必修二人教版高中英语高一英语unit1Cultural Relics教案教学设计.docx
- 文档编号:30620918
- 上传时间:2023-08-18
- 格式:DOCX
- 页数:35
- 大小:29.24KB
必修二人教版高中英语高一英语unit1Cultural Relics教案教学设计.docx
《必修二人教版高中英语高一英语unit1Cultural Relics教案教学设计.docx》由会员分享,可在线阅读,更多相关《必修二人教版高中英语高一英语unit1Cultural Relics教案教学设计.docx(35页珍藏版)》请在冰豆网上搜索。
必修二人教版高中英语高一英语unit1CulturalRelics教案教学设计
Unit1CulturalRelics
学科:
English授课班级:
SeniorOne执教教师:
授课时间:
单元整体设计思路
第一课时:
WarmingUp
第二课时:
Pre-reading,Reading,
第三课时:
Comprehending,LearningaboutLanguage
第四课时:
UsingLanguage
第五课时:
Readingandspeaking
第六课时:
Workbook
第七课时:
Listening
第八课时:
speakingandwriting
Teachinggoals教学目标
1).Abilitygoals能力目标
a.LearnsomedetailedinformationabouttheAmberRoom.
b.Improvethestudents’readingability.
c.Trainthestudents’abilitytograspkeyinformationwhilelistening.
d.Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.
2).Learningabilitygoals学能目标
HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.
3)Emotion:
情感目标
Trainthestudents’abilitytocooperatewithothers.
EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints教学重点
1).Thenewwordsandexpressions;
2).LearnsomedetailedinformationabouttheAmberRoom;
3).Trainthestudents’abilitytocooperatewithothers;
4).Trainthestudents’speakingability.
LearntodiscussandactouttheSs’opinionsaboutculturalrelics.
Teachingimportantpoints教学难点
1)Words:
ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2)Phrases:
lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3).Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.
4).Improvethestudents’readingability.
Trainthestudents’abilitytograspkeyinformationwhilelistening.
Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.
Teachingmethods教学方法
1).Watchsomevideosabouttheculturalrelics.(individuals)
2).Haveadiscussion.(groupwork)
3).Writeanarticleaboutthediscussion.(individuals)
Teachingaids教学设备
Acomputer,aprojectorandsomeslides.
Teachingproceduresandways教学过程与方式
Thefirst&secondperiod(Vocabulary,WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Thefirst&secondperiod
Teachingprocedures:
Step1Newwordsteaching
Step2Warming-up
T:
Whentalkingaboutculturalrelics,whatcomestoyourmind?
S1:
TheGreatWall.
S2:
ThePyramidsinEgypt.
S3:
…
T:
Welldone.
TeacheraskstheSstolookatthethreegroupsofpicturesanddiscussthesequestions.
1.Doyouknowtheseplaces?
2.Ifyouknow,whatdoyouknowabouttheplaces?
3.Whichonewouldyouliketovisit?
Why?
I:
Asisknowntoall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofwhichareworldfamous.Nowlookatthepicturesandguesswhatheritagetheyare.
Alltheseareculturalrelics.
Doyouknowanyotherculturalrelicsintheworld?
TshowstheSssomeculturalrelicsabroad.
Task1:
asktheSstomakeadialoguebysaying.
Imagineyouhaveachancetotraveltheseplaces.Whichplacewouldyouliketogo?
Why?
whenareyoustartingoff?
Howareyougettingthere?
Howlongareyoustaying?
Pleasemakeadialoguewithyourpartners.Thenstudentsanswerthefollowingquestions:
Whatisyourfavoritecity?
Why?
Whatmakesacitygreatandfamous?
(alonghistory;culturalrelics;manygreatpeople;importanteventstakingplacethere)
T:
Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.
tellmeyouranswers.
Step3Task3Speakingtaskonpage46
DebateDoyouthinkChinashouldsaveallofitsculturalrelics?
DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?
T:
Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:
Whatisaculturalrelics?
(SscanfindtheanswerfromtheWarmingup.)
Step4Pre-reading
T:
OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:
Yes,verybeautiful.
T:
Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:
Tryourbesttofindit.
S2:
Protecttheothersinorderthattheywillnotlost.……
T:
Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?
Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Extendingquestions:
Towhomdoculturalrelicsbelong?
Step5Languagepoints
1)survive
survive:
vi.continuetoliveorexist.
vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth.
vt.Remainaliveaftersb.,liveorexistlongerthan
e.g:
Manystrangecustomshavesurvivedfromearliertimes.
Herparentsdiedintheaccident,butshesurvived.
Fewbuildingssurvivedtheearthquake.
Themansurvivedhissisterbythreeyears.
2)(a)partof
Apartofthebookshavearrived.Alegisapartofthebody.
HegavemebackonlypartofthemoneyIlenthim.
Partofthehousewasburntinthefire.
Partofthepassengerswereinjuredintheaccident.
*Partofit_________good.*Partofthem_____________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。
Iwantsomethingtoeat.
Idin’thaveanythingtoday.
Isthereanythingwrongwiththisstove?
*Wouldyoulikesomethingtoeat?
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)remain
Afterthefire,verylittleremainedofmyhouse.
Muchworkremainedtobedone.
I’llremaintoseetheendofthegame.
Heremainedsilentafterclass.Thedoorremainedclosed.
a.Therestofthebook___is______notveryinteresting.
b.Therestofthegroup___are_____intheclassroom.
5)therestof……的其余部分
6)imagine+n./doing/sbdoingsth/that-clause
Canyouimaginelifewithoutelectricity?
Icouldhardlyimaginelivinginthatkindofplace.
Ican’timaginehermarryinghim.
CanyouimaginehowworriedIwasthen?
IimaginethatIhavemetyousomewherebefore.
7)lookinto调查、了解、研究
1)Thepolicearelookingintoalltherecordsoftheman.
2)Helooksintoherfacewithgreatinterest.
3)I’lllookintothematterassoonaspossible.Justhavealittlepatience.
8)insist+n/that…(should)do/that…
insistondoingsth.
a.Heinsistedthatthemoney__________________(return)tohimatonce.
b.Heinsistedthathe______________(notsteal)themoney.
c.Iinsistedonhis__________(go)thererightaway.
9)belongto属于(P1L7)不可以用于被动语态,或进行时
Correctthemistakes
Thehousewasbelongedtoanoldlady.
ChinaisacountrythatisbelongingtotheThirdWorld.
Asawriter,hereallybelongsthe18thcentury.
Thismapisbelongingonthetable.
10)dowith
Ididn’tknowwhattodowiththeoldtree.
Thenewteacherdidn’tknowwhattodowiththeclass.
Whathaveyoudonewiththepapersforthemeeting?
Wehavenothingelsetoeat,youhavetodowithsomebread.
Homework
1.Previewthereading
2.Dothecomprehendingexercises
3.WritedowntheMainideaofeachparagraph
4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
TheThirdPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:
ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:
lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:
Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?
Givemesomeexamples,please.
Studentsgivetheiranswers.
T:
Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:
TheAmberRoom.
T:
Yes,It’scalledtheAmberRoom.
Whatdoyouknowabouttheculturalrelic“theAmberRoom?
TshowstheSssomepicturesof“theAmberRoom”
Step2Fastreading:
T:
DoyouwanttoknowmoreabouttheAmberRoom?
WhatdoesthetexttellabouttheAmberRoom?
Readthepassagefirstandtrytoanswerthequestions:
IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:
GermanyandRussia.
T:
WhyisitcalledtheAmberRoom?
(Itwasgiventhenamebecausealmostseventhousandtonsofamberwereusedtomakeit)
WhathappenedtotheAmberRoom?
(TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbytheking)
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 必修二人教版高中英语高一英语unit1Cultural Relics教案教学设计 必修 二人教版 高中英语 英语 unit1Cultural Relics 教案 教学 设计
![提示](https://static.bdocx.com/images/bang_tan.gif)