading, Preparation for details of the text,Consolidation, Discussion, HomeworkStep 1 Greetings Greet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson（show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of s tudy.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening（book closed）1. Listen to the tape then do an exercise（wb page 90, part 1）2. True or false exercise.（on the screen）Train the Ss’ listening ability and prepare for later exercises.Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text (Train further reading abilityto find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed. slow-v. to become / make slower.2. ing sound wave Present participle used as adverbial.3. provide sth. for sb. provide sb. with sth.4. at a time: each time5. grow to a length of... Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboardaccording to what the students find, so they can retell it easily.Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking upthe information by themseleves.That’s all about my teaching, and during my teaching, I will try my best to make the class alive and encourage the students to speak more, act more and keep smiling and praising them. I think that I will arouse their interest in studying English.Thanks very much!。