Unit 3 The World Meets China-Starting out 教案-2025-2026学年高中英语外研版选择性必修第四册

Unit 3 The World Meets China-Starting out 教学目标和重难点 1. 教学目标 Language Competence: Master key words and phrases like glorious, boast, strengthen and sentences about cultural exchange. Cultural Awareness: Understand the historical role of the Silk Road and the significance of the Belt and Road Initiative, enhance recognition of Chinese culture and respect for cultural diversity. Thinking Quality: Develop logical thinking through analyzing video and picture information. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability through group discussions and interactive activities. 2. 教学重难点 Key Points: Grasp the main content of the video and pictures about the Silk Road and cultural exchange; master the usage of key words (glorious, boast, strengthen, prior, enormous) and phrases (be exposed to, have access to). Difficult Points: Accurately use the key vocabulary and sentence patterns to describe cultural exchange scenarios; deeply understand the connection between the ancient Silk Road and the modern Belt and Road Initiative. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of pictures on the screen, including foreign exchange students learning Chinese calligraphy, foreigners practicing Tai Chi, tourists from all over the world visiting the Great Wall, and business pioneers cooperating with Chinese partners. Then the teacher asks the students two simple questions: “What can you see in these pictures?” and “What message do these pictures convey?” After the students give their answers freely, the teacher makes a brief summary: “These pictures show us different scenes of the world meeting China, including cultural, educational and business exchanges. Today, we will start our journey of Unit 3 The World Meets China and explore the beautiful stories of cultural exchange between China and the world through the Starting out part.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the class topic. The simple and direct questions lower the threshold of students’ participation, encourage them to express their own views actively, and activate their existing knowledge and experience about cultural exchange. At the same time, it naturally leads to the theme of the unit and lays a relaxed and active foundation for the follow-up teaching. Step 2: Video Watching (Comprehension and Input) First, the teacher introduces the video briefly: “Next, we will watch a short video about an important historical route that connects China and the world—the Silk Road. While watching, please pay attention to the questions on the screen and try to find the answers.” Then the teacher presents three guiding questions on the screen: 1. What is the video mainly about? 2. How did the Silk Road get its name? 3. What is remarkable about the Silk Road? The teacher plays the video twice. For the first time, students watch it freely to get a general idea of the video content. For the second time, students watch it carefully and take notes to answer the guiding questions. After watching the video, the teacher invites students to answer the questions one by one. For the first question, the expected answer is “The video is mainly about the Silk Road, including its history, name origin and significance.” For the second question, the expected answer is “It got its name because silk made in China was very precious and popular among foreign traders, and a German geographer named Ferdinand von Richthofen gave it this name in 1877.” For the third question, the expected answer is “It is not only a trade route but also a cultural crossroads that realizes business trade and cultural exchanges between different countries and regions in a peaceful way.” After checking the answers, the teacher plays the key clips of the video again, and points out the key words and phrases in the video, such as Silk Road, trade route, cultural exchange, silk, historical, peaceful, etc. The teacher explains the meaning and usage of these words briefly, helping students lay a foundation for further learning. Design Intention: Video watching is in line with the characteristics of the Starting out part, which focuses on audio-visual input. Playing the video twice ensures that students can first grasp the general idea and then obtain specific information, which conforms to the law of language input. The guiding questions can guide students to watch the video with purpose, improve their listening comprehension ability and information extraction ability. At the same time, the key words and phrases extracted from the video can realize the organic connection between listening input and vocabulary learning. Step 3: Picture Discussion (Interaction and Application) The teacher shows the four pictures in the Starting out part on the screen again, and divides the students into groups of 4. Each group is responsible for discussing one picture. The teacher puts forward the discussion requirements: “Please discuss the picture assigned to your group carefully. You need to describe what you see in the picture, analyze what kind of cultural exchange it reflects, and think about what impact such exchange can bring. After discussion, each group will send a representative to share your opinions with the whole class.” During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance for students who have difficulties. For example, if some students cannot accurately express “Tai Chi” in English, the teacher can remind them of the correct expression; if some groups have no idea about the impact of cultural exchange, the teacher can guide them to think from the perspectives of personal understanding, cultural communication and mutual understanding. After the discussion, each group sends a representative to share their views. For example, the group responsible for the picture of foreign students learning Chinese calligraphy may say: “In the picture, we can see some foreign students sitting at the table, learning to write Chinese characters with brushes. This reflects the cultural exchange in the field of education. Through learning Chinese calligraphy, foreign students can better understand Chinese culture and promote the spread of Chinese culture in the world.” After each group’s sharing, the teacher makes a positive comment, affirms the advantages of their expression, and puts forward appropriate suggestions for improvement. For example, if a student uses the wrong preposition, the teacher can correct it gently and explain the correct usage. After all groups finish sharing, the teacher makes a summary: “These four pictures show us different forms of cultural exchange between China and the world, including education, culture, tourism and business. These exchanges not only let the world know more about China but also let China learn from the world, which is the true meaning of ‘the world meets China’.” Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. Letting each group be responsible for one picture ensures that every student can participate in the discussion actively and fully. The teacher’s on-site guidance can help students solve problems in time, improve the efficiency of discussion and the accuracy of language expression. The sharing and comment link can not only show the results of group discussion but also provide students with opportunities to learn from each other and improve their oral English comprehensively. Step 4: Vocabulary Focus (Consolidation and Deepening) The teacher leads the students to learn the key vocabulary of the Starting out part, including glorious, boast, strengthen, prior, enormous, and key phrases such as be exposed to, have access to, fade from. The specific teaching methods are as follows: 1. Glorious: The teacher first shows the example sentence from the video: “The Silk Road has a glorious history of more than 1,700 years.” Then explains the meaning of “glorious” (adj. brilliant, magnificent) and gives more examples: a glorious victory, a glorious view, a glorious chapter. Then asks students to make sentences with “glorious” by combining the cultural exchange scenes they have discussed, such as “It is a glorious moment for Chinese culture to be spread around the world.” 2. Boast: The teacher explains the meaning of “boast” (v. (a place, institution, etc.) be proud to have something good) and gives the example: “Dunhuang boasts sites with UNESCO-protected heritage status.” Then guides students to think of other examples, such as “China boasts a long history and splendid culture.” 3. Strengthen: The teacher introduces the meaning of “strengthen” (v. to make something stronger) and the common collocations: strengthen the awareness, strengthen one’s resolve, strengthen cooperation. Then combines the theme of the unit to make a sentence: “Cultural exchange can strengthen the friendship between China and other countries.” 4. Prior: The teacher explains the meaning of “prior” (adj. previous, earlier) and the common phrases: prior knowledge, prior to. Gives the example: “Prior to the Silk Road, there was little cultural exchange between China and the Western countries.” 5. Enormous: The teacher shows the example sentence: “The Silk Road has brought enormous benefits to the countries along the route.” Explains the meaning (adj. very large, huge) and gives collocations: an enormous house, an enormous sum of money, enormous interest. 6. Phrases: For “be exposed to”, the teacher gives the example: “Foreign students are exposed to Chinese culture when they study in China.” Explains the meaning (to be in contact with something). For “have access to”, the example is: “People along the Silk Road have access to more resources through trade.” The meaning is “to have the opportunity to use or reach something”. For “fade from”, the example is: “The glory of the Silk Road faded from memory in the Ming Dynasty.” The meaning is “to disappear from something”. After explaining each word and phrase, the teacher organizes a quick response activity: the teacher says the Chinese meaning or collocation, and students say the corresponding English word or phrase quickly. Then the teacher gives a short passage containing these key words and phrases, and asks students to fill in the blanks to consolidate their mastery. Design Intention: Vocabulary is the foundation of language learning. Focusing on the key vocabulary of the Starting out part can help students lay a solid foundation for the follow-up study of the unit. The teaching method of combining examples, collocations and sentence making makes students not only know the meaning of the words but also know how to use them in practice. The quick response and cloze activities can enhance the interactivity of the class and help students consolidate the learned vocabulary in a relaxed atmosphere. Step 5: Theme Exploration (Deep Thinking and Elevation) The teacher puts forward a series of in-depth questions to guide students to think about the theme of the unit: “We have learned about the Silk Road and various forms of cultural exchange. Now, let’s think about the following questions: 1. What role did the Silk Road play in the cultural exchange between China and the world in ancient times? 2. How does the Belt and Road Initiative make the Silk Road regain vitality? 3. As a senior high school student, what can we do to promote cultural exchange between China and the world?” The teacher gives students 5 minutes to think independently first, and then organizes a class discussion. During the discussion, the teacher guides students to combine the video content, picture discussion and their own life experience to express their views. For the first question, the expected answer is: “In ancient times, the Silk Road was a bridge for cultural exchange between China and the world. It promoted the exchange of goods, ideas, arts and inventions between different civilizations, such as the four great inventions of China being spread to the West through the Silk Road.” For the second question, the expected answer is: “The Belt and Road Initiative inherits the spirit of the ancient Silk Road, promotes trade and cultural cooperation between countries along the route, makes the connection between China and the world closer, and makes the Silk Road regain its vitality in the new era.” For the third question, students may put forward various suggestions, such as learning English well to be a bridge of communication, introducing Chinese culture to foreign friends around them, and understanding different cultures with an open mind. After the discussion, the teacher makes a summary: “The ancient Silk Road has witnessed the friendly exchanges between China and the world, and the modern Belt and Road Initiative is continuing this beautiful tradition. Cultural exchange is a two-way process. It not only requires us to spread Chinese culture to the world but also requires us to respect and learn from other cultures. As senior high school students, we should improve our own quality, establish a global vision, and make our own contributions to promoting the exchange and integration of Chinese and foreign cultures.” Design Intention: The in-depth questions can guide students to think beyond the surface of the materials, deepen their understanding of the theme of cultural exchange, and cultivate their logical thinking and critical thinking ability. The combination of independent thinking and class discussion allows students to fully express their views and learn from each other. The teacher’s summary not only sublimates the theme of the class but also guides students to establish a correct cultural concept and enhance their sense of responsibility as cultural communicators. Step 6: Consolidation and Extension (Application and Practice) 1. Individual Practice: The teacher asks students to write a short passage (about 80-100 words) about “My View on Cultural Exchange Between China and the World”, using at least 3 of the key words and phrases learned in this class. The teacher reminds students to pay attention to the logic and fluency of the passage, and can refer to the content of the video and picture discussion. 2. Pair Work: After students finish writing the short passage, they exchange their passages with their deskmates, read and revise each other’s works. The revision focuses on three aspects: whether the key words and phrases are used correctly, whether the logic is clear, and whether there are grammatical mistakes. The teacher walks around the classroom to provide guidance for students who have difficulties in revision. 3. Sharing and Evaluation: The teacher invites 2-3 students to share their passages with the whole class. After each sharing, the teacher and other students make comments together, affirm the advantages of the passage, and put forward suggestions for improvement. For example, if a student uses “strengthen” incorrectly, the teacher can guide the student to correct it and explain the correct usage again. If a student’s passage has a clear logic and uses the key words and phrases flexibly, the teacher should give full affirmation and praise to encourage other students. Design Intention: The individual practice of writing can help students consolidate the learned vocabulary and sentence patterns, and improve their writing ability. Pair work of mutual revision can not only help students find their own mistakes but also learn from each other’s strengths, cultivating their ability of mutual evaluation and cooperation. The sharing and evaluation link can show the results of students’ practice, enhance their confidence in learning English, and at the same time, the teacher can timely understand the students’ mastery of the knowledge and adjust the follow-up teaching accordingly. Step 7: Summary and Homework (Review and Extension) 1. Summary: The teacher leads the students to review the content of this class together: “Today, we learned the Starting out part of Unit 3. We watched a video about the Silk Road, discussed pictures of cultural exchange, mastered some key words and phrases, and explored the theme of cultural exchange between China and the world. Through this class, we not only improved our English ability but also deepened our understanding of cultural exchange. I hope everyone can keep an open mind and actively participate in cultural exchange.” 2. Homework: a. Review the key words and phrases learned in this class, and make 5 sentences with them, combining the theme of cultural exchange. b. Surf the Internet to collect one story about cultural exchange between China and the world (such as the story of a foreigner in China or a Chinese person spreading Chinese culture abroad), and prepare a 2-minute oral report for the next class. c. Preview the Understanding Ideas part of the unit, and try to find the main content of the text. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory. The homework is designed to consolidate the knowledge learned in class, expand students’ extracurricular knowledge, and lay a foundation for the follow-up study. The oral report homework can also improve students’ oral expression ability and autonomous learning ability, and further stimulate their interest in cultural exchange. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $