《Module+2+Unit1+Cultural+relics》(summing+up)(市级公开课)：课件六(13张PPT)(人教版必修2)
人教版高中英语必修二Unit 1 Cultural relics 教案2
Unit 1 Cultural relics 教案2（A FACT OR AN OPINION<PART 2>）IntroductionYou are learned to distinguish a fact and an opinion。
Help students with their reading of A FACT OR AN OPINION。
Translation of the text into Chinese is proposed.Objectives⏹To learn to tell facts from opinions⏹To write a reply letter⏹To listen and speak about cultural relicsProceduresI。
Warming up(1) Warming up by questionsMorning, class。
We always say, “We must respect facts and can’t wholly depend on one’s opinions”。
But can you tell me：A.What does it mean when you say，“I t is a fact”？B.What does it mean when you say，“I t is an opinion”？（2) Warming up by questioningTurn to page 5。
Read the passage and tell me：A。
If you want to go in for law against somebody, and if you want to win，what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe？II. Guided reading(1）Reading and definingRead the passage and define: What is a fact？What is an opinion？What is an evidence?（2）Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph。
人教版必修2 Unit1 Culture relics 第二篇课文知识点
人教版必修2 Unit1 Culture relics 第二篇课文知识点课题: Unit 1 Culture relics (英语②)学习目标: 继续学习本单元语言点教学重点：重点语言点的学习课前准备：请同学们提前阅读学案内容，了解课堂上要完成的任务，并做好以下准备：（1）核对上个学案当堂检测部分答案（2）预习好本学案上的所有内容Teaching Steps :（教学步骤）Step 1 核对上个学案当堂检测部分答案Step2 处理完习题Step3 Continue to learn the language points（继续学习本单元语言点：课本5-8页及41-47页）1．rather than 而不是（= instead of ）He is an artist rather than a writer.他是艺术家. 而不是作家.宁可、、、也不愿、、、would rather…than /// prefer to do rather than do我宁可死也不愿向他屈服.I would rather die than give in to him.= I prefer to die rather than give in to him.2．tell the truth 说实话tell a lie 说谎tell the secret 说出秘密tell the difference between A and B 说出A 跟B 的区别tell A from B 把A与B辨别开来3．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，构成反意疑问句时，如果主语是第一人称，则考虑从句内部的内容进行反问。
例：I don't think he is bright, is he?We believe she can do it better, can't she?但是，如果主语不是第一人称，则考虑主句进行反问。
高中必修二英语Unit1CulturalRelics重点知识
高中必修二英语Unit1CulturalRelics重点知识单词的确是听力阅读等等的基础。
所以没有单词做基础，其他的要实施起来就很难。
下面是小偏整理的高中必修二英语Unit1CulturalRelics重点知识感谢您的每一次阅读。
高中必修二英语Unit1CulturalRelics重点知识重点词汇、短语survive幸免，生存，生还insearchof寻找select挑选design设计，图案，构思fancy奇特的，异样的，想象decorate装饰，装潢belongto属于inreturn作为回报atwar处于交战中remove移动，搬动lessthan少于doubt怀疑worth值得的，相当于…的价值takeapart拆开explode爆炸sink下沉，沉下thinkhighlyof高度评价重点句型Thereisnodoubtthat…毫无疑问…when的用法was/weredoing…when…正在做某事…这时was/wereabouttodo…when….将要做某事…这时hadjustdone…when…刚做完某事…这时Chinaislargerthananyothercountryintheworld.(同一范围内的比较)SherunsfasterthananymaninGreece.(不同范围内的比较)theway的用法Theway___heexplainedtouswasquitesimple.(that/which/省略)Theway___heexplainedthesentencetouswasnotdifficult.(that/i nwhich/省略)worth的用法be(well)worthdoingsth(很)值得做某事beworthytobedone=beworthyofbeingdoneIt’sworthwhiletodosth=it’sworthwhiledoingsth“疑问词+todo”结构，在句中做主语、宾语、表语Howtodoitisaquestion.Idon’tknowwhattodonext.it做形式主语Ithasbeenprovedthatpridegoesbeforeafall.事实证明骄必败。
英语必修二unit1 cultural relics正文..
The Sydney Opera (in Australia)
The Great Barrier Reef (In Australia)
The Big Ben (In England)
Machu Picchu
马丘比丘在奇楚亚语Quechua有“古老 的山”之义，也被称作“失落的印加城 市”，是保存完好的前哥伦布时期的印加 遗迹。马丘比丘是南美洲最重要的考古发 掘中心，也因此是秘鲁最受欢迎的旅游景 点。由于独特的位置、地理特点和发现时 间较晚，马丘比丘成了印加帝国最为人所 熟悉的标志。在1983年，马丘比丘被联合 国教科文组织定为世界遗产，是世界上为 数不多的文化与自然双重遗产之一。
Now suppose one a rare
Ming Dynasty vase was stolen from a palace, and you, an official in charge of cultural relics, are sent to look into the case. The man who has it insists that it belongs to his family.
Can you give some other examples?
Paintings, works of art, articles of daily use ect.
What is a cultural relic?
A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.
必修二Unit1Cultural Relics 课文知识点
Para.2
In fact, the room was not made to be a gift. It was designed 为…… 而设计 for the palace of FrederickⅠ. However, the next King of Prussia, Frederick 属于 William Ⅰ, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. 作为回报 In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four meters long, the room 用作是 served as a small reception hall for important visitors .
exercise
1.He became a college student by ____________( working hard 努力学习).
doing so 2.What do you mean by _________ (这样做)? reading 3.He gets information by _________ ___________( newspapers 读报纸).
In September 1941, the Nazi army was near St Petersburg. This was 的时期 a time when the two countries 这是…… were 正在交战 at war. Before the Nazis could get to the summer palace, the Russians were able to 把 remove …搬走 some furniture and small art objects 从 from the Amber Room. However, some of the Nazis secretly 不到than two days 100,000 stole the room itself. In less pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a 毫无疑问 train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what 依旧是个迷 happened to the Amber Room remains a mystery.
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章，获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。
2.问题引导法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。
2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。
2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。
（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。
新课标必修2教案unit1 cultural relics[教学设计及教案]
![新课标必修2教案unit1 cultural relics[教学设计及教案]](https://img.taocdn.com/s3/m/77e980e603d8ce2f01662340.png)
Q4: What happened to the Amber Room when Germany and Russia were at war? (Para. 4)
Q5: How is the new room made? (Para. 5)
b.句型：In return, the Czar gave the King of Prussia 55 of his best soldiers.
In 1770, the room was completed the way she wanted it.
This was a time when the two countries were at war.
What cultural relics can you think of?
(ppt.: shows the pictures of some cultural relics)
Step 2: Lead-in
T shows a picture of the Amber Room and says: Do you know what it is? It’s the Amber Room, a great gift from the King of Prussia to the Russian people. It had a strange history.
After that, what really happened to the Amber Room remains a mystery.
I think highly of those who are searching for the Amber Room.
高二英语Module 2 Unit 1
Reading:
In search of
the Amber Room
skimming
Para 1
Para 2&3
Skim the text and match he Amber Room the rebuilding of the Amber Room brief introduction to the Amber Room
Module 2 Unit 1
Cultural relics (Reading I & Writing)
About myself
I always want my students to learn English in a relaxing class.
I often arouse my students’ interests of learning by showing pictures or playing games. In order to improve my students’ abilities, I will design different kinds of tasks in the lesson, which make them learn English by doing tasks.
The Forbidden City (in China)
1. the greatest building in the 20th century 2. located in the open area surrounded by the sea 3. the symbol(标志) of Australia and its culture
I. Analysis of the teaching material
英语必修二unit1 cultural relics正文
•Have you ever heard of amber?
•Have you ever seen anything made of amber?
琥珀是史前松树脂的化石。琥珀是由千 万年前植物所分泌出来的树脂，经过地 壳变动而深埋地下，逐渐演化而成的一 种天然化石。形成于4000万年至6000万 年前，琥珀的主要成分是碳、氢、氧以 及少量的硫，硬度2-3，比重1.05-1.10， 熔点150C-180C，燃点250C-375C。琥 珀是很“涩”的物质，没有两块琥珀是 完全相同的。品种有金珀、虫珀、香珀、 灵珀、石珀、花珀、水珀、明珀、蜡珀 等，尤以含有完整昆虫或植物的琥珀为 珍贵 。
The Mona Lisa
ቤተ መጻሕፍቲ ባይዱ
S1 B2 Unit 1
Cultural
Relics
Because of wars, natural disasters and time, a lot of cultural relics have been destroyed. Some of them were even stolen. Discuss with your partner what are good ways to protect cultural relics from being destroyed or stolen?
London Bridge
cultural relics in the world
Stonehenge
The Pyramids in Egypt
cultural relics in the world
The Statue of Liberty
Do cultural relics only refer to buildings?
新课标英语高一上模块2Unit1Culturalrelics单元教案(6合1)[
Unit 1 Cultural relicsThe fourth period Learning about language一、教课目的 (teaching aims)1、能力目标 (ability aim)a.Enable the students to recognize the meaning of a new word in a passage andtell them how to remember new words.b.Enable the students how to understand between the lines.2、语言目标 (language aim)Have the students find the rule of the attributive clause and introduce thedefinition of the二、教课重难点 (Teaching important points)1、 The rule of the attributive clause2、 What is the non-restrictive attributive clause?三、教课方法 (Teaching method)Elicitation, discussion四、教课准备 (teaching aids)A projector, a computer五、教课步骤 (teaching procedure)Step I Daily report:Review the text by asking the students a few questions and deal with the words and expressions in the text by finishing Exx1-3 on P3.T: Hello, everyone! It ’s time for our daily report. I have given you the topic of this week, which is something about cultural relics at home and abroad. S1, it ’s your turn. Welcome, I know that you are one of the best speakers in our class. What will you tell us?S1: It ’s about the Great Wall of China.T: Oh, really?My friends, let ’s listen to her carefully.S1: At first I have to say, I feel so proud of the Great Wall in our country that I searched the library for information about it. The Reat Wall of China is called the “Wan Li Chang Cheng ”in Chinese. In fact, it ’s more than 6000 kilometers long. It winds its way from west to east, across deserts, over mountains, through valleys till at last it reaches the sea. It is one of the wonders of the world. The Great Wall has a history of over 20000 years. Parts of it were built through different dynasties. Tt was during the Qin Dynasty that the parts were joined up into one long wall. The Great Wall is wide enough at the top for five horses or ten men to walk side by side. Along the wall are watchtowers, where soldiers used to keep watch, Fires were lit in the towers as a warnig when the enemy came. It was difficult to build such a wall in the ancient days without any modern machines. All the work was done by hand. Thousands of men died of cold and hunger when they were forced to work on the wall. Today the Great Wall has become a place of interest to the Chinese people and people from all over the world. That’s all. Do you enjoy it?T: Of course, we do. Thank you for your wonderful speech. I think that all of the Chinese takepride in the Great Wall.Step II Discovering useful words and expressions:T:Well, we ’ve learned so much about the cultural relics, especially about the Amber Room and the Great Wall. Now let me see if you can find the words in the text with the help of the meanings. Please turn to page 3.(Students do the exersice. 4 minutes later.)T: OK, time is up. Who ’d like to write the words on the blackboard? Any volunteers?(4 students come to the blackboard to write the words)T: All right, thank the four of you. Let ’s see who did the best? S2, you did the best. Can you tell us how you can find all of them so quickly and correctly?S2: Well, I think if you can understand the text well, you can do it well. And of course,you have to be careful.T:Right, you are always hardworking. In my opinion, you have to read the meaning carefully at first, then decide the part of the speech of the word, for example, is it a noun, a pronoun or a verb? Then you have to read the text and try to understand it. At last, you may find them in the text. Do you think so?S2: Yes.T:Everyone, as you know, an English word can have many different meanings when used in different places. What do you think is the most important thing for us to do such kind of exercise? Now let’s look at page 3, exercise 2.(Students do it. One minute later.)T:Now, who can tell me what is the most important thing?Ss: Understanding!T:Yes, so you know understanding is the most important thing for us to learn English.Now let’s do some other things about at phrase. You may discuss in pairs.(Students do it)T: Well, let ’s have a check. (2 minutes for checking the answer)Step III Discovering useful structures:T:Well, please look at the slide. Do you think the casket beautiful?Ss: Yes, very beautiful.T: But I ’m so sorry to say that the article in it was lost. Do you know what it was?I ’d like you to guess using the structure “Is it something that ?”S3: Is it something that your husband gave you?S4: Is it something that you were rewarded from your mother?S5: Is it something that you bought for your daughter?(Teacher write the sentences down on the blackboard.)T:Very good, you used very good sentences. I felt so sorry for the thing I lost. It meantmuch to me. Please look at one page of my diary.(Teacher shows the slides to the whole class.)T:So, you see, it was a rare jade stone. Can you tell the difference between the two groupsof attributive clause? You may discuss with your partner.T:All right. Who can tell me the difference between them?S6: In my opinion, the sentences in the second group aren’tused to modify the jade stone, but used to give us more information about it.T: Excellent, you struke the right note! This is the difference between restrictive attributive clause and non-restrictive attributive clause. Now lets try to find all the attributive clauses from the text and understand the meaning of them.(Students do that.)T:You please tell your partner how you understand those sentenses that you found inyour text.Step IV. PracticeT:Now we ’ll see how we can combine the sentences together on P4. ’Ill invite some of youto say them out one by one.S7: Here are the farmers who discovered the underground city last month.S8: Xi ’an is one of the few cities in which walls remain as good as before.S9: Shaanxi Province is a place where relics are well looked after.S10: The woman remembered the day when she saw Nazis burying something near her home.S11: The old man you are talking to saw some Germans taking apart the Amber Room and moving it away.T: Well done. Then we ’ll have some more practice. This time, please pay special attention to when we should use restrictive attributive clause or non-restrictive attributive clause. Then I ’ll ask some of you to report your sentence to the whole class.(Students practise them.)T: OK. Time is up. Who ’d like to tell me your sentences?S12: St Petersburg is a very beautiful city, which was once called Leningrad, is a very beautiful city.S13: In Xi ’an, I met a teacher who has a strong live for cultural relics and who took me tovisit the history museum.S14: I don’tremember the soldier who told me not to tell anyone what I had seen.S15: People didn’tpay as much attention to cultural relics in the old days, when my grandfather was a child.S16: They moved the boxes to a mine, where they wanted to hide them.T:Good. Now we ’ll have a group discussion. Suppose you are some of the designers of an amber jewelry. How can you design a jade stone with an amber stone in the center of it? Please use the non-restrictive attrubutive clauses when necessaryXi.’an, I met a teacherwho has a strong love for cultural relics and who took me to visit the history museum.Ghjkl;(Students discuss for 6 minutes)T: All right. It ’s time for me to collect your ideas.S17: If I were the designer, I would choose the style in the middle, which reminds me of Jesus all the time.S18: I want to use the one on the bottom left corner, which seems luxurious.S19: I’d like to choose the smallest one, which is so tiny and light to carry.S20: I feel like choosing the triangle one, which meets my taste.S21: I want to use the one in the shape of ellipse, which I think is classical and graceful. T:Well, it seems that there are so many wonderful designers in our class.Step V HomeworkT:Today we’ve learned so much about the restrictive attributive clause and non-restrictive attributive clause. Please go over what you have learned today and use as many attributive clauses as you can. Today’s homework:ing structures on P43.2.Prepare Using Language on P5.。
高中英语Module 2 Unit 1 Cultural Relics全英文说课稿
高中英语Module 2 Unit 1 Cultural Relics全英文说课稿Lesson Plan PresentionGood morning, everyone! It’s my pleasure to stand here to give my lesson plan presentation. My name is ….. from …... The plan I’m going to talk about is from New Senior English for China’s Students Module 2 Unit 1 Cultural Relics. Now I’d like to explain it in 5 parts.Part 1: Analysis of Teaching Material and Learning Condition.The teaching material is from New Senior English for China’s Students Module 2 Unit 1 Cultural Relics. It’s the first period as a reading course. It functions as a lead in.The title is IN SEARCH OF THE AMBER ROOM. It mainly introduces the famous cultural relic---Amber Room. As for the students, they are curious to know cultural relics. After six years’ English learning, they have built their vocabulary. But their ability to get the main idea is poor.Part 2: Teaching objectives, Important points and Difficult pointsBased on the analysis of the teaching material and the learning condition, I give the following teaching objectives, important points and difficult points.(1) Language(1.1) Master new words, like rare, valuable,etc. It’s important.(1.2) Get the knowledge of Amber Room and know the definition of cultural relics. It’s important.(2) Skills(2.1) Improve their scanning and skimming abilities.(2.2) Develop their ability to get the main idea, which is important but difficult.(3) Affects(3.1) Be pround of Chinese cultural relics(3.2) Have correct attitudes toward rebuilding cultural relics(4) Cultural awareness(4.1) Know the history of Amber Room and Yuan Mingyuan(4.2) Know some other famous cultural relics, like Mount Yandang,etc.(5) Learning strategies(5.1) Get information from the Internet and learn more by groupworking.Part 3: Teaching methods and AidsI apply Top-down model here. Students firstly will havethe main idea. Then they will learn the detailed information. I also adopt comminicative approach which is showed in post-reading and group discussion.Part 4: Teaching procedureHere are 5 steps.Step 1: Lead inTwo activities here for five minutes.Activity one: Watch a video about Mount Yandang. After it, I will ask students to give their knowledge of Mount Yandang. It aims to arouse students’ interest and lead out the topic---cultural relics.Activity two: Two questions. Question one: Does a cultural relic have to be rare or valuable? Question two: what’s the definition of cultural relics. (new words---rare, valuable are written on the blackboard and explained). The purpose is to let students know the definition of cultural relics and new words.Step 2: Pre-readingHere are two activities for 4 minutes.Activity one: I will present some pictures of ambers, then ask them 2 questions:(1) What are these?(2) What are they used for?Next I will present pictures of the Amber Room and ask : Is it a cultural relic? Why? It aims to arouse their imagination and interest by an information gap.Activity two: Predict the content according to the title. It aims to improve their ability to predict.Step 3: While-readingHere are three activities for 25 minutes.Activity one: I will ask students to read the paragraph quickly, then answer the question: what’s the main idea? Next students should finish exercise 1 on page two. It aims to have a basic understanding of the passage.Activity two: I will ask students to read the 1st paragraph. Then students will fill the missing words on the PPT. These words are from the 1st paragraph. It aims to deal with the new words. Secondly, I will ask students some questions according to the 1st paragraph. They are:(1) What’s Amber Room made of?(2) What’s its color?(3) How about its design?After it, I will write their answers on the blackboard in key words. I will deal with the following paragraphs inthe same way. The purpose is to let students have a d detailed understanding of the passage.Activity 3: I will ask students to retell the reading material based on the key words on the blackboard. It aims to help them have a better understanding and improve their ability to get the main idea.Step 4: Post-readingHere are two activities for 8 minutes.Activity one: match exercisesIn this activity, I will present the new words and its explanation on the PPT. Students should finish it. It aims to strengthen their memory of the new words.Activity two: watch a video aboout Yuan MingyuanAfter it, I will ask the question: what’s it about? Then students will have a group discussion. The topis is: Is it necessary to rebuild it? Why? It aims to let students express their attitudes toward rebuilding and develop good ones.The last one is homework. It is to write a report according to the discussion. I will send the best among the group to school’s editorial department.This is my blackboard design. On the right are the newwords. On the right are the key words from each paragraph.In Search of the Amber RoomPara. 1: amber, honey, gold rarePara. 2: Federick William I, the czar valuablePara. 3: Catherine II ……Para. 4: the Nazi army belongPara. 5: the Russian and GermanThat’s all my presention. Thank you for your listening!。
高一英语必修2Unit1 Cultural relics 新课标 人教版 教案
高一英语必修2Unit1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation — to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:Ⅳ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be ei ther ‘who/m’ or ‘that’ (the man that/whomI will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research.(b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’sthe most important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we ’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I ’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they? Oh, yes. What do you think of …? Do you believe …? How can you be sure of …? How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think … / I don ’t think … I don’t agree that … / I suppose that …7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let ’s deal with the following discussion:A.What is the best evidence?B.How can we know which eyewitness is most believable?Well done. Let ’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let ’s read the letter on page 7 and see what ’s Johann ’s choice and opinion. Ok, finished? Now answer the following questions:A.What ’s Johann ’s opinion about the Amber Room?B.What ’s his father ’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer.·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places.of cultural heritage and each relic, regardless of whether the same hands created many examples ofit, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
新人教版英语高一上Module 2《Unit 1 Cultural relics》
Paintings, works of art, articles of daily use ect.
The Mona Lisa
Nowadays,many cultural relics are being damaged.
War,natural disasters,the action of human beings……….
Listening
Listen to the tape and answer the two questions.
1、How much did it cost? How much time did it spend to rebulid?
2、Is the reconstruction(重建） successful?
Recently, it is reported that the Hengdian Group in Zhejiang province will invest(投 资） 20 billion yuan to rebuild Yuan Ming
Yours,
……..
Unit 1
Warming- up,Listening and Speaking
1.a long history 2.the symbol(标志)
of China and its culture ed for protecting our country 4.A man who has never been there is not a true man.
பைடு நூலகம்
人教版高中英语必修二Unit1Culturalrelics(一)讲义
高中英语学习资料madeofjingetiejiCultural relics( 一 )主讲教师：麻雪玲北京市英语教师本讲目标Is it enough to have survived for a long time?The house survived the storm.She survived her husband by twenty years.This custom still survives.survivor (n.)survival (n.)in search of the amber room题一：The police ________ him to see if he had a gun.A. searched forB. searchedC. in search ofD. looked for题二：Instead of settling down and living a peaceful life, the farmers move from city to city _____ work.A. to searchB. in search forC. to search forD. in searchFrederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.题三：His brother met him at the Great Theatre yesterday afternoon, so he ____ have attended your lecture.A. couldn’ tB. needn’ tC. mustn’ tD. shouldn’ t题四：— Your mother was really anxious about you.— I know. I ______ home without a word.A. mustn’ t leaveB. shouldn’ t have leftC. couldn’ t have leftD. needn ’ t leaveThe design of the room was in the fancy style popular in those days.题五：1.我不能够想象他做这样的事情。
高考一轮复习 人教版 Module2Unit1Cultural Relics 词汇复习课件(共21张PPT)
Describe it using the words.
Select all the nouns.
select /honey/ design fancy/ style/ decorate jewel/ artist
the Amber Room
警察正在找他。
ercise
search/ search for/ in search of
1.The police s_e_a_r_ch_e_d_ her for the lost jewel.
st night they _s_ea_r_c_h_e_d_f_o_r the missing
The Amber Room belonged to Frederick I,
because______________(用have…done).
高考一轮复习 人教版 Module2Unit1Cultural Relics 词汇复习课件(共21张PPT)
高考一轮复习 人教版 Module2Unit1Cultural Relics 词汇复习课件(共21张PPT)
•It was a treasure decorated with gold and jewels.
=It was a treasure which _w_a_s_d__ec_o_r_a_t_e_d_w__it_h_ gold and jewels.
•Peopled_e_c_o_r_a_t_e_d the treasure w__it_h_ gold and jewels.
布朗先生来到中国寻找更美好的未来。
My dog is _m_i_ss_in_g__, so I have to _se_a_r_c_h_f_o_r _it____.
高中英语辅导模块2 Unit 1Cultural relics
高中英语辅导模块2 Unit 1Cultural relics请根据以下，用英语介绍美国总统巴拉克·奥巴马。
姓名：巴拉克·奥巴马(Barack Obama) 出生时间：1961年8月4日出生地点：夏威夷檀香山(Honolulu, Hawaii)家庭：父亲是肯尼亚黑人，母亲是美国白人小时梦想：当总统教育及职业：哈佛法学院(Harvard Law School)，博士毕业后一直从政。
2008年11月4日，在大选(the general election)中击败麦凯恩(John McCain)，成为美国第44任总统，首位黑人总统。
意义：……Barack Obama, the son of a black father from Kenya and a white American mother, was born in Honolulu, Hawaii on August 4th, 1961. When he was only a little boy, he dreamt of becoming the President of the United States. Since he graduated from Harvard Law School with a doctor's degree, he has been struggling for success in politics. On November 4th, 2008, he defeated John McCain in the general election and was elected the 44th President of the United States, becoming the first African American President of the country. The success of Obama greatly inspired people from all over the world, especially black people, to work hard to achieve their goals.清点单词1. adj. 文化的 2. adj. 有价值的；贵重的3. vi. 幸免；幸存；生还4. n. 朝代；王朝5. vt. 使吃惊；惊讶6. vt. 挑选；选择7. n. & vt. 构思；设计8. adj. 奇特的vt. 想象；设想9. v. 装饰；装修10. vi. 属于；为……的一员11. n. 接待；招待会；接收12. vt. 移动；搬开13. n. 怀疑；疑惑vt. 怀疑；不信14. adj. 以前的；从前的15. prep. 值得的n. 价值；作用adj. (古)值钱的16. adj. 本地的；当地的17. n. 根据；证据18. vi. 爆炸19. vi. 下沉；沉下20. n. & vi. 争论；辩论短语扫描1. 寻找 2. 用……装饰……3. 属于4. 作为报答5. 作……之用，担任，供职6. 处于交战状态8. 少于9. 拆开10. 同意；与……相符，一致；(事物，气候等)合适11. 看重，器重热点单词 1. survive vi. 继续生存或存在vt. 幸免于难；比(某人)长寿They helped the business to survive the disaster. 他们帮助企业渡过难关。
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Summing up
---How to Sum
• What have you learned about cultural relics in this unit? The topic of this unit is cultural relics. I learned a There is no doubt that lot from this unit. __________________( 毫无疑 问）a lot of cultural relics have s_______ urvived over the history, such as the Great Wall, the Abu look into 调查)some Simbel. But if we _________( materials, we will find that many cultural relics apart 拆分)and others were had been taken __________( at war 交战), missing when countries were ______( such as the Amber Room. When some are found, it is difficult to p_____ rove which country they belong to . _________
What do you know about the East Tower?
• • • • lies on the top of … built in Song dynasty destroyed by thunderstorm Removed from Jiurong mountain to Wenfeng mountain • repaired several times • design …be of pavilion(楼阁) style • Li Shouguang (poet诗人 in Yuan dynasty)
• Joe Crossno, who comes from America, wants to know some cultural relics which are famous inYueqing. What cultural relics in Yueqing do you know? (try to use which/that/ who/when/where/whose with or without commas) For example, there is a temple called the Wang Shipeng temple, which lies in Hongqiao. It was named after Wang Shipeng, who was a famous minister(名臣) in Song dynasty.
南阁村位于仙溪镇,该村 有一千多年的历史.它是 明代名臣（minister)章纶 的故里。 那里现有很多明代文化 古迹.该村因南阁牌楼而 闻名.南阁牌楼有五座,分 别叫做”世进士”, “恩 光” ,“方伯” , “尚书”, 会魁”, 他们属于全国文 化遗产之一.五座牌楼都 是木石结构, 它们的设计 都是宋代的建筑风格. 每 一座牌楼讲述了一个故
Group work
lies on the top of … • survive; remain; built in Song dynasty design; remove; destroyed by thunderstorm style; belong to… removed from Jiuniu mountain to Wenfeng mountain repaired several times design …be of pavilion(楼阁) style Li Shouguang (poet诗人 in Yuan dynasty) • • • • • Try to use as many new words as possible. Try to use which/that/who/when/when/whose Write more about its history and value add more information if you can. Write your opinion about it
• Think of a word or phrase. Describe it and let others guess what it is. Try to use attributive clause. For example, it is a phrase which means being the property of sb. It is something with which a fact can be proved. It is a person who is a woman servant. • If you want to introduce a cultural relic, what new words or phrases can you use?
Use the information to make sentences, trying to use which / that / when / where / who / whose with or without commas.
survive; rare; remain; style; design; dynasty; cultural relic treasure; stone; ton;
Homework Finish the assessment
Spend More to Protect Cultural relics
2005/04/20 20:11
This year, China is expected to double spending on the protection of cultural relics. Shan Ji xiang, director of the State Administration of Cultural relics, said that the state would spend 250 million yuan on special funds for protection of more than 30 major cultural relics along the XinJiang section of the world-famous ancient Silk Road.
Improve the passage
The Great Wall is one of the cultural relics in the world. No one doubt it. It was built when Qin Shihuang was the ruler of the country. So it has existed for quite a long time. The Great Wall was a thing that surprises people all over the world. There is no doubt that the Great Wall, which was built in Qin dynasty, is one of the cultural relics in the world. It is a wonder which has survived for quite a long time.
• Today more and more people have realized that cultural relics are the t________ reasure (wealth) to human beings. Nowadays, people from all in search of over the world are ____________those cultural relics which have been lost or forgotten. I ______________those people think highly of who spend their life on searching for and protecting cultural relics without asking for in return such as Big Feng. anything__________, From this unit, I know it is very important to protect our cultural relics which are left by our ancestors(祖先).