Using LanguageⅠppt课件配套教案内容

Teaching Design

Unit 2 Sailing the oceans

The Greatest Navigational Journey: a Lesson in Survival (Using Language) 1.

Teaching aims :

By the end of the this lesson, students will:

(1) obtain more vocabularies to talk about the navigational journey.

(2) improve reading skills such as finding the main idea, get some key points when skimming and scanning. (3) improve speaking ability by group-discussion. (4) infer Captain Bligh’s leadership qualities according to the passage.

2. Teaching important and difficult points:

(1) Develop students’ speaking and reading ability.

(2) Enable students to understand the process the journey and the main idea of the passage.

(3) How to infer Captain Bligh’s leadership qualities by group discussion. 3. Teaching Methods：

(1) Task-based approach

(2) Student-centered teaching methods

(3) Situational teaching techniques

(4 )Questions chain

4. Learning Strategies：

(1) Autonomous learning strategy (2) Co-operative learning strategy

5. Teaching aids：

The multi-media and other normal teaching tools 6.

Teaching procedures: Step I:

Lead-in A guessing game (Who is he?) (1)

a Chinese ; Ming Dynasty; reach the east coast of Africa, which is called “Great West Ocean”-------Zheng He(1371-1433) (2)

an Italian; 1492; the first to cross the Atlantic Ocean and reached the North American continent, which he thought as India------Christopher Columbus(1485-1547) (3)

an English; the first to cross the Antarctic Circle; discover Hawaii; establish the first European colony in Australia------Captain James Cook (1728-1779) 设计意图：通过猜人游戏进行热身，活跃课堂气氛，使学生快速进入“航海模式”，讨论航行过程中可能出现的问题，激活大脑中的相关信息，为后面的阅读提供有效铺垫。通过与学生的free talk, 在不知不觉的轻松气氛中让学生理解并初步感知其中的一部分核心词汇：navigational journey, navigator, hardship。

Step II:

Skimming and scanning 1.

Find the topic sentences and get the main idea of the passage.

(I am proud to have sailed with Captain Bligh on his journey of over 40 days through about 4000 miles in an open boat across the Pacific Ocean in 1789. We were the heroes who had escaped the jaws of death by completing the greatest navigational feat of all time.) The passage mainly talks about the adventures and hardships the author experienced and how Captain Bligh kept all men on the boat alive. 2.

Divide the passage into three parts. Structure: Part 1 (Para.1)

before the journey(board the boat) Part 2 (Para.2-4)

during the journey(on the boat) Part 3 (Para.5)

after the journey(reach the land) 设计意图：本环节通过略读跳读了解文章主题，划分段落，让学生能从阅读的技巧上来捕捉文章大意，把握文章结构。学生对整篇文章的结构和内容已经有了一个初步的认识，为接下来的阅读做铺垫。围绕boat展开故事情节，使学生在大脑中有清晰的文章图式。

Step III: Detailed reading Para. 1

What’s the name of the ship? Who was the captain? Why were they on the boat? What were they allowed to take along with?

Keys:

Bounty. Captain Bligh. Some of the crew took over the ship “Bounty”, and deposited him into a small boat to let him find his own way home. Some of them chose to stay with Captain Bligh to face the uncertain future. Anyhow, they were in a dilemma. A compass and a quadrant. Para. 2

What were they used to? How could they mange to stay on the course so well?

Keys:

The compass was used to set the course and the quadrant was used to measure the position. Because the captain used a system called “dead reckoning”

and kept us all busy reading the tables to work out our position. 设计意图：利用文章的两张图片，设计问题链，驱动学生达成信息提取，进行文本信息的有效整合，从而推进深度加工。插图是一个重要的信息转化手段。有效地把复杂、高难度的信息转化成视觉信息。

Para. 3-4 1.

What might their journey be like? What difficulty would they meet?

2.

How could they manage to go through the problem of lacking food and water? Keys: ①

Daily food was shared equally among us all. ②

The captain tried to preserve our good spirits by telling stories and talking hopefully. ③

He continued his navigational measurements every day. ④

He kept us busy. ⑤

He tried to take our minds off our stomachs and our thirst. 设计意图：帮助学生预测文本内容, 给学生信息留白，不仅可以提供推论和评鉴信息的空间，而且可以激发学生更大的学习兴趣，发挥他们的主观能动性和创造力。

Para. 5 What did they look like when arriving in Timor? Keys: Their clothes were torn. They had fever. Their faces showed the hardships they had suffered. Analysis:

You could not imagine a more disturbing sight than what we looked like when arriving in Timor over forty days after being set loose in our small boat. (比较级+否定=最高级。the most disturbing sight你简直无法想象我们被放逐在小船上漂泊了40天后在帝汶岛登陆时的凄惨样子。) 设计意图：通过本环节让学生在脑海中清晰呈现登陆时的凄惨状，展现九死一生的艰难。对后文的分析标题提供铺垫。

Step IV: Post-reading Analysis the title: Do you think it was the greatest navigational journey? Why? 设计意图：标题是文章的“眼睛”，为学生呈现了文本的主题大意。对标题中的greatest进行分析，在阅读的基础上进一步理解和归纳主旨大意，提升学生语言学习能力和思辨能力。

Step V: Group-discussion What kind of leadership qualities do you think Captain Bligh showed? Find evidence to support your ideas. 设计意图：在此过程中通过Captain Bligh的思想和人物性格为切口，结合学生自身情感、阅历、信念、思维等方面对文本内容进行，评鉴理解人物的人格魅力，鼓励学生表达自己的见解，对话自己的思想。阅读的目的不仅仅是获取信息，更应是提高学生的思维能力。

Blackboard

Design