英语必修2人教版教案：Cultural relics-知识点复习学案
人教版英语必修二UnitCulturalRelics学案(人教版)_2
M2Unit1 课文学案（第二课时）高一二级部制作：刘凤审核：李洪燕使用时间：2013-11-281. Learning Task(学习任务)：the whole text on page1 and 22. Learning Aims(学习目标)：4个知识点Language points 【语言点】1．Later，Catherine Ⅱhad the Amber Room moved to a place outside St Petersburg where she spent her summers.后来，叶卡捷琳娜二世派人把琥珀屋搬到圣彼得堡郊外避暑的宫殿中。
※ have sth. done结构表示①“请别人做某事”，还可表示②“使遭遇某种(不幸的)事情”* I had my hair （理发）yesterday.♦I want to . 我要请人修车.We ought to by the doctor.（请医生给她检查一下）♦He （摔断了腿）in the match last week.※have sb./sth. doing①表示“使某人/某物一直处于某种状态”;②用于否定句中，表示“容忍/允许某人做……”。
He had all the lights burning. 译：I won't have you speaking to your mother like that. 译：※have sb. do让/使某人做-------·他叫我等他。
【巩固训练】His room needs ________，so he must have it ________.A．painting; painted C．painting; paintingB．painted; painting D．painted; painted2. light vi.＆vt. 照亮，点亮（lit, lit, / lighted, lighted，）♦过去式，过去分词可用lit, lighted，但当过去分词作定语修饰名词时，只能用lightede.g.①He lit a lamp/candle/cigarette/fire.②These streets are lit/lighted by electricity.③She entered the room, with a candle in her hand.3. consider ⑴vt.（考虑）·consider + n. / doing sth.·consider + 疑问词+to do sth.⑵（认为，以为）consider sb./ sth. + (to be / as) + adj. / n. 认为------是-----，把…当作-----·consider…as….=think of….as…/ look on(upon)….as…./ take …as…. /treat---as---/ regard….as….把…当作/视为------Ex. Abraham Lincoln is generally considered _________ the greatest president of America. A. to be B. asC. /D. All of the above.4. remove vt.1) 搬开，拿开，移动He removed the mud from his shoes.Remove the vase from the table.2）去掉，消除; 脱掉= take offHis name was removed from the list.He refused to remove his shoes.3) 使离去;把...免职;撤去[(+from)]He was removed from the post.他被解雇了。
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
人教版高中英语必修2Unit1Cultural relics学案1
Unit 1 词语学习survive vt. 比...活得长; 经历...后依然活着; 幸免于; 经受得住; 在...之后仍然生存,从...中逃生He survived his wife for many years. 他比妻子多活好多年。
The house survived the storm. 经过暴风雨袭击, 这所房屋并未倒塌。
Only two passengers survived the air-crash.这次飞机失事只有两名乘客幸免于死。
She survived her husband by twenty years.她丈夫去世后她又活了二十年。
vi.1. 活下来,幸存;残留活下来, 保存下来, 残存Few survived after the flood. 洪水后极少有人生还。
The custom still survives.这种风俗习惯还保存着。
remain vi.停留, 留下; 剩余, 余留; 保留; 继续存在; 依然, 仍然...; 保持remain in one's mind留在记忆中remain modest保持谦虚谨慎How many weeks will you remain [stay] here?你将在此停留几个星期? The fact remains to be proved. 事实尚待证明It remains to be seen还要看情况发展I went to the city, but my brother remained at home.我去了城市，可弟弟留在了家里。
Peter became a judge but John remained a fisherman.彼得当了法官，但约翰仍然是个渔民。
The death of the innkeeper still remains a mystery.客栈老板之死仍然是个谜。
look into向...的里面看, 窥视; 浏览; 观察, 调查look into some reports of cultural relics that have been found in China.调查一些关于我国的文物报告。
人教版高中英语必修2《Unit 1 Cultural relice》教案.doc
人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章，获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。
2.问题引导法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。
2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。
2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。
（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。
人教英语必修二Unit1Culturalrelics教案6
Unit 1 Cultural RelicsAssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition about cultural relics protection and their ability of employing the expressions and grammar learned in this unit.Teaching Aims：1.Elevate efficiently the students’ knowledge about cultural relics protection.2.Elevate the Ss ability of using the expressions and grammar learned.Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topic has increased.Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching and Learning Aids：1.A multimedia.2.A blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：So far we have finished this unit which is about...?Ss：It’s about the cultural relics and how to protect the cultural relics that are in danger.T：In this unit we also learnt some drills about showing opinions，agreement and disagreement，do you still remember them?Ss：...Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about cultural relics.非测试性评价A quiz about wildlife protection.Tick the statements according to what you do or think.1.I can easily name ten cultural relics in China and ten cultural relics in other countries.2.I always try my best to protect the cultural relics I know.3.I have visited many cultural relics in China.4.I think everyone should do something for protecting the cultural relics we know.5.I believe the cultural relics in the world will be protected better and better.测试性评价Ⅰ.Complete each sentence with one word you have learnt in this unit，making some changes when necessary.1.The Great Wall is one of the w of the world.2.When the police arrived，he had destroyed the e of his guilt.3.Have you seen the latest d for the new library?4.Her parents died in the accident，but she s .5.I got a very friendly r when I arrived there.6.There’s some d whether John will come on time.7.My mother gave me this pen as a birthday g last week.8.We’ll h up some milk for the coffee.9.He went into his office and l up a cigarette.10.She r at home to look after the children when her husband went out to work.11.Your suggestion will be carefully ______（考虑）.12.In order to ______（证明）her point，she showed them the latest sales figures.13.David and Rose were ______（秘密）married last week.14.I don’t want to go；______（此外），I’m too tired.Key：1.wonders 2.evidence 3.design 4.survived 5.reception 6.doubt 7.gift 8.heat 9.lit 10.remained 11.considered 12.prove 13.secretly 14.besidesⅡ.句型转换（A）把下面两个简单句组成一个复合句。
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。
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。
Unit《Culturalrelics》新人教版必修版英语一轮复习学案教案
2013版英语一轮精品复习学案：Unit1《Cultural relics》（新人教版必修2）【高考新动向】【考纲全景透析】【重点单词】1 survive vt.比。
活得长；（经过….）活（保存）下来Vi.活下来；幸存；残留① Many birds didn’t survive the severe winter.很多鸟死于这次严冬。
② Of the six people injured in the crash, only two survived.在这次撞车事故受伤的六人中，只有两人活了下来。
2. select vt. 挑选；选择辨析select / choose / elect / pick这些动词均含有“选择”之意。
select 强调在广泛的范围内进行“精选或淘汰”，侧重以客观为标准进行选择。
choose 普通用词，侧重根据个人意愿和判断从众多的对象中进行选择，着重被选者的优点。
elect 指按照一定的规章或法律，用投票等方式进行的认真慎重的选择。
pick 口语用词，强调“从个人角度在众多之中进行挑选”，有时含有“任意选择”的意思。
【即境活用】用上面所提供的辨析词的适当形式填空1). Please ________ a good book for me.2). She ________ a diamond ring from the collection.3). We _________ our monitor by a show of hands.4). She _________ the red sweater rather than the pink one.Keys: 1). pick 2). selected 3). elected 4). chose3. fancy adj.奇特的，异样的I just want a basic sports coat--nothing fancy.我只要一件简单的运动外衣——不带什么特别装饰的。
人教版高中英语必修2Unit1Cultural relics教案5
Unit 1 Cultural relicsThe fourth period Learning about languageBy Wang Xiaoqin from Meilin Middle School一、教学目标(teaching aims)1、能力目标(ability aim)a.Enable the students to recognize the meaning of a new word in a passageand tell them how to remember new words.b.Enable the students how to understand between the lines.2、语言目标(language aim)Have the students find the rule of the attributive clause and introduce thedefinition of the二、教学重难点(Teaching important points)1、The rule of the attributive clause2、What is the non-restrictive attributive clause?三、教学方法(Teaching method)Elicitation, discussion四、教学准备(teaching aids)A projector, a computer五、教学步骤(teaching procedure)Step I Daily report:Review the text by asking the students a few questions and deal with the words and expressions in the text by finishing Exx1-3 on P3.T: Hello, everyone! It’s time for our daily report. I have given you the topic of this week, which is something about cultural relics at home and abroad. S1, it’s your turn. Welcome, I know that you are one of the best speakers in our class. What will you tell us?S1: It’s about the Great Wall of China.T: Oh, really? My friends, let’s listen to her carefully.S1: At first I have to say, I feel so proud of the Great Wall in our country that I searched the library for information about it. The Reat Wall of China is called the “Wan Li Chang Cheng” in Chinese. In fact, it’s more than 6000 kilometers long. It winds its way from west to east, across deserts, over mountains, through valleys till at last it reaches the sea. It is one of the wonders of the world. The Great Wall has a history of over 20000 years. Parts of it were built through different dynasties. Tt was during the Qin Dynasty that the parts were joined up into one long wall. The Great Wall is wide enough at the top for five horses or ten men to walk side by side. Along the wall are watchtowers, where soldiers used to keep watch, Fires were lit in the towers as a warnig when the enemy came. It was difficult to build such a wall in the ancient days without any modern machines. All the work was done by hand.Thousands of men died of cold and hunger when they were forced to work on the wall. Today the Great Wall has become a place of interest to the Chinese people and people from all over the world. That’s all. Do you enjoy it?T: Of course, we do. Thank you for your wonderful speech. I think that all of the Chinese take pride in the Great Wall.Step II Discovering useful words and expressions:T: Well, we’ve learned so much about the cultural relics, especially about the Amber Room and the Great Wall. Now let me see if you can find the words in the text with the help of the meanings. Please turn to page 3.(Students do the exersice. 4 minutes later.)T: OK, time is up. Who’d like to write the words on the blackboard? Any volunteers?(4 students come to the blackboard to write the words)T: All right, thank the four of you. Let’s see who did the best? S2, you did the best. Can you tell us how you can find all of them so quickly and correctly?S2: Well, I think if you can understand the text well, you can do it well. And of course, you have to be careful.T: Right, you are always hardworking. In my opinion, you have to read the meaning carefully at first, then decide the part of the speech of the word, for example, is it a noun, a pronoun or a verb? Then you have to read the text and try to understand it. At last, you may find them in the text. Do you think so?S2: Yes.T: Everyone, as you know, an English word can have many different meanings when used in different places. What do you think is the most important thing for us to do such kind of exercise? Now let’s look at page 3, exercise 2.(Students do it. One minute later.)T: Now, who can tell me what is the most important thing?Ss: Understanding!T: Yes, so you know understanding is the most important thing for us to learn English. Now let’s do some other things about at phrase. You may discuss in pairs. (Students do it)T: Well, let’s have a check. (2 minutes for checking the answer)Step III Discovering useful structures:T: Well, please look at the slide. Do you think the casket beautiful?Ss: Yes, very beautiful.T: But I’m so sorry to say that the article in it was lost. Do you know what it was?I’d like you to guess using the structure “Is it something that ……?”S3: Is it something that your husband gave you?S4: Is it something that you were rewarded from your mother?S5: Is it something that you bought for your daughter?(Teacher write the sentences down on the blackboard.)T: Very good, you used very good sentences. I felt so sorry for the thing I lost. It meant much to me. Please look at one page of my diary.(Teacher shows the slides to the whole class.)T: So, you see, it was a rare jade stone. Can you tell the difference between the two groups of attributive clause? You may discuss with your partner.T: All right. Who can tell me the difference between them?S6: In my opinion, the sentences in the second group aren’t used to modify the jade stone, but used to give us more information about it.T: Excellent, you struke the right note! This is the difference between restrictive attributive clause and non-restrictive attributive clause. Now lets try to find all the attributive clauses from the text and understand the meaning of them.(Students do that.)T: You please tell your partner how you understand those sentenses that you found in your text.Step IV. PracticeT: Now we’ll see how we can combine the sentences together on P4. I’ll invite some of you to say them out one by one.S7: Here are the farmers who discovered the underground city last month.S8: Xi’an is one of the few cities in which walls remain as good as before.S9: Shaanxi Province is a place where relics are well looked after.S10: The woman remembered the day when she saw Nazis burying something near her home.S11: The old man you are talking to saw some Germans taking apart the Amber Room and moving it away.T: Well done. Then we’ll have some more practice. This time, please pay special attention to when we should use restrictive attributive clause or non-restrictive attributive clause. Then I’ll ask some of you to report your sentence to the whole class.(Students practise them.)T: OK. Time is up. Who’d like to tell me your sentences?S12: St Petersburg is a very beautiful city, which was once called Leningrad, is a very beautiful city.S13: In Xi’an, I met a teacher who has a strong live for cultural relics and who took me to visit the history museum.S14: I don’t remember the soldier who told me not to tell anyone what I had seen.S15: People didn’t pay as much attention to cultural relics in the old days, when my grandfather was a child.S16: They moved the boxes to a mine, where they wanted to hide them. T: Good. Now we’ll have a group discussion. Suppose you are some of the designers of an amber jewelry. How can you design a jade stone with an amber stone in the center of it? Please use the non-restrictive attrubutive clauses when necessary.Xi’an, I met a teacher who has a strong love for cultural relics and who took me to visit the history museum.Ghjkl;(Students discuss for 6 minutes)T: All right. It’s time for me to collect your ideas.S17: If I were the designer, I would choose the style in the middle, which reminds me of Jesus all the time.S18: I want to use the one on the bottom left corner, which seems luxurious. S19: I’d like to choose the smallest one, which is so tiny and light to carry.S20: I feel like choosing the triangle one, which meets my taste.S21: I want to use the one in the shape of ellipse, which I think is classical and graceful.T: Well, it seems that there are so many wonderful designers in our class.Step V HomeworkT: Today we’ve learned so much about the restrictive attributive clause and non-restrictive attributive clause. Please go over what you have learned today and use as many attributive clauses as you can. Today’s homework:ing structures on P43.2.Prepare Using Language on P5.。
人教版高中英语必修二：Culturalrelics-知识点复习学案
Cultural relics-知识点复习学案核心单词1.survivevi.生还，幸存；流传下来；幸免vt.经历……而幸存；比……活的时间长常用结构：survive on sth. 靠.... 生存（意思等同于live on sth.）survive sb. （by ...）比某人多活..............Of the six people injured in the crash, only two survived.在这次撞车事故受伤的6个人中，只有2个人活了下来。
I can 't survive on $20 a week.每周20美元无法维持我的生活。
Few buildings in Beichuan County survived the big earthquake on May 12, 2008.在2008年5月12日的大地震中，北川县残留的建筑物寥寥无几。
She survived her husband by ten years.她丈夫去世后她又活了10年。
联想拓展survival n.存活，幸存；残存；遗留；旧风俗survivor n.生还者，幸存者高手过招完成句子（原创）①The old couple 从战争中幸存下来）②His only chance of （生存）was a heart transplant.③In the terrible accident, there were no （幸存者）答案：① survived the war ② survival ③ survivors2.selectvt.挑选；选择易混辨析select/choose/elect/pick out四个词均含有选译”之意。
select强调在广泛的范围内进行精选或淘汰"，侧重以客观为标准进行选择。
choose为普通用词，侧重根据个人意愿和判断从众多的对象中进行选择，着重指被选者的优点。
优质高考英语(人教版)复习教学案：必修2 Unit 1 Culturalrelics教案
必修2 Units 1～2二、关于养狗的民意调查Step Ⅰ千里之行，始于足下。
A journey of one thousand miles begins with the first step! 这里的佳句背诵是为了Step Ⅲ的满分作文句型提炼与拓展1.根据图表中的百分比可以看出，房价越来越高。
As we can see from the percentages in the graph, the housing price is higher and higher.2．关于看电视，人们有不同的观点。
There are different opinions among people as to watching TV.3．一些人认为读书没用。
Some people hold the view that reading is useless.4．被调查的学生中10人更喜欢游泳。
10 students of the surveyed prefer to swim. 5．根据图表中的数据可知，三分之一的人态度不明确。
According to the statistics in the chart, one third of the people offer no clear opinions. 1.As we can see from the ...从……中我们可以看出……...is higher and higher.……越来越高。
2．There are different opinions among ...在……中持有不同的观点。
3．Some people hold the viewthat ...一些人认为……4．prefer to ...更喜欢……5．According to thefigure/number/statistics/percent ages in the form/chart/graph ... 根据表格/图表/插图/曲线图中的数据/数字/统计数字/百分比可以看出……趁热打铁，佳句活用对照修改，再次背诵1.根据图表可以看出，对于养狗，不同的人持有不同的态度。
高中英语-Unit-1-Cultural-relics教案-新人教版必修2
高中英语-Unit-1-Cultural-relics教案-新人教版必修2Unit1 Cultural relicsWords and expressions1.survive1) vi 继续生存或存在Many strange customs have survived from earlier time.2) vt 经历某遭遇后幸存survive sth.Few buildings survived the earthquake.3) vt 比某人活得长survive sb.The man survived his sister by three years.2.in search of sb./sth 寻找…在句中作目的状语或表语He was in search of an old friend.They went out in search of food.in the/one’s search for sb./sth. 寻找…Many people joined them in the search for gold. search sb./spl for sthFirefighters searched the buildings for survivors.3.amaze surpriseIt amazed her that he could be so calm at such a time. amazed 感到吃惊的She was amazed at how calm she felt after the accident. amazing 令人吃惊的The amazing thing is that it was kept secret for so long.4.designShe came to London in 1960 to study fashion design.The experiment is designed to test the new drug.This room is designed for the children.This is designed as a present for my daughter.We have designed building/ to build a park here.by design on purpose故意地by accident by chance 意外地Do you think the building was burnt down by accident or design?5. fancy vt 爱好，想象（语气较随意）imagineI fancy a swim.Don’t fancy that you can succeed without hard work..I can’t fancy his doing such a thing.My new roommate has a lot of fancy clothes. (adj. 别致的，装饰花哨的，奇特的)6. decorate decorate … with sthWe decorated the house with some pictures.译：墙上装饰有几幅画。
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Cultural relics-知识点复习学案核心单词1. survivevi.生还，幸存；流传下来;幸免vt. 经历……而幸存；比……活的时间长常用结构：survive on sth. 靠……生存（意思等同于live on sth.）survive sb. (by ...) 比某人多活……Of the six people injured in the crash, only two survived.在这次撞车事故受伤的6个人中，只有2个人活了下来。
I can’t survive on $20 a week.每周20美元无法维持我的生活。
Few buildings in Beichuan County survived the big earthquake on May 12, 2008.在2008年5月12日的大地震中，北川县残留的建筑物寥寥无几。
She survived her husband by ten years.她丈夫去世后她又活了10年。
联想拓展survival n. 存活，幸存；残存；遗留；旧风俗survivor n.生还者，幸存者高手过招完成句子（原创）①The old couple 从战争中幸存下来）.②His only chance of （生存）was a heart transplant.③In the terrible accident, there were no （幸存者）.答案：①survived the war ②survival ③survivors2. selectvt.挑选；选择易混辨析select/choose/elect/pick out四个词均含有“选译”之意。
select强调在广泛的范围内进行“精选或淘汰”，侧重以客观为标准进行选择。
choose为普通用词，侧重根据个人意愿和判断从众多的对象中进行选择，着重指被选者的优点。
elect指按照一定的规章和法律，用投票方式进行的慎重的选择。
pick out为口语用词，强调“从个人角度在众多事物之中进行挑选”，有时含有“任意选择”的意思。
高手过招选词填空（select/choose/elect/pick)①Please a good book for me.②She a diamond ring from the collection.③We our monitor by a show of hands.④She the red sweater rather than the pink one.答案：①pick ②selected ③elected ④chose3. designn.设计；图案；构思vt.设计；计划；构思常用结构：by design=on purpose 有意地，故意地be designed to do ... 目的是做……；被打算做……be designed for ...为……而打算／设计I like the design of that rug.我喜欢那块地毯的图案。
A new highway between the two cities is being designed.这两个城市之间的一条新高速公路正在设计中。
The experiment is designed to test the new drug.实验的目的是测试新的药品。
The house are specially designed for the old people.这些房子是专门为老年人设计的。
高手过招单项填空I like the television programme educate not merely entertain. （2009·12·山东青州模块检测）A. designed toB. designed forC. is designed toD. is designed for解析：选A。
be designed to do ...为固定搭配，意为“目的是”，为过去分词短语在句中作后置定语，修饰名词programme。
B、D两项be designed for中for为介词,后面需接v.-ing形式或名词,故排除。
4. fancyadj. 奇特的；异样的vt.想象；设想；爱好n.想象力；幻想；爱好常用结构：fancy that ... 以为是……fancy oneself 自负，自命不凡fancy (doing) sth. 喜欢，想要（做）某事fancy 用于感叹句中时表示“没想到，竟然”。
My sister likes to collect fancy clothes.我姐姐喜欢搜集奇装异服。
I used to fancy what I would like wearing a long snow-like dress.过去我常常想象自己穿着雪白长裙的模样。
Children usually have a lively fancy.孩子们往往拥有丰富的想象力。
Many students fancy playing football.很多学生喜欢踢足球。
Fancy meeting you here！真没想到会在这儿遇到你！I fancy (that) it’s going to rain today.我看今天要下雨。
答案：①to say→saying ②to go→going单句改错高手过招（原创）①Fancy her to say that!②Do you fancy to go with me this weekend?5. considervt . 考虑；认为常用结构：consider doing sth./sth.考虑做某事consider sb./sth. as/to be ...认为；以为；觉得consider it+adj .+to do sth ...认为做某事是……We are considering going to Canada.我们正考虑到加拿大去。
We consider this (to be) very important.我们认为这非常重要。
联想拓展consideration n . 考虑；关心considering prep . 考虑到；就……而言take sth. into consideration 考虑(某事)Considering her age, she has done very well.考虑到她的年纪，她已经做得非常好了。
高手过招(1)单项填空Charlie Chaplin is to be one of the greatest actors in the world. （2009·02·湖北武汉一中质量检测）A. RegardedB. believedC. thoughtD. considered(2)翻译句子 （原创）①你是否考虑过如何到达那里?②他会被认为是个软弱无能的领导人。
解析：(1) 选D 。
考查词义辨析。
think, regard, consider 都有“看作”的意思，然而搭配不同。
think 一般与of 搭配，形成think of ...；regard 与as 搭配，形成regard ...as; consider 可以与as 搭配，形成consider ...as ，也可以跟不定式,形成consider sb. to do sth.的搭配。
(2)①Have you considered how to get there?②He will be considered a weak leader.6. worthadj .值得（做某事）; 有（做某事）的价值n.价值; 用处be worth doing sth.值得（做某事）；有（做某事）的价值be worth sth.用于“数量、持续时间等”的名词之后，表示某物价值多少金额。
The new car cost a lot of money, but it’s certainly worth it.买这辆新汽车花了很多钱, 但确实物有所值。
The thieves stole one million pounds worth of jewellery.窃贼偷走了价值100万英镑的珠宝。
易混辨析worth/worthy/worthwhile“be worth+n.”结构中，当名词为金钱时，表示“……值……钱”。
be worth doing sth.……某事值得被做“be worthy of+n./doing”当名词为抽象名词时，表示“……值得……”。
be worthy to be done/be worthy of being done某事值得被做It is worthwhile to do sth. 值得做某事It is worthwhile doing sth. 值得去做某事It is worthwhile for sb. to do/doing sth.值得某人去做某事The article is worthy of careful study.=The article is worth studying carefully.=The article is worthy of being studied carefully.=The article is worthy to be studied carefully.这篇文章值得仔细学习。
高手过招单项填空①This book is worthy of twice .（2009·12·江苏南京月考）A. Reading B. readC. having readD. being read②He is well skilled playing the piano, so his music is worth .（2009·12·山东烟台模块检测）A. with; listeningB. with; listening toC. in; listeningD. in; listening to解析：①选D。
be worthy 后可以用不定式的被动语态或of being done结构，而worth 后用动名词的主动语态表达被动概念。
②选D。
be skilled in也可以用be skilled at后跟名词或动名词表示，意思是“在……方面熟练的；在……方面有能力的”。
worth意思是“值得”,后跟动名词的主动语态表达被动概念。
在句中，music作listen to的逻辑宾语，而listen为不及物动词，因此to不可以去掉。