高中英语外研版 (2019)选择性必修 第四册Unit 3 The world meets China优秀教学设计

Steps

Activities

Purposes

Step 1

Lead-in

8 min

1. T shows Ss 7 pictures and asks them to match the books with the pictures.

2. T shows the brief introduction of each book while eliciting answers.

1.To activate Ss’ prior knowledge aiming at enhancing reading comprehension starting from sth they are familiar with.

2. To lead in the topic and guide Ss to think about how can these works be introduced in English.

Step 2

Before reading

3 min

Task 1.T asks Ss two questions:

1. Why do you think these works are popular outside of

  China?

2. What other Chinese works do you think people outside of China?

Task 2. Students are asked to make predictions about the passage based on the title Reading China and the picture.

1. Practicing reading skill-making predictions before reading aims at enhancing their reading comprehension.

Step 3

First-time reading

5 min

1. T guides Ss to understand what a sinologist is before reading.

2. Ss are asked to write the questions on the lines to match the answers from the four sinologists.

3. T checks answers with Ss.

1.The set of detailed guiding questions encourage students to respond to the content of the reading text, not just to the language, which also allow students to understand the text in-depth.

Step 4

Second-time reading

5 min

Task 1. T guides Ss to analyze 5 long and difficult sentences.

Task 2. Ss are asked to match people to their opinions and find evidence to support their choices.

1. Help Ss overcome language difficulties for the purpose of bettering their reading comprehension and enabling them to answer deeper questions.
2. Help Ss reason and find evidence to support their choices.

Step 5

 Post-reading

8 min

Task1

T asks Ss to think about and answer these two questions （Language support is provided on the slide）：

1. What work would you recommend as an introduction to Chinese literature? Why?
2. Which works of Western literature are popular in China? What make them popular?

Task 2

Ss are asked to think about the big question: how to promote Chinese literature throughout the world. T guides Ss to break down the big question into a series of small questions(learning to learn). Ss are inspired to think this question through three aspects as shown below.

1. Enhance Ss’ learnt knowledge further by expressing their ideas which requires critical and creative thinking.
2. Scaffolding is provided by the teacher to assure that students of different levels can engage in producing some opinions related to the given topic.

3. Internalize Ss’ knowledge by transferring  input into output.

Reflection

3 min

Ss are asked to reflect on class performance by filling in self-reflection cards.

1. Reflective think could help Ss to feel more intellectually involved in their role and study and enable them to cope with the areas of strength and weakness.

Homework:

Ss can choose to promote a Chinese literature masterpiece through three aspects(types, methods and content in form of an article.

Language support is provided.

Phrase bank

Chinese/western classical/ancient/modern literature; works from ... dynasties

reading sth is/was a stimulating and inspiring experience

learn about/ reflect(s) Chinese culture and everyday life in China

reflects human nature and experience

Nobel Prize in Literature

In terms of type/ method/content, ...

Sentence bank

The reason why... is that...

That is due to

On the whole

To sum up,...

In short,...