Unit 6 Ancient stories-More practice&Study skills&Culture corner-ppt课件-(含教案)-部级公开课-牛津深圳版八上(编号：658ce).zip

1、Can you guess what we are going to learn from the title? Lead in 5mins Music1. Have you heard this song before?2. Where did you hear this song?3. Do you know its English name?4. Do you like this novel?5. Why do you like this novel?How many versions (版本) of Journey to the West did you watch on TV?Rea

2、ding 11mins 2011201019981986Reading 1. How many times did this Journey to the West play on the TV ?2. Who is the director(导演) of Journey to the West ?3. How many types (种类) of actors did the director find when she pick actors ?4. What are the advantages (优点) of 1986 Journey to the West ?(7mins)More

3、than 3,000 timesYang Jie Four typesGood acting and lively linesDiscussion 3mins Which character do you like best? Why?Tang Monk？ Monkey King? Zhu Bajie? Monk Sha?Do you know other Chinese traditional culture? Examples? Traditional cultureMind map 16mins Historical SitesFour Great Classical NovelsFou

4、r Treasure of the StudyChinese OperaFour Great InventionsWhy do we need to learn English and Chinese traditional culture?Discussion 3mins VSWalk outLet in1. To communicate2. To learn latest technology & culture3. To study abroad4. 1. To introduce2. To help them know the real China3. Shenzhen is inte

5、rnational 4. Reasons Summary 2minsWe need to cherish our traditional culture. Homework明天盐田区外国语学校将要迎来美国的交流生，假设你是初一8班的Nick，你将如何给美国的交流生介绍我们中国传统文化呢？要求：1. 书写工整2. 至少一项课堂外所了解到的中国文化3. 字数不少于70个单词Thank you! Thank you! - 1 -Unit 6 Ancient StoriesThere are two parts in teaching reading: readers previous knowled

6、ge, current situation, and the printed page. In the reading process, these factors can strongly influence readers learning. Therefore, teachers need to divide the process of teaching reading into three stages in which the top-down and bottom-up techniques integrated to develop the students language

7、efficiency in general and reading strategies, including pre-reading, while-reading and post reading. Teaching material and learning conditionThe analysis of teaching materialBased on the knowledge of this unit, the teaching material is from 21st Century Teens Junior. The topic of this passage is Fav

8、orite Stories Lives on. This passage mainly introduces the reasons why the 1986 edition of Journey to the West is still popular. The passage consists of 6 paragraphs. The topic is not new to the students but there are some new words and phases in the passage. The analysis of learning conditionThe st

9、udents are from grade 1 in junior high school. As junior high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. Moreover, there

10、 were some international activities held at school before. Thus, they have motivation and interests to learn this passage. But they may not know how to describe Chinese traditional culture before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Lea

11、rning objectives1. Language skillsAt the beginning of the class, students can predict the content of the class based on the title.Students can scan the passage and find out the specific informationStudents can express their own understandings of the passage2. Language knowledgeStudents can improve t

12、heir reading ability, such as reading speed, scanning and skimmingStudents can learn how to describe Chinese traditional culture3. AffectsStudents will realize that the great culture in China and they will concern themselves with the issue of spreading Chinese traditional culture.4. Cultural awarene

13、ss Students will broaden their minds by knowing famous Chinese traditional culture. - 2 -5. Learning strategiesStudents will cultivate their ability in some activities by individual learning and cooperative learning, respectively. Students will communicate with each other in English while doing the

14、group work.Language focuses and anticipated difficultiesLanguage focusesThis is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help Students improve their reading skills, such as predicting, skimming, scanning and reading speed.Moreover

15、, it is also important for Students to master the new words so as to describe Chinese traditional culture. Anticipated difficultiesAs the students have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases

16、.Teaching methodThree-stage model: pre-reading, while-reading and post-reading.Questioning Group discussionTeaching aidsMultimedia devicesPPTTeaching proceduresStep1. Lead-in (5 mins)Activity1. Greetings and Free-talking Leads into the topic by asking students some some basic questions they know. St

17、udents can answer those questions freely. Then a short song will be played to catch students attention.Questions:1). How was your last night?2). Did you have so much homework? Which subject?3). Can you guess what we are going to learn from this title?- 3 -Play a song: 1). Play the song. - 敢问路在何方 2)

18、Let the students to guess where does the song come from? 3) Then ask several questionsa)Have you heard this song before? b)Where did you here this song? c)Do you know its English name? d)Do you like this novel? e)Why do you like this novel? Activity2. Picture-talking (4min)T shows some pictures abou

19、t the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them. T: Just now, you talk about some in China. Now, lets see some pictures of some . (T shows the pictures and Ss see them carefully.)T: What do the have in common？For example, they are very precious.

20、 What are your opinions?(T gives them some hints and Ss tell the characteristics of ) Aims In this step, T first leads in the topic by talking with the Ss freely about the which is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss

21、interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. Whats more, when they are talking about the charateristics of , they will realize that the are rare and precious and they will concern themselves with the issue of .Step2. Pr

22、e-reading (3min)Activity1. Knowing something about (1min)T gives a brief introduction of the . Ss will know the .T: Today, we are going to learn . It is . Do you know what is?(T shows some pictures of and Ss get to know the .)Activity2. Predicting (2min)T asks Ss to read the title of the passage and

23、 then ask them some questions. Ss will predict the content of the passage with the help of the title.T: please look at the title “ ”, what does “ 动词 ” mean?(If the Ss can not give the answer, then T explain it.)T: In search means that people are looking for it. Why are people looking for it? Can you

24、 guess?What will the passage talk about?(Ss predict the content, but T will not give the answer here.)- 4 - AimsIn this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the

25、passage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find out and check their predictions.T: Why are people still ? Here is a multiple choice for you.Activity2. Scanning (3min)T presents several true

26、or false statements and asks the Ss to scan the passage and judge the right from the wrong.T: please Ss to scan the passage and judge the right from the wrong.statementsTF1The design of the room was in the style which is popular nowadays.2In fact, the room was made to be a gift.3Frederick William I

27、decided not to keep it.4Russians removed some objects from the room before the Nazis arrived.5The Russians have built a new amber Room at the summer palace.(Keys: ，)Activity3 Close-reading (15min)T designs various kinds of activities and Ss do the activities to fully understand the passage.Para.1 T:

28、 Please read Para.1 carefully and then take some note about the . People are searching for the amber room, because_.A. It is still in Russia.B. It is missing.(keys: B)Fill in the blank. The text is organized of in the order of _.(Keys: time)- 5 - Materials: _Design: _Style: _Decorations:_The length

29、of time taken to complete:_Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.PrussiaThe winter palace The summer palace Konigsberg?Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.peopleWhatFrederi

30、ck William IPeter GreatCatherine IINazi AmyPara.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.- 6 -A new Amber RoomWhoWhatWhereWhenWhy Aims By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study

31、the passage paragraph by paragraph. Ss will learn some key words and phrases in the passage.Step4. Post-reading (12min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people . T give the example of “ ” which is . Ss share their opinion o

32、n the issue and the reasons. We should rebuild it._ We should not rebuild it._Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come - 7 -back to introduce the amber room.Ss work in pairs, one act as the one who has visited the pa

33、lace. The other acts as one who is curious about the Amber Room, they should make a dialogue.The beginning of the conversation is given.A: the one who has visited the palaceB: the one who is curious about the Amber RoomA: Last week, I visited the new Amber Room, the journey is so pleasant.B: could y

34、ou please tell me something about the Amber Room?A:. Aims These two activities are to develop the Ss comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning. Homework (1min)Ss write a summery of Ss review the words and phrase of the passage and make sentence with each.Blackboard designUnit1 In Search of the Amber RoomCultural relicsPreciousValuableRareAt warIn returnamazing fancystylereceptionremove