人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
人教版高中英语必修2教案：《Unit 1 Cultural relice》
人教版高中英语必修2教案：《Unit 1 Culturalrelice》抓住自己最有兴趣的东西，由浅入深，循序渐进地学。
下面是本文库为您推荐人教版高中英语必修2教案：《Unit 1 Cultural relice》。
教学目标1）. To learn the knowledge of the cultural relics.2）. Discuss how to protect our cultural relics.3）.Reading and understanding， catching the history and information of the Amber Room.4）. Functional item， how to tell the story about the Amber Room 5）. Finish the comprehending exercises after the reading passage. 6）. Use scanning； skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely. To learn the story of the amber room.教学工具课件教学过程导入1）. Guessing:Teacher present some pictures and statements ，let the students guess whtat or where it is.The Great Wall； The Pyramid ； Taj Mahal2）Teacher show some pictures. They are all very famous places in Chinaor in the world. Ask the students to think these over:A. Can you name them outWho have the right to own and confirm them（The shown pictures: Group 1；①Yuanmingyuan；②Forbidden City Group 2: ③M ing Dynasty vase ；④Taj Mahal；⑤ivory dragon boat and Mogao Caves）Step I: Pre-reading1）.Ok， you have know something about cultural relics， have you ever seen a piece of amberAnd what do you know about itShow some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil（化石） form of resin（树脂） from trees.It takes millions of years to form.2）. Can you imagine a house made of amberPlease preview ＂In search of the amber room.＂Step II: Fsat reading and thinking about the title:1）. Teacher give students the following questions to think:When you see this title， what do you want to knowWhat is the Amber RoomWhy was it called the Amber RoomWhat was it made forWhat happened to itWhy to search for it（Ask the students just remember these questions in their mind not find the answers.）2）. Fast reading to get the main idea:The Amber Room ， which _________________sent to the Russian peopleas a _____， was ____by the _____________ soldiers .（Students read the passage quickly and fill in the blans）3）. Now， let the students try to answer the questions in part 1）. （PPT 7）（Teacher may give some necessary help）Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. （exercise 1 on page 2）After do the above exercise ，teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. （PPT 9）Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.（ 3 ） How did the Amber Room become one of the wonders of the world （ 5 ） How was a new Amber Room built（ 4 ） How did the Amber Room get lost（ 1 ） How was the Amber Room made（ 2 ） Why did the King of Prussia give the Amber Room to the Czar of Russia as a giftStep V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room， now suppose you are a guide of The Amber Room， how will you intrduce the amber room to the visitors（ Give students about 3 minutes to have a discussion in group of four ，then ask some of groups to make a role play before all the class.）Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up … pre-readingWhat is cultural relicsA.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare。
高中英语人教版必修2Unit1CulturalrelicsLanguagepoints教案(系列四)
必修二Unit1 Cultural relicsPeriod2 Language points编写时间：年月日总第课时授课者:Textbook, a教学过程（教师活动、学生活动）1. in search of 寻找，搜索◇观察与思考:The workers removed the stones in search of the survivors in the earthquake. The police searched him but found nothing on him.They are searching for the lost child.search sth./sb.搜查某物/搜身search for =look for 寻找◇实战训练:1He ________ all his pockets but didn’t find any money.A. searchedB. searched forC. in search ofD. looked for2They set off at once ______________ the missing boy.2. belong to 属于；是……的成员；是……的组成部分In fact, I don’t know which dictionary belongs to me.I used to belong to a youth club.The mouse belongs to my computer.◇探究归纳:注意：belong to 不能用于进行时和被动语态。
◇实战训练:1The house _________to an old lady.A. was belongedB. was belongingC. belongedD. belonging2The computer is belonging to me.（改错）3. in return 作为回报◇观察与思考:Tom, in return, bought his little sister a toy.I gave him some money in return for his help.◇探究归纳:in return for 作为对……的回报in turn 轮流；反过来by turns 轮流◇实战训练:用in return for/in turn填空：1I invited him to dinner ___________ his kindness.2We help others, and this __________ makes us happy.4. remain◇观察与思考:I went to the city, but my brother remained at home.After the fire, very little remained of my house.My friend became a boss, but I remained a teacher.The death of the old man remained unknown.The problem remains to be discussed◇探究归纳:(1) vi. 留下；遗留；逗留(2) link-verb. 后接n. /adj. /介词短语/……(3)sth. remains to be done ……有待于被……1Although he has taken a lot of medicine, his health ______ poor.A. provesB. remainsC. maintainsD. continues2It was already midnight and only three young men ______ in the tea house.A. leftB. remainedC. delayedD. deserted5. can/could not(never) have done…◇原句再现:Frederick William 1, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(P1)普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼竟会有这样一段令人惊奇的历史。
人教版高中英语必修二Unit 1 Cultural relics 语言点详解教学设计
Unit 1 Cultural relics 教案之语言点详解词汇详解：一．词语辨析二．词性变化Ⅲ重点词汇1。
fancy adj. 不寻常的；精致的；v。
想；以为；想像［典例］1）。
That's a very fancy pair of shoes！那是一双非常别致的鞋!2）。
I fancy （that）it’s going to rain today.我看今天要下雨［重点用法］fancy that…以为是……fancy (sb’s）doing…想像（某人）做某事fancy oneself 自负；自命不凡fancy sb。
to be / as 想象/认为某人会成为……［练习]中译英1)。
她竟如此放肆！__________________________________________________________ ______________________2）。
他以为她喜欢他.__________________________________________________________ ______________________Keys：1）. Fancy her being so rude!2)。
He fancies she likes him.2。
consider vt。
考虑；认为[典例]1). We are considering going to Canada，ie we may go there.我们正考虑到加拿大去.2）。
We consider this （to be) very important。
我们认为这非常重要。
［重点用法］consider doing sth./sth.考虑做某事consider sb。
/sth。
as / to be…consider it +形容词+ to do sth…。
认为做某事是……considering…考虑到……［练习]中译英1）。
人教版高中英语必修2《Unit 1 Cultural relice》教案.doc
人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。
人教课标版高中英语必修2 Unit1_语言点课名师教学设计
2. the problems of language points in the text of In search of the Amber Room;
3. any other problems of language points relevant to the text.
文本中出现的人名和地方名比较多，除此之外生词和短语有20多个，因此文章语言点较多，本节语言课的内容比较丰富。
教学目标
1.语言知识目标：
通过本节课的学习，学生能熟练使用以下词汇、短语：
Survive, search(for), could have never imagined that, amaze,design, fancy, style, decorate, belong to, in return, troop, serveas, have sth done, add, the way she wanted, light, consider, wonder, remove, there is no doubt, at war, less than, remain, former, worth
amazed adj感到惊奇的
amazing adj令人吃惊的
amazement n惊奇
amazingly adv令人惊奇的是
amaze sb使某人惊奇
It amazed me to hear that you were leaving.
be amazed at/by对----大为惊奇
We were amazed at his rapid recovery.
S: ...
人教版高中英语必修2Unit1Cultural relics教案7
Unit 1 Cultural RelicsThe first period (Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the Ss’awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of 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. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do withit?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the library oruse the Internet to search for information.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points:1 .The new words and expressions;2. Learn some detailed information about the Amber Room;3. Train the students’ ability to cooperate with others;4. Train the students’ speaking ability.Teaching difficult points:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror,wonder;2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．4. Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Search o fthe Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story ofamber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language points1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.There is no doubt that the boxes were then put on a train for konigsberg,at that time a German city on the Baltic Sea.(同位语从句)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Translate the sentences on Page 43 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match themeanings with the sentences in the right box.belong to phr v (T)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state, condition ora continuous activity. Look at the sentence of exercise 3 and try to express each ofthem in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .。
优质人教版 高中英语必修2 Unit 1 cultural relics Using language教案
Unit 1 cultural relics教案Using languageTeaching Goals:1. To learn to tell facts from opinions.2. To write a reply letter.3. To learn to talk about cultural relics.Teaching Procedures:Step 1 Warming upPurpose: To get Ss to know the difference between a fact and an opinion.1. DefinitionA fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved.2. Read the passage (P5) and answer the following questions:(1) 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?(2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers:(1) Searching for facts. The more, the better.(2) The evidences offered by the eyewitnesses.Step 2 Guided reading1. Read the passage and define what evidence is.2. Read the passage and translate each paragraph into Chinese.3. Read and underline all the useful expressions or collocations in the part.Step 3. Note takingListen to the tape and fill in the forms (P5).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. Get Ss to share their forms and tell what are facts and what are opinions in the three forms.Step 4 SpeakingPurpose: 1. To learn how to ask for or give opinions.2. To learn how to write a letter of suggestions.1. Group work(1) We often use some expressions to ask for opinions. What are they?Suggested Answers:Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable, because somebody has asked him for help.2. Individual work(1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions.① What's Johann’s opinion about the Amber Room?② Do you agree with Johann?Step 5. DebateDivide Ss into two groups and organize a debate.Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote.① When you write your letter, you may choose to agree or not agree with thewriter.② You must give a reason why you agree or don't agree with the writer.③ Be sure to give an example from your own life so that the reader can betterunderstand your opinion.Step 6 WritingWrite a report on your debate according to the demand of part 4 of P7.Step 6. HomeworkFinish the exercises in the workbook so as to consolidate what has been learned.。
人教版高一英语必修二教案《Unit 1 Cultural relice》
TheGreatWall;ThePyramid;TajMahal
2)Teachershowsomepictures.TheyareallveryfamousplacesinChina orintheworld.Askthestudentstothinktheseover:
Homework 1.ReadthestoryofTheAmberRoomagainafterclass.
2.WritetheintroductionoftheAmberRoomyouhavediscussedinclass .
3.Preparefornextperiodbyunderlinethedifficultpointsinthetex t.
Presentation
Lookatthephotoshere.Whatdoyouknowaboutthesubstanceof“amber ”Whatdoknow
abouttheculturalrelics“theAmberRoom” discussion:
Now,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeac hoicebetweentheinterestsofthefamilyandtheinterestsofthesoci ety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvas eunderatreeintheearthofourgarden.It’ssobeautifulandspecial .Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecis ion
人教英语必修二Unit1Culturalrelics教案2
Unit 1 Cultural RelicsLearning about LanguageThe General Idea of This Period：This period is about the useful words，expressions and structures learned in reading part，from the exercises in this period，the students can consolidate what they learnt in reading part，and learn the grammar about the attributive clauses.Teaching Aims：1.Learn some key words：trial，consider，prove，tell the truth，pretend，think highly of，besides2.Learn some important sentence 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.3.Help the students learn how to use the attributive clauses.4.Enable the students to learn how to make judgments and give their opinions.Teaching Important Point：Learn how to use the attributive clauses with that/which/who/where/when.Teaching Difficult Point：How to tell the attributive clauses with that/which/who/where/when/from other clauses.Teaching Methods：Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.Teaching Aids：A multi-media computer and a blackboard.Teaching Procedures：Step 1 Revision1.Greetings.2.Ask some students to retell the text they learnt in the reading part.Step 2 Useful words and expressionsT：From the reading part，we can find some useful words and expressions.So now please find the words and expressions that means each of the following.（Ex1 on Page 3）After two minutes，the teacher begins to check the answers and give the right answers：1.rare2.vase3.in return4.in search of5.belong to6.heat7.remain8.gift9.doubt 10.removeT：Look at the dictionary entry for the phrasal verb “belong to”，and match the meanings with the sentences in the right box.belong to phr.v［T］1.to be the property of：That coat belongs to me.2.to be a part of；be connected with：That top belongs to this box.3.to be a member of：He belongs to a large family.Warning “belong”is not used in the continuous tense or the passive voice.e.g.The computer is belonging to my sister.（Wrong）The computer is belonged to my sister.（Wrong）The computer belongs to my sister.（Right）The students begin to prepare this exercise.After two minutes，the teacher begins to check the answers：A 3，B 1，C 3，D 2T：Now Let’s come to Ex.3.The preposition at sometimes indicates a state，condition or continuous activity.Look at the sentences of Ex.3 and try to express each of them in another way.After several minutes，the teacher gives the right answers.Suggested answers1.This was a time when the two countries were fighting against each other.2.She was working in the garden all this morning.3.Children who are playing often make a lot of noise.4.When we called，the family were having dinner.5.What are they doing now?They are having their meal.Step 3 Discovering useful structuresT：Let’s come to discovering useful structures，please finish all the exercises in this part.After five minutes，the teacher checks the answers：（Ss answer the questions one by one.）Suggested answers to Ex 1：1.A cultural relic is something that has survived from a long time ago，often a part of something old that has remained when the rest of it has decayed or been destroyed.P12.It is your job to look into any reports of cultural relics that have been found in China.P13.You are sent to a small town where you find a relic that was stolen from a place.P14.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1ter，Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.P26.This was a time when the two countries were at war.P27.In 1770，the room was completed the way （that）she wanted it.P2Suggested answers to Ex 2：1.Here are the farmers who/that discovered the underground city last month.2.Xi’an is one of the few cities with walls whose walls/the walls of which remain as good as before.3.Shanxi Province is a place with cultural relics whose relics are well looked after.4.The woman remembered the day when she saw Nazis burying something near her home.5.The old man （who（m）/that）you are talking to saw some Germans taking apart the Amber Room and moving it away.Suggested answers to Ex 3：1.St Petersberg is a very beautiful city，which was once called Leningrad.2.In Xi’an，I met a teacher，who has a strong love for cultural relics and took me to visit the history museum.3.I don’t remember the soldier，who told me not to tell anyone what I had seen.4.My grandfather was a child then，when people didn’t pay as much attention to cultural relics in the old days.5.They moved the boxes to a mine，where they wanted to hide them.Step 4 Homework1.Finish the related exercises on Workbook.2.Prepare for the next class.3.Finish some exercises about the attributive clauses.Step 5 The Design of the Writing on theBlackboardUnit 1 Culture relicsPeriod 2Step 6 Record after Teaching。
人教版高中英语必修二Unit1Culturerelics语言点教学案含答案
人教版高中英语必修二Unit1Culturerelics语言点教学案含答案目标认知重点词汇rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of重点句型1. … could never have imagined…2. Nor do I think they should give it to any government.知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而宝贵的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个别能活到160岁。
稀薄的The air is rare at high altitudes. 高处空气稀薄。
【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少产生”之意。
occasional 指偶然、间或产生的事，偏重无纪律可循。
uncommon指一般不产生或很少产生的事情，故显得独特、异常与破例。
scare指暂时不易发觉、不存在或数量不足，供不应求的工具。
rare指难得产生的事或难遇见的人或事，偏重特殊性。
valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而宝贵的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，宝贵的valuable experience 宝贵的阅历valuable jewelry 宝贵的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的训导。
高中英语Unit1 《Cultural relics》教案 新人教版必修2
Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2T here was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that 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.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?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……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3．If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。
Culturalrelics全单元教案（新人教版高中英语必修2unit1）
Culturalrelics全单元教案（新人教版高中英语必修2unit1）Cultural relics全单元教案教案（新人教版高中英语必修2 unit 1）Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II ha d the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this: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. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong tothe whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. T eachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。
高中英语人教版必修2Unit1CulturalrelicsUsinglanguage教案(系列四)
必修二Unit1 Cultural relicsPeriod4 Using languageTeaching Aims:1.To learn to tell facts from opinions2.To write a reply letter3.To listen and speak about cultural relicsTeaching Design：Step One: Homework CheckingCheck the homework of the Attributive ClauseStep Two: Talking (facts and opinions)⑴Morning, 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 say, “It is a fact”?B.What does it mean when you say, “It is an opinion”?Keys for reference:A: A fact must be real, objective and without any personal judgment. So it can be proved.B: An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved yet.⑵Warming up by questioningTurn to Page 5. Read the passage and tell us:a.If you want to go in for law against somebody, and if you want to win, what’s the most important thing youshould do first?b.What makes a judge decide which eyewitnesses to believe and which not to believe?Keys for reference:a.Searching for facts of course. The more, the better.b.The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.⑶Guided readinga.Reading and definingRead the passage and define:What is a fact?What is an opinion?What is evidence?b.Reading and translatingRead the passage and translate in into Chinese paragraph by paragraph.(Ask someone to do it.)c.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the part. Copy them into your homework after class as homework.Step Three: Listening 1Now, this unit we learn that the Amber Room is missing, and as we know, people 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 atWhat are facts? (What they heard, saw and did are facts)What are opinions? (What they believed are opinions)Then play the tape, get them listen twice to catch the useful information and fill in the blanks with the information.Step Four: Listening 2 (listen practice )1.Page 41 Ex Book, listening,2.On Page 44 Ex Book, listening,Step Five: WritingOn Page 7, Student Book, writing practice, reply to Johann’s letter.。
必修2Unit1cultural relics教案-Language-points
Unit 1 cultural relics教案Language pointsTeaching objectives:1. To learn how to use some useful words and expressions.2. To learn how to use some useful structuresTeaching Procedures:Step 1 Group workDivide Ss into groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences.1.survive1）. Is it enough to have survived for a long time?2） Fortunately he survived the traffic accident.3）She survived her husband by ten years.【归纳】观察上面句子, 可知survive既可作及物动词, 也可作不及物动词，意思为：1) →生存, 存活；2) →经历（事故、灾难等）还活着_；3) → 生命较……长。
【拓展】survival n.幸存, 残存物survivor n.幸存者, 生还者【即学即练】翻译下面句子。
1) Of the six people in the plane that crashed, only one survived.在失事飞机上的六个人中，仅一人幸存。
2) There were only two survivors of the airplane crash.这次飞机事故中仅有两名幸存者。
2.design1). The design of the room was in the fancy style popular in thosedays.【归纳】design作名词时, 意为“设计，图案，构思__”; 作动词时, 意为“设计，目的是”。
人教版高中英语必修2Unit 1Cultural relicsPeriod 2 Learning about Language 优秀教案
Unit1 Cultural relics Period 2 Learning aboutLanguage 优秀教案（人教版必修 2）Period 2 Learning about LanguageThe General Idea of This Period： This period is about the useful words，expressions and structures learned in reading part，from the exercises in this period，the students can consolidate what they learnt in reading part，and learn the grammar about the attributive clauses. Teaching Aims： 1.Learn some key words： trial，consider，prove，tell the truth，pretend，think highly of，besides 2. Learn some important sentence 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. 3.Help the students learn how to use the attributive clauses. 4.Enable the students to learn how to make judgments and give their opinions. Teaching Important Point： Learn how to use the attributive clauses with that/which/who/where/when. Teaching Difficult Point： How to tell the attributive clauses with that/which/who/where/when/from other clauses. Teaching Methods： Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task. Teaching Aids： A multi-media computer and a blackboard. Teaching Procedures： Step 1 Revision 1.Greetings. 2.Ask some students to retell the text they learnt in the reading part. Step 2 Useful words and expressions T：From the reading part，we can find some useful words and expressions.So now please find the words and expressions that means each of the following.（Ex1 on Page 3） After two minutes，the teacher begins to check the answers and give the right answers： 1.rare 2.vase 3.in return 4.in search of 5.belong to 6.heat 7.remain 8.gift 9.doubt 10.remove T：Look at the dictionary entry for the phrasal verb “belong to”，and match the meanings with the sentences in the right box.belong to phr.v［T］ 1.to be the property of：That coat belongs to me. 2.to be a part of；be connected with：That top belongs to this box. 3.to be a member of：He belongs to a large family.Warning “belong” is not used in the continuous tense or the passive voice. e.g.The computer is belonging to my sister.（Wrong） The computer is belonged to my sister.（Wrong） The computer belongs to my sister.（Right） The students begin to prepare this exercise.After two minutes，the teacher begins to check the answers： A 3，B 1，C 3，D 2 T：Now Let’s come to Ex.3.The preposition at sometimes indicates a state，condition or continuous activity.Look at the sentences of Ex.3 and try to express each of them in another way. After several minutes，the teacher gives the right answers. Suggested answers 1.This was a time when the two countries were fighting against each other. 2.She was working in the garden all this morning. 3.Children who are playing often make a lot of noise. 4.When we called，the family were having dinner. 5.What are they doing now?They are having their meal. Step 3 Discovering useful structures T：Let’s come to discovering useful structures，please finish all the exercises in this part. After five minutes，the teacher checks the answers：（Ss answer the questions one by one.） Suggested answers to Ex 1： 1.A cultural relic is something that has survived from a long time ago，often a part of something old that has remained when the rest of it has decayed or been destroyed.P1 2.It is your job to look into any reports of cultural relics that have been found in China.P1 3.You are sent to a small town where you find a relic that was stolen from a place.P1 4.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1 ter，Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers.P2 6.This was a time when the two countries were at war.P2 7.In 1770，the room was completed the way （that）she wanted it.P2 Suggested answers to Ex 2： 1.Here are the farmers who/that discovered the underground city last month. 2.Xi’an is one of the few cities with walls whose walls/the walls of which remain as good as before. 3.Shanxi Province is a place with cultural relics whose relics are well looked after. 4.The woman remembered the day when she saw Nazis burying something near her home. 5.The old man （who（m）/that） you are talking to saw some Germans taking apart the Amber Room and moving it away. Suggested answers to Ex 3： 1.St Petersberg is a very beautiful city，which was once called Leningrad. 2.In Xi’an， I met a teacher，who has a strong love for cultural relics and took me to visit the history museum. 3.I don’t remember the soldier，who told me not to tell anyone what I had seen. 4.My grandfather was a child then，when people didn’t pay as much attention to cultural relics in the old days.5.They moved the boxes to a mine，where they wanted to hide them. Step 4 Homework 1.Finish the related exercises on Workbook. 2.Prepare for the next class. 3.Finish some exercises about the attributive clauses. Step 5 The Design of the Writing on the BlackboardUnit 1 Culture relics Period 2关联词who关whom系whom代whose词thataswhenwherewhy语法功能Step 6 Record after Teaching。
人教版高一英语必修二教案《Unit 1 Cultural relice》
精心整理 Askthestudentstoscanallthenamesofthepersonappearedinthetext andfindoutwhatdidtheydototheamberroom.Jointhecorrectpartsof thesentencestogether.(exercise1onpage2)
教学工具 课件 教学过程 Lead in 1.showsomepictures. 2.showthepicturesandashortvideoofamberroom. purpose:motiveSs'sinterest.
Hi,everyone.Let’slookatthescreen.I’llpresentyousomepictur es.Theyareallaboutculturalrelics.Someofthemareculturalsites .Someofthemarenaturalsites.Onlyaninternationalprofessionalo rganizationfromUNhastherighttodecideonandnamethem.
1).Ok,youhaveknowsomethingaboutculturalrelics,haveyoueverse enapieceofamber?Andwhatdoyouknowaboutit?
Showsomepicturesofamber.Letstudentsknowwhattheamberisandits value.
coloryellow-brown feellikefeelashardasstone Amberisthefossil(化石)formofresin(树脂)fromtrees. Ittakesmillionsofyearstoform.
人教版高中英语必修2Unit1CulturalRelics教学计划及5课时教学设计
Unit 1 Cultural Relics I. 教学目标技能目标Goals1. 教材分析本单元以cultural relics 为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源。
发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。
b5E2RGbCAP1.1 Warmi ng up 假设你是一个文化遗产部门的工作人员，被派往一个小村镇，去调查一个罕见的明朝花瓶被盗事件。
这时有一个男的试图阻止你，并坚持认为这个花瓶是属于他家的，那么对此，你要对他说些什么？p1EanqFDPw1.2 Pre-reading 是Reading的热身部分，有两个问题组成。
第一个问题是想出一个你了解的文物遗产，如果这个文物遗产不见了，你会感觉如何，为什么会有这样的感觉？第二个问题是你发现了一个文物遗产/I ，那么你会怎么处理它？这样的两个问题便为引出Readi ng: In Search of the Amber Room 做好了铺垫。
DXDiTa9E3d1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史。
第一段说The Amber Room has “strange history ，并对它进行洋细的描述。
第二段叙述了The Amber Room的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室。
第三段叙述了叶卡捷琳娜二世派人把琥珀屋搬到了圣•彼得堡郊外她避暑的宫殿中，并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。
第四段，叙述了1941年9月，纳粹德军入侵圣•彼得堡，并掳走了琉拍屋，使之成为一个谜。
第五段，讲述了现在德俄两国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。
设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。
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Unit 1 Culture relics 单元语言点目标认知重点词汇rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of重点句型1. … could never have imagined…2. Nor do I think they should give it to any government.知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。
稀薄的The air is rare at high altitudes. 高处空气稀薄。
【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。
occasional 指偶然、间或发生的事，侧重无规律可循。
uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。
scare指暂时不易发现、不存在或数量不足，供不应求的东西。
rare指难得发生的事或难遇见的人或事，侧重特殊性。
valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验valuable jewelry 贵重的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。
Is the watch valuable? 这块表很值钱吗?【拓展】valueless无价值的，不值钱的worthless 没有用的，无价值的;priceless 无价的，极重要的，珍贵的【高清课堂B2U1重点词句】survive【原句回放】Is it enough to have survived for a long time? 留存很长时间久足够了吗？【点拨】survive vt. vi.幸存，生还; 活得比某人长；比某人长寿Of the six people in the plane that crashed, only one survived.在这次空难的六人中，只有一个人幸存。
I don't know how you all manage to survive on Jeremy's salary.我不知道仅靠Jeremy的薪水，你们是怎么度日的。
Several buildings in the town have survived from medieval times.这个镇上的一些建筑从中世纪一直延续到现在。
The plants may not survive the frost. 这些植物可能熬不过这次霜冻。
The old lady has survived all her children. 这个老太太活得比她所有的儿女都长。
【拓展】survivor n. 幸存者survival n. 幸存surviving adj. 活着的，残存的survival of the fittest 适者生存doubt【原句回放】There is no doubt that the boxes were then put on a train for Kónigsberg, at that time a German city on the Baltic Sea. 毫无疑问，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
【点拨】doubt [c]n. [u] n.怀疑，不信, 在肯定句中常接whether / if 从句，在否定句中常接that 从句：Elizabeth had no doubts at all about her ability to do the job.伊丽莎白做这个工作的能力是没有疑问的。
The incident raises doubts about the safety of nuclear power.这次事故引起了对核能源的安全性的疑问。
The meeting will provide people with an opportunity to voice any doubts they may have about the proposals.这次会议给人们提供了一个机会，他们可以表达对这些建议的任何疑问。
There is an element of doubt as to whether the deaths were accidental.对于这些死亡是否意外，有一些怀疑的要素。
There is no doubt … ……是毫无疑问的。
There’s no doubt that one day a cure will be found.毫无疑问有朝一日治愈的办法会被找到。
There is little doubt he was the killer.几乎不用怀疑，他就是凶手。
He is without doubt the cleverest student I've ever taught.无疑他是我教过的学生里最聪明的一个。
◆There is no doubt 后接名词时，需用介词about / of。
There is no doubt that education is the foundation of all. 无疑教育是一切的基础。
There is no doubt about / of his honesty. 他的诚实是毫无疑问的。
【拓展】There’s no need (for sth / sb) to do … 不必……There is no point in doing... 做……没有意义There’s no question that … ……是没有问题的(It’s) No wonder (that)…难怪……amaze【原句回放】..., his greatest gift to the Russian people would have such an amazing history. ……，赠送给俄国人民的礼物会有如此离奇的历史。
【点拨】amazing adj. 令人惊喜的，了不起的an amazing achievement/discovery 惊人的成就/发现Winning the first prize is an amazing achievement. 得一等奖是了不起的成就。
She has an amazing talent in music. 她在音乐方面有了不起的才华。
【拓展】amazed adj.吃惊的, 惊奇的；amaze vt. 使惊愕；amazement n. 惊奇amaze, surprise, astonish, shock辨析：amaze 惊愕，含有“惊叹、佩服”之意。
Your knowledge amazes me. 你丰富的知识令我吃惊。
surprise 惊讶，出乎意料，是“吃惊”的普通用词。
语气较弱。
They surprised us with a visit. 他们突然来访使我们感到意外。
astonish 使十分惊讶，使大吃一惊(=surprise sb. very much)，语气较强，含“难以置信”之意。
She astonished us by saying she was leaving. 她说她要走了，这使我们大吃一惊。
shock “使震惊”；多用来指重大的事情“使人为之一震”，有“大为惊讶”之意（=surprise sb. greatly），语气最强。
II was shocked by what had happened. 我被所发生的事情震惊了。
select【原句回放】The amber which was selected had a beautiful yellow-brown colour like honey. 精选的琥珀色彩艳丽，呈蜂蜜般的黄褐色。
【点拨】select v. 挑选；选择；adj. 精选的，挑剔的She lets her son select his own Christmas present. 她让儿子自己选择圣诞礼物。
They selected a diamond engagement ring. 他们挑选了一枚钻石订婚戒指。
That school is very select. 那所学校招生非常严格。
The book is a select collection of poetry from various authors. 这本书是各家诗作的集锦。
【拓展】select, choose , elect, pick辨析select强调在广泛的范围内进行“精选或淘汰”，侧重以客观为标准进行选择。
choose普通用词，侧重根据个人意愿和判断从众多的对象中进行选择。
elect指按照一定的规章或法律，用投票等方式进行的认真慎重的选择。
pick是口语用词，强调“从个人角度在众多之中进行挑选”，有时含有“任意选择”的意思。
design【原句回放】The design of the room was in the fancy style popular in those days. 琥珀屋的设计采用了当时流行的别致的建筑式样。
【点拨】design vi. vt. 设计；计划；构思；n. 设计；图案；构思Was it designed, or did it just happen? 这是有预谋的，还是偶然发生的？He designed us a beautiful house. 他为我们设计了一座漂亮的房子。
He designs to become a musician. 他立志成为一个音乐家。
This piece of cloth has a new design. 这块布图案新颖。
be designed to do 目的是……be designed for sb. / sth. 打算给（做）……用be designed as sth. 打算当作……design doing/ to do 打算做……【拓展】by design意思是“故意地”，反义词为by accident/ chance。