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1、Unit 1 Cultural Relics教案设计Unit 1 Cultural Relics ?课后反思Unit1CulturalRelics课后反思一、教材及学情分析（一）教材内容分析本单元话题文化遗产（Culturalrelics）历来是全世界较为关注的焦点之一，尤其是在近些年，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采纳话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参加欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。而本节课是本单元的第一课时，主要是让学生学习本单元的重点单词，通过各种语境学习词汇，滚动式呈
2、现词汇，操练、检测和运用词汇。从起先的通过语境揣测词汇含义，到运用词汇描述文物古迹，再到通过探讨呼吁进行文化遗产爱护，最终依据探讨内容落实到书面写作。整节课自始至终围绕爱护代表人类历史与文明的文物古迹这一主题，全部的人物设计都围围着本节课的重点对词汇的学习及运用。通过本节课学习，不但向学生传授了英语学问，而且还在教学过程中通过渗透的方式将文物爱护学问有机地渗透于课堂教学之中，培育学生爱惜人类文明、爱护文物古迹、酷爱宏大祖国的思想品德。（二）教学重点、难点本节课是一节词汇学习课，所以重点就放在对重点词汇的学习，强调让学生通过不同的语境揣测词义，再通过选词填空，词义连线训练与巩固，并通过探讨任务使
3、学生真正驾驭重点词汇的运用。而本节课最终一个任务，让学生通过本节课的学习用所学的重点词汇进行写作练习，这是对学生综合运用实力的一个考验，也是本节课的难点。（三）学情分析这次的授课对象为高一新生，他们刚起先接触中学新教材，较之以前初中简洁的英语课本，现在看到每个单元大量的词汇学生都会产生畏惧感。而他们中有不少学生背单词还是靠死记硬背，效果也不好，往往是记住了也不会用。面对如此状况，学生也会慢慢失去学习的爱好，影响到学生往后的英语学习所以，采纳语境中教学词汇，可以帮助学生顺当完成初中学英语学习的过渡，在肯定程度上消退了学生记忆大量词汇的畏难心情，并对学生自主积累词汇有肯定的帮助。二、教学目标（一）
4、语言学问目标1使学生能够学习在不同的语境中揣测重点词汇的词义，2并会运用重点单词来描述历史文化遗产的特征。（二）语言技能目标1培育学生在不同语境中的猜词实力，2以及运用合适的语言来表达自己观点的实力。（三）情感目标1使学生能够酷爱并爱护历史文化遗产，2培育小组合作学习的实力。（四）教学策略1）在情境中教学词汇。滚动式呈现词汇，操练、检测和运用词汇。2）引趣激趣策略。创设多种情景（境）激发学生的爱好，只有让学生真正有了参加的欲望，才能点燃他们的思维火花。3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。4）按部就班和敬重差异策略。由简到繁，由难及易，为有
5、困难的学生搭好梯子，让有实力的学生“跳一跳”摘到果子。三、教学设计在遵循并坚持老师为主导，学生为主体的思想，设计如下：Step重点词汇学习1.在语境中展示词汇。让学生通过语境揣测目标词汇的词义。2.依据揣测的词义再次选择合适的语境选词填空，巩固词义。3总结词义。进行语意连线，层层递进，逐步学习。Step词汇运用。1.任务一让学生选用所学的单词对文化遗产进行描述，对重点单词进行运用与巩固。2.任务二探讨通过对文化遗产的描述学习，使学生树立起酷爱文化遗产的意识，并通过探讨提出如何爱护文化遗产的建议。Step写作沟通通过探讨，学生已经积累了语言素材，再通过指导，使学生将本节课的重点词汇与爱护文化遗产
6、的建议通过写作形式进行输出，达到对学问的高层及运用。Step作业完成作文。四反思。本节课上下来，自己感觉还是不错的，不论是从教学环节的设计还是学生的反应协作，都是比较顺当。但也留给了我一些思索：1在语境中学习词汇的理论已经得到了众多语言学家的认可，经过开学到现在的实践与探究，学生已经驾驭了在语境中揣测词义的一些基本方法，在课堂上大部分学生能够依据语境来完成自主学习。但是，今日在课堂上对学生猜词实力的训练只是众多方法中的一部分，而更多地是须要在日常不断去渗透。同时，还可以尝试设置更多不同的语境，比如：在对话中，依据定义，近义反义词，看图片、video，实物展示等众多的方法途径。可以看到学生已经渐
7、渐培育起了这种意识，加之往后不断加强训练，我想，学生也会逐步变更自己原有的词汇学习方式，用新的、更适合中学课程的学习方法。同时，顺当做好初中学英语学习的连接。2本单元学习的是以历史文化遗产为主题，涉及的面很广，与历史、地理等学问相融合，除了学习语言学问，更多地是引导学生对历史文化遗产的酷爱以及提倡对它们的爱护。学生的学习爱好很高，上课探讨及回答问题时都很主动，这说明，对于感爱好的学习内容他们肯定会更加专心的去学习，去投入，所以，在日常教学中肯定要擅长挖掘课本，尽量使课堂气氛活跃，使教学内容能联系实际，更贴近学生。西安是个历史文化古城，又许多学生熟识的文化古迹，而他们中有许多已受到了威逼，所以在
8、这节课上要是能让学生来谈论身边熟识的文化遗产的特征、爱护，我想学生肯定会更感爱好，也会觉得更贴近生活。一节专心打算的课上下来总会给人有许多的感受，不论是胜利的还是失败的，都是珍贵的财宝，而我们的成长就要靠这样不断的积累，同时也须要您，各位老师的指导与修正。感谢。Unit 1 Cultural relics教学案 Unit1Culturalrelics教学案 PartOne:TeachingDesign（第一部分：教学设计）Period1:AsamplelessonplanforReading(INSEARCHOFTHEAMBERROOM)Aims：Toreadaboutculturalreli
9、csTolearnaboutTheRestrictiveandNon-RestrictiveAttributiveClauseI.WarmingupWarmingupbydefiningGoodmorning,class.ThisperiodwearegoingtoreadaboutINSEARCHOFTHEAMBERROOM.Beforeourreading,Idliketoknow:A.Whatkindofoldthingsareculturalrelics?B.Arealltheoldthingsculturalrelics?C.Whatisthedefinitionandclassif
10、icationofculturalrelics?D.Towhomdoculturalrelicsbelong?Keysforreference:A.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.B.No,notalltheoldobjects
11、areculturalrelics.C.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.WarmingupbypresentingHi,everyone.Letslookatthescreen.Ill
12、presentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover：A.Canyounamethemout?B.Whohavetherighttoconfirmandclassifythem?Keysforreference:A.Theyareculturalsites:TheGreatwall;TheImperialPalaceoftheMingandQingDynastiesinBeijingandShen
13、yang;TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors;TheMogaoCave.Thesearenaturalsites:TheJiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:MountTaishan;MountHuangshan;MountWuYi.B.Onlyaninternationalprofessionalor
14、ganizationfromUNhastheauthoritytoconfirmandclassifythem.WarmingupbydiscussingNow,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.Itssobeautifu
15、landspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision:A:Whatshouldwedo?B:Canwekeepitforourselvesorreportittothegovernment?C:Haveyoucomeacrosssuchasituationtomakeadifficultchoice?Keys:ABCquestionscanbeansweredinallkindsofways.Theanswersareflexible.II.Pre-reading1.LookingandsayingW
16、orkinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory，suchasYuanMingYuanandtheAmberRoom.Pleaseguess:A.Whatkindsofthingscanresultintheirdisappearing?B.Whydotheycomeintobeingonceagain?Keysforreference:A.Maybewars,naturaldisasters,andtimehavedamag
17、edordestroyedthem,gettingthemlostandchanged.Manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.2.ExplainingandsharingWorkingroupsoffour.Tellyourgroupmates:A.Whatdoyouknowaboutthesubstanceof“amber”?B.Wha
18、tdoyouknowabouttheculturalrelics“theAmberRoom”?Keysforreference:Iamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinv
19、eryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,theKingofRus
20、sia,bytheKingofPrussia,FrederickWilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.III.
21、Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextINSEARCHOFTHEAMBERROOM.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.SkimmingandidentifyingthegeneralideaofeachparagraphNowpleaseskimthet
22、exttogetthekeywordsandgeneralideaofeachparagraph.1stparagraphtheintroductionabouttheAmberRoom:design,colour,shape,material2ndparagraphthepresenttotheCzar:apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor3rdParagraphtherelocatingoftheAmberRoominCatherirtimes:movedintoSummerPalace,m
23、oreaddedtoitsdesign4thParagraphthemissingoftheAmberRoom:thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon5thParagraphtherebuildingoftheAmberRoom:anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterbu
24、rg3.Scanningandanalyzingthecharacteristicsofthetext.Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?Keysforreference:Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.It
25、tellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.4.ReadingandunderstandingNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromINSEARCHOFTHEAMBER
26、ROOMlookinto,beusedto,makethedesignfortheroom,infact,asagiftof,addmoredetailsto,removefromthesearchfor,belongto,feelashardasstone,thefancystyle,bemadefor,inreturn,oneofthegreatwonders,artobjects,lookmuchlike,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas,atwar,remaina
27、mystery,bereadyfor5.ReadingandtransferringinformationReadthetextagaintocompletethetable,whichlistsallthenumbersinthetext.NUMBERMEANING1716FredericWilliamgavetheAmberRoomtoPetertheGreatasagift.1770CatherinehadcompletedtheaddingtotheAmberRoominthisyear.1941TheNaziGermanarmystoletheAmberRoominthisyear.
28、2022TherebuildingoftheAmberRoomwascompletedinthisyear.7000TonsThetotalweightoftheambersusedtomaketheroom.55ThenumberofsoldiersgiventothekingofRussiainreturn.600ThenumberofthecandleslightingtheAmberRoom.2Thetwocountries:GermanandRussia.2IntwodaystheAmberRoomwasremovedtoaGermancity.100,000TheAmberRoom
29、wasdismantledinto100,000pieces2727woodenboxeswereusedtocontainthepiecesofAmberRoom.300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity6.ReadingandlearningReadthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:NamesofpeopleNamesofplacesFrederickPrus
30、siaFrederickWilliamSt.PeterburgPetertheGreatKonigsbergCatherineWinterPalaceSummerPalaceClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.ClosingdownbyhavingadiscussionA.CanyouimaginethefateoftheAmberRoom?Whatisit?B.Doyouthinkifitisworthwhiletoreproduc
31、etheAmberRoom?Why?Keysforreference:A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.Maybeitwasdestroyedatwarinthefightingfire.Yousee,amberscanbemeltedeasily.Maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.B.Ithinkitiswo
32、rthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.ClosingdownbyretellingthestoryoftheAmberRoomWell,allofushavelearnedthehistoryoftheAmberRoom.Letsrecallsomekeywordsandexpression
33、sontheboard.YouaretoretellthestoryoftheAmberRoom:ColourStyleShapeownerpresentmovetowinterpalaceaddtomoredetailsremovetopiecesputontrainsremainamystery300thbirthday Period2:AlessonplanforLearningaboutLanguage(TheRestrictiveandNon-RestrictiveAttributiveClause)Aims:Tolearnabouttherestrictiveandnon-rest
34、rictiveattributiveclauseTodiscoversomeusefulwordsandexpressionsTodiscoversomeusefulstructuresProcedures:I.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsPleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates.WarmingupbyexplainingNow,class,sinceyouvereadthepa
35、ssage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.II.LearningaboutAttr
36、ibutiveClause1.WhatisanadjectiveClause?Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?”or“whatkindof?”Considerthefollowingexamples:AdjectivetheredcoatAdjectiveclausethecoat
37、whichIboughtyesterdayLiketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who(m),”“
38、that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:informalThebookspeoplereadweremainlyreligious.formalThebooksthatpeoplereadweremainlyreligious.informalSomefirefight
39、ersnevermeetthepeopletheysave.formalSomefirefightersnevermeetthepeoplewhomtheysave.Herearesomemoreexamplesofadjectiveclauses:themeatwhichtheyatewastaintedThisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.TheyretalkingaboutthemoviewhichmadehimcryThisclausemodifiesthenoun“movie”andanswe
40、rsthequestion“whichmovie?”.TheyaresearchingforthestudentwhoborrowedthebookTheclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.DidItellyouabouttheauthorwhomImet?Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?”.2.Restrictive青城山一都江堰,culturalsite,2000.AucientVilla
41、gesinSouthernAnhuiXidiandHongcun(安徽古村落一西递、宏村),culturalsite,2000.LongmenGrottoes(龙门石窟),culturalsite,2000.ImperialTombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite2000.YungangGrottoes(云冈石窟),culturalsite,2022.ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2022.CapitalcitiesandTombsoftheAn
42、cientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),culturalsite,2022.Section3:WordsandexpressionsfromUnitICulturalRelicsculturaladj.文化的aculturalindependence/culturalexchangerelicn.sth.oldthatremindsusofthepast遗迹；古物unearthedcultural/arelicofearlycivilizationsurvivevt.tocontinuetoliveafter幸免于；幸存；之后还活着survivethetraff
43、icaccident/surviveallherchildrenremainvi.1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture.2.tocontinuetobe(inanunchangedstate)接着；依旧remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwonteatyoulljustha
44、vetoremainhungry!3.Itremainstobeseen:weshallknowlateron.状况仍未明，要看怎样发展。staten.国家；政府；州；状态stateschools/statedocuments/inapoorstateofhealthlookinto:toexaminethemeaningorcausesof考察，调查lookintothematter/lookintotheeventrareadj.希奇的；稀有的；宝贵的therareairofthemountains/raremetals/ararebookdynastyn.朝代；王朝theQingDyna
45、sty/theTudordynastyinEnglandbelongtotobethepropertyof;tobeamemberof;tobeconnectedwith属于；为的一员;与有关系belongtoaclub/belongtoaclass/belongtomeinsearchof找寻insearchofthecuretothedisease/insearchofthelostboyambern.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofambergiftn.赠品；礼物；天赋birthdaygifts/giftvoucher
46、s/agiftformusicmeltvt.vi.(使)溶化；（使）熔化meltthesnow/melttheanger/meltinwaterheatn.vt.热；热度；把加热；使激烈thebodyheat/theheatofadebate/heatsoupforlunchdesignn.aplaninthemind;adrawingorpatternshowinghowsth.istobemade设计；图案vt.toimagineandplanoutinthemind设计；构思curiousindesign/makeadesignforamonument;designanengine/de
47、signdressesforaqueenfancyadj.奇妙的；异样的（无最高级和比较级）vt.想象；设想；爱好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoungstylen.风格；风度；类型dothingsinstyle/inthestyleof/outofstyle.jeweln.珠宝；宝石preciousjewels/ajewelnecklaceinreturn(for):inexchange(for);inpayment(for)作为交换；报答；答谢inreturnforherkindness/inreturnfo
48、rhisgiltlightvt.vi点火，照亮lightacigarette/lightatorch/lightsb.onhiswaymirrorn.镜子；反映adrivingmirror/lookinthemirror/amirrorofthetimeswondern.奇迹；惊异thewondersofnature/Itsnowonder./inwonderatwar处于交战状态beatwar/havebeenatwarforlongremovevt.totakeaway(fromaplace);takeoff移动;脱掉；除去removetheclothfromthetable/remove
49、oneshat;Youvegottoremoveyourshoesbeforeyouentertheroom.furnituren.家具（总称）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurnituresecretlyadv.隐私地；背地里haveatalksecretly/takeanactionsecretlywoodenadj.木制的awoodenbridge/awoodenchairdoubtn.怀疑；怀疑；vt.怀疑；不信thereisnodoubtaboutsb./sth./nodoubt/notdoubtthat/doubtwhethermysteryn.神奇；神奇的事物makeamysteryofmatter/diveintothemysteriesofapartadv.分别；分别地milesapart/standapart/keepapartfromtakeapart拆开takeapartthemachine/takesb.aparttrialn.审判；审问；试验holdatrial/trialbyamilita