高三英语Unit2 Crossing limits 教学设计及教案
减小字体
增大字体Sb: They are east, west, westernmost, eastern and so on. Theses words are used to suggest that the topic of the passage is the communication between the west and the east.
Task two: Fill in the chart
T: Read the requirement of exercise 3 and 4 carefully and fill in the two charts.
Key to exercise 3:
Period Name Way of travel Goods
Han Dynasty Gang Ying Over land Rhinoceros horns
From Han Dynasty to the early Tang Dynasty Ivory, Rhinoceros horns, spices, shells, animal skins, sugar
Tang Dynasty Du Huan Over land and by boat
Song Dynasty By sea A bronze statue of a lion
Ming Dynasty Zheng He By sea Zebras, giraffes, Ivory, Rhinoceros horns, shells
Key to exercise 4:
Goods Africa Africa and Asia
Zebras √
giraffes √
Ivory √
Rhinoceros horns √
shells √
Task three: Paraphrasing (Exercise 5)
T: Paraphrase the phrases and sentences from the text in English using your own words.
Sa: The Africans left the African land and came for a visit to China by sea.
Sb: In the Ming Dynasty both China and the eastern coast countries became very prosperous, and there came the great need for state-to-state contact.
Sc: The part of ocean where the Red Sea meets the Indian Ocean.
Sd: For a short period of time, China held the power of sea for she had large navy, experienced sailors and an excellent admiral—Zheng He.
Task four: discussion
T: Read the requirement of exercise 6 of Post reading, and discuss it with your partner. After that I will call some students to show your opinions.
Students discuss with their partner and come to a conclusion.
Sa: The symbolic meaning is that by trading they built friendly relations. The peaceful communication led to the mutual understanding of each other beyond the basic knowing of each other’s existence.
Sb: Before the USA and China renewed their diplomatic relationship in the late 1970s, China invited the American table tennis delegation to visit China for a friendship match. After the event, the USA expressed her willingness to establish diplomatic relationship with China. Later the event was called Ping-Pang diplomacy.
Step Ⅵ Discussion
Task one: Read and discuss
T: Turn to page 154 and look at Talking. Read the short passage and find out the topic to be talked about.
S: The passage is about the development and influence of Zheng He’s achievement.
T: History develops in two ways, and different choices may result in different outcomes. Discuss with your partner and find out what are the two different outcomes. Then please raise some questions following the examples below.
Students discuss and think out different outcomes.
1. What if China was the first to discover Australia?
2. What if Chinese first settled in Australia and America before the westerners?
3. What if Chinese continued trade with the western world in a large scale after Zheng
He’s expedition?
4. What if Chinese began to run restaurants in Europe in 1800s?
5. What if in most part of the world people can speak Chinese?
6. What if Chinese set up Chinese clinics in Europe after Zheng He’s exploration?
Task two: Discuss and explore
T: Look at the second topic and find out more possibilities.
Students read the requirement and find more possibilities following the sample.
Possible answers:
1. If China had continued to sail further down the African coast, China might have discovered the way to the west Europe. Through continuous contact with the west, China could have established embassy relationship with the westerner.
2. If China had continued to explore to the south and across the Pacific Ocean, she might be the first to discover Australia and America. This way, Chinese might be the dominant language around the world.
3. If China had opened her door earlier as in 1400s, she might have suffered greater loss and have been invaded by the westerners earlier.
Step Ⅶ Homework
Do a project: Before the Song Dynasty, most of Chinese explorers went to other lands over land. But since the Song Dynasty, people began to seek routes to other lands by sea. Make use of the Internet or other resources to find out the reasons.
Task two: Fill in the chart
T: Read the requirement of exercise 3 and 4 carefully and fill in the two charts.
Key to exercise 3:
Period Name Way of travel Goods
Han Dynasty Gang Ying Over land Rhinoceros horns
From Han Dynasty to the early Tang Dynasty Ivory, Rhinoceros horns, spices, shells, animal skins, sugar
Tang Dynasty Du Huan Over land and by boat
Song Dynasty By sea A bronze statue of a lion
Ming Dynasty Zheng He By sea Zebras, giraffes, Ivory, Rhinoceros horns, shells
Key to exercise 4:
Goods Africa Africa and Asia
Zebras √
giraffes √
Ivory √
Rhinoceros horns √
shells √
Task three: Paraphrasing (Exercise 5)
T: Paraphrase the phrases and sentences from the text in English using your own words.
Sa: The Africans left the African land and came for a visit to China by sea.
Sb: In the Ming Dynasty both China and the eastern coast countries became very prosperous, and there came the great need for state-to-state contact.
Sc: The part of ocean where the Red Sea meets the Indian Ocean.
Sd: For a short period of time, China held the power of sea for she had large navy, experienced sailors and an excellent admiral—Zheng He.
Task four: discussion
T: Read the requirement of exercise 6 of Post reading, and discuss it with your partner. After that I will call some students to show your opinions.
Students discuss with their partner and come to a conclusion.
Sa: The symbolic meaning is that by trading they built friendly relations. The peaceful communication led to the mutual understanding of each other beyond the basic knowing of each other’s existence.
Sb: Before the USA and China renewed their diplomatic relationship in the late 1970s, China invited the American table tennis delegation to visit China for a friendship match. After the event, the USA expressed her willingness to establish diplomatic relationship with China. Later the event was called Ping-Pang diplomacy.
Step Ⅵ Discussion
Task one: Read and discuss
T: Turn to page 154 and look at Talking. Read the short passage and find out the topic to be talked about.
S: The passage is about the development and influence of Zheng He’s achievement.
T: History develops in two ways, and different choices may result in different outcomes. Discuss with your partner and find out what are the two different outcomes. Then please raise some questions following the examples below.
Students discuss and think out different outcomes.
1. What if China was the first to discover Australia?
2. What if Chinese first settled in Australia and America before the westerners?
3. What if Chinese continued trade with the western world in a large scale after Zheng
He’s expedition?
4. What if Chinese began to run restaurants in Europe in 1800s?
5. What if in most part of the world people can speak Chinese?
6. What if Chinese set up Chinese clinics in Europe after Zheng He’s exploration?
Task two: Discuss and explore
T: Look at the second topic and find out more possibilities.
Students read the requirement and find more possibilities following the sample.
Possible answers:
1. If China had continued to sail further down the African coast, China might have discovered the way to the west Europe. Through continuous contact with the west, China could have established embassy relationship with the westerner.
2. If China had continued to explore to the south and across the Pacific Ocean, she might be the first to discover Australia and America. This way, Chinese might be the dominant language around the world.
3. If China had opened her door earlier as in 1400s, she might have suffered greater loss and have been invaded by the westerners earlier.
Step Ⅶ Homework
Do a project: Before the Song Dynasty, most of Chinese explorers went to other lands over land. But since the Song Dynasty, people began to seek routes to other lands by sea. Make use of the Internet or other resources to find out the reasons.
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
discover, original, equipment, correct, inspect, evaluate, possess, contribute, ignore, competition, existence, wealthy, accurate, royal
b. 语法
Review the predicate
2. Ability goals 能力目标
Review the predicate and let students be exact in the use of the Predicate.
3. Learning Ability Goals 学能目标
Teach students learn how to distinguish different types of Predicate and how to use them properly.
Teaching important points 教学重点
Different types of Predicate.
Teaching difficult points 教学难点
By reviewing the predicate, get students to establish a sense of exactness in using the voices and tenses.
Teaching methods 教学方法
Team work learning
Task-based learning
Repetition and practice
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式
Step I Revision
T: Good morning/afternoon. Homework first! Have you searched on the Internet or consult other sources? Who’d like to give us the reason?
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