【正文】 we are going to learn a new unit “Sai ling 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 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 Prespeaking 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 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: 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. 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。 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.... That39。s why.... He.... so he is ill with fever after the voyage. 語 法 復(fù)習(xí)謂語 (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 1. You may well wonder?(p12) 2. ? show that they were not at the mercy of the sea even though?(p12) 3. Sea birds could be used to show the way to land when it was nowhere to be seen. (p12) 句 子 4. There was no secure method of measuring longitude until the 17th century when the British solved this theoretical problem. (p13) 5. Its shorting was that it still used the moving ship as one of the fixed points of reference. (p13) 6. I am proud to have sailed with Captain Bligh on his journey of?(p17) 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?(p17) 分課時教案 The First Period Speaking Teaching Aims: a. Key words and expressions navigate, navigator, navigation, navigational。 a tape recorder。 a tape recorder。 She is not a petent driver and can’t cope with driving in heavy traffic. 她不是一個稱職的司機，在交通擁擠時就開不好車。 2. courseware Teaching procedures Step1 Greetings Greet the whole class as usual. Step2 Revision Translate the following sentences into English: 1. 我對杰夫真是搞不明白，他忽而對我友好，忽而對我視若路人。 You might well find that you’ll need more by the weekend. 4. 他們在海上迷失的方向 ,任憑風(fēng)和天氣的擺布。 1 overhead 2 offshore 3 alongside 4 simplified。 outward— inward。 reference。 awkward。 nowhere。 health. He carried out pulsory 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 charting 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 men39。ll soon be time for our exams. Susan: Do you need to do