新人教高一必修2Unit1Culturalrelics优秀教案.doc

新人教高一必修2 Unit1 Cultural relics 优秀教案 Unit1 Cultural relics备课组：高一级主备人：易金明Period 1 Warming Up, Pre-reading, Reading, ComprehendingTeaching Important Points:1. To learn the knowledge of the cultural relics.2. Get Ss to learn different reading skills.3. Let Ss read the passage In search of the Amber Room and learn about the history of the Amber.Teaching Difficult Points:1. Work together with partners and describe cultural relics.2. Develop Ss speaking ability.3. Get Ss to learn different reading skills.Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Three-D(three-dimensional)Knowledge Aims:1. Get Ss to learn new words and expressions.2. Let Ss learn about cultural relics.3. Get Ss to learn some difficult and important sentences.4. Let Ss learn about the history of the Amber Room and “Big Feng”.Ability Aims:1. Let Ss have the ability to talk about cultural relics.2. Enable Ss to learn to talk about cultural relics.3. Let Ss read the passage In search of the Amber Room to develop their reading ability.Emotional Aims:1. Stimulate Ss sense of cultural relics protection by talking about cultural relics.2. Develop Ss sense of cooperative talking.Teaching Procedures:Step 1 Greeting Step 2 Lead-in and Warming-up1. Ask Ss to talk about cultural relics by answering questions:e.g. 1) Do you know what a cultural relic is? (Cultural relics are physical reminders of what different peoples valued in the past and continue to value now.) 3) What kind of old things are cultural relics? (Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. 4) Are all the old things cultural relics?(No, not all the old objects are cultural relics.) 5) Do you know any cultural relics of China in the word heritage site? And can you describe them? (Yes,I do. Mount Taishan(泰山)，listed as a world cultural and natural site in 1987.The Great Wall(长城)，cultural site, 1987.The Mogao Caves(敦煌莫高窟)，cultural site,1987. Mount Huangshan(黄山),cultural and natural site,1990.The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨沟风景名胜区),natural site,1992.The Ancient Building Complex in the Wudang Mountains(武当山古建筑群),cultural site,1994.Mount Emei and the Leshan Giant Buddha Scenic Area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996.The Classical Gardens of Suzhou(苏州园林),cultural site,1997.The Summer Palace(颐和园),cultural site,1998.Imperial Tombs of the Ming and Qing Dynasties(明清皇家陵寝),cultural site 2000.Three Parallel Rivers of Yunan Protected Areas,natural site(三江并流),2003.2. Ask Ss to finish Ex.3 in warming-up.Step 3 Reading and ComprehendingSkim the text and finish Ex1 (P2) Suggested answers: 1.C 2.E 3. B 4.D 5.A 6.FStep 4 Careful reading1. Ask Ss to read the passage carefully and finish Ex2 (P2).Suggested answers: Paragraph 1: How was the Amber Room made?Paragraph 2: Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3: How did the Amber Room become one of the wonders of the world? Paragraph 4: How did the Amber Room get lost? Paragraph 5: How was a new Amber Room built? 3. More questions about the passage:1). Is the Amber Room pure amber made with?No. Its also made with gold and jewels.2). What did the Czar give the King of Prussia in return? A troop of his best soldiers.3). What did Catherine II do to the Amber Room?She had her artists add more details to its design.4). Is the Amber Room still in Russia? No, it isnt.5). Where is it now? No one knows. It remains a mystery.6). What happened to the Amber Room? It was stolen by the Nazis and is missing now.7). When did the Amber Room disappear? During the Second World War.3. Ask Ss to finish Ex.B Ex.2 (P2).Step 4 Homework Ask Ss try to search for more information about cultural relics and finish Ex3 (P2).Teaching reflecting:_Period 2 Reading Task (Work Book) Teaching Important Points:1. Let Ss read the passage Big Feng to the Rescue and learn about the passage.2. Get Ss to learn different reading skills.Teaching Difficult Points:1. Develop Ss reading ability.2.How to teach the students to know more about Big Feng.Teaching Methods:1. Reading (individuals)2. Discussion (group work)3. Cooperative learning.Three-D(three-dimensional)Knowledge Aims: Help the students learn how to catch details of Big Fengs story.Ability Aims:1. Enable the students to catch details of Big Fengs story.2. Enable Ss to learn more about cultural relics and master know how to protect them.Emotional Aims:1. Develop Ss sense of cooperative learning.2. Stimulate Ss sense of cultural relics protection by reading the passage Big Feng to the Rescue.Teaching Procedures:Step 1 Greeting Greet the whole class as usualStep 2 RevisionGet Ss to reviewthe main idea ofthe passage In search of the Amber Roomfinish and complete the following form, according to the text.Type of writing Main idea of the passage General idea of 1st paragraph General idea of 2nd paragraph General idea of 3rd paragraph General idea of 4th paragraph General idea of 5th paragraph Suggested answers: Type of writingNarrative(记叙文) writing.Main idea of the passagethe history of the Amber RoomGeneral idea of 1st paragraphthe simple description of the Amber RoomGeneral idea of 2nd paragraphthe present, sent to the CzarGeneral idea of 3rd paragraphthe detail, adding and redecorating of the Amber RoomGeneral idea of 4th paragraphthe stolen of the Amber Room in World War IIGeneral idea of 5th paragraphthe rebuilding of the Amber RoomStep 3 Fast ReadingRead the passage and finish Ex.1 (P45) Suggested answer: CStep 3 Careful ReadingGet Ss to read the passage carefully and finish Ex.2 (P45).1. What does Big Feng think about cultural relics?2. What does he do to protect the cultural relics of hie hometown?3. What are his two successful projects?4. Why does he think it is more important to do this than to write novels?5. It is very time-consuming (耗时的) and expensive for Feng Jicai to take care of cultural relics. Try to think of other waysto help him with his projects.Suggested answers:1. He thinks that saving cultural relics is more important than writing his novels.2. He asks the local government to protect things of cultural interest. He works very hard to save all the old buildings of hie hometown, Tianjin.3. His successful projects are:1). Protect the oidest street in Tianjin.2). Persuading the city government to buy some land in the centre of the city so it could not be sold for buinesses.4. He thinks that people will forget their great past if they do not preserve it.5. E.g. 1) Put up posters announcing his latest campainn(活动，战役). 2) Make speeches to support Feng Jicai. 3) Go with him when he goes to meet with the local government.Step 4 Homework Ask Ss try to search for more information about cultural relics and finish Ex3 (P2).Teaching reflecting:_ Periods 3&4 Learning about LanguageTeaching Aims:1. Learn the usage of some difficult words and expressions.2. To discover some useful structures.3. To learn about the restrictive and non-restrictive attributive clause.Teaching Important Points:1. Enable Ss to learn and use some useful words and expressions.2. The Restrictive and Non-Restrictive Attributive Clause.Teaching Difficult Points:1.How to make Ss have the ability to use language.2.Enable Ss to master Ss master the Restrictive and Non-Restrictive Attributive Clause.Teaching Methods:1. Learning and practicing.2. Discussion.Teaching Procedures:Step 1 Greeting Greet the whole class as usualStep 2 Learning1.Words and expressions:cultural rare survive vase dynasty amazing select honey design fancy decorate belong remove doubt worth explode sink belong to in search of in return at war take apart think highly of2. Sentence patterns:(1) The design for the room was of the fancy style popular in those days.of the fancy style. 在句子中用作表语，I am pleased to have been of help to you.All of the boys in the class are of the same age.类似的用法还有：of different sizes, of great importance, of no use, of little value等。 be of+ n. 表示主语的某种性质, 形状或特征. Be of+ n.=be +adj.，表示主语的某种形状或特征。This book is of help to the students.=This book is helpful to the students.popular in those days 是形容词短语修饰the fancy style。凡是可充当表语的形容词组，做定语时通常都可后置。They have a house larger than yours. The boys easiest to teach are in my class.这类后置的定语在意义上相当于定语从句。a house larger than yours = a house which is larger than yours the boys easiest to teach = the boys who are easiest to teach(2) In 1770, the room was completed the way she wanted it. the way she wanted 前的介词in被省略了，同时定语从句she wanted的引导词that也被省略了。In English, words are not always spelled the way they sound.He doesnt speak English the way I do.另外，A. she wanted it是定语从句，修饰the way。in the / this / that way中的介词in经常省略。 I was never allowed to do things the way I wanted. 当way前面有形容词作定语时，其前不省略in。He always writes in a careless way.B. way后可接of doing或to do作定语，表示做某事的方式或手段。He found the best way to solve / of solving the problem.(3) There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. that the boxes were then put on .是同位语从句，表示与之同位的no doubt 的实际内容。They had to face the fact that the nearest filling station is thirty kilometers away.The doctors came to the conclusion that the patient was suffering from cancer. 此类从句通常用that来引导，随着与其同位的名词不同， 也可由when, where, whether, how等来引出。 I have no idea when he will return. (4) Nor do I think they should give it to any government. Nor/Neither倒装结构;否定词置于句首时的倒装结构I dont know when he will come. -Nor/Neither do I. 这样的副词及短语有：never , seldom , neither , nor , little , not, hardly , scarcely , rarely , in no time , by no means , in no way等。 Never shall I make such a mistake. Seldom does she go out alone. You havent finished your homework, neither have I.3. Grammar: The Restrictive and Non-Restrictive Attributive Clause.Step 4 Practice1.Ask Ss to do exercises on Page3&4.(SB)2.Do exercises 2&3 on Page 42 (Wb) Step 4 Homework 1. Ask Ss to review the important words and expressions. 2. Do more exercises about restrictive and non-restrictive attributive clauseTeaching reflecting:_Period 5 Using LanguageTeaching Aims:1. To learn to tell facts from opinions.2.To listen and speak about cultural relics.Teaching Important Points:1. Enable Ss to learn and use some useful words and expressions.2. The Restrictive and Non-Restrictive Attributive Clause.Teaching Difficult Points:1. How to make Ss have the ability to use language.2. Enable Ss to master Ss master the Restrictive and Non-Restrictive Attributive Clause.Teaching Methods:1. Learning and practicing.2. Discussion.Teaching Procedures:Step 1 Greeting Greet the whole class as usualStep 2 Lead-in1 . Ask Ss to skim the passage A Fact or an Opinioman and answer the following questions:A. What is a fact?B. What is an opinion?Keys for reference: A . A fact ia anything that can be proved. (A fact must be real, objective and without any personal judgment. So it can be proved.) B. An opinion is what someone believes is true, but has not been proved. (An opinion always expresses ones own ideas. It is always subjunctive. So it has not been proved.) 2. Read the passage again and tell me:A.If you want to go in for law against somebody, and if you want to win, whats the most important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.Keys for reference: A. Searching for facts of course. The more, the better. B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.Step 2 ReadingRead the mans story and fill in the forms.NameJan HasekJobA minerPlaceCzech RepubilcTimeApril,1945What he heardSomething exploded at midnight.What he saw1. Some German soldiers put wooden boxes in the mine.2. The entrance to the mine was closed.What he believesThe Amber Room and some gold were buried in the mine. Step 3 Listening1.Ask Ss to listen to the tape and do exercises4&5 on Page5&6.(SB)2.Check the answers: The answers are on Page19 (TB) Step 4 Homework Ask Ss to prereview Speaking and writing.Teaching reflecting:_Period 6 Speaking ,Reading and WritingTeaching Important Points:1. Learn to discuss and act out the Ss opinions about facts and opinions.2. Get Ss to learn writing skills.Teaching Difficult Points:1. How to teach the students to speak out their opinions about facts and opinions.2.How to teach the students to debate freely.Teaching Methods:1. Have a discussion.2. Write an article about the discussion. (individuals)3. Cooperative learning.Three-D(three-dimensional)Knowledge Aims: 1.Enable the students to have the ability of showing their opinions. 2.Let Ss know what are fact and opinion.Ability Aims:1. Train Ss speaking ability.2. Develope Ss writing ability.Emotional Aims:1. Develop Ss sense of cooperative learning.2. Stimulate Ss sense of knowing what are fact and opinion.Step 1 Greeting Greet the whole class as usual.Step 1 Cooperative learningDiscuss and make a dialogue1. Are you sure he/she was telling the truth? How do you know that?2. How can you be sure of that? 3. Why / why not?4. I (dont) believe, because 5.That cant be true. 6.It is (not) a fact. 7. I (dont) agree with you. 8. I dont agree that 9. It can be proved. 10. The truth is (not) easy to know. 11. I think they have said useful things. 12. has no reason to lie. . More sentences are on page 6 (SB)Situation 1:Jane said she would join you in the game, but now she hasnt turned upSituation 2:Li Hua promised to have a barbecue with you all on Saturday. But something unexpected happened. You dont know whether it was true or not.Step 2 Reading and writingTask 1: Leading-inGet Ss to read the letter on page 7 and see whats Johanns opinion about the Amber Room?Johann thinks the people who find the Amber Room should keep it for them own.Task 2: Read the letter again and write a short reply to it. You may choose to agree or disagree and give reasons.The following models may help Ss:Model ADear Johann, I must say that I agreewith you. If you find _, it should belong to you because _. Even if I lost something, I wouldnt expect _. Once I lost a _, I decided not to _. People