人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案-精选教学文档

Unit 1 Culture relics 单元语言点目标认知重点词汇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贵重的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个人能活到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、很少发生”之意。

occasional 指偶然、间或发生的事，侧重无规律可循。

uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。

scare指暂时不易发现、不存在或数量不足，供不应求的东西。

rare指难得发生的事或难遇见的人或事，侧重特殊性。

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贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验valuable jewelry 贵重的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。

Unit 1 Cultural relicsTeaching Aims:I Language knowledge:Topics: Cultural relics protection, Famous cultural relics in China and abroad.Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions.Grammar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause)II Language SkillsSpeaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about thetopic about cultural protection and famous culture relics in China and abroadaccording to the contents of this unit.Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students’ ability of grasping the structure andorganization of the text and learn the way of telling story. Try to help the Ss to set upa concept to comprehend the text as a whole and summarise the main idea of eachparagraph and complete the other exercises. In the Using Language part, get the Ss toread the short paragraphs to distinguish the fact with opinion. Meanwhile, learn thenew word, phrases and sentence structures in the texts to improve the Ss’ languageability get a better understanding of the texts.Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the givenguidance.III Emotion & Attitudes:Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad.IV Learning Strategies:Learn to understand the text by grasping the structure and organization of the text.Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one.Main Points:language points and language skills listed above, learning strategies, the reading comprehension of the text, the grammar items .Difficult points:new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based TeachingTime: Period (45min×7 )Teaching Aids: Multi-media teaching systemPeriod 1Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text. Teaching & learning goals:1. Introduce and talk about some basic knowledge about cultural relics.2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text.3. Do some of the reading comprehension exercises.Main points: The reading comprehension of the text.Difficult points: Reading and reading comprehension of the text.Class type: Warming up and Fast ReadingTeaching & learning procedures:Step 1 Lead-inIntroduce the topic of this unit and get the Ss to know the new words: cultural, relic.Step 2 Warming upTask 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions.Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers.) Suggested answers:1) 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.And the correct definition should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that it tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used.2) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time.3) That it can be a building, object or item.Notes:1. cultural adj.文化的culture n.2. relic n.遗物, 遗迹, 废墟, 纪念物3. rare adj. 稀罕的, 杰出的, 珍贵的eg. a rare sense of honor 不寻常的荣誉感 a rare friend. 极好的朋友It’s very rare for her to arrive late.This is a rare book.4. valuable adj. 贵重的, 有价值的, 颇有价值的eg. a valuable diamond 贵重的宝valuable information重大的消息valuable advice重要的建议 a valuable friend令人钦佩的朋5. survive vi. 幸存，幸存, 生还,比…活得长vt.从…中逃生, 经历…后继续存在survivor n. 幸存者eg. The custom has survived for thousands of years.Only two people survived the fire.Two-thirds of the people survived the earthquake.经过这次地震, 三分之二的人活了下来.6. vase n. 花瓶7. dynasty n. 王朝；朝代Step 3 Pre-readingTask 1 Ss ask each other if they know something about amber. If they know, share the information with the class. If they don’t know, they teacher may show pictures of ambers and give some explanation.Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin (树脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life.琥珀是史前松树脂的化石。

人教版高中英语必修2教案Unit 1 Cultural RelicsUnit 1 ultural RelisI．教学目标技能目标Gals Tal abut ultural relis Revie attributive lauses, inluding restritive and nn- rite a shrt repl t a letter and give ur pinin Tae ntes and udge h gives the best evidene restritive attributive lausesⅡ．目标语言功能句式Expressins used t give pinins I thin highl fI dn’t agree that．”BesidesI ust sa that I agree ith uI ust sa that I dn’t agree ith u As far as I’ nerned, I thinAs I see itDn’t u agree /thin (that)I an’t help thining (that)I uld lie t saIn pinin／viePersnall, e shuld…ell, bviusl e shuld…The pint is词汇1四会词汇ultural, survive, reain，state, rare, dnast, vase, belng, gift, tn, stne, ne, heat, design, fan, stle, eel, ing, artist, reeptin, light,irrr, nder, reve, furniture; seretl, den, dubt, trial, nsider, pinin, evidene, prve, pretend, aid, astle, sailr, treasure，besides2．认读词汇reli, aber, Frederi illia I, Prussia, Prussian, Peter the Great, zar, St Petersberg, atherine, nigsberg, Baltil Sea, Leningrad, an Hase,Anna Petrv, ster3词组l int, belng t, in searh f, in return, at ar, tae apart, thin highl f4重点词汇belng, ne, heat, design, light, nder, dubt, reain, prve, nsider, besides, survive, furniture, pinin语法The attributive lauses ith hih/h/here/henA ultural reli is sething that has survived一It is ur b t l int an reprts f ultural relis that have been fund in hinau are sent t a sall tn here u find a reli that as stlen fr a plaeThis gift as the Aber R, hih as given this nae beauseLater，atherine 1I had the Aber R utside St Petersburg here…This as a tie hen the t untries ere at arIn 1770, the r as pleted the a (that) she anted it重点句子1 Frederi illia I, the ing f Prussia uld never have iagined that．…2 ne it isheated, the aber an be ade int an shape3 It as ade fr the palae f Frederi Ⅰ4 In 1716, Frederi illia I gave it t Peter t he Great, as“gift f friendship．… 找教案http://zhaiaanIn return, the zar gave the ing f Prussia f his best sldiers6 The Aber R sn beae part f the zar’s Palae in St Petersburg7 Later, atherine 11 had the Aber R ved t the palae utside．…8 This as a tie hen the t untries ere at ar9 There is n dubt that the bxes ere then put n a train fr nigsberg，…10 After that, hat reall happened t the Aber R reains a ster111 thin highl f thse h are searhing fr the Aber RⅢ教材分析与教材重组1教材分析本单元以ultural relis为话题，旨在通过单元教学使学生了解世界化遗产，学会描述它们的起。

必修二Unit1 Cultural relicsPeriod2 Language points编写时间：年月日总第课时授课者:Textbook, a教学过程（教师活动、学生活动）1. in search of 寻找，搜索◇观察与思考:The workers removed the stones in search of the survivors in the earthquake. The police searched him but found nothing on him.They are searching for the lost child.search sth./sb.搜查某物/搜身search for =look for 寻找◇实战训练:1He ________ all his pockets but didn’t find any money.A. searchedB. searched forC. in search ofD. looked for2They set off at once ______________ the missing boy.2. belong to 属于；是……的成员；是……的组成部分In fact, I don’t know which dictionary belongs to me.I used to belong to a youth club.The mouse belongs to my computer.◇探究归纳:注意：belong to 不能用于进行时和被动语态。

◇实战训练:1The house _________to an old lady.A. was belongedB. was belongingC. belongedD. belonging2The computer is belonging to me.（改错）3. in return 作为回报◇观察与思考:Tom, in return, bought his little sister a toy.I gave him some money in return for his help.◇探究归纳:in return for 作为对……的回报in turn 轮流；反过来by turns 轮流◇实战训练:用in return for/in turn填空：1I invited him to dinner ___________ his kindness.2We help others, and this __________ makes us happy.4. remain◇观察与思考:I went to the city, but my brother remained at home.After the fire, very little remained of my house.My friend became a boss, but I remained a teacher.The death of the old man remained unknown.The problem remains to be discussed◇探究归纳:(1) vi. 留下；遗留；逗留(2) link-verb. 后接n. /adj. /介词短语/……(3)sth. remains to be done ……有待于被……1Although he has taken a lot of medicine, his health ______ poor.A. provesB. remainsC. maintainsD. continues2It was already midnight and only three young men ______ in the tea house.A. leftB. remainedC. delayedD. deserted5. can/could not(never) have done…◇原句再现:Frederick William 1, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(P1)普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼竟会有这样一段令人惊奇的历史。

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。

Unit 1 Cultural relics 教案之语言点详解词汇详解：一．词语辨析二．词性变化Ⅲ重点词汇1。

fancy adj. 不寻常的；精致的；v。

想；以为；想像［典例］1）。

That's a very fancy pair of shoes！那是一双非常别致的鞋!2）。

I fancy （that）it’s going to rain today.我看今天要下雨［重点用法］fancy that…以为是……fancy (sb’s）doing…想像（某人）做某事fancy oneself 自负；自命不凡fancy sb。

to be / as 想象/认为某人会成为……［练习]中译英1)。

她竟如此放肆！__________________________________________________________ ______________________2）。

他以为她喜欢他.__________________________________________________________ ______________________Keys：1）. Fancy her being so rude!2)。

He fancies she likes him.2。

consider vt。

考虑；认为[典例]1). We are considering going to Canada，ie we may go there.我们正考虑到加拿大去.2）。

We consider this （to be) very important。

我们认为这非常重要。

［重点用法］consider doing sth./sth.考虑做某事consider sb。

/sth。

as / to be…consider it +形容词+ to do sth…。

认为做某事是……considering…考虑到……［练习]中译英1）。

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。

unit 1 Cultural relicsPart One Learning aims and demands:1. Of knowledge :①Learn how to give advice or make suggestions;② Master the new vocabulary and useful expressions in this unit.2. Of ability :①Enable the students to obtain the fast speed reading ability, such as skimming, scanning ability.②Develop the ability of expressing themselves and thinking in English.③ Enlarge the students’ views of culture.3. Of emotions :①Let students learn how to describe places with the target language this unit.②Get to know the importance of self-discipline and learn to behave properlyin munication with others.Part Two reading:Activity1. Skimming: skim the text quickly to do “true or false〞topic sentences of each paragraph.Para. 1: ___________________________________________________________Para. 2: ___________________________________________________________ Para. 3: ___________________________________________________________ Para. 4: ___________________________________________________________ Activity3. Read the text more carefully and find out more detailed information. Consolidation:Para.2Imagine that you survived from the German attack, can you tell others whatPara.3Suppose you were one of the great people who rebuilt St Petersburg, can youPart three Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull downquite a few low old buildings and put up some high buildings. There is anold building, which dates from the Ming Dynasty and in it there’re a lotof famous carved paintings.Do you think it necessary to pull down this old building or to leave it asit is?Part four Do you have any difficulties in the reading passage? If thereare any, write them down._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________。

人教版高中英语必修2《Unit1Culturalrelice》教案人教版高中英语必修2《Unit 1 Cultural relice》教案【一】教学准备教学目标1). To learn the knowledge of the cultural relics.2). Discuss how to protect our cultural relics.3).Reading and understanding, catching the history and information of the Amber Room.4). Functional item, how to tell the story about the Amber Room5). Finish the comprehending exercises after the reading passage.6). Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely.To learn the story of the amber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:A. Can you name them out?Who have the right to own and confirm them?(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden CityGroup 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao Caves)Step I: Pre-reading1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil(化石) form of resin(树脂) from trees.It takes millions of years to form.2). Can you imagine a house made of amber?Please preview “In search of the amber room.”Step II: Fsat reading and thinking about the title:1). Teacher give students the following questions to think:When you see this title, what do you want to know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?(Ask the students just remember these questions in theirmind not find the answers.)2). Fast reading to get the main idea:The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .(Students read the passage quickly and fill in the blans)3). Now, let the students try to answer the questions in part 1). (PPT 7)(Teacher may give some necessary help)Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.( 3 ) How did the Amber Room become one of the wonders of the world?( 5 ) How was a new Amber Room built?( 4 ) How did the Amber Room get lost?( 1 ) How was the Amber Room made?( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Step V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up & pre-readingWhat is cultural relics?A.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare人教版高中英语必修2《Unit 1 Cultural relice》教案【二】教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong tothe whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, 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 a tree in the earth of our garden. It’s so beau tiful 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?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.。

Unit 1 Cultural RelicsLearning about LanguageThe General Idea of This Period：This period is about the useful words，expressions and structures learned in reading part，from the exercises in this period，the students can consolidate what they learnt in reading part，and learn the grammar about the attributive clauses.Teaching Aims：1.Learn some key words：trial，consider，prove，tell the truth，pretend，think highly of，besides2.Learn some important sentence structures：I think highly of those who are searching for the Amber Room.Besides，my father once told me that any person who finds something could keep it.I must say that I agree with you.I must say that I don’t agree with you.3.Help the students learn how to use the attributive clauses.4.Enable the students to learn how to make judgments and give their opinions.Teaching Important Point：Learn how to use the attributive clauses with that/which/who/where/when.Teaching Difficult Point：How to tell the attributive clauses with that/which/who/where/when/from other clauses.Teaching Methods：Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.Teaching Aids：A multi-media computer and a blackboard.Teaching Procedures：Step 1 Revision1.Greetings.2.Ask some students to retell the text they learnt in the reading part.Step 2 Useful words and expressionsT：From the reading part，we can find some useful words and expressions.So now please find the words and expressions that means each of the following.（Ex1 on Page 3）After two minutes，the teacher begins to check the answers and give the right answers：1.rare2.vase3.in return4.in search of5.belong to6.heat7.remain8.gift9.doubt 10.removeT：Look at the dictionary entry for the phrasal verb “belong to”，and match the meanings with the sentences in the right box.belong to phr.v［T］1.to be the property of：That coat belongs to me.2.to be a part of；be connected with：That top belongs to this box.3.to be a member of：He belongs to a large family.Warning “belong”is not used in the continuous tense or the passive voice.e.g.The computer is belonging to my sister.（Wrong）The computer is belonged to my sister.（Wrong）The computer belongs to my sister.（Right）The students begin to prepare this exercise.After two minutes，the teacher begins to check the answers：A 3，B 1，C 3，D 2T：Now Let’s come to Ex.3.The preposition at sometimes indicates a state，condition or continuous activity.Look at the sentences of Ex.3 and try to express each of them in another way.After several minutes，the teacher gives the right answers.Suggested answers1.This was a time when the two countries were fighting against each other.2.She was working in the garden all this morning.3.Children who are playing often make a lot of noise.4.When we called，the family were having dinner.5.What are they doing now?They are having their meal.Step 3 Discovering useful structuresT：Let’s come to discovering useful structures，please finish all the exercises in this part.After five minutes，the teacher checks the answers：（Ss answer the questions one by one.）Suggested answers to Ex 1：1.A cultural relic is something that has survived from a long time ago，often a part of something old that has remained when the rest of it has decayed or been destroyed.P12.It is your job to look into any reports of cultural relics that have been found in China.P13.You are sent to a small town where you find a relic that was stolen from a place.P14.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1ter，Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.P26.This was a time when the two countries were at war.P27.In 1770，the room was completed the way （that）she wanted it.P2Suggested answers to Ex 2：1.Here are the farmers who/that discovered the underground city last month.2.Xi’an is one of the few cities with walls whose walls/the walls of which remain as good as before.3.Shanxi Province is a place with cultural relics whose relics are well looked after.4.The woman remembered the day when she saw Nazis burying something near her home.5.The old man （who（m）/that）you are talking to saw some Germans taking apart the Amber Room and moving it away.Suggested answers to Ex 3：1.St Petersberg is a very beautiful city，which was once called Leningrad.2.In Xi’an，I met a teacher，who has a strong love for cultural relics and took me to visit the history museum.3.I don’t remember the soldier，who told me not to tell anyone what I had seen.4.My grandfather was a child then，when people didn’t pay as much attention to cultural relics in the old days.5.They moved the boxes to a mine，where they wanted to hide them.Step 4 Homework1.Finish the related exercises on Workbook.2.Prepare for the next class.3.Finish some exercises about the attributive clauses.Step 5 The Design of the Writing on theBlackboardUnit 1 Culture relicsPeriod 2Step 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教案Using languageTeaching Goals:1. To learn to tell facts from opinions.2. To write a reply letter.3. To learn to talk about cultural relics.Teaching Procedures:Step 1 Warming upPurpose: To get Ss to know the difference between a fact and an opinion.1. DefinitionA fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved.2. Read the passage (P5) and answer the following questions:(1) If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?(2) What makes a judge decide which eyewitness he can believe and which not?Suggested Answers:(1) Searching for facts. The more, the better.(2) The evidences offered by the eyewitnesses.Step 2 Guided reading1. Read the passage and define what evidence is.2. Read the passage and translate each paragraph into Chinese.3. Read and underline all the useful expressions or collocations in the part.Step 3. Note takingListen to the tape and fill in the forms (P5).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. Get Ss to share their forms and tell what are facts and what are opinions in the three forms.Step 4 SpeakingPurpose: 1. To learn how to ask for or give opinions.2. To learn how to write a letter of suggestions.1. Group work(2) We often use some expressions to give opinions. What are they?Suggested Answers:Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable, because somebody has asked him for help.2. Individual work(1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions.①What's Johann’s opinion about the Amber Room?②Do you agree with Johann?Step 5. DebateDivide Ss into two groups and organize a debate.Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote.①When you write your letter, you may choose to agree or not agree with the writer.②You must give a reason why you agree or don't agree with the writer.③Be sure to give an example from your own life so that the reader can better understandyour opinion.Step 6 WritingWrite a report on your debate according to the demand of part 4 of P7.Step 6. HomeworkFinish the exercises in the workbook so as to consolidate what has been learned.。

必修二Unit1 Cultural relicsPeriod2 Language pointsI. Teaching contentsLearning about languageII. Teaching aims1) To learn some useful words and expressions2) To learn some useful structures3）Grasp the usage of such important expressions :be of +名词（词组）; state, country, nation; gift; serve ; consider; wonder; be at war; light; remain4）Master the sentence pattern:①could never have done could not have done could have doneshould/ought to have done shouldn’t / ought not to have done②have sth. done③There’s no doubt that…III. Key points & DifficultiesKey points:How to use the phrases correctly.Teaching Difficulties:How can students use the sentence pattern freely.IV. Teaching procedure:Step 1: Exercise on the text book(1) Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task.Here are the keys to Ex1:1. select2.rare3. reception4. amaze5. less than6. wooden7. in search of 8. survive 9. remove 10. artist 11.former 12. at war(2) Read the passage and complete it with the words giving.Keys to Ex2:dynasties, style, amazing, jewels, designed, decorated, fancy, rare, doubt, worth Step 2: Difficulties and key sentences explanation appeared in the text. 1. be of +名词（词组）: 表主语的某种形式或特征of great difference=very differentof great importance= very importantof no use=uselessof little value= not very valuable2. could never have done决不可能做过某事could have done “可能做过某事”should/ought to have done本应该shouldn’t/ought not to have done本不应该needn’t have done 本来不必could/might have done 本来可以/能3. 区别：state, country, nation4. serve as 充当，用作5. considerconsider -----(to be/as)-----consider sth /doing6. It’s a wonder (that )…难得…(It’s ) No/ Little / hardly wonder that …7. be at war:处于交战状态be at war with…与…交战at peace 处于和平的状态8. have sth. done 使…被做have sb /sth do 使…做… （主谓关系，一次性动作）have sb/sth doing 使…一直做（一直处于某种状态）have sth to do have 译为“有” 即“有某事要做”9. remain (1) vi. 留下, 遗留(2) link-verb. 后接n. /adj. /介词短语/表位置的adv.10. There’s no doubt that…Step 3: Homework.1. Review what you learnt in this period.2. Finish exercise 2 and 3 on page 42. V. Blackboard design.。

Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2T here was 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.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that 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.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3．If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。

Unit 1 cultural relics教案Language pointsTeaching objectives:1. To learn how to use some useful words and expressions.2. To learn how to use some useful structuresTeaching Procedures:Step 1 Group workDivide Ss into groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences.1.survive1）. Is it enough to have survived for a long time?2） Fortunately he survived the traffic accident.3）She survived her husband by ten years.【归纳】观察上面句子, 可知survive既可作及物动词, 也可作不及物动词，意思为：1) →生存, 存活；2) →经历（事故、灾难等）还活着_；3) → 生命较……长。

【拓展】survival n.幸存, 残存物survivor n.幸存者, 生还者【即学即练】翻译下面句子。

1) Of the six people in the plane that crashed, only one survived.在失事飞机上的六个人中，仅一人幸存。

2) There were only two survivors of the airplane crash.这次飞机事故中仅有两名幸存者。

2.design1). The design of the room was in the fancy style popular in thosedays.【归纳】design作名词时, 意为“设计，图案，构思__”; 作动词时, 意为“设计，目的是”。

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 student s’ 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 stu dents’ 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 andPre-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 youlike 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. 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: P rotect 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。