《unit1culturalrelics》课文知识点学案(人教版必修2)(1)
人教版必修2 Unit1 Culture relics 第二篇课文知识点
人教版必修2 Unit1 Culture relics 第二篇课文知识点课题: Unit 1 Culture relics (英语②)学习目标: 继续学习本单元语言点教学重点：重点语言点的学习课前准备：请同学们提前阅读学案内容，了解课堂上要完成的任务，并做好以下准备：（1）核对上个学案当堂检测部分答案（2）预习好本学案上的所有内容Teaching Steps :（教学步骤）Step 1 核对上个学案当堂检测部分答案Step2 处理完习题Step3 Continue to learn the language points（继续学习本单元语言点：课本5-8页及41-47页）1．rather than 而不是（= instead of ）He is an artist rather than a writer.他是艺术家. 而不是作家.宁可、、、也不愿、、、would rather…than /// prefer to do rather than do我宁可死也不愿向他屈服.I would rather die than give in to him.= I prefer to die rather than give in to him.2．tell the truth 说实话tell a lie 说谎tell the secret 说出秘密tell the difference between A and B 说出A 跟B 的区别tell A from B 把A与B辨别开来3．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，构成反意疑问句时，如果主语是第一人称，则考虑从句内部的内容进行反问。
例：I don't think he is bright, is he?We believe she can do it better, can't she?但是，如果主语不是第一人称，则考虑主句进行反问。
人教版高中英语必修二Unit 1 Cultural relics的重要知识点
人教版高中英语必修二Unit 1 Cultural relics的重要知识点1. 词汇与短语：- look into：调查- consider：认为，考虑- in return：作为报答- take apart：拆开- make into：制成- remove：移走- belong to：属于（无进行时和被动语态）- rather than：而不是- remain：保持不变- be popular among/with：在……中流行- survive：幸存下来，后面可以直接加表示“灾难”的名词，如war, flood, fire, accident, earthquake, shipwreck等。
翻译时，可以先将survive后的名词译成“经过……后”，然后再译“幸存下来”。
2. 语法与句型：-注意理解并掌握属于（belong to）这个短语的无进行时和被动语态的特点。
-学习如何在句子中正确使用survive这个单词，并理解其与其他表示“幸存”的单词或短语的区别。
3. 话题与语境：-本单元主题为“文化遗迹”，涉及到文化遗迹的定义、重要性、保护方法等相关话题。
在学习过程中，可以通过阅读相关的文章、观看纪录片等方式，加深对文化遗迹的理解。
-学习如何在不同的语境中运用所学的词汇和短语，如讨论文化遗迹的保护、描述文化遗迹的特点等。
4. 写作技巧：-学习如何撰写关于文化遗迹的文章，包括介绍文化遗迹的历史背景、文化价值、保护现状等。
-掌握在文章中正确运用所学的词汇和短语，使文章表达清晰、准确。
5. 听力与口语：-通过听力材料了解不同地区的文化遗迹及其背后的故事。
-练习用英语讨论文化遗迹相关的话题，提高口语表达能力。
通过掌握以上知识点，学生可以更好地理解和运用英语来讨论文化遗迹这一话题，提高英语综合运用能力。
Unit1 Cultural-relics知识与要点-新人教版必修2
她觉得好像听到身后有脚步声。
Did anything take your fancy? 你看中了什么吗？
温馨提示 fancy用作动词，有时用于祈使句，表示惊奇、不相信、 震惊等，后加名词、代词作宾语，如Fancy meeting you here！ 想不到在这儿遇见你！
【链接训练】 He usually appears to be honest.Who can fancy ________ such a thing? A．his do C．his to do B．his doing D．doing
by
5.The broken ship s ank to the bottom of the
6.Rose was doubtful (怀疑) about the whole idea.
7.We have found further scientific evidence (证据) for this theory. 8.You can leave a message with reception (接
有许多古怪的习俗是从早年流传下来的。
归纳拓展 survivor n. 幸存者 survival n．[U] 幸存，存活；[C]过去时代留存下来的人、 物、风俗、信仰等；遗迹；遗风；旧思想 The Poland presidential plane crashed in an area of
dense jungle.There were n林茂密的地区。无人生还。
【链接训练】 ①The firefighter helped the old man ____ the big fire.
A．survive
C．survive in 【解析】 【答案】
人教版高中英语新课标必修二 Unit1 Cultural relics 知识点详解整理
英语必修二Unit1 Cultural relics拓展词汇1.survive v.1)vi.继续生存或存在2)vt. (经历某遭遇后)幸存；幸免于；（从困境等中）挺过来；艰难度过3)vt.比……长寿；比……活得长【词汇变形】survival n.幸存in the/one’s search for 寻找，搜寻make a search for (去)找，搜查search for 搜寻search…for为了找……而搜查……3.could never have imagined 绝不可能想到could have done 过去可能做过；本可以……；本来能够……couldn’t have done 过去不可能做过……表推测：may/might have done 过去可能做过must have done 过去一定做过can’t/couldn’t have done 不可能做过表后悔、责备、遗憾等needn’t have done 过去本没有必要做（实际上做了）should/ought to have done 过去本该做（实际上未做）shouldn’t/oughtn’t to have done 过去本不该做（实际上做了）4.amazing adj.令人吃惊的；惊人的amaze v.使惊讶；使诧异amazed adj.惊奇的amazement n.惊奇；吃惊in amazement 吃惊地in one’s amazement/surprise 令人吃惊的是【词汇辨析】select 精心挑选elect 投票选举pick 挑剔和苛刻的选择choose 一般意义的选择6.design n.&vt.1)n.设计，图案，构思；计划by design =on purpose 故意地2）vt. 计划；设计；构思be designed to do sth. 目的是做be designed for 专为……而设计的be designed as 打算当做by chance/accident 偶然地7.fancy1)adj.奇异的，异样的；时髦的3)n.喜爱，想要take a fancy to 喜欢上；爱上1）属于某人；归某人所有2）是（俱乐部、组织等的）成员3）是（某族类或纲目的）一部分无被动，无进行做后置定语用belonging to1）作为(对……的)回报/报答=in reward for 2）作为回应【词汇辨析】in return 作为回报/报答in turn 相应地；转而，反之，反过来；依次；逐个，轮流12.the way 用作连词，相当于as13.at war 处于交战状态at+n.表示一种状态或持续的活动at peace 处于和平状态at rest 在休息at table 在吃饭at breakfast/lunch/supper 在吃早饭/中饭/晚饭at church 在做礼拜at sea 在航海at work 在上班at school在上学其他介词（in, on, under +n.）in trouble 处于困境中in danger 处于危险中under discussion 在讨论中under repair 在维修中on sale 上市，出售on holiday 在度假，在休假中on fire 着火，失火on duty 值班14.remove vt.remove sth. from 从……搬走某物remove sth. to 把某物搬到……remove sth. into/out 把某物搬入/搬出2）除掉；清除=get rid of3）脱下（衣服等）=take off; 摘下4）把……免职；开除remove sb. from 某人被免……职15.less than 少于，小于（某一数量或数目）16.同位语从句常在doubt，fact，news，idea，truth，hope，problem，information等词后。
人教版高中英语必修2《Unit 1 Cultural relice》教案.doc
人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。
必修二Unit1Cultural Relics 课文知识点
Para.2
In fact, the room was not made to be a gift. It was designed 为…… 而设计 for the palace of FrederickⅠ. However, the next King of Prussia, Frederick 属于 William Ⅰ, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. 作为回报 In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four meters long, the room 用作是 served as a small reception hall for important visitors .
exercise
1.He became a college student by ____________( working hard 努力学习).
doing so 2.What do you mean by _________ (这样做)? reading 3.He gets information by _________ ___________( newspapers 读报纸).
In September 1941, the Nazi army was near St Petersburg. This was 的时期 a time when the two countries 这是…… were 正在交战 at war. Before the Nazis could get to the summer palace, the Russians were able to 把 remove …搬走 some furniture and small art objects 从 from the Amber Room. However, some of the Nazis secretly 不到than two days 100,000 stole the room itself. In less pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a 毫无疑问 train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what 依旧是个迷 happened to the Amber Room remains a mystery.
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章，获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。
2.问题引导法：通过提出问题，引导学生思考和探究。
3.合作学习法：组织学生进行小组合作，共同完成学习任务。
四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。
2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。
2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。
（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。
人教版英语必修2-Unit1-cultural-relics-知识点详解
高一必修2 Unit1：Cultural relics知识点及12.belong to sb 属于某人( owned by sb)Tom did well at the party, but the evening belonged to Lucy.注意：belong to既无被动形式，也不能用于进行时。
to为介词，可跟名词或代词作宾语。
可用于V-ing形式作后置定语13.in return作为对…的报答，以答谢You gave me your watch and in return I gave you my book.14.serve as 当，担任，充当He served as a waiter there.15.reception n.c. 接待处，招待会，接待仪式,欢送会a wedding reception 结婚喜宴u. 接纳，迎接(the act of receiving or welcoming sb.)a reception centre 接待站16.consider1)〔尤指为做出决定〕仔细考虑，细想.)consider + n./doing/wh- + to do/that-clauseShe considered her options.她考虑了自己的各种选择We’re considering buying a car.2)认为；以为；觉得( to think of sth. in a particular.)consider + n/that-clause/+(to be/as) + n./adj./to do consider+宾语+宾补He considers it a great honor to give a speech during the meeting.17.was/ were able to 表示过去经过努力，成功地做了某事，表达一种结果。
类似于succeeded in doing 或managed to do的含义。
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《unit1 cultural relics》课文知识点学案（人教版必修2）
教学内容教学
设计
【课前预习】
1寻找 2.属于
3 作为报答
4 处于交战状态
5. 少于 6 拆开
7 看重，器重
8 survive 9 select 10 design
11 fancy 12 decorate 13 remove
14 worth 15 explode
【自主合作探究】
1. … could never have imagined that…
绝不可能想到……
※ could never have done决不可能做过某事
could not have done 不可能做过某事
都表示对过去发生的事情的可能性的否定推测
He couldn’t have gone abroad , as I saw him just now.
※could have done “可能做过某事”, “本来可以做到，但实际并没有做到”
He could have passed the exam.
我们本来可以把钱借给他，但他没有告诉我们他需要钱。
练习
1)His brother met him at the Great Theatre yesterday afternoon , so he ____ have
Make your own sentences using important patterns。
【拓展延伸】
做《优化》P37.
参考答案：。