Book+9_U2_教案课时9-Project.doc

牛津高中英语教学设计教材：牛津高中英语(模块九)高三上学期文档内容：教学设计教案单元：Unit 2 Witnessing time板块：project作 者：徐申叶Thoughts on the design:本单元的Project既是对阅读的补充，又是引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外。通过阅读The imperial tombs，帮助学生快速理清文章总体结构和相关细节以及文体特征，了解两大著名的皇陵及其保护的有关知识。同时，让学生从中受到启发，以小组的形式用英语完成对某一历史建筑保护的提议书。Teaching aims:After learning the project, the students will be able to master some general ideas of imperial tombs, including the importance of the tombs, their location and special features of Ming and Qing Tombs as well as preservation and recognition of the tombs.Whats more, students are required to be able to write a proposal of protecting a local historic building in the form of a group.Teaching procedures: Step 1 Lead-inAsk students to discuss with each other which historic site or building they will recommend to their foreign friend to visit the most and their reasons. (ppt4)Explanation通过让学生讨论值得向外国友人推荐参观的当地的历史遗址，既创造了学生开口表达的兴趣和机会，又能够引出阅读的主题，同时还能为最后小组合作写保护历史遗址的建议书埋下伏笔，奠定基础。Step 2 IntroductionAsk Ss if they will recommend the Imperial Tombs. (ppt5) Ask them what they know about the tombs.Explanation由学生对当地历史建筑的介绍，自然引出阅读的主题，在激活学生有已有知识的基础上，适度补充关于皇陵的背景知识，提高学生的阅读兴趣。Step 3 Fast readingAsk Ss to read the title and subtitles as well as the first and last paragraph. Answer the following two questions: 1. What do you suppose the passage will talk about? 2. What do you think is the purpose of the passage? (ppt6, 7)Explanation要求学生通过阅读标题和小标题，以及首段和末段，能够对文章进行初步的预测, 训练学生快速把握文章主旨要义的能力，理解作者的写作目的。Step 4 Detailed readingA. Ask students to read the passage and find out the answers to the following 3 more questions:1. Why are the pyramids mentioned in the first paragraph?2. What do the Ming and Qing Tombs mainly compose of?3. Why is international recognition also important in preserving historic sites?Explanation此三个问题的设置旨在帮助学生把握文章的主旨大意：皇陵的历史意义、组成特点、以及相关的对皇陵的保护和认可。此处有关皇陵建筑的意义、组成和保护等内容板书在黑板上，构成文章最基本的写作结构。(ppt8-11)B. Find out the adjectives from the passage according to the explanation1. situated above sth. else:_2. easily broken or damaged: _3. having a pleasant smell: _4. obvious; easy to see or understand:_5. connected with or belonging to the king or queen of a country: _ (ppt12)Explanation要求学生根据英文解释，寻读找出相关的形容词，帮助学生理解和运用重要的词汇。Step 5 DiscussionAsk students to discuss the following 2 questions: 1. What are the similarities between Xiaoling and Dongling?2. Besides the government preservation and international recognition, what other efforts can we make to save some endangered historic sites? (ppt13-14)Explanation第一个讨论题设置的目的是要求学生学会对所读信息的扑捉分析，并能得出相似点；第二个讨论题适当由课内延伸到课外，要求学生列举出其他保护历史遗迹的建议和方法，为project的写作作准备。Step 6 Writing a proposalAsk Ss to form groups of 4. Discuss the following 3 questions, preparing for the writing of the proposal. 1. Which historic sites or local building will your group research? Why?2. What are the dangers that the historic site or the building faces?3. How can it be protected and saved? (ppt15)Explanation要求学生根据上述三个问题，首先确定主题，分工合作完成信息搜寻、图片整理、文稿书写、修改定稿等步骤。Step 7 HomeworkAsk Ss to finish the proposal, preparing for a presentation of their proposal. (ppt16)Explanation要求学生利用课余时间，搜寻相关当地有历史价值的建筑文字和图片介绍，模仿“皇陵”的写作特点，通过小组合作，把阅读中和本单元所学的知识运用于写作实践，在实现语言有效输出的同时培养一定的团队精神。Appendix: similar news reading:Oriental Venice Rebuilds Landscaped GardensLandscaped Gardens in east Chinas Suzhou City, known as the “Oriental Venice” because of the legendary Italian traveler Marco Polo, is attracting an uninterrupted flow of visitors from both home and abroad. While marveling at the delicate design containing hills, ponds, pavilions, terraces, corridors and towers, most visitors to the 2, 500-year-old city in Jiangsu Province probably dont know that these picturesque gardens, now on the World Heritage list, were almost completely destroyed before the founding of New China in 1949. But for the efforts by the government and the local peoples love for traditional Chinese architectural art, the gardens wouldnt have been restored and renovated to its original splendor, said Xie Xiaosi, a 95-year-old resident in Suzhou. The gardens of Suzhou can be dated back to as early as about 514 B.C. when the city was built. There were as many as 200 gardens dotted in the city in its prime during the 16th to 18th centuries. The gardens have long been considered as the quintessence of Chinese horticulture. The World Heritage Committee refers to Suzhou as the cradle of horticulture in the world. Many of these gardens, however, suffered serious damage from wars in the late 1930s and early 1940s. The “Garden of Leisure,” for example, built in 1596 with an area of 20,000 square meters, was destroyed by the Japanese invaders and later used as stables by Kuomintang troops in the 1940s. In the early 1950s, a huge campaign was launched to restore the gardens of Suzhou. The best craftsmen from all over China were called in to restore historical doors, windows, bricks, tiles and furniture as well as calligraphy and paintings in the gardens. In the last 20 years, 200 million yuan has been spent on restoring the gardens. A number of research institutes have also been actively involved in the restoration work. More than 50 gardens have been restored. About 30 of these are now open to the public. The Suzhou municipal government and more than 130 factories have moved out of the old city area to help preserve the gardens. More than 800 historical lanes and about 200 bridges have been restored. “Suzhou gardens are unparalleled. Their preservation and protection by the Chinese is internationally recognized,” said Bernd Von Droste, director of UNESCOs World Heritage Cente