Unit 3 The World Meets China-Presenting 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-Presenting ideas 教学目标和重难点 1. 教学目标 Language Ability: Students will master words and expressions related to cultural exchange and use appropriate sentence structures to express their ideas in oral and written presentations. Cultural Awareness: They will deepen their understanding of Chinese excellent traditional culture and foreign cultures, establish a correct cultural view, and enhance cultural confidence and the awareness of spreading Chinese culture. Thinking Quality: They will develop logical thinking and innovative thinking through designing programs and presenting ideas. Learning Ability: They will improve their abilities of cooperation, inquiry and autonomous learning by participating in group activities and completing practical tasks. 2. 教学重难点 Key Points: Mastering core vocabulary and expressions related to cultural exchange and the opening ceremony; being able to clearly present the designed program content in English, including the theme, process and highlights; understanding the principles and skills of cross-cultural communication in presentation. Difficult Points: Designing a creative and practical opening ceremony program that reflects the integration of Chinese and foreign cultures; using accurate and fluent English to express creative ideas and cultural connotations; properly handling cultural differences in the process of presenting to ensure the effectiveness of cultural communication. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Video Appreciation and Discussion The teacher plays a 3-minute short video about the opening ceremony of an international cultural exchange event, which includes elements of Chinese culture such as Peking Opera, paper-cutting and tea art, as well as cultural elements from other countries. After watching the video, the teacher asks students the following questions: ① What cultural elements did you see in the video? ② What do you think is the purpose of holding such an international cultural exchange event? ③ If you were asked to design the opening ceremony of an international cultural exchange exhibition with the theme of "The World Meets China", what would you focus on? Students are given 5 minutes to discuss in groups of 4, and then 3-4 groups are invited to share their opinions. The teacher makes appropriate comments and guidance, and finally leads to the topic of this lesson: Presenting ideas - Designing an opening ceremony program for an international cultural exchange exhibition. Design Intention: The short video can quickly attract students' attention and arouse their interest in the topic. By watching and discussing, students can initially understand the form and significance of international cultural exchange activities, activate their existing knowledge about cultural exchange, and lay a good foundation for the subsequent program design. At the same time, group discussion can cultivate students' cooperative learning ability and enable them to express their initial ideas freely. Activity 2: Vocabulary and Sentence Structure Review The teacher presents the core vocabulary and sentence structures related to cultural exchange and opening ceremony on the blackboard or PPT, including words and phrases such as "cultural exchange", "opening ceremony", "highlight", "present", "promote", "inherit", "blend", "glorious", "boast", "strengthen" and sentence structures such as "The theme of the opening ceremony is...", "We will present... to show...", "In order to... we plan to...", "It is a good way to... by...". The teacher asks students to read the words and sentences aloud together, and then invites some students to make sentences with the given words and sentence structures to ensure that students can master and use these language points proficiently. For example, ask students to make a sentence with "promote cultural exchange", and guide them to say "We should promote cultural exchange between China and other countries to enhance mutual understanding". Design Intention: Reviewing the core vocabulary and sentence structures learned in the unit can help students consolidate their language foundation and avoid language barriers in the subsequent program design and presentation. By making sentences, students can flexibly apply the language knowledge they have learned, which lays a solid language foundation for the smooth development of the following teaching activities. Step 2: Presentation and Analysis (Input & Understanding) Activity 1: Sample Analysis The teacher presents a sample opening ceremony program design on the PPT, which includes the theme, opening speech, cultural performance segments, interactive links and closing part. The sample is designed with the theme of "Dialogue Between Civilizations, Blend of Cultures" and includes Chinese cultural performances such as guzheng playing and calligraphy display, as well as cultural exchange links with foreign students. The teacher guides students to analyze the sample from the following aspects: ① What is the theme of the sample program? Is it consistent with the theme of "The World Meets China"? ② What are the main segments of the sample program? Are they reasonable and creative? ③ What language expressions are used in the sample to introduce the program? Are they accurate and fluent? ④ What cultural elements are reflected in the sample? How do they reflect the integration of Chinese and foreign cultures? Students discuss in groups again, and the teacher walks around the classroom to provide guidance to students who have difficulties. After the discussion, the teacher summarizes the advantages of the sample program: clear theme, reasonable structure, rich cultural elements and fluent language expression, and points out that students can learn from the sample when designing their own programs, but they should also put forward their own creative ideas. Design Intention: The sample program provides a specific reference for students' program design, helping them understand the basic structure and key points of the opening ceremony program. Through analyzing the sample, students can not only learn the skills of program design, but also further understand how to integrate cultural elements into the program and how to use accurate English to express the program content. At the same time, group discussion can stimulate students' thinking and lay a foundation for their own creation. Activity 2: Key Points Explanation Combined with the sample analysis, the teacher focuses on explaining the key points of program design and presentation: ① Theme Determination: The theme should be closely related to "The World Meets China", reflecting the concept of cultural exchange and blend, and be concise and vivid. ② Structure Design: The program should have a clear structure, including opening, main segments and closing. The main segments should be rich and diverse, including cultural performances, interactive activities, etc. ③ Cultural Element Integration: It is necessary to appropriately integrate Chinese excellent traditional cultural elements and foreign cultural elements to reflect the mutual understanding and blend between different civilizations. ④ Language Expression: When presenting the program, it is necessary to use accurate, fluent and appropriate English, avoid grammatical mistakes, and use the vocabulary and sentence structures learned in the unit flexibly. In addition, the teacher also explains the common mistakes in program design and presentation, such as unclear theme, unreasonable structure, lack of cultural elements, and incorrect language expression, and gives corresponding correction methods. For example, if a student's program theme is too vague, the teacher guides them to refine the theme and make it more specific and targeted. Design Intention: Focusing on explaining the key points can help students clarify the direction and requirements of program design and presentation, avoid detours in the process of creation. Explaining common mistakes and correction methods can help students pay attention to potential problems and improve the quality of their program design and presentation. Step 3: Practice and Creation (Output & Application) Activity 1: Group Cooperative Creation Students are divided into groups of 4-5, and each group is required to design an opening ceremony program for an international cultural exchange exhibition with the theme of "The World Meets China". The teacher puts forward the following specific requirements: ① Determine a clear and vivid theme for the program. ② Design a complete program structure, including opening speech, main performance segments, interactive links and closing part. ③ Integrate at least 3 Chinese cultural elements and 2 foreign cultural elements into the program. ④ Use the vocabulary and sentence structures learned in the unit to write a 300-500 word program introduction. ⑤ Assign roles in the group: program designer, writer, speaker and illustrator (responsible for drawing simple program flow charts). During the group creation process, the teacher walks around the classroom to observe the situation of each group, provides timely guidance to groups with difficulties, and helps them solve problems encountered in program design and language expression. For example, if a group has no idea about the program segments, the teacher can give some suggestions, such as adding a tea art performance, a foreign folk dance performance, or an interactive link of cultural knowledge competition. If a group has problems in language expression, the teacher guides them to use the learned vocabulary and sentence structures to revise the program introduction. Design Intention: Group cooperative creation is an important link to practice students' comprehensive language ability and cooperative learning ability. By assigning different roles, each student can participate in the activity, give full play to their own advantages, and improve their sense of participation and responsibility. The specific requirements can ensure that students' program design has a clear direction and meets the teaching objectives. The teacher's guidance can help students solve difficulties in a timely manner, ensure the smooth progress of the creation activity, and improve the quality of students' works. Activity 2: Group Internal Preview and Revision After the group completes the program design and program introduction, each group conducts an internal preview. The speaker in the group presents the program according to the program introduction, and other members listen carefully and put forward revision suggestions from the aspects of theme clarity, structure rationality, cultural element integration and language fluency. The group modifies and improves the program and program introduction according to the suggestions to ensure that the program is more perfect and the language expression is more accurate and fluent. The teacher selects 2-3 groups with obvious problems to provide targeted guidance, helps them find out the deficiencies in the program and revise them. For example, if a group's program structure is unreasonable, the teacher guides them to adjust the order of the segments to make the program more coherent; if a group's language expression has many grammatical mistakes, the teacher helps them correct the mistakes and improve the fluency of the language. Design Intention: Group internal preview and revision can help students find out the deficiencies in their own works and improve the quality of the program and program introduction. It can also cultivate students' ability of critical thinking and mutual evaluation, and enable them to learn from each other and make progress together. The teacher's targeted guidance can help groups with difficulties improve their works in a timely manner, ensuring that all groups can complete the task smoothly and achieve the teaching effect. Step 4: Display and Evaluation (Feedback & Improvement) Activity 1: Group Presentation Each group sends their speaker to present the designed program in front of the whole class. The presentation time of each group is 5-6 minutes, including the introduction of the program theme, structure, segments and cultural elements, and the display of the program flow chart (if any). During the presentation, other students listen carefully, take notes, and evaluate the program from the aspects of theme, structure, creativity, cultural elements and language expression. The teacher requires students to pay attention to the speaker's language expression, whether it is accurate, fluent and appropriate, and whether the program design reflects the theme of "The World Meets China" and the concept of cultural exchange. After each group's presentation, the teacher invites 2-3 students to give evaluation opinions, and then makes a summary evaluation, affirming the advantages of the program, pointing out the deficiencies and putting forward revision suggestions. For example, if a group's program has a unique theme and rich cultural elements, the teacher affirms their creativity and cultural awareness; if a group's language expression is not fluent enough, the teacher guides them to revise the program introduction and practice oral expression. At the same time, the teacher also encourages students to learn from each other's advantages and improve their own works. Design Intention: Group presentation is an important way to show students' learning results and practice their oral expression ability. By presenting in front of the whole class, students can enhance their confidence and expression ability. Other students' evaluation and the teacher's summary evaluation can help students understand their own advantages and deficiencies, and provide direction for further revision and improvement. At the same time, it can also create a positive learning atmosphere and stimulate students' learning enthusiasm. Activity 2: Comprehensive Evaluation The teacher designs an evaluation form, which includes four aspects: theme and creativity, structure and content, cultural element integration, and language expression. Each aspect is divided into three levels: excellent, good and general, with corresponding scoring standards. Students first conduct self-evaluation according to the evaluation form, then conduct mutual evaluation in groups, and finally the teacher conducts comprehensive evaluation based on the students' self-evaluation, mutual evaluation and group presentation. The teacher feeds back the evaluation results to each group and each student, points out their advantages and deficiencies, and puts forward targeted improvement suggestions. For students who perform well, the teacher gives praise and encouragement; for students who have deficiencies, the teacher guides them to make targeted improvements. At the same time, the teacher collects the program design works of each group, selects excellent works and displays them in the classroom or on the class bulletin board to set an example for students. Design Intention: Comprehensive evaluation can help students comprehensively understand their own learning results and find out their deficiencies. Self-evaluation can cultivate students' ability of self-reflection, mutual evaluation can promote students' mutual learning and progress, and teacher's evaluation can provide professional guidance for students. Displaying excellent works can stimulate students' learning motivation and encourage them to pursue better learning results. Step 5: Summary and Extension (Consolidation & Migration) Activity 1: Lesson Summary The teacher summarizes the content of this lesson, reviews the key points of program design and presentation, and emphasizes that this lesson is not only a practice of language ability, but also an important way to enhance cultural awareness and spread Chinese culture. The teacher points out that through this lesson, students have mastered the skills of designing an opening ceremony program for an international cultural exchange event, improved their oral and written expression ability, and deepened their understanding of the theme of "The World Meets China". At the same time, the teacher encourages students to apply the knowledge and skills learned in this lesson to their daily life, actively participate in cultural exchange activities, and become disseminators of Chinese culture and bridges of cross-cultural communication. Design Intention: Lesson summary can help students sort out the knowledge and skills learned in this lesson, consolidate the learning results, and form a systematic understanding of the lesson content. Encouraging students to apply the learned knowledge to daily life can realize the migration and application of knowledge, and achieve the teaching goal of "learning for use". Activity 2: Extension Task The teacher assigns an extension task: ① Revise and improve the group's program design and program introduction according to the evaluation suggestions, and submit the revised works to the teacher. ② Choose one cultural element in the designed program, write a 200-300 word English introduction about it, introducing its origin, characteristics and cultural connotation. ③ Surf the Internet to collect information about international cultural exchange events, and write a short English report about one of the events, introducing its purpose, process and significance. The teacher reminds students to use the vocabulary and sentence structures learned in the unit when completing the extension task, pay attention to the accuracy and fluency of language expression, and combine their own understanding and creativity to complete the task. The teacher will check the students' task completion in the next class and give feedback and guidance. Design Intention: The extension task is an important supplement to classroom teaching, which can help students further consolidate the knowledge and skills learned in the lesson, expand their knowledge scope, and improve their autonomous learning ability and information collection ability. Writing an introduction to cultural elements and a report on cultural exchange events can further deepen students' understanding of cultural exchange and enhance their ability to spread Chinese culture in English. Activity 3: Cultural Exchange Sharing The teacher invites students to share their own experiences of cultural exchange, such as communicating with foreign students, participating in cultural exchange activities, or understanding foreign cultures through books, movies and other ways. Students share their experiences and feelings in English, and the teacher makes appropriate comments and guidance, encouraging students to actively understand and accept different cultures, and establish a correct view of cultural diversity. Finally, the teacher concludes that cultural exchange is an important way to promote the development of human civilization. As senior high school students, we should not only inherit and carry forward Chinese excellent traditional culture, but also actively learn from foreign excellent cultures, and make positive contributions to promoting cultural exchange and mutual understanding between China and the world. Design Intention: Cultural exchange sharing can stimulate students' interest in cross-cultural communication, enable them to combine theoretical knowledge with practical experience, and deepen their understanding of cultural diversity. It can also improve students' oral expression ability and cultural awareness, and achieve the goal of cultivating students' core literacy. 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 $