高中英语新人教版必修二《Unit1Culturalrelics》全单元教案

人教版高一英语必修二《Unit 1 Culturalrelice》教案（2021最新版）作者：______编写日期：2021年__月__日教案【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 famousplaces 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;①Yuanmi ngyuan; 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 their mind 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 to the 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 rightto 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 beautiful 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 areport.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.。

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。

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 1 Culturalrelice》抓住自己最有兴趣的东西，由浅入深，循序渐进地学。

下面是本文库为您推荐人教版高中英语必修2教案：《Unit 1 Cultural relice》。

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 Room 5）. 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 Chinaor in the world. Ask the students to think these over:A. Can you name them outWho have the right to own and confirm them（The shown pictures: Group 1；①Yuanmingyuan；②Forbidden City Group 2: ③M ing Dynasty vase ；④Taj Mahal；⑤ivory dragon boat and Mogao Caves）Step I: Pre-reading1）.Ok， you have know something about cultural relics， have you ever seen a piece of amberAnd what do you know about itShow 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 amberPlease 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 knowWhat is the Amber RoomWhy was it called the Amber RoomWhat was it made forWhat happened to itWhy to search for it（Ask the students just remember these questions in their mind not find the answers.）2）. Fast reading to get the main idea:The Amber Room ， which _________________sent to the Russian peopleas 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 giftStep 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 relicsA.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。

人教版精品英语资料（精校版）Unit 1 Cultural relicsI. 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。

Cultural relics全单元教案教案（新人教版高中英语必修2 unit 1）Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions: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, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II had the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some ofthem are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

Unit 1 Cultural relicsTeaching aims:1. TopicTalk about cultural relics2. Useful words and expressions: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, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II had the Amber Room …outside St Petersburg where…This was a time when the two countries were at war. Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building. Paragraph 2. We can know the history of the Amber room and its functions in Russia.Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2.(Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3,part 1.2. Teach the Ss how to use the dictionary to learn the usageof the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause. Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics? Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time. Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea. Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics. Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart”mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice. Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well. Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

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。

人教版高一英语必修二教案《Unit 1Cultural relice》（2021最新版）作者：______编写日期：2021年__月__日教案【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 famousplaces 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;①Yuanmin gyuan; 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 their mind 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 to the 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 rightto 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 beautiful 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 areport.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.。

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。

人教版高中英语必修2教案Unit 1 Cultural RelicsUnit 1 ultural RelisI．教学目标技能目标Gals Tal abut ultural relis Revie attributive lauses, inluding restritive and nn- rite a shrt repl t a letter and give ur pinin Tae ntes and udge h gives the best evidene restritive attributive lausesⅡ．目标语言功能句式Expressins used t give pinins I thin highl fI dn’t agree that．”BesidesI ust sa that I agree ith uI ust sa that I dn’t agree ith u As far as I’ nerned, I thinAs I see itDn’t u agree /thin (that)I an’t help thining (that)I uld lie t saIn pinin／viePersnall, e shuld…ell, bviusl e shuld…The pint is词汇1四会词汇ultural, survive, reain，state, rare, dnast, vase, belng, gift, tn, stne, ne, heat, design, fan, stle, eel, ing, artist, reeptin, light,irrr, nder, reve, furniture; seretl, den, dubt, trial, nsider, pinin, evidene, prve, pretend, aid, astle, sailr, treasure，besides2．认读词汇reli, aber, Frederi illia I, Prussia, Prussian, Peter the Great, zar, St Petersberg, atherine, nigsberg, Baltil Sea, Leningrad, an Hase,Anna Petrv, ster3词组l int, belng t, in searh f, in return, at ar, tae apart, thin highl f4重点词汇belng, ne, heat, design, light, nder, dubt, reain, prve, nsider, besides, survive, furniture, pinin语法The attributive lauses ith hih/h/here/henA ultural reli is sething that has survived一It is ur b t l int an reprts f ultural relis that have been fund in hinau are sent t a sall tn here u find a reli that as stlen fr a plaeThis gift as the Aber R, hih as given this nae beauseLater，atherine 1I had the Aber R utside St Petersburg here…This as a tie hen the t untries ere at arIn 1770, the r as pleted the a (that) she anted it重点句子1 Frederi illia I, the ing f Prussia uld never have iagined that．…2 ne it isheated, the aber an be ade int an shape3 It as ade fr the palae f Frederi Ⅰ4 In 1716, Frederi illia I gave it t Peter t he Great, as“gift f friendship．… 找教案http://zhaiaanIn return, the zar gave the ing f Prussia f his best sldiers6 The Aber R sn beae part f the zar’s Palae in St Petersburg7 Later, atherine 11 had the Aber R ved t the palae utside．…8 This as a tie hen the t untries ere at ar9 There is n dubt that the bxes ere then put n a train fr nigsberg，…10 After that, hat reall happened t the Aber R reains a ster111 thin highl f thse h are searhing fr the Aber RⅢ教材分析与教材重组1教材分析本单元以ultural relis为话题，旨在通过单元教学使学生了解世界化遗产，学会描述它们的起。

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。

人教新课标高一英语必修二 Unit 1Cultural relics教案本资料为woRD文档，请点击下载地址下载全文下载地址Unit1culturalRelicsTeachinggoals教学目标).Abilitygoals能力目标a.LearnsomedetailedinformationabouttheAmberRoom.b.Improvethestudents’readingability.c.Trainthestudents’abilitytograspkeyinformationwhilelistening.d.Enablethestudentstohavetheabilityoftalkingcultura lrelicsandwaystoprotectthem.2).Learningabilitygoals学能目标HelptheSstolearnhowtogiveopinionsclearlyaboutcultur alrelics.3)Emotion:情感目标Trainthestudents’abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints教学重点).Thenewwordsandexpressions;2).LearnsomedetailedinformationabouttheAmberRoom;3).Trainthestudents’abilitytocooperatewithothers;4).Trainthestudents’speakingability.LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教学难点)words:ton,stone,heat,design,fancy,style,jewel,king,recept ion,light,mirror,wonder;2)Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof;3).Sentencepatterns:Thereisnodoubtthat…..ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus ealmostseventhousandtonsofamberwereusedtomakeit．4).Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Howtoteachthestudentstospeakouttheiropinionsaboutcu lturalrelics.Teachingmethods教学方法).watchsomevideosabouttheculturalrelics.2).Haveadiscussion.3).writeanarticleaboutthediscussion.Teachingaids教学设备Acomputer,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式Thefirst&secondperiodTeachinggoals:.Targetlanguagecultural,survive,remain,state,rare,dynasty,vase,bel ongto2.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsand havethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.Teachingdifficultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.Thefirst&secondperiodTeachingprocedures:Step1NewwordsteachingStep2warming-upT:whentalkingaboutculturalrelics,whatcomestoyourmin d?S1:TheGreatwall.S2:ThePyramidsinEgypt.S3:…T:welldone.TeacheraskstheSstolookatthethreegroupsofpicturesand discussthesequestions..Doyouknowtheseplaces?2.Ifyouknow,whatdoyouknowabouttheplaces?3.whichonewouldyouliketovisit?why?I:Asisknowntoall,chinaisacountrywithahistoryofmoret han5,000years.Inthelonghistory,peopleindifferentperiodshaveleftus quiteanumberofculturalsites,manyofwhichareworldfamo us.Nowlookatthepicturesandguesswhatheritagetheyare.Alltheseareculturalrelics.Doyouknowanyotherculturalrelicsintheworld?TshowstheSssomeculturalrelicsabroad.Task1:asktheSstomakeadialoguebysaying.Imagineyouhaveachancetotraveltheseplaces.whichplace wouldyouliketogo?why?whenareyoustartingoff?Howareyougettingthere?Howlongareyoustaying?Pleasemakeadialoguewithyourpartners.Thenstudentsans werthefollowingquestions:whatisyourfavoritecity?why?whatmakesacitygreatandfamous?T:Unfortunately,someofthemareindangerbecausetheyare destroyed,andsomeofthemwerelostbecausesomeonestolet hem.Task2:Nowsupposethatyouworkforthestateofficeofcultu ralrelics.youaresenttoasmalltownwhereyoufindarelict hatwasstolenfromapalace.ItisararemingDynastyvase.Th emanwhohasitinsiststhatitbelongstohisfamily.whatwil lyousaytohim?workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.Step3Task3Speakingtaskonpage46DebateDoyouthinkchinashouldsaveallofitsculturalrelics?DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?T:Afterwatchingsomanypictures,nowdiscusswithyourpar tnersthefollowingquestion:whatisaculturalrelics?Step4Pre-readingT:ok,class,doyouthinktheseculturalrelicsarebeautiful?Ss:yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwil lyoudowithit?S1:Tryourbesttofindit.S2:Protecttheothersinorderthattheywillnotlost.……T:Thanksforyourgoodsuggestions.Ifyoufindaculturalre lic,whatwillyoudowithit?youcanmakeadialoguewithyour partneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.Extendingquestions:Towhomdoculturalrelicsbelong?Step5Languagepoints)survivesurvive:vi.continuetoliveorexist.vt.continuetoliveorexistinspiteofnearlybeingkilledo rdestroyedbysth.vt.Remainaliveaftersb.,liveorexistlongerthane.g:manystrangecustomshavesurvivedfromearliertimes.Herparentsdiedintheaccident,butshesurvived.Fewbuildingssurvivedtheearthquake.Themansurvivedhissisterbythreeyears.2)partofApartofthebookshavearrived.Alegisapartofthebody.HegavemebackonlypartofthemoneyIlenthim.Partofthehousewasburntinthefire.Partofthepassengerswereinjuredintheaccident.*Partofit_________good.*Partofthem_____________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。

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.。

人教新课标高一英语必修二 Unit 1Cultural relics教案本资料为woRD文档，请点击下载地址下载全文下载地址Unit1culturalRelicsTeachinggoals教学目标).Abilitygoals能力目标a.LearnsomedetailedinformationabouttheAmberRoom.b.Improvethestudents’readingability.c.Trainthestudents’abilitytograspkeyinformationwhilelistening.d.Enablethestudentstohavetheabilityoftalkingcultura lrelicsandwaystoprotectthem.2).Learningabilitygoals学能目标HelptheSstolearnhowtogiveopinionsclearlyaboutcultur alrelics.3)Emotion:情感目标Trainthestudents’abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints教学重点).Thenewwordsandexpressions;2).LearnsomedetailedinformationabouttheAmberRoom;3).Trainthestudents’abilitytocooperatewithothers;4).Trainthestudents’speakingability.LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教学难点)words:ton,stone,heat,design,fancy,style,jewel,king,recept ion,light,mirror,wonder;2)Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof;3).Sentencepatterns:Thereisnodoubtthat…..ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus ealmostseventhousandtonsofamberwereusedtomakeit．4).Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Howtoteachthestudentstospeakouttheiropinionsaboutcu lturalrelics.Teachingmethods教学方法).watchsomevideosabouttheculturalrelics.2).Haveadiscussion.3).writeanarticleaboutthediscussion.Teachingaids教学设备Acomputer,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式Thefirst&secondperiodTeachinggoals:.Targetlanguagecultural,survive,remain,state,rare,dynasty,vase,bel ongto2.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsand havethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.Teachingdifficultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.Thefirst&secondperiodTeachingprocedures:Step1NewwordsteachingStep2warming-upT:whentalkingaboutculturalrelics,whatcomestoyourmin d?S1:TheGreatwall.S2:ThePyramidsinEgypt.S3:…T:welldone.TeacheraskstheSstolookatthethreegroupsofpicturesand discussthesequestions..Doyouknowtheseplaces?2.Ifyouknow,whatdoyouknowabouttheplaces?3.whichonewouldyouliketovisit?why?I:Asisknowntoall,chinaisacountrywithahistoryofmoret han5,000years.Inthelonghistory,peopleindifferentperiodshaveleftus quiteanumberofculturalsites,manyofwhichareworldfamo us.Nowlookatthepicturesandguesswhatheritagetheyare.Alltheseareculturalrelics.Doyouknowanyotherculturalrelicsintheworld?TshowstheSssomeculturalrelicsabroad.Task1:asktheSstomakeadialoguebysaying.Imagineyouhaveachancetotraveltheseplaces.whichplace wouldyouliketogo?why?whenareyoustartingoff?Howareyougettingthere?Howlongareyoustaying?Pleasemakeadialoguewithyourpartners.Thenstudentsans werthefollowingquestions:whatisyourfavoritecity?why?whatmakesacitygreatandfamous?T:Unfortunately,someofthemareindangerbecausetheyare destroyed,andsomeofthemwerelostbecausesomeonestolet hem.Task2:Nowsupposethatyouworkforthestateofficeofcultu ralrelics.youaresenttoasmalltownwhereyoufindarelict hatwasstolenfromapalace.ItisararemingDynastyvase.Th emanwhohasitinsiststhatitbelongstohisfamily.whatwil lyousaytohim?workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.Step3Task3Speakingtaskonpage46DebateDoyouthinkchinashouldsaveallofitsculturalrelics?DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?T:Afterwatchingsomanypictures,nowdiscusswithyourpar tnersthefollowingquestion:whatisaculturalrelics?Step4Pre-readingT:ok,class,doyouthinktheseculturalrelicsarebeautiful?Ss:yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwil lyoudowithit?S1:Tryourbesttofindit.S2:Protecttheothersinorderthattheywillnotlost.……T:Thanksforyourgoodsuggestions.Ifyoufindaculturalre lic,whatwillyoudowithit?youcanmakeadialoguewithyour partneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.Extendingquestions:Towhomdoculturalrelicsbelong?Step5Languagepoints)survivesurvive:vi.continuetoliveorexist.vt.continuetoliveorexistinspiteofnearlybeingkilledo rdestroyedbysth.vt.Remainaliveaftersb.,liveorexistlongerthane.g:manystrangecustomshavesurvivedfromearliertimes.Herparentsdiedintheaccident,butshesurvived.Fewbuildingssurvivedtheearthquake.Themansurvivedhissisterbythreeyears.2)partofApartofthebookshavearrived.Alegisapartofthebody.HegavemebackonlypartofthemoneyIlenthim.Partofthehousewasburntinthefire.Partofthepassengerswereinjuredintheaccident.*Partofit_________good.*Partofthem_____________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。

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。

【导语】青春是⼀场远⾏，回不去了。

青春是⼀场相逢，忘不掉了。

但青春却留给我们最宝贵的友情。

友情其实很简单，只要那么⼀声简短的问候、⼀句轻轻的谅解、⼀份淡淡的惦记，就⾜矣。

当我们在毕业季痛哭流涕地说出再见之后，请不要让再见成了再也不见。

这篇《⼈教版⾼⼀英语必修⼆《Unit 1 Cultural relice》教案》是⽆忧考⾼⼀频道为你整理的，希望你喜欢！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 Room 5). 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 points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk 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 Mahal 2)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 City Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat and Mogao Caves) Step I: Pre-reading 1).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- brown feel like feel as hard as stone Amber 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 their mind 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: Scanning Ask 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: Skimming Ask 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 reading Let the students read the text carefully and try to find some details to complete the form on PPT 11. Step VI: Role play Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will youintrduce 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.) Homework 1. 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 Design Unit 1 Cultural relics Warming up & pre-reading What is cultural relics? A.a cultural relic is sth. that survived for a long time B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed C. a cultural relic is something rather rare 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 to the 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　in 1. 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. Presentation Look at the photos here. What do you know about the substance of “amber”? What do know about 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 beautiful 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. Reading pre-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 : c h o i c e s a n d T / F / p > p b d s f i d = " 1 9 6 " > 0 0 c o m p e t e b e t w e e n b o y s a n d g i r l s . / p > p bd s f i d = " 1 9 7 " > 0 0 3 r d t i me : / p > p b d sf i d = " 1 9 8 " > 0 0 a n s w e r s o m e q u e s t i o n . A s k s s t o t h i n k o ve r a n d d i s c u s s . / p > p b d sf i d = " 1 9 9 " > 0 0 p u r p o s e : u n d e r s t a n d t h e t e x t b e t t e r a n d a r o u s e S s ' s a w a r e n e s s o f c o m p e t i t i o n . G r a s p t h e m a i n i n f o r m a t i o n . / p > p b d s f i d = " 2 0 0 " > 0 0 D i s c u s s i o n 0 a n d 0 r e p o r t / p > p b d s f i d = " 2 0 1 " > 0 0 T h i n k o v e r o f w h a t w e d i s c u s s i n t h e p a r t o f w a r m i ng u p : I f i n d m y s e l f f a l l i n g i n t o th e di l e m m a . / p > p b d s f i d = " 2 0 2 " > 0 0 y o u d i s c u s s t o g e t h e r , a n d w r i t e d o w n t h e o u t l i n e o f a r e p o r t . / p > p b d s f i d = " 2 0 3 " > 0 0 w o r k i n g r o u p / p > p b d s f i d = " 2 0 4 " > 0 0 C o n s o l i d a t i o n / p > p b d s f i d = " 2 0 5 " > 0 0 f i l l i n t h e b l a n k s ( s u m m a r y ) . / p > p b d s f i d = " 2 0 6 " > 0 0 H o m e w o r k / p > p b d s f i d = " 2 0 7 " > 0 0 m a k e a r e p o r t . / p > p b d s f i d = " 2 0 8 " > 0 0 u s e t h e u s e f u l i n f o r m a t i o n i n t h e p a s s a g e . / p >。

Culturalrelics全单元教案（新人教版高中英语必修2unit1）Cultural relics全单元教案教案（新人教版高中英语必修2 unit 1）Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions: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, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II ha d the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong tothe whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. T eachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。