2025年上学期李畅公开课B6U3 Reading教学阐释

Unit 3 Back to the past Reading (I) 教学阐释

I. Learning objectives

By the end of the lesson, students will be able to:

1. use the following words and phrases: strengthen, dismiss, acknowledge, influential, insist, panic, on behalf of, be loaded with, regardless of, allow for;

2. grasp the skills of analyzing the structure of a reading passage;

3.further discuss a historical figure according to the facts;

4. form some underlying qualities of becoming a qualified explorer .

II. Key competence focus

1. Understand some new words and expressions.

2. Analyze what Zheng He is like .

III. Predicted area of difficulty

1.Use the new words and phrases correctly.

2.Further discuss a historical figure according to the facts.

IV. Teaching procedures

Step 1 Warming up

The teacher leads students to read a famous quotation from Chen Shou to know the significance of the past.

【设计意图：引用经典名言让学生感知“历史”对“今天”的影响和重要意义。】

Step 2 Leading in

1 Teacher asks two questions about which dynasty students would go back to and which historical figure they would like to meet by showing a variety of pictures involving some ancient characters. 

【设计意图：引出“时光机器”带领学生穿越到古代，学生探讨想穿越去的朝代以及想见的历史人物，目的在于锁定阅读主题，激发学生的阅读兴趣，活跃课堂气氛，发散学生思维。】

2 Teacher first introduces two famous explorers of voyage to students: Zheng He and Christopher Columbus. And then teacher leads students to talk about the possible dangers during voyage.

【设计意图：确定阅读文章中的核心人物“郑和与哥伦布”，借“航海中可能面临哪些危险？”这一问题创设思维情境，为后面的正文阅读做铺垫,。】

Step 3 Before reading

A brief introduction of Zheng He：teacher leads students to learn some background information about Zheng He.

【设计意图：学生根据思维导图对核心人物郑和进行初步感知。】

Step 4 While reading

1.Fast reading: students read the whole passage quickly and match the general idea with each paragraph.

【设计意图：整体把握文章的脉络结构，明确阅读目的。】

2. Reading for Para.1

(1) Students scan Para.1 and fill in the chart .In this part, students cannot find the answers to two questions, which aims to stimulate students’ curiosity for further reading.

(2) Teacher demonstrates the first paragraph and does drills.

【设计意图：1.掌握第一段的核心信息，对重点词汇进行渗透教学，让学生在实际语境中掌握其用法。同时预留问题激发学生的求知欲。2. 赏析句子结构，解析第一段中语法重点：非限制性定语从句、状语和后置定语，培养学生的语言学习能力。】

3. Reading for Para.2

(1) Teacher re-shows the two questions that are not solved in Para. 1 and asks students to read Para.2 aloud and finish the two questions.

(2) Teacher checks the answers and puts forward the third question.

(3) Teacher explains the paragraph specifically and lays emphasis on the language points.

(4) Teacher presents a one-minute video to lead students to know about Zheng He’s seven voyage routes.

(5) Students are asked to read the important phrases first and especially pay attention to the three verbs underlined in the passage.

【设计意图：通过三个问题的呈现，帮助学生掌握第二段中心思想，并借助图片使学生深入了解“郑和下西洋所载货品以及目的”；运用一分钟的视频让学生直观感受郑和七次下西洋的路线，品读浓缩的文化背景。在精讲第三段中，突出教学重点“三个动词kept,took和charted”以精准把握郑和做出的时效性贡献，利于学生日后阅读策略的把握。】

4. Reading for Para.3

(1) Students listen to the recording for Para.3 and locate the significance of Zheng He’s achievements.

(2) Teacher asks students to recite the last sentence to further understand the significance

【设计意图：第三段落的阅读环节中，加入听说训练和背诵任务，指导学生积累写作素材，重视朗读和背诵的作用。】

5. Reading for Para.4

(1) Teacher assigns a task that students make a comparison about the attitude from people between the past and the present days.

(2)Teacher demonstrates the content and emphasizes the acknowledgement.

【设计意图：教师运用对比的手法引导学生分析对于“郑和的贡献”人们表达出的不同看法，深入挖掘事实背后的真实原因；对比类型的思维导图也可助于学生的阅读思维能力的培养。】

6. Quick response

In this part, teacher utilizes a quiz program to test students’ grasp of key phrases.

【设计意图：利用“看中文答英文”的随堂测验方式来巩固文章中的知识点。此环节以PK竞赛的方式开展，充分培养学生的合作意识。】

Step 5 After reading

(1) Further thinking: Why did Zheng He sail the ocean?

Students are required to have a short discussion and list possible reasons and then teacher makes up more details from official degree.

(2) Free talk: Is Zheng He a successful man?

Students take turns to talk about Zheng He in their eyes and then teacher re-emphasizes the facts mentioned in the passage.

【设计意图：本环节是对课文内容的总结和课外拓展的延伸，旨在通过自由式交谈概括性总结“郑和的成就”，并探讨郑和下西洋的历史原因。对于强化学生的文化意识和思维品质具有很大的提高作用。】

Step 6 Linking part & homework

(1) A brief introduction of Christopher Columbus.

(2) Teacher shows the climax of a film about the landing of Columbus’s first voyage.

(3) Homework: teacher asks students to preview the following reading passage with the questions given.

(4) Students appreciate a famous song named Sailing to expand their imagination and relax themselves.

【设计意图：该部分起到承上启下的作用，由“郑和碧海远航”的文章引出哥伦布的航海。该环节运用了电影选段着重让学生领略哥伦布发现新大陆的登陆情景，充分调动学生的阅读兴趣，激发阅读欲望。同时，明确家庭作业的预习重点。最后，以一首名曲Sailing带领学生徜徉于蔚蓝天空下的碧海远航，以很自然的方式让学生产生共鸣和发挥想象。】

教学反思与总结

一、教学亮点

主题情境创设

通过 "时光机器" 穿越的情境导入，结合历史人物图片和电影片段，有效激发学生对 "历史探索" 主题的兴趣，为后续阅读奠定情感基础。

引用陈寿名言 "以铜为镜，可以正衣冠；以史为鉴，可以知兴替"，巧妙衔接单元主题，强化学生对历史价值的认知。

语言能力与思维品质融合

在词汇教学中，通过语境化例句和 PK 竞赛（如 "看中文答英文"），将语言知识学习与实际应用结合，增强记忆效果。对比分析郑和与哥伦布的航海态度（Para.4），以及开放性问题 "Why did Zheng He sail the ocean?"，引导学生批判性思考历史事件背后的原因，培养辩证思维。

跨学科与多媒体资源整合

利用 1 分钟视频展示郑和航海路线，直观呈现历史事件的时空跨度，突破文字理解的抽象性。结尾播放歌曲《Sailing》，营造沉浸式学习氛围，将语言学习与艺术审美结合，提升文化感知力。

分层任务设计

从快速阅读（结构梳理）到精读（细节分析），再到拓展讨论（历史评价），任务难度逐步递进，兼顾不同水平学生的需求。思维导图和表格填空等可视化工具，帮助学生构建知识框架，培养逻辑思维能力。

二、不足之处

词汇巩固深度不足

新词汇（如 strengthen, acknowledge）的讲解以教师示范为主，学生自主造句或情景运用的机会较少，可能影响长期记忆效果。

文化对比维度单一

对郑和与哥伦布的对比仅停留在文本态度层面，未深入探讨东西方航海动机（如贸易 vs 殖民）的文化差异，可补充历史背景资料拓展讨论。

学生参与均衡性待提升

小组讨论环节可能存在部分学生被动参与的情况，需设计更具竞争性或角色分工的活动（如辩论、角色扮演），促进全员投入。

形成性评价形式有限

主要通过问答和竞赛检测学习效果，缺乏对语言输出（如写作、演讲）的过程性评价，可增加微型写作任务（如郑和航海日记）。

三、总结

本教学设计以 "历史人物探索" 为主线，通过多模态资源整合和梯度化任务设计，有效达成了语言能力与文化意识的培养目标。后续需在词汇深度运用、文化对比维度和评价方式上进一步优化，以实现 "语言 - 思维 - 文化" 的三位一体教学效果。