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Unit 2
I.单元教学目标 . 技能目标 Skill Goals ▲0 Talk about exploring the world ▲1 Practise judging situations and making decisions
▲2 Review the predicate
Crossing limits
▲3 Write a persuasive essay II.目标语言 . Expressions to judge situations and make decisions: a. Expressions used to judge situations:
  1. From my understanding, I find it possible that…
  2. In my opinion, nobody has the right to
功 能 句 式

  3. For the sake of…, I believe…
  4. In respect for…, we should…
  5. Everything has two sides, but I …
  6. By no means should we sacrifice people’s life in the name of science… b. Expressions used to make decisions:
  1. It’s hard to decide… however,
  2. Take everything into consideration, I …
  3. In spite of…, I still believe…
  4. I am likely to think… because…
  5. My choice will be…
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  1. evaluate, various, key, origin, equip, puzzle, wealthy, Asian, African, ambassador, wander, motherland, existence, accurate, navy, treasure, command, royal, embassy, zebra, volunteer, radium, dam, suggest, accomplish, sickness, unable, sacred, refer, aircraft, arise, evidence, chairman, praise
  2.

Christopher Columbus, endeavor, Marco Polo, spice, Ceylon, Arab, westernmost, Roman, empire, rhinoceros, horn, Shanga, awareness, fleet, symbolic,

sum, horizon, navigation, Korea, the Himalayas, Sherpa, Tibet, honesty, dedication, ideal, technological
  3. in the name of, in exchange for, set sail, in return, bring up, apart from, refer to, run out
  4. various, key, wealthy, accurate, wander, suggest, accomplish, arise, praise Review the Predicate:
  1. A team of scientists discovers an important ancient grave near the village of native people.


  2. I was reading a book about Marco Polo when you called.
  3. We can send robots equipped with cameras and other tools to do

observations for us.
  4. The world map was a great puzzle to people of early civilizations.
  5. A small bronze statue of lion has been found in the Swahili town of Shanga.
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  1. Trade and curiosity have often formed the foundation for mankind’s greatest endeavor.
重 点

  2. The Arabic contacts to the African coast led to the next meeting between black people and a Chinese.
  3. The contacts between China and Africa over the centuries had led to the awareness of each other’s existence, but still no accurate maps of the countries

around the Indian Ocean existed.
  4. In the years between 1405 and 1433, seven large treasure fleets sailed

westwards on voyages of trade and exploration.
  5. The fleet made several expeditions before the exploration was stopped, probably for economic reasons.
III.教 教 1 教

Crossing limits, 来 大 来 大, 。Speaking Writing , 1 1 WARMING UP , 。 1 2 LISTENING Pre-listening, While-listening , , , 。 1 3 , SPEAKING , Situations。 Situations 。 。Pre-reading, Reading Post-reading Integrating Skills Exploration , 。 ,
, , Exploration
。Warming Up, Listening

。 Exploration。
Post-listening
。 。
Pre-listening Post-listening
, 来 ,Listening

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问题的情境设计具有思辨性特征, 学习者只有对问题情境的深刻理解, 才能做出准确的判断, 在此基础上形成决策。
  1.4 READING 部 分 包 括 Pre-reading, Reading 和 Post-reading 三 个 部 分 。
Pre-reading 以 Silk Road 为主题,输入背景知识,促进学生对 Reading 的深刻理解。Reading 讲述了海上丝绸之路开辟的背景、 发展和繁荣, 文章的后半部分重点记叙了郑和下西洋的过 程和意义。Reading 的主题内容明确,此主题是培养学生民族自豪感的好材料。Reading 的 语言材料不难,但是由于文章所记叙的内容时间跨度很大,关系略显复杂,学生不易把握文 章的结构。 教学中处理好背景知识输入和读懂文章整体结构的任务设计, 就基本可以很好地 完成教学任务。Post-reading 是对 Reading 内容的熟练和主题的拓展,最后一个任务升华了 主题。 这些任务设计都要求学生跨越段落寻找信息, 因此教学设计中要适当补充和重新设计 Tasks,以使得大多数学生都能读透文章。
  1.5 LANGUAGE STUDY 分词汇和语法两部分。其中,Word study 的前两个练习
序列性很强, 两个练习设计注重词性拓展和运用。 任务中基本涉及到本单元重点词汇和常见 词汇,但是对学生而言,仅依靠这样两个任务设计是不能够达到熟练的目的,因此应该适当 的在 Homework 或者 Integrating Skills 部分运用恰当的任务设计来达到使学生能够熟练运用 这些词汇的目标。 Word Study 的第三个练习训练学生在语境中运用词汇的能力, 材料内容补 充了本单元话题的背景知识。 Word Study 基本上呈现出了本单元的重点词汇, 任务形式以训 练为载体,强调了语言知识的运用能力,因此教学中要细处理。Grammar 则分成两个 Parts. Part 1 要求学生要学会识别和判断 Predicate;Part2强调了 Predicate 在语篇中的运用。由于 是复习内容,所以两个 Task 的内容设计显得简单,可以适当补充一些 Tasks 来强化学生在 写作过程中准确运用 Predicate 的能力。
  1.6 INTEGRATING SKILLS 分为 2 部分:Reading 和 Writing。Reading 记叙了中
外 Pioneers 爬越珠穆朗玛峰的过程, 文章的语言内容不难, 不会对学生构成整体的阅读障碍, 但文章中涉及到的一些细节知识需要学生细读才能准确把握, 因此可利用本篇阅读材料重点 培养学生细节理解能力。 阅读材料后的四个任务设计都是围绕细节理解展开, 任务设计采用 口头回答和 Paraphrasing 的形式, 目的是训练学生的口头表达能力。 Writing 部分的内容以阅 读材料为背景,以爬山是否应该带氧气为主题形成讨论,分为两种观点。题目设计同前面 Speaking 话题相同,训练学生的思维辨析能力,提高其运用笔头形式表达观点的能力。写作 要求学生要拓展话题,了解更多的 Mountain-climbing 事实或实例来支持观点。因此写好文 章的关键重在于事例和事实的采集、整理和分析。 欢迎广大教师踊跃来稿,稿酬丰厚。www.ks5u.com 4
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  1.7 Tips 的主题内容是阅读指导, 指导学生对于不同文体和主题的阅读材料要选用 不同的阅读方法。阅读策略训练一直都是阅读指导的重点,因此可选用报刊选载、小说和科 技说明文来指导学生利用 Tips 的建议阅读,强化阅读策略训练。
  1.8 Checkpoint 2 是本单元语言知识的反馈和强化。分为谓语形式和单元话题词汇
与句式复习两个部分,此项内容可以作为反馈练习来强化单元知识。

  2. 教材重组 .
  2.1 教材的 Warming Up 和 Listening 两部分内容相关性很大,Warming Up 的材料
不仅可以导出单元话题, 而且可以利用 Warming Up 的内容为 Listening 铺垫必要的语言准备。 Workbook 部分的 Listening practice 可以被用来补充更多的单元信息和训练学生的听力能力。 因此可以整合这 3 部分内容,上一节听力课。
  2.2 Speaking 的内容以 Exploration 为题,重在培养学生运用思维辨析、判断和决
策的能力,组织语言材料的难度较大。但可以借助 Warming Up 的内容和听力材料为辅助材 料,运用 Mind-Map 教学策略来帮助学生收集材料,降低难度,上一节口语课。
  2.3 Pre-reading, Reading 和 Post-Reading 三个教学环节序列性很强,互为补充。
Integrating Skills 的 Talking 部分同教材 Reading 部分内容有很大相关性,整合这 4 个环节, 可以设计一节文化背景输入→阅读→读后反思→读后讨论的流线形精读课。
  2.4 LANGUAGE STUDY 重在语言知识复习和强化,教学中通过合理设计任务,
分类组合,设计一节以语言训练为载体的语言知识学习课。
  2.5 INTEGRATING SKILLS 的 Reading 的内容相对简单,但是在单元教学中作用
很大。其内容不仅是对单元话题的拓展,也是对后面写作内容的铺垫。通过精处理,拓展话 题理解,训练语言知识,就可以起到承前启后的作用。
  2.6 INTEGRATING SKILLS 部分的写作设计是对单元话题的总结。 语言的输出方
式以 Essay 载体,以单元主题为话题,既呼应了 SPEAKING,又升华了主题。
  2.7 Work book 的 Integrating Skills 分为 Reading 和 Writing 两部分内容,Reading
的内容同教材部分 Reading 的内容的文章结构有相似之处, 都是对历史事件和历史人物的记 叙和评价;Writing 以 Essay writing 为主题,呼应教材 Speaking 和 Writing 部分。因此可以 这两部分为载体,上一节综合实践课来强化本单元读写技能的实践运用。
  3. 课型设计与课时分配 . 课型设计与课时分配(经教材分析,根据学情,本单元可以用 7 课时教完) 1st Period Listening 欢迎广大教师踊跃来稿,稿酬丰厚。www.ks5u.com 5
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2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period Speaking Reading Language study Extensive reading Writing Integrating skills
IV.分课时教案 分课时教案 The First Period Listening
Teaching goals 教学目标
  1. Target language 目标语言 重点词汇和短语 explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment
  2. Ability goals 能力目标 Enable students to learn that exploring in the past and present are quite different.
  3. Learning ability goals 学能目标 Enable students to learn how to compare between the past and present exploring. Teaching important points 教学重点 Enable students to fully understand the “problem-solution” part in Warming Up and Listening materials. Teaching difficult points 教学难点 By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening. Teaching methods 教学方法
  1. Team work learning
  2. Task-based learning Teaching aids 教具准备 A projector and some slides 欢迎广大教师踊跃来稿,稿酬丰厚。www.ks5u.com 6
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Teaching procedures & ways 教学过程与方式
Step I Revision (Give reading materials before class) T: First, let’s check your homework to see how well you have prepared for the class. Now please do the quiz. Quiz:
  1. Who was the first person that mapped the Indian coast?
  2. Who was the first person that discovered the “New World”?
  3. Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific Ocean?
  4. What was James Cook’s purpose of his voyage? Key: Zheng He Columbus Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during his exploration. Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south.
StepⅡ Warming Up Ⅱ Task one: World map exploration T: Look at the map and tell me how many continents there are in the world. What are they? Show a world map through slide. S: There are seven continents in the world. They are Asia, Africa, Europe, Oceania, North America, South America and Antarctic.
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T: Observe the map carefully and find their separate positions. Tell me which ocean separates Asia from Oceania, and which separates Europe from America. Then tell me which oceans we have to cross if we take the shortest route from China to the east coast of Africa by sea. S: The Pacific Ocean separates Asia from Oceania and the Atlantic Ocean separates Europe from America. We have to cross the Pacific Ocean and the Indian Ocean. Task two: Discuss and answer T: Work in pairs and discuss the following question? Question: What were the dangers and challenges that explorers had to face in the past while exploring the world? You can find answers in your reference handout or recall them from your memory. S: There were a lot of dangers that made their exploration difficult. First, they had to struggle against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily get ill without fresh vegetables on board. Third, they had to fight against pirates and unfriendly natives. Task three: List words and expressions T: Since we have known a lot about exploration at sea, now please recall the words and expressions we just used in talking about exploration. You can also think out these word
 

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