浙江省奉化中学高中英语校本课程话题阅读 2 Cultural relics-a fact or an opinion教案
浙江省奉化中学高中英语校本课程话题写作 Topic2 basic writing themes教案1
《高中英语必修二课件——Unit 1 Cultural relics》
文化遗产保护面临着开发利用、自然灾害、非法走私等许多挑战。
文化遗产的争议
是否应将文化遗产归还给原属国？
文化遗产的归还涉及多方利益，引发了许多争议和讨论。
争议案例分析
通过案例研究，深入探讨文化遗产归还的背后利益和文化冲突。
文化遗产博物馆
卢浮宫博物馆
卢浮宫博物馆是法国最重要的博 物馆之一，收藏了丰富多样的古 代与现代艺术品。
大英博物馆
中国国家博物馆
大英博物馆是英国最大的博物馆， 拥有世界上最丰富的人类文化和 历史艺术藏品。
中国国家博物馆是中国最大的综 合性博物馆，陈列着丰富的中国 历史文化艺术珍品。
相关词汇与表达
文化遗产 保护 博物馆
heritage preservation museum
讨论与思考
1 讨论问题
- 你认为文化遗产的保护有何重要性？ - 你是否同意将文化遗产归还给原属国？
高中英语必修二课件—— Unit 1 Cultural relics
本课件将带您了解《高中英语必修二》第一单元文化遗产的相关内容，并探 讨文化遗产的定义、重要性，以及世界各地著名的文化遗产，中国的文化遗 产，文化遗产的保护与争议，以及文化遗产博物馆等话题。
什么是文化遗产？
1 文化遗产的定义
文化遗产是指具有历史、艺术、科学、宗教、民俗等方面意义，具有珍贵和独特价值的 物质和非物质遗产。
兵马俑是中国古代秦始皇陵 的陪葬品，被誉为世界第八 大奇迹。
莫高窟
莫高窟是世界上保存最完整、 最丰富的佛教艺术宝库之一， 也是中国古代艺术的瑰宝。
故宫
故宫是中国明、清两代的皇 家宫殿，是世界上规模最大、 保存最完整的木质古建筑群 之一。
北京人遗址
2020高中英语校本作业必修二 Unit1 Cultural relics(含答案)
人教版必修2校本作业Unit 1 Cultural relicsI.单词拼写1.No one could(相匹敌) Mozart in composition.2.Please wait in the________(接待)room. We will can you when the Dr. is available.3.Please r your bag from the seat so that I can sit down.4.I have some (怀疑) whether they will come here on time.5.When h_________, the amber can be made into any shape.6.The classroom is being __________ (装饰) with balloons and flowers right now and students are preparing for the new year party.7.There was not enough e to prove that she stole the wallet.8.You shouldn’t _________ (假装) to know what you don’t’ know.9.It’s just an (非正式的)party, so you don’t have to dress up.10.I don’t like the colour of the car. ___________ (而且), it’s too expensive.【参考答案】1.match2.reception3.remove4.doubt5.heated6.decorated7.evidence8.pretendrmal 10.BesidesII.单句语法填空1. He told us whether ________ (have) a picnic was still under discussion.2．There isn’t any difference between the two shirts. I really don’t know which ________ (choose)．3．The little girl，rather than her elder brothers，________ (blame)．4．I think I will do it myself instead of ________ (ask) him for help.5. Rather than ride on a crowded bus，he always prefers ________ (ride) a bicycle.6.—What are you considering ________ (do) with the remaining building materials?—You’re asking me! I’m also puzzled about it myself.7．Jane ________ (prove) an excellent athlete，for she won many gold medals in the competitions. 8．Yang Liwei is our national hero. He is ________ (high) thought of.【参考答案】1. to have【解析】whether to have ...在此作宾语从句的主语。
浙江省奉化中学高中英语校本课程话题写作Topic2basicwritingthemes教案2
Topic2 basic writing themesStep One Check the homeworkStep Two Have a discussion and share their own related words and phrases.Step Three Advanced Vocabulary1.经济的快速发展 the rapid development of economy2.人民生活水平的显著提高/ 稳步增长the remarkable improvement/ steady growth of people’s living standard3.先进的科学技术 advanced science and technology4.面临新的机遇和挑战 be faced with new opportunities and challenges5.人们普遍认为It is commonly believed/ recognized that…6.社会发展的必然结果 the inevitable result of social development7.引起了广泛的公众关注 arouse wide public concern/ draw p ublic attention8.不可否认It is undeniable that…/ There is no denying that…/9.热烈的讨论/ 争论 a heated discussion/ debate10. 有争议性的问题 a controversial issue11.完全不同的观点 a totally different argument12.一些人…而另外一些人… Some people… while others…13. 就我而言/ 就个人而言 As far as I am concerned, / Personally,19.正如谚语所说 As the proverb goes:20.…也不例外…be no exception21.对…产生有利/不利的影响exert positive/ negative effects on…22.利远远大于弊 th e advantages far outweigh the disadvantages。
高一英语说课稿之Culturalrelics
高一英语说课稿之Culturalrelics高一英语说课稿之Culturalrelics除了课堂上的学习外，平时的积累与练习也是学生提高成绩的重要途径，本文为大家提供了高一英语说课稿之Culturalrelics，祝大家阅读愉快。
一、教材分析（一）单元背景分析随着人们物质文化生活水平的提高，曾经一度被忽视的环境已日益为人们所关注，从某种程度上说，环境的优劣已成为衡量生活质量高低、社会进步程度的标志。
相对文物而言，其环境的优劣同样影响文物存在的质量。
然而，在环保意识不断提升的今天，文物环境并没有得到应有的关注。
文物保存环境是指文物所在的空间及可以直接或间接影响文物保存的各种自然因素和人为因素。
在我国，由于受经济条件的制约，自然环境质量的恶化，加上人文环境的影响，文物劣化速度不断加剧，由于环境造成对文物毁坏的例子屡见不鲜，如石质文物风化、金属文物腐蚀、纸张酸度增加、壁(彩)画褪色等等。
文物是祖先留给我们的无价之宝，是金钱买不到的。
日用品坏了，可以再生产制造，文物却不同，它不能再生产，再生产出的东西不是文物，是仿制品或赝品，是没有任何文物价值的。
文物一旦损坏，就永远不能复原。
没有众多的文物史迹，文明古国也就名存实亡，失去其传统的风采和内涵。
文物受损后再修复是被动性的保护措施，而主动性的保护就是创造良好的文物保存环境，防治文物受损才是上策。
保护文物环境，实际上就是保护文物古迹本身。
整治环境不是一件小事，保护文物环境更不是一件容易的事，惟其艰难，需要文物部门付出更多的努力，同时也需要政府和社会的更多支持。
所以，我们要好好爱护文物。
（二）教材内容分析本单元话题文物古迹(Culturalrelics)历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭!本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。
单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。
浙江省奉化中学高中英语校本课程话题阅读 2 Cultural relics-a fact or an opinion教案
高中英语必修二《Unit 1 Cultural Relics》全英文说课稿
《Unit 1 Cultural Relics》说课稿Cultural RelicsⅠ. Brief introduction of the textTeaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）Text analyze ：The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.Ⅱ.Teaching material1. OutlineThe characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such asenvironment protection, animalsprotection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.Requirement：Students could communicate with each other on define of cultural relics and its protection.2. Teaching Aims:（1）. Target languageCultural relics, survive, remain, state, rare, vase, look into, belong to (四会)Introduction, trace, features, in danger(三会)（2）. Ability goalsAsk the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of culturalrelics.（3）. Sensibility goalsProtection of cultural relics, environment protection, and strengthen students’ sense ofresponsibility.（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.3. Teaching focus:Teaching focal points:Cultural relics, survive, state, rare, vase, look into, belong to，remainTeaching difficult points：Listening & speakingTeaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。
高中英语校本课程话题阅读 1 Cultural relics-the amber room教案
匠心文档，专属精品。
匠心办公文档系列 1课题Cultural relics---the amber room 课时 第1课时教案设计教学目标：1.让学生熟悉本课的重点词组和短语2.让学生了解琥珀屋的历史3.提高学生的阅读能力，培养快速获取信息的能力4.培养保护文物的意识教学步骤：Step1: Warming –upShow students some pictures of cult ural relics, such as the Great Wall, the Summer Palace, Ming Tombs, London Bridge, Ask students to talk about them.Defining c ultural relicsAsk students the following questions and de fine cultural relicsCultural rel ics are physical reminders of what different peoples valued in the past and co ntinue to value now. it can be more than works of art. Step 2: Pre-reading1. Ask students two questions on the book to check how muc h they knowabout the amber room2. ask students to predict what the passage is about accordi ng to thetit le and the picture.。
高中英语必修2第1单元-Cultural-relics-Reading
Thank you very much!
long time history • vase, building, any object.....
What should you do to protect cultural relics?
In Search of the Amber Room
1.Frederick I 2.Frederick William I 3.Peter the Great 4.Catherine II 5.The Nazi army 6.The Russians and Germans
• What cultural relics do you know
in China？
The Grerra-cotta warriors The Forbidden City
Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? Are they only objects like vases or can they be buildings?
A. stole the Amber Room
B.sent a troop of his best soldiers to the King of Prussia
C. had the Amber Room made
D. had it moved outside St Petersburg
E.gave it to the Czar as a gift
Ming
ivory
Taj Mahal
Dynasty vase dragon boat (In India)
高一英语必修二unit经典版CulturalRelics英文说课文稿
A Teaching Design of Module 2,Unit1 In Search of the Amber Room (Reading)Ⅰ. Background information:Students : 40 senior middle school students in grade1Class duration : 45 minutesⅡ . Reality of students ’learning:The students in grade 1 are active in thoughts and are curious about the outside world. However,they lack in critical and deep thought about a certain thing. As to reading, they usually lackscientific reading skills in doing reading comprehension.Ⅲ . Analysis of the teaching material:The topic of this unit is cultural relics. Students are quite interested in topics about differentcultures around the world. This is the second period of the whole unit. As a reading class, thepassage mainly talks about the history of the amber room (how it was made, sent as a gift, lost andrebuilt).According to the new national curriculum, when teaching reading, much emphasis shouldbe put on training the students ’reading skills.Ⅳ . Teaching objectives1. Language objectives:1) Students are required to master the key words and phrases occurred in thepassage (e.g.amazing, decorate, belong, in return, less than etc.)2) Students are required to learn the attributive clause and acquire the sentencepattern.2. Language skills objectives:1) Students are required to describe a certain thing by using the new sentencepatterns.2) Students are required to master two kinds of reading skills — skimming andscanning, andlearn to use them in their daily reading.3. Affect objectives:1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand theimportance ofprotecting them.Ⅴ . Teaching important and difficult points1) Teaching important point : Help the students thoroughly understand the passageand acquirethe new words, phrases, and sentence pattern in the course of reading.2) Teaching difficult point: Help the students master two kinds of reading skills— skimmingand scanning and learn to apply them in daily use.Ⅵ . Teaching methods:Task-based method & Top-down modelⅦ . Teaching aids:PPT, pictures, blackboardⅧ . Teaching procedure:Teaching Design IntentTeaching ActivityProcedureGuessing Game Using pictures to attract theT (Teacher): shows pictures of some students ’ attention andcultural relics to only one student (e.g. the appreciate thedifferentGreat Wall, the Big Ben, and the Amber cultural relics around theRoom etc.), and asks him/her to use new world. After the guessing1. Leading-insentence patterns (It lies in/on/to ⋯ , The game, the students are full minutes)scenery there is ⋯ etc.) to describe it (the motivated for the class.location and characteristics) withoutmentioning its nameOther Ss (Students): guess the name.1)Brainstorm Broaden the students ’mindT raises questions: Have you ever seen a and encourage them to thinkpiece of amber? What ’s the use of the actively aboutamber? related to amber, so that they(5 minutes)Ss discuss in group of five and one S from can be fully prepared fortheeach group gives answer. reading part.T Collects answers by drawing a mind-map Prediction is an importanton the blackboard. reading skill in doing2)Prediction reading comprehension, andSs look at the title and guess what the students are required topassage will talk about. master it.1) Skimming: Ss are asked to skim the It ’s important to get thepassage and find out the main idea of each students to read the textforparagraph three times. The aim of2) Scanning: Ss read the passage carefully skimming is to let thewith the questions: students have aHow long did the artist take to make the comprehensiveAmber Room? understanding of the wholeWhom did the Amber Room belong to? ...... passage. While the purpose 3) Detailed reading: of scanning is to let the(1) Ss answer questions that need deep students find out some(25 minutes)thought. details in the text. In theWhy did Frederick William Ⅰ give the detailed-reading part, theAmber Room to Peter the Great? students should not onlyWhy did Peter the Great send a troop in find out the details, butalsoreturn? ⋯⋯ go deep into the questionsThen T draws the process out. about “Why ”.(2) Ss are asked to rewrite sentences andfind out attributive clause in the passage.The purpose of a discussionDiscussion: is to help the students use4. Post-reading Is it necessary to rebuild the Amber Room? what they have learnt in this(8 minutes) Can the original one truly be rebuilt? Why class to think about whetheror why not? the Amber Room can reallybe rebuilt.1) Search the Internet for more information Train thestudents ’ability ofof the Amber Room(do it in group of using the Internet for somefive), next class 3 groups will be chosen to useful information andtheir5. Homeworkmake a presentation by using PPT to cooperation in teamwork.(2 minutes)introduce the Amber Room in front of the Students are required towhole class. self-learn more about the2) Finish Exercise in the workbook. topic after class.Ⅸ . Blackboard designUnit 1 Cultural RelicsTry to use the following sentence patternsjewelryIt lies in/on/to ⋯It is located in/on/to...p reservation d ecorationThe scenery there is ⋯TheAmber It is famous for/as ⋯ ..giftTheAmber It looks like⋯⋯I appreciate ⋯ most, because ⋯。
【高考英语总复习】浙江专版讲义必修二 Unit 1 Cultural relics含答案
Unit 1 Cultural relics一、刷黑板——词汇全听写(先过识记默写关)Ⅰ.阅读词汇(英译汉)[第一屏听写]1．cultural adj.文化的2．relic n. 遗物；遗迹；纪念物3．rare adj.稀罕的；稀有的；珍贵的4．vase n. 花瓶；瓶5．dynasty n. 朝代；王朝6．dragon n. 龙7．honey n. 蜜；蜂蜜8．jewel n. 珠宝；宝石[第二屏听写]9．troop n．群；组；军队10．wooden adj.木制的11．mystery n. 神秘；神秘的事物12．castle n. 城堡13．trial n. 审判；审讯；试验14．eyewitness n. 目击者；证人15．maid n. 少女；女仆[第三屏听写]Ⅱ.高频词汇(汉译英)1．valuable adj.贵重的；有价值的2．survive v i.幸免；幸存；生还3．amaze v t.使吃惊；惊讶4．amazing adj.令人吃惊的5．select v t.挑选；选择6．design n. 设计；图案；构思v t.设计；计划；构思7．fancy adj.奇特的；异样的v t.想象；设想；爱好8．style n. 风格；风度；类型[第四屏听写]9．decorate v．装饰；装修10．artist n. 艺术家11．belong v i.属于；为……的一员12．reception n. 接待；招待会；接收13．remove v t.移动；搬开14．doubt n. 怀疑；疑惑v t.怀疑；不信15．former adj.以前的；从前的16．worth prep. 值得的；相当于……的价值n. 价值；作用adj.[古]值钱的[第五屏听写]17．local adj.本地的；当地的18．apart ad v. 分离地；分别地19．painting n. 绘画；画20．evidence n. 根据；证据21．explode v i.爆炸22．entrance n. 入口23．sink v i.下沉；沉下24．informal adj.非正式的25．debate n. 争论；辩论v i.争论；辩论[第六屏听写]26．sailor n．水手；海员；船员27．in_search_of 寻找28．belong_to 属于29．in_return 作为报答；回报30．at_war 处于交战状态31．less_than 少于32．take_apart 拆开33．think_highly_of 看重；器重二、刷清单——热身自盘点(再过基本应用关) (一)核心单词(二)常用短语一、过重点单词——纵引横联超人一点1．survive vt.比……活得长；(经过……)活(保存)下来；幸免于v i.幸免；幸存；生还 [高考佳句] Human life is regarded as part of nature and, as such, the only way for us to survive is to live in harmony with nature. (2015·福建高考单选)人类生活被认为是自然的一部分，同样，我们存活下去的唯一方法是和自然和谐相处。
课题Cultural_RelicsAqPKUK
高一英语工作案例课题Cultural Relics 人民教育出版社《高一普通高中课程标准实验教科书》英语2 必修 Unit1 Cultural Relics 倪玲格行唐职教中心一、指导思想与理论依据本节设计由过去的知识立意提升为能力立意，从学情出发进行教材分析和教材重组。
既坚持多年来在教学实践中证明行之有效的好方法，又根据新课程、新课标、性教材的要求，努力做到使课堂教学的全过程符合英语教学的基本规律二、教材分析本单元介绍有关俄罗斯遗失琥珀屋的轶闻，通过本课的教学使学生了解世界文化遗产，学会描述他们的起源、发展、和保护等方面的情况，并就如何保护和处理文化遗产给出自己的观点。
三、学情分析由于招生原因，我校学生基础不好。
但经过高中一段时间的学习，学生学习的自主性得到了加强。
他们的认知能力比前一段有了进步，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力；不再认为英语的课堂学习和枯燥，能够参与到活动中去，成为课堂的主体。
对于世界文化遗迹，他们有着浓厚的兴趣。
四、教学目标1、通过课文学习进行阅读技巧和速度的训练，培养学生的阅读技巧。
2、语言目标：in search of belong to in return less than atwar think highly ofReception wooden jewel 等3、谈论有关文化遗迹，使学生意识到保护文化遗迹的重要性。
五、教学重点和难点1、通过课文的学习，掌握重点词汇和句型2、了解琥珀屋的历史，了解文化遗迹，增强文化遗产保护意识六、教学设计与过程Step1 Pre-readingShow several pictures of the cultural relics and ask some questions .Let the students talk about these pictures.Questions: 1. Do you know what these pictures are?2. Why are they very famous?3. What are cultural relics？4. Suppose one of them got lost,how would you feel?5. What would you do if you are the worker ofcultural relics？通过呈现的文化遗迹和讨论，使学生了解文化遗迹的历史意义及保护的重要性Step2 ReadingSkimming. Read the text quickly and find out what is the text about and the writing clue of the text.Then find out the mumbersand the things related with them.1.7000 ------2. 10-----3. 1716-----4. 555------5. 1770-----6.1941------7. 2/100,000/27------8. 2003/300-----适合我校基础差的同学，让学生搜寻、获得信息并处理信息。
【高考英语总复习】浙江专版讲义：必修二 Unit 1 Cultural relics Word版含答案
Unit 1 Cultural relics一、刷黑板——词汇全听写(先过识记默写关)Ⅰ.阅读词汇(英译汉)[第一屏听写]1．cultural adj.文化的2．relic n. 遗物；遗迹；纪念物3．rare adj.稀罕的；稀有的；珍贵的4．vase n. 花瓶；瓶5．dynasty n. 朝代；王朝6．dragon n. 龙7．honey n. 蜜；蜂蜜8．jewel n. 珠宝；宝石[第二屏听写]9．troop n．群；组；军队10．wooden adj.木制的11．mystery n. 神秘；神秘的事物12．castle n. 城堡13．trial n. 审判；审讯；试验14．eyewitness n. 目击者；证人15．maid n. 少女；女仆[第三屏听写]Ⅱ.高频词汇(汉译英)1．valuable adj.贵重的；有价值的2．survive v i.幸免；幸存；生还3．amaze v t.使吃惊；惊讶4．amazing adj.令人吃惊的5．select v t.挑选；选择6．design n. 设计；图案；构思v t.设计；计划；构思7．fancy adj.奇特的；异样的v t.想象；设想；爱好8．style n. 风格；风度；类型[第四屏听写]9．decorate v．装饰；装修10．artist n. 艺术家11．belong v i.属于；为……的一员12．reception n. 接待；招待会；接收13．remove v t.移动；搬开14．doubt n. 怀疑；疑惑v t.怀疑；不信15．former adj.以前的；从前的16．worth prep. 值得的；相当于……的价值n. 价值；作用adj.[古]值钱的[第五屏听写]17．local adj.本地的；当地的18．apart ad v. 分离地；分别地19．painting n. 绘画；画20．evidence n. 根据；证据21．explode v i.爆炸22．entrance n. 入口23．sink v i.下沉；沉下24．informal adj.非正式的25．debate n. 争论；辩论v i.争论；辩论[第六屏听写]26．sailor n．水手；海员；船员27．in_search_of 寻找28．belong_to 属于29．in_return 作为报答；回报30．at_war 处于交战状态31．less_than 少于32．take_apart 拆开33．think_highly_of 看重；器重二、刷清单——热身自盘点(再过基本应用关) (一)核心单词(二)常用短语一、过重点单词——纵引横联超人一点1．survive vt.比……活得长；(经过……)活(保存)下来；幸免于v i.幸免；幸存；生还 [高考佳句] Human life is regarded as part of nature and, as such, the only way for us to survive is to live in harmony with nature. (2015·福建高考单选)人类生活被认为是自然的一部分，同样，我们存活下去的唯一方法是和自然和谐相处。