人教版高中英语必修二Unit-1-Cultural-relics-教案
英语必修二Unit1Cultural Relics--In Search of the Amber Room (阅读课)
Cultural Relics--In Search of the Amber Room （阅读课）教学内容：人教版高中英语必修2 Unit 1课题名称： Cultural Relics--In Search of the Amber Room （阅读课）一、教学指导思想充分调动学生的积极性，使学生自主学习，让学生成为问题的"发现者"，然后学生与学生进行合作性的探究，让老师成为问题的"点拨者"。
当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要"少动"，学生要"多动"，多给学生自由发展的平台。
二、学生分析1、教学对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
2、学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。
不过，本班学生的水平参差不齐，有些差距还相当大。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
三、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。
这一课是本单元第一个课时。
在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只由于这课出现的人名和地方名比较多，我在课前教他们读了一下。
我在备这一课时，发现它的 Warming-up 部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了 4 到 5 分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。
人教版课标必修二 Unit 1 Cultural relics 学案
Unit 1 Cultural relicsWarming up & ReadingDoes a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? 文物一定要总是稀有并且有价值的吗？保存了很长一段时间就足够(成为文物)了吗？动词不定式的完成式to have survived表示survive这个动作早已经开始。
Reading课文学习IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make.普鲁士国王腓特烈·威廉一世绝不会想到，他最大送给俄罗斯人民的礼物会有这样惊人的历史。
人教版高中英语必修2新人教版必修二Unit 1 Cultural relics全单元教案
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 tocultural 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 THEAMBER 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 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?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 forma l 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 m odifies 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?Th e 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 ofheredity 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 officia ls, ‘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 fit the 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 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, “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 themost important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not tobelieve.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.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 ROOM I. 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 asmuch 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。
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.。
2020高考英语一轮复习 Unit 1 Cultural relics教学案 新人教版必修2
Unit 1 Cultural relics 三言两语1．Chinese cultural relics are Mary’s favorite.She spends most of her spare time going everywhere in search of rare things。
2．In a word, it is high time for us to treasure and develop our own valuable culture.3．The temple is a national cultural heritage，with a history of about 1，000 years.1．我坚信,只要下定决心,我们就能保护好祖先留给我们的文化遗产。
I’m convinced that as long as we set our mind to it， we can protect the cultural heritages left by our ancestors．2．泰姬陵被认为是世界上的伟大奇观之一，它由当地的一个建筑师设计,风格独特。
Considered as one of the great wonders of the world， the Taj Mahal was designed by a local architect in a fancy style。
[单词拼写应用]核心单词1．design n．设计；图案；构思vt.设计；计划; 构思2．style n．风格;风度；类型3．artist n．艺术家[语境运用] 用所给词的适当形式填空1．The article raised doubts（doubt）about how effective the new drug reallywas.2．I arrived at the classroom with papercards designed (design) in the shape of7．evident adj。
高中英语新人教版精品教案《必修二unit1Cultural relics only引导部分倒装句》
1.学生对于句型结构和句子成分的分析还不够熟练，
2.对于on开头的句子需不需要倒装可能会混淆
难点教学方法
1通过对句子的观察和分析，让学生对on引导的局部倒装句有一个直观的具体的印象
引导的局部倒装句型的记忆
引导的局部倒装句的掌握
教学环节
教学过程
导入
导入：通过让学生们观察以下三个on开头的句子，引导学生去思考这是什么句型？有什么特殊从而导入新课
小结
1当“on＋状语〞位于句首时，其后主句习惯上要用局部倒装。其中，on后的状语可以是副词、介词短语、从句等。
修饰主语时，句子不用倒装
后作状语的是从句时，从句不要用倒装，要局部倒装的是主句
教师姓名
朱文娟
单位名称
察布查尔锡伯自治县高级中学
填写时间
学科
英语
年级/册
高一上册
教材版本
人教版
课题名称
必修二Unit1Cutura reicon状语置于句首引导主句局部倒装
难点名称
on状语置Leabharlann 句首引导主句局部倒装难点分析
从知识角度分析为什么难
1“on状语〞位于句首时，其后主句习惯要用局部倒装，需要准确的分析句型结构和句子成分，有一定的难度
then did we reaie that we were wrong
in thi wa can we reduce air
e ____ the itae2021天津
A did he noticeB he noticedC doe he noticeD he ha noticed
答案选A
[解析]“on时间状语从句〞位于句首时，主句要用局部倒装，而且可根据read判定此题时态是一般过去时，应选A。
必修2 Unit 1 Cultural relics
【本讲教育信息】一、教学内容必修2 Unit 1—Cultural relics（一）重点单词（二）重点短语（三）重点句型（四）重点语法——限制性定语从句和非限制性定语从句二、知识精讲（一）重点单词1. survive vt. ＆vi. “幸免，幸存” “比……活得长”。
例：Only two passengers survived the air-crash.这次飞机失事只有两名乘客幸免于难。
Few survived after the flood. 洪水过后极少有人生还。
She survived her husband by twenty years. 她丈夫去世后她又活了二十年。
知识拓展：His doctor said that he had a 50-50 chance of survival.医生说他有50% 的生存机会。
Major Hawkins was the only one survivor of the crash.霍金斯上校是这次坠机事件中的唯一生还者。
即学即用：After the traffic accident, no one _____except a few people who were badly injured.A. surviveB. survivedC. was survivedD. was surviving答案：B2. fancy adj. 奇特的；奇异的vt. 想象；设想；爱好例：I just want a basic sports coat—nothing fancy.我只想要一件简单的运动外衣——不带什么特别装饰的。
I can’t fancy him as (to be) an English teacher.我无法想象他教英语会是什么样子。
Fancy meeting you here! 想不到在这儿见到你了！即学即用：He usually appears to be honest. Who can fancy _____such a thing?A. his doB. his doingC. his to doD. doing答案：B3. amaze vt 使吃惊；惊讶amazing adj. 令人吃惊的What amazes me is that they never get tired.让我惊奇不已的是他们从来都不会疲倦。
人教新课标必修二Unit1Culturalrelics[单元教案]
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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, W arming 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 W arming-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. Y ou 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: Y es, 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? Y ou 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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Unit 1 Cultural relics随堂练习1、Fill in the blanks with proper words（the first letter is given）The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past.2、Read the passage again and choose the best answer for each blank.①The king of Prussia who gave the Amber Room as a gift to Russia was B.A Frederick ⅠB Frederick William ⅠC Peter the GreatD Catherine Ⅱ文中信息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strangehistory.（Parag1）②The king of Prussia gave the Amber Room to Russia because D.A he wanted to marry Catherine ⅡB he was kindC he needed better soldiersD he wanted to make friends文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2）③The Amber Room was stolen by B.A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg文中信息：But some of the Nazis secretly stole the Amber Room itself.④In 1941, the city of Konigsberg was in A.A GermanyB RussiaC SwedenD France文中信息：But some of the Nazis secretly stole the Amber Room itself.⑤The Russians didn’t hide the Amber Room because C.A they were at warB they couldn’t find a p laceC the German soldiers arrived too soonD no train could take it away文中信息：This was a time when the two countries were at war.3、Look at every statement. If you are “sure” it is true, mark “S” to the leftof it. If you are “not sure”, mark “NS”.（NS）1 The Amber Room was not easy to make.（S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it.（S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941.（NS）4 The Russians didn’t care about the Amber Room.（NS）5 The Russians don’t think the Amber Room will ever be found.课堂笔记1、He insists it belongs to his family.他坚持说这是他家的。
动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。
①Mother insisted that I（should）use the old bicycle.妈妈坚持要我骑那辆旧自行车。
（坚持要别人干，虚拟语气）②He insisted that he was right.他坚持认为他是对的。
（坚持认为，真实语气）2、Frederick William Ⅰ, the king of Prussia, could never have imagined that hisgreatest gift to the Russian people would have such a strange history.普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。
情态动词+have done表示对过去发生的事的推测、批评、反悔等意。
①When you spoke in front of 300 people yesterday, you must have felt very nervous.你昨天面对300人讲话时，一定很紧张吧。
（推测）②You failed again in exam. You should have studied hard.你考试又没有及格。
你本来应该好好学习（批评）③It is raining hard now. I needn’t have watered the flower this morning.下大雨啦！我本来不必给花浇水的。
（反悔）3、Once it is heated, the amber can be made into any shape.加热后，琥珀可以被制作成各种形式。
小结make的相关搭配：be made into 被制成；被做成be made from 由……制成（原料看不见）be made of 由……制成（原料看得见）be made up of 由……组成①Bamboo can be made into fine paper.竹子可以制成优质纸。
②This bridge is made of stone.这座桥是石料建的。
（原料看得见）③Some paper is made from bamboo.有些纸是竹子做的。
（原料看不见）④Our school is made up of 30 classes.我们学校是由30个班组成的。
4、This was a time when the two countries were at war.这是在两国交战的时期。
at the war处于交战时期，英语中有些介词+名词后，可以表示状态。
be at work在上班be at school在上学be at table在吃饭be on fire着火了be on duty在值班be on sale在销售中be in trouble在困难中be in danger在危险中be in debt欠债5、After that, what really happened to the Amber Room remains a mystery.从那以后，琥珀屋的最终所归成了一个迷。
动词remain后接名词或形容词，意为“保持；继续；依然”。
①They remain good friends even though they entered different high schools.他们尽管进入不同的高中就读，感情仍然很好。
②My English remains poor, so I must take a further step.我的英语依然很差，我必须采取进一步的措施。
remain可用副词still（仍然）和all the same（仍然）来转换，如例2可转换为：①My English is still poor, so I must take a further step.②My English is poor all the same, so I must take a further step.6、I think highly of those who are searching for the Amber Room.我很欣赏那些为寻找琥珀屋而努力的人们。
think highly of赞赏；高度评价=think much of=think well of反义词组：think little of或think nothing of=think ill of①They all think highly of the picture on the wall.他们都很欣赏墙上的那幅画。
②Some of us thought little of his speech at the yesterday’s meeting.我们有些人对他昨天在会议上的发言评价并不高。
语法：限制性定语从句和非限制性定语从句课本P86—P87练习1、From Warming up, Pre-reading and Reading, pick out the sentences that use theattributive clauses with that/which/who/where/when. The fourth sentence isgiven.①It is your job to look into any reports of cultural relics that have been foundin China.②You are sent to a small town where you find a relic that was stolen from a palace.③Think of a cultural relic you know about.④The gift was the Amber Room, which was given this name because almost seventhousand tons of amber were used to make it.⑤Later, Catherine Ⅱ had the Amber Room moved to the palace outside StPetersburg where she spent her summers.⑥In 1770, the room was completed the way she wanted it.⑦This was a time when the two countries were at war.2、Look at the fourth sentence carefully. Have you noticed it is different from theothers? There is a comma before the relative pronoun which. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. This is a non-restrictive attributive clause while the other sentences have restrictive attributive clauses. Now join the pairs of sentences using that/which/who/whose/where/when without commas.①Here are the farmers. They discovered underground city last month.Here are the farmers who discovered underground city last month.②Xi’an is one of the few cities with walls. Its walls remain as good as before.Xi’an is one of the few cities in which/where city walls remain as good as before.③Shanxi Province is a place with many cultural relics. Its relics are well lookedafter.Shanxi Province is a place where relics are well looked after.④The woman remembered the day. She saw Nazis bury something near her home.The woman remembered the day when she saw Nazis bury something near her home.⑤The old man saw some Germans taking apart the Amber Room and moving it away.You are talking to an old man.The old man you are talking to saw some Germans taking apart the Amber Room and moving it away.3、Now join the pairs of sentences using which/who/whom/where/when with commas.①St Petersburg is a very beautiful city. It was once called Leningrad.St Petersburg is a very beautiful city, which was once called Leningrad.St Petersburg which was once called Leningrad, is a very beautiful city.②In Xi’an, I met a teacher. She has a strong love for cultural relics and tookme to visit the history museum.In Xi’an, I met a teacher, who has a strong love for cultural relics and who took me to visit the history museum.③I do n’t remember the soldier. He told me not to tell anyone what I had seen.I don’t remember the soldier, who told me not to tell anyone what I had seen.④My grandfather was a child then. People didn’t pay much attention to culturalrelics in the old days.People didn’t pay much attention to cultural relics in the old days, when mygrandfather was a child.⑤They moved the boxes to a mine. They wanted to hide them.They moved the boxes to a mine, where they wanted to hide them.重点词汇1、survive/live/exist/staystay为短期逗留，live为长期居住，exist是“存在”的意思，survive为continue to live，remain alive after or live longer than sb.①Although I don’t live in this city, I want to stay here for another few days.尽管我不是居住在这个城市，但我想在这儿多呆几天。