高一unit 7单元教案(新课标版高一英语教案教学设计)
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Period 1 warming up/ listening
Teaching aims and demands:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of listening
3. To help the Ss know something about cultural relics.
Step 1 Warming up
1. Questions:
1) What are cultural relics?
The Great Wall in China; The Pyramids in Egypt; Stonehenge in England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very important to their countries. They once had a practical importance (burial site, defence, magic / superstition). Now people from all over the world go to visit these places.
3) What does the phrase Cultural relics mean?
relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared; something cherished for its age or historic interest.
4) Do you know any other cultural relics in China or in the world?
2. Some information about:
1) The Pyramids in Egypt
2) The Great Wall in Chins
3) Stonehenge in England
When they were built?
What they were built for?
Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began to build the site about 3,100 BC. It is not clear who built it.
Step 2 Listening
1. Listen to the description of the three cultural Lis sites and fill in the table.
2. Go over the listening exercise on Page 121 to make the Ss know what to do as homework.
Step 3 Homework
1. Go over listening exercise on Page 121.
2. Go over Speaking on Page 44 and fill in the table.
3. Think about cultural sites in Nanjing and what should be done to protect them.
Period 2 Speaking
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of speaking
3. To help arouse the Ss’ wide imagination and creative thinking
4. To foster the Ss’ ability to cooperate harmoniously
5. To learn ways of giving advice or making suggestions
Step 1 Warming up
1. Check the Listening exercise on Page 121.
2. Go over Part 2 by discussing in groups. Then check the answers with the class.
Step 2 Speaking
1. Work in Groups to discuss what to be put in the culture capsule. And give the reasons why these thing should be put in it.
Things that can be put in the culture capsule:
A Chinese painting, doll, the globe, a tool, a CD/DVD, a letter
2. Report to the whole class.
Step 3 Talking
1. Go over Talking on Pages 121 ~ 122.
2. Check the answer with the whole class.
Step 4 Homework
1. Go over the Pre-reading questions on Page 45
2. Read the text and finish Ex 2 in Post-reading on Page 46.
Period 3 reading (1)
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability and skills of guessing words and reading comprehension.
3. To help the Ss get into a good habit of reading.
Step 1 Pre-reading
1. Discuss the questions in pairs.
2. Check the answers to the questions with the whole class.
1) A great city has a long history;
usually the capital of a country;
has a large population;
something important once took place here;
some great people once lived here or are living here
2) the food, the people, the weather;
modern and beautiful;
the place where I was born and grew up
3) They tell us who our ancestors were and what their life was like;
They show the development of human civilization;
They help us better understand who we are and where we are from
3. More questions:
1) Do you know what cultural relics in our city are under the protection of the country? How are they protected?
2) How many cultural sites in China have been listed in the world Heritage List by
UNESCO?
3) If you were a UNESCO official and wanted to add some cultural sites in China onto the world Heritage List, which relics would you suggest? Why?
Step 2 Reading
1. Explain the title of the text:
What can we know from the title of the text
A CITY OF HEROES?
What is the text mainly about when we read
the title of it? About a city or about the
heroes of the city?
1) What is the name of the city? (St Petersburg)
2) Who are the heroes of the city? (Both Peter the Great and the people of St Petersburg.)
3) What is the difference between A City of
Heroes and Heroes of a City? ( A City of Heroes focuses on a city, where there are many heroes; while Heroes of a City focuses on heroes. Who live in a city. So the text mainly tells about the city of St Petersburg.)
2. Read the text and go over Part 2 in Post- reading. Ask the Ss to correct the false
sentences.
4. Listen to the tape of the text and go over Part 1 in Post-reading.
5. Ask the Ss to discuss the following questions in groups:
a. Why do people think St Petersburg is a great city?
b. Why was it so difficult for people to rebuild the old palaces?
c. What did people use to help them rebuild the city?
d. Why are the people of St Petersburg heroes?
Step 3 Homework
1. Read the text and find out useful phrases and sentence patterns in it.
2. Read the text and find out the topic sentence in each paragraph.
3. Finish Part 1 and Part 2 in Vocabulary on
Pages 122~123.
Period 4 Reading (2)
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability and skills of reading.
Step 1 Warming up
1. Ask the Ss to read the text paragraph by paragraph and point out the topic sentence in each paragraph.
Step 2 Reading
Paraphrase some phrases and sentences in the text.
1. Where there is a river, there is a city.
Where here is used to introduce an adverbial clause of place (= in / at / to + the place + where-clause)
Where there is a will, there is a way.
Where there is smoke, there is fire.
Where bees are, there is honey.
I like to live where the climate is warm.
I found your jacket where you had put it.
They marked the spot where the treasure was buried.
2. It was under attack for 900 days, but the people of the city never give in.
be under + n.
The road is under repair and is closed to motor traffic.
The woman injured in the car crash is still under treatment in hospital.
As the matter is under discussion, I can’t give you a definite answer now.
The police are under fire from all sides for failing to deal with the problem.
3. Restoring the city and its cultural relics seems impossible, but the people of this great city would not give up.
seem + adj. / n. / to be / to do / …
It seems that / as if + clause.
He seems quite pleased with your work.
It seems that he is quite pleased with your work.
They seem to have a high opinion of you.
It seems that they have a high opinion of you.
Tom came to see you this morning. He seemed (to be) tired. / It seemed that he was tired.
He seems to have been here before.
It seems that he has been here before.
Yesterday I met a man who seemed (to be) a famous director. / to be a director.
She doesn’t seem / seems not to be at home.
4. “We will not let our history and culture be destroyed, and we will do everything we can to save out city.”
5. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.
6. It was difficult to save the palaces without destroying their old beauty.
7. Old painting, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
8. Today Peter the Great on his bronze horse can once again look out over the city he built.
9. Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.
Step 3 Homework
1. Read the text again and again.
2. Go over Language Study on Pages 46~47.
Period 5 Language study
Teaching goals:
1. To develop the Ss’ ability of analyzing, summing up language structures.
2. To enlarge the Ss’ vocabulary by means of word-formation.
3. To enable the Ss to use the Present Perfect Passive Voice freely.
Step 1 Word study
1. Go over Part 1 in Word Study.
More words that begin with re-:
replace, redo, recover, redouble, remarry, rejoin
2. Go over Part 2 in Word Study.
3. Go over Part 1 and Part 2 on Pages 122~123.
Step 2 Grammar
1. Go over Part 1 in Grammar on Page 123.
2. Go over the Passive Voice on Page 47.
3. Go over Part 2 and art 3 in Grammar on Pages 123 ~ 124.
Step 3 Homework
Preview the text on Pages 124 ~ 125 and
finish the exercises about the text.
Period 6 Integrating skills
Teaching goals:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of writing sentences and passages.
3. To encourage the Ss to write a letter to the editor about the problems they come across.
Step 1 Warming up
1. Greetings.
2. Check the homework, giving some explanation if necessary.
Step 2 Reading
1. Language input:
Quite often in our daily life we may see or hear or read sth that make us feel happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel:
We can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read the letter and try to find out what is going on.
2. Questions:
a. Where does the writer live?
b. What is the writer worried about?
c. How does the air pollution come about?
d. What suggestions does the writer make?
Step 3 Writing
1. Questions and Answers:
a. Who are you?
b. Where do you live/study?
c. What problem do you want to talk about?
d. How does the problem come about?
e. How do you feel about the problem?
f. What about the other people around you?
2. Sentence writing----ask the Ss to write down the answers to the questions in form of sentences.
Homework
Finish the letter.

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