当前位置：文档之家 › 【师说】2015-2016学年高一人教版英语必修二课件：Unit 1 Cultural relics 3

【师说】2015-2016学年高一人教版英语必修二课件：Unit 1 Cultural relics 3

  • 格式：ppt
  • 大小：958.00 KB
  • 文档页数：28

下载文档原格式

  / 28

合集下载

说课稿 人教版高中英语必修二 unit 1 cultural relics

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。

【师说】2015-2016学年高一人教版英语必修二课件：Unit 1 Cultural relics 2

【师说】2015-2016学年高一人教版英语必修二课件：Unit 1 Cultural relics 2

(2)situation主要指各种情况间的相互关系，强调相互间的联 系和影响。 How should we face the worsening situation? 我们该如何面对越来越严峻的局面？ (3)state意为“状态，状况”，只有单数形式，常与a连用，说 明某一状态或状况，与介词in搭配使用。 She was in a good state of mind. 她心情舒畅。 【即境活用】 选词填空 situation We have all been in similar embarrassing ________ (position/situation)．
Ⅰ.重点单 1．local adj. 本地的；当地的→locally adv. 在当地；在本地 2．painting n. 绘画；画→paint vt. 画；绘画 3．trial n. 审判；审讯；试验→try v. 审判；审理；试验 4．explode vi. 爆炸→explosion n. 爆炸；爆发 5．informal adj. 非正式的→formal adj. 正式的
Ⅲ.重点句型 1．One day he was_looking in a secondhand furniture shop when he saw an amazing object among the many different vases and jewels. 一天，他正在一家二手家具店里逛，这时他突然在众多不同 的花瓶和首饰中看见了一个很奇特的东西。 [仿写] 我正想着这件事时，突然听到有人叫我的名字。 I was thinking of this when I heard my name called. 2．For example, it_can_be_proved_that China has more people than any other country in the world. 举例来说，中国人口比世界上任何其他国家的人口都多这是 可以得到证实的。 [仿写] 据证实她是来访者中曾去过那个岛屿的人员之一。 It is proved that she is one of the visitors who have ever been to the island.

高中英语必修二(人教版)课件：unit 1

高中英语必修二(人教版)课件：unit 1

D．to attract more tourists to visit Stonehenge
答案：A 现。 主旨大意题。由第一段可知，这是一个考古发
2．We can learn from the passage that ________. A．the researchers express their concern that the relics might
六十年在巨石阵的最重要的发现。
1．The main purpose of the passage is ________. A．to introduce a recent discovery of ancient relics B．to call on people to protect the ancient relics C．to warn the researchers not to do further analysis
“Blick Mead could explain what archaeologists have been searching for centuries—an answer to the story of Stonehenge's
past ， ”
David Jacques, the University of Buckingham
rewrite British prehistory.
“This is the most important discovery at Stonehenge in over 60 years，” Professor Tim Darvill, a Bournemouth University archaeologist and a Stonehenge expert who did not take part in the new discovery, told the Telegraph. And as he told The Huffington

高中英语人教版必修二《Unit1 Cultural Relics》教学课件

高中英语人教版必修二《Unit1 Cultural Relics》教学课件

there?
What is it used
A national museum.
for now?
谢谢
人教新课标版 必修二
number
of Heaven who has 10, 000
rooms in his palace.
Part B How old is it? Nearly 600 years old.
How many
Fourteen Emperors from the Ming
Emperors lived
Dynasty and ten from the Qing Dynasty.
□3 River Nile □2 electricity □8 floods □7 UNESCO
Now listen to Part B again and number the key words as you hear them.
□1 move the temple □2 stone by stone □7 worth □8 in 1966
The temples were cut from the rock and shifted to higher ground in the 1960s as the waters of Lake Nasser began to rise following completion of the Aswan High Dam.
people were never allowed into the palace while the emperors ruled China.
Number of rooms
9, 999
1. Nine is a special number in

人教版高中英语必修二Unit1《Cultural relics》(Speaking and writing)ppt课件

人教版高中英语必修二Unit1《Cultural relics》(Speaking and writing)ppt课件

The ideas that disagree with the question with reasons
We had a class vote. Those who disagreed with the question won. The debate changed the minds of some people who had originally supported Johann Weber’s ideas.
The result of the class vote
Homework
Written work: Translation (P42)
think highly / much / well of… praise for… think little / nothing of…
=sing high
The headmaster thought highly of me for my good
Writing on P7
Sample writing for Exercise 4
The class had a debate and discussed whether it is right for whoever finds valuable cultural relics to keep them.
The ideas that support the question with reasons
Those who disagreed also had three reasons. First, they said all cultural relics are valuable for finding out about the past. Second, they said that it is dishonest to take things that do not belong to you. Third, they said that every cultural relic belongs to the country and not any one person.

人教版高中英语必修必修二Unit 1 Cultural relics grammar课件(共27张)

人教版高中英语必修必修二Unit 1 Cultural relics grammar课件(共27张)

5. Here are the farmers, _w__h_o_ discovered the underground city last month.
6. Xi’an is one of the few cities with walls _w_h__o_se_ walls remain as good as before.
A.引导定语从句;
B.代替先行词；
C.在定语从句中担当一个成分。
The man who is shaking hands with my father is a policeman.
秘诀大放送
•确定定语从句引导词的三大决定因素 先行词
先行词的修饰语 引导词在定语从句中的成分
relative pronoun
7. Shanxi Province is a place with many cultural relics _w__h_o_s_e_ relics are well looked after.
8. The woman remembered the day _w_h_e_n_ she saw Nazis burying something near her home.
1、__D__ is often the case, we have worked out the production plan. A. Which B. When C. What D. As 2、John said he’d been working in the office for an hour, ___C__ was true. A. he B. this C. which D. who
11. I don’t remember the soldier, _w__h_o_ told me not to tell what I had seen.

高中英语人教版必修2《Unit 1 Cultural Relics》课件


• 6． • 7．
vi.下沉，沉下 adj.贵重的，有价值的
• 8．

n．风格，风度，类型
• 9．
adj.本地的，当地的
• 10． • 11．
vi.爆炸 n．/vi.辩论，辩论
• 【答案】 1.select 2.design 3.fancy 4.remove
• 5．worth 6.sink 7.valuable 8.style 9.local
...
【解析】 根据首句可知，作者 12 岁就成为了园丁，由 此考生可以假想，后文的内容应当触及作者是如何走上园艺 这条路的，考生应依照这个思路去理解下文。
【技能点拨】
完形填空的首句或前几句话一样是完全的，这样便于考 生理清思路，抓住文章的线索。由首句的提示及上下文之间 的关系便能进一步了解短文的内容，为正确解题提供了根据。 所以考生在做题时，若能认真读懂首句或前几句，就可以根 据它们判定出文章的大意或主题，这样有助于有效地完成完 形填空。
利用首句肯定文章的文体：如果文章开头交代事情产生 的时间、地点以及人物等，这极可能就是一篇记叙文；如果 文章开门见山点明话题或作者的观点，那么极可能就是说明 文或议论文。
【实例透析】
1． (2012·辽宁高考)When Glen Kruger picked a small cat from an animal shelter，he did not expect much.Yet right from the start，eight years ago，there was an uncommon connection between him and the small black cat.He 36(named) her Inky.

高中英语人教版必修2《Unit 1 Cultural relics 》课件


4, tons of, 27, 10, six hundred, 300th
2. The Amber Room got its name because several ________ amber were used to build it.
3. The Amber Room functioned as a small reception hall for VIPs because it was only about ____ metres long.
Read the passage and 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 Russians
4. It took the country’s best artists about _____ years to decorate the Amber Room.
4, tons of, 27, 10,
5. After the detailed decorations of
CsatihxerihneuIIn, thderreewder,e 3alm0o0stth
人教版 高中英语
Unit 1 Cultural relics
Do you know what a cultural relic is? the Forbidden City
the Great Wall
Terra-cotta Warriors
the Pyramid

高中人教版高中英语必修二Unit_1_Cultural_Relics(listen_tasks)精品ppt课件


Ya, hello. I am Hans Braun, an old sailor from Hamburg, Germany. During the war I worked on a ship. It was at Baltic Sea port of Konigsberg in January, 1945. I was told to help our soldiers put some big wooden boxes with treasures onto the ship. Then the ship went out to sea. Before we could reach the next port, a Russian sub sank the ship. I had to swim three kilometres until a German boat saved me. Most people on she ship were not so lucky. Later, I read that 5,400 people died. There are few survivors. More people died than on the Titanic-ya, terrible. So those boxes must be buried in the sand. Now a group of people who are searching for the Amber Room has asked me to help them find the ship.
Unit 1 Cultural Relics
Listen Comprehension
Listen to what three people say they know about the missing Amber Room and fill in the forms.

人教版高一英语必修二 Unit 1 Cultural relice writing 课件(共15张PPT)

Unit 2 Culrural relics
--------- Writing
Step 1 Dictation
Ask three students to write down the words or phrases on the blackboard while others write them on note.
Jiuzhaigou Valley Scenic and Historic Interest Area (1992)
Reasons for their importance Symbols of their countries A concrete annotation of their cultures Have a memorable significance Bring in money from tourism
【句式温习】
1.众说周知 As we all know As is well-known As everyone knows It is well-known that
2.为了寻找它们 …… in order to search for \ in search of …… 3.我们每个人应该尽最大努力…… We should try our best to avoid damaging them. We should make a great effort to avoid damaging them. 4.毫无疑问保护好文化遗产是我们的责任 There is no doubt that it is our duty to protect cultural relics well . There is no doubt that protecting cultural relics well is our duty .
  1. 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

二、非限制性定语从句引导词的选择 1．关系代词的选择 (1)非限制性定语从句的关系代词不能用that。指人时，如引 导词作主语用who，作宾语用whom；指物时要用which。即使引 导词作宾语也不能省略。 ①Mary, who is from Australia, is an old friend of mine. 玛丽是我的老朋友，她来自澳大利亚。 ②The book, which our teacher bought yesterday, is very interesting. 这本书很有意思，它是我们老师昨天买的。 )
2．但要注意以下区别 (1)如果非限制性定语从句位于主句之前或插在主句之中时， 只能用as。 ①As is known to everybody, the moon travels round the earth once every month. 众所周知，月球每月绕地球转一圈。 ②Einstein, as we all know, is a famous scientist. 我们知道，爱因斯坦是一位著名的科学家。 (2)as在从句中作主语，后面常跟行为动词的被动式； which 在从句中作主语，其后常跟行为动词的主动式。 ①A big earthquake occurred in Xinjiang last night, as was reported on TV. 据电视报道，昨天晚上新疆发生了大地震。 ②He passed the exam, which made his parents very happy. 他通过了考试，这使得他父母很高兴。
(3)as引导的从句在意义上不可与主句相悖，而which引导的定 语从句不受此限制。 ①Chang'eI has been launched successfully, as was expected. 嫦娥一号发射成功，正如所预料的那样。(语意一致) ②The result of the experiment was very good, which we hadn't expected. 试验的结果很好，这是我们没预料到的。(语意不一致) (4)as常用在一些固定结构中，如as we know/as is known to all(众所周知), as we all can see(正如我们大家都能看到的那样), as is often the case(情况常常是这样), as might be imagined(可以想像 得到), as might be expected(正如所预料的那样), as has been pointed out(正如所指出的那样), as has been said before/above(正 如前文所述), as (it) often happens(像往常一样)。 She has been absent again, as (it) often happens. 像往常一样，她又缺席了。
(2)as和which的选择 as和which都可用来引导非限制性定语从句，来指代整个主句 的内容。非限制性定语从句位于句末且as或which在从句中作主 语、宾语或表语时，两者常可互换。 ①He married her, which/as was natural. 他和她结婚了，这是很自然的事。(作主语) ②He is an old kind fisherman, which/as anybody can see. 任何人都能看得出来，他是一位善良的老渔夫。(作宾语
[我的发现] 1．例句①中含which引导的 非限制性 定语从句；例②中含 which引导的 限制性定语从句；在形式上非限制性定语从句与限制 性定语从句的区别在于：关系词前是否有逗号 。 2．以上例句中含非限制性定语从句的有 ①③④⑧⑨⑩ ； 含限制性定语从句的有 ②⑤⑥⑦ 。 3．例句①⑧中的which不能替换成that，因为关系代词that不 能引导非限制性定语从句。 4．关系代词as和which都可以引导非限制性定语从句。其相 同点：都可以指代主句的 全部 内容或部分内容；其不同点：① 位置不同：as可位于主句 之前 (例句⑨)，主句中间或主句之后； which只能位于 主句 之后。 ②译成的汉语不同：as常被译作“ 正如，就如 ”之意，而 which 则没有此意。
⑤Later, Catherine Ⅱ had the Amber Room moved to a palace outside St Petersburg where she spent her summers. ⑥In 1770 the room was completed the way she wanted. ⑦This was a time when the two countries were at war. ⑧There is no doubt that the boxes were then put on a train for Kö nigsberg, which was at that time a German city on the Baltic Sea. ⑨As we all know, smoking is harmful to one's health. ⑩He kept silent all night, which was surprising.
定语从句 一、定义 在复合句中修饰名词或代词的从句叫定语从句。定语从句必 须置于被修饰词之后，且有引导词(关系词)引导。被修饰的词叫做 先行词。关系词分为关系代词(who, whom, whose, that, which)和 关系副词(when, where, why)。关系代词和关系副词在定语从句中 都要担任句子成分。关系代词在从句中作主语、宾语、表语、定 语等；关系副词在从句中作状语。
生活中的语法 — Who did you talk to? — A tourist, who lost his way. 观察后的发现 ①This gift was name because several tons of amber were used to make it. ②The amber which was selected had a beautiful yellowbrown colour like honey. ③It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make. ④However, the next King of Prussia, Frederick William Ⅰ， to whom the amber room belonged, decided not to keep it.