外研版（2019）选择性必修第四册 Unit 3 The world meets China Period 4 Cultural exchange 教学设计（表格式）
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| 名称 | 外研版（2019）选择性必修第四册 Unit 3 The world meets China Period 4 Cultural exchange 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 16.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-05-26 15:17:18 | ||
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文档简介
Book 7 Unit 3 Period 4
Cultural exchange
（40分钟）
内容分析
本单元的主题语境是“人与社会”，涉及的主题语境是跨文化沟通、包容与合作。本课时的内容由两部分组成，分别是词汇部分和听说部分。词汇部分通过一个中外文化交流的时间轴展现了在历史上对中外文化交流做出突出贡献的人物及其成就，然后通过一篇介绍文坛泰斗钱钟书的小语段进行词汇训练。听说部分请学生听一段关于在海外孔子学院任教经历的对话录音，并完成相关的听力活动。学生在阅读、听录音、讨论的过程中，能够了解从古代至近现代的中外文化交流大致的发展历程，多角度理解中国文化的发展与传播，并且通过不同方式的训练，全面提高综合语言运用能力。
学情分析
授课对象是高二年级学生。学生整体外向，开朗，思维活跃，学习热情很高，刻苦努力，但英语基础薄弱，词汇量很小。整体看，学生能用英语提取信息、处理信息，简单表达自己的观点；但是运用英语连贯地描述事件、阐释意义和批判评价的能力都比较弱。
教学目标
在本课学习结束时，学生能够：
1.获取梳理时间轴和听力语段中与文化交流相关的词汇表达；
2.运用文化交流相关表达完成相应的词汇练习和口语练习；
3.拓展文化视野，坚定文化自信，对中国文化如何更好地走向世界进行初步思考。
教学重点
学生通过阅读时间轴和听力输入总结出文化交流的词汇和表达句式。
Difficult point
引导学生坚定文化自信，对中国文化如何更好地走向世界进行初步思考。
Teaching process
Steps Activities Intention time
Step 1 Lead in T shows pictures of Zhang Qian, Xuanzang, Marco Polo and Zheng He to the students and asks Ss to tell who they are; Based on Ss’ answers, T briefly introduces what they did for cultural exchange between China and other countries. Arouse Ss’ interest and background knowledge 2’
Step 2 Vocabulary building 1.T guides Ss to go through a timeline and asks them to read the short text of each period; 2.T asks Ss to pay attention to words in red and facilitate them to get the meaning of the phrases from the context. Build vocabulary 5’
Step 3 Language application 1.T shows a quote from Qian Zhongshu’s book and ask Ss who is the author; 2.Ss are asked to read a passage of Qian independently and use the phrases learnt before to fill in the blanks. 3. T shows the answer to the Ss. Help Ss practice the vocabulary 5’
Step 4 Listening 1.T plays a video clip about Confucius Institute and let Ss get some knowledge about this organization; 2.T asks Ss to read through the text of two listening activities; 3.T plays the audio of the activity and asks Ss to fill in the blanks. 4.T helps Ss check the answers. Build Ss’ listening ability 15’
Step 5 Speaking 1.T has the Ss read the listening script and find out expressions of giving reasons and drawing conclusions; 2.T asks Ss for more similar expressions and provide them with more related expressions; 3.T demonstrates how to use these expressions; Prepare for speaking activity 10’
Step 6 Summary & Homework 1. T summarize what they had learned. 2.Assignments Think of a way about what you can do to spread Chinese culture and share it with your family using the expressions in this section. Consolidation and application 3’
备注：Ss：students T：teacher
Cultural exchange
（40分钟）
内容分析
本单元的主题语境是“人与社会”，涉及的主题语境是跨文化沟通、包容与合作。本课时的内容由两部分组成，分别是词汇部分和听说部分。词汇部分通过一个中外文化交流的时间轴展现了在历史上对中外文化交流做出突出贡献的人物及其成就，然后通过一篇介绍文坛泰斗钱钟书的小语段进行词汇训练。听说部分请学生听一段关于在海外孔子学院任教经历的对话录音，并完成相关的听力活动。学生在阅读、听录音、讨论的过程中，能够了解从古代至近现代的中外文化交流大致的发展历程，多角度理解中国文化的发展与传播，并且通过不同方式的训练，全面提高综合语言运用能力。
学情分析
授课对象是高二年级学生。学生整体外向，开朗，思维活跃，学习热情很高，刻苦努力，但英语基础薄弱，词汇量很小。整体看，学生能用英语提取信息、处理信息，简单表达自己的观点；但是运用英语连贯地描述事件、阐释意义和批判评价的能力都比较弱。
教学目标
在本课学习结束时，学生能够：
1.获取梳理时间轴和听力语段中与文化交流相关的词汇表达；
2.运用文化交流相关表达完成相应的词汇练习和口语练习；
3.拓展文化视野，坚定文化自信，对中国文化如何更好地走向世界进行初步思考。
教学重点
学生通过阅读时间轴和听力输入总结出文化交流的词汇和表达句式。
Difficult point
引导学生坚定文化自信，对中国文化如何更好地走向世界进行初步思考。
Teaching process
Steps Activities Intention time
Step 1 Lead in T shows pictures of Zhang Qian, Xuanzang, Marco Polo and Zheng He to the students and asks Ss to tell who they are; Based on Ss’ answers, T briefly introduces what they did for cultural exchange between China and other countries. Arouse Ss’ interest and background knowledge 2’
Step 2 Vocabulary building 1.T guides Ss to go through a timeline and asks them to read the short text of each period; 2.T asks Ss to pay attention to words in red and facilitate them to get the meaning of the phrases from the context. Build vocabulary 5’
Step 3 Language application 1.T shows a quote from Qian Zhongshu’s book and ask Ss who is the author; 2.Ss are asked to read a passage of Qian independently and use the phrases learnt before to fill in the blanks. 3. T shows the answer to the Ss. Help Ss practice the vocabulary 5’
Step 4 Listening 1.T plays a video clip about Confucius Institute and let Ss get some knowledge about this organization; 2.T asks Ss to read through the text of two listening activities; 3.T plays the audio of the activity and asks Ss to fill in the blanks. 4.T helps Ss check the answers. Build Ss’ listening ability 15’
Step 5 Speaking 1.T has the Ss read the listening script and find out expressions of giving reasons and drawing conclusions; 2.T asks Ss for more similar expressions and provide them with more related expressions; 3.T demonstrates how to use these expressions; Prepare for speaking activity 10’
Step 6 Summary & Homework 1. T summarize what they had learned. 2.Assignments Think of a way about what you can do to spread Chinese culture and share it with your family using the expressions in this section. Consolidation and application 3’
备注：Ss：students T：teacher