Unit3 Understanding ideas 教案-高中英语人教版（2019）选择性必修第四册.docx

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1、高二英语导学案 Book4 unit3主备人：伊琳 备课组长 ：伊琳 编号：B4-3 课题 Section 1 reading 授课日期: 2022. 4. 18班级： 组别： 姓名：Read the passage carefully and choose the best answer.1Which one is NOT true about the description of Mogao Grottoes?AIt can date from more than 1,000 years ago.BIt is a UNESCO-protected heritage.CThere are m

2、any paintings and other artworks.DIt has been destroyed by humans.2From the third paragraph，we know that .Athe subjects of Dunhuang murals are the sameBthe Apsaras are a unique mural which can be found in other places of the worldCin the Tang Dynasty，Dunhuang murals reached their peakDthe murals ref

3、lected the confidence and expectation of people at that time3What made us know that goods arrived in Dunhuang from as far away as North-east Europe?AMogao grottoesBMuralsCThe silk roadD. An ancient library-Library caveStep2 post-readingAfter reading the passage，please fill in the following blanks.Du

4、nhuang was the gateway to and from Ancient China，a place where East met West.Its long and glorious history represents its 1._(significant) as a centre of cultural and commercial exchange.It is a world-class tourist destination 2._(boast) sites with UNESCO-protected heritage status.3._(know) as the M

5、ogao Grottoes，these ancient caves were carved out of the rock over a period of 1,000 years.The subjects of the Dunhuang murals vary from religious stories to scenes of everyday life.One type of mural unique 4_ Dunhuang shows the Apsaras,5._ are full of life，reflecting the confidence and optimism of

6、people from that time.In 1900，a Taoist priest made one of the 6._(important) finds of the 20th century.In a sealed cave，now known as the famous Library Cave，were hidden 7._(thousand) of manuscripts，paintings and scrolls，which are so detailed 8._ they describe the vast range of goods that were import

7、ed and exported from Dunhuang and reveal how many different communities lived side-by-side within this great city.Today，Dunhuang has once again become a 9._(globe) crossroads since it 10._(host) hundreds of representatives for the Silk Road International Cultural Expo in 2017.选择性必修第四册unit3 Welcome t

8、o DunHuang!Understanding ideas教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与社会物质与非物质文化遗产内容分析该板块呈现了一篇体现单元主题的课文，语篇类型为导游词。课文为导游在莫高窟现场的解说词。课文中的导游先概述了敦煌在古代中外贸易中的重要位置，然后移步换景，带领游客参观几个主要的洞窟，介绍洞窟的开凿，壁画的内容，藏经洞的发现与意义，以及敦煌如何在“一带一路”倡议下重焕新生。这样的课文，不仅要求教师要引导学生理解内容，而且应该通过设置开放性的问题，帮助学生深入理解，探究主题意义，锻炼思维能力，体悟家国情怀和拥有全球视野

9、。读前的导入活动通过请学生观察几幅图片并回答问题，激活学生的背景知识，帮助学生提前熟悉课文内容。读中活动通过请学生判断课文的来源，考查学生对课文整体内容的把握。读后活动则通过理解主旨大意、分析逻辑结构和开放性问答等多种形式，帮助学生深入理解、赏析课文，探究主题意义，培养思维能力。教学目标1 引导学生获取课文主要信息，能够总结出丝绸之路上敦煌的地位与作用、莫高窟的概况与主要看点、丝绸之路如何重获新生；2 引导学生站在“导游”的角度，感知课文的语言特点，学习和掌握如何与游客交流，如何吸引游客的注意力，如何把握住事物的主要特征，如何展开具体描述；3 引导学生基于课文内容，从敦煌的发展与兴衰，莫高窟的

10、独特位置与历史价值，敦煌如何增进文化交流和理解，以及如何提升民族文化自豪感等方面，加深对单元主题的认知。教学重点1. 引导学生理解对事物的主要特点如何展开描述；2. 引导学生站在导游视角来理解语篇，并作可能的丰富与拓展。教学难点1. 导游视角具有移步换景的特点，因此需要学生用一定的想象力和空间思维能力来理解课文内容；2. 引导学生站在更高视角，加深对单元主题的认知。教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Before class, ask Ss w

11、here they travel and talk about it together.2. Divide the class into groups to discuss about the pics and info theyve collected. Ask Question 1&2.3. Choose one or two groups to share their results with the class.1. Before class, collect pics and info about Dunhuang and Mogao Caves.2. Work in groups.

12、 Discuss about the pics and info. Answer Question 1&2.3. One or two groups present their results to the class.1. To prepare enough info for further discussion.2. To let Ss help each other.3. To practice oral expression.Activity 21. Help Ss discuss the questions.2. Ask students to read the passage qu

13、ickly. 3. Help Ss make clear where the passage is most probably from.1. Tell the differences between a travel brochure, a tour guided commentary, a blog and a lecture.2. Read the passage quickly.3. Figure out what kind of article the text is.1. To make clear what type of writing the text is.2. To ge

14、t the general idea of the text.Activity 31. Ask Ss to read the passage quickly and underline the key sentence of each paragraph.2. Help Ss to analyze the different focuses of the three choices.3. Compare the results of the last two steps. Help Ss to get the choice and explain why.1. Read the passage

15、 quickly and underline the key sentence of each paragraph.2. Analyze the different focuses of the three choices.3. Compare the results of the last two steps. Get the choice and explain why.To practice how to make a summary of a text.Activity 41. Guide Ss into the roles of a tourist and a guide. Ask

16、necessary questions to help. 2. Asks Ss to go on reading the rest of the article. Questions are need to help.3. Organize group work to discuss and finish the diagram on Page 28. 4. Check the answers, and correct them.1. Try to think in the role of a tour guide or a tourist, which helps understand th

17、e text.2. Read Para 1-2 in the role of a tour guide.3. Go on and finish reading the text.4. Group work and finish the diagram on Page 28.5. Check the answers and try to retell the passage.1. To understand the text in details.2. To understand the structure of the text.3. To do some research into the theme and practice high-level thinking.学科网（北京）股份有限公司