高中英语_必修二第一单元Cultural relics 阅读教学设计学情分析教材分析课后反思
Book 2 Unit1 Cultural relics教学设计1.教材分析：本单元话题为”文化遗产”。
内容涉及文化遗产的含义、特点、种类、归属及如何更好地保护文化遗产等话题。
整个单元的语言知识和语言技能学习都是围绕这一主题设计和展开的。
本篇课文是本单元的主课文，这部分课文介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。
通过真实有趣的内容，不仅让学生在阅读过程中学习相关的语言知识，提高阅读技能，还能帮助学生增加了对琥珀屋作为文化遗产的历史知识的认识。
2. 教学重点：从全篇角度梳理文章结构，提取、理解并整合文章信息，完成对琥珀屋本身以及它背后历史事件的总结。
3. 教学难点：通过了解琥珀屋的历史，了解世界文化遗产，特别是中华民族的文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
4.教学过程：Step 1 Warming-upT: What is a cultural relic ?Ss: Cultural relic is something...Step 2Pre-reading（1）Lead-inT: What comes to your mind when we refer to cultural relics?(这相当于一个头脑风暴的环节，让学生在短时间内尽可能多的说出他们知道的文化遗产) How about the Amber Room ? How much do you know about it?（引起学生的求知欲）I will show you a video clip about the Amber Room.（在阅读之前给学生提供与琥珀屋相关的背景知识，有助于后面的阅读）Do you want to know more about the Amber Room ? Let’s come to the passage In Search of the Amber Room .（2）PredictionT：What do you expect to know in the text? (让学生对文章内容进行预测，培养学生预测阅读内容的能力。
）Step 3 Fast Reading1.Go through the text as quickly as possible to find out the main idea of each paragraph.（训练学生的快速阅读及归纳大意的能力，并让学生回扣读前所做的预测，看哪些内容与之前的预测相重合，了解此类文章的结构安排。
）2.Skim the passage and answer questions.(这两个问题的设置可以帮助学生从整体上弄清楚人物关系)Step4 Careful ReadingTask1 Read para.1 carefully and fill in the form.(通过填表格使学生获得关于琥珀屋的细节信息)Task 2 Read para.2 carefully and finish the second exercise.(T/F) (使学生知道琥珀屋是如何被当做礼物送出去的)Task 3 Read para. 3 carefully and answer questions.(使学生通过细读获取琥珀屋在Catherine 手中增添了哪些细节。
)Task 4 Read para.4&5 carefully and choose the best answer.(使学生了解琥珀屋的消失和重建的细节信息)Step 5 Deep ReadingRead the passage for the last time and try to conclude the clue of the story.（通过最后一遍文章的阅读让学生通过简单的思维导图，来把文章信息内化）Step 6 SummaryComplete the short passage by using proper words.（训练学生整合文本内容并进行总结归纳的能力，理清文章的写作脉路)Step7 Post readingT: The Amber Room disappeared in 1941.However, it was on 4/15/ 2019 that the Notre Dame de Paris was on fire.We must try our best to protect the cultural relics around us.Luckily,our country has developed a department to protect the cultural relics.(通过把消失的琥珀屋和最近遭受火灾的巴黎圣母院结合在一起，来引起学生关于文化遗产保护的深思)T:Do you know what it is?T: What’s the date of China Cultural Heritage?（让学生知道我们国家在文化遗产保护方面正做着努力，并专门成立了相关部门，从而引起学生的民族自豪感）T:The China Cultural Heritage Day in 2019 is coming. Can you write the theme in 2019 by yourself ? （通过学生自己写2019年中国文化遗产节的主题让学生切实的加入到文化遗产保护中去）板书设计：略。
作业设计：1.Retell the short passage.2.Write a story of a Chinese relic.3.Preview useful words in next period.Book 2 Unit1 Cultural relics学情分析一、整体分析我校的生源主要是农村学生，特点是优生少，差生多；主动学习的少，被动、应付学习的多；家长关心学生的少，督促学习的更少，加上英语学科的特殊性，缺少语言环境，需要读背的多，所以，我校学生英语的总体情况不太理想，学生英语弱科严重，未来的教学之路任重而道远。
二．具体分析1.学生的认知心理：高一的学生正处在青春期，他们都有较高的求知欲和表现欲,希望自己的表现得到同学和老师的认可。
所以我们教师要都设计各种任务型的课堂活动让学生人人都能参与活动，增强他们的英语学习积极性和学习自信心。
2.学生的英语知识基础：我校学生英语基础差,用英语交际的难度大，所以在每一次分组与讨论的过程中,如何更有效地促进不同层次的学生进行合作学习,互相帮助,缩小差距。
3.学生的思维能力：该年龄段的学生有很强的记忆力和模仿能力,但知识的拓展和运用的能力有待培养。
我们教师要充分利用这一点在教学课本知识的同时,教会学生创造性地使用所学知识运用于实践。
4. 本课学生发展：针对学生弱势，先引导学生找出浅层信息，再分组讨论琥珀屋背后的历史事件以及琥珀屋的消失给我们带来的深思。
这就需要学生对文本进行重组、提炼、分析、总结。
Book 2 Unit1 Cultural relics效果分析本节课以新课程标准为指导，以培养学生的英语核心素养为目的，现对教学效果分析如下一．教学方法：1.下定义、头脑风暴搜索相关信息。
在导入阶段，我首先让学生对cultural relic下定义使学生从本质上理解文化遗产。
通过头脑风暴让学生迅速想起相关话题信息，加强了学生对话题的熟悉度。
2.视频引入话题并提供相关背景知识。
视频的使用则极大地激发了学生的学习兴趣和对琥珀屋的探索欲，吸引了学生积极参与到课堂中来。
3.多种文本处理方式。
在对文本的整体处理上，我使用了速读和跳读的方式，而在精读阶段，为了训练学生提取、分析信息的能力，我使用完成表格、填空、判断正误等形式设置了阅读任务，遵循从整体到局部的顺序。
让学生带着任务去感知，就能有的放矢，引导学生准确找到得分点，避免了单一的师生问答，也不会让阅读变得枯燥无味。
4.绘制思维导图。
在深层阅读部分，我设计了让学生小组讨论绘制思维导图来展现琥珀屋从建造到消失真个过程，用简单的方式呈现自己的思维导图。
在这一活动中，学生既要梳理清楚整个文本的脉络，回扣教材，又要组织语言，还要思考独特的表现形式，这在很大程度上调动了他们参与课堂活动的积极性。
二．优点教学目标基本完成，学生当堂学习效果显著，不同层次的学生均有或多或少的收获。
学生口语和听力都较差故而对我的英语教学指令反应有些迟钝，小组合作时回答问题不够活跃，但可以看的出学生都比较努力，也都想做好，只是胆量不足。
师生交流对话较为充分，教学相长，形成民主和谐、相互尊重、合作探究的教学氛围，是一堂相对成功的阅读课。
三．缺点这节课的课堂效果与我的预想还是有点差距，比如在阅读部分，尽管设计了不同的阅读任务，学生的积极性还是不够高，在阅读过程中稍显被动和沉闷。
而学生在完成这些阅读任务时也出现了答案不准确甚至没有找到答案出处的现象，说明学生的阅读能力、提取信息并进行分析的能力还不够强，需要引导和操练。
Book 2 Unit1 Cultural relics教材分析3.教材分析：本单元话题为”文化遗产”。
内容涉及文化遗产的含义、特点、种类、归属及如何更好地保护文化遗产等话题。
整个单元的语言知识和语言技能学习都是围绕这一主题设计和展开的。
本篇课文是本单元的主课文，这部分课文介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。
通过真实有趣的内容，不仅让学生在阅读过程中学习相关的语言知识，提高阅读技能，还能帮助学生增加了对琥珀屋作为文化遗产的历史知识的认识。
2. 教学重点：从全篇角度梳理文章结构，提取、理解并整合文章信息，完成对琥珀屋本身以及它背后历史事件的总结。
3. 教学难点：通过了解琥珀屋的历史，了解世界文化遗产，特别是中华民族的文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
Book 2 Unit1 Cultural relics测评练习Fast-readingParagraph 1 More details were added to the Amber RoomParagraph 2 How the Amber Room was madeParagraph 3 The rebuilding of the Amber RoomParagraph 4 The Amber Room was given as a giftParagraph 5 The missing of the Amber RoomSkim the passage and answer the questions.1.How many characters are mentioned in the text?____________________________________________________2.Where are they from?____________________________________________________Careful-readingPara. 1Para.2 (T/F)1.The amber room is made to be a gift .( )2.Frederick William Ⅰgave it to Peter the Great.( )3.Peter the Great sent a troop of his best soldiers to Frederick William Ⅰ. ( )Para.31.How did Catherine Ⅱmake use of the Amber Room?_____________________________________________2.What did Catherine II add to the Amber Room ?Almost ___________________ lit the room, and its ________and _______shone like_______.Para 4&51.The Amber Room was stolen by________.A.Russian soldiersB. NazisC. People in KonigsbergD. People in St Petersburg2. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France3. The Russians didn’t hide the Amber Room because _____A. they were at warB. they couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it away4.Recently, the Russians and Germans have built ______ .A. A new Amber Room.B.A new palace.C. A summer palaceDeep readingPlease conclude the clue of the story.SummarySeveral tons of a _____were used to make the amber room which was designed in a f________ style and d_________ with gold and jewels for the palace of Frederick I. In 1716, Frederick William I gave it to Peter the Great. In r______, the Czar sent him a t_______ of his best soldiers.Later Catherine II told her a _______ to add more details to it. The amber room became one of the w_______ of the world. However, in 1941, the Nazi army secretly s______ the room. After that, what happened to the Amber Room remains a m_______. Recently, the Russians and G_______ have built a new Amber Room at the summer palacePost-readingThe theme of China Cultural Heritage1.Cultural heritage and One Belt and One Road.(2017)文化遗产与“一带一路”2.Colorful intangible cultural heritage, beautiful life.（2018）多彩非遗，美好生活。
英语必修二Unit1Cultural Relics--In Search of the Amber Room (阅读课)
Cultural Relics--In Search of the Amber Room （阅读课）教学内容：人教版高中英语必修2 Unit 1课题名称： Cultural Relics--In Search of the Amber Room （阅读课）一、教学指导思想充分调动学生的积极性，使学生自主学习，让学生成为问题的"发现者"，然后学生与学生进行合作性的探究，让老师成为问题的"点拨者"。
当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要"少动"，学生要"多动"，多给学生自由发展的平台。
二、学生分析1、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，因此我特别注重提高学生用英语进行思维和表达的能力。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
2、学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。
不过，本班学生的水平参差不齐，有些差距还相当大。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
三、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，能回信并就如何保护和处理世界文化遗产给出自己的观点。
这一课是本单元第一个课时。
在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只由于这课出现的人名和地方名比较多，我在课前教他们读了一下。
我在备这一课时，发现它的 Warming-up 部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了 4 到 5 分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。
高中英语 人教版必修二 Unit1 Cultural Relics reading 教学设计
Unit1 Cultural Relics 教案一、教材及学情分析（一）教材内容分析本单元话题——文化遗产（Cultural relics）历来是全世界较为关注的焦点之一，尤其是在近些年，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。
单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。
而本节课是本单元的第一课时，主要是让学生学习本单元的重点单词，通过各种语境学习词汇，滚动式呈现词汇，操练、检测和运用词汇。
从开始的通过语境猜测词汇含义，到使用词汇描述文物古迹，再到通过讨论呼吁进行文化遗产保护，最后根据讨论内容落实到书面写作。
整节课自始至终围绕保护代表人类历史与文明的文物古迹这一主题，所有的人物设计都围绕着本节课的重点——对词汇的学习及运用。
通过本节课学习，不但向学生传授了英语知识，而且还在教学过程中通过渗透的方式将文物保护知识有机地渗透于课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。
（二）学情分析这次的授课对象为高一新生，他们刚开始接触高中新教材，较之以前初中简单的英语课本，现在看到每个单元大量的词汇学生都会产生畏惧感。
而他们中有不少学生背单词还是靠死记硬背，效果也不好，往往是记住了也不会用。
面对如此状况，学生也会渐渐失去学习的兴趣，影响到学生往后的英语学习所以，采用语境中教学词汇，可以帮助学生顺利完成初高中英语学习的过渡，在一定程度上消除了学生记忆大量词汇的畏难情绪，并对学生自主积累词汇有一定的帮助。
二、Teaching goals教学目标1). Ability goals能力目标a. 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 goals学能目标Help the Ss to learn how to give opinions clearly about cultural relics. 3)Emotion:情感目标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber Room三、Teaching important points教学重点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.Learn to discuss and act out the Ss’ opinions about cultural relics.四、Teaching important points教学难点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．3) Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics.五、Teaching methods教学方法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)六、Teaching aids教学设备A computer, a projector and some slides.七、Teaching procedures and ways教学过程与方式Step 1 warm up ---- a guessing game1.Let students look at the pictures on PPT, and then give a introduction. (The Great Wall, Taj Mahal(泰姬陵) The Mona Lisa).2. Teacher: Do they have something in common? Students:.........T:What is a cultural relic ?S:A cultural relic is something that has survived for a long time. It is often a part of something old that has remained while the rest of it has been destroyed. A cultural relic tells people about the past. It is usually rare.Step 2 Pre-readingT:Can you imagine a house made of amber ? S:...............Step 3 Fast readingRead the passage quickly, trying to get the general idea of this passage: Answer:It tells us the strange history ofthe_______ ________, a cultural relic of two countries: _________ and ________.Step 3 Careful readingPara1 :An introduction of the Amber Room.(filling in the blanks)Para 2: What happened to the amber room in 1716?Para 3: What did Catherine II use the Amber Room for?Para 4: True or False( ) Germany and Russia were at war in 1941( ) All things in the Amber Room were stolen.Para.5 The rebuilding of amber room.(filling in the blanks)Step 4 Post readingGroup Discussion:1.Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Y uan in Beijing? Give your reasons.2.If you find a cultural relic, what will you do with it?Step 5 Homework1.完成导学案的固学案2.英语周报3.Recite the new words from “cultural” to “rebuild”八、Blackboard Design 板书设计九、Teaching Reflection 教学反思。
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计3）掌握精读的方法，了解作者是如何叙述“琥珀屋”失踪的来龙去脉，增加对阅读文章篇章结构的理解。
2. 语言技能目标：1）通过阅读提高学生的阅读能力。
2）充分利用多媒体技术培养学生组织语言、运用语言的能力。
3）培养学生的质疑意识，提高学生分析问题和解决问题的能力。
3. 情感态度目标：通过本节课的学习，让学生了解文化遗产对人类社会生活的重要价值，增强保护文化遗产的意识。
二、教学重点和难点：1. 通过任务型阅读教学使全体学生学会获取语言知识和信息知识，培养学生用英语获取信息、处理问题和解决问题的能力。
2. 为全体学生进行有效阅读策略的点拨与指导，如略读、寻读、预测和分析性阅读。
三、教学方法：1. 小组讨论竞赛法：按4 人一个小组，把学生分成A、B、C、D...若干个小组进行相关问题的讨论。
讨论后每组推出一个同学回答，答对给1 分，答错扣1 分，在黑板左上角公布各小组成绩。
到下课时各小组的竞赛结果一目了然，给予获胜的小组以精神或物质奖励，以激发学生的学习主动性和积极性。
2. “任务型”教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
3. 演示法：把制作的课件、图片等展示给学生看，便于学生对微观知识的把握，从而达到解决问题的目的。
四、教学过程：Step Warming up and lead-in1. Ask the students: What is a cultural relic? Can you give some examples?2. Show some pictures.Task 1 Get the students to answer the question.What are the characteristics of cultural relics? Keys: It has a long history.It is beautiful, magnificent!A part of it has remained.It tells us about the past.It played an important role in the history.Many big events happened to it.It becomes the pride of the country....[设计说明]通过竞赛、观看有关图片及小组讨论等形式，激发学生的学习兴趣，训练学生说的能力，为下面的阅读作好铺垫。
高中英语_BOOK2 Unit1 Cultural Relics教学设计学情分析教材分析课后反思
Teaching Design For Reading BOOK 2 Unit 1 cultural relicsThe Teaching Process学情分析本节课教学对象是高一年级普通班学生，普通班学生和尖子班学生英语能力有较大差距，相对来说这些学生英语基础比较薄弱，张不开嘴说英语，阅读速度相对较慢，词汇量少，不敢主动回答问题，更不敢主动到讲台上展示交流成果。
经历了高一上学期的学习，已经慢慢熟悉了高中英语阅读课的模式：Pre-reading, while-reading, post-reading，并慢慢适应了全英文授课方式。
特别是自从我们使用自主学习、小组合作探究、小组展示的学习方式后，学生的积极性有很大的提高，在课堂上主动思考、积极合作探究、大胆展示小组探究结果。
通过在课堂上的积极学习和训练，学生的听说读写能力有了进一步的提升，从而提高了学生的整体英语素养。
学生对本单元话题computers比较熟悉，而且很感兴趣。
尽管课文中出现了大量的术语比较难读，但学生准备充分，发音大多数准确，口语比较流利。
特别对while-reading中第二自然段小组内设计问题，发问其他小组成员和post-reading中设计自己的电脑这两个环节，学生们表现出了极大的兴趣和主动性，而且学生的表现也很出乎我的意料，取得了令人满意的教学效果效果分析本单元的主题是cultural relics, 主要是通过reading部分的阅读课，让学生了解文化遗产的发展历史，并且掌握一定的阅读技巧—通过找寻topic sentence来总结段落大意，并用关键词来总结归纳；最后运用本节课所学的内容来拓展应用根据学生的课堂表现来看，学生能够熟练掌握本节课的知识目标，能够掌握一定的阅读能力目标，并且达到了拓展应用的功能目标，特别是拓展应用这个环节，学生的设计以及英语描述令我出乎意料。
从总体上来讲，根据学生的现有水平，这堂课学生的整体学习效果很不错。
高中英语Unit1CulturalRelics教学设计新人教版必修2
内蒙古北方重工业集团有限公司第三中学高中英语Unit 1 CulturalRelics教学设计新人教版必修2【课程分析】本单元的主题为“文化遗产”（cultural relics）。
文物是祖先留给我们的无价之宝，它们不能再产，是独一无二的历史文化载体和人类历史发展的见证。
文物古迹历来是全世界较为关注的焦点之一。
可见，本单元话题极具生活化，紧扣时代脉搏，富有时代气息，能够充分唤起学生的参与欲望。
所以，本单元教材在本册书中具s极其重要的地位，也是学生整体知识结构中弗成缺少的一个部分。
课文“寻找琥珀屋”（In search of The Amber Room）是本单元的第二课时reading部分，具有承上启下的感化。
全文介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实，文章通过真实有趣的内容不仅让学习者在阅读过程中学习有关的语言知识，提高阅读技能，还增加了学生对琥珀屋作为文化遗产的历史知识的认识。
本节课是一节阅读课。
《课程标准》对它的相关要求是“能从一般性文章中获取和处理主要信息”“能理解文章大旨和作者意图”“能通过上下文克服生词艰巨，理解语篇意义”“能按照文章中的线索进行推理”等。
该课秉承新课标教学原则，针对高一普通班的学生实际情况，创造性地使用教材，对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“诱思探究”教学模式，进行了一次实验和探究。
该课旨在让学生了解琥珀屋这一文化遗产并培养学生庇护文物的意识，活用所学知识，达到使学生学会用英语表达、培养实际运用英语的能力。
【学情分析】学生作为教学活动的主体，他们的知识与能力基础，兴趣、爱好等是我们在教学中必需充分考虑到的。
我所教班级为高一13班，学生英语基础相对薄弱，不能很好的去掌握和运用一些知识。
但经过入学以来三个多月的阅读训练，他们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，因此我分外注重提高学生用英语进行思维和表达的能力。
高中英语人教版必修2 unit 1 Cultural relice 教学设计
教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead－inStep I Lead-in设计意图展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。
【人教版】高中英语必修二：Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 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。
Exercise 2 着重词汇在短文中的用法练习。
人教版高中英语必修2《Unit 1 Cultural relice》教案.doc
人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）Part One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming 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?Keys for reference:A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, 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?Keys for reference:A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm and classify them.Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests 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?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. 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 MingYuan 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?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, 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 these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork 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”?Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legendsand news reports, we know 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 thousand tons of natural ambers were used to make it. But during the second world war in 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.III. Reading1. 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.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: move d into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebratingthe 300th birthday of Peterburg3.Scanning and analyzing the characteristics of the text.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?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift.1770 Catherine Ⅱ had completed the adding to the A mber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick Ⅰ PrussiaFrederick William Ⅰ St.PeterburgPeter the Great KonigsbergCatherine Ⅱ Winter PalaceSummer PalaceⅣ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercisesNo. 1 and No. 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 to it. Maybe it was destroyed at war in the fighting fire. You see, 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.Closing down by retelling the story of the Amber RoomWell, 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:Colour Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthdayPeriod 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relativepronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.The y’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the book The clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. 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 thevoters.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 treasured.3b 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. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is 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 is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal thathas ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem.(b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A. What does it mean when you say, “It is a fact”?B. What does it mean when you say, “It is an opinion”?Keys for reference:A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.Warming up by questioningTurn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe.Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.II. Guided reading1. Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words t o you to help you understand them easily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let’s come to the discussion “Which person gave the best evidence?”Keys fore reference:Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable because he is working fora company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A. What’s Johann’s opinion about the Amber Room?B. What’s his father’s opinion about the things found by him?C. What happened to Johann when she was a pupil?Keys:A. Johann thinks the people who find the Amber Room should keep it for them own.B. His father thinks as Johann does.C. She found a little money and kept it to himself.9. Completing the letters A & B and then giving your own lettersWhen you write your letter, you may choose to agree or not agree with the writer.You must give a reas on why you agree or don’t agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictationThe design for the room was of the fancy style popular in those days.The room served as a small reception hall for important visitors.The man who found the relics insist that it belongs to his family.The room was completed the way she wanted it .It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.After that, what really happened to the Amber Room remains a mystery.In a trial, a judge must decide which eyewitnesses to believe and which not to believe.Is it something that more than one person believes?A fact is anything that can be proved.An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The history of the Amber RoomGeneral idea of 1st Para The simple description of the Amber RoomGeneral idea of 2nd Para The present sent to the CzarGeneral idea of 3rd Para The detail adding and relocating of the Amber RoomGeneral idea of 4th Para The stolen of the Amber Room in World War ⅡGeneral idea of 5th Para The rebuilding of the Amber Room II. A tree diagramThe Amber Room: the best and biggest work of country’s best Prussian artistsPara.1Section 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list 《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
高中英语_BOOK2 Unit1 Cultural Relics教学设计学情分析教材分析课后反思
Teaching Design For Reading BOOK 2 Unit 1 cultural relicsThe Teaching Process学情分析本节课教学对象是高一年级普通班学生，普通班学生和尖子班学生英语能力有较大差距，相对来说这些学生英语基础比较薄弱，张不开嘴说英语，阅读速度相对较慢，词汇量少，不敢主动回答问题，更不敢主动到讲台上展示交流成果。
经历了高一上学期的学习，已经慢慢熟悉了高中英语阅读课的模式：Pre-reading, while-reading, post-reading，并慢慢适应了全英文授课方式。
特别是自从我们使用自主学习、小组合作探究、小组展示的学习方式后，学生的积极性有很大的提高，在课堂上主动思考、积极合作探究、大胆展示小组探究结果。
通过在课堂上的积极学习和训练，学生的听说读写能力有了进一步的提升，从而提高了学生的整体英语素养。
学生对本单元话题computers比较熟悉，而且很感兴趣。
尽管课文中出现了大量的术语比较难读，但学生准备充分，发音大多数准确，口语比较流利。
特别对while-reading中第二自然段小组内设计问题，发问其他小组成员和post-reading中设计自己的电脑这两个环节，学生们表现出了极大的兴趣和主动性，而且学生的表现也很出乎我的意料，取得了令人满意的教学效果效果分析本单元的主题是cultural relics, 主要是通过reading部分的阅读课，让学生了解文化遗产的发展历史，并且掌握一定的阅读技巧—通过找寻topic sentence来总结段落大意，并用关键词来总结归纳；最后运用本节课所学的内容来拓展应用根据学生的课堂表现来看，学生能够熟练掌握本节课的知识目标，能够掌握一定的阅读能力目标，并且达到了拓展应用的功能目标，特别是拓展应用这个环节，学生的设计以及英语描述令我出乎意料。
从总体上来讲，根据学生的现有水平，这堂课学生的整体学习效果很不错。