Learning about Language教学设计第二课时

BOOK 2 UNIT 1 基础知识复习教学设计

Teaching Aims: 1. Go over some useful words and expressions about cultural relics.

2.The students need to learn how to use these useful words and expressions to describe cultural relics. 3. To arouse our awareness of the value of the cultural relics and the awareness of protecting them.

Teaching procedures: I.

Lead –in: Brain storming:

What cultural relics can you think of? What relevant words can be used to describe the amber room? Summary: Consider the past, and you shall know the future.温故而知新

II.

Words and expressions（Let the students share their answers with their partners）

Words

1．__________ vt.移动；搬开

2．___________ vi.(sank，sunk；sunk，

sunken) 下沉；沉下

3．_________

n．争论；辩论

vi.争论；辩论

4．________adj. 稀罕的；稀有的→rarely adv.

很少地；罕有地

5．________

n．艺术家→art

n．艺术

6．______n.价值_____adj. 贵重的；有价值的adj._____无价值的

7. _______vi.幸免；幸存；生还→survivor n．幸存者→______n．幸存；存活

8.__________

vt.使吃惊；惊讶→amazing adj. 令人吃惊的→____________ adj. 感到吃惊的→amazement

n．惊奇；惊异

9．_____vt.挑选；选择→_____n．选择→selective adj. 有选择性的

10．_____ n．设计；图案；构思

vt.设计；计划；构思→designer n．设计者

11．____________v．装饰；装修→decoration

n．装饰；装饰物

12．________ n．珠宝；宝石→jewellery n．珠宝

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13．_____ n．接待；招待会；接收→receive v．接待；接受；收到

14. ____________

adj. 木制的→wood

n．木；木材

15．______ n．怀疑；疑惑

vt.怀疑；不信→doubtful adj. 怀疑的

16．________ prep.值得的；相当于……的价值

n．价值；作用

→worthy adj. 值得……的→worthwhile adj. 值得的

17．____________

n．绘画；画→paint v．绘画

18．____________ n．根据；证据→evident adj. 明显的

19．_____________ vi.爆炸→explosion

n．爆炸

20．_____________adj. 非正式的→formal adj. (反义词)正式的

Phrases 1．________________寻找 2． ________________ 属于 3． _______________作为报答；回报4． _______________处于交战状态 5.______________

少于6．____________给……增加细节7． __________________ 值得做…… 8． _______________充当；起作用 9． ________________拆开；分开 10． __________________ 看重；器重 11． __________________ 与某人辩论某事12. ______________在审判中

13． ________________ 关心；在乎 14． ________________ 而不是

15. _______________……的入口16．一群；一队

___________________

Key sentences（填空）

1.Frederick William Ⅰ，the King of Prussia, _________________________that his greatest gift to the Russian people would have such an amazing history. 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

2．This was a time ________ the two countries were ________ ________. 这正值两国交战时期。

3．______________________________ the boxes were then put on a train for Königsberg，which was at that time a German city on the Baltic Sea.

毫无疑问，这些箱子后来被装上火车运往哥尼斯堡，当时德国在波罗的海边的一个城市。

4．After that，_________ happened to the Amber Room remains a mystery. 从那以后，琥珀屋的去处便成了一个谜。

5.However, the next King of Prussia, Frederick William Ⅰ______________the amber room belonged，decided not to keep it.

然而，下一位普鲁士国王，腓特烈·威廉一世，这个琥珀屋的主人，却决定不要它了。

6．In a trial，a judge must decide which eyewitnesses to believe and ___________________________.

在审判中，法官必须断定哪些目击者的话可以相信，哪些不可以相信。

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7.Nor__________ they should give it to any government. 我也不认为他们应把它交给任何政府。

III..知识点检查:Refer to “p55 –P57重点词汇讲练、写作句型仿写”

IV.小试身手。假定你是李华，请向你的英国朋友Peter介绍中国的长城，运用本单元词汇及句式，翻译下面短文。试一试，看谁最棒。字数100字左右。(部分资料来自网络) Let the students work in groups of four to finish the writing. 1．

众所周知，文化遗产属于全人类而不是个人. (individual)。(cultural; relic; belong to) 2．为了寻找它们，许多人付出了艰苦努力。(search) 3．其中一些文化遗产已遭破坏，只有少数幸免于难。(survive) 4．举例来说，它是世界罕见的宝贵文化遗产，

见证了中国历史的风风雨雨。

(rare /valuable/witness/ups and downs) 5．它花费了数百万人民的汗水才得以完成。(It takes…)

6．长城值得我们花时间、精力去完善和保护。(worth) 7.毫无疑问保护好文化遗产是我们的责任。(there is no doubt that...) 7．

8．让我们都行动起来，致力于环境与文化遗产的保护吧。(contribute to) Writing tips: Dear Peter,

I’m delighted to have received your

letter and I 'm ready to tell you something about the Great Wall. ___________________________________________________________________________________________________________________________________________________________________________________________________I’m looking forward to your letter.

Best wishes,

Li Hua

V. Summary: 1.We have learned some vocabulary about cultural relics.

2. We have used some of these useful words and expressions to express our ideas.

VI. Assignment

Polish your letter . [来源教学反思: 本节课是属于高考一轮复习，主要目标是帮助学生复习Book2 Unit1的

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词汇、句型，并能达到学以致用的目的。为了高效的复习，我采取了“小组学习+导学案”的模式，在上课前要求学生把导学案上面的内容完成，课堂上导入后让学生以小组的形式来核对答案，教师解决疑难问题。最后引导学生把复习过的语言知识进一步运用到写作中去。课堂内容丰富，各个环节连贯，幻灯片精美，学生主动参与，效果好。如果在学生展示部分采取让学生口头表达，整个课堂内容会更完整。

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