人教版高中英语必修二Unit-1-Cultural-relics-教案

Cultural Relics--In Search of the Amber Room （阅读课）教学内容：人教版高中英语必修2 Unit 1课题名称： Cultural Relics--In Search of the Amber Room （阅读课）一、教学指导思想充分调动学生的积极性，使学生自主学习，让学生成为问题的"发现者"，然后学生与学生进行合作性的探究，让老师成为问题的"点拨者"。

当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要"少动"，学生要"多动"，多给学生自由发展的平台。

二、学生分析1、教学对象为高中一年级学生，智力发展趋于成熟。

他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

2、学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。

不过，本班学生的水平参差不齐，有些差距还相当大。

因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

三、教材分析本单元以Cultural Relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源、发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

这一课是本单元第一个课时。

在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只由于这课出现的人名和地方名比较多，我在课前教他们读了一下。

我在备这一课时，发现它的 Warming-up 部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了 4 到 5 分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。

Unit 1 Cultural relicsWarming up & ReadingDoes a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? 文物一定要总是稀有并且有价值的吗？保存了很长一段时间就足够(成为文物)了吗？动词不定式的完成式to have survived表示survive这个动作早已经开始。

Reading课文学习IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make.普鲁士国王腓特烈·威廉一世绝不会想到，他最大送给俄罗斯人民的礼物会有这样惊人的历史。

Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong tocultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THEAMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the textSince you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2. Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In forma l writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause m odifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?Th e clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance ofheredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officia ls, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art. The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers,has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s themost important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not tobelieve.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.What is the best evidence?B.How can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM I. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions asmuch or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。

Cultural relics全单元教案教案（新人教版高中英语必修2 unit 1）Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II had the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some ofthem are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

Unit 1 Cultural relics 三言两语1．Chinese cultural relics are Mary’s favorite.She spends most of her spare time going everywhere in search of rare things。

2．In a word, it is high time for us to treasure and develop our own valuable culture.3．The temple is a national cultural heritage，with a history of about 1，000 years.1．我坚信,只要下定决心,我们就能保护好祖先留给我们的文化遗产。

I’m convinced that as long as we set our mind to it， we can protect the cultural heritages left by our ancestors．2．泰姬陵被认为是世界上的伟大奇观之一，它由当地的一个建筑师设计,风格独特。

Considered as one of the great wonders of the world， the Taj Mahal was designed by a local architect in a fancy style。

[单词拼写应用]核心单词1．design n．设计；图案；构思vt.设计；计划; 构思2．style n．风格;风度；类型3．artist n．艺术家[语境运用] 用所给词的适当形式填空1．The article raised doubts（doubt）about how effective the new drug reallywas.2．I arrived at the classroom with papercards designed (design) in the shape of7．evident adj。

【本讲教育信息】一、教学内容必修2 Unit 1—Cultural relics（一）重点单词（二）重点短语（三）重点句型（四）重点语法——限制性定语从句和非限制性定语从句二、知识精讲（一）重点单词1. survive vt. ＆vi. “幸免，幸存” “比……活得长”。

例：Only two passengers survived the air-crash.这次飞机失事只有两名乘客幸免于难。

Few survived after the flood. 洪水过后极少有人生还。

She survived her husband by twenty years. 她丈夫去世后她又活了二十年。

知识拓展：His doctor said that he had a 50-50 chance of survival.医生说他有50% 的生存机会。

Major Hawkins was the only one survivor of the crash.霍金斯上校是这次坠机事件中的唯一生还者。

即学即用：After the traffic accident, no one _____except a few people who were badly injured.A. surviveB. survivedC. was survivedD. was surviving答案：B2. fancy adj. 奇特的；奇异的vt. 想象；设想；爱好例：I just want a basic sports coat—nothing fancy.我只想要一件简单的运动外衣——不带什么特别装饰的。

I can’t fancy him as (to be) an English teacher.我无法想象他教英语会是什么样子。

Fancy meeting you here! 想不到在这儿见到你了！即学即用：He usually appears to be honest. Who can fancy _____such a thing?A. his doB. his doingC. his to doD. doing答案：B3. amaze vt 使吃惊；惊讶amazing adj. 令人吃惊的What amazes me is that they never get tired.让我惊奇不已的是他们从来都不会疲倦。

人教新课标必修二Unit1Culturalrelics[单元教案]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, W arming 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 W arming-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 to go? 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. Y ou are sent to a small town where you find a relic that was stolen from a palace. It is a rare MingDynasty 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: Y es, 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? Y ou 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。

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.。

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随堂练习1、Fill in the blanks with proper words〔the first letter is given〕The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past.2、Read the passage again and choose the best answer for each blank.①The king of Prussia who gave the Amber Roomas a gift to Russia was B.A Frederick ⅠB Frederick William ⅠC Peter the GreatD Catherine Ⅱ文某某息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history.〔Parag1〕②The king of Prussia gave the Amber Room to Russia because D.A he wanted to marry Catherine ⅡB he was kindC he needed better soldiersD he wanted to make friends文某某息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.〔Parag2〕③The Amber Room was stolen by B.A Russian soldiersB German soldiersC people in KonigsbergD people in St Petersburg文某某息：But some of the Nazis secretly stole the AmberRoom itself.④In 1941, the city of Konigsberg was in A.A GermanyB RussiaC SwedenD France文某某息：But some of the Nazis secretly stole the AmberRoom itself.⑤The Russians didn’t hide the Amber Room because C.A they were at warB they couldn’t find a placeC the German soldiers arrived too soonD no train could take it away文某某息：This was a time when the two countries were at war.3、Look at every statement. If you are “sure〞 it is true, mark “S〞 to the leftof it. If you are “not sure〞, mark “NS〞.〔NS〕1 The Amber Room was not easy to make.〔S〕 2 Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.〔S〕 3 The Amber Room was taken to Konigsberg and hidden there in 1941.〔NS〕4 The Russians didn’t care about the Amber Room.〔NS〕5 The Russians don’t think the Amber Room will ever be found.课堂笔记1、He insists it belongs to his family.他坚持说这是他家的。

Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.Teaching Aims：1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart2.Help the students understand the structure of the following sentences：In return，the Czar gave the King of Prussia 55 of his best soldiers.P2This was a time when the two countries were at war.P2There is no doubt that the boxes were then put on a train for....P2After that，what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.P23.Help the students learn to talk about the story of the Amber Room.4.Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching Important Point：How to tell the story about the Amber Room and talk about cultural relicsTeaching Difficult Point：Help the students understand the cultural relics and realize what should be done with the cultural relics.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Warming upT：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?Group 1 The Pyramids in EgyptGroup 2 The Great Wall/ChinaGroup 3 Stonehenge/Britain Salisbury plainT：Please tell the reasons for their importance.S1：Symbols of their countries.S2：A concrete annotation of their cultures.S3：Have a memorable significance.S4：Bring in money from tourism.The warming-up exercise helps the students realize that there are some well-known cultural relics both at home and abroad.Ask the students to try their best to think of the cultural relics that they know.T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.Ss：The topic of this unit is cultural relics.T：Do you know what cultural relics are?Ss：Cultural relics are something that has survived for a long time，often a part of something old that has remained when the rest of it has been destroyed；it tells people about the past.T：Very good，also we can say：Cultural relics are traces or features surviving from a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected?S1：The Great Wall.S2：The Big Ben.Ss：...T：Yes.You are right.Now do you want to know more about these cultural relics?Ss：Yes.Step 2 Pre-readingT：What is your favorite city?Why?What makes a city great?S1：a long historyS2：cultural relicsS3：many great peopleS4：important events taking place thereT：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.Listen to the tape and finish the comprehending exercises.1.The suggested answers to the comprehending exercise 1：1）B 2）D 3）B 4）A 5）C2.The suggested answers to the comprehending Exercise 2：1）The Amber Room was not easy to make.（NS）2）Catherine Ⅱdidn’t like everything about the Amber Room when she first saw it.（S）3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）4）The Russians didn’t care about the Amber Room.（NS）5）The Russians don’t think the Amber Room will ever be found.（NS）Step 3 Detailed ReadingT：Read the text again and answer the following questions：1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia?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?The great Amber Room was given to the Russian people as a great gift by the king.4.What happened to the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.S3：She had the Amber Room moved to the palace outside St Petersburg and transformed it.S4：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.Step 4 Intensive ReadingT：Please read the text again and try to catch the main idea of each paragragh.（After four minutes）T：Now everyone.Have you got the main idea of each paragraph?Ss：Yes.T：OK，who would like to tell me the main idea of the first paragraph?S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.T：Excellent.What about the second paragraph?S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.T：Very good.Then how about Paragraph 3?S3：This paragraph tells us that Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.T：Very good.What about the fourth paragraph?S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.T：Well done.Then，how about the fifth paragraph?S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.T：All of you have done a good job.Let’s come into the next part.Step 5 DiscussionT：Now please discuss this question in groups：What should we do to protect our cultural relics?I’ll give you three minutes to prepare.（After three minutes.）T：Now time is up，any group would like to tell us your ideas.Students show their ideas.Step 6 Homework1.To finish the exercises on Workbook.2.Prepare for the next class.Step 7 The Design of the Writing on theBlackboardUnit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问Step 8 Record after Teaching。

Unit 1 Cultural relicsThe unit planningThe topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also kn ow that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip. Background informationStudents：Class 21,Grade 1Lesson duration：45 minsTeaching 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 clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.Teaching difficult points1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions2. Train students’ speaking ability to give & ask for opinions in English.3. Develop students’ integrated skills.Teaching objectives1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions:1.) Asking for opinionsWhat do you think of...?Do you believe...?How can you be sure of...?How do you know that?2.) Giving opinionsI think...I don't think...I don't agree that...I suppose that...4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.Teaching Methods1. Audio-lingual Method2. Communicative Approach3. Pair work4. Group workTeaching Aids1. Multi-media2. Pictures3. Music4. Video课时安排The first period: Warming Up, Pre-reading,The second period: Reading, Comprehending,The third and fourth period: Learning about LanguageThe fifth period: Discovering Useful structuresThe sixth period: Using LanguageThe first period:Warming Up, Pre-readingKnowledge:1.) some new words:cultural relics, rare, valuable, vase, dynasty, survive2.) Have students know about some famous cultural relics at home and abroad. Ability:Help students learn how to talk about cultural relicsEmotion:Encourage students to pay attention to the protection of the cultural relics. Teaching important pointsHave students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relicsTeaching difficult points:How to talk about cultural relics.Teaching methods1. Audio-lingual Method2. Communicative Approach3. Pair workTeaching Aids1. Multi-media2. Pictures3. Music4. VideoProcedures:Step1. Lead-inShow the pictures: a one yuan coin & the old coinsLet students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relicsStep2. Warming up1. "Let's travel together!" Show some pictures about cultural relics at home and abroad.1.) Go abroad:a. the pyramids in Egyptb. the Big Ben in England2.) In Chinaa.周口店北京猿人遗址b.播放一段音乐：说唱脸谱--- 京剧（非物质文化遗产）在今年11月刚申遗成功的另一项目：活字印刷术播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。

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

人教版高中英语必修二Unit1Culturerelics语言点教学案含答案目标认知重点词汇rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of重点句型1. … could never have imagined…2. Nor do I think they should give it to any government.知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而宝贵的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个别能活到160岁。

稀薄的The air is rare at high altitudes. 高处空气稀薄。

【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少产生”之意。

occasional 指偶然、间或产生的事，偏重无纪律可循。

uncommon指一般不产生或很少产生的事情，故显得独特、异常与破例。

scare指暂时不易发觉、不存在或数量不足，供不应求的工具。

rare指难得产生的事或难遇见的人或事，偏重特殊性。

valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而宝贵的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，宝贵的valuable experience 宝贵的阅历valuable jewelry 宝贵的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的训导。

Unit 1 Cultural relics I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。

这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。

这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。

设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。

Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。

1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。

其中第一部分的Exercise 1着重训练对英语单词解释的理解。

Exercise 2 着重词汇在短文中的用法练习。