辽宁省抚顺市第十二中学高中英语Unit1Culturalrelics教案3新人教版必修2

Unit 1 Cultural relics（Teaching plan of warming up, pre-reading & reading）一、Background information1. Students: Class 13 Grade 1, 60 students,2. Lesson duration: 40 mins二、Teaching aims1. To learn the knowledge of the Cultural relics.2. Have the sense of protecting Cultural relics3. Can understand and use the new words and expressions三、Teaching focus and difficult pointsTeaching focus:1. Talk about cultural relics and what should be done with them.2. Talk about the story of Amber Room.Difficult points1. What is the definition and classification of cultural relics?2. Grasp the main idea of this text and each paragraphy四、Teaching methods:1. Speaking method2. Task-based method3. Discussion method4. Pair work or group work method五、Teaching aids:1. Multimedia, computer2. Blackboard, chalks3. Radio, word cards, tape六、Teaching procedures★Step 1 warming up (1min)Greetings: good afternoon, boys and girls. Nice to see you again!★Step 2 Revision (5mins)Check homework answers of 《成才之路》P46 Reading D E with Ss.★Step 3 lead in (6 mins)1. Read the new words together.2. T：today，we are going to learn a new unit, Cultural relics, so, what will you think of when you see the title?3. T: can you give me some examples of famous cultural relics in China?Show pictures in the screen:a.the Great Wall ( the symbol of China and its cultural)b.Forbidden city ( the largest museum of cultural relics in China)c.the Terracotta Warriorsd.the Imperial Palacee.The Summer Palace4. T: can you give me some examples of famous cultural relics in the world? Show pictures in the screen:a.The Pyramids in Egypt.b.The Leaning Tower of Pisac.Big Ben in England5. T: just now, we saw many pictures. What are they in common?----they are all cultural relics.Group discussion & presentationWhat are cultural relics?A cultural relic:a. is any object, building or item that was made in the past.b. . is something that has survived for a long time,c. is often a part of something old that has remained when the rest of it has been destroyed;d. it tells people about the past.e. is very famous , rather rare and valuable.f. is the symbol of history and its country & culture.6. T: now, we have the general idea of what a cultural relic is , so I’d like to show you other pictures . Try to name them out. and think about “ are they cultural relics ? Why?Showing pictures:a.Ming Dynasty vase 明代开片瓷器花瓶b.Taj Mahal 泰姬陵c.Ivory dragon boat 象牙龙舟d.Mogao Caves 莫高窟★Step 4 presentation (8 mins)1. What we have seen just now are cultural relics. What are they made of?a.Ming Dynasty vase: chinab.Taj Mahal : strange stonesc.Ivory dragon boat : ivoryd.Mogao Caves : rocks, stones2. Just now we have learned some large buildings and relics, now , I’d like to show you some small decorations.Show some pictures of amber. What are they in English? What are they made of? ----pine oilAmber：It is a hard yellowish brown clear substance. It is often used for jewells and decorative objects.3. Amber 的形成★Step 5 reading (18 mins)1. Open you book turn to P1. look at reading part “In Search of the Amber Room.”2. Fast reading:answer the following questions；①.How long did it take to make the Amber Room?②When did the Amber Room disappear?③What finally happened to the Amber Room?3. Read the text again. Then finish exercises 1,2 in P2.4. Main idea of each paragraphPara.1：______________________of the Amber Room.Para 2: ______________________of the Amber Room.Para3: ______________________ of the Amber Room.Para 4: ______________________of the Amber Room.Para 5: ______________________of the Amber Room.★Step 6 optional reading1. read paragraph1 again carefully，find the answers in textbook P22. Listen to the tape3. read paragraph 1 together。

高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Unit 1 Cultural Relics(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

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,warming up and pre-reading)teaching goals:1.target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)the first &second periodteaching procedures:step 1 new words teachingstep 2 warming-upt: when talking about cultural relics, what comes to your mind?s1: the great wall.s2: the pyramids in egypt.s3: …t: well done.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 togo?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. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him?work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.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: yes, 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? you 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。

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.。

Period 1 of Unit 1 Cultural Relics------Warming up & Listing words and expressions(WB42)Teaching objectives:1. Through talking about the topic Cultural Relics, help Ss interprete the name and try to use something or some sentences to interprete it.2. Through talking about the pictures and filling the missing words, lead Ss to use some new words to explain them some cultural relics3. With the help of the example in Ex 2 (P 43), Ss learn to say and know more about the relics.Importance:Use some key words to interprete Cultural Relics;Say at least two sentences about the cultural relics in WB.Difficulty:Use proper words to filling the blanks in Ex1, Page 42.Add:The cultural relic is called _____________________________ It was made of ______________________________________ It was made for _____________________________________. In 1716, it _________________________________________. In 1770, some artists________________________________ it. In September, 1941, it ________________________________. In the spring of 2003, it _______________________________.After teaching:Period 2Reading (Period 1)Teaching objectives:1. Through reviewing,help Ss use learned words to describe cultural relics and learn to use some of them in daily life.2. With the help of the uncompleted sentences, help Ss catch the genaral idea of the passage.3. Illustrate the title of the passage, try to get some details of the Amber Room. For example: What’s it like? Why are people in search of it?For what have people built a new amber room?Importance:1. Learn to use some common words and expressions in daily life;2. Learn What has happened to the Amber Room. And use at least six sentences to describe it.Difficulty:Use at least three sentences to describe What happened to the Amber Room after 1917?2. To many foreigners, Tibet __________________ (依然)a mystery.3. The Forbidden City is China’s largest museum, w______________ a great many _____________________(文化遗产) are kept.4.The panda is now a _____________（少见的）animal.5. No one ______________(幸存下来)the air crash.6. A working party has been set up to ______________________（调查）the problem.Add.2礼物；加热/热量；花瓶；偷窃；搜索/寻找；作为回报；怀疑；保持/依旧。

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 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 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。

Unit 1 Cultural relics教案Teaching Aims:Knowledge aims:1.Students learn to know more new words and expressions.2.Students learn about the history of the Amber Room. Ability aims:1.Students improve reading ability.2.Students improve speaking ability by giving suggestions. Emotional aim:Students learn how to protect the cultural relics. Teaching key and difficult points:1.Students learn more new words and expressions.2.Students improve reading ability.3.Students learn how to protect cultural relics.Teaching Methods:1.Task-based teaching method2.DiscussionTeaching aids:Normal teaching aids and multi-mediaTeaching procedure:Step 1 Lead inStudents watch a video and try to find out what the news is about and lead in the topic.Step 2 SkimmingStudents read the text quickly and match the correct parts.Step3 ScanningStudents read the text quickly and find out the best choice. Step4 SummaryStudents read the text again and fill in the blanks.Step5 Post-reading1.Show students some pictures about destruction of culturalrelics.2.Show students some ways to protect cultural relics.3.Students discuss in groups about how to protect culturalrelics as a teenager.Step6 Homework1.Students write a passage about how to protect cultural relics.2.Students try to find out more information about culturalrelics.。

Unit 1 Cultural relicsThe unit planningThe topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( 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 ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also kn ow that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip. Background informationStudents：Class 21,Grade 1Lesson duration：45 minsTeaching 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 clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.Teaching difficult points1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions2. Train students’ speaking ability to give & ask for opinions in English.3. Develop students’ integrated skills.Teaching objectives1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad2. V ocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions:1.) Asking for opinionsWhat do you think of...?Do you believe...?How can you be sure of...?How do you know that?2.) Giving opinionsI think...I don't think...I don't agree that...I suppose that...4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.Teaching Methods1. Audio-lingual Method2. Communicative Approach3. Pair work4. Group workTeaching Aids1. Multi-media2. Pictures3. Music4. Video课时安排The first period: Warming Up, Pre-reading,The second period: Reading, Comprehending,The third and fourth period: Learning about LanguageThe fifth period: Discovering Useful structuresThe sixth period: Using LanguageThe first period:Warming Up, Pre-readingKnowledge:1.) some new words:cultural relics, rare, valuable, vase, dynasty, survive2.) Have students know about some famous cultural relics at home and abroad. Ability:Help students learn how to talk about cultural relicsEmotion:Encourage students to pay attention to the protection of the cultural relics. Teaching important pointsHave students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relicsTeaching difficult points:How to talk about cultural relics.Teaching methods1. Audio-lingual Method2. Communicative Approach3. Pair workTeaching Aids1. Multi-media2. Pictures3. Music4. VideoProcedures:Step1. Lead-inShow the pictures: a one yuan coin & the old coinsLet students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relicsStep2. Warming up1. "Let's travel together!" Show some pictures about cultural relics at home andabroad.1.) Go abroad:a. the pyramids in Egyptb. the Big Ben in England2.) In Chinaa.周口店北京猿人遗址b.播放一段音乐：说唱脸谱--- 京剧（非物质文化遗产）在今年11月刚申遗成功的另一项目：活字印刷术播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。