unit 1.docx
《unit 1.docx》由会员分享,可在线阅读,更多相关《unit 1.docx(30页珍藏版)》请在冰豆网上搜索。
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