英语： lesson1 《the spirit of exploers》教案 (北师大版必修3)

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北师大版高中英语必修三Unit 7《Lesson 1 The spirit of explorers》教案 2

Unit 7 THE SEALesson 1 The Spirit of Explorers教学设计Teaching goals 教学目标1. Target language语言目标a. 重点词汇和短语eventually, looking for, made it, voyage, unknown, present-day, set sail, according to, have sb agree to do sth, say sorry tob: Structural content of connective words to introduce relative clauses2. Ability goals能力目标Help students master both the meaning and the function of connective words: when, where, why, preposition + which/whom.3. Learning ability goals学能目标Help students learn to use these connective words in the context.Teaching important points 教学重点Help students practice the usage.Teaching difficult points 教学难点Enable students to compare the two groups of connectives and know the difference betweentheir usages.Teaching procedures & ways教学过程与方式Step I Check homeworkActivity one: Paraphrase the wordsT: At the beginning of this class I will check your memory to see if you can paraphrase the words. Let the Ss paraphrase the words.Words: 1. eventually 2. looking for 3. made it 4. voyage 5. unknown 6. present-day7. set sail 8. according to 9. have sb agree to do sth 10. say sorry toKey: 1. finally 2. in search of 3. succeed 4. sea journey 5. never heard of 6. now 7. start a sea journey 8. based on 9. persuade sb to do sth 10. apologizeActivity two: Group the wordsT: You are required to group the words according to certain rules. Now please present your work. Let the Sa present his homework.Student’s work:Activity three: Structure summaryT: I think you have read a historical event and summarize its structure, now I will call someone to present your structure.Sa: I read a story of Columbus’s voyage to America, and it has the same genre with the one we learnt yesterday.Student’s work:StepⅡRevisionActivity one: TranslationT: In Unit 6 we have learnt Relative Clause and the usage of the relevant words: that, which, who,whom and whose. Now please translate these words into English using these words as connectives.Let the Ss read and translate the the following sentences into English.Exercise:1. 北欧海盗是一群居住在斯堪德纳维亚半岛的后裔。

北师大版高中英语必修3Unit 7 Lesson 1The Spirit of Explorers 教学课件(共28张PPT)

Senior High English Module 3
Unit 7 The Sea
Lesson One The Spirit of Explorers
Have a guessing game
Guess who “I” am according to my self-introduction .
I was born in what is now Yunnan Province in 1371. From 1405 to 1433, I led seven expeditions, visiting more than 40 countries. I am the most important Chinese adventurer of all time and one of the greatest sailors the world has ever known.
Christopher Columbus
I was born in 1451. I was a Spanish sailor. I believe that the earth is round.From 1492 to 1502, I made four voyages.I was the first European to reach America.
Review
Read and translate the words and expressions together.
spirit
n.精神
explorer
n.探险家
sailor，北欧海盗
voyage
n.航海，航空
set sail
启航
ancestor
n.祖先，祖宗
Discuss the spirit of the explorers

高中英语 Unit7 Lesson1 The Spirit of Explorers课件北师大版必修3

Section Ⅰ
Warmup & Lesson 1 The Spirit of Explorers
C
目录
ONTENTS
1 2 3
课前预习案课堂探究案课后练习案
C
课前
预习案
话题自主探究
答案
Do you like explorations？Why? ___________________________________________ ___________________________________________
C
美文
在线
对于出生不到三天的海豹幼崽来说，这个世界是个恐怖的地方。然而尽管身陷艰苦，在苏格兰海滩上帮助之手也从未远离。一只年轻的海豹正宠爱地呵护着它刚出生不久的幼崽。刚出生不久，小海报的皮毛还是浅浅的黄色。这一幕被野生动物摄影家安娜捕捉到了，当时她正好碰到海豹产下幼崽。
C
美文
பைடு நூலகம்
在线
刚出生的时候对于母亲和养育来说都是非常重要的，从它出生的那一刻起，母亲会舔舐幼崽，呼唤它、爱抚它并且保护它。世界上大约 40%的灰海豹在英国繁殖，每年数量大概增加 7%。一只灰海豹会花大量的时间(寿命约 40 年)在海里，但是它们也会时常近岸。与鲸鱼和海豚不同的时，它们在陆上产子。尽管一些繁育地环境不是很好，防水层和脂肪都会保护它们不受寒冷和潮湿的侵袭。并且，海滩越不容易靠近，它们越不容易受人类打扰。同时，在幼崽能独立入水之前还有母亲的保护和支持。但是几周后，幼崽们就要自食其力了。当它们褪去幼崽的保护层，就要被母亲“遗弃”独自面临大海了。
C
美文
在线
世上只有妈妈好海豹幼崽的人生第一课 The world can be a scary place for a seal pup less than 72 hours old. But even in the bitter, windswept bleakness of a Scottish beach, a helping hand is never far away. Sealed with a kiss, a young grey seal is seen nurturing her newborn baby through the first few days of its life. Indeed the pup is so young that its fur still has a yellow tinge from the fluid of its mother’s womb. The scene was captured by wildlife photographer Anna Henly discovered when she came across a 50strong colony that had come ashore to bear their young.

北师大版高中英语必修三Unit 7《Lesson 1 The spirit of explorers》教案 1

Lesson 1 The Spirit of Explorers（&Warm-up）教材分析（The Analysis of the Teaching Materials）：本课是第七单元的第1课，是一篇阅读课。

通过一篇有关于维京人如何发现北美大陆的文章，让学生们温习，了解有关于维京人当时生活状态和探险经历的历史知识，感受和学习探险者的精神。

本课旨在培养学生在文章中获取细节信息的阅读能力。

本课语法是由where, when, why等关系副词引导的定语从句以及介词加which，whom等的定语从句。

因为在上学期的第六单元，学生们已经学习了由who，whom，whose，which，that引导的定语从句，对定语从句的特点，用法有了一定的了解，这为本课进一步学习定语从句奠定了基础。

本课要求学生能为定语从句选择恰当的引导词并能在语境中应用定语从句。

本课计划按两个课时完成，第一课时的重点是完成阅读文章，学生要学习课文种出现的新单词，练习从文章中提取细节信息的能力，并能够根据文章中的信息简述早期维京人航海的有关情况；第二课时学习由where，when，why引导的定语从句以及由介词加which，whom的定语从句，从识别关系词到选择关系词，最后要求学生能自己使用恰当的关系词来组成定语从句，并在语境中应用。

教学内容（Teaching Content）话题：探险家的精神（阅读）重点词汇：frightening, spirit, explorer, sailor, voyage, deed, journey, present-day, eventually, further, set sail, according to, get into trouble, in search of , persuade sb. To do sth.相关词汇：water-skiing, windsurfing, underwater语法：由where，when，why等关系副词引导的定语从句以及介词加which，whom 等的定语从句。

Unit 7 THE SEA Lesson 1 The Spirit of Explorers 教学设计2-优质公开课-北师大必修3精品

Unit 7 THE SEALesson 1 The Spirit of Explorers教学设计Teaching goals 教学目标1. Target language语言目标a. 重点词汇和短语spirit explorer voyage originate set sail murder direction in search of persuade northeastern unknown deedb. 重点句子The Vikings were a group of people whose ancestors came from Scandinavia.According to the old stories of Iceland and Norway, Eric the Red was forced to leave Iceland because he had committed a murder, for which he got into trouble.He persuaded some people to go back with him to Greenland.Biarni was hoping to join his father who was with Eric, but he was blown off course and found himself in an unknown land, from where he eventually reached Greenland.2. Ability goals能力目标Enable students to generalize the structure of a historical event.3. Learning ability goals学能目标Help students learn how to generalize the structure of a historical event.4.The moral goals 道德目标Strengthen the students’ awareness of protecting the environment.Teaching important points教学重点Help students follow the procedure to get to know the content, structure and purpose of the text. Teaching difficult points教学难点Teach students how to generalize the main idea and its structure.Teaching procedures & ways教学过程与方式Step I Warm-upActivity one: match the soundsT: In this lesson we will start a new topic —the Sea. First, please listen to the tape and distinguish what sounds they are. Then match the four sea sounds with the pictures on page 7.Let the Ss listen and tell what these sounds are about. Then match the sounds with the four pictures of A. B. C. D.Activity two: State preferences to the water sportsT: Look at the water sports in the box and then ask your desk-mate the following questions. After that, please state your own preference of these water sports to your desk-mate.Questions:1. Do you like these sports?2. Which sport do you prefer?3. Where would you like to go to do your favorite sport?Let the Ss do pair question-answer practice and then state their own preferences. Possible statement:S: I know some of these sea sports. Among these sports I prefer surfing. I like to do the sport in Hainan Province because the waves there are challenging.Activity three: Listen and find the topicT: Listen to the tape and find what activities they are talking about. Match the speakers with the sea sports above.Let the Ss listen to the tape and understand the major topic of the four speakers. Distinguish and match the sports they are talking about.Activity four: Note makingT: Listen to the tape again and try to make notes by referring to the words in the box. You can follow the example on page 7.Let the Ss listen and make notes to describe the comments of the speakers about these sea sports. Step II Pre-readingActivity one: IntroductionT: We have known a lot about sea sports. But in the early days in 900 AD, the sea was not as exciting as it seems today. At that time, the sea was frightening and full of challenge. For sailors the sea seems mysterious, but full of possibilities. Thus curiosity sometimes may win over fear.Some sailors risked their lives to explore the unknown lands. Vikings were people who were curious and wanted to explore the sea. Now let’s read the text to see how Vikings overcame their fear to find America. Turn to page 8 and look at the topic of the lecture.Activity two: Predict the content of the textT: Look at the title and the world map on page 8 and predict the content of the text by using the following questions as a clue.Let the Ss look at the title and answer the questions to get a general understanding of the text. Questions:1. Which of the following people do you think arrived in America first?A. Christopher ColumbusB. Ancient GreeksC. Chinese sailorsD. VikingsNote: The answer is open.2. What was the early sailors’ purpose of exploration?A. To satisfy curiosityB. To seek wealthC. To seek excitementNote: The answer is open.3. Vikings were people living in northern Europe, which ocean did they cross to reach America?A. The Indian OceanB. The Atlantic OceanC. The Arctic OceanD. The Pacific OceanKey: B and CActivity three: Predict the structure of the textT: Look at the title, we may find that the text is to record the historical events. According to your own experience, what may be included in the text?Let the Ss call up their experience of this kind of reading materials and think about the structure of these texts.Sa: The text may be organized like a story, that is, it should include background, development of the story and the result.Sb: The text may include the background of the Vikings’ voyages and their experiences on sea. Sc: The text may include the meaning of the voyages in the last part.T: Your answers are possible and you all did good jobs in guessing the structure of the text. Next I will give you the structures and you should judge which structure may be the possible structure of the text.Let the Ss to choose the structure and give reasons.Structure A:Structure B:Sa: I think structure A is possible, because the text is about historical records and it may follow a structure of this kind of reading material.Sb: I agree with Sa and I think structure B is a structure of a personal story.Activity four: Predict the purpose of the authorT: Guess what the writer’s purpose of writing is by using the multiple choices.Help the Ss guess the possible purpose of the text.Question: What is the purpose of the text?A. To inform people of an interesting discovery.B. To tell people some interesting experiences.C. To tell people some early historical records.Key: CActivity five: Background information inputT: In this passage you will come across some places you are not familiar with. These places may hinder your understanding of the text. Now please turn to page 100 and find the Chinese names of these places.Let the Ss check the Chinese names of these places each other.Step III While-readingActivity one: Get familiar with the contentT: Read the passage for the first time. Then complete the chart on page 8 (activity 3) about the Viking’s three major discoveries.Let the Ss read the passage and check important information about the three major events of Viking s’ voyages. Then let them complete the chart. Check students’ answers about the Viking’s three voyages.Let the Ss get familiar with the content of the text through the practice.T: Read the passage again and answer the following questions.The Ss read the text carefully and check detail information about the text.Questions:1. Why did Eric the Red leave Iceland?2. Who was Biarni looking for when he was blown to an unknown land?3. Who planned the journey to Newfoundland?4. Where did we know about Eric the Red and Leif’s deeds?5. Why is it very important to know the record of Viking’s voyages to America?6. Compared with Columbus, who was earlier to reach America?Possible answers:1. Because he had committed a murder.2. Biarni set sail from Iceland in search of his father, who was in Eric’s party.3. Eric the Red’s son Leif planned the trip and discussed it with Biarni.4. We know about Eric the Red and his son’s stories through stories which were written down centuries later in Norway and Iceland.5. Because they are the first records we have of Europeans’ sailing to America.6. Viking’s voyages were earlier than Columbus’s.Activity two: Generalize the main idea of each paragraphT: Go through the text quickly and match the main idea of each paragraph.The Ss read the text and match the main idea.Sample chart:Key:Activity three: Discover the structure of the textT: Since you have known the main idea of each paragraph. It’s possible to find the structure of the text to prove if your prediction in pre-reading is true. Please fill in the chart below to find the structure of the text.The Ss check the text and fill in the chart following the examples.Sample chart:Key:Step IV Post-readingActivity one: DiscussionT: Since the text is a history record. Its meaning is important and has great influence in the history. Discuss with your partner the following question and voice your opinion.(activity 5)Let the Ss discuss and state on e’s own understanding of the text.Sa: I t’s important to know who was the first to reach America. History has to record the truth, and the first is always the most important event because it is about the nation’s pride to produce such important heroes and they add pride to our nation. Norway people find it matters if Vikings first reached America and it is true of Chinese to say Zheng He first explored the Indian Ocean.Sb: It really matters because the first is always the most courageous. They had to face the unknown of their adventure and some people died of the risk. Therefore, it is important to remember those who first tried an exploration. This is the spirit of explorers.Activity two: ParaphrasingT: Find the words in the text that match the meaning of the words.The Ss read and pick out the words with the similar meaning in the text.Words: 1. Finally (para 4) 2. Looking for (para 5) 3. Succeed (para 4)4. Sea journey (in the title)5. Never heard of (para 5)6. Now (para 5)7. Start a sea journey (para 2) 8. Based on (para 3)Step V HomeworkTask one: Find another reading material of historical event record to see if it follows the structure we learnt in our text.Task two: Preview the grammar on page 9.。

英语：Unit7 lesson1 the spirit of exploers教案(北师大版必修3)

Lesson1The Spirit of Explorers教案Teaching Aims:1. To practise reading for specific information.2. To practise using relative clauses with when, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.5. To talk about explorers.Teaching difficulties:To practise using relative clauses with when, where and why.Teaching Aids: computer and cassette.Teaching procedures:Ⅰ. Warming upT: Today we’re going to study uni t 7 the Sea. Can you talk about anything about the sea? ( If students have difficulty the teacher gives them help, for example: What does the sea make you think？)S:T: The sea is beautiful and we can do some interesting games.( give 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(slide) then give James cook and Columbus’s portrait, introduce their main deeds and ask them “Who are they?”S: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？S:ⅡReadingTask 1 Now let’s read the text, you will get the right answer1.Which of the following people do you think arrived in America first?a. Christopher Columbusb. Ancient Romansc. Chinesed. VikingsStudents will get the right answer: Vikings arrived in America first. (Give slides 12, 13)Task 2 Read the text more carefully .Are these statements true (T)or false(F)1. Eric the Red wanted to get a land which could be colonized so he decided to set sail further.2. Biarni set sail from Iceland in order to join Leif’s father.3. Biarni discovered Greenland first.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. Answers: 1 F 2 F 3 F 4 T 5 FTask 3 Give a world map, Point at the island in turns, ask students to say its name and Vikings sailing route (slide) then do the exercise 2Ⅲ SpeakingTask 1. Get students to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise3 with the information they get.Check the answers and then get students to read the text aloudTask 2. Read the text again and answer the following questions.Encourage students to work in pairs and ask as many questions about the text as they can.Check the answers in class.Encourage students to talk about the three discoveries in their own words.Task 3 Ask students if they know any other stories involving the Vikings .If they do, ask them to tell the class the story.Ⅳ Language StudyExercise 6 Find the words in the text that match most closely with the meaning of the words below. Language points:1. long before “在之前很久”They achieved this long before Columbus ever set sail.他们在哥伦布到达此地很久之前就已经来过这儿。

【公开课教案】北师版英语必修三Unit 7 The Sea Lesson 1 The Spirit of Explorers

Unit 7 The SeaLesson 1 The Spirit of Explorers一、教学目标1.To practice reading for specific information.2.To get to know some words and expressions about sailing in the context.3.To learn some information about Viking voyages.4.To review and consolidate the relative pronouns.5.To talk about explorers and their spirit.二、重点难点Teaching Key Points:1. To practice reading for specific information.2.To learn some information about Viking voyages.3.To talk about explorers and their spirit.Teaching Difficulties:1. Students may have difficulty expressing their ideas andopinions.2. Students may have trouble choosing the most appropriate prepositions to go with their relative pronouns.三、教学过程Step 1. Warming up1.Talk about the sea to elicit the topic, giving some pictures to attract students' attention and develop their interest at the same time, then review the words in the lesson.2.Talk about Columbus, ancient Greeks, Chinese sailors and Vikings into the text.Step 2. Discussing(Ex.1 )Get students to discuss who arrived in America first and introduce more basic information about the Vikings.Step 3. Word matching(Ex.2 )Ask students to find the meanings for the places and match them with their definitions, showing a map as a reference on the screen.Step 4. Fast reading1. Have students look at the map, the title and skim the passage.2. Ask students to match the headings with the paragraphs and sequence the events of the discoveries.3. Check the answers with the class.Step 5. Careful reading (Ex. 3)1. Get students to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Ex.3 with the information they get.2. Check the answers and get students to read them aloud.Step 6. Ask and answer (Ex. 4)1. Students work in pairs, asking and answering questions about the three discoveries based on the information in the table.2. Invite a pair to report back, checking the answers with the class and get students to read them aloud. .Step 7. Listening & Vocabulary: Definitions (Ex. 6)1. Have students read through the words, listen to the recording and scan the text for the original words.2. Check the answers in class.Step 8. Discussing (Ex. 5)1. Have students discuss the questions in pairs or groups. Encourage them to give reasons for their answers.2. Invite several groups to report back to the class.Step 9. Homework.1. Ex. 6, P55.2. Read the Culture Corner.。

Lesson1The Spirit of Explorers教案

Lesson1The Spirit of Explorers教案Lesson1TheSpiritofExplorers教案TeachingAims:.Topractisereadingforspecificinformation.2.Topractiseusingrelativeclauseswithwhen,whereandwh y.3.Topractiseusingrelativeclauseswithprepositionsand relativepronouns.4.Toreviewandconsolidatetherelativepronouns.5.Totalkaboutexplorers.Teachingdifficulties:Topractiseusingrelativeclauseswithwhen,whereandwhy.TeachingAids:computerandcassette.Teachingprocedures:Ⅰ.warmingupT:Todaywe’regoingtostudyunit7theSea.canyoutalkaboutanythingab outthesea?S:T:Theseaisbeautifulandwecandosomeinterestinggames.T heseahasspecialcharmsinceancienttimeshumanbeingscou ldn’thelpexploringit,suchasZhenghethengivejamescookandc olumbus’sportrait,introducetheirmaindeedsandaskthem “whoarethey?”S:T:Theyhadthespiritofexplorers,especiallycolumbus,he isfamousallovertheworld.why?S:T:PeopleconsiderhimtohavediscoveredAmericafirst,doy outhinkso？S:ⅡReadingTask1Nowlet’sreadthetext,youwillgettherightanswer.whichofthefollowingpeopledoyouthinkarrivedinAm ericafirst?a.christophercolumbusb.AncientRomansc.chinesed.VikingsStudentswillgettherightanswer:VikingsarrivedinAmeri cafirst.Task2Readthetextmorecarefully.Arethesestatementstru eorfalse.ErictheRedwantedtogetalandwhichcouldbecolonize dsohedecidedtosetsailfurther.2.BiarnisetsailfromIcelandinordertojoinLeif’sfather.3.BiarnidiscoveredGreenlandfirst.4.TheVikingswerestrongerandstrongerinNorthernEurope fromthe8thto10thcentury.5.AccordingtoofficialrecordsEuropeansreachedAmerica longbeforecolumbuseversetsail.Answers:1F2F3F4T5FTask3Giveaworldmap,Pointattheislandinturns,askstude ntstosayitsnameandVikingssailingroutethendotheexerc ise2ⅢSpeakingTask1.Getstudentstoreadthetextagainforspecificinfor mationaboutthethreediscoveries.Theninpairs,complete thetableinExercise3withtheinformationtheyget.checktheanswersandthengetstudentstoreadthetextaloudTask2.Readthetextagainandanswerthefollowingquestion s.Encouragestudentstoworkinpairsandaskasmanyquestions aboutthetextastheycan.checktheanswersinclass.Encouragestudentstotalkaboutthethreediscoveriesinth eirownwords.Task3AskstudentsiftheyknowanyotherstoriesinvolvingtheVikings.Iftheydo,askthemtotelltheclassthestory.ⅣLanguageStudyExercise6Findthewordsinthetextthatmatchmostcloselyw iththemeaningofthewordsbelow.Languagepoints:.longbefore“在之前很久”Theyachievedthislongbeforecolumbuseversetsail.他们在哥伦布到达此地很久之前就已经来过这儿。

the spirit of explores教案

I.Background information1.The Spirit of Explorers2.Lesson Type :Reading3.Period:45 mins4.Students:33 high school students,Grade25.Teacher: AmityII.Teaching Aims and Requirements1.Knowledge Aimsa.To learn some new words and phrases to talk about the explorers:explorer, voyage, spirit, set sail and etc.b.To learn some grammar about the topic.2.Ability Aims:a.To practice finding out the detailed information.b.To train students’ability of cooperationc.To use language3.Moral Aims:a.To learn the spirit of explorersIII.Key pointsa.To teach the following words and expressions: according to ,longbefore, get into trouble, voyageb.To get the students to understands the main idea of the text.c. To practice using relative clauses with when, where and why.IV.Difficult Pointsa.To let students understand the grammar points.b.To get students master the reading skills: scanning and skimming.（Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。

北师大版高中英语必修3 Unit 7 Lesson 1 The spirit of explorers教学设计

题讨论||，提高学生语言运用能力||，同时培养学生的阅读技能||。
标 3---2
过程与方法目标： A 培养和提高学生的阅读技能||，着重培养学生用英语获取信息、处理信息、分析问题和解决问题的能力||。
描 3---3
述
B 进一步发展学生听、说、读、写综合语言运用能力
情感态度价值观
||。
目标：
C 鼓励学生发挥创新精神||，把所学知识运用于实践中
性生们都能积极表述自己的观点||，由于表达能力有限||，问题表述不够深入||，但真实地反映
习
Para.6
Conclusion
3
Obtain Reading Comprehension III---True or False
some 1. Eric the Red forced people to go to Greenland with him specific
information together.
seas and coasts of Northern Europe.
5. Leif sailed further north to an island which is now known as
Newfoundland.
4
Reading Comprehension IV
Read the passage and complete the table below about the Vikings’
land?
3. How do we know about the Vikings?
第8页/共9页
形 1.针对课文所设置的任务||，学生获取信息能力不错||，可以看出学生通过自主学习已经基本
成理解了课文内容||。