安徽省合肥市长丰县实验高级中学高中英语必修三：Unit7,第四课教案

　长丰县实验高中 2016 6 ~2017 7 学年第二学期高一年级英语学科

　备

　课

　教

　案

　备课教师：

　陶爱民

　李庆友

　孙巧丽

　Content

　Theme

　 Unit 7 Lesson 4 Sea Stories Innovation Teaching objectives (1) To read sections of a story and sequence then use prediction strategies and linking words. (2) To use linking expression related to time and sequence.

　(3)To use word building techniques to form nouns, verbs, adjectives and verbs.

　Difficulty and Importance Students may be unfamiliar with activities in which they have to sequence tests. If so, they can work in pairs.

　T T eaching aids Dictionary、computer and cassettete

　Teaching procedures

　 Teaching procedure: Step 1. Leading-in

　 Let Ss discuss the films listed, saying what they are about and giving their opinions of them. Then discuss any other films in which the sea is important

　Titanic, Water world, Jaws, The Piano, Treasure Island, The Day After Tomorrow Example: I’ve seen Jaws. It’s about a dangerous shark. It’s very frightening.

　 And then let Ss look at these words below in the pictures:

　barrel, cloud, fisherman, fishing boat, moon, wave, whirlpool Step 2. Read to learn

　Ⅰ.Reading Strategies: sequencing

　 1. 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 words. They often help you decide the order of events, e.g. one day, suddenly, in the end.

　 3. Decide a possible order for the paragraphs.

　4. Read them in that order to see if the story makes sense.

　 Use the strategies to put the paragraphs in correct order: B

　A

　C Ⅱ. Let Ss 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 the same? 5. Why did his old friends not recognize him? Ⅲ. Language points:

　 1) All at once, the sky was covered with dark clouds and in less than a minute we were in a terrible storm.

　 all at once = suddenly

　突然；忽然

　 be covered with… 被……覆盖着(通常指被具体的事物覆盖)

　e.g.

　The dishes were covered with a piece of cloth.

　 be covered by…

　被……覆盖着(通常指被笼统的或数量大的事物覆盖)

　 e.g.

　Most of land is covered by water 2) In the end, a boat picked me up.

　 pick up = collect

　救起，捡起，拾起

　 e.g.

　Pick up the pieces of paper on the floor, please.

　pick up = learn, get something

　 学到,听到,获悉

　 e.g.

　He picked up English while working in America.

　 See if you can pick up anything about the future plan.

　 pick up = let somebody into a vehicle

　搭载;得病 e.g.

　I am now at the school gate. Can you come and pick me up to the park? Don’t travel to that area, or you may pick up bird flu. Ⅳ. Do exercises 6. Read the words to the class and ask them what function these words have. (They all give information about time or sequencing .) Ss work individually completing the text. They can compare answers with their partner before checking the answer. Step 3. vocabulary: Word building

　 ⅠDivide Ss into three groups. Each group studies one section of the story to find words describing feelings. And then, the groups report back to the class and the words are written on the blackboard.

　 Ⅱ. Let Ss study the table and see if they can guess what the other forms of the word are. Then, they can read the text and see if their guesses are right. At last, do exercise 9. Step 4. speaking

　As a whole a class, discuss ideas for each of the four situations, eliciting as many suggestions as possible. Then, Ss can report back to the class and Ss can decide which is the best action for each of the situations. Answers: uncommon, length, luckily, dead, unsafe, unclear, scientists, unable. Step5. Homework

　 Write a story containing all the linking expressions: one

　day, then, suddenly, when, afterwards, in the end.

　Blackboar d Design

　 Teaching reflection