古人云，工欲善其事，必先利其器。准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动，使教师有一个简单易懂的教学思路。你知道如何去写好一份优秀的教案呢？下面的内容是小编为大家整理的Lesson4SeaStories教案，希望对您的工作和生活有所帮助。

Lesson4SeaStories教案

I.Objectives：Studentswillbeableto

1.readsectionsofastoryandsequencethem,usingpredictionstrategiesandlinkingwords

2.uselinkingexpressionsrelatedtotimeandsequence

3.talkaboutandgiveopinionsoffilms

II.TeachingProcedures

Step1Pre-reading

1．DoEx.1Theteacherasks:

Haveyouseensomefilminwhichtheseaisimportant?

Whatdidyouthinkofit?

(LetSsdiscussandanswerthem.)

2．ShowsomepicturesinJaws，Titanic.FreeWilly,20,000LeaguesUndertheSea,

TreasureIsland.

DoEx.2Lookatthekeywordsandfindtheminthepictures.

barrel,cloud,fisherman,fishingboat,horizon,moon,wave,whirlpool

Step2Reading

Lookatthepicturesandtrytoputtheminrightorder.

1．Readeachparagraph,payingattentiontothelinkingwords.e.g.oneday,suddenly,intheend—

2．Decideapossibleorderfortheparagraphs.

3．Readtheminthatordertoseeifthestorymakessense.

Step3Post-reading

i)TrueorFalse

1．Writercankeepcalmintimeofdanger

2．Inthewhirlpool,onlythewritersurvived.Bothofhistwobrothersdied.

3．Thethreebrothersfirstmetthewhirlpoolandthenwerecaughtinthestorm.

4．Itwasthebarrelthatcarriedmetoanareawheretheotherfishermenwere.

5．Thewriter’sbrotherstayedintheheavyboatbecausehethoughtitwasbettertostaythere.

Keys:TTFFF

ii)Ex.3UsetheStrategiestoputtheparagraphsA,BandCinthecorrectorder.

Keys:BAC

iii)Ex.4Readthestoryagainandanswerthesequestions.

1．Whydidthewriter’syoungerbrotherfalloverboard?

2．Whydidtheboatgotowardsthewhirlpool?

3．Whydidthewritertiehimselftoabarrel?

4．Whydidn’thisbrotherdothesame?

5．Whydidhisoldcompanionsnotrecognizehim?

Keys:

1．Anenormouswavewashedhimoverboard.

2．Thewindandwavesweretakingitthere.

3．Heavierobjectswentdownintothewhirlpoolquickly.Thebarrelwaslighter.

4．Hewasterrified.

5．Becausehishairwaswhite,notblack.

iv)Ex.5Collectanswersfromstudents.

v)Ex.6Completethesentencesbelowwiththesewordsfromthetext.

afterwards,intheend,oneday,suddenly,then,when

(1)in1964,RobetLeSerrecwassailingneartheAustraliancoast(2)hedecidedtostopnearanisland.(3),hesawahugecreaturerestingbesidehisboat.Hetookaphotograph,and(4)thecreatureswamaway.(5),heshowedthephotographtoscientists,but(6),nobodybelievedhim.

Step4Languagepoints

1.thatmoment在那一时刻themoment一……就

Iwasdeeplymovedandtearsrundownmycheeksatthatmoment.

ThemomentTomwentoffthetaxiherantowardsthehospital.

2.greatspeed以非常快的速度移动也可以写成：withgreatspeed

3.on/attheedgeof

Standingattheedgeofabridgeisratherdangerous.

4.nearto接近…；closeto紧挨着…

Floodiscomingneartoourvillage.

Thelittlechildisstandingclosetohermother.

5.tie…to…将…拴到…上

Thecowboytiedhiscattletoatreeandthenheleftaway.

6.terrified形容词，可怕的。n.terroradj.terrible/terrifiedv.terrify

7.survivevt./vi.活下来，幸存

Fewofhousessurvivedthewar.vt.（经过――）活（保存）下来

Onlythreeofthewoundedsurvived.

8.lessthan少于…morethan多于此…

9.becoveredwith覆盖着…

TheAntarcticiscoveredwithheavythroughouttheyear.

10.Asyoucansee,Ididescape.did在这里起强调作用，对谓语进行强调。

Ididcomehereyesterday.

在祈使句中，也借用助动词do强调说话人的祈使语气。如：

Dogivehermyregards.

11.…andIcannotexpectyoutobelievememorethanthefishermendid.

EXERCISES

Findwordsinthestorythatthewriterusestodescribehisfeelings.

Keys:terrifiedhorrifyingcalmerexhausted

Youcanoftenmakedifferentformsfromoneword.Completethetablewithwordsfromthestory.

Noun

Verb

Adjective

Opposite

Adverb

terror

toterrify

terrified/terrible

----

terrifyingly

safety

tosave

safe

unsafe

safely

clarity

toclear

clear

----

clearly

Makenewwordsfromthewordsinbracketstocompletethegaps.Useadictionarytohelpyou.

(1)(terror)experiencesatseaarenot(2)(common).In1977,Japanesefishermencaughta(3)(mystery)seacreatureintheirnets.It’s

(4)(long)wastenmetersand,(5)(fortune)forthefishermen,itwas

(6)(death).Itsmelledverybadandtheythoughtitmightbe(7)(safe),sotheythrewitoverboard.Becausethephotographsare(8)(clear),

(9)(science)havebeenunableto(10)(identify)thecreature.

Step5Homework

Writeacomposition:

Imaginehisbrotherdidn’tdie.Onedaytheymetandhisbrothertalkedabouthisstory.

扩展阅读

Lesson4SeaStories-vocabulary学案

经验告诉我们，成功是留给有准备的人。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的消化课堂内容，帮助高中教师在教学期间更好的掌握节奏。那么如何写好我们的高中教案呢？小编经过搜集和处理，为您提供Lesson4SeaStories-vocabulary学案，供大家参考，希望能帮助到有需要的朋友。

Lesson4SeaStories-vocabulary学案

重点短语

watchout

Theyhaveahugemouthandcaneatfishasbigasthemselves.Watchout!(Page12)

watchout在这里的意思是"当心；注意",相当于lookout或becareful。如:
You’llcatchcoldifyoudon’twatchout.

watchout后接名词时,要与for连用,意为"小心……"。如:
Inpublicplaceseveryoneisrequiredtowatchoutforthieves.
I’malwayswatchingoutformistakesthatImayhavemissedbefore.

allatonce

Allatonce,theskywascoveredwithdarkcloudsandinlessthanaminutewewereinaterriblestorm.(Page14)

allatonce是副词短语,相当于suddenly,意为"突然"。如:
Allatonceshelosthertemper,whichmadeallthepeoplepresentdumbfounded(目瞪口呆).

allofasudden与allatonce都是副词短语,都有"突然"的意思,但allofasudden更强调"出乎意料地",即unexpectedly。如:
Allofasudden,thetireburst;wehadtostoponhalfway,consideringwhattodo.
allatonce还有"同时,一下子,马上"的意思。如:
Onhearingthenewsofhisillness,hedrovetoseehimallatonce.

pickup

Intheend,aboatpickedmeup.(Page15)

pick常作及物动词,意思是"选择；挑选；采；摘"。在本句中picksb.up是一个固定词组,意思是"(从海里或危险处)营救,搭救"。如:
Shepickedthebestcakeforherself.
Wepickedupasmanypeoplefromtheburningshipaswecould.

1.pickup还有其他意思:1)(开车)接人；2)让人乘车；搭载；3)学得:通过学习或经历获得(知识)。
2.pick还能与其他介词搭配构成固定短语,

如:pickonsb./sth.(跟某人)找别扭；故意刁难挑剔；

picksb./sth.out精心挑选；辨认出；

picksth.over用心挑选；筛选。

高二英语SeaStories教案

高二英语SeaStories教案
高二英语Unit7TheSeaLesson28SeaStories教案（北师大必修3）
I.Objectives：Studentswillbeableto
1.readsectionsofastoryandsequencethem,usingpredictionstrategiesandlinkingwords
2.uselinkingexpressionsrelatedtotimeandsequence
3.talkaboutandgiveopinionsoffilms
II.TeachingProcedures
Step1Pre-reading
1．DoEx.1Theteacherasks:
Haveyouseensomefilminwhichtheseaisimportant?
Whatdidyouthinkofit?
(LetSsdiscussandanswerthem.)
2．ShowsomepicturesinJaws，Titanic.FreeWilly,20,000LeaguesUndertheSea,
TreasureIsland.
DoEx.2Lookatthekeywordsandfindtheminthepictures.
barrel,cloud,fisherman,fishingboat,horizon,moon,wave,whirlpool
Step2Reading
Lookatthepicturesandtrytoputtheminrightorder.
1．Readeachparagraph,payingattentiontothelinkingwords.e.g.oneday,suddenly,intheend—
2．Decideapossibleorderfortheparagraphs.
3．Readtheminthatordertoseeifthestorymakessense.
Step3Post-reading
i)TrueorFalse
1．Writercankeepcalmintimeofdanger
2．Inthewhirlpool,onlythewritersurvived.Bothofhistwobrothersdied.
3．Thethreebrothersfirstmetthewhirlpoolandthenwerecaughtinthestorm.
4．Itwasthebarrelthatcarriedmetoanareawheretheotherfishermenwere.
5．Thewriter’sbrotherstayedintheheavyboatbecausehethoughtitwasbettertostaythere.
Keys:TTFFF
ii)Ex.3UsetheStrategiestoputtheparagraphsA,BandCinthecorrectorder.
Keys:BAC
iii)Ex.4Readthestoryagainandanswerthesequestions.
1．Whydidthewriter’syoungerbrotherfalloverboard?
2．Whydidtheboatgotowardsthewhirlpool?
3．Whydidthewritertiehimselftoabarrel?
4．Whydidn’thisbrotherdothesame?
5．Whydidhisoldcompanionsnotrecognizehim?
Keys:
1．Anenormouswavewashedhimoverboard.
2．Thewindandwavesweretakingitthere.
3．Heavierobjectswentdownintothewhirlpoolquickly.Thebarrelwaslighter.
4．Hewasterrified.
5．Becausehishairwaswhite,notblack.
iv)Ex.5Collectanswersfromstudents.
v)Ex.6Completethesentencesbelowwiththesewordsfromthetext.
afterwards,intheend,oneday,suddenly,then,when
(1)in1964,RobetLeSerrecwassailingneartheAustraliancoast(2)hedecidedtostopnearanisland.(3),hesawahugecreaturerestingbesidehisboat.Hetookaphotograph,and(4)thecreatureswamaway.(5),heshowedthephotographtoscientists,but(6),nobodybelievedhim.
Step4Languagepoints
1.thatmoment在那一时刻themoment一……就
Iwasdeeplymovedandtearsrundownmycheeksatthatmoment.
ThemomentTomwentoffthetaxiherantowardsthehospital.
2.greatspeed以非常快的速度移动也可以写成：withgreatspeed
3.on/attheedgeof
Standingattheedgeofabridgeisratherdangerous.
4.nearto接近…；closeto紧挨着…
Floodiscomingneartoourvillage.
Thelittlechildisstandingclosetohermother.
5.tie…to…将…拴到…上
Thecowboytiedhiscattletoatreeandthenheleftaway.
6.terrified形容词，可怕的。n.terroradj.terrible/terrifiedv.terrify
7.survivevt./vi.活下来，幸存
Fewofhousessurvivedthewar.vt.（经过――）活（保存）下来
Onlythreeofthewoundedsurvived.
8.lessthan少于…morethan多于此…
9.becoveredwith覆盖着…
TheAntarcticiscoveredwithheavythroughouttheyear.
10.Asyoucansee,Ididescape.did在这里起强调作用，对谓语进行强调。
Ididcomehereyesterday.
在祈使句中，也借用助动词do强调说话人的祈使语气。如：
Dogivehermyregards.
11.…andIcannotexpectyoutobelievememorethanthefishermendid.
EXERCISES
Findwordsinthestorythatthewriterusestodescribehisfeelings.
Keys:terrifiedhorrifyingcalmerexhausted
Youcanoftenmakedifferentformsfromoneword.Completethetablewithwordsfromthestory.
NounVerbAdjectiveOppositeAdverb
terrortoterrifyterrified/terrible----terrifyingly
safetytosavesafeunsafesafely
claritytoclearclear----clearly
Makenewwordsfromthewordsinbracketstocompletethegaps.Useadictionarytohelpyou.
(1)(terror)experiencesatseaarenot(2)(common).In1977,Japanesefishermencaughta(3)(mystery)seacreatureintheirnets.It’s
(4)(long)wastenmetersand,(5)(fortune)forthefishermen,itwas
(6)(death).Itsmelledverybadandtheythoughtitmightbe(7)(safe),sotheythrewitoverboard.Becausethephotographsare(8)(clear),
(9)(science)havebeenunableto(10)(identify)thecreature.
Step5Homework
Writeacomposition:
Imaginehisbrotherdidn’tdie.Onedaytheymetandhisbrothertalkedabouthisstory.

Lesson4CarCulture教案

作为杰出的教学工作者，能够保证教课的顺利开展，作为教师就需要提前准备好适合自己的教案。教案可以让上课时的教学氛围非常活跃，帮助教师有计划有步骤有质量的完成教学任务。教案的内容要写些什么更好呢？以下是小编为大家精心整理的“Lesson4CarCulture教案”，供您参考，希望能够帮助到大家。

Lesson4CarCulture教案
Teachingaims:
Topractisemakingnotesoftheimportantinformationformareadingtext.
Topractiseusingcolloctions
Totalkabouttrafficandtrafficproblems
Teachingaids:CAI
Teachingprocedures:
Step1.Warmingup
Readthoughthequestionswiththeclass.
Givestudentstimetothinkabouttheanswers,thenhaveindividualstelltheclassabouttheirfamilyandcars.
Step2.Pre-reading
Beforestudentslookthewordsupindictionary,encouragethemtoguessthemeaningbyseeingifthewordissimilartoawordintheirlanguage,orbybreakingtheworddownintotwoparts.
Explainsomeofthefollowingthingsthatcanbeseeninthephotos.
Step3.Reading
Task1readstrategieswiththeclass.
Taks2.lookattheheadingsinthenotesanddiscusswhatinformationisneededtocompletethenotes.
Writethesewordsontheboardandaskstudentshowtheycanbeabbreviated
Studentsthenworkindividually,readingthearticleandcompletingthenotes.
Task3.exercise4
Studentsworkinpairs,readingthetextagainanddiscussingtheanswerstothequestions
Taks4.exercise5.
Asawholeclass,studentsdiscusswhichofthethreesentencesbestsummarizesthewriter’sattitudetocars.Encouragestudentstoarguefortheirownopinion.
Step4.Speaking
Ingroupsoffourorfive,studentsdiscusstheanswerstothequestions.
Thegroupthenreportbacktowholeclassandseehowsimilartheiranswersare.

Unit4Lesson4VirtualTourim教案

作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就要根据教学内容制定合适的教案。教案可以更好的帮助学生们打好基础，使高中教师有一个简单易懂的教学思路。关于好的高中教案要怎么样去写呢？下面是小编精心收集整理，为您带来的《Unit4Lesson4VirtualTourim教案》，供您参考，希望能够帮助到大家。

Unit4Lesson4VirtualTourim教案

Objectives

·Todevelopstrategiestomatchtopicswithparagraphs.

·Topractiseusinglinkingwords(addition)–also,aswellas,too

·Tolistentoatalktofindoutmainfacts.

Warmup

1.Doyouliketravelling?

2.HaveyoubeentoNewZealand?Nowtoday,wearegoingtotraveltoNewZealand.

3.WhereisNewZealand?

Showamapoftheworld,letstudentspointoutthepositionofNewZealand.thenamapofNewZealand,tellingthemNewZealandismadeupoftwoislands.Atthesametimeshowstudentsitsnationalflagandotherinformation.

Population:4,107,000

Capital:Wellington;343,000

Area:270,534squarekilometers(104,454squaremiles)

Language:English,MaoriReligion

NewZealandisaverybeautifulcountry,itsculture,climateandtraditionaredifferentfromtheseofourcountry.Everyyearitattractsagreatmanytourists.TodaywemainlytalkaboutAuckland.NowlookatthephotosandguessafewthingsaboutAuckland.

Reading

1.TrueorFalse?

Listentothetape,arethesestatementstrueorfalse?

1)AucklandwasoncethecapitalofNewZealand.

2)AucklandislocatedonNorthIsland.

3)SkyTowerisAuckland’stallestbuilding

4)MaoriswerethefirstpeopleofNewZealand.

5)Theclimateissuitableforwatersports.

6)ThearticlereferstousAucklandispopularasatravelingcity.

Answers:TTFTTT

2.Dotheexercise3.Readthetextandcompletethetablebelow.

3.Dotheexercise4.

Matchthetopicsa-fwiththefiveparagraphsinthetext.Thereisoneextratopic.

Post-Reading

Dotheexercise5

Matchthisinformationwiththewordsinblueinthetext.Thesearecalled“hotwords”.Onarealinternetpageyoucan“click”onthesewordstogetmoreinformation.

Vocabulary

1.populationn.

人口；（动物的）种群

Whatisthepopulationofthiscity?

这个城市的人口是多少？

住在某一地区的人；生长于某一地区的动物

Thepopulationinthesevillagesstilluseswellwater.

住在这些乡村里的人依然饮用井水。

2.locatevt.

Thenewbuildingwillbelocatedinthecenteroftown.

这座大楼将建在市中心。

Theirfactoryislocatedatthefootofthemountain.

他们的工厂坐落在山脚下。

3.settlevt.,vi.

定居；使定居

MysonhassettledhappilyinAmerica.

我儿子已在美国愉快地定居了。

安置；安顿

Wearesettledinournewhome.

我们住入新居。

Speaking

ImagineyouhaveaweekendinAuckland.Chooseplacesyouwouldliketovisitandthingsyouwouldliketodo.Thenworkinpairs.PlanaweekendtogetherinAuckland.

Homework:

TherearesometouristfromAmerica.TheyaregoingtovisitZhongshan.SupposeyouwereatourguideinZhongshan,HowwouldyouliketointroduceZhongshantothetourists?(图见后附)

Writing

WriteanE-mailtoapenfriendwhoisfromAmericaaboutZhongshan.

1.Introduction/history

Zhongshan

located:……

general:modern/beautifulcity

population:almost_______

history:…….

2:Thingstosee:

Placestovisit:……

3:Thingstod

Sports:

tourism:WuguiMountain

气候湿润，多雨；全年平均气温约为摄氏22度

warm;plentyofsunshine

Climate

石岐步行街;孙中山故居;

紫马岭公园;岐江公园;中山詹园；……

MtEden;ParnellVillage;

SkyTower;

……

Famoussights

距今有800多年历史

ahistoryof650years

history

位于广东省珠江三角洲南部

ThePearlRiverDelta

inNorthIsland

location

人口约235万

lessthanamillion

population

Zhongshan

Auckland

PedestrianStreet

FormerResidentofSunYet-san

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