北师大版高中英语 必修3 Unit 7 Lesson 1 The spirit of explorers教学设计
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 i nformation 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.2.Scan the text to get some information about the Spirit of Explorers.3.Individual pair or group work to make every student work in class.4.Let students learn the explorers' spirit of exploration and cultivatetheir initiate consciousness.学生特征1.学生年龄特点，和对学科学习的情感表现：学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢把语言学习与自己的现实生活和兴趣联系起来。
2.学生语言知识和技能：学生对本课话题The Spirit of Explorers已具备一定的背景知识；况且在上一节课，学生已经了解了一些相关的内容及词汇,这些都有助于语言活动的开展。
但是要用英语进行思维和表达，还有一定的难度。
3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。
学习目标描述知识点编号学习目标具体描述语句3---13---23---3知识与技能目标：过程与方法目标：情感态度价值观目标：学生通过图片、网络、教师引导和解说，阅读课文，筛选信息，并对信息进行整理和重组，以书面或口头交流的形式，实现相关知识的建构。
教师通过合理使用网络课件，帮助学生完成对Unit 7 Lesson 1TheSpirit of Explorers中课文整体理解的任务，并通过话题讨论，提高学生语言运用能力，同时培养学生的阅读技能。
A培养和提高学生的阅读技能，着重培养学生用英语获取信息、处理信息、分析问题和解决问题的能力。
B进一步发展学生听、说、读、写综合语言运用能力。
C鼓励学生发挥创新精神，把所学知识运用于实践中。
了解中、西方海洋探险以及探险家的事迹；学习探险家勇于探索的精神，培养开创意识。
项目内容解决措施教学重点1. To practise reading forgeneral and specificinformation.1、教师引导、学生利用资源，讨论、小组合作完成预设阅读任务；2、跳读、快读、细读、诵读，掌握不同的阅读技能。
课程名称The Spirit os Explorers 设计者李彦单位（学校）汤阴县第一高级中学授课班级高一. 11班教学知识点编号学习目标媒体类型媒体内容要点教学作用使用方式所得结论占用时间媒体来源2.To learn some informationabout Viking voyages.3.To talk about explorersand their spirit.教学难点1.Students may havedifficulty expressing theirideas and opinions.2. Students may have troublein talking about explorersand their spirit.话题表达观点操作办法：教师（提示关键词）—小组讨论（合作学习）—教师给予帮助（组员互学互帮，选出代表）—小组汇报（展示成果、体验成功）。
媒体（资源）的选择3---13---23---3 语言能力目标：能力目标：情感目标：Multi-mediaLead-in新课导入Have aguessinggame(郑和、JamesCook、ChristopherColumbus)Teachingtasks教学任务通过略读、跳读完成阅读任务；课后巩固练习（Fill in theblanks)DiscussionShowstudents’productionsA.提供事实，建立经验H.展示事例，开阔视野G.设难置疑，引起思辨B.创设情境，引发动机C.讲解—播放—概括；F.播放—讨论—总结B.设疑—播放—讨论利用猜谜游戏和图片吸引学生注意，激发学生思考和学习课文的兴趣。
有效复习巩固词汇、帮助理解课文内容。
加深对课文的理解，培养学生的阅读、语言综合能力。
巩固对课文的理解和重点知识的掌握。
学习探险家勇于探索的精神。
5分25分5分10分网上下载、自制自制下载自制①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.自定义。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H. 边播放、边议论；I.学习者自己操作媒体进行学习；J.自定义。
板书设计Lesson 1 The Spirit of Explorers I. Lead inΠ. Reading for informationШ. SummaryⅣ.Group discussionⅤ.Homework课堂教学过程结构的设计教学模式：探究型教学过程结构：↑教学内容和教师的活动媒体的应用学生的活动教师进行逻辑判断Class BeginsBackground informationTeacher’s help、supervision、evaluationHave a guessing gameReading strategies:skimming and scanning课件图片Students read and translate thewords and expressions together课件文字Skimming for general ideas andscanning for specific information课件文字Lead in 导入新课Summary：retell the textGroup discussionHomework知识点编号学习目标练习题目内容形成性练习12345Getthegeneralideaofthetext.Obtainsomespecificinformationfromthetext.Reading Comprehension IRead fast to find out which of the following people arrived inAmerica first?A. Christopher Columbus.B. Ancient Greeks.C. Chinese sailors.D. Vikings.Reading Comprehension IIRead the text quickly and match the headings.Para.1,2 About the VikingsPara.3 Biarni’s journey to GreenlandPara.4 Leif’s trip to NewfoundlandPara.5 About Eric the RedPara.6 ConclusionReading Comprehension III---True or False1. Eric the Red forced people to go to Greenland with himtogether.2. Biarni set sail from Iceland in order to find Eric’s party.3. Biarni was the son of Eric the Red.4. From the 8th to 10th centuries AD, the Vikings controlled theseas and coasts of Northern Europe.5. Leif sailed further north to an island which is now known asNewfoundland.Reading Comprehension IVRead the passage and complete the table below about the Vikings’three major discoveries. (P8 Ex.3)Reading Comprehension V1. Why did Eric the Red leave Iceland?2. Who was Biarni looking for when he was blown to an unknownland?3. How do we know about the Vikings?形成性评价1.针对课文所设置的任务，学生获取信息能力不错，可以看出学生通过自主学习已经基本理解了课文内容。
北师大版高中英语必修三Unit 7《Lesson 1 The spirit of explorers》 教案 2
Unit 7 THE SEALesson 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 tob: Structural content of connective words to introduce relative clauses2. 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 betweentheir usages.Teaching procedures & ways教学过程与方式Step I Check homeworkActivity one: Paraphrase the wordsT: 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-day7. set sail 8. according to 9. have sb agree to do sth 10. say sorry toKey: 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. apologizeActivity two: Group the wordsT: 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:Activity three: Structure summaryT: 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:StepⅡRevisionActivity one: TranslationT: In Unit 6 we have learnt Relative Clause and the usage of the relevant words: that, which, who,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。
最新北师大高一英语必修三unit7 全单元教案
Unit 7 The Sea教材分析I．涉及内容本单元内容主要围绕海洋展开，主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事。
II．教学目标1.知识目标：2.语言技能：3.情感态度目标：学习探险家勇于探索的精神，培养开创意识；培养环境意识，自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等，增强环境保护意识III．教学重点和难点1.教学重点：(1) 本单元的生词和短语(2) where, when, why, prep. + which/whom(3) 表示比较的形容词定语从句2.教学难点：(1)对海洋及环境保护话题的询问和要求做出恰当的反映(2)运用表达个人观点和见解的交际用语IV.教学计划：本单元分为六个课时：第一课时：Warm-up第二课时：Lesson 1第三课时：Lesson 2第四课时：Lesson 3第五课时：Lesson 4第六课时：Communication workshopV．教学步骤：Period 1 Warm-up1. learn the new words of this part.2. To arouse Ss’ interest in the sea.Teaching Procedures:Step 1. Leading-in:Show some pictures about the film: Finding Nemo.This is a story about sea. Show some pictures about sea and the animals in the sea.Step 2. Warming upExercise 1.Listen and match the four sea sounds with the photosExercise 2.Let Ss read the Key Words and discuss which activities they know, which they can guessand which they need to look up in the dictionary.In pairs, Ss discuss which activities they do and which they would like to do (or would not like to do) and where they could do them.The pairs report back to the class about what they would like to do and where.Ss see if there are any activities that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary.Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker use to describe their activity.Step 3. PracticeAsk Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2Lesson 1 The Sprit of ExplorerTeaching goals:1. To practise reading for specific information.2. To practise using relative clauses with when, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.Step 1. Leading-inLet Ss discuss who arrived in America first, using their knowledge from history class.a) Christopher Columbus b) Ancient Greeks c) Chinese sailors d)Vikings. And then let student discuss other people they know, who have lived or arrived in America.Let student guess the meaning of the words listed and find Chinese meaning on page 108. Then if possible, elicit more discussion about these places, such as location, climate, people and their lives.Step 2. Reading1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the text to find out about the Vikings’ three major discoveries.Get Ss to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can. In pairs, do Exercise 4 with the given questions and their own questions.Check the answer in class.Step 3.Words and phrases1. Do exercise 6 on page 92. Phrases:1) They achieved this long before Columbus ever set sail.早在哥伦布启航前，他们就已经到达那里了。
北师大版高中英语必修三-U7L1-The-Spirit-of-Explorers教学教材
Learn the names for places Greenland
Scandinavia Norway
Iceland
北美洲
欧洲
Newfound-
land
亚洲
非洲
斯堪的纳维亚 挪威 格陵兰 冰岛 纽芬兰
维京人的船是维京文化中重要的组成部分， 可以说维京人的一切都与他们的船有密切 联系。维京船制造的材料主要取自高大笔 直的橡树。维京船分为战船和货船两类。 战船较轻，船窄，灵活轻便，又很耐风浪； 而货船的船身又高又宽，船体也很重，在 波涛汹涌的大海中载重航行时可保持稳定。 两类船都有通常所说的弯曲船首，用一整 块完整的橡木精雕细刻而成。
Learn the names for places Greenland
Scandinavia N欧洲
Newfoundland
非洲
亚洲
斯堪的纳维亚 挪威 格陵兰 冰岛 纽芬兰
Before the class
You are supposed to be engaged in the mYaotueraiarel asnudppinoswedhatotebveereintgiasgtehdatinwtehaere dtIthmaiBh’sirdnaceaeunkttltdiesikepnrsirseiiagnacasyulgastosaibtivuesnnoienndutctongtiliooantginatsneesw,kts,ctbeh.inlenaWaaotsgtcttseretd,nviirvtnoeeeuerwconedtninstdonoswieeteasrevcrnssteeihtlrswrayaysanhattwdrahwiitoelneyrrcgdan tImht’ohdafaitnkltiIhkeesieyanmoyygu.oaautfbetoreoiulatolargikfeleetytaaoirncuntgiavsdreoeomnwaoecntttehievsivnerelgary.tyhwerord thtehanangtapIgasesadsy.i.ve notes. Write down what can make you feel or learn something. Better attention, better understanding of the material if you are actively engaged.
Unit 7 Lesson 1 Masterpie高中英语北师大版(2019)必修第三册
Unit 7 Lesson1 Masterpieces基本信息教材: 北师大版新教材课题：Art课型：读写课授课年级：高一年级教学背景分析【主题意义】本课是北师大版新教材高一英语必修第三册第7单元“Art”中的阅读课，语篇介绍三幅世界名画：《星空》《呐喊》《灯之王国》，属于“人与社会”主题语境中的“文学、艺术与体育”范畴里的“绘画建筑等领域的代表性作品和人物”主题内容。
其主题意义在于让学生学会从不同的角度鉴赏绘画艺术，包括创作背景创作灵感等；培养跨文化意识，领悟世界文化的多样性和丰富性，汲取优秀文化。
【主要内容】本节课的文本主要是关于三幅名画的介绍，描述了三幅不同风格作品的内容(Content)、创作者创作的灵感(Inspiration)和关于名画的评价(Comments)。
The Starry Night 创作于1889年6月，荷兰画家梵高。
画作表达的是窗外所见的景色---云，星星和月亮的夜空。
画作当时并不受欢迎。
梵高甚至认为这是一幅失败的作品。
这幅画作色彩运用很不平常。
世人认为可能是精神疾病影响了他的视觉。
The Scream 创作于1893，挪威画家蒙克。
画中有一个表情恐惧的瘦弱身影——嘴巴大张正发出强烈的尖叫声。
专家认为这个作品和引起他痛苦的心理健康问题有关系。
The Empire of Light创作于1953~1954，比利时画家马可利特。
同一场景画了27次。
画中是一座美丽的房子，房子里充满了灯光，外面却被黑暗包围。
画作来源于作家自己的思想和想法。
他认为艺术就是给观众带来震撼。
观众对画作感受不一。
三幅画有一个共同之处：每一幅作品都专注于艺术家对自然的诠释，尤其是天空的方面。
这三幅画都用明亮的颜色描绘天空，每一幅画的黑暗都体现出一种典型的特征。
文本描写的语言和词汇如下：The Starry Night:the massive circles of white and yellow racing across the skybeneath this amazing skya sleeping villagea dark, lonely treeThe Scream：A thin figure with an expression of fearwide open mouthlet out a powerful screamcover his earslook directly at the viewersset on a bridgea dark, stormy seaagainst a burning orange-red skyThe Empire of Light：A beautiful house lit by lightSurrounded by the darkness of nightAbove the house and the treea daytime sky full of brightness and soft white cloudsa mysterious scene【文体结构】本文是介绍画作的说明文。
北师大版高中英语必修3Unit 7 Lesson 1The Spirit of Explorers 教学课件(共28张PPT)
Unit 7 The Sea
Lesson One The Spirit of Explorers
Have a guessing game
Guess who “I” am according to my self-introduction .
I was born in what is now Yunnan Province in 1371. From 1405 to 1433, I led seven expeditions, visiting more than 40 countries. I am the most important Chinese adventurer of all time and one of the greatest sailors the world has ever known.
Christopher Columbus
I was born in 1451. I was a Spanish sailor. I believe that the earth is round.From 1492 to 1502, I made four voyages.I was the first European to reach America.
Review
Read and translate the words and expressions together.
spirit
n.精神
explorer
n.探险家
sailor，北欧海盗
voyage
n.航海，航空
set sail
启航
ancestor
n.祖先，祖宗
Discuss the spirit of the explorers
北师大版高中英语 必修3 Unit 7 Lesson 1 The spirit of explore
媒体 媒体内容要 教学
类型
点
作用
使用 方式
所
得
结
论
占用 时间
媒体 来源
第3页
媒 3---1 体 〔 资 源 〕 的 选 择
语 言 才 Multi-m Lead-in A.提供事 C.讲解—播放—利用猜谜游戏 5 分
能目的： edia 新课导入 实，建立 概括；
和图片吸引学Βιβλιοθήκη Have a 经历 H.展
2.To learn some information
about Viking voyages.
3.To talk about explorers
教学难点
and their spirit.
1.Students may have difficulty expressing their ideas and opinions. 2. Students may have trouble in talking about explorers and their spirit.
three major discoveries. (P8 Ex.3)
5
Reading Comprehension V
1. Why did Eric the Red leave Iceland?
2. Who was Biarni looking for when he was blown to an unknown
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1页
2. Scan the text to get some information about the Spirit of Explorers. 3. Individual pair or group work to make every student work in class. 4. Let students learn the explorers' spirit of exploration and cultivate
北师大版必修三-Unit-7-The-sea-Lesson-1-The-Spirit-of-Expl
北师大版教材Module 3 Unit 7 The sea教学设计Less on 1 The Spirit of Explorers Teach ing Aims:1. To practise reading for specific information.2. To practise using relative clauses with whe n, where and why.3. To practise using relative clauses with prepositi ons and relative pronouns.4. To review and con solidate the relative pronouns.5. To talk about explorers.Teach ing difficulties:To practise using relative clauses with whe n, where and why.Teach ing Aids: computer and cassette.Teach ing procedures:I. Warmi ng up (5 分钟)T: Today we're going to study un it 7 the Sea. Can you talk about any thi ng about the sea? ( If stude nts have difficulty the teacher gives them help, for example: What does the sea make you think)S:T: The sea is beautiful and we can do some interesting games.( give some pictures to attract theirattention and develop interest)The sea has special charm since ancient times human beings couldn ' t help exploring it, such he(slide) then give Columbus ' s portrait, introduce their main deeds and ask them“ WS:T: They had the spirit of explorers, especially Columbus, he is famous all over the world.Why?S:T: People con sider him to have discovered America first, do you thi nk soS:n Reading (6 分钟)Task1 Now let ' s read the text, you will get the right answer1.Which of the following people do you think arrived in America first?a. Christopher Columbusb. Ancient Romansc. Chinesed. VikingsStudents will get the right answer: Vikings arrived in America first. ( Give slides)Task2 Read the text more carefully .Are these statements true (T) or false(F) 1.Eric the Red forced people to go to Greenland with him together.2. Biarni set sail from Iceland in order to join Leif 's father.3. For some reason, all ships Eric the Red broughdtidn 'gtet to Greenland.4. The Vikings were stronger and stronger in Northern Europe from the 8th to 10th century.5. According to official records Europeans reached America long before Columbus ever set sail. Answers: 1 F 2 F 3 T 4 T 5 FTask3 Give a world map, Point at the island in turns, ask students to say its name andVikings sailing route (slide) then do the exercise 2川Speaking (10 分钟)Task 1. Get students to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise3 with the information they get.Check the answers and then get students to read the text aloudTask 2. Read the text again and answer the following questions. Encourage students to work in pairs and ask as many questions about the text as they can.Check the answers in class.Encourage students to talk about the three discoveries in their own words.Task 3. Ask students if they know any other stories involving the Vikings .If they do, ask them to tell the class the story.IV Language Study (10 分钟)Exercise 6 Find the words in the text that match most closely with the meaning of the words below.Language points:1. According to 根据，依照。
北师大高一英语必修三-Module-3-Unit-7-Lesson-1
James Cook was a British captain. He made
mapJsaomf Aeus sCtroaolika and New Zealand.
The routes of Captain James Cook's voyages. The first voyage is shown in red, second voyage in green, and third voyage in blue. The route of Cook's crew following his death is shown as a dashed blue line.
join Leif’s father.
F
3) Biarni discovered Greenland first.
F
4) The Vikings were stronger and stronger
in Northern Europe from the 8th to 10th
century.
T
5) According to official records Europeans
Unit 7 The Sea
Lesson 1 The Spirit of Explorers
Objectives
■ To practise reading for specific information. ■ To practise using relative clauses with when, where and why. ■ To practise using relative clauses with prepositions and relative pronouns. ■ To review and consolidate the relative pronouns. ■ To talk about explorers.
【精选】_高中英语Unit7TheSeaLesson1TheSpiritofExplorers课件北师大版必修3
-12-
晨晨读读晚晚诵诵
课前篇 自主预习
课堂篇 合作学习
三、短语互译
A.温故:从文中找出与下列汉语对应的短语
1.来自 come from
2.被吹离航线
be blown off course
3.被称为 be known as
4.被迫离开 be forced to leave
5.记录下来 write down
-7-
Warm-up & Lesson 1 The Spirit of Explorers
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晨晨读读晚晚诵诵
课前篇 自主预习
课堂篇 合作学习
Pre-reading 一、探索大海的渴望使人类从远古时代起就开始倾听远方的呼唤, 他们不畏艰险,扬帆远航。不管航海的动机是什么,那些伟大的航 海家们的冒险精神都值得我们崇敬。你认识和了解下面这些举世 闻名的航海家吗?请从方框中选出他们各自主要的航海经历。
more about them 4. persuade to make sb. do sth. by giving them good reasons for doing it
5.
not known or identified
6. unknown at the end of a period of time or a series of events
B.知新:从文中找出下列短语并写出它们的汉语意思
6.according to
根据
7.get into trouble 陷入麻烦中
8.make it to
到达
9.in search of
寻找;寻求
10.set sail
起航
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北师版英语必修三Unit7TheSeaLesson1TheSpiritofExplorers课件
James Cook was a British captain. He made maps of Australia and New Zealand.
James Cook
北师版英语必修三 Unit7TheSeaLesson1TheSpiritofExplor
ers课件
Columbus was a Spanish sailor. He made four voyages. He is famous all over the world now.
after Eric the
land
Red had
landed in
Greenland
blown off course
北师版英语必修三 Unit7TheSeaLesson1TheSpiritofExplor
ers课件
When? Who?
What?
How?
the year 1002
Leif and Biarni
stronger in Northern Europe from the 8th to 10th century. T 5. According to official records Europeans reached America long before Columbus ever set sail. T
北师版英语必修三 Unit7TheSeaLesson1TheSpiritofExplor
ers课件
北师版英语必修三 Unit7TheSeaLesson1TheSpiritofExplor
ers课件
北师版英语必修三 Unit7TheSeaLesson1TheSpiritofExplor
ers课件