Unit3 Welcome to the unit and ReadingI 公开课教案-王爱娟

2/2Unit3WelcometotheunitandReadingI公开课教案湖南省茶陵县第三中学王爱娟I.LearningobjectivesBytheendofthelesson,studentswillbeableto:getthedetailedinformationaboutZhengHe’sandColumbus’sexplorationonthesea;deeplyanalyzesomeproblemstoimprovetheirthinkingquality;learnsomethingfromthetwoexplorersandwriteareflectionpaper.II.KeycompetencefocusMakestudentsgetthedetailedinformationaboutZhengHe’sandColumbus’sexplorationonthesea;Guidestudentstodeeplyanalyzesomeproblemstoimprovetheirthinkingquality.III.Predictedareaofdifficulty1.Guidestudentstodeeplyanalyzesomeproblemstoimprovetheirthinkingquality;2.Getstudentstolearnsomethingfromthetwoexplorersandwriteareflectionpaper.IV.TeachingproceduresStep1warm-upTgetsthestudentstohaveafreetalkandreadthefamoussayingwrittenbyChenShou.T:Peoplehavebeendreamingabouttimetravelformanyyears,andH.G.WellswroteafamousnovelnamedTheTimeMachine,thenifyouhadatimemachine,whichdynastywouldyougobacktoandwhy?whichhistoricalfigurewouldyouliketomeetandwhatwouldyousaytohim/her?T:Bylearningfromthepast,wecanenrichourknowledgeabouthistoricalfiguresandevents,anditcanalsoenlightenusonwhatisgoingon,andpreventusmakingthesamemistakesinthefuture.JustasChenShousaid——couldyoupleasestandupandreadittwice?(Lookingintoamirror,wecanseetrueimagesofourown;withourknowledgeofthepast,thepresentcanbebetterknown.)【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。】Step2ReadingTheteacherasksstudentstopredictthecontentofthetwohistoricalarticles.T:Whatmightbecoveredinthetwohistoricalarticles?(Tips:accordingtothetitle,subtitlesandpictures)Thentheteacherasksstudentstolookthroughthearticlesquicklyandgetthemainidea.(ZhengHe’sandColumbus’sexplorationonthesea,includingwheretheywent,whattheydid,whytheysailedtheoceansandwhatinfluencestheirvoyageshad.)【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。】Theteacherasksstudentstoreadthearticlesandcompletethetable.ZhengHe’sexplorationChristopherColumbus’sexplorationThefirstvoyageDeparturetimeDeparturepointFleetsizeNumberofcrewmembersPlacesofarrivalTotalnumberofvoyagesSignificance【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。】Theteacherasksstudentstoreadthehistoricalarticlesagaincarefullyandanswerthefollowingquestions.（1）WhywereZhengHe’sshipsloadedwithchina,silk,teaandothertreasures?Becausethesearegiftstoforeignrulers.（2）WhathelpedprovethattherecordsofZhengHe’svoyageswerenotlegends?AnenormousshipyardwasdiscoveredinNanjing,wherethefleethadbeenbuilt.（3）WhatchallengesdidColumbusandhiscrewencounterduringthejourneyin1492?Ittooklongerthanexpected,theyalmostranoutoffoodandwaterenteredoneoftheships.WhydidColumbuscallthenativesIndians?BecausehewasconvincedthathewasintheEastIndies.【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。】Step3FurtherthinkingTheteacherhasstudentssharetheirownopinionsaboutthesetwoquestions.Bycomparingthestoriesofthetwoexplorers,whatcanyoulearnabout?Howmightexplorershavechangedthecourseofhistory?【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。】Step4GroupdiscussionTheteacherasksstudentstodiscussthefollowingquestionsingroups.WhatfactorsmadethevoyagesofZhengHeandColumbussosuccessful?Usetheinformationinthearticlestosupportyouropinion.Whathaveyoulearntaboutthespiritofexplorationfromthearticles?【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。】Step5LanguageappreciationTheteacherhasstudentsreadthetwoarticlescarefullyandthinkaboutthisquestion:Whatwritingtechniquesmakegoodhistoricalarticles?Theteacherleadsstudentstoreadandenjoysomegoodsentencesandthenlearntowritesuchsentences.Afleetofover200shipsnavigatedtheblueseas,withalmost28,000peopleonboard,whichwasasplendidscene.Eg.Mygrandmotherreadnewspapersinthebeautifulgarden,withtwolittledogsaroundher,whichwasaniceandwarmscene.Studentsshoutsloganswhilerunningontheplayground,with_________________________,which________________________________________.HisvoyagesopenedanewchapteroftheAgeofExploration,aperiodwhichwitnessedmanyimportantgeographicalfindings.Eg.Hiscomingopenedanewchapterofthecompany,whichgreatlypromoted