Learning about Language教案板书设计

(Warming-up, Listening and Speaking) Teaching aims: 1. To bring the Ss into the general topic of this unit “ Cultural relics” and let them get to know some cultural relics all around world, especial in China. 2. To enable the Ss to learn to use the ways of giving advice or making suggestions while fulfilling some tasks. 3. To arouse the Ss’ awareness of protecting the precious cultural relics.

Difficulty: To finish all of these three parts within 45 minutes seems rather impossible. Therefore, some exercises of the listing part have to be omitted, which, to some extent, are not closely connected with the central topic of this period. Teaching Methods: task- oriented teaching method ; communicative teaching method Teaching Procedures: Step 1 Greeting and Leading (Having a chat with the students in English) Hello, class. Nice to meet you here. Do you know me? Can you guess where I come from? (After receiving some guesses, the teacher points out the place “Mazhan”)

Do you know there is a famous place in Mazhan which many people like to visit, especial in summer? (Yuliao Seashore) Step 2 Brainstorming 1.Besides Yuliao, can you try to name some other famous places in Cangnan County? (Yucang Mt. Haikou Seashore, …..)

2. Actually, there are tens of thousands of wonderful places worth visiting all over the world. Some of them are closely connected with local culture and history, so people call them “Cultural Relics”, such

as the Palace Museum in Beijing .and Mount. Tai)

Put the phrase underlined on the Bb and explain it indirectly by raising examples) 3. Now I’d like to show you three famous cultural relics in the world. Now please open your books to Page 43 and tell each other: Q1. What are they? Q2. Where are they? Q3. What one would you like to visit first? Why? What do you want to know about it? 4. ( Some students may say they want to visit the Great Wall most, because it is in China and it is much easier to visit it Therefore, the teacher can continue this topic) Well, class. There are also a great many cultural relics in China. Can you tell us some you know? Step 3: Listening 1. All right, you do know many, but there are still some you may not know, but they are of the same importance to Chinese people. Now I’d like to show you some.

2. Encourage the Ss to listen to the tape and take notes, finishing the following form: Name of the site Why is it important? 1 The Winter Palace Tell how people live in the past 2 The Sunshine Temple 1. an important part of our history 2. Many important things happened there 3. Many important people have written about it 3 Mt. Lushan 1. an important part of China’s history

2. Many people have been here. (Play each listening script twice. The first time is for the Ss to catch the name and try to understand the material. The second time is for them take notes to show “Why is it important?”)

Step 4: Speaking 1. As you can see, China is really well-known to the whole world, with so many great cultural relics. But how can we make other people in the outer-space get to know China and hard-working Chinese people. …Why not make a large box (about 2X2

metres)with your partner, with things inside that can show Chinese culture ,together with a two-sentence message in English ,and send it into the space. But what things can be small enough and show Chinese culture at the same time? (Draw a large box on the Bb and collect as many things from the Ss as possible, such as, silk clothes, writing brush, tea, a dragon model, chopsticks, Chinese facial arts…)

2. Wow, there are so many things, but we can only put five of them into the large box. What would you like to choose for your own box? Why? Well, have a talk with your desk-mate. Here are some expressions which may be helpful to you in your discussion. Asking for suggestions Making suggestions *What shall we put in your opinion? *Can’t we put in…?

*Should we put in…?

*Which do you think is the more suitable thing to put in? *… *Let’s put in…

*Maybe we could put in…

*I think we’d better put in…

*I’d like to choose…

*What/How about…?

*Why don’t you/ not put in…?

(Shown on the slide) 3. Divide the class into pairs, letting them discuss and collect the information, and write down the five things they decide to put in as well as the reasons, including what to write. things you want to put in reasons Message: 4. Call some pairs to show the class their work. Step 5. Further-discussion

You see, class. Our country is really great with so many wonderful places (pointing to the example places on the Bb), so if we have time, we should have a good look. But the problem is how we can be a polite visitor while visiting a scenic spot. What should we do? / What shouldn’t we do?

(Encourage the Ss to offer suggestions actively and put some typical ones on the Bb serving as a summary.) Step 6. Homework 1. Write a report about how to be a polite tourist. 2. Make a dialogue with the desk-mate, using ways of making suggestions. 3. Preview “Reading”

Self-comments on teaching 1. The arrangement of the procedures was reasonable, in my point of view, and the transition from one step to another was smooth. What I thought better of are the Warming-up and Speaking parts. 2. The co-operation between the Ss and the teacher is fairly good. However, due to their poor oral ability, the Ss feel too nervously to understand what the teacher said or to air their views, which forced the teacher to “waste” some time to explain the tasks or encourage them to take it easy. As a result, the teacher had to finish Step 5 in a hurry. 3. On the whole, if the teacher had explained less and given the Ss more time to think by themselves or exchange their opinions with their partners, this class would have been made better.