2unit1-cultural-relics(新编201912)

人教版必修2 Unit1 Culture relics 第二篇课文知识点课题: Unit 1 Culture relics (英语②)学习目标: 继续学习本单元语言点教学重点：重点语言点的学习课前准备：请同学们提前阅读学案内容，了解课堂上要完成的任务，并做好以下准备：（1）核对上个学案当堂检测部分答案（2）预习好本学案上的所有内容Teaching Steps :（教学步骤）Step 1 核对上个学案当堂检测部分答案Step2 处理完习题Step3 Continue to learn the language points（继续学习本单元语言点：课本5-8页及41-47页）1．rather than 而不是（= instead of ）He is an artist rather than a writer.他是艺术家. 而不是作家.宁可、、、也不愿、、、would rather…than /// prefer to do rather than do我宁可死也不愿向他屈服.I would rather die than give in to him.= I prefer to die rather than give in to him.2．tell the truth 说实话tell a lie 说谎tell the secret 说出秘密tell the difference between A and B 说出A 跟B 的区别tell A from B 把A与B辨别开来3．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，构成反意疑问句时，如果主语是第一人称，则考虑从句内部的内容进行反问。

例：I don't think he is bright, is he?We believe she can do it better, can't she?但是，如果主语不是第一人称，则考虑主句进行反问。

(对应学生用书第30页)[单词拼写应用]Ⅰ.考纲单词——会拼写、要识记1．select v t.挑选；选择2．fancy adj.奇特的；异样的v t.想象；设想；爱好3．belong v i.属于；为……的一员4．remove v t.移动；搬开5．doubt n.怀疑；疑惑v t.怀疑；不信6．former adj.以前的；从前的7．worth prep.值得的；相当于……的价值n.价值；作用adj.[古]值钱的8．entrance n.入口9．sink v i.下沉；沉下10．debate n.争论；辩论v i.争论；辩论11．rare adj.稀罕的；稀有的；珍贵的12．dynasty n.朝代；王朝13．style n.风格；风度；类型14．wooden adj.木制的15．local adj.本地的；当地的16．painting n.绘画；画17．trial n.审判；审讯；试验18．sailor n.水手；船员Ⅱ.派生单词——能辨别1．value n．价值；重要性v．评价；重视→valuable adj.贵重的；有价值的2．survive v i.幸免；幸存；生还→survival n．幸存；存活→survivor n．幸存者；生还者3．amaze v t.使吃惊；惊讶→amazing adj.令人吃惊的→amazed adj.感到吃惊的→amazement n．惊奇4．design n．设计；图案；构思v t.设计；计划；构思→designer n．设计师；谋划者5．decorate v．装饰；装修→decoration n．装饰；装潢6．receive v．接受；接收→reception n．接待；招待会；接收7．evident adj.明显的；明白的→evidence n．根据；证据8．explode v i.爆炸→explosion n．爆炸；爆发；激增9．formal adj.正式的→informal adj.(反义词)非正式的Ⅲ.语境应用(用所给词的适当形式填空)1．The little girl was the only survivor in the strong earthquake.She told the reporter that she had to survive on little food during the days when she was buried.I think her survival was a real wonder.(survive)2．It was evident that all the evidence we collected proved him to be guilty.(evident) 3．As far as I know，the designers who designed all our bank cards have made our life easier.(design)[拓展联想]Ⅰ.短语回顾——会默写1．belong_to属于2．in_return 作为报答；回报3．at_war 处于交战状态4．take_apart 拆开5．rather_than 而不是6．in_search_of 寻找7．serve_as 充当；起作用8．less_than 少于9．think_highly_of 看重；器重10．look_into 调查Ⅱ.语境应用(选用上述短语的适当形式填空)1．Last but not least，it is the inner beauty rather_than our appearance that makes us respectable.2．Tired as they are，the rescuers are still in_search_of the missing people in the floods.3．The police are busy looking_into the cause of the traffic accident.4．This is a small house less_than 30 square meters，but a large family of three generations lives in it.5．It's easy to take_apart this imported camera，while putting the pieces together is quite difficult，so you must keep the directions well.【导学号：65670027】[拓展联想][句式结构仿写]time a German city on the Baltic(对应学生用书第31页)精讲4个考纲单词sur v ive vt .比……活得长；(经过……)活(保存)下来vi .活下来；幸存；幸免；生还[高考佳句] Human life is regarded as part of nature and, as such ，the only way for us to sur v ive is to live in harmony with nature .(2015年福建高考)人类生活被认为是自然的一部分，同样，我们存活下去的唯一的方法就是和自然和谐相处。

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.。

Reading
In Search Of The Amber Room
Step 1 Fast Reading
1. What’s the main idea of the whole
passage ?
(5’)
-
(within 15 words)
2. Put the paragraph numbers in the boxes.
Do cultural relics only refer to Cbaunildyionugsg?ive some other examples?
( 2’ for each)
Pre-reading
Have you ever seen a piece of amber?
Let’s see some amber production.
the amber room?
(4’ for each)
FrederickⅠ
Peter the Great
Frederick WilliamⅠ
CatherineⅡ
2. What did these people do to the amber room?
FrederickⅠ
pass down
as a gift
• They are often a part of something _____( /new) tholadt has remained when the rest of it had been destroyed;
• They are something that are _________( /natural), created by our ancestors.
Q1