Learning about Language优秀教学实录

年级

复备人

高一

刘隆彬

课时题目

璧山中学校教学案

学科

英语

教材版本

新人教版

单元课标解读及教学设计

主备人

高一英语核心备课组

内容

Book2 Unit1 Period 2 Language Focus---difficult and long sentences & useful phrases 设计思想：

分析长难句是准确理解长难句的前提，是高考高分的保证。新课程标准对高中毕业生有关“阅读”技能的其中一项要求是：能通过分析句子结构理解难句和长句。因此，准确理解长难句是考生应掌握的必备技能。让学生从高一起就养成良好的阅读习惯，形成正确的阅读方法，让他们在两、三年后能从容地面对高考；同时为他们的英语读写能力的提高奠定基础。这是高中英语阅读教学所面临的一项重要课题。注重突破语篇中的长句、难句，和有用短语，这样才能提高学生读和写作的能力（也就是一种input 的过程），然后达到把握整个语篇的能力，继而能达到驾驭整个语篇（也就是一种output 的过程）。

教情分析: 在本单元的语言素材中出现了很多长难句的例句。如：

1 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. 2 This gift was the Amber Room, which was given this name because several tons of amber were used to make it. 3 It was also a treasure decorated with gold and jewels，

which took the country's best artists about ten years to make. 4 However, the next King of Prussia, Frederick William Ⅰ，

to whom the amber room belonged，

decided not to keep it. ……

这些例句都是学生自主学习探究的有效资源。

学情分析: 通过前面的学习，学生已经基本了解了一些新的单词和结构，对定语从句也有了一定的了解。通过分析长难句，让学生加深对句子的理解，这对他们的阅读理解能力和写作能力的提高都有帮助。Teaching Goals: After this period, Ss will be able to: 1. Understand the meanings of the difficult and long sentences and their structures in the passage on P1-2 and then master them as well as use them to write down some similar sentences to those. 2. To get the meanings of some useful phrases in this passage (at war ; in search of; in return; belong to; by design; look into ; serve as and so on ) and use them properly according to the context.

Teaching key and difficult points: Ss may have difficulty understanding the difficult and long sentences’ structures and using the similar structures and important as well as useful phrases to make sentences. Teaching Methods: Task-based teaching; Cooperation and research

Teaching Aids: 1

Multi-media

Teaching Procedures

时间

Step1 1.Show the words on the 1. Match the words with their 4Warming-screen and ask the students proper meanings. ”

up match the words with their 2 voice their opinions.

proper meanings.

1 Ask the students underline 1 Underline the following

Step2

the following sentences in sentences in the passage.

self-learnithe passage, checking that 2 Try to

understand the 1ng and you understand them or not sentences and analyze the 0 findings and analyze the structure of the sentences.

sentences ,then try hard to 3 Try hard to translate them

translate them all into all into Chinese.

Chinese

2.Make some explanation if (first, individual work;

necessary. then group work)

Step3

Raise questions about the

Analyze Analyze the following following sentences

the difficult sentences in the

7’difficult text according to the 1 Frederick William Ⅰ，

the ’

sentences students’ requirements. King of Prussia，

could never

in the text

have imagined that his

greatest gift to the Russian

people would have such an

amazing

history.

Steps T’s Activities

Ss’ Activities 2

设计意图

To activate the students’ existing knowledge by reviewing the words.

Let the ss learn to find and analyze the

questions by themselves.

Develop their spirit of cooperation.

Let the ss learn to how to analyze 复备记录

Step 4 phrases

Show the phrases and ask the students to underline the phrases in the passage.

2 This gift was the Amber

Room, which was given this

name because several tons of

amber were used to make it.

3 It was also a treasure

decorated with gold and

jewels，

which took the

country's best artists about ten

years to make.

4 However, the next King of

Prussia, Frederick William

Ⅰ，

to whom the amber

room belonged，

decided not

to keep it.

5 Later, Catherine Ⅱhad the

Amber Room moved to a

palace outside St Petersburg

where she spent her summers.

6 In 1770 the room was

completed the way she

wanted

.

7 There is no doubt that the

boxes were then put on a train

for

Königsberg，

which was

at that time a German city on

the Baltic Sea.

8 After that, what happened

to the Amber Room remains a

mystery.

1 Underline the phrases in the

passage.

2 say the meanings of these

phrases. 6’

’

1in search

of寻找

2.belong to

属于

3.in return

作为报答；回报

3

long and difficult questions.

Let the students find their questions by themselves.

Step5 practice

Ask students to do the following exercises.

4 at war

处于交战状态

5.Less than

少于

6look into

调查

7.serve as

充当

8.by design

故意

9.have such an amazing

history

有这么令人惊讶

的历史

10.add ... to ...

往……加/

增添

11.light the room

照亮房间

12.remain a mystery

仍旧

是个谜

13.get lost

丢失

14.take sb. some time to do

sth.

花费某人多长时间做

某事

15.be ready for

为……做准

备

Do the exercises.

Ⅰ.单句语法填空

11．During National Day, all 0 the streets

(decorate) with colourful

flags, flowers and balloons.

2．There's some doubt

they can survive the terrible

accident.

3．The trip was expensive but

it was worth

.

4．The patient is going to

have his

temperature

(take)．

5．As far as I know, this film

is designed

the

children.

6．They are still fighting for

(survive)．

7．It was

(amaze)

that he was removed

4

To offer some learning strategies.

To output what is learnt.

Step 6 summary

the company for being late.

8．He was very upset that the

valuable watch

(belong) to him was missing.

Ⅱ.补全句子

1．The little girl gave me a

big hug

.

这个小姑娘给了我一个热情的拥抱以答谢我的帮助。

2．He turned on his computer

___________ he wanted.

他打开电脑搜寻想要的信息。

3．____________________

the man isn't easy to get along

with because he is such a

stubborn man.

毫无疑问，这个人不好相处，

因为他是个如此固执的人。

4．The country has been

for two years.

这个国家与邻国已交战两年

了。

5．It'll

to get there.

到那儿用不了一个钟头。

6．Her parents died in the car

accident

.

她的父母死于车祸，但她却

幸免于难。

7．The students didn't

understand

________________________

______.

学生们没有理解数学老师解

答该题的方法。

8．The problem discussed just

now

.

刚才讨论的那个问题值得注

意。

5

Step7 Assignment

Summarize what they learned 3’in class. ’

1 Review the language points learned in class.

2. Read the reading passage carefully and try to retell it in your own words.

Consolidate What they have learned.

To review the content of the text.

教学反思

6