Using LanguageⅠ优秀教学设计说课稿

必修二unit1 Cultural Relics 教学设计

1. Analysis of the teaching contents：

This is the first teaching period of this unit. The central part of this period is the reading passage with the name of In search of the Amber Room showing the students the things about the Amber Room.

Warming up gives three questions and four pictures for the students to discuss, aiming at preparing students for the content of the unit.

Pre-reading provides some questions and a picture to help the students focus on the topic of the reading pas sage and lead the students to think about some things about amber. Reading tells the students the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia. It is a relic which has been lost. Let the students imagine that they are reading a detective story and simply focus on what happened to the Amber Room. This section also introduces the students to many of the relics terms they will use throughout the SB and WB parts: rare, valuable, dynasty, amaze, fancy, jewel, in search of.

Comprehending consists of three written or oral practice for the students to do so as to help the students to get a better understanding of the text, that is to say, to help the teacher to check how much the students have understood the text.

2. Teaching aims：

（1）To know the meaning of the following new words and phrases appearing in this passage:

rare, valuable, survive, vase, dynasty, in search of, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, belong to, in return, troop, reception, at war, remove, less than, wooden, doubt, worth

（2）To learn about some cultural relics.

（3）To learn how the information is organized. 2. Teaching aims：

（1）To know the meaning of the following new words and phrases appearing in this passage:

rare, valuable, survive, vase, dynasty, in search of, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, belong to, in return, troop, reception, at war, remove, less than, wooden, doubt, worth

（2）To learn about some cultural relics.

（3）To learn how the information is organized.

（4）To develop the students’ reading ability by skimming and scanning the passage.

（5）To develop the students’ speaking ability by talking about cultural relics.

（6）To stimulate the students to love cultural relics, protect cultural relics and improve the ability of under-standing and enjoying.

（7）To develop the students’ sense of cooperative learning.

3. Teaching process and methods：

（1）While doing Warming up the teacher can lead in the topic of this unit by showing the students some cultural relics and some pictures and imagining that you have seen a Ming Dynasty vase and introduce some technical vocabulary concerning cultural relics and to

review and develop the students‘

understanding.

（2）During Pre-reading the teacher can go around the classroom and discuss the questions with several students. This discussion should be student-centered and arouse the students’ interest in amber. The teacher should also ask the students some questions and try to let them have a general knowledge of amber.

（3）While doing Reading and Comprehending, the teacher may first ask the students to read the text quickly to get the general idea of each paragraph. After detailed reading of the passage, the students are encouraged to answer some questions and discuss the text structure.

（4）To consolidate the contents of the reading pas-sage, the students should be required to retell the text in their own words at the end of the class.

4. Teaching important and difficult points: （1）To enable the students to learn about cultural relics and to develop their reading ability.

（2）To enable the students to talk about cultural relics.

5. Teaching procedures:

StepⅠ. Warming up （1）Warming up by looking and talking.

Show the following pictures to the students and let them know about cultural relics and talk about them. （2）Warming up by reading a short passage.

What is a cultural relic?

Cultural relics are physical reminders of what different people valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a sense, it can be said that they belong to all people. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserve some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution. Step Ⅱ. Pre-reading

Can you imagine how excited you feel if you see a piece of amber? Encourage the students to talk more about amber by looking at some pictures. Step Ⅲ. Reading and Comprehending

（1）Ask the students to skim the passage so as to choose the best answers according to the text.

①The topic of the passage is ________.

A. the history of the Amber Room

B. how the Amber Room was made

C. why the Amber Room was made

D. where the Amber Room is now

②The author introduces the Amber Room to us in the order of _______.

A. space

B. time

C. importance

D. logic

③How many countries are concerned with the Amber Room according to the passage?

A. One.

B. Two.

C. Three.

D. Four.

④Of the following which is the author’s right opinion?

A. The Amber Room caused a war between Prussia and Russia.

B. The Amber Room will not be found in the future.

C. The new amber room can replace the Amber Room.

D. It is a pity that the Amber Room disappeared.

（2）.Read the passage quickly again and finish the following exercises.

Summary of the main ideas:

.

( 3）Decide True or False according to the passage.

①The Amber Room has a strange history.

②The Amber Room was first built to be a gift.

③The Amber Room as well as its contains was stolen by the Nazi army.

④No one has seen the Amber Room since it was put on a ship for Konigsberg.

（4）In groups discuss: Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Let the students give some reasons.

Step IV. Homework

1. Learn the useful new words and expressions in this part by heart.

2. Try to make travel plans and talk about them.

Step V. Reflection after teaching _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________