人教版高中英语必修二教案：1 cultural relics period 5 grammar

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说课稿人教版高中英语必修二 unit 1 cultural relics

人教版高中英语必修二Unit 1 Cultural relics一、Analysis of teaching materialThe lesson plan I’m going to talk about is from NSEFC Book 1-Cultural Relics. From this text,Ss will learn what cultural relics are and have the awareness to protect them. In the reading part “In Search of the Amber Room”, students can learn the story of the amber room ,which includes the building, missing, and rebuilding of the amber room. They will find that the amber room had been stolen during WWII, so they can learn the importance of protecting the cultural relics.The structure of the text is obvious, so students can analyze the text and find the key word of each paragraph easily. There are some new words in the text as well a non-attributive clauses. Since this unit is the first unit of this term, we can find that the textbook tries to pay more attention to the cultural information and humanistic care.1、Knowledge and skill objectiveStudents will be able to master some important words and phrases, which involve “could never/not+have done”“design”“select”“jewel”“treasure” and “belong to”. Since they are helpful for students to enlarge the vocabulary and understand the text more easily, I will explain them very carefully.2、Process and method objectiveSs will be able to talk about what cultural relics are and how to describe their developments and protection. Through the pictures I show them, they can find the common points of them. Next, I will lead students to know that all the places in the pictures are cultural relics so that they can get the definition of the cultural relics. When learning the text, students will be able to know the development and protection of the amber room so that they can describe other cultural relics.3、Emotional, Attitude and Value objectiveAs we know, this unit mainly talks about the cultural relics. There are a lot of cultural relics in the world; however, many of them are endangered. So I will cultivate the students to have theawareness of protecting cultural relics.Teaching Key PointsI think the important points are to train the Ss reading ability, analyze the text and grasp some new words of the text. So students can understand the text clearly by doing that.Teaching Difficult PointsIn this period, cultural relics are mainly mentioned. But, it doesn’t tell us the cultural relics protection directly. Hence, how to let the students know that we should protect cultural relics deserves to be the difficult point.二、Analysis of StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing,they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability.三、Analysis of Teaching methodsTask-based language teaching is adopted in this lesson. The task is to get the structure of this text. I will ask students to dividethe whole text into three parts and try to get the main idea of each part. By means of TBLT, students are involved and engaged in the task and classroom activities, and therefore they can learn moreabout the text.四、Analysis of Learning methodsSs need to develop some reading strategies such as skimming,scanning, summarizing information, and so on. In this lesson, students are instructed to develop the above mentioned reading strategies. Since the reading part tells the story of the amber room, i t’s necessary for Ss to search some bacground information about it . Besides, they should get information about the cultural relics and write a composition “How to Protect the Cultural Relics”.五、Teaching Procedures(一）Step1 Lead-inSince the reading material in this period talks about the cultural relic of amber room in Russia , it is a proper way to introduce it by showing some pictures of cultural relics in other countries. B y answering the open question “What do you know aboutit?”,Ss’ interest and attention is drawn to these places. Then, I will show them a picture of the amber room so that they can know the topic of this lesson.（二）Step 2 Pre-readingI will ask the whole class to summarize the text and invite several students to give their opinions. By doing this, the students’skimming ability is trained.Part I (para 1) The brief introduction about the Amber Room: design,color, shape, materialPart II(paras 2-4) The history of the amber room.(present, relocating and missing).Part III(para 5) The rebuilding of the Amber Room(a new one but thesame as the old built by the two countries, for celebrating the 300th birthday of Petersburg).(三）Step 3 While-readingBefore coming to the detailed study of the first part, I will ask Ss to answer my questions “Which country first built the amber room?”“Introduce something about this country-Prussia”. Then, I would like to introduce Prussia to my students. After that, I will talk about the language points and some cultural information. I will introduce “could never have done”” design”“select”“jewel”“treasure”to them. After my explanation, I would like to ask students to make sentences using each of these words. So they will have specific information about the text. While finishing the first part, I will ask the students to answer when and why did Fredrick William I give the amber room to Peter the Great and say something about Peter theGreat. After that, I will give a brief introduction of Peter the Great to students, which can let them know more about the history background. Next, I will continue to explain the language points of the second paragraph. Inthis paragraph,I’d like to say more aboutthe background information, such as St Petersburg, Winter Palace, etc. As to the language points, I will introduce “belong to” and some other words which have the same usage as “belong to”.(四）Step 4 Post-readingIn this period, I plan to talk about two paragraphs and then come to a group discussion. I will ask the Ss to discuss whether we should protect the cultural relics and give their reasons.I will provide them opportunities to express their ideas in front ofthe class. By doing so, they are trained to express themselves in English bravely and confidently. Through this discussion, students can have the awareness of protecting the cultural relics, because they are symbols of history.（五）Step 5 HomeworkAt last, I will make a summary to help students to consolidate what we have learned in this class. Then, I will ask them to search more information about cultural relics and write acomposition about how to protect the cultural relics. This task is assigned to cultivate students to have the awareness of protecting the cultural relics. .六、Blackboard designAt last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.I will write the topic sentences on the blackboard, in order to tell the students the importance of them in this class. I shall make the design inductive, instructive and artistic. That is all. Thank you!附原文。

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二-1.1《Unit-1-Cultural-relics》

新课标人教版课件系列
《高中英语》
必修2-1.1
Unit 1 Cultural relics
Pyramids / Egypt
Stonehenge / Britain
The great wall / China
Reasons for their importance
Symbols of their countries and cultures Large structures built by people Had a practical importance Bring in money from tourism ……
As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.
What shall we put in? Let’s put in…
What/How about…?
Can’t we put in…? Maybe we could put in…
Should we put in…? I’d like to choose…
Why not…? Why don’t you…?
It is 95 miles north of Nanchang, at the center of an area covering many scenic spots(风景点) in the middle and lower reaches of the Yangtze River. It is to the south of Jiujiang City and the west of Poyang Lake. The picturesque mountain is famous in China and worldwide for its beauty. Its views of the plains and the Yangtze are wonderful.

人教版高中英语必修2人教版必修二Unit1Cultural relics教案Period5 Listening

Period 5 ListeningThe General Idea of This Period：This period aims at training students’two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn some key words and expressions.3.Help the students learn how to master the patterns that can be used to describe cultural relics by listening.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Help the students learn how to grasp the key words that can help the students to answer questions.Teaching Difficult Point：How to help the students to improve their listening ability.Teaching Methods：1.Listening-and-answer activity to make the students know the importance of tones in spoken English.2.Doing some writing exercises when they are listening to improve the students’complex ability of English learning.Teaching Aids：A tape recorder，a multi-media computer and a blackboard.Teaching Procedures：Step 1 Revision1.Greetings.T：Last class we learnt some drills to discuss which person gives the best evidence，and how to express your agreement and disagreement，now I want to ask some students to tell me all the drills.Ask some students to tell the drills，the teacher can write what the students say on the blackboard.T：Last class I asked you to write a letter as your homework，now please take it out，I want to ask some students to read your letters to us.Ask some students to read their letters，other students try to find out the mistakes and correct them.Step 2 Listening （P41）1.Listening for main ideaT：Listen to the tape，try to remember the main idea and some key points of the listening passage.After the students listen for the first time，ask some students to tell some key points aboutwhat they listened，when they are telling，the teacher write the key points on the blackboard，it can help the students to finish the following exercises.2.Listening for detailed informationListen again to the tape that talks about a temple in Egypt，and then answer the questions on Page 41.First，students check their answers each ter，the teacher asks some students to read out their answers，and the teacher shows the suggested answers on the screen.T：As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the old times.Now，there are also some well-designed buildings that may become cultural relics in the future.For example，The Bank of China Building in Hong Kong designed by I M Pei.Do you want to know the story of the designers?Next，we’ll listen to a tape about I M Pei，a famous architect.Step 3 Listening Task （P44）T：Now please listen to the tape，you have three times.At first time，try to get the main idea and some key points just like in the last part.At second time，try to finish Exercise 2 on Page 44.At the last time，make some notes about I M Pei’s life，and try to finish Exercise 1 on Page 44.After the last time，the teacher gives the students three minutes to make a short dialogue according to the notes they took，then ask some pairs to act out their dialogue.Step 4 Homework1.Collect some information about the cultural relics that are in danger.2.Prepare for the next class.Step 5 The Design of the Writing on theBlackboardUnit 1 Cultural relicsPeriod 5get familiar with tones and intonationunderstand general ideaget detailed informationStep 6 Record after Teaching。

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。