人教版必修二高一英语Unit 1 Cultural Relics教案教学设计.docx

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1、Unit 1 Cultural Relics学科：English 授课班级：Senior One 执教教师： 授课时间： 单元整体设计思路第一课时：Warming Up第二课时：Pre-reading, Reading,第三课时：Comprehending, Learning about Language第四课时：Using Language第五课时：Reading and speaking 第六课时：Workbook第七课时: Listening第八课时：speaking and writingTeaching goals教学目标1). Ability goals能力目标a. Learn s

2、ome detailed information about the Amber Room.b. Improve the students reading ability.c. Train the students ability to grasp key information while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能目标Help the Ss to lea

3、rn how to give opinions clearly about cultural relics.3)Emotion:情感目标Train the students ability to cooperate with others.Enable the Ss to talk about the story of the Amber RoomTeaching important points教学重点1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). T

4、rain the students ability to cooperate with others;4). Train the students speaking ability.Learn to discuss and act out the Ss opinions about cultural relics.Teaching important points教学难点1)Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)Phrases: look in

5、to, belong to, in search of, in return, at war, take apart, think highly of;3). Sentence patterns:(1) There is no doubt that. (2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it4). Improve the students reading ability.Train the

6、 students ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics.Teaching methods教学方法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (indi

7、viduals)Teaching aids教学设备A computer, a projector and some slides.Teaching procedures and ways教学过程与方式The first & second period (Vocabulary, Warming up and Pre-reading)Teaching goals:1. Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the st

8、udents learn how to talk about cultural relics and have the sense of protecting cultural relics. Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(coope

9、rative learning) The first &second periodTeaching procedures:Step 1 New words teachingStep 2 Warming-upT: When talking about cultural relics, what comes to your mind?S1: The Great Wall.S2: The Pyramids in Egypt.S3: T: Well done. Teacher asks the Ss to look at the three groups of pictures and discuss

10、 these questions.1. Do you know these places?2. If you know, what do you know about the places?3. Which one would you like to visit? Why?I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of

11、cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are. All these are cultural relics.Do you know any other cultural relics in the world?T shows the Ss some cultural relics abroad.Task 1: ask the Ss to make a dialogue by saying.Imagine you have a ch

12、ance to travel these places. Which place would you like to go?Why?when are you starting off? How are you getting there? How long are you staying?Please make a dialogue with your partners.Then students answer the following questions:What is your favorite city? Why?What makes a city great and famous?(

13、a long history; cultural relics; many great people; important events taking place there)T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. tell me your answers. Step 3 Task 3 Speaking task on page 46Debate Do you think China

14、 should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?T: After watching so many pictures, now discuss with your partners the following question:What is a cultural relics? (Ss can find the answer from the Warming up.)Step 4 Pre-readingT: OK, class, do yo

15、u think these cultural relics are beautiful? Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. T: Thanks for your good suggestions. If you find a cultural relic

16、, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example. Extending questions: To whom do cultural relics belong?Step 5 Language points1) survive survive: vi. continue to live or exist. vt. Continue to live or exist in

17、 spite of nearly being killed or destroyed by sth. vt. Remain alive after sb., live or exist longer thane.g: Many strange customs have survived from earlier times.Her parents died in the accident, but she survived.Few buildings survived the earthquake.The man survived his sister by three years.2) (a

18、) part of A part of the books have arrived. A leg is a part of the body.He gave me back only part of the money I lent him.Part of the house was burnt in the fire.Part of the passengers were injured in the accident.*Part of it _ good. *Part of them _ good. 3) something 通常用于肯定句，而在疑问句、否定句、if/weather从句中

19、用anything。I want something to eat.I dint have anything today.Is there anything wrong with this stove?*Would you like something to eat?但当说话者心中的肯定意识较强时，或实际上表示请求建议时，一般不用anything而用something.4) remainAfter the fire, very little remained of my house.Much work remained to be done.Ill remain to see the end

20、of the game.He remained silent after class. The door remained closed.a. The rest of the book _is_ not very interesting.b. The rest of the group _are_ in the classroom.5)the rest of 的其余部分6)imagine + n./ doing/ sb doing sth/ that- clause Can you imagine life without electricity? I could hardly imagine

21、 living in that kind of place. I cant imagine her marrying him.Can you imagine how worried I was then? I imagine that I have met you somewhere before.7)look into 调查、了解、研究 1) The police are looking into all the records of the man. 2) He looks into her face with great interest. 3) Ill look into the ma

22、tter as soon as possible. Just have a little patience.8)insist + n/ that (should) do /that insist on doing sth. a. He insisted that the money _(return) to him at once. b. He insisted that he _ (not steal)the money. c. I insisted on his _ (go)there right away. 9) belong to 属于 （P1 L7）不可以用于被动语态，或进行时Cor

23、rect the mistakesThe house was belonged to an old lady.China is a country that is belonging to the Third World.As a writer, he really belongs the 18th century.This map is belonging on the table.10)do withI didnt know what to do with the old tree.The new teacher didnt know what to do with the class.W

24、hat have you done with the papers for the meeting?We have nothing else to eat, you have to do with some bread.Homework1.Preview the reading2.Do the comprehending exercises3. Write down the Main idea of each paragraph4.Ask the Ss to look for more cultural relics. The students can go to the library or

25、 use the Internet to search for information. The Third Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1. Learn some detailed information about the Amber Room.2. Improve the students reading ability.3. Train the students ability to grasp key i

26、nformation while listening.4. Train the students speaking ability.Emotion:1. Train the students ability to cooperate with others.2. Enable the Ss to talk about the story of the Amber RoomTeaching important points:1 .The new words and expressions;2. Learn some detailed information about the Amber Roo

27、m;3. Train the students ability to cooperate with others;4. Train the students speaking ability.Teaching difficult points:1. Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2. Phrases: look into, belong to, in search of, in return, at war, take apart, thi

28、nk highly of;3. Sentence patterns:(1) There is no doubt that. (2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it4. Improve the students reading ability.5. Train the students ability to grasp key information while listening.Tea

29、ching methods:1. Listening to the tape.2. Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today were going to learn another cultur

30、al relic. Look at the two pictures on pages12; do you know what it is called?Ss: The Amber Room.T: Yes, Its called the Amber Room.What do you know about the cultural relic“the Amber Room?T shows the Ss some pictures of “the Amber Room”Step 2 Fast reading:T: Do you want to know more about the Amber R

31、oom? What does the text tell about the Amber Room? Read the passage first and try to answer the questions:It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.T:Why is it called the Amber Room?(It was given the name because almost seven thousand to

32、ns of amber were used to make it)What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)Read the text quickly, trying to get the main idea each paragraph.Discuss in your group of four.Ask Ss to speak out the Main idea of each paragraph:1.The Amber

33、 Room has a strange history and something about its design and building.2.The history of the Amber Room and its functions in Russia.3.Catherine II had the Amber Room moved to the palace outside St Petersburg and it became one of the great wonders.4.The Nazi German army stole the Amber Room in 1941.

34、After that what really happened to it remains a mystery.5.The Russians and Germans have built a New Amber Room at the summer palace, following the old photos.Pair work T or F questions:1. The Amber Room was not easy to make.2. Catherine II didnt like everything about the Amber Room when she first sa

35、w it.3. The Amber Room was taken to Konigsberg and hidden there in 1941.4. The Russians didnt care about the Amber Room.5. The Russians dont think the Amber Room will ever be found.Step 3 Careful reading :Listen to the tape and follow it to read the text and answer the following questions:1.What cou

36、ld the King of Prussia never think of his present to the Russian?He could never think of his present would have such a strange history.2. Why was the gift given the name the Amber Room?Because about seven thousand tons of amber were melt to make it.3. What shape can the amber be made into when heate

37、d? Any shape.4. Is the Amber Room pure amber made with?No. Its also made with gold and jewels.5. Was the Amber Room specially made to be a gift? No, it wasnt.6. What was the Amber Room made for? For the palace of Frederick I.7. What did the Czar give the King of Prussia in return? 55 of his best sol

38、diers.8. Where was the Amber Room first placed?In the Czars winter palace in St Petersburg.9. What did Catherine II do to the Amber Room?She had her artists add more details to its design.10. Is the Amber Room still in Russia? No, it isnt.11. Where is it now? No one knows. It remains a mystery.12. W

39、hat happened to the Amber Room?It was stolen by the Nazis and is missing now.13. When did the Amber Room disappear?During the Second World War.14. What were saved from the Amber Room? The furniture and small art objects.Step 4 ComprehendingAfter finishing all the questions, ask the Ss to listen to t

40、he tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teac

41、her gives the answers.Detailed information (Do ex 1&2 on page 2&3)1. The king of Prussia who gave the Amber Room as a gift to Russia was_.A. Frederick I B. Frederick William IC. Peter the Great D. Catherine II2. The king of Prussia gave the Amber Room to Russia because_.A. he wanted to marry Catheri

42、ne II. B. he was kind.C. he needed better soldiers D. he wanted to make friends3. The Amber Room was stolen by_.A. Russian soldiers B. German soldiersC. People in Konigsberg D. People in St Petersburg4. In 1941, the city of Konigsberg was in _.A. Germany B. Russia C. Sweden D. France5. The Russians

43、didnt hide the Amber Room because _.A. they were at war B. the couldnt find a place C. the German soldiers arrived too soon D. no train could take it awayStep 5 Post-readingDiscuss the following topic in groups, then show your opinions:Do you think it is meaningful to rebuild the new Amber Room? Why

44、? Play the tape for the students to listen and follow in order to let them know how to read the text.Step 6 Homework 1. Read the text several times and try to find out the phrases and key points2. Do exercises on Page3 &4.3. Do exercise 1 on Page 42 (Ss Book)Record after teaching:The Fourth Period(T

45、ext analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. Sentence patterns:(1) In 1770, the room was completed the way (that

46、) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:1. Learn the usage of some difficult words and expressions.2. Train the students ability to remove the difficulties while reading.Emotion:1.Train the stud

47、ents ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story of amber room Teaching important points:1. Train the students ability to read different English names.2. Train the students ability to cooperate with ot