高二英语：Unit 1 Cultural Relics教案

高中英语新课程标准教材

英语教案

（2019—2020学年度第二学期）

学校：_______________________

年级：_______________________

任课教师：_______________________

英语教案/高中英语/高二英语教案

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高中英语教案

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Unit1CulturalRelics(教案)

教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言

能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语

科目，学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可

以放心修改调整或直接进行教学使用。

unit1culturalrelics

teachinggoals教学目标

1).abilitygoals能力目标

a.learnsomedetailedinformationabouttheamberroom.

b.improvethestudents'readingability.

c.trainthestudents'abilitytograspkeyinformationwhilelistening.

d.enablethestudentstohavetheabilityoftalkingculturalrelicsandways

toprotectthem.

2).learningabilitygoals学能目标

helpthesstolearnhowtogiveopinionsclearlyaboutculturalrelics.

3)emotion:情感目标

trainthestudents'abilitytocooperatewithothers.

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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,thinkhighly

of;

3).sentencepatterns:

(1)thereisnodoubtthat-**..

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(2)thisgiftwastheamberroom,whichwasgiventhisnamebecausealmostseven

thousandtonsofamberwereusedtomakeit.

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

thefirst&secondperiod(vocabulary,warmingupandpre-reading)

teachinggoals:

1.targetlanguage

cultural,survive,remain,state,rare,dynasty,vase,belongto

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2.learningabilitygoals

helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseof

protectingculturalrelics.

teachingimportantpoints

talkaboutculturalrelicsandwhatshouldbedonewiththem.

teachingdifficultpoints:

howtotalkaboutculturalrelics.

teachingmethods:

groupdiscussionandpresentation,(cooperativelearning)

thefirst&secondperiod

teachingprocedures:

step1newwordsteaching

step2warming-up

t:whentalkingaboutculturalrelics,whatcomestoyourmind?

si:thegreatwall.

s2:thepyramidsinegypt.

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s3:…

t:welldone.

teacherasksthesstolookatthethreegroupsofpicturesanddiscussthese

questions.

1.doyouknowtheseplaces?

2.ifyouknow,whatdoyouknowabouttheplaces?

3.whichonewouldyouliketovisit?why?

i:asisknowntoall,chinaisacountrywithahistoryofmorethan5,000years.

inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberof

culturalsites,manyofwhichareworldfamous,nowlookatthepicturesandguess

whatheritagetheyare.

alltheseareculturalrelics.

doyouknowanyotherculturalrelicsintheworld?

tshowsthesssomeculturalrelicsabroad.

task1:askthesstomakeadialoguebysaying.

imagineyouhaveachancetotraveltheseplaces,whichplacewouldyouliketo

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go?

why?whenareyoustartingoff?howareyougettingthere?howlongareyoustaying?

pleasemakeadialoguewithyourpartners,thenstudentsanswerthefollowing

questions:

whatisyourfavoritecity?why?

whatmakesacitygreatandfamous?

(alonghistory;culturalrelics;manygreatpeople;importanteventstaking

placethere)

t:unfortunately,someofthemareindangerbecausetheyaredestroyed,andsome

ofthemwerelostbecausesomeonestolethem.

task2:nowsupposethatyouworkforthestateofficeofculturalrelics,you

aresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace,it

isararemingdynastyvase,themanwhohasitinsiststhatitbelongstohisfamily.

whatwillyousaytohim?

workinpairstodiscussthisquestion,andtheni'11asksomesstotellme

youranswers.

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step3task3speakingtaskonpage46

debatedoyouthinkchinashouldsaveallofitsculturalrelics?

doyouthinkitnecessarytorebuildyuanmingyuaninbeijing?

t:afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowing

question:

whatisaculturalrelics?

(sscanfindtheanswerfromthewarmingup.)

step4pre-reading

t:ok,class,doyouthinktheseculturalrelicsarebeautiful?

ss:yes,verybeautiful.

t:supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowith

it?

si:tryourbesttofindit.

s2:protecttheothersinorderthattheywillnotlost.

t:thanksforyourgoodsuggestions,ifyoufindaculturalrelic,whatwillyou

dowithit?youcanmakeadialoguewithyourpartneronthisquestion.

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tcanpracticeitwithastudenttogiveanexample.

extendingquestions:towhomdoculturalrelicsbelong?

step51anguagepoints

1)survive

survive:vi.continuetoliveorexist.

vt.continuetoliveorexistinspiteofnearlybeingkilledordestroyedby

sth.

vt.remainaliveaftersb.,liveorexistlongerthan

e.g:manystrangecustomshavesurvivedfromearliertimes.

herparentsdiedintheaccident,butshesurvived.

fewbuildingssurvivedtheearthquake.

themansurvivedhissisterbythreeyears.

2)(a)partof

apartofthebookshavearrived.

alegisapartofthebody.

hegavemebackonlypartofthemoneyilenthim.

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partofthehousewasburntinthefire.

partofthepassengerswereinjuredintheaccident.

*partofitgood.

*partofthemgood.

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.

idon,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'11remaintoseetheendofthegame.

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heremainedsilentafterclass.

thedoorremainedclosed.

a.therestofthebook___is____notveryinteresting.

b.therestofthegroupareintheclassroom.

5)therestof...的其余部分

6)imagine+n./doing/sb.doingsth./that-clause

canyouimaginelifewithoutelectricity?

icouldhardlyimaginelivinginthatkindofplace.

ican'timaginehermarryinghim.

canyouimaginehowworriediwasthen?

iimaginethatihavemetyousomewherebefore.

7)lookinto调查、了解、研究

1)thepolicearelookingintoalltherecordsoftheman.

2)helooksintoherfacewithgreatinterest.

3)i'11lookintothematterassoonaspossible,justhavealittlepatience.

8)insist+n/that(should)do/that***

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insistondoingsth.

a.heinsistedthatthemoney(return)tohimatonce.

b.heinsistedthathe(notsteal)themoney.

c.iinsistedonhis____(go)thererightaway.

9)belongto属于(pl17)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.

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whattodowiththeproblem?

howtodealwiththeproblem?

homework

1.previewthereading

2.dothecomprehendingexercises

3.writedownthemainideaofeachparagraph

4.askthesstolookformoreculturalrelics,thestudentscangotothelibrary

orusetheinternettosearchforinformation.

recordafterteaching:

thethirdperiod

(readingandcomprehending)

knowledge:

learnsomenewphrasesandsomenewsentencepatterns.

ability:

1.learnsomedetailedinformationabouttheamberroom.

2.improvethestudents?readingability.

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3.trainthestudents'abilitytograspkeyinformationwhilelistening.

4.trainthestudentsJspeakingability.

emotion:

1.trainthestudentsJabilitytocooperatewithothers.

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:

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(1)thereisnodoubtthat…・.

(2)thisgiftwastheamberroom,whichwasgiventhisnamebecausealmostseven

thousandtonsofamberwereusedtomakeit.

4.improvethestudentsJreadingability.

5.trainthestudents7abilitytograspkeyinformationwhilelistening.

teachingmethods:

1.listeningtothetape.

2.learningandpracticing.

teachingprocedures:

step1greetingsandlead-in

t:welearnedsomeculturalrelicsyesterday,doyoustillrememberthem?give

mesomeexamples,please.

studentsgivetheiranswers.

t:verygood,todaywe'regoingtolearnanotherculturalrelic,lookatthe

twopicturesonpages1一2;doyouknowwhatitiscalled?

ss:theamberroom.

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t:yes,it'scalledtheamberroom.

whatdoyouknowabouttheculturalrelic“theamberroomM?

tshowsthesssomepicturesof“theamberroom”

step2fastreading:

t:doyouwanttoknowmoreabouttheamberroom?whatdoesthetexttellabout

theamberroom?readthepassagefirstandtrytoanswerthequestions:

ittellsusthestrangehistoryoftheamberroom,aculturalrelicoftwo

countries:germanyandrussia.

t:whyisitcalledtheamberroom?(itwasgiventhenamebecausealmostseven

thousandtonsofamberwereusedtomakeit)

whathappenedtotheamberroom?(theamberroomwasgiventotherussianpeople

asagreatgiftbytheking)

readthetextquickly,tryingtogetthemainideaeachparagraph,discussin

yourgroupoffour.

asksstospeakoutthemainideaofeachparagraph:

1.theamberroomhasastrangehistoryandsomethingaboutitsdesignandbuilding.

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2.thehistoryoftheamberroomanditsfunctionsinrussia.

3.CatherineiihadtheamberroommovedtothepalaceoutsidestPetersburgand

itbecameoneofthegreatwonders.

4.thenazigermanarmystoletheamberroomin1941.afterthatwhatreally

happenedtoitremainsamystery.

5.therussiansandgermanshavebuiltanewamberroomatthesummerpalace,

followingtheoldphotos.

pairworktorfquestions:

1.theamberroomwasnoteasytomake.

2.Catherineiididn,tlikeeverythingabouttheamberroomwhenshefirstsaw

it.

3.theamberroomwastakentokonigsbergandhiddentherein1941.

4.therussiansdidn,tcareabouttheamberroom.

5.therussiansdon,tthinktheamberroomwilleverbefound.

step3carefulreading:

listentothetapeandfollowittoreadthetextandanswerthefollowing

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questions:

1.whatcouldthekingofprussianeverthinkofhispresenttotherussian?

hecouldneverthinkofhispresentwouldhavesuchastrangehistory.

2.whywasthegiftgiventhenametheamberroom?

becauseaboutseventhousandtonsofamberweremelttomakeit.

3.whatshapecantheamberbemadeintowhenheated?anyshape.

4.istheamberroompureambermadewith?

no.it'salsomadewithgoldandjewels.

5.wastheamberroomspeciallymadetobeagift?no,itwasnyt.

6.whatwastheamberroommadefor?forthepalaceoffredericki.

7.whatdidtheczargivethekingofprussiainreturn?55ofhisbestsoldiers.

8.wherewastheamberroomfirstplaced?

intheczar'swinterpalaceinstPetersburg.

9.whatdidCatherineiidototheamberroom?

shehadherartistsaddmoredetailstoitsdesign.

10.istheamberroomstillinrussia?no,itisn,t.

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11.whereisitnow?nooneknows,itremainsamystery.

12.whathappenedtotheamberroom?itwasstolenbythenazisandismissing

now.

13.whendidtheamberroomdisappear?duringthesecondworldwar.

14.whatweresavedfromtheamberroom?thefurnitureandsmallartobjects.

step4comprehending

afterfinishingallthequestions,askthesstolistentothetapeandtryto

getthemainideaofthepassage,thenreadthepassageagainbythemselvesanddo

thecomprehendingexercises.

t:nowreadthepassageagainandfinishtheexercisesofcomprehending.

thessbegintodotheexercises,afterawhile,teacherbegintocollectthe

answers,later,teachergivestheanswers.

detailedinformation(doex1&2onpage2&3)

1.thekingofprussiawhogavetheamberroomasagifttorussiawas

a.frederickib.frederickwilliami

c.peterthegreatd.Catherineii

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2.thekingofprussiagavetheamberroomtorussiabecause.

a.hewantedtomarryCatherineii.b.hewaskind.

c.heneededbettersoldiersd.hewantedtomakefriends

3.theamberroomwasstolenby

a.russiansoldiersb.germansoldiers

c.peopleinkonigsbergd.peopleinstPetersburg

4.in1941,thecityofkonigsbergwasin

a.germanyb.russiac.Swedend.france

5.therussiansdidn,thidetheamberroombecause

a.theywereatwarb.thecouldn,tfindaplace

c.thegermansoldiersarrivedtoosoond.notraincouldtakeitaway

step5post-reading

discussthefollowingtopicingroups,thenshowyouropinions:

doyouthinkitismeaningfultorebuildthenewamberroom?why?

playthetapeforthestudentstolistenandfollowinordertoletthemknow

howtoreadthetext.

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step6homework

1.readthetextseveraltimesandtrytofindoutthephrasesandkeypoints

2.doexercisesonpage3&4.

3.doexercise1onpage42(ss'book)

recordafterteaching:

thefourthperiod

(textanalysesandlanguagepoints)

knowledge:

1.words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,

mirror,wonder;

phrases:lookinto,belongto,insearchof,inreturn,war,takeapart,think

highlyof;

2.sentencepatterns:

(1)in1770,theroomwascompletedtheway(that)shewantedit

(2)thereisnodoubtthattheboxeswerethenputonatrainforkingsburg,at

thattimesagermancityonthebalticsea.

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ability:

1.learntheusageofsomedifficultwordsandexpressions.

2.trainthestudents?abilitytoremovethedifficultieswhilereading.

emotion:

1.trainthestudents7abilitytocooperatewithothers.

2.knowwhathappenedtotheamberroom

3.knowtheimportanceofprotectingtheculturalrelicsbylearningthestory

ofamberroom

teachingimportantpoints:

1.trainthestudents,abilitytoreaddifferentenglishnames.

2.trainthestudents'abilitytocooperatewithothers.

teachingdifficulties:

1.theexplanationofsomedifficultwordsandexpressions.

2.trainthestudents*abilitytoremovethedifficultieswhilereading.

teachingprocedures:

step1revision

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t:inthelastperiod,welearnedsomethingabouttheamberroomandwealsoknow

thatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroom

chronologically?

thesstalkitaboutbythemselvesforsomeminutes,andthentgivestheanswer:

builtinprussia-frederickwilliamisentittopeterthegreat(russian)一

winterpalaceczarCatherineiimoveoutsidestPetersburg-thewarbetween(r&g)

nazigermansecretlystole--senttokonigsberg(g)-mysterynowrebuilt

step2learningaboutthelanguagepoints

difficultsentences:

1.althoughitfeelsashardasstone,iteasilymeltswhen(itis)heated.

feelheremeans:togiveorproducethestatedsensation(给人以某种感觉)

2.thedesignfortheroomwasofthefancystylepopular

inthosedays.(在句中做表语)

(定语后置)

3.thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg,at

thattimeagermancityonthebalticsea.(同位语从句)

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askstocheckupthephrasesyouhavefoundinthereadingtextwithyourpartner,

languagepoints:

1.情态动词+havedone表示对过去发生的事情的

推测、批评、反悔等意。如：youshouldhavetoldhimaboutityesterday.

couldhavedone可能做过；本来可以做（却未做）

mighthavedone或许做过；本来或许会做

mayhavedone或许做过

wouldhavedone本来要做（却未做）

musthavedone肯定已做过（表推测）

needn,thavedone本来没必要做（却已做）

should（n*t）havedone本来（不）应该做（却做了）

ought（n't）tohavedone

2.whenheated是whenitisheated的省略形式。状语从句中，若其主语和主句的主

语一致，同时谓语动词含有系动词be,或itis/was结构，可省去该从句的主语和系动词be,

留下其余部分。

3.once为从属连词，意为“一旦"onceyouseeit,you'11likeit.

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4.bemadeinto被制成

由……制成（能看出原材料）

由……制成（看不出原材料）

由……组成/构成

产于，生产于（某地/某时）

5.“be+of+名词（词组）"，表示主语的某种形状、特性或特征。

e.g.i’mpleasedtohavebeenofhelptoyou.

alloftheboysintheclassareofthesameage.

6.fancyvt.想象，推测，假想

fancy+that-/one,sdoingsth./sb.tobe…/sb.as/sth./doingsth.

1）don'tfancythatyoucansucceedwithouthardwork.

2）ican'tfancyhisdoingsuchathing.

3）ifanciedhimtobedead.

4）hefancieshimselfasagoodwriter.

5）doyoufancyaglassofcoffee?

6）idon'tfancywalkingintherain.

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7.inreturn(for):回报，作为报酬

whatcanwedofortheminreturnforallthehelptheyhavegivenus?

igavehimsomebooksinreturnforhisassistance.

inturn轮流地，依次；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.

themoneyhespentonedayaddeduptoabout$100.

10.shewantedit是定语从句修饰theway,后面的关系代词可用that/inwhich/

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shecookschickeninth