人教版高中英语必修2教案 unit 1 cultural relics

1 / 20 人教版高中英语必修 2 教案 Unit 1 Cultural Relics Unit1culturalRelics I教学目标 技 能 目 标GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon-WriteashortreplytoaletterandgiveyouropinionTakenotesandjudgewhogivesthebestevidencerestrictiveattributiveclauses 目标语言 功能句式 Expressionsusedtogiveopinions Ithinkhighlyof. Idontagreethat ” Besides. ImustsaythatIagreewithyou. ImustsaythatIdontagreewithyou. AsfarasImconcerned,Ithink. AsIseeit. Dontyouagree/think(that). Icanthelpthinking(that). 2 / 20 Iwouldliketosay. Inmyopinion view. Personally,weshould Well,obviouslyweshould Thepointis. 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,FrederickWilliamI,Prussia,Prussian,PetertheGreat,czar,StPetersberg,catherine,konigsberg,BaltilSea,Leningrad,janHasek, AnnaPetrov,mystery 3.词组 lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof 3 / 20 4.重点词汇 belong,once,heat,design,light,wonder,doubt,remain,prove,consider,besides,survive,furniture,opinion 语法 Theattributiveclauseswithwhich/who/where/when Aculturalrelicissomethingthathassurvived 一 Itisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinchina. youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromaplace. ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause. Later ，catherine1IhadtheAmberRoom.outsideStPetersburgwhere Thiswasatimewhenthetwocountrieswereatwar. In1770,theroomwascompletedtheway(that)shewantedit. 重点句子 ,thekingofPrussiacouldneverhaveimaginedthat ,theambercanbemadeintoanyshape . ,FrederickWilliamIgaveittoPetertheGreat,as“giftoff4 / 20 riendship 找教案 http:/ ,theczargavethekingofPrussia55ofhisbestsoldiers. sPalaceinStPetersburg. ,catherine11hadtheAmberRoommovedtothepalaceoutside ， ,whatreallyhappenedtotheAmberRoomremainsamystery. AmberRoom . 教材分析与教材重组 1.教材分析 本单元以 culturalrelics 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。 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？ 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5 / 20 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:InSearchoftheAmberRoom 做好了铺垫。 是关于寻找丢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TheAmberRoomhas“strangehistory ，并对它进行洋细的描述。第二段叙述了 TheAmberRoom 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 三段叙述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，叙述了 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。进行了整体评价 (exercise2)0 由易到难，有较好的梯度，全面 考查了学生对文章的理解。 分 Discoveringusefulwordsandexpressions 和Discoveringusefulstructures 两部分。其中第一部分的Exercise1 根据英语解释，写出对应的单词。 Exercise2 练习 belongto 的词义和用法。 Exercise3 练习介词 at 的用法。6 / 20 第 二 部 分 的 Exercise1 从 文 中 找 出 7 个含that/which/who/where/when 的定语从句。Exercise2jointhepairsofsentencesusingthat which/who/whose/where/whenwithoutcommas（限定性定语从句）。 Exercises3jointhepairsofsentencesusing which/who/whom/where/whenwithcommas（非限定性定语从句）。 分 Reading， ListeningandWriting 和 Speakingandwriting和 Readingandwriting 三部分。在第一部分的 Listening 中要求学生 takenoteswhilelistening 进一步提高听力水平。第二 部分中speakandwritedownashortlistofreasonsforyourchoice.练习这种句型 Itcanbeprovedthat-because-第三部分ReadaletterfromaGermannewspaperandwriteareplytothisletterandgiveareasonwhyyouagreeordontagreewiththewriter. 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。 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。 7 / 20 2.教材重组 从 话 题 内 容 分 析 ，Warmingup,Pre-reading,Reading,comprehending 和LeaningaboutLanguage 内容一致，将其设计成一节阅读课。 将 UsingLanguage 设计成一节语言学习课。 将 Workbook 里的 Listening 和 ListeningTask 整 合成一节听力课。 将 Workbook里的 Talking和 SpeakingTask设计成一节口语课。 将 Workbook 中的 ReadingTask 和 WritingTask 整合成一节阅读和写作课。 将 Workbook 里的 UsingWordsandExpression 与UsingStrictures 和 UsingLanguage 中的 Summingup 与LearningTip 和 Workbook 中的 checkingyourself 设计成一节复习课。 3.课时设计与课时分配 （经教材分析，根据学情，本单元可用 6 课时完成） 1stperiodWarmingupandReading(1) 2ndperiodGrammar 3rdperiodListening 4thperiodSpeaking 5thperiodReading(B)andWriting 8 / 20 6thperiodcomprehensiveRevision （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。） Unit1culturalRelics Thefirstperiod Warmingupandreading Teachinggoals culture,state,lookinto,rare,vase,belongto,insearchof,gift,ton,stone,melt,once,heat,design,fancy,style,jewel,king,artist,inreturn,reception,light,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapart Inreturn,theczargavethekingofPrussia Therewasnodoubtthattheboxeswerethenputonatrainfor.P2 Afterthat,whatreallyhappenedtotheAmberRoom 9 / 20 IthinkhighlyofthosewhoaresearchingfortheAmberRoom. EnablethestudentstotalkaboutthestoryofAmberRoom. Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics. Teachingdifficultpoints Talkaboutculturalrelicsandwhatshouldbedonewiththem Teachingmethods Teachingaids Arecorder,aprojector,andsomeslides Teachingprocedures&ways Stepone Askthestudentstocheckthenewwordsandexpressionsofthisunitwitheachotherinthisunit. Steptwowarmingup Thewarming-upexercisesraisesthestudents aware T:Now,class, S:culturalrelics 10 / 20 T:Doyouknowwhatculturalrelicsare? (Students answers) T:,gtoremindpeopleofthem. Thencanyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?(TheGreatWall;ThepyramidsinEgypt;AngkorWat.) PartthreePre-reading T:ok,class,doyouthinktheseculturalrelicsbeautiful? S:yes,verybeautiful. T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit? S:(find ， rebuild， protect） T： slearn“InSearchoftheAmberRoom”. Askthestudentstoreadthetextfirstandthenanswerthefollowingquestions: 1).WhywasitcalledAmberRoom? (Itwasgiventhenamebecausealmostseventhousandtonsofamberusedtomakeit.) 2).WhathappenedtotheAmberRoom? 11 / 20 (First,itwasbuiltinPrussia.Then,FrederickWilliamI,thekingofPrussia,sentittoPetertheGreat,asagiftoffriendshipfromthePrussiaAmberRoomsoonbecamepartoftheAmberRoomsoonbecamepartoftheczar swinterpalaceinStPeterberg.) Askthestudentstoreadthetextcarefullyandfindoutthemainideaofeachparagraph. Askthestudentstotellthecharacteristicsofthetext AmberRoomsothatweknowwhathappened. PartfivePost-reading FinishthecomprehendingexerciseinP2 PartSixLearningaboutlanguage 1).FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthat. 情态动词 +havedone 表示对过去发生的事情的推测、批评和反悔等意思。 Eg:? 2)onceitisheated,theambercanbemadeintoanyshape. Bemadeinto 被制成，被做成 12 / 20 3） beatwar 处于交战状态 4） remain 后，常跟名词，意思为 “ 保持，继续，依然 ” 5).belongto Thenfinishtheexercisein“Learningaboutlanguage”and“Discoveringusefulstructures.” PartSevenHomework: TheSecondPeriodGrammar Teachinggoals: ,consider,prove,tellthetruth,pretend,thinkhighlyof,AmberRoom.Besides, Enablethestudentstomakejudgmentsandtowriteashortreplytoaletter,thengivetheirownopinions. /which/who/where/whenTeachingdifficultpointsHowtotelltheattributiveclauseswiththat/which/who/where/when/fromotherclausesTeachingmethodsLearningandpracticingTeachingaidsmultimediacomputer Teachingproceduresandways I.Reading,listeningandwriting (Pre-listening)hethreepeoplesayaboutthemissingAmberRoom.Readingandwriting 13 / 20 Reading. ThethirdPeriodListening TeachingGoals 目标语言 a. 词汇man-madeprojects,theNileRiver,TheAswanDam,AbuSimbel,rock-n-rollmusicb. 重 点 句 型DoyouthinkitwasworthspendingsomuchmoneytomoveAbuSimbel? ma HelptheSslearnhowtograspthekeyw HowtograspthekeywordsthatcanhelpthestudentstoanswerquestionsTeachingmethods (Individuals),(cooperativelearning)Teachingaids 教具设备 Arecorder,atape, T:Let ,thekingofPrussiacouldneverhaveimaginedth,palaceof,FredrickWilliamIgaveittoPetertheGreat, sPalacein.,catherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgkonigsberg,atthattimeaGermanci14 / 20 tyontheBalticSea.,whatreallyhappenedtotheAmberRoomAmberRoom.P2StepIIListening(P41) Egypt,theteachergivestheanswers,:Asweknow ，theAswanDamisoneoftheancientculturalrelicsmadebythepeopleinthe,therearealsosomewell一 ,TheBankofchinaBuildinginHongkong?Next,welllistentoatapeaboutImPei,(P44) T:Pleaselistentothetape,makesomenotesabout1mPei, TheFourthPeriodSpeaking 口语课教材分析与问题解决 ,studentshavead,wecanhavethisclassinthefollowingsteps:inspiringinterest-control 教学目标 能力目标 Enablethestud 学能目标 教学重点 LearntodiscussandactouttheSs 教学难点 教学方法 (individuals)(groupwork)(individuals)Teachingaids 教学设备 Acomputer,教学过程与方式 StepIHomeworkcheckingT:Well,class,atthebeginningofthisclass ，15 / 20 1wanttoknowwhetheryouhavecollectedsomeinformationoftheculturalrelicsthatareindanger?Ss:ok,tellmewhatyoucollected?S1 ：TheGreatWallinchina ， ,:ThepyramidsinEgyptarealsodestroyedbythewind,找教案 http:/: T:ok,class,tareabouttheworldculturalrelics. Studentswatchthevideostofindsomeculturalrelicsthatareindanger. T:Haveyoufoundthatsomeofthemareindanger? Ss:yes. T:maybeoneday,?Nowletsgotothenextpart,SpeakingTask. StepIIISpeakingTask(P46) T:china,Beijingisfamousforitslanesortraditionalhousesandyard,Somepeoplesaythatonlythebestonesshouldbesavedothersdisagree,andsaytheymakethecapitalaspecialplaceNow,letchinashouldsaveallofitsculturalrelics? -A:yes,weshouldsaveallourculturalrelics. -B:No,weshouldn T:Well,practiceagainthesentencesthatcanbeusedtoshowyouropinions. StepIVWriting T:Writeanarticleof100-12,justwriteitdown. 16 / 20 Later,theteachershowssomearticlesofthestudentswithaprojectorandcorrectsthemwiththewholeclass. Suggestedanswers Today,wehaveadiscussiononShouldchinasaveallofitsculturalrelics.Somestudents ,we,alrelicsonthe«,ourcountryisstilladev;thatsenough. StepVTalking(P41) T:,givingfactsandopinionswhereasked. First,theteachergivestheanswers,usingaslideprojector. Suggestedanswers A:SINGER(nameofacompany)makesthebestcoasts(nameofakindofclothing)inchina!Itsafact. B:Really?Howdoyouknowthat? A:Becauseallmyworkmates(nameofpersons)wearthem B:Butthatdoesntmakeitafact. A:Whynot? B:Because1dontknowthiskindclothingand1neverseeanyonewearthem A:snotafact,whatisit? B:Itsanunbelievablefact. 17 / 20 Letthestudentspracticethedialoguewiththeirpartnersandthengiveashortperformancefortheclass. StepVIHomework TheFifthPeriodReading(11)andWriting Teachinggoals 教学目标 目标语言 a.重点词汇和短语 time-consuming,takecareof,gentle,giant,treasure,dynasty b.重点句型 Itwasmorethanhecouldhavegotfor.P45 能力目标 EnablethestudentstocatchdetailsofBigFengsstoryandwritealetteronsavingtheculturalrelics. 学能目标 HelpthestudentslearnhowtocatchdetailsofBigFeng教学重点 TeachthestudentstotellBigFeng 教学难点 教学方法 18 / 20 (individuals) 找教案http:/(groupwork)(individuals)Teachingaids 教具设备 Arecorder,教学过程与方式 StepIHomeworkchecking T:Let(P44) T:Sinceculturalrelicsareimportantanduseful ，it,wellreadapassagethatis,theteac, :Nowl,theteachershoulda Inordertoprotecttheculturalrelicsofhishometown,Tianjin.Anotherprojectwasmoresuccessful:hegotthegovernment,heandotherwritersandartiststookphotosoftheoldpartsofTianjin.:Readthepassageagaincarefullyandanswerthefollowingquestions:1)Whatdoesabigheartmean ？InwhichwaysdoesFengjicaishowthathehasabigheart?2)Whydoeshethinkitismoreimportanttodothisthantowritehisnovels?3)Itisverytime-consuming （ 耗 时的） ?First,theteachergivestheanswers,),andhehaswrittenmanynovelsaboutlifeinchina.Severalyearsago,heputdownhispenandbegantoprotectculturalrelicsinTianjin,)Heknowsthepastisnotonlyforustoenjoybut