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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”?Keys for reference:A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.(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?Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable andwhich is not.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. Tom, you are to do paragraph 1, please…(3) Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lotof time and money(4) ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them e asily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船(5) Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.(6) ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. Wh at do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…(7) DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let’s come to the discussion “Which person gave the best evidence?”Keys fore reference:Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.(8) Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. OK, finished? Now answer the following questions:A.What’s Johann’s opi nion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?Keys:A.Johann thinks the people who find the Amber Room should keep it for them own.B.His father thinks as Johann does.C.She found a little money and kept it to himself.(9) Completing the letters A & B and then giving your own lettersA. When you write your letter, you may choose to agree or not agree with the writer.B. You must give a reason why you agree or don’t agree with t he writer.C. Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing down(1) Closing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.(2) Closing down by dictation1. The design for the room was of the fancy style popular in those days.2. The room served as a small reception hall for important visitors.3. The man who found the relics insist that it belongs to his family.4. The room was completed the way she wanted it .5. It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.6. After that, what really happened to the Amber Room remains a mystery.7. In a trial, a judge must decide which eyewitnesses to believe and which not to believe.8. Is it something that more than one person believes?9. A fact is anything that can be proved.10. An opinion is what someone believes is true but has not been proved.。
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。
Unit1 The Cultural Relics第一课时说课稿一、教材分析：１、教材的地位及作用：本课为高一年级人教版必修二册第一单元第一课时，本单元围绕“文化遗产”这个题材开展多种教学活动。
本节课是本单元的重点，主要介绍琥珀屋的故事，进一步加强学生对国际文化遗产的保护意识，强化爱国意识。
同时通过操练，进一步提高学生听、说、读、写综合素质能力。
２、教学目标：（知识目标、能力目标、德育目标）知识目标：(１)学习、掌握本单元的重点单词和习惯表达。
重点掌握定语从句的使用。
能力目标：学生学会询问别人的意见，表达自己的看法情感目标：通过认识文化遗产加强学生对国际文化遗产的保护意识，强化爱国意识。
３、重点与难点：重点：定语从句的运用难点：鼓励学生用英语谈论文化遗产。
二、教材处理：根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。
首先向学生展示晶莹剔透，金碧辉煌的琥珀屋的图片从而激发学生对课文阅读的兴趣。
接着介绍遗失琥珀屋的背景知识，让学生了解纳粹德国盗窃琥珀屋的卑劣行径，激起学生共鸣，更好理解琥珀屋的文物价值和历史意义。
最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、说学情，教学的对象是高一年级，她们在初中对定语从句有所了解，但是在掌握的程度上有较大差异，高一学生思维活跃，敢于提出不同的见解，三年的初中学习已经储备了一定量的词汇和英语知识，能较好的开展话题讨论，各抒己见，创造出充满活力的课堂气氛学生对英语已经有了一定的基础，但部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识四、教学程序：１、新课导入为了激发学生的学习兴趣，引起注意，首先在PPT通过Guessing Game向学生展示晶莹剔透，金碧辉煌的琥珀屋的图片及其他的一些文物古迹让学生猜，既完成了Pre-reading部分又激发学生对课文阅读的兴趣，导入正课。
Unit 1 Cultural relics【美文阅读】琥珀屋(Amber Room)被称为“世界第八大奇迹”，第二次世界大战中下落不明，你了解琥珀屋的历史吗？In 1701，the King of Prussia Frederick Ⅰ decided to have a curiosity：a room with walls covered with amber.The work was started soon，and in 1713，the project was almost finished when，after the death of Frederick Ⅰ，his heir(继承人)－the King Frederick William Ⅰ ordered to stop the work immediately.The finished parts were packed and brought to the Armory(军械库)in Berlin.In 1717 the King Frederick William Ⅰ gave the whole prepared parts of the Amber Room to the Russian Emperor Peter Ⅰas a gift.In 1743，the Russian Empress Elizabeth Ⅰ let an Italian designer place the amber cover in one of the rooms of the Winter Palace in St Petersburg.The Amber Room was first open in 1746 in the Winter Palace，where it was housed till 1755.That year it was moved to the summer palace of the Russian Emperors at Tsarskoe Syolo(普施克诺)．During the construction of the Amber Room at Tsarskoe Syolo，five master amber craftsmen from Prussia were employed at the place.The Amber Room was finished in the 70s of the 18th century and in that shape it existed almost 200 years.In 1942 Germans took the Amber Room from Tsarskoe Syolo and mounted it in the Konigsberg castle(哥尼斯堡城堡)．However，the danger of the British bombing in the summer of 1944 forced Germans to disassemble(拆分)the Amber Room and to pack it in boxes.As late as in April 1945 it was still in the Konigsberg castle，but further vicissitudes(变动)of the Amber Room remain unknown.Most probably the boxes with theAmber Room were burned down during the fire of the Konigsberg castle in April 1945.Reportedly，since the late seventies of the 20th century the reconstruction of the Amber Room has been carried on.【诱思导学】1．When was the Amber Room first open in the winter palace?2．Where can the Amber Room be?【答案】 1.In 1746. 2.①It might be still in the Konigsberg. ②It might be burned down.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。
Unit 2 The Olympic Gamesusing language---教案Teaching Aims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and plete the True or False guestions after the text on page14.2. Reading and Telling True of FalseRead the text and finish exercise 1 on page14.1. She practiced running to pete in the Olympic Games. ( F )2. At first Hippomenes understood why men ran against Atlanta. ( F )3. Atlanta was not sure she could win. ( F )4. She was so angry about the fact that she could not run in the Olympics. ( T )5. She made as many men as she could share her pain. ( T )6. Her father did not understand her wish to pete in the Olympics. ( T )7.He did not refuse her wish to choose her husband in a race. ( T )3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the statements carefully and imagine what is the listening about.When doing it , you must make clear the order of them.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s fa ther. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.。
高一英语第二模块第一单元单词第二课时教学案课中探究案(二)一、检查反馈，导入新课。
Check the usage of the new words.二、目标定位，确定重点。
会读本单元单词，力求读得更流利。
记住本单元的重点单词并能用其造句。
能运用这些词汇解决相关练习题。
三、自主探究，教师点拨。
【单词学习】1.in return 作为回报；作为交换in return for 作为对……回报【拓展】return to some place 返回到某地return sb. sth.(＝return sth.to sb. ) 将某物归还某人2.at war 处于交战状态at peace 平静；与(某人/某物)和睦、和好at work 在工作at school 在上学at table 在吃饭at sea 在航海at play 在玩耍at home 感觉舒适自在，无拘束at ease 轻松3.doubt vt. & n.There is no doubt that… / There is no doubt about sth. 毫无疑问doubt 作vt. “怀疑，不信”，在肯定句中常接whether / if 从句，在否定句中常接that 从句without doubt 毫无疑问地4.take apart 拆开；拆卸tell...apart 分清；区别；辨别apart from 除……之外( = besides / except )5.worth prep. & n. 值(多少钱)；值得(1)be worth＋money(the price) 值……be (well) worth sth. / doing sth. (很)值得(做...)(2)be worthy of sth. / being done值得(做)……(3)It is worthwhile to do / doing sth. 值得(做)……【提示：】①worth后接动名词时，用主动形式表达被动意思。
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。
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。
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。
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 说课稿各位评委老师、同学们，上午好。
今日我说课的题目是《Cultural Relics》。
在英语教学中落实新课程标准，是国家教化部课程改革的要求。
教授英语课程，仅仅发展学生的综合语言实力已不能满意当代社会对于全面性综合人才的迫切需求。
老师在专业课程的讲授中，除了传授语言学问、培育学生的语言技能，还应关注学生的情感，注意提高学生独立思索和推断的实力，增加社会责任感，全面提高学生的人文素养。
下面我就从五个方面来谈谈本课的教学设想及相关的理论依据。
首先我们来进行教材分析。
一、教材分析：本节课出自人民教化出版社出版的新课标中学必修二第一单元“Cultural Relics”的第一课时。
（一）学问结构“Cultural Relics”这一单元的中心话题是“琥珀屋”，主要围绕琥珀屋的故事及关于找寻琥珀屋的一系列线索绽开。
教学材料中的两篇短文涉及了琥珀屋的历史及下落和如何正确辨别事实与观点的方法等。
由于学生原有学问结构对这类主题的生疏，对于故事主体、发生背景、主要任务、其中各事务的关联等等比较生疏，因而第一课时的热身、导读以及对课文中主要事务的梳理等活动对学生全面、娴熟地驾驭文章的主旨、单元的主题及所要传递的信息有着重要的意义。
的学习策略。
当我们对教材的学问结构进行了分析之后，就不难理解本节课的重点与难点：（二）教学重点文化遗产的了解与爱护。
（三）教学难点有效阅读技巧的把握、定语从句的分类。
二、教学目标接下来说一下本节课的教学目标。
依据《新课程标准》关于总目标的详细描述，结合高一学生实际，我把教学目标设定为以下几个方面：⒈学问目标：⑴了解文化遗产的基本定义及一些基本信息，并驾驭相关的词汇、短语。
⑵了解琥珀屋的历史及围绕它发生的一系列事务。
⑶驾驭略读、细看和归纳大意等阅读技巧并通过这些方式找寻所需信息并进行推理推断，理解课文。
⒉实力目标：⑴分组学习方式，培育学生与他人沟通沟通、分工合作的实力。
Unit One — Cultural relicsPeriod Three Grammar教学目标：1. 复习定语从句的基础知识；2. 区分关系代词和关系副词，并掌握关系副词引导定语从句的用法；3. 掌握非限制性定语从句与限制性定语从句的区别教学内容一、非限制性定语从句与限制性定语从句的区别限制性定语从句，顾名思义，是对先行词从本质或特征上进行限制的一种定语从句，它所修饰的词代表一个（些）或一类特定的人或事、物。
例如：1) A man who doesn’t want to learn from others can’t achieve much．一个不向别人学习的人是不能指望有多大成就的。
A man 被限定后，指一类特定的人。
限制性定语从句是不能去掉的，否则剩下的部分就失去意义而不能成立。
非限制性定语从句则不然，它只对所修饰的词作进一步的说明，去掉之后并不影响整个句子的含义。
在形式上，非限制性定语从句与主句之间通常必须有逗号隔开。
例如：2) Finally we visited the Giant Yangtze Gorges Dam，which is the greatest key watercontrol project in the world at present 最后我们参观了长江三峡大坝，它是目前世界上最大的水利枢纽工程。
本句若去掉定语从句，主句部分的含义仍然完整。
历年的高考题中，非限制性定语从句是出现频率最高的考点之一，因此值得我们注意。
二、引导非限制性定语从句的which可以指代前面的先行词，也可指代前面整个句子。
例如： That Peter will marry Alice, which has not been announced yet, has spread around．彼特要娶爱丽斯这件事还没宣布，却已被传得沸沸扬扬。
句子中的which指代“彼特要娶爱丽斯”这件事。
