高一英语必修2 unit1 教案(12页).doc

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1、-高一英语必修2 unit1 教案-第 12 页Unit1 Cultural RelicsThe first periodWarming up and readingTeaching goals1.Target language a. Important words and phrasesculture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, r

2、eception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes wer

3、e then put on a train for .P2After that , what really happened to the Amber Room remains a mystery.P2I 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 a

4、bout cultural relics and have the sense of protecting cultural relics.Teaching difficult points Talk about cultural relics and what should be done with themTeaching methods 1. Learning to the tape 2. Group discussion and presentation 3. Multi-functional teaching equipmentTeaching aids A recorder, a

5、projector, and some slides Teaching procedures & waysStep oneAsk the students to check the new words and expressions of this unit with each other in this unit. Step two warming upThe warming-up exercises raises the students awareness that there are some well-known cultural relics both at home and ab

6、road. 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

7、 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

8、relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat.)The cultural relics of China in the world heritage site list世界文化遗产名录中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年底，我国已有30处文物古迹和自然景

9、观被联合国科教文组织世界遗产委员会列入世界遗产名录，以下是这些文化遗产的名称、性质和列人世界遗产名录的年份：Mount Taishan(泰山)，listed as a world cultural and natural site in 1987.The Great Wall(长城)，cultural site, 1987.The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang(北京故宫、沈阳故宫)，cultural site, 1987,2004.The Mogao Caves(敦煌莫高窟)，cul

10、tural site,1987.The Mausoleum of the First Qin Emperor and the Terracotta Warriors(泰始皇陵及兵马俑坑)，cultural site,1987.The Peking Man Site at Zhoukoudian(周口店北京猿人遗址),cultural site,1987.Mount Huangshan(黄山),cultural and natural site,1990.The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨沟风景名胜区),natur

11、al site,1992.The Huanglong Scenic and Historic Interest Area(黄龙风景名胜区),natural site,1992.The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区)，natural site,1992.The Mountain Resort and its Outline Temple, Chengde(河北承德避暑山庄及周围寺庙),cultural site,1994.The Temple and Cemeter of Confucius and the Kong

12、 Family Mansion in Qufu (曲阜孔府、孔庙、孔林)，cultural site,1994.The Ancient Building Complex in the Wudang Mountains(武当山古建筑群),cultural site,1994.Historic Ensemble of the Potala Palace, Lhasa(西藏布达拉宫),cultural site,1994.The Lushan National Park(庐山)，cultural site,1996.Mount Emei and the Leshan Giant Buddha Sce

13、nic Area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996.The Ancient City of Pingyao(平遥古城),cultural site,1997.The Classical Gardens of Suzhou(苏州园林),cultural site,1997.The Old Town of Lijiang(丽江古城),cultural site,1997.The Summer Palace(颐和园),cultural site,1998.The Temple of heaven：an Imperial Sacrificial

14、 Altar in Beijing(天坛),cultural site,1998.Dazu Rock Carvings(大足石刻),cultural site, 1999.Mount Wuyi(武夷山),cultural and natural site,1999.Mount Qincheng and the Dujiangyan Irrigation System(青城山一都江堰),cultural site,2000.Aucient Villages in Southern AnhuiXidi and Hongcun(安徽古村落一西递、宏村),cultural site,2000.Long

15、men Grottoes(龙门石窟),cultural site,2000.Imperial Tombs of the Ming and Qing Dynasties(明清皇家陵寝),cultural site 2000.Yungang Grottoes(云冈石窟),cultural site,2001.Three Parallel Rivers of Yunan Protected Areas,natural site(三江并流),2003.Capital cities and Tombs of the Ancient Koguryo Kingdom(高句丽的王城、王陵和贵族墓葬),cult

16、ural site,2004.Part three Pre-reading1. Leading-inT: 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，protect）T：Thanks four your good suggestions. Now lets learn “ In Searc

17、h 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 i

18、n 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 Czars winter palace in St Peterberg.)Part Six Learning about language1)

19、. 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3）be at war 处于交战状态4）remain后，常跟名词，意思为“保持，继续，依然”5)

20、.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 GrammarTeaching goals:1. Target languagea. Vocabularytrial, consider, prove, tel

21、l the truth, pretend, think highly of, besidesb. StructuresI 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 dont agree with you.2. Ability goalsEnable the

22、students to make judgments and to write a short reply to a letter, then give their own opinions. 3. Learning ability goals Help the students learn how to make judgments and give their opinions.Teaching important pointsThe attributive clauses with that/which/who/where/whenTeaching difficult pointsHow

23、 to tell the attributive clauses with that/which/who/ where/when/ from other clausesI. Reading, listening and writing1. Fast Reading (Pre-listening)Find out the differences between a fact and an opinion.2. ListeningStudents take notes and fill in the form while listening to what the three people say

24、 about the missing Amber Room.3. Post-listeninga. DiscussionStudents share their forms with others. Then discuss which person gave the best evidence using some useful expressions given.b. Writing and speakingStudents write down a short list of reasons for their choice.II. Reading and writingRead the

25、 letter on page 7 from a German newspaper. Then write a reply to the letterIII. Homework1. 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 ListeningTeaching Goals1. Target

26、language 目标语言a. 词汇 man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll musicb. 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

27、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 questionsTeaching met

28、hods1. 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 checkingT: Lets check our homework each other. We will have a dictation of the 11 dey sentences in the reading.1. Frederick William I,

29、 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 made into any shape P.13. it was made for the palace of Frederick I. P14. in 1716, Fredrick William I gave it to Peter the Great, as a

30、gift of friendship from the Prussian to the Russian People. P15. In return, the Czar gave the king of Prussia 55 of the best soldiers. P16. The Amber Room soon became part of the Czars Palace in St. Petersburg. P1.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg wh

31、ere she spent her summers. P28. This was a time when the two countries were at war. P29. 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. P210. After that, what really happened to the Amber Room remains a mystery. P211.1 think hi

32、ghly of those who are searching for the Amber Room. P2Step 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, t

33、he teacher gives the answers, using a slide projector.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 Hon

34、g 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

35、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 Homework1. Collect some

36、information about the cultural relics that are in danger.2. Write your opinions on how to protect the cultural relics.The Fourth Period SpeakingTeaching 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.Teaching important points

37、教学重点Learn to discuss and act out the Ss opinions about cultural relics.Teaching difficult points教学难点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

38、an article about the discussion. (individuals)Teaching aids教学设备A computer, a projector and some slides.Teaching procedures and ways教学过程与方式Step I Homework checkingStep II Lead-inT: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that

39、 are about the world cultural relics.Students watch the videos to find some cultural relics that are in danger.T: Have you found that some of them are in danger?Ss: Yes.T: Maybe one day, they will not exist. Then what should we do with them? Now lets go to the next part, Speaking Task.Step III Speak

40、ing Task T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital

41、 a special place Now, lets have a discussion about this in two sides. Do you think China should save all of its cultural relics? -A: Yes, we should save all our cultural relics. -B: No, we shouldnt save all our cultural relics. We should only save the best one.T: Well, you did a good job. Next, prac

42、tice again the sentences that can be used to show your opinions.Step IV WritingT: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down.Later, the teacher shows some articles of the students with a p

43、rojector and corrects them with the whole class.Step V Talking (P41)T: Please talk with your partner about the latest clothes. Complete the dialogue, giving facts and opinions where asked.First, the students check their answers each other. Later, the teacher gives the answers, using a slide projecto

44、r.Step VI Homework1. Review the attributive clauses that we learned in the first period.2. Remember the words and sentences that we learnt this class.3. Preview the new words in the next class.The Fifth Period Reading (11) and WritingTeaching goals 教学目标1. Target language 目标语言 a.重点词汇和短语 time-consumin

45、g, take care of, gentle, giant, treasure, dynasty b.重点句型 It was more than he could have got for. P452. Ability goals 能力目标 Enable the students to catch details of Big Fengs story and write a letter on saving the cultural relics.Teaching important points教学重点Teach the students to tell Big Fengs story.T

46、eaching difficult points教学难点Teach the students how to write a letter on saving the cultural relics.Teaching methods教学方法1. Reading (individuals)2. Discussion (group work)3. Writing (individuals)Step I Homework checkingT: Lets check our homework each other.Ask the students to have a dictation of the s

47、entences including attributive clauses learned in the first period.Step II Reading Task T: Since cultural relics are important and useful，its necessary for everyone to protect them. After all, they belong to the whole world. So today, well read a passage that is about a common person who saves the cultural relics-BIG FENG TO THE RESCUE. Read the passage for the first time and answer why Big Feng wants to save cultural relics.While the students are reading, the teacher walks around the classroom and try to collect the answer of the students. Then,