教學(xué)設(shè)計(jì)課程基本信息課題Unit5ReadingI課型新授課學(xué)科英語(yǔ)年級(jí)八年級(jí)學(xué)段初中版本章節(jié)滬教牛津語(yǔ)篇分析：主題和內(nèi)容(What)主題?：英國(guó)學(xué)生在北京的交換訪(fǎng)問(wèn)經(jīng)歷。內(nèi)容?：文章講述了來(lái)自倫敦伍德帕克學(xué)校的一群英國(guó)學(xué)生到北京陽(yáng)光初中進(jìn)行交換訪(fǎng)問(wèn)的故事。包括他們?cè)诩乃藜彝サ纳?，如感受到寄宿家庭的友好，學(xué)會(huì)使用筷子、說(shuō)一點(diǎn)中文，愛(ài)上中國(guó)食物；學(xué)習(xí)方面，工作日和中國(guó)學(xué)生一起學(xué)習(xí)；周末和寄宿家庭游覽北京的名勝古跡，像長(zhǎng)城、頤和園和國(guó)家博物館等；還涉及到對(duì)中國(guó)文化的體驗(yàn)，如學(xué)習(xí)太極、中國(guó)繪畫(huà)等；最后提到他們結(jié)交了很多新朋友，并且計(jì)劃回國(guó)后保持聯(lián)系，下個(gè)月對(duì)方會(huì)來(lái)英國(guó)進(jìn)行交換的第二部分。意義和價(jià)值(Why)文化交流意義?：通過(guò)英國(guó)學(xué)生的視角，展示了中英兩國(guó)學(xué)生之間的交流互動(dòng)，促進(jìn)了不同文化之間的相互了解。英國(guó)學(xué)生能親身體驗(yàn)中國(guó)文化、美食和生活方式，有助于打破文化隔閡，增進(jìn)國(guó)際間的友誼和理解。教育意義?：這種交換訪(fǎng)問(wèn)為學(xué)生提供了寶貴的學(xué)習(xí)機(jī)會(huì)，不僅在學(xué)術(shù)上與中國(guó)學(xué)生共同學(xué)習(xí)，還能在生活和文化體驗(yàn)中拓寬視野，培養(yǎng)全球意識(shí)和跨文化交流能力。旅游推廣意義?：文中對(duì)北京著名景點(diǎn)如長(zhǎng)城、頤和園和國(guó)家博物館等的描述，也能讓讀者對(duì)這些景點(diǎn)有更直觀的認(rèn)識(shí)，一定程度上起到旅游推廣的作用。方式和方法(How)文本結(jié)構(gòu)?：文本以學(xué)生的親身經(jīng)歷和話(huà)語(yǔ)展開(kāi)，采用了人物引述的方式，通過(guò)引用英國(guó)學(xué)生莎拉、麗莎、埃里克等人的話(huà)，生動(dòng)地展現(xiàn)了他們?cè)诒本┙粨Q訪(fǎng)問(wèn)期間的各種感受和體驗(yàn)，使讀者更有代入感。內(nèi)容呈現(xiàn)?：按照時(shí)間和活動(dòng)內(nèi)容順序，依次介紹了工作日在學(xué)校的學(xué)習(xí)、周末的旅游活動(dòng)以及對(duì)中國(guó)文化的學(xué)習(xí)體驗(yàn)等，條理較為清晰，讓讀者能全面了解交換訪(fǎng)問(wèn)的過(guò)程。閱讀策略提示?：文檔中還給出了閱讀策略“Understandingquotes”，引導(dǎo)讀者關(guān)注文中的引用話(huà)語(yǔ)，思考作者意圖，培養(yǎng)讀者從文本中提取關(guān)鍵信息和理解作者寫(xiě)作目的的能力。學(xué)情分析：基于KWL理論，將學(xué)情分析分為以下三部分：K(已知)??學(xué)生對(duì)“國(guó)際交換訪(fǎng)問(wèn)”有基礎(chǔ)認(rèn)知（如住寄宿家庭、參觀景點(diǎn)），但對(duì)具體細(xì)節(jié)（如文化互動(dòng)、日常挑戰(zhàn)）經(jīng)驗(yàn)有限。熟悉上海/北京的基礎(chǔ)信息（如上海外灘、北京長(zhǎng)城），部分學(xué)生有直接體驗(yàn)（如品嘗當(dāng)?shù)孛朗场⒂斡[地標(biāo)）。掌握基本閱讀技巧（略讀抓主旨、尋讀找細(xì)節(jié)、簡(jiǎn)單推理）。W(想知)??交換生在異國(guó)的真實(shí)體驗(yàn)細(xì)節(jié)（如語(yǔ)言障礙如何解決？寄宿家庭如何幫助適應(yīng)？）。北京/上海景點(diǎn)背后的文化意義（如長(zhǎng)城為何是“人類(lèi)偉大成就”？中國(guó)畫(huà)與英國(guó)畫(huà)法的差異？）。如何系統(tǒng)介紹景點(diǎn)（從哪些維度描述？）并讓推薦更生動(dòng)（用什么語(yǔ)言技巧？）。L(將學(xué))??理解交換訪(fǎng)問(wèn)是深度文化體驗(yàn)的過(guò)程（從日常生活細(xì)節(jié)感知異國(guó)文化）。學(xué)會(huì)從多維度介紹景點(diǎn)（歷史、特色、體驗(yàn)），并用生動(dòng)語(yǔ)言（比喻、對(duì)比）增強(qiáng)推薦吸引力。提升跨文化觀察與表達(dá)能力（關(guān)注細(xì)節(jié)價(jià)值，用共情視角介紹文化）。學(xué)習(xí)目標(biāo)：?語(yǔ)言能力?掌握基礎(chǔ)旅游/交流詞匯（如hostfamily,chopsticks）和簡(jiǎn)單句型（如“Ican...”），能理解交換生活動(dòng)核心內(nèi)容；需學(xué)習(xí)精準(zhǔn)使用主題詞匯（如theGreatWall,Xuanpaper）和功能句型（如“Whatmakesitspecialis...”）描述經(jīng)歷，通過(guò)引用原話(huà)（如“IloveChinesefood”）增強(qiáng)描述感染力；最終掌握高頻詞匯（如culture,experience）和功能性表達(dá)（如“It’squitedifferentfrom...”），提升討論文化細(xì)節(jié)的流利度。?文化品格?對(duì)北京地標(biāo)（如長(zhǎng)城、頤和園）有模糊認(rèn)知，理解其文化內(nèi)涵（如長(zhǎng)城精神、園林美學(xué)）和寄宿家庭飲食互動(dòng)較淺；通過(guò)交換生體驗(yàn)（如感嘆長(zhǎng)城“人類(lèi)偉大成就”、學(xué)習(xí)太極/中國(guó)畫(huà)）探究文化獨(dú)特性，理解互動(dòng)如何促進(jìn)認(rèn)同；最終激發(fā)多元文化興趣，增強(qiáng)自身文化認(rèn)同與跨文化共情能力。?思維品質(zhì)?能簡(jiǎn)單描述活動(dòng)（如“去了長(zhǎng)城”），但缺乏對(duì)意義（如“為何長(zhǎng)城難忘”）和文本結(jié)構(gòu)的深度思考；需學(xué)習(xí)通過(guò)策略（如抓關(guān)鍵詞、分析引語(yǔ)）梳理關(guān)鍵信息（如長(zhǎng)城建造難度、文化差異表現(xiàn)），思考文化交流細(xì)節(jié)價(jià)值；最終學(xué)會(huì)總結(jié)景點(diǎn)核心特點(diǎn)（如長(zhǎng)城“人類(lèi)成就”），通過(guò)對(duì)比發(fā)展批判性思維，歸納跨文化交流的促進(jìn)作用。?學(xué)習(xí)能力?具備基礎(chǔ)閱讀技巧（如略讀、尋讀），但未掌握“旅游/交換類(lèi)文本”策略（如聚焦對(duì)話(huà)與感受）；對(duì)引用話(huà)語(yǔ)作用認(rèn)知模糊；需學(xué)習(xí)高效提取關(guān)鍵信息（如從“震撼”推斷“視覺(jué)沖擊力”），理解引語(yǔ)對(duì)觀點(diǎn)的支撐作用；最終識(shí)別文本文體特征（如結(jié)構(gòu)、生動(dòng)描述），遷移描述技巧至其他文化任務(wù)。教學(xué)重點(diǎn)：1.語(yǔ)言運(yùn)用?：掌握核心詞匯（如hostfamily、theGreatWall、taichi）與功能句型（如描述體驗(yàn)“I’velearntto...”、引用原話(huà)支撐觀點(diǎn)）。2.文化理解?：理解長(zhǎng)城等景點(diǎn)的文化意義及中英文化差異（如飲食、藝術(shù)），感知跨文化交際價(jià)值。3.閱讀策略?：識(shí)別并運(yùn)用文中直接引語(yǔ)（quotes）增強(qiáng)表達(dá)可信度。教學(xué)難點(diǎn):文化差異?：難以感知中英飲食（筷子vs刀叉）、藝術(shù)（寫(xiě)實(shí)vs意境）等差異背后的文化邏輯（如集體主義與個(gè)人主義傾向）。2.細(xì)節(jié)表達(dá)?：難以精準(zhǔn)描述交換生情感變化（如從緊張到期待）及文化體驗(yàn)細(xì)節(jié)（如學(xué)筷子、畫(huà)中國(guó)畫(huà)的挑戰(zhàn)過(guò)程）。3.閱讀策略遷移應(yīng)用?：在表達(dá)中引用原話(huà)支撐觀點(diǎn)，理解引用原句對(duì)文章的作用。方法：任務(wù)型教學(xué)法、交際法、合作法、情境法。教具:PPT；AI；學(xué)案；音視頻教學(xué)過(guò)程教學(xué)任務(wù) 教學(xué)內(nèi)容教學(xué)意圖（含AI應(yīng)用）Leadin:TplaysvideoaboutagirlplayingGuzheng.Thegirlisastudentinthisclass.Askquestions.ExploretheonlineMuseumofChineseculture(VR)madebytheteacher.中國(guó)傳統(tǒng)文化博物館:（見(jiàn)PPT）Sswatchthevideo.Ssanswerthequestions.Whatisthegirldoing?WhatotherChineseculturedoyouknow?LearnotherChinesecultureThiscanintroducethetopicawakenstudents’interestandstimulatestudents’activelearning.VR（設(shè)計(jì)的在線(xiàn)博物館）把搜索的音視頻和圖片放在博物館里Prereading:TpresentsomeChinesecultureandasksstointroduceoneoftheChineseculturefortheexchangestudents.fillinthestudyplan(1)SstalksabouttheChineseculturethentrytointroducetotheexchangess:Hello,________Iwillintroduce_______toyou.because__________Deepenstudents'understandingofculture,practiceintroducingChinaculture,andenhancestudents'culturalconfidenceWhile—reading:1.Readformainideas:Tplaystherecordingofthetext.TaskssstothinkaboutthemainideawhilelisteningPlaythevideoofYangguangJuniorHighSchool2.Analyseforthedetail:(1).Listentothefirstpara.(2)Readpara2andfillinthestudyplan(2)Watchthevideoofpara3andanswersomequestions.Watchthevideoofpara4andanswersomequestions.Watchthevideoofpara5andanswersomequestions.Readlastparaandanswersomequestions.Askthequestion:Whatpreparationwillyoumake?Sstrytofindthemainideawhilelisteningtothetext.Watchthevideo.Findoutwhowhenwherewhatofthereport.Thestudentsspendtheweekdays___________（study）withChinesestudents.Attheweekend,theygoon___________(tour)withtheirhostfamilies_________Beijingandvisitplacesofinterest,suchas_______________,____________________andtheNationalMuseum.1.HowdidSarahfeelatfirst?2.WhathasSarahlearntinBeijing?.3.CanshespeakmuchChinese?4.WhodidSarahstaywith?1.WilllisaforgettheGreatWall,findtheevidencetosupportyouridea?2.Findonesentencetodescribethepicture.WhatdoesLisathinkoftheGreatWall?1.WhathasEriclearnt?2.DidEricenjoythetriptoChina,findtheevidencetosupportyouridea？3.WhatdoyouthinkofEric,why?4.HowdotheydrawaChinesepainting?1.WillSarahkeepintouchwithhernewfriendswhenshereturnshome?2.WillSarahmeethernewfriendsagain,why？3.DoyouwanttomakefriendswithSarah,EricandLisa?DoexerciseLearningthemainideaofthetext.RaiseinterestSscangetinformationbyfocusingonthefirstpara.LearnkeywordsandphrasesGuidestudentstograspthedetailsGuidestudentstomasterreadingstrategiesbyusingpicturestoexplainhardphraselike'snakeitsway'.Guidestudentstomasterreadingstrategiesbyfindingoutevidencetosupportideas.Payattentiontodetailsandsetupsituationstoguidestudentstothinkaboutwhattheycandotoprepareforthereadingactivities.Concludetheinformationoflivingtourslearningandsocialactivitiesparts.VR視頻用即夢(mèng)、豆包等AI工具設(shè)計(jì)出Sarah講述出自己教育交流的經(jīng)歷。用即夢(mèng)、豆包等AI工具設(shè)計(jì)出Lisa講述出自己教育交流的經(jīng)歷。用即夢(mèng)、豆包等AI工具設(shè)計(jì)出Eric講述出自己教育交流的經(jīng)歷。PostreadingCampusTalk(宣講會(huì))Letstudentsputwhattheyhavelearnedintopractice作業(yè)設(shè)計(jì)基礎(chǔ)作業(yè)：一、翻譯下面短語(yǔ)1.一組/一群________________2.去旅游________________3.名勝古跡________________4.一次難忘的經(jīng)歷________________5.親自________________6.目前為止________________7.毫無(wú)疑問(wèn)________________8.稍微、有點(diǎn)________________9.蛇行________________10.使某人初步了解________________11.繼續(xù)努力________________12.不同于________________13.慢慢嘗試________________14.與某人保持聯(lián)系________________15.過(guò)來(lái)________________16.某人迫不及待________________二、根據(jù)首字母或者完成單詞1.Thee_______tripwillletstudentsexperiencelifeinaforeigncountry.2.Shegetsn_______whenthinkingaboutspeakinginaforeignlanguage.3.I'mg_______tomyteacherforremendingmefortheprogram.4.C_______arenecessarytablewareforeatingtraditionalChinesefood.5.Thet____guideoftheoldtownshowedusmanyinterestinghistoricalstories.6.Thechildrenallhadaf_______timeatthepartylastnight.7.Heistired,y______hestillwantstofinishhishomework.8.Learningaf_______languagecanhelpusunderstanditshistoryandculture.9.Ourteacherwilli________anewstudenttotheclasstomorrow.10.Travelingtothemountainvillagewasagreate_________forme.三、完形填空WhenIstudiedinChinaasanexchangestudent,Iwantedtolearnmoreaboutthelocalculture.ThatwaswhyI1myschool’scalligraphy(書(shū)法)club.Onmyfirstdaythere,Iwasamazedbythepleasantsmellofinkandthegentlesoundof2movingonpaper.OurteacherMr.Li3thefourimportanttoolsofcalligraphytous:thebrush,ink,paper,andinkstone.Heexplainedthatthesewerenotjusttools,butthekeypartsofthistraditional4.IwatchedcarefullyasMr.Lishowedushowtoholdthebrushcorrectlyandmoveit5acrossthepaper.TheChinese6hewrotelookedasbeautifulaspaintings.Icouldn’twaittotryitmyself.WhenI7thebrush,writingwasmuchharderthanIthought.Myfirstcharactersweremessy,whichmademefeel8.Thankfully,Mr.Liencouragedmepatientlyandofferedme9guidance.Fromthenon,Iattendedtheclubeveryweek.Gradually,myhandwritingimproved.Inotonlylearnedtowritecharactersbutalsobeganto10themeaningsbehindthem.NowIunderstandthatcalligraphyisn’tjustaboutwriting.It’slikepaintingwithwords,apracticethatbringsmeclosertoChineseculture.1.A.left B.started C.joined D.supported2.A.brushes B.pencils C.scissors D.winds3.A.pared B.introduced C.separated D.produced4.A.art B.custom C.method D.value5.A.quickly B.widely C.actively D.smoothly6.A.letters B.characters C.novels D.paragraphs7.A.tookin B.puton C.pickedup D.setoff8.A.excited B.scared. C.embarrassed D.surprised9.A.classic B.familiar C.healthy D.helpful10.A.explore B.require C.solve D.afford四、閱讀理解AInanartstudioinParis,a20yearoldFrenchcollegestudent,Emily,deeplyfocusesonlearningtraditionalChinesepainting,knownasguohua.HerinterestinthisartformbeganduringaculturalexchangetriptoChina.ShevisitedthePalaceMuseuminBeijing.Thebeautifullandscapesandbrightflowerspaintedwithtraditionalbrushesandink(墨水)amazedher.Thisinspired(激勵(lì))hertolearnmore.AfteringbacktoParis,EmilyjoinedaguohuaclasstaughtbyMr.Zhang,amasterofthisart.Hetaughtherthebasicskills,fromholdingthebrushtomixingink.Aftermonthsofpractice,Emilypletedapaintingofabambooforest.Mr.Zhangpraisedherwork,sayingitwasfullofenergyandspirit,whichmadeherveryproud.SherealizedthatChinesepaintingsarenotonlyaboutskills,butalsoaboutemotional(情感的)expressionandconnectionwithnature.Emilydecidedtoshareherknowledgewithothers.Sheorganizedasmallshowatherhome,explainingthehistoryandimportanceofguohuatoherfriends.Herintroductioninspiredherfriendstojoinherinlearningtheart.Together,theyformedaguohuastudygroup.Emilyalsobegansharingherlearningjourneyonsocialmedia.Shepostedvideosandgavelessonsonline.Emilydreamsofspreadingguohuaaroundtheworld.Shebelievessharingitsbeautycanbringpeoplecloser.“Chinesepaintingsarelikeawindowtoanotherworld.Theyhelpmeseethebeautyineverydaymomentsandthebalanceinnature.AndtheyalsoletmebetterunderstandChineseculture,shesays.Throughherhardwork,Emilyhasnotonlylearnedanewskillbutalsobuiltabridgebetweencultures.ShehopesherloveforguohuawillinspireotherstoexploreandvalueChina’srichculturalheritage(遺產(chǎn)).1.WhatmadeEmilywanttolearntraditionalChinesepainting?A.AclassshetookinParis.B.Abookab