Using LanguageⅠ课件配套优秀教案设计

Unit 1 Cultural Relics ---Using language I.Teaching Goals and Objectives 1.Teaching Goals: 1.)Talk about history and background of the cultural relics 2.)Improve the students’ reading ability through the passage

2.Teaching Objectives:

1). Ability objectives Towards the end of this unit, the students should be able to:

A. Enable the students to have the ability of talking cultural relics and ways to protect them. B. Learn some detailed information about the Amber Room. C. Train the students’ ability to grasp key information and clues while listening. D. Learn to skim for the main idea of this passage E. Fully understand the passage through the clues. F. Retell the passage in their own words. 2). Emotion objective Make the students realize the importance of protecting the cultural relics and take action to protect them.

II Teaching Key Points and Difficult Points 1.Key Points: 1).The key words and expressions; 2). Learn some detailed information about the Amber Room; 3). Train the students’ speaking ability. 4). Improve the students’ reading ability, including skimming and scanning.

2.Difficult Points: Train the students’ ability to grasp key information while listening.

III Teaching Procedures

Step 1 Lead-in(4minutes) Warm-up Questions(1minute):

Can you give me some examples of cultural relics that you know at home and abroad? Warm-up Activity(3minutes): 1. Show students some pictures about the cultural relics around the world. E.g. The Great Wall, The Mogao Grottoes, The Pyramids in Egypt, Triumphal Arch…

While showing these pictures, T asks the students some questions, for example: 1.)Do you know where it is located? 2.)Do you know what its function is in ancient time? 3.)When you see this cultural relic, which country would come to your mind? 2.T: In a common sense, people might think that cultural relics should be the ancient buildings we mentioned just now. Actually, cultural relics can be viewed as many other forms, do you know other forms of cultural relics? What are they?

Then show students some other forms of cultural relics at the screen.

E.g. Ancient village, Handcrafts, Natural environment, Folk culture…

3.Group Discussion Directions: Divide students into several groups (2 or 3 students in one group), ask them to find out the characteristics a cultural relic has as many as they can according to the examples T gave before. At the end of the discussion, ask each student to show his or her answer to the class, and show students the complete answer at the screen. If the students feel difficult, T can give them one or two examples l. Step 2: Speaking task(3minutes) Directions: Through this part, T will show Ss the cultural relics are near extinction and make Ss realize the importance of protecting the cultural relics. Question: 1.What can cause some cultural relics lost or ruined? 2.How to protect our cultural relics? After 2 minutes’ preparation, T asks some students to show their answers and explain why. Step 3: Pre-reading(4minutes) 1.Show students the title of this passage first, and ask students to think about the questions they want to know through reading the passage, they may want to know these questions(2minutes): What is the Amber Room? Why was it called the Amber Room? What was it made for? What happened to it? Why to search for it? ……

2. Introduce what Amber is and background of this passage to Ss(2minutes). Step 4:While-reading(22minutes) 1). Fast reading (6minutes) Direction: Improve Ss’ ability of skimming and scanning while fast-reading, after their fast-reading, they must find out the answers in the passage. Let students read the passage quickly (4minutes), and find out the answer of these questions, then T checks answer with students (2minutes). 1.Why was it called the Amber Room? 2.What was it made for? 3.Why to search for it? 4.Find out the characters, years and places (clues of this passage) mentioned in the passage. Characters: Frederick I, Frederick William I, Peter the Great, Catherine , Nazi Places: Prussia, Russia, Germany Years: 1716, 1770, 1941, 2003 2). Intensive reading(16minutes)

Directions: Improve the students’ reading ability and learn some detailed information about the Amber Room. 1. Let the students read the passage carefully with these purposes(8minutes): 1.) The relationship between the characters 2.) What happened in these places? 3.) What happened to the Amber Room in the four years? After intensive reading, make the Ss work in pairs and find out the answers, then find some students to report their answers to the class, meanwhile, T gives the correct answers through the screen (5minutes). 2.Make students work in pairs and summarize the gist of each paragraph(3minutes) Step 5:Post-reading(10minutes) Direction: Let the students do more exercises related to this passage, such as number the sentences, retell the story and a debate on this passage, to reinforce the comprehension of the passage. 1.Demonstrate Ss some sentences and make them work in pairs to rank the sentences in correct order according to the clues of the passage (3minutes). Let the students remind the three clues again and retell the story in their own words, Ss have 2 minutes to prepare for it, then T ask some students to make an presentation in the front of class (3minutes). 3.Divide Ss into two groups, then have a debate on this question: Is it worth rebuilding the Amber Room? T can list some useful expressions that may be used in the debate (4minutes). Step 6:After-class Assignment(2minutes) 1.Remember the useful words and expressions. 2.Try to retell the story about the Amber Room in your own words and write down as a small composition. Ask students to write a composition about a place that they have ever been to. (Its history, background, scenery…)