人教版高中英語第四冊Unit 3 REACHING OUT ACROSS THE SEA教學(xué)設(shè)計(jì)-

人教版高中英語第四冊Unit3REACHINGOUTACROSSTHESEA教學(xué)設(shè)計(jì)文本簡析人類命運(yùn)共同體建設(shè)的轉(zhuǎn)變，是同學(xué)在目前生活的世界中面臨的新形勢。地球村的人們命運(yùn)緊密相連，就像新型冠狀病毒肆虐，沒有哪個(gè)國家能獨(dú)善其身，只有樹立命運(yùn)共同體意識(shí)，全球合作，人類才能從容面對(duì)挑戰(zhàn)，戰(zhàn)勝生存危機(jī)。教學(xué)設(shè)計(jì)（共2課時(shí)）第1課時(shí)一、教學(xué)內(nèi)容意義，厘清說明文本的說明挨次。二、課時(shí)目標(biāo)猜測文本內(nèi)容，激活背景學(xué)問，預(yù)備相關(guān)話題語言。通過文本分析以 及問題鏈，完成各個(gè)時(shí)間段海洋探究的“benefit”、“problem”、“effects”的內(nèi)容梳理，深化探究海洋探究的意義，并依據(jù)上下文理解相關(guān)詞語，整理和豐富相關(guān)語言最終通過課文復(fù)述鞏固所學(xué)內(nèi)容。三、教學(xué)過程Activity1:Talkingaboutseaexploration.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。Studentsworkingroupsoffouranddiscussthefollowingquestions.Q1:Whatdoyouknowaboutthetopic?Listoutsomeeventsyouknowaboutseaexploration.Q2: Whatdo youthinkofthe purpose ofreachingoutacrossthesea?Canyouthinkoftheproblemswhenancientpeopletriedtoreachoutacrossthesea?Whydidtheystillcarryoutthetask?seaexploration,acrosstheseaZhengHeMarcoPoloColumbusMagellan等。通過同學(xué)相互溝通，激發(fā)同學(xué)探究這個(gè)話題的愛好，豐富同學(xué)的背景學(xué)問。其次個(gè)問題引發(fā)同學(xué)對(duì)話題的進(jìn)一步思考，引出trade,exploration,curiosity,culturalexchange等話題語言，為深化研讀課文內(nèi)容以及其次課時(shí)探究海洋探究意義作好鋪墊。Activity2:Predictingthecontentofthepassage.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。Studentslookatthetitleofthepassageandthepicture,andthenanswerthequestions.Q1:Whatdoes“reachingoutacrossthemean?:see?tterpictures?Listtheeventsaccordingtotimeorder.Du Huan, 751-762, Soldier &Traveler,to West Asia NorthAfrica,RecordofMyTravelsMarcoPolo,1275-1295,Italiantravelerandbusinessman,theSilkRoad,CHINAZhengHe,1405-1433,Chinesenavigator&diplomat，IndiaOcean&AfricaColumbus,1492Italianexplorer&navigator,InOctober,discoveredtheAmericanContinentQ3:Whatdoyouthinkthispassageabout?Exchangeyourideas.Q4：Whatdoyouwanttoknowaboutthetopic?MarcoPolo,Columbus,DuHuan三張圖片便利同學(xué)在閱讀第一自然段時(shí)梳理提t(yī)oto的模式，提出自己想要從文中獵取的信息，進(jìn)Activity3:Dealingwiththemainideaofthetextandthequestions.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。Studentsskimthetexttogetthemainidea.Inthemeanwhile,studentsfindanswersforthequestionstheyraisedinactivity2.Q1.Whatisthistextabout?HowChinesepeoplehaveconductedseaexplorationsovertime.Q2:Canyoufindanswerstoyourquestionsinthepassage?Findoutandexchangewithyourclassmates.2中對(duì)于文本內(nèi)容的猜測是否全都，自然過渡到活動(dòng)4，確立文本的結(jié)構(gòu)。Activity4:Identifyingthestructureofthepassage.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)2。Studentsreadthetitleofthetextagain,scanthetextfortimesignalsand identifythestructure.Studentsthink thefollowingquestions.Q1.Whattypeofessayisthisandwhyisit?It’s an expository essay, because it is factual, informationonseaexploration.Q2.Howdoesthemaintopicdevelopthroughthearticle?Why?Accordingtotimeorder.Q3:Howmanypartswillyoudividethepassageinto?Howandwhy?Q4:Whatisthemainideaofeachpart?The first paragraph: leading to the topic of exploration.The second and third paragraph: China’s explorationsinancienttimes.The fourth and fifth paragraph: China’s explorationsatpresentThe sixth paragraph: China’s mission to reach acrosstheseainthefuture.aActivity5:Focusingontheintroductiontothetopic本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。ReadParagraph1andanswerthefollowingquestions.Q1:Whatisthetopicsentenceofthefirstparagraph?Thefirstsentence:Curiosityandtradehaveoftenformedthefoundationofmankind’sgreatestachievements.Q2.Whyare“completingtheworldmap”,MarcoPoloandColumbusmentioned?Theyarementionedasexamplestodemonstratethat“tradeandcuriosityhaveoftenformedthefoundationofmankind'sgreatestachievements”.Q3:Whyisusedinthelastsentence?Whatisthefunctionofthelastsentence?“However” is usually used to introduce an importantideathat issomehowcontrary tosomethingthathasbeensaidpreviously.Inthiscase,itistoleadatransitionalsentencedirectingthediscussionfromoceanexplorationingeneraltoexpeditions made by people of the East, in particularly,byChina,thusenteringthemaintopicofthearticle.however”將一般性爭辯導(dǎo)向?qū)ｎ}爭辯（進(jìn)入主題）。這同時(shí)為同學(xué)后面自主問答供應(yīng)方向及范例。Activity6:FocusingontheinformationofChina’sseaexplorationovertime.本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。StudentsreadParagraphs2-6carefully,writedownquestionsyoumayhavewhilereading.Exchangethequestionsingroupsandtrytofindoutanswerstogether.ThenmarkthesearouteofChina’sseaexplorationindifferenttimesonthemapsgiven,andtrytofindoutthelanguagerelatingtothesignificanceofreachingoutacrossthesea.Whilecheckingtheanswers,studentsanswerthefollowingquestions:Q1:Notethechangesinthesignificancesovertime,whatconclusionscanwedrawfromthem?Aboutthequestionaskedatthebeginningoftheclasswhatisthepurposeforpeopletoreachoutacrossthesea,doyouhavedifferentideasnow?TradeandcuriosityhavebeenconstantmotivationsbehindChina’sreachingoutacrosstheseaInancienttimes,culturalexchangesanddevelopingrelations/friendshipswere,insteadofaconsciouspursuit,mostlyby-productsofself-interestedtradeandcuriosity.Today,whiletradeandcuriosityremainmotivationsofChina’s sea explorations, we are consciously pursuingcooperation, bonds, development of the whole area andbenefitsformankindasawhole.Alsonotethatthechangesinpurposes/significances reflect the progress of human mindovertime,but alsodemonstratethefact thatChinaismuchstrongertodaythaneverbeforesothatwecanbemuchmoreinvolved in international affairs and shoulder much greaterresponsibilityformankind.Q2. What language difficulties do you meet with reading?【設(shè)計(jì)意圖】明確主題后，同學(xué)再次自主閱讀文本，提出問題互掛念解決在此基礎(chǔ)上梳理信息完成表格同學(xué)需要梳理內(nèi)容并進(jìn)行提煉和概括，圍繞文章的兩個(gè)規(guī)律層次開放從過去到現(xiàn)在到將來： ancientMaritimeSilkRoad→ ZhengHe → the21stMaritimeSilkRoad → China’sdrivetoreachoutacrosstheseafarintothefuture，通過在地圖上標(biāo)出不同時(shí)期海洋探究經(jīng)過的區(qū)域可以掛念同學(xué)進(jìn)一步深化理解海上探究的進(jìn)展歷程；(2)海洋探究的意義從貿(mào)易到科研： from expeditions for tradinggoods and making awareness of other cultures, tointernational cooperation and scientific researches for thesharedfutureofmankind，逐步遞進(jìn)，深化理解國家強(qiáng)大以后作為Assignment:RetellingChina’sseaexplorationaccordingtothetable.本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。RetellthepassageaboutChina’sseaexplorationovertimeandthinkabouttheproblemsforreachingoutacrossthesea.Studentsaresupposedtopayattentiontothestructureandusethewordsandexpressionsinthepassage.時(shí)的導(dǎo)入。第2課時(shí)一、教學(xué)內(nèi)容二、課時(shí)目標(biāo)的進(jìn)展歷程，培育同學(xué)運(yùn)用所學(xué)語言有規(guī)律挨次進(jìn)行復(fù)述的力量。結(jié)合所學(xué)，深化探究主題，對(duì)比過去與今日的海洋探究狀況承載的深層次內(nèi)涵，培育深化思考、探究式學(xué)習(xí)和批判性思維力量,培育同學(xué)的人類命運(yùn)共同體意識(shí)。細(xì)品語言，進(jìn)一步理清段落中句子間的關(guān)系和段落間關(guān)系，培育三、教學(xué)過程Activity1:RetellingChina’sseaexplorationaccordingtothetable.本活動(dòng)為實(shí)現(xiàn)課時(shí)教學(xué)目標(biāo)1作鋪墊。Retellseaexplorationovertimeaccordingtothetablefinishedinthelastperiod.Studentsaresupposedtopayattentiontotheverbphrasesofshowingthesignificanceofseaexploration.過渡到本節(jié)課的閱讀重點(diǎn)——品讀語言，對(duì)比古代與現(xiàn)代海洋探存挑戰(zhàn)的意義。Activity2:DiscussingabouttheproblemsandeffectsofChina’sseaexploration本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。Answerthequestionsafterdiscussioningroups.Q1.WhydoesChinarevisittheancientsearoutestravelledbyZhengHe?Encouragecooperationandtrade,strengthenbonds,andhelpdevelopthewholearea,forthebenefitoffuturetradeandcultureexchange.Q2.WhydoyouthinkChinacontinuedtoexploretheseadespitealltheproblems?What’stheeffectsontheworld?Despitealltheproblems,Chinacontinuestoexploretheseaforthebenefitofallhumans.Effectsontheworld:cooperateandcommunicatewiththeworld.【設(shè)計(jì)意圖】緊接著復(fù)述任務(wù)后，老師引導(dǎo)同學(xué)重回課本，深化思考，探究從古到今海洋探究中的好處、困難和影響，引導(dǎo)同學(xué)深化思考進(jìn)行海洋探究的意義，培育同學(xué)人類命運(yùn)共同體意識(shí)。Activity3:Summarizingthewritingtechnique.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。Studentsdiscussingroupsandsummarizethewritingtechnique.Q1:Whatisthefunctionofthefirstsentencein2ndparagraph?Itservesasatransitionalsentence,guidethereadersfromtheknownfactstotheunknownfacts,fromtheSilkRoadoverlandtotheMaritimeSilkRoad,thesubjectgiven.Q2.Whatisthefunctionofthefirstsentencein3rdparagraph?Itconnectsthesecondparagraph,continuingthesubject,thedevelopmentofancientMaritimeSilkRoadandalsoseversasthetopicsentenceofthirdparagraph.Q3.Whatisthefunctionofthefirstsentencein4thparagraph?Atransitionalsentencemakingaturnofthediscussionfromancienttimestothecurrent.Notethewritingtechnique:onesimplesentencemakesatransitioncrossinghundredsofyears.Q4.Whatisthefunctionofthefirstsentenceinthe5thparagraph?Toserveasatransitionalsentenceexpandingthetopictoincludeseaexplorationsbeyondtradeandculturalexchange.Q5.Howispara.6relatedtothepreviousones?Itfollowsthepreviousdiscussionofseaexplorationsinthepastandthepresent,andfurtherpushesittoseaexplorationsinthefuture.Q6:Howarethesentencesconnectedineachparagraph?Andhowareparagraphsconnected?Lookingbackonthefirstparagraph,thensummarizethewritingskillusedintheexpositoryessay:Thetexthasfourparts,andeachpartisalayerofmeaning:topicintroduction,thepast,thepresent,andthefuture.Sothereisaclearlineoftimeorderrunningthroughthearticleandthefirstsentenceisextremelyimportantwhengivinginformationonasubject,leadingthetopictothepointtheauthorwantstostress.Notethewordsandsentencestheauthorusestomaketransitionfromonelayertoanother.Itisanimportantwritingskilltolearn.24、5Activity4:LookingforwardtothefutureofChina’sseaexploration.本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。Studentsexchangeideaingroups.Q1:Doyouhaveanyotherquestionsaboutthistopic?Shareyourquestionsingroupsandtrytogetpossibleanswers.Q2:Whatdo