英语必修一Unit1 Cultural Relics 教案。

一名优秀的教师在教学方面无论做什么事都有计划和准备，高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以保证学生们在上课时能够更好的听课，帮助高中教师营造一个良好的教学氛围。写好一份优质的高中教案要怎么做呢？以下是小编为大家精心整理的“英语必修一Unit1 Cultural Relics 教案”，希望对您的工作和生活有所帮助。

Unit1CulturalRelics
Warmingup
Teachinggoals
1.Targetlanguage
a.Importantwordsandphrases
culture,state,rare,vase,belongto,insearchof,gift,ton,stone,melt,once,heat,design,fancy,style,jewel,king,artist,inreturn,reception,light,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapart
b.Importantsentencestyle
Inreturn,theCzargavetheKingofPrussia55ofhisbestsoldiers.P2
Thiswasatimewhenthetwocountrieswereatwar.P2
Therewasnodoubtthattheboxeswerethenputonatrainfor…..P2
Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2
IthinkhighlyofthosewhoaresearchingfortheAmberRoom.
2.Abilitygoals
EnablethestudentstotalkaboutthestoryofAmberRoom.
3.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingdifficultpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem
Teachingmethods
Groupdiscussion
Teachingaids
Arecorder,acomputer
Teachingprocedures
Step1warmingup
Showsomepicturesofsomewell-knownculturalrelicsbothathomeandabroad.
Whatisaculturalrelic?
Aculturalrelicissomethingthatsurvivedforalongtime,oftenapartofsomethingoldthathasremainedwhentherestofithasbeendestroyed;ittellspeopleaboutthepast.
AskSssaysomethingaboutthefamousculturalrelicsinChinaandintheworld.
Step2discussion
Arealltheculturalrelicsbeingwellprotected?
Canyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?(TheGreatWall;ThepyramidsinEgypt;AngkorWat……..)
(Theshownpictures:①TheGreatWall,②TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;③TheMausoleumoftheFirstQinEmpeorandtheTerracottaWarriors)
Whyaresomeculturalrelicsinbadcondition?Whathappenedtothem?
Whydoweneedtoprotectculturalrelics?
Howcanweprotectculturalrelics?

Step3groupwork
1.Whydoweneedtoprotectculturalrelics?
Ifweareprotectingourculturalrelics,weare
protectingourhistoryandknowledgesothatpeopleinthefuturewillknowandenjoyit.
Wearealsohelpingourselvesandourchildrentobetterunderstandwhoweareandwherewecomefrom.
Thatiswhywearetryingsohardtoprotectourculturalrelics.
2.Howdoweprotectculturalrelics?
keepinmindthatweshouldtreatourculturalrelicsgently.
Ifotherpeoplearedamagingsomeculturalrelics,weshouldstopthemfromdoingso.
Wecanaskourgovernmenttosparemoremoneyontheprotectionofculturalrelics.
3．Ifyoufindaculturalrelic,whatwillyoudowithit?
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.
Homework
1.previewreading
2.作业本Unit1,part1(class2)
常规训练unit1part2.Ex1,2(class12)
Reflection

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人教新课标高一英语必修二Unit 1 Cultural Relics教案

一名优秀的教师就要对每一课堂负责，作为教师就要根据教学内容制定合适的教案。教案可以让学生能够听懂教师所讲的内容，帮助教师能够更轻松的上课教学。您知道教案应该要怎么下笔吗？小编特地为大家精心收集和整理了“人教新课标高一英语必修二Unit 1 Cultural Relics教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit1CulturalRelics
Teachinggoals教学目标
1).Abilitygoals能力目标
a.LearnsomedetailedinformationabouttheAmberRoom.
b.Improvethestudents’readingability.
c.Trainthestudents’abilitytograspkeyinformationwhilelistening.
d.Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.
2).Learningabilitygoals学能目标
HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.
3)Emotion:情感目标
Trainthestudents’abilitytocooperatewithothers.
EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints教学重点
1).Thenewwordsandexpressions;
2).LearnsomedetailedinformationabouttheAmberRoom;
3).Trainthestudents’abilitytocooperatewithothers;
4).Trainthestudents’speakingability.
LearntodiscussandactouttheSs’opinionsaboutculturalrelics.
Teachingimportantpoints教学难点
1)Words:
ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2)Phrases:
lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3).Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4).Improvethestudents’readingability.
Trainthestudents’abilitytograspkeyinformationwhilelistening.
Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.
Teachingmethods教学方法
1).Watchsomevideosabouttheculturalrelics.(individuals)
2).Haveadiscussion.(groupwork)
3).Writeanarticleaboutthediscussion.(individuals)
Teachingaids教学设备
Acomputer,aprojectorandsomeslides.
Teachingproceduresandways教学过程与方式
Thefirstculturalrelics;manygreatpeople;importanteventstakingplacethere)
T:Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.
Task2:Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?
Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
Step3Task3Speakingtaskonpage46
DebateDoyouthinkChinashouldsaveallofitsculturalrelics?
DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?
T:Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:
Whatisaculturalrelics?
(SscanfindtheanswerfromtheWarmingup.)
Step4Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Extendingquestions:Towhomdoculturalrelicsbelong?
Step5Languagepoints
1)survive
survive:vi.continuetoliveorexist.
vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth.
vt.Remainaliveaftersb.,liveorexistlongerthan
e.g:Manystrangecustomshavesurvivedfromearliertimes.
Herparentsdiedintheaccident,butshesurvived.
Fewbuildingssurvivedtheearthquake.
Themansurvivedhissisterbythreeyears.
2)(a)partof
Apartofthebookshavearrived.
Alegisapartofthebody.
HegavemebackonlypartofthemoneyIlenthim.
Partofthehousewasburntinthefire.
Partofthepassengerswereinjuredintheaccident.
*Partofit_________good.
*Partofthem_____________good.
3)something
通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。
Iwantsomethingtoeat.
Idin’thaveanythingtoday.
Isthereanythingwrongwiththisstove?
*Wouldyoulikesomethingtoeat?
但当说话者心中的肯定意识较强时，或实际上表示请求建议时，一般不用anything而用something.
4)remain
Afterthefire,verylittleremainedofmyhouse.
Muchworkremainedtobedone.
I’llremaintoseetheendofthegame.
Heremainedsilentafterclass.
Thedoorremainedclosed.
a.Therestofthebook___is______notveryinteresting.
b.Therestofthegroup___are_____intheclassroom.
5)therestof……的其余部分
6)imagine+n./doing/sbdoingsth/that-clause
Canyouimaginelifewithoutelectricity?
Icouldhardlyimaginelivinginthatkindofplace.
Ican’timaginehermarryinghim.
CanyouimaginehowworriedIwasthen?
IimaginethatIhavemetyousomewherebefore.
7)lookinto调查、了解、研究
1)Thepolicearelookingintoalltherecordsoftheman.
2)Helooksintoherfacewithgreatinterest.
3)I’lllookintothematterassoonaspossible.Justhavealittlepatience.
8)insist+n/that…(should)do/that…
insistondoingsth.
a.Heinsistedthatthemoney__________________(return)tohimatonce.
b.Heinsistedthathe______________(notsteal)themoney.
c.Iinsistedonhis__________(go)thererightaway.
9)belongto属于（P1L7）不可以用于被动语态，或进行时
Correctthemistakes
Thehousewasbelongedtoanoldlady.
ChinaisacountrythatisbelongingtotheThirdWorld.
Asawriter,hereallybelongsthe18thcentury.
Thismapisbelongingonthetable.
10)dowith
Ididn’tknowwhattodowiththeoldtree.
Thenewteacherdidn’tknowwhattodowiththeclass.
Whathaveyoudonewiththepapersforthemeeting?
Wehavenothingelsetoeat,youhavetodowithsomebread.
Icannotdowithloudnoise.
Whattodowiththeproblem?
Howtodealwiththeproblem?
Homework
1.Previewthereading
2.Dothecomprehendingexercises
3.WritedowntheMainideaofeachparagraph
4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
TheThirdPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.
Whatdoyouknowabouttheculturalrelic“theAmberRoom?
TshowstheSssomepicturesof“theAmberRoom”
Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?WhatdoesthetexttellabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:GermanyandRussia.
T:WhyisitcalledtheAmberRoom?(Itwasgiventhenamebecausealmostseventhousandtonsofamberwereusedtomakeit)
WhathappenedtotheAmberRoom?(TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbytheking)
Readthetextquickly,tryingtogetthemainideaeachparagraph.Discussinyourgroupoffour.
AskSstospeakouttheMainideaofeachparagraph:
1.TheAmberRoomhasastrangehistoryandsomethingaboutitsdesignandbuilding.
2.ThehistoryoftheAmberRoomanditsfunctionsinRussia.
3.CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburganditbecameoneofthegreatwonders.
4.TheNaziGermanarmystoletheAmberRoomin1941.Afterthatwhatreallyhappenedtoitremainsamystery.
5.TheRussiansandGermanshavebuiltaNewAmberRoomatthesummerpalace,followingtheoldphotos.
PairworkTorFquestions:
1.TheAmberRoomwasnoteasytomake.
2.CatherineIIdidn’tlikeeverythingabouttheAmberRoomwhenshefirstsawit.
3.TheAmberRoomwastakentoKonigsbergandhiddentherein1941.
4.TheRussiansdidn’tcareabouttheAmberRoom.
5.TheRussiansdon’tthinktheAmberRoomwilleverbefound.
Step3Carefulreading:Listentothetapeandfollowittoreadthetextandanswerthefollowingquestions:
1.WhatcouldtheKingofPrussianeverthinkofhispresenttotheRussian?
Hecouldneverthinkofhispresentwouldhavesuchastrangehistory.
2.WhywasthegiftgiventhenametheAmberRoom?
Becauseaboutseventhousandtonsofamberweremelttomakeit.
3.Whatshapecantheamberbemadeintowhenheated?Anyshape.
4.IstheAmberRoompureambermadewith?
No.It’salsomadewithgoldandjewels.
5.WastheAmberRoomspeciallymadetobeagift?No,itwasn’t.
6.WhatwastheAmberRoommadefor?ForthepalaceofFrederickI.
7.WhatdidtheCzargivetheKingofPrussiainreturn?55ofhisbestsoldiers.
8.WherewastheAmberRoomfirstplaced?
IntheCzar’swinterpalaceinStPetersburg.
9.WhatdidCatherineIIdototheAmberRoom?
Shehadherartistsaddmoredetailstoitsdesign.
10.IstheAmberRoomstillinRussia?No,itisn’t.
11.Whereisitnow?Nooneknows.Itremainsamystery.
12.WhathappenedtotheAmberRoom?ItwasstolenbytheNazisandismissingnow.
13.WhendidtheAmberRoomdisappear?DuringtheSecondWorldWar.
14.WhatweresavedfromtheAmberRoom?Thefurnitureandsmallartobjects.
Step4Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.
Detailedinformation(Doex1
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(R反过来
taketurns轮流地
byturns轮流地,时而…时而…
8.serveas担任，充当
Heservedasawaiterthere.
Whenyousleepintheopen,oldnewspaperscanserveasablanket.
9.add…to…把……加进……里去
Headdedthathewasverypleasedwithourwork.
Pleaseaddsomesugartothemilk.
Addthescoreup.
Hisbeingabsentaddedtoourdifficulty.
Themoneyhespentonedayaddeduptoabout0.
10.shewantedit是定语从句修饰theway,后面的关系代词可用that/inwhich/-
ShecookschickeninthewayIlike.
11.atwar处于战争状态，介词at可表示状态或动作。
atpeaceatbreakfast
atrestattable
atworkatschool
atthepianoatone’sbest
12.Thereisnodoubt=It’sclear=It’sbeyondargument
Thereisnodoubt后接名词时，需用介词about/of,
eg.Thereisnodoubtabout/ofhishonesty.
doubt也可作不及物动词，“怀疑，不信”,在肯定句中常接whether/if从句，在否定句中常接that从句
eg.Idoubtwhetherwecangetthefirstplaceinthecompetition.
Idon’tdoubtthathewilltellusthetruth.
Step3Homework
Inordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.
1.TranslatethesentencesonPage43intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.
2.FinishtheReadingTaskonPage44.
Recordafterteaching:
TheFifththPeriod
(LearningaboutLanguage)
Knowledge:
1.Learnsomenewwordsofthisunit.
2.Dosomeexercisesofthisunit.
Ability:
1.LearntowriteoutthewordsaccordingtotheirexplanationinEnglish.
2.Improvethestudents’abilityoftranslating.
Emotion:
Trainthestudents’abilitytocooperatewitheachother.
Teachingimportantpoints:
1.Learnthenewwords.
2.Trainthestudents’translatingskills.
Teachingdifficulties:
1.Learntochoosethecorrectwordsaccordingtothemeanings.
2.Howtoimprovethestudents’translatingskills.
Teachingprocedures:
Step1Revision.
Checkthehomeworkexercises.
Haveadictationofsomewordsandexpressionsofreadingpart.
Step2LearningaboutLanguage.
1.AsktheSstofindthewordthatmeanseachofthefollowing(Discoveringusefulwordsandexpressions.)fromthereadingpassage.
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheiranswersandgivethecorrectanswers.
2.T:Lookatthedictionaryentryforthephrasalverb“belongto”,andmatchthemeaningswiththesentencesintherightbox.
belongtophrv(T)
a.tobethepropertyof:Thatcoatbelongstome.
b.tobeapartof;beconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.
Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.
Step4Grammar:AttributiveClause
Task1:Ex.2(P4)
(1)Herearethefarmers.Theydiscoveredtheundergroundcitylastmonth.
Herearethefarmerswho/thatdiscoveredtheundergroundcitylastmonth.
(2)Xi’anisoneofthefewcitieswithwalls.Itswallsremainasgoodasbefore.
Xi’anisoneofthefewcitieswithwallswhosewalls/thewallsofwhich/ofwhich
thewallsremainasgoodasbefore
(3).ShanxiProvinceisaplacewithmanyculturalrelics.Itsrelicsarewelllookedafter.
ShanxiProvinceisaplacewithculturalrelicswhoserelicsarewelllookedafter.
(4).Thewomanrememberedtheday.ShesawNazisburyingsomethingnearherhome.
ThewomanrememberedthedaywhenshesawNazisburyingsomethingnearherhome.
(5).TheoldmansawsomeGermanstakingaparttheAmberRoomandmovingitaway.Youaretalkingtoanoldman.
Theoldman(who/whom/that)youaretalkingtosawsomeGermanstakingaparttheAmberRoomandmovingitaway.
Task2:Fillintheblanksusingwhich,as,when,who,whom,where,when,why,that.
(1)StPetersburgisaverybeautifulcity,________wasoncecalledLeningrad.
(2)InXi’an,Imetateacher,______hasastrongloveforculturalrelicsandtookmetovisitthehistorymuseum.
(3)Idon’trememberthesoldier,______toldmenottotellanyonewhatIhadseen.
(4)Mygrandfatherwasachildthen,_____peopledidn’tpaymuchattentiontoculturalrelicsintheolddays.
(5)Theymovedtheboxestoamine,_____theywantedtohidethem.
Task3:Practice.
(1)Whatsurprisedmewasnotwhathesaidbuttheway____________hesaidit.
(2)We’rejusttryingtoreachapoint______bothsideswillsitdowntogetherandtalk.(06山东）
(3)____isoftenthecase,wehaveworkedouttheproductionplan.
(4)Thisistheveryhouse_______helived
(5)Nextwinter,_____youwillspendinHarbin,I’msure,willbeanotherexcitingholiday.
(6)That’sthereason______hewaslate.
(7)Thepicturesbroughtthedaysbacktotheold______theyswamintheriver.
(8)Robertandhissongs_____werefamousintheU.S.arealsopopularinChina.
(9)Theyarealwayssmoking,_______ofcourse,willdoharmtotheirhealth.
(10)Thesituation______youusethewordsisveryclearinfact.
Correctthemistakes:
1.Thereasonwhyheexplainedatthemeetingsurprisedus.
2.Icanrememberthedayswhenwespenttogether.
3.Thewayinwhichyoutalkedaboutisveryimportantforus.
4.Putthebookinwhichyoucaniteasily.
Step5Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
.Thesixthperiod
Step1Revision
Dictation
1.Therewasnodoubtthatthehousebelongedtomygrandfather.
2.Wewilllookintothemattertomorrow,whentheownerwillbeback.
3.Iwon’tgothereifinvited.
4.I’mpleasedtohavebeenofanyhelptoyou.
5.Thegirlwashighlythoughtofforhergooddesign.
Step2Reading,listeningandwriting
Discussion:Whatmustajudgedoinatrial?
•Whatarethedifferencesbetweenafactandanopinion?
Step3ReadingP5
Task1:ListentothetapeandmakesurewhatthethreepeoplesayaboutthemissingAmberRoomandtrytofindwhoisgivingthemostfacts.
Task2:Readthepassageandfillintheforms.
NAMEJanHasekJOBaminer
PLACECzechRepubilcTIME1945;now
Whatheheard
Whathesaw/sees
Whathedid/does

Whathebelieves
NAMEAnnaPetrovJOBamaid
PLACEacastleinKonigsbergTIME1941-1945
Whatsheheard
Whatshesaw
Whatshedid
Whatshebelieves
NAMEHansBraunJOBasailor
PLACETheBalticSeaTIME1945
Whatheheard/
hears
Whathesaw
Whathedid
Whathebelieves
Step4Explanation
1.“疑问词+不定式”,构成不定式短语,在句中作主语,表语,宾语等成分.
(1)Wheredogotomorrowhasnotbeendecided.
(2)Hehastolearnhowtosende-mails.
(3)WillyoushowmehowtosurftheInternet?
(4)Perhapsthemostdifficultthingishowtosurvivewithoutfriends?
(5)Ijustwanttoknowwhentostart?
2.consider(1)考虑considersth/doingsth
Weareconsideringgoingabroad.
Haveyouconsideredhisdecision?
(2)认为consider+that-clauseconsider…as/(tobe)…
Theyallconsiderthatweshouldstartnow.
Heisconsideredas/(tobe)thebestplayer.
(3)considering鉴于,考虑到,就…而言
Shedidverywell,consideringhisage.
(注意:此处不可以改成considered)
3.ratherthan:而不是otherthan除了…
(1)Hewoulddieratherthangivein.
(2)Hepreferstostayathomeratherthangoouting.
(3)WhatIneednowismoneyratherthanadvice.
(4)OtherthanEngland,therearenootherplaceslikethis.
Step5Readingtask(P44-45)
Task1:Fastreading---mainidea.
WhydoesBigFengwanttosaveculturalrelics?
(BigFengandhisfriendsoffereachotherhelpwhoeverneedshelp.SoFengbelievesthathis
worktosaveculturalrelicsisawaytothankhisfriends.)
Task2:Carefulreading–details.
AnswerthequestionsonPage45.
Step6Discussion
Whatshouldwetoprotectourculturalrelics?
Step7Homework
DoaresearchaboutoneoftheculturalrelicsinChina.
TheSeventhPeriod
PeriodfourListening
Step1Revision
1.Youshouldpraisehim_____________(介词短语)scoldhim.
2.Afactisanythingthatcanbe________(动词).
3.Alotof________(evident)showthathehadstolenmanythingsfromthehouse.
4.Theanswer____thequestionisveryeasytofind.
__________(consider)hisyoungage,hedidagoodjob.
Step2Listening(P41)
Task1:Leading-in
(1)HaveyoueverheardofAswanDaminEgypt?Whatisitusedfor?
(2)DoyouknowthereisasimilarprojectbeingcarriedoutinChina?
Task2:Listenformainideaandsomekeypoints.
Task3:Listenfordetailedinformation.
1.WhywastheAswanDambuilt?Wasitsuccessful?
(ThedamwasbuilttostopfloodsontheNileRiver.Itwasbuilttogivepeoplemoreelectricity.)
2.Whatproblemswerethereduringthebuildingofthedam?
(Thewaterinthelakebehindthedamrose.53,000peoplehadtomoveandsometempleswereindanger.)
3.TheAswanDamisthelargestdamintheworld.
(1)True(2)False(3)It’snotmentionedonthetape.
4.WhydidAbuSimbelneedtobemoved?
(Thedamwouldputitunderwater.)
5.Whatproblemdidtheengineersneedtosolve?
(Theengineersneededtofindawaytomovetherelictosafety.)
6.AbuSimbelisthemostpopularplacefortouristswhovisitEgypt.
(1)True(2)False(3)Itisnotmentionedonthetape.
Step3ListeningTask
Task1:Leading-in
Asweknow,theAswanDamisoneoftheancientculturalrelicsmadebypeopleintheoldtimes.Nowtherearealsosomewell-designedbuildingsthatmaybecomeculturalrelicsinthefuture.Showsomepictures.
1.TheBankofChinaBuildinginHong
2.KongdesignedbyIMPei
Questions:Doyouwanttoknowthestoryofthedesigner?Now,let’slistentothetapeaboutIMPei,afamousarchitect
(ArchitectIMPeihasalottosmileabout.
TheBankofChinaBuildinginHongKong)
Task2:Listenandgetthemainideaandsomekeypoints.
Task3:ListenandfinishEx.2(P44).
1.IMPeistudiedat__________________,wherehesoonbecamea_______________.
2.In1951,hetravelledto_________toseeitsgreat_________forhimself.
3.Itwasdesignedtolooklikebotha__________Chineseand__________Westernhotel.
TrueorFalsequestions:
(1)IMPeidesignedalibraryforPresidentJohnFKennedy.()
(2)HedesignednewpartsoffamousaremuseumsinthecapitalcitiesoftheUSandEngland.()
(3)TwofamousChineseuniversitieshonoredhim.()
Task4:MakesomenotesaboutIMPei’slifeandfinishEx.1.(No.1nowwe’lllearnaletterfromaGermannewspaper.Thewritergiveshisopinionaboutwhatshouldbedonewithaculturalrelicthathasbeenfound.
Task2:Readtheletterandwriteashortreplytoit.Youmaychoosetoagreeordisagreeandgivereasons.
ModelA
DearJohann,
ImustsaythatIagreewithyou.Ifyoufind__________,itshouldbelongtoyoubecause____________________________.EvenifIlostsomething,Iwouldn’texpect______________.OnceIlosta________,Idecidednotto__________.Peopleneedtounderstandthat___________________.Yourletterhelpsmetorememberthatpeopleneedtobecarefulwith___________.Thentheywon’tneedtoworryabout____________.Soyousee,Johann,Igottwo
rewards:oneIcould_______________andoneIcould__________.
ModelB
DearJohann,
ImustsaythatIdon’tagreewithyou.Thoughyoufind_________.Itdoesn’tmeanitbelongsto,youshould__________________.I’msureyouwouldwantsomeoneto__________________.OnceIfoundabeautiful________.Iwantto_______.ThenIrememberedseeingonejustlikeitin__________.Iwenttothe________andfoundthe________towhomitbelonged.__________wasvery________togetitbackandgavemesomedeliciousapples.Soyousee,Johann,Igottworewards:oneIcouldeatandoneIcouldkeepinmyheart.
Step5Explanation
1.thinkhighly/much/wellof…=singhighpraisefor…
thinklittle/nothingof…
Theheadmasterthoughthighlyofmeformygoodperformance.
Thelittleboywaswellthoughtofbythem.
Hethoughtnothingofwalking40miles.走40英里,他不当回事.
2.besides(adv):what’smore
It’stoolate;besides,it’sstartingtorain.
Step6Homework
Writtenwork:Translation

Unit 1 Cultural Relics教案设计

俗话说，凡事预则立，不预则废。作为高中教师就需要提前准备好适合自己的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师在教学期间更好的掌握节奏。所以你在写高中教案时要注意些什么呢？下面是小编精心收集整理，为您带来的《Unit 1 Cultural Relics教案设计》，欢迎大家阅读，希望对大家有所帮助。

Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.

Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.

Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheSecondPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.

Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.

Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716，FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.

Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.

Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.

Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(Rbeconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
Eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.

Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.

Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
.

Unit 1 Cultural Relics ?课后反思

一名优秀的教师在教学时都会提前最好准备，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容，让教师能够快速的解决各种教学问题。你知道如何去写好一份优秀的教案呢？考虑到您的需要，小编特地编辑了“Unit 1 Cultural Relics ?课后反思”，相信能对大家有所帮助。

Unit1CulturalRelics课后反思
一、教材及学情分析
（一）教材内容分析
本单元话题——文化遗产（Culturalrelics）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）教学重点、难点
本节课是一节词汇学习课，所以重点就放在对重点词汇的学习，强调让学生通过不同的语境猜测词义，再通过选词填空，词义连线训练与巩固，并通过讨论任务使学生真正掌握重点词汇的使用。而本节课最后一个任务，让学生通过本节课的学习用所学的重点词汇进行写作练习，这是对学生综合运用能力的一个考验，也是本节课的难点。
（三）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、教学目标
（一）语言知识目标
1．使学生能够学习在不同的语境中猜测重点词汇的词义，
2．并会使用重点单词来描述历史文化遗产的特征。
（二）语言技能目标
1．培养学生在不同语境中的猜词能力，
2．以及使用合适的语言来表达自己观点的能力。
（三）情感目标
1．使学生能够热爱并保护历史文化遗产，
2．培养小组合作学习的能力。
（四）教学策略
1）在情境中教学词汇。滚动式呈现词汇，操练、检测和运用词汇。
2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。
4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。
三、教学设计
在遵循并坚持教师为主导，学生为主体的思想，设计如下：
StepⅠ重点词汇学习
1.在语境中展示词汇。让学生通过语境猜测目标词汇的词义。
2.根据猜测的词义再次选择合适的语境选词填空，巩固词义。
3．总结词义。进行语意连线，层层递进，逐步学习。
StepⅡ词汇运用。
1.任务一
让学生选用所学的单词对文化遗产进行描述，对重点单词进行运用与巩固。
2.任务二讨论
通过对文化遗产的描述学习，使学生树立起热爱文化遗产的意识，并通过讨论提出如何保护文化遗产的建议。
StepⅢ写作交流
通过讨论，学生已经积累了语言素材，再通过指导，使学生将本节课的重点词汇与保护文化遗产的建议通过写作形式进行输出，达到对知识的高层及运用。
StepⅤ作业
完成作文。
四．反思。
本节课上下来，自己感觉还是不错的，不论是从教学环节的设计还是学生的反应配合，都是比较顺利。但也留给了我一些思考：
1．在语境中学习词汇的理论已经得到了众多语言学家的认可，经过开学到现在的实践与探索，学生已经掌握了在语境中猜测词义的一些基本方法，在课堂上大部分学生能够根据语境来完成自主学习。但是，今天在课堂上对学生猜词能力的训练只是众多方法中的一部分，而更多地是需要在日常不断去渗透。同时，还可以尝试设置更多不同的语境，比如：在对话中，根据定义，近义反义词，看图片、video，实物展示等众多的方法途径。可以看到学生已经慢慢培养起了这种意识，加之往后不断加强训练，我想，学生也会逐步改变自己原有的词汇学习方式，用新的、更适合高中课程的学习方法。同时，顺利做好初高中英语学习的衔接。
2．本单元学习的是以历史文化遗产为主题，涉及的面很广，与历史、地理等知识相融合，除了学习语言知识，更多地是引导学生对历史文化遗产的热爱以及倡导对它们的保护。学生的学习兴趣很高，上课讨论及回答问题时都很积极，这说明，对于感兴趣的学习内容他们一定会更加用心的去学习，去投入，所以，在日常教学中一定要善于挖掘课本，尽量使课堂气氛活跃，使教学内容能联系实际，更贴近学生。西安是个历史文化古城，又很多学生熟悉的文化古迹，而他们中有很多已受到了威胁，所以在这节课上要是能让学生来谈论身边熟悉的文化遗产的特征、保护，我想学生一定会更感兴趣，也会觉得更贴近生活。
一节用心准备的课上下来总会给人有很多的感触，不论是成功的还是失败的，都是可贵的财富，而我们的成长就要靠这样不断的积累，同时也需要您，各位老师的指导与修正。谢谢。

Unit 1 Cultural relics教学案

教案课件是老师工作中的一部分，大家应该开始写教案课件了。将教案课件的工作计划制定好，才能使接下来的工作更加有序！那么到底适合教案课件的范文有哪些？急您所急，小编为朋友们了收集和编辑了“Unit 1 Cultural relics教学案”，欢迎大家阅读，希望对大家有所帮助。

Unit1Culturalrelics教学案

PartOne:TeachingDesign（第一部分：教学设计）
Period1:AsamplelessonplanforReading
(INSEARCHOFTHEAMBERROOM)
Aims：
Toreadaboutculturalrelics
TolearnaboutTheRestrictiveandNon-RestrictiveAttributiveClause
I.Warmingup
Warmingupbydefining
Goodmorning,class.ThisperiodwearegoingtoreadaboutINSEARCHOFTHEAMBERROOM.Beforeourreading,I’dliketoknow:
A.Whatkindofoldthingsareculturalrelics?
B.Arealltheoldthingsculturalrelics?
C.Whatisthedefinitionandclassificationofculturalrelics?
D.Towhomdoculturalrelicsbelong?
Keysforreference:
A.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.
B.No,notalltheoldobjectsareculturalrelics.
C.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.
D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.
Warmingupbypresenting
Hi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover：
A.Canyounamethemout?
B.Whohavetherighttoconfirmandclassifythem?
Keysforreference:
A.Theyareculturalsites:TheGreatwall;TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors;TheMogaoCave.Thesearenaturalsites:TheJiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:MountTaishan;MountHuangshan;MountWuYi.
B.OnlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.
Warmingupbydiscussing
Now,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision:
A:Whatshouldwedo?
B:Canwekeepitforourselvesorreportittothegovernment?
C:Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?
Keys:ABCquestionscanbeansweredinallkindsofways.Theanswersareflexible.
II.Pre-reading
1.Lookingandsaying
Workinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory，suchasYuanMingYuanandtheAmberRoom.Pleaseguess:
A.Whatkindsofthingscanresultintheirdisappearing?
B.Whydotheycomeintobeingonceagain?
Keysforreference:
A.Maybewars,naturaldisasters,andtimehavedamagedordestroyedthem,gettingthemlostandchanged.Manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.
B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.
2.Explainingandsharing
Workingroupsoffour.Tellyourgroupmates:
A.Whatdoyouknowaboutthesubstanceof“amber”?
B.Whatdoyouknowabouttheculturalrelics“theAmberRoom”?
Keysforreference:
Iamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.
Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,theKingofRussia,bytheKingofPrussia,FrederickWilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
III.Reading
1.Readingaloudtotherecording
NowpleaselistenandreadaloudtotherecordingofthetextINSEARCHOFTHEAMBERROOM.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.
2.Skimmingandidentifyingthegeneralideaofeachparagraph
Nowpleaseskimthetexttogetthekeywordsandgeneralideaofeachparagraph.
1stparagraphtheintroductionabouttheAmberRoom:design,colour,shape,material
2ndparagraphthepresenttotheCzar:apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor
3rdParagraphtherelocatingoftheAmberRoominCatherirⅡtimes:movedintoSummerPalace,moreaddedtoitsdesign
4thParagraphthemissingoftheAmberRoom:thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon
5thParagraphtherebuildingoftheAmberRoom:anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg
3.Scanningandanalyzingthecharacteristicsofthetext.
Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?
Keysforreference:
Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.
4.Readingandunderstanding
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
CollocationsfromINSEARCHOFTHEAMBERROOM
lookinto…,beusedto…,makethedesignfortheroom,infact,asagiftof…,addmoredetailsto…,remove…fromthesearchfor…,belongto…,feelashardasstone,thefancystyle,bemadefor…,inreturn,oneofthegreatwonders,artobjects,lookmuchlike…,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas…,atwar,remainamystery,bereadyfor…
5.Readingandtransferringinformation
Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.
NUMBERMEANING
1716FredericWilliamgavetheAmberRoomtoPetertheGreatasagift.
1770CatherineⅡhadcompletedtheaddingtotheAmberRoominthisyear.
1941TheNaziGermanarmystoletheAmberRoominthisyear.
2003TherebuildingoftheAmberRoomwascompletedinthisyear.
7000TonsThetotalweightoftheambersusedtomaketheroom.
55ThenumberofsoldiersgiventothekingofRussiainreturn.
600ThenumberofthecandleslightingtheAmberRoom.
2Thetwocountries:GermanandRussia.
2IntwodaystheAmberRoomwasremovedtoaGermancity.
100,000TheAmberRoomwasdismantledinto100,000pieces
2727woodenboxeswereusedtocontainthepiecesofAmberRoom.
300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity
6.Readingandlearning
Readthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:
NamesofpeopleNamesofplaces
FrederickⅠPrussia
FrederickWilliamⅠSt.Peterburg
PetertheGreatKonigsberg
CatherineⅡWinterPalace
SummerPalace
ⅣClosingdown
Closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.
Closingdownbyhavingadiscussion
A.CanyouimaginethefateoftheAmberRoom?Whatisit?
B.DoyouthinkifitisworthwhiletoreproducetheAmberRoom?Why?
Keysforreference:
A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.Maybeitwasdestroyedatwarinthefightingfire.Yousee,amberscanbemeltedeasily.Maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.
B.IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.
ClosingdownbyretellingthestoryoftheAmberRoom
Well,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.YouaretoretellthestoryoftheAmberRoom:
ColourStyleShape
ownerpresentmovetowinterpalace
addtomoredetailsremovetopieces
putontrainsremainamystery300thbirthday

Period2:AlessonplanforLearningaboutLanguage
(TheRestrictiveandNon-RestrictiveAttributiveClause)
Aims:
Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
Todiscoversomeusefulwordsandexpressions
Todiscoversomeusefulstructures
Procedures:
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Pleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.
Warmingupbyexplaining
Now,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.
II.LearningaboutAttributiveClause
1.WhatisanadjectiveClause?
Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?”or“whatkindof?”Considerthefollowingexamples:
Adjective
theredcoat
Adjectiveclause
thecoatwhichIboughtyesterday
Liketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.
Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who(m),”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:
informal
Thebookspeoplereadweremainlyreligious.
formal
Thebooksthatpeoplereadweremainlyreligious.
informal
Somefirefightersnevermeetthepeopletheysave.
formal
Somefirefightersnevermeetthepeoplewhomtheysave.
Herearesomemoreexamplesofadjectiveclauses:
themeatwhichtheyatewastainted
Thisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.
They’retalkingaboutthemoviewhichmadehimcry
Thisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?”.
Theyaresearchingforthestudentwhoborrowedthebook
Theclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.
DidItellyouabouttheauthorwhomImet?
Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?”.
2.Restrictive青城山一都江堰,culturalsite,2000.
◆AucientVillagesinSouthernAnhui—XidiandHongcun(安徽古村落一西递、宏村),culturalsite,2000.
◆LongmenGrottoes(龙门石窟),culturalsite,2000.
◆ImperialTombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite2000.
◆YungangGrottoes(云冈石窟),culturalsite,2001.
◆ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2003.
◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),culturalsite,2004.
Section3:WordsandexpressionsfromUnitICulturalRelics
cultural
adj.文化的aculturalindependence/culturalexchange
relic
n.sth.oldthatremindsusofthepast遗迹；古物unearthedcultural/arelicofearlycivilization
survive
vt.tocontinuetoliveafter…幸免于；幸存；……之后还活着survivethetrafficaccident/surviveallherchildren
remain
vi.1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture.2.tocontinuetobe(inanunchangedstate)继续；依然remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwon’teatyou’lljusthavetoremainhungry!3.Itremainstobeseen:weshallknowlateron.情况仍未明，要看怎样发展。
state
n.国家；政府；州；状态stateschools/statedocuments/inapoorstateofhealth
lookinto:toexaminethemeaningorcausesof考察，调查lookintothematter/lookintotheevent
rare
adj.稀罕的；稀有的；珍贵的therareairofthemountains/raremetals/ararebook
dynasty
n.朝代；王朝theQingDynasty/theTudordynastyinEngland
belongto
tobethepropertyof;tobeamemberof;tobeconnectedwith属于；为……的一员;与……有关系belongtoaclub/belongtoaclass/belongtome
insearchof寻找insearchofthecuretothedisease/insearchofthelostboy
amber
n.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofamber
gift
n.赠品；礼物；天赋birthdaygifts/giftvouchers/agiftformusic
melt
vt.vi.(使)融化；（使）熔化meltthesnow/melttheanger/meltinwater
heat
n.vt.热；热度；把……加热；使激动thebodyheat/theheatofadebate/heatsoupforlunch
design
n.aplaninthemind;adrawingorpatternshowinghowsth.istobemade设计；图案vt.toimagineandplanoutinthemind设计；构思curiousindesign/makeadesignforamonument;designanengine/designdressesforaqueen
fancy
adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoung
style
n.风格；风度；类型dothingsinstyle/inthestyleof/outofstyle.
jewel
n.珠宝；宝石preciousjewels/ajewelnecklace
inreturn(for):inexchange(for);inpayment(for)作为交换；报答；酬谢inreturnforherkindness/inreturnforhisgilt
light
vt.vi点火，照亮lightacigarette/lightatorch/lightsb.onhisway
mirror
n.镜子；反映adrivingmirror/lookinthemirror/amirrorofthetimes
wonder
n.奇迹；惊奇thewondersofnature/It’snowonder./inwonder
atwar处于交战状态beatwar/havebeenatwarforlong
remove
vt.totakeaway(fromaplace);takeoff移动;脱掉；除去removetheclothfromthetable/removeone’shat;You’vegottoremoveyourshoesbeforeyouentertheroom.
furniture
n.家具（总称）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurniture
secretly
adv.秘密地；背地里haveatalksecretly/takeanactionsecretly
wooden
adj.木制的awoodenbridge/awoodenchair
doubt
n.怀疑；疑惑；vt.怀疑；不信thereisnodoubtaboutsb./sth./nodoubt/…notdoubtthat/…doubtwhether
mystery
n.神秘；神秘的事物makeamysteryofmatter/diveintothemysteriesof
apart
adv.分离；分别地milesapart/standapart/keepapartfromtakeapart拆开takeapartthemachine/takesb.apart
trial
n.审判；审问；试验holdatrial/trialbyamilitarycourt/givesb.atrial
consider
vt.1.tothinkabout;examine考虑；思考I’mconsideringchangingmyjob.We’vedecidedtomoveandareconsideringanewhouseinBeijing.2.toregardas认为Iconsideryouafool.Iconsideritagreathonourtobeherewithyoutoday.ThebossconsideredTom(tobe)toolazytobeagoodworker.3.totakeintoaccount顾及；考虑到；Ifyouconsider(thefact)thatshe’sonlybeenstudyingEnglishayear,shespeaksitverywell.
opinionn.意见；看法；判断giveone’sopinion/inone’sopinion/dependonone’sopinion
evidencen.根据；证据；证物evidenceforhisguilt/callsb.forevidence/materialevidence/verbalevidence
provevt.证明；证实vi.原来是；证明是proveitstruth/provesbtobe/beprovedtobe
pretendvt.假装；装扮pretendtobe/pretendthat
thinkhighlyof看重；器重thinkhighlyofhisdeeds/thinkhighlyofhischaracter
treasuren.财宝；财富；珍品astoreofhiddentreasure/collectmanytreasures
besidesadv.inaddition,also此外;而且Idon’twanttogo;besides,I’mtired.Imetsomefriendsandotherpeoplebesides.Idon’tlikethosebluesocks;whathaveyougotbesides?prep.aswellas;inadditionto除……之外Ihaveafewfriendsbesidesyou.TherewerethreeotherspresentatthemeetingbesidesMr.Day.