人教版高中英语必修二《Unit 1 Cultural relics 》Section A Warming Up and Reading1 课件
高中英语Unit1 《Cultural relics》课件 新人教版必修2
Group 3 Stonehenge / Britain Salisbury plain
Which one would you like to choose? Why?
Reasons for their importance Symbols of their countries A concrete annotation of their cultures Have a memorable significance Bring in money from tourism
……
Warming up – II ( 4m )
Show more cultural relics.
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.
Reading -- I Multiple choice ( 5m )
Listen to the tape and read after it, then finish the exercises in comprehending. Answer keys:
Ex 1: 1.B
2.D
3.B
4.A
5.C
• English Song • English Class • Video Data • Lang1&2 Period 3 Period 4 Period 5
2019年人教版高中英语必修二课件：Unit1 Warming up and Reading(共43张PPT)精品物理
Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?
No, it does not need to be rare or valuable; Yes, it is enough to have survived a long time.
Paragraph 1. How was the Amber Room made?
Paragraph 2. Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?
Paragraph 3. How did the Amber Room become one of the wonders of the world.
In the fancy style popular in those days
How long was
it built?
10 years for a team of the country’s best artists.
The best and biggest work of amber art ever made. （有史以来所制作的最大最好的琥珀艺术作品）
The Tai Mahal (In India)
ivory dragon boat
Mogao Caves
• It is made up of 492 caves, which were deserted in the fourteenth century and lay untouched until the beginning of the 20th century.
人教版高中英语必修二全册课件
高中英语 必修2 Unit 1 Cultural relics
单句写作 (6) ［词 汇 复 现］The man’s house lay in ruins in the earthquake. Luckily，he ___su_r_v_i_v_e_d_i_t ___ （幸免于难）. (7) She ___s_u_rv_i_v_e_d_h_e_r_s_i_st_e_r_b_y___ （比她姐姐活得长）ten years. (8) ［词汇复现］Some interesting customs __h_a_v_e_s_u_rv_i_v_e_d_f_r_o_m__ （留存下来）ancient times.
比……活得时间长【教Fra bibliotek原句】Is it enough to have survived for a long time? 存在了很长时间就足够了吗？（P1）
【要点必记】
survive the war/accident/flood/fire在战争 / 事故 / 洪水 / 火灾中幸免于难
survive the attack/earthquake在袭击 / 地震中幸免于难
高中英语 必修2 Unit 1 Cultural relics
词 汇二 in search of 寻找，搜寻 【教材原句】 IN SEARCH OF THE AMBER ROOM寻找琥珀屋（P1） 【要点必记】 carry out a search（for）进行（对……的）搜寻 search for sb./sth. 寻找某人 / 某物 search+ 搜查的范围 +for... 搜查……以寻找……
高中英语 必修2 Unit 1 Cultural relics
单句语法填空 (1) ［词汇复现］The policemen started at once in search ___o_f_____ the lost rare vase. (2) ［词汇复现］After the earthquake broke out，the rescue team was sent to search ___f_o_r ____ the survivors. (3) They carried out several searches ___f_o_r___ the missing boy who got lost near the river . 单句写作 (4) ［词汇复现］They removed the stones and bricks ___in__s_e_ar_c_h_o_f_/_to__s_ea_r_c_h_f_o_r__ （寻 找）some survivors in the earthquake. (5) The police _a_re__s_e_ar_c_h_i_n_g the house __f_o_r_ （正在搜查……以寻找）more evidence.
人教版高中英语必修二课件：Unit1 Warming up and Reading
Ancient Villages in Southern
The Classical Gardens of Suzhou
Anhui - Xidi and
6
7
The Tai Mahal (In India)
8
ivory dragon boat
9
Mogao Caves
• It is made up of 492 caves, which were deserted in the fourteenth century and lay untouched until the beginning of the 20th century.
Seven Ancient Wonders 11
Name: The Great Wall Place: Beijing Time: Since 475BC Importance: the symbol of China and its culture.
12
Name: The Forbidden City Place: Beijing Time: 1406 (the Ming Dynasty)
5
Are cultural relics only objects like vases or can they be buildings too? Look at the pictures below and discuss what they are and whether they are cultural relics or not.
（人教新课标）必修2Unit1-5Reading说课简案（新课标版高一英语必修二说课）
（人教新课标）必修2 Unit 1-5 Reading 说课简案(新课标版高一英语必修二说课)New Senior English For China Student’s Book2(Reading Part)P1 Unit1 Cultural relics(Period 1 Warming up and Reading)(IN SEARCH OF THE AMBER ROOM)I. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A. What kind of old things are cultural relics?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?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 THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of AmberRoom in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.Ⅳ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.P9 The Olympic Games(Period 1 Warming up and Reading)I. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like t o know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.Finish the form on page 9.Warming up by describingNow, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, youdid a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?4. Reading and collecting informationOk, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?Ⅳ Closing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.P17 Unit3 Computers(Period 1 Warming up and Reading)I. Warming upLook at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?II. Pre-reading1. Questioning and answering What do you know about computer?2. Discussing and sharing How have computers changed our lives?III. Reading1. Listening and reading to the recording of the text WHO AM I?Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.2. Reading aloud and underlining expressionsNow we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.3. Reading, identifying and settlingAttention, please! It is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.IV. Comprehending1. Scan the text for information to complete the table below, describing the development of computer.In 1642 The computer began as a calculating machine.In 1822 The analytical machine was made by Charles Babbage.In 1936 The computer grew rapidly both in size and in brainpower.1940s The computer had grown as large as a room.In 1960s The first family of computer was connected to each other.In 1970s Computers were used in offices and homes.Now Computers connect people all over the world Together.2. Read the text again and complete the chart below.Topic sentence of Paragraph1 Over time I have been changed quitea lot.Topic sentence of Paragraph2 These changes onlybecame possibleas my memoryimproved.Topic sentence of Paragraph3 Since the 1970s many new applications have been found for me.P25 Unit 4 Wildlife protection(Period 1 Warming up and Reading)Teaching Aims:1. Enable the Ss to say something about wildlife protection2. Help the Ss to get to Know "How to help wildlife"by reading3. Cultivate the Ss' awareness of protecting wildlife.Teaching Procedure:Step1. Warming upT: We live in a world where there are all kings 0f animalsaround us.Can you name as many as you can.(show some pictures to the students)Ss: polar bear, Milu deer, rhino, panda, toger, crocodile, giraffe, penguin, whale, dolphin, zebra,etc..T: As we know, some wild animals are dying out because of the loss of food, their habitatsbeing destroyed or over hunting.Free Talk(Page 25, the chart )T: after reading the information in the chart, please give us your conclusion of your readingThe conclusion of the discussion:S1:Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.T: well done. BUt a still have a question: Why should we protect wildlife?(3minutes for discussion)S1--S4:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.Step 2. ReadingT: so today we'll read a passage about a girl who learnt to help wildlife. Now let's read how she learnt to helop wildlife.Task1. Listeningwhile listening, get the main idea of the passage( Try to fill in the blanks).Main IdeaDaisy took ___________ to travel and talked with ____________,which made her know _____________ of the wildlife protection.Task2. Skimming and scanningRead the passage as quickly as possable to answer the 3 questions.1.Where did Daisy arrive?2.Who did Daisy talk to?3.What did they talk about?Task3. Careful readingA. read the passage again and do the exerciseabout T &F1.Daisy saw many antelopes in Tibet.2.Daisy’s sweater was made of sheep wool.3.In three years the antelope may die out.4.The elephant used to be well protected in Zimbabwe.5.In Zimbabwe, tourists love to see the rhinos and elephants.6.The farmers in Zimbabwe get nothing from the elephants and rhinos now.7.This is a real story in Daisy’s life.B. Comprehending work.Read it again and answer the following questions.1.Who is hunting and killing the Tibetan antelope?(The hunters who want to get the wool to make sweaters.)2. Why are we humans part of this problem ?(Because humans not only hunt and kill wildlife but also destroy the environment and food of them.)3. How did life improve for the farmers in Zimbabwe?(The government helped and the farmers made a lot of money from the tourism.)4. How did it improve for the animals ?(Farms like the animals and no longer hunt them.)5. In what ways does looking after the rain forest help withwildlife protection.(Looking after the rain forest will give all the wildlife good living conditions and it keeps the balance of nature there . No rain forest, no animals and no drugs.)Step3. Text Structure.PartⅠ What Daisy sawand felt in TibetPartⅡ What Daisy sawand felt in Zimbabwe. The importance of wildlife protection PartⅢ What Daisy saw andfelt in thick rain forestStep 4. DiscussionWhat would you do to protect wildlife?Suggested answers:1.First we should treat them as our friends.2.Then we protect the environment in order to let them have enough food and good living conditions .3. And we collect money to protect the endangered animals.Homework1, Read the text again and underline the words, phrases and sentences you can't understand2, Thinking A Real Story(What would you do if you were the girl.)P33 Unit 5 Music(Period 1 Warming up and Reading)I. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmonyand counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matc hes with which picture.Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and sharethe group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. 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.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: Many people want to be famous as singers or musicians.2nd paragraph: This is how most bands start.3rd paragraph: The Monkees started in a different way.4th paragraph: How the Monkees became popular and how they developed as a real band.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band cal led “The Beatles”.development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.。
人教版英语高一必修二Unit1 Cultural Relics warming up and rea
Unit 1 Cultural relics(文物)-----Warming upZhang hongNO. 2 Senior High SchoolApril. 26th, 2016 Good morning /afternoon, everyone! It’s my honor to stand here and share my lesson with you. First of all , I will introduce my lesson to you.Firstly, about the book: The lesson is from Unit 1 of Book 2 named Cultural relics. The lesson is very important in Book 2. From the lesson, we will learn the definition of cultural relics and how to protect and introduce our own cultural relics.Secondly, about the students:Advantages: There are so many cultural relics in Tibet, China. So the students will feel proud and may be interested to talk about their familiar cultural relics around them.Disadvantages: Many Tibetan students are not very good at English. They can only understand the very simple English.Thirdly , about teaching aims and demandsKnowledge and Skills:1.Students need understand and use the following four phrases by studying the lesson: be located in, belong to, be famous for, think highly of,2.At the end of the class students can use the upper four phrases to introduce their familiar cultural relics.Process and Methods:1.The teacher demonstrates and creates the situation of speaking English.2. The students solve problems by discussing with partners in English. (teamwork) Emotion, Attitude and Values:Love China and cultural relics in China.Teaching Important Points:Understanding and using the following phrases: be located in.belong to, be famous for, think highly of,Teaching Difficult Points:1.Students think and answer questions in English.2.The definition of cultural relics.Finally, about the teaching procedure:Step I .Revision.Remember three words by an interesting game.Step II. Leading in by talking about the topic of travellingStep III. New lesson. Introduce two famous cultural relics by using the objective phrases.Step IV . DrillsStep V. SummaryStep VI. Homework That’s all. Thank you for your ears.Learning guide (导学案)Step I. RevisionRemember three words by a physical game.Step II. Leading in & New LessonsLead in by talking about the topic of travelling.A: use simple sentences structure to talk about travelling.I want to visit…（India, Canada, USA）I am going to see… ( the Potala Palace, the Great Wall, the Big Ben)I plan to have a look at… (Huang Guoshu Waterfall, Mount Qomolangma)B: Lets students understand the meanings of the following phrases by looking at two pictures: be located in, belong to, be famous for, think highly of.1.A: What’s this?B: It’s the Big BenA: Where is it?B: The Big Ben is located in UK.A: That means it is in UK.B: You are right. It belongs to UK.2.A: Look, the Great Wall.B: It’s really wonderful.A: I also want to visit it.B: Me too. You know that China is famous for the Great Wall.A: Sure, All people think highly of it.B: We Chinese are proud of it.Step III. DrillsA: Read after me and then read by yourselves.B: Use the upper four phrases to introduce the cultural relics around them.] C: Fill in the blanks. (be located in , belong to , be famous for , think highly of.)1. Tibet ------ --- --- ------- the Potala Palace.2. Tibet ------ ------ ------- the west of China.3. Tibet ------ ------- China.4. The teacher ------ ------ ------ Zhaxi.StepIV. SmmaryStepV. Homework1. Use the phrases you learned in class to introduce the cultural relics in your hometown to your classmates.2. Write a short composition to introduce the cultural relics around you.StepVI.Blackboard DesigningUnit 1 Cultural relicsWarming upI.RevisiongreetingII.New lessons:I want to visit…I am going to see…I plan to have a look at…Be located inBelong toBe famous forThink highly of。
【人教版】高一英语必修2 全册课时作业(含答案)
课时作业(一)Unit 1Cultural relicsSection ⅠWarming up & Reading—Pre-reading(本栏目内容，在学生用书中以独立形式分册装订！)Ⅰ.阅读理解ADear students，Most of us get some exercise walking or riding our bikes to school，but that just isn’t enough.Why not get into shape by playing the most popular sport in the world—soccer?Two weeks ago，Ms Goldstein，the physical education teacher，posted a notice about an exciting new soccer club (for Grades 3－5)．To join，all you have to do is sign your name and be at school for the fun of it on Saturday mornings.You’ll make new friends and share information about famous teams and players.Ms Goldstein will teach，so you’ll learn basic skills and new techniques (技巧) to improve your game.That’s good news because soccer is a game you can love three seasons a year.The only time you can’t play is when there is snow.However，it is hard to believe that only nineteen people signed up for the new club.Maybe kids don’t want to give up their Saturday mornings.But if you think about how we spend Saturday mornings now，soccer looks good.Doing housework and watching TV are not as much fun as playing soccer with friends.If you didn’t sign up because you’ve never played soccer before，don’t worry.Beginners are welcome and Ms Goldstein will give youmore help.Just act now！The equipment is cheap.All you have to bring is your feet.The Students’ Union语篇解读本文是应用文。
人教版必修二Unit1 Cultural Relics Warming up and Reading
What is a cultural relic?
A cultural relic is something that can represent cultures, which has survived for a long time to tell the history, and it is very rare and valuable. Cultural relics can be craftworks, buildings, books, paintings, music, and so on.
The Amber
Room
（琥珀屋）
Retell the Reading:
In Search of the Amber Room
• The Amber Room belonged to one of the ____(wonder) of the world. Originally___(design) for the palace of Frederick I, It took the country's best artists about ten years to finish it. Everyone thought ____(high) of its style and design. Several tons of amber____(use) to make it, so no wonder it was worth a lot of money. But later, the next king decided _____(give) it as a gift to the Russian emperor, who gave Prussia a troop of his best soldiers in return.
人教版高中英语必修2Unit 1Cultural relicsWarming up and Reading教案10
Unit 1 Cultural relicsPeriod 1: Warming up and 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 to cultural 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 THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?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: 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 and 3 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.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 formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the 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?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.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 of heredity in health and longe vity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art. The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with 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: 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.W hat is the best evidence?B.H ow 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:1、Who do you think the Amber Room belongs to ?2、What should you do with things you have found even if the search cost you time and money?3、Do you agree with Johann?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.附：备课素材I. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of culturalheritage 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处中国文化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。
高中人教版英语必修2全册优质课件
1.The reason for the missing of the Amber Room
is_____.
A. the wars
B.the disasters
C.the time
D.none of the above
2. The story is about ______. A.the war between the Russians and Germans B.the history of the Amber Room C.how to build the Amber Room D.why the king built the Amber Room
高中人教版必修2
英语
全册精品课件
Unit 1 Cultural relics warming up & Reading
Teaching aims
Get to know culture relics Learn to talk about cultural relics.
Read the passage to develop their reading ability.
the similarities of them
Cultural Relics文化遗产
•famous •a long history •tell us stories about the past •symbols of their countries and cultures
Discussion
•What can amber be made into?
•Can you imagine a house made of amber?
The Amber Room
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Pre-reading ( 2m )
Students answer the following questions: •What is your favorite city? Why? •What makes a city great?
a long history cultural relics many great people important events taking place there
Join the correct parts of the sentences together.
1.Frederick Ⅰ 2.Frederick William Ⅰ 3.Peter the Great 4.Catherine Ⅱ 5.The Nazi army 6.The Russian and Germans
2.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 almost seven thousand tons of amber, which has a beautiful yellow brown color.
to the Czar of Russia as a gift?
Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.
Reading -- III Answering questions
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.
Reading – IV ( 3m )
Forbidden City
Potala Palace, Lhasa
Mount Huangshan (1990)
Longmen Grottoes (2000)
Jiuzhaigou Valley Scenic and Historic Interest Area (1992)
Classical Gardens of Suzhou (1997)
1.What was given to the Russian people as a great gift by Frederick William I ,the king of Prussia?
The great Amber Room was given to the Russian people as a great gift by the king.
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?
4.What happened to the Amber Room?
Unit 1 Cultural relics
Warming up – I ( 6m )
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?
2. Prepare for the next class.
Thanks！
A stole the Amber Room. B sent a troop of his best
soldiers to the King of Prussia. C had the Amber Room made. D had it moved outside St Petersburg. E gave it to the Czar as a gift. F built a new Amber Room after studying pictures of the old one.
3 How did the Amber Room become one of the
wonders of the world?
4 How did the Amber Room get lost? 5 How was a new Amber room built? 1 How was the Amber Room made? 2 Why did the King of Prussia give the Amber Room
3.What did Catherine the Great do with the Amber Room?
She had the Amber Room moved to the palace outside St Petersburg and transformed it.
4.What happened to the Amber Room?
Group 1 The Pyramids
in Egypt
Group 2 The Great Wall/China
Group 3
Stonehenge / Britain Salisbury plain
Which one would you like to choose? Why?
Reasons for their importance Symbols of their countries A concrete annotation of their cultures Have a memorable significance Bring in money from tourism
……
Warming up – II ( 4m )
Show more cultuபைடு நூலகம்al relics.
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.
The following five questions summarize the main idea of the Five paragraphs in the passage. Put the paragraph numbers in
the boxes. Then Answer the questions.
Find out all the people related to the Amber Room from the text. Frederick I Frederick William I Peter the Great Catherine II The Nazi German
1. Try to tell the story about the Amber Room.
( 5m )
Read the text again and answer the following questions(discuss in pairs):
1.What was given to the Russian people as a great gift by Frederick William I ,the king of Prussia?