| 人教版高一Unit 7 Cultural relics |
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I. 单元教学目标 技能目标Goals Talk about cultural relics Talk about ways to protect cultural relics Give advice and make suggestions Learn to use the Present Perfect Passive Voice Write a letter about the cultural relics to the editor Ⅱ.目标语言 功 能 句 式 1. Giving advice & Making suggestions Narrative advice/ suggestions Let’s.... You’d better .... I think it’s better (for you / us) to .... I suggest (that) you (should).... I advise you (not) to .... I wonder if you should.... Let’s ..., shall we? Maybe we could.... I’d like to.... 2. Interrogative advice/ suggestions Can’t / Should / Shall we...? Would you like / love to ...? Have you considered ...? 3. Special question forms of giving advice && making suggestions What shall we...? Why not ...? Why don’t you / we ...? What / How about ...? 词 汇 1. 四会词汇 cultural ,pyramid, select, represent, include, ruin, burn, restore, rebuild, beauty, photograph, portrait, recreate, unite, artist, period, vase, stone, damage, ancient, project, brick, official, cave, pollution, carbon, breath, limit, sincerely 2. 认读词汇 relic, Egypt, Stonehenge, statue, capsule, Czar, fairy tale, Nazi, bronze, website, dynasty, dioxide, carbon dioxide 3. 词组 in history, be kept as, give in(up), in ruins, in pieces, bring... back to life, etc 4． 重点词汇 cultural relics, in ruins/ pieces, give in, rebuild 结构 The Passive Voice (I) - The Present Perfect Passive Voice 重 点 句 子 ...is located in ... be an important part of one’s history It (That) sounds nice, but... Where there is..., there is.... There seems to be.... Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia. III. 学能目标 学 能 目 标 在初中所学句型的基础上, 进一步扩大学生的词汇量,熟练掌握一定量表达"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。培养其良好的"听、说、读、写"的技能，使其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,通过小组活动, 分工合作, 或探究式学习方式来完成任务，充分体现学生在课堂中的主体地位, 并在此基础上鼓励学生大胆地根据各自的语言基础与能力，进行发散性思维，扩大其知识视野，培养其跨文化交际的能力，学会处理同学之间的各种关系，善于与人分享，并具有正确的审美观和价值取向。 IV. 教材分析与教材重组 1. 教材分析 本单元以“文化遗产（Cultural relics ）”为话题, 内容涉及“文化遗产介绍”,“文化遗产修复”,“文化遗产保护”等, 旨在通过本话题使学生能正确运用表示"建议"类交际用语，并学习相关语法，同时扩大知识视野。该话题是世界较为关注的热点之一，随着旅游热的兴起，交流的机会不断增加，这会唤起学生的参与欲望，使言语技能和语言知识得到充分运用。 1.2 LISTENING 介绍三个cultural sites，其练习题的设计体现了听力过程中对要点与细节的理解，有助于学生提高分析总结听力内容的能力。 1.3 SPEAKING则要求我们制作一个即将被送入太空的、内涵能代表中国文化的五件物品的“cultural capsule”，以此来练习Give advice and make suggestions. 1.4 PRE-READING是 READING的热身活动,所设的第一问最值得深思。在读完A CITY OF HEROES 之后， 学生们会在思想认识上有所升华。 1.5 READING通过对俄罗斯著名城市——圣•彼得堡有关史实的介绍，以“A City of Heroes”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。 1.6 POST-READING第一个训练题给了4个问题，用于检查学生对文章理解的程度。其中第1,4题反映了文章的深层含义，激活学生自身的认知能力和思想认识能力，重点训练学生从整体语篇层次上理解文段的能力。第二个训练题属检测文章表层结构题,训练学生在阅读过程中细心观察,有效记忆。附加讨论题：Do you think in China we also have such kind of city? 使学生了解中国文化，唤起其爱国主义精神。 1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 继续介绍构词法,以扩大词汇量，并设计了8个语境,帮助学生加深对新词汇的理解和记忆,同时也指导学生养成通过语境记忆词语的方法，本单元的语法项目是现在完成时的被动语态，具体包括两个步骤:1.单句练习。2. 完形填空练习。 这样由句到段，很好地体现了对语法知识的学习与灵活运用。 1.8 INTEGRATING SKILLS部分包括读与写，其中心任务是给报社写信，呼吁对文物的保护。阅读部分的内容是法国的一位学生给报社写的信，在信中对壁画表达了担忧并提出了一些建议。这封信不仅在主题内容上，而且在文体结构上都为下一步的写作提供了范例。 WRITING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。充分体现了《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。通过课堂教学，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。 2. 教材重组 2.1 从话题内容上分析，WARMING UP 与SPEAKING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。 2.2 将LISTENING 和Workbook中的LISTENING整合在一起，设计成一节 “听力课”。 2.3 将PRE-READING, READING和POST-READING三个活动整合在一起，上一节“阅读课（一）”。 2.4将Workbook中INTEGRATING SKILLS 的Reading上一节“阅读课（二）（泛读课）”。 2.5将LANGUAGE STUDY 与Workbook中的PRACTISING语法练习题整合在一起上一节“语法课”。 2.6 将INTEGRATING SKILLS 和Workbook中INTEGRATING SKILLS 的Writing整合成一节“写作课”。 3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完） 1st period Speaking(口语课) 2nd period Listening(听力课) 3rd period Reading(阅读课) 4th period Extensive Reading(泛读课) 5th period Grammar(语法课) 6th period Writing(写作课) Ⅳ. 分课时教案 The First Period Speaking Teaching goals 教学目标 1. Target language 目标语言 a. Key words and expressions重点词汇和短语 represent, include, capsule, be sent into b. Communicative patterns交际用语: Giving advice and making suggestions What shall we ...? Maybe we could ...? Shall we …? Can’t we ...? I’d like to ... Let’s ... What /How about ...? Why don’t you...? Why not...? 2. Ability goals 能力目标 Enable the students to decide what they should put in a culture capsule, which is a large box (2 X 2 meters).And it will be sent into space so that anyone who finds it will understand who they are.(Enable the Ss to master the patterns of asking for and giving advice) 3. Learning ability goals 学能目标 Help the Ss make a decision according to the conditions mentioned in the passage. Make Ss learn how to use the structures of giving advice and making suggestions. Teaching difficult points 教学难点 How to select five things that represent Chinese culture. Teaching methods 教学方法 Direct Approach of teaching, Communicative, and Elicitation-Inquiry Teaching aids 教具准备 a computer b projector Teaching procedures & ways 教学过程与方式 Step I Lead-in or warming up ※ Use a piece of music to lead in, in which there are many sceneries. T: Good morning/afternoon, boys and girls! Do you enjoy the sceneries in the video? S: Yes. T: Really? If so, I’ll give you more. But you have to give me the names of them this time. Look at the screen, name them and tell me in which countries they are now? Sa: The first one is the Pyramids of Egypt, as known to all; the second one is the Great Wall in China, which we are always proud of; the third one, I’m not so sure. T: All right, thank you very much. Will you please ask another student to go on with yours? ※ Sa turns to Sb Sb: I’m not sure about the third one, either, but the fourth one is the symbol of the USA, the Liberty; the fifth one is the Yuan Ming Yuan of China, the last one is Sydney Opera House, Australia. T: Thank you very much, you know so many things. But who knows the third one? Sc: It is the British Stonehenge. T: Great. Thank you. Step II Pre-speaking T: If you are given an opportunity to travel to one of them, which place would you like to go to , why? ※ Give Ss suggestions when possible, using the patterns: why not…? You’d better … Sa: I prefer to go to…. T: Why not…? I think it is better to…. ※ After several Ss’ ideas…. T: These are the key patterns today. At last, I have three questions for you, use your heads, and try to answer me, okay? 1. What do you think can represent Chinese culture？ 2. Are they what they used to be? 3. What shall we do to protect them? Sa: In my view, both the Great Wall and the Yuan Ming Yuan can represent our Chinese culture. Sb: They are not what they used to be, especially the latter one, it’s the shame of China, I think. Sc: We’d better leave it as it is in order to remind the young of the shame, and thus we love our country deeply. However, we can not damage it any more. For example, never carve any words on the columns, protect it carefully, and so on. Step III Speaking (Workbook P85) T: Okay, class, do you think you have other suggestions or advice to give to protect our cultural relics? I’ll divide the class into groups, discuss and collect information, then each group asks one of you to write down your suggestions or advice on the Bb. Possible advice and suggestions: We’d better take actions from ourselves. I think it’s better for us to make the importance of protecting cultural relics known to all. I suggest (that) we write something to an editor. I advise the government to punish seriously those who damage the sites. I wonder if we should try to be volunteers by turns to watch people in such kind of areas in our town on Sundays..... Maybe we could use hi-tech to take photos, just like those cars which break the rules at the traffic lights. I’d like to see people’s own conscience. Step IV Patterns Practice SB Page 44. Speaking. Let the Ss read the passage and make sure they understand what they should do ( To select five things that represent Chinese culture.) Give them 2 m’ to read carefully. T: Have you finished reading? S: Yes. T: Can we put any living things in the capsule? S: No, we can’t T: Can we write a short massage? S: Yes, we can. But it’s useless. Because no one can understand. T: Good! Now I’m sure you’ve understand what you should do. So let’s finish the box below. Remember to use the helpful expressions below the page. Later, I’ll collect your suggestions. Ask 5 pairs to act their dialogues out in front of the class. Model: Sa: What shall we put in the capsule， according to the instructions given? Sb: Shall we put in a panda, which is a symbol of our country? Sa: No, The instructions say that we can’t put in any living creatures. Sb: What about a video tape recording the pandas’ living habits? Sa: But how do they know this is a kind of China’s animal if the capsule lands on another planet, such as Mars, Venus, or things the like? I think it’s better to put in a map of China, too, of course, with which a map of the earth is needed. Sb: Maybe we could use some photos , too. We can take the photos of our beautiful cultural relics, where they can see us and know what we look like. Sa: Why not use computers to combine both the animal and us together in one photo so that people who see it will know how we earth people are friendly to animals. Sb: Sounds great. Can we put some bamboo leaves? Sa: Why not? They can study that, and make sure if this kind of plant can live on their planet. Sb: I agree. Sa: Let’s see if we have got enough to put in the capsule… Er, a video tape, map, photos, computerized photo, and bamboo leaves. Yes, five. Sb: How about the message? Do we need to write some greetings? Sa: I think we’d better write it in both English and Chinese. Sb: But they may read neither these languages. So can’t we draw a picture to say “hello” to them in the message? Sa: Wonderful! Let’s do it right now. Step V Summary For consolidating the ways of giving advice and making suggestions, use a diagram to summerize the expressions. The teacher collects the phrases from the Ss, and then shows them on the screen. T: What patterns have we learned today, class? Ss: Offering advice and making suggestions T: In our daily life, we quite often ask our friends or relatives for advice or suggestions on what to do or not to do. Now, let’s collect as many phrases as possible. Will you please give me some suggestions or advice on teaching English? ※ While doing this task, give Ss necessary responses , which should be presented on the Bb or screen, i.e All right; I’ll try my best; It’s a good idea, I think, thank you; Sounds reasonable, but… etc.( Show the summary on screen) Step VI Homework (3mins) 1. Write a short passage with the title “Ms Zhang, Listen to Me”, practising ways of making suggestions. 2. Workbook p. 121 “Talking” 详细内容请订阅 《名师说课》 |
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