Unit 7 Cultural Relics 人教版高一英语说课Word格式.docx

1、Writing进一步要求学生以主人翁的姿态致信报社编辑，反映当地文物古迹遭损受毁的情况，呼吁全社会行动起来，为保护人类文明遗产尽一份力。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了课程标准所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。（三）教学重点、难点1. Functional Items：Ways of giving advice or making

2、suggestions.2. Topic：Talking about cultural relics, including ways of protecting them.3. Word-formation：“re + V.”（eg. rebuild, replaced, recreate）.4. Key words and expressions：select, represent, in history, be kept as, give in（up）, in ruins, in pieces, bring back to life, etc5. Structure （Grammar）：T

3、he Passive Voice （I） The Present Perfect Passive Voice6. Writing：Write a letter to the editor on a certain cultural site, suggesting ways of protecting the cultural relics.【 “现在完成时”是中学阶段英语语法教学的重点，也是难点，不过学生在初中阶段已学过现在完成时和被动语态，本单元可以作为一个语法复习巩固来处理。】总之，本单元通过语法、功能项目与新话题的有机结合，充分体现新课程标准“以学生为本，以学生的发展为本” 之要求。二

4、、教学目标（一）语言知识目标本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。（二）语言技能目标 通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。（三）情感目标1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝 试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个

5、性，培养创造能力。2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。3）培养学生具有良好的文明习惯，具有文物保护意识。（四）教学策略1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。（五）学习策略1）课前认真预习，利用互联网或其他媒体收集国

6、内外文物古迹以及有关文物保护信息，课后能及时复习。2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。3）注意学习方法，及时提问并注意倾听他人意见。4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人看法、提出独到的见解等。（六）文化意识1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。）培养学生良好的社会公德意识，树立文物保护意识。三、教学原则（一）以任务型教学 （Task-based Language Teaching）作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communic

7、ative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。（二）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。（四）

8、贯彻“教中学，学中用”策略，真正使学生学以致用。四、教学总体设计（一）创设情景，营造氛围，体现语言教学的真实性 语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕P（PresentationPracticeProduction）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。（二）采用“任务型”教学，培养学生综合运用英语能力 本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层

9、深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。（三）面向全体学生，关注学生的全面发展经常性地开展pair work、group work、class performance，培养学生的团体合作精神。五、评价手段与操作方式 我国外语教学的评价方式过多地依赖于终结性评价，无论是学生、教师还是家长，更多地是以学生的外语考试成绩评判学生外语学习能力的高低。这种不科学的评价方式使相当多的学生丧失了学习外语的自信心和积极性，极大地降低了外语学习的效率；同时也造成了课堂教学几乎

10、完全围绕考试内容来进行，语法教学、题海战术充斥外语课堂等不正常的现象。课程标准则强调“建立促进学生全面发展的评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自信。发挥评价的教育功能，促进学生在原有水平上的发展。”同时“建立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多种渠道获得信息，不断提高教学水平。”因此，教学评价既要关注效果，又要关注过程，应是两者的结合，既行为评价（也称非测试性评价）与终结性评价（也称测试性评价）相结合。 （一）行

11、为评价（非测试性评价）：本单元通过对学生课堂回答教师提问情况、对话表演的参与程度及学生反应、话题表达（如讨论利弊）的创新性及针对性、与他人的合作协作精神及学生个体的书面作业等行为，对学生的学习能力、学习态度、团体合作精神及创新意识等做出过程性评价。这种评价有助于老师发现每位学生的闪光点，及时肯定、表扬，也可让更多的学生体验成功的喜悦，体现英语课堂教学的“全员”意识，利于培养学生的可持续发展。具体操作时，老师设计如下表格，对学生进行评定。 表一：课堂活动配合及对话表演反馈表日期课堂活动内容姓名评价等第评 语 Student AS- BS- C【注：评价等第为（优秀、良好、一般、需努力）】 表二：

12、小组活动记录反馈表组员姓名活动内容 评价内容1参与程度2与组员配合3动作表演4课堂效果反应5语音语调6语言表述个人自我评价小组评价教师评价评价等第为（积极 / 优秀、尚积极 / 良好、一般、不参与 / 需努力）】（二）终结性评价（测试性评价）：通过单元检测形式来了解学生在本单元中学习的实际程度，通过整体效果和个体效果的综合分析，利于教师在下一单元教学中及时调整教学策略。（终结性评价：略）六、单元教学设计（课时计划及操作步骤）依据课程标准及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD、投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内

13、容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：Teaching Procedures for the 1st PeriodStep one Warming-up1. Greeting.2. Watching & Chatting：Watch a video which introduces some famous cultural sites across Shaoxing, having a f

14、ree chat with the Ss.3. Questions & Answers：Show to the Ss three pictures, asking them: What do you know about the places in the pictures? Where are they? Which one would you like to see most? Why?Step two Pre-listening 1. Ticking：Listen to the tape and tick the things Ss hear.2. Questions &Listen a

15、gain and discuss the questions in groups Why is it important to protect cultural relics? Why is it difficult to find out how people lived in ancient times? What do we know about life in ancient Egypt? Why do we know so much about the way the ancient Egyptians lived? What do you think we can do to pr

16、otect our cultural relics?Step three Listening1. Language Input ：Well, now were going to listen to a description of three cultural sites. Please Listen to the tape and write down the name of the site in the form below. Listen to the tape again and write down about its importance.Name of the siteWhy

17、is it important?What is being done to protect it?Site 1Site 2Site 3 Listen to the tape again and write down about “Whats being done to protect it”.Ss discuss their answers in groups and then check in class.Step four Post-listening1. Listen to a piece of news （T has previously taken from a news repor

18、t） and ask Ss to have a discussion about the following topics： Why do our city government make such great effort to protect cultural sites? Do you think it necessary to spend so much money on the project?Step five Error-finding 1. Language Input：Now were going to listen to the description of the thr

19、ee maps. Please Listen to the tape and put the statues in the right place. Listen to the tape and put the temple and the museum in the right place. Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place. Step six GameAs is known to us all, China is a country with a histo

20、ry of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and lets have a game! T divide the class into four groups, asking the Ss to say what the name of the c

21、ultural site is and where it is according to the given picture. The group which makes the most choices win the game. Group AGroup BGroup CGroup DScoreHomework1. Prepare a brief description of Ss favorite cultural site in China. The report must include the following： The name of the site Its size as

22、well as its history Its importance and what is being done to protect it. （Better surf on the Internet!）2. Preview “Speaking”. Teaching Procedures for the 2nd Period2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions

23、about their reports.Step two Pre-speaking1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?T collect the answers and write them on the blackboard.Step three SpeakingWell, everybody is now asked to make a culture capsule with a size of 22 metres, which will be s

24、ent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that

25、 those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.Asking for suggestions Making suggestions What shall we put in in your opinion? Cant we put in ? Should we put in ? Which do you think is the more s

26、uitable thing we put in? Lets put in. Maybe we could put in . I think wed better put in . Id like to choose. What / How about? Why not put in ? Why dont you put in ? T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.Things you want

27、to put inReasons for your choices12345【Model】SA：In my opinion we could put in .SB：That sounds a great idea. And Id like to choose .Sorry, I dont think thats the best choice.Then what about ? 2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the cla