高一英語(yǔ)教案unit1 cultural relics教案（新人教版必修2）

1、Unit1Culturalrelics教案（新人教版必修2） Analysis of this unit： 本單元以cultural relics為話題，旨在通過單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會(huì)描述它們的起源。發(fā)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語(yǔ)從句，能在英語(yǔ)口語(yǔ)交際過程中判斷別人給出的依據(jù)，并給出自己的觀點(diǎn)，能回信并就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。Teachingaims:Topic Talk about cultural relicsUseful words and expressions:Cultural, survive, remain, state, rare, d

2、ynasty, 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,

3、in return, at war, take apart, think highly of Functional items:I think highly ofI dont agree that BesidesI must say that I agree with you.I must say that I dont agree with you.As far as Im concerned, I thinkAs I see itDont you agree /think thatI cant help thinking thatI would like to sayIn my opini

4、on/viewPersonally, we shouldWell, obviously we shouldThe point is .StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survivedIt is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room,

5、which was given this name becauseLater, Catherine II had the Amber Room outside St Petersburg whereThis was a time when the two countries were at war.The arrangement of the unit： 6 periodsPeriod 1 ReadingTeaching Aims: To talk about the story of Amber Room.Difficult and Important Points: 1. Word stu

6、dy 2. Talk about cultural relics and what should be done with them3. The attributive clauses with that/which/who/where/whenTeaching Aids:1. A recorder2. a projector,3. some slides ProceduresStep 1. Warming up The warming-up exercise raises Ss awareness that there are some well-known cultural relics

7、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 repres

8、ent 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-reading 1. Ss discuss and answer: How would you feel if a cul

9、tural 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-reading 1. Ss read and find the answers to the following questions: 1)Why is it called the Amber Room? 2)What happened

10、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 c

11、an 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 my

12、stery.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-reading 1. Ss discuss and answer: what they can do to protect our cultural relics. 2. Debating Ss divided into two parts and debate.Topic: We should r

13、ebuild Yuan Mingyuan. We should not rebuild Yuan Mingyuan.Step 5.Homework 1. Recite the key sentences in the text. 2. Retell the text.The design of blackboard:Unit1Culturalrelics DebatingTopic: We should rebuild Yuan Mingyuan. We should not rebuild Yuan Mingyuan.Teaching reflection:本節(jié)課為閱讀課-文物，本課的設(shè)計(jì)能

14、充分激發(fā)學(xué)生學(xué)習(xí)的興趣，鼓勵(lì)他們用英語(yǔ)大膽地表達(dá)自己的觀點(diǎn)和看法，并通過分析、討論提高解決問題的能力。在學(xué)生進(jìn)行口語(yǔ)練習(xí)的過程中，教師不要過分關(guān)注語(yǔ)法錯(cuò)誤，而要以鼓勵(lì)為主，從而調(diào)動(dòng)學(xué)生的參與積極性，并增強(qiáng)他們用英語(yǔ)進(jìn)行語(yǔ)言表達(dá)和交際的自信心。Period 2. Language learning and grammarTeaching Aims: To learn how to make judgments and give their opinionsDifficult and Important Points: 1. Word study 2. The attributive clause

15、s with that/which/who/where/whenTeaching Aids:Multimedia computerProceduresStep 1. Revision Ss try to retell the text, using their own words.Step 2. Language points 1. insist that 2. 情態(tài)動(dòng)詞+ have done 3. be made into 4. be at war 5. remain 6. think highly ofStep 3 Discovering useful words and expressi

16、ons 1. 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 clause 1. Ss read the following sentences and try to find the rules. 1)It is

17、 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 becauseAsk the Ss themselves to find the difference between the two sentences. 3. Tell Ss the differences between restrictive attributive clause and non- re

18、strictive attributive clause.Step 5. Practice Ss finish exercises 2 and 3 on page 4.Step 6.Homework 1. 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.The design of blackboard:Uni

19、t1Culturalrelics 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 becauseTeaching reflection :在本節(jié)課，講授語(yǔ)法的時(shí)候，運(yùn)用了觀察法讓學(xué)生親自去通過觀察總結(jié)語(yǔ)法規(guī)則，這樣做不僅加深了學(xué)生的記

20、憶力，同時(shí)也培養(yǎng)了學(xué)生自學(xué)的能力。這種觀察法應(yīng)該借鑒到以后的教學(xué)中去。Period 3. SpeakingTeaching Aims: To master the patterns that can be used to describe cultural relics by listening.Difficult and Important Points: To learn the patterns used to describe cultural relics Teaching Aids:1. A recorder and a tape2. A projector and some sl

21、idesProceduresStep 1. Revision 1. 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-in 1. Ss watch videos about the world cultural relics. 2. Ss find some cultural relics that are in danger and discuss what they w

22、ill do with them.Step 3. Speaking task T: 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

23、, and say they make the capital a special place. Now, lets have a discussion about this in two sides: Do you think China should save all of its cultural relics?Step 4. Writing Ask the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Step 5.

24、 Homework 1. Review the attributive clauses. 2. Remember the sentences that express ones idea.The design of blackboard:Unit1Culturalrelics Find some cultural relics that are in danger and discuss what they will do with them.Teaching reflection：本課通過引導(dǎo)啟發(fā)學(xué)生表達(dá)自己的觀點(diǎn)，并在討論之后，通過寫作整理自己的孤單點(diǎn)。從這點(diǎn)上看，把口語(yǔ)和寫作緊緊結(jié)合在一

25、起。對(duì)同一知識(shí)，通過兩次的記憶，極大地提高了學(xué)生的學(xué)習(xí)效率。Period 4. ReadingTeaching Aims: To read the passage on page 5Difficult and Important Points: To learn to tell facts from opinionsTeaching Aids:1. Tape recorder 2. Analyzing ProceduresStep 1. Pre-reading T: since cultural relics are important and useful, its necessary fo

26、r everyone to protect them. After all, they belong to the whole world. so today, well read a passage that is about a common person who saves the cultural relicsBig 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. S

27、s 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

28、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 writing 1. Ss read the passage on page 5. 2. Play the tape. Ss listen to what three people say they know about the missin

29、g 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 writing 1. Discuss which person gave the vest evidence. Use the following expressio

30、ns: 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 cant be true. I (dont) believe , because. I (dont ) agree that The truth is (not) easy to know. I can be proved. 2. write down a short list of reasons for your c

31、hoice.Step5. HomeworkRewrite the passage on page 5Unit1Culturalrelics 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 cant be true. I (do

32、nt) believe , because. I (dont ) agree that The truth is (not) easy to know. I can be proved.The design of blackboard:Teaching reflection：教學(xué)成功之處是引導(dǎo)學(xué)生一步接一步從閱讀文章表層意思，到探討深層意思，使學(xué)生明白文物重要性及要做好保護(hù)。例如，先帶著問題讀課文，回答問題，接著概括段意，然后分析句子，（這是表層理解），最后總結(jié)全文，通過字面理解使學(xué)生達(dá)成共識(shí)保護(hù)文物，升華到深層理解。引入部分達(dá)到預(yù)期效果，沒有用書本上的例子，而自己準(zhǔn)備了錄音和圖片作為引入，時(shí)

33、間短且能引起學(xué)生興趣及渴望了解更多的求知欲。Period 5. ListeningTeaching Aims: To listen and speak about cultural relics Difficult and Important Points: How to grasp the key words that can help the students to answer questionsTeaching Aids:1. Tape recorder 2. Analyzing ProceduresStep 1. Dictation T: we will have a dictati

34、on 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,

35、 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 Czars Palace in St. Petersburg. 7）. Later, Catherine II had the Amber

36、 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 th

37、e 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 ta

38、sk (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 Peis life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Step4.

39、 HomeworkWrite the main idea of P4The design of blackboard:Unit1Culturalrelics Teaching reflection：本節(jié)課運(yùn)用了聽寫，聽寫作為聽力的一個(gè)基礎(chǔ)步驟，應(yīng)該被教師在教學(xué)中反復(fù)運(yùn)用。聽寫是最好檢驗(yàn)學(xué)生聽力理解的方法，應(yīng)在之后的聽力課堂中應(yīng)用。Period 6. WritingTeaching Aims: To catch details of Big Fengs story To grasp the ways of writing a letter on saving the cultural relic

40、sDifficult and Important Points: How to write a letter on saving the cultural relics.Teaching Aids:1. Leading2.Analyzing ProceduresStep 1. Pre-writing 1. Ask the Ss to read Johanns letter first. 2. Ss choose their writing models.Step 2. While-writing 1. Ss collect their ideas for the letter. Write them down in order. 2. Ss begin to write their letters. 3. Ch