新人教版高一英语必修二unit1教案
高中英语必修二教案
高中英语必修二教案【篇一:人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题,旨在通过单元教学使学生了解世界文化遗产,学会描述它们的起源,发展和保护等方面的情况,复习并掌握定语从句,能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片,设计了三个问题让学生交流对于cultural relic的了解,并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分,提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣,并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题,同时又跳出了课文,对文章进行整体评价,由易到难,有较好的梯度,全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配,检验学生对文章细节的理解;exercise 2 将所给的问题与段落匹配,是段落大意理解题;exercise 3安排了对于重建lost cultural relics的意义进行讨论,使得学生能对本单元的主题进行较为深入的探讨。
1.5 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。
人教版高一英语必修二unit 1 reading教案
Unit1 Cultural RelicsThe first periodWarming up and readingTeaching Goals1.Knowledge goals1) Get students to learn the useful new words and expressions.a. Important words and phrasesculture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2) Let students learn about the history of the Amber Room.2. Ability goals1) Let students read the passage In Search of the Amber Room to develop their reading ability.2) Enable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and stimulate their sense of protecting cultural relics.Teaching Important Points1) Let students read the passage In Search of the Amber Room and learn about the story of the Amber Room.2) Get students to learn different reading skills.Teaching Difficult Points1) Enable students to learn to talk about cultural relics and what should be done with them.2) Develop students’ reading ability.Teaching Methods1. Task-based teaching and learning2. Group discussion and cooperative learning3. Multi-functional teaching equipmentTeaching AidsA recorder, a projector, and some slidesTeaching ProceduresStep 1 Leading-inCooperative learning:1.Do you know these famous places? If you know, what do you know aboutthem?2.Which one do you like to visit? Why?3.What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)4. In your opinion, what are cultural relics?2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyramids in Egypt(3)The Tai Mahal (In India (4) The Sydney Opera (In Australia) (5) The Great Barrier Reef (In Australia) (6)The Big Ben (In England)Step 2 Pre-reading1. Ask students to predict what the passage is about according to the title and the picture.2. Suppose one of them got lost, how would you feel and what will you do with it? (Try our best to find it; Protect the others in order that they will not get lost; Rebuild a new one if we really can’t find it)Step 3 ReadingTask 1: Fast reading1.Answer the following questions:1)Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)2) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)2. Skim the text and complete the exercises of Comprehending.①Keys to Ex11. The king of Prussia who gave the Amber Room as a gift to Russia was_______.A.Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2. 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 soldiersD. he wanted to make friends3. The Amber Room was stolen by______.A.Russian soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France5. The Russians didn’t hide the Amber Room because ______.A.they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it awayT or F questions:( ) 1. The Amber Room was not easy to make.( ) 2. Catherine II didn’t like everythi ng 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.Task 3: Intensive reading Main idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time (CatherineⅡ had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step 4 Discussion1. Do you think if it is worthwhile to reproduce the amber room? Why?2.What should we do to protect our cultural relics?Step 5 ConsolidationGive students some key words and expressions on the blackboard and let them retell the story.Step 6 Homework1. Learn the useful new words and expressions by heart.2. Read the text again and underline some different word and sentence structures for them.。
高中英语人教版必修2 unit 1 Cultural relice 教学设计
教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead-inStep I Lead-in设计意图展示图片,用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生,从而对cultural relics有一个直观感性的认识,为接下来下定义奠定基础。
2019新人教英语必修二unit 1 单元整体教学设计
2019新人教英语必修二unit 1 单元整体教学设计
一、教学目标
本单元的教学目标是让学生掌握以下内容:
1. 学习如何描述人的外貌特征和性格特点。
2. 学习如何表达自己的喜好和偏爱。
3. 了解不同国家的文化和风俗习惯。
4. 提高听、说、读、写等语言技能。
二、教学内容
本单元的教学内容主要包括以下部分:
1. 阅读部分:通过阅读文章,学习如何描述人的外貌特征和性格特点,以及如何表达自己的喜好和偏爱。
2. 听力部分:通过听力训练,提高学生的听力技能,同时让学生了解不同国家的文化和风俗习惯。
3. 口语部分:通过小组讨论、角色扮演等活动,让学生练习表达自己的观点和喜好,提高学生的口语表达能力。
4. 写作部分:通过写作训练,让学生学会如何写一篇介绍人物的短文,提高学
生的写作技能。
三、教学难点与重点
本单元的教学难点与重点主要包括以下内容:
1. 重点:如何描述人的外貌特征和性格特点,以及如何表达自己的喜好和偏爱。
2. 难点:如何将所学知识运用到实际生活中,提高自己的语言运用能力。
四、教学步骤与安排
1. 导入:通过提问和讨论的方式,引导学生进入本单元的主题——人物介绍。
2. 阅读:让学生阅读文章,了解如何描述人的外貌特征和性格特点,以及如何表达自己的喜好和偏爱。
3. 听力:播放听力材料,让学生了解不同国家的文化和风俗习惯。
4. 口语:组织学生进行小组讨论、角色扮演等活动,练习表达自己的观点和喜好。
5. 写作:让学生根据所学知识,写一篇介绍人物的短文。
6. 总结:对本单元所学内容进行总结,同时布置作业。
必修二unit1教案
必修二unit1教案【篇一:新人教版必修二unit1 cultural relics教学设计】unit 1 cultural relicsteaching 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 culturalrelics 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 roomteaching 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 andpre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to 2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk 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 periodteaching procedures:step 1 new words teachingstep 2 warming-upt: 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 differentperiods 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 placethere)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 46debate 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-readingt: 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 points1) survivesurvive: vi. continue to live or exist.in alive after sb., live or exist longer thane.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 ofa 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。
人教版高一英语必修二第一单元教案模板
人教版高一英语必修二第一单元教案模板高中阶段学习难度、强度、容量加大,学习负担及压力明显加重,不能再依赖初中时期老师“填鸭式”的授课。
下面是小编为你准备的人教版高一英语必修二第一单元教案,快来借鉴一下并自己写一篇与我们分享吧!人教版高一英语必修二第一单元教案篇1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
提高阅读能力同时学习有关介绍博物馆的相关词汇和表达,并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍,提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。
2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣,并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息,提高分析处理英文信息的能力。
通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力,同时为下一个扮演导游介绍艺术馆的活动做铺垫,提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。
3. 情感、态度、价值观目标通过学习,使学生了解世界的艺术馆,培养学生的文化意识和对艺术的兴趣。
同时激发学生对家乡的自豪感和热爱之情。
教学重难点教学重点:阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点:在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片,展示课文中出现的5个艺术馆的图片及名字。
人教版高中英语必修2新 Unit1 Cultural relics教案
Unit 1 Cultural relicsThe unit planningThe topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also kn ow that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip. Background informationStudents:Class 21,Grade 1Lesson duration:45 minsTeaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.Teaching difficult points1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions2. Train students’ speaking ability to give & ask for opinions in English.3. Develop students’ integrated skills.Teaching objectives1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions:1.) Asking for opinionsWhat do you think of...?Do you believe...?How can you be sure of...?How do you know that?2.) Giving opinionsI think...I don't think...I don't agree that...I suppose that...4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.Teaching Methods1. Audio-lingual Method2. Communicative Approach3. Pair work4. Group workTeaching Aids1. Multi-media2. Pictures3. Music4. Video课时安排The first period: Warming Up, Pre-reading,The second period: Reading, Comprehending,The third and fourth period: Learning about LanguageThe fifth period: Discovering Useful structuresThe sixth period: Using LanguageThe first period:Warming Up, Pre-readingKnowledge:1.) some new words:cultural relics, rare, valuable, vase, dynasty, survive2.) Have students know about some famous cultural relics at home and abroad. Ability:Help students learn how to talk about cultural relicsEmotion:Encourage students to pay attention to the protection of the cultural relics. Teaching important pointsHave students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relicsTeaching difficult points:How to talk about cultural relics.Teaching methods1. Audio-lingual Method2. Communicative Approach3. Pair workTeaching Aids1. Multi-media2. Pictures3. Music4. VideoProcedures:Step1. Lead-inShow the pictures: a one yuan coin & the old coinsLet students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relicsStep2. Warming up1. "Let's travel together!" Show some pictures about cultural relics at home and abroad.1.) Go abroad:a. the pyramids in Egyptb. the Big Ben in England2.) In Chinaa.周口店北京猿人遗址b.播放一段音乐:说唱脸谱--- 京剧(非物质文化遗产)在今年11月刚申遗成功的另一项目:活字印刷术播放当天新闻,他被列为2010急需保护的非物质文化遗产,所以提醒大家注意对文化遗产的保护。
人教版高一英语必修二教案《Unit,1,Cultural,relice》
人教版高一英语必修二教案《Unit,1,Cultural,relice》【导语】让我们共同努力,培育良好的学习习惯,胸怀幻想,珍惜时间,发奋学习,立志成才,让青春载着幻想飞扬!这篇关于《人教版高一英语必修二教案《Unit 1 Cultural relice》》是高一频道为你预备的,盼望你喜爱!教案【一】教学预备教学目标1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3.Reading and understanding, catching the history and information of the Amber Room.4. Functional item, how to tell the story about the Amber Room5. Finish the comprehending exercises after the reading passage.6. Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely. To learn the story of the amber room.教学工具课件教学过程导入1. Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over: A. Can you name them out?Who have the right to own and confirm them?The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao CavesStep I: Pre-reading1.Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil化石 form of resin树脂 from trees.It takes millions of years to form.2. Can you imagine a house made of amber?Please preview “In search of the amber room.”Step II: Fsat reading and thinking about the title:1. Teacher give students the following questions to think: When you see this title, what do you want to know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?Ask the students just remember these questions in their mind not find the answers.2. Fast reading to get the main idea:The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .Students read the passage quickly and fill in the blans3. Now, let the students try to answer the questions in part 1. PPT 7Teacher may give some necessary helpStep III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. exercise 1 on page 2 After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. PPT 9Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.3 How did the Amber Room become one of the wonders of theworld?5 How was a new Amber Room built?4 How did the Amber Room get lost?1 How was the Amber Room made?2 Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Step V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up & pre-readingWhat is cultural relics?A.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare教案【二】教学预备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss“s awareness of protecting the cultural relics. Understand cultural relics belongto the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss“s interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government? C: Have you come across such a situation — to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss“s awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report. work in groupConsolidationfill in the blanks summary.Homeworkmake a report .use the useful information in the passage.。
新人教版高一英语必修二unit1教案教学内容
The First Period(Warming up, one class)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:Teaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over:A.Can you name them out?B.Who have the right to own and confirm them?(The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors)Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A. a cultural relic is sth. that survive d for a long timeB. a cultural relic may be a part of old thing has remain ed when the rest of it had beendestroyedC.or a cultural relic is something rather rare(while showing these photos, teach the new words in red: cultural relics, survive, remain, rare)1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.)(The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology of making them…)2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; d on’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive ClauseTeaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors The Sydney Opera; The White House; The Big Ben; The Amber Room (which we have learnt last period)Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.) Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1②The suggested answers to the Ex23. Detailed ReadingRead the text again and answer the following questions:①.What was given to the Russian people as a great gift by Frederick WilliamⅠ,the Kingof Prussia?(The Amber Room was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia )②.Why it is called the Amber Room and how many tons of amber were used to make theAmber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color) ③.What did Catherin eⅡ do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World Wa rⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa rⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.) Step Four: DiscussingClosing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases byStep Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the student’s judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:1.To learn some useful words and expressions2.To learn some useful structures3.To learn the Restrictive and Non—Restrictive Attributive ClauseLearn how to use the Attributive Clause with that/which/who/where/when⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive ClauseTeaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)(1) Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. Here are the keys to Ex1:1.select2.rare3.reception4.amaze5.less than6.wooden7.in search of8.suivive9.remove10.artist11.former12.at war(2) Read the passage and complete it with the words giving.Keys to Ex2:dynasties, style, amazing, jewels, designed, decorated, fancy, rare, doubt, worthStep Three: Exercising 2 (Exercise 3 on Page 3)Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages ofStep Four: Grammar point (the Attributive clause)⑴. Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differencesWhile the other sentences have the Restrictive Attributive Clauses.●非限制性定语从句的用法:1.非限制性定语从句与先行项的关系不紧密,只是作为附加说明,不起限制作用。
人教版英语必修二Unit 1(Listening)教学设计
人教版英语必修二Unit 1(Listening)教学设计目标本教学设计的目标是帮助学生提高听力技能,增强对口语的理解能力,通过本单元的学习,学生应能够:听懂关于个人经历的对话和独白;掌握相关的词汇和常用表达;提高听力的准确性和流畅性。
教学内容本节课的教学内容主要包括以下几个方面:听力训练:通过听对话和独白来提高学生的听力技能;词汇与表达:学习和掌握与个人经历相关的词汇和常用表达;听力策略:教授一些听力策略和技巧,帮助学生更好地理解听力材料。
教学步骤步骤一:导入在本节课的导入部分,教师可以通过引入本节课的主题和相关话题,激发学生的学习兴趣,并帮助他们预习相关的知识。
步骤二:听力训练学生通过听对话和独白来提高他们的听力技能。
教师可以设计一些听力练习,如填空、选择题或问题回答等,帮助学生更好地理解听力材料。
步骤三:词汇与表达在本节课的词汇与表达部分,教师可以向学生介绍一些与个人经历相关的词汇和常用表达,例如描述过去经历的动词短语、过去时间的表达方式等。
步骤四:听力策略教师可以教授一些听力策略和技巧,帮助学生更好地理解听力材料。
例如,教授如何通过上下文推测词意,如何通过关键词快速定位信息等。
步骤五:练习与巩固在本节课的练习与巩固部分,教师可以设计一些练习题,让学生巩固所学知识,并检验他们的听力水平和理解能力。
步骤六:总结与拓展教师可以对本节课所学内容进行总结,并鼓励学生通过广泛阅读和听力训练等方式进一步拓展他们的英语能力。
教学评估教师可以通过听力练习的成绩、课堂练习题的完成情况以及学生的互动参与情况来评估学生的听力水平和理解能力。
教学资源人教版英语必修二教材课件或黑板听力材料和练习题教学反思在本节课中,教师应特别关注学生的听力训练和理解能力的提高。
根据学生的水平和课程时间的安排,可以适当调整教学内容和难度,使学习效果最大化。
高一英语必修二《Unit 1 Cultural relice》教案人教版范文2篇
高一英语必修二《Unit 1 Cultural relice》教案人教版范文2篇高一英语必修二《Unit 1 Cultural relice》教案人教版范文2篇相对于其它学科来说,英语的知识点相当零碎,一定要在平时的收集、整理、总结上下功夫。
下面的《高一英语必修二《Unit 1 Cultural relice》教案人教版范文2篇》是本文库高一频道为你准备的,希望你喜欢!高一英语必修二《Unit 1 Cultural relice》教案人教版范文2篇教案【一】教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss’s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss’s interest.Hi,everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of "amber" What do knowabout the cultural relics "the Amber Room"discussion:Now, boys and girls, I met a "moral dilemma". That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our ga rden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decisionA: What should we doB: Can we keep it for ourselves or report it to the governmentC: Have you come across such a situation - to make a difficult choice listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amberWhat do you know about it2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss’s awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.高一英语必修二《Unit 1 Cultural relice》教案人教版范文2篇教案【二】教学准备教学目标1). To learn the knowledge of the cultural relics.2). Discuss how to protect our cultural relics.3).Reading and understanding, catching the history and information of the Amber Room.4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely. To learn the story of the amber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:A. Can you name them outWho have the right to own and confirm them(The shown pictures: Group 1;①Yuanmingyuan;②Forbidden City Group 2: ③Ming Dynasty vase ;④Taj Mahal;⑤ivory dragon boat and Mogao Caves)Step I: Pre-reading1).Ok, you have know something about cultural relics, have you ever seen a piece of amberAnd what do you know about itShow some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil(化石) form of resin(树脂) from trees.It takes millions of years to form.2). Can you imagine a house made of amberPlease preview "In search of the amber room."Step II: Fsat reading and thinking about the title:1). Teacher give students the following questions to think:When you see this title, what do you want to knowWhat is the Amber RoomWhy was it called the Amber RoomWhat was it made forWhat happened to itWhy to search for it(Ask the students just remember these questions in their mind not find the answers.)2). Fast reading to get the main idea:The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .(Students read the passage quickly and fill in the blans)3). Now, let the students try to answer the questions in part 1). (PPT 7)(Teacher may give some necessary help)Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.( 3 ) How did the Amber Room become one of the wonders of the world ( 5 ) How was a new Amber Room built( 4 ) How did the Amber Room get lost( 1 ) How was the Amber Room made( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a giftStep V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.) Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up … pre-readingWhat is cultural relicsA.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare。
人教版高一英语必修二教案《Unit 1 Cultural relice》
人教版高一英语必修二教案《Unit 1Cultural relice》(2021最新版)作者:______编写日期:2021年__月__日教案【一】教学准备教学目标1). To learn the knowledge of the cultural relics.2). Discuss how to protect our cultural relics.3).Reading and understanding, catching the history and information of the Amber Room.4). Functional item, how to tell the story about the Amber Room5). Finish the comprehending exercises after the reading passage.6). Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely.To learn the story of the amber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2)Teacher show some pictures. They are all very famousplaces in China or in the world. Ask the students to think these over:A. Can you name them out?Who have the right to own and confirm them?(The shown pictures: Group 1;①Yuanmin gyuan; ②Forbidden CityGroup 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao Caves)Step I: Pre-reading1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil(化石) form of resin(树脂) from trees.It takes millions of years to form.2). Can you imagine a house made of amber?Please preview “In search of the amber room.”Step II: Fsat reading and thinking about the title:1). Teacher give students the following questions to think:When you see this title, what do you want to know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?(Ask the students just remember these questions in their mind not find the answers.)2). Fast reading to get the main idea:The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .(Students read the passage quickly and fill in the blans)3). Now, let the students try to answer the questions in part 1). (PPT 7)(Teacher may give some necessary help)Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.( 3 ) How did the Amber Room become one of the wonders of the world?( 5 ) How was a new Amber Room built?( 4 ) How did the Amber Room get lost?( 1 ) How was the Amber Room made?( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Step V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up & pre-readingWhat is cultural relics?A.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare教案【二】教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss’s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss’s interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the rightto decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation — to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss’s awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of areport.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.。
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
The First Period(Warming up, one class)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:cultural relics, rare, valuable, survive, vase, rare, DynastyTeaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. Her e are some pictures. They are all very famous places in China or in the world. Please think these over:Can you name them out?Who have the right to own and confirm them?(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors)Let the students name out the famous places in the pictures, and tell them they are cultural relics. And explain what cultural relics are.a cultural relic is sth. that survived for a long timea cultural relic may be a part of old thing has remained when the rest of it had been destroyedor a cultural relic is something rather rare(while showing these photos, teach the new words in red: cultural relics, survive, remain, rare)1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Yuanmingyuan(圆明园), etc.)(The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technologyof making them…)2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; don’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive Clause4. Learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartTeaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors The Sydney Opera; The White House; The Big Ben; The Amber Room (which we have learnt last period)Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.)Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1 CEBDAF②The suggested answers to the Ex2Para 1 How was the Amber Room made?Para 2 Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Para 3 How did the Amber Room become one of the wonders of the world?Para 4 How did the Amber Room get lost?Para 5 How was a new Amber Room built?3. Detailed ReadingRead the text again and answer the following questions:What was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia? (The Amber Room was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia )Why it is called the Amber Room and how many tons of amber were used to make the Amber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)What did CatherineⅡdo with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World WarⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡtime(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.) Step Four: DiscussingClosing down by having a discussionCan you imagine the fate of the Amber Room? What is it?Do you think if it is worthwhile to reproduce the Amber Room? Why?Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving toremind people of a lost time.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, formerEspecially pay attention to the words and phrases underlined.Step Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the student’s judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:To learn some useful words and expressionsTo learn some useful structuresTo learn the Restrictive and Non—Restrictive Attributive ClauseTeaching Important PointLearn how to use the Attributive Clause with that/which/who/where/whenTeaching Difficult Point:⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive Clause Teaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)(1) Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. Here are the keys to Ex1:select rare reception amaze less than woodenin search of suivive remove artist formerat war(2) Read the passage and complete it with the words giving.Keys to Ex2:dynasties, style, amazing, jewels, designed, decorated, fancy, rare, doubt, worthStep Three: Exercising 2 (Exercise 3 on Page 3)Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to, and try to match the meaning with the given sentences.Keys:to be the property of; The coat belongs to me.to be a part of, be connected with; That top belongs to this desk.to be a member of; He belongs to a large family.Step Four: Grammar point (the Attributive clause). Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others.There is a comma before the relative pronoun which.And this is a Non-Restrictive Attributive clause.The relative clause carries extra information that is not necessary to identify the person or thing being discussed.While the other sentences have the Restrictive Attributive Clauses.●非限制性定语从句的用法:1.非限制性定语从句与先行项的关系不紧密,只是作为附加说明,不起限制作用。