人教版高中英语必修二unit 1 词汇课教案

Unit 1 Cultural relics 教案2（A FACT OR AN OPINION<PART 2>）IntroductionYou are learned to distinguish a fact and an opinion。

Help students with their reading of A FACT OR AN OPINION。

Translation of the text into Chinese is proposed.Objectives⏹To learn to tell facts from opinions⏹To write a reply letter⏹To listen and speak about cultural relicsProceduresI。

Warming up(1) Warming up by questionsMorning, class。

We always say, “We must respect facts and can’t wholly depend on one’s opinions”。

But can you tell me：A.What does it mean when you say，“I t is a fact”？B.What does it mean when you say，“I t is an opinion”？（2) Warming up by questioningTurn to page 5。

Read the passage and tell me：A。

If you want to go in for law against somebody, and if you want to win，what’s the most important thing you should do first?B. What makes a judge decide which eyewitnesses to believe and which not to believe？II. Guided reading(1）Reading and definingRead the passage and define: What is a fact？What is an opinion？What is an evidence?（2）Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph。

新人教版高一英语必修二unit1教案教学内容The First Period(Warming up, one class)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:Teaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over:A.Can you name them out?B.Who have the right to own and confirm them?(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 Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A. a cultural relic is sth. that survive d for a long timeB. a cultural relic may be a part of old thing has remain ed when the rest of it had beendestroyedC.or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology of making them…)2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; d on’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive ClauseTeaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors The Sydney Opera; The White House; The Big Ben; The Amber Room (which we have learnt last period)Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is aroom built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.) Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1②The suggested answers to the Ex23. Detailed ReadingRead the text again and answer the following questions:①.What was given to the Russian people as a great gift by Frederick WilliamⅠ,the Kingof Prussia?(The Amber Room was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia )②.Why it is called the Amber Room and how many tons of amber were used to make theAmber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color) ③.What did Catherin eⅡ do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World Wa rⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.) 4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa rⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.) Step Four: Discussing Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases byStep Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the student’s judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:1.To learn some useful words and expressions2.To learn some useful structures3.To learn the Restrictive and Non—Restrictive Attributive ClauseLearn how to use the Attributive Clause with that/which/who/where/when⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive ClauseTeaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)(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 of8.suivive9.remove10.artist11.former12.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, worthStep Three: Exercising 2 (Exercise 3 on Page 3)Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages ofStep Four: Grammar point (the Attributive clause)⑴. Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differencesWhile the other sentences have the Restrictive Attributive Clauses.●非限制性定语从句的用法：1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。

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

高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。

首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。

最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。

Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。

《人教版高中英语必修2 Unit1》教学设计设计教师: 吴海波教学年级：高一课题名称：Cultural Relics—In Search of the Amber Room（阅读课）教材版本：人教版高中英语必修2 授课时间：45分钟一学生分析教学对象为高中一年级学生，智力发展趋于成熟。

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

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

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

学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。

虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。

他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

不过，本班学生的水平参差不齐，有些差距还相当大。

因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

二教材分析这一课是本单元第一个课时。

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

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

我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。

三教学目标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。

必修2英语unit1教案【篇一：新人教版高一英语必修二unit1教案】the first period(warming up, one class)teaching aims:1. to learn the knowledge of the cultural relics.2. discuss how to protect our cultural relics.3. to learn the following words or phrases:cultural relics, rare, valuable, survive, vase, rare, dynastyteaching designstep one: presentation(by showing them some photos of some famous cultural relics.)hello, everybody, let’s look at the screen. here are some pictures. they are all very famous places in china or in the world. please think these over:can you name them out?who have the right to own and confirm them?(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 emperor and the terracotta warriors) let the students name out the famous places in the pictures, and tell them they are cultural relics. and explain what cultural relics are.a cultural relic is sth. that survived for a long timea cultural relic may be a part of old thing has remained when the rest of it had been destroyed or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. get the students understand the identity of the cultural relics.2. let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( by showing the pictures of some natural sites relics. eg: mount huashan, the jiuzhaigou valley, river li )step two: drillslly the ones in our location.here are some possible answers from the students:(the neiguan cave(内莞岩); the xinfengjiang river(新丰江); heyuan dinosaur park(河源恐龙公园); yuanmingyuan(圆明园), etc.)(the sydney opera; the white house; the big ben; the amber room, etc.)step three: discussing 1as we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. then can you tell the value of the cultural relic? (have the students discussed for some time in teams, then get their answers by expressing in class.)(there will be a lot of possible answers. eg: from the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technologyof making them…)2. how to protect the cultural relics? (the same as question 1) (there will be a lot of possible answers. eg: having the idea of protecting our cultural relics; don’t damage them; use them in a rig ht way…..)step four: discussing 21. if you find a cultural relic, what will you do with it?2. do you think to whom the cultural relics belong?(all cultural relics belong to all people and whole society.)have the students to discuss the first question for about two or three minutes, then show the answer for their team. then the same way for question 2.(while discussing, teach the new phrase in red)the second period(reading part, 2-3 classes)teaching aims:1. reading and understanding, catching the history and information of the amber room.2. functional item, how to tell the story about the amber room3. grammar point: the attributive clause4. learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartteaching designstep one: presentationlast period, we talk about the cultural relics at home and abroad, such as the great wall, the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors the sydney opera; the white house; the big ben; the amber room (which we have learnt last period)then, we will go the amber room, showing them the pictures of it.do you know the history of the amber room, and do you know where the amber room is now? (the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost seven thousand tons of natural ambers were used to make it. but during world warⅡ in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.) step two: reading 1 (listening, reading and understanding)1. now please listen to the tape of the text in search of the amber room. and then read aloud. pay attention to the pronunciation of each word and the pauses within each sentence.2. after reading the text, please complete the exercises of comprehending.①keys to ex1 cebdaf②the suggested answers to the ex2para 1 how was the amber room made?para 2 why did the king of prussia give the amber room to the czar of russia as a gift? para 3 how did the amber room become one of the wonders of the world?para 4 how did the amber room get lost?para 5 how was a new amber room built?3. detailed readingread the text again and answer the following questions:what was given to the russian people as a great gift by frederick williamⅠ,the king of prussia? (the amber room wasgiven to the russian people as a great gift by frederickwilliamⅠ,the king of prussia )why it is called the amber room and how many tons of amber were used to make the amber room?(because it was made of seven thousand tons of amber, which has a beautiful yellow brown color)what did catherineⅡ do with the amber room?(she had the amber room moved to the palace outside st petersburg and transformed it.) ④. what happen to the amber room during world warⅡ?(it was stolen by the nazi and it was taken apart and missing in world warⅡ)step three: intensive readingskimming and identifying the general idea of each paragraph now please read the text again and try to catch the main idea of each paragraph. after about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the amber room(the amber room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the czar(the history of the amber room and its use in russia—the czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the amber room incatherineⅡ time(catherineⅡ had the amber room moved to the palace outside st petersburg told the artists to add more details to it.)4th paragraph: the missing of the amber room(the german nazi stole the amber room secretly during the world warⅡ,and what really happen to the amber room remain a mystery)5th paragraph: the rebuilding of the amber room(russia and germany have built a new amber room for the300th birthday f st petersburg.) step four: discussingclosing down by having a discussioncan you imagine the fate of the amber room? what is it?do you think if it is worthwhile to reproduce the amber room? why?have the students discussed one question by one question for some time, and then show their views for their teams. there may lots of possible answers.keys for reference:a: i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly. b: i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st petersburg. it is a trace and feature surviving from a past age and serving toremind people of a lost time.step five: new words teachingread the reading part paragraph by paragraph again and pick up the key words and phrases by themselves, let the students try to explain the meaning and usage.amazing, select, honey, heat, design, fancy, style, decorate, jewel, artist, belong, in return, troop, light(lit), mirror, wonder, at war, remove, furniture, wooden(wood), doubt, formerespecially pay attention to the words and phrases underlined. step six: grammar points in this textlet the students try to find out the attributive clause in warming up and the reading part.1. a cultural relic is something that has survived for a long time.2. it is your job to look into any reports of cultural relics that have been found in china.3. you are sent to a small town where you find a relic that was stolen from a palace.4. the man who has it insists that it belongs to his family.5.this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it.6. later, catherineⅡhad the amber room moved to the palace outside st petersburg where she spent her summers.7. in 1770, the room was completed the way she wanted it.8. this was a time when the two countries were at war.have the st udent’s judge whether they are the same as those we had learnt before. especially the 5th one. this will be the homework after class.the third period(learning about language, 1-2 classes)teaching aims:to learn some useful words and expressionsto learn some useful structuresto learn the restrictive and non—restrictive attributive clause teaching important pointlearn how to use the attributive clause withthat/which/who/where/whenteaching difficult point:⑴. how to tell the attributive clause withthat/which/who/where/when from other clauses. ⑵. learn the differences between the restrictive and non—restrictive attributive clause teaching designstep one: retelling (can be chosen)retell the story of the amber room in their own words.step two: exercising 1 (exercise 1 2 on page 3)(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:select rarereception amaze less than wooden in search of suivive remove artist former at war【篇二：高一英语必修2_unit1_阅读课教学设计】沈美虹公开课教案人教版高一英语必修2 unit1 阅读课教学设计指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。