高一必修二Unit One Cultural relics (Learning about and using language)
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。
《高中英语必修二课件——Unit 1 Cultural relics》
文化遗产保护面临着开发利用、自然灾害、非法走私等许多挑战。
文化遗产的争议
是否应将文化遗产归还给原属国？
文化遗产的归还涉及多方利益，引发了许多争议和讨论。
争议案例分析
通过案例研究，深入探讨文化遗产归还的背后利益和文化冲突。
文化遗产博物馆
卢浮宫博物馆
卢浮宫博物馆是法国最重要的博 物馆之一，收藏了丰富多样的古 代与现代艺术品。
大英博物馆
中国国家博物馆
大英博物馆是英国最大的博物馆， 拥有世界上最丰富的人类文化和 历史艺术藏品。
中国国家博物馆是中国最大的综 合性博物馆，陈列着丰富的中国 历史文化艺术珍品。
相关词汇与表达
文化遗产 保护 博物馆
heritage preservation museum
讨论与思考
1 讨论问题
- 你认为文化遗产的保护有何重要性？ - 你是否同意将文化遗产归还给原属国？
高中英语必修二课件—— Unit 1 Cultural relics
本课件将带您了解《高中英语必修二》第一单元文化遗产的相关内容，并探 讨文化遗产的定义、重要性，以及世界各地著名的文化遗产，中国的文化遗 产，文化遗产的保护与争议，以及文化遗产博物馆等话题。
什么是文化遗产？
1 文化遗产的定义
文化遗产是指具有历史、艺术、科学、宗教、民俗等方面意义，具有珍贵和独特价值的 物质和非物质遗产。
兵马俑是中国古代秦始皇陵 的陪葬品，被誉为世界第八 大奇迹。
莫高窟
莫高窟是世界上保存最完整、 最丰富的佛教艺术宝库之一， 也是中国古代艺术的瑰宝。
故宫
故宫是中国明、清两代的皇 家宫殿，是世界上规模最大、 保存最完整的木质古建筑群 之一。
北京人遗址
人教版高一英语必修二《Unit1Culturalrelics》说课稿
人教版高一英语必修二《Unit1Culturalrelics》说课稿引言本说课稿是针对人教版高一英语必修二教材中的第一单元《Cultural Relics》而准备的。
本单元主要围绕文化遗产这一话题展开，通过学习文化遗产的定义、保护以及文化遗产与社会发展的关系，培养学生对各种文化遗产的尊重和理解。
本单元重点在于听说能力的培养，通过课堂活动和讨论，鼓励学生积极参与，提高他们的听力和口语表达能力。
教学目标•知识目标：–了解文化遗产的定义和分类。
–掌握描述文化遗产的相关词汇和表达方式。
–理解文化遗产的重要性和保护的必要性。
•能力目标：–提高学生的听力和口语表达能力，培养他们在交流中运用所学知识的能力。
–培养学生的合作意识和团队合作能力。
•情感目标：–培养学生对各种文化遗产的尊重和理解。
–培养学生的文化意识和历史意识。
教学重点•文化遗产的定义和分类。
•文化遗产的重要性和保护的必要性。
教学难点•如何让学生了解和感受到文化遗产的重要性。
•如何提高学生的口语表达能力，使其能够用英语描述文化遗产。
教学准备•教材《高中英语必修二》(人教版)•课件软件及相关教学载体•范例文化遗产图片和文物复制品教学过程导入新课1.利用范例文化遗产图片和文物复制品引导学生思考以下问题：–你能叫出一些中国的文化遗产吗？–这些文化遗产在你心中有何意义？–为什么文化遗产需要保护？2.引导学生讨论以上问题，收集他们的观点，并引出本单元的话题：Cultural Relics。
学习新课1. 课前预习让学生通过预习课文和课后练习，了解文化遗产的定义和分类，并准备相关讨论问题。
2. 分组讨论将学生分成小组，让他们在小组内根据预习内容讨论以下问题，并提出自己的见解：•什么是文化遗产？文化遗产可以分为哪几种类型？•文化遗产在我们的生活中有何重要性？•文化遗产需要怎样的保护？3. 听力训练播放录音材料，让学生根据听到的内容回答相关问题，通过听力训练加深学生对文化遗产的理解。
高中英语必修二《Unit 1 Cultural Relics》全英文说课稿
《Unit 1 Cultural Relics》说课稿Cultural RelicsⅠ. Brief introduction of the textTeaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）Text analyze ：The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.Ⅱ.Teaching material1. OutlineThe characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such asenvironment protection, animalsprotection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.Requirement：Students could communicate with each other on define of cultural relics and its protection.2. Teaching Aims:（1）. Target languageCultural relics, survive, remain, state, rare, vase, look into, belong to (四会)Introduction, trace, features, in danger(三会)（2）. Ability goalsAsk the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of culturalrelics.（3）. Sensibility goalsProtection of cultural relics, environment protection, and strengthen students’ sense ofresponsibility.（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.3. Teaching focus:Teaching focal points:Cultural relics, survive, state, rare, vase, look into, belong to，remainTeaching difficult points：Listening & speakingTeaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。
人教版高中英语新课标必修二 Unit1 Cultural relics 知识点详解整理
英语必修二Unit1 Cultural relics拓展词汇1.survive v.1)vi.继续生存或存在2)vt. (经历某遭遇后)幸存；幸免于；（从困境等中）挺过来；艰难度过3)vt.比……长寿；比……活得长【词汇变形】survival n.幸存in the/one’s search for 寻找，搜寻make a search for (去)找，搜查search for 搜寻search…for为了找……而搜查……3.could never have imagined 绝不可能想到could have done 过去可能做过；本可以……；本来能够……couldn’t have done 过去不可能做过……表推测：may/might have done 过去可能做过must have done 过去一定做过can’t/couldn’t have done 不可能做过表后悔、责备、遗憾等needn’t have done 过去本没有必要做（实际上做了）should/ought to have done 过去本该做（实际上未做）shouldn’t/oughtn’t to have done 过去本不该做（实际上做了）4.amazing adj.令人吃惊的；惊人的amaze v.使惊讶；使诧异amazed adj.惊奇的amazement n.惊奇；吃惊in amazement 吃惊地in one’s amazement/surprise 令人吃惊的是【词汇辨析】select 精心挑选elect 投票选举pick 挑剔和苛刻的选择choose 一般意义的选择6.design n.&vt.1)n.设计，图案，构思；计划by design =on purpose 故意地2）vt. 计划；设计；构思be designed to do sth. 目的是做be designed for 专为……而设计的be designed as 打算当做by chance/accident 偶然地7.fancy1)adj.奇异的，异样的；时髦的3)n.喜爱，想要take a fancy to 喜欢上；爱上1）属于某人；归某人所有2）是（俱乐部、组织等的）成员3）是（某族类或纲目的）一部分无被动，无进行做后置定语用belonging to1）作为(对……的)回报/报答=in reward for 2）作为回应【词汇辨析】in return 作为回报/报答in turn 相应地；转而，反之，反过来；依次；逐个，轮流12.the way 用作连词，相当于as13.at war 处于交战状态at+n.表示一种状态或持续的活动at peace 处于和平状态at rest 在休息at table 在吃饭at breakfast/lunch/supper 在吃早饭/中饭/晚饭at church 在做礼拜at sea 在航海at work 在上班at school在上学其他介词（in, on, under +n.）in trouble 处于困境中in danger 处于危险中under discussion 在讨论中under repair 在维修中on sale 上市，出售on holiday 在度假，在休假中on fire 着火，失火on duty 值班14.remove vt.remove sth. from 从……搬走某物remove sth. to 把某物搬到……remove sth. into/out 把某物搬入/搬出2）除掉；清除=get rid of3）脱下（衣服等）=take off; 摘下4）把……免职；开除remove sb. from 某人被免……职15.less than 少于，小于（某一数量或数目）16.同位语从句常在doubt，fact，news，idea，truth，hope，problem，information等词后。
必修2Unit 1《Cultural relics》
This was a time when there were many great
philosophers.
5．There is no doubt that the boxes were then put on a train for Kö nigsberg，which was 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，当时它是德国在波罗的海边的一个城市。 句式分析 句式仿写 There is no doubt...毫无疑问„„。 毫无疑问他会成功的。 that he’ll succeed.
Book 2
Unit 1 Cultural relics 基础落实
I.词汇与派生 1． cultural [′kʌltʃərəl] adj.文化的 2． explode [Ik′spləʊd] vi.爆炸→ explosion n．爆炸 3．decorate [′dekəreIt] v．装饰，装修 4．reception [rI′sepʃn] n．接待；收到 5． fancy [′fænsI] n．幻想(力)；adj.花哨的 6．design [dI′zaIn] n．& vt.图案；设计；构思 7．valuable [′væljuəbl] adj.有价值的→ value n. & vt.价 值；重视
4．我们每一个人都应关心它们。(care about)
Every one of us should care about them.
5．毫无疑问保护好文化遗产是我们的责任。(no doubt)
There is no doubt that it is our duty to protect cultural relics.
暴风英语新课标英语高中必修2-Unit 1 Cultural relics 课文翻译翻译
新课标英语高中必修2Unit 1 Cultural relics 课文翻译section A寻找琥珀屋普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。
这件礼物就是琥珀屋，它之所以有这个名字，是因为造这件房子用了好几吨的琥珀。
选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。
琥珀屋的设计采用了当时流行的别致的建筑式样。
它也是一件用金银珠宝装饰起来的珍品。
一批国家最优秀的艺术家用了大约十年的时间才把它完成。
事实上，这个琥珀屋并不是作为礼物而建造的。
它是为腓特烈一世的宫殿而设计（制作）的。
然而，下一世普鲁士国王，腓特烈·威廉一世，这个琥珀屋的主人却决定不要它了。
在1716年，他把琥珀屋送给了彼得大帝。
作为回赠，沙皇则送给他一队自己最好的士兵。
这样，琥珀屋就成了沙皇在圣彼得堡冬宫的一部分。
这间琥珀屋长约四米，被用来接待重要来宾的小型会客室。
后来，叶卡捷琳娜二世派人把琥珀屋搬到圣彼得堡郊外她避暑的宫殿中。
她叫她的工匠在原来设计的基础上增添了更多精细的装饰。
1770年，这间琥珀屋按照她的要求完成了。
将近600只蜡烛照亮了这个房间，里面的镜子和图画就像金子一样闪闪发光。
可悲的是，尽管琥珀屋被认为是世界上的奇迹之一，可是现在它却消失了。
1941年9月，纳粹德国的军队逼近圣彼得堡。
这是在两国交战的时期。
在纳粹分子到达夏宫之前，俄罗斯人只能把琥珀屋里一些家具和小件艺术品搬走。
可是琥珀屋本身却被一些纳粹分子偷偷地运走了。
在不到两天的时间里，10万个部件装进了27个木箱。
毫无疑问，这些箱子后来被装上火车运往哥尼斯堡，当时德国在波罗的海边的一个城市。
从那以后，琥珀屋的去处便成了一个谜。
进来，俄罗斯人和德国人已经在夏宫建起了一个新的琥珀屋。
通过研究琥珀屋原来的照片，他们建造的心琥珀屋样子和旧的看起来非常像。
2003年，圣彼得堡人民就用它来庆祝该市建成300周年。
section C事实还是看法？什么是事实呢?是不是人们所相信的就是事实呢？不是。
必修2_Unit_1_Cultural_relics(1)
relic n. 遗物；遗风; 遗迹；纪念物。
This ruined bridge is a relic of the civil war.
这座毁坏的桥是南北战争时的遗迹。
This stone axe is a relic of ancient times.
这把石斧是古代的遗物。
take apart拆开
Take the sentence apart and you’ll make its structure clear. 把句子拆开你就会搞清楚它的结构。
Though very young, he was able to take apart the machine skillfully and then put it together without any difficulty. 尽管年轻，但他能娴熟地把机器拆卸开，然后又毫 不费力地组装起来
Your story is several removes from the truth. 你的说法与事实有些距离。
doubt n. 怀疑;疑惑 vt.怀疑;不信 adj. doubtful 可疑的，令人生疑的 adj. Doubtable adj.可疑的, 令人怀疑的
I don’t doubt that he is honest. 我不怀疑他是诚实的。 We doubt if he is honest. 我们怀疑他是否诚实。 There is no doubt that we can finish our task ahead of time 毫无疑问，我们能提前完成任务
She lost all her belongings in the earthquake. 她在地震中失去了所有的财产。
人教版高中英语必修二Unit1 Cultural relics全解(含练习和答案)
人教版高中英语必修二Unit1 Cultural relics全解（含练习和答案）Ⅰ. 常考单词必背1．valuable adj. 贵重的；有价值的This is one of the most valuable lessons I learned.这是我所学到的最宝贵的教训。
2．survive vi. 幸免；幸存；生还Of the four people in the car accident，only one survived.车祸中的四个人，只有一个人幸免于难。
[快速闪记](1)survive from 从……流传下来survive on 靠……活下来，靠……生存(2)survivor n．幸存者；生还者survival n．幸存；存活3．amaze vt. 使吃惊；惊讶He amazed everyone by passing his driving test.他通过了驾驶考试，这让大家很惊奇。
It is amazing that she should have said nothing about the murder.令人惊奇的是她竟然对这桩凶杀案不置一词。
[快速闪记](1)amazing adj.令人吃惊的，常用来修饰令人吃惊的人或物。
(2)amazed adj.(感到)吃惊的，常用来修饰表示人的名词或代词。
(3)amazement n．惊奇，惊愕4. select vt. 挑选；选择Which place in the world would you select as your perfect home?你选择世界上的什么地方作为你最理想的安家之地呢？5．design n．设计；图案；构思vt. 设计；计划；构思This bike is designed for children.这种自行车是为儿童设计的。
[快速闪记](1)by design＝on purpose 有意地；故意地be designed for sb/sth 为某人或某物设计be designed to do sth 设计来做某事be designed as sth 设计为(2)designer n．设计者6. belong vi. 属于；为……的一员This nice house belongs to Mr.Black.这座好房子属于布莱克先生。
人教版高中英语必修二Unit1Culturalrelics(一)讲义
高中英语学习资料madeofjingetiejiCultural relics( 一 )主讲教师：麻雪玲北京市英语教师本讲目标Is it enough to have survived for a long time?The house survived the storm.She survived her husband by twenty years.This custom still survives.survivor (n.)survival (n.)in search of the amber room题一：The police ________ him to see if he had a gun.A. searched forB. searchedC. in search ofD. looked for题二：Instead of settling down and living a peaceful life, the farmers move from city to city _____ work.A. to searchB. in search forC. to search forD. in searchFrederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.题三：His brother met him at the Great Theatre yesterday afternoon, so he ____ have attended your lecture.A. couldn’ tB. needn’ tC. mustn’ tD. shouldn’ t题四：— Your mother was really anxious about you.— I know. I ______ home without a word.A. mustn’ t leaveB. shouldn’ t have leftC. couldn’ t have leftD. needn ’ t leaveThe design of the room was in the fancy style popular in those days.题五：1.我不能够想象他做这样的事情。
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）Part 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?Keys for reference:A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.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?Keys for reference:A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority 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?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.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?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.B. People get to know these. If these relics could not be found again, they would be rebuilt by people.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”?Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legendsand news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.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.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: move d into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebratingthe 300th birthday of Peterburg3.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?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past 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.Collocations from IN SEARCH OF THE AMBER ROOMlook into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift.1770 Catherine Ⅱ had completed the adding to the A mber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick Ⅰ PrussiaFrederick William Ⅰ St.PeterburgPeter the Great KonigsbergCatherine Ⅱ Winter PalaceSummer PalaceⅣ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercisesNo. 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?Keys for reference:A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.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:Colour Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthdayPeriod 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relativepronouns “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?”.The y’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 book The 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 thevoters.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 thathas ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem.(b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A. What does it mean when you say, “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 option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.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.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.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.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money4. 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 t o you to help you understand them easily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船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?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let’s come to the discussion “Which person gave the best evidence?”Keys fore reference: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 he is working fora company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.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?Keys:A. Johann thinks the people who find the Amber Room should keep it for them own.B. His father thinks as Johann does.C. She found a little money and kept it to himself.9. Completing the letters A & B and then giving your own lettersWhen you write your letter, you may choose to agree or not agree with the writer.You must give a reas on why you agree or don’t agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictationThe 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 ideaType of writing This is a piece of narrative writing.Main idea of the passage The history of the Amber RoomGeneral idea of 1st Para The simple description of the Amber RoomGeneral idea of 2nd Para The present sent to the CzarGeneral idea of 3rd Para The detail adding and relocating of the Amber RoomGeneral idea of 4th Para The stolen of the Amber Room in World War ⅡGeneral idea of 5th Para The rebuilding of the Amber Room II. A tree diagramThe Amber Room: the best and biggest work of country’s best Prussian artistsPara.1Section 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。
高一英语必修2Unit1_Cultural_relics
5. What did Peter the Great give in return? 55 of his best soldiers. 6. What did Catherine the Great do with the Amber Room? She told her artists to add more details to its design. 7. When and how was the Amber Room supposed to have been lost? In September, 1941. The Nazis secretly stole the Amber Room.
Amber
Raw
Can you imagine what a room made of amber looks like?
amber
A picture of the Amber Room Do you know what picture this is? in St Petersburg in Russia
characters
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places
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1.FrederickⅠ
3.Peter the Great
2.Frederick WilliamⅠ
4.CatherineⅡ
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Careful reading:
Year
1.Frede rickⅠ
Person Frederick I __________
Frederick 1716 William I 2.Frederick _____ WilliamⅠ 1770 Catherine II 3.Peter the 1941 Great _________ Nazi
人教版高中英语必修二Unit1 Cultural relics全解(含练习和答案)
人教版高中英语必修二Unit1 Cultural relics全解（含练习和答案）Ⅰ. 常考单词必背1．valuable adj. 贵重的；有价值的This is one of the most valuable lessons I learned.这是我所学到的最宝贵的教训。
2．survive vi. 幸免；幸存；生还Of the four people in the car accident，only one survived.车祸中的四个人，只有一个人幸免于难。
[快速闪记](1)survive from 从……流传下来survive on 靠……活下来，靠……生存(2)survivor n．幸存者；生还者survival n．幸存；存活3．amaze vt. 使吃惊；惊讶He amazed everyone by passing his driving test.他通过了驾驶考试，这让大家很惊奇。
It is amazing that she should have said nothing about the murder.令人惊奇的是她竟然对这桩凶杀案不置一词。
[快速闪记](1)amazing adj.令人吃惊的，常用来修饰令人吃惊的人或物。
(2)amazed adj.(感到)吃惊的，常用来修饰表示人的名词或代词。
(3)amazement n．惊奇，惊愕4. select vt. 挑选；选择Which place in the world would you select as your perfect home?你选择世界上的什么地方作为你最理想的安家之地呢？5．design n．设计；图案；构思vt. 设计；计划；构思This bike is designed for children.这种自行车是为儿童设计的。
[快速闪记](1)by design＝on purpose 有意地；故意地be designed for sb/sth 为某人或某物设计be designed to do sth 设计来做某事be designed as sth 设计为(2)designer n．设计者6. belong vi. 属于；为……的一员This nice house belongs to Mr.Black.这座好房子属于布莱克先生。
人教版高一英语必修二教案《Unit,1,Cultural,relice》
人教版高一英语必修二教案《Unit,1,Cultural,relice》【导语】让我们共同努力，培育良好的学习习惯，胸怀幻想，珍惜时间，发奋学习，立志成才，让青春载着幻想飞扬！这篇关于《人教版高一英语必修二教案《Unit 1 Cultural relice》》是高一频道为你预备的，盼望你喜爱！教案【一】教学预备教学目标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 Room5. 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 Mahal2Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over: A. Can you name them out?Who have the right to own and confirm them?The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao CavesStep I: Pre-reading1.Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show 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 amber?Please 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 know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why 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 people as a _____, was ____by the _____________ soldiers .Students read the passage quickly and fill in the blans3. Now, let the students try to answer the questions in part 1. PPT 7Teacher may give some necessary helpStep 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 9Step 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 theworld?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 gift?Step 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 relics?A.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教案【二】教学预备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss“s awareness of protecting the cultural relics. Understand cultural relics belongto the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss“s interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, 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 a 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?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss“s awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report. work in groupConsolidationfill in the blanks summary.Homeworkmake a report .use the useful information in the passage.。
新人教版高中英语必修二Unit_1_Cultural_Relics(listen_tasks)
Ya, hello. I am Hans Braun, an old sailor from Hamburg, Germany. During the war I worked on a ship. It was at Baltic Sea port of Konigsberg in January, 1945. I was told to help our soldiers put some big wooden boxes with treasures onto the ship. Then the ship went out to sea. Before we could reach the next port, a Russian sub sank the ship. I had to swim three kilometres until a German boat saved me. Most people on she ship were not so lucky. Later, I read that 5,400 people died. There are few survivors. More people died than on the Titanic-ya, terrible. So those boxes must be buried in the sand. Now a group of people who are searching for the Amber Room has asked me to help them find the ship.
Hello, my name is Anna Petrov. I was a maid at the castle in Kaliningrad during the war. At that time the city was still called Konigsberg, its German name. I heard about the Nazis stealing many treasures from Russia and bringing them here. Just before Christmas in 1941, many trucks came to the castle at night. The German soldiers would not let us see what they were doing. We were told never to tell anyone the secret. The next spring, a German professor began to show special visitors this art treasure. But I never saw it. Later, all the Russian workers had to leave the castle. Then, at the end of August, 1944 I heard something explode. When I looked outside I saw fires from the castle. The next morning, I found a few melted pieces of something that looked like honey. When the Russian soldiers came, they found burnt pieces of something. They said they were from the Amber Room.
【推荐下载】高一英语必修2单元知识点：Unit 1 Cultural relics
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remainin 呆在家里 remainout 呆在外面,留在户外 Thesemattersremainindoubt. 这些事情仍然值得怀疑 17.bystudyingoldphotosoftheformerAmberRoom 通过研究琥珀屋原来的照片 18.withoutdoubt 无疑地，确实地 HeiswithoutdoubttheclevereststudentI’veevertaught. 他确实是我所教过的学生中最聪明的. 19.takeapart 拆卸，拆开 Takeapartthepiecesbeforeputtingthetoysaway.玩具拿开前先将它拆成一件件的。 20.Inatrial,ajudgemustdecidewhicheyewitnessestobelieveandwhichnottobelieve. 在审讯中，法官必须确定哪些目击者可信哪些不可信。
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12.beatwar 处于战争状态,交战 13.Heremovedthemudfromhisshoes. 他去掉鞋上的泥。 14.inlessthantwodays 在不到两天的时间里 15.Thereisnodoubtthattheboxeswerethenputonatrainfor 毫无疑问，这些箱子后来被装上了运往的火车。 Thereisnodoubtthatshewillkeepherword.毫无疑问她会遵守诺言的. 16.Afterthat,whathappenedtotheAmberRoomremainsamystery. 从那以后，琥珀屋的去处便成了一个谜。 Thefactremainstobeproved. 事实尚待证明?
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我也不认为他们会把它交给任何政府。 27.dowith 处理，忍受，对付 Whatdotheydowiththecoin? 他们是怎样处理这枚硬币的? 28.takenotesof 记录，把记下来 Pleasetakenotesoftheimportantwhileyouread.请边读边把重要的事情记下来。 29.forfun 为了消遣，为了开心 Heplaysviolinjustforfun. 他拉小提琴只是为了自娱自乐。 精品小编为大家提供的高一英语必修 2 单元知识点，大家仔细阅读了吗?最后祝同学 们学习进步。
必修2unit1culturalrelics
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;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．Teaching methods教学方法1). Watch some videos about the cultural relics. (Individuals)2). Have a discussion. (group work)Teaching procedures and ways教学过程与方式The first & second period(Vocabulary, 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:Step 1 New words teachingStep 2 Warming-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.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. 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.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: Yes, 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?Extending questions:To whom do cultural relics belong?Step 5 Language points1) survivevi. 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.2) remainMuch work remained to be done.I’ll remain to see the end of the game.He remained silent after class.The door remained closed.3) the rest of ……的其余部分a. The rest of the book ___is______ not very interesting.b. The rest of the group ___are_____ in the classroom.4) imagine + n./ doing/ sb doing sth/ that- clauseCan you imagine life without electricity?I could hardly imagine living in that kind of place.I can’t imagine her marrying him.Can you imagine how worried I was then?I imagine that I have met you somewhere before.5) insist + n/ that …(should) do /that…insist on doing sth.a. He insisted that the money __________________(return) to him at once.b. He insisted that he ______________ (not steal)the money.c. I insisted on his __________ (go)there right away.Homework1. Preview the reading2. Do the comprehending exercises3. Write down the Main idea of each paragraphThe Third 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 reading.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;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 reading.Teaching methods:Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. 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.What do you know about the cultural relic” the Amber Room?T shows the Ss some pictures of “the Amber Room”Step 2 Fast reading:T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions:It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.T:Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)Read the text quickly, trying to get the main idea each paragraph. Do ex. 2 on page 2. Step 3 Careful reading: Read the text and answer the following questions:1. What could the King of Prussia never think of his present to the Russian?He could never think of his present would have such a strange history.2. Why was the gift given the name the Amber Room?Because about seven thousand tons of amber were melt to make it.3. Is the Amber Room pure amber made with?No. It’s also made with gold and jewels.4. Was the Amber Room specially made to be a gift? No, it wasn’t.5. What was the Amber Room made for? For the palace of Frederick I.6. What did the Czar give the King of Prussia in return? A troop of his best soldiers.7. Where was the Amber Room first placed?In the Czar’s winter palace in St Petersburg.8. What did Catherine II do to the Amber Room?She had her artists add more details to its design.9. Is the Amber Room still in Russia? No, it isn’t.10. Where is it now? No one knows. It remains a mystery.11. What happened to the Amber Room? It was stolen by the Nazis and is missing now.12. What were saved from the Amber Room? The furniture and small art objects. Step 4 ComprehendingDo the comprehending exercises.Detailed information (Do ex. 1&2 on page 2)Step 5 Post-readingDiscuss the following topic in groups, and then show your opinions:Do you think it is meaningful to rebuild the new Amber Room? Why?Play the tape for the students to listen and follow in order to let them know how to read the text.Step 6 Homework1.Read the text several times and try to find out the phrases and key points2.Do exercises on Page3 &4.3.Do exercise 1 on Page 42 (Ss’ Book)The Fourth 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 of amberroomTeaching 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 pointsDifficult sentences:1. The design for the room was in the fancy style popularin those days. (在句中做表语)（定语后置）2. 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).Language points:1. 情态动词+ have done 表示对过去发生的事情的推测、批评、反悔等意。
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高一必修二Unit One Cultural relics (Learning about and using language)
Teaching Aims教学目标
1巩固及运用课文中学到的单词和短语2学会询问及表达自己的意见
Teaching difficult points教学重难点
疑问词+插入语+陈述语序
Language points
1【原句展示】
It can be proved that China has more people than any other country in the world.
1）It is proved that ..证明，证实
Ex. Premier Zhou _______ to be unfortgettable in the hearts of the Chinese people.
A. proved
B. regarded
C. thought
D. considered
2）any other + n 其他任何一个。
【思维拓展】
最高级的表达方式
2【原句展示】
An opinion is what someone believes is true but has not been proved.
主语系（）
Eg.The problem is when he will come back.
What I want to ask is how you got such a good job
【自我归纳】表语除了可以由名词，代词，形容词，副词，数词，动名词，不定式，介词短语充当外，还可以由_________充当；而且用_______语序。
【仿写】
3【原句展示】
In a trial , a judge must decide which eyewitnesses to believe and which not to believe .
Eg. I don’t know what to do with it .( I don’t know what I will do with it )
How to go there is still unknown. (How we will go there is still unknown )
The question is how to get enough money( )
【自我归纳】疑问词+ to do 在句中可以做______ ______ _____等成分。
【知识运用】I have worked with children before, so I know ________________
=I have worked with children before, so I know what I will expect in the work.
4…which must be facts rather than opinions.
rather than 而不是
I think I’ll have a cold drink rather than coffee.
would do …rather than do
prefer to do …rather than do
5A week later I decided to go and see for myself.
for oneself by oneself of oneself
6I think highly of those who are searching for the Amber Room.
think highly of
search for =look for = hunt for
7 Nor do I think they should give it to any government .
So /Nor/Neither +v +主语
8【原句展示】Who do you think the Amber Room belongs to ?
1)Eg What do you think he will buy me for my birthday?
Who do you suppose the teacher will ask to do the work?
【自我归纳】Wh- + 插入语+ ________语序
插入语有____________________________________
9The writer gives his opinion about what should be done with a cultural relic.
【知识回顾】_____ to do with ______to deal with
Tell him ______ to deal with these letters
He told me ______ I would do with the matter.
10You can also help foreign visitors by explaining things in English.
You can make rapid progress by ______ hard.(study)
He made a living ____ begging .
Language points
1. A 2 表句子，陈述 3 how we will get enough money ,主宾表, what to expect 9 what how how what 10 studying by。