旅游专业英语教案

.UnitOneA.ObjectivesStudentswillbeableto:1)Befamiliarwiththeexpressionsofitinerary;2)Describeascenicspot;3)Learnhowtowriteatouritineraryandmakeadialogueabouttour.B.Importantanddifficultpoints1）Speakingskills:makeadialogueaboutitinerary.2）Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.3）Functions:Focus1:howtowriteanitinerary;Focus2:howtomakeadialogueabouttour;C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,comprehensivereadingofPartA,explainnewwords,andphrasesandexpressions.Learntowriteatouritinerary.3rd-4thperiod:talkaboutpackagetour,understandpassageofreadingBandthestructureofreadingB,anddiscuss,explainnewwords,phrasesandexpressions.5th--6thperiod:Dothelistening.Checktheanswersofexcisesonpage5-6.Makeadialogueabouttour.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.IntroducesomeplacesinAmerica.·Steptwo:letstudentsdothefastreadingtofindouttherouteofthetourtoAmerica.·Stepthree:dotheglobalreadingandthenanswerthequestionsonTask1.·Stepfour:intensivereading.Explaintheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Stepfive:readthesampleofanitineraryonpage6,learnhowtowriteatouritinerary.2.PeriodthreeandPeriodfour:·Stepone:warmingup.Talkabouttoursinsummervacation·Steptwo:skimmingreadingandfindtheanswersforthequestionsonTask2.·Stepthree:readthepassageagaintograspthemainideaofeachparagraph.·Stepfour:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.3.PeriodfiveandPeriodsix:·Stepone:Dothelistening.·Steptwo:makeadialogueabouttouritinerary.·Stepthree:makeadialoguebasedonTask2.E.Homework1st-2ndperiod:writeatouritinerary3rd-4thperiod:finishtheexcisesonpage5-65th--6thperiod:FinishHomeReadingonpage11.Notes:·Importantwords:scenic;foothill;giant;fertile;raise;claim;prearrange,offer,comprise,relatively,afford,andsoon.·Phrases:savefrom;onaninlet;anumberof,acombinationof,avarietyof,preferto,inadvance,andcaterto.·Grammar:attributiveclause;futureprogressive;·Difficultsentences:a)WheretheWillametteflowsintotheColunbiaRiver,oneofthegreatriversofAmerica,wewillfindOregon’slargestcity,Portland,knownasthe“CityofRoses.”b)Apackagetourisacombinationofseveraltravelcomponentsprovidedbydifferentsuppliers,whicharesoldtotheconsumerasasingleproductatasingleprice.c)Besides,itisofteneasiertogetintoaspecialeventasamemberofatourthanasanindividualsincethetouroperatorshavetheexperiencetoknowwhichattractionsareworthaspecialtrip.d)Whilethemajorityoftouristsnowadaysprefertotravelingroupswiththeirentertainmentandsightseeingincludedinthepackage,sometouristspreferpersonalizedtourswhichprovidethecomfortofaguidetoshowthemaroundscenicsightsandmakeallthenecessaryarrangementsforthem.UnitTwoA.ObjectivesStudentswillbeableto:1)Befamiliarwithelementsofashortwelcomespeechandtheexpressionsofhotelservices.2)Discusshotelservicesinsimplewords.3)Knowhowtowriteashortwelcomespeech.B.Importantanddifficultpoints1）Speakingskills:makeashortwelcomespeechbygroup-work.2）Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.3）Functions:Focus1:howtowriteawelcomespeech;Focus2:howtomakedialoguesaboutmeetingtouristsandhotelcheck-in;C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,andfigureoutthemainpartsofawelcomespeech.IntensivereadingofTextA,explainnewwords,andphrasesandexpressions.3rd-4thperiod:understandtextB,discuss,andexplainnewwords,phrasesandexpressions.5th--6thperiod:Doinglisteningonpage20.Learntowriteawelcomespeech.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:helpstudentsreviewtheimportantwordsandphrasesinUnit1.·Steptwo:talkabouttheelementsofawelcomespeech.·Stepthree:skimmingreadingontextAandfindtheanswersforthequestionsonTask1.·Stepthree:intensivereading.Explaintheimportantwords,phrases,expressionsandsentenceswithsomeexamples.PeriodthreeandPeriodfour:·Stepone:skimmingreadingontextBandfindtheanswersforthequestionsonTask2.·Steptwo:intensivereading.Explaintheimportantwords,phrases,expressionsandsentenceswithsomeexamples.3.PeriodfiveandPeriodsix:·Stepone:dolisteningonpage20.·Steptwo:checktheanswersoftheexcisesonPage17-18·Stepthree:readthesampleonPage18andlearntowriteawelcomespeech.E.Homework1st-2ndperiod:previewtextB3rd-4thperiod:Finishtheexerciseonpage17-18.5th--6thperiod:writeawelcomespeechNotes:1)Importantwords:reset;suppose,establish,reset,encompass,cater;transient;resort;budget;primeandsoon.2)Phrases:onbehalfof;formostof;thefirsttripto;beconsideredas;dateback;besetto;upto;allowsbtodosth;.3)Difficultsentences:a)Chinesecultureisconsideredasoneoftheoldestcivilizations,whilethePRCisamongtheyoungestnationsoftheworld..b)ThehistoryofChinesecultureandChinadatesbacktoover5,000yearsago,whilethePeople’sRepublicofChinawasestablishedonOctober1st,1949.c)AlthoughChinaencompassesenoughterritorytoincludefivedifferenttimezones,alloftheclocksandwatchesinthisnationaresettoBeijingstandardtime,exceptXinJiang.d)Afterthebeginningoftheeconomicreformin1978,wearemakingprogresstowardsmodernization,andwearehavingsomefreetimeandmoneytotour,notinChinabutalsoabroad.UnitThreeA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·Befamiliarwiththeexpressionsoffoodservice.·DiscussaboutChinesefoodinsimplewords.·Writeabanquetmenuandmakeadialogueaboutrestaurantconversation.B.Importantanddifficultpoints1）Speakingskills:makeadialogueaboutrestaurantconversation.2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.3）Functions:Focus1:howtowriteabanquetmenu;Focus2:howtomakeadialogueaboutrestaurantconversation;C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextA,explainnewwords,andphrasesandexpressions.3rd-4thperiod:understandthereadingpassageinTextB,learntodescribethemainideaofeachparagraph,anddiscuss,explainnewwords,phrasesandexpressions.5th--6thperiod:Dothelistening.Learntowriteamenu.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.Askstudentstotalkaboutthespecialtiesintheirhometown.·Steptwo:dotheglobalreadingandthenanswerthequestionsonTask1.·Stepthree:intensivereading.Explaintheimportantwords,phrases,expressionsandsentenceswithsomeexamples.2.PeriodthreeandPeriodfour:·Stepone:warmingup.Discusstheartofcooking.(technique,elements,seasoningsandetc.)·Steptwo:skimmingreadingontextBandfindtheanswersforthequestionsonTask2.·Stepthree:readthepassageagaintograspthemainideaofeachparagraph.·Stepfour:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.3.PeriodfiveandPeriodsix:·Stepone:Dothelistening.·Steptwo:readthesampleofabanquetmenuonPage31,learntowritemenu.·Stepthree:makeadialoguebasedonTask1.E.Homework1st-2ndperiod:previewtextB3rd-4thperiod:FinishtheexcisesonPage30-315th--6thperiod:writeabanquetmenu.Notes:1)Importantwords:aroma;specialize;delicate;flavor;crave;distinctive;ensureandsoon.2)Phrases:giveriseto;appealto;makeuseof;allowfor;boastof;avarietyof;seetoitthat;3)Difficultsentences:a)QuitedifferentfromWesterncookingwhererecipesarefollowedstrictlylikelaboratoryinstructions,Chinesecookingalwaysallowsforacreativeandstylistictouchtoit.b)Greatattentionispaidtoaestheticappreciationofthefoodbecausethefoodshouldbegoodnotonlyinflavorandsmell,butalsoincolorandappearance.UnitFourA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·befamiliarwiththeintroductionofurbantourism.·translatetextB.B.Importantanddifficultpoints1）Speakingskills:translatethetextB.2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.3）Functions:Focus1:howtowritepublicityforatouristcity;Focus2:howtomakeadialogueaboutUrbanTourism;C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextA,explainnewwords,andphrasesandexpressions.3rd-4thperiod:understandthereadingpassageinTextB,learntodescribethemainideaofeachparagraph,anddiscuss,explainnewwords,phrasesandexpressions.5th--6thperiod:Dothelistening.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.Askstudentstotalkabouttheirexperienceoftraveling·Steptwo:dotheglobalreadingandthenanswerthequestionsonTask1.·Stepthree:intensivereading.Explaintheimportantwords,phrases,expressionsandsentenceswithsomeexamples.2.PeriodthreeandPeriodfour:·Stepone:warmingup.·Steptwo:skimmingreadingontextBandfindtheanswersforthequestionsonTask2.·Stepthree:readthepassageagaintograspthemainideaofeachparagraph.·Stepfour:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.3.PeriodfiveandPeriodsix:·Stepone:Dothelistening.·Steptwo:makeadialoguebasedonTask1.E.Homework1st-2ndperiod:previewtextB3rd-4thperiod:FinishtheexcisesonPage30-315th--6thperiod:previewthenewunit.Notes:Importantwords:urbanreprensntcomopolitanenthicaboundsponsorexquisiteleisuresufficientincentivePhrases:farandwideassociatewitharangeofturnuplieinacclaimsasDifficultsentences:a)ItisconsideredamuseumoftheEastmeetingtheWestandthepastjoiningthepresent.b)TheEasthasaWesternflavorinShanghai,butatthesametimethecreationofastrictlyChineseculturehavenotbeenerased.UnitFiveA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomebasicChineseancientarchitecture.·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints1）Speakingskills:discussandexpresstheChineseancientarchitecture.2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.3）Functions:Focus:theexpressofChinesethreemainancientarchitecture;C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextA,explainnewwords,andphrasesandexpressions.3rd-4thperiod:understandthereadingpassageinTextB,explainnewwords,phrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.AskstudentstodiscusstheChineseancientarchitecturetheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions·Stepfour:intensivereading.Explaintheimportantwords,phrases,expressionsandsentenceswithsomeexamples.2.PeriodthreeandPeriodfour:·Stepone:warmingup.·Steptwo:skimmingreadingontextBandfindtheanswersforthequestionsonTask2.·Stepthree:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Stepfour:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewtextB3rd-4thperiod:FinishtheexcisesonPage55-565th--6thperiod:previewthenewunit.Notes:Importantwords:architecturecivilizationheritagerelicsunearthmagnificentPhrases:leavebehindarchitecturerelicsconsistofrefertoderivefrom…Difficultsentences:a)RichhistoryhasleftbehindinChinamanyculturalheritageandfamousarchitecturalrelicssuchas…b)ThemostwidespreadresidentialstructuresinChinais”thecourtyarddwellings.”UnitSixA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomefamouseChinesegarden.·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints1）Speakingskills:discussthenamesofChinesegardenes.2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextAandTextB.3rd-4thperiod:explainnewwords,andphrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.discussthenamesofChinesegardenestheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions2.PeriodthreeandPeriodfour:·Stepone:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Steptwo:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewthenewwords,phrases,andgrammaticalstrucure.3rd-4thperiod:FinishtheexcisesonPage67-69.5th--6thperiod:previewthenewunit.Notes:Importantwords:componentimperialmasterpiecegemotricsubordinateheydaylatticeshelterpagodaDifficultsentences:a)GardenbuildingsawitsheydayduringtheMingandQingdynastiesandtheimperialgardenYuanmingyuanwasregardedasmasterpieceintheperiod.b)DifferentfromtheclassicalEuropeangardens,inwhichgeometricpatternsdominate,Chinesegardensaremadetoresemblenaturallandscapesonasmallerscale.c)TraditionalChinesegardensfallintothreecategories,namely,imperial,privateandlandscapegardens.d)Buildinginthegardenwereusedforreceivingguests,holdingbanquet,readingorwritingpoetry.UnitSevenA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomefamouseChinesegarden.·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints1）Speakingskills:discussthenamesofChinesegardenes.2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextAandTextB.3rd-4thperiod:explainnewwords,andphrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.discussthenamesofChinesegardenestheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions2.PeriodthreeandPeriodfour:·Stepone:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Steptwo:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewthenewwords,phrases,andgrammaticalstrucure.3rd-4thperiod:FinishtheexcisesonPage67-69.5th--6thperiod:previewthenewunit.Notes:Importantwords:componentimperialmasterpiecegemotricsubordinateheydaylatticeshelterpagodaDifficultsentences:a)GardenbuildingsawitsheydayduringtheMingandQingdynastiesandtheimperialgardenYuanmingyuanwasregardedasmasterpieceintheperiod.b)DifferentfromtheclassicalEuropeangardens,inwhichgeometricpatternsdominate,Chinesegardensaremadetoresemblenaturallandscapesonasmallerscale.c)TraditionalChinesegardensfallintothreecategories,namely,imperial,privateandlandscapegardens.d)Buildinginthegardenwereusedforreceivingguests,holdingbanquet,readingorwritingpoetry.UnitEightA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomefamouseChinesepainting·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints1）Speakingskills:discussthenamesofChinesepainting2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextAandTextB.3rd-4thperiod:explainnewwords,andphrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.discussthenamesofChinesepaintingstheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions2.PeriodthreeandPeriodfour:·Stepone:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Steptwo:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewthenewwords,phrases,andgrammaticalstrucure.3rd-4thperiod:FinishtheexcisesonPage765th--6thperiod:previewthenewunit.Notes:Importantwords:distinguishedadj.卓著的,著名的imitationn.模仿portrayaln.描画,描写azuriten.石青elaborateadj.复杂精美的professionaladj.专业的scholarlyadj.学者气质的,学者风度的intellectualn.知识分子executionn.技巧，手法contourn.轮廓visibleadj.看得见的,显著的cinnabarn.朱Difficultsentences:1.figurepainting人物画2.landscapepainting山水画3.flowerandbirdpainting花鸟画4.courtpainting宫廷画5.literatipainting文人画UnitNineA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomefamouseChinesefolklore·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints1）Speakingskills:discussthenamesofChineseFolkCustoms2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextAandTextB.3rd-4thperiod:explainnewwords,andphrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.discussthenamesofChineseFolkCustoms·stheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions2.PeriodthreeandPeriodfour:·Stepone:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Steptwo:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewthenewwords,phrases,andgrammaticalstrucure.3rd-4thperiod:FinishtheexcisesonPage765th--6thperiod:previewthenewunit.Notes:folkadj.民间的symbolizevt.象征,用符号表现dynastyn.朝代variegatedadj.杂色的,斑驳的hilariousadj.欢闹的burlesqueadj.滑稽的,可笑的pantomimen.哑剧snipen.鹬鸟beakn.鸟嘴inevitablyadv.不可避免innumerableadj.无数的,数不清的bamboon.竹子enthusiasmn.狂热,热心,积极性,激发热情的事物1.ridinginaboatonland跑旱船跑旱船的船身，大都以竹枝扎成骨架，外围彩布或彩纸，成为无底的小船形，一个男子扮演坐在船身中的姑娘（实际上是站着），提起整条旱船，与表演船夫的男子搭配表演，作出撑船、划船的模样，十分有趣。2.walkingonstilts踩高跷踩高跷是靠两支木跷，使人蓦然长高三五十公分，配合各种音乐及戏曲表演，不仅是一种民间艺术及地方曲艺，更是一种娱乐性的户外活动。3.carryingayouthpiggyback老背少老背少是一位小姐胸前挂上打扮成老人的半截木人身，木人做出背负小姐的姿势，也就是由一人假扮两个人，以默剧的方式演出。4.theclamspiritdance蚌精舞蚌精舞是以竹子扎成蚌壳，姑娘装扮成蚌精，两手操作蚌壳，配合渔翁的撒网、收网、落空，及鹬鸟的啄食、被钳住等等情节，非常有趣。UnitTenA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomefamouseHistoricalSites·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints·1）Speakingskills:discussthenamesofChineseHistoricalSites2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextAandTextB.3rd-4thperiod:explainnewwords,andphrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.discussthenamesofChineseFolkCustoms·stheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions2.PeriodthreeandPeriodfour:·Stepone:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Steptwo:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewthenewwords,phrases,andgrammaticalstrucure.3rd-4thperiod:FinishtheexcisesonPage765th--6thperiod:previewthenewunit.Notes:1.PalaceMuseum故宫博物院故宫位于北京市中心,也称“紫禁城”,是明清两代（公元1368-1911年）的皇宫,现辟为“故宫博物院”。故宫的整个建筑金碧辉煌,庄严绚丽,被誉为世界五大宫之一,并被联合国教科文组织列为“世界文化遗产”。2.ForbiddenCity紫禁城依照中国古代星象学说，紫微垣（即北极星）位于中天,乃天帝所居,天人对应,是以皇帝的居所又称紫禁城。明清两代皇帝居住的宫城叫做紫禁城。紫禁城有两座,一在北京,一在南京。3.WorldCulturalLegacy世界文化遗产联合国在1972年11月11日在巴黎通过了《保护世界文化和自然遗产公约》,目的在于通过“国际公约”的形式来保护和维护世界遗产4.TheForbiddenCityconsistsofanoutercourtyardandaninnerenclosure.紫禁城分“外朝”和“内延”两部分。5.theHallofSupremeHarmony太和殿太和殿是紫禁城内最体现中国帝制权力的象征,不仅面积是紫禁城诸殿中最大的一座,而且型制也是最高规格。明清两朝,每逢元旦(春节),冬至,万寿(皇帝生日)及登基,大婚,命将出师,殿试传胪,都在这里举行隆重的典礼。UnitElevenA.ObjectivesStudentswillbeableto:·graspthemainideaandstructureofthetext;·knowandremenbersomefamouseChinesereligion·memorizesomeusefulexpressionsandtranslatethetext.B.Importantanddifficultpoints·1）Speakingskills:discussthenamesofChinesereligion·2)Comprehensiveskills:Understandthepassageinthetextandonthisbasis,learntodescribecontentofthetext,anddiscussabouttheissue.C.teachingcontentsandtimeallotment:1st-2ndperiod:warmingupandbackgroundinformation,dothereadingofTextAandTextB.3rd-4thperiod:explainnewwords,andphrasesandexpressions.Makeasituationaldialogue.5th--6thperiod:Dothelisteningandexcises.D.TeachingProceduresSixteachingperiodsareneededtocoverthewholeunit,amongwhichstudentswillhaveaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1.PeriodOneandPeriodTwo:·Stepone:warmingup.discussthenamesofChineseFolkCustoms·stheyhaveknown.·Steptwo:backgroundinformation.·Stepthree:extensivereading.Askthestudentstoreadthewholepassagein15minutesandthenanswersomequestions2.PeriodthreeandPeriodfour:·Stepone:intensivereading,understandingtheimportantwords,phrases,expressionsandsentenceswithsomeexamples.·Steptwo:makeadialogueonthebasisofthestuationprovidedinthebook.3.PeriodfiveandPeriodsix:·Stepone:checktheanswersoftheexcises·Steptwo:Dothelistening.E.Homework1st-2ndperiod:previewthenewwords,phrases,andgrammaticalstrucure.3rd-4thperiod:FinishtheexcisesonPage765th--6thperiod:previewthenewunit.Notes:1.Rue(Confucius)儒(孔子；儒家）儒家思想是一种人类社会道德伦理规范的学说，它的最基本的理论基础是“性善论”。2.Fo(Buddhism)佛（佛教）佛教的最高境界就是修出大慈悲心。3.Dao(Daoism,alsocalledTaoism)道（道教）道家思想的核心是“道”,认为“道”是宇宙的本源,也是统治宇宙中一切运动的法则。道家思想后来被张鲁的五斗米道等宗教吸收,并演变成中国的重要宗教之一——道教。4.YuanFen(anordainedtiethatbringspeopletogether,especiallycouples)缘分（一种注定把人们连接在一起的东西,尤指夫妻）5.3feetabovethereisaGod三尺之上有神灵6.Ｔheheaven’snetistight,youcan’trunawaywithit.天网恢恢,疏而不漏。意思是天道公平,作恶就要受惩罚,它看起来似乎很不周密,但最终不会放过一个坏人。比喻作恶的人逃脱不了国法的惩处。精选范本