教学内容标题Unit 3 The world meets China Period 1 Starting out & Understanding ideas
教学内容分析
本课包含“Starting out”和“Understanding ideas”两部分，其中“Starting out”是本单元主题的导入部分，简要介绍了丝绸之路的历史和它在促进中外文化的交流起到的重要作用。通过观看视频和讨论相关问题，引导学生从思维上进入课堂语境，了解中国悠久的历史文化在国际交流中起到的重要作用，增强对中国文化的信心。在“Understanding ideas”即课文阅读过程中，教师引导学生通过对敦煌英文导游词的阅读和学习，了解敦煌的辉煌历史、敦煌壁画和著名的图书馆洞，以及它是如何通过“一带一路”倡议重新回到了东西方文化交流枢纽的原因。学生不仅可以更好地理解课文的主题，还能通过不同的阅读活动增强对中国文化的自豪感。学情分析
本节课的参课学生为高二年级普通学生，经过前期教材的学习，已基本达到新课标七级水平的要求，学习态度积极、热情、勤奋。他们可以用英语提取信息，处理信息，简单表达自己的意见；但是，用英语连贯地描述事件、解释意义和批判创新的能力需要提高。
学生主要问题在于：
1．对于外研版（2019）选择性必修教材中阅读课文篇幅长的现象感到压力较大，词汇储备水平不一，阅读速度和理解能力也参差不齐。能够掌握基本的阅读策略，比如寻读、扫读等，但在英语思维、知识迁移等学科素养方面仍存在训练不足、能力较弱的现象。
2.比较常见的一个现象：对于教材文本中的大量生词，学生不敢读，经常选择跳过。输出的时候，大多数学生不够自信，表达能力较弱，更多需要
小组合作才能获得启发和输出模板。
3.学生对小组讨论的参与态度和程度不一，部分英语较差的学生不远参与讨论或者态度消极，需要教师精心设计讨论问题和输出模板，充分调动学生参与的热情。
教学目标
1.通过观看视频和观看图片，引导学生思考和谈论丝绸之路和敦煌在跨文化交流中的作用，掌握与敦煌文化有关的词汇和表达。
2.引导学生从导游的角度感知课文文本的写作风格，学会如何进行导游解说。通过课堂阅读
和输出活动训练，培养学生的阅读理解能力，分析敦煌的历史意义和它对东西方文化交流的影响。让学生站在导游的立场上，学习如何用英语介绍中国的名胜古迹。
3.鼓励同学弘扬家乡文化，加深对本单元主题的理解，学会用英语向外国友人输出中国文化，激发学生对于中国文化的自豪感，学会用英文自信表达中国。教学重点与难点
1.带领学生理解敦煌在古丝绸之路上的重要历史地位和作用，准确理解课文体裁和文本，尤其是文中的长难句。
2.引导学生整合所学知识，形成符合语境要求的导游解说，并对知识进行迁移，学会用同样的词汇和表达解说自己家乡的名胜古迹。
3.视频输出作为课后作业，学生感兴趣，但是对部分学生可能略有难度
sort out同义短语
Steps
Teacher’s activity
Students’ activities
Purpose
Step 1:
Leadin
T show and play the video to the Ss.
Ss watch a video chosen from the answer one question: 
What is teacher  resources package            and what  this video about?
Use the video about the Silk Road to create topical situations that lead to the topic of this class. Activate students' existing background knowledge
and awaken students' expectations for reading.
Build a cognitive and emotional foundation              for classroom learning
Step 2:
Prereading
1.T show the title of the text and ask Ss to think:
What will e to your mind when you think of Dunhuang?
2.Ask Ss to show their ideas about Dunhuang.
Ss think and give their answers.
Further activate students'  cognition of the topic, with the help of textbook pictures, and closely relate to the context of the text
Step 3:Whilereading
1.T choose different group members to show their answers and evaluate their answers.
2.T help Ss to check          their answers and point    the key points.  Correct the mistakes if possible.
1.Ss read through the passage and plete the
following two tasks.
(1) Please decide where this passage is most probably taken from and give your reasons.
(2) Choose the best summary of the passage and give your reasons.
read and organize
information from the passage and fill in the blanks.
3.Ss plete a word  cloze as a link                      to examination.
4.Ss read the cloze loudly.
Let students sort out the details and logical chains of the text. Strengthen students' basic reading ability, pay attention to the genre of the article, understand the structure of the article, and prepare for the extraction and induction of basic information . Basic input is guaranteed so that students with different foundations can gain something.
Strengthen students' understanding of the writing characteristics and techniques of this tour mentary.
Lay the foundation  for students' later  output in  the form of tour mentary
Step 4:Postreading
1.  T ask the Ss to think the question.
2.  T ask
Ss to show their understanding.
3.  T show the question and give Ss 3 minutes to organize and show their tour mentary about Dunhuang.
4.  T show the standard tour mentary of Dunhuang.
1. Ss think about the following question:
What is your understanding of "Dunhuang has once again bee a global crossroads"? and share their understanding with class.
2. Ss show their answers in different group.
3. Ss think: If you were a tour guide, how would you remend Dunhuang to attract more tourists?
4. Ss show their tour mentary to class.
5. Ss read the standard text loudly
Through an understanding of importance of Dunhuang in the passage, students develop cultural awareness and cultural selfconfidence.
Strengthen students' integration and application of existing knowledge with new knowledge in the classroom, and ask them to form an useful tour mentary output. Cultivate students' selfevaluation ability and test their thinking quality
Step 5: Group work
praise their performance and ask them to do group work.
2. T ask Ss to show their  tour mentary about hometown highlights.
3. 5 minutes.
1.  Ss discuss how to remend their favorite hometown cultural highlights to foreign guests with group members.
2.  If there are any difficulties, T provide two available topics: Yan Ying Temple in Qihe and The Tomb of King Sulu in Dezhou.
3. Ss in different groups show their work
By further creating context,  students  can strengthen their understanding of the genre                      and characteristics          of texts, and  effectively exercise  the  output  of students language knowledge and skills.
1. Ss  get  to  know the homework.2. Ss    watch    the example video.
Through a new multimodal        output format, on the basis of stimulating students' interest,  deepen  their understanding of  the subject of the text and exercise their language skills.

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