Unit 3 Sea Exploration Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第四册

X4U3 Sea Exploration Reading and Thinking—Part 1 I. Learning Aims: 1. Identify the essay type (expository) and deconstruct its structure. 2. Understand the course of China’ s ocean exploration. 3. Explore the historical and modern significance of sea exploration. II. Teaching Key and Difficult Points Key point: Students can understand the passage by using some useful reading skills. Difficult Points: Cultivate students' reading comprehension ability and thinking quality. III. Teaching Materials Task-based Teaching Methods IV. Teaching Arrangement 1 period V. Teaching Procedures Step 1: Warming-up 1. T introduces the aims of the lesson. 2. T guides Ss to appreciate the opening page. 3. T shows Ss some pictures and a video clip. Step 2: Read for main idea& choose the best answer Activity1：Read for type and structure 1. What's the type of the essay? A. Narrative essay(记叙文） B. Diary C. Expository essay （说明文） D. Argumentative essay（议论文） 2. How is the passage developed? A. time order B. problem and solution C. compare and contrast D. cause and effect Activity2：Read the passage quickly and then fill in the blanks. Ⅱ. The main idea of the passage is about the of China’s exploring the sea. Activity3：Read the passage carefully and choose the best answer. 1．Why did the early explorers search for sea routes? A．To find the sea routes from east to west. B．To discover the mysteries of the sea. C．Being driven by curiosity and the need to trade. D．Being inspired by Marco Polo’s tales. 2．How did ancient China trade with other countries? A．Through the Silk Road and sea routes. B．Through negotiations with other countries at home. C．By inviting foreign merchants to China. D．By overland trading. 3．How can we describe Zheng He’s voyages at that time? A．Astonishing. B．Disappointing. C．Frightening. D．Encouraging. 4．What’s the aim of the Belt and Road Initiative? A．To transform the historic Silk Road. B．To encourage trade and cooperation with other countries. C．To create a worldwide trading atmosphere. D．To search for new trading and cultural exchange partners. 5．What is the function of the first sentence in the 4th paragraph? A．To present the background. B．To introduce the topic. C．To provide an example. D．To make a transition. Step 3: Post-Reading In groups, discuss the following questions and make notes under two columns : facts and opinions: Why country reached out across the sea in the past? Why? What benefits and problems did those countries get from doing? What effects did reach out across the sea? What do you think is the significance of the Belt and Road? Step 4: Summary Invite students to summarize what we have learned VI. Blackboard Design VII. Homework Design VIII. Teaching Reflection X4U3 Sea Exploration Reading and Thinking —Part 2 I. Learning Aims: 1. Students can analyze the structure of each paragraph and the passage. 2. Students can appreciate the language features of the passage. 3. Students can retell the passage according to the structure. II. Teaching Key and Difficult Points 1. Key point: analyze the structure of each paragraph and the passage. 2. Difficult point: appreciate the language features of the passage and retell the passage according to the structure. III. Teaching Materials Task-based Teaching Methods IV. Teaching Arrangement 1 period V. Teaching Procedures Step 1: Review 1. Read the passage carefully by yourself. 2. Review the main idea of the passage. Step 2: Read for details Task1: According to the first paragraph, what drives people to reach out across the sea? Task2: What can we infer from the second paragraph? A. In ancient times, trade from east to west was limited to the overland routes. B. Trade negotiations promoted cultural exchanges. C. Rome was the center of the Maritime silk road. D. Du Huan’ s Record of My Travels facilitated further exploration to the west . Task3: What does the underlined phrase “in a league of their own” in paragraph 3 mean? Task4: The sea routes travelled by Zheng He were abandoned after 1433. (T or F) Task5: Today, What efforts have we made to develop sea exploration? Task6: What benefits will we obtain from the efforts we made to explore the sea? Step 3: Appreciate the language features 1．Under the command of Zheng He, they set sail from the South China Sea across the Indian Ocean to the mouth of the Red Sea, and then to the east coast of Africa. (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．The aim of this initiative is to encourage cooperation and trade across the historic Silk Road areas, and strengthen the bonds between China and the rest of the world. (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。 Step 4: Post-Reading Task1: Brainstorm the challenges that we will face in sea exploration. Task2: Draw your mind-map about the process of China’s sea exploration and prepare an oral report. (Group work) Step 5: Summary Invite students to summarize what we have learned VI. Blackboard Design VII. Homework Design VIII. Teaching Reflection X4U3 Sea Exploration Reading and Thinking —Part 3 I. Learning Aims: 1. Students can translate the text and have a better understanding of the passage. 2. Students can analyze some difficult sentences and master some sentence patterns. 3. Cultivate students' comprehensive application skills. II. Teaching Key and Difficult Points 1. Key point: students can translate the text and analyze the difficult sentences. 2. Difficult point: students can master some sentence patterns and use them correctly. III. Teaching Materials Task-based Teaching Methods IV. Teaching Arrangement 1 period V. Teaching Procedures Step 1: Lead in 1. Greet with each other. 2. Reread the passage by themselves. 3. Review what we have learned. Step 2: Read and Translate 1. Ask students to read the text in sections and underline the reading barriers. 2. Read together in order to correct the confusing pronunciation. 3. Translate the words with multiple meanings. 4. Circle and translate useful phrases. 5. Analyze the complex sentences. 6. White down the important notes. Step 3: Language points 1．The ancient sea routes travelled by Zheng He are being revisited with the 21st Century Maritime Silk Road, which is part of the Belt and Road Initiative. [句式分析]　此句是主从复合句。句中travelled by Zheng He是过去分词短语作后置定语，修饰The ancient sea routes；which引导非限制性定语从句，修饰先行词the 21st Century Maritime Silk Road。 2．Although the ancient sea routes of Zheng He have been travelled many times, there are still many other places left to explore. [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．Hundreds of years on, and with the latest technology in hand, the need to trade and the desire to enhance relationships will drive China to reach out across the sea far into the future. [句式分析]　此句是简单句。句中with the latest technology in hand是with复合结构，作状语；to trade 和to enhance relationships 是两个动词不定式作后置定语，分别修饰the need和the desire。 Step 4: Fill in the blanks according to the text. In ancient times, China traded its silk overland with India, the Middle East, and Rome, along 1 became known as the Silk Road. Meanwhile, a trading route across the sea 2 (extend) along the coasts of the Indian Ocean, centred around Ceylon (now Sri Lanka). Here, merchants from China and many other places met 3 (negotiate) trade deals, 4 also led to more awareness of each other’s cultures. Later, the Ming Dynasty 5 (far) developed relations with these regions. Between 1405 and 1433, under the command of Zheng He, seven large fleets sailed west on 6 (voyage) of trade and exploration, 7 (seek) cooperation and friendships between China and other countries. Today, the Belt and Road Initiative 8 (encourage) cooperation and trade across the 9 (history) Silk Road areas, and strengthens the bonds between China and the rest of the world. Hundreds of years on, and with 10 latest technology in hand, the need to trade and the desire to enhance relationships will drive China to reach out across the sea far into the future. Step 5: Post-Reading 1. Underline the key phrases and sentence patterns. 2. Give them 5 minutes to remember the language points. Step 6: Summary Invite students to summarize what we have learned VI. Blackboard Design VII. Homework Design VIII. Teaching Reflection 学科网（北京）股份有限公司 $$