2019人教版选修九Unit2《Sailingtheoceans》word教案1.pdf

英语： Unit2Sailing the oceans 教案（ 1） （新人教版 选修 9） I. 单元教学目标 技能目标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 .目标语言 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 at the mercy of nautical mile set loose jaws of death 功 能 句 式 Cause 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. 1.About Zheng He. 2.About Marco Polo 3.About James Cook 4.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 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 navigational instruments were used to sailors before the 17 th century when they were navigating the open seas without seeing the land. Teaching Difficult Points: a.How to help the students understand the reading passage better. b.How to im prove the students reading ability. Teaching Methods: 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: The multimedia; a tape recorder; the blackboard Teaching procedures a tape recorder; the blackboard Teaching procedures 2. courseware Teaching procedures Step1 Greetings Greet the whole class as usual. Step2 Revision Translate the following sentences into English: 1.我对杰夫真是搞不明白，他忽而对我友好，忽而对我视若路人。 I can t work out Geoff out; one day he s friendly, the next day he ignores me completely. 2. 他认为美与善是一致的。 He identifies beauty with goodness 3. 到周末你很可能会发现你需要更多东西。 You might well find that you ll need more by the weekend. 4. 他们在海上迷失的方向,任凭风和天气的摆布。 They were lost at sea, at the mercy of wind and weather. 5. 即便他能通过考试，以后找工作也成问题。 He will have problems in finding a job even if he can pass the exam. 6. 他把车沿着围墙停放。 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 compound words. anywhere upload inward unreliableland flower strong point 3 Write down the words you know, which are related to navigation and sea. Navigation Sea 4 Complete 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: nowhereanywhere; download upload; outward inward; reliable unreliable; seaweed land flower; shortcoming strong point Answer key for Exercise 3: Navigation Sea navigate,navigational(instruments:compass, 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, off- shore,onshore,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, coast, coastline,coastal, tide, wave, current, . . . Answer key for Exercise 4; reference; voyage; mercy; outward; awkward; accelerated; precise; approximate; nowhere; seaweed; randomly; alongside II. Ask the students to go over the usage of the predicate and do exercise 1 about Revising useful structures. Suggested answers: 1. James Cook was a great English navigator and Pacific Ocean expedition leader. 2. He had not only an outstanding ability in navigation and exploration, but also a real concern for sailors' health. He carried out compulsory dietary reforms that were copied by many other ship captains. 3. He had led three great Pacific voyages during his life. 4. In his first Pacific voyage in 1769, James Cook rounded Cape Horn, then spent six months char- ting New Zealand, and finally explored and claimed possession of eastern Australia. 5. In 1772, Captain Cook set sail to look for a “theorized great southern continent“. Although they could not manage to reach Antarctica owing to the ice, he predicted that if it did exist, it would have to be a wasteland. 6. In 1776, Captain cook started his third Pacific voyage, searching for the Northwest Passage from the Pacific Ocean to the Atlantic Ocean. Unfortunately, he was killed in a dispute with Hawaiian natives and his men's attempt at the Northwest Passage was unsuccessful. However, this voyage is still recognized as especially significant in the history of the discovery of the west coast of North America. III. Ask the students to do exercise 2 about Revising useful structures . Then ask some pairs to act out the dialogue. Suggested dialogue: Susan: Do you think you'll be going to that pop concert next week? Clare: No. Let's forget about that as it'll soon be time for our exams. Susan: Do you need to do more revision? Clare: I don't really think I need to do more revision. I've done enough but it'll help me forget the concert you'll be enjoying. Susan: Is there another reason why you don t want to come to the concert? Clare: Actually there is a reason. I don't think I'm going to have enough money even though I've been saving especially for this occasion. Susan: Perhaps I can help you. I always earn extra money by cleaning cars. My father always pays me when I clean his. Clare: Well, thank you for offering to help me. Ill happily clean your father's car if he'll pay me too. Susan: I m sure he will. Hes always been kind to my friends. Clare: I hope you'll thank him for me. I'd never be allowed to clean my father's car. He is so proud of it he won't let anyone touch it. Susan: Oh this is my fathers fourth car so the excitement has worn off a little. Clare: His fourth car? My goodness. He must have been earning a lot of money to have owned so many. Susan: I suppose so. He has his own business so he needs a car for his work Clare: Oh J see! That explains things Please would you phone him now and ask him when it would be convenient for me to clean it? Susan: Of course I11 do that right aw a Clare: That s so kind of you. Now while I m doing the cleaning perhaps you can order our tickets for the concert. I ll go and get ready to begin work. See y ou soon. Thanks and goodbye. Step 4 Homework Preview using language. The Fifth Period Listening Listening and Speaking Teaching Aims: 1.Review the words and structures in the last period. 2.Finish the listening exercises in this part and improve the student s listening ability. 3.Talk about sailing. Teaching Important Points: Finish the listening exercises. Teaching Methods: 1.Talking method to improve the students speaking ability. 2.Listening method to train the students listening ability. 3.Pair wok to make every student take an active part in class. Teaching Aids: 1. a computer; 2. courseware Teaching procedures Step1 Greetings Greet the whole class as usual. Step2 Revision Check the homework exercises. Step3 Listening Listen to the tape and ask the students to finish exercise 13 on page 19. Suggested answers: Answer key for Exercise 1: maps; stars; clouds; waves; currents; birds Answer key for Exercise 2; Sailors from Sea or Ocean Skills Phoenicia Mediterranean Used the sky to find their way NorwayNorth Watched birds to find land Polynesia PacificStudied the -waves of the ocean Answer key for Exercise 3: 1 Vikings used to prefer to said following the coast line so they could check that they were on the correct route. 2 Vikings used birds, and natural features like mountains, to direct their ships. Step 4 Speaking Ask the students to discuss the sayings in exercise 4 and get their ideas together. Step 5 Homework Finish the exercises in the student s workbook. The Sixth Period Grammar The Predicate and Agreement Teaching Aims: 1.Revise one of the sentence elements -the Predicate and do plenty of exercises to consolidate what we have revise. 2.Study Agreement to improve the students ability to use the English language. Teaching Important Points: 1.How to choose the proper form of the Predicative in order to express what we want to say. 2.Help the students to make a summary of the usage of agreement. Teaching Difficult Points: How to choose a proper predicate according to its subject. Teaching Methods: 1.Discussion method to let the students have a clear understanding. 2.Pair work or group work to make every student engaged in all the activities in class. Teaching Aids: 1. a computer; 2. courseware Teaching procedures Step1 Greetings Greet the whole class as usual. Step2 Revision Check the homework exercises. Step3 Grammar: the Predicate A. Show the students some sentences and ask them to discuss and tell what member of the sentence each underlined part is. What nationality is he? That s something we have always to keep in mind. John is the second to learn about it. Diamonds are precious. The play we saw last Saturday is moving and we were all moved. All we can do is to go and meet him. He has been away for 3 years. She is not what she used to be. B. Something about the predicate: 谓语 谓语用来说明主语的动作或状态，由动词或动词词组担任。有四个要点，举例归纳如下： 1. 动词可分为及物动词、不及物动词和连系动词。 1)需要跟有宾语的动词叫及物动词，及物动词后可跟一个宾语、直接宾语和间接宾语或 一个宾语带宾语补足语。例如： 直接宾语 Children seek independence. The trial raised a number of questions. He has always liked Mr. Philips. He made the shortest speech I have ever heard. A couple were having a drink at a table by the window He took photographs of Vita in her summer house 直接宾语和间接宾语 They gave us a wonderfully warm welcome. Mr Schell wrote a letter the other day to the New York Times.( wrote the New York Times a letter.) I took out the black box and handed it to her. ( handed her the box.) l had lent my apartment to a friend for the weekend. He left the note for he r on the table. 一个宾语带宾语补足语 Willis s jokes made her uneasy. Last year they made him captain of the Team The people named the place “ Turbo Kutu”. I thought it right to go there without delay. Have you found it difficult to speak? 2)不需要跟有宾语的动词叫不及物动词。例如： Her whole body ached. Donald was lying on the bed. Bob coughed all night. All the leaves have fallen and winter is coming. I will travel south this summer and won t come back to my office until the end of August. 有几个不及物动词后可以跟有与之同形的名词，这叫同源宾语。例如： They