Unit3SeaExplorationReadingandThinking教学设计-高中英语人教版选择性

X4U3SeaExplorationReadingandThinking—Part1I.LearningAims:1.Identifytheessaytype(expository)anddeconstructitsstructure.2.UnderstandthecourseofChina’soceanexploration.3.Explorethehistoricalandmodernsignificanceofseaexploration.II.TeachingKeyandDifficultPointsKeypoint:Studentscanunderstandthepassagebyusingsomeusefulreadingskills.DifficultPoints:Cultivatestudents'readingprehensionabilityandthinkingquality.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Warmingup1.Tintroducestheaimsofthelesson.2.TguidesSstoappreciatetheopeningpage.3.TshowsSssomepicturesandavideoclip.Step2:Readformainidea&choosethebestanswerActivity1：Readfortypeandstructure1.What'sthetypeoftheessay?A.Narrativeessay(记叙文） B.DiaryC.Expositoryessay （说明文）D.Argumentativeessay（议论文）2.Howisthepassagedeveloped?A.timeorder B.problemandsolutionC.pareandcontrast D.causeandeffectActivity2：Readthepassagequicklyandthenfillintheblanks.Ⅱ.ThemainideaofthepassageisabouttheofChina’sexploringthesea.Activity3：Readthepassagecarefullyandchoosethebestanswer.1．Whydidtheearlyexplorerssearchforsearoutes?A．Tofindthesearoutesfromeasttowest.B．Todiscoverthemysteriesofthesea.C．Beingdrivenbycuriosityandtheneedtotrade.D．BeinginspiredbyMarcoPolo’stales.2．HowdidancientChinatradewithothercountries?A．ThroughtheSilkRoadandsearoutes.B．Throughnegotiationswithothercountriesathome.C．ByinvitingforeignmerchantstoChina.D．Byoverlandtrading.3．HowcanwedescribeZhengHe’svoyagesatthattime?A．Astonishing. B．Disappointing.C．Frightening. D．Encouraging.4．What’stheaimoftheBeltandRoadInitiative?A．TotransformthehistoricSilkRoad.B．Toencouragetradeandcooperationwithothercountries.C．Tocreateaworldwidetradingatmosphere.D．Tosearchfornewtradingandculturalexchangepartners.5．Whatisthefunctionofthefirstsentenceinthe4thparagraph?A．Topresentthebackground.B．Tointroducethetopic.C．Toprovideanexample.D．Tomakeatransition.Step3:PostReadingIngroups,discussthefollowingquestionsandmakenotesundertwocolumns:factsandopinions:Whycountryreachedoutacrosstheseainthepast?Why?Whatbenefitsandproblemsdidthosecountriesgetfromdoing?Whateffectsdidreachoutacrossthesea?WhatdoyouthinkisthesignificanceoftheBeltandRoad?Step4:SummaryInvitestudentstosummarizewhatwehavelearnedVI.BlackboardDesignVII.HomeworkDesignVIII.TeachingReflectionX4U3SeaExplorationReadingandThinking—Part2I.LearningAims:1.Studentscananalyzethestructureofeachparagraphandthepassage.2.Studentscanappreciatethelanguagefeaturesofthepassage.3.Studentscanretellthepassageaccordingtothestructure.II.TeachingKeyandDifficultPoints1.Keypoint:analyzethestructureofeachparagraphandthepassage.2.Difficultpoint:appreciatethelanguagefeaturesofthepassageandretellthepassageaccordingtothestructure.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Review1.Readthepassagecarefullybyyourself.2.Reviewthemainideaofthepassage.Step2:ReadfordetailsTask1:Accordingtothefirstparagraph,whatdrivespeopletoreachoutacrossthesea?Task2:Whatcanweinferfromthesecondparagraph?A.Inancienttimes,tradefromeasttowestwaslimitedtotheoverlandroutes.B.Tradenegotiationspromotedculturalexchanges.C.RomewasthecenteroftheMaritimesilkroad.D.DuHuan’sRecordofMyTravelsfacilitatedfurtherexplorationtothewest.Task3:Whatdoestheunderlinedphrase“inaleagueoftheirown”inparagraph3mean?Task4:ThesearoutestravelledbyZhengHewereabandonedafter1433.(TorF)Task5:Today,Whateffortshavewemadetodevelopseaexploration?Task6:Whatbenefitswillweobtainfromtheeffortswemadetoexplorethesea?Step3:Appreciatethelanguagefeatures1．UnderthemandofZhengHe,theysetsailfromtheSouthChinaSeaacrosstheIndianOceantothemouthoftheRedSea,andthentotheeastcoastofAfrica.(情景描写)在郑和的指挥下，他们从中国南海起航，穿过印度洋，到达红海入海口，然后到达了非洲东海岸。2．TheaimofthisinitiativeistoencouragecooperationandtradeacrossthehistoricSilkRoadareas,andstrengthenthebondsbetweenChinaandtherestoftheworld.(作诠释)这一倡议旨在促进具有历史意义的“丝绸之路”周边地区的合作和贸易，并加强中国与世界其他地区的联系。Step4:PostReadingTask1:Brainstormthechallengesthatwewillfaceinseaexploration.Task2:DrawyourmindmapabouttheprocessofChina’sseaexplorationandprepareanoralreport.(Groupwork)Step5:SummaryInvitestudentstosummarizewhatwehavelearnedVI.BlackboardDesignVII.HomeworkDesignVIII.TeachingReflectionX4U3SeaExplorationReadingandThinking—Part3I.LearningAims:1.Studentscantranslatethetextandhaveabetterunderstandingofthepassage.2.Studentscananalyzesomedifficultsentencesandmastersomesentencepatterns.3.Cultivatestudents'prehensiveapplicationskills.II.TeachingKeyandDifficultPoints1.Keypoint:studentscantranslatethetextandanalyzethedifficultsentences.2.Difficultpoint:studentscanmastersomesentencepatternsandusethemcorrectly.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Leadin1.Greetwitheachother.2.Rereadthepassagebythemselves.3.Reviewwhatwehavelearned.Step2:ReadandTranslate1.Askstudentstoreadthetextinsectionsandunderlinethereadingbarriers.2.Readtogetherinordertocorrecttheconfusingpronunciation.3.Translatethewordswithmultiplemeanings.4.Circleandtranslateusefulphrases.5.Analyzetheplexsentences.6.Whitedowntheimportantnotes.Step3:Languagepoints1．TheancientsearoutestravelledbyZhengHearebeingrevisitedwiththe21stCenturyMaritimeSilkRoad,whichispartoftheBeltandRoadInitiative.[句式分析]此句是主从复合句。句中travelledbyZhengHe是过去分词短语作后置定语，修饰Theancientsearoutes；which引导非限制性定语从句，修饰先行词the21stCenturyMaritimeSilkRoad。2．AlthoughtheancientsearoutesofZhengHehavebeentravelledmanytimes,therearestillmanyotherplaceslefttoexplore.[句式分析]此句是主从复合句。句中Although引导让步状语从句；left意为“剩余的，剩下的”，常作后置定语。3．Hundredsofyearson,andwiththelatesttechnologyinhand,theneedtotradeandthedesiretoenhancerelationshipswilldriveChinatoreachoutacrosstheseafarintothefuture.[句式分析]此句是简单句。句中withthelatesttechnologyinhand是with复合结构，作状语；totrade和toenhancerelationships是两个动词不定式作后置定语，分别修饰theneed和thedesire。Step4:Fillintheblanksaccordingtothetext.Inancienttimes,ChinatradeditssilkoverlandwithIndia,theMiddleEast,andRome,along1becameknownastheSilkRoad.Meanwhile,atradingrouteacrossthesea2(extend)alongthecoastsoftheIndianOcean,centredaroundCeylon(nowSriLanka).Here,merchantsfromChinaandmanyotherplacesmet3(negotiate)tradedeals,4alsoledtomoreawarenessofeachother’scultures.Later,theMingDynasty5(far)developedrelationswiththes