Using LanguageⅠ教案教学设计

Book2 Unit 1 Cultural relics

教学设计

年级：高一年级

教师：大央

版本：人教版新课标必修2 学校：林芝市第二高级中学

Cultural relics --Using Language Speaking This unit is about Cultural relics. Such a topic is closely related to our local students’ life, thus it is not difficult to arouse their interest in learning this lesson. Because the cultural heritage is everywhere in Tibet and they also live in a place of culture background Nyingchi. So I think 教

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they want to say something about this unit. And speaking is the way to share your own point of view about this unit and it`s also an opportunity for the students to be more creative and enable their confidence. Our students are almost from countryside. So they don’t like English or don’t be interested in it, Most of the time the students are not active in the class. So we should encourage students to express their ideas bravely and let them work in pairs or in groups to have a free talk about Cultural relics. Such as; Protection, Famous cultural relics in China, abroad or some famous relics about themselves. This lesson is the using language of the unit. It also plays a very important role in the whole unit. The Main Task: To improve students’ speaking abilities through all kinds of activities 教

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and obtain more information about cultural relics. Language Focus: In this period, students will be master the pronunciation, meaning and spelling of the following words and phrases: cultural, survive, dynasty, gift, design, fancy, style, look into, belong to, in search of, mystery, take apart etc. 1

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Language Skills: In this period, students will be guided to have a free talk about cultural relics and improve speaking abilities. Learning Strategies: 1. Cognitive Strategy: In this period, with the help of some pictures and short videos, students will be able to find out what cultural relics are and how to protect the cultural relics. 2. Communication Strategy: In this period, students will be guided to

express their own opinions about the topic “cultural relics”. Help students to understand how importance the cultural relics are? Affection: In this period, The students will be encouraged to use the key words and talk about the cultural relics in Tibet. And also will be cultivated to love ,to protect and build their beautiful homeland “Nyingchi ”.

Key points: 1.To help students master the useful expressions. cultural, survive, 教

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dynasty, gift, design, fancy, look into, belong to, in search of, mystery,etc.

2.To help students make it clear what are the knowledge of the cultural relics. Difficulties: 1.Let them know what can we do keep and protect it? 2.How to inspire students to express their ideas bravely and correctly. 教具准备

Projector, blackboard, chalk 课时安排

one 教学过程

Step 1 Lead-in 教师活动：

I. Play a video

T: Thanks again. Are you expect what shall we learn today?

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Let’s enjoy a short video and you are supposed to find out what is it?

Check the answers with your partner and tell us what about it? How much do you know about it? Anyone who’d like to put forward your opinions?...someone else.... Ss:…….

T: Thank you so much ,You guys are amazing. 学生活动:

1.

The students will watch the video and find out what we will learn to day. [设计意图]

通过视频导入，激发学生的学习兴趣。

Step 2 Presentation

I.Warming up 教师活动：

(1)What are cultural relics?

The warming-up exercise raises the students’ awareness that The Potala Palace is a well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know. T: Now, welcome back to our class, look at the title of this unit. Tell me what the topic of this unit is? Ss: Cultural relics T: Do you know what cultural relics are? You can choose English,Tibetan and Chinese to answer my question? Name

Ss: …….

T: All of you guys did a good job. So Please allow me to explain what cultural relics are? (English)-Cultural relics are something that can represent cultures, which has survived for a long time to tell the history, and it is very rare and valuable. It can be buildings, craftworks(工艺品), books, art, paintings music, articles and so on. (Tibetan)-地罢︽罢稗邦︽垫办︽搬扮罢︽呈︽雏︽档罢邦︽伴川办︽搬敌︽典︽柄邦︽3

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宝︽稗爸︽吵︽脆敌︽ 地罢邦︽宝邦︽毕稗︽斑敌︽地罢︽罢稗邦︽翟稗﹀

(Chinese)-是一些存留很长时间的东西，常常是其他部分已被毁掉而其中一部分得以保存的古老的东西。1.从历史、艺术或科学角度看，具有突出、普遍价值的建筑物、雕刻和绘画，具有考古意义成分或结构的铭文、洞穴、住区及各类文物的综合体。2.从美学、人种学或人类学角度看，具有突出、普遍价值的人造工程或人与自然的共同杰作以及考古遗址地带,因其建筑的形式、同一性及其在景观中的地位，具有突出、普遍价值的单独或相互联系的建筑群等。

II.Guessing Games( show some photos of some famous cultural relics). T:Now I’ll Show you some pictures. They are all very famous places in China or in the world. Please think these over.(Group worke) Ss:….. T: Can you name them out or what kind of stories have they had before ? Ss:…..

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The Great Wall,in china (长城)

The Potala Palace,in Lhasa(布达拉宫)

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Taj Mahal,in India（泰姬陵）

The Mona Lisa,in French（蒙娜丽莎）

学生活动:

2.

Let students understand the concept of cultural relics 3.

The students are supposed to discuss in groups and say something what you think by looking at the picture with inENGLISH,inTIBETAN and inCHINESE. [设计意图]通过呈现图片和小组竞赛引发学生了解文化遗产并用英语、藏语和汉语来表达个自观点，激发学生学习语言，提高表达能力的自信心，同时为过渡到下一步学习做好铺垫.

Step 3 Free Talk 教师活动：

T:The

cultural relics are always with us(Free talk)? (show some pictures about Nying chi folk cultures) Ss:….

T: Hi! Guys, Does a cultural relics always have to be rare and valuable? We also have many intangible cultural heritages. Look at the pictures and discuss whether they are cultural relics or not.

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Ss:…. T: Do they have something in common? Ss: preciousrarevaluableold…..

mysteriousculturalrelic…..…..T:Do you have any cultural relics in your family or in your hometown? (Let`s take a look at some pictures and share your feelings for us) 6

学生活动：

1. The students will get a lots of information about some famous cultural relics. 2.The students will try to be volunteers and give their opinions about their favorite kinds of cultural relics in their family or hometown. [设计意图]

通过本环节,让学生谈论我们本民族和林芝本地的民族文化，引出非物质文化遗产并练习表达个人的观点及喜好。特别是让学生了解自己民族的各种文化遗产，让他们学会生在西藏的自豪感及保护家乡的使命感。

Step 4 Discussion 教师活动：

I.Discussion

All these cultural relics are quite beautiful, but because of the wars, natural disasters and time, a lot of cultural relics have been destroyed. Some of them were even stolen.

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T:Discuss with your partner what are good ways to protect cultural relics from being destroyed or stolen? You can refer to the sentence like: ※In my opinion, I think ….because….

(opinion n.意见/主张

protect v.保护、protection n.保护/防护

value n.价值/格vt.评价/估价) Ss: 1.In my opinion, I think we need to try our best to find it because it`s the symbols of our countries.

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In my opinion, I think we must Protect the others in order that they will not get lost because

they have great value to us

3. In my opinion, I think they tell us the history of our country, no one should forget the past. 学生活动：

1.The students are supposed to discuss in groups and share some key words about how to protect the cultural relics. 2.The students will try to be volunteers and say out such sentences as: “In my opinion, I think ….because……”

[设计意图] 通过对一些不文明行为的图片展示，对学生进行德育教育，培养学生的保护文化遗产及环保意识,让学生意识到作为一名藏族后代，作为一名文化遗产的传承者，必须保护好自己的文化遗产，不仅要好好学习而且要传承好民族文化。

Step 5 Summary 教师活动：

1.Make a summary to this lesson. [设计意图] 对每个小组的表现进行总结，增进学生的合作意识，同时总结本节课所学内容，让学生更好地了解自己、了解世界。

Step 6 Homework 8

教师活动：

1. Know more about the cultural relics.

2.Preview the reading part.

[设计意图]让学生了解更多的文化遗产有并复习课文部分。

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Unit 1 Cultural Relics

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⑥ preciousrarevaluablemysteriousculturalrelicold…..

[设计意图] ：通过图文并茂交融，既能体现本节课所学内容，也能总结本课重点内容。

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本单元的话题是文化遗产，文化遗产对人类的发展有着不可磨灭的影响，我们应该保护文化遗产，积极修复受损的遗产，为人类的文明和发展做贡献。为了更好的为本单元阅读课服务，我把warming up部分和Using Language-Speaking进行结合，改为一堂说课，让学生能真正热起来，…..…..让更多学生能积极参与到课堂中来，各个环节都充分考虑了学生学情，也结合了本民族自己的生活实际。课件制作充分利用了音频、视频以及图片等相关资源，活动形式多样，课堂教学中也始终贯穿了德育教育。可能在课堂难易度方面由于学生实际，设计偏难了一些。

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