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2019-2020年高中英语Unit6Exploringchinatownsection教案1THE GENERAL IDEA OF THE SECTION1 This unit introduces students to the Chinatowns that have spring up in countries outside of China. Chinatowns can be regarded as an extension of Chinese culture to the rest of the world. They are witnesses not only of the history of Chinese immigrants around the world, but also of the modern history of the world that has bee so interrelated, inter-connected, and interdependent. It creates a space in which students are expected to better understand themselves by looking at another part of Chinese culture-Chinatowns.TEACHING AIMSIt creates a space in which students are expected to better understand themselves by looking at another part of Chinese culture-Chinatowns.TEACHING DIFFICULT POINTChinatowns can be regarded as an extension of Chinese culture to the rest of the world.TECHING METHODIndividual, pair or group work to make everyone work in class.TEACHING AIDSMultimediaA blackboardMap of the worldTEACHING PROCEDUREStep 1 Greetings and lead-inT: Good morning, boys and girlsSs: Morning, sirT: Wele to this unit! Glad to meet you here and Im glad to teach you the interesting topic. First of all, please allow me to introduce this unit is about Literature for another part of Chinese culture-Chinatowns. Chinatowns can be regarded as an extension of Chinese culture to the rest of the world. They are witnesses not only of the history of Chinese immigrants around the world, but also of the modern history of the world that has bee so interrelated, inter-connected, and interdependent. With books closed answer me some questions:1. What is about Chinatown?2. How many are there famous Chinatowns in the world?3. Can you locate and map the Chinatowns in North America?Step 2 Explain Open the book and discuss the opening page of this unit with the class.1. The unit title makes me think it will be about2. This text might tell us about3. I predict it is going to be about4. I think Chinatown must beAsk the students to look at the pictures to predict the content of the text in this unit. Bring in a map of the world to show the students where Vancouver is located.Discuss the following geography vocabulary:Bay, ocean, inlet, delta, isand, beach, harbour, coastDiscuss the historical background of immigration to Canada. Draw a timeline on the board and write FIRST NATIONS PEOPLE at the beginning.Loyalists1783-1785British from the U.S.AScandinavians1000A.D.Chinese1882-1885FrenchExplorers1534Irish1840-1850French1663-760First NationsPeopleAfrican-Americans1850-1860BritishExplorers1497British &Irish1790-1850Step3 Have students go through the text of the story ,Write the following question on the board. 1. what is the description of city?2. what is the description of Chinatowns?3. what is the history of Chinese immigration?Step4 Summary and homeworkT: Today we have a good beginning .We learn some knowledge about the Literature for Chinatowns.Activities and Research1.What did Chinatowns mean to early Chinese settlers in North America?2 Why die early Chinese settlers in North America “stick together”?
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