外研版（2019）选择性必修第四册 Unit3 The world meets China Understanding ideas板块教学设计
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| 名称 | 外研版（2019）选择性必修第四册 Unit3 The world meets China Understanding ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 20.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-07 10:39:08 | ||
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Unit3 Understanding ideas板块教学设计
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
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.
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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
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.
2 / 2