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必修二unit1 warming up & reading教学设计


教 学 设 计
课题 课型 教学 目标 教学 重点 教学 难点 学法 指导 教法 Warming up and Reading 时间 Unit 1 Cultural Relics 2014.11.3 课时 第 1 课时

To know the general idea of the text and the main idea of each pa

rt 1. To learn some detailed information about the Amber Room; 2. To improve students’ reading ability; 1. To let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph. 2. To get students to understand the structures and meaning of some difficult sentences. 1. 通过一系列的图片,导入文化遗产这个抽象概念,激发学生的学习兴趣; 2. 通过学生自主的预习和教师相关问题的设置,引导学生有意识地了解文章。 讲授法;多媒体教学法 Step 1: Warming up T: Hello, everybody! As you know, we can usually get some information from pictures. Please look at four pictures to summarize the definition of cultural relics. What is a cultural relic? A cultural relic is something famous that has survived for a long time. It can tell the history of the past time. It is the symbol of a country and its culture. Step 2: Pre-reading T: Can you imagine building a room using amber? Today we will get to know a mysterious amber room. Now watch a short VCR to get some brief information. Amber is the fossil( 化 石 )form of resin(树脂) from trees. It takes millions of years to form. T: Suppose the Amber Room got lost. How would you feel? Step 3: New lesson To show the learning aims for students a. Fast reading Turn to P2 and read the passage silently in 5’ to get the main idea. During reading, find out the characters , years ,and places 学生活动:

通过观看图片,激起 学生学习兴趣。

教学 过程

播放短篇 VCR,引发 学生探究琥珀屋的兴 趣,以提高学习本篇 文章的积极性。

通过快速阅读,训练 学生快速提取信息的 能力。

in the passage. Fill in the blanks: It tells us the strange history of the__________, a cultural relic of two countries: _______ and ______. b. Careful reading Try to guide students to understand each paragraph in detail. 1. What did these four people do to the Amber Room? 2. What happened in these four years (1716; 1770; 1941; 2003)? c. Consolidation Fill in the blanks according to the passage. In fact, the Amber Room was made not to be a ____, but was ________ for the _______ of Frederick I. In _____ Frederick William Ⅰ gave the Amber Room to _____________ as a gift. In 1770, Catherine Ⅱ had completed the ______ to the Amber room. In 1941, The Nazi German army______ the Amber Room. After that, what happened to the Amber Room _______ a mystery. In 2003, The_________ of the Amber Room was completed and it looked much like the old one, ___________ the old photos. d. Debate Should we rebuild Yuan Ming Yuan? For: 1. attract more tourists 2. make more money 3. culture relics Against: 1. cost too much; 2. the same as before 3. a sad history e. Exercise Present some difficult sentences and make

细节阅读,通过分段 分析增加学生对文章 的理解。

归纳总结,形成知识 脉络,对全文有一个 整体的把握与认知。

激情辩论,激发创造 性思维的火花,同时 增强学生的口语表达 能力。

当堂训练,查漏补缺 巩固提高。

students imitate new ones. Step4: Homework 4.1 Read the text again after class. 4.2 Circle the sentences you don’t understand, and we'll solve it next class. Unit 1 Cultural Relics Warming up and reading The main idea: It tells us the strange history of the__________, a cultural relic of two countries: _______ and ______. This text, in my opinion, is a little difficult for students. Because there are many names, places, and years. It is confusing. So as their English teacher, I need to help them patiently. With so many pictures, students can understand easily.

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