教学过程

主 要 教 学 内 容 及 步 骤

Unit 1 What Inspires Innovation？

  Warm-Up & Reading

Ⅰ.学习任务

1. 知识与能力目标： （1）能够说出常见创新产品相关的英文表达。

（2）能够掌握语篇中的重要语言点，在具体语境中运用单词和短语表达意义。

2. 过程与方法目标：能够通过分析和概括各段落要点，掌握“总—分—总”结构的说明文语篇结构，理解和掌握通过列举有代表性的事例来说明事物的说明方法

3.情感态度价值观目标：能够感知中国传统文化在现代生活中的价值和意义，激发创新意识。

Ⅱ. 教学指导

1. The audio-lingual method

2. The task-based method

3. Group Discussion

Ⅲ.学生活动

1. Some Innovative Products

Step 1

Warm-Up

(1) T shows pictures of some common items in daily life, such as an ordinary table lamp, an ordinary spoon, and an ordinary cup, and asks students if they find any of these items inadequate.

(2) T shows pictures of some innovative products (smart table lamp, solar charger, electronic measuring spoon, smart mug) and presents their English names.

(3) Ss match the name of each innovative product with its picture.

(4) Ss read the the names of the four innovative products after T. T can explain briefly the function of each product to help Ss better understand and remember the vocabulary.

2. Brainstorming More Innovative Products

教学过程

主 要 教 学 内 容 及 步 骤

(1) T raises the question: Do you know of any other innovative products?

(2) Ss brainstorm more innovative products and share ideas in groups. T encourages Ss to introduce the functions and features of the innovative products they brainstorm.

(3) Each group selects a representative to present an innovative product to the class. The introduction includes the name of the product, its function, and innovative features.

(4) T helps to correct Ss’ pronunciation and grammatical errors during the presentation and gives encouragement and praise.

(3) T provides guidance and assistance when needed.

Step 2

Pre-reading

Introduction and prediction

Situation: At the Forbidden City’s historic site, a creative team turns ideas from historical treasures in the Palace Museum into useful products, bringing tradition into daily life.

(1) T asks Ss to read the situation and the title of the text, and then raises the question: If you were a member of the creative team, how would you reinvent tradition at the Forbidden City?

(2) Ss share ideas and predict the text.

Step 3

While-reading

1. Skimming and prediction checking

Ss skim the text and check if they’ve made the right prediction.

2. Scanning and Chart Filling

(1) T asks Ss to scan the text and finish activity 1 by finding out the key information of each paragraph.(2) Ss tell the answers and T gives explanations when needed.

3.  Careful Reading and Blank Filling

教学过程

主 要 教 学 内 容 及 步 骤

(1) T asks Ss to read the text carefully and finish activity 2 by finding out details of the innovative projects, including types of product, inspiration, and significance.

(2) T asks some Ss to give the answers and gives explanations when needed.

4. Discussion

(1) T asks Ss to think about the question: Which product(s) would you like to buy if you visited the Palace Museum? Why? .

(2) Ss share share their choices and reasons. T listens to Ss’ discussion, encourages other Ss to ask questions, and gives guidance and assistance when needed.

(3) Each group selects a representative to present ideas to the class. The report includes the product you chose to buy and the reasons for choosing the product.

(4) T helps to correct Ss’ pronunciation and grammatical errors during the presentation and gives encouragement and praise.

5. Text Analysis—Structure and Features

(1) T asks Ss to find out the structure of the text with the help of the chart in activity 1 and give explanations when needed.

(2) T introduces common features of  expository writing.

(3) T encourages Ss to sum up the features of the text and provides necessary guidance when needed.

IV.任务训练

Step 4 Post-reading

1. Retelling

(1) T encourages Ss to retell the text to their partners by referring to the chart in activity 1 and the table in activity 2.

(2) T invites a volunteer to retell the text to the whole class.

(3) T evaluates the volunteer student’s retelling and asks Ss to make comments on their performance.

教学过程

主 要 教 学 内 容 及 步 骤

2. Language Focuses

T explains the important words, expressions and grammar focuses in the text.

3. Words Filling

(1) T asks Ss to choose the right word to complete each sentence, changing the form if necessary.

Tips: T can ask Ss to look for the key words or phrases in the sentence, which will help them get the answer.

(2) T asks some Ss to give answers and makes explanations when needed.

4. Words Circling

(1) T asks Ss to circle the right words to form a phrase and complete each sentence.

(2) T asks some Ss to give answers and makes explanations when needed.

5. Word Formation

(1) T introduces basic rules of adding “-ive (-ative, -itive, or -tive)” to a word to express “tending to” or “having the nature of”. Ss complete each sentence by following the example.

(2) T asks some Ss to give the answers.

(3) T asks Ss to think of other words that can be followed by “-ive (-ative, -itive, or -tive)” .

Step 5

Summary

1. How the Palace Museum’s creative team connects history and modern life through innovative cultural products.

2. Language focuses in the text.

Ⅴ.布置作业

Step 6

Homework

1. Copy and recite the new words and expressions.

2. Collect more pictures of the Palace Museum’s cultural and creative products with English descriptions and make them into mini-posters.