2022年高一英语上学期Unit-1整单元教案 .pdf

1 Unit 1 Cultural Relics I教学目标技能目标 Goals Talk about cultural relics Review attributive clauses, including restrictive and non- Write a short reply to a letter and give your opinion Take notes and judge who gives the best evidence restrictive attributive clauses 目标语言功能句式Expressions used to give opinions I think highly of. I dont agree that ”Besides. I must say that I agree with you. I must say that I dont agree with you. As far as Im concerned, I think. As I see it. Dont you agree /think (that). I cant help thinking (that). I would like to say. In my opinionview. Personally, we shouldWell, obviously we shouldThe point is. 词汇1. 四会词汇 cultural, survive, remain，state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure，besides 2 认读词汇relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek, Anna Petrov, mystery 3. 词组look into, belong to, in search of, in return, at war, take apart, think highly of 4. 重点词汇belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion 语法The attributive clauses with which/who/where/when A cultural relic is something that has survived一It is your job to look into any reports of cultural relics that have been found in China. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 13 页2 You are sent to a small town where you find a relic that was stolen from a place. This gift was the Amber Room, which was given this name because. Later ，Catherine 1I had the Amber Room . outside St Petersburg whereThis was a time when the two countries were at war. In 1770, the room was completed the way (that) she wanted it. 重点句子1. Frederick William I, the king of Prussia could never have imagined that 2. Once it is heated, the amber can be made into any shape 3. It was made for the palace of Frederick . 4. In 1716, Frederick William I gave it to Peter the Great, as “ gift of friendship5. In return, the Czar gave the king of Prussia 55 of his best soldiers. 6. The Amber Room soon became part of the Czars Palace in St Petersburg. 7. Later, Catherine 11 had the Amber Room moved to the palace outside8. This was a time when the two countries were at war. 9. There is no doubt that the boxes were then put on a train for Konigsberg ，10. After that, what really happened to the Amber Room remains a mystery. 11.1 think highly of those who are searching for the Amber Room . 教材分析与教材重组本单元以 cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源。发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up假设你是一个文化遗产部门的工作人员，被派往一个小村镇，去调查一个罕见的明朝花瓶被盗事件。这时有一个男的试图阻止你，并坚持认为这个花瓶是属于他家的，那么对此，你要对他说些什么？ 1.2 Pre-reading是 Reading 的热身部分，有两个问题组成。第一个问题是想出一个你了解的文物遗产，如果这个文物遗产不见了，你会感觉如何， 为什么会有这样的感觉？第二个问题是你发现了一个文物遗产/I ，那么你会怎么处理它？这样的两个问题便为引出Reading: InSearch of the Amber Room做好了铺垫。 1.3 Reading 是关于寻找丧失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史。第一段说The Amber Room has “strange history，并对它进行洋细的描述。第二段表达了The Amber Room 的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室。第三段表达了叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外她避暑的宫殿中， 并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。第四段，表达了1941 年 9 月，纳粹德军入侵圣彼得堡，并掳走了琉拍屋，使之成为一个谜。 第五段， 讲述了现在德俄两国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。 设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。 1.4 Comprehending既有知识性的问题，让学生了解文章的细节(exercise 1)，同时又跳出了课文，对文章进行了整体评价(exercise 2)0由易到难，有较好的梯度，全面考查了学生对文章的理解。 1.5 Learning about Language分Discovering useful words and expressions和Discovering useful structures两部分。其中第一部分的Exercise 1根据英语解释，写精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 13 页3 出对应的单词。 Exercise 2 练习 belong to 的词义和用法。 Exercise 3 练习介词at 的用法。第二部分的Exercise 1从文中找出7 个含 that /which /who /where /when的定语从句。Exercise 2 Join the pairs of sentences using thatwhich /who /whose /where /when without commas 限定性定语从句 。Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas非限定性定语从句 。 1.6 Using Language分 Reading ，Listening and Writing和 Speaking and writing和 Reading and writing三部分。在第一部分的Listening中要求学生take notes while listening进一步提高听力水平。第二部分中speak It can be proved that-because-第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or dont agree with the writer. 1.7 Summing up从四个角度：有用的动词，动词短语，其他的表这和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。 1.8 Learning tip建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。 2.1从话题内容分析，Warming up, Pre-reading, Reading, Comprehending 和 Leaning about Language内容一致，将其设计成一节阅读课。 2.2将 Using Language设计成一节语言学习课。 2.3将 Workbook 里的 Listening和 Listening Task整合成一节听力课。 2.4将 Workbook 里的 Talking和 Speaking Task设计成一节口语课。 2.5将 Workbook 中的 Reading Task和 Writing Task整合成一节阅读和写作课。 2.6将 Workbook 里的 Using Words and Expression与 Using Strictures和 Using Language 中的 Summing up 与 Learning Tip和 Workbook 中的 Checking Yourself设计成一节复习课。经教材分析，根据学情，本单元可用6 课时完成 1st period Warming up and Reading (1) 2nd period Grammar 3rd period Listening 4th period Speaking 5th period Reading (B) and Writing 6th period Comprehensive Revision 以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。Unit1 Cultural Relics The first period Warming up and reading Teaching goals 1.Target language 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 13 页4 a. Important words and phrases culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart b. Important sentence style In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 There was no doubt that the boxes were then put on a train for .P2 After that , what really happened to the Amber Room I think highly of those who are searching for the Amber Room. 2. Ability goals Enable the students to talk about the story of Amber Room. 3. Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. Teaching difficult points Talk about cultural relics and what should be done with them Teaching methods 1. Learning to the tape 2. Group discussion and presentation 3. Multi-functional teaching equipment Teaching aids A recorder, a projector, and some slides Teaching procedures & ways Step one Ask the students to check the new words and expressions of this unit with each other in this unit. Step two warming up The warming-up exercises raises the students awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know. T: Now, class, look at the title of this unit. Tell me what the topic is this unit. S: Cultural relics T: Do you know what cultural relics are? (Students answers) T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed. Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat .) Part three Pre-reading 1. Leading-in 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 13 页5 T: Ok, class, do you think these cultural relics beautiful? S: Yes, very beautiful. T: Suppose one of them got lost, how would you feel and what will you do with it? S: (find，rebuild，protectT：Thanks four your good suggestions. Now let s learn “In Search of the Amber Room” . 2. Explaining pictures Ask the students to read the text first and then answer the following questions: 1).Why was it called Amber Room? (It was given the name because almost seven thousand tons of amber used to make it.) 2). What happened to the Amber Room? (First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar s winter palace in St Peterberg .) 3. Listening Ask the students to read the text carefully and find out the main idea of each paragraph. Ask the students to tell the characteristics of the text 1. It tells the history of the Amber Room so that we know what happened. 2. It uses the past tense. Part five Post-reading Finish the comprehending exercise in P2 Part Six Learning about language 1). Frederick William I, the king of Prussia, could never have imagined that . 情态动词 +have done 表示对过去发生的事情的推测、批评和反悔等意思。Eg: You should have told me earlier. What shall we do now? 2)Once it is heated, the amber can be made into any shape. Be made into被制成，被做成3be at war 处于交战状态4remain后，常跟名词，意思为“保持，继续，依然”5).belong to Then finish the exercise in “ Learning about language ”and “ Discovering useful structures. ”Part Seven Homework: 1. Review the key sentences in this part. 2.Review the words in the second period. The Second Period Grammar Teaching goals: 1.Target language a.Vocabulary 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 13 页6 trial, consider, prove, tell the truth, pretend, think highly of, besides b.Structures I think highly of those who are searching for the Amber Room. Besides, my father once told me that any person who finds something could keep it. I must say that I agree with you. I must say that I don t agree with you. 2.Ability goals Enable the students to make judgments and to write a short reply to a letter, then give their own opinions. 3.Learning ability goalsHelp the students learn how to make judgments and give their opinions. Teaching important points The attributive clauses with that/which/who/where/when Teaching difficult points How to tell the attributive clauses with that/which/who/ where/when/ from other clauses Teaching methods Learning and practicing Teaching aids Multimedia computer Teaching procedures and ways I.Reading, listening and writing 1.Fast Reading (Pre-listening) Find out the differences between a fact and an opinion. 2.Listening Students take notes and fill in the form while listening to what the three people say about the missing Amber Room. 3.Post-listening a.Discussion Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given. b.Writing and speaking Students write down a short list of reasons for their choice. II.Reading and writing Read the letter on page 7 from a German newspaper. Then write a reply to the letter III.Homework 1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class. 2. Preview the new words and phrases in the next class. The third Period Listening Teaching Goals 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 13 页7 1. Target language 目标语言a. 词汇man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重点句型Do you think it was worth spending so much money to move Abu Simbel? 2. Ability goals Master the patterns that can be used to describe cultural relics by listening. 3. Learning ability goals Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape. Teaching important points Learn the patterns used to describe cultural relics. Teaching difficult points How to grasp the key words that can help the students to answer questions Teaching methods 1. Listen to the tape. (Individuals) 2. Check the answers, (cooperative learning) Teaching aids 教具设备A recorder, a tape, a projector and some slides. Step 1 Homework checking T: Let s check our homework each other. We will have a dictation of the 11 dey sentences in the reading. 1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history. 2. Once it is heated, the amber can be 3. it was made for the palace of Frederick I. P1 4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1 6. The Amber Room soon became part of the Czar s Palace in St. Petersburg. P1. 7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2 8. This was a time when the two countries were at war. P2 9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2 10. After that, what really happened to the Amber Room remains a mystery. P2 11.1 think highly of those who are searching for the Amber Room. P2 Step II Listening (P41) 1. Listen to the tape for the first time to get the main idea. 2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41. First, students check their answers each other. Later, the teacher gives the answers, using a slide projector. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 13 页8 T: As we know ，the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well 一 designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers? Next, well listen to a tape about I M Pei, a famous architect. Step 1B Listening Task (P44) T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Peis life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Let students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework 1. Collect some information about the cultural relics that are in danger. 2. Write your opinions on how to protect the cultural relics. The Fourth Period Speaking 口语课教材分析与问题解决a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking. b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other. c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking. Teaching goals 教学目标1. Ability goals能力目标Enable the students to have the ability of talking cultural relics and ways to protect them. 2. Learning a