高一英语人教版必修二第一单元学案设计
摘掉, 脱掉 移开，搬走一、词汇变形Book2 Unit1 Cultural relics词汇导学案1. culture （n.）文化--- cultural （adj.）2. value （n.&v.）价值,重视,珍视---valuable （adj.）---invaluable(adj.) 无价的 ---values （n.）价值观3. amaze （v.）使吃惊--- amazement （n.） --- amazing/ amazed （adj.）4. design （n.&v.设计）--- designer （n.）5. belong （v.）属于--- belongings （n.）财产6. doubt （v.&n.）怀疑,疑惑 --- doubtful （adj.）怀疑的7. receive(v.）接待---reception （n.）接待 --- receptionist （n.）接待员8. form （n.）表格--- formal （adj.）正式的 --- informal （adj.）非正式的二、重点单词 1.survive v.活得长9. evidence(n.) 证据---evident （adj.）明显的 10. consider （v.）考虑---consideration （n.） --- considerate （adj.）体谅的,考虑周到的 --- considering （prep.）考虑到,鉴于 11. decorate (v.) 装饰---decoration(n.) 12. rare(adj.) 罕见的---rarely(adv. )13. jewel(n.) 珠宝---jewellery(n.) 珠宝(总称) 14. explode(vi.) 爆炸---explosion (n.) 爆炸 15. remove(vt.) 移动---removal (n.) 移动 16. survive(v.) 幸免--survivor(n.) 幸存者 ---survival (n.)17. select(vt.) 挑选---selection(n.) ---selective(adj.)有选择性的survive the earthquakesurvive on 靠……存活下来Some old customs have survived into the resent .survive sb. (by …) 比…活得长(几年) (by 表幅度)2. remove vt. 搬开;消除; 脱掉; 开除；搬家removed a notice from the door （=take away ） remove the diamond ring(=take off)不好的东西remove one’s doubt/trouble/fear 消除某人的疑虑remove sb. from school 开除3. design vt.设计；计划；构思 be designed to do sth 目的是…旨在…(be meant to do sth.)be designed for sth./sb. 打算给…用; 为…而设计的n.图样；设计 make designs / a design 设计in design 在设计上by design =on purpose 故意地 by accident = by chance 意外地免职，撤去消除，去掉高度 身体下沉 情绪下沉sink v. （下沉） 基本义沉没，下沉 4. sink v. 下沉具体的物sink into the mud 陷入泥里The sun is starting to sink 太阳开始下山 sink into a chair 坐在椅子上Her heart sank/lifted.她的心一沉/ 高兴。
sink in thought 陷入沉思（=be lost/deep in thought ）5. consider vt. 认为consider sb.(sth.) +（to be ）+ adj. / n 认为/把…是/当作consider sb.(sth.) + as…(=regard / think of /take sb. as…) I consider it a great honor to be invited to the party.Charles is generally considered to have invented the first computer. 考虑consider + n. / doing sth.consider + 疑问词 +to do sthI would be grateful if you could consider employing me in your company. (书面)considering prep.&conj. 考虑到…，鉴于， 就...而言(= Taking sth. into consideration) Considering his ability and experience, he might have done better. (语法填空) All things considered, the planned trip will have to be called off. (语法填空) 6. worth n.价值; 用处 ten pounds ’ worth of books 价值 10 磅的书籍adj.值得;价值…; be worth+钱数 be well worth doing/ be worth sth.be worth it 值得的be worth doing/ sth.The place is worth visiting./ a visit. be worthy +of being done The place is worthy of being visited.+to be done The place is worthy to be visited +of +n .The place is worthy of a visit.It is worthwhile to visit the place. / visiting the place.7. remainL-v.(系) 保持是 remain trapped/ remain broken/ remain seatedvi. 剩下，有待于… remain to be done 尚待… remain to be seen 拭目以待remaining adj. 剩下的 There is no time left.= There is no remaining time.(语法填空) 8. prove link-v 证明是…结果是… prove (to be) + adj./n. prove (to be) honestvt. 证明，证实prove one’s honesty It can be proved that…可以证实，…9. serve vt. 服务serve the people 为人民服务n. service 服务 servant 仆人上菜;提供 serve breakfast 供应早餐 The bread and butter is served for breakfast. 接待 Is there anyone here to serve us? 这有人接待我们吗？ vi. 服役 serve in the army serve as 担任；充当…用（=work as/ act as ）at one’s service 为某人效劳10. lightvt. 照亮 One light can’t light the big room. 一盏灯不能把这个大房子照亮。
点燃Don’t light the candle, there is already a lighted one. (lighted adj. 点着的) 开朗起来The good news lit his face . 好消息让他高兴起来。
（考察完型） adj. 亮的; 浅的；淡的n. 灯; 光三、重点短语消沉，陷入坐下 下降1.in search of 搜索, (以)寻找……①search: vt.&vi. 搜寻，搜索；search A for B 搜索A 为了寻找B search for= look for②in memory of 为了……纪念in favor of 支持，赞同in charge of 管理in honour of 为了纪念…；为向……表示敬意in view of 鉴于，考虑到……in (the) hope of 抱有……的希望in (the) face of 面对in need of 需要2.belong to: 属于，是…的成员, 是…的组成部分, 是…的属性, 职能等①belong to 不用于被动语态和进行时态②belongings n.财产，所有物；行李As is known to us all, China is a developing country belonging to the third world.（语法填空）3.in return for = in reward for 作为对…的回报; return ticket 往返车票single ticket 单程票in turn 依次，逐个地; 相应地4.take …apart拆开take apart the radiotell…apart 把…区别开tell the twin brothers apartapart from 除了(= except + besides) Apart from these two books, he has written some plays.5.have sth. done 让某事被做/遭遇have my wallet stolen(丢钱包) /have the Room removed have sb. doing sth. 让某人一直做某事have the fire burning （让火一直着着）have sb. do sth. 让某人去做某事(= make sb. do sth.) have the boy clean the windows.have sth. to do 有事要做I have some homework to do.四、重点句型1. There is no doubt that the box was then put on a train for…①There is no doubt that… 毫无疑问……,There is some doubt whether… (不能用if )②doubt vt. I doubt whether/if…I don’t doubt that…; Do you doubt that…(考点：连接词)③no doubt/ without doubt 毫无疑问（在句中做状语）Undoubtedly 无疑2.In a trail, a judge must decide which eyewitnesses to believe and which not to believe考点：①疑问词+to do 不定式②主动表被动I know what to expect in my new job.3.Frederick William I could never have imagined that his greatest gift to …couldn’t/can’t +have done “过去不可能做过.. ”must have done 过去一定做过某事（无否定形式）might have done 过去可能做过某事could +have done 过去本能够做某事（实际并没有做到）should have done/ ought to have done 过去本应该做某事（实际上没有做）needn’t have done 过去本没有必要做某事（实际上却做了）4.It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make.考点：①decorated 作定语(decorate A with B)；②sth. take sb. some time to do.(do 后无宾) 5.It can be proved that China has more people than any other country in the world.考点：①prove 用法：vt 证明link-v 证明是…)证明..prove sb./sth.(to be)+adj./n…)②than any other country 比较级表达最高级的概念。
2019-2020学年人教版高一英语单元学案：必修2 Unit 1 (解析版) Word版含答案
姓名，年级：时间：Unit 1 Cultural relics【考纲解读】1。
了解世界文化遗产，进而激发学生的文化遗产保护意识。
2。
在已有知识的基础上阐述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。
【高频单词】1．rare （adj.）稀罕的;稀有的；珍贵的→rarely （adv.) 罕有；很少；不常2．amaze （vt。
）使吃惊；惊讶→amazing （adj。
) 令人吃惊的→amazed （adj。
）吃惊的→amazement （n.）惊奇3．select （vt。
）挑选；选择→selection （n.）选择；选拔4．design （n.）设计;图案；构思（vt。
) 设计；计划；构思→designer （n.）设计者；构思者5．survive (v.）幸免（于）;幸存；比……活得长；生还→survival （n.）生存；幸存→survivor （n。
）幸存者6．fancy (adj。
) 奇特的;异样的 (vt.）想象；设想；爱好7．decorate (v.) 装饰；装修→decoration (n.) 装饰品;装饰8．reception （n.)接待;招待会;接收→receive (vt.)接受;接待；招待→receiver （n。
）（电话）听筒/受话器9．remove （vt。
) 移动；搬开→removal（n.)移动；搬进10．wooden （adj.）木制的→wood （n.）木头11．doubt （n。
）怀疑；疑惑（vt。
）怀疑；不信→doubtful （adj.)怀疑的12．former (adj。
) 以前的；从前的→(反义词)latter (adj。
）后者的；后面的13．worth (adj.) 值得的；相当于……的价值 (n.）价值；作用14．local （adj。
) 本地的;当地的15．evidence (n。
）根据；证据→evident (adj。
人教版高中英语必修二Unit 1 Reading and Thinking教案
人教版必修二Unit 1 Reading and ThinkingFrom Problems to Solutions教学设计I. Textbook AnalysisThe lesson focuses on the reading and thinking passage titled "From Problems to Solutions," which is an expository text discussing how to address challenges through innovative solutions. The text takes the construction of the Aswan Dam in Egypt as an example, illustrating the process of identifying problems, seeking solutions, and achieving success.II. Learning ObjectivesLanguage Skills:Students will be able to read and understand the passage independently.They will be able to summarize the main ideas and details of the text.Grammatical Knowledge:Students will review and practice using past participles as attributives and object complements.They will learn and apply new vocabulary related to the topic, such as "proposal," "protest," "investigate," etc.Thinking Skills:Students will develop critical thinking skills by analyzing the problem-solving process in the text.They will learn to apply the problem-solving model to real-life situations.Cultural Awareness:Students will gain insights into the cultural and historical context of the Aswan Dam project.They will appreciate the importance of international cooperation in addressing global challenges.III. Teaching ProceduresStep 1: Lead-in (5 minutes)Ask students what they know about Egypt and its famous landmarks. Introduce the Aswan Dam and its significance, setting the stage for the reading passage.Step 2: Pre-reading Activities (10 minutes)Activity 1:Provide students with a list of new vocabulary related to the text and have them predict their meanings based on context clues.Activity 2:Have students read the title and the first paragraph of the text, and ask them to predict what the rest of the text will be about.Step 3: While-reading Activities (20 minutes)Activity 1: Have students read the text silently and underline key information related to the problem (construction of the Aswan Dam and potential damage to cultural relics) and the solution (establishment of a committee, international cooperation, and successful relocation of temples).Activity 2: After reading, ask students to answer comprehension questions such as:1.Why did the Egyptian government want to build the dam?2.What was the main concern of the protesters?3.How was the problem eventually solved?Activity 3: Have students work in pairs to create a mind map summarizing the problem-solving process in the text.Step 4: Post-reading Activities (15 minutes)Activity 1:Discuss the importance of finding a balance between economic development and cultural preservation. Ask students to give examples of similar challenges faced by other countries.Activity 2:Have students read paragraphs 1, 2, and 6 again and discuss the main idea of the text. Guide them to understand that big challenges can sometimes lead to great solutions.Activity 3:Write a short paragraph (60-80 words) summarizing the text based on the mind map they created. Encourage students to use the new vocabulary and grammatical structures learned in the lesson.Step 5: Language Focus (10 minutes)Review and practice using past participles as attributives and object complements with examples from the text. Have students create their own sentences using this structure.Step 6: AssignmentHave students research another example of a problem-solving project and write a short report on it, emphasizing the problem, the solution, and the importance of cooperation.IV. AssessmentFormative Assessment:Observe students during class discussions and activities to assess their understanding and engagement.Summative Assessment:Evaluate students' written summaries and homework assignments for accuracy, coherence, and use of new vocabulary and grammatical structures.。
高一英语必修2Unit1教案
Unit1 Cultural Relics教学设计（一）设计思路设计的指导思想：本节课为阅读课，贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
理论依据：新《英语课程标准》以素质教育和学生的发展为宗旨，以培养学生的综合语言运用能力为目标，根据外语学习的规律和我国外语教学发展的现状与需求，力求从教学观念、目的、目标、内容、实施、策略、手段和评价等方面进行重大改革。
它在课程内容与教学目标部分，除涉及语言技能和语言知识外，把情感态度、学习策略和文化意识的发展也列入其中。
这在我国英语教育发展史上是一种创新，突出了“以人为本”的教育思想，其核心是以学生为中心，以学生的发展为本，注重学生的全面发展与个性差异的统一。
体现了教学内容与目标的立体性和人文性，教学环境的丰富性和教学任务的复杂性，学生学习过程的自主性和探究性，教学活动的任务型和教学组织形式的合作性以及评价体系中主体的多元性和形式的多样性。
设计特色：“以学生为中心”、“以能力培养为目标”的教育原则，关注学生的情感，鼓励学生合作学习，把权利赋予学生，而且能从实际出发，并能充分调动每个学生的学习热情，。
做到“探究于课堂，使学生自主于学习之中”。
（二）教材分析与学情分析1 教材分析Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。
在阅读部分中，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。
学生在已有知识的基础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。
２、教学目标：（知识目标、能力目标、德育目标）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信促进学生进一步提高英语综合能力。
《人教版高中英语必修2 Unit1》教学设计
《人教版高中英语必修2 Unit1》教学设计设计教师: 吴海波教学年级：高一课题名称：Cultural Relics—In Search of the Amber Room（阅读课）教材版本：人教版高中英语必修2 授课时间：45分钟一学生分析教学对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。
他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。
虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。
他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。
不过，本班学生的水平参差不齐，有些差距还相当大。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二教材分析这一课是本单元第一个课时。
在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。
我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。
我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三教学目标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。
必修2英语unit1教案
必修2英语unit1教案【篇一：新人教版高一英语必修二unit1教案】the first period(warming up, one class)teaching aims:1. to learn the knowledge of the cultural relics.2. discuss how to protect our cultural relics.3. to learn the following words or phrases:cultural relics, rare, valuable, survive, vase, rare, dynastyteaching designstep one: presentation(by showing them some photos of some famous cultural relics.)hello, everybody, let’s look at the screen. here are some pictures. they are all very famous places in china or in the world. please think these over:can you name them out?who have the right to own and confirm them?(the shown pictures: ①the great wall, ②the imperial palace of the ming and qing dynasties in beijing and shenyang; ③the mausoleum of the first qin emperor and the terracotta warriors) let the students name out the famous places in the pictures, and tell them they are cultural relics. and explain what cultural relics are.a cultural relic is sth. that survived for a long timea cultural relic may be a part of old thing has remained when the rest of it had been destroyed or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. get the students understand the identity of the cultural relics.2. let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( by showing the pictures of some natural sites relics. eg: mount huashan, the jiuzhaigou valley, river li )step two: drillslly the ones in our location.here are some possible answers from the students:(the neiguan cave(内莞岩); the xinfengjiang river(新丰江); heyuan dinosaur park(河源恐龙公园); yuanmingyuan(圆明园), etc.)(the sydney opera; the white house; the big ben; the amber room, etc.)step three: discussing 1as we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. then can you tell the value of the cultural relic? (have the students discussed for some time in teams, then get their answers by expressing in class.)(there will be a lot of possible answers. eg: from the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technologyof making them…)2. how to protect the cultural relics? (the same as question 1) (there will be a lot of possible answers. eg: having the idea of protecting our cultural relics; don’t damage them; use them in a rig ht way…..)step four: discussing 21. if you find a cultural relic, what will you do with it?2. do you think to whom the cultural relics belong?(all cultural relics belong to all people and whole society.)have the students to discuss the first question for about two or three minutes, then show the answer for their team. then the same way for question 2.(while discussing, teach the new phrase in red)the second period(reading part, 2-3 classes)teaching aims:1. reading and understanding, catching the history and information of the amber room.2. functional item, how to tell the story about the amber room3. grammar point: the attributive clause4. learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartteaching designstep one: presentationlast period, we talk about the cultural relics at home and abroad, such as the great wall, the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors the sydney opera; the white house; the big ben; the amber room (which we have learnt last period)then, we will go the amber room, showing them the pictures of it.do you know the history of the amber room, and do you know where the amber room is now? (the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost seven thousand tons of natural ambers were used to make it. but during world warⅡ in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.) step two: reading 1 (listening, reading and understanding)1. now please listen to the tape of the text in search of the amber room. and then read aloud. pay attention to the pronunciation of each word and the pauses within each sentence.2. after reading the text, please complete the exercises of comprehending.①keys to ex1 cebdaf②the suggested answers to the ex2para 1 how was the amber room made?para 2 why did the king of prussia give the amber room to the czar of russia as a gift? para 3 how did the amber room become one of the wonders of the world?para 4 how did the amber room get lost?para 5 how was a new amber room built?3. detailed readingread the text again and answer the following questions:what was given to the russian people as a great gift by frederick williamⅠ,the king of prussia? (the amber room wasgiven to the russian people as a great gift by frederickwilliamⅠ,the king of prussia )why it is called the amber room and how many tons of amber were used to make the amber room?(because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)what did catherineⅡ do with the amber room?(she had the amber room moved to the palace outside st petersburg and transformed it.) ④. what happen to the amber room during world warⅡ?(it was stolen by the nazi and it was taken apart and missing in world warⅡ)step three: intensive readingskimming and identifying the general idea of each paragraph now please read the text again and try to catch the main idea of each paragraph. after about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the amber room(the amber room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the czar(the history of the amber room and its use in russia—the czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the amber room incatherineⅡ time(catherineⅡ had the amber room moved to the palace outside st petersburg told the artists to add more details to it.)4th paragraph: the missing of the amber room(the german nazi stole the amber room secretly during the world warⅡ,and what really happen to the amber room remain a mystery)5th paragraph: the rebuilding of the amber room(russia and germany have built a new amber room for the300th birthday f st petersburg.) step four: discussingclosing down by having a discussioncan you imagine the fate of the amber room? what is it?do you think if it is worthwhile to reproduce the amber room? why?have the students discussed one question by one question for some time, and then show their views for their teams. there may lots of possible answers.keys for reference:a: i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly. b: i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st petersburg. it is a trace and feature surviving from a past age and serving toremind people of a lost time.step five: new words teachingread the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, formerespecially pay attention to the words and phrases underlined. step six: grammar points in this textlet the students try to find out the attributive clause in warming up and the reading part.1. a cultural relic is something that has survived for a long time.2. it is your job to look into any reports of cultural relics that have been found in china.3. you are sent to a small town where you find a relic that was stolen from a palace.4. the man who has it insists that it belongs to his family.5.this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it.6. later, catherineⅡhad the amber room moved to the palace outside st petersburg where she spent her summers.7. in 1770, the room was completed the way she wanted it.8. this was a time when the two countries were at war.have the st udent’s judge whether they are the same as those we had learnt before. especially the 5th one. this will be the homework after class.the third period(learning about language, 1-2 classes)teaching aims:to learn some useful words and expressionsto learn some useful structuresto learn the restrictive and non—restrictive attributive clause teaching important pointlearn how to use the attributive clause withthat/which/who/where/whenteaching difficult point:⑴. how to tell the attributive clause withthat/which/who/where/when from other clauses. ⑵. learn the differences between the restrictive and non—restrictive attributive clause teaching designstep one: retelling (can be chosen)retell the story of the amber room in their own words.step two: exercising 1 (exercise 1 2 on page 3)(1) complete exercise one in learning about language on page3. asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. here are the keys to ex1:select rarereception amaze less than wooden in search of suivive remove artist former at war【篇二：高一英语必修2_unit1_阅读课教学设计】沈美虹公开课教案人教版高一英语必修2 unit1 阅读课教学设计指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。
高一英语(必修二)Unit 1学案
Unit 1 Cultural relics第一课时 Words and Expressions学习目标：学生能够在适当的语境下正确使用本单元的重点词汇学习重点：cultural, rare, valuable, survive, in search of, amazing, select, design, decorate学习难点：对重点词汇、短语的掌握及准确运用学习过程：一、自主学习（一）学习检测边学习边完成下列单词、短语1. adj. 文化的；教养的n.文明；修养cultural revolution cultural heritagecultural background relic2. adj. _ _ adv.罕有地；难得3. adj.贵重的，有价值的；有用的n.贵重物品_ _ v.评价，估价n.价格，价值be valuable = 具有重大价值4. vi. 继续生存或存在vt. 幸免于；比...活得长n.生存，幸存n.生还者，残存物surviving adj.5. 寻找，搜寻vt. 在...中/上搜查vi. 搜(1) 搜身/ 搜查某物(2)search..for.. 为了找..而搜查..(3)search for.. 搜寻.. 6. adj. 令人惊奇的“惊愕”，含有惊叹、佩服之意使“震惊”；多用来指重大的事情使人震惊，语气最强“使大吃一惊”，语气较强，含难以置信之意“惊讶”“出乎意料”，语气较弱7. select v.选择，挑选；选拔_ _ adj.精心挑选的_ n.选择挑选某人/物作为...“精选”；是在同类事物中的许多东西中仔细辨别后选择最合适的最普通的“选择” “挑选”；挑剔和苛刻的选择，多指挑选有形的东西8. vt.&vi.计划；设计，构思n.设计，图案，构思；计划，企图目的是做... be designed for sb/ sthby design 故意地= n.设计者，谋划者designed adj.9. v.装饰，装修n.装饰品decorative adj.decorate sth sth 用…装饰…（二）学习困惑二、探究点拨（一）智慧点点（二）答疑解惑1.It’s extremely rare to be this hot in April.2.He gave me some valuable advice.3.He has kept his valuables in his safe.4.Few buildings survived the earthquake.5.The villagers went into the forest （寻找）the missing boy.6.They the whole house the map.（为了找…）7.The old man told us an story.(惊奇的)8.We selected him as our monitor.9. The room is the children.这个房间是给孩子们设计的。
高一英语人教课标必修2 Unit 1 全单元学案
Learning Plan for Unit One—Cultural relicsPeriod One Warming up and pre-reading学习目标：1. 掌握本单元的重点单词和词组。
2. 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。
情感目标：教育学生热爱文化，保护文化遗产。
Step 1. Word study1.Write down the key words and useful phrases in the unit.（1）基础篇1. 幸存；幸免___________________2. 挑选_____________________3. 设计; 构思___________________4. 爆炸_____________________5. 装饰，装修__________________6. 移动，搬开________________7. 怀疑，疑惑__________________ 8. 下沉_______ ( _______ , _______ )9. 使吃惊，惊讶_________________ 10. 争论，辩论_________________9. 值得的______________________ 10. 奇特的；___________________11. 稀罕的，珍贵的______________ 12. 有价值的;贵重的____________13. 木制的______________________ 14. 从前的，以前的_____________15. 本地的_____________________ 16. 非正式的__________________17. 分离地，分别地______________ 18. 花瓶______________________19. 朝代，王朝__________________ 20. 蜂蜜______________________21. 风格，类型___________________ 22. 珠宝，宝石_________________23. 群, 组，军队_________________ 24. 艺术家____________________25. 接待，招待会________________ 26. 绘画，画__________________27. 审判，试验__________________ 28. 城堡______________________29. 根据，证据__________________ 30. 入口_______________________31. 水手，海员__________________ 32.. 少女，女仆________________（2）选做篇1. 对…感到吃惊_____________________2. 属于______________________3. 寻找______________ _____________ ______________ ___________4. 少于_________________ 【联想】多于，不仅仅_________________5. 处于交战状态_________________6. 前者__________ 后者____________7. 值得做_________________________ 8. 拆开________________________9. 看重，器重_____________________（反义词组）_______________________10. 作为报答；回报________________Step2 Warming UpLook at the pictures on page 1 , read the information about them and then discuss if they are cultural relics. Give the reasons for your answers.Discussion: I think cultural relics are only objects, because ________________I don’t think cultural relics are only objects, because____________In my opinion, cultural relics should be something of/a matter of ___________ Help: Some more useful phrases:1. value / valuable2. importance / important3. gold / golden4.beauty /beautiful5.culture /culturalStep 3 Find out these useful phrases and translate them into Chinese1. survive for a long time __________________2. whether or not__________________3. a piece of amber _____________________4. skim it quickly __________________5. predict what it is about _____________________6. ivory dragon boat________________7. Ming dynasty vase ________________ 8. be enough to do _________________ 【选学内容】The World Heritage List includes all th most famous ancient buildings in the world such as the Pyramids, Stonehenge, Potala Palace and Ankor Wat. Discuss what makes the Forbidden city (Palace Museum)and these buildings important enough to be placed on this list. (page 44)参考资料：The Forbidden City was the Chinese imperial palace from the Ming Dynasty to the end of the Qing Dynasty. It is located in the middle of Beijing, China, and now houses the Palace Museum. For almost five centuries, it served as the home of the Emperor and his household, as well as the ceremonial and political centre of Chinese government.Built from 1406 to 1420, the complex consists of 980 surviving buildings with 8,707 bays of rooms[1]and covers 720,000 m2 (7,800,000 sq ft). The palace complex exemplifies traditional Chinese palatial architecture,[2] and has influenced cultural and architectural developments in East Asia and elsewhere. The Forbidden City was declared a World Heritage Site in 1987,[2]and is listed by UNESCO as the largest collection of preserved ancient wooden structures in the world.Since 1925, the Forbidden City has been under the charge of the Palace Museum, whose extensive collection of artwork and artifacts were built upon the imperial collections of the Ming and Qing dynasties. Part of the museum's former collection is now located in the National Palace Museum in Taipei. Both museums descend from the same institution, but were split after the Chinese Civil War.Learning Plan for Unit One ———Cultural relicsPeriod Two Pre-reading/ Reading/Comprehending学习目标： 1. 掌握文章大意。
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。
人教版高一英语必修二第一单元教案模板
人教版高一英语必修二第一单元教案模板高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课。
下面是小编为你准备的人教版高一英语必修二第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二第一单元教案篇1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。
通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。
同时激发学生对家乡的自豪感和热爱之情。
教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
人教版高一英语必修二教案《Unit 1 Cultural relice》
人教版高一英语必修二教案《Unit 1 Culturalrelice》自己整理的人教版高一英语必修二教案《Unit 1 Cultural relice》相关文档，希望能对大家有所帮助，谢谢阅读！教案【一】教学准备教学目标1).学习文物知识。
2).讨论如何保护我们的文物。
3).阅读和理解，捕捉琥珀厅的历史和信息。
4).功能性物品，如何讲述琥珀厅的故事5).阅读文章后，完成理解练习。
6).使用扫描；略读和仔细阅读来了解琥珀厅的故事。
教学重难点要点了解文物。
如何讲述琥珀厅的故事困难用英语自由谈论国内外文物。
学习琥珀厅的故事。
教学工具课件教学过程导入1).客人：老师出示一些图片和陈述，让学生猜猜它在哪里。
长城；金字塔；泰姬陵2)老师展示一些图片。
它们在中国或世界上都是非常著名的地方。
让学生思考这些：A.你能说出他们的名字吗？谁有权利拥有和确认它们？（如图：组1;圆明园；故宫组2:明代花瓶；泰姬陵；象牙龙舟和莫高窟)步骤I:预读1).好吧，你对文物有所了解，你见过一块琥珀吗？你知道些什么？展示一些琥珀的图片。
让学生知道琥珀是什么及其价值。
颜色黄棕色感觉像石头一样坚硬琥珀是化石（化石)树脂的形式（树脂)从树上。
它需要数百万年才能形成。
2).你能想象一个琥珀做的房子吗？请预览”寻找琥珀厅”阅读并思考标题：1).老师给学生下列问题进行思考看到这个标题，你想知道什么？琥珀厅是什么？为什么叫琥珀厅？它是做什么用的？它怎么了？为什么要搜索呢？（让学生记住这些问题，而不是找到答案。
)2).快速阅读以获得主要思想：《琥珀厅》是_____________作为_____送给俄罗斯人民的，是由____________士兵建造的。
（学生快速阅读文章并填写表格)3).现在，让学生试着回答第一部分的问题(PPT 7)（老师可能会给一些必要的帮助)步骤三：扫描让学生扫描课文中出现的所有人的名字，找出他们对琥珀厅做了什么。
把句子的正确部分连接在一起。