Unit 3 Back to the Past Reading Sailing the oceans 教学设计-2025-2026学年高二下学期英语译林版选择性必修第三册

选择性必修第三册Unit 3 Back to the past Reading (I)教学设计 学案设计：尹 燮 授课老师：尹 燮 年级： 高 二 学生人数：____ 人 课 题： Reading (I) 课型： 阅读课 Reading 教 学 设 计 第1课 I. Learning objectives By the end of the lesson, students will be able to: 1. get the detailed information about Zheng He’s and Columbus’s exploration on the sea; 2. deeply analyse some problems to improve their thinking quality; 3. learn something from the two explorers and write a reflection paper. II. Key competence focus 1. Get the detailed information about Zheng He’s and Columbus’s exploration on the sea. 2. deeply analyse some problems to improve their thinking quality. III. Predicted area of difficulty 1. Deeply analyse some problems to improve their thinking quality. 2. Learn something from the two explorers and write a reflection paper. IV. Teaching procedures Step 1 Warm up T gets Ss to have a free talk and read the famous saying written by Chen Shou. T: People have been dreaming about time travel for many years, and H. G. Wells wrote a famous novel named The Time Machine, then if you had a time machine, (1) which dynasty would you go back to and why? (2) which historical figure would you like to meet and what would you say to him/her? T: By learning from the past, we can enrich our knowledge about historical figures and events, and it can also enlighten us on what is going on, and prevent us making the same mistakes in the future. Just as Chen Shou said—could you please stand up and read it twice? (Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.) Step 2 Prediction 1. T asks Ss to predict the content of the two historical articles. T: What might be covered in the two historical articles? (Tips: according to the title, subtitles and pictures) 2. T asks Ss to look through the articles quickly and get the main idea. (Zheng He’s and Columbus’s exploration on the sea, including where they went, what they did, why they sailed the oceans and what influences their voyages had.) Step 3 Reading 1. T asks Ss to read the articles and complete the table. Zheng He’s exploration Christopher-Columbus’s exploration The first voyage Departure time Departure point Fleet size Number of crew members Places of arrival Total number of voyages Significance 2. T asks Ss to read the historical articles again carefully and answer the following questions. (1) Why were Zheng He’s ships loaded with china, silk, tea and other treasures? (2) What helped prove that the records of Zheng He’s voyages were not legends? (3) What challenges did Columbus and his crew encounter during the journey in 1492? (4) Why did Columbus call the natives Indians? Step 4 Further thinking T has Ss share their own opinions about these two questions. (1) By comparing the stories of the two explorers, what can you learn about? (2) How might explorers have changed the course of history? Step 5 Group discussion T asks Ss to discuss the following questions in groups. 1. What factors made the voyages of Zheng He and Columbus so successful? Use the information in the articles to support your opinion. 2. What have you learnt about the spirit of exploration from the articles? Step 6 Language appreciation 1. T has Ss read the two articles carefully and think about this question: What writing techniques make good historical articles? 2. T leads Ss to read and enjoy some good sentences and then learn to write such sentences. (1) A fleet of over 200 ships navigated the blue seas, with almost 28,000 people on board, which was a splendid scene. e.g. My grandmother read newspapers in the beautiful garden, with two little dogs around her, which was a nice and warm scene. Students shout slogans while running on the playground, with _________________________, which ________________________________________. (2) His voyages opened a new chapter of the Age of Exploration, a period which witnessed many important geographical findings. e.g. His coming opened a new chapter of the company, which greatly promoted its sale. ______________ opened a new chapter of _______________, _________________________. V. Homework Please write a reflection paper of the articles. 设计意图：自由交流好热身，诵读经典入情境。激活学生的想象力，让学生自由表达，迅速导入阅读环节。 设计意图：让学生预测文章内容，进行合理发散思维，激发他们的学习兴趣，然后通过略读检验他们的预测并了解文章的大意。 设计意图：寻读找细节，学生提取文本中的基本事实性信息，进一步梳理细节，这训练了学生快速获取信息的能力。细读求甚解，引导学生更全面地理解课文某些细节，进一步培养学生的阅读理解能力。 设计意图：让学生在理解文章的基础上深入分析某些问题，探究探索者们如何改变历史进程的问题。 设计意图：运用阅读材料训练学生主动思考能力，让学生深刻领会探索家所具有的优良品质。 设计意图：让学生大声地朗读这两个表达地道的句子，学会赏析语言并模仿写句子，这有利于提高学生的写作水平。 选择性必修第三册Unit 3 Back to the past Reading (II)教学设计 学案设计：尹 燮 授课老师：尹 燮 年级： 高 二 学生人数：____ 人 课 题： Reading (II) 课型： 阅读课 Reading 教 学 设 计 第2课 I. Learning objectives By the end of the lesson, students will be able to: 1. understand the usage of the following words and phrases: strengthen, dismiss, acknowledge, influential, insist, panic, on behalf of, be loaded with, regardless of, allow for; 2. use the above words and phrases in new situations; 3. find out words and phrases related to navigation; 4. learn to use facts to illustrate points. II. Key competence focus 1. Understand some new words and expressions. 2. Use the new words and phrases correctly. III. Predicted area of difficulty 1. Use the new words and phrases correctly. 2. Use facts to illustrate points. IV. Teaching procedures Step 1 Lead-in T leads Ss to recall what they have learnt in the last class. T: Last class we learnt something about Zheng He’s and Christopher Columbus’s voyages. Then can you have a summary according to their first voyages, places of arrival, total number of voyages and significance? Step 2 Learning words and phrases T leads Ss to learn some keywords and phrases in the articles. 1. Word study: strengthen (1) T asks Ss to explain the meaning of strengthen in the first article, lines 15–16. T: Zheng He totally had seven voyages, which had a great influence on the countries and regions where he set foot. So his efforts made the harmonious relations with these countries and regions stronger. Then do you know the meaning of strengthen here? (2) T gives an example: The new evidence will strengthen their case. 新的证据将使他们的论据更为充分。 (3) T introduces the noun of strengthen: strength and asks Ss to think more nouns that can be converted to verbs by adding the suffix -en. e.g. fright→frighten length→lengthen height→heighten threat→threaten 2. Word study: dismiss (1) T asks Ss to explain the meaning of dismiss in the first article, line 18. T: Some historians regarded the records of these voyages as legends, so they thought the records were not important and not worth thinking about, then do you know what the word dismiss means here? (2) T gives an example: We can safely dismiss their objections. 我们对他们的异议完全可以不予理会。 (3) T introduces collocations of dismiss and asks Ss to translate some sentences. • dismiss sb/sth as ... 不予考虑，对...不屑一提 我们大可以把他的话当作笑话而不予理会。____________________________________________________________________________. • dismiss sth from sth 去除、摒除（思想、感情等） 摆脱了恐惧，她爬得更高了。 _____________________________________________, she climbed higher. • dismiss sb from sth 解雇，开除，免职 她犯了严重的错误，因此老板把她免职了。 She made serious mistakes. Therefore, ________________________________________. 3. Word study: acknowledge (1) T asks Ss to explain the meaning of acknowledge in the first article, line 20. T: Zheng He made so great achievement, and people widely accept that the achievement was true and he had a particular status in the navigation history. Then can you guess the meaning of acknowledge? (2) T gives an example: Mr Zhang is widely acknowledged as the most talented and humorous teacher in our school. 张老师被认为是我们学校最有才、最幽默的老师。 (3) T introduces a collocation of acknowledge and asks Ss to translate the sentence. • acknowledge sb/sth as ... 承认...是... 人们普遍认为司马迁是中国历史上最伟大的历史学家之一。 _____________________________________________________________________. _____________________________________________________________________. 4. Word study: influential (1) T asks Ss to explain the meaning of influential in the first article, line 21. T: Zheng He made great achievements in sailing the oceans, and he had a lot of influence on the related exploration, so here what does the word influential mean? (2) T gives an example: I’m reading a highly influential book written by Mr Zhang. 我正在读一本由张老师写的很有影响力的书。 (3) T introduces a collocation of influential and asks Ss to translate the sentence. • influential in (doing) sth 在...有很大影响 这一因素对做出决定是有很大影响的。 The fact is ____________________________________________________. _____________________________________________________________. 5. Word study: insist (1) T explains the usage of this word: insist on sth/insist that ...: to demand that sth happen or that sb agree to do sth 坚决要求，坚持 e.g. They insisted on being given every detail of the case. She insisted on him/his wearing a suit. The boss insists that she come.=The boss insists that she should come. → a. insist on (sb/one’s) doing sth 坚持要（某人）做某事 b. insist that ... (should) do sth 坚持要...（虚拟语气） insist on sth/insist that ...: to say firmly that sth is true, especially when other people do not believe you 坚持说，固执己见 e.g. He insisted on his innocence. = He insisted that he was innocent. → insist that ... 坚持说...（不用虚拟语气） (2) T asks Ss to decide the meaning of insist on in lines 5–6 of the second article. 6. Word study: panic (1) T asks Ss to explain the meaning of panic in the second article, lines10–11. T: During Columbus’s voyage, one of the ships was leaking badly and this put everyone on this ship in grave danger, the men on board had a sudden feeling of great fear that can’t be controlled. Then can you guess the meaning of the word panic? (2) T gives an example: She phoned the doctor in panic. 她在惊慌中打电话给医生。 (3) T introduces a collocation of panic as a noun and introduces panic as a verb. As a noun • in panic 惊恐，恐慌 当船漏水的时候他们惊慌逃出。 _____________________________________________________________________________. As a verb e.g. I panicked when I saw smoke coming out of the engine. panic→_________(过去式）→________（过去分词） 7. Phrase study: on behalf of (1) T tells Ss the meaning of on behalf of. T: In line 7 of the first article, on behalf of means as the representative of sb. For example, on behalf of the school English club, I would like to thank you all for your active participation. (2) T also tells Ss that on behalf of equals on one’s behalf. (3) T presents some sentences and asks Ss to guess other meanings of the phrase on behalf of/on one’s behalf. Mr Green can’t be here, so his wife will accept the prize on behalf of him. ____________ Don’t worry on my behalf. ______________ 8. Phrase study: be loaded with (1) T tells Ss the meaning of be loaded with. T: In lines 8–9 of the first article, Zheng He’s ship carried a load including china, silk, tea and other treasures. So here be loaded with means carrying a load. (2) T presents another sentence and asks Ss to guess the meaning of be loaded with. Don’t have too many cakes, because they are loaded with high calories. ______________ 9. Phrase study: regardless of (1) T asks Ss to explain the meaning of regardless of in the second article, lines 11–12. T: Columbus met big challenges during the voyage, but he paid no attention to these and he managed to keep everyone out of danger. Then can you guess the meaning of the phrase regardless of? (2) T asks Ss to translate this sentence: 俱乐部接纳新成员时不分年龄。 The club admits ________________________________________________. 10. Phrase study: allow for (1) T asks Ss to explain the meaning of allow for in the second article, line 22. T: The period witnessed many important geographical findings and allowed an international exchange of ideas and cultures. So what does the phrase allow for mean? (2) T asks Ss to translate one sentence: 考虑到交通堵塞，到那里大约需要两个小时。 ______________________________________________________________________. Step 3 Filling blanks T asks Ss to finish B1 on page 33. T: As we all know, Zheng He made a total of seven voyages, and in 1407 he travelled to Boni. After that, China established very good relations with this state. Here I’ll show you one story about the Tomb of the King of Boni. Please complete the story with the correct forms of the words and phrases in the box. Step 4 Building vocabulary about navigation T asks Ss to find the words and phrases related to navigation in the articles and think of more on their own. Words and phrases for people Words and phrases for things Words and phrases for actions Step 5 Illustrating points with facts 1. T asks Ss to find the examples in the articles and try to use facts to support the point that explorers make an important contribution. 2. T asks Ss to write a short article about other navigators and try to use facts to illustrate their points. 3. T presents one possible version to Ss. V. Homework 1. Remember the sentences listed on pages 88–89 well enough to recite and try to write them down from memory. 2. Polish your writing. 设计意图：回归课本，帮助学生回忆前一日所学的文章内容，培养学生的语言概括能力。 设计意图：通过梳理文本中的重点单词和短语，培养学生的学习探究能力。在学习这些重要表达时，充分调动学生的自主能动性，让他们学会联系上下文猜测单词的意思，学会归纳和总结某些重点词的用法。另外教师创设新的语言情境，鼓励学生理解和运用重点单词和短语，为下一步语言知识在新语境中的运用打下基础。 设计意图：通过练习让学生学会在新的语境中运用词汇和短语，考查学生对文本重点语言知识的理解和运用能力。 设计意图：先让学生再一次快速阅读文章找出和航海有关的词汇，然后学生进行相应的头脑风暴活动，想出更多相关词汇，从而培养学生建立相关主题词汇库的好习惯。 设计意图：通过文本中的事实让学生明白历史类文章需要事例来佐证才更让人信服。之后让学生学以致用进行小作文练习，从而让学生学会运用事实来佐证观点。 Looking inte a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known. ——Chen Shou 4 学科网（北京）股份有限公司 $