Learning about Language优质课教案

Book 8 Unit 4 Meeting your ancestors Listening, Speaking and Writing 教学设计

一、教学目标

知识目标：本节课由课本听力内容引出以文物保护的话题，介绍给学生一些关于文物保护的新闻及消息，引导学生思考文物保护的意义及措施，由口头表达到书面表达，锻炼学生的听说写作能力；

情感目标：引导学生了解文物保护的重要意义，加强文物保护意识。

二、教学内容

1．教材内容的地位、作用与意义

本节听说写作课围绕“文物保护”这一主题开展多种教学活动。近些年来，随着社会经济的发展和旅游业的发展等多种原因导致越来越多的文物和文化遗址遭到破坏，所以这一话题的讨论也显得尤为必要和重要。在分析其中的原因的基础上让学生提出切实可行的文物保护的建议和策略，同时达到其提高解决实际问题的能力和提高其英语口语表达与写作能力的双重目的。

三、教学对象

教学对象是高二学生文科实验班学生，他们具备一定的听说读写能力，但掌握的词汇量较少，写作能力还有待提高；学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢与现实生活和兴趣联系起来。

四、教学流程

step1. Listening (15 mins) (1) Lead in(2 mins)—News report Daily presentation about Terracotta Warriors.（A piece of news ）

(2) Listening(10 mins) Ask students to listen to the tape and fill the blanks. a) Listen to the tape and write down the main idea of their dialogue. The main idea is that there are two____________ that archaeologists are trying to solve in order to ___________terracotta warriors. One is how to protect the ____________and the other is how to protect the___________ against moulds. b) 1

Terracotta Warriors Age: old Material: _________ Features Problems 1.Cause: _________ faded Solutions Chemical protection Individual faces 2200+ years

__________ meters tall New treatments being Growth of developed _________kinds of mould 2.Cause: Number: _________

Step2. Speaking (10 mins) 1. Free talk

:Ask students to talk about the pictures I show to them : What happened to the cultural relics? 2. Discussion:

Why should we protect the cultural relics and antiques? What can we do to protect them ? Ask some students to give their answers about these two questions and then give them some useful expressions about how to protect cultural relics. Step3 Writing(15 mins) (1) Writing time(10mins) Give students 10mins to finish this letter and ask one student come to the blackboard to finish it. (2) Comment(5mins) Give a comment to the writing on the blackboard. 五、教学评价

Things I can do Evaluation(A-E)

I can use some topic-related words in activities.

I know how to work together with my group members.

I can give my reasons to the endangerment of wild

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animals. I can make a list of suggestions on how to protect

wild animals. I can write a suggestion letter about wildlife

protection.

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