外研版2019选择性必修第四册Unit 3 The world meets China Period 2 Using language 教学设计
文档属性
| 名称 | 外研版2019选择性必修第四册Unit 3 The world meets China Period 2 Using language 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 76.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-29 20:30:48 | ||
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文档简介
(
Teaching desi
gn
)Unit 3 The world meets China
Period 2 Using language
(教学设计)
( Teaching material analysis)
In the grammar section, students will be guided to review adverbial clauses. Through analyzing typical examples and classifying the adverbial clauses, students are expected to master the usages of the grammar item, and put it into practice in some real context.
In the vocabulary learning, students will read the timeline presenting the contributions some Chinese and foreign celebrities made in the exchange of different cultures, and then use the key expression learned to a passage about a renowned literary named Qian Zhongshu.
Besides, the listening and speaking part focuses upon the conversation about teaching in the Confucius Institute abroad. A series of learning activities will enable students to grasp the course of cultural exchanges between China and foreign countries from ancient times to the present.
(Teaching objectives & Core Competencies and Values for students)
1. Guide the students to correctly understand and use the adverbial clauses in the real context.
2. Lead the students to learn and use some useful expressions about cultural exchanges by reading about Chinese and foreign celebrities of different times.
3. Help the students enhance their listening ability. The students are expected to capture key information in listening to finish tasks given.
4. Guide the students to talk about how to better promote cultural exchanges between China and foreign countries and enhance confidence in the development and spread of Chinese culture from different perspectives
(Teaching focuses)
1. Guide the students to correctly use proper adverbial clauses according to the real context.
2. Help the students strengthen the listening ability by understanding the listening material and getting key information used for listening tasks.
3. Guide students to think and share how to better promote cultural exchanges between China and foreign countries .
(Teaching procedure)
Step 1 Review the adverbial clauses
Activity 1
1. Review common subordinating conjunctions and correctly use them according to the context.
2. Analyze typical examples and classify the adverbial clauses.
1 condition If you look up, you can see the paintings and other artworks.
2 comparison Given that the theme of the Expo was to promote cultural exchange, Dunhuang was the ideal place
3 reason Dunhuang was not as prosperous as it used to be.
4 time You can only imagine how travelers felt when they saw the oasis of Dunhuang ahead of them.
5 place Where there is a will, there is a way out.
6 concession No matter what culture it comes from, instruments can work well in performances.
7 result There is so much time left that I can lend you a hand.
8 purpose She took medicine in time in order that she might make an earlier recovery.
9 manner Use a book as a bee does a flower.
Step 2 Practice Activity 2 & Activity 3
Activity 2 Complete the passage with adverbial clauses given.
a no matter what culture it comes from →
b so that people can learn about different cultures →
c as if they are neighbors →
d that over 15000 people each year attend them →
e As the traditional is mixed with the modern →
Activity 3 Look at the picture and describe it using adverbial clauses where appropriate.
China’s High Speed Rail(HSR)
(
Since HSR service started in China in 2008, it has undergone rapid growth...
)
◎ In 2008, China’s HSR service started.
◎ In 2015, a major breakthrough in technology was made, using independent R&D.
◎ Now, China cooperates with dozens of countries in the world to develop HSR services overseas.
Your description could begin like this: Since HSR service started in China in 2008, it has undergone....
Step 3 Focus on vocabulary about cultural exchange Activity 5 & Activity 6
Activity 5
1. Have students read the timeline presenting the contributions some Chinese and foreign celebrities made in the exchange of different cultures.
2. Have students make notes of the key expressions in bold in Activity 5.
① give a reliable account of ② get information on...
③ translate...from... ④ promote exchange and understanding
⑤ bring knowledge of... ⑥ lead to a legacy of...
Activity 6
Have students read a passage about a renowned literary named Qian Zhongshu, and complete the passage using proper expressions in Activity 5.
Step 4 Listening Activity 7
1. Before listening, students read the short passage about the Confucius Institute.
2. Listen to the conversation and understand the topics it covers.
a The reason why Liang Ran decided to work for the Confucius Institute.
b The working environment at the Institute.
c The troubles he had during teaching.
d A special moment from his time at the Institute.
e What he learned from his students.
f The friends he made in New York.
Step 5 Listen again and finish the task.
Activity 8
1. Listen to the conversation again and complete the passage.
2. Have students talk about the role the Confucius Institute plays in promoting intercultural exchange.
Step 6 Post listening Activity 9 & Activity 10
1. Lead the students to learn how to give reasons and draw conclusions.
2. Work in pairs. Discuss what you can do to spread Chinese culture using the useful expressions in this section.
Step 7: Language appreciation
1. Gan Ying, a military envoy, exploded the Persian Gulf and became the first Chinese to get information on Europe.
[句式分析] a military envoy充当主语Gan Ying的同位语；the first Chinese to get information采用结构“the +序数词+名词+ 带to不定式”，其中不定式作名词的后置定语。
[尝试翻译] 军事使者甘莹考察了波斯湾，成为第一个获得欧洲情报的中国人。
2. The Confucius Institute is a non-profit educational organization run by the Chinese Ministry of Education, aiming to promote Chinese language and culture abroad and encourage cultural exchange.
[句式分析] run by the Chinese Ministry of Education为过去分词短语作后置定语，“run”意为“管理，经营”与其前面的名词organization构成被动关系；“aiming to promote Chinese languag”为现在分词短语作状语，所给动词aim与其前面的句子构成主动语态关系。
[尝试翻译] 孔子学院是由中国教育部主办的非营利性教育组织，旨在向海外推广中国语言和文化，鼓励文化交流。
Step 8: Assignments
1. Review the new words and expressions learned in this period.
2. Review the usages of the adverbial clauses.
3. Describe a Chinese innovation that has had a great impact both at home and abroad.
(
2
)
Teaching desi
gn
)Unit 3 The world meets China
Period 2 Using language
(教学设计)
( Teaching material analysis)
In the grammar section, students will be guided to review adverbial clauses. Through analyzing typical examples and classifying the adverbial clauses, students are expected to master the usages of the grammar item, and put it into practice in some real context.
In the vocabulary learning, students will read the timeline presenting the contributions some Chinese and foreign celebrities made in the exchange of different cultures, and then use the key expression learned to a passage about a renowned literary named Qian Zhongshu.
Besides, the listening and speaking part focuses upon the conversation about teaching in the Confucius Institute abroad. A series of learning activities will enable students to grasp the course of cultural exchanges between China and foreign countries from ancient times to the present.
(Teaching objectives & Core Competencies and Values for students)
1. Guide the students to correctly understand and use the adverbial clauses in the real context.
2. Lead the students to learn and use some useful expressions about cultural exchanges by reading about Chinese and foreign celebrities of different times.
3. Help the students enhance their listening ability. The students are expected to capture key information in listening to finish tasks given.
4. Guide the students to talk about how to better promote cultural exchanges between China and foreign countries and enhance confidence in the development and spread of Chinese culture from different perspectives
(Teaching focuses)
1. Guide the students to correctly use proper adverbial clauses according to the real context.
2. Help the students strengthen the listening ability by understanding the listening material and getting key information used for listening tasks.
3. Guide students to think and share how to better promote cultural exchanges between China and foreign countries .
(Teaching procedure)
Step 1 Review the adverbial clauses
Activity 1
1. Review common subordinating conjunctions and correctly use them according to the context.
2. Analyze typical examples and classify the adverbial clauses.
1 condition If you look up, you can see the paintings and other artworks.
2 comparison Given that the theme of the Expo was to promote cultural exchange, Dunhuang was the ideal place
3 reason Dunhuang was not as prosperous as it used to be.
4 time You can only imagine how travelers felt when they saw the oasis of Dunhuang ahead of them.
5 place Where there is a will, there is a way out.
6 concession No matter what culture it comes from, instruments can work well in performances.
7 result There is so much time left that I can lend you a hand.
8 purpose She took medicine in time in order that she might make an earlier recovery.
9 manner Use a book as a bee does a flower.
Step 2 Practice Activity 2 & Activity 3
Activity 2 Complete the passage with adverbial clauses given.
a no matter what culture it comes from →
b so that people can learn about different cultures →
c as if they are neighbors →
d that over 15000 people each year attend them →
e As the traditional is mixed with the modern →
Activity 3 Look at the picture and describe it using adverbial clauses where appropriate.
China’s High Speed Rail(HSR)
(
Since HSR service started in China in 2008, it has undergone rapid growth...
)
◎ In 2008, China’s HSR service started.
◎ In 2015, a major breakthrough in technology was made, using independent R&D.
◎ Now, China cooperates with dozens of countries in the world to develop HSR services overseas.
Your description could begin like this: Since HSR service started in China in 2008, it has undergone....
Step 3 Focus on vocabulary about cultural exchange Activity 5 & Activity 6
Activity 5
1. Have students read the timeline presenting the contributions some Chinese and foreign celebrities made in the exchange of different cultures.
2. Have students make notes of the key expressions in bold in Activity 5.
① give a reliable account of ② get information on...
③ translate...from... ④ promote exchange and understanding
⑤ bring knowledge of... ⑥ lead to a legacy of...
Activity 6
Have students read a passage about a renowned literary named Qian Zhongshu, and complete the passage using proper expressions in Activity 5.
Step 4 Listening Activity 7
1. Before listening, students read the short passage about the Confucius Institute.
2. Listen to the conversation and understand the topics it covers.
a The reason why Liang Ran decided to work for the Confucius Institute.
b The working environment at the Institute.
c The troubles he had during teaching.
d A special moment from his time at the Institute.
e What he learned from his students.
f The friends he made in New York.
Step 5 Listen again and finish the task.
Activity 8
1. Listen to the conversation again and complete the passage.
2. Have students talk about the role the Confucius Institute plays in promoting intercultural exchange.
Step 6 Post listening Activity 9 & Activity 10
1. Lead the students to learn how to give reasons and draw conclusions.
2. Work in pairs. Discuss what you can do to spread Chinese culture using the useful expressions in this section.
Step 7: Language appreciation
1. Gan Ying, a military envoy, exploded the Persian Gulf and became the first Chinese to get information on Europe.
[句式分析] a military envoy充当主语Gan Ying的同位语；the first Chinese to get information采用结构“the +序数词+名词+ 带to不定式”，其中不定式作名词的后置定语。
[尝试翻译] 军事使者甘莹考察了波斯湾，成为第一个获得欧洲情报的中国人。
2. The Confucius Institute is a non-profit educational organization run by the Chinese Ministry of Education, aiming to promote Chinese language and culture abroad and encourage cultural exchange.
[句式分析] run by the Chinese Ministry of Education为过去分词短语作后置定语，“run”意为“管理，经营”与其前面的名词organization构成被动关系；“aiming to promote Chinese languag”为现在分词短语作状语，所给动词aim与其前面的句子构成主动语态关系。
[尝试翻译] 孔子学院是由中国教育部主办的非营利性教育组织，旨在向海外推广中国语言和文化，鼓励文化交流。
Step 8: Assignments
1. Review the new words and expressions learned in this period.
2. Review the usages of the adverbial clauses.
3. Describe a Chinese innovation that has had a great impact both at home and abroad.
(
2
)