知识学习人教版高中英语必修2教案 Unit 1 Cultural Relics.docx
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知识学习人教版高中英语必修2教案Unit1CulturalRelics
人教版高中英语必修2教案Unit1CulturalRelics
Unit1culturalRelicsI．教学目标技能目标GoalsTalkaboutculturalrelics
Reviewattributiveclauses,includingrestrictiveandnon-writeashortreplytoaletterandgiveyouropinionTakenotesandjudgewhogivesthebestevidencerestrictiveattributiveclausesⅡ．目标语言功能句式ExpressionsusedtogiveopinionsIthinkhighlyof...Idon'tagreethat．”Besides...ImustsaythatIagreewithyou.
ImustsaythatIdon'tagreewithyou.
AsfarasI'mconcerned,Ithink...
AsIseeit...
Don'tyouagree/think...
Ican'thelpthinking...
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,thinkhighlyof4.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,theroomwascompletedthewayshewantedit.重点句子1.FrederickwilliamI,thekingofPrussiacouldneverhaveimaginedthat．…
2.onceitisheated,theambercanbemadeintoanyshape
3.ItwasmadeforthepalaceofFrederickⅠ.4.In1716,FrederickwilliamIgaveittoPetertheGreat,as“giftoffriendship．…
找教案5.Inreturn,theczargavethekingofPrussia55ofhisbestsoldiers.
6.TheAmberRoomsoonbecamepartoftheczar'sPalaceinStPetersburg.
7.Later,catherine11hadtheAmberRoommovedtothepalaceoutside．…
8.Thiswasatimewhenthetwocountrieswereatwar.
9.Thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg，…
10.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
11.1thinkhighlyofthosewhoaresearchingfortheAmberRoomⅢ.教材分析与教材重组
.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。
.1warmingup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？
.2Pre-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:
InSearchoftheAmberRoom做好了铺垫。
.3Reading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0由易到难，有较好的梯度，全面考查了学生对的理解。
.5LearningaboutLanguage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。
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）。
Exercises3jointhepairsofsentencesusingwhich/who/whom/where/whenwithcommas（非限定性定语从句）。
.6UsingLanguage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ReadaletterfromaGermannewspaperandwriteareplytothisletterandgiveareasonwhyyouagreeordon'tagreewiththewriter.
.7Summingup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。
.8Learningtip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，warmingup,Pre-reading,Reading,comprehending和LeaningaboutLanguage内容一致，将其设计成一节阅读课。
2.2将UsingLanguage设计成一节语言学习课。
2.3将workbook里的Listening和ListeningTask整合成一节听力课。
2.4将workbook里的Talking和SpeakingTask设计成一节口语课。
2.5将workbook中的ReadingTask和writingTask整合成一节阅读和写作课。
2.6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）
stperiodwarmingupandReading
2ndperiodGrammar
3rdperiodListening
4thperiodSpeaking
5thperiodReadingandwriting
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。
）Unit1
culturalRelicsThefirstperiodwarmingupandreadingTeachinggoals1.Targetlanguage
a.Importantwordsandphrasesculture,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,takeapartb.ImportantsentencestyleInreturn,theczargavethekingofPrussia55ofhisbestsoldiers.
P2Thiswasatimewhenthetwocountrieswereatwar.P2Therewasnodoubtthattheboxeswerethenputonatrainfor…..P2Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2IthinkhighlyofthosewhoaresearchingfortheAmberRoom.2.Abilitygoals
EnablethestudentstotalkaboutthestoryofAmberRoom.3.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.Teachingdifficultpoints
TalkaboutculturalrelicsandwhatshouldbedonewiththemTeachingmethods
.Learningtothetape
2.Groupdiscussionandpresentation
3.multi-functionalteachingequipmentTeachingaids
Arecorder,aprojector,andsomeslidesTeachingprocedures&waysSteponeAskthestudentstocheckthenewwordsandexpressionsofthisunitwitheachotherinthisunit.\SteptwowarmingupThewarming-upexercisesraisesthestudents’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicstheyknow.
T:
Now,class,lookatthetitleofthisunit.Tellmewhatthetopicisthisunit.
S:
culturalrelics
T:
Doyouknowwhatculturalrelicsare?
T:
Allofyoudidagoodjob.ok,letmetellyouwhatculturalrelicsare.culturalrelicsaretracesorfeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Someofthemareindangerbecausetheyarebeingdestroyed.Thencanyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?
PartthreePre-reading1.Leading-inT:
ok,class,doyouthinktheseculturalrelicsbeautiful?
S:
yes,verybeautiful.T:
Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S:
………….whywasitcalledAmberRoom?
2）.whathappenedtotheAmberRoom?
3.Listening
Askthestudentstoreadthetextcarefullyandfindoutthemainideaofeachparagraph.
Askthestudentstotellthecharacteristicsofthetext
.IttellsthehistoryoftheAmberRoomsothatweknowwhathappened.
2.Itusesthepasttense.PartfivePost-readingFinishthecomprehendingexerciseinP2PartSixLearningaboutlanguage1）.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:
youshouldhavetoldmeearlier.whatshallwedonow?
2）onceitisheated,theambercanbemadeintoanyshape.
Bemadeinto被制成，被做成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）.belongtoThenfinishtheexercisein“Learningaboutlanguage”and“Discoveringusefulstructures.”PartSevenHomework:
1.Reviewthekeysentencesinthispart.2.Reviewthewordsinthesecondperiod.TheSecondPeriodGrammarTeachinggoals:
1.
Targetlanguagea.
Vocabularytrial,consider,prove,tellthetruth,pretend,thinkhighlyof,besidesb.
StructuresIthinkhighlyofthosewhoaresearchingfortheAmberRoom.Besides,myfatheroncetoldmethatanypersonwhofindssomethingcouldkeepit.ImustsaythatIagreewithyou.ImustsaythatIdon’tagreewithyou.2.
AbilitygoalsEnablethestudentstomakejudgmentsandtowriteashortreplytoaletter,thengivetheirownopinions.3.
LearningabilitygoalsHelpthestudentslearnhowtomakejudgmentsandgivetheiropinions.TeachingimportantpointsTheattributiveclauseswiththat/which/who/where/whenTeachingdifficultpointsHowtotelltheattributiveclauseswiththat/which/who/where/when/fromotherclausesTeachingmethodsLearningandpracticingTeachingaidsmultimediacomputerTeachingproceduresandwaysI.
Reading,listeningandwriting1.
FastReadingFindoutthedifferencesbetweenafactandanopinion.2.
ListeningStudentstakenotesandfillintheformwhilelisteningtowhatthethreepeoplesayaboutthemissingAmberRoom.3.
Post-listeninga.
DiscussionStudentssharetheirformswithothers.Thendiscusswhichpersongavethebestevidenceusingsomeusefulexpressionsgiven.b.
writingandspeakingStudentswritedownashortlistofreasonsfortheirchoice.II.
ReadingandwritingReadtheletteronpage7fromaGermannewspaper.ThenwriteareplytotheletterIII.
Homework1.Reviewthe11keysentencesintheReading.Rememberthewordsandsentencesthatwelearntthisclass.2.Previewthenewwordsandphrasesinthenextclass. ThethirdPeriod
Listening
TeachingGoals1.Targetlanguage目标语言a.词汇
man-madeprojects,theNileRiver,TheAswanDam,AbuSimbel,rock-n-rollmusicb.重点句型
DoyouthinkitwasworthspendingsomuchmoneytomoveAbuSimbel?
2.Abilitygoals
masterthepatternsthatcanbeusedtodescribeculturalrelicsbylistening.3.Learningabilitygoals
HelptheSslearnhowtograspthekeywordsthatcanhelpstudentstoanswerquestionswhilelisteningtothetape.TeachingimportantpointsLearnthepatternsusedtodescribeculturalrelics.TeachingdifficultpointsHowtograspthekeywordsthatcanhelpthestudentstoanswerquestionsTeachingmethods1.Listentothetape.2.checktheanswers,Teachingaids教具设备Arecorder,atape,aprojectorandsomeslides.
Step1HomeworkcheckingT:
Let’scheckourhomeworkeachother.wewillhaveadictationofthe11deysentencesinthereading.1.FrederickwilliamI,the
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