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教学设计
课程基本信息
课题 Unit 5 Reading I 课型 新授课
学科 英语 年级 八年级
学段 初中 版本章节 沪教牛津
语篇分析：
主题和内容 (What) 主题 ：英国学生在北京的交换访问经历。 内容 ：文章讲述了来自伦敦伍德帕克学校的一群英国学生到北京阳光初中进行交换访问的故事。包括他们在寄宿家庭生活，如感受到寄宿家庭的友好，学会使用筷子、说一点中文，爱上中国食物；学习方面，工作日和中国学生一起学习；周末和寄宿家庭游览北京的名胜古迹，像长城、颐和园和国家博物馆等；还涉及到对中国文化的体验，如学习太极、中国绘画等；最后提到他们结交了很多新朋友，并且计划回国后保持联系，下个月对方会来英国进行交换的第二部分。 意义和价值 (Why) 文化交流意义 ：通过英国学生的视角，展示了中英两国学生之间的交流互动，促进了不同文化之间的相互了解。英国学生能亲身体验中国文化、美食和生活方式，有助于打破文化隔阂，增进国际间的友谊和理解。 教育意义 ：这种交换访问为学生提供了宝贵的学习机会，不仅在学术上与中国学生共同学习，还能在生活和文化体验中拓宽视野，培养全球意识和跨文化交流能力。 旅游推广意义 ：文中对北京著名景点如长城、颐和园和国家博物馆等的描述，也能让读者对这些景点有更直观的认识，一定程度上起到旅游推广的作用。 方式和方法 (How) 文本结构 ：文本以学生的亲身经历和话语展开，采用了人物引述的方式，通过引用英国学生莎拉、丽莎、埃里克等人的话，生动地展现了他们在北京交换访问期间的各种感受和体验，使读者更有代入感。 内容呈现 ：按照时间和活动内容顺序，依次介绍了工作日在学校的学习、周末的旅游活动以及对中国文化的学习体验等，条理较为清晰，让读者能全面了解交换访问的过程。 阅读策略提示 ：文档中还给出了阅读策略“Understanding quotes”，引导读者关注文中的引用话语，思考作者意图，培养读者从文本中提取关键信息和理解作者写作目的的能力。
学情分析：
基于KWL理论，将学情分析分为以下三部分： K (已知) 学生对“国际交换访问”有基础认知（如住寄宿家庭、参观景点），但对具体细节（如文化互动、日常挑战）经验有限。熟悉上海/北京的基础信息（如上海外滩、北京长城），部分学生有直接体验（如品尝当地美食、游览地标）。掌握基本阅读技巧（略读抓主旨、寻读找细节、简单推理）。 W (想知) 交换生在异国的真实体验细节（如语言障碍如何解决？寄宿家庭如何帮助适应？）。 北京/上海景点背后的文化意义（如长城为何是“人类伟大成就”？中国画与英国画法的差异？）。如何系统介绍景点（从哪些维度描述？）并让推荐更生动（用什么语言技巧？）。 L (将学) 理解交换访问是深度文化体验的过程（从日常生活细节感知异国文化）。学会从多维度介绍景点（历史、特色、体验），并用生动语言（比喻、对比）增强推荐吸引力。提升跨文化观察与表达能力（关注细节价值，用共情视角介绍文化）。 学习目标：
语言能力 掌握基础旅游/交流词汇（如host family, chopsticks）和简单句型（如“I can...”），能理解交换生活动核心内容；需学习精准使用主题词汇（如the Great Wall, Xuan paper）和功能句型（如“What makes it special is...”）描述经历，通过引用原话（如“I love Chinese food”）增强描述感染力；最终掌握高频词汇（如culture, experience）和功能性表达（如“It’s quite different from...”），提升讨论文化细节的流利度。 文化品格 对北京地标（如长城、颐和园）有模糊认知，理解其文化内涵（如长城精神、园林美学）和寄宿家庭饮食互动较浅；通过交换生体验（如感叹长城“人类伟大成就”、学习太极/中国画）探究文化独特性，理解互动如何促进认同；最终激发多元文化兴趣，增强自身文化认同与跨文化共情能力。 思维品质 能简单描述活动（如“去了长城”），但缺乏对意义（如“为何长城难忘”）和文本结构的深度思考；需学习通过策略（如抓关键词、分析引语）梳理关键信息（如长城建造难度、文化差异表现），思考文化交流细节价值；最终学会总结景点核心特点（如长城“人类成就”），通过对比发展批判性思维，归纳跨文化交流的促进作用。 学习能力 具备基础阅读技巧（如略读、寻读），但未掌握“旅游/交换类文本”策略（如聚焦对话与感受）；对引用话语作用认知模糊；需学习高效提取关键信息（如从“震撼”推断“视觉冲击力”），理解引语对观点的支撑作用；最终识别文本文体特征（如结构、生动描述），迁移描述技巧至其他文化任务。
教学重点： 1.语言运用 ：掌握核心词汇（如host family、the Great Wall、tai chi）与功能句型（如描述体验“I’ve learnt to...”、引用原话支撑观点）。 2.文化理解 ：理解长城等景点的文化意义及中英文化差异（如饮食、艺术），感知跨文化交际价值。 3.阅读策略 ：识别并运用文中直接引语（quotes）增强表达可信度。 教学难点: 文化差异 ：难以感知中英饮食（筷子vs刀叉）、艺术（写实vs意境）等差异背后的文化逻辑（如集体主义与个人主义倾向）。 2. 细节表达 ：难以精准描述交换生情感变化（如从紧张到期待）及文化体验细节（如学筷子、画中国画的挑战过程）。 3. 阅读策略迁移应用 ：在表达中引用原话支撑观点，理解引用原句对文章的作用。
方法：任务型教学法、交际法、合作法、情境法。
教具: PPT；AI；学案；音视频
教学过程
教学任务 教学内容 教学意图 创新设计 （含AI应用）
Lead in: T plays video about a girl playing Gu zheng. The girl is a student in this class. Ask questions. Explore the online Museum of Chinese culture (VR) made by the teacher. 中国传统文化博物馆:（见PPT） Ss watch the video. Ss answer the questions. What is the girl doing What other Chinese culture do you know Learn other Chinese culture This can introduce the topic awaken students’ interest and stimulate students’ active learning. VR （设计的在线博物馆） 把搜索的音视频和图片放在博物馆里
Pre-reading: T present some Chinese culture and ask ss to introduce one of the Chinese culture for the exchange students.fill in the study plan (1) Ss talks about the Chinese culture then try to introduce to the exchange ss: Hello,________ I will introduce _______ to you. because__________ Deepen students 'understanding of culture, practice introducing China culture, and enhance students' cultural confidence
While—reading: 1.Read for main ideas: T plays the recording of the text. T asks ss to think about the main idea while listening Play the video of Yangguang Junior High School 2.Analyse for the detail: (1).Listen to the first para. (2)Read para 2 and fill in the study plan (2) Watch the video of para 3 and answer some questions. Watch the video of para 4 and answer some questions. Watch the video of para 5 and answer some questions. Read last para and answer some questions. Ask the question: What preparation will you make Ss try to find the main idea while listening to the text. Watch the video. Find out who when where what of the report. The students spend the weekdays ___________（study）with Chinese students. At the weekend, they go on ___________ (tour) with their host families _________ Beijing and visit places of interest, such as _______________, ____________________and the National Museum. 1.How did Sarah feel at first 2. What has Sarah learnt in Beijing . 3. Can she speak much Chinese 4. Who did Sarah stay with 1.Will lisa forget the Great Wall, find the evidence to support your idea 2. Find one sentence to describe the picture. What does Lisa think of the Great Wall 1.What has Eric learnt 2. Did Eric enjoy the trip to China, find the evidence to support your idea？ 3. What do you think of Eric, why 4.How do they draw a Chinese painting 1.Will Sarah keep in touch with her new friends when she returns home 2. Will Sarah meet her new friends again, why？ 3. Do you want to make friends with Sarah, Eric and Lisa Do exercise Learning the main idea of the text. Raise interest Ss can get information by focusing on the first para. Learn key words and phrases Guide students to grasp the details Guide students to master reading strategies by using pictures to explain hard phrase like 'snake its way'. Guide students to master reading strategies by finding out evidence to support ideas. Pay attention to details and set up situations to guide students to think about what they can do to prepare for the reading activities. Conclude the information of living tours learning and social activities parts. VR视频 用即梦、豆包等AI工具设计出Sarah讲述出自己教育交流的经历。 用即梦、豆包等AI工具设计出Lisa讲述出自己教育交流的经历。 用即梦、豆包等AI工具设计出Eric讲述出自己教育交流的经历。
Post reading Campus Talk(宣讲会) Set the scene: Suppose our school wants to publicize its educational exchange program and invite foreign students to experience it. They are divided into groups of four, each of whom is responsible for one aspect. After their discussion, they perform. Let students put what they have learned into practice
作业设计 基础作业： 一、翻译下面短语 1. 一组/一群 ________________ 2. 去旅游________________ 3. 名胜古迹________________ 4. 一次难忘的经历________________ 5. 亲自________________ 6. 目前为止________________ 7. 毫无疑问________________ 8. 稍微、有点________________ 9. 蛇行________________ 10. 使某人初步了解________________ 11. 继续努力________________ 12. 不同于________________ 13. 慢慢尝试________________ 14.与某人保持联系________________ 15. 过来________________ 16. 某人迫不及待________________ 二、根据首字母或者完成单词 1. The e_______ trip will let students experience life in a foreign country. 2.She gets n_______ when thinking about speaking in a foreign language. 3.I'm g_______ to my teacher for recommending me for the program. 4. C_______ are necessary tableware for eating traditional Chinese food. 5. The t____ guide of the old town showed us many interesting historical stories. 6. The children all had a f_______ time at the party last night. 7. He is tired, y______ he still wants to finish his homework. 8. Learning a f_______ language can help us understand its history and culture. 9. Our teacher will i________ a new student to the class tomorrow. 10. Traveling to the mountain village was a great e_________ for me. 三、完形填空 When I studied in China as an exchange student, I wanted to learn more about the local culture. That was why I 1 my school’s calligraphy (书法) club. On my first day there, I was amazed by the pleasant smell of ink and the gentle sound of 2 moving on paper. Our teacher Mr. Li 3 the four important tools of calligraphy to us: the brush, ink, paper, and ink stone. He explained that these were not just tools, but the key parts of this traditional 4 . I watched carefully as Mr. Li showed us how to hold the brush correctly and move it 5 across the paper. The Chinese 6 he wrote looked as beautiful as paintings. I couldn’t wait to try it myself. When I 7 the brush, writing was much harder than I thought. My first characters were messy, which made me feel 8 . Thankfully, Mr. Li encouraged me patiently and offered me 9 guidance. From then on, I attended the club every week. Gradually, my handwriting improved. I not only learned to write characters but also began to 10 the meanings behind them. Now I understand that calligraphy isn’t just about writing. It’s like painting with words, a practice that brings me closer to Chinese culture. 1. A. left B. started C. joined D. supported 2. A. brushes B. pencils C. scissors D. winds 3. A. compared B. introduced C. separated D. produced 4. A. art B. custom C. method D. value 5. A. quickly B. widely C. actively D. smoothly 6. A. letters B. characters C. novels D. paragraphs 7. A. took in B. put on C. picked up D. set off 8. A. excited B. scared . C. embarrassed D. surprised 9. A. classic B. familiar C. healthy D. helpful 10. A. explore B. require C. solve D. afford 四、阅读理解 A In an art studio in Paris, a 20-year-old French college student, Emily, deeply focuses on learning traditional Chinese painting, known as guohua. Her interest in this art form began during a cultural exchange trip to China. She visited the Palace Museum in Beijing. The beautiful landscapes and bright flowers painted with traditional brushes and ink (墨水) amazed her. This inspired (激励) her to learn more. After coming back to Paris, Emily joined a guohua class taught by Mr. Zhang, a master of this art. He taught her the basic skills, from holding the brush to mixing ink. After months of practice, Emily completed a painting of a bamboo forest. Mr. Zhang praised her work, saying it was full of energy and spirit, which made her very proud. She realized that Chinese paintings are not only about skills, but also about emotional (情感的) expression and connection with nature. Emily decided to share her knowledge with others. She organized a small show at her home, explaining the history and importance of guohua to her friends. Her introduction inspired her friends to join her in learning the art. Together, they formed a guohua study group. Emily also began sharing her learning journey on social media. She posted videos and gave lessons online. Emily dreams of spreading guohua around the world. She believes sharing its beauty can bring people closer. “Chinese paintings are like a window to another world. They help me see the beauty in everyday moments and the balance in nature. And they also let me better understand Chinese culture, she says. Through her hard work, Emily has not only learned a new skill but also built a bridge between cultures. She hopes her love for guohua will inspire others to explore and value China’s rich cultural heritage (遗产). 1. What made Emily want to learn traditional Chinese painting A. A class she took in Paris. B. A book about Chinese history. C. A trip to the Palace Museum. D. A friend who learned Chinese painting. 2. Which of the following shows the correct order of the story ①Emily completed a painting of a bamboo forest. ②Emily joined a guohua class taught by Mr. Zhang. ③Emily organized a small show at home to introduce guohua. ④Emily shared her learning journey on social media to inspire others. A. ②→①→③→④ B. ②→①→④→③ C. ④→②- →①→③ D. ④→②→③→① 3. What does Emily think Chinese paintings are like A. A difficult skill to learn. B. A window to another world. C. A way to make more friends. D. A tool to teach painting lessons. 4. What is the best title (标题) for the text A. Exploring the History of Painting B. Discovering Western Culture C. Enjoying the Learning Process D. Connecting Cultures Through Art 拓展性作业： 视频制作（Make a video）：请以小组为单位，拍摄剪辑一个用英文宣传中国传统文化的视频。实施步骤如下： （1）准备环节：四人一组，各自负责整理出想要介绍的中国传统文化内容，并撰写成文字稿。 （2）拍摄环节：由一人或多人负责录制视频。 （3）剪辑环节：对视频进行剪辑，并可添加音乐和字幕以增强表现力。 （4）展示环节：学生可以选择在全班面前播放视频，或将其作为英语项目成果进行展览。
板书设计:
评价内容评分（1–5）1. 我能读懂有关教育交流项目的文章。1 2 3 4 52. 我能理解直接引语在文章中的作用。1 2 3 4 53. 我能理解文化交流的意义。1 2 3 4 54. 我能谈论教育交流活动的内容。1 2 3 4 5

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