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1、2022年新编高一（上）英语新教材说课材料新编高一（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，曾经一度被忽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凹凸、社会进步程度的标记。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日，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干脆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，加上人文环境的影响，文物劣化速度不
2、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，就恒久不能复原。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爱护措施，而主动性的爱护就是创建良好的文物保存环境，防治文物受损才是上策。爱护文物环境，事实上就是爱护文物古迹本身。整治环境不是一件小事，爱护文物环境更不是一件简单的事，惟其艰难，须要文物部门付出更多的努力
3、，同时也须要政府和社会的更多支持。所以，我们要好好爱惜文物。（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，尤其是在伊拉克斗争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采纳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加欲望。单元内容极具生活化，富有活力，体现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 开宗明义向我们介绍三个cultural sites，并要求依据所听内容熟识各自的重要性，以及人们为爱护这些文物古迹所实行的措施；Speaking则要求我们制作一个即将被送入太
4、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通过对俄罗斯闻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爱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子翁的姿态致信报社编辑，反映当地文物古迹遭损受毁的状况，呼吁全社会行动起来，为爱护人类文明遗产尽一份力。整个单元自始自终围绕爱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意对学生文化意识的熏陶”要求，特别具有现实教化意义，老师利用素材不但
5、可以传授英语学问，而且可以在教学过程中通过渗透的方式将文物爱护学问有机地渗透于每堂课的课堂教学之中，培育学生爱惜人类文明、爱护文物古迹、酷爱宏大祖国的思想品德。（三）教学重点、难点1. Functional Items：Ways of giving advice or making suggestions.2. Topic：Talking about cultural relics, including ways of protecting them.3. Word-formation：“re + V.”（eg. rebuild, replaced, recreate）.4. Key word
6、s and expressions：select, represent, in history, be kept as, give in(up), in ruins,in pieces, bring back to life, etc5. Structure (Grammar)：The 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 cul
7、tural relics.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、教学目标（一）语言学问目标本单元要求学生除驾驭必要的单词、词组和句型外，同时要求学生驾驭肯定量表达“提建议或劝说”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，培育学生良好的“听、说、读、写”的技能，使学生能运用所学学问解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧学问解决问题，完成任务，在此基础上激励学生大胆地依据各自的语言基础与实力，有特性地解决问题，就如何最有效地爱护文物古迹提出独特的见解。（三）情感目
8、标1）激发并提高学习英语的爱好，乐于接受簇新事物，勇于尝 试；体现课堂教学“主体者”的身份，主动主动参加教学各环节，成为学习的主子；具有特性，培育创建实力。2）培育同学之间日常融洽相处的感情，乐于合作，擅长与人共享喜好，培育正确的审美观和价值观。3）培育学生具有良好的文明习惯，具有文物爱护意识。（四）教学策略1）开放式教学策略。以有限的课堂为载体，带学生进入广袤的学问天地。2）引趣激趣策略。创设多种情景（境）激发学生的爱好，只有让学生真正有了参加的欲望，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）按部就班和敬重差异策略
9、。由简到繁，由难及易，为有困难的学生搭好梯子，让有实力的学生“跳一跳”摘到果子。（五）学习策略1）课前仔细预习，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爱护信息，课后能刚好复习。2）上课勤思索，多动脑，驾驭所学词汇，热忱、主动、主动参加课堂上各种活动。3）留意学习方法，刚好提问并留意倾听他人看法。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、不同地区的特别文化内涵。）培育学生良好的社会公德意识，树立文物爱护意识。三、教学原则（一）以任务型教学 (Task-based Languag
10、e Teaching)作为课堂教学设计之理念，详细采纳情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从肯定程度上说，人们运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、说明、询问等各种语言形式来学习和驾驭语言，实现目标，感受胜利。（二）在教学中突出交际性，注意读写的好用性；同时适时进行情感与策略调整，以形成主动的学习看法，促进语言实际运用实力的提高。（三）坚持“老师
11、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老师应扮演自身作为“设计者，探讨者，组织者，促进者，协调者”的角色。（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，体现语言教学的真实性 语言教学的最终目的是培育学生的言语技能。依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学问。如针对本地区旅游业的不断开发给文物古迹爱护所带来的负面效应，要求学生用英语表达如何实行相应的爱护措施等。（
12、二）采纳“任务型”教学，培育学生综合运用英语实力 本单元每堂课采纳任务型教学，模拟真实生活中的任务，任务的设计注意由简到繁，由易到难，层层深化，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长至课外，不仅可拓展学生的学问面，更可培育学生的学习爱好，从而提高学生综合运用英语的实力。（三）面对全体学生，关注学生的全面发展常常性地开展pair work、group work、class performance，培育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靠于终结性评价，无论是学生、老师还是家长，更多地是以学生的外语考试成果评判学生
13、外语学习实力的凹凸。这种不科学的评价方式使相当多的学生丢失了学习外语的自信念和主动性，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果，而且要发觉和发展学生多方面的潜能，了解学生发展中的需求，帮助学生相识自我，建立自信。发挥评价的教化功能，促进学生在原有水平上的发展。”同时“建立促进老师不断提高的评价体系。强调老师对自己教学行为的分析与反思，建立以老师自评为主，校长、老师、学生、家长共同参加的评价制度，使老师从多种渠道获得信息，不断提高教学水平。
14、”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回答老师提问状况、对话表演的参加程度及学生反应、话题表达（如探讨利弊）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，对学生的学习实力、学习看法、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觉每位学生的闪光点，刚好确定、表扬，也可让更多的学生体验胜利的喜悦，体现英语课堂教学的“全员”意识，利于培育学生的可持续发展。详细操作时，老师设计如下表格，对学生进行评定。 表一：课堂活动协作及
15、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 表二：小组活动记录反馈表组员姓名日期活动内容 评价内容1参加程度2与组员协作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老师评价（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，利于老师在下一单元教学中刚好调整教学策略。（终结性评价：略）六、单元教学设计（课时安排及操作步骤）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
16、学习和老师教学的重要内容和手段。适应信息时代之所需，老师应重视运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爱好，主要运用多媒体协助教学，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。本单元安排用六课时完成教学任务与测试评估。详细教学程序设计如下：Teaching Procedures for the 1st PeriodStep one Warming-up1. Greeting.2. Watching & Chatting：Watch a video which introduces some famous cultural sites across Shaoxing,
17、 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 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. Question
18、s & Answers：Listen again 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 t
19、hink we can do to protect 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.
20、Name of the siteWhy 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 tak
21、en from a news report) 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 de
22、scription of the three 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 Game1. Language Input：As is known to u
23、s all, China is a country 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, askin
24、g the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. GroupResultGroup AGroup BGroup CGroup DScore Homework1. Prepare a brief description of Ss favorite cultural site in China. The report must includ
25、e the following： The name of the site Its size as 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 PeriodStep one Warming-up1. Greeting.2. Check the homework, asking individual Ss to come to
26、the front to act out their report. The teacher may ask the others some questions 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 Speaking1. Language In
27、put：Well, everybody is now asked to make a culture capsule with a size of 22 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 Chinese culture, but do remember that you cannot put any living things in it. Also you
28、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 following expressions may be helpful to you.Asking for suggestions Making suggestions What s
29、hall 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. What / How about? Why not put in ? Why dont you put in ? T divide the class into pairs, let
30、ting them discuss and collect the information, and ask each pair to make a dialogue.Things you want to put inReasons for your choices12345SA：In my opinion we could put in .SB：That sounds a great idea. And Id like to choose .SA：Sorry, I dont think thats the best choice.SB：Then what about ? 2. Now div
31、ide 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 class. Step four Useful Expressions - Making suggestions1. Language Input：In our everyday life, we q
32、uite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English therere several ways of giving advice or making suggestions. Ways of giving advice or making suggestionsWays of replying to others advice or suggestionsAcceptance Refuse1. Shall I / we ?
33、 2. Lets , shall we? 3.Why not ? 4. Why dont you / we ? 5. Youd better . 6. I think its better (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
34、，其余均需接动词原形。1. All right. / OK. 2.Thats all right. 3.Certainly. / Sure. 4.Good idea. / Thats 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 Pr
35、oduction T will provide certain situations, asking the Ss to work in pairs to make dialogues.Situation A：Two friends are discussing what to do in the coming weekends.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: W
36、hat do you suggest doing, then?B: Would you like to go out for an outing?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
37、is asking her friend, Susan for advice.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 nice, but I still dont know what to do.S
38、usan: Im not certain, either. Why dont you ask Mr Wang?Jessica: Thats a good idea. Lets go together.Susan: All right.Step six Post-speakingWorkbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the m
39、onitor 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.Homework1. Write a report about the culture capsule.2. Practise ways of making suggestions.3. Preview “Reading”. Teaching Pro
40、cedures for the 3rd PeriodStep One Warming-up1. 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-reading1. Language Input：Throughout the world, therere many well-known cities, and quite a few of them are particular
41、ly 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 called great cities of the world. In your opinion, what mak
42、es 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 Reading1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pair
43、s first and in groups later. Deal with some common problems in class. 2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about wh
44、ether the following statements are true or false. StatementsTrue or false1. The city of St Petersburgh was built and rebuilt by Peter the Great. 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 ag
45、o. 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. 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 w
46、ill 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 paragraph. 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 lik
47、e? 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 people of St Petersburgh to rebuild the city? And why? What did the people do to bring the city back to life? 5. Reading aloud Play the tape and ask the Ss to
48、 read along in a loud voice.Step four Post-reading1. Ask the Ss to discuss the following questions in groups: Why do people think St Petersburgh is a great city? Why was it so difficult for people to rebuild the old palaces? What did people use to help them rebuild the city? Why are the people of St
49、 Petersburgh heroes?Step five Interview Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.R- reporter C-citizen of St PetersburghR: Good morning, Im from Shaoxing Daily. May I ask you several questions?C: Sure.R: When was your city built and