高中英语Unit1Culturalrelicswarmingupandspeaking教学设计新人教版必修2

( ) 2 Catherine II didn’t like everything about the Amber Room when she first saw it. ( ) 3 The Amber Room was taken to Königsberg and hidden there in 1941. ( ) 4 The Russians didn’t care about the Amber Room.
( ) 5 The Russians don’t think the Amber Room will ever be found.
The Amber Room
Time spent Material Purpose A t____ eam of artists spent t____ en years making it.
C
D
the Germen soldiers arrived too soon
no train could take it away
If you are “sure” it is true, mark “S”, if you are “not sure”, mark “NS”.
(

) 1 The Amber Room was not easy to make.
as a gift to Russia was _____ A Frederick I C Peter the Great B Frederick William I D Catherine II
2.The King of Prussia gave the Amber Room to Russia because_____
results

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 people of 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 dont know．t: would you want to keep it?s1: of course not．it doesnt belong to me．t: then why dont you go to your community council?s1: im 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: thats 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 exer cise i in the part “learning aboutlanguage”.2. ask the ss to look for more cultural relics. the students can go to the libraryor use 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. tra in 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 searchof the 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 exer cise 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, 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 storyof amber roomteaching important points:1. train the students’ abilit y 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. teachin g 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 inprussia-- frederick william i--- sent it to peter the great (russian)-- winter palace czar--- catherine ii move outside st petersburg-- the war between(rg) nazi german secretly stole--sent to konigsberg (g)—mystery--- now rebuilt step 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 popular in 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。

Frederick Ⅰ at first. The country’s best ______ spent artists
______. It was given to Peter _____________ the Great after jewels
Frederick William I
palace in St Soon it became part of the Czar’s winter ______ ______ moved to a palace outside St Petersburg. The Amber ______ wonders of the world. In Room was one of the great ________ 1941 it was stolen by the _____. _____, Nazis Now a new Amber
2. Do they have something in common? famous a long history tell us stories about the past symbols of their countries and cultures cultural relics 3. What is a cultural relic? A cultural relic is any object, building or item that was made sometime in the past. It may be many thousands of years old or it may be a few hundred. It may or may not be valuable or rare, but 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.

1、Do cultural relics only refer to buildings? 2、Can you give some other examples?
Paintings, works of art, articles of daily use ect.
The Mona Lisa being damaged.
Yours,
……..
Unit1 warming-up,listening and speaking课件(人教版必修二)
Unit 1
Warming- up,Listening and Speaking
1.a long history 2.the symbol(标志) of
China and its culture ed for protecting our country 4.A man who has never been there is not a true man.
2、Is the reconstruction(重建） successful?
Recently, it is reported that the Hengdian Group in Zhejiang province will invest(投 资） 20 billion yuan to rebuild Yuan Ming
The Leaning Tower of Pisa
the Statue of Liberty
Do they have something in common?
What is a cultural relic ?
A cultural relic is something that…………..
Thinking