高一英语教案-Unit1-Cultural-relics教案(新人教版必修2)

Unit1Culturalrelics教案（新人教版必修2）Analysisofthisunit：本单元以culturalrelics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。Teachingaims:TopicTalkaboutculturalrelicsUsefulwordsandexpressions:Cultural,survive,remain,state,rare,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,besidesLookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyofFunctionalitems:Ithinkhighlyof…Idon’tagreethat…Besides…ImustsaythatIagreewithyou.ImustsaythatIdon’tagreewithyou.AsfarasI’mconcerned,Ithink…AsIseeit…Don’tyouagree/thinkthat…Ican’thelpthinkingthat…Iwouldliketosay…Inmyopinion/view…Personally,weshould…Well,obviouslyweshould…Thepointis….StructuresTheattributiveclausewiththat/which/who/where/whenAculturalrelicissomethingthathassurvived…ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause…Later,CatherineIIhadtheAmberRoom…outsideStPetersburgwhere…Thiswasatimewhenthetwocountrieswereatwar.Thearrangementoftheunit：6periodsPeriod1ReadingTeachingAims:TotalkaboutthestoryofAmberRoom.DifficultandImportantPoints:1.Wordstudy2.Talkaboutculturalrelicsandwhatshouldbedonewiththem3.Theattributiveclauseswiththat/which/who/where/whenTeachingAids:1.Arecorder2.aprojector,3.someslidesProceduresStep1.WarmingupThewarming-upexerciseraisesSs'awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.1.Sssaywhattheyknowaboutculturalrelics.2.Teachermaysummarizelikethis:Culturalrelicsaretracesorfeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Ofcourse,someofthemareindangerbecausetheyarebeingdestroyed.3.AsktheSstogivesomeexamplesoftheculturalrelicsthatareintheneedofbeingprotected.Step2.Pre-reading1.Ssdiscussandanswer:Howwouldyoufeelifaculturalrelicgotlost?Why?Ifyoufindaculturalrelic,whatwillyoudowithit?2.Sslookatthetwopicturesonpage1-2.Askthemiftheyknowwhatitiscalled.Step3.While-reading1.Ssreadandfindtheanswerstothefollowingquestions:1)WhyisitcalledtheAmberRoom?2)WhathappenedtotheAmberRoom?2.Secondreading:Ssreadagainandfinishcomprehending.3.Listening:Sslistentothepassageandgetthemainideaofeachparagraph.Mainidea:Paragraph1.WecanknowthattheAmberRoomhasastrangehistoryandknowsomethingaboutitsdesignandbuilding.Paragraph2.WecanknowthehistoryoftheAmberroomanditsfunctionsinRussia.Paragraph3.IttellsusthatCatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburg.Paragraph4.IttellsusthattheNaziGermanarmystoletheAmberRoominSeptember,1941.AfterthattheAmberRoomremainsamystery.Paragraph5.IttellsusthattheRussiansandGermanshavebuiltanewAmberRoomatthesummerpalace,followingtheoldphotos.Step4.After-reading1.Ssdiscussandanswer:whattheycandotoprotectourculturalrelics.2.DebatingSsdividedintotwopartsanddebate.Topic:WeshouldrebuildYuanMingyuan.WeshouldnotrebuildYuanMingyuan.Step5.Homework1.Recitethekeysentencesinthetext.2.Retellthetext.Thedesignofblackboard:Unit1CulturalrelicsDebatingTopic:WeshouldrebuildYuanMingyuan.WeshouldnotrebuildYuanMingyuan.Teachingreflection: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，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。Period2.LanguagelearningandgrammarTeachingAims:TolearnhowtomakejudgmentsandgivetheiropinionsDifficultandImportantPoints:1.Wordstudy2.Theattributiveclauseswiththat/which/who/where/whenTeachingAids:MultimediacomputerProceduresStep1.RevisionSstrytoretellthetext,usingtheirownwords.Step2.Languagepoints1.insistthat2.情态动词+havedone3.bemadeinto4.beatwar5.remain6.thinkhighlyofStep3Discoveringusefulwordsandexpressions1.Ssreadthepassageagainandtrytofindwordwhichmeanseachofthemeaningonpage3,part1.2.TeachtheSshowtousethedictionarytolearntheusageofthephrase:belongto.Step4.Grammar:Theattributiveclause1.Ssreadthefollowingsentencesandtrytofindtherules.1)ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause…AsktheSsthemselvestofindthedifferencebetweenthetwosentences.3.TellSsthedifferencesbetweenrestrictiveattributiveclauseandnon-restrictiveattributiveclause.Step5.PracticeSsfinishexercises2and3onpage4.Step6.Homework1.SsfinishWbexercise:usingworksandexpressions.2.SsfinishWbexercise:usingstructures.3.Sscollectsomeinformationoftheculturalrelicsthatareindanger.Thedesignofblackboard:Teachingreflection:在本节课，讲授语法的时候，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。Period3.SpeakingTeachingAims:Tomasterthepatternsthatcanbeusedtodescribeculturalrelicsbylistening.DifficultandImportantPoints:TolearnthepatternsusedtodescribeculturalrelicsTeachingAids:1.Arecorderandatape2.AprojectorandsomeslidesProceduresStep1.Revision1.CheckSs’homework.Unit1CulturalrelicsReadthefollowingsentencesandt