篇一：cultural relics英文说课稿
教学设计
Unit 1cultural relics
Ⅰ class type : general readingteaching method: Exploitive teaching methodⅡAnalysis of teaching materials
This unit we will talk about the cultural relics, so that the students can understand the world historical heritages and learn to describe the origin of them. In this unit, the students should master the attributive clause and can use to express.
Ⅲ Analysis of students
The students have already get a general idea of English . In the next classes, the students should emphasis on the grammar and master the skills of learning English. Ⅳ Teaching goals
A. Language goals
Words: some words about the description of Amber Room
Grammar: the attributive clause
B. Communicative goals
After listening and reading, the students can get the main idea of the text.
C. Virtue goal
Through reading the historical story, the students can improve their interest for study. Ⅴ Key points & difficult points
Key point: training students' skills of learning English, discuss and express their opinions to the cultural heritages.
Difficult point: the way they explain the opinions for historical heritage, that is the attributive clause.
Ⅵ Teaching procedures
Step1 : warm up（5'）
Greet with them and have a free talk about 3 questions in group.
What kind of old things are cultural relics?
Are all the things cultural relics ?
To whom do cultural relics belong ?
Step2 :lead-in(7')
1. show the students some pictures about cultural relics. Some of them are cultural sites. Some of them are natural sites. Ask the students to distinguish them and name them by a race between two groups.
2. read the title of the reading "In Search Of The Amber Room".and discuss questions in pairs .
What is amber? What do you know about "the Amber Room"? Step 3:listening and reading(10')
listen the reading IN SEARCH OF AMBER ROOM twice and ask students to read loudly.Pay attention to the pronunciation of each words and the pauses . Step4:text comprehension(10')
work in pairs to discuss the ideas of each paragraph and then tell the class. The teacher write one or two sentence on the blackboard and students complete the others. Step5:practice（10'）
Pick out several numbers from the text and the students should get the meaning of the numbers. Complete the form on the blackboard. They can write it on their notebook.
Step6:summary
The students learn many historical knowledge of China and get the main idea of each paragraph.
Step7:homework. (2')
Make a new form like the one on the blackboard.
This kind of homework can motivate students imagination and get into the habit of initiative learning.
Ⅶ reflection
In the step of warm-up and lead-in, I add many knowledge of cultural heritage, so they can get more information. The students summary the main idea of each paragraphs by themselves in the reading, using the different method, they will interest in learning.
篇二：cultural relics英文版说课稿
说课稿
Lesson Plan Presentation 3
NSEFC Book 2 Unit1 Cultural Relics
Period2 (Reading)
英语组 潘虹霞
Hello everyone! I am very glade to be here to present my lesson plan. The lesson plan which I am going to talk about is from NSEFC Book2 Unit 1 Cultural Relics Period 2. I will explain how to teach and why to do so in the following 4 aspects: teaching principles, the analysis of the teaching material, the teaching methods and studying ways, teaching procedures.
Part 1: Teaching Principle
First I want to talk about my teaching principle, that is the Student—centered principle. In my opinion, during all the teaching and learning activities, students should be the center or the main body, while the teacher plays mainly the roles of activity organizer, supervisor and information provider. During the class the teacher needs to organize several activities which are based on the teaching material. Then by taking part in the activities the students learn knowledge and acquire skills. During these activities the teacher also needs to
guide the students to play the games correctly or properly and provide the information that the students need to perform well.
Part 2: The Analysis of the Teaching Material
Now, let me turn to the analysis of the teaching material. This part includes 3 aspects: teaching content, teaching objectives and the important points and the difficult points.
Teaching content: the main subject of this unit is about cultural relics and the content of this period includes the definition of cultural relics, the classification of cultural relics, some famous cultural relics in China and abroad, the cultural relics protection and some relative knowledge about the Amber Room.
Based on the teaching content I set the following teaching aims: knowledge aims, ability aims and
emotional aims.
Ability aim: Train the students’ reading ability: skimming and scanning.
Emotional aim:
Enable the students to protect the cultural relics in order not to let them get lost.
Teaching important points
1. Have students learn some new words and expressions;
2. Learn the strange history and some detailed information about the Amber Room; 3. Improve the students’ reading ability: skimming and scanning.
Teaching difficult points
Train the students to use the different reading skills: use skimming to get the main idea and scanning to get some detailed information.
Part 3: The Teaching Methods and Studying Ways
As to the teaching methods, I will mainly apply the communicative method and the top-down approach. When it comes to the studying ways, the students will learn knowledge and skills through the ways of independent reading, discussion, group work, analysis and synthesis.
Part 4: Teaching Procedure
Here comes the most important of my lesson plan presentation—the teaching procedure. I divided it into 6 stages: greetings, lead-in, pre-reading, reading, post-reading and homework.
Stage1: Greetings
Greet students as usual. Then show the students six pictures and let them guess their names and some other information.
Stage2: Lead-in
When students see the last picture, teacher asks: so how about this one? Yes, this is the amber room in Russia. So today we’re going to learn something about it through this passage “In Search of the Amber Room”. Stage3: Pre-reading
First Let the students predict what happened to the Amber Room according to the title “In Search of the Amber Room”. Second let students read the passage fast to get the main idea of the passage, and choose the right answe(本文来自：Www.dXF5.com 东星资源 网:culturalrelics说课稿)r. Then check answers.
Stage4: reading
First let students skim through the text, and find out the general idea of each paragraph. Then match them together. Second let the students scan through paragraph1, then finish the chart. Third let the students scan through paragraph2, then answer the questions. Fourth let the students scan through paragraph3, then do the T
or F questions, and if it is F, find out the reason. Fifth let the students scan through paragraph4, then finish the flowchart. Sixth let the students scan through paragraph5, then answer the questions.
Stag5: post-reading
First ask the students use one focal word to sum up each paragraph. And then retell the passage by filling in the blanks. At last, let students discuss in groups if a rich man wants to invest（投资） 1million to rebuild the Wantian Palace（万天宫）, and use it as a stage to show Gelao cultures, what they think of it, For or against? Give their reasons!
Stage6：Homework
Finish the exercise2 on page 3. That’s all, thank you!
篇三：高一英语必修二 unit1 Cultural Relics 英文说课稿
A Teaching Design of Module 2,
Unit1 In Search of the Amber Room (Reading)
Ⅰ. Background information:
Students: 40 senior middle school students in grade1 Class duration: 45 minutes
Ⅱ. Reality of students’ learning:
The students in grade 1 are active in thoughts and are curious about the outside world. However, they lack in critical and deep thought about a certain thing. As to reading, they usually lack 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 the world. This is the second period of the whole unit. As a reading class, the passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching 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 key words and phrases occurred in the passage (e.g. amazing, decorate, belong, in return, less than etc.)
2) Students are required to learn the attributive clause and acquire the sentence pattern. 2. 1) Students are required to describe a certain thing by using the new sentence patterns. 2) Students are required to master two kinds of reading skills—skimming and scanning, and learn to use them in their daily reading. 3. 1) Students are required to know the history of the amber room.
2) Students are required to appreciate cultural relics and understand the importance of protecting them.
Ⅴ. Teaching important and difficult points
1) the new words, phrases, and sentence pattern in the course of reading.
2) Teaching difficult point: Help the students master two kinds of reading skills—skimming
and scanning and learn to apply them in daily use.
Ⅵ. Teaching methods:
Task-based method & Top-down model Ⅶ. Teaching aids: PPT, pictures, blackboard Ⅷ. Teaching procedure:
Ⅸ. Blackboard design
Unit 1 Cultural Relics
Try to use the following sentence patterns
? It lies in/on/to… ? It is located in/on/to... ? The scenery there is… ? It is famous for/as….. ? It looks like…..
? I appreciate…most, because…