《高一英语上学期-整单元教案 .docx》由会员分享，可在线阅读，更多相关《高一英语上学期-整单元教案 .docx（15页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、精品名师归纳总结Unit 1 Cultural RelicsI 教学目标技能目标 GoalsTalk about cultural relicsReview attributive clauses, including restrictive and non- Write a short reply to a letter and give your opinion Take notes and judge who gives the best evidencerestrictive attributive clauses目标语言功Expressions used to give opinio
2、ns能I think highly of.句I dont agree that”式Besides.I must say that I agree with you.I must say that I dont agree with you. As far as Im concerned, I think.As I see it.Dont you agree /think that. I cant help thinking that.I would like to say.In my opinion view. Personally, we should Well, obviously we
3、should The point is.词1. 四会词汇汇cultural, survive, remain， state, rare, dynasty, vase, belong, gift, ton,stone,once, heat,design,fancy,style,jewel,king,artist,reception,light, mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider,opinion, evidence, prove, pretend, maid, castle, sa
4、ilor, treasure， besides2 认读词汇relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek, Anna Petrov, mystery3. 词组lookinto,belongto,in searchof,inreturn,atwar,takeapart,thinkhighly of4. 重点词汇belong, once, heat, d
5、esign, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion语The attributive clauses with which/who/where/when法A cultural relic is something that has survived一Itisyourjobto lookintoany reportsofculturalrelicsthathave been found in China.可编辑资料 - - - 欢迎下载精品名师归纳总结You are s
6、entto a smalltown where you finda relicthatwas stolenfrom a place.This gift was the Amber Room, which was given this name because. Later ， Catherine 1I had the Amber Room . outside St Petersburg where This was a time when the two countries were at war.In 1770, the room was completed the way that she
7、 wanted it.重点句子1. FrederickWilliamI,the kingofPrussiacouldneverhave imaginedthat 2. Once it is heated, the amber can be made into any shape3. It was made for the palace of Frederick .4.In1716,Frederick William IgaveittoPetertheGreat,as “ giftoffriendship5. In return, the Czar gave the king of Prussi
8、a 55 of his best soldiers.6. The Amber Room soon became part of the Czars Palace in St Petersburg.7. Later, Catherine 11 had the Amber Room moved to the palace outside8. This was a time when the two countries were at war.9. There isno doubtthatthe boxes were thenput on a trainforKonigsberg ，10. Afte
9、r that, what really happened to the Amber Room remains a mystery.11.1 think highly of those who are searching for the Amber Room.教材分析与教材重组本单元以 culturalrelics为话题，旨在通过单元教学使同学明白世界文化遗产，学会 描述它们的起源。 进展和爱护等方面的情形，复习并把握定语从句， 能在英语口语交际过程中判定别人给出的依据， 并给出自己的观点， 能回信并就如何爱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
10、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大事。这时有一个男的试图阻挡你，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明白的文物遗产， 假如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？其次个问题是你发觉了一个文物遗产/I ，那么你会怎么处理它？这样的两个问题便为引出Reading: InSearch of the Amber Room做好了铺垫。1.3 Reading 是关于查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
11、整个历史。第一段说The Amber Room has “ strange history，并对它进行洋细的描述。其次段表达了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。 第三段表达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， 并依据她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最宏大的奇迹之一。第四段，表达了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， 叙述了现在德俄两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同学从文化遗产的历史中，体验人类文明进展的
12、过程，提高同学爱护文化遗产的意识。1.4 Comprehending既有学问性的问题，让同学明白文章的细节exercise 1，同时又跳出了课文，对文章进行了整体评判exercise 20由易到难，有较好的梯度，全面考查了同学对文章的懂得。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依据英语说明，写可编辑资料 - - - 欢迎下载精品名师归纳总结出对应的单词。 Exercise2 练习 belong
13、to 的词义和用法。 Exercise3 练习介词 at 的用法。其次部分的 Exercise 1从文中找出 7 个含 that /which /who /where /when的定语从句。Exercise 2 Join the pairs of sentences using that which /who /whose /where /when without commas 限定性定语从句 。Exercises 3 Join the pairs of sentences usingwhich/who /whom /where /when with commas非限定性定语从句 。1.6 U
14、sing Language 分 Reading ， Listening and Writing和 Speaking and writing 和 Reading and writing 三部分。在第一部分的 Listening 中要求同学 take notes while listening 进一步提高听力水平。其次部分中 speak It can be proved that-because-第三部分 Read a letter from a German newspaper and write a reply to this letter andgive a reason why you a
15、gree or dont agree with the writer.1.7 Summing 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学问。1.8 Learning tip建议同学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伴侣。2.1 从话题内容分析，Warming up, Pre-reading,Reading,Comprehending 和 Leaning about Language内容一样，将其设计成一节阅读课。2.2 将 Using Lang
16、uage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 Task和 Writing Task整合成一节阅读和写作课。2.6 将 Workbook 里的 Using Words and Expression 与 Using Strictures 和 Using Language 中的 Summing up 与 Learning Tip 和 Workbook 中的 Chec
17、king Yourself 设计成一节复习课。经教材分析，依据学情，本单元可用6 课时完成1st period Warming up and Reading 1 2nd period Grammar3rd period Listening 4th period Speaking5th period Reading B and Writing 6th period Comprehensive Revision以上课时安排与教材重组，仅供参考，老师可因时因的因人而异，不必拘泥于此。 Unit1Cultural Relics The first periodWarming up and readin
18、gTeaching goals 1.Target language可编辑资料 - - - 欢迎下载精品名师归纳总结a. Important words and phrasesculture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secret
19、ly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2可编辑资料 - - - 欢迎下载精品名师归纳总结There was no doubt that the boxes were then put on a train for After that , what really happened to the Amber RoomI think hi
20、ghly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goals.P2可编辑资料 - - - 欢迎下载精品名师归纳总结Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficu
21、lt pointsTalk about cultural relics and what should be done with them Teaching methods1. Learning to the tape2. Group discussion and presentation3. Multi-functional teaching equipment Teaching aidsA recorder, a projector, and some slides Teaching procedures & waysStep oneAsk the students to check th
22、e new words and expressions of this unit with each other in this unit.Step two warming upThe warming-up exercises raises the studentsawareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know.T: Now,
23、class, look at the title of this unit. Tell me what the topic is this unit. S: Cultural relicsT: Do you know what cultural relics are. StudentsanswersT: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and servi
24、ng to remind people of them.They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in need of being可编辑资料 - - - 欢迎下载精品名师归纳总结protected. The Great Wall; The pyramids i
25、n Egypt; Angkor Wat Part three Pre-reading1. Leading-in .可编辑资料 - - - 欢迎下载精品名师归纳总结T: Ok, class, do you think these cultural relics beautiful. S: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it. S: find ，rebuild，protectT：Thanks four your good sugges
26、tions. Now lets learn “In Search of the AmberRoom”.2. Explaining picturesAsk the students to read the text first and then answer the following questions: 1.Why was it called Amber Room.It was given the name because almost seven thousand tons of amber used to make it.2. What happened to the Amber Roo
27、m.First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent itto Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the可编辑资料 - - - 欢迎下载精品名师归纳总结Czars winter palace in St
28、Peterberg3. Listening .可编辑资料 - - - 欢迎下载精品名师归纳总结Ask the students to read the text carefully and find out the main idea of each paragraph.Ask the students to tell the characteristics of the text1. It tells the history of the Amber Room so that we know what happened.2. It uses the past tense. Part five
29、 Post-readingFinish the comprehending exercise in P2Part Six Learning about language1. Frederick William I, the king of Prussia, could never have imagined that . 情态动词 +have done 表示对过去发生的事情的估计、批判和反悔等意思。Eg: You should have told me earlier. What shall we do now.2Once it is heated, the amber can be made
30、 into any shape.Be made into 被制成，被做成3be at war 处于交战状态4remain 后，常跟名词，意思为“保持，连续，依旧” 5.belong toThen finish the exercise in “Learning about language”and “Discovering usefulstructures.”Part Seven Homework:1. Review the key sentences in this part. 2.Review the words in the second period.The Second Period
31、 GrammarTeaching goals:1. Target languagea. Vocabulary可编辑资料 - - - 欢迎下载精品名师归纳总结trial, consider, prove, tell the truth, pretend, think highly of, besidesb. StructuresI think highly of those who are searching for the Amber Room.Besides, my father once told me that any person who finds something could k
32、eep it. I must say that I agree with you.I must say that I don t agree with you.2. Ability goalsEnable the students to make judgments and to write a short reply to a letter, then give their own opinions.3. Learning ability goalsHelp the students learn how to make judgments and give their opinions. T
33、eaching important pointsThe attributive clauses with that/which/who/where/when Teaching difficult pointsHow to tell the attributive clauses with that/which/who/ where/when/ from other clausesTeaching methods Learning and practicing Teaching aids Multimedia computerTeaching procedures and waysI. Read
34、ing, listening and writing1. Fast Reading Pre-listeningFind out the differences between a fact and an opinion.2. ListeningStudents take notes and fillin the form while listening to what the three people say about the missing Amber Room.3. Post-listeninga. DiscussionStudents share their forms with ot
35、hers. Then discuss which person gave the best evidence using some useful expressions given.b. Writing and speakingStudents write down a short list of reasons for their choice.II. Reading and writingRead the letter on page 7 from a German newspaper. Then write a reply to the letterIII. Homework1. Rev
36、iew the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class.2. Preview the new words and phrases in the next class.The third PeriodListeningTeaching Goals可编辑资料 - - - 欢迎下载精品名师归纳总结1. Target language目标语言a. 词汇man-made projects, the Nile River, The Aswan Dam, Abu S
37、imbel, rock-n-roll musicb. 重点句型Do you think it was worth spending so much money to move Abu Simbel.2. Ability goalsMaster the patterns that can be used to describe cultural relics by listening.3. Learning ability goalsHelp the Ss learn how to grasp the key words that can help students to answer ques
38、tions while listening to the tape.Teaching important pointsLearn the patterns used to describe cultural relics. Teaching difficult pointsHow to grasp the key words that can help the students to answer questions Teaching methods1. Listen to the tape. Individuals2. Check the answers, cooperative learn
39、ing Teaching aids教具设备A recorder, a tape, a projector and some slides.Step 1 Homework checkingT:Lets check our homework each other. We will have a dictation of the 11 dey sentences in the reading.1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russi
40、an People would have such a strange history.2. Once it is heated, the amber can be3. it was made for the palace of Frederick I. P14. in 1716, Fredrick 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 Prus
41、sia 55 of the best soldiers. P16. The Amber Room soon became part of the Czar s Palace in St. Petersburg. P1.7. 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 doub
42、t that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P210. After that, what really happened to the Amber Room remains a mystery. P211.1 think highly of those who are searching for the Amber Room. P2 Step II Listening P411. Listen to the tape for the
43、 first time to get the main idea.2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41.First, students check their answers each other. Later, the teacher gives the answers, using a slide projector.可编辑资料 - - - 欢迎下载精品名师归纳总结T: As we know ，the Aswan Dam
44、 is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well 一 designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed byI M Pei. Do youwant to know the story of the designers. Next,
45、 well listen to a tape about I M Pei, a famous architect.Step 1B Listening Task P44T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Peis life. Afte
46、r listening, work in pairs. Each pair writes a short dialogue according to the notes.Let students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework1. Collect some information about the cultural relics that are in danger.2. Write your opinions on how to protect the cultural relics.The Fourth Period Speaking口语课教材分析与问题解决a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students