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

Ask the Ss themselves to find the difference between the two sentences.

3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.

Step 5. Practice

Ss finish exercises 2 and 3 on page 4. Step 6.Homework

1. Ss finish Wb exercise: using works and expressions. 2. Ss finish Wb exercise: using structures.

3. Ss collect some information of the cultural relics that are in danger. The design of blackboard:

Unit1 Cultural relics Read the following sentences and try to find the rules. 1)It is your job to look into any reports of cultural relics that have been found in China. 2) This gift was the Amber Room, which was given this name because… Teaching reflection :

在本节课，讲授语法的时候，运用了观察法让学生亲自去通过观察总结语法规则，这样做不仅加深了学生的记忆力，同时也培养了学生自学的能力。这种观察法应该借鉴到以后的教学中去。

Period 3. Speaking

Teaching Aims:

To master the patterns that can be used to describe cultural relics by listening. Difficult and Important Points:

To learn the patterns used to describe cultural relics Teaching Aids:

1. A recorder and a tape

2. A projector and some slides

Procedures

Step 1. Revision

1. Check Ss’ homework.

2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.

Step 2. Lead-in

1. Ss watch videos about the world cultural relics.

2. Ss find some cultural relics that are in danger and discuss what they will do with them. Step 3. Speaking task

T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides: Do you think China should save all of its cultural relics? Step 4. Writing

Ask the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time. Step 5. Homework

1. Review the attributive clauses.

2. Remember the sentences that express one’s idea. The design of blackboard:

Unit1 Cultural relics Find some cultural relics that are in danger and discuss what they will do with them.

Teaching reflection：

本课通过引导启发学生表达自己的观点，并在讨论之后，通过写作整理自己的孤单点。从这点上看，把口语和写作紧紧结合在一起。对同一知识，通过两次的记忆，极大地提高了学生的学习效率。

Period 4. Reading

Teaching Aims:

To read the passage on page 5 Difficult and Important Points: To learn to tell facts from opinions Teaching Aids: 1. Tape recorder 2. Analyzing

Procedures

Step 1. Pre-reading

T: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics. Step 2. Reading （P44）

1. Ss read the passage again and answer the following questions: 1). How does he save the cultural relics of his hometown?

2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart? 3). Why does he think it is more important to do this than to write his novels?

4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects? Step 3. Reading, listening and writing 1. Ss read the passage on page 5.

2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.

3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence. Step 4. speaking and writing

1. Discuss which person gave the vest evidence. Use the following expressions: Are you sure he/ she was telling the truth? How do you know that? How can you be sure he/ she was telling the truth? Why/why not? That can’t be true.

I (don’t) believe …, because…. I (don’t ) agree that…

The truth is (not) easy to know. I can be proved.

2. write down a short list of reasons for your choice. Step5. Homework

Rewrite the passage on page 5 The design of blackboard:

Unit1 Cultural relics Discuss which person gave the vest evidence. Use the following expressions: Are you sure he/ she was telling the truth? How do you know that? How can you be sure he/ she was telling the truth? Why/why not? That can’t be true. I (don’t) believe …, because…. I (don’t ) agree that… The truth is (not) easy to know. I can be proved. Teaching reflection：

教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识――保护文物，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。

Period 5. Listening

Teaching Aims:

To listen and speak about cultural relics Difficult and Important Points:

How to grasp the key words that can help the students to answer questions Teaching Aids: 1. Tape recorder 2. Analyzing

Procedures

Step 1. Dictation

T: we will have a dictation of the following sentences:

1). Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.

2). Once it is heated, the amber can be made into any shape. 3). It was made for the palace of Frederick.

4). In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.

5）. In return, the Czar gave the King of Prussia 55 of his best soldiers.

6）. The Amber Room soon became part of the Czar’s Palace in St. Petersburg. 7）. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.

8）. This was a time when the two countries were at war.

9）. 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.

10). After that, what really happened to the Amber Room remains a mystery. 11). I think highly of those who are searching for the Amber Room. Step 2. Listening (P41)

1. Listen to the tape for the first time to get the main idea.

2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41. Step 3. Listening task (P44)

Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Step4. Homework