高中英語必修2 unit 1 Cultural relice 教學設計

1、.Unit 1Cultural relice 教學設計教學目的I. Language knowledgeBy the end of the class, Ss will be able toGrasp 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 skillsBy th

2、e end of the class, Ss will be able toGrasp 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 readingImprove their listening and speaking skills through group discussion.III.

3、 Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics學情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain ability in English comprehension. However, when they foc

4、us on the detailed information, they often fail to read the passage as a whole.重點難點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

5、get a clear idea of the structure of the passage.教學過程【導入】Leadin Step I Lead-in設計意圖  展示圖片，用學生熟悉的鼓浪嶼作為引入, 讓學生感覺即將學習的內容并不陌生，從而對cultural relics有一個直觀感性的認識，為接下來下定義奠定根底。1. Get Ss to talk about Gulangyu Island, which Ss are so familiar with, to introduce the term “cultural relics.T: Speaking of cultura

6、l 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.【活動】Prereading Step II Pre-reading設計意圖 根據標題預測文章內容，訓練學生的預測才能，培養(yǎng)學生關注文章標題的意識。預測在閱讀中不僅能幫助學生準確把握

7、焦點，培養(yǎng)邏輯思維才能和判斷才能，還大大地激發(fā)學生的閱讀興趣，進步閱讀效果。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

8、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?【活動】Reading Step III Reading設計意圖 在略讀部分讓學生驗證自己的預測答案正確與否，同時找出主題，快速把握文章大意。而跳讀目的在于訓練學生快速獲取所需信息的才能。1. Skimming1 Get Ss to skim the passage to check out whether their prediction is

9、 right or wrong.2 Ask Ss to sum up the main idea of the passage.2. Scanning1. Get Ss to describe what the Amber Room looks like.2 Get Ss to find out all the characters in the passages.Careful reading設計意圖 幫助學生識別文章的文體特征，引導學生重點關注人物時間事件，借此培養(yǎng)策略意識。通過繪制思維導圖，明晰把握文章脈絡T: While reading you must have noticed th

10、is 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-mappingT: Now read the passage carefully to find out the relationship between these characters and the Amber

11、Room.Ss are required to cooperatively complete the task in groups of four. Each student takes charge of one or two charactersT: O.K. Lets draw a mind map together.Ss give their answers and T writes them down on the blackboard.【活動】Presentation Step IV Presentation設計意圖 讓學生扮演導游復述琥珀屋的歷史，不僅是在真實語境下的語言輸出，同

12、時又讓學生感受到了思維導圖對記憶的宏大幫助，為今后的學習提供了一種高效的學習方法。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. 【練習】Practice Step V Practice of mind-ma

13、pping supplementary reading設計意圖 通過相關話題閱讀材料的補充，給學生當堂理論閱讀技巧的時機。尋找主題句和歸納段落大意是為繪制思維導圖打下根底。Give Ss a passage about Gulangyu Island to practise how to draw a mind map                    T: We have just lear

14、ned how to grasp the main idea quickly and how to read the passage as a whole. Now lets 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 islan

15、d 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

16、hopes to become China's candidate for World Heritage Site in 2019, 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

17、 up?S1: Para 2: AdvantagesS2: Para 3: ProblemsS3: Para 4: Measures【活動】Presentation Step VI Presentation設計意圖 學生在理解的根底上繪制思維導圖，反過來繪制思維導圖的過程又使他們加深對文章的理解。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.【作業(yè)】Homework Step VII Homework設計意圖 寫作作業(yè)是課堂內容的延伸，給學生一個深化考慮和探究的空間，同時進步他們保護文物的意識。1. Write