高中英语-Chinese Cultural Heritage Bid for UNESCO教学设计学情分析教材分析课后反思

教学设计教学目标：1.通过结合语境，熟记本篇文章的生词，根据语境猜测出gothrough的不同含义；2.划分文章结构，选出恰当的段落大意，搜索有效信息，为深入阅读扫清障碍，并能找出同义短语和句子，改述句子；3.通过阅读材料，讨论如何保护文化遗产，罗列出申报某些文化遗产的理由；4.在小组合作中分工明确，积极参与，勇于表达自己的观点；5.对国内外世界文化遗产有初步了解，认识到保护世界文化遗产的重要性。教学重点：在快速阅读和细节阅读过程中，捕捉信息。教学难点：根据上下文猜测词义，排除词汇干扰理解全文大意，搜索有用信息。教学过程：LeadinEnjoyagroupofpicturesofworld’sheritagewithmusic.StudentsconcludeallthesepicturesbelongtoacommonnameWorld’sHeritage.Thenshareagroupofmanypicturesaboutworld’sculturalheritage,andleadinthetopicofthispassage.Task1Askstudentstoreadthepassagequicklyandmatchthesegeneralideaswitheachpart.FastReading--MatchPart1(paragraph1-2)A.EachcountryhasachancetomakeabidPart2(paragraph3-4)B.TCMandMid-Autumnfestivalcouldbelistonthedirectoryofworldintangibleculturalheritage.Part3(paragraph5-7)C.TheotherfunctionsofUNESCO’SagendaPart4(paragraph8-9)D.WhywemakeefforttolisttheTCMandMid-AutumnFestivalontheHeritageList?Task2Askstudentstoreadthepassagecarefullyandfindusefulinformationtocompletethefollowingtasks.CarefulReading1.ChoiceIncludingTCMontheUNESCOListwillhighlight______A.thatitisold-fashionedandstilldevelopingasamedicalscienceB.theadvantagesofitstreatment,itslegalstatusabroadanditsuseinmedicalresearchC.thetheoriesandexperiencesofitspractitionersD.itsadvantagesintreatingAIDSandmalaria2.Completethesentencesaccordingtothepassage（1）TheMid-AutumnFestivalremindsChinesepeopleoverseasoftheirorigins,so_____________________________________________________.（2）Asuccessfulbidrequires________________________________________.3.FindthesentencewiththeclosestmeaningWhichsentenceinthetextistheclosestinmeaningtothefollowingone?UNESCOwillremovesitesfromtheWorldHeritageListiftheirpresentstateisindangerbylackingofprotection.________________________________________________________________________________________________________________________________________Task3Analyzelanguagepointsbyunderstandingthemincontexts.1.Theunderlinedpartsinthefollowingsentencescanbereplacedby“_____”Whilethebidisgoingthrough,thestategovernmentallocatesfundsforeachitem’sprotection.A.sufferedB.acceptedC.lookedforD.readthrough【拓展】Choosethecorrectingmeaningofeach“gothrough”（1）“John,congratulations！yourapplicationforCanadahasgonethrough.（2）I’vegonethroughallmypocketbutIcan’tfindmykeys.（3）ThiswasthemostterribletravelthatIwentthrough.（4）Ialwaysstartthedaybygoingthroughmymail.A.sufferorexperiencesth.B.lookforsth.carefullyC.beofficiallyacceptedD.readsthfrombeginningtoendquickly2.Canyouuseanotherexpressiontoexpressthefollowingsentence?Inreturn,UNESCOrecognizestheautonomyofprovincial,federalandstateculturalorganizations,butofferssupportandguidancewhenrequested.==Inreturn,UNESCOrecognizes…,butofferssupportandguidancewhen___________requested.【巩固练习】Translation正如计划的那样，工程进行的很顺利。Theprojectisgoingwell______________.Task4Byenjoyingpicturesofsomeworld’sculturalheritagerelatedtoChineseCalligraphy,studentscometoreadanotherreadingmaterial.ExtraReading--ChineseCalligraphyAnswerthefollowingquestions.1.WhyisChineseCalligraphyquitedifferentfromotherformsofwriting?2.What’stheinfluenceofChinesecalligraphers’effortstostudycalligraphyarts?3.WhatkindofformsdoesChineseCalligraphyworksexistin?(Listthreekinds)Task5GroupworkAsastudentlearningChinesecalligraphy,youarechosentomakeaspeechtointroducewhyChinesecalligraphyshouldbeinvolvedinworld’sculturalheritage,andhowtoprotectthisintangibleworld’sculturalheritage.Workingroupstopreparethespeech. Homework1.Writedownyourspeech.2.SearchtheInternettofindouthowmanyworld’sculturalheritagesarethereinChinaatpresent?Whatarethey?学情分析本堂课针对的是高二下学期的学生，是学校书法班的学生，该班特点为学生英语水平分化很大，尤其是英语口语水平，为了让学生充分参与课堂教学，问题回答有时不特别拘泥于英文。在阅读词汇方面，针对学生具体情况，对很多不太常用的词汇进行删减或降低识记要求，学生尝试在有生词障碍的情况下完成阅读任务，通过任务设置，学生结合语境猜测词义的能力和搜索有效信息的能力将会有所提升。作为学校书法班的学生，受中国传统文化熏陶相对较多，选取这篇文章考虑到学生更容易产生共鸣，将阅读中的文化意识迁移到他们的专业——书法，而与书法相关的文化元素，例如篆刻、宣纸都已列入世界文化遗产，通过与书法相关的拓展阅读，学生会用一种国际视野重新审视书法文化，甚至我国其他非物质文化遗产的保护问题。效果分析采取青岛十六中激励式小组合作探究课堂模式，通过课堂导学案的精心设计，引导学生一步步的进行探究、分析并得出结论。在教学中借助图片，自然过渡到每个教学环节，从学情出发，结合学校书法班学情，选用ChineseCalligraphy这篇文章作为补充阅读材料，一方面引起学生对世界文化遗产保护的共鸣，另一方面也为下一个任务小组合作探讨如何保护书法这一世界文化遗产问题提供语言素材。学生处理阅读任务时，教师深入各小组讨论，及时掌握各小组学生的答题情况，从而有针对性的对题目进行分析。小组交流时教师倾听学生想法，并给予语言帮助，为学生当堂讨论展示扫除障碍树立信心。课堂评价上采用师评+生生互评的方式。教学过程中充分调动起学生们的积极性，鼓励学生独立思考，小组互助展开探究，并大胆交流展示。教材分析本堂课是Module6TheWorld’sCulturalHeritage的第三课时，前两个课时分别引入人类文明进化和物质文化遗产和非物质文化遗产话题，在此基础上本课时主要就我国非物质文化遗产中的两项——中医和中秋节申遗问题展开，而本模块的重点任务就在于学生能够阐释一种世界遗产，从学生最熟悉的国内世界遗产入手，学生更能产生共鸣，而拓展阅读部分引入传统文化书法申遗问题，在全国倡导书法进校园大的背景下，使学生能够就世界文化遗产保护问题进行讨论和展示，学生的文化意识有所提高。本堂课作为阅读课，通过任务型问题的设置，改进学生阅读策略，提升阅读技巧。观评记录拓展阅读第一个问题WhyisChineseCalligraphyquitedifferentfromotherformsofwriting?题目与文章直接表述不太一致，对学生有干扰，培养学生完成题目时要读懂题干。小组合作过程中大多数同学积极参与，展示环节设置newface加分的形式，鼓励更多学生参与课堂互动。本堂课学生提问面广。个别同学，受语言水平限制，有偶尔使用汉语习惯，但参与课堂活动积极性比较高，教师用英文引导很有必要。学生最后一个环节的speech，大多数同学注意了speech的完整性，课堂活动重内容也要重形式。在这一环节，教师将书法教室照片呈现给大家，营造出一种文化氛围，对学生来说更加亲切，展示时也更加放松。测评练习青岛十六中2016—2017学年度第二学期Module6Book7学案3【名言警句】Nosweat,Nosweet!课题:Module6Book7导学案1（ReadingPractice）学科：英语授课时间：第周课时1课型：新授【学习目标】1.通过结合语境，熟记本篇文章的生词，根据语境猜测出gothrough的不同含义；2.划分文章结构，选出恰当的段落大意，搜索有效信息，为深入阅读扫清障碍，并能找出同义短语和句子，改述句子；3.通过阅读材料，讨论如何保护文化遗产，罗列出申报某些文化遗产的理由；4.在小组合作中分工明确，积极参与，勇于表达自己的观点；5.对国内外世界文化遗产有初步了解，认识到保护世界文化遗产的重要性。【学习重点】在快速阅读和细节阅读过程中，捕捉信息。【学习难点】根据上下文猜测词义，排除词汇干扰理解全文大意，搜索有用信息。三、本节学习过程Task1FastReading--MatchPart1(paragraph1-2)A.EachcountryhasachancetomakeabidPart2(paragraph3-4)B.TCMandMid-Autumnfestivalcouldbelistonthedirectoryofworldintangibleculturalheritage.Part3(paragraph5-7)C.TheotherfunctionsofUNESCO’SagendaPart4(paragraph8-9)D.WhywemakeefforttolisttheTCMandMid-AutumnFestivalontheHeritageList?Task2CarefulReading1.ChoiceIncludingTCMontheUNESCOListwillhighlight______A.thatitisold-fashionedandstilldevelopingasamedicalscienceB.theadvantagesofitstreatment,itslegalstatusabroadanditsuseinmedicalresearchC.thetheoriesandexperiencesofitspractitionersD.itsadvantagesintreatingAIDSandmalaria2.Completethesentencesaccordingtothepassage（1）TheMid-AutumnFestivalremindsChinesepeopleoverseasoftheirorigins,so_____________________________________________________.（2）Asuccessfulbidrequires________________________________________.3.FindthesentencewiththeclosestmeaningWhichsentenceinthetextistheclosestinmeaningtothefollowingone?UNESCOwillremovesitesfromtheWorldHeritageListiftheirpresentstateisindangerbylackingofprotection.________________________________________________________________________________________________________________________________________Task3Languagepoints1.Theunderlinedpartsinthefollowingsentencescanbereplacedby“_____”Whilethebidisgoingthrough,thestategovernmentallocatesfundsforeachitem’sprotection.A.sufferedB.acceptedC.lookedforD.readthrough【拓展】Choosethecorrectingmeaningofeach“gothrough”（1）“John,congratulations！yourapplicationforCanadahasgonethrough.（2）I’vegonethroughallmypocketbutIcan’tfindmykeys.（3）ThiswasthemostterribletravelthatIwentthrough.（4）Ialwaysstartthedaybygoingthroughmymail.A.sufferorexperiencesth.B.lookforsth.carefullyC.beofficiallyacceptedD.readsthfrombeginningtoendquickly2.Canyouuseanotherexpressiontoexpressthefollowingsentence?Inreturn,UNESCOrecognizestheautonomyofprovincial,federalandstateculturalorganizations,butofferssupportandguidancewhenrequested.==Inreturn,UNESCOrecognizes…,butofferssupportandguidancewhen___________requested.【巩固练习】Translation正如计划的那样，工程进行的很顺利。Theprojectisgoingwell______________.Task4ExtraReading--ChinesecalligraphyAnswerthefollowingquestions.1.WhyisChineseCalligraphyquitedifferentfromotherformsofwriting?2.What’stheinfluenceofChinesecalligraphers’effortstostudycalligraphyarts?3.WhatkindofformsdoesChineseCalligraphyworksexistin?(Listthreekinds)Task5GroupworkAsastudentlearningChinesecalligraphy,youarechosentomakeaspeechtointroducewhyChinesecalligraphyshouldbeinvolvedinworld’sculturalheritage,andhowtoprotectthisintangibleworld’sculturalheritage.Workingroupstopreparethespeech. Homework1.Writedownyourspeech.2.SearchtheInternettofindouthowmanyworld’sculturalheritagesarethereinChinaatpresent?Whatarethey?ExtraReadingMaterialChineseCalligraphyIamgladtohavethisopportunitytointroduceChinesecalligraphy,apreciousculturalheritage,anditscontributiontoChinesetourism.Inchina,thereisanoldsaying:“Nomatterhowhighthemountainis,itwillbecomefamousifthereisanimmortal;nomatterhowdeepthewateris,itwillgetholyifthereisaChinesedragon.”ChinesecalligraphyisliketotheimmortalofthemountainandtheChinesedragonofthewater.Chinacalligraphyisquitedifferentfromotherformsofwriting.Duringtheirlonghistoryofdevelopment,Chinesecharactershaveevolvedinto（涵盖）manydifferentformsofArt,includingtheoracleboneinscriptions（甲骨文）,bronzeinscriptions（金文）,sealscript（篆书）,officialscript（隶书）,regularscript（楷书）,runningscript（行书）andcursivescript（草书）.ManyChinesecharactersbelongtothehieroglyphics（象形文字）andknowmeaningfromtheirshape.Whetherknifecarvingcalligraphyorbrushcalligraphyallhaveartisticeffectthroughtheirshape’sexaggeration（夸张）.Therefore,calligraphyhasbeenasubjectofartistic.Chinesecalligrapherdevotedalotofefforttostudycalligraphyartform,rulesandtheoriesforthousandsofyears.TheirachievementsproducedagreatinfluenceonChinesecharacterscalligrapherinNorthKorea,JapanandSoutheastAsiancountries.ThesecalligraphersvisitedChinafrequentlyandexploredtheartofcalligraphy.TraditionalcalligraphyofChinesecharactershasnotimpactedbyoutsideworld,whichisamajortourismresourceinourcountry.Mosttouristareashavecountlessstoneinscriptions（石刻）inChina(manyofthemwereengravedinscription（刻铭文）onthesteeprockfacesandsheercliffs).Calligraphicrelicsinthetouristareasmainlyconsistoftablet（碑）forestandstonecarving.Forexample,builtin1091inthe"Xi'ansteleforest"therewasalargenumberofthestonecarvingworkofZhouandQinperiod.Forthosewhoareinterestedinregardingcalligraphyasanartform,ConfucianTempleinQufuandTempleofDaiinmountainTaiisnodoubttovisit.Bothhavehundredsofpiecesofcalligraphicstylesofstonecarvingandtablet.Inadditiontothestonecliffworks,leavingthewordinsilkandpaperisthemo