当前位置：文档之家 › [精品K12]Lesson4 Sea Stories上课学习上课学习教案

[精品K12]Lesson4 Sea Stories上课学习上课学习教案

  • 格式：doc
  • 大小：19.00 KB
  • 文档页数：8

K12精品教育资料

K12精品教育资料 Lesson4 Sea Stories教案

Lesson4SeaStories教案

I.objectives：Studentswillbeableto

.readsectionsofastoryandsequencethem,usingpredictionstrategiesandlinkingwords

elinkingexpressionsrelatedtotimeandsequence

3.talkaboutandgiveopinionsoffilms

II.TeachingProcedures

Step1Pre-reading

．

DoEx.1

Theteacherasks:

Haveyouseensomefilminwhichtheseaisimportant?

whatdidyouthinkofit?

2．Showsomepicturesinjaws，Titanic.Freewilly,20,000LeaguesUndertheSea,

TreasureIsland.

DoEx.2

Lookatthekeywordsandfindtheminthepictures.

barrel,cloud,fisherman,fishingboat,horizon,moon,wavK12精品教育资料

K12精品教育资料 e,whirlpool

Step2Reading

Lookatthepicturesandtrytoputtheminrightorder.

．Readeachparagraph,payingattentiontothelinkingwords.e.g.oneday,suddenly,intheend—

2．Decideapossibleorderfortheparagraphs.

3．Readtheminthatordertoseeifthestorymakessense.

Step3Post-reading

i)TrueorFalse

．writercankeepcalmintimeofdanger

2．Inthewhirlpool,onlythewritersurvived.Bothofhistwobrothersdied.

3．Thethreebrothersfirstmetthewhirlpoolandthenwerecaughtinthestorm.

4．Itwasthebarrelthatcarriedmetoanareawheretheotherfishermenwere.

5．Thewriter’sbrotherstayedintheheavyboatbecausehethoughtitwasbettertostaythere. K12精品教育资料

K12精品教育资料 keys:TTFFF

ii)Ex.3UsetheStrategiestoputtheparagraphsA,Bandcinthecorrectorder.

keys:BAc

iii)Ex.4Readthestoryagainandanswerthesequestions.

．whydidthewriter’syoungerbrotherfalloverboard?

2．whydidtheboatgotowardsthewhirlpool?

3．whydidthewritertiehimselftoabarrel?

4．whydidn’thisbrotherdothesame?

5．whydidhisoldcompanionsnotrecognizehim?

keys:

．Anenormouswavewashedhimoverboard.

2．Thewindandwavesweretakingitthere.

3．Heavierobjectswentdownintothewhirlpoolquickly.Thebarrelwaslighter.

4．Hewasterrified.

5．Becausehishairwaswhite,notblack.

iv)Ex.5collectanswersfromstudents.

K12精品教育资料

K12精品教育资料 v)Ex.6completethesentencesbelowwiththesewordsfromthetext.

afterwards,intheend,oneday,suddenly,then,when

in1964,RobetLeSerrecwassailingneartheAustraliancoast

hedecidedtostopnearanisland.

,hesawahugecreaturerestingbesidehisboat.Hetookaphotograph,and

thecreatureswamaway.

,heshowedthephotographtoscientists,but

,nobodybelievedhim.

Step4

Languagepoints

.thatmoment

在那一时刻

themoment

一……就

Iwasdeeplymovedandtearsrundownmycheeksatthatmoment.

ThemomentTomwentoffthetaxiherantowardsthehospital. K12精品教育资料

K12精品教育资料 2.greatspeed以非常快的速度移动

也可以写成：withgreatspeed

3.on/attheedgeof

Standingattheedgeofabridgeisratherdangerous.

4.nearto接近…；

closeto紧挨着…

Floodiscomingneartoourvillage.

Thelittlechildisstandingclosetohermother.

5.tie…to…

将…拴到…上

Thecowboytiedhiscattletoatreeandthenheleftaway.

6.terrified形容词，可怕的。n.terror

adj.terrible/terrified

v.terrify

7.survive

vt./vi.活下来，幸存

Fewofhousessurvivedthewar.vt.（经过――）活（保存）下来

onlythreeofthewoundedsurvived.

8.lessthan少于…morethan多于此…

9.becoveredwith

覆盖着… K12精品教育资料

K12精品教育资料 TheAntarcticiscoveredwithheavythroughouttheyear.

0.Asyoucansee,Ididescape.

did在这里起强调作用，对谓语进行强调。

Ididcomehereyesterday.

在祈使句中，也借用助动词do强调说话人的祈使语气。如：

Dogivehermyregards.

1.…andIcannotexpectyoutobelievememorethanthefishermendid.

EXERcISES

Findwordsinthestorythatthewriterusestodescribehisfeelings.

keys:terrifiedhorrifyingcalmerexhausted

pletethetablewithwordsfromthestory.

Noun

Verb

Adjective

opposite K12精品教育资料

K12精品教育资料 Adverb

terror

toterrify

terrified/terrible

----

terrifyingly

safety

tosave

safe

unsafe

safely

clarity

toclear

clear

----

clearly

eadictionarytohelpyou.

experiencesatseaarenot

.In1977,japanesefishermencaughta

seacreatureintheirnets.It’s K12精品教育资料

K12精品教育资料 wastenmetersand,

forthefishermen,itwas

.Itsmelledverybadandtheythoughtitmightbe

,sotheythrewitoverboard.Becausethephotographsare

,

havebeenunableto

thecreature.

Step5Homework

writeacomposition:

Imaginehisbrotherdidn’tdie.onedaytheymetandhisbrothertalkedabouthisstory.

合集下载

Lesson4 Sea Stories-grammar学案

Lesson4 Sea Stories-grammar学案

Lesson4 Sea Stories-grammar学案

Lessn4 Sea Stries-graar学案

语法知识：定语从句

（一） 限定性定语从句

一、关系代词（在句中作主语、宾语或定语）

指人

指物

关系代词

h,h, that, hse

That, hih

二、关系副词（在句中作状语）

关系副词=介词+关系代词

表原因：h=fr hih

表地点：here=in/ at/ n/ hih (介词同先行词搭配)

表时间：hen=during/ n/ in/ hih (介词同先行词搭配)

（二）非限定性定语从句

非限定性定语从句的作用是对所修饰的成分作进一步说明，通常是引导词和先行词之间用逗号隔开，将从句拿掉后其他部分仍可成立

1 hih引导的非限定性定语从句说明前面整个句子的情况或主句的某一部分

2当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的，例如：

harles Sith, h as frer teaher, retired last ear 查理·史密斯去年退休了，他曾经是我的老师。

huse, hih I bught last ear, has gt a lvel garden 我去年买的的那幢房子带着个漂亮的花园。

This nvel, hih I have read three ties, is ver tuhing 这本小说很动人，我已经读了三遍。

3非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数，例如：

He sees nt t have grasped hat I eant, hih greatl upsets e 他似乎没抓住我的意思，这使我心烦。

Liquid ater hanges t vapr, hih is alled evapratin 液态水变为蒸汽，这就叫做蒸发。

最新-高中英语 Unit 7 Lesson4《The Sea sea stories》教案1 北师大版必修3 精品

最新-高中英语 Unit 7 Lesson4《The Sea sea stories》教案1 北师大版必修3 精品

1 / 2

Lesson 4 Sea Stories

Teaching 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 speculation

Teaching difficult and main points:

To master the wordbuilding.

To use the linking words.

Teaching aids:

CAI

Teaching procedures:

Ⅰ.Warm up

TolookatapicturesofTitanicthenraiseaquestion:.HaveyouseenthefilmTitanic?Wheredid the story happen?

Ⅱ. Speaking

Work in groups of four to discuss the two questions: Have you seen any other

films about thesea? What did you think of them? Tell your classmate.

Ⅲ. Pre-reading

Look at the key words and find them in the pictures.

SeaStories教案

SeaStories教案

Unit 7 The Sea

Lesson 4 Sea Storie教案

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 paragraph, paying attention to the linking words. e.g. one day, suddenly, in the e—nd

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.

《Unit7Lesson4Seastories》教学设计

《Unit7Lesson4Seastories》教学设计

《Unit7Lesson4Seastories》教学设计

《Unit 7 Lesson 4 Sea stories》教学设计

主题语境：人与自然（自然灾害、安全常识与自我保护）

语篇类型：记叙文（短篇小说改编） 授课时长：1课时

教材分析

本课是一篇关于Sea Stories的记叙文。该文改编自埃德加爱伦坡（Edgar Allan Poe）的短篇小说《莫斯肯漩涡沉浮记》（A Descent

into the Maelstrom），讲述了一个年轻的渔夫出海捕鱼的故事。全文共三段，以时间的发展布局，但未按正确的顺序排列，学生需要通过图片，段落中的连词学习排序（sequencing）的阅读策略。

本单元的话题是“The sea”。在学习本课之前，学生通过前三课中阅读文本及听力文本的学习，了解了有关北欧海盗发现美洲大陆、海洋环境保护及一个水族馆（海底世界）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，学生将通过阅读一则发生在海上的故事，学习使用新的阅读策略获取和组织信息。通过学习，学生亦能够明白遇到困难应该沉着冷静，细心观察周围可以利用的东西，提高他们解决问题的能力。

学情分析

授课对象为我校高一8班学生。该班学生整体外向、开朗，但大部分学生英语基础比较薄弱，学习英语的热情不高，存在词汇量小、阅读速度慢、口语表达能力弱等问题。虽然大部分学生能够用英语简单提取、处理信息，但只有少部分学生能够用英语清晰地表达自己的观点。整体来看，学生在运用英语连贯地描述事件、理解和整合知识、以及批判评价方面的能力都比较欠缺。

教学目标

经过本课的学习，学生能够：

1.使用阅读策略对文章进行排序,提取语篇大意，梳理文章结构；

2.基于自主学习与小组合作学习，进一步梳理和整合所读的文章信息，对文本从不同角度进行分析和深度解读； 3.基于所读文本，发表个人观点。