高二英语Cultural relics教案Word格式.docx

1、Iview.Personally, we shouldWell, obviously we shouldT词汇1.四会词汇 cultural, survive, remain，state, rare, dynasty, vase, belong, gat, design, fale, jewel, king, aligwondve, furniture; secretly, wooden, doubt, trial, considvidvd, maid, castle, sailor, treasure，besides 2认读词汇relic, amber, Frederick William

2、I, Prussia, Prussian, PGreat, Czar, St Petersberg, Cagsberg, Baltil Sea, Leningrad, Jan Hasek,Anna Petrov词组lbelongaurn, at war, take apaghl重点词汇belongat, design, light, wonder, doubt, remain, provder, besides, survive, furnitu语法The attributive clauses with which/who/where/whenA cultural relg that has

3、 survived一It is your job to laultural relics that have been founda.You aa small town where you find a relic that was stola place.This gift was the Amber Room, which was givame because.Later，CaI had the Amber Rutside St Petersburg whereThis was a time wwo countries were at war.In 1770was completed th

4、e way （that） she wanted it.重点句子1. Frederick William Ig of Prussia could never have imagined that 2ated, the amber can be made into any shape3. It was madalace of Frederick .4. IFrederick William I gavPGreat, as“gdship5. In retuar gavg of Prussiabest soldThe Amber Rbecame paars PalaPetersburg.7. Late

5、r, Caad the Amber Room movedalace outside8. This was a time wwo countries were at war.9. Tdoubt that the boxes wut on a tragsberg，10. After that, what really happenedAmber Room remains aghlwho are searchingAmber Room. 教材分析与教材重组 1.教材分析 本单元以cultural relics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，

6、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。 1.1 Warming up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？ 1.2 Pre-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Readi

7、ng: InSeaAmber Room做好了铺垫。 1.3 Reading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The Amber Room has“strang，并对它进行洋细的描述。第二段叙述了The Amber Room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

8、国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。设计这篇文章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。ding既有知识性的问题，让学生了解文章的细节（ex），同时又跳出了课文，对文章进行了整体评价（exercise 2）0由易到难，有较好的梯度，全面 考查了学生对文章的理解。 1.5 Learning about Language分Discovering useful words and ex和Discovering useful structures两部分。其中第一部分的Ex根据英语解释，写出对应的单词。Exercise 2练习belong to

9、的词义和用法。Ex练习介词at的用法。第二部分的Ex从文中找出7个含that /which /who /where /when的定语从句。Exercise 2ausing thatwhich /who /whose /where /when without commas（限定性定语从句）。Exausing which/who /whom /where /when was（非限定性定语从句）。 1.6 Using Language分Reading，Listening and Writing和Speaking and writing和Reading and writing三部分。在第一部分的Lis

10、tening中要求学生tawhile listening进一步提高听力水平。第二部分中speak and write down a short lau练习这种句型It can be proved that-because-第三部分Read a la German newspaper and write a replletter and give a reason why you agree or dont agree wwumming up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。 1.8 Learning tip建议学生亲自去

11、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，Warming up, Pre-reading, Readingding和Leaning about Language内容一致，将其设计成一节阅读课。 2.2将Using Language设计成一节语言学习课。 2.3将Workbook里的Listening和Listening Task整合成一节听力课。 2.4将Workbook里的Talking和Speaking Task设计成一节口语课。 2.5将Workbook中的Reading

12、Task和Writing Task整合成一节阅读和写作课。 2.6将Workbook里的Using Words and Ex与Using Strictures和Using Language中的Summing up与Learning Tip和Workbook中的Checking Yourself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）d Warming up and Reading （1） 2nd period Grammar 3rd period Listeningd Speakingd Reading （B） and Writingdve R

13、evision （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 Cultural RelicsTdWarming up and readingTeaching goals1.Target languagea. Important words and phrasesculture, state, lare, vase, belongaglat, design, fale, jewel, king, aulight, wonder, at war, remove, furnituly, wooden, doubt, remaapart, take apart

14、b. ImportaleIn retuar gavg of Prussiabest soldiers. P2This was a time wwo countries were at war.P2There was no doubt that the boxes wut on a train for .P2After that , what really happenedAmber Room remains aP2Ighlwho are searchingAmber Room.2. Ability goalsEnabludalk abouAmber RLearning ability goal

15、sHeludents learn how to talk about cultural relics and havg cultural relics.Teaching difficulTalk about cultural relics and what should be done wTeaching methods1. Learningape2. Group discussion andaulti-functional teaching equipmentTeaching aidsA recorder, aand some slidesTeaching procedures waAudw

16、 words and exunit with eauwo warming upThe warming-up exaudents awaaawell-known cultural relics both at home and abroad. Audbultural relw.T: Now, class, look alunit. Tell me whaunit.S: Cultural relics Do you know what cultural relics are? （Students answers） All of you did a good job. Ok, lll you wha

17、t cultural relics are. Cultural relics are traatures surviving from a past age and servingd peoplTulture of a place anddare in danger becauare being destroyed.Then can you givxamplultural relics that ad of beingd? （The Great Wall; The pyramids in Egypt; Angkor Wat.）PaPre-reading1. Leading-in Ok, cla

18、ss, do youultural relics beautiful? Yes, very beautiful. Sugot lost, how would you feel and what will you do with it? （find，rebuild，protect）T：Thanks four your good suggNow lets learn “ In SeaAmber Room”.2. Explaining picturesAudad the texand then answllowing questions:1）.Why was it called Amber Room

19、?（It was givame because almost seven thousandamber used to make it.）2）. What happenedAmber Room?（Fwas built in Prussia. Then, Frederick William Ig of PrussiaPGreat, as a gdPrussiaRussian people. And the Amber Rbecame paAmber Rbecame paars winter palaPeterberg.）3. ListeningAudad the text carefully an

20、d find out the main idea of each paragraph.Audll the charaxt1. It tellAmber Rat we know what happened.2. It uaPart five Post-readingFding exP2Part Six Learning about language1）. Frederick William Ig of Prussia, could never have imagined that . 情态动词+have done 表示对过去发生的事情的推测、批评和反悔等意思。Eg: You should hav

21、e told me earlier. What shall we do now?2）ated, the amber can be made into any shape. Be made into被制成，被做成 3）be at war 处于交战状态4）remain后，常跟名词，意思为“保持，继续，依然”5）.belong toTx“Learning about language” and “Discovering useful structures.”Part Seven Homework:1. Reviewart.2.Review the wordd period.Td Period Gra

22、mmarTeaching goals:1. Target language a. Vocabulary trial, consider, prove, tell the trudghly of, besides b. Structures Ighlwho are searchingAmber Room. Besidald me that awho findg couldI must say that I agree with you. I must say that I dont agree with you. 2. Ability goalsEnabludake judgments and

23、to write aly to a lgivwLearning ability goals Heludents learn how to make judgments and givTeaching importaThe attributive clauses with that/which/who/where/when Teaching difficulHow to tell the attributive clauses with that/which/who/ where/when/lauses Teaching methods Learning and practicing Teach

24、ing aids Multimedia computerTeaching procedures and waysI. Reading, listening and writing1. Fast Reading （Pre-listening） Find out the dbetween a fact and a2. Listening Students taand fillwhile listening to whale say aboug Amber RPost-listening a. Discuudents shawThen discuss wgave the best evidence

25、using some useful exgiven. b. Writing and speaking Students write down a short laII. Reading and writingRead the laga German newspaper. Then write a replletter III. Homework1. ReviewReading. Remember the words andat we lealass. 2. Preview the new words and phraxt class.The third Period ListeningTeac

26、hing Goals1. Target language 目标语言a. 词汇 man-madNile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重点句型 Do youwas wding so muve Abu Simbel? 2. Ability goals Maaat can be used to describe cultural relics by listening. 3. Learning ability goals Hellearn how to grawords that can help studanswer

27、quwhile listeningape. Teaching importaLeaatterns used to describe cultural relics. Teaching difficulHow to grawords that can heludanswer quTeaching methods 1. Lape. （Individuals） 2answers, （cooperative learning） Teaching aids 教具设备A recorder, a tape, aand some slidHomewg Letur homework eaWe will have

28、 a dictadading. 1. Frederick William Ig of Prussia could never have imagined that his greatest gRussian People would have such a strang2ated, the amber can be made into any shape Pwas madalace of Frederick I. PFredrick William I gavPGreat, as a gdPrussiaRussian People. P1 5. In retuar gavg of Prussi

29、abest soldiers. P1 6. The Amber Rbecame paars PalaPetersburg. P1. 7. Later, CaII had the Amber Room movedalace outside St Petersburg wummers. P2 8. This was a time wwo countries were at war. P2 9. Tdoubt that the boxes wut on a tragsberg, at that time a GermaBaltic Sea. P2 10. After that, what reall

30、y happenedAmber Room remains aP2ghlwho are searchingAmber Room. P2 Step II Listening （P41）1. Lagain idea. 2. Listen agaape that talks about a temple in Egypt, and then answer the quage 41. Fudanswers eaLaacher gives the answers, using a slidT: As we know，the Aswan Daaultural relics made blldNoware alwell一designed buildings that may become cultural reluture. For example, The Baa Building in Hong Kong designed by I M Pei. Do you wawdesigners? Next, well la tape about I M