知识学习人教版高中英语必修2教案Unit 1 Cultural relics.docx

知识学习人教版高中英语必修2教案Unit 1 Cultural relics.docx

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知识学习人教版高中英语必修2教案Unit1Culturalrelics

人教版高中英语必修2教案Unit1Culturalrelics

课

　　件www.5y

　　Unit1culturalrelics　　Partone:

TeachingDesign（第一部分：

教学设计）

Period1:

AsamplelessonplanforReadingAims：

ToreadaboutculturalrelicsTolearnaboutTheRestrictiveandNon-RestrictiveAttributiveclauseI.warmingupwarmingupbydefiningGoodmorning,class.ThisperiodwearegoingtoreadaboutINSEARcHoFTHEAmBERRoom.Beforeourreading,I’dliketoknow:

A.

　　whatkindofoldthingsareculturalrelics?

Arealltheoldthingsculturalrelics?

B.

　　whatisthedefinitionandclassificationofculturalrelics?

c.

　　Towhomdoculturalrelicsbelong?

keysforreference:

A.culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.B.No,notalltheoldobjectsareculturalrelics.c.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.warmingupbypresentingHi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover：

A.

　　canyounamethemout?

B.

　　whohavetherighttoconfirmandclassifythem?

keysforreference:

A.Theyareculturalsites:

TheGreatwall;TheImperialPalaceofthemingandQingDynastiesinBeijingandShenyang;ThemausoleumoftheFirstQinEmperorandtheTerracottawarriors;Themogaocave.Thesearenaturalsites:

ThejiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:

mountTaishan;mountHuangshan;mountwuyi.B.onlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.warmingupbydiscussingNow,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:

myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.canyouhelpustomakeadecision:

A:

whatshouldwedo?

B:

canwekeepitforourselvesorreportittothegovernment?

c:

Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?

keys:

ABcquestionscanbeansweredinallkindsofways.Theanswersareflexible.II.Pre-reading1.Lookingandsayingworkinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory，suchasyuanmingyuanandtheAmberRoom.Pleaseguess:

A.

　　whatkindsofthingscanresultintheirdisappearing?

B.

　　whydotheycomeintobeingonceagain?

keysforreference:

A.maybewars,naturaldisasters,andtimehavedamagedordestroyedthem,gettingthemlostandchanged.manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.2.Explainingandsharingworkingroupsoffour.Tellyourgroupmates:

A.

　　whatdoyouknowaboutthesubstanceof“amber”?

B.

　　whatdoyouknowabouttheculturalrelics“theAmberRoom”?

keysforreference:

找教案Iamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,thekingofRussia,bythekingofPrussia,FrederickwilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.III.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextINSEARcHoFTHEAmBERRoom.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.SkimmingandidentifyingthegeneralideaofeachparagraphNowpleaseskimthetexttogetthekeywordsandgeneralideaofeachparagraph.1stparagraphtheintroductionabouttheAmberRoom:

design,colour,shape,material2ndparagraphthepresenttotheczar:

apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor3rdParagraphtherelocatingoftheAmberRoomincatherirⅡtimes:

movedintoSummerPalace,moreaddedtoitsdesign4thParagraphthemissingoftheAmberRoom:

thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon5thParagraphtherebuildingoftheAmberRoom:

anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg3.Scanningandanalyzingthecharacteristicsofthetext.Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?

keysforreference:

Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.4.ReadingandunderstandingNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.collocationsfromINSEARcHoFTHEAmBERRoomlookinto…,beusedto…,makethedesignfortheroom,infact,asagiftof…,addmoredetailsto…,remove…fromthesearchfor…,belongto…,feelashardasstone,thefancystyle,bemadefor…,inreturn,oneofthegreatwonders,artobjects,lookmuchlike…,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas…,atwar,remainamystery,bereadyfor…5.Readingandtransferringinformation找教案Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.NUmBERmEANING1716FredericwilliamgavetheAmberRoomtoPetertheGreatasagift.1770catherineⅡhadcompletedtheaddingtotheAmberRoominthisyear.1941TheNaziGermanarmystoletheAmberRoominthisyear.XXTherebuildingoftheAmberRoomwascompletedinthisyear.7000TonsThetotalweightoftheambersusedtomaketheroom.55ThenumberofsoldiersgiventothekingofRussiainreturn.600ThenumberofthecandleslightingtheAmberRoom.2Thetwocountries:

GermanandRussia.2IntwodaystheAmberRoomwasremovedtoaGermancity.100,000TheAmberRoomwasdismantledinto100,000pieces2727woodenboxeswereusedtocontainthepiecesofAmberRoom.300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity6.ReadingandlearningReadthetextandlearnmoreaboutthefollowingpropernouns.youcansurfonthewebsiteafterclass:

NamesofpeopleNamesofplacesFrederickⅠPrussiaFrederickwilliamⅠSt.PeterburgPetertheGreatkonigsbergcatherineⅡwinterPalaceSummerPalaceⅣclosingdownclosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.closingdownbyhavingadiscussionA.

　　canyouimaginethefateoftheAmberRoom?

whatisit?

B.

　　DoyouthinkifitisworthwhiletoreproducetheAmberRoom?

why?

keysforreference:

A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.maybeitwasdestroyedatwarinthefightingfire.yousee,amberscanbemeltedeasily.maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.B.IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.closingdownbyretellingthestoryoftheAmberRoomwell,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.youaretoretellthestoryoftheAmberRoom:

colourStyleShapeownerpresentmovetowinterpalaceaddtomoredetailsremovetopiecesputontrainsremainamystery300thbirthdayPeriod2:

AlessonplanforLearningaboutLanguageAims:

Tolearnabouttherestrictiveandnon-restrictiveattributiveclauseTodiscoversomeusefulwordsandexpressionsTodiscoversomeusefulstructuresProcedures:

I.warmingupwarmingupbydiscoveringusefulwordsandexpressionsPleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.找教案warmingupbyexplainingNow,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?

Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.II.LearningaboutAttributiveclause1.whatisanadjectiveclause?

Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?

”or“whatkindof?

”considerthefollowingexamples:

AdjectivetheredcoatAdjectiveclausethecoatwhichIboughtyesterdayLiketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who,”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:

informalThebookspeoplereadweremainlyreligious.formalThebooksthatpeoplereadweremainlyreligious.informalSomefirefightersnevermeetthepeopletheysave.formalSomefirefightersnevermeetthepeoplewhomtheysave.Herearesomemoreexamplesofadjectiveclauses:

themeatwhichtheyatewastaintedThisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?

”.They’retalkingaboutthemoviewhichmadehimcryThisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?

”.TheyaresearchingforthestudentwhoborrowedthebookTheclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?

”.DidItellyouabouttheauthorwhomImet?

Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?

”.2.Restrictive&nonrestrictiveclausesDothefollowingpairsofsentencesmeanthesamething?

1amyuncle,wholivesinLondon,isveryrich.2bmyunclewholiv