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1、新编高一上说课材料Unit 7 Cultural Relics 第1 页新编高一上英语新教材说课材料SEFC Book I Unit 7 Cultural Relics 一、教材分析一单元背景分析随着人们物质文化生活水平的提高，曾经一度被无视的环境已日益为人们所关注，从某种程度上说，环境的优劣已成为衡量生活质量高低、社会进步程度的标志。相对文物而言，其环境的优劣同样影响文物存在的质量。然而，在环保意识不断提升的今天，文物环境并没有得到应有的关注。文物保存环境是指文物所在的空间及可以直接或间接影响文物保存的各种自然因素和人为因素。在我国，由于受经济条件的制约，自然环境质量的恶化，加上人文环境的影
2、响，文物劣化速度不断加剧，由于环境造成对文物毁坏的例子屡见不鲜，如石质文物风化、金属文物腐蚀、纸张酸度增加、壁彩画褪色等等。文物是祖先留给我们的无价之宝，是金钱买不到的。日用品坏了， 可以再生产制造，文物却不同，它不能再生产，再生产出的东西不是文物，是仿制品或赝品，是没有任何文物价值的。文物一旦损坏，就永远不能复原。没有众多的文物史迹，文明古国也就名存实亡，失去其传统的风采和内涵。文物受损后再修复是被动性的保护措施，而主动性的保护就是创造良好的文物保存环境，防治文物受损才是上策。保护文物环境，实际上就是保护文物古迹本身。整治环境不是一件小事，保护文物环境更不是一件容易的事，惟其艰难，需要文物部
3、门付出更多的努力，同时也需要政府和社会的更多支持。所以，我们要好好保护文物。二教材内容分析本单元话题文物古迹Cultural relics 历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至消灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，表达了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Listening开门见山向我们介绍三个cultural sites，并要求根据所听内容熟悉各自的重要性，以及人们为保护这些文物古迹所采取的措施；Speaking 则要求我们制作一个即将
4、被送入太空的、内含能代表中国文化的五件物品的“cultural capsule” ，让学生成为主体，充分发挥他们的思维、展示他们无限的想象力；Reading通过对俄罗斯著名城市圣彼得堡有关史实的介绍，以“A City of Heroes ”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切；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
5、，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，培养学生精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第2 页保护人类文明、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 suggestions. 2. Topic ：Talking about cultural relics, inc
6、luding 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, etc 5. Structure (Grammar) ：The Passive Voice (I) The Present Perfect Passive
7、 Voice 6. 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稳固来处理。】总之，本单元通过语法、功能项目与新话题的有机结合，充分表达新课程标准“以学生为本，以学生的发展为本”之要求。二、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
8、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；表达课堂教学“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
9、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，在做中稳固，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。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第3 页五
10、学习策略1 课前认真预习，利用互联网或其他媒体收集国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
11、际教学法Communicative 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
12、角色。四贯彻“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，表达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，层层深
13、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。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第4 页五、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
14、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完全围绕考试内容来进行，语法教学、题海战术充满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
15、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。一行为评价非测试性评价：本单元通过对学生课堂答复教师提问情况、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，表达英语课堂教学的“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
16、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评价等第评语Student A S- B S- C 【注：评价等第为优秀、良好、一般、需努力】表二：小组活动记录反馈表组员日期活动内容评价内容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【注：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：略精选学习资料 - - - - - - - - - 名师归纳总
17、结 - - - - - - -第 4 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第5 页六、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 P
18、rocedures for the 1st Period Step one Warming-up 1. Greeting. 2. Watching & Chatting ：Watch a video which introduces some famous cultural sites across Shaoxing, having a free chat with the Ss. 3. Questions & Answers ：Show to the Ss three pictures, asking them: What do you know about the places in th
19、e 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 & Answers ：Listen again and discuss the questions in groups Why is it important to protect cultural relics? Why is it difficult to f
20、ind 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 protect our cultural relics? Step three Listening 1. Language Input：Well, now were going to listen to a description
21、 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. Listen to the tape again and write down about “Whats being done to protect it” . Ss discuss their answers in groups and then check
22、in class. Step four Post-listening Name of the site Why is it important? What is being done to protect it? Site 1 Site 2 Site 3 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第6 页1. Listen to a piece of news (T has previously taken from a news report) and as
23、k 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 three maps.
24、 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 Game 1. Language Input ：As is known to us all, China is a country
25、with a history 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 n
26、ame of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. Homework 1. 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 well as its history
27、 Its importance and what is being done to protect it. (Better surf on the Internet!) 2. Preview “ Speaking ”.Teaching Procedures for the 2nd Period Step one Warming-up 1. Greeting. 2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the other
28、s some questions about their reports. Step two Pre-speaking 1. Brainstorming Ask the Ss one question ：What do you think can represent Chinese culture? T collect the answers and write them on the blackboard. Group A Group B Group C Group D Score Group Result 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - -
29、- -第 6 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第7 页Step three Speaking 1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2 2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent C
30、hinese 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 those who find it may not understand the language. Meanwhile please give the reasons for your choices. The follow
31、ing 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 suitable thing we put in? Lets put in . Maybe we could put in . I think wed better put in . Id like to choose . Wh
32、at / 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 to put in Reasons for your choices 1 2 3 4 5 【 Model 】SA：In my opinion we could put in . SB：That sounds a grea
33、t idea. And Id like to choose . SA：Sorry, I dont think thats the best choice. SB：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 精选学习资料 - - - -
34、 - - - - - 名师归纳总结 - - - - - - -第 7 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第8 页report in front of the class. Step four Useful Expressions - Making suggestions 1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do
35、. And in English therere several ways of giving advice or making suggestions. Ways of giving advice or making suggestions Ways of replying to others advice or suggestions Acceptance Refuse 1. Shall I / we ? 2. Lets , shall we? 3.Why not ? 4. Wh y dont you / we ? 5. Youd better . 6. I think its bette
36、r (for you / us) to . 7.Would you like / love to ? 8.What / How about ? 9.I suggest (that) you (should) . 10.I advise you (not) to . 11.I wonder if you should. 12.Have you considered ? Note：除句型8 和 12 后接动名词短语外，其余均需接动词原形。1. All right. / OK. 2.Thats all right. 3.Certainly. / Sure. 4.Good idea. / Thats
37、a good idea. 5.That sounds great. 6. That sounds (like) a good idea. 7. Id like (love) to .1. Im afraid that . 2. Im sorry, but . 3. Id like (love) to, but . 4. It (That) sounds nice, but .Step five Dialogue Production Twill provide certain situations, asking the Ss to work in pairs to make dialogue
38、s. Situation A ：Two friends are discussing what to do in the coming weekends. 【 Model 】A: Its said that theres going to be a wonderful film “ Heroes ” . Why not go to the cinema?B: Im afraid I wont. I have seen it twice. A: What do you suggest doing, then? B: Would you like to go out for an outing?
39、A: Id like to, but its going to rain in the next two days. B: What a pity! Have you considered going to the library? A: Good idea. Lets meet here at 8 oclock tomorrow, shall we? B: Sure. Situation B ：Jessica is poor in English. She is asking her friend, Susan for advice. 精选学习资料 - - - - - - - - - 名师归
40、纳总结 - - - - - - -第 8 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第9 页【 Model 】Jessica: My English is poor. I wonder what I should do. Susan: You should remember as many English words as possible. Jessica: OK. Susan: And you need to have more listening, speaking, reading and writing. Jessica: It sounds n
41、ice, but I still dont know what to do. Susan: Im not certain, either. Why dont you ask Mr Wang? Jessica: Thats a good idea. Lets go together. Susan: All right. Step six Post-speaking Workbook p. 121 “Talking ” ：Divide the whole class into four groups, each group taking the part of an expert, a busin
42、essman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class. Homework 1. Write a report about the culture capsule. 2. Practise ways of maki
43、ng suggestions. 3. Preview “ Reading ”.Teaching Procedures for the 3rd Period Step One Warming-up 1. Greeting. 2. Comment on the Ss report about the culture capsule. 3. Go over the ways of giving advice or making suggestions. Step Two Pre-reading 1. Language Input：Throughout the world, therere many
44、well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now lets have a free discussion about the following questions: Some cities, like Paris and Beijing, are ca
45、lled great cities of the world. In your opinion, what makes a city great? What are your favorite cities? What cultural relics are there in the place where you live? How important are they? Step Three Reading 1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem
46、understanding the whole story. Discuss the problems in pairs first and in groups later. Deal 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 17 页新编高一上说课材料Unit 7 Cultural Relics 第10 页with some common problems in class. 2. Vocabulary Ask the Ss to complete the sentences with the right words from
47、the passage. (Workbook p. 122 ) 3. True or FalseAsk the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false. Statements True or false 1. The city of St Petersburgh was built and rebuilt by Peter the Great.
48、2. Many great palaces in the city, which were large and beautiful, were built after Peters death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty. 5. A portrait of Peter the Great was destroyed by the Germans
49、. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before. 4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each parag
50、raph. Meanwhile the teacher may ask the Ss to answer some detailed questions. Questions ： Where do people usually build a city? Why? What were the palaces like? What were the palaces used for after the Czars rule over the city ended? What did the Germans do as they leftthe city? Was it easy for the