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Book2,Unit1Cultural relics

Reading and writing教学设计

一．教材分析

本课为高一年级必修第二模块，第1单元Cultural relics的Writing。要求学生就信中的问题表达观点，陈述理由，进行辩论，最后形成一个书面报告。在我们的高一上学期的教材里，没出现过debate，甚至debate这个单词也没学过，对学生来说，这是一个全新的内容，所以，我们应该给予学生尽可能多的指导，并依托书中提供的框架让学生顺利完成写作。

二．教学内容

本节课属于第6课时阅读和写作。为了让学生在讨论中有话可说，我先让他们看一有关返还文物的段落，引入话题，适当给些提示，再进行讨论。然后通过看一篇关于是否重建圆明园的文章让他们分析它的写作框架，并联想更多与写报告有关的表达，再让学生参考书中所提供的框架和前面的辩论写成一个书面报告，最后互相进行评价，并布置一篇与本节课内容有关的写作：李济深故居是否应该免费向公众开放？

三．学情分析

教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

四．教学目标

1.上完本节课后，学生会用I agree…, I don’t agree…, in my opinion,It seems to me that…,… have the following reasons, first, second, third等表达对某种观点持同意或者反对的看法，并能说出理由。能够组织非正式班级辩论会，并将辩论的内容及结果写成一个书面报告。

2.词汇方面，会用短语think highly of描述人或事物，理解informal和debate 的意思。

五．教学重、难点

1.教学重点 把辩论的内容及结果写成一个书面报告

2.教学难点

如何能熟练地用英语表达看法，陈述理由

六．教学手段：多媒体、投影、黑板

七．教学过程

Steps Step 1 Lead-in T’s activities

Ss’ activities

Purposes Time Gets the Ss to read a short Read the paragragh paragragh about how to do and think.

with the cultural relics that have been found and think: When you found the cultural relics, what will you do?

To introduce the 2 minutes topic to students and attract their attentions.

Step2 1.

Teaches “think highly Presentation of ”(e.g. Mr Wang has devoted his life to the teaching cause. So his students all think highly of him. ). 2.

Asks the Ss to read the letter (page7) and discuss the three questions with a partner. Gives some key words.

4 minutes Use “

think highly Make of ”

to make preparations for sentences. Then ask the class debate. and answer the questions in pairs.

Step3 1.

Explains the Look at the tips Production

meanings of

(page7) for an

“debate ”

and informal class “informal”. debate and follow 2.

Devides the Ss into the rules to have two sides to have a the debate. At last debate about whether take a class vote. it is right for whoever finds the cultural relics

to keep them.

Ss are able to 10 minutes express the ideas, give the reasons in English and

have an informal debate through teamwork.

Step 4 1. Shows a passage about Presentation “Should Yuanmingyuan in Beijing be rebuilt ? ”

2. Gets the Ss to find the question of the debate, the ideas supporting the Q and reasons , the ideas objecting to the Q and reasons and the result of the vote.

3. Meanwhile, lets the Ss find the useful expressions for writing. T helps the Ss think of more expressions and writes them down on the Bb (Brainstorming). Step5 Asks the Ss to write a Production report according to their

debate, using the guidance(page 7) and the useful expressions we have just learned. Then shows several reports in class. Step 6 Lets the Ss evaluate each Evaluation other through evaluation

forms.

Step 7 Gets the Ss to sum up Summing “What have we learnt up today ?”

Step 8 Homework

Assigns the homework:

（writing）Should Li Jishen’s Former Residence be open free to the public?Yes or No? State

the two different opinions and tell the reasons.(100 words or so)

1. Find the question of the debate, the ideas supporting the Q and reasons , the ideas objecting to the Q and reasons and the result of the vote.

2. Find the useful expressions for writing and think of more.

1. Use some 5 minutes useful expressions to express one’s opinions and reasons. 2.Summarize the patterns.

3.Prepare for writing a report . Finish the writing To develop Ss’

18 minutes

and evaluate the

writing skill. several reports.

Finish filling

in To improve 2 minutes

forms. themselves.

Sum up “What Review the 2 minutes have we learnt writing

today ?”

patterns and

the useful expressions.

Do the homework To consolidate 2 minutes

what students have learned in class and prepare them for further language study.

八．板书设计

Book2,Unit1Cultural relics

Reading and writing 1. Opinions about … are divided into two groups…

2. Some are in favour of the idea that…

3.However, just as every coin has two sides…

4.As far as I am cocerned …

5.We finally reached an agreement on this problem that …

九．教学策略

在支架式教学活动中，学生自己主动搜集、整理资料，分析信息，进行自主建构，教师为学生提供必要的支持和补充，帮助他们完成学习任务。支架式教学主要由三个环节构成：（1）搭建支架，创造情境；（2）实施支架式教学，师生共同解决问题；（3）撤出支架，学生独立学习。