Culturalrelics

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,欢迎会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。

Unit 1 Culture relics 单元语言点目标认知重点词汇rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy重点短语belong to, in return, serve as, think highly of, part of重点句型1. … could never have imagined…2. Nor do I think they should give it to any government.知识讲解重点词汇rare【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。

稀薄的The air is rare at high altitudes. 高处空气稀薄。

【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。

occasional 指偶然、间或发生的事，侧重无规律可循。

uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。

scare指暂时不易发现、不存在或数量不足，供不应求的东西。

rare指难得发生的事或难遇见的人或事，侧重特殊性。

valuable【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验valuable jewelry 贵重的首饰This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。

Teaching planUnit1 Cultural RelicsI.T eaching aims1.target language 目标语言a .识记词汇relics, amber, Frederick William I, Prussia, Prussian, Peter the ,Czar, Catherine, Leningrad, mysteryb .重点词汇cultural, survive, remain，state, rare, dynasty, vase, belong, gift,ton, stone, once, heat, design, fancy, style, jewel, king, artist,reception, light, wonder,remove, furniture;secretly, wooden,doubt, trial, consider,opinion,evidence, prove,pretend, maid,castle, sailor, treasure，besidesc .重点词组look into, belong to, in search of, in return, at war, take apart,think highly ofd .功能句式Expressions used to give opinionsI 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...Asking for opinionsDo/Don‟t you think that…?Why/Why not …?How do you know that?What do you think?What‟s your idea/opin i on of…?How do you feel about…?What are your reasons for saying that? Would you consider…?Do you have any idea about…?Are you sure that he/she was telling the truth?What do you think of …?What would you say…?Who do you think was…?2. Ability goal 能力目标Enable the students to know the meaning of cultural relics and talk about some details of some famous cultural relics in English and express or support an opinion with suitable expressions.II. T eaching important pointsLet students learn to use the structures of expressing and supporting an opinion.III. T eaching difficult pointsKnow what restrictive attributive clause and non restrictive attributive clause areIV. T eaching aidsBlackboard, chalks, picturesV. T eaching procedures第一课时Step1 warming upShowing the pictures as followingsTelling them 3kinds of cultural relics just as the pictures show : ivory Mouth Buddha, cultural site of He Mudu, building clusters.Step2 Pre-readingRising questions as:1. Do you know what amber is?2. Have you ever seen a piece of amber?Then showing students the pictures making up of amber and give them 5miutes to taking about it.5minutes laterTell them that amber is a hard yellowish brown clear substance. it is often used for jewels and decorative objects.Step3 ReadingGive brief introduction of the persons of Frederick1, Frederick william1, Peter the Great, Catherine2, The Nazi army, The Russians and Germans before they start to read and also ask them to notice the time and the place the story happened , who made the Amber Room? why？When the Amber Room disappeared?What finally happened to the Amber Room?After reading, explain the whole passage in detailsStep4 ComprehendingGive students 8minutes to do the exercise in the comprehending then check the answers.Homework1. Let them talk about the some cultural relics the know best or the ones they want to know about and show their opinions nextclass,2. Let students do the exercises in the Learning about Languageand check it in the next class.第二课时Step5 Learning about LanguagePart1 Check the answer in the Learning about LanguageTell the students the meaning of the phrases and passage inthe exercise. Giving the correct answers and then analyzingthe whole passagePart2 Then asking students to read the meanings of the phrase “belong to”and do the relevant exercises. Then show thestudents the English meanings of the phrases such as“look into”, “in return”.Part3 Ask students to go back to the passage and to find out the attributive clauses and the non-attributive clauses.Then tell them how to distinguish attributive clauses andnon-restrictive clauses and give them some examples toexplain them. SRestrictive attributive clauses give important information to finda popular thing or person from two or more other things orpeople.Non-restrictive attributive clauses give extra information which is interesting or useful but not essential for finding a particular thing or person, there is usually a comma before the non-restrictive attributive clauses.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 treasured3b 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. Anon-restrictive clause simply adds more information into thesentence and does not affect the meaning of the main clause: itis therefore bracketed off with commas (1a = an uncle whohappens to live in London). Conversely, a restrictive clausedefines its referent in the main clause more specifically andcontributes significantly to the meaning of the sentence. Thus itis 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 iseither …that‟ or …which‟, whereas for human referents the relativepronoun can be either …who/m‟ or …that‟ (the man t hat/whom Iwill marry.第三课时Step7 Using LanguageReading and listeningPart1 Give them 4mins to read this passage, then ask them to tellme what a fact is and what an opinion is.Part2 Read the passage in the exercise2 and ask several studentsto answer the question. Do you think it is a fact or an opinion andgive reasons.Part3 Fill the table.Ask a student to check the answer.Part4 Pre-listeningRemind students of where and how the Amber Room havedisappeared, advise them to scan the table in the exercise3.Listen to Part A and Part B individually.Discuss in group of two and write down the message.Ask several Ss to report.Check.S peakingAsk students to do the express their opinions with theexpressions in the Speaking1 and give judgments of their usingof English and their oral English.Reading and writingPart1 ask students to read this letter and discuss the questions in the right list.Organize the students into two groups according theiranswers and let them to have a debate.Part2 Write a report using the following guidance ( hand in)Summing up1. Let them talk about the some cultural relics the know best or theones they want to know about and show their opinions nextclass,2. Write down what you have learned about culturalrelics______________________3. From this unit you have also learnedUseful verbs_______________________________Phrasal verbs______________VI Reflection:The lessons went well, but the students‟ too little knowledge about the cultural relics make them a little silence at class.。

A Teaching Design of Module 2,Unit1 In Search of the Amber Room (Reading)Ⅰ.Background information:Students: 40 senior middle school students in grade1Class duration: 45 minutesⅡ.Reality of students’learning:The students in grade 1 are active in thoughts and are curious about the outside world.However, they lack in critical and deep thought about a certain thing.As to reading, they usually lack scientific reading skills in doing reading comprehension.Ⅲ.Analysis of the teaching material:The topic of this unit is cultural relics.Students are quite interested in topics about different cultures around the world.This is the second period of the whole unit.As a reading class, the passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching reading, much emphasis should be put on training the students’reading skills.1.Ⅳ.Teaching objectivesnguage objectives:1) Students are required to master the key words and phrases occurred in the passage(e.g.amazing, decorate, belong, in return, less than etc.)2) Students are required to learn the attributive clause and acquire the sentence pattern.nguage skills objectives:1) Students are required to describe a certain thing by using the new sentence patterns.2) Students are required to master two kinds of reading skills—skimming and scanning, andlearn to use them in their daily reading.4.Affect objectives:1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance ofprotecting them.Ⅴ.Teaching important and difficult points1) Teaching important point: Help the students thoroughly understand the passage and acquirethe new words, phrases, and sentence pattern in the course of reading.2) Teaching difficult point: Help the students master two kinds of reading skills—skimmingand scanning and learn to apply them in daily use.Ⅵ.Teaching methods:Task-based method & Top-down modelⅦ.Teaching aids:PPT, pictures, blackboardⅨ.Blackboard design Unit 1 Cultural RelicsTry to use the following sentence patterns⏹ It lies in/on/to … ⏹ It is located in/on/to... ⏹ The scenery there is … ⏹ It is famous for/as ….. ⏹ It looks like …..⏹ I appreciate …most, because …。