高中英语人教版必修2 Unit 1 Cultural relics period 4 教案1

1、Period four Using Language一、 内容及解析1、内容：reading on page 5 & reading and writing on page 62、解析: reading and writing 部分通过介绍fact和opinion的定义，结合琥珀屋的轶事，帮助学生将所学内容与实际判断相结合。然后围绕不同的人对待文化遗产的不同态度进行写作练习，引发学生思考，增强文化遗产保护意识。阅读部分练习1要求学生阅读，了解a fact和an opinion的区别。练习2要求学生阅读一个老矿工的描述，判断判断他对琥珀屋的下落的叙述是事实好是一种看法。练习3要求学生再次阅读上面的描述，完成表格。写作部分让学生阅读一封信，信中对应该处理发现文物提出了观点，并让学生讨论各自的观点和依据。二、 目标及解析1、目标：通过快速阅读文章并完成练习训练学生的阅读能力。通过讨论不同的人对待文化遗产的不同态度,训练学生的写作能力。2、解析：阅读部分 练习1要求学生阅读，了解a fact和an opinion的区别。练习2要求学生阅读一个老矿工的描述，判断判断他对琥珀屋的下落的叙述是事实还

2、是一种看法。练习3要求学生再次阅读上面的描述，完成表格。以此来训练学生的阅读能力。写作部分让学生阅读一封信，信中对应该处理发现文物提出了观点，并让学生讨论各自的观点和依据，最后写出书面报告。以此来训练学生的写作能力。一、 教学问题诊断及分析二、 本节教学内容的问题在于学生基础普遍较差，词汇量小，阅读能力欠佳，教师在教学过程中要正确指导和耐心帮助，让学生慢慢养成快速阅读的好习惯。三、 教学支持条件分析录影机，图片，也可使用多媒体辅助教学，激发学生兴趣。四、 教学过程设计RevisionFast readingPractice writingPractice SummaryStep 1: RevisionT: what we have learned in the unit ? S: Resrictive attributive Clause and the non-restrictive attributive Clause.设计意图：复习本单元的语法知识师生活动：师生问答Step 2: Listening Ss listen to the short passage on P5 and

3、 answer: What is a fact? What is an opinion?设计意图：训练学生听说能力师生活动：师生问答Step 3: ReadingSs read the passage aloud together. Then Teacher gives them some sentences, make them tell whether the sentence is a fact or an opinion. Or T can let Ss give some facts and opinions.设计意图：训练学生快速阅读的能力师生活动：师生问答Step 4: WritingT: If you have found the Amber Room, what will you do with it? Will you keep it or will you give it to the government?T: Now, listen to a letter from a high school student in Germany, try to find h

4、is opinion about what to do with a cultural relic that has been found.(P7: the letter from a German newspaper )Make Ss reply to this letter: If you agree with him, follow model A; if you dont agree, follow model B.Remember: you must give an example from your own life.After Ss have finished writing, T can show 1 or 2 replies to the whole class.设计意图：训练学生用英语表达自己观点的能力师生活动：学生做，教师检查。Step 5. 目标检测：Reading For almost forty years the Empire State Building in New York City was the worlds tallest skyscraper

5、（摩天大楼）. The building reaches a height of 1, 250 feet. It has 102 floors. The use of steel frames made its height possible. Steel walls can rise height without needing to be thick. Steel frame construction is strong. All plates are fixed firmly together by metal bolts（螺栓）called rivets （铆钉）. When set in place, rivets are usually red- hot. One end is already rounded. A riveter uses a special hammer to shape the other end. Then the rivet cools. It holds the plates firmly. High winds can move this st

6、rong building. A wind of a hundred miles an hour has caused it to move almost one and a half inches.1The writer says that the Empire State Building _.A. hasnt been finished B. is in New York CityC. is the tallest skyscraper in the world nowD. had fewer floors than the New World Trade Center2In steel -frame building, the bottom walls_ .A. must be very thick B. must be roundedC. are usually red hot D. do not need to be thick3Rivets are described as being _.A. picked up by tools when red hot B. hit

7、 by tools when red - hotC. usually caught in a hole D. usually put in place when red - hot4.The word“ plates” in this article might mean _ in Chinese.A. 盘子B. 钢板C. 横木板 D. 铜牌Keys:1B提示：第一句话中“有四十年帝国大厦为全球最高，表明现在已不最高，但其位于纽约将不会变。2D提示：第一段中“steel walls can rise high without needing to be thick”即为答案。3.D提示：第一段中“when set in place，rivets are usually red-hot”即为答案。4.B设计意图：训练学生快速阅读的能力师生活动：学生做，教师检查。Step 4. Summary通过本课的学习，学生对什么是事实和观点有了明确的认识，同时也对如何保护文化遗产有了自己的观点。并训练量训练了学生快速阅读获取信息的能力和写作能力。配餐作业：Keys:1-12. H E I G B J

8、 C L K F A D设计意图：掌握并复习本单元的重点单词巩固题（B组题）Finish the reading task on textbook ( page 43)设计意图：训练学生的阅读能力提高题（C组题）假如你叫李平，是一位成绩优秀的学生。你班班主任在安排座位时，让成绩好的学生和成绩差的学生坐同桌，这在你们班成绩优秀的学生中引起了极大的反响，大家就此进行了讨论。请你根据下表内容把讨论结果向班主任李老师写一封信汇报一下，并说出你的观点。赞同原因反对原因你的观点1. 人人都有长处和不足，成绩差的学生也有可取之处；2. 让成绩差的学生获得自信；3. 相互学习，加深友谊。1. 部分成绩差的学生常常违反校规校纪，担心自己会受影响，养成坏习惯；2. 一些成绩差的学生很难相处；3. 老是问问题，使自己不能专心学习。？注意：1. 词数：120左右（信的格式和开头已给出，不计入总词数）； 2 短文须包括表中所有要点，可适当增加细节，以使行文连贯； 3 参考词汇：成绩差的学生slower studentsDear Mr. Li,We have held a heated discussion ab

9、out whether it is good or not for an excellent student to share a desk with a slower student. Opinions are divided. Yours, Li Ping设计意图：训练学生的写作能力范文欣赏Dear Mr. Li, We have held a heated discussion about whether it is good or not for an excellent student to share a desk with a slower student. Opinions are divided. Some are for the idea. Everyone has his own strengths as well as weaknesses. Although slower students are not good at lessons, they might do well in other fields. In addition, only by helping them with their lessons will they gain mo

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