高中英语《Unit 1 Cultural relics》传统文化与学科整合应用成果(教学设计方案)
2024_2025学年高中英语Unit1Culturalrelics1
Unit 1 Cultural RelicsPeriod 2文本研读课学习目标1.了解琥珀屋的历史和一些国内外的文化遗产学问,增加爱护文化遗产的意识。
2.全面培育学生的阅读实力,重点培育概括段落大意和理解文章主旨大意的实力。
3.理解并娴熟驾驭下列重点句型和结构的用法。
(1)There was a time when...(2)There is no doubt that...(3)could have done(4)have sth.done等。
4.娴熟运用以下句型询问别人的看法和表达自己的看法:(1)I think highly of...(2)I don’t agree that...(3)I must say that I (don’t)agree with you.(4)As far as I’m concerned...自主预习Please look at the pictures.Do you know what they are?Can you describe them in the words we have learned in Unit 1?Then watch a short VCR to get to know something about the Amber Room.思索导引After watching the VCR,do you want to know something in detail about the mysterious Amber Room?What happened to it later on?课堂探究Step 1 Reading1.SkimmingA.Read the text quickly,trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .B.Read the text quickly again,and try to find out the main idea of each paragraph.Para.1:The Amber Room and itsPara graphs2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber Room2.ScanningA.Read through the text and decide whether the following statements are true or false.1.The Amber Room,which was a great work of art,was originally(起初)made to bea gift to the Russian people.( )2.Frederick William Ⅰ gave the Amber Room to Peter the Great.()3.Peter the Great had the Amber Room moved outside St Petersburg.( )4.The Amber Room was one of the wonders of the world,but no one knows where it is.( )5.We don’t know what happened to the Amber Room during World War I.()6.In recent years,a new Amber Room has been made in St Petersburg,and it looks like the old one.( )3.Careful readingA.Read through Para.1 and fill in the blanks.B.Read through Paragraphs 2~3 carefully and then join the correct parts of the sentences together.C.Read through Para.4 and do the following exercises.1.The Russians didn’t hide the Amber Room because .A.they were at warB.the couldn’t find a placeC.the German soldiers arrived too soonD.no train could take it away2.In 1941,o·· was a city in .A.GermanyB.RussiaC.SwedenD.FranceD.Read through Para.5 and fill in the blanks about the rebuilding of the Amber Room.Step 2 Cracking difficult pointsFind the following sentences in the text and translate them into Chinese.1.Frederick WilliamⅠ,the King of Prussia,could never have imagined that his greatest gift to the Russian people would have such a strange history.ter,Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers.3.This was a time when the two countries were at war.4.There is no doubt that the boxes were then put on a train for o··...Step 3 ConsolidationA.Can you draw a chart using places to show the remove of the Amber Room?1.→2.→3.in St Petersburg→4.outside St Petersburg→5.on the Baltic Sea →?B.Finish the following passage according to the text.In fact,the Amber Room was made not to be a 1.,but was 2. for the 3. of Fr ederick Ⅰ.In 4.Frederick WilliamⅠgave the Amber Room to 5. as a gift.In 1770,CatherineⅡhad more details 6. to the Amber room.In 1941,The Nazi German army 7. the Amber Room.After that,what happened to the Amber Room 8. a mystery.In 2003,the 9. of the Amber Room was completed and it looked much like the old one,10. the old photos.Step 4 Post-readingDiscuss:Should we rebuild Yuanmingyuan?Give your own opinions.课后提升ExercisesRead the sentences above and write another one.1.【原句】Freder ick William Ⅰ,the King of Prussia,could never have imagined that his greatest gift to the Russian people would have such an amazing history.[仿照要点]句子结构:主语,+同位语,谓语+宾语从句【仿照】我的母亲,我生命中最重要的人,始终坚信我终有一天会取得胜利。
《高中英语必修二课件——Unit 1 Cultural relics》
文化遗产保护面临着开发利用、自然灾害、非法走私等许多挑战。
文化遗产的争议
是否应将文化遗产归还给原属国？
文化遗产的归还涉及多方利益，引发了许多争议和讨论。
争议案例分析
通过案例研究，深入探讨文化遗产归还的背后利益和文化冲突。
文化遗产博物馆
卢浮宫博物馆
卢浮宫博物馆是法国最重要的博 物馆之一，收藏了丰富多样的古 代与现代艺术品。
大英博物馆
中国国家博物馆
大英博物馆是英国最大的博物馆， 拥有世界上最丰富的人类文化和 历史艺术藏品。
中国国家博物馆是中国最大的综 合性博物馆，陈列着丰富的中国 历史文化艺术珍品。
相关词汇与表达
文化遗产 保护 博物馆
heritage preservation museum
讨论与思考
1 讨论问题
- 你认为文化遗产的保护有何重要性？ - 你是否同意将文化遗产归还给原属国？
高中英语必修二课件—— Unit 1 Cultural relics
本课件将带您了解《高中英语必修二》第一单元文化遗产的相关内容，并探 讨文化遗产的定义、重要性，以及世界各地著名的文化遗产，中国的文化遗 产，文化遗产的保护与争议，以及文化遗产博物馆等话题。
什么是文化遗产？
1 文化遗产的定义
文化遗产是指具有历史、艺术、科学、宗教、民俗等方面意义，具有珍贵和独特价值的 物质和非物质遗产。
兵马俑是中国古代秦始皇陵 的陪葬品，被誉为世界第八 大奇迹。
莫高窟
莫高窟是世界上保存最完整、 最丰富的佛教艺术宝库之一， 也是中国古代艺术的瑰宝。
故宫
故宫是中国明、清两代的皇 家宫殿，是世界上规模最大、 保存最完整的木质古建筑群 之一。
北京人遗址
人教版高一英语必修二《Unit1Culturalrelics》说课稿
人教版高一英语必修二《Unit1Culturalrelics》说课稿引言本说课稿是针对人教版高一英语必修二教材中的第一单元《Cultural Relics》而准备的。
本单元主要围绕文化遗产这一话题展开，通过学习文化遗产的定义、保护以及文化遗产与社会发展的关系，培养学生对各种文化遗产的尊重和理解。
本单元重点在于听说能力的培养，通过课堂活动和讨论，鼓励学生积极参与，提高他们的听力和口语表达能力。
教学目标•知识目标：–了解文化遗产的定义和分类。
–掌握描述文化遗产的相关词汇和表达方式。
–理解文化遗产的重要性和保护的必要性。
•能力目标：–提高学生的听力和口语表达能力，培养他们在交流中运用所学知识的能力。
–培养学生的合作意识和团队合作能力。
•情感目标：–培养学生对各种文化遗产的尊重和理解。
–培养学生的文化意识和历史意识。
教学重点•文化遗产的定义和分类。
•文化遗产的重要性和保护的必要性。
教学难点•如何让学生了解和感受到文化遗产的重要性。
•如何提高学生的口语表达能力，使其能够用英语描述文化遗产。
教学准备•教材《高中英语必修二》(人教版)•课件软件及相关教学载体•范例文化遗产图片和文物复制品教学过程导入新课1.利用范例文化遗产图片和文物复制品引导学生思考以下问题：–你能叫出一些中国的文化遗产吗？–这些文化遗产在你心中有何意义？–为什么文化遗产需要保护？2.引导学生讨论以上问题，收集他们的观点，并引出本单元的话题：Cultural Relics。
学习新课1. 课前预习让学生通过预习课文和课后练习，了解文化遗产的定义和分类，并准备相关讨论问题。
2. 分组讨论将学生分成小组，让他们在小组内根据预习内容讨论以下问题，并提出自己的见解：•什么是文化遗产？文化遗产可以分为哪几种类型？•文化遗产在我们的生活中有何重要性？•文化遗产需要怎样的保护？3. 听力训练播放录音材料，让学生根据听到的内容回答相关问题，通过听力训练加深学生对文化遗产的理解。
高考英语一轮复习 Unit 1 Cultural relics话题(含解析)新人教版必修2
Unit 1 Cultural relics（一）Cultural relicsCultural relics have begun to be a hot topic in China today as the balance between developing the nation and retaining traditionalculture must be found. This can be seen in thepublic’s desire to rebuild places of interest. Thiscan be seen intensively in Beijing as traditionalcourtyards are removed to make way for large，modernbuildings. As people gain more money and are able tomove around freely in China，they want to preserve therelics of their cultural past. People now wish to preserve traditional architecture like old city walls instead of knocking them down. Some even wish to rebuild those that have been torn down. The Chinese people are renewing their interests in the folk arts and are dedicating new culture exhibitions in order to educate people on their grand heritage. This is not just a domestic idea. Chinese culture is also spreading abroad as people express an interest in China. Chinese studies abroad have increased a great deal as China becomes more of a growing economic and international player. The interest in Chinese relics abroad is also high because foreigners are coming to appreciate Chinese culture.文化遗产已经开始成为当今中国的热门话题，因为必须在国家发展和传统文化保存间找到平衡。
高中英语：Unit1《Cultural relics》教案-using language 新人教版必
Unit 2 The Olympic Gamesusing language---教案Teaching Aims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and plete the True or False guestions after the text on page14.2. Reading and Telling True of FalseRead the text and finish exercise 1 on page14.1. She practiced running to pete in the Olympic Games. ( F )2. At first Hippomenes understood why men ran against Atlanta. ( F )3. Atlanta was not sure she could win. ( F )4. She was so angry about the fact that she could not run in the Olympics. ( T )5. She made as many men as she could share her pain. ( T )6. Her father did not understand her wish to pete in the Olympics. ( T )7.He did not refuse her wish to choose her husband in a race. ( T )3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the statements carefully and imagine what is the listening about.When doing it , you must make clear the order of them.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s fa ther. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.。
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章，获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。
2.问题引导法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。
2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。
2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。
（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。
高中英语必修二《Unit 1 Cultural Relics》全英文说课稿
《Unit 1 Cultural Relics》说课稿Cultural RelicsⅠ. Brief introduction of the textTeaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）Text analyze ：The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.Ⅱ.Teaching material1. OutlineThe characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such asenvironment protection, animalsprotection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.Requirement：Students could communicate with each other on define of cultural relics and its protection.2. Teaching Aims:（1）. Target languageCultural relics, survive, remain, state, rare, vase, look into, belong to (四会)Introduction, trace, features, in danger(三会)（2）. Ability goalsAsk the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of culturalrelics.（3）. Sensibility goalsProtection of cultural relics, environment protection, and strengthen students’ sense ofresponsibility.（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.3. Teaching focus:Teaching focal points:Cultural relics, survive, state, rare, vase, look into, belong to，remainTeaching difficult points：Listening & speakingTeaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。
高中英语Unit1Culturalrelics单元小结教案(含解析)新人教版必修2
Unit 1 Cultural relicsA Brave MaidA wooden vase from the Ming Dynasty at the entrance of the reception hall amazed everyone. The artists designed it in a rare style and selected valuable jewels to decorate it. People thought highly of its fancy color of honey and the beautiful paintings on it.The vase used to belong to a former castle.But when the country was at war, the enemy troops exploded the castle. So debates on how the vase survived went on and on. In order to remove people's doubt, a team of no less than 20 people carried out an informal investigation.The evidence they found showed that a maid took the vase apart and asked a sailor to sink it in a local well. She never gave away the secret even under the cruel trial of the enemies who were in search of treasures.It is worth giving this brave maid a fortune in return.英勇的女仆招待大厅进口处的明朝木制花瓶使每一个人都诧异不已。
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通过探究性和合作性的学习方式将语法渗透在课堂教学中，并且创设情境， 让学生在小组合作学习中发现语法规则，巩固规则，运用规则，让学生在学习 过程中发展自己的探究能力、创新精神和合作精神。
课题名称：高一必修 2 英语 Unit 1 Cultural relics
姓名：
工作单位：
学科年级： 英语高一
教材版本：
人教版
一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习 内容的重要性）
本课源自人教版英语必修二第一单元，以通过探究性学习方式将语法渗透 在课堂教学中，并且让学生在训练中发现语法规则，巩固规则，运用规则，让 学生在学习过程中发展自己的探究能力、创新精神和合作精神。
规律旨在培养
2.
请学生观察 PPT 中
他们善于发现
的两个句子，由教师引导
并总结规律的
学生得出结论：关系代词
良好学习习惯。
做宾语时在限制性定语
从句中可以省略，在非限
制性定语从句中不能省
略。
六、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师
和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对
四、教学过程（设计本课的学习环节，明确各环节的子目标，画出流程图）
通过不同的练习使学生熟悉限制性定语从句和非限制性定语从句的形式和
用法。通过教师辅导的方式让学生在真实语境中运用定语从句，同时也可以增
进同学之间的相互了解。
流程： 热身→复习→比较→查找、判断和总结
五、教学策略选择传统文化融合的设计（针对学习流程的设计的计了一个小组活动，每人说一个定语从句的句子。然后以小组为单位， 向全班推举一句本小组认为是比较有趣的句子。
七、教学板书（本节课的教学学板书）
1. 主句？ 从句？有没有规律？ 2. 先行词 3. 限制性定语从句 VS 非限制性定语从句
判断
悉限定性定语
文章中所有含有定语从 4.
总结
从句和非限定
句的句子及其所修饰的
性定语从句的
词或句请学生两人一组
意义、形式和用
讨论判断哪些句子是限
法。同时也能加
制性定语从句，哪些是非
深学生对课文
限制性定语从句，并说明
的理解；引导学
原因、体会其用法。然后
生总结关系代
教师请几组学生说出讨
词作宾语时的
论的结果。
设计教与学的方式的变革，配置学习资源和数字化工具，设计传统文化融合点）
教师活动
预设学生活动
设计意图
Step 1.热身
培养学生互
教师可以将其写在黑板或
相帮助解决问
呈现在 PPT 上，标出定语从 句，提问学生，看他们是否
讨论，互相帮助解决问题，
题，教师辅佐的 做法旨在培养
了解这一语法形式，从而引
学生自主学习
讨、自主学习的 能力；通过教师 的帮助，使学生 进一步明确限 制性定语从句
和非限制性定
语从句在形式
和用法上的区
别。
Step 4.查找、判断和总结
请学生在阅读
1.
请学生重新阅读学
课文中找出定
生用书 pp.1-2 的课文， 1.
阅读
语从句旨在使
通过查找关系代词和关 2.
查找
他们进一步熟
系副词，快速找到并划出 3.
作业四：传统文化与学科整合应用成果（教学设计方案） 作业题目： 通过课堂观察和研修学习，剖析优秀教师整合传统文件与学科教学的解决方 法，完成一篇“优秀传统文化与学科整合教学设计”方案（含课件），并作为终 结性成果以作业形式提交。 1.作业要求： （1）教学设计方案请参照模板要求填写；要体现优秀传统文化与学科整合； （2）作品必须原创，做真实的自己，如出现雷同，视为无效； 2.成果模板 （1）教学设计方案模板 教学设计方案
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学 习方法的掌握情况，如何设计预习）
学生在初中时已经接触过定语从句的相关知识，从情感上不会感到陌生和 害怕。通过平时对学生的课堂观察与了解，此班级学生的基础知识比较好，大 部分学生喜欢表达自己的观点，接受能力较强，但是一部分学生相对接受能力 稍弱。
因。如果某题出现问题较多， 下限制性定语从句的基本用 法，为过渡到本
则由教师统一讲解。然后回 法。
单元的语法学
顾一下限制性定语从句的基
习作好准备。
本用法。
通过小组
观察和讨论锻
炼学生共同探
Step 3. 比较 请学生六人一组仔细观
察下面两组句子并找出每组 句子间的区别。
说出讨论的结果，然后对学生 的总结进行整理，引导学生完 成下面的表格，归纳出限定性 定语从句和非限定性定义从句 的区别。
出定语从句。
的习惯。
Step 2.复习
1.
要求学生在限定时 1.在限定时间内独立完成以下 通过练习让
间内独立完成以下练习。 练习。
学生复习已学
2. 教师任选几个学生分别 2. 讨论并相互纠正，共同学 过的限定性定
说出自己的答案，如有错误， 习。
语从句的构成
再请其他学生纠正并说明原 3. 在教师的引领下，回顾一 形式和基本用