人教版高一英语教学设计（2）.doc

Unit 1 Cultural RelicsI教学目标技能目标Goals Talk about cultural relics Review attributive clauses, including restrictive and non- Write a short reply to a letter and give your opinion Take notes and judge who gives the best evidence restrictive attributive clauses目标语言功能句式Expressions used to give opinionsI think highly of.I dont agree that”Besides.I must say that I agree with you.I must say that I dont agree with you. As far as Im concerned, I think.As I see it.Dont you agree /think (that). I cant help thinking (that).I would like to say.In my opinionview.Personally, we shouldWell, obviously we shouldThe point is.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，besides2认读词汇relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek,Anna Petrov, mystery3.词组 look into, belong to, in search of, in return, at war, take apart, think highly of4.重点词汇belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion语法The attributive clauses with which/who/where/whenA cultural relic is something that has survived一It is your job to look into any reports of cultural relics that have been found inChina.You are sent to a small town where you find a relic that was stolen from a place.This gift was theAmberRoom, which was given this name because.Later，Catherine 1I had the Amber Room . outside St Petersburg whereThis was a time when the two countries were at war.In 1770, the room was completed the way (that) she wanted it.重点句子1. Frederick William I, the king of Prussia could never have imagined that 2. Once it is heated, the amber can be made into any shape3. It was made for the palace of Frederick .4. In 1716, Frederick William I gave it to Peter the Great, as“gift of friendship找教案5. In return, the Czar gave the king of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czars Palace inSt Petersburg.7. Later, Catherine 11 had the Amber Room moved to the palace outside8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg， 10. After that, what really happened to theAmberRoomremains a mystery.11.1 think highly of those who are searching for theAmberRoom. 教材分析与教材重组 1.教材分析 本单元以cultural relics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。 1.1 Warming up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？ 1.2 Pre-reading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: InSearch of the Amber Room做好了铺垫。 1.3 Reading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The Amber Room has“strange history，并对它进行洋细的描述。第二段叙述了The Amber Room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(exercise 2)0由易到难，有较好的梯度，全面考查了学生对文章的理解。 1.5 Learning about Language分Discovering useful words and expressions和Discovering useful structures两部分。其中第一部分的Exercise 1根据英语解释，写出对应的单词。Exercise 2练习belong to的词义和用法。Exercise 3练习介词at的用法。第二部分的Exercise 1从文中找出7个含that /which /who /where /when的定语从句。Exercise 2 Join the pairs of sentences using thatwhich /who /whose /where /when without commas（限定性定语从句）。Exercises 3 Join the pairs of sentences usingwhich/who /whom /where /when with commas（非限定性定语从句）。 1.6 Using Language分Reading，Listening and Writing和Speaking and writing和Reading and writing三部分。在第一部分的Listening中要求学生take notes while listening进一步提高听力水平。第二部分中speak and write down a short list of reasons for your choice.练习这种句型It can be proved that-because-第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or dont agree with the writer. 1.7 Summing up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。 1.8 Learning tip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。 2.教材重组 2.1从话题内容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致，将其设计成一节阅读课。 2.2将Using Language设计成一节语言学习课。 2.3将Workbook里的Listening和Listening Task整合成一节听力课。 2.4将Workbook里的Talking和Speaking Task设计成一节口语课。 2.5将Workbook中的Reading Task和Writing Task整合成一节阅读和写作课。 2.6将Workbook里的Using Words and Expression与Using Strictures和Using Language中的Summing up与Learning Tip和Workbook中的Checking Yourself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） 1st period Warming up andReading(1) 2nd period Grammar 3rd period Listening 4th period Speaking 5th period Reading (B) and Writing 6th period Comprehensive Revision（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。）Unit1 Cultural RelicsThe first periodWarming up and readingTeaching goals1.Target languagea. 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, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave theKing of Prussia55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for .P2After that , what really happened to theAmberRoomremains a mystery.P2I think highly of those who are searching for theAmberRoom.2. Ability goalsEnable the students to talk about the story ofAmberRoom.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methods1. Learning to the tape2. Group discussion and presentation3. Multi-functional teaching equipmentTeaching aidsA recorder, a projector, and some slidesTeaching 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 abroad. 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 relicsT: Do you know what cultural relics are? (Students answers)T: All of you did a good job. Ok, let me tell you what 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 relics that are in need of being protected? (The Great Wall; The pyramids inEgypt;AngkorWat.)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 Search of theAmberRoom”.2. Explaining picturesAsk the students to read the text first and then answer the following questions:1).Why was it calledAmberRoom?(It was given the name because almost seven thousand tons of amber used to make it.)2). What happened to theAmberRoom?(First, it was built inPrussia. Then, Frederick William I, the king ofPrussia, sent it to Peter the Great, as a gift of friendship from thePrussiato the Russian people. And theAmberRoomsoon became part of theAmberRoomsoon became part of the Czars winter palace in St Peterberg.)3. ListeningAsk the students to read the text carefully and find out the main idea of each paragraph.Ask the students to tell the characteristics of the text1. It tells the history of theAmberRoomso that we know what happened.2. It uses the past tense.Part five Post-readingFinish the comprehending exercise in P2Part Six Learning about language1). Frederick William I, the king ofPrussia, 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).belong toThen 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 language a. Vocabulary trial, consider, prove, tell the truth, pretend, think highly of, besides b. Structures I think highly of those who are searching for theAmberRoom. 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 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 points The attributive clauses with that/which/who/where/when Teaching difficult points How to tell the attributive clauses with that/which/who/ where/when/ from other clauses Teaching methods Learning and practicing Teaching aids Multimedia computerTeaching procedures and waysI.Reading, listening and writing1. Fast Reading (Pre-listening) Find out the differences between a fact and an opinion. 2. Listening Students take notes and fill in the form while listening to what the three people say about the missingAmberRoom. 3. Post-listening a. Discussion Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given. b. Writing and speaking Students write down a short list of reasons for their choice. II.Readingand writingRead the letter on page 7 from a German newspaper. Then write a reply to the letter III. Homework1. Review the 11 key sentences in theReading. 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 language 目标语言a. 词汇 man-made projects, theNileRiver, The Aswan Dam,Abu Simbel, rock-n-roll music b. 重点句型 Do you think it was worth spending so much money to moveAbu Simbel? 2. Ability goals Master the patterns that can be used to describe cultural relics by listening. 3. Learning ability goals Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape. Teaching important pointsLearn the patterns used to describe cultural relics. Teaching difficult pointsHow to grasp the key words that can help the students to answer questions Teaching methods1. 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, 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.1 3. it was made for thepalaceofFrederick I. P14. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1 6. The Amber Room soon became part of the Czars Palace inSt. Petersburg. P1. 7. Later, Catherine II had theAmberRoommoved to the palace outsideSt Petersburgwhere she spent her summers. P2 8. This was a time when the two countries were at war. P2 9. There is no doubt that the boxes were then put on a train forKonigsberg, at that time a German city on theBaltic Sea. P2 10. After that, what really happened to theAmberRoomremains a mystery. P2 11.1 think highly of those who are searching for theAmberRoom. P2 Step 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 inEgypt, and then answer the questions on page 41. First, students check their answers each other. Later, the 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 inHong Kongdesigned 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 words as you hear them. At the last time, make some notes about1 MPeis 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 information about the cultural relics that are in danger. 2. Write your opinions on how to protect the cultural relics.The Fourth Period Speaking口语课教材分析与问题解决a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking. b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other. c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking. Teaching 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. 2. Learning ability goals学能目标 Help the Ss to learn how to give opinions clearly about cultural relics. Teaching important points教学重点Learn to discuss and act out the Ss opinions about cultural relics. Teaching important 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 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 checking T: Well, class, at the beginning of this class，1 want to know whether you have collected some information of the cultural relics that are in danger? Ss: Yes. T: OK, tell me what you collected? S1：The Great Wall inChinais in danger. Some parts of the wall have been destroyed by the wind，air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall. S2: The pyramids inEgyptare also destroyed by the wind, air and rain. Some of them need to be repaired.找教案S3: Some buildings of Angkor Wat are falling down. Step 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 are about the world cultural relics.Students watch the videos