高中英语Unit1Cultural relics Period One课时作业新人教版必修2

合集下载

高一英语教案-Unit1Culturalrelics教案(新人教版必修2)

Unit1Cultural relics教案（新人教版必修2）Analysis of this unit：本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源。

发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

Teaching aims:TopicTalk about cultural relicsUseful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly ofFunctional items:I think highly of…I don’t agree that…　Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is …．StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, whi ch was given this name because…Later, Catherine II had the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.The arrangement of the unit： 6 periodsPeriod 1 ReadingTeaching Aims:To talk about the story of Amber Room.Difficult and Important Points:1. Word study2. Talk about cultural relics and what should be done with them3. The attributive clauses with that/which/who/where/whenTeaching Aids:1. A recorder2. a projector,3. some slidesProceduresStep 1. Warming upThe warming-up exercise raises Ss' awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected. Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia.Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Y uan Mingyuan.We should not rebuild Yuan Mingyuan.Step 5.Homework1. Recite the key sentences in the text.2. Retell the text.The design of blackboard:Unit1 Cultural relicsDebatingTopic: We should rebuild Y uan Mingyuan.We should not rebuild Yuan Mingyuan.Teaching reflection:本节课为阅读课-文物，本课的设计能充分激发学生学习的兴趣，鼓励他们用英语大胆地表达自己的观点和看法，并通过分析、讨论提高解决问题的能力。

Unit1 The Cultural Relics第一课时说课稿

Unit1 The Cultural Relics第一课时说课稿一、教材分析：１、教材的地位及作用：本课为高一年级人教版必修二册第一单元第一课时，本单元围绕“文化遗产”这个题材开展多种教学活动。

本节课是本单元的重点，主要介绍琥珀屋的故事，进一步加强学生对国际文化遗产的保护意识，强化爱国意识。

同时通过操练，进一步提高学生听、说、读、写综合素质能力。

２、教学目标：（知识目标、能力目标、德育目标）知识目标：(１)学习、掌握本单元的重点单词和习惯表达。

重点掌握定语从句的使用。

能力目标：学生学会询问别人的意见，表达自己的看法情感目标：通过认识文化遗产加强学生对国际文化遗产的保护意识，强化爱国意识。

３、重点与难点：重点：定语从句的运用难点：鼓励学生用英语谈论文化遗产。

二、教材处理：根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。

首先向学生展示晶莹剔透，金碧辉煌的琥珀屋的图片从而激发学生对课文阅读的兴趣。

接着介绍遗失琥珀屋的背景知识，让学生了解纳粹德国盗窃琥珀屋的卑劣行径，激起学生共鸣，更好理解琥珀屋的文物价值和历史意义。

最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

三、说学情，教学的对象是高一年级，她们在初中对定语从句有所了解，但是在掌握的程度上有较大差异，高一学生思维活跃，敢于提出不同的见解，三年的初中学习已经储备了一定量的词汇和英语知识，能较好的开展话题讨论，各抒己见，创造出充满活力的课堂气氛学生对英语已经有了一定的基础，但部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识四、教学程序：１、新课导入为了激发学生的学习兴趣，引起注意，首先在PPT通过Guessing Game向学生展示晶莹剔透，金碧辉煌的琥珀屋的图片及其他的一些文物古迹让学生猜，既完成了Pre-reading部分又激发学生对课文阅读的兴趣，导入正课。

高二英语：Unit 1 Cultural Relics(教案)

高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Unit 1 Cultural Relics(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 1 cultural relicsteaching goals教学目标1). ability goals能力目标a.learn some detailed information about the amber room.b.improve the students’ reading ability.c.train the students’ ability to grasp key information while listening.d.enable the students to have the ability of talking cultural relics and ways to protect them.2). learning ability goals学能目标help the ss to learn how to give opinions clearly about cultural relics.3)emotion:情感目标train the students’ ability to cooperate with others.enable the ss to talk about the story of the amber roomteaching important points教学重点1 ).the new words and expressions;2). learn some detailed information about the amber room;3). train the students’ ability to cooperate with others;4). train the students’ speaking ability.learn to discuss and act out the ss’ opinions about cultural relics.teaching important points教学难点1)words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). sentence patterns:(1) there is no doubt that…..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4). improve the students’ reading ability.train the students’ ability to grasp key information while listening.how to teach the students to speak out their opinions about cultural relics.teaching methods教学方法1). watch some videos about the cultural relics. (individuals)2). have a discussion. (group work)3). write an article about the discussion. (individuals)teaching aids教学设备a computer, a projector and some slides.teaching procedures and ways教学过程与方式the first & second period (vocabulary,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)the first &second periodteaching 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.do you know any other cultural relics in the world?t shows the ss some cultural relics abroad.task 1: ask the ss to make a dialogue by saying.imagine you have a chance to travel these places. which place would you like togo?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? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.extending questions: to whom do cultural relics belong?step 5 language points1) survivesurvive: vi. continue to live or exist.vt. continue to live or exist in spite of nearly being killed or destroyed by sth.vt. remain alive after sb., live or exist longer thane.g: many strange customs have survived from earlier times.her parents died in the accident, but she survived.few buildings survived the earthquake.the man survived his sister by three years.2) (a) part ofa part of the books have arrived.a leg is a part of the body.he gave me back only part of the money i lent him.part of the house was burnt in the fire.part of the passengers were injured in the accident.*part of it _____ good.*part of them _____ good.3) something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。

高中英语新人教版精品教案《《Unit 1 Cultural relics》》

Unit 1 Cultural relics I. 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，开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热身局部提供了四幅图片，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。

这局部的目的是呈现本单元的中心话题“文化遗产〞。

1.2 Pre-reading是Reading的热身局部，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是关于寻找丧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两局部。

其中第一局部的Exercise 1着重训练对英语单词解释的理解。

Exercise 2 着重词汇在短文中的用法练习。

高中英语Unit1CulturalRelics教学设计新人教版必修2

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

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

文物古迹历来是全世界较为关注的焦点之一。

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

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

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

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

本节课是一节阅读课。

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

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

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

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

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

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

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。

高中英语必修一unit-1-cultural-relics-说课稿

Unit 1 Cultural Relics 说课稿各位评委老师、同学们，上午好。

今天我说课的题目是《Cultural Relics》。

在英语教学中落实新课程标准，是国家教育部课程改革的要求。

教授英语课程，仅仅发展学生的综合语言能力已不能满足当代社会对于全面性综合人才的迫切需求。

教师在专业课程的讲授中，除了传授语言知识、培养学生的语言技能，还应关注学生的情感，注重提高学生独立思考和判断的能力，增强社会责任感，全面提高学生的人文素养。

下面我就从五个方面来谈谈本课的教学设想及相关的理论依据。

首先我们来进行教材分析。

一、教材分析：本节课出自人民教育出版社出版的新课标高中必修二第一单元“Cultural Relics”的第一课时。

（一）知识结构“Cultural Relics”这一单元的中心话题是“琥珀屋”，主要围绕琥珀屋的故事及关于寻找琥珀屋的一系列线索展开。

教学材料中的两篇短文涉及了琥珀屋的历史及下落和如何正确辨别事实与观点的方法等。

由于学生原有知识结构对这类主题的生疏，对于故事主体、发生背景、主要任务、其中各事件的关联等等比较陌生，因而第一课时的热身、导读以及对课文中主要事件的梳理等活动对学生全面、熟练地掌握文章的主旨、单元的主题及所要传递的信息有着重要的意义。

的学习策略。

当我们对教材的知识结构进行了分析之后，就不难理解本节课的重点与难点：（二）教学重点文化遗产的了解与保护。

（三）教学难点有效阅读技巧的把握、定语从句的分类。

二、教学目标接下来说一下本节课的教学目标。

根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：⒈知识目标：⑴了解文化遗产的基本定义及一些基本信息，并掌握相关的词汇、短语。

⑵了解琥珀屋的历史及围绕它发生的一系列事件。

⑶掌握略读、细看和归纳大意等阅读技巧并通过这些方式寻找所需信息并进行推理判断，理解课文。

⒉能力目标：⑴分组学习方式，培养学生与他人沟通交流、分工合作的能力。

高中英语《Unit 1 Cultural relics》period 1 新人教版必修2

In October, 1860, the Yuanmingyuan Park was destroyed by the Anglo-French Joint Forces or the armies of France and Britain.
Destroyed building
Restored building
3rd paragraph: the relocation of the Amber Room in CatherineⅡ time (CatherineⅡ had the Amber d to the palace outside St Petersburg told the artists to add more details to it.)
Seventeen arches bridge
The Great Wall in China
Mogao Caves
The Terracotta Warriors
Triumphal Arch（凯旋门）
TAJ MAHAL（泰姬陵）
• The Pyramids in Egypt
The Eiffel Tower
Cultural relics
Period 1
Period 1
Can you give some examples of the cultural relics both at home and abroad?
Do you know what a cultural relic is?
Forbidden City
In the Amber room there once lived…….
Rebuilt St Petersburg
•Have you ever heard of amber?

高中英语Unit1CulturalrelicsPeriod1-2Vocabulary学案新人教版必修

Unit1 Cultural relicsPeriod 1&2 Vocabulary一、【学习目标】1. 熟读 Unit1 的所有单词和词组2. 会写除人名和地名以外的所有单词和词组3. 会熟练运用重点单词和词组二、【自主预习】 I. Word formation(pp.)(adj.)II. Key words and phrases1. survive vt & vi 幸存 , 经历某事幸存2. doubt v./n. 不确定，疑惑，怀疑不能肯定，对…没准儿[ 研读思考 ]7. reception____ (n.)_______ (v.)8. wooden9.evidence_____ (n.)________ (adj.) 10.sail11. informal___ (n.)________ (oppo.) 12. cultural13.entrance ______(n.)__ (v.)14.explode(n.)jewel1.valuable(n.)(v.) 2. sink pt.)3.survive(n.)(n.)4.amaze(adj.)5.decorate6.[ 研读思考 ](1) Some strange customs have survived from earlier times. (2) I can ' t survive on $40 a week.(3) Camels can survive for many days without water in the desert. (4) The lucky girl has survived the big earthquake. (5) The old lady survived her husband by ten years. [ 结构归纳 ] 经历(事故、灾难等) 还活着、幸存从 ... 存活下来；流传下来 ________ [ 即学即练 ] (1).These plants won ' t (2). He _____ 其它人都死了。

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 period1教案1 新人教版必修2

Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)IntroductionIn this period, after the warming up,students will first be guided to look andsay about the Amber Room. Then theywill be helped to read a narration entitledIN SEARCH OF THE AMBER ROOM.It’s a story about a amber room built andlost, which has been a puzzle for all.Examples of “Warming Up” designs arepresented in this book for teachers’reference. Computer and overheadprojector may be used to aid the teachingand learning.ObjectivesTo help students learn to ask for opinions and give opinionsTo help students learn to read a text about cultural relicsTo help students better understand “cultural relics”To help students learn to use some important words and expressionsTo help students identify examples of The Restrictive and Non-Res trictive Attributive Clauselong, remove, explode, sinkMultimedia facilities, tape-recorder, photos, diagrams1. Warming up⑴Warming up by definingGood morning, class. This period we are going to take Unit 1, Book 2. The topic is Cultural relics. But first, I’d like to ask:What kind of old things can be called cultural relics?Are all the old things cultural relics?What is the definition and classification of cultural relics?To whom do cultural relics belong?⑵Warming up by presentingHi, 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 the m are natural sites. Only an international professional organization from UN has the right to decide on and name them.Shenyang; The Mausoleum of the First Qin Emperor and the T⑶Warming up by discussingNow, boys and girls, I met a “moral dilemma”. Tha t 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?2. Pre-reading by looking and sayingLook at the photos here. What do you know about the substance of “amber”? What do knowtrain to a German city. After that, wha t really happened to the Amber Room remains a mystery.Now please listen and read aloud to the recording of the text In Search of the Amber Room on page 1. Pay attention to the pronunciation of each word and the pauses within each sentence. I willplay the tape twice and you shall read aloud twice, too.4. Skimming and identifying the general idea of each paragraphThis passage on page 1 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. Now please skim the text to get the key words anded to a German city,6. Reading and unde rliningNext underRead the text again to complete the table, which lists all the numbers in the text.om was ready for the 300th birthday of St Petersburg Read the text and learn more about the following proper nouns. You can surf on the website afterCan you imagine the fate of the Amber Room? What is it?Charl otte. The concept of the room and its 3 _____was by Andreas Schlües。

高中英语 Unit 1 Cultural relics教案(4) 新人教版必修2

高一英语Unit1 Cultural RelicsThe first period (Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the Ss’awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do 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? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the libraryor use the Internet to search for information.Record after teaching:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Second Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points:1 .The new words and expressions;2. Learn some detailed information about the Amber Room;3. Train the students’ ability to cooperate with others;4. Train the students’ speaking ability.Teaching difficult points:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．4. Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening. Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Searcho f the Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading. Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the storyof amber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading. Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language points1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.There is no doubt that the boxes were then put on a train for konigsberg,at that time a German city on the Baltic Sea.(同位语从句)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some relatedexercises.1.Translate the sentences on Page 43 into English. Write the English sentencesin one of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1.Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v (T)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state,condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________.。

高中英语 Unit1 Cultural relics--Period1 Reading优秀教案新人

Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.Teaching Aims：1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart2.Help the students understand the structure of the following sentences：In return，the Czar gave the King of Prussia 55 of his best soldiers.P2This was a time when the two countries were at war.P2There is 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.P23.Help the students learn to talk about the story of the Amber Room.4.Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching Important Point：How to tell the story about the Amber Room and talk about cultural relics Teaching Difficult Point：Help the students understand the cultural relics and realize what should be done with the cultural relics.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Warming upT：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?Group 1 The Pyramids in EgyptGroup 2 The Great Wall/ChinaGroup 3 Stonehenge/Britain Salisbury plainT：Please tell the reasons for their importance.S1：Symbols of their countries.S2：A concrete annotation of their cultures.S3：Have a memorable significance.S4：Bring in money from tourism.The warming-up exercise helps the students realize that there are some well-known cultural relics both at home and abroad.Ask the students to try their best to think of the cultural relics that they know.T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.Ss：The topic of this unit is cultural relics.T：Do you know what cultural relics are?Ss：Cultural relics are something that has survived for a long time，often a part of something old that has remained when the rest of it has been destroyed；it tells people about the past.T：Very good，also we can say：Cultural relics are traces or features surviving from a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected?S1：The Great Wall.S2：The Big Ben.Ss：...T：Yes.You are right.Now do you want to know more about these cultural relics?Ss：Yes.Step 2 Pre-readingT：What is your favorite city?Why?What makes a city great?S1：a long historyS2：cultural relicsS3：many great peopleS4：important events taking place thereT：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.Listen to the tape and finish the comprehending exercises.1.The suggested answers to the comprehending exercise 1：1）B 2）D 3）B 4）A 5）C2.The suggested answers to the comprehending Exercise 2：1）The Amber Room was not easy to make.（NS）2）Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it.（S）3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）4）The Russians didn’t care about the Amber Room.（NS）5）The Russians don’t think the Amber Room will ever be found.（NS）Step 3 Detailed ReadingT：Read the text again and answer the following questions：1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia?2.Why it is called the Amber room and how many tons of amber were used to make the Amber Room?3.What did Catherine the great do with the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.4.What happened to the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.S3：She had the Amber Room moved to the palace outside St Petersburg and transformed it.S4：It was taken apart and missing in the second world war，and the Russians and Germans have built a new Amber room at the summer palace.Step 4 Intensive ReadingT：Please read the text again and try to catch the main idea of each paragragh.（After four minutes）T：Now everyone.Have you got the main idea of each paragraph?Ss：Yes.T：OK，who would like to tell me the main idea of the first paragraph?S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.T：Excellent.What about the second paragraph?S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.T：Very good.Then how about Paragraph 3?S3：This paragraph tells us that Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.T：Very good.What about the fourth paragraph?S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.T：Well done.Then，how about the fifth paragraph?S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.T：All of you have done a good job.Let’s come into the next part.Step 5 DiscussionT：Now please discuss this question in groups：What should we do to protect our cultural relics?I’ll give you three minutes to prepare.（After three minutes.）T：Now time is up，any group would like to tell us your ideas.Students show their ideas.Step 6 Homework1.To finish the exercises on Workbook.2.Prepare for the next class.Step 7 The Design of the Writing on theBlackboardUnit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问Step 8 Record after Teaching。

[教案新部编本]Unit 1 Cultural relics

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 1 Cultural relicsPeriod One: Warming up and ReadingStep 1 Warming up1.Cooperative learning:2.Do you know what cultural relics are? Are all the old things are cultural relics?(They are traces or features surviving from a past age and serving to remind people of them; they present the culture of a place and some periods of history)3.Do you know these famous places? (show some pictures of the culturalrelics in the world) If you know, what do you know about them?4.Which one would you like to visit most? Why?5.What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)5. Can you tell us some famous cultural relics?(Mount Taishan, The Mogao Caves, Longmen Grottoes, Yungang Grottoes, The Summer Palace, Mount Emei, Historic Ensemble of the Potala Palace…) 2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyramids in Egypt(3)The Tai Mahal (In India) (4) The Sydney Opera (In Australia)(5) The Great Barrier Reef (In Australia) (6)The Big Ben (In England)Step 2 Pre-reading1. What do you think of the cultural relics? (by describing the pictures)2. Suppose one of them got lost, how would you feel and what will you do with it? (Try our best to find it; Protect the others in order that they will not get lost; Rebuild a new one if we really can’t find it; Learn more about how to protect relics) Task 1: Fast reading—Main idea1)Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)2) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)Task 2: Careful reading—Detailed informationI. Ex. 1 (P2) Join the correct parts of the sentences together.II. Choose the best answers according to the passage.1. The king of Prussia who gave the Amber Room as a gift to Russia was_______.A.Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2. The king of Prussia gave the Amber Room to Russia because_____.A.he wanted to marry Catherine II.B. he was kind.C. he needed better soldiersD. he wanted to make friends3. The Amber Room was stolen by______.A.Russian soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France5. The Russians didn’t hide the Amber Room because ______.A.they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it awayT or F questions:( ) 1. The Amber Room was not easy to make.( ) 2. Catherine II didn’t like everything about the Amber Room when she first saw it.( ) 3. The Amber Room was taken to Konigsberg and hidden there in 1941. ( ) 4. Th e Russians didn’t care about the Amber Room.( ) 5. The Russians don’t think the Amber Room will ever be found.Task 3: Main idea of each paragraph (P2 Ex. 2)Step 3 ListeningListen to the tape and follow it to read the text loudly.Step 4 DiscussionWhat should we do to protect our cultural relics? ( Pair work)Step 5 Summary of the text1. The Amber Room: the best and biggest work of art ever made.----2. In 1716, the Amber Room was given to the Czar as a gift,----3. In 1770: the Amber Room was redecorated by Catherine II.---4. In 1941: The Amber Room was stolen by the Nazi German army.---5. The old missing Amber Room is being searched for; a new one has been built.Step 6 Explanations1. compete: (vt) take part in a race, contest, exam, etc.(1)compete in 在…中比赛/竞争Will you compete in the race?(2) compete against / with… 与…竞争/比赛He is going to compete against / with his classmates.(3) compete for 为…而竞争/比赛The two teams will compete for the championship.(4) competitor 竞争者competition 竞争,比赛competitive (adj) 竞争性的,比赛性的2. survive: vt & vi 幸存Fortunately he survived the traffic accident.Camels can survive for many days with no water.The helicopter picked up all the __________.They prayed for the ___________ of the sailors.survivor (n) 幸存者survival (n) 幸存3. remain (1) vi. 留下,遗留I went to the city, but my brother remained at home.(2) link-verb. 后接n / adj / 介词短语/表位置的adv.My friend became a boss, but I remained a teacher.The death of the old man remained unknown.The problem remains to be discussed.Nothing remains but to send the invitation out. (只要…就行了)It only remains for me to sign the paper that you gave me. (某人所要做的只是某事) He bought a new book with the __________(剩下的) 40 yuan.=He bought a new book with the 40 yuan _________. (剩下的)*---Why do you look so upset?---There are so many troublesome problems ___.A.remaining to settleB. remained settledC. remaining to be settledD. remained to be settled.4. the rest 作主语时, 根据指带对象不同,可能是单数,也可能是复数.(1)I have finished most of the work, and the rest ____ to be done next week.(2)Some students went out, and the rest ____ remained in the classroom.5. imagine: vt 想象n. imagination(1)You can’t imagine how I miss you all.(2)We can hardly imagine life without water.(3)Can you imagine her becoming a thief?= Can you imagine her as a thief?6. state / condition / situation(1)We try to make ourselves get into a _____ before the exam.(2)Janna is in a poor ______ of health, which worries her parents.(3)His health is in good ________.(4)Suddenly he found himself in a difficult __________.state 状态, 可数名词; condition 条件, 复数形式表“环境,状况”; situation 指处境,局势.7. find / find out / discover(1)I’ve _______ the book I was looking for.(2)Please __________ what time they are coming.(3)The police are trying hard to _________ about the accident.(4)Columbus ___________ the New World in 1492.find out : 经过努力有意去“找”, “打听”, “弄清楚”. find: “找到,发现”, 强调结果.discover: 发现本来就存在但未被人所知的事物, 地方,思想等.8. gift: 礼物; 天赋He has got lots of birthday gifts.He is a man of gifts. 他多才多艺.The boy has a gift for music.gifted (adj) 有天赋的9. 情态动词+have done (对过去发生的事实的推测)(1)He paid for a seat when he ______ have entered free. (could /would / must /need)(2)I _______ have been more than six years old when the accident happened. (shouldn’t / couldn’t / mustn’t / needn’t)10. …it easily melts when heated…连接词+分词(前后主语一致: 主动用v-ing, 被动用过去分词).(1)While (they were) building the house, they found the vase.(2)When (he was) asked, he made no answer.(3)Unless (I am) invited, I won’t go the re.(4)When __________ help, one often says “Thank you” or “It’s kind of you”.(offering / to offer / to be offered / offered)(5) When first ________(introduce) to the market, these products enjoyed great success. (o4四川)11. design (v / n)(1)They designed the building carefully.(2)The experiment is designed to test the new drug. (打算将…用作…)(3) I like the design of the new school.(4) Children above 12 are able to take part in skiing or other activities ___________ (design) for them. (05丰台统考)12.fancy:adj. (1) fancy clothes 新奇服装(2) Fancy meeting you here! 想不到在这儿见到你了!(3) I don’t fancy walking in the snow. 我不喜欢在雨中行走.have a fancy for… 爱好,爱上,入迷fancy sb doing sth 想象某人做某事13. in return: 回报,作为报酬What can we do for them in return for all the help they have given us?我们将怎样来报答他们所给予我们的种种帮助呢?I gave him some books in return for his assistance.in turn 轮流地,依次; 反过来by turns 轮流地,时而…时而…14. missing / lost / gone(1)Five people were _________.(2)The boat and all the men were ________ in the storm.(3)My pain in the leg is _______ now.(4)Much to his upset, Bob found his wallet _______ just as he wanted to pay forthe necktie.missing: “丢失的, 缺少的”, 强调不在场; lost:过去分词, “失去的, 丧失的”gone: 过去分词, “过去的,不在的,丢了”,常作表语和补语.15. 介词+名词(表状态)at war / work / home / tableon show / duty / sale / holiday / fire / watchin trouble /danger / battle / doubtunder repair / discussion / construction16. There’s no doubt that…There’s no need to do / for sth / sbThere’s no possibility that…(It’s) no wonder (that)…难怪…There’s no hope of doing sth(1)Do you doubt ______ she will succeed?(2)I doubt _____________ he will keep his word.(3)I have no doubt _______ he will win the game.Step 6 Homework1.Remember the useful words and expressions.2. Prepare for the next period.Period Two Learning about languageStep 1 RevisionThe Amber Room1.Time spent: A _______ of artists spent ____ years making it.2.Material: 7,000 tons of _______ were used for making it, with _____ and_______.3.Purpose: It was made _____ to be a gift, _____ for the Palace of Frederick I.4.Results: It was _________ to Russia people. After Frederick William Isucceeded his father and _______ the king of Prussia; soon it became part of the Czar’s winter palace; it was on e of the great ________ of the world; in 1941, it was ______ by the Nazis. Now a new Amber Room _____ _____ _______ in Russia and it ______ ______ ______ the old one, _________ the old photos.Words guessing game1.looking for---2.to take something away---3.something given to a person ---4.be the property or a member of---5 as a reward for something---6. very special and hard to find---7. not to be sure of ---8. stay in the same place---9. high temperature---Step 2 Practice (Ex.1&2 (p3))Step 3 Grammar: Attributive ClauseTask 1: Ex. 3 & 4 (P4)(1)E.g. Here are the farmers. They discovered the underground city last month.Here are the farmer s who / that discovered the underground city last month.(2) E. g. The mother whose son had won the first prize was very proud.Task 2: Fill in the blanks using which, as, when, who, whom, where, when, why, that.(1)St Petersburg is a very beautiful city, ________ was once called Leningrad.(2)In Xi’an, I met a teacher, ______ has a strong love for cultural relics and tookme to visit the history museum.(3)I don’t remember the soldier, ______ told me not to tell anyone what I hadseen.(4)My grandfather was a child then, _____ people didn’t pay much attention tocultural relics in the old days.(5) They moved the boxes to a mine, _____ they wanted to hide them.Task 3: Practice.(1)What surprised me was not what he said but the way ____________ he said it.(2)We’re just trying to reach a point______ both sides will sit down together andtalk. (06山东）(3)____ is often the case, we have worked out the production plan.(4)This is the very house _______ he lived(5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday.(6) That’s the reason ______ he was late.(7) The pictures brought the days back to the old ______ they swam in the river.(8) Robert and his songs _____ were famous in the U. S. are also popular in China.(9) They are always smoking, _______ of course, will do harm to their health.(10) The situation ______ you use the words is very clear in fact.TaTask 4: Correct the mistakes:1.The reason why he explained at the meeting surprised us.2.I can remember the days when we spent together.3.The way in which you talked about is very important for us.4. Put the book in which you can it easily.Step 4 Homework1. Finish the related exercises on the Workbook.(P42)2. Prepare for the next lesson.Period Three Extensive ReadingStep 1 RevisionDictation1.There was no doubt that the house belonged to my grandfather.2.We will look into the matter tomorrow, when the owner will be back.3.I won’t go there if invited.4.I’m pleased to have been of any help to you.5.The girl was highly thought of for her good design.Step 2 Reading, listening and writingDiscussion: 1. What must a judge do in a trial?2. What is a fact? And what is an opinion?3. What are the differences between a fact and an opinion?Step 3 ReadingTask 1: Listen to the tape and make sure what the three people say about the missing Amber Room and try to find who is giving the most facts.Task 2: Read the passage and fill in the forms.Step 4 Explanation1.“疑问词+不定式”,构成不定式短语,在句中作主语,表语,宾语等成分.(1)Where do go tomorrow has not been decided.(2)He has to learn how to send e-mails.(3)Will you show me how to surf the Internet?(4)Perhaps the most difficult thing is how to survive without friends?(5) I just want to know when to start?2. consider (1) 考虑consider sth / doing sthWe are considering going abroad.Have you considered his decision?(2) 认为consider +that-clause consider…as/ (to be)…They all consider that we should start now.He is considered as / (to be) the best player.(3) considering 鉴于,考虑到,就…而言She did very well, considering his age.(注意:此处不可以改成considered)3. rather than: 而不是other than 除了…(1)He would die rather than give in.(2)He prefers to stay at home rather than go outing.(3)What I need now is money rather than advice.(4) Other than England, there are no other places like this.Step 5 Reading task (P44-45)We’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the Rescue.Task 1: Fast reading---main idea.1. Choose the best summary. (Ex. 1P45)2. Why does Big Feng want to save cultural relics?(Big Feng and his friends offer each other help whoever needs help. So Feng believes that his work to save cultural relics is a way to thank his friends.)Task 2: Careful reading – details.1.What does “a big heart”mean? In which ways does Feng showthat he has a big heart?2.Why does he think it is important to do this than to write hisnovels?3.It is very time-consuming(耗时的)f and expensive for Feng to takecare of the cultural relics. Can you think of other ways to helphim?Step 6 DiscussionWhat should we to protect our cultural relics?Step 7 HomeworkDo a research about one of the cultural relics in China.Period four ListeningStep 1 Revision1. There is some __________(evident) that the ceremony is improving.2. Mobile phone users were complaining about poor________(receive).3. Already the whole project was looking _________ (doubt).4. Remember to take all your personal ________(belong) when youleave the plane.5. After serious ________(consider0 of all the issues, they decided toleave.Step 2 Listening (P5-6)Task 1: Leading-in:Two people are talking about what happened to the Amber Room. Task 2: Listen for main idea and some key points.Part A: where was the Amber Room lost?Part B: how was it lost?Task 3: Listen for detailed information.Fill in the chart. (P6)Step 3 Listening practice (P41)Task 1: Leading-in(1) How much do you know Aswan Dam in Egypt? What is it used for?(2) Do you know there is a similar project being carried out in China?Task 2: Listen for main idea and some key points.Task 3: Listen for detailed information.1. Why was the Aswan Dam built? Was it successful?(The dam was built to stop floods on the Nile River. It was built to give people more electricity.)2. What problems were there during the building of the dam?(The water in the lake behind the dam rose. 53,000 people had to move and some temples were in danger.)3. The Aswan Dam is the largest dam in the world.(1) True (2) False (3) It’s not mentioned on the tap e.4. Why did Abu Simbel need to be moved?(The dam would put it under water.)5. What problem did the engineers need to solve?(The engineers needed to find a way to move the relic to safety.)6. Abu Simbel is the most popular place for tourists who visit Egypt.(1)True (2) False (3) It is not mentioned on the tape.Step 4 Listening TaskTask 1: Leading-inAs we know, the Aswan Dam is one of the ancient cultural relics made by people in the old times. Now there are also some well-designed buildings that may become cultural relics in the future. Show some pictures of the Forbidden City in Beijing.Questions: 1. What do you know about the Forbidden City in Beijing?2. when is it built? What is it used for?Task 2: Listen and get the main idea and some key points.Summarize the main idea in one sentence.Task 3: Listen and finish Ex. 3 (P44).Fill in the chart on page 44. (Part A and Part B)Step 5 HomeworkPrepare for next period.Period Five Speaking and writingStep 1 Speaking (P6)Discuss and make a dialogueGroup work:(1)We often use some expressions to ask for opinions:1.Do / Don’t you think that…?2.Would you consider…?3.Why / Why not?4.Do you have any idea about? How do you know that?5.Are you sure he/she was telling the truth? How do you know that?(3)How can you be sure of that?(2) We often use some expressions to give opinions:1.I think / I don’t think / I (don’t) believe…, because…2.In my opinion, …3.Sorry, I agree/ don’t agree with you.4.I think …is telling the truth because…5.That can’t be true.6. It is (not) a fact.7. I (don’t) agree with you.8. I don’t agree that…9. It can be proved. 10. The truth is (not) easy to know.11. I think they have said useful things. 12. …has no reason to lie. Situation 1:Jane said she would join you in the game, but now she hasn’t turned up…Situation 2:Li Hua promised to have a barbecue with you all on Saturday. But something unexpecte d happened. You don’t know whether it was true or not.Step 2 Reading and writingTask 1: Leading-inWe have talked about what we should do to protect the cultural relics; now we’ll learn a letter from a German newspaper. The writer gives his opinion about what should be done with a cultural relic that has been found.Task 2: Read the letter and write a short reply to it. You may choose to agree or disagree and give reasons.Model ADear Johann,I must say that I agree with you. If you find __________, it should belong to you because ____________________________. Even if I lost something, I wouldn’t expect ______________. Once I lost a ________, I decided not to __________. People need to understand that ___________________. Your letter helps me to remember that people need to be careful with ___________. Then they won’t need to worry about ____________. So you see, Johann, I got tworewards: one I could _______________ and one I could __________.Model BDear Johann,I must say that I don’t agree with you. Though you find _________. It doesn’t mean it belongs to, you should __________________. I’m sure you wouldwant someone to __________________. Once I found a beautiful ________. I want to_______. Then I remembered seeing one just like it in __________. I went to the ________ and found the ________ to whom it belonged. __________ was very ________ to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart.Step 5 Explanation1.think highly / much / well of… =sing high praise for…think little / nothing of…The headmaster thought highly of me for my good performance.The little boy was well thought of by them.He thought nothing of walking 40 miles. 走40英里, 他不当回事.2. b esides (adv): what’s moreIt’s too late; besides, it’s starting to rain.Step 6 HomeworkWritten work: Translation (P43)Period Six AssessmentStep 1 Dictation1.They looked into the accident and knew what to do with the survivors.2.The room of fancy style can serve as a reception hall.3.There’s no doubt that the problem under discussion remains to besolved.4.He took the old clock apart in search of something, which wasthoughthighly of by his parents.Step 2 SummarySo far we have l earned this unit. It’s about the _______ _____ and how to ________ them when they’re in ________. Also we have learned how to show our opinions: _________ and ______________.Step3 Assessment (测试性评价)Complete the sentences with suitable words.1. The Great wall is one of the w_______ in the world.2. When the police arrived, he had destroyed the e________ of his guilt. (犯罪)3. Have you seen the latest d______ for our new No. 1 Middle school.4. His parents died in the big fire, but he s________.5. To my joy, I got a very friendly r_______ when I arrived there.6. He went into the office and l__________ up a cigarette.7. I have a good way __________________________________(考虑) your suggestion.8. In order to ________(证明) his point, she stayed up.9. I don’t want to go; __________(此外), I’m too tired.Step4 Sentence-changing (句型转换)1. 合并句子为复合句.1) The bus is owned buy the company. It often takes the children to school.The bus that/which takes the children to school is owned by the company.2) Jack is a famous singer. His songs are loved by many young people.Jack is a famous singer, whose songs are loved by many young people.3)A young man asked me to give you the message. I did not know him.A young man, whom I did not know, asked me to give you the message.2. 改写句子1)There will be an important meeting to be held this evening.There’s going to an important meeting, ______ ____ _______ this evening.2) It was certain that he had left.There was ___ _____ that he had left.3) Which do you think is more delicious?___ _____ ________, which is more delicious?4) Unless you are invited to speak, you should keep silent at the meeting._______ ______ to speak, you should ________ silent at the meeting.3. 用恰当的关系词填空1)The man in _______ car we travelled had an accident.2). I don’t care about the way ____________ they communicate with each other.3). Which is the latest machine _______ is invented by him?4). That’s all ______ we need to consider.5). I can remember the very day _______ we worked together.6). That’s the only place _______ the accident could happen.4.语法填空。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Unit 1 Cultural relics Period OnePeriod One Warming Up & ReadingⅠ.根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。

选项中有两项为多余选项。

How to Work Faster and Smarter•Structure.Planning, using productivity tools, and scheduling tasks on your calendar can help.Set yourself up to win by breaking tasks down into manageable small tasks.__1__ And you still have time to take care of yourself, such as eating well, exercising, relaxing, etc.Without self-care, you lose efficiency due to being overworked.•Don’t multitask.There is an illusion(错觉) that doing many things at once is productive.Instead, it leaves you half-focused, and constantly switching gears(切换注意力)．__2__ Set a timer, and work in 90-minute increments.Focus on that one task either for 90 minutes, or until it is complete.Then, take a break, and move on.•Urgent doesn’t necessarily mean important.__3__What someone else thinks is urgent can create a sense of people－pleasing caused panic.If you know it is not important, then prioritize, and do what is most important first instead.You know best how to set your priorities and get your work done.•__4__ Power down those phones, turn off notifications.Set up an autoresponder(自动回复器) if you need to, but disconnect in order to avoid distractions.You will get more done, if you focus only at the task at hand and answer to all missed calls and notifications once you’re done.•Take breaks.__5__ Shake it out.Eyestrain and headaches can happen if you look at a computer screen for too long.Get outside for a quick walk and come back feeling refreshed and energetic.A．Turn it off.B．Get up and move around.C．You must listen to yourself.D．Create true office hours and stick to them.E．Remember that you can expect the best in return.F．In this way you can know what is most important to do first.G．You may have a sense that nothing ever really gets complete this way.答案 1.F [空格前面一句意为“让自己把任务分解成可管理的小任务”，那么接下来的一句应该说这样做的好处是什么。

选项F的意思为“这样你就知道首先要做的最重要的是什么”。

故选F。

]2．G [空格前面的句子意为“相反，它让你只有一半的专注，不断切换注意力。

”这种做法造成的结果是“你可能有一个感觉，用这种方式从来没有什么事情是真正得到完成的”。

故选G。

]3．C [空格后面一句意为“别人认为紧急的事情可以引起恐慌。

”所以紧急并不一定意味着重要。

因此你应该倾听自己。

故选C。

]4．A [根据本段“让手机断电，关闭通知”等等内容，可以判断本段的标题应该为“把它关掉”。

故选A。

]5．B [本段标题为“休息”，选项B意为“起来四处走走”，这是休息的一种方式，故选B。

] Ⅱ.阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

My six-year-old daughter, Caitlynd, and I stopped at a shop for some candy.As we were going out the door, a boy was coming in.The boy had a big scar in his face __1__ made him very ugly.He held a skateboard under one arm and a basketball under the other.Caitlynd, who was walking ahead of me, __2__ (stop) when she saw the boy.I thought the ugly boy scared her, and she’d frozen on the spot.But I was wrong.Caitlynd backed up against the door and opened it wide.So it was much __3__ (easy) for the boy to pass it.Now I was face to face with the boy.I stepped aside and let him pass.He replied “Thank you very much.” __4__ (polite)．On our way to the car, I commended Caitlynd __5__ her manners in holding open the door for the boy.She didn’t seem to be __6__ (scare) by his appearance, but I wanted to make sure.If a __7__ (mother) talk about freedom of self－expression and allowing people their differences was in order, I wanted to be ready.As it turnedout，__8__was I who needed the talk.The only thing Caitlynd noticed about the boy was the fact that his arms were full.“It was __9__ (difficulty) for him to open the door.”I saw the ugly scar in the boy’s face, but she saw a person carrying something under each arm and __10__ (head) toward a closed door.答案 1.which/that [考查定语从句引导词。

made him very ugly前面缺少指代scar这一名词的主语，故用which或that引导定语从句。

]2．stopped [考查动词时态。

本文主体时态为一般过去时，该句为发生在过去的事情，故用stop的过去式。

]3．easier [考查形容词比较级。

Caitlynd将门打开的宽宽的，使得小男孩更容易通过。

] 4．politely [考查词性转换。

空格处所填单词应该修饰动词replied，故用副词形式。

] 5．for [考查固定搭配中的介词。

commend sb for sth是固定搭配，意为“因为某事而表扬某人”。

]6．scared [考查被动语态。

根据空格后面的by his appearance可知，Caitlynd没有被小男孩的相貌吓住。

]7．motherly [考查词性转换。

mother为名词，而空格处需要填一个形容词，用以修饰其后面的名词talk。

motherly为形容词，意为“母亲般的；慈母般的”。

]8．it [考查代词it的用法。

It is/was...who/that...是强调句型结构。

]9．difficult [考查词性转换。

空格前面的was决定了空格处应该填difficulty的形容词形式。

]10．heading [考查词性转换。

空格所填单词的形式应该与carrying一致，故填heading。

] Ⅲ.阅读理解London is one of the most popular places in the world for tourists to visit.If you’re planning a trip to London in the future, you’re in luck.There are a variety of attractions for you to enjoy.One of the most popular attractions in London is The Tower of London.Founded more than 900 years ago, The Tower of London is one of the world’s most famous towers and has many changes throughout the years.Here, you can also find some ravens (渡鸦), which live in the tower.Another popular place to visit is Westminster Abbey.It was founded in 1065 byEdward the Conqueror.Visitors to Westminster Abbey enjoy its beautiful unique Gothic architecture (哥特式的建筑风格)．There are also lots of memorials (纪念碑) of Kings and Queens to enjoy.Excellent transportation is available here by bus or tube from many locations in London.Buckingham Palace is another place with a rich history to discover.It’s the official residence (官邸) of Queen Elizabeth Ⅱ.During August and September, you can visit the State Rooms and see the Changing of the Guards.Be sure to check the opening time before you make plans to visit the Palace because it is not open year round.If you want to enjoy one of London’s most beautiful gardens, Hyde Park is the place for you.There are many activities to join, including swimming, tennis, and horse riding.In addition, many concerts are performed in Hyde Park.There’s also a playground available for the kids.It’s suggested that you should not drive because there are a limited number of parking spaces available because of the popularity of the Park.【语篇解读】英国伦敦有许多世界著名的旅游景点。