Cultural Relics說(shuō)課稿2篇

Cultural Relics說(shuō)課稿一

Interpretation of my of my lesson plan

Good morning, ladies and gentlemen. It’s my great honor and pleasure to be heresharing my lesson with you.

I have been ready to begin thisrepresentation with six parts: Analysis of the teaching material, the teachingmethods, teaching aids, the learning strategies, and the teaching procedure andblackboard design.

說(shuō)課稿

Part 1 Analysis of Teaching Material

The content of my lesson is New SeniorEnglish for China Book2, Unit1. This unit is about cultural relics protection.Today my lesson is the reading part of this unit. By studying of this text, Iwill help students to know about the history of the Amber Room and motivate theSs’interest in some cultural relics in the world. At the same time, let thestudents learn how to give their opinions on protecting our precious culturalrelics and rebuilding the lost cultural relics. (As we all know, readingbelongs to the input during the process of the language learning. The input hasgreat effect on output, such as speaking and writing.) Therefore, this lessonplays a great important part in this unit. In this lesson, I will mainly helpstudents to understand this passage and practice some reading skills such asskimming, scanning and so on.

A、 Teaching Aims

According to the new standard curriculumand the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), and after studying the teachingmaterial, I set the teaching aims from three dimensions:

1.Knowledge objects (語(yǔ)言目標(biāo)：語(yǔ)音，詞匯，語(yǔ)法，功能，話題)

(1) the usage of the important words andexpressions

(2) important sentence patterns

The amber which was selected had abeautiful yellow-brown color honey.

It was also a treasure decorated with goldand jewels, which took the country’s best artists about ten years to make.

……

2.Ability objects (技能目標(biāo)：聽(tīng)，說(shuō)，讀，寫)

(1) After this lesson, the Ss have ageneral knowledge of the history of Amber Room

(2) Ss will be able to give their opinionson protecting and rebuilding lost cultural relics

(3) To improve the student’s reading ability, especially theirskimming and scanning ability.

3.Emotion or moral objects (情感目標(biāo)：興趣，自信，合作，愛(ài)國(guó)，國(guó)際視野)

(1) After completing the task, the Ss bemore interested in cultural relics in the world.

(2) Ss will have the awareness ofprotecting our cultural relics.

B、 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are the important newwords and phrases such as amazing, design, decorate, belong to.

The difficult points are how to get themain idea by scanning and understand the text and some difficult sentences.

Part 2 Teaching Methods

As is known to us all, a good teachingmethod requires that the teacher should help Ss develop good sense of theEnglish language. For achieving these teaching aims, (after the analysis of theteaching material and teaching aims,) I will use the Grammar translation methodand Task-based Language Teaching.

Part 3 Teaching aids

Part 4 Teaching Procedure

Step 1. Lead-in. (_____min)

? Show the Ss some pictures of famousrelics

? Short video:

? Purpose of my design:

(1) to catch Ss’ attention about the passage.

(2) To motivate Ss’ interest in this text and culturalrelics.

Step 2. Pre-reading

Task 1. (group work, min)

Ask Ss to choose one of cultural relics inZunyi, Guizhou Province, and present to the class

Task 2. ( pair work min)

Have you ever seen a piece of amber? Whatdo you know about it? (they can surf on the internet)

Purpose of my design:

(1) to get to know something about thecultural relics in their hometown.

(2) To have a better understanding aboutamber by surfing the internet

Step 3. While-reading

Task 1. (Individual work, pair work, groupwork, class work; _____min)

Skimming: The following five questions arethe main ideas of each paragraph in this passage. Please read it quickly andthen match the sentences with the letters.

Task 2. (Individual work, pair work, groupwork, class work; _____min)

Scanning: Guide Ss to read the materialcarefully and take some important notes, then answer the following questions.

Task 3. (Individual work, pair work, groupwork, class work; _____min)

Scanning: Ask Ss to read the materialcarefully and find out the correct answers to finish the following outline.

? Purpose of my design: Enable students tounderstand the given material better by using different reading skills. Andproper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to developthe Ss’ability of communication and also their ability of co-operation will be welltrained

Step 4. Post-reading

Task 1. (Individual work, pair work, groupwork, class work; _____min)

Discussion (group of 4): Is it worthrebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan inBeijing? Give your reasons.

Step 5. Homework

? Please write your discussion results intoa piece of composition.

Purpose of my design: Homework is soimportant and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.

Part 5 Blackboard design

必修2unit1說(shuō)課稿二

A Teaching Design of Module 2,

Unit1 In Search of the Amber Room(Reading)

Ⅰ. Background information:

Students: 40 senior middle school studentsin grade1

Class duration: 45 minutes

Ⅱ. Reality of students’ learning:

The students in grade 1 are active inthoughts and are curious about the outside world. However, they lack incritical and deep thought about a certain thing. As to reading, they usuallylack scientific reading skills in doing reading comprehension.

Ⅲ. Analysis of the teaching material:

The topic of this unit is cultural relics.Students are quite interested in topics about different cultures around theworld. This is the second period of the whole unit. As a reading class, thepassage mainly talks about the history of the amber room (how it was made, sentas a gift, lost and rebuilt).According to the new national curriculum, whenteaching reading, much emphasis should be put on training the students’ reading skills.

Ⅳ. Teaching objectives

1. Language objectives:

1) Students are required to master the keywords and phrases occurred in the passage (e.g. amazing, decorate, belong, inreturn, less than etc.)

2) Students are required to learn theattributive clause and acquire the sentence pattern.

2. 1) Students are required to describe acertain thing by using the new sentence patterns.

2) Students are required to master twokinds of reading skills—skimming and scanning, and learn to usethem in their daily reading.