高中英语人教版必修2Unit1CulturalrelicsReading教案(系列四)
必修二Unit1 Cultural relics
Period1 Warming up and Reading
(IN SEARCH OF THE AMBER ROOM)
Introduction
In this period, after the warming up,
students will first be guided to look and
say about the Amber Room. Then they
will be helped to read a narration entitled
IN SEARCH OF THE AMBER ROOM.
It’s a story about a amber room built and
lost, which has been a puzzle for all.
Examples of “Warming Up” designs are
presented in this book for teachers’
reference. Computer and overhead
projector may be used to aid the teaching
and learning.
Objectives
To help students learn to ask for opinions and give opinions
To help students learn to read a text about cultural relics
To help students better understand “cultural relics”
To help students learn to use some important words and expressions
To help students identify examples of The Restrictive and Non-Restrictive Attributive Clause
Aids
Multimedia facilities, tape-recorder, photos, diagrams
1. Warming up
⑴Warming up by defining
Good morning, class. This period we are going to take Unit 1, Book 2. The topic is Cultural relics. But first, I’d like to ask:
What kind of old things can be called cultural relics?
Are all the old things cultural relics?
What is the definition and classification of cultural relics?
To whom do cultural relics belong?
⑵Warming up by presenting
Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.
⑶Warming up by discussing
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 an ancient vase under a 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?
2. Pre-reading by looking and saying
Look at the photos here. What do you know about the substance of “amber”? What do know
Now please listen and read aloud to the recording of the text In Search of the Amber Room on page 1. 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.
4. Skimming and identifying the general idea of each paragraph
This passage on page 1 is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text
6. Reading and underlining
Next you are to read the text and underline all the useful expressions or collocations in the passage. Copy them to 7. Reading and transferring information
8. Reading and learning
Can you imagine the fate of the Amber Room? What is it?。
人教版高中英语必修2Unit 1Cultural relicsPeriod1 Reading教案11
Unit 1《Cultural relics》Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.Teaching Aims：1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart2.Help the students understand the structure of the following sentences：In return，the Czar gave the King of Prussia 55 of his best soldiers.P2This was a time when the two countries were at war.P2There is no doubt that the boxes were then put on a train for....P2After that，what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.P23.Help the students learn to talk about the story of the Amber Room.4.Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching Important Point：How to tell the story about the Amber Room and talk about cultural relicsTeaching Difficult Point：Help the students understand the cultural relics and realize what should be done with the cultural relics.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Warming upT：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?Group 1 The Pyramids in EgyptGroup 2 The Great Wall/ChinaGroup 3 Stonehenge/Britain Salisbury plainT：Please tell the reasons for their importance.S1：Symbols of their countries.S2：A concrete annotation of their cultures.S3：Have a memorable significance.S4：Bring in money from tourism.The warming-up exercise helps the students realize that there are some well-known cultural relics both at home and abroad.Ask the students to try their best to think of the cultural relics that they know.T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.Ss：The topic of this unit is cultural relics.T：Do you know what cultural relics are?Ss：Cultural relics are 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.T：Very good，also we can say：Cultural relics are traces or features surviving from a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected?S1：The Great Wall.S2：The Big Ben.Ss：...T：Yes.You are right.Now do you want to know more about these cultural relics?Ss：Yes.Step 2 Pre-readingT：What is your favorite city?Why?What makes a city great?S1：a long historyS2：cultural relicsS3：many great peopleS4：important events taking place thereT：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.Listen to the tape and finish the comprehending exercises.1.The suggested answers to the comprehending exercise 1：1）B 2）D 3）B 4）A 5）C2.The suggested answers to the comprehending Exercise 2：1）The Amber Room was not easy to make.（NS）2）Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.（S）3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）4）The Russians didn’t care about the Amber Room.（NS）5）The Russians don’t think the Amber Room will ever be found.（NS）Step 3 Detailed ReadingT：Read the text again and answer the following questions：1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia?2.Why it is called the Amber room and how many tons of amber were used to make the Amber Room?3.What did Catherine the great do with the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.4.What happened to the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.S3：She had the Amber Room moved to the palace outside St Petersburg and transformed it.S4：It was taken apart and missing in the second world war，and the Russians and Germans have built a new Amber room at the summer palace.Step 4 Intensive ReadingT：Please read the text again and try to catch the main idea of each paragragh.（After four minutes）T：Now everyone.Have you got the main idea of each paragraph?Ss：Yes.T：OK，who would like to tell me the main idea of the first paragraph?S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.T：Excellent.What about the second paragraph?S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.T：Very good.Then how about Paragraph 3?S3：This paragraph tells us that Catherine Ⅱhad the Amber Room moved to the palaceoutside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.T：Very good.What about the fourth paragraph?S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.T：Well done.Then，how about the fifth paragraph?S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.T：All of you have done a good job.Let’s come into the next part.Step 5 DiscussionT：Now please discuss this question in groups：What should we do to protect our cultural relics?I’ll give you three minutes to prepare.（After three minutes.）T：Now time is up，any group would like to tell us your ideas.Students show their ideas.Step 6 Homework1.To finish the exercises on Workbook.2.Prepare for the next class.Step 7 The Design of the Writing on theBlackboardUnit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问Step 8 Record after Teaching。
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。
高中英语 人教版必修二 Unit1 Cultural Relics reading 教学设计
Unit1 Cultural Relics 教案一、教材及学情分析（一）教材内容分析本单元话题——文化遗产（Cultural relics）历来是全世界较为关注的焦点之一，尤其是在近些年，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。
单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。
而本节课是本单元的第一课时，主要是让学生学习本单元的重点单词，通过各种语境学习词汇，滚动式呈现词汇，操练、检测和运用词汇。
从开始的通过语境猜测词汇含义，到使用词汇描述文物古迹，再到通过讨论呼吁进行文化遗产保护，最后根据讨论内容落实到书面写作。
整节课自始至终围绕保护代表人类历史与文明的文物古迹这一主题，所有的人物设计都围绕着本节课的重点——对词汇的学习及运用。
通过本节课学习，不但向学生传授了英语知识，而且还在教学过程中通过渗透的方式将文物保护知识有机地渗透于课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。
（二）学情分析这次的授课对象为高一新生，他们刚开始接触高中新教材，较之以前初中简单的英语课本，现在看到每个单元大量的词汇学生都会产生畏惧感。
而他们中有不少学生背单词还是靠死记硬背，效果也不好，往往是记住了也不会用。
面对如此状况，学生也会渐渐失去学习的兴趣，影响到学生往后的英语学习所以，采用语境中教学词汇，可以帮助学生顺利完成初高中英语学习的过渡，在一定程度上消除了学生记忆大量词汇的畏难情绪，并对学生自主积累词汇有一定的帮助。
二、Teaching 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 Room三、Teaching 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.四、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．3) 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.五、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)六、Teaching aids教学设备A computer, a projector and some slides.七、Teaching procedures and ways教学过程与方式Step 1 warm up ---- a guessing game1.Let students look at the pictures on PPT, and then give a introduction. (The Great Wall, Taj Mahal(泰姬陵) The Mona Lisa).2. Teacher: Do they have something in common? Students:.........T:What is a cultural relic ?S:A cultural relic is something that has survived for a long time. It is often a part of something old that has remained while the rest of it has been destroyed. A cultural relic tells people about the past. It is usually rare.Step 2 Pre-readingT:Can you imagine a house made of amber ? S:...............Step 3 Fast readingRead the passage quickly, trying to get the general idea of this passage: Answer:It tells us the strange history ofthe_______ ________, a cultural relic of two countries: _________ and ________.Step 3 Careful readingPara1 :An introduction of the Amber Room.(filling in the blanks)Para 2: What happened to the amber room in 1716?Para 3: What did Catherine II use the Amber Room for?Para 4: True or False( ) Germany and Russia were at war in 1941( ) All things in the Amber Room were stolen.Para.5 The rebuilding of amber room.(filling in the blanks)Step 4 Post readingGroup Discussion:1.Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Y uan in Beijing? Give your reasons.2.If you find a cultural relic, what will you do with it?Step 5 Homework1.完成导学案的固学案2.英语周报3.Recite the new words from “cultural” to “rebuild”八、Blackboard Design 板书设计九、Teaching Reflection 教学反思。
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计3）掌握精读的方法，了解作者是如何叙述“琥珀屋”失踪的来龙去脉，增加对阅读文章篇章结构的理解。
2. 语言技能目标：1）通过阅读提高学生的阅读能力。
2）充分利用多媒体技术培养学生组织语言、运用语言的能力。
3）培养学生的质疑意识，提高学生分析问题和解决问题的能力。
3. 情感态度目标：通过本节课的学习，让学生了解文化遗产对人类社会生活的重要价值，增强保护文化遗产的意识。
二、教学重点和难点：1. 通过任务型阅读教学使全体学生学会获取语言知识和信息知识，培养学生用英语获取信息、处理问题和解决问题的能力。
2. 为全体学生进行有效阅读策略的点拨与指导，如略读、寻读、预测和分析性阅读。
三、教学方法：1. 小组讨论竞赛法：按4 人一个小组，把学生分成A、B、C、D...若干个小组进行相关问题的讨论。
讨论后每组推出一个同学回答，答对给1 分，答错扣1 分，在黑板左上角公布各小组成绩。
到下课时各小组的竞赛结果一目了然，给予获胜的小组以精神或物质奖励，以激发学生的学习主动性和积极性。
2. “任务型”教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
3. 演示法：把制作的课件、图片等展示给学生看，便于学生对微观知识的把握，从而达到解决问题的目的。
四、教学过程：Step Warming up and lead-in1. Ask the students: What is a cultural relic? Can you give some examples?2. Show some pictures.Task 1 Get the students to answer the question.What are the characteristics of cultural relics? Keys: It has a long history.It is beautiful, magnificent!A part of it has remained.It tells us about the past.It played an important role in the history.Many big events happened to it.It becomes the pride of the country....[设计说明]通过竞赛、观看有关图片及小组讨论等形式，激发学生的学习兴趣，训练学生说的能力，为下面的阅读作好铺垫。
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。
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。
高中英语新人教版精品教案《Book 2 Unit 1 Cultural relics》
Unit 1 Cutura reic Reading教学设计一、教学内容分析Unit 1 Cutura Reic是人教版高一英语必修二中的第一单元，本单元主要围绕“cutura reic〞，介绍了琥珀屋的由来、普鲁士国王为什么把它当做礼物送给俄国沙皇、琥珀屋之诞生-丧失-重建的过程。
在阅读局部中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的根底上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
二、学生情况分析本次教学对象为高一学生，从学生知识水平来说：一方面，学生经过六个单元的高一英语学习，适应了高中英语的学习方式，积累了一定的词汇量，并可以用英语简单地表达自己的一些思想。
从学生的情感态度价值观来讲：学生对文化遗产保护方面并不是很了解，在本单元中让学生了解有关琥珀屋的历史故事，并通过学习这一单元一些国内外的文化遗产，逐步增强学生保护文化遗产的意识。
三、教学目标分析【知识和技能】⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生稳固、强化和提高略读、细读、理解大意、理解重点细节和猜想词义等阅读策略。
【过程和方法】通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
【情感态度价值观】让学生了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
四、教学重点难点分析【教学重点】通过阅读，学习琥珀屋的故事和了解文化遗产的相关知识，培养学生的英语阅读能力和表达能力。
【教学难点】如何组织语言复述琥珀屋的故事。
五、教学工具The mutimedia and other norma teaching too六、教学过程Ste ain idea of each ber Roomber Roomber Roomber Room〔设计意图：找出主题，快速把握文章大意，而跳读目的在于训练学生快速获取所需信息的能力。
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.。
高中英语人教版必修2 unit 1 Cultural relice 教学设计
教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead－inStep I Lead-in设计意图展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。
高中英语人教版必修2Unit1CulturalrelicsReading教案(系列二)
必修二Unit1 Cultural relicsPeriod1 Warming up and Reading一、Teaching aims and demands1. To know the history of the Amber Room .and can use the new words and expressions of this unit well.2. To improve the students reading abilities. especially skimming and scanning reading .3 .Can use the attributive clauses especially the non-restrictive well .二、Teaching important points and difficult points1 .Can use the new words and expressions of this unit well.2. To train the students reading skills3. Use the attributive clauses especially the non-restrictive well三、Type of Lesson: Reading四、Teaching methods : Skimming and scanning reading五、Teaching aids : Multimedia六、Teaching procedures:Step 1 Lead-inAsk the students if they have seen a piece of amber and what they know about it .Then show the students some pictures of amber ,and ask then to talk about it .(from their colors and value ect.)Step 2 Skim the reading passage and then answer.1. Why is it called the Amber Room?2. How did the Amber Room become one of the wonders of the world?3. How was a new Amber Room built?Step 3 Intensive ReadingGet the students go through the whole text paragraph by paragraph. and do the exercises .then summarize the main idea of each paragraph .1. Read Paragraph One. and the fill in the form.the material of the Amber Roomthe design of the Amber Roomthe decoration of the Amber RoomWhat is the main idea of this paragraph ?(How was the amber room made ?)2.Read Paragraph Two and then answer the questions ：Q1、Was the Amber Room made to be a gift?Q2、Why did the King of Prussia give the Amber Room to the Czar of Russia?What is the main idea of this paragraph ?(Why did the King of Prussia give the Amber Room to the Czar of Russia?)3. Read paragraph Three then answer .Q1、Who had the Amber Room moved outside St.Petersburg?Q2、What did she do with the Amber Room?What is the main idea of this paragraph ?(How did the Amber Room become one of the wonders of the world?)4. Read Paragraph Four then answer.Q1、When did it get lost?Q2、Were the Russians able to remove the Amber Room? What happened to the Amber Room? What is the main idea of this paragraph ?(How did the Amber Room get lost?)5. Read Paragraph Five and then answer .Q1、Who rebuilt the Amber Room?Q2、How was a new Amber Room built?What is the main idea of this paragraph ?(How was a new Amber Room built?)6、Do the“ True”or “False” exercises.( ) (1). The Amber Room was made for a short time.( )(2). Catherine II didn’t like everyth ing about the Amber Room when she first saw it.( ) (3). The Amber Room was taken to Konigsberg and hidden there in 1941.( ) (4). The Russians didn’t care about the Amber Room.( ) ( 5). The Russians have known what happened to the Amber Room and have made a new one. Step 4 Post-readingDo the comprehending exercises No.1 and No. 2 .Step 5 Homework for today1. To read the whole passage more and more .2. To find out the languages points and underline the Attributive clause in the reading passage.。