高一新课标Module 2 Unit1 Cultural Relics教学设计.doc

UNIT 1 CULTURAL RELICS教学设计方案都昌二中 吴晓飞高一英语Module 2 Unit1 Cultural Relics 都昌二中 吴晓飞The first period (Warming up, Pre-reading, Reading and Comprehending)Teaching design:（教学设计说明）This is the first period of this unit .At the beginning of the class, the teacher can lead in the topic of this unit by talking about local cultural relics and showing some pictures of cultural relics at home and abroad, then talk about them The part Warming up presents some questions and pictures about cultural relics. The teacher can get students to know what to do. Then let them discuss and answer them in pairsPre-reading provides two questions. The teacher can go around the classroom and discuss the questions with students.Reading is the key part of this unit. The teacher can first get the students to skim for key words and the main idea of each paragraph and the passage, and then scan for further understanding To consolidate the content of the reading passage, the students should be required to retell the history of the Amber Room. In order to arouse students interest, the teacher can hold a competition between groups. By learning the passage the teacher can get students to learn about cultural relics protection and famous cultural relics in china and abroad. Teaching goals:（教学目的）1. Target languageValuable, amaze ,select, honey ,design, fancy, style ,decorate, jewel ,artist, troop, reception, remove, wooden, doubt ,former, worth, in search of, in return ,at war, Cultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 3. Emotion:（情感目标）1. Train the students ability to cooperate with others.2. Enable the Ss to know how to protect cultural relics.Teaching important points（教学重点）1. Talk about cultural relics and what should be done with them2. let students read the passage In Search of the Amber Room and learn about the history of the Amber Room3.Get students to learn different reading skillsTeaching difficult points:（教学难点）1. How to talk about cultural relics.2. Develop students reading abilityTeaching methods:（教学方法）1. Group discussion and presentation.(cooperative learning) 2. Task-based teaching and learning Teaching Resources（所使用的教具、计算机网络、多媒体等）Teaching procedures:Step1 Warming-upT: The teacher talks about local cultural relics and some famous world heritages to the students. Raise the Ss awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know. 设计说明 从当地文化遗产引出文化遗产的特点、概念，通过欣赏图片，给学生直观印象和国际视野。T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is. Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Can you give me some examples of the cultural relics in our town?S1:The old temple in the western mountainS2:The Yelaoquan spring in NanshanNow, what about in China and abroad? Can you name some famous cultural relics?( All students:Mount Taishan, Longmen Grottoes, Yungang GrTottoes, The Summer Palace, Mount Emei, Historic Ensemble of the Potala Palace. )S1: Mogao CavesS2: The Pyramids in Egypt.S3: Stonehenge S4: The Tai Mahal. 设计说明 在当前有些文物受到破坏、丢失的情况下，假设每位学生为国家文化遗产保护部门工作，通过对讨论发现丢失文物如何处理，导入新课。T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then Ill ask some Ss to tell me your answers. 3 minutes later, ask some Ss to give their answers.Step 2 Pre-reading 设计说明 通过讨论的方法促进学生之间的合作，锻炼学生的口语。T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I dont knowT: Would you want to keep it?S1: Of course notIt doesnt belong to meT: Then why dont you go to your community council?S1: Im not sure whether I could trust the people thereWhat if the person I give it to keeps it for himself?T: Good questionWhat do the rest of you think?S2: I guess I would ask my parents what to do with itT: Thats a good ideaAnyone else have an idea?S3: I would ask my brotherHe is a policemanAsk some Ss to act their dialogue out.Step 3 While-reading 设计说明 阅读部分三个活动的设置目的在于训练学生的阅读技巧，例如提起概括信息，重组信息，归纳信息，推理信息以形成自己对文章的理解等。T: Now were going to learn another cultural relic. Look at the two pictures on pages12; do you know what it is called?Ss: The Amber Room.T: Yes, Its called the Amber Room.1.SkimmingTask 1T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?( Five minutes later, ask some Ss to give their answers. )Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers 6、In 1941, those two countries were at war. German army stole it.ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage (exercise2 on page2), then read the passage again by themselves and do the other comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begins to collect the answers. Later, teacher gives the answers. Task2: Main idea of each paragraphParagraph 1. How was the Amber Room made?Paragraph 2. Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Paragraph 3. How did the Amber Room become one of the wonders of the world.Paragraph 4. How did the Amber Room get lost.Paragraph 5. How was a new Amber Room built.2.ScanningTask3：Fill in the form:YearWhat happened to the Amber Room1716In 1716 , Frederick William I gavethe Amber Room to Peter the Great , as a gift of friendship from Prussian to the Russian people.1770In 1770, the Amber Room wascompleted the way Catherine wanted it.1941In September, 1941, the Nazi German and Russia were at war, and the Amber Room was missing.2003In the spring of 2003, a new Amber Room was built at the Summer Palace, and it was 300 years old.Step 4 Post-readingRead the passage again to get important information about the text In Search of the Amber Room. Step 5 Speaking and discussion 设计说明 通过阅读理解课文，唤起学生热爱文化遗产的情感，从感性认识到理性升华。通过与同学和老师的讨论，有助于培养交际策略和提高口语表达能力。Play the tape for the students to listen and follow in order to let them know how to read the text. Stimulate students sense of cultural relics protection by reading the passage and discussing the following questionWhat are you going to do if you happen to find the Amber Room?I will_There are