Unit 3 Back to the Past-Reading 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 3 Back to the Past-Reading 教学目标和重难点 1. 教学目标 Language competence: Grasp key vocabulary (voyage, fleet, navigate) and text structure; analyze historical facts to improve reading comprehension. Cultural awareness: Understand Sino-foreign exploration spirits, enhance cultural confidence and international horizon. Thinking quality: Compare explorers' stories, develop critical thinking and logical reasoning. Learning ability: Master skimming & scanning, cooperate in discussion, and autonomously explore historical materials. 2. 教学重难点 Key point: Master basic info of Zheng He & Columbus’s voyages; analyze text structure and linguistic features of historical articles. Difficult point: Compare the two explorers’ motivations & influences; internalize exploration spirit and connect with personal growth. 教学过程 Step 1: Pre-reading – Theme Activation & Background Preparation Task 1: Quote Appreciation & Theme Guidance Display the quote: “Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.” — Chen Shou Guide students to translate and interpret the quote, focusing on the core idea of “learning from the past to understand the present”. Design Intent: Link the unit theme to classic historical wisdom, activate students’ cognitive reserves, and lay a cultural foundation for subsequent reading. Task 2: Time Machine & Fourth Dimension Discussion Present the excerpt from The Time Machine; guide students to discuss the concept of the “fourth dimension” and its connection to “time travel”. Ask: “If you could travel through time, which historical event would you witness? Why?” Design Intent: Stimulate students’ imagination, connect to the unit theme of “back to the past”, and create a learning scenario. Task 3: Exploration Context Building Play a 2-minute video clip about ancient sea exploration, showing Zheng He’s fleet and Columbus’s voyage. Guide students to list questions they want to explore (e.g., “Why did they set sail?” “What difficulties did they face?”). Design Intent: Create a vivid learning situation, arouse students’ curiosity, and set a learning direction for reading. Step 2: While-reading – Text Comprehension & Detail Exploration Phase 1: Skimming – Overall Structure & Main Idea Ask students to skim the two texts (Zheng He’s Voyages and Christopher Columbus) quickly and complete the structure chart. Phase 2: Scanning – Key Detail Extraction Task 1: Zheng He’s Voyage Details Read Para.1-2 and answer: What were the scale and purpose of Zheng He’s first voyage? What do the largest ships (over 140 meters long) reflect? Task 2: Columbus’s Voyage Details Read Para.2 and answer: What challenges did Columbus and his crew encounter? Why did he call the natives “Indians”? Compare with Zheng He’s voyage: Fill in the comparison table of voyage scale, crew size, and destination. Phase 3: Intensive Reading – Deep Analysis & Linguistic Feature Perception Task 1: Significance Analysis Read Para.3-4 of Zheng He’s text and Para.3 of Columbus’s text; discuss in groups: What were the far-reaching impacts of Zheng He’s voyages? (e.g., Sino-foreign cultural exchange, diplomatic relations) What historical significance did Columbus’s voyages have? (e.g., Opening the Age of Exploration, world cultural exchange) Summarize: Two explorers’ voyages promoted cross-cultural communication and left precious historical legacies. Design Intent: Guide students to dig into text connotation, analyze historical significance, and enhance deep thinking. Task 2: Linguistic Feature Appreciation Identify and analyze typical expressions in historical articles: Numerical expressions (e.g., “over 140 metres”, “28,000 people”) – enhance authenticity and persuasion. Causal conjunctions (e.g., “because”, “so”) – clarify logical relationships. Passive voice & attributive clauses (e.g., “demonstrating the advanced technology”) – enrich expression diversity. Design Intent: Help students grasp linguistic features of historical articles, improve language application ability, and lay a foundation for writing. Step 3: Post-reading – Deep Discussion & Value Internalization Task 1: In-depth Comparative Discussion Divide students into groups; discuss the topic: “What factors contributed to the success of Zheng He’s and Columbus’s voyages? What qualities did the two explorers share?” Guide analysis from two dimensions: External factors: National strength (Ming Dynasty’s prosperity, Spain’s support), technological support (shipbuilding, navigation), political and economic needs. Internal factors: Explorers’ courage, perseverance, curiosity, leadership, and team spirit. Summarize common qualities: Bravery, perseverance, ambition, open-mindedness, and sense of responsibility. Design Intent: Deepen text understanding, cultivate comparative thinking and collaborative learning ability, and guide students to extract positive qualities. Task 2: Connection with Personal Growth Guide students to think: “In our study and life, we also have our own ‘oceans’ to explore (e.g., knowledge ocean, life ocean). What can we learn from Zheng He and Columbus to overcome difficulties?” Invite 3-5 students to share their insights and personal examples of facing challenges. Design Intent: Connect historical stories with real life, internalize exploration spirit, and guide students to apply quality to personal growth. Task 3: Mini Speech Preparation Assign the task: Prepare a 1-minute mini speech titled “The Explorer in My Heart”, introducing a historical explorer (Zheng He, Columbus, or others) and their inspiration. Requirements: Include basic info, contributions, and personal inspiration; use key expressions from the text. Design Intent: Consolidate reading output, improve oral expression ability, and deepen understanding of exploration spirit. Step 4: Consolidation & Extension – Knowledge Application & Horizon Expansion Task 1: Key Language Points Consolidation Review core vocabulary and phrases: voyage, fleet, navigate, on behalf of, set sail, have a far-reaching impact on, open a new chapter, etc. Conduct sentence-making practice: Use 3-5 key phrases to make sentences about historical exploration. Design Intent: Consolidate language knowledge, improve vocabulary application ability, and lay a foundation for output. Task 2: Cultural Horizon Extension Recommend extended reading materials: Zheng He’s Voyages (full text), A Brief History of Great Explorers, and related videos about maritime exploration. Assign homework: Collect information on another important explorer (e.g., Magellan, Drake) and make a 1-page information card, including basic info, voyage route, and historical influence. Design Intent: Expand students’ cultural horizon, cultivate autonomous learning ability, and connect classroom learning with extracurricular exploration. Step 5: Summary & Reflection – Knowledge Sorting & Learning Feedback Task 1: Classroom Summary Teacher leads students to review the key points of the lesson: Text content: Basic info and significance of Zheng He’s and Columbus’s voyages. Language skills: Grasp historical article structure and linguistic features. Core values: Understand exploration spirit, enhance cultural confidence, and learn from historical figures. Design Intent: Sort classroom knowledge, help students form a complete knowledge system, and consolidate learning outcomes. Task 2: Learning Reflection Guide students to reflect in writing: What did I learn from this lesson? (knowledge, skills, values) What difficulties did I encounter? How to solve them? What else do I want to learn? (e.g., More about other explorers, historical background) Invite 2-3 students to share their reflections. Design Intent: Cultivate students’ reflection ability, help them sort out learning gains and deficiencies, and provide direction for subsequent learning. Step 6: Assessment – Comprehensive Evaluation & Feedback Formative Assessment Participation: Evaluate students’ performance in pre-reading discussion, while-reading task completion, and post-reading discussion. Task Completion: Check the accuracy of structure chart filling, detail extraction, and mini speech preparation. Cooperative Learning: Evaluate group collaboration efficiency and contribution of each group member. Summative Assessment Assign a short writing task: Write a 120-word passage comparing Zheng He’s voyages and Columbus’s voyages, focusing on similarities and differences in motivation, process, and influence. Design Intent: Comprehensively evaluate students’ reading comprehension, language application, and thinking ability, and provide feedback for teaching adjustment. Step 7: Teaching Reflection This lesson adopts a task-based teaching approach, designing progressive tasks from pre-reading to post-reading, focusing on students’ core literacy cultivation. In pre-reading, connect classic quotes and time travel topics to stimulate interest; in while-reading, train skimming, scanning, and intensive reading abilities, and guide deep text analysis through comparative thinking; in post-reading, link with personal growth to internalize exploration spirit. However, attention should be paid to individual differences of students, especially those with weak English foundation. In subsequent teaching, more targeted guidance can be provided, such as simplifying task requirements and providing sentence templates, to ensure that all students can participate in learning and achieve 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 $