Using LanguageⅠ教案推荐

Instructional Design Book9 Unit2 Using language the Greatest Navigational Journey: A Lesson in Survival By Feng Yueqing from Jinzhou No.1 Middle School (晋州一中

冯月轻) Lesson type

: using language I. Analysis of teaching material The lesson is Unit2 The Greatest Navigational Journey: A Lesson in Survival

using language in Book 9 published by the People’s Education Press. This is the third teaching period of this unit. The students have learnt some words and expressions about navigation. This period will help them consolidate words and expressions learnt in this unit. This teaching period will deal with navigation, discovery and exploration of an unknown land. II. The analysis of the students They are students of Senior Grade three from a high school, who have known some words about navigation and have acquired some reading skills. As independent-minded teenagers, they are willing to explore the experience of early navigators and learn about the qualities that were needed to become a navigator. Students need to solve practical

problems with knowledge they learn in the classroom. III. Teaching aims 1. Knowledge aims : a. Enable students to learn about the difficulty Captain Bligh met and the leadership qualities of Captain Bligh. b. Master the expressions and sentence patterns for cause & effect 2. Ability aims:

a.

Equip students with the ability to read effectively and process information in the passage. b. Learn to express the cause and effect c. Students are able to work in a small group and cooperate with each other.

3. Emotional aims:

a. Students have a basic understanding of navigation.

b. Learn about the qualities needed to meet challenge bravely in navigation. Develop the student s’ confidence

c. Develop students’sense of group cooperation 4. Strategy aims: Students can figure out problems individually and accomplish the task cooperatively. IV. Teaching important points :

a. How to help the students understand the reading passage better and learn the quality of Captain Bligh.

b. Enable students to analyze the cause and effect by using proper sentence pattern V. Teaching difficult points : a. To summarize the quality of Captain Bligh and deeply understand the conception of “hero”. 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 c. Question-and-Answer activity teaching method VI. Learning approach Cooperative Learning Approach VII. Teaching aids Multi-media, a blackboard , a projector Teaching Procedure steps Teachers’ Activity Students’ Activity Design Concept

1 1. Greet the whole class as usual. Introduce the structure of the class. Watch news. news a short of 通过视频，导入话Lead-in

2. Play a short video about the news of Chuanhang. Listen to the video about the Teacher: The piece of news introduces an incident which happened Chuanhang. Listen on voyage in China on May 14 this year. The Captain .Liu chuanjian, to the news. safely landed the plane with no passengers hurt. He is being called a hero in China. He is also being praised all around the world. Today we’ll meet another captain who is also called a hero. 题，为学生学习热身。

视频中的新闻与这篇文章的主人公身份相同，二人都

是captain, 但一个是机长，一个是船长。两个事件都发生在voyage 中，但一个是航空，一个是航海。两个事件最后结果相同：乘客和船员都安全着陆或登陆，无一人伤亡，两位captain事后都被成为英雄。此新闻激发学生兴趣，激发已有的知识，学生能用已有经验思考本节课中心话题。

listening

Pre-reading

2 1.

Show the title of the passage and some pictures. Students predict 1引入话题，激发学2.

Ask students to predict what the passage is about according to and share their the title and the two pictures and guess where The passage may be guess. selected from. questions according to the text. 1). I was forced to join Captain Bligh in the small boat.

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.

Suggested answers: 1.F 2.F 3.T

.Listen to the first and then finish true or false 3. Ask students to listen to the passage and then finish true or false part of the passage 生阅读兴趣，培养学生通过观察文章标题、插图等文本特征，进行预测的阅读技能。

2.让学生猜测文章是2). After the crew took over the ship “Bounty”, Captain Bligh was questions 从那类文体中选的，

从而培养学生的语篇意识。

3.利用单元录音设备和多媒体图片，增强了学生的听觉和视觉感官的刺激。听前先进行听力技巧的提示：听前先熟悉问题，让学生有侧重点地听取信息。提高学生的听力水平，培养快速获取所需信息的能力。三个问题环环相扣，紧密联系，让学生了解这次航海将面临的艰难，激发学生兴趣，形成联想，为下一个环节铺垫。

3 Skimming idea of the passage. 2.

Ask Students to match each paragraph with its main idea. Students read the text quickly . main idea of each part and match the paragraphs with the right main idea. Check answer

使学生获取文章的结构，培养快速阅读1.

Ask Students to read the text quickly and try to get the main Students get the 能力和学生整体上把握文章脉络和概括段落大意的能力.

para1para5para2para4para3A. Routine B. Survival C. DilemmaD. Starvation and lack of water

T: present the reading method of skimming.

4 Careful reading. Students read paragraph1.

While-reading

培养学生快速浏以获取主要信息T: let students read paragraph1 and find the certain information, Students find the characters , time , such as when , where , who, why, how.

place, the reason What was the dilemma? for the dilemma present the reading method of careful reading and how they The Business Projects能力，为后面理清章脉络做下铺垫。

returned home by By a compass and a quadrantPara1DilemmaIn 1789I Captain Bligh and othersskimming to test the prediction. Students answer the question.

startwhenwherewhowhyhowthe Pacific Ocean“take over”What was the dilemma?

T: let students read paragraph 2carefully and answer the following Students read the questions. 1）

What is their first challenge? paragraph2 carefully and answer the questions.

培养学生在短时内查找所需信息能力，了解学生对章的理解程度。

2）

let students find what Captain’s task is and what Our task is. 3）

In order to keep to that course, what did they do? Suggested answers: 1)

To find where there was land 2)Captain’s task:

measure

,

Set , Make sure,

keep Our task: read, Work out 3)The captain kept us all busy reading the tables to work out our position

Let students read paragraph 3&4 find out some important facts . 1. What difficulties did we meet? 2. What did Captain Bligh do under such situation? 3.The conditions of other people at that time

Students paragraph important about difficulties read 在上下文中查找细3&4

节，获取信息，培to find out some 査读的技能，学生facts 答问题的过程，不

the 核对答案，而且分we 他们获取信息的策met, the measures

略。

Captain Bligh took

and conditions the of other people at

that time

5 consolidation consolidationThis is the story of Captain Bligh’s amazing the Pacific Oceanjourney across ____________ in a small crowded boatopen _____ with his followers after another group taken overof sailors had _________ the ship, Later Captain Bligh and his men made for the island of Timor using a combination of navigational skills and “dead reckoning”. The voyage lasted over forty_____days and was one of the greatest examples survivalof __________ at sea.

Let students read 检测学生对文章内容

Post-reading

the

summary 理解吸收，总结全文together . Conclude the connections between Captain Bligh and others , and find out the 引导学生们巩固所学识。

. 通过分析人物之间关系，再次凸显全文题，使得文本理解进高潮。

追问能引发学生对这次

Summary and others , and find out the purpose of such connections. Summarize？leadCaptain Blighrelationshipsupport？The purpose of the connection is_____________________to return home safelypurpose of such connections.

question.

航海幸存教训的思考，反映了坚持的重要性。

1. Help students conclude the connections between Captain Bligh Answer the

others

2. What is the lesson in survival about in the title? Suggested answer: Hardships can not defeat us if we never give up. Discuss in groups about What kind leadership has, find and qualities Captain Bligh evidences class. fair ,responsible,sociabledetermined perseveringinfluentialDiscussion: qualities Captain Bligh has and find evidences. Para.1/5利用表格进行读书记，使课文内容花繁

Ask students to discuss in groups about What kind of leadership of 简，思路清晰，既锻了学生搜寻信息、也evidenceleadership qualities学生进一步理解细节容，了解布莱船长有2Measureour positionSetthe courseKnow…Makesure…Keptus…capable skilledcalm brave smart, patient influentialpresent them in

么领导品质，并分享点。

3Food was shared equallyTried to preserve our good spiritsNot to give upContinue his navigational measurements every day .tried to take our minds off…

4

6 task1:

Captain Bligh led his crew and returned home safely. Captain Recall the Bligh was treated as a hero. Talk about what qualities Captain Bligh sentence patterns had and give your reasons. for cause and T: offer an example for students to model and let students recall the effect and read function sentence patterns for cause and effect. Show students

the useful useful expressions and sentence patterns and read them together.

expressions and sentence patterns 为学生创设情境，所

Speaking

供的句型起支架作用让学生有话可说，同时也为接下来的写作做垫。

together, ready for the speaking. Talk about Captain Bligh’s qualities. Discuss in groups and voice their reasons.

task2 Ask students to discuss the following questions with their 1. Students voice partners

1 Who is your hero and why? 2. How to identify a hero?

The teacher summarizes the characteristics of heroes their opinion freely before the class about who is their hero and what the reason is. 2.Discuss how to be a hero from qualities contributions and 调动学习的主动性和积极性，推动整个课堂教学充满生机活力，进一步巩固从文本中所获得的信息，并运用课文中

的语言知识。为下一个话题做铺垫。

通过使学生考虑你认为英雄应具有那些品质，确保学生清楚英雄的概念。针对使学生在真实的语境中使用学到的知识，从文本到课外，促进学生知识的迁移和灵活应用。

7

Now write a report to your leader explaining to him why you think Captain Bligh should or should not receive the medal and polish it. Try to use as many expressions we learnt today as possible You can begin as following:

Dear Sir，

I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. I’m writing to give you some information on what he did. 家庭作业是课堂教学

Homework

活动的延伸，将学生的语言技能从读、说，最后落实到写，而且任务的结果能使学生获得成就感，树立自信，并产生继续学习的动力,引导学生运用所学知识健康快乐地生活。

8 Teaching Assessment After learning this lesson, I am able to do the Very following things. well

well Only with the I need to help of others

work harder Use the new words and expressions of this unit in

speaking and writing Use the expressions for cause & effect in

speaking. 教学反思：

Teaching Assessment and Reflection

本课设计的创新点：本节课的教学设计基于建构主义教育理论，学生知识语言的习得经历了从认知、理解的输入，经过内化，通过说、写的方式达到灵活运用。技能的培养，在教学的实施过程中，通过归纳段落大意、回答细节问题、讨论等各种训练活动，培养学生略读、査读等阅读技能，从而提高了他们掌握主旨要义息、进行简单判断推理、理解文章结构的能力。站在学生角度，精心设计活动，通过个体的自主学习、小组合作探究的学习方式，学生可以完成具体的任务来学积累学习经验，享受成功的喜悦，使学生们受到布莱船长精神的感召，想要以这位船长为榜样坚持不懈也是自然而然的。本课也就完成了语言知识与技能、学习识与情感态度四个方面的教学目标。

不足之处：在巩固环节，学生在齐读课文缩写以巩固文章之前，先对一些细节进行填空，效果会更好。通过这节课的反思，在以后的教学设计和课堂教学中意自己的不足之处，多激发学生的学习兴趣，并且不断完善自我，提高课堂教学的有效性。

Blackboard Design Unit2 the Greatest Navigational Journey A lesson in Survival Part1

listening

because of

now that Part2

Reading

due to

because Part3

Speaking

owing to

as

since