【教学设计】Unit 1（英语人教必修二）.doc

Unit 1 Cultural relics教学设计本课时编写：西合营中学王学玲Period I Warming up and reading教材分析This is the first lesson in this module. The reading material is about amber room. In this lesson, students must realize what a cultural relic is and can learn about the amazing history of amber room Sstudents are encouraged to connect the history of culturics with the history of a country so as to have a better understanding of the meaning of cultural relics.教学目标【知识目标】Key vocabulary: design amazing in the fancy style decorate belong to there is no doubt that【能力目标】Students can grasp the clue of the whole story by scanning, skimming and other reading skills【情感目标】Learn to love our country and protect cultural relics.教学重难点【教学重点】Grasp the clue of the story.【教学难点】Learn to retell the story.课前准备recorder, Multimedia教学过程Step 1. Warm-up T: Good morning everyone. Dou know what a cultural relic is ? 2. The teacher plays the PPT and shows the pictures to them.(1) The Gold Ring(2) the Great Wall(3) The Summer Palace(4) the Apple Phone(5) the Leshan Giant Buddha(6) the Potola Palace in Tibet(7) Stonehenge in EnglandTest：cultural relic is:A. Belongs to a certain group or individual.B. All the old things are cultural relics. C. Something is very expensiveD. A cultural relic is something that has survived for a long time. Often a part of something that has remained when the rest of it has been destroyed. And it tells people about the past.【设计意图】教师让学生欣赏图片，了解中西方文化遗产对“什么是文化遗产”有了深入了解,完成测试后更加理解 文化遗产承载的历史内涵，同时感知本课词汇remain 和 survive。Step 2.prediction2.1 What do you think the text may talk about according to the title and picture of readingpassage? (multiple choice)A: The Amber Room is worth protectingB: The strange history of the Amber Room.C: The Amber Room belong to the culture relicsD: What happened to the Amber Room?2. Do you know the factors(因素) in this kind of text?Time PlaceCharacters Events Result【设计意图】有了上一步的铺垫，学生预测很容易预测出B 项。出多项选择的目的是让学生关注“what happened”,注重整体把握故事发展脉络，第二个题目，让学生关注文章阅读要素，因这篇课文是记叙文，自然要关注时间，地点，人物等要素。Step 3. ScanningTask1 find out the key times and the charactersA stolen the amber roomB sent a troop of his best soldiers to the king of PrussiaC had the amber room madeD had it moved outside st PetersburgE gave it to the czar as a giftF built a new amber room after studying pictures of the old one.Task2 Frederick 2 Frederick William3 Peter the great4 Catherine5 The Nazi army6 The Russians and the Germans【设计意图】通过查读，让学生迅速掌握关键时间，关键人物和关键事件。承接上一步，也为复述课文打下基础。Step 3. SkimmingThe following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the box. How did the Amber Room become one of the wonders of the world? How was a new Amber Room built?How did the Amber Room get lost?How was the Amber Room made?Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?答案：35142【设计意图】这一步，目的是学生在掌握关键信息的基础上，概括段落大意学生做完后再整体排序，强化对语篇的整体认知。Step 4. Detailed readingPara1ColourDesignMade up of(formation) Time of building itThe biggest and best work of amber art ever madepara 2-5 The Amber RoomPurpose It was made not to be a_, but for the _ of Frederick I.Names of places What is it used for St. Petersburg (Winter Palace)Summer Palace【设计意图】这一步的设计意图是让学生读的更细，对琥珀屋不同历史时期的作用和功能及相对应的历史人物做一总结梳理，深入理解文章开头的关键词an, amazing history.。Step 5 summarizeThe clue of the story【设计意图】这一步至关重要，把人物关系梳理清楚，是整体理解全文的前提。Step 6 Post-readingTask1 :Do true or false exercises according to the text1. Frederick William I was the King of Russia.2. The Amber Room has a strange history and it remains a mystery.3. Peter the Great made Amber Room his Summer Palace.4. Catherine II added more details to the Amber Room and made it her Summer Palace.Task2: Retell the story What happened to the Amber Room?Built in_Frederick William I_Sent it to Peter the Great(Russian)_ Winter palace Czar_Catherine II Move outside St Peterburg_The war between(R&G) _Nazi German Secretly stole_Sent to Konigsberg(G)_ mystery_NowRebuilt【设计意图】任务1意在解决学生的阅读理解难点，本课涉及历史人物众多，且难以记忆，四个问题进一步检测学生的理解情况，为任务2的复述扫清理解上的障碍，任务2 在让学生梳理文章线索的基础上复述课文，降低了难度。教学反思本次课的教学比较顺利，实际教学中发现学生在复述时，虽然降低了难度，学生输出还是吃力，如果多给学生几分钟整理文本线索，可能效果更好。Period II language points 教材分析In this lesson, students are required to grasp some useful words and expressions to describe cultural relics since it refers to so many words, we finally choose seven words based on the importance of the content.教学目标【知识目标】Key vocabulary: design, remove, in search of in return survive belong to there is no doubt that【能力目标】Students can grasp basic usages of the words and use them correctly in the unit.【情感目标】Love the cultural relics in our home and abroad.教学重难点【教学重点】Belong to remove, in search of in return survive belong to there is no doubt that【教学难点】The changes of the words in the context.课前准备recorder, Multimedia教学过程Step 1. 1 Read the text and pay attention to the underlined words Having removed from his hometown to the city. John didnt know what to do at first. Under his best friends guidance. He launched a campaign which was designed to help those in need in return for the society. He has done so much for the poor in his community that we cant think highly of him enough. As is known to all, cultural relics belong to human beings rather than individuals, so they are well worth protecting. However, some people are in search of them and take possession of them illegally. Some of them have been damaged while only a few survive.Therefore, every one of us should make all efforts to protect them from being destroyed for there is no doubt that it i s our duty to protect cultural relics.【设计意图】结合课标要求，词汇要在语境下学习，所以，让学生在短文中整体回顾所学重点单词，能培养学生的语境意识，词汇的应用意识。1 survive vt，幸存：生还1幸免于；比比某人活得长t如，幸存；活下来（教材P1） Is it enough to have survived for a long time？只是存在的时间长就足够了吗？ (1)survive sth幸免于；从中survive on st靠活下来；靠“生存（lIve on sth) live sb（by）比某人活得长survive the accident/war/earthquake经过事故战争地震后还活着never（2） survival n，幸存；残存物survivor n生还者，幸存者【活学活用】(1)译一译：Some interesting customs have survived from ancient times.(2)He was the only _ that survived the accident, and he survived long,and even_ his son by four years他是那场事故中唯一的幸存者，而且他活了很久，甚至比他的儿子还多活了四年2 design n，设计：图案；构思vt设计；计划；构思 (教材P1)In fact, the room was not made to be a gift. It was designed for the palace of Frederick I.译一译短语扩展： (1)by design： on purpose故意地，有意地(2)be designed for,.为，而打算设计 be designed to do.目的是做被打算做 (3)designer n.设计师【活学活用】(1)It is reported that a new highway between the two cities is_.据报道，这两个城市之间的一条新高速公路正在设计中。(2)Do you think the traffic accident was caused by accident or_?你认为这起交通事故是意外呢，还是有意为之?(3)The programmer is _people who have been out of work for a long time.这项计划的目的是为长期失业者提供帮助。3 doubt n，怀怀疑；疑惑感，怀疑；不信(P2)There is no doubt that the boxes were then putrain for Konigsberg, which was at that time a German city on the Baltic Sea译一译短语句型扩充：(I)There is no doubt that毫无疑问（同位语从句）n doubt感到怀疑，拿不准beyond without doubt无疑地；毋庸置疑：（2） doubt that从句有疑问（在否定句和疑问句中， doubt后面接that引导的从句）doubt whetherif从句怀疑是否和（在肯定句中doubt后面一般接 whether或证引导的宾语从句）(3)doubtful adj:怀疑的【活学活用】(1) _that he will be elected to be president again next year.毫无疑问，明年他会再次当选总统。(2)例句欣赏：There is little doubt that its a win- win project for all the countries毫无疑问，这对所有国家来说都是一个共赢的项目。(3)When (youre)_ about the question, youd better ask the teacher.当你对这个问题没有把握时，你最好请教一下老师（4）汉译英：毫无疑问，玩电子游戏将成为影响学生学习的最大问问题。4 belong to属于（教材P1）However, the next King of Prussia. Frederick William 1, to whom the amber room belonged, decided not to keep it然而，下一位普鲁上国国王，非特烈威廉一世，这个琥珀屋的主人却决定不要它了短语扩充：belongings n.所有物；行李 a sense of belonging 归属感【注意】这本书现在属于我。下列那种说法是正确的（ ）A: This book belongs to me.B: This book is belonged to me.C: This book is belonging to me.belong to不用于被动语态，也不用于进行时态 【活学活用】(1) Wild animals like this_ zoo -they should be allowed to go free这样的野生动物不应该在动物园里，它们应该被给予自由。(2) 汉译英：教室里的椅子和书桌都是属于我们学校的。(3) He left, leaving the door unlocked, which made it easy for the thief to take away his valuable_ at home他离开了，留下门没锁。这使得小偷轻易地拿走了他家里的贵重物品。 5 in search of寻找（教材P1） IN SEARCH OF THE AMBER ROOM寻找.1n ones the search for寻找 search sb / sth搜身，搜查某人某物search for =look for=hunt for搜寻search.for sb/sth为了找某人某物而搜查【活学活用】(1)The English teacher looked up the word in all the dictionaries at hand _its special use.英语老师翻遍了手头所有的词典以寻找这个词的特殊用法。in search of(2)背诵 The police searched for him everywhere. He wascaught at last and now the police are searching him警察到处搜捕他。最终他被抓住了，现在警察正在对他进行搜身(3) _the website of the Fire Department in your city, and you will learn a lot about firefighting.搜索你们城市消防部门的网站，你会学到许多消防知识。6 in return作为报答：回报(A P2)In return, the Czar sent him a troop of his best oldiers.作为回赠，沙皇则送给他一队自己最好的土兵in return for In reward for作为对的回报报答易混短语：In turn 依次；逐个地；转而；反过来(1)An old man gave us some food and water but asked for_ _ on the island在岛上一位老人给了我们些食物和水，但没有要求任何回报(2)What can we do for them_ _ all the help they have given us?我们能做什么来报答他们所给我们的种种帮助呢？(3)背诵While staying in the village, James unselfishly shared whatever he had with the villagers without asking for anything in return.在村子里待着的时候，詹姆斯无私地跟村民们共享他拥有的东西，不要任何回报(4)He spends too much time on maths, and this_affects the progress of his other subjects.他在数学上花的时间太多，这反而影响了他其他学科的进步。7 remove 的含义A It was not until he removed his sunglasses that I recognized himB he has removed his family from the country side to the nearby city.C We tried to remove his doubt and let him tell the truth.remove. from.把.从.移开remove from to，从搬到remove sb from school开除；勒令某人退学remove one s doubt/trouble消除某人的疑虑烦恼【设计意图】本着回归教材，适当扩充，重点在语境下学习词汇的原则，尽量让学生感到词汇课不乏味。如survive 赔上了车祸幸存者的图片。There is no doubt 配上了一带一路的图片，增强了例句的现实感，belong to 配的是野生动物保护图片，in return 配的是乐于助人，知恩图报的图片。这些真实语境的设置都极大地增强的词汇学习的语境内涵，提高了学生的人文素养，在语境中更好地应用词汇。Step 3当堂检测1 属于. 2 作为对.回报3 寻找.4 毫无疑问5 反过来6 为.而设计7 把某人开除（学校）8 故意【设计意图】当堂检测学生的学习情况。为后续练习打好基础。Period III Grammar教材分析This is the third teaching period of this unit. It mainly deals with the grammar: the restrictive attributive and non-restrictive clause. It can improve students ability to observe and discover.教学目标【知识目标】Let students learn the usages of the restrictive attributive and non-restrictive clause.【能力目标】Enable students to use the restrictive attributive and non-restrictive clauses correctly and properly.【情感目标】1. Get students to become interested in grammar learning.2. Develop studentssense of group cooperation.教学重难点【教学重点】Get students to master the structures and usages of the restrictive attributive and non-restrictive clause.【教学难点】Enable students to learn how to use the restrictive attributive and non-restrictive clause correctly.课前准备Multimedia教学过程Step 1. Review 1. Do some exercise to review the attributive clause learned before. 1.1. Fill the blanks with the right wordsI will never forget the day _ I first went to school. I will never forget the day _ we spent in Beijing. The house _ we visited is being repaired now. The house _ Luxun once lived is being repaired now.1.2 .Fill the blanks with the right prepositions1. The man _whom you shook hands just now?2. I will remember the time _which I first became a high school student.3. He didnt give the reason _ which he was late.2. Sum up the rules小结1:如何判断用关系副词还是关系代词?一看先行词表人还是物二看从句中是否缺成分（主语，宾语）三看是否属特殊小结2:如何判断关系代词前的介词?一先二动三意义【设计意图】用旧知识限制性定语从句带进新知识非限制性定语从句，旨在建立新旧知识之间的联系，唤起学生对原有知识的记忆，激发学生的思维、降低学习难度，符合学生认知特点，巩固了所学知识的同时，也为学生营造了轻松的学习氛围。Step 2. Inquiry Learning（探究性学习）定语从句分类知多少？探究一：观察形式探究二：分析两种定语从句省略后的结果探究三：关系词的使用有什么特点探究四：as/which引导非限制性定语从句的区别小结一：限制性定语从句 非限制性定语从句 形式上 _逗号“，”与主句隔开。 _逗号“，”与主句隔开。 意义上 可删除/不可删除可删除/不可删除译法上 译成先行词的定语：“的” 通常译成主句的并列句。 关系词的使用上A作宾语时_省略B_用thatC_用who 代替 whom A_省略B_用thatC_用who 代替 whom 小结二：1)定语从句在句首时只能用_2)_具有正如之意【设计意图】让学生通过观察探究的学习方式，以填写表格、填空等阅读任务加深学生对新知识非限制性定语从句的考点的准确把握。每一个任务的设置可以是个人、小组灵活的活动形式。教师的主要任务是给学生搭建支架,引导学生合作学习,达到关注语法结构,形成语法意识.Step 3. PracticePractice A 请区分出下列句子哪些是限制性定语从句，那些是非限制性定语从句1. The teacher told me that Tom was the only person that I could depend on. 2. His mother, who loves him very much, is strict with him. 3. China is a country which has a long history. 4. China, which was founded in 1949, is becoming more and more powerful. Practice B区分下列几组句子的不同含义：1. Her brother who is now a soldier always encourages her to go to college.2. Her brother, who is now a soldier, always encourages her to go to college.Practice C Choose the proper sentence according to the situation given below.1. I have two umbrellas. I bought one of them in the shop near our school. That one needs repairing.A. The umbrella which I bought in the shop near out school needs repairing.B. The umbrella, which I bought in the shop near out school, needs repairing2. Mary made some cookies and they have all been eaten. You made some too, but they havent been eaten.A. The cookies which Mary made have all been eaten.B. The cookies, which Mary made, have all been eaten.Practice D Fill in the blanks with as/which1. _is known to everybody, the moon travels round the earth once every month.2. Anyway, that evening, _ Ill tell you more about later, was really terrible.3. John said hed been working in the lab for an hour, _ was true.4.Anne always spoke highly of her colleagues in the movie, _, of course, made the others very happy.5. We have launched another man-made satellite, _is announced in todays Newspaper.Practice E: Correct the mistakes1. He lived in London for three months, during that time he learned some English.2. Our English teacher, under whose help we have made great progress in English, is from Hebei province.3. There are two buildings, the larger of them stands nearly a hundred feet high.4. Yang Liwei, of which we feel proud, appeared on the stage.5. The book, which he paid 6 yuan, is worth reading.6. This is the house in which he lived it last year.【设计思路】在足够的形式输入理解了限制性和非限制性定语从句的区别和主要考点后，应该进入操练阶段。考虑到教材的练习不够丰富，教师在设计的形式上不断变化方式，教学形式也以必答和抢答的模式开展，既节省了教学时间、提高了学生的兴趣，同时达到帮助学生巩固相关考点的目的。Step 4. 活学活用小作文A letter to Tom我收到了你上周的来信.谢谢你寄的照片.我常常想起我们一起度过的时光.你还记得那个湖吗?我们在那还照过一张相呢.和我们一起玩的那些朋友还好吗?我昨晚做了梦，在梦里我们在上次去的那家电影院呢另外,我买到了你要的那本英语书.周末我有时间，我将把书寄给你【设计意图】以生活化的小作文作为本课时的作业，是对课堂所学的技能很好的综合检测。同时能够提升学生的写作能力。教学反思本设计的优点在于层次清晰，重难点突出。运用发现式语法学习法展开非限制定语从句的教学，让学生有感悟、有目标的学习相关考点，通过不同的学生活动让学生积极主动地对知识进行归纳总结，形成系统的知识体系。Period IV Using language 教材分析This is the fourth teaching period of this unit. It mainly deals with using language. Which aims to practice speaking and writing .students can find evidence and fact to support their opinion.教学目标【知识目标】Students must distinguish between facts and opinion.【能力目标】Students can put forward their own opinion and find evidence to support their opinion.【情感目标】1. Get students to become interested in logical thinking.2. Students can organize their thoughts or paggage in a logical way.教学重难点【教学重点】Students can connect their opinion with evidence closely.【教学难点】How to find evidence for their opinion.课前准备Multimedia教学过程Step 1 Read a mans story about what happened to the Amber Room quickly and fill in the blanks based on the storyHello, Im Jan Hasek, an old miner from the Czech Republic. In April 1945 I heard something explode at midnight. Got up and ran outside. The sound came from a mine that hadnt been used for a long time. Suddenly I saw some German soldiers by the light of the moon. They were taking wooden boxes from trucks and putting them in the mine. A week later I decided to go and see for myself. To my surprise the entrance to the mine was closed. Some people say that the Amber Room and some gold were buried in the mine. I think it might be so, as the Amber Room has never been found. What he heardWhat he sawWhat he believesWhat he heardWhat he sawfactwhat he believes :opinion【设计意图】：这一步旨在让学生阅读文章，根据以往的阅读经验大致推断什么是事实，什么是观点。即所见，所闻，是事实，主观判断是观点。Step2 Read the text1 in Page 5 and answer the question.1. What is a fact ?A fact is anything that can be proved.2. What is an opinion ?An opinion is what someone believes is true but has not been proved.3. What is an evidence?An evidence is true information which must be facts rather than opinions.【设计意图】：这一步让学生通过阅读课文，对事实和观点的定义深入理解。从是否被证明和有证据的角度，引导学生说话写文章，表达观点言之有据。Step 3 Use the cellphone at school or notBased on the information above. You can put forward your own opinion about whether students are allowed to use mobile phones in school.Your