Unit 3 Reaching Out Across theSea教案

Reading and Thinking: ReachingOut Across the Sea

文本簡(jiǎn)析

本單元閱讀文本的話題是中國(guó)在海洋探索方面的成就、現(xiàn)狀與期待，旨在讓學(xué)生了解中國(guó)提出“一帶一路”倡議的現(xiàn)實(shí)意義和價(jià)值，充分了解人類對(duì)海洋探索的原因，幫助學(xué)生樹立人類命運(yùn)共同體意識(shí)。

文本采用了說明性文體，按照時(shí)間順序說明了中國(guó)從古到今在海洋探索方面所做的嘗試與取得的成績(jī)，展望了人類為了共同命運(yùn)攜手探索海洋的遠(yuǎn)景。正文內(nèi)容按時(shí)間順序逐步進(jìn)行說明，第一段闡述了貿(mào)易和求知欲對(duì)人類文明發(fā)展的推動(dòng)作用，簡(jiǎn)介東方特別是中國(guó)在海洋探索上領(lǐng)先于西方的史實(shí)；第二、三段介紹了早期的海上絲綢之路和鄭和七下西洋的事件及其意義；第四、五段介紹當(dāng)前我國(guó)“一帶一路”作為古代絲綢之路的繼承和發(fā)展的重大意義及中國(guó)近年參與海洋探索國(guó)際合作的重要意義；第六段以對(duì)人類海洋探索的未來的展望結(jié)束全文，旨在激發(fā)學(xué)生對(duì)海洋探索的興趣，樹立人類命運(yùn)共同體意識(shí)。

在進(jìn)行文本教學(xué)設(shè)計(jì)時(shí)，要幫助學(xué)生梳理關(guān)于海洋探索意義類的語言，其中包括有關(guān)商業(yè)、文化、科研交流等方面的表達(dá)。此外，表達(dá)時(shí)間順序的語言是本文行文邏輯，也是值得學(xué)生關(guān)注的標(biāo)志性語言。本文段落之間的邏輯聯(lián)系，段落中的主題句位置和段首句、段尾句對(duì)行文邏輯的貢獻(xiàn)也是需要學(xué)生體會(huì)并學(xué)習(xí)的。此外，本課需首要關(guān)注的文本內(nèi)容的思想性，即探索海洋的意義從古代商貿(mào)、好奇心到如今人類命運(yùn)共同體建設(shè)的轉(zhuǎn)變，是學(xué)生在目前生活的世界中面臨的新形勢(shì)。地球村的人們命運(yùn)緊密相連，就像新型冠狀病毒肆虐，沒有哪個(gè)國(guó)家能獨(dú)善其身，只有樹立命運(yùn)共同體意識(shí)，全球合作，人類才能從容面對(duì)挑戰(zhàn)，戰(zhàn)勝生存危機(jī)。

教學(xué)設(shè)計(jì)(共2課時(shí))

第1課時(shí)

一、教學(xué)內(nèi)容

理解全文，了解中國(guó)古代、現(xiàn)在及將來在海洋探索方面的嘗試及意義，厘清說明文本的說明順序。

二、課時(shí)目標(biāo)

1.圍繞海洋主題，自由討論，并根據(jù)標(biāo)題和圖片，進(jìn)行自主提問，預(yù)測(cè)文本內(nèi)容，激活背景知識(shí)，準(zhǔn)備相關(guān)話題語言。

2.通過略讀、梳理、歸納等策略，提取文本信息，分析段落中句子間的關(guān)系和文本的段落間關(guān)系，理清文本敘述的時(shí)間順序和說明文引入話的寫作技巧，發(fā)展邏輯思維能力。

3.通過文本分析以及問題鏈，完成各個(gè)時(shí)間段海洋探索的“benefit”、“problem”、“effects”的內(nèi)容梳理，深入探究海洋探索的意義，并根據(jù)上下文理解相關(guān)詞語，整理和豐富相關(guān)語言，最后通過課文復(fù)述鞏固所學(xué)內(nèi)容。

三、教學(xué)過程

Activity 1: Talking about sea exploration.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Students work in groups of four and discuss the followingquestions.

Q1: What do you know about the topic? List out someevents you know about sea exploration.

Q2: What do you think of the purpose of reaching outacross the sea? Can you think of the problems when ancient people tried to reachout across the sea? Why did they still carry out the task?

【設(shè)計(jì)意圖】此活動(dòng)是導(dǎo)入環(huán)節(jié)。學(xué)生就上述兩個(gè)問題進(jìn)行小組討論，激活學(xué)生背景知識(shí)，引發(fā)學(xué)生對(duì)于話題的深入思考。第一個(gè)問題了解學(xué)生的背景知識(shí)，引出話題詞匯sea exploration, across the sea, Zheng He, Marco Polo,Columbus, Magellan 等。通過學(xué)生相互交流，激發(fā)學(xué)生探究這個(gè)話題的興趣，豐富學(xué)生的背景知識(shí)。第二個(gè)問題引發(fā)學(xué)生對(duì)話題的進(jìn)一步思考，引出trade, exploration, curiosity, cultural exchange等話題語言，為深入研讀課文內(nèi)容以及第二課時(shí)探究海洋探索意義作好鋪墊。

Activity 2: Predicting the content of the passage.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)1。

Students look at the title of the passage and thepicture, and then answer the questions.

Q1: What does “reaching out across the sea” mean?

Q2: What’s the picture about? What about the otherthree pictures? List the events according to time order.

1.Du Huan, 751-762, Soldier &Traveler, to WestAsia & North Africa, Record of My Travels

2.Marco Polo, 1275-1295, Italian traveler and businessman,the Silk Road, CHINA

3.Zheng He, 1405-1433,Chinese navigator & diplomat， India Ocean &Africa

4.Columbus, 1492 Italian explorer & navigator,In October, discovered the American Continent

Q3: What do you think this passage about? Exchangeyour ideas.

Q4：What do you want to know about the topic?

【設(shè)計(jì)意圖】在這個(gè)活動(dòng)中，學(xué)生基于對(duì)標(biāo)題和文本中圖片的理解，通過文章標(biāo)題和圖片預(yù)測(cè)文本內(nèi)容，帶著預(yù)測(cè)進(jìn)行閱讀，使他們更加積極主動(dòng)且聚焦主題語境。同時(shí)補(bǔ)充文本中提到的Marco Polo, Columbus, Du Huan三張圖片方便學(xué)生在閱讀第一自然段時(shí)梳理提到的海洋探索事件的時(shí)間順序和意義；基于上一步對(duì)學(xué)生主題背景知識(shí)的了解，借鑒閱讀教學(xué)中常用的K(know)—W(want to know)—L(more to learn)的模式，提出自己想要從文中獲取的信息，進(jìn)一步預(yù)測(cè)文本內(nèi)容，帶著問題進(jìn)行閱讀培養(yǎng)推斷能力，促進(jìn)主動(dòng)學(xué)習(xí)。

Activity 3: Dealing with the main idea of the textand the questions.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Students skim the text to get the main idea. In themeanwhile, students find answers for the questions they raised in activity 2.

Q1. What is this text about?

How Chinese people have conducted sea explorationsover time.

Q2: Can you find answers to your questions in thepassage? Find out and exchange with your classmates.

【設(shè)計(jì)意圖】學(xué)生通過運(yùn)用略讀閱讀策略，整體把握文本內(nèi)容，提升概括能力。同時(shí)尋找自己提出的問題的答案，并且理清文本中主要敘述的是中國(guó)從古到今進(jìn)行海洋探索的事實(shí)，驗(yàn)證自己在活動(dòng)2中對(duì)于文本內(nèi)容的預(yù)測(cè)是否一致，自然過渡到活動(dòng)4，確立文本的結(jié)構(gòu)。

Activity 4: Identifying the structure of the passage.

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)2。

Students read the title of the text again, scan thetext for time signals and identify the structure. Students think about the followingquestions.

Q1. What type of essay is this and why is it?

It’s an expository essay, because it is factual, givinginformation on sea exploration.

Q2. How does the main topic develop through the article?Why?

According to time order.

Q3: How many parts will you divide the passage into?How and why?

Q4: What is the main idea of each part?

1. The first paragraph: leading to the topic of seaexploration.

2. The second and third paragraph: China’s sea explorationsin ancient times.

3. The fourth and fifth paragraph: China’s sea explorationsat present

4. The sixth paragraph: China’s mission to reach outacross the sea in the future.

【設(shè)計(jì)意圖】關(guān)注標(biāo)題中關(guān)鍵詞“sea”和主題“sea exploration”，分辨文章結(jié)構(gòu)類型，了解本篇文章主題內(nèi)容并厘清文章行文邏輯，從而通過時(shí)間標(biāo)志來劃分文章結(jié)構(gòu)，從而了解文章的文體結(jié)構(gòu)——圍繞中國(guó)海洋探索的話題進(jìn)行說明，然后關(guān)注每個(gè)自然段中海洋探索事件的時(shí)間，為學(xué)生理清文本段落間的關(guān)系提供幫助。在此基礎(chǔ)上引導(dǎo)學(xué)生分段，明確文章的時(shí)間順序，并對(duì)四個(gè)部分進(jìn)行概括，推進(jìn)學(xué)生思維層次。

Activity 5: Focusing on the introduction to the topic

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Read Paragraph 1 and answer the following questions.

Q1: What is the topic sentence of the first paragraph?

The first sentence: Curiosity and trade have oftenformed the foundation of mankind’s greatest achievements.

Q2. Why are “completing the world map”, Marco Poloand Columbus mentioned?

They are mentioned as examples to demonstrate that“trade and curiosity have often formed the foundation of mankinds greatest achievements”.

Q3: Why is “however” used in the last sentence? Whatis the function of the last sentence?

“However” is usually used to introduce an importantidea that is somehow contrary to something that has been said previously. In thiscase, it is to lead a transitional sentence directing the discussion from oceanexploration in general to expeditions made by people of the East, in particularly,by China, thus entering the main topic of the article.

【設(shè)計(jì)意圖】進(jìn)入文章主題，關(guān)注第一自然段句子之間的關(guān)系，思考最后一句中“however”的作用以及最后一句所起的作用，引導(dǎo)學(xué)生思考和學(xué)習(xí)作者切入主題的方式和過程：一般性觀點(diǎn)——舉例支撐——用“however”將一般性討論導(dǎo)向?qū)ｎ}討論(進(jìn)入主題)。這同時(shí)為學(xué)生后面自主問答提供方向及范例。

Activity 6: Focusing on the information of China’ssea exploration over time.

本活動(dòng)旨在落實(shí)教學(xué)目標(biāo)3。

Students read Paragraphs 2-6 carefully, write downquestions you may have while reading. Exchange the questions in groups and try tofind out answers together. Then mark the sea route of China’s sea exploration indifferent times on the maps given, and try to find out the language relating tothe significance of China’s reaching out across the sea.

While checking the answers, students answer the followingquestions:

Q1: Note the changes in the significances over time,what conclusions can we draw from them? About the question asked at the beginningof the class what is the purpose for people to reach out across the sea, do youhave different ideas now?

1) Trade and curiosity have been constant motivationsbehind China’s reaching out across the sea

2) In ancient times, cultural exchanges and developingrelations/friendships were, instead of a conscious pursuit, mostly by-products ofself-interested trade and curiosity.

3) Today, while trade and curiosity remain motivationsof China’s sea explorations, we are consciously pursuing cooperation, bonds, developmentof the whole area and benefits for mankind as a whole. Also note that the changesin purposes/significances reflect the progress of human mind over time, but alsodemonstrate the fact that China is much stronger today than ever before so thatwe can be much more involved in international affairs and shoulder much greaterresponsibility for mankind.

Q2. What language difficulties do you meet with whilereading?

【設(shè)計(jì)意圖】明確主題后，學(xué)生再次自主閱讀文本，提出問題相互幫助解決，在此基礎(chǔ)上梳理信息完成表格。學(xué)生需要梳理內(nèi)容并進(jìn)行提煉和概括，圍繞文章的兩個(gè)邏輯層次展開：(1) 從過去到現(xiàn)在到將來： ancient Maritime Silk Road → Zheng He → the21st Maritime Silk Road → China’s drive to reach out across the sea far into thefuture，通過在地圖上標(biāo)出不同時(shí)期中國(guó)海洋探索經(jīng)過的區(qū)域可以幫助學(xué)生進(jìn)一步深入理解海上探索的發(fā)展歷程； (2)海洋探索的意義從貿(mào)易到科研：from expeditions for trading goods and making awarenessof other cultures, to international cooperation and scientific researches for theshared future of mankind，逐步遞進(jìn)，深入理解國(guó)家強(qiáng)大以后作為大國(guó)在國(guó)家上的擔(dān)當(dāng)，幫助學(xué)生深層理解“一帶一路”倡議的重要意義。特別注意這兩個(gè)邏輯層的相互交織和關(guān)聯(lián)，理解它們?nèi)绾喂餐尸F(xiàn)文章的主題。在此基礎(chǔ)上，梳理段落間句子之間的關(guān)系及段落之間的關(guān)系，讓學(xué)生體會(huì)這篇說明文的寫作技巧。

Assignment: Retelling China’s sea exploration accordingto the table.

本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。

Retell the passage about China’s sea exploration overtime and think about the problems for reaching out across the sea.

Students are supposed to pay attention to the structureand use the words and expressions in the passage.

【設(shè)計(jì)意圖】學(xué)生運(yùn)用所學(xué)語言內(nèi)容，結(jié)合表格中提取的重要信息，整合結(jié)構(gòu)、內(nèi)容和語言，對(duì)文本進(jìn)行復(fù)述，一方面鞏固文章內(nèi)容，強(qiáng)化主題語言，另一方面思考中國(guó)海洋探索中的困難也將成為第二課時(shí)的導(dǎo)入。

第2課時(shí)

一、教學(xué)內(nèi)容

品讀語言，對(duì)比中國(guó)海洋探索的過去與今天，加深理解海洋探索的意義從貿(mào)易、交流到為人類命運(yùn)共同體的科研合作的層層推進(jìn)，遷移所學(xué)，完成續(xù)寫任務(wù)。

二、課時(shí)目標(biāo)

1.通過品讀語言，深入理解文本，概括海洋探索及中國(guó)海洋探索的發(fā)展歷程，培養(yǎng)學(xué)生運(yùn)用所學(xué)語言有邏輯順序進(jìn)行復(fù)述的能力。

2.結(jié)合所學(xué)，深入探索主題，對(duì)比中國(guó)過去與今天的海洋探索情況，探討人類進(jìn)行海洋探索的意義、代價(jià)和影響，發(fā)掘和理解語篇所承載的深層次內(nèi)涵，培養(yǎng)深入思考、探究式學(xué)習(xí)和批判性思維能力,培養(yǎng)學(xué)生的人類命運(yùn)共同體意識(shí)。

3.細(xì)品語言，進(jìn)一步理清段落中句子間的關(guān)系和段落間關(guān)系，培養(yǎng)學(xué)生邏輯思維能力和布局謀篇能力；通過展望中國(guó)海洋探索的遠(yuǎn)景，培養(yǎng)學(xué)生想象能力和分析問題能力，發(fā)展學(xué)生創(chuàng)造性思維和批判性思維，同時(shí)運(yùn)用所學(xué)寫作技巧和話題語言續(xù)寫來表達(dá)自己的思想。

三、教學(xué)過程

Activity 1: Retelling China’s sea exploration accordingto the table.

本活動(dòng)為實(shí)現(xiàn)課時(shí)教學(xué)目標(biāo)1作鋪墊。

Retell China’s sea exploration over time accordingto the table finished in the last period.

Students are supposed to pay attention to the verbphrases of showing the significance of sea exploration.

【設(shè)計(jì)意圖】此活動(dòng)是熱身環(huán)節(jié)，作為第一課時(shí)作業(yè)的展示，學(xué)生需要整合運(yùn)用語言、內(nèi)容與結(jié)構(gòu)進(jìn)行簡(jiǎn)單復(fù)述，一方面可以回顧文章主要內(nèi)容，復(fù)現(xiàn)目標(biāo)詞匯，鞏固主線和結(jié)構(gòu)意識(shí)，另一方面也自然過渡到本節(jié)課的閱讀重點(diǎn)——品讀語言，對(duì)比中國(guó)古代與現(xiàn)代海洋探索的事跡和意義，從而體會(huì)人類進(jìn)入命運(yùn)共同體時(shí)代共同合作面對(duì)生存挑戰(zhàn)的意義。

Activity 2: Discussing about the problems and effectsof China’s sea exploration

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)2。

Answer the questions after discussion in groups.

Q1. Why does China revisit the ancient sea routestravelled by Zheng He?

Encourage cooperation and trade, strengthen bonds,and help develop the whole area, for the benefit of future trade and culture exchange.

Q2. Why do you think China continued to explore thesea despite all the problems? What’s the effects on the world?

Despite all the problems, China continues to explorethe sea for the benefit of all humans.

Effects on the world: cooperate and communicate withthe world.

【設(shè)計(jì)意圖】緊接著復(fù)述任務(wù)后，教師引導(dǎo)學(xué)生重回課本，深入思考，探索中國(guó)從古到今海洋探索中的好處、困難和影響，引導(dǎo)學(xué)生深入思考中國(guó)進(jìn)行海洋探索的意義，培養(yǎng)學(xué)生人類命運(yùn)共同體意識(shí)。

Activity 3: Summarizing the writing technique.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

Students discuss in groups and summarize the writingtechnique.

Q1: What is the function of the first sentence in2nd paragraph?

It serves as a transitional sentence, guide the readersfrom the known facts to the unknown facts, from the Silk Road overland to the MaritimeSilk Road, the subject given.

Q2. What is the function of the first sentence in3rd paragraph?

It connects the second paragraph, continuing the subject,the development of ancient Maritime Silk Road and also severs as the topic sentenceof third paragraph.

Q3. What is the function of the first sentence in4th paragraph?

A transitional sentence making a turn of the discussionfrom ancient times to the current. Note the writing technique: one simple sentencemakes a transition crossing hundreds of years.

Q4. What is the function of the first sentence inthe 5th paragraph?

To serve as a transitional sentence expanding thetopic to include sea explorations beyond trade and cultural exchange.

Q5.How is para.6 related to the previous ones?

It follows the previous discussion of sea explorationsin the past and the present, and further pushes it to sea explorations in the future.

Q6: How are the sentences connected in each paragraph?And how are paragraphs connected?

Looking back on the first paragraph, then summarizethe writing skill used in the expository essay: The text has four parts, and eachpart is a layer of meaning: topic introduction, the past, the present, and the future.So there is a clear line of time order running through the article and the firstsentence is extremely important when giving information on a subject, leading thetopic to the point the author wants to stress.

Note the words and sentences the author uses to maketransition from one layer to another. It is an important writing skill to learn.

【設(shè)計(jì)意圖】學(xué)生再次回顧文本，重新梳理信息，分析2、3、4、5每個(gè)自然段第一句的作用，通過討論并回顧第一自然段首尾句的作用，然后自然過渡到對(duì)寫作技巧的探索，培養(yǎng)學(xué)生邏輯思維能力和謀篇布局的意識(shí)。

Activity 4: Looking forward to the future of China’ssea exploration.

本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。

Students exchange idea in groups.

Q1: Do you have any other questions about this topic?Share your questions in groups and try to get possible answers.