資源簡介

(共33張PPT)
Teaching Design
——Book2 Unit1 Cultural Heritage
From problems to solutions
1
Analysis of teaching material and students
2
Teaching Objectives
3
Teaching Important and Difficult Points
4
Theoretical basis and Teaching Strategies
Contents
5
Teaching Procedures
6
Layout of the Blackboard
7
Teaching reflection
1
Analysis of teaching material and students
Book2 unit1 From NPEP English book for senior high school.
This part emphasizes the reading and thinking.
Reading and Thinking
Reading and Writing
Listening and Speaking
Material
Students
Strategies
Objectives
Procedures
Blackboard design
1. 1Teaching Material
Students are expected to learn the knowledge about cultural heritage.
Known
Students have accumulated a certain vocabulary foundation in the junior high school.
Material
Students
Strategies
Objectives
Procedures
Blackboard design
1. 2 students
They are short of reading skills and lack of deep understanding of cultural heritage.
Unknown
They want to master some learning strategies and something about the topic of this unit.
To know
2
Analysis of teaching objectives
2
Teaching objectives
language
competence
targets
Introduce the local cultural heritage by using some words, phrases and sentences.
learning
ability
targets
Develop the ability of
reading
comprehension by text analysis.
thinking
quality targets
Summarize the various ways to solve the problem and increase the confidence in the face of difficulties.
01
02
cultural
awareness
targets
Raise the awareness of protecting the cultural heritage.
03
04
Material
Students
Strategies
Objectives
Procedures
Blackboard design
3
Important and difficult points
Important points
Students will be able to acquire the basic knowledge of cultural heritage.
Diffucult points
Students may find it hard to summarize the various ways to solve the problem and introduce the local cultural heritage by using some words, phrases and sentences reasonably.
3
Important and difficult points
Material
Students
Strategies
Objectives
Procedures
Blackboard design
4
Theoretical basis Teaching Strategies
4
Theoretical basis
English curriculum standard
Constructivism Learning Theory
情境
Context
建構
Construction
專注
Caring
能力
Competence
團隊
Team
Scaffolding instruction
支架式教學
The four aspects of English core competences
4
Teaching Strategies
Teaching objectives
The English “four-in-one”teaching approach
Task-Based
Teaching strategies
Co-operative
strategies
Material
Students
Strategies
Objectives
Procedures
Blackboard design
Activity strategies
5
Teaching Procedures
From problems to solutions
Mind-map
Material
Students
Strategies
Objectives
Procedures
Blackboard design
Lead in
3mins
Read for main idea and structure
5mins
Read for details in part1 (problems)
3mins
Read for details in part2 (solutions)
8mins
Read for thinking
8mins
Watch a video of another example
6mins
Discuss and role play
6mins
From problems to solutions
Mind-map
Introduction
Example:
solutions to
problems
Conclusion
Material
Students
Strategies
Objectives
Procedures
Blackboard design
(利用希沃白板涂層技術)
Show the part of pictures and let the Ss guess what the cultural heritage is.
1
Activity 1
充分喚起學生的興趣，提取相關信息，激活學生的已有的背景知識，啟動思維。
1
Activity 1
提升學生語言表達能力和判斷思維能力，增加對世界文化遺產的了解。
培養主動思考、合理預測的能力。
2
Activity 2
1.What is the writing style of this passage
A.Narration. B. Agrumentation. C. Exposition.(說明文)
2.Match the main idea of each part
Part1 (Paragraph ) Introduction;
Part2 (Paragraph ) Example: solutions to problems;
Part3 (Paragraph 6 )
獲取與梳理活動
概括與整合活動
C. Exposition.(說明文)
1
2-5
Conclusion
分析文章整體結構，掌握文章“總-分-總”的結構，從而提取關鍵詞。
3
Activity 3
1.Must the old give way to the new
2.What does “challenge” refer to
獲取與梳理活動
讓學生領悟保護文化遺產的意義。培養學生的文化意識。
4
Activity 4
Task 2
Task 3
Task 1
4
Activity 4
Task1
Complete the timeline
4
Activity 4
Task2
Fill in the blanks
4
Activity 4
Task3
Fill in the blanks
Solutions
Solutions
獲取與梳理活動
概括與整合活動
抓住時間軸主線，理清文章脈絡。引導學生找到解決問題的關鍵性動詞，關注動詞。為課堂輸出積累詞匯，搭建腳手架。
5
Activity 5
Underline the numbers that you can find in solutions.
Q1: What can you infer from the numbers
Q2: A lot of time, money, people and efforts were spent to protect the temples, do you think it was worthwhile
Q3：Was the project considered a great success Why
Q4：What can we learn from the Aswan Dam project
Q1歸納與總結活動。Q2分析與判斷。Q3歸納與總結活動。Q4遷移與創造活動。
關注數字的出現，引導學生歸納總結保護文化遺產過程的艱辛，從不同角度思考問題，提升看問題的全面性。結合實際，學以致用。
6
Activity 6
Task1
Watch the video and take notes
Task3
Write down the notes on the blackboard
Task2
Share your notes about the problems and solutions.。
Watch a video about East Gate Tower and think about how the Liuzhou government made a good example.
獲取與分析活動
視頻呈現柳州市本地保護文化遺產東門城樓所做的努力作為案例
7
Activity 7
Friends from our sister city, Cincinnati, America will visit Liuzhou to know the protection of cultural heritage in our city.
Task1 : Group work
Discuss
Task 2 : Performance
遷移與創造活動
通過課文學習后結合視頻資料獲取的信息開展小組討論，培養合作探究學習能力。
8
Self-assessment
After this lesson, I am able to A A+ A++
acquire the basic usage of some words, phrases and sentences.
develop a sense of cooperative learning and the ability of reading comprehension by text structure analysis.
summarize the various ways to solve the problem and increase the confidence in the face of difficulties.
raise the awareness of protecting the cultural heritage.
及時回顧檢測教師教學效果及學生學習效果，養成課堂反思的習慣
9
Homework
Compulsory homework:
Write a short passage about 100 words according to your group work in activity 6.
Optional homework:
Search for more information in protecting its cultural heritage while developing its economy. Use the language and writing techniques that were learnt in the passage.
遷移與創造活動
作業設計分層，尊重學生差異性。能力提升體現課堂延續性，拓展對文化遺產相關知識學習的深度和廣度
6
Blackboard design
From problems to solutions Problems(questions) Solutions Conclusion
What is the big challenge What did the government do What did the UN do to help the government turn to ask for investigate Not only...but also...
If a problem seems too difficult....
Work together and we can do wonders.
7
Teaching reflection
7
Teaching reflection
Shortages
More time should be given to students
to internalize what they’ve read and learned..
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