Unit3TheWorldMeetsChinaUnderstandingideas教学设计-高二英语外研版选择性

教学设计教材/读物名称、册次《英语》（新标准）高中教材（修订版）选择性必修第四册教学内容标题WeletoDunhuang教学内容分析本单元主题是TheworldmeetsChina，主题语境是“人与社会”。本节课所授内容为导游在莫高窟现场的解说词。导游先概述了敦煌在古代中外贸易中的重要意义，然后移步换景，带领游客参观了莫高窟，介绍了莫高窟中一些著名洞窟、敦煌壁画、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。旨在引导学生通过对敦煌的进一步了解，从不同的视角理解中国文化和中国文明，培养学生开放、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。学情分析本课授课对象为我校高三年级学生。通过高中三年学习，该班学生具备通过skimming了解文章结构及大意、通过scanning获取细节信息的能力。词汇方面，已经积累了一定词汇，本文中除了一些专有名词外，学生基本上可以理解文章。但是高中生的英语表达能力还有所欠缺，学生在表达方面还需要以语篇阅读作为学习表达的基础。基于本单元前面startingout模块的学习，学生对于TheworldmeetsChina这一单元主题有一定的认识。另外学生对于敦煌这座城市并不陌生，且地理和历史学科也对本课部分内容有所涉及，激活已知比较容易。因此教师可以设计活动来让学生展示自己对于敦煌、中国与世界这个话题的想法。教学目标Attheendofclass,studentswillbeableto:Properlymunicatewithvisitorsasatourguideandknowlanguagefeaturesofatourmentary.SummarizethestatusandsignificanceofDunhuanginancientandcontemporarytimesrespectivelyandbrieflyintroduceMogaoGrottoes.BeawareoftheinfluenceoftheoldSilkRoadandBeltandRoadInitiativeonDunhuang.4.Boosttheirsenseofnationalconfidenceandhavestrongersenseofculturalbelonging.教学重点与难点Keypoints:Studentslearntoproperlymunicatewithvisitorsasatourguideandareawareoflanguagefeaturesofatourmentary.2.Bymeansofstudyingthepassage,studentsareinspiredtoboosttheirsenseofnationalconfidenceandhavestrongersenseofculturalbelonging.DifficultPoint:HelpstudentsbeawareoftheinfluenceoftheOldSilkRoadandBeltandRoadInitiativeonDunhuang.教学过程教学环节教学活动设计意图教师活动学生活动Step1:Tputsforwardthetopicofthisunit“theworldmeetsChina”,andasksSstotalkabouttheirunderstandingofthetopic.Sssharetheirunderstandingofthetopic.ToarouseSs’interestandleadinthetopic.Step2:TasksSstowatchavideoabouttheoldSilkRoad.Sswatchthevideo.Toarousetheirinterestandactivatetheknowledgetheyhavealreadyacquired.TasksSstoanswertwoquestions:What’sthevideoabout?Whatisremarkableabouttheroad?Ssanswerthequestions.ToevaluateifSshavecaughtthemaininformationofthevideoandintroducethereadingmaterialofthisclass.TasksSs“whatmakesDunhuangunique?”Ssanswerthequestion.Toactivatetheknowledgetheyhaveacquired.Step3:TasksSstoskimthepassageandfindoutitspossiblesourceandmainidea.Ssreadthepassagequicklyandconsiderthetwoquestions.ToimproveSs’abilityofidentifyingtexttypebyconcentratingonsentencesthataretypicalofacertaingenreandgraspingkeyinformationbyskimming.TasksSstothinkaboutthefeatureofatourmentary.Sstrytosummarizefeaturesofatourmentary.ToleadSstobeawareoffeaturesofatourmentary.TasksSstomatchthemainideawithdifferentparts.Ssfinishmatching.TohelpSstograspthemaincontentofthepassage.Step4:Para.12ReadandlistentoPara.12andfindoutthesignificanceofDunhuang.Ssfindoutthesignificance.ToobtainthedetailedinformationoffirstandsecondparagraphsandsummarizesignificanceofDunhuanginancienttimes.Para.34TasksstudentstoreadPara.3and4,anddrawamindmapintheirgrouptointroduceMogaoGrottoes.TaskssomeSstopresenttheirmindmapontheplatform.Ssanalyzethethirdandfourthparagraphsanddrawamindmap.SomeoftheSssharetheirmindmapwiththewholeclass.TohelpSstobeabletobrieflyintroduceMogaoGrottoesandpresenttheirideasbymindmap.ToprovidethechanceforSstoexpresstheirideasclearlyandaccurately.Para.5TasksSstoreadPara.5andfindoutwhathappenedtothecityinMingDynastyandthereason.SsreadPara.5andfindoutwhathappenedandwhy.TohelpSsknowDunhuanglostitsprosperityinMingDynastybecausetraderouteschanged.Para.6TasksSstoreadthelastparagraphandsummarizewhathappenedtoDunhuangrecently.TasksSstosharetheirunderstandingof“Dunhuanghasonceagainbeeaglobalcrossroads.”SsrealizewhathappenedtoDunhuanginrecentyears.Sssharetheirunderstandingoftheexpression.TohelpSsknowthechangesofDunhuanginrecentyears.ToleadSstocriticallythinkabouttheinfluenceofBeltandRoadInitiativeonthecity.Step5:TasksSstochoosethebestsummaryofthispassage.Sschoosethesummaryofthispassage.TohelpSssummarizethecontentsofthepassage.Step6:Inspiredby《典籍里的中国》,aprogramreleasedbyCCTV,TasksSstoparticipateintheTVshowbyplayingtheroleofcitizensofDunhuanginTangDynastyandstudentsfrom21stcentury.Ssplayashortplay.TohelpSsapplywhattheyhavelearnedfromthepassagetotheshortplayandleadthemtoimaginewhatmayhappeninDunhuanginacreativeandreasonablemanner.Step7:TasksSswhattheycandotohelptheworldmeetChinabetter?SsthinkaboutwhattheycandotohelptheworldmeetChina.TocultivateSs’criticalandcreativethinkingandstrengthentheirsenseofculturalbelongingandproud.Step8:ToleadSstothinkabouttheimplicationofwhatwasontheblackboard.SsthinkabouttheimplicationundertheguidanceoftheT.Toillustratewhat’sontheblackboardislikeasmilingfacewhoseeyesstandforpolicieswhichpointoutdirectionsofournationaladvancement.Themouthhasupsanddownswhichreflectourprogressisfullofupsanddowns,andweshouldholdapositiveattitudetotheupsanddownstohelptheworldmeetabetterChina.教学评价：学生课堂上以导游身份借助mindmap介绍莫高窟，以短剧的形式介绍古今敦煌的情况。家庭作业：Introduceanothercitybyusingwh