资源简介

Unit 8 Adventure
Lesson 3 Marco Polo
Reading ：Marco Polo and his travels
Teaching Design
课题 高一英语北师大版必修三 Unit 8 Marco Polo and his travels
课型 阅读课 课时 一个课时
教 学 理 念 In class, students act as the real masters while the teacher plays a leading role, students are trained to develop the Subject Core Literacy through various inquiry activities in the way of Group Cooperative Learning; Let students receive some moral education while they are learning the English language.
制 定 教 学 目 标 的 依 据 教 材 分 析 The topic of this unit is about adventure. The reading passage MARCO POLO AND HIS TRAVELS talks about an Italian merchant and explorer named Marco Polo who travelled across Europe and Asia with his father. And the passage also refers to the book in which Marco Polo’s travels are recorded. The book, called The Description of the World, did much to introduce Europeans to Central Asia and China.
学 情 分 English senior Book 3 is intended for students of senior grade one. 1. At this step, the students have learned some study strategies for senior students, about 2000 words and expressions, and most of
析 knowledge of structure. So it is not very difficult for senior students to master the main idea of this text. 2. The topic of this unit is about adventure. Most students are familiar with this topic. 3. More structures and sentence patterns appear in this passage. So students should pay more attention to them.
教 学 目 标 知 识 与 技 能 1. words and expressions: traveler, emperor, court, amaze, goods, confuse, fuel, wealthy, author, dictation, statement, quantity, professor, hunter, skin, in turn, break out, put …into prison, stand by. 2. important sentences: ●When he was 17 years old, he travelled across Europe and Asia with his father, who wanted to trade with the Chinese. ●Not long after his return, a local war broke out near his town. ●But Marco always stood by his tales. 3. knowledge of the topic: To learn something about Marco Polo and his life story.
过 程 与 方 法 1. To do some reading to further develop students’ reading abilities like skimming, scanning and summarizing etc. 2. To help develop students’ good reading habits.
情感态度与价值观 1. To train the students to cooperate with each other in the process of language learning. 2. To improve students’ understanding of spirits of Marco Polo and try to learn from him. 3. To know the story of western traveler and his contributions.
教 学 重 点 与 难 点 重 点 1. To get students to accomplish the reading tasks and learn something about Marco Polo’s life story. 2. To improve students’ reading skills. 3. To grasp the usage of some words, phrases and sentences in the text.
难 点 1. How to help them to form a good habit of reading. 2. How to improve their abilities of outlining the main idea of the whole text or each paragraph. 3. How to help students internalize and output what they have learned.
导学策略 Cooperative learning approach ， communicative approach， cognitive approach, task-based method, brainstorming, skimming, discussion, role-play, class work, etc.
教学 用具 Multimedia, blackboard and some pictures.
导学 流程 自主学习→合作探究→梳理归纳→精彩展示
教学过程
教学活动 Activities 设计意图 Intentions 互动模式 &时间 Interactive Pattern & time
Warm-up
Step 1 Teacher describes some famous persons, students guess who he or she is. 通过猜谜游戏将学生引入场景，激活学生的思维。 Class work 1’
Step 2 Show the photo of Marco Polo. 顺利引出主人公马可波罗。 Class work 1’
Pre-reading
Step 3 Enjoy a video about Marco Polo. 通过视频顺利导入课题。 Class work 2’
While-reading
Step 4 Students have a fast reading to get the main idea of the text and each paragraph, 学生了解课文的整体结构，了解大意，便于随后的细节阅读。 Individual work 3’
Step 5 do the Exercise 1 and 2 in Skimming on the learning 以时间为线索把事件按顺序排列起来， Class work 3’
sheet. 帮助学生理清课文的思路。
Step 6 Students have a careful reading to get the detailed information by doing the Exercise 1 and 2 in Scanning on the learning sheet. 将主要事件的信息由浅入深地分步提取和整理，为随后的Summary 和 Role play 准备信息。 Group work 10’
Step 7 Work in groups to fill in the blanks in Summary on the learning sheet. 在语境中加深对词义的理解。 Group work 4’
Step 8 Students race to be the first to read the Summary. 再次理解文章，为随后 的 Role play 做准备。 Group work 2’
Post-reading
Step 9 Work in groups to makeup a dialogue about Marco Polo. 对课文的主要信息进行内化，为个人的表达做准备。 Group work 5’
Step10 Role play. 学生将学到的知识内化并输出。 Group work 8’
Step11 Have a summary by drawing the mind map on 升华到情感态度与价值观这个教学 目 Class work 1’
导学案设计
Learning Sheet Unit 8 Adventure Lesson 3 Marco Polo (Reading) 一、导读：（自学思疑，初探问题） 1. Skimming Read the passage quickly and answer the following questions: 1.Which of the following is true about Marco Polo ( ) a) He was a French traveller who lived in Italy for some time. b) He was an Italian traveller who lived in China for some time. 2.Match the paragraphs with their main ideas.
(
Para.
1
Para. 2
Para.
3
Para. 4
Para.
5
Para.
6
) Marco Polo’s early life.Marco returned to Italy.Inventions and developments in China.Kublai Khan welcomed Marco.Marco was amazed at China.People’s reaction to Marco’s stories.
二、导思：（展示交流，探究问题） 2. Scanning Read the passage again and then do the exercises. 1. Fill out the following form about Marco Polo. Name:Born (when/where):Came to China (when):Languages (how many):Worked in China (how many years):Returned to Italy (when):Age of his death:The name of his book:
2. Read the passage again and answer the following questions. 1) Why did Marco and his father travel to China 2) Why was the Emperor impressed with Marco 3) Why was Marco surprised to see people using paper money
the blackboard. 标。
Homework 1. Finish the exercises in the workbook. （常规作业） 2. Summarize the language points and grammar. （中等作业） 3. Work out a mind map independently. （荣誉作业）
4) What were the black stones Marco saw people burning for fuel 5) How long did Marco spend in China 6) Why was he imprisoned when he went back to Italy 7) What was the name of his book
三、导练：（应用演练，再生新疑） 1. Fill in the blanks. Marco Polo was 17 years old, he travelled across Europe and Asia with 1. _________ who wanted to do 2. ______ with the Chinese. When they arrived in Beijing, the Emperor 3. _________ them. Marco, who was very clever and could speak four languages, 4. _________ the Emperor and they became friends. The Emperor sent him to do many 5. ______________. Marco was amazed by how beautiful and 6. _________ China was. He was very impressed by Beijing and the Emperor’s Palace, especially 7. ________________, whose walls were covered in gold and silver. There were 8. _____________________ in China which didn’t exist in Europe at that time. Marco was surprised to see Chinese people using 9. ____________ in the markets. He was also confused by the black stones people used to 10. ____________. In 1291, Marco returned to Italy. Not long after his return, Marco was caught by the enemy in a local war and 11. ______________. He told his stories about China to another prisoner who was 12. _________. He noted them down and wrote them into a book, which became one of the 13. __________ books in Europe. Many people thought the stories were 14. ________ although they enjoyed reading it. 2. Make up a dialogue in groups.
四、课后作业 1. Finish the exercises in the workbook. （常规作业） 2. Summarize the language points and grammar. （中等作业） 3. Work out a mind map independently. （荣誉作业） 五、思维导图
教学设计尾页
板 书 设 计 (
When
Marco
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to China.
1
) (
After
Marco
returned
to
Italy.
) (
Marco
Polo
and
his travels
) (
After
Marco
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to
China.
)
作 业 设 计 分层布置作业： 1. Finish the exercises in the workbook. （常规作业） 2. Summarize the language points and grammar. （中等作业） 3. Work out a mind map independently. （荣誉作业）
教 学 反 在本节课的学习中，同学们通过自主学习→合作探究→梳理归纳→精彩展示等环节，了解了意大利旅行家马可波罗的生平，更深刻地理解了当时西方人进行海上航行的价值。同时也萌发了自强自立的信心，要向马可波罗学习，将来为国家建设做贡
思 献。 本节课阅读理解方面较多，知识细节展现较少。下节课我将帮助学生解决一些细节的问题。

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