高一英语必修2Unit1_Culture_relics

高一英语Unit1 Cultural RelicsThe first period (Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the 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.T: Boys and girls, 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 can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of features surviving from a past age and serving to remind peopleof them. They represent the culture of a place and some periods of history. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine 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.3 minutes later, ask some Ss to give their answers.Step 2 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.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.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the library oruse the Internet to search for information.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Second Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points: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.Teaching difficult points: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.5.Train the students’ ability to grasp key information while listening.Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Search o fthe Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, thinkhighly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, atthat times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story ofamber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer:Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language points1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.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.(同位语从句)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Translate the sentences on Page 43 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: 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)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state,condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________.。

人教版高一英语必修二Unit 1课文翻译Unit 1 Cultural relicsReadingIN 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 . 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会有这样一段令人惊讶的历史。

This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。

The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。

The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。

It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。

一批国家最优秀的艺术家用了大约十年的时间才把它完成。

In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。

英语必修二Unit1 Cultural relics拓展词汇1.survive v.1)vi.继续生存或存在2)vt. (经历某遭遇后)幸存；幸免于；（从困境等中）挺过来；艰难度过3)vt.比……长寿；比……活得长【词汇变形】survival n.幸存in the/one’s search for 寻找，搜寻make a search for (去)找，搜查search for 搜寻search…for为了找……而搜查……3.could never have imagined 绝不可能想到could have done 过去可能做过；本可以……；本来能够……couldn’t have done 过去不可能做过……表推测：may/might have done 过去可能做过must have done 过去一定做过can’t/couldn’t have done 不可能做过表后悔、责备、遗憾等needn’t have done 过去本没有必要做（实际上做了）should/ought to have done 过去本该做（实际上未做）shouldn’t/oughtn’t to have done 过去本不该做（实际上做了）4.amazing adj.令人吃惊的；惊人的amaze v.使惊讶；使诧异amazed adj.惊奇的amazement n.惊奇；吃惊in amazement 吃惊地in one’s amazement/surprise 令人吃惊的是【词汇辨析】select 精心挑选elect 投票选举pick 挑剔和苛刻的选择choose 一般意义的选择6.design n.&vt.1)n.设计，图案，构思；计划by design =on purpose 故意地2）vt. 计划；设计；构思be designed to do sth. 目的是做be designed for 专为……而设计的be designed as 打算当做by chance/accident 偶然地7.fancy1)adj.奇异的，异样的；时髦的3)n.喜爱，想要take a fancy to 喜欢上；爱上1）属于某人；归某人所有2）是（俱乐部、组织等的）成员3）是（某族类或纲目的）一部分无被动，无进行做后置定语用belonging to1）作为(对……的)回报/报答=in reward for 2）作为回应【词汇辨析】in return 作为回报/报答in turn 相应地；转而，反之，反过来；依次；逐个，轮流12.the way 用作连词，相当于as13.at war 处于交战状态at+n.表示一种状态或持续的活动at peace 处于和平状态at rest 在休息at table 在吃饭at breakfast/lunch/supper 在吃早饭/中饭/晚饭at church 在做礼拜at sea 在航海at work 在上班at school在上学其他介词（in, on, under +n.）in trouble 处于困境中in danger 处于危险中under discussion 在讨论中under repair 在维修中on sale 上市，出售on holiday 在度假，在休假中on fire 着火，失火on duty 值班14.remove vt.remove sth. from 从……搬走某物remove sth. to 把某物搬到……remove sth. into/out 把某物搬入/搬出2）除掉；清除=get rid of3）脱下（衣服等）=take off; 摘下4）把……免职；开除remove sb. from 某人被免……职15.less than 少于，小于（某一数量或数目）16.同位语从句常在doubt，fact，news，idea，truth，hope，problem，information等词后。

[单词拼写应用]1．(2019·江苏卷)What has led many governments to remove necessary regulations? 取消2．(2018·全国卷Ⅱ)These colorful and sweet jewels from British Columbia's fields are little powerhouses of nutritional protection.宝贝；珍贵的东西3．(湖北卷)Susan's husband Mark watched her sink into hopelessness and he was determined to use every possible means to help his wife.渐渐陷入；渐渐进入[短语多维应用]1.survive vt.比……活得长；(经过……)vi.活下来；幸存；残留(1)survive＋n.(the fire/earthquake/accident...)从(火灾/地震/事故等) 中生还survive on靠……维持生活；靠……存活下来(2)survival n.幸存；[C]遗物；幸存物survivor n.幸存者；死里逃生的人survive the earthquake在地震中幸免于难survive on such a low salary靠这么低的工资维持生计survive the economic crisis挺过经济危机[基础练习]——单句语法填空①(福建卷)Human life is regarded as part of nature and，as such，the only way for us to survive(survive) is to live in harmony with nature.②a.After the plane crash，what the survivors(survive) could do was to wait for rescue on this desert island.b．If he couldn't find his way out of the forest, there would be little chance of survival(survive)．[链接写作]——句式升级(普通表达)After we survived that night，we were confident that everything else would be all right.(高级表达)Having survived that night，we were confident that everything else would be all right.(现在分词短语作状语)[名师点津]survive表示“从地震、火灾、事故等中幸存下来”时，为及物动词，其后不可接介词from或in。

人教版高一英语必修二Unit 1课文翻译Unit 1 Cultural relicsReadingIN 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 . 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会有这样一段令人惊讶的历史。

This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。

The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。

The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。

It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。

一批国家最优秀的艺术家用了大约十年的时间才把它完成。

In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。

Unit 1 《Cultural relics》知识点【短语归纳】调查look into认为,考虑consider作为报答in return拆开take apart制成…make into移走remove属于belong to而不是rather than保持不变remain在…流行be popular among/ with活着,继续存在survive除了…之外还有besides毫无疑问have no doubt寻找in search of高度评价think highly of处于交战状态be at war证明prove在不到两天里in less than two days问题的答案the answer to the question同意某人的话agree with【重点句子】1.There is no doubt that…: 毫无疑问，…2.It takes somebody some time to do something. 做某事花某人多长时间3.This was a time when…在这个时期…4.It can be proved that…可以证明，…5.can't have done something不可能做过某事【单元知识点】1.survive作及物动词1)survive 表示“幸存”“(经过……)活下来”,它后面可以直接加war,flood,fire,accident,earthquake,shipwreck(船只失事)等表示“灾难”的名词。

翻译时,可以先把survive 后的名词译成“经过……后”,然后再译“幸存下来”。

但这种用法中,survive 没有被动语态。

survive sb. by + 时间段比某人活得长……2.in search of 寻找，找寻in the search of (×) in one's search for = in the search for (√)search sp.某地for sb./sth 搜查某地寻找某人某物in one's research of (×)3. could have done意思⑴：过去可能做过某事I can't imagine how he could have thought of doing such a thing。

人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。