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发表时间：2020-07-06

人教新课标高一英语必修二Unit 1 Cultural Relics教案。

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Unit1CulturalRelics
Teachinggoals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.
EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints教学重点
1).Thenewwordsandexpressions;
2).LearnsomedetailedinformationabouttheAmberRoom;
3).Trainthestudents’abilitytocooperatewithothers;
4).Trainthestudents’speakingability.
LearntodiscussandactouttheSs’opinionsaboutculturalrelics.
Teachingimportantpoints教学难点
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.
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
Thefirstculturalrelics;manygreatpeople;importanteventstakingplacethere)
T:Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.
Task2:Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?
Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
Step3Task3Speakingtaskonpage46
DebateDoyouthinkChinashouldsaveallofitsculturalrelics?
DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?
T:Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:
Whatisaculturalrelics?
(SscanfindtheanswerfromtheWarmingup.)
Step4Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Extendingquestions:Towhomdoculturalrelicsbelong?
Step5Languagepoints
1)survive
survive:vi.continuetoliveorexist.
vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth.
vt.Remainaliveaftersb.,liveorexistlongerthan
e.g:Manystrangecustomshavesurvivedfromearliertimes.
Herparentsdiedintheaccident,butshesurvived.
Fewbuildingssurvivedtheearthquake.
Themansurvivedhissisterbythreeyears.
2)(a)partof
Apartofthebookshavearrived.
Alegisapartofthebody.
HegavemebackonlypartofthemoneyIlenthim.
Partofthehousewasburntinthefire.
Partofthepassengerswereinjuredintheaccident.
*Partofit_________good.
*Partofthem_____________good.
3)something
通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。
Iwantsomethingtoeat.
Idin’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)remain
Afterthefire,verylittleremainedofmyhouse.
Muchworkremainedtobedone.
I’llremaintoseetheendofthegame.
Heremainedsilentafterclass.
Thedoorremainedclosed.
a.Therestofthebook___is______notveryinteresting.
b.Therestofthegroup___are_____intheclassroom.
5)therestof……的其余部分
6)imagine+n./doing/sbdoingsth/that-clause
Canyouimaginelifewithoutelectricity?
Icouldhardlyimaginelivinginthatkindofplace.
Ican’timaginehermarryinghim.
CanyouimaginehowworriedIwasthen?
IimaginethatIhavemetyousomewherebefore.
7)lookinto调查、了解、研究
1)Thepolicearelookingintoalltherecordsoftheman.
2)Helooksintoherfacewithgreatinterest.
3)I’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（P1L7）不可以用于被动语态，或进行时
Correctthemistakes
Thehousewasbelongedtoanoldlady.
ChinaisacountrythatisbelongingtotheThirdWorld.
Asawriter,hereallybelongsthe18thcentury.
Thismapisbelongingonthetable.
10)dowith
Ididn’tknowwhattodowiththeoldtree.
Thenewteacherdidn’tknowwhattodowiththeclass.
Whathaveyoudonewiththepapersforthemeeting?
Wehavenothingelsetoeat,youhavetodowithsomebread.
Icannotdowithloudnoise.
Whattodowiththeproblem?
Howtodealwiththeproblem?
Homework
1.Previewthereading
2.Dothecomprehendingexercises
3.WritedowntheMainideaofeachparagraph
4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
TheThirdPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
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.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.
Whatdoyouknowabouttheculturalrelic“theAmberRoom?
TshowstheSssomepicturesof“theAmberRoom”
Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?WhatdoesthetexttellabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:GermanyandRussia.
T:WhyisitcalledtheAmberRoom?(Itwasgiventhenamebecausealmostseventhousandtonsofamberwereusedtomakeit)
WhathappenedtotheAmberRoom?(TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbytheking)
Readthetextquickly,tryingtogetthemainideaeachparagraph.Discussinyourgroupoffour.
AskSstospeakouttheMainideaofeachparagraph:
1.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:Listentothetapeandfollowittoreadthetextandanswerthefollowingquestions:
1.WhatcouldtheKingofPrussianeverthinkofhispresenttotheRussian?
Hecouldneverthinkofhispresentwouldhavesuchastrangehistory.
2.WhywasthegiftgiventhenametheAmberRoom?
Becauseaboutseventhousandtonsofamberweremelttomakeit.
3.Whatshapecantheamberbemadeintowhenheated?Anyshape.
4.IstheAmberRoompureambermadewith?
No.It’salsomadewithgoldandjewels.
5.WastheAmberRoomspeciallymadetobeagift?No,itwasn’t.
6.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.
Step4Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.
Detailedinformation(Doex1
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(R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
Headdedthathewasverypleasedwithourwork.
Pleaseaddsomesugartothemilk.
Addthescoreup.
Hisbeingabsentaddedtoourdifficulty.
Themoneyhespentonedayaddeduptoabout0.
10.shewantedit是定语从句修饰theway,后面的关系代词可用that/inwhich/-
ShecookschickeninthewayIlike.
11.atwar处于战争状态，介词at可表示状态或动作。
atpeaceatbreakfast
atrestattable
atworkatschool
atthepianoatone’sbest
12.Thereisnodoubt=It’sclear=It’sbeyondargument
Thereisnodoubt后接名词时，需用介词about/of,
eg.Thereisnodoubtabout/ofhishonesty.
doubt也可作不及物动词，“怀疑，不信”,在肯定句中常接whether/if从句，在否定句中常接that从句
eg.Idoubtwhetherwecangetthefirstplaceinthecompetition.
Idon’tdoubtthathewilltellusthetruth.
Step3Homework
Inordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.
1.TranslatethesentencesonPage43intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.
2.FinishtheReadingTaskonPage44.
Recordafterteaching:
TheFifththPeriod
(LearningaboutLanguage)
Knowledge:
1.Learnsomenewwordsofthisunit.
2.Dosomeexercisesofthisunit.
Ability:
1.LearntowriteoutthewordsaccordingtotheirexplanationinEnglish.
2.Improvethestudents’abilityoftranslating.
Emotion:
Trainthestudents’abilitytocooperatewitheachother.
Teachingimportantpoints:
1.Learnthenewwords.
2.Trainthestudents’translatingskills.
Teachingdifficulties:
1.Learntochoosethecorrectwordsaccordingtothemeanings.
2.Howtoimprovethestudents’translatingskills.
Teachingprocedures:
Step1Revision.
Checkthehomeworkexercises.
Haveadictationofsomewordsandexpressionsofreadingpart.
Step2LearningaboutLanguage.
1.AsktheSstofindthewordthatmeanseachofthefollowing(Discoveringusefulwordsandexpressions.)fromthereadingpassage.
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheiranswersandgivethecorrectanswers.
2.T:Lookatthedictionaryentryforthephrasalverb“belongto”,andmatchthemeaningswiththesentencesintherightbox.
belongtophrv(T)
a.tobethepropertyof:Thatcoatbelongstome.
b.tobeapartof;beconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.
Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.
Step4Grammar:AttributiveClause
Task1:Ex.2(P4)
(1)Herearethefarmers.Theydiscoveredtheundergroundcitylastmonth.
Herearethefarmerswho/thatdiscoveredtheundergroundcitylastmonth.
(2)Xi’anisoneofthefewcitieswithwalls.Itswallsremainasgoodasbefore.
Xi’anisoneofthefewcitieswithwallswhosewalls/thewallsofwhich/ofwhich
thewallsremainasgoodasbefore
(3).ShanxiProvinceisaplacewithmanyculturalrelics.Itsrelicsarewelllookedafter.
ShanxiProvinceisaplacewithculturalrelicswhoserelicsarewelllookedafter.
(4).Thewomanrememberedtheday.ShesawNazisburyingsomethingnearherhome.
ThewomanrememberedthedaywhenshesawNazisburyingsomethingnearherhome.
(5).TheoldmansawsomeGermanstakingaparttheAmberRoomandmovingitaway.Youaretalkingtoanoldman.
Theoldman(who/whom/that)youaretalkingtosawsomeGermanstakingaparttheAmberRoomandmovingitaway.
Task2:Fillintheblanksusingwhich,as,when,who,whom,where,when,why,that.
(1)StPetersburgisaverybeautifulcity,________wasoncecalledLeningrad.
(2)InXi’an,Imetateacher,______hasastrongloveforculturalrelicsandtookmetovisitthehistorymuseum.
(3)Idon’trememberthesoldier,______toldmenottotellanyonewhatIhadseen.
(4)Mygrandfatherwasachildthen,_____peopledidn’tpaymuchattentiontoculturalrelicsintheolddays.
(5)Theymovedtheboxestoamine,_____theywantedtohidethem.
Task3:Practice.
(1)Whatsurprisedmewasnotwhathesaidbuttheway____________hesaidit.
(2)We’rejusttryingtoreachapoint______bothsideswillsitdowntogetherandtalk.(06山东）
(3)____isoftenthecase,wehaveworkedouttheproductionplan.
(4)Thisistheveryhouse_______helived
(5)Nextwinter,_____youwillspendinHarbin,I’msure,willbeanotherexcitingholiday.
(6)That’sthereason______hewaslate.
(7)Thepicturesbroughtthedaysbacktotheold______theyswamintheriver.
(8)Robertandhissongs_____werefamousintheU.S.arealsopopularinChina.
(9)Theyarealwayssmoking,_______ofcourse,willdoharmtotheirhealth.
(10)Thesituation______youusethewordsisveryclearinfact.
Correctthemistakes:
1.Thereasonwhyheexplainedatthemeetingsurprisedus.
2.Icanrememberthedayswhenwespenttogether.
3.Thewayinwhichyoutalkedaboutisveryimportantforus.
4.Putthebookinwhichyoucaniteasily.
Step5Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
.Thesixthperiod
Step1Revision
Dictation
1.Therewasnodoubtthatthehousebelongedtomygrandfather.
2.Wewilllookintothemattertomorrow,whentheownerwillbeback.
3.Iwon’tgothereifinvited.
4.I’mpleasedtohavebeenofanyhelptoyou.
5.Thegirlwashighlythoughtofforhergooddesign.
Step2Reading,listeningandwriting
Discussion:Whatmustajudgedoinatrial?
•Whatarethedifferencesbetweenafactandanopinion?
Step3ReadingP5
Task1:ListentothetapeandmakesurewhatthethreepeoplesayaboutthemissingAmberRoomandtrytofindwhoisgivingthemostfacts.
Task2:Readthepassageandfillintheforms.
NAMEJanHasekJOBaminer
PLACECzechRepubilcTIME1945;now
Whatheheard
Whathesaw/sees
Whathedid/does

Whathebelieves
NAMEAnnaPetrovJOBamaid
PLACEacastleinKonigsbergTIME1941-1945
Whatsheheard
Whatshesaw
Whatshedid
Whatshebelieves
NAMEHansBraunJOBasailor
PLACETheBalticSeaTIME1945
Whatheheard/
hears
Whathesaw
Whathedid
Whathebelieves
Step4Explanation
1.“疑问词+不定式”,构成不定式短语,在句中作主语,表语,宾语等成分.
(1)Wheredogotomorrowhasnotbeendecided.
(2)Hehastolearnhowtosende-mails.
(3)WillyoushowmehowtosurftheInternet?
(4)Perhapsthemostdifficultthingishowtosurvivewithoutfriends?
(5)Ijustwanttoknowwhentostart?
2.consider(1)考虑considersth/doingsth
Weareconsideringgoingabroad.
Haveyouconsideredhisdecision?
(2)认为consider+that-clauseconsider…as/(tobe)…
Theyallconsiderthatweshouldstartnow.
Heisconsideredas/(tobe)thebestplayer.
(3)considering鉴于,考虑到,就…而言
Shedidverywell,consideringhisage.
(注意:此处不可以改成considered)
3.ratherthan:而不是otherthan除了…
(1)Hewoulddieratherthangivein.
(2)Hepreferstostayathomeratherthangoouting.
(3)WhatIneednowismoneyratherthanadvice.
(4)OtherthanEngland,therearenootherplaceslikethis.
Step5Readingtask(P44-45)
Task1:Fastreading---mainidea.
WhydoesBigFengwanttosaveculturalrelics?
(BigFengandhisfriendsoffereachotherhelpwhoeverneedshelp.SoFengbelievesthathis
worktosaveculturalrelicsisawaytothankhisfriends.)
Task2:Carefulreading–details.
AnswerthequestionsonPage45.
Step6Discussion
Whatshouldwetoprotectourculturalrelics?
Step7Homework
DoaresearchaboutoneoftheculturalrelicsinChina.
TheSeventhPeriod
PeriodfourListening
Step1Revision
1.Youshouldpraisehim_____________(介词短语)scoldhim.
2.Afactisanythingthatcanbe________(动词).
3.Alotof________(evident)showthathehadstolenmanythingsfromthehouse.
4.Theanswer____thequestionisveryeasytofind.
__________(consider)hisyoungage,hedidagoodjob.
Step2Listening(P41)
Task1:Leading-in
(1)HaveyoueverheardofAswanDaminEgypt?Whatisitusedfor?
(2)DoyouknowthereisasimilarprojectbeingcarriedoutinChina?
Task2:Listenformainideaandsomekeypoints.
Task3:Listenfordetailedinformation.
1.WhywastheAswanDambuilt?Wasitsuccessful?
(ThedamwasbuilttostopfloodsontheNileRiver.Itwasbuilttogivepeoplemoreelectricity.)
2.Whatproblemswerethereduringthebuildingofthedam?
(Thewaterinthelakebehindthedamrose.53,000peoplehadtomoveandsometempleswereindanger.)
3.TheAswanDamisthelargestdamintheworld.
(1)True(2)False(3)It’snotmentionedonthetape.
4.WhydidAbuSimbelneedtobemoved?
(Thedamwouldputitunderwater.)
5.Whatproblemdidtheengineersneedtosolve?
(Theengineersneededtofindawaytomovetherelictosafety.)
6.AbuSimbelisthemostpopularplacefortouristswhovisitEgypt.
(1)True(2)False(3)Itisnotmentionedonthetape.
Step3ListeningTask
Task1:Leading-in
Asweknow,theAswanDamisoneoftheancientculturalrelicsmadebypeopleintheoldtimes.Nowtherearealsosomewell-designedbuildingsthatmaybecomeculturalrelicsinthefuture.Showsomepictures.
1.TheBankofChinaBuildinginHong
2.KongdesignedbyIMPei
Questions:Doyouwanttoknowthestoryofthedesigner?Now,let’slistentothetapeaboutIMPei,afamousarchitect
(ArchitectIMPeihasalottosmileabout.
TheBankofChinaBuildinginHongKong)
Task2:Listenandgetthemainideaandsomekeypoints.
Task3:ListenandfinishEx.2(P44).
1.IMPeistudiedat__________________,wherehesoonbecamea_______________.
2.In1951,hetravelledto_________toseeitsgreat_________forhimself.
3.Itwasdesignedtolooklikebotha__________Chineseand__________Westernhotel.
TrueorFalsequestions:
(1)IMPeidesignedalibraryforPresidentJohnFKennedy.()
(2)HedesignednewpartsoffamousaremuseumsinthecapitalcitiesoftheUSandEngland.()
(3)TwofamousChineseuniversitieshonoredhim.()
Task4:MakesomenotesaboutIMPei’slifeandfinishEx.1.(No.1nowwe’lllearnaletterfromaGermannewspaper.Thewritergiveshisopinionaboutwhatshouldbedonewithaculturalrelicthathasbeenfound.
Task2:Readtheletterandwriteashortreplytoit.Youmaychoosetoagreeordisagreeandgivereasons.
ModelA
DearJohann,
ImustsaythatIagreewithyou.Ifyoufind__________,itshouldbelongtoyoubecause____________________________.EvenifIlostsomething,Iwouldn’texpect______________.OnceIlosta________,Idecidednotto__________.Peopleneedtounderstandthat___________________.Yourletterhelpsmetorememberthatpeopleneedtobecarefulwith___________.Thentheywon’tneedtoworryabout____________.Soyousee,Johann,Igottwo
rewards:oneIcould_______________andoneIcould__________.
ModelB
DearJohann,
ImustsaythatIdon’tagreewithyou.Thoughyoufind_________.Itdoesn’tmeanitbelongsto,youshould__________________.I’msureyouwouldwantsomeoneto__________________.OnceIfoundabeautiful________.Iwantto_______.ThenIrememberedseeingonejustlikeitin__________.Iwenttothe________andfoundthe________towhomitbelonged.__________wasvery________togetitbackandgavemesomedeliciousapples.Soyousee,Johann,Igottworewards:oneIcouldeatandoneIcouldkeepinmyheart.
Step5Explanation
1.thinkhighly/much/wellof…=singhighpraisefor…
thinklittle/nothingof…
Theheadmasterthoughthighlyofmeformygoodperformance.
Thelittleboywaswellthoughtofbythem.
Hethoughtnothingofwalking40miles.走40英里,他不当回事.
2.besides(adv):what’smore
It’stoolate;besides,it’sstartingtorain.
Step6Homework
Writtenwork:Translation

延伸阅读

新课标高一必修1英语Unit1Friendship（全套教案）

老师在新授课程时，一般会准备教案课件，大家应该开始写教案课件了。对教案课件的工作进行一个详细的计划，可以更好完成工作任务！你们会写适合教案课件的范文吗？下面是小编为大家整理的“新课标高一必修1英语Unit1Friendship（全套教案）”，仅供您在工作和学习中参考。

新课标高一必修1英语Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目标：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知识目标：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目标:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目标：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目标：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.
Teachingsteps:
Periodone

Step1.Warm-up
1.SslistentoanEnglishsongAULDLANGSYNE.
2.Brainstorming:letSssaysomewordsaboutfriendship–honest,friendly,brave,humorous,funny,wise,kind,open-minded,responsible,helpful….
Step2.Talkaboutyouroldfriends
1.SstalkabouttheiroldfriendsinJuniorMiddleSchool,talkabouttheirappearance,personality,hobbies,etc.
2.Self-introduction
Step3.Makenewfriends
1.Ssgoaroundandasktheirnewfriendssomeinformationandfillinthefollowingform
NameAge/hobbies/favoritesports,books,…
2.Reporttotheclass:whowillprobablybeyourfriendwhy.
Step4.Doasurvey
Ssdothesurveyinthetext,P1
Sep5.Listeningandtalking
DoWbP41(Talking).WhileSslistentothematerial,askthemtotakenotesaboutthespeaker’sviewsofmakingfriends.
WhenSsmaketheirconversation,askthemtotrytousethefollowingexpressions.
Ithinkso./Idon’tthinkso.Iagree./Idon’tagree.
That’scorrect.Ofcoursenot.Exactly.I’mafraidnot.
Step6.Discussion
DivideSsfourinonegroupandeachgroupchooseatopictodiscuss.Therearefourtopics.
Topic1:Whydoyouneedfriends?Makealistofreasonswhyfriendsareimportanttoyou.
Topic2:Thereisasaying“tohaveagoodfriend,youneedtobeagoodfriend.”Whatdoyouthinkofthesayingandhowcanyoubeagoodfriend?
Topic3:Doesafriendalwayshavetobeaperson?Whatelsecanbeyourfriend?Why?
Topic4:Listsomequalitiesofapersonwhodoesnotmakefriendeasily.
Step7.Summary
1.AskSsthemselvestosummarizewhatisfriendshipandwhatisthemostimportantinmakingfriends.
2.Tshowsmoreinformationaboutfriendshipandapoemaboutfriendship.
Whatisfriendship?
Iwanttofindtheanswertothequestion
Whatisfriendship?
Whenitrains,Ithinkfriendshipisasmallumbrella.
Itcangivemeapieceofclearsky.
WhenI’mcrying,Ithinkfriendshipisawhitehandkerchief.
Itcanwipemytearsdry.
WhenIamsad,Ithinkfriendshipisawarmword.
Itcanbringmehappinessagain.
WhenIamintrouble,Ithinkfriendshipisastronghand.
Itcanhelpmeescapemytroubles.
WhenIsitinaquietplace,Ithinkfriendshipisaverywonderfulfeeling.
Itcan’tbepulledandtorn,becauseitisineveryone’sheart.
Itistherefromthebeginningtotheendofourlives.
3.TellSs:makenewfriendsandkeeptheold;oneissilverandtheotherisgold.
Step8.Evaluation
Ssfinishthefollowingevaluationform.Standard:A,B,C
Contents自评他评
1.I’mactiveintalkingwithothers.
2.I’mactiveincooperatingwithothers.
3.Icanexpressmyselffluently,accuratelyandappropriately.
4.Iknowmoreaboutfriendshipafterthislesson..
5.Doyouthinkyouneedtoimproveyourselfinsomeaspects?Whichaspects?
Homework:
1.Lookupthenewwordsandexpressionsinwarm-upandpre-readinginadictionary.
2.Writeashortpassageaboutyourbestfriend.

Periodtwo

Step1.Warmingup
Activity1:Supposeyouhavetostayindoorstohideyourselfforawholeyear.Youcannevergooutdoors,otherwiseyouwillbekilled.Youhavenotelephone,computer,orTvathome.
Howwouldyoufeel?
Whatwouldyoudo?
Fourstudentsagroupdiscusswitheachotherfor2minutes.
Activity2:PlayashortpartofthemoviesSchindler’sList
Step2.Predicting
Studentsreadthetitleofthepassageandobservethepicturesandtheoutlineofittoguess:
WhoisAnne’sbestfriend?
Whatwillhappeninthepassage?
Step3.Skimming
Studentsskimthepassagein2minutestogetthemainidea:
WhoisAnne’sbestfriend?
Whendidthestoryhappen?
Step4.Scanning
Studentsworkinpairstofindtheinformationrequiredbelow:
Anne
inWorldWarⅡ

Step5.Intensivereading
Studentsworkingroupoffourtodiscussthefollowingopenquestions:
1.Whydidthewindowsstayclosed?
2.HowdidAnnefeel?
3.WhatdoyouthinkofAnne?
4.Guessthemeaningsof“spellbound”,“holdmeentirelyintheirpower”fromthediscourse(语篇,上下文).
5.Whichsentencesattractyouinthepassage?
Step6.Activity
Fourstudentsagrouptodiscussthesituation:
Supposeyoufourhavetohideyourselvesfor3months.Duringthethreemonths,youwillbeofferedthebasicfood,waterandclothes.Yourgroupcantake5thingswithyou.
Whatwillyoutake?Why?
Howwillyouspendthe3months?
Howwillyoutreateachotherandmakefriends?
Step7.Assignment
Task1.SurftheinternettofindAnne’sDiaryandreadsomeofit.Printoutapieceofthediaryandwritedownyourfeelingsafterreadingitonthepage.Wewillsharethepiecesandyourfeelingswiththewholeclass.
Task2.Ex2.3onPage3

Periodthree

Step1.Warmingup
ChecktheSs’assignment:task2
Step2.Languagepoints:
1.add(v.)
1).Toputtogetherwithsomethingelsesoastoincreasethenumber,size,importance,etc.增加，添加
PleaseaddsomethingtowhatI’vesaid,John.
2).Tojoinnumbers,amount,etcsoastofindthetotal相加
Addupthesefiguresforme,please.
addtosomething:toincrease增加
Whathedidhasaddedtooutdifficulties.
addupto:toamountto加起来等于；总计
Thecostaddedupto100millionyuan.
2.cheatv.1).Toactinadishonestwayinordertowin欺骗；作弊
2).(of,outof)totakefrom(someone)inadishonestway骗取
Theycheatedtheoldwomanoutofhermoneybymakinghersignadocumentshedidn’tunderstand.
n.1).anactofcheating作弊行为
2).onewhocheats骗子
3.gothrough
1).Toexaminecarefully仔细阅读或研究
Iwentthroughthestudents’paperslastnight.
2).Toexperience经历，遭受或忍受
Youreallydon’tknowwhatwewentthroughwhileworkingonthisproject.
4.crazy(adj.)
1).mad,foolish疯狂的，愚蠢的
It’scrazytogooutinsuchhotweather.
2).wildlyexcited;veryinterested狂热的，着迷的
Sheiscrazyaboutdancing.
5.lonely(adj.)unhappybecauseofbeingaloneorwithoutfriends孤独的，寂寞的
Hehasbeenverylonelysincehiswifelefthim.
lonely/alone
alone
1).withoutorseparatedfromothers单独的
Shelivesalone.
2).only仅仅，只有。用于名词或代词之后。
Theglovesalonecost.
leave/letsb.orsth.alone:nottake,touchorinterferewithsborsth不带走，不触摸，不干涉某人或某事
Leavethatalone.It’smine.
Shehasaskedtobeleftalone.
6.beconcernedabout/for:beworriedabout担心
We’reallconcernedabouthersafety.
7.upset:
1).Adj.worried;sad;angry;notcalm不安，心烦意乱，生气
Heisupset.
2).V.causetoworry,tobesad,tobeangry,nottobecalm使不安，使生气
Hischeatingontheexamupsethisteacher.
8．welln.井adj.身体好adv.好Int.噢，
Georgewaswellandtrulydrunk.
Icouldn’tverywellsaynowhentherewasnooneelseshecouldask.
9.spellbind:toholdthecompleteattentionof吸引人，迷人，是入迷
Thechildrenwatchedspellboundasthemagiciantookrabbitsfromhishat.
Step3.Learningaboutlanguage
1.FinishEx.1,2and3.onPage4.
2.Directspeechandindirectspeech:SsdoEx.1and2onPage5.ThenlettheSsthemselvesdiscoverthestructures.
Step4.Practice
UsingstructuresonPage42:asktheSstouseindirectspeechtoretellthestory.
Step5.Assignment
FinishWb.Ex,1and2onpage41and42.

Periodfour

Step1.Revision
ChecktheSs’assignment.
Step2.Reading
Ssreadtheletteronpage6
Notes:
1.getalongwith
2.fallinlove
Step3.Listening
Ssshouldtakenoteswhiletheyarelistning.
1.firstlistening:Sslistenandanswerthequestionsofpart2onpage6.
2.secondlistening:Sslistenagainandfinishpart3onpage6.
Step4.Listening
SslistentoastoryaboutAnneandtrytofinishWb.Ex1and2onpage43andpage44.
Step5.Speaking
Ssworkingroupsoffour.Designaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.TheycanusethequizintheWarminguptohelpthem.
Step6.Assignment
1.Sspreparethereadingtaskonpage44.
2.Surftheinternetandfindsomematerialaboutfriendshipindifferentcountries.

Periodfive

Step1.Warmingup
Sssaysomethingaboutmakingfriendsandhowtomaintainfriendship.
Step2.Listening
Sslistentoashortpassageandfillintheblanksonpage41(listening).
Step3.Reading
1.firstreading:SsreadthepassageaboutfriendshipinHawaiiandfinishWb.Ex1.onpage45.
2.secondreading:Ssreadagainanddiscussthequestionsonpage45.
3.Sssharetheirmaterialaboutfriendshipindifferentcountriesingroups,andthenchoosesomegroupstoshowtheirsinclass.
Step4.Discussion
Whatdoyouandyourfriendsthinkiscool?
Sslookatthephotosonpage46andingroupsoffourtalkaboutwhetherwhattheyaredoingiscoolornot.
AskSstousethefollowingsentenceswhiletheytalk:
Ithinkthat…iscool/isn’tcoolbecause….
Ithinkso.
Idon’tthinkso.
Iagreewithyou.
Idon’tagreewithyou.
Step5.assignment
Sscollectsomeproverbsaboutfriendship.

Periodsix

Step1.Pre-writing
1.ReadaletterfromastudentcalledXiaodong.
2.Goovertheadviceonpage7andbereadyforwriting.
Step2.While-writing
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Step3.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Step4.Writingforfun
1.Ssreadthepassageonpage7bythemselves.
2.Sstrytowriteafewlinestodescribetheirbestfriendsorapersontheyknow.
3.ShowsomeSs’writingsinclass.
Step5.Assignment
DoWbwritingtaskonpage46.
Periodseven

Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage47.Itisveryimportanttoimprovetheirlearning.

新课标高一必修1英语教案Unit1Friendship

经验告诉我们，成功是留给有准备的人。教师要准备好教案，这是老师职责的一部分。教案可以让学生能够在课堂积极的参与互动，帮助教师能够井然有序的进行教学。写好一份优质的教案要怎么做呢？以下是小编为大家收集的“新课标高一必修1英语教案Unit1Friendship”欢迎阅读，希望您能够喜欢并分享！

新课标高一必修1英语教案
Unit1Friendship（全套教案）
TeachingplanUnitoneFriendship
Teachingaims:
1.能力目标：
a.Listening:getinformationandviewsfromthelisteningmaterial;
b.Speaking:expressone’sattitudeorviewsaboutfriendsandfriendshipinappropriatewords.
c.Reading:enabletheSstogetthemainidea
d.Writing:writesomeadviceaboutmakingfriendasaneditor
2.知识目标：
a.Talkaboutfriendsandfriendship;howtomakefriends;howtomaintainfriendship
b.Usethefollowingexpressions:
Ithinkso./Idon’tthinkso.
Iagree./Idon’tagree.
That’scorrect.
Ofcoursenot.
Exactly.
I’mafraidnot.
c.toenabletheSstocontroldirectspeechandindirectspeech
d.vocabulary:addpointupsetcalmconcerncarelessloosecheatreasonlistsharefeelingthoughtGermanseriesoutdoorscrazymoonlightpurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequizeditorcommunicatesituationhabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurposeinordertofacetofaceaccordingtogetalongwithfallinlovejoinin
3.情感目标:
a.ToaroseSs’interestinlearningEnglish;
b.ToencourageSstobeactiveintheactivitiesandmakeSstobeconfident;
c.Todeveloptheabilitytocooperatewithothers.
4.策略目标：
a.TodevelopSs’cognitivestrategy:takingnoteswhilelistening;
b.TodevelopSs’communicativestrategies.
5.文化目标：toenabletheSstogettoknowdifferentopinionsaboutmakingfriendsfromdifferentcountries.
Teachingsteps:
Periodone

Periodtwo

Periodthree

Periodfour

Periodfive

Periodsix

新课标高一必修1 英语教案Unit 4 Earthquakes (简案)

一名合格的教师要充分考虑学习的趣味性，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生们充分体会到学习的快乐，让高中教师能够快速的解决各种教学问题。优秀有创意的高中教案要怎样写呢？下面是由小编为大家整理的“新课标高一必修1 英语教案Unit 4 Earthquakes (简案)”，希望对您的工作和生活有所帮助。

Teachingplanforunit4Earthquakes

Teachingaimsanddemands:

1.Topic:
Basicknowledgeofearthquakes;howtoprotectoneselfandhelptheothersindisasters
2.Usefulwordsandexpressions:
shake,well(n.),rise,smelly,pond,pipe,burst,canal,steam,dirt,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,shelter,fresh,percent,speech,judge,honour,prepare;
rightaway,(be)atanend,digout,bringin,a(great)numberof
3.Functions:
Talkingaboutpastexperiences:
Iwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.
Sequence
4.Grammar:
Theattributiveclause(I)
由that,which,who,whose引导的定语从句
Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.
ItwasheardinBeijingwhichisonehundredkilometersaway.
Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.

Teachingprocedures:

Period1.

Step1.Warmingup
Ssdiscussandanswersomequestions:
1.Whichofthefollowingmaycausepeoplethegreatestdamage?
A.earthquakeB.typhoonC.floodD.drought
2.Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?
Step2.Pre-reading
Ssdiscussandanswer:
1.Doyouknowwhatwouldhappenbeforeanearthquake?
2.Whatcanwedotokeepourselvessafefromanearthquake?
3.DoyouknowanythingaboutTangshanEarthquakein1976?
Step3.Reading
1.Skimmingandfindtheanswerstothefollowingquestions:
a.Whathappened?
b.Whenandwheredidithappen?
2.Ssreadagainandfillinthefollowingform:
TimeWhathappened
BeforetheearthquakeWells:Animals:Lightsandsound:Waterpipes:
WhiletheearthquakeHouses,roadsandcanals:Hardhillsofrock:Thelargecity:Thepeople:
AftertheearthquakeHospitals,factoriesandbuildings:Theground:Dams:Railwaytracks:Animals:Wells:

3.Ssreadthewholepassageagainandgetthemainideasofeachpart:
Part1.Thenaturalsignsofacomingearthquake
Part2.Thedamageofthecityaftertheearthquake
Part3.Thehelptothesurvivors
Step4.Comprehending
SsfinishEx1and2onpage27.
Step5.Assignment
1.Surftheinternetandgetmoreinformationabouttheearthquake.
2.Retellthetext.

Period2.

Step1.Warmingup
1.Sssharemoreinformationabouttheearthquake.
2.AsksomeSstoretellthetextbyusingtheirownwords.
Step2.Languagepoints
1.lie–lay-lain(v.):tobe,remainorbekeptinacertainstate处于某种状态
Thevillagelayinruinsafterthewar.
Thesemachineshavelainidlesincethefactoryclosed.
2.inruins:severelydamagedordestroyed毁坏
anearthquakeleftthewholetowninruins.
Hiscareerisinruins.
3.number(n.):aquantityofpeopleorthings数目；数量
Thenumberofpeopleapplyinghasincreasedthisyear.
Wewerefifteeninnumber.
anumberof:alotof
Ihaveanumberofletterstowrite.
Alargenumberofpeoplehaveapplied.
4.injure(v.):tohurtoneself/sb./sth.physically受伤
Hefelloffthebicycleandinjuredhisarm.
5.reach(v.):toachieveorobtainsth.达成；达到；获得
You’llunderstanditwhenyoureachmyage.
Atlastwereachedadecision.
6.rescue(n.):anactofrescuingorbeingrescued搭救；解救
Arescueteamistryingtoreachthetrappedmines.
Rescue(v.):tosaveorsetfreefromharm,indanger,orloss解救；救出
Therescuedthemanfromdrowning.
7.trap(v.):inaplacefromwhichonewantstoescapebutcannot困住；陷于绝境
Theyweretrappedintheburninghotel.
8.all…not…=notall…:somebutnotall一些；但不是全部
Notallthegirlsleft.
=Onlysomeofthemleftearly.
Notallthechildrenarenoisy.
=Someofthechildrenarenotnoisy.
全部否定应用:noneof…
Noneofuswereallowedtogothere.
Noneofthesereportsisveryhelpful.
Step3.learningaboutlanguage
1.SsfinishEx1,2and3onpage27and28.
2.TeachercheckstheanswerandgivetheSssomehelpiftheyhavesomedifficulty.
Step4.assignment
1.FinishWb.Ex.1onpage63.
2.Sstrytoremembertheusefulwordsandexpressionsbyhearts.

Period3

Step1.Warmingup
Ssreadthepassageagainandtrytofindthesentenceswithattributiveclauses.
e.g.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
Step2.Attributiveclause
1.GiveSsmoresentencesandlettheSstofindthestructuresoftheattributiveclause.
2.Ssdosomeexercisesabouthowtousethat,which,whoorwhose.
3.SsfinishEx2onpage28.
Somematerialsaboutattributiveclause:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who,whom,that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
Ishethemanwho/thatwantstoseeyou?他就是你想见的人吗？（who/that在从句中作主语）
Heisthemanwhom/thatIsawyesterday.他就是我昨天见的那个人。（whom/that在从句中作宾语）
2）whose用来指人或物，（只用作定语,若指物，它还可以同ofwhich互换）。例如：
Theyrushedovertohelpthemanwhosecarhadbrokendown.那人车坏了，大家都跑过去帮忙。
Pleasepassmethebookwhose（ofwhich）coverisgreen.请递给我那本绿皮的书。
3）which,that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.
农村出现了前所未有的繁荣。（which/that在句中作宾语）
Thepackage（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散了。（which/that在句中作宾语）

Step3.Usingstructures
1.Ssreadthepassageonpage64.
2.Sstrytocompletethesentencesbyusingwho,whom,which,thatorwhose.
3.ChecktheanswerandexplainanyquestionsthattheSsmayask.
Step4.Assignment
1.Sslearnbyheartabouthowthestructuresoftheattributiveclause.
2.Ssdosomeexercisesabouttheattributiveclause.

Period4.(reading)

Step1.warmingup
AsktheSs:
DoyouknowanythingabouttheearthquakeinSanFrancisco?
Step2.Reading
1.SsreadingthepassageandfinishWb.Ex1onpage65.
2.Ssreadthefirstparagraphinthispassage.Thengobackandreadagainthefirstparagraphofthepassageonpage26.ComparethewaysbothwritersgiveyoudetailsabouttheearthquakesandfinishEx2onpage65.
3.Listentothetapeandreadthethirdparagraphwithfeeling.
Step3.listening
1.Sslistentothetapeandfinishtheexercise1onpage62.
2.Sslistentothetapeagainandthencompletethefollowingform:

Causeofearthquakes
MovingspeedofthePacificplate
In1906thePacificplatesuddenlyjumped
ThePacificplatepusheson
TheIndianplatepusheson
Waysofreducinglossesfromearthquakes

Period5.(listeningandspeaking)

Step1.pre-listening
SshaveadiscussabouttheearthquakeinSanFranciscoin1906andanswer:
1.Whathappenedtothecity?
2.What’stheresult?
Step2.listening
1.Ssreadthestatementofpart1,onpage30.
2.Sslistentothetapeandmaketheirchoice.
3.Sslistenagainandanswerthequestionsofpart2,onpage30.
Step3.talking
1.Ssreadtheshortpassageonpage62,andinpairsmakeupastorytoexplainhowanearthquakehappens.
2.Sharethestoriesinclass.
Step4.listeningtask
1.Sslistentothetapeandwritedownthethree“things”thatarementionedinthepassageonpage66.
2.Sslistenagainandgivemoredetailabouteachofthe“things”.
Myearthquakeplan
1stthingImustdo:
2ndthingImustdo:
3rdthingImustdo:
Anyotheradviceyouthinkuseful:
Ifyouareoutside,you:
Ifyouareinthelivingroom,you:
Ifyouareinthehousealone,you:

Step5.talkingtask
1.Ssinpairs,chooseeightthingsfromthelistonpage67toputintotheirpersonalearthquakebag.
2.nowjoinwithanotherpairanddiscussyourchoices.Makeanotherlistofitemsandputthemintothefollowinglist:
mypersonalearthquakebagwillcontain:
1).___________2).____________3)._______________4).____________
5)._____________6).____________7)._____________8)._____________

Period6.(writing)

Step1.Pre-writing
1.Ssreadtheletteronpage29.
2.Ssmakealistaboutthepointsthattheywanttowriteforthespeech.
Step2.writing
1.Sswritesomesentencesabouttheirspeech.
2.Sswriteaspeechbyusingthesentences.
3.Ssreadtheirwritingsbythemselvesandcorrectthemistakes.
4.Peerrevising.
5.Showsomegoodwritinginclass.
Step3.Practice
Ssfinishpart4onpage30.
Step4.writingtask
1.FourSsinonegrouphaveadiscuss.Theyaregoingtoprepareapostertobeputuparoundschoolsorhospitaltoexplaintopeoplewhattheyshouldcollectinapersonalearthquakebagandwhy.
2.Ssdesignhowmanypartstheywilldividetheposter.
3.Ssbegintowritetheirposter.
4.Ssingroupsshowtheirposterinclass.
Step5.Assignment
Ssingroupsfinishtheprojectonpage68.

Period7.

新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)

一名优秀的教师就要对每一课堂负责，作为教师就要在上课前做好适合自己的教案。教案可以让学生能够听懂教师所讲的内容，使教师有一个简单易懂的教学思路。那么，你知道教案要怎么写呢？下面是小编为大家整理的“新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)”，相信您能找到对自己有用的内容。

Unit4Earthquakes

PartOne:TeachingDesign(第一部分：教学设计)

Period1:Asamplelessonplanforreading
(ANIGHTTHEEARTHDIDN’TSLEEP)

Aims
Tolistenandtalkaboutnaturaldisasters
Toreadaboutearthquakes
Procedures
I.Warmingup
Warmingupbylooking
Goodmorningclass.Haveyoueverexperiencedanynaturaldisasters?Lookatthepictures,canyounameallthedisasters?

volcanofiresandstorm

typhoonhailstonethunderstorm

floodhurricaneearthquake
Haveyoueverexperiencedanearthquake?Canyoudescribehowterribleanearthquakeis?

(Theearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbecomeorphans.)
Warmingupbydiscussing
Now,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.(beautifulcities;broadroads;tallbuilding;largepopulation.)
Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?
Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?Canweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.
II.Pre-reading
1.Talkingandsharing
Whatarethesignsofanearthquake?(e.g.Cows,pigsanddogsbecometoonervoustooeat.Themicewillrunoutofthefieldslookingforplacestohide.Thewaterinthewellswillriseandfall.Wallsofthewellsinvillagewillhavedeepcracks.Therewillbebrightlightinthesky….)
2.Imagingandsharing
Imaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?
III.Reading
1.Listeningandfastreading
Nowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.
Pleaselistentothetextandgetthegeneralideaofthepassage.Youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten?(Thetextiswrittenintimeorder.Thegeneralideaisthemixtureofthefirstsentencesofeachparagraph,thatis,thetexttellsussomethingthathappenedbeforetheearthquake,duringtheearthquakeandaftertheearthquake.)
2.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copytheminyournotebookafterclassashomework.
CollocationsfromANIGHTTHEEARTHDIDN’TSLEEP
asmellygas,comeoutof,inthefarmyards,toonervoustoeat,runoutof,look
forplacetohide,waterpipes,thinklittleofsth.,asusual,itseemedthat,atan
end,onehundredkilometersaway,one-third,eightkilometerslong,thirtymeters
wide,cutacross,inruins,beinjury,thenumberof,reachmorethan400,000,
everywhere,everythingwasdestroyed,begone,blowaway,sth.benotsafefor,tensofthousandsof,givemilk,halfamillion,insteadof,beshocked,laterthatafternoon,
betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,
digout,thedead,tothenorthof,coalmines,builtshelters,freshwater
3.Readingaloudandtranslating
NextwearegoingtoreadaloudthetextandtranslateitintoChinese.
4.Readingandtransforminginformation
Readthetextagainandanswerthefollowingquestions.
1.Whatnaturalsignsofcomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Canyoudescribethedisastercausedbytheearthquake?
4.Whateventsandsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorshelped?
6.Couldanythingmorehavebeendonetohelpthesurvivors?Whyorwhynot?
Answers:1,3,4,5areeasytoanswer.
2.Maybeatthattimepeopledidn’thaveknowledgeofanearthquake.
6.Thestudentshavetheirownanswers.
4.Discussingwritingstyle
Asyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.
1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?(Awriter
whodidn’tseethequakeusesthethirdperson“they”whenhewrites.)
2.Whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened?(AlthoughthewriterwasnottherehefeltsadforthepeopleofTangShan.Heknowsthatgivingsomefeelingswillmakethereadingmoreinteresting.)
3.Whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?(Asusual,nightisthetimetosleep,andnightshouldbequietandsafe.Butthatnighteverythingchanged.Thewriteruseditasatitletoshowhowterribleandhowunusualthatnightis.)
5.Readingandunderstandingdifficultsentences.
Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.
IV.Closingdown
Closingdownbydoingexercises
NowpleasedothecomprehendingExercises1,2and3onpage27.
Closingdownbydiscussing
Bynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatChinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake?Lookatthegivensituationanddiscussinpairs.
(1)IfyouareOUTDOORS,…
(2)IfyouareinaHIGHBUILDING,…
(3)IfyouareDRIVING,…
(4)IfyouareHAVINGCLASS,…
(5)IfyouareinaCINEMA,…
Whatshouldyoudoduringtheearthquake?
Situation:
(1)howtorescuethosestilltrappedintheruins;
(2)howtotakecareofthesurvivors;
(3)howtorepairbuildingsthatsurvivedtheearthquake;
(4)whattodowiththebuildingsthatsurvivedtheearthquake;
(5)wheretofindpeopletohelpbuildanewcity;
(6)howtoteachchildrenaboutearthquakesafety;
(7)wheretoputinformationforsurvivorsandtheirfamilies;
(8)howtoplanforfurtherdisasters.

Period2:AsamplelessonplanforLearningaboutLanguage
(TheAttributiveClause:that,which,who,whose)
Aims
Tolearnabouttheusageofwho,which,thatandwhoseintheAttributiveClause
Todiscoverusefulwordsandexpressions
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthem.Ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.
II.Learningaboutlanguage
1.Readingandfinding
Turntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
2.DoingExercises2onpage28
Turntopage28anddoExercise2inpairs.
III.ReadyusedmaterialsforRelativePronouns:which,that,whowhomwhose
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandthe
attributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Here
aresomeimportantdifferences:
1．which/that:referringtothings,canbeusedasasubjectoranobjectinthe
attributiveclause;whentheyareusedasanobject,theycanbeomitted:
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectinthe
attributiveclause;whomcanbeusedasanobject:
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathsteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeinthe
attributiveclause:
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n,the
fifth+n,weusethatinsteadofwhich:
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinaNon-DefiningAttributiveClause:
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
IV.Closingdownbydoingaquiz
NowyouaregoingtotakeaquizonRelativePronouns.
Fillintheblanks,usingwhich,that,who,whom,whose.
(1)Theforce()causeseverythingtofalltowardsthegroundiscalledgravity.
(2)Afriend()helpsyouintimeofneedisafriendindeed.
(3)Doyouknowthegirl()parentsareteachersinourschool?
(4)Thewoman()IspoketojustnowismyEnglishteacher.
(5)Hesawahouse()windowswereallbroken.
(6)Everything()canbedonetodaymustn’tbedonetomorrow.
(7)Canyouthinkofanyone()couldlookafterhim?
(8)Thisisthebesthotel()Iknow.
(9)Theman()Isawtoldmetocomebacktoday.
(10)Those()wanttogototheGreatWallwritedownyournameshere.
(11)Hetalkedalotabouttheteachersandtheschools()hehadvisited.
(12)Theninthlesson()wearelearningisthemostdifficultinBookOne.
(13)MountBlanc(勃朗峰),()theyvisitedlastmonth,isthehighestmountaininEurope.
(14)Weknowalltheteacher()workinourschool.
(15)Thehousein()LuXunoncelivedisamuseumnow.
(16)Thehouse()LuXunoncelivedisamuseumnow.
(17)Thehouse()LuXunoncelivedinisamuseumnow.
(18)Youcantakeanyroom()youlike.
(19)Heshowedamachine()partsaretoosmalltobeseen.
(20)Thesportsmeetwasputoff,()wasexactlywhatwewanted.
Answerstotheexercises:(1)which/that(2)who/that(3)whose(4)whom/that/who(5)whose(6)that(7)that(8)that(9)that/whom/who(10)who(11)that(12)that(13)which(14)that(15)which(16)inwhich/where(17)which/that(18)that(19)whose(20)which

Period3:AsamplelessonplanforUsingLanguage
(AletterfromZhangSha)
Aims
Toreadandspeakabouttraveling
Towritealetterdescribingfeelingabouttraveling
Procedures
I.Warmingup
Warmingupbydiscussing
Haveyoueverwrittenaspeech?Whatisaspeech?Speechmeansanactofspeakingformallytoagroupoflisteners.Whatdoyouhavetoconsiderwhenyouarewritingaspeech?Pleasediscussitinpairs.(1.Whoistheaudience?2.Howcanweexpressourselvesclearly?)
Warmingupbyreading
Whatshouldyouincludeinyourspeechwhenyoutrytowriteone?Readtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeech,inwhichyoushouldfollowthepointsinexercise3onpage29.
II.Readingandunderlining
Readtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.Copytheminyournotebookafterclassashomework.
Collocationsfromtheletter
congratulations,bepleasedtodosth.,winthehighschoolspeakingcompetition,a
groupoffivejudges,allofwhom,agree,beproudof,openanewpark,honourthosewhodiedintheterribledisaster,wouldliketodo,haveyoudosth.,asyouknow,invitesb.
todosth.,onthatspecialday,atthebeginningof,thanksb,fordoingsth.,
honoursb.forsth.,beknownas,encouragesb.todosth.,behappytodosth.,
collectstamps,loseone’slife
III.Listening
Turnonyourbooksatpage30.We’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.
IV.Guidedwriting(SB.page31)
1.Makingaintroduction
Haveyoueverreadanewspaperstory?Nowturnonyourbookstopage31andlookatWriting.Readthebriefdescriptionabouthowtowriteanewspaperstory.Compareanewspaperstorytoashortstoryandanswerthefollowingquestions.
1)Whatshouldyouwritebeforewritinganewspaperstory?(outline)
2)Whatshouldanewspaperoutlinehave?(aheadline;alistofmainideas;alistofimportantdetails)
3)Whyaheadlineisneeded?(Itcantellthereaderswhatthetopicis;itcanalsoattractthereaders’attention)
4)Howcanyoufinishanewspaperstory?(First,youshouldwriteaheadline,thenorganizeyourmainideasintoparagraphs,andthenputsomedetailsintoeachparagraph.)
5)Haveyoufoundoutthedifferencebetweenanewspaperstoryandashortstory?
(Usuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstorydoesjusttheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Inagoodnewspaperstory,thepoint-of-viewisobjective(i.e.ithasnopoint-of-view)whileashortstoryissubjective(i.e.ithasapoint-of-view).Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.)
NowI’llshowyouanewspaperstorytofindouttheheadline,mainideaanddetailsofeachparagraph.
THEWASHINGTONPOST
SEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitWashingtonStatelastweek.Thequake,thebiggestin50years,causedbillionsofdollarsindamage.Butmiraculously,onlyonepersondiedandmorethan100peoplewereinjuredinthequake.
Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildings,schoolsandhomes.
Earthquakeexpertsaidtheeventillustrated(说明)thegrowinggapbetweenrichandpoornationsintheabilitytomitigate(减轻)naturaldisasters.Onlyahandfulofpeoplewereseriouslyinjuredhere,aslightnumbercomparedwiththedevastation(破坏)incountrieslikeTurkey,IndiaandElSalvador,wherequakeshaveburiedthousandsunderpoorlyconstructedbuildings.
2.Writing
NowpreparetheoutlineforashortnewspaperstoryforChinaDaily.Youcanusetheexampleinexercise1tohelpyouorganizeyouroutline.
3.Underling
ReadtheoutlineandthenewspaperstoryinWritingandunderlinealltheusefulexpressionsorcollocationsinthem.Copythemtoyournotebookafterclassashomework.
CollocationsfromWriting
alistof,putsomedetailsintoeachparagraph,ateamof,raisemoney,thousandsof,
plantodosth.,inearlyJune,hopetodosth.,beinterestedtodosth.
IV.ClosingDown
Closingdownbysummary
Wehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollowingquestions.
(1)Haveyoueverexperiencedanearthquake?
(2)CanyoudescribeanearthquakeinEnglish?
(3)Whatdoyouknowaboutthecauseofanearthquake?
(4)Whatnewinformationaboutearthquakeshaveyoulearnednow?
(5)Whatwordsandexpressionscanyouusetodescribeanearthquake?
Closingdownbyfindinginformation
Gotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutnaturaldisasters.
PartTwo:TeachingResources(第二部分：教学资源)
Section1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEP
I.Typeofwritingandsummaryofthemainidea
TypeofwritingThisisapieceofdescriptivewriting
MainideaofthepassageThearticledescribesthecause,thecourseandthe
resultofTangShanearthquakein1976.It
showsustheterribleimageofearthquake.Atthe
sametimeithitsusthatwemustrealizethat
wecandosomethingtominimizethedamage
causedbyearthquake.
Topicsentenceof1stparagraphStrangethingswerehappeninginthecountrysidein
northeastHebei.
Topicsentenceof2ndparagraphEverythingbegantoshakeanditseemedthatthe
worldwasatanend.
Topicsentenceof3rdparagraphEverywheretheylookednearlyeverythingwas
destroyed.
Topicsentenceof4thparagraphAllhopewasnotlost.
II.Atextstructureanalysis
Readthetext“ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.
Time/orderWhathappenedResult
threedaysbeforetheearthquake

atabout3:00amSaw:cracks
waterinthewells---roseandfell,
animals---toonervous,hide
fishjumpedoutofbowls&ponds
brightlightinthesky
waterpipes---crackedandburst
heard:soundofplanes
smelt:smellygasinthecracksofthewellsPeoplethoughtlittleofthe
eventsandwenttobed
asusual

at3:42am

felt:everythingshook
one-thirdnationfeltit
heardinBeijing100kilometersaway
ahugecrackcutacrosshouses,
roads…
saw:steamburstfromholesintheground
hardhillsofrock-riversofdirt
citylayinruins

4400,000people
killed/injured
75

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