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高二英语Cultural relics教案

高二英语Cultural relics教案

分类:高二英语教案   更新:2013/1/25   来源:网友提供

高二英语Cultural relics教案

ulti-functionalteachingequipmentTeachingaidsArecorder,aprojector,andsomeslidesTeachingprocedures&waysSteponeAskthestudentstocheckthenewwordsandexp
ulti-functional teaching equipment

Teaching aids

 A recorder, a projector, and some slides

Teaching procedures & ways

Step one

Ask the students to check the new words and expressions of this unit with each other in this unit.

\Step two warming up

The warming-up exercises raises the students’ awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know.

 T: Now, class, look at the title of this unit. Tell me what the topic is this unit.

 S: Cultural relics

 T: Do you know what cultural relics are?

   (Students’ answers)

T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.

They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.

Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)

Part three Pre-reading

1. Leading-in

T: Ok, class, do you think these cultural relics beautiful?

S: Yes, very beautiful.

T: Suppose one of them got lost, how would you feel and what will you do with it?

S: …………(find,rebuild,protect)

T:Thanks four your good suggestions. Now let’s learn “ In Search of the Amber Room”.

2. Explaining pictures

 Ask the students to read the text first and then answer the following questions:

1).Why was it called Amber Room?

 (It was given the name because almost seven thousand tons of amber used to make it.)

2). What happened to the Amber Room?

 (First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar’s winter palace in St Peterberg…….)

3. Listening

 Ask the students to read the text carefully and find out the main idea of each paragraph.

 Ask the students to tell the characteristics of the text

 1. It tells the history of the Amber Room so that we know what happened.

 2. It uses the past tense.

Part five Post-reading

Finish the comprehending exercise in P2

 

Part Six Learning about language

1). Frederick William I, the king of Prussia, could never have imagined that ……..

  情态动词+have done 表示对过去发生的事情的推测、批评和反悔等意思。

 Eg: You should have told me earlier. What shall we do now?

2)Once it is heated, the amber can be made into any shape.

   Be made into被制成,被做成

3)be at war 处于交战状态

4)remain后,常跟名词,意思为“保持,继续,依然”

5).belong to

Then finish the exercise in “Learning about language” and “Discovering useful structures.”

Part Seven Homework:

1. Review the key sentences in this part.

2.Review the words in the second period.

The Second Period Grammar

Teaching goals:

1.       Target language a.       Vocabulary trial, consider, prove, tell the truth, pretend, think highly of, besides b.       Structures I think highly of those who are searching for the Amber Room. Besides, my father once told me that any person who finds something could keep it. I must say that I agree with you. I must say that I don’t agree with you. 2.       Ability goals

Enable the students to make judgments and to write a short reply to a letter, then give their own opinions.

3.       Learning ability goals Help the students learn how to make judgments and give their opinions. Teaching important points The attributive clauses with that/which/who/where/when Teaching difficult points How to tell the attributive clauses with that/which/who/ where/when/ from other clauses Teaching methods Learning and practicing Teaching aids Multimedia computer

Teaching procedures and ways

I.         Reading, listening and writing

1.       Fast Reading (Pre-listening) Find out the differences between a fact and an opinion. 2.       Listening Students take notes and fill in the form while listening to what the three people say about the missing Amber Room. 3.       Post-listening a.       Discussion Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given. b.       Writing and speaking Students write down a short list of reasons for their choice. II.      Reading and writing

Read the letter on page 7 from a German newspaper. Then write a reply to the letter III.   Homework

1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class. 2. Preview the new words and phrases in the next class.

 

 

The third Period    Listening

Teaching Goals

1. Target language 目标语言

a. 词汇   man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重点句型   Do you think it was worth spending so much money to move Abu Simbel? 2. Ability goals

  Master the patterns that can be used to describe cultural relics by listening. 3. Learning ability goals

  Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape. Teaching important points

Learn the patterns used to describe cultural relics. Teaching difficult points

How to grasp the key words that can help the students to answer questions Teaching methods

1. Listen to the tape. (Individuals) 2. Check the answers, (cooperative learning) Teaching aids 教具设备

A recorder, a tape, a projector and some slides.

 

Step 1 Homework checking

T:  Let’s check our homework each other. We will have a dictation of the 11 dey sentences in the reading. 1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history. 2. Once it is heated, the amber can be made into any shape P.1 3. it was made for the palace of Frederick I. P1 4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1 6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg. P1. 7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2 8. This was a time when the two countries were at war. P2 9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2 10. After that, what really happened to the Amber Room remains a mystery. P2 11.1 think highly of those who are searching for the Amber Room. P2 Step II Listening (P41)

1. Listen to the tape for the first time to get the main idea. 2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41. First, students check their answers each other. Later, the teacher gives the answers, using a slide projector. T: As we know,the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well一designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers? Next, we'll listen to a tape about I M Pei, a famous architect. Step 1B Listening Task (P44)

T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Let students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework

1. Collect some information about the cultural relics that are in danger. 2. Write your opinions on how to protect the cultural relics.

The Fourth Period Speaking

口语课教材分析与问题解决

a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking. b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other. c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking. Teaching goals教学目标

1. Ability goals能力目标

  Enable the students to have the ability of talking cultural relics and ways to protect them. 2. Learning ability goals学能目标

  Help the Ss to learn how to give opinions clearly about cultural relics. Tea

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