Unit 2 Great minds优质课一等奖

The Loss of Titanic

The great ship, Titanic, sailed for New York from Southampton on April 10th, 1912. She was carrying 1,316 passengers and crew of 891. Even by modern standards, the 46,000 ton Titanic was a colossal ship. At the time, however, she was not only the largest ship that had ever been built, but was regarded as unsinkable, for she had sixteen watertight compartments. Even if two of these were flooded, she would still be able to float. The tragic sinking of this great liner will always be remembered, for she went down on her first voyage with heavy loss of life.

Four days after setting out, while the Titanic was sailing across the icy water of the North Atlantic, huge iceberg was suddenly spotted by a lookout. After the alarm had been given, the great ship turned sharply to avoid a direct collision. The Titanic turned just in time, narrowly missing the immense walk of ice which rose over 100 feet out of the water beside her. Suddenly, there was a slight trembling sound from below, and the captain went down to see what had happened. The noise had been so faint that no one though that the ship had been damaged. Below, the captain realized to his horror that the Titanic was sinking rapidly, for five of her sixteen watertight compartments had already been flooded! The order to abandon ship was given and hundreds of people plunged into the icy water. As there were not enough lifeboats for everybody, 1,500 lives were lost.

【教学活动设计】

Pre-reading stage 1. Presentation 1. Ask students to work in 4 to prepare a presentation based on the topics related to Titanic, such as background information, reasons of sinking, the loss of its sinking, or related movies…

2. Students present the presentations and exchange information in class. 3. Students take notes of related information based on Titanic from other groups’ presentation.

While-reading stage 1. Students go through the passage for the first time and underline the new words and phrases they have got, such as:

plunge: plunge into; the use as a noun watertight: tell the difference between waterproof, water resistant; watertight collision: collision & collide 2. Students read the first and the second paragraph and summarize the main idea of each paragraph:

The first paragraph: ________________________________________________ The second paragraph: _____________________________________________ 3. Students read the passage in detail and combine their own information, then try to find answers to following questions:

1) How many people in total were on board Titanic? 2) From your information, why was Titanic considered unsinkable? 3) What order did the captain give upon the discovery that the ship was sinking? 4) Which word in the second paragraph indicated the speed of Titanic was very high? 5) Why do you think were there not enough lifeboats for everyone?

Post-reading stage 1, Students work individually to draw a timeline of this tragedy. 2, Students discuss in groups to find out if the tragedy could have been avoid? What kind of actions should have been taken?

Homework: 1, Recite the new vocabulary involved in the passage. 2, Try to find one reading material related to Titanic and do the summary writing.

教学反思：

1，

在上这篇课文之前我已经布置给学生们相应的预习作业（4人一小组，做一个有关于titanic的演讲）。所以在上这篇课文的时候，对于相关的背景信息就无须再做介绍和铺垫。相反因为学生们之前做了大量的查阅工作，他们对于整个故事的线路了然于心。

2，

在上正文的时候，我觉得自己讲的还是占了主要的部分，这样学生对于老师的依赖感会很强，他们大部分时间是在记录现成的知识点而不是在自我思考。这是我需要反思的地方。在之后的课堂中需要淡化老师的角色，更多激发学生的主导地位，增加他们的课堂参与度。（师傅的意见）

3，

在控班方面相较于之前，我觉得自己有一些进步。但是仍有不足之处，因为本次上课的教室座位安排是4人以小组面对面而座，最前排的四人小组会时不时讨论一些与上课无关的内容，需要我反复提醒纪律问题。像这样的座位安排在小组讨论时有一定的优势，但也对老师的控班提出了更高的挑战。