(新人教版)高中Unit1Culturalrelics单元小结教案必修2

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人教版高中英语必修2教案 Unit 1 Cultural Relics

人教版高中英语必修2教案Unit 1 Cultural RelicsUnit 1 ultural RelisI．教学目标技能目标Gals Tal abut ultural relis Revie attributive lauses, inluding restritive and nn- rite a shrt repl t a letter and give ur pinin Tae ntes and udge h gives the best evidene restritive attributive lausesⅡ．目标语言功能句式Expressins used t give pinins I thin highl fI dn’t agree that．”BesidesI ust sa that I agree ith uI ust sa that I dn’t agree ith u As far as I’ nerned, I thinAs I see itDn’t u agree /thin (that)I an’t help thining (that)I uld lie t saIn pinin／viePersnall, e shuld…ell, bviusl e shuld…The pint is词汇1四会词汇ultural, survive, reain，state, rare, dnast, vase, belng, gift, tn, stne, ne, heat, design, fan, stle, eel, ing, artist, reeptin, light,irrr, nder, reve, furniture; seretl, den, dubt, trial, nsider, pinin, evidene, prve, pretend, aid, astle, sailr, treasure，besides2．认读词汇reli, aber, Frederi illia I, Prussia, Prussian, Peter the Great, zar, St Petersberg, atherine, nigsberg, Baltil Sea, Leningrad, an Hase,Anna Petrv, ster3词组l int, belng t, in searh f, in return, at ar, tae apart, thin highl f4重点词汇belng, ne, heat, design, light, nder, dubt, reain, prve, nsider, besides, survive, furniture, pinin语法The attributive lauses ith hih/h/here/henA ultural reli is sething that has survived一It is ur b t l int an reprts f ultural relis that have been fund in hinau are sent t a sall tn here u find a reli that as stlen fr a plaeThis gift as the Aber R, hih as given this nae beauseLater，atherine 1I had the Aber R utside St Petersburg here…This as a tie hen the t untries ere at arIn 1770, the r as pleted the a (that) she anted it重点句子1 Frederi illia I, the ing f Prussia uld never have iagined that．…2 ne it isheated, the aber an be ade int an shape3 It as ade fr the palae f Frederi Ⅰ4 In 1716, Frederi illia I gave it t Peter t he Great, as“gift f friendship．… 找教案http://zhaiaanIn return, the zar gave the ing f Prussia f his best sldiers6 The Aber R sn beae part f the zar’s Palae in St Petersburg7 Later, atherine 11 had the Aber R ved t the palae utside．…8 This as a tie hen the t untries ere at ar9 There is n dubt that the bxes ere then put n a train fr nigsberg，…10 After that, hat reall happened t the Aber R reains a ster111 thin highl f thse h are searhing fr the Aber RⅢ教材分析与教材重组1教材分析本单元以ultural relis为话题，旨在通过单元教学使学生了解世界化遗产，学会描述它们的起。

高中英语 Unit1 cultural relics period2教案2 新人教版必修2

Period 2 A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)IntroductionIn this period students will be helped by the teacher first to discover ways to increase their vocabulary, and then to discover useful words and expressions by doing the given exercises in the text book. After learning about the focused grammar item students are asked to discover useful structures and do the restrictive and non-restrictive attributive clause exercises.ObjectivesTo help students better the way to increase their vocabularyTo help students learn to use some useful words and expressionsTo help students learn to identify and use the restrictive and non-restrict ive attributive clause exercisesProcedures1. Warming up by learning about tips to build English vocabularyFeeling difficult trying to memorize so many vocabulary words? It doesn't need to be a hard task!Connect: It's easier to memorize words based on a common theme. Make your own connections between words and possibly organize them in a spider diagram.Write: Practically using vocabulary can help it stick in your mind. Write sentences with new vocabulary words or compose a story using a group of words or expressions.Draw: Expose the artist in you by drawing pictures related to the words you study. Your drawings can help trigger your memory in the future.Act: Get your moves on by acting out words and expressions you learn.Or, imagine and act out a situation where you would need to use them.Create: Design flashcards in English and study them in your spare time. Each week make new ones, but continue to review all of them.Associate: Assign different colors to different words. This association will help you recall vocabulary later.Listen: Think about other words which sound similar to the words you're learning, especially complex words. Associate the other words with this new word to help you remember the pronunciation.Choose: Remember that topics that interest you will be easier to learn. Therefore, carefully select words that you will find useful or interesting. Even the process of making the choice is a memory aid!Limit: Don't try to memorize the dictionary in a day! Limit yourself to 15 words per day, and you'll gain confidence instead of feeling overwhelmed.Observe: Keep an eye out for the words you're studying when reading or listening to English.Please t urn to page 3. Do exercises 1, 2 and 3. Please check your answers against your classmates’.3. Learning about restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.b 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.b 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 hasa restrictive clause. A non-restrictive clause simply adds more information into the sentence anddoes 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 inthe main clause more specifically and contributes significantly to the meaning of the sentence.Thu s it is that particular uncle who lives in London who is referred to (1b). In 2a, all policieswere unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in r estrictive clauses the non-human relative pronoun is either ‘that’ or‘which’, whereas for human ref erents the relative pronoun can be either ‘who/m’ or ‘that’ (theman that/whom I will marry ....).4. Taking a quiz on the attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the ro ofs are red.A. on whichB. of whichC. whereD. that3. She wore, _ was very uncommon in the country, a red garment.A. whatB. thatC. whichD. it4. The boys, _ could not reach the shelf, went to look for something to stand on.A. the tall of whomB. the tallest of whomC. the tallest meD. the tallest of them5. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that6. Please tell me the way you did the job.A. howB. whereC. whichD. in which7. Caves and hollow trees are not the only places .A. where do bats liveB. which bats liveC. where bats live inD. in which bats live8. Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where9. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which10. The reason he failed was that he was too careless.A. whyB. thatC. \D. A. B or C11. 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, that12. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that13. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where14. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in that15.Do you friends are coming to our party?A. whose elseB. else who’sC. who’sD. who else’s (Keys: 1~15：BBCBC DDAAA BADAD)Closing down b y discovering useful structuresTo end this period go to page 4 to do the four structure exercises.。

高中英语Unit1CulturalRelics教学设计新人教版必修2

内蒙古北方重工业集团有限公司第三中学高中英语Unit 1 CulturalRelics教学设计新人教版必修2【课程分析】本单元的主题为“文化遗产”（cultural relics）。

文物是祖先留给我们的无价之宝，它们不能再产，是独一无二的历史文化载体和人类历史发展的见证。

文物古迹历来是全世界较为关注的焦点之一。

可见，本单元话题极具生活化，紧扣时代脉搏，富有时代气息，能够充分唤起学生的参与欲望。

所以，本单元教材在本册书中具s极其重要的地位，也是学生整体知识结构中弗成缺少的一个部分。

课文“寻找琥珀屋”（In search of The Amber Room）是本单元的第二课时reading部分，具有承上启下的感化。

全文介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实，文章通过真实有趣的内容不仅让学习者在阅读过程中学习有关的语言知识，提高阅读技能，还增加了学生对琥珀屋作为文化遗产的历史知识的认识。

本节课是一节阅读课。

《课程标准》对它的相关要求是“能从一般性文章中获取和处理主要信息”“能理解文章大旨和作者意图”“能通过上下文克服生词艰巨，理解语篇意义”“能按照文章中的线索进行推理”等。

该课秉承新课标教学原则，针对高一普通班的学生实际情况，创造性地使用教材，对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“诱思探究”教学模式，进行了一次实验和探究。

该课旨在让学生了解琥珀屋这一文化遗产并培养学生庇护文物的意识，活用所学知识，达到使学生学会用英语表达、培养实际运用英语的能力。

【学情分析】学生作为教学活动的主体，他们的知识与能力基础，兴趣、爱好等是我们在教学中必需充分考虑到的。

我所教班级为高一13班，学生英语基础相对薄弱，不能很好的去掌握和运用一些知识。

但经过入学以来三个多月的阅读训练，他们认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我分外注重提高学生用英语进行思维和表达的能力。

高中英语 Unit 1 Cultural relics教案新人教版必修2

Unit 1 Cultural relics【美文阅读】琥珀屋(Amber Room)被称为“世界第八大奇迹”，第二次世界大战中下落不明，你了解琥珀屋的历史吗？In 1701，the King of Prussia Frederick Ⅰ decided to have a curiosity：a room with walls covered with amber.The work was started soon，and in 1713，the project was almost finished when，after the death of Frederick Ⅰ，his heir(继承人)－the King Frederick William Ⅰ ordered to stop the work immediately.The finished parts were packed and brought to the Armory(军械库)in Berlin.In 1717 the King Frederick William Ⅰ gave the whole prepared parts of the Amber Room to the Russian Emperor Peter Ⅰas a gift.In 1743，the Russian Empress Elizabeth Ⅰ let an Italian designer place the amber cover in one of the rooms of the Winter Palace in St Petersburg.The Amber Room was first open in 1746 in the Winter Palace，where it was housed till 1755.That year it was moved to the summer palace of the Russian Emperors at Tsarskoe Syolo(普施克诺)．During the construction of the Amber Room at Tsarskoe Syolo，five master amber craftsmen from Prussia were employed at the place.The Amber Room was finished in the 70s of the 18th century and in that shape it existed almost 200 years.In 1942 Germans took the Amber Room from Tsarskoe Syolo and mounted it in the Konigsberg castle(哥尼斯堡城堡)．However，the danger of the British bombing in the summer of 1944 forced Germans to disassemble(拆分)the Amber Room and to pack it in boxes.As late as in April 1945 it was still in the Konigsberg castle，but further vicissitudes(变动)of the Amber Room remain unknown.Most probably the boxes with theAmber Room were burned down during the fire of the Konigsberg castle in April 1945.Reportedly，since the late seventies of the 20th century the reconstruction of the Amber Room has been carried on.【诱思导学】1．When was the Amber Room first open in the winter palace?2．Where can the Amber Room be?【答案】 1.In 1746. 2.①It might be still in the Konigsberg. ②It might be burned down.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。

人教新课标必修二Unit1Culturalrelics[单元教案]

⼈教新课标必修⼆Unit1Culturalrelics[单元教案]Unit 1 Cultural RelicsTeaching goals教学⽬标1). Ability goals能⼒⽬标a. Learn some detailed information about the Amber Room.b. Improve the students’ reading ability.c. Train the students’ ability to grasp key information while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能⽬标Help the Ss to learn how to give opinions clearly about cultural relics.3)Emotion:情感⽬标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber RoomTeaching important points教学重点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.Learn to discuss and act out the Ss’ opinions about cultural relics.Teaching important points教学难点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.Train the students’ ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics. Teaching methods教学⽅法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Teaching aids教学设备A computer, a projector and some slides.Teaching procedures and ways教学过程与⽅式The first & second period (Vocabulary, W arming 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)The first &second periodTeaching procedures:Step 1 New words teachingStep 2 W arming-upT: When talking about cultural relics, what comes to your mind?S1: The Great Wall.S2: The Pyramids in Egypt.S3: …T: Well done.Teacher asks the Ss to look at the three groups of pictures and discuss these questions.1. Do you know these places?2. If you know, what do you know about the places?3. Which one would you like to visit? Why?I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.All these are cultural relics.Do you know any other cultural relics in the world?T shows the Ss some cultural relics abroad.Task 1: ask the Ss to make a dialogue by saying.Imagine you have a chance to travel these places. Which place would you like to go? Why?when are you starting off? How are you getting there? How long are you staying?Please make a dialogue with your partners.Then students answer the following questions:What is your favorite city? Why?What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Task 2: Now suppose that you work for the state office of cultural relics. Y ou are sent to a small town where you find a relic that was stolen from a palace. It is a rare MingDynasty 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.Step 3 Task 3 Speaking task on page 46Debate Do you think China should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?T: After watching so many pictures, now discuss with your partners the following question:What is a cultural relics?(Ss can find the answer from the Warming up.)Step 4 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Y es, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?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? Y ou can make a dialogue with your partner on this question.T can practice it with a student to give an example.Extending questions:To whom do cultural relics belong?Step 5 Language points1) survivesurvive: vi. continue to live or exist.vt. Continue to live or exist in spite of nearly being killed or destroyed by sth.vt. Remain alive after sb., live or exist longer thane.g: Many strange customs have survived from earlier times.Her parents died in the accident, but she survived.Few buildings survived the earthquake.The man survived his sister by three years.2) (a) part ofA part of the books have arrived.A leg is a part of the body.He gave me back only part of the money I lent him.Part of the house was burnt in the fire.Part of the passengers were injured in the accident.*Part of it _________ good.*Part of them _____________ good.3) something通常⽤于肯定句，⽽在疑问句、否定句、if/weather从句中⽤anything。

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。

【教育学习文章】人教版高中英语必修2教案 Unit 1 Cultural Relics

人教版高中英语必修2教案 Unit 1Cultural RelicsUnit1culturalRelicsI．教学目标技能目标GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon -writeashortreplytoaletterandgiveyouropinionTakenot esandjudgewhogivesthebestevidencerestrictiveattribu tiveclausesⅡ．目标语言功能句式ExpressionsusedtogiveopinionsIthinkhighlyof...Idon' tagreethat．”Besides...ImustsaythatIagreewithyou.ImustsaythatIdon'tagreewithyou.AsfarasI'mconcerned,Ithink...AsIseeit...Don'tyouagree/think...Ican'thelpthinking...Iwouldliketosay...Inmyopinion／view...Personally,weshould…well,obviouslyweshould…Thepointis...词汇1.四会词汇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,doub t,trial,consider,opinion,evidence,prove,pretend,mai d,castle,sailor,treasure，besides2．认读词汇relic,amber,FrederickwilliamI,Prussia,Prussian,Pete rtheGreat,czar,StPetersberg,catherine,konigsberg,Ba ltilSea,Leningrad,janHasek,AnnaPetrov,mystery3.词组lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof4.重点词汇belong,once,heat,design,light,wonder,doubt,remain,p rove,consider,besides,survive,furniture,opinion语法Theattributiveclauseswithwhich/who/where/whenAculturalrelicissomethingthathassurvived一Itisyourjobtolookintoanyreportsofculturalrelicsthat havebeenfoundinchina.youaresenttoasmalltownwhereyoufindarelicthatwasstol enfromaplace.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus e...Later，catherine1IhadtheAmberRoom...outsideStPetersburgwhe re…Thiswasatimewhenthetwocountrieswereatwar.In1770,theroomwascompletedthewayshewantedit.重点句子1.FrederickwilliamI,thekingofPrussiacouldneverhavei maginedthat．…2.onceitisheated,theambercanbemadeintoanyshape3.ItwasmadeforthepalaceofFrederick Ⅰ.4.In1716,FrederickwilliamIgaveittoPetertheGreat, as“giftoffriendship．…找教案5.Inreturn,theczargavethek ingofPrussia55ofhisbestsoldiers.6.TheAmberRoomsoonbecamepartoftheczar'sPalaceinStPe tersburg.ter,catherine11hadtheAmberRoommovedtothepalaceo utside．…8.Thiswasatimewhenthetwocountrieswereatwar.9.Thereisnodoubtthattheboxeswerethenputonatrainfork onigsberg，…10.Afterthat,whatreallyhappenedtotheAmberRoomremain samystery.11.1thinkhighlyofthosewhoaresearchingfortheAmberRoo mⅢ.教材分析与教材重组.教材分析本单元以culturalrelics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。

高中英语 Unit1 Cultural relics教案新人教版必修2-新人教版高一必修2英语教案

Unit 1 Cultural relics随堂练习1、Fill in the blanks with proper words〔the first letter is given〕The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past.2、Read the passage again and choose the best answer for each blank.①The king of Prussia who gave the Amber Roomas a gift to Russia was B.A Frederick ⅠB Frederick William ⅠC Peter the GreatD Catherine Ⅱ文某某息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history.〔Parag1〕②The king of Prussia gave the Amber Room to Russia because D.A he wanted to marry Catherine ⅡB he was kindC he needed better soldiersD he wanted to make friends文某某息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.〔Parag2〕③The Amber Room was stolen by B.A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg文某某息：But some of the Nazis secretly stole the AmberRoom itself.④In 1941, the city of Konigsberg was in A.A GermanyB RussiaC SwedenD France文某某息：But some of the Nazis secretly stole the AmberRoom itself.⑤The Russians didn’t hide the Amber Room because C.A they were at warB they couldn’t find a placeC the German soldiers arrived too soonD no train could take it away文某某息：This was a time when the two countries were at war.3、Look at every statement. If you are “sure〞 it is true, mark “S〞 to the leftof it. If you are “not sure〞, mark “NS〞.〔NS〕1 The Amber Room was not easy to make.〔S〕 2 Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.〔S〕 3 The Amber Room was taken to Konigsberg and hidden there in 1941.〔NS〕4 The Russians didn’t care about the Amber Room.〔NS〕5 The Russians don’t think the Amber Room will ever be found.课堂笔记1、He insists it belongs to his family.他坚持说这是他家的。

高中英语Unit1Culturalrelics单元小结教案(含解析)新人教版必修2

Unit 1 Cultural relicsA Brave MaidA wooden vase from the Ming Dynasty at the entrance of the reception hall amazed everyone. The artists designed it in a rare style and selected valuable jewels to decorate it. People thought highly of its fancy color of honey and the beautiful paintings on it.The vase used to belong to a former castle.But when the country was at war, the enemy troops exploded the castle. So debates on how the vase survived went on and on. In order to remove people's doubt, a team of no less than 20 people carried out an informal investigation.The evidence they found showed that a maid took the vase apart and asked a sailor to sink it in a local well. She never gave away the secret even under the cruel trial of the enemies who were in search of treasures.It is worth giving this brave maid a fortune in return.英勇的女仆招待大厅进口处的明朝木制花瓶使每一个人都诧异不已。

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：Unit1 《Cultural relics》教案新人教版必修2

高中英语Unit1Culturalrelics教案1新人教版必修2

Unit One — Cultural relicsPeriod Three Grammar教学目标：1. 复习定语从句的基础知识；2. 区分关系代词和关系副词，并掌握关系副词引导定语从句的用法；3. 掌握非限制性定语从句与限制性定语从句的区别教学内容一、非限制性定语从句与限制性定语从句的区别限制性定语从句，顾名思义，是对先行词从本质或特征上进行限制的一种定语从句，它所修饰的词代表一个（些）或一类特定的人或事、物。

例如：1) A man who doesn’t want to learn from others can’t achieve much．一个不向别人学习的人是不能指望有多大成就的。

A man 被限定后，指一类特定的人。

限制性定语从句是不能去掉的，否则剩下的部分就失去意义而不能成立。

非限制性定语从句则不然，它只对所修饰的词作进一步的说明，去掉之后并不影响整个句子的含义。

在形式上，非限制性定语从句与主句之间通常必须有逗号隔开。

例如：2) Finally we visited the Giant Yangtze Gorges Dam，which is the greatest key watercontrol project in the world at present 最后我们参观了长江三峡大坝，它是目前世界上最大的水利枢纽工程。

本句若去掉定语从句，主句部分的含义仍然完整。

历年的高考题中，非限制性定语从句是出现频率最高的考点之一，因此值得我们注意。

二、引导非限制性定语从句的which可以指代前面的先行词，也可指代前面整个句子。

例如： That Peter will marry Alice, which has not been announced yet, has spread around．彼特要娶爱丽斯这件事还没宣布，却已被传得沸沸扬扬。

句子中的which指代“彼特要娶爱丽斯”这件事。

高中英语Unit1Culturalrelics单元小结教学案新人教版必修2(new)

Unit 1 Cultural relicsA Brave MaidA woodenvase from the Ming Dynasty at theentrance of the reception hall amazed everyone。

Theartistsdesigned it in a rare style and selectedvaluablejewels to decorate it。

Peoplethoughthighly of its fancy color of honey and thebeautiful paintings on it。

The vase used to belong to a formercastle。

But when the country was at war, the enemy troopsexploded the castle。

So debates on how the vase survived went on and on. In order to remove people's doubt， a team of no less than20 people carried out an informal investigation. The evidence they found showed that a maid took the vase apart and asked a sailor to sink it in a local well. She never gave away the secret even under the cruel trial of the enemies who were in search of treasures。

It is worth giving this brave maid a fortune in return。

新人教版必修2高中英语Unit1Culturalrelics单元重点小结课件

重点词汇重点句型重点语法交际功能走近高考拓展阅读
7.in return作为报答;回报
in return for 作为对……的回报
in turn
依次,轮流
例如:In return for this,the beggar stood on his head and sang songs.
作为回报,这位乞丐用他的头倒立在地面上,还唱了几首歌。
重点词汇重点句型重点语法交际功能走近高考拓展阅读
1.However,the next King of Prussia,Frederick William Ⅰ,
to whom
the amber room belonged,decided not to keep it.
然而,下一位普鲁士国王,腓特烈·威廉一世,这个琥珀屋的主人却决
3.select vt.挑选;选择 selection n. 选择;可供选择的事物 select sb to do sth挑选某人做某事 select sb as...挑选某人担任…… 例如:The students selected me to take part in the singing contest.学生们选我参加歌唱比赛。
地区不能存活。
2.in search of 寻找
search for寻找 search...for搜查……以寻找某个特定的目标
例如:My mother went into the room in search of her glasses.我的母亲
走进房间寻找她的眼镜。
重点词汇重点句型重点语法交际功能走近高考拓展阅读
4.design n.设计;图案;构思 vt.设计;计划;构思 designer n. 设计者 be designed for 是为……设计的 be designed as 被设计为…… be designed to do sth 旨在做某事 by design 故意例如:Who designed the dress for the singer?谁为那位歌手设计的裙子?

高中英语Unit 1 Cultural relics教案新课标人教版必修2

Unit 1 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:ⅣClosing 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 “belongto”? 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 either ‘who/m’ or ‘that’ (the man that/whom I 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 feetand 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 hea rt 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 fitthe 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 greateffect 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’s the mostimportant 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.W hat is the best evidence?B.H ow 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.ⅢClosing 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. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, 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。

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。

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A Brave MaidA wooden vase from the Ming Dynasty at the entrance of the reception hall amazed everyone. The artists designed it in a rare style and selected valuable jewels to decorate it. People thought highly of its fancy color of honey and the beautiful paintings on it.The vase used to belong to a former castle. But when the country was at war, the enemy troops exploded the castle. So debates on how the vase survived went on and on. In order to remove people's doubt, a team of no less than 20 people carried out an informal investigation. The evidence they found showed that a maid took the vase apart and asked a sailor to sink it in a local well. She never gave away the secret even under the cruel trial of the enemies who were in search of treasures.It is worth giving this brave maid a fortune in return.勇敢的女仆接待大厅入口处的明朝木制花瓶使每个人都惊奇不已。

艺术家以一种罕有的风格设计它，并挑选了贵重的珠宝装饰它。

人们高度赞赏它那蜂蜜般的奇特颜色，还有上面精美的绘画。

这个花瓶曾经属于一座从前的城堡，但在战争期间，敌人的军队炸毁了城堡，于是，关于这个花瓶是如何幸存下来的争论就一直在持续着。

为了解开人们的疑问，一个由不少于20人的调查队开展了一次非正式的调查。

他们找到的证据表明，有个女仆把花瓶拆开，然后让一名水手把它沉到当地的一个水井里。

她从来没有泄露这个秘密，即使是在搜寻财宝的敌人残酷的审讯下。

这位女仆真是值得给予一大笔钱作为对她的回报。

加餐练(一)完形阅读组合练Ⅰ.完形填空When it comes to gift lists, I've never had to think about what I want.Since I was about four years old, every year I have asked my parents to __1__ get me toys.All I have ever wanted was a __2__ for my birthday or Christmas.__3__，I didn't want a horse just to ride.I wanted a __4__ horse which would give birth to a foal (小马驹), which would __5__ to be a champion harnessracing (轻驾车赛马冠军) horse.That has always, always been my __6__.I guess you have to know a little about my family to __7__.My mom and dad have been around harnessracing horses for a long time.When I was little, my __8__ used to take me to the racetrack (赛道)．Harness racing is a sport that's __9__ to watch and do.I really enjoyed it.When it came to my dream horse, I wanted to be able to __10__ it from the time it was born.You could say that I wanted to be __11__ a mom to my horse.And I always __12__ that he would be a champion even before my horse was __13__.My dad and my uncle and my grandpa tried to talk me out of all this, but I never __14__.Around my eighth birthday, my dad finally realized how __15__ I was.Even though he was __16__ trying to talk me out of it, he bought me a mother horse.My dad said that __17__ she wasn't a champion, her foal probably wouldn't be __18__.I thought he was __19__，because I knew my horse would be a __20__.语篇解读：本文是记叙文。

受父母的影响，作者从小就喜欢轻驾车赛马。

在八岁生日的时候，她终于如愿获得了一匹母马，并决定把它的孩子培养成轻驾车赛马冠军。

1.A.ever B．alwaysC．never D．only解析：选C由下文中的“All I have ever wanted was a ...”可知，作者“不(never)”想要玩具作为礼物。

2．A.horse B．raceC．cake D．toy解析：选A由下文多次出现的“horse”可知，作者想要一匹“马(horse)”作为礼物。

3．A.Anyway B．InsteadC．However D．Rather解析：选C由下文中的“give birth to a foal (小马驹) ...champion”可知，虽然作者想要一匹马，“但是(However)”她不仅仅是为了骑马，而是为了把这匹马生下的小马驹培养为轻驾车赛马冠军。

4．A.mother B．youngC．special D．common解析：选A由本句中的“give birth to a foal (小马驹)”和最后一段中的“he bought me a mother horse”可知，作者想要一匹母马。

5．A.get up B．go upC．wake up D．grow up解析：选D由第三段中的“he would be a champion”可知，作者相信小马驹能够“成长(grow up)”为轻驾车赛马冠军。

6．A.gift B．dreamC．advice D．chance解析：选B由第三段中的“my dream horse”可知，这是作者一直以来的“梦想(dream)”。

7．A.decide B．agreeC．understand D．choose解析：选C本句承接上一句解释为什么作者如此执着地想要一匹马。

作者接下来要讲述她的家庭，以帮助读者“理解(understand)”。

8．A.friends B．parentsC．teachers D．teammates解析：选B由上文中的“My mom and dad”可知，此处指作者的“父母(parents)”。

9．A.difficult B．easyC．boring D．fun解析：选D由下文中的“I really enjoyed it.”可知，轻驾车赛马运动很“有趣(fun)”。

10．A.pay for B．look forC．work for D．care for解析：选D由本文作者对于马的喜爱和下文中的“mom”可知，作者想“像(like)”妈妈一样“照顾(care for)”她的马。

11．A.like B．withC．beside D．beyond解析：选A参见上题解析。

12．A.suggested B．warnedC．knew D．heard解析：选C由第一段中的“which would give birth to a foal (小马驹) ...to be a champion harnessracing (轻驾车赛马冠军) horse”可知，在小马驹“出生(born)”之前，作者就“知道(knew)”它一定会成为轻驾车赛马冠军。

13．A.bought B．bornC．treated D．found解析：选B参见上题解析。

14．A.gave up B．passed byC．came back D．went out解析：选A由转折连词but可知，虽然作者的家人试图劝她打消这个念头，但她从来没有“放弃(gave up)”。

15．A.strict B．happyC．kind D．serious解析：选D由下文中的“he bought me a mother horse”可知，作者父亲终于意识到了作者对这件事是“严肃认真的(serious)”，因此，尽管他“仍然(still)”试图让作者打消这个念头，他还是给作者买了一匹母马。

16．A.even B．stillC．just D．already解析：选B参见上题解析。

17．A.although B．ifC．when D．since解析：选D作者的父亲认为“因为(since)”这匹母马不是冠军，因此它生的小马驹也不会跑得“快(fast)”。

18．A.fast B．prettyC．sweet D．dangerous解析：选A参见上题解析。

19．A.fair B．wiseC．wrong D．proud解析：选C由上文作者在小马驹出生前就认定它会成为冠军可知，作者认为父亲的判断是“错误的(wrong)”，因为她知道自己的小马驹会成为“优胜者(winner)”。

20．A.beginner B．learnerC．trainer D．winner解析：选D参见上题解析。