教案精选高中英语《Cultural relics》教学设计.docx

教案精选高中英语《Cultural relics》教学设计.docx

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教案精选高中英语《Culturalrelics》教学设计

教案精选：

高中英语《Culturalrelics》教学设计

　　教案精选：

高中英语《Culturalrelics》教学设计　　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.　　Task2:

Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?

　　Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.　　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.　　Icannotdowithloudnoise.　　Whattodowiththeproblem?

　　Howtodealwiththeproblem?

　　Homework　　1.Previewthereading　　2.Dothecomprehendingexercises　　3.WritedowntheMainideaofeachparagraph　　4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.　　Recordafterteaching:

　　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:

Whyisitcalledthe