人教版高一上英語(yǔ)精品教案Unit 7 Cultural relics(人教版高一英語(yǔ)上冊(cè)教案教學(xué)設(shè)計(jì))

發(fā)布時(shí)間：2016-1-19 編輯：互聯(lián)網(wǎng) 手機(jī)版

I. Teaching aims and demands學(xué)習(xí)目標(biāo)和要求：

1.topic話題:

1>Talk about cultural relics

2>Talk about ways to protect cultural relics

3>Giving advice and making suggestions

2.function功能:

Giving advice and making suggestions 提出意見(jiàn)和建議:

What shall we …? Maybe we could … Shall we …?

I’d like to … Can’t we …? What / How about …? Should we …?

Why don’t we …? Let’s … Why not …?

3.vocabulary詞匯:

cultural, pyramid, represent, include, ruin, burn, restore, rebuild, beauty, photograph, portrait, recreate, unite, artist, period, vase, stone, damage, ancient, project, brick, official, cave, pollution, carbon, breath, limit, sincerely

give in, in ruins, bring … back to life, pull down, set up

4.grammar語(yǔ)法:

The Passive Voice (1) 被動(dòng)語(yǔ)態(tài):

1>描述事物已經(jīng)受到某種影響或某種處理 – 使用現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài):

Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.

Old paintings, …, have been carefully recreated, and the old palaces have been made as wonderful as in the past.

2>描述人物已經(jīng)被動(dòng)地接受某種行為或某種處理 – 使用現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài)。例如:

The sick woman has been sent to hospital, and now you can’t visit her.

Jack has been told about it, so you needn’t call him up.

5.language usage語(yǔ)言運(yùn)用

運(yùn)用所學(xué)語(yǔ)言，圍繞文物古跡這一話題，完成教材和練習(xí)冊(cè)中的聽(tīng)、說(shuō)、寫(xiě)的任務(wù)；閱讀課文 “A city of heroes” 并聯(lián)系生活中的實(shí)際，書(shū)寫(xiě)一篇目短文。

II. Difficult points 難點(diǎn)

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教學(xué)過(guò)程

Period 1

1. PRESENTATION & REVISION

Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.

2. WARMING-UP

Introduction The main objective of this activity is to get the students to think about cultural relics and their importance, and to give them an opportunity to use the kind of language needed to talk about culture and cultural relics.

Instruction The pictures show a pyramid in Egypt, the Great Wall in China, and Stonehenge in England. Ask the students to name more sites like these and ask what they have in common, whether they are important to us today, and why.

Note: Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began building the site about 3100 BC and the construction continued in stages until about 1500 BC. It is not clear who built Stonehenge. There are many legends and myths about Stonehenge. It was once believed that Stonehenge was built by the Druids (ancient priests), but the druids were active at a time when the stones had already been in place for 2,000 years. Some believe that the site was used by early astronomers and others suggest that the site was used as a burial ground for important people. Because of the size of the stones, the complexity of their arrangement and the efforts that must have gone in to its construction, it is reasonable to assume that the site was built to serve some significant purpose.

Examples:

The pyramids, the Great Wall, and Stonehenge are all symbols of their countries and their cultures. They are all large structures that were built by many people. The structures. once had a practical importance (burial site, defense, magic / superstition) , but now have largely symbolical value. The structures were originally built for a select few - the pharaohs, the Emperor, the druids - but now they belong to the people. There are several ways to justify their importance to us today: money (from tourism), culture, history, etc.

Extension Ask the students to think about the future. Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?

3. LISTENING

Introduction This exercise is designed to help the students think about the importance of cultural relics and to consider steps that could be taken to protect them. In the exercise, students are asked to place a few objects in their proper places, using cues from the listening, and then list reasons why the sites are important and what is being done to protect them.

Instruction Tell the students that they are going to hear about some cultural sites. Ask the students to listen for information about what the site looks like and why it is important.

LISTENING TEXT:

1 A: We are standing in front of the main building of this old palace. The palace is called the Winter Palace. On the left, there is a statue of a horse. On the right, there is a large stone elephant. The main building is in the centre.

B: Why is this site so important?

A: This site is important because it tells us about how people lived in the past.

B: What steps have you taken to protect the site?

A: Visitors are not allowed to go inside the house. Instead, they can walk around the building and look at the park behind it. There is also a small museum, where visitors can look at pictures of the inside of the house.

2 We are standing in front of the Sunshine Temple. This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple. Water from the lake is destroying the temple. We are trying to save the temple by building a wall between the lake and the temple. We will also move some of the things in the temple to the new museum that is being built between the mountain and the village.

3 Mt Lu Shan is one of the most beautiful places in China. The mountain is an important part of China's history and many great leaders have been here. People come here to look at the beautiful mountains and waterfalls. Over here, between Red Sun Mountain and the lake, is the Blue Waterfall, one of the biggest in Lu Shan. Between the lake and the village is the Moon Tower, where people can go look at the moon _d the stars at night. There are too many cars in Lu Shan and the air is becoming polluted. We are trying to limit the number of cars on the mountain and try to use more buses.

Answers to the exercises:

Name of the Site Why is it important? What is being done to protect it?

1 The Winter Palace This site is important because it tells us about how people lived in the past. Visitors are not allowed to go inside the house. Instead, they can walk around the house and look at the park behind the house. There is also a small museum, where visitors can look at pictures of the inside of the house.

2 The Sunshine Temple The temple is an important part of our history; many important things happened here, and many poems have been written about the temple. We are trying to save the temple by building a wall between the lake and the temple. We will also move some of the things in the temple to the new museum that is being built between the mountain and the village.

3 Mt Lu Shan The mountain is an important part of China's history and many important people have been here. We are trying to limit the number of cars on the mountain and we try to use more buses.

Extension Ask the students to think about cultural sites in their area and what is being done to protect them.

4. SPEAKING

Introduction The activity gives students an opportunity to use target structures in a meaningful communicative exchange. It also aims at developing students' imagination and creativity.

Instruction Explain that a "culture capsule" - an imaginary large box - will be sent into space. Ask the students to decide what objects to put in the box. The objects should help whoever finds the box understand what and who human beings are. Students can work in pairs or groups. They have to decide what to put in the box and explain why they have chosen them, i.e. how the objects will help explain who we are and how we live.

Help the students by monitoring the groups and asking what they want to put in and why. If the students are comfortable giving reasons, etc, you can" argue" a bit and challenge their choices. Please note that there are no "right" or "wrong" answers, so be careful not to discourage "strange" ideas. By encouraging creative solutions, you can set the stage for student-student interaction when the pairs report their choices.

Sample Dialogue:

A: Let's start by thinking about what we should put in the capsule. The instructions say that we should choose five objects that will represent Chinese culture. What shall we put in?

B: Let's put in a Chinese person.

A: No, it says here that we cannot put any living things in the capsule. I think it's better if we try to put in some things that will help whoever finds it understand who we are. You know, everyday things that they can look at and get an idea of what life is like here. Remember that the capsule will be sent into space. It will probably land on another planet.

B: OK. Maybe we can put in a pair of chopsticks?

A: That's a good idea. But how will they know that we use them to eat with? Why not put in some food too?

B: But the food will go bad. I mean, if we put a jiaozi in the capsule, it will be rotten when it reaches another planet.

A: Can we use some pictures? B: We could, but what if they don't know what a picture is. Suppose- I put a picture of you in the capsule. Maybe they will think that you are flat, made of paper, and only a few inches tall.

A: I know! Can't we put in a doll and a model of the earth? That way, those who find the capsule can see what we look like and also see what our planet is like.

B: Great! Should we put in a map so they can see what the earth looks like from space?

A: Yeah! I'd like to choose a tool, maybe a hammer or a pen, so that they can see that we have invented many great things.

B: Let's put in a Chinese painting. Then they can see that we like art.

A: OK, let's see. We have a doll, a model of the earth, a map, a tool and a painting. That's five. B: What about the message? What should we write? A: Why don't we write a friendly greeting and invite them to come to visit us?

B: Good idea! How about "Dear Friends. If you get this message, please come to visit us and our school. Xiao Hong, Wang Mei and all the other people in China, on the planet Earth. "

A: Good. Let's write down our ideas.

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask some pairs to act out the speaking activities.

2. During this period, do some reading.

2. PRE-READING

Introduction The pre-reading questions prepare the students for the main theme of the reading and give them an opportunity to think about the relationship between people and the cities and cultures they live in.

Instruction Divide the class into small groups and tell the students to take turns giving their responses to each question. Give help as needed.

Possible answers:

1 ● A great city has a long history.

● A great city is usually the capital of a country and has a large population.

● A great city will produce many great people.

● A city is great if something important once took place there.

● ...

2 ● I like Beijing best, because it is the capital city of China.

● I think my favourite city is chengdu, the place where

● I was born and grew up. I love its weather, people and food.

● I like Shanghai, because it's so modem and beautiful.

● I like Kunming, "the Spring City", because it is beautiful with flowers and green trees all year round and the weather there is very nice - it's not too hot and not too cold.

●. ...

3 Explain what cultural relics are and why they are important to us.

●They tell us who our ancestors were and what their life was like.

● They show the development of human civilization.

● They help us better understand who we are and where we are from.

●...

Extension China has spent a lot of money on the protection of cultural relics. As a result, a large number of cultural relics have been saved from destruction.

Questions for discussion:

1 Do you know what cultural relics in your province/ city/region are under the protection of the country? How are they being protected?

2 How many cultural sites have been listed in the World Heritage List by UNESCO so far? Can you name them?

3 If you were a UNESCO official and wanted to add some cultural sites in China onto the World Heritage List, which sites would you suggest? Why?

3. READING

A CITY OF HEROES

Introduction The reading uses the reconstruction of 8t Petersburg as an example of how cultural relics and sites can be successfully restored or rebuilt. The text also suggests that cultural relics are an important part of a city's and people's culture. The efforts to restore St Petersburg's old glory show the people's determination to preserve their culture and illustrate some of difficulties facing those who undertake such a project.

The text implies that a city is only as great as its people and that the spirit of a city is more important than its buildings. At the same time, however, the buildings represent that spirit had become part of everyone's life. St Petersburg was originally built for Peter the Great, but over the years it truly became property of the Russian people. So the city could be called "St Peoplesburg."

Summary

1 St Petersburg lies on the banks of the river Neva in Russia. More than three hundred years ago, the Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.

2 St Petersburg has been the centre of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.

3 Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.

4 The people of St Petersburg are heroes because they managed to rebuild the city, proving that they are at least as great as Czar Peter.

Extension 1 Use the text as a starting point for further discussion. Culture as a concept tends to hint at "dead" culture, or culture that exists for enjoyment and admiration, rather than living culture, objects, ideas, beliefs and behaviours that define a country and its citizens. Reading about St Petersburg may encourage the students to reflect on what culture is and why it is important to us today.

Extension 2 Ask the students to imagine what cultural items from our own time will become part of the future's "cultural past." It may also be useful to have the students consider how we determine whether something is "culture" or not, and how we value various "types" of culture. This discussion could begin with reflections on generational" culture differences," and perhaps also on different concepts of culture in different countries.

Instruction Ask the students to read the text quickly. Remind them to use the context to guess the meaning of unfamiliar words. Ask them to underline new or unfamiliar vocabulary and make a list. Tell the students to compare their lists in pairs and work out the meanings of the words on the list. Then discuss and explain any words they .may still have questions about.

Ask the students do the post-reading exercises. Let them work individually at first and then compare answers in pairs. Elicit student responses from the class.

Tell the students to close their books and retell the story in their own words. The listener may look at the text in order to help the narrator if necessary. Walk around the classroom and give help as needed.

4. POST-READING

Suggested Answers:

1 The words mentioned on the tape are: objects, buried, tombs, brick (bricks), wooden, Egyptians, makeup.

2 1 Various answers are possible. Reasons mentioned on the tape include: cultural relics can help us understand how people lived in the past; protecting our cultural relics is a way to help protect our history; cultural relics can help us understand who we are and where we come from.

2 It is difficult to find out how people lived thousands of years ago, because most of the things we use in everyday life do not survive or last. Things made of cloth, paper, wood, etc. will not be around after a thousand years.

3 We know that the ancient Egyptians lived in houses made of bricks, that ancient Egyptian women wore make-up, and that most people slept on wooden beds.

4 We know a lot about how the ancient Egyptians lived because they put everyday objects in the tombs of important people. The tombs were locked and hidden and the things inside were well kept over thousands of years.

5 Various answers are possible. Things made of materials that deteriorate over time will not be available to future generations, so things like books and clothes may not survive. It will probably be difficult for future generations to understand the way we think and what our life was really like. You can ask the students to try to imagine what it was like to be a teenager five hundred years ago. What we can do (and sometimes do) to help future generations understand us is to bury" culture capsules" that future generations can use to learn more about us. You can use the information in the unit or from newspapers / TV to remind the students of what's being done today. The reading below is an example of one solution.

3. TALKING

Introduction In this decision role-play (see appendix), the students will talk about cultural relics and their importance and practice their ability to express and support an opinion. The role-play brings together many of the sub-themes of the unit and integrates the skills practised in the SB and WB.

Instruction Divide the students into groups of four or five. Explain the basic situation and tell the students that they will represent one of the characters in the discussion. Remind the students of the ground rules for decision role-plays (see appendix) and ask the groups to decide who will play each role, prepare role cards, discuss the issue, make a decision and summarize the discussion. Use one of the role cards as an example if necessary. Ask the Head of each group to summarize and report when the students have finished the discussion. Compare and discuss different decisions and make sure that the students give reasons for their decisions.

Sample Dialogue:

H: Is everybody ready? Then we can begin. Good afternoon, ladies and gentlemen. Thank you for being here today. As you know, we must try to decide what we're going to do about the plan to build new houses where the old temple is. I'd like to hear from each of you what .you think about the plan. Would you like to start by telling us who you are and what you think we should do?

A: Thank you. Yes. I'm an expert on cultural relics. My name is Bob White. I want to protect the temple. I believe that it's a bad idea to build the new houses where the temple is. If we destroy the temple, we're destroying our history. If we move the temple, we may destroy the temple and we won't be able to look for things on the site.

H: What kind of things do you mean?

A: There may be clothes or tools or other objects buried around the temple. These things can tell us about how people lived in the past. We must protect the temple, because it is an important part of our history, because it can teach us about the past, and because it is wrong for us to destroy what our people built in the past.

B: I'm Danny Jones, a businessman. I agree with Mr. White when he says that the temple is important and that we should protect our cultural relics. But we must also think about today and the future. The people in our village need houses to live in and they need jobs: We should build the new houses, because it'll give people houses and jobs, and because it will help develop our village. There's no other place where we can build the houses. I think that we should try to move the temple and build a museum. If we do this, we can protect our cultural relics, teach people about history, and create jobs and houses. Mr. White says that we may destroy the temple and that we won't be able to fmd clothes and tools. Well, parts of the temple may be damaged, but we can repair it. And we already have a lot of old objects and we already know a lot about how people lived in the past. If we don't build the houses, we may not have a very good future.

C: I'm a villager and I agree with Mr. Jones. Our village needs jobs and houses. Our children must have houses to live in, and if we don't have jobs they will leave the village or become unemployed ...

The discussion continues. All the participants state their opinions and give reasons. The Head of the village asks questions and takes notes. When all the participants have stated their opinions and spoken at least once, the Head asks the group members to ask each other questions. After the" debate part," the Head summarizes the views according to the notes and tries to make a decision.

4. SUMMARY & HOMEWORK

1. Get ready to be examined in the talking activities.

2. Preview all the exercises in the workbook.

Period 6

1. PRESENTATION & REVISION

1. Ask some pairs to act out the talking activities.

2. PRACTISING

Vocabulary

Answers to the exercises:

1 1 cultural 2 include 3 restored / rebuilt 4 burning 5 beauty 6 photograph 7 damage 8 project 9 official 10 limit

2 1 in 2 of 3 on, in .4 from, on 5 in, with

Grammar

Answers to the exercises:

1 1 although 2 but, and 3 or 4 and 5 unless

2 1 A new hospital for women and children has been built in Beijing.

2 More and more trees have been cut down by farmers.

3 Thousands of animals have been killed in the forest fire.

4. About 300 buildings and houses have been destroyed in the earthquake.

5 More than 100 famous films have been shown in the city since July.

6 A lot of money has been spent protecting the old temple.

7 The price has been brought down in the past year.

8 A notice has been put up at the gate.

3 2 Many cultural relics have been saved from damage, for example, the Potala Palace, the Kezil Thousand-Buddha Cave, etc.

3 750 sites have been made national important cultural relics by the State Council in the past years.

4 The Potala Palace, the Mountain Summer Resort in Chengde, the Confucius. Temple and Mount Wudang have been placed on the World Heritage List by UNESCO since 1994.

5 Twenty -eight Chinese cultural relics have been placed on the World Heritage List by UNESCO by 2003.

3. INTEGRATING SKILLS

Reading

THE RESCUE OF ABU SIMBEL

Introduction The text describes how Egyptian engineers successfully protected the Abu Simbel Temple and other cultural relics during the construction of the Aswan Dam. The project is an example of how development and the protection of cultural relics can go hand in hand. The dam was needed to prevent floods and to generate electricity, but its construction would entail the possible destruction of Abu Simbel. The engineers solved the problem by moving the temple to a site that would not be affected by the construction of the dam.