高中英語(yǔ)新課程標(biāo)準(zhǔn)教材

英語(yǔ)教案

（2019—2020學(xué)年度第二學(xué)期）

學(xué)校：_______________________

年級(jí)：_______________________

任課教師：_______________________

英語(yǔ)教案/高中英語(yǔ)/高二英語(yǔ)教案

編訂：XX文訊教育機(jī)構(gòu)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

Unit1CulturalRelics(教案)

教材簡(jiǎn)介:本教材主要用途為通過(guò)學(xué)習(xí)英語(yǔ)的內(nèi)容，提高學(xué)生的語(yǔ)言技能，增加一項(xiàng)語(yǔ)言

能力，有利于國(guó)際化的日常交流、生活、工作等，本教學(xué)設(shè)計(jì)資料適用于高中高二英語(yǔ)

科目，學(xué)習(xí)后學(xué)生能得到全面的發(fā)展和提高。本內(nèi)容是按照教材的內(nèi)容進(jìn)行的編寫，可

以放心修改調(diào)整或直接進(jìn)行教學(xué)使用。

unit1culturalrelics

teachinggoals教學(xué)目標(biāo)

1).abilitygoals能力目標(biāo)

a.learnsomedetailedinformationabouttheamberroom.

b.improvethestudents'readingability.

c.trainthestudents'abilitytograspkeyinformationwhilelistening.

d.enablethestudentstohavetheabilityoftalkingculturalrelicsandways

toprotectthem.

2).learningabilitygoals學(xué)能目標(biāo)

helpthesstolearnhowtogiveopinionsclearlyaboutculturalrelics.

3)emotion:情感目標(biāo)

trainthestudents'abilitytocooperatewithothers.

第2頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

enablethesstotalkaboutthestoryoftheamberroom

teachingimportantpoints教學(xué)重點(diǎn)

1).thenewwordsandexpressions;

2).learnsomedetailedinformationabouttheamberroom;

3).trainthestudents'abilitytocooperatewithothers;

4).trainthestudents'speakingability.

learntodiscussandactoutthess,opinionsaboutculturalrelics.

teachingimportantpoints教學(xué)難點(diǎn)

1)words:

ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,

wonder;

2)phrases:

lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighly

of;

3).sentencepatterns:

(1)thereisnodoubtthat-**..

第3頁(yè)共44頁(yè)

高中英語(yǔ)教案

k限教行教學(xué)設(shè)計(jì)

(2)thisgiftwastheamberroom,whichwasgiventhisnamebecausealmostseven

thousandtonsofamberwereusedtomakeit.

4).improvethestudents'readingability.

trainthestudents'abilitytograspkeyinformationwhilelistening.

howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.

teachingmethods教學(xué)方法

1).watchsomevideosabouttheculturalrelics,(individuals)

2).haveadiscussion,(groupwork)

3).writeanarticleaboutthediscussion,(individuals)

teachingaids教學(xué)設(shè)備

acomputer,aprojectorandsomeslides.

teachingproceduresandways教學(xué)過(guò)程與方式

thefirst&secondperiod(vocabulary,warmingupandpre-reading)

teachinggoals:

1.targetlanguage

cultural,survive,remain,state,rare,dynasty,vase,belongto

第4頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

2.learningabilitygoals

helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseof

protectingculturalrelics.

teachingimportantpoints

talkaboutculturalrelicsandwhatshouldbedonewiththem.

teachingdifficultpoints:

howtotalkaboutculturalrelics.

teachingmethods:

groupdiscussionandpresentation,(cooperativelearning)

thefirst&secondperiod

teachingprocedures:

step1newwordsteaching

step2warming-up

t:whentalkingaboutculturalrelics,whatcomestoyourmind?

si:thegreatwall.

s2:thepyramidsinegypt.

第5頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

s3:…

t:welldone.

teacherasksthesstolookatthethreegroupsofpicturesanddiscussthese

questions.

1.doyouknowtheseplaces?

2.ifyouknow,whatdoyouknowabouttheplaces?

3.whichonewouldyouliketovisit?why?

i:asisknowntoall,chinaisacountrywithahistoryofmorethan5,000years.

inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberof

culturalsites,manyofwhichareworldfamous,nowlookatthepicturesandguess

whatheritagetheyare.

alltheseareculturalrelics.

doyouknowanyotherculturalrelicsintheworld?

tshowsthesssomeculturalrelicsabroad.

task1:askthesstomakeadialoguebysaying.

imagineyouhaveachancetotraveltheseplaces,whichplacewouldyouliketo

第6頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

go?

why?whenareyoustartingoff?howareyougettingthere?howlongareyoustaying?

pleasemakeadialoguewithyourpartners,thenstudentsanswerthefollowing

questions:

whatisyourfavoritecity?why?

whatmakesacitygreatandfamous?

(alonghistory;culturalrelics;manygreatpeople;importanteventstaking

placethere)

t:unfortunately,someofthemareindangerbecausetheyaredestroyed,andsome

ofthemwerelostbecausesomeonestolethem.

task2:nowsupposethatyouworkforthestateofficeofculturalrelics,you

aresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace,it

isararemingdynastyvase,themanwhohasitinsiststhatitbelongstohisfamily.

whatwillyousaytohim?

workinpairstodiscussthisquestion,andtheni'11asksomesstotellme

youranswers.

第7頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

step3task3speakingtaskonpage46

debatedoyouthinkchinashouldsaveallofitsculturalrelics?

doyouthinkitnecessarytorebuildyuanmingyuaninbeijing?

t:afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowing

question:

whatisaculturalrelics?

(sscanfindtheanswerfromthewarmingup.)

step4pre-reading

t:ok,class,doyouthinktheseculturalrelicsarebeautiful?

ss:yes,verybeautiful.

t:supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowith

it?

si:tryourbesttofindit.

s2:protecttheothersinorderthattheywillnotlost.

t:thanksforyourgoodsuggestions,ifyoufindaculturalrelic,whatwillyou

dowithit?youcanmakeadialoguewithyourpartneronthisquestion.

第8頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

tcanpracticeitwithastudenttogiveanexample.

extendingquestions:towhomdoculturalrelicsbelong?

step51anguagepoints

1)survive

survive:vi.continuetoliveorexist.

vt.continuetoliveorexistinspiteofnearlybeingkilledordestroyedby

sth.

vt.remainaliveaftersb.,liveorexistlongerthan

e.g:manystrangecustomshavesurvivedfromearliertimes.

herparentsdiedintheaccident,butshesurvived.

fewbuildingssurvivedtheearthquake.

themansurvivedhissisterbythreeyears.

2)(a)partof

apartofthebookshavearrived.

alegisapartofthebody.

hegavemebackonlypartofthemoneyilenthim.

第9頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

partofthehousewasburntinthefire.

partofthepassengerswereinjuredintheaccident.

*partofitgood.

*partofthemgood.

3)something

通常用于肯定句，而在疑問(wèn)句、否定句、if/weather從句中用anything。

iwantsomethingtoeat.

idon,thaveanythingtoday.

isthereanythingwrongwiththisstove?

*wouldyoulikesomethingtoeat?

但當(dāng)說(shuō)話者心中的肯定意識(shí)較強(qiáng)時(shí)，或?qū)嶋H上表示請(qǐng)求建議時(shí)，一般不用anything而用

something.

4)remain

afterthefire,verylittleremainedofmyhouse.

muchworkremainedtobedone.

i'11remaintoseetheendofthegame.

第io頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

heremainedsilentafterclass.

thedoorremainedclosed.

a.therestofthebook___is____notveryinteresting.

b.therestofthegroupareintheclassroom.

5)therestof...的其余部分

6)imagine+n./doing/sb.doingsth./that-clause

canyouimaginelifewithoutelectricity?

icouldhardlyimaginelivinginthatkindofplace.

ican'timaginehermarryinghim.

canyouimaginehowworriediwasthen?

iimaginethatihavemetyousomewherebefore.

7)lookinto調(diào)查、了解、研究

1)thepolicearelookingintoalltherecordsoftheman.

2)helooksintoherfacewithgreatinterest.

3)i'11lookintothematterassoonaspossible,justhavealittlepatience.

8)insist+n/that(should)do/that***

第11頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

insistondoingsth.

a.heinsistedthatthemoney(return)tohimatonce.

b.heinsistedthathe(notsteal)themoney.

c.iinsistedonhis____(go)thererightaway.

9)belongto屬于(pl17)不可以用于被動(dòng)語(yǔ)態(tài)，或進(jìn)行時(shí)

correctthemistakes

thehousewasbelongedtoanoldlady.

chinaisacountrythatisbelongingtothethirdworld.

asawriter,hereallybelongsthe18thcentury.

thismapisbelongingonthetable.

10)dowith

ididn,tknowwhattodowiththeoldtree.

thenewteacherdidn,tknowwhattodowiththeclass.

whathaveyoudonewiththepapersforthemeeting?

wehavenothingelsetoeat,youhavetodowithsomebread,

icannotdowithloudnoise.

第12頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

whattodowiththeproblem?

howtodealwiththeproblem?

homework

1.previewthereading

2.dothecomprehendingexercises

3.writedownthemainideaofeachparagraph

4.askthesstolookformoreculturalrelics,thestudentscangotothelibrary

orusetheinternettosearchforinformation.

recordafterteaching:

thethirdperiod

(readingandcomprehending)

knowledge:

learnsomenewphrasesandsomenewsentencepatterns.

ability:

1.learnsomedetailedinformationabouttheamberroom.

2.improvethestudents?readingability.

第13頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

3.trainthestudents'abilitytograspkeyinformationwhilelistening.

4.trainthestudentsJspeakingability.

emotion:

1.trainthestudentsJabilitytocooperatewithothers.

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:

第14頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

(1)thereisnodoubtthat…?.

(2)thisgiftwastheamberroom,whichwasgiventhisnamebecausealmostseven

thousandtonsofamberwereusedtomakeit.

4.improvethestudentsJreadingability.

5.trainthestudents7abilitytograspkeyinformationwhilelistening.

teachingmethods:

1.listeningtothetape.

2.learningandpracticing.

teachingprocedures:

step1greetingsandlead-in

t:welearnedsomeculturalrelicsyesterday,doyoustillrememberthem?give

mesomeexamples,please.

studentsgivetheiranswers.

t:verygood,todaywe'regoingtolearnanotherculturalrelic,lookatthe

twopicturesonpages1一2;doyouknowwhatitiscalled?

ss:theamberroom.

第15頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

t:yes,it'scalledtheamberroom.

whatdoyouknowabouttheculturalrelic“theamberroomM?

tshowsthesssomepicturesof“theamberroom”

step2fastreading:

t:doyouwanttoknowmoreabouttheamberroom?whatdoesthetexttellabout

theamberroom?readthepassagefirstandtrytoanswerthequestions:

ittellsusthestrangehistoryoftheamberroom,aculturalrelicoftwo

countries:germanyandrussia.

t:whyisitcalledtheamberroom?(itwasgiventhenamebecausealmostseven

thousandtonsofamberwereusedtomakeit)

whathappenedtotheamberroom?(theamberroomwasgiventotherussianpeople

asagreatgiftbytheking)

readthetextquickly,tryingtogetthemainideaeachparagraph,discussin

yourgroupoffour.

asksstospeakoutthemainideaofeachparagraph:

1.theamberroomhasastrangehistoryandsomethingaboutitsdesignandbuilding.

第16頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

2.thehistoryoftheamberroomanditsfunctionsinrussia.

3.CatherineiihadtheamberroommovedtothepalaceoutsidestPetersburgand

itbecameoneofthegreatwonders.

4.thenazigermanarmystoletheamberroomin1941.afterthatwhatreally

happenedtoitremainsamystery.

5.therussiansandgermanshavebuiltanewamberroomatthesummerpalace,

followingtheoldphotos.

pairworktorfquestions:

1.theamberroomwasnoteasytomake.

2.Catherineiididn,tlikeeverythingabouttheamberroomwhenshefirstsaw

it.

3.theamberroomwastakentokonigsbergandhiddentherein1941.

4.therussiansdidn,tcareabouttheamberroom.

5.therussiansdon,tthinktheamberroomwilleverbefound.

step3carefulreading:

listentothetapeandfollowittoreadthetextandanswerthefollowing

第17頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

questions:

1.whatcouldthekingofprussianeverthinkofhispresenttotherussian?

hecouldneverthinkofhispresentwouldhavesuchastrangehistory.

2.whywasthegiftgiventhenametheamberroom?

becauseaboutseventhousandtonsofamberweremelttomakeit.

3.whatshapecantheamberbemadeintowhenheated?anyshape.

4.istheamberroompureambermadewith?

no.it'salsomadewithgoldandjewels.

5.wastheamberroomspeciallymadetobeagift?no,itwasnyt.

6.whatwastheamberroommadefor?forthepalaceoffredericki.

7.whatdidtheczargivethekingofprussiainreturn?55ofhisbestsoldiers.

8.wherewastheamberroomfirstplaced?

intheczar'swinterpalaceinstPetersburg.

9.whatdidCatherineiidototheamberroom?

shehadherartistsaddmoredetailstoitsdesign.

10.istheamberroomstillinrussia?no,itisn,t.

第18頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

11.whereisitnow?nooneknows,itremainsamystery.

12.whathappenedtotheamberroom?itwasstolenbythenazisandismissing

now.

13.whendidtheamberroomdisappear?duringthesecondworldwar.

14.whatweresavedfromtheamberroom?thefurnitureandsmallartobjects.

step4comprehending

afterfinishingallthequestions,askthesstolistentothetapeandtryto

getthemainideaofthepassage,thenreadthepassageagainbythemselvesanddo

thecomprehendingexercises.

t:nowreadthepassageagainandfinishtheexercisesofcomprehending.

thessbegintodotheexercises,afterawhile,teacherbegintocollectthe

answers,later,teachergivestheanswers.

detailedinformation(doex1&2onpage2&3)

1.thekingofprussiawhogavetheamberroomasagifttorussiawas

a.frederickib.frederickwilliami

c.peterthegreatd.Catherineii

第19頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

2.thekingofprussiagavetheamberroomtorussiabecause.

a.hewantedtomarryCatherineii.b.hewaskind.

c.heneededbettersoldiersd.hewantedtomakefriends

3.theamberroomwasstolenby

a.russiansoldiersb.germansoldiers

c.peopleinkonigsbergd.peopleinstPetersburg

4.in1941,thecityofkonigsbergwasin

a.germanyb.russiac.Swedend.france

5.therussiansdidn,thidetheamberroombecause

a.theywereatwarb.thecouldn,tfindaplace

c.thegermansoldiersarrivedtoosoond.notraincouldtakeitaway

step5post-reading

discussthefollowingtopicingroups,thenshowyouropinions:

doyouthinkitismeaningfultorebuildthenewamberroom?why?

playthetapeforthestudentstolistenandfollowinordertoletthemknow

howtoreadthetext.

第20頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

step6homework

1.readthetextseveraltimesandtrytofindoutthephrasesandkeypoints

2.doexercisesonpage3&4.

3.doexercise1onpage42(ss'book)

recordafterteaching:

thefourthperiod

(textanalysesandlanguagepoints)

knowledge:

1.words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,

mirror,wonder;

phrases:lookinto,belongto,insearchof,inreturn,war,takeapart,think

highlyof;

2.sentencepatterns:

(1)in1770,theroomwascompletedtheway(that)shewantedit

(2)thereisnodoubtthattheboxeswerethenputonatrainforkingsburg,at

thattimesagermancityonthebalticsea.

第21頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

ability:

1.learntheusageofsomedifficultwordsandexpressions.

2.trainthestudents?abilitytoremovethedifficultieswhilereading.

emotion:

1.trainthestudents7abilitytocooperatewithothers.

2.knowwhathappenedtotheamberroom

3.knowtheimportanceofprotectingtheculturalrelicsbylearningthestory

ofamberroom

teachingimportantpoints:

1.trainthestudents,abilitytoreaddifferentenglishnames.

2.trainthestudents'abilitytocooperatewithothers.

teachingdifficulties:

1.theexplanationofsomedifficultwordsandexpressions.

2.trainthestudents*abilitytoremovethedifficultieswhilereading.

teachingprocedures:

step1revision

第22頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

t:inthelastperiod,welearnedsomethingabouttheamberroomandwealsoknow

thatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroom

chronologically?

thesstalkitaboutbythemselvesforsomeminutes,andthentgivestheanswer:

builtinprussia-frederickwilliamisentittopeterthegreat(russian)一

winterpalaceczarCatherineiimoveoutsidestPetersburg-thewarbetween(r&g)

nazigermansecretlystole--senttokonigsberg(g)-mysterynowrebuilt

step2learningaboutthelanguagepoints

difficultsentences:

1.althoughitfeelsashardasstone,iteasilymeltswhen(itis)heated.

feelheremeans:togiveorproducethestatedsensation(給人以某種感覺)

2.thedesignfortheroomwasofthefancystylepopular

inthosedays.(在句中做表語(yǔ))

(定語(yǔ)后置)

3.thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg,at

thattimeagermancityonthebalticsea.(同位語(yǔ)從句)

第23頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

askstocheckupthephrasesyouhavefoundinthereadingtextwithyourpartner,

languagepoints:

1.情態(tài)動(dòng)詞+havedone表示對(duì)過(guò)去發(fā)生的事情的

推測(cè)、批評(píng)、反悔等意。如：youshouldhavetoldhimaboutityesterday.

couldhavedone可能做過(guò)；本來(lái)可以做（卻未做）

mighthavedone或許做過(guò)；本來(lái)或許會(huì)做

mayhavedone或許做過(guò)

wouldhavedone本來(lái)要做（卻未做）

musthavedone肯定已做過(guò)（表推測(cè)）

needn,thavedone本來(lái)沒(méi)必要做（卻已做）

should（n*t）havedone本來(lái)（不）應(yīng)該做（卻做了）

ought（n't）tohavedone

2.whenheated是whenitisheated的省略形式。狀語(yǔ)從句中，若其主語(yǔ)和主句的主

語(yǔ)一致，同時(shí)謂語(yǔ)動(dòng)詞含有系動(dòng)詞be,或itis/was結(jié)構(gòu)，可省去該從句的主語(yǔ)和系動(dòng)詞be,

留下其余部分。

3.once為從屬連詞，意為“一旦"onceyouseeit,you'11likeit.

第24頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

4.bemadeinto被制成

由……制成（能看出原材料）

由……制成（看不出原材料）

由……組成/構(gòu)成

產(chǎn)于，生產(chǎn)于（某地/某時(shí)）

5.“be+of+名詞（詞組）"，表示主語(yǔ)的某種形狀、特性或特征。

e.g.i’mpleasedtohavebeenofhelptoyou.

alloftheboysintheclassareofthesameage.

6.fancyvt.想象，推測(cè)，假想

fancy+that-/one,sdoingsth./sb.tobe…/sb.as/sth./doingsth.

1）don'tfancythatyoucansucceedwithouthardwork.

2）ican'tfancyhisdoingsuchathing.

3）ifanciedhimtobedead.

4）hefancieshimselfasagoodwriter.

5）doyoufancyaglassofcoffee?

6）idon'tfancywalkingintherain.

第25頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

7.inreturn(for):回報(bào)，作為報(bào)酬

whatcanwedofortheminreturnforallthehelptheyhavegivenus?

igavehimsomebooksinreturnforhisassistance.

inturn輪流地，依次；反過(guò)來(lái)

taketurns輪流地

byturns輪流地，時(shí)而…時(shí)而…

8.serveas擔(dān)任，充當(dāng)

heservedasawaiterthere.

whenyousleepintheopen,oldnewspaperscanserveasablanket.

9.add…to…把...加進(jìn)...里去

headdedthathewasverypleasedwithourwork.

pleaseaddsomesugartothemilk.

addthescoreup.

hisbeingabsentaddedtoourdifficulty.

themoneyhespentonedayaddeduptoabout$100.

10.shewantedit是定語(yǔ)從句修飾theway,后面的關(guān)系代詞可用that/inwhich/

第26頁(yè)共44頁(yè)

高中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

shecookschickeninth