高中英语必修二第一单元教案珍藏版
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
英语必修二unit1教案
英语必修二unit1教案英语必修二unit1教案作为一名人民教师，总不可避免地需要编写教案，教案是教学活动的总的组织纲领和行动方案。
教案应该怎么写呢？下面是小编帮大家整理的英语必修二unit1教案，欢迎大家分享。
英语必修二unit1教案1任务型语言教学是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。
学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。
学生在教师的指导下，通过感知、体验、实践、参与和合作等方式学习和使用英语，完成学习任务。
任务型教学法以交际活动为核心，注重信息的沟通，强调学生在完成任务的过程中进行有意义的对话和交流，从而习得语言知识和技能。
任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。
当学习者积极参与用目的语进行交际尝试时，语言也被掌握了。
当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。
所以，笔者在设计本节课的任务时，以学生的生活经验和兴趣为出发点，让学生参与和完成真实任务的同时学会和运用语言知识。
一、教学目标:1、知识与技能学生能拼写和掌握六个单词English book, math book, Chinese book, story-book, notebook,schoolbag 能听懂指示语，并按照指令做出相应的动作，如：Put your pencil in your desk. 会唱歌曲How many booksdo you have?学生能运用本节课的'目标语言English book, math book, Chinese book, story-book,notebook, schoolbag .I have a new schoolbag. I have a notebook. Put your pencilin your desk. This is a notebook. 完成各个任务。
高中英语人教版(2019)必修第二册 Unit 1 教学设计
4.了解中外科学家的重要贡献及其高尚品格，树立开拓创新、坚韧不拔、努力奋斗的观念。
5.通过完成写作任务，深入思考科学精神的内涵及对自身发展的启示，学会形成自己的观点与看法。
结果目标
1.学生通过阅读能够掌握人物传记的内容特点和文本结构，并迁移应用到写作中。
设计意图：引导学生快速回忆人物传记中应该包含的介绍人物的各方面内容，如生平经历、贡献、成就、性格特征等，为下一步的人物传记阅读做好铺垫。
课程深入
（课中例析）
（一）目标：学生能够通过阅读掌握人物传记的文本结构
任务：快速阅读
活动：快速阅读两篇人物传记，核对它们是否包含了人物传记中应包含的内容，并梳理人物传记的文本结构。
任务：学习衔接词的使用，学习语言特色
活动：让学生找出两篇人物传记中的衔接词语并分析其功能和表达效果。欣赏并学习两个语篇中的非谓语动词、各类从句等高级结构和语言特色。
设计意图：引导学生意识到衔接词语在使文章连贯顺畅中所起的作用，为提高写作能力打好基础。让学生意识到写作中使用丰富的语言的重要性，从而以这两个语篇为范本，提升自身的写作表达能力。
设计意图：通过再一次深入阅读两篇人物传记，帮助学生理解文本中的重要细节、具体事例，通过两位科学家的经历和事迹分析他们的性格特点以及他们所具备的科学精神，为深入理解写作话题作准备。
（三）目标：学生能够体会各类衔接词对提升语篇逻辑性和流畅性的作用，学会正确使用衔接词，提升语言表达能力。学生能够体会到阅读文本中的丰富的语言结构的使用，并领会、模仿、迁移应用到写作任务中。
设计意图：引导学生梳理归纳出人物传记的结构特点，为之后的写作任务搭好支架。
英语必修二unit1教案
英语必修二unit1教案依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，一起看看英语必修二unit1教案!欢迎查阅!英语必修二unit1教案1学情分析四班级的同学已有学期的英语学习基础，人部分同学对英语学习布满爱好，同学奇怪心强，此时的同学也正处F由感性熟悉向理性熟悉进展的阶段，把握好他们的学习情感与认知趋势，对他们学习英语的“情感、态度、价值观”的培育能收到事半功倍的作用。
教情分析及设计思路依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，使整个课堂教同学动起来，计每个同学都能乐观参加教学活动。
教学内容学校英语PEP 20版四班级下册Unit 4 At the farm Part B Lets learn。
教学目标1、学问目标:(1) 能听、说、认读有关动物的单词: horse, hen, cow, sheep。
(2)把握他们的复数形式。
(3)知道What are these? What are those?的区分。
2、力量日标:能精确使用句型: What are these? What are those? They are ...3、情感目标:激发同学爱惜动物的情感,教学重难点重点:学习单词: horse, hen, cow, sheep.难点:运用所学的句型对话练习。
教学预备多媒体课件、单词卡视频音频教学过程Stepl: Warming up1.Greeting, 同学观看视频。
活跃课堂气氛3分钟2. Enjoy a song about farm.Step2: Leading in1.Revicw the words learned in the last lesson复习单词tomatoes, potatoes green beans carrots复习上节课单词导入新课。
高中英语必修二第一单元教案 珍藏版
必修二 Unit 1教案一、复习旧知（1）表建议的句子：How/what about doing sth.?Why not do sth.?Why don’t you do sth.?Would you like sth./to do sth.?Shall we do sth.?(2)询问别人意见What do you think of sth./doing sth.?How do you like sth.?What is your idea/opinion of sth./doing sth.?How do you know that?Don’t/do you think that …?(3)表达自己的意见I think/believe/suppose that..In my opinion/view…依我之见Sorry, I don’t agree with you.No,thanks./Yes, please备注：此部分内容常见于听力单选情景会话中，理解了说话人的场合，语气，便于迅速答题。
二、新课讲解（1）重点词汇积累1.survive vt. & vi. 幸存，幸免，生还survivor 生还者，幸存者survive sth. 从……中幸存eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例题：After the sunken boat accident,no one ____except a few people who were saved from the sea.A.surviveB.survivedC.was survivedD.was surviving2.in search of 寻找，固定短语同义词：search for look for hunt forin search of sb./sth. 寻找某人某物eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是为了找到某人某物。
(人教版)高中英语必修二Unit 1 Cultural relics 教案
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，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。
高中英语新人教版精品教案《Book 2 Unit 1 Cultural relics》
Unit 1 Cutura reic Reading教学设计一、教学内容分析Unit 1 Cutura Reic是人教版高一英语必修二中的第一单元，本单元主要围绕“cutura reic〞，介绍了琥珀屋的由来、普鲁士国王为什么把它当做礼物送给俄国沙皇、琥珀屋之诞生-丧失-重建的过程。
在阅读局部中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的根底上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
二、学生情况分析本次教学对象为高一学生，从学生知识水平来说：一方面，学生经过六个单元的高一英语学习，适应了高中英语的学习方式，积累了一定的词汇量，并可以用英语简单地表达自己的一些思想。
从学生的情感态度价值观来讲：学生对文化遗产保护方面并不是很了解，在本单元中让学生了解有关琥珀屋的历史故事，并通过学习这一单元一些国内外的文化遗产，逐步增强学生保护文化遗产的意识。
三、教学目标分析【知识和技能】⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生稳固、强化和提高略读、细读、理解大意、理解重点细节和猜想词义等阅读策略。
【过程和方法】通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
【情感态度价值观】让学生了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
四、教学重点难点分析【教学重点】通过阅读，学习琥珀屋的故事和了解文化遗产的相关知识，培养学生的英语阅读能力和表达能力。
【教学难点】如何组织语言复述琥珀屋的故事。
五、教学工具The mutimedia and other norma teaching too六、教学过程Ste ain idea of each ber Roomber Roomber Roomber Room〔设计意图：找出主题，快速把握文章大意，而跳读目的在于训练学生快速获取所需信息的能力。
高中英语必修二unit1教学设计
高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。
首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。
最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。
Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。
高中英语人教版必修二unit1说课教案
1)The mancame here just now is my father.
2)Is this the manyou just talked to?
3)This is the shopsells medicine.
4)The filmwe saw yesterday is interesting.
2)Let students clearly know the differences betweenthe Restrictive and Non-Restrictive Attributive Clause.
3)Make students understand the distinctions between the relative“as”and“which”inNon-Restrictive Attributive Clause.
f)In 1770, the room was completed the way she wanted it.
g)This was a time when the two countries were at war.
h)There is no doubt that the boxeswerethen put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.
d)However, the nextKing of Prussia, Frederick William1, to whom the amber roombelonged, decided not to keep it.
e)Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.
高一英语必修2Unit1教案
Unit1 Cultural Relics教学设计（一）设计思路设计的指导思想：本节课为阅读课，贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
理论依据：新《英语课程标准》以素质教育和学生的发展为宗旨，以培养学生的综合语言运用能力为目标，根据外语学习的规律和我国外语教学发展的现状与需求，力求从教学观念、目的、目标、内容、实施、策略、手段和评价等方面进行重大改革。
它在课程内容与教学目标部分，除涉及语言技能和语言知识外，把情感态度、学习策略和文化意识的发展也列入其中。
这在我国英语教育发展史上是一种创新，突出了“以人为本”的教育思想，其核心是以学生为中心，以学生的发展为本，注重学生的全面发展与个性差异的统一。
体现了教学内容与目标的立体性和人文性，教学环境的丰富性和教学任务的复杂性，学生学习过程的自主性和探究性，教学活动的任务型和教学组织形式的合作性以及评价体系中主体的多元性和形式的多样性。
设计特色：“以学生为中心”、“以能力培养为目标”的教育原则，关注学生的情感，鼓励学生合作学习，把权利赋予学生，而且能从实际出发，并能充分调动每个学生的学习热情，。
做到“探究于课堂，使学生自主于学习之中”。
（二）教材分析与学情分析1 教材分析Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。
在阅读部分中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的基础上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、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）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信促进学生进一步提高英语综合能力。
高中必修二 Unit 1 Cultural Heritage 教案
UNIT 1 Cultural Heritage 三言两语1. Chinese cultural relics are Mary's favourite. She spends most of her spare time going everywhere in search of rare things.2. The culture contains the essence of Chinese people's spirit, which has been tested by time.3. The temple is a national cultural heritage, with a history of about 1,000 years. 1. 我坚信，只要下定决心，我们就能保护好祖先留给我们的文化遗产。
I'm convinced that as_long_as we set our mind to it, we can protect the cultural heritageleft_by_our_ancestors.2. 泰姬陵被认为是世界上的伟大奇观之一，它由当地的一个建筑师设计，风格独特。
Considered_as_one_of_the_great_wonders_of_the_ world,the Taj Mahal was designed by a local architect in a fancy style.核心单词[默写识记]根据汉语释义写出单词1. former adj. 以前的；(两者中)前者的2. preserve vt. 保存；保护；维持n. 保护区3. _application n. 申请(表)；用途；运用；应用(程序)4. likely adj. 可能的adv. 可能地5. limit n. 限度；限制vt. 限制；限定6. within prep. & adv. 在(某段时间、距离或范围)之内7. conduct n. 行为；举止；管理方法vt. 组织；安排；带领8. donate vt. (尤指向慈善机构)捐赠；赠送；献(血)9. attempt n. & vt. 企图；试图；尝试10. worthwhile adj. 值得做的；值得花时间的11. professional adj. 专业的；职业的n. 专业人员；职业选手12. process n. 过程；进程；步骤vt. 处理；加工13. download vt. 下载n. 下载；已下载的数据资料14. republic n. 共和国15. entrance n. 入口；进入16. archaeologist n. 考古学家17. pyramid n. (古埃及的)金字塔；棱锥体18. overseas adj. 海外的adv. 在海外19. exit n. 出口；通道vi. & vt. 出去；离去20. sheet n. 一张(纸)；床单；被单21. parade n. 游行；检阅vi. 游行庆祝；游行示威22. mirror n. 镜子23. roof n. 顶部；屋顶24. dragon n. 龙25. digital adj. 数码的；数字显示的26. image n. 形象；印象27. cave n. 山洞；洞穴28. quote vt. 引用29. paraphrase n．，vi. & vt. (用更容易理解的文字)解释30. contrast n. 对比；对照vt. 对比；对照31. identify vt. 确认；认出；找到32. forever adv. 永远；长久地33. app n. 应用程序；应用软件续表熟词生义1. (2020·全国卷Ⅲ)The creative team behind “Apes” used motioncapture (动作捕捉) technology to create digitalized animals, spending tens of millions of dollars on technology that records an actor's performance and later processes it with computer graphics to create a final image (图像)．处理2. The limits of a person's intelligence are fixed at birth, but whether he reaches these limits will depend on his environment. 极限3. (北京卷)Horridge was convicted of attempted murder and sentenced to life imprisonment. 未遂的；未得手的高频短语短语应用1. take_part_in 参与(某事)；参加(某活动)2. lead_to 导致3. keep_balance 保持平衡4. make_a_proposal 提出建议5. turn_to 向……求助6. give_way_to 让步；屈服7. prevent_..._from_... 阻止；不准8. donate_..._to_... 向……捐赠……9. make_sure 确保；设法保证10. all_over_the_world 在世界各地[语境运用1]填入一个适当的词1. The policeman prevented the children from crossing the road when it was dangerous.2. People volunteered to donate money to the disaster stricken area.3. Tom is an adventurer, who had travelled in a great many places all over the world.[语境运用2]填入一个适当的词Tony's carelessness led 1. to his failure in the competition. He decided to turn 2. to his teacher for help. He hoped that his teacher could 3. make a proposal for him and he wanted to take part 4. in another competition the next year.教材原句背诵句式仿写应用1. as引导的方式状语从句Liu Bin, a member of the camp, says that he is pleasant to help Mount Tai as people have done for more than 3,000 years. 按照老师们说的去做，你的梦想将很快实现。
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）
高一英语必修2全部教案Unit1Culturalrelics（新课标版高一英语必修二教案教学设计）Part One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A. What kind of old things are cultural relics?B. Are all the old things cultural relics?C. What is the definition and classification of cultural relics?D. To whom do cultural relics belong?Keys for reference:A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A. Can you name them out?B. Who have the right to confirm and classify them?Keys for reference:A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm and classify them.Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation - to make a difficult choice?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A. What kinds of things can result in their disappearing?B. Why do they come into being once again?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.B. People get to know these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance of “amber”?B. What do you know about the cultural relics “the Amber Room”?Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legendsand news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: move d into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebratingthe 300th birthday of Peterburg3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift.1770 Catherine Ⅱ had completed the adding to the A mber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick Ⅰ PrussiaFrederick William Ⅰ St.PeterburgPeter the Great KonigsbergCatherine Ⅱ Winter PalaceSummer PalaceⅣ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercisesNo. 1 and No. 2.Closing down by having a discussionA. Can you imagine the fate of the Amber Room? What is it?B. Do you think if it is worthwhile to reproduce the Amber Room? Why?Keys for reference:A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Colour Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthdayPeriod 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relativepronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.The y’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the book The clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by thevoters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal thathas ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem.(b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A. What does it mean when you say, “It is a fact”?B. What does it mean when you say, “It is an opinion”?Keys for reference:A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.Warming up by questioningTurn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe.Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.II. Guided reading1. Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words t o you to help you understand them easily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let’s come to the discussion “Which person gave the best evidence?”Keys fore reference:Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable because he is working fora company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A. What’s Johann’s opinion about the Amber Room?B. What’s his father’s opinion about the things found by him?C. What happened to Johann when she was a pupil?Keys:A. Johann thinks the people who find the Amber Room should keep it for them own.B. His father thinks as Johann does.C. She found a little money and kept it to himself.9. Completing the letters A & B and then giving your own lettersWhen you write your letter, you may choose to agree or not agree with the writer.You must give a reas on why you agree or don’t agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictationThe design for the room was of the fancy style popular in those days.The room served as a small reception hall for important visitors.The man who found the relics insist that it belongs to his family.The room was completed the way she wanted it .It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.After that, what really happened to the Amber Room remains a mystery.In a trial, a judge must decide which eyewitnesses to believe and which not to believe.Is it something that more than one person believes?A fact is anything that can be proved.An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The history of the Amber RoomGeneral idea of 1st Para The simple description of the Amber RoomGeneral idea of 2nd Para The present sent to the CzarGeneral idea of 3rd Para The detail adding and relocating of the Amber RoomGeneral idea of 4th Para The stolen of the Amber Room in World War ⅡGeneral idea of 5th Para The rebuilding of the Amber Room II. A tree diagramThe Amber Room: the best and biggest work of country’s best Prussian artistsPara.1Section 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list 《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
必修2英语unit1教案
必修2英语unit1教案【篇一：新人教版高一英语必修二unit1教案】the first period(warming up, one class)teaching aims:1. to learn the knowledge of the cultural relics.2. discuss how to protect our cultural relics.3. to learn the following words or phrases:cultural relics, rare, valuable, survive, vase, rare, dynastyteaching designstep one: presentation(by showing them some photos of some famous cultural relics.)hello, everybody, let’s look at the screen. here are some pictures. they are all very famous places in china or in the world. please think these over:can you name them out?who have the right to own and confirm them?(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 emperor and the terracotta warriors) let the students name out the famous places in the pictures, and tell them they are cultural relics. and explain what cultural relics are.a cultural relic is sth. that survived for a long timea cultural relic may be a part of old thing has remained when the rest of it had been destroyed or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. get the students understand the identity of the cultural relics.2. let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( by showing the pictures of some natural sites relics. eg: mount huashan, the jiuzhaigou valley, river li )step two: drillslly the ones in our location.here are some possible answers from the students:(the neiguan cave(内莞岩); the xinfengjiang river(新丰江); heyuan dinosaur park(河源恐龙公园); yuanmingyuan(圆明园), etc.)(the sydney opera; the white house; the big ben; the amber room, etc.)step three: discussing 1as we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. then can you tell the value of the cultural relic? (have the students discussed for some time in teams, then get their answers by expressing in class.)(there will be a lot of possible answers. eg: from the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technologyof making them…)2. how to protect the cultural relics? (the same as question 1) (there will be a lot of possible answers. eg: having the idea of protecting our cultural relics; don’t damage them; use them in a rig ht way…..)step four: discussing 21. if you find a cultural relic, what will you do with it?2. do you think to whom the cultural relics belong?(all cultural relics belong to all people and whole society.)have the students to discuss the first question for about two or three minutes, then show the answer for their team. then the same way for question 2.(while discussing, teach the new phrase in red)the second period(reading part, 2-3 classes)teaching aims:1. reading and understanding, catching the history and information of the amber room.2. functional item, how to tell the story about the amber room3. grammar point: the attributive clause4. learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartteaching designstep one: presentationlast period, we talk about the cultural relics at home and abroad, such as the great wall, the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors the sydney opera; the white house; the big ben; the amber room (which we have learnt last period)then, we will go the amber room, showing them the pictures of it.do you know the history of the amber room, and do you know where the amber room is now? (the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost seven thousand tons of natural ambers were used to make it. but during world warⅡ in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.) step two: reading 1 (listening, reading and understanding)1. now please listen to the tape of the text in search of the amber room. and then read aloud. pay attention to the pronunciation of each word and the pauses within each sentence.2. after reading the text, please complete the exercises of comprehending.①keys to ex1 cebdaf②the suggested answers to the ex2para 1 how was the amber room made?para 2 why did the king of prussia give the amber room to the czar of russia as a gift? para 3 how did the amber room become one of the wonders of the world?para 4 how did the amber room get lost?para 5 how was a new amber room built?3. detailed readingread the text again and answer the following questions:what was given to the russian people as a great gift by frederick williamⅠ,the king of prussia? (the amber room wasgiven to the russian people as a great gift by frederickwilliamⅠ,the king of prussia )why it is called the amber room and how many tons of amber were used to make the amber room?(because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)what did catherineⅡ do with the amber room?(she had the amber room moved to the palace outside st petersburg and transformed it.) ④. what happen to the amber room during world warⅡ?(it was stolen by the nazi and it was taken apart and missing in world warⅡ)step three: intensive readingskimming and identifying the general idea of each paragraph now please read the text again and try to catch the main idea of each paragraph. after about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the amber room(the amber room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the czar(the history of the amber room and its use in russia—the czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the amber room incatherineⅡ time(catherineⅡ had the amber room moved to the palace outside st petersburg told the artists to add more details to it.)4th paragraph: the missing of the amber room(the german nazi stole the amber room secretly during the world warⅡ,and what really happen to the amber room remain a mystery)5th paragraph: the rebuilding of the amber room(russia and germany have built a new amber room for the300th birthday f st petersburg.) step four: discussingclosing down by having a discussioncan you imagine the fate of the amber room? what is it?do you think if it is worthwhile to reproduce the amber room? why?have the students discussed one question by one question for some time, and then show their views for their teams. there may lots of possible answers.keys for reference:a: i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly. b: i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st petersburg. it is a trace and feature surviving from a past age and serving toremind people of a lost time.step five: new words teachingread the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, formerespecially pay attention to the words and phrases underlined. step six: grammar points in this textlet the students try to find out the attributive clause in warming up and the reading part.1. a cultural relic is something that has survived for a long time.2. it is your job to look into any reports of cultural relics that have been found in china.3. you are sent to a small town where you find a relic that was stolen from a palace.4. the man who has it insists that it belongs to his family.5.this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it.6. later, catherineⅡhad the amber room moved to the palace outside st petersburg where she spent her summers.7. in 1770, the room was completed the way she wanted it.8. this was a time when the two countries were at war.have the st udent’s judge whether they are the same as those we had learnt before. especially the 5th one. this will be the homework after class.the third period(learning about language, 1-2 classes)teaching aims:to learn some useful words and expressionsto learn some useful structuresto learn the restrictive and non—restrictive attributive clause teaching important pointlearn how to use the attributive clause withthat/which/who/where/whenteaching difficult point:⑴. how to tell the attributive clause withthat/which/who/where/when from other clauses. ⑵. learn the differences between the restrictive and non—restrictive attributive clause teaching designstep one: retelling (can be chosen)retell the story of the amber room in their own words.step two: exercising 1 (exercise 1 2 on page 3)(1) complete exercise one in learning about language on page3. asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. here are the keys to ex1:select rarereception amaze less than wooden in search of suivive remove artist former at war【篇二：高一英语必修2_unit1_阅读课教学设计】沈美虹公开课教案人教版高一英语必修2 unit1 阅读课教学设计指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。
人教版高一英语必修二第一单元教案模板
人教版高一英语必修二第一单元教案模板高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课。
下面是小编为你准备的人教版高一英语必修二第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二第一单元教案篇1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。
通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。
同时激发学生对家乡的自豪感和热爱之情。
教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
人教版高中英语必修2《Unit1Culturalrelice》教案
人教版高中英语必修2《Unit1Culturalrelice》教案人教版高中英语必修2《Unit 1 Cultural relice》教案【一】教学准备教学目标1). To learn the knowledge of the cultural relics.2). Discuss how to protect our cultural relics.3).Reading and understanding, catching the history and information of the Amber Room.4). Functional item, how to tell the story about the Amber Room5). Finish the comprehending exercises after the reading passage.6). Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely.To learn the story of the amber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:A. Can you name them out?Who have the right to own and confirm them?(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden CityGroup 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao Caves)Step I: Pre-reading1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil(化石) form of resin(树脂) from trees.It takes millions of years to form.2). Can you imagine a house made of amber?Please preview “In search of the amber room.”Step II: Fsat reading and thinking about the title:1). Teacher give students the following questions to think:When you see this title, what do you want to know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?(Ask the students just remember these questions in theirmind not find the answers.)2). Fast reading to get the main idea:The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .(Students read the passage quickly and fill in the blans)3). Now, let the students try to answer the questions in part 1). (PPT 7)(Teacher may give some necessary help)Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.( 3 ) How did the Amber Room become one of the wonders of the world?( 5 ) How was a new Amber Room built?( 4 ) How did the Amber Room get lost?( 1 ) How was the Amber Room made?( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Step V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up & pre-readingWhat is cultural relics?A.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare人教版高中英语必修2《Unit 1 Cultural relice》教案【二】教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong tothe whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beau tiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.。
高一英语必修2 Unit 1 教案
Unit 1 Cultural RelicsPeriod 1 new words & warming upStep 1. Warming upEnjoy the passage on Page 1 《导学案》①Who is Peter the Great?②Which country did St Petersburg lie in/③Why do people want to rebuild the city of St. Petersburg/Step 2. Talking & defining1. Talking about cultural relics.Show Ss. some pictures of cultural relics, such as the Great Wall, the Summer Palace, London Bridge, a Pyramid and etc. Ask Ss. to talk about them.2. Defining cultural relics.①What kind of old things are cultural relics?Cultural relics are more than works of art; they are symbols of history and the people who lived in the past.②Does a cultural relic always have to be rare & valuable?Not only are the rare & valuable things cultural relics.③Do you know what a cultural relic is?It can be any building, object or even item that was made in the past. It may has a long history more than hundreds of years. It tells us something of the way people live at that time.3. What are the similarities of cultural relics?famous, natural , has a long historyvery rare and valuablesymbols of a countryStep 3. SummaryStep 4. Homework:①Do exercise on page 1-2. 《导学》②Pre-view the part of pre-reading, reading & comprehendingPeriod 2 reading & comprehendingStep 1. Revision1.Dictation2.What is a cultural relic? Can you name some cultural relics in China and abroad?3.Do you know what material they were made of?Step 2. Pre-reading1.Do you know what amber is?2.Have you ever seen a piece of amber?Amber is a hard yellowish brown clear substance. It is often used for jewels &decorative objects. But can you imagine a room made of amber.Now, look at the title and the picture of the reading passage & predict what it is about. Page 1.Step 3. Fast readingSkim and find out the main idea of each paragraph.①Who made the Amber Room? Why?②What finally happened to the Amber Room?Do Ex. 1 on page 2 《导学案》Step 4. Careful reading & discussionRead the text carefully, and then discuss to find out the detailed information.①How much amber was used to make the Amber Room?②When was it given to Peter the Great?Do Ex. 1 & Ex. 2 in Comprehending on page 2Step 5. SummaryStep 6. Homework:①Do exercise on page 81-82 《活页》②Try to retell the story of Amber RoomPeriod 3 language studyStep 1. Check the homeworkRetell the story of Amber RoomStep 2. Warming upAsk Ss to do Ex. 1 on page 3 and then check the answers.Step 3. Language Study①rare →It is rare to do sth②valuable →valueless③survive →survivor / survival④amaze →amazed / amazingbe amazed at⑤select ※choose / select / pick⑥fancytake a fancy totake / catch the fancy of⑦in search of →search for search out⑧be used to do sth.⑨belong to <无被动态>Is it enough to have survived for a long time? it作形式主语could have done对过去发生事情的推测 / 本能够做某事而未作There is no doubt that…“毫无疑问……”that引导同位语从句……Step 4. PracticingComplete the passage of Ex.2 on page 3Step 5. summaryStep 6. Homework:1. Ex. 2 on page 42.2. Do exercise on page 83-84. 《活页》Period 4 using languagesS tep 1. Warming up1. Review the knowledge learnt before2. Ask Ss. to judge whether the following sentences are facts or opinions?A fact or an opinion?①Nowadays, China has the largest population in the world.②Yao Ming is 226 centimeters tall.③I don’t like public transport because it’s so crowded.④Some students think that it’s easy to learn math well than physics.……Step 2. Reading & discussing1. Ask Ss. to read the passage on page 5 and answer the following questions.①What is a fact / an opinion?A fact is anything that can be proved.②What is an opinion?An opinion is what someone believes is true but has not been proved.Step 3. practicing1. Let Ss. to read a man’s story about what happened to the Amber Room on page 5 quickly and fill in the table.2. Ask Ss. to judge whether it’s a fact or an opinion, give their reasons.Step 4. Some language points:①consider →“考虑” consider (doing ) sth.“认为” consider + that - clauseconsider …as / ( to be ) “被认为是……”②rather than 而不是other than 除了more than 不仅仅；多于，超过③take apart④care about⑤think highly of⑥Nor do I think they should give it to any government.部分倒装：“Nor+系动词be (情态动词或助动词) +主语”Step 4. SummaryStep 5. HomeworkReview what we’ve learnt today and preview the Attributive Clause.Period 5 grammar learningStep 1. Warming up1. Observe and judge the following sentences (restrictive or non- restrictive)①A. Do you know the girl to whom I nodded this morning?B. Mr. Li has two sons, both of whom are doctors.②A. He is one of the students who have won the scholarship.B. Tom is our monitor, who is kind & friendly to everyone in our class.A→限定性定语从句B→非限定性定语从句Step 2. Practice1. Ask Ss. to read the passage In search of the Amber Room again and underline the sentences with attributive clauses and tell what kind of attributive clauses they are.①The amber which was selected had a beautiful …②The gift was the Amber Room, which was given this name because several tons of amber were used to make it.……2. Do Ex.2 on page 4.Step 3. Comparison & summary3.Do Ex. On page 13《导学》Step 4. Homework:1. Ex. 1 on page 4.2. Do exercise on page 85-86. 《活页》Period 6 speaking & writingStep 1. Warming upIntroduce some expressions which always used in debate.①Ask for other’s opinions:What do you think? What do you think of ……?How do you feel about ……?What’s your opinion / idea of ……?……②Show your own opinions:I think / don’t think that … In my opinion …I agree with you. / Sorry, I don’t agree with you.……Step 2. Debate1. Ask the students to read the tips for organizing an informal class debate on page 7.2. Have a class debate based on the writing part on page 86 《活页》. Take notes of the main idea of the two sides and their reasons.Step 3. Writing1. Write a report on your debate, using the following guidance:①Paragraph 1: State the question.②Paragraph 2: Give the ideas that agree with the question and the reasons.③Paragraph 3: Give the ideas that disagree with the question and the reasons.④Give your own opinion and the result of the class vote.2. Ask the Ss. to exchange their reports with their partners.3. Ask the Ss. to check their partners’ reports according to the debate guidance.4. Choose one or two pieces of papers to share and let Ss. evaluate.Step 4. SummaryStep 5. Homework:Rewrite the report.。
英语必修二unit1教案
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2019统编人教版高中英语必修第二册unit-1《Cultural-Heritage》全单元教案教学
【2019统编版】人教版高中英语必修第二册Unit 1《Cultural Heritage》全单元备课教案教学设计Unit 1 Cultural HeritagePeriod 1 Listening and Speaking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start theconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead inDo you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries’ cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news report Read the news report and then solve the questions below.1. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciation of China’s ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researcher’s opinion in the last paragraph?(I agree with the researcher’s opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage.B. Direct quote“Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”C. ParaphraseThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history.B. peopleAs one researcher who is working on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ”C. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report more concise, authentic and persuasive.2. Explain your understanding of the sentences: “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”We should learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each other’s understanding and respect.Step 5 HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.▪Name: Li HuaPlace: Xi’anProfession: a senior high school teacher▪wants to preserve cultural heritage:▪protect old houses▪takes photos of old buildings▪helps repair buildings▪looks for cultural relics▪ interviews old people▪ shows cultural relics to the public ▪ writes about the buildings …Section ⅤWriting关于文化遗产保护的新闻报道文体感知1．新闻报道是对最近发生的重大事件、重要人物进行简要而迅速地报道。
高中英语必修二第一单元教案
Period 1 ReadingThe G eneral 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 apart 2.Help the students understand the structure o f the following sentences： In return，the Czar gave the King of Prussia 55 o f his best soldiers.P2 This was a time when the two countries were at war.P2 There is no doubt that the boxes were then put on a train for....P2 After that，what really happened to the Amber Room remains a mystery.P2 I think highly of those who are searching for the Amber Room.P2 3.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. T eaching 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 up T：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 Egypt1Group 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 kn ow. 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 peo ple about the past. T：Very good，also we can say：Cultural relics are traces or features surviving fr om 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.2Step 2 Pre-reading T：What is your favorite city?Why?What makes a city great? S1：a long history S2：cultural relics S3：many great people S4：important events taking place there T：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）C 2.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 Reading T：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 th e 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 Reading T：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.3T：Very good.Wh at 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 Discussion T：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 Homework 1.To finish the exercises on Workbook. 2.Prepare for the next class. Step 7 The Design of the Writing on the BlackboardUnit 1 Cultural relics Period 1 Language Points 1.in return 作为报答 2.no doubt 毫无疑问 Step 8 Record after TeachingPeriod 2 Learning about Langua geThe 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，besides 2.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 opini ons. Teaching Important Point： Learn how to use the attributive clauses with that/which/who/where/when. Teaching Difficult Point：4How to tell the attributive clauses with that/which/who/where/when/from other clauses. Teaching Methods： Asking-and-answering activity to c heck the students’ answers of the exercise s；individual， pair or group work to finish each task. Teaching Aids： A multi-media computer and a blackboard. Teaching Procedures： Step 1 Revision 1.Greetings. 2.Ask some students to retell the text they learnt in the reading part. Step 2 Useful words and expressions T：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 begi ns to check the answers and give the right answers： 1.rare 2.vase 3.in return 4.in search of 5.belong to 6.heat 7.remain 8.gift 9.doubt 10.remove 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］ 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 2 T：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 answ ers. Suggested answers 1.This was a time when the two count ries 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 structures T：Let’s come to discovering useful structures，please finish all the exercises i n 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.P1 2.It is your job to look into any reports of cultural relics that have been found in China.P153.You are sent to a small town where you find a relic that was stolen from a place.P1 4.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1 ter，Catherine Ⅱ had the Amber R oom moved to the palace outside St Petersburg where she spent her summers.P2 6.This was a time when the two countries were at war.P2 7.In 1770，the room was completed the way （that）she wanted it.P2 Suggested 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 ci ty，which was once called Leningrad. 2.In Xi’an，I met a teacher，who h as 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 Homework 1.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 the BlackboardUnit 1 Culture relics Period 2关联词who关whom系whom代whose词thataswhenwherewhy语法功能Step 6 Record after Teaching6Period 3 Extensive ReadingThe General Idea of This Period： This period is about the reading of the passages：the differences between a fact and an opinion.It can help the students make clear how to divide what a fact is and what an opinion is. Teaching Aims： 1.Train the students’ reading ability. 2.Learn some useful words a nd drill. 3.Enable the students to know the differences between a fact and an opinion. Teaching Important Point： Help the students to understand the passages and make sure how to divide a fact and an opinion. Teaching Difficulties： 1.How to improve the students’ reading ability. 2.How to help the students divide a fact and an opinion in our real life. Teaching Methods： Asking and answering activity to check the students’ understanding of the text；individual， pair or group work to finish each task. Teaching Aids： 1.A tape recorder. 2.A multi-media computer and a blackboard. Teaching Procedures： Step 1 Warming up 1.Greetings. 2.Check the answers of the exercises about the attributive clauses. Step 2 Reading，Listening and Writing T：Today we’ll learn a passage about facts and opinions，but before we come to the text， please answer the following questions： 1.What must a judge do in a trial? 2.What is a fact? 3.What is an opinion? Then check the answers. T：Now please listen to the tape and make sure what the three people say about the missing Amber Room，pretending that you are judges.While you are listening you can take notes and fill in the forms.Decide which of the three people you think gave the best evidence.In other words，find out who is giving the most facts. Listen to the tape for three times，then show some Ss’ notes on the screen，and check the answers. Step 3 Reading on Workbook T：As we know cultural relics are important and useful，it’s necessary for us to protect them.After all，they belong to the whole world.Today，we’ll read a passage that is about a common7person who saves the cultural relics—BIG FENG TO THE RESCUE.Read the passage for the first time and answer：Why does Big Feng want to save cultural relics? Suggested answer： 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. T：Now listen to tape，and answer the following questions： 1.What does “a big heart” mean?In which ways does Feng Jicai show that he has a big heart? 2.Why does he think it is more important to do this than to writ e his novels? 3.It is very time-consuming（耗时的） and expensive for Feng Jicai to take care of cultural relics.Can you think of some other ways to help him with his projects? First，the students discuss in pairs，then check the answers. Suggested answers： 1.That he has a big heart means that he is very kind.You might say he is a gentle giant.His real name is Feng Jicai，and he has written many novels about life in China.Several years ago，he put down his pen and began to protect cultural relics in Tianjin，where he lives. 2.He knows the past is not only for us to enjoy but also for the children of the future，so we should protect some old things such as the old streets and buildings.And more people follow what he does，not what he says.So he thinks it is important to do this t han to write his novels. 3.Yes，I thi nk there are some other ways to help him with his projects.For example，he and his friends can make a video about the old streets and buildings and broadcast this program on TV so that more people can know the importance of protecting the cultural relics and really take efficient actions to protect them. T：Now read the text again and answer how he saves the cultural relics of his hometown. While the students read the text，the teacher should ask them to underline the key words that are useful for them to answer the ter，the teacher gives the answers on the screen.. Suggested answer： In order to protect the cultural relics of his hometown，he goes out and does a lot of things as possible as he can.One of his biggest projects was to protect the oldest street in Tianjin.Another project was more successful：he got the government to buy some land in the center of the city so it could not be sold to businesses.Not long ago，he and other writers and artists took photos of the old parts of Tianjin.And the photos were put into an expensive book that was very popular.And the money from the book helps his projects. T：Who can list other famous cultural relics in China besides the ones mentioned in the reading? Suggested answers： There are many cultural relics in China besides the ones mentioned in the reading，such as： The Great Wall，The Summer Palace，Imperial Palace of the Ming and Qing Dynasties，the Forbidden City，Mausoleum of the First Qin Emperor，the West Lake and so on. Step 4 Discussion T：After we learn the passage about Big Feng，we know that everyone can do something to protect our cultural relics，so now please discuss in groups what we should do to protect our cultural relics.8After five minutes，ask some Ss to tell thei r groups’ ideas and encourage the Ss to do it in our real life.Step 5 Homework 1.Do a research about one of the cultural relics in China. 2.Prepare for the next class. Step 6 The Design of th e Writing on the BlackboardUnit 1 Cultural relics Period 3consider vt. 1.think about 考虑，打算 consider+名词 consider doing sth. consider+wh-to do consider+从句 2.认为 （后接复合宾语，同 think ） consider...as...=consider...to be...（as 可省去） consider...to have done be considered to have doneStep 7 Record after TeachingPeriod 4 Speaking and WritingThe General Idea of This Period： This period aims at encouraging the Ss to learn how to discuss which person gives the best evidence，and how to show their agreemen t and disagreement.And help the Ss to organize their ideas into a composition. Teaching Aims： 1.Get the Ss to learn to discuss which person gives the best evidence. 2.Help the Ss learn how to organize a letter to show their agreement and disagreement. Teaching Important Points： 1.Get the Ss to learn to express their agreement and disagreement. 2.Enable the students to organize a letter in the proper and efficient way. Teaching Difficult Point： How to write a letter in a correct way. Teaching Methods： 1.Create some situations fo r the Ss to talk actively in public. 2.Practice to improve the students’ writing ability. Teaching Aid： A multimedia computer. Teaching Procedures： Step 1 Revision91.Greetings. 2.Ask the students to tell something about their researches. Step 2 Speaking T：Last class we learnt a passage about how to divide a fact and an opinion，and finished the forms about the three people say they know about the missing Amber Room，now please look at the forms again，and discuss which person gave the best evidence in pairs.You can use the following expressions to help you： Are you sure he/she was telling the truth? How do you know that? How can you be sure he/she was telling the truth? Why/Why not? That can’t be true. I （don’t）agree with you. It can be proved. I think they have said useful things. I （don’t）believe...，because.... It is （not）a fact I don’t agree that... The truth is （not）easy to know. ...has no reason to lie. T：Now write down a short list of reasons for your choice.You may begin like this： “It can be proved that...because...” For example：It can be proved that he owns a restaurant because we can go to his hometown and find it. （Each group should have a leader，after the discussion，the leader will give a report.） （Several minutes later） T：Who can give a short report about your list to the class? （Ask some leaders of the groups to give a report.） Ss... Step 3 Reading and writing T：We have talked 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.Now please turn to Page 7，read the letter and write a short reply to this letter.You may choose to agree o r not agree with the writer and give a reason why you agree or do not agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion. First，students check their answers with their partners . Second，ask some students to read out their compositions and ask other students to correct the wrong sentences. At last，the teacher checks the answers.（Show the answers on the screen） Possible answers to MODEL A： Dear Johann， I must say that I agree with you.If you find the Amber Room，it should belong to you because the search has cost you a lot of time and money. Even if I lost something，I wouldn’t expect that I10。
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必修二 Unit 1教案一、复习旧知（1）表建议的句子：How/what about doing sth.Why not do sth.Why don’t you do sth.Would you like sth./to do sth.Shall we do sth.(2)询问别人意见What do you think of sth./doing sth.How do you like sth.What is your idea/opinion of sth./doing sth.How do you know thatDon’t/do you think that …(3)表达自己的意见I think/believe/suppose that..In my opinion/view…依我之见Sorry, I don’t agree with you.No,thanks./Yes, please备注：此部分内容常见于听力单选情景会话中，理解了说话人的场合，语气，便于迅速答题。
二、新课讲解（1）重点词汇积累1.survive vt. & vi. 幸存，幸免，生还 survivor 生还者，幸存者survive sth. 从……中幸存eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例题：After the sunken boat accident,no one ____except a few people who were saved from the sea.survived survivingsearch of 寻找，固定短语同义词：search for look for hunt forin search of sb./sth. 寻找某人某物eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是为了找到某人某物。
Search后面接sb./sth.,意思是搜查某人某物，为了找到其他东西。
所以search…for 的意思是搜查什么，为了找到什么。
（search 接搜查范围，for 接搜查对象）例题：They ___the whole village ____the missing child.A.s earched ,for for,/ in,in search for D. were in,search of3．could never have imagined…绝不可能想到could have done 的意义：表示对过去发生的事进行推测，通常翻译为“本能”，“本来可以”，在肯定句中带有一定的责备批评的语气。
couldn’t have done 或者could never have done 等否定形式，通常翻译为“绝不可能”eg.: You could have got the first prize if you had been more careful. He couldn’t have done it because he is a considerate man.相关短语：would have done本将 ,may have done本可能 ,should have done本应该(shouldn’t have done 本不应该),must have done本一定例题：We ___the difficulty together,but why didn’t you tell meface face have faced have faced4. adj. amazing 令人吃惊的 surprising 令人吃惊的adj. amazed 感到吃惊的 surprised感到吃惊的vt . amaze 是吃惊 surprise 是吃惊n. amazement 惊讶 surprise 惊奇相关用法：amaze sb. surprise sb.to one’s amazement to one’s surprisein amazement in surprisebe amazed at sth. be surprised at sth.eg.例题：From his ____look,I could see that he didn’t believe what I said.vt .挑选，选拔辨析select,choose,elect,pickselect指在同类中精选最合适的，从而淘汰一部分，较正式。
choose指在两个或多个中选择其一，普通用语。
elect指选举，投票或举手表决，用在特定的场合。
pick常与out连用，指挑拣出，认出，有挑剔的意味。
Eg.:He selects me to attend the conference.Please choose one from them.We elect him chairman.She picked out a dress to the party.She didn’t pick me out in the crowds.例题：Our shop___only the products of good quality.return 作为回报，作为回应in return (for)=in reward(for) 作为对……的回报in turn：依次，轮流；反而，反过来eg.:I have nothing for you in return.Please buy the ticket in turn.He gives me what he has. I give him what I have in turn.was a time when …这是……时 at war 交战 at work 在上班 There was a time when…曾有一段时间…… at school 在上学注意time 后用when.eg.:This was a time when the two counties were at war.There was a time when I didn’t know what to do.than 少于 no less than 不少于 not less than 不少于more than 多于 not more than 不超过 no more than 仅仅，只有(only,just)more…than 与其，不如 rather than 而不是 other than 除了at the most至多 at the least 至少eg.:n.怀疑，疑惑 vt，怀疑；不信重点句型：There is no doubt that …There is doubt whether/if(是否)…without doubt 毫无疑问 in doubt 有疑问，不确定 no doubt 无疑地eg.:prep.(介词) 值得的 be worth doing sth. 值得做某事worthy 有价值的 be worthy of sth./being doneworthwhile 值得去做某事 be worthwhile to do sth.eg.:三、课堂练习四、过关检测Nick was not the kind of boy I had expected to spend my summer with. I was hoping to have a __1__ the summer before my busy senior year, but my mother asked me to do her a __2__. One of her colleagues needed a full－time __3__. “You planned to volunteer at the local hospital; why not volunteer to __4__ Nick instead” Then shetold me that this six－year－old boy was not a __5__ child.Nick was a lovely little boy who suffered from many disorders. Normal day－care centers would not __6__ him. As a baby, he had serious ear infections which left him with equilibrium(平衡)problems. He couldn't __7__ or run properly. I was __8__ if I was to take the job when my mother __9__，“Don't you want to be a nurse in the future I doubt if you even have the __10__.”Then I told her I was __11__ for the job.The day started at 7：00 a．m. Nick was my wake－up call! With so much energy and very little __12__ , he was quite a mix.At the park, when he saw all the other children play on the jungle gym and swings, the boy's face __13__ up—How he wished he belonged to the group of his age! You would think it would be__14__ to get a child to go down a slide(滑梯). Believe me, it wasn't! It took time, a lot of time. But with patience and support, Nick took one step up the slide each day. We worked together to face his __15__ and gradually he got closer to taking the slide of his life.Halfway through the summer, he __16__ it to the top of the slide. With my arms holding him tightly, we flew down the slide! I waited for his __17__. After realizing th at he was safe and sound, he gave me a big __18__ and asked, “May I go down again, alone”I had never been happier in my life when I saw this little child climb the ladder and enjoy what other children __19__ for granted.This __20__ child taught me that being a nurse means respect, kindness and patience. 1．B．course C．project D．relaxation2． B．favour C．business D．trade3． B．waitress C．guard D．guide4．B．assist C．attend D．comfort5．B．naughty C．clever D．happy6． B．receive C．accept D．adopt7． B．play C．stand D．walk8．B．wondering C．questioning D．doubting9．B．argued C．challenged D．commented10． B．courage C．faith D．time11．A. eager B．sorry C．grateful D．ready12．B．balance C．knowledge D．control13． B．cheered C．lit D．shut14．B．simple C．interesting D．flexible15． B．worries C．chances D．situations16． B．got C．managed D．made17． B．reaction C．answer D．greeting18． B．clap C．welcome D．surprise19． B．do C．take D．enjoy20． B．smart C．brave D．special五、家庭作业[范文]Mrs. Wilson，I'm going out shopping, and won't be back until about 5：00 pm. I have taken with me the two books you asked me to return to the City Library. At about 1 o'clock this afternoon, Tracy called, saying that she couldn't meet you at the Bolton Coffee tomorrow morning as she had something important to attend to. She felt very sorry about that, but said that you could set some other time for the meeting. She wanted you to call her back as soon as you are home. She has already told Susan about this change.Li Hua。