北师大版高中英语必修模块三 Unit7 Lesson 4教案-新版
【教学设计】北师大版必修)3Unit 7
本校属农村高中校，使用的是北师大版英语教材，其中的听力课语速较快，部分听力材料与学生的知识面有脱节，听力任务设置难。学生要在短时间内听懂并迅速处理听力信息，最终完成听力任务难度非常大，这大大挫伤学生的学习信心。因此本课题试图遵循英语语言的本质，在前人对于词汇研究的基础上，结合本校农村高中学生实际出发，改编教材的听力和Culture Corner，重新设置任务，以此让学生学习掌握相关词汇。以期对于农村高中在听力课上英语的词汇教学有一定的借鉴意义。
教学设计内容
设计主题
北师大版教材改编听译课《普通高中课程标准实验教科书•英语（必修）3》
Unit7Culture CornerZheng He and His Seven Voyages
1.整体设计思路、指导依据说明
高中英语课程的总目标是发展自主学习和合作学习的能力,形成有效的英语学习策略，培养学生的综合语言运用能力,特别注重提高学生用英语进行思维和表达的能力。
treasurerulerneighbouringon board
so thatcropset sail across the Indian Ocean
sinkmastthunderstormsailor
3.Teaching goals
To pronounce correctly and know the words involved in the monologue
To listen carefully andtry tosummarizethe monologue
北师大版英语必修三unit7教案
北师大版英语必修三unit7教案词汇Warm-up: fihing, ailing, diving, urfing, water-kiing, windurfing, wimming, cuba diving, frightening, freezing,colorful, underwater, at eaLeon 1: achieve, et ail, control, force b。
to do th, land, peruade b to do th, find oneelf…, get into trouble, follow b’ direction, be believed to be th, know…a, pirit, eplorer, ailor, voyage, deed, journey, unknown, preent-day, eventually, further, according to, in earch ofLeon 2: pollute, deal with, ban, protect, diappear, handle, uppoe, keep a record of, break the law, indutrial, agricultural。
Intelligent, fantatic, multi-coloured, polluted, over-fihing, chemical, rubbih, olution, technology, intelligence, government department, tenni, court, paengerLeon 3:ea creature, eal, penguin, crab, polar bear, dolphin, whale, hark, coral, attraction, dicovery, dicount, do trick, length, area, virtual reality, peaking voice, attack, daily life, in performance, educate, feed, produce, attract, watch out, melt, meaure, energetic, unuual, up-to-date, noiy, pretty, tiny, pecial, epeciallyLeon 4:float, terrify, tie, ecape, urvive, recover, cream, ink, pick up, recognize, epect, on the edge of, at great peed,body and oul, all at once, in the direction of, more than horrible, ingle, enormou, unable, terror, concluion 语法1、定语从句(2)：where, when, why, prep。
北师大版高中英语必修三Unit 7《Lesson 4 Sea Stories》教案 1
Unit 7 THE SEALesson 4 Sea Stories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.b. Expressions used to solve problems1. If I were on a boat going towards a big whirlpool, I would tie myself to something light.2. If I was on boat and the boat was leaking, I would quickly put on a life-jacket and call for help.3. When I saw our house was on fire and smoke was everywhere, I quickly wetted a towel and put it around my nose.4. If I were lost in a desert, I would use my own shadow to tell directions.5. If I were the president of our country, I would call on people to save the sea.2. Ability goals能力目标Help students read to pick out the information and structure of the text and fully understand the text.3. Learning ability goals学能目标Students will learn how to generalize the structure of the same genre: unusual experiences. Teaching important points教学重点Enable students to follow a certain procedure to put the texts into the right order.Teaching difficult points教学难点Help the students to predict and prove their predictions.Teaching procedures & ways教学过程与方式Step I RevisionActivity one: TranslationT: Last class we have learnt comparatives. Please translate the following sentences into English and review the usage of comparatives.Let the Ss do translation work and recall the forms of comparatives.Exercise:1. Luke是3个人中最不活跃的一个。
北师大版高中英语模块三第七单元教案精选
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英语必修ⅲ北师大版unit7lesson4seastories教案
I. Objectives：Students will be able to1.read sections of a story and sequence them, using prediction strategies and linking words2. use linking expressions related to time and sequence3. talk about and give opinions of filmsII. Teaching ProceduresStep 1 Pre-reading1．Do Ex.1 The teacher asks:Have you seen some film in which the sea is important?What did you think of it?( Let Ss discuss and answer them.)2．Show some pictures in Jaws ，Titanic. Free Willy, 20,000 Leagues Under the Sea,Treasure Island.Do Ex.2 Look at the key words and find them in the pictures.barrel, cloud, fisherman, fishing boat, horizon, moon, wave, whirlpoolStep 2 ReadingLook at the pictures and try to put them in right order.1．Read each paragraph, paying attention to the linking words. e.g. one day, suddenly, in the end—2．Decide a possible order for the paragraphs.3．Read them in that order to see if the story makes sense.Step 3 Post-readingi) True or False1．Writer can keep calm in time of danger2．In the whirlpool, only the writer survived. Both of his two brothers died.3．The three brothers first met the whirlpool and then were caught in the storm.4．It was the barrel that carried me to an area where the other fishermen were.5．The writer’s brother stayed in the hea vy boat because he thought it was better to stay there.Keys: TTFFFii) Ex.3Use the Strategies to put the paragraphs A,B and C in the correct order.Keys: BACiii) Ex.4 Read the story again and answer these questions.1．Why did the writer’s younger broth er fall overboard?2．Why did the boat go towards the whirlpool?3．Why did the writer tie himself to a barrel?4．Why didn’t his brother do the same?5．Why did his old companions not recognize him?Keys:1．An enormous wave washed him overboard.2．The wind and waves were taking it there.3．Heavier objects went down into the whirlpool quickly. The barrel was lighter. 4．He was terrified.5．Because his hair was white, not black.iv) Ex.5 Collect answers from students.v) Ex.6 Complete the sentences below with these words from the text.afterwards, in the end, one day, suddenly, then, when(1) in 1964, Robet Le Serrec was sailing near the Australian coast (2) he decided to stop near an island. (3) , he saw a huge creature resting beside his boat. He took a photograph, and (4) the creature swam away. (5) ,he showed the photograph to scientists, but(6) ,nobody believed him.Step 4 Language points1. that moment 在那一时刻 the moment 一……就I was deeply moved and tears run down my cheeks at that moment.The moment Tom went off the taxi he ran towards the hospital.2. great speed以非常快的速度移动也可以写成：with great speed3. on/at the edge ofStanding at the edge of a bridge is rather dangerous.4.near to接近…； close to紧挨着…Flood is coming near to our village.The little child is standing close to her mother.5. tie… to… 将…拴到…上The cowboy tied his cattle to a tree and then he left away.6. terrified 形容词，可怕的。
北师大版高中英语必修三 Unit7 Lesson 4 Sea Stories教案设计
本课是第7单元第4课，话题是“海上的故事”。在学习本课之前，学生已在前三课的学习中接触、了解了有关北欧海盗发现美洲大陆、海洋环境保护及水族馆等相关信息，同时在语言学习的过程中进一步学习了定语从句和形容词比较级的用法，并学习和使用了不同的阅读和听力策略获取信息。在本课中，学生将阅读一则海上的故事。对于教材中本课重点训练的阅读技能——“排序”，已通过课前预习完成。本课中，教师依托问题设计，引导学生重点学习以批判性视角获取和处理信息，以实现教材文本的再利用。
学情分析
教学对象是北京市北外附属外国语学校高一年级（1）班的学生。该班为年级中的“精英班”，学生整体英语学业水平在年级中有一定优势，但班级内部两极分化较严重。大部分学生虽掌握了一些阅读技能，但不能理解文本的深层含意，不能提出自己的观点或做出评价，处于低层次的阅读状态。本节课，将引导学生以批判性视角阅读文章，获取及处理信息，将主体思维与自我意识融入到整个阅读过程中，以促进其高阶思维能力的提升。
Ss read, fill in thetableanddiscuss.
提取文章信息，梳理文本脉络，了解故事情节发展；
分析主人公的心理变化，拓展文本内涵
Individual work andgroupwork10’
Step4
Reading
Task 3
T encourages the Ss toread paragraph C and answer:
2.Is itbetterif we divide paragraph B into two parts?Why or why not.（参阅型）
Ss read, discussand answer.
T then asksanotherquestion:
高中英语新北师大版版精品教案《北师大版高中英语必修3 Lesson 4 Sea Stories》8
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引导学生关注课文的时间状语，为下一步根据课文的时间开展顺序复述课文做准备。
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通过简单的训练引导学生关注到记叙文的时间开展顺序，每个选项已经作出了提示〔加粗时间状语字体〕过，预计大局部学生能根据提示找到正确顺序，学生对于记叙文体的时间开展顺序有了初步的认识，很好地为后面的进一步学习做好铺垫，同时，本局部内容为后面的课文段落排序打下很好的根底。
新北师大版高中英语必修3 unit 7《the sea》section Ⅳ优秀教案(重点资料).doc
Section ⅣGrammar & Writing关系副词引导定语从句当先行词在定语从句中作状语时，通常要用关系副词引导定语从句。
常用的关系副词有where，when，why等。
一、关系副词where1．where引导的定语从句的先行词往往是表示地点的名词(如place，room，house，spot，school，country等)，在从句中作地点状语。
They went into the hall where the meeting was being held.他们走进正在开会的大厅。
2．where可以引导非限制性定语从句。
Galileo lived in the city of Pisa，where there is a leaning tower about 180 feet high.伽利略住在比萨城，那里有座大约180英尺高的斜塔。
3．关系副词where常可用“介词＋关系代词”构成的表示地点的介词短语代替。
The office where (at which) he works is not far from here.他工作的办公室离这儿不远。
Japan is the place where (in which) earthquakes frequently happen.日本是地震频繁爆发的地方。
[温馨提示] where引导定语从句和状语从句的区别：引导定语从句时，where是关系副词，在从句中作地点状语，其前有表示地点的名词作先行词，从句修饰先行词；引导状语从句时，where是从属连词，从句修饰主句的谓语动词，where前面没有表示地点的名词。
He’s got himself into a dangerous situation where he is likely to lose control over the plane.(定语从句)他使自己陷入了一种危险的情况，他很可能会失去对飞机的控制。
北师大版高中英语必修3 Unit_7_Lesson4_公开课教学设计(二)
Unit 7 Lesson4 Sea Stories公开课教学设计(二)Teaching aims:1. To read sections of a story and know how to sequence a story by the order of time.2. To use linking expressions related to time and sequencing.3. To tell a story using linking expressions..Teaching difficulties:1. Students may not know how to sequence the story by finding out the time.2. Students may have problems doing some exercises.Teaching procedures:Ⅰ. Lead-in1. Talk about films of Titanic and The Old Man and the Sea to introduce the sea story adapted fromA Descent into the Maelstrom.2. Use pictures to review the key words：whirlpool, edge, barrel, float, survive, terrified etc.Ⅱ. Pre-readingStudents use pictures and linking words to decide the correct order of the events. Students are introduced the idea of linking words and its function of sequencing. Ⅲ. Reading for general ideaStudents listen to the tape and find out: When and where did the story happen? Who were involved? What happened?Ⅳ. Careful readingTask1: Read the story again and answer these questions.1. Why did the author’s younger brother fall into the sea?A. He fell into the sea by accident.B. He jumped into the sea in order to survive.C. He was washed overboard by huge waves.D. He wanted to save his brother.2. Why did the boat go towards the whirlpool?A. They drove it toward the whirlpool to save the younger brother.B. The wind and waves were in that direction.C. They wanted to go to safer places.D. Nothing could save them.3. Why did the author tie himself to a barrel?__________________________________________4. Why didn’t his brother do the same?___________________________________________5. Why couldn’t his old friends recognize him?A. Because he was too old to be recognized.B. Because his hair was white, not black.C. Because they didn’t want to recognize him.D. Because they didn’t know him at all.Task2: (Linking words in the paragraphs)Para B_________________________, something terrible happened._________________, my brothers and I came back from the islands in a boat full of fish.________, the sky was covered with dark clouds.I was trying to recover_______ my elder brother screamed “Whirlpool”.Para A_____________, I felt calmer on the edge of the whirlpool.________, we went over the edge of the whirlpool.Para C______________, my elder brother sank into the bottom of the whirlpool. _____________, the whirlpool became less violent and I survived._____ the sky was clear, the wind calmer._________, other fishermen picked me up.Ⅴ. Post reading:Task1. (Classification of linking words)Just then, later, The next day, Many years ago, Before long, (and) then, After a while. Once upon a time, At last, Long long ago, a week later, All of a sudden, Finally, One morning, Once, EventuallyBeginning_________________________________Development_______________________________End_________________________________________Task2. Connect the events using linking words.In 1964, Robert was sailing near the coast of Pacific Islands of Oceania. He decided to stop near an island. He saw a huge creature resting beside his boat. He took a photograph. The creature swam away. He showed the photograph to scientists, but nobody believed him.IV. Speaking: Better the story told by my elder brother using linking words.My two younger brothers and I were coming back from the islands. We were caught in a storm. My youngest brother fell into the sea. I saw a terrible whirlpool in front. Our boat was going in the direction of the whirlpool. We went over the edge. We were going round in circles at great speed. I was terrified. I didn’t know what to do. I saw my brother tying himself to a barrel. He dived into the sea. I sank into the bottom of the whirlpool with the boat. Some huge, unknown creature carried me. I woke up. I found myself on an island. A passing fishing boat picked me up…V. SummaryVI. HomeworkBlackboard design:Lesson 4 Sea StoriesI.Linking words---- sequencing ParaA …. …. Par aB …. …. ParaC …. ….II. Making a story logical and vivid III. Summary。
北师大版高中英语必修三Unit 7《Lesson 4 Sea Stories》教案 4
Lesson 4 Sea StoriesTeaching aims:①.To read sections of a story and sequence then use prediction strategies and linking words.②.To use linking expressions related to time and sequencing.③.To use wordbuilding techniques to form nouns, verbs, adjectives and adverbs.④.To talk about and give opinions of films.⑤.To practise using the second conditional for speculationTeaching difficult and main points:To master the wordbuilding.To use the linking words.Teaching aids:CAITeaching procedures:Ⅰ. Warm upTo look at a pictures of Titanic then raise a question: .Have you seen the film Titanic? Where did the story happen?Ⅱ. SpeakingWork in groups of four to discuss the two questions: Have you seen any other films about the sea? What did you think of them? Tell your classmate.Ⅲ. Pre-readingLook at the key words and find them in the pictures.Ⅳ. ReadingTask1: Now please put Part A, B&C in the correct order.●We can put the paragraphs in order according to (根据):●the pictures●the linking words (连接词) ：上下文相关词语的连接Task2: Read the story again and answer these questions.1. Why did the writer’s younger brother fall into the sea?2. Why did the boat go towards the whirlpool?3. Why did the writer tie himself to a barrel?4. Why didn’t his brother do th e same?5. Why did his old friends not recognise him?Ⅴ. Language points:1. It took less than a single day to change my hair from black to white.(B)2. …3. …Ⅵ. Please find out the phrases about time sequence in the textⅦ. Word buildingⅧ. SpeakingIf I were on a boat going towards a big whirlpool, I would tie myself to something light。
北师大高一英语必修三unit7 全单元教案
—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式Unit 7 The Sea教材分析I．涉及内容本单元内容主要围绕海洋展开，主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事。
II．教学目标1.知识目标：2.语言技能：3.情感态度目标：学习探险家勇于探索的精神，培养开创意识；培养环境意识，自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等，增强环境保护意识III．教学重点和难点1.教学重点：(1) 本单元的生词和短语(2) where, when, why, prep. + which/whom(3) 表示比较的形容词定语从句2.教学难点：(1)对海洋及环境保护话题的询问和要求做出恰当的反映(2)运用表达个人观点和见解的交际用语IV.教学计划：本单元分为六个课时：第一课时：Warm-up第二课时：Lesson 1第三课时：Lesson 2第四课时：Lesson 3第五课时：Lesson 4第六课时：Communication workshopV．教学步骤：Period 1 Warm-up1. learn the new words of this part.2. To arouse Ss’ interest in the sea.Teaching Procedures:Step 1. Leading-in:Show some pictures about the film: Finding Nemo.This is a story about sea. Show some pictures about sea and the animals in the sea.Step 2. Warming upExercise 1.Listen and match the four sea sounds with the photosExercise 2.Let Ss read the Key Words and discuss which activities they know, which they can guessand which they need to look up in the dictionary.In pairs, Ss discuss which activities they do and which they would like to do (or would not like to do) and where they could do them.The pairs report back to the class about what they would like to do and where.Ss see if there are any activities that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary.Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker use to describe their activity.Step 3. PracticeAsk Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2Lesson 1 The Sprit of ExplorerTeaching goals: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.Step 1. Leading-inLet Ss discuss who arrived in America first, using their knowledge from history class.a) Christopher Columbus b) Ancient Greeks c) Chinese sailors d)Vikings. And then let student discuss other people they know, who have lived or arrived in America.Let student guess the meaning of the words listed and find Chinese meaning on page 108. Then if possible, elicit more discussion about these places, such as location, climate, people and their lives.Step 2. Reading1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the text to find out about the Vikings’ three major discoveries.Get Ss to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can. In pairs, do Exercise 4 with the given questions and their own questions.Check the answer in class.Step 3.Words and phrases1. Do exercise 6 on page 92. Phrases:1) They achieved this long before Columbus ever set sail.早在哥伦布启航前，他们就已经到达那里了。
北师大版英语必修三Unit7《TheSea》Lesson4seastories课件
Recover: v. to get back or bring back (esp. something lost or taken away). V. (from) to return to the proper state of health, strength, ability, etc. V. to ( get oneself or one’s sense ,powers, etc) back into a proper or favourable state or position. 1. 警察找到了被盗的珠宝.
Language points Edge: n. the part or place where something ends
or begins or that is farthest from its centre. V. To provide with an edge or border. 1.不要太走进悬崖边缘. 2.Don’t go too near the edge of the cliff. 2. 他觉得快要发疯了. He felt he was on the edge of madness. 3. 她有一条镶了兰边的手帕. She had a white handkerchief edged with blue. .
They met with failure after failure, but they persisted, and finally succeeded.
3.我等了一天又一天, 但没有得到答复.
I waited day after day, but no reply came.
2017--2018学年北师大版必修三Unit 7 The Sea Lesson 4 Sea Stories学案 (2)
Unit 7 The Sea Lesson 4 Sea Stories学案【学法指导】sequencing 排序Pay attention to the linking words which shows the order of an event.留意表示事件的顺序的连接词。
【学习过程】(一)温故而知新。
Read the text and find out the phrases that have the same meaning.1一圈一圈地转_______________________________2我的生命结束了_______________________3以高速____________________________4刻不容缓，没有等待____________________5一些可怕的事情___________________________6突然间_______________________7不到一分钟_____________________________8在…的方向________________________9沉进了…的底部____________________________10不能认出我__________________________(二) 问题导学，重难探究。
Task 1. So I tied myself to a barrel to help me float. ...我将自己和桶绑在一起...tie…to… 把A和B绑起来，如：He tied his cow to a big tree and had a rest under the tree.他把他的牛绑在一棵大树上，在树下休息。
tie 过去式和过去分词: tied 现在分词: tying不要将你的狗绑在灯柱（lamp-post）上。
_______________________________________________Task 2. About three years ago, something terrible happened to me.大约三年前一些可怕的事情发生在我身上。
高中英语 Unit7 lesson4 sea stories-课件1 北师大版必修3
Have you seen any films about the sea?
Exercise One
put the paragraphs in the correct order for them.
Key: B A C
Exercise Two
Please find the linking words in the each paragraph .
Linking words in a story
About …years ago, One day, Paragraph B All at once,
Paragraph A At that moment, Suddenly, But, So
Soon afterwards, Then, In Paragraph C the end
5. Why did his old friends not recognize him? A. Because he was too old to be recognized. B. Because his hair was white, not black. C. Because they didn’t want to recognize him. D. Because they didn’t know him at all.
at great speed Fortunately, I ____ tied _____________. myself to a barrel to help me float. I tried to make my brother understand, but he was _________and stayed in the heavy terrified boat. As you can see, I did ______, escape but my two brothers died.
【公开课教案】北师版英语必修三Unit 7 The Sea Lesson 4 Sea Stories
Unit 7 The SeaLesson 4 Sea Stories一、教学目标1．理解并熟记词汇:horrible, float, at great speed, escape, survive, all at once, recover, recognize, on the edge of, in the direction of, scream, sink, tie…to, soul, pick up, unable.2．通过阅读提取信息,学生了解海洋上发生的故事。
3．在阅读的过程中,学生根据时间衔接词、短语给文章段落排序,学习使用时间衔接词、短语了解事件发生的先后顺序。
4．学生学会在语境中猜测词义。
5．学生学会使用时间衔接词、短语组织信息,进行故事叙述和交流。
二、重点难点1. 理解和掌握新的词汇2. 学习使用时间衔接词、短语了解事件发生的先后顺序3. 能够用恰当的语言复述和讲述故事三、教学过程活动1Topic-talking1. Have you seen any of these films?2. Could you describe some of them?活动2Lead-in1. Find the following in the pictures on P14,15.2. Study the new words.3. Reading Strategies: Sequencing1) Look at the pictures and decide which shows the beginning, middle and end of the story.2) Read each paragraph. Pay attention to the linking expressions which of ten help decide the order of the events, e.g. one day, suddenly.3) Decide a possible order for the paragraphs.4) Read them in that order to see if the story makes sense(讲得通).Use the Strategies to put the paragraphs A,B and C in the correct order. 活动3Newwords1. Find the words in the text and fill in the blanks.1) Those six hours of terror have broken my body and ______.2) An _______ wave covered our boat and my younger brother fell into t he sea. Our boat______, and I was trying to _____ when my elder brother put his mouth close to my ear and _____ out the terrifying words “whirlp ool!”3) We went round and round, nearer and nearer to the _____ edge of the whirlpool.4) I tied myself to a barrel to help me _______.5) I dived into the sea to try and _______.6) Some time after I left the boat, with my brother in it, it _____ into the bottom of the whirlpool.7) The fishermen were my old friends, but they were unable to _____ me. When I told them my story, they did not believe it.2. Guess the meanings of the words in the sentences.3. Match the explanations with the words.horrible float escape soul survive recover scream sink recognize enormous stay on the surface of water the spirit of a personrun awayshout in a loud voicevery hugego down into the water frighteningnot to die in an accidentto know who he isget better after a shock活动4Reading1. Read the story and answer these questions.1) Why did the writer’s younger brother fall into the sea?2) Why did the boat go towards the whirlpool?3) Why did the writer tie himself to a barrel?4) Why didn’t his brother do the same?5) Why did his old friends not recognize him?2. Read the text again and write down the linking expressions and their co rresponding verbs.Linking expressions Corresponding verbsAbout three years ago happened…………活动5GroupworkRetell the story in groups with the help of linking expressions and corre sponding verbs you’ve taken down.活动6ConclusionRecall the main contents of this period.活动7Homework•Rewrite the sea story using the linking words (students C and D ). •According to the text, please write your own experience using the linkin g words (students A and B).•Fill in the assessment table.。
北师大版高中英语必修3 Unit7_Lesson4_名师教学设计(一)
Unit7 Lesson4 名师教学设计（一）教学过程Pre-readingStep1T presents 6 words and asks Ss to find them in the pictures on P14–15. [PPT 3]通过词汇和图片引出本课故事背景。
读前预教生词。
Step 2Ss look at the three pictures on P14–15 and put them in a correct order. [PPT 4]学生尝试利用图片预测故事。
While-readingStep 3T asks Ss to read through the three paragraphs and sequence them.Ss become aware of the use of linking expressions which often help to decide the sequence of the events.学生初步意识和体验以时间衔接词、短语为线索,理清故事发展的脉络的阅读策略。
Step 4Ss read the text and answer the questions on P14, Ex. 4. [PPT 5]抓关键词,阅读了解故事的大致情节。
Step 5Ss read the text carefully and T and Ss write down the linking expressions and their corresponding verbs together. [PPT 6]熟悉时间衔接词、短语的用法,以其为线索提取故事发展的细节,为后面的故事讲述做铺垫。
Step 6Ss try to finish the summary according to the text, and T emphasize the linking expressions and their corresponding verbs together.[PPT 7&8]进一步熟悉并重视这些词,为学生讲述故事做足铺垫。
Unit7 lesson4 《sea stories》教案(北师大版必修3)
Lesson4 Sea Stories教案I. Objectives：Students will be able to1.read sections of a story and sequence them, using prediction strategies and linking words2. use linking expressions related to time and sequence3. talk about and give opinions of filmsII. Teaching ProceduresStep 1 Pre-reading1．Do Ex.1The teacher asks:Have you seen some film in which the sea is important?What did you think of it?( Let Ss discuss and answer them.)2．Show some pictures in Jaws ，Titanic. Free Willy, 20,000 Leagues Under the Sea, Treasure Island.Do Ex.2 Look at the key words and find them in the pictures.barrel, cloud, fisherman, fishing boat, horizon, moon, wave, whirlpoolStep 2 ReadingLook at the pictures and try to put them in right order.1．Read each paragraph, paying attention to the linking words. e.g. one day, suddenly, in the end—2．Decide a possible order for the paragraphs.3．Read them in that order to see if the story makes sense.Step 3 Post-readingi) True or False1．Writer can keep calm in time of danger2．In the whirlpool, only the writer survived. Both of his two brothers died.3．The three brothers first met the whirlpool and then were caught in the storm.4．It was the barrel that carried me to an area where the other fishermen were.5．The writer’s brot her stayed in the heavy boat because he thought it was better to stay there. Keys: TTFFFii) Ex.3Use the Strategies to put the paragraphs A,B and C in the correct order.Keys: BACiii) Ex.4 Read the story again and answer these questions.1．Why did the w riter’s younger brother fall overboard?2．Why did the boat go towards the whirlpool?3．Why did the writer tie himself to a barrel?4．Why didn’t his brother do the same?5．Why did his old companions not recognize him?Keys:1．An enormous wave washed him overboard.2．The wind and waves were taking it there.3．Heavier objects went down into the whirlpool quickly. The barrel was lighter.4．He was terrified.5．Because his hair was white, not black.iv) Ex.5 Collect answers from students.v) Ex.6 Complete the sentences below with these words from the text.afterwards, in the end, one day, suddenly, then, when(1) in 1964, Robet Le Serrec was sailing near the Australian coast (2) he decided to stop near an island. (3) , he saw a huge creature resting beside his boat. He took a photograph, and (4) the creature swam away. (5) ,he showed the photograph to scientists, but(6) ,nobody believed him.Step 4 Language points1. that moment 在那一时刻the moment 一……就I was deeply moved and tears run down my cheeks at that moment.The moment Tom went off the taxi he ran towards the hospital.2. great speed以非常快的速度移动也可以写成：with great speed3. on/at the edge ofStanding at the edge of a bridge is rather dangerous.4.near to接近…；close to紧挨着…Flood is coming near to our village.The little child is standing close to her mother.5. tie… to… 将…拴到…上The cowboy tied his cattle to a tree and then he left away.6. terrified 形容词，可怕的。
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Unit7 Lesson 4教案
Sea Stories
Teaching Objectives：
1.read sections of a story and sequence them, using prediction strategies and linking words
2. use linking expressions related to time and sequence
3. talk about and give opinions of films
Step 1 Pre-reading
1>Have you seen some film in which the sea is important?
What did you think of it? Tell the class.
2>Show some pictures in Jaws ，Titanic. Free Willy, 20,000 Leagues Under the Sea,
Treasure Island.
3>Look at the key words and find them in the pictures.
barrel, cloud, fisherman, fishing boat, horizon, moon, wave, whirlpool
Step 2 Reading
Look at the pictures and try to put them in right order.
1>Read each para graph, paying attention to the linking words. e.g. one day, suddenly, in the end—
2>Decide a possible order for the paragraphs.
3>Read them in that order to see if the story makes sense.
Step 3 Post-reading
EXERCISES
True or False
1>Writer can keep calm in time of danger
2>In the whirlpool, only the writer survived. Both of his two brothers died.
3>The three brothers first met the whirlpool and then were caught in the storm.
4>It was the barrel that carried me to an area where the other fishermen were.
5>The writer’s brother stayed in the heavy boat because he thought it was better to stay there. Keys: TTFFF
Use the Strategies to put the paragraphs A,B and C in the correct order.
Keys: BAC
Read the story again and answer these questions.
1>Why did the writer’s younger brother fall overboard?
2>Why did the boat go towards the whirlpool?
3>Why did the writer tie himself to a barrel?
4>Why didn’t his brother do the same?
5>Why did his old companions not recognize him?
Keys:
1>An enormous wave washed him overboard.
2>The wind and waves were taking it there.
3>Heavier objects went down into the whirlpool quickly. The barrel was lighter.
4>He was terrified.
5>Because his hair was white, not black.
Complete the sentences below with these words from the text.
afterwards, in the end, one day, suddenly, then, when
(1) in 1964, Robet Le Serrec was sailing near the Australian coast (2) he decided to stop near an island. (3) , he saw a huge creature resting beside his boat. He took a photograph, and (4) the creature swam away. (5) ,he showed the photograph to scientists, but(6) ,nobody believed him.
Step 4 Language points
at that moment 在那一时刻
the moment 一……就
I was deeply moved and tears run down my cheeks at that moment.
The moment Tom went off the taxi he ran towards the hospital.
at great speed以非常快的速度移动
也可以写成：with great speed
make sb. do 让某人做某事
The teacher made Xiao Hua help me.
terrified 形容词，可怕的。
terror n. terrible/terrified adj. terrify v.
survive vi.活下来，幸存
Few of houses survived the war.
vt.（经过――）活（保存）下来
Of the wounded, only three survived.
horrifying 令人恐怖的
horrible adj. horrify v. horror n.
the differences between horror and terror
horror 令人毛骨悚然的恐怖terror感到身受危险的恐惧
in the direction of朝――的方向
in all directions各方面under the direction of 在――指导下directions for use用法说明
As you can see, I did escape.
did在这里起强调作用，对谓语进行强调。
I did come here yesterday.
在祈使句中，也借用助动词do强调说话人的祈使语气。
如：
Do give her my regards.
EXERCISES
Find words in the story that the writer uses to describe his feelings.
Keys: terrified horrifying calmer exhausted
You can often make different forms from one word. Complete the table with words from the story.
Keys: terror(n.) terrified/terrible(adj.)
to save(v.) safe(adj.)
to clear(v.) clear(adj.) clearly(adv.)
Make new words from the words in brackets to complete the gaps. Use a dictionary to help you. (1) (terror) experiences at sea are not (2) (common). In 1977, Japanese fishermen
caught a (3) (mystery) sea creature in their nets. It’s
(4) (long ) was ten meters and, (5) (fortune) for the fishermen, it was
(6) (death). It smelled very bad and they thought it might be (7) (safe), so they threw it overboard. Because the photographs are(8) (clear),
(9) (science) have been unable to (10) (identify) the creature.
Step 5 Homework
Write a composition
Imagine his brother didn’t died, one day they met and his brother talked about his story.。