牛津译林版 (2019)选择性必修 第三册Unit 4 Protecting our heritage sitesExtended reading教案及反思

这是一份牛津译林版 (2019)选择性必修 第三册Unit 4 Protecting our heritage sitesExtended reading教案及反思，共6页。

Extended reading
I. Learning bjectives
By the end f the lessn, students will be able t:
1. master the fllwing cre vcabulary: pursue; submit; emerge; assign; expansin; initiative;
2. use the cre vcabulary in new cntext;
3. grasp and apply the skills f describing a place (ptinal);
4. analyse sme cmplex sentences in the text.
II. Key cmpetence fcus
1. Master and use the cre vcabulary in new cntext.
2. Grasp and apply the new reading skills.
III. Predicted area f difficulty
1. Hw t use the cre vcabulary in new cntext.
2. Hw t understand sme cmplex sentences in the text.
IV. Teaching prcedures
T greets the class.
T: Class begins, bys and girls! Gd mrning/afternn!
Step 1 Reading
1. Reading fr the theme and structure f the text
T: Read the text quickly and find ut the main idea f the text.
1) Hw des the authr mainly develp the secnd paragraph?
A. Time rder. B. Spatial rder.
C. Lgical reasning. D. Cmparisn and cntrast
1) B
2) What is the best subtitle f Para. 3?
A. Origin f the Silk Rad
B. Trade rutes in the west
C. Cnnected with Rman empire
D. Zhang Qian, the ambassadr frm Han
2) A
【设计意图：快速阅读课文是为了获得文章的框架和主旨信息。第一题设计配合微课Describing a place，第二题是关于段落主题。】
2. Reading fr the details
1) Which is true f the Silk Rad?
A. It cvered 13,700 in ttal.
B. Only China applied fr its Wrld Heritage status.
C. It prides itself cvering 8,700 kilmeters in China.
D. It started frm Changan and ended in Mediterranean
1) D
2) Which exchanged gds items is nt mentined in the article?
A. Tea. B. Hrses. C. Cttn. D. Bk.
2) D
【设计意图：此处是两道细节题，学生须深入课文中寻找相关信息，才能准确完成练习。】
3. Cndensed text
T: Ask the students t revise hw t write a summary. Teacher plays the micr-lessn: Hw t write a summary at Lessn 6 f Unit 2 in Optinal cmpulsry 3
T: Let’s revise sme tips f writing a summary. Watch the micr-lessn again: Hw t write a summary
T: Nw write a summary f the Silk Rad. Use the fllwing ideas t help yu.
 The verall intrductin
 The gegraphy
 The histry
 The trade and cultural exchanges
 The significance
Sample answer:
The Silk Rad, which extended frm East Asia t the Mediterranean, was a netwrk f ancient trade rutes.
The 5,000-kilmetre Chang’an-Tianshan Crridr is a key sectin f this netwrk. The Silk Rad passes thrugh deserts, muntains, grasslands and valleys n its way westwards. In the 2nd century BCE, in the Han Dynasty, the Chang’an-Tianshan Crridr began t develp. The netwrk remained in use until the 16th century, after experiencing a gradual expansin between the 6th and 14th centuries.
At first, silk was the main item exprted by China n the Silk Rad, and then exprts gradually included china and tea. Hrses, wl, cttn and grapes were imprted alng the netwrk. The netwrk als served as a bridge fr cultural exchange. Astrnmy and mathematics were intrduced t China, and s was Buddhism. Imprtant Chinese inventins reached the West thrugh the netwrk. Thrugh these rutes, Eastern and Western civilizatins were cnnected.
Tday, such exchanges are cntinuing with the Belt and Rad Initiative. Overall, the Silk Rad is a crucial part f humanity’s cmmn heritage.
【设计意图：本课一个重要的技能学习：写课文总结，先带领学生观看选必三第二单元第六课微课Hw t write a summary，然后根据教材指导学生写本课总结。】
3. BP54 Discussin
T: The Silk Rad Ecnmic Belt initiative was first brught up in 2013. What impact is the initiative having n the cuntries alng the Silk Rad?
Sample answer:
The Silk Rad Ecnmic Belt initiative has assisted many cuntries in develping transprt infrastructure. Fr example, in Kenya, China helped build the cuntry’s Standard Gauge Railway (SGR). This develpment is ne f the mst significant prjects in Kenya since it became independent in 1963. The SGR facilitates lcal industries, as well as trade between Africa and China.
Energy is anther way the initiative has impacted cuntries alng its path. A hydrpwer statin prject in Pakistan was apprved and perated by a Chinese cmpany. After its cmpletin, it will generate enugh electric pwer t prvide fr the Pakistani peple’s daily use and als assist in the natin’s ecnmic develpment.
The initiative als prmtes trade between the cuntries n its rutes. Fr example, Kazakhstan, a landlcked cuntry, struggles t grw vegetables because f its very cld weather. The Belt helps enhance cperatin between Kazakhstan and the nrth-western Chinese Xinjiang Uygur Autnmus Regin. They are thus able t d mre crss-brder trade in vegetables than befre. The trade between Xinjiang and Kazakhstan nt nly prvides the Kazakhs with their basic needs, but als generates mutual ecnmic benefits fr bth the cuntries.
【设计意图：通过丝绸之路经济带的讨论，一方面帮助学生深入理解课文最后两段，也有助于学生走出课文，形成自己的观点和看法。此项活动也有助学生灵活运用语言来表达自己的思想。】
Step 2 Building Cre vcabulary
T Direct the students t learn the cre vcabulary.
1. pursue
2. submit
3. emerge
4. assign
5. expansin
6. initiative
T: Fill in the blanks with prper frms f the (given) wrds.
1. In the absence f my cmmanding fficer, I acted ________ my wn initiative.
1. n
2. The teacher usually ________ (assign) a different task t each f the children.
2. assigns/assigned
3. Make sure yur claims fr expenses ________ (submit) by the end f the mnth.
3. are submitted/will be submitted
4. After university she was still undecided as t what career she wanted ________ (pursue).
4. t pursue
5. If a new leader ________ (emerge), it wuld then be fr the Queen t invite him t frm a gvernment.
5. emerged
6. The universities ________ (expand) in the past five years, thus allwing many mre peple the chance f higher educatin.
6. have expanded
【设计意图：核心词汇使用机率高、往往词义多样且词性复杂。此节学习核心词汇，先给出词汇定义，然后是词性转换，如有易混词、重要短语或部分词汇音标也一并附上。最后给出填空练习，也是针对这些核心词汇设计的。有关词汇构成的方法，可观看选必三第二单元第二课微课“Wrd frmatin”。】
Step 4 Understand the cmplex sentences
T: Due t the length and cmplex grammatical structure, sme sentences in the text are hard t cpe with. Hwever, if yu can find ut the main bdy f the sentence, it will be much easier fr yu t understand the whle sentence. Nw let’s try sme sentences.
1. Cvering vast distances and an astnishing variety f landscapes, the Silk Rad was a netwrk f ancient trade rutes that extended frm East Asia all the way t the Mediterranean. (选必三U4L6)
1. The main bdy f the sentence is “the Silk Rad was a netwrk”. The part “Cvering vast distances and an astnishing variety f landscapes” is present participle phrase used as adverbial. The relative prnun “that” guides an attributive clause.
2. A key sectin f the extensive Silk Rad netwrk is the Chang’an-Tianshan crridr, which stretches ver a distance f arund 5,000 kilmeters f trade rutes. (选必三U4L6)
2. The main bdy f the sentence is “A key sectin…is the Chang’an-Tianshan crridr”. The relative prnun “which” guides a nn-restrictive attributive clause.
3. Fllwing Zhang’s effrts, trade rutes tk shape and relatinships were strengthened between the majr pwers f the time, with the rutes netwrk reaching as far as the Rman Empire. (选必三U4L6)
3. The main bdy f the sentence is “trade rutes tk shape and relatinships were strengthened”, with “and” cnnecting tw cmpund sentences. “Fllwing Zhang’s effrts” is present participle used as adverbial. The part “between the majr pwers f the time, with the rutes netwrk reaching as far as the Rman Empire” is a series f prepsitinal phrases used as adverbial.
4. Astrnmy and mathematics were intrduced t China frm India and Arabia; in Gansu Prvince, the Mga Caves, hme t sme f the finest examples f Buddhist art, reflected the eastward spread f Buddhism frm India; imprtant Chinese inventins such as papermaking and printing were first brught t the West thrugh the netwrk. (选必三U4L6)
4. There are three cmpund sentences cnnected by semiclns.
【设计意图：影响阅读质量还有长句，长句语法结构复杂，但抽出句子主干，句子就容易理解了，此节帮助学生掌握阅读长句的技巧，也有助于深度理解课文。第四个句子是由三分号隔开的四个并列句。】
V. Hmewrk
1. Watch the micr lessn: Describing a place (Optinal)
2. Preview the prject in this unit, discuss and determine a heritage site t research. (Better a UNESCO heritage site, but a familiar heritage site als acceptable)
3. Finish ff B1P78 in the wrkbk.
1) What des the beauty f the Ling’en Palace lie in?
Answer 1: The beauty f the Ling’en Palace lies in its simple design, painted ceiling, flr cvered with “gld” bricks and decratins made f a precius type f wd native t China.
2) Why des the authr think that the tmbs are imprtant?
Answer 2: The authr thinks the tmbs are imprtant because they are extrardinary cultural remains, and als because several imprtant emperrs and their families were buried there.
3. Finish ff B2P79 in the wrkbk.
Sample answers:
The Acrplis — a symbl f ancient Greece
Ancient Greece is the cradle f Western civilizatin, and the Acrplis perhaps the mst famus f all landmarks frm that era. Widely regarded as the symbl f ancient Greek culture, the Acrplis is ne f the mst utstanding and cmplete ancient architectural cmplexes that still exist tday. The Greek gvernment appinted a cmmittee in 1975 t undertake a cmplete restratin f the Acrplis and it was declared a UNESCO Wrld Heritage Site in 1987.
The Acrplis is a large flat rck in the centre f Athens, rising up high abve the city. Since it is easy t defend, it was used as a frt frm the 13th century BCE nwards. In the 5th century BCE, the greatest Greek architects and artists f the time began building temples n the rck. They used marble, a type f very smth, strng stne.
Hwever, marble des nt last frever. The stne can be wrn dwn by natural frces, and human activities are als a main cause f damage. Firstly, since it served as a frt, the Acrplis suffered damage in cuntless wars. Secndly, millins f travellers wh visit each year have als harmed the buildings, simply because s many peple walk thrugh them. Finally, Athens has sme f the mst plluted air in the wrld, and acid rain is gradually wearing dwn the marble f the Acrplis.
The Acrplis is a gift t future generatins. It has std the test f time and will cntinue t serve as a reminder f the rich histry f Greece.
1) v. fllw t catch r kill; chase
2) v. be ccupied r busy with; g n with
3) n. persn wh pursues
pursue a career (gal)
1) v. accept the cntrl, superir strength, etc.
2) v. give sth. s that it may be cnsidered, decided n, etc.
submit v.  submissin n.
submit sth. t sb.; submit an applicatin
1) v. cme ut r up
2) v. cme int view
3) v. becme knwn
emerge v.  emergent adj.  emergence n.
see: emergency
1) v. give sth. t sb. as a share f wrk t be dne r f things t be used
2) v. name sb. fr a task r psitin; appint sb.
3) v. name r fix
assign v.  assignable adj.  assignment n.
n. actin f expanding; state f being expanded
expand v.  expansin n.  expansinism n.  expansinist n.
1) n. actin taken t reslve a difficulty
2) n. capacity t see what needs t be dne and try t d it
3) adj. beginning r riginal
n ne’s wn initiative, take the initiative