Unit 1 Cultural relics教学案
高三英语教案：《Unit 1 cultural relics》教学设计
高三英语教案：《Unit 1 cultural relics》教学设计Unit 1 cultural relics重点单词：survive, design, fancy, doubt, worth,识记单词：rare, valuable, vase, dynasty, amaze, select, honey, design, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, former, local, painting, castle, trial, evidence, explode, entrance, sailor, sink, debate重点短语：in search of, belong to, in return, take apart, think highly of 一重点单词SurviveIs it enough to have survived for a long time? (P1)(1)vi. 继续生存或存在No plants / animals can survive without water.没有植物/ 动物离开水可以生存下来的。
(2)vt. 幸免于难He survived the battle / air crash / earthquake / explosion / shipwreck.他从战场上/ 空难中/ 地震中/ 爆炸中/ 船只失事中幸存下来。
(3)vt. 比(某人)长寿She survived her husband for twenty years.她比她丈夫多活了20年。
Survivor 生存者,幸存者Survival 生存，幸存Survival chance 生存机会，生还机会Survive on 靠…活下来；靠…生存练习：After the traffic accident，no one ______except a few people who were badly injured．A．survive B．survived C．was survived D．was surviving?Designvt. 设计；计划；构思n. 设计；图案The design of the room was in the fancy style popular in those days. (P1)【扩展】in design 在设计上by design ≈ on purpose 故意地be designed for 打算做…用be designed to do 目的是…Design sb. to be 打算让某人从事某职业The film is designed for the young. 这部电影是专门为年轻人拍摄的。
Unit 1 Cultural relics教案
Unit 1 Cultural relicsTeaching Aims:I Language knowledge:Topics: Cultural relics protection, Famous cultural relics in China and abroad.Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions.Grammar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause)II Language SkillsSpeaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about thetopic about cultural protection and famous culture relics in China and abroadaccording to the contents of this unit.Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students’ ability of grasping the structure andorganization of the text and learn the way of telling story. Try to help the Ss to set upa concept to comprehend the text as a whole and summarise the main idea of eachparagraph and complete the other exercises. In the Using Language part, get the Ss toread the short paragraphs to distinguish the fact with opinion. Meanwhile, learn thenew word, phrases and sentence structures in the texts to improve the Ss’ languageability get a better understanding of the texts.Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the givenguidance.III Emotion & Attitudes:Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad.IV Learning Strategies:Learn to understand the text by grasping the structure and organization of the text.Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one.Main Points:language points and language skills listed above, learning strategies, the reading comprehension of the text, the grammar items .Difficult points:new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based TeachingTime: Period (45min×7 )Teaching Aids: Multi-media teaching systemPeriod 1Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text. Teaching & learning goals:1. Introduce and talk about some basic knowledge about cultural relics.2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text.3. Do some of the reading comprehension exercises.Main points: The reading comprehension of the text.Difficult points: Reading and reading comprehension of the text.Class type: Warming up and Fast ReadingTeaching & learning procedures:Step 1 Lead-inIntroduce the topic of this unit and get the Ss to know the new words: cultural, relic.Step 2 Warming upTask 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions.Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers.) Suggested answers:1) A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.And the correct definition should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that it tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used.2) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time.3) That it can be a building, object or item.Notes:1. cultural adj.文化的culture n.2. relic n.遗物, 遗迹, 废墟, 纪念物3. rare adj. 稀罕的, 杰出的, 珍贵的eg. a rare sense of honor 不寻常的荣誉感 a rare friend. 极好的朋友It’s very rare for her to arrive late.This is a rare book.4. valuable adj. 贵重的, 有价值的, 颇有价值的eg. a valuable diamond 贵重的宝valuable information重大的消息valuable advice重要的建议 a valuable friend令人钦佩的朋5. survive vi. 幸存，幸存, 生还,比…活得长vt.从…中逃生, 经历…后继续存在survivor n. 幸存者eg. The custom has survived for thousands of years.Only two people survived the fire.Two-thirds of the people survived the earthquake.经过这次地震, 三分之二的人活了下来.6. vase n. 花瓶7. dynasty n. 王朝；朝代Step 3 Pre-readingTask 1 Ss ask each other if they know something about amber. If they know, share the information with the class. If they don’t know, they teacher may show pictures of ambers and give some explanation.Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin (树脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life.琥珀是史前松树脂的化石。
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。
Unit1Culturalrelics教案
Unit 1 Cultural relics．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 answer my questi ons:A. Can you name them out?B. Where are they?(Keys for referen ces: Mi ng Dyn asty vase, Chi na; Taj Madal, I ndia; ivory drag on boat, Chi na; Mogao Caves, China)2. Warmi ng up by defi ningLet the stude nts n ame out the famous things in the p ictures and tell them they are cultural relics. The n exp la in 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'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.Ste p2 P re-readingAs we know, all the cultural relics are quiet p retty, but some of them were lost and ruin ed, such as the Summer P alace in Chi na 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 referen ces:A. Wars, natural disasters, and time have damaged and destroyedthem, gett ing them lost and cha nged. Many of them were eve n stole n and hidde n while n obody knows who, where andhow.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 un dersta nd the reas on why such a build ing was destroyed.Ste p3 Readingeach sentence and paragraph, and then working in groups, and discuss how to p rotect our cultural relics.Ste p4 Comp rehendingNow, liste n to the record ing aga in, and do the Ex. 1 and 2.Ex.1: CEBDAFEx2 35412Ste p5 SummaryIn this lesson, we have learned how to read a passage fastand what cultural relics are. Fast reading skills are very useful in your daily life. You must take care of them.Ste p6 HomeworkCopy the new word and exp ressi onsCopy the p assage in the textbook本丈来自网谿，谙不要使用盜版』谢谢阅读版权所有£010。
人教新课标必修二Unit1Culturalrelics[单元教案]
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人教新课标必修二Unit1Culturalrelics[单元教案]Unit 1 Cultural RelicsTeaching goals教学目标1). Ability goals能力目标a. Learn some detailed information about the Amber Room.b. Improve the students’ reading ability.c. Train the students’ ability to grasp key information while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能目标Help the Ss to learn how to give opinions clearly about cultural relics.3)Emotion:情感目标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber RoomTeaching important points教学重点1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ ability to cooperate with others;4). Train the students’ speaking ability.Learn to discuss and act out the Ss’ opinions about cultural relics.Teaching important points教学难点1)Words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)Phrases:look into, belong to, in search of, in return, at war, take apart,think highly of;3). Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics. Teaching methods教学方法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Teaching aids教学设备A computer, a projector and some slides.Teaching procedures and ways教学过程与方式The first & second period (Vocabulary, W arming up and Pre-reading) Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)The first &second periodTeaching procedures:Step 1 New words teachingStep 2 W arming-upT: When talking about cultural relics, what comes to your mind?S1: The Great Wall.S2: The Pyramids in Egypt.S3: …T: Well done.Teacher asks the Ss to look at the three groups of pictures and discuss these questions.1. Do you know these places?2. If you know, what do you know about the places?3. Which one would you like to visit? Why?I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.All these are cultural relics.Do you know any other cultural relics in the world?T shows the Ss some cultural relics abroad.Task 1: ask the Ss to make a dialogue by saying.Imagine you have a chance to travel these places. Which place would you like to go? Why?when are you starting off? How are you getting there? How long are you staying?Please make a dialogue with your partners.Then students answer the following questions:What is your favorite city? Why?What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Task 2: Now suppose that you work for the state office of cultural relics. Y ou are sent to a small town where you find a relic that was stolen from a palace. It is a rare MingDynasty vase. The man who has it insists that it belongs to his family. What will you say to him?Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.Step 3 Task 3 Speaking task on page 46Debate Do you think China should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?T: After watching so many pictures, now discuss with your partners the following question:What is a cultural relics?(Ss can find the answer from the Warming up.)Step 4 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Y es, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? Y ou can make a dialogue with your partner on this question.T can practice it with a student to give an example.Extending questions:To whom do cultural relics belong?Step 5 Language points1) survivesurvive: vi. continue to live or exist.vt. Continue to live or exist in spite of nearly being killed or destroyed by sth.vt. Remain alive after sb., live or exist longer thane.g: Many strange customs have survived from earlier times.Her parents died in the accident, but she survived.Few buildings survived the earthquake.The man survived his sister by three years.2) (a) part ofA part of the books have arrived.A leg is a part of the body.He gave me back only part of the money I lent him.Part of the house was burnt in the fire.Part of the passengers were injured in the accident.*Part of it _________ good.*Part of them _____________ good.3) something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。
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。
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章，获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。
2.问题引导法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。
2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。
2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。
（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。
高中英语 Unit1 Cultural relics教案 新人教版必修2-新人教版高一必修2英语教案
Unit 1 Cultural relics随堂练习1、Fill in the blanks with proper words〔the first letter is given〕The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past.2、Read the passage again and choose the best answer for each blank.①The king of Prussia who gave the Amber Roomas a gift to Russia was B.A Frederick ⅠB Frederick William ⅠC Peter the GreatD Catherine Ⅱ文某某息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history.〔Parag1〕②The king of Prussia gave the Amber Room to Russia because D.A he wanted to marry Catherine ⅡB he was kindC he needed better soldiersD he wanted to make friends文某某息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.〔Parag2〕③The Amber Room was stolen by B.A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg文某某息：But some of the Nazis secretly stole the AmberRoom itself.④In 1941, the city of Konigsberg was in A.A GermanyB RussiaC SwedenD France文某某息：But some of the Nazis secretly stole the AmberRoom itself.⑤The Russians didn’t hide the Amber Room because C.A they were at warB they couldn’t find a placeC the German soldiers arrived too soonD no train could take it away文某某息：This was a time when the two countries were at war.3、Look at every statement. If you are “sure〞 it is true, mark “S〞 to the leftof it. If you are “not sure〞, mark “NS〞.〔NS〕1 The Amber Room was not easy to make.〔S〕 2 Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.〔S〕 3 The Amber Room was taken to Konigsberg and hidden there in 1941.〔NS〕4 The Russians didn’t care about the Amber Room.〔NS〕5 The Russians don’t think the Amber Room will ever be found.课堂笔记1、He insists it belongs to his family.他坚持说这是他家的。
Unit 1 Cultural Relics教案
Unit 1 Cultural Relics一、教学目标Teaching Goals1认知目标（1）词汇和语言点belong to there is no doubt that worth（2）充分理解课文大意并完成所给的任务。
（3）用所学的词汇和语言点造句。
（4）用所学的知识与伙伴进行交流、沟通学会交际。
2情感目标利用多媒体手段营造积极和谐教学氛围使学生不自觉地进入情景之中充分调动学生的思维活动和情感体验引起学生的共鸣。
本部分旨在培养学生通过阅读手段获取有关琥珀屋的知识提高他们的素质扩大他们的国际视野提高阅读能力强化文化意识激发他们对文化遗产的热爱。
3 智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力帮助学生加强记忆力提高思维能力和运用英语的综合能力激发创造能力。
二、教学重点Teaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause（定语从句）5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.三、教学难点Teaching difficult points1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技巧形成阅读策略。
高二英语Cultural relics教案
高二英语Cultural relics教案一、教学目标1. 了解文化遗产的概念及其重要性，提升学生对中华文化的认识和骄傲感；2. 学习掌握有关文化遗产的专业词汇和表达方式，提高学生英语水平；3. 培养学生对文化遗产的保护意识和责任感，提高学生的文明素养。
二、教学重难点1. 文化遗产概念的理解和表达；2. 有关文化遗产的专业英语词汇和惯用表达方式的掌握。
三、教学过程1. 引入教师可以通过展示一些中华文化遗产的图片（如故宫、兵马俑等），为学生创造良好的学习氛围，并询问学生是否知道这些古迹的名称、历史背景等等相关问题。
2. 学习文化遗产概念教师可以通过讲解文化遗产的概念，引导学生了解文化遗产的重要性和保护意识。
教师可以在课堂上列举并解释一些经典的文化遗产，如长城、故宫、太极拳等，让学生了解文化遗产的深度和广度。
3. 学习有关文化遗产的英语词汇和表达方式教师可以通过阅读相关的英文资料，让学生了解有关文化遗产的英语词汇和表达方式。
可以通过观看视频或听力练习，策划有关文化遗产的听力练习和阅读练习，增强学生的语言能力。
4. 文化遗产保护意识教育针对学生的成长期和特点，教师可以进行情感导入，引导学生思考文化遗产保护的重要性和责任。
在这个过程中，教师可以通过多种方式提高学生的文化素养和文明素质，比如添加情绪语气，强调文化遗产保护的重要性，增强学生的情感共鸣。
5. 课后作业鼓励学生查找更多的有关文化遗产的信息，例如通过互联网查阅、考察当地的文化遗产、参加文化遗产保护活动等等，让学生更好的了解文化遗产。
四、教学方法1. 创设谈话环境，引导学生积极参与讨论；2. 借助多媒体手段展示旅游景点等相关图片，使学生多角度感受文化遗产的魅力；3. 设计听力、阅读训练，提高学生的英语听说读写能力。
五、教学评估评估学生对文化遗产概念的理解程度；评估学生对相关英语词汇和表达方式的掌握情况；评估学生对文化遗产保护意识的理解和认识，以及学生在课堂上的合作、表现等。
Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。
其中第一部分的Exercise 1着重训练对英语单词解释的理解。
Exercise 2 着重词汇在短文中的用法练习。
人教版高一英语下册unit1cultural relics教案
人教版高一英语下册Unit 1 Cultural relics 教案Subject: Cultural relics Teaching goals1). Ability goalsa. To improve students’ logical reasoning and creative thinking abilities by learningthe difference among facts, opinions and evidences,b. To i mprove the students’ ability of get the main information and solving problemsby listening.c. To enhance the ability of talking cultural relics and ways to protect them.d. To enhance students’ writing ability.2). Learning ability goalsSelf-learning and cooperative- learning abilities.3) Emotional goals:By reading and debating, the students are required to learn the history,political and economical knowledge of different places under the guidance of their cultural relics. It is by language learning that students should get a rich reservation of knowledge from different fields.Teaching contents:1) Words:Prove, trail, rather than, explode, entrance, informal, debate2) Phrases:Think highly of, rather than.3).Sentence patterns:a. There is no doubt that…..b. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber was used to make it.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.Teach the students to speak out their opinions about cultural relics. Teaching aidsComputer, projector, chalks, ppt.Teaching procedures:Step1--Warming up:a. Get a fast review of what have learned at the last class.b. tell the students a piece of the latest news and give several different views and ask them which belongs to opinions ,which belongs to facts and evidences. In this way, not only can they get aware of the current news but also they are interested in the class.c. After the discussion, ask the students to read the passage and find if their answers are true..Step2—Reading and answering the questions.1)Read the first passage to get a clear idea of what is a fact or an opinion and findtheir differences. The teacher can give some examples to students to check whether they have got it.2)After that, teach the new words and phrases to the class, which includes itspronunciation, spelling and usage.3)With the understanding of fact and opinion, students are required to read the nextstory quickly and fill in the blanks. They can first do it by themselves and discuss the answer with their partner in English. Then, the teacher gives them the correct answer.Step3—Listening and answering the questions.1)ask the students to read the questions first and guess what it might be going totalking about, then assisted with them the unfamiliar words which are important in the listening process.2)The first time listening, students do not need to finish the task, just relax and tryto get the main information of the listening material.3)While listening for the second time, they are required to finish the task.4)Then check the answer.5)Listen for the third time to find out the information they have missed.Step4---speaking1)divide the students in to groups about 3 to four students according to their seats.2)Afford the possible sentence structures to help them.3)After the discussion, choose two to three groups to share their answers.Step5—Reading, debating and writing1)Read and answer the questions, there are no certain answers to the questions, thistask is designed to improve students’creative and critical thinking ability and express them in English.2)After knowing the importance of creative and critical thinking, then the classcome to the next part—debating. First, showing a short video of English debating to raise students’ interest. Then give a piece of news about the destroyed cultural relics. Next, give them a topic to debate and the requirement of good debating,then, divide them into groups .After the debate, students are required to write a report on the debate. They can first write an outline of their writing and finish it after the class.Step6—summary1)Ask students some questions about cultural relic’s protection to use English inreal class.2)Reveal the important words, phrases, and sentences to students.Step7---HomeworkRequired homework•Keep in mind the new words and expressions in this unit•Retell the story with the words and grammar tips you have leaned.•Preview the next lesson.Suggested homework●Watch the video Heart of the Dragon(龙之心)/The World Natural Heritage（世界自然遗产系列）on the internet.●Try to introduce the local history of your hometown or city to your classmatesin English.。
人教版高中英语必修2《Unit1Culturalrelice》教案
人教版高中英语必修2《Unit1Culturalrelice》教案人教版高中英语必修2《Unit 1 Cultural relice》教案【一】教学准备教学目标1). To learn the knowledge of the cultural relics.2). Discuss how to protect our cultural relics.3).Reading and understanding, catching the history and information of the Amber Room.4). Functional item, how to tell the story about the Amber Room5). Finish the comprehending exercises after the reading passage.6). Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely.To learn the story of the amber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:A. Can you name them out?Who have the right to own and confirm them?(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden CityGroup 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao Caves)Step I: Pre-reading1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil(化石) form of resin(树脂) from trees.It takes millions of years to form.2). Can you imagine a house made of amber?Please preview “In search of the amber room.”Step II: Fsat reading and thinking about the title:1). Teacher give students the following questions to think:When you see this title, what do you want to know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?(Ask the students just remember these questions in theirmind not find the answers.)2). Fast reading to get the main idea:The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .(Students read the passage quickly and fill in the blans)3). Now, let the students try to answer the questions in part 1). (PPT 7)(Teacher may give some necessary help)Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.( 3 ) How did the Amber Room become one of the wonders of the world?( 5 ) How was a new Amber Room built?( 4 ) How did the Amber Room get lost?( 1 ) How was the Amber Room made?( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Step V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up & pre-readingWhat is cultural relics?A.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare人教版高中英语必修2《Unit 1 Cultural relice》教案【二】教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong tothe whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beau tiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.。
高中英语Unit1 《Cultural relics》教案 新人教版必修2
Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2T here was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3．If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。
Unit 1 Cultural relics 教案
Unit 1 Cultural relicsPeriod One: Warming up and ReadingStep 1 Warming up1.Cooperative learning:2.Do you know what cultural relics are? Are all the old things are cultural relics?(They are traces or features surviving from a past age and serving to remind people of them; they present the culture of a place and some periods of history)3.Do you know these famous places? (show some pictures of the cultural relics inthe world) If you know, what do you know about them?4.Which one would you like to visit most? Why?5.What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)5. Can you tell us some famous cultural relics?(Mount Taishan, The Mogao Caves, Longmen Grottoes, Yungang Grottoes, The Summer Palace, Mount Emei, Historic Ensemble of the Potala Palace…)2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyramids in Egypt(3)The Tai Mahal (In India) (4) The Sydney Opera (In Australia) (5) The Great Barrier Reef (In Australia) (6)The Big Ben (In England)Step 2 Pre-reading1. What do you think of the cultural relics? (by describing the pictures)2. Suppose one of them got lost, how would you feel and what will you do with it?(Try our best to find it; Protect the others in order that they will not get lost; Rebuild a new one if we really can’t find it; Learn more about how to protect relics)Task 1: Fast reading—Main idea1)Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to makeit)2) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)Task 2: Careful reading—Detailed informationI. Ex. 1 (P2) Join the correct parts of the sentences together.II. Choose the best answers according to the passage.1. The king of Prussia who gave the Amber Room as a gift to Russia was_______.A.Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2. The king of Prussia gave the Amber Room to Russia because_____.A.he wanted to marry Catherine II.B. he was kind.C. he needed better soldiersD. he wanted to make friends3. The Amber Room was stolen by______.A.Russian soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France5. The Russians didn’t hide the Amber Ro om because ______.A.they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it awayT or F questions:( ) 1. The Amber Room was not easy to make.( ) 2. Catherine II didn’t li ke everything about the Amber Room when she first saw it.( ) 3. The Amber Room was taken to Konigsberg and hidden there in 1941.( ) 4. The Russians didn’t care about the Amber Room.( ) 5. The Russians don’t think the Amber Room will ever be found.Task 3: Main idea of each paragraph (P2 Ex. 2)Step 3 ListeningListen to the tape and follow it to read the text loudly.Step 4 DiscussionWhat should we do to protect our cultural relics? ( Pair work)Step 5 Summary of the text1. The Amber Room: the best and biggest work of art ever made.----2. In 1716, the Amber Room was given to the Czar as a gift,----3. In 1770: the Amber Room was redecorated by Catherine II.---4. In 1941: The Amber Room was stolen by the Nazi German army.---5. The old missing Amber Room is being searched for; a new one has been built.Step 6 Explanations1. compete: (vt) take part in a race, contest, exam, etc.(1)compete in 在…中比赛/竞争Will you compete in the race?(2) compete against / with… 与…竞争/比赛He is going to compete against / with his classmates.(3) compete for 为…而竞争/比赛The two teams will compete for the championship.(4) competitor 竞争者competition 竞争,比赛competitive (adj) 竞争性的,比赛性的2. survive: vt & vi 幸存Fortunately he survived the traffic accident.Camels can survive for many days with no water.The helicopter picked up all the __________.They prayed for the ___________ of the sailors.survivor (n) 幸存者survival (n) 幸存3. remain (1) vi. 留下,遗留I went to the city, but my brother remained at home.(2) link-verb. 后接n / adj / 介词短语/表位置的adv.My friend became a boss, but I remained a teacher.The death of the old man remained unknown.The problem remains to be discussed.Nothing remains but to send the invitation out. (只要…就行了)It only remains for me to sign the paper that you gave me. (某人所要做的只是某事) He bought a new book with the __________(剩下的) 40 yuan.=He bought a new book with the 40 yuan _________. (剩下的)*---Why do you look so upset?---There are so many troublesome problems ___.A.remaining to settleB. remained settledC. remaining to be settledD. remained to be settled.4. the rest 作主语时, 根据指带对象不同,可能是单数,也可能是复数.(1)I have finished most of the work, and the rest ____ to be done next week.(2)Some students went out, and the rest ____ remained in the classroom.5. imagine: vt 想象n. imagination(1)You can’t imagine how I miss you all.(2)We can hardly imagine life without water.(3)Can you imagine her becoming a thief?= Can you imagine her as a thief?6. state / condition / situation(1)We try to make ourselves get into a _____ before the exam.(2)Janna is in a poor ______ of health, which worries her parents.(3)His health is in good ________.(4)Suddenly he found himself in a difficult __________.state 状态, 可数名词; condition 条件, 复数形式表“环境,状况”; situation 指处境,局势.7. find / find out / discover(1)I’ve _______ the book I was looking for.(2)Please __________ what time they are coming.(3)The police are trying hard to _________ about the accident.(4)Columbus ___________ the New World in 1492.find out : 经过努力有意去“找”, “打听”, “弄清楚”. find: “找到,发现”, 强调结果. discover: 发现本来就存在但未被人所知的事物, 地方,思想等.8. gift: 礼物; 天赋He has got lots of birthday gifts.He is a man of gifts. 他多才多艺.The boy has a gift for music.gifted (adj) 有天赋的9. 情态动词+have done (对过去发生的事实的推测)(1)He paid for a seat when he ______ have entered free. (could /would / must / need)(2)I _______ have been more than six years old when the accident happened. (shouldn’t / couldn’t / mustn’t / needn’t)10. …it easily melts when heated…连接词+分词(前后主语一致: 主动用v-ing, 被动用过去分词).(1)While (they were) building the house, they found the vase.(2)When (he was) asked, he made no answer.(3)Unless (I am) invited, I won’t go there.(4)When __________ help, one often says “Thank you” or “It’s kind of you”.(offering / to offer / to be offered / offered)(5) When first ________(introduce) to the market, these products enjoyed great success. (o4四川)11. design (v / n)(1)They designed the building carefully.(2)The experiment is designed to test the new drug. (打算将…用作…)(3) I like the design of the new school.(4) Children above 12 are able to take part in skiing or other activities ___________ (design) for them. (05丰台统考)12.fancy:adj. (1) fancy clothes 新奇服装(2) Fancy meeting you here! 想不到在这儿见到你了!(3) I don’t fancy walking in the snow. 我不喜欢在雨中行走.have a fancy for… 爱好,爱上,入迷fancy sb doing sth 想象某人做某事13. in return: 回报,作为报酬What can we do for them in return for all the help they have given us?我们将怎样来报答他们所给予我们的种种帮助呢?I gave him some books in return for his assistance.in turn 轮流地,依次; 反过来by turns 轮流地,时而…时而…14. missing / lost / gone(1)Five people were _________.(2)The boat and all the men were ________ in the storm.(3)My pain in the leg is _______ now.(4)Much to his upset, Bob found his wallet _______ just as he wanted to pay for thenecktie.mis sing: “丢失的, 缺少的”, 强调不在场; lost:过去分词, “失去的, 丧失的”gone: 过去分词, “过去的,不在的,丢了”,常作表语和补语.15. 介词+名词(表状态)at war / work / home / tableon show / duty / sale / holiday / fire / watchin trouble /danger / battle / doubtunder repair / discussion / construction16. There’s no doubt that…There’s no need to do / for sth / sbThere’s no possibility that…(It’s) no wonder (that)…难怪…There’s no hope of doing sth(1)Do you doubt ______ she will succeed?(2)I doubt _____________ he will keep his word.(3)I have no doubt _______ he will win the game.Step 6 Homework1.Remember the useful words and expressions.2. Prepare for the next period.Period Two Learning about languageStep 1 RevisionThe Amber Room1.Time spent: A _______ of artists spent ____ years making it.2.Material: 7,000 tons of _______ were used for making it, with _____ and_______.3.Purpose: It was made _____ to be a gift, _____ for the Palace of Frederick I.4.Results: It was _________ to Russia people. After Frederick William I succeededhis father and _______ the king of Prussia; soon it became part of the Czar’s winter palace; it was one of the great ________ of the world; in 1941, it was ______ by the Nazis. Now a new Amber Room _____ _____ _______ in Russia and it ______ ______ ______ the old one, _________ the old photos.Step 2 Grammar: Attributive ClauseTask 1: Ex. 3 & 4 (P4)(1)E.g. Here are the farmers. They discovered the underground city last month.Here are the farmer s who / that discovered the underground city last month.(2) E. g. The mother whose son had won the first prize was very proud.Task 2: Practice.(1)What surprised me was not what he said but the way ____________ he said it.(2)We’re just trying to reach a point______ both si des will sit down together and talk.(06山东）(3)____ is often the case, we have worked out the production plan.(4)This is the very house _______ he lived(5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday.(6) That’s the reason ______ he was late.(7) The pictures brought the days back to the old ______ they swam in the river.(8) Robert and his songs _____ were famous in the U. S. are also popular in China.(9) They are always smoking, _______ of course, will do harm to their health.(10) The situation ______ you use the words is very clear in fact.TaTask 3: Correct the mistakes:1.The reason why he explained at the meeting surprised us.2.I can remember the days when we spent together.3.The way in which you talked about is very important for us.4. Put the book in which you can it easily.Step 4 Homework1. Finish the related exercises on the Workbook. (P42)2. Prepare for the next lesson.Period Three Extensive ReadingStep 1 RevisionDictation1.There was no doubt that the house belonged to my grandfather.2.We will look into the matter tomorrow, when the owner will be back.3.I won’t go there if invited.4.I’m pleased to have been of any help to you.5.The girl was highly thought of for her good design.Step 2 Reading, listening and writingDiscussion: 1. What must a judge do in a trial?2. What is a fact? And what is an opinion?3. What are the differences between a fact and an opinion?Step 3 ReadingTask 1: Listen to the tape and make sure what the three people say about the missing Amber Room and try to find who is giving the most facts.Task 2: Read the passage and fill in the forms in page 6.Step 4 Explanation1.“疑问词+不定式”,构成不定式短语,在句中作主语,表语,宾语等成分.(1)Where do go tomorrow has not been decided.(2)He has to learn how to send e-mails.(3)Will you show me how to surf the Internet?(4)Perhaps the most difficult thing is how to survive without friends?(5) I just want to know when to start?2. consider (1) 考虑consider sth / doing sthWe are considering going abroad.Have you considered his decision?(2) 认为consider +that-clause consider…as/ (to be)…They all consider that we should start now.He is considered as / (to be) the best player.(3) considering 鉴于,考虑到,就…而言She did very well, considering his age.(注意:此处不可以改成considered)3. rather than: 而不是other than 除了…(1)He would die rather than give in.(2)He prefers to stay at home rather than go outing.(3)What I need now is money rather than advice.(4) Other than England, there are no other places like this.Step 5 Reading task (P45)We’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the Rescue.Task 1: Fast reading---main idea.1. Choose the best summary. (Ex. 1P45)2. Why does Big Feng want to save cultural relics?(Big Feng and his friends offer each other help whoever needs help. So Feng believes that his work to save cultural relics is a way to thank his friends.)Task 2: Careful reading – details.1.What does ―a big heart‖ mean? In which ways does Feng show that hehas a big heart?2.Why does he think it is important to do this than to write his novels?3.It is very time-consuming(耗时的)f and expensive for Feng to takecare of the cultural relics. Can you think of other ways to help him?Step 6 DiscussionWhat should we to protect our cultural relics?Step 7 HomeworkDo a research about one of the cultural relics in China.Period four ListeningStep 1 Revision1. There is some __________(evident) that the ceremony is improving.2. Mobile phone users were complaining about poor ________(receive).3. Already the whole project was looking _________ (doubt).4. Remember to take all your personal ________(belong) when you leavethe plane.5. After serious ________(consider0 of all the issues, they decided to leave.Step 2 Listening (P5-6)Task 1: Leading-in:Two people are talking about what happened to the Amber Room.Task 2: Listen for main idea and some key points.Part A: where was the Amber Room lost?Part B: how was it lost?Task 3: Listen for detailed information.Fill in the chart. (P6)Step 3 HomeworkPrepare for next period.Period Five Speaking and writingStep 1 Speaking (P6)Discuss and make a dialogueGroup work:We often use some expressions to ask for opinions:1.Do / Don’t you think that…?2.Would you consider…?3.Why / Why not?4.Do you have any idea about? How do you know that?5.Are you sure he/she was telling the truth? How do you know that?(3)How can you be sure of that?We often use some expressions to give opinions:1.I think / I don’t think / I (don’t) believe…, because…2.In my opinion, …3.Sorry, I agree/ don’t agree with you.4.I think …is telling the truth because…5.That can’t be true.6. It is (not) a fact.7. I (don’t) agree with you.8. I don’t agree that…9. It can be proved. 10. The truth is (not) easy to know.11. I think they have said useful things. 12. …has no reason to lie.Situation 1:Jane said she would join you in the game, but now she hasn’t turned up…Situation 2:Li Hua promised to have a barbecue with you all on Saturday. But something unexpected happened. You don’t know whether it was true or not.Step 2 Reading and writingTask 1: Leading-inWe have talked about what we should do to protect the cultural relics; now we’ll learn a letter from a German newspaper. The writer gives his opinion about what should be done with a cultural relic that has been found.Task 2: Read the letter and write a short reply to it.You may choose to agree or disagree and give reasons.Model ADear Johann,I must say that I agree with you. If you find __________, it should belong to you because ____________________________. Even if I lost something, I wouldn’t expect ______________. Once I lost a ________, I decided not to __________. People need to understand that ___________________. Your letter helps me to remember that people need to be careful with ___________. Then they won’t need to worry about ____________. So you see, Johann, I got tworewards: one I could _______________ and one I could __________.Model BDear Johann,I must say that I don’t agree with you. Though you find _________. It doesn’t mean it belongs to, you should __________________. I’m sure you would want someone to __________________. Once I found a beautiful ________. I want to_______. Then I remembered seeing one just like it in __________. I went to the ________ and found the________ to whom it belonged. __________ was very ________ to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart.Step 5 Explanation1.think highly / much / well of… =sing high praise for…think little / nothing of…The headmaster thought highly of me for my good performance.The little boy was well thought of by them.He thought nothing of walking 40 miles. 走40英里, 他不当回事.2. besides (adv): what’s moreIt’s too late; besides, it’s starting to rain.Step 6 HomeworkWritten work: Translation (P43)Period Six AssessmentStep 1 Dictation1.They looked into the accident and knew what to do with the survivors.2.The room of fancy style can serve as a reception hall.3.There’s no doubt that the problem under discussion remains to besolved.4.He took the old clock apart in search of something, which was thoughthighly of by his parents.Step 2 SummarySo far we have learned this unit. It’s about the _______ _____ and how to ________ them when they’re in ________. Also we have learned how to show our opinions: _________ and ______________.Step3 Assessment (测试性评价)Complete the sentences with suitable words.1. The Great wall is one of the w_______ in the world.2. When the police arrived, he had destroyed the e________ of his guilt. (犯罪)3. Have you seen the latest d______ for our new No. 1 Middle school.4. His parents died in the big fire, but he s________.5. To my joy, I got a very friendly r_______ when I arrived there.6. He went into the office and l__________ up a cigarette.7. I have a good way __________________________________(考虑) your suggestion.8. In order to ________(证明) his point, she stayed up.9. I don’t want to go; __________(此外), I’m too tired.Step4 Sentence-changing (句型转换)1. 合并句子为复合句.1) The bus is owned buy the company. It often takes the children to school.The bus that/which takes the children to school is owned by the company.2) Jack is a famous singer. His songs are loved by many young people.Jack is a famous singer, whose songs are loved by many young people.3)A young man asked me to give you the message. I did not know him.A young man, whom I did not know, asked me to give you the message.2. 改写句子1)There will be an important meeting to be held this evening.There’s going to an important meeting, ______ ____ _______ this evening.2) It was certain that he had left.There was ___ _____ that he had left.3) Which do you think is more delicious?___ _____ ________, which is more delicious?4) Unless you are invited to speak, you should keep silent at the meeting._______ ______ to speak, you should ________ silent at the meeting.3. 用恰当的关系词填空1)The man in _______ car we travelled had an accident.2). I don’t care about the way ____________ they communicate with each other.3). Which is the latest machine _______ is invented by him?4). That’s all ______ we need to consider.5). I can remember the very day _______ we worked together.6). That’s the o nly place _______ the accident could happen.4.语法填空。
高中英语Unit1《Culturalrelics》教案新人教版
Unit1 Cultural RelicsWarming upTeaching goalslanguagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were atThere was n o doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains aI think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors) Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group workdo we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3．If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。
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Unit 1 Cultural relics教学案课件www.5y Unit1culturalrelics教学案Partone:TeachingDesign（第一部分：教学设计）Period1:AsamplelessonplanforReadingAims：ToreadaboutculturalrelicsTolearnaboutTheRestrictiveandNon-RestrictiveAttribu tiveclauseI.warmingupwarmingupbydefiningGoodmorning,class.ThisperiodwearegoingtoreadaboutIN SEARcHoFTHEAmBERRoom.Beforeourreading,I’dliketoknow:A.whatkindofoldthingsareculturalrelics?B.Arealltheoldthingsculturalrelics?c.whatisthedefinitionandclassificationofculturalrelic s?D.Towhomdoculturalrelicsbelong?keysforreference:A.culturalrelicsarephysicalremaindersofwhatdifferen tpeoplesvaluedinthepastandcontinuetovaluenow.Itcana lsobesaidthatculturalrelicsaremorethanworksofart,th eyaresymbolsofhistoryandthepeoplewholivedinthepast.B.No,notalltheoldobjectsareculturalrelics.c.Eachkindofrelicspreservessomeaspectofculturalheri tageandeachrelicisstillauniqueculturalexpressionand contributions.D.Inalargersense,itcanbesaidthatalltheculturalrelic sbelongtoallpeoplesandwholesocieties,notacertainind ividual.warmingupbypresentingHi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenatural sites.Pleasethinktheseover：A.canyounamethemout?B.whohavetherighttoconfirmandclassifythem?keysforreference:A.Theyareculturalsites:TheGreatwall;TheImperialPala ceofthemingandQingDynastiesinBeijingandShenyang;The mausoleumoftheFirstQinEmperorandtheTerracottawarrio rs;Themogaocave.Thesearenaturalsites:ThejiuZhaiGouV alleyScenicandHistoricInterestArea;TheHuangLongScen icandHistioricInterestArea.Thefollowingareculturala ndnaturalsites:mountTaishan;mountHuangshan;mountwuy i.B.onlyaninternationalprofessionalorganizationfromUN hastheauthoritytoconfirmandclassifythem.warmingupbydiscussingNow,boysandgirls,Imeta “moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Th ingsarelikethis:myoldgrannyhappenedtofindanancientv aseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldi lemma.canyouhelpustomakeadecision:A:whatshouldwedo?B:canwekeepitforourselvesorreportittothegovernment?c:Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?keys:ABcquestionscanbeansweredinallkindsofways.Thea nswersareflexible.II.Pre-reading.Lookingandsayingworkinpairs.Lookatthephotosonthescreen.Allthesereli csarequitebeautiful.Butsomeofthemwerelostandruinedi nhistory，suchasyuanmingyuanandtheAmberRoom.Pleaseguess:A.whatkindsofthingscanresultintheirdisappearing?B.whydotheycomeintobeingonceagain?keysforreference:A.maybewars,naturaldisasters,andtimehavedamagedorde stroyedthem,gettingthemlostandchanged.manyofthemwer eevenstolenandhiddenwhilenobodyknowswho,whereandhow.B.Peoplegettoknowthese.Iftheserelicscouldnotbefound again,theywouldberebuiltbypeople.2.Explainingandsharingworkingroupsoffour.Tellyourgroupmates:A.whatdoyouknowaboutthesubstanceof“amber”?B.whatdoyouknowabouttheculturalrelics “theAmberRoom”?keysforreference:Iamfromgroup2.Fromtheknowledgewegotfrombiologyandch emistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitssh apeafteraprocessthathastakenmillionsofyearstocomple te.Treesinveryancientforestsproducedthisresin,which slowlydroppedfromtreesandwasburied.Treesuseresintop rotectthemselvesfromdiseaseandharmcausedbyinsectsan dfungi.Iamfromgroup6.Fromtheinformationofhistorylegendsand newsreports,weknowtheAmberRoomisaroombuiltbylotsofa mbers.ItwasagiftgiventoPetertheGreat,thekingofRussi a,bythekingofPrussia,FrederickwilliamI.Itwasgiventh enamebecausealmostthousandtonsofnaturalamberswereus edtomakeit.Butduringthesecondworldwarin1941,theNazi GermanarmysecretlystoletheAmberRoomandsentboxesofth eAmberRoomonatraintoaGermancity.Afterthat,whatreall yhappenedtotheAmberRoomremainsamystery.III.Reading.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextI NSEARcHoFTHEAmBERRoom.Payattentiontothepronunciatio nofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.Skimmingandidentifyingthegeneralideaofeachparagra phNowpleaseskimthetexttogetthekeywordsandgeneralideao feachparagraph.stparagraphtheintroductionabouttheAmberRoom:design,colour,shap e,material2ndparagraphthepresenttotheczar:apartofwinterpalaceinSt.Petersb urg,areceptionhallforimportantvisitor3rdParagraphtherelocatingoftheAmberRoomincatherirⅡtimes:movedintoSummerPalace,moreaddedtoitsdesign 4thParagraphthemissingoftheAmberRoom:thetwocountrieswereatwar,N aziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon5thParagraphtherebuildingoftheAmberRoom:anewonebutthesameastheo ldbuiltbythetwocountries,forcelebratingthe300thbirt hdayofPeterburg3.Scanningandanalyzingthecharacteristicsofthetext.Sinceyouhavegottoknowthegeneralideasofeachparagraph ,canyoutellmethecharacteristicsofthepassage,suchas, thetypeofwriting,thewayofnarrating,andthetense?keysforreference:Thispieceofpassageisanarrativeproseornon-fictionart iclewritteninanarratingstyle.IttellsthehistoryofAmb erRoomintheorderoftimesothatwecanclearlylearnaboutw hathappenedtoit.Thetenseusedinthetextispasttense.4.ReadingandunderstandingNextyouaretoreadandunderlinealltheusefulexpressions orcollocationsinthepassage.copythemtoyournotebookafterclassashomework.collocationsfromINSEARcHoFTHEAmBERRoomlookinto…,beusedto…,makethedesignfortheroom,infac t,asagiftof…,addmoredetailsto…,remove…fromthesearchfor…,belongto…,feelashardasstone,the fancystyle,bemadefor…,inreturn,oneofthegreatwonder s,artobjects,lookmuchlike…,givethename,bemadeintoa nyshape,bemadewithgoldandjewels,bemadetobeagift,ser veas…,atwar,remainamystery,bereadyfor…5.ReadingandtransferringinformationReadthetextagaintocompletethetable,whichlistsallthe numbersinthetext.NUmBERmEANING716FredericwilliamgavetheAmberRoomtoPetertheGreatasagi ft.770catherineⅡhadcompletedtheaddingtotheAmberRoominthisyear.941TheNaziGermanarmystoletheAmberRoominthisyear.XXTherebuildingoftheAmberRoomwascompletedinthisyear.7000TonsThetotalweightoftheambersusedtomaketheroom.55ThenumberofsoldiersgiventothekingofRussiainreturn.600ThenumberofthecandleslightingtheAmberRoom.2Thetwocountries:GermanandRussia.2IntwodaystheAmberRoomwasremovedtoaGermancity.00,000TheAmberRoomwasdismantledinto100,000pieces2727woodenboxeswereusedtocontainthepiecesofAmberRoom.300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthday ofStPeterburgcity6.ReadingandlearningReadthetextandlearnmoreaboutthefollowingpropernouns .youcansurfonthewebsiteafterclass:NamesofpeopleNamesofplacesFrederickⅠPrussiaFrederickwilliamⅠSt.PeterburgPetertheGreatkonigsbergcatherineⅡwinterPalaceSummerPalaceⅣclosingdownclosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo .1andNo.2.closingdownbyhavingadiscussionA.canyouimaginethefateoftheAmberRoom?whatisit?B.DoyouthinkifitisworthwhiletoreproducetheAmberRoom?w hy?keysforreference:A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanyt hingcanhappentoit.maybeitwasdestroyedatwarinthefigh tingfire.yousee,amberscanbemeltedeasily.maybeitwask eptsecretlybysomebodywhohaddiedwithouttellingabouti ttoanyoneelse.Somaybeitislyingsomewherequietly.B.IthinkitisworthwhiletoreproducetheAmberRoom.Becau seitrepresentsthecultureandaperiodofhistoryinSt.Pet ersburg.Itisatraceandfeaturesurvivingfromapastagean dservingtoremindpeopleofalosttime.closingdownbyretellingthestoryoftheAmberRoomwell,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.youaret oretellthestoryoftheAmberRoom:colourStyleShapeownerpresentmovetowinterpalaceaddtomoredetailsremovetopiecesputontrainsremainamystery300thbirthdayPeriod2:AlessonplanforLearningaboutLanguageAims:Tolearnabouttherestrictiveandnon-restrictiveattribu tiveclauseTodiscoversomeusefulwordsandexpressionsTodiscoversomeusefulstructuresProcedures:I.warmingupwarmingupbydiscoveringusefulwordsandexpressionsPleaseturntopage3.Doexercises1,2,3and4first.Pleasec heckyouranswersagainstyourclassmates’.warmingupbyexplainingNow,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephra se“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalw aysfollowedbynounsorpronoun.LookatEx3.Theprepositio n“at”indicatesastate,conditionorcontinuousactivity.Sowec anreplacethemorexpressthembyusingapresent-continuou stense.II.LearningaboutAttributiveclause.whatisanadjectiveclause?Anadjectiveclauseisadependentclausewhichtakesthepla ceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeri ngquestionslike“which?”or“whatkindof?”considerthefollowingexamples:AdjectivetheredcoatAdjectiveclausethecoatwhichIboughtyesterdayLiketheword“red”inthefirstexample,thedependentclause “whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmod ifies,whileanadjectiveusuallycomesbefore.Informalwriting,anadjectiveclausebeginswiththerelat ivepronouns“who,”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelative pronounwhenitisnotthesubjectoftheadjectiveclause,bu tyoushouldusuallyincludetherelativepronouninformal, academicwriting:informalThebookspeoplereadweremainlyreligious.formalThebooksthatpeoplereadweremainlyreligious.informalSomefirefightersnevermeetthepeopletheysave.formalSomefirefightersnevermeetthepeoplewhomtheysave.Herearesomemoreexamplesofadjectiveclauses:themeatwhichtheyatewastaintedThisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.They’retalkingaboutthemoviewhichmadehimcryThisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?”.Theyaresearchingforthestudentwhoborrowedthebook Theclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.DidItellyouabouttheauthorwhomImet?Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?”.2.Restrictive&nonrestrictiveclausesDothefollowingpairsofsentencesmeanthesamething?amyuncle,wholivesinLondon,isveryrich.2bmyunclewholivesinLondonisveryrich.2aThepolicies,whichwereunpopular,wererejectedbythev oters.2bThepolicieswhichwereunpopularwererejectedbythevot ers.3amyniece,whosehusbandisoutofwork,willinheritthehou se,whichIhavealwaystreasured.3bmyniecewhosehusbandisoutofworkwillinheritthehouse whichIhavealwaystreasured.Thefirstsentenceineachpairhasanon-restrictiveclause withintwocommas,andthesecondhasarestrictiveclause.Anon-restrictiveclausesimplyaddsmoreinformationinto thesentenceanddoesnotaffectthemeaningofthemainclaus e:itisthereforebracketedoffwithcommas.conversely,arestrictiveclausedefinesitsreferentinth emainclausemorespecificallyandcontributessignifican tlytothemeaningofthesentence.ThusitisthatparticularunclewholivesinLondonwhoisref erredto.In2a,allpolicieswereunpopularandallwererejected,whe reasin2bonlythepoliciesthatwereunpopularwererejecte d.Notethatinrestrictiveclausesthenon-humanrelativepro nouniseither‘that’or ‘which’,whereasforhumanreferentstherelativepronou ncanbeeither‘who/m’or‘that’.3.AtestonFoRmALADjEcTIVEcLAUSESDirections:eformalwrittenEngl ish.Useasanadjectiveclause.Punctuatecarefully.)Anantecedentisaword.Apronounreferstothisword.Anantecedent____2)Thebluewhaleisconsideredthelargestanimalthathasev erlived.Itcangrowto100feetand150tons.Thebluewhale____3)Theplanewasmetbyacrowdof300.Someofthemhadbeenwait ingformorethan4hours.Theplane____4)Inthispaper,Iwilldescribethebasicprocess.Rawcotto nbecomescottonthreadbythisprocess.Inthispaper,Iwilldescribe____5)Theresearchersaredoingcasestudiesofpeopletodeterm inetheimportanceofheredityinhealthandlongevity.Thes epeople’sfamilieshaveahistoryofhighbloodpressureandheartdis ease.Theresearchersaredoingcasestudies____6)Attheendofthismonth,scientistsattheinstitutewillc onducttheirAIDSresearch.Theresultsofthisresearchwillbepublishedwithin6months.Attheendofthismonth,scientists____7)Accordingtomanyeducationofficials,‘mathphobia’isawidespreadproblem.Asolutiontothisproblemmustandc anbefound.Accordingtomanyeducationofficials,‘mathphobia’____8)Theartmuseumhopestohireanewadministrator.Underthisperson’sdirectionitwillbeabletopurchasesignificantpiecesof art.Theartmuseum____9)Thegiantanteaterlicksupantsforitsdinner.Itstongueislongerthan30centimeters.Thegiantanteater____0)Theanteater’stongueissticky.Itcangoinandoutofitsmouth160timesaminute.Theanteater’stongue____III.closingdownbytakingaquizQuizonAttributiveclause Selectoneanswerfromthechoicesprovidedaftereachsentence.Thewordsyouchooseshouldfittheblankinthesentence .Don’tusetheHINTbuttonsunlessyoureallyneedthem..Asmanychildrencameweregivensomecakes.A.thatB.asc.whoD.whom2.Thevisitorssawrowsofhousestheroofsarered.A.onwhichB.ofwhichc.whereD.that3.Iusuallytakeanapafterlunch,ismyhabit.A.whichitB.asitc.asD.that4.Pleasetellmethewayyoudidthejob.A.howB.wherec.whichD.inwhich5Isthismuseum someGermanfriendsvisitedthedaybeforeyesterday?A.theoneB.whichc.thatD.where6.Thefarmeruseswoodtobuildahousetostoregrain.A.inwhichB.wherec.thatD.withwhich7.Ishallneverforgettheyears Ispentinthecountrywiththefarmers, hasagreateffectonmylife.A.when,whichB.that,whichc.when,thatD.which,that8.Littlehasbeendoneishelpfultoourwork.A.thatB.whatc.whichD.allthat9.Perhapsthisistheonlymarket youcangetsuchcheapgoods.A.thatB.ofwhichc.bywhichD.where0.we’llputofftheoutinguntilnextweek,__ wewon’tbesobusy.A.whenB.whichc.atwhichD.inthatkey:1~10：BBcDAABADAPeriod3:AlessonplanforusinglanguageAims:TolearntotellfactsfromopinionsTowriteareplyletterTolistenandspeakaboutculturalrelicsProceduresI.warmingupwarmingupbyquestionsmorning,class.wealwayssay,“wemustrespectfactsandcan’twhollydependonone’sopinions”.Butcanyoutellme:A.whatdoesitmeanwhenyousay,“Itisafact”?B.whatdoesitmeanwhenyousay,“Itisanopinion”?keysforreference:A.Afactmustbereal,objectiveandwithoutanypersonaljudgm ent.Soitcanbeproved.B.Anoptionalwaysexpressesone’sownideas.Itisalwayssubjunctive.Soithasnotbeenprove d.warmingupbyquestioningTurntopage5.Readthepassageandtellme:A.Ifyouwanttogoinforlawagainstsomebody,andifyouwantto win,what’sthemostimportantthingyoushoulddofirst?B.whatmakesajudgedecidewhicheyewitnessestobelieveandw hichnottobelieve.keysforreference:A.Searchingforfactsofcourse.Themore,thebetter.B.Theevidencesofferedbytheeyewitnessesmakethejudged ecidewhichoneisbelievableandwhichisnot.II.Guidedreading.ReadinganddefiningReadthepassageanddefine:whatisafact?whatisanopinion ?whatisanevidence?2.ReadingandtranslatingReadthepassageandtranslateitintochineseparagraphbyp aragraph.Tom,youaretodoparagraph1,please…3.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressions orcollocationsinthepart.copythemtoyournotebookafter classashomework.collocationfromUsingLanguageonpage5inatrial,ratherthan,…morethan…,totellthetruth,agreewith,Itcanbeprovedth at…,noreasontolie,areplytoaletter,thinkhighlyof,se archfor,returnthetreasureto,costthemalotoftimeandmo ney4.ListeningNow,boysandgirls,asweknow,peoplehaveneverstoppedsea rchingfortheAmberRoom.Thistimewe’lllistentowhatthreepeoplesaytheyknowaboutthemissing AmberRoom.Beforewelistentothem,I’llpresentsomerelatednewwordstoyoutohelpyouunderstan dthemeasily.Pleaselookatthescreenandreadafterme.explodevt.爆炸,czchn.捷克,mayorn.市长,meltvt.熔化,subn.潜水艇，水雷,survivorn.幸存者,Titanicn.泰坦尼克船5.Sharingandcorrectingwelldone.Nowshareyourformswithyourpartnerandtellmei nthethreeforms:whatarefacts?whatareopinions?Liming, doyouwantatry?keys:whattheyheard,saw,didarefacts.Andwhattheybelie veareopinions.6.Reviewingweoftenusesomeexpressionstoaskforopinions.whatareth ey?oh,yes.whatdoyouthinkof…?Doyoubelieve…?Howcanyoubesureof…?Howdoyouknowthat?Andweoftenusesomeexpressionstogiveopinions.whataret hey?ok,Tom,Please.oh,yes.Theyare:Ithink…/Idon’tthink…Idon’tagreethat…/Isupposethat…7.DiscussingPleaselookatexercise3,anddiscusswhichpersongavetheb etheexpressionsabovetohelpyou.Beforew ediscuss,let’sdealwiththefollowingdiscussion:A.whatisthebestevidence?B.Howcanweknowwhicheyewitnessismostbelievable?keys:A.Thebestevidenceisfactualandisgivenbyapersonwhoisb elievable.B.Themostbelievableeyewitnessistheonewhohasnothingt ogainfromtellingalie.welldone.Let’scometothediscussion “whichpersongavethebestevidence?”keysforereference:janHasekislessbelievablebecauseheownsalittlerestaurantnearthemine.Ifthesearchstopped,hisbusinesswoulds uffer.HansBraunisalsolessbelievablebecauseheisworkingfora companytryingtofindtheshipwhichcarriedthetreasuresi ntheBalticsea.ofthethreeeyewitnesses,onlyAnnaPetrovhasnoselfishre asonforsayingwhatshehassaid.Inparticular,sheisnotin volvedinanycurrentefforttofindthetreasure.Therefore sheisthemostbelievable.8.ReadingandwritingSometimeswemayfallintoorfaceamoralchoice.Thatisamor aldilemma.Let’sreadtheletteronpage7andseewhat’sjohann’schoiceandopinion.ok,finished?Nowanswerthefollowing questions:A.what’sjohann’sopinionabouttheAmberRoom?B.what’shisfather’sopinionaboutthethingsfoundbyhim?c.whathappenedtojohannwhenshewasapupil?keys:A.johannthinksthepeoplewhofindtheAmberRoomshouldkeepi tforthemown.B.Hisfatherthinksasjohanndoes.c.Shefoundalittlemoneyandkeptittohimself.pletingthelettersA&Bandthengivingyourownle tters•whenyouwriteyourletter,youmaychoosetoagreeor notagreewiththewriter.•youmustgiveareasonwhyyouagreeordon’tagreewiththewriter.•Besuretogiveanexamplefromyourownlifesothatthereadercanbetterunderstandyouropinion.ⅢclosingdownclosingdownbyadebatingThereisalongancientwallaroundalessdevelopedtown.Itisreportedithasalonghistory,datingbacktoover5cent uryBc.Thelocalgovernmentiscollectingmoneytorepairan drebuildthewall.Ithascostalotofmoney.Someofyourclas smatesthinkitisnotworth.Somethinkit’sagoodwaytodevelopthelocaleconomy.NowGroup1and2agai nstGroup3and4.Let’shavethedebating.closingdownbydictation•Thedesignfortheroomwasofthefancystylepopular inthosedays.•Theroomservedasasmallreceptionhallforimporta ntvisitors.•Themanwhofoundtherelicsinsistthatitbelongsto hisfamily.•Theroomwascompletedthewayshewantedit.•ItwasreadyforthepeopleofSt.Petersburgtoceleb ratethe300thbirthdayoftheircity.•Afterthat,whatreallyhappenedtotheAmberRoomre mainsamystery.•Inatrial,ajudgemustdecidewhicheyewitnessesto believeandwhichnottobelieve.•Isitsomethingthatmorethanonepersonbelieves?•Afactisanythingthatcanbeproved.•Anopinioniswhatsomeonebelievesistruebuthasno tbeenproved.PartTwo:TeachingResourcesSection1:AtextstructureanalysisofINSEARcHoFTHEAmBER RoomI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofnarrativewriting.mainideaofthepassageThehistoryoftheAmberRoomGeneralideaof1stParaThesimpledescriptionoftheAmberRoomGeneralideaof2ndParaThepresentsenttotheczarGeneralideaof3rdParaThedetailaddingandrelocatingoftheAmberRoomGeneralideaof4thParaThestolenoftheAmberRoominworldwarⅡGeneralideaof5thParaTherebuildingoftheAmberRoomII.AtreediagramTheAmberRoom:thebestandbiggestworkofcountry’sbestPrussianartistsPara.1Section2:BackgroundinformationonculturerelicsI.whatisaculturerelic?何谓“文化遗产”?culturalrelicsarephysicalremindersofwhatdifferentpe oplesvaluedinthepastandcontinuetovaluenow.withoutth eserelics,wecouldnotcherishculturaltraditionsasmuchorappreciatethelivesofthepeoplewhopracticedthosetra ditions.Althoughwemaynotoftenconsiderit,culturalrel icsarenotonlythepossessionofoneculture.Inalargersen se,itcanbesaidthattheybelongtoallpeoples.Forthesere asons,thisunitdescribesculturalrelicsnotfromchinabu totherplaces.Lookingatitfromanotherangle,itcanalsob esaidthatculturalrelicspreservessomeaspectofcultura lheritageandeachrelic,regardlessofwhetherthesamehan dscreatedmanyexamplesofit,isstillauniqueculturalexp ressionandcontribution.II.Theculturalrelicsofchinaintheworldheritagesiteli st《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。