UNIT 3 WELCOME TO THE UNIT AND READING I 教案 2021-2022学年牛津译林版高中英语选择性必修第三册 .docx

1、英语（选择性必修第三册）Unit 3 Back to the pastWelcome to the unit & Reading (I) I. Learning objectivesBy the end of the lesson, students will be able to:1. get the detailed information about Zheng Hes and Columbuss exploration on the sea;2. deeply analyze some problems to improve their thinking quality;3. lear

2、n something from the two explorers and write a reflection paper.II. Key competence focus1. Make students get the detailed information about Zheng Hes and Columbuss exploration on the sea;2. Guide students to deeply analyze some problems to improve their thinking quality.III. Predicted area of diffic

3、ulty1. Guide students to deeply analyze some problems to improve their thinking quality;2. Get students to learn something from the two explorers and write a reflection paper.IV. Teaching proceduresStep 1 warm-up T gets the students to have a free talk and read the famous saying written by Chen Shou

4、. 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 lear

5、ning 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 saidcould you please stand up and read it twice?(Looking into a mirror, we can see true imag

6、es of our own; with our knowledge of the past, the present can be better known.)【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。】Step 2 Reading1. The teacher asks students to predict the content of the two historical articles.T: What might be covered in the two historical articles?(Tips: according t

7、o the title, subtitles and pictures)Then the teacher asks students to look through the articles quickly and get the main idea. (Zheng Hes and Columbuss exploration on the sea, including where they went, what they did, why they sailed the oceans and what influences their voyages had.)【设计意图：让学生预测文章内容，

8、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。】2. The teacher asks students to read the articles and complete the table.Zheng Hes explorationChristopher Columbuss explorationThe first voyageDeparture timeDeparture pointFleet sizeNumber of crew membersPlaces of arrivalTotal number of voyagesSignificance【设

9、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。】3. The teacher asks students to read the historical articles again carefully and answer the following questions.（1）Why were Zheng Hes ships loaded with china, silk, tea and other treasures? Because these are gifts to foreign rulers.（2）What helped pr

10、ove that the records of Zheng Hes voyages were not legends? An enormous shipyard was discovered in Nanjing, where the fleet had been built.（3）What challenges did Columbus and his crew encounter during the journey in 1492? It took longer than expected, they almost ran out of food and water entered on

11、e of the ships.（4） Why did Columbus call the natives Indians? Because he was convinced that he was in the East Indies.【设计意图：细读求甚解，引导学生更全面地理解课文的某些细节，进一步培养学生的阅读理解能力。】Step 3 Further thinkingThe teacher has students share their own opinions about these two questions.1. By comparing the stories of the tw

12、o explorers, what can you learn about?2. How might explorers have changed the course of history?【设计意图：审读重求异，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。】Step 4 Group discussionThe teacher asks students to discuss the following questions in groups. 1. What factors made the voyages of Zheng He and Columbus

13、 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?【设计意图：运用阅读材料训练学生主动思考的能力，巩固并整合所学内容，让学生深刻领会探索家所具有的优良品质，从而学习他们的精神。这不仅提升了学生的语言知识能力，而且培养了他们的思维品质和文化意识。】Step 5 Language appreciation1. The teacher has stude

14、nts read the two articles carefully and think about this question: What writing techniques make good historical articles?2. The teacher leads students 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 28,00

15、0 people on board, which was a splendid scene. Eg. 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 Explor

16、ation, a period which witnessed many important geographical findings. Eg. His coming opened a new chapter of the company, which greatly promoted its sale. _opened a new chapter of _, _.【设计意图：学生对教材的反复阅读和批判性思维的训练，再进行话题的讨论，达到了学习的高潮，最后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。】V. HomeworkPlease write a reflection paper of the articles.3