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Unit 1 Cultural RelicsPeriod 2文本研读课学习目标1.了解琥珀屋的历史和一些国内外的文化遗产学问,增加爱护文化遗产的意识。
2.全面培育学生的阅读实力,重点培育概括段落大意和理解文章主旨大意的实力。
3.理解并娴熟驾驭下列重点句型和结构的用法。
(1)There was a time when...(2)There is no doubt that...(3)could have done(4)have sth.done等。
4.娴熟运用以下句型询问别人的看法和表达自己的看法:(1)I think highly of...(2)I don’t agree that...(3)I must say that I (don’t)agree with you.(4)As far as I’m concerned...自主预习Please look at the pictures.Do you know what they are?Can you describe them in the words we have learned in Unit 1?Then watch a short VCR to get to know something about the Amber Room.思索导引After watching the VCR,do you want to know something in detail about the mysterious Amber Room?What happened to it later on?课堂探究Step 1 Reading1.SkimmingA.Read the text quickly,trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .B.Read the text quickly again,and try to find out the main idea of each paragraph.Para.1:The Amber Room and itsPara graphs2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber Room2.ScanningA.Read through the text and decide whether the following statements are true or false.1.The Amber Room,which was a great work of art,was originally(起初)made to bea gift to the Russian people.( )2.Frederick William Ⅰ gave the Amber Room to Peter the Great.()3.Peter the Great had the Amber Room moved outside St Petersburg.( )4.The Amber Room was one of the wonders of the world,but no one knows where it is.( )5.We don’t know what happened to the Amber Room during World War I.()6.In recent years,a new Amber Room has been made in St Petersburg,and it looks like the old one.( )3.Careful readingA.Read through Para.1 and fill in the blanks.B.Read through Paragraphs 2~3 carefully and then join the correct parts of the sentences together.C.Read through Para.4 and do the following exercises.1.The Russians didn’t hide the Amber Room because .A.they were at warB.the couldn’t find a placeC.the German soldiers arrived too soonD.no train could take it away2.In 1941,o·· was a city in .A.GermanyB.RussiaC.SwedenD.FranceD.Read through Para.5 and fill in the blanks about the rebuilding of the Amber Room.Step 2 Cracking difficult pointsFind the following sentences in the text and translate them into Chinese.1.Frederick WilliamⅠ,the King of Prussia,could never have imagined that his greatest gift to the Russian people would have such a strange history.ter,Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers.3.This was a time when the two countries were at war.4.There is no doubt that the boxes were then put on a train for o··...Step 3 ConsolidationA.Can you draw a chart using places to show the remove of the Amber Room?1.→2.→3.in St Petersburg→4.outside St Petersburg→5.on the Baltic Sea →?B.Finish the following passage according to the text.In fact,the Amber Room was made not to be a 1.,but was 2. for the 3. of Fr ederick Ⅰ.In 4.Frederick WilliamⅠgave the Amber Room to 5. as a gift.In 1770,CatherineⅡhad more details 6. to the Amber room.In 1941,The Nazi German army 7. the Amber Room.After that,what happened to the Amber Room 8. a mystery.In 2003,the 9. of the Amber Room was completed and it looked much like the old one,10. the old photos.Step 4 Post-readingDiscuss:Should we rebuild Yuanmingyuan?Give your own opinions.课后提升ExercisesRead the sentences above and write another one.1.【原句】Freder ick William Ⅰ,the King of Prussia,could never have imagined that his greatest gift to the Russian people would have such an amazing history.[仿照要点]句子结构:主语,+同位语,谓语+宾语从句【仿照】我的母亲,我生命中最重要的人,始终坚信我终有一天会取得胜利。
人教版高一英语必修二《Unit1Culturalrelics》说课稿引言本说课稿是针对人教版高一英语必修二教材中的第一单元《Cultural Relics》而准备的。
本单元主要围绕文化遗产这一话题展开，通过学习文化遗产的定义、保护以及文化遗产与社会发展的关系，培养学生对各种文化遗产的尊重和理解。
本单元重点在于听说能力的培养，通过课堂活动和讨论，鼓励学生积极参与，提高他们的听力和口语表达能力。
教学目标•知识目标：–了解文化遗产的定义和分类。
–掌握描述文化遗产的相关词汇和表达方式。
–理解文化遗产的重要性和保护的必要性。
•能力目标：–提高学生的听力和口语表达能力，培养他们在交流中运用所学知识的能力。
–培养学生的合作意识和团队合作能力。
•情感目标：–培养学生对各种文化遗产的尊重和理解。
–培养学生的文化意识和历史意识。
教学重点•文化遗产的定义和分类。
•文化遗产的重要性和保护的必要性。
教学难点•如何让学生了解和感受到文化遗产的重要性。
•如何提高学生的口语表达能力，使其能够用英语描述文化遗产。
教学准备•教材《高中英语必修二》(人教版)•课件软件及相关教学载体•范例文化遗产图片和文物复制品教学过程导入新课1.利用范例文化遗产图片和文物复制品引导学生思考以下问题：–你能叫出一些中国的文化遗产吗？–这些文化遗产在你心中有何意义？–为什么文化遗产需要保护？2.引导学生讨论以上问题，收集他们的观点，并引出本单元的话题：Cultural Relics。
学习新课1. 课前预习让学生通过预习课文和课后练习，了解文化遗产的定义和分类，并准备相关讨论问题。
2. 分组讨论将学生分成小组，让他们在小组内根据预习内容讨论以下问题，并提出自己的见解：•什么是文化遗产？文化遗产可以分为哪几种类型？•文化遗产在我们的生活中有何重要性？•文化遗产需要怎样的保护？3. 听力训练播放录音材料，让学生根据听到的内容回答相关问题，通过听力训练加深学生对文化遗产的理解。
Unit 1 Cultural relics（一）Cultural relicsCultural relics have begun to be a hot topic in China today as the balance between developing the nation and retaining traditionalculture must be found. This can be seen in thepublic’s desire to rebuild places of interest. Thiscan be seen intensively in Beijing as traditionalcourtyards are removed to make way for large，modernbuildings. As people gain more money and are able tomove around freely in China，they want to preserve therelics of their cultural past. People now wish to preserve traditional architecture like old city walls instead of knocking them down. Some even wish to rebuild those that have been torn down. The Chinese people are renewing their interests in the folk arts and are dedicating new culture exhibitions in order to educate people on their grand heritage. This is not just a domestic idea. Chinese culture is also spreading abroad as people express an interest in China. Chinese studies abroad have increased a great deal as China becomes more of a growing economic and international player. The interest in Chinese relics abroad is also high because foreigners are coming to appreciate Chinese culture.文化遗产已经开始成为当今中国的热门话题，因为必须在国家发展和传统文化保存间找到平衡。
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.。
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》说课稿Cultural RelicsⅠ. Brief introduction of the textTeaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）Text analyze ：The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.Ⅱ.Teaching material1. OutlineThe characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such asenvironment protection, animalsprotection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.Requirement：Students could communicate with each other on define of cultural relics and its protection.2. Teaching Aims:（1）. Target languageCultural relics, survive, remain, state, rare, vase, look into, belong to (四会)Introduction, trace, features, in danger(三会)（2）. Ability goalsAsk the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of culturalrelics.（3）. Sensibility goalsProtection of cultural relics, environment protection, and strengthen students’ sense ofresponsibility.（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.3. Teaching focus:Teaching focal points:Cultural relics, survive, state, rare, vase, look into, belong to，remainTeaching difficult points：Listening & speakingTeaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。
Unit 1 Cultural relicsA Brave MaidA wooden vase from the Ming Dynasty at the entrance of the reception hall amazed everyone. The artists designed it in a rare style and selected valuable jewels to decorate it. People thought highly of its fancy color of honey and the beautiful paintings on it.The vase used to belong to a former castle.But when the country was at war, the enemy troops exploded the castle. So debates on how the vase survived went on and on. In order to remove people's doubt, a team of no less than 20 people carried out an informal investigation.The evidence they found showed that a maid took the vase apart and asked a sailor to sink it in a local well. She never gave away the secret even under the cruel trial of the enemies who were in search of treasures.It is worth giving this brave maid a fortune in return.英勇的女仆招待大厅进口处的明朝木制花瓶使每一个人都诧异不已。
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。
英语：Unit 1《Cultural relics》教材分析（新人教版必修2）一、教材分析（一）单元话题背景分析守望精神家园，保护文化遗产似乎已经成为我们每个人的责任，但从某种程度上说，文物环境并没有得到应有的关注，保护，传承和弘扬物质文化遗产仍然任重而道远。
由于环境造成对文物毁坏或文物遗失的例子屡见不鲜，目前,我国有全国重点文物保护单位2351处,世界文化遗产38处,国有博物馆2400余座,馆藏文物2000万件(套)。
这些都是祖先留给我们的无价之宝，是金钱买不到的。
日用品坏了，可以再生产制造，文物却不同，它不能再生产，再生产出的东西再相似不是文物，是仿制品或赝品，文物一旦损坏，就永远不能复原。
没有众多的文物史迹，国家也就失去其传统的风采和内涵。
文物受损后再修复是被动性的保护措施，而主动性的保护就是防治文物受损和丢失。
（二）教材内容分析本单元话题——文物古迹（Cultural relics ）历来是全世界较为关注的焦点之一，尤其是在战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。
单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。
1.1 Warming up 直接给出了备受关注的明朝花瓶，泰姬陵，象牙龙船，敦煌莫高窟的图片，引起同学们的学习兴趣。
1.2 Pre-reading 提出的两个问题和reading部分主题紧密相关，激发了学生对reading具体内容的好奇心，起到了很好的导入作用。
1.3 Reading通过对琥珀屋有关史实的介绍，以“In search of the amber room”为标题详细讲述了琥珀屋“建立---转赠---搬迁和精细装饰----战争中消失---重建”引起了人们关注重视保护文化遗产的共鸣。
1.4 Comprehending既有细节知识匹配和问答(exercise 1。
