北师大版高中英语必修三Unit 7《Lesson 1 The spirit of explorers》 教案 2
1 Unit 7 THE SEA
Lesson 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 to
b: Structural content of connective words to introduce relative clauses
Connectives Meaning Function
when showing time Attribute a word showing time and
join two sentences
where showing places Attribute a word showing places
and join two sentences
why showing reasons Attribute a word showing reasons
and join two sentences
“preposition +
which/whom” showing places, time ect
according to the context Attribute a word showing reasons
and join two sentences
2. 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 between
2 their usages.
Teaching procedures & ways教学过程与方式
Step I Check homework
Activity one: Paraphrase the words
T: 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-day
7. set sail 8. according to 9. have sb agree to do sth 10. say sorry to
Key: 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. apologize
Activity two: Group the words
T: 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:
Sea sports
surfing, windsurfing, water skiing, swimming, boating, fishing, sea diving, sailing
Activity three: Structure summary
T: 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:
Paragraph function Paragraphs Content
Opening paragraph Para 1 Introduction
Developing paragraphs Para 2-Para 6 2 voyages
Conclusion paragraph Para 7 Meaning
StepⅡ Revision
Activity one: Translation
T: In Unit 6 we have learnt Relative Clause and the usage of the relevant words: that, which, who,
3 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。
2. 在埃里克·雷德登上格林兰岛后不久，一个叫比阿尼的人就从冰岛起航寻找埃里克·雷德一行人。
3. Leif南航到一个现被称为纽芬兰的岛上。
4. 我们是从几个世纪的记录中知道埃里克·雷德和赖伊夫的故事。
5. 它们是我们知道欧洲人到达美洲的第一个记录。
Key:
1. The Vikings were a group of people whose ancestors came from Scandinavia.
2. Not long after Eric the Red had landed in Greenland, a man who was called Biarni set sail from
Iceland in search of Eric’s party.
3. Leif sailed further south to a island which is known as Newfounland.
4. We know about Eric the Red and Leif’s deeds through stories which were written down
centuries later in Norway and Iceland.
5. They are the first records that we have of Europeans sailing to America.
Step III Presentation
Activity one: Distinguish and make judgment
T: Read the two sentences from the text and work out if the italic words “where” introduces a
relative clause and what it refers to.(activity 7)
Let the Ss read the two sentences and know that “where” introduces relative clauses and they
separately refer to “Europe” in the first sentence and “the place” in the second sentence.
T: Read the four sentences of activity 8 on page 9 and decide which words in italic refer to time
or reason.
The Se read the four sentences and make decisions.
Activity two: Understand the form of “preposition + which/whom”
T: Read the four sentences from the text and decide what these words “preposition +
4 which/whom” refer to and refer to the learning resources on page 92. Then understand the
function of the forms.
Ss: These forms are used as connectives to join the two simple sentences together. They are also
connectives.
Activity three: Summary
T: “When, where, why” are important connectives to introduce relative clause. It is the same with
“preposition + which/whom”. Therefore, it is important to understand their function and
meaning. The following chart will help you understand their function and meaning.
Let the Ss look at the chart and get a structural understanding of the usage of these connectives.
Structural content of these words:
Connectives Meaning Function
when showing time Attribute a word showing time and
北师大版高中英语 必修3 Unit 7 Lesson 1 The spirit of explorers教学设计
第1页/共9页 课堂教学设计表
课程名称 The Spirit of Explorers 设计者 单位（学校）
授课班级 高一 . 13班
章节名称 Unit7 Lesson1 The Spirit of Explorers 学时 1
学习目标 课程标准：
普通高中课程标准实验教科书
《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发||，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径||，发展学生的综合语言运用能力||，使语言学习的过程成为学生形成积极的情感态度、发展思维能力、提高跨文化意识和形成自主学习能力的过程||。
在英语教学过程中||，应以形成性评价为主||，强调学生在学习过程中的表现和成就||。要使评价在培养和激发学生的学习积极性和自信心等方面起到积极的作用||。
本节（课）学习目标：
知识和能力:
■1. master some words and expressions about sailing in the text.
■2. read the text for general and specific information.
■3. know some information about Viking voyages.
■4. talk about explorers and their spirit. 第2页/共9页
过程和方法:
(1)认知策略:通过图片、标题等预测文章内容||，根据上下文
猜测词义；
(2)资源策略:通过多媒体||，拓展知识||，丰富并培养学生的自
学能力；
(3)交际策略:通过言语交流||，培养学生的合作精神；
(4)调控策略:合作完成各项任务||，分享、体验探究过程和方
法||，增进对英语探究学习方法的理解||。
高中英语Unit7TheSeaLesson1TheSpiritofExplorers检测北师大版必修3
高中英语专题
Warm-up & Lesson 1 The Spirit of Explorers
课后篇巩固探究
一、根据句意及首字母提示补全句子,使句子完整正确
1.I’m f of walking home alone in the dark.
答案:frightened
2.I must a for not being able to meet you.
答案:apologise
3.I have a that one of my staff will meet you at the airport.
答案:arranged
4.My mother felt pleased with herself because she had p my father to give
up smoking.
答案:persuaded
5.The basic causes are u ,although certain conditions that may lead to cancer
have been discovered.
答案:unknown
6.Everyone in the class is expected to p in the discussion.
答案:participate
7.The school has only been open for six months,so it’s too early to e its
success.
答案:evaluate
8.Follow the footpath and you’ll e hit the road.
答案:eventually
二、用所给单词的适当形式填空
1.She decided (leave) on Sunday instead of Monday.
北师大版高中英语 必修3 Unit 7 Lesson 1 The spirit of explorers教学设计 2
第 1 页 课堂教学设计表
课程名称 The Spirit of Explorers 设计者 单位（学校）
授课班级 高一 . 13班
章节名称 Unit7 Lesson1 The Spirit of Explorers 学时 1
学习目标 课程标准：
普通高中课程标准实验教科书
《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、发展思维能力、提高跨文化意识和形成自主学习能力的过程。
在英语教学过程中，应以形成性评价为主，强调学生在学习过程中的表现和成就。要使评价在培养和激发学生的学习积极性和自信心等方面起到积极的作用。
本节（课）学习目标：
知识和能力:
■1. master some words and expressions about sailing in the text.
■2. read the text for general and specific information.
■3. know some information about Viking voyages.
■4. talk about explorers and their spirit.
过程和方法:
(1)认知策略:通过图片、标题等预测文章内容，根据上下文
猜测词义；
(2)资源策略:通过多媒体,拓展知识,丰富并培养学生的自
学能力；
(3)交际策略:通过言语交流,培养学生的合作精神；
(4)调控策略:合作完成各项任务，分享、体验探究过程和方
法，增进对英语探究学习方法的理解。
情感态度和价值观:
1. Skim the text when we want to get general idea of what it is about. 第 2 页 2. Scan the text to get some information about the Spirit of Explorers.
高中英语 Unit7 lesson1 the spirit of exploers学案 北师大版必修3
用心 爱心 专心 - 1 - Lesson 1The Spirit of Explorers辅导学案
本单元考查了同意和不同意（Agreement and disagreement）以及意愿和希望（intentions and
wishes）
1． Agreement and disagreement
常用语：
Certainly./ Sure. / Of course.
No problem.
Yes, please.
Yes, I think so.
That’s true.
All right. Ok
That’s a good idea.
I agree with you.
I agree to your plan.
I agree to help you.
I agree that this is a good plan.
Disagreement:
No, I don’t think so.
I’m afraid not
No way.
I’ m afraid I really can’t agree with you
I really don’t think so
I think/believe/ hope not.
I’ m afraid you are mistaken.
2． Intensions and wishes
①. I’m going to start next week.
I intend/mean/plan to start next week
I will do it myself.
I feel like going out for a week. 用心 爱心 专心 - 2 - I’d like to go out go for a walk.
I don’t want/hope to go with you.
I’m not ready to go with you.
北师大版高中英语必修三Unit 7《Lesson 1 The spirit of explorers》 教案 3
1
第一课时
Teaching aims:
①. to get to know the story and spirit of the sea explorers
②. to practise reading for specific information
Teaching difficult and important points:
to improve the students’ reading skill
Teaching procedures:
Step 1 Warm-up
Which of the following people do you think arrived in America first?
a)Christopher Columbus
b) Ancient Greeks
c)Chinese sailors
d)Vikings
Step 2 Before-reading
Find Chinese names for these places on page110.
Scandinavia ,Iceland ,Norway,Greenland,Newfoundland
Step 3 While-reading
First-reading
Read the passage .Then complete the table below about the Vikings’three major discoveries.
When? Who? What? How?
Second-reading
Listen to the tape and then read the text again and answer the following questions
1 .Why did Erid the Red leave Iceland?
2. Who was Biarni looking for when he was blown to an unknown land?
【教育资料】北师大版高中英语 必修3 Unit 7 Lesson 1 The spirit of explorers教学设计学习专用
教育资源
教育资源 课堂教学设计表
课程名称 The Spirit of Explorers 设计者 单位（学校）
授课班级 高一 . 13班
章节名称 Unit7 Lesson1 The Spirit of Explorers 学时 1
学习目标 课程标准：
普通高中课程标准实验教科书
《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、发展思维能力、提高跨文化意识和形成自主学习能力的过程。
在英语教学过程中，应以形成性评价为主，强调学生在学习过程中的表现和成就。要使评价在培养和激发学生的学习积极性和自信心等方面起到积极的作用。
本节（课）学习目标：
知识和能力:
■1. master some words and expressions about sailing in the text.
■2. read the text for general and specific information.
■3. know some information about Viking voyages.
■4. talk about explorers and their spirit.
过程和方法:
(1)认知策略:通过图片、标题等预测文章内容，根据上下文
猜测词义；
(2)资源策略:通过多媒体,拓展知识,丰富并培养学生的自
学能力；
(3)交际策略:通过言语交流,培养学生的合作精神；
(4)调控策略:合作完成各项任务，分享、体验探究过程和方
法，增进对英语探究学习方法的理解。
情感态度和价值观:
1. Skim the text when we want to get general idea of what it is about. 教育资源
高中英语 Unit 7 lesson1《the spirit of exploers》教案2 北师大版必修3
Chapter3.The weird world of plants-grammar
一、章节分析
（一）综述
本章节主要语法---形容词和副词的比较结构在牛津英语中出现两次: 本课和高二（上）第二课。本课主要介绍副词的比较结构；高二（上）第二课主要介绍一些不规则的形容词和副词的比较级和最高级形式， 复习as…as 结构，并且补充了一些修饰比较结构的副词，如，a bit,
much, a little, a lot, rather, far。故本课不仅要介绍课本上副词的比较机构，还应适量扩展形容词和副词的用法。
（二）目标
学习形容词和副词的比较结构。
（三）教学方法
口语情景教学法( 教师创设情景，学生主要通过口语训练达到对语言知识的掌握)
（四）重点和难点
1 简单总结一些形容词和副词的比较级和最高级不规则变化形式。
2 细讲比较结构和句型。
3 把比较级和最高级结构运用于实际生活中。
4
二、教学设计（Teaching Designs）
教学内容 教学实施建议 教学资源参考
Lead –in 让学生找出课文中含有比较结构的句子，分析比较它们的不同点，引出正题：比较级。
介绍比较级结构的特点。（见链接1） 《华师大一课一练》
Practice 教师列出学生熟悉的两样或三样以上活动或事物，如：watching TV/going to the movies; a plane/a train，a
kangaroo and a tortoise等，用比较结构比较两样事物或活动。
从报纸或杂志上收集一些同类品牌汽车广告、旅游景点等信息，让学生用比较结构分析说明自己的选择，并编一个对话，向朋友推荐该汽车或旅游景点。
用比较结构翻译句子。 Exercises and
homework 写作：给学生两个选择，如出国留学和在国内大学求学，从几个方面，例如，学费、人文环境、自理能力等比较说明自己的选择。
北师大版高中英语必修三Unit 7《Lesson 3 The Sea World》教案 3
1 Unit 7 THE SEA
Lesson 3 The Sea World
教学设计
Teaching goals 教学目标
1. Target Language语言目标
a. Important chart
Comparatives
Form Meaning
同级比较 A …as+ adj+as…B A equals B
比较级 A …comparative form +than … B
A …not +as+ adj+as…B A is not equal to B
最高级 A …the + super form…B A is super in a certain range
b. Important special forms of comparison
Special usage of comparison
Structures Meaning
The + comparative form…, the + comparative form… 越……，越……
A ＋ Negative + comparative form A是最高级
A…twice/3 times + as + adj + as…B A是B的几倍
A…twice/3 times + comparative form + than…B A比B（大、高……）几倍
2. Ability goals 能力目标
Help students master both the meaning and forms of different comparatives and enhance their
understanding these usage in the context.
3. Learning ability goals学能目标
Learn to use different forms of comparative forms to make sentences and understand the usage
【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 Sea
Lesson 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 and
opinions.
2. Students may have trouble choosing the most appropriate prepositions
to go with their relative pronouns.
北师大版高中英语必修三Unit 7《Lesson 3 The Sea World》教案 1
- 1 - 2015-2016学年北师大版 必修3 Unit 7 The sea Lesson 3 The Sea World教案
一 ：教材分析
1．本课所在单元的主题 The Sea 主要是介绍了一些关于海洋生物和海洋环境保护的知识。
2．本课The Underwater World 是本单元的第三课，是一节阅读课。主要是阅读一本关于海洋世界的小册子。
3．本课主要是让学生认识什么是旅游小册子， 为后面的交际写作课做好铺垫。本课的内容比较少，但是很零散。
二． 学生分析
1．学生在前面的课文中已经获得了一些关于海洋的相关知识和词汇。
2．学生对海洋生物都很感兴趣。
3．高一学生已初步具备一定的从语言材料中获取信息的能力。
三． 教学目标
基于《课程标准》：“ 注重提高学生用英语进行思维和表达的能力；形成跨文化交际意识和基本跨文化交际能力。”这一要求，达到以下教学目标:
1.语言知识目标：
a.使学生掌握关于海洋生物的单词。 penguin shark coral polar bear
acrobatic seal crab dolphin iceberg
b.掌握旅游小册子的基本结构
2. 语言技能目标：
a. 使学生能从语言材料中获取重要的信息。
b. 使学生能够将所获得的信息用自己的语言表达出来。
c. 使学生能够利用所学知识将课文知识变成对话。
3. 情感态度目标：
a. 培养学生对大自然，对海洋的兴趣。
- 2 - b. 提高学生的环保意识。
4. 学习策略目标
a. 训练学生略读和精读的能力
b. 培养学生用英语交流的能力。
c. 培养学生重组知识的能力。
5. 文化意识目标
使学生会用英语介绍一个海洋世界的基本情况，从而提高学生的跨文化交际能力。
三．教学思路
由于这篇课文内容比较零散，如果按照课文所设计的步骤来上的话会比较枯燥，无法引起学生的兴趣。所以我决定以用情景教学的方法来组织这节课。首先通过介绍几个新朋友即奥运吉祥物福娃给学生，然后以福娃想参观海洋世界，但又苦于没有导游为主线来组织课堂。让学生当导游，然后一步步把阅读练习贯穿于每一个活动中。最后再让学生将获得的信息编成一个对话，做一个真正的“导游”。