Learning about LanguagePPT及专用教学设计内容

教学

课题

课型

时间

Unit2 Cultural Relics, The first period （人教版高一英语下册第二单元第一课时）

讲授课

授课年级

高一

Language is used for communication, especially for China students to learn 教学

English.Therefore different levels of activities are designed for different 理论

students to encourage them to express themselves in English ,and thus get a 设计

sense of achievement, which is vital to their learning. In addition, since it is a 依据

reading course, students’

reading ability should be developed to help them read more efficiently after class. So in the whole class several reading skill tips will be given.

教

help students get more information about cultural relics and get a better 材

understanding of the amber room. However, students’

basic background 分

information about it is not enough,

in addition, this passage is logically 析

organized through three clues. So to the students, this passage is hard to grasp.

This class is the first period of the unit as a reading course，which aims to

1

学

情

分

析

For the students in grade1 in senior high school, the topic of this unit is attractive, so they are eager to learn more, which is essential for the later study. What’

more, students have grasped some basic vocabulary and sentence patterns ,which is of great help to their learning. However, different students have different requirements for teaching, so different tasks are given.

教学重点1.Have students master the usage of some important and useful vocabulary in this period. 2.Help students develop their reading ability, such as prediction, skimming and scanning.

难

点

教

using the vocabulary and sentence patterns they they have learned in this 学

class. 目

2.

Learning ability: Guide students to develop task-basked learning and 标

cooperative learning in this period to improve their English study.

1、

How to stimulate students interest and awareness to protect our cultural relics

2、

How to arouse students’ ability of independent thinking and learn the basic sentence structure to express their own opinion.

1.

language ability: Help students express their opinions about cultural relics 2

3.

Cultural characters: Have students appreciate the cultural relics of different countries and find out the similarities and differences. 4.

Thinking quality: Get students to develop critical thinking about some lost cultural relics.

教学

方法

Task-based teaching and learning, cooperative learning and discussion.

教学

工具

教学

步骤

教学活动

Multi-media and other normal aids

师生角时间色

分配

活动方式

设计意图

Step1

Lead-in

Show a short video of

Huaibei elected as a civilized

city and have students

1m

Stimulate students interest in the topic of the unit using their hometown information.

discuss the question: why do Guider Class you think Huaibei has been learner work elected as a civilized city?

3

Step2

3m Team work is used to encourage students to Get the students to discuss

Warming-up

the types of cultural relics Guider Group participate in the class and and know the definition of learner

work cultural relics

give students a sense of security.

Step3 Pre-reading

3 m

Develop students reading skill: prediction.

Have students look at the

title and predict what the Guider Pair passage will be about, then learner

work give students the first reading tip.

4

Step4 skimming Have students go through the

passage and then match the

main ideas and the

5m

Have students read by themselves and develop the paragraphs. Guider Indivireading skill: skimming

learner

dual work

The second reading tip will be given in this period.

Step5 scanning

Have students read the

passage quickly and divide

the whole class into 3 groups

and invite the leader of the

groups to choose their tasks,

that is to find out characters,

6m

In this period, students will be given different tasks to Group motivate them to participate years, and places in the Guider work,

in the activity.Meanwhile,the passage. learner

structure of the passage is clear to students after finishing the tasks.

5

Step6 Further reading:

(Role-play )

5m

This part is the Have students imagine that

suppose you are the guide of

the Amber Room!

You are Guider going to introduce the Amber learner

Group important output of this Room to us.

What are you going to introduce?

work

class where students’

speaking ability will be developed.

6

Step7 Post-reading

Have students reflect on

the title- “in search of the

amber room”, and think of

In this part, the

title is highlighted, the questions- “Are people Guider 3m just in search of the Amber learner

Group again room itself? What else are they in search of?

“

work

therefore,students’

thinking ability will be developed.

Step8 Emotional education

This is the emotional education in the class, where students’

love for their hometown’s cultural relics will be expressed. What’s more, students’

awareness of looking for and protecting the cultural relics is raised again.

Have students enjoy some

pictures of cultural relics in Guider 1m Huaibei to realize the learner

Class

importance of them to us.

work

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Step9 Homework

Have students surf internet to get

the

1m

Homework is a very more Guider Class important part to the class as it can offer supplement and check students’

learning information about the amber learner

work

room or the cultural relics of

HuaiBei

and write a introduction to it.

situation.

教学后记：教学成功之处在于引导学生一步步地从阅读文章表层意思，到探讨深层意思，使学生明白文物的重要性。本节课重点是通过课堂分层教学使学生掌握阅读的一些基本技巧，培养学生的阅读能力。再者想通过本节课，使学生学会合作和探究学习。同时激发学生们关注家乡的文化，热爱家乡的情感。

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