高一英语必修2 unit1 教案

Unit1 Cultural Relics
The first period
Warming up and reading
Teaching goals
1.Target language
a. Important words and phrases
culture, 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, apart, take apart
b. Important sentence style
In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 This was a time when the two countries were at war.P2
There was no doubt that the boxes were then put on a train for …..P2 After that , what really happened to the Amber Room remains a mystery.P2
I think highly of those who are searching for the Amber Room.
2. Ability goals
Enable the students to talk about the story of Amber Room.
3. Learning ability goals
Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.
Teaching difficult points
Talk about cultural relics and what should be done with them
Teaching methods
1. Learning to the tape
2. Group discussion and presentation
3. Multi-functional teaching equipment
Teaching aids
A recorder, a projector, and some slides
Teaching procedures & ways
Step one
Ask the students to check the new words and expressions of this unit with each other in this unit.
\Step two warming up
The warming-up exercises raises the students’ awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know.
T: Now, class, look at the title of this unit. Tell me what the topic is this unit.
S: Cultural relics
T: Do you know what cultural relics are?
(Students’ answers)
T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.
They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.
Then 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 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。

到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：
Part three Pre-reading
1. Leading-in
T: Ok, class, do you think these cultural relics beautiful?
S: Yes, very beautiful.
T: Suppose one of them got lost, how would you feel and what will you do with it?
S: …………(find，rebuild，protect）
T：Thanks four your good suggestions. Now let’s learn “In Search of the Amber Room”.
2. Explaining pictures
Ask the students to read the text first and then answer the following questions:
1).Why was it called Amber Room?
(It was given the name because almost seven thousand tons of amber used to make it.)
2). What happened to the Amber Room?
(First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar’s winter palace in St Peterberg…….)
Part Six Learning about language
1). Frederick William I, the king of Prussia, could never have imagined that ……..
情态动词+have done 表示对过去发生的事情的推测、批评和反悔等意思。

Eg: You should have told me earlier. What shall we do now?
2)Once it is heated, the amber can be made into any shape.
Be made into被制成，被做成
3）be at war 处于交战状态
4）remain后，常跟名词，意思为“保持，继续，依然”
5).belong to
Then finish the exercise in “Learning about language”and “Discovering useful structures.”
Part Seven Homework:
1. Review the key sentences in this part.
2.Review the words in the second period.
The Second Period Grammar
Teaching goals:
1.Target language
a.Vocabulary
trial, consider, prove, tell the truth, pretend, think highly of, besides
b.Structures
I think highly of those who are searching for the Amber Room.
Besides, my father once told me that any person who finds something could keep it.
I must say that I agree with you.
I must say that I don’t agree with you.
2.Ability goals
Enable the students to make judgments and to write a short reply to a letter, then give
their own opinions.
3.Learning ability goals
Help the students learn how to make judgments and give their opinions.
Teaching important points
The attributive clauses with that/which/who/where/when
Teaching difficult points
How to tell the attributive clauses with that/which/who/ where/when/ from other clauses
I.Reading, listening and writing
1.Fast Reading (Pre-listening)
Find out the differences between a fact and an opinion.
2.Listening
Students take notes and fill in the form while listening to what the three people say about the missing Amber Room.
3.Post-listening
a.Discussion
Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given.
b.Writing and speaking
Students write down a short list of reasons for their choice.
II.Reading and writing
Read the letter on page 7 from a German newspaper. Then write a reply to the letter III.Homework
1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class.
2. Preview the new words and phrases in the next class.
The third Period Listening
Teaching Goals
1. Target language 目标语言
a. 词汇
man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重点句型
Do you think it was worth spending so much money to move Abu Simbel?
2. Ability goals
Master the patterns that can be used to describe cultural relics by listening.
3. Learning ability goals
Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape.
Teaching important points
Learn the patterns used to describe cultural relics.
Teaching difficult points
How to grasp the key words that can help the students to answer questions
Teaching methods
1. Listen to the tape. (Individuals)
2. Check the answers, (cooperative learning)
Teaching aids 教具设备
A recorder, a tape, a projector and some slides.
Step 1 Homework checking
T: Let’s check our homework each other. We will have a dictation of the 11 dey sentences in the reading.
1. 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.
2. Once it is heated, the amber can be made into any shape P.1
3. it was made for the palace of Frederick I. P1
4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1
5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1
6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg. P1.
7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2
8. This was a time when the two countries were at war. P2
9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2
10. After that, what really happened to the Amber Room remains a mystery. P2
11.1 think highly of those who are searching for the Amber Room. P2
Step II Listening (P41)
1. Listen to the tape for the first time to get the main idea.
2. Listen again to the tape that talks about a temple in Egypt, and then answer the
questions on page 41.
First, students check their answers each other. Later, the teacher gives the answers, using a slide projector.
T: As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well一designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers? Next, we'll listen to a tape about I M Pei, a famous architect.
Step 1B Listening Task (P44)
T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.
Let students read and act out the dialogue and compete with each pair to see which pair is the best.
Step IV Homework
1. Collect some information about the cultural relics that are in danger.
2. Write your opinions on how to protect the cultural relics.
The Fourth Period Speaking
Teaching goals教学目标
1. Ability goals能力目标
Enable the students to have the ability of talking cultural relics and ways to protect them.
Teaching important points教学重点
Learn to discuss and act out the Ss’ opinions about cultural relics.
Teaching difficult points教学难点
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
Step I Homework checking
Step II Lead-in
T: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics. Students watch the videos to find some cultural relics that are in danger.
T: Have you found that some of them are in danger?
Ss: Yes.
T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task.
Step III Speaking Task
T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics?
-A: Yes, we should save all our cultural relics.
-B: No, we shouldn't save all our cultural relics. We should only save the best one. T: Well, you did a good job. Next, practice again the sentences that can be used to show your opinions.
Step IV Writing
T: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down.
Later, the teacher shows some articles of the students with a projector and corrects them with the whole class.
Step V Talking (P41)
T: Please talk with your partner about the latest clothes. Complete the dialogue, giving facts and opinions where asked.
First, the students check their answers each other. Later, the teacher gives the answers, using a slide projector.
Step VI Homework
1. Review the attributive clauses that we learned in the first period.
2. Remember the words and sentences that we learnt this class.
3. Preview the new words in the next class.
The Fifth Period Reading (11) and Writing
Teaching goals 教学目标
1. Target language 目标语言
a.重点词汇和短语
time-consuming, take care of, gentle, giant, treasure, dynasty
b.重点句型
It was more than he could have got for... P45
2. Ability goals 能力目标
Enable the students to catch details of Big Feng's story and write a letter on saving the cultural relics.
Teaching important points教学重点
Tea ch the students to tell Big Feng’s story.
Teaching difficult points教学难点
Teach the students how to write a letter on saving the cultural relics.
Teaching methods教学方法
1. Reading (individuals)
2. Discussion (group work)
3. Writing (individuals)
Step I Homework checking
T: Let's check our homework each other.
Ask the students to have a dictation of the sentences including attributive clauses learned in the first period.
Step II Reading Task
T: Since cultural relics are important and useful，it's necessary for everyone to protect them. After all, they belong to the whole world. So today, we'll read a passage that is about a common person who saves the cultural relics--BIG FENG TO THE RESCUE. Read the passage for the first time and answer why Big Feng wants to save cultural relics.
While the students are reading, the teacher walks around the classroom and try to collect the answer of the students. Then, the teacher checks the answer.
T: Read the pas sage again carefully and answer the following questions:
1) What does "a big heart" mean？In which ways does Feng Jicai show that he has a big heart?
2) Why does he think it is more important to do this than to write his novels?
3) It is very time-consuming（耗时的）and expensive for Feng Jicai to take care of
T: Who can list other famous cultural relics in China besides the ones mentioned in the reading?
Step Ⅳ( Writing task
(T: Although there are tens of thousands of cultural relics in China that need to be protected, just choose one cultural relic in your hometown that your think is worth saving. Write a letter to all the students of your school to encourage them to help save the cultural relic. You can use the following model on page 46 as a guide.
First, the students check their answers each other. Later,
the teacher gives the answers, using a slide projector.
T: Please look at page47 and finish the project “the following steps:
1) Get together with three of your classmates and share your letters from the Writing task with one another. Read each letter aloud.
2) Now take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.
3) Organize your plan step by step to get more and more students to join the project.
4) Prepare a short speech and have one member of your group tell your classmates so that we can protect it well.
Step IV Homework
Review the words, phrases and sentences in this unit.
11。