Learning about Language教学实录及点评

Unit 2 Sailing the oceans(新课标版高三英语选修九教案教学设计)

I. 单元教学目标

技能目标Goals

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

功能句式

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.

语法

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.

重点句子

1. You 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 problem. (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 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（经教材分析，本单元建议用六课时教完，顺序可根据学情适当调整）

1st period Speaking(口语课)

2nd period Reading(精读课)

3rd period Extensive Reading(泛读课)

4th period Practicing(练习课)

5th period Listening(听力课)

6th period Grammar(语法课)