X4U3SeaExplorationReadingandThinking—Part1I.LearningAims:1.Identifytheessaytype(expository)anddeconstructitsstructure.2.UnderstandthecourseofChina’soceanexploration.3.Explorethehistoricalandmodernsignificanceofseaexploration.II.TeachingKeyandDifficultPointsKeypoint:Studentscanunderstandthepassagebyusingsomeusefulreadingskills.DifficultPoints:Cultivatestudents'readingprehensionabilityandthinkingquality.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Warmingup1.Tintroducestheaimsofthelesson.2.TguidesSstoappreciatetheopeningpage.3.TshowsSssomepicturesandavideoclip.Step2:Readformainidea&choosethebestanswerActivity1：Readfortypeandstructure1.What'sthetypeoftheessay?A.Narrativeessay(記敘文） B.DiaryC.Expositoryessay （說明文）D.Argumentativeessay（議論文）2.Howisthepassagedeveloped?A.timeorder B.problemandsolutionC.pareandcontrast D.causeandeffectActivity2：Readthepassagequicklyandthenfillintheblanks.Ⅱ.ThemainideaofthepassageisabouttheofChina’sexploringthesea.Activity3：Readthepassagecarefullyandchoosethebestanswer.1．Whydidtheearlyexplorerssearchforsearoutes?A．Tofindthesearoutesfromeasttowest.B．Todiscoverthemysteriesofthesea.C．Beingdrivenbycuriosityandtheneedtotrade.D．BeinginspiredbyMarcoPolo’stales.2．HowdidancientChinatradewithothercountries?A．ThroughtheSilkRoadandsearoutes.B．Throughnegotiationswithothercountriesathome.C．ByinvitingforeignmerchantstoChina.D．Byoverlandtrading.3．HowcanwedescribeZhengHe’svoyagesatthattime?A．Astonishing. B．Disappointing.C．Frightening. D．Encouraging.4．What’stheaimoftheBeltandRoadInitiative?A．TotransformthehistoricSilkRoad.B．Toencouragetradeandcooperationwithothercountries.C．Tocreateaworldwidetradingatmosphere.D．Tosearchfornewtradingandculturalexchangepartners.5．Whatisthefunctionofthefirstsentenceinthe4thparagraph?A．Topresentthebackground.B．Tointroducethetopic.C．Toprovideanexample.D．Tomakeatransition.Step3:PostReadingIngroups,discussthefollowingquestionsandmakenotesundertwocolumns:factsandopinions:Whycountryreachedoutacrosstheseainthepast?Why?Whatbenefitsandproblemsdidthosecountriesgetfromdoing?Whateffectsdidreachoutacrossthesea?WhatdoyouthinkisthesignificanceoftheBeltandRoad?Step4:SummaryInvitestudentstosummarizewhatwehavelearnedVI.BlackboardDesignVII.HomeworkDesignVIII.TeachingReflectionX4U3SeaExplorationReadingandThinking—Part2I.LearningAims:1.Studentscananalyzethestructureofeachparagraphandthepassage.2.Studentscanappreciatethelanguagefeaturesofthepassage.3.Studentscanretellthepassageaccordingtothestructure.II.TeachingKeyandDifficultPoints1.Keypoint:analyzethestructureofeachparagraphandthepassage.2.Difficultpoint:appreciatethelanguagefeaturesofthepassageandretellthepassageaccordingtothestructure.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Review1.Readthepassagecarefullybyyourself.2.Reviewthemainideaofthepassage.Step2:ReadfordetailsTask1:Accordingtothefirstparagraph,whatdrivespeopletoreachoutacrossthesea?Task2:Whatcanweinferfromthesecondparagraph?A.Inancienttimes,tradefromeasttowestwaslimitedtotheoverlandroutes.B.Tradenegotiationspromotedculturalexchanges.C.RomewasthecenteroftheMaritimesilkroad.D.DuHuan’sRecordofMyTravelsfacilitatedfurtherexplorationtothewest.Task3:Whatdoestheunderlinedphrase“inaleagueoftheirown”inparagraph3mean?Task4:ThesearoutestravelledbyZhengHewereabandonedafter1433.(TorF)Task5:Today,Whateffortshavewemadetodevelopseaexploration?Task6:Whatbenefitswillweobtainfromtheeffortswemadetoexplorethesea?Step3:Appreciatethelanguagefeatures1．UnderthemandofZhengHe,theysetsailfromtheSouthChinaSeaacrosstheIndianOceantothemouthoftheRedSea,andthentotheeastcoastofAfrica.(情景描寫)在鄭和的指揮下，他們從中國南海起航，穿過印度洋，到達紅海入海口，然后到達了非洲東海岸。2．TheaimofthisinitiativeistoencouragecooperationandtradeacrossthehistoricSilkRoadareas,andstrengthenthebondsbetweenChinaandtherestoftheworld.(作詮釋)這一倡議旨在促進具有歷史意義的“絲綢之路”周邊地區(qū)的合作和貿(mào)易，并加強中國與世界其他地區(qū)的聯(lián)系。Step4:PostReadingTask1:Brainstormthechallengesthatwewillfaceinseaexploration.Task2:DrawyourmindmapabouttheprocessofChina’sseaexplorationandprepareanoralreport.(Groupwork)Step5:SummaryInvitestudentstosummarizewhatwehavelearnedVI.BlackboardDesignVII.HomeworkDesignVIII.TeachingReflectionX4U3SeaExplorationReadingandThinking—Part3I.LearningAims:1.Studentscantranslatethetextandhaveabetterunderstandingofthepassage.2.Studentscananalyzesomedifficultsentencesandmastersomesentencepatterns.3.Cultivatestudents'prehensiveapplicationskills.II.TeachingKeyandDifficultPoints1.Keypoint:studentscantranslatethetextandanalyzethedifficultsentences.2.Difficultpoint:studentscanmastersomesentencepatternsandusethemcorrectly.III.TeachingMaterialsTaskbasedTeachingMethodsIV.TeachingArrangement1periodV.TeachingProceduresStep1:Leadin1.Greetwitheachother.2.Rereadthepassagebythemselves.3.Reviewwhatwehavelearned.Step2:ReadandTranslate1.Askstudentstoreadthetextinsectionsandunderlinethereadingbarriers.2.Readtogetherinordertocorrecttheconfusingpronunciation.3.Translatethewordswithmultiplemeanings.4.Circleandtranslateusefulphrases.5.Analyzetheplexsentences.6.Whitedowntheimportantnotes.Step3:Languagepoints1．TheancientsearoutestravelledbyZhengHearebeingrevisitedwiththe21stCenturyMaritimeSilkRoad,whichispartoftheBeltandRoadInitiative.[句式分析]此句是主從復合句。句中travelledbyZhengHe是過去分詞短語作后置定語，修飾Theancientsearoutes；which引導非限制性定語從句，修飾先行詞the21stCenturyMaritimeSilkRoad。2．AlthoughtheancientsearoutesofZhengHehavebeentravelledmanytimes,therearestillmanyotherplaceslefttoexplore.[句式分析]此句是主從復合句。句中Although引導讓步狀語從句；left意為“剩余的，剩下的”，常作后置定語。3．Hundredsofyearson,andwiththelatesttechnologyinhand,theneedtotradeandthedesiretoenhancerelationshipswilldriveChinatoreachoutacrosstheseafarintothefuture.[句式分析]此句是簡單句。句中withthelatesttechnologyinhand是with復合結構，作狀語；totrade和toenhancerelationships是兩個動詞不定式作后置定語，分別修飾theneed和thedesire。Step4:Fillintheblanksaccordingtothetext.Inancienttimes,ChinatradeditssilkoverlandwithIndia,theMiddleEast,andRome,along1becameknownastheSilkRoad.Meanwhile,atradingrouteacrossthesea2(extend)alongthecoastsoftheIndianOcean,centredaroundCeylon(nowSriLanka).Here,merchantsfromChinaandmanyotherplacesmet3(negotiate)tradedeals,4alsoledtomoreawarenessofeachother’scultures.Later,theMingDynasty5(far)developedrelationswiththes