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視頻標簽：greatest,navigational,journey
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：人教版選修九Book 9 Unit 2 The greatest navigational journey a lesson in survival Reading and Speaking 河南大學(xué)附屬中學(xué)
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高中英語人教版選修九Book 9 Unit 2 The greatest navigational journey a lesson in survival Reading and Speaking 河南大學(xué)附屬中學(xué)
Unit 2 Sailing the Oceans
Reading and Speaking: The greatest navigational journey:
A lesson in survival
Ⅰ. Background:
The greatest navigational journey: a lesson in survival is a reading material in Unit 2 Using Language of the Student’s Book 9. As the second reading material in this unit, first, it is used to help the students develop their reading skills and have a better understanding of the whole story, and it is also a good material from which students can learn some good qualities of the main character. Therefore, I design it as a reading and speaking lesson.
Ⅱ. Three-Dimensional Teaching Goals ⅰ. Knowledge Goals:
● Enable the students to know some basic knowledge about sailing.
ⅱ. Ability Goals:
● Enable the students to develop some basic reading skills. Specifically, students learn to use the key word to get the general idea and draw some mind maps to have a clear understanding of the whole passage.
● Improve their speaking ability and cooperative ability.
ⅲ.Emotional Goals:
● Enable the students to learn some good qualities from Captain Bligh and use them in their
daily life.
Ⅲ. Teaching Important Points:
● Improve the students’ reading ability. To be exact, find the key word and draw the mind map. ● Learn to describe the qualities they have learned from Captain Bligh.
Ⅳ. Teaching Difficult Point:
● Enable the students to have a group work to draw the mind map of each paragraph.
Ⅴ. Teaching Methods:
Teaching Plan BooK9 Unit 2 The greatest navigational journey : a lesson in survival
3
● Task-based teaching ● Cooperative learning
Ⅵ. Teaching Aids:
● A blackboard, multimedia, the text material and learning plans
Ⅶ. Teaching Procedures: Step 1. Brainstorming (4 minutes)
（Purpose: To let the students imagine a scene similar to the situation in the text book and
arouse their interest and introduce the topic smoothly）
Task 1. Let the students imagine a scene whether they can survive if they are caught in a small open boat. If so, what do they need to have and how long can they stay? Suggested answers:
Student A：Whether we can survive depends on the things we have.
Student B：If we can survive, we should take some food, medicine and some sailing equipment.
Step 2. Fast-Reading (individual work, 8 minutes)
(Purpose: To let the students learn to grasp the key word to get the general idea and make preparation for drawing the mind map )
Task 1. Let the students look through the text quickly and try to find some key words to get the general idea of the whole text.w
Teacher: If we try to use one key word to conclude the whole passage, what it will be? Key: journey
Analysis about the answer: actually, from the title “the greatest navigational journey” we can easily get the answer.
Task 2. Let the students find the six elements of this journey Teacher: What are the six elements of this journey?
when where
who
what
why
how
Teaching Plan BooK9 Unit 2 The greatest navigational journey : a lesson in survival
4
Key:
Analysis about the answers: We needn’t read the text word by word, or sentence by sentence. Instead, we only need to pay attention to the first paragraph.
Teacher: In this way, we can use the key words to get the general idea of the whole text easily. Let’s fill in the blanks together.
The text told us the story of Captain Bligh’s amazing journey across the Pacific Ocean in an open boat in 1789 with his followers after bounty was taken over. The voyage lasted over 40 days and sailed 4000 miles only by a compass and a quadrant and it was one of the greatest examples of survival at sea.
Analysis about the answers: Actually the words filled in the blanks are exactly the six elements of the journey.
Task 3. Let the students find the key word of each paragraph Teacher: How about the key words of each paragraph? Key: Para 1: dilemma Para 2: routine
Para 3&Para 4: starvation Para 5: survival
Analysis about the answers: Students should pay attention to the first sentence and the last sentence of each paragraph.
Step 3. Careful-Reading (individual and group work, 18 minutes)
(Purpose: To let the students draw the mind maps of each paragraph according to the key word and have a clear understanding of the text )
Teacher：If we want to have a better understanding of the text, let us draw some mind maps together. A mind map is used to outline information. It is often created around a single word, to which associated information are added. Let us draw the mind map of para 1 together.
In 1789 the Pacific Ocean
Captain Bligh and his followers
sailed 4000 miles take over
a compass and
a quadrant
Teaching Plan BooK9 Unit 2 The greatest navigational journey : a lesson in survival
5
Key:
The mind map of Para 1
Task 1. Let students retell the first paragraph according to the mind map of paragraph 1
Key: Because some of the crew took over the ship, and the rest of us are caught in a dilemma, to stay on the ship or to go with the captain? Finally, They think it was wrong to treat Captain Bligh in this way, so they choose to go with the Captain, although they just have a compass and a quadrant.
Analysis about the answer: According to the key word in the mind map, such as what, why, stay and go, students can easily recall the main idea of para 1 and retell it.
Task 2. Let students discuss with each other and draw the mind map group by group
Teacher: Please discuss with your group members and try to draw the mind map of your group. The first two groups draw the mind map of paragraph 2, and the third and the fourth groups draw the mind maps of paragraph 3 and paragraph 4, and the last paragraph belongs to the fifth group.
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