人教版英语必修二UnitCulturalRelics学案(人教版)_2
人教版课标必修二 Unit 1 Cultural relics 学案
Unit 1 Cultural relicsWarming up & ReadingDoes a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? 文物一定要总是稀有并且有价值的吗？保存了很长一段时间就足够(成为文物)了吗？动词不定式的完成式to have survived表示survive这个动作早已经开始。
Reading课文学习IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make.普鲁士国王腓特烈·威廉一世绝不会想到，他最大送给俄罗斯人民的礼物会有这样惊人的历史。
人教版高中英语必修2新人教版必修二Unit 1 Cultural relics全单元教案
Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong tocultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THEAMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the textSince you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2. Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In forma l writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause m odifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?Th e clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance ofheredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officia ls, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art. The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers,has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s themost important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not tobelieve.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.What is the best evidence?B.How can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM I. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions asmuch or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
人教版高中英语必修2新人教版必修二Unit 1 Cultural relics 学案2
Book 2 Unit 1 Cultural relics一、预习课文，完成下列表格二、课文短语1. 文化遗产2. 寻找3. 肯定没想到4. 这么一段令人吃惊的历史5. 以独特的样式6. 用金子和珠宝装饰7. 属于8. 作为回报9. 充当10. 增加更多细节11. 处于交战状态12. 搬掉一些家具13. 在不到两天时间里14. 毫无疑问的是三、重点单词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 sth. 经历某遭遇后幸存survive sb. (by ...) 比某人多活……【例句】Of the six people injured in the crash, only two survived.I can’t survive on $20 a week.Few buildings in Beichuan County survived the big earthquake on May 12, 2008. She survived her husband by ten years.【拓展】survival n. 幸存；遗留；旧风俗survivor n. 生还者，幸存者【练习】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 was no （幸存者）.2.amaze vt. 使吃惊，惊讶It amazed her that he could be so calm at such a time.amazed adj. 感到吃惊的She was amazed at how calm she felt after the accident.amazing adj. 令人吃惊的The amazing thing is that it was kept secret for so long.3. 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【翻译】我喜欢那块地毯的图案。
人教版高中英语必修二Unit1《Culturalrelics》word单词学案
山东省泰安市肥城市第三中学高一英语人教版必修2《Unit 1Cultural relics》单词学案教学内容教学设计【回顾复习】检查学生单词读音，纠错。
【自主合作探究】（一）重点单词1．survive(1) vi.生存Camels can survive for many days with no water.(2) vt.幸存，幸免She was the only girl to survive the accident.(3) survive on...靠……存活下来每周20美元无法维持我的生活。
(4) survive sb.(by...)比……活得长(几年)她比她丈夫多活了10年。
2．design(1) n.设计，构思Ad writers were starting to pay more attention to the designof t he ad text.(2) vt.设计，计划She designs new dr esses for the fashion show.(3) be designed for sb./sth.为某人/某物设计、计划be designed to do sth.为做某事计划、设计be designed as sth.作为……而设计The Hope Project is_designed_to_help_those_children who dropout of school because of poverty.(4) by design＝on purpose有意；故意It happened—whether by_accident_or_by_design—that the two of them were left alone after all the others had gone.3．remove(1) vt.脱掉The boy removed his di rty shirt and threw it into the sink.(2) vt.清除，去掉How can I remove the stain from my skirt？(3) remove...from...从……移开/清除……你能把你的包从椅子上拿开吗？熟读单词和短语，注意发音。
Unit1Culturalrelics学案(人教版必修2)
Unit 1 Cultural relics课前预习单词拼写1.It seems that much work r________ to be done.2.His plane crashes, but Chuck s________ the crash and landed on a deserted island.3.That bird is very r________ in this country. It should be protected from being killed, or itwill die out soon.4.He was very gifted and had a natural ability to d________ buildings.5.The scene made scientists eager to send the rover around the planet in search of________（证据）that the landing site was once covered with water .6.He pretended to be reading an important paper when the boss entered. In fact, he didnothing to do with it.7.The t________ dug out of the earth was a box of gold coins.8.This old Chinese square table is a very valuable piece of f________.9.I have d________ about whether he is the best man for the job.10.The Great Wall is one of the w________ of the world.重点短语1. _______________ 调查2. _______________serve as3. _______________ 属于4. _______________ 寻找5. _______________ 作为报答6. _______________ 处于交战状态7. _______________ rather than 8. _______________ search for sth9. _______________ tell the truth 10. _______________ search sp for sth11. _______________ in other words 12. _______________ take …apart13. _______________ think highly of 14. _______________ cultural relics15. _______________ look much like 16. _______________ in a trial小组合作探究课文理解True or False?1.In a trial, a judge should consider how each eyewitness looks.( )2.The judge cares only if the eyewitness has given useful information.( )3.A fact is something that over one person believes or has seen or done.( )4.All the people believe something is a fact when they are given much evidence.( )5.An opinion is good evidence in a trial.( )课文重点句子翻译1.虽然摸起来像石头一样硬，可是加热后却很容易熔化。
人教版高中英语必修二教案
人教版高中英语必修二教案教案标题：探究文化差异——《Unit 1 Cultural relics》教学目标：1. 了解和掌握有关文化遗产的词汇和表达方式；2. 学习阅读关于文化遗产的文章，提高阅读理解能力；3. 培养学生对于文化差异的理解和尊重，增强跨文化交流的能力。
教学重点：1. 学习和掌握与文化遗产相关的词汇和表达方式；2. 阅读文章，提高阅读理解能力。
教学难点：1. 理解和分析文章中的文化差异；2. 运用所学知识进行跨文化交流。
教学准备：1. 教材：人教版高中英语必修二教材；2. 多媒体设备；3. 课件、图片、视频等教学资源。
教学过程：Step 1: 导入新课 (5分钟)1. 利用图片或视频引入文化遗产的话题，激发学生的学习兴趣；2. 提问学生对于文化遗产的了解和看法，引导他们思考文化差异的重要性。
Step 2: 词汇学习 (10分钟)1. 呈现与文化遗产相关的词汇，并进行解释和示范；2. 学生跟读、模仿，并进行词汇拓展和运用。
Step 3: 阅读理解 (25分钟)1. 分发阅读材料，让学生阅读并回答相关问题；2. 学生小组讨论，分享答案并进行解释；3. 整体讨论，引导学生理解文化差异对于人们生活的影响。
Step 4: 跨文化交流 (15分钟)1. 学生分组，每组选择一个文化遗产进行介绍；2. 学生利用所学知识和课件等资源，进行文化遗产介绍；3. 学生互相提问、交流，加深对于文化差异的理解和尊重。
Step 5: 总结和反思 (5分钟)1. 教师总结本节课的重点和难点，强调文化差异的重要性；2. 学生进行个人反思，思考如何更好地理解和尊重不同的文化。
教学延伸：1. 学生可以自主选择一个国家或地区的文化遗产进行深入研究，并进行展示；2. 学生可以通过阅读相关文章或观看纪录片等形式，进一步了解不同文化之间的差异和联系。
教学评估：1. 学生的课堂参与度；2. 学生在阅读理解和跨文化交流中的表现；3. 学生的个人反思和总结。
人教版高一英语必修2Unit 1 Cultural relics(Book 2) 学案含答案
Unit 1 Cultural relics （Module 2）Period 1 Reading: In Search of the Amber Room Class ： Name ： Group ： No ： Learning Objectives ：1. Learn the useful new words and expressions in the lesson.2. Read the passage and learn about the story of the amber room.Learning Key Points ：1. Reading skills: scanning and skimming2. Asking-and-answering activity to check the Ss’ understanding of the text. Individual, pair or group work to finish each task.Learning Difficult Points ：Develop reading ability.Learning Procedures:Ⅰ【Pre-class homework 】自主探究 A. Match the main idea of each paragraph.Paragraph 1 A. how and why a new amber room was builtParagraph 2 B. the improvement of the Amber RoomParagraph 3 C. the disappearance of the Amber RoomParagraph 4 D. changes about the owners of the Amber RoomParagraph 5 E. the building of the Amber RoomB. Judge the following statement True (T) or False (F).(1) The Amber Room has a strange history. ( )(2) The Amber Room was first built to be a gift. ( )(3) No one has seen the Amber Room since it was put on a ship for Konigsberg. ( )(4) The city of St Petersburg came into being in 1703.( )C. Join the correct parts of the sentences together.1. Frederick Ⅰ A. stole the Amber Room2. Frederick William Ⅰ B. sent a troop of his best soldiers to the King of Prussia3. Peter the Great C. had the Amber Room made4. Catherine Ⅱ D. had it moved outside St Petersburg5. The Nazi army E. gave it to the Czar as a gift6. The Russians and Germans F. built a new Amber Room after studying pictures of theold oneⅡ.【While-class 】Step1. Lead-inAssessment:Assessment:Step2. Group discussion合作讨论展示点评Step3练习拓展A.阅读理解（根据课文内容选择最佳答案）1. The Russians didn’t hide the Amber Room because ______.A. they were at warB. they couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it away2. In 1941 the city Konigsberg was in _______.A. GermanyB. RussiaC. SwedenD. France3. How many countries are concerned with the Amber Room?A. One.B. Two.C. Three.D. Four.4 . Which of the following statements is the writer’s opinion?A. The Amber Room caused a war between Prussia and Russia .B. The Amber Room will not be found in the future.C. The new amber room can replace the Amber Room.D. That the Amber Room disappeared was a pity.5 .What’s the main idea of the text?A. Where the Amber Room is.B. How the Amber Room was madeC. Why the Amber Room was madeD. The history of the Amber Room练习拓展B. 根据课文内容完成短文Frederick I was the Prussian king1. ______ had the amber room 2. ______ (make). In 1716 the amber room made 3. _______ fancy style was given to Peter the Great in Russia 4. _______ a gift from Frederick William I. Later the queen of Russia Catherine II had the amber room moved to her palace 5. ________ she spent her summers and asked some artists to add more details to it. 6. _______, when Germany and Russia were at war in 1941, the amber room 7. ___________ (steal) by the German Nazis and transported to Königsberg. After that, it was 8.________ ( miss). In 2003, the Russians and Germans 9. ________ ( build ) the new amber room based on the old photos of the former 10. _________.III.【Post-class】巩固提升Ⅳ. 总结提升Self- reflectionI enjoyed learning aboutI found these words useful:I found these expressions useful:I have learned aboutSome examples:Keys:I. SkimmingA. EDBCAB. TFFTC. CEBDAFIIII. While-class （课堂教学流程）1. CACDD2. 语法填空1. who2. made3. in4. as5. where6. However7. was stolen8. missing9. built 10. onePeriod 2 Language focus in Reading 1Class: __________ Name: _______________ Group: _____________ No. ________ Learning Objectives：1. Learn and grasp the important useful new words and expressions.2. Learn the important useful sentences and patterns.3. Make sentences after the useful expressions.Learning Key points：Grasp the usages of such important new words and expressions.Learning Difficult Points：Understand some difficult and long sentences.Learning Procedures：ArrayⅠ【Pre-class homework】自主探究A. Make sentences using the following words and phrases.1. survive2. doubt3. worth4. belong to5. in search of6. think highly ofⅡ.【While-class】Step1. Lead-inStep2. Group discussion合作讨论展示点评Step3练习拓展Translate and learn by observing. 句子仿写.Frederick WilliamⅠ, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.结构分析：the King of Prussia 是Frederick William的___________；could never have done 从来没有......仿写:我们班长Tom从没想到他的计划会受到如此热烈的欢迎。
高中英语导学案(人教版)必修2Module 2 Unit 1 Cultural relics (reading) 导学案 (教师版)
Module 2 Unit 1 Cultural relicsPart I Warming up1. Does a cultural relic always have to be rare and valuable?2. Are cultural relics only objects like vases or can they be buildings too?3. What are the similarit ies of these cultural relics? What is a cultural relic?Part II Pre-reading1. Have you ever heard of amber? What is amber?2. Have you ever seen anything made of amber?3. Can you imagine what a room made of amber looks like?Discussion:What would you do if a rare cultural relic got lost?Part III ReadingFast readingTask 1 Match each part with its hea dlineParagraph 1 More details were added to the Amber Room Paragraph 2 The Amber Room and its designParagraph 3 The rebuilding of the Amber RoomParagraph 4 The Amber Room was given as a giftParagraph 5 The missi ng of the Amber RoomTask 2 True or false1.Frederick William I was the King of Russia. Prussia F2.The Amber Room has a strange history and it remains a mystery. T3.The Amber Room was made up of seven tons of amber. Several F4.Peter the Great made Amber Room his Summer Palace. Winter F5.Catherine II added more d etails to the Amber Room and made it her SummerPalace. TReading - II Careful – readingTask 3: Read the text carefully and choose the best answer.1.The King of Prussia who gave the Amber Room as a gift to Russia wasA. Frederick IB. Frederick William IC. Peter the GreatD. Catherine I I2. The Amber Room was made forA. Catherine I IB. the palace of Frederick IC. Peter the GreatD. the Prussia people3. The Amber Room was stolen byA. Russia soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was inA. GermanB. RussiaC. SwedenD. France5. What was sure about the Amber Room?A. The Russians hid the AmberRoomB. The Nazis set the AmberRoomC. The Amber Room was once taken apartD. The Amber Room was hidden under the Baltic Sea.6. The new Amber Room looks much like the old one becasueA. The Russians and Germans are good at building the AmberRoom.B. It was rebuilt with the help of its old paintings and photos.C. the found the original AmberRoom.D. Catherine’s artists gave detail advice.movedTask 5 Fill in the blanksThe Amber Room, which used several tons of amber to make and decorated with gold and jewels, was considered one of the wonders of the world, it was origina lly designed for the palace of Frederick I. Laker his son Frederick William I, to whom the Amber Roo m belonged gave it to Peter the Great as a gift. In return, he got a troop of the Czar’s best soldiers. In Russia, t he room first served as a small reception hall for important visitors and later moved by Catherine II. She told her artists to add more details to it. Sadly, the Amber Room disappeared when the Nazi Germany and Russia were at war and what happened to ti remains a mystery. In the spring of 2003, a new Amber Room, built by Russians and Germans on the basis of old photos of the former Amber Room, was ready for the people of St Petersburg to celebrate the birthday of their city.RetellingDiscussion:Is it worth rebuilding lost c ultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.。
人教英语必修二Unit1Culturalrelics教案2
Unit 1 Cultural RelicsLearning about LanguageThe General Idea of This Period：This period is about the useful words，expressions and structures learned in reading part，from the exercises in this period，the students can consolidate what they learnt in reading part，and learn the grammar about the attributive clauses.Teaching Aims：1.Learn some key words：trial，consider，prove，tell the truth，pretend，think highly of，besides2.Learn some important sentence structures：I think highly of those who are searching for the Amber Room.Besides，my father once told me that any person who finds something could keep it.I must say that I agree with you.I must say that I don’t agree with you.3.Help the students learn how to use the attributive clauses.4.Enable the students to learn how to make judgments and give their opinions.Teaching Important Point：Learn how to use the attributive clauses with that/which/who/where/when.Teaching Difficult Point：How to tell the attributive clauses with that/which/who/where/when/from other clauses.Teaching Methods：Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.Teaching Aids：A multi-media computer and a blackboard.Teaching Procedures：Step 1 Revision1.Greetings.2.Ask some students to retell the text they learnt in the reading part.Step 2 Useful words and expressionsT：From the reading part，we can find some useful words and expressions.So now please find the words and expressions that means each of the following.（Ex1 on Page 3）After two minutes，the teacher begins to check the answers and give the right answers：1.rare2.vase3.in return4.in search of5.belong to6.heat7.remain8.gift9.doubt 10.removeT：Look at the dictionary entry for the phrasal verb “belong to”，and match the meanings with the sentences in the right box.belong to phr.v［T］1.to be the property of：That coat belongs to me.2.to be a part of；be connected with：That top belongs to this box.3.to be a member of：He belongs to a large family.Warning “belong”is not used in the continuous tense or the passive voice.e.g.The computer is belonging to my sister.（Wrong）The computer is belonged to my sister.（Wrong）The computer belongs to my sister.（Right）The students begin to prepare this exercise.After two minutes，the teacher begins to check the answers：A 3，B 1，C 3，D 2T：Now Let’s come to Ex.3.The preposition at sometimes indicates a state，condition or continuous activity.Look at the sentences of Ex.3 and try to express each of them in another way.After several minutes，the teacher gives the right answers.Suggested answers1.This was a time when the two countries were fighting against each other.2.She was working in the garden all this morning.3.Children who are playing often make a lot of noise.4.When we called，the family were having dinner.5.What are they doing now?They are having their meal.Step 3 Discovering useful structuresT：Let’s come to discovering useful structures，please finish all the exercises in this part.After five minutes，the teacher checks the answers：（Ss answer the questions one by one.）Suggested answers to Ex 1：1.A cultural relic is something that has survived from a long time ago，often a part of something old that has remained when the rest of it has decayed or been destroyed.P12.It is your job to look into any reports of cultural relics that have been found in China.P13.You are sent to a small town where you find a relic that was stolen from a place.P14.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1ter，Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.P26.This was a time when the two countries were at war.P27.In 1770，the room was completed the way （that）she wanted it.P2Suggested answers to Ex 2：1.Here are the farmers who/that discovered the underground city last month.2.Xi’an is one of the few cities with walls whose walls/the walls of which remain as good as before.3.Shanxi Province is a place with cultural relics whose relics are well looked after.4.The woman remembered the day when she saw Nazis burying something near her home.5.The old man （who（m）/that）you are talking to saw some Germans taking apart the Amber Room and moving it away.Suggested answers to Ex 3：1.St Petersberg is a very beautiful city，which was once called Leningrad.2.In Xi’an，I met a teacher，who has a strong love for cultural relics and took me to visit the history museum.3.I don’t remember the soldier，who told me not to tell anyone what I had seen.4.My grandfather was a child then，when people didn’t pay as much attention to cultural relics in the old days.5.They moved the boxes to a mine，where they wanted to hide them.Step 4 Homework1.Finish the related exercises on Workbook.2.Prepare for the next class.3.Finish some exercises about the attributive clauses.Step 5 The Design of the Writing on theBlackboardUnit 1 Culture relicsPeriod 2Step 6 Record after Teaching。
人教版高中英语必修2 Unit 1 Cultural relics 导学案
必修2 Unit 1 Culture relics Reading导学案Class：Group：No.___ Name:组内评价：教师评价：______【Learning Aims】1. To comprehend the passage thoroughly and improve the ability of reading comprehension.2. To learn some detailed information about the Amber Room.3. To develop the ability of talking cultural relics and ways to protect them.【Instructions】1. 自学：20分钟课前自学课本P1-2课文，独立完成学案题目，并上交。
1）先快速浏览了解文章的大意并完成Task I.2）再细读课文1遍，完成Task II. 把学案上出现的短语和句子在课文中划出作重点理解。
【分层目标】：A层完成以下内容后，背诵课文复述短文。
B层可结合课后注释（P76）句子分析来理解课文。
C层要理解文章大意。
【育人立意】：1. 了解世界文化遗产，形成保护文物的意识。
激情投入学习，享受英语学习的快乐。
温馨提示：难于理解的句子要结合课后注释做好理解，仍未解决得的要用问号标注出来，等待课堂质必修2 Unit one Learning about language导学案Class___ Group：No._____ Name: 组内评价：教师评价：【使用说明与学法指导】1. 课前完成第三页的习题2. 必须记住讲义上出现的短语和句子，必须掌握把握文章结构的方法。
【学习目标】1. To master the usage of words and phrases.2. To learn how to use them flexibly by self-directed study and cooperation.3. To grasp the useful structure—Attributive Clause必修2 Unit one Using Language导学案Class：Group：No.___ Name:组内评价：教师评价：______【Learning Aims】1. To comprehend the passages thoroughly and improve the ability of finding details.2. To learn to summarize the differences between a fact and an opinion through self-directedstudy and cooperation.3. Learn how to write a letter of an informal class debate.【Instructions】1.自学：课前自学课本P5 Exercise 1 文章和Exercise 2文章，独立完成学案题目task1至task3，并上交。
【人教版】高中英语必修二：教案全套Unit 1 Cultural relics 教案(精修版)
人教版英语精品资料（精修版）Unit 1 Cultural 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。
Exercise 2 着重词汇在短文中的用法练习。
人教版高中英语必修2江西省信丰二中必修二Unit One—Cultural relics 学案2
学习内容：学习、了解下列词汇及其拓展学习方法：查课文、资料和字典学习时间：1.in search of2. could never have imagined that………【导学】can/ could have donecould not have donecould never have done决不可能做过某事3. s elect4 .designin the fancy style5.belong6.in return7. serve as8. reception9. Later, CatherineⅡhad the Amber Room moved to the Palace…【导学】have sth. done 表示“ -------------”have sth. done 还可表示“-------------------”10. Almost six hundred candles lit the room.light（lit，lit）或light（lighted ，lighted ）vi.＆vt.11. wonder12. remove vt.13.furniture14. There is no doubt that the boxes were then put on a train….that the boxes were then put on a train…是----------, 说明doubt的具体内容。
There is no doubt that ...=We have no doubt that …15. After that, what happened to the Amber Room remian s a mystery.Remain的用法16. Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing?worth的用法自我检测1. The police _____________ (搜查) the woods for the ____________ (丢失的)children.2. We can hardly _______________ (想象) life without electricity.3. He ____________ (挑选) a shirt to match his suit.4. The bed is ____________ (设计) for children.5. Those presents are too _____________ (奇特) for me.5. China is a developing country ____________ (属于) to the third world.6. The small room used to ____________ (充当) as a _______________ (接待) room.7. Please have your bag ____________ (拿走) from the seat so that I can sit down.8. The ____________ (点燃的) candle ______________ (照亮) her pale face.9. I ____________ (想知道) where to spend the weekend.Time works ____________ (奇迹).10. The room was small and contained too much _________________ (家具).11. A number of problems ____________ (遗留) to be solved.12. The movie is so moving that it is ____________ (值得) seeing again.答案；【检测】1，B 2，A 3，D 4.,D 5，C 6，B 7，B 8，C 9，A10，designed 11，design 12，designed 13，D 14，B 15，A 16，C 17，A 18，A 19，D 20，B 21，D 22，C ,23，略24，D 25，C自我检测1，searched【也可用进行时】，missing，2，imagine 3，select 4，designed 5，fancy，6，belonging 7.serve，reception 8，lighted，lit 9，wonder 10，wonders 11，furniture 12，worth备课参考：1.in search of寻找; 搜寻They are in search of the missing girl.(表语) 他们正在寻找那个失踪的女孩.I looked everywhere in search of my glasses. (目的状语)【拓展】search用法search sb /sth搜查某人/ 某处（search 后面接的是搜索的对象）search for sb /sth寻找某人/ 某物（for 后面接的是搜索的目标）(与look for 的意思接近但指查找的更仔细、更彻底)search sb /sth for sb /sth 搜查（某人/ 某处）以寻找（某人/ 某物）1) The police searched him ______ drugs. 警察搜查他，看他身上是否有毒品。
人教版高中英语必修2Unit 1Cultural relicsReading2 学案
沧州市颐和中学导学案【学习目标】1.分析课文中的重点语句，提炼其用法并加以强化2.复习由关系代词及关系副词引导的定语从句【知识链接】1.定语从句相关知识1）引导词分________和_________两类。
其中关系代词有：_______,________,________, _______, ______，________共六个；关系副词有三个：________, ________,_______。
2）关系词有两个作用：①、引导___________②、代替__________在其引导的定语从句中充当一定的__________。
3)引导词的选择--------当定语从句中缺少主语,宾语时该使用关系_____词，先行词若是表示人的可用的引导词有______________等,若表示事物的可用的引导词有__________________等.从句中缺少定语时用_________ ,当先行词用the same such as 等修饰时，用______ .4)当定语从句中不缺少主语,宾语，表语，定语时，该选择关系_____ 词，或者适当_______词加上关系代词，来做从句中的状语成分。
先行词是时间名词用_______做_______状语,地点名词用________做______状语,是reason时用________做______状语.______________________________________________________ 由……组成/构成__________________ 产于，生产于（某地/【自主学习】1. 使用所学短语，转化下面句子。
1）The bike there is his. ——----The bike there _______ _______ ______.2）Britain was fighting against Germany then. --------Britain and Germany ______ _____ _____ then.3）It is certain that they will come.--------- _____ _____ _____ _____ _____ they will come.4）What really happened to the Amber Room is still a mystery.------What really happened to the Amber Room _______ a mystery.5）Jack went to look for a doctor for his sick wife.———Jack went _____ ______ _____ a doctor for his sick wife.2. 知识点自学填空1）.___________ (一旦见到), the beautiful scenery can be never forgotten.2）.I won’t attend their party _______________ (即使被邀请).3）.She will remain silent ___________________ (如果不跟她说话)4）.I called on them ______________ (逗留) in London.5）.___________________ (当第一次介绍) to us, he looked shy.6.These models _________________ (大小各异).7.The meeting __________________ (很重要).8. Such books ___________________ (没用).【合作探究】根据课文内容和所给汉义补充句子，请总结所填内容的用法，然后完成下面题目。
高中英语人教新课标必修二 Unit 1 Cultural relics 学案设计(有答案)
Unit 1 Cultural relics【学习目标】掌握本单元的常用词汇表达。
【学习重难点】熟练记住常用词汇与词组。
【学习方法】速读、细读、归纳、练习【学习内容】一、重点词汇1. design n．设计；图样；构思vt. 设计，计划；构思●用法拓展(1)by design＝on purpose有意，故意have designs on/upon sth. (money/life)图谋(钱、生命)(2)be designed for sb./sth. 为某人/物设计、计划be designed to do sth. 为做某事计划、设计be designed as sth. 作为……而设计①It happened-whether by accident or design-that the two of them were left alone after all the others had gone.碰巧--不知是偶然还是有意安排--其他人走后，只剩下了他们两个人。
②The method is designed for use in small groups.这方法是为小组活动设计的。
③These venues will be designed to be fully accessible to the people with disabilities.这些场馆，将充分考虑残疾人的需要，实施无障碍设计。
④This course is designed as an introduction to the subject.这门课程是作为该科目的入门课而开设的。
即境活用单项填空Children are not allowed to see the film ________ for adults.A．designed B．designingC．to design D．having designed答案：A2. worth prep. 值得的；相当于……的价值；n．价值；作用adj. (古)值钱的This book is worth $50 at all.这本书总共值50美元。
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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：2013-11-28
1. Learning Task(学习任务)：the whole text on page1 and 2
2. 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; painting
B．painted; painting D．painted; painted
2. 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lighted
e.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. as
C. /
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 off
His 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。
·他被学校开除/ 勒令退学。
4) 搬家，迁移= move
They removed/moved into the new house.
5. remain vi.留下，剩下，残留link-v.(系动词) 保持，仍然，继续
①I went to the city, but my brother remained at home.（vi.）
②How many weeks will you remain here?（）
③He remained silent.（link-v.）
④Peter became a judge but John remained a fisherman.（）
见《同步练习册》p5：单选题。