作业标题：课程作业 作业周期 : 2021-12-06 — 2022-01-15
发布范围：全员
作业要求： 作业题目：一堂精彩的课堂离不开一篇优秀的教学设计，请老师们根据本次培训所学课程，结合自身教学实践，提交一篇经过认真打磨的教学设计。
作业要求：遵循教学规律，体现个人教学风格，规范完整，原创无抄袭现象。每次作业在规定时间内已提交得10分，被辅导教师批阅为优秀加10分，批阅为良好加8分，批阅为合格加6分，批阅为不合格不加分。满分为20分。
发布者：疏李婷
提交者:学员孙怀宁 所属单位:苏州市吴中区苏苑高级中学 提交时间: 2022-01-14 20:57:36 浏览数( 0 ) 【举报】
Book 3 Unit 3 Back to the past
Reading 1
Sailing the oceans
主题语境：人与社会；航海（家）
授课时长：45分钟
教学内容分析：
本课是牛津译林版选择性必修U2Reading第一课时，介绍国内外古时航海家，有利于学生拓宽视野。同时，这是一篇历史题材的文章，历史题材一般是按时间顺序展开。
学情分析：
本班大多数学生思维活跃，英语学习兴趣较浓，乐于参与课堂活动，且对郑和哥伦布已有所了解，但英语表达能力欠缺，因此用英语介绍航海家有困难。通过本节课的学习，学生能掌握相关表达介绍一位航海家，并通过比较对比，增强文化自信，民族自信。
教学目标
By the end of this section, students will be able to:
1. sort out the key information of the historical articles;
2. analyse the similarities of the explorers and differences between them;
3. analyse the characteristics of historical articles.
教学重难点
To analyse the similarities of the explorers and differences between them;
教学过程
步 骤 | 教学活动 | 设计意图 | 互动时间&模式 | ||
Pre-reading | |||||
Step 1 | The teacher has students work in pairs to answer the following questions. 1. What did we learn in Unit 2? 2. What dangers did explorers face in the past? 2. What are the possible requirements for becoming an explorer? | 通过回顾上一单元探索太空引导学生进入本科话题，谈论过去航海家遇到的困难和成为航海家所必备的品质，引入本文话题。 | 8’ Pair Work | ||
While reading | |||||
Step 2
| 1. The teacher has students skim the historical articles and finish A1 on Page 32. （Thinking：Why does the author employ so many figures?） 2. The teacher has students scan the historical articles carefully to finish A2 on Page 32. | 让学生对文本语言进行理解和解读，同时引导学生说出作者引用这么多数据的目的 | 10’ Individual Work | ||
Step 3
| The teacher has students read the articles carefully and work in pairs to answer the following questions. 1. What are the common qualities of these two explorers? 2. What are the differences between them? 3. Why does the writer choose these two explorers? 4. Do you know any other excellent explorers? Tell the stories of them. 5. Apart from the discoveries of sailing, what are other great discoveries in the past that can improve cultural communications? | 引导学生关注文本的深层内涵，挖掘历史文章的时代价值，引发学生的思考与讨论，进而提升学生的跨文化意识。 | 15’ Pair Work | ||
Post-reading | |||||
Step 4
| The teacher has students discuss in groups to answer the following question. What are the characteristics of historical articles? | 引导学生关注题裁，聚焦历史文章的特点。 | 10’ Group Work | ||
Homework 1. Finish B1 and B2 on Page 33. 2. Finish Part A on Page 69. | 2’ | ||||
板书设计：
Sailing the ocean
Zheng He Christopher Columbus
similarities: 1.__________
2.__________
3.__________
...
differences: 1.__________
2.__________
3.__________
...