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視頻標(biāo)簽：cultural,relics
視頻課題：高一英語(yǔ)cultural relics---Warming up, Pre-reading and Reading 甘肅
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：高一英語(yǔ)cultural relics---Warming up, Pre-reading and Reading 甘肅
Teaching Design for Cultural Relics - Period 1
1
Teaching Design
案例名稱 Cultural relics---Warming up, Pre-reading and Reading 科目 高中英語(yǔ) 教學(xué)對(duì)象 高一學(xué)生
授課教師 許丹
課時(shí)
1課時(shí)40分鐘
工作單位
嘉峪關(guān)市第一中學(xué)
1.Analysis the teaching materials
The teaching material consists of warming up, pre-reading and reading from Unit1，Module2. The topic of this unit is cultural relics.The reading passage tells the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia,including its building, missing and rebuilding.
This is the first period of the whole unit,serving as an activation for the following periods. By learning it, students are aware of the importance of cultural relics both home and abroad, thus inspiring their consciousness to protect them. 2.Teaching Objectives
1. Knowledge aims
Ss can master the key words and phrases of the passage as follows:cultural,relic,amazing, fancy, style, less than, in return, reception, remove, wooden, doubt, former, at war, etc
Ss can learn the history of the Amber Room, especially the design, the history,the loss and the rebuilding of it.
2. Ability aims
Ss can predict the content of the passage based on the title.
Ss can scan the passage and find out the specific information such as the person related with the amber room.
Ss can summarize the passage with the help of the clues of the passage. 3. Emotion aims
Ss will realize that cultural relics are rare and precious and they will concern themselves with the issue of the protection of cultural relics.
4. Cultural awareness
Ss will broaden their minds by knowing the amazing story about the Amber Room. 3. Analysis of the students
The following are the characteristics of the learners： ·The students are from Grade1 in senior high school. ·The students have achieved certain English level and they have the ability to get the basic message of the reading. ·The students are easily activated and want to share their own opinions on the topic ·The students know some cultural relics at home and abroad. ·They may not know the amber room before. ·Their vocabulary is limited so they may have difficulties in understanding some sentences. 4. Teaching key and difficult points
Teaching Design for Cultural Relics - Period 1
2
Key points:
1.Enable students to have a better understanding of the definition of cultural relics 2.Enable ss to know the history of the Amber Room. Difficult points:
1.The relationship concerning the Amber Room between Germany and Russia. 2.The characters related to the Amber Room 5. Instructions to learning methods Cooperation and competition Individual work
Scanning and skimming Summarizing 6. Teaching strategies
1.Ask and answer approach：teacher guides by asking questions
2.Task-based approach ：students are expected to achieve certain goals by finishing the task 3.The situational approach：teacher creates a situation and encourages ss to express their opinions 7. Teaching aids
PPT Multimedia room
Teaching design and learning plan 8. Teaching procedures
教 學(xué) 過(guò) 程 流 程 圖
Warming- up
Guessing game Lead in
While reading
Homework
Main ideas
Treasure hunt game
Mind maps for multiple choices
Free talk
Retelling
Post reading
Pre-reading
Watch and predict
Teaching Design for Cultural Relics - Period 1
3
Procedures T’ s activities
Ss’ activities
Aims
核心素養(yǎng)提升
點(diǎn)
Step 1
warming-u
p
1.Show some pictures of local cultural relics and lead in the topic. 2.Help ss to conclude the definition of cultural relics. 1.Talk about cultural relics in Jiayuguan. 2.Play a guessing game about some famous cultural relics and conclude the definition of cultural relics. To arouse the Ss’ interest in the topic , activate their old knowledge of cultural relics and acquire the definition of
cultural relics.
語(yǔ)言能力；快速讀取信息并且猜測(cè)的能力；利用事物
特征歸納總結(jié)
的能力。
Step 2
Pre-reading 1.T shows some pictures of amber and then comes to the Amber Room with two pictures and a piece of
clip.
1.Look at some
pictures and get the perceptual knowledge of the amber
2.Watch a clip and answer the question: what happened to the Amber Room.
To make them eager to know a room made of amber.
To get basic information on the Amber Room.
語(yǔ)言能力；通過(guò)視聽(tīng)抓住關(guān)鍵詞獲取信息的能力。
Step 3 While reading
Activity 1. Introduce the title and the treasure hunt game and play the recording of the text. Help the ss find the answers and check
Group competition: Listen to the recording of the text, read and fill in the blanks.
To have a whole recognition of the passage and focus on some specific key information.
To develop their reading
strategies and language efficiency.
語(yǔ)言能力；根據(jù)關(guān)鍵詞定位并且獲取信息的能力；競(jìng)爭(zhēng)和團(tuán)隊(duì)意識(shí)。
Avtivity 2. Show the main idea of the paras. Students are required to read the passage again and grasp the main ideas. To conclude the main idea based on basic
understanding of
the text.
To develop their reading strategies.
語(yǔ)言能力；歸納總結(jié)能力。
Teaching Design for Cultural Relics - Period 1
4
Activity 3 Further comprehending. T shows two multiple choice questions and help ss better understand the passage with two mind maps of the text.
Students are also expected to understand the
passage more deeply and more clearly by answering the questions and
analyzing the mind maps.
1.To better comprehend the text and consolidate what they learned. 2.To develop their reading strategies.
語(yǔ)言能力；深度理解能力；邏輯思維能力。 Step 4 Post reading
T creates a situation
and organizes the ss to discuss.
Students freely talk based on the question: What will you do if you find a culture relic.
To practice speaking ability and expressing opinions.
To help set the right outlook of value.
語(yǔ)言能力；情感、理性判斷和價(jià)值觀；批判性思維。
Step 5 Homework
T assigns the homework
Ss retell the history of the Amber Room with the help of the combined mind map. To output and evaluate the knowledge
learned in class.
語(yǔ)言能力；概括能力，邏輯思維能力。
9. Blackboard design
Cultural relics
In search of the Amber Room Key words and expressions:
mysteriously disappeared stolen hidden
Group competition: Group 1: ☻☻ Group 2: ☻
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