人教版英语必修二UnitCulturalRelics学案(人教版)

人教版英语必修二UnitCulturalRelics学案(人教版)_2

M2Unit1 课文学案（第二课时）高一二级部制作：刘凤审核：李洪燕使用时间：2013-11-281. Learning Task(学习任务)：the whole text on page1 and 22. Learning Aims(学习目标)：4个知识点Language points 【语言点】1．Later，Catherine Ⅱhad the Amber Room moved to a place outside St Petersburg where she spent her summers.后来，叶卡捷琳娜二世派人把琥珀屋搬到圣彼得堡郊外避暑的宫殿中。

※ have sth. done结构表示①“请别人做某事”，还可表示②“使遭遇某种(不幸的)事情”* I had my hair （理发）yesterday.♦I want to . 我要请人修车.We ought to by the doctor.（请医生给她检查一下）♦He （摔断了腿）in the match last week.※have sb./sth. doing①表示“使某人/某物一直处于某种状态”;②用于否定句中，表示“容忍/允许某人做……”。

He had all the lights burning. 译：I won't have you speaking to your mother like that. 译：※have sb. do让/使某人做-------·他叫我等他。

【巩固训练】His room needs ________，so he must have it ________.A．painting; painted C．painting; paintingB．painted; painting D．painted; painted2. light vi.＆vt. 照亮，点亮（lit, lit, / lighted, lighted，）♦过去式，过去分词可用lit, lighted，但当过去分词作定语修饰名词时，只能用lightede.g.①He lit a lamp/candle/cigarette/fire.②These streets are lit/lighted by electricity.③She entered the room, with a candle in her hand.3. consider ⑴vt.（考虑）·consider + n. / doing sth.·consider + 疑问词+to do sth.⑵（认为，以为）consider sb./ sth. + (to be / as) + adj. / n. 认为------是-----，把…当作-----·consider…as….=think of….as…/ look on(upon)….as…./ take …as…. /treat---as---/ regard….as….把…当作/视为------Ex. Abraham Lincoln is generally considered _________ the greatest president of America. A. to be B. asC. /D. All of the above.4. remove vt.1) 搬开，拿开，移动He removed the mud from his shoes.Remove the vase from the table.2）去掉，消除; 脱掉= take offHis name was removed from the list.He refused to remove his shoes.3) 使离去;把...免职;撤去[(+from)]He was removed from the post.他被解雇了。

人教版课标必修二 Unit 1 Cultural relics 学案

Unit 1 Cultural relicsWarming up & ReadingDoes a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? 文物一定要总是稀有并且有价值的吗？保存了很长一段时间就足够(成为文物)了吗？动词不定式的完成式to have survived表示survive这个动作早已经开始。

Reading课文学习IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make.普鲁士国王腓特烈·威廉一世绝不会想到，他最大送给俄罗斯人民的礼物会有这样惊人的历史。

【人教版】高中英语必修二：Unit1Culturalrelics教案

Unit 1 Cultural relicsI.元教课目★Talk about cultural relics and cultural relics protection.★Learn to ask for opinions and give advice.★Review attributive clauses, including restrictive and non-restrictive attributive clauses.★Read about the Amber Room.★Write a report of debate.II.目言Asking for opinionsDo/don’tyou think that⋯?Would you consider⋯ ?Why/Why not ⋯ ?功 Do you have any idea about⋯?How do you know that?能 Are you sure that he/she was telling the truth?What do you think?句 What do you think of⋯? What’syour idea/opinion of⋯?式What would you say⋯?How do you feel about⋯?Who do you think was⋯?What are your reasons for saying that?Giving opinionsI think/don ’tthink that⋯.Sorry, I don’tagree with you. In my opinion⋯.It can be proved.That can’tbe true.I don’tbelieve⋯ , because⋯.I think ⋯ is telling the truth because⋯.1.四会rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate2.cultural, relic, Taj mahal, ivory, dragon, amber, Frederick William I, Prussia,Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, the Baltil Sea,rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Anna Petrov, mysteryBerlin, Johann Webber1. 短和in search of, belong to, in return, at war, less than, think highly of1. 限制性定从句 (Restrictive attributive clause)法 2. 非限制性定从句 ( Non-restrictive attributive clause)1.Frederick William I, the king of Prussia could never have imagined that hisgreatest gift to the Russian people would have such an amazing history. P12.Once it is heated, the amber can be made into any shape. P13.It was made for the palace of Frederick I. P1重 4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship点from the Prussian to the Russian People. P1句 5. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1子 6. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1 7.Later, Catherine II had the Amber Room moved to the palace outside StPetersburg where she spent her summers. P28.This was a time when the two countries were at war. P29.There is no doubt that the boxes were then put on a train for Konigsberg, atthat time a German city on the Baltic Sea. P210.After that, what really happened to the Amber Room remains a mystery. P211.I think highly of those who are searching for the Amber Room.P2 II. 教材剖析与教材重组1.教材剖析本单元以 cultural relics 为话题，旨在经过单元教课使学生认识世界文化遗产，学会描绘它们的发源，发展和保护等方面的状况，复习并掌握定语从句，能就怎样保护和办理世界文化遗产给出自己的看法。

高中英语必修2人教版精品导学案：Unit 1The Cultural Relics学案

高中新课程导学丛书必修2Unit 1 The Cultural Relics第一课时Warming up ﹠vocabulary预习导学单元重点词汇重点单词: 英译汉survive ________select ________design ________decorate ______remove _______rare _________wooden _________doubt _________worth ________furniture _________remain _______consider _________pretend ________secretly ________valuable _________重点短语look into ________belong to ________in search of _______in return _________at war _________take apart _________think highly of _________less than _________be(well)worth doing _________be decorated with __________add to __________实战演练一.从方框中找出合适的单词或短语填空，注意形式in return, belong to, think highly of, survive, doubt, fancy, remove, wonder,1.Our office has ________ from New York to Chicago.2. He works hard. It’s no _________ he always takes the first place.3.I gave him some apples ____________for his help.4. Recently, I have found a rare Qing Dynasty vase. But I don’t know whether it should__________me.5.My classmates __________me because of my good performance.6.Harry took his wife to a ________restaurant for their 10th wedding anniversary.7.The house ____________the storm, because it was strong.8.There is no ____________that he will come to the wedding.二、从A,B,C,D四个选项中找出与句中划线部分意思相同的选项1.In the ancient times people used many kinds of objects as money.A. coinsB. animalsC. thingsD. notes2.The Russians were able to remove some furniture from the Amber Room.A. take something awayB. cut something offC. dig something offD. lift something off3.I have no doubt that you will pass the examination.A. don’t believeB. am sureC. hopeD. am afraid4. Doctors, scientists, and public health experts often travel to these regions to solve themystery of a long, healthy life.A. problemB. difficultyC. worryD. secret5.The amber which was selected had a beautiful yellow-brown color like honey.A. chosen carefullyB. seen carefullyC. foundD. given反馈检测选择填空1. A working party has been set up to this matter.A. look upB. look forC. look intoD. look through2. A year later, his friend was made as a sales manager, but he a salesman.A. remindedB. stillC. workedD. remained3. She to Canada next month.A. is thinking to goB. is considering to goC. is thinking goingD. is considering going4.You know ______little children can only eat _______little food.A such ;so B.so;so C.such ;such D.so; such5.I am very grateful for your assistance, and hope that one day I may be able to do something foryou .A. in turnsB. in caseC. in returnD. in use6. He has never a trade union.A. belongedB. belonging toC. belonged toD. was belonged to7.The president ___by most people in the country.A. was highly thought ofB. thought highly toC. was high thought ofD. was thought highly to8. He _____his pockets but failed to find his wallet.A. searchedB. searched forC. in search ofD. looked for9. He hasn’t slept at all for three days . _______he is tired out.A. There is no pointB. There is no needC. It is no wonderD. It is no way10. You’d better not _____ the radio, or you’ll not be able to put it together again.A. take apartB. take awayC. take outD. take in第二课时Reading预习导学阅读理解The Great PyramidThe Great Pyramid was built thousands of years ago for a king called Khufu. It is located on the west bank of the Nile River not far from Cairo. In fact, all the pyramids along the Nile are on the west bank. The ancient Egyptians compared the rising of the sun to the beginning of life and the setting of the sun to the end of life. This is why their dead were buried on the west bank of the Nile.It’s very hard to realize just how big the Great Pyramid is. There were over 2,300,000 blocks of solid stone. These huge stone blocks weigh an average of two and a half tones each, as much as a small car. Some even weigh fifteen tones. Without machinery, the ancient Egyptians cut and moved and lifted each of these stones. Many of the blocks came from the east bank of the Nile, and they were taken across the river in boats. It took more than 100,000 slaves twenty years to build the Great Pyramid.The Great Pyramid is over 450 feet high today, and it was once higher. Each of the sides of the pyramid is 755 feet long. The body of Khufu was in a great stone coffin and many treasures were buried with him.1. Answer the following questions1).Why are all the pyramids in Egypt along Nile built on the west bank?______________________________________2).How long did it take Egyptians to build the Great Pyramid?____________________________________2. Tell T or F to the following sentences1).The Great Pyramid was built for a queen called Khufu.2).The Great Pyramid lies in the city of Cairo.3).All the blocks for the pyramids were moved by trucks.4).Many treasures were buried with the body of Khufu.实战演练一.课文摘要填空The passage tells us the 1) _____of the Amber Room in the order of 2) ____so that we can clearly know what happened to it. It was given the name 3) ______almost seven thousand tons of 4) ___were used to make it. First it was built in Prussia, then Frederick William Ⅰ, the king of Prussia, sent it to Peter the Great as a 5) ___of friendship from Prussian people .And the Amber Room soon became part of the Czar’s winter 6) ______in St Petersburg.Later, CatherineⅡ had the Amber Room moved to a palace outside St Petersburg where she spent her summers and she told her artists to add more details to its 7)___. In September 1941, the Nazi German army 8)_____stole the Amber Room and sent boxes of the Amber Room on a train for Konigsberg, which was at that time a German city 9)_____the Baltic Sea. After that what really happened to the Amber Room 10) ______a mystery.二.汉译英.1.中国是一个发展中国家，它是属于第三世界的。

人教新课标高中英语必修二Unit 1 Cultural relics导学案

Book 2 Unit 1 Cultural relics【学习目标】本单元的中心话题是“文化遗产”，通过学习，了解关于“琥珀”的知识、历史和“琥珀屋”【学习过程】Step1前期准备：A.单词拼写：1. _______ n.风格；风度；类型2. _______ n.珠宝；宝石3. _______ n.城堡4. _______ n.群；组；军队5. _______ n.花瓶；瓶6. __________ vt.移动；搬开7. ____________ v.下沉; 沉下8. __________ adj.稀罕的；稀有的9. __________ adj.本地的；当地的10. _________ adj.以前的；从前的11. ________ n.设计vt.设计12. ________ adj.奇特的vt.设想13. ________ n.怀疑vt.怀疑14. ________ vt.挑选; 选择15. ________ n.& vi.争论；辩论B．短语翻译1. __________ 因为; 由于2. __________ 走近; 上来; 提出3. ___________ 与……交流4. __________ 利用；使用5. ___________ 扮演角色; 参与6. ___________以…为基础7. __________现在；目前8. ___________例如…; 9. ______________ 比以往任何时候10. _____________信不信由你11. __________ 与其…不如12. ___________ 直到…才C．词汇拓展1. ______vt. 拼写；拼→________ n. 拼写；拼法2. _________ vt. 确定；识别→________ n. 身份；本身3. _______ vt. 表达；表示→__________ n. 表达；表示；词语4. _______ vt. 征服；克服；战胜→_________ n. 征服；克服5. _______ adj. 逐渐的；逐步的→_________ adv. 渐渐地；逐步地6. _______ adj. 真实的；实际的→________ adv. 实际上；事实上7. __________ n.&vt. 命令；指令；掌握→______________ n. 指挥官；司令官8. _______ n. 东方→________ adj. 东方的(类似的词还有) ______________________9. _______ vt. 使富裕；充实；改善→___________ n. 丰富；改进；充实10. _____ n.&vt. 使用；运用；用途→_______ n. 用法；词语用法11. _______ adj. (两者中)后者的；较后的→(反义词) _______ adj. 前者的；前任的12. _______ adj. 流利的；流畅的→________ adv. 流利地；通畅地→________ n. 流利；流畅13. _________ adj. 频繁的；时常发生的→________ adv. 频繁地；时常地→________ n. 频率；频繁14. ______ adj. 本地的；本国的n. 本地人；本国人→(同义词) _______adj. 当地的；本地的15. _________ vt. 辨认出；承认；公认→____________ n. 识别；认出；承认→____________ adj. 可辨认的；可识别的16. _____ vt. 以……为根据n. 基地；基础→_______ n. 基础；依据；根据→_______ adj. 基本的；基础的→_________ adv. 基本上；主要地D．灵活运用1. The government _______ gave an _______ statement that the officer would be put into prison. (office)2. Mr Li, who speaks English _______, says that ________ develops gradually over time and practice. (fluent)3. His facial ___________ suggest that he’s quite satisfied with the result and he always __________ things in this way. (express)4. He called himself Chris but his _______ name is John. ________he has never met Chris. (actual)5. The group of monks from the _____ are heading back _________.(east)Step2写作句型仿写：1. even if=even though 即使(引导让步状语从句)原句Native English speakers can understand each other even if they don’t speak the same kind of English.以英语为母语的人, 即使他们所讲的语言不尽相同, 也可以相互交流。

高中英语人教版必修2 unit 1 Cultural relice 教学设计

教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead－inStep I Lead-in设计意图展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。

人教版高中英语必修2新人教版必修二Unit 1 Cultural relics 学案2

Book 2 Unit 1 Cultural relics一、预习课文，完成下列表格二、课文短语1. 文化遗产2. 寻找3. 肯定没想到4. 这么一段令人吃惊的历史5. 以独特的样式6. 用金子和珠宝装饰7. 属于8. 作为回报9. 充当10. 增加更多细节11. 处于交战状态12. 搬掉一些家具13. 在不到两天时间里14. 毫无疑问的是三、重点单词1. survivevi.生还，幸存；流传下来;幸免vt. 经历……而幸存；比……活的时间长【常用结构】survive on sth. 靠……生存（意思等同于live on sth.）survive sth. 经历某遭遇后幸存survive sb. (by ...) 比某人多活……【例句】Of the six people injured in the crash, only two survived.I can’t survive on $20 a week.Few buildings in Beichuan County survived the big earthquake on May 12, 2008. She survived her husband by ten years.【拓展】survival n. 幸存；遗留；旧风俗survivor n. 生还者，幸存者【练习】①The old couple (从战争中幸存下来）.②His only chance of （生存）was a heart transplant.③In the terrible accident, there was no （幸存者）.2.amaze vt. 使吃惊，惊讶It amazed her that he could be so calm at such a time.amazed adj. 感到吃惊的She was amazed at how calm she felt after the accident.amazing adj. 令人吃惊的The amazing thing is that it was kept secret for so long.3. designn.设计；图案；构思vt.设计；计划；构思【常用结构】by design=on purpose 有意地，故意地be designed to do ... 目的是做……；被打算做……be designed for ...为……而打算／设计【翻译】我喜欢那块地毯的图案。

人教新课标高中英语必修二Unit 1 Cultural relics导学案

精品文档Book 2 Unit 1 Cultural relics【学习目标】本单元的中心话题是“文化遗产”，通过学习，了解关于“琥珀”的知识、历史和“琥珀屋”【学习过程】Step1前期准备：A.单词拼写：1. _______ n.风格；风度；类型2. _______ n.珠宝；宝石3. _______ n.城堡4. _______ n.群；组；军队5. _______ n.花瓶；瓶6. __________ vt.移动；搬开7. ____________ v.下沉; 沉下8. __________ adj.稀罕的；稀有的9. __________ adj.本地的；当地的10. _________ adj.以前的；从前的11. ________ n.设计vt.设计12. ________ adj.奇特的vt.设想13. ________ n.怀疑vt.怀疑14. ________ vt.挑选; 选择15. ________ n.& vi.争论；辩论B．短语翻译1. __________ 因为; 由于2. __________ 走近; 上来; 提出3. ___________ 与……交流4. __________ 利用；使用5. ___________ 扮演角色; 参与6. ___________以…为基础7. __________现在；目前8. ___________例如…; 9. ______________ 比以往任何时候10. _____________信不信由你11. __________ 与其…不如12. ___________ 直到…才C．词汇拓展1. ______vt. 拼写；拼→________ n. 拼写；拼法2. _________ vt. 确定；识别→________ n. 身份；本身3. _______ vt. 表达；表示→__________ n. 表达；表示；词语4. _______ vt. 征服；克服；战胜→_________ n. 征服；克服5. _______ adj. 逐渐的；逐步的→_________ adv. 渐渐地；逐步地6. _______ adj. 真实的；实际的→________ adv. 实际上；事实上7. __________ n.&vt. 命令；指令；掌握→______________ n. 指挥官；司令官8. _______ n. 东方→________ adj. 东方的(类似的词还有) ______________________9. _______ vt. 使富裕；充实；改善→___________ n. 丰富；改进；充实10. _____ n.&vt. 使用；运用；用途→_______ n. 用法；词语用法11. _______ adj. (两者中)后者的；较后的→(反义词) _______ adj. 前者的；前任的12. _______ adj. 流利的；流畅的→________ adv. 流利地；通畅地→________ n. 流利；流畅13. _________ adj. 频繁的；时常发生的→________ adv. 频繁地；时常地→________ n. 频率；频繁14. ______ adj. 本地的；本国的n. 本地人；本国人→(同义词) _______adj. 当地的；本地的15. _________ vt. 辨认出；承认；公认→____________ n. 识别；认出；承认→____________ adj. 可辨认的；可识别的16. _____ vt. 以……为根据n. 基地；基础→_______ n. 基础；依据；根据→_______ adj. 基本的；基础的→_________ adv. 基本上；主要地D．灵活运用1. The government _______ gave an _______ statement that the officer would be put into prison. (office)2. Mr Li, who speaks English _______, says that ________ develops gradually over time and practice. (fluent)3. His facial ___________ suggest that he’s quite satisfied with the result and he always __________ things in this way. (express)4. He called himself Chris but his _______ name is John. ________he has never met Chris. (actual)5. The group of monks from the _____ are heading back _________.(east)Step2写作句型仿写：1. even if=even though 即使(引导让步状语从句)原句Native English speakers can understand each other even if th ey don’t speak the same kind of English.以英语为母语的人, 即使他们所讲的语言不尽相同, 也可以相互交流。

人教版高中英语必修第二册《Unit 1 Cultural Relics》教案

人教版高中英语必修第二册《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。

o学生能够理解并运用描述文化遗产的常用句型和表达方式。

2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。

o学生能够阅读并理解关于文化遗产的文章，获取关键信息。

o学生能够用英语简单介绍一种文化遗产。

o学生能够就文化遗产的保护问题进行讨论和表达观点。

3.情感目标o培养学生对文化遗产的兴趣和保护意识。

o增进学生对不同文化的理解和尊重。

二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。

o对课文内容的理解和文化遗产相关知识的学习。

2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。

o帮助学生理解一些复杂的文化背景和历史知识。

三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。

2.问题引导法：通过提出问题，引导学生思考和探究。

3.合作学习法：组织学生进行小组合作，共同完成学习任务。

四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。

2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。

2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。

（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。

人教版高中英语必修2新 Unit1 Cultural relics教案

Unit 1 Cultural relicsThe unit planningThe topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also kn ow that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip. Background informationStudents：Class 21,Grade 1Lesson duration：45 minsTeaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.Teaching difficult points1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions2. Train students’ speaking ability to give & ask for opinions in English.3. Develop students’ integrated skills.Teaching objectives1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions:1.) Asking for opinionsWhat do you think of...?Do you believe...?How can you be sure of...?How do you know that?2.) Giving opinionsI think...I don't think...I don't agree that...I suppose that...4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.Teaching Methods1. Audio-lingual Method2. Communicative Approach3. Pair work4. Group workTeaching Aids1. Multi-media2. Pictures3. Music4. Video课时安排The first period: Warming Up, Pre-reading,The second period: Reading, Comprehending,The third and fourth period: Learning about LanguageThe fifth period: Discovering Useful structuresThe sixth period: Using LanguageThe first period:Warming Up, Pre-readingKnowledge:1.) some new words:cultural relics, rare, valuable, vase, dynasty, survive2.) Have students know about some famous cultural relics at home and abroad. Ability:Help students learn how to talk about cultural relicsEmotion:Encourage students to pay attention to the protection of the cultural relics. Teaching important pointsHave students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relicsTeaching difficult points:How to talk about cultural relics.Teaching methods1. Audio-lingual Method2. Communicative Approach3. Pair workTeaching Aids1. Multi-media2. Pictures3. Music4. VideoProcedures:Step1. Lead-inShow the pictures: a one yuan coin & the old coinsLet students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relicsStep2. Warming up1. "Let's travel together!" Show some pictures about cultural relics at home and abroad.1.) Go abroad:a. the pyramids in Egyptb. the Big Ben in England2.) In Chinaa.周口店北京猿人遗址b.播放一段音乐：说唱脸谱--- 京剧（非物质文化遗产）在今年11月刚申遗成功的另一项目：活字印刷术播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。

人教版高中英语必修2新 Unit1 Cultural relics教案

Unit 1 Cultural relicsThe unit planningThe topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also kn ow that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip. Background informationStudents：Class 21,Grade 1Lesson duration：45 minsTeaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.Teaching difficult points1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions2. Train students’ speaking ability to give & ask for opinions in English.3. Develop students’ integrated skills.Teaching objectives1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions:1.) Asking for opinionsWhat do you think of...?Do you believe...?How can you be sure of...?How do you know that?2.) Giving opinionsI think...I don't think...I don't agree that...I suppose that...4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.Teaching Methods1. Audio-lingual Method2. Communicative Approach3. Pair work4. Group workTeaching Aids1. Multi-media2. Pictures3. Music4. Video课时安排The first period: Warming Up, Pre-reading,The second period: Reading, Comprehending,The third and fourth period: Learning about LanguageThe fifth period: Discovering Useful structuresThe sixth period: Using LanguageThe first period:Warming Up, Pre-readingKnowledge:1.) some new words:cultural relics, rare, valuable, vase, dynasty, survive2.) Have students know about some famous cultural relics at home and abroad. Ability:Help students learn how to talk about cultural relicsEmotion:Encourage students to pay attention to the protection of the cultural relics. Teaching important pointsHave students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relicsTeaching difficult points:How to talk about cultural relics.Teaching methods1. Audio-lingual Method2. Communicative Approach3. Pair workTeaching Aids1. Multi-media2. Pictures3. Music4. VideoProcedures:Step1. Lead-inShow the pictures: a one yuan coin & the old coinsLet students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relicsStep2. Warming up1. "Let's travel together!" Show some pictures about cultural relics at home and abroad.1.) Go abroad:a. the pyramids in Egyptb. the Big Ben in England2.) In Chinaa.周口店北京猿人遗址b.播放一段音乐：说唱脸谱--- 京剧（非物质文化遗产）在今年11月刚申遗成功的另一项目：活字印刷术播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。

人教版高中英语人教版必修2 Unit 1 Cultural relics period 1 导学案

Book2 Unit1 Cultural relics导学案Warming up-Reading 第一课时学习目标：1.了解文化遗产的概念、特点和主要类别；了解文化遗产对人类社会的重要价值，增强保护文化遗产的意识；了解有关琥珀屋的历史故事。

2.掌握本单元学习的重点词汇和其它表达方式。

3.掌握限制性与非限制性定语从句的主要区别，并能正确使用。

4.学会用英语表达自己的看法或征求别人的意见。

5.能够区别事实与观点，学会在写作和辩论中用事实来支持自己的论点。

语篇解读：I. First reading: Read the passage quickly and match each paragraph with its main idea. Paragraph Main idea1 A. How did the Amber Room become one of the wonders of the world?2 B. How was a new Amber Room built?3 C. How did the Amber Room get lost?4 D. How was the Amber Room made?5 E. Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? II. Second reading: Choose the best answer to each question according to the text.1. Why did the King of Prussia give the Amber Room to Peter the Great?A. Because he wanted to make friends.B. Because he thought it was useless.C. Because the Amber Room was not built for him.D. Because he wanted to get some good soldiers.2. What can we know about the Amber Room?A. The amber of the room had some beautiful colours.B. It was decorated with flowers and jewels.C. The country’s best artists spent about ten years making it.D. It was a room where a king lived.3. Where was the Amber Room when it was stolen?A. In St PetersburgB. Outside St PetersburgC. On the Baltic SeaD. InKonigsberg4. Where is the Amber Room now?A. is in Prussia.B. It is in St Petersburg.C. It is in a palace outside St PetersburgD. It is missing.III. Find out the following phrases in the passage.1.寻找__________________2. 一段如此惊人的历史_________________________3.为…而设计_____________________4.属于___________________________5.作为报答；回报____________________6.用作;充当______________________7.给它增加更多的细节__________________________ 8.处于交战状态__________________ 9.少于________________________ 10.毫无疑问… ____________________________IV. Analyze and translate the following important sentences.1.①This gift was the Amber Room, __________ (引导词) was given his name because severaltons of amber were used to make it.②The amber __________ (引导词) was _________(选择) had a beautiful yellow-brown colour like honey.③It was also a treasure __________ _______(由……装饰)gold and jewels, __________ (引导词) took the country’s best artists about ten years to make .④However, the next King of Prussia, Frederick William I, ______ ________(介词+关系代词) theamber room _________, decided not to keep it.⑤Later, Catherine II had the Amber Room moved to a palace outside St Petersburg__________ (引导词) she spent her summers.⑥This was a time ________ (引导词) the two countries were ______ _______(处于交战状态) .⑦________ _____ ______ ________ ________ (毫无疑问) the boxes were then put on a trainfor Konigsberg, __________ (引导词) was at that time a German city on the Baltic Sea.2. Frederick William I, the King of Prussia, _______ ______ _________ ______(不可能想到) that his greatest gift to the Russian people would have such an amazing history.3. Sadly, although the Amber Room ______ ________ (被认为是) one of the wonders of the world, it is now missing.4. After that, _________(引导词) happened to the Amber Room ________ ____ _______(仍然是一个谜).Warming up-Reading 第二课时知识导航：1.课本原句：Is it enough to have survived for a long time ?survive vt. 幸免于；从……中逃生；从(困境等)中挺过来；比……活得长(与by搭配) vi. 幸免；幸存；生还n.___________ 生还者，幸存者；残存物eg: ①After the traffic accident, no one survived, except a few people who were badly injured.②Fortunately he survived the traffic accident.他很幸运地在车祸之后还能活着。

人教版课标必修二 Unit 1 Cultural relics 学案

Unit 1 Cultural relicsWarming up & Reading1 Do you know what a cultural relic is?你知道什么是文物吗？2 Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?文物必须总是稀有的并且有价值的吗？保存了很长一段时间就足够(成为文物)了吗？动词不定式的完成式to have survived是结果状语，表示survive这个动作已经完成。

3 Are cultural relics only objects like vases or can they be buildings? Look at the pictures below and discuss what they are and whether they are cultural relics or not.文物只是像花瓶之类的物体吗，或者它们可能是建筑物吗？看看下面的图片，讨论它们是什么，或它们是不是文物。

动词不定式to have done完成式的使用句型：㈠形容词+ to have done表示结果或原因Nice/Glad to have seen you here. Bye.(告别时用语)很高兴跟你见了面。

(刚见面时用语)Hello! Nice/Glad to see you here.很高兴在这里见到你。

① 她可能还没收到我们的信。

→It is not likely that she has got our letter. ______________________________________② (=I'm sorry I didn't…)很抱歉昨晚没能参加你们的聚会。

__________________________________________________③ 你太聪明了不会这样做。

人教版高中英语必修二Unit1《Culturalrelics》单词学案.doc

山东省泰安市肥城市第三中学高一英语人教版必修2《Unit 1Cultural relics》单词学案【回顾复习】检查学生单词读音，纠错。

【自主合作探究】(一)重点单词1• survive(1)皿・生存Camels can survive for many days with no water・(2)吒•幸存，幸免She was the only girl to survive the accident.(3)survive on...靠..... 存活卜來每周20美元无法维持我的生活。

(4)survive sb. (by...)比...... 活得长(几年)她比她丈夫多活了10年。

2. design(1)/?.设计，构思Ad writers were starting to pay more attention to the design of t.he adtext・(2)应•设计，计划She designs new dresses for the fashion show.(3)be, designed for sb. /sth.为某人/某物设计、计划be designed to dosth.为做某事计划、设计be designed as sth•作为...... 而设计The Hope Project is designed to help those children who drop out of school because of poverty・(4) by design = on purpose 有意；故意It happened一whether by accident or by design—that the two of them were left alone after all the others had gone・3• remove(1)吒脱掉The boy removed his di.rty shirt and threw it into the sink.(2)吒.清除，去掉How can T remove the stain from my skirt?(3)remove... from...从 .... 移开/清除....你能把你的包从椅子上拿开吗？熟读单词和短语，注意发音。

Culturalrelics全单元教案（新人教版高中英语必修2unit1）

Culturalrelics全单元教案（新人教版高中英语必修2unit1）Cultural relics全单元教案教案（新人教版高中英语必修2 unit 1）Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II ha d the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong tothe whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions: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) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. T eachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

人教版高一英语必修二教案《Unit,1,Cultural,relice》

人教版高一英语必修二教案《Unit,1,Cultural,relice》【导语】让我们共同努力，培育良好的学习习惯，胸怀幻想，珍惜时间，发奋学习，立志成才，让青春载着幻想飞扬！这篇关于《人教版高一英语必修二教案《Unit 1 Cultural relice》》是高一频道为你预备的，盼望你喜爱！教案【一】教学预备教学目标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 Mahal2Teacher 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 City Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao CavesStep 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 their mind 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 blans3. Now, let the students try to answer the questions in part 1. PPT 7Teacher may give some necessary helpStep 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 9Step 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 theworld?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教案【二】教学预备教学目标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 belongto the 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 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?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.。

【人教版】高中英语必修二：教案全套Unit 1 Cultural relics 教案(精修版)

人教版英语精品资料（精修版）Unit 1 Cultural relicsI. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。

这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。

这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。

设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。

Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。

1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。

其中第一部分的Exercise 1着重训练对英语单词解释的理解。

Exercise 2 着重词汇在短文中的用法练习。

人教版英语必修二UnitCulturalRelics学案(人教版)