cultural relics教案

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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。

cultural_relics教案5(高一英语)AUAKMl

Unit 1 Cultural relics 教案1(IN SEARCH OF THE AMBER ROOM <PART 1>) IntroductionIn this period, after the warming up, students will first be guided to discuss and share their views about cultural relics. They will then be helped to read a passage entitled JOURNEY DOWN THE MEKONG. It is a story about Amber Room.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives：⏹To read about cultural relics⏹To learn about The Restrictive and Non-Restrictive Attributive ClauseFocusWords amazing, select, honey, design, decorate, jewel, artist,troop, reception, remove, wooden, doubt, formerExpressions fancy style, belong to, in return, at war, less thanPatterns It was also a treasure decorated with gold and jewels,which took the country’s best artists about ten years tomake.However, the next king of Prussia, Frederick William I, towhom the amber room belonged, decided not to keep it.In return, the Czar sent him a troop of his best soldiers.This was a time when the two countries were at war.In less than two days 100,000 pieces were put insidetwenty-seven wooden boxes.AidsMultimedia facilities, tape-recorder, photos, diagramsProcedureI. Warming up(1) Warming 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?Hi, 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?Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between theinterests 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?II. Pre-reading(1) 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 Ming Yuan 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?Work 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”?III. Reading(1) 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.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?Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Read the text again to complete the table, which lists all the numbers in the text.Read the text and learn more about the following proper nouns. You can surf on the website after class:Frederick William ⅠSt.PeterburgPeter the Great KonigsbergCatherine ⅡWinter PalaceSummer PalaceIV. Closing down(1) Closing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.(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 toit. Maybe it was destroyed at war in the fighting fire. You see, ambers can be meltedeasily. Maybe it was kept secretly by somebody who had died without telling about itto anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents theculture and a period of history in St. Petersburg. It is a trace and feature survivingfrom a past age and serving to remind people of a lost time.Well, 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:Color Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthday。

高中英语必修二教案

高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。

这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。

这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。

设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。

exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。

1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。

其中第一部分的exercise 1着重训练对英语单词解释的理解。

人教版高中英语Unit 7 Cultural relics 教案2023

人教版高中英语Unit 7 Cultural relics 教案2023Unit 7 Cultural Relics 教案Section 1: Introduction to the UnitIn this unit, we will explore the topic of cultural relics. We will learn about the significance of cultural relics, their preservation, and the role they play in showcasing a country's history and heritage. Through various activities, students will develop their reading, listening, speaking, and writing skills while deepening their understanding of different cultures around the world.Section 2: Learning Objectives1. Understand the definition and importance of cultural relics.2. Learn about different types of cultural relics.3. Analyze the challenges in preserving cultural relics.4. Explore cultural relics from different countries.5. Engage in discussions about cultural preservation and heritage.6. Improve language skills through various reading and listening exercises.Section 3: Warm-up ActivityTo set the stage for learning about cultural relics, students will engage in a group discussion about significant artifacts in their own culture. This willencourage them to think about the importance of preserving cultural heritage and provoke their curiosity about relics from other parts of the world.Section 4: Vocabulary and Language FocusIn this section, students will learn key vocabulary related to cultural relics and practice using them in various contexts. Additionally, they will be introduced to language structures necessary for describing and discussing cultural artifacts. This will enable them to express their ideas effectively during discussions and written assignments.Section 5: Reading and ComprehensionStudents will read a text about the Terracotta Army in China, one of the world's most famous cultural relics. They will answer comprehension questions and engage in a class discussion about the significance of this archaeological discovery. This activity will develop their reading comprehension skills and allow them to analyze the role of cultural relics in preserving a nation's history.Section 6: Listening and SpeakingStudents will listen to a recording of an interview with an archaeologist who discusses the challenges in preserving underwater cultural relics. They will then participate in a role-play activity where they act as archaeologists discussing the importance of protecting cultural relics. This task will enhance their listening comprehension skills and provide an opportunity for them to practice expressing their opinions in English.Section 7: Writing TaskIn this section, students will write a descriptive essay about a cultural relic of their choice. They will conduct research, gather information about its historical and cultural significance, and present their findings in a well-structured essay. This task will encourage students to improve their writing skills and develop their ability to convey information clearly.Section 8: Group PresentationTo further deepen their understanding of cultural relics, students will work in small groups to research and prepare a presentation about a specific cultural relic from another country. They will share their findings, discuss the relic's importance, and engage in a Q&A session with their classmates. This activity will enhance their speaking and presentation skills while broadening their knowledge of different cultures.Section 9: Reflection and AssessmentIn the final section of the lesson, students will reflect on their learning experience throughout the unit. They will discuss what they have gained from studying cultural relics and evaluate their own progress. This self-reflection will enable students to recognize their achievements and set goals for future language development.Conclusion:Through this unit, students will not only improve their language skills but also develop an appreciation for the cultural heritage of different countries. By exploring cultural relics, students will gain a deeper understanding of the importance of preserving and respecting cultural diversity.。

Unit1《Cultural relics》教案7(人教版必修2)

Unit 1 Cultural RelicsThe first period (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)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the Ss’awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of 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. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine 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.3 minutes later, ask some Ss to give their answers.Step 2 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 withit?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.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.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the library oruse the Internet to search for information.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second Period(Reading and comprehending)Knowledge: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.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points: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.Teaching difficult points: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.5.Train the students’ ability to grasp key information while listening.Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Search o fthe Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. 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.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story ofamber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.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 points1.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.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.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)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Translate the sentences on Page 43 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match themeanings with the sentences in the right box.belong to phr v (T)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state, condition ora continuous activity. Look at the sentence of exercise 3 and try to express each ofthem in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .。

culture relics 教案

Teaching planUnit1 Cultural RelicsI.T eaching aims1.target language 目标语言a .识记词汇relics, amber, Frederick William I, Prussia, Prussian, Peter the ,Czar, Catherine, Leningrad, mysteryb .重点词汇cultural, survive, remain，state, rare, dynasty, vase, belong, gift,ton, stone, once, heat, design, fancy, style, jewel, king, artist,reception, light, wonder,remove, furniture;secretly, wooden,doubt, trial, consider,opinion,evidence, prove,pretend, maid,castle, sailor, treasure，besidesc .重点词组look into, belong to, in search of, in return, at war, take apart,think highly ofd .功能句式Expressions used to give opinionsI think highly of...I don't agree that．”Besides...I must say that I agree with you.I must say that I don't agree with you. As far as I'm concerned, I think...As I see it...Don't you agree /think (that)...I can't help thinking (that)...I would like to say...In my opinion／view... Personally, we should…Well, obviously we should…The point is...Asking for opinionsDo/Don‟t you think that…?Why/Why not …?How do you know that?What do you think?What‟s your idea/opin i on of…?How do you feel about…?What are your reasons for saying that? Would you consider…?Do you have any idea about…?Are you sure that he/she was telling the truth?What do you think of …?What would you say…?Who do you think was…?2. Ability goal 能力目标Enable the students to know the meaning of cultural relics and talk about some details of some famous cultural relics in English and express or support an opinion with suitable expressions.II. T eaching important pointsLet students learn to use the structures of expressing and supporting an opinion.III. T eaching difficult pointsKnow what restrictive attributive clause and non restrictive attributive clause areIV. T eaching aidsBlackboard, chalks, picturesV. T eaching procedures第一课时Step1 warming upShowing the pictures as followingsTelling them 3kinds of cultural relics just as the pictures show : ivory Mouth Buddha, cultural site of He Mudu, building clusters.Step2 Pre-readingRising questions as:1. Do you know what amber is?2. Have you ever seen a piece of amber?Then showing students the pictures making up of amber and give them 5miutes to taking about it.5minutes laterTell them that amber is a hard yellowish brown clear substance. it is often used for jewels and decorative objects.Step3 ReadingGive brief introduction of the persons of Frederick1, Frederick william1, Peter the Great, Catherine2, The Nazi army, The Russians and Germans before they start to read and also ask them to notice the time and the place the story happened , who made the Amber Room? why？When the Amber Room disappeared?What finally happened to the Amber Room?After reading, explain the whole passage in detailsStep4 ComprehendingGive students 8minutes to do the exercise in the comprehending then check the answers.Homework1. Let them talk about the some cultural relics the know best or the ones they want to know about and show their opinions nextclass,2. Let students do the exercises in the Learning about Languageand check it in the next class.第二课时Step5 Learning about LanguagePart1 Check the answer in the Learning about LanguageTell the students the meaning of the phrases and passage inthe exercise. Giving the correct answers and then analyzingthe whole passagePart2 Then asking students to read the meanings of the phrase “belong to”and do the relevant exercises. Then show thestudents the English meanings of the phrases such as“look into”, “in return”.Part3 Ask students to go back to the passage and to find out the attributive clauses and the non-attributive clauses.Then tell them how to distinguish attributive clauses andnon-restrictive clauses and give them some examples toexplain them. SRestrictive attributive clauses give important information to finda popular thing or person from two or more other things orpeople.Non-restrictive attributive clauses give extra information which is interesting or useful but not essential for finding a particular thing or person, there is usually a comma before the non-restrictive attributive clauses.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 the voters. 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 treasured3b 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. Anon-restrictive clause simply adds more information into thesentence and does not affect the meaning of the main clause: itis therefore bracketed off with commas (1a = an uncle whohappens to live in London). Conversely, a restrictive clausedefines its referent in the main clause more specifically andcontributes significantly to the meaning of the sentence. Thus itis 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 iseither …that‟ or …which‟, whereas for human referents the relativepronoun can be either …who/m‟ or …that‟ (the man t hat/whom Iwill marry.第三课时Step7 Using LanguageReading and listeningPart1 Give them 4mins to read this passage, then ask them to tellme what a fact is and what an opinion is.Part2 Read the passage in the exercise2 and ask several studentsto answer the question. Do you think it is a fact or an opinion andgive reasons.Part3 Fill the table.Ask a student to check the answer.Part4 Pre-listeningRemind students of where and how the Amber Room havedisappeared, advise them to scan the table in the exercise3.Listen to Part A and Part B individually.Discuss in group of two and write down the message.Ask several Ss to report.Check.S peakingAsk students to do the express their opinions with theexpressions in the Speaking1 and give judgments of their usingof English and their oral English.Reading and writingPart1 ask students to read this letter and discuss the questions in the right list.Organize the students into two groups according theiranswers and let them to have a debate.Part2 Write a report using the following guidance ( hand in)Summing up1. Let them talk about the some cultural relics the know best or theones they want to know about and show their opinions nextclass,2. Write down what you have learned about culturalrelics______________________3. From this unit you have also learnedUseful verbs_______________________________Phrasal verbs______________VI Reflection:The lessons went well, but the students‟ too little knowledge about the cultural relics make them a little silence at class.。

Unit1《Cultural relics》教案8(人教版必修2)

The First Period(Warming up, one class)(By PowerPoint)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:Teaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. I’ll present your some pictures. They are all very famous places in China or in the world. Please think these over:A.Can you name them out?B.Who have the right to own and confirm them?(The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A.a cultural relic is sth that survive d for a long timeB.a cultural relic may be a part of old thing has remain ed when therest of it had been destroyedC.or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.)(The Sydney Opera; The white House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1.Then can you tell the value of the cultural relic?(Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology of making them…) 2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; d on’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)(By Powerpoint)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive Clause4. Learning the following useful words and phrases:Teaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Empeor and the Terracotta Warriors The Sydney Opera; The white House; The Big Ben; The Amber Room (which we have learnt last period) Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now?(The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.)Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1②3. Detailed ReadingRead the text again and answer the following questions:①.What was given to the Russian people as a great gift by FrederickWilliamⅠ,the King of Prussia?(The Amber Room was given to the Russian people as a great gift byFrederick WilliamⅠ,the King of Prussia )②.Why it is called the Amber Room and how many tons of amberwere used to make the Amber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)③.What did Catherin eⅡ do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World Wa rⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winterpalace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡtime(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa r Ⅱ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step Four: DiscussingClosing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why? Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. Yousee, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.Especially pay attention to the words and phrases underlined.Step Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have beenfound in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the students judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:1.To learn some useful words and expressions2.To learn some useful structures3.To learn the Restrictive and Non—Restrictive Attributive ClauseLearn how to use the Attributive Clause with that/which/who/where/when⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive ClauseTeaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)⑴. Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’answers of the exercises; individual, pair of group work or finish each task.Here are the keys to Ex1:1.rare2.vase3.in return4.in search of5.belong to6.heat7.remain8.gift9.doubt10.r emove⑵. Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to,and try to match themeaning with the given sentences.Step Three: Exercising 2 (Exercise 3 on Page4)Try to complete Exercise 3 on Page4.The preposition at sometimes indicates a state, condition or continuous activity. Look at the sentences of Ex.3 and try to express each of them in another way in teams.After several minutes, having some show their answers.And have the students find other similar structure:(at office, at school; etc)Step Four: Grammar point (the Attributive clause)⑴. Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others.While the other sentences have the Restrictive Attributive Clauses.●非限制性定语从句的用法：1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。

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。

CULTURAL RELICS教案1

教材分析i．教学内容分析本单元的话题是“文化遗产”。

reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。

learning about 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，让学生通过寻找课文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。

learning tips 部分鼓励学生去参观博物馆或文化遗产胜地，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，了解世界文化遗产，增强文化遗产保护意识。

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。

iii．教学计划本单元分五课时：第三、四课时： learning about language第五课时： using languageiv．教学步骤：step 1 leading-insuggested dialogue:you: hello, i am here to see mr. zhang ri. are you zhang ri?man: yes, i am.man: oh, is there some problem?you: perhaps. i understand that you have an old ming dynasty vase.man: yes, i do but it's not mine. er-it belongs to my family.you: hmm. may i have a look at it?you: it's quite beautiful.man: i haven't heard about that.man: last year around the time of the mid-autumn festival.step 3. pre-readingstep 4. reading1st paragraph2nd paragraph3rd paragraph4th paragraph5th paragraphnumberthings about the number171617701941200360022100,00027300thnumberthings about the number1941the nazi german army stole the amber room.55the number of soldiers given to the king of russia in return1. get ss to finish ex1 (p2) and ex2 (p2).ex2:main idea of the passagegeneral idea of 1st paragraphgeneral idea of 2nd paragraphgeneral idea of 3rd paragraphgeneral idea of 4th paragraphgeneral idea of 5th paragraphmain idea of the passagethe history of the amber roomgeneral idea of 5th paragraphthe rebuilding of the amber room↙↘↘↙in 1941 the amber room stolen by the nazi german army para. 4↓step 6. language pointsi am pleased to have been of help to you. 我很高兴我对你有帮助。

高中英语《CulturalRelics》教案设计

高中英语《CulturalRelics》教案设计1一、教学目标1. 知识目标：学生能够掌握与文化遗产相关的英语词汇和表达，如cultural relics、preserve、heritage 等。

2. 能力目标：学生能够理解文章内容，并能进行分析讨论；能够用英语表达自己对文化遗产的看法和观点。

3. 情感目标：培养学生保护文化遗产的意识，激发学生对传统文化的热爱和自豪感。

二、教学重点与难点1. 教学重点（1）掌握与文化遗产相关的英语词汇和表达。

（2）理解文章内容，分析文化遗产的重要性。

2. 教学难点（1）如何引导学生用英语表达自己对文化遗产的看法和观点。

（2）如何让学生深刻认识到保护文化遗产的重要性。

三、教学方法1. 任务驱动法：通过布置任务，让学生在完成任务的过程中学习英语。

2. 小组合作法：组织学生进行小组讨论和竞赛，培养学生的合作意识和竞争意识。

3. 案例分析法：通过分析实际案例，引导学生理解保护文化遗产的重要性。

四、教学过程1. 导入（5 分钟）（1）播放一段关于世界文化遗产的视频，如长城、金字塔等，让学生感受文化遗产的魅力。

（2）提问学生：“What are cultural relics? Can you name some cultural relics?”引导学生思考文化遗产的定义和例子。

2. 词汇学习（10 分钟）（1）展示一些与文化遗产相关的图片，如故宫、兵马俑等，让学生说出对应的英语词汇。

（2）讲解重点词汇和表达，如cultural relics、preserve、heritage 等，并让学生用这些词汇造句。

3. 课文朗读（10 分钟）（1）让学生先快速浏览课文，了解文章大意。

（2）播放课文录音，让学生跟读，注意语音语调。

（3）请几位学生朗读课文，其他学生认真听，并指出朗读中的错误。

4. 问题思考（15 分钟）（1）提出一些问题，让学生思考并回答。

例如：“What are the characteristics of cultural relics? Why should we preserve cultural relics?”（2）组织学生进行小组讨论，每个小组选出一名代表进行发言。

Culturalrelics教案

Culturalrelics教案unit 7 cultural relics•重点词汇解析•1. include vt 包括；包含1)including为介词，后接名词、代词作宾语。

2)included为过去分词充当的形容词，无比较级和最高级，其前常用名词或代词。

3)比较include，containinclude作“包含”解时，其后的宾语只是整体的一部分。

contain作此意解时，其后的宾语指的是整体的全部。

2. restore vt1）归还to restore stolen property 归还赃物2）恢复；复兴to restore law and order 恢复法律和秩序3）恢复健康；复原restored after one's holiday 假期之后健康恢复了3. rebuild v. 再建；重建rebuild a house after the fire.火灾后重建房子。

注意：re-前缀，加在动词或名词前。

“重新”。

如：rewrite, reopen, revisit,remake, reprint, reread.4. burn vi, vt burnt 或burned, burning1) 燃烧the house is burning. 房子烧起来了。

2) 发光；照亮a light burning 灯光亮着3) 发热；炙热the burning sand 炙热的沙子4) 热衷she is burning to tell you the news. 她急于要告诉你这消息。

everybody is burning to know the good news.大家都急于想知道这则好消息。

5) 烧伤；烧坏；烧毁he burnt all his papers. 他烧毁了（他）所有的文件。

n. 烧伤burns on her hand 手部的烧伤burn up （因热度过高）烧坏; 快速旅行；赶路to burn up the road 赶路5. beauty n.1) 美，美貌a flower of great beauty 一朵非常美丽的花2) 美人；美的事物your daughter is quite a beauty. 你的女儿很漂亮。

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。

[推荐精选]Cultural relics上课学习上课学习教案1

Cultural relics教案1 Unit1culturalrelics教材分析I．教学内容分析本单元的话题是“文化遗产”。

warmingup部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，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文物，建筑物算不算文物”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。

LearningaboutLanguage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，让学生通过寻找课文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。

UsingLanguage部分的Readingandlistening和speaking主要通过对evidence,fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，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来。

紧随其后的readingandwriting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文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。

LearningTips部分鼓励学生去参观博物馆或文化遗产胜地，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．教学重点本单元的生词和短语。

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。

了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。

2．教学难点学会区别事实与观点，锻炼思维分析能力。

用英语表达自己的看法或征求别人的看法。

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。

Cultural relics教案1

Cultural relics教案1Unit 1 cultural relics 鏁欐潗鍒嗘瀽I锛庢暀瀛﹀唴瀹瑰垎鏋?р€濄€?Warming upВ锛岀棶棰樸€?Pre-reading?Reading浠嬬粛浜嗘湁鍏充縿缃楁柉閬楀け鐞ョ弨灞嬬殑杞堕椈銆?Learning about LanguageВ?---彂瀛︾敓鍘诲彂鐜般€佸綊绾冲拰澶嶄範闄愬埗鎬у曞叆闈為檺鍒舵€у?Using Language 閮ㄥ垎鐨凴eading and listening鍜宻peaking vidence, fact鍜宱pinion涓変釜璇嶇殑璁茶В嗘墍瀛﹀唴瀹逛笌瀹為檯鍒ゆ柇鑳藉姏鐨勫煿鍏荤粨鍚堣捣鏉ャ€傜揣闅忓叾鍚庣殑reading and writing瀵逛竴灏佷呭浗瀹舵枃鍖栭仐浜х?Learning Tips 閮ㄥ垎榧撳ц儨鍦帮紝瀛︿範鏈夊叧鐨勭煡鍙嬨€?II锛庢暀瀛﹂噸鐐瑰拰闅剧偣1锛庢暀瀛﹂噸鐐?(1)?(2) 鎺屾彙闄愬埗鎬т笌闈為檺鍒舵€у悊瑙ｄ袱鑰呮湁浣曚笉鍚屻€?(3) 浜嗚В鐞ョ弨灞嬬殑鍘嗗彶锛屼簡瑙ｄ笘鐣屾枃鍖栭仐浜э紝澧炲己鏂囧寲閬椾骇淇濇姢鎰忚瘑銆?2锛庢暀瀛﹂毦鐐?(1)?(2) 鐢ㄨ嫳璇?III?arming Up锛孭re-reading, Reading, Comprehending锛?Learning about Language ?Using LanguageIV Period 1 &2 Warming Up, Pre-reading, Reading, Comprehending Teaching Goals: 1. To learn about cultural relics. 2. To learn about the restrictive and non-restrictive attributive clause. Teaching Procedures: Step 1 Leading-in Purpose: To get Ss to make a definition about cultural relics. Ask Ss four questions as follows. 1. What kind of old things are cultural relics? 2. Are all the old things cultural relics? 3. What is the definition and classification of cultural relics? 4. To whom do cultural relics belong? Suggested answers: 1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past. 2. No, not all the old objects are cultural relics.3. Each kind of relics preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions.4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Step 2. Warming Up 1. Pair work Get Ss to make a choice between 鈥渃ompelling interests鈥? in this case the interests of a family and the interests ofsociety. 2. Group work Get Ss to role-play a conversation between you and the man. Suggested dialogue: YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri? MAN: Yes, I am. YOU: My name is Hu Yuan. I'm from the Office for Cultural Relics. MAN: Oh, is there some problem? YOU: Perhaps. I understand that you have an old Ming Dynasty vase. MAN: Yes, I do but it's not mine. Er-it belongs to my family. YOU: Hmm. May I have a look at it? MAN: Why, yes, of course. Please come in. Right this way. Here it is. YOU: It's quite beautiful. MAN: Yes, it is, isn't it? It's been with our family for a long time. YOU: Mr. Zhang, I'm sorry to tell you this but I'm quite certain this is a cultural relic. MAN: Oh, how can you be sure? YOU: It is just like the one described in a report I got. MAN: What report? YOU: A report about a relic that is missing from a museum. MAN: I haven't heard about that. YOU: Perhaps not. You say this relic has been in your family a long time? MAN: Well, actually, one of my cousins gave it to us. YOU: When was that? MAN: Last year around the time of theMid-Autumn Festival. YOU: I'm sorry to say this but I believe this is the relic the museum has lost. Step 3. Pre-reading Purpose: To get Ss to form a responsible attitude towards cultural relics.The Great Wall The Leshan Giant BuddhaMausoleum of the first Win Emperor and the Terracotta Warriors 1. The above pictures are some of the 30 world cultural relics in China. Get Ss to know something about them. Ss can have a talk about them. 鈼?Mount Taishan(娉板北), listed as world cultural and natural site in 1987. 鈼?The Great Wall (闀垮煄), cultural site, 1987. 鈼?The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (虫晠瀹?, cultural site, 1987, 2004. 鈼?The Mogao Caves (?, cultural site, 1987. 鈼?The Mausoleum of the FirstQin Emperor and the Terracotta Warriors (?, cultural site, 1987. 鈼?The Peking Man Site at Zhoukoudian (€), cultural site, 1987. 鈼?Mount Huangshan (榛勫北), cultural and natural site, 1990. 鈼?The Jiuzhaigou Valley Scenic and Historic Interest Area (), national site, 1992. 鈼?The Huanglong Scenic and Historic Interest Area (榛勯緳椋庢櫙鍚嶈儨鍖?, natural site, 1992. 鈼?The Wulingyuan Scenic and Historic Interest Area (), natural site, 1992. 鈼?The Mountain Resort and its Outlying Temples, Chengde (娌冲寳鎵垮痉閬挎殤灞卞簞鍙?, cultural site, 1994. 鈼?The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (鏇查槣瀛斿簷銆佸瓟搴溿€佸瓟鏋?, cultural site, 1994. 鈼?The Ancient Building Complex in the Wudang Mountains (姝﹀綋灞卞彜寤虹瓚缇?, cultural site, 1994. 鈼?Historic Ensemble of the Potala Palace, Lhasa (x钘忓竷杈炬媺瀹?), cultural site, 1994. 鈼?The Lushan National Park (搴愬北), cultural site, 1996. 鈼?Mount Emei and the Leshan Giant Buddha Scenic Area (宄ㄧ湁灞?-涔愬北澶т經椋庢櫙鍚嶈儨鍖?, cultural and natural site, 1996. 鈼?The Ancient City of Pingyao (骞抽仴鍙ゅ煄), cultural site, 1997. 鈼?The Classical Gandens of Suzhou (), cultural site, 1997. 鈼?The Old Town of Lijinag (涓芥睙鍙ゅ煄), cultural site, 1997. 鈼?The Summer Palace (棰愬拰鍥?, cultural site, 1998. 鈼?The Temple of Heaven: an Imperial Sacrificial Altar in Beijing(澶╁潧),cultural site, 1998. 鈼?Dazu Rock Carvings (澶ц冻鐭冲埢), cultural site, 1999. 鈼?Mount Wuyi(姝﹀し灞?, cultural and natural site, 1999. 鈼?Mount Qincheng and the Dujiangyan Irrigation System (闈掑煄灞扁€曢兘姹熷牥), cultural site, 2000. 鈼?Ancient Villages in Southern Anhui-Xidi and Hongcun (瀹夊窘鍙ゆ潙钀解€曡タ閫掋€佸畯鏉?, cultural site, 2000. 鈼?Longmen Grottoes (榫欓棬鐭崇獰), cultural site, 2000. 鈼?Imperial tombs of the Ming and Qing Dynasties (瘽), cultural site, 2000. 鈼?Yungang Grottoes (浜戝唸鐭崇獰), cultural site, 2001. 鈼?Three Parallel Rivers of Yunan Protected Areas (涓夋睙骞舵祦), 2003. 鈼?Capitalcities and Tombs of the Ancient Koguryo Kingdom (楂樺彞涓界殑鐜嬪煄銆佺帇闄靛拰璐垫棌澧撹懍), cultural site, 2004. 2. After Ss talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can.(1) Think of a cultural relic you know about. How would you feel if it got lost? Why?(2) If you find a cultural relic, what will you do with it. Step 4. Reading Purpose: To let Ss know about what happened to the Amber Room.1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.2. Skim the text to get the key words and general idea of each paragraph. 1st paragraph 2nd paragraph 3rd paragraph 4th paragraph 5th paragraphSuggested answers:1st paragraph The introduction about the Amber Room: design, color, shape, material 2nd 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: moved 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 carried by train to a German city, Nobody knew it from then on 5th paragraph The rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg3. Get Ss to tell the characteristics of the passage, such as the type of writing, and the tense. Suggested answers: This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.4. Read the text again to complete the table, which lists all the numbersin the text. NUMBER THINGS ABOUT THE NUMBER 1716 1770 1941 2003 600 2 2 100,000 27 300thSuggested answers:NUMBER THINGS ABOUT THE NUMBER 1716 Fredric William gave the Amber Room to Peter the Great as a gift. 1770 Catherine II had completed the adding to the Amber Room.1941 The Nazi German army stole the Amber Room. 2003 The rebuilding of the Amber Room was completed. 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 tow days the Amber Room was removed to a German city. 100,000 The Amber Room was dismantled into 100,000 pieces. 27 27 wooden boxes used to contain the pieces of the Amber Room 300th the newly rebuilt Amber Room ready for the 300the birthday of St Petersburg city Step 5. Comprehending Purpose: To check whether Ss have understood the text. 1. Get Ss to finish Ex1 (P2) and Ex2 (P2). Suggested answers: Ex1: 1. C 2. E 3.B 4.D 5.A 6.F Ex2: Paragraph 1: How was the Amber Room made? Paragraph 2:Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3:How did the Amber Room become one of the wonders of the world? Paragraph 4:How did the Amber Room get lost? Paragraph 5:How was a new Amber Room built? 2. Get Ss to complete the following form, according to the text. Type of writing Main idea of the passage General idea of 1st paragraph General idea of 2nd paragraph General idea of 3rd paragraph General idea of 4th paragraph General idea of 5th paragraph Suggested answers: Type of writing Narrative writing. Main idea of the passage the history of the Amber Room General idea of 1st paragraph the simple description of the Amber Room General idea of 2nd paragraph the present, sent to the Czar General idea of 3rd paragraph the detail, adding and relocating of the Amber Room General idea of 4th paragraphthe stolen of the Amber Room in World War IIGeneral idea of 5th paragraph the rebuilding of the Amber Room 3. Show Ss the structure of the text so that they can have a better understanding of the text.the Amber Room: the best and biggest work of country's best Prussian artists Para. 1 锟絃锟終In 1716, the Amber Room given to the Czar as a gift Para. 2 In 1770, the Amber Room redecorated by Catherine II Para. 3锟終锟絃In 1941 the Amber Room stolen by the Nazi German army Para. 4鈫?the old missing Amber Room being searched for; a new Amber Room having been built Para. 5Step 6. Language points Group work Divide Ss into four groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences.1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.杩欎欢绀肩墿灏辨槸鐞ョ弨灞嬶紝瀹冧箣鎵€浠ユ湁杩欎釜鍚嶅瓧锛屾槸鍥犱负閫犺繖闂存埧瀛愮敤浜嗗緢澶氬惃鐞ョ弨銆?which was given this name... 涓洪潪闄愬埗鎬ууwho, whom, whose銆傞潪闄愬埗鎬у畾?The chairman, who spoke first, sat on my right. ?The speech, which bored everyone, went on and on. 閭ｄ娇澶у湪缁х画鐫€銆?where鍜寃henу畾?On April 1 they flew to Beijing, where they stayed several days. 鍥涙?I'm seeing themanager tomorrow, when he will be back from New York.忕悊锛屼粬鏄庡ぉ瑕佷粠绾界害鍥炴潵銆?which愬埗鎬у?They have invited us to visit their country, which is very kind of them.€?Usually they take a walk after supper, which does them a lot of good. 閫氬父浠?2. The design for the room was of the fancy style popular in those days. 灞?銆€銆€ofthe fancy style... ?be + of + 鍚嶈瘝(璇嶇粍)"锛岃〃?銆€I am pleased to have been ofhelp to you. ?銆€銆€All of the boys in the class are of the same age.?銆€銆€绫讳技鐨勭敤娉曡繕鏈夛細of different sizes, of great importance, of no use, of little value绛夈€?popular in those days the fancy style彲鍚庣疆銆?銆€銆€They have a house larger than yours. 浠栦滑鐨勬埧瀛愭瘮浣犵殑澶с€?銆€銆€The boys easiest to teach are in my class.鎴戠彮涓婄殑鐢风敓鏈€濂芥暀浜嗐€?銆€銆€a house larger than yours = a house which is larger than yours the boys easiest to teach = the boys who are easiest to teach 3. In 1770, the room was completed the way she wanted it. 1770骞达紝杩欓棿鐞ョ弨灞嬫寜鐓у?銆€銆€the way she wantedthe way 鐨勭敤娉曚笌杩炶瘝鐩稿悓锛屽悗闈㈠父甯稿甫that. I was never allowed to do things the way I wanted.寜鐓ц嚜宸辩殑鎯虫硶鍘诲仛浜嬫儏銆?n a way, in the way涔熸湁绫讳技鐨勭敤娉曘€?He was looking at her in a way that surprised her. 浠栫湅鐫€濂圭殑鏍峰瓙璁╁ス寰堟儕璁躲€?銆€銆€We have to make it work inthe way that they want it to. 鎴戜滑蹇呴』鎸夌収浠栦滑鐨勬兂娉曟妸浜嬫儏鍔炲ソ銆?4. 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. 鐤戦棶锛屻€€杩欎簺绠卞瓙鍚?銆€銆€that the boxes were then put on ...o doubt 鐨勫疄闄呭唴瀹广€?銆€銆€They had to face the fact that the nearest filling station is thirty kilometers away. €杩戠殑鍔?銆€銆€The doctors came to the conclusion that the patient was suffering from cancer.氱梾浜鸿韩鎮ｇ檶鐥囥€?姝ょ被浠庡彞閫氬父鐢╰hat鏉ュ紩瀵硷紝闅忕潃涓庡叾鍚屼綅鐨勫悕璇嶄笉鍚岋紝涔熷彲鐢眞hen, where, whether, how绛夋潵寮曞嚭銆?I have no idea when he will return. 鎴戜笉鐭ラ亾浠栦綍鏃跺洖鏉ャ€?Periods 3&4 Learning about Language Teaching Goals: 1. To learn about the restrictive and non-restrictive attributive clause 2. To learn how to use some useful words and expressions. 3. To learn how to use some useful structures Teaching Procedures: Step 1. Warming Up Ask Ss to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4). Suggested Answers: Ex1: 1.select 2. rare 3. reception 4. amaze 5. less than 6. wooden 7. in search of 8. survive 9. remove 10. artist 11.former 12.at war Ex2: dynasties style amazing jewels designed decorated fancy rare doubt worth Ex3: A.3 B.2 C. 3 D.1 Step 2. Learning about the attributive clause 1. Show Ss the definition of an adjective clause (attributive 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: Adjective: the red coat Adjective clause: the coat which I bought yesterday Like the word 鈥渞ed鈥?in the first example, the dependent clause 鈥渨hich I bought yesterday鈥?in the second example modifiesthe noun 鈥渃oat鈥? 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 relative pronouns 鈥渨ho(m),鈥?鈥渢hat鈥? or 鈥渨hich 鈥? 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. Informal: The books people read were mainly religious. Formal: The books that people read were mainly religious. Informal Some firefighters never meet the people they save. Formal Some firefighters never meet the people whom they save. More examples of adjective clauses: The meat which they ate was tainted. They're talking about the movie which made him cry. They are searching for the student who borrowed the book. Did I tell you about the author whom I met? 2. Get Ss to tell whether the following pairs of sentences mean the same thing. (1) My uncle, who lives in London, is very rich. My uncle who lives in London is very rich. (2) The policies, which were unpopular, were rejected by the voters. The policies which were unpopular were rejected by the voters. (3) My niece, whose husband is out of work, will inherit the house, which I have always treasured. My niece whose husband is out of work will inherit the house, which I have always treasured. Suggested answers: 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 thenon-human relative pronoun is either 'that' or 'which', whereas for human referentsthe relative pronoun can be either 'who/m' or 'that' ( the man that/whom I will marry ...)3. Let Ss select one answer from the choices provided after each sentence. (1) As many children ___ came were given some cakes. A. that B. as C. who D. whom (2) The visitors saw rows of houses the roofs _____ are red. A. on which B. of which C. where D. that (3) I usually take a nap after lunch, ______ is my habit. A. which it B. as it C. as D. that (4) Please tell me the way _____ you did the job. A. how B. where C. which D. in which (5) Is this museum ____ some German friends visited the day before yesterday? A. the one B. which C. that D. where (6) The farmer uses wood to build a house ____ to store grain. A. in which B. where C. that D. with which (7) I shall never forget the years _____ I spent in the country with the farmers, ____ has a great effect on my life. A. when; which B. that; which C. when; that D. which; that (8) Little has been done ____ is helpful to our work. A. that B. what C. which D. all that (9) Perhaps this is the only market ____ you can get such cheap goods. A. that B. of which C. by which D. where (10) We'll put off the outing until next week, ____ we won't be so busy. A. when B. which C. at which D. in that Suggested Answers: (1) B (2) B (3) C (4) D (5) A (6) A (7) B (8) A (9) D (10)A4. Ask Ss to finish Ex3 (P4) and Ex4(P4) Suggested Answers: Ex3: 1.Here are the farmers who discovered the underground city last month. 2. Hangzhou is famous city in China, where many people come to buy tea. 3.I don鈥檛know the reason why she got so angry. 4. The old man, whom you are talking to, saw some Germans taking apart the Amber Room and removing it.5.The woman remembered the day when she saw Nazis burying something near her home.6.St Petersburg is a very beautiful city, which was once called Leningrad.7.I remember the soldier who told me not to tell anyone what I had seen.8.The soldiers moved the boxes to a mine, where they wanted to hide them.9.Xi鈥檃n is one of the few cities whose city walls remain as good as before. 10.Shanxi Province is a place whose/where cultural relics are well looked after. Ex4: 1. whose daughterstudies in a key university 2. who discovered the Terracotta Warriors 3. which was decorated with valuable jewels 4. where she can learn about former dynasties 5. which was drawn by a famous artist in the Tang Dynasty 6. which is very beautiful 7. when we get together to celebrate 8. that I can鈥檛remember 9. which is known for its its good food 10. when the weather was warm and sunny Periods 5 Using language Teaching Goals: 1. To learn to tell facts from opinions. 2. To write a reply letter. 3. To learn to talk about cultural relics. Teaching Procedures: Step 1 Warming up Purpose: To get Ss to know the difference between a fact and an opinion. 1. Definition A fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one鈥檚own ideas. It is always subjunctive. So it has not been proved. 2. Read the passage (P5) and answer the following questions: (1) If you want to go in for law against somebody, and if you want to win, what鈥檚the most important thing you should do first? (2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers: (1) Searching for facts. The more, the better. (2) The evidences offered by the eyewitnesses. Step 2 Guided reading 1. Read the passage and define what evidence is. 2. Read the passage and translate each paragraph into Chinese. 3. Read and underline all the useful expressions or collocations in the part. Suggested Answers: Collocation from Using Language on page 5 in a trial, rather than, more than, to tell the truth, agree with, It can be proved that ..., no reason to, a reply to, think highly of, search for, return o鈥?Step 3. Note taking Listen to the tape and fill in the forms (P5). 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. Get Ss to share their forms and tell what are facts and what are opinions in the three forms. Step 4 Speaking Purpose: 1. To learn how to ask for or give opinions. 2. To learn how to write a letter of suggestions. 1. Group work (1) We often use some expressions to ask for opinions. What are they? What do you think of ...? Do youbelieve ... ? How can you be sure of ...? How do you know that? (2) We often use some expressions to give opinions. What are they? I think ... I don't think ... I don't agree that ... I suppose that ...Suggested Answers: Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable. 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 somebody has asked him for help. 2. Individual work (1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let鈥檚read the letter (P7) and see what's Johann鈥檚choice and opinion. Answer the following questions. 鈶?What's Johann鈥檚opinion about the Amber Room? 鈶?Do you agree with Johann? Step 5. Debate Divide Ss into two groups and organize a debate. Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote. 鈶?When you write your letter, you may choose to agree or not agree with the writer. 鈶?You must give a reason why you agree or don't agree with the writer. 鈶?Be sure to give an example from your own life so that the reader can better understand your opinion. Step 6 Writing Write a report on your debate according to the demand of part 4 of P7. Step 6. Homework Finish the exercises in the workbook so as to consolidate what has been learned.。

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.。

Cultural relics 教案

教案设计Unit 1 Cultural relics外国语学院1004班胡樱子Unit 1 Cultural relicsⅠ. Analysis of the teaching materialsThis is the first teaching period of this unit. This unit was chosen from the New Senior English for China Student’s Book 2, and it is the first unit of the textbook. The central part of this period is the reading passage with the title of “Cultural relics”talking about different kinds of cultural relics especially the Amber Room.Ⅱ.Teaching aims:（1）Knowledge:- Teach students new words and expressions, such as design, survive, and less than ect.- Enable students to have a better understanding for cultural relic.（2）Ability:- Train students’reading, comprehending, speaking and writing abilities by differentteaching activities, such as skimming and guessing game.- Develop students’ reading strategy which is from general idea to specific information.. （3）Emotion:- Help students know something about history and awake students’patriotism to thehomeland.- Cultivate students’ creativities.Ⅲ.Teaching methods and activities:To achieve different teaching aims, various kinds of teaching methods and activities will be adopted throughout this period, such as TBL (Task-based learning), skimming, pair work, group work and others, which can offer students opportunities to fulfill tasks in which they can use language to achieve a specific outcome.Ⅳ.Teaching aids:Pictures, short moviesⅤ.Teaching key points:(1)Making students have a clear mind for the structure of the text.(2)Helping students understand the main idea of the text.(3)Helping students analyze every paragraph of the text.Ⅵ.Teaching difficulties:(1) Too many new words may affect students’ understanding.(2) How to understand the title “Cultural relics”.Ⅶ.Blackboard design:Ⅷ.Teaching procedures:Step1:Lead-in (5 min)(To guess the prices)Arouse students’ interests by showing some pictures of cultural relics.Meanwhile, show some pictures of scenic spots and learn two proverbs. Then ask students what these things belong to.Use some words to describe the cultural relics, and know its definition.Step2:Pre-reading (8 min)(To teach new words and expressions)Think about some questions about the text.New words and expressions: design; survive; worth; less than; ect.In order to help students know how to use and memorize these new words and phrases, some sentences can give them some reference.Step3: Fast-reading (7 min)(To skim and find out the main idea of the text)Ask students to read the text quickly, and then get the main idea of the whole text. The reading part mainly tells us what the Amber Room is made of and what happened to it. This step can help students have a general understanding for the structure of the text.Step 4: Detail-reading (10 min)After got the general idea of the text, we’ll find more detailed information from each paragraph.(1) Characters conversion:1) .Frederick I2).Frederick William II3).Peter the Great4).Catherine II(This part is mainly about the four characters and what they did to the Amber Room.)(2) Time change: Fill blanks1).In 1716, Frederick William I gave the Amber Room to Peter the Great as a gift.2).In 1770, Catherine II added more details to the Amber Room.3).In 1941, the Nazi army stole the Amber Room.4).In 2003, the rebuilding of the Amber Room was completed(This part gives us a clear expression of the development of the Amber Room by timeorder.)(3) Place change: Prussi a → Russia → Germany → ?Step 5:Comprehending (5min)What is the topic of each paragraph? (This question can help students to understand the main idea of each paragraph. To summary the main idea in a short sentence help students understand them better.)True or false exercises. (This section can testify that whether the students have understood the whole text or not.)Step 6: Group work and pair work: (10 min)Discussion: Give some examples of the cultural relics that are in the need of being protected.Pair work: The reflection of the auction of Chinese cultural relics, two short videos. Think of the reasons of their importance.(Discussion is a good chance for students to think deeply so as to develop their creativities .At the same time , it can help students cultivate divergent thinking. )Step 8: HomeworkAfter watching the two short videos, we must have some thinks about the auctions of Chinese cultural relics. Then, ask student to think how to protect our cultural relics, and write down your ideas.Enclosure:the detailed teaching process.第 5 页共8 页【Detail-reading】【3 clues】:First, class, please read the whole text carefully and try to findthe 3clues: characters, time and places of eachparagraph, and then we’ll do some exercises.Ok, time is up .let’s do the exercise.What is the relation between the characters and the Amber Room? Frederick I:Frederick William I:Peter the Great:Catherine II:【Reading】【Doing the exercises】Develop students’skimming abilities andmake students have aclear mind for thestructure of the wholetext.【Transition】:The text mainly tells us the development of the Amber Room, and what happened to it.Class, after we got the general idea of the text, now let’s find more detailed information according to the different part in the text.Now, girls, please mark the time, and try to fill the blanks.【Filling blanks】:【Transition】: Now let’s come to the last clue – places change. From where to where?【Have a match】Now , please think about the sub-topic of every paragraph and have a match..Train students’readingabilities.Make students involvedin the class by differentteaching methods.未生第 6 页共8 页【Transition 】Now, you have read the text twice. Please make your judgment.【True or false】The first one, True or False?Yes! He is the King of Prussia, right?The second one?The third one?How about the next one?The last one?【Group work】Class ,cultural relics was remained from the past , so many of them are in the bad condition. Can you give some examples of the cultural relics that are in the need of being protected?What is the reason that they a in the condition of being protected?Yes, there are also some immaterial cultural relics, such as seal cutting（篆刻）, shadow play, paper-cut and so on.【Answering】Yes!【Answering】Winter palace.【Answering】True.【Answering】The Great Wall, Beijing Hutong , theSummer palace….【Answering】:Climate change, overdevelopment oftourism,Train students’divergentthinking and helpdevelop ability of thestudents to think thingsout for themselves.第7 页共8 页【Pair work】Have you ever seen Chenglong’s movie China Zodiac? He helps the heroin get back our national treasure. Do you know what the national treasure is in the movie? Class, let’s come to the short video about the auction of our Chinese cultural relics. And communicate you feelings to the videos with your partners. 【Answering】:China Zodiac animal heads. By watching videos to letstudents have a betterunderstanding for theauction of culturalrelics .On the other hand,to awake students’patriotism to ourhomeland and encouragethem to express theirideas so as to achievethe purpose ofessential-quality-orientededucation (素质教育).【Transition】:Class, you know the national treasure is very important and valuable. Right? So, do you know why they are so important?【Homework】:After watching the videos, you must have some thoughts about our cultural relics. Just imagine, you are the chairman of the Organization of Cultural Relics Protection, and you’re invited to write a lecture on how to protect the cultural relics about 120 words.OK. So much for this class! Thank you for your attention!【Answering】Symbols of countries and cultureThe product of people’s wisdomPractical usage and importanceBring in money from tourismCultivate students’speaking abilities asoften as possible.第8 页共8 页。

Cultural relics教案

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。

掌握与文化遗产相关的重点词汇和短语，如“preserve”“restore”“historic”等。

2、能力目标培养学生阅读关于文化遗产文章的能力，提高获取关键信息和理解细节的技巧。

能够用英语简单描述和介绍文化遗产。

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际意识和对不同文化的尊重。

二、教学重难点1、教学重点理解文化遗产的重要性和保护方法。

掌握相关的英语词汇和表达方式。

2、教学难点如何引导学生用英语清晰准确地表达对文化遗产的看法和观点。

三、教学方法1、讲授法讲解文化遗产的概念、特点和价值，以及相关的英语词汇和语法知识。

2、讨论法组织学生讨论文化遗产的保护问题，鼓励学生发表自己的观点和想法。

3、阅读法指导学生阅读有关文化遗产的英语文章，提高阅读技巧和理解能力。

4、多媒体教学法运用图片、视频等多媒体资料，增强学生对文化遗产的直观感受和认识。

四、教学过程1、导入（5 分钟）展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔、金字塔等，引起学生的兴趣。

提问学生对这些文化遗产的了解和感受，引出本节课的主题“Cultural relics”。

2、词汇学习（10 分钟）讲解与文化遗产相关的重点词汇，如“culturalrelics”“preserve”“restore”“historic”“valuable”等，通过例句和图片帮助学生理解其含义和用法。

组织学生进行词汇练习，如填空、造句等，巩固所学词汇。

3、阅读训练（20 分钟）分发一篇关于文化遗产保护的英语文章，让学生快速阅读，找出文章的主旨大意。

再次阅读文章，回答一些细节问题，如：What are the main threats to cultural relics? How can we protect cultural relics? 等。

人教版高一英语教案： Cultural Relics

人教版高一英语教案： Cultural Relics在进入高中之后，学生们有没有适应高中的学习生活呢?在高一英语课程学习过程中，老师的作用至关重要，运用怎样的教学方法与教学手段才能让学生快速适应高中英语学习，才能让英语成绩提升?这是每位高中英语老师都要考虑的。

这篇教案希望能给老师与学生带来启发。

Cultural Relics课程教案一、教材分析1.教材内容分析本单元话题——文物古迹(Cultural relics )历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭!本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。

单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。

Reading通过对俄罗斯著名城市——圣•彼得堡有关史实的介绍，以“A City of Heroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。

整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。

话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。

2.教学重点、难点Functional Items：Ways of giving advice or making suggestions. Topic：Talking about cultural relics, including ways of protecting them. Word-formation：“re + V.”(eg. rebuild, replaced, recreate).Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,in pieces, bring …back to life, etcStructure (Grammar)：The Passive Voice (I) —The Present Perfect Passive VoiceWriting：Write a letter to the editor on a certain cultural site, suggesting ways ofprotecting the cultural relics.二、教学目标1.语言知识目标本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。