小學語文微課教案

Unit 1 Cultural Relics ?課后反思。

一名優(yōu)秀的教師在教學時都會提前最好準備，教師要準備好教案，這是每個教師都不可缺少的。教案可以讓學生們能夠在上課時充分理解所教內(nèi)容，讓教師能夠快速的解決各種教學問題。你知道如何去寫好一份優(yōu)秀的教案呢？考慮到您的需要，小編特地編輯了“Unit 1 Cultural Relics ?課后反思”，相信能對大家有所幫助。

相關知識

Unit 1 Cultural Relics教案設計

俗話說，凡事預則立，不預則廢。作為高中教師就需要提前準備好適合自己的教案。教案可以保證學生們在上課時能夠更好的聽課，幫助高中教師在教學期間更好的掌握節(jié)奏。所以你在寫高中教案時要注意些什么呢？下面是小編精心收集整理，為您帶來的《Unit 1 Cultural Relics教案設計》，歡迎大家閱讀，希望對大家有所幫助。

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，F(xiàn)rederickWilliamIgaveittoPetertheGreat,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英文教案

一名合格的教師要充分考慮學習的趣味性，作為高中教師就要好好準備好一份教案課件。教案可以讓學生們能夠在上課時充分理解所教內(nèi)容，幫助高中教師提前熟悉所教學的內(nèi)容。怎么才能讓高中教案寫的更加全面呢？以下是小編收集整理的“Unit 1 Cultural relics英文教案”，希望對您的工作和生活有所幫助。

Unit1Culturalrelics
Period1:WarmingupandReading
(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,forcelebratingthe300thbirthdayofPetersburg
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.
300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPetersburgcity
6.Readingandlearning
Readthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:
NamesofpeopleNamesofplaces
FrederickⅠPrussia
FrederickWilliamⅠSt.Petersburg
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:LearningaboutLanguage
(TheRestrictiveandNon-RestrictiveAttributiveClause)
Aims:
Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
Todiscoversomeusefulwordsandexpressions
Todiscoversomeusefulstructures
Procedures:
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Pleaseturntopage3.Doexercises1,2and3first.Pleasecheckyouranswersagainstyourclassmates’.
Warmingupbyexplaining
Now,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.
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(安徽古村落一西遞、宏村),culturalsite,2000.
LongmenGrottoes(龍門石窟),culturalsite,2000.
ImperialTombsoftheMingandQingDynasties(明清皇家陵寢),culturalsite2000.
YungangGrottoes(云岡石窟),culturalsite,2001.
ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2003.
CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句麗的王城、王陵和貴族墓葬),culturalsite,2004.

英語必修一Unit1 Cultural Relics 教案

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.作業(yè)本Unit1,part1(class2)
常規(guī)訓練unit1part2.Ex1,2(class12)
Reflection

Unit 1 Cultural relics（教案設計和課件設計）

每個老師不可缺少的課件是教案課件，大家在仔細設想教案課件了。教案課件工作計劃寫好了之后，這樣我們接下來的工作才會更加好！你們會寫一段適合教案課件的范文嗎？下面是小編幫大家編輯的《Unit 1 Cultural relics（教案設計和課件設計）》，僅供參考，大家一起來看看吧。

Unit1Culturalrelics（教案設計和課件設計）

Period2Readingcomprehension
ACityofHeroes
TeachingGoals:1.Talkaboutculturalrelics.
2.Talkaboutwaystoprotectculturalrelics.
3.LearnaboutthecityStPetersburg
4.UsethePresentPerfectPassiveVoice
5.Writealettertotheeditortoexpresspersonalidea
aboutculturalrelics.
Teachingaims:1.Showtheknowledgeofthecityofheroestostudents
2.Enablethestudentstoexpresstheirviewsonculturalrelics
3.Learnsomenewwordsandexpressions
ImportantWordsandexpressions:
ruin,burn,restore,rebuild,beauty,photograph,portrait
inruins,bring…backtolife,pulldown
Teachingaids:Tape,multimedia
TeachingProcedure
?Step1.Lead-in
Boysandgirls,todaywearegoingtolearnsomethingaboutagreatcity----StPetersburg.First,canyougivemesomeexamplesoffamouscitiesintheworld?Yes,thereare
Beijing,Paris,Tokyoandsoon.Now,ifyouareabletogotoanycityyouwantto,whichcitywillyouchoose?Tellmewhy.Inyouropinion,whatmakesacitygreat?
Alonghistory,famousthingshappeningthere,greatpeople,andculturalrelics.
?Step2.Showingsomepicturesaboutthecityandmakingthestudentshaveabriefideaofthehistoryofthecity.
ThecityofSt.PetersburgisrelativelyyoungifjudgedbyRussianorEuropeanstandards.Foundedin1703,St.Petersburgcelebratedits300thanniversaryin2003.Butdespitebeingayoungcityithasarichandexcitinghistory.KnownasPetertheGreats"Paradise"and"NorthernVenice"intheearlydays,St.Petersburghasalwaysbeenacityofmythandmystery.
?Step3.ListentotheTapeforthefirsttime,thendotheTrueorFalseexercise.
()1.ThecityofStPetersburgwasbuiltandrebuiltbyPetertheGreat.
()2.Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
()3.TheGermansattackedStPetersburgahundredyearsago.
()4.Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
()5.AportraitofPetertheGreatwasdestroyedbytheGermans.
()6.Itwasdifficultforpeopletorebuildtheoldpalaces.
()7.Workersandpaintersusedoldphotographstohelpthemrebuildthecity.
()8.StPetersburgwillneverbeasbeautifulasitwasbefore.
?Step4.Fillintheblanksafterreadingthetextcarefully.
StPetersburglies_____thebanksoftheriverNevainRussia.______hundredyearsago,PetertheGreat,builtanewcapitalhere.PetertheGreatwasastrongand______man.StPetersburghasbeenthecenterofmanyimportanthistorical____.DuringtheWorldWarTwo,thepeoplefoughthard________theNazisandweredeterminedto_______thecitywhentheNazishadleftitin______.Rebuildingthecitywas_______,butthepeoplemanagedto______thecitybackto______.SothepeopleofStPetersburgarethemodern_______,_____theirheroPeter.
?Step5.Answerthefollowingquestions.
1.Whywasitsodifficultforpeopletorebuildtheoldpalaces?2.Whoaretheheroesofthecity?WhyarethepeopleofSt.Petersburgheroes?
?Step6Discussion.
Nowadays,manyoldbuildingsinBeijing,likeSiHeyuan(四合院）arebeingdestroyedandnewmodernbuildingsarebuiltthere.Howdoyouthinkabouttheevent?Doyouagreeordisagree?Why?
?Step7.Homework
1.Writeasimilararticleaboutourcity.
2.DoexercisesonPage47.