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Unit 2：Sailing Round the World Ⅰ。
General IntroductionⅡ。
Teaching Procedures (of Text A)Ⅲ。
Detailed Teaching ActivitiesSTEP 1 — Introductory RemarksA British adventurer, Francis Chichester traveled round the world alone in a small boat called the “Gipsy Moth IV” in spite of the fact that he had lung cancer. This text tells us briefly what happened to him on his voyage。
To begin with， let’s draw a map of Chiceester’s course.STEP 2 - Warming-up1. DiscussionTeacher： Before we study the text， let me ask you some questions.1) Do you like traveling？ Do you like traveling alone？2) What do you think is the most important for a person who suffer from lung?2. Questions about the TextBased on the title, guess what the text is about。
Question： Who sailed round the world， and how?3。
Information Related to the Text1） Sir Francis ChichesterBorn in Devon， Britain， in 1901, Sir Francis Chichester later became a British adventurer. As a young man, he went to New Zealand， where he worked as a miner， salesman and land agent。
Module 1 Unit 2 Traveling Around the World一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1. 本课为游记散文，着重描写旅游者心理活动的变化。
教师可以围绕“环球旅游”这一主题，让学生根据世界地图自行设计旅游线路和目的地，并讨论去国外旅游应做好哪些方面的准备。
也可以结合第一单元“国内旅游”的话题，鼓励学生回想自己的旅游经历，讲述自己的旅游故事。
也可以激发学生的想象力，比较“环球旅游”和“国内旅游”的异同。
2. 围绕话题“世界旅游”，设计一个小竞赛。
教师说出国家或城市名，学生列举出该国家或城市的旅游胜地。
也可以让学生在课余自己查找资料，在课堂上分享有关世界名胜的知识。
或者针对某一特定的主题，如“世界自然遗产”，激发学生课后学习的兴趣。
3. 本课涉及的语法现象是表语从句。
教师可以先帮助学生复习系动词和表语，加强学生对表语的理解，然后逐步过渡到表语从句。
结合第一单元学习的主语从句和宾语从句，即时进行综合、对比。
教师可以提供若干含有上述从句的复合句，让学生辨认，并尽可能翻译成汉语。
为了及时做好巩固工作，可以让学生在课后从学过的课文中查找含有名词性从句特别是表语从句的复合句。
（二）单元目标（Unit Target）1. 理解课文，理解作者的写作意图。
2. 学会描述一段旅游经历，学会描写旅途中的心理感受。
培养了解世界各地旅游胜地的兴趣。
3. 学习表语从句，了解表语从句的构成、意义，学会辨认，并会区别主语从句、宾语从句和表语从句。
会将含有表语从句的复合句翻译成汉语，会用表语从句翻译简单的汉语。
（三）单元重点（Unit Points）1关键词：◆语言知识类pull into, unload from, check into, forgot about, be amazed at, dream of,before sunrise, turn around, can’t do anything but…until, as, what, It seemed that…◆交际功能类1）世界名胜：London Bridge, Big Ben, Madame Tussaud, the Eiffel Tower, La Seine, the Sydney Opera House, Great Barrier Reef, Goldcoast, Statue of Liberty, Mount Fuji,the Alps, …2）与“环球旅游”相关的词或短语：destinations, airports, hotels, transportations, visa, currency, customs, weather, maps, souvenirs, passport, cultural shock, travel agency, …2 功能：1）Describing the scene（描述风景）参考课本第34页 Useful Language2) Planning a trip abroad●Destination●Time●Transportation●Passport●Accommodation●Equipment●Expectation / Aim●Cultural study3 语法点：学习表语从句。
英语人教新起点六年级上册-Unit2 Around the World lesson 1说课稿一、教学目标1. 知识目标•了解不同国家的文化和习俗；•掌握询问旅行和度假的相关对话；•熟练运用一些常用的英语表达方式。
2. 能力目标•培养学生的听说读写能力；•培养学生的跨文化交流能力。
3. 情感目标•了解和尊重不同国家文化和习俗，增进国际间的友谊和理解；•培养学生独立思考的意识和能力。
二、教学重点•了解不同国家的文化和习俗；•掌握询问旅行和度假的相关对话；•熟练运用一些常用的英语表达方式。
三、教学难点•学生的语言交际能力提高，掌握更多的旅游词汇和语言表达方式。
四、教学过程1. 在课前播放一段关于旅行的视频，引导学生讨论旅行的意义和价值。
2. 为学生分发课件和练习册，并根据学生的实际情况安排课堂活动和练习。
（1）导入新课，引导学生了解不同国家的文化和习俗。
•展示图片和视频，引导学生讨论不同国家的文化和习俗。
•运用简单的英语词汇，引导学生进行口语练习。
（2）学习相关的英语询问和应答方式。
•展示对话和图片，让学生学习相关的英语表达方式。
•引导学生进行英语口语练习。
（3）巩固练习，检查学生的学习效果。
•分发练习册，要求学生认真完成课堂练习。
•运用小组合作的方式，让学生进行口语交流。
（4）带领学生完成课堂作业。
•通过历史图片展览或旅游总结，让学生进行写作或口语表达。
3. 教学评价（1）课堂表现评价•课堂表现评价包括课堂练习和口语练习。
•学生可以在课堂上或家庭作业中展示自己的学习成果。
（2）综合评价•根据平时学习表现和考核成绩进行综合评价。
•综合评价包括语言交流能力、跨文化交流能力、独立思考能力等。
4. 教学反思英语人教新起点六年级上册-Unit2 Around the World lesson 1教学内容比较实用，涉及了不同国家的文化和习俗，也涉及了旅行和度假的相关话题，帮助学生了解了很多关于不同国家和地区的信息。
六年级上册英语教案 unit 2 around the world 人教新起点教学内容本单元主要围绕“Around the World”这一主题展开，通过学习不同国家和地区的文化、地理、历史等方面的知识，让学生了解世界的多样性，拓宽国际视野。
教学内容包括认识世界地图、了解世界各地的著名建筑、风俗习惯、节日庆典等。
教学目标1. 知识目标：学生能够掌握关于世界各地的基本知识，如地理位置、著名建筑、风俗习惯等，并能用英语进行简单的介绍和描述。
2. 能力目标：通过学习本单元，学生能够提高自己的英语听说能力，学会用英语进行日常交流，同时提高自己的阅读理解能力和写作能力。
3. 情感目标：培养学生对世界各地的文化感兴趣，尊重和接纳不同的文化，提高学生的国际视野和跨文化交际能力。
教学难点1. 世界各地的文化差异，如风俗习惯、节日庆典等，需要学生有一定的背景知识才能理解和掌握。
2. 英语词汇和表达方式的学习，如地理、历史等方面的专业词汇，需要学生花费时间和精力去记忆和理解。
教具学具准备1. 世界地图：用于帮助学生了解世界各地的地理位置。
2. 图片和视频资料：用于展示世界各地的著名建筑、风俗习惯、节日庆典等。
3. 英语教材和相关资料：用于教学和学习。
教学过程1. 导入：通过展示世界地图，让学生了解世界的整体格局，激发学生对世界各地的好奇心和学习兴趣。
2. 新课导入：通过图片和视频资料，介绍世界各地的著名建筑、风俗习惯、节日庆典等，让学生对世界各地的文化有更深入的了解。
3. 英语教学：通过教材和相关资料，教授学生关于世界各地的英语词汇和表达方式，提高学生的英语听说能力。
4. 练习和活动：通过角色扮演、小组讨论等方式，让学生运用所学的英语知识和技能，进行交流和表达。
板书设计板书设计应简洁明了，突出教学重点，包括世界地图、各地的著名建筑、风俗习惯、节日庆典等，以及相关的英语词汇和表达方式。
作业设计1. 让学生根据自己的兴趣，选择一个国家或地区，进行深入的调查研究，包括地理位置、著名建筑、风俗习惯、节日庆典等，并用英语进行介绍和描述。
Unit 2 travelling around the world 导学案I.words法国法国的、法国人的/法语法国男人（复数）法国女人（复数）旗帜国旗：national 【区分】flat公寓葡萄酒【链接】drinks 饮料coffee咖啡juice 果汁tea 茶标记号，打上勾【链接】tick-tock滴答滴答可能的（形容词）【反义词】imEverything is if we want it enough.如果我们非常想要的话，任何事都是有可能的。
【句型】it is that ...是可能的It is possible that they will beat the Lakers.他们打败湖人也是可能的。
【搭配】as soon as 尽快as much as 尽可能多as...as + ：尽可能.....【链接】probably 副词He will probably come tomorrow. 他明天很可能来。
欧洲European 欧洲的The European Union: EU 欧盟euro：欧元百货商店（士多）【链接】supermarket超市；mall 购物中心；shop 商店vineyard 葡萄园【链接】grape葡萄优秀的（adj）excellence（优点，杰出的人）！=very good！南方north 北方；east 东方；west西方【链接】in+方向：表示在内部Shanghai is in the east of China.to+方向：表示不在内部Japan is to the east of China.位于；坐落于；躺【过去式/过去分词】lay/lain Shenzhen lies in the south of China.【链接】撒谎lie-lied（过去式）撒谎的人、骗子liar海滨；海岸【链接】beach海边、沙滩；sands沙滩Coastal city沿海城市完美的No one expects you to be , but we do expect you to do your best always. 没人指望你完美无缺，但是我们盼望你永远尽最大的努力。
六年级上册英语教案－Unit 2《Around the World》（第3课时）｜人教(新起点)教学内容本课时为Unit 2《Around the World》的第3课时，主要围绕世界各地的节日展开，包括中国的春节、西方的圣诞节、印度的排灯节等。
教学内容涉及节日的时间、庆祝方式及相关文化背景，旨在通过学习，让学生了解不同文化的节日习俗，培养他们的跨文化交际能力。
教学目标1. 知识与技能：学生能够掌握与节日相关的词汇和句型，并能运用所学知识描述节日的庆祝方式。
2. 过程与方法：通过小组讨论、情境模拟等方式，提高学生的英语口语表达能力和团队合作能力。
3. 情感态度价值观：培养学生尊重和欣赏不同文化的意识，增进他们对多元文化的理解和包容。
教学难点1. 节日词汇的发音和记忆。
2. 描述节日庆祝方式的句型构造。
3. 文化背景知识的理解和应用。
教具学具准备1. 多媒体课件：展示节日图片、视频等，帮助学生直观感受不同节日的氛围。
2. 教学卡片：用于复习和巩固节日词汇。
3. 小组活动道具：用于小组讨论和情境模拟。
教学过程1. 导入：通过展示不同节日的图片，引导学生回顾已学的节日词汇，激发他们的学习兴趣。
2. 新课呈现：讲解本课时的新词汇和句型，通过实例示范，让学生理解并掌握其用法。
3. 小组活动：学生分组讨论，运用所学知识描述自己喜欢的节日，并模拟节日庆祝场景。
4. 巩固练习：设计相关的练习题，让学生在课堂上进行实时演练，加深对知识点的理解和记忆。
板书设计1. 节日词汇：春节、圣诞节、排灯节等。
2. 句型：描述节日庆祝方式的句型。
3. 文化背景：简要介绍各个节日的起源和庆祝习俗。
作业设计1. 书面作业：完成练习册上的相关习题，巩固课堂所学知识。
2. 口头作业：回家后向家长介绍自己喜欢的节日，并描述其庆祝方式。
课后反思1. 教师在教学过程中，要关注学生的参与度和互动情况，确保每个学生都能积极参与到课堂活动中来。
2. 在小组活动中，教师要做好引导和协调工作，确保活动顺利进行，同时关注学生的语言表达能力和团队合作能力的提升。
u n i t2-S a i l i n g-r o u n d-t h e-w o r l dUnit Two Sailing Round the WorldI. The Teaching Aims:After learning the story which Francis Chichester traveled round the world alone in a small yacht in spite of the fact he had lung cancer, let the students understand & learn Francis Chichester’s indomitable death-defying spirit, which he marched forward courageously.II. The Important Teaching Points:1. Consolidate the use of the “Subjunctive Mood”.2.Understanding of “ He had giv en men throughout the world new pride.”III. Teaching Strategies:Class discussions, giving instructionsIV. Time: 3 periodsV. The Teaching Procedure:Step I. Learn the new words, phrases & expressions:1. fail:(1). (vi.) be unsuccessful; become weak or exhaustede.g: - She failed in everything she tried.- He has been failing in health in the past years.(2). (vt.) unable to do sth ; disappoint; do not pass an exame.g: - Jim failed to pass the final exam.- Words failed me.- The test is easy. You simply can’t fail it.2. voyage:(1) (n.) sea journeye.g:- The letter was written on Hemingway’s voyage from the US to Paris.- The first space shuttle voyage was devoted entirely to astronomy.(2) (v.) go on a sea journeye.g: - The seaman has almost voyaged around the world.Note: The wor d “journey (n.)” usually refers to going to a distant place on the land.“Travel (n.)” is a general word which means going to a distant place, by air, sea or car.“ Trip (n.)” usually refers to a pleasure excursion as in “a honeymoontrip”, “ a weekend trip to the seaside”.3. retire: (vi.)(1) give up one’s job because of old agee.g.- Professors usually retire at 60 in China.- Next year I will retire from the school.(2) go away; withdrawe.g.-After the dinner, the ladies retired to the drawing room, leaving the men to their cigars and drinks.(3) go to bede.g.-The writer usually retires at midnight.4. damage:(1) (vt.) cause harm toe.g. -Hurricane Andrew damaged thousands of homes.- The scandal damaged his career.(2) (n.) harm: losse.g. - We must find ways to repair the damage.e.g.- The hurricane did great damage to the crops.5. contact:(1) (vt.) get in touch withe.g - Do you contact your classmates often?e.g.- As soon as the headmaster arrives, he will contact you.(2) (n.) state of touching or communicatione.g. - Many people are afraid of contacts with AAIDS patients.e.g - Robinson Crusoe was out of contact with everybody else for a long time.6. waken:(1) (vi.) stop sleepinge.g - He wakened at the first ray of daylight.(2) (vt.) wake up sb.- e.g. - The alarm bell wakened him out of a sound sleep.Step II. Learn the textA. IntroductionIntroductory Remarks:Before we study the text, I’d like to a sk you some question :(1). What is your greatest dream ?(2). Have you ever dreamed of sailing round the world?(3). If you could sail to any place in the world, where would you want to go? Why?(4). If you decided to sail round the world, what would you need to take with you the boat?Almost everyone has dreamed of travelling round the world. However, sailing round the world all by oneself is very difficult and adventurous. Many people have traveled round the world, but no one else has done it the way Sir Francis Chichester did. Let’s see a living example that the text shows us.About Sir Francis Chichester (1901-1972):Born in Devon, Britain in 1901, Sir Francis Chichester was a British adventurer. In 1931, he planned to fly round the world, but the plane was damaged in Japan. In 1960, he won the first solo transatlantic race by sailing the “Gipsy Moth II”. During 1966-1967 he sailed round the world alone in a 53-foot yacht the “Gipsy Moth IV”. He published two books “The Lonely Sea and Sky” & “ The Gipsy Moth Circles the World”The text tells us briefly what happened on him on his voyage, one of the greatest seafaring exploits of all time. To begin with the text, let’s look at a map of Chichester’s course. (Show student s the map.)B. Divide the text.This article can be divided into three parts.Part I ( Lines 1-11)The Main Idea:Sir Francis Chichester was an ambitious man. He was determined to carry out his plan to sail round the world.Language Points(1)“Francis Chichester had already surprised his friends several times.”-Why?---He was not an ordinary individual & he had tried to do sth. special. E.g: He attempted to fly round the world. Although he had failed, the whole event showed that he was different from others. His courage, ambition & behavior surprised his friends.(2) Why was Chichester determined to carry out his plan?-a. His old dream of going round the world hadn’t been realized.-b. He won the first solo transatlantic sailing race.-c. He was not you ng 7 had lung cancer, which meant that he didn’t havemuch time or chance left.Part II (Lines 12-37)The Main Idea: The process of Francis Chichester’s travelling.a. From England to Sydney.b. From Sydney to EnglandLanguage Points:(1) clipper ship: used in the China tea trade in the nineteenth century. Thegreat age of the clipper was 1845-1860. Speed was demanded in the China tea trade & also for the fast delivery of cargoes to San Francisco and Melbourne during the California and Australian gold rushes. Clippers fell out of use as freight rates declined and steam ships provided competition.(2) crew: the captain, sailors, mechanics, cooks, etc.(3) steering device: a piece of equipment for particular direction(4) What was the difference between Chichester and the great nineteenth century sailors?The sailors of the nineteenth century used big clipper ships which had had lot of crew on them. Their success was the success of a group of people. Although Chichester followed their route, he had sailed alone. His success was the success of an individual.)(5) by far: usually used to modify a superlative or comparative degree adj. or adv.e.g : -She is by far better than Jim at spelling.-He is by far the best boy in the class(6) Why did everybody say that he had done enough when he arrived in Australia?The distance he covered was twice the previous record & he had already set a new record of sailing alone. Moreover, he was very tired and weak after 107 days of voyage.(7) “… the sea became so rough that the boat almost turned over.” so…that: to/ in such a degree that ( the adv. clause of result)e.g: -Was he so angry that he hit her?-She ran so fast that we couldn’t catch up with him.(8) dissuade sb from doing sth.:prevent sb. from doing sth. by giving reasonse.g:- They dissuaded her from leaving school.- The father finally dissuaded his son from giving up the job in the factory. (9) Cape Horn: a steep headland at the south of Horn Island, Chile. It is generally considered the southernmost point of South America. All the water between South America and the Antarctic Ocean is squeezed this narrow shallow gap. Sometimes the waves there may be as high as 50 feet.(10) “Wild horses could not drag me down to Cape horn and that sinister Southern Ocean again”:---“ Wild horses could not drag” is a common metaphor used mean that nothing, no matter how strong, could make you do something.e.g: Wild horses could not have dragged me away from the exciting film. (= Nothing could have made me leave.)Ask: - What was the picture when the sea became rough?-Why did he have such a horrible feeling about that night’s experience?Part III ( Lines 38- 49)1) The Main Idea: After Chichester arrived back in England, Queen Elizabeth and the people were waiting to welcome him. The author appraised his voyage.Ask: - What had Chichester learnt himself during the voyage?- What kind of new pride had he given to men through the world?Step III. Summary Questions & Concluding Remarks:Ask: - What do you think is Chichester’s greatest achievement?- Can you sketch a map to illustrate Chichester’s sailing course?The article des cribes Francis Chichester’s experience of sailing roun d the world, as well as his courage and determination in spite of many difficulties and attempts at dissuasion to prove human perseverance. People today can certainly learn a lot from him.C. Assignments:1. Recite the words.2.Read the text fluently.3. Preview all the exercises.References:The Lonely Sea and the Sky by Sir Francis Chichester, Summersdale Publishers; New Ed edition (January 31, 2002)"Gypsy Moth" Circles the World by Sir Francis Chichester, Hodder & Stoughton Ltd (June 1, 1972)。
