江西省吉安县第三中学人教版高中英语必修二学案：Unit 1 Cultural Relics—— using language

Unit 1 Cultural relics 教案2（A FACT OR AN OPINION<PART 2>）IntroductionYou are learned to distinguish a fact and an opinion。

Help students with their reading of A FACT OR AN OPINION。

Translation of the text into Chinese is proposed.Objectives⏹To learn to tell facts from opinions⏹To write a reply letter⏹To listen and speak about cultural relicsProceduresI。

Warming up(1) Warming up by questionsMorning, class。

We always say, “We must respect facts and can’t wholly depend on one’s opinions”。

But can you tell me：A.What does it mean when you say，“I t is a fact”？B.What does it mean when you say，“I t is an opinion”？（2) Warming up by questioningTurn to page 5。

Read the passage and tell me：A。

If you want to go in for law against somebody, and if you want to win，what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe？II. Guided reading(1）Reading and definingRead the passage and define: What is a fact？What is an opinion？What is an evidence?（2）Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph。

Unit 1 Cultural Relics Language Points导学提纲(课时一) 班级：组名：姓名：使用时间：2017.11 【学习目标】1. To know the usage of the key words, phrases and sentences.2. To use them to do some reading, speaking and writing.【导学流程】一、了解感知（Learn by yourself）---导What did we learn yesterday?单词拼写---思1. He is always warm-hearted, and he (rare) refuses to give a hand when needed.2. Honesty is very (value). If you are honest all the time, you’ll earn others’ trust.3. His story is an (amaze) one, which is filled with life challenges.4. His dream of becoming an ________(art) has come true.5. He was (select) as monitor when he was at school.重点短语1. 寻找__________________2. 用...装饰/装修...__________________3. 作为报答；回报4. 属于___________二、深入学习（Detailed learning & Group work）---议、展、评1.survive vt./ vi. ___________n. ___________ 幸存；残存__________ 幸存者survive from sth. 从……存活下来；流传下来[学以致用](1) It was lucky that the boy ____________the fire. 很幸运，这个男孩得以从大火中逃生。

Unit1 Cultural Relics 教案一、教材及学情分析（一）教材内容分析本单元话题——文化遗产（Cultural relics）历来是全世界较为关注的焦点之一，尤其是在近些年，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。

而本节课是本单元的第一课时，主要是让学生学习本单元的重点单词，通过各种语境学习词汇，滚动式呈现词汇，操练、检测和运用词汇。

从开始的通过语境猜测词汇含义，到使用词汇描述文物古迹，再到通过讨论呼吁进行文化遗产保护，最后根据讨论内容落实到书面写作。

整节课自始至终围绕保护代表人类历史与文明的文物古迹这一主题，所有的人物设计都围绕着本节课的重点——对词汇的学习及运用。

通过本节课学习，不但向学生传授了英语知识，而且还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。

（二）学情分析这次的授课对象为高一新生，他们刚开始接触高中新教材，较之以前初中简单的英语课本，现在看到每个单元大量的词汇学生都会产生畏惧感。

而他们中有不少学生背单词还是靠死记硬背，效果也不好，往往是记住了也不会用。

面对如此状况，学生也会渐渐失去学习的兴趣，影响到学生往后的英语学习所以，采用语境中教学词汇，可以帮助学生顺利完成初高中英语学习的过渡，在一定程度上消除了学生记忆大量词汇的畏难情绪，并对学生自主积累词汇有一定的帮助。

二、Teaching 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 Room三、Teaching 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.四、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．3) 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.五、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)六、Teaching aids教学设备A computer, a projector and some slides.七、Teaching procedures and ways教学过程与方式Step 1 warm up ---- a guessing game1.Let students look at the pictures on PPT, and then give a introduction. (The Great Wall, Taj Mahal(泰姬陵) The Mona Lisa).2. Teacher: Do they have something in common? Students:.........T:What is a cultural relic ?S:A cultural relic is something that has survived for a long time. It is often a part of something old that has remained while the rest of it has been destroyed. A cultural relic tells people about the past. It is usually rare.Step 2 Pre-readingT:Can you imagine a house made of amber ? S:...............Step 3 Fast readingRead the passage quickly, trying to get the general idea of this passage: Answer:It tells us the strange history ofthe_______ ________, a cultural relic of two countries: _________ and ________.Step 3 Careful readingPara1 :An introduction of the Amber Room.(filling in the blanks)Para 2: What happened to the amber room in 1716?Para 3: What did Catherine II use the Amber Room for?Para 4: True or False( ) Germany and Russia were at war in 1941( ) All things in the Amber Room were stolen.Para.5 The rebuilding of amber room.(filling in the blanks)Step 4 Post readingGroup Discussion:1.Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Y uan in Beijing? Give your reasons.2.If you find a cultural relic, what will you do with it?Step 5 Homework1.完成导学案的固学案2.英语周报3.Recite the new words from “cultural” to “rebuild”八、Blackboard Design 板书设计九、Teaching Reflection 教学反思。

人教版高中英语必修2教案 Unit 1Cultural RelicsUnit1culturalRelicsI．教学目标技能目标GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon -writeashortreplytoaletterandgiveyouropinionTakenot esandjudgewhogivesthebestevidencerestrictiveattribu tiveclausesⅡ．目标语言功能句式ExpressionsusedtogiveopinionsIthinkhighlyof...Idon' tagreethat．”Besides...ImustsaythatIagreewithyou.ImustsaythatIdon'tagreewithyou.AsfarasI'mconcerned,Ithink...AsIseeit...Don'tyouagree/think...Ican'thelpthinking...Iwouldliketosay...Inmyopinion／view...Personally,weshould…well,obviouslyweshould…Thepointis...词汇1.四会词汇cultural,survive,remain，state,rare,dynasty,vase,belong,gift,ton,stone,once, heat,design,fancy,style,jewel,king,artist,reception ,light,mirror,wonder,remove,furniture;secretly,wooden,doub t,trial,consider,opinion,evidence,prove,pretend,mai d,castle,sailor,treasure，besides2．认读词汇relic,amber,FrederickwilliamI,Prussia,Prussian,Pete rtheGreat,czar,StPetersberg,catherine,konigsberg,Ba ltilSea,Leningrad,janHasek,AnnaPetrov,mystery3.词组lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof4.重点词汇belong,once,heat,design,light,wonder,doubt,remain,p rove,consider,besides,survive,furniture,opinion语法Theattributiveclauseswithwhich/who/where/whenAculturalrelicissomethingthathassurvived一Itisyourjobtolookintoanyreportsofculturalrelicsthat havebeenfoundinchina.youaresenttoasmalltownwhereyoufindarelicthatwasstol enfromaplace.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus e...Later，catherine1IhadtheAmberRoom...outsideStPetersburgwhe re…Thiswasatimewhenthetwocountrieswereatwar.In1770,theroomwascompletedthewayshewantedit.重点句子1.FrederickwilliamI,thekingofPrussiacouldneverhavei maginedthat．…2.onceitisheated,theambercanbemadeintoanyshape3.ItwasmadeforthepalaceofFrederick Ⅰ.4.In1716,FrederickwilliamIgaveittoPetertheGreat, as“giftoffriendship．…找教案5.Inreturn,theczargavethek ingofPrussia55ofhisbestsoldiers.6.TheAmberRoomsoonbecamepartoftheczar'sPalaceinStPe tersburg.ter,catherine11hadtheAmberRoommovedtothepalaceo utside．…8.Thiswasatimewhenthetwocountrieswereatwar.9.Thereisnodoubtthattheboxeswerethenputonatrainfork onigsberg，…10.Afterthat,whatreallyhappenedtotheAmberRoomremain samystery.11.1thinkhighlyofthosewhoaresearchingfortheAmberRoo mⅢ.教材分析与教材重组.教材分析本单元以culturalrelics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。