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Victorian Essential Learning Standards.docx

1、Victorian Essential Learning StandardsVictorian Essential Learning StandardsLOTE Unit PlansThe Great Wall of ChinaLevel 4:Interpersonal Development; Personal Learning; English; History; Geography; The Arts; LOTE; Mathematics; Communication; Design, Creativity and Technology; Information and Communic

2、ations Technology; Thinking ProcessesContentsIntroduction 2Learning focus 2Victorian Essential Learning Standards 3Teaching and learning activities 6Activity 1: Tuning-in and establish prior knowledge: 6Activity 2: Practise Chinese calligraphy: 7Activity 3: What did you see? 7Activity 4: Colour Symb

3、olism: 8Activity 5: Chinese measurement and money 8Activity 6: Post visit activities for evaluation 9Assessment 10Unit resources 13Websites 13Reference books 13Video 13PMI 14Appendix 1: 15What can you see? 15Appendix 2: 16Published by the Department of EducationMarch 2007 State of Victoria 2007Intro

4、ductionThe Great Wall of China: dynasties, dragons & warriors exhibition gives students the opportunity to discover more about one of the worlds greatest ancient civilizations. Students will be able to gain insights into the extraordinary 2000-year history of China from the collections of artefacts

5、on display. This LOTE unit has been developed to support the Exhibition to be held at the Melbourne Museum in 2007 and enhance Chinese language learning. Activities include: establishing prior knowledge, practising Chinese calligraphy, learning about Chinese measurement and money, and creating prese

6、ntations. It is important that students be well-prepared for their Melbourne Museum visit.Learning focusThis unit addresses learning focus statements from all three strands of the Victorian Essential Learning Standards at Level 4.Victorian Essential Learning StandardsStrandDomainDimensionKey element

7、s of the standardsPhysical, Personal & Social LearningInterpersonal Development Working in teams.work cooperatively to allocate tasks and develop timelinesPersonal LearningIndividual Learneridentify their preferred learning styles and use strategies to promote learningManaging personal learningdevel

8、op and implement plans to complete tasks within time framesundertake some set tasks independentlyDiscipline- based LearningEnglishReadingread, interpret and respond to a wide range of texts, both print and electronic.draw on knowledge of text organisation when interpreting texts containing unfamilia

9、r ideas and informationSpeaking and listeningproject their voice adequately for an audience.modify texts to clarify meaning and informationplan, rehearse and make a presentation about their research.The Humanities - HistoryHistorical knowledge and understandingdemonstrate an understanding of key asp

10、ects of Chinaexplain significant events and people in the history of ChinaHistorical reasoning and interpretationuse a range of primary and secondary sources to investigate the past.research questions and plan their own enquiries. use historical language and concepts to develop historical explanatio

11、ns.The Humanities - GeographyGeospatial skillsuses atlases to accurately locate places and landmarks in Chinaidentify features from maps, and satellite images.The ArtsCreating and makingplan, develop, refine, make and present art works.LOTECommunicating in a language other than Englishparticipate in

12、 oral interactions to convey and receive informationshow awareness of the Chinese languageacquire and use new information and languageapply grammatical information and knowledge of wordsIntercultural knowledge and language awarenessdemonstrate effective reflection by sharing a learning strategy they

13、 use successfullyMathematicsSpacedeveloping students understanding of shape and locationMeasurement, chance and datadeveloping students understanding of unit, measurelearn important common measures relating to moneyInterdisciplinary LearningCommunicationListening, viewing and respondingdevelop inter

14、pretations of the contentPresentingStudents summarise and organise ideas and information, logically and clearly in a range of presentations.evaluate the effectiveness of their own and others presentations.Design, Creativity and TechnologyInvestigating and designinggenerate and communicate alternativ

15、e design ideas in response to a design briefICT for Visualising Thinkinguse of graphic organisers to organise and analyse informationInformation and Communications TechnologyICT for creatinguse design tools to represent how solutions will be produced and the layout of information productsICT for com

16、municatinguse search engines to locate information quickly.Thinking ProcessesReasoning, process and inquiry develop their own questions for investigationReflection, evaluation and metacognition use a range of thinking processes and tools, and reflect on and evaluate their effectiveness.Teaching and

17、learning activitiesActivity 1: Tuning-in and establishing prior knowledgeAsk students, “What do you know about ancient Chinese civilization?” Tell students that China is one of the worlds oldest civilizations, dating back more than 3,000 years. Introduce the Great Wall of China 长城, in Chinese if pos

18、sible. Discuss why for many people the symbol of China is its Great Wall. Ask students to define the terms dynasty, emperor, artefact, and civilization. Explain that centralized government was established and territory was expanded during the Qin Dynasty. its the Qin Dynastys greatest achievement wa

19、s the Great Wall, when separate smaller walls were linked up under Qin Shinghuang秦始皇, which means “first emperor”.Get students to look at the map of China at http:/www.maps-of- Photocopy the map in China Today p 32. Students could trace and label various sections of the Great Wall长城 on the map. The

20、Great Wall is one of Chinas most visited tourist attractions. The Great Wall at Badaling has become the most popular site. The map at http:/www.maps-of- will allow students a close look at the Badaling Great Wall. Students are then introduced to vocabulary related to the Great Wall: chng chng长城 the

21、Great Wall, The four most popular Great Wall of China sites: bdlng八达岭Badaling Great Wall mtiny慕田峪Mutianyu Great Wall jnshnlng 金山岭Jinshanling Great Wall smti司马台Simatai Great Wallshn hi gun山海关 Shanhaiguan Pass, ji y gun嘉峪关 Jiayuguan Pass, j yng gun 居庸关 Juyongguan pass, fng hu ti烽 火台 beacon towers, bng

22、myng兵马俑 terracotta warriors,qnshhung秦始皇qinshihuang.Use information from the website to help students discuss Qin Shinghuang秦始皇s other accomplishments: the unification of writing, money, measurement and bureaucratic systems.Activity 2: Practise Chinese calligraphyWriting developed in China during the

23、 Shang Dynasty 商 at least 1500 BCE and it was standardised in 221 BCE by Emperor Qin Qin Shinghuang秦始皇.Painting and calligraphy were very much connected. The same tools and skills were used. Calligraphy gave painting vitality, rhythm of line and economy of strokes.Calligraphy was also very much a pa

24、rt of a painting and considered just as beautiful as a mountain or stream.Show students some Chinese calligraphy, explaining that it is an ancient Chinese art form dating back 3,000 years with characters that began as pictures.Refer to pp.7-8 ZHONGGUOTONG Stages A&B student book, and also get studen

25、ts to watch the video Part 2, CD No 1, The Scholar Cat “学问猫教汉字” in order for students to get some ideas about how Chinese characters evolved. Cracking the Code in The Lerning Federation is another excellent resource for students to enhance their understanding of the Chinese writing system.Chinese wr

26、iting done traditionally meant using a brush and ink. The brush is held between the thumb and third finger in an upright position.Part 1: Photocopy the worksheet on p.13 ZHONGGUOTONG Stages A&B student book. Using a writing brush, students practise writing the characters on the sheet.Part 2: Photoco

27、py the worksheet on p.9 ZHONGGUOTONG Stages A&B student book. Get students to create their own symbol for each of the pictures and compare their version with how the pictures are written in China today.Activity 3: What did you see?When attending the exhibition, students could have some fun working o

28、n the worksheet What did you see? (Appendix 1) This activity allows students to learn to ask and express what they will see at the exhibition. Students learn new sentence structures while revising the vocabulary they have already learnt. Download and photocopy the worksheet before the trip. Students

29、 fill in the blanks while on the excursion.Activity 4: Colour SymbolismThe Forbidden City uses red and yellow heavily. Red was a sacred colour in Mongolia, representing festivals and weddings in China; and the colour yellow was also sacred, representing prosperity. Ask students to compare the symbol

30、ism of colours in different cultures, and discuss how an understanding of colour symbolism is important in relating to people from a different culture.At the exhibition, students are asked to use their imagination to draw the first emperor Qin Shinghuang秦始皇. They then colour the picture in the colou

31、rs they consider appropriate in terms of time and culture, and label the colours in Chinese.Colour list: hng 红red hung黄yellow chng橙orange z 紫purple ln蓝blue l 绿green hi 黑black bi白white Activity 5: Chinese measurement and moneyRemind students that the unification of measurement and money was achieved during the Qin dynasty.Part 1:斤 jn and 克k

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