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Unit1Culturalrelice教学设计教学目标LanguageknowledgeBytheendoftheclassSswillbeabletoGraspsomeusefulwordsandexpressionssuchasamazingdesignfancystyledecoratebelongtoinreturnetc.UsetheproperexpressionstoretellthehistoryoftheAmberRoom..LanguageskillsBytheendoftheclassSswillbeabletoGrasptheoutlineofthepassagethroughmind-mapping.ImprovetheirreadingskillsbyadoptingavarietyoftechniquesincludingpredictionskimmingscanningandsummarizingwhilereadingImprovetheirlisteningandspeakingskillsthroughgroupdiscussion.CulturalawarenessSswillknowmoreaboutculturalrelics.Sswillbebetterawareofthesignificanceofprotectingculturalrelics学情分析AnalysisoflearningconditionTheSsarefromGrade1inkeySeniorHighSchool.TheyhaveacquiredcertainabilityinEnglishcomprehension.Howeverwhentheyfocusonthedetailedinformationtheyoftenfailtoreadthepassageasawhole.重点难点TeachingImportantPoints:Enablethestudentstounderstandthereadingmaterialsbetterthroughmind-mapping.GuideSstoexploitvariousreadingtechniques.TeachingDifficultPoints:ShowSshowtodrawamindmaptogetaclearideaofthestructureofthepassage..教学过程【导入】Lead-inStepILead-in设计意图展示图片,用学生熟识的鼓浪屿作为引入,让学生感觉即将学习的内容并不生疏,从而对culturalrelics有一个直观感性的相识,为接下来下定义奠定基础
1.GetSstotalkaboutGulangyuIslandwhichSsaresofamiliarwithtointroducetheterm“culturalrelics”.T:SpeakingofculturalrelicswhatwillcomeintoyourmindSomethingold.Somethingvaluable.Somethingdisplayedinthemuseum.AskSstodefinewhataculturalrelicis.Sumupthedefinitionofaculturalrelic.【活动】Pre-readingStepIIPre-reading设计意图依据标题预料文章内容,训练学生的预料实力,培育学生关注文章标题的意识预料在阅读中不仅能帮助学生精确把握焦点,培育逻辑思维实力和推断实力,还大大地激发学生的阅读爱好,提高阅读效果ShowSsapictureofanambernecklacetointroducesomethingaboutamber.T:Todaywearegoingtohaveacloselookatamagnificentroommadeofamber.AskSstopredictwhatmaybetalkedaboutinthepassagebyjustlookingatthetitle.T:WritedownthetitleontheblackboardWhatdoesthetitletellusaboutSs:TheAmberRoomhasbeenlost.T:Whatmaythepassagetalkabout【活动】ReadingStepIIIReading设计意图在略读部分让学生验证自己的预料答案正确与否,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得所需信息的实力SkimmingGetSstoskimthepassagetocheckoutwhethertheirpredictionisrightorwrong.AskSstosumupthemainideaofthepassage.Scanning.GetSstodescribewhattheAmberRoomlookslike.GetSstofindoutallthecharactersinthepassages.Carefulreading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务,借此培育策略意识通过绘制思维导图,清楚把握文章脉络T:WhilereadingyoumusthavenoticedthisisanarrativeaboutthehistoryoftheAmberRoomintheorderoftimesowemustpayspecialattentiontowhoandwhat.Twritesdownallthecharactersontheblackboardtobeginmind-mappingT:NowreadthepassagecarefullytofindouttherelationshipbetweenthesecharactersandtheAmberRoom.Ssarerequiredtocooperativelycompletethetaskingroupsoffour.EachstudenttakeschargeofoneortwocharactersT:
0.K.Letsdrawamindmaptogether.SsgivetheiranswersandTwritesthemdownontheblackboard.【活动】PresentationStepIVPresentation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,为今后的学习供应了一种高效的学习方法GetSstoplaytheroleofatouristguideinturningroupsoffourtointroducethehistoryoftheAmberRoom.T:SupposeyouareatouristguidewhoistointroducethehistoryoftheAmberRoomtothevisitors.【练习】PracticeStepVPracticeofmind-mappingsupplementaryreading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找寻主题句和归纳段落大意是为绘制思维导图打下基础GiveSsapassageaboutGulangyuIslandtopractisehowtodrawamindmaPT:Wehavejustlearnedhowtograspthemainideaquicklyandhowtoreadthepassageasawhole.NowletstryoutthesereadingtechniquesonanotherpassagewhichisaboutaculturalrelicaroundusGulangyuIsland.T:FirstwhatdoyouthinkthepassagewillcoverwithsuchatitleTheimportanceoftheislandinhistory.Whathasbeendonetogetglobalrecognition.Problemsitmaycomeacrossandsolutions.T:OK.Readthepassagetocheckwhetheryourpredictionisrightorwrong.GiveSsabout5minutestoreaditquickly.T:WhichsentencedoyouthinkcanbestsumupthemainideaSs:GulangyuhopestobecomeChina,scandidateforWorldHeritageSitein2019aslocalgovernmentlooksforwaystoprotectitsenvironmentandculture.T:Welldone.Usuallythewritertendstopresentthemainideaatthebeginningofthepassage.ForeachoftherestparagraphcanyouuseonewordtosumuPPara2:AdvantagesPara3:ProblemsPara4:Measures【活动】PresentationStepVIPresentation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AskSstocreateamindmapofthepassageingroupsoffour.T:Terrific!Nowcreateyourmindmapofthepassageingroupsoffour.Askoneortwogroupstopresenttheirworks.【作业】HomeworkStepVIIHomework设计意图写作作业是课堂内容的延长,给学生一个深化思索和探究的空间,同时提高他们爱护文物的意识
1.Writea120-wordpassageonthetopic“Shouldweleavesuchculturalrelicsastheyaresincetheyaresoimportantforhistoryresearchorshouldwemakemoneyoutofthembydevelopingtourismindustrytomakethebestofthem”,whichshouldincludeyouropinionandreasons.。