culturalrelics教学设计教案

Unit Unit 1 Cultural RelicsHeadingTopic and ContentTeaching Goals and Objectives Grade Level: Senior Grade OneTime: 45minDescription of students: For the students in grade1 in senior high school, their basic knowledge of cultural relics is enough. So the topic of this unit is familiar and easy to them. However, the passage in this unit is about another unfamiliar cultural relic---the Amber Room, so it is a little difficult to them. In addition, this passage is logically organized through three clues. So to the students, this passage is hard to grasp.Topic: Cultural RelicsTeaching Content:1.Key vocabulary: amazing, honey, decorate, select, belong, remove2.Subject matter:1.) recall the famous cultural relics around the world2.) emphasis the importance of protecting of cultural relics3.) reading comprehension---In Search of The Amber Room1.Teaching Goals:1.)Talk about history and background of the cultural relics2.)Improve the students’ reading ability through the passage2.Teaching Objectives:1). Ability objectivesTowards the end of this unit, the students should be able to:A. Enable the students to have the ability of talking cultural relics and ways to protect them.B. Learn some detailed information about the Amber Room.C. Train the students ability’ to grasp key information and clues while listening.D. Learn to skim for the main idea of this passageE. Fully understand the passage through the clues.F. Retell the passage in their own words.Teaching Key Points andDifficultPoints2). Emotion objectiveMake the students realize the importance of protecting the cultural relics and take action to protect them.1.Key Points:1).The key words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’abilityspeaking.4). Improve the students ’ reading ability, including skimming and scanning.2.Difficult Points:Train the students’ ability to grasp key information while listening.Lesson Step1Lead-in (4 minutes)outline Step2Speaking task( 3 minutes)Step3Pre-reading (4 minutes)Step4While-reading (22minutes)1). Fast reading (6minutes)2). Intensive reading (16minutes)Step5Post-reading(10minutes）Step6After-class assignment (2 minutes)Teaching ProceduresStep 1 Lead-in(4minutes)Warm-up Questions(1minute):Can you give me some examples of cultural relics that you know at home and abroad?Warm-up Activity(3minutes):1. Show students some pictures about the cultural relics around the world.E.g. The Great Wall, The Mogao Grottoes, The Pyramids in Egypt, Triumphal Arch⋯While showing these pictures, T asks the students some questions, for example:1.)Do you know where it is located?2.) Do you know what its function is in ancient time?3.) When you see this cultural relic, which country would come to your mind?2.T: In a common sense, people might think that cultural relics should be the ancient buildingswe mentioned just now. Actually, cultural relics can be viewed as many other forms, do you knowother forms of cultural relics? What are they?Then show students some other forms of cultural relics at the screen.E.g. Ancient village, Handcrafts, Natural environment, Folk culture ⋯ 3.Group DiscussionDirections: Divide students into several groups (2 or 3 students in one group), ask them to findout the characteristics a cultural relic has as many as they can according to the examples T gavebefore.At the end of the discussion, ask each student to show his or her answer to the class, and showstudents the complete answer at the screen. If the students feel difficult, T can give them one ortwo examples like this:preciousrare valuableA long history Cultural relics mysteriousWorld famous symbols of their countries and culturesMan-madeStep 2: Speaking task(3minutes)Directions: Through this part, T will show Ss the cultural relics are near extinction and make Ssrealize the importance of protecting the cultural relics.Question:1.What can cause some cultural relics lost or ruined?2.How to protect our cultural relics?After 2 minutes’preparation, T asks some students to show their answers and explain why.Step 3: Pre-reading(4minutes)1.Show students the title of this passage first, and ask students to think about the questions theywant to know through reading the passage, they may want to know these questions(2minutes): What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?⋯⋯2. Introduce what Amber is and background of this passage to Ss(2minutes).Step 4:While-reading(22minutes)1). Fast reading (6minutes)Direction: Improve Ss’ability of skimming and scanning while fast-reading, after their fast-reading, they must find out the answers in the passage.Let students read the passage quickly (4minutes), and find out the answer of these questions, thenT checks answer with students (2minutes).1.Why was it called the Amber Room?2.What was it made for?3.Why to search for it?4.Find out the characters, years and places (clues of this passage) mentioned in the passage.Characters: Frederick I, Frederick William I, Peter the Great, Catherine , NaziPlaces: Prussia, Russia, GermanyYears: 1716, 1770, 1941, 20032). Intensive reading(16minutes)Directions: Improve the students’reading ability and learn some detailed information about the Amber Room.1.Let the students read the passage carefully with these purposes(8minutes):1.) The relationship between the characters2.) What happened in these places?3.) What happened to the Amber Room in the four years?After intensive reading, make the Ss work in pairs and find out the answers, then find some studentsto report their answers to the class, meanwhile, T gives the correct answers through the screen(5minutes).2.Make students work in pairs and summarize the gist of each paragraph(3minutes)Step 5:Post-reading(10minutes)Direction: Let the students do more exercises related to this passage, such as number the sentences, retell the story and a debate on this passage, to reinforce the comprehension of the passage.1.Demonstrate Ss some sentences and make them work in pairs to rank the sentences incorrect order according to the clues of the passage (3minutes).2.Let the students remind the three clues again and retell the story in their own words, Ss have 2minutes to prepare for it, then T ask some students to make an presentation in the front ofclass (3minutes).3.Divide Ss into two groups, then have a debate on this question: Is it worth rebuilding the AmberRoom? T can list some useful expressions that may be used in the debate (4minutes).Step 6:After-class Assignment(2minutes)1.Remember the useful words and expressions.2.Try to retell the story about the Amber Room in your own words and write down as a smallcomposition.3.Ask students to write a composition about a place that they have ever been to. (Its history,background, scenery )Teaching Methods1.Task-based Teaching2.Student-centered method3.KWL theory----K:known, W:want, L:learned4.Individual, pair or group work1). Watch some pictures about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Teaching AidsMultimedia, textbook, pictures, blackboard,chalkSelf-reflection1.The advantage of this class:Before the first reading, T asks students to think about the questions they want to know, andthen solve their questions through reading one by one, this can increase stude nts ’ interest about the passage and make the reading more effective. Through finding out the three clues of this passage, the students can clearly understand the passage, and it is also useful to their retelling of the story later.2.The disadvantage of this class:1.) The contents is too much for the students to grasp in one period. Especially, the warming up occupies too much time.2.) Although T asks the students to raise questions by themselves and answer them while reading,if T ask other students to answer the questions they put forward before, it will be better.3.) This class should be arranged into 2 periods. (45min/period)。