标签: 2019-2020年高一英语Unit7《Culturalrelics第四课时》精品教案旧人教版第一册  
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文档内容摘要
doc 2019-2020年高一英语 Unit7《Cultural relics第四课时》精品教案 旧人教版第一册 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…have 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

2019-2020年高一英语 Unit7《Cultural relics第四课时》精品教案 旧人教版第一册.doc

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