Unit 5 China and the World
Topic 1 China attracts millions of tourists from all over the
world
Section C 教学设计
Ⅰ. Teaching aims
1. Knowledge aims： 1) Words and phrases:
state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for 2) Grammar:
进一步掌握that /which 引导的定语从句的用法。 2. Skill aims:
1)能读懂介绍长城相关知识的短文，在阅读中能根据语境推测、理解生词的含义。 2)能理解短文大意，并将文本信息转换为图表信息。
3)学以致用，把输入的信息“如何介绍一处名胜”通过说和写的方式输出。 3.Emotional aims:
1)遇到问题时能主动请教，勇于克服困难。
2)开拓视野增长见识，对祖国的文化能有更深刻的了解，激发民族自豪感和对祖国大好河山的热爱之情。 4.Culture awareness:
了解长城的地理知识和悠久的历史。 5.Learning strategies： 拆分理解定语从句。
Ⅱ.The key points and difficult points
1. Words and phrases:
state, remain, separate, enemy, expect, treasure, suppose, stretch from…to …, bring… into…, be regarded as…, be famous for 2. Sentences:
1) The entire wall, which has many branches, is about 8 800 kilometers long. 2) It stretches from Shanhaiguan in the east to Jiayuguan in the west. 3) It is said that he who has never been to the Great Wall is not a true man. 3. Grammar:
Attributive clauses (which/that)
Ⅲ. Teaching procedures
Step 1 Getting students ready for learning Ask students to give a report.
Students report the differences between the Chinese dragon and the dragon in western countries. Step 2 Revision
Lead students to introduce a place of interest with attributive clauses. Introduce a place of interest of 2b in Page 4 using attributive clauses to describe them. Step 3 Pre-reading
Play the video or show a picture of the Great Wall.
Watch the video or look at the picture to know about the topic.
Ask students to talk about the Great Wall in pairs, and help them understand the new words and phrases.
Talk about the Great Wall with the given expressions above the passage with the help of the teacher.
Step 4 While-reading
Let students skim the passage and match the words with their meanings. Ask students to watch the flash carefully to complete the diagram in 1c.
Read the passage quickly and match the words with their meanings. They can infer the words by reading the sentences with the words carefully. They can also put the English meanings into the sentences to understand the meanings.
Watch the flash carefully and underline the key points to complete the diagram about the Great Wall.
Step 5 Post–reading
Organize students to find out the key points and solve the difficulties.
Ask students to finish the tasks of 2 in groups.
Work in groups and complete the tasks of 2. Choose one of group members to give a report. Step 6 Pre-writing
Ask students to discuss the questions in 3.
Ask students to prepare the material for writing alone. Remind them to use the formation of the e-mail.
Step 7 While-writing
Ask students to complete the e-mail alone. Complete the e-mail alone. Step 8 Post–writing
Ask two students to read their e-mails and help them learn to proofread. Read their e-mails and learn to proofread.
Step 9 Summarizing and assigning homework Ask students to sum up the key points.
Ask students to consolidate the usage of the key phrases. Make up sentences with
“stretch from…to …, bring… into…, be regarded as…and be famous for”. Ask students to look up some information about tea.
Look up some books or search the Internet to know about something about the history of tea.
