人教版高中英語第四冊Unit 3 REACHING OUT ACROSS THE SEA教學設計

人教版高中英語第四冊Unit 3 REACHING OUT

ACROSS THE SEA教學設計

文本簡析

本單元閱讀文本的話題是中國在海洋探索方面的成就、現狀與期

待，旨在讓學生了解中國提出“一帶一路”倡議的現實意義和價值，

充分了解人類對海洋探索的原因，幫助學生樹立人類命運共同體意識。

文本采用了說明性文體，按照時間順序說明了中國從古到今在海

洋探索方面所做的嘗試與取得的成績，展望了人類為了共同命運攜手

探索海洋的遠景。正文內容按時間順序逐步進行說明，第一段闡述了

貿易和求知欲對人類文明發展的推動作用，簡介東方特別是中國在海

洋探索上領先于西方的史實；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、五段介紹當前我國“一帶一

路”作為古代絲綢之路的繼承和發展的重大意義及中國近年參與海洋

探索國際合作的重要意義；第六段以對人類海洋探索的未來的展望結

束全文，旨在激發學生對海洋探索的興趣，樹立人類命運共同體意識。

在進行文本教學設計時，要幫助學生梳理關于海洋探索意義類的

語言，其中包括有關商業、文化、科研交流等方面的表達。此外，表

達時間順序的語言是本文行文邏輯，也是值得學生關注的標志性語言。

本文段落之間的邏輯聯系，段落中的主題句位置和段首句、段尾句對

行文邏輯的貢獻也是需要學生體會并學習的。此外，本課需首要關注

的文本內容的思想性，即探索海洋的意義從古代商貿、好奇心到如今

人類命運共同體建設的轉變，是學生在目前生活的世界中面臨的新形

勢。地球村的人們命運緊密相連，就像新型冠狀病毒肆虐，沒有哪個

國家能獨善其身，只有樹立命運共同體意識，全球合作，人類才能從

容面對挑戰，戰勝生存危機。

教學設計（共2課時）

第1課時

一、教學內容

理解全文，了解中國古代、現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、課時目標

1.圍繞海洋主題，自由討論，并根據標題和圖片，進行自主提問，

預測文本內容，激活背景知識，準備相關話題語言。

2.通過略讀、梳理、歸納等策略，提取文本信息，分析段落中句

子間的關系和文本的段落間關系，理清文本敘述的時間順序和說明文

引入話的寫作技巧，發展邏輯思維能力。

3.通過文本分析以及問題鏈，完成各個時間段海洋探索的

“benefit”、“problem”、“effects”的內容梳理，深入探究海

洋探索的意義，并根據上下文理解相關詞語，整理和豐富相關語言，

最后通過課文復述鞏固所學內容。

三、教學過程

Activity 1: Talking about a exploration.

本活動旨在落實課時目標1。

Students work in groups of four and discuss the following

questions.

Q1: What do you know about the topic? List out some

events you know about a exploration.

Q2: What do you think of the purpo of reaching out

across the a? Can you think of the problems when ancient

people tried to reach out across the a? Why did they still

carry out the task?

【設計意圖】此活動是導入環節。學生就上述兩個問題進行小組

討論，激活學生背景知識，引發學生對于話題的深入思考。第一個問

題了解學生的背景知識，引出話題詞匯a exploration, across the

a, Zheng He, Marco Polo, Columbus, Magellan 等。通過學生

相互交流，激發學生探究這個話題的興趣，豐富學生的背景知識。第

二個問題引發學生對話題的進一步思考，引出trade, exploration,

curiosity, cultural exchange等話題語言，為深入研讀課文內容以

及第二課時探究海洋探索意義作好鋪墊。

Activity 2: Predicting the content of the passage.

本活動旨在落實課時目標1。

Students look at the title of the passage and the picture,

and then answer the questions.

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

Q2: What’s the picture about? What about the other three

pictures? List the events according to time order.

Huan, 751-762, Soldier &Traveler, to West Asia &

North Africa, Record of My Travels

Polo, 1275-1295, Italian traveler and businessman,

the Silk Road, CHINA

He, 1405-1433,Chine navigator & diplomat，

India Ocean &Africa

us, 1492 Italian explorer & navigator, In October,

discovered the American Continent

Q3: What do you think this passage about? Exchange your

ideas.

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

【設計意圖】在這個活動中，學生基于對標題和文本中圖片的理

解，通過文章標題和圖片預測文本內容，帶著預測進行閱讀，使他們

更加積極主動且聚焦主題語境。同時補充文本中提到的Marco Polo,

Columbus, Du Huan三張圖片方便學生在閱讀第一自然段時梳理提

到的海洋探索事件的時間順序和意義；基于上一步對學生主題背景知

識的了解，借鑒閱讀教學中常用的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

一步預測文本內容，帶著問題進行閱讀培養推斷能力，促進主動學習。

Activity 3: Dealing with the main idea of the text and the

questions.

本活動旨在落實課時目標2。

Students skim the text to get the main idea. In the

meanwhile, students find answers for the questions they

raid in activity 2.

Q1. What is this text about?

How Chine people have conducted a explorations

over time.

Q2: Can you find answers to your questions in the passage?

Find out and exchange with your classmates.

【設計意圖】學生通過運用略讀閱讀策略，整體把握文本內容，

提升概括能力。同時尋找自己提出的問題的答案，并且理清文本中主

要敘述的是中國從古到今進行海洋探索的事實，驗證自己在活動2

中對于文本內容的預測是否一致，自然過渡到活動4，確立文本的結

構。

Activity 4: Identifying the structure of the passage.

本活動旨在落實教學目標2。

Students read the title of the text again, scan the text for

time signals and identify the structure. Students think about

the following questions.

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

It’s an expository essay, becau it is factual, giving

information on a 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 a

exploration.

2. The cond and third paragraph: China’s a

explorations in ancient times.

3. The fourth and fifth paragraph: China’s a

explorations at prent

4. The sixth paragraph: China’s mission to reach out

across the a in the future.

【設計意圖】關注標題中關鍵詞“a”和主題“a exploration”，

分辨文章結構類型，了解本篇文章主題內容并厘清文章行文邏輯，從

而通過時間標志來劃分文章結構，從而了解文章的文體結構——圍繞

中國海洋探索的話題進行說明，然后關注每個自然段中海洋探索事件

的時間，為學生理清文本段落間的關系提供幫助。在此基礎上引導學

生分段，明確文章的時間順序，并對四個部分進行概括，推進學生思

維層次。

Activity 5: Focusing on the introduction to the topic

本活動旨在落實課時目標2。

Read Paragraph 1 and answer the following questions.

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

The first ntence: Curiosity and trade have often formed

the foundation of mankind’s greatest achievements.

Q2. Why are “completing the world map”, Marco Polo

and Columbus mentioned?

They are mentioned as examples to demonstrate that

“trade and curiosity have often formed the foundation of

mankind's greatest achievements”.

Q3: Why is “however” ud in the last ntence? What is

the function of the last ntence?

“However” is usually ud to introduce an important

idea that is somehow contrary to something that has been

said previously. In this ca, it is to lead a transitional ntence

directing the discussion from ocean exploration in general to

expeditions made by people of the East, in particularly, by

China, thus entering the main topic of the article.

【設計意圖】進入文章主題，關注第一自然段句子之間的關系，

思考最后一句中“however”的作用以及最后一句所起的作用，引導

學生思考和學習作者切入主題的方式和過程：一般性觀點——舉例支

撐——用“however”將一般性討論導向專題討論（進入主題）。

這同時為學生后面自主問答提供方向及范例。

Activity 6: Focusing on the information of China’s a

exploration over time.

本活動旨在落實教學目標3。

Students read Paragraphs 2-6 carefully, write down

questions you may have while reading. Exchange the

questions in groups and try to find out answers together. Then

mark the a route of China’s a exploration in different

times on the maps given, and try to find out the language

relating to the significance of China’s reaching out across the

a.

While checking the answers, students answer the

following questions:

Q1: Note the changes in the significances over time, what

conclusions can we draw from them? About the question

asked at the beginning of the class what is the purpo for

people to reach out across the a, do you have different ideas

now?

1) Trade and curiosity have been constant motivations

behind China’s reaching out across the a

2) In ancient times, cultural exchanges and developing

relations/friendships were, instead of a conscious pursuit,

mostly by-products of lf-interested trade and curiosity.

3) Today, while trade and curiosity remain motivations of

China’s a explorations, we are consciously pursuing

cooperation, bonds, development of the whole area and

benefits for mankind as a whole. Also note that the changes in

purpos/significances reflect the progress of human mind

over time, but also demonstrate the fact that China is much

stronger today than ever before so that we can be much more

involved in international affairs and shoulder much greater

responsibility for mankind.

Q2. What language difficulties do you meet with while

reading?

【設計意圖】明確主題后，學生再次自主閱讀文本，提出問題相

互幫助解決，在此基礎上梳理信息完成表格。學生需要梳理內容并進

行提煉和概括，圍繞文章的兩個邏輯層次展開：(1) 從過去到現在到

將來： ancient Maritime Silk Road → Zheng He → the 21st

Maritime Silk Road → China’s drive to reach out across the

a far into the future，通過在地圖上標出不同時期中國海洋探索

經過的區域可以幫助學生進一步深入理解海上探索的發展歷程； (2)

海洋探索的意義從貿易到科研：from expeditions for trading

goods and making awareness of other cultures, to

international cooperation and scientific rearches for the

shared future of mankind，逐步遞進，深入理解國家強大以后作為

大國在國家上的擔當，幫助學生深層理解“一帶一路”倡議的重要意

義。特別注意這兩個邏輯層的相互交織和關聯，理解它們如何共同呈

現文章的主題。在此基礎上，梳理段落間句子之間的關系及段落之間

的關系，讓學生體會這篇說明文的寫作技巧。

Assignment: Retelling China’s a exploration according

to the table.

本活動旨在落實課時教學目標3。

Retell the passage about China’s a exploration over

time and think about the problems for reaching out across the

a.

Students are suppod to pay attention to the structure

and u the words and expressions in the passage.

【設計意圖】學生運用所學語言內容，結合表格中提取的重要信

息，整合結構、內容和語言，對文本進行復述，一方面鞏固文章內容，

強化主題語言，另一方面思考中國海洋探索中的困難也將成為第二課

時的導入。

第2課時

一、教學內容

品讀語言，對比中國海洋探索的過去與今天，加深理解海洋探索

的意義從貿易、交流到為人類命運共同體的科研合作的層層推進，遷

移所學，完成續寫任務。

二、課時目標

1.通過品讀語言，深入理解文本，概括海洋探索及中國海洋探索

的發展歷程，培養學生運用所學語言有邏輯順序進行復述的能力。

2.結合所學，深入探索主題，對比中國過去與今天的海洋探索情

況，探討人類進行海洋探索的意義、代價和影響，發掘和理解語篇所

承載的深層次內涵，培養深入思考、探究式學習和批判性思維能力,

培養學生的人類命運共同體意識。

3.細品語言，進一步理清段落中句子間的關系和段落間關系，培

養學生邏輯思維能力和布局謀篇能力；通過展望中國海洋探索的遠景，

培養學生想象能力和分析問題能力，發展學生創造性思維和批判性思

維，同時運用所學寫作技巧和話題語言續寫來表達自己的思想。

三、教學過程

Activity 1: Retelling China’s a exploration according to

the table.

本活動為實現課時教學目標1作鋪墊。

Retell China’s a exploration over time according to the

table finished in the last period.

Students are suppod to pay attention to the verb

phras of showing the significance of a exploration.

【設計意圖】此活動是熱身環節，作為第一課時作業的展示，學

生需要整合運用語言、內容與結構進行簡單復述，一方面可以回顧文

章主要內容，復現目標詞匯，鞏固主線和結構意識，另一方面也自然

過渡到本節課的閱讀重點——品讀語言，對比中國古代與現代海洋探

索的事跡和意義，從而體會人類進入命運共同體時代共同合作面對生

存挑戰的意義。

Activity 2: Discussing about the problems and effects of

China’s a exploration

本活動旨在落實課時目標2。

Answer the questions after discussion in groups.

Q1. Why does China revisit the ancient a routes

travelled 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 the a

despite all the problems? What’s the effects on the world?

Despite all the problems, China continues to explore the

a for the benefit of all humans.

Effects on the world: cooperate and communicate with the

world.

【設計意圖】緊接著復述任務后，教師引導學生重回課本，深入

思考，探索中國從古到今海洋探索中的好處、困難和影響，引導學生

深入思考中國進行海洋探索的意義，培養學生人類命運共同體意識。

Activity 3: Summarizing the writing technique.

本活動旨在落實課時目標3。

Students discuss in groups and summarize the writing

technique.

Q1: What is the function of the first ntence in 2nd

paragraph?

It rves as a transitional ntence, guide the readers from

the known facts to the unknown facts, from the Silk Road

overland to the Maritime Silk Road, the subject given.

Q2. What is the function of the first ntence in 3rd

paragraph?

It connects the cond paragraph, continuing the subject,

the development of ancient Maritime Silk Road and also

vers as the topic ntence of third paragraph.

Q3. What is the function of the first ntence in 4th

paragraph?

A transitional ntence making a turn of the discussion

from ancient times to the current. Note the writing technique:

one simple ntence makes a transition crossing hundreds of

years.

Q4. What is the function of the first ntence in the 5th

paragraph?

To rve as a transitional ntence expanding the topic to

include a explorations beyond trade and cultural exchange.

is para.6 related to the previous ones?

It follows the previous discussion of a explorations in

the past and the prent, and further pushes it to a

explorations in the future.

Q6: How are the ntences connected in each paragraph?

And how are paragraphs connected?

Looking back on the first paragraph, then summarize the

writing skill ud in the expository essay: The text has four

parts, and each part is a layer of meaning: topic introduction,

the past, the prent, and the future. So there is a clear line of

time order running through the article and the first ntence is

extremely important when giving information on a subject,

leading the topic to the point the author wants to stress.

Note the words and ntences the author us to make

transition from one layer to another. It is an important writing

skill to learn.

【設計意圖】學生再次回顧文本，重新梳理信息，分析2、3、4、

5每個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，然后自然過渡到對寫作技巧的探索，培養學生邏輯思維能力和謀

篇布局的意識。

Activity 4: Looking forward to the future of China’s a

exploration.

本活動旨在落實課時目標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.

Q2: What do you think of the future of China’s a

exploration?

Q3: Imagine that you are a scientist coming from 2100

and you are giving a speech on the topic of China’s a

exploration of 22nd Century. Your speech will cover the

following aspects in the table and try to u some transitional

ntences, making your speech smooth and conci.

【設計意圖】此活動為半開放性的活動，呼應第一課時導入的問

題，學生通過對前面中國海洋探索事件的學習，進一步回顧自己讀前

問題, 在小組分析問題并試圖獲得回應，培養探究意識和合作精神。

學生根據課本所學以及合理想象，通過分享中國海洋探索的遠景，激

發學生創造性思維，學會使用寫作技巧和所學話題語言得體表達自己

的思想和觀點。

Activity 5: Talking about your own idea.

本活動旨在落實課時目標3。

Think about the following questions and talk about your

own attitude in pairs.

Q1: As for this topic，what impress you the most in the

passage?

Q2: What do you think of the future of China’s further

exploration in a? Are you in favor of the further exploration？

Why or why not?

【設計意圖】該活動是一個完全開放性的活動，每個學生都會有

不同的答案。運用遷移所學，自由口頭表達自己對海洋探索的態度。

對于中國海洋探索的未來，每個人的想法是不一樣的，有樂觀，有擔

憂，有認為值得投入，也有認為不值得付出太大代價，這里給學生自

由表達的空間只要學會有支撐自己觀點的事實就可以了，進一步培養

學生批判性思維和正確的價值觀。

Assignment:

此任務旨在遷移一、二課時所學，培養學生辯證分析問題的能力。

Write about your idea of the future of China’s a

exploration. And add your attitude towards the effort China

have made in a exploration. You’re expected to u the

language and the writing technique learnt in the passage.

the internet to get more information about the

topic of China’s a exploration.

【設計意圖】通過活動4和活動5的鋪墊，結合所學，續寫自

己想象的中國海洋探索的未來發展。在完成任務的過程中，能較多地

使用已學語言、內容、結構和寫作手法來描述自己對海洋探索的真實

觀點，培養學生的思維能力和表達能力。另一項作業為讓學生課后上

網搜尋更多有關海洋探索的資料，是課堂內容的適度延伸，既能幫助

他們更好鞏固所學知識，又能培養自主學習意識，拓寬閱讀視野。