17-18版 第1部分 必修2 Unit 1 Cultural relics

Unit 1 Cultural relics备课素材I. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.2. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文化遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。

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;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．Teaching methods教学方法1). Watch some videos about the cultural relics. (Individuals)2). Have a discussion. (group work)Teaching procedures and ways教学过程与方式The first & second period(Vocabulary, Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step 1 New words teachingStep 2 Warming-upT: When talking about cultural relics, what comes to your mind?S1: The Great Wall.S2: The Pyramids in Egypt.S3: …T: Well done.Teacher asks the Ss to look at the three groups of pictures and discuss these questions.1. Do you know these places?2. If you know, what do you know about the places?3. Which one would you like to visit? Why?I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.All these are cultural relics.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. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him?Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.Step 3 Task 3 Speaking task on page 46Debate Do you think China should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?T: After watching so many pictures, now discuss with your partners the following question:What is a cultural relics?(Ss can find the answer from the Warming up.)Step 4 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it?Extending questions:To whom do cultural relics belong?Step 5 Language points1) survivevi. 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.2) remainMuch work remained to be done.I’ll remain to see the end of the game.He remained silent after class.The door remained closed.3) the rest of ……的其余部分a. The rest of the book ___is______ not very interesting.b. The rest of the group ___are_____ in the classroom.4) imagine + n./ doing/ sb doing sth/ that- clauseCan you imagine life without electricity?I could hardly imagine living in that kind of place.I can’t imagine her marrying him.Can you imagine how worried I was then?I imagine that I have met you somewhere before.5) insist + n/ that …(should) do /that…insist on doing sth.a. He insisted that the money __________________(return) to him at once.b. He insisted that he ______________ (not steal)the money.c. I insisted on his __________ (go)there right away.Homework1. Preview the reading2. Do the comprehending exercises3. Write down the Main idea of each paragraphThe Third Period (Reading and comprehending) Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points:1 .The new words and expressions;2. Learn some detailed information about the Amber Room;3. Train the students’ ability to cooperate with others;Teaching difficult points: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.5.Train the students’ ability to grasp key information while reading.Teaching methods:Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called? Ss: The Amber Room.T: Yes, It’s called the Amber Room.What do you know about the cultural relic” the Amber Room?T shows the Ss some pictures of “the Amber Room”Step 2 Fast reading:T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions:It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.T:Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)Read the text quickly, trying to get the main idea each paragraph. Do ex. 2 on page 2. Step 3 Careful reading: Read the text and answer the following questions:1. What could the King of Prussia never think of his present to the Russian?He could never think of his present would have such a strange history.2. Why was the gift given the name the Amber Room?Because about seven thousand tons of amber were melt to make it.3. Is the Amber Room pure amber made with?No. It’s also made with gold and jewels.4. Was the Amber Room specially made to be a gift? No, it wasn’t.5. What was the Amber Room made for? For the palace of Frederick I.6. What did the Czar give the King of Prussia in return? A troop of his best soldiers.7. Where was the Amber Room first placed?In the Czar’s winter palace in St Petersburg.8. What did Catherine II do to the Amber Room?She had her artists add more details to its design.9. Is the Amber Room still in Russia? No, it isn’t.10. Where is it now? No one knows. It remains a mystery.11. What happened to the Amber Room? It was stolen by the Nazis and is missing now.12. What were saved from the Amber Room? The furniture and small art objects. Step 4 ComprehendingDo the comprehending exercises.Detailed information (Do ex. 1&2 on page 2)Step 5 Post-readingDiscuss the following topic in groups, and then show your opinions:Do you think it is meaningful to rebuild the new Amber Room? Why?Play the tape for the students to listen and follow in order to let them know how to read the text.Step 6 Homework1.Read the text several times and try to find out the phrases and key points2.Do exercises on Page3 &4.3.Do exercise 1 on Page 42 (Ss’ Book)The Fourth Period (Text analyses and language points) Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1. Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3. Know the importance of protecting the cultural relics by learning the story of amberroomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history; could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language pointsDifficult sentences:1. The design for the room was in the fancy style popularin those days. (在句中做表语)（定语后置）2. 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.(同位语从句).Language points:1. 情态动词+ have done 表示对过去发生的事情的推测、批评、反悔等意。

高一英语Unit1 Cultural RelicsThe first period (Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the 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.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of features surviving from a past age and serving to remind peopleof them. They represent the culture of a place and some periods of history. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.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.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the library oruse the Internet to search for information.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Second Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points: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.Teaching difficult points: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.5.Train the students’ ability to grasp key information while listening.Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Search o fthe Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, thinkhighly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, atthat times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story ofamber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer:Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language points1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.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.(同位语从句)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Translate the sentences on Page 43 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v (T)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state,condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________.。

Unit 1 Culture relics 单元语言点目标认知重点词汇rare, valuable, survive, doubt, remove, amazing, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of, in search of重点句型1. could have done2. Nor do I think...知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的；稀薄的It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。

The air is rare at high altitudes. 高处空气稀薄。

【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。

occasional 指偶然、间或发生的事，侧重无规律可循。

uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。

scare指暂时不易发现、不存在或数量不足，供不应求的东西。

rare指难得发生的事或难遇见的人或事，侧重特殊性。

valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的（=of great value）valuable experience 宝贵的经验valuable jewelry 贵重的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。