Learning about Language教学设计(第一课时)

附件：

教学设计方案模板

教学设计方案

课题名称

姓名

年级学科

Cultural Relics 杜凯峰

高中英语

工作单位

教材版本

修二

一、教学内容分析

本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

1.1 Warming up

热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 Pre-reading

是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。

1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给井陉县第一中学

人民教育出版社必

的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。

1.6 Using language 分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。

1.7 SUMMING UP

从四个角度：有用的动词、动词短语、其他的表达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。

1.8 LEARNING TIP建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。

二、教学目标

1. Talk about cultural relics and cultural relics protection.

2. Learn to ask for opinions and give advice. 3. Review attributive clauses, including restrictive and non-restrictive attributive clauses. 4. Read about the Amber Room. 5. Write a report of debate.

三、

学习者特征分析

1.学生初中英语基础较差，定语从句存在很大问题，主要体现在对关系词的把握上。

2.关于文化遗产方面，接触较少。没有这一方面的相关概念。

3.还不能用英语表达自己的看法或征求别人的意见。张口比较难。

四、教学过程

Step I Warming up The warming-up exercise raises students' awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know.

T: Do you know what a cultural relic is? S1: Cultural relic is something that has a long history. S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic. T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable? S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history.

T: Is it enough to have survived for a long time? S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning. T: Question 3. Are cultural relics only objects like vases or can they be buildings too? S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall. T: Now look at the pictures and discuss what they are and whether they are cultural relics or not. With the activities above, students will have a clear idea of what a cultural relic is.

Step II Pre-reading

The pre-reading activity has two functions. Question 1 is a warming up activity to check students’ understanding of amber, and meanwhile lead them to the topic of the reading passage — Amber Room.

Question 2 gives the students a chance to predict the main idea of the passage and

then skim it. T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?

Some information about amber: Amber is a semi-precious stone used in jewelry and art work. Amber is really the fossil form of resin(树脂) from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Prediction T: Now look at the title and the pictures of the reading passage. What do you think it is mainly about? Students may have different predictions.

T: Now skim the passage quickly and see if you were right.

Step III Reading This reading passage tells the amazing history of the Amber Room.

1. Skimming Ask the students to read the text quickly and grasp the main idea of the passage.

After reading T: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs.

After they finish, check their answers.

T: Have you finished? Who can tell me your answer? S1: Let me try. Paragraph 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 world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room

built? T: Good! Now try to answer these questions.

Ask some students to answer these questions one by one.

2. Scanning T: Now let’s look at Exercise 2, join the correct parts of the sentences together.

Then check the answers.

3. New words and structures

1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I，which is said as “William the First”. Thus FrederickⅡis better known in history as Frederick the great. So Peter I is also Peter the Great and CatherineⅡ

was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage.

2)

The design of the room was in the fancy style popular in those days.

This is a reference to the Baroque style (巴洛克艺术风格) of the 17th

and 18th

century in much of Europe. 3) The Amber Room is “a wonder of the world” but not one of the Seven Great Wonders of the World, such as Egypt’s pyramids of China’s Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb. 4) There is no doubt is a phrase that means “it is clear” or “beyond argument” that something happened. If something is “beyond doubt” in a court of law, it means that enough evidence exists to say that it is true. 5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th

birthday of their city.

The 300th

anniversary of an event is also called its tri-centennial. Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russia’s

oldest, largest and most beautiful cities. During the period of the Soviet Union, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals. 4. Discussion 1) Do you think the Amber Room is a cultural relic? 2) Why the history of Amber Room is an amazing one? 3) Why would Frederick William I like to give Amber Room to Peter the Great? 4) What’s the author’s attitude towards the Amber Room? How do you know? 5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons. Suggested answers: 1) I think the Amber Room is a cultural relic because of its artistic design and historic value. 2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to Catherine Ⅱ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William Ⅰ and Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one. 3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too. 4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that it’s a symbol of friendship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and

Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us. 5) (This question can be treated as a debate. Students fall into two groups and debate with each other.) Step IV Learning about language

Discovering useful words and expressions

Ask students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class. Later, the teacher gives the answers, using a slide projector. Discovering useful structures

T: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when.

1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it. 2 The amber which was selected had a beautiful yellow-brown colour like honey. 3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make. 4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it. 5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.

6 In 1770 the room was completed the way she wanted. 7 This was a time when the two countries were at war. 8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.

9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.

First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them.

T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me?

Students try to tell the differences in their own words. T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required.

Later, the teacher gives the answers, using a slide projector. Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.

五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

设计意图

加深学生通过热身环节导入本单元内容

让学生在课前准备资料。对各国文化的在此环节运用PPT在讲台上展理解，结合现代示文化遗产

信息技术整合学习资源

通过对文章分析，引导学生发现重点词汇短语

点词汇和短语

行展示

由此可以引导学生发现重要语法项

进行自我总结

现代信息技术最基本的运用

学生通过文档编辑或PPT法理解还有对加深学生对语学生在自行写作中引用重文通过投影进学生小作

六、教学评价设计

1.

语言评价

根据上课学生回答问题英语语言运用程度评价

2.

表情评价

在热身环节根据学生做介绍时的表情进行评价

3.

表格评价

4.

学习档案袋

每次上课学生当堂课程的表现建档

5.

试题评价

通过做题掌握学生掌握情况

七、教学板书

Frederick I: The Amber Room belongs to him firstly. Frederick William I: Make the Amber Room as a gift to the Russian people. Peter the Great: The Amber Room became a part of his winter palace. Catherine II:

Moved the Amber Room to a palace outside St Petersburg where she spent her summers.

八、教学反思

一、

教师应强调读音的准确性；

二、

教师应强化语法的规律；

三、

教师要注意对小组讨论的指导；

四、

对报纸习题要加强研究和删减；

五、

注意对学生的学习方法指导；

六、

应该渗透情感价值观态度教育；

七、

要认真落实强调句的教学。