选择性必修 第四册Unit 3 The world meets China教案设计

这是一份选择性必修 第四册Unit 3 The world meets China教案设计，共5页。
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
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Befre class, encurage Ss t cllect pics and inf abut Dunhuang and Mga Caves.
Divide the class int grups t discuss abut the pics and inf they’ve cllected. Ask Questin 1&2.
Chse ne r tw grups t share their results with the class.
Befre class, cllect pics and inf abut Dunhuang and Mga Caves.
Wrk in grups. Discuss abut the pics and inf. Answer Questin 1&2.
One r tw grups present their results t the class.
T prepare enugh inf fr further discussin.
T let Ss help each ther.
T practice ral expressin.
Activity 2
Help Ss tell the differences between a travel brchure, a tur guided cmmentary, a blg and a lecture.
Ask students t read the passage quickly.
Help Ss make clear where the passage is mst prbably frm.
Tell the differences between a travel brchure, a tur guided cmmentary, a blg and a lecture.
Read the passage quickly.
Figure ut what kind f article the text is.
T make clear what type f writing the text is.
T get the general idea f the text.
Activity 3
Ask Ss t read the passage quickly and underline the key sentence f each paragraph.
Help Ss t analyze the different fcuses f the three chices.
Cmpare the results f the last tw steps. Help Ss t get the chice and explain why.
Read the passage quickly and underline the key sentence f each paragraph.
Analyze the different fcuses f the three chices.
Cmpare the results f the last tw steps. Get the chice and explain why.
T practice hw t make a summary f a text.
Activity 4
(Design 1)
Guide Ss int the rles f a turist and a guide. Ask necessary questins t help.
Ask Ss t read in details the 1st and 2nd paragraphs (in the rle f a tur guide).
Asks Ss t g n reading the rest f the article. Questins are need t help.
Organize grup wrk t discuss and finish the diagram n Page 28.
Check the answers, and invite sme Ss t retell the passage.
Try t think in the rle f a tur guide r a turist, which helps understand the text.
Read Para 1-2 in the rle f a tur guide.
G n and finish reading the text.
Grup wrk and finish the diagram n Page 28.
Check the answers and try t retell the passage.
T understand the text in details.
T understand the structure f the text.
T d sme research int the theme and practice high-level thinking.
Activity 4
(Design 2)
Divide Ss int tw grups: tur guides and turists.
Help Ss make clear abut their rles by necessary questins and examples.
Guide them int the scenari f a tur t Dunhuang and Mga caves, and read Paragraph 1-2.
Help Ss ask and answer meaningful questins as they are reading Paragraph 3-4.
Ask Ss t read Paragraph 5-6 tgether.
Organize grup wrk t discuss and finish the diagram n Page 28.
Check answers, ask them t d sme retelling.
Make clear what rle they are in: a tur guide r a turist.
Understand the scenari and read Paragraph 1-2.
Read Paragraph 3-4, ask and answer meaningful questins between tur guides and turists.
Read paragraph 5-6 tgether.
Grup wrk: discuss and finish the diagram n Page 28.
Check answers and d sme retelling.
T understand the text in details.
T understand the structure f the text.
T d sme research int the theme and practice high-level thinking.
Think & Share
Guide Ss t discuss Questin 1 in grups. Help Ss t frm sme answers.
Ask Ss t d with the ther questins in the same way.
Give after-schl assignment t d mre research int the questins.
Discuss Questin 1 in grups. Try t frm sme answers.
D with the ther questins in the same way.
D sme after-schl research int the questins.
T help Ss think abut questins reasnably.
Imprve Ss’ level f thinking and reflectin.