Using LanguageⅠ教案教学设计导入整理

个人教学设计模板：

个人教学设计

课题名称：cultural relics 姓名

年级学科

吴瑞清

高三年级

工作单位

西吉中学

教材版本

人教版必修二unit1 一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）

课题来源：cultural relics文化遗产主要是历史文物、历史遗址、艺术形式而启动的计划。包括周口店北京人遗址、山东泰山、北京故宫等。本节旨在帮助学生了解文化遗产的种类，俄罗斯稀世珍宝湖泊屋的相关内容，通过问题设置及其问答句型扩展学生的知识面，使学生能用基本句型表达自己独到的见解、对不同的事物阐明自己的立场。用英语表达情境，与其他同学进行英语交流。

文化遗产蕴含着中华民族特有的精神价值、思维方式、想象力，体现着中华民族的生命力和创造力，是各民族智慧的结晶，也是全人类文明的瑰宝，对于中学生了解文化遗产，有教育意义。

二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点）

Knowledge aim: Talk about history and background of the cultural relics 2.)Improve the students’ reading ability through the passage.

Ability aim: Towards the end of this unit, the students should be able to: Enable the students to have the ability of talking cultural relics and ways to protect them.

Emotional aim: Make the students realize the importance of protecting the cultural relics and take action to protect them. 1.Key Points:

1).The key words and expressions; 2). Learn some detailed information about the Amber Room; 3). Train the students' speaking ability. 4). Improve the students'reading ability, including skimming and scanning. 2.Difficult Points: Train the students' ability to grasp key information while listening. 三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）

大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，因此，在课前给学生布置预习任务，让学生通过各种渠道查阅有关文化遗产的信息，并要求在课堂上展示。

四、教学过程（设计本课的学习环节，明确各环节的子目标，画出流程图）

Step1 Warming up 8mins Divide the whole class into a number of groups. Ask students to list out what they have previewed about the chinese cultural relics.Then they should give some examples of cultural relics. Step2 Presentation 15min First , the teacher show some famous pictures ,and let students make a guess and define if they belong to the cultural relics. At the same time,they will know about related cultural knowledge and new words、phrases and sentence structures. Note news words related to the cultural relics, and teach students to spell them correctly. Step3 Discussion 17min Show some pictures of the cultural relics,like Yuan Ming Yuan and let students recognize if they are in need of rebuilding or not? or the phenomenon——cultural relics are in danger of extinction. Divide students in groups.

Step 4 Conclusion 5min By asking students the following questions: 1.What types of cultural relics do you know? 2.What useful words and expressions have we learnt to describe the cultural relics? 3.How do we express our own opinion? Step 5 Homework Write a letter about whether Yuan Ming Yuan should be rebuilt. Use the words and expressions that we have learnt in classess.

五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学的方式的变革，配置学习资源和数字化工具，设计信息技术融合点）

教师活动

提前准备相关文化遗产图片及视频

预设学生活动

小组讨论，提前预习准备好学生自己找到的文化遗产的相关信息，在课堂上展示。

力

设计意图

激发学生学习的自主能六、教学板书（本节课的教学板书）

Unit 1 cultural relics Warming up(brainstorming) List out the cultural relics they have known at home or abroad. Words and expressions about cultural relics. Discussion: Whether some cultural relics should be rebuilt ? Homework 如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。