資源簡介

Unit 1 Cultural Heritage Period 5 Listening and Talking Talk about history and culture
I. Analysis of the Students
The students in this period are at the second term of grade one in senior high school. Most
students have got basic learning skills concerning listening, speaking, reading and writing. In this
class, students are encouraged to look at the subtitles and the pictures to guess what the text might be about. Most of them have a general English foundation, have the ability to understand the teacher's instructions and express themselves in English, have mastered some culture-related
vocabulary, and know some listening and speaking methods. But they can't start a conversation
with accurate sentences, and they have certain limitations when it comes to talking about history
and culture.
II. Analysis of the Teaching Material
This text is mainly about history and culture. The lesson is chosen from New student edition, Book 2 Unit 1 Cultural Heritage. The listening text is a conversation between two tourists and the guide during a tour of the Kremlin, Red Square and the surrounding buildings, about the components and history of the Kremlin, the appearance and importance of St. Basil's Cathedral, and the daily leisure activities of people in Red Square. The conversation focuses on the "start a conversation" feature item, which is used to politely and appropriately get the other person's attention, so as to successfully start a conversation or start a new topic.
III. Teaching Aims
By the end of this class, students will be able to:
1. listen to a conversation about the Kremlin and Red Square, and gather information;
2. understand the functional expressions to start a conversation;
3. use the functional expressions to start a conversation in a new context.
Teaching key points and difficult points
Attempt to conduct interdisciplinary integration teaching, organically combining knowledge from different disciplines to cultivate students' comprehensive literacy
IV. Teaching Procedures
Steps Teaching Procedures Design Purposes
Step I 1 Show some hints and let students guess what I am. 2 Let students think about what history and culture is and present the definition of history and culture Through this part, we can not only make the class atmosphere active but also can arouse students’ interests in this topic.
Step II Watch a video about Kremlin and Red Square. Stimulate students’ interest and let students know the full of Kremlin and Red Square.
Step III 1. Let the students listen to the conversation and choose the correct answers. ①.Where are the speakers A. On a street B. On a plane C. On a bus. ②.What are they doing A. Drawing a map. B. Sightseeing. C. Studying culture. ③.What is the probable relationship between the speakers A. Tourists and a tour guide. B. Classmates. C. Colleagues. 2. Show the locations of Kremlin, St. Basil's Cathedral and Red Square. 3. What do you know about the Kremlin and Red Square Listen again and complete the fact sheet. 4. Listen to the conversation for the third time and fill in the blanks The Kremlin: _____ palaces and ____cathedrals;__________ lives; built between the ___and ___ centuries president The Saint Basil's Cathedral, a _______ of the country; looks like a _______ Red Square: The ______ part of Moscow; Place for parades, for children to _____ in winter, and a place for _____ Train students’ skills in listening the conversations
Step IV 1 Read the example dialogue and collect how to start a conversation to ask for more information or clarify information. Tour guide: OK, here we are: the Kremlin and Red Square! Tourist 1: (1)________ the Kremlin exactly Tour guide: The Kremlin is a special government area. Inside, there are five palaces and four cathedrals. It’s where the president lives, too. Tourist 1: Wow... a little bit like the Palace Museum in Beijing. Tour guide: Yes. I guess you could say that. The Kremlin was actually built around the same time, between the 14th and 17th centuries. Tourist 1: What’s that building over there, with the colourful round towers I’ve seen so many photos of it. It looks so pretty, like a flame! Tour guide: That’s Saint Basil’s Cathedral. People all over the world think of Russia when they see it. It’s like the Eiffel Tower in France or the Great Wall in China, a symbol of the country. Tourist 2: (2)________ can you tell me more about Red Square Tour guide: Well, it’s considered the centre of Moscow, and there have been many important parades and events held here. It also used to be a marketplace a long time ago. Tourist 2: Oh, really How amazing! Tour guide: I see that you’re looking at the photos of an ice hockey game. (3)________ children can skate on Red Square in the winter Tourist 2: No way! That’s so cool! Tour guide: Yes. Red Square is also a place for music concerts. People have a lot of fun here. 2 Teacher summarize the skills of introducing a cultural relic. Students can get better applying knowledge
Step V 1 Work in groups and role play. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles. 2 Individual presentation. Volunteers can introduce their favorite sites with their partners. Each group can share their own ideas by this step. And it can Cultivate their oral English and build up their confidence
Step VI 1. Review. 2. Homework. Write an essay to introduce the cultural site you like most to others. This step can help students consolidate what they learned today.
教學反思 Unit 1 Listening and talking 一、課堂互動 亮點: 采用了小組討論和角色扮演的方式，學生們的參與度非常高，課堂氣氛活躍。在小組討論中學生們能夠積極發表自己的觀點，互相傾聽和學習，培養了團隊合作精神和溝通能力。角色扮演則讓學生們更好地理解了聽力文本中的角色和情感，增強了學習的趣味性。 不足: 部分學生在小組討論中存在參與度不均衡的問題，有些學生過于積極，而有些學生則比較沉默。此外，在角色扮演時，有些學生不夠投入，表演效果不夠理想。改進措施:在小組討論中，采用輪流發言的方式，確保每個學生都有機會參與。對于比較沉默的學生給予更多的關注和鼓勵，引導他們積極發言。在角色扮演前，進行更充分的準備工作，包括講解角色特點情感表達等，提高學生的表演水平。 二、教學方法 亮點: 采用了多種教學方法，如講授法、討論法、直觀等，同時，注重啟發式教學，引導學 生積極思考，培養了學生的創新思維和解決問題的能力。 不足: 在啟發式教學中，問題的設計不夠巧妙，不能很好地引導學生思考。 改進措施: 加強對教學方法的研究和學習，了解各種教學方法的優缺點和適用范圍，根據教 學內容和學生的特點靈活選擇教學方法。在啟發式教學中，精心設計問題，提高問題的質量和針對性，引導學生深入思考。 三、技術整合 亮點:積極運用現代信息技術，如多媒體教學、在線教學平臺等，豐富教學資源，提高教學效率。同時,注重培養學生的信息素養，引導學生正確使用信息技術進行學習和研究。 不足: 在技術整合方面，還存在一些不足。有時會因為技術問題而影響教學進度，此外，在培養學生信息素養方面，還需要進一步加強。 改進措施: 加強對現代信息技術的學習和掌握，提高技術水平，確保教學順利進行。在培養 學生信息素養方面，要制定具體的教學計劃和目標，通過課堂教學和實踐活動等方式，提高學生的信息素養。 四、作業設計 亮點:作業設計新穎，較好地結合了上課內容，鍛煉了學生的知識運用能力。 不足:作業設計應多樣化，包括書面作業、實踐作業、閱讀作業等，滿足不同學生的學習需求。同時注重作業的分層設計，根據學生的學習能力和水平布置不同難度的作業，提高作業的針對性和有效性。 五、跨學科融合 亮點:嘗試進行跨學科融合教學，將不同學科的知識有機地結合起來，培養學生的綜合素養。 不足:在跨學科融合方面，還存在一些不足。有時會因為學科知識的限制而無法進行深入的融合。此外在跨學科教學的組織和實施方面，還需要進一步提高。 改進措施: 加強對不同學科知識的學習和了解，拓寬自己的知識面。在跨學科教學的組織和 實施方面要與其他學科教師進行充分的溝通和合作，共同制定教學計劃和方案，提高跨學科教學的效果。 六、自我反思 能夠及時進行自我反思，總結教學中的經驗教訓，不斷改進自己的教學方法和策略。學生本節課的整體掌握情況較好，還有個別同學存在疑難問題，要及時安排個別輔導，同時，虛心聽取學生和同事的意見和建議，不斷提高自己的教學水平。

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