Learning about Language教学设计和教学实录

教学设计

备课时间

2018年5月

Unit1Cultural relics

-Learning about 备课课题

language （必修二）

成员

教

材

分

析

吕琨

地点

巧家县第一中学

教研组

英语组

年级

高一年级

备课人

吕琨

课时

1节课

Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。

学情

分析

教

学

目

标

非常适合高一年级学生学习，贴近生活，容易引起学生的兴趣，尽快进入到英语单词、表达、语法学习中去，注重学生的内心感受与自我体验。

知识与技能

1.

Get students to review, reuse and consolidate the comprehensive knowledge learning in the unit. 2.

By doing exercises, reusing the reading skills and including and deducing, students will master the knowledge more systematically, use the reading skills more skillfully and understand the topic more profoundly.

过程与方法

1.Team work learning

2. Task-based learning

情感态度价值观

让学生喜欢上英语练习课，分析英语句子结构，真实地理解句子意思。

1.

Intensify the reappearance to get the students to master the 教学重难点

words and grammar by designing good-to-use exercises. 2.

Extend the topic by generalizing and making summary.

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教学方法

教学用具

教

学

过

程

教师活动（预设）

导入：

第一部分：

自主预习

学习交流

以师生共同探讨为主，让学生自主、合作、探究的学习方式，充分激发学生的主动意识和主创精神。

A projector and some slides

学生活动（预设）

设计用意

主动意识

整体感知

备课建议

Summing up 1. Write down what you have learned about cultural relics:

There are tens of thousands of cultural relics both in and out of China, but some of them are being destroyed. That is to say, some are in danger. So it's our duty to take actions to protect them. 2. From this unit you have also learned: ★Useful verbs -- survive, remain, light, doubt, consider, prove, pretend survive

1)

vi. to continue to live, esp. after coming close to death 幸存；生还

e.g.

We survived, although others died in the accident.

2) vt. to continue to live after...幸存于

e.g. We survived the accident. remain

vi. to continue to be (in an unchanged state)保持；仍是

e.g. Peter became a judge but John remained a fisherman.

If you don't eat, you'll just have to remain hungry. light (lit, lit, lighted, lighted)

2

1) vt. (up) &vi. to (cause to)start to burn（使）点火；着火

e.g. He lit (up) a cigarette.

2) vt. to cause to give light; give light to照明

e.g. We lit the candle and the candle lit the room.

The lighted candle lit the room.（作定语时，只用lighted;但作谓语时，过去分词及过去式可用lit，也可用lighted.）

doubt

vt. to be uncertain (about); to mistrust怀疑；不信

e.g. I doubt the truth of it/ his honesty.

I doubt whether it's true/ if he's honest.

I don't doubt that John will come on time. consider

vt. 1)to think about考虑

e.g. I'm considering changing my job.

2)to regard as; think of in a stated way认为

e.g. I consider you (as/ to be) a fool.

3)to take...into account照顾；顾及；考虑到

e.g. If you consider (the fact) that she's only been studying English a year, she speaks it very well. prove 1) vt. to give proof

of; show...to be true or give cause for belief in...证明

3

e.g. He has proved his courage in battle. 2)to show (oneself or itself) afterwards, in the course of time or experience, etc. to be of the quality stated证实

e.g. As it happened, my advice proved to be right. pretend

vt. to give an appearance of (something that is not true), with the intention of deceiving假装；装扮

e.g. He pretended to be a teacher.

He pretended to be reading when the teacher came in.

He pretended to have finished his job. ★phrasal verbs -- look into, belong to, take apart, think highly of look into

vt.

to examine the meaning or causes of调查

e.g. It is my job to look into any reports of cultural relics that have found in China. belong to vt. (no pass无被动)to be the property of...为...之财产；属于

e.g. That dictionary belongs to me. take apart vt.

to separate (a small machine, clock, etc.) into pieces将（小型机器，时钟等）分解；拆开

e.g. Take the watch apart and see if you can see what's wrong with it.

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think highly of

to have a good opinion of someone or something看重；器重

e.g. My teacher thinks highly of my job. ★Other expressions -- in search of, in return, at war, furniture, opinion, besides

in search of: looking for寻找

e.g. John went in search of a doctor for his sick wife. in return( for): in exchange (for); in payment (for)作为（对...的）报答

e.g. I gave her some roses in return for her kindness. at war (with): in a state of armed struggle (with each other or another country) 与...处于交战状态

e.g. Those 2 countries have been at war (with each other/ Japan) for a long time. furniture: all large or quite large movable articles that are placed in a house, room, or other area, in order to make it convenient, comfortable, and/ or pleasant as a space for living n, such as beds, chairs, tables, etc.家具

e.g. This old French table is a very valuable piece of furniture. opinion

CN, that which a person thinks about something意见；看法；判断

e.g. In my opinion, you are right. besides 1) adv. in addition; also此外；而且

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e.g. I don't want to go; besides, I'm tired.

2) prep. in addition to除...以外

e.g. There were 3 others present at the meeting besides John. ★New sentences structures: 1) Key sentences in the reading:

a. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such an amazing history. P1 b. Once it is heated, the amber can be made into any shape P1 c. It was made for the palace of Frederick I. P1 d. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 e. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1 f. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1 g. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.

P2 h. After that, what really happened to the Amber Room remains a mystery.

P2 2) The attributive clauses with that/which/who/where/when: a.

This gift was the Amber Room, which was

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given this name because several tons of amber were used to make it. b.

The amber which

was selected had a beautiful yellow-brown colour like honey. c.

It was also a treasure decorated with gold and jewels,

which

took the country’s best artists about ten years to make. d.

However, the next King of Prussia, Frederick William, to whom

the Amber Room belonged, decided not to keep it. e.

Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.

f.

This was a time when

the two countries were at war.

g.

In 1770, the room was completed the way (that) she wanted it.

3) Expressions used to give opinions: a. I think highly of those who are searching for the Amber Room. P7 b. I don't agree that they should return the treasure to Russia if they find it.

P7 c. Besides, my father once told me that any person who finds something can keep it. P7 d. I must say that I agree with you. P7 e. I must say that I don't agree with you. P8

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第二部分：

讨论互助

合作展示

分组合作展示讨论：

分享

讨论

展示

Using words and expressions

1 Study the three groups of words. Think up more words for each group. Classifying words is a good way to learn English vocabulary.

In five minutes, the teacher gives the answers, using a slide projector.

2 Look at the photos and complete the following sentences using the words in the right box. In five minutes, the teacher gives the answers, using a slide projector. 3 Translate the following sentences into English, using the words and expressions in brackets. In 10 minutes, the teacher gives the answers, using a slide projector.

第三部分：

拓展延伸

监测反馈

Using structures

1 The large stone statues(雕像)on Easter Island remain a mystery to us. (Ss) Read the following sentences and correct the mistakes. 2 In pairs play this game: “Who

am I thinking of?”

Student A is thinking of one of his/her classmates. Student B has four chances to find out who the classmate is. Each question must include as many attributive clauses as possible. Student A can only answer “Yes” or “No”. This is a simple and interesting game. The students will become very active to do the job. And also it’s a good exercise to help them to use

拓展延伸

监测评价

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the grammar. Checking yourself T: We have spent a lot time on this unit and I am sure you have learned much about cultural relics. Before we begin a new one, please check yourself about how you have learned this unit. Please answer the questions in CHECKING YOURSELF. If you have any difficulty in answering some of the questions, you will have to spend some time on improving.

小结

见多媒体出示：

通过学习Learning about language，让我们写作多了一种选择，多学多练，把所学应用到生活中。

练习设计

课后练习部分

板书设计

Unit1 Cultural relics -Learning about language

临时（教师与学生）

留下足够的参与时间和空间。在宽松、和谐、融洽、平等的学习氛围中，组织学生教学反思

独立思考与集体讨论。

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