Unit 3 The world meets China Developing ideas 教学设计-2024-2025学年高二英语外研版（2019）选择性必修第四册

本文围绕Book 7 Unit 3 “Developing ideas”展开，聚焦中国文学走向世界及介绍文化亮点的知识。承接单元主题，为学生传播中华文化奠基。通过阅读、讨论、写作等环节，培养学生语言、文化、思维及学习能力，如小组讨论提升思维品质。 本设计创新采用P - W - P模式，以多样化小组活动为特色教法。学生层面，强化批判性思维；教师层面，提供清晰授课路径；课堂效果上，增强互动性，有效突破长句理解等教学难点。

Book 7 Unit 3 ：Developing ideas教学设计 课型 Reading + Writing 主题语境 人与社会——跨文化的沟通、交流与理解 内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为访谈。课文中四位汉学家、译者畅谈了中国文学走向世界的问题，包括他们何时对中国文学产生兴趣、各自喜欢的作家和作品、中国文学在国外的影响力等。读写部分的范文介绍了美国纽约的百老汇等文化区，引导学生通过学习范文，学会介绍本国著名的文化亮点。通过这一板块的学习，学生能够进一步提升个人的语言能力和思维品质，同时加深对单元主题的理解，增强文化自信，坚定将中华文化中的精华向全世界传播的理念与信念。 教学目标 1 引导学生通过理解访谈内容，了解中国文学在国外传播的大致情况，同时对具有世界影响力的中国古典和现代的文学作品与作家做更多的了解与研读，将中国文学作品和作家介绍给世界； 2 引导学生在理解的基础上，感悟课文主题，从而加深对单元主题意义的认识，增强民族历史和文化的自豪感，坚定文化自信，并积极传播中华文化； 3 引导学生通过完成阅读任务和学习如何介绍一个城市的文化亮点，运用所学内容介绍一个中国的地点。 教学重点 1. 带领学生理解对话内容，完成提问任务； 2. 引导学生学习如何深入、细致地表达个人观点和理念。 教学难点 1. 文章中有不少长句，要正确理解其意义与功能； 2. 不少学生对当代本土文学作品与作家缺乏了解，造成理解障碍。 教学策略 P-W-P模式 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. Organize group work to make sure everyone knows the books and their authors. 2. Organize group work to discuss the three questions. 3. Invite some groups to share their answers to the three questions. T makes necessary corrections or supplements. 1. Group work. Make sure everyone knows the books and their authors. 2. Group work. Discuss the three questions. 3. Share answers to the three questions. 1. To learn some examples of Chinese literature. 2. To prepare for the following reading tasks. Activity 2 (Design 1) 1. Guide Ss to read Paragraph 1 for the topic and info about the four Sinologists and translators. 2. Guide Ss to read the three questions and make possible assumptions. 3. Ask Ss to read independently the paragraphs under Q1. Guide Ss to conclude the common points and different points. 4. Guide Ss to make correct choice of the question. 5. Ask Ss to read and finish the rest part of the text with the same steps and method. 1. Read Paragraph 1 for the topic and info about the four Sinologists and translators. 2. Read the three questions and make possible assumptions. 3. Read independently the paragraphs under Q1. Conclude the common points and different points. 4. make correct choice of the question. 5. Read and finish the rest part of the text with the same steps and method. 1. To help Ss learn skills of analyzing and answering questions. 2. To help Ss learn how to express personal opinions reasonably. Activity 2 (Design 2) 1. Guide Ss to read Paragraph 1 for the topic and info about the four Sinologists and translators. 2. Ask Ss to read all the three questions and make possible assumptions, which is prepared for the further reading tasks. 3. Organize group work. Ss distribute different tasks of reading, and then exchange ideas. 4. Invite some groups to share their ideas. 1. Read Paragraph 1 for the topic and info about the four Sinologists and translators. 2. Read all the three questions and make possible assumptions, which is prepared for the further reading tasks. 3. Group work. distribute different tasks of reading within each group, and then exchange ideas. 4. Group members share ideas with class. 1. To help Ss learn skills of analyzing and answering questions. 2. To help Ss learn how to express personal opinions reasonably. Activity 3 1. Guide Ss to go over the info taken in the previous reading tasks. Find out the differences of each person. 2. Organize group work. Ss read through the four choices, underline key words, and discuss in groups. 3. Invite some groups to share their answers. 1. Go over the info taken in the previous reading tasks. Find out the differences of each person. 2. Read through the four choices, underline key words, and discuss in groups. 3. Share answers in class. 1. To check Ss understanding about the info they get. 2. To further learn and tell differences between opinions. Think & Share 1. Organize pair work to discuss and exchange opinions of the questions. 2. Invite some Ss to share their ideas. Encourage supplements and discussion. 1. In pairs, discuss and exchange opinions of the questions. 2. Share answers or ideas. Make supplements or discussion. To enhance Ss’ understanding of the topic and encourage them to show their own opinions. Activity 4 1. Organize group work. Ss share their interest and knowledge of Chinese literature. 2. Ask Ss to discuss and answer the questions. 3. Invite some groups to share their ideas. 4. Encourage further thinking and discussion on how to promote Chinese literature throughout the world. 1. Share interest and knowledge of Chinese literature in groups. 2. Discuss and answer the questions. 3. Share results of the discussion. 4. Think further and discuss on how to promote Chinese literature throughout the world. 1. To learn how to break a large question into some small ones. 2. To think about Chinese literature at a higher level. Activity 5 (Design 1) 1. Invite Ss to talk about their knowledge of New York. 2. Guide Ss to read through the email and briefly analyze its structure. 3. Organize group work to discuss what expressions and details Selena used to describe an attractive city. 4. Guide Ss to answer the two questions below the email and report the results of their previous discussion. Take down useful expressions for a reply email. 1. Talk about what they know about New York. 2. Read through the email and briefly analyze its structure. 3. Discuss what expressions and details Selena used to describe an attractive city. 4. Answer the two questions below the email and report the results of the previous discussion. Take down useful expressions for a reply email. To learn how to describe a place vividly and make it attractive. Activity 5 (Design 2) 1. Invite Ss to talk about their knowledge of New York. 2. Organize group work. Read and discuss what expressions and details Selena used to describe an attractive city. Each group sent one S to take down the key words or expressions on the blackboard. 3. Ask the two questions. 4. Further motivate Ss’ thinking by asking: What place do you want to introduce to Selena? 1. Talk about what they know about New York. 2. Read and discuss what expressions and details Selena used to describe an attractive city. Each group sent one S to take down the key words or expressions on the blackboard. 3. Answer the two questions. 4. Think and answer T’s further question. To learn how to describe a place vividly and make it attractive. Activity 6-7 1. Ask Ss to decide a place to introduce to Selena. 2. Organize group work. Ss exchange ideas of the places they want to introduce. List reasons why. 3. Guide Ss to put their thoughts into writing an email to Selena. 4. Ss share their writing work. 1. Decide a place to introduce to Selena. 2. Exchange ideas of the places they want to introduce. List reasons why. 3. Put the thoughts into writing an email to Selena. 1. Ss share their writing work. To learn how to write an inviting email. 17 学科网（北京）股份有限公司 $$