人教版高一（下）英语教案Unit7 Cultural Relics。
俗话说，磨刀不误砍柴工。教师要准备好教案为之后的教学做准备。教案可以让学生能够听懂教师所讲的内容，帮助教师更好的完成实现教学目标。怎么才能让教案写的更加全面呢？下面是由小编为大家整理的“人教版高一（下）英语教案Unit7 Cultural Relics”，但愿对您的学习工作带来帮助。
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.
精选阅读
高一英语必背词汇：Cultural relics教案
一名优秀的教师就要对每一课堂负责，作为高中教师就要好好准备好一份教案课件。教案可以让学生能够听懂教师所讲的内容，帮助高中教师能够更轻松的上课教学。您知道高中教案应该要怎么下笔吗？经过搜索和整理，小编为大家呈现“高一英语必背词汇：Cultural relics教案”，供大家参考，希望能帮助到有需要的朋友。
高一英语必背词汇：Culturalrelics
cultural文化的
relic遗物;遗迹;纪念物
rare稀罕的;稀有的;贵重的
valuable贵重的;有价值的
survive幸免;幸存;生还
vase花瓶;瓶
dynasty朝代;王朝
dragon龙
ambern.琥珀;琥珀色
insearchof寻找
amazevt.使吃惊;惊讶
amazing令人吃惊的
select挑选;选择
honey蜜;蜂蜜
designn.设计;图案;构思vt.设计;计划;构思
fancyadj.奇异的;异样的vt.想象;设想;爱好
style风格;风度;类型
decorate装饰;装修
jewel珠宝;宝石
artist艺术家
belongvi.属于;为...的一员
belongto属于
inreturn作为报答;回报
troop群;组;军队
reception接待;招待会;接收
atwar处于交战状态
remove移动;搬开
lessthan少于
wooden木制的
doubtn.怀疑;疑惑vt.怀疑;不信
mystery神秘;神秘的事物
former以前的;从前的
worthprep.值得的;相称于…的价值n.价值;作用adj.[古]值钱的
rebuild重建
local本地的;当地的
apart分离地;分别地
takeapart拆开
painting绘画;画
castle城堡
trial审判;审讯;试验
eyewitness目击者;证人
evidence根据;证据
explode爆炸
entrance入口
sailor水手;海员;船员
sinkvi.下沉;沉下
maid少女;女仆
Berlin柏林(德国首都)
thinkhighlyof看重;器重
informal非正式的
debaten.v.争论，辩论。
英语必修一Unit1 Cultural Relics 教案
Unit1CulturalRelics
Warmingup
Teachinggoals
1.Targetlanguage
a.Importantwordsandphrases
culture,state,rare,vase,belongto,insearchof,gift,ton,stone,melt,once,heat,design,fancy,style,jewel,king,artist,inreturn,reception,light,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapart
b.Importantsentencestyle
Inreturn,theCzargavetheKingofPrussia55ofhisbestsoldiers.P2
Thiswasatimewhenthetwocountrieswereatwar.P2
Therewasnodoubtthattheboxeswerethenputonatrainfor…..P2
Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2
IthinkhighlyofthosewhoaresearchingfortheAmberRoom.
2.Abilitygoals
EnablethestudentstotalkaboutthestoryofAmberRoom.
3.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingdifficultpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem
Teachingmethods
Groupdiscussion
Teachingaids
Arecorder,acomputer
Teachingprocedures
Step1warmingup
Showsomepicturesofsomewell-knownculturalrelicsbothathomeandabroad.
Whatisaculturalrelic?
Aculturalrelicissomethingthatsurvivedforalongtime,oftenapartofsomethingoldthathasremainedwhentherestofithasbeendestroyed;ittellspeopleaboutthepast.
AskSssaysomethingaboutthefamousculturalrelicsinChinaandintheworld.
Step2discussion
Arealltheculturalrelicsbeingwellprotected?
Canyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?(TheGreatWall;ThepyramidsinEgypt;AngkorWat……..)
(Theshownpictures:①TheGreatWall,②TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;③TheMausoleumoftheFirstQinEmpeorandtheTerracottaWarriors)
Whyaresomeculturalrelicsinbadcondition?Whathappenedtothem?
Whydoweneedtoprotectculturalrelics?
Howcanweprotectculturalrelics?
Step3groupwork
1.Whydoweneedtoprotectculturalrelics?
Ifweareprotectingourculturalrelics,weare
protectingourhistoryandknowledgesothatpeopleinthefuturewillknowandenjoyit.
Wearealsohelpingourselvesandourchildrentobetterunderstandwhoweareandwherewecomefrom.
Thatiswhywearetryingsohardtoprotectourculturalrelics.
2.Howdoweprotectculturalrelics?
keepinmindthatweshouldtreatourculturalrelicsgently.
Ifotherpeoplearedamagingsomeculturalrelics,weshouldstopthemfromdoingso.
Wecanaskourgovernmenttosparemoremoneyontheprotectionofculturalrelics.
3．Ifyoufindaculturalrelic,whatwillyoudowithit?
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.
Homework
1.previewreading
2.作业本Unit1,part1(class2)
常规训练unit1part2.Ex1,2(class12)
Reflection
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
人教新课标高一英语必修二Unit 1 Cultural Relics教案
一名优秀的教师就要对每一课堂负责，作为教师就要根据教学内容制定合适的教案。教案可以让学生能够听懂教师所讲的内容，帮助教师能够更轻松的上课教学。您知道教案应该要怎么下笔吗？小编特地为大家精心收集和整理了“人教新课标高一英语必修二Unit 1 Cultural Relics教案”，欢迎您阅读和收藏，并分享给身边的朋友！
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
