外研版2019选择性必修第四册Unit 3 The world meets China 教学设计
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| 名称 | 外研版2019选择性必修第四册Unit 3 The world meets China 教学设计 |  | |
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| 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 20:32:10 | ||
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Unit 3 教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是跨文化沟通，文化的包容与合作。本单元的着眼点是中外文化的交流，并着重立足于中国本土文化，涉及中国的文化遗产，当代中国的发展和崭新风貌，中国文化交流的历史以及中国文学等方面，引导学生从不同的视角理解中国文化和中国文明，培养学生开放、多元、学习、包容的精神，树立立足本土文化，接纳世界多元文化的理念，进一步增强学生的民族自豪感，培养高尚的爱国情操。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的图片、导游词、对话、访谈、书信、通知等多模态语篇，综合运用各种语言技能，能够对中国传统文化与现代文明的杰出代表进行描述与介绍；能够简要介绍中国的文化交流史以及连接中外文明的重要历史人物，观察并感受中国传统与现代的文明；能够从更广阔的角度探讨中国如何更好地走向世界；在知识和思维能力上进行适当迁移，能够对相关话题开展研究学习与思考；能够在自主学习、合作学习、探究式学习的过程中开拓思维，用欣赏、学习、探索的眼光看待不同的文明，用自豪、传承、发展的心态对待自己的文明；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习英语的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长10分钟，教师可根据教学实际酌情调整。）
课型 Listening + Viewing
主题语境 人与社会——物质与非物质文化遗产；跨文化的沟通、交流与理解
内容分析 活动1 呈现一段与单元主题相关的视频，介绍了丝绸之路的历史、发展和在中外文化交流方面的历史作用，以及在新时代的今天“一带一路”倡议如何使丝绸之路重新焕发生机。活动2 提供一些图片，这些图片从不同的方面展现了外国友人在中国的经历。学生要试图站在他们的视角，以“共情”的态度，观察、体悟、思考和讨论。本板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1 带领学生观看视频，理解视频的主旨大意，并能够从视频中迅速提取关键信息，激活学生已有的背景知识和语言知识； 2 引导学生通过对图片的观察、体悟、思考和讨论，学会用欣赏、学习、包容的心态去“遇见”不同的文化，对“文化冲击”现象进行初步的思考； 3 引导学生理解文化的丰富性与多样性，贯彻“中国走向世界”这一主题，培养多元视角，提升文化自豪感。
教学重点 引导学生观看视频、理解主题，并对cultural shock进行思考与讨论。
教学难点 引导学生感受和理解文化的丰富性与多样性，贯彻“The world meets China”这一主题，培养多元视角、提升文化自豪感。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Design 1) Ask Ss about their knowledge of the development of the Silk Road, and draw a time axis on the blackboard. Play the video. Ask Question 1. Play the video again, and asks Ss to make necessary changes of the time axis. Invite Ss to briefly introduce the history the road to others, and answer Question 2. Use their background knowledge to talk about the history of the Silk Road. Watch the video. Answer Question 1. Watch the video again and make necessary changes of the time axis. Orally introduce the history of the Silk Road, and answer Question 2. To Activate students’ background knowledge about the Silk Road. To help students have an overall understanding of the Silk Road.
Activity 1 (Design 2) Use pictures and questions to motivate Ss’ background knowledge of the Silk Road. Take down key words on the blackboard. Show the video and ask Question 1. Show the video again. Ask Ss to modify or add info to the previous notes. Ask Question 2, and raise a new question: What’re the differences between the ancient Silk Road and today’s “Belt and Road Initiative” Organize a discussion on the importance of the Silk Road. Observe pictures, activate background knowledge about the Silk Road. Help T to take notes. Watch the video and answer Question 1. Modify and add necessary info to the previous notes. Answer Question 2 and other questions raised by T. Discuss about the significance of the Silk Road. To Activate Ss’ background knowledge about the Silk Road. To help Ss have an overall understanding of the Silk Road.
Activity 2 (Design 1) Show pictures; Ss observe and answer Question 1. Organize group work. Guide Ss to discuss the messages behind the pics and take down key words. Ask Question 2 and offer key words to help. Guide Ss to think about Question 3. Students observe the pics and answer Question 1. Discuss the messages behind the pics and take down key words. Think about and answer Question 2. Think about and answer Question 3. To encourage Ss to appreciate and learn from different cultures; To guide Ss to think about the phenomenon of cultural shock.
Activity 2 (Design 2) Show pictures; play a related quick-answer game. Then ask Question 1. Organize group work. Guide Ss to discuss the messages behind the pics. Ask Question 2. Require Ss to say at least 2-3 sentences about the pics. Guide Ss to think more. Ask Question 3, and require Ss to describe briefly about their answers. Students observe the pics and do quick-answer game. Answer Question 1. Group work. Discuss the messages behind the pics. Answer Question 2 with at least 2-3 sentences. Think more, answer Question 3 with brief description. To encourage Ss to appreciate and learn from different cultures; To guide Ss to think about the phenomenon of cultural shock.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——物质与非物质文化遗产
内容分析 该板块呈现了一篇体现单元主题的课文，语篇类型为导游词。课文为导游在莫高窟现场的解说词。课文中的导游先概述了敦煌在古代中外贸易中的重要位置，然后移步换景，带领游客参观几个主要的洞窟，介绍洞窟的开凿，壁画的内容，藏经洞的发现与意义，以及敦煌如何在“一带一路”倡议下重焕新生。这样的课文，不仅要求教师要引导学生理解内容，而且应该通过设置开放性的问题，帮助学生深入理解，探究主题意义，锻炼思维能力，体悟家国情怀和拥有全球视野。读前的导入活动通过请学生观察几幅图片并回答问题，激活学生的背景知识，帮助学生提前熟悉课文内容。读中活动通过请学生判断课文的来源，考查学生对课文整体内容的把握。读后活动则通过理解主旨大意、分析逻辑结构和开放性问答等多种形式，帮助学生深入理解、赏析课文，探究主题意义，培养思维能力。
教学目标 1 引导学生获取课文主要信息，能够总结出丝绸之路上敦煌的地位与作用、莫高窟的概况与主要看点、丝绸之路如何重获新生； 2 引导学生站在“导游”的角度，感知课文的语言特点，学习和掌握如何与游客交流，如何吸引游客的注意力，如何把握住事物的主要特征，如何展开具体描述； 3 引导学生基于课文内容，从敦煌的发展与兴衰，莫高窟的独特位置与历史价值，敦煌如何增进文化交流和理解，以及如何提升民族文化自豪感等方面，加深对单元主题的认知。
教学重点 引导学生理解对事物的主要特点如何展开描述； 引导学生站在导游视角来理解语篇，并作可能的丰富与拓展。
教学难点 导游视角具有移步换景的特点，因此需要学生用一定的想象力和空间思维能力来理解课文内容； 引导学生站在更高视角，加深对单元主题的认知。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Before class, encourage Ss to collect pics and info about Dunhuang and Mogao Caves. Divide the class into groups to discuss about the pics and info they’ve collected. Ask Question 1&2. Choose one or two groups to share their results with the class. Before class, collect pics and info about Dunhuang and Mogao Caves. Work in groups. Discuss about the pics and info. Answer Question 1&2. One or two groups present their results to the class. To prepare enough info for further discussion. To let Ss help each other. To practice oral expression.
Activity 2 Help Ss tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture. Ask students to read the passage quickly. Help Ss make clear where the passage is most probably from. Tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture. Read the passage quickly. Figure out what kind of article the text is. To make clear what type of writing the text is. To get the general idea of the text.
Activity 3 Ask Ss to read the passage quickly and underline the key sentence of each paragraph. Help Ss to analyze the different focuses of the three pare the results of the last two steps. Help Ss to get the choice and explain why. Read the passage quickly and underline the key sentence of each paragraph. Analyze the different focuses of the three pare the results of the last two steps. Get the choice and explain why. To practice how to make a summary of a text.
Activity 4 (Design 1) Guide Ss into the roles of a tourist and a guide. Ask necessary questions to help. Ask Ss to read in details the 1st and 2nd paragraphs (in the role of a tour guide). Asks Ss to go on reading the rest of the article. Questions are need to help. Organize group work to discuss and finish the diagram on Page 28. Check the answers, and invite some Ss to retell the passage. Try to think in the role of a tour guide or a tourist, which helps understand the text. Read Para 1-2 in the role of a tour guide. Go on and finish reading the text. Group work and finish the diagram on Page 28. Check the answers and try to retell the passage. To understand the text in details. To understand the structure of the text. To do some research into the theme and practice high-level thinking.
Activity 4 (Design 2) Divide Ss into two groups: tour guides and tourists. Help Ss make clear about their roles by necessary questions and examples. Guide them into the scenario of a tour to Dunhuang and Mogao caves, and read Paragraph 1-2. Help Ss ask and answer meaningful questions as they are reading Paragraph 3-4. Ask Ss to read Paragraph 5-6 together. Organize group work to discuss and finish the diagram on Page 28. Check answers, ask them to do some retelling. Make clear what role they are in: a tour guide or a tourist. Understand the scenario and read Paragraph 1-2. Read Paragraph 3-4, ask and answer meaningful questions between tour guides and tourists. Read paragraph 5-6 together. Group work: discuss and finish the diagram on Page 28. Check answers and do some retelling. To understand the text in details. To understand the structure of the text. To do some research into the theme and practice high-level thinking.
Think & Share Guide Ss to discuss Question 1 in groups. Help Ss to form some answers. Ask Ss to do with the other questions in the same way. Give after-school assignment to do more research into the questions. Discuss Question 1 in groups. Try to form some answers. Do with the other questions in the same way. Do some after-school research into the questions. To help Ss think about questions reasonably. Improve Ss’ level of thinking and reflection.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——社会进步与人类文明
内容分析 语法部分的主要内容为状语从句的复习。这部分要求学生在对典型例句分析的基础上，补全一个关于大提琴演奏家马友友的小语段，之后再运用状语从句讲述中国高铁的发展，并完成相应的开放性练习；词汇部分通过一个中外文化交流的时间轴展现了在中国历史上对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访谈对话录音，并完成相关的听力活动。学生在进行阅读、听力、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。
教学目标 1 引导学生复习几种状语从句的用法 及区别，并在真实语境中加以运用。利用材料提供的要点，创造性地使用状语从句，完成开放性练习； 2 引导学生掌握并能够正确使用与文化交流相关的词汇或表达，并尽量想出更多不同的相关表达； 3 引导学生了解从古至今的中外文化交流历程，理解文化交流与文化发 展相互促进的关系，拓展文化视野，坚定文化自信，对中国文化如何更好走向世界进行初步思考。
教学重点 引导学生复习状语从句的基本特征并在真实语境中运用； 引导学生理解中西文化交流的历程，并锻炼表达能力。
教学难点 指导学生对状语从句的灵活运用； 对于中西文化交流大事件的史实知识的正确表述与适当的信息补充。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask Ss to read and observe the sentences in the box, and tell which type of adverbial clause each one is. Ask Ss to find more adverbial clauses when reading the text. Observe the four sentences in the box and tell which type of adverbial clause each one is. Find more adverbial clauses when reading the text. To go over adverbial clauses. To help Ss learn from real text.
Activity 2 Ask Ss to read the text independently and choose proper expressions for the blanks. Ask Ss to read the text including their choices. Check the answers with the class. Help Ss to tell the types of the adverbial clauses. Read the text independently and choose proper expressions for the blanks. Read the text including the choices. Check the answers. Tell the types of the adverbial clauses. To apply the adverbial clauses in a context.
Activity 3 Help Ss to build connection between info points and pics about the development of HSR. Organize group work to describe the development of China’s HSR. Invite some groups to share their work results orally. Encourage them to use adverbial clauses. Ask Ss to take down their oral work, and make sure it’s coherent enough. Observe the info and pics. Build connection between info points and pics about the development of HSR. Describe the development of China’s HSR in groups. Share work results orally. Try to use more adverbial clauses. Take down the oral work, and make sure it’s coherent enough. To consolidate the application of the adverbial clauses in a real context.
Activity 4 Organize group work to describe another Chinese innovation. Encourage them to use adverbial clauses. Invite some groups to show their work orally. Describe another Chinese innovation. Try to use adverbial clauses. Share the group work in class. To further practice using the adverbial clause.
Activity 5 Activate Ss’ background knowledge about the history of communication between China and the west. Ask Ss to read the text and make clear about the time, people and events. Organize group work. Ss tell each other about the topic by using the time axis. Invite some Ss to do the retelling of the text. Prepare background knowledge about the topic. Read the text and get clear about the time, people and events. In groups do retelling to each other by using the time axis. It’s OK to add personal understanding. Do retelling to the class. To further understand the process of communication between China and the west in history. To learn and use more vocabulary.
Activity 6 Ask Ss to share what they know about Qian Zhongshu and his works. Ask Ss to read the text independently and fill in the blanks with words from Activity 5. Ask some Ss to share what they’ve put in the blanks. Check the answers. Share what they know about Qian Zhongshu and his works. Read the text independently and fill in the blanks with words from Activity 5. Share what they’ve put in the blanks. Check the answers. To enlarge and review the vocabulary about the topic.
Activity 7 Ask Ss to share what they know about the Confucius Institute overseas. Ask Ss to read the “Did you know” part about the Confucius Institute. Guide Ss to read the choices and make possible assumptions. Play the audio and asks students to make choices. Listen again and make sure of their choices. Invite Ss to share their answers and make necessary correction. Share what they know about the Confucius Institute overseas. Read the “Did you know” part about the Confucius Institute. Read the choices and make possible assumptions. Listen to the audio and make choices. Listen again and make sure of the choices. Share and check the answers. To train the skills of grasping the main idea of a conversation through listening.
Activity 8&9 Play the audio again and ask Ss to complete the text of Activity 8. Ask Ss to finish the two boxes of Activity 9 independently. Organize group work to improve and help each other with their answers. Check the answers. listen to the audio again and complete the text of Activity 8. Finish the two boxes of Activity 9 independently. Improve and help each other with their answers in groups. Check the answers. To learn to understand the details of the listening material. To learn the ways of giving reasons and drawing conclusions.
Activity 10 Organize group work to talk about scenarios of spreading Chinese culture. Invite several groups to show the scenarios to class. Help Ss to improve their language skills. Talk in groups about scenarios of spreading Chinese culture. Several groups show the scenarios to class. Try to improve the language skills. To understand the language circumstances better. To further practise language skills.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——跨文化的沟通、交流与理解
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为访谈。课文中四位汉学家、译者畅谈了中国文学走向世界的问题，包括他们何时对中国文学产生兴趣、各自喜欢的作家和作品、中国文学在国外的影响力等。读写部分的范文介绍了美国纽约的百老汇等文化区，引导学生通过学习范文，学会介绍本国著名的文化亮点。通过这一板块的学习，学生能够进一步提升个人的语言能力和思维品质，同时加深对单元主题的理解，增强文化自信，坚定将中华文化中的精华向全世界传播的理念与信念。
教学目标 1 引导学生通过理解访谈内容，了解中国文学在国外传播的大致情况，同时对具有世界影响力的中国古典和现代的文学作品与作家做更多的了解与研读，将中国文学作品和作家介绍给世界； 2 引导学生在理解的基础上，感悟课文主题，从而加深对单元主题意义的认识，增强民族历史和文化的自豪感，坚定文化自信，并积极传播中华文化； 3 引导学生通过完成阅读任务和学习如何介绍一个城市的文化亮点，运用所学内容介绍一个中国的地点。
教学重点 带领学生理解对话内容，完成提问任务； 引导学生学习如何深入、细致地表达个人观点和理念。
教学难点 文章中有不少长句，要正确理解其意义与功能； 不少学生对当代本土文学作品与作家缺乏了解，造成理解障碍。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Organize group work to make sure everyone knows the books and their authors. Organize group work to discuss the three questions. Invite some groups to share their answers to the three questions. T makes necessary corrections or supplements. Group work. Make sure everyone knows the books and their authors. Group work. Discuss the three questions. Share answers to the three questions. To learn some examples of Chinese literature. To prepare for the following reading tasks.
Activity 2 (Design 1) Guide Ss to read Paragraph 1 for the topic and info about the four Sinologists and translators. Guide Ss to read the three questions and make possible assumptions. Ask Ss to read independently the paragraphs under Q1. Guide Ss to conclude the common points and different points. Guide Ss to make correct choice of the question. Ask Ss to read and finish the rest part of the text with the same steps and method. Read Paragraph 1 for the topic and info about the four Sinologists and translators. Read the three questions and make possible assumptions. Read independently the paragraphs under Q1. Conclude the common points and different points. make correct choice of the question. Read and finish the rest part of the text with the same steps and method. To help Ss learn skills of analyzing and answering questions. To help Ss learn how to express personal opinions reasonably.
Activity 2 (Design 2) Guide Ss to read Paragraph 1 for the topic and info about the four Sinologists and translators. Ask Ss to read all the three questions and make possible assumptions, which is prepared for the further reading tasks. Organize group work. Ss distribute different tasks of reading, and then exchange ideas. Invite some groups to share their ideas. Read Paragraph 1 for the topic and info about the four Sinologists and translators. Read all the three questions and make possible assumptions, which is prepared for the further reading tasks. Group work. distribute different tasks of reading within each group, and then exchange ideas. Group members share ideas with class. To help Ss learn skills of analyzing and answering questions. To help Ss learn how to express personal opinions reasonably.
Activity 3 Guide Ss to go over the info taken in the previous reading tasks. Find out the differences of each person. Organize group work. Ss read through the four choices, underline key words, and discuss in groups. Invite some groups to share their answers. Go over the info taken in the previous reading tasks. Find out the differences of each person. Read through the four choices, underline key words, and discuss in groups. Share answers in class. To check Ss understanding about the info they get. To further learn and tell differences between opinions.
Think & Share Organize pair work to discuss and exchange opinions of the questions. Invite some Ss to share their ideas. Encourage supplements and discussion. In pairs, discuss and exchange opinions of the questions. Share answers or ideas. Make supplements or discussion. To enhance Ss’ understanding of the topic and encourage them to show their own opinions.
Activity 4 Organize group work. Ss share their interest and knowledge of Chinese literature. Ask Ss to discuss and answer the questions. Invite some groups to share their ideas. Encourage further thinking and discussion on how to promote Chinese literature throughout the world. Share interest and knowledge of Chinese literature in groups. Discuss and answer the questions. Share results of the discussion. Think further and discuss on how to promote Chinese literature throughout the world. To learn how to break a large question into some small ones. To think about Chinese literature at a higher level.
Activity 5 (Design 1) Invite Ss to talk about their knowledge of New York. Guide Ss to read through the email and briefly analyze its structure. Organize group work to discuss what expressions and details Selena used to describe an attractive city. Guide Ss to answer the two questions below the email and report the results of their previous discussion. Take down useful expressions for a reply email. Talk about what they know about New York. Read through the email and briefly analyze its structure. Discuss what expressions and details Selena used to describe an attractive city. Answer the two questions below the email and report the results of the previous discussion. Take down useful expressions for a reply email. To learn how to describe a place vividly and make it attractive.
Activity 5 (Design 2) Invite Ss to talk about their knowledge of New York. Organize group work. Read and discuss what expressions and details Selena used to describe an attractive city. Each group sent one S to take down the key words or expressions on the blackboard. Ask the two questions. Further motivate Ss’ thinking by asking: What place do you want to introduce to Selena Talk about what they know about New York. Read and discuss what expressions and details Selena used to describe an attractive city. Each group sent one S to take down the key words or expressions on the blackboard. Answer the two questions. Think and answer T’s further question. To learn how to describe a place vividly and make it attractive.
Activity 6-7 Ask Ss to decide a place to introduce to Selena. Organize group work. Ss exchange ideas of the places they want to introduce. List reasons why. Guide Ss to put their thoughts into writing an email to Selena. Ss share their writing work. Decide a place to introduce to Selena. Exchange ideas of the places they want to introduce. List reasons why. Put the thoughts into writing an email to Selena. Ss share their writing work. To learn how to write an inviting email.
Presenting ideas & Reflection板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Speaking & writing
主题语境 人与社会——跨文化的沟通、交流与理解
内容分析 本板块要求学生设计一个中外文化交流活动的开幕式，帮助学生进一步加深对本单元主题意义的理解，发展思维品质，完成对所学内容的迁移和创新。引导学生加深对中华文化的了解，同时坚定文化自信，更好地传播中国文化，促进世界上不同文化之间的交流。
教学目标 1 引导学生思考总结文化交流的方式方法，理解文化交流的重要意义； 2 引导学生熟悉开幕式的流程，通过运用本单元所学的语言，恰当表达自己的想法，设计出既符合中国特色，又体现多元文化的开幕式活动； 3 培养学生的团队合作意识，引导学生与小组其他成员共同探讨，分工协作，集体协商，统一意见，保质保量完成学习任务。
教学重点 帮助学生设计文化交流展览会开幕式的流程； 学生展示设计成果。
教学难点 发动想象力，设计科学的、有吸引力的文化交流展览会开幕式的流程。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1-2 Guide Ss to read the school committee notice. Organize group work. Ss discuss the design of the opening ceremony. Group plete the design of the opening ceremony. Read the school committee notice. In groups, Ss discuss the design of the opening ceremony. In groups, complete the design of the opening ceremony. To help students improve their ability of programming a cultural event.
Activity 3-4 Organize group work. Each group appoints one S as a host/hostess to introduce their design. Organize group work. Each group helps its host/hostess to best present their design. Arrange hosts/hostesses to do presentation. Audience vote for best design and best host/hostess. Each group appoints one S as a host/hostess to introduce their design. Each group helps its host/hostess to best present their design. Hosts/hostesses do presentation. Audience vote for best design and best host/hostess. To encourage and improve Ss’ understanding of a cultural ceremony. To practice oral expression.
Reflection
Guide Ss to recall what they’ve learnt in this unit. Asks Ss to consider and answer the questions in the Reflection box. rate their performance in this unit, and summarise what they’ve learnt. Consider and answer the questions in the Reflection box To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (此部分教师可根据教学实际酌情处理。)
课型 Speaking
主题语境 人与社会——跨文化的沟通、交流与理解
内容分析 本单元的项目实践活动要求学生小组合作，共同寻找认识的来过中国的外国友人，并与之取得联系，可以通过面对面交流或网络联系对其进行一次采访，然后用视频或文字记录下采访过程，形成报告并予以展示。本项目实践活动旨在引导学生通过自主学习、合作学习、探究式学习，对单元主题做进一步的延伸和探索，培养学生的采访与沟通能力。
教学目标 1 指导学生运用一定的沟通技巧，与一位来过中国的外国人取得联系，选择合适的方式进行采访； 2 引导学生在小组内充分合作，合理安排分工，详细生动地呈现采访经历，并通过采访活动进一步提升自己的英语口语能力； 3 引导学生反思总结本次采访经历，并对“中国走向世界”的单元主题有更进一步的认识。
教学重点 引导学生设计采访问卷，获得采访途径，为采访过程做准备。
教学难点 采访任务需要学生小组分别在校外完成，情况千差万别，难以在教学准备中做到面面俱到； 引导学生形成正确的人生观、价值观和世界观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Ask a brain-storming question: How can you find foreigners who are willing to attend an interview Ask Ss to share ideas. Divide Ss into groups to work together on the project. Ask groups to decide ways to get in touch with foreigners. Every group member has to play a role. Discuss the brain-storming question and share different ideas. Form groups for the project. T may help, but Ss can also form groups on their own. In groups, decide the ways to get in touch with foreigners. Every group member has to play a role. To get Ss prepared for the activities, and develop their ability of doing research. To help Ss cooperate with each other. To cultivate team work spirit.
Plan Ask each group to work out a questionnaire to help with the interview. If necessary, show Ss some examples. Ask each group to think of necessary equipment to help carry out and record the process of the interview. Invite some groups to share their design or plan for the interview. Other groups may learn or borrow some ideas from them. In groups, work out a questionnaire to help with the interview. Learn from examples that T shows. In groups, think of necessary equipment to help carry out and record the process of the interview. Share the design with other groups about the design or plan for the interview. Groups learn from each other. To help Ss learn about planning and designing the details for an interview. To let Ss cooperate and cultivate team work spirit.
Create Let Ss carry out their design after school. T stay online to offer help in case Ss need it. In groups, carry out the design after school. Make record in suitable ways after negotiating with the interviewees. To help Ss apply their design in real social communication occasions. To let Ss practice team work.
Present Arrange a presentation period for each group to do reports of their interview. Let Ss share their ideas about each other’s reports about gains and regrets. Make conclusion and encourage Ss to better their interview task next time. Sort out the record of the interview. Prepare for a presentation period. Share ideas about each other’s reports about gains and regrets. Make further improvements after class. To help students improve skills in presentation. To help students learn from each other. Prepare for better work in the future.
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单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是跨文化沟通，文化的包容与合作。本单元的着眼点是中外文化的交流，并着重立足于中国本土文化，涉及中国的文化遗产，当代中国的发展和崭新风貌，中国文化交流的历史以及中国文学等方面，引导学生从不同的视角理解中国文化和中国文明，培养学生开放、多元、学习、包容的精神，树立立足本土文化，接纳世界多元文化的理念，进一步增强学生的民族自豪感，培养高尚的爱国情操。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的图片、导游词、对话、访谈、书信、通知等多模态语篇，综合运用各种语言技能，能够对中国传统文化与现代文明的杰出代表进行描述与介绍；能够简要介绍中国的文化交流史以及连接中外文明的重要历史人物，观察并感受中国传统与现代的文明；能够从更广阔的角度探讨中国如何更好地走向世界；在知识和思维能力上进行适当迁移，能够对相关话题开展研究学习与思考；能够在自主学习、合作学习、探究式学习的过程中开拓思维，用欣赏、学习、探索的眼光看待不同的文明，用自豪、传承、发展的心态对待自己的文明；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习英语的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长10分钟，教师可根据教学实际酌情调整。）
课型 Listening + Viewing
主题语境 人与社会——物质与非物质文化遗产；跨文化的沟通、交流与理解
内容分析 活动1 呈现一段与单元主题相关的视频，介绍了丝绸之路的历史、发展和在中外文化交流方面的历史作用，以及在新时代的今天“一带一路”倡议如何使丝绸之路重新焕发生机。活动2 提供一些图片，这些图片从不同的方面展现了外国友人在中国的经历。学生要试图站在他们的视角，以“共情”的态度，观察、体悟、思考和讨论。本板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1 带领学生观看视频，理解视频的主旨大意，并能够从视频中迅速提取关键信息，激活学生已有的背景知识和语言知识； 2 引导学生通过对图片的观察、体悟、思考和讨论，学会用欣赏、学习、包容的心态去“遇见”不同的文化，对“文化冲击”现象进行初步的思考； 3 引导学生理解文化的丰富性与多样性，贯彻“中国走向世界”这一主题，培养多元视角，提升文化自豪感。
教学重点 引导学生观看视频、理解主题，并对cultural shock进行思考与讨论。
教学难点 引导学生感受和理解文化的丰富性与多样性，贯彻“The world meets China”这一主题，培养多元视角、提升文化自豪感。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Design 1) Ask Ss about their knowledge of the development of the Silk Road, and draw a time axis on the blackboard. Play the video. Ask Question 1. Play the video again, and asks Ss to make necessary changes of the time axis. Invite Ss to briefly introduce the history the road to others, and answer Question 2. Use their background knowledge to talk about the history of the Silk Road. Watch the video. Answer Question 1. Watch the video again and make necessary changes of the time axis. Orally introduce the history of the Silk Road, and answer Question 2. To Activate students’ background knowledge about the Silk Road. To help students have an overall understanding of the Silk Road.
Activity 1 (Design 2) Use pictures and questions to motivate Ss’ background knowledge of the Silk Road. Take down key words on the blackboard. Show the video and ask Question 1. Show the video again. Ask Ss to modify or add info to the previous notes. Ask Question 2, and raise a new question: What’re the differences between the ancient Silk Road and today’s “Belt and Road Initiative” Organize a discussion on the importance of the Silk Road. Observe pictures, activate background knowledge about the Silk Road. Help T to take notes. Watch the video and answer Question 1. Modify and add necessary info to the previous notes. Answer Question 2 and other questions raised by T. Discuss about the significance of the Silk Road. To Activate Ss’ background knowledge about the Silk Road. To help Ss have an overall understanding of the Silk Road.
Activity 2 (Design 1) Show pictures; Ss observe and answer Question 1. Organize group work. Guide Ss to discuss the messages behind the pics and take down key words. Ask Question 2 and offer key words to help. Guide Ss to think about Question 3. Students observe the pics and answer Question 1. Discuss the messages behind the pics and take down key words. Think about and answer Question 2. Think about and answer Question 3. To encourage Ss to appreciate and learn from different cultures; To guide Ss to think about the phenomenon of cultural shock.
Activity 2 (Design 2) Show pictures; play a related quick-answer game. Then ask Question 1. Organize group work. Guide Ss to discuss the messages behind the pics. Ask Question 2. Require Ss to say at least 2-3 sentences about the pics. Guide Ss to think more. Ask Question 3, and require Ss to describe briefly about their answers. Students observe the pics and do quick-answer game. Answer Question 1. Group work. Discuss the messages behind the pics. Answer Question 2 with at least 2-3 sentences. Think more, answer Question 3 with brief description. To encourage Ss to appreciate and learn from different cultures; To guide Ss to think about the phenomenon of cultural shock.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与社会——物质与非物质文化遗产
内容分析 该板块呈现了一篇体现单元主题的课文，语篇类型为导游词。课文为导游在莫高窟现场的解说词。课文中的导游先概述了敦煌在古代中外贸易中的重要位置，然后移步换景，带领游客参观几个主要的洞窟，介绍洞窟的开凿，壁画的内容，藏经洞的发现与意义，以及敦煌如何在“一带一路”倡议下重焕新生。这样的课文，不仅要求教师要引导学生理解内容，而且应该通过设置开放性的问题，帮助学生深入理解，探究主题意义，锻炼思维能力，体悟家国情怀和拥有全球视野。读前的导入活动通过请学生观察几幅图片并回答问题，激活学生的背景知识，帮助学生提前熟悉课文内容。读中活动通过请学生判断课文的来源，考查学生对课文整体内容的把握。读后活动则通过理解主旨大意、分析逻辑结构和开放性问答等多种形式，帮助学生深入理解、赏析课文，探究主题意义，培养思维能力。
教学目标 1 引导学生获取课文主要信息，能够总结出丝绸之路上敦煌的地位与作用、莫高窟的概况与主要看点、丝绸之路如何重获新生； 2 引导学生站在“导游”的角度，感知课文的语言特点，学习和掌握如何与游客交流，如何吸引游客的注意力，如何把握住事物的主要特征，如何展开具体描述； 3 引导学生基于课文内容，从敦煌的发展与兴衰，莫高窟的独特位置与历史价值，敦煌如何增进文化交流和理解，以及如何提升民族文化自豪感等方面，加深对单元主题的认知。
教学重点 引导学生理解对事物的主要特点如何展开描述； 引导学生站在导游视角来理解语篇，并作可能的丰富与拓展。
教学难点 导游视角具有移步换景的特点，因此需要学生用一定的想象力和空间思维能力来理解课文内容； 引导学生站在更高视角，加深对单元主题的认知。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Before class, encourage Ss to collect pics and info about Dunhuang and Mogao Caves. Divide the class into groups to discuss about the pics and info they’ve collected. Ask Question 1&2. Choose one or two groups to share their results with the class. Before class, collect pics and info about Dunhuang and Mogao Caves. Work in groups. Discuss about the pics and info. Answer Question 1&2. One or two groups present their results to the class. To prepare enough info for further discussion. To let Ss help each other. To practice oral expression.
Activity 2 Help Ss tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture. Ask students to read the passage quickly. Help Ss make clear where the passage is most probably from. Tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture. Read the passage quickly. Figure out what kind of article the text is. To make clear what type of writing the text is. To get the general idea of the text.
Activity 3 Ask Ss to read the passage quickly and underline the key sentence of each paragraph. Help Ss to analyze the different focuses of the three pare the results of the last two steps. Help Ss to get the choice and explain why. Read the passage quickly and underline the key sentence of each paragraph. Analyze the different focuses of the three pare the results of the last two steps. Get the choice and explain why. To practice how to make a summary of a text.
Activity 4 (Design 1) Guide Ss into the roles of a tourist and a guide. Ask necessary questions to help. Ask Ss to read in details the 1st and 2nd paragraphs (in the role of a tour guide). Asks Ss to go on reading the rest of the article. Questions are need to help. Organize group work to discuss and finish the diagram on Page 28. Check the answers, and invite some Ss to retell the passage. Try to think in the role of a tour guide or a tourist, which helps understand the text. Read Para 1-2 in the role of a tour guide. Go on and finish reading the text. Group work and finish the diagram on Page 28. Check the answers and try to retell the passage. To understand the text in details. To understand the structure of the text. To do some research into the theme and practice high-level thinking.
Activity 4 (Design 2) Divide Ss into two groups: tour guides and tourists. Help Ss make clear about their roles by necessary questions and examples. Guide them into the scenario of a tour to Dunhuang and Mogao caves, and read Paragraph 1-2. Help Ss ask and answer meaningful questions as they are reading Paragraph 3-4. Ask Ss to read Paragraph 5-6 together. Organize group work to discuss and finish the diagram on Page 28. Check answers, ask them to do some retelling. Make clear what role they are in: a tour guide or a tourist. Understand the scenario and read Paragraph 1-2. Read Paragraph 3-4, ask and answer meaningful questions between tour guides and tourists. Read paragraph 5-6 together. Group work: discuss and finish the diagram on Page 28. Check answers and do some retelling. To understand the text in details. To understand the structure of the text. To do some research into the theme and practice high-level thinking.
Think & Share Guide Ss to discuss Question 1 in groups. Help Ss to form some answers. Ask Ss to do with the other questions in the same way. Give after-school assignment to do more research into the questions. Discuss Question 1 in groups. Try to form some answers. Do with the other questions in the same way. Do some after-school research into the questions. To help Ss think about questions reasonably. Improve Ss’ level of thinking and reflection.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——社会进步与人类文明
内容分析 语法部分的主要内容为状语从句的复习。这部分要求学生在对典型例句分析的基础上，补全一个关于大提琴演奏家马友友的小语段，之后再运用状语从句讲述中国高铁的发展，并完成相应的开放性练习；词汇部分通过一个中外文化交流的时间轴展现了在中国历史上对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访谈对话录音，并完成相关的听力活动。学生在进行阅读、听力、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。
教学目标 1 引导学生复习几种状语从句的用法 及区别，并在真实语境中加以运用。利用材料提供的要点，创造性地使用状语从句，完成开放性练习； 2 引导学生掌握并能够正确使用与文化交流相关的词汇或表达，并尽量想出更多不同的相关表达； 3 引导学生了解从古至今的中外文化交流历程，理解文化交流与文化发 展相互促进的关系，拓展文化视野，坚定文化自信，对中国文化如何更好走向世界进行初步思考。
教学重点 引导学生复习状语从句的基本特征并在真实语境中运用； 引导学生理解中西文化交流的历程，并锻炼表达能力。
教学难点 指导学生对状语从句的灵活运用； 对于中西文化交流大事件的史实知识的正确表述与适当的信息补充。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask Ss to read and observe the sentences in the box, and tell which type of adverbial clause each one is. Ask Ss to find more adverbial clauses when reading the text. Observe the four sentences in the box and tell which type of adverbial clause each one is. Find more adverbial clauses when reading the text. To go over adverbial clauses. To help Ss learn from real text.
Activity 2 Ask Ss to read the text independently and choose proper expressions for the blanks. Ask Ss to read the text including their choices. Check the answers with the class. Help Ss to tell the types of the adverbial clauses. Read the text independently and choose proper expressions for the blanks. Read the text including the choices. Check the answers. Tell the types of the adverbial clauses. To apply the adverbial clauses in a context.
Activity 3 Help Ss to build connection between info points and pics about the development of HSR. Organize group work to describe the development of China’s HSR. Invite some groups to share their work results orally. Encourage them to use adverbial clauses. Ask Ss to take down their oral work, and make sure it’s coherent enough. Observe the info and pics. Build connection between info points and pics about the development of HSR. Describe the development of China’s HSR in groups. Share work results orally. Try to use more adverbial clauses. Take down the oral work, and make sure it’s coherent enough. To consolidate the application of the adverbial clauses in a real context.
Activity 4 Organize group work to describe another Chinese innovation. Encourage them to use adverbial clauses. Invite some groups to show their work orally. Describe another Chinese innovation. Try to use adverbial clauses. Share the group work in class. To further practice using the adverbial clause.
Activity 5 Activate Ss’ background knowledge about the history of communication between China and the west. Ask Ss to read the text and make clear about the time, people and events. Organize group work. Ss tell each other about the topic by using the time axis. Invite some Ss to do the retelling of the text. Prepare background knowledge about the topic. Read the text and get clear about the time, people and events. In groups do retelling to each other by using the time axis. It’s OK to add personal understanding. Do retelling to the class. To further understand the process of communication between China and the west in history. To learn and use more vocabulary.
Activity 6 Ask Ss to share what they know about Qian Zhongshu and his works. Ask Ss to read the text independently and fill in the blanks with words from Activity 5. Ask some Ss to share what they’ve put in the blanks. Check the answers. Share what they know about Qian Zhongshu and his works. Read the text independently and fill in the blanks with words from Activity 5. Share what they’ve put in the blanks. Check the answers. To enlarge and review the vocabulary about the topic.
Activity 7 Ask Ss to share what they know about the Confucius Institute overseas. Ask Ss to read the “Did you know” part about the Confucius Institute. Guide Ss to read the choices and make possible assumptions. Play the audio and asks students to make choices. Listen again and make sure of their choices. Invite Ss to share their answers and make necessary correction. Share what they know about the Confucius Institute overseas. Read the “Did you know” part about the Confucius Institute. Read the choices and make possible assumptions. Listen to the audio and make choices. Listen again and make sure of the choices. Share and check the answers. To train the skills of grasping the main idea of a conversation through listening.
Activity 8&9 Play the audio again and ask Ss to complete the text of Activity 8. Ask Ss to finish the two boxes of Activity 9 independently. Organize group work to improve and help each other with their answers. Check the answers. listen to the audio again and complete the text of Activity 8. Finish the two boxes of Activity 9 independently. Improve and help each other with their answers in groups. Check the answers. To learn to understand the details of the listening material. To learn the ways of giving reasons and drawing conclusions.
Activity 10 Organize group work to talk about scenarios of spreading Chinese culture. Invite several groups to show the scenarios to class. Help Ss to improve their language skills. Talk in groups about scenarios of spreading Chinese culture. Several groups show the scenarios to class. Try to improve the language skills. To understand the language circumstances better. To further practise language skills.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——跨文化的沟通、交流与理解
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为访谈。课文中四位汉学家、译者畅谈了中国文学走向世界的问题，包括他们何时对中国文学产生兴趣、各自喜欢的作家和作品、中国文学在国外的影响力等。读写部分的范文介绍了美国纽约的百老汇等文化区，引导学生通过学习范文，学会介绍本国著名的文化亮点。通过这一板块的学习，学生能够进一步提升个人的语言能力和思维品质，同时加深对单元主题的理解，增强文化自信，坚定将中华文化中的精华向全世界传播的理念与信念。
教学目标 1 引导学生通过理解访谈内容，了解中国文学在国外传播的大致情况，同时对具有世界影响力的中国古典和现代的文学作品与作家做更多的了解与研读，将中国文学作品和作家介绍给世界； 2 引导学生在理解的基础上，感悟课文主题，从而加深对单元主题意义的认识，增强民族历史和文化的自豪感，坚定文化自信，并积极传播中华文化； 3 引导学生通过完成阅读任务和学习如何介绍一个城市的文化亮点，运用所学内容介绍一个中国的地点。
教学重点 带领学生理解对话内容，完成提问任务； 引导学生学习如何深入、细致地表达个人观点和理念。
教学难点 文章中有不少长句，要正确理解其意义与功能； 不少学生对当代本土文学作品与作家缺乏了解，造成理解障碍。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Organize group work to make sure everyone knows the books and their authors. Organize group work to discuss the three questions. Invite some groups to share their answers to the three questions. T makes necessary corrections or supplements. Group work. Make sure everyone knows the books and their authors. Group work. Discuss the three questions. Share answers to the three questions. To learn some examples of Chinese literature. To prepare for the following reading tasks.
Activity 2 (Design 1) Guide Ss to read Paragraph 1 for the topic and info about the four Sinologists and translators. Guide Ss to read the three questions and make possible assumptions. Ask Ss to read independently the paragraphs under Q1. Guide Ss to conclude the common points and different points. Guide Ss to make correct choice of the question. Ask Ss to read and finish the rest part of the text with the same steps and method. Read Paragraph 1 for the topic and info about the four Sinologists and translators. Read the three questions and make possible assumptions. Read independently the paragraphs under Q1. Conclude the common points and different points. make correct choice of the question. Read and finish the rest part of the text with the same steps and method. To help Ss learn skills of analyzing and answering questions. To help Ss learn how to express personal opinions reasonably.
Activity 2 (Design 2) Guide Ss to read Paragraph 1 for the topic and info about the four Sinologists and translators. Ask Ss to read all the three questions and make possible assumptions, which is prepared for the further reading tasks. Organize group work. Ss distribute different tasks of reading, and then exchange ideas. Invite some groups to share their ideas. Read Paragraph 1 for the topic and info about the four Sinologists and translators. Read all the three questions and make possible assumptions, which is prepared for the further reading tasks. Group work. distribute different tasks of reading within each group, and then exchange ideas. Group members share ideas with class. To help Ss learn skills of analyzing and answering questions. To help Ss learn how to express personal opinions reasonably.
Activity 3 Guide Ss to go over the info taken in the previous reading tasks. Find out the differences of each person. Organize group work. Ss read through the four choices, underline key words, and discuss in groups. Invite some groups to share their answers. Go over the info taken in the previous reading tasks. Find out the differences of each person. Read through the four choices, underline key words, and discuss in groups. Share answers in class. To check Ss understanding about the info they get. To further learn and tell differences between opinions.
Think & Share Organize pair work to discuss and exchange opinions of the questions. Invite some Ss to share their ideas. Encourage supplements and discussion. In pairs, discuss and exchange opinions of the questions. Share answers or ideas. Make supplements or discussion. To enhance Ss’ understanding of the topic and encourage them to show their own opinions.
Activity 4 Organize group work. Ss share their interest and knowledge of Chinese literature. Ask Ss to discuss and answer the questions. Invite some groups to share their ideas. Encourage further thinking and discussion on how to promote Chinese literature throughout the world. Share interest and knowledge of Chinese literature in groups. Discuss and answer the questions. Share results of the discussion. Think further and discuss on how to promote Chinese literature throughout the world. To learn how to break a large question into some small ones. To think about Chinese literature at a higher level.
Activity 5 (Design 1) Invite Ss to talk about their knowledge of New York. Guide Ss to read through the email and briefly analyze its structure. Organize group work to discuss what expressions and details Selena used to describe an attractive city. Guide Ss to answer the two questions below the email and report the results of their previous discussion. Take down useful expressions for a reply email. Talk about what they know about New York. Read through the email and briefly analyze its structure. Discuss what expressions and details Selena used to describe an attractive city. Answer the two questions below the email and report the results of the previous discussion. Take down useful expressions for a reply email. To learn how to describe a place vividly and make it attractive.
Activity 5 (Design 2) Invite Ss to talk about their knowledge of New York. Organize group work. Read and discuss what expressions and details Selena used to describe an attractive city. Each group sent one S to take down the key words or expressions on the blackboard. Ask the two questions. Further motivate Ss’ thinking by asking: What place do you want to introduce to Selena Talk about what they know about New York. Read and discuss what expressions and details Selena used to describe an attractive city. Each group sent one S to take down the key words or expressions on the blackboard. Answer the two questions. Think and answer T’s further question. To learn how to describe a place vividly and make it attractive.
Activity 6-7 Ask Ss to decide a place to introduce to Selena. Organize group work. Ss exchange ideas of the places they want to introduce. List reasons why. Guide Ss to put their thoughts into writing an email to Selena. Ss share their writing work. Decide a place to introduce to Selena. Exchange ideas of the places they want to introduce. List reasons why. Put the thoughts into writing an email to Selena. Ss share their writing work. To learn how to write an inviting email.
Presenting ideas & Reflection板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Speaking & writing
主题语境 人与社会——跨文化的沟通、交流与理解
内容分析 本板块要求学生设计一个中外文化交流活动的开幕式，帮助学生进一步加深对本单元主题意义的理解，发展思维品质，完成对所学内容的迁移和创新。引导学生加深对中华文化的了解，同时坚定文化自信，更好地传播中国文化，促进世界上不同文化之间的交流。
教学目标 1 引导学生思考总结文化交流的方式方法，理解文化交流的重要意义； 2 引导学生熟悉开幕式的流程，通过运用本单元所学的语言，恰当表达自己的想法，设计出既符合中国特色，又体现多元文化的开幕式活动； 3 培养学生的团队合作意识，引导学生与小组其他成员共同探讨，分工协作，集体协商，统一意见，保质保量完成学习任务。
教学重点 帮助学生设计文化交流展览会开幕式的流程； 学生展示设计成果。
教学难点 发动想象力，设计科学的、有吸引力的文化交流展览会开幕式的流程。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1-2 Guide Ss to read the school committee notice. Organize group work. Ss discuss the design of the opening ceremony. Group plete the design of the opening ceremony. Read the school committee notice. In groups, Ss discuss the design of the opening ceremony. In groups, complete the design of the opening ceremony. To help students improve their ability of programming a cultural event.
Activity 3-4 Organize group work. Each group appoints one S as a host/hostess to introduce their design. Organize group work. Each group helps its host/hostess to best present their design. Arrange hosts/hostesses to do presentation. Audience vote for best design and best host/hostess. Each group appoints one S as a host/hostess to introduce their design. Each group helps its host/hostess to best present their design. Hosts/hostesses do presentation. Audience vote for best design and best host/hostess. To encourage and improve Ss’ understanding of a cultural ceremony. To practice oral expression.
Reflection
Guide Ss to recall what they’ve learnt in this unit. Asks Ss to consider and answer the questions in the Reflection box. rate their performance in this unit, and summarise what they’ve learnt. Consider and answer the questions in the Reflection box To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (此部分教师可根据教学实际酌情处理。)
课型 Speaking
主题语境 人与社会——跨文化的沟通、交流与理解
内容分析 本单元的项目实践活动要求学生小组合作，共同寻找认识的来过中国的外国友人，并与之取得联系，可以通过面对面交流或网络联系对其进行一次采访，然后用视频或文字记录下采访过程，形成报告并予以展示。本项目实践活动旨在引导学生通过自主学习、合作学习、探究式学习，对单元主题做进一步的延伸和探索，培养学生的采访与沟通能力。
教学目标 1 指导学生运用一定的沟通技巧，与一位来过中国的外国人取得联系，选择合适的方式进行采访； 2 引导学生在小组内充分合作，合理安排分工，详细生动地呈现采访经历，并通过采访活动进一步提升自己的英语口语能力； 3 引导学生反思总结本次采访经历，并对“中国走向世界”的单元主题有更进一步的认识。
教学重点 引导学生设计采访问卷，获得采访途径，为采访过程做准备。
教学难点 采访任务需要学生小组分别在校外完成，情况千差万别，难以在教学准备中做到面面俱到； 引导学生形成正确的人生观、价值观和世界观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Ask a brain-storming question: How can you find foreigners who are willing to attend an interview Ask Ss to share ideas. Divide Ss into groups to work together on the project. Ask groups to decide ways to get in touch with foreigners. Every group member has to play a role. Discuss the brain-storming question and share different ideas. Form groups for the project. T may help, but Ss can also form groups on their own. In groups, decide the ways to get in touch with foreigners. Every group member has to play a role. To get Ss prepared for the activities, and develop their ability of doing research. To help Ss cooperate with each other. To cultivate team work spirit.
Plan Ask each group to work out a questionnaire to help with the interview. If necessary, show Ss some examples. Ask each group to think of necessary equipment to help carry out and record the process of the interview. Invite some groups to share their design or plan for the interview. Other groups may learn or borrow some ideas from them. In groups, work out a questionnaire to help with the interview. Learn from examples that T shows. In groups, think of necessary equipment to help carry out and record the process of the interview. Share the design with other groups about the design or plan for the interview. Groups learn from each other. To help Ss learn about planning and designing the details for an interview. To let Ss cooperate and cultivate team work spirit.
Create Let Ss carry out their design after school. T stay online to offer help in case Ss need it. In groups, carry out the design after school. Make record in suitable ways after negotiating with the interviewees. To help Ss apply their design in real social communication occasions. To let Ss practice team work.
Present Arrange a presentation period for each group to do reports of their interview. Let Ss share their ideas about each other’s reports about gains and regrets. Make conclusion and encourage Ss to better their interview task next time. Sort out the record of the interview. Prepare for a presentation period. Share ideas about each other’s reports about gains and regrets. Make further improvements after class. To help students improve skills in presentation. To help students learn from each other. Prepare for better work in the future.
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