高一英语cultural relics教案6
高中英语 Cultural Relics说课稿
高一英语说课稿NEWSEFC Book I Unit 7 Cultural Relics(说课稿)---By Mo xuehong from No.1 Middle SchoolI. Talk about the teaching material1. The analysis of the teaching material:What I teach in this lesson is “Warming up” and “Speaking” in SEFCBook I Unit 7 Cultural Relics. The central topic of this unit is “CulturalRelics”. The contents of this unit include “The Introduction of CulturalRelics” “The Restoration of Cultural Relics” and “ TheProtection ofCultural Relics”. The designs of the language skil ls and knowledge skills are all about these topics. By learning this part, we can let the students master some words and expressions about cultural relics, learn how to use English to express themselves in asking for and making suggestions, enlarge their knowledge, and have a solid foundation for the future study.This teaching material requires that the designs for teaching activities should be focused on developing the students’ abilities of collectinginformation and using the English language. It also requires us to cultivate the students’ good character, such as love for cultural relics, have a good consciousness of protecting cultural relics and love for motherland. All these are very important for the teaching of thisunit or even for the whole teaching of the senior middle school English.2. Teaching aims(1) Knowledge aims: Help the students to learn some knowledge aboutcultural relics, master some new words, some useful expressions and the way of expressing themselves in asking for and making suggestions. (2) Ability aims: Improve the students’ speaking and writing abilities.Develop their ability of collecting information.(3) Emotion aims: Let the students know that it is very important to protect Cultural Relics. Cultivate their love for the culture of our hometown, our motherland and the world.3. Teaching important points:(1). New words and some useful expressions:cultural, relic, pyramid, Egypt, Stonehenge, statue, capsule, represent, include, ( be ) based on / upon sth., protect from, protect against, protect sth., send into, so that, select /choose /pick, remember to do sth. / doing sth.(2). Functional Items:Ways of giving advice or making suggestions.What shall we put in? Can’t we put in…?Should we put in…? Let’s put in…Ma ybe we could put in… I’d like to choose…What / How about…? Why not…?Why don’t you…?3). Topic: Talking about cultural relics.4. Teaching difficult points:(1) How to help the students to show the information which they collectbeforehand to the whole class in English.(2) How to help the students to communicate with the others. (3) How to help the students to finish the speaking practice. II. The analysis of the students:Almost all the students know how to use computers and somethingabout cultural relics. Furthermore, they have already learned some expressions in asking for and making suggestions before, so it is not difficult for the students to achieve all the goals which are designed in this lesson. III. Talk about the teaching methods:1. Communicative Approach: By using real communicative activities, we can improve the students’ ability of using English to communicate withothers.2. Task-based Approach: This method is adopted to make the students associate themselves with the English study on their own initiative all the time while finishing their tasks. Different kinds of tasks which are extended from inside class to outside class can not only enlarge the students knowledge but also develop the students’ interestsin study so that we ca n improve the students’ ability of using Englishcomprehensively.3. Activity-based Teaching: In this lesson there are many activities, such as class work, group work etc. During the course of discussion, the co-operation between the students, the competition between groups, and the group activities and so on can transfer the students’ enthusiasm, make the atmosphere of the classroom active, excite the students’ curiosity and interests in study, expand their thinking while theyare stating their personal ideas and make them learn more knowledge. IV. Talk about the teaching aidsPictures and Multi-media equipment are used in order to offer the students a good surrounding for language learning and make theteaching course optimized.V. Talk about the instruction for learning methods 1. Develop the students’ ability of finding out and solving problems byinstructing them in collecting information on the Internet or in the newspapers and magazines, etc.2. By developing activities, we can arouse the st udents’ fervor ofstudying, instruct the students in learning by themselves and train their ability of probing into study.VI. Talk about the teaching proceduresTask 1 (Before class):Ask the students to collect some information about the Great Wall, the Pyramids and Stonehenge on the Internet, in the newspapers and magazines in groups. (The information which the teacher want them to collect include their geographic locations, when and where they were built, the purposes and the usages of building them, the fairy tales aboutStonehenge, the shape of the Pyramids, and the information about Mummy，Sphinx，Fan of incantation, etc.)(The intention is to arouse the students’ fervor of trying to know something about cultural relics. By doing this, we can not only further develop the students’ ability of collecting information, enlarge theirknowledge but also prompt them to associate themselves with the English study on their own initiative.)Step 1 Warming up1. Greeting and reports:Greet the students and invite a representative of each group to report their findings about the cultural relics in different forms.2. Questions and answers:(1). T: (Praise them a lot) You have done a really great job in searching information. Now I want to ask you two questions: Of all the three cultural relics, which one do you like to see most? Why? (2). Ask the students to discuss them in groups of four.(3). Then ask the students to give their answers in front of thewhole class. (The intentions are: 1). Let the students enter into thetopic of this unitdirectly.2). Improve the students oral English.)3. Games:(1). Well, we’ve known a lot about the world’s famous cultural relics. Asis known to us all, China is a country with a history of more than 5,000 years. In the long history, people in different periods haveleftus quite a number of cultural relics, many of which are world-famous.But how much do you know about the cultural relics in China? NowI’ll show you some pictures on Chinese cultural relics and see ifyoucan tell me their names and which provinces they are in.Look at the screen carefully and let's have a game! [T divide theclass into four groups, asking the Ss to say what the name of thecultural relic is and where it is according to the given picture. The group which makes the most choices win the game. ](2). Ask the students to name something which have Chinesecharacters, for example, silk, chopsticks, etc. and see which group can name most.Score 1 Score 2Group AGroup BGroup CGroup D(The intentions are: 1). Make the atmosphere of the classroom active, excite the students curiosity and interests in study.2). Enlarge the students knowledge.3). Make preparations for the next teaching step.)Step 2 Speaking1. Now, suppose you are to design a cultural capsule, and thiscapsule is a large box (about 2 by 2 meters). It will be sent into space so that anyone who finds it will understand who we are. Work in groupsof four, and prepare a “Chinese Cultural Capsule”. You can se lect 5 things thatrepresent Chinese culture, but you can’t put any living things init.Now, discuss with your partners and write down your information and reasons on page 44.When you are discussing, maybe you will find these structures useful: What s hall we put in? Can’t we put in…?Should we put in…? Let’s put in…Maybe we could put in… I’d like to choose…What / How about…? Why not…?Why don’t you…?(To help the students finish their speaking practice, slides of asking and making suggestions are shown on the screen)(A few minutes later, collect the results by showing them through the projector.)(The intentions are: 1). Develop the students’ ability of imagination.2). Train the students to use the communicative termsin asking for and making suggestions correctly andskillfully.)2. Summary:1). Ask one or two students to summarize the significance of the typical things that the students choose.2). The teacher gives her own opinion: China is so large a country and thus it has a history of long standing. And so, we find it hard to choose which one to represent the culture of China. After class you can find out more beauty from Chinese own cultural relics.Step 3 Deal with the new words and some important points: 1. New words:cultural, relic, pyramid, Egypt, Stonehenge, statue, capsule, represent 2.Important points:(1). include, including, included(2). (be) based on / upon sth.,(3). protect from, protect against, protect sth.,(4). send into,(5). so that, so…that, so/such(6). select /choose /pick,(7). remember to do sth. / doing sth.(The intention is to make the students have a deep impression on the new words and important points that they have learned in this lesson.) Task 2 (After class): Report on the world’s cultural relics (The intentions are: 1). Make the students acquainted with the main cultural relics in the world and the value of culturalrelics.2). Develop the students’ ability of introducingcultural relics in English.VII. Talk about the ideas for the teaching designs 1. The teaching designs of this lesson are based on the rule that the students are the masters of study while the teacher only plays a guiding role. So many kinds of teaching methods such as share, communication, asking and answering, discussion and competition are adopted in class to carry out the transformation from “Teacher-centered” to Student-centered”, from “Knowledge” to “Skills” and then to “Competence”.2. Combine the English classroom teaching with information technology. We can not only enlarge the teaching contents in class, but also arouse the students’ interests in study by using the Multi—media equipment inteaching.3. Pay special attention to the instruction for learning methods: Instruct the students in using the learning methods of investigation, understanding, finding out, co-operation, communication, and practice.VIII. Arrangement for the writing on the blackboard:Unit7 Cultural Relics(The first Period)1. Functional Items:Ways of giving advice or making suggestions.What shall we put in? Can’t we put in…?Should we put in…? Let’s put in…Maybe we could put in… I’d like to choose…What / How about…? Why not…?Why don’t you…?2. New words:cultural, relic, pyramid, Egypt, Stonehenge, statue, capsule, represent 3. Important points:(1). include, including, included(2). (be) based on / upon sth.,(3). protect from, protect against, protect sth.,(4). send into,(5). so that, so…that, so/such(6). select /choose /pick,(7). remember to do sth. / doing sth.。
cultural relics教案
讲课人 张金茹
讲课时间 2017年11月15日
题 目 SB2 Unit 1 Cultural relics
授课班级 高一（三）班
Design concept（设计理念）：
Know some cultural relics in China and abroad. Know the history of the Amber Room through the passage “In search of the Amber Room”. Train students reading ability by different reading skills and improve their learning methods by all kinds of effective Mind Maps. Introduce the present situation of the cultural relics in China and arouse their awareness of protecting the cultural relics. Let students express their opinions by the words and expressions in this class. Let the students know that protecting cultural relics is protecting our history and our country. Teaching Aims(教学目标)： Knowledge Aims(知识目标)： 1. Master the words and expressions related to cultural relics. 2. Know more cultural relics and their history 3. Learn the detailed information about the history of the Amber Room Ability Aims（能力目标）: 1. Improve the students’ reading ability. (skimming, careful reading and summarizing) 2. Train the ability of self-study and group-study through the passage. 3. Express their thoughts by the words and expressions we have learnt. Emotional Aims（情感目标）:
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。
Cultural relics 教案
Teaching planUnit1 Cultural RelicsBackground Information:Students:40 senior high school students,Grad e 1Lesson duration:45 minsTeaching objectives :By the end of the lesson,students should be able to:1.Read and recognize important words and expressions.e the words and expressions flexibly.3.Demonstrate word meaning using different strategies such as explanation, illustration,body language, showing sense relations.4.Apply the vocabulary they have learned into different contexts.e some instrumental books such as dictionary to learn by themselves.6.Know the meaning of cultural relics and talk about some d etails of some famou s cultural relics in English and express or support an opinion with suitable expres sions.Teaching contents:vocabulary of unit1a .识记词汇relics, amber, Frederick William I, Prussia, Prussian, Peter the ,Czar, Catherine, Leningrad, mysteryb .重点词汇rare, valuabl e,amaze, bel ong,honey,select,jewel, artist, d ecorate ,design, fancy, style, reception,dynasty,former,wonder, remove, troop,wood en, doubt, trial, explode, opinion,survive, evidence, pretend,maid, worth, sail or, sink,treasure.c .重点词组look into, bel ong to, in search of, in return, at war, l ess than,take apart, think highly ofTeaching focusTo enabl e students to discover and use some useful words and expressions. Teaching difficult pointsTo enabl e students to use newly-learned vocabularies in various contexts and build up Students' s awareness of using vocabulary.Teaching aidsBlackboard, chalks, picturesTeaching proceduresStep1 .Warming up.(5')a)Greet as usual.(0.5’)b)Stud ents are asked to share their travel experiences with their partners in English. (4.5’)Step2 .Present words and expressions.(15’)Teacher present new words and expressions by putting them into certain context .Step3 .Practice words and expressions.(17’)a)Students are asked to work in groups with group A and group B to find the words from the context through the given meaning in exercise 1.b)After having a further und erstanding of the vocabulary , students are asked to complete the passage with the words given.c)Students are asked to look at dictionary for the phrasal and match the meanings with the sentences in the right box.Step4.production(8’)a). Divide the whole class into two group.In each group the students are asked to use one word we have learned to make a sentence one by one.These sentences should be related in a story.b)Volunteer students share their traveling experience and cultural relics they have known in the class. Try to use as many new words and expressions as possible.Homeworka)Write down your discussion results after class. Try to use as many new words as possible.b)To read some articles related to cultural relics.Refl ection:The lessons went on well.Students were quite excited and motivated. But not enough time was given at the practice stage so some students,still have difficulty describing culture relics. More practice and checks are needed forthese students in the next lesson.。
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。
新课标英语高一上模块2Unit1Culturalrelics单元教案(6合1)[
Unit 1 Cultural relicsThe fourth period Learning about language一、教课目的 (teaching aims)1、能力目标 (ability aim)a.Enable the students to recognize the meaning of a new word in a passage andtell them how to remember new words.b.Enable the students how to understand between the lines.2、语言目标 (language aim)Have the students find the rule of the attributive clause and introduce thedefinition of the二、教课重难点 (Teaching important points)1、 The rule of the attributive clause2、 What is the non-restrictive attributive clause?三、教课方法 (Teaching method)Elicitation, discussion四、教课准备 (teaching aids)A projector, a computer五、教课步骤 (teaching procedure)Step I Daily report:Review the text by asking the students a few questions and deal with the words and expressions in the text by finishing Exx1-3 on P3.T: Hello, everyone! It ’s time for our daily report. I have given you the topic of this week, which is something about cultural relics at home and abroad. S1, it ’s your turn. Welcome, I know that you are one of the best speakers in our class. What will you tell us?S1: It ’s about the Great Wall of China.T: Oh, really?My friends, let ’s listen to her carefully.S1: At first I have to say, I feel so proud of the Great Wall in our country that I searched the library for information about it. The Reat Wall of China is called the “Wan Li Chang Cheng ”in Chinese. In fact, it ’s more than 6000 kilometers long. It winds its way from west to east, across deserts, over mountains, through valleys till at last it reaches the sea. It is one of the wonders of the world. The Great Wall has a history of over 20000 years. Parts of it were built through different dynasties. Tt was during the Qin Dynasty that the parts were joined up into one long wall. The Great Wall is wide enough at the top for five horses or ten men to walk side by side. Along the wall are watchtowers, where soldiers used to keep watch, Fires were lit in the towers as a warnig when the enemy came. It was difficult to build such a wall in the ancient days without any modern machines. All the work was done by hand. Thousands of men died of cold and hunger when they were forced to work on the wall. Today the Great Wall has become a place of interest to the Chinese people and people from all over the world. That’s all. Do you enjoy it?T: Of course, we do. Thank you for your wonderful speech. I think that all of the Chinese takepride in the Great Wall.Step II Discovering useful words and expressions:T:Well, we ’ve learned so much about the cultural relics, especially about the Amber Room and the Great Wall. Now let me see if you can find the words in the text with the help of the meanings. Please turn to page 3.(Students do the exersice. 4 minutes later.)T: OK, time is up. Who ’d like to write the words on the blackboard? Any volunteers?(4 students come to the blackboard to write the words)T: All right, thank the four of you. Let ’s see who did the best? S2, you did the best. Can you tell us how you can find all of them so quickly and correctly?S2: Well, I think if you can understand the text well, you can do it well. And of course,you have to be careful.T:Right, you are always hardworking. In my opinion, you have to read the meaning carefully at first, then decide the part of the speech of the word, for example, is it a noun, a pronoun or a verb? Then you have to read the text and try to understand it. At last, you may find them in the text. Do you think so?S2: Yes.T:Everyone, as you know, an English word can have many different meanings when used in different places. What do you think is the most important thing for us to do such kind of exercise? Now let’s look at page 3, exercise 2.(Students do it. One minute later.)T:Now, who can tell me what is the most important thing?Ss: Understanding!T:Yes, so you know understanding is the most important thing for us to learn English.Now let’s do some other things about at phrase. You may discuss in pairs.(Students do it)T: Well, let ’s have a check. (2 minutes for checking the answer)Step III Discovering useful structures:T:Well, please look at the slide. Do you think the casket beautiful?Ss: Yes, very beautiful.T: But I ’m so sorry to say that the article in it was lost. Do you know what it was?I ’d like you to guess using the structure “Is it something that ?”S3: Is it something that your husband gave you?S4: Is it something that you were rewarded from your mother?S5: Is it something that you bought for your daughter?(Teacher write the sentences down on the blackboard.)T:Very good, you used very good sentences. I felt so sorry for the thing I lost. It meantmuch to me. Please look at one page of my diary.(Teacher shows the slides to the whole class.)T:So, you see, it was a rare jade stone. Can you tell the difference between the two groupsof attributive clause? You may discuss with your partner.T:All right. Who can tell me the difference between them?S6: In my opinion, the sentences in the second group aren’tused to modify the jade stone, but used to give us more information about it.T: Excellent, you struke the right note! This is the difference between restrictive attributive clause and non-restrictive attributive clause. Now lets try to find all the attributive clauses from the text and understand the meaning of them.(Students do that.)T:You please tell your partner how you understand those sentenses that you found inyour text.Step IV. PracticeT:Now we ’ll see how we can combine the sentences together on P4. ’Ill invite some of youto say them out one by one.S7: Here are the farmers who discovered the underground city last month.S8: Xi ’an is one of the few cities in which walls remain as good as before.S9: Shaanxi Province is a place where relics are well looked after.S10: The woman remembered the day when she saw Nazis burying something near her home.S11: The old man you are talking to saw some Germans taking apart the Amber Room and moving it away.T: Well done. Then we ’ll have some more practice. This time, please pay special attention to when we should use restrictive attributive clause or non-restrictive attributive clause. Then I ’ll ask some of you to report your sentence to the whole class.(Students practise them.)T: OK. Time is up. Who ’d like to tell me your sentences?S12: St Petersburg is a very beautiful city, which was once called Leningrad, is a very beautiful city.S13: In Xi ’an, I met a teacher who has a strong live for cultural relics and who took me tovisit the history museum.S14: I don’tremember the soldier who told me not to tell anyone what I had seen.S15: People didn’tpay as much attention to cultural relics in the old days, when my grandfather was a child.S16: They moved the boxes to a mine, where they wanted to hide them.T:Good. Now we ’ll have a group discussion. Suppose you are some of the designers of an amber jewelry. How can you design a jade stone with an amber stone in the center of it? Please use the non-restrictive attrubutive clauses when necessaryXi.’an, I met a teacherwho has a strong love for cultural relics and who took me to visit the history museum.Ghjkl;(Students discuss for 6 minutes)T: All right. It ’s time for me to collect your ideas.S17: If I were the designer, I would choose the style in the middle, which reminds me of Jesus all the time.S18: I want to use the one on the bottom left corner, which seems luxurious.S19: I’d like to choose the smallest one, which is so tiny and light to carry.S20: I feel like choosing the triangle one, which meets my taste.S21: I want to use the one in the shape of ellipse, which I think is classical and graceful. T:Well, it seems that there are so many wonderful designers in our class.Step V HomeworkT:Today we’ve learned so much about the restrictive attributive clause and non-restrictive attributive clause. Please go over what you have learned today and use as many attributive clauses as you can. Today’s homework:ing structures on P43.2.Prepare Using Language on P5.。
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.。
人教英语必修二Unit1Culturalrelics教案6
Unit 1 Cultural RelicsAssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition about cultural relics protection and their ability of employing the expressions and grammar learned in this unit.Teaching Aims：1.Elevate efficiently the students’ knowledge about cultural relics protection.2.Elevate the Ss ability of using the expressions and grammar learned.Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topic has increased.Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching and Learning Aids：1.A multimedia.2.A blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：So far we have finished this unit which is about...?Ss：It’s about the cultural relics and how to protect the cultural relics that are in danger.T：In this unit we also learnt some drills about showing opinions，agreement and disagreement，do you still remember them?Ss：...Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about cultural relics.非测试性评价A quiz about wildlife protection.Tick the statements according to what you do or think.1.I can easily name ten cultural relics in China and ten cultural relics in other countries.2.I always try my best to protect the cultural relics I know.3.I have visited many cultural relics in China.4.I think everyone should do something for protecting the cultural relics we know.5.I believe the cultural relics in the world will be protected better and better.测试性评价Ⅰ.Complete each sentence with one word you have learnt in this unit，making some changes when necessary.1.The Great Wall is one of the w of the world.2.When the police arrived，he had destroyed the e of his guilt.3.Have you seen the latest d for the new library?4.Her parents died in the accident，but she s .5.I got a very friendly r when I arrived there.6.There’s some d whether John will come on time.7.My mother gave me this pen as a birthday g last week.8.We’ll h up some milk for the coffee.9.He went into his office and l up a cigarette.10.She r at home to look after the children when her husband went out to work.11.Your suggestion will be carefully ______（考虑）.12.In order to ______（证明）her point，she showed them the latest sales figures.13.David and Rose were ______（秘密）married last week.14.I don’t want to go；______（此外），I’m too tired.Key：1.wonders 2.evidence 3.design 4.survived 5.reception 6.doubt 7.gift 8.heat 9.lit 10.remained 11.considered 12.prove 13.secretly 14.besidesⅡ.句型转换（A）把下面两个简单句组成一个复合句。
【2019年高考一轮课程】英语 人教新课标 第6讲 Cultural relics 教案
一、自我诊断知己知彼Ⅰ. 单句语法填空1.We are having a debate ________ this topic.2.When neither of these methods ________ (remove)the static noise，I would sit helplessly andwait for the noise to go away.3.It is ________ (evidence)that he is pretending to be ill.4.In ________ (select)a dictionary，check the features it offers besides vocabulary definitions.5.He doesn’t have enough evidence to decide whether ________ (adopt)this schedule system.6.Mary was much kinder to Jack than she was to the others，________ of course，made all theothers upset.7.I was ________ (amaze)that he’d come up with such a sweet idea.8.Would you please make up a topic worth ________ (discuss)in tomorrow’s conference?9.Had they known what was coming next，they might ________ (have)second thoughts.10.Sorry，the work is more ________ I could do myself.【答案】1.about 2.removed 3.evident 4.selecting 5.to adopt6.which7.amazed8.discussing9.have had10.thanⅡ. 单句改错1.I think the room can serve a study room.2.His work was high thought of by the critics.3.There is no doubt whether John will come to help us when we are in trouble.4.Tom returned back to his company on time as usual.5.Scientists are in search for a cure for this serious disease.6.The book belongs to Mary is on the desk over there.【答案】1.serve后加上as 2.high→highly 3.whether→that 4.去掉back5.第一个for→of或in后加上their 6．belongs→belonging二、温故知新夯实基础考纲单词精讲1、survive vt. 从……逃生；比……活的长vi. 幸存；幸免于难教材原句Is it enough to have survived for a long time? (P1)只是存在的时间长就足够了吗？归纳拓展(1)A survives B (by...)A比B多活……survive sth. 幸免于；从……中挺过来/活过来survive on 依靠……生存下来survive from 从……存活下来；流传下来(2)survivor n．幸存者survival n．[U]幸存；[C]残存物名师点睛survive当表示“幸存；幸免于”时，不需要加in或from。
高中英语Cultural relics精品学案教案
必修2 Unit 1 Cultural relics核心单词1. survivevi.生还，幸存；流传下来;幸免vt. 经历……而幸存；比……活的时间长常用结构：survive on sth. 靠……生存（意思等同于live on sth.）survive sb. (by ...) 比某人多活……Of the six people injured in the crash, only two survived.在这次撞车事故受伤的6个人中，只有2个人活了下来。
I can’t survive on $20 a week.每周20美元无法维持我的生活。
Few buildings in Beichuan County survived the big earthquake on May 12, 2008.在2008年5月12日的大地震中，北川县残留的建筑物寥寥无几。
She survived her husband by ten years.她丈夫去世后她又活了10年。
联想拓展survival n. 存活，幸存；残存；遗留；旧风俗survivor n.生还者，幸存者高手过招完成句子（原创）①The old couple 从战争中幸存下来）.②His only chance of （生存）was a heart transplant.③In the terrible accident, there were no （幸存者）.答案：①survived the war ②survival ③survivors2. selectvt.挑选；选择易混辨析select/choose/elect/pick out四个词均含有“选译”之意。
select强调在广泛的范围内进行“精选或淘汰”，侧重以客观为标准进行选择。
choose为普通用词，侧重根据个人意愿和判断从众多的对象中进行选择，着重指被选者的优点。
elect指按照一定的规章和法律，用投票方式进行的慎重的选择。
Culture Relics教案
Unit 1 Cultural RelicsTeaching goals1). Ability goalsA. 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 goalsHelp the Ss to learn how to give opinions clearly about cultural relics.Teaching important points1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ speaking ability.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.Teaching methods1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Part 1Teaching procedures:Step 1 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. 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.Imagine you have a chance to travel these places. Which place would you like to go? Why?What is a cultural relic?(Ss can find the answer from the Warming up.)Step 2 Speaking taskIf you find a cultural relic, what will you do with it?Step 3 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got them, what will you do with it?Part 2 Reading and comprehendingKnowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.Teaching methods:1.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics just now. Well, we’re going to learn another cultural relic. Look at the pictures on; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.What do y ou know about the cultural relic” the Amber Room”?T shows the Ss some pictures of “the Amber Room”Step 2 Fast reading:T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions:What’s main idea of the passage?What happened to the Amber Room?(finish the text)Step 3 language pointsin search of , search for ,search sb/sth in the / one’s search for;state, nation, country;gift; make into; in return; wonder; remove; furniture;Step 4 DiscussionDo you know how amber works?Part 3(Text analyses and language points)Knowledge: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, thinkhighly of;3.Sentence patterns(1). In 1770, the room was completed the way (that) she wanted it(2). There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language pointsDifficult sentences:1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation (给人以某种感觉)2. There is no doubt that the boxes were then put on a train for Konigsberg,at that time a German city on the Baltic Sea.(同位语从句)Ask S to Check up the phrases you have found in the reading text with your partner. Language points:1. 情态动词+ have done 表示对过去发生的事情的推测、批评、反悔等意。
Unit1《Cultural relics》教案6(人教版必修2)
Unit 1 Cultural Relics1.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，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并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假设你是一个文化遗产部门的工作人员，被派往一个小村镇，去调查一个罕见的明朝花瓶被盗事件。
这时有一个男的试图阻止你，并坚持认为这个花瓶是属于他家的，那么对此，你要对他说些什么？1.2 Pre-reading是Reading的热身部分，有两个问题组成。
第一个问题是想出一个你了解的文物遗产，如果这个文物遗产不见了，你会感觉如何，为什么会有这样的感觉？第二个问题是你发现了一个文物遗产/I，那么你会怎么处理它？这样的两个问题便为引出Reading: InSearch of the Amber Room做好了铺垫。
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屋的建立、被毁、重建的整个历史。
第一段说The Amber Room has“strange history，并对它进行洋细的描述。
第二段叙述了The Amber Room的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室。
第三段叙述了叶卡捷琳娜二世派人把琥珀屋搬到了圣·彼得堡郊外她避暑的宫殿中，并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。
第四段，叙述了1941年9月，纳粹德军入侵圣·彼得堡，并掳走了琉拍屋，使之成为一个谜。
第五段，讲述了现在德俄两国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。
设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。
1.4 Comprehending既有知识性的问题，让学生了解文章的细节(exercise 1)，同时又跳出了课文，对文章进行了整体评价(exercise 2)0由易到难，有较好的梯度，全面考查了学生对文章的理解。
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Period 6 AssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition about cultural relics protection and their ability of employing the expressions and grammar learned in this unit.Teaching Aims：1.Elevate efficiently the students’ knowledge about cultural relics protection.2.Elevate the Ss ability of using the expressions and grammar learned.Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topic has increased.Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching and Learning Aids：1.A multimedia.2.A blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：So far we have finished this unit which is about...?Ss：It’s about the cultural relics and how to protect the cultural relics that are in danger.T：In this unit we also learnt some drills about showing opinions，agreement and disagreement，do you still remember them?Ss：...Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about cultural relics.非测试性评价A quiz about wildlife protection.Tick the statements according to what you do or think.1.I can easily name ten cultural relics in China and ten cultural relics in other countries.2.I always try my best to protect the cultural relics I know.3.I have visited many cultural relics in China.4.I think everyone should do something for protecting the cultural relics we know.5.I believe the cultural relics in the world will be protected better and better.测试性评价Ⅰ.Complete each sentence with one word you have learnt in this unit，making some changes when necessary.1.The Great Wall is one of the w of the world.2.When the police arrived，he had destroyed the e of his guilt.3.Have you seen the latest d for the new library?4.Her parents died in the accident，but she s .5.I got a very friendly r when I arrived there.6.There’s some d whether John will come on time.7.My mother gave me this pen as a birthday g last week.8.We’ll h up some milk for the coffee.9.He went into his office and l up a cigarette.10.She r at home to look after the children when her husband went out to work.11.Your suggestion will be carefully ______（考虑）.12.In order to ______（证明）her point，she showed them the latest sales figures.13.David and Rose were ______（秘密）married last week.14.I don’t want to go；______（此外），I’m too tired.Key：1.wonders 2.evidence 3.design 4.survived 5.reception 6.doubt 7.gift 8.heat 9.lit 10.remained 11.considered 12.prove 13.secretly 14.besidesⅡ.句型转换（A）把下面两个简单句组成一个复合句。
1.The bus is owned by the company.It often takes the children to school._______________________________2.On the train from Beijing to Dalian we met a Japanese.He spoke wonderful Chinese._______________________________3.The Hope Project has helped a large number of children in poor areas go back to school.It started many years ago._______________________________4.Winnie is a famous singer.Her songs are loved by many young people._______________________________5.A young man asked me to give you the message.I did not know him._______________________________（B）改写句子6.There will be a TV broadcast of the concert this evening.There is going to be a concert，______ ______ ______ on TV this evening.7.It was certain that they had done that thing.There was ______ ______ that they had done that thing.8.Which do you think is more delicious?______ ______ ______，which is more delicious?9.Unless you are invited to speak，you should keep silent at the conference.______ ______ to speak，you should ______ silent at the conference.10.The judge cares only whether the eyewitness has given useful information，which must be facts，instead of opinions.The judge cares only whether the eyewitness has given useful information，which must be facts，______ ______ opinions.Key：A）1.The bus that/which takes the children to school is owned by the company.2.On the train from Beijing to Dalian we met a Japanese，who spoke wonderful Chinese.3.The Hope Project，which started many years ago，has helped a large number of children in poor areas go back to school.4.Winnie is a famous singer，whose songs are loved by many young people.5.A young man，whom I did not know，asked me to give you the message.（B）6.which is broadcast7.no doubt8.In your opinion9.Unless invited；remain10.rather thanⅢ.用适当的关系词填空1.1 don’t want to hire the boy ______ father is now in prison.2.What’s the name of the girl ______ just came in?3.Do you know the woman to ______ you were talking?4.The train ______ has just left is for Shanghai.5.Everything ______ can be done has been done.6.This was the second composition ______ was handed in.7.I’ll never forget the day ______ I first met him.8.Do you know the reason ______ he left here?9.Please think of a place ______ we can go for dinner.10.They talked for about half an hour of the things and persons ______ they remembered in school.Key：1.whose 2.who/that 3.whom 4.that/which 5.that 6.that 7.when 8.why 9.where 10.thatⅣ.阅读下面一段短文，用所给动词的正确形式填空。