The World Meets China Understanding ideas教学设计

Unit3 The world meets China-Understanding ideas
Textbook analysis
The topic context of this unit is "people and society",and the topic context content involved is cross-cultural communication,tolerance and cooperation.This unit focuses on the exchange of Chinese and foreign cultures,and is based on Chinese local culture,involving Chinese cultural heritage,the development and new features of contemporary China,the history of Chinese cultural exchange and Chinese literature,etc.,guiding students to understand Chinese culture and Chinese civilization from different perspectives,cultivating students'spirit of openness, diversity,learning and tolerance,and establishing a foothold in local culture.Accept the idea of the world's diverse cultures,further enhance students'national pride,and cultivate noble patriotic sentiments.
Students can use various language skills to describe and introduce outstanding representatives of Chinese traditional culture and modern civilization based on pictures,tour guide,dialogues,interviews,letters,notices and other multimodal discourse provided by the unit based on the subject context of the unit.It can briefly introduce the history of Chinese cultural exchange and the important historical figures connecting Chinese and foreign civilizations,and observe and feel Chinese traditional civilization and modern civilization;It can discuss how China can better go to the world from a broader perspective;Be able to transfer knowledge and thinking ability properly,and carry out research,learning and thinking on related topics;In the process of independent learning,cooperative learning and inquiry learning,I can broaden my thinking,look at different civilizations with appreciation,learning and exploration,and treat Chinese civilization with pride,inheritance and development. Through the use of various learning strategies,in the process of independent learning, cooperative learning and inquiry learning,combined with the reflective and evaluative questions provided by the unit,I can constantly monitor,evaluate,reflect and adjust my learning content and process,stimulate my interest in English learning,improve
my ability to analyze and solve problems,and enhance my understanding and expression skills.Finally promote their own language ability,cultural awareness, thinking quality and learning ability comprehensive improvement.
Content analysis :This section presents a text reflecting the unit theme,and the type of discourse is tour guide.The text is the guide's commentary on the scene of Mogao Grottoes.The guide in the text first outlined the important position of Dunhuang in ancient Chinese and foreign trade,and then moved on to lead the tourists to visit the Mogao Grottoes,introducing the excavation of some famous caves in the Mogao Grottoes,the content of Dunhuang murals,the discovery and significance of the Buddhist cave,and how Dunhuang is reborn under the "Belt and Road"initiative.Such texts not only require teachers to guide students to understand the content,but also set open questions to help students deeply explore the meaning of the theme,exercise their thinking ability,understand the feelings of family and country and have a global vision.By asking students to observe several pictures and answer questions,students can activate their background knowledge and get familiar with the content of the text in advance.By asking the students to judge the source of the text,the reading activity examines the students'grasp of the whole content of the text.The post-reading activities help students understand and appreciate the text deeply,explore the meaning of the theme and cultivate their thinking ability through various forms such as understanding the main idea,analyzing the logical structure and open questions and answers.
Process teaching objective
1.Guide students to obtain the main information of the text,which can summarize the status and role of Dunhuang on the Silk Road,the general situation and main points of view of the Mogao Grottoes,and how the Silk Road can be revived;
2.Guide the students to perceive the language features of the text from the perspective of the guide,learn and master how to communicate with tourists,how to attract their attention,how to grasp the main features of things,and how to develop specific descriptions;
3.Based on the content of the text,guide the students to deepen their cognition of the unit theme from the aspects of the development,rise and fall of
Dunhuang,the unique location and historical value of the Mogao Grottoes,how Dunhuang promotes cultural exchange and understanding,and how to enhance national cultural pride.
Teaching objectives:
1.To obtain relevant information about the historical status and role of Dunhuang and the general situation of Mogao Grottoes;Summarize and integrate the main ideas of the text;
2.Strengthen the basic skills of summary writing through the analysis of paragraphs:explain the reasons for the revival of Dunhuang under the "Belt and Road"Initiative,and deepen the cognition of the unit theme.
3.Perceive the linguistic features of the text from the perspective of a tour guide, learn and master how to communicate with tourists,how to attract their attention and how to grasp the main features of things,and strengthen the practice and understanding of unit theme writing in the form of reply to emails;
Teaching focus:
1.Guide students to understand the text,obtain,sort out and integrate the status and role of Dunhuang,the general situation and main points ofMogao Grottoes,how the Silk Road was revived,and establish the relevance of the text information.
2.Based on the text information,guide the students to deeply understand the meaning of the text,evaluate and express their own views around the theme and the formed knowledge structure,have a deep understanding of traditional Chinese culture, and form a sense of national pride.Teaching difficulties:
Guide students to complete knowledge transfer and learning activities created by teachers in real contexts through group cooperation and comprehensive language skills.
Teaching steps:
Stepl.Lead in watching the video about Dunhuang and answer the questions. What is Dunhuang famous for?
Watch a video and answer the question.
Dunhuang is famous for and
[Design intention]This activity aims to create context around the theme,activate background knowledge,stimulate learning interest,and lay the emotional and linguistic groundwork for the next learning activity.At the same time,students are guided to use learning resources to expand theme-related vocabulary,understand relevant background knowledge,and lay a certain vocabulary foundation for subsequent discourse learning and more advanced learning activities.
Step2:Fast plete the following tasks:
1.Scan the text quickly and ask questions.where is it most probably from? Guide students to determine the tour commentary on the subject of this article,and guide students to find out the landmark guide words that can reflect this article as tour commentary,so that students can understand the linguistic characteristics of this kind of style.
2.Divide paragraphs and find the main ideas
Step3:Detail reading
e pictures and sounds to create a scene of an online tour of Dunhuang guided by a group,and use the audio of the original text to create a scene of Dunhuang upstream of the network,so that students can learn immersive;What can visitors see in the Mogao Grottoes?What can visitors see in the mogao grottoes?Find out the relevant information about the cultural relics in the Mogao Grottoes,such as the flying sky murals,Buddha statues,and sutra caves,and complete the relevant text information sorting and integration of the blank filling exercises,and combined with relevant background knowledge,guide students to think about the connotation conveyed behind the cultural relics.
2.While listening,students read paragraph 4 carefully.Under the guidance of the teacher,students find out the key information of the four elements of this paragraph, such as when where what why,and then grasp the core information of this paragraph and complete the form filling in this paragraph.
3.Students listen and read 5 or 6 paragraphs carefully.Think about and answer two questions.
When did Dunhuang in face of decline?And Why does Dunhuang gain revival
this century?According to the text content and relevant background knowledge,the reasons for the decline and prosperity of the Silk Road are summarized.
Tracking exercise
1.Where will you most probably read the passage?Why?
A.A travel brochure.
B.A tour commentary.
C.A blog.
D.A lecture
2.Match each part with the main ideas:
Part1 (Para.1-2)A.Dunhuang's decline and revival
Part2(Para.3 )B.A short brief of Dunhuang and the MogaoGrottoesPart3 (Para.4)C.Dunhuang's Library Cave.
Part4 (Para.5-6)D.Dunhuang's murals
Paral &2 Fill in the blanks with the detailed information.
1.What makes Dunhuang unique and significant?
Low
Low
Low
2.What can we see in the Mogao Grottoes?
●If we look up,we can see and that are testimony to how the Silk Road brought and together.
includes elements from Ancient Greece.India and Iran.Para 3 Fill in the blanks
Coverage U niqueness:
Subject R eflection: 【Design intention】
The purpose of this activity is to train students to acquire,sort out and integrate text information,strengthen their listening ability,establish the correlation between information,and acquire new knowledge from the text,so as to prepare for further
language internalization and application.In this process,students also thought deeply about the historical connotation behind the Dunhuang Mogao Grottoes.
Step4:Transfer innovation activities
Create context,carry out imagination and creation in the new context,and use the language comprehensively.the teacher creates the task and completes it in class: students continue the end of the discourse.Let's move onto the next cave...Act as a guide to introduce other caves in Dunhuang Mogao Grottoes to foreign tourists,such as the sutra cave mentioned in the e pictures to put students in the picture. When students act as tour guides,they pay attention to the interaction between the guide and the "tourists".
[Design intention]It is a process of transfer and innovation beyond discourse to design activities that are relatively independent from the previous text and related to each other.In the new context created by teachers,teachers can carry out imagination, creatively solve problems in unfamiliar environments,and rationally express opinions by means of group cooperative inquiry learning
Step5:Summary Integrate the key knowledge of the original text,design a grammar fll in the blanks,and test the mastery of this class
Dunhuang was the to and from Ancient China,a place East met west.With a long and glorious history,it is a center of and exchange.It is famous for the Mogao Grottoes where there are thousands of with elements from Ancient Greece.The subjects of the Murals from religious stories to of everyday life.The Apsaras are full of life, the confidence and optimism of the Tang Dynasty.The scrolls in the Library Cave reveals many communities lived within this great city.
Step6:Writing
The answer to an email from a foreign friend,Selena,guided the students to try to introduce a cultural tourist spot with their knowledge.Students share their own writing results,and teachers give comments.
Step7:Homework Learn more about the Mogao Grottoes.Surfing the Internet to get more information about the Dunhuang.
[Design intention]To further realize deep learning and promote the transformation of ability into literacy
Reflection after class
The teaching objectives of this lesson are:
1.By skimming and closely reading the article,we can summarize the status and role of Dunhuang on the Silk Road,the general situation and main points of Mogao Grottoes,and how the Silk Road can be revived
2.Can students perceive the language characteristics of the text,learn and master the communication with tourists,and how to grasp the main characteristics of things and how to develop specific descriptions。