Unit3TheWorldMeetsChina单元教学设计-高二下学期英语选择性

Book7Unit3教学设计UnitthemeThesubjectcontextofthisunitis“Peopleandsociety”,andthesubjectcontextcontentinvolvediscrossculturalmunication,culturaltoleranceandcooperation.ThefocusofthisunitisontheexchangeofChineseandforeigncultures,andfocusesonthelocalChineseculture,involvingChina'sculturalheritage,thedevelopmentandnewstyleofcontemporaryChina,thehistoryofChineseculturalexchangesandChineseliterature,etc.,guidestudentstounderstandChinesecultureandChinesecivilizationfromdifferentperspectives,andcultivatestudentstobeopenandopen.Thespiritofdiversity,learningandtolerance,establishtheconceptofbeingbasedonlocalcultureandacceptingtheworld'smulticulturalism,furtherenhancestudents'nationalprideandcultivatenoblepatriotism.Thetargetstudentsoftheunitcanfocusonthecontextualcontentofthethemeofthisunit,basedonthemultimodaldiscoursesuchaspictures,guidewords,dialogues,interviews,letters,andnoticesprovidedintheunit,andprehensivelyusevariouslanguageskillstodescribeandintroduceoutstandingrepresentativesofChinesetraditionalcultureandmoderncivilization;beabletobrieflyintroduceChineseculturalexchangesHistoryandimportanthistoricalfiguresconnectingChineseandforeigncivilizations,observeandfeelChinesetraditionalandmoderncivilization;beabletoexplorehowChinacanbettermovetotheworldfromabroaderperspective;makeappropriatemigrationsinknowledgeandthinkingskills,andbeabletoconductresearch,learningandthinkingonrelatedtopics;beabletoindependentlylearnandcooperateIntheprocessoflearningandinquirybasedlearning,developyourthinking,lookatdifferentcivilizationswiththeeyesofappreciation,learning,andexploration,andtreatyourowncivilizationwiththementalityofpride,inheritance,anddevelopment;beabletousevariouslearningstrategies,intheprocessofindependentlearning,cooperativelearning,andinquirybasedlearning,binetheinformationprovidedbytheunit.Reflectiveandevaluativeissues,constantlymonitor,evaluate,reflectonandadjustone'sownlearningcontentandprocess,stimulateinterestinlearningEnglish,improvetheabilitytoanalyzeandsolveproblems,improveone'sabilitytounderstandandexpress,andultimatelypromoteone'sownlanguageability,culturalawareness,thinkingqualityandlearningability.prehensiveImprove.Startingout板块(theremendeddurationis10minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeListening+ViewingThemeContextPeopleandSocietyMaterialandintangibleCulturalheritage;crossculturalmunication,municationandunderstandingContentanalysisactivity1presentsavideorelatedtothethemeoftheunit,introducingthehistoryanddevelopmentoftheSilkRoadanditshistoricalroleinSinoForeignculturalexchanges,aswellasintheneweraoftoday's"BeltandRoad".Howthe”OneBeltOneRoad"InitiativehasbroughttheSilkRoadbacktolife.Activity2providessomepictures,thesepicturesshowtheexperienceofforeignfriendsinChinafromdifferentaspects.Studentsshouldtrytoobserve,prehend,thinkanddiscussfromtheirperspectiveandwithan“empathetic”attitude.Thissectionaimstoactivatestudents'existingbackgroundknowledgeandlanguageknowledge,andpavethewayforthenextlearningactivitiesoftheentireunit.Teachinggoal1:Leadstudentstowatchthevideo,understandthethrustofthevideo,andbeabletoquicklyextractkeyinformationfromthevideotoactivatethestudents'existingbackgroundknowledgeandlanguageknowledge;2Guidestudentstoobserve,prehend,thinkanddiscussthepictures,andlearnto“appreciate,learn,andbetolerant."Meet"differentculturesandgivepreliminarythoughtsonthephenomenonof“cultureshock”;3Guidestudentstounderstandtherichnessanddiversityofculture,implementthethemeof“ChinagoestotheWorld”,cultivatediverseperspectives,andenhanceculturalpride.Theteachingfocusistoguidestudentstowatchvideos,understandtopics,and对culturalshockthinkanddiscusscultimateshock.Teachingdifficultiesguidestudentstofeelandunderstandtherichnessanddiversityofculture,implementthethemeof“TheworldmeetsChina”,cultivatediverseperspectivesandenhanceculturalpride.Teachingstrategyaudiovisualteachingmethod,municativeteachingmethodUnderstandingideas板块(theremendeddurationis3035–35minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeReadingSubjectContextPeopleandSocietyMaterialandIntangibleCulturalHeritageContentanalysisoculturalHeritageThissectionpresentsatextthatreflectsthethemeoftheunit,andthetypeoftextisguidewords.ThetextisthementaryofthetourguideattheMogaoGrottoes.ThetourguideinthetextfirstoutlinestheimportantpositionofDunhuanginancientSinoforeigntrade,andthenmovestochangethescenery,leadingvisitorstovisitseveralmajorcaves,introducingtheexcavationofcaves,thecontentofmurals,thediscoveryandsignificanceoftheTibetanscriptures,andhowDunhuangwasrebornunderthe“BeltandRoad”initiative.Suchatextnotonlyrequiresteacherstoguidestudentstounderstandthecontent,butalsotosetopenquestionstohelpstudentsgainadeepunderstanding,explorethemeaningofthetopic,exercisetheirthinkingskills,prehendthecountry'sfeelingsandhaveaglobalperspective.Theintroductionactivitiesbeforereadingactivatestudents'backgroundknowledgebyaskingstudentstoobserveafewpicturesandanswerquestions,andhelpstudentsfamiliarizethemselveswiththecontentofthetextinadvance.Thereadingactivitiesteststudents'graspoftheoverallcontentofthetextbyaskingstudentstojudgethesourceofthetext.Thepostreadingactivitieshelpstudentsdeeplyunderstandandappreciatethetext,explorethemeaningofthesubject,andcultivatetheirthinkingskillsthroughvariousformssuchasunderstandingthemeaningofthesubject,analyzingthelogicalstructure,andopenquestionsandanswers.Teachingobjective1:Guidestudentstoobtainthemaininformationofthetext,andbeabletosummarizethestatusandroleofDunhuangontheSilkRoad,thegeneralsituationandmainpointsofviewofMogaoGrottoes,andhowtheSilkRoadcanbereborn;2Guidestudentsfromtheperspectiveof“tourguide”,perceivethelanguagecharacteristicsofthetext,learnandmasterhowtomunicatewithtourists,howtoAttracttheattentionoftourists,howtograspthemaincharacteristicsofthings,andhowtocarryoutspecificdescriptions;3Guidestudentsbasedonthecontentofthetext,fromthedevelopmentandriseandfallofDunhuang,theuniquelocationandhistoricalvalueoftheMogaoGrottoes,howDunhuangenhancesculturalexchangesandunderstanding,andhowtoenhancenationalculturalpride,etc.,todeepentheirunderstandingofthetopicsoftheunitCognition.Theteachingfocusistoguidestudentstounderstandhowtodescribethemaincharacteristicsofthings;toguidestudentstounderstandthediscoursefromtheperspectiveofaguide,andtoenrichandexpanditaspossible.Teachingdifficulties:Theperspectiveoftheguidehasthecharacteristicsofmovingandchangingthescene,sostudentsneedtouseacertainimaginationandspatialthinkingabilitytounderstandthecontentofthetext;guidestudentstostandinahigherperspectiveanddeepentheirunderstandingofthesubjectoftheunit.TeachingstrategyPWPmodelUsinglanguage板块(theremendeddurationis8090–90minutes,andteacherscanadjustitasappropriateaccordingtotheactualteaching.)CoursetypeReading+Listening+SpeakingTopicContextPeopleandSocietySocialprogressandhumancivilizationContentanalysisThemaincontentofthegrammarpartisthereviewofadverbialclauses.ThispartrequiresstudentstopleteasmallpassageaboutcellistYoYoMaonthebasisoftheanalysisoftypicalexamplesentences,andthenuseadverbialclausestotellaboutthedevelopmentofChina'shighspeedrail,andpletecorrespondingvocabularyexercises;thevocabularypartshowsthehistoryofChinathroughatimelineofChineseandforeignculturalexchanges.Peoplewhohavemadeoutstandingcontributionstoculturalexchangesandtheirachievements,andthenconductvocabularytrainingthroughashortparagraphintroducingtheliterarymasterQianZhongshu;Inthelisteningandspeakingpart,studentsareinvitedtolistentoarecordingofinterviewsanddialoguesabouttheirteachingexperienceinoverseasConfuciusinstitutes,andpleterelatedlisteningactivities.Intheprocessofreading,listening,anddiscussing,studentscanunderstandthegeneraldevelopmenthistoryofChineseForeignculturalexchangesfromancienttimestomoderntimes,understandthedevelopmentanddisseminationofChineseculturefrommultipleangles,andprehensivelyimprovetheirprehensivelanguageskillsthroughdifferentmethodsoftraining.Teachinggoal1:Guidestudentstoreviewtheusageanddifferencesofseveraladverbialclausesandapplythemintherealcontext.Usethemainpointsprovidedbythematerials,creativelyuseadverbialclauses,andpleteopenexercises;2Guidestudentstomasterandbeabletocorrectlyusevocabularyorexpressionsrelatedtoculturalexchanges,andtrytoeupwithmoredifferentrelatedexpressions;3GuidestudentstounderstandthehistoryofChineseForeignculturalexchangesfromancienttimestothepresent,understandculturalexchangesandculturalDevelopmentPromotemutualrelations,expandculturalhorizons,strengthenculturalselfconfidence,andmakepreliminarythoughtsonhowChineseculturecanbettermovetotheworld.Theteachingfocusistoguidestudentstoreviewthebasiccharacteristicsofadverbialclausesandusethemintherealcontext;toguidestudentstounderstandthecourseofculturalexchangesbetweenChinaandtheWest,andtoexercisetheirexpressionskills.Teachingdifficultiesguidestudentstoflexiblyuseadverbialclauses;correctexpressionofhistoricalfactsandappropriateinformationsupplementationofmajoreventsinChineseWesternculturalexchanges.Teachingstrategytaskbasedpedagogy,municativepedagogy,listeningandspeakingpedagogyDevelingideas板块(theremendeddurationis8090–90minutes,andteacherscanadjustitasappropriateaccordingtotheactualteaching.)SubjecttypeReading+WritingSubjectContextPeopleandSocietyCrossculturalmunication,municationandunderstandingContentanalysisThissectionpresentsatextthatreflectsthesubjectoftheunitfromanotherperspective.Thetypeoftextisinterview.Inthetext,thefoursinologistsandtranslatorstalkedaboutthedevelopmentofChineseliteraturetotheworld,includingwhentheybecameinterestedinChineseliterature,theirfavoritewritersandworks,andtheinfluenceofChineseliteratureabroad.ThesampletextsinthereadingandwritingpartintroduceculturaldistrictssuchasBroadwayinNewYork,USA,andguidestudentstolearntointroducethefamousculturalhighlightsoftheircountrybystudyingthesampletexts.Throughthestudyofthissection,studentscanfurtherimprovetheirpersonallanguageskillsandthinkingquality,whiledeepeningtheirunderstandingofthesubjectoftheunit,enhancingculturalselfconfidence,andfirmlyspreadingtheessenceofChineseculturetotheworld.Theconceptandbelief.Teachingobjective1:Guidestudentstounderstandthecontentoftheinterview,understandthegeneralsituationofthespreadofChineseliteratureabroad,andatthesametimelearnmoreaboutandstudytheworldinfluentialclassicalandmodernChineseliteraryworksandwriters,andintroduceChineseliteraryworksandwriterstotheworld;2GuidestudentsonthebasisofunderstandingToprehendthethemeofthetext,soastodeepentheunderstandingofthemeaningofthethemeoftheunit,enhancetheprideofnationalhistoryandculture,strengthenculturalselfconfidence,andactivelyspreadChineseculture;3Guidestudentstopletereadingtasksandlearnhowtointroducetheculturalhighlightsofacity,andusewhattheyhavelearnedtointroduceaChineseculture.location.Theteachingfocusistoleadstudentstounderstandthecontentofthedialogueandpletethetaskofaskingquestions;toguidestudentstolearnhowtoexpresstheirpersonalviewsandideasindepthanddetail.TeachingdifficultiesTherearemanylongsentencesinthearticle,anditisnecessarytocorrectlyunderstandtheirmeaningandfunction;manystudentslackunderstandingofcontemporarylocalliteraryworksandwriters,causingobstaclestounderstanding.TeachingstrategyPWPmodelPresentingideas&Reflection板块(theremendeddurationis4045–45minutes,andteacherscanadjustitasappropriateaccordingtotheactualteaching.)CoursetypeSpeaking&writingThemecontextPeopleandsocietyCrossculturalmunication,municationandunderstandingContentanalysisThissectionrequiresstudentstodesignaframeworkforChineseandforeignculturalexchangeactivitiestohelpstudentsfurtherdeepentheirunderstandingofthemeaningofthesubjectofthisunit,developthequalityofthinking,andpletethemigrationandinnovationofwhattheyhavelearned.GuidestudentstodeepentheirunderstandingofChineseculture,whilestrengtheningculturalselfconfidence,betterspreadingChineseculture,andpromotingexchangesbetweendifferentculturesintheworld.Teachinggoal1:Guidestudentstothinkaboutwaysandmeansofsummarizingculturalexchangesandunderstandtheimportanceofculturalexchanges;2Guidestudentstobeefamiliarwiththeprocessoftheopeningceremony,throughtheuseofthelanguagelearnedinthisunit,properlyexpresstheirownideas,anddesignopeningceremonyactivitiesthatarebothinlinewithChinesecharacteristicsandreflectmulticulturalism;3Cultivatestudents'Thesenseofteamworkguidesstudentstodiscusswithothermembersofthegroup,divideandcooperate,collectivelynegotiate,unifyopinions,andpletelearningtaskswithqualityandquantity.Theteachingfocusistohelpstudentsdesigntheprocessoftheopeningceremonyoftheculturalexchangeexhibition;studentsshowthedesignresults.Teachingdifficultiesmobilizeimaginationanddesignascientificandattractiveprocessfortheopeningceremonyoftheculturalexchangeexhibition.Teachingstrategytaskbasedpedagogy,municativepedagogyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity12GuideSstoreadtheschoolmitteenotice.Organizegroupwork.Ssdiscussthedesignoftheopeningceremony.Groupwork.pletethedesignoftheopeningceremony.Readtheschoolmitteenotice.Ingroups,Ssdiscussthedesignoftheopeningceremony.Ingroups,pletethedesignoftheopeningceremony.Tohelpstudentsimprovetheirabilityofprogrammingaculturalevent.Activity34Organizegroupwork.EachgroupappointsoneSasahost/hostesstointroducetheirdesign.Organizegroupwork.Eachgrouphelpsitshost/hostesstobestpresenttheirdesign.Arrangehosts/hostessestodopresentation.Audiencevoteforbestdesignandbesthost/hostess.EachgroupappointsoneSasahost/hostesstointroducetheirdesign.Eachgrouphelpsitshost/hostesstobestpresenttheirdesign.Hosts/hostessesdopresentation.Audiencevoteforbestdesignandbesthost/hostess.ToencourageandimproveSs’understandingofaculturalceremony.Topracticeoralexpression.ReflectionGuideSstorecallwhatthey’velearntinthisunit.AsksSstoconsiderandanswerthequestionsintheReflectionbox.ratetheirperformanceinthisunit,andsummarisewhatthey’velearnt.ConsiderandanswerthequestionsintheReflectionboxTohelpstudentsevaluatetheirperformance,reviewtheunit,andth