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英语人教版 (新课标)Unit 2 Sailing the oceans测试题
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这是一份英语人教版 (新课标)Unit 2 Sailing the oceans测试题，共16页。
Ⅱ.目标语言
分课时教案
The First Perid Speaking
Teaching Aims:
a. Key wrds and expressins
navigate, navigatr, navigatin, navigatinal; explre, explrer, explratin
b. Talk abut sailing the ceans.
Teaching Methds:
Discussin t aruse the students’ interest in sailing and explring the ceans.
Individual, pair r grup wrk t make every student wrk in class.
Teaching Aids:
The multimedia; a tape recrder; the blackbard
Teaching Prcedures:
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step 3 Presentatin
Present the students a map f the wrld and tell them “Tday we are ging t learn a new unit “Sailing the ceans”. Then ask them t turn t page 11 and give them a few minutes t have a discussin.
Step 4 Discussin
In pairs discuss the questins n page11.This discussin is intended fr students t explre the difference between a navigatr and an explrer. This difference is imprtant t establish because it encurages students t appreciate shades f meaning in the definitins f wrds and als because it establishes the idea f categries.
After a few minutes, ask sme pairs t speak ut their result f the discussin. Then sum up and check the answers.
A navigatr explres new rutes acrss the sea.
An explrer discvers new places n land.
A navigatr is smebdy wh finds the psitin and plts the curse f a ship, an aircraft, a car, etc, using maps and instruments. An explrer is smebdy wh travels int r thrugh a place in rder t learn abut it. Very ften navigatrs are als explrers.
In histry there are fur famus vyage explrers in the wrld, including Zheng He in China, James Ck in England, Christpher Clumbus in Spain and Abel Tasman in Hlland.
In this unit we’ll talk abut Zheng He, James Ck and sme ther explrers like Marc Pl and Captain Bligh.
Step 5 Pre-speaking
Ask the students if they want t knw sme famus navigatrs and explrers. Then present them sme pictures and sme related infrmatin abut them.
Abut Zheng He.
Abut Marc Pl
Abut James Ck
Abut Ferdinand Magellan
Step 6 Speaking
After shwing the students the pictures and their backgrund infrmatin, ask the students t think abut the questin: Hw d yu think seamen fund their way befre mdern accurate methds f navigatin were invented? If time is limited, this can be left as their hmewrk.
Step 7 Hmewrk
1. Read the new wrds.
2. Preview Reading SAILING THE OCEANS n page 12.
The Secnd Perid Reading
Teaching Aims:
a. Learn and master the key wrds and expressins
vyage mercy minimum nwhere ple verhead ffshre accelerate utward lngitude latitude precise simplify prtable shrtcming updated tendency reliable
at the mercy f, even thugh, wrk ut, be used t, in relatin t, aim t , …
b. Train the students’ reading ability. Let the students have sme knwledge f early navigatinal methds. Explain hw seamen explred the ceans and what kind f navigatinal instruments were used t sailrs befre the 17th century when they were navigating the pen seas withut seeing the land.
Teaching Difficult Pints:
Hw t help the students understand the reading passage better.
Hw t imprve the students’ reading ability.
Teaching Methds:
Scanning the text t get the general idea f it.
Carefully reading t finish the Cmprehending exercises n page 14.
Discussin after reading t make the students understand the text better.
Teaching Aids:
The multimedia; a tape recrder; the blackbard
Teaching prcedures & ways
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step3 Pre-reading
Shw the students sme pictures t see if they can identify the early navigatinal instruments seamen used and explain hw they used.
Step 4 Discussin
Discuss the questins n page11.
Step 5 Listening and cmprehending
After listening t the cntents f the text d the cmprehending exercises n page 14&15.
Step 6 Explanatin
After cmprehending, it is a gd time t deal with the new wrds and language pints in this part, esp. the fllwing:
vyage mercy minimum nwhere ple verhead ffshre accelerate utward lngitude latitude precise simplify prtable shrtcming updated tendency reliable
at the mercy f, even thugh, wrk ut, be used t, in relatin t, aim t ,
Step7 Discussin
Let’s the students have a discussin by wrking in pairs r in grups.
Tpic: Imagine yu are n a bat with twenty-nine ther peple. Yu have a small bx fr yur persnal things but it can nly hle ten items. What wuld yu need fr a week’s jurney acrss the Nrth Sea t England?
Suggested Answer:
Step8 Summary
This reading explains hw seamen explred the ceans and what kind f navigatinal instruments were used t sailrs befre the seventeenth century when they were navigating the pen seas withut seeing the land.
Step9 Hmewrk
Finish the exercises abut using wrds and expressin n page61.
The Third Perid Extensive Reading
Teaching Aims:
a. Learn and master the key wrds and expressins
incident departure crew depsit dilemma drawback dusk rutine pretty starvatin extreme psychlgically tensin gradually fresee thirst hardship
b. Train the students’ reading ability.
Teaching Difficult Pints:
a. Hw t help the students understand the reading passage better.
b. Hw t imprve the students’ reading ability.
Teaching Methds:
Scanning the text t get the general idea f it and d sme ther cmprehending exercises.
Discussin after reading t make the students understand the text better.
Teaching Aids:
The multimedia; a tape recrder; the blackbard
Teaching prcedures & ways
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Suggested answers t Exercise3:
I have gradually accepted the rutine at schl nw that I am in the advanced class and make my wn study plan.
The drawback f using that girl fr the advertising was her square jaw which made her lk unfriendly.
Mathematics is a subject which demands precise and accurate wrk.
In the park I saw a small by hlding the string f a kite verhead, which was rising and falling at the mercy f the wind.
That explrer wanted t secure his place in histry by being the first man t reach the Suth Ple.
Step3 Reading
a. Listen t the passage and then let them d sme true r false questins accrding t the text.
1. I was frced t jin Captain Bligh in the small bat.
2. After the crew tk ver the ship “Bundy”, Captain Bligh was allwed t take with him a chart , a cmpass and a quadrant.
3. It was very difficult fr us t get a crrect reading frm the quadrant as the bat mved cnstantly during the curse.
4. Captain Bligh used a system called “dead reckning” and he knew there was land directly suthwest f their riginal psitin.
5. We cmpletely believed Captain Bligh when he talked hpefully abut what we wuld d when we gt back t England.
6. Captain Bligh was as weak as the rest f us but he was determined nt t give up.
7. Captain Bligh kept us busy and tried t take ur minds ff ur stmach and thirst all the way.
8. We finally escaped the jaws f death and arrived in Timr ver fifty days after being set lse in ur small bat.
Answers: (FFTFFTTF)
b. Give the students a few minutes t read the passage again and then get the general idea f the text.
This is the strey f Captain Bligh’s amazing jurney acrss the Pacific Ocean in an pen bat with his fllwers after anther grup f sailrs under Fletcher Christian had taken ver the ship. Later Captain Bligh and his men made fr the island f Timr using a cmbinatin f navigatinal skill and “dead reckning”, which is guessing the crrect directin. The vyage lasted ver 40 days and was ne f the greatest examples f survival at sea.
c. Explain sme difficult sentences, phrases and wrds.
Key phrases:
1. in additin 另外
There was an earthquake and, in additin, there were tsunamis.
除了地震之外，还有海啸。
比较：in additin, in additin t
in additin= as well, besides 相当于副词
in additin t=as well as 相当于介词
In additin, the wner f the land may charge an extra fee.
In additin t swimming, she likes tennis.
2. cpe with 有效地或成功地对付或应付
A family and a full time jb is a lt t cpe with.
照顾家庭并干一份全职工作需要花很多精力。
She is nt a cmpetent driver and can’t cpe with driving in heavy traffic.
她不是一个称职的司机，在交通拥挤时就开不好车。
比较: deal with只是采取行动去对付某人或某事，并不考虑成功与否。
3. take ne’s mind ff 使某人的注意力离开
keep ne’s mind n…专心于，把注意力集中于
put ne’s mind int/t…专心于
4.set lse出发, 使爆炸, 引起, (使)开始(做某事)
Smene has set the tigers lse frm their cage and they are terrrizing the twn.
When we escape, shall we set the ther prisners lse?
5.the jaws f death / defeat= used t describe an unpleasant situatin that almst happens鬼门关，失败的险境
The team snatched victry frm the jaws f defeat.
这个队翻盘而险胜。
Step4 Discussin
Discuss these situatins in furs and then hld a class discussin.
Wuld yu have behaved like the persn in the reading and jined Captain Bligh in the pen bat r stayed n the “Bunty”? Yu shuld have reasns fr yur chice.
2. At the time that the nineteen men in the bat sailed fr Timr they did nt knw if they wuld survive r nt. What d yu think were the mst imprtant things they wuld need t take with them? Wh shuld decide these items? Remember that the bat was already very full with peple and culd nt hld very much mre.
3. Many men wh wanted t g int the bat were unable t because f the lack f space. If they stayed n the “Bunty” and were caught by the British navy, they shuld be killed accrding t the law.
4. What wuld the students have dne t avid being caught and punished if they had been part f the grup wh tk ver the “Bunty”? Wuld they have gne back t Tahiti r lked fr anther place t live? Which place wuld be the safest?
5. After the discussin let students prepare fr the speaking exercise and encurage them t make ntes f their ideas. Fllw this frmat: Discuss in pairs. Make a list f the ideas.
6. Swap ideas with anther pair and reslve differences. Make a new list f the ideas.
7. One member f the grup shuld give the ideas t the class in turn. Other grups can discuss these ideas and evaluate them.
One sample dialgue:
Li Pei (LP), Du Zhu (DZ), Wen Fuqing (WF) and Liu Yngfu (LY) are discussing the jurney and Captain’s Bligh’s leadership qualities.
LP: Why are yu cnvinced that this jurney shws the greatest navigatinal skill? I’m sure there must have been thers that were as gd, if nt better!
DZ: D yu knw f many ther sea vyages f this kind?
WF: Well, there’s that jurney by Shackletn frm Elephant Island in the Antarctic t get help frm anther island with a whaling statin. He wanted t rescue his men. The weather was terrible and he was in an pen bat, t.
LY: Hw can yu think that jurney was mre difficult? It didn’t last very lng. Captain’s Bligh’s jurney lasted ver frty days, was very ht and they had very little fd and water. It was because Captain Bligh was a great leader that they survived.
DZ: Nw that I’ve heard abut it I am very impressed. All thse men pushed tgether in a very small bat, it must have been terrible fr them t stay friendly. Meanwhile they were being driven mad by lack f fresh water and there was all that salt water all arund them. That’s the reasn I think it was the greatest sea escape.
LP: When yu put it that way I suppse it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men ccupied and tried t take their minds ff their trubles. In additin he treated everyne the same when it came t fd r water. S I think yu are right and it was the greatest example f navigatinal skill against the dds! D yu agree?
DA, WF and LY (tgether): Yes. We d.
Step5 Hmewrk
Finish exercises in wrkbk.
After class write a reprt t yur letter explaining t him why yu think Captain Bligh shuld r shuld nt receive the medal.
Sample letter
Dear Sir，
I think Captain Bligh shuld certainly receive a special medal fr his amazing vyage acrss the sea t Timr. This is a jurney that culd nt have been cmpleted withut great navigatinal skill. In additin Captain Bligh did nt lse ne man.
First, he shwed his leadership qualities by sharing the fd and water fairly with the men in the bat. Everyne was treated equally and this made fr gd feeling between the members f the bat.
Secnd, he kept everyne in the bat cheerful by discussing what they wuld d when they arrived safely. N ne was allwed t think abut what might happen if they did nt arrive!
Third, he kept them ccupied by rganizing the cmplicated mathematical calculatins needed t find their psitin at sea. The crew wh had taken ver the “Bunty” had left Captain Bligh with nly a quadrant and a cmpass. This meant that numerus calculatins were needed t find their crrect psitin. Captain Bligh regularly and each persn was given a different activity was imprtant because it stpped the men frm thinking abut hw little fd and water there was.
S I hpe yu will give Captain Bligh this medal. He has shwn leadership, fairness and cncern fr his crew and helped them return t England safely.
Yurs,
(yur name)
The Furth Perid Practicing
Learning abut Language
Teaching Aims:
Revise the language pints learned in the last perid.
D the exercises in this part.
Teaching Imprtant Pints:
Discver useful wrds and expressins.
Revise useful structures.
Teaching Methds:
Discussin methd.
Pair wrk r grup wrk.
Teaching Aids:
1. a cmputer; 2. curseware
Teaching prcedures
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Translate the fllwing sentences int English:
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 wrk ut Geff ut; ne day he’s friendly, the next day he ignres me cmpletely.
2. 他认为美与善是一致的。
He identifies beauty with gdness．
3. 到周末你很可能会发现你需要更多东西。
Yu might well find that yu’ll need mre 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 lst at sea, at the mercy f wind and weather.
5. 即便他能通过考试，以后找工作也成问题。
He will have prblems in finding a jb even if he can pass the exam.
6. 他把车沿着围墙停放。
He parked his car alngside the fence.
Step 3 Discussin
I. Pair wrk. Ask the students t d the exercises abut Discvering useful wrds and expressins.
1 Replace the wrds underlined by nes f similar meaning frm the reading passage.
1 Seeing the dark cluds abve him, Gerge hurried fr hme.
2 Sailing a bat alne far way frm the shre made Flra’s parents wrry abut her safety.
3 Clare, wuld yu please put yur bicycle next t the thers in the shed?
4 “Why dn’t yu plt a mre simple rute with the smallest number f stps?” asked Mary.
5 Setting ut n a lng jurney by sea with unskilled sailrs wuld be dangerus especially if there were n mdern navigatinal instruments.
2 Find the wrds frm the reading passage that are the ppsite f these cmpund wrds.
anywhere upladinwardunreliableland flwerstrng pint
3 Write dwn the wrds yu knw, which are related t navigatin and sea.
4 Cmplete the fllwing paragraph with the wrds belw.
precise utward nwhere awkward reference seaweed
accelerate mercy randmly vyage alngside apprximate
Samuel the sailr was extremely gd at pltting his curse using the stars as a . One day he was determined t set ut n a acrss an unknwn sea t an unknwn cntinent. He set ut with his instruments s he wuld nt be at the f the sea. He fund n his jurney a rcky island. It seemed t be cvered in nests. Suddenly, as Samuel lked, an enrmus bird swped dwn and picked him up as if he were a/ an parcel. It its speed and rse straight up int the air s as t reach the place n the rcks where its nest lay. Once there, it shk itself and threw Samuel in the directin f the nest. There seemed t be t hide but then he nticed lts f n his left and quickly hid under it. The bird landed nearby and pecked at the rcks. Samuel rlled ver swiftly and fund himself at the edge f the cliff. He lked dwn slwly with a beating heart. Belw him was his bat lying the shre! “Hw lucky I am!” Samuel thught t himself. He then gave a mighty leap and landed in it. Once inside he culd safely sail away.
Suggested answers:
Answer key fr Exercise 1;
1 verhead2 ffshre3 alngside 4 simplified; minimum5 vyage; seamen
Answer key fr Exercise 2:
nwhere—anywhere; dwnlad—uplad; utward—inward; reliable—unreliable;
seaweed—land flwer; shrtcming—strng pint
Answer key fr Exercise 3:
Answer key fr Exercise 4;
reference; vyage; mercy; utward; awkward; accelerated; precise; apprximate; nwhere; seaweed; randmly; alngside
II. Ask the students t g ver the usage f the predicate and d exercise 1 abut Revising useful structures.
Suggested answers:
1. James Ck was a great English navigatr and Pacific Ocean expeditin leader.
2. He had nt nly an utstanding ability in navigatin and explratin, but als a real cncern fr sailrs' health. He carried ut cmpulsry dietary refrms that were cpied by many ther ship captains.
3. He had led three great Pacific vyages during his life.
4. In his first Pacific vyage in 1769, James Ck runded Cape Hrn, then spent six mnths charting New Zealand, and finally explred and claimed pssessin f eastern Australia.
5. In 1772, Captain Ck set sail t lk fr a "therized great suthern cntinent". Althugh they culd nt manage t reach Antarctica wing t the ice, he predicted that if it did exist, it wuld have t be a wasteland.
6. In 1776, Captain ck started his third Pacific vyage, searching fr the Nrthwest Passage frm the Pacific Ocean t the Atlantic Ocean. Unfrtunately, he was killed in a dispute with Hawaiian natives and his men's attempt at the Nrthwest Passage was unsuccessful. Hwever, this vyage is still recgnized as especially significant in the histry f the discvery f the west cast f Nrth America.
III. Ask the students t d exercise 2 abut Revising useful structures. Then ask sme pairs t act ut the dialgue.
Suggested dialgue:
Susan: D yu think yu'll be ging t that pp cncert next week?
Clare: N. Let's frget abut that as it'll sn be time fr ur exams.
Susan: D yu need t d mre revisin?
Clare: I dn't really think I need t d mre revisin. I've dne enugh but it'll help me frget the cncert yu'll be enjying.
Susan: Is there anther reasn why yu dn’t want t cme t the cncert?
Clare: Actually there is a reasn. I dn't think I'm ging t have enugh mney even thugh I've been saving especially fr this ccasin.
Susan: Perhaps I can help yu. I always earn extra mney by cleaning cars. My father always pays me when I clean his.
Clare: Well, thank yu fr ffering t help me. Ill happily clean yur father's car if he'll pay me t.
Susan: I’m sure he will. He’s always been kind t my friends.
Clare: I hpe yu'll thank him fr me. I'd never be allwed t clean my father's car. He is s prud f it he wn't let anyne tuch it.
Susan: Oh this is my father’s furth car s the excitement has wrn ff a little.
Clare: His furth car? My gdness. He must have been earning a lt f mney t have wned s many.
Susan: I suppse s. He has his wn business s he needs a car fr his wrk
Clare: Oh J see! That explains things Please wuld yu phne him nw and ask him when it wuld be cnvenient fr me t clean it?
Susan: Of curse I11 d that right aw a
Clare: That’s s kind f yu. Nw while I’m ding the cleaning perhaps yu can rder ur tickets fr the cncert. I’ll g and get ready t begin wrk. See yu sn. Thanks and gdbye.
Step 4 Hmewrk
Preview using language.
The Fifth Perid Listening
Listening and Speaking
Teaching Aims:
Review the wrds and structures in the last perid.
Finish the listening exercises in this part and imprve the students’ listening ability.
Talk abut sailing.
Teaching Imprtant Pints:
Finish the listening exercises.
Teaching Methds:
Talking methd t imprve the students’ speaking ability.
Listening methd t train the students’ listening ability.
Pair wk t make every student take an active part in class.
Teaching Aids:
1. a cmputer; 2. curseware
Teaching prcedures
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step3 Listening
Listen t the tape and ask the students t finish exercise 1—3 n page 19.
Suggested answers:
Answer key fr Exercise 1:
maps; stars; cluds; waves; currents; birds
Answer key fr Exercise 2;
Answer key fr Exercise 3:
1Vikings used t prefer t said fllwing the cast
line s they culd check that they were n the crrect rute.
2Vikings used birds, and natural features like
muntains, t direct their ships.
Step 4 Speaking
Ask the students t discuss the sayings in exercise 4 and get their ideas tgether.
Step 5 Hmewrk
Finish the exercises in the student’s wrkbk.
The Sixth Perid Grammar
The Predicate and Agreement
Teaching Aims:
Revise ne f the sentence elements ---the Predicate and d plenty f exercises t cnslidate what we have revise.
Study Agreement t imprve the students’ ability t use the English language.
Teaching Imprtant Pints:
Hw t chse the prper frm f the Predicative in rder t express what we want t say.
Help the students t make a summary f the usage f agreement.
Teaching Difficult Pints:
Hw t chse a prper predicate accrding t its subject.
Teaching Methds:
Discussin methd t let the students have a clear understanding.
Pair wrk r grup wrk t make every student engaged in all the activities in class.
Teaching Aids:
1. a cmputer; 2. curseware
Teaching prcedures
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step3 Grammar: the Predicate
A. Shw the students sme sentences and ask them t discuss and tell what member f the sentence each underlined part is.
① What natinality is he?
② That’s smething we have always t keep in mind.
③ Jhn is the secnd t learn abut it.
④ Diamnds are precius.
⑤ The play we saw last Saturday is mving and we were all mved.
⑥ All we can d is t g and meet him.
⑦ He has been away fr 3 years.
⑧ She is nt what she used t be.
B. Smething abut 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 f questins.
He has always liked Mr. Philips.
He made the shrtest speech I have ever heard.
A cuple were having a drink at a table by the windw
He tk phtgraphs f Vita in her summer huse
直接宾语和间接宾语
They gave us a wnderfully warm welcme.
Mr Schell wrte a letter the ther day t the New Yrk Times.(… wrte the New Yrk Times a letter.)
I tk ut the black bx and handed it t her. (…handed her the bx.)
l had lent my apartment t a friend fr the weekend.
He left the nte fr he r n the table.
一个宾语带宾语补足语
Willis’s jkes made her uneasy.
Last year they made him captain f the Team
The peple named the place “Turb Kutu”.
I thught it right t g there withut delay.
Have yu fund it difficult t speak?
2)不需要跟有宾语的动词叫不及物动词。例如：
Her whle bdy ached.
Dnald was lying n the bed.
Bb cughed all night.
All the leaves have fallen and winter is cming.
I will travel suth this summer and wn’t cme back t my ffice until the end f 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 are living a peaceful life. (=They are living peacefully.)
He died a heric death . (=He died herically.)
The girl laughed a merry laugh. (=The girl laughed merrily.)
He sighed a deep sigh. (=He sighed deeply.)
许多动词往往既是不及物动词又是及物动词。例如：
Gus asked me whether I’d like t have dinner with him. I accepted.(vi.)
I accepted the invitatin. (vt.)
He painted every day. (vi.)
He paints vivid prtraits f friends and acquaintances. (vt.)
He ran as fast as he culd. (vi.)
She ran a htel in the centre f the city. (vt.)
Father never smked r drank all his life. (vi.)
He drank a gd deal f cffee. (vt.)
At last she thanked them and left. (vi.)
A11 I knw is that Michael and I never left the huse. (vt.)
3 ) 连系动词虽具有词汇意义，但需要带有表语才能构成动词谓语。例如：
The statin seems a very small ne.
They haven’t remained lyal t the gvernment.
Their hall was larger than his whle flat.
The task f inspecting it prved t be exciting and interesting.
It sunds unnatural t us.
My memries f a Lndn childhd are happy nes.
His bdy was the clr f brnze.
2动词词组或称短语动词，可以扩展或改变动词的意义，它们的构成是：
·动词+副词
Mary went away fr a few days.
·动词+介词
The ther day I came acrss a letter frm Brunei written in the last year f his life.
·动词+副词+介词
Yu may have cme up against unexpected difficulties.
3情态动词与动词连用构成的谓语。例如：
I must leave very sn.
The rich ught t pay tuitin fees fr their children.
Yu may have heard f him.
Yu shuld nt have dne s.
Step 4 Practice
Chse the best answers.
1. ---Yu haven't said a wrd abut my new cat, Brenda. D yu like it?
---I'm srry I _____anything abut it sner. 1 certainly think it's pretty n yu.
A .wasn't sayingB. dn't say C. wn't say D. didn't say
2. --- Is Jhn cming by train?
---He shuld, but he _____ nt. He likes driving his car.
A. must B. can C. need D. may
3.I wnder why Jenny _____us recently. We shuld have heard frm her by nw.
A. hasn't written B. desn't write
C .wn’t write D. hadn't written
4.The evening news cmes n at seven 'clck and _____nly thirty minutes.
A. keepsB. cmpletes C. finishes D. lasts
5. ---Has Sam finished his hmewrk tday?
---I have n idea. He_____ it this mrning.
A. didB. has dne C. was dingD. had dne
6. The frest guards ften find campfires that have nt been _____ cmpletely
A. turned dwnB. put ut C. put awayD. had dne
7. The first use f atmic weapns was in 1945 and their pwer__increased enrmusly ever since.
A. is B. was C. has D. had been
8. 1 dn't _____ rck’ n’ rll. It's much t nisy fr my taste.
A. g afterB. g away with C. g intD. g in fr
9. The teacher, with 6 girls and 8 bys f her class, _____visiting a museum when the earthquake struck.
A .was B. were C. had been D. wuld be
10. --- Wh is the girl standing ver there?
---Well, if yu _____knw, her name is Mary.
A. may B. can C. must D. shall.
11. On hearing the news f the accident in the cal mine, she _____ pale.
A. gt B. changes C. went D. appears
12. Mary kept weighing herself t see hw much_____ she was getting.
A. heavierB. heavy C. the heavierD. the heaviest
13. Happy birthday. Alice! S yu have_____ twenty-ne already.
A. gne B. turned C. grwn D. passed
14. The flwers______ sweet in the btanic garden, which attracted the visitrs t the beauty f nature.
A. t smell B. smelled C. smelling D. are smelled
15. Having a trip abrad is certainly nice fr ld cuples, but it remains _____ whether they will enjy it.
A. t be seen B. t see C. seeing D. seen
1-5 DDADC 6-10 BCDAC 11-15 CABBA
Step 5 Grammar: Agreement
Shw the students smething abut agreement:
主谓一致
并列结构作主语谓语用复数
主谓一致中的就近原则
谓语动词与前面的主语一致
谓语需用单数
指代意义决定谓语的单复数
与后接名词或代词保持一致
Step 6 Practice
1.Mre than ne persn _______ killed in the accident. ( be )
Mre questins than ne ______ been asked. ( have)
Part f part f the meat _______spilt. ( be )
Mst f the bks _________ missing. ( be )
5. The number f errrs ______ surprising.
6. Jane and Mary ______ alike.
7. The crwd ______running fr their lives.
8. The irn wrks _____ hidden behind the trees.
9. Either yur students r Mr. Wang ______ this.
10. His family ____ ging t have a lng jurney.
11. The whle family_____ watching TV.
12. The ppulatin f China ____ very large, and eighty percent f the ppulatin in China _____ farmers.
13. The plice _____ searching fr him.
14. A sheep ____ ver there.
15. Sme sheep _____ ver there.
16. The dctr’s _____ n the side f the street.
17. My uncle’s _____ nt far frm here.
18. Richardsn’s _____ a lt f imprted gds t sell.
Ask the students t finish the exercises.
Suggested answers:
1. was 2. have 3. was 4. were 5. was 6. lk 7. were 8. was
9. knws 10. is 11. are 12. is , are 13. are 14. is 15 are 16. is
17. is 18. are
Step 7 Summary and Hmewrk
D what we learn tday.
D the exercise abut Using Structures n page 62.技能目标Gals
Talk abut early navigatin
Talk abut discvery and explratin f an unknwn land
Learn abut sme famus navigatrs and explrers
Learn t express the cause and effect
Learn t use the Predicate
Write a reprt abut a navigatr r an adventurus stry
词]
汇
vyage mercy encyclpedia alngside explratin minimum celestial ple equatr hrizn verhead seaweed nwhere ffshre accelerate utward tide secure lg knt nautical magnetic randm awkward reference precise simplify prtable shrtcming update tendency reliable swp parcel peck cliff expeditin cmpulsry survival incident departure crew depsit dilemma drawback dusk rutine reckn reckning starvatin psychlgy psychlgically tensin gradual gradually fresee thirst tear hardship jaw backgrund rar[
at the mercy f nautical mile set lse jaws f death
功
能
句
式
Cause & effect
Why are Hw culd
Why did Because
It was The reasn is
As Since
Nw Therefre,...
He was due It is ..., s I’m
That's s he is ill with fever after the vyage.
语
法
复习谓语(The Predicate)
S hw did they navigate s well?
As yu can see frm the map we kept t straight curse pretty well.
The tensin in the bat gt wrse as the supply f fd and water gradually disappear
S accmplished navigatrs were able t use it t plt their psitin.
Captain Ck had led three great Pacific vyages during his life.
I’ll g and get ready t begin wrk.
重
点
句
子
Yu may well wnder…(p12)
… shw that they were nt at the mercy f the sea even thugh…(p12)
Sea birds culd be used t shw the way t land when it was nwhere t be seen. (p12)
There was n secure methd f measuring lngitude until the 17th century when the British slved this theretical prblem. (p13)
Its shrtcming was that it still used the mving ship as ne f the fixed pints f reference. (p13)
I am prud t have sailed with Captain Bligh n his jurney f…(p17)
Yu culd nt imagine a mre disturbing sight than what we lked like when arriving in Timr ver frty days after being set lse in…(p17)
Categry
Items
Categry
Items
Clthes
shirt, trusers
Shes
waterprf bts
Hygiene
sap
Tls
knife, scissrs
Bedding
blanket
Medicines
sea-sick tablets, cld medicine
Games
cards, chess
Bks
nvels, essay cllectins
Navigatin
Sea
Navigatin
Sea
navigate,navigatinal(instruments:cmpass, bearing circle, astrlabe, quadrant,sextant), sail,sailr,vyage,latitude,lngitude, equatr, hrizn, captain, sailr, land, island, set sail, nautical middles, explre, explratin , . . .
seaman, seaweed, seafd, shre, ffshre,nshre,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, cast, castline,castal, tide, wave, current, . . .
Sailrs frm
Sea r Ocean
Skills
Phenicia
Mediterranean
Used the sky t find their way
Nrway
Nrth
Watched birds t find land
Plynesia
Pacific
Studied the -waves f the cean
Ⅱ.目标语言
分课时教案
The First Perid Speaking
Teaching Aims:
a. Key wrds and expressins
navigate, navigatr, navigatin, navigatinal; explre, explrer, explratin
b. Talk abut sailing the ceans.
Teaching Methds:
Discussin t aruse the students’ interest in sailing and explring the ceans.
Individual, pair r grup wrk t make every student wrk in class.
Teaching Aids:
The multimedia; a tape recrder; the blackbard
Teaching Prcedures:
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step 3 Presentatin
Present the students a map f the wrld and tell them “Tday we are ging t learn a new unit “Sailing the ceans”. Then ask them t turn t page 11 and give them a few minutes t have a discussin.
Step 4 Discussin
In pairs discuss the questins n page11.This discussin is intended fr students t explre the difference between a navigatr and an explrer. This difference is imprtant t establish because it encurages students t appreciate shades f meaning in the definitins f wrds and als because it establishes the idea f categries.
After a few minutes, ask sme pairs t speak ut their result f the discussin. Then sum up and check the answers.
A navigatr explres new rutes acrss the sea.
An explrer discvers new places n land.
A navigatr is smebdy wh finds the psitin and plts the curse f a ship, an aircraft, a car, etc, using maps and instruments. An explrer is smebdy wh travels int r thrugh a place in rder t learn abut it. Very ften navigatrs are als explrers.
In histry there are fur famus vyage explrers in the wrld, including Zheng He in China, James Ck in England, Christpher Clumbus in Spain and Abel Tasman in Hlland.
In this unit we’ll talk abut Zheng He, James Ck and sme ther explrers like Marc Pl and Captain Bligh.
Step 5 Pre-speaking
Ask the students if they want t knw sme famus navigatrs and explrers. Then present them sme pictures and sme related infrmatin abut them.
Abut Zheng He.
Abut Marc Pl
Abut James Ck
Abut Ferdinand Magellan
Step 6 Speaking
After shwing the students the pictures and their backgrund infrmatin, ask the students t think abut the questin: Hw d yu think seamen fund their way befre mdern accurate methds f navigatin were invented? If time is limited, this can be left as their hmewrk.
Step 7 Hmewrk
1. Read the new wrds.
2. Preview Reading SAILING THE OCEANS n page 12.
The Secnd Perid Reading
Teaching Aims:
a. Learn and master the key wrds and expressins
vyage mercy minimum nwhere ple verhead ffshre accelerate utward lngitude latitude precise simplify prtable shrtcming updated tendency reliable
at the mercy f, even thugh, wrk ut, be used t, in relatin t, aim t , …
b. Train the students’ reading ability. Let the students have sme knwledge f early navigatinal methds. Explain hw seamen explred the ceans and what kind f navigatinal instruments were used t sailrs befre the 17th century when they were navigating the pen seas withut seeing the land.
Teaching Difficult Pints:
Hw t help the students understand the reading passage better.
Hw t imprve the students’ reading ability.
Teaching Methds:
Scanning the text t get the general idea f it.
Carefully reading t finish the Cmprehending exercises n page 14.
Discussin after reading t make the students understand the text better.
Teaching Aids:
The multimedia; a tape recrder; the blackbard
Teaching prcedures & ways
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step3 Pre-reading
Shw the students sme pictures t see if they can identify the early navigatinal instruments seamen used and explain hw they used.
Step 4 Discussin
Discuss the questins n page11.
Step 5 Listening and cmprehending
After listening t the cntents f the text d the cmprehending exercises n page 14&15.
Step 6 Explanatin
After cmprehending, it is a gd time t deal with the new wrds and language pints in this part, esp. the fllwing:
vyage mercy minimum nwhere ple verhead ffshre accelerate utward lngitude latitude precise simplify prtable shrtcming updated tendency reliable
at the mercy f, even thugh, wrk ut, be used t, in relatin t, aim t ,
Step7 Discussin
Let’s the students have a discussin by wrking in pairs r in grups.
Tpic: Imagine yu are n a bat with twenty-nine ther peple. Yu have a small bx fr yur persnal things but it can nly hle ten items. What wuld yu need fr a week’s jurney acrss the Nrth Sea t England?
Suggested Answer:
Step8 Summary
This reading explains hw seamen explred the ceans and what kind f navigatinal instruments were used t sailrs befre the seventeenth century when they were navigating the pen seas withut seeing the land.
Step9 Hmewrk
Finish the exercises abut using wrds and expressin n page61.
The Third Perid Extensive Reading
Teaching Aims:
a. Learn and master the key wrds and expressins
incident departure crew depsit dilemma drawback dusk rutine pretty starvatin extreme psychlgically tensin gradually fresee thirst hardship
b. Train the students’ reading ability.
Teaching Difficult Pints:
a. Hw t help the students understand the reading passage better.
b. Hw t imprve the students’ reading ability.
Teaching Methds:
Scanning the text t get the general idea f it and d sme ther cmprehending exercises.
Discussin after reading t make the students understand the text better.
Teaching Aids:
The multimedia; a tape recrder; the blackbard
Teaching prcedures & ways
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Suggested answers t Exercise3:
I have gradually accepted the rutine at schl nw that I am in the advanced class and make my wn study plan.
The drawback f using that girl fr the advertising was her square jaw which made her lk unfriendly.
Mathematics is a subject which demands precise and accurate wrk.
In the park I saw a small by hlding the string f a kite verhead, which was rising and falling at the mercy f the wind.
That explrer wanted t secure his place in histry by being the first man t reach the Suth Ple.
Step3 Reading
a. Listen t the passage and then let them d sme true r false questins accrding t the text.
1. I was frced t jin Captain Bligh in the small bat.
2. After the crew tk ver the ship “Bundy”, Captain Bligh was allwed t take with him a chart , a cmpass and a quadrant.
3. It was very difficult fr us t get a crrect reading frm the quadrant as the bat mved cnstantly during the curse.
4. Captain Bligh used a system called “dead reckning” and he knew there was land directly suthwest f their riginal psitin.
5. We cmpletely believed Captain Bligh when he talked hpefully abut what we wuld d when we gt back t England.
6. Captain Bligh was as weak as the rest f us but he was determined nt t give up.
7. Captain Bligh kept us busy and tried t take ur minds ff ur stmach and thirst all the way.
8. We finally escaped the jaws f death and arrived in Timr ver fifty days after being set lse in ur small bat.
Answers: (FFTFFTTF)
b. Give the students a few minutes t read the passage again and then get the general idea f the text.
This is the strey f Captain Bligh’s amazing jurney acrss the Pacific Ocean in an pen bat with his fllwers after anther grup f sailrs under Fletcher Christian had taken ver the ship. Later Captain Bligh and his men made fr the island f Timr using a cmbinatin f navigatinal skill and “dead reckning”, which is guessing the crrect directin. The vyage lasted ver 40 days and was ne f the greatest examples f survival at sea.
c. Explain sme difficult sentences, phrases and wrds.
Key phrases:
1. in additin 另外
There was an earthquake and, in additin, there were tsunamis.
除了地震之外，还有海啸。
比较：in additin, in additin t
in additin= as well, besides 相当于副词
in additin t=as well as 相当于介词
In additin, the wner f the land may charge an extra fee.
In additin t swimming, she likes tennis.
2. cpe with 有效地或成功地对付或应付
A family and a full time jb is a lt t cpe with.
照顾家庭并干一份全职工作需要花很多精力。
She is nt a cmpetent driver and can’t cpe with driving in heavy traffic.
她不是一个称职的司机，在交通拥挤时就开不好车。
比较: deal with只是采取行动去对付某人或某事，并不考虑成功与否。
3. take ne’s mind ff 使某人的注意力离开
keep ne’s mind n…专心于，把注意力集中于
put ne’s mind int/t…专心于
4.set lse出发, 使爆炸, 引起, (使)开始(做某事)
Smene has set the tigers lse frm their cage and they are terrrizing the twn.
When we escape, shall we set the ther prisners lse?
5.the jaws f death / defeat= used t describe an unpleasant situatin that almst happens鬼门关，失败的险境
The team snatched victry frm the jaws f defeat.
这个队翻盘而险胜。
Step4 Discussin
Discuss these situatins in furs and then hld a class discussin.
Wuld yu have behaved like the persn in the reading and jined Captain Bligh in the pen bat r stayed n the “Bunty”? Yu shuld have reasns fr yur chice.
2. At the time that the nineteen men in the bat sailed fr Timr they did nt knw if they wuld survive r nt. What d yu think were the mst imprtant things they wuld need t take with them? Wh shuld decide these items? Remember that the bat was already very full with peple and culd nt hld very much mre.
3. Many men wh wanted t g int the bat were unable t because f the lack f space. If they stayed n the “Bunty” and were caught by the British navy, they shuld be killed accrding t the law.
4. What wuld the students have dne t avid being caught and punished if they had been part f the grup wh tk ver the “Bunty”? Wuld they have gne back t Tahiti r lked fr anther place t live? Which place wuld be the safest?
5. After the discussin let students prepare fr the speaking exercise and encurage them t make ntes f their ideas. Fllw this frmat: Discuss in pairs. Make a list f the ideas.
6. Swap ideas with anther pair and reslve differences. Make a new list f the ideas.
7. One member f the grup shuld give the ideas t the class in turn. Other grups can discuss these ideas and evaluate them.
One sample dialgue:
Li Pei (LP), Du Zhu (DZ), Wen Fuqing (WF) and Liu Yngfu (LY) are discussing the jurney and Captain’s Bligh’s leadership qualities.
LP: Why are yu cnvinced that this jurney shws the greatest navigatinal skill? I’m sure there must have been thers that were as gd, if nt better!
DZ: D yu knw f many ther sea vyages f this kind?
WF: Well, there’s that jurney by Shackletn frm Elephant Island in the Antarctic t get help frm anther island with a whaling statin. He wanted t rescue his men. The weather was terrible and he was in an pen bat, t.
LY: Hw can yu think that jurney was mre difficult? It didn’t last very lng. Captain’s Bligh’s jurney lasted ver frty days, was very ht and they had very little fd and water. It was because Captain Bligh was a great leader that they survived.
DZ: Nw that I’ve heard abut it I am very impressed. All thse men pushed tgether in a very small bat, it must have been terrible fr them t stay friendly. Meanwhile they were being driven mad by lack f fresh water and there was all that salt water all arund them. That’s the reasn I think it was the greatest sea escape.
LP: When yu put it that way I suppse it was a great achievement. Captain Bligh was certainly excellent in the way he kept the men ccupied and tried t take their minds ff their trubles. In additin he treated everyne the same when it came t fd r water. S I think yu are right and it was the greatest example f navigatinal skill against the dds! D yu agree?
DA, WF and LY (tgether): Yes. We d.
Step5 Hmewrk
Finish exercises in wrkbk.
After class write a reprt t yur letter explaining t him why yu think Captain Bligh shuld r shuld nt receive the medal.
Sample letter
Dear Sir，
I think Captain Bligh shuld certainly receive a special medal fr his amazing vyage acrss the sea t Timr. This is a jurney that culd nt have been cmpleted withut great navigatinal skill. In additin Captain Bligh did nt lse ne man.
First, he shwed his leadership qualities by sharing the fd and water fairly with the men in the bat. Everyne was treated equally and this made fr gd feeling between the members f the bat.
Secnd, he kept everyne in the bat cheerful by discussing what they wuld d when they arrived safely. N ne was allwed t think abut what might happen if they did nt arrive!
Third, he kept them ccupied by rganizing the cmplicated mathematical calculatins needed t find their psitin at sea. The crew wh had taken ver the “Bunty” had left Captain Bligh with nly a quadrant and a cmpass. This meant that numerus calculatins were needed t find their crrect psitin. Captain Bligh regularly and each persn was given a different activity was imprtant because it stpped the men frm thinking abut hw little fd and water there was.
S I hpe yu will give Captain Bligh this medal. He has shwn leadership, fairness and cncern fr his crew and helped them return t England safely.
Yurs,
(yur name)
The Furth Perid Practicing
Learning abut Language
Teaching Aims:
Revise the language pints learned in the last perid.
D the exercises in this part.
Teaching Imprtant Pints:
Discver useful wrds and expressins.
Revise useful structures.
Teaching Methds:
Discussin methd.
Pair wrk r grup wrk.
Teaching Aids:
1. a cmputer; 2. curseware
Teaching prcedures
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Translate the fllwing sentences int English:
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 wrk ut Geff ut; ne day he’s friendly, the next day he ignres me cmpletely.
2. 他认为美与善是一致的。
He identifies beauty with gdness．
3. 到周末你很可能会发现你需要更多东西。
Yu might well find that yu’ll need mre 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 lst at sea, at the mercy f wind and weather.
5. 即便他能通过考试，以后找工作也成问题。
He will have prblems in finding a jb even if he can pass the exam.
6. 他把车沿着围墙停放。
He parked his car alngside the fence.
Step 3 Discussin
I. Pair wrk. Ask the students t d the exercises abut Discvering useful wrds and expressins.
1 Replace the wrds underlined by nes f similar meaning frm the reading passage.
1 Seeing the dark cluds abve him, Gerge hurried fr hme.
2 Sailing a bat alne far way frm the shre made Flra’s parents wrry abut her safety.
3 Clare, wuld yu please put yur bicycle next t the thers in the shed?
4 “Why dn’t yu plt a mre simple rute with the smallest number f stps?” asked Mary.
5 Setting ut n a lng jurney by sea with unskilled sailrs wuld be dangerus especially if there were n mdern navigatinal instruments.
2 Find the wrds frm the reading passage that are the ppsite f these cmpund wrds.
anywhere upladinwardunreliableland flwerstrng pint
3 Write dwn the wrds yu knw, which are related t navigatin and sea.
4 Cmplete the fllwing paragraph with the wrds belw.
precise utward nwhere awkward reference seaweed
accelerate mercy randmly vyage alngside apprximate
Samuel the sailr was extremely gd at pltting his curse using the stars as a . One day he was determined t set ut n a acrss an unknwn sea t an unknwn cntinent. He set ut with his instruments s he wuld nt be at the f the sea. He fund n his jurney a rcky island. It seemed t be cvered in nests. Suddenly, as Samuel lked, an enrmus bird swped dwn and picked him up as if he were a/ an parcel. It its speed and rse straight up int the air s as t reach the place n the rcks where its nest lay. Once there, it shk itself and threw Samuel in the directin f the nest. There seemed t be t hide but then he nticed lts f n his left and quickly hid under it. The bird landed nearby and pecked at the rcks. Samuel rlled ver swiftly and fund himself at the edge f the cliff. He lked dwn slwly with a beating heart. Belw him was his bat lying the shre! “Hw lucky I am!” Samuel thught t himself. He then gave a mighty leap and landed in it. Once inside he culd safely sail away.
Suggested answers:
Answer key fr Exercise 1;
1 verhead2 ffshre3 alngside 4 simplified; minimum5 vyage; seamen
Answer key fr Exercise 2:
nwhere—anywhere; dwnlad—uplad; utward—inward; reliable—unreliable;
seaweed—land flwer; shrtcming—strng pint
Answer key fr Exercise 3:
Answer key fr Exercise 4;
reference; vyage; mercy; utward; awkward; accelerated; precise; apprximate; nwhere; seaweed; randmly; alngside
II. Ask the students t g ver the usage f the predicate and d exercise 1 abut Revising useful structures.
Suggested answers:
1. James Ck was a great English navigatr and Pacific Ocean expeditin leader.
2. He had nt nly an utstanding ability in navigatin and explratin, but als a real cncern fr sailrs' health. He carried ut cmpulsry dietary refrms that were cpied by many ther ship captains.
3. He had led three great Pacific vyages during his life.
4. In his first Pacific vyage in 1769, James Ck runded Cape Hrn, then spent six mnths charting New Zealand, and finally explred and claimed pssessin f eastern Australia.
5. In 1772, Captain Ck set sail t lk fr a "therized great suthern cntinent". Althugh they culd nt manage t reach Antarctica wing t the ice, he predicted that if it did exist, it wuld have t be a wasteland.
6. In 1776, Captain ck started his third Pacific vyage, searching fr the Nrthwest Passage frm the Pacific Ocean t the Atlantic Ocean. Unfrtunately, he was killed in a dispute with Hawaiian natives and his men's attempt at the Nrthwest Passage was unsuccessful. Hwever, this vyage is still recgnized as especially significant in the histry f the discvery f the west cast f Nrth America.
III. Ask the students t d exercise 2 abut Revising useful structures. Then ask sme pairs t act ut the dialgue.
Suggested dialgue:
Susan: D yu think yu'll be ging t that pp cncert next week?
Clare: N. Let's frget abut that as it'll sn be time fr ur exams.
Susan: D yu need t d mre revisin?
Clare: I dn't really think I need t d mre revisin. I've dne enugh but it'll help me frget the cncert yu'll be enjying.
Susan: Is there anther reasn why yu dn’t want t cme t the cncert?
Clare: Actually there is a reasn. I dn't think I'm ging t have enugh mney even thugh I've been saving especially fr this ccasin.
Susan: Perhaps I can help yu. I always earn extra mney by cleaning cars. My father always pays me when I clean his.
Clare: Well, thank yu fr ffering t help me. Ill happily clean yur father's car if he'll pay me t.
Susan: I’m sure he will. He’s always been kind t my friends.
Clare: I hpe yu'll thank him fr me. I'd never be allwed t clean my father's car. He is s prud f it he wn't let anyne tuch it.
Susan: Oh this is my father’s furth car s the excitement has wrn ff a little.
Clare: His furth car? My gdness. He must have been earning a lt f mney t have wned s many.
Susan: I suppse s. He has his wn business s he needs a car fr his wrk
Clare: Oh J see! That explains things Please wuld yu phne him nw and ask him when it wuld be cnvenient fr me t clean it?
Susan: Of curse I11 d that right aw a
Clare: That’s s kind f yu. Nw while I’m ding the cleaning perhaps yu can rder ur tickets fr the cncert. I’ll g and get ready t begin wrk. See yu sn. Thanks and gdbye.
Step 4 Hmewrk
Preview using language.
The Fifth Perid Listening
Listening and Speaking
Teaching Aims:
Review the wrds and structures in the last perid.
Finish the listening exercises in this part and imprve the students’ listening ability.
Talk abut sailing.
Teaching Imprtant Pints:
Finish the listening exercises.
Teaching Methds:
Talking methd t imprve the students’ speaking ability.
Listening methd t train the students’ listening ability.
Pair wk t make every student take an active part in class.
Teaching Aids:
1. a cmputer; 2. curseware
Teaching prcedures
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step3 Listening
Listen t the tape and ask the students t finish exercise 1—3 n page 19.
Suggested answers:
Answer key fr Exercise 1:
maps; stars; cluds; waves; currents; birds
Answer key fr Exercise 2;
Answer key fr Exercise 3:
1Vikings used t prefer t said fllwing the cast
line s they culd check that they were n the crrect rute.
2Vikings used birds, and natural features like
muntains, t direct their ships.
Step 4 Speaking
Ask the students t discuss the sayings in exercise 4 and get their ideas tgether.
Step 5 Hmewrk
Finish the exercises in the student’s wrkbk.
The Sixth Perid Grammar
The Predicate and Agreement
Teaching Aims:
Revise ne f the sentence elements ---the Predicate and d plenty f exercises t cnslidate what we have revise.
Study Agreement t imprve the students’ ability t use the English language.
Teaching Imprtant Pints:
Hw t chse the prper frm f the Predicative in rder t express what we want t say.
Help the students t make a summary f the usage f agreement.
Teaching Difficult Pints:
Hw t chse a prper predicate accrding t its subject.
Teaching Methds:
Discussin methd t let the students have a clear understanding.
Pair wrk r grup wrk t make every student engaged in all the activities in class.
Teaching Aids:
1. a cmputer; 2. curseware
Teaching prcedures
Step1 Greetings
Greet the whle class as usual.
Step2 Revisin
Check the hmewrk exercises.
Step3 Grammar: the Predicate
A. Shw the students sme sentences and ask them t discuss and tell what member f the sentence each underlined part is.
① What natinality is he?
② That’s smething we have always t keep in mind.
③ Jhn is the secnd t learn abut it.
④ Diamnds are precius.
⑤ The play we saw last Saturday is mving and we were all mved.
⑥ All we can d is t g and meet him.
⑦ He has been away fr 3 years.
⑧ She is nt what she used t be.
B. Smething abut 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 f questins.
He has always liked Mr. Philips.
He made the shrtest speech I have ever heard.
A cuple were having a drink at a table by the windw
He tk phtgraphs f Vita in her summer huse
直接宾语和间接宾语
They gave us a wnderfully warm welcme.
Mr Schell wrte a letter the ther day t the New Yrk Times.(… wrte the New Yrk Times a letter.)
I tk ut the black bx and handed it t her. (…handed her the bx.)
l had lent my apartment t a friend fr the weekend.
He left the nte fr he r n the table.
一个宾语带宾语补足语
Willis’s jkes made her uneasy.
Last year they made him captain f the Team
The peple named the place “Turb Kutu”.
I thught it right t g there withut delay.
Have yu fund it difficult t speak?
2)不需要跟有宾语的动词叫不及物动词。例如：
Her whle bdy ached.
Dnald was lying n the bed.
Bb cughed all night.
All the leaves have fallen and winter is cming.
I will travel suth this summer and wn’t cme back t my ffice until the end f 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 are living a peaceful life. (=They are living peacefully.)
He died a heric death . (=He died herically.)
The girl laughed a merry laugh. (=The girl laughed merrily.)
He sighed a deep sigh. (=He sighed deeply.)
许多动词往往既是不及物动词又是及物动词。例如：
Gus asked me whether I’d like t have dinner with him. I accepted.(vi.)
I accepted the invitatin. (vt.)
He painted every day. (vi.)
He paints vivid prtraits f friends and acquaintances. (vt.)
He ran as fast as he culd. (vi.)
She ran a htel in the centre f the city. (vt.)
Father never smked r drank all his life. (vi.)
He drank a gd deal f cffee. (vt.)
At last she thanked them and left. (vi.)
A11 I knw is that Michael and I never left the huse. (vt.)
3 ) 连系动词虽具有词汇意义，但需要带有表语才能构成动词谓语。例如：
The statin seems a very small ne.
They haven’t remained lyal t the gvernment.
Their hall was larger than his whle flat.
The task f inspecting it prved t be exciting and interesting.
It sunds unnatural t us.
My memries f a Lndn childhd are happy nes.
His bdy was the clr f brnze.
2动词词组或称短语动词，可以扩展或改变动词的意义，它们的构成是：
·动词+副词
Mary went away fr a few days.
·动词+介词
The ther day I came acrss a letter frm Brunei written in the last year f his life.
·动词+副词+介词
Yu may have cme up against unexpected difficulties.
3情态动词与动词连用构成的谓语。例如：
I must leave very sn.
The rich ught t pay tuitin fees fr their children.
Yu may have heard f him.
Yu shuld nt have dne s.
Step 4 Practice
Chse the best answers.
1. ---Yu haven't said a wrd abut my new cat, Brenda. D yu like it?
---I'm srry I _____anything abut it sner. 1 certainly think it's pretty n yu.
A .wasn't sayingB. dn't say C. wn't say D. didn't say
2. --- Is Jhn cming by train?
---He shuld, but he _____ nt. He likes driving his car.
A. must B. can C. need D. may
3.I wnder why Jenny _____us recently. We shuld have heard frm her by nw.
A. hasn't written B. desn't write
C .wn’t write D. hadn't written
4.The evening news cmes n at seven 'clck and _____nly thirty minutes.
A. keepsB. cmpletes C. finishes D. lasts
5. ---Has Sam finished his hmewrk tday?
---I have n idea. He_____ it this mrning.
A. didB. has dne C. was dingD. had dne
6. The frest guards ften find campfires that have nt been _____ cmpletely
A. turned dwnB. put ut C. put awayD. had dne
7. The first use f atmic weapns was in 1945 and their pwer__increased enrmusly ever since.
A. is B. was C. has D. had been
8. 1 dn't _____ rck’ n’ rll. It's much t nisy fr my taste.
A. g afterB. g away with C. g intD. g in fr
9. The teacher, with 6 girls and 8 bys f her class, _____visiting a museum when the earthquake struck.
A .was B. were C. had been D. wuld be
10. --- Wh is the girl standing ver there?
---Well, if yu _____knw, her name is Mary.
A. may B. can C. must D. shall.
11. On hearing the news f the accident in the cal mine, she _____ pale.
A. gt B. changes C. went D. appears
12. Mary kept weighing herself t see hw much_____ she was getting.
A. heavierB. heavy C. the heavierD. the heaviest
13. Happy birthday. Alice! S yu have_____ twenty-ne already.
A. gne B. turned C. grwn D. passed
14. The flwers______ sweet in the btanic garden, which attracted the visitrs t the beauty f nature.
A. t smell B. smelled C. smelling D. are smelled
15. Having a trip abrad is certainly nice fr ld cuples, but it remains _____ whether they will enjy it.
A. t be seen B. t see C. seeing D. seen
1-5 DDADC 6-10 BCDAC 11-15 CABBA
Step 5 Grammar: Agreement
Shw the students smething abut agreement:
主谓一致
并列结构作主语谓语用复数
主谓一致中的就近原则
谓语动词与前面的主语一致
谓语需用单数
指代意义决定谓语的单复数
与后接名词或代词保持一致
Step 6 Practice
1.Mre than ne persn _______ killed in the accident. ( be )
Mre questins than ne ______ been asked. ( have)
Part f part f the meat _______spilt. ( be )
Mst f the bks _________ missing. ( be )
5. The number f errrs ______ surprising.
6. Jane and Mary ______ alike.
7. The crwd ______running fr their lives.
8. The irn wrks _____ hidden behind the trees.
9. Either yur students r Mr. Wang ______ this.
10. His family ____ ging t have a lng jurney.
11. The whle family_____ watching TV.
12. The ppulatin f China ____ very large, and eighty percent f the ppulatin in China _____ farmers.
13. The plice _____ searching fr him.
14. A sheep ____ ver there.
15. Sme sheep _____ ver there.
16. The dctr’s _____ n the side f the street.
17. My uncle’s _____ nt far frm here.
18. Richardsn’s _____ a lt f imprted gds t sell.
Ask the students t finish the exercises.
Suggested answers:
1. was 2. have 3. was 4. were 5. was 6. lk 7. were 8. was
9. knws 10. is 11. are 12. is , are 13. are 14. is 15 are 16. is
17. is 18. are
Step 7 Summary and Hmewrk
D what we learn tday.
D the exercise abut Using Structures n page 62.技能目标Gals
Talk abut early navigatin
Talk abut discvery and explratin f an unknwn land
Learn abut sme famus navigatrs and explrers
Learn t express the cause and effect
Learn t use the Predicate
Write a reprt abut a navigatr r an adventurus stry
词]
汇
vyage mercy encyclpedia alngside explratin minimum celestial ple equatr hrizn verhead seaweed nwhere ffshre accelerate utward tide secure lg knt nautical magnetic randm awkward reference precise simplify prtable shrtcming update tendency reliable swp parcel peck cliff expeditin cmpulsry survival incident departure crew depsit dilemma drawback dusk rutine reckn reckning starvatin psychlgy psychlgically tensin gradual gradually fresee thirst tear hardship jaw backgrund rar[
at the mercy f nautical mile set lse jaws f death
功
能
句
式
Cause & effect
Why are Hw culd
Why did Because
It was The reasn is
As Since
Nw Therefre,...
He was due It is ..., s I’m
That's s he is ill with fever after the vyage.
语
法
复习谓语(The Predicate)
S hw did they navigate s well?
As yu can see frm the map we kept t straight curse pretty well.
The tensin in the bat gt wrse as the supply f fd and water gradually disappear
S accmplished navigatrs were able t use it t plt their psitin.
Captain Ck had led three great Pacific vyages during his life.
I’ll g and get ready t begin wrk.
重
点
句
子
Yu may well wnder…(p12)
… shw that they were nt at the mercy f the sea even thugh…(p12)
Sea birds culd be used t shw the way t land when it was nwhere t be seen. (p12)
There was n secure methd f measuring lngitude until the 17th century when the British slved this theretical prblem. (p13)
Its shrtcming was that it still used the mving ship as ne f the fixed pints f reference. (p13)
I am prud t have sailed with Captain Bligh n his jurney f…(p17)
Yu culd nt imagine a mre disturbing sight than what we lked like when arriving in Timr ver frty days after being set lse in…(p17)
Categry
Items
Categry
Items
Clthes
shirt, trusers
Shes
waterprf bts
Hygiene
sap
Tls
knife, scissrs
Bedding
blanket
Medicines
sea-sick tablets, cld medicine
Games
cards, chess
Bks
nvels, essay cllectins
Navigatin
Sea
Navigatin
Sea
navigate,navigatinal(instruments:cmpass, bearing circle, astrlabe, quadrant,sextant), sail,sailr,vyage,latitude,lngitude, equatr, hrizn, captain, sailr, land, island, set sail, nautical middles, explre, explratin , . . .
seaman, seaweed, seafd, shre, ffshre,nshre,beach, beachball,seabed, sea-bird, seagull, sea shell, seaside, sea water, seasick, cast, castline,castal, tide, wave, current, . . .
Sailrs frm
Sea r Ocean
Skills
Phenicia
Mediterranean
Used the sky t find their way
Nrway
Nrth
Watched birds t find land
Plynesia
Pacific
Studied the -waves f the cean
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