Warming up、Pre-reading、Reading、Comprehending优秀教学设计

Unit 2

Sailing the oceans I. 单元教学目标

技能目标

Ability 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

a. 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 b. 短语：at the mercy of

nautical mile

set loose

jaws of death

c. 功能句式：

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.

IV. 重点句子：

1.

You may well wonder…

1

2.

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

3.

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

4.

There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem.

5.

Its shortcoming was that it still used the moving ship as one of the fixed points of reference.

6.

I am proud to have sailed with Captain Bligh on his journey of…

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…

V. 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

The Second Period Reading Teaching Aims:

教学目标

a. Learn and master the key words and expressions

voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shortcoming updated tendency reliable at the mercy of, even though, work out, be used to, in relation to, aim to , …

b. Train the students’ reading ability. Let the students have some knowledge of early navigational methods. Explain how seamen explored the oceans and what kind of

2

navigational instruments were used to sailors before the 17th century when they were navigating the open seas without seeing the land. Teaching Difficult Points: 教学难点

a.

How to help the students understand the reading passage better. b.

How to improve the students’ reading ability.

Teaching Methods:教学方法

a.

Scanning the text to get the general idea of it. b.

Carefully reading to finish the Comprehending exercises on page 14. c.

Discussion after reading to make the students understand the text better. Teaching Aids:教学工具

The multimedia; a tape recorder; the blackboard Teaching procedures & ways 教学步骤与方法

The Third Period Extensive Reading Teaching Aims:

a. Learn and master the key words and expressions

incident departure crew deposit dilemma drawback dusk routine pretty starvation extreme psychologically tension gradually foresee thirst hardship b. Train the students’ reading ability.

Teaching Difficult Points: a. How to help the students understand the reading passage better. 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. Teaching Aids: The multimedia; a tape recorder; the blackboard Teaching procedures & ways

Step1 Greetings

3

Greet the whole class as usual.

Step2 Revision

Check the homework exercises. Suggested answers to Exercise3: 1.

I have gradually accepted the routine at school now that I am in the advanced class and make my own study plan. 2.

The drawback of using that girl for the advertising was her square jaw which made her look unfriendly. 3.

Mathematics is a subject which demands precise and accurate work. 4.

In the park I saw a small boy holding the string of a kite overhead, which was rising and falling at the mercy of the wind. 5.

That explorer wanted to secure his place in history by being the first man to reach the South Pole. Step3 Reading a. Listen to the passage and then let them do some true or false questions according to the text. 1. I was forced to join Captain Bligh in the small boat.

2. After the crew took over the ship “Boundy”, Captain Bligh was 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.

4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.

5. We completely believed Captain Bligh when he talked hopefully about what we would do when we got back to England. 6. Captain Bligh was as weak as the rest of us but he was determined not to give up. 7. Captain Bligh kept us busy and tried to take our minds off our stomach and thirst all the way. 8. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.

4

Answers: (FFTFFTTF) b. Give the students a few minutes to read the passage again and then get the general idea of the text.

This is the storey of Captain Bligh’s amazing journey across the Pacific Ocean in an open boat with his followers after another group of sailors under Fletcher Christian had taken over the ship. Later Captain Bligh and his men made for the island of Timor using a combination of navigational skill and “dead reckoning”, which is guessing the correct direction. The voyage lasted over 40 days and was one of the greatest examples of survival at sea.

Step4 Discussion Discuss these situations in fours and then hold a class discussion. 1.

Would you have behaved like the person in the reading and joined Captain Bligh in the open boat or stayed on the “Bounty”? You should have reasons for your choice. 2. At the time that the nineteen men in the boat sailed for Timor they did not know if they would survive or not. What do you think were the most important things they would need to take with them? Who should decide these items? Remember that the boat was already very full with people and could not hold very much more. 3. Many men who wanted to go into the boat were unable to because of the lack of space. If they stayed on the “Bounty” and were caught by the British navy, they should be killed according to the law. 4. What would the students have done to avoid being caught and punished if they had been part of the group who took over the “Bounty”? Would they have gone back to Tahiti or looked for another place to live? Which place would be the safest? 5. After the discussion let students prepare for the speaking exercise and encourage them to make notes of their ideas. Follow this format: Discuss in pairs.

Make a list of the ideas. 6. Swap ideas with another pair and resolve differences. Make a new list of the ideas.

7. One member of the group should give the ideas to the class in turn. Other groups can discuss these ideas and evaluate them.

5

Step5 Homework

Finish exercises in workbook. After class write a report to your letter explaining to him why you think Captain Bligh should or should not receive the medal.

6