新人教版必修二Unit1-Cultural-Relics教学设计.docx

Unit1CulturalRelicsTeachinggoals教学目标1) .Abilitygoals能力目标a.LearnsomedetailedinformationabouttheAmberRoom.b.Improvethestudents,readingability.c.Trainthestudents,abilitytograspkeyinformationwhilelistening.d.Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.2) .Learningabilitygoals学能目标HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.3)EmOtion:情感目标Trainthestudents'abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints教学重点1) ).Thenewwordsandexpressions;2) .LearnsomedetailedinformationabouttheAmberRoom;3) .Trainthestudents,abilitytocooperatewithothers;.Trainthestudents,speakingability.1.earntodiscussandactouttheSs,opinionsaboutculturalrelics.Teachingimportantpoints教学难点1)Words:ton,stone,heat,design,fancy,stylejewel,king,reception,light,mirror,wonder;2)Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;3) .Sentencepatterns:(1) Thereisnodoubtthat(2) ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.4) .Improvethestudents,readingability.Trainthestudents'abilitytograspkeyinformationwhilelistening.Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.Teachingmethods教学方法1) .Watchsomevideosabouttheculturalrelics,(individuals)2) .Haveadiscussion,(groupwork)3) .Writeanarticleaboutthediscussion,(individuals)Teachingaids教学设备Acomputer,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式Thefirst&secondperiod(Vocabulary9WarmingupandPre-reading)Teachinggoals:1. Targetlanguage2. Cultural,survive,remain,state,rare,dynasty,vase,belongto3. 1.earningabilitygoalsHelpthestudentsIeamhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.TeachingdifTicultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.(cooperativelearning)Thefirst&secondperiodTeachingprocedures:Step1NewwordsteachingStep2Warming-upT:Whentalkingaboutculturalrelics,whatcomestoyourmind?SkTheGreatWall.52: ThePyramidsinEgypt.53: .T:Welldone.TeacheraskstheSstolookatthethreegroupsofpicturesanddiscussthesequestions.1. Doyouknowtheseplaces?2. Ifyouknow,whatdoyouknowabouttheplaces?3. Whichonewouldyouliketovisit?Why?1: Asisknowntoall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofwhichareworldfamous.Nowlookatthepicturesandguesswhatheritagetheyare.Alltheseareculturalrelics.Doyouknowanyotherculturalrelicsintheworld?TshowstheSssomeculturalrelicsabroad.Task1:asktheSstomakeadialoguebysaying.Imagineyouhaveachancetotraveltheseplaces.Whichplacewouldyouliketogo?Why?Whenareyoustartingoff?Howareyougettingthere?Howlongareyoustaying?Pleasemakeadialoguewithyourpartners.Thenstudentsanswerthefollowingquestions:Whatisyourfavoritecity?Why?Whatmakesacitygreatandfamous?(alonghistory;culturalrelics;manygreatpeople;importanteventstakingplacethere)TiUnfbrtunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Task2:Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenllasksomeSstotellmeyouranswers.Step3Task3Speakingtaskonpage46DebateDoyouthinkChinashouldsaveallofitsculturalrelics?DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?T:Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:Whatisaculturalrelics?(SscanfindtheanswerfromtheWarmingup.)Step4Pre-readingT:OK,class,doyouthinktheseculturalrelicsarebeautiful?Ss:Yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?51: Tryourbesttofindit.52: ProtecttheothersinorderthattheywillnotlostT:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.Extendingquestions:Towhomdoculturalrelicsbelong?Step5Languagepoints1) survivesurvive:vi.continuetoliveorexist.vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth.vt.Remainaliveaftersb.,liveorexistlongerthane.g:Manystrangecustomshavesurvivedfromearliertimes.Herparentsdiedintheaccident,butshesurvived.Fewbuildingssurvivedtheearthquake.Themansurvivedhissisterbythreeyears.2) (a)partofApartofthebookshavearrived.Alegisapartofthebody.HegavemebackonlypartofthemoneyIlenthim.Partofthehousewasburntinthefire.Partofthepassengerswereinjuredintheaccident.*Partofitgood.*Partofthemgood.3) something通常用于肯定句，而在疑问句、否认句、if/weather从句中用anything。1wantsomethingtoeat.Idon,thaveanythingtoday.Isthereanythingwrongwiththisstove?*Wouldyoulikesomethingtoeat?但当说话者心中的肯定意识较强时，或实际上表示请求建议时，一般不用anything而用something.4) remainAfterthefire,verylittleremainedofmyhouse.Muchworkremainedtobedone.llremaintoseetheendofthegame.Heremainedsilentafterclass.Thedoorremainedclosed.a. Therestofthebookisnotveryinteresting.b. Therestofthegroupareintheclassroom.5)therestof的其余局部6)imagine+n./doing/sb.doingsth./that-clauseCanyouimagineIifewithoutelectricity?1couldhardlyimagineIiVinginthatkindofplace.1can,timaginehnrmarryinghim.Canyouimaginehowworried1wasthen?1 imaginethatIhavemetyousomewherebefore.7)lookinto调查、了解、研究1) Thepolicearelookingintoalltherecordsoftheman.2) Helooksintoherfacewithgreatinterest.3) lllookintothematterassoonaspossible.Justhavealittlepatience.8)insist+n/that.(should)do/that.insistondoingsth.a. Heinsistedthatthemoney(return)tohimatonce.b. Heinsistedthathe(notsteal)themoney.c. Iinsistedonhis(go)thererightaway.9)belongto属于(PlL7)不可以用于被动语态，或进行时CorrectthemistakesThehousewasbelongedtoanoldlady.ChinaisacountrythatisbelongingtotheThirdWorld.Asawriter,hereallybelongsthe18thcentury.Thismapisbelongingonthetable.10)dowith1didn'tknowwhattodowiththeoldtree.Thenewteacherdidn,tknowwhattodowiththeclass.Whathaveyoudonewiththepapersforthemeeting?Wehavenothingelsetoeat,youhavetodowithsomebread.1 cannotdowithloudnoise.Whattodowiththeproblem?Howtodealwiththeproblem?Homework!.Previewthereading2 .Dothecomprehendingexercises3 .WritedowntheMainideaofeachparagraph4 .AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.Recordafterteaching:TheThirdPeriod(Readingandcomprehending)Knowledge:1.earnsomenewphrasesandsomenewsentencepatterns.1. Ability:2. 1.earnsomedetailedinformationabouttheAmberRoom.3. Improvethestudents,readingability.4. Trainthestudents,abilitytograspkeyinformationwhilelistening.5. Trainthestudents,speakingability.Emotion:1. Trainthestudents,abilitytocooperatewithothers.2. EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints:1. .Thenewwordsandexpressions;2. 1.earnsomedetailedinformationabouttheAmberRoom;3. Trainthestudents,abilitytocooperatewithothers;4. Trainthestudents*speakingability.Teachingdifficultpoints:1. Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;2. Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;3. Sentencepatterns:(1) Thereisnodoubtthat(2) ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.4. Improvethestudents,readingability.5. Trainthestudents'abilitytograspkeyinformationwhilelistening.1. Teachingmethods:2. 1.isteningtothetape.3. 1.earningandpracticing.Teachingprocedures:Step1Greetingsandlead-inT:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.Studentsgivetheiranswers.T:Verygood.Todaywe,regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages12;doyouknowwhatitiscalled?Ss:TheAmberRoom.T:Yes,It'scalledtheAmberRoom.Whatdoyouknowabouttheculturalrelic4theAmberRoom”?TshowstheSssomepicturesof4theAmberRoom”Step2Fastreading:T:DoyouwanttoknowmoreabouttheAmberRoom?WhatdoesthetexttellabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:GermanyandRussia.T:WhyisitcalledtheAmberRoom7(Itwasgiventhenamebecausealmostseventhousandtonsofamberwereusedtomakeit)WhathappenedtotheAmberRoom7(TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbytheking)Readthetextquickly,tryingtogetthemainideaeachparagraph.Discussinyourgroupoffour.AskSstospeakouttheMainideaofeachparagraph:!.TheAmberRoomhasastrangehistoryandsomethingaboutitsdesignandbuilding.2 .ThehistoryoftheAmberRoomanditsfunctionsinRussia.3 .CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburganditbecameoneofthegreatwonders.4 .TheNaziGermanarmystoletheAmberRoomin1941.Afterthatwhatreallyhappenedtoitremainsamystery.5 .TheRussiansandGermanshavebuiltaNewAmberRoomatthesummerpalace,followingtheoldphotos.PairworkTorFquestions:1. TheAmberRoomwasnoteasytomake.2. CatherineIIdidn,tlikeeverythingabouttheAmberRoomwhenshefirstsawit.3. TheAmberRoomwastakentoKonigsbergandhiddentherein1941.4. TheRussiansdidn,tcareabouttheAmberRoom.5. TheRussiansdon,tthinktheAmberRoomwilleverbefound.Step3Carefulreading:1.istentothetapeandfollowittoreadthetextandanswerthefollowingquestions:1 .WhatcouldtheKingofPrussianeverthinkofhispresenttotheRussian?Hecouldneverthinkofhispresentwouldhavesuchastrangehistory.2. WhywasthegiftgiventhenametheAmberRoom?Becauseaboutseventhousandtonsofamberweremelttomakeit.3. Whatshapecantheamberbemadeintowhenheated?Anyshape.4. IstheAmberRoompureambermadewith?No.It,salsomadewithgoldandjewels.5. WastheAmberRoomspeciallymadetobeagift?No,itwasn't6. WhatwastheAmberRoommadefor?ForthepalaceofFrederickI.7. WhatdidtheCzargivetheKingofPrussiainreturn?55ofhisbestsoldiers.8. WherewastheAmberRoomfirstplaced?IntheCzar,swinterpalaceinStPetersburg.9. WhatdidCatherineIIdototheAmberRoom?Shehadherartistsaddmoredetailstoitsdesign.10. IstheAmberRoomstillinRussia?No,itisn,t.11. Whereisitnow?Nooneknows.Itremainsamystery.12. WhathappenedtotheAmberRoom?ItwasstolenbytheNazisandismissingnow.13. WhendidtheAmberRoomdisappear?DuringtheSecondWorldWar.14. WhatweresavedfromtheAmberRoom?Thefurnitureandsmallartobjects.Step4ComprehendingAfterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.Detailedinformation(Doex1&2onpage2&3)1. ThekingofPrussiawhogavetheAmberRoomasagifttoRussiawas.A.FrederickIB.FrederickWilliamIC.PetertheGreatD.CatherineII2. ThekingofPrussiagavetheAmberRoomtoRussiabecause.A.hewantedtomarryCatherineILB.hewaskind.C.heneededbettersoldiersD.hewantedtomakefriends3. TheAmberRoomwasstolenby.A.RussiansoldiersB.GermansoldiersC.PeopleinKonigsbergD.PeopleinStPetersburg4. In1941,thecityofKonigsbergwasin.A.GermanyB.RussiaC.SwedenD.France5. TheRussiansdidn,thidetheAmberRoombecause.A.theywereatwarB.thecouldn,tfindaplaceC.theGermansoldiersarrivedtoosoonD.notraincouldtakeitawayStep5Post-readingDiscussthefollowingtopicingroups,thenshowyouropinions:DoyouthinkitismeaningfultorebuildthenewAmberRoom?Why?Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.Step6Homework1. Readthetextseveraltimesandtrytofindoutthephrasesandkeypoints2. DoexercisesonPage3&4.3. Doexercise1onPage42(Ss,Book)Recordafterteaching:TheFourthPeriod(Textanalysesandlanguagepoints)Knowledge:!.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;2. Sentencepatterns:(1) In1770,theroomwascompletedtheway(that)shewantedit(2) ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.1. Ability:2. 1.earntheusageofsomedifficultwordsandexpressions.3. Trainthestudents,abilitytoremovethedifficultieswhilereading.Emotion:1 .Trainthestudents,abilitytocooperatewithothers.2 .KnowwhathappenedtotheAmberRoom3 .KnowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroomTeachingimportantpoints:1. Trainthestudents,abilitytoreaddifferentEnglishnames.2. Trainthestudents'abilitytocooperatewithothers.Teachingdifficulties:1. Theexplanationofsomedifficultwordsandexpressions.2. Trainthestudents,abilitytoremovethedifficultieswhilereading.Teachingprocedures:Step1RevisionT:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:BuiltinPrussiaFrederickWilliam1-SentittoPetertheGreat(Russian)-winterpalaceCzar-CatherineIIMoveoutsideStPetersburgThewarbetween(R&G)NaziGermanSecretlystoleSenttoKonigsberg(G)mystery-NowRebuiltStep2LearningaboutthelanguagepointsDifficultsentences:1 .Althoughitfeelsashardasstone,iteasilymeltswhen(itis)heated.Feelheremeans:togiveorproducethestatedsensation(给人以某种感觉)2 .ThedesignfortheroomwasOfthefancyStyIePOLUlarinthosedays.(在句中做表语)(定语后置)3 .ThereisnodoubtthatIheboxesVVereihenDUtOnairainforkcm如berg,atthattimeaGermancityontheBalticSea.(同位语从句)AskStoCheckupthephrasesyouhavefoundinthereadingtextwithyourpartner.1.anguagepoints:1 .情态动诃+havedone表示对过去发生的事情的推测、批评、反悔等意。如：Youshouldhavetoldhimaboutityesterday,couldhavedone可能做过；本来可以做（却未做）might have done may have done would have done或许做过；本来或许会做或许做过本来要做却未做）musthavedone肯定已做过表推测）needn,thavedone本来没必要做（却已做）should（n,t）havedone本来（不）应该做（却做了）ought(n,t)tohavedone2 .whenheated是WhenitiSheated的省略形式。状语从句中，假设其主语和主句的主语一致，同时谓语动词含有系动词be,或itis/was结构，可省去该从句的主语和系动词be,留下其余局部。3.once为附属连词，意为"一旦"OnCeyoUseeit,you,lllikeit.4. bemadeinto被制成由制成(能看出原材料)由制成(看不出原材料)由组成/构成产于，生产于(某地/某时)5. “be+of+名词(词组)。表示主语的某种形状、特性或特征。e.g.mpleasedtohavebeenofhelptoyou.Alloftheboysintheclassareofthesameage.6. fancyvt.想象,推测,假想fancy+that-one,sdoingsth./sb.tobe.sb.as/sth./doingsth.1) Don'tfancythatyoucansucceedwithouthardwork.2) Ican'tfancyhisdoingsuchathing.3) 1fanciedhimtobedead.4) Hefancieshimselfasagoodwriter.5) Doyoufancyaglassofcoffee?6) Idon,tfancywalkingintherain.7. inreturn(for):回报,作为报酬Whatcanwedofortheminreturnforallthehelptheyhavegivenus?1 gavehimsomebooksinreturnforhisassistance.inturn轮流地,依次；反过来taketurns轮流地byturns轮流地,时而.时而.8. serveas担任，充当Heservedasawaiterthere.Whenyousleepintheopen,oldnewspaperscanserveasablanket.9. add.to把加进里去Headdedthathewasverypleasedwithou