2020年新人教版高中英语必修二教案全套
人教版高一英语必修二教案（精编版）
人教版高一英语必修二教案通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识--过去分词的用法。
一起看看人教版高一英语必修二教案!欢迎查阅!高一英语必修二教案1根据该教材的特点以及高中英语课程标准，我拟定下列教学目标1)语言知识目标词汇：defeatattendexposecureoutbreakcontrolabsorbseverevaluablest rictpump等语法：过去分词作定语和表语2)语言技能目标练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力3)情感目标培养学生的科学探索精神，培养学生科学人文精神相融合的素养4)学习策略目标学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源5)文化意识目标3、学重点和难点重点：理解所读课文;把握过去分词的用法难点：利用所学词汇、句型，围绕主题进行叙述二、说教法根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。
在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。
充分发挥学生在教学活动中的主观能动性。
以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。
优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。
通过互动的学习方式，培养学生的合作学习精神。
三、说教学设计根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤Task1为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。
通过这个活动，激发学生学习动机，调动其主观能动性。
具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容本节课选自新课标人教版高中英语必修二，主要讲解Unit 1 Cultural relics的Reading and Thinking部分，包括文章"Cultural relics in the UK"的阅读和理解，以及相关的词汇和语法点。
二、教学目标1. 能够理解文章内容，掌握关于英国文化遗产的基本信息。
2. 提高学生的阅读技巧，如skimming, scanning和close reading。
3. 通过小组讨论，培养学生的跨文化交际意识和表达能力。
三、教学难点与重点教学难点：文章中的长难句理解，以及相关词汇的用法。
教学重点：提高学生的阅读理解能力，掌握文章的主旨大意。
四、教具与学具准备1. 教师准备：PPT，展示文化遗产的图片和视频。
2. 学生准备：课本，笔记本，彩色笔。
五、教学过程1. 导入：通过展示一组英国文化遗产的图片，引发学生对本节课的兴趣。
2. 预读：让学生快速浏览文章，回答关于文章主旨的问题。
3. 精读：引导学生关注文章细节，讲解长难句和词汇，进行小组讨论。
4. 课堂实践：让学生根据文章内容，进行角色扮演，模拟导游介绍英国文化遗产。
5. 例题讲解：针对文章中的重点语法和词汇，设计相关练习题，进行讲解。
6. 随堂练习：让学生完成课后练习，巩固所学知识。
六、板书设计1. Cultural relics in the UK2. 关键词汇：relic, preserve, significance, identity, contribute3. 重点句子：①The Tower of London, as a symbol ofBritish royal power, has a long history. ②St onehenge, an ancient mysterious monument, attracts numerous visitors every year.七、作业设计1. 作业题目：（1）Summarize the main idea of the article in one sentence.（2）Translate the following sentences into Chinese:①The Tower of London, as a symbol of British royal power, has a long history. ②Stonehenge, an ancient mysterious monument, attracts numerous visitors every year.2. 答案：（1）This article introduces several cultural relics in the UK, including the Tower of London and Stonehenge, anddiscusses their historical significance and contributions to British identity.（2）①伦敦塔作为英国皇家权力的象征，拥有悠久的历史。
人教版高中英语必修二全册课件(完整版)
人教版高中英语必修二全册课件（完整版）1. 单元一：学习与理解1.1 课件一：学业压力•学习目标：了解学习与理解的关系，认识学业压力的影响因素和应对方法。
•内容概述：本课件从学习与理解之间的关系入手，介绍了学业压力的影响因素，以及通过科学的学习方法和有效的心理调节来应对学业压力。
1.2 课件二：学习技巧•学习目标：掌握有效的学习技巧，提高学习效率。
•内容概述：本课件介绍了学习技巧的分类和要点，包括阅读技巧、记忆技巧、思维技巧等，通过实例讲解和练习，帮助学生了解和掌握这些技巧，提高学习效果。
2. 单元二：人与环境2.1 课件一：环境污染•学习目标：了解环境污染的原因和危害，培养保护环境的意识。
•内容概述：本课件介绍了环境污染的种类、原因和危害，通过图片和实例展示，让学生深入了解环境污染的现状，从而培养保护环境的意识。
2.2 课件二：限制塑料袋的使用•学习目标：了解塑料袋的危害，提倡绿色生活方式。
•内容概述：本课件通过真实案例和数据，详细介绍了塑料袋对环境和生物的危害，呼吁学生减少使用塑料袋，倡导绿色生活方式，保护环境。
3. 单元三：生命的奥秘3.1 课件一：人的生命周期•学习目标：了解人的生命周期和与生命相关的知识。
•内容概述：本课件从人的出生到死亡，介绍了人的生命周期和与生命相关的知识，包括生殖、生长、发育等方面，通过图片和动画的展示，生动形象地呈现生命的奥秘。
3.2 课件二：遗传与进化•学习目标：了解遗传与进化的原理和重要性。
•内容概述：本课件介绍了遗传与进化的基本原理，包括遗传的规律、遗传变异的来源和进化的过程等，通过实例和实验的展示，帮助学生理解和掌握这些知识。
4. 单元四：社会发展与变革4.1 课件一：科技与社会变革•学习目标：认识科技对社会发展的影响和推动作用。
•内容概述：本课件介绍了科技对社会变革的影响和推动作用，包括科技的发展历程、主要成就和对社会产生的影响，通过案例和数据的展示，让学生了解科技创新的重要性和社会变革的影响。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容本节课为人教版高中英语必修二第三单元，主题为何时何地。
本节课主要教学内容为学习一般过去时态和一般现在时态，通过听、说、读、写等多种方式，让学生掌握一般过去时态和一般现在时态的构成、用法及区别。
二、教学目标1. 学生能够熟练运用一般过去时态和一般现在时态描述过去和现在的动作或状态。
2. 学生能够听懂、会说、会读、会写一般过去时态和一般现在时态的句子。
3. 学生能够通过本节课的学习，提高自己的语言运用能力，增强对英语学习的兴趣。
三、教学难点与重点重点：一般过去时态和一般现在时态的构成、用法及区别。
难点：一般过去时态和一般现在时态的灵活运用。
四、教具与学具准备教具：多媒体课件、黑板、粉笔。
学具：课本、练习本、文具。
五、教学过程1. 导入：通过展示一组图片，引导学生用英语描述图片中的动作或状态，引入本节课的主题。
2. 呈现：教师通过多媒体课件，展示一般过去时态和一般现在时态的句子，让学生感知两种时态的差别。
3. 讲解：教师在黑板上用粉笔讲解一般过去时态和一般现在时态的构成、用法及区别，让学生明确两种时态的规则。
4. 练习：学生根据教师提供的场景，用一般过去时态和一般现在时态进行造句，教师及时纠正学生的错误。
5. 互动：学生分组进行角色扮演，用一般过去时态和一般现在时态进行对话，培养学生的口语表达能力。
6. 巩固：教师设计一些练习题，让学生书面完成，检验学生对一般过去时态和一般现在时态的掌握程度。
六、板书设计板书一般过去时态和一般现在时态板书内容：一般过去时态：构成：主语+动词过去式用法：描述过去的动作或状态一般现在时态：构成：主语+动词原形用法：描述现在的动作或状态七、作业设计1. 请用一般过去时态和一般现在时态分别描述一下你昨天和今天的活动。
答案：Yesterday, I watched a movie with my friends.Today, I am doing homework.2. 请用一般过去时态和一般现在时态写一段关于你最喜欢的季节的描述。
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
人教版高中英语必修第二册全册教学设计汇总
人教版高中英语必修第二册全册教学设计汇总一、教学设计总体目标1. 教学目标：帮助学生掌握必修第二册的所有课文内容和语法知识，培养学生的听、说、读、写能力，提高学生的英语综合运用能力。
2. 教学重点：全面掌握课文内容和相关语法知识，强化词汇和语法的记忆和运用。
3. 教学难点：让学生在复杂语境中正确运用所学的词汇和语法知识，提高学生的语言表达能力。
二、教学内容和安排1. Unit 1：Cultural Relics- 课文：探索古代文明- 语法：定语从句的使用- 教学安排：通过讨论古代文明的发展和保护，让学生掌握探索古代文明的相关词汇和表达方式，引导学生掌握定语从句的用法，提高学生对历史文化的理解和表达能力。
2. Unit 2：Cloning- 课文：克隆技术- 语法：虚拟语气的使用- 教学安排：通过讨论克隆技术的伦理和社会影响，让学生掌握与生物科技相关的词汇和表达方式，引导学生掌握虚拟语气的用法，提高学生对科技进步的理解和表达能力。
3. Unit 3：Travel Journal- 课文：游记- 语法：名词性从句的使用- 教学安排：通过学习游记的写作技巧和语言表达，让学生掌握与旅行相关的词汇和表达方式，引导学生掌握名词性从句的用法，提高学生对旅行经历的表达能力。
4. Unit 4：Wildlife Protection- 课文：野生动物保护- 语法：情态动词的使用- 教学安排：通过探讨野生动物保护的挑战和方法，让学生掌握与环保相关的词汇和表达方式，引导学生掌握情态动词的用法，提高学生对环保议题的理解和表达能力。
5. Unit 5：Music- 课文：音乐- 语法：定语从句和名词性从句的复合句- 教学安排：通过学习不同类型音乐的特点和音乐家的成就，让学生掌握音乐方面的词汇和表达方式，引导学生掌握定语和名词性从句的复合句结构，提高学生对音乐艺术的理解和表达能力。
6. Unit 6：Language- 课文：语言- 语法：宾语从句和名词性从句的区别及使用- 教学安排：通过探讨不同语言的重要性和影响，让学生掌握与语言学习相关的词汇和表达方式，引导学生区分宾语从句和名词性从句的使用，并正确运用它们，提高学生对语言学习的理解和表达能力。
新课标人教版高中英语必修二教案
新课标人教版高中英语必修二教案一、教学内容二、教学目标1. 能够听懂并准确复述关于文化遗产的听力材料，提高听力技巧；2. 能够运用目标词汇和句型，进行有关文化遗产的口语交流；3. 能够阅读并理解关于文化遗产的文章，提高阅读技巧，培养文化意识。
三、教学难点与重点1. 教学难点：文化遗产的相关词汇、语法及表达方式的理解与运用；2. 教学重点：听力、阅读、口语及写作技能的培养。
四、教具与学具准备1. 教具：多媒体设备、黑板、教学光盘等；2. 学具：课本、练习本、字典等。
五、教学过程1. 导入：通过展示世界文化遗产图片，引导学生谈论对文化遗产的了解和认识，激发学生的学习兴趣。
2. 新课内容呈现：（1）播放听力材料，让学生听并完成相关练习；（2）讲解听力材料，引导学生学习相关词汇和表达方式；（3）阅读文章，让学生理解并分析文化遗产的重要性；（4）通过例句和情景对话，教授目标语法。
3. 情景实践：组织学生进行小组讨论，运用所学词汇、语法及表达方式，讨论我国的文化遗产。
4. 例题讲解：针对本节课所学内容，设计相关练习题，进行讲解和指导。
5. 随堂练习：布置与新课内容相关的练习题，巩固所学知识。
六、板书设计1. Cultural heritage2. 主要内容：文化遗产相关词汇、语法、句型及文章框架七、作业设计1. 作业题目：（2）根据所给词汇，编写一段关于文化遗产的对话。
（3）阅读短文，回答问题。
2. 答案：（1）The Great Wall is an important cultural heritage of our country.（2）Example: A: Have you ever been to the Forbidden City? B: Yes, it's a wonderful place, full of cultural heritage.（3）Answers:八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课下了解更多关于文化遗产的知识，提高文化素养，为下一节课的学习做好准备。
人教版高中英语必修2全册教案
Unit 1 CulturalrelicsPart One: Teaching Design（第一部分：教案设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBERROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive Clause I. 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?Are all the old things cultural relics?B.What is the definition and classification of cultural relics?C.To whom do cultural relics belong?Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them arecultural 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?Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find anancient 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?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 MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?Work in groups of four. Tell your groupmates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the AmberRoom”?1. Reading aloud to the recordingNow please listen and read aloud to the recording of the textIN 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.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Read the text again to complete the table, which lists all the numbers in the text.Read the text and learn more about the following proper nouns. You can surf on the website after class:Closing 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 AmberRoom? What is it?B.Do you think if it is worthwhile to reproduce the AmberRoom? Why?Well, all of us have learned the history of the AmberRoom. Let’s recall some key words and expressions on the board. You are to retell the story of the AmberRoom: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 clause To discover some usefulwords 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 aboutAttributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?”or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red”in the first example, the dependent clause “which I bought yesterday”in the second example modifies the noun “coat.”Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns “who(m),”“that,”or “which.”In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat”and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie”and answers the question “which movie?”.They are searching for the studentwho 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.2aThe 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 withintwo 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 livesin 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 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 thefarmers,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”?Turn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want towin, what’s the mostimportant thing you should do first?B.What makes a judge decide which eyewitnesses to believe and whichnot to believe.1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Readingand 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.Now, boys and girls, as we know, people have never stopped searching for the AmberRoom. This time we’ll listen to what three people say they know about the missing AmberRoom. 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.Well done. Now share your forms with your partner and tell mein the three forms: What are facts? What are opinions? Li Ming, do you want a try?We 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?evidence?”Sometimes 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?·When you write your letter, you may choose to agree or not agreewith 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.Ⅲ Closing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a longhistory, dating back to over 5 century BC. The local government is collecting money to repairand 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 relic s insist that it belongs to his family.·The room was completed the way sh e 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 pro ved.·An opinion is what someone believes is true but has not been proved. Part Two: Teaching Resources (教案资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI.Type of writing and summary of the ideaSection 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。