Warming up、Pre-reading、Reading、Comprehending教学设计内容推荐

Unit 2 Sailing the oceans I. 单元教学目标

Talk about early navigation

Talk about discovery and exploration of an unknown land Learn about some famous navigators and explorers Learn to express the cause and effect Learn to use the Predicate Write a report about a navigator or an adventurous story

Ⅱ.目标语言

词

汇

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 expedition compulsory survival incident departure crew deposit dilemma drawback dusk routine reckon reckoning starvation psychology psychologically tension gradual gradually foresee thirst tear hardship jaw background roar at the mercy of

nautical mile

set loose

jaws of death

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能

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式

语

法

重

复习谓语(The Predicate) So how did they navigate so well? As you can see from the map we kept 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. I’ll go and get ready to begin work.

You may well wonder…(p12)

… show that they were not at the mercy of the sea even though…(p12)

Sea birds could be used to show the way to land when it was nowhere to be seen. (p12) 第

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Cause & effect

Why are you...?

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 I’m afraid....

That's why....

He.... so he is ill with fever after the voyage.

点

句

子

There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13) Its shortcoming was that it still used the moving ship as one of the fixed points of reference. (p13) I am proud to have sailed with Captain Bligh on his journey of…(p17)

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…(p17)

Ⅲ教材分析与教材重组

1. 教材分析

本单元的中心话题是“Sailing the oceans”，内容涉及海洋航行、人类早期的航海技术、中国历史上最著名的航海家郑和、辛巴达的第一次冒险航行等。本单元的语言技能和语言知识都是依据“航海、发现探索未知的大陆”这个中心话题设计的。

1.1 “热身”(Warming up)部分提出了三个问题：航海家的含义；航海家与探险家的不同之处。看图对中外历史上的三个著名人物郑和、马可波罗、詹姆斯库克进行讨论，谁是航海家，谁是探险家。通过讨论使学生的言语技能和语言知识得到充分运用。

1.2 “读前”(Pre-reading)部分要求学生看图回答问题。通过这项任务的完成，可以激起学生了解早期航海情况的兴趣。

1.3“阅读”(Reading)部分是一篇说明文，用百科全书的形式呈现出的内容是让学生了解在现代化的航海仪器发明之前人们是怎样航海的。阅读的内容分为两部分，首先介绍古代航海者怎样借助自然环境的帮助进行航海。然后介绍早期的航海者怎样利用航海仪器来确定经度和纬度。

1.4 “理解”(Comprehending)部分设置了五个练习。这些练习能帮助学生更好地理解阅读内容。这部分的练习1和练习4主要用以消化阅读的细节内容，只要学生理解了课文，不难回答。练习2、3、5设置了几个不同的情景，要求学生利用课文内容进行讨论与回答。这些练习能帮助学生更好地理解课文内容。

1.5 “语言学习”(Learning about Language)部分由词汇和语法两部分组成。这个部分的练习主要用来帮助学生进一步学习、巩固课文中出现的词语，加深学生对谓语的语法概念，同时也帮助学生了解库克船长的航海探险经历。

1.6 “语言运用”(Using Language)该部分包括两项内容，对学生进行听、说、读、写的综合训练。该部分内容紧密结合了本单元的功能项目“Cause and effect”。

1.7“小结”(Summing up)部分涉及三个方面：第一项是本单元关于航海的主题；第二项是学习本单元的收获；第三项是关于本单元的语言知识。通过该小结，可以让学生对本单元的学习有个整的概念。教师可以利用该材料做些拓展性和巩固性练习设计。

2. 教材重组

2.1利用WARMING UP设计成一节任务型“口语课”。

2.2 将Pre-reading 、Reading和Comprehending 整合成一节

“精读课”。

2.3 将Using Language中的Reading和Workbook中的READING TASK上一节“阅读课（泛读课）”。

2.4将Learning about language 和Workbook中的Talking整合成一节以说和写为主要任务的练习课。

2.5将Using Language中的Listening和Workbook中的Listening整合成一节“听力课”。

2.6 将Learning about Language中的Revising useful structures和Workbook中的Using structures整合成一节“语法课”。

3. 课型设计与课时分配

1st period Speaking(口语课) 2nd period Reading(精读课) 3rd period Extensive Reading(泛读课) 第

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4th period Practicing(练习课) 5th period Listening(听力课) 6th period Grammar(语法课)

Unit 2 Sailing the oceans Warming up、Pre-reading、Reading、Comprehending

Aims To help students read about sailing the oceans

To help students learn about the predicate To learn some key words and expressions

navigate, navigator, navigation, navigational;

explore, explorer, exploration To talk about sailing the oceans.

Procedures ■Warming up

1.World map exploration: How many oceans are there in the world?

sea 2. Brainstorm :write down the words you know, which are related to navigation and sea . navigation sail, sailor, voyage, latitude, longitude, equator, seaman, seaweed, seafood, shore, offshore, onshore, horizon, captain, land island, nautical middles, explore, beach, beach-ball, seabed, sea-bird, seagull, sea shell, exploration…

seaside, sea water, seasick, coast, coastline, tide, wave, current…

■ Pre-reading 1.Introduce some early navigational instruments used by navigators: compass、astrolabe、sextant、sea/nautical chart

2.What is a navigator? A navigator explores new routes across the sea. 第

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3.What is the difference between a navigator and an explorer? A navigator explores the sea; an explorer discovers new places on land. 4. More details about some

Hello, class. Do you know this man? Yes, he is Zheng He. He made seven voyages during his lifetime and contributed greatly to the science of navigation in China.

Zheng He

(1371–1433 or 1435) was a Chinese mariner, explorer, diplomat, fleet admiral, and court eunuch during China's early Ming dynasty. He was originally born as Ma He in a Muslim family, later adopted the conferred surname Zheng from Emperor Yongle.[2] Zheng commanded expeditionary voyages to Southeast Asia, South Asia, Western Asia, and East Africa from 1405 to 1433. His larger ships stretched 120 meters or more in length. These carried hundreds of sailors on four tiers of decks. Marco Polo (1254-1324), is probably the most famous Westerner traveled on the Silk Road. He excelled all the other travelers in his determination, his writing, and his influence. His journey through Asia lasted 24 years. He reached further than any of his predecessors, beyond Mongolia to China. He became a confidant of Kublai Khan (1214-1294). He traveled the whole of China and returned to tell the tale, which became the greatest travelogue. James Cook

(7 November 1728[NB 1] – 14 February 1779) was a British explorer, navigator, cartographer, and captain in the Royal Navy. Cook made detailed maps of Newfoundland prior to making three voyages to the Pacific Ocean, during which he achieved the first recorded European contact with the eastern coastline of Australia and the Hawaiian Islands, and the first recorded circumnavigation of New Zealand. ■ Fast-reading

Read the text SAILING THE OCEANS on page 12 to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions. SAILING THE OCEANS We may well wonder/ how seamen explored the oceans/ before latitude /and longitude made it possible /to plot a ship's position/ on a map．The voyages of travelers/ before the 17th century /show that /they were not at the mercy of the sea /even though they did not have modern navigational aids．So/ how did they navigate so well? Read these pages/ from an encyclopedia．

Page l：

Using nature to help

Keeping alongside the coastline

This seems to have been the first /and most useful form of exploration /which carried the minimum amount of risk．

Using celestial bodies

North Star At the North Pole /the North Star is at its highest position /in the sky, but at the equator /it is along the horizon．So /accomplished navigators were able to use it /to plot their positions．

Sun On a clear day /especially during the summer/ the sailors could use the sun /overhead /at midday to navigate by．They can use the height of the sun /to work out their latitude．

Clouds Sea captains observed the clouds /over islands. There is a special cloud formation /which indicates /there is land/ close by. Using wildlife

Seaweed Sailors often saw seaweed/ in the sea /and could tell /by the colour /and smell/ how long it had 第

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been there．If it was flesh /and smelled strongly，then /the ship was close to land．

Birds Sea birds could be used to show the way/ to land /when it was nowhere to be seen．In the evening /nesting birds return to land /and their nests．So /seamen could follow the birds /to land /even if they were offshore/ and in the open sea．

Using the weather

Fog Fog gathers at sea /as well as over streams /or rivers．Seamen used it /to help identify the position of a stream /or river /when they were close to land．

Winds Wise seamen used the winds/ to direct their sailing．They could accelerate the speed，but they could also be dangerous．So /the Vikings would observe the winds /before /and during their outward /or return journeys．

Using the sea Certain tides/ and currents could be used /by skillful sailors /to carry ships/ to their destination. These skills helped sailors/ explore the seas/ and discover new lands．They increased their ability/ to navigate new seas/ when they used instruments．

page 2: Using navigational instruments to help Finding longitude There was no secure method of measuring longitude /until the 17th century/ when the British solved this theoretical problem．Nobody knew that /the earth moved westwards/ 15 degrees/ every hour, but sailors did know an approximate method of calculating longitude /using speed /and time．An early method of measuring speed/ involved throwing a knotted rope/ tied to a log /over the side of the ship．The rope was tied to a log /which was then/ thrown into the sea．As the ship advanced through the water /the knots were counted/ as they passed through a seaman’s hands．The number of knots/ that were counted /during a fixed period of time/ gave the speed of the ship/ in nautical miles /per hour．Later, when seamen began to use the compass /in the 12th century /they could calculate longitude /using complicated mathematical tables．The compass has a special magnetic pointer /which always indicates the North Pole，so/ it is used to help find the direction /that the ship needs to go．In this way /the ship could set a straight course /even in the middle of the ocean．

Finding latitude

The Bearing Circle It was the first instrument /to measure the sun's position．A seaman would measure the sun’s shadow/ and compare it /with the height of the sun/ at midday．Then/ he could tell if he was sailing on his correct/ rather than a random course. The Astrolabe The astrolabe, quadrant/ and sextant are all connected. They are developments /of one another．The earliest，the astrolabe，was a special all-in-one tool /for telling the position of the ship/ in relation to the sun/ and various stars /which covered the whole sky．This gave the seamen /the local time /and allowed them /to find their latitude/ at sea．However, it was awkward/ to use /as one of the points of reference/ was the moving ship itself．

The Quadrant 第

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This was a more precise/ and simplified version of the astrolabe．It measured how high stars were above the horizon /using a quarter circle/ rather than the full circle of the astrolabe．It was easier to handle /because it was more portable．Its shortcoming was that it still used the moving ship /as one of the fixed points of reference．As the ship rose /and plunged /in the waves，it was extremely difficult /to be accurate /with any reading．

The sextant The sextant was the updated version /of the astrolabe /and quadrant/ which reduced the tendency/ to make mistakes．It proved to be the most accurate /and reliable of these early navigational instruments．It works by measuring the angle /between two fixed objects /outside the ship/ using two mirrors．This made the calculations more precise /and easier to do．

■

Detailed reading Listen to the tape and then answer the questions 1. Why are speed and time important in working out the longitude of a ship? Because the earth moves fifteen degrees westwards every hour. If you know your direction, speed and time, you can work out the approximate longitude. 2. Why is the position of the sun and various stars useful for working out latitude? Because they are fixed points in the sky and their movements in relation to the earth are already known. So they can be used to measure a ship’s position.

■ Transforming

information Next you are going to read the text again to complete the chart below. SAILING THE OCEANS ■Using nature to help keeping alongside the ■Using navigational instruments to help coastline ●Using celestial bodies: North Star; Sun; ●finding longitude

Clouds

●Using wildlife: Seaweed; Birds

●Using the weather: Fog; Winds

●Using the sea

●Finding latitude: The Bearing Circle; The Astrolabe; The Quadrant; The sextant

■ Group discussion

What would you do if: You were far from land and a storm arose. You knew your latitude but didn’t know your longitude.

You were blown off-course. You were offshore but you needed more food and water. You wanted to keep a straight course. 第

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Plan of action

You were lost with no land in sight.

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Homework 1.Review this passage. 2.Read more about sailing the oceans 3 Preview Learning about language Sailing the oceans For thousands of years, people have been sailing across the oceans and around the world. Knowledge of ocean currents and wind patterns has allowed people to reliably reach their destinations even after crossing huge expanses of open ocean.

In this photograph, a sailboat uses wind and currents to move among the islands of Micronesia. Before modern navigational techniques were developed, navigators in the South Pacific relied on stick charts to indicate island locations relative to winds and

currents. Today, racing sailboats is a sport, and teams test their skills by racing around the world. Navigation now relies on satellites, but knowledge of wind patterns, ocean currents, and potential obstacles in unfamiliar waters is still essential for sailing. In this investigation, you'll plot a course for racing around the world in a sailboat. You'll explore some of the obstacles you might encounter on your route; then you'll have the opportunity to revise your route to improve your speed. Additional Materials Complete the summary of the story with one word in each blank. While sailing the _____1___we may make use of both the nature ___2___ the navigational instruments to help.

By making use of the ____3___ to help, it is meant that we could either ____4____ alongside the coastline, __5___use celestial bodies like the north star, the sun and the clouds, __6___ use wildlife such as seaweed, birds, ___7__ use the weather such as fog and winds, __8___ use the sea.

By using ___9__ instruments to help it is meant __10___ we could manage to sail either by finding longitude __11___by finding latitude by means of the Bearing Circle, the Astrolabe, the Quadrant __12___ the Sextant. (Key: 1.oceans 2.and 3.nature 4.keep 5.or 6.or 7.or 8.or 9.navigational 10.that 11.or 12.and ) Comprehension questions 1. What is the main topic of this passage? A. The voyages of the travelers before the 17th century B. How to plot a ship’s position on a map

C. How did ancient men navigate so well D. Use nature to aid navigation 2. Ancient navigators use navigational instruments to help them A. find celestial bodies. B. predict the weather. C. explore the sea. 第

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D. find latitude 3. The author of the passage implies that the ancient navigators were

A. hard-working. B. brave. C. intelligent. D. energetic

4. According to the passage,

A. the ancient accomplished navigators were able to use South Star to plot their positions．

B. Sea birds could be used to show the way to land when it was nowhere to be seen．

C. Wise seamen used the snows to direct their sailing．

D. The sextant proved to be the most accurate and reliable of these early navigational instruments．

(Key: BDCB )

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