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unit1

张掖市实验中学课时教学设计

编号：

高一英语YY-14-01-006主备人：

高睿鸿

Unit1CulturalRelics

【教学内容分析】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，能就如何保护和处理世界文化遗产给出自己的观点。

【教学三维目标】

知识与能力：

★Talkaboutculturalrelicsandculturalrelicsprotection.

★Learntoaskforopinionsandgiveadvice.

★Reviewattributiveclauses,includingrestrictiveandnon-restrictiveattributiveclauses.

★ReadabouttheAmberRoom.

★Writeareportofdebate.

过程与方法：

本单元主要通过学生对学案所给出的内容的学习，了解并掌握本单元课文中所出现的词汇，了解课文内容以及相关的背景知识，对与文化遗产相关的内容和词汇尽可能多的掌握。

情感态度与价值观：

本单元主要通过学生对学案所给出的内容的学习，了解并掌握本单元课文中所出现的词汇，了解课文内容以及相关的背景知识，对与文化遗产相关的内容和词汇尽可能多的掌握。

【教学重难点】

词汇:

1.四会词

rare,survive,valuable,dynasty,vase,amaze,amazing,select,honey,design,fancy,style,decorate,jewel,artist,belong,troop,reception,remove,wooden,doubt,former,worth,local,apart,painting,castle,trail,evidence,explode,entrance,sailor,sink,maid,informal,debate

2.认读词

cultural,relic,Tajmahal,ivory,dragon,amber,FrederickWilliamI,Prussia,PetertheGreat,Czar,StPetersberg,Catherine,Konigsberg,theBaltilSea,rebuild,Leningrad,Windsor,eyewitness,JanHasek,AnnaPetrov,mystery

Berlin,JohannWebber

短语:

insearchof,belongto,inreturn,atwar,lessthan,thinkhighlyof

语法项目:

1.限制性定语从句（Restrictiveattributiveclause）

2.非限制性定语从句（Non-restrictiveattributiveclause）

【学法指导】从四个角度：

有用的动词、动词短语、其他的表达和新句型结构指导学生学习本单元的内容，并总结所学的有关文化遗产方面的知识。

【教学准备】

1.教师准备：

PPT步步高导学案40分钟导学案教案

⒉学生准备:

Ⅰ搜集并掌握一些著名文化遗产的信息比如：

琥珀屋，长城，庐山国家公园　莫高窟　平遥古城　　秦始皇陵曲阜孔庙、孔林、孔府明周口店“北京人”遗址　拉萨布达拉宫和大昭寺

Ⅱ了解琥珀的形成条件和过程

实际教学过程课时划分建议

Period1VocabularyIpronunciationandkeywords

Period2VocabularyIIphrasesandexercise

Period3WarmingUp、Pre-reading、Reading

Period4Comprehending

Period5本单元languagepoints讲解

Period6语法

Period7Writing部分上一节“写作课”

Period8拓展阅读和综合能力提升练习

教学内容与程序设计

编号：

高一英语YY-14-01-006-0001-0002主备人：

高睿鸿

Period1-2Vocabularylearning

Aims:

Tocorrectandlearnthepronunciationofnewwords

Toexplaintheusageofkeywords

Tograspthekeywords

Teachingway:

PPT

Teachingprocedures

Step1:

Greetings

Step2:

pronunciation:

1.Ssreadwordsfollowingtheteacher

2.Teachercorrectsthepronunciation

Step3:

Explanation

Keywords:

对应步步高P5-7和P22

rare,survive,valuable,amaze,amazing,design,fancy,decorate,belong,remove,wooden,doubt,,worth,value，proveevidence,informal,debate

Phrases:

insearchof,belongto,inreturn,atwar,lessthan,thinkhighlyof,ratherthanStep4:

Exercise:

1.book:

P3Exercise1-3

2.步步高：

P9和P12实践应用

Step5:

homework:

1）Tofinish步步高：

语言知识探究P5-7

2）Workbook:

P42Exercise3

教学反思：

Period3WarmingUp&Reading

编号：

高一英语YY-14-01-006-0003主备人：

高睿鸿

1.Abilitygoals能力目标

EnablestudentstolearnaboutthehistoryofAmberRoom.

Enablestudentstogiveopinionsonrebuildinglostculturalrelics.

2.Learningabilitygoals学能目标

Afterlearningthisreadingpassage,studentsshouldhavetheabilityofreadingpassagesaboutculturalrelics,learnmorelanguagesaboutthistopicandhavethesenseofprotectingculturalrelics.

3.Teachingimportantpoints教学重点

Themainideaofeachparagraph.

4Teachingmethods教学方法

Groupdiscussionandpresentation（cooperativelearning）

Multi-functionalteachingequipment（CAI）

5.Teachingaids教具准备

Someslides

Multi-functionalteachingequipment（CAI）

Teachingproceduresandways教学过程与方式

Teachingprocedures:

Step1:

Greetings

Step2Warmingup

I:

Wordspreview

rare,survive,valuable,dynasty,vase,amaze,amazing,select,honey,design,fancy,style,decorate,jewel,artist,belong,troop,reception,remove,wooden,doubt,former,worth.

ⅡShowthephotosofsomeculturalrelicsonthePowerPoint.TheGreatWall;YuanmingYuan;BudalaPalace;MountEmei,theLeShanGiantBuddhaTerracotta,Xi’an（西安兵马俑）;SummerPalace（颐和园）,EiffelTower艾菲尔铁塔.

Askstudentswhethertheyareculturalrelics

Thewarming-upexerciseraisesstudents'awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicsthattheyknow.

Withthequestionsbelow,studentswillhaveaclearideaofwhataculturalrelicis.

1.Doesaculturalrelicalwayshavetoberareandvaluable?

2.Isitenoughtohavesurvivedforalongtime?

3.Areculturalrelicsonlyobjectslikevasesorcantheybebuildingstoo?

Step3Pre-reading

Thepre-readingactivityhastwofunctions.Question1isawarmingupactivitytocheckstudents’understandingofamber,andmeanwhileleadthemtothetopicofthereadingpassage—AmberRoom.

1.Haveyoueverseenapieceofamber?

Whatdoyouknowaboutit?

Amberisasemi-preciousstoneusedinjewelryandartwork.Amberisreallythefossilformofresin（树脂）fromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.

琥珀是数千万年前的树脂被埋藏于地下，经过一定的化学变化后形成的一种树脂化石，是一种有机的似矿物。

琥珀的形状多种多样，表面常保留着当初树脂流动时产生的纹路，内部经常可见气泡及古老昆虫或植物碎屑。

琥珀很娇气，怕火、怕汽油、怕敲击、怕暴晒。

有的琥珀还带有香味。

常见琥珀种类：

金珀，金蓝珀，绿茶珀，红茶珀，血珀，翳珀、花珀、棕红珀，蓝珀，绿珀，虫珀，蜜蜡，珀根等。

T:

Nowlookatthetitleandthepicturesofthereadingpassage.Whatdoyouthinkitismainlyabout?

Studentsmayhavedifferentpredictions.

T:

Nowskimthepassagequicklyandseeifyouwereright.

Step4Reading

ThisreadingpassagetellstheamazinghistoryoftheAmberRoom.

I.Skimming

Askthestudentstoreadthetextquicklyandmatchthemainideaofeachparagraph

afterreading.

T:

LookatExercise2onpage2.Thefollowingfivequestionssummarizethemainideaofthefiveparagraphsinthepassage.Matchthequestionswiththeparagraphs.

Aftertheyfinish,checktheiranswers.

Paragraph1,HowwastheAmberRoommade.

Paragraph2,WhydidthekingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?

Paragraph3,HowdidtheAmberRoombecomeoneoftheworld?

Paragraph4,HowdidtheAmberroomgetlost?

Paragraph5,HowwasanewAmberRoombuilt?

II.Scanning

T:

Nowlet’slookatExercise1,jointhecorrectpartsofthesentencestogether.

Thenchecktheanswers.

IIICarefulreading

Readthetextagainandtrytocompletetheexerciseon40分钟period1exercise1and2.Thenchecktheanswers.

Step5Discussion

1）DoyouthinktheAmberRoomisaculturalrelic?

2）WhythehistoryofAmberRoomisanamazingone?

3）WhywouldFrederickWilliamIliketogiveAmberRoomtoPetertheGreat?

4）What’stheauthor’sattitudetowardstheAmberRoom?

Howdoyouknow?

5）IsitworthrebuildinglostculturalrelicsuchastheAmberRoomorYuanMingYuaninBeijing?

Giveyourreasons.

Suggestedanswers:

1）IthinktheAmberRoomisaculturalrelicbecauseofitsartisticdesignandhistoricvalue.

2）ThehistoryoftheAmberRoomisanamazingone.Firstithadseveralfamousowners,fromFrederickWilliamⅠ,toPetertheGreat,toCatherineⅡ,totheNaziarmyandfinallytotheRussiansandGermans.Second,infact,theroomwasnotmadetobeagift,butdesignedforthepalace.Third,asagift,itbuiltfriendshipbetweenFrederickWilliamⅠandPetertheGreat.Fourth,todayitisasymboloffriendshipbetweentheRussiansandGermans.Fifth,evennow,severalteamsoftreasurehunterscontinuetosearchforit.SothehistoryofAmberRoomisanamazingone.

3）Ithinkit’sawayofmakingfriendswithothercountries.SoFrederickWilliam’sgiftoftheAmberRoomtoPetertheGreatwasasignthatthetwowerealliesandwouldco-operateinotherwaystoo.

4）FromthefirstparagraphwecanseethatAmberRoomisvaluable.Fromthesecondparagraph,weknowthatit’sasymboloffriendshipbetweenFrederickWilliamandPetertheGreat.Itshouldberemembered.Fromthethirdparagraph,weknowthattheAmberRoomwasconsideredoneofthewondersoftheworld,butitisnowmissing.Fromthelastparagraph,weknowtheRussiansandGermanshavebuiltanewAmberRoom.AllthefactsshowusthattheAmberRoomisworthrebuildingorfinding.Ithinkthisiswhattheauthorwantedtotellus.

5）（Thisquestioncanbetreatedasadebate.Studentsfallintotwogroupsanddebatewitheachother.）

Step6Homework

1tofinishtheexercise4on40分钟。

2previewthestructureson步步高P7-8.

Period4Comprehending

编号：

高一英语YY-14-01-006-0004主备人：

高睿鸿

Teachinggoals教学目标

1.Targetlanguage语言目标

a.Keywordsandphrases重点词汇和短语

trial,eyewitness,consider,prove,tellthetruth,pretend,thinkhighlyof,besides

b.Keysentences重点句型

Askingforopinions

Do/don’tyouthinkthat….?

Wouldyouconsider….?

Why/Whynot….?

Areyousurethathe/shewastellingthetruth?

What’syouridea/opinionof….?

Givingopinions

Ithink/don’tthinkthat….Sorry,Idon’tagreewithyou.Inmyopinion，…

Itcanbeproved.Thatcan’tbetrue.

Idon’tbelieve…,because….Ithink…istellingthetruthbecause….

2.Abilitygoals能力目标

Enablestudentstoaskforopinionsandgiveopinions.

3.Learningabilitygoals学能目标

Helpstudentslearnhowtotellafactfromanopinion.

Teachingmethods教学方法

Learningandpracticing

Teachingaids教具准备

Someslidesandaprojector

Teachingproceduresandways教学过程与方式

StepIReading

1.Reading

T:

YesterdaywelearnedsomethingaboutAmberRoomandweknowthattheonethatwenowcanseeisarebuiltone.Tilltoday,manypeoplearehauntingforthelostone,whichisnowstillamystery.Whereisitnow?

Howdiditdisappear?

Isthereanyoneknowthemystery?

Isthereanyeyewitnesses?

Todaywewillreadaman’sstoryaboutwhathappenedtotheAmberRoom,andfindifthestoryisafactorjustanopinion.Beforedoingthis,weshouldknowwhatafactisandwhatanopinionis.

AskthestudentstoreadthispassageAFACTORANOPINION?

tolearnwhatisafactandwhatisanopinio