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2. New structures: After our ship crashed against the rocks, I swam as far as I could.
It moved up over my stomach and neck until it was standing near my face.
However, they soon got up again and continued moving across my body.
I didn’t know what to say either.
I tried to pull one hand free and finally managed to break the ropes.
Gulliver found himself unable to move.
III. Focus of the lesson and predicted area of difficulty
1. To retell the story in students’ words.
2. To use the new language points correctly.
IV. Teaching procedures
Step 1 Lead-in
1. Introduce myself and play a game with the students(Do what Miss Zhao tells you to do).
2. Let the students read the new words together.
3.What story did we read last period?
4.Do you still remember what happened in the story?
【设计意图：通过“我说你做”的游戏环节复习部分重点词语，创设轻松愉快的学习氛围，提高课堂参与度。】
Step 2 Acting and describing
1. Act and describe the story(Use and pay attention to the new phrases and structures ).
e.g.
1.)as + adj./adv. + as sb. can/could = as + adj./adv. + as possible 尽可能……
2.)be tied to…被拴在……
3.)continue doing sth.=continue to do sth.继续做某事
4.)…
2.Read and retell the story in students’ words.
【设计意图：回顾文本细节，在语篇情境中教授、学习语言点，并让学生尝试运用语言点复述故事情节，为读后写做好语言铺垫。】
Step 3 Further thinking
1.Discuss and think about more questions about the story. (Encourage the students to be imaginative and creative).
2. Learn to think while reading and form the interest in reading.
e.g.
1.) Why did the tiny men tie Gulliver to the ground?