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人教版高中英语必修二Unit 1 Cultural relics一、Analysis of teaching material The lesson plan I’m going to talk about is from NSEFC Book 1-Cultural Relics. From thistext,Ss will learn what cultural relics are and have the awareness to protect them. In the reading part “In Search of the Amber Room”, students can learn the story of the amber room ,whichincludes the building, missing, and rebuilding of the amber room. They will find that theamber room had been stolen during WWII, so they can learn the importance of protecting thecultural relics.The structure of the text is obvious, so students can analyze the text and find the key word of each paragraph easily. There are some new words in the text as well a non-attributiveclauses. Since this unit is the first unit of this term, we can find that the textbook tries to paymore attention to the cultural information and humanistic care. 1、Knowledge and skill objectiveStudents will be able to master some important words and phrases, which involve “could never/not+have done” “design” “select” “jewel” “treasure” and “belong to”. Since they are helpfulfor students to enlarge the vocabulary and understand the text more easily, I will explain them verycarefully.2、Process and method objectiveSs will be able to talk about what cultural relics are and how to describe their developments and protection. Through the pictures I show them, they can find the common points of them. Next,I will lead students to know that all the places in the pictures are cultural relics so that they can getthe definition of the cultural relics. When learning the text, students will be able to know the development and protection of the amber room so that they can describe other cultural relics. 3、Emotional, Attitude and Value objectiveAs we know, this unit mainly talks about the cultural relics. There are a lot of cultural relics
in the world; however, many of them are endangered. So I will cultivate the students to have the awareness of protecting cultural relics. Teaching Key PointsI think the important points are to train the Ss reading ability, analyze the text and grasp some new words of the text. So students can understand the text clearly by doing that.Teaching Difficult Points In this period, cultural relics are mainly mentioned. But, it doesn’t tell us the cultural relics protection directly. Hence, how to let the students know that we should protect cultural relicsdeserves to be the difficult point.二、Analysis of StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing,theystill need many opportunities to practice what they have learned, to express their ideas, feelings,and experience and to develop their autonomous learning ability and cooperative learning ability.三、Analysis of Teaching methodsTask-based language teaching is adopted in this lesson. The task is to get the structure of this text. I will ask students to dividethe whole text into three parts and try to get the main idea of each part. By means of TBLT, students are involved and engaged in the task and classroom activities, and therefore they can learn moreabout the text.四、Analysis of Learning methodsSs need to develop some reading strategies such as skimming,scanning, summarizinginformation, and so on. In this lesson, students are instructed to develop the above mentionedreading strategies. Since the reading part tells the story of the amber room, it’s necessary for Ss tosearch some bacground information about it . Besides, they should get information about thecultural relics and write a composition “How to Protect the Cultural Relics”.五、Teaching Procedures(一）Step1 Lead-inSince the reading material in this period talks about the cultural relic of amber room in Russia, it is a proper way to introduce it by showing some pictures of cultural relics in other countries. By answering the open question “What do you know aboutit?”,Ss’ interest and attention is drawnto these places. Then, I will show them a picture of the amber room so that they can know
the topic of this lesson. （二）Step 2 Pre-readingI will ask the whole class to summarize the text and invite several students to give their opinions. By doing this, the students’skimming ability is trained. Part I (para 1) The brief introduction about the Amber Room: design,color, shape, material Part II(paras 2-4) The history of the amber room.(present, relocating and missing). Part III(para 5) The rebuilding of the Amber Room(a new one but thesame as the old built by the two countries, for celebrating the 300th birthday of Petersburg).(三）Step 3 While-readingBefore coming to the detailed study of the first part, I will ask Ss to answer my questions “Which country first built the amber room?” “Introduce something about this country-Prussia”.Then, I would like to introduce Prussia to my students. After that, I will talk about the languagepoints and some cultural information. I will introduce “could never have done”” design” “select”“jewel”“treasure”to them. After my explanation, I would like to ask students to makesentences using each of these words. So they will have specific information about the text. Whilefinishing the first part, I will ask the students to answer when and why did Fredrick William I givethe amber room to Peter the Great and say something about Peter theGreat. After that, I will give a brief introduction of Peter the Great to students, which can let them know more about the historybackground. Next, I will continue to explain the language points of the second paragraph. Inthisparagraph,I’d like to say more aboutthe background information, such as St Petersburg, WinterPalace, etc. As to the language points, I will introduce “belong to” and some other words whichhave the same usage as “belong to”.(四）Step 4 Post-reading In this period, I plan to talk about two paragraphs and then come to a group discussion. I will ask the Ss to discuss whether we should protect the cultural relics and give their reasons.I will provide them opportunities to express their ideas in front ofthe class. By doing so, they are trained to express themselves in English bravely and confidently. Through this discussion, students canhave the awareness of protecting the cultural relics, because they are symbols of history.（五）Step 5 Homework
At last, I will make a summary to help students to consolidate what we have learned in thisclass. Then, I will ask them to search more information about cultural relics and write a composition about how to protect the cultural relics. This task is assigned tocultivate students to have the awareness of protecting the cultural relics. . 六、Blackboard design At last, I will talk something about my blackboard design. As far as I am concerned, theblackboard design can reflect the teacher’s ability of mastering the text and leading the students tomaster the text easily.I will write the topic sentences on the blackboard, in order to tell the studentsthe importance of them in this class. I shall make the design inductive, instructive and artistic. That is all. Thank you! ------- 交通工具:------ 样子奇特（长、窄、深；头尾向上翘起；行动轻快灵活）威尼斯的小艇 附原文 Cultural Relics Words: Main ideas : Competition points para.1… group.1… para.2… group.2 pars.3… group3… General idea of this text… group.4…
in the world; however, many of them are endangered. So I will cultivate the students to have the awareness of protecting cultural relics. Teaching Key PointsI think the important points are to train the Ss reading ability, analyze the text and grasp some new words of the text. So students can understand the text clearly by doing that.Teaching Difficult Points In this period, cultural relics are mainly mentioned. But, it doesn’t tell us the cultural relics protection directly. Hence, how to let the students know that we should protect cultural relicsdeserves to be the difficult point.二、Analysis of StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing,theystill need many opportunities to practice what they have learned, to express their ideas, feelings,and experience and to develop their autonomous learning ability and cooperative learning ability.三、Analysis of Teaching methodsTask-based language teaching is adopted in this lesson. The task is to get the structure of this text. I will ask students to dividethe whole text into three parts and try to get the main idea of each part. By means of TBLT, students are involved and engaged in the task and classroom activities, and therefore they can learn moreabout the text.四、Analysis of Learning methodsSs need to develop some reading strategies such as skimming,scanning, summarizinginformation, and so on. In this lesson, students are instructed to develop the above mentionedreading strategies. Since the reading part tells the story of the amber room, it’s necessary for Ss tosearch some bacground information about it . Besides, they should get information about thecultural relics and write a composition “How to Protect the Cultural Relics”.五、Teaching Procedures(一）Step1 Lead-inSince the reading material in this period talks about the cultural relic of amber room in Russia, it is a proper way to introduce it by showing some pictures of cultural relics in other countries. By answering the open question “What do you know aboutit?”,Ss’ interest and attention is drawnto these places. Then, I will show them a picture of the amber room so that they can know
the topic of this lesson. （二）Step 2 Pre-readingI will ask the whole class to summarize the text and invite several students to give their opinions. By doing this, the students’skimming ability is trained. Part I (para 1) The brief introduction about the Amber Room: design,color, shape, material Part II(paras 2-4) The history of the amber room.(present, relocating and missing). Part III(para 5) The rebuilding of the Amber Room(a new one but thesame as the old built by the two countries, for celebrating the 300th birthday of Petersburg).(三）Step 3 While-readingBefore coming to the detailed study of the first part, I will ask Ss to answer my questions “Which country first built the amber room?” “Introduce something about this country-Prussia”.Then, I would like to introduce Prussia to my students. After that, I will talk about the languagepoints and some cultural information. I will introduce “could never have done”” design” “select”“jewel”“treasure”to them. After my explanation, I would like to ask students to makesentences using each of these words. So they will have specific information about the text. Whilefinishing the first part, I will ask the students to answer when and why did Fredrick William I givethe amber room to Peter the Great and say something about Peter theGreat. After that, I will give a brief introduction of Peter the Great to students, which can let them know more about the historybackground. Next, I will continue to explain the language points of the second paragraph. Inthisparagraph,I’d like to say more aboutthe background information, such as St Petersburg, WinterPalace, etc. As to the language points, I will introduce “belong to” and some other words whichhave the same usage as “belong to”.(四）Step 4 Post-reading In this period, I plan to talk about two paragraphs and then come to a group discussion. I will ask the Ss to discuss whether we should protect the cultural relics and give their reasons.I will provide them opportunities to express their ideas in front ofthe class. By doing so, they are trained to express themselves in English bravely and confidently. Through this discussion, students canhave the awareness of protecting the cultural relics, because they are symbols of history.（五）Step 5 Homework
At last, I will make a summary to help students to consolidate what we have learned in thisclass. Then, I will ask them to search more information about cultural relics and write a composition about how to protect the cultural relics. This task is assigned tocultivate students to have the awareness of protecting the cultural relics. . 六、Blackboard design At last, I will talk something about my blackboard design. As far as I am concerned, theblackboard design can reflect the teacher’s ability of mastering the text and leading the students tomaster the text easily.I will write the topic sentences on the blackboard, in order to tell the studentsthe importance of them in this class. I shall make the design inductive, instructive and artistic. That is all. Thank you! ------- 交通工具:------ 样子奇特（长、窄、深；头尾向上翘起；行动轻快灵活）威尼斯的小艇 附原文 Cultural Relics Words: Main ideas : Competition points para.1… group.1… para.2… group.2 pars.3… group3… General idea of this text… group.4…
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