内容发布更新时间 : 2024/10/22 7:39:01星期一 下面是文章的全部内容请认真阅读。

2019-2020年高中英语选修9教案：

U2Project

教 材：牛津高中英语(模块九)高三上学期 文档内容：教学设计——教案 单 元：Unit 2 Witnessing time 板 块：project 作 者：徐申叶

Thoughts on the design:

本单元的Project既是对阅读的补充，又是引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外。通过阅读The imperial tombs，帮助学生快速理清文章总体结构和相关细节以及文体特征，了解两大著名的皇陵及其保护的有关知识。同时，让学生从中受到启发，以小组的形式用英语完成对某一历史建筑保护的提议书。

Teaching aims:

After learning the project, the students will be able to master some general ideas of imperial tombs, including the importance of the tombs, their location and special features of Ming and Qing Tombs as well as preservation and recognition of the tombs.

What’s more, students are required to be able to write a proposal of protecting a local historic building in the form of a group.

Teaching procedures:

Step 1 Lead-in

Ask students to discuss with each other which historic site or building they will recommend to their foreign friend to visit the most and their reasons. (ppt4) [Explanation]

通过让学生讨论值得向外国友人推荐参观的当地的历史遗址，既创造了学生开口表达的兴趣和机会，又能够引出阅读的主题，同时还能为最后小组合作写保护历史遗址的建议书埋下伏笔，奠定基础。

Step 2 Introduction

Ask Ss if they will recommend the Imperial Tombs. (ppt5) Ask them what they know about the tombs. [Explanation]

由学生对当地历史建筑的介绍，自然引出阅读的主题，在激活学生有已有知识的基础上，适度补充关于皇陵的背景知识，提高学生的阅读兴趣。

Step 3 Fast reading

Ask Ss to read the title and subtitles as well as the first and last paragraph. Answer the following two questions:

1. What do you suppose the passage will talk about? 2. What do you think is the purpose of the passage? (ppt6, 7) [Explanation]

要求学生通过阅读标题和小标题，以及首段和末段，能够对文章进行初步的预测, 训练学生快速把握文章主旨要义的能力，理解作者的写作目的。

Step 4 Detailed reading

A. Ask students to read the passage and find out the answers to the following 3 more questions: 1. Why are the pyramids mentioned in the first paragraph? 2. What do the Ming and Qing Tombs mainly compose of?

3. Why is international recognition also important in preserving historic sites? [Explanation]

此三个问题的设置旨在帮助学生把握文章的主旨大意：皇陵的历史意义、组成特点、以及相关的对皇陵的保护和认可。此处有关皇陵建筑的意义、组成和保护等内容板书在黑板上，构成文章最基本的写作结构。(ppt8-11)

B. Find out the adjectives from the passage according to the explanation

1. situated above sth. else:__________ 2. easily broken or damaged: _________ 3. having a pleasant smell: ___________

4. obvious; easy to see or understand:___________

5. connected with or belonging to the king or queen of a country: ___________ (ppt12) [Explanation]

要求学生根据英文解释，寻读找出相关的形容词，帮助学生理解和运用重要的词汇。

Step 5 Discussion

Ask students to discuss the following 2 questions:

1. What are the similarities between Xiaoling and Dongling?

2. Besides the government preservation and international recognition, what other efforts can we make to save some endangered historic sites? (ppt13-14) [Explanation]

第一个讨论题设置的目的是要求学生学会对所读信息的扑捉分析，并能得出相似点；第二个讨论题适当由课内延伸到课外，要求学生列举出其他保护历史遗迹的建议和方法，为project的写作作准备。

Step 6 Writing a proposal

Ask Ss to form groups of 4. Discuss the following 3 questions, preparing for the writing of the proposal.

1. Which historic sites or local building will your group research? Why? 2. What are the dangers that the historic site or the building faces? 3. How can it be protected and saved? (ppt15) [Explanation]

要求学生根据上述三个问题，首先确定主题，分工合作完成信息搜寻、图片整理、文稿书写、修改定稿等步骤。

Step 7 Homework

Ask Ss to finish the proposal, preparing for a presentation of their proposal. (ppt16)