高中英语北师大版必修三Unit7TheseaL4SeaStories
What key words will you use? Linking words?
Sequencing
The plot of paragraph A
C. We went nearer and nearer to the horrible edge of the whirlpool. F. We went over the edge edge. A. The boat was on the inside of the whirlpool and was going round in circles. D. While circling, I saw a lot of things in the whirlpool whirlpool. B. I noticed that the heavier objects went down more quickly. E. I tied myself, dived into into the the sea sea and escaped.
Sequencing
Sequence the plot(故事情节) of paragraph B.
A.Then an enormous (big) wave covered our boat and my younger brother fell into the sea. B. One day, my two brothers and I were coming back from fishing.
*
1. Read the text repeatedly;
2. Finish exercise 6,8,9 on page 15;
Thank You
His historical position
• He is one of the most famous American poets, fictionists（小说家） and literature(文学) critics （评论家）. • He is one of the forefathers of detective（侦探的 ） story, science fiction（小说）, horror fiction, and the master of short Gothic（哥特的） story. • He has profound influence on many writers such as Conan Doyle(柯南.道尔)
A
Reading
Read to learn the reading strategies —sequencing(按顺序排列) on P.14
sequencing
pictures
linking
make sense
Sequencing
Sequence the order of the paragraphs.
C. After that, we were going in the direction of the whirlpool.
D. All at once, the sky was covered with dark clouds and in less than a minute we were in a terrible storm.
3. Why did the writer tie himself to a barrel? C A.He did that to save his brother. B.There was only a barrel in the whirlpool at that moment. C.Lighter objects like a barrel went down more slowly. D.His brother told him to do so.
哥特式小说（Gothic fictions）
• 哥特小说属于英语文学派别，是西方通俗 文学中惊险神秘小说的一种。一般被认为 随着贺瑞斯· 华尔波尔的《奥特朗图堡》而 产生。 • 哥特小说可以说是恐怖电影的鼻祖，它使 我们今天习惯地将其与黑暗、恐怖联系在 一起。 • 显著的哥特小说元素包括恐怖、神秘、超 自然、厄运、死亡、颓废、住着幽灵的老 房家族诅咒等
It sinks to the bottom of the sea. v.
sank
What happens to the boat?
Vocabulary
How does he feel? He feels terrified. adj.
terror terrify
n. vt.
Vocabulary
*
one day ; all at once ; then; after that
*
* nearer and nearer to * over the edge. * on the inside of the whirlpool * in the whirlpool * went down * into the sea
True (T) or False (F). F 1. The writer is an old man. ____ 2. The writer and his brothers were T trapped in the whirlpool. __ 3. The writer tried his best to tie himself T to a barrel to help him float. ___ 4. The writer and his brothers caught no F fish that day. ___ 5. At last the writer escaped, but his T brothers didn’t. ___ 6. Some fishermen jumped into the sea and F saved the writer and his brothers. ___
How can he escape (save himself)?
He escapes with the help of a
barrel.
n.
About the author
埃德加· 爱伦· 坡(Edgar Allan Poe)(1809~1849)， 19世纪美国诗人、小说家 和文学评论家，美国浪漫 主义思潮时期的重要成员。
B
at that moment; suddenly
A
about three years ago
in the end
C
*
*Passage B:
about three years ago, one day, all at once *Passage A: at that moment, suddenly, moment after moment *Passage C: some time after, soon afterwards, then, in the end
M3 U7 LESSON 4
Sea Stories
Vocabulary
What is this? This is a whirlpool.
n.
Vocabulary
What is the boat doing on the sea?
It is
floating on the sea. v.
Vocabulary
2. Why did the boat go towards the whirlpool? B A.They drove it towards the whirlpool to save the writer’s younger brother. B.The wind and waves were in that direction. C.They wanted to go to safer places. D.Nothing could save them.
Sequencing
The plot of paragraph B
B. One day day, my two brothers and I were coming back from fishing.
D. All at once, once the sky was covered with dark clouds and in less than a minute we were in a terrible storm. A. Then an enormous (big) wave covered our boat and my younger brother fell into the sea.
4. Why didn’t his brother do the same? A.He was too frightened. B.He thought it was dangerous to do so. C.He had no time to do so. D.He wouldn’t leave the boat.
1. Why did the writer’s younger brother fall into the sea? C A.He fell into the sea by accident. B.He jumped into the sea in order to survive. C.He was washed overboard by an enormous wave. D.He wanted to save his brother.
唯我留存——向爱伦坡《大漩涡底余生记》致敬
夜晚登上悬崖 挪威海岸银白的浪花 老人风中飘动的白发 莫斯柯叶岛依然在那 纪念他的牵挂
老人的声音压抑 慢慢把往事回忆 混浊的眼中洋溢 挥之不去的寒意 兄弟三人出海 七月洋面泛着粼彩 意料之外 邪风吹来 漆黑阴霾 彤云古怪 断裂的桅杆 和弟弟一起坠入大洋
英语：Unit7lesson4seastories说课课件(北师大必修3)
I ・The analysis of the teachingmaterial1 .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 Iesson4, 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 touse 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 mind, 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 remembervarious 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 wordbuilding 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 inteachingStudents may be unfamiliar with activities in which they have to sequence text and have problems analyzing some sentence patter ns. So it is im porta nt to encourage them to make prediction according to the context.n.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 in dependent 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 oromote the students'The analysis of teachingmethodsSenior 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 proceduresHow to present the students the lesson is basically shown in the fourth part, Teaching procedures, I divide the whole process into five steps.Step1」ead 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 I present them with some pictures and enable them to answer the questions just like the following:would you please name the following films?摩&what the stories are about?/•3 DIC APRIOWmESCREErr ■・TANIWlNhJLR OF II ACAULMY AVVARIDS^ LSiCIUDIW； BEST PICTURE■Names : Jaws Titanic■The 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 studentsinterests to the sea stories ,then it istime for me to introduce the topic of this lesson, sea stories. To start with , I' dlike to develop the students ability ofprediction with the pictures beside theparagraphs and make up a word bankdescribing the pictures on their own . Words Ba* for example,Nouns: sea ,whirlpool, barrel, brothers, Adjectives : violent, flat, clear, shining Verbs : escape, tie…to…・，Step 3 Fast readingStudents are required to find out the mainidea of the text as well as putting the threeseparate paragraphs into right order in ashort time.task one:Have students read the three paragraphs3pay close attention to the linking words, for example :one day, suddenly, all at once, some timeafter, soon afterwards, 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, shining，enormous, clam, terrible …Verbs : 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 wordbuilding 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 themproperl y.Excisei True or Falsewasn' t1・ The writerjias. an old ma n・p 2. In the whirlpool, only the writersurvived. Both of his two brothers died・丁Exerse2 fill in the blanks below with these words from the textafterwards in the end one day suddenly then when(1) One day in 1964, Robet Le Serrec was sailing near the coast of Pacific Islands of Oceania (2) when he decided to stop near an island.■ 3. Exercise Complete the table with words from the story, which aims to draw students' attention to the different forms of the same word, enrich theirvocabulary , achieve a better understanding of the words and use them in the appropriate linguistic contexts ・nguage points:new words and expressions:e.g. make sense 有意义，说的通what he said really made sense.useful grammar :(we have talked a lot about non defining relative clause during the last lessons)， therefore it is no longer as the importance in this less on):e.g. r ve never been in Beijing, which is the capital of chinaStep6 Discussion■Retell the story with the help of the following words: one day, suddenly, soon afterwards, in the end....■group works to discuss the question: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.。
高中英语(北师大版必修3)同步课件：Unit 7 The seaL4 Sea Stories( 2014高考)-文档资料
once more / once again once or twice at once
1)When the meeting was over, he left the room _____________. 2)Would you please say it ___________ ? 3)I made the same mistake______________ .
漩涡 n. 漂、浮 vi. 沉没 vi. 可怕的 adj. 恐惧 n. 令人感到恐惧 vt. 逃脱 vi 圆桶 n.
Vocabulary
He escapes with the help of a barrel.
2.survives
1. Few buildings survived the fire. 2. There was only one survivor from/ of the plane crash.
Self-learning
• 1. on the edge of the whirlpoo•l 1. 在漩涡的边缘
• 2. be adapted from
• 2. 节选自...
• 3. in the direction of 覆盖
• 5.把...系在... • 6. 沉到漩涡底中
4. 被• ..3.. 朝着...方向 • 4. be covered by/with • 5.tie...to... • 6. sink into the bottom of the
Sequencing
The plot of paragraph B
B. One day, my two brothers and I were coming back from fishing.
北师大版必修三Unit 7 Lesson 4 Sea stories reading 课件
A sea story by Edgar Allan Poe
Pre-reading
What can you see in the following pictures?
北师大版 Book 3 Unit 7 The Sea
Lesson 4 Sea Stories
The story of the Titanic
What were the reasons for the sinking of the Titanic ?
On April 10, 1912, the Titanic , which was the world’s largest and most luxurious one at that time started her first trip to New York. She was touted as the safest ship ever built, so safe that she carried only 20 lifeboats.
Text lighter ones. So I tied myself to a _b_a_r_r_e_l A to help me__fl_o_a_t_. I tried to make my elder
brother understand but he was _te_r_r_i_fi_e_d__ and stayed in the heavy boat.
Q: Why did his old friends not recognize him? Because those six hours of terror had broken his body and soul, and his hair was white, not black.
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
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 upTolookatapicturesofTitanicthenraiseaquestion:.HaveyouseenthefilmTitanic?Whe redid the story happen?Ⅱ. SpeakingWork 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-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 picturesthe 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 the 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精品推荐强力推荐值得拥有。
北师大版高中英语必修三 Unit7 Lesson 4 Sea Stories教案设计
Unit 7 The SeaLesson4 Sea Stories【Teaching aims】1. Students can read sections of a story and sequence them, using prediction strategies and linking words.2. Students can use linking expressions related to time and sequence.3. Students can talk about and give opinions of films.【Important and difficult points】1.To master the word building.2.To use the word.【Teaching Procedures】Step 1 Pre-readingDo 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.)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 order to see if the story makes sense.Step 3 Post-readingTrue or False.1．Writer can keep calm when he is in 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 heavy boat because he thought it was better to stay there. Keys: TTFFFEx.3 Use the strategies to put the paragraphs A, B and C in the correct order.Keys: BACEx.4 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.Ex.5 Collect answers from students.Ex.6 Complete the sentences below with these words from the text.afterwards, in the end, one day, suddenly, then, when(1) In 1964, Robert 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 Unit7 Lesson4《The Sea》Sea Stories课件4 北师大版必修3
Decide a possible order for the paragraphs.
so they threw it overboard. Because the
photographs are ___u_n_c_le_a_r___( clear), _s_c_i_e_n_ti_s_ts__( science) have been unable to ______id_e_n__ti_fy_ ( identify) the creature.
4. Why didn’t his brother do the same (At the end of Para. A) His brother didn’t tie himself to a barrel
because he wasFra bibliotekterrified and stayed in the heavy boat 因为他十分恐惧，呆坐在沉重的木船里。
Read them in that order to see if the story makes sense. 有意义，能理解；
合理，有道理，讲得通
Ex.4 Read the story again and answer these questions.
1.Why did the writer’s younger brother fall into the sea?
2. you are snorkeling and you see a very old boat at the bottom of the sea.
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.