teaching plan 教学设计.docx
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teaching plan 教学设计.docx
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teachingplan教学设计
PEPSEFCModule1Unit1Culturalrelics
Overallanalysis
Topic:
Talkaboutculturalrelics'protectionandthefamousculturalrelicsathomeandabroad.
Grammaritem:
Thenon-restrictiveattributiveclause
Theattributiveclauseswithwhich/who/where/when
Aculturalrelicissomethingthathassurvived一
ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.
Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromaplace.
ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause...
Later,Catherine1IhadtheAmberRoom...outsideStPetersburgwhere…
Thiswasatimewhenthetwocountrieswereatwar.
In1770,theroomwascompletedtheway(that)shewantedit.
Functionalitem:
Ithinkhighlyof…
Idon’tagreethat…
Besides…
ImustsaythatIagreewithyou.
ImustsaythatIdon’tagreewithyou.
AsfarasI’mconcerned,Ithink…
AsIseeit…
Don’tyouagree/thinkthat…
Ican’thelpthinkingthat…
Iwouldliketosay…
Inmyopinion/view…
Personally,weshould…
Well,obviouslyweshould…
Thepointis….
Reading:
Fromreading,wecanhaveageneralideaabouttheculturalrelics.Wecanknowtheirdefinition(aculturalrelicissomethingthathassurvivedforalongtime,oftenapartofsomethingoldthathasremainedwhentherestofithasbeendestroyed;ittellspeopleaboutthepast);theirsomefeatures(old,rare,valuable,mysterious,etc.);theirmaintypes(objects,items,orbuildings.)andsoon..wealsoknowthat,withouttheseculturalrelics,wecouldn’tgettoknoworappreciatethepast.So,nomattertheculturalrelicsarerareorvaluable,inordertohelptheculturalrelicssurviveforalongertime,weshouldpayattentiontotheprotectionofthem.
Writing:
Thispartisabouttowriteareportwhichisaboutadebatewhetheritisrightforwhoeverfindsvaluableculturalrelicstokeepthem.Studentscanlearnhowtodiscussatopic,andalsolearnhowtoorganizealettertoshowtheiragreementanddisagreement.Themostimportantisthatstudentscanestablishacorrectvalues.
Period1:
WarmingupandPre-reading
Teachingcontents:
Thisperiodisaboutlettingthestudentsknowthefamousculturalrelicsathomeandabroad,andsolvesomequestionsbeforereading.
Teachingaims:
Knowledgeaims:
Studentscanknowthefamousculturalrelicsathomeandabroad.
Abilityaims:
Studentscanlearnhowtotalkaboutculturalrelics.
Emotionalaims:
Studentscanpayattentiontoprotectculturalrelics.
Keypoint:
Knowaboutsomefamousculturalrelicsathomeandabroadandremindthemtopayattentiontotheprotectionoftheculturalrelics.
Difficultpoint:
Howtotalkaboutculturalrelics.
Textbooktasksandtheirrelationships:
1.Discusssomequestionsandknowaboutsomefamousculturalrelicsathomeandabroad.
2.Discusssomequestionsaboutamber.
Intentions:
Thispartwantstoletstudentsknowculturalrelics'protectionandthefamousculturalrelicsathomeandabroad,andsolvesomeproblemstoprepareforthenextpartreading.
Teachingprocedures
Step1.Leadin
Teachershowsthepictures:
aoneyuancoinandtheoldcoins.
Andletstudentstalkaboutthedifferencesbetweentheoneyuancoinandtheoldcoinsfrommanyaspectslikeshape,time,price,etc.
Teacher:
So,whatwewilltalkabouttoday,theyarealsooldbutmoreexpensiveandmoresignificant.Theyaretheculturalrelics.
Step2.Warmingup
Task1
Teacher:
"Let'straveltogether!
"Showsomepicturesaboutculturalrelicsathomeandabroad.
1.Goabroad:
a.thepyramidsinEgypt
b.theBigBeninEngland
2.InChina
a.周口店北京猿人遗址
b.播放一段音乐:
说唱脸谱---京剧(非物质文化遗产)
另一项目:
活字印刷术
播放当天新闻,他被列为2010急需保护的非物质文化遗产,所以提醒大家注意对文化遗产的保护。
3.InChongqing
a.渣子洞
b.白公馆
Task2
Teachershowsthestudentsmorepictures---thefourpicturesonP1andintroducethemindetail.
1.theMingDynastyVase
2.TajMahal
3.ivorydragonboat
4.MogaoCaves
Teachersolvesquestion3:
whethertheyareculturalrelicsornot.
Doasurveytoknowthestudents’opinions
(Ifyouthinkitisaculturalrelic,pleasehandsup)
Becauseofthestudents'differentideas,soteacherhasthemthinkaboutQuestion1:
whatisaculturalrelic?
Letstudentsdoadiscussiontoexpresstheirideasabouttheculturalrelics
Summarizetheiropinionsandgivethemsomeadj.---thefeatures.
Accordingtothediscussionandtheculturalrelicstheyhaveknown,teachergivesstudentsthedefinitionoftheculturalrelicsandletsthemchecktheiranswerstoQuestion3.
Andthen,teachersolvesquestion2:
Doesaculturalrelicalwayshavetoberareandvaluable?
Isitenoughtohavesurvivedforalongtime?
Teacherasksforoneortwostudents'opinionsandstatesthat
Task3
Newwords
1.rareadj.
notdone,seen,happening,etc.veryoften.稀有的;罕见的
eg.araredisease/badweather
He'sdevotedhiswholelifetotheprotectionoftherareculturalrelics.
Itisrare(forus)tofindsuchaselfishpersonnowadays.如此自私之人,实属罕见。
2.valuableadj.
worthalotofmoney很值钱的;贵重的
eg.valuablejewellery
Thisvaseisavaluableculturalrelic.
valuen.价值
valuableadj.=beofgreatvalue
invaluableadj.=veryvaluable极有用的;极宝贵的
valuelessadj.没有价值的
3.survivevi.&vt.
Vi.continuetoliveorexist.继续生存或存在。
eg.Fewsurvivedaftertheflood.
survivefrom/on
Manystrangecustomshavesurvivedfromearliertimes.
有许多古怪的习俗源远流长。
Ican'tsurviveon£30aweek.
我每周收入30英镑难以活命。
Vt.continuetoliveorexistinspiteofnearlybeingkilledordestroyed.幸存,幸免于。
eg.InTitanic,Rosesurvivedtheshipwreck.
remainaliveaftersb.比某人长命。
eg.Theoldwomansurvivedallherchildren.
survivor幸存者;逃生者;残存物
n.
survival幸存;残存;生存
Step3.Pre-reading:
Teachershowsthestudentsthepictureoftheamberandplayavideotohelpthemunderstandtheamberbetter.
Andgivestudentsthedefinitionandthecommonusagesoftheamber.
Iwillsay:
"Canyouimaginethat?
"
Encouragethestudentstoimaginetheroomwhichismadeofseveraltonsofamberandletthemlookatthetitleandthepictureofthereadingpassageandaskthemtopredictwhatthetextisabout.
Homework:
1.Findmoreculturalrelicsathomeandabroad.
2.Previewthereadingpassage.
Period2:
ReadingandComprehending
Teachingcontents:
ThispartistoreadandlearnatextaboutInSearchOfTheAmberRoom,anddosomeexercisesfollowthereading.
Teachingaims:
Knowledgeaims:
StudentscanlearnthestrangehistoryandsomedetailedinformationoftheAmberRoom.
Abilityaims:
Studentscancultivatetheirreadingability,skimmingandscanning.
Emotionalaims:
Studentscanlearntoprotecttheculturalrelicsinordernottoletthemgetlost.
Keypoint:
1.LearnthestrangehistoryandsomedetailedinformationabouttheAmberRoom;
2.Improvethestudents’readingability:
skimmingandscanning.
Difficultpoint:
Trainthestudentstousethedifferentreadingskillsanduseskimmingtogetthemainideaandscanningtogetsomedetailedinformation.
Textbooktasksandtheirrelationships:
1.ReadthetextInSearchOfTheAmberRoom,andlearnsomedetailedinformation.
2.Jointhecorrectpartsofthesentencestogether.
3.Matchandanswerthequestions.
4.Groupsdiscuss:
IsitworthrebuildinglostculturalrelicssuchastheAmberRoomorYuanMingYuaninBeijing?
Giveyourreasons.
Intentions:
Afterlearningthispart,studentscanlearnthestrangehistoryandsomedetailedinformationoftheAmberRoom,andcultivatetheirreadingability,skimmingandscanning,alsocanlearntoprotecttheculturalrelicsinordernottoletthemgetlost.
Teachingprocedures
Step1Leadin
Introducethetwowords:
SkimandScan
Skim:
readsomethingquicklyinordertofindamainpoint即快速阅读以找到文章的中心思想或主要意思。
Scan:
lookateverypartofsomethingcarefully,especiallybecauseyouarelookingforaparticularthingorperson.即快速阅读以找到某一具体的信息。
Step2Skimandmatch
ReadthepassagefasttogetthegeneralideaofeachPara.anddothematchpractice.
Para.GeneralIdea
1themissingoftheamberroom
2therelocatingoftheamberroomintheCatherineIItimes
3thepresenttotheCzar
4theintroductionabouttheAmberRoom
5therebuildingoftheAmberRoom
Step3Scanandpractice
Task1
IwillaskthestudentstoreadthetextInSearchOfTheAmberRoom,andlearnsomedetailedinformation.
1.ReadPara.1tofinddetailedinformationabouttheAmberRoom
Colour:
yellow-brown
Birthplace:
Prussia
Design:
inthefancystylepopularinthosedays
Material:
severaltonsofamber;goldandjewels
Timetocompleteit:
Ittookateamofthecountry’sbestartiststenyearstomakeit.
2.ReadPara.2-5togetInformationaboutthenumbers.
numberthingsaboutthenumber
1716FredricWilliamgavetheAmberRoomtoPetertheGreatasagift.
1770CatherineIIhadcompletedtheaddingtotheAmberRoom.
2003TherebuildingoftheAmberRoomwascompleted.
600ThenumberofthecandleslightingtheAmberRoom
2Thetwocountries:
GermanandRussia
2IntowdaystheAmberRoomwasremovedtoaGermancity.
3.Readthepassagecarefullytolocatethedetailedinformationanddotheexercise.
a.TheKingofPrussiawhogavetheAmberRoomasagifttoRussiawas__B_____.
A.FrederickIB.FrederickWilliamI
C.PetertheGreatD.CatherineII
b.TheKingofPrussiagavetheAmberRoomtoRussiabecause_D____.
A.hewantedtomarryCatherineII.B.hewaskind.
C.heneededbettersoldiersD.hewantedtomakefriends
c.TheAmberRoomwasstolenby___B___.
A.RussiansoldiersB.Germansoldiers
C.PeopleinKonigsbergD.PeopleinStPetersburg
d.In1941,thecityofKonigsbergwasin_A__.
A.GermanyB.Russia
C.SwedenD.France
e.
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