英語(yǔ)：Unit7-lesson4-sea-stories說(shuō)課課件(北師大必修3)

Ⅰ.Theanalysisoftheteachingmaterial1.statueandfunction

Themaintheme

ofunit7isthesea,inthisunit,studentswillbeintroducedthewholeseaworldandrelatedmatters,suchasseaexploration,seapollutionandprotectionsoastoformascientificattitudestothesea.Thegrammaticalpurposeistoacquireandconsolidatedifferenttypesofrelativeclauses.Mytopicislesson4,SeaStories,whichprovidesallroundpracticeaboutlistening,speaking,reading,writingaroundthetopic,itistheexpansionoftheunitandgivestudentsspacetouselanguage.Ⅰ.Theanalysisoftheteaching2.TeachingaimsAccordingtothenewstandardcurriculumandthesyllabus,afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Iconcludethefollowingteachingaims.a).Knowledgeaims:studentsareabletograspthecontentofthetext.studentsareabletoacquireandremembervarioussequencingwords,suchas,oneday,then,afterwardsetc.

2.TeachingaimsAccordinb).Abilityaims:toreadsectionsofastoryandsequencethenusepredictionstrategiesandlinkingwords.todevelopthestudentsabilityofusingwordbuildingtechniquestoformnouns,verbs,adjectivesandadverbs.

b).Abilityaims:c).Emotionaims:tomakestudentsformanobjectiveattitudetowardsthesea.c).Emotionaims:3.KeypointsanddifficultpointsinteachingStudentsmaybeunfamiliarwithactivitiesinwhichtheyhavetosequencetextandhaveproblemsanalyzingsomesentencepatterns.Soitisimportanttoencouragethemtomakepredictionaccordingtothecontext.3.KeypointsanddifficultpoiⅡ.Theanalysisofstudents

Aftertwo-yearstudy,thestudentshavecertainknowledgebackgroundandhaveadaptedthemselvestoEnglishlearningthroughvariousactivities,inaddition,theyhaveacquiredsomeindependentandcooperativelearningabilities.However,Seniorhighschoolstudentsarenotsoactiveinclassactivities.Therefore,inordertoencouragethestudentstoactmoreactively,groupandindividualworkwillrunthroughthewholelessontopromotethestudents'participationintheclassactivities

Ⅱ.TheanalysisofstudentsⅢ.TheanalysisofteachingmethodsSeniorHighEnglishencouragesthestudentsinEnglishlearningthroughvariousactivities,sothetask-basedapproachispreferred.Thetask-basedapproachaimsatprovidingopportunitiesforlearnerstousewhattheyhavelearntinauthenticsituations,whiletheteacherwillactasorganizer,monitororevenapartner..Ⅲ.TheanalysisofteachingmeⅣ.Teachingprocedures

Howtopresentthestudentsthelessonisbasicallyshowninthefourthpart,Teachingprocedures,Idividethewholeprocessintofivesteps.

Ⅳ.TeachingproceduresHowtStep1.leadinAsthewellknownsayinggoes,interestisthebestteacher.soitisnecessarytoapplythemethodofintereststimulatingtohavestudentsinvolvethemselvesintothelessonactively.SoIpresentthemwithsomepicturesandenablethemtoanswerthequestionsjustlikethefollowing:wouldyoupleasenamethefollowingfilms?&whatthestoriesareabout?Step1.leadinAsthewellk

19751975

Names:Jaws

TitanicThefirsttwopicturesarefromthefilmJaws.Thefilmisboutabigwhitesharkthatattacksswimmerswhoarespendingtheirholidaysinasmallvillage.thelasttwopicturesarefromTitanic,whichisthewonderfulship-Titanic.WhenitwassailingtoAmerica,itsankintothesea.Mostofthepeopleintheshipdied.

Names:JawsTitanicStep2Pre-reading

Theleadinmaywellattractstudents’intereststotheseastories,thenitistimeformetointroducethetopicofthislesson,seastories.Tostartwith,I’dliketodevelopthestudents’abilityofpredictionwiththepicturesbesidetheparagraphsandmakeupawordbankdescribingthepicturesontheirown.

Step2Pre-readingThelead

WordsBank,forexample,Nouns:sea,whirlpool,barrel,brothers,

Adjectives

:violent,flat,clear,shining

Verbs:escape,tie...to….,WordsBank,forexample,Step3FastreadingStudentsarerequiredtofindoutthemainideaofthetextaswellasputtingthethreeseparateparagraphsintorightorderinashorttime.

taskone:Havestudentsreadthethreeparagraphs,paycloseattentiontothelinkingwords,forexample:

oneday,suddenly,allatonce,sometimeafter,soonafterwards,intheend…..

Step3FastreadingStudenTasktwo:Todecideapossibleorderfortheparagraphs.Toreadtheminthatordertoseeifthestorymakessense,Tasktwo:TodecideapossibStep4CarefulreadingStudentsaregiven10minstoreadthetextcarefully,aslisteningtothetape,theycanfollowittocorrectpronunciationandimprovelistening.andthenaddmorewordstotheWords

BankNouns:sea,whirlpool,barrel,fisherman,,,terror…

Adjectives

:violent,flat,clear,shining,enormous,

clam,terrible…Verbs:escape,tie...to….,terrify,save…Step4CarefulreadingStudenStep5.post-readingAfterreadingthetestbyskimmingandscanning,Iwillapplyvarietiesofexercisestocheckstudents’efficiencyandthedegreetowhichtheygrasptheusageoflinkingwordsandwordbuildingskills.Theexerciseisfollowedbymyexplanationoflanguagepointsandgrammar.Step5.post-readingAfter1.ExerciseTrueorFalse,whichmayexaminethedegreetowhichstudentsgetthedetailedinformationfromthetextandimprovethecomprehensionability.2.ExerciseFillintheblankswiththegivenlinkingwords,whichmayleadstudentsto

payattentiontothesequencingwordsandusethemproperly.1.ExerciseTrueorFalse,whiThewriterwasanoldman.2.Inthewhirlpool,onlythewritersurvived.Bothofhistwobrothersdied.FExcise1TrueorFalsewasn’tTFExcise1TrueorFalsewasn’tT(1)________in1964,RobetLeSerrecwassailingnearthecoastofPacificIslandsofOceania(2)_____hedecidedtostopnearanisland.Oneday

when

Exerse2fillintheblanksbelowwiththesewordsfromthetextafterwardsintheendonedaysuddenlythenwhen(1)________in1964,Robe3.ExerciseCompletethetablewithwordsfromthestory,whichaimstodrawstudents’attentiontothedifferentformsofthesameword,enrichtheirvocabulary,achieveabetterunderstandingofthewordsandusethemintheappropriatelinguisticcontexts.3.ExerciseCompletethetableNounVerbAdjectiveOppositeAdverbterrify----terrify-inglysafetyunsafesafelyattractionterrorterrified/terrible

save

safe

attractattractiveunattractiveattrac-tivelyNounVerbAdjectiveOppositeAdver4.Languagepoints:newwordsandexpressions:e.g.makesense有意義，說(shuō)的通whathesaidreallymadesense.

usefulgrammar:(wehavetalkedalotaboutnondefiningrelativeclauseduringthelastlessons),thereforeitisnolongerastheimportanceinthislesson):

e.g.I’veneverbeeninBeijing,whichisthecapitalofchina

4.Languagepoints:Step6Discussion

Retellthestorywiththehelpofthefollowingwords:oneday,suddenly,soonafterwards,intheend….groupworkstodiscussthequestion:

whatwouldyoudointhesituationsameastheoneinthetext?

Step6DiscussionRetellthestⅤ.BlackboarddesignBlackboarddesignshouldbeconsideredforathingtoattractstudents’attentionandenablethemtowritedowntheimportantteachingpoints.Igenerallydividethewholeboardintotwoparts,theleftpartisforvocabularyandphraseswhilethemiddleoneforlanguagepointsandgrammar.Ⅴ.BlackboarddesignBlackbⅠ.Theanalysisoftheteachingmaterial1.statueandfunction

Themaintheme

ofunit7isthesea,inthisunit,studentswillbeintroducedthewholeseaworldandrelatedmatters,suchasseaexploration,seapollutionandprotectionsoastoformascientificattitudestothesea.Thegrammaticalpurposeistoacquireandconsolidatedifferenttypesofrelativeclauses.Mytopicislesson4,SeaStories,whichprovidesallroundpracticeaboutlistening,speaking,reading,writingaroundthetopic,itistheexpansionoftheunitandgivestudentsspacetouselanguage.Ⅰ.Theanalysisoftheteaching2.TeachingaimsAccordingtothenewstandardcurriculumandthesyllabus,afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Iconcludethefollowingteachingaims.a).Knowledgeaims:studentsareabletograspthecontentofthetext.studentsareabletoacquireandremembervarioussequencingwords,suchas,oneday,then,afterwardsetc.

2.TeachingaimsAccordinb).Abilityaims:toreadsectionsofastoryandsequencethenusepredictionstrategiesandlinkingwords.todevelopthestudentsabilityofusingwordbuildingtechniquestoformnouns,verbs,adjectivesandadverbs.

b).Abilityaims:c).Emotionaims:tomakestudentsformanobjectiveattitudetowardsthesea.c).Emotionaims:3.KeypointsanddifficultpointsinteachingStudentsmaybeunfamiliarwithactivitiesinwhichtheyhavetosequencetextandhaveproblemsanalyzingsomesentencepatterns.Soitisimportanttoencouragethemtomakepredictionaccordingtothecontext.3.KeypointsanddifficultpoiⅡ.Theanalysisofstudents

Aftertwo-yearstudy,thestudentshavecertainknowledgebackgroundandhaveadaptedthemselvestoEnglishlearningthroughvariousactivities,inaddition,theyhaveacquiredsomeindependentandcooperativelearningabilities.However,Seniorhighschoolstudentsarenotsoactiveinclassactivities.Therefore,inordertoencouragethestudentstoactmoreactively,groupandindividualworkwillrunthroughthewholelessontopromotethestudents'participationintheclassactivities

Ⅱ.TheanalysisofstudentsⅢ.TheanalysisofteachingmethodsSeniorHighEnglishencouragesthestudentsinEnglishlearningthroughvariousactivities,sothetask-basedapproachispreferred.Thetask-basedapproachaimsatprovidingopportunitiesforlearnerstousewhattheyhavelearntinauthenticsituations,whiletheteacherwillactasorganizer,monitororevenapartner..Ⅲ.TheanalysisofteachingmeⅣ.Teachingprocedures

Howtopresentthestudentsthelessonisbasicallyshowninthefourthpart,Teachingprocedures,Idividethewholeprocessintofivesteps.

Ⅳ.TeachingproceduresHowtStep1.leadinAsthewellknownsayinggoes,interestisthebestteacher.soitisnecessarytoapplythemethodofintereststimulatingtohavestudentsinvolvethemselvesintothelessonactively.SoIpresentthemwithsomepicturesandenablethemtoanswerthequestionsjustlikethefollowing:wouldyoupleasenamethefollowingfilms?&whatthestoriesareabout?Step1.leadinAsthewellk

19751975

Names:Jaws

TitanicThefirsttwopicturesarefromthefilmJaws.Thefilmisboutabigwhitesharkthatattacksswimmerswhoarespendingtheirholidaysinasmallvillage.thelasttwopicturesarefromTitanic,whichisthewonderfulship-Titanic.WhenitwassailingtoAmerica,itsankintothesea.Mostofthepeopleintheshipdied.

Names:JawsTitanicStep2Pre-reading

Theleadinmaywellattractstudents’intereststotheseastories,thenitistimeformetointroducethetopicofthislesson,seastories.Tostartwith,I’dliketodevelopthestudents’abilityofpredictionwiththepicturesbesidetheparagraphsandmakeupawordbankdescribingthepicturesontheirown.

Step2Pre-readingThelead

WordsBank,forexample,Nouns:sea,whirlpool,barrel,brothers,

Adjectives

:violent,flat,clear,shining

Verbs:escape,tie...to….,WordsBank,forexample,Step3FastreadingStudentsarerequiredtofindoutthemainideaofthetextaswellasputtingthethreeseparateparagraphsintorightorderinashorttime.

taskone:Havestudentsreadthethreeparagraphs,paycloseattentiontothelinkingwords,forexample:

oneday,suddenly,allatonce,sometimeafter,soonafterwards,intheend…..

Step3FastreadingStudenTasktwo:Todecideapossibleorderfortheparagraphs.Toreadtheminthatordertoseeifthestorymakessense,Tasktwo:TodecideapossibStep4CarefulreadingStudentsaregiven10minstoreadthetextcarefully,aslisteningtothetape,theycanfollowittocorrectpronunciationandimprovelistening.andthenaddmorewordstotheWords

BankNouns:sea,whirlpool,barrel,fisherman,,,terror…

Adjectives

:violent,flat,clear,shining,enormous,

clam,terrible…Verbs:escape,tie...to….,terrify,save…Step4CarefulreadingStudenStep5.post-readingAfterreadingthetestbyskimmingandscanning,Iwillapplyvarietiesofexercisestocheckstudents’efficiencyandthedegreetowhichtheygrasptheusageoflinkingwordsandwordbuildingskills.Theexerciseisfollowedbymyexplanationoflanguagepointsandgrammar.Step5.post-readingAfter1.ExerciseTrueorFalse,whichmayexaminethedegreetowhichstudentsgetthedetailedinformationfromthetextandimprovethecomprehensionability.2.ExerciseFillintheblankswiththegivenlinkingwords,whichmayleadstudentsto

payattentiontothesequencingwordsandusethemproperly.1.ExerciseTrueorFalse,whiThewriterwasanoldman.2.Inthewhirlpool,onlythewritersurvived.Bothofhistwobrothersdied.FExcise1TrueorFalsewasn’tTFExcise1TrueorFalsewasn’tT(1)________in1964,RobetLeSerrecwassailingnearthecoastofPacificIslandsofOceania(2)_____hedecidedtostopnearanisland.Oneday

when

Exerse2fillintheblanksbelowwiththesewordsfromthetextaf