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中小学教育资源及组卷应用平台
Unit6 Living History of Culture
教学设计（一）
二课时 Listening and Speaking
教材分析
1.总体分析
本课教学内容选自高等教育出版社的“十四五”职业教育国家规划教材，《英语3基础模块》中Unit6 Living History of Culture 中的Warming up和Listening and Speaking部分，单元主题是“人与社会”主题范围下关于“历史与文化”的主题。听说部分要求学生提取历史文明的细节信息，分享旅游经历和介绍历史文明，以及能为外国游客介绍我国的历史文明和传统工艺。
２.语篇分析
主题 “人与社会”主题范围下关于“历史与文化”的主题
语篇类型 对话
语言知识 对地点的描述例如： It’s a place which I’ ve visited twice It’s the capital city of China and one of the most attractive place around the world. 对文明古迹的赞美，例如： Sounds great! It must be the Great wall. It’s a great place to learn about Chinese history, especially the Ming Dynasty.
文化知识 关注中国历史名胜及其文化底蕴
语言技能 学生能够概括对话的主题，提取对话的信息，如对话中提到的景点 学生能够进行信息转化，完成游记的自述，并模仿职场销售人员向外国顾客进行推销。
语言策略 根据问题和选项预测语篇内容，小组活动促进交流和分享
学情分析
知识基础
学生可以运用一些简单的带有形容词的句子对景点进行描述，通过情景的设置和图片的帮助有能力进行词义的猜测和辨析。学生对于旅游名胜也有足够的兴趣和好奇心，具有强烈的学习愿望。但是学生听力水平有限，在提取细节信息时会有疏漏，对于涉及到的定语从句掌握能力还不够。
认知能力
学生对于名胜古迹有一定的了解，但是在将对话转化为自述时和对传统工艺进行推销时，缺乏相应的语言储备和迁移能力。
学习特点
学生学习态度端正，思维积极活跃，在“真实的情景”中愿意进行各种方式的学习尝试。因此教师对教学活动的设计要本着从易到难，从模仿到替换，再到语言实践的梯度，合理铺设台阶，让学生自然过度到相应难度的活动，尽可能避免挫败感。
三．教学目标
After learning this lesson, students can
通过本课的学习，学生能够
predict the listening content according to the questions and option. Elicit cultural information.
通过问题和选项预测听力内容.引出文化信息。
extract more detailed information about history and civilization of xi’an during listening, share travel experience and introduce history and civilization to others.
学生能够在听的过程中提取西安历史文明的细节信息，分享旅游经历和向他人介绍历史文明
exchange cultural information， introduce historical civilization and traditional craft to foreigner. Express confidence in and love of Chinese culture.
学生能够交流文化信息，能够为外国游客介绍我国的历史文明和传统工艺.能够表达对中国的文化自信和热爱。
cultivate the ability to perceive difference in thinking and cross-cultural understanding, improve professionalism and strengthen cultural self-confidence.
通过培养思维差异感知能力和跨文化理解能力，提升职业素养，坚定文化自信 。
四．教学重点.、难点分析
教学重点：能够正确提取听力中间关于历史文明的关键信息和正确介绍名胜古迹。
教学难点：正确的为外国游客介绍我国的文化产品
五．教学过程
Step 1. Warming up
Look and match
Lead in
Situation：Our school provided a free opportunity to study abroad. The sponsor provides four scenic spots to choose from. Show the Terracotta Army, Egyptian pyramid in Egypt, Stonehenge in Britain and Leaning Tower of Pisa in Italy. Ask students to match the pictures with their English names.
Think and Tick
Teacher: Our school requires students who sign up for introduction on scenic spots.
老师提问：What do you know about these places
老师播放有关这4个地方的介绍。
学生小组讨论,完成下表
Places of interests country How long of the history Famous for More information
Terracotta Army China About 2000 years The history about Qin dynasty ...
Egyptian pyramid Egypt About 4600 years The cemetery of Pharaoh ...
Stonehenge Britain More than 4300 years Site of sacrifice ...
Leaning Tower of Pisa Italy More than 800 years A experiment made by Galileo ...
教师提问：Now, you’ve got some information about these places, can you use your own words to introduce one of them
学生可以但不限制于使用活动二中的句型。
例如：Pyramid is in Egypt，it has a history of more than 4600 years, it is the start point of Ancient Egypt, it’s the right place to learn about Ancient Egypt civilization and it’s the cemetery of Pharaoh.
教师总结: All of you made a good try, but the boy called ChenJie gets the chance, because he makes a better introduction. Would you like to know how he introduces the place
（设计意图：通过引导学生来介绍一个历史古迹,让他们意识到自己还无法良好的介绍一个文化古迹，铺垫听力部分的人物陈杰最终获得这个机会，激发学生对听力部分陈杰如何介绍名胜古迹的好奇心）
Step 2. Listening
Listen and tick
处理教材活动3（对话主题选择what are they talking about ）学生在听前阅读选项，预测听力内容，然后听录音，结合选型做出选择，并对听力材料从整体上进行把握和判断，听后教师检查并反馈
Listen and tick
处理教材活动4，先熟悉所给信息：Xi’an City Wall, Huaqing Pool, Shaanxi History Museum, The Terracotta Army,然后听录音，抓关键词，听后教师检查并反馈。
Listen and complete.
处理教材活动5.
（1）学生先浏览文本信息，初步预测和判断空格里面需要填写的词和词性，关注所填单词所在句子的关键信息。e.g.: ...years of history，... ancient dynasties(重点听年份数字)，start point of ...(重点听地名)， the most... place(重点听形容词)，you are...the Tang Dynasty(重点听are引导的一个短语。)
在听力结束后，教师检查并核对答案，呈现听力文本，并简要解析其中的关键习性。
（2）拓展活动：
展示了听力文本后，引导学生转述ChenJie 的旅游信息再拓展讲述他们自己如果去西安首选的景点是哪里，并阐述原因。
Name Most attractive place Reason
Chen Jie Shaanxi History Museum
Your name:
(设计意图： 旨在训练学生根据已有信息预测听力内容，在听的过程中提取关键信息，并通过改变叙述角度，重新组织语言，培养学生的沟通交流能力和逻辑表达能力)
Step 3. Speaking
Listen read and underline.
Lead in
Situation：LinFang，a good friend of ChenJie, didn’t make it to the study tour, but he also visited Beijing during the vacation, Now he is chatting with his friend Mary in WeChat.
处理活动6的材料。
（2）听活动6的录音，跟读对话，并标出有关询问和描述历史名胜的重点交际语句， 请两位同学进行对话展示。
（3）讲解重点句型
①it’s the place which I have, visited twice. “which”引导定语从句，在从句中做 “visit”的宾语， “the place” 后常可接“where”引导的定语从句。
②it’s …and one of the most attractive places around the world. One of+形容词的最高级+名词复数 意思为：“最...之一”
③Sound great! Sound +形容词 是口语中的常见的省略主语it的表达，类似的表达有： “Seems right!” “Taste good!”
It must be the Great Wall. 用must表示说话者的判断，如果用is，则是代表事实，这里代表说话人非常肯定的看法
（4）播放动画微课，分角色配音。
（设计意图；让听说部分有一定的故事性，激发学生的学习热情）
Imitate and practice
铺垫活动，学生以小组为单位讨论关于布达拉宫和紫禁城的信息, 老师通过提问适当补充完一些必要信息。
地点 Information
The Potala Palace In Lhasa, Tibet provincial capital. The leader named Song Zanganbu proposed to build it. National 5A Scenery Sites.
The Forbidden City the biggest palace which was made of wood， rectangle， National 5A Scenery Sites.
两人一组，根据活动7所给信息，根据活动6的交际框架，完成对话练习。
参考答案：
A： Hi，Jessica, where did you go during the holiday
B: I went to Tibet. It’s the place which I’ve visited twice.
A: I have never been to Tibet. Why are you so interested in this place
B: Well, I think Tibet is one of the most attractive places around the world.
A: Sounds great! Where did you go in Tibet
B: I visited its provincial capital Lhasa.
A: Where is the most attractive place in Lhasa
B: It must be The Potala Palace, it was proposed to build by the leader SongZanganbu, it’s a 5A Scenery Site.
A: I’m interested in the Potala Palace, Could you tell me more about it
B: No problem.
Role play.
（1）Situation：You are a salesperson of traditional Chinese products. A foreigner likes the paper-cutting very much and now she is asking about it. Please introduce Chinese paper-cutting to her.
Discussion.
学生围绕主题，思考，讨论paper-cutting 的基本信息
Name Date back to History Situation to use
Paper cutting West Han dynasty More than 1500 years Welcome Spring Festival, celebrate, wedding
（2）分小组组织对话，小组代表展示，小组间评价。.
e.g.:
Salesperson: Good morning, Madam /sir. Can I help you
Foreigner: Yes. It’s my first time to China. I’d like to buy some souvenirs to my friends. I heard that paper-cutting is very famous.
S: Wow. Welcome to China. Yeah, paper-cutting has a history of more than 1500 years, dating back to West Han dynasty. We always use paper-cutting to celebrate our Spring Festival and some important event, because it always brings us good luck. F: Sounds great! There are so many kinds of paper-cutting, can you give me some suggestions
S: Well, all of these paper-cuttings are really amazing, but this year is The Year of Tiger in lunar calendar, you’d better choose those about tiger to your friends.
F: Ok! I will take 3,can you wrap them separately、
S：Of course. This way, please.
...
Evaluation Form
Item score
1. Salesperson welcomed the customer 0 1 2
2. Salesperson listened to the customer patiently 0 1 2
3. Salesperson elicited Cultural information about paper-cutting. 0 1 2
4. Salesperson expressed confidence in and love of Chinese culture 0 1 2
5. Salesperson made the customer satisfied with the service 0 1 2
6. Customer showed interest in paper-cutting 0 1 2
7. Customer asked questions about paper-cutting. 0 1 2
8. Customer listened to the introduced respectfully 0 1 2
（Note: 0=Not achieved; 1= poorly achieved; 2=well achieved）
(设计意图：本环节通过跟读和替换关键词的练习，使学生掌握介绍和回应历史名胜古迹的基本语言表达，在此基础上，将语言知识和口语表达技能迁移到真实的语境中，巩固对交际框架的掌握，推广文化产品，树立文化自豪感。)
Step 4 Homework
以小组为单位，收集关于北京故宫的相关信息，以对话表演的形式，向你的外国朋友Henry推荐。
Unit6 Living History of Culture
教学设计（二）
第三、第四课时 Reading and writing
一．教材分析
1. 总体分析
本课教学内容选自高等教育出版社的“十四五”职业教育国家规划教材，《英语3基础模块》中Unit6 Living History of Culture中的Reading and writing部分。单元主题是“人与社会”主题范围下关于“历史与文化”的话题。读写部分围绕秦始皇陵兵马俑和埃及金字塔这两个具有文化符号意义的文明古迹展开对比，揭示文化共性，感受文化差异促进文化传播，培养学生的跨文化理解素养。
2. 语篇分析
主题 “人与社会”主题范围下关于“历史与文化”的话题，开展中外名胜古迹对比
语篇类型 记叙文
语言知识 副词的运用：The very first; amazingly; ever tallest 介词的使用：with different expressions; On the edge of the Sahara Desert; 合成词：life-sized; must-see 非谓语动词表原因： millions of people go to see..., drawn by humans’ rich
文化知识 对比中外文明古迹，揭示文化共性，感受文化差异。
语言技能 学生能够概括文章的主题，能够提取两个古迹的具体情况和特点信息
语言策略 根据语篇信息，判断正误，回答相关问题，进行开放性的思考和讨论。小组活动促进交流和分享。
二．学情分析
1. 知识基础：
经过前两节课听说的训练，学生能够识别出名胜古迹的关键信息，能够使用介绍名胜古迹的常用句型。但是对定语从句使用还不够熟练，造成语篇理解困难。
认知能力：
学生有基本的概括和提取信息的能力，但提炼，对比和分析关键信息的阅读能力还有待加强。对中外名胜古迹的差异性上还缺乏具体的认知。
学习特点：
学生对于文化差异有强烈的求知欲，并且可以利用网络搜集信息，完成相关活动，但是文章篇幅较长，学生阅读的持久性不够，利用多媒体可以帮助学生更好的理解语篇，降低阅读难度。
教学目标
After learning this lesson, students can
通过本课的学习，学生能够
1. compare Terracotta Army with the Great Pyramid, summarize the theme of the article, identify the detailed information of the historical sites.
学生能够比较兵马俑和金字塔，概括文章主题，识别历史名胜描写的细节信息
2. describe cultural products and travel experience. Adjust the error of the information, have opening thinking and discussion.
描述文化产品和旅游经历。判断信息并回答问题，并进行开放性思考和讨论。
3. express confidence in and love of Chinese culture. Introduce the history and civilization with appropriate vocabulary and sentences patterns.
表达对中国文化的自信和爱。使用恰当的词汇与句型完成历史文明的介绍和游记。
4. improve their written communication skills in workplace through reading and writing.
通过阅读和写作最终提升书面职场语言沟通能力。
教学重点、难点分析
教学重点：名胜古迹的描述中所处的时代，包含他的起始时间，经历时间，规模，以及在现在所拥有的地位等。学会正确书面介绍一处名胜古迹。
教学难点：对兵马俑和金字塔进行开放性的思考和讨论。
教学过程
Step1. Pre- Reading
1. Think and tick
Lead in
教师提问：What do you know about the Terracotta Army and the Great Pyramid？教师展示秦始皇陵兵马俑和埃及金字塔的图片，小组间竞争：谁给出这两处古迹的相关信息更多？
Possible information：
Place of interests information
Terracotta Army Qin dynasty, Qin Shi Huang, Xi’an, life-sized, like real people, different expressions, grey, …
Great Pyramid Egypt, Africa, near Sahara Desert, cemetery of the king，…
根据所知信息,完成活动9中A.B.C 的判断，由于对于D的认知不确定，引导学生通过阅读文章来获取相关信息。
（设计意图：学生对于听说课和相关历史知识可以了解到兵马俑的基本信息，但是对于名字Gina和Khufu的陌生, 会让他们对D的信息产生不确定性，激发他们对答案的探寻，带着求知欲去开始文章的阅读）
Step2. While-reading
处理教材活动10
1. Read and choose
要求学生快速浏览全文，解决前一阶段D的正确性，并选择出标题，并给出选择原因。（A.B.C 选项均为内容覆盖狭窄）
2. 拓展
小组竞争继续，哪个小组更快把文章两处名胜的信息补充完整。
Place of interests Information
Terracotta Army （Qin dynasty, Qin Shi Huang, Xi’an, life-sized, like real people, different expressions, grey） 14000 square meters，underground kingdom, began about 246BC, over 8000 terracotta, set in regular rows, brightly colors originally, The Eighth Wonder of The World.
Great Pyramid (Egypt, Africa, near Sahara Desert, cemetery of the king), Great Pyramid of Giza, over 70 Pyramid beside Nile River Valley, constructed for Egyptian king Khufu between 2600 and 2500,481 feet (147 meters), made of 2 million blocks of stone. First man-made construction for 4000, fantastic wonder
3． Read and decide
处理教材活动11
细读文章，提取关键信息对比判断正误的相关信息，如果错误请予以修正。其余小组的成员给予反馈。
4． Discuss and answer
以小组为单位，讨论问题，找出文中的支撑信息，回答问题,
（设计意图： 通过填表，判断和回答问题等多种方式让学生准确提取文章的关键信息，掌握推荐一处名胜应该从时间，地点，相关人物和事件，在现代社会的地位等方面来进行描述。）
5． Read and match
（1）Match the new words with the explanations
destination enter
step into a place which sb. is going or being sent
square meter a large deep hole
pit a surprising event or situation.
wonder ㎡
remind of a area of low land between hills and mountains
stretch down help sb. remember sth.
valley intelligent, impressive
construct to spread over
fantastic excellent
brilliant to build
construction be located in a particular place
rise to building
lie reach a higher level
be made of be marked as
be listed as consist of
（2）Explain
①.Like most tourists, the very first destination that I went to visit in Xi'an was
the Terracotta Army.。和大多数游客一样，我去西安的第一个参观的就是兵马俑。
"very用来加强语气，强调这是第一个参观的地方。
②It was amazing to see the huge underground kingdom of the first Emperor Qin Shi Huang.看到第一位皇帝秦始皇庞大的地下王国，令人惊叹。
本句中主语过长，所以用it作形式主语，真正的主语是to see the huge underground kingdom of the first Emperor Qin Shi Huang.
③The warriors are all life-sized and set in regular rows.兵马俑的人俑都是真人大小，排列整齐。
“life-sized”是名词与动词的过去分词构成的形容词，意为“与真人一样大的”。相同构词法的还有“self-employed”意为“个体经营的、自由职业的”，“man-made”意为“人造的”。
④Each face is different with different expressions.。每张脸都有着不同的表情。
“with”表示“带有、具有”，如：
e.g. She is a tall girl with short hair。她是一个高个子短头发的女孩。
⑤Amazingly，no two are exactly the same.令人惊讶的是，没有两个俑是完全相同的。
“amazingly'”为副词，意为“令人惊讶的是”，修饰整个句子。
⑥Today the Terracotta Army is a must-see for every visitor to Xi'an and has been listed as“The Eighth Wonder of the World”。如今，兵马俑是每个游客去西安的必看景点，并被列为“世界第八大奇迹”。
“must-see”是一个合成名词，意为“一定要看的，必看的”；“be listed as..”意为“被列为……”
⑦On the edge of the Sahara Desert lies the Great Pyramid of Giza, which was constructed for Egyptian king Khufu between2600and2500BC.吉萨大金字塔就坐落于撒哈拉沙漠边缘，是在公元前2600年至公元前2500年间为埃及国王胡夫建造的。
本句为完全倒装句，主句是“Great Pyramid of Giza”，将由介词短语充当的地点状语的“on the edge of the Sahara Desert'”前置到句首，形成倒装，主要强调地点状语。
⑧It was the ever tallest man-made construction on earth for almost 4,000 years.
它曾是近4,000年间地球上最早最高的人造建筑。
“ever”与最高级连用，意为“空前、有史以来最、从来没有”。如：
This is the biggest harvest ever..这是空前的大丰收。
⑨Each year, millions of people go to see this fantastic wonder of human construction, drawn by humans' rich and brilliant past.每年有数以百万计的人被人类丰富而辉煌的历史所吸引，前去参观这一人类建筑奇迹。
“drawn”是过去分词，意为“吸引”，“drawn by'”在句中作状语，表示原因。
（设计意图： 通过单词配对和重点句子勾画解释，让学生对句意的把握更加准确）
Step3. Post-reading
Discuss and recommend
小组发言人展示学生上堂课的家庭作业（关于推荐故宫的对话）。小组之间竞争评比，看看哪一组给出的推荐信息更多，从而更具有说服力。
Step4. Writing
处理教材活动14
根据活动12的配对活动，帮助学生正确完成对图片泰姬陵的描述。老师点名检查并给予反馈。
根据活动14所提供的信息以及兵马俑和金字塔文章中的句式结构，引出教材活动15需要填写的内容。
(1) The very first destination that I went to visit in Xi’an was Terracotta Army
The very first thing that we went to see in India was The Taj Mahal.
（2）The Taj Mahal, which has fantastic look,
We were attracted by its fantastic beauty.
(3)It rises to about 73 meters (239 feet) and is made of white marbles.
The building rises to about 73 meters (237 feet) high and is made of white marbles.
(4) …was constructed for Indian Mughal emperor Shah Jahan’s wife and is listed as one of the New Seven wonders of the world.
It was constructed for the Indian Mughal Emperor Shah Jahan’s wife. Nowadays it is listed as one of the New Seven wonders of the world.
(5)Millions of people visit this wonder of human construction, drawn by humans’ rich and brilliant past
Each year, millions of people go to see this wonder of human construction, drawn by human’s rich and brilliant past.
老师点名学生个体回答问题并予以反馈。
Step5 conclusion
通过阅读和写作，梳理出来我们要对一处名胜进行介绍我们需要给出一些必备的信息.
Step 6 Homework
学生在上一次的家庭作业的基础上（关于故宫的对话），根据梳理出来的游记必备信息，形成一封书面推荐。（至少包含地理位置，规模大小，历史起源和意义，当今地位）
Unit6 Living History of Culture
教学设计（三）
第五课时language Practice and Vocabulary
一．教材分析
本课教学内容选自高等教育出版社的“十四五”职业教育国家规划教材，《英语3基础模块》中Unit6 Living History of Culture中的language Practice and Vocabulary部分，词汇和语法部分分别为呈现，训练和应用部分。强调了学生的探究能力和在具体语境中的应用能力，在呈现阶段不仅呈现在听力和阅读板块已学到的语言知识，也呈现新的语法应用，旨在为学生呈现较为完整的语法体系。词汇训练部分通过具体语境中运用单词和短语达到巩固效果，最终达到真正运用的目的。
二． 学情分析
1. 知识基础
学生对定语从句有基本的概念，能够对关系代词和先行词有一定的了解。但是对关系副词引导的定语从句还不熟悉。
2.认知能力
学生通过之前所讲的关系代词引导的定语从句，能基本辨别关系副词when, where, why引导的定语从句，但大部分学生对于各种从句的区分，觉得比较困难，在一些情况下不容易区分which和where的用法。
3. 学习特点
学生态度端正，具有一定的网络和多媒体使用能力，喜欢在具体的情景中去学习新的知识，通过旧有知识过渡到新的知识对于大多数学生而言是比较容易接受的方式。
三．教学目标
After learning this unit, students can
通过本课的学习，学生能够
understand and manage the attributive clauses guided by when, where and why.
学生能够理解、掌握由when, where, why 引导的定语从句。
2. use the key words and phrase which are stressed in this unit in concrete contex， such as amazing, regular, exact, brilliant, shock, stretch.
学生能够在具体的语境中真正运用本单元的核心词汇和短语,例如：amazing, regular, exact, brilliant, shock, stretch。
四．教学重点.、难点分析
教学重点：能够区别出什么时候用关系副词when, why, where,
教学难点：能够区别同一个引导词,引导不同从句。
五. 教学过程
Step1. Grammar
(1). 完成活动16
根据之前讲which引导的定语从句，通过练习题，回顾定语从句的特征就是要有先行词。给出3个带有who, whose, which的定语从句和3句带有where, when和why 的宾语从句，类比出有相同功能的带有when, where, why的定语从句，
例句参考：
I don’t care where to go. (没有先行词，是宾语从句)
I wonder when we can leave. (没有先行词，是宾语从句)
I don’t know why she isn’t here. (没有先行词，是宾语从句)
This is the boy who often helps me.
Do you know the girl whose skirt is white
The river which is in front of my house is very clean.
He began to build his final resting place around 246 B.C. when he was only 13 years old.(先行词为时间)
It’s the place where I’ve planned to go for a long time.(先行词为地点)
The sight of Terracotta Army reminded me of my trip to Egypt, where I visited the Great Pyramid of Giza.(先行词是地点)
Maybe that is the reason why it is listed as the wonder of nature.（先行词是原因）
引导学生区别的根据：是否有先行词。再次明确在定语从句中，无论是关系代词还是关系副词，前面一定要有先行词
(2). 完成活动17
通过连线题，再次明确when前面的先行词为时间，why前为reason, where前为地点。
※拓展
区别which和where.
列举2句先行词均为地点，但是分别由which和where 引导的定语从句，引导学生观察，并归纳引导词不同的原因。
That's the place which we once visited. （visit为及物动词，which充当了visit的宾语）
That's the place where we once lived. (live为不及物动词，从句不缺主语或宾语。）
总结出：引导词用which还是用where,,取决于这个地点是否在从句中充当了主语或者宾语。
(4). 完成教材活动18
通过补全句子的方式反复操练when, why, where引导的定语从句.
Step2. Vocabulary
完成重点单词的词性和意义表格。涉及到attractive, amazing, fantastic, regular, exactly, brilliant, stretch.点名要求学生回答并予以反馈。
Possible answers:
Vocabulary Word form meaning
attractive adj. pleasant to look at
amazing adj. surprising
fantastic adj. excellent
regular adj. follow a same pattern
exactly adv. precisely
brilliant adj. Intelligent
stretch adj. extend
完成活动19，再次确认学生理解了这些核心词汇的意思。
通过划出句子中的形容词和副词及其修饰的中性词，区别形容词和副词。
1. The company is in a difficult situation.
2. There is nothing wrong in the sentence.
3. Dan has left his key on the desk. He will probably come back for it.
4. I was rather angry at what he said.
5. He spoke too quickly for me to understand.
6. Luckily, Peter failed to pass the English test yesterday.
引导学生观察出形容词主要是修饰名词或代词，而副词则是多修饰动词，形容词，其他副词或者是全句。
完成教材活动20，教师点名检查并反馈。
※拓展：
对比：.
I’m interested in this movie. /The moving is interesting
This thing makes him really confused/ This story is really confusing
通过对比所学单词interesting和interested等类型的词语,得出-ed形式的形容词往往修饰人的感受。
Read and complete
完成教材活动20
在核心词汇都理解的基础上，学生独立思考完成对石林景点的介绍。确保他们分清楚了形容词和副词的用法，能够在不同的语境中自由转换使用。老师点名回答并予以反馈，。
(设计意图：通过旧有知识过渡到引出新的知识，锻炼学生的探究总结能力。)
Step3. Homework
完成自编题单，其中含有核心词汇和相关定语从句的填空，形容词或者副词的改错题。
可参考下列题单：
1. This is the hotel____ they are staying. (where)
2. That is the reason ________he is leaving so soon. ( why)
3. Do you know the date ________Lincoln was born (when)
4. This is the place _______I would like to visit. (which)
5. I still remember the time ________ I first became a college student. (when)
6. Can you know what he _______ wanted from his face (exact) (exactly)
7. The activity which you propose makes me feel exciting. (exciting----excited)
8. Unfortunate, he forgot the most important place where he had lived over 10 years. (Unfortunate---- Unfortunately)
9. The large Stone Forest, which is 20-50 meters high above ground, stretch along Shilin Road and cover over 400 square kilometers. (stretch---stretches)
10. The amazed place which he will visit is called Stone Forest. （amazed---amazing）
Unit6 Living History of Culture
教学设计（四）
第6课时 Cultural understanding& Group work
一．教材分析
本课教学内容选自高等教育出版社的“十四五”职业教育国家规划教材，《英语3基础模块》中Unit6 Living History of Culture中的Cultural understanding& Group work部分，单元主题是“人与社会”主题范围下的文化理解板块和小组合作板块，介绍了世界不同地区的饮食文化，了解不同地区人们的口味偏好，烹饪方式，餐具选择，体会来自不同文化背景的人们对待饮食的不同习惯。通过中国的刺绣，京剧和舞龙这三个传统文化素材，完成真实任务，从而提高跨文化理解能力，拓展文化视野，
二．学情分析
经过听说课，读写课以及语法词汇课的学习，学生已经更够对中外名胜古迹的关键信息进行有效识别，能够使用定语从句从各个角度介绍和推广名胜古迹和文化产品。但是对中外差异性上还缺乏广度的认知,对中国传统文化的认知上还有不足。
在这一板块的学习中，教师可以鼓励小组探讨的方式，合理借助网络，启发学生通过归类等方式更好的提升思维差异感知能力和自主学习能力。
三. 教学目标
After learning this lesson, students can
通过本课的学习，学生能够
1. understand the habits about people’s preference of taste, ways of cooking, choice of tableware and attitudes to food in different regions.
学生能够了解不同地区的人们的口味偏好，烹饪方式，餐具选择等习惯和对待饮食 的态度。
2.identify, extract and record the key information through independent reading.
学生能自主学习阅读材料，识别，提取和记录中国传统文化的关键信息。
3. improve the perception of cognitive difference, the cross-cultural understanding and broaden the cultural horizons.
能够提高学生思维差异感知能力，跨文化理解能力，拓展文化视野。
四．教学重点.难点分析
教学重点：通过拓展了解各国文化差异，可以完成真实任务。
教学难点：对于各国文化的差异性需要查阅相关资料，需要具备一些新媒体技术。
五．教学过程
Step 1 Cultural understanding
阅读整篇文章，完成下列表格(answers in italic)
continent people Eating habits
Europe Northern Europeans Prefer to hearty dishes
Southern Europeans Choose a small sweet pastry
Italy& Spain Often skip the first meal entirely and eat at a later time
America The United states quite a big breakfast, dinner often comes from burger, fries, BBQ with steak and ribs, cut food upfront, eat with fork.
Africa East Africans like food with bread called “injera”
North Africans Prefer to hearty and spicy food. like beef, poultry, lamb
Asia Almost all the places Rice, is well seasoned, healthiest, lots of fish and vegetables, cut small, always use chopsticks, forks and spoons.
2. Explain the keywords.
places Key words and phrases
Europe hearty---丰盛的 pastry---点心 skip---略过 entirely---整个地
America cereal---谷类食品 hash browns---土豆煎饼 rib---排骨 upfront---在前面的
Africa Versatile---多种多样的 round off---扫尾，完成 poultry---家禽肉
Asia well-seasoned---调味好 ginger---姜 essential---必需品 due to---归因于 notable---著名的 since---因为
Step2 分3人小组分别阅读刺绣，京剧和舞龙中的一篇，完成表格，
Type and culture History Style/Role Meaning& significance
Embroidery The oldest embroidered product appeared in the Shang Dynasty Su Xiu, Shu Xiu, Xiang Xiu, Yue Xiu. It also means beautiful and magnificent. Embroidery is a brilliant pearl in Chinese art. It adds so much pleasure to our life and our culture.
Peking Opera “Four Great Anhui Troupes” brought Huiju in 1790 to Beijing. Sheng, Dan, Jing, Chou It is listed a one of the cultural treasures of China. Today, it serves as a bridge through which the traditional Chinese culture is introduced to other parts of the world.
Dragon Dance It originated in China during the Han dynasty Traditional dance Dragon represents wisdom, power, and wealth. It’s believed that Dragon dance can scares away evil and all the bad luck, and bring in good luck and wealth instead.
小组成员间交换讨论信息，确定小组要展示的传统文化
（设计意图：通过表格的形式，最直观的对比不同地区人们的饮食习惯的异同，同时锻炼学生抓取关键信息的能力）
Step2 Homework
小组合作，根据课堂所提取的信息，在三个传统文化中任选其一，完成一个推广短视频并配有字幕介绍，在班内分享。
内容可以参考以下基本框架：
Hello, my dear classmates. Today I’d like to introduce a traditional Chinese art to you.
It is_______, It has a long history，which first appeared in_______. With time passing by, there are ________ roles/types in total. They are _________. What’s more, it stands for _________, In my opinion it is ___________ of China. If you want to learn more about it, you are welcome to discuss with me。
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