Lesson4 Sea Stories教案

Lesson4 Sea Stories教案（精选2篇）

Lesson4 Sea Stories教案 篇1

　　i. objectives：students will be able to 1.read sections of a story and sequence them, using prediction strategies and linking words2. use linking expressions related to time and sequence3. talk about and give opinions of filmsii. teaching proceduresstep 1 pre-reading1.  do 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.)2.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 that order to see if the story makes sense.step 3 post-readingi) true or false 1.writer can keep calm in time of 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: ttfffii) ex.3 use the strategies to put the paragraphs a,b and c in the correct order. keys: baciii) ex.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.iv) ex.5 collect answers from students.v) ex.6 complete the sentences below with these words from the text.afterwards, in the end, one day, suddenly, then, when(1)          in 1964, robet 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。n. terror  adj. terrible/terrified   v. terrify7. survive  vt./vi.活下来，幸存few of houses survived the war. vt.（经过――）活（保存）下来only three of the wounded survived.8. less than少于… more than多于此…9. be covered with  覆盖着…   the antarctic is covered with heavy throughout the year.10. as you can see, i did escape.  did在这里起强调作用，对谓语进行强调。i did come here yesterday.在祈使句中，也借用助动词do强调说话人的祈使语气。如：do give her my regards.11.…and i cannot expect you to believe me more than the fishermen did.exercisesfind words in the story that the writer uses to describe his feelings.keys: terrified horrifying calmer exhaustedyou can often make different forms from one word. complete the table with words from the story.nounverbadjectiveoppositeadverbterrorto terrifyterrified/terrible----terrifyinglysafetyto savesafeunsafesafelyclarityto clearclear----clearlymake new words from the words in brackets to complete the gaps. use a dictionary to help you.(1)    (terror) experiences at sea are not (2)      (common). in 1977, japanese fishermen caught a (3)             (mystery) sea creature in their nets. it’s (4)       (long ) was ten meters and, (5)      (fortune) for the fishermen, it was (6)       (death). it smelled very bad and they thought it might be (7)      (safe), so they threw it overboard. because the photographs are(8)     (clear), (9)     (science) have been unable to (10)     (identify) the creature.step 5 homeworkwrite a composition:imagine his brother didn’t die.one day they met and his brother talked about his story.

Lesson4 Sea Stories教案 篇2

　　lesson4 sea stories教案

　　i. objectives：students will be able to

　　1.read sections of a story and sequence them, using prediction strategies and linking words

　　2. use linking expressions related to time and sequence

　　3. talk about and give opinions of films

　　ii. teaching procedures

　　step 1 pre-reading

　　1. do 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.)

　　2.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, whirlpool

　　step 2 reading

　　look 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 that order to see if the story makes sense.

　　step 3 post-reading

　　i) true or false

　　1.writer can keep calm in time of danger

　　2.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: ttfff

　　ii) ex.3 use the strategies to put the paragraphs a,b and c in the correct order.

　　keys: bac

　　iii) ex.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.

　　iv) ex.5 collect answers from students.

　　v) ex.6 complete the sentences below with these words from the text.

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

　　(1)          in 1964, robet 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 points

　　1. 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 speed

　　3. on/at the edge of

　　standing 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。n. terror  adj. terrible/terrified   v. terrify

　　7. survive  vt./vi.活下来，幸存

　　few of houses survived the war. vt.（经过――）活（保存）下来

　　only three of the wounded survived.

　　8. less than少于… more than多于此…

　　9. be covered with  覆盖着…  

　　the antarctic is covered with heavy throughout the year.

　　10. as you can see, i did escape.  did在这里起强调作用，对谓语进行强调。

　　i did come here yesterday.

　　在祈使句中，也借用助动词do强调说话人的祈使语气。如：

　　do give her my regards.

　　11.…and i cannot expect you to believe me more than the fishermen did.

　　exercises

　　find words in the story that the writer uses to describe his feelings.

　　keys: terrified horrifying calmer exhausted

　　you can often make different forms from one word. complete the table with words from the story.

　　noun verb adjective opposite adverb

　　terror to terrify terrified/terrible ---- terrifyingly

　　safety to save safe unsafe safely

　　clarity to clear clear ---- clearly

　　make new words from the words in brackets to complete the gaps. use a dictionary to help you.

　　(1)    (terror) experiences at sea are not (2)      (common). in 1977, japanese fishermen caught a (3)             (mystery) sea creature in their nets. it’s

　　(4)       (long ) was ten meters and, (5)      (fortune) for the fishermen, it was

　　(6)       (death). it smelled very bad and they thought it might be (7)      (safe), so they threw it overboard. because the photographs are(8)     (clear),

　　(9)     (science) have been unable to (10)     (identify) the creature.

　　step 5 homework

　　write a composition:

　　imagine his brother didn’t die.one day they met and his brother talked about his story.