Unit 2 Sailing the oceans 廣東省高考英語一輪復(fù)習(xí)模塊9教案人教新課標(biāo)版 廣東省高考英語一輪復(fù)習(xí)模塊9教案人教新課標(biāo)版

1、Unit 2 Sailing the oceansI. 單元教學(xué)目標(biāo)技能目標(biāo)GoalsTalk about early navigation Talk about discovery and exploration of an unknown landLearn about some famous navigators and explorersLearn to express the cause and effectLearn to use the PredicateWrite a report about a navigator or an adventurous story.目標(biāo)語言詞匯

2、voyage mercy encyclopedia alongside exploration minimum celestial pole equator horizon overhead seaweed nowhere offshore accelerate outward tide secure log knot nautical magnetic random awkward reference precise simplify portable shortcoming update tendency reliable swoop parcel peck cliff expeditio

3、n compulsory survival incident departure crew deposit dilemma drawback dusk routine reckon reckoning starvation psychology psychologically tension gradual gradually foresee thirst tear hardship jaw background roarat the mercy of nautical mile set loose jaws of death功能句式Cause & effect Why are you

4、.? How could you.?Why did you.? Because of.It was because. The reason is that.As he. Since she.Now that. Therefore,.He was due to. It is ., so Im afraid.That's why. He. so he is ill with fever after the voyage.語法復(fù)習(xí)謂語(The Predicate)So how did they navigate so well?As you can see from the map we k

5、ept to straight course pretty well.The tension in the boat got worse as the supply of food and water gradually disappear So accomplished navigators were able to use it to plot their position.Captain Cook had led three great Pacific voyages during his life.Ill go and get ready to begin work.重點(diǎn)句子1. Yo

6、u may well wonder(p12)2. show that they were not at the mercy of the sea even though(p12)3. Sea birds could be used to show the way to land when it was nowhere to be seen. (p12)4. There was no secure method of measuring longitude until the 17th century when the British solved this theoretical proble

7、m. (p13)5. Its shortcoming was that it still used the moving ship as one of the fixed points of reference. (p13)6. I am proud to have sailed with Captain Bligh on his journey of(p17)7. You could not imagine a more disturbing sight than what we looked like when arriving in Timor over forty days after

8、 being set loose in(p17).教材分析與教材重組1. 教材分析本單元的中心話題是“Sailing the oceans”，內(nèi)容涉及海洋航行、人類早期的航海技術(shù)、中國歷史上最著名的航海家鄭和、辛巴達(dá)的第一次冒險航行等。本單元的語言技能和語言知識都是依據(jù)“航海、發(fā)現(xiàn)探索未知的大陸”這個中心話題設(shè)計的。1.1 “熱身”(Warming up)部分提出了三個問題：航海家的含義；航海家與探險家的不同之處?？磮D對中外歷史上的三個著名人物鄭和、馬可·波羅、詹姆斯·庫克進(jìn)行討論，誰是航海家，誰是探險家。通過討論使學(xué)生的言語技能和語言知識得到充分運(yùn)用。1.2 “讀前”(P

9、re-reading)部分要求學(xué)生看圖回答問題。通過這項任務(wù)的完成，可以激起學(xué)生了解早期航海情況的興趣。1.3“閱讀”(Reading)部分是一篇說明文，用百科全書的形式呈現(xiàn)出的內(nèi)容是讓學(xué)生了解在現(xiàn)代化的航海儀器發(fā)明之前人們是怎樣航海的。閱讀的內(nèi)容分為兩部分，首先介紹古代航海者怎樣借助自然環(huán)境的幫助進(jìn)行航海。然后介紹早期的航海者怎樣利用航海儀器來確定經(jīng)度和緯度。1.4 “理解”(Comprehending)部分設(shè)置了五個練習(xí)。這些練習(xí)能幫助學(xué)生更好地理解閱讀內(nèi)容。這部分的練習(xí)1和練習(xí)4主要用以消化閱讀的細(xì)節(jié)內(nèi)容，只要學(xué)生理解了課文，不難回答。練習(xí)2、3、5設(shè)置了幾個不同的情景，要求學(xué)生利用課文

10、內(nèi)容進(jìn)行討論與回答。這些練習(xí)能幫助學(xué)生更好地理解課文內(nèi)容。1.5 “語言學(xué)習(xí)”(Learning about Language)部分由詞匯和語法兩部分組成。這個部分的練習(xí)主要用來幫助學(xué)生進(jìn)一步學(xué)習(xí)、鞏固課文中出現(xiàn)的詞語，加深學(xué)生對謂語的語法概念，同時也幫助學(xué)生了解庫克船長的航海探險經(jīng)歷。1.6 “語言運(yùn)用”(Using Language)該部分包括兩項內(nèi)容，對學(xué)生進(jìn)行聽、說、讀、寫的綜合訓(xùn)練。該部分內(nèi)容緊密結(jié)合了本單元的功能項目“Cause and effect”。1.7“小結(jié)”(Summing up)部分涉及三個方面：第一項是本單元關(guān)于航海的主題；第二項是學(xué)習(xí)本單元的收獲；第三項是關(guān)于本單元

11、的語言知識。通過該小結(jié)，可以讓學(xué)生對本單元的學(xué)習(xí)有個整的概念。教師可以利用該材料做些拓展性和鞏固性練習(xí)設(shè)計。2. 教材重組2.1利用WARMING UP設(shè)計成一節(jié)任務(wù)型“口語課”。2.2 將Pre-reading 、Reading和Comprehending 整合成一節(jié) “精讀課”。2.3 將Using Language中的Reading和Workbook中的READING TASK上一節(jié)“閱讀課（泛讀課）”。2.4將Learning about language 和Workbook中的Talking整合成一節(jié)以說和寫為主要任務(wù)的練習(xí)課。2.5將Using Language中的Listenin

12、g和Workbook中的Listening整合成一節(jié)“聽力課”。2.6 將Learning about Language中的Revising useful structures和Workbook中的Using structures整合成一節(jié)“語法課”。3. 課型設(shè)計與課時分配（經(jīng)教材分析，本單元建議用六課時教完，順序可根據(jù)學(xué)情適當(dāng)調(diào)整）1st period Speaking(口語課)2nd period Reading(精讀課) 3rd period Extensive Reading(泛讀課)4th period Practicing(練習(xí)課) 5th period Listening(聽力

13、課)6th period Grammar(語法課). 分課時教案The First Period SpeakingTeaching Aims: a. Key words and expressions navigate, navigator, navigation, navigational; explore, explorer, explorationb. Talk about sailing the oceans.Teaching Methods:Discussion to arouse the students interest in sailing and exploring the

14、oceans.Individual, pair or group work to make every student work in class.Teaching Aids:The multimedia; a tape recorder; the blackboardTeaching Procedures:Step1 GreetingsGreet the whole class as usual. Step2 Revision Check the homework exercises.Step 3 PresentationPresent the students a map of the w

15、orld and tell them “Today we are going to learn a new unit “Sailing the oceans”. Then ask them to turn to page 11 and give them a few minutes to have a discussion. Step 4 DiscussionIn pairs discuss the questions on page11.This discussion is intended for students to explore the difference between a n

16、avigator and an explorer. This difference is important to establish because it encourages students to appreciate shades of meaning in the definitions f words and also because it establishes the idea of categories.After a few minutes, ask some pairs to speak out their result of the discussion. Then s

17、um up and check the answers.A navigator explores new routes across the sea.An explorer discovers new places on land.A navigator is somebody who finds the position and plots the course of a ship, an aircraft, a car, etc, using maps and instruments. An explorer is somebody who travels into or through

18、a place in order to learn about it. Very often navigators are also explorers.In history there are four famous voyage explorers in the world, including Zheng He in China, James Cook in England, Christopher Columbus in Spain and Abel Tasman in Holland.In this unit well talk about Zheng He, James Cook

19、and some other explorers like Marco Polo and Captain Bligh.Step 5 Pre-speakingAsk the students if they want to know some famous navigators and explorers. Then present them some pictures and some related information about them.1. About Zheng He.2. About Marco Polo3. About James Cook4. About Ferdinand

20、 Magellan Step 6 Speaking After showing the students the pictures and their background information, ask the students to think about the question: How do you think seamen found their way before modern accurate methods of navigation were invented? If time is limited, this can be left as their homework

21、.Step 7 Homework1. Read the new words.2. Preview Reading SAILING THE OCEANS on page 12.The Second Period ReadingTeaching Aims: a. Learn and master the key words and expressions voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortco

22、ming updated tendency reliableat the mercy of, even though, work out, be used to, in relation to, aim to , b. Train the students reading ability. Let the students have some knowledge of early navigational methods. Explain how seamen explored the oceans and what kind of navigational instruments were

23、used to sailors before the 17th century when they were navigating the open seas without seeing the land.Teaching Difficult Points:a. How to help the students understand the reading passage better.b. How to improve the students reading ability.Teaching Methods:a. Scanning the text to get the general

24、idea of it.b. Carefully reading to finish the Comprehending exercises on page 14.c. Discussion after reading to make the students understand the text better.Teaching Aids:The multimedia; a tape recorder; the blackboardTeaching procedures & ways Step1 GreetingsGreet the whole class as usual. Step

25、2 Revision Check the homework exercises.Step3 Pre-readingShow the students some pictures to see if they can identify the early navigational instruments seamen used and explain how they used.Step 4 DiscussionDiscuss the questions on page11.Step 5 Listening and comprehendingAfter listening to the cont

26、ents of the text do the comprehending exercises on page 14&15.Step 6 ExplanationAfter comprehending, it is a good time to deal with the new words and language points in this part, esp. the following:voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise

27、 simplify portable shortcoming updated tendency reliableat the mercy of, even though, work out, be used to, in relation to, aim to , Step7 DiscussionLets the students have a discussion by working in pairs or in groups.Topic: Imagine you are on a boat with twenty-nine other people. You have a small b

28、ox for your personal things but it can only hole ten items. What would you need for a weeks journey across the North Sea to England?Suggested Answer:CategoryItemsCategoryItemsClothesshirt, trousersShoeswaterproof bootsHygienesoapToolsknife, scissorsBeddingblanketMedicinessea-sick tablets, cold medic

29、ineGamescards, chessBooksnovels, essay collectionsStep8 Summary This reading explains how seamen explored the oceans and what kind of navigational instruments were used to sailors before the seventeenth century when they were navigating the open seas without seeing the land.Step9 HomeworkFinish the

30、exercises about using words and expression on page61.The Third Period Extensive ReadingTeaching Aims: a. Learn and master the key words and expressions incident departure crew deposit dilemma drawback dusk routine pretty starvation extreme psychologically tension gradually foresee thirst hardshipb.

31、Train the students reading ability. Teaching Difficult Points:a. How to help the students understand the reading passage better.b. How to improve the students reading ability.Teaching Methods:a. Scanning the text to get the general idea of it and do some other comprehending exercises.b. Discussion a

32、fter reading to make the students understand the text better.Teaching Aids:The multimedia; a tape recorder; the blackboardTeaching procedures & ways Step1 GreetingsGreet the whole class as usual. Step2 Revision Check the homework exercises.Suggested answers to Exercise3:1. I have gradually accep

33、ted the routine at school now that I am in the advanced class and make my own study plan.2. The drawback of using that girl for the advertising was her square jaw which made her look unfriendly.3. Mathematics is a subject which demands precise and accurate work.4. In the park I saw a small boy holdi

34、ng the string of a kite overhead, which was rising and falling at the mercy of the wind.5. That explorer wanted to secure his place in history by being the first man to reach the South Pole.Step3 Readinga. Listen to the passage and then let them do some true or false questions according to the text.

35、1. I was forced to join Captain Bligh in the small boat. 2. After the crew took over the ship “Boundy”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the cou

36、rse. 4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position. 5. We completely believed Captain Bligh when he talked hopefully about what we would do when we got back to England.6. Captain Bligh was as weak as the rest of us but

37、 he was determined not to give up.7. Captain Bligh kept us busy and tried to take our minds off our stomach and thirst all the way.8. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.Answers: (FFTFFTTF)b. Give the students a few minute

38、s to read the passage again and then get the general idea of the text. This is the storey of Captain Blighs amazing journey across the Pacific Ocean in an open boat with his followers after another group of sailors under Fletcher Christian had taken over the ship. Later Captain Bligh and his men mad

39、e for the island of Timor using a combination of navigational skill and “dead reckoning”, which is guessing the correct direction. The voyage lasted over 40 days and was one of the greatest examples of survival at sea. c. Explain some difficult sentences, phrases and words. Key phrases:1. in additio

40、n 另外There was an earthquake and, in addition, there were tsunamis.除了地震之外，還有海嘯。比較：in addition, in addition toin addition= as well, besides 相當(dāng)于副詞in addition to=as well as 相當(dāng)于介詞In addition, the owner of the land may charge an extra fee.In addition to swimming, she likes tennis.2. cope with 有效地或成功地對付或應(yīng)付

41、A family and a full time job is a lot to cope with.照顧家庭并干一份全職工作需要花很多精力。She is not a competent driver and cant cope with driving in heavy traffic.她不是一個稱職的司機(jī)，在交通擁擠時就開不好車。比較: deal with只是采取行動去對付某人或某事，并不考慮成功與否。 3. take ones mind off 使某人的注意力離開 keep ones mind on專心于，把注意力集中于 put ones mind into/to專心于4.set loo

42、se出發(fā), 使爆炸, 引起, (使)開始(做某事)Someone has set the tigers loose from their cage and they are terrorizing the town.When we escape, shall we set the other prisoners loose?5.the jaws of death / defeat= used to describe an unpleasant situation that almost happens鬼門關(guān)，失敗的險境The team snatched victory from the jaw

43、s of defeat. 這個隊翻盤而險勝。Step4 DiscussionDiscuss these situations in fours and then hold a class discussion.1. Would you have behaved like the person in the reading and joined Captain Bligh in the open boat or stayed on the “Bounty”? You should have reasons for your choice.2. At the time that the ninet

44、een men in the boat sailed for Timor they did not know if they would survive or not. What do you think were the most important things they would need to take with them? Who should decide these items? Remember that the boat was already very full with people and could not hold very much more.3. Many m

45、en who wanted to go into the boat were unable to because of the lack of space. If they stayed on the “Bounty” and were caught by the British navy, they should be killed according to the law.4. What would the students have done to avoid being caught and punished if they had been part of the group who

46、 took over the “Bounty”? Would they have gone back to Tahiti or looked for another place to live? Which place would be the safest?5. After the discussion let students prepare for the speaking exercise and encourage them to make notes of their ideas. Follow this format: Discuss in pairs. Make a list

47、of the ideas.6. Swap ideas with another pair and resolve differences. Make a new list of the ideas. 7. One member of the group should give the ideas to the class in turn. Other groups can discuss these ideas and evaluate them.One sample dialogue:Li Pei (LP), Du Zhou (DZ), Wen Fuqing (WF) and Liu Yon

48、gfu (LY) are discussing the journey and Captains Blighs leadership qualities.LP: Why are you convinced that this journey shows the greatest navigational skill? Im sure there must have been others that were as good, if not better!DZ: Do you know of many other sea voyages of this kind?WF: Well, theres

49、 that journey by Shackleton from Elephant Island in the Antarctic to get help from another island with a whaling station. He wanted to rescue his men. The weather was terrible and he was in an open boat, too.LY: How can you think that journey was more difficult? It didnt last very long. Captains Bli

50、ghs journey lasted over forty days, was very hot and they had very little food and water. It was because Captain Bligh was a great leader that they survived.DZ: Now that Ive heard about it I am very impressed. All those men pushed together in a very small boat, it must have been terrible for them to

51、 stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. Thats the reason I think it was the greatest sea escape.LP: When you put it that way I suppose it was a great achievement. Captain Bligh was certainly excellent in the way h

52、e kept the men occupied and tried to take their minds off their troubles. In addition he treated everyone the same when it came to food or water. So I think you are right and it was the greatest example of navigational skill against the odds! Do you agree?DA, WF and LY (together): Yes. We do. Step5

53、HomeworkFinish exercises in workbook.After class write a report to your letter explaining to him why you think Captain Bligh should or should not receive the medal. Sample letterDear Sir，I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. Th

54、is is a journey that could not have been completed without great navigational skill. In addition Captain Bligh did not lose one man. First, he showed his leadership qualities by sharing the food and water fairly with the men in the boat. Everyone was treated equally and this made for good feeling be

55、tween the members of the boat.Second, he kept everyone in the boat cheerful by discussing what they would do when they arrived safely. No one was allowed to think about what might happen if they did not arrive!Third, he kept them occupied by organizing the complicated mathematical calculations neede

56、d to find their position at sea. The crew who had taken over the “Bounty” had left Captain Bligh with only a quadrant and a compass. This meant that numerous calculations were needed to find their correct position. Captain Bligh regularly and each person was given a different activity was important

57、because it stopped the men from thinking about how little food and water there was.So I hope you will give Captain Bligh this medal. He has shown leadership, fairness and concern for his crew and helped them return to England safely. Yours,(your name)The Fourth Period PracticingLearning about LanguageTea