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       教案精选:高中英语《Cultural relics》教学设计


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 Teaching goals教学目标
1). Ability goals能力目标
a. Learn some detailed information about the Amber Room.
b. Improve the students’ reading ability.
c. Train the students’ ability to grasp key information while listening.
d. Enable the students to have the ability of talking cultural relics and ways to protect them.
2). Learning ability goals学能目标
Help the Ss to learn how to give opinions clearly about cultural relics.
3)Emotion:情感目标
Train the students’ ability to cooperate with others.
Enable the Ss to talk about the story of the Amber Room
Teaching important points教学重点
1 ).The new words and expressions;
2). Learn some detailed information about the Amber Room;
3). Train the students’ ability to cooperate with others;
4). Train the students’ speaking ability.
Learn to discuss and act out the Ss’ opinions about cultural relics.
Teaching important points教学难点
1)Words:  
ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;
2)Phrases: 
look into, belong to, in search of, in return, at war, take apart, think highly of;
3). Sentence patterns:
(1) There is no doubt that….. 
(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.
4). Improve the students’ reading ability.
Train the students’ ability to grasp key information while listening.
How to teach the students to speak out their opinions about cultural relics.
Teaching methods教学方法
1). Watch some videos about the cultural relics. (individuals)
2). Have a discussion. (group work)
3). Write an article about the discussion. (individuals)
Teaching aids教学设备
A computer, a projector and some slides.
Teaching procedures and ways教学过程与方式
The first & second  period (Vocabulary, Warming up and Pre-reading)
Teaching goals:
1. Target language
 Cultural, survive, remain, state, rare, dynasty, vase, belong to
2.  Learning ability goals
Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.  
Teaching important points
Talk about cultural relics and what should be done with them.
Teaching difficult points:
How to talk about cultural relics.
Teaching methods:
Group discussion and presentation.(cooperative learning)  
The first &second period
Teaching procedures:
Step 1 New words teaching
Step 2 Warming-up
T: When talking about cultural relics, what comes to your mind?
S1: The Great Wall.
S2: The Pyramids in Egypt.
S3: …
T: Well done. 
Teacher asks the Ss to look at the three groups of pictures and discuss these questions.
1. Do you know these places?
2. If you know, what do you know about the places?
3. Which one would you like to visit? Why?
I: As is known to all, China is a country with a history of more than 5,000 years.  In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous.  Now look at the pictures and guess what heritage they are. 
   All these are cultural relics.
Do you know any other cultural relics in the world?
T shows the Ss some cultural relics abroad.
Task 1: ask the Ss to make a dialogue by saying.
Imagine you have a chance to travel these places. Which place would you like to go?
Why?when are you starting off? How are you getting there? How long are you staying?
Please make a dialogue with your partners.Then students answer the following questions:
What is your favorite city? Why?
What makes a city great and famous?
(a long history; cultural relics; many great people; important events taking place there)
T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. 
Task 2: Now suppose that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? 
Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers. 
Step 3 Task 3 Speaking task on page 46
Debate  Do you think China should save all of its cultural relics?
Do you think it necessary to rebuild yuanmingyuan in Beijing?
T: After watching so many pictures, now discuss with your partners the following question:
What is a cultural relics?
 (Ss can find the answer from the Warming up.)
Step 4 Pre-reading
T: OK, class, do you think these cultural relics are beautiful? 
Ss: Yes, very beautiful.
T: Suppose one of them got lost, how would you feel and what will you do with it?
S1: Try our best to find it.
S2: Protect the others in order that they will not lost.  ……
T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.
T can practice it with a student to give an example. 
Extending questions: To whom do cultural relics belong?
Step 5 Language points
1) survive 
survive: vi. continue to live or exist.
   vt. Continue to live or exist in spite of nearly being killed or destroyed by sth.
   vt. Remain alive after sb., live or exist longer than
e.g: Many strange customs have survived from earlier times.
Her parents died in the accident, but she survived.
Few buildings survived the earthquake.
The man survived his sister by three years.
2) (a) part of 
A part of the books have arrived.
A leg is a part of the body.
He gave me back only part of the money I lent him.
Part of the house was burnt in the fire.
Part of the passengers were injured in the accident.
*Part of it _________ good.
*Part of them _____________ good. 
3) something 
通常用于肯定句,而在疑问句、否定句、if/weather从句中用anything。
I want something to eat.
I din’t have anything today.
Is there anything wrong with this stove?
*Would you like something to eat?
但当说话者心中的肯定意识较强时,或实际上表示请求建议时,一般不用anything而用something.
4) remain
After the fire, very little remained of my house.
Much work remained to be done.
I’ll remain to see the end of the game.
He remained silent after class.
The door remained closed.
a. The rest of the book ___is______ not very interesting.
b. The rest of the group ___are_____ in the classroom.
5)the rest of  ……的其余部分
6)imagine + n./ doing/ sb doing sth/ that- clause
 Can you imagine life without electricity?
 I could hardly imagine living in that kind of place.
 I can’t imagine her marrying him.
Can you imagine how worried I was then?
 I imagine that I have met you somewhere before.
7)look into 调查、了解、研究
   1) The police are looking into all the records of the man.
   2) He looks into her face with great interest.
   3) I’ll look into the matter as soon as possible. Just have a little patience.
8)insist + n/ that …(should) do /that…
   insist on doing sth.
   a. He insisted that the money __________________(return)  to him at once. 
   b. He insisted that he ______________ (not steal)the money. 
   c.  I insisted on his __________ (go)there right away. 
9) belong to 属于  (P1 L7)不可以用于被动语态,或进行时
Correct the mistakes
The house was belonged to an old lady.
China is a country that is belonging to the Third World.
As a writer, he really belongs the 18th century.
This map is belonging on the table.
10)do with
I didn’t know what to do with the old tree.
The new teacher didn’t know what to do with the class.
What have you done with the papers for the meeting?
We have nothing else to eat, you have to do with some bread.
I cannot do with loud noise. 
What to do with the problem?
How to deal with the problem?
Homework
1.Preview the reading
2.Do the comprehending exercises
3. Write down the Main idea of each paragraph
4.Ask the Ss to look for more cultural relics. The students can go to the library or use the Internet to search for information. 
Record after teaching:
The Third Period
(Reading and comprehending)
Knowledge:
Learn some new phrases and some new sentence patterns.
Ability:
1. Learn some detailed information about the Amber Room.
2. Improve the students’ reading ability.
3. Train the students’ ability to grasp key information while listening.
4. Train the students’ speaking ability.
Emotion:
1. Train the students’ ability to cooperate with others.
2. Enable the Ss to talk about the story of the Amber Room
Teaching important points:
1 .The new words and expressions;
2. Learn some detailed information about the Amber Room;
3. Train the students’ ability to cooperate with others;
4. Train the students’ speaking ability.
Teaching difficult points:
1. Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;
2.  Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;
3. Sentence patterns:
(1) There is no doubt that….. 
(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.
4. Improve the students’ reading ability.
5. Train the students’ ability to grasp key information while listening.
Teaching methods:
1. Listening to the tape.
2. Learning and practicing.
Teaching procedures:
Step 1 Greetings and lead-in
T: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.
Students give their answers.
T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?
Ss: The Amber Room.
T: Yes, It’s called the Amber Room.
What do you know about the cultural relic“the Amber Room?
T shows the Ss some pictures of “the Amber Room”
Step 2 Fast reading:
T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions:
It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.
T:Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)
What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)
Read the text quickly, trying to get the main idea each paragraph.Discuss in your group of four.
Ask Ss to speak out the Main idea of each paragraph:
1.The Amber Room has a strange history and something about its design and building.
2.The history of the Amber Room and its functions in Russia.
3.Catherine II had the Amber Room moved to the palace outside St Petersburg and it   became one of the great wonders.
4.The Nazi German army stole the Amber Room in 1941. After that what really happened to it remains a mystery.
5.The Russians and Germans have built a New Amber Room at the summer palace, following the old photos.
Pair work T or F questions:
1. The Amber Room was not easy to make.
2. Catherine II didn’t like everything about the Amber Room when she first saw it.
3. The Amber Room was taken to Konigsberg and hidden there in 1941.
4. The Russians didn’t care about the Amber Room.
5. The Russians don’t think the Amber Room will ever be found.
Step 3 Careful reading :Listen to the tape and follow it to read the text and answer the following questions:
1.What could the King of Prussia never think of his present to the Russian?
He could never think of his present would have such a strange history.
2. Why was the gift given the name the Amber Room?
Because about seven thousand tons of amber were melt to make it.
3. What shape can the amber be made into when heated? Any shape.
4. Is the Amber Room pure amber made with?
No. It’s also made with gold and jewels.
5. Was the Amber Room specially made to be a gift? No, it wasn’t.
6. What was the Amber Room made for? For the palace of Frederick I.
7. What did the Czar give the King of Prussia in return? 55 of his best soldiers.
8. Where was the Amber Room first placed?
In the Czar’s winter palace in St Petersburg.
9. What did Catherine II do to the Amber Room?
She had her artists add more details to its design.
10. Is the Amber Room still in Russia? No, it isn’t.
11. Where is it now? No one knows. It remains a mystery.
12. What happened to the Amber Room?It was stolen by the Nazis and is missing now.
13. When did the Amber Room disappear?During the Second World War.
14. What were saved from the Amber Room? The furniture and small art objects.
Step 4 Comprehending
After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.
T: Now read the passage again and finish the exercises of comprehending.
The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.
Detailed information (Do ex 1&2 on page 2&3)
1. The king of Prussia who gave the Amber Room as a gift to Russia was_______.
A. Frederick I        B. Frederick William I
C. Peter the Great      D. Catherine II
2. The king of Prussia gave the Amber Room to Russia because_____.
A. he wanted to marry Catherine II.     B. he was kind.
C. he needed better soldiers           D. he wanted to make friends
3. The Amber Room was stolen by______.
A. Russian soldiers                  B. German soldiers
C.  People in Konigsberg              D. People in St Petersburg
4. In 1941, the city of Konigsberg was in ___. 
A. Germany       B. Russia        C. Sweden        D. France
5. The Russians didn’t hide the Amber Room because ______.
A. they were at war                  B. the couldn’t find a place  
C. the German soldiers arrived too soon   D. no train could take it away
Step 5 Post-reading
Discuss the following topic in groups, then show your opinions:
Do you think it is meaningful to rebuild the new Amber Room? Why? 
Play the tape for the students to listen and follow in order to let them know how to read the text.
Step 6 Homework  
1. Read the text several times and try to find out the phrases and key points
2. Do exercises on Page3 &4.
3. Do exercise 1 on Page 42 (Ss’ Book)
Record after teaching:
The Fourth Period
(Text analyses and language points)
Knowledge:
1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;
Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;
2. Sentence patterns:
(1) In 1770, the room was completed the way (that) she wanted it
(2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.
Ability:
1. Learn the usage of some difficult words and expressions.
2. Train the students’ ability to remove the difficulties while reading.
Emotion:
1.Train the students’ ability to cooperate with others.
2. Know what happened to the Amber Room
3.Know the importance of protecting the cultural relics by learning  the story of amber room  
Teaching important points:
1. Train the students’ ability to read different English names.
2. Train the students’ ability to cooperate with others.
Teaching difficulties:
1. The explanation of some difficult words and expressions.
2. Train the students’ ability to remove the difficulties while reading. 
Teaching procedures:
Step 1 Revision
T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? 
The Ss talk it about by themselves for some minutes, and then T gives the answer:
Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now Rebuilt
Step 2 Learning about the language points 
Difficult sentences:
1.Although it feels as hard as stone, it easily melts when(it is)heated.
Feel here means: to give or produce the stated sensation (给人以某种感觉)
2.The design for the room was of the fancy style popular 
in those days.               (在句中做表语)   
(定语后置)  
3.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.(同位语从句)
Ask S to Check up the phrases you have found in the reading text with your partner.
Language points:
1. 情态动词 + have done 表示对过去发生的事情的
推测、批评、反悔等 意。如:You should have told him about it yesterday.
 could have done    可能做过;本来可以做(却未做)
 might have done    或许做过;本来或许会做
 may have done     或许做过
 would have done   本来要做(却未做)
 must have done    肯定已做过(表推测)
 needn’t have done   本来没必要做(却已做)
 should(n’t) have done 本来(不)应该做(却做了)
 ought(n’t) to have done 
2.when heated 是when it is heated 的省略形式。状语从句中,若其主语和主句的主语一致,同时谓语动词含有系动词be, 或it is/was结构,可省去该从句的主语和系动词be,留下其余部分。
3.once 为从属连词,意为“一旦”Once you see it, you’ll like it.
4.    be made into 被制成
    由……制成(能看出原材料)
    由……制成(看不出原材料)
    由……组成/构成
    产于,生产于(某地/某时)
5. “be + of + 名词(词组)” , 表示主语的某种形状、 特性或特征。
e.g. I’m pleased to have been of help to you.
 All of the boys in the class are of the same age.
6. fancy vt. 想象,推测,假想
fancy + that-/one’s doing sth/sb to be…/sb as/sth/doing sth
1) Don’t fancy that you can succeed without hard work.
2) I can’t fancy his doing such a thing.
3) I fancied him to be dead.
4) He fancies himself as a good writer.
5) Do you fancy a glass of coffee?
6) I don’t fancy walking in the rain.
7. in return (for): 回报,作为报酬
What can we do for them in return for all the help they have given us?
I gave him some books in return for his assistance.
in turn 轮流地,依次; 反过来  
take turns轮流地
by turns 轮流地,时而…时而…
8. serve as 担任,充当
 He served as a waiter there.
 When you sleep in the open, old newspapers can serve as a blanket.
9. add…to…把……加进……里去
  He added that he was very pleased with our work.
  Please add some sugar to the milk.
  Add the score up.
  His being absent added to our difficulty.
  The money he spent one day added up to about $100.
10. she wanted it 是定语从句修饰 the way, 后面的关系代词可用that / in which / -
She cooks chicken in the way I like.
11.at war 处于战争状态,介词at可表示状态或动作。
    at peace            at breakfast     
    at rest               at table          
    at work             at school
    at the piano      at one’s best
12. There is no doubt= It’s clear= It’s beyond argument
There is no doubt 后接名词时,需用介词 about / of ,
eg. There is no doubt about / of his honesty.
doubt 也可作不及物动词,“怀疑,不信”, 在肯定句中常接whether / if 从句,在否定句中常接 that 从句
eg. I doubt whether we can get the first place in the competition.
I don’t doubt that he will tell us the truth.
Step 3 Homework
In order to master the usage of these words and expressions, please do some related exercises. 
1. Translate the sentences on Page 43 into English. Write the English sentences in one of your exercise book and hand it in tomorrow. 
2. Finish the Reading Task on Page 44. 
Record after teaching:
The Fifthth Period
(Learning about Language)
Knowledge:
1. Learn some new words of this unit.
2. Do some exercises of this unit.
Ability:
1. Learn to write out the words according to their explanation in English.
2. Improve the students’ ability of translating.
Emotion:
Train the students’ ability to cooperate with each other.
Teaching important points:
1. Learn the new words.
2. Train the students’ translating skills.
Teaching difficulties:
1. Learn to choose the correct words according to the meanings.
2. How to improve the students’ translating skills.
Teaching procedures:
Step 1 Revision.
Check the homework exercises.
Have a dictation of some words and expressions of reading part.
Step 2 Learning about Language.
1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.
The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.
2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.
belong to phr v (T)
a. to be the property of: That coat belongs to me.
b. to be a part of; be connected with: That top belongs to this box.
c. to be a member of: He belongs to a large family.
Warning:
“Belong” is not used in the continuous tense or the passive voice.
eg. The computer is belonging to my sister. (F)
   The computer is belonged to my sister  (F)
   The computer belongs to my sister.    (T)
The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.
3. T: let’s look at exercise 3.The preposition sometimes indicates a state, condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.
After several minutes, T gives the answers.
Step 3 Translation (P43 SB)
Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise. 
Step 4  Grammar: Attributive Clause
Task 1: Ex. 2 (P4)
(1) Here are the farmers. They discovered the underground city last month.
  Here are the farmers who / that discovered the underground city last month.
(2) Xi’an is one of the few cities with walls. Its walls remain as good as before.
     Xi’an is one of the few cities with walls whose walls / the walls of which / of which 
     the walls remain as good as before
(3). Shanxi Province is a place with many cultural relics. Its relics are well looked after.
Shanxi Province is a place with cultural relics whose relics are well looked after.
(4). The woman remembered the day. She saw Nazis burying something near her home.
The woman remembered the day when she saw Nazis burying something near her home.
(5). The old man saw some Germans taking apart the Amber Room and moving it away. You are talking to an old man.
The old man (who / whom / that ) you are talking to saw some Germans taking apart the Amber Room and moving it away.
Task 2: Fill in the blanks using which, as, when, who, whom, where, when, why, that.
(1) St Petersburg is a very beautiful city, ________ was once called Leningrad.
(2)  In Xi’an, I met a teacher, ______ has a strong love for cultural relics and took me to visit the history museum.
(3)  I don’t remember the soldier, ______ told me not to tell anyone what I had seen.
(4)  My grandfather was a child then, _____ people didn’t pay much attention to cultural relics in the old days. 
(5) They moved the boxes to a mine, _____ they wanted to hide them. 
Task 3: Practice.
(1) What surprised me was not what he said but the way ____________ he said it.
(2) We’re just trying to reach a point______ both sides will sit down together and talk. (06山东)
(3)  ____ is often the case, we have worked out the production plan.
(4) This is the very house _______ he lived
(5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday.
(6) That’s the reason ______ he was late.
(7) The pictures brought the days back to the old  ______ they swam in the river.
(8) Robert and his songs _____ were famous in the U. S. are also popular in China.
(9) They are always smoking, _______ of course, will do harm to their health.
(10) The situation ______ you use the words is very clear in fact.
Correct the mistakes:
1. The reason why he explained at the meeting surprised us.
2. I can remember the days when we spent together.
3. The way in which you talked about is very important for us.
   4.  Put the book in which you can it easily.
Step 5 Homework
1. Finish Ex1 on P4: find out the sentences with attributive clause.
2. After class, read the passage on Page 5.
Record after teaching;
. The sixth period
Step 1 Revision
Dictation
1. There was no doubt that the house belonged to my grandfather.
2.  We will look into the matter tomorrow, when the owner will be back.
3.  I won’t go there if invited.
4.  I’m pleased to have been of any help to you.
5.  The girl was highly thought of for her good design.
Step 2 Reading, listening and writing
Discussion: What must a judge do in a trial?
•   What are the differences between a fact and an opinion?
Step 3  Reading P 5
Task 1: Listen to the tape and make sure what the three people say about the missing Amber Room and try to find who is giving the most facts.
Task 2: Read the passage and fill in the forms.
NAME Jan Hasek JOB a miner
PLACE Czech Repubilc TIME 1945; now
What he heard  
What he saw/sees  
What he did/does  
What he believes  
NAME Anna Petrov JOB a maid
PLACE a castle in Konigsberg TIME 1941-1945
What she heard 
What she saw  
What she did  
What she believes  
NAME Hans Braun JOB a sailor
PLACE The Baltic Sea TIME 1945
What he heard/
hears  
What he saw  
What he did  
What he believes  
Step 4 Explanation
1. “疑问词+不定式”,构成不定式短语,在句中作主语,表语,宾语等成分.
(1) Where do go tomorrow has not been decided.
(2)  He has to learn how to send e-mails.
(3)  Will you show me how to surf the Internet?
(4)  Perhaps the most difficult thing is how to survive without friends?
   (5) I just want to know when to start?
2. consider (1) 考虑 consider sth / doing sth
We are considering going abroad.
Have you considered his decision?
(2) 认为  consider +that-clause             consider…as/ (to be)…
They all consider that we should start now.
He is considered as / (to be) the best player.
(3) considering 鉴于,考虑到,就…而言
She did very well, considering his age.
(注意:此处不可以改成considered)  
3. rather than: 而不是    other than 除了…
(1)  He would die rather than give in.
(2)  He prefers to stay at home rather than go outing.
(3)  What I need now is money rather than advice.
(4) Other than England, there are no other places like this.
Step 5 Reading task (P44-45)
Task 1: Fast reading---main idea.
  Why does Big Feng want to save cultural relics?
(Big Feng and his friends offer each other help whoever needs help. So Feng believes that his
 work to save cultural relics is a way to thank his friends.)
Task 2: Careful reading – details.
Answer the questions on Page 45.
Step 6 Discussion
What should we to protect our cultural relics?
Step 7 Homework
Do a research about one of the cultural relics in China.       
                           The Seventh Period
Period four  Listening
Step 1 Revision
1.You should praise him _____________ (介词短语) scold him.
2.A fact is anything that can be ________ (动词).
3.A lot of ________ (evident) show that he had stolen many things from the house.
4.The answer ____ the question is very easy to find.
 __________ (consider) his young age, he did a good job. 
Step 2 Listening (P41)
Task 1: Leading-in
(1) Have you ever heard of Aswan Dam in Egypt? What is it used for?
(2) Do you know there is a similar project being carried out in China?
Task 2: Listen for main idea and some key points.
Task 3: Listen for detailed information.
1.Why was the Aswan Dam built? Was it successful?
 (The dam was built to stop floods on the Nile River. It was built to give people more electricity.)
2. What problems were there during the building of the dam?
 (The water in the lake behind the dam rose. 53,000 people had to move and some temples were in danger.)
3. The Aswan Dam is the largest dam in the world.
(1) True      (2) False     (3) It’s not mentioned on the tape.
4. Why did Abu Simbel need to be moved?
(The dam would put it under water.)
5. What problem did the engineers need to solve?
(The engineers needed to find a way to move the relic to safety.)
6. Abu Simbel is the most popular place for tourists who visit Egypt.
(1) True      (2) False      (3) It is not mentioned on the tape.
Step 3 Listening Task
Task 1: Leading-in
   As we know, the Aswan Dam is one of the ancient cultural relics made by people in the old times. Now there are also some well-designed buildings that may become cultural relics in the future. Show some pictures.
1.The Bank of China Building in Hong 
2. Kong designed by I M Pei 
Questions:   Do you want to know the story of the designer? Now, let’s listen to the tape about I M Pei, a famous architect
(Architect I M Pei has a lot to smile about.
The Bank of China Building in Hong Kong)
Task 2: Listen and get the main idea and some key points.
Task 3: Listen and finish Ex. 2(P44).
1. I M Pei studied at __________________, where he soon became a _______________.
2.  In 1951, he travelled to _________ to see its great _________ for himself.
3.  It was designed to look like both a __________ Chinese and __________ Western hotel.
True or False questions:
(1) I M Pei designed a library for President John F Kennedy.(     )
(2)  He designed new parts of famous are museums in the capital cities of the US and England. (    )
(3)  Two famous Chinese universities honored him. (    )
Task 4: Make some notes about I M Pei’s life and finish Ex.1.(No.1&2)
Step 4 Role-playing
No.1: Play the roles of a reporter and I M Pei according to the notes.
No.2: Make a dialogue.
Step 5 Homework  
Prepare for next period.
The Eighth Period  Speaking and writing
Step 1 Cooperative learning
Discuss and make a dialogue
1. Are you sure he/she was telling the truth? How do you know that?
2. How can you be sure of that?
3. Why / why not?
4. I (don’t) believe…, because…
5. That can’t be true.      6.It is (not) a fact.
7. I (don’t) agree with you.         8. I don’t agree that…   
9. It can be proved.               10. The truth is (not) easy to know.
11. I think they have said useful things.  12. …has no reason to lie.
Situation 1:
  Jane said she would join you in the game, but now she hasn’t turned up…
Situation 2:
  Li Hua promised to have a barbecue with you all on Saturday. But something unexpected happened. You don’t know whether it was true or not.
Step 2 Reading and writing
Task 1: Leading-in
  We have talked about what we should do to protect the cultural relics; now we’ll learn a letter from a German newspaper. The writer gives his opinion about what should be done with a cultural relic that has been found.
Task 2: Read the letter and write a short reply to it. You may choose to agree or disagree and give reasons.
Model A
Dear Johann,
   I must say that I agree with you. If you find __________, it should belong to you because ____________________________. Even if I lost something, I wouldn’t expect ______________. Once I lost a ________, I decided not to __________. People need to understand that ___________________. Your letter helps me to remember that people need to be careful with ___________. Then they  won’t need to worry about ____________. So you see, Johann, I got two 
rewards: one I could _______________ and one I could __________.
Model B
Dear Johann,
     I must say that I don’t agree  with you. Though you find _________. It doesn’t mean it belongs to, you should __________________. I’m sure you would wantsomeone to __________________. Once I found a beautiful ________. I want to_______. Then I remembered seeing one just like it in __________. I went to the ________ and found the ________ to whom it belonged. __________ was very ________ to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart.
Step 5 Explanation
1.think highly / much / well of… =sing high praise for…
  think little / nothing of…
The headmaster thought highly of me for my good performance.
The little boy was well thought of by them.
He thought nothing of walking 40 miles. 走40英里, 他不当回事.
2. besides (adv): what’s more
It’s too late; besides, it’s starting to rain.
Step 6 Homework
Written work: Translation 

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