高二英语外研版选修6 Module 4 introduction教案【通用3篇】
高二英语外研版选修6 Module 4 introduction教案 篇一
Title: Exploring Cultural Diversity through Module 4 in Senior High School English
Introduction:
In senior high school English education, Module 4 of the foreign research version has been designed to introduce students to the concept of cultural diversity. Through this module, students will have the opportunity to explore different cultures, traditions, and customs from around the world. This not only helps broaden their understanding of the world but also enhances their language skills and critical thinking abilities.
Overview of Module 4:
Module 4 is divided into several units, each focusing on a different aspect of cultural diversity. Students will learn about various countries, their traditions, and the significance of cultural heritage. They will also engage in activities that promote intercultural communication and understanding. By the end of the module, students will have a deeper appreciation for the richness and diversity of world cultures.
Teaching Strategies:
To effectively teach Module 4, educators can incorporate a variety of teaching strategies. These may include multimedia presentations, group discussions, role-playing activities, and project-based learning. By using a combination of these strategies, teachers can create an engaging and interactive learning environment that caters to students' diverse learning styles.
Assessment:
Assessment in Module 4 can be done through a mix of written assignments, presentations, and quizzes. Teachers can also assess students' understanding of cultural diversity through class participation and group projects. By providing a variety of assessment methods, educators can ensure that students are able to demonstrate their knowledge and skills in a meaningful way.
Conclusion:
Module 4 of the senior high school English curriculum offers a valuable opportunity for students to explore cultural diversity and develop a greater understanding of the world around them. By engaging in activities that promote intercultural communication and critical thinking, students can enhance their language skills and cultivate a more inclusive worldview.
Overall, Module 4 serves as a bridge to connect students with different cultures and traditions, fostering a sense of empathy and appreciation for diversity. Through this module, students can not only improve their English language proficiency but also become more informed and open-minded global citizens.
高二英语外研版选修6 Module 4 introduction教案 篇二
Title: Enhancing Language Skills through Cultural Exploration in Senior High School English
Introduction:
Module 4 of the senior high school English curriculum in the foreign research version offers students the opportunity to enhance their language skills through the exploration of cultural diversity. By studying different cultures, traditions, and customs, students can improve their vocabulary, grammar, and communication abilities. This module not only enriches students' understanding of the world but also helps them develop a deeper appreciation for the power of language in connecting people from diverse backgrounds.
Cultural Exploration in Module 4:
In Module 4, students will delve into various aspects of cultural diversity, including art, music, literature, and history. Through reading authentic texts, watching documentaries, and engaging in discussions, students can broaden their knowledge of different cultures and gain insight into the significance of cultural heritage. By exploring these cultural elements, students can also improve their language skills and expand their vocabulary.
Language Learning Strategies:
To facilitate language learning in Module 4, educators can utilize a range of strategies that promote active engagement and interaction. These may include vocabulary-building exercises, grammar drills, role-playing activities, and language games. By incorporating these strategies into their lessons, teachers can create a dynamic and immersive learning environment that motivates students to actively participate and practice their language skills.
Integration of Language and Culture:
One of the key objectives of Module 4 is to integrate language learning with cultural exploration. By studying authentic texts and multimedia materials from different cultures, students can develop a deeper understanding of how language reflects and shapes cultural identity. Through this integration, students can enhance their language skills while also gaining a broader perspective on the role of language in global communication.
Conclusion:
Module 4 of the senior high school English curriculum provides a valuable opportunity for students to enhance their language skills through the exploration of cultural diversity. By studying different cultures, traditions, and customs, students can expand their vocabulary, improve their grammar, and develop their communication abilities. This module not only strengthens students' language proficiency but also fosters a greater appreciation for the richness and diversity of world cultures.
Overall, Module 4 serves as a platform for students to connect language learning with cultural exploration, enabling them to become more effective communicators and informed global citizens. Through this module, students can develop a deeper understanding of the power of language in bridging cultural differences and fostering intercultural understanding.
高二英语外研版选修6 Module 4 introduction教案 篇三
高二英语外研版选修6 Module 4 introduction教案
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Module 4 Music
Content : Introduction
Teaching aims and teaching demands:
1 Have the students know some Chinese and western instruments.
2 Have the students know some knowledge about music.
3 To train the students’ speaking skills and listening skills through making dialogues.
4 To train the students how to improve their oral English.
Important and difficult points:
1 How to master the names of different instruments.
2 How to distinguish the Chinese and western instruments.
3 How to make the students perform themselves in class and make dialogues with others in English.
4 The knowledge of music and development of the students’ oral English and the skills of communication.
Teaching style: warming-up
Teaching methods: elicitation and discu
Teaching instruments: computer, blackboard, and lantern slide.
Teaching procedures:
Step I : Lead-in.
•Teacher: Thank you for your sing!
•Do you like singing in your spare time?
•How do you feel when you finish listening to a song or singing a song?
•Which subject do we study from how to sing?
•Is sing equal to music?
Notes: The teacher directs the students to begin this topic through their answers---singing.
T: In this module, we will discuss something about music together.
Step II: Warming-up..
1: T: How much do you know about the world of music?
2: Ss: There are the types of music, composer, band, singers, choir, instruments and so on.
3: T: What do the types of music have?
4: Ss: pop music, folk music, rock music, classical music, rap music, and jazz music.
Step III: The discussion about instruments.
1 T: Please discuss the question with other students.
① How many of the Chinese instruments and western instruments have you heard?
Two minutes!
2 Ss: The names of different instruments.
3 T: Let’s enjoy beautiful pictures about instruments to know them detailedly.
Notes: The teacher first shows different pictures about the instruments and then have the students answer what it is. If some instruments are not known by the students, the teacher will gives information about them for the students.
4 Instruments include: erhu, drum, flute, vertical bamboo flute, piano, electronic organ, saxophone, konghou and harp, guzheng, dulcimer, violin, guitar, cello, lute, pipa, mandolin, and yueqin.
StepⅣ: Introduction.
1 T: Have the students complete activity 1.
Look at the photos of Chinese and western musical instruments and answer the questions.
2 Check the answers:
① All of them have strings
②The pipa and the lute, the konghou and harp
③ The pipa, lute, yueqin, and mandolin.
Notes: When the students answer the questions, the teacher needs to refer to the other instruments which the students enjoyed just now.
StepⅤ: Discussion.
1 T: Give three questions to the students.
•(1) How much information do you know about the artists Langlang and Twelve Girls Band?
•(2) Do you know any Chinese classical music pieces which feature these instruments? Eg; Liangzhu.
•(3) Which type of music do you like best, and why?
•Notes: If the students may not know them in detail, they can ask their music teacher or surf the Internet after class. Five minutes.
•Notes: some information bout Langlang and Twelve Girls Band:
•Langlang: pianist king , he was born in Shenyang city and began to study piano at the age of 3. He is the first Chinese pianist who played the piano in the White House. On 8th in August in 2008, he played the piano in the 29th Olympics in China. We are all proud of him, because we are all Chinese.
•Twelve Girls Band is already one of China’s most popular groups. It is made up of a dozen beautiful women who are among the most gifted musicians in the world. They perform on traditional Chinese instruments such as the Guzheng, the pipa and so on. Having received classical training, those twelve girls have built a musical bridge between east and west and charmed the people of many nations around. The group shows a genuine love for all styles of music, which makes them well received all over the world.
•2 Students’ performances.
•Step Ⅵ: Homework.
•1 Review the instruments which we knew in this class.
•2 Prepare for the reading and vocabulary.
