人教新课标必修二 Unit 1 Cultural relics[单元教案].doc

Unit 1 Cultural RelicsTeaching goals1). Ability goalsa. Learn some 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 Help the Ss to learn how to give opinions clearly about cultural relics.3)Emotion: Train the students ability to cooperate with others.Enable the Ss to talk about the story of the Amber RoomTeaching important points1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train 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 points1)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, 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 students ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics.Teaching methods1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Teaching aidsA computer, a projector and some slides.Teaching procedures and waysPeriod 1and 2 (Vocabulary, Warming up and Pre-reading)Teaching goals:1. Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students 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.(cooperative learning) Teaching procedures:Step 1 New words teachingStep 2 Warming-upTeacher asks the Ss to look at the three groups of pictures and discuss 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?shows the Ss some cultural relics abroad.Task 1: ask the Ss to make a dialogue by saying.What is your favorite city? Why?What makes a city great and famous?Task 2: Now suppose that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question. Step 3 Task 3 Speaking task on page 46Debate Do you think China should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?Step 5 Language points1) survive survive: e.g: Many strange customs have survived from earlier times.Her parents died in the accident, but she survived.2) (a) 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 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 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 matter 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Correct 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.What have you done with the papers for the meeting?We have nothing else to eat, you have to do with some bread.I cannot do with loud noise. What to do with the problem?How to deal with the problem?Step4 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 use the Internet to search for information. Record after teaching:Period3 (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 information 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 Room;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, 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.5. Train the students ability to grasp key information while listening.Teaching methods:1. Listening to the tape.2. Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT shows the Ss some pictures of “the Amber Room”Step 2 Fast reading:Read the passage first and try to answer the questions:Why is it called the Amber Room?(It was given the name because almost seven thousand tons 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 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. 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.Step 3 Careful reading :Listen to the tape and follow it to read the text and answer the following questions:1.What could 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 heated? 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.Step 4 ComprehendingDetailed information (Do ex 1&2 on page 2&3)Step 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? 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:Period4(Text 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) 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 students 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 others.Teaching difficulties:1. The explanation of some difficult words and expressions.2. Train the students ability to remove the difficulties while reading. Teaching procedures:Step 1 RevisionStep 2 Learning about the language points Difficult sentences:1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation (给人以某种感觉)2.The design for the room was of the fancy style popular in those days. (在句中做表语) （定语后置） 3.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.(同位语从句)Ask S to Check up the phrases you have found in the reading text with your partner.Language points:1. 情态动词 + have done 表示对过去发生的事情的推测、批评、反悔等 意。如：You should have told him about it yesterday. could have done 可能做过；本来可以做（却未做） might have done 或许做过；本来或许会做 may have done 或许做过 would have done 本来要做（却未做） must have done 肯定已做过（表推测） neednt have done 本来没必要做（却已做） should(nt) have done 本来（不）应该做（却做了） ought(nt) to have done 2.when heated 是when it is heated 的省略形式。状语从句中，若其主语和主句的主语一致，同时谓语动词含有系动词be, 或it is/was结构，可省去该从句的主语和系动词be，留下其余部分。3.once 为从属连词，意为“一旦”Once you see it, youll like it.4. be made into 被制成 由制成（能看出原材料） 由制成（看不出原材料） 由组成/构成 产于，生产于（某地/某时）5. “be + of + 名词(词组)” , 表示主语的某种形状、 特性或特征。e.g. Im pleased to have been of help to you. All of the boys in the class are of the same age.6. fancy vt. 想象,推测,假想fancy + that-/ones doing sth/sb to be/sb as/sth/doing sth1) Dont fancy that you can succeed without hard work.2) I cant fancy his doing such a thing.3) I fancied him to be dead.4) He fancies himself as a good writer.5) Do you fancy a glass of coffee?6) I dont fancy walking in the rain.7. in return (for): 回报,作为报酬What can we do for them in return for all the help they have given us?I gave him some books in return for his assistance.in turn 轮流地,依次; 反过来 take turns轮流地by turns 轮流地,时而时而8. serve as 担任，充当 He served as a waiter there. When you sleep in the open, old newspapers can serve as a blanket.9. addto把加进里去 He added that he was very pleased with our work. Please add some sugar to the milk. Add the score up. His being absent added to our difficulty. The money he spent one day added up to about $100.10. There is no doubt= Its clear= Its beyond argumentThere is no doubt 后接名词时，需用介词 about / of ,eg. There is no doubt about / of his honesty.doubt 也可作不及物动词，“怀疑，不信”, 在肯定句中常接whether / if 从句，在否定句中常接 that 从句eg. I doubt whether we can get the first place in the competition.I dont doubt that he will tell us the truth.Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises. 1. Translate the sentences on Page 43 into English. Write the English sentences in one of your exercise book and hand it in tomorrow. 2. Finish the Reading Task on Page 44. Record after teaching:Period5(Learning about Language)Knowledge:1. Learn some new words of this unit.2. Do some exercises of this unit.Ability:1. Learn to write out the words according to their explanation in English.2. Improve the students ability of translating.Emotion:Train the students ability to cooperate with each other.Teaching important points:1. Learn the new words.2. Train the students translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v (T)a. to be the property of: That coat belongs to me.b. to be a part of; be connected with: That top belongs to this box.c. to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.eg. The computer is belonging to my sister. (F) The computer is belonged to my sister (F) The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3. T: lets look at exercise 3.The preposition sometimes indicates a state, condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise. Step 4 Grammar: Attributive ClauseTask 1: Ex. 2 (P4)Task 2: Fill in the blanks using which, as, when, who, whom, where, when, why, that.(1) St Petersburg is a very beautiful city, _ was once called Leningrad.(2) In Xian, I met a teacher, _ has a strong love for cultural relics and took me to visit the history museum.(3) I dont remember the soldier, _ told me not to tell anyone what I had seen.(4) My grandfather was a child then, _ people didnt pay much attention to cultural relics in the old days. (5