Unit 1 Cultural Relics 教学设计1-公开课-优质课(人教必修2精品)
Unit 1 Cultural relics 教案2-公开课-优质课(人教必修2精品)
Unit 1 Cultural relics 教案2(A FACT OR AN OPINION<PART 2>)IntroductionYou are learned to distinguish a fact and an opinion. Help students with their reading of A FACT OR AN OPINION. Translation of the text into Chinese is proposed.Objectives⏹To learn to tell facts from opinions⏹To write a reply letter⏹To listen and speak about cultural relicsProceduresI. Warming up(1) Warming 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”?Keys for reference:A. A fact must be real, objective and without any personal judgment. So it can be proved.B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.(2) Warming up by questioningTurn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe?Keys for reference:A. Searching for facts of course. The more, the better.B. The evidences offered by the eyewitnesses make the judge decide which one is believable andwhich is not.II. Guided reading(1) Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?(2) Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…(3) Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.Collocation from Using Language on page 5in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lotof time and money(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 e asily. Please look at the screen and read after me.explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船(5) Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?Keys: What they heard, saw, did are facts. And what they believe are opinions.(6) ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. Wh at do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…(7) DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A. What is the best evidence?B. How can we know which eyewitness is most believable?Keys:A. The best evidence is factual and is given by a person who is believable.B. The most believable eyewitness is the one who has nothing to gain from telling a lie.Well done. Let’s come to the discussion “Which person gave the best evidence?”Keys fore reference:Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.(8) Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. OK, finished? Now answer the following questions:A.What’s Johann’s opi nion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?Keys:A.Johann thinks the people who find the Amber Room should keep it for them own.B.His father thinks as Johann does.C.She found a little money and kept it to himself.(9) Completing the letters A & B and then giving your own lettersA. When you write your letter, you may choose to agree or not agree with the writer.B. You must give a reason why you agree or don’t agree with t he writer.C. Be sure to give an example from your own life so that the reader can better understand your opinion.Ⅲ Closing down(1) Closing 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.(2) Closing down by dictation1. The design for the room was of the fancy style popular in those days.2. The room served as a small reception hall for important visitors.3. The man who found the relics insist that it belongs to his family.4. The room was completed the way she wanted it .5. It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.6. After that, what really happened to the Amber Room remains a mystery.7. In a trial, a judge must decide which eyewitnesses to believe and which not to believe.8. Is it something that more than one person believes?9. A fact is anything that can be proved.10. An opinion is what someone believes is true but has not been proved.。
Unit 1 Cultural relics 教案1-公开课-优质课(人教必修2精品)
Unit 1 Cultural relics 教案1(IN SEARCH OF THE AMBER ROOM <PART 1>) IntroductionIn this period, after the warming up, students will first be guided to discuss and share their views about cultural relics. They will then be helped to read a passage entitled JOURNEY DOWN THE MEKONG. It is a story about Amber Room.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives：⏹To read about cultural relics⏹To learn about The Restrictive and Non-Restrictive Attributive ClauseFocusWords amazing, select, honey, design, decorate, jewel, artist, troop, reception, remove, wooden, doubt, formerExpressions fancy style, belong to, in return, at war, less thanPatterns It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.However, the next king of Prussia, Frederick William I, to whom the amberroom belonged, decided not to keep it.In return, the Czar sent him a troop of his best soldiers.This was a time when the two countries were at war.In less than two days 100,000 pieces were put inside twenty-seven woodenboxes.AidsMultimedia facilities, tape-recorder, photos, diagramsProcedureI. Warming up(1) Warming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Keys for reference:A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.(2) Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Keys for reference:A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First QinEmperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm and classify them.(3) Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading(1) 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 Ming Yuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?Keys for reference:A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.B. People get to know these. If these relics could not be found again, they would berebuilt by people.(2) Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.I am from group 6. From the information of history legends and news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.III. Reading(1) Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.(2) Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.1st paragraph The introduction about the Amber Room: design, color, shape, material2nd paragraph The present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor3rd Paragraph The relocating of the Amber Room in Catherir Ⅱtimes: moved into Summer Palace, more added to its design4th Paragraph The missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes weretrained to a German city, Nobody knew it from then on5th Paragraph The rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday ofPeterburg(3) Scanning and analyzing the characteristics of the textSince you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.(4) Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…(5) Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716 Frederic William gave the Amber Room to Peter the Great as a gift. 1770 Catherine Ⅱhad completed the adding to the Amber Room in this year.1941 The Nazi German army stole the Amber Room in this year.2003 The rebuilding of the Amber Room was completed in this year.7000 Tons The total weight of the ambers used to make the room.55 The number of soldiers given to the king of Russia in return.600 The number of the candles lighting the Amber Room.2 The two countries: German and Russia.2 In two days the Amber Room was removed to a German city.100,000 The Amber Room was dismantled into 100,000 pieces27 27 wooden boxes were used to contain the pieces of Amber Room.300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city(6) Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick ⅠPrussiaFrederick William ⅠSt.PeterburgPeter the Great KonigsbergCatherine ⅡWinter PalaceSummer PalaceIV. Closing down(1) Closing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.(2) Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Keys for reference:A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.(3) 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: Color Style Shapeowner present move to winter palaceadd to more details remove to piecesput on trains remain a mystery 300th birthday。
高三英语教案：《Unit 1 cultural relics》教学设计
高三英语教案：《Unit 1 cultural relics》教学设计Unit 1 cultural relics重点单词：survive, design, fancy, doubt, worth,识记单词：rare, valuable, vase, dynasty, amaze, select, honey, design, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, former, local, painting, castle, trial, evidence, explode, entrance, sailor, sink, debate重点短语：in search of, belong to, in return, take apart, think highly of 一重点单词SurviveIs it enough to have survived for a long time? (P1)(1)vi. 继续生存或存在No plants / animals can survive without water.没有植物/ 动物离开水可以生存下来的。
(2)vt. 幸免于难He survived the battle / air crash / earthquake / explosion / shipwreck.他从战场上/ 空难中/ 地震中/ 爆炸中/ 船只失事中幸存下来。
(3)vt. 比(某人)长寿She survived her husband for twenty years.她比她丈夫多活了20年。
Survivor 生存者,幸存者Survival 生存，幸存Survival chance 生存机会，生还机会Survive on 靠…活下来；靠…生存练习：After the traffic accident，no one ______except a few people who were badly injured．A．survive B．survived C．was survived D．was surviving?Designvt. 设计；计划；构思n. 设计；图案The design of the room was in the fancy style popular in those days. (P1)【扩展】in design 在设计上by design ≈ on purpose 故意地be designed for 打算做…用be designed to do 目的是…Design sb. to be 打算让某人从事某职业The film is designed for the young. 这部电影是专门为年轻人拍摄的。
高一英语教案-Unit1Culturalrelics教案(新人教版必修2)
Unit1Cultural relics教案（新人教版必修2）Analysis of this unit：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，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。
Teaching aims:TopicTalk about cultural relicsUseful 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 ofFunctional 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 …．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, whi ch 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.The arrangement of the unit： 6 periodsPeriod 1 ReadingTeaching Aims:To talk about the story of Amber Room.Difficult and Important Points:1. Word study2. Talk about cultural relics and what should be done with them3. The attributive clauses with that/which/who/where/whenTeaching Aids:1. A recorder2. a projector,3. some slidesProceduresStep 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 Y uan Mingyuan.We should not rebuild Yuan Mingyuan.Step 5.Homework1. Recite the key sentences in the text.2. Retell the text.The design of blackboard:Unit1 Cultural relicsDebatingTopic: We should rebuild Y uan Mingyuan.We should not rebuild Yuan Mingyuan.Teaching reflection:本节课为阅读课-文物，本课的设计能充分激发学生学习的兴趣，鼓励他们用英语大胆地表达自己的观点和看法，并通过分析、讨论提高解决问题的能力。
Unit 1 Cultural relics教案
Unit 1 Cultural relics（Teaching plan of warming up, pre-reading & reading）一、Background information1. Students: Class 13 Grade 1, 60 students,2. Lesson duration: 40 mins二、Teaching aims1. To learn the knowledge of the Cultural relics.2. Have the sense of protecting Cultural relics3. Can understand and use the new words and expressions三、Teaching focus and difficult pointsTeaching focus:1. Talk about cultural relics and what should be done with them.2. Talk about the story of Amber Room.Difficult points1. What is the definition and classification of cultural relics?2. Grasp the main idea of this text and each paragraphy四、Teaching methods:1. Speaking method2. Task-based method3. Discussion method4. Pair work or group work method五、Teaching aids:1. Multimedia, computer2. Blackboard, chalks3. Radio, word cards, tape六、Teaching procedures★Step 1 warming up (1min)Greetings: good afternoon, boys and girls. Nice to see you again!★Step 2 Revision (5mins)Check homework answers of 《成才之路》P46 Reading D E with Ss.★Step 3 lead in (6 mins)1. Read the new words together.2. T：today，we are going to learn a new unit, Cultural relics, so, what will you think of when you see the title?3. T: can you give me some examples of famous cultural relics in China?Show pictures in the screen:a.the Great Wall ( the symbol of China and its cultural)b.Forbidden city ( the largest museum of cultural relics in China)c.the Terracotta Warriorsd.the Imperial Palacee.The Summer Palace4. T: can you give me some examples of famous cultural relics in the world? Show pictures in the screen:a.The Pyramids in Egypt.b.The Leaning Tower of Pisac.Big Ben in England5. T: just now, we saw many pictures. What are they in common?----they are all cultural relics.Group discussion & presentationWhat are cultural relics?A cultural relic:a. is any object, building or item that was made in the past.b. . is something that has survived for a long time,c. is often a part of something old that has remained when the rest of it has been destroyed;d. it tells people about the past.e. is very famous , rather rare and valuable.f. is the symbol of history and its country & culture.6. T: now, we have the general idea of what a cultural relic is , so I’d like to show you other pictures . Try to name them out. and think about “ are they cultural relics ? Why?Showing pictures:a.Ming Dynasty vase 明代开片瓷器花瓶b.Taj Mahal 泰姬陵c.Ivory dragon boat 象牙龙舟d.Mogao Caves 莫高窟★Step 4 presentation (8 mins)1. What we have seen just now are cultural relics. What are they made of?a.Ming Dynasty vase: chinab.Taj Mahal : strange stonesc.Ivory dragon boat : ivoryd.Mogao Caves : rocks, stones2. Just now we have learned some large buildings and relics, now , I’d like to show you some small decorations.Show some pictures of amber. What are they in English? What are they made of? ----pine oilAmber：It is a hard yellowish brown clear substance. It is often used for jewells and decorative objects.3. Amber 的形成★Step 5 reading (18 mins)1. Open you book turn to P1. look at reading part “In Search of the Amber Room.”2. Fast reading:answer the following questions；①.How long did it take to make the Amber Room?②When did the Amber Room disappear?③What finally happened to the Amber Room?3. Read the text again. Then finish exercises 1,2 in P2.4. Main idea of each paragraphPara.1：______________________of the Amber Room.Para 2: ______________________of the Amber Room.Para3: ______________________ of the Amber Room.Para 4: ______________________of the Amber Room.Para 5: ______________________of the Amber Room.★Step 6 optional reading1. read paragraph1 again carefully，find the answers in textbook P22. Listen to the tape3. read paragraph 1 together。
Unit 1 Cultural relics 话题导入-优质公开课-人教高中必修2精品
Cultural relics
话题导入
被称为“世界第八大奇迹”的俄罗斯国宝琥珀屋，“二 战”中被德国人占为己有，后来便下落不明。多少觅宝者踏破
铁鞋却一无所获。如今，琥珀屋终于完全逼真地重新建成了，
而且比原来的更美。
Construction (建筑) of the Amber
Room began in 1701. It was originally put at Charlottenburg Palace, home of Frederick Ⅰ ， the first King of Prussia. The room was designed by
completed. Artists used close to ten tons of amber of different
colors and types to recreate the Amber Room. The new room was dediacated (把……献给) by Russian President Vladimir Putin and German Chancellor Gerhard Schroder on the 300th birthday of the city of St Petersburg.
be moved to the Catherine Palace in Pushkin. Italian designer
Bartolomeo Francesco Rastrelli redesigned the room to fit into its new, larger space using extra amber shipped from Berlin.
Unit 1 Cultural relics 教学设计-公开课-优质课(人教必修2精品)
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 und er 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 Y uan 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 “belong to”？The word “to” here is a preposition，indicating the possession，and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state，condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause？An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective，an adjective clause modifies a noun or pronoun，answering questions like “which？” or “what kind of？” Consider the following examples: Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example，the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies，while an adjective usually comes before.In formal writing，an adjective clause begins with the 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 nou n “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 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper，I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper，I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month，scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month，scientists ____7) (a) According to many education officials，‘math phobia’(that is，a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials，‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteat er’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need th em.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch，is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday？A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers，has a great effect on my life.A. when，whichB. that，whichC. when，thatD. which，that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week，__ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning，class. We always say，“We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A. What does it mean when you say，“It is a fact”？B. What does it mean when you say，“It is an opinion”？Warming up by questioningTurn to page 5. Read the passage and tell me:A. If you want to go in for law against somebody，and if you want to win，what’s the most important thing you should do first？B. What makes a judge decide which eyewitnesses to believe and which not to believe.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，le t’s deal with the following discussion:A. What is the best evidence？B. How 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。
高二英语：Unit 1 Cultural Relics(教案)
高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Unit 1 Cultural Relics(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
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 togo?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 ming dynasty 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。
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高一英语第二模块第一单元单词第一课时教学案课前预习案
【短语回顾】
1)寻找2) 属于_______________
3) 作为报答；回报________________ 4)处于交战状态
5)少于6)拆开
7)看重，器重
课中探究案(一)
一、检查反馈，导入新课。
Check the pronunciation of the new words.
二、目标定位，确定重点。
1.会读本单元单词，力求读得更流利。
2.记住本单元的重点单词并能用其造句。
3.能运用这些词汇解决相关练习题。
三、自主探究，教师点拨。
【单词学习】
1. survive
1)vi.幸存；生还；保存下来，残存
vt. 幸免于；经历...后依然活着；从...中逃生[ survive sth. ]
2) vt. 比某人活得长[A survives B A比B活得长]
3)n. 幸存者survivor n. 幸存，残存survival
2. in search of sb./sth. (=in one's/the search for)寻找
(在句中作目的状语，表语)
【拓展】search for寻找，探求search sb./sp. (for sth.) 搜查；搜寻
3. amaze vt. 使吃惊；惊讶[ amaze sb. ]
【拓展】amazement n. 惊奇
amazed a. 感到吃惊的amazing a. 令人吃惊的
be amazed at 对……吃惊
to on e’s amazement使我大为惊奇的是
4. design vt. & n. [ designer n. 设计者]
1).设计；构思:绘制
Architects design the buildings.建筑师设计房屋。
2).为……设计；被打算用来做[ be designed for / to do]
3).by design (=on purpose)故意地by accident = by chance偶然地
5. belong to 属于，为…的一员，是…的组成部分
【※不用于被动语态和进行时态】
Eg. This bike belongs to me. 这辆自行车属于我。
四、尝试演练，合作解疑。
翻译下面的句子
1._______________________by ten years.他比妻子多活十年。
2.They went out .(寻找食物)
3. The ________(amaze)thing is that it was kept secret for so long.
4. she was _________ (amaze)at how calm she felt after the accident.
5.The experiment the new drug.
实验的目的是试验新药。
五、当堂检测，拓展延伸。
1.—All passengers but Lucy died in the traffic accident.
—Only she ________？
A．survived B．fled C．missed D．rescued
2. This kind of toy is __________ for children above three.
A．promised B．allowed C．designed D．used
3.Whether by accident or by_____，he arrived too late to help us.
A. purpose
B. aim
C. design
D. chance
4. These boys________ our football team.
A. are belonging to
B. are belonged to
C. belong to
D. belong of
5. The parents are _____ their son who has been away from home for days.
A. in search of
B. to search
C.searching
D.searched for
六、课堂小结，布置作业。
背过本节课所学的单词及用法。