Learning about Language教案教学设计

Unit 1 Cultural relice 教学设计

教学目标

I. Language knowledge By the end of the class, Ss will be able to Grasp some useful words and expressions such as amazing, design, fancy style, decorate, belong to, in return, etc. Use the proper expressions to retell the history of the Amber Room.. II. Language skills By the end of the class, Ss will be able to Grasp the outline of the passage through mind-mapping. Improve their reading skills by adopting a variety of techniques including prediction, skimming, scanning and summarizing while reading Improve their listening and speaking skills through group discussion. III. Cultural awareness Ss will know more about cultural relics. Ss will be better aware of the significance of protecting cultural relics 学情分析

Analysis of learning condition The Ss are from Grade 1 in key Senior High School. They have acquired certain ability in English comprehension. However, when they focus on the detailed information, they often fail to read the passage as a whole. 重点难点

Teaching Important Points: Enable the students to understand the reading materials better through mind-mapping. Guide Ss to exploit various reading techniques. Teaching Difficult Points: Show Ss how to draw a mind map to get a clear idea of the structure of the passage.. 教学过程

【导入】Lead－in Step I Lead-in

设计意图

展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。

1. Get Ss to talk about Gulangyu Island, which Ss are so familiar with, to introduce the term “cultural relics”. T: Speaking of cultural relics, what will come into your mind? S1: Something old. S2: Something valuable. S3: Something displayed in the museum. …

2. Ask Ss to define what a cultural relic is. 3. Sum up the definition of a cultural relic. 【活动】Pre－reading Step II Pre-reading 设计意图

根据标题预测文章内容，训练学生的预测能力，培养学生关注文章标题的意识。预测在阅读中不仅能帮助学生准确把握焦点，培养逻辑思维能力和判断能力，还大大地激发学生的阅读兴趣，提高阅读效果。

1.Show Ss a picture of an amber necklace to introduce something about amber. T: Today we are going to have a close look at a magnificent room made of amber. 2.Ask Ss to predict what may be talked about in the passage by just looking at the title. T: (Write down the title on the blackboard) What does the title tell us about? Ss: The Amber Room has been lost. T: What may the passage talk about? 【活动】Reading Step III Reading 设计意图

在略读部分让学生验证自己的预测答案正确与否，同时找出主题，快速把握文章大意。而跳读目的在于训练学生快速获取所需信息的能力。

1. Skimming 1) Get Ss to skim the passage to check out whether their prediction is right or wrong. 2) Ask Ss to sum up the main idea of the passage. 2. Scanning 1). Get Ss to describe what the Amber Room looks like. 2) Get Ss to find out all the characters in the passages. Careful reading 设计意图

帮助学生识别文章的文体特征，引导学生重点关注人物时间事件，借此培养策略意识。通过绘制思维导图，清晰把握文章脉络

T: While reading you must have noticed this is a narrative about the history of the Amber Room in the order of time, so we must pay special attention to who and what. ( T writes down all the characters on the blackboard to begin mind-mapping) T: Now read the passage carefully to find out the relationship between these characters and the Amber Room. (Ss are required to cooperatively complete the task in groups of four. Each student takes charge of one or two characters) T: O.K. Let’s draw a mind map together. (Ss give their answers and T writes them down on the blackboard.)

【活动】Presentation Step IV Presentation 设计意图

让学生扮演导游复述琥珀屋的历史，不仅是在真实语境下的语言输出，同时又让学生感受到了思维导图对记忆的巨大帮助，为今后的学习提供了一种高效的学习方法。

Get Ss to play the role of a tourist guide in turn in groups of four to introduce the history of the Amber Room. T: Suppose you are a tourist guide, who is to introduce the history of the Amber Room to the visitors.

【练习】Practice Step V Practice of mind-mapping (supplementary reading) 设计意图

通过相关话题阅读材料的补充，给学生当堂实践阅读技巧的机会。寻找主题句和归纳段落大意是为绘制思维导图打下基础。

Give Ss a passage about Gulangyu Island to practise how to draw a mind map

T: We have just learned how to grasp the main idea quickly and how to read the passage as a whole. Now let’s try out these reading techniques on another passage, which is about a cultural relic around us -------- Gulangyu Island. T: First what do you think the passage will cover with such a title? S1: The importance of the island in history. S2: What has been done to get global recognition. S3: Problems it may come across and solutions. ……

T: OK. Read the passage to check whether your prediction is right or wrong. (Give Ss about 5 minutes to read it quickly.) T: Which sentence do you think can best sum up the main idea?

Ss: Gulangyu hopes to become China's candidate for World Heritage Site in 2016, as local government looks for ways to protect its environment and culture. T: Well done. Usually the writer tends to present the main idea at the beginning of the passage. For each of the rest paragraph can you use one word to sum up? S1: Para 2: Advantages S2: Para 3: Problems S3: Para 4: Measures 【活动】Presentation Step VI Presentation 设计意图

学生在理解的基础上绘制思维导图，反过来绘制思维导图的过程又使他们加深对文章的理解。

Ask Ss to create a mind map of the passage in groups of four. T: Terrific! Now create your mind map of the passage in groups of four. ……

Ask one or two groups to present their works. 【作业】Homework Step VII Homework 设计意图

写作作业是课堂内容的延伸，给学生一个深入思考和探究的空间，同时提高他们保护文物的意识。

1. Write a 120-word passage on the topic “Should we leave such cultural relics as they are, since they are so important for history research, or should we make money out of them by developing tourism industry to make the best of them?”, which should include your opinion and reasons.