核心提示：《Cultural relice》教案及教学设计中包括教学内容分析、教学重点和难点、教学计划等方面，本文将围绕这几个方面进行讲解。 一、 Cultural relice 教学内容分析 本单元的话题是文化遗产。 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
《Cultural relice》教案及教学设计中包括教学内容分析、教学重点和难点、教学计划等方面，本文将围绕这几个方面进行讲解。
本单元的话题是“文化遗产”。
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。
Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。
Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
Learning about Language 部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。
Using Language 部分的Reading and listening和speaking主要通过对evidence, fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的reading and writing对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。
Learning Tips 部分鼓励学生去参观博物馆或文化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。
二、Cultural relice教学重点和难点
1．教学重点
(1) 本单元的生词和短语。
(2) 掌握限制性与非限制性定语从句的用法，理解两者有何不同。
(3) 了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。
2．教学难点
(1) 学会区别事实与观点，锻炼思维分析能力。
(2) 用英语表达自己的看法或征求别人的看法。
三、Cultural relice教学计划
本单元分五课时：
第一、二课时：Warming Up，Pre-reading, Reading, Comprehending
第三、四课时： Learning about Language
第五课时： Using Language
四、Cultural relice教学步骤：
Period 1 &2 Warming Up, Pre-reading, Reading, Comprehending
Teaching Goals:
1. To learn about cultural relics.
2. To learn about the restrictive and non-restrictive attributive clause.
Teaching Procedures:
Step 1 Leading-in
Purpose: To get Ss to make a definition about cultural relics.
Ask Ss 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
Suggested answers:
1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past.
2. No, not all the old objects are cultural relics.
3. Each kind of relics preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions.
4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.
Step 2. Warming Up
1. Pair work
Get Ss to make a choice between “compelling interests”, in this case the interests of a family and the interests of society.
2. Group work
Get Ss to role-play a conversation between you and the man.
Suggested dialogue:
YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri
MAN: Yes, I am.
YOU: My name is Hu Yuan. I'm from the Office for Cultural Relics.
MAN: Oh, is there some problem
YOU: Perhaps. I understand that you have an old Ming Dynasty vase.
MAN: Yes, I do but it's not mine. Er-it belongs to my family.
YOU: Hmm. May I have a look at it
MAN: Why, yes, of course. Please come in. Right this way. Here it is.
YOU: It's quite beautiful.
MAN: Yes, it is, isn't it It's been with our family for a long time.
YOU: Mr. Zhang, I'm sorry to tell you this but I'm quite certain this is a cultural relic.
MAN: Oh, how can you be sure
YOU: It is just like the one described in a report I got.
MAN: What report
YOU: A report about a relic that is missing from a museum.
MAN: I haven't heard about that.
YOU: Perhaps not. You say this relic has been in your family a long time
MAN: Well, actually, one of my cousins gave it to us.
YOU: When was that
MAN: Last year around the time of the Mid-Autumn Festival.
YOU: I'm sorry to say this but I believe this is the relic the museum has lost.
Step 3. Pre-reading
Purpose: To get Ss to form a responsible attitude towards cultural relics.
标签：
高一英语
