Unit 3 Sea Exploration-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 3 Sea Exploration-Reading and Thinking 内容导航 This section is an expository text titled Reaching Out Across the Sea, which combs the historical context of global sea exploration, focuses on ancient Chinese maritime Silk Road and Zheng He’s voyages, connects with the 21st Century Maritime Silk Road, and highlights the driving forces and far-reaching significance of sea exploration. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and sentences related to sea exploration, and improve reading ability to grasp the text structure and key information. Thinking Quality: Develop logical thinking by analyzing the text’s context and reasoning about the significance of sea exploration, and cultivate critical thinking by evaluating the impact of exploration. Cultural Awareness: Understand the historical achievements of Chinese maritime exploration, enhance cultural confidence, and recognize the value of cross-cultural exchange through sea routes. Learning Ability: Master reading strategies such as skimming and scanning, and form the habit of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master core vocabularies (e.g., exploration, voyage, negotiate, cooperate) and phrases (e.g., set sail, under the command of, withdraw from), understand the text’s overall structure (total-subtotal-total) and key details about historical and modern sea exploration. Difficult Points: Analyze the logical relationship between paragraphs, understand the deep meaning of the text (the inheritance of maritime spirit), and use the learned language to express views on sea exploration. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Visual Aids Display and Question Guidance. Show students pictures and short video clips related to sea exploration, including ancient Chinese junks, Zheng He’s fleets, modern ocean-going ships, and the 21st Century Maritime Silk Road. Then ask two guiding questions: ① What do you know about sea exploration in history? ② Why do people keep exploring the sea? Invite 3-4 students to share their answers in English, and the teacher makes simple comments and supplements. Design Intention: The visual aids can quickly attract students’ attention and arouse their interest in the theme of sea exploration. The guiding questions can activate students’ prior knowledge, help them connect their existing understanding of sea exploration with the new lesson, and lay a foundation for the subsequent reading. At the same time, it provides students with opportunities to speak English, which is conducive to exercising their oral expression ability and creating a positive English learning atmosphere. Activity 2: Theme Introduction. The teacher briefly introduces the theme of this lesson: “Today we will read an expository text about sea exploration. It will take us to review the historical course of sea exploration, understand the driving forces behind it, and see the connection between ancient and modern maritime civilization.” Then write the title “Reaching Out Across the Sea” on the blackboard or display it on the screen, and guide students to guess the main content of the text according to the title. Design Intention: Clearly introducing the theme and guiding students to guess the text content can help students establish a preliminary cognitive framework for the lesson, clarify the learning focus, and improve their ability to predict the text content based on the title, which is an important reading strategy. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview. Display the core vocabularies and phrases of this lesson on the screen, including exploration, voyage, merchant, negotiate, cooperation, strengthen, initiative, set sail, under the command of, withdraw from, find one's way to, be in a league of one's own. For each word and phrase, the teacher explains the pronunciation and meaning, gives simple example sentences related to sea exploration, and asks students to read after the teacher twice to ensure they master the correct pronunciation. Then organize students to do a quick matching exercise: match the words/phrases with their corresponding Chinese meanings, and check the answers together. Design Intention: Vocabulary is the foundation of reading. Previewing core vocabularies before reading can help students reduce reading obstacles, improve reading fluency, and ensure that they can focus on understanding the text content rather than struggling with new words. The example sentences closely related to the theme can help students better understand the usage of words and phrases and lay a foundation for their subsequent application. Activity 2: Background Supplement. The teacher briefly introduces the background knowledge related to the text in English: “In ancient times, the Silk Road was an important channel for trade and cultural exchange between the East and the West. Besides the land Silk Road, there was also a maritime Silk Road. Zheng He, a famous navigator in the Ming Dynasty, led large fleets to sail west seven times, which was a great feat in the history of world sea exploration. Today, the 21st Century Maritime Silk Road inherits the spirit of the ancient maritime Silk Road and promotes cooperation and development among countries.” Design Intention: Supplementing the relevant background knowledge can help students better understand the historical context of the text, especially the historical significance of Zheng He’s voyages and the connotation of the 21st Century Maritime Silk Road, which is conducive to students grasping the deep meaning of the text and enhancing their cultural awareness. At the same time, using English to introduce background knowledge can help students improve their listening comprehension ability. Step 3: While-reading (In-depth Reading and Analysis) Activity 1: Skimming — Grasp the Overall Structure. Ask students to read the text quickly (skimming) and complete two tasks: ① Find the topic sentence of the text. ② Divide the text into three parts and summarize the main idea of each part. After students finish reading, invite them to share their answers. The teacher makes comments and sorts out the overall structure of the text with students: Part 1 (Paragraph 1): Put forward the core viewpoint — trade and curiosity are the foundation of human’s great achievements, and point out that Eastern merchants and explorers sailed west earlier than Columbus. Part 2 (Paragraphs 2-3): Review the history of sea exploration, including the ancient maritime Silk Road and Zheng He’s voyages in the Ming Dynasty. Part 3 (Paragraphs 4-6): Connect with the present, introduce the 21st Century Maritime Silk Road and the Belt and Road Initiative, and look forward to the future of sea exploration. Design Intention: Skimming is an important reading strategy to grasp the overall idea of the text. Through this activity, students can quickly understand the structure of the text, form a overall cognitive framework, and lay a foundation for in-depth reading. At the same time, it can cultivate students’ ability to find topic sentences and summarize the main idea, which is conducive to improving their reading ability. Activity 2: Scanning — Locate Key Details. Ask students to read the text again (scanning) and complete the following table. The table is displayed on the screen, including three columns: Time, Events of Sea Exploration, and Significance. Students need to find relevant information from the text and fill in the table. After completing, organize students to exchange their answers in groups of 4, and then invite a representative of each group to present the group’s answers. The teacher checks and supplements, and emphasizes the key details: ① Ancient times: The maritime Silk Road extended along the coast of the Indian Ocean, promoting trade and cultural exchange; Du Huan’s Record of My Travels recorded the exploration of western regions. ② 1405-1433: Zheng He led seven fleets to sail west, reaching the Red Sea and the east coast of Africa, promoting friendly exchanges between China and African countries. ③ Today: The 21st Century Maritime Silk Road, as part of the Belt and Road Initiative, encourages cooperation and trade, and strengthens the bonds between China and the rest of the world. Design Intention: Scanning is a strategy to locate key information quickly. Through filling in the table, students can systematically sort out the key details of the text, deepen their understanding of the historical course of sea exploration, and cultivate their ability to extract and sort out information. Group exchange can promote students’ cooperative learning, let them learn from each other, and improve their ability to communicate and cooperate in English. Activity 3: Close Reading — Analyze Sentences and Logical Relationships. Focus on the key sentences and long difficult sentences in the text, and guide students to analyze them in depth. ① The first sentence of the text: “Trade and curiosity have often formed the foundation of mankind’s greatest achievements.” Guide students to understand the meaning of the sentence, and ask: “What is the foundation of human’s great achievements? How does this sentence lay the foundation for the whole text?” ② Sentences about Zheng He’s voyages: “Between 1405 and 1433, seven large fleets sailed west on voyages of trade and exploration. These fleets were a sight to behold and were in a league of their own at that time. 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.” Guide students to analyze the descriptive language in the sentences, and ask: “What words and phrases can show the grandeur of Zheng He’s fleets? What is the significance of these voyages?” ③ Sentences about the 21st Century Maritime Silk Road: “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. 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.” Guide students to understand the logical relationship between the two sentences, and ask: “What is the connection between the 21st Century Maritime Silk Road and the ancient maritime Silk Road? What is the aim of the Belt and Road Initiative?” Design Intention: Close reading is the key to in-depth understanding of the text. By analyzing key sentences and long difficult sentences, students can not only master the usage of key words and phrases, but also understand the logical relationship between sentences and paragraphs, which is conducive to improving their ability to analyze and understand the text. At the same time, guiding students to think about the deep meaning of the sentences can help them cultivate logical thinking and critical thinking. Activity 4: Text Analysis — Explore the Thematic Meaning. After in-depth reading, guide students to discuss the following questions in groups: ① What are the driving forces of sea exploration mentioned in the text? ② What changes have taken place in sea exploration from ancient times to the present? ③ What is the significance of sea exploration for human development? After the group discussion, invite each group to share their views, and the teacher makes comments and summarizes: The driving forces of sea exploration are trade and curiosity; from ancient times to the present, sea exploration has developed from trade and friendly exchanges to comprehensive cooperation in trade, culture and science; sea exploration promotes the exchange and integration of different cultures, promotes economic development, and helps human beings better understand the world and promote common progress. Design Intention: Exploring the thematic meaning of the text is the core of reading and thinking. Through group discussion, students can express their views freely, exchange ideas with each other, deepen their understanding of the thematic meaning of the text, and cultivate their critical thinking and cooperative learning ability. At the same time, it can help students establish a correct view of development and recognize the importance of cooperation and exchange. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Consolidation. ① Organize students to do a vocabulary filling exercise. The teacher provides sentences with blanks, and students fill in the appropriate words or phrases from the core vocabularies and phrases of this lesson. For example: a) Many merchants gathered in Ceylon to ______ trade deals. (negotiate) b) Under the command of Zheng He, the fleets ______ from the South China Sea. (set sail) c) China has invested billions in systems and services along these routes to ______ the bonds with other countries. (strengthen) After completing, check the answers together, and explain the usage of the words and phrases again for the wrong ones. ② Ask students to make sentences with 3-5 core words or phrases, and invite some students to share their sentences in class. The teacher makes comments and corrects mistakes. Design Intention: Vocabulary and sentence consolidation is an important link to consolidate the learning results. Through filling in the blanks and making sentences, students can further master the usage of core words and phrases, improve their ability to use language flexibly, and lay a foundation for their subsequent writing and speaking. Activity 2: Text Retelling. Ask students to retell the text according to the overall structure and key details of the text. They can work in pairs first, and each pair takes turns to retell a part of the text. Then invite 2-3 pairs to retell the whole text in class. The teacher makes comments, focusing on whether the retelling is complete, the logic is clear, and whether the key words and phrases are used correctly. Design Intention: Text retelling can help students consolidate the content of the text, improve their ability to organize language and express in English, and test their understanding of the text. Pair work can provide more opportunities for students to practice, and help them overcome the fear of speaking English. Activity 3: Discussion and Expression. Put forward a practical discussion topic: “With the development of science and technology, what new challenges and opportunities will sea exploration face? What can we do as senior high school students to contribute to sea exploration?” Organize students to discuss in groups of 4, and each group appoints a recorder to record the key views of the group. After the discussion, invite the recorder of each group to present the group’s views in class. The teacher makes comments and guides students to establish a sense of responsibility and mission, and encourages them to study hard to contribute to the development of China’s sea exploration. Design Intention: This discussion topic connects the text content with the real life, which can stimulate students’ thinking, cultivate their critical thinking and practical ability, and at the same time, integrate the education of values, help students establish a sense of responsibility for the country’s development, and realize the goal of cultivating core literacy. Activity 4: Writing Practice. Ask students to write a short passage (about 100 words) with the title “My Views on Sea Exploration”, requiring them to use the core words and phrases learned in this lesson, and express their own views on sea exploration. After students finish writing, invite some students to hand in their works and comment on them in class, focusing on the correctness of language, the clarity of views and the use of key words and phrases. Then ask students to revise their own works according to the comments. Design Intention: Writing practice is an important way to test and improve students’ language ability. Through writing, students can comprehensively apply the knowledge learned in this lesson, improve their ability to organize language and express views in English, and at the same time, deepen their understanding of the thematic meaning of the text. Step 5: Summary and Extension Activity 1: Lesson Summary. The teacher guides students to summarize the content of this lesson together: “In this lesson, we read an expository text about sea exploration, mastered the core words and phrases related to sea exploration, understood the historical course of sea exploration from ancient times to the present, and explored the driving forces and significance of sea exploration. We also practiced reading, speaking and writing, and improved our comprehensive English ability.” Then the teacher emphasizes the key points and difficult points of this lesson again, and reminds students to review the knowledge learned in time. Design Intention: Summarizing the lesson can help students sort out the knowledge system of this lesson, consolidate the learning results, and make them have a clear understanding of the key points and difficult points, which is conducive to their subsequent review and learning. Activity 2: Extended Learning. Assign after-class tasks: ① Review the core words and phrases of this lesson, and recite the key sentences. ② Read more articles about sea exploration (provided by the teacher or found by themselves) and write a short reading report (about 150 words). ③ Search for information about Zheng He’s voyages or the 21st Century Maritime Silk Road, and prepare a 2-minute English speech for the next class. Design Intention: Extended learning can extend the teaching content beyond the classroom, help students consolidate and expand the knowledge learned, improve their independent learning ability and information collection ability, and at the same time, further stimulate their interest in sea exploration and lay a foundation for their subsequent learning. Step 6: Evaluation and Feedback During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in classroom activities, the accuracy of answering questions, the performance of group discussion, the quality of retelling and writing. After the class, the teacher collects students’ writing works and reading reports, conducts summative evaluation, and feeds back the evaluation results to students in time, pointing out their advantages and shortcomings, and putting forward suggestions for improvement. Design Intention: Formative evaluation and summative evaluation combine to help the teacher timely grasp students’ learning situation, adjust the teaching strategy, and at the same time, let students understand their own learning situation, find their own shortcomings, and improve their learning efficiency. Evaluation feedback can also stimulate students’ learning motivation and promote their continuous progress. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $