人教版高中英语选修九Unit 2 Sailing the oceans 单元教案
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| 名称 | 人教版高中英语选修九Unit 2 Sailing the oceans 单元教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2019-12-08 10:08:38 | ||
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Unit 2 Sailing the oceans
本单元的中心话题是航海和发现探索未知大陆。本单元的语言技能和语言知识也都是围绕这个话题设计。
本单元涉及的要点：
1） 了解人类早期的航海术
2） 了解历史上著名的航海家，探险家及航海事迹
3） 学习表“原因与结果”的用语
4） 学习本单元词汇
5） 进一步掌握谓语的用法
Period One: Warming up
Teaching Goal：
1. to get students evolved in the situation and prepare them for learning
2. to arouse students’ interest on the topic
Teaching Procedures:
Step1. Knowing the title of this unit, ask students to brainstorm the people “sailing the oceans”. Write down as many names as possible. It can either be a pair work or individual work.
Step2. Three photos are presented to Ss. Ask them if they know these people. If yes, what do they know about them. Then, detailed information will be shown to Ss.
Step3. Distinguish navigators from explorers. Ss are encouraged to talk about their understanding on the two words in the first place. Then, the explanations are given by the teacher.
Navigator sea find new islands or continent
Explorer land find new places within an already identified island or continent
Note: very often navigators are also explorers.
As a practice, Ss are required to classify people mentioned into the two categories.
Navigators Explores
Zheng he… Macro Polo…
If there is any question, a short discussion can be carried out.
Period Two: Reading I
Teaching goal:
1. to get students familiar with the use of some navigational instruments
2. to get students to understand the passage through a top-down approach
Teaching Procedures:
Pre-reading (step 1, 2)
Reading (step 3-7)
Comprehending (step 8-10)
Homework (step 11)
Step1. A group discussion. Make a group of 4 people and discuss: how did seamen find their way before modern methods of navigation were invented?
Ask students to write down their ideas, and present them to the class.
Step2. Ask students if they can identify the instruments--- compass, quadrant, astrolabe, and the sea chart.
Students are encouraged to talk about whatever they are familiar with, the name, usage, invention country etc, and guesses are also welcomed. Thus, students are highly motivated to check their answer in the coming passage.
Step 3. Ss are asked to skim and scan the passage on page 1 to find the key words to fill in the diagram, in which their speed reading and main information location skill are practiced.
Step 4. An easy blank fill-in exercise are used to check Ss basic understanding of the first part of the passage.
Step 5. Go on with the second part of the passage. Similarly, a diagram fill-in is to be filled with the main information based on skimming and scanning.
Step 6. Ss are required to match the instruments and their use, forming a basic idea about the instruments.
bearing circle
compass
astrolabe
quadrant
sextant
Step 7. Detailed reading is introduced at this point. Sentences are to be judged true or false after a detailed reading of the passage.
1) Early sailors could use the height of the sun to work out the latitude.
2) Seamen can’t sail the sea if they don’t know latitude and longitude.
3) Wind could accelerate sailing speed and it always safe and easy to use.
4) The compass always indicates the North Pole, and seamen could find the direction with its help.
Step 8. Overall comprehending about this passage is to be checked in this part. First, it’s the multiple choices on the general idea and intended purpose of the passage which are the basic requirements for understanding a passage.
1) From the passage we have learned__C__.
A. why early seamen want to sail
B. that there is useful information in an encyclopedia
C. that early sailors went exploring the seas using their skills and simple instruments
D. why longitude and latitude are important to plot a ship’s position
2) The reading passage mainly wants to tell us __B_.
A. that keeping alongside the coastline is first and most useful form of exploration
B. about the skills and navigational aids early seamen used while sailing the oceans
C. the find longitude and latitude is a must to plot a ship’s position
D. how the early sailors used their skills and simple instruments
Step 9. Further understanding about the passage is checked through ask and answer questions. Ss are asked to read the passage again and try to answer questions in their
own words.
1) Why are speed and time important in working out the longitude of a ship?
Suggested answer: Because the earth moves 15 degrees westwards every hour. If you know the direction, speed and time, you can work out the longitude.
2) Why is the position of the sun and various starts useful for working out latitude?
Suggested answer: Because they are fixed points in the sky and their movements in relation to the earth are already known.
Step10. More demanding and flexile exercise are designed to check Ss’ comprehending: What would you do if you came across the following problem during your voyage?
What would you do if: Plan of action
You were offshore but you needed more food and water ?
You want to keep a straight course ?
You were lost with no land in sight
Suggested answer:
What would you do if: Plan of action
You were offshore but you needed more food and water ?Following nesting birds to shore; Look for special cloud formation or fog over stream
You want to keep a straight course ?Using a compass
You were lost with no land in sight Measure your position using the sun and starts; Look for sea birds, cloud formation or fog over stream
Step 11. Homework.
Imagine you are on a boat with 29 other people. You have a small box for your personal things but it can only hold 10 items. What would you need for a week’s journey? Discuss with your partner and fill in the table.
Category Items Category Items
Clothes ? Shoes ?
Hygiene ? Tools ?
Bedding ? Medicines
Period Three: Learning About Language (Language points & exercise)
Teaching Goal：
1. to sum up the new language points for students
2 to enable students to grasp the language points through exercise
3 to review predicates
Teaching Procedures:
Step 1. New words and expressions
1) at the mercy of ?+ 名词
任凭…的摆布，完全受…支配
e.g. She was at the mercy of her cruel husband.
她任凭残酷的丈夫摆布。
A sailor is at the mercy of the weather.
水手受到天气的摆布。
2) outward ?
a.外表(面)的，向外的
ad.[-(s)]向外
e.g.The two things are the same in outward form but different in essence.
那两样东西在外表上相同，但在本质上不同。
Does the window open inwards or outwards?
这窗户是朝里开的还是朝外开的?
联想词: forward(s), afterward(s), etc.
3) shortcoming ?
n.短处，缺点
He has made up his mind to overcome his shortcomings.
他已下定决心克服他自己的缺点。
Rudeness is his chief shortcoming.
粗鲁是他主要的缺点。
同义词: drawback, demerit, weakness
反义词: strength, merit, strong point
4) reliable ?
a.可靠的，可信赖的
我们可以说 a reliable assistant, witness, report, watch, battery, firm 可靠的助手﹑ 可信的证人﹑ 合乎事实的报道﹑ 走得准的手表﹑ 耐用的电池﹑ 有信用的公司
5) tendency
n.趋向，趋势
1) have a tendency to do sth
Bob has a tendency to exaggerate things.
鲍勃有爱夸张的倾向。
2) there is a tendency to do sth/ towards sth There is a tendency towards regional cooperation. 有一种地区性合作的趋势
Step 2. Exercise
Various kinds of exercises are used in this part includes matching, fill-in tables, choose the opposite word to enhance vocabulary learning. At the end, there are five items designed to help Ss review predicates .
Period Four: Reading II
Teaching Goal：
1. to enable Ss understand the story and develop the skill of discussion
2. to get students prepared for use of language (listening , speaking and writing)
Teaching Procedures:
Step1. Pre-reading (Group Work)
Ask Ss :
Do you ever have a great or an unforgettable journey?
Share it with your group members.
Step2. After sharing their great journey, the teacher leads Ss to the greatest journey in the navigational history.
Step3. Ss are asked to read the story and answer the questions.
1) What is the “dilemma” for people on board?
Suggested answer: The dilemma is : whether they should go to the small boat with the captain or stay on the “Bounty”.
2) What did the captain do in order to preserve our good spirits?
Suggested answer: The captain do in order to preserve our good spirits by telling stories and talking hopefully about what we would do when we got back to England.
3) What did they look like when they arrived after 40 days in the small boat at the sea?
Suggested answer: Their clothes were torn;
Some of them had fever and showed hardship on their face
Step 4. new word and expressions are introduced to Ss.
1) incident ?
n.发生的事；事件，事变
without incident
顺利, 按原计划
The plane landed without incident.
2) departure ?
n.离开，出发
There was a delay in the departure of our plane.
飞机起飞有所延误.
Mozart's departure from Paris is in September 1778.
莫扎特1778年9月离开巴黎.
We made our departure in the early morning.
我们一大早就起程了。
3) dilemma ?
n.(进退两难的)窘境，困境
This placed Robert Kennedy in a dilemma .
这使 Robert Kennedy 进退两难.
Many women are faced with the dilemma of choosing between work and family commitments.
许多女性都面临家庭和事业的两难处境.
Step 5. Ss are supposed to have a discussion after reading the story concerning:
1) Why do you think this writer describe this journey as one of the greatest in navigational history?
2) Do you think the captain is a hero? Why ?Or Why not? Present your reasons.
Useful expressions concerning cause and reason are presented:
Step6. Homework. Ss are required to write a report of your discussion on one of the topics.
Period Five: Using Language
Teaching Goal：
To enable Ss to use what they’ve learned in daily communication by focusing on listening, speaking and writing.
Teaching Procedures:
Step1. Get Ss prepared well for the coming listening task by revision.
Step2. Ss are asked to the tape and circle those aids early sailors used to find their way. And, the teacher checks answers.
Step3. A more demanding task, namely, listen while fill in the chart are designed to check Ss listening comprehension.
Step4. Ss listen to the tape for the third time, in which they are supposed to pay attention to how the sailing strategies are expressed getting prepared for speaking.
Step5. Speaking. Ss are to explain sailing strategies in your own words and explain what some old sayings mean according to your understanding.
Step 6. Report writing, in which Ss are supposed to write a report to your leader explaining why you think the captain should or should not receive the medal.
First, writing tips are presented to Ss:
step1). Write down all the ideas
step2). Number the ideas in a logical order
step3). Each paragraph expresses one reason
step4). Emphasize the most important reason and make a conclusion
Then, a sample writing pattern is demonstrated:
Dear Sir/Madam,
I think Captain Blight should/(not) receive a special medal…
First, …
Second,…
Third, …
So, I hope…, because he…
Yours,
(name)
Ss may form a group and share their ideas in class. If they have any questions, they can ask the teacher for help.
Step 7. Homework. The writing is left as a homework which Ss are supposed to finish it at home and bring and share it in the next class.
James Cook
Marco Polo
Zheng He
How could you …?
It was because…
The reason is that…
It was due to…
Why are you …?
Because of …
As he…
He was …, so…
a. To set the course of the ship
b. To measure the position of the sun
c. To measure the position of the ship
本单元的中心话题是航海和发现探索未知大陆。本单元的语言技能和语言知识也都是围绕这个话题设计。
本单元涉及的要点：
1） 了解人类早期的航海术
2） 了解历史上著名的航海家，探险家及航海事迹
3） 学习表“原因与结果”的用语
4） 学习本单元词汇
5） 进一步掌握谓语的用法
Period One: Warming up
Teaching Goal：
1. to get students evolved in the situation and prepare them for learning
2. to arouse students’ interest on the topic
Teaching Procedures:
Step1. Knowing the title of this unit, ask students to brainstorm the people “sailing the oceans”. Write down as many names as possible. It can either be a pair work or individual work.
Step2. Three photos are presented to Ss. Ask them if they know these people. If yes, what do they know about them. Then, detailed information will be shown to Ss.
Step3. Distinguish navigators from explorers. Ss are encouraged to talk about their understanding on the two words in the first place. Then, the explanations are given by the teacher.
Navigator sea find new islands or continent
Explorer land find new places within an already identified island or continent
Note: very often navigators are also explorers.
As a practice, Ss are required to classify people mentioned into the two categories.
Navigators Explores
Zheng he… Macro Polo…
If there is any question, a short discussion can be carried out.
Period Two: Reading I
Teaching goal:
1. to get students familiar with the use of some navigational instruments
2. to get students to understand the passage through a top-down approach
Teaching Procedures:
Pre-reading (step 1, 2)
Reading (step 3-7)
Comprehending (step 8-10)
Homework (step 11)
Step1. A group discussion. Make a group of 4 people and discuss: how did seamen find their way before modern methods of navigation were invented?
Ask students to write down their ideas, and present them to the class.
Step2. Ask students if they can identify the instruments--- compass, quadrant, astrolabe, and the sea chart.
Students are encouraged to talk about whatever they are familiar with, the name, usage, invention country etc, and guesses are also welcomed. Thus, students are highly motivated to check their answer in the coming passage.
Step 3. Ss are asked to skim and scan the passage on page 1 to find the key words to fill in the diagram, in which their speed reading and main information location skill are practiced.
Step 4. An easy blank fill-in exercise are used to check Ss basic understanding of the first part of the passage.
Step 5. Go on with the second part of the passage. Similarly, a diagram fill-in is to be filled with the main information based on skimming and scanning.
Step 6. Ss are required to match the instruments and their use, forming a basic idea about the instruments.
bearing circle
compass
astrolabe
quadrant
sextant
Step 7. Detailed reading is introduced at this point. Sentences are to be judged true or false after a detailed reading of the passage.
1) Early sailors could use the height of the sun to work out the latitude.
2) Seamen can’t sail the sea if they don’t know latitude and longitude.
3) Wind could accelerate sailing speed and it always safe and easy to use.
4) The compass always indicates the North Pole, and seamen could find the direction with its help.
Step 8. Overall comprehending about this passage is to be checked in this part. First, it’s the multiple choices on the general idea and intended purpose of the passage which are the basic requirements for understanding a passage.
1) From the passage we have learned__C__.
A. why early seamen want to sail
B. that there is useful information in an encyclopedia
C. that early sailors went exploring the seas using their skills and simple instruments
D. why longitude and latitude are important to plot a ship’s position
2) The reading passage mainly wants to tell us __B_.
A. that keeping alongside the coastline is first and most useful form of exploration
B. about the skills and navigational aids early seamen used while sailing the oceans
C. the find longitude and latitude is a must to plot a ship’s position
D. how the early sailors used their skills and simple instruments
Step 9. Further understanding about the passage is checked through ask and answer questions. Ss are asked to read the passage again and try to answer questions in their
own words.
1) Why are speed and time important in working out the longitude of a ship?
Suggested answer: Because the earth moves 15 degrees westwards every hour. If you know the direction, speed and time, you can work out the longitude.
2) Why is the position of the sun and various starts useful for working out latitude?
Suggested answer: Because they are fixed points in the sky and their movements in relation to the earth are already known.
Step10. More demanding and flexile exercise are designed to check Ss’ comprehending: What would you do if you came across the following problem during your voyage?
What would you do if: Plan of action
You were offshore but you needed more food and water ?
You want to keep a straight course ?
You were lost with no land in sight
Suggested answer:
What would you do if: Plan of action
You were offshore but you needed more food and water ?Following nesting birds to shore; Look for special cloud formation or fog over stream
You want to keep a straight course ?Using a compass
You were lost with no land in sight Measure your position using the sun and starts; Look for sea birds, cloud formation or fog over stream
Step 11. Homework.
Imagine you are on a boat with 29 other people. You have a small box for your personal things but it can only hold 10 items. What would you need for a week’s journey? Discuss with your partner and fill in the table.
Category Items Category Items
Clothes ? Shoes ?
Hygiene ? Tools ?
Bedding ? Medicines
Period Three: Learning About Language (Language points & exercise)
Teaching Goal：
1. to sum up the new language points for students
2 to enable students to grasp the language points through exercise
3 to review predicates
Teaching Procedures:
Step 1. New words and expressions
1) at the mercy of ?+ 名词
任凭…的摆布，完全受…支配
e.g. She was at the mercy of her cruel husband.
她任凭残酷的丈夫摆布。
A sailor is at the mercy of the weather.
水手受到天气的摆布。
2) outward ?
a.外表(面)的，向外的
ad.[-(s)]向外
e.g.The two things are the same in outward form but different in essence.
那两样东西在外表上相同，但在本质上不同。
Does the window open inwards or outwards?
这窗户是朝里开的还是朝外开的?
联想词: forward(s), afterward(s), etc.
3) shortcoming ?
n.短处，缺点
He has made up his mind to overcome his shortcomings.
他已下定决心克服他自己的缺点。
Rudeness is his chief shortcoming.
粗鲁是他主要的缺点。
同义词: drawback, demerit, weakness
反义词: strength, merit, strong point
4) reliable ?
a.可靠的，可信赖的
我们可以说 a reliable assistant, witness, report, watch, battery, firm 可靠的助手﹑ 可信的证人﹑ 合乎事实的报道﹑ 走得准的手表﹑ 耐用的电池﹑ 有信用的公司
5) tendency
n.趋向，趋势
1) have a tendency to do sth
Bob has a tendency to exaggerate things.
鲍勃有爱夸张的倾向。
2) there is a tendency to do sth/ towards sth There is a tendency towards regional cooperation. 有一种地区性合作的趋势
Step 2. Exercise
Various kinds of exercises are used in this part includes matching, fill-in tables, choose the opposite word to enhance vocabulary learning. At the end, there are five items designed to help Ss review predicates .
Period Four: Reading II
Teaching Goal：
1. to enable Ss understand the story and develop the skill of discussion
2. to get students prepared for use of language (listening , speaking and writing)
Teaching Procedures:
Step1. Pre-reading (Group Work)
Ask Ss :
Do you ever have a great or an unforgettable journey?
Share it with your group members.
Step2. After sharing their great journey, the teacher leads Ss to the greatest journey in the navigational history.
Step3. Ss are asked to read the story and answer the questions.
1) What is the “dilemma” for people on board?
Suggested answer: The dilemma is : whether they should go to the small boat with the captain or stay on the “Bounty”.
2) What did the captain do in order to preserve our good spirits?
Suggested answer: The captain do in order to preserve our good spirits by telling stories and talking hopefully about what we would do when we got back to England.
3) What did they look like when they arrived after 40 days in the small boat at the sea?
Suggested answer: Their clothes were torn;
Some of them had fever and showed hardship on their face
Step 4. new word and expressions are introduced to Ss.
1) incident ?
n.发生的事；事件，事变
without incident
顺利, 按原计划
The plane landed without incident.
2) departure ?
n.离开，出发
There was a delay in the departure of our plane.
飞机起飞有所延误.
Mozart's departure from Paris is in September 1778.
莫扎特1778年9月离开巴黎.
We made our departure in the early morning.
我们一大早就起程了。
3) dilemma ?
n.(进退两难的)窘境，困境
This placed Robert Kennedy in a dilemma .
这使 Robert Kennedy 进退两难.
Many women are faced with the dilemma of choosing between work and family commitments.
许多女性都面临家庭和事业的两难处境.
Step 5. Ss are supposed to have a discussion after reading the story concerning:
1) Why do you think this writer describe this journey as one of the greatest in navigational history?
2) Do you think the captain is a hero? Why ?Or Why not? Present your reasons.
Useful expressions concerning cause and reason are presented:
Step6. Homework. Ss are required to write a report of your discussion on one of the topics.
Period Five: Using Language
Teaching Goal：
To enable Ss to use what they’ve learned in daily communication by focusing on listening, speaking and writing.
Teaching Procedures:
Step1. Get Ss prepared well for the coming listening task by revision.
Step2. Ss are asked to the tape and circle those aids early sailors used to find their way. And, the teacher checks answers.
Step3. A more demanding task, namely, listen while fill in the chart are designed to check Ss listening comprehension.
Step4. Ss listen to the tape for the third time, in which they are supposed to pay attention to how the sailing strategies are expressed getting prepared for speaking.
Step5. Speaking. Ss are to explain sailing strategies in your own words and explain what some old sayings mean according to your understanding.
Step 6. Report writing, in which Ss are supposed to write a report to your leader explaining why you think the captain should or should not receive the medal.
First, writing tips are presented to Ss:
step1). Write down all the ideas
step2). Number the ideas in a logical order
step3). Each paragraph expresses one reason
step4). Emphasize the most important reason and make a conclusion
Then, a sample writing pattern is demonstrated:
Dear Sir/Madam,
I think Captain Blight should/(not) receive a special medal…
First, …
Second,…
Third, …
So, I hope…, because he…
Yours,
(name)
Ss may form a group and share their ideas in class. If they have any questions, they can ask the teacher for help.
Step 7. Homework. The writing is left as a homework which Ss are supposed to finish it at home and bring and share it in the next class.
James Cook
Marco Polo
Zheng He
How could you …?
It was because…
The reason is that…
It was due to…
Why are you …?
Because of …
As he…
He was …, so…
a. To set the course of the ship
b. To measure the position of the sun
c. To measure the position of the ship