新人教版高一英语必修二unit1教案.docx

新人教版高一英语必修二unit1教案.docx

《新人教版高一英语必修二unit1教案.docx》由会员分享，可在线阅读，更多相关《新人教版高一英语必修二unit1教案.docx（12页珍藏版）》请在冰豆网上搜索。

新人教版高一英语必修二unit1教案

TheFirstPeriod

（Warmingup,oneclass）

TeachingAims:

1.Tolearntheknowledgeoftheculturalrelics.

2.Discusshowtoprotectourculturalrelics.

3.Tolearnthefollowingwordsorphrases:

culturalrelics,rare,valuable,survive,vase,rare,Dynasty

TeachingDesign

StepOne:

Presentation

（Byshowingthemsomephotosofsomefamousculturalrelics.）

Hello,everybody,let’slookatthescreen.Herearesomepictures.TheyareallveryfamousplacesinChinaorintheworld.Pleasethinktheseover:

A.Canyounamethemout?

B.Whohavetherighttoownandconfirmthem?

（Theshownpictures:

①TheGreatWall,②TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;③TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors）

Letthestudentsnameoutthefamousplacesinthepictures,andtellthemtheyareculturalrelics.Andexplainwhatculturalrelicsare.

A.aculturalrelicissth.thatsurvivedforalongtime

B.aculturalrelicmaybeapartofoldthinghasremainedwhentherestofithadbeendestroyed

C.oraculturalrelicissomethingratherrare

（whileshowingthesephotos,teachthenewwordsinred:

culturalrelics,survive,remain,rare）

1.Getthestudentsunderstandtheidentityoftheculturalrelics.

2.Letthestudentstrytoknowthattheyareatleasttwositesofculturalrelics,thenaturalsite;andtheculturalsite.

（Byshowingthepicturesofsomenaturalsitesrelics.Eg:

MountHuashan,TheJiuZhaiGouValley,RiverLi）

StepTwo:

Drills

Letthestudentsmakesomemoreexamplesofculturalrelics,includingtheonesinsideourcountryorinothercountries,especiallytheonesinourlocation.

Herearesomepossibleanswersfromthestudents:

（TheNeiguanCave（内莞岩）;TheXinfengjiangRiver（新丰江）;HeyuanDinosaurPark（河源恐龙公园）;Yuanmingyuan（圆明园）,etc.）

（TheSydneyOpera;TheWhiteHouse;TheBigBen;TheAmberRoom,etc.）

StepThree:

Discussing1

Asweallknowthatculturalrelicsarerathervaluable,rare,andsometimes,itisinveryhighprice.

1.Thencanyoutellthevalueoftheculturalrelic?

（Havethestudentsdiscussedforsometimeinteams,thengettheiranswersbyexpressinginclass.）

（Therewillbealotofpossibleanswers.Eg:

Fromtheculturalrelicswecanknowwhatpeopledidinthepast,andwecanknowtheculturesatthattime,andmaybewecanknowthetechnologyofmakingthem…）

2.Howtoprotecttheculturalrelics?

（ThesameasQuestion1）

（Therewillbealotofpossibleanswers.Eg:

Havingtheideaofprotectingourculturalrelics;don’tdamagethem;usetheminarightway…..）

StepFour:

Discussing2

1.Ifyoufindaculturalrelic,whatwillyoudowithit?

2.Doyouthinktowhomtheculturalrelicsbelong?

（Allculturalrelicsbelongtoallpeopleandwholesociety.）

Havethestudentstodiscussthefirstquestionforabouttwoorthreeminutes,thenshowtheanswerfortheirteam.ThenthesamewayforQuestion2.

（Whilediscussing,teachthenewphraseinred）

TheSecondPeriod

（Readingpart,2-3classes）

TeachingAims:

1.Readingandunderstanding,catchingthehistoryandinformationoftheAmberRoom.

2.Functionalitem,howtotellthestoryabouttheAmberRoom

3.Grammarpoint:

TheAttributiveClause

4.Learningthefollowingusefulwordsandphrases:

insearchof,fancy,style,jewel,inreturn,reception,light,mirror,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapart

TeachingDesign

StepOne:

Presentation

Lastperiod,wetalkabouttheculturalrelicsathomeandabroad,suchasTheGreatWall,TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriorsTheSydneyOpera;TheWhiteHouse;TheBigBen;TheAmberRoom（whichwehavelearntlastperiod）

Then,wewillgotheAmberRoom,showingthemthepicturesofit.

DoyouknowthehistoryoftheAmberRoom,anddoyouknowwheretheAmberRoomisnow?

（TheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,theKingofRussia,bytheKingofPrussia,FrederickWilliamI.Itwasgiventhenamebecausealmostseventhousandtonsofnaturalamberswereusedtomakeit.ButduringWorldWarⅡin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermanCity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.）

StepTwo:

Reading1（Listening,readingandunderstanding）

1.NowpleaselistentothetapeofthetextINSEARCHOFTHEAMBERROOM.Andthenreadaloud.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.

2.Afterreadingthetext,pleasecompletetheexercisesofComprehending.

①KeystoEx1CEBDAF

②ThesuggestedanswerstotheEx2

Para1HowwastheAmberRoommade?

Para2WhydidtheKingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?

Para3HowdidtheAmberRoombecomeoneofthewondersoftheworld?

Para4HowdidtheAmberRoomgetlost?

Para5HowwasanewAmberRoombuilt?

3.DetailedReading

Readthetextagainandanswerthefollowingquestions:

1.WhatwasgiventotheRussianpeopleasagreatgiftbyFrederickWilliamⅠ,theKingofPrussia?

（TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbyFrederickWilliamⅠ,theKingofPrussia）

2.WhyitiscalledtheAmberRoomandhowmanytonsofamberwereusedtomaketheAmberRoom?

（Becauseitwasmadeofseventhousandtonsofamber,whichhasabeautifulyellowbrowncolor）

3.WhatdidCatherineⅡdowiththeAmberRoom?

（ShehadtheAmberRoommovedtothepalaceoutsideStPetersburgandtransformedit.）

④.WhathappentotheAmberRoomduringWorldWarⅡ?

（ItwasstolenbytheNazianditwastakenapartandmissinginWorldWarⅡ）

StepThree:

IntensiveReading

Skimmingandidentifyingthegeneralideaofeachparagraph

Nowpleasereadthetextagainandtrytocatchthemainideaofeachparagraph.Afteraboutfiveminutesreading,havesomestudentsspeakfortheirteams.

1stparagraph:

theintroductionoftheAmberRoom

（TheAmberRoomhadastrangehistoryandsomethingaboutitsdesign,color,shapeandmaterial.）

2ndparagraph:

thegifttotheCzar

（thehistoryoftheAmberRoomanditsuseinRussia—theCzar’swinterpalaceandasmallreceptionhallforimportantvisitors.）

3rdparagraph:

therelocationoftheAmberRoominCatherineⅡtime

（CatherineⅡhadtheAmberRoommovedtothepalaceoutsideStPetersburgtoldtheartiststoaddmoredetailstoit.）

4thparagraph:

themissingoftheAmberRoom

（theGermanNazistoletheAmberRoomsecretlyduringtheWorldWarⅡ,andwhatreallyhappentotheAmberRoomremainamystery）

5thparagraph:

therebuildingoftheAmberRoom

（RussiaandGermanyhavebuiltanewAmberRoomforthe300thbirthdayfStPetersburg.）

StepFour:

Discussing

Closingdownbyhavingadiscussion

A.CanyouimaginethefateoftheAmberRoom?

Whatisit?

B.DoyouthinkifitisworthwhiletoreproducetheAmberRoom?

Why?

Havethestudentsdiscussedonequestionbyonequestionforsometime,andthenshowtheirviewsfortheirteams.Theremaylotsofpossibleanswers.

Keysforreference:

A:

IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.Maybeitwasdestroyedatwarinthefightingfire.Yousee,amberscanbemeltedeasily.Maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.

B:

IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinStPetersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.

StepFive:

Newwordsteaching

Readthereadingpartparagraphbyparagraphagainandpickupthekeywordsandphrasesbythemselves,letthestudentstrytoexplainthemeaningandusage.

amazing,select,honey,heat,design,fancy,style,decorate,jewel,artist,belong,inreturn,troop,light（lit）,mirror,wonder,atwar,remove,furniture,wooden（wood）,doubt,former

Especiallypayattentiontothewordsandphrasesunderlined.

StepSix:

Grammarpointsinthistext

LetthestudentstrytofindouttheAttributiveclauseinwarmingupandthereadingpart.

1.Aculturalrelicissomethingthathassurvivedforalongtime.

2.ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.

3.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.

4.Themanwhohasitinsiststhatitbelongstohisfamily.

5.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.

6.Later,CatherineⅡhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers.

7.In1770,theroomwascompletedthewayshewantedit.

8.Thiswasatimewhenthetwocountrieswereatwar.

Havethestudent’sjudgewhethertheyarethesameasthosewehadlearntbefore.Especiallythe5thone.Thiswillbethehomeworkafterclass.

TheThirdPeriod

（LearningaboutLanguage,1-2classes）

TeachingAims:

1.Tolearnsomeusefulwordsandexpressions

2.Tolearnsomeusefulstructures

3.TolearntheRestrictiveandNon—RestrictiveAttributiveClause

TeachingImportantPoint

LearnhowtousetheAttributiveClausewiththat/which/who/where/when

TeachingDifficultPoint:

⑴.HowtotelltheAttributiveClausewiththat/which/who/where/whenfromotherclauses.

⑵.LearnthedifferencesbetweentheRestrictiveandNon—RestrictiveAttributiveClause

TeachingDesign

StepOne:

Retelling（Canbechosen）

RetellthestoryoftheAmberRoomintheirownwords.

StepTwo:

Exercising1（Exercise