资源简介

中小学教育资源及组卷应用平台
人民教育出版社 八年级上册
Unit 4 Amazing Plants and Animals
Section A (2a-2e)
Content analysis
This text revolves around bamboo. Presented in the form of a dialogue between Ella and Chen Jie, it touches upon multiple dimensions of bamboo: its cultural symbolic meaning in Chinese paintings, the geographical features of Sichuan Bamboo Sea, its biological trait of rapid growth, as well as its practical applications in construction, tool making and food. The text shows bamboo as a multi faceted element existing in both Chinese nature and traditional culture.
This text helps students understand bamboo’s cultural significance as a positive cultural symbol in China, as well as its notable biological feature of rapid growth and wide ranging practical values. Through the dialogue, especially Chen Jie’s expressions, it conveys appreciation and pride for bamboo. It arouses students’ interest in traditional Chinese culture and the wonders of nature.
This is a conversational text organised in a question and answer structure. Ella raises questions to drive Chen Jie’s explanations about bamboo’s cultural connotations, the Sichuan Bamboo Sea and its natural features, creating a natural flow of information. Linguistically, it adopts descriptive adjectives (e.g. fastest growing, most popular) and culture related terms (e.g. symbol) to highlight bamboo’s characteristics and cultural status. It also uses the structure “one of the + superlative adjective + plural nouns” (e.g. one of the most popular subjects), alongside linking words such as “Also”, to maintain logical coherence throughout the dialogue.
Learning Objectives
By the end of this section, students will be able to:
1. predict the main topic and relevant content of the dialogue with the help of pictures;
2. listen to the dialogue to locate and summarise key information about bamboo, including its natural growth traits, practical uses, features of Sichuan Bamboo Sea, and cultural symbolic meanings in fine traditional Chinese culture;
3. extract key information from the dialogue and organise it in a structured mind map;
4. read the dialogue accurately and fluently, and apply proper sentence stress and intonation in role play for better expression;
5. combine textual information and prior cultural knowledge, and co construct dialogues on bamboo culture with peers for cross cultural communication contexts;
6. explore the cultural connotations of plants and animals in fine traditional Chinese culture, accumulate relevant expressions, and tell Chinese stories with confidence.
Focal and Difficult Points
Focal Points
1. Identify and summarise bamboo’s natural features, practical uses, geographical traits and cultural symbolism; extract key information from the dialogue and organise it systematically with a mind map.
2. Read the dialogue accurately and fluently, apply appropriate sentence stress and intonation in role play, and work with peers to produce dialogues about bamboo culture for cross cultural communication scenarios.
Difficult Points
1. Gain an in depth understanding of bamboo’s cultural connotations in fine traditional Chinese culture, transfer relevant knowledge, and tell Chinese stories confidently.
2. Create cross cultural dialogues about bamboo culture by applying textual content and prior cultural knowledge, paying attention to both linguistic accuracy and cultural appropriateness.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Warming-up Show a video about a foreign tourist visiting Sichuan Bamboo Sea, and set up a scenario where students act as tour guides introducing bamboo culture to foreign visitors. STEP 2 Pre-listening & Vocabulary Building Display bamboo themed pictures on PPT, teach the pronunciation of “bamboo” as well as topic related vocabulary such as “bamboo shoot” and “Chinese flute”. Raises the question: How would you describe bamboo using adjectives or adverbs STEP 3 While-listening & Question Chain Exploration Put forward a chain of questions: How did Ella start the conversation What does Ella see Play the audio and display jumbled key points for students to reorder. Play the audio again and ask students to finish Exercise 2a. STEP 4 Post-listening & Reading Comprehension Guide students to read the dialogue and answer the questions in 2b; lead students to check answers with textual evidence. Introduce the mind map task 2c, and guide students to finish it and retell the text in groups. STEP 5 Language Practice & Role-play Play the dialogue recording for choral reading, and remind students to pay attention to sentence stress. Guide students to complete Task 2d role play, encouraging them to imitate the sentence stress from the recording. STEP 6 Production & Big Task Assign the major task: create the cross cultural dialogue in Task 2e. Guide students to list key points for the tour guide and foreign tourists. Circulate the classroom, observe group work and offer timely assistance while students compose their dialogues. STEP 7 Expansion & Evaluation Organize a video dubbing activity. Conduct peer evaluation on students’ dubbing performance. Lead students to review and summarize key knowledge of this lesson. STEP 8 Homework Must do Write an 80 word short English essay introducing bamboo’s natural features, practical uses and cultural significance. Students may draw on in class knowledge and self researched information. Choose to do Gather information about one culturally symbolic plant in traditional Chinese culture (e.g., plum blossom, orchid, chrysanthemum). Make a simple English information card and prepare to share it in the next class. Watch the video and immerse in the given scenario. Learn the pronunciation and meanings of the newly presented vocabulary. Respond to the teacher’s question and try to describe bamboo. Think over and respond to the chain of guiding questions. Listen to the recording and reorder the jumbled key points. Listen again and complete the dialogue in Exercise 2a. Read the dialogue, answer the 2b questions and support answers with textual plete the mind map, then practise retelling in groups. Read along with the recording, focusing on sentence stress. Perform the role play, imitating the sentence stress in the audio. Get prepared for dialogue creation. Work in groups to list key points for tour guide and foreign pose the cross cultural dialogue in groups and give presentations. Take part in the video dubbing activity. Give peer feedback on classmates’ performance. Review and sort out the key knowledge learned in class. To spark students’ interest and prepare them for the tour guide scenario. To build students’ topic related vocabulary and lay groundwork for subsequent listening tasks. To develop students’ listening comprehension and ability to extract key information. To enhance students’ reading comprehension and ability to organize and summarize information through text analysis, mind-map sorting and group retelling. To improve students’ pronunciation, intonation and oral expression by role-playing. To develop students’ cross cultural awareness, creative thinking and practical communicative competence. To broaden students’ cultural horizons, consolidate key knowledge via dubbing practice and peer evaluation. To consolidate in class knowledge by completing the written task, and to broaden cultural horizons and foster independent inquiry and cross cultural expression through practical assignments.
Blackboard Design
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑