高一英语必修二-unit1-Cultural-Relics-英文说课稿

ATeachingDesignofModule2,Unit1InSearchoftheAmberRoom(Reading)Ⅰ.Backgroundinformation:Students:40seniormiddleschoolstudentsingrade1Classduration:45minutesⅡ.Realityofstudents’learning:Thestudentsingrade1areactiveinthoughtsandarecuriousabouttheoutsideworld.However,theylackincriticalanddeepthoughtaboutacertainthing.Astoreading,theyusuallylackscientificreadingskillsindoingreadingcomprehension.Ⅲ.Analysisoftheteachingmaterial:Thetopicofthisunitisculturalrelics.Studentsarequiteinterestedintopicsaboutdifferentculturesaroundtheworld.Thisisthesecondperiodofthewholeunit.Asareadingclass,thepassagemainlytalksaboutthehistoryoftheamberroom(howitwasmade,sentasagift,lostandrebuilt).Accordingtothenewnationalcurriculum,whenteachingreading,muchemphasisshouldbeputontrainingthestudents’readingskills.Ⅳ.Teachingobjectives1.Languageobjectives:1)Studentsarerequiredtomasterthekeywordsandphrasesoccurredinthepassage(e.g.amazing,decorate,belong,inreturn,lessthanetc.)2)Studentsarerequiredtolearntheattributiveclauseandacquirethesentencepattern.2.Languageskillsobjectives:1)Studentsarerequiredtodescribeacertainthingbyusingthenewsentencepatterns.2)Studentsarerequiredtomastertwokindsofreadingskills—skimmingandscanning,andlearntousethemintheirdailyreading.3.Affectobjectives:1)Studentsarerequiredtoknowthehistoryoftheamberroom.2)Studentsarerequiredtoappreciateculturalrelicsandunderstandtheimportanceofprotectingthem.Ⅴ.Teachingimportantanddifficultpoints1)Teachingimportantpoint:Helpthestudentsthoroughlyunderstandthepassageandacquirethenewwords,phrases,andsentencepatterninthecourseofreading.2)Teachingdifficultpoint:Helpthestudentsmastertwokindsofreadingskills—skimmingandscanningandlearntoapplythemindailyuse.Ⅵ.Teachingmethods:Task-basedmethod&Top-downmodelⅦ.Teachingaids:PPT,pictures,blackboardⅧ.Teachingprocedure:TeachingProcedureTeachingActivityDesignIntent1.Leading-in(5minutes)GuessingGameT(Teacher):showspicturesofsomeculturalrelicstoonlyonestudent(e.g.theGreatWall,theBigBen,andtheAmberRoometc.),andaskshim/hertousenewsentencepatterns(Itliesin/on/to…,Thescenerythereis…etc.)todescribeit(thelocationandcharacteristics)withoutmentioningitsnameOtherSs(Students):guessthename.Usingpicturestoattractthestudents’attentionandappreciatethedifferentculturalrelicsaroundtheworld.Aftertheguessinggame,thestudentsarefullymotivatedfortheclass.2.Pre-reading(5minutes)1)BrainstormTraisesquestions:Haveyoueverseenapieceofamber?What’stheuseoftheamber?SsdiscussingroupoffiveandoneSfromeachgroupgivesanswer.Broadenthestudents’mindandencouragethemtothinkactivelyaboutanythingrelatedtoamber,sothattheycanbefullypreparedforthereadingpart.TCollectsanswersbydrawingamind-mapontheblackboard.2)PredictionSslookatthetitleandguesswhatthepassagewilltalkabout.Predictionisanimportantreadingskillindoingreadingcomprehension,andstudentsarerequiredtomasterit.3.While-reading(25minutes)1)Skimming:Ssareaskedtoskimthepassageandfindoutthemainideaofeachparagraph2)Scanning:Ssreadthepassagecarefullywiththequestions:HowlongdidtheartisttaketomaketheAmberRoom?WhomdidtheAmberRoombelongto?......3)Detailedreading:(1)Ssanswerquestionsthatneeddeepthought.WhydidFrederickWilliamⅠgivetheAmberRoomtoPetertheGreat?WhydidPetertheGreatsendatroopinreturn?……ThenTdrawstheprocessout.(2)Ssareaskedtorewritesentencesandfindoutattributiveclauseinthepassage.It’simportanttogetthestudentstoreadthetextforthreetimes.Theaimofskimmingistoletthestudentshaveacomprehensiveunderstandingofthewholepassage.Whilethepurposeofscanningistoletthestudentsfindoutsomedetailsinthetext.Inthedetailed-readingpart,thestudentsshouldnotonlyfindoutthedetails,butalsogodeepintothequestionsabout“Why”.4.Post-reading(8minutes)Discussion:IsitnecessarytorebuildtheAmberRoom?Cantheoriginalonetrulyberebuilt?Whyorwhynot?ThepurposeofadiscussionistohelpthestudentsusewhattheyhavelearntinthisclasstothinkaboutwhethertheAmberRoomcanreallyberebuilt.5.Homework(2minutes)1)SearchtheInternetformoreinformationoftheAmberRoom(doitingroupoffive),nextclass3groupswillbechosentomakeapresentationbyusingPPTtointroducetheAmberRoominfrontofthewholeclass.2)FinishExerciseintheworkbook.Trainthestudents’abilityofusingtheInternetforsomeusefulinformationandtheircooperationinteamwork.Studentsarerequiredtoself-learnmoreaboutthetopicafterclass.Ⅸ.BlackboarddesignUnit1CulturalRelicsTrytousethefollowingsentencepatternsItliesin/on/to…Itislocatedin/on/to...Thescenerythereis…Itisfamousfor/as…..Itlookslike…..Iappreciate…most,because…preservationgift……TheAmberRoomdecorationjewelryTheAmber