cultrual,relics

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cultrual,relics(一)
cultural relics 教案

To get students to make a definition of the cultural relics.

Ask students 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?

Then we can get the definition of the cultural relics.

A cultural relic is something that has survived for a long time, often a part of something old that

has remained when the rest has been destroyed; it tells people about the past.

Ⅰ. Ask students to give some examples of cultural relics that they know at home and abroad.

e.g. 1. the Great Wall (长城): A man who doesn’t go to the Great Wall is not a true man.

2. Triumphal Arch (凯旋门): It is located in Pairs, France. It’s the biggest arch in the world.

It is grand and beautiful in the night light.

3. The Leaning Tower of Pisa (比萨斜塔): It is the famous Italy building. It got the name

leaning tower because it leans to the earth. It actually used for telling people time.

4. The Statue of Liberty (自由女神像): The symbol of the USA

5. Stonehenge (英国史前巨石阵)

Ⅱ. Discussion:

1. After students talk about the cultural relics above, ask them the following question:

a. Think of a cultural relic you know about. How would you feel if it got lost? Why?

b. If you find a cultural relic, what will you do with it?

2. What are the similarities of these cultural relics?

a. World famous

b. Made of stones; man-made

c. A long history

d. Symbols of their countries and cultures

Ⅰ. Listen to the recording of the text In Search of the Amber Room twice. Pay attention to the

pronunciation of each word and pauses within each sentence.

Divide students into several 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 anber

were used to meke it. 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这件房子用

了很多吨琥珀。

which was given this name…为非限制性定语从句。非限制性定语从句和它的先行词之间只有

松散的关系，往往是对先行词做补充说明，这种从句在朗读时有停顿，在文字中通常有逗号

和主句隔开。【cultrual,relics】

The chairman, who spoke first, sat on my right. 最先发言的主席坐在我的右边。

2. The design for the room was of the fancy style popular in those days. 屋子的设计是当时流

行的极具艺术表现力的建筑式样。

of the fancy style… 在句子中做表语，”be+of+名词(词组)”表示主语的某种形状或特征。

All of the boys in the class are of the same age. 这个班上的男生年龄都一样。

popular in those days 是形容词短语修饰of the fancy style。凡是可充当表语的形容词组作定

语时通常都后置。

They have a house larger than yours. 他们的房子比你的大。

3. In 1770, the room was completed the way she wanted it. 1770年，这间琥珀屋按照她的要求完

成了。

The way she wanted 是方式状语从句，the way的用法与连词相同，后面常常用that. I was never allowed to do things the ways I wanted.人家从来就不允许我按照我自己的i想法去

做事情。

4. 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.毫无疑问，这些箱子后来被装上火车运往格尼斯堡，当时它是波罗地海

边的一个德国城市。

that the boxes were then put on… 是同位语从句，表示与之同为的no doubt的实际内容。

They had to face the fact that the nearest filling station is thirty kilometers away.他们不得不面对

这样一个现实：最近的加油站还在30公里外。

此类从句中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。

cultrual,relics(二)
cultural relics 语言点+语法

Warming-up

.rare 稀少的，罕见的；珍贵的；三分熟

辨析：

valuable adj.

1)很有用的，宝贵的very useful or important

valuable experience 宝贵的经验

2)很值钱的，贵重的

Valuable jewellery

3) valueless无价值的，不值钱的 without value or worth

worthless 没有用的， 无价值的;

Critics say his paintings are worthless.

人品质坏的，不中用的

Constant rejections made him fell very worthless.

A sense of worthlessness 无能为力的感觉

priceless 无价的，极重要的，珍贵的 very valuable or important survive

1) vi 继续生存,存在，存活survive (from/on/as sth)

Many strange customs have survived from earlier time.

很多奇怪的风俗从早年就留存下来了。

I can’t survive on 40 dollars in a week.

一星期，40美元我无法维生活。

Of the six people injured in the crash, only two survived.

2) vt 经历某遭遇后幸存,艰难度过 survive sth.

Few people survived the earthquake.

The company managed to survive the crisis.

3) vt 比…活/存在得时间长 survive sb/sth.

The man survived his sister by three years.

4)survivor n. 幸存者

There was only one survivor from / of the plane crash. 这次空难只有一名幸存者。

survival n. 幸存

His only chance of survival was a heart transplant. 唯有心脏移植手术才能使他活下来。

The jawbone was our most valuable discovery.

They have ordered software to the value of 700.

He thinks our advice is valueless, so he won’t take it.

Many strange customs have survived from earlier times.

This ceremony is a survival from pre-Christian times.

She is the only survivor in the accident.

When will they finish the decoration of the room?

The building was decorated with flags.

The colored lights are very decorative.

Reading

一．长难句分析

1. Frederick William I, the King of Prussia, an amazing history. 普鲁士国王威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

1) could not/never have done 是对过去所发生事情的否定推测

She couldn’t have walked there.

归纳：情态动词+ have done 表示对过去所发生的事情的推测，现归纳如下：

must + have done只用于肯定句，“肯定已做过”（表推测） could have done 本来可以做（却未做）；可能做过

can’t /couldn’t +have done “过去不可能做过，肯定没做过”，或“本来有能力做而实际上没有做”。

should (ought to) + have done 表示“本来应该做而实际上没做”,含有责备的语气。

should not (ought not to) + have done则表示“本来不该做而实际上做了”，含有责备的语气。

needn’t + have done 表示“本来不必做的事，实际上做过了。”

may (might) + have done表示对过去的推测，多用于陈述句， might 比may 语气更加委婉。意思是“可能或许做过；本来或许会做（却未做）” would like to have done 表示“本来希望做而却未做的事”。 had better have done

例1. (2007福建) ---Where is my dictionary? I remember I put it here yesterday.

--- You ______ it in the wrong place.

A. must put B. should have put C. might put D. might have put 解析：答案是D。might have done表示过去可能做过的事。 例2. (2007上海)---Guess what! I have got an A for my term paper.

---Great! You _____ read widely and put a lot of work into it.

A. must B. should C. must have D. should have

解析：答案是C。此句意为“你肯定读了很多书”，对过去发生的事情进行推测用must have done。

例3. (2008重庆)---I can’t find my purse anywhere.

---You have lost it while shopping.

A. may B. can C. should D. would

解析：答案是A。此句意为“你可能购物时丢了它了”，过去可能发生的事情用may have done。

例4. (上海 2000) My sister met him at the Grand Theater yesterday afternoon, so he ______ your lecture． 

A． couldn’t have attended

C． mustn’t have attended B． needn’t have attended D． shouldn’t have attended

解析：答案是A。此句意为 “我妹妹昨天下午在大剧院碰见他了，所以他不可能听了你的讲座。” 表示过去不可能做了用“can’t / couldn’t have done”。

2) such为形容词修饰名词，so为副词修饰形容词或副词。

such a / an (+形容词) + 单数名词

such (+形容词) + 复数名词

so+形容词+a/an +单数名词

cultrual,relics(三)
cultural relics教案

【cultrual,relics】

教案设计

普通高中课程标准试验教科书 英语2 （必修）

Unit 1 Cultural relics

课型：1. Warm-up and Speaking

2. Pre-reading and Reading

3. Language points

4. Grammar

5. Using language

6. Listening and Writing

授课时间： 45分钟/节

总体目标：培养学生良好的学习习惯，通过识别、理解、推理、概括、

重构、阐述六个层面提升语言运用能力, 结合广东高考的特点，把各种高考题型贯穿到单元教学中，逐步提高学生运用语言的能力。

教学配合资源： 《名师指津》、英语教师网

教学设计与实施：平远中学高一英语备课组

谢舒娜 肖玉芳 林丽萍

BookⅡ Unit1 Cultural relics

设计教师：梅州市平远中学 谢舒娜 肖玉芳 林丽萍 教学年级：高中一年级

教材版本：普通高中课程标准试验教科书（必修2）

人民教育出版社出版

一、学生分析：学生分析本单元的设计与实施是建立在学生经过半个学期的高中学习生活，学习完必修一知识的基础之上，学生已经初步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系，他们也逐步形成并培养了一定的小组合作学习及自主学习的能力。对于高一上学期的高中学生来讲，该话题比较陌生，但比较吸引人。学生尽管对这篇文章的理解有一定难度，如琥珀屋如何成为稀世珍宝，它在二战中的神秘失踪等，但通过教师对于文章篇章结构的理解和失踪的来龙去脉的解读，学生不但能主动探究，并且对于文化遗产有更进一步的了解。

二、教材分析：本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源、发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

1.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。

2.Pre-reading部分是Reading的热身部分，设计了两个问题让学生对琥珀进行初步的了解。第一个问题是你见过琥珀吗？对它了解多少？第二个问题是让学生通过课文标题和图片预测文章的主要内容。

3.Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史。设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。进行了整体评价(exercise 2)0由易到难，有较好的梯度，全面考查了学生对文章的理解。

4. Learning about Language分Discovering useful words and expressions和Discovering useful structures两部分。其中第一部分的Exercise 1根据英语解释，写出对应的单词。Exercise 2练习belong to的词义和用法。Exercise 3练习介词at的用法。第二部分的Exercise 1从文中找出7个含that /which /who /where /when的定语从句。Exercise 2 Join the pairs of sentences using that／which /who /whose /where /when without commas（限定性定语从句）。Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas（非限定性定语从句）。

5. Using Language分Reading，Listening and Writing和Speaking and writing和Reading and writing三部分。在第一部分的Listening中要求学生take notes while listening进一步提高听力水平。第二部分中speak and write down a short list of reasons for your choice.练习这种句型It can be proved that---because---第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or don't agree with the writer.

6.Summing up从四个角度：有用的动词，动词短语，其他的表达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。

7. Learning tip建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。

三、教材重组

1.将Warming up和speaking 整合成一节课。Speaking部分关于询问和表达自己观点的句型对于高一学生来说并不陌生，并和我们日常生活息息相关。所以把本单元的Speaking 提前至第一课时并不会给学生带来学习障碍，而且还能激发学生对本单元的学习兴趣。

2. 将Pre-reading和Reading整合成一节阅读课，培养学生阅读能力。

3.language points语言点课，培养学生用词造句能力，提高写作水平

4. grammar语法课，复习限制和非限制性定语从句，旨在培养学生运用定语从句能力，提高写作水平。

5.using language 区分什么是事实，什么是观点，培养学生思考辨别能力

6. listening，speaking and writing，把课文练习册部分的听力设计成听说考试部分中角色扮演的形式，听后提问，回答问题，培养学生听说的能力，有目的性的提高口语水平，写作部分针对高考的5句话的基础写作，把本单元重要的词语，句型运用于写作，活学活用。

课时设计与课时分配

（经教材分析，根据学情，本单元可用6课时完成）

1st period Warming up and Speaking

2nd period Pre-reading &Reading

3rd period language points

4th period grammar

5th period using language

6th period listening, speaking and writing

以上课时分配与教材重组，结合本校学生实际和当前广东高考，把高考题型（语法填空、基础写作、任务型写作中的概括大意、以及听说考试中的模仿朗读、“三问五答”、根据关键词复述短文）巧妙地贯穿于单元教学中，这也是这一单元教学设计的亮点。

四、教学目标Teaching goals

Ｉ．技能目标 Skill Goals

Talk about cultural relics

Review attributive clauses, including restrictive and non-

Write a short reply to a letter and give your opinion

Take notes and judge who gives the best evidence restrictive attributive clauses

III. 学习策略Strategy

了解有关琥珀屋的历史故事，并通过学这一单元了解一些国内外的文化遗产，逐步增强保护文化遗产的意识

Ⅴ、教学重点Teaching Important Points

1.本单元的生词、短语和重点句型、限制性定语从句和非限制性定语从句。

2.了解关于琥珀屋的历史故事。

3.让学生了解琥珀屋的历史，并通过学这一单元了解一些国内外的文化遗产，逐步增强保护文化遗产的意识。

4.培养学生听说读写能力。

Ⅵ、教学难点 Teaching Difficult Points

1. 了解有关琥珀屋的历史故事，逐步增强保护文化遗产的意识。

2.学会询问别人意见和表达自己意见。

3.掌握语法：定语从句。

4.培养学生听说读写能力。

cultrual,relics(四)
cultural relics教学设计

Teaching plan for unit 1

Cultural Relics

41004063

陈纳

外国语学院10级英语2班

Teaching plan for unit 1

Cultural Relics

Ⅰ.Background information

Students: 40 senior high school students, grade 1

Teaching material: New Senior English for China Students’ Book 2, unit

1, Cultural Relics

Lesson duration: 45 minutes

Ⅱ. Teaching Aims:

Knowledge aims:

After the lesson, students will be able to:

1. Learn some useful words and expressions:

A. words/phrases

relics, amber, mystery, cultural, survive, remain，state, rare, dynasty, vase,

belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist,

reception, light, wonder, remove, furniture; secretly, wooden, doubt, trial,

consider, opinion, evidence, look into, belong to, in search of, in return, at

war, take apart, think highly of

B. expressions

I think highly of...

I don't agree that．”【cultrual,relics】

Besides...

I must say that I agree with you. I must say that I don't agree with you. As far as I'm concerned, I think...

I see it. I can't help thinking (that)... Well, obviously we should…

The point is...

Do/Don’t you think that…?

Why/Why not …?

How do you know that?

What do you think?

What’s your idea/opinion of…?

How do you feel about…?

What are your reasons for saying that? Would you consider…?

Do you have any idea about…?

Are you sure that he/she was telling the truth?

What do you think of …?

What would you say…?

Who do you think was…?

2. Talk about cultural relics.

3. Learn more about the cultural relics in China and in other countries.

Ability aims:

Students will be able to talk about what cultural relics are and how to

describe their developments and protection. Through the pictures I show

them, they can find the common points of them. Next, I will lead students to

know that all the places in the pictures are cultural relics so that they can get

the definition of the cultural relics. When learning the text, students will be Don't you agree /think (that)... I would like to say...

able to know the development and protection of the amber room so that they can describe other cultural relics.

Emotional aims:

As we know, this unit mainly talks about the cultural relics. There are a lot of cultural relics in the world; however, many of them are endangered. So I will cultivate the students to have the awareness of protecting cultural relics.

Ⅲ. Analysis of characters of the learners:

Students have learned a lot of English vocabulary, phrases, and grammars. The high school English textbooks have different unit, and the units are in different fields. In this unit, it is about cultural relics, students will have interest in it.

A. Knowledge:

(1) Students are the first year high school students. Some of them have learned enough vocabulary, grammar, and expressions whereas others are poor in this.

(2) Students have general ideas about cultural relics but they need more knowledge about it.

(3) Students are lack of specified words and expressions. When they need to express themselves, they cannot use accurate words.

B. Ability

(1)Students have a strong ability of memory and understanding at the age of 16 or 17.

(2) The students of grade 1 are full of vigor and vitality, and they are eager to think, besides, they also like to think independently.

(3) The students have a strong social sense of responsibility and mission, they'll be glad to discuss the problems to express their opinions, and put

forward the useful solutions.

(4) After a few years’ learning, the students are able to express themselves in English, and also able to understand English in both written and oral forms.

Ⅳ. Analysis of the teaching contents:

The lessen plan I’m going to talk about is from NSEFC Book 2 Unit 1—Cultural Relics. From this text, students will learn what cultural relics are and have the awareness to protect them. In the reading part “In Search of the Amber Room”, students can learn the story of the amber room, which includes the building, missing and rebuilding of the amber room. They will find that the amber room had been stolen during WWII, so they can learn the importance of protecting the cultural relics. The structure of the text is obvious, so students can analyze the text and find the key word of each paragraph easily. There are some new words in the text as well as non-attributive clauses. Since this unit is the first unit of this term, we can find that the textbook tries to pay more attention to the cultural information and humanistic care.

Ⅴ. Teaching key points:

A. To train the students’ speaking comprehension to the whole passage.

B. To improve students’ ability of listening, speaking, reading and writing.

C. To train the students to analyze the text and grasp some new words of the text. So students can understand the text clearly by doing that.

Ⅵ.Teaching difficult points

1. Help the students to realize the importance of cultural relics

相关热词搜索：cultural relics教案 cultural relics课件