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1、Book 7 Unit 3 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是跨文化沟通，文化的包容与合作。本单元的着眼点是中外文化的交流，并着重立足于中国本土文化，涉及中国的文化遗产，当代中国的发展和崭新风貌，中国文化交流的历史以及中国文学等方面，引导学生从不同的视角理解中国文化和中国文明，培养学生开放、多元、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。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的图片、导游词、对话、访谈、书信、通知等多模态语篇，综合运用各种语言技能，能够对中国传统文化与现代文明的杰
2、出代表进行描述与介绍；能够简要介绍中国的文化交流史以及连接中外文明的重要历史人物，观察并感受中国传统与现代的文明；能够从更广阔的角度探讨中国如何更好地走向世界；在知识和思维能力上进行适当迁移，能够对相关话题开展研究学习与思考；能够在自主学习、合作学习、探究式学习的过程中开拓思维，用欣赏、学习、探索的眼光看待不同的文明，用自豪、传承、发展的心态对待自己的文明；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发学习英语的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语
3、言能力、文化意识、思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长10分钟，教师可根据教学实际酌情调整。）课型Listening + Viewing主题语境人与社会物质与非物质文化遗产；跨文化的沟通、交流与理解内容分析活动1 呈现一段与单元主题相关的视频，介绍了丝绸之路的历史、发展和在中外文化交流方面的历史作用，以及在新时代的今天“一带一路”倡议如何使丝绸之路重新焕发生机。活动2 提供一些图片，这些图片从不同的方面展现了外国友人在中国的经历。学生要试图站在他们的视角，以“共情”的态度，观察、体悟、思考和讨论。本板块旨在激活学生已有的背景知识和语言知识，为接下来整个单
4、元的学习活动做铺垫和预热。教学目标1 带领学生观看视频，理解视频的主旨大意，并能够从视频中迅速提取关键信息，激活学生已有的背景知识和语言知识；2 引导学生通过对图片的观察、体悟、思考和讨论，学会用欣赏、学习、包容的心态去“遇见”不同的文化，对“文化冲击”现象进行初步的思考；3 引导学生理解文化的丰富性与多样性，贯彻“中国走向世界”这一主题，培养多元视角，提升文化自豪感。教学重点引导学生观看视频、理解主题，并对cultural shock进行思考与讨论。教学难点引导学生感受和理解文化的丰富性与多样性，贯彻“The world meets China”这一主题，培养多元视角、提升文化自豪感。教学策
5、略视听教学法、交际教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 1(Design 1)1. Ask Ss about their knowledge of the development of the Silk Road, and draw a time axis on the blackboard.2. Play the video. 3. Ask Question 1.4. Play the video again, and asks Ss to make necessar
6、y changes of the time axis.5. Invite Ss to briefly introduce the history the road to others, and answer Question 2.1. Use their background knowledge to talk about the history of the Silk Road.2. Watch the video.3. Answer Question 1.4. Watch the video again and make necessary changes of the time axis
7、.5. Orally introduce the history of the Silk Road, and answer Question 2.1. To Activate students background knowledge about the Silk Road.2. To help students have an overall understanding of the Silk Road.Activity 1(Design 2)1. Use pictures and questions to motivate Ss background knowledge of the Si
8、lk Road. Take down key words on the blackboard. 2. Show the video and ask Question 1. 3. Show the video again. Ask Ss to modify or add info to the previous notes.4. Ask Question 2, and raise a new question: Whatre the differences between the ancient Silk Road and todays “Belt and Road Initiative”?5.
9、 Organize a discussion on the importance of the Silk Road.1. Observe pictures, activate background knowledge about the Silk Road. Help T to take notes. 2. Watch the video and answer Question 1.3. Modify and add necessary info to the previous notes.4. Answer Question 2 and other questions raised by T
10、.5. Discuss about the significance of the Silk Road.1. To Activate Ss background knowledge about the Silk Road.2. To help Ss have an overall understanding of the Silk Road.Activity 2(Design 1)1. Show pictures; Ss observe and answer Question 1.2. Organize group work. Guide Ss to discuss the messages
11、behind the pics and take down key words.3. Ask Question 2 and offer key words to help. 4. Guide Ss to think about Question 3.1. Students observe the pics and answer Question 1.2. Discuss the messages behind the pics and take down key words.3. Think about and answer Question 2.4. Think about and answ
12、er Question 3.1. To encourage Ss to appreciate and learn from different cultures;2. To guide Ss to think about the phenomenon of cultural shock.Activity 2(Design 2)1. Show pictures; play a related quick-answer game. Then ask Question 1.2. Organize group work. Guide Ss to discuss the messages behind
13、the pics.3. Ask Question 2. Require Ss to say at least 2-3 sentences about the pics. 4. Guide Ss to think more. Ask Question 3, and require Ss to describe briefly about their answers.1. Students observe the pics and do quick-answer game. Answer Question 1.2. Group work. Discuss the messages behind t
14、he pics.3. Answer Question 2 with at least 2-3 sentences.4. Think more, answer Question 3 with brief description.1. To encourage Ss to appreciate and learn from different cultures;2. To guide Ss to think about the phenomenon of cultural shock.Understanding ideas板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Rea
15、ding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
16、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1. 引导学生理解对
17、事物的主要特点如何展开描述；2. 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1. 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；2. 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Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Before class, encourage Ss to collect pics and info about Dunhuang and Mogao Caves.2. Di
18、vide the class into groups to discuss about the pics and info theyve collected. Ask Question 1&2.3. Choose one or two groups to share their results with the class.1. Before class, collect pics and info about Dunhuang and Mogao Caves.2. Work in groups. Discuss about the pics and info. Answer Question
19、 1&2.3. One or two groups present their results to the class.1. To prepare enough info for further discussion.2. To let Ss help each other.3. To practice oral expression.Activity 21. Help Ss tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture.2. Ask student
20、s to read the passage quickly. 3. Help Ss make clear where the passage is most probably from.1. Tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture.2. Read the passage quickly.3. Figure out what kind of article the text is.1. To make clear what type of writ
21、ing the text is.2. To get the general idea of the text.Activity 31. Ask Ss to read the passage quickly and underline the key sentence of each paragraph.2. Help Ss to analyze the different focuses of the three choices.3. Compare the results of the last two steps. Help Ss to get the choice and explain
22、 why.1. Read the passage quickly and underline the key sentence of each paragraph.2. Analyze the different focuses of the three choices.3. Compare the results of the last two steps. Get the choice and explain why.To practice how to make a summary of a text.Activity 4(Design 1)1. Guide Ss into the ro
23、les of a tourist and a guide. Ask necessary questions to help.2. Ask Ss to read in details the 1st and 2nd paragraphs (in the role of a tour guide). 3. Asks Ss to go on reading the rest of the article. Questions are need to help.4. Organize group work to discuss and finish the diagram on Page 28. 5.
24、 Check the answers, and invite some Ss to retell the passage.1. Try to think in the role of a tour guide or a tourist, which helps understand the text.2. Read Para 1-2 in the role of a tour guide.3. Go on and finish reading the text.4. Group work and finish the diagram on Page 28.5. Check the answer
25、s and try to retell the passage.1. To understand the text in details.2. To understand the structure of the text.3. To do some research into the theme and practice high-level thinking.Activity 4(Design 2)1. Divide Ss into two groups: tour guides and tourists.2. Help Ss make clear about their roles by
26、 necessary questions and examples.3. Guide them into the scenario of a tour to Dunhuang and Mogao caves, and read Paragraph 1-2. 4. Help Ss ask and answer meaningful questions as they are reading Paragraph 3-4. 5. Ask Ss to read Paragraph 5-6 together.6. Organize group work to discuss and finish the
27、 diagram on Page 28. 7. Check answers, ask them to do some retelling.1. Make clear what role they are in: a tour guide or a tourist.2. Understand the scenario and read Paragraph 1-2.3. Read Paragraph 3-4, ask and answer meaningful questions between tour guides and tourists.4. Read paragraph 5-6 toge
28、ther.5. Group work: discuss and finish the diagram on Page 28.6. Check answers and do some retelling.1. To understand the text in details.2. To understand the structure of the text.3. To do some research into the theme and practice high-level thinking.Think & Share1. Guide Ss to discuss Question 1 i
29、n groups. Help Ss to form some answers.2. Ask Ss to do with the other questions in the same way.3. Give after-school assignment to do more research into the questions.1. Discuss Question 1 in groups. Try to form some answers.2. Do with the other questions in the same way.3. Do some after-school rese
30、arch into the questions.1. To help Ss think about questions reasonably.2. Improve Ss level of thinking and reflection.Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Listening + Speaking主题语境人与社会社会进步与人类文明内容分析语法部分的主要内容为状语从句的复习。这部分要求学生在对典型例句分析的基础上，补全一个关于大提琴演奏家马友友的小语段，之后再运用状语从句讲述中国高铁的发展，并完成相应
31、的开放性练习；词汇部分通过一个中外文化交流的时间轴展现了在中国历史上对文化交流做出突出贡献的人物及其成就，然后通过一篇介绍文坛泰斗钱钟书的小语段进行词汇训练；听说部分请学生听一段关于在海外孔子学院任教经历的访谈对话录音，并完成相关的听力活动。学生在进行阅读、听力、讨论的过程中，能够了解从古代至近现代的中外文化交流大致的发展历程，多角度理解中国文化的发展与传播，并且通过不同方式的训练，全面提高综合语言运用能力。教学目标1 引导学生复习几种状语从句的用法及区别，并在真实语境中加以运用。利用材料提供的要点，创造性地使用状语从句，完成开放性练习；2 引导学生掌握并能够正确使用与文化交流相关的词汇或表达
32、，并尽量想出更多不同的相关表达；3 引导学生了解从古至今的中外文化交流历程，理解文化交流与文化发展相互促进的关系，拓展文化视野，坚定文化自信，对中国文化如何更好走向世界进行初步思考。教学重点1. 引导学生复习状语从句的基本特征并在真实语境中运用；2. 引导学生理解中西文化交流的历程，并锻炼表达能力。教学难点1. 指导学生对状语从句的灵活运用；2. 对于中西文化交流大事件的史实知识的正确表述与适当的信息补充。教学策略任务型教学法、交际教学法、听说教学法Teaching contentsProceduresPurposes Teachers activityStudents activityAct
33、ivity 11. Ask Ss to read and observe the sentences in the box, and tell which type of adverbial clause each one is.2. Ask Ss to find more adverbial clauses when reading the text.1. Observe the four sentences in the box and tell which type of adverbial clause each one is.2. Find more adverbial clause
34、s when reading the text.1. To go over adverbial clauses.2. To help Ss learn from real text.Activity 21. Ask Ss to read the text independently and choose proper expressions for the blanks. 2. Ask Ss to read the text including their choices.3. Check the answers with the class.4. Help Ss to tell the ty
35、pes of the adverbial clauses.1. Read the text independently and choose proper expressions for the blanks.2. Read the text including the choices.3. Check the answers.4. Tell the types of the adverbial clauses.To apply the adverbial clauses in a context.Activity 31. Help Ss to build connection between
36、 info points and pics about the development of HSR.2. Organize group work to describe the development of Chinas HSR.3. Invite some groups to share their work results orally. Encourage them to use adverbial clauses.4. Ask Ss to take down their oral work, and make sure its coherent enough. 1. Observe
37、the info and pics. Build connection between info points and pics about the development of HSR.2. Describe the development of Chinas HSR in groups.3. Share work results orally. Try to use more adverbial clauses.4. Take down the oral work, and make sure its coherent enough.To consolidate the applicati
38、on of the adverbial clauses in a real context.Activity 41. Organize group work to describe another Chinese innovation. Encourage them to use adverbial clauses.2. Invite some groups to show their work orally.1. Describe another Chinese innovation. Try to use adverbial clauses.2. Share the group work
39、in class.To further practice using the adverbial clause.Activity 51. Activate Ss background knowledge about the history of communication between China and the west. 2. Ask Ss to read the text and make clear about the time, people and events.3. Organize group work. Ss tell each other about the topic
40、by using the time axis.4. Invite some Ss to do the retelling of the text.1. Prepare background knowledge about the topic. 2. Read the text and get clear about the time, people and events.3. In groups do retelling to each other by using the time axis. Its OK to add personal understanding.4. Do retell
41、ing to the class.1. To further understand the process of communication between China and the west in history. 2. To learn and use more vocabulary.Activity 61. Ask Ss to share what they know about Qian Zhongshu and his works.2. Ask Ss to read the text independently and fill in the blanks with words f
42、rom Activity 5.3. Ask some Ss to share what theyve put in the blanks. Check the answers.1. Share what they know about Qian Zhongshu and his works.2. Read the text independently and fill in the blanks with words from Activity 5.3. Share what theyve put in the blanks. Check the answers.To enlarge and
43、review the vocabulary about the topic.Activity 71. Ask Ss to share what they know about the Confucius Institute overseas.2. Ask Ss to read the “Did you know” part about the Confucius Institute.3. Guide Ss to read the choices and make possible assumptions.4. Play the audio and asks students to make c
44、hoices. Listen again and make sure of their choices.5. Invite Ss to share their answers and make necessary correction.1. Share what they know about the Confucius Institute overseas.2. Read the “Did you know” part about the Confucius Institute.3. Read the choices and make possible assumptions.4. List
45、en to the audio and make choices. Listen again and make sure of the choices.5. Share and check the answers.To train the skills of grasping the main idea of a conversation through listening.Activity 8&91. Play the audio again and ask Ss to complete the text of Activity 8.2. Ask Ss to finish the two b
46、oxes of Activity 9 independently.3. Organize group work to improve and help each other with their answers.4. Check the answers.1. listen to the audio again and complete the text of Activity 8.2. Finish the two boxes of Activity 9 independently.3. Improve and help each other with their answers in gro
47、ups. 4. Check the answers.1. To learn to understand the details of the listening material.2. To learn the ways of giving reasons and drawing conclusions.Activity 101. Organize group work to talk about scenarios of spreading Chinese culture.2. Invite several groups to show the scenarios to class.3. Help Ss to improve their language skills.1. Talk in groups about scenarios of spreading Chinese culture.2. Several groups show the scenarios to class. 3. Try to improve the language skills.1. To understand the language circumstances better.2. To further practise langu