Unit 3 The world meets China Using language 教学设计--2024-2025学年高中英语外研版（2019）选择性必修第四册

本文围绕Book 7 Unit 3语法、词汇及听说部分展开，核心知识点为状语从句复习及文化交流相关词汇运用。承接之前语法知识，为后续综合语言运用奠基，呼应单元主题。通过分析例句、小组讨论等环节，培养学生语言、文化、思维及学习能力等核心素养。 该设计创新点在于结合多种教学法，如任务型、交际教学法等。特色教法凸显学生主体地位，为教师提供清晰授课路径，强化学生批判性思维，有效突破教学难点，增强课堂互动性。

Book 7 Unit 3 ：Using language教学设计 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，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 contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. 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 clauses when reading the text. 1. To go over adverbial clauses. 2. To help Ss learn from real text. Activity 2 1. 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 types 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 3 1. Help Ss to build connection between info points and pics about the development of HSR. 2. Organize group work to describe the development of China’s 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 it’s coherent enough. 1. Observe the info and pics. Build connection between info points and pics about the development of HSR. 2. Describe the development of China’s HSR in groups. 3. Share work results orally. Try to use more adverbial clauses. 4. Take down the oral work, and make sure it’s coherent enough. To consolidate the application of the adverbial clauses in a real context. Activity 4 1. 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 in class. To further practice using the adverbial clause. Activity 5 1. 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 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. It’s OK to add personal understanding. 1. Do retelling 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 6 1. 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 from Activity 5. 3. Ask some Ss to share what they’ve 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 they’ve put in the blanks. Check the answers. To enlarge and review the vocabulary about the topic. Activity 7 1. 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 choices. 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. Listen 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&9 1. Play the audio again and ask Ss to complete the text of Activity 8. 2. Ask Ss to finish the two boxes 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 groups. 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 10 1. 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 language skills. 17 学科网（北京）股份有限公司 $$