人教新课标高中英语必修二Unit1教案集

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 ROpMAims：To read about cultural relicsTo lear n about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morni ng, class. This period we are goi ng to read about IN SEARCH OF THE AMBER ROOM. Before our read in g, 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?Hi, every one. Let' look at the scree n. I' prese nt you some pictures. They all bel ong to cultural relics. Some of them are cultural sites. Some of them are n atural sites. Please thi nk these over:A. Can you name them out?B. Who have the right to confirm and classify them?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 the tree in the earth of our garden'tso beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation— to make a difficult choice?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history, such as Yuan MingYuan and the Amber Room. Please guess:A. What kinds of things can result in their disappearing?B. Why do they come into being once again?Work in groups of four. Tell your group mates:A. What do you know about the substanee ofamber"?B. What do you know about the cultural relics the Amber Room”？1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCHOF THE AMBER ROOM Pay atte nti on to the pronun ciati on of each word and the pauses within each sen ten ce. 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 gen eral 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?Next you are to read and un derli ne all the useful expressi ons or collocati ons in the passage. Copy them to your no tebook after class as homework.Collocations from lN SEARCH OF THE AMBER ROOM5. Reading and transferring information6. Reading and learningRead the text and lear n more about the follow ing proper nouns. You can surf on the website after class:IV Closing downClosing down by doing exercisesTo end the less on you are to do the comprehe nding 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?Well, all of us have lear ned the history of the Amber Room. Let' recall some key words andPeriod 2: A lesson plan for Learning about Language仃he Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressi onsTo 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 expla in to me how to use the phrasebel ong to”？ The word tb” here is a prepositi on, in dicat ing the possessi on,and is always followed by nouns or pronoun. Look at Ex 3. The preposition at” indicates a state, condition or con ti nu ous activity. So we can replace them or express them by using a prese nt-c on ti nu ous ten se.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a depe ndent clause which takes the place of an adjective in ano ther 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 exampldependent clause “which I bought yesterday ” inthe second example modifies the noun “ coat. Note that an adjective clause usually comes after what it modifies, while an adjective usually comesbefore.In formal writing, an adjective clause begins with the relative pronouns “who(m), ”“that, ” c “ which. ” In in formal writi ng or speech, you may leave out the relative pronoun whe n it is notthe subject of the adjective clause, but you should usually in clude the relative pronoun informal, academic writi ng:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters n ever meet the people they save.formalSome firefighters n ever meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was tain tedThis clause modifies the noun “ meat” and answers the question “which meat? ”.They're talk ing about the movie which made him cryThis clause modifies the noun “ movie ” and answers the question “which movie? ”They are search ing for the studen W ho borrowed the bookThe clause modifies the pronoun studenf' “ and answers the question st u dwhtcfi .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 followi ng pairs of senten ces mea n the same thing?1a My un cle, who lives in London, is very rich.2b My un cle who lives in London is very rich.2a The policies, which were un popular, were rejected by the voters.2b The policies which were un popular 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 with in two commas, and the sec ond has a restrictive clause. A non-restrictive clause simply adds more in formatio n in to the senten cea nd does not affect the meaning of the mai n clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defi nes its refere nt in the mai n clause more specifically and con tributes sig nifica ntly 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 un popular and all were rejected, whereas in 2b on ly the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘ thato r ‘ which wlh ereas 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 CLAUSESDirecti ons: Combi ne the senten ces. Use formal writte n En glish.Use (b) as an adjective clause. Pun ctuate carefully.1) (a) An an tecede nt is a word. (b) A pronoun refers to this word.An an tecede nt ___2) (a) The blue whale is con sidered the largest an imal that has ever lived.(b) It can grow to100 feet and 150 tons.The blue whale____3) (a) The pla ne was met by a crowd of 300. (b) Some of them had bee n wait ing for more tha n4 hours.The pla ne ___4) (a) In this paper, I will describe the basic process.(b) Raw cott on becomes cott on thread by this process.In this paper, I will describe ___5) (a) The researchersare doing case studies of people to determine the importanee of heredity in health and Iongevity.(b) These people ' f amilies have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this mon th, scie ntists at the in stitute will con duct their AIDS research. (b)The results of this research will be published withi n 6 mon ths.At the end of this mon th, scie ntists __7) (a) According to many education officials, ‘ math phobia ' (that is, a fear of mathematic widespread problem. (b) A soluti on 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 admi nistrator.(b) Un der this pers on ' s directi on it will be able to purchase sig ni fica nt pieces of art.The art museum ____9) (a) The gia nt an teater licks up ants for its dinner.(b) Its ton gue is Ion ger tha n 30 cen timeters (12 in ches).The gia nt an teater __10) (a) The anteater ' s tongue is sticky.(b) It can go in and out of its mouth 160 times a mi nu te.The anteater ' s tongue _____III. Closing down by taking a quizQuiz on Attributive clauseSelect one an swer from the choices provided after each senten ce.The words you choose should fit the bla nk in the sen ten ce. Dontuse the HINT butt ons uni ess you really n eed 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. i n 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 agreat effect on my life.A. whe n, whichB. that, whichC. whe n, 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'llput off the outing until next week, _____ we won 'tbe so busy.A. whe nB. whichC. at whichD. in thatKey: 1~10: BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To leann to tell facts from opinionsTo write a reply letterTo liste n 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 opinion s”.But can you tell me:A. What does it mean when you say, '¥lis a fact”?B. What does it mean when you say, '¥lis an opinion”?Turn 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.1. Reading and definingRead the passage and defi ne: What is a fact? What is an opinion? What is an evide nee?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 no tebook after class as homework.Now, 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 ' 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 Mi ng, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.6. ReviewingWe ofte n use some expressi ons to ask for opinions. What are they?Oh, yes. What do you thi nk of …?Do you believe …?How can you be sure of …?How do you know that?And we ofte n use some expressi ons to give opinions. What are they? Ok, Tom, Please. Oh,yes. They are: I think… / I don 'thi nk …I don 'agree that…/ I suppose that …7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidenee. Use the expressi ons aboveto help you. Before we discuss, l' deal with the follow ing discussi on:A. What is the best evide nee?B. How can we know which eyewitness is most believable?Well done. Let'scome to the discussion Which person gave the best evidenc6”Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let s read the letter on page7 and see what'sJohann s choice and opinion. Ok, finished? Now answer the follow ing questi ons:A. What'sJohanrisopinion about the Amber Room?B. What'shis father'sopinion 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 od on' agree with the writer.•Be sure to give an example from your own life so that the reader can better understand your opinion. 川Closing downClosing down by a debatingThere is a long an cie nt wall around a less developed tow n.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. Le' have the debating.Closing down by dictation•The desig n 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 in sist that it bel ongs to his family.•The room was completed the way she wan ted it .•It was ready for the people of St. Petersburg to celebrate the 300birthday of their city.•After that, what really happe ned to the Amber Room remai ns a mystery.•In a trial, a judge must decide which eyewit nesses to believe and which not to believe.•Is it somethi ng that more tha n one pers on believes?•A fact is anything that can be proved.•An opinion is what some one believes is true but has not bee n proved.Part Two: Teaching Resources （教学资源）I. Type of writing and summary of the ideaThe stole n of the Amber Room in World War nI. What is a culture relic?何谓“文化遗产” ？Cultural relics are physical rem in ders of what differe nt 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 andcon tributi on.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。