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人教版高一英语优秀教案 Cultural_relics
教材分析 I.教学内容分析 . 本单元的话题是“文化遗产” 。 Warming up 部分首先让学生对文物的定义有所了解,然后让学生讨论文物所应具有 的特点,在此基础上让学生看几幅图片,进一步讨论“是不是只有像花瓶这样的东西才算 是文物,建筑物算不算文物”这个问题。 Pre-reading 部分设计了一个问题让学生对琥珀进行初步的了解,然后快速浏览文章。 Reading 部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。 Learning about Language 部分首先安排了根据英语释义搭配词汇的练习,力求巩固 学生对新词汇的理解和记忆;此外,针对本单元的语法重点定语从句,该部分还包含了 相当分量的练习,让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性 定语从句,同时引入非限制性定语从句的教学与训练。 Using Language 部分的 Reading and listening 和 speaking 主要通过对 evidence, fact 和 opinion 三个词的讲解辨析,同时结合琥珀屋离奇失踪这一事件,对学生进行听力训练,有 效地帮助学生将所学内容与实际判断能力的培养结合起来。 紧随其后的 reading and writing 对一封信进行讨论之后,根据所给出的提示写一封回信,这一部分通过展示不同人对待国 家文化遗产的不同态度,引发学生思考,让他们发表自己的看法,具有现实意义。 Learning Tips 部分鼓励学生去参观博物馆或文化遗产胜地,学习有关的知识,尽力 为外国游客提供导游服务,一方面可以借此机会锻炼自己的英语口语,另一方面也可以结 交朋友。 II.教学重点和难点 .
  1.教学重点 (
  1) 本单元的生词和短语。 (
  2) 掌握限制性与非限制性定语从句的用法,理解两者有何不同。 (
  3) 了解琥珀屋的历史,了解世界文化遗产,增强文化遗产保护意识。
  2.教学难点 (
  1) 学会区别事实与观点,锻炼思维分析能力。 (
  2) 用英语表达自己的看法或征求别人的看法。 III.教学计划 . 本单元分五课时: 第一、二课时:Warming Up,Pre-reading, Reading, Comprehending 第三、四课时: Learning about Language 第五课时: Using Language
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IV.教学步骤: .教学步骤:
Period 1 &2
Warming Up, Pre-reading, Reading, Comprehending
Teaching Goals:
  1. To learn about cultural relics.
  2. To learn about the restrictive and non-restrictive attributive clause. Teaching Procedures: Step 1 Leading-in Purpose: To get Ss to make a definition about cultural relics. Ask Ss four questions as follows.
  1. What kind of old things are cultural relics?
  2. Are all the old things cultural relics?
  3. What is the definition and classification of cultural relics?
  4. To whom do cultural relics belong? Suggested answers:
  1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past.
  2. No, not all the old objects are cultural relics.
  3. Each kind of relics preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions.
  4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Step
  2. Warming Up
  1. Pair work Get Ss to make a choice between “compelling interests”, in this case the interests of a family and the interests of society.
  2. Group work Get Ss to role-play a conversation between you and the man. Suggested dialogue: YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri? MAN: Yes, I am. YOU: My name is Hu Yuan. I'm from the Office for Cultural Relics. MAN: Oh, is there some problem? YOU: Perhaps. I understand that you have an old Ming Dynasty vase. MAN: Yes, I do but it's not mine. Er-it belongs to my family.
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YOU: Hmm. May I have a look at it? MAN: Why, yes, of course. Please come in. Right this way. Here it is. YOU: It's quite beautiful. MAN: Yes, it is, isn't it? It's been with our family for a long time. YOU: Mr. Zhang, I'm sorry to tell you this but I'm quite certain this is a cultural relic. MAN: Oh, how can you be sure? YOU: It is just like the one described in a report I got. MAN: What report? YOU: A report about a relic that is missing from a museum. MAN: I haven't heard about that. YOU: Perhaps not. You say this relic has been in your family a long time? MAN: Well, actually, one of my cousins gave it to us. YOU: When was that? MAN: Last year around the time of the Mid-Autumn Festival. YOU: I'm sorry to say this but I believe this is the relic the museum has lost. Step
  3. Pre-reading Purpose: To get Ss to form a responsible attitude towards cultural relics.
The Great Wall
The Leshan Giant Buddha
Mausoleum of the first Win Emperor and the Terracotta Warriors
  1. The above pictures are some of the 30 world cultural relics in China. Get Ss to know something about them. Ss can have a talk about them. ◆ Mount Taishan(泰山), listed as world cultural and natural site in 19
  87. ◆ The Great Wall (长城), cultural site, 19
  87.
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◆ The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (北京故宫、 沈阳故宫), cultural site, 1987, 20
  04. ◆ The Mogao Caves (敦煌莫高窟), cultural site, 19
  87. ◆ The Mausoleum of the First Qin Emperor and the Terracotta Warriors (秦始皇陵及兵马俑 坑), cultural site, 19
  87. ◆ The Peking Man Site at Zhoukoudian (周口店北京猿人遗址), cultural site, 19
  87. ◆ Mount Huangshan (黄山), cultural and natural site, 19
  90. ◆ The Jiuzhaigou Valley Scenic and Historic Interest Area (九寨沟风景名胜区), national site, 19
  92. ◆ The Huanglong Scenic and Historic Interest Area (黄龙风景名胜区), natural site, 19
  92. ◆ The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区), natural site, 19
  92. ◆ The Mountain Resort and its Outlying Temples, Chengde (河北承德避暑山庄及周围寺 庙), cultural site, 19
  94. ◆ The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (曲阜孔 庙、孔府、孔林), cultural site, 19
  94. ◆ The Ancient Building Complex in the Wudang Mountains (武当山古建筑群), cultural site, 19
  94. ◆ Historic Ensemble of the Potala Palace, Lhasa (西藏布达拉宫 ), cultural site, 19
  94. ◆ The Lushan National Park (庐山), cultural site, 19
  96. ◆ Mount Emei and the Leshan Giant Buddha Scenic Area (峨眉山--乐山大佛风景名胜区), cultural and natural site, 19
  96. ◆ The Ancient City of Pingyao (平遥古城), cultural site, 19
  97. ◆ The Classical Gandens of Suzhou (苏州园林), cultural site, 19
  97. ◆ The Old Town of Lijinag (丽江古城), cultural site, 19
  97. ◆ The Summer Palace (颐和园), cultural site, 19
  98. ◆ The Temple of Heaven: an Imperial Sacrificial Altar in Beijing(天坛),cultural site, 19
  98. ◆ Dazu Rock Carvings (大足石刻), cultural site, 19
  99. ◆ Mount Wuyi(武夷山), cultural and natural site, 19
  99. ◆ Mount Qincheng and the Dujiangyan Irrigation System (青城山?都江堰), cultural site, 20
  00. ◆ Ancient Villages in Southern Anhui-Xidi and Hongcun (安徽古村落?西递、宏村), cultural site, 20
  00. ◆ Longmen Grottoes (龙门石窟), cultural site, 20
  00. ◆ Imperial tombs of the Ming and Qing Dynasties (明清皇家陵寝), cultural site, 20
  00. ◆ Yungang Grottoes (云冈石窟), cultural site, 20
  01. ◆ Three Parallel Rivers of Yunan Protected Areas (三江并流), 20
  03. ◆ Capital cities and Tombs of the Ancient Koguryo Kingdom (高句丽的王城、王陵和贵 族墓葬), cultural site, 20
  04.
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  2. After Ss talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can. (
  1) Think of a cultural relic you know about. How would you feel if it got lost? Why? (
  2) If you find a cultural relic, what will you do with it. Step
  4. Reading Purpose: To let Ss know about what happened to the Amber Room.

  1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.
  2. Skim the text to get the key words and general idea of each paragraph. 1st paragraph 2nd paragraph 3rd paragraph 4th paragraph 5th paragraph Suggested answers: 1st paragraph 2nd paragraph 3rd paragraph 4th paragraph The introduction about the Amber Room: design, color, shape, material The present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor The relocating of the Amber Room in Catherir II times: moved into Summer Palace, more added to its design The missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were carried by train to a German city, Nobody knew it from then on The rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg
5th paragraph

  3. Get Ss to tell the characteristics of the passage, such as the type of writing, and the tense. Suggested answers:
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This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.
  4. Read the text again to complete the table, which lists all the numbers in the text. NUMBER 1716 1770 1941 2003 600 2 2 100,000 27 300th Suggested answers: NUMBER 1716 1770 1941 2003 7000 Tons 55 600 2 2 100,000 27 300th THINGS ABOUT THE NUMBER Fredric William gave the Amber Room to Peter the Great as a gift. Catherine II had completed the adding to the Amber Room. The Nazi German army stole the Amber Room. The rebuilding of the Amber Room was completed. The total weight of the ambers used to make the room The number of soldiers given to the king of Russia in return The number of the candles lighting the Amber Room The two countries: German and Russia In tow days the Amber Room was removed to a German city. The Amber Room was dismantled into 100,000 pieces. 27 wooden boxes used to contain the pieces of the Amber Room the newly rebuilt Amber Room ready for the 300the birthday of St Petersburg city THINGS ABOUT THE NUMBER
Step
  5. Comprehending Purpose: To check whether Ss have understood the text.
  1. Get Ss to finish Ex1 (P
  2) and Ex2 (P
  2). Suggested answers:
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Ex1:
  1. C
  2. E
  3.B
  4.D
  5.A
  6.F Ex2: 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?
  2. Get Ss to 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 writing Main idea of the passage General idea paragraph of 1st Narrative writing. the history of the Amber Room the simple description of the Amber Room the present, sent to the Czar the detail, adding and relocating of the Amber Room the stolen of the Amber Room in World War II the rebuilding of the Amber Room
General idea of 2nd paragraph General idea paragraph General idea paragraph General idea paragraph of of of 3rd 4th 5th

  3. Show Ss the structure of the text so that they can have a better understanding of the text.
the Amber Room: the best and
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biggest work of country's best Prussian artists Para. 1
?
In 1716, the Amber Room given to the Czar as a gift Para. 2
?
In 1770, the Amber Room redecorated by Catherine II Para. 3
?
?
In 1941 the Amber Room stolen by the Nazi German army Para. 4

the old missing Amber Room being searched for; a new Amber Room having been built Para. 5 Step
  6. Language points Group work Divide Ss into four groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences.

  1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了 很多吨琥珀。 which was given this name... 为非限制性定语从句。非限制性定语从句,在修饰物时用 who, whom, whose。非限制性定语从句和它的先行词之间只有松散的关系,往往是对先行 词作补充说明,这种从句在朗读时有停顿,在文字中通常有逗号与主句隔开。 The chairman, who spoke first, sat on my right. 最先发言的主席坐在我的右边。 The speech, which bored everyone, went on and on. 那使大家厌烦的演讲一直在
 

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