Unit 1 Cultural relics 教案 人教课标高一必修1.docx

1、Unit 1 Cultural relics 教案 人教课标高一必修1Unit 1 Cultural relicsI. 单元教学目标 Talk about cultural relics and cultural relics protection. Learn to ask for opinions and give advice.Review attributive clauses, including restrictive and non-restrictive attributive clauses.Read about the Amber Room.Write a report o

2、f debate. II. 目标语言功能句式Asking for opinionsDo/dont you think that? Would you consider? Why/Why not?Do you have any idea about? How do you know that? Are you sure that he/she was telling the truth?What do you think? What do you think of?Whats your idea/opinion of?What would you say? How do you feel abo

3、ut?Who do you think was? What are your reasons for saying that?Giving opinionsI think/dont think that. Sorry, I dont agree with you. In my opinion.It can be proved. That cant be true.I dont believe, because. I think is telling the truth because.词汇1. 四会词 rare, survive, valuable, dynasty, vase, amaze,

4、 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, debate2. 认读词cultural, relic, Taj mahal, ivory, dragon, amber, Fred

5、erick William I, Prussia, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, the Baltil Sea, rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Anna Petrov, mysteryBerlin, Johann Webber1. 短语和词组in search of, belong to, in return, at war, less than, think highly of 语法1. 限制性定语从句 (Restrictive

6、 attributive clause)2. 非限制性定语从句 ( Non-restrictive attributive clause)重点句子1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian people would have such an amazing history. P12. Once it is heated, the amber can be made into any shape. P13. It was ma

7、de for the palace of Frederick I. P14. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P15. In return, the Czar gave the king of Prussia 55 of his best soldiers. P16. The Amber Room soon became part of the Czars Palace in St P

8、etersburg. P17. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P28. This was a time when the two countries were at war. P29. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Balt

9、ic Sea. P210. After that, what really happened to the Amber Room remains a mystery. P211. I think highly of those who are searching for the Amber Room. P2II. 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，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。1.1 Warming up 热身部分提供了四幅图片，设

10、计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。1.2 Pre-reading 是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。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房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。1.4 Comprehending既有知识性的问题，同时又跳出了

11、课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单

12、词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文

13、化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。1.7 SUMMING UP 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, Reading, Comprehending和Leaning about Language内容一致, 将其设计成一节阅读课。2

14、.2 将Using Language 设计成一节综合技能课。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及WRITING TASK设计成一节口语和写作课。2.5 将Workbook 里的READING TASK设计成一节阅读课。2.6 将Workbook里的USING WORDS AND EXPRESSIONS与USING STRUCTURES和Using Language中的SUMMING UP与 LEARNING TIP和Workbook中的CHECKING YO

15、URSELF设计成一节复习课。3. 课型设计与课时分配。（经教材分析，根据学情，本单元可用6课时完成） 1st period Warming up and Reading (I) 2nd period Integrating Skills 3rd period Listening 4th period Speaking and Writing 5th period Reading (II) 6th period Comprehensive Revision（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。）III. 分课时教案The First Period Warmi

16、ng up and Reading (I)1. Target language 目标语言a. Key words and phrases (重点词汇和短语) rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth b. Key sentences (重点句型) The amber which

17、was selected had a beautiful yellow-brown color honey.It was also a treasure decorated with gold and jewels, which took the countrys best artists about ten years to make.Later, Catherine had the Amber Room moved to a palace outside ST Petersburg where she spent her summers. In 1770 the room was comp

18、leted the way she wanted. This was a time when the two countries were ay war. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. After that, what really happened to the Amber Room remains a mystery. In 2003 it was ready for the peo

19、ple of St Petersburg when they celebrated the 300th birthday of their city. 2. Enable students to learn about the history of Amber Room.Enable students to give opinions on rebuilding lost cultural relics. 3. After learning this reading passage, students should have the ability of reading passages ab

20、out cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.Teaching important points 教学重点The main idea of each paragraph.Teaching procedures and ways教学过程与方式Step I Warming upThe warming-up exercise raises students awareness that there are some well-kno

21、wn cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know. T: Do you know what a cultural relic is?S1: Cultural relic is something that has a long history.S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic.T: Goo

22、d. Although we dont know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable?S3: I dont think so. Some old and shabby buildings can be cultural relics because the

23、y represent part of our history. T: Is it enough to have survived for a long time?S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning.T: Question 3. Are cultural relics only objects like vases or can they be buildings too?S5: Some people said that cult

24、ural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall.T: Now look at the pictures and discuss what they are and whether they are cultural relics or not.With th

25、e activities above, students will have a clear idea of what a cultural relic is. Step II Pre-reading The pre-reading activity has two functions. Question 1 is a warming up activity to check students understanding of amber, and meanwhile lead them to the topic of the reading passage Amber Room. Quest

26、ion 2 gives the students a chance to predict the main idea of the passage and then skim it.T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?Some information about amber:Amber is a semi-precious stone used in jewelry and art work. Amber is really the fossil form

27、of resin(树脂) from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried.PredictionT: Now look at the title and the pictures of the reading passage. What do you think

28、it is mainly about?Students may have different predictions. T: Now skim the passage quickly and see if you were right. Step III ReadingThis reading passage tells the amazing history of the Amber Room. 1. SkimmingAsk the students to read the text quickly and grasp the main idea of the passage. After

29、readingT: Whats the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in t

30、he passage. Match the questions with the paragraphs. After they finish, check their answers. T: Have you finished? Who can tell me your answer?S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Parag

31、raph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built?T: Good! Now try to answer these questions. Ask some students to answer these questions one by one. 2. ScanningT: Now lets look at Exercise 2, join the co

32、rrect parts of the sentences together. Then check the answers. 3. New words and structures1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I，which is said as “Will