高一英语教案：《Cultural corner》教学设计。

一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更好地进入课堂环境中来，帮助高中教师提高自己的教学质量。所以你在写高中教案时要注意些什么呢？下面是小编为大家整理的“高一英语教案：《Cultural corner》教学设计”，希望能对您有所帮助，请收藏。

高一英语教案：《Cultural corn

MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0

教学目标及达成

Getsstotalk

abouttheadvantages

anddisadvantages

GettheSsto

learnsomewords&phrases.

Trytograspthenew

wordsandtheirusages.

教学重点

Makesurethe

studentscancommunicate

withpersons.

教学难点.

Howtoguidethe

studentstoperform

agooddebate.

教学方法(教具)

Read,

teach,explain

教学过程

备课

札记

教师活动

学生活动

Step1.Leading-inandIntroduction

Step2.Wordstudyandwarmingup

Direction:Thewayofactivating

thestudentstolistthenew

thingsabouttelecommunications

istodividethestudentsinto

twogroupsandchooseastudent

fromeachgroupwritedownthe

wordshis/hergroupmembers

mentionontheblackboardin

theformofcompetition.Themore,

thebetter.Andthewordsmust

becorrect.

Motivatethestudentstodoa

surveyabouttheuseofmobile

phonesaftersomewarming-up

activities.Thentextmessages

becomethetopic.

Direction:Encouragethe

studentstochoosefiveclassmates

totalkto,andtheycanstand

upandtalkaroundaslongas

theycanfinishthesurvey.And

thentheyshoulddrawaconclusion

aboutthemainuseofmobile

phones.Accordingtotheirsurvey,

askthemhowtowritetextmessages,

andthenleadinthepassageonpage59.

Readingcomprehensionwiththehelpof

somequestionsonthestudents’page.

Questionsarelistedasfollows:

Direction:Guidethestudentstoworkin

groupstosolvetheproblemstogether.

Moreexamplestoshowtothestudents

aboutthespecialwaysoftextmessages.

Thentellthestudentsthereisanother

wayofcommunication---abbreviation

withmoreexamples.Students’showtime

–toshowtheirowntextmessagewith

thewaysofshorteningthewordswith

emoticons,shorthand,andabbreviation

afterreading.

Step3.Extension

Encouragethestudentstofindout

whethertheChinesemobilephone

sersusethissimilarwayoftext

messagesornot,andlistsome

examplesintheformofdiscussion.

Encouragethestudentstodiscussin

groupsabouttheadvantagesand

disadvantagesofusingthiskindof

waytocommunicatewithothers.

Direction:Studentsdiscussina

group,buttheshypersonshould

bethereportertoreportthegroup’s

opinioninpublic.Encouragethe

studentstodebate,andguidethe

studentstorealizethatthebest

waytokeepusuptodateisto

studyandreadbooks.

Direction:Explaintherulesof

debatefirst,thenencouragethemto

statetheirownopinions.

Step4.Homework:Writeaorganized

argumentcomposition.

Step5.板书设计

Para1:Putforwardthetopicofthe

composition;Para2:Somethink……

Para3:However,othersthink/disagree…

Para4:Yourpointofview……

导学后记

相关阅读

Module 1 Cultural Corner教案

一位优秀的教师不打无准备之仗，会提前做好准备，教师要准备好教案，这是教师的任务之一。教案可以让学生们能够在上课时充分理解所教内容，帮助教师有计划有步骤有质量的完成教学任务。你知道怎么写具体的教案内容吗？经过搜索和整理，小编为大家呈现“Module 1 Cultural Corner教案”，仅供参考，欢迎大家阅读。

总课时数22科目高一英语
必修3使用时间.
主备人使用人
课题名称Module1CulturalCorner

Teachingcontentsandteachingaims:
TeachingGoals:
1.TogetSstolearnmoreabouttheEuropeancountries.
2.TogetSstoknowsomethingabouttheEuropeanUnion.
3.Traintheskimmingskillandimprovetheabilityofreadingcomprehension.
PartOne:Culturalcorneronpage9
1.Fastreading
AskSstoreadthepassagequicklyandthenanswerthefollowingquestions.
Q1.WhatistheEuropeanUnion?

Q2.Howdiditstart?

Q3.Howmanycountriesbelongtoitnow?
2.Intensivereading
AskSstoreadthepassagecarefullyandfillinthetable
Totalcountrynumbers.
Beginningtime
Namesoffirstmembers.
Namesofnewcountriesin2000
Namesofnewcountriesby2004
Population

SomecountrynamesinChinese
Belgium比利时Luxembourg卢森堡theNetherlands荷兰Denmark丹麦Finland芬兰TheCzechRepublic捷克Estonia爱沙尼亚Hungary匈牙利Latvia拉脱维亚Lithuania立陶宛TheSlovakRepublic拉脱维亚Slovenia斯洛文尼亚Cyprus塞浦路斯Malta马耳他
PartTwo.Page69ReadingExercises
I.Fastreading
Readquicklyandmatchtheheadingswiththeparagraphs
①ancientcapitalparagraphA

②capitalofromanceparagraphB
③entertainmentcapitalparagraphC

④capitaloffootballparagraphD
II.Carefulreading
Readcarefullyandchoosethebestanswer:
1.Thesurveywasmadeby_______
A,seniorhighstudentsB.atravelcompanyC.youngpeople
2.Veniceissituated________
A.inthecentreofItalyB.onthecoastC.onanisland
3.TouristsareattractedtoVenicebecauseit____________
A.isabigportB.wasthebirthplaceofMarcoPolo
C.isdifferentfromanywhereelse
4.TheReinaSofiais______
A.apaintingbyPicassoB.anartgalleryC.amuseum
5.TheWestEndis_________
A.afamoustheatreB.apopularmusicalC.apartofLondon
6.TheColosseumwasbuilt______
A.bytheRomansB.byMichelangloC.duringtheRenaissance
III.WorkingroupsandthinkofaChinesecityforeachoftheheadings.
HeadingsaChinesecityinyouropinion
①ancientcapital___________________________________

②capitalofromance____________________________________
③entertainmentcapital___________________________________

④capitaloffootball___________________________________

⑤businesscapital____________________________________

人教版高一（下）英语教案Unit7 Cultural Relics

人教版高一（下）英语教案Unit7CulturalRelics
ACityofHeroes

一、教材分析
（一）教材内容分析
本单元话题——文物古迹（Culturalrelics）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Reading通过对俄罗斯著名城市——圣•彼得堡有关史实的介绍，以“ACityofHeroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。
（二）教学重点、难点
1.FunctionalItems：Waysofgivingadviceormakingsuggestions.
2.Topic：Talkingaboutculturalrelics,includingwaysofprotectingthem.
3.Word-formation：“re+V.”（eg.rebuild,replaced,recreate）.
4.Keywordsandexpressions：select,represent,inhistory,bekeptas,givein(up),inruins,
inpieces,bring…backtolife,etc
5.Structure(Grammar)：ThePassiveVoice(I)—ThePresentPerfectPassiveVoice
6.Writing：Writealettertotheeditoronacertainculturalsite,suggestingwaysof
protectingtheculturalrelics.

总之，本单元通过语法、功能项目与新话题的有机结合，充分体现《新课程标准》“以学生为本，以学生的发展为本”之要求。
二、教学目标
（一）语言知识目标
本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。
（二）语言技能目标
通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。三、教学原则
（一）以任务型教学(Task-basedLanguageTeaching)作为课堂教学设计之理念，具体采用情景教学法（SituationalApproach），交际教学法（CommunicativeApproach），整体语言教学法（WholeLanguageTeaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。
（二）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
（四）贯彻“教中学，学中用”策略，真正使学生学以致用。
四、教学总体设计
（一）创设情景，营造氛围，体现语言教学的真实性
语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕３P（Presentation—Practice—Production）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。
（二）采用“任务型”教学，培养学生综合运用英语能力
本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。
（三）面向全体学生，关注学生的全面发展
经常性地开展pairwork、groupwork、classperformance，培养学生的团体合作精神。
（三）情感目标
1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。
2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。
3）培养学生具有良好的文明习惯，具有文物保护意识。
（四）教学策略
1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。
4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。
（五）学习策略
1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。
2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。
3）注意学习方法，及时提问并注意倾听他人意见。
4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人看法、提出独到的见解等。
（六）文化意识
1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。
２）培养学生良好的社会公德意识，树立文物保护意识。

六、单元教学设计（课时计划及操作步骤）
依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD、投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：

(1)Tohelpthestudentsknowsomethingaboutculturalrelics.
(2)Totalkaboutwaystoprotectculturalrelics
(3)Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.
TeachingDesign
A.Lead-in
Asisknowntousall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofthemareworld-famous.
Haveyouheardoftheworldheritagelist?
Qs:
Howmanypropertiesareonthelist?(730upto29June,2000)
HowmanyChinesesitesareincluded?(28)
Canyounamesomefamiliarones?Andtrytotalkaboutsomefamiliaronesinourhometown,Jiangsu.
BWarming-up
Lookatthethreepicturesonthebook,thesethreesitesareallontheworldheritagelist.
Talkaboutthemseparatelyandanswerthefollowingquestions
(1)Wherearethethreesites?
(2)Whatcanyouseeinthesepictures?
(3)Whichonewouldyouliketoseemostandwanttotravelthereifachanceisgiven?Andwhy?
Thesethreeculturalsitesarecalledculturalrelicsandweshoulddoourbesttoprotectthem.
Step1Warming-up
1.Questions:
1)Whatareculturalrelics?
TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland
2)Whatdotheyhaveincommon?
Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyare
veryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,defence,magic/superstition).Nowpeoplefromallovertheworldgotovisittheseplaces.
3)WhatdoesthephraseCulturalrelicsmean?
relic:somethingthathassurvivedthepassageoftime,especiallyanobjectoracustomwhoseoriginalculturehasdisappeared;somethingcherishedforitsageorhistoric
interest.
4)DoyouknowanyotherculturalrelicsinChinaorintheworld?
2.Someinformationabout:
1)ThePyramidsinEgypt
2)TheGreatWallinChins
3)StonehengeinEngland
Whentheywerebuilt
Whattheywerebuiltfor
StonehengeisacircleoflargestandingstoneslocatednearSalisbury,inWiltshire,England.Peoplebegantobuildthesiteabout3,100BC.Itisnotclearwhobuiltit.
Focus:reading
Teachinggoals:
1.Totraintheabilityofskimmingandscanning.
2.Todevelopthestudents’abilityandskillsofguessingwordsandreadingcomprehension.
3.Tohelpthestudentsgetintoagoodhabitofreading.
Teachingaids:arecorder,amulti-mediacomputer,etc.
Teachingprocedures:
Step1:warmingup
1.Greetings
2.Commentonthestudents’reportabouttheculturecapsule.
3.Gooverthewaysofgivingadviceormakingsuggestions.
Step2.Pre-reading
T:Throughouttheworld,therearemanywell-knowncities,andquiteafewofthemareparticularlygreat.Someofthecitiesarewellreceivedbythepeople,andsomeothershaveinoraroundthemanumberoffamousculturalrelics.Nowlet’shaveafreediscussionaboutthefollowingquestions:
1.Somecities,likeParisandBeijing,arecalledgreatcitiesoftheworld.Inyouropinion,whatmakesacitygreat?
2.Whatareyourfavoritecities?
3.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?
Step3Reading
Task1.Fastreading.
T:Readthepassagequickly,andfindoutwhereyouhavetheproblemunderstandingthewholestory.Discusstheproblemsinpairsfirstandingroupslater.Dealwithsomecommonproblemsinclass.FinishoffthefollowingQs.
1.What’sthenameofthecity?Whichriverflowsthroughthecenterofit?Whobuiltit?
2.Whyisitcalledacityofheroes?
3.Trueorfalsequestions:
T:ThistimeI’llplaythetapeforyou.Pleaselistentothetapewhilelookingatthesentencesonthescreen,makingadecisionaboutwhetherthefollowingstatementsaretrueorfalse.
1)ThecityofStPetersburgwasbuiltandrebuiltbypetertheGreat.
2)Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
3)TheGermansattackedSt.Petersburgahundredsago.
4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
5)TheGermansdestroyedaportraitofthegreat.
6)Itwasdifficultforpeopletorebuildtheoldpalaces.
7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.
8)StPetersburgwillneverbeasbeautifulasitwasbefore.
4.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
T:Nowpleasecompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Task2.Intensivereading
Readingthepassagecarefullyandanswerthefollowingquestions.
1.Whywasthecityimportantinthepast?
2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?
3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?
4.WhatdidpeopledobeforetheGermanscame?Why?
5.Whatdidpeopleusetohelpthemrebuildthecity?
SkimmingAsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Questions：①Wheredopeopleusuallybuildacity?Why?
②Whatwerethepalaceslike?
③WhatwerethepalacesusedforaftertheCzarsruleoverthecityended?
④WhatdidtheGermansdoastheyleftthecity?
⑤WasiteasyforthepeopleofStPetersburghtorebuildthecity?Andwhy?
⑥Whatdidthepeopledotobringthecitybacktolife?
5.ReadingaloudPlaythetapeandasktheSstoreadalonginaloudvoice.
StepfourPost-reading
1.AsktheSstodiscussthefollowingquestionsingroups:
①WhydopeoplethinkStPetersburghisagreatcity?
②Whywasitsodifficultforpeopletorebuildtheoldpalaces?
③Whatdidpeopleusetohelpthemrebuildthecity?
④WhyarethepeopleofStPetersburghheroes?
Step4.Interview
AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburghandfinallyinvitesomepairstoactouttheirinterviewinthefront.
R--reporterC--citizenofStPetersburgh
R:Goodmorning,ImfromShaoxingDaily.MayIaskyouseveralquestions?
C:Sure.
R:Whenwasyourcitybuiltandandwhobuiltthecity?
C:……
StepsixDebate
Dividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic).
DiscussionWiththefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?
StepsevenSummaryandhomework
1.SummarizethepassageandasktheSstoretellthestory.
2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.

Period4LanguagePoints
Focus:LanguagePoints
Step1.warmingup
1.Greetings
2.Checkthehomework,givingsomeexplanationifnecessary.
Step2.Lead-in
Askthestudentstofindoutthesentencesfromthepassagethattheythinkmostbeautifulorsoundsweetest.
Step3.Reading
1.Askthestudentstoreadonpage124andfinishthefollowingexercisesshownonthescreen.
①Theword,whichhassimilarmeaningto“finish”,is___.
②___meanstogoorrunquickly.
③Theword____meanstosave.
④A_______isaplacewherepeopleworshipthegod
⑤To____largeareasmeansthatwatercoverslargeareas.
⑥Ifsomethingisneeded,itis_____.
⑦Whenyouareseriouslyill,yourlifecouldbe________.
2.Askthestudentstofindoutthemainideaofeachparagraph.
Paragraph1.thebuildofthecity.
Paragraph2.thedeclineofthecity.
Pragraph3.therebuildofthecity.
Paragraph4.thepresentofsituationofthecity.
Step4.Furtherdiscussion
Asweknow,theBritishandtheFrenchcoalitiondestroyedthewinterpalacein1806.Herewehavetwotopicstodiscuss:
1.DoyouthinkitispossibletoforChinesepeopletorebuildit?
2.Doyouthinkitisnecessarytorebuildit?Howcanpeoplerebuildit?
Step5.Explainsomenewwords.
1.Words
underattack:beingsurroundedandassaultedbyenemies’militaryaction
rebuild:buildagain
replace:toputbackinaformerpositionorplace
represent:tostandfor,symbolize
recreate:createsomethingpastagain
restore:tobringbacktotheoriginalcondition
inruins:beingdestroyedcompletely
inpieces:brokenanddamaged
revolution:tooverthrowofonegovernmentanditsreplacementwithanother
portrait:alikenessofaperson,especiallyoneshowingtheface
destroy:toruincompletely;spoil;todoawaywith;putontheendto
2.Practice:
Thecityisbuiltinthe_____oftheNevaRiver___thoughitscenter.AftertheRussian_____,thepalacestherewere_____asmuseum.Thecitywas________forthreemonthsduringtheSecondWorldWar,butpeopletheredidn’t_________.TheGermans_____thebuildingsandeverywhereyoucouldseepaintingsand_______in_______andthewholecitywas_________.Afterthewar,Russianpeoplebeganto___thecity.Theywantedto____thecity_____tolife.Now,many______pieceshavebeen___,oldportraitshavebeen____,andthecityhasbeen___.Dreamscan_______.
Step6.Homework
1.Retellthestoryinyourownwords.
2.Findmoreinformationaboutpeterthegreat.

高三英语教案：《Unit 1 cultural relics》教学设计

一名优秀的教师在教学时都会提前最好准备，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生们有一个良好的课堂环境，帮助高中教师更好的完成实现教学目标。你知道怎么写具体的高中教案内容吗？小编收集并整理了“高三英语教案：《Unit 1 cultural relics》教学设计”，大家不妨来参考。希望您能喜欢！

Unit 1 cultural relics

重点单词：survive, design, fancy, doubt, worth,

识记单词：rare, valuable, vase, dynasty, amaze, select, honey, design, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, former, local, painting, castle, trial, evidence, explode, entrance, sailor, sink, debate

重点短语：in search of, belong to, in return, take apart, think highly of

一 重点单词

Survive

Is it enough to have survived for a long time? (P1)

(1)vi. 继续生存或存在

No plants / animals can survive without water.

没有植物 / 动物离开水可以生存下来的。

(2)vt. 幸免于难

He survived the battle / air crash / earthquake / explosion / shipwreck.

他从战场上 / 空难中 / 地震中 / 爆炸中 / 船只失事中幸存下来。

(3)vt. 比(某人)长寿

She survived her husband for twenty years.

她比她丈夫多活了20年。

Survivor 生存者,幸存者

Survival 生存，幸存 Survival chance 生存机会，生还机会

Survive on 靠…活下来；靠…生存

练习：After the traffic accident， no one ______except a few people who were badly injured．

A． survive B． survived C． was survived D． was surviving

?Design

vt. 设计；计划；构思

n. 设计；图案

The design of the room was in the fancy style popular in those days. (P1)

【扩展】

in design 在设计上

by design ≈ on purpose 故意地

be designed for 打算做…用

be designed to do 目的是…

Design sb. to be 打算让某人从事某职业

The film is designed for the young. 这部电影是专门为年轻人拍摄的。

The dress is very good in design. 这条裙子设计的很好。

练习The lab building__________(由…设计) a famous architect last month.

?fancy

The design of the room was in the fancy style popular in those days. (P1)

adj. 不寻常的; 精致的

v. 想; 以为; 想像

n. 想象力; 渴望, 喜爱

[例句]

1).That’s a very fancy pair of shoes! 那是一双非常别致的鞋!

2). I fancy (that) it's going to rain today. 我看今天要下雨

[重点用法]

fancy that…以为是……

fancy (sb’s) doing…想像（某人）做某事

fancy oneself 自负；自命不凡

fancy sb. to be / as 想象/认为某人会成为……

be full of fancies 异想天开; 充满幻想

have a fancy for 爱好; 爱上; 入迷

?doubt

There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. (P2)

(1)doubt用作动词

1)doubt＋名词、代词或从句

I doubt his word． 我怀疑他的话。

They doubted him before． 他们以前曾经怀疑过他。

I don’t doubt that he can finish the task on time． 我相信他能按时完成任务。

2)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。

I doubt whether we can get the first place in the competition．

I don’t doubt that he will tell us the truth．

(2)doubt用作名词

1)doubt用在否定句中，后面接that引导的同位语从句。常见的同位语从句有There is no doubt that．．．和sb． has/have no doubt that．．．

I have no doubt that he will succeed． 我相信他会成功的。

There is no doubt that they will agree with you on this matter．

毫无疑问，他们在这件事上会同意你的意见的。

2)doubt用在肯定句中，后面接whether引导的同位语从句。注意不可以用if替换whether。

He had his doubts whether they would give him another chance．

他不能肯定他们是否会再给他一次机会。

There is some doubt whether their football team will win the match．

他们的足球队会不会赢得这场比赛还不能肯定。

※ There is no doubt 后接名词时，需用介词 about / of。

There is no doubt about / of his honesty．

There is no doubt that we can finish our task ahead of time．

【拓展】

in doubt about．．．表示“对……怀疑；拿不定主意”。

no/without/beyond doubt “无疑地；必定；当然”，常放在句首作状语。

make no doubt of．．．“对……毫不怀疑”

【辨析】

doubt:1)consider unlikely(以为…不可能)?

2)feel uncertain or undecided about(感觉不可能或不坚决果断地)

She said she would help me with my work, but I doubt whether she was in earnest.

suspect:1)believe not to be true or probable(认为不真实或不可能)?

2)believe to be guilty(认为…有罪)?

3)have doubts about or distrust(怀疑或不信任).

The police suspected him of stealing the money.

They suspected his words because he had lied before.

?Worth

It is worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? (P2)

Adj. “值……的，有……的价值的” 在句中一般作表语，有时也可用作定语

a place worth seeing（值得一看的地方）

a dictionary worth （一本值50美元的词典）

【常见结构】

…be worth + n. 值得…

The book is worth the price.这本书值这个价。

…be worth doing… 值得做…

The book is (well) worth reading.这本书很值得一读。

【扩展】

Worthy adj. 值得的；有价值的；配得上的，相称的；

…be a worthy + n. He is a worthy successor.他是一个当之无愧的接班人

…be worthy of being done The book is worthy of being read.这本书值得一读

… be worthy to be done The book is worthy to be read. 这本书值得一读

二 识记单词

1.Amazing adj. 令人吃惊的

Amazement n. 惊奇

In amazement 惊奇地

Be amazed at 对…大为惊讶

To one’s amazement 令人惊奇的是

2.Select vt. 挑选 选择

select强调在广泛的范围内进行“精选或淘汰”，侧重以客观为标准进行选择。

Which place in the world would you select as your perfect home?

choose普通用词，侧重根据个人意愿和判断从众多的对象中进行选择，着重选者的优点。

We choose her a nice birthday present.

elect指按照一定的规章或法律，用投票等方式进行的认真慎重的选择。

If he loses his appeal, the ANC will elect a new youth league leader.

pick口语用词，强调“从个人角度在众多之中进行挑选”，有时含有“任意选择”

It took her two hours to pick a dress that suited her.

3. Decorate v. 装饰, 装修

Decorate sth with…

Sth be decorated with…

How are you going to decorate your apartment?

Their classroom is decorated with portraits of scientists.

4. Remove vt. 移动, 搬开

Remove和move都有”移动”的意思,表示”迁居”时可互换

Remove: 强调放弃原来的位置而达到新的位置,此外还可表达”脱掉,消除”

Move: 强调姿态和位置的改变,并不表示”清除掉”

He removed the picture and put it in the drawer.

He is going to move his furniture.

5. Former adj. 从前的,以前的 反义词: latter

The former option favors the young.

This latter point is of great importance.

6. Explode vi. 爆炸 (多与with和into连用)

The bomb exploded.

The boss exploded with anger when he saw the sales report.

三 重点短语

1.in search of 寻找

in search of = in one's/the search for=to look for 为了寻找, 追求, 搜寻

Mark went in search of water. (=Mark went to search for water.)

马克出去找水了。

表“寻找”的词：seek for, hunt for, find, trace

search sb. 搜身

You have no right to search me. If you insist, you'll violate the law.

你没权搜我的身, 如果你偏要这样, 你将触犯法律。

search sb. / sth. for…为找到……而搜查某人 / 某物 / 某地方

The policemen searched the woods for the escaped prisoner.

(＝The policemen searched for the escaped prisoner in the woods.)

警察搜查树林寻找逃犯。

search into 调查, 研究

search out 搜(查)出, 探出

search through把……仔细搜寻一遍

练习He ____all his pockets but failed to find money.

A. searched B. searched for

C. was in search of D. looked for

2.belong to属于

belong to为不及物动词词组, 不可用于被动语态。

Belong to可以引申为以：“是……中的一员; 是…中一部分；应该在某处”

【拓展】belong 1) vi.应被放置在，应处在（某处），适合在某处，不与to连用，后面通常跟副词和其他介词短语

I don’t really feel I belong here. 我感觉我并不适合在这个地方

2）不用于进行时态和被动语态。To 为介词，其后接代词、名词类短语及从句，表示所归属的对象

3）belongings n.财产，所有物；行李

She lost all her belongings in the earthquake. 她在地震中失去了所有的财产

练习As is known to us all, China is a developing country________ the third world.

A. belonging B. belonged C. belonging to D. belonged to

3.in return

In return， the Czar sent him a troop of his best soldier.(P2)

in return 作为回报，作为回馈

In return, we drove John back home． 为报答约翰，我们开车把他送回家。

in return of 作为……的回报

I bought him a drink in return of his help．

作为给他的回报，我给他买了一瓶饮料。

【拓展】 in praise of 称赞…… in favor of 赞成

in honor of 为向……表示敬意，为了纪念……

make return for 报答……

many happy returns福寿无疆, 长命百岁

without return 无利润

练习1． He has given me so much help that I really want to do some for him _________．

A． in turnB． by returnC． in returnD． in answer

2． He helps me with English， and I help him with Chinese ________．

A． for returnB． as returnC． in returnD． to return

4.take apart

The old man saw some Germans taking apart the Amber room and removing it. (P9)

My computer doesn't work, and my son is to take it apart and give it a check.

我的电脑出问题了, 我的儿子把它拆开进行检查。

fall apart 土崩瓦解

tell A and B apart 分辨, 区分(=tell A from B)

apart from 除……外 (既可代替besides又可代替except)

joking apart 说正经儿的

5.think highly of

≈have a good opinion of 看重, 器重, 高度评价

They think highly of your work abilities.

他们对你的工作能力评价很高。

What do you think of sb. / sth.?你认为某人 / 某物怎么样？

think much / well of 对……评价良好(=think highly of)

think nothing of 对……无所谓, 不把……当回事

think badly / poorly / little / ill of 对……评价不高

speak highly of 高度赞扬

speak well / ill of 说…好/坏话

高一年级英语必修2Module3 Cultural Corner 导学案

经验告诉我们，成功是留给有准备的人。教师要准备好教案，这是教师的任务之一。教案可以让学生能够在课堂积极的参与互动，帮助教师缓解教学的压力，提高教学质量。你知道如何去写好一份优秀的教案呢？小编特地为大家精心收集和整理了“高一年级英语必修2Module3 Cultural Corner 导学案”，仅供参考，希望能为您提供参考！

高一年级英语必修2Module3CulturalCorner导学案

学习目标：
1．通过使用各种媒体手段及图书资料了解叶小刚
2.阅读有关叶小刚的文章，了解著名音乐人并学会读并记录信息
3．根据所学内容，用自己的语言介绍叶小刚（retelling）
重点难点：
1.Readthepassageandmakeanoteoftheinformation
2.Learntousetheimportantphrases
课前热身：
1.展示课前查到的有关叶小刚的信息
学习探究：
1.Readthepassageandmakeanoteoftheinformation
Name
Sex
Nationality
Job
Mainachievements
Styleofmusic
2.Carefulreading:notemaking
MakenotesaboutYeXiaogang
In1955:_____________________Whenhewasfouryearsold:______________________________
From1978till1983:_______________________________________________________________________
Aftergraduation:__________________________________________________________________________
In1985:_________________________________________________________________________________
In1986:_________________________________________________________________________________
InNovember1996_________________________________________________________________________
Since1993_______________________________________________________________________________
展示提炼：
Languagepoints：
1.JosephHaydnwasanAustriancomposerandisknownas“thefathersymphony.”
译:_________________________________________________________________
复习beknownas/for和beknownto
beknownas/for=befamousas/for()
J.KRowling以哈利波特这本书而出名
译:_________________________________________________________________
beknownto（）
青岛为世人所熟知
译:_________________________________________________________________
2.Heshowedmusicalabilityatanearlyageandbeganstudyingpianowhenhewasfouryearsold.
译:_________________________________________________________________
showmusicalability=showmusicaltalent表现出音乐才能
很多音乐人在他们年轻的时候就展现出音乐方面的才能
译：_______________________________________________________________
3.Aftergraduation,heworkedthereasalecturer.
workas相当于actas,“从事…工作”
Beforemakingasuccessofhiswriting,heworkedasataxidriver,anewspaperseller,aminerandarailwayman.
译：________________________________________________________________
Andrew,你周末能否充当摄影师，我们的摄影师休假了
译：________________________________________________________________
达标检测：
ElizabethBlackwellwasborninEnglandin1821,andshewenttoNewYorkCityandsettleddowntherewhenshewastenyearsold.Onedayshedecidedthatshewantedtobecomeadoctor.Thatwasnearlyimpossibleforawomaninthemiddleofthenineteenthcentury.Afterwritingmanylettersseekingadmission(允许进入)tomedicalschools,shewasfinallyacceptedbyadoctorinPhiladelphia.Shewassodeterminedthatshetaughtschoolandgavemusiclessonstomakemoneyforhereducation.
In1849,aftergraduationfrommedicalschool,shedecidedtofurtherhereducationinParis.Shewantedtobeasurgeon,butaseriouseyediseasemadehergiveuptheidea.
UponreturningtotheUnitedStates,shefounditdifficulttostartherownpracticebecauseshewasawoman.By1857Elizabethandhersister,alsoadoctor,alongwithanotherwomandoctor,managedtoopenanewhospital,thefirstforwomenandchildren.Besidesbeingthefirstwomanphysicianandherownhospital,shealsosetupthefirstmedicalschoolforwomen.
1.Whycouldn’tElizabethBlackwellrealizeherdreamofbecomingasurgeon?
A.Shecouldn’tbeaccepted.
B.ShedecidedtofurtherhereducationinParis.
C.Aseriouseyeillnessstoppedher.
D.ItwasdifficultforhertostartapracticeintheUnitedStates.
2.WhatalmostdestroyedElizabeth’schanceforbecomingadoctor?
A.Shewasawoman.
B.Shewrotetoomanyletters.
C.Shecouldn’tgraduatefrommedicalschool.
D.Shecouldn’tsetupherhospital.
3.Howmanyyearspassedbetweenhergraduationfrommedicalschoolandtheopeningofherhospital?
A.8.B.10.C.19.D.36.
4.Allofthefollowingare“first”inthelifeofElizabethBlackwell,except
A.shebecamethefirstwomanphysician
B.shewasthefirstwomansurgeon
C.sheandseveralotherwomensetupthefirsthospitalforwomenandchildren
D.shesetupthefirstmedicalschoolforwomen
分层作业：
1.ExercisebookP29完成句子
2.ExercisebookP29单项填空