【文章內(nèi)容簡介】 the wanted you to call her back as soon as you are has already told Susan about this Hua第三篇：高中英語必修二第一單元部分教案為您服務(wù)教育網(wǎng)高一英語Unit1 Cultural Relics The first period(Warming up and Prereading)Teaching goals: language Cultural, survive, remain, state, rare, dynasty, vase, belong to ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural important points Talk about cultural relics and what should be done with difficult points: How to talk about cultural methods: Group discussion and presentation.(cooperative learning)Teaching procedures: Step1 Warmingup T talks about some famous world heritages to the the Ss’ awareness that there are some wellknown cultural relics both at home and the Ss to try their best to think of the cultural relics that they : Boys and girls, look at the title of this unit, tell me what the topic of this unit : The topic of this unit is cultural : Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very let me tell you some details about cultural relics are traces of features surviving from a past age and serving to remind people of represent the culture of a place and some periods of you give me some examples of the cultural relics? S1: The Great : The Pyramids in : The Imperial Palace.??T: Well done.(T can give more examples)Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole imagine that you work for the state office of cultural are sent to a small town where you find a relic that was stolen from a is a rare Ming Dynasty man who has it insists that it belongs to his will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your minutes later, ask some Ss to give their 2 Prereading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find : Protect the others in order that they will not lost.??T: Thanks for your good you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this can practice it with a student to give an dialogue T: If you found a cultural relic, what would you do with it? S1: I don39。t know．T: Would you want to keep it? S1: Of course not．It doesn39。t belong to me．T: Then why don39。t you go to your munity council? S1: I39。m not sure I could trust the people there．What if the person I give it to keeps it for himself? T: Good question．What do the rest of you think? S2: I guess I would ask my parents what to do with it． T: That39。s a good idea．Anyone else have an idea? S3: I would ask my brother．He is a policeman． Ask some Ss to act their dialogue 3 Homework the reading passage and do exercise I in the part “Learning about language”. the Ss to look for more cultural students can go to the library or use the Internet to search for after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Second Period(Reading and prehending)Knowledge: Learn some new phrases and some new sentence : some detailed information about the Amber the students’ reading the students’ ability to grasp key information while the students’ speaking : the students’ ability to cooperate with the Ss to talk about the story of the Amber Room Teaching important points: new words and expressions。 some detailed information about the Amber Room。 the students’ ability to cooperate with others。 the students’ speaking difficult points: : ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder。: look into, belong to, in search of, in return, at war, take apart, think highly of。 patterns:(1)There is no doubt that?..(2)This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it． the students’ reading the students’ ability to grasp key information while methods: to the and procedures: Step 1 Greetings and leadin T: We learned some cultural relics you still remember them? Give me some examples, give their : Very we’re going to learn another cultural at the two pictures on pages1—2。do you know what it is called? Ss: The Amber : Yes, It’s called the Amber Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:Why it is called the Amber Room?What else were used to make the room besides amber?Why was the Amber Room first built?When and why did Frederick William I give the Amber Room to Peter the Great?What did Catherine II do with the Amber Room?When and how was the Amber Room supposed to have been lost? Five minutes later, ask some Ss to give their Answers:It was given the name because almost seven thousand tons of ambers were used to make 、The Amber Room was also made with gold and 、It was made for the palace of Frederick 、1716，F(xiàn)rederick William I gave it to Peter the Great, as a gift of 、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summersIn 1941, those two countries were at army stole Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the prehendin