Unit 8 Lesson 1第2课时示范教案【高中英语北师大版必修第三册】

Good morning/afternoon, my dear judges. I'm number ___.I’ve divided the text into two parts and this is the first part--Reading and Thinking. May I begin now？Ok. Good morning/afternoon, boys and girls. Let’s begin our class.StepⅠPre-readingPart 1:T: Look at the pictures on page 30 and discuss the following questions.1.What is happening in each picture?2.Have you ever done any of these things?Leave the tap running while you brush your teeth.3.What would happen if everybody did the same things?Ss: Millions of gallons of water would be wasted; millions of lights would be on; millions of pieces of litter would be dropped. And all of this would be very harmful.Step ⅡFast--reading Read the text and Choose the best answer.(1). Which of following is not“Just-me-ism”?A. Leave the tap running while you brush your teeth.B. Leave a light burning when you go out.C. Drop a piece of litter and can’t be bothered to pick it up.D. Turn off the light when you go out.S1: D(2). When was Roots & Shoots established?A. In the early 1980s.B. In the late 1980s.C. In the early 1990s.D. In the late 1990s.S2: C(3)What’s the purpose of Roots & Shoots?A. To inspire old people.B. To inspire young people.C. To inspire middle-aged people.D. To inspire children.S3: B(4) What can we learn from the text?A. Every individual doesn’t matter.B. Every individual can make a difference to the world.C. Only a few people suffer from “Just-me-ism”.D. People can’t live together in peace with nature.S4: BT: Very good! Thank you all, sit down please!Step ⅢCareful-reading: Read the text again and answer the questions1. Skim the passage and fill in the blanksPara. 1: What is “(1)__________”?S5: Just-me-ismPara. 2: The (2)__________ of Roots & Shoots.S6: establishmentParas. 3～4: The (3)__________ of its name.S7: meaning2. What is the text type of the passage?A. Narration (记叙文).B. Argumentative Essay (议论文).C. Expository [ɪkˈspɑːzətɔːri] Writing (说明文).D. Practical Writing (应用文).S8: CT: excellent! Thank you and congratulations!Step ⅣDiscussionT: Now I will offer you three questions to discuss--Read Paragraph 1. Discuss the questions below. You can work in your groups and three minutes later, three groups will be chosen to voice your opinions . So you should hurry up and meanwhile decide which represents your group.1. What is “Just-me-ism”? (Group 1 and 2)2. Why is “Just-me-ism”a problem? (Group 3 and 4)3. Do you have any suggestions on how to solve the problem? (Group 5 and 6)T: Time is up. Who? Good, Group 2. Tell usS10: Just-me-ism”is a way of thinking that focuses on caring for just oneself and ignores the environment, animals, and the community.T: wonderful. Next? En, Group 6.S11: A solution would be to make them understand that even the smallest action can change the world, so they should take action whenever possible for the environment, animals and their community.T: excellent. The last? En, Group 3.S12: There will be nobody to care and look after the environment.T: excellent,too! Thank you all and congratulations!Step V SemmaryAsk a student to summarize the textS13:Step ⅥHomework Sublimation of Reading Thinking: Theme Practice1.What contribution does Roots & Shoots make to society? (Critical Thinking 批判性思维)2.What is your explanation for the two quotes from Dr. Jane Goodall? (Creative Thinking 创造性思维)That’s all. Thank you!。

An English Class Teaching plan SubjectEnglish Name of the teacher Class 高一级 Performing date 1 Adventure HolidaysTime Span 2 Period T e a c h i n g r e q u i r e m e n t a n d t e a c h i n g g o a l s Knowledge goals ：1 To distinguish between and use State and Activity verb.2 To identify paragraph topic in a reading text3 To distinguish between and use adverbs and adjectives 1. Drafted Teaching procedures and possible methods applied ： Have a free talk with students to make them become interested in the new lesson. Then read the text. 2. Ethical goals and virtue:1. To cultivate their interest in speaking English.2. To use pictures to help the students understand new words.3. To help students know the fashion sports.A n a l y s i s o n t h ep r o c e d u r e s o f t h e C l a s sStudents may have difficulty understanding the concept of State verbs and use them in the continuous form. Items Contents SolutionsImportantpoints 1. To distinguish between and use State and activity verbs. 2. S tudents’participation in speakingEnglish.Make the student work together. Encourage students to discuss the problem and solve it together.TeachingdifficultiesTo distinguish between and use State and activity verbs. Students ’ discussion and the teacher ’s guidance. TeachingMethods orApproachesTeaching methods: 1. Read and answer 2. Discussion and speaking MeansappliedTeaching aids: 1. PowerPoint slides for teaching2. Multi-media teaching platformD e t a i l e d t e a c h i n g p r o c e d u r e s Step 1. GreetingsStep 2. Lead-inWith the development of society more and more people are tired of unchanged and dull life. They want to free away from their work for a time and live a new and excited life that they didn’t experience before. They spend their holidays in various ways. Now adventure holiday is more and more popular. Which of these holidays would you like to go on?Which of these holidays would you like to go on?A. canoeing and white-water rafting in YunnanB. trekking and climbing in the HimalayasC. doing water sports on Hainan IslandD. a safari in South AfricaGive students some pictures about canoeing and white-water rafting, trekking and climbing in the Himalayas, doing water sports and an overland safari in Tanzania. Ask students to give reasons for their choice. S: Their answers may be various. T: Though trekking and climbing the mountain is difficult and uncomfortable, it has special charming to attract so many people. Now let’s read a passage Himalayan Adventure after reading it maybe you want to climb Himalayan mountain.Step Ⅱ. ReadingTask 1 Read the passage silently and choose the best answers.1. Who do you think writes the text?A. the trekkerB. local governmentC. the organizer of adventure 2000D. the guide near the Himalayas2. Which of the following statement is true?A. If you attend a Class A hike, you can climb on the top of the Mount Qomolangma.B. You have to live in tents in Tibet.C. Adventure 2000 is a traveling programme.D. Climbing the Mount Qomolangma is cold, s o you’d better go there in July .S e l f a s s e s s m e n tadj 合适的, be fit forHe is fit for the job.他适合做这个工作。

Unit 8 Green LivingLesson 1 Roots and shoots1.solution n. [C] 解决办法solve vt.解决；解答(难题等)a solution to..………的解决办法find/offer/seek/put forward a solution 找到/提供/寻找/提出解决办法You can't solve anything by just running away.2.balance n. 平衡vt./vi 保持平衡，立稳balanced adj.平衡的,均衡的keep a balance between A and B 在A和B之间保持平衡keep/lose one’s balance某人保持/失去平衡a balanced diet均衡的饮食Though she is very successful,she finds it hard to keep a balance between her businesses and her family life.尽管她很成功,但她发现很难保持事业和家庭生活的平衡。

3.harmony n. [U]融洽；和睦in harmony with与......和睦相处Devoted to keeping a lasting peace, we must live in harmony with one another.为了维护持久和平，我们必须和睦相处。

4.bothered adj.担心的;烦恼的not be bothered to do sth懒得做某事bother sb with sth为某事打扰或麻烦某人I am not bothered to get involved in his business.我懒得去管他的事情。

I don’t want to bother you with my problem.我不想让你因为我的问题而担心。

Unit 8 Green LivingLesson 2 Period 2教材分析本节课是第八单元第二课Greening the Desert听力课的第二课时，听力语篇是介绍易解放的主题演讲后的问答环节。

演讲者回答了听众提出的关于易解放走出悲伤情绪的动力、“绿色生命”公益组织的贡献以及现阶段发展等三个问题。

通过演讲者和听众的互动，学生能进一步体会人物的高尚品质，领悟“普通人也能做出巨大贡献”的主题。

教学目标在本课学习结束时，学生能够：1.获取关于易解放走出悲伤投身环保事业的动力、环保组织的贡献及发展现状等关键信息；2.运用正式场合（如讲座访谈等）常见的提问、回答方式进行得体的交际互动；3.评价易解放投身环保事业的意义，深入理解“人与自我”、“人与自然”的关系。

教学重难点【教学重点】1.借助笔记，听取整合关键信息的方法；2.常用的提问方式。

【教学难点】在正式场合中进行提问互动，并表现得体。

教学过程Step 1 Pre-listeningDiscussion:1. What have you learnt about Yi Jiefang?2. What impressed you most?3. What questions would you like to ask her if you have a chance to meet her?设计意图：引导学生口头复述易解放事迹，评价人物，激活已有知识。

尝试提出问题，为本节课听力内容做准备。

Step 2 While-listening1. Listen to the Q & A session and take notes. Then answer the questions.1) What helped Yi Jiefang work through her sadness?2) What changes has NPO-Greenlife brought to the desert?3) What did Yi Jiefang do in 2013?设计意图：引导学生听材料时抓取并归纳整合关键信息，分析语篇逻辑，并能用简洁高效的方式做笔记。

Unit 8 Adventure瞬间刺激的冒险运动有很多，蹦极就是一个不错的选择！为什么那么多人喜欢体验蹦极呢？Bungee JumpingAround the world more and more people are taking part indangerous sports and activities.Of course，there have always beenpeople who have looked for adventure—those who have climbed thehighest mountain，explored unknown parts of the world or sailed insmall boats across the greatest ocean.Now，however，there are people who seek an immediate thrill from a risky activity which may only last a few minutes or even seconds.I would consider bungee jumping to be a good example of such an activity.You jump from a high place(perhaps a bridge or a hot­air balloon)200 meters above the ground with an elastic rope tied to your ankles.You fall at up to 150 kilometers an hour.It is estimated that 2 million people around the world have now tried bungee jumping.Other activities which most people would say are as risky as bungee jumping involve jumping from tall buildings and diving into the sea from the top of high cliffs.[阅读障碍词]1．explore vt. 探索2．seek vt. 寻求3．elastic adj. 有弹性的4．estimate vt. 估计5．cliff n. 悬崖[诱思导读]阅读短文，判断正(T)误(F)1．More and more people are taking part in dangerous sports and activities.(T) 2．People jump from a high place with an elastic rope tied to their waist.(F) 3．It is estimated that 2 million people in China have now tried bungee jumping.(F) SectionⅠReading(Ⅰ) (Warm­up & Lesson 1)Ⅰ.匹配下列单词的词性及汉语意思( )1.adventure A．n.住所，住处( )2.hike B．n.地平线( )3.wild C．adj.可选择的，非强制的( )4.extra D．adj.最大的，最多的( )5.optional E．adj.野生的；狂热的( )6.horizon F．adj.特别的；额外的( )7.route G．v.&n.徒步旅行，远足( )8.luggage H．n.行李( )9.accommodation I．n.奇遇，冒险的经历( )10.maximum J．n.路程，路线[答案]1－5 IGEFC 6－10 BJHADⅡ.选择下列句中词组的汉语意思A.起飞B.考虑C.下降D.也E.立刻；马上( )1.They visited some factories，hospitals as well as the school.( )2.She watched open­eyed as the plane took off.( )3.Mick wants to see you in his office right away.( )4.Crime has gone down 70 percent.( )5.I tried to think about all the problems that were ahead of me tomorrow.[答案]1—5 DAECBAdventure In The HimalayasJust imagine.You are walking along a mountain path in the Himalayas.You are feeling tired.You are thinking about how far there is to go.Then，suddenly you are there! And the amazing Mount Qomolangma is on the horizon.It looks great.A few minutes later，you arrive at the camp.The food cooking on the fire smells great and while you are having a hot cup of tea，you relax and watch the sun go down.①At dinner，the food tastes fantastic.You talk with other people in the group about everything you have seen and done during your day's hiking②.If you are looking for experiences like this，Adventure 2000 is the organisation(团体) for you.A lot of hiking holidays sound exciting，but the reality is often very different.Hiking trips can be uncomfortable(不舒服的) and even dangerous.However，at Adventure 2000 we feel that we understand the needs of hikers.All our guides have several years of experience in leading hiking trips in the Himalayas.They know all the best routes(路线) and best places to camp.We also realise that hiking can be hard work and believe that hikers need all our help.As well as the group guide，all teams have cooks and porters(行李搬运工)．While on a hiking trip③，our cooks prepare delicious meals.And our porters carry your luggage，which means that you can simply enjoy the experience④.喜马拉雅探险设想一下，你正走在喜马拉雅山的一条山路上，感到疲惫。

Unit8 Lesson1 公开课教学设计（一）Unit 8 AdventureLesson 1 Adventure HolidaysⅠ. General introduction:This lesson is taken from Module Three, Senior English for China by Beijing Normal University. This lesson is about the reading part. By learning this passage, the students can master some language points and reading skills.Ⅱ. Teaching aims and demands:1). knowledge objectsV ocabulary: raft, horizon, organization, route, porter, luggage, accommodation, hostel, maximum, altitude, extra, optional, differ, footprint, anxious.Phrase: white-water rafting, right now, on the horizon,2). Ability objects.Listening skills ：understand what the teacher's speech..Reading skills ：general understanding，detail information，.Speaking skills：discuss your adventure experiences. With the use of new words and expressions ..writing skills：write a short passage about your adventure experiences.(3). Emotion objectslearn the spirit from the climbers of Qomolangma and have safety awareness of Hiking.Ⅲ. Teaching keys and difficultiesuse the new words and expressions to discuss the adventure experiences.Ⅳ. Teaching methods. Fast reading. Detailed reading. Explaining.Task based group discussionⅤ. Course numberWe will finish this lesson in 3 classes. This is the reading class.Ⅵ. Teaching proceduresStep1 Warming up(1) Greetings. Now adventure holiday is more and more popular. Which of these holidays would you like to go on?A canoeing and white-water rafting in YunnanB hiking and climbing in the HimalayasC doing water sports in Hainan Island.D an safari in South AfricaE. going parachutingF. exploring a desertGive students some pictures .Ask students to give reasons for their choice.(2)If a chance given, would you like to take part in the Adventure of Himalayas? Step2Pre-readingReview the new words and expressions in this lesson and read them out loudly.Step3 First-reading(1) Read the brochure and match the paragraphs (1-7)with the topics. ( the aim is to train students to master main idea of the paragraph) . Then listen to the passage . (the aim is to give students right pronunciation and improve their listening ability. )(2) Read the passage and choose the best answers.Step4 Second-readingAnswer these questions in your own words (The aim is to practice students’ spoken English. Encourage students to answer the questions without looking at books.)Step5 SummaryWhat are the advantages of Adventure 2000?There are …experienced guides,cooks and portersgood travel arrangementscomfortable accommodationspecial offersStep6 Post-readingPair workStudent A : you would like some information about Adventure 2000.Student B: you work for Adventure 2000. Try to persuade Student A to go on the trip. Step7 Homeworkwrite a short passage about your adventure experience or dream.(at least 100 words) Step 8 Blackboard designIn order to make the blackboard design clearly and neatly, I will divide the blackboard into three parts. On the left, I’ll write teaching aims; in the middle of the blackboard, there should be important and difficult language points, and on the right, I will write the summary of this whole class.。

Unit 8 Green LivingWriting WorkshopPeriod 2教材分析本节课是第八单元写作课的第二课时。

本节课重点是引导学生练习不同类型图表的分析及汇报；通过同伴互评和教师点评，对课前完成调查报告初稿进行修改润色。

希望学生通过实际调研和调查报告的撰写，真正了解身边人对环保的态度，发现问题并能提出切实可行的改进建议，为绿色生活贡献自己的一份力。

教学目标在本课学习结束时，学生能够：1.分析并汇报不同类型的图表（柱状图、饼图、折线图）数据；2.明确调查报告的具体评价标准，并依据标准对同伴习作做出评价；3.根据同伴建议修改润色自己的习作。

教学重难点【教学重点】1.调查报告各部分的写作思路及语言支撑，尤其是不同类型图表数据的分析和汇报方式；2.调查报告评价标准细则的解读。

【教学难点】学生调查报告中原因分析及建议部分的润色提升。

教学过程Step 1 Warming-upReview the survey report. Complete the sentences using the phrases below.设计意图：回顾调查报告内容，巩固上节课所学的定量表述方式，为本节课写作任务做铺垫。

Step 2 Pre-writingPair WorkRecall what you have learnt about the expressions to describe the findings and figures / introduce data changes / analyze data. List as many expressions as possible.设计意图：同伴讨论分享，激活学生已有的语言储备。

Step 3 While-writingPair Work: Describe the charts and share your writing with your partner. List different expressions you use to introduce the results.设计意图：以课本提供的“共享单车使用情况”的调查报告结果为例，练习描述饼图、柱状图数据。

Unit 8 Green LivingLesson 1 Period 1教材分析本节课是第八单元第一课Roots & Shoots的第一课时阅读课。

阅读文章是一篇说明文，介绍了世界著名动物行为学家珍·古道尔创办的环保组织“根与芽”。

文章从“以自我为中心”（Just-me-ism）的概念及危害出发，引出“根与芽”环保组织成立的初衷和重要性。

运用排比、重复、引用、对比等修辞手法增强感染力，号召年轻人行动起来，为环保事业献出自己的一份力。

希望学生通过阅读本文，能改变“个体行为微不足道”的错误观念，意识到点滴力量汇聚起来能改变世界，主动承担环保责任。

教学目标在本课学习结束时，学生能够：1.了解并口头介绍“根与芽”环保组织的基本信息（成立背景、创始人、时间、目的、名称意义、社会贡献等）；2.掌握说明文语篇典型结构及本文语言风格特点；3.理解“以自我为中心”、“命运共同体”等概念内涵并发表个人见解。

教学重难点【教学重点】1.“根与芽”环保组织关键信息的获取与解读；2.说明文语篇结构及语言风格分析。

【教学难点】1.对举例、排比、重复、口语化表达、引用等修辞手法的识别和作用的理解；2.对“以自我为中心”、“命运共同体”等概念内涵的理解及表达。

教学过程Step 1 Warming-upPair Work: Look at the pictures. Discuss the following questions.1. What is happening in each picture?2. Have you ever done any of these things?3. What would happen if everybody did the same things?设计意图：图片激活学生生活经验，引导学生简单表述日常生活中常见的不良习惯和后果。

Step 2 Pre-readingLook at the picture and the title. Make a guess: what is the passage about?设计意图：通过图片和标题预测语篇话题，让学生带着预测和疑问有目的地阅读。

Unit 8 Green LivingWriting WorkshopPeriod 1教材分析本节课是第八单元的写作课。

本课采用读写结合的方式，要求学生首先阅读分析一份关于“市民环保举措”的调查报告，然后选择一个环保话题（如人们对共享单车的态度）展开调研，撰写一份调查报告。

希望学生通过实践，发现身边的环保问题，提出改进建议，树立主人翁意识。

本节课是第一课时，主要任务是阅读调查报告，为写作做准备。

教学目标在本课学习结束时，学生能够：1.获取调查报告中关于调查者、调查对象、时间地点、调查目的、问卷设计问题、调查发现等事实信息；2.梳理调查报告结构，明确调查报告的基本组成部分；3.识别调查报告典型的句式特点，运用多种方法进行定量表述，描述常见图表（柱状图、饼图）。

教学重难点【教学重点】1.“市民环保举措”调查报告的结构和语言分析；2.调查报告典型句式、定量表述方式。

【教学难点】对常见图表的数据分析和汇报教学过程Step 1 Warming-upLook at the pictures. Answer the questions.1. What does each picture show?2. What should be included in a survey report?设计意图：通过展示真实的调查报告中的常见元素（饼图、柱状图、折线图、表格、问卷），激活学生已有经验，引导学生思考总结调查报告的基本组成成分。

Step 2 Pre-reading1. Pair Work: You are going to write a survey report on environmental protection for the residents in your city or town. What should be included in a survey report? Discuss your ideas in pairs.设计意图：创设情景，引导学生就市民环保行为的调查报告进行初步规划，拟定大致框架结构。

Unit 8 Lesson 1名师教学设计（一）Adventure HolidaysSun Xi junAnalysis of the teaching materials：本课是第八单元第一课，通过阅读一篇喜马拉雅山旅游探险海报让学生了解雪山探险的一些可能的经历。

以下为第一课时，主要以完成阅读为主，提高学生阅读能力，同时通过阅读，鼓励同学们锻炼身体，以健康的体魄感受祖国大好山河。

鼓励他们勇于面对挑战，克服困难。

Teaching objectives:Knowledge objectives:1. to master new words and expressions, such as brochure, accommodation, luggage and so on.2. to understand which aspects should be included to describe a brochure about adventure holidays.Ability objectives:1.to identify paragraph topics in a reading text.2.to know how to describe a brochure about adventure holidays.Emotion objectives:1.to arouse the students’ interest and enthusiasm about adventure holidays.2.to be able to work with classmates.3.to cultivate their interest in speaking English.Teaching difficult points and important points:1. Cultivate the students’ reading abilities:Fast reading: to get the main idea of the whole text.Careful reading: to find out the detailed information of the text.2. Make the students work together.Encourage students to discuss the problem and solve it together.Teaching method:Task-based language learning.Teaching aids:PPT, a blackboard.Preparation before class:Ask students to preview the passage in lesson1 and look up the new words in the dictionary.Teaching procedures:Step 1 Lead-inAsk students some questions to lead in the topic of today.How would you like to spend your traveling in April?Which of these holidays would you like to go on?If a chance is given, would you like to take part in the Adventure of Himalayas?Step 2Pre-readingAsk a question: What is needed for an adventure trip?Let the students brainstorm more answers.Show some new words on the screen. Explain what a brochure is.Step 3 Fast-readingGive students 3 minutes to skim the passage quickly and match the paragraphs with the topics.Step 4 Careful-readingTask1. Students read the text carefully and answer the questions.Para. 1 Why do you think people would like to go on this trip?Para. 2 What is the reality of hiking holidays?Why does the organization use guide with lots of experience?Why do cooks and porters go with the hiking team?Para. 3-4 Which of the following are not the flights the organization offers?A. from Beijing to LhasaB. from London to TibetC. from Lhasa to LondonD. from London to BeijingPara. 5-7 T/F1. The company offers optional tours because some people may not want to go straight home afterwards.2. You have to be fit for Class B and C.3.The hike costs ￡2,500 don’t include accommodation.Task2. Read the article again and fill in the table on the screen.Step 5 Post-reading (Role-play)Ask students to work in pairs. Choose one from the four holidays on P30.List out the “selling points” and try your best to sell your holiday to others.Step 6 Summary and homeworkInvite some students to summarize what they have learned in this lesson. The teacher then makes a conclusion for the class.Homework: Write a brochure about one of the four holidays on page 30.。

Unit 8 AdventureLesson 1 Adventure Holidays教案Teaching Aims:1 To distinguish between and use State and Activity verb.2 To identify paragraph topic in a reading text3 To distinguish between and use adverbs and adjectivesTeaching difficulties:To distinguish between and use State and Activity verb.Teaching Aids: puterTeaching procedures:Ⅰ. Warming up. Now adventure holiday is more and more popular. Which of these holidays would you like to go on?Which of these holidays would you like to go on?A canoeing and white-water rafting in YunnanB trekking and climbing in the HimalayasC doing watersports in Hainan Island.D an oveland safari in Tanzania.Give students some pictures .Ask students to give reasons for their choice.S: Their answers may be various.ⅡreadingTask 1 read the brochure and match the paragraphs (1-7)with the topics( the aim is to train students to master main idea of the paragraph)III listening (the aim is to give students right pronunciation and improve their listening ability. The teacher can suggest some students who are good at English closing books)ⅣReadingTask1.Read the text loudly and make a preparation for answering questions at the same time further understanding of the textTask2.Answer these questions in your own w ords (The aim is to practice students’ spoken English. Encourage students to answer the questions without looking at books.) Ⅴlanguage pointsTask1. language points1. as well as 同……一样，也是，还有As well as the group guide, all expeditions have cooks and porters. 所有的长途跋涉都配有厨师、搬运工和向导。

北师大英语必修三第八单元第一课lesson1说课教案Adventure in the HimalayasI.The analysis of the teaching material1.statue and functionThe main theme of unit7 is the sea, in this unit, students will be introduced the whole sea world and related matters, such as sea exploration, sea pollution and protection so as to form a scientific attitudes to the sea. The grammatical purpose is to acquire and consolidate different types of relative clauses. My topic is lesson4, Sea Stories, which provides all round practice about listening, speaking, reading, writingaround the topic, it is the expansion of the unit and give students space to use language.2. Teaching aimsAccording to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule of children’s growing of m ind, I conclude the following teaching aims.a). Knowledge aims:students are able to grasp the content of the text.students are able to acquire and remember various sequencing words, such as ,one day, then, afterwards etc.b). Ability aims:to read sections of a story and sequence then use prediction strategies and linking words.to develop the students ability of using word building techniques to form nouns, verbs, adjectives and adverbs.c). Emotion aims :to make students form an objective attitude towards the sea.3.Key points and difficult points in teachingStudents may be unfamiliar with activities in which they have to sequence text and have problems analyzing some sentence patterns. So it is important to encourage them to make prediction according to the context .Ⅱ.The analysis of studentsAfter two-year study, the students have certain knowledge background and have adapted themselves to English learning through various activities, in addition, they have acquired some independent and cooperative learning abilities.However, Senior high school students are not so active in class activities. Therefore, in order to encourage the students to act more actively, group and individual work will run through the whole lesson to promote the students' participation in the class activitiesⅢ. The analysis of teaching methodsSenior High English encourages the students in English learning through various activities, so the task-based approach is preferred. The task-based approach aims at providing opportunities for learners to use what they have learnt in authentic situations, while the teacher will act as organizer, monitor or even a partner..Ⅳ.Teaching procedu resHow to present the students the lesson is basically shown in the fourth part, Teaching procedures, I divide the whole process into five steps.Step1.lead inAs the well known saying goes, interest is the best teacher. so it is necessary to apply the method of interest stimulating to have students involve themselves into the lesson actively. So Ipresent them with some pictures and enable them to answer the questions just like the following:would you please name the following films? &what the stories are about?Names : Jaws TitanicThe first two pictures are from the film Jaws.The film is bout a big white shark that attacks swimmers who are spending their holidays in a small village.the last two pictures are from Titanic , which is the wonderful ship-Titanic. When it was sailing to America, it sank into the sea. Most of the people in the ship died.Step2 Pre-readingThe lead in may well attract students’ interests to the sea stories ,then it is time for me to introduce the topic of this lesson, sea stor ies. To start with , I’d like to develop the students’ability of prediction with the pictures beside the paragraphs and make up a word bank describing the pictures on their own .Words Bank, for example,Nouns: sea ,whirlpool, barrel, brothers,Adjectives : violent, flat, clear, shiningVerbs : escape, tie...to….,Step 3 Fast readingStudents are required to find out the main idea of the text as well as putting the three separate paragraphs into right order in a short time.task one:Have students read the three paragraphs ,pay close attention to the linking words, for example :one day, suddenly, all at once, some time after, soonafterwards, in the end…..Task two:To decide a possible order for the paragraphs.To read them in that order to see if the story makes sense, Step4 Careful readingStudents are given 10 mins to read the text carefully, as listening to the tape, they can follow it to correct pronunciation and improve listening. and then add more words to the Words BankNouns: sea ,whirlpool, barrel, fisherman,,, terror…Adjectives : violent, flat, clear, sh ining , enormous, clam ,terrible …V erbs : escape, tie...to…., terrify , save …Step5.post – readingAfter reading the test by skimming and scanning, I will apply varieties of exercises to check students’ efficiency and the degree to which they grasp the usage of linking words and word building skills. The exercise is followed by my explanation of language points and grammar.1.Exercise True or False ,which may examine the degree to which students get the detailed information from the text and improve the comprehension ability.2. Exercise Fill in the blanks with the given linking words, which may lead students to pay attention to the sequencing words and use them properly.Step6 DiscussionRetell the story with the help of the following words: one day, suddenly, soon afterwards, in the end…. group works to discuss the question:what would you do in the situation same as the one in thetext?Ⅴ. Blackboard designBlack board design should be considered for a thing to attract students’ attention and enable them to write down the important teaching points. I generally divide the whole board into two parts, the left part is for vocabulary and phrases while the middle one for language points and grammar.。