新课标必修2教案Unit1 Cultural relics 全套教案

 1. Learning to the tape

 2. Group discussion and presentation

 3. Multi-functional teaching equipment

Teaching aids

 A recorder, a projector, and some slides

Teaching procedures & ways

Step one

Ask the students to check the new words and expressions of this unit with each other in this unit.

\Step two warming up

The warming-up exercises raises the students’ awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know.

 T: Now, class, look at the title of this unit. Tell me what the topic is this unit.

 S: Cultural relics

 T: Do you know what cultural relics are?

   (Students’ answers)

T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.

They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.

Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)

Part three Pre-reading

1. Leading-in

T: Ok, class, do you think these cultural relics beautiful?

S: Yes, very beautiful.

T: Suppose one of them got lost, how would you feel and what will you do with it?

S: …………(find，rebuild，protect）

T：Thanks four your good suggestions. Now let’s learn “ In Search of the Amber Room”.

2. Explaining pictures

 Ask the students to read the text first and then answer the following questions:

1).Why was it called Amber Room?

 (It was given the name because almost seven thousand tons of amber used to make it.)

2). What happened to the Amber Room?

 (First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar’s winter palace in St Peterberg…….)

3. Listening

 Ask the students to read the text carefully and find out the main idea of each paragraph.

 Ask the students to tell the characteristics of the text

 1. It tells the history of the Amber Room so that we know what happened.

 2. It uses the past tense.

Part five Post-reading

Finish the comprehending exercise in P2

Part Six Learning about language

1). Frederick William I, the king of Prussia, could never have imagined that ……..

  情态动词+have done 表示对过去发生的事情的推测、批评和反悔等意思。

 Eg: You should have told me earlier. What shall we do now?

2)Once it is heated, the amber can be made into any shape.

   Be made into被制成，被做成

3）be at war 处于交战状态

4）remain后，常跟名词，意思为“保持，继续，依然”

5).belong to

Then finish the exercise in “Learning about language” and “Discovering useful structures.”

Part Seven Homework:

1. Review the key sentences in this part.

2.Review the words in the second period.

The Second Period Grammar

Teaching goals:

1.       Target language

a.       Vocabulary

trial, consider, prove, tell the truth, pretend, think highly of, besides

b.       Structures

I think highly of those who are searching for the Amber Room.

Besides, my father once told me that any person who finds something could keep it.

I must say that I agree with you.

I must say that I don’t agree with you.

2.       Ability goals

Enable the students to make judgments and to write a short reply to a letter, then give their own opinions.

3.       Learning ability goals

Help the students learn how to make judgments and give their opinions.

Teaching important points

The attributive clauses with that/which/who/where/when

Teaching difficult points

How to tell the attributive clauses with that/which/who/ where/when/ from other clauses

Teaching methods

Learning and practicing

Teaching aids

Multimedia computer

Teaching procedures and ways

I.         Reading, listening and writing

1.       Fast Reading (Pre-listening)

Find out the differences between a fact and an opinion.

2.       Listening

Students take notes and fill in the form while listening to what the three people say about the missing Amber Room.

3.       Post-listening

a.       Discussion

Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given.

b.       Writing and speaking

Students write down a short list of reasons for their choice.

II.      Reading and writing

Read the letter on page 7 from a German newspaper. Then write a reply to the letter

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