Unit5AmazingPlacesPreparingfortheTopicFunctionThis"Function"partinUnit5oftheRen'aiScienceEdition(2024)EnglishtextbookforGrade8focusesonintroducingandpracticingfunctionalsentencesrelatedtodescribingscenicspots.ItusesthecontextofdiscussingthePalaceMuseumtoguidestudentstolearnhowtoexpressinformationaboutgeographicallocation,architecturalform,areasize,andotheraspectsofaplace.Throughaseriesofactivitiessuchaslookingatpictures,listening,answeringquestions,andfillingintables,studentscanmasterthesefunctionalsentencesandbeabletoapplytheminreallifemunicationtotalkaboutfamouslandmarks.教學(xué)目標(biāo)Studentswillbeabletomasterthefollowingfunctionalsentences:"Whatareyoulookingat?"of...photosof..."that...aidthat..."visit...ywanttovisit...someday."in...of...for...scribingthelocation,size,andfeaturesofscenicspots,suchas"Itliesin...","Itcoversanareaof...","Itisfamousfor..."Studentswillbeabletounderstandanduserelevantvocabularyaboutscenicspots,suchas"thePalaceMuseum","geographicallocation","architecturalstyle","area",etc.教學(xué)重難點(diǎn)A.TeachingKeyPointsTheusageandapplicationoffunctionalsentencesforintroducingscenicspots.Masteringrelevantvocabularyaboutscenicspotsandbeingabletousethemcorrectlyinsentences.Improvingstudents'listening,speaking,reading,andwritingskillsthroughactivitiesrelatedtothetopicofscenicspots.B.TeachingDifficultPointsHelpingstudentstousethelearnedfunctionalsentencesandvocabularyflexiblyandaccuratelyinreallifemunication.Guidingstudentstoexpresstheirownopinionsandfeelingsaboutscenicspotsbasedonthelearnedknowledge.Trainingstudentstointegratelistening,speaking,reading,andwritingskills,andpromotingtheprehensivedevelopmentoflanguageability.FunctionalSentencesof...areyoulookingat?Somephotosof..."Thisisusedtostartaconversationaboutwhatoneiscurrentlyfocusingon,usuallyrelatedtopicturesorthingsinsight.Forexample,"Whatareyoulookingat?SomephotosoftheGreatWall."that...aidthat..."isusedtointroducesomewellknownsayingsorlegends.Forinstance,"It’ssaidthattheForbiddenCityhas9999.5rooms."visit...ywanttovisit...someday."Expressesone'swishtovisitacertainplaceinthefuture.Suchas"IreallywanttovisitthePyramidssomeday."in...in...in.../Itislocatedin..."todescribethegeographicallocation.e.g.,"ThePalaceMuseumliesinthecenterofBeijing.""Itcoversanareaof..."todescribethesize.Forexample,"ThePalaceMuseumcoversanareaofabout720,000squaremeters.""Itisfamousfor..."totalkaboutthefeaturesorwhatmakestheplacewellknown.e.g.,"ThePalaceMuseumisfamousforitsmagnificentpalacesandrichculturalheritage."VocabularyScenicSpotNames:thePalaceMuseum,theGreatWall,thePyramids,etc.GeographicalTerms:location,center,north,south,east,west,area,squaremeterArchitecturalTerms:palace,hall,building,style,structureDescriptiveAdjectives:magnificent,grand,famous,historical,cultural教學(xué)過(guò)程A.Warmingup(5minutes)Greetthestudentsasusual.ShowsomepicturesofwellknownscenicspotsaroundtheworldonthePPT,suchastheEiffelTower,theStatueofLiberty,andtheGreatWall.LetstudentsquicklycalloutthenamesofthesescenicspotsinEnglish.Askstudents:"Doyouliketraveling?Whichscenicspotdoyouwanttovisitthemost?Why?"Encourageseveralstudentstosharetheirideasbriefly.Thisactivityaimstoarousestudents'interestinthetopicofscenicspotsandactivatetheirpriorknowledgerelatedtotravelingandfamousplaces.B.Presentation(10minutes)Activity1:ShowapictureofFujianTulouonthePPT.LetstudentsworkinpairstotalkaboutwhattheyknowaboutFujianTulouaccordingtotheinformationinthepicture.Then,invitesomepairstosharetheirdiscussionswiththeclass.Thisstephelpsstudentsreviewandusesomerelevantwordsandexpressionsaboutscenicspotstheyhavelearnedbeforeandpavesthewayforthefollowinglisteningactivities.Activity2:TellstudentsthattheyaregoingtolistentoadialoguebetweenLiXiangandKangkang.Beforelistening,showsomequestionsonthePPT:WhatareLiXiangandKangkangtalkingabout?Whereistheplacetheyaretalkingabout?Whatdotheysayaboutthisplace?Playtheaudioofthedialogue.Afterlistening,letstudentsanswerthesequestions.Checktheanswerstogethertomakesurestudentsunderstandthegeneralideaofthedialogue.Thisactivitytrainsstudents'listeningabilitytoobtainmaininformation.C.Practice(15minutes)Activity3:Playtheaudioofthedialogueagain.Thistime,letstudentslistencarefullyandpleteatableonthehandout.Thetableincludescolumnssuchas"GeographicalLocation","ArchitecturalForm","AreaSize",etc.Afterlistening,askstudentstochecktheiranswerswiththeirpartners.Then,invitesomestudentstoreporttheiranswerstotheclass.Throughthisactivity,studentscanfurthermasterthespecificinformationaboutthePalaceMuseumandpracticelisteningfordetails.Explainthekeyfunctionalsentencesandnewvocabularythatappearinthedialogue.Forexample,explaintheusageof"Itliesin...","Itcoversanareaof...",andnewwordslike"architecturalstyle","culturalrelics".Letstudentsreadthesesentencesandwordsaloudseveraltimestostrengthentheirmemory.Activity4:Dividestudentsintogroupsoffour.EachgroupgetsasetofpicturesaboutthePalaceMuseumorotherfamousscenicspots.Letstudentsusethelearnedfunctionalsentencesandvocabularytotalkaboutthepicturesintheirgroups.Onestudentcanstartwith"Whatareyoulookingat?"andothersrespond.Encouragethemtodescribethelocation,features,andtheirfeelingsaboutthescenicspots.Walkaroundtheclassroomtoofferhelpandguidancewhennecessary.Afterthat,invitesomegroupstoetothefrontoftheclassandsharetheirconversationswiththewholeclass.Thisactivityallowsstudentstopracticeusingthelearnedlanguageinareallifelikesituationandimprovetheirspeakingability.D.Production(10minutes)Askstudentstowriteashortpassagetointroduceascenicspottheylike.Theycanchoosefromthescenicspotstheyhavetalkedaboutinclassorotherplacestheyarefamiliarwith.Remindthemtousethefunctionalsentencesandvocabularytheyhavelearnedinthisclass,suchas"Itliesin...","Itisfamousfor...","Ireallywanttovisititsomeday."Whilestudentsarewriting,walkaroundtheclassroomtoprovideindividualguidance.Aftertheyfinishwriting,askthemtoexchangetheirpassageswiththeirpartnersandgiveeachothersomesuggestionsforimprovement,suchasgrammarmistakes,wordusage,andcontentorganization.Inviteseveralstudentstoreadtheirpassagesaloudtotheclass.Givepositivefeedbackandpraisefortheirgoodwork,andalsopointoutsomemonproblemsforallstudentstolearnfrom.Thisactivitybineswritingandpeerreview,whichcanimprovestudents'writingabilityandtheirawarenessofselfcorrection.E.SummaryandHomework(5minutes)Summary:Summarizethekeypointsofthisclasswithstudents,includingtheimportantfunctionalsentencesforintroducingscenicspots,relevantvocabulary,andthemaincontentofthedialogueaboutthePalaceMuseum.Askstudentstorecallwhattheyhavelearnedinclass.Homework:Askstudentstomakeapostcardaboutafamousscenicspot.TheyneedtodrawasimplepictureofthescenicspotononesideofthepostcardandwriteashortintroductionontheothersideusingthelearnedEnglishexpressions.Askstudentstosearchformoreinformationaboutaforeignscenicspottheyareinterestedinandbereadytoshareitinthenextclass.Thishomeworkcannotonlyhelpstudentsreviewandconsolidatewhattheyhavelearnedinclassbutalsoexpandtheirknowledgeaboutfamousscenicspotsaroundtheworld.教學(xué)反思Inthisclass,throughvariousactivitiessuchaslookingatpictures,listening,speaking,reading,andwriting,students'interestinlearningEnglishhasbeeneffectivelystimulated.Theuseofrealliferelatedtopicslikefamousscenicspotsmakesthelearningprocessmoreengagingandpractical.However,inthegroupdiscussionactivities,somestudentswereabitshyanddidnotactivelyparticipate.Inthefuture,moreencouragementandguidanceshouldbegiventothesestudentstocreateamorerelaxedandactiveclassroomatmosphere.Theteaching