高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage教学设计

这是一份高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage教学设计，共12页。

Summary f Lessn Prcedure
Part 1: Lead-in
Leading students t lk at sme pictures abut cultural heritage and identify them.
After shw sme pictures f amber and the Amber Rm. Ask students sme questins and let them predict what this passage is abut accrding t the title--In search f the Amber Rm. And students shuld reflect n the value and significance f cultural relics.
Part 2: Pre-reading
Step 1: Lking and saying.
Step 2: Getting a glimpse f “In search f the Amber Rm”.
Part 3: While-reading
Step 1: Listening and Skimming
Step 2: Scanning
Step 3: find ut the structure f this passage
Step 4: Analyze the essay in detail.
Part 4: Pst-reading
Step 1: Retelling the stry.
Step 2: Sharing ideas after reading.
Part 5: Hmewrk
Pair wrk: interview
Individual wrk: writing a small intrductin abut cultural relics.
Lessn Prcedures
Part 1: Lead-in
Part 2: Pre-reading
Step 1: Lking and saying.
Step 2: Getting a glimpse f “In search f the Amber Huse”.
Part 3: While-reading
Step 1: Listening and Skimming
Step 2: Scanning
Step 3: Find ut the structure f this passage.
Step 4: Analyze the essay in detail.
Part 4: Pst-reading
Step 1: Retelling the stry.
Step 2: Sharing ideas after reading and summarizing.
Part 5: Hmewrk
Grup wrk: Interview
Individual wrk: Writing a small intrductin abut cultural relics.
Part 6: Blackbard design
Cntent
New Senir English fr China Student’s Bk 2（人教版）
Unit 1 Cultural relics
Reading: In search f the Amber Rm (Part 1)
Date
January 12, 2021
Learner Prfile
Sme interesting activities in the previus class had already prvided t aruse students’ interests and we have given a brief intrductin f the cultural relics. The students all have sme understanding f cultural heritage, they have relatively mre knwledge abut Chinese cultural heritage, but nt a lt f knwledge abut the wrld's cultural heritage yet. Sme students will have sme knwledge f this part f the wrld and have heard abut the Amber Rm, but in general, mst f them dn't have much deeper knwledge f French cultural heritage because it is less knwn in the wrld.
Students have learned abut the imprtance f culture and the imprtance f cultural heritage t a cuntry and a natin, s it will be helpful when they then d the reading f related texts that will help them understand the meaning and value f cultural heritage. At the same time, students have already mastered certain reading methds and skills that are invlved in reading cultural texts. Therefre, while they are reading the material in the “Reading” part, they may nt have t many difficulties in understanding the cntent.
Main Fcus
Understand the basic cncepts, essential features and basic types f cultural heritage.
Scanning is the prcess f finding key wrds in a text and using them t infer and grasp the general meaning f the text.
Skimming is an imprtant part thrugh which students can grasp the central idea f the text.
Careful reading. After precisin, students will learn abut the stry f Amber Huse.
Learn vcabulary by categrizatin.
Retell the stry f the Amber Huse in their wn wrds.
Use what they have learned in this lessn and their wn knwledge t discuss related tpics.
Students will learn hw t read in English and understand hw t use the reading methd t read.
Explain sme cmmn sense f cultural relics and the Amber Huse in the analysis f the article.
Anticipated Learner Difficulty
Students have less knwledge f Eurpean culture and even less knwledge and understanding f Amber Huse. Therefre, ne f the difficulties is whether the students can successfully understand the significance related t the histrical value and relevance f the Amber Huse, as well as grasp the meaning and imprtance f cultural heritage fr a cuntry and natin, etc.
Althugh students had learned hw t read and analyze a text in previus lessns, in this lessn they were expected t apply their wn reading methds and strategies t analyze a text independently.
At the same time, the cultural attributes f this text are relatively distinct, and students need t have sme understanding f ther cultures n tp f mastering the reading methd. Students' crss-cultural cmprehensin and cultural tlerance is als a prblem.
Overall
Lessn Objectives
Students will be encuraged t cperate with each ther.
Students will be able t cmprehend new vcabularies and structure in the reading prcess.
Students will knw the cncept f cultural relics and the value r imprtance f it as well.
Students will knw hw t read a passage and hw t analyze an English article.
Aims
Knwledge
Tpic
By the end f this lessn, students will be able t talk abut the tpic: cultural relics and give an intrductin abut the Amber Rm related t the passage.
Vcabulary
By the end f this lessn, students will learn the fllwing vcabulary: cultural, relics, the Amber Rm, survive, amaze, select, decrate, cnsider, belng t, take part in, think highly f, in search f, in return, less than, restrictive, nn-restrictive and attributive and s n.
Functin
By the end f this lessn, students will knw what is the natinal treasure and be capable f talking abut the cultural relics.
Skills
By the end f this lessn, students will be able t:
Talk abut the stry f the Amber Rm and intrduce the cultural relics t thers.
Have the ability f using the imprtant language pints in this unit.
Learn t use the restrictive and nn-restrictive attributive clauses crrectly.
Learning Ability
By the end f this lessn, students will be able t:
Grasp key infrmatin by skimming, scanning, careful reading and listening.
Master the skills f hw t read a passage and hw t analyze an essay.
Cultural Awareness
By the end f this lessn, students will be able t:
Understand the differences between Chinese culture and Eurpean languages and cultures;
Students will be encuraged t learn mre abut cultural relics.
Students’ sense f cultural relics will be stimulated.
Students’ sense f grup cperatin can be strengthened.
Thinking Ability
By the end f this lessn, students will be able t:
Gather relevant infrmatin with the help f the things that they have learned befre;
Have their wn thinking f cultural relics.
Change their perspectives when they are faced with different cultures.
Timing
3 minutes
Prcedures
Leading students t think abut what is cultural relics and what is the Amber Huse and shwing sme pictures abut the cultural relics in the wrld.
Questins:
What is this? Which cuntry these cultural relics belngs t? What is the imprtance f these cultural relics?
Lead t “In search f the Amber Huse”.
Write n the blackbard.
In search f the Amber Huse
Aims
T intrduce the tpic f this Unit.
T aruse the students’ interest.
Matters Needing Attentin
Use sme pages f the PwerPint t shw the pictures. Then use bard writing t attract students’ attentin.
Self-reflectin
The pictures are very beautiful, they can aruse students' interest and enhance their participatin and enthusiasm in the classrm, and they are als a kind f image display fr the cultural relics, s that students can better grasp the specific cnntatin f the cultural relics and the cultural backgrund they represent.
The theme f cultural heritage is appealing t sme students wh are mre interested in histry. Mrever, it is very useful t increase students' insight and braden their knwledge.
Timing
5 minutes
Prcedures
Lking and saying
Wrk in pairs. Lk at the phts n the screen. All these relics are quite beautiful. But sme f them were lst and ruined in histry，such as Yuan MingYuan and the Amber Rm. Please guess:
A. What kinds f things can result in their disappearing?
B. Why d they cme int being nce again?
Keys fr reference:
A. Maybe wars, natural disasters, and time have damaged r destryed them, getting them lst and changed. Many f them were even stlen and hidden while nbdy knws wh, where and hw.
B. Peple get t knw these. If these relics culd nt be fund again, they wuld be rebuilt by peple.
2. Explaining and sharing
Wrk in grups f fur. Tell yur grup mates:
A. What d yu knw abut the substance f “amber”?
B. What d yu knw abut the cultural relics “the Amber Rm”?
Aims
T smthly transit t the learning f the text.
T aruse students’ interest f the passage.
Matters Needing Attentin
Use ne piece f PwerPint t shw the pictures and the questins.
Self-reflectin
This sectin fllws the intrductry sectin by extracting the cntent frm the pictures and allwing students t discuss and share their pinins and ideas, thus helping t enhance their thinking and expressin skills.
Timing
2 minutes
Prcedures
Asking students wh have read the stry f “In search f the Amber Huse” r seen sme infrmatin abut the Amber Huse
Questins:
Have yu read the stry f “In search f the Amber Huse”? Have yu seen sme backgrunds f the Amber Huse? If yu have, can yu share yur ideas with us?
Summarize the stry.
The first paragraph states that The Amber Rm has a "strange" histry and describes it in detail. The secnd paragraph describes the rigin f The Amber Rm and its use in Russia: the Tsar's Winter Palace and a meeting rm fr imprtant guests. The third paragraph describes hw Ekaterina II had the Amber Rm mved t her summer palace utside St. Petersburg and redesigned it t her liking, making it ne f the greatest wnders f the wrld. The furth paragraph recunts the invasin f St. Petersburg in September 1941 by the Nazi Germans, wh tk the Amber Huse captive and made it a mystery. The fifth paragraph, recunts that nw the German and Russian peple have built a new Amber Huse in the Summer Palace based n the ld ne.
Aims
Let students have an verall understanding f the stry, s that students can understand the reading material.
T aruse students’ interest in the stry.
Matters Needing Attentin
Use sme pieces f PwerPint t shw the questins and answers.
Self-reflectin
Sme students have previewed the article, but sme students have nt, s there is a large gap between students. By summarizing multiple articles, students can all review the main cntent f the article, s that all students can keep up with the teacher's prgress.
Timing
5 minutes
Prcedures
Play the audi f the “Reading” part.
Guide the students t read the text while listening t the audi.
Ask students sme simple questins ne by ne abut the text.
1)Why it is called the Amber Rm?
2)What else were used t make the rm besides amber?
3)Why was the Amber Rm first built?
Discuss the answers tgether.
Answers:
1)It was given the name because almst seven thusand tns f ambers were used t make it.
2)The Amber Rm was als made with gld and jewels.
3)It was made fr the palace f Frederick I.
Lead students t find ut the main idea f this passage.
Aims
T train students’ skimming ability.
T guide students t knw the main idea f the essay.
Matters Needing Attentin
Clear the three questins and lead t the analysis f this passage smthly.
Self-reflectin
This part is intended t allw the students t be able t g thrugh the whle article with questins that are quick t skim and get the central idea and main cntent f this article. Als, students will learn hw t read in a fast way.
Timing
5 minutes
Prcedures
Shw students sme questins.
1)When and why did Frederick William I give the Amber Rm t Peter the Great?
2)What did Catherine II d with the Amber Rm?
3)When and hw was the Amber Rm suppsed t have been lst?
Students scan the reading material quickly with these questins.
Ask ne student t write their answers n the blackbard, and the ther students write in their wn ntebk.
1)1716，Frederick William I gave it t Peter the Great, as a gift f friendship.
2)Catherine II had the Amber Rm mved t the palace utside St Petersburg where she spent her summers
3)In 1941, thse tw cuntries were at war. German army stle it.
The whle class check the answers tgether.
Aims
T help students better understanding the cntent.
T train students’ scanning ability.
T frm lgical thinking f students.
Matters Needing Attentin
Clear and lgical pieces f PwerPint can assist students t develp their wn critical thinking.
Self-reflectin
The questins in this sectin are mre difficult than thse in the previus sectin, and students will read the text mre carefully. These questins are very helpful t deepen the article, and the activities in this sectin can als, make ur teaching mre fluent t intrduce the next part f the cntent.
Timing
10 minutes
Prcedures
Divide students int small grups. Each grup has fur students. Maybe sme grups have three r five students accrding t where they sit, the teacher shuld try t manage them well.
Ask the students t find ut the structure f this passage.
Students discuss and find ut the structure f this passage.
Let sme f the students t give their answer t the questin.
The first paragraph states that The Amber Rm has a "strange" histry and describes it in detail.
The secnd paragraph describes the rigin f The Amber Rm and its use in Russia: the Tsar's Winter Palace and a meeting rm fr imprtant guests.
The third paragraph describes hw Ekaterina II had the Amber Rm mved t her summer palace utside St. Petersburg and redesigned it t her liking, making it ne f the greatest wnders f the wrld.
The furth paragraph recunts the invasin f St. Petersburg in September 1941 by the Nazi Germans, wh tk the Amber Huse captive and made it a mystery.
The fifth paragraph, recunts that nw the German and Russian peple have built a new Amber Huse in the Summer Palace based n the ld ne.
The whle class discuss and summarize tgether.
Aims
T make a thrugh analysis f the passage.
T let students read carefully
Matters Needing Attentin
Encurage every student t take part in the activity.
Self-reflectin
This activity is a little difficult. When students are discussing the structure f this passage, the teacher shuld walk arund and help students t slve their prblems.
Timing
10 minutes
Prcedures
Have students cmplete this peer activity with their desks by reading the entire article again carefully and cmpleting the table given belw.
Distribute the frms t the pairs. The frm is as fllws:
Time
Persn
What happened t the Amber Rm
Freedrick
Willaim Ⅰ
1770
Mved and redecrated it
During the 2nd Wrld War
Stle the Amber Rm
The Russian and Germans
Students discuss and fill the frm in pairs (5 minutes).
Cllect the frms that the students have filled ut and number them.
Let the students give their answers.
Time
Persn
What happened t the Amber Rm
1716
Freedrick
Willaim Ⅰ
Give it t peter the great
1770
Catherine Ⅱ
Mved and redecrated it
During the 2nd Wrld War
Nazi
Stle the Amber Rm
2003
The Russian and Germans
Rebuilt the Amber Rm
The whle class discuss and give cmments t the frm tgether.
Aims
T train students’ ability f analysis.
T train students’ ability f understanding.
Matters Needing Attentin
Use multimedia t enlarge the cmpleted frm n the screen.
Self-reflectin
This activity allws students t get a gd grasp f the cntent f the article, and srting thrugh it with the help f tables can help them t grasp the whle text in an rganized way. Mrever, this way can als fcus the students' attentin.
Timing
2 minutes
Prcedures
Let students think abut hw t retell the stry fr a while.
Ask sme students t shw their results f thinking.
Aims
T help students better understanding.
T train students’ ability f retelling stries.
Matters Needing Attentin
Encurage all the students t express actively.
Self-reflectin
This part is very imprtant in reading cmprehensin. Retelling the cntent f the article can help establish the verall framewrk f the article, as well as grasp the details s mentined in the article. This methd can help students t further grasp the whle text.
Timing
3 minutes
Prcedures
Guide students t think abut what they have learned in this class. Ask them sme questins:
What impressin the Amber Rm left n yu?
Can yu give a summary f this class?
The teacher gives a brief summary.
Aims
T let them recall what they have gained.
Matters Needing Attentin
Encurage all the students t take part in actively.
Self-reflectin
The students can clearly knw what they have learned in the lessn. And this activity is als a learning experience fr them t imprve their summarizatin and inductin skills.
Requests
As a grup, yu shuld interview peple in ur schl and ask them abut their knwledge and pinins n cultural heritage, and finally submitted a reprt.
their levels f knwledge abut cultural relics
their pinins n cultural heritage
Aims
T develp students’ cmmunicatin ability.
Self-reflectin
In the classrm, we nly fcus n students' expressins, but we d nt have gd training and enhancement fr students' cmmunicatin skills, and writing interview reprts can als imprve their writing skills and enhance the ability t apply their knwledge.
Requests
Use what yu have learned in class and the expressins in the text t write
Write bjectively and accurately.
Writing reflects the authr's persnal pinin.
Aims
T develp students’ writing ability.
Self-reflectin
In the classrm, we fcus n students' listening, expressin, and reading skills but less n their writing skills. This assignment is designed t give students the pprtunity t express their wn ideas based n their knwledge and persnal pinins.
Asking students t use the wrds and phrases they have learned in class will further enhance their understanding and mastery f what they have learned in class.
Design