2019-2020年高一英語上冊 nit7 Cultural relics(第四課時)教案 大綱人教版第一冊.doc

《2019-2020年高一英語上冊 nit7 Cultural relics(第四課時)教案 大綱人教版第一冊.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年高一英語上冊 nit7 Cultural relics(第四課時)教案 大綱人教版第一冊.doc（6頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年高一英語上冊 nit7 Cultural relics(第四課時)教案 大綱人教版第一冊 Teaching Aims: 1. Go through “Checkpoint 7”. 2. Enable the students to write letters about expressing their own feelings. Teaching Important Points: 1. The use of the useful expressions in this unit. 2. How to write a letter about one’s own feelings. Teaching Difficult Points: 1. How to improve the Ss’ writing ability. 2. Use the Present Perfect Passive Voice correctly. Teaching Methods: 1. Review method to help the Ss to remember what they’ve learned. 2. Inductive method to help the Ss to master some skills of writing. 3. Pair work or group work to make every student take part in teaching activities. Teaching Aids: a projector and some slides Teaching Procedures: FStep Ⅰ.Greetings and Revision Greet the whole class as usual. T: In the last period, we learned some word formation. Besides the examples we gave in class, who can give other examples? S1: Let me try. For example: reopen, rearrange, recover. T: Very good. Thank you. FStep Ⅱ.Checkpoint T: Please turn to Page 49.Look at Checkpoint 7. Grammar: The Present Perfect Passive Voice. (Write it on the Bb.)Now, I’ll give you two minutes to change the two sentences into the passive voice. Who’d like to e to the front and write your sentences on the blackboard? OK. Zhang Wei, please. The other students may write your sentences in your exercise books. Please begin. (The student writes the following on the Bb.) The old palaces have been made as wonderful as in the past by the modern Russian artists. The statue of Peter the Great have been brought back to the city by the people of St Petersburg. T: (Two minutes later).Have you finished? Ss: Yes. T: OK. Look at the blackboard. Is he right? Ss: No. The second sentence is wrong. T: Who can correct it? S2: I can. The word “have” should be replaced by “has”. Because the subject of the sentence is “the statue.” T: Very good.(The teacher corrects it.) Now, turn to Page 45.Read the passage and find out all the sentences using the Present Perfect Passive Voice. I’ll give you a few minutes to do it.Later, I’ll ask some students to read them out. Are you clear about that? Ss: Yes. T: (A few minutes later.)Have you finished? Ss: Yes. T: OK. I’ll ask some students to read out your sentences. One student, one sentence. Wang Ming, the first sentence, please. S3: …many of the world’s greatest cities have been built on the banks of a river. S4: …parts of statues have been put back together and missing pieces have been replaced. S5…h(huán)ave been carefully recreated, and the old palaces have been made as wonderful as in the past. T: Are you right? Ss: Yes. T: OK. Let’s do another exercise. I’ll give you a dictation about useful expressions in this unit. Please take out a piece of paper. I’ll speak Chinese and you’ll write them down in English. Who’d like to e to the front and write them down on the blackboard? S6: Let me try. T: OK. Let’s begin. (Teacher begins to speak Chinese of some useful expressions. Meanwhile, the student writes them down on the Bb. They are: during one’s lifetime, under attack, give in, in ruins, in pieces, give up, bring…back to life, e true) T: Thank you. Is he right? Ss: Yes. T: OK. The phrases on the blackboard are all useful expressions in this unit. You must master them. In order to master them further, let’s do an exercise. Make a sentence with the phrase. Well, I’ll give you five minutes to prepare for it. Later, I’ll ask some students to read out your sentences. Do it by yourselves. Is that clear? Ss: Yes. T: OK. Please begin. T: (Five minutes later.)Have you finished? Ss: Yes. T: Well, I’ll ask some students to read out your sentences. One student, one phrase. The first one, Li Xiao, please. S7: rade Lei Feng served the people during his lifetime. S8: The city was under attack for nearly one week. As a result, many people were homeless. S9: Liu Hulan would rather die than give in. S10: After years of war, many cultural relics have been in ruins. S11: When she returned home, she found the beautiful vase had lain in pieces on the floor. S12: Once we begin, we shouldn’t give up. S13: After years of hard work, the old temple has been brought back to life. S14: His dream of visiting Beijing has e true. T: Thank you for your excellent performances. FStep Ⅲ.Reading T: There are many cultural relics in our hometown. Now, let’s think it over, if they are being destroyed, what can we do? Ss: Stop them doing this. T: But as students, we have no such power and authority to stop them. Our voice is so weak. Ss: (After thinking for a while.) We can write to the mayor or the newspaper. T: Good idea! But how can we write this letter perfectly? Fortunately, we have an example to follow. So, now turn to Page 48. Look at part 1. This is the example letter to an editor. You can read the letter quickly and then answer the questions on the screen. (Teach shows the questions on the screen.) (Teacher shows the questions on the screen.) 1. What famous site is there in the writer’s country? 2. Why is the writer worried about it? 3. What is damaging the paintings? 4. In the writer’s opinion, what should be done to solve the problem? Suggested answers: 1. There is a famous site called the Chauvet Caves. 2. Because some of the cave paintings have been destroyed by the pollution from human beings. 3. The carbon dioxide from the tourists’ breath is damaging the paintings. 4. First, glass walls would be put in front of the paintings. Second, the number of visitors should be limited. Finally, we should build a website where people can look at the pictures and paintings. FStep Ⅳ.Writing T: Now we’ve finished reading a letter to an editor. Let’s look at Part 2 and try to write. Before writing, first we’ll practice thinking and talking about the protection of cultural relics, and expressing our opinions. Now, have a discussion in groups of four, then fill in the forms. You can write your answers on a piece of paper. A few minutes later, I’ll ask some students to report the answers. (Teacher goes among the students and joins them in the activities. A few minutes, teacher collects their answers and fill in the blanks. At last, teacher shows the screen.) Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it? You live in a small village. Some people in your village want to destroy an old temple so that they can build a new factory. You feel very worried about it. You don’t agree with them. First, tell the villagers not to destroy the cultural relics. Second, building a new factory may bring a lot of pollution. Third, tell them to build the new factory far from the village. You are a builder. Some builders suggest selling these cultural relic. You want to stop them from doing so. First, tell the builders not to buy and sell cultural relics. Second advise them to donate them to the country. T: Now, use the information on the screen to write two letters to the editor. After a while, I’ll ask two students to read the letters to the whole class. Sample letters: 1. Dear Editor I live in a small village. Some people in my village want to destroy an old temple so that they can build a new factory. I am really unhappy about this. I understand that it is important to develop our village, but I think it is wrong to destroy the temple. The old temple is an important part of our history. If we destroy the temple, we are also destroying our past. I think it would be much better if the factory was built somewhere else, maybe on the other side of our village. There is a large area south of our village where there are no houses or buildings. Why don’t we build the factory there? Sincerely, Concerned villager 2. Dear Editor. I’m a builder. When other builders and I laid a foundation of a building, we dug out some cultural relics. At that time, some people suggested selling them so that everyone could get some money. But I didn’t agree with them. Because I think these cultural relics are our country’s wealth. Doing so isn’t right. I’m very worried about it. As a citizen of the PRC, I have the responsibility of protecting our country’s cultural relics. So I think I should tell the builders that we shouldn’t buy and sell the cultural relics. Second, I’d like to advise them to donate these cultural relics to the country in case they are sold abroad secretly. Cultural relics represent a country’s culture and history. We shouldn’t lose them. Yours sincerely, Mary FStep Ⅴ.Tips T: Now, let’s look at Tips. From the tips, we should learn to guess the meaning of a new word according to the text or the sentences. Now, let’s do an exercise. Look at the screen, please. Many of the world’s greatest cities have been built on the banks of a river. As we know, the word “bank” can have at least two different meanings in English. What does it mean in this sentence? Who knows? S15: It means “l(fā)and along each side of a river.” T: Very good. Do you know what the other meaning of the word is? S16: Yes. It means “a place for keeping money”. T: Well done. Can you give us an example? S17:Yes.He works in the People’s Bank of China. T: Good. Sit down, please. Can you think of other words that have more than one meaning? Who’d like to have a try? S18: Let me try. For example, the word “ring” has at least two different meanings in English. The first meaning is “circle”; the second meaning is “sound of a bell”. T: Very good. Sit down, please. Can you give another example? S19: For example: “hand”. It means “end parts of the human arm below the wrist”. It also means “pointer on a clock.” T: OK. You’re very good. FStep Ⅳ.Summary and Homework T: In this period, we’ve reviewed the grammar item by doing exercises. We’ve also reviewed some useful expressions in this unit. They are…(Pointing to the blackboard)Besides, we’ve done some writing practice. If you haven’t finished your writing, you can go on with it after class. Are you clear about that? Ss: Yes. T: OK. That’s all for today. See you! Ss: See you! Suggested answers to the exercises in Listening Ex.1. Situation Problem Solution The Aswan High Dam Temples and relics might be destroyed. Move the temples and relics to a safe place. Three Gorges Dam Residential areas and cultural relics will be flooded./ Water will cover areas where people live and may destroy cultural relics. Build new houses in other places, move the people and the cultural relics. Ex.4. 1. was pleted in 1970. 2. used to flood large areas every year and destroyed houses and crops. 3. the water level of the lake was going to rise by 63 metres. 4. each of which is 20 metres high 5. The greatest man-made building in the world Sample writing: The people in our village need houses and jobs. Some of the villagers have made plans for building new houses just outside the village. The problem is that there is an ancient temple in the only place where the new house could be built. Some of the villagers think that we must protect the old temple and that the new houses should not be built. The old temple must be protected because it is part of our history and it can tell us about how people live in the past. The temple should also be protected because we have no right to destroy our ancestors have created. The people who want to protect the temple think that we should build the houses somewhere else. Other villagers think that we must build the houses so that people will have jobs and a place to live. History and culture are important, but we must think about the future of our village. The people who want to build the houses believe that the temple should be moved or destroyed and that we could build a museum to protect ort cultural relics. I have decided that the housed will be built. We will not destroy the temple, but we will move it to another place and we will build a museum to protect our cultural relics. I think this is the best way to solve the problem, because if we can’t develop our village and create jobs for our people, we will not be able to protect our cultural relics in the future. If we work together to move the temple and build a museum, we can create a better future without destroying the past. FStep Ⅴ.The Design of the Writing on the Blackboard Unit 7 Cultural relics The Fourth Period Grammar: The Present Perfect Passive Voice The old palaces have been made as wonderful as in the past by the modern Russian artists. The statue of Peter the Great has been brought back to the city by the people of St Petersburg. Useful expressions: during one’s lifetime under attack give in in ruins in pieces give up bing…back to life e true FStep Ⅷ.Record after Teaching _______________________________ _______________________________ _______________________________ _______________________________