高三英语Unit2 Crossing limits 教学设计及教案

The Third Period Reading

Teaching goals 教学目标
1. Target language目标语言
a.重点词汇和短语
curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition
b.重点句子
Trade and curiosity have often formed the foundation for mankind’s greatest endeavor. (p12)
Over the next few hundred years, the Swahili kingdoms and the islands off the African coast developed into the world’s trading centre for ivory, spices, rhinoceros horns, shells, animal skins and sugar. (p12)
The Arabic contacts to the African coast led to the next meeting between black people and a Chinese. (p12)
In the eleventh century, the Africans made several voyages to the court of the Song Dynasty. (p12)
2. Ability goals能力目标
a. Enable the students to know Chinese contribution to world exploration in the 15th century.
b. Develop students’ ability of basic reading strategies of bottom-up and top-down.
3. Learning ability goals学能目标
a. Students will understand the great contribution Zheng He had done to the world, thus they may take these national heroes as example and follow them.
b. By using the strategies of bottom-up and top-down, students will learn to generalize and collect information.
Teaching important points 教学重点
The explorers’ great contribution to world trade and economy.
Teaching difficult points 教学难点
Guide the students to pick out the main clue of the passage and the development method of the text.
Teaching methods 教学方法
Team work learning.
Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式

Step I Revision
Task one: Check words and expressions
T: Let’s do a mini cloze test and see how well you prepared for the lesson. (show a slide)
Cloze test:
1. Trade and ____(好奇) have often formed the foundation for mankind’s greatest endeavor.
2. Marco Polo’s stories inspired Christopher Columbus and other European explorers to search for sea route to the distant, ____(富有的) Asian lands.
3. Silk from China found its way over land along the Silk Road to India, the middle east and Rome, ____(来交换) spices and glass.
4. Ceylon, with its ____(中央位置), was the place where Chinese merchants met with Arab merchants and heard about the westernmost lands.
5. Gan Ying, a Chinese ____(大使) went to the east Roman Empire over land.
6. The contacts between China and Africa over the centuries had led to the awareness of each other’s ____(存在).
7. Still no ____(精确的) maps of the countries around Indian Ocean ____(存在) before Zheng He.
8. By the beginning of 15th century the time was ____(成熟).
9.Under the ____(统帅) of Zheng He, the fleets set sail from the south China Sea across the Indian Ocean to the mouth of the Red Sea.
10. Zheng He ____(重建) relations with the kingdoms of the East African coast.
11. The fleets made several ____(远征) before the ____ (探险) was stopped.
Keys: curiosity, wealthy, in exchange for, central position, ambassador, existence, accurate, existed, ripe, command, renewed, expeditions, exploration
Task two: Know about Silk Road
T: Let’s see how much you know about Silk Road. Next please fill the following blanks with suitable words. (show a slide)
Students try to fill the blanks by recalling from memory or referring to the handout.
Exercise:
1. The Silk Road, which is regarded as the greatest ____ (东西贸易通道), was first traveled by Zhang Qian when he was sent on a diplomatic mission to the____ (西方地区) in the Han Dynasty (206 BC-AD 220). The Silk Road was not only for____ (货物) but also for the transmission of ____ (知识和观点) between east and west.
Keys: East-West trade route, Western Regions, goods, knowledge and ideas
Step Ⅱ Lead-in
Task one: Know about great explorers
T: Today we are going to learn a lot about the great explorers in the world. Now let’s have a quiz to check your knowledge about them. Please look at the quiz and tick true or false after your reading. (show a slide)
Students look at the quiz and make judgment.
Quiz:
1. Zheng He was a great explorer of the Ming Dynasty. His expedition to the Indian Ocean was 87 years later than Columbus’s exploration to the Atlantic Ocean. (false)
2. Zheng He’s purpose of expedition was to make trade and show friendship to other lands while Columbus was to seek treasure. (true)
3. Marco Polo’s traveled from Italy to China and they stayed in the Ming court for a long time. After that, they wrote stories about their travels in the Far East. Europeans were so inspired by Marco Polo's accounts that they began searching for sea routes to China, Japan, and the East Indies. (false)
Step Ⅲ Pre-Reading
Task one: Background information input
T: Now please turn to page 12 and look at question 2 and 3 of Pre-reading. Discuss the two questions with your partner, and then I will call three students to come to the front to make three presentations.
Students discuss the two questions in pairs.
Ask three students to make presentations in the front.
Sa: In the Ming Dynasty, the passage to the west, where now the central Asia stands, was controlled by Mongols. When the Mongols’ court was overrun by the Ming government, the two powers were unfriendly to each other. As a result, it was almost impossible for the merchants or ambassadors to cross the passage to the west.

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