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

该高中英语教学设计聚焦敦煌历史文化与导游词特征，通过古诗分享、敦煌游览视频及丝绸之路地图创设情境，连接学生已知与文本内容，搭建从语篇输入到实际运用的学习支架。 以“广西旅游年文化大使”任务驱动，结合小组合作设计导游词，融合语言能力（信息提取与表达）、文化意识（敦煌文化与本地推广）、思维品质（批判性思考要素），通过视频、地图等多模态输入及报告分享输出活动，提升学生跨文化交际能力，为教师提供真实情境下的读写结合教学范例，助力核心素养落地。

教学设计 课程基本信息 课题 选择性必修四Unit3 Welcome to Dunhuang 课型 读思课 学科 英语 年级 高二 学段 高中 授课教师 农新宇 教学目标 By the end of this class, students are able to: 1. know the language feature of a tour commentary and get the main idea of each paragraph by fast reading; 2. understand Dunhuang’s historical significance, know the main sights by detailed reading; 3. introduce a travel place with the knowledge learned; 4. enhance cultural pride and national confidence by finishing open questions. 教学重难点 1.Guide students to understand the text, the significance of Dunhuang, the main points of Mogao Grottoes, how the Silk Road was revived, and establish the relevance of the text information. 2.Guide students to complete knowledge transfer and learning activities created by teachers in real contexts through group cooperation and comprehensive language skills. 学情分析 学生具有一定的语言基础与语言表达能力，各种认知能力不断完善，思维能力更加成熟，学习热情高，能够主动参与课堂教学，但是目前还处于向内输入的阶段，对于知识还缺乏批判性思维方式和输出性的表达学习。 1. 从语篇内容来看，学生对敦煌有一定的了解，对相关话题有了一定的语言积累和思维铺垫，并且形成了一定程度的知识储备。语言知识方面，学生的相关专业词汇并不具备，与敦煌历史文化背景相关的专有名词如Apsaras, Flying Immortals, mural等。 2. 语言技能方面， 阅读技能上学生能力较强，理解语篇内容比较容易，但归纳梳理信息和口语技能相对薄弱。学生需要在教师的引导下主动了解文本，构建新的话题知识，学习语言知识，结构化知识，通过阅读、视听等输入活动，探究主题意义，并通过读后的环节，从所在地百色开始，思考如何使用导游词进行推广，从而不断深化对让世界遇见中国，用英语讲好中国故事的认识，深入思考学习英语的重要性和意义，培养学生用批判性的思维方式，促进语言能力、文化意识、思维品质和学习能力的综合提升。 教学准备 PPT, Blackboard 教学过程 教学任务 教学内容 设计意图 创新设计 Step 1: Lead-in (2mins) Activity 1. Greet and share: Share the poems about today's journey. 2. Create a situation: Show the students a video of visiting Dunhuang. Show the students a map of the old silk road. 1. To attract students’ attention to the class. 2. To create a situation related to this topic to get students’ curiosity and lead into the topic with paragraph 1. Create an introductory video related to the topic of the lesson and create a scenario. Step 2: Fast-reading (3mins) Task1 Read the passage and decide where it is from. ( ) A. A travel brochure. B. B. A tour commentary. C. A blog. D. D. A lecture. Understand the characteristics of tour commentary. Task2 Match the main idea of each paragraph. The main idea of each paragraph will be simplified by matching the topic of the text, so that students can understand the content of the text through the skill of fast reading. Step 3: Careful-reading Activity Read for details. The sections employ task-based reading to extract information from texts, systematically exploring Dunhuang's unique cultural significance. In task-based reading, open questions should be asked appropriately, and the space and murals of the Mogao Grottoes should be displayed with videos, which is intuitive and clear to help students understand the content of the article. Step 4: Post-reading Activity 1 Group work. Create a situation：2025 is Guangxi's Tourism Year. To boost the region's tourism industry, the Guangxi Department of Culture and Tourism has launched new media campaigns on digital platforms. As every one of us can be a cultural ambassador, we invite groups to brainstorm: What elements should be included in the tour commentary to attract visitors? By situating the scenario and combining it with what they have learned, students think about how to use it. Activity 2 Share and Report. Report like this: Give students the corresponding reference sentence patterns and encourage them to think and report Self-evaluation Student finish the self-evaluation and check today’s learning. 作业设计 Finish your mind-map of tour commentary and polish your work. 板书设计/课堂小结 Unit3 The world meets China Significance(what to know) Tour commentary Travel routes(what to see) History(what to know) 教学反思 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $