高中教案教案
發(fā)表時間：2020-10-28U1 Cultural relics reading教案。
一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，教師要準備好教案，這是教師需要精心準備的。教案可以讓學(xué)生們充分體會到學(xué)習(xí)的快樂，讓教師能夠快速的解決各種教學(xué)問題。那么，你知道教案要怎么寫呢？考慮到您的需要，小編特地編輯了“U1 Cultural relics reading教案”，供大家參考，希望能幫助到有需要的朋友。
U1Culturalrelicsreading
知識點講解及練習(xí)
原創(chuàng)人：王萍[筆墨評語網(wǎng) wwW.bMrbh.Com]
1.FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchastrangehistory
情態(tài)動詞+havedone表示對過去發(fā)生的事情的推測、批評、反悔等意。
聯(lián)想：needhavedone_______________needn’thavedone_____________
Couldhavedone______________couldn’thavedone_____________
May/mighthavedone____________musthavedone_______________
Shouldhavedone________________shouldn’thavedone____________
Translate:
這盒子被人動了，昨夜一定有人來過
________________________________________________________________
你本該早些告訴我，現(xiàn)在我們怎么辦？
_________________________________________________________________
連接高考：
1)You_____theboys.Beforeyoudidthat,asamatteroffact,theyhadregrettedthefightandagreedtomakepeace.
Aneedn’thaveseparatedBmustn’thaveseparated
Cwouldn’thaveseparatedDcouldn’thaveseparated
2)-----Nowonderyou’vegotacold.
-----I_____haveturnedontheairconditioneratsuchalowtemperature.
Acouldn’tBmustn’tCshouldn’tDmightnot
2.Itwasalsoatreasuredecoratedwithgoldandjewels,whichtookthecountry’sbestartistsabouttenyearstomake.
Decoratedwith---為過去分詞短語做后置定語修飾名詞treasure=whichwasdecoratedwith------
Translate:
Theydecoratedtheroomwithflowersandballoons.______
Weneedtodecoratethesittingroom.__________
總結(jié)：
過去分詞作定語是近幾年高考的熱點
1.-----Canthose_______atthebackoftheclassroomhearme?
----Noproblem.(福建08)
AseatBsitCseatedDsat
2.Wefinishedtheruninlessthanhalfthetime______(江西08)
AallowingBtoallowCallowedDallows
3WheneverImether,______wasfairlyoften,shefairlyoften,shegreetedmewithasweetsmile.
AwhoBwhichDwhenDthat
3.However,thenextKingofPrussia,FrederickWilliamI,towhomtheamberroombelonged,decidednottokeepit.
1)however/whatever:__________________________-
whatever是代詞，在句子中可以扮演名詞能夠充當?shù)乃谐煞?例如主語,賓語等
eg.Whateverhesaidthatdayistrue.
eg.Hecouldgiveupwhateverhehadtopleaseher.
however是表轉(zhuǎn)折的連詞，只能用來連接兩個分句。
eg.Theypromisedtotellhimtheaddress,however,intheendtheycheatedhimagain
2)belongto
4.Thiswasatimewhenthetwocountrieswereatwar.
beatwar處于交戰(zhàn)狀態(tài)。
E.g.Thetwocountrieshavebeenatwarformanyyears.Peopletherearesufferingalot.
聯(lián)想：介詞+名詞(表狀態(tài))
atwar/work/home/table
onshow/duty/sale/holiday/fire/watch
introuble/danger/battle/doubt
underrepair/discussion/construction
5.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
Remain1)vi.留下,遺
2)后接n/adj/介詞短語/表位置的adv
Myfriendbecameaboss,butIremainedateacher.
Thedeathoftheoldmanremainedunknown.
Theproblemremainstobediscussed.
Nothingremainsbuttosendtheinvitationout.(只要…就行了)
Itonlyremainsformetosignthepaperthatyougaveme.(某人所要做的只是某事)
Heboughtanewbookwiththe__________(剩下的)40yuan.
=Heboughtanewbookwiththe40yuan_________.(剩下的)
連接高考：
*---Whydoyoulooksoupset?
---Therearesomanytroublesomeproblems___.
remainingtosettleB.remainedsettledC.remainingtobesettledD.remainedtobesettled.
6.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,whichwasatthattimeaGermancityontheBalticSea.
聯(lián)想：
There’snodoubtthat…There’snoneedtodo/forsth/sb
There’snopossibilitythat…(It’s)nowonder(that)…難怪…
There’snohopeofdoingsth
鏈接高考
1.—Howaboutgoingcampingwithusthisweekend?
—_____
A.Isthatright?B.I’dliketo,butIhavenotime.
C.Whatareyouplanning？D.What’sfor?
2.Believeitornot,thisoldcustomhasahistoryofover2,000years,andithas_____intothetwenty-firstcentury.
A.flowedB.survivedC.spreadD.followed
3.I’dlikearoom_____windowlooksoutoverthesea.
A.thatB.inwhichC.whoseD.which
4.Thespecialclothesare_____forthechildrenwhoaredisabled.
A.designedB.plannedC.changedD.expected
5._____thedoctorsreallydoubtis_____mymotherwillrecoverfromtheseriousdiseasesoon.
A.What;whenB.That;howC.What;whetherD.That;what
6.Thecompanywaswillingtoprovideuswithwhatweneeded,_____madeusexcited.
A.whatB.itC.whichD.that
7.IamgoingtodoallIcan_____thebadimpressionyouhaveofme.
A.toremoveB.removeC.toleaveD.leave
8.YesterdayImeta(n)_____teacherbychancewhotaughtmeEnglishintheuniversitythreeyearsago.
A.earlyB.formerC.firstD.advanced
9.Oh,boy,whyareyoukillingyourtimethisway?Can’tyoufindsomething_____doing?
A.usefulB.worthyC.valuableD.worth
10.Itisknowntousthatlionsandtigers_____thecatfamily.
A.arebelongingtoB.belongedtoC.belongtoD.arebelongedto
11.Heisalwayshelpingpeoplewithoutexpectinganything_____.
A.incommonB.inturnC.indangerD.inreturn
12.Theschoolis_____aChineseteacherforthenewtermwhomasterstheEnglishlanguageperfectly.
A.searchingB.inthesearchofC.insearchD.insearchof
13.—Didyouvisitthemuseumtoday?
—No.We_____it,butwespenttoomuchtimeshopping.
A.couldhavevisitedB.musthavevisitedC.couldvisitD.mustvisit
14.Thispieceoffurnitureisreallyinexpensivewithapriceof_____fortydollars.
A.lessthanB.morethanC.otherthanD.ratherthan
15.Itisagoodplanintheory,butit_____tobeseenwhetheritworksinpractice.
A.keepsB.staysC.standsD.remains
擴展閱讀
Unit 1 Cultural Relics ?課后反思
一名優(yōu)秀的教師在教學(xué)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(xué)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(xué)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。
Unit1CulturalRelics課后反思一、教材及學(xué)情分析
（一）教材內(nèi)容分析
本單元話題——文化遺產(chǎn)（Culturalrelics）歷來是全世界較為關(guān)注的焦點之一，尤其是在近些年，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅！本單元所采用話題構(gòu)成了一個現(xiàn)代意義十足的時尚理念，能夠充分喚起學(xué)生的參與欲望。單元內(nèi)容極具生活化，富有活力，體現(xiàn)了本套新教材的一個重要特征，即緊扣時代脈搏，富有時代氣息。而本節(jié)課是本單元的第一課時，主要是讓學(xué)生學(xué)習(xí)本單元的重點單詞，通過各種語境學(xué)習(xí)詞匯，滾動式呈現(xiàn)詞匯，操練、檢測和運用詞匯。從開始的通過語境猜測詞匯含義，到使用詞匯描述文物古跡，再到通過討論呼吁進行文化遺產(chǎn)保護，最后根據(jù)討論內(nèi)容落實到書面寫作。整節(jié)課自始至終圍繞保護代表人類歷史與文明的文物古跡這一主題，所有的人物設(shè)計都圍繞著本節(jié)課的重點——對詞匯的學(xué)習(xí)及運用。通過本節(jié)課學(xué)習(xí)，不但向?qū)W生傳授了英語知識，而且還在教學(xué)過程中通過滲透的方式將文物保護知識有機地滲透于課堂教學(xué)之中，培養(yǎng)學(xué)生愛護人類文明、保護文物古跡、熱愛偉大祖國的思想品德。
（二）教學(xué)重點、難點
本節(jié)課是一節(jié)詞匯學(xué)習(xí)課，所以重點就放在對重點詞匯的學(xué)習(xí)，強調(diào)讓學(xué)生通過不同的語境猜測詞義，再通過選詞填空，詞義連線訓(xùn)練與鞏固，并通過討論任務(wù)使學(xué)生真正掌握重點詞匯的使用。而本節(jié)課最后一個任務(wù)，讓學(xué)生通過本節(jié)課的學(xué)習(xí)用所學(xué)的重點詞匯進行寫作練習(xí)，這是對學(xué)生綜合運用能力的一個考驗，也是本節(jié)課的難點。
（三）學(xué)情分析
這次的授課對象為高一新生，他們剛開始接觸高中新教材，較之以前初中簡單的英語課本，現(xiàn)在看到每個單元大量的詞匯學(xué)生都會產(chǎn)生畏懼感。而他們中有不少學(xué)生背單詞還是靠死記硬背，效果也不好，往往是記住了也不會用。面對如此狀況，學(xué)生也會漸漸失去學(xué)習(xí)的興趣，影響到學(xué)生往后的英語學(xué)習(xí)所以，采用語境中教學(xué)詞匯，可以幫助學(xué)生順利完成初高中英語學(xué)習(xí)的過渡，在一定程度上消除了學(xué)生記憶大量詞匯的畏難情緒，并對學(xué)生自主積累詞匯有一定的幫助。
二、教學(xué)目標
（一）語言知識目標
1．使學(xué)生能夠?qū)W習(xí)在不同的語境中猜測重點詞匯的詞義，
2．并會使用重點單詞來描述歷史文化遺產(chǎn)的特征。
（二）語言技能目標
1．培養(yǎng)學(xué)生在不同語境中的猜詞能力，
2．以及使用合適的語言來表達自己觀點的能力。
（三）情感目標
1．使學(xué)生能夠熱愛并保護歷史文化遺產(chǎn)，
2．培養(yǎng)小組合作學(xué)習(xí)的能力。
（四）教學(xué)策略
1）在情境中教學(xué)詞匯。滾動式呈現(xiàn)詞匯，操練、檢測和運用詞匯。
2）引趣激趣策略。創(chuàng)設(shè)多種情景（境）激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點燃他們的思維火花。
3）任務(wù)型活動策略。在做中學(xué)，在做中練，在做中鞏固，往往會使課堂教學(xué)產(chǎn)生事半功倍的良好效果。
4）循序漸進和尊重差異策略。由簡到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。
三、教學(xué)設(shè)計
在遵循并堅持教師為主導(dǎo)，學(xué)生為主體的思想，設(shè)計如下：
StepⅠ重點詞匯學(xué)習(xí)
1.在語境中展示詞匯。讓學(xué)生通過語境猜測目標詞匯的詞義。
2.根據(jù)猜測的詞義再次選擇合適的語境選詞填空，鞏固詞義。
3．總結(jié)詞義。進行語意連線，層層遞進，逐步學(xué)習(xí)。
StepⅡ詞匯運用。
1.任務(wù)一
讓學(xué)生選用所學(xué)的單詞對文化遺產(chǎn)進行描述，對重點單詞進行運用與鞏固。
2.任務(wù)二討論
通過對文化遺產(chǎn)的描述學(xué)習(xí)，使學(xué)生樹立起熱愛文化遺產(chǎn)的意識，并通過討論提出如何保護文化遺產(chǎn)的建議。
StepⅢ寫作交流
通過討論，學(xué)生已經(jīng)積累了語言素材，再通過指導(dǎo)，使學(xué)生將本節(jié)課的重點詞匯與保護文化遺產(chǎn)的建議通過寫作形式進行輸出，達到對知識的高層及運用。
StepⅤ作業(yè)
完成作文。
四．反思。
本節(jié)課上下來，自己感覺還是不錯的，不論是從教學(xué)環(huán)節(jié)的設(shè)計還是學(xué)生的反應(yīng)配合，都是比較順利。但也留給了我一些思考：
1．在語境中學(xué)習(xí)詞匯的理論已經(jīng)得到了眾多語言學(xué)家的認可，經(jīng)過開學(xué)到現(xiàn)在的實踐與探索，學(xué)生已經(jīng)掌握了在語境中猜測詞義的一些基本方法，在課堂上大部分學(xué)生能夠根據(jù)語境來完成自主學(xué)習(xí)。但是，今天在課堂上對學(xué)生猜詞能力的訓(xùn)練只是眾多方法中的一部分，而更多地是需要在日常不斷去滲透。同時，還可以嘗試設(shè)置更多不同的語境，比如：在對話中，根據(jù)定義，近義反義詞，看圖片、video，實物展示等眾多的方法途徑?？梢钥吹綄W(xué)生已經(jīng)慢慢培養(yǎng)起了這種意識，加之往后不斷加強訓(xùn)練，我想，學(xué)生也會逐步改變自己原有的詞匯學(xué)習(xí)方式，用新的、更適合高中課程的學(xué)習(xí)方法。同時，順利做好初高中英語學(xué)習(xí)的銜接。
2．本單元學(xué)習(xí)的是以歷史文化遺產(chǎn)為主題，涉及的面很廣，與歷史、地理等知識相融合，除了學(xué)習(xí)語言知識，更多地是引導(dǎo)學(xué)生對歷史文化遺產(chǎn)的熱愛以及倡導(dǎo)對它們的保護。學(xué)生的學(xué)習(xí)興趣很高，上課討論及回答問題時都很積極，這說明，對于感興趣的學(xué)習(xí)內(nèi)容他們一定會更加用心的去學(xué)習(xí)，去投入，所以，在日常教學(xué)中一定要善于挖掘課本，盡量使課堂氣氛活躍，使教學(xué)內(nèi)容能聯(lián)系實際，更貼近學(xué)生。西安是個歷史文化古城，又很多學(xué)生熟悉的文化古跡，而他們中有很多已受到了威脅，所以在這節(jié)課上要是能讓學(xué)生來談?wù)撋磉吺煜さ奈幕z產(chǎn)的特征、保護，我想學(xué)生一定會更感興趣，也會覺得更貼近生活。
一節(jié)用心準備的課上下來總會給人有很多的感觸，不論是成功的還是失敗的，都是可貴的財富，而我們的成長就要靠這樣不斷的積累，同時也需要您，各位老師的指導(dǎo)與修正。謝謝。
Unit 1 Cultural relics英文教案
一名合格的教師要充分考慮學(xué)習(xí)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(xué)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(xué)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.
Unit 1 Cultural relics教學(xué)案
教案課件是老師工作中的一部分，大家應(yīng)該開始寫教案課件了。將教案課件的工作計劃制定好，才能使接下來的工作更加有序！那么到底適合教案課件的范文有哪些？急您所急，小編為朋友們了收集和編輯了“Unit 1 Cultural relics教學(xué)案”，歡迎大家閱讀，希望對大家有所幫助。
Unit1Culturalrelics教學(xué)案
PartOne:TeachingDesign（第一部分：教學(xué)設(shè)計）
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.
Section3:WordsandexpressionsfromUnitICulturalRelics
cultural
adj.文化的aculturalindependence/culturalexchange
relic
n.sth.oldthatremindsusofthepast遺跡；古物unearthedcultural/arelicofearlycivilization
survive
vt.tocontinuetoliveafter…幸免于；幸存；……之后還活著survivethetrafficaccident/surviveallherchildren
remain
vi.1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture.2.tocontinuetobe(inanunchangedstate)繼續(xù)；依然remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwon’teatyou’lljusthavetoremainhungry!3.Itremainstobeseen:weshallknowlateron.情況仍未明，要看怎樣發(fā)展。
state
n.國家；政府；州；狀態(tài)stateschools/statedocuments/inapoorstateofhealth
lookinto:toexaminethemeaningorcausesof考察，調(diào)查lookintothematter/lookintotheevent
rare
adj.稀罕的；稀有的；珍貴的therareairofthemountains/raremetals/ararebook
dynasty
n.朝代；王朝theQingDynasty/theTudordynastyinEngland
belongto
tobethepropertyof;tobeamemberof;tobeconnectedwith屬于；為……的一員;與……有關(guān)系belongtoaclub/belongtoaclass/belongtome
insearchof尋找insearchofthecuretothedisease/insearchofthelostboy
amber
n.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofamber
gift
n.贈品；禮物；天賦birthdaygifts/giftvouchers/agiftformusic
melt
vt.vi.(使)融化；（使）熔化meltthesnow/melttheanger/meltinwater
heat
n.vt.熱；熱度；把……加熱；使激動thebodyheat/theheatofadebate/heatsoupforlunch
design
n.aplaninthemind;adrawingorpatternshowinghowsth.istobemade設(shè)計；圖案vt.toimagineandplanoutinthemind設(shè)計；構(gòu)思curiousindesign/makeadesignforamonument;designanengine/designdressesforaqueen
fancy
adj.奇特的；異樣的（無最高級和比較級）vt.想象；設(shè)想；愛好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoung
style
n.風格；風度；類型dothingsinstyle/inthestyleof/outofstyle.
jewel
n.珠寶；寶石preciousjewels/ajewelnecklace
inreturn(for):inexchange(for);inpayment(for)作為交換；報答；酬謝inreturnforherkindness/inreturnforhisgilt
light
vt.vi點火，照亮lightacigarette/lightatorch/lightsb.onhisway
mirror
n.鏡子；反映adrivingmirror/lookinthemirror/amirrorofthetimes
wonder
n.奇跡；驚奇thewondersofnature/It’snowonder./inwonder
atwar處于交戰(zhàn)狀態(tài)beatwar/havebeenatwarforlong
remove
vt.totakeaway(fromaplace);takeoff移動;脫掉；除去removetheclothfromthetable/removeone’shat;You’vegottoremoveyourshoesbeforeyouentertheroom.
furniture
n.家具（總稱）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurniture
secretly
adv.秘密地；背地里haveatalksecretly/takeanactionsecretly
wooden
adj.木制的awoodenbridge/awoodenchair
doubt
n.懷疑；疑惑；vt.懷疑；不信thereisnodoubtaboutsb./sth./nodoubt/…notdoubtthat/…doubtwhether
mystery
n.神秘；神秘的事物makeamysteryofmatter/diveintothemysteriesof
apart
adv.分離；分別地milesapart/standapart/keepapartfromtakeapart拆開takeapartthemachine/takesb.apart
trial
n.審判；審問；試驗holdatrial/trialbyamilitarycourt/givesb.atrial
consider
vt.1.tothinkabout;examine考慮；思考I’mconsideringchangingmyjob.We’vedecidedtomoveandareconsideringanewhouseinBeijing.2.toregardas認為Iconsideryouafool.Iconsideritagreathonourtobeherewithyoutoday.ThebossconsideredTom(tobe)toolazytobeagoodworker.3.totakeintoaccount顧及；考慮到；Ifyouconsider(thefact)thatshe’sonlybeenstudyingEnglishayear,shespeaksitverywell.
opinionn.意見；看法；判斷giveone’sopinion/inone’sopinion/dependonone’sopinion
evidencen.根據(jù)；證據(jù)；證物evidenceforhisguilt/callsb.forevidence/materialevidence/verbalevidence
provevt.證明；證實vi.原來是；證明是proveitstruth/provesbtobe/beprovedtobe
pretendvt.假裝；裝扮pretendtobe/pretendthat
thinkhighlyof看重；器重thinkhighlyofhisdeeds/thinkhighlyofhischaracter
treasuren.財寶；財富；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.
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(xùn)練unit1part2.Ex1,2(class12)
Reflection
