人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案-精选教学文档
人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案
Unit 1 Culture relics 单元语言点目标认知重点词汇rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of重点句型1. … could never have imagined…2. Nor do I think they should give it to any government.知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。
稀薄的The air is rare at high altitudes. 高处空气稀薄。
【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。
occasional 指偶然、间或发生的事，侧重无规律可循。
uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。
scare指暂时不易发现、不存在或数量不足，供不应求的东西。
rare指难得发生的事或难遇见的人或事，侧重特殊性。
valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验valuable jewelry 贵重的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。
人教新课标高中英语必修二Unit 1 Cultural relics教案(1)
Unit 1 Cultural relicsTeaching Aims:I Language knowledge:Topics: Cultural relics protection, Famous cultural relics in China and abroad.Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions.Grammar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause)II Language SkillsSpeaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about thetopic about cultural protection and famous culture relics in China and abroadaccording to the contents of this unit.Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students’ ability of grasping the structure andorganization of the text and learn the way of telling story. Try to help the Ss to set upa concept to comprehend the text as a whole and summarise the main idea of eachparagraph and complete the other exercises. In the Using Language part, get the Ss toread the short paragraphs to distinguish the fact with opinion. Meanwhile, learn thenew word, phrases and sentence structures in the texts to improve the Ss’ languageability get a better understanding of the texts.Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the givenguidance.III Emotion & Attitudes:Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad.IV Learning Strategies:Learn to understand the text by grasping the structure and organization of the text.Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one.Main Points:language points and language skills listed above, learning strategies, the reading comprehension of the text, the grammar items .Difficult points:new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based TeachingTime: Period (45min×7 )Teaching Aids: Multi-media teaching systemPeriod 1Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text. Teaching & learning goals:1. Introduce and talk about some basic knowledge about cultural relics.2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text.3. Do some of the reading comprehension exercises.Main points: The reading comprehension of the text.Difficult points: Reading and reading comprehension of the text.Class type: Warming up and Fast ReadingTeaching & learning procedures:Step 1 Lead-inIntroduce the topic of this unit and get the Ss to know the new words: cultural, relic.Step 2 Warming upTask 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions.Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers.) Suggested answers:1) A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.And the correct definition should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that it tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used.2) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time.3) That it can be a building, object or item.Notes:1. cultural adj.文化的culture n.2. relic n.遗物, 遗迹, 废墟, 纪念物3. rare adj. 稀罕的, 杰出的, 珍贵的eg. a rare sense of honor 不寻常的荣誉感 a rare friend. 极好的朋友It’s very rare for her to arrive late.This is a rare book.4. valuable adj. 贵重的, 有价值的, 颇有价值的eg. a valuable diamond 贵重的宝valuable information重大的消息valuable advice重要的建议 a valuable friend令人钦佩的朋5. survive vi. 幸存，幸存, 生还,比…活得长vt.从…中逃生, 经历…后继续存在survivor n. 幸存者eg. The custom has survived for thousands of years.Only two people survived the fire.Two-thirds of the people survived the earthquake.经过这次地震, 三分之二的人活了下来.6. vase n. 花瓶7. dynasty n. 王朝；朝代Step 3 Pre-readingTask 1 Ss ask each other if they know something about amber. If they know, share the information with the class. If they don’t know, they teacher may show pictures of ambers and give some explanation.Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin (树脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life.琥珀是史前松树脂的化石。
人教版高中英语必修2教案 Unit 1 Cultural Relics
人教版高中英语必修2教案Unit 1 Cultural RelicsUnit 1 ultural RelisI．教学目标技能目标Gals Tal abut ultural relis Revie attributive lauses, inluding restritive and nn- rite a shrt repl t a letter and give ur pinin Tae ntes and udge h gives the best evidene restritive attributive lausesⅡ．目标语言功能句式Expressins used t give pinins I thin highl fI dn’t agree that．”BesidesI ust sa that I agree ith uI ust sa that I dn’t agree ith u As far as I’ nerned, I thinAs I see itDn’t u agree /thin (that)I an’t help thining (that)I uld lie t saIn pinin／viePersnall, e shuld…ell, bviusl e shuld…The pint is词汇1四会词汇ultural, survive, reain，state, rare, dnast, vase, belng, gift, tn, stne, ne, heat, design, fan, stle, eel, ing, artist, reeptin, light,irrr, nder, reve, furniture; seretl, den, dubt, trial, nsider, pinin, evidene, prve, pretend, aid, astle, sailr, treasure，besides2．认读词汇reli, aber, Frederi illia I, Prussia, Prussian, Peter the Great, zar, St Petersberg, atherine, nigsberg, Baltil Sea, Leningrad, an Hase,Anna Petrv, ster3词组l int, belng t, in searh f, in return, at ar, tae apart, thin highl f4重点词汇belng, ne, heat, design, light, nder, dubt, reain, prve, nsider, besides, survive, furniture, pinin语法The attributive lauses ith hih/h/here/henA ultural reli is sething that has survived一It is ur b t l int an reprts f ultural relis that have been fund in hinau are sent t a sall tn here u find a reli that as stlen fr a plaeThis gift as the Aber R, hih as given this nae beauseLater，atherine 1I had the Aber R utside St Petersburg here…This as a tie hen the t untries ere at arIn 1770, the r as pleted the a (that) she anted it重点句子1 Frederi illia I, the ing f Prussia uld never have iagined that．…2 ne it isheated, the aber an be ade int an shape3 It as ade fr the palae f Frederi Ⅰ4 In 1716, Frederi illia I gave it t Peter t he Great, as“gift f friendship．… 找教案http://zhaiaanIn return, the zar gave the ing f Prussia f his best sldiers6 The Aber R sn beae part f the zar’s Palae in St Petersburg7 Later, atherine 11 had the Aber R ved t the palae utside．…8 This as a tie hen the t untries ere at ar9 There is n dubt that the bxes ere then put n a train fr nigsberg，…10 After that, hat reall happened t the Aber R reains a ster111 thin highl f thse h are searhing fr the Aber RⅢ教材分析与教材重组1教材分析本单元以ultural relis为话题，旨在通过单元教学使学生了解世界化遗产，学会描述它们的起。
高中英语人教版必修2Unit1CulturalrelicsLanguagepoints教案(系列四)
必修二Unit1 Cultural relicsPeriod2 Language points编写时间：年月日总第课时授课者:Textbook, a教学过程（教师活动、学生活动）1. in search of 寻找，搜索◇观察与思考:The workers removed the stones in search of the survivors in the earthquake. The police searched him but found nothing on him.They are searching for the lost child.search sth./sb.搜查某物/搜身search for =look for 寻找◇实战训练:1He ________ all his pockets but didn’t find any money.A. searchedB. searched forC. in search ofD. looked for2They set off at once ______________ the missing boy.2. belong to 属于；是……的成员；是……的组成部分In fact, I don’t know which dictionary belongs to me.I used to belong to a youth club.The mouse belongs to my computer.◇探究归纳:注意：belong to 不能用于进行时和被动语态。
◇实战训练:1The house _________to an old lady.A. was belongedB. was belongingC. belongedD. belonging2The computer is belonging to me.（改错）3. in return 作为回报◇观察与思考:Tom, in return, bought his little sister a toy.I gave him some money in return for his help.◇探究归纳:in return for 作为对……的回报in turn 轮流；反过来by turns 轮流◇实战训练:用in return for/in turn填空：1I invited him to dinner ___________ his kindness.2We help others, and this __________ makes us happy.4. remain◇观察与思考:I went to the city, but my brother remained at home.After the fire, very little remained of my house.My friend became a boss, but I remained a teacher.The death of the old man remained unknown.The problem remains to be discussed◇探究归纳:(1) vi. 留下；遗留；逗留(2) link-verb. 后接n. /adj. /介词短语/……(3)sth. remains to be done ……有待于被……1Although he has taken a lot of medicine, his health ______ poor.A. provesB. remainsC. maintainsD. continues2It was already midnight and only three young men ______ in the tea house.A. leftB. remainedC. delayedD. deserted5. can/could not(never) have done…◇原句再现:Frederick William 1, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(P1)普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼竟会有这样一段令人惊奇的历史。
【人教版】高中英语必修二：Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 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。
Exercise 2 着重词汇在短文中的用法练习。
人教版高中英语必修二Unit 1 Cultural relics 语言点详解教学设计
Unit 1 Cultural relics 教案之语言点详解词汇详解：一．词语辨析二．词性变化Ⅲ重点词汇1。
fancy adj. 不寻常的；精致的；v。
想；以为；想像［典例］1）。
That's a very fancy pair of shoes！那是一双非常别致的鞋!2）。
I fancy （that）it’s going to rain today.我看今天要下雨［重点用法］fancy that…以为是……fancy (sb’s）doing…想像（某人）做某事fancy oneself 自负；自命不凡fancy sb。
to be / as 想象/认为某人会成为……［练习]中译英1)。
她竟如此放肆！__________________________________________________________ ______________________2）。
他以为她喜欢他.__________________________________________________________ ______________________Keys：1）. Fancy her being so rude!2)。
He fancies she likes him.2。
consider vt。
考虑；认为[典例]1). We are considering going to Canada，ie we may go there.我们正考虑到加拿大去.2）。
We consider this （to be) very important。
我们认为这非常重要。
［重点用法］consider doing sth./sth.考虑做某事consider sb。
/sth。
as / to be…consider it +形容词+ to do sth…。
认为做某事是……considering…考虑到……［练习]中译英1）。
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。
高中英语 Unit1 Cultural relics教案 新人教版必修2-新人教版高一必修2英语教案
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 Roomas a gift to Russia was B.A Frederick ⅠB Frederick William ⅠC Peter the GreatD Catherine Ⅱ文某某息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history.〔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文某某息：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文某某息：But some of the Nazis secretly stole the AmberRoom itself.④In 1941, the city of Konigsberg was in A.A GermanyB RussiaC SwedenD France文某某息：But some of the Nazis secretly stole the AmberRoom itself.⑤The Russians didn’t hide the Amber Room because C.A they were at warB they couldn’t find a placeC the German soldiers arrived too soonD no train could take it away文某某息：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 Ⅱdidn’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。
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Unit 1 Culture relics 单元语言点目标认知重点词汇rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of重点句型1. … could never have imagined…2. Nor do I think they should give it to any government.知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。
稀薄的The air is rare at high altitudes. 高处空气稀薄。
【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。
occasional 指偶然、间或发生的事，侧重无规律可循。
uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。
scare指暂时不易发现、不存在或数量不足，供不应求的东西。
rare指难得发生的事或难遇见的人或事，侧重特殊性。
valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验valuable jewelry 贵重的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。
Is the watch valuable? 这块表很值钱吗?【拓展】valueless无价值的，不值钱的worthless 没有用的，无价值的;priceless 无价的，极重要的，珍贵的【高清课堂B2U1重点词句】survive【原句回放】Is it enough to have survived for a long time? 留存很长时间久足够了吗？【点拨】survive vt. vi.幸存，生还; 活得比某人长；比某人长寿Of the six people in the plane that crashed, only one survived.在这次空难的六人中，只有一个人幸存。
I don't know how you all manage to survive on Jeremy's salary.我不知道仅靠Jeremy的薪水，你们是怎么度日的。
Several buildings in the town have survived from medieval times.这个镇上的一些建筑从中世纪一直延续到现在。
The plants may not survive the frost. 这些植物可能熬不过这次霜冻。
The old lady has survived all her children. 这个老太太活得比她所有的儿女都长。
【拓展】survivor n. 幸存者survival n. 幸存surviving adj. 活着的，残存的survival of the fittest 适者生存doubt【原句回放】There is no doubt that the boxes were then put on a train for Kónigsberg, at that time a German city on the Baltic Sea. 毫无疑问，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
【点拨】doubt [c]n. [u] n.怀疑，不信, 在肯定句中常接whether / if 从句，在否定句中常接that 从句：Elizabeth had no doubts at all about her ability to do the job.伊丽莎白做这个工作的能力是没有疑问的。
The incident raises doubts about the safety of nuclear power.这次事故引起了对核能源的安全性的疑问。
The meeting will provide people with an opportunity to voice any doubts they may have about the proposals.这次会议给人们提供了一个机会，他们可以表达对这些建议的任何疑问。
There is an element of doubt as to whether the deaths were accidental.对于这些死亡是否意外，有一些怀疑的要素。
There is no doubt … ……是毫无疑问的。
There’s no doubt that one day a cure will be found.毫无疑问有朝一日治愈的办法会被找到。
There is little doubt he was the killer.几乎不用怀疑，他就是凶手。
He is without doubt the cleverest student I've ever taught.无疑他是我教过的学生里最聪明的一个。
◆There is no doubt 后接名词时，需用介词about / of。
There is no doubt that education is the foundation of all. 无疑教育是一切的基础。
There is no doubt about / of his honesty. 他的诚实是毫无疑问的。
【拓展】There’s no need (for sth / sb) to do … 不必……There is no point in doing... 做……没有意义There’s no question that … ……是没有问题的(It’s) No wonder (that)…难怪……amaze【原句回放】..., his greatest gift to the Russian people would have such an amazing history.……，赠送给俄国人民的礼物会有如此离奇的历史。
【点拨】amazing adj. 令人惊喜的，了不起的an amazing achievement/discovery 惊人的成就/发现Winning the first prize is an amazing achievement. 得一等奖是了不起的成就。
She has an amazing talent in music. 她在音乐方面有了不起的才华。
【拓展】amazed adj.吃惊的, 惊奇的；amaze vt. 使惊愕；amazement n. 惊奇amaze, surprise, astonish, shock辨析：amaze 惊愕，含有“惊叹、佩服”之意。
Your knowledge amazes me. 你丰富的知识令我吃惊。
surprise 惊讶，出乎意料，是“吃惊”的普通用词。
语气较弱。
They surprised us with a visit. 他们突然来访使我们感到意外。
astonish 使十分惊讶，使大吃一惊(=surprise sb. very much)，语气较强，含“难以置信”之意。
She astonished us by saying she was leaving. 她说她要走了，这使我们大吃一惊。
shock “使震惊”；多用来指重大的事情“使人为之一震”，有“大为惊讶”之意（=surprise sb. greatly），语气最强。
II was shocked by what had happened. 我被所发生的事情震惊了。
select【原句回放】The amber which was selected had a beautiful yellow-brown colour like honey. 精选的琥珀色彩艳丽，呈蜂蜜般的黄褐色。
【点拨】select v. 挑选；选择；adj. 精选的，挑剔的She lets her son select his own Christmas present. 她让儿子自己选择圣诞礼物。
They selected a diamond engagement ring. 他们挑选了一枚钻石订婚戒指。
That school is very select. 那所学校招生非常严格。
The book is a select collection of poetry from various authors. 这本书是各家诗作的集锦。
【拓展】select, choose , elect, pick辨析select强调在广泛的范围内进行“精选或淘汰”，侧重以客观为标准进行选择。
choose普通用词，侧重根据个人意愿和判断从众多的对象中进行选择。
elect指按照一定的规章或法律，用投票等方式进行的认真慎重的选择。
pick是口语用词，强调“从个人角度在众多之中进行挑选”，有时含有“任意选择”的意思。
design【原句回放】The design of the room was in the fancy style popular in those days. 琥珀屋的设计采用了当时流行的别致的建筑式样。
【点拨】design vi. vt. 设计；计划；构思；n. 设计；图案；构思Was it designed, or did it just happen? 这是有预谋的，还是偶然发生的？He designed us a beautiful house. 他为我们设计了一座漂亮的房子。
He designs to become a musician. 他立志成为一个音乐家。
This piece of cloth has a new design. 这块布图案新颖。
be designed to do 目的是……be designed for sb. / sth. 打算给（做）……用be designed as sth. 打算当作……design doing/ to do 打算做……【拓展】by design意思是“故意地”，反义词为by accident/ chance。