人教版高一英语必修二Unit1 cultural relics reading教学课件
高一英语Unit1 Cultural Relics教案 人教版 必修2
亿库教育网
亿库教育网 高一英语Unit1 Cultural Relics教案
The first period (Warming up and Pre-reading)
Teaching goals:
1. Target language
Cultural, survive, remain, state, rare, dynasty, vase, belong to
2. Learning ability goals
Help the students learn how to talk about cultural relics and have the sense
of protecting cultural relics.
Teaching important points
Talk 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-up
T 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.
高一英语必修2unit1 Cultural Relics优质教案
——最专业的中小学教学资源共享平台
新课标教学网（） 精品资料 第1页 共8页 Period 1 of Unit 1 Cultural Relics
------Warming up & Listing words and expressions
Teaching objectives:
1. Through talking about the topic Cultural Relics, help Ss interprete the name and try to use
something or some sentences to interprete it.
2. Through talking about the pictures and filling the missing words, lead Ss to use some new
words to explain them some cultural relics
3. With the help of the example in Ex 2 (P 43), Ss learn to say and know more about the relics.
Importance:
Use some key words to interprete Cultural Relics;
Say at least two sentences about the cultural relics in WB.
Difficulty:
Use proper words to filling the blanks in Ex1, Page 42.
Procedures:
Steps Teachers’ activities Students’ activities Purpose
1
Talking
7’ Today’s topic is Cultural
人教版英语高一必修二Unit1 Cultural Relics warming up and rea
人教版英语高一必修二Unit1 Cultural Relics warming up and reading教案设计
1 / 6 Book 2 Unit 1 Cultural Relics
Reading: In Search of The Amber Room (教学设计)
教学内容 人教版高一英语必修二第一单元第三课时第一篇阅读课文
教学课型 阅读课
学情分析
教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。学生已经完成了高中英语第一个模块的学习，渐渐熟悉了高中英语教材，也渐渐习惯了老师的教法。通过任务型课堂活动和学习，学生的学习自主性有所加强。 高一4班为普通班，学生英语基础很一般，而且学生间的英语水平参差不齐。因此在教学过程中，我布置的任务要兼顾各个层次的学生，使每个学生都能有或多或少的收获。
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，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点。
这一课是本单元第三个课时。前两课时学习了本单元的词汇、Warming-up 和 Pre-reading部分，为课文的学习做了一定的铺垫。本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。
教学目标
语言知识目标： 通过阅读本文和老师的指导提示，能正确地理解本文内容。通过在学案习题中填写字词，掌握本单元的词汇和语言要点。
语言技能目标： 通过概念图，培养学生的发散性思维，提高他们梳理文章思路的能力。通过限时完成所给任务，利用略读、查读等阅读技巧，提高学生快速获取信息的能力。学会用英语描述文化遗产的历史。 人教版英语高一必修二Unit1 Cultural Relics warming up and reading教案设计
人教版高中英语必修2Unit 1Cultural relicsVocabulary 学案
沧州市颐和中学导学案
学科 高中英语 高一 作者 高一年级组
课题 Unit1 vocabulary 课型 新授
【学习目标】
1. survive vi vt. survival n._________survivor n.________
1) survive on sth. =live on sth. _________
2)survive sb. (by ...) ______________
3)翻译: Of the six people injured in the crash, only two survived.
She survived her husband by ten years.
4)The old couple 从战争中幸存下来）.
5)His only chance of （生存） was a heart transplant.
6)In the terrible accident, there were no （幸存者）.
2. select vt. 挑选；选择
易混辨析select/choose/elect均含有“选译”之意
①She a diamond ring from the collection.
②We our monitor by a show of hands.
③She the red sweater rather than the pink one.
3. design n. 设计；图案；构思vt. 设计；计划；构思 (翻译短语和句子)
1) by design=on purpose_________
2) be designed to do ... _______ em.The experiment is designed to test the new drug.
高一英语必修2 Unit1 Cultural relics导学案
高一英语必修2 Unit 1 Cultural relics 1 Period 1 Warming up
Learning aim
To prepare for the topic -cultural relics by discussing
Before class (课前自主学习)
Important words 重点单词
1.___________(adj.)文化的 2.___________ (adj.)稀罕的;稀有的
3.___________(v.)幸免于;幸存;生还 4.___________(adj.)贵重的;有价值的
5.___________ (n.)花瓶;瓶 6.___________ (n.)朝代;王朝
7.___________ (n.)琥珀;琥珀色 8. __________ (n.)遗物;遗迹
Important phrases 重点短语
1.cultural_______文物 2._____a long time 很长时间
3. Ming__________ 明朝 4. Mogao ________ 莫高窟
Difficult sentences 难句突破
1. Does a cultural relic always have to be rare and valuable?
翻译：_________________________________________________________
2. Is it enough to have survived for a long time?
翻译：_________________________________________________________
In class（合作探究、精讲释疑）
人教版高中英语必修二Unit 1 Cultural relics
高中英语学习材料
（灿若寒星*制作整理）
Unit 1 Cultural relics
Ⅰ. 听录音，根据所听内容选择正确答案
听第1～4段对话，分别完成第1～4题
1. Where are they?
A. At the post office. B. At the bookstore. C. At the bank.
2. How long does it take Harry to drive from his home to the university during the rush hour?
A. 35 minutes. B. 45 minutes. C. 15 minutes.
3. Where did the man see the book a little while ago?
A. On the desk. B. Under the chair. C. On the shelf.
4. Who is Mr Smith?
A. The woman’s boss. B. The man’s boss. C. The woman’s friend.
听第5段材料，完成第5～7题
5. Which word did the writer use to describe Abu Simbel?
A. Wonderful. B. Exciting. C. Amazing.
6. Which of the following is not mentioned in the passage?
A. The Aswan High Dam was built to produce more electricity.
B. Thousands of people had to move to new places.
人教版高中英语必修二 Unit1 Cultural relics
高中英语学习材料
madeofjingetieji
必修2 Unit1 Cultural relics
I 单元基础知识
一 核心单词
1．________ vi.下沉；沉没
2．________ vi.属于
3．________ adj.木制的
4．________ n．& vt.设计；构思
5．________ adj.非正式的
6．________ n．& vt.怀疑
7．________ vt.移动；搬开
8．________ n．& vt.争论；争辩；辩论
9．________ n．入口
10．________ adj.稀有的；稀罕的
11．________ adj.值得的 n．价值
12．________ vi.爆炸
13．________ vt.挑选；选择
14．________ n．证据；根据
15．________ adj.文化的
16．________ vi.幸免；幸存；生还
17．________ adj.奇特的；异样的 vt.想象；设想；爱好
18．________ vt.装饰；装修
19．________ vt.使吃惊；惊讶
20．________ adj.以前的；从前的；前者的
二.高频短语
1．寻找(介词短语)________
2．属于 ________
3．作为报答/回报 ________
4．处于交战状态 ________
5．少于 ________
6．拆开 ________
7．看重；高度评价 ________
8．对……感到惊讶 ________
9．从……中挑选…… ________
10．装饰着…… ________
11．值得做 ________
12．为……设计 ________ 13．一群；一队 ________
14．充当；用作 ________
15．给……增加细节 ________
16．被认为是 ________
17．放进里面 ________
高一英语人教版必修2(Unit1Culturalrelics1.WarmingupandReading)
1
人教版·必修2 Unit 1 Cultural relics 1. Warming up and Reading
一、单词拼写
结合语境，根据汉语或首字母提示用单词的适当形式填空。
1. “If I lose my job, I cannot ________ (生存),”he explains.
2. How would your ________ (先前的) friends describe you?
3. Add a bit ________(蜂蜜) in your milk or tea.
4. When his mother heard of this, she dropped the ________(花瓶) on the floor.
5. He ________ (设计) us a beautiful house.
6. There is no d________ that computer games have a bad influence on students’ study.
7. The house was empty and easy to d________.
8. The building is built in a modern s________.
9. I s________ a Christmas present for my son when I was at the shop.
10. When I came in，he was r________ a stamp from an envelope carefully.
二、用所给词的适当形式填空。
1．He ____________ (select) to play for England.
2．Those who will attend the meeting fill in the form on the ________ (receive) desk.
【人教版】高中英语必修二：Unit 1 Cultural relics 教案
1 Unit 1 Cultural relics
I. 单元教学目标
★Talk about cultural relics and cultural relics protection.
★Learn to ask for opinions and give advice.
★Review attributive clauses, including restrictive and non-restrictive attributive
clauses.
★Read about the Amber Room.
★Write a report of debate.
II. 目标语言
功
能
句
式 Asking for opinions
Do/don’t you think that…?
Would you consider…?
Why/Why not…?
Do you have any idea about…?
How do you know that?
Are you sure that he/she was telling the truth?
What do you think?
What do you think of…?
What’s your idea/opinion of…?
What would you say…?
How do you feel about…?
Who do you think was…?
What are your reasons for saying that?
Giving opinions
I think/don’t think that….
Sorry, I don’t agree with you. In my opinion….
It can be proved.
人教版高中英语必修2 Unit 1 Cultural Relics
人教版高中英语必修2 Unit 1 Cultural Relics
Step 1 Pre—reading
我用powerpoint分别展示三幅图片以及播放有关的三段介绍录音，并不需要学生详细记录细节，因为不是听力课，只是了解图片是什么地方，位于哪个国家等。
（look at three pictures and listen to three tourist guide describe each of them. ）
1、3 为学生所熟悉的
1.The Pyramids in Egypt
2.Machu Picchu in Peru
3.The Great Wall of China
然后问问题：
what do you think of them?
（They represent the culture of their countries ,so they are called______）
引导学生讲出cultural relics这个词组
接着分别说出cultural relics的定义（学生个人观点）
（引入部分使学生对本节课的话题有所了解，而且很有兴趣了解其它文物）
Step 2 While-reading
使学生了解Amber Room形成、发展, 经历了几个阶段
1、让学生解释文章的title--In Search of the Amber Room （Maybe it’s lost）
2、为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，新旧琥珀屋对照、外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止，并学会分辨新旧。
3、先给出一系列问题，让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在人名、地名上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。
4、要求学生回答问题（大部分学生能找到答案）