高中英语unit1Culturalrelics学案新人教版必修2(可编辑修改word版)

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【人教版】高中英语必修二:Unit 1 Cultural relics 教案

【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 Unit 1 Cultural relics导学案(必修2) 学案

高中英语 Unit 1 Cultural relics导学案(必修2) 学案

必修2 Unit 1 Cultural relics 导学案【美文赏析】The Way to Achieve SuccessMany people say that they owe much of it to the cultivation of certain good habits in early life. In forming good habits, I think we should pay attention to four things, that is, honesty, industry, enthusiasm and thrift.“Honesty is the best policy.” This is a proverb to which we must pay attention. There are so many temptations in society that through a little carelessness we may go astray. But when we are honest, people will not be dishonest to us.Industry gives every man and woman, every boy and girl, proper work to do. To do nothing is going to ruin him/her.Enthusiasm is a great force. One’s soul will expand if one devotes oneself to a noble cause. The difficulties in our way are tremendous, but what can we not acplish, if with enthusiasm?There are many proverbs, which set forth the advantages of thrift. Since we live in the world in which money is a very powerful thing, we should always try to save a portion of our earnings for future use.These are the four things to which we must pay attention. It is only by this way that we can achieve success.Period 1 Vocabulary Study【学习目标】能记住并运用下列重点词汇和短语:rare, cultural, valuable, survive, vase, dynasty, dragon, design, amaze, select, fancy, style, decorate, jewel, artist, belong, trial, sink, evidence, worth, troop, remove, wooden, doubt, former, local, explode, informal, debate, amazing, castle, entrance, mystery, apart, eyewitness, reception, rebuild【自主预习】阅读下列含有重点单词和词组的例句,体会重点单词和词组用法的不同,并进行归纳总结其用法。

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 had 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 ofthem 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 to the 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. Teachers 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.。

高中英语Unit 1 Cultural relics教案 新课标 人教版 必修2

高中英语Unit 1 Cultural relics教案 新课标 人教版 必修2

Unit 1 Cultural relicsPart One: Teaching Design (第一部分:教学设计)Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims:To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong 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?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history,such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF 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.3.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?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belongto”? 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 relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?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 the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured. 3b My niece whose husband is out of work will inherit the house which I have always treasured. The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feetand 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 hea rt 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 fitthe 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 greateffect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10:BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s the mostimportant thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.W hat is the best evidence?B.H ow can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer.·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city. ·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions 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。

人教新课标必修二Unit1Culturalrelics[单元教案]

人教新课标必修二Unit1Culturalrelics[单元教案]

Unit 1 Cultural RelicsTeaching goals教学目标1). Ability goals能力目标a. Learn some detailed information about the Amber Room.b. Improve the students’ reading ability.c. Train the students’ ability to grasp key information while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能目标Help the Ss to learn how to give opinions clearly about cultural relics.3)Emotion:情感目标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber RoomTeaching important points教学重点1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ ability to cooperate with others;4). Train the students’ speaking ability.Learn to discuss and act out the Ss’ opinions about cultural relics.Teaching important points教学难点1)Words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)Phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics. Teaching methods教学方法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)Teaching aids教学设备A computer, a projector and some slides.Teaching procedures and ways教学过程与方式The first & second period (Vocabulary, Warming up and Pre-reading) Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)The first &second periodTeaching procedures:Step 1 New words teachingStep 2 Warming-upT: When talking about cultural relics, what comes to your mind?S1: The Great Wall.S2: The Pyramids in Egypt.S3: …T: Well done.Teacher asks the Ss to look at the three groups of pictures and discuss these questions.1. Do you know these places?2. If you know, what do you know about the places?3. Which one would you like to visit? Why?I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.All these are cultural relics.Do you know any other cultural relics in the world?T shows the Ss some cultural relics abroad.Task 1: ask the Ss to make a dialogue by saying.Imagine you have a chance to travel these places. Which place would you like to go? Why?when are you starting off? How are you getting there? How long are you staying?Please make a dialogue with your partners.Then students answer the following questions:What is your favorite city? Why?What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Task 2: Now suppose that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare MingDynasty vase. The man who has it insists that it belongs to his family. What will you say to him?Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.Step 3 Task 3 Speaking task on page 46Debate Do you think China should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?T: After watching so many pictures, now discuss with your partners the following question:What is a cultural relics?(Ss can find the answer from the Warming up.)Step 4 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Extending questions:To whom do cultural relics belong?Step 5 Language points1) survivesurvive: vi. continue to live or exist.vt. Continue to live or exist in spite of nearly being killed or destroyed by sth.vt. Remain alive after sb., live or exist longer thane.g: Many strange customs have survived from earlier times.Her parents died in the accident, but she survived.Few buildings survived the earthquake.The man survived his sister by three years.2) (a) part ofA part of the books have arrived.A leg is a part of the body.He gave me back only part of the money I lent him.Part of the house was burnt in the fire.Part of the passengers were injured in the accident.*Part of it _________ good.*Part of them _____________ good.3) something通常用于肯定句,而在疑问句、否定句、if/weather从句中用anything。

人教新课标高中英语必修二Unit 1 Cultural relics导学案

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 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。

【范文】人教新课标高一英语必修二 Unit 1 Cultural relics教案

【范文】人教新课标高一英语必修二 Unit 1 Cultural relics教案

人教新课标高一英语必修二 Unit 1Cultural relics教案本资料为woRD文档,请点击下载地址下载全文下载地址Unit1culturalRelicsTeachinggoals教学目标).Abilitygoals能力目标a.LearnsomedetailedinformationabouttheAmberRoom.b.Improvethestudents’readingability.c.Trainthestudents’abilitytograspkeyinformationwhilelistening.d.Enablethestudentstohavetheabilityoftalkingcultura lrelicsandwaystoprotectthem.2).Learningabilitygoals学能目标HelptheSstolearnhowtogiveopinionsclearlyaboutcultur alrelics.3)Emotion:情感目标Trainthestudents’abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints教学重点).Thenewwordsandexpressions;2).LearnsomedetailedinformationabouttheAmberRoom;3).Trainthestudents’abilitytocooperatewithothers;4).Trainthestudents’speakingability.LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教学难点)words:ton,stone,heat,design,fancy,style,jewel,king,recept ion,light,mirror,wonder;2)Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof;3).Sentencepatterns:Thereisnodoubtthat…..ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus ealmostseventhousandtonsofamberwereusedtomakeit.4).Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Howtoteachthestudentstospeakouttheiropinionsaboutcu lturalrelics.Teachingmethods教学方法).watchsomevideosabouttheculturalrelics.2).Haveadiscussion.3).writeanarticleaboutthediscussion.Teachingaids教学设备Acomputer,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式Thefirst&secondperiodTeachinggoals:.Targetlanguagecultural,survive,remain,state,rare,dynasty,vase,bel ongto2.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsand havethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.Teachingdifficultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.Thefirst&secondperiodTeachingprocedures:Step1NewwordsteachingStep2warming-upT:whentalkingaboutculturalrelics,whatcomestoyourmin d?S1:TheGreatwall.S2:ThePyramidsinEgypt.S3:…T:welldone.TeacheraskstheSstolookatthethreegroupsofpicturesand discussthesequestions..Doyouknowtheseplaces?2.Ifyouknow,whatdoyouknowabouttheplaces?3.whichonewouldyouliketovisit?why?I:Asisknowntoall,chinaisacountrywithahistoryofmoret han5,000years.Inthelonghistory,peopleindifferentperiodshaveleftus quiteanumberofculturalsites,manyofwhichareworldfamo us.Nowlookatthepicturesandguesswhatheritagetheyare.Alltheseareculturalrelics.Doyouknowanyotherculturalrelicsintheworld?TshowstheSssomeculturalrelicsabroad.Task1:asktheSstomakeadialoguebysaying.Imagineyouhaveachancetotraveltheseplaces.whichplace wouldyouliketogo?why?whenareyoustartingoff?Howareyougettingthere?Howlongareyoustaying?Pleasemakeadialoguewithyourpartners.Thenstudentsans werthefollowingquestions:whatisyourfavoritecity?why?whatmakesacitygreatandfamous?T:Unfortunately,someofthemareindangerbecausetheyare destroyed,andsomeofthemwerelostbecausesomeonestolet hem.Task2:Nowsupposethatyouworkforthestateofficeofcultu ralrelics.youaresenttoasmalltownwhereyoufindarelict hatwasstolenfromapalace.ItisararemingDynastyvase.Th emanwhohasitinsiststhatitbelongstohisfamily.whatwil lyousaytohim?workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.Step3Task3Speakingtaskonpage46DebateDoyouthinkchinashouldsaveallofitsculturalrelics?DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?T:Afterwatchingsomanypictures,nowdiscusswithyourpar tnersthefollowingquestion:whatisaculturalrelics?Step4Pre-readingT:ok,class,doyouthinktheseculturalrelicsarebeautiful?Ss:yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwil lyoudowithit?S1:Tryourbesttofindit.S2:Protecttheothersinorderthattheywillnotlost.……T:Thanksforyourgoodsuggestions.Ifyoufindaculturalre lic,whatwillyoudowithit?youcanmakeadialoguewithyour partneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.Extendingquestions:Towhomdoculturalrelicsbelong?Step5Languagepoints)survivesurvive:vi.continuetoliveorexist.vt.continuetoliveorexistinspiteofnearlybeingkilledo rdestroyedbysth.vt.Remainaliveaftersb.,liveorexistlongerthane.g:manystrangecustomshavesurvivedfromearliertimes.Herparentsdiedintheaccident,butshesurvived.Fewbuildingssurvivedtheearthquake.Themansurvivedhissisterbythreeyears.2)partofApartofthebookshavearrived.Alegisapartofthebody.HegavemebackonlypartofthemoneyIlenthim.Partofthehousewasburntinthefire.Partofthepassengerswereinjuredintheaccident.*Partofit_________good.*Partofthem_____________good.3)something通常用于肯定句,而在疑问句、否定句、if/weather从句中用anything。

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

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

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。

高中英语Unit1 《Cultural relics》教案 新人教版必修2

高中英语Unit1 《Cultural relics》教案 新人教版必修2

Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2T here was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3.If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know.T: Would you want to keep it?S1: Of course not.It doesn't belong to me.T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there.What if the person I give it to keeps it for himself?T: Good question.What do the rest of you think?S2: I guess I would ask my parents what to do with it.T: That's a good idea.Anyone else have an idea?S3: I would ask my brother.He is a policeman.Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。

【人教版】高中英语必修二:Unit 1 Cultural relics 教案

【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Unit1Period2Unit1Culturalrelics学案新人教版必修2

高中英语Unit1Period2Unit1Culturalrelics学案新人教版必修2

Period 2 Unit 1 Cultural relicsStep 1 Warmi ng up1) What is a cultural relic?2) What is amber? Have you heard of an amber room and try to imagi ne what itis like?Step 2 Predictio nPredict what the text will introduce about amber room according to the title and pictures.Step 3 Fast readi ngGo through the text with the follow ing three questi ons.1. Check whether your prediction is right, and talk about what has been includedabout amber room. __________________________________________________________2. In what order is the text written, and can you find out any proofs(证据)?3. What is the outline of the text? How many parts can you divide the text into and orga nizethe main idea of each part?Step 4 Detailed Readi ngPart 1 Finish the form about the brief introduction of Amber room.Activity If you were a guide, please introduce the Amber room to your tourists.You can refer to the above form.Part 2 Complete the time,according to the time clue.n ecessary.1. ...firstdesigned for of -Frederick I, he decided it,Ion ged.the Czar sent him his best soldiers. the Amber room the win ter palace and a small recepti on hall for importa nt visitors.2. Later,Catherine II it to a summer pala ce and more t _____________it.In 1770,the room the way she wan ted. Although it ,it is now . 3. In 1941,this was a time ___ the two countries ____ __ _ beforethe Nazithe summerpalace,the Russia nssome furn iture and small art objects from the Amberroom. In ,ma ny pieces by Nazis.After that, it ________ a mystery.4. Recently, the two coun tries _________ a _______ new Amber room at the summerpalace by____________ tos of Amber Room. In 2003,it the people of Russia whe n theythe of their city. _________Section 2. Retelli ngRetell the text accord ing to the key words.Step V Post-readi ngIs it worth rebuild ing the Amber Room? Step VI. Fill in the bla nks accord ing to the text.Frederick William I could never have ______________ that the Amber Roomwould have such an ____ history. The amber which was ________ had a beautiful yellow-brow n colorlike ____ . The_____ of the room was _____________ popular in those days. It wasalso a treasure ___________ gold and jewels, which took the country' s best ____about ten years to make. In fact, it was first _________ the palace of FrederickI. Next Ki ng, _________ the amber room bel on ged, gave it to Peter the Great. _______________ the Czar sent him __________ his best soldiers. So the room _________ a small_________ h all for importa nt visitors.Later, Catherine II had the Amber Room __________ to another palace _______ she spent her summers. She told her artists to ____ more details __ it. Although it was__________________________ ■_, it is now missing. In September 1941, the Nazi army was n ear St Petersburg. This was a time __ the two coun tries were ________________ .In____________ two days 100,000 pieces were put in side twen ty-seve n _______ boxes. There is no __________ the boxes ・ were sent to Germa ny. After that, what happe ned to theAmber Room __________________ . Recently they have built a new one by studyingphotos of the ______ Amber Room. Give your reas ons. old。

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》

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.。

高中英语:Unit1 《Cultural relics》教案 新人教版必修2

高中英语:Unit1 《Cultural relics》教案 新人教版必修2

Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2T here was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3.If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know.T: Would you want to keep it?S1: Of course not.It doesn't belong to me.T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there.What if the person I give it to keeps it for himself?T: Good question.What do the rest of you think?S2: I guess I would ask my parents what to do with it.T: That's a good idea.Anyone else have an idea?S3: I would ask my brother.He is a policeman.Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。

【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】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。

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U n i t1C u l t u r a l r e li c s一、单词拼写1.These small animals must store plenty of food if they are to s the winter.2.There is a beautiful garden over there. Do you know whom it b to.3.She took a candle into the room, and the dark room lit up at once.4.This coat is of the latest s .5.In my o , he is not the right person for the job.6.Do you have enough e to prove that you are right?7.Don’t not to know me, actually you know me very well.8.We couldn’t go for a walk because I have no time, b, it rains heavily.9.He s all the street, but could not find his dear parents.10.As is known, the Great wall is one of the w of the world.11.In the accident, only two people s at last.12.The building is specially d for the homeless people.13.Tom has bought a new house, he needs to buy some f before he moves into it.14.His father works on a ship, he is a s .15.This is a r coin, so it’s very valuable.二、翻译下列单词或短语1. 作为对……的报答2. 处理3. 充当,担任4. 与……处于战争状态5. 寻找6. 属于7. 调查,朝……里面看8. 而不是,而非9. 迷路,丢失10. 同意(某人的看法)11. 高度评价12. 拆开13. 毫无疑问14. 问题的答案三、单项选择.1.As a result of the report many villagers rushed to the mountain gold.A.in search ofB. in the search ofC. to searchD. searching2.----- What has Tom been doing recently? ------ I didn’t know,care.A.nor do IB. nor I doC. neither am ID. neither I am3.This book will to the students of English.A.be of great valueB. be of great valuableC. be great valueD. be of very value4.In the paper factory, trees are cut into pieces and pulped, then the pulp is paper.A.made ofB. made fromC. made intoD. made up of5.I don’t like the way you speak to her.A./B. in thatC. whichD. of which6.What he did what he said moved us.A.more thanB. rather thanC. less thanD. no more than7.is known to us all is that America is a developed country the First World.A.Which; belonging toB. As; belongingC. What; belonging toD. It; belonging8.We don’t doubt he can do a good job of it.A.whetherB. thatC. whatD. why9.The woman, when how her husband was injured, began to cry.A.askedB. to askC. askingD. ask10.------ Tom is never late for work. Why is he absent today?------ Something to him.A.must happenB. should have happenedC. could have happenedD. must have happened11.Never in my life the lesson he gave me.A. I will forgetB. will I forgetC. had I forgetD. did I forget12.I’m afraid that I don’t what you said.A.agree toB. agree onC. agree withD. agree about13.He was by his colleagues though he himself didn’t think he had done anything special.A.thought little ofB. thought poorlyC. thought highly ofD. thought highly14.It was not until that to study English.A. he came to Beijing; he beganB. did he come to Beijing; he beganC. he came to Beijing; did he beganD. did he came to Beijing; did he begin15.Children who are always by their parents soon become spoiled.A. given upB. given up toC. given in toD. given in四、单句改错1.How I wished I could made myself understanding fully in English.2.The idea seems good but it needs to be tried on.3.This book is the production of twelve-years' hard labour.4.Foreign students have brought about their new customs and habits.5.We'd like to sell the computer to you with 3,500 yuan.6.Which school did you study last year?7.Mr Zhang is considered a honest man.8.He is from an European country.9.I have been used to work late at night.10.That is not a good idea to build houses on sand.五、完形填空阅读下面短文,从 36-55 各题所给的四个选项(A、B、C 和 D)中,选出可以填入空白处的最佳选项并在答题卡上将其涂黑。

About ten years ago, a young and very successful manager named Josh was traveling down a Chicago neighborhood street. He was going a bit too fast in his expensive new car, _1_ was only two months old. He was_ 2 for kids rushing out from between parked cars and 3 down when he thought he saw something. As his car passed, no child rushed out, 4 a brick (砖) sailed out and --WHUMP! -- it smashed (砸向) into the Jaguar XKE’s (美洲豹车) shiny black side door! SCREECH...!!!!Josh became very 5 . He drove back to the place from where the brick had been thrown. Josh 6 out of the car, caught hold of the kid and pushed him up against a parked car. He shouted at the kid, “What was that all about and who are you? Just what 7 are you doing?!” Still angry, he went on. “That’s my new car and that brick you threw is going to 8 you a lot of money. Why did you throw it?”“Please, mister, please ... I’m sorry! I didn’t know what else to do!” begged the boy. “I threw the brick 9 no one else would stop!” Tears were running down as he pointed around the parked cars.“It’s my brother, mister,” he said. “He fell out of his wheelchair and I can’t 10 him up.” Crying, the boy asked the manager, “Would you please help me get him back int o his11 ? He’s hurt and he’s too 12 for me.”Deeply 13 by his words, the young manager tried hard to hide his feelings. With great effort, he lifted the young man back into the wheelchair and took out his handkerchief (手帕) and wiped the scrapes and cuts (伤口) , 14 to see that everything was going to be 15 . He then watched the younger brother push him down the sidewalk toward their 16.It was a long walk back to his expensive Jaguar XKE -- a long and 17 walk. Josh never did 18 the side door of his Jaguar. He kept the dent (痕迹) to 19 himself not to go through life so fast that someone has to throw a brick at him to get his 20 ...1.A. which B. that C. it D. what2.A. searching B. watching C. listening D. looking3.A. walked B. looked C. turned D. slowed4.A. but B. however C. still D. and5.A. surprised B. excited C. angry D. sad6.A. walked B. stepped C. jumped D. looked7.A. in all B. on earth C. in world D. at last8.A. spend B. take C. cost D. pay9.A. because B. although C. as if D. even if10.A. save B. rise C. take D. lift11.A. home B. wheelchair C. room D. way12. A. heavy B. much C. old D. hard13. A. surprised B. moved C. excited D. interested14. A. hoping B. looking C. testing D. checking15. A. OK B. necessary C. important D. fun16. A. office B. school C. parents D. home17. A. slow B. relaxing C. mad D. harmful18. A. touch B. repair C. match D. cover19. A. hope B. encourage C. warn D. remember20. A. explanation B. donation C. introduction D. attention六、阅读理解(A)Miss Gorge taught physics in a New York school. Last month she explained to one of her classes about sound, and she decided to test them to see how successful she had been in her explanation. She said to them,“Now I have a brother in Los Angeles. If I was calling him on the phone and at the same time you were 75 feet away, listening to me from across the street, which of you would hear what I said earlier, my brother or you and for what reason?”Tom at once answered,“Your brother. Because electricity travels faster than sound waves.”“That's every good,”Miss Gorge answered; but then one of the girls raised her hand, and Miss Gorge said.“Yes, Kate.”“I disagree,”Kate said.“Your brother would hear you earlier because when it's 11 o'clock here it's only 8 o'clock in Los Angeles.”1.Miss Gorge was teaching her class .A. how to telephoneB. about electricity C .about time zone D. about sound2.Miss Gorge raised this question because she wanted to know whether .A.it was easy to phone to Los AngelesB.her student could hear her from 75 feet awayC.her students had grasped her lessonD .sound waves were slower than electricity3.Tom thought that electricity was .A.slower than sound wavesB.faster than sound wavesC .not so fast as sound wavesD .as fast as sound waves4.Kate thought Tom was wrong because .A.clocks in Los Angeles showed a different time from those in New YorkB.electricity was slower than sound wavesC.Tom was not good at physics at allD.Tom's answer had nothing to do with sound waves5.Whose answer do you think is correct according to the law of physics?A.Tom'sB. Kate'sC. Both A and BD. Neither A nor B(B)It was Monday. Mrs Smith's dog was hungry, but there was not any meat in the house.Considering that there was no better way. Mrs Smith took a piece of paper, and wrote the following words on it:“Give my dog half a pound of meat.”Then she gave the paper to her dog and said gently:“Take this to the butcher(*person whose job is selling meat). and he's going to give you your lunch today.”Holding the piece of paper in its mouth, the dog ran to the butcher's. It gave the paper to the butcher. The butcher read it carefully, recognized that it was really the lady's handwriting and soon did it as he was asked to. The dog was very happy, and ate the meat up at once.At noon, the dog came to the shop again. It gave the butcher a piece of paper again. After reading it. he gave it half a pound of meat once more.The next day, the dog came again exactly at noon. And as usual, it brought a piece of paper in the mouth. This time, the butcher did not take a look at paper, and gave the dog its meat, for he had regarded the dog as one of his customers (*people who buy sth. from a shop).But, the dog came again at four o'clock. And the same thing happened once again. To the butcher's more surprise, it came for the third time at six o'clock, and brought with it a third piece of paper. The butcher felt a bit puzzled. He said to himself,“This is a small dog. Why does Mrs Smith give it so much meat to eat today?”Looking at the piece of paper, he found that there were not any words on it!6..Mrs Smith treated her little dog quite .A. cruellyB. fairlyC. kindlyD. friendly7.It seemed that the dog knew well that the paper Mrs Smith gave it .A.might do it much harmB.could do it much goodC.would help the butcherD.was worth many pounds8.The butcher did not give any meat to the dog .A.before he felt sure that the words were really written by Mrs SmithB.when he found that the words on the paper were not clearC.because he had sold out all the meat in his shopD.until he was paid enough by Mrs Smith9.From its experience, the dog found that .A.only the paper with Mrs Smith's words in it could bring it meatB.the butcher would give the meat to it whenever he saw itC.Mrs Smith would pay for the meat it got from the butcherD.a piece of paper could bring it half a pound of meat10.At the end of the story, you'll find that .A.the dog was clever enough to write on the paperB.the dog dared not go to the butcher's any moreC.the butcher was told not to give any meat to the dogD.the butcher found himself cheated(*act in a way that is not honest)by the clever animal。

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