Unit 7 THE SEA
Lesson 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 problems
1. 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 Revision
Activity one: Translation
T: 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。
2. Anthony比Luke聪明。
3. 今天没有昨天冷。
4. 象棋没有阅读有趣。
5. 哪个海洋生物最危险？
Key:
1. Luke is the least active of the three.
2. Anthony is clever than Luke.
3. Today’s weather is not as cold as yesterday’s.
4. Chess is not as interesting as reading.
5. Which of the sea creatures is the most dangerous?
Activity two: Read and Check
T: Read the phrases I gave you yesterday and I will check your memory.
The Ss read and get prepared for the check.
StepⅡLead-in
Activity one: Brainstorm
T: Suppose you are sailing across the sea. Suddenly, you see a whirlpool, how do you feel? Fill in the chart using the words showing feeling of fear.
The Ss think for a while and call up the words to show fear.
Sample chart:
Key:
Activity two: Experience a sea story
T: Have you seen the following films? What are they about? How do you find them? (activity one)
Sa: I watched Titanic. It is a love story. The romance between the hero and the heroine is moving and the pictures of the film are fascinating.
Sb: I have seen Treasure Island. It’s about a sea adventure to find treasure on an island. I think the pirates were very cruel. I also believe that wisdom can win over cruelty.
Step III Pre-reading
Activity one: Predict the content
T: Look at the key words and find them in the pictures.
Help the Ss find these words in the pictures and get a general understanding of the story.
T: From the pictures, what content may be dealt with in the story?
Ss: The story may tell us two persons who met with a whirlpool. One person died, but the other survived the disaster.
Activity two: Predict the structure
T: According to your own knowledge in what way will the author write the story.
Sa: The author may first tell us what they are doing on the sea.
Sb: The author may then tell us how they met with the whirlpool.
Sc: The author may end the story by telling us how a man was saved.
T: You all did good jobs in the prediction. When we read stories, we may find most of the stories are organized as the following structure. Therefore, this will help us understand the story well following the structure.
Sample structure:
Activity three: Predict the purpose of the writer
T: What may be the purpose for the writer to write the text?
Sa: This passage is mainly about a risky experience. He may just want to tell us an exciting story. Sb: In the story, I found one person was able to escape because he used a barrel. This may tell us how to face and escape from the danger. Maybe this story wants to tell us how to solve problems in face of danger.
Step ⅣReading
Activity one: Learn the strategies of sequence
T: Look at the three pictures and decide which shows the beginning, middle and end of the story. Ss: The right order should be: B→A→C.
T: Read each paragraph and decide which paragraph is the background, which is the major event and which is the result.
Let the Ss read each paragraph and generalize the main idea of each paragraph. Then fill in the chart.
Sample chart:
Key:
T: According to the main idea and the pictures, what should be the right order of the text?
S: I am sure the right order is: B→A→C
Activity two: Check the order
T: Now please check the order using these phrases as a clue: One day, About 3 years ago, One day, All at once, Our boat survived, At that moment, Without waiting, Some time after, Soon
afterwards, In the end.
Let the Ss read the passage and check the order using these connectives as clue.
Activity three: Learn the use of signal words
T: Among the listed words above, which words are used to express a quick decision?
Ss: All at once, suddenly, at that moment, without waiting.
T: These words are very helpful to be used to distinguish the order of events. Also in your own writing it would make your writing fluent and readable by using them. Please use some of these signal words to make a short paragraph orally.
Sa: One day I was walking along a small river. Suddenly, I heard a cry for help. I rushed to the spot where the cry came from without waiting. At that moment, the boy was struggling in the water. All at once I jumped into the water. Catching him in one hand, I swam towards the bank quickly.
Activity four: Get familiar with the text
T: Read the story again and answer the questions.
The Ss read the story and answer the questions.
Questions:
1. What happened when we came back from the island with our boat full of fish?
2. What happened to my younger brother when the first wave struck our boat?
3. Why did the boat go towards the whirlpool?
4. How did the writer feel when the boat was moving towards the whirlpool?
5. What was the boat like when we were inside the huge whirlpool?
6. What made the writer notice that the heavier objects went down quickly than the smaller ones?
7. Why did the writer tie himself to a barrel?
8. Why didn’t his brother do the same?
9. What happened to the writer’s brother and their boat?
10. Why didn’t his old friends recognize him?
Possible answers:
1. All at once the sky was covered with dark clouds and we were in a terrible storm.
2. My younger brother fell into the sea.
3. The wind and the waves pushed us towards the whirlpool.
4. The writer felt calmer than before.
5. The boat was going around in circles at great speed.
6. His calmness.
7. He could float on the sea with a light object.
8. His brother didn’t understand him.
9. The boat and my brother sank into the bottom of the whirlpool.
10. The writer’s hair changed from black into white.
Activity five: Voice your opinion
T: Do you think the story is true? Discuss with your partner and say why or why not?
Sa: I think it is true. The description is vivid and everything in the text is like a true experience. Sb: I believe it is not true. The writer just coined a story to amuse the readers. The reasons are the following: Firstly did he have enough time to tie himself to a barrel? Second, how could he manage to tie himself to the barrel with the boat moving at great speed?
Step V Post-reading
Activity one: Vocabulary building
T: Find the words in the story that the writer uses to describe his feeling.
Sa: In the passage, the writer always felt terrified, so most of the words are used to show the feeling of fear: terrifying, terrified, horrible.
T: Next please finish tasks required in activities 8 and 9.
Help the Ss finish the tasks with the correct forms of words.
Activity two: Solve the problems
T: What would you do if you were in the following situation? (activity 10)
Ss: Think out an idea to get out the following difficult situations.
Samples situations:
1. You are going towards a big whirlpool.
2. You are on boat and the boat was leaking.
3. You saw your house was on fire and smoke was everywhere.
4. You are lost in a desert.
5. You are the president of our country.
Students’ works:
1. 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 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.
Step ⅥHomework
Task one: Finish exercises 1 and 2 on page 60.
Task two: Tell a short story to your partner following the sequence: background, major event and result.。
