Unit 3 The World Meets China-Developing ideas 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-Developing ideas 教学目标和重难点 1. 教学目标 Language Competence: Students master key words and sentence patterns, improve reading and expression ability in cross-cultural contexts. Cultural Awareness: Understand the spread of Chinese literature abroad, respect cultural differences and enhance cultural confidence. Thinking Quality: Analyze the interviewees’ views and form logical thinking and critical thinking. Learning Ability: Master reading strategies for interviews, develop autonomous and cooperative learning habits to promote lifelong learning. 2. 教学重难点 Key Points: Understand the main content and structure of the interview text, grasp key information about the four interviewees; master the usage of key words (prior, expose, strengthen, enormous) and sentence patterns related to personal views. Difficult Points: Correctly understand long and complex sentences in the text; accurately express personal views on Chinese literature communication in English; deeply realize the significance of cultural communication and practice cross-cultural expression. 教学过程 Warm-up & Lead-in Activity 1: Brainstorming and Discussion The teacher presents the question on the blackboard: “What Chinese literary works do you know that are popular abroad?” Then asks students to work in groups of 4 to discuss for a few minutes, and invites 2-3 groups to share their answers. The teacher supplements and comments, and introduces classic works such as Dream of the Red Chamber, Records of the Grand Historian and works by Mo Yan, which are mentioned in the text. Design Intention: This activity is closely connected with the theme of the unit “The World Meets China” and the core content of the Developing Ideas section. By brainstorming, it activates students’ prior knowledge about Chinese literary works and their spread abroad, arouses students’ interest in the topic, and lays a foundation for the subsequent reading of the interview text. At the same time, group discussion helps to cultivate students’ cooperative learning ability and oral expression ability in English. Activity 2: Introduction to Interviewees The teacher shows the photos and brief introductions of the four interviewees (Petko from Bulgaria, Annelous from the Netherlands, Joachim from France, Mai from Egypt) on the multimedia, and briefly introduces their identities as sinologists and translators. Then asks students: “What do you want to know about these sinologists and translators? What questions would you ask them if you were the interviewer?” Design Intention: By introducing the interviewees in advance, students can have a preliminary understanding of their backgrounds, reduce the difficulty of understanding the text. Asking students to put forward questions simulates the interview scenario, stimulates students’ curiosity and reading motivation, and guides students to enter the reading state actively. It also paves the way for understanding the two core questions in the interview text. Pre-reading Activity 1: Vocabulary Preview The teacher lists the key words and phrases in the text on the multimedia: prior, expose, strengthen, enormous, be exposed to, prior to, be determined to do, have a profound effect on, etc. For each word and phrase, the teacher explains the meaning and usage with simple English, and gives example sentences combined with the text context. For example, for “prior to”, the teacher says: “Prior means earlier. In the text, Joachim says ‘Prior to that, the only great historical works I had been exposed to were Homer’s epic poems.’ It means before that time.” Then asks students to read the example sentences aloud and try to make simple sentences with the key words and phrases in pairs. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key words and phrases in advance helps students avoid obstacles in understanding the text due to unknown words, improves reading efficiency. Explaining the usage combined with the text context makes students better understand the application of vocabulary in specific contexts, and practicing making sentences helps students consolidate their memory and master the usage of vocabulary. Pair work also promotes interactive learning between students. Activity 2: Predicting the Text Content The teacher asks students to look at the title of the text “Reading China” and the two blank questions in the interview, and predict: “What do you think the two questions are? What content will the four interviewees talk about?” Students can express their predictions freely, and the teacher writes down the key points of their predictions on the blackboard. Then tells students: “Let’s read the text to check your predictions and find out the answers.” Design Intention: Predicting the text content is an important reading strategy. It can stimulate students’ reading initiative, make students have a clear purpose in reading, and improve their ability to grasp the main content of the text. At the same time, it helps students form the habit of active thinking and lays a foundation for in-depth reading. While-reading Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and finish two tasks: 1. Fill in the two blank questions in the interview. 2. Summarize the main idea of the text in one sentence. After students finish reading, invite several students to share their answers. The teacher corrects and summarizes: The two questions are “When did you first become interested in Chinese literature?” and “Which Chinese writers and works do you like best, and why?” The main idea of the text is that four sinologists and translators share their experiences of Chinese literature, including how they became interested in it and their favorite works. Design Intention: Skimming is a fast reading strategy that helps students quickly grasp the main content and structure of the text. By completing the two tasks, students can quickly understand the core of the interview, clarify the logical structure of the text (questions + answers), and lay a foundation for detailed reading. Summarizing the main idea also helps to cultivate students’ ability of generalization and logical thinking. Activity 2: Scanning for Specific Information Divide students into four groups, and each group is responsible for one interviewee (Group 1: Petko; Group 2: Annelous; Group 3: Joachim; Group 4: Mai). Ask students to read the text carefully (scanning) and fill in the following table: Interviewees How they became interested in Chinese literature Favorite writers/works Other relevant information Petko Annelous Joachim Mai After each group finishes filling in the table, invite a representative of each group to present the results, and the teacher checks and supplements. For example, for Petko: He became interested in Chinese literature because of the movie The Shaolin Temple; his favorite work is Dream of the Red Chamber, and he has translated it into Bulgarian, and his next goal is to translate The Romance of the Three Kingdoms. Design Intention: Scanning is a reading strategy to find specific information quickly. Dividing students into groups and assigning tasks makes each student have a clear responsibility, improves learning efficiency and participation. Filling in the table helps students sort out the specific information of each interviewee systematically, deepen their understanding of the text content, and at the same time cultivate students’ cooperative learning ability and information sorting ability. Activity 3: Close Reading for Language Points and Sentence Analysis The teacher guides students to read the text carefully again, focuses on the key sentences and difficult sentences in the text, and explains and analyzes them. 1. Key Sentence 1: “Prior to that, the only great historical works I had been exposed to were Homer’s epic poems.” The teacher analyzes: “Prior to” is a prepositional phrase, meaning “before”. “I had been exposed to” is an attributive clause modifying “historical works”. “Be exposed to” means “be exposed to, come into contact with”. The tense of the clause is past perfect tense, which is used to express an action that happened before another past action (the action of reading Records of the Grand Historian). Ask students to translate this sentence and make a sentence with “prior to” and “be exposed to”. 2. Key Sentence 2: “His writing had a profound effect on me, and I have this to thank for my passion for Chinese literature.” The teacher explains: “Have a profound effect on sb” means “have a profound influence on sb”. “I have this to thank for...” means “I owe this to...”. Ask students to understand the meaning of the sentence, and discuss in pairs: What does “this” refer to? (It refers to reading Records of the Grand Historian and being influenced by Sima Qian’s writing.) 3. Difficult Sentence: “In the Netherlands, the decision as to which works of Chinese literature get translated is largely influenced by the opinions of respected sinologists.” The teacher parses the sentence structure: The subject is “the decision”, the prepositional phrase “as to which works of Chinese literature get translated” is used to modify “the decision”, and the predicate is “is largely influenced by...”. The teacher guides students to split the sentence into parts and understand it step by step, then asks students to translate the sentence independently. In addition, the teacher guides students to find other key sentence patterns in the text, such as “It all started with...”, “I was amazed by...”, “I fell in love with... the first time I read it”, and asks students to read these sentences aloud, understand their usage, and practice making sentences. Design Intention: Close reading is the key link to deepen students’ understanding of the text and master language knowledge. By analyzing key sentences and difficult sentences, students can not only master the usage of key words and sentence patterns, but also understand the logical relationship of the text, improve their ability of language analysis and application. Asking students to translate and make sentences helps to consolidate the learned knowledge and realize the combination of input and output. Activity 4: Analyzing the Text Structure The teacher asks students to discuss in groups: “What is the structure of this interview text? How is it organized?” After discussion, invite students to share their views. The teacher summarizes: The text is a typical interview structure, which is divided into two parts. The first part introduces the background of the interview and the four interviewees; the second part is the main content of the interview, which is composed of two core questions and the answers of the four interviewees. The answers of each interviewee are independent but closely related to the theme, showing different perspectives on Chinese literature. Design Intention: Analyzing the text structure helps students understand the logical arrangement of the text, master the characteristics of interview-style articles, and improve their ability of text analysis. Group discussion allows students to exchange ideas, learn from each other, and deepen their understanding of the text structure. Post-reading Activity 1: Discussion and Reflection The teacher puts forward the following questions for students to discuss in groups: 1. What do you think of the four sinologists’ love for Chinese literature? 2. Why do you think Chinese literature can attract people from all over the world? 3. As a middle school student, what can you do to promote the spread of Chinese literature and culture in the world? After the discussion, invite several students to share their views. The teacher comments and guides students to realize that Chinese literature is a precious cultural heritage, which has unique charm and value. The spread of Chinese literature helps to promote cross-cultural communication and enhance cultural confidence. Middle school students can learn Chinese culture well, master English well, and introduce Chinese literature and culture to foreign friends around them. Design Intention: This activity connects the text content with real life, guides students to think deeply about the significance of cultural communication, and cultivates their cultural awareness and sense of responsibility. Group discussion helps to stimulate students’ thinking, improve their oral expression ability and critical thinking ability. The teacher’s guidance helps students establish correct cultural concepts and enhance cultural confidence. Activity 2: Language Consolidation 1. Fill in the blanks with the correct forms of the key words and phrases learned: prior, expose, strengthen, enormous, be exposed to, have a profound effect on, be determined to do. ① ________ to his arrival, we had already prepared everything. ② Children should not ________ ________ violent TV programs. ③ His words ________ ________ ________ ________ me and I decided to work harder. ④ She ________ ________ ________ learn English well and go abroad for further study. ⑤ The project will bring ________ benefits to the local people. 2. Rewrite the following sentences with the key sentence patterns learned: ① I became interested in English because of a song. (It all started with...) ② I liked this book when I first read it. (I fell in love with... the first time I read it) Students finish the exercises independently, then check the answers with the teacher. For the wrong answers, the teacher explains and corrects them in time. Design Intention: This activity is designed to help students consolidate the key words and sentence patterns learned in the text, improve their ability of language application. The exercises are closely combined with the text content, which not only helps students review the knowledge, but also enables students to apply the learned knowledge flexibly, realizing the combination of input and output. Activity 3: Reading Extension The teacher introduces a short passage about the spread of Dream of the Red Chamber abroad on the multimedia, and asks students to read it quickly. Then asks students: “What new information have you learned from this passage? How does it help you understand the content of the text?” Students share their views freely, and the teacher summarizes. Design Intention: Reading extension enriches students’ knowledge, expands their horizons, and helps students further understand the spread and influence of Chinese literature abroad. It also helps to improve students’ reading ability and cultivate their interest in cross-cultural communication. Writing Practice Activity 1: Guided Writing The teacher guides students to learn the writing part of the Developing Ideas section. First, ask students to read the sample passage about Broadway in New York, and analyze its structure and writing characteristics: The sample passage introduces the location, history, characteristics and influence of Broadway, with clear structure and rich details. Then, the teacher assigns the writing task: “Write a short passage (about 150 words) to introduce a Chinese cultural highlight (such as Dunhuang Mogao Grottoes, Chinese calligraphy, a classic Chinese literary work, etc.), and explain why it is worth spreading to the world.” Before writing, the teacher guides students to brainstorm: 1. What cultural highlight do you want to introduce? 2. What key information do you need to include (location, history, characteristics, value, etc.)? 3. How to organize the content and make the passage logical and coherent? Students can discuss their writing ideas in pairs, then write independently. During the writing process, the teacher walks around to guide students, helps them solve the problems encountered in writing (such as vocabulary, sentence structure, logical connection, etc.). Design Intention: The writing task is closely connected with the theme of the unit and the reading text, realizing the combination of reading and writing. Learning from the sample passage helps students master the writing method of introducing cultural highlights. Brainstorming and pair discussion help students clarify their writing ideas, improve writing efficiency. The teacher’s on-site guidance helps students solve writing difficulties, improve their writing ability, and at the same time cultivate their ability to introduce Chinese culture in English, enhance cultural confidence. Activity 2: Writing Evaluation and Revision After students finish writing, ask them to exchange their works in pairs, and evaluate each other’s works according to the following standards: 1. Is the content complete (including key information of the cultural highlight)? 2. Is the structure logical and coherent? 3. Are the words and sentence patterns used correctly and appropriately? 4. Are there any grammatical mistakes? Students put forward revision suggestions to each other, then revise their own works. After revision, invite 2-3 students to present their works to the whole class, and the teacher comments and evaluates them, affirming the advantages and putting forward revision suggestions. Design Intention: Peer evaluation helps students learn from each other, find their own mistakes and shortcomings, and improve their writing ability and evaluation ability. The teacher’s evaluation and guidance helps students further improve their works, master writing skills, and enhance their confidence in writing. At the same time, it also cultivates students’ ability of self-reflection and revision. Summary and Homework Activity 1: Summary The teacher invites students to summarize what they have learned in this class, including the main content of the interview text, key words and sentence patterns, the structure of the text, and the writing method of introducing cultural highlights. The teacher supplements and summarizes, and emphasizes the importance of cross-cultural communication and cultural confidence. Design Intention: Summarizing the knowledge learned in class helps students sort out the knowledge systematically, consolidate the learned content, and form a complete knowledge system. Inviting students to summarize helps to cultivate their ability of generalization and expression. Activity 2: Homework 1. Review the key words, phrases and sentence patterns learned in this class, and recite the key sentences. 2. Revise the writing task according to the teacher’s and peers’ suggestions, and hand it in the next class. 3. Surf the Internet to find more information about the spread of Chinese literature abroad, and write a short English report (about 100 words) to share in the next class. 4. Interview your classmates about their favorite Chinese cultural highlights and their views on cultural communication, and take notes in English. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and improve their language application ability. The first homework focuses on knowledge consolidation; the second homework helps students improve their writing ability; the third and fourth homework expand students’ knowledge, cultivate their autonomous learning ability and practical ability, and further deepen their understanding of cross-cultural communication. Teaching Reflection (Supplementary) This class takes the interview text as the carrier, closely focuses on the four-dimensional core literacy, designs a series of hierarchical and interactive teaching activities, and realizes the combination of reading and writing. The warm-up and lead-in activities effectively arouse students’ interest in learning; the pre-reading activities lay a foundation for reading; the while-reading activities help students grasp the text content and master language knowledge; the post-reading activities and writing practice help students apply the learned knowledge and improve their language application ability. However, in the teaching process, we should pay attention to the individual differences of students, give more guidance to students with weak foundation, and ensure that every student can gain something. At the same time, we can increase more interactive activities to further stimulate students’ learning enthusiasm and improve the effectiveness of teaching. 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 $