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2019-2020年高中英語(yǔ) Unit2《Sailing the oceans》教案（1） 新人教版選修9 I. 單元教學(xué)目標(biāo) 技能目標(biāo)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.目標(biāo)語(yǔ)言 詞 匯 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 shorting update tendency reliable swoop parcel peck cliff expedition pulsory 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.... Thats why.... He.... so he is ill with fever after the voyage. 語(yǔ) 法 復(fù)習(xí)謂語(yǔ)(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 acplished 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 點(diǎn) 句 子 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) There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13) Its shorting 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) 分課時(shí)教案 The First Period Speaking Teaching Aims: a. Key words and expressions navigate, navigator, navigation, navigational; explore, explorer, exploration b. Talk about sailing the oceans. Teaching Methods: Discussion to arouse the students’ interest in sailing and exploring the oceans. Individual, pair or group work to make every student work in class. Teaching Aids: The multimedia; a tape recorder; the blackboard Teaching Procedures: Step1 Greetings Greet the whole class as usual. Step2 Revision Check the homework exercises. Step 3 Presentation Present the students a map of the world and tell them “Today we are going to learn a new unit “Sailing the oceans”. Then ask them to turn to page 11 and give them a few minutes to have a discussion. Step 4 Discussion In pairs discuss the questions on page11.This discussion is intended for students to explore the difference between a navigator and an explorer. This difference is important to establish because it encourages students to appreciate shades of meaning in the definitions f words and also because it establishes the idea of categories. After a few minutes, ask some pairs to speak out their result of the discussion. Then sum up and check the answers. A navigator explores new routes across the sea. An explorer discovers new places on land. A navigator is somebody who finds the position and plots the course of a ship, an aircraft, a car, etc, using maps and instruments. An explorer is somebody who travels into or through a place in order to learn about it. Very often navigators are also explorers. In history there are four famous voyage explorers in the world, including Zheng He in China, James Cook in England, Christopher Columbus in Spain and Abel Tasman in Holland. In this unit we’ll talk about Zheng He, James Cook and some other explorers like Marco Polo and Captain Bligh. Step 5 Pre-speaking Ask the students if they want to know some famous navigators and explorers. Then present them some pictures and some related information about them. About Zheng He. About Marco Polo About James Cook About Ferdinand Magellan Step 6 Speaking After showing the students the pictures and their background information, ask the students to think about the question: How do you think seamen found their way before modern accurate methods of navigation were invented? If time is limited, this can be left as their homework. Step 7 Homework 1. Read the new words. 2. Preview Reading SAILING THE OCEANS on page 12. The Second Period Reading Teaching Aims: a. Learn and master the key words and expressions voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shorting 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 navigational instruments were used to sailors before the 17th century when they were navigating the open seas without seeing the land. Teaching Difficult Points: How to help the students understand the reading passage better. How to improve the students’ reading ability. Teaching Methods: Scanning the text to get the general idea of it. Carefully reading to finish the prehending exercises on page 14. 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 Greet the whole class as usual. Step2 Revision Check the homework exercises. Step3 Pre-reading Show the students some pictures to see if they can identify the early navigational instruments seamen used and explain how they used. Step 4 Discussion Discuss the questions on page11. Step 5 Listening and prehending After listening to the contents of the text do the prehending exercises on page 14&15. Step 6 Explanation After prehending, it is a good time to deal with the new words and language points in this part, esp. the following: voyage mercy minimum nowhere pole overhead offshore accelerate outward longitude latitude precise simplify portable shorting updated tendency reliable at the mercy of, even though, work out, be used to, in relation to, aim to , Step7 Discussion Let’s the students have a discussion by working in pairs or in groups. Topic: Imagine you are on a boat with twenty-nine other people. You have a small box for your personal things but it can only hole ten items. What would you need for a week’s journey across the North Sea to England? Suggested Answer: Category Items Category Items Clothes shirt, trousers Shoes waterproof boots Hygiene soap Tools knife, scissors Bedding blanket Medicines sea-sick tablets, cold medicine Games cards, chess Books novels, essay collections Step8 Summary This reading explains how seamen explored the oceans and what kind of navigational instruments were used to sailors before the seventeenth century when they were navigating the open seas without seeing the land. Step9 Homework Finish the exercises about using words and expression on page61. 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: Scanning the text to get the general idea of it and do some other prehending exercises. 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 Greet the whole class as usual. Step2 Revision Check the homework exercises. Suggested answers to Exercise3: I have gradually accepted the routine at school now that I am in the advanced class and make my own study plan. The drawback of using that girl for the advertising was her square jaw which made her look unfriendly. Mathematics is a subject which demands precise and accurate work. 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. 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 pass 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 pletely 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. 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 bination 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. c. Explain some difficult sentences, phrases and words. Key phrases: 1. in addition 另外 There was an earthquake and, in addition, there were tsunamis. 除了地震之外，還有海嘯。 比較：in addition, in addition to in addition= as well, besides 相當(dāng)于副詞 in addition to=as well as 相當(dāng)于介詞 In addition, the owner of the land may charge an extra fee. In addition to swimming, she likes tennis. 2. cope with 有效地或成功地對(duì)付或應(yīng)付 A family and a full time job is a lot to cope with. 照顧家庭并干一份全職工作需要花很多精力。 She is not a petent driver and can’t cope with driving in heavy traffic. 她不是一個(gè)稱職的司機(jī)，在交通擁擠時(shí)就開不好車。 比較: deal with只是采取行動(dòng)去對(duì)付某人或某事，并不考慮成功與否。 3. take one’s mind off 使某人的注意力離開 keep one’s mind on…專心于，把注意力集中于 put one’s mind into/to…專心于 4.set loose出發(fā), 使爆炸, 引起, (使)開始(做某事) Someone has set the tigers loose from their cage and they are terrorizing the town. When we escape, shall we set the other prisoners loose? 5.the jaws of death / defeat= used to describe an unpleasant situation that almost happens鬼門關(guān)，失敗的險(xiǎn)境 The team snatched victory from the jaws of defeat. 這個(gè)隊(duì)翻盤而險(xiǎn)勝。 Step4 Discussion Discuss these situations in fours and then hold a class discussion. 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. One sample dialogue: Li Pei (LP), Du Zhou (DZ), Wen Fuqing (WF) and Liu Yongfu (LY) are discussing the journey and Captain’s Bligh’s leadership qualities. LP: Why are you convinced that this journey shows the greatest navigational skill? I’m sure there must have been others that were as good, if not better! DZ: Do you know of many other sea voyages of this kind? WF: Well, there’s that journey by Shackleton from Elephant Island in the Antarctic to get help from another island with a whaling station. He wanted to rescue his men. The weather was terrible and he was in an open boat, too. LY: How can you think that journey was more difficult? It didn’t last very long. Captain’s Bligh’s journey lasted over forty days, was very hot and they had very little food and water. It was because Captain Bligh was a great leader that they survived. DZ: Now that I’ve heard about it I am very impressed. All those men pushed together in a very small boat, it must have been terrible for them to stay friendly. Meanwhile they were being driven mad by lack of fresh water and there was all that salt water all around them. That’s the reason I think it was the greatest sea escape. LP: When you put it that way I suppose it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men occupied and tried to take their minds off their troubles. In addition he treated everyone the same when it came to food or water. So I think you are right and it was the greatest example of navigational skill against the odds! Do you agree? DA, WF and LY (together): Yes. We do. 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. Sample letter Dear Sir， I think Captain Bligh should certainly receive a special medal for his amazing voyage across the sea to Timor. This is a journey that could not have been pleted without great navigational skill. In addition Captain Bligh did not lose one man. First, he showed his leadership qualities by sharing the food and water fairly with the men in the boat. Everyone was treated equally and this made for good feeling between the members of the boat. Second, he kept everyone in the boat cheerful by discussing what they would do when they arrived safely. No one was allowed to think about what might happen if they did not arrive! Third, he kept them occupied by organizing the plicated mathematical calculations needed to find their position at sea. The crew who had taken over the “Bounty” had left Captain Bligh with only a quadrant and a pass. This meant that numerous calculations were needed to find their correct position. Captain Bligh regularly and each person was given a different activity was important because it stopped the men from thinking about how little food and water there was. So I hope you will give Captain Bligh this medal. He has shown leadership, fairness and concern for his crew and helped them return to England safely. Yours, (your name) The Fourth Period Practicing Learning about Language Teaching Aims: Revise the language points learned in the last period. Do the exercises in this part. Teaching Important Points: Discover useful words and expressions. Revise useful structures. Teaching Methods: Discussion method. Pair work or group work. Teaching Aids: 1. a puter; 2. courseware Teaching procedures Step1 Greetings Greet the whole class as usual. Step2 Revision Translate the following sentences into English: 我對(duì)杰夫真是搞不明白，他忽而對(duì)我友好，忽而對(duì)我視若路人。 I can’t work out Geoff out; one day he’s friendly, the next day he ignores me pletely. 2. 他認(rèn)為美與善是一致的。 He identifies beauty with goodness． 3. 到周末你很可能會(huì)發(fā)現(xiàn)你需要更多東西。 You might well find that you’ll need more by the weekend. 4. 他們?cè)诤Ｉ厦允У姆较?任憑風(fēng)和天氣的擺布。 They were lost at sea, at the mercy of wind and weather. 5. 即便他能通過(guò)考試，以后找工作也成問(wèn)題。 He will have problems in finding a job even if he can pass the exam. 6. 他把車沿著圍墻停放。 He parked his car alongside the fence. Step 3 Discussion I. Pair work. Ask the students to do the exercises about Discovering useful words and expressions. 1 Replace the words underlined by ones of similar meaning from the reading passage. 1 Seeing the dark clouds above him, George hurried for home. 2 Sailing a boat alone far way from the shore made Flora’s parents worry about her safety. 3 Clare, would you please put your bicycle next to the others in the shed? 4 “Why don’t you plot a more simple route with the smallest number of stops?” asked Mary. 5 Setting out on a long journey by sea with unskilled sailors would be dangerous especially if there were no modern navigational instruments. 2 Find the words from the reading passage that are the opposite of these pound words. anywhere upload inward unreliable land flower strong point 3 Write down the words you know, which are related to navigation and sea. Navigation Sea 4 plete the following paragraph with the words below. precise outward nowhere awkward reference seaweed accelerate mercy randomly voyage alongside approximate Samuel the sailor was extremely good at plotting his course using the stars as a . One day he was determined to set out on a across an unknown sea to an unknown continent. He set out with his instruments so he would not be at the of the sea. He found on his journey a rocky island. It seemed to be covered in nests. Suddenly, as Samuel looked, an enormous bird swooped down and picked him up as if he were a/ an parcel. It its speed and rose straight up into the air so as to reach the place on the rocks where its nest lay. Once there, it shook itself and threw Samuel in the direction of the nest. There seemed to be to hide but then he noticed lots of on his left and quickly hid under it. The bird landed nearby and pecked at the rocks. Samuel rolled over swiftly and found himself at the edge of the cliff. He looked down slowly with a beating heart. Below him was his boat lying the shore! “How lucky I am!” Samuel thought to himself. He then gave a mighty leap and landed in it. Once inside he could safely sail away. Suggested answers: Answer key for Exercise 1; 1 overhead 2 offshore 3 alongside 4 simplified; minimum 5 voyage; seamen Answer key for Exercise 2: nowhere—anywhere; download—upload; outward—inward; reliable—unreliable; seaweed—land flower; shorting—strong point Answer key for Exercise 3: Navigation Sea navigate,navigational(instruments:pass, bearing circle, astrolabe, quadrant,sextant), sail,sailor,voyage,latitude,longitude, equator, horizon, captain, sailor, land, island, set sail, nautical middles, explore, exploration , . . . seaman, seaweed, seafood, shore, offshore,onshore,beach, beachbal