说课稿 (16).doc

A Teaching Design of Module 2Unit1 Cultural relics (Warming up & Reading ).Analysis of the teaching material:A. The brief introduction of the teaching material.The content of my lesson is New Senior English for China Book2, Unit1. This unit is about cultural relics protection. Today my lesson is the warming up & reading part of this unit. By studying of this text, I will help students to know about the history of the Amber Room and motivate the Ss interest in some cultural relics in the world. At the same time, let the students learn how to give their opinions on protecting our precious cultural relics and rebuilding the lost cultural relics. B. Teaching objectives1. Knowledge objectives: Students are required to master the key words and phrases occurred in the passage.(e.g. amazing, decorate, belong to, in return, less than etc.)2. Language skills objectives:1) Students are required to describe a certain thing by using the new sentence patterns.2) Students are required to master two kinds of reading skillsskimming and scanning, and learn to use them in their daily reading.3) Students are required to retell the story according to the key words.3. Emotion objectives:1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance of protecting them.C. Teaching important and difficult points 1) Teaching important point: Help the students thoroughly understand the passage and acquire the new words, phrases, and sentence pattern in the course of reading. 2) Teaching difficult points: 1.Help the students master two kinds of reading skillsskimming and scanning and learn to apply them in daily use. 2. Help students to retell the story according to the key words. Reality of students learning:The students in grade 1 are active in thoughts and are curious about the outside world. However, they lack in critical and deep thought about a certain thing. As to reading, they usually lack scientific reading skills in doing reading comprehension. Teaching methods: As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, I will use the Task-based method & Communicative Approach. That is to say, Ill let the Ss get a better understanding of the reading material. I adopt the TSA method (情景教学)，and TBLT method（语言任务教学）in my teaching. Learning methods1. Self-study and cooperation study methods.Basis：Its well known that pedagogue should teach students “How to learn” rather than “what to learn”. In this way, we can cast off the restriction of space and time so that students would be more active, lovely and funny.2. Communicative strategy：Knowledge is not far from us and close to our real lives. By communicating with each other, they will have a deep thought about the topic and have a chance to express their own opinions. .Teaching procedure:Teaching ProcedureTeaching ActivityDesign Intent1. Warming-up(5 minutes)2. Lead-in ( 2 minutes)1.Topic presentation:Four students introduce the four items in the picture in front of the class. (prepared in advance after class through group-work )2. DiscussionWhat is a cultural relic ?Guessing GameT (Teacher): shows pictures of some cultural relics to only one student (e.g. the Great Wall, the Big Ben, and the Amber Room etc.), and asks him/her to use new sentence patterns (It lies in/on/to, The scenery there isetc.) to describe it (the location and characteristics) without mentioning its nameOther Ss (Students): guess the name. The purpose of the warming up is to make students have a general idea of the topic of this unit and aware of what a cultural relic is and what it is not. It is a good opportunity to teach them how to define ideas in English.Using pictures to attract the students attention and appreciate the different cultural relics around the world. After the guessing game, the students are fully motivated for the class.3.Pre-reading ( 3 minutes)1)BrainstormT raises questions: Have you ever seen a piece of amber? Whats the use of the amber?Ss discuss in group of five and one S from each group gives answer.T Collects answers by drawing a mind-map on the blackboard.2)PredictionSs look at the title and guess what the passage will talk about.Broaden the students mind and encourage them to think actively about anything related to amber, so that they can be fully prepared for the reading part.Prediction is an important reading skill in doing reading comprehension, and students are required to master it.4.While-reading (25 minutes)1) Skimming: Ss are asked to skim the passage and find out the main idea of each paragraph. (matching )2) Scanning: Ss read the passage carefully with the questions:How long did the artist take to make the Amber Room?Whom did the Amber Room belong to? .3) Detailed reading: (1) Ss answer questions that need deep thought.Why did Frederick Williamgive the Amber Room to Peter the Great?Why did Peter the Great send a troop in return? Then T draws the process out.(2) Ss are asked to retell the story according to the time order.(key words : Frederick the first，Frederick William the first，Peter the Great，Catherine the second，during the second world war，today。)Its important to get the students to read the text for three times.The aim of skimming is to let the students have a comprehensive understanding of the whole passage. While the purpose of scanning is to let the students find out some details in the text. In the detailed-reading part, the students should not only find out the details, but also go deep into the questions about “Why”. By using different reading skills, students can be enabled to understand the given material better.“Task-based” teaching method is used here to develop the Ss ability of reading and speaking.5. Post-reading (5 minutes)1. T plays a short video about cultural relics that are being destroyed.2. Discussion:Is it necessary to rebuild the Amber Room? Can the original one truly be rebuilt? Why or why not?Ss will be