新人教必修二 Unit 1 Cultural relics-Speaking and writing[课件]

Listening and speaking I.Teaching content: 人教版高中英语必修2 Unit1 Cultural RelicsII.Teaching objectives:After learning this lesson, students will be able to1. Learn how to identify a fact.2. Learn how to ask and give opinions.III.Important and difficult points:1. Important points: Learn how to judge whether it is a fact.2. Difficult points: Give opinions fluently.IV.Teaching aids: PPT.V.Teaching methods: T ask-based methodVI.Teaching procedures:Step 1. Reading (6min)速读P5教材课文，选择最佳答案1．What does the first passage mainly tell us?A．What is a fact.B．What is an opinion.C．A judge believes in true information more than an opinion.D．What is a fact，what is an opinion and what a judge expects in a trial.2．What does the second passage mainly tell us?A．The Amber Room was buried in the mine.B．Jan Hasek is an honest old miner.C．Some German soldiers stole the Amber Room.D．The Amber Room has never been found.[答案]1－2DA第二步细读——把控文章关键信息细读P5教材课文，选择最佳答案1．What really is a fact according to the passage?A．It is something that more than one person believes.B．It is something that more than one person has seen or done.C．It is anything that can be proved.D．It is anything that is believed or accepted by most people. 2．China has the largest number of people in the world. ．A．It is a fact B．It is an opinionC．It is an evidence D．All the three3．In a trial a judge must consider the eyewitness' ．A．appearance B．jobC．opinion D．facts4．How does the writer explain the two terms of “fact” and “opinion”？A．By giving examples.B．By giving definitions (定义)．C．By giving evidence.D．Both A and B.5．In 1945 Jan Hasek saw ．A．something explodedB．the mine was closedC．some German soldiersD．the Amber Room[答案]1－5CADDC[Justification: This step is to practise students’ abilities of skimming and scanning. At the same time, make them understand what is a fact.]Step 2. Listening (20min)1.T:Read a man’s story about what happened to the Amber Room quickly. Do you think it is a fact or an opinion?S:I think it is an opinion that what is in boxes is gold or the Amber Room because Jan Hasek did not see what was in the boxes. He listened to other people’s ideas of what might have been inside. So his evidence is an opinion.2.Fill in the forms.Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room. [Justification: This step is to practise students’abilities of grasping information when listening. ]Step3. Speaking(14min)T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions.Give the students some time to do this and get familiar with the expressions, and then do the next task:T: What is the best evidence?S1: The best evidence is factual and is given by a person who is believable.T: Right. But how can we know which eyewitness is most believable?S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie.T: That’s quite right .Now, let’s have a discussion in pairs and decide which person gave the best evidence.A Sample discussion:A: Do you have any idea about which person gave the best evidence?B: I’m not sure, but in my opinion, I think Anna Petrov gave the best evidence.A: How do you know that?B: I think she is telling the truth.A: Are you sure that?B: Yes. It can be proved that she gave the best evidence because she has no selfish reason for saying what she has said.Then deal with Exercise 2.T: Now you all have your own choice. Write down a short list of reasons for your choice. Begin with this:It can be proved that _______ because _________.After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class. Suggested answer:1) 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 he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the mostbelievable.2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either.I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable.[Justification: This step is to practise students’ speaking. At the same time, they need to learn how to asking for opinions and giving opinions.]Step4. Blackboard。

Unit 1 Cultural relics备课素材I. 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 as much 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.2. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文化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。

《Unit 1 Cultural Relics》说课稿Cultural RelicsⅠ. Brief introduction of the textTeaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）Text analyze ：The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.Ⅱ.Teaching material1. OutlineThe characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such asenvironment protection, animalsprotection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.Requirement：Students could communicate with each other on define of cultural relics and its protection.2. Teaching Aims:（1）. Target languageCultural relics, survive, remain, state, rare, vase, look into, belong to (四会)Introduction, trace, features, in danger(三会)（2）. Ability goalsAsk the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of culturalrelics.（3）. Sensibility goalsProtection of cultural relics, environment protection, and strengthen students’ sense ofresponsibility.（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.3. Teaching focus:Teaching focal points:Cultural relics, survive, state, rare, vase, look into, belong to，remainTeaching difficult points：Listening & speakingTeaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。

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。

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。

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。

高一必修2 Unit1：Cultural relics知识点及12.belong to sb 属于某人( owned by sb)Tom did well at the party, but the evening belonged to Lucy.注意：belong to既无被动形式，也不能用于进行时。

to为介词，可跟名词或代词作宾语。

可用于V-ing形式作后置定语13.in return作为对…的报答，以答谢You gave me your watch and in return I gave you my book.14.serve as 当，担任，充当He served as a waiter there.15.reception n.c. 接待处，招待会，接待仪式,欢送会a wedding reception 结婚喜宴u. 接纳，迎接(the act of receiving or welcoming sb.)a reception centre 接待站16.consider1)〔尤指为做出决定〕仔细考虑，细想.)consider + n./doing/wh- + to do/that-clauseShe considered her options.她考虑了自己的各种选择We’re considering buying a car.2)认为；以为；觉得( to think of sth. in a particular.)consider + n/that-clause/+(to be/as) + n./adj./to do consider+宾语+宾补He considers it a great honor to give a speech during the meeting.17.was/ were able to 表示过去经过努力，成功地做了某事，表达一种结果。

类似于succeeded in doing 或managed to do的含义。

Period 4 Speaking and Writing教案The General Idea of This Period：This period aims at encouraging the Ss to learn how to discuss which person gives the best evidence，and how to show their agreement and disagreement.And help the Ss to organize their ideas into a composition.Teaching Aims：1.Get the Ss to learn to discuss which person gives the best evidence.2.Help the Ss learn how to organize a letter to show their agreement and disagreement.Teaching Important Points：1.Get the Ss to learn to express their agreement and disagreement.2.Enable the students to organize a letter in the proper and efficient way.Teaching Difficult Point：How to write a letter in a correct way.Teaching Methods：1.Create some situations for the Ss to talk actively in public.2.Practice to improve the students’ writing ability.Teaching Aid：A multimedia computer.Teaching Procedures：Step 1 Revision1.Greetings.2.Ask the students to tell something about their researches.Step 2 SpeakingT：Last class we learnt a passage about how to divide a fact and an opinion，and finished the forms about the three people say they know about the missing Amber Room，now please look at the forms again，and discuss which person gave the best evidence in pairs.You can use the following expressions to help you：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）agree with you.It can be proved.I think they have said useful things.I （don’t）believe...，because....It is （not）a factI don’t agree that...The truth is （not）easy to know....has no reason to lie.T：Now write down a short list of reasons for your choice.You may begin like this：“It can be proved that...because...”For example：It can be proved that he owns a restaurant because we can go to his hometown and find it.（Each group should have a leader，after the discussion，the leader will give a report.）（Several minutes later）T：Who can give a short report about your list to the class?（Ask some leaders of the groups to give a report.）Ss...Step 3 Reading and writingT：We have talked what we should do to protect the cultural relics，now we’ll learn a letter from a German newspaper.The writer gives his opinion about what should be done with a cultural relic that has been found.Now please turn to Page 7，read the letter and write a short reply to this letter.You may choose to agree or not agree with the writer and give a reason why you agree or do not agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion.First，students check their answers with their partners.Second，ask some students to read out their compositions and ask other students to correct the wrong sentences.At last，the teacher checks the answers.（Show the answers on the screen）Possible answers to MODEL A：Dear Johann，I must say that I agree with you.If you find the Amber Room，it should belong to you because the search has cost you a lot of time and money. Even if I lost something，I wouldn’t expect that I could find it again. Once I lost a watch.I decided not to look for it. People need to understand that something that you lost can’t come back again.Your letter helps me to remember that people need to be careful with what they own. Then they won’t need to worry about losing them. So you see，Johann，I got two rewards：one I could use and one I could keep in my heart.Yours，Hu Xiaomin Possible answers to MODEL BDear Johann：I must say that I don’t agree with you.Though you find the Amber Room，it doesn’t mean it belongs to you.If you can find out whom it belongs to，you should return it. I’m sure you would want someone to thank you. Once I found a beautiful watch. I wanted to return it. Then I remembered seeing one just like it in a shop. I went to the shop and found the owner to whom it belonged.The owner was very happy to get it back and gave me some delicious apples.So you see，Johann，I got two rewards：one I could eat and one I could keep in my heart.Yours，Hu Xiaomin Step 4 Homeworkpare their compositions with the answers，and remember the useful expressions.2.Write a letter to China Daily to give the students’ opinions about what should be done witha cultural relic that has been found.3.Prepare for the next class.Step 5 The Design of the Writing on theBlackboardUnit 1 Cultural relicsPeriod 4I agree with you because....I really can’t agree with you because.... think highly of 看重，器重besides 除……之外（还有）except 除……之外（没有）Step 6 Record after Teaching。