【中职专用】高中英语Unit 8 World Cultural Spots Listening and Reading 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 8

World Cultural Spots

建议学时

About 4

教

学

目

标

1. By leading students to learn about world famous cultural sites, help students understand some of the world's famous cultural sites;

2. Guide students to imitate and design advertisements that introduce famous scenic spots in some cities by studying the brief introduction of the Forbidden City;

3. Through reading comprehension, further broaden students' horizons and knowledge, and encourage them to gradually understand the vast and profound Chinese culture and the rich and colorful world culture;

4. Guide students to learn English Direct speech and Indirect speech through comparison and independent preview, and perceive the thinking difference between English and Chinese;

5. Encourage students to carry out two persons question and answer and group discussion, cultivate students' awareness of actively participating in the discussion and good habits of group Cooperative learning and inquiry learning

教学

重点

重点词汇和短语

represent, precious, countless, professional, repair, outstanding, ad, choice, guide, mud; the Great Wall, be located in, date back to, similar to, give birth to

重点句型

Let’s go along this street and turn left at the traffic lights.

This road will lead us to...

It gives birth to...

My teacher told me that...

How beautiful it is!

重点语法

Direct speech and Indirect speech (I)

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学手段

PPT

教学内容

教学设计

活动1

1.Before the students begin the discussion, the teacher can explain the problem appropriately and lead the students to read it several times. The first question can be simply asked to students: Have you been to the Great Wall? Yes, I have/ No, I haven't Ask and answer students and exchange roles. Then, the teacher gave another question: Have you been to England? No, I haven't/ Yes, I have By practicing two sentences, students can roughly guess the meaning of 'have been to'. Next, the teacher can ask the whole class several similar questions, and the students can answer them together. Teachers can also allow students to ask and answer each other at any location.

2. In the second question, the teacher can provide several alternative options to encourage students to discuss and determine the answer,

For example:

10000 km, more than 20000 km, 5000 km, etc

Do you know how long the Great Wall is?

The total length is about two thousand and kilometers historically

Students work in pairs, asking and answering questions to each other. Next, the teacher briefly introduces the Great Wall.

Imagine a Huge wall stretching for thousands of miles across the land

The wall winds through hills, clips mountains, and crosses designs If you visit China you can see a wall like this The Great Wall of China, as it is known, is the longest structure ever built The Great Wall of China zigzags across parts of northern China It was built section by section over centers In fact, there are many gaps between the sections, so the Great Wall is not a single, solid wall But if all the sections are measured, the wall of all visible remains is about 4000 miles (about 6400 kilometers) long!

3. Third question: Which country is the Pyramid in? Teachers can first ask students if they know the word Pyramid, which can be combined with picture resources to deepen their impression. After students ask and answer repeatedly in pairs, the teacher briefly introduces Egypt and the Egyptian pyramids, and also works with pictures to strengthen students' memory of Pyramid and Egypt.

The Pyramid was built as a tomb for Pharaoh Khufu, the second king of the Fourth Dynasty who ruled for approximately 20 years For most 4000 years, the pyramid was considered the talest man mad structure in the world It is the largest and the oldest of the three pyramids on the complex at Giza

4. Fourth question: Do you know any other common places in China or in the world? Teachers can first organize students to have discussions, in pairs, and present them in the form of one question and one answer. After the presentation, summarize the famous cultural heritage mentioned by the students and appropriately supplement the parts that were not mentioned by the students. It can be expanded to other famous cultural landscapes in the form of pictures or videos to broaden students' knowledge.

Optional options include:

Status of Liberty, Eiffel Tower, Big Ben, Leaning Tower of Pisa, Colosseum, Empire State Building, Golden Gate Bridge, London Eye,

Sydney Opera House, Stonehenge, Berlin Wall, Ayers Rock, Taj Mahal, Tower Bridge, the Forbidden City, Mount Everest, the White House

活动2

1. The teacher guides students to observe pictures, read aloud the names of countries and cultural heritage, skip and continue reading when encountering unfamiliar words, and ensure that the teacher has a clear understanding of the students' vocabulary proficiency.

2. The teacher guides students to independently complete the wiring by comparing the pictures, and then check each other. Next, the teacher will read the names of countries and cultural heritage, with a focus on having students repeat unfamiliar words.

3. Teachers can connect brief English sentences from four pictures to form a short introduction passage. By asking students to read these sentences aloud, they can deepen their understanding of these world cultural heritage sites and stimulate their interest in learning relevant knowledge and further observing and understanding the world.

Part I  Listening

1.Before playing listening audio, teachers should remind students to listen carefully and patiently. There must be familiar and unfamiliar content in the listening materials. Teachers can lead students to observe the four pictures given in the question in advance and guide them to guess which scenic spot in China the four pictures are respectively. Organize student group discussions to match the pictures with four place names.

2. Guide students to read the four sentences in the topic in advance, discuss in groups and try to translate, mark the key words in the sentences, so that students can be fully prepared before listening and start Ear training with the destination.

3. Play audio. For the first time, have students listen from beginning to end, summarize the location described in each paragraph, and select the corresponding picture.

4. Listen to the second recording and guide students to check the keywords they have marked, and preliminarily determine their options.

5. Listen to the third recording, and the teacher will play each item one by one, giving students time to check and confirm their answers.

Part II  Reading

At the beginning of the reading activity, it is necessary for the teacher to lead the students to read the text aloud 2-3 times. Teachers can provide several discourse related questions for students to ask and answer each other in order to achieve comprehension. You can also give some time for students to work together and ask each other key or difficult questions in the text. The analysis of key and difficult points provided to teachers in the teaching reference can be selectively explained to students. Finally, the teacher proposes several key phrases or sentence patterns that students need to master based on their learning of the discourse.

Part III  Speaking

1. The teacher displays pictures, organizes student groups to collaborate, and learns from the dialogue by comparing the pictures

Phrases and sentences:

The Yellow River, similar to, the Nile River, civilization of the Egyptians, the symbol of the spirit, the Mother River Status, that's because

2. Guide students to mark the key sentence patterns given in Exercise 1 in the dialogue, organize students to read aloud, identify key words, and organize students to practice substitution and sentence making.

3. The teacher assigns the task of group Cooperative learning dialogue, supervises the group cooperation and timely answers the students' questions, and organizes each group to send representatives to other groups to do cycle performances.

Culture Corner

the Silk Road

Self-check

Students will check their mastery of language knowledge such as vocabulary and phrases in this unit based on the exercise questions set. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can provide necessary guidance based on the actual situation, guide students to cultivate good learning habits, and promote the continuous improvement of students' language learning and autonomous learning abilities. The last question lists seven cities, each with their own nicknames. Teachers can organize students to complete connecting exercises according to classroom time, or assign them as homework after class.