cultural relics教案
Culture Relics教案
Unit 1 Cultural RelicsTeaching goals1). Ability goalsA. 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 goalsHelp the Ss to learn how to give opinions clearly about cultural relics.Teaching important points1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ speaking ability.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.Teaching methods1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Part 1Teaching procedures:Step 1 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. 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?What is a cultural relic?(Ss can find the answer from the Warming up.)Step 2 Speaking taskIf you find a cultural relic, what will you do with it?Step 3 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got them, what will you do with it?Part 2 Reading and comprehendingKnowledge: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.Teaching methods:1.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics just now. Well, we’re going to learn another cultural relic. Look at the pictures on; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.What do y ou 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:What’s main idea of the passage?What happened to the Amber Room?(finish the text)Step 3 language pointsin search of , search for ,search sb/sth in the / one’s search for;state, nation, country;gift; make into; in return; wonder; remove; furniture;Step 4 DiscussionDo you know how amber works?Part 3(Text analyses and language points)Knowledge: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, thinkhighly of;3.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.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.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. 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)Ask S to Check up the phrases you have found in the reading text with your partner. 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。
cultural_relics教案5(高一英语)AUAKMl
Unit 1 Cultural relics 教案1(IN SEARCH OF THE AMBER ROOM <PART 1>) IntroductionIn this period, after the warming up, students will first be guided to discuss and share their views about cultural relics. They will then be helped to read a passage entitled JOURNEY DOWN THE MEKONG. It is a story about Amber Room.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives：⏹To read about cultural relics⏹To learn about The Restrictive and Non-Restrictive Attributive ClauseFocusWords amazing, select, honey, design, decorate, jewel, artist,troop, reception, remove, wooden, doubt, formerExpressions fancy style, belong to, in return, at war, less thanPatterns It was also a treasure decorated with gold and jewels,which took the country’s best artists about ten years tomake.However, the next king of Prussia, Frederick William I, towhom the amber room belonged, decided not to keep it.In return, the Czar sent him a troop of his best soldiers.This was a time when the two countries were at war.In less than two days 100,000 pieces were put insidetwenty-seven wooden boxes.AidsMultimedia facilities, tape-recorder, photos, diagramsProcedureI. Warming up(1) Warming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between theinterests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the 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?II. Pre-reading(1) Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan Ming Yuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?Work in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading(1) Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.(2) Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Read the text again to complete the table, which lists all the numbers in the text.Read the text and learn more about the following proper nouns. You can surf on the website after class:Frederick William ⅠSt.PeterburgPeter the Great KonigsbergCatherine ⅡWinter PalaceSummer PalaceIV. Closing down(1) Closing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.(2) Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Keys for reference:A. I have no idea about the fate of the Amber Room. Because anything can happen toit. Maybe it was destroyed at war in the fighting fire. You see, ambers can be meltedeasily. Maybe it was kept secretly by somebody who had died without telling about itto anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents theculture and a period of history in St. Petersburg. It is a trace and feature survivingfrom a past age and serving to remind people of a lost time.Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Color Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthday。
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural 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。
人教版高中英语Unit 7 Cultural relics 教案2023
人教版高中英语Unit 7 Cultural relics 教案2023Unit 7 Cultural Relics 教案Section 1: Introduction to the UnitIn this unit, we will explore the topic of cultural relics. We will learn about the significance of cultural relics, their preservation, and the role they play in showcasing a country's history and heritage. Through various activities, students will develop their reading, listening, speaking, and writing skills while deepening their understanding of different cultures around the world.Section 2: Learning Objectives1. Understand the definition and importance of cultural relics.2. Learn about different types of cultural relics.3. Analyze the challenges in preserving cultural relics.4. Explore cultural relics from different countries.5. Engage in discussions about cultural preservation and heritage.6. Improve language skills through various reading and listening exercises.Section 3: Warm-up ActivityTo set the stage for learning about cultural relics, students will engage in a group discussion about significant artifacts in their own culture. This willencourage them to think about the importance of preserving cultural heritage and provoke their curiosity about relics from other parts of the world.Section 4: Vocabulary and Language FocusIn this section, students will learn key vocabulary related to cultural relics and practice using them in various contexts. Additionally, they will be introduced to language structures necessary for describing and discussing cultural artifacts. This will enable them to express their ideas effectively during discussions and written assignments.Section 5: Reading and ComprehensionStudents will read a text about the Terracotta Army in China, one of the world's most famous cultural relics. They will answer comprehension questions and engage in a class discussion about the significance of this archaeological discovery. This activity will develop their reading comprehension skills and allow them to analyze the role of cultural relics in preserving a nation's history.Section 6: Listening and SpeakingStudents will listen to a recording of an interview with an archaeologist who discusses the challenges in preserving underwater cultural relics. They will then participate in a role-play activity where they act as archaeologists discussing the importance of protecting cultural relics. This task will enhance their listening comprehension skills and provide an opportunity for them to practice expressing their opinions in English.Section 7: Writing TaskIn this section, students will write a descriptive essay about a cultural relic of their choice. They will conduct research, gather information about its historical and cultural significance, and present their findings in a well-structured essay. This task will encourage students to improve their writing skills and develop their ability to convey information clearly.Section 8: Group PresentationTo further deepen their understanding of cultural relics, students will work in small groups to research and prepare a presentation about a specific cultural relic from another country. They will share their findings, discuss the relic's importance, and engage in a Q&A session with their classmates. This activity will enhance their speaking and presentation skills while broadening their knowledge of different cultures.Section 9: Reflection and AssessmentIn the final section of the lesson, students will reflect on their learning experience throughout the unit. They will discuss what they have gained from studying cultural relics and evaluate their own progress. This self-reflection will enable students to recognize their achievements and set goals for future language development.Conclusion:Through this unit, students will not only improve their language skills but also develop an appreciation for the cultural heritage of different countries. By exploring cultural relics, students will gain a deeper understanding of the importance of preserving and respecting cultural diversity.。
Unit1《Cultural relics》教案7(人教版必修2)
Unit 1 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 withit?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, 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 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 themeanings 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 ora continuous activity. Look at the sentence of exercise 3 and try to express each ofthem 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;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .。
culture relics 教案
Teaching planUnit1 Cultural RelicsI.T eaching aims1.target language 目标语言a .识记词汇relics, amber, Frederick William I, Prussia, Prussian, Peter the ,Czar, Catherine, Leningrad, mysteryb .重点词汇cultural, survive, remain，state, rare, dynasty, vase, belong, gift,ton, stone, once, heat, design, fancy, style, jewel, king, artist,reception, light, wonder,remove, furniture;secretly, wooden,doubt, trial, consider,opinion,evidence, prove,pretend, maid,castle, sailor, treasure，besidesc .重点词组look into, belong to, in search of, in return, at war, take apart,think highly ofd .功能句式Expressions used to give opinionsI 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...Asking for opinionsDo/Don‟t you think that…?Why/Why not …?How do you know that?What do you think?What‟s your idea/opin i on of…?How do you feel about…?What are your reasons for saying that? Would you consider…?Do you have any idea about…?Are you sure that he/she was telling the truth?What do you think of …?What would you say…?Who do you think was…?2. Ability goal 能力目标Enable the students to know the meaning of cultural relics and talk about some details of some famous cultural relics in English and express or support an opinion with suitable expressions.II. T eaching important pointsLet students learn to use the structures of expressing and supporting an opinion.III. T eaching difficult pointsKnow what restrictive attributive clause and non restrictive attributive clause areIV. T eaching aidsBlackboard, chalks, picturesV. T eaching procedures第一课时Step1 warming upShowing the pictures as followingsTelling them 3kinds of cultural relics just as the pictures show : ivory Mouth Buddha, cultural site of He Mudu, building clusters.Step2 Pre-readingRising questions as:1. Do you know what amber is?2. Have you ever seen a piece of amber?Then showing students the pictures making up of amber and give them 5miutes to taking about it.5minutes laterTell them that amber is a hard yellowish brown clear substance. it is often used for jewels and decorative objects.Step3 ReadingGive brief introduction of the persons of Frederick1, Frederick william1, Peter the Great, Catherine2, The Nazi army, The Russians and Germans before they start to read and also ask them to notice the time and the place the story happened , who made the Amber Room? why？When the Amber Room disappeared?What finally happened to the Amber Room?After reading, explain the whole passage in detailsStep4 ComprehendingGive students 8minutes to do the exercise in the comprehending then check the answers.Homework1. Let them talk about the some cultural relics the know best or the ones they want to know about and show their opinions nextclass,2. Let students do the exercises in the Learning about Languageand check it in the next class.第二课时Step5 Learning about LanguagePart1 Check the answer in the Learning about LanguageTell the students the meaning of the phrases and passage inthe exercise. Giving the correct answers and then analyzingthe whole passagePart2 Then asking students to read the meanings of the phrase “belong to”and do the relevant exercises. Then show thestudents the English meanings of the phrases such as“look into”, “in return”.Part3 Ask students to go back to the passage and to find out the attributive clauses and the non-attributive clauses.Then tell them how to distinguish attributive clauses andnon-restrictive clauses and give them some examples toexplain them. SRestrictive attributive clauses give important information to finda popular thing or person from two or more other things orpeople.Non-restrictive attributive clauses give extra information which is interesting or useful but not essential for finding a particular thing or person, there is usually a comma before the non-restrictive attributive clauses.Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters. 2b The policies which were unpopular were rejected by the voters. 3a My niece, whose husband is out of work, will inherit the house, which I have always treasured3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. Anon-restrictive clause simply adds more information into thesentence and does not affect the meaning of the main clause: itis therefore bracketed off with commas (1a = an uncle whohappens to live in London). Conversely, a restrictive clausedefines its referent in the main clause more specifically andcontributes significantly to the meaning of the sentence. Thus itis that particular uncle who lives in London who is referred to(1b). In 2a, all policies were unpopular and all were rejected,whereas in 2b only the policies that were unpopular were rejected.Note that in restrictive clauses the non-human relative pronoun iseither …that‟ or …which‟, whereas for human referents the relativepronoun can be either …who/m‟ or …that‟ (the man t hat/whom Iwill marry.第三课时Step7 Using LanguageReading and listeningPart1 Give them 4mins to read this passage, then ask them to tellme what a fact is and what an opinion is.Part2 Read the passage in the exercise2 and ask several studentsto answer the question. Do you think it is a fact or an opinion andgive reasons.Part3 Fill the table.Ask a student to check the answer.Part4 Pre-listeningRemind students of where and how the Amber Room havedisappeared, advise them to scan the table in the exercise3.Listen to Part A and Part B individually.Discuss in group of two and write down the message.Ask several Ss to report.Check.S peakingAsk students to do the express their opinions with theexpressions in the Speaking1 and give judgments of their usingof English and their oral English.Reading and writingPart1 ask students to read this letter and discuss the questions in the right list.Organize the students into two groups according theiranswers and let them to have a debate.Part2 Write a report using the following guidance ( hand in)Summing up1. Let them talk about the some cultural relics the know best or theones they want to know about and show their opinions nextclass,2. Write down what you have learned about culturalrelics______________________3. From this unit you have also learnedUseful verbs_______________________________Phrasal verbs______________VI Reflection:The lessons went well, but the students‟ too little knowledge about the cultural relics make them a little silence at class.。
Unit1《Cultural relics》教案8(人教版必修2)
The First Period(Warming up, one class)(By PowerPoint)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:Teaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. I’ll present your some pictures. They are all very famous places in China or in the world. Please think these over:A.Can you name them out?B.Who have the right to own and confirm them?(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)Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A.a cultural relic is sth that survive d for a long timeB.a cultural relic may be a part of old thing has remain ed when therest of it had been destroyedC.or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.)(The Sydney Opera; The white House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1.Then can you tell the value of the cultural relic?(Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology of making them…) 2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; d on’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)(By Powerpoint)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive Clause4. Learning the following useful words and phrases:Teaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Empeor and the Terracotta Warriors The Sydney Opera; The white House; The Big Ben; The Amber Room (which we have learnt last period) Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now?(The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.)Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1②3. Detailed ReadingRead the text again and answer the following questions:①.What was given to the Russian people as a great gift by FrederickWilliamⅠ,the King of Prussia?(The Amber Room was given to the Russian people as a great gift byFrederick WilliamⅠ,the King of Prussia )②.Why it is called the Amber Room and how many tons of amberwere used to make the Amber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)③.What did Catherin eⅡ do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World Wa rⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winterpalace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡtime(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa r Ⅱ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step Four: DiscussingClosing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why? Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. Yousee, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.Especially pay attention to the words and phrases underlined.Step Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have beenfound in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the students judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:1.To learn some useful words and expressions2.To learn some useful structures3.To learn the Restrictive and Non—Restrictive Attributive ClauseLearn how to use the Attributive Clause with that/which/who/where/when⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive ClauseTeaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)⑴. Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’answers of the exercises; individual, pair of group work or finish each task.Here are the keys to Ex1:1.rare2.vase3.in return4.in search of5.belong to6.heat7.remain8.gift9.doubt10.r emove⑵. Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to,and try to match themeaning with the given sentences.Step Three: Exercising 2 (Exercise 3 on Page4)Try to complete Exercise 3 on Page4.The preposition at sometimes indicates a state, condition or continuous activity. Look at the sentences of Ex.3 and try to express each of them in another way in teams.After several minutes, having some show their answers.And have the students find other similar structure:(at office, at school; etc)Step Four: Grammar point (the Attributive clause)⑴. Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others.While the other sentences have the Restrictive Attributive Clauses.●非限制性定语从句的用法：1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。
Unit 1 Cultural relics教案
Unit 1 Cultural relics 一．Teaching contains1. Teaching objects: Class 6, Grade 12. Time: 8:00~8:45, Monday, 29th Nov. 2010.3. Teaching scope: 人教版英语必修二, UNIT 1, Cultural relics Warming up, Pre-reading, Reading and Comprehending from Page 5-6二．Teaching aims1. Knowledge goalsa. Enable students to learn the important words and phrasesrare, valuable, survive, vase, dynasty, amaze, select, honey, design, fancy, style, decorate, jewel, artist, belong to, troop, reception, remove, wooden, doubt, former, worth, in search of, in return, at war, less thanb. Enable students to learn the knowledge of cultural relicsc. Enable students to learn the history of the Amber Room2. Ability goalsa. Let students read the text to develop their fast reading skillsb. Enable students to talk about cultural relics3. Moral goalsa. Develop the students’sense of cultural relics’protection byreading this passageb. Develop the students’ sense of teamwork三．Teaching important points1. The definition of cultural relics2. Enable students to learn about the story of the Amber Room3. Enable students to learn the fast reading skills 四．Teaching difficult points1. Write a short passage about cultural relics2. Get the students to learn different fast reading skills and use them correctly五．Teaching methods1. Fast reading and intensive reading2. Team work3. Discussion六．Teaching aidsBlackboard, Chalks, Tape-recorder.七．Teaching procedures and waysStep 1 warming upGood morning, class. Let us begin our new lesson, unit 1, Cultural relics. Please turn to page five.1.Warming up by talking these picturesThere are four pictures on your textbook. They are all very famous objects and buildings in the world. Please think it over then answermy questions:A.Can you name them out?B.Where are they?(Keys for references: Ming Dynasty vase, China; Taj Madal, India; ivory dragon boat, China; Mogao Caves, China)2. Warming up by definingLet the students name out the famous things in the pictures and tell them they are cultural relics. Then explain what cultural relics are.A.Cultural relics are something that survived for a long time.B.Cultural relics may be a part of a country or a people’s culture.C.Cultural relics are something rather rare and valuable.While showing the explanation of cultural relics, teach the new words: survive, rare, and valuable.Step2 Pre-readingAs we know, all the cultural relics are quiet pretty, but some of them were lost and ruined, such as the Summer Palace in China and the Amber Room in Russia. Please guess:A.What kind of things can result in their disappearing?B.Why do they come into being again?C.Is it worth rebuilding lost cultural relics?Keys for references:A.Wars, natural disasters, and time have damaged and destroyedthem, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how. B.People get to know those. If the relics could not be found again,it would be rebuilt by people.C.The cost; whether an object can be faithfully reproduced;whether it helps people better understand the reason why sucha building was destroyed.Step3 ReadingA. Skimming and scanning the general idea of each paragraphB. Listen to the tape recording of the text, please pay attention to each sentence and paragraph, and then working in groups, and discuss how to protect our cultural relics.Step4 ComprehendingNow, listen to the recording again, and do the Ex. 1 and 2.Ex.1: CEBDAFEx.2: 35412Step5 SummaryIn this lesson, we have learned how to read a passage fast and what cultural relics are. Fast reading skills are very useful in your daily life. You must take care of them.Step6 HomeworkCopy the new word and expressionsCopy the passage in the textbook。
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讲课人 张金茹
讲课时间 2017年11月15日
题 目 SB2 Unit 1 Cultural relics
授课班级 高一（三）班
Design concept（设计理念）：
Know some cultural relics in China and abroad. Know the history of the Amber Room through the passage “In search of the Amber Room”. Train students reading ability by different reading skills and improve their learning methods by all kinds of effective Mind Maps. Introduce the present situation of the cultural relics in China and arouse their awareness of protecting the cultural relics. Let students express their opinions by the words and expressions in this class. Let the students know that protecting cultural relics is protecting our history and our country. Teaching Aims(教学目标)： Knowledge Aims(知识目标)： 1. Master the words and expressions related to cultural relics. 2. Know more cultural relics and their history 3. Learn the detailed information about the history of the Amber Room Ability Aims（能力目标）: 1. Improve the students’ reading ability. (skimming, careful reading and summarizing) 2. Train the ability of self-study and group-study through the passage. 3. Express their thoughts by the words and expressions we have learnt. Emotional Aims（情感目标）:
(2) Match the main idea of each part
Para 1 Para 2＆3
The history of the Amber Room The rebuilding of the Amber Room
Para 4
The missing of the Amber Room
Para 5
1.在导学案中的 课前热身中，选 出趣味猜谜比 赛方式引入文 化遗产的话题 （小组任务1）。 2.欣赏中国的世 界文化遗产视 频。 3.展示琥珀的图 片，引入新课 《寻找琥珀屋》 2.阅读 （1）快速阅读 利用略读的方 法找出文章主 旨，以及各个部 分的大意。通过 这部分的练习， 能够培养学生 在快速阅读中 迅速抓住文章 主旨。 （2）仔细阅读 （小组任务2）
1. Let students know what cultural relic is and the cultural relics in China and aboard. 2. Make the students realize the importance and the necessity of protecting cultural relics. Teaching Important points(教学重点)： 1. Know more about cultural relics. 2. Know the detailed history of the Amber Room Teaching Difficult points(教学难点): 1. Train students’ reading ability and their learning methods through the passage. 2. Realize the importance of protecting cultural relics. Teaching Methods(教学方法): 1. Task-based teaching and learning. 2. Ask and answer 3. Discussion Teaching Aids（教学辅助）:
put on a train for Konigsberg. ④ After that, what really happened to the Amber Room remains a
mystery. ( 4 ) Task card 7: Para 5 Rebuilding of the Amber Room
(1) Task card 1: Para 1. The brief introduction of the Amber Room Material Color Birthplace Style Time of
building it (2)Para 2 ＆3 The history of the Amber Room（Task card:2 – 5） ①“How many characters were mentioned in these two paragraphs? Who
让每个小组随 机抽取任务卡， 给学生5分钟时 间仔细阅读文 章后，来完成任 务卡上对应的 文章当中的问 题。通过这部分 的练习，让学生 能够带着问题
are they?
②What did they do to the Amber Room? a. ______________ had the amber room made. It was designed for the ___________ of Frederick I
有目的、有针对 性的去阅读文 章，理解文章细 节。
在仔细阅 读这一部分会 在导学案当中 设置为琥珀屋 的整个历史绘 制思维导图的 任务，在完成任 务卡2-7以后，利 用班级同学中 制作合理的思 维导图来总结 琥珀屋的历史。 鼓励学生向思 维导图做的好 的同学学习，分 享好的分析以 及记忆方法。
（3）Task Card 6:Para 4 The missing of the Amber Room True or False (correct the wrong ones) ① In 1941, the two countries Germany and France were at war. ② The Nazis secretly stole the Amber Room. ③ 10,000 pieces of the room were put inside 7 wooden boxes and then
When
Who
How
Why
(5) Draw the Mind Map (思维导图)of the whole history of the Amber Room below.
Choose the best Mind Maps from the students’ learning guide and display them on the screen to summarize the whole history of Amber Room
visitors.
c _______________ had the Amber Room moved to the palace outside of St Petersburg. She told the artists to add more ___________. In ___________, the room was completed.
b. What happened between Fredrick William I and Peter the Great?
It becomes part of Czar’s ________________ in St Petersburg. The room served as a __________________ for important
Several minutes later, ask the students to express themselves in front of the class.
Homework
Write an essay to introduce a Chinese cultural relic to others. Words:80-100
ห้องสมุดไป่ตู้
Brief introduction to the Amber Room
2. Careful reading (Group Task 1) Read the passage carefully and then discuss the questions on your task
card with your group members
Step 2. Reading 1. Fast reading (1) Skim the passage and find out the main idea of the passage.
It tells us the _________ of the Amber Room, a cultural relic of two countries: ________ and __________.