1、Unit1 Cultural relics 教案（新人教版必修 2） Analysis of this unit：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。Teaching aims:Topic Talk about cultural relicsUseful words and expressions:Cultural, survive, remain, state, r
2、are, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in searc
3、h of, in return, at war, take apart, think highly of Functional items:I think highly ofI dont agree that BesidesI must say that I agree with you.I must say that I dont agree with you.As far as Im concerned, I thinkAs I see itDont you agree /think thatI cant help thinking thatI would like to sayIn my
4、 opinion/viewPersonally, we shouldWell, obviously we shouldThe point is .StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survivedIt is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber
5、Room, which was given this name becauseLater, Catherine II had the Amber Room outside St Petersburg whereThis was a time when the two countries were at war.The arrangement of the unit： 6 periodsPeriod 1 ReadingTeaching Aims: To talk about the story of Amber Room.Difficult and Important Points: 1. Wo
6、rd study 2. Talk about cultural relics and what should be done with them3. The attributive clauses with that/which/who/where/whenTeaching Aids:1. A recorder2. a projector,3. some slides ProceduresStep 1. Warming upThe warming-up exercise raises Ss awareness that there are some well-known cultural re
7、lics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They repr
8、esent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed. 3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cul
9、tural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to th
10、e Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know
11、 the history of the Amber room and its functions in Russia.Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.P
12、aragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yua
13、n Mingyuan.We should not rebuild Yuan Mingyuan.Step 5.Homework 1. Recite the key sentences in the text.2. Retell the text.The design of blackboard:Unit1 Cultural relics DebatingTopic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Teaching reflection:本节课为阅读课-文物，本课的设计能充分激发学生学习的兴趣
14、，鼓励他们用英语大胆地表达自己的观点和看法，并通过分析、讨论提高解决问题的能力。在学生进行口语练习的过程中，教师不要过分关注语法错误，而要以鼓励为主，从而调动学生的参与积极性，并增强他们用英语进行语言表达和交际的自信心。Period 2. Language learning and grammarTeaching Aims: To learn how to make judgments and give their opinionsDifficult and Important Points: 1. Word study 2. The attributive clauses with that
15、/which/who/where/whenTeaching Aids:Multimedia computerProceduresStep 1. Revision Ss try to retell the text, using their own words.Step 2. Language points 1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read th
16、e passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to. Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look in
17、to any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name becauseAsk the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive
18、clause.Step 5. Practice Ss finish exercises 2 and 3 on page 4.Step 6.Homework 1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.The design of blackboard:Teaching reflection :在本节课，讲
19、授语法的时候，运用了观察法让学生亲自去通过观察总结语法规则，这样做不仅加深了学生的记忆力，同时也培养了学生自学的能力。这种观察法应该借鉴到以后的教学中去。Period 3. SpeakingTeaching Aims: To master the patterns that can be used to describe cultural relics by listening.Difficult and Important Points: To learn the patterns used to describe cultural relics Teaching Aids:1. A rec
20、order and a tape2. A projector and some slidesProceduresStep 1. Revision 1. Check Ss homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Unit1 Cultural relics Read the following sentences and try to find the rules.1)It is your job to look
21、 into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name becauseStep 2. Lead-in 1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. S
22、peaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the cap
23、ital a special place. Now, lets have a discussion about this in two sides: Do you think China should save all of its cultural relics?Step 4. Writing Ask the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Step 5. Homework 1. Review the att
24、ributive clauses.2. Remember the sentences that express ones idea.The design of blackboard:Teaching reflection：本课通过引导启发学生表达自己的观点，并在讨论之后，通过写作整理自己的孤单点。从这点上看，把口语和写作紧紧结合在一起。对同一知识，通过两次的记忆，极大地提高了学生的学习效率。Period 4. ReadingTeaching Aims: To read the passage on page 5Difficult and Important Points: To learn t
25、o tell facts from opinionsTeaching Aids:1. Tape recorder 2. Analyzing ProceduresStep 1. Pre-reading T: since cultural relics are important and useful, its necessary for everyone to protect them. After all, they belong to the whole world. so today, well read a passage that is about a common Unit1 Cul
26、tural relics Find some cultural relics that are in danger and discuss what they will do with them.person who saves the cultural relicsBig Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44 ）1. Ss read the passage again a
27、nd answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and exp
28、ensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing 1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, p
29、retend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telli
30、ng the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That cant be true. I (dont) believe , because.I (dont ) agree thatThe truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Step5. HomeworkRewrite the passage
31、on page 5The design of blackboard:Unit1 Cultural relics Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That cant be true. I (dont) believe , beca
32、use.I (dont ) agree thatThe truth is (not) easy to know.I can be proved.Teaching reflection：教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子， （这是表层理解） ，最后总结全文，通过字面理解使学生达成共识保护文物，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。Period 5. ListeningTea
33、ching Aims: To listen and speak about cultural relics Difficult and Important Points: How to grasp the key words that can help the students to answer questionsTeaching Aids:1. Tape recorder 2. Analyzing ProceduresStep 1. Dictation T: we will have a dictation of the following sentences:1). Frederick
34、William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2). Once it is heated, the amber can be made into any shape.3). It was made for the palace of Frederick.4). In 1716, Frederick William I gave it to Peter the Great,
35、 as a gift of friendship from the Prussian to the Russian People.5）. In return, the Czar gave the King of Prussia 55 of his best soldiers.6）. The Amber Room soon became part of the Czars Palace in St. Petersburg.7）. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg whe
36、re she spent her summers.8）. This was a time when the two countries were at war.9）. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10). After that, what really happened to the Amber Room remains a mystery.11). I think highly of
37、those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time,
38、 try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Peis life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Step4. HomeworkWrite the main idea of P4The design of blackboard
39、:Teaching reflection：本节课运用了听写，听写作为听力的一个基础步骤，应该被教师在教学中反复运用。听写是最好检验学生听力理解的方法，应在之后的听力课堂中应用。Period 6. WritingTeaching Aims: To catch details of Big Fengs story To grasp the ways of writing a letter on saving the cultural relicsDifficult and Important Points: How to write a letter on saving the cultural
40、relics.Teaching Aids:1. Leading2. Analyzing ProceduresStep 1. Pre-writing1. Ask the Ss to read Johanns letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to s
41、how in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers
42、each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1). Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2). Know take the best ideas from each letter and make an
43、 even better plan to protect a cultural Unit1 Cultural relics relic in your hometown. Explain your reasons.3). Organize your plan step by step to get more and more students to join the project.4). Prepare a short speech and have one member of your group tell you r classmates so that we can protect i
44、t well.Step5. HomeworkReview the words, phrases and sentences in this unit.The design of blackboard:Teaching reflection：本节课是典型的写作课，但在讲授这节课时，发现了一个问题：学生的英文写作逻辑和思路完全按照英文的方式。所以，老师应多讲授一些范文，多给学生布置一些课外阅读的作业，让学生熟悉英语写作的方式方法。Unit1 Cultural relics Answer the following questions1) What does “a big heart“ mean？In which ways does Feng Jicai show that he has a big heart?2) Why does he think it is more important to do this than to write his novels?
