Unit 1 Cultural relics教案
Cultural relics教案1
Cultural relics教案1Unit 1 ultural relis教材分析I．教学内容分析本单元的话题是“化遗产”。
aring up部分首先让学生对物的定义有所了解，然后让学生讨论物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是物，建筑物算不算物”这个问题。
Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览。
Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
Learning abut Language 部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。
Using Language 部分的Reading and listening和speaing主要通过对evidene, fat和pinin三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起。
紧随其后的reading and riting对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。
Learning Tips 部分鼓励学生去参观博物馆或化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。
II．教学重点和难点1．教学重点(1) 本单元的生词和短语。
(2)掌握限制性与非限制性定语从句的用法，理解两者有何不同。
(3)了解琥珀屋的历史，了解世界化遗产，增强化遗产保护意识。
2．教学难点(1) 学会区别事实与观点，锻炼思维分析能力。
(2)用英语表达自己的看法或征求别人的看法。
(全国版)2020版高考英语一轮复习Unit1Culturalrelics教案(含解析)
Unit 1 Cultural relics一、课前基础自查(一)分类记单词——省时高效Ⅰ.阅读单词(知其意)1。
cultural adj.文化的2.rare adj. 稀罕的；稀有的；珍贵的3。
dynasty n. 朝代；王朝4。
dragon n. 龙5.jewel n. 珠宝；宝石6.troop n. 群;组；军队7.wooden adj. 木制的8.mystery n。
神秘；神秘的事物9。
castle n. 城堡10.trial n. 审判；审讯；试Ⅱ。
重点单词(写其形) 1.design n. 设计；图案;构思vt. 设计；计划；构思2.fancy adj。
奇特的;异样的vt。
想象;设想;爱好3。
style n．风格;风度；类型4。
artist n。
艺术家5。
belong vi。
属于；为……的一员6.remove vt. 移动;搬开7.former adj. 以前的；从（二）练中记短语-—记牢用活(三）仿写明句式——以用为本what_to_learn insenior high school.二、课堂重点深化1．survive vt.比……活得长；幸免于；(经过……）活（保存)下来vi.幸免；幸存;生还[自主体验］单句语法填空①How does the family survive on such a small monthly wage?②As far as I know，the old lady survived her husband by 5 years。
③If he couldn't find his way out of the forest, there would be little chance of survival （survive）．[系统归纳］（1)survive sth。
幸免于；从……中挺过来/活过来survive on 依靠……生存下来survive from 从……中存活下来；流传下来A surviveB (by 。
高二英语：Unit 1 Cultural Relics(教案)
高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Unit 1 Cultural Relics(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
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 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 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 and pre-reading)teaching goals:1.target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. 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 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 togo?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 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.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 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。
Unit 1 Cultural relics教案
Unit 1 Cultural relics 一．Teaching contains1. Teaching objects: Class 6, Grade 12. Time: 8:00~8:45, Monday, 29th Nov. 2010.3. Teaching scope: 人教版英语必修二, UNIT 1, Cultural relics Warming up, Pre-reading, Reading and Comprehending from Page 5-6二．Teaching aims1. Knowledge goalsa. Enable students to learn the important words and phrasesrare, valuable, survive, vase, dynasty, amaze, select, honey, design, fancy, style, decorate, jewel, artist, belong to, troop, reception, remove, wooden, doubt, former, worth, in search of, in return, at war, less thanb. Enable students to learn the knowledge of cultural relicsc. Enable students to learn the history of the Amber Room2. Ability goalsa. Let students read the text to develop their fast reading skillsb. Enable students to talk about cultural relics3. Moral goalsa. Develop the students’sense of cultural relics’protection byreading this passageb. Develop the students’ sense of teamwork三．Teaching important points1. The definition of cultural relics2. Enable students to learn about the story of the Amber Room3. Enable students to learn the fast reading skills 四．Teaching difficult points1. Write a short passage about cultural relics2. Get the students to learn different fast reading skills and use them correctly五．Teaching methods1. Fast reading and intensive reading2. Team work3. Discussion六．Teaching aidsBlackboard, Chalks, Tape-recorder.七．Teaching procedures and waysStep 1 warming upGood morning, class. Let us begin our new lesson, unit 1, Cultural relics. Please turn to page five.1.Warming up by talking these picturesThere are four pictures on your textbook. They are all very famous objects and buildings in the world. Please think it over then answermy questions:A.Can you name them out?B.Where are they?(Keys for references: Ming Dynasty vase, China; Taj Madal, India; ivory dragon boat, China; Mogao Caves, China)2. Warming up by definingLet the students name out the famous things in the pictures and tell them they are cultural relics. Then explain what cultural relics are.A.Cultural relics are something that survived for a long time.B.Cultural relics may be a part of a country or a people’s culture.C.Cultural relics are something rather rare and valuable.While showing the explanation of cultural relics, teach the new words: survive, rare, and valuable.Step2 Pre-readingAs we know, all the cultural relics are quiet pretty, but some of them were lost and ruined, such as the Summer Palace in China and the Amber Room in Russia. Please guess:A.What kind of things can result in their disappearing?B.Why do they come into being again?C.Is it worth rebuilding lost cultural relics?Keys for references:A.Wars, natural disasters, and time have damaged and destroyedthem, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how. B.People get to know those. If the relics could not be found again,it would be rebuilt by people.C.The cost; whether an object can be faithfully reproduced;whether it helps people better understand the reason why sucha building was destroyed.Step3 ReadingA. Skimming and scanning the general idea of each paragraphB. Listen to the tape recording of the text, please pay attention to each sentence and paragraph, and then working in groups, and discuss how to protect our cultural relics.Step4 ComprehendingNow, listen to the recording again, and do the Ex. 1 and 2.Ex.1: CEBDAFEx.2: 35412Step5 SummaryIn this lesson, we have learned how to read a passage fast and what cultural relics are. Fast reading skills are very useful in your daily life. You must take care of them.Step6 HomeworkCopy the new word and expressionsCopy the passage in the textbook。
必修2 unit1 cultural relics 教学设计
Teaching DesignBook 2 Unit 1: Cultural relics Warming up酒泉市实验中学孔军蕊板书设计教学反思通过课本和教材要求我首先整合教材进行了第一次备课。
确定这节课的教学目的为：1. 语言目标：学生们掌握以下单词短语的用法，为课堂上的表达作铺垫。
rare, valuable, survive, vase, dynasty,amaze, jewel, worth, belong to, painting, material，intangible cultural relics2. 能力目标:（1）了解文化遗产的概念、类型、特点和现状。
（2）能用简单的句型表达自己的观点。
（3）知道如何力所能及的保护我国的文化遗产。
3. 情感目标:（1）通过本节课了解文化遗产保护的重要性（2）通过小组合作，小组讨论的方式培养学生们的合作意识。
教学重难点为：1. 通过定义和观察了解文化遗产的类型和特点。
2. 文化遗产保护的重要性。
3. 小组讨论作为一个中学生该如何保护文化遗产。
教学方法为：任务型教学、合作学习其次，根据目标确定教学思路：本节课学生需要回答以下几个问题：1. 猜谜游戏“Guess what they are according to the tips.”。
2. 围绕已知的文化遗产的概念给出的问题“What other types can you think of ? ”。
3. 围绕概念展开的有关文化遗产的特点的问题“Brainstorm the characteristics(特点) of the cultural relics.”。
4. 有关情感升华的问题“Why do you think cultural relics are very important? ”。
5. 本节课的最终目的，讨论并得出答案“As students, what can we do to protect our cultural relics?”。
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）Part One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A. What kind of old things are cultural relics?B. Are all the old things cultural relics?C. What is the definition and classification of cultural relics?D. To whom do cultural relics belong?Keys for reference:A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A. Can you name them out?B. Who have the right to confirm and classify them?Keys for reference:A. They are cultural sites: 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 Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm and classify them.Warming up by discussingNow, 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 the 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?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A. What kinds of things can result in their disappearing?B. Why do they come into being once again?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.B. People get to know these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance of “amber”?B. What do you know about the cultural relics “the Amber Room”?Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legendsand news reports, we know 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 thousand tons of natural ambers were used to make it. But during the second world war in 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.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: move d into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebratingthe 300th birthday of Peterburg3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift.1770 Catherine Ⅱ had completed the adding to the A mber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick Ⅰ PrussiaFrederick William Ⅰ St.PeterburgPeter the Great KonigsbergCatherine Ⅱ Winter PalaceSummer PalaceⅣ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercisesNo. 1 and No. 2.Closing 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?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.Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Colour Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthdayPeriod 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relativepronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.The y’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the book The clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by thevoters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal thathas ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem.(b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A. What does it mean when you say, “It is a fact”?B. What does it mean when you say, “It is an opinion”?Keys for reference:A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.Warming up by questioningTurn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe.Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.II. Guided reading1. Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words t o you to help you understand them easily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let’s come to the discussion “Which person gave the best evidence?”Keys fore reference:Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable because he is working fora company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A. What’s Johann’s opinion about the Amber Room?B. What’s his father’s opinion about the things found by him?C. What happened to Johann when she was a pupil?Keys:A. Johann thinks the people who find the Amber Room should keep it for them own.B. His father thinks as Johann does.C. She found a little money and kept it to himself.9. Completing the letters A & B and then giving your own lettersWhen you write your letter, you may choose to agree or not agree with the writer.You must give a reas on why you agree or don’t agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictationThe design for the room was of the fancy style popular in those days.The room served as a small reception hall for important visitors.The man who found the relics insist that it belongs to his family.The room was completed the way she wanted it .It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.After that, what really happened to the Amber Room remains a mystery.In a trial, a judge must decide which eyewitnesses to believe and which not to believe.Is it something that more than one person believes?A fact is anything that can be proved.An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The history of the Amber RoomGeneral idea of 1st Para The simple description of the Amber RoomGeneral idea of 2nd Para The present sent to the CzarGeneral idea of 3rd Para The detail adding and relocating of the Amber RoomGeneral idea of 4th Para The stolen of the Amber Room in World War ⅡGeneral idea of 5th Para The rebuilding of the Amber Room II. A tree diagramThe Amber Room: the best and biggest work of country’s best Prussian artistsPara.1Section 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list 《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章，获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。
2.问题引导法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。
2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。
2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。
（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。
高中英语 Unit1 Cultural relics教案 新人教版必修2-新人教版高一必修2英语教案
Unit 1 Cultural relics随堂练习1、Fill in the blanks with proper words〔the first letter is given〕The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past.2、Read the passage again and choose the best answer for each blank.①The king of Prussia who gave the Amber Roomas a gift to Russia was B.A Frederick ⅠB Frederick William ⅠC Peter the GreatD Catherine Ⅱ文某某息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history.〔Parag1〕②The king of Prussia gave the Amber Room to Russia because D.A he wanted to marry Catherine ⅡB he was kindC he needed better soldiersD he wanted to make friends文某某息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.〔Parag2〕③The Amber Room was stolen by B.A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg文某某息：But some of the Nazis secretly stole the AmberRoom itself.④In 1941, the city of Konigsberg was in A.A GermanyB RussiaC SwedenD France文某某息：But some of the Nazis secretly stole the AmberRoom itself.⑤The Russians didn’t hide the Amber Room because C.A they were at warB they couldn’t find a placeC the German soldiers arrived too soonD no train could take it away文某某息：This was a time when the two countries were at war.3、Look at every statement. If you are “sure〞 it is true, mark “S〞 to the leftof it. If you are “not sure〞, mark “NS〞.〔NS〕1 The Amber Room was not easy to make.〔S〕 2 Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.〔S〕 3 The Amber Room was taken to Konigsberg and hidden there in 1941.〔NS〕4 The Russians didn’t care about the Amber Room.〔NS〕5 The Russians don’t think the Amber Room will ever be found.课堂笔记1、He insists it belongs to his family.他坚持说这是他家的。
Unit 1 Cultural Relics教案
Unit 1 Cultural Relics一、教学目标Teaching Goals1认知目标（1）词汇和语言点belong to there is no doubt that worth（2）充分理解课文大意并完成所给的任务。
（3）用所学的词汇和语言点造句。
（4）用所学的知识与伙伴进行交流、沟通学会交际。
2情感目标利用多媒体手段营造积极和谐教学氛围使学生不自觉地进入情景之中充分调动学生的思维活动和情感体验引起学生的共鸣。
本部分旨在培养学生通过阅读手段获取有关琥珀屋的知识提高他们的素质扩大他们的国际视野提高阅读能力强化文化意识激发他们对文化遗产的热爱。
3 智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力帮助学生加强记忆力提高思维能力和运用英语的综合能力激发创造能力。
二、教学重点Teaching 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 clause（定语从句）5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.三、教学难点Teaching difficult points1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技巧形成阅读策略。
高二英语Cultural relics教案
高二英语Cultural relics教案一、教学目标1. 了解文化遗产的概念及其重要性，提升学生对中华文化的认识和骄傲感；2. 学习掌握有关文化遗产的专业词汇和表达方式，提高学生英语水平；3. 培养学生对文化遗产的保护意识和责任感，提高学生的文明素养。
二、教学重难点1. 文化遗产概念的理解和表达；2. 有关文化遗产的专业英语词汇和惯用表达方式的掌握。
三、教学过程1. 引入教师可以通过展示一些中华文化遗产的图片（如故宫、兵马俑等），为学生创造良好的学习氛围，并询问学生是否知道这些古迹的名称、历史背景等等相关问题。
2. 学习文化遗产概念教师可以通过讲解文化遗产的概念，引导学生了解文化遗产的重要性和保护意识。
教师可以在课堂上列举并解释一些经典的文化遗产，如长城、故宫、太极拳等，让学生了解文化遗产的深度和广度。
3. 学习有关文化遗产的英语词汇和表达方式教师可以通过阅读相关的英文资料，让学生了解有关文化遗产的英语词汇和表达方式。
可以通过观看视频或听力练习，策划有关文化遗产的听力练习和阅读练习，增强学生的语言能力。
4. 文化遗产保护意识教育针对学生的成长期和特点，教师可以进行情感导入，引导学生思考文化遗产保护的重要性和责任。
在这个过程中，教师可以通过多种方式提高学生的文化素养和文明素质，比如添加情绪语气，强调文化遗产保护的重要性，增强学生的情感共鸣。
5. 课后作业鼓励学生查找更多的有关文化遗产的信息，例如通过互联网查阅、考察当地的文化遗产、参加文化遗产保护活动等等，让学生更好的了解文化遗产。
四、教学方法1. 创设谈话环境，引导学生积极参与讨论；2. 借助多媒体手段展示旅游景点等相关图片，使学生多角度感受文化遗产的魅力；3. 设计听力、阅读训练，提高学生的英语听说读写能力。
五、教学评估评估学生对文化遗产概念的理解程度；评估学生对相关英语词汇和表达方式的掌握情况；评估学生对文化遗产保护意识的理解和认识，以及学生在课堂上的合作、表现等。
Unit1Cultural relics教案
Unit 1 Cultural relics教案Teaching Aims:Knowledge aims:1.Students learn to know more new words and expressions.2.Students learn about the history of the Amber Room. Ability aims:1.Students improve reading ability.2.Students improve speaking ability by giving suggestions. Emotional aim:Students learn how to protect the cultural relics. Teaching key and difficult points:1.Students learn more new words and expressions.2.Students improve reading ability.3.Students learn how to protect cultural relics.Teaching Methods:1.Task-based teaching method2.DiscussionTeaching aids:Normal teaching aids and multi-mediaTeaching procedure:Step 1 Lead inStudents watch a video and try to find out what the news is about and lead in the topic.Step 2 SkimmingStudents read the text quickly and match the correct parts.Step3 ScanningStudents read the text quickly and find out the best choice. Step4 SummaryStudents read the text again and fill in the blanks.Step5 Post-reading1.Show students some pictures about destruction of culturalrelics.2.Show students some ways to protect cultural relics.3.Students discuss in groups about how to protect culturalrelics as a teenager.Step6 Homework1.Students write a passage about how to protect cultural relics.2.Students try to find out more information about culturalrelics.。
高中英语Unit1 《Cultural relics》教案 新人教版必修2
Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, 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, apart, 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.P2T here 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. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that 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.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(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 Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3．If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。
高中英语Unit1Culturalrelics教案1新人教版必修2
Unit One — Cultural relicsPeriod Three Grammar教学目标：1. 复习定语从句的基础知识；2. 区分关系代词和关系副词，并掌握关系副词引导定语从句的用法；3. 掌握非限制性定语从句与限制性定语从句的区别教学内容一、非限制性定语从句与限制性定语从句的区别限制性定语从句，顾名思义，是对先行词从本质或特征上进行限制的一种定语从句，它所修饰的词代表一个（些）或一类特定的人或事、物。
例如：1) A man who doesn’t want to learn from others can’t achieve much．一个不向别人学习的人是不能指望有多大成就的。
A man 被限定后，指一类特定的人。
限制性定语从句是不能去掉的，否则剩下的部分就失去意义而不能成立。
非限制性定语从句则不然，它只对所修饰的词作进一步的说明，去掉之后并不影响整个句子的含义。
在形式上，非限制性定语从句与主句之间通常必须有逗号隔开。
例如：2) Finally we visited the Giant Yangtze Gorges Dam，which is the greatest key watercontrol project in the world at present 最后我们参观了长江三峡大坝，它是目前世界上最大的水利枢纽工程。
本句若去掉定语从句，主句部分的含义仍然完整。
历年的高考题中，非限制性定语从句是出现频率最高的考点之一，因此值得我们注意。
二、引导非限制性定语从句的which可以指代前面的先行词，也可指代前面整个句子。
例如： That Peter will marry Alice, which has not been announced yet, has spread around．彼特要娶爱丽斯这件事还没宣布，却已被传得沸沸扬扬。
句子中的which指代“彼特要娶爱丽斯”这件事。
Cultural relics教案
Cultural relics教案一、教学目标1、知识目标学生能够理解“cultural relics”的定义和范畴。
掌握常见文化遗产的名称和相关背景知识。
2、能力目标培养学生阅读和理解有关文化遗产文章的能力。
提高学生用英语表达对文化遗产看法和观点的能力。
3、情感目标激发学生对文化遗产的兴趣和保护意识。
培养学生的跨文化交流意识和文化自豪感。
二、教学重难点1、教学重点重点词汇和短语：cultural relics, preserve, historic, valuable 等。
理解课文中关于文化遗产的描述和介绍。
2、教学难点用英语准确表达对文化遗产保护的观点和建议。
引导学生深入思考文化遗产的价值和意义。
三、教学方法1、讲授法讲解重点词汇、语法和课文内容，使学生获得系统的知识。
2、讨论法组织学生对文化遗产相关话题进行讨论，培养思维和交流能力。
3、多媒体教学法通过图片、视频等多媒体资料，直观展示文化遗产，激发学生兴趣。
四、教学过程1、导入（5 分钟）展示一些著名文化遗产的图片，如长城、故宫等，提问学生是否知道这些是什么，引导学生进入文化遗产的主题。
2、词汇学习（10 分钟）呈现与文化遗产相关的新词汇，如“culturalrelics”“preserve”“historic”“valuable”等，通过讲解、举例和练习，帮助学生掌握这些词汇的用法。
3、阅读课文（15 分钟）让学生阅读一篇关于某种文化遗产的短文，理解其主要内容和细节。
提问学生关于短文的问题，检查理解程度。
4、小组讨论（15 分钟）分组讨论以下问题：“Why are cultural relics important?” “What canwe do to protect cultural relics?”每组选派代表进行发言，分享小组讨论的结果。
5、写作练习（15 分钟）要求学生根据讨论的内容，写一篇短文，阐述自己对文化遗产保护的看法和建议。
高中英语 Unit 1 Cultural relics教案 新人教版必修2
Unit 1 Cultural relics【美文阅读】琥珀屋(Amber Room)被称为“世界第八大奇迹”，第二次世界大战中下落不明，你了解琥珀屋的历史吗？In 1701，the King of Prussia Frederick Ⅰ decided to have a curiosity：a room with walls covered with amber.The work was started soon，and in 1713，the project was almost finished when，after the death of Frederick Ⅰ，his heir(继承人)－the King Frederick William Ⅰ ordered to stop the work immediately.The finished parts were packed and brought to the Armory(军械库)in Berlin.In 1717 the King Frederick William Ⅰ gave the whole prepared parts of the Amber Room to the Russian Emperor Peter Ⅰas a gift.In 1743，the Russian Empress Elizabeth Ⅰ let an Italian designer place the amber cover in one of the rooms of the Winter Palace in St Petersburg.The Amber Room was first open in 1746 in the Winter Palace，where it was housed till 1755.That year it was moved to the summer palace of the Russian Emperors at Tsarskoe Syolo(普施克诺)．During the construction of the Amber Room at Tsarskoe Syolo，five master amber craftsmen from Prussia were employed at the place.The Amber Room was finished in the 70s of the 18th century and in that shape it existed almost 200 years.In 1942 Germans took the Amber Room from Tsarskoe Syolo and mounted it in the Konigsberg castle(哥尼斯堡城堡)．However，the danger of the British bombing in the summer of 1944 forced Germans to disassemble(拆分)the Amber Room and to pack it in boxes.As late as in April 1945 it was still in the Konigsberg castle，but further vicissitudes(变动)of the Amber Room remain unknown.Most probably the boxes with theAmber Room were burned down during the fire of the Konigsberg castle in April 1945.Reportedly，since the late seventies of the 20th century the reconstruction of the Amber Room has been carried on.【诱思导学】1．When was the Amber Room first open in the winter palace?2．Where can the Amber Room be?【答案】 1.In 1746. 2.①It might be still in the Konigsberg. ②It might be burned down.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。
人教版高一英语下册unit1cultural relics教案
人教版高一英语下册Unit 1 Cultural relics 教案Subject: Cultural relics Teaching goals1). Ability goalsa. To improve students’ logical reasoning and creative thinking abilities by learningthe difference among facts, opinions and evidences,b. To i mprove the students’ ability of get the main information and solving problemsby listening.c. To enhance the ability of talking cultural relics and ways to protect them.d. To enhance students’ writing ability.2). Learning ability goalsSelf-learning and cooperative- learning abilities.3) Emotional goals:By reading and debating, the students are required to learn the history,political and economical knowledge of different places under the guidance of their cultural relics. It is by language learning that students should get a rich reservation of knowledge from different fields.Teaching contents:1) Words:Prove, trail, rather than, explode, entrance, informal, debate2) Phrases:Think highly of, rather than.3).Sentence patterns:a. There is no doubt that…..b. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber was used to make it.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.Teach the students to speak out their opinions about cultural relics. Teaching aidsComputer, projector, chalks, ppt.Teaching procedures:Step1--Warming up:a. Get a fast review of what have learned at the last class.b. tell the students a piece of the latest news and give several different views and ask them which belongs to opinions ,which belongs to facts and evidences. In this way, not only can they get aware of the current news but also they are interested in the class.c. After the discussion, ask the students to read the passage and find if their answers are true..Step2—Reading and answering the questions.1)Read the first passage to get a clear idea of what is a fact or an opinion and findtheir differences. The teacher can give some examples to students to check whether they have got it.2)After that, teach the new words and phrases to the class, which includes itspronunciation, spelling and usage.3)With the understanding of fact and opinion, students are required to read the nextstory quickly and fill in the blanks. They can first do it by themselves and discuss the answer with their partner in English. Then, the teacher gives them the correct answer.Step3—Listening and answering the questions.1)ask the students to read the questions first and guess what it might be going totalking about, then assisted with them the unfamiliar words which are important in the listening process.2)The first time listening, students do not need to finish the task, just relax and tryto get the main information of the listening material.3)While listening for the second time, they are required to finish the task.4)Then check the answer.5)Listen for the third time to find out the information they have missed.Step4---speaking1)divide the students in to groups about 3 to four students according to their seats.2)Afford the possible sentence structures to help them.3)After the discussion, choose two to three groups to share their answers.Step5—Reading, debating and writing1)Read and answer the questions, there are no certain answers to the questions, thistask is designed to improve students’creative and critical thinking ability and express them in English.2)After knowing the importance of creative and critical thinking, then the classcome to the next part—debating. First, showing a short video of English debating to raise students’ interest. Then give a piece of news about the destroyed cultural relics. Next, give them a topic to debate and the requirement of good debating,then, divide them into groups .After the debate, students are required to write a report on the debate. They can first write an outline of their writing and finish it after the class.Step6—summary1)Ask students some questions about cultural relic’s protection to use English inreal class.2)Reveal the important words, phrases, and sentences to students.Step7---HomeworkRequired homework•Keep in mind the new words and expressions in this unit•Retell the story with the words and grammar tips you have leaned.•Preview the next lesson.Suggested homework●Watch the video Heart of the Dragon(龙之心)/The World Natural Heritage（世界自然遗产系列）on the internet.●Try to introduce the local history of your hometown or city to your classmatesin English.。
人教版高中英语必修一二Unit 1 Cultural relics教学设计教案
英语备课大师【全免费】Unit 1 Cultural relics I. 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。
Exercise 2 着重词汇在短文中的用法练习。
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Unit 1 Cultural relics单元整体设计思路第一课时：阅读课Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)第二课时: 语法课Discovering useful structures (p. 4); Usingstructures (p. 43)第三课时：阅读与听说课Reading and listening; Speaking (pp. 5-6)第四课时: 词汇课Discovering useful words and expressions (p. 3);Using words and expressions (p. 42)第五课时: 听说课Listening; Talking (p. 41)第六课时: 读写课Reading and writing (p. 7)第七课时: 单元评价课Self-test and self-evaluation; Summary第一课时阅读课一、教学内容Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)二、教学目标在本节课结束时，学生能够●了解文化遗产的基本概念、本质特点以及基本类型。
●通过找读（scanning）关键词、略读（skimming) 和精读(carefulreading)，了解有关琥珀屋的故事。
●用归类法学习词汇。
●用自己的话复述琥珀屋的故事。
●运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤步骤一热身1．请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。
教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。
可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。
rare, valuable 和survive 很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。
vase 一词通过图片可以猜出，dynasty 可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测Look at the pictures andanswer the following questions.1. What are the things in the pictures made of?2. Are they cultural relics? Why or why not?3. Can you imagine a large room made of several tons of amber?4. Look at the title and the picture of the reading passage and predict what it is about.II. Pre-reading课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。
找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三读中1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。
最后两人一组回答五个问题。
教师请几个学生分别说出答案，其他学生和教师补充。
3． 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
III. While-readingHow did the Amber Room become one of the wonders of the world?How was a new Amber Room built?How did the Amber Room get lost?How was the Amber Room made?Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?54132The following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the box. Then answer the questions.Read paragraph 1 and 3 and tell whythe Amber Room is one of the wonders of the world.1. Several tons of amber were used to make it.2. The design of the room was in the fancy style popular in those days.3. It was also a treasure decorated with gold and jewels, which took the country ’s best artists about ten years to make.4. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold.While-reading设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四读后请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五讨论请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。
组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。
观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。
讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。
步骤六作业设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
第二课时语法课一、教学内容Discovering useful structures (p. 4); Using structures (p. 43)二、教学目标在本节课结束时，学生能够●归纳限制性定语从句和非限制性定语从句的区别和用法。
●正确使用限制性定语从句和非限制性定语从句。
三、教学步骤步骤一热身1.检查作业：请五名学生分段朗读课文，纠正其语音、语调。
2. 请学生说出课文中自己不理解的句子，教师把句子写在黑板上。
先请其他学生帮助解释句子，之后教师补充或讲解。
3. 若学生没有提到下列句子，教师可以将其写在黑板或呈现在PPT上，标出定语从句，提问学生，看他们是否了解这一语法形式，从而引出定语从句。
设计意图：检查学生朗读的语音、语调是否标准，便于及时发现问题，及时纠正；采取请学生找出难句，互相帮助解决问题，教师辅佐的做法旨在培养学生自主学习的习惯。
步骤二复习1.要求学生在限定时间内独立完成以下练习。
2.教师任选几个学生分别说出自己的答案，如有错误，再请其他学生纠正并说明原因。
如果某题出现问题较多，则由教师统一讲解。
然后回顾一下限制性定语从句的基本用法。
设计意图：通过练习让学生复习已学过的限定性定语从句的构成形式和基本用法，为过渡到本单元的语法学习作好准备。
步骤三 比较1. 请学生四人一组仔细观察下面两组句子并找出每组句子间的区别。
2. 教师请学生说出讨论的结果，然后对学生的总结进行整理，引导学生完成下面的表格，归纳出限定性定语从句和非限定性定义从句的区别。
提醒学生注意：使用时用限制性定语从句还是非限制性定语从句需要根据上下文确定； 非限定性定语从句常常用作书面语。
设计意图：通过小组观察和讨论锻炼学生共同探讨、自主学习的能力；通过教师的帮助，使学生进一步明确限制性定语从句和非限制性定语从句在形式和用法上的区别。
步骤四 查找、判断和总结1. 请学生重新阅读学生用书pp.1-2的课表意形式功能非限制性定语从句限制性定语从句修饰先行词修饰先行词或整个句子无逗号与主句分开有逗号与主句分开使用时可以用that 引导使用时不能用that 引导与主句语意关系紧凑，定语从句不能删除与主句语意关系松散，定语从句可以删除Comparing文，通过查找关系代词和关系副词，快速找到并划出文章中所有含有定语从句的句子及其所修饰的词或句子。
2.请学生两人一组讨论判断哪些句子是限制性定语从句，哪些是非限制性定语从句，并说明原因、体会其用法。
然后教师请几组学生说出讨论的结果。
3.请学生观察PPT中的两个句子，由教师引导学生得出结论：关系代词做宾语时在限制性定语从句中可以省略，在非限制性定语从句中不能省略。
设计意图：请学生在阅读课文中找出定语从句旨在使他们进一步熟悉限定性定语从句和非限定性定语从句的意义、形式和用法。
同时也能加深学生对课文的理解；引导学生总结关系代词作宾语时的规律旨在培养他们善于发现并总结规律的良好学习习惯。
步骤五练习1．请学生在限定的时间内独立完成以下选择填空，然后由教师选几名学生逐一回答，如有错误，请其他学生更正。