Warming up、Pre-reading、Reading、Comprehending优秀教案说课稿

The Third Period

Extensive Reading Teaching 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 hardship b. 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 after reading to make the students understand the text better. Teaching Aids: The multimedia; a tape recorder; the blackboard Teaching procedures & ways

Step1 Greetings Greet the whole class as usual.

Step2 Revision

Check the homework exercises. Suggested answers to Exercise3: 1.

I have gradually accepted 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 holding 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 Reading a. Listen to the passage and then let them do some true or false questions according to the text. 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 course.

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 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 minutes to read the passage again and then get the general idea of the text.

This is the storey of Captain Bligh’s 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 made 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 addition

另外

There was an earthquake and, in addition, there were tsunamis. 除了地震之外，还有海啸。

比较：in addition, in addition to in addition= as well, besides 相当于副词

in addition to=as well as 相当于介词

In addition, the owner of the land may charge an extra fee. In addition to swimming, she likes tennis. 2. cope with 有效地或成功地对付或应付

A family and a full time job is a lot to cope with. 照顾家庭并干一份全职工作需要花很多精力。

She is not a competent driver and can’t cope with driving in heavy traffic.

她不是一个称职的司机，在交通拥挤时就开不好车。

比较: deal with只是采取行动去对付某人或某事，并不考虑成功与否。

3. take one’s mind off 使某人的注意力离开

keep one’s mind on…专心于，把注意力集中于

put one’s mind into/to…专心于

4.set loose出发, 使爆炸, 引起, (使)开始(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鬼门关，失败的险境

The team snatched victory from the jaws of defeat.

这个队翻盘而险胜。

Step4 Discussion Discuss 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 nineteen 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 men 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 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 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 Yongfu (LY) are discussing the journey and Captain’s Bligh’s leadership qualities.

LP: Why are you convinced that this journey shows the greatest navigational skill? I’m 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, there’s 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 didn’t last very long. Captain’s Bligh’s 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 I’ve 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 stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. That’s 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 he 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 Homework

Finish 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.