2012届高考英语Unit 1 Cultural relics精讲复习教案

Unit 1 Cultural relics（Teaching plan of warming up, pre-reading & reading）一、Background information1. Students: Class 13 Grade 1, 60 students,2. Lesson duration: 40 mins二、Teaching aims1. To learn the knowledge of the Cultural relics.2. Have the sense of protecting Cultural relics3. Can understand and use the new words and expressions三、Teaching focus and difficult pointsTeaching focus:1. Talk about cultural relics and what should be done with them.2. Talk about the story of Amber Room.Difficult points1. What is the definition and classification of cultural relics?2. Grasp the main idea of this text and each paragraphy四、Teaching methods:1. Speaking method2. Task-based method3. Discussion method4. Pair work or group work method五、Teaching aids:1. Multimedia, computer2. Blackboard, chalks3. Radio, word cards, tape六、Teaching procedures★Step 1 warming up (1min)Greetings: good afternoon, boys and girls. Nice to see you again!★Step 2 Revision (5mins)Check homework answers of 《成才之路》P46 Reading D E with Ss.★Step 3 lead in (6 mins)1. Read the new words together.2. T：today，we are going to learn a new unit, Cultural relics, so, what will you think of when you see the title?3. T: can you give me some examples of famous cultural relics in China?Show pictures in the screen:a.the Great Wall ( the symbol of China and its cultural)b.Forbidden city ( the largest museum of cultural relics in China)c.the Terracotta Warriorsd.the Imperial Palacee.The Summer Palace4. T: can you give me some examples of famous cultural relics in the world? Show pictures in the screen:a.The Pyramids in Egypt.b.The Leaning Tower of Pisac.Big Ben in England5. T: just now, we saw many pictures. What are they in common?----they are all cultural relics.Group discussion & presentationWhat are cultural relics?A cultural relic:a. is any object, building or item that was made in the past.b. . is something that has survived for a long time,c. is often a part of something old that has remained when the rest of it has been destroyed;d. it tells people about the past.e. is very famous , rather rare and valuable.f. is the symbol of history and its country & culture.6. T: now, we have the general idea of what a cultural relic is , so I’d like to show you other pictures . Try to name them out. and think about “ are they cultural relics ? Why?Showing pictures:a.Ming Dynasty vase 明代开片瓷器花瓶b.Taj Mahal 泰姬陵c.Ivory dragon boat 象牙龙舟d.Mogao Caves 莫高窟★Step 4 presentation (8 mins)1. What we have seen just now are cultural relics. What are they made of?a.Ming Dynasty vase: chinab.Taj Mahal : strange stonesc.Ivory dragon boat : ivoryd.Mogao Caves : rocks, stones2. Just now we have learned some large buildings and relics, now , I’d like to show you some small decorations.Show some pictures of amber. What are they in English? What are they made of? ----pine oilAmber：It is a hard yellowish brown clear substance. It is often used for jewells and decorative objects.3. Amber 的形成★Step 5 reading (18 mins)1. Open you book turn to P1. look at reading part “In Search of the Amber Room.”2. Fast reading:answer the following questions；①.How long did it take to make the Amber Room?②When did the Amber Room disappear?③What finally happened to the Amber Room?3. Read the text again. Then finish exercises 1,2 in P2.4. Main idea of each paragraphPara.1：______________________of the Amber Room.Para 2: ______________________of the Amber Room.Para3: ______________________ of the Amber Room.Para 4: ______________________of the Amber Room.Para 5: ______________________of the Amber Room.★Step 6 optional reading1. read paragraph1 again carefully，find the answers in textbook P22. Listen to the tape3. read paragraph 1 together。

高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Unit 1 Cultural Relics(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 1 cultural relicsteaching goals教学目标1). ability goals能力目标a.learn some detailed information about the amber room.b.improve the students’ reading ability.c.train the students’ ability to grasp key information while listening.d.enable the students to have the ability of talking cultural relics and ways to protect them.2). learning ability goals学能目标help the ss to learn how to give opinions clearly about cultural relics.3)emotion:情感目标train the students’ ability to cooperate with others.enable the ss to talk about the story of the amber roomteaching important points教学重点1 ).the new words and expressions;2). learn some detailed information about the amber room;3). train the students’ ability to cooperate with others;4). train the students’ speaking ability.learn to discuss and act out the ss’ opinions about cultural relics.teaching important points教学难点1)words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). sentence patterns:(1) there is no doubt that…..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4). improve the students’ reading ability.train the students’ ability to grasp key information while listening.how to teach the students to speak out their opinions about cultural relics.teaching methods教学方法1). watch some videos about the cultural relics. (individuals)2). have a discussion. (group work)3). write an article about the discussion. (individuals)teaching aids教学设备a computer, a projector and some slides.teaching procedures and ways教学过程与方式the first & second period (vocabulary,warming up and pre-reading)teaching goals:1.target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)the first &second periodteaching procedures:step 1 new words teachingstep 2 warming-upt: when talking about cultural relics, what comes to your mind?s1: the great wall.s2: the pyramids in egypt.s3: …t: well done.teacher asks the ss to 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?i: 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.all these are cultural relics.do you know any other cultural relics in the world?t shows the ss some cultural relics abroad.task 1: ask the ss to make a dialogue by saying.imagine you have a chance to travel these places. which place would you like togo?why? when are you starting off? how are you getting there? how long are you staying?please make a dialogue with your partners. then students answer the following questions:what is your favorite city? why?what makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)t:unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.task 2: now suppose that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him?work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.step 3 task 3 speaking task on page 46debate do you think china should save all of its cultural relics?do you think it necessary to rebuild yuanmingyuan in beijing?t: after watching so many pictures, now discuss with your partners the following question:what is a cultural relics?(ss can find the answer from the warming up.)step 4 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it?s1: try our best to find it.s2: protect the others in order that they will not lost. ……t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.extending questions: to whom do cultural relics belong?step 5 language points1) survivesurvive: vi. continue to live or exist.vt. continue to live or exist in spite of nearly being killed or destroyed by sth.vt. remain alive after sb., live or exist longer thane.g: many strange customs have survived from earlier times.her parents died in the accident, but she survived.few buildings survived the earthquake.the man survived his sister by three years.2) (a) part ofa part of the books have arrived.a leg is a part of the body.he gave me back only part of the money i lent him.part of the house was burnt in the fire.part of the passengers were injured in the accident.*part of it _____ good.*part of them _____ good.3) something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。

2012届高考英语Unit 1精讲复习教案2012届高考英语Unit1精讲复习教案Unit1 FestivalsarundtherldⅠ重点单词聚焦．Telebratedthe________ftheNeearithapartfrhisfriends答案：arrival2．Ian________nvininginfratinfrpaper答案：gathering3．Theentralgvernenthasadeaseriesf________pliiestenuragefar erstrtheland答案：agriultural4．Undertheleadershipfurpart，efinallgt________frthetheruntries答案：independene5．Nneistseetheduentithutthe________ftheriterfthereprt 答案：perissin6．I’veadeupind，butit’s________thatuneedretietthinitver 答案：bvius7．Tgetthebdne，neshuldbe________andhard&sh;ring 答案：energeti8．Iusedt________hiasatruesientistandhardrer答案：adire9．u’dbetter________tarfrhavingeptheraitingfrhursutside 答案：aplgize0．Iuldunderstandherbeingangr，butI’llstillnever________hertheashetreatedeafterards答案：frgiveⅡ重点短语扫描．plae发生2．dress化装；打扮3．lt期望，期待，盼望4．as好像5．paring停车场6．ne’srd守信用；履行诺言出发；动身；使爆炸 8．inf为纪念……9．atri欺骗，开玩笑taeupfrardthughlteepfferpla0．danight日夜；昼夜；整天 1．havefun玩得开心出现；到场3．ne’sbreath屏息；屏气4．reind使……想起……andithuphldfⅢ课文原句突破．在当时，如果食物难以找到，人们就会挨饿，特别是在寒冷的冬季。

【关键字】教案Unit One — Cultural relicsPeriod Three Grammar教学目标：1. 复习定语从句的基础知识；2. 区分关系代词和关系副词，并掌握关系副词引导定语从句的用法；3. 掌握非限制性定语从句与限制性定语从句的区别教学内容一、非限制性定语从句与限制性定语从句的区别限制性定语从句，顾名思义，是对先行词从本质或特征上进行限制的一种定语从句，它所修饰的词代表一个（些）或一类特定的人或事、物。

例如：1) A man who doesn’t want to learn from others can’t achieve much．一个不向别人学习的人是不能指望有多大成就的。

A man 被限定后，指一类特定的人。

限制性定语从句是不能去掉的，否则剩下的部分就失去意义而不能成立。

非限制性定语从句则不然，它只对所修饰的词作进一步的说明，去掉之后并不影响整个句子的含义。

在形式上，非限制性定语从句与主句之间通常必须有逗号隔开。

例如：2) Finally we visited the Giant Yangtze Gorges Dam，which is the greatest key water controlproject in the world at present 最后我们参观了长江三峡大坝，它是目前世界上最大的水利枢纽工程。

本句若去掉定语从句，主句部分的含义仍然完整。

历年的高考题中，非限制性定语从句是出现频率最高的考点之一，因此值得我们注意。

2、引导非限制性定语从句的which可以指代前面的先行词，也可指代前面整个句子。

例如：That Peter will marry Alice, which has not been announced yet, has spreadaround．彼特要娶爱丽斯这件事还没宣布，却已被传得沸沸扬扬。

句子中的which指代“彼特要娶爱丽斯”这件事。

Unit 1Cultural relics教材面面观单词拓展1.________n. & v t.设计；图案；构思2．________n．珠宝；宝石________u．n.珠宝；宝石3．________n．接待；招待会；接收________v t.________n．接待员4．________n. & v t.怀疑；疑惑________adj.5．________n．证据；根据________adj.清楚的；明白的；显然的6．________n. & v i.争论；辩论7．________v i.幸免；幸存；生还________n．幸存________n．幸存者8．________v t.使吃惊________n．________adj.令人大为惊奇的________adj.大为惊奇的9．________v．装饰；装修________n.10．________v i.爆炸________n.11．________adj.稀罕的；稀有的；珍贵的________ad v.12．________adj.贵重的；有价值的________opp.没有价值的________adj.极有用的________v t. & n．重视；珍视，价值________n．贵重物品13．________adj. & v t.奇特的；异样的；想象；设想；爱好14．________adj.本地的；当地的________ad v.15．________adj.非正式的________opp.正式的短语回顾1.in search________寻找2．________than 少于3．think highly________ 着重，器重4．care________ 关心，在乎5．________than 而不是6．belong________ 属于7．________war 处于交战状态8．take________ 拆开9．be________for 为……设计10．________the light of the moon 借助月光句型背诵1.Frederick William I, the King of Prussia, ________ ________ ________ ________ that his greatest gift to the Russian people would have such an amazing history.普鲁士国王威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

必修2Units 1～2二、关于养狗的民意调查Step Ⅰ请你根据上表, 用英语写一篇文章客观反映民意调查结果, 并简单谈谈自己的看法成或者反对养狗的理由.注意：词数100左右；开头已为你写好内容必须包括所有要点, 可以根据内容合理发以使行文连贯.基础梳理整合词汇拓展1．____________ adj.珍贵的；有价值的→____________ n．价值2．____________ v i.幸免；幸存；生还→____________n．生还者→____________n．幸存；生还3．____________ v t.使吃惊；吃惊→____________ adj.令人吃惊的→____________ n.吃惊4．____________ v t.挑选；选择→____________ n.挑选；选择5．____________ n．设计；图案；构思→____________ n．设计师；制图员6．____________ adj.奇特的；异样的→____________ v t.想象；设想；爱好7．____________ v．装饰；装修→____________ n.装饰8．____________ n．珠宝；宝石→____________ n．珠宝；首饰(总称)9．____________ n．艺术家→____________ n.艺术10．____________ v i.属于；为……的一员11．____________ n．接待；招待会；接收→____________ v．接收；收到12．____________ adj.木制的→____________ n.木头13．____________ n．怀疑；疑惑→____________ v t.怀疑；不信14．____________ prep.值得的；相当于……的价值→____________ n．价值；作用→____________ adj.有价值的；值得……的15．____________ n．绘画；画→____________ v．绘画；画16．____________ n．根据；证据→____________ adj.明白的；明显的17．____________ v i.爆炸→____________ n．爆炸18．____________ n．入口→____________ v．进入19．____________ n．水手；海员；船员→____________ v．航海；航行20．____________ adj.非正式的→____________adj.正式的21．____________ n．争论；辩论→____________ v i.争论；辩论语镜记词1．These fish are very ____________(稀有的)in this country.2．Of the 30 people in the plane that crashed,only one ____________ (幸存)．3．John paid only 3,000 for this used car but it's ____________ (值) a lot more.4．Who has been ____________ (挑选)to take part in the match?5．We are sending you some money in return for your ____________(宝贵的)help.6．He is,without ____________(疑问),the cleverest student I've ever taught.7．I can't tell the twins ____________ (分别地)．8．The basic ____________(设计) of the car is very similar to that of earlier models.9．We found further scientific ____________(证据) for this theory.10．The bomb was ____________(爆炸) by remote control.短语回顾1．____________search ____________ 寻找2．belong ____________ 属于3．____________ return 作为报答；回报4．____________ war 处于交战状态5．____________ than 少于6．take ____________ 拆开7．think ____________ ____________ 看重；器重；对……评价很高典句背诵1．____________ ____________ ____________ ____________ ____________ the boxes were then put on a train for K nigsberg,which was at that time a German city on the Baltic Sea.毫无疑问,这些箱子后来被装上了火车运往哥尼斯堡,当时德国在波罗的海边的一个城市.句型提炼：There is no doubt that...毫无疑问……2．____________ ____________ ____________ ____________ lost cultural relics such as the Amber Room or Y uanmingyuan in Beijing?重建琥珀屋或北京圆明园这样的文化古迹有价值吗？句型提炼：It is worth doing...值得做某事.归纳拓展1．design n．设计；图案；构思v t.设计；计划；构思(1)by design＝on purpose 有意；故意have designs on/upon sth.(money/life) 图谋某物(钱、生命)(2)be designed for sb./sth.为某人/某物设计、计划be designed to do sth.为做某事计划、设计be designed as sth.作为……而设计①It happened—whether by accident or design—that the two of them were left alone after all the others had gone.碰巧——不知是偶然还是有意安排——其他人走后,只剩下了他们两个人.②The textbook is designed for the English beginners.这一教材是为英语初学者设计的.③This course is designed as an introduction to the subject.这门课程是作为该科目的入门课而开设的.反馈1.1We don't know it was done by chance or______.A．by accident B．for purpose C．on design D．by design反馈1.2(2013·湖北荆州质检)Through the years,Special English has become a very popular tool for teaching English,even though it was not ______as teaching program.A．attached B．designed C．performed D．appealed2．doubt n.怀疑；疑惑v t.疑惑；不信There is no doubt at all that we did the right thing.毫无疑问我们做得对.用法拓展(1)doubt 用作动词,后接名词、代词或宾语从句.在否定句或疑问句中,doubt后常接that引导的宾语从句；在肯定句中,doubt后面常接whether或if引导的宾语从句.(2)doubt用作名词,常与about/of等介词连用,其后也可接同位语从句.doubt用在否定句中,后面接that引导的同位语从句；用于肯定句中,后面接whether引导的同位语从句.注意此时,不可以用if替换whether.(3)in doubt 怀疑；拿不定主意no/without/beyond doubt无疑地；必定；当然There is no doubt about .../that ...毫无疑问……(4)doubtful adj.怀疑的①I never doubted that she would come.我从未怀疑过她会来.②You can complain,but I doubt if/whether it will make any difference.你可以抱怨,但我怀疑是否起作用.③The meeting has been,without doubt,one of the most useful meetings we have had so far.无疑这是我们迄今为止最有用的会议之一.反馈 2.1(2013·东北三省第一次大联考)There's no doubt ______ 2013 will bring more changes when the world economy is still unclear.A．what B．that C．how D．where反馈2.2What the doctors really doubt is______ my mother will recover from the serious disease soon.A．when B．if C．whether D．what反馈2.3We don't doubt ______ he can do a good job of it.A．that B．if C．what D．whether反馈2.4Don't ______ to give me a call in case you are in trouble one day.A．delay B．hesitate C．doubt D．desire3．survive v t.比……活得长；(经过……)活(保存)下来v i.活下来；幸存；残留survive sth.在……之后仍然生存；从……之中逃生survive sb.(by ...) 比……活得长(几年)survive from sth.从……中存活下来；流传下来①Many birds didn't survive the severe winter.很多鸟死于这个严冬.②Fortunately,the company survived the financial trouble.幸运的是,这家公司从资金困难中挺了过来.③She survived her husband by 10 years.她比她丈夫多活了10年.④Many strange customs have survived from earlier times.有许多奇怪的风俗从古代沿袭下来.反馈 3.1Tony ______in the accident when he fell overboard yesterday.He was ______ drowned.A．fled；nearly B．escaped；slightlyC．survived；narrowly D．missed；hardly反馈3.2A troop of carefully selected soldiers set out in search of those who might ______ the terrible coal mine accident.A．live B．rescue C．exist D．survive4．be worth doing 值得做某事；做某事有价值The book is worth reading.这本书值得一读.用法拓展worth of sth.价值(某金额)的东西worth it 值得①The winner will receive ten pounds' worth of books.获胜者将得到价值十英镑的书籍.②The new car cost a lot of money,but it's certainly worth it.买这辆新车花了很多钱,但确实物有所值.易混辨析worth,worthy和worthwhile这三个词都有“值得的”的意思,但各自的用法或搭配关系不同.worth可作表语或定语,意为“值得……,有……价值的”.其后接名词或主动语态的动名词(表示被动含义)作宾语.worthy可以作表语或定语,用作定语时,意为“有价值的,值得尊敬的,应受到赏识的”；用作表语时,意为“值得……的,应受到……的”,其后常接of sth./of being done/to be done.worthwhile既可以作表语,也可以作定语.它表示某事因为重要、有趣或受益大而值得去花时间、钱财或努力去做好的意思,一般作“值得的,值得做的,有意义的”解.①Is the exhibition worth a visit/visiting?这个展览会值得参观吗？②The money we raised will go to a very worthy cause.我们筹集的钱款将用于非常崇高的事业.③Guangzhou is worthy of a visit/to be visited.广州值得去看一看.④It is worthwhile making an effort to learn how to do it.很值得花一番工夫学会怎么做这件事.反馈4.1There is nothing ______ praise in what he had done.A．worth of B．worthy of C．worth D．worthy反馈4.2It's worthwhile ______ so much money on books.A．spend B．spent C．spending D．being spent反馈4.3—How much do you think the coat will ______？—Not much.It is ______ 50 dollars at the most.A．cost；worth B．worth；cost C．take；cost D．need；worth反馈4.4The area is rich in mineral resources,such as iron and manganese,quite ______ of being explored.A．useful B．worth C．worthy D．valuable用不同的句式翻译下面的句子反馈4.5世界杯值得一看.①________________________________________________________________________②________________________________________________________________________③________________________________________________________________________④________________________________________________________________________⑤________________________________________________________________________5．in search of寻找；寻求Scientists are in search of a cure for the disease.科学家们在寻找治疗这种疾病的办法.用法拓展(1)in one's search for 寻找；寻求(2)search sb.搜某人的身search sth.在某地寻找(sth.是搜索的地方)search for sb./sth.寻找(搜寻)某人/某物search ...for sb./sth.为找某人/某物而搜查……search sb./sth.out 找出某人/某物①They are in their search for the boy's lost MP4.他们正在寻找男孩丢失的MP4.②He searched in vain for his passport.他翻找自己的护照,但没找着.③The policeman searched the house for the stolen articles.警察搜查那栋房子以寻找被偷的物品.特别提醒(1)search作名词时,其前常用the,a 或one's修饰,且常与介词for连用.(2)in search of 结构中search 前不带任何限定词.反馈5.1Most people are ______ reducing the students' heavy burdens.A．in search of B．in honour of C．in favour of D．in charge of用search,search for,in search of的适当形式填空反馈5.2For many years,people have been ______gold in the hills.反馈5.3The enemy ______him but found nothing.反馈5.4People are flocking to the flea market(跳蚤市场)______ good deals.反馈5.5At present,many people from the countryside go to the cities ______ better jobs.A．in search of B．in place of C．in memory of D．in spite of6．think highly of 高度评价；看重；器重We think highly of their research in this field.我们对他们在这一领域的研究评价很高.用法拓展think well/much of ...认为……好；对……评价高think ill/poorly/badly/not much/little of 认为……不好；对……评价不高think nothing of 不把……当回事；对……等闲视之speak highly of 高度赞扬speak well/ill of 说……的好话/坏话①We all think highly/well/much of her.我们都很看重她.②His work is poorly thought of by the critics.评论家对他的作品评价不好.③I have never spoken ill of him in my life.我这辈子从来没有说过他的坏话.特别提醒当think highly/well/much of用于被动结构时,修饰动词的副词应放在动词之前,即be highly/well/much thought of.反馈6.1Hai Yan is a famous Chinese novelist,whose writings are______.A．high thought of B．highly thought ofC．high speak of D．ill speak of反馈6.2I wonder why they all think ______ Wang Teng.A．bad B．bad of C．badly D．badly of反馈6.3—How do you feel about your headmaster?—He loves us very much and he is well ______.A．considered as B．talked of C．cared about D．thought of参考答案基础梳理整合词汇拓展1．valuable；value2．survive；survivor；survival3．amaze；amazing；amazement4．select；selection5．design；designer6．fancy；fancy7．decorate；decoration8．jewel；jewellery9．artist；art10．belong11．reception；receive12．wooden；wood13．doubt；doubt14．worth；worth；worthy15．painting；paint16．evidence；evident17．explode；explosion18．entrance；enter19．sailor；sail20．informal；formal21．debate；debate语境记词1．rare 2.survived 3.worth 4.selected5．valuable 6.doubt7.apart8.design9.evidence10.exploded短语回顾1．in；of 2.to 3.in 4.at 5.less 6.apart7.highly of典句背诵1．There is no doubt that 2.Is it worth rebuilding考点归纳拓展【反馈1.1】D句意：我们不知道那是偶然的还是故意的.by accident 相当于by chance, 意为“偶然”；for purpose搭配错误；by design意为“故意地”,故选D项.【反馈1.2】B attach “附加,系上”；design “设计,安排”；perform “表演,履行”；appeal “吸引,呼吁”.句意：这些年来,慢速英语成了一个广受欢迎的英语教学工具,尽管它并不是为教学节目设计的.【反馈2.1】B There is no doubt that“毫无疑问……”.句意：在世界经济情况仍然不明朗的情况下,毫无疑问2013年会带来更多的变化.【反馈 2.2】C句意：医生真正怀疑的是这次大病之后我母亲是否能尽快康复.doubt 用于肯定句中,因此要选择表示“是否”含义的词与之搭配；表语从句要用whether而不是if引导.故选C项.【反馈2.3】A doubt用在否定句中,后面接that引导的宾语从句.故A项正确.【思路拓展】英语句子强调前后语气的和谐一致.doubt因为本身具有不确定的含义,故其后接表示“是否”含义的引导词引导的从句；因此变为否定句时就成了确定的语气,故用that引导句子.同理,I'm sure that...；I'm not sure whether/if；I wonder if/whether...等句型都是强调句子前后语气上的和谐一致.【反馈2.4】B hesitate意为“犹豫,踌躇”,后接动词不定式作宾语.delay “耽搁,延迟”,后接动词-ing形式作宾语；doubt “怀疑”；desire “希望得到,想要”.【反馈3.1】C flee可用作及物动词或者不及物动词,意为“逃跑,逃离”；escape “逃跑”；survive “活下来”；miss “错过”.nearly “几乎”；slightly “稍微地”；narrowly “狭窄地,勉强地,险些”,narrowly drowned “险些溺死”；hardly “几乎不”.根据句意,选C项.【反馈3.2】D survive “幸存”.句意：一支经过精心挑选的部队出发去寻找在可怕的煤矿事故中可能幸存下来的人.live “生活,居住”；rescue “援救,营救”；exist “存在,生存”.【思路拓展】survive当“活下来”讲时要特别注意其及物动词的用法,其后接表示“事故、灾难”等含义的名词,表示“经过了某事之后活下来” , 如果不特别注意,往往会根据“活下来”的含义错误理解为不及物动词.【反馈4.1】B句意：他做的事情没有什么值得表扬的.worthy既可以作表语也可以作定语.此处worthy后面加of再接名词作后置定语修饰nothing, 所以B项符合题意.【反馈4.2】C句意：花那么多钱买书是值得的.It is worthwhile doing sth. “值得做某事”,是固定句型.故只有C项正确.【反馈 4.3】A句意：——你认为这件上衣要花多少钱？——花不多,最多值50美元.cost “花费”,常用于结构sth.cost(s) (sb.)＋钱；“be worth＋钱”表示值多少钱.根据句意,应选A项.【反馈4.4】C worthy of being done相当于worth doing, 意为“值得做”, quite worthy of being explored作后置定语.句意：这个地区有丰富的矿产资源,比如铁和锰,非常值得开发.【反馈4.5】①The World Cup is worth watching.②The World Cup is worthy of being watched.③The World Cup is worthy to be watched.④It is worthwhile to watch the World Cup.⑤It is worthwhile watching the World Cup.【反馈5.1】C句意：大多数人支持为学生减负.in search of “寻找”；in honour of “纪念”；in favour of “支持”；in charge of “负责”.故选C项.【反馈5.2】searching for【反馈5.3】searched【反馈5.4】in search of【反馈5.5】A句意：目前,许多来自农村的人到城里来寻找好一些的工作.in search of “寻找,寻求”,符合句意.in place of “代替,顶替”；in memory of “为了纪念”；in spite of “虽然,尽管”.【反馈6.1】B句意：海岩是中国著名的小说家,他的作品受人称赞.think highly of 意为“高度赞扬”,此处用了被动语态,故B项正确.【反馈6.2】D think ill/poorly/badly of “认为……不好,对……评价不高” , 要用副词badly而不是bad, 故D项正确.【反馈 6.3】D答语句意：他很爱我们,我们对他评价很高.此处考查think well of(对……评价很高)的被动结构.【思路拓展】英语中有些副词表示具体意义,但其后加-ly后就变成了其抽象含义的副词,如close “靠近,接近”,表示的是具体意义上的“近”, 即距离离得很近；closely意为“紧密地,密切地”.high意为“高地”；highly “高度地”.deep “深,深地”；deeply “深深地(被感动等) ”.wide “宽,宽地”；widely “广泛地”等.学习时要善于根据词汇的特点分类积累.。

Unit 1 Cultural relicsPart One: T eaching DesignAims：1. Enable the students to talk about ways to protect cultural relics.2. Help the Ss further understand the passage and finish the relevant tasks correctly.3. Enable the students to use the new words and phrases.4. To learn about The Restrictive and Non-Restrictive Attributive Clause Teaching aids: a tape recorder, picturesTeaching methods:Group discussion and presentation.(cooperative learning)I. Warming up1. Ask students discuss four questions to lead-in the text.A.Do you know what a cultural relic is？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 presentingLet’s look at the pictures. 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?II. Pre-reading1．Work 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. Work 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 recording2. 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. Look up these useful expressions in the dictionary after class.Type of writing and summary of the idea1. 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?2. 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. Y ou 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:A. To discover some useful words and expressionsB. To discover some useful structuresC. To learn about the restrictive and non-restrictive attributive clauseI. Warming upWarming up by discovering useful words and expressionsWords and expressions from Unit IExplaination of the wordsculturaladj.文化的a cultural independence / cultural exchangerelicn. sth. old that reminds us of the past遗迹；古物unearthed cultural / a relic of earlycivilizationsurvivevt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后还活着survive the traffic accident / survive all her children remainvi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted; Peter became a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry! 3.It remains to be seen: we shall know later on.情况仍未明，要看怎样发展。

人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇，如 “relic, rare, valuable, survive, dynasty” 等。

o学生能够理解并运用描述文化遗产的常用句型和表达方式。

2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。

o学生能够阅读并理解关于文化遗产的文章，获取关键信息。

o学生能够用英语简单介绍一种文化遗产。

o学生能够就文化遗产的保护问题进行讨论和表达观点。

3.情感目标o培养学生对文化遗产的兴趣和保护意识。

o增进学生对不同文化的理解和尊重。

二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。

o对课文内容的理解和文化遗产相关知识的学习。

2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。

o帮助学生理解一些复杂的文化背景和历史知识。

三、教学方法1.情境教学法：创设与文化遗产相关的情境，让学生身临其境。

2.问题引导法：通过提出问题，引导学生思考和探究。

3.合作学习法：组织学生进行小组合作，共同完成学习任务。

四、教学过程（一）导入（5 分钟）1.展示一些著名文化遗产的图片，如故宫、埃菲尔铁塔等。

2.提问学生：What are these? Do you know anything about them?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇，结合图片和例句进行讲解。

2.开展词汇游戏，如单词猜猜猜，强化学生对词汇的记忆。

（三）阅读前活动（5 分钟）1.让学生观察课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What do you think a cultural relic is?（四）课文阅读（15 分钟）1.学生快速阅读课文，回答一些概括性的问题，如：What is the main idea of the text?2.仔细阅读课文，完成细节理解的任务，如表格填写、句子填空等。

Unit 1 Cultural Relics一、教学目标Teaching Goals1认知目标（1）词汇和语言点belong to there is no doubt that worth（2）充分理解课文大意并完成所给的任务。

（3）用所学的词汇和语言点造句。

（4）用所学的知识与伙伴进行交流、沟通学会交际。

2情感目标利用多媒体手段营造积极和谐教学氛围使学生不自觉地进入情景之中充分调动学生的思维活动和情感体验引起学生的共鸣。

本部分旨在培养学生通过阅读手段获取有关琥珀屋的知识提高他们的素质扩大他们的国际视野提高阅读能力强化文化意识激发他们对文化遗产的热爱。

3 智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力帮助学生加强记忆力提高思维能力和运用英语的综合能力激发创造能力。

二、教学重点Teaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause（定语从句）5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.三、教学难点Teaching difficult points1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技巧形成阅读策略。