cultural relics教案

教案设计普通高中课程标准试验教科书 英语2 （必修）Unit 1 Cultural relics 课型：1. Warm-up and Speaking 2. Pre-reading and Reading 3. Language points4. Grammar 5. Using language 6. Listening and Writing 授课时间： 45分钟/节总体目标：培养学生良好的学习习惯，通过识别、理解、推理、概括、重构、阐述六个层面提升语言运用能力, 结合广东高考的特点，把各种高考题型贯穿到单元教学中，逐步提高学生运用语言的能力。教学配合资源： 名师指津、英语教师网教学设计与实施：平远中学高一英语备课组 谢舒娜 肖玉芳 林丽萍Book Unit1 Cultural relics 设计教师：梅州市平远中学 谢舒娜 肖玉芳 林丽萍教学年级：高中一年级 教材版本：普通高中课程标准试验教科书（必修2） 人民教育出版社出版一、学生分析：学生分析本单元的设计与实施是建立在学生经过半个学期的高中学习生活，学习完必修一知识的基础之上，学生已经初步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系，他们也逐步形成并培养了一定的小组合作学习及自主学习的能力。对于高一上学期的高中学生来讲，该话题比较陌生，但比较吸引人。学生尽管对这篇文章的理解有一定难度，如琥珀屋如何成为稀世珍宝，它在二战中的神秘失踪等，但通过教师对于文章篇章结构的理解和失踪的来龙去脉的解读，学生不但能主动探究，并且对于文化遗产有更进一步的了解。二、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.Warming up部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。 2.Pre-reading部分是Reading的热身部分，设计了两个问题让学生对琥珀进行初步的了解。第一个问题是你见过琥珀吗？对它了解多少？第二个问题是让学生通过课文标题和图片预测文章的主要内容。 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。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。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。 4. 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根据英语解释，写出对应的单词。Exercise 2练习belong to的词义和用法。Exercise 3练习介词at的用法。第二部分的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 thatwhich /who /whose /where /when without commas（限定性定语从句）。Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas（非限定性定语从句）。 5. Using Language分Reading，Listening and Writing和Speaking and writing和Reading and writing三部分。在第一部分的Listening中要求学生take notes while listening进一步提高听力水平。第二部分中speak and write down a short list of reasons for your choice.练习这种句型It can be proved that-because-第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or dont agree with the writer. 6.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。 7. 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。 三、教材重组 1.将Warming up和speaking 整合成一节课。Speaking部分关于询问和表达自己观点的句型对于高一学生来说并不陌生，并和我们日常生活息息相关。所以把本单元的Speaking 提前至第一课时并不会给学生带来学习障碍，而且还能激发学生对本单元的学习兴趣。 2. 将Pre-reading和Reading整合成一节阅读课，培养学生阅读能力。 3.language points语言点课，培养学生用词造句能力，提高写作水平 4. grammar语法课，复习限制和非限制性定语从句，旨在培养学生运用定语从句能力，提高写作水平。5.using language 区分什么是事实，什么是观点，培养学生思考辨别能力6. listening，speaking and writing，把课文练习册部分的听力设计成听说考试部分中角色扮演的形式，听后提问，回答问题，培养学生听说的能力，有目的性的提高口语水平，写作部分针对高考的5句话的基础写作，把本单元重要的词语，句型运用于写作，活学活用。 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） 1st period Warming up and Speaking 2nd period Pre-reading &Reading3rd period language points4th period grammar 5th period using language6th period listening, speaking and writing以上课时分配与教材重组，结合本校学生实际和当前广东高考，把高考题型（语法填空、基础写作、任务型写作中的概括大意、以及听说考试中的模仿朗读、“三问五答”、根据关键词复述短文）巧妙地贯穿于单元教学中，这也是这一单元教学设计的亮点。四、教学目标Teaching goals 技能目标 Skill GoalsTalk about cultural relics Review 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 evidence restrictive attributive clauses II 目标语言Target Language功能句式Expressions used to give opinions I think highly of. I dont agree that 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 opinionview. Personally, we should Well, obviously we should 词汇四会词汇 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, sailor, treasure，besides 2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, mystery 3.词组 look into, belong to, in search of, in return, at war, take apart, think highly of 4.重点词汇 belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion语法The attributive clauses with which/who/where/when A cultural relic is something that has survived一 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 wanted it.重 点 句 子1. Frederick William I, the king of Prussia could never have imagined that 2. It was made for the palace of Frederick . 3. In return, the Czar gave the king of Prussia 55 of his best soldiers. 8. This was a time when the two countries were at war. 5. There is no doubt that the boxes were then put on a train for Konigsberg， 6.1 think highly of those who are searching for the Amber Room难句1.However，the next king.to whom the amber room belonged,.2. After that, what really happened to the Amber Room remains a mystery.3.Later,Carherinehad the amber roomwhere she spend her summers.1. 在读和说的训练中，学会表达自己观点的句型和词汇。2. 主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、网络等媒体资源来获得更多有关历史文化遗产的英语信息。3. 在阅读训练中，学会概括各段落大意和文章的主要内容。III. 学习策略StrategyIV、情感态度和价值观Affect and Values了解有关琥珀屋的历史故事，并通过学这一单元了解一些国内外的文化遗产，逐步增强保护文化遗产的意识、教学重点Teaching Important Points 1.本单元的生词、短语和重点句型、限制性定语从句和非限制性定语从句。2.了解关于琥珀屋的历史故事。3.让学生了解琥珀屋的历史，并通过学这一单元了解一些国内外的文化遗产，逐步增强保护文化遗产的意识。4.培养学生听说读写能力。、教学难点 Teaching Difficult Points1. 了解有关琥珀屋的历史故事，逐步增强保护文化遗产的意识。2.学会询问别人意见和表达自己意见。3.掌握语法：定语从句。4.培养学生听说读写能力。The 1st period: Warming up & Speaking教学设计设计教师：平远中学 谢舒娜教学年级：高中一年级 课题名称：Book 2Unit 1Cultural relics课型：Warming up and Speaking教材版本：普通高中课程标准试验教科书 (必修2) 人民教育出版社出版授课时间：45分钟一、学生分析：我校采取分层教学的形式，本人所任教的 高一（6）、（7）班属于普通班，由于各种因素的影响，学生发展参差不齐，特别是英语，有少数学生因为基础不够好，学习很吃力而自暴自弃。理科班男生较多，学生的情绪容易激发，课堂上，老师容易掌控学生的学习进度。总之，结合任教班级实际，教学上还得因材施教。二、教材分析Warming up中的材料提出几个问题：1、你知道什么是文化遗产吗？2、文化遗产通常是稀少和珍贵的吗？它必须存在了很长时间吗？3、文化遗产必须是物品或者是建筑物吗？这个问题还给出四幅图片（青花瓷、泰姬陵、象牙龙舟和莫高窟）让学生讨论他们是否属于文化遗产。其作用有二：一是统领全单元“文化遗产”的主题，二是引导学生建立对文化遗产的概念，拓宽知识面，树立正确价值观和保护文物意识。Speaking部分给出一些询问别人看法及表达自己观点的句型，这些句型不仅能够为学生做口语练习时提供参考，还有助于学生对常用句型的积累。由于这些句型都是比较简单基础的结构，其中的大部分对于高一学生来说都已经接触过，询问和表达观点也是和我们日常生活息息相关的话题，所以把本单元的Speaking 提前至第一课时并不会给学生带来学习障碍。将这两部分整合成一节课，旨在通过讨论，锻炼学生的口语表达能力，并激发学生对本单元的学习兴趣。三、教学目标Teaching goals 1 语言知识（Knowledge objectives）a. 重点词汇cultural, rare，valuable，survive, dynasty，consider, opinion, evidence, besidesb. 重点句子1. Is it enough to have survived for a long time?2. I think is telling the truth because2能力目标Ability goals a. Learn Warming Up, and know what a cultural relic is.b. Learn the way to ask others opinion and the way to express ones opinion3学能目标 Learning ability goals Teach students how to talk about cultural relics.4. 学习策略（Strategy）a. Group work to encourage the students to participate in class activities.b. Make a dialogue to make the students practice oral English .5、情感态度和价值观（Affect and values）a. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.b. Develop students sense of group cooperation and teamwork.四、教学重点Teaching important points aSome useful words and structure .b. Let the students learn how to ask for opinions and give opinions.五教学难点 Teaching difficult pointsaGet students to know what a cultural relic is.b. Develop students speaking ability.六、教学方法Teaching methodsInspiration, Questioning, discussion and enjoy some pictures of cultural relics.七、教具准备Teaching aids A computer, a projector, and some slides 使用多媒体教学，从网上下载部分相关材料，制作幻灯片课件呈现教学内容，增加教学的直观性，使教学节奏紧凑，信息量充足，以便刺激学生获取信息的多种感官，调动学生的学习积极性，提高学生学习英语的效果。八、教学过程与方式 Teaching procedures & ways Step1：Check the new words and expressions （附随堂练习，检测学生对新单词短语的掌握程度）Step2：Free talk（与学生互动，组织学生讨论，引入本单元的话题）T: Now, class, look at the title of this unit. Tell me what the topic is. S: Cultural relics T: Do you know what cultural relics are? (Students answers) T: Does a cultural relic have to be rare and valuable?(Students answers)T： Then can you give some examples of the cultural relics that are in need of being protected? S:(The Great Wall; The pyramids in Egypt; Angkor Wat.)T: Ok, now I will show you some pictures to see whether you know them.Step 3 Show some pictures of cultural relics in abroad and China. (展示相关图片，使学生更直观形象理解文化遗产的概念)T: There are many cultural relics in China and abroad. Can you name some of them?S:(Suggested answers: the Summer Palace in China; Big Ben in London, England; Eiffel tower, France, etc.).Step 4 (归纳概念,培养学生归纳概括的能力) What is the definition and classification of cultural relics?（为了降低难度，采取填空的形式归纳要点更适合高一学生。）It is a part of something old that has remained when the rest of it has been destroyed. It tells people about the past. It has survived for a long time.Step 5 :（组织学生做对话练习，锻炼口语，激发学生思维，活跃课堂气氛。）Make a dialogue 1.向学生呈现本节课的讨论话题：Do you think China should save all of its cultural relics?22人为一组，分别阐述理由说明自己的观点3讨论时可参照课本page6有用交际用语来阐述观点，列举原因。 （尽量激发学生发散思维，寻找理由来支持自己的观点。）Step 6：Ask some students to give a presentation.讨论结束后，请几组学生代表陈述自己观点Sample：A: Do you think that China should save all of its cultural relics?B: In my opinion, I think China should save all of its cultural relics, because we can enjoy the beauty again.A: Sorry, I dont agree with you. I think if we save all of them, its a waste of money and time.B: I think you telling the truth, every coin has two sides, it has advantage and disadvantage. Anyhow, I think we should protect the cultural relics around us.A: I agree with you.Step7：homework:1：Recite the new words of this unit2：Preview the reading text九、板书设计 Unit 1 cultural relics 参考资料：英语2教师教学用书与 英语教师网 教学反思：（一）课堂实施结果: （1） 教师能完成预计的教学目的.学生也掌握本节课的教学目标（2）通过编对话形式，学会询问和表达自己意见，学生能积极参与对该话题的讨论。（3）通过展示图片，猜测游戏，讨论等方式，让学生生动形象了解国内外的文化遗产，并产生保护文化遗产的意识（二）不足之处：在小组讨论环节：你认为中国应该保护好所有的文化遗产吗？并要求学生说出相应的理由来支持自己的观点。学生能积极参与讨论，课堂气氛活跃，但学生列举理由这一环节出现较多表达问题，学生的口语表达能力有待提高。The 2nd period: Pre-reading &Reading教学设计设计教师：平远中学 谢舒娜教学年级：高中一年级课题名称：Book 2Unit 1Cultural relics课型：Pre-reading &Reading教材版本：普通高中课程标准试验教科书 (必修2) 人民教育出版社出版授课时间：45分钟 一、学生分析：我校采取分层教学的形式，本人所任教的 高一（6）、（7）班属于普通班，由于各种因素的影响，学生发展参差不齐，特别是英语，有少数学生因为基础不够好，学习很吃力而自暴自弃。理科班男生较多，学生的情绪容易激发，课堂上，老师容易掌控学生的学习进度。总之，结合任教班级实际，教学上还得因材施教。二、教材分析:Reading 这部分由Reading和Comprehending两部分组成。Reading一文介绍了琥珀屋的由来、普鲁士国王为什么会把它当成礼物送给俄国沙皇、琥珀屋是如何成为世界奇观又是怎样丢失的、最后为什么会重建等问题。Comprehending中针对课文内容从细节到中心思想，由浅入深地设计了练习题，可帮助学生真正了解琥珀屋又诞生-丢失-重建的过程。三. 教学目标Teaching goals1.语言目标Target language a. 重点词汇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, secretly, wooden, doubt, remain, mystery, apart, take apartb.重点句子 Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for .P2After that, what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2.能力目标 Ability goals Enable the students to talk about the story of Amber Room.3. 学习目标Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.4. 学习策略（Strategy）a. Group work to encourage the students to participate in class activities.b. Fast reading to make the students get the main idea of the passage.5、情感态度和价值观（Affect and values）Let the students know the history of amber room, and arise their awareness of protecting cultural relics.四教学重点Teaching important pointsa. words and phrases in this passage.b. to know the history of the amber room.五教学难点Teaching difficult points Talk about cultural relics and what should be done with them六教学方法Teaching methods 1. Learning to the tape 2. Group discussion and presentation 3. Multi-functional teaching equipment七（教具准备）Teaching aids A recorder, a projector, and some slides 八（教学过程与方式）Teaching procedures & waysStep1: Lead inshow some pictures and ask:1. Do you know what amber is? Have you ever seen a piece of amber? 2. What are the things in the pictures made of?then ,the teacher summarize the answers as follows: Amber is a hard yellow brown clear substance. It is often used for jewels and decorative objects. But can you imagine a room made of amber? Now, look at the title and the picture of the reading passage and predict what it is about. Then skim it quickly and see if you were right. Step2 :Fast reading（训练学生利用略读技巧，捕捉文章主要信息的能力）Task 1. The students read the passage quickly and summarize the main idea：(用30个词概括文章大意是高考任务型写作要求之一，因此特意设计填空的形式，既能培养学生的概括能力，又符合高一学生的学情。)It tells us the history of the_, a cultural relic of two countries: _ and_. (amber room, Germany, Russia)Task 2. Read the passage quickly and find out Characters， years, and places in the passage. Characters：Frederick，Frederick William，Peter the Great，CatherineYears：1776，1770, 1946, 2003Places：Prussia Russia Germany ?Task 3：Find out the main idea of each paragraph.(概括段落大意对于高一大部分学生来说可能有些难度，可让学生参考课本第二页的EX2，使他们能顺利完成阅读任务。)Step 3:Careful reading:（利用上下文关系，理解文章细节）Task1: answer the questions:1. What did these four people do to the Amber Room?(通过人物图片给学生一些提示)2. What happened in these four years (1716; 1770; 1941; 2003)?（通过填空的实行是学生了解对每个时间点发生的事件。）Task 2：Join the correct parts togetherA. stole the Amber RoomB. sent a troop of his best soldiers to the King of PrussiaC. had the Amber Room madeD. had it moved outside St Petersburg.E. gave it to Peter the Great as a gift.F. built a new Amber Room after studying pictures of the old one1. Frederick2. Frederick William3. Peter the Great4. Catherine5. The Nazi army6. The Russians and Germans Task3：Find out the details of each paragraph Para.1: The _ of Prussia gave the Russian people _ which was made of seven thousand tons of _, gold and jewels.Para.2-5The Amber RoomPurpose It was made not to be a_, but for the _ of Frederick I.Names of placesWhat is it used for? St. Petersburg (Winter Palace)Summer Palace _ For the people of St. Petersburg to _the 300th birthday of the city.Step 4: Step 4: Post-reading: Retell the story. Try to retell the main idea of the text in pairs according to the pictures.(这是检验学生阅读效果的一个重要环节,通过给出一些图片和时间事件的提示，帮助学生回忆课文内容和组织语言)Step5： Consolidation and Homework1.Let the students retell the passage in their own words within 200 words.2.Finish off the workbook exercises. 板书设计 Unit1 Cultural Relics Period2 ReadingCharacters：Frederick，Frederick William，Peter the Great，CatherineYears：1776，1770, 1946, 2003Places：Prussia Russia Germany ?Para.1:How was the Amber Room made?Para.2:Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Para.3:How did the Amber Room become one of the wonders of the word?Para.4:How did the Amber Room get lost?Para.5:How was a new Amber Room built? 教学反思：（一）课堂实施结果: （1） 教师能完成预计的教学目的.学生也掌握本节课的教学目标；（2）通过预测课文内容、略读、寻读、任务型教学等让学生了解琥珀屋的历史。（3）学生能积极参与课堂活动，能较快速准确地找出老师所提问题的答案，从而提高其阅读技能并让学生学会用30个词左右概括课文内容及学会写摘要。（二）不足之处：过多的由老师引导学生思考并寻找答案，未能很好地发挥学生的创造性思维能力，如何更好地培养学生的创造性思维能力和学习积极主动性是以后在教学中应深思的问题The 3rd period: Language points教学设计设计教师：平远中学 肖玉芳教学年级：高中一年级课题名称：Book 2Unit 1Cultural relics课型：Language points教材版本：普通高中课程标准试验教科书 (必修2)人民教育出版社出版授课时间：45分钟一、学生分析：我校采取分层教学的形式，本人所任教的 高一（5）、（9）班属于重点班，由于各种因素的影响，尤其是初中英语的学习不扎实，学生发展参差不齐，特别是英语，偏科现象明显，有少数学生因为基础不够好，学习英语非常吃力，效果不明显。理科班男生较多，学生的情绪容易激发，课堂上，老师容易掌控学生的学习进度。总之，结合任教班级实际，教学上还得因材施教。二、教材分析:Reading一文介绍了琥珀屋诞生-丢失-重建的故事。在介绍故事的过程中出现了一些新单词、短语、句型。通过解释Language points，能够使学生更好地理解课文，并积累相应的基础知识，提高语言运用能力。三、教学目标Teaching goals 1.语言目标Target language a. 重点词汇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, secretly, wooden, doubt, remain, mystery, apart, take apartb.重点句子 Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for .P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2.能力目标 Ability goals Enable the students to talk about the story of Amber Room.3. 学习目标Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.4. 学习策略（Strategy）a. Fast reading to make the students get the main idea of the passageb. Careful reading to make the students get the details of the passage.5、情感态度和价值观（Affect and values）Cultivate students to have the awareness of protecting cultural relics.四教学重点Teaching important pointsa. Introduce some new words of this passage.b. Analyze some difficult sentences五教学难点Teaching difficult points How to use the new words and sentence structure.六Teaching methods a. Learning to the tape b. Group discussion and presentation c. Multi-functional teaching equipment七Teaching aids a blackboard, chalks, a projector and a computer.八Teaching procedures & ways Step1 .lead in Let the students have a brainstorm.(通过“头脑风暴”游戏检查学生对单词的掌握程度,并能调动起课堂气氛) Step2.Explainations of some important words and phrases.(通