高中英语Unit1culturalrelics学案1新人教版必修2.docVIP

Unit 1 Cultural relicsTeaching & Learning Objectives/ Aims:I Language knowledge: Topics: Cultural relics protection, Famous cultural relics in China and abroad.Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions.Grammar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause)II Language Skills Listening: Listen to the tape of two different descriptions, learn to grasp the main information and fill in the forms. Do the listening exercises in WB.Speaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about the topic about cultural protection and famous culture relics in China and abroad according to the contents of this unit. Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students ability of grasping the structure and organization of the text and learn the way of telling story. Try to help the Ss to set up a concept to comprehend the text as a whole and summarise the main idea of each paragraph and complete the other exercises. In the Using Language part, get the Ss to read the short paragraphs to distinguish the fact with opinion. Meanwhile, learn the new word, phrases and sentence structures in the texts to improve the Ss language ability get a better understanding of the texts. Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the given guidance. Integrating skills: Get the Ss to develop the four skills comprehensively by teaching the given materials in an organized way. Learn and use the words and expression in this unit. Study the sample entry in dictionary and learn to use dictionary properly. Get the Ss to consolidate Attributive Clauses by analysing the sample sentences and combining two clauses into an Attributive Clause. Introduce and compare the Restrict and Non-restrictive Attributive Clause for the Ss to have a clear idea of Attributive clause. Do the grammar exercises in the textbook and workbook to grasp the grammar items.III Emotion & Attitudes: Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad. IV Learning Strategies: Learn to understand the text by grasping the structure and organization of the text. Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one. V Cultural consciousness: Form the sense of cultural relic protection and learn to appreciate different cultural relics. Main Points: language points and language skills listed above, learning strategies, the reading comprehension of the text, the grammar items. Difficult points: new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based TeachingTime: Period (45min7 )Teaching Aids: Multi-media teaching systemPeriod 1Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text.Teaching & learning goals:1. Introduce and talk about some basic knowledge about cultural relics. 2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text.3. Do some of the reading comprehension exercises. Main points: The reading comprehension of the text. Difficult points: Reading and reading comprehension of the text.Class type: Warming up and Fast Reading Teaching & learning procedures:Step 1 Lead-in Introduce the topic of this unit and get the Ss to know the new words: cultural, relic. Step 2 Warming up Task 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions.Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers.) Suggested answers: 1) A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past. And the correct definition should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that it tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used. 2) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time. 3) That it can be a building, object or item.Notes:1. cultural adj.文化的 culture n. 2. relic n.遗物, 遗迹, 废墟, 纪念物3. rare adj. 稀罕的, 杰出的, 珍贵的eg. a rare sense of honor 不寻常的荣誉感 a rare friend. 极好的朋友Its very rare for her to arrive late. This is a rare book. 4. valuable adj. 贵重的, 有价值的, 颇有价值的eg. a valuable diamond 贵重的宝 valuable information重大的消息 valuable advice重要的建议 a valuable friend令人钦佩的朋 5. survive vi. 幸存，幸存, 生还 ,比活得长 vt.从中逃生, 经历后继续存在survivor n. 幸存者 eg. The custom has survived for thousands of years. Only two people survived the fire. Two-thirds of the people survived the earthquake. 经过这次地震, 三分之二的人活了下来. 6. vase n. 花瓶 7. dynasty n. 王朝；朝代Step 3 Pre-readingTask 1 Ss ask each other if they know something about amber. If they know, share the information with the class. If they dont know, they teacher may show pictures of ambers and give some explanation.Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin (树脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life.琥珀是史前松树脂的化石。琥珀是由千万年前植物所分泌出来的树脂，经过地壳变动而深埋地下，逐渐演化而成的一种天然化石。形成于4000万年至6000万年前，琥珀的主要成分是碳、氢、氧以及少量的硫，硬度2-3，比重1.05-1.10，熔点150C-180C，燃点250C-375C。琥珀是很“涩”的物质，没有两块琥珀是完全相同的。品种有金珀、虫珀、香珀、灵珀、石珀、花珀、水珀、明珀、蜡珀等，尤以含有完整昆虫或植物的琥珀为珍贵 。Task 2 Look at the title and the picture of the reading passage and predict what it is about. Possible answers: (collect answers from the Ss) What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?Step 3 Fast Reading Task 1 Scan the text as quickly as possible to see if their prediction is right and answer the five questions to summarize the main idea of the five paragraphs. At the same time ask themselves when, where, who, what, whyquestions. Answers: P1: How was the Amber Room made? P2: Why did the King of Prussia give the Amber room to the Czar of Russia as a gift? P3: How did the Amber Room become one of the wonders of the world? P4: How did the Amber Room get lost? P5: How was a new Amber Room built? Task 2 Read the text more carefully, join the correct parts of the sentences together in Exercise 1 in Comprehending and put the following sentences in order to have a clear idea of the development of the story. (Ask the Ss to pay attention to the way writer tells the story.)1) _Fredrick William I gave the Amber Room to Peter the Great as a gift.2) _The Czar gave Fredrick William I his best soldiers.3) _The Amber Room was made for Fredrick I.4) _The Russians removed art objects from the Amber Room.5) _More details were added to the rooms design.6) _The Amber Room was taken apart(拆除)and moved away.7) _A New Amber Room was built.8) _Catherine II moved the Amber Room to the palace outside St Petersburg.Answers to the Exercise 1 in Comprehending: 1 C 2 E 3 B 4 D 5 A 6 F The right order of the above sentences: 2 3 1 6 5 7 8 4 Task 3 Do more comprehending exercise to gain more detailed information and understand the text better. 1) Close test.The Amber Room time spent A team of artists spent ten years making it. material7,000 tons of amber were used for making it, with gold and jewels.purposeIt was made not to be a gift , but for the Palace of Frederick I.resultsIt was sent to Russian people. After Frederick William I succeeded his father and became the King of Prussia; soon it became part of the Czars winter palace; it was one of the great wonders of the world; in 941, it was stolen by the Nazis. Now a new Amber Room has been built in Russia and it looks much like the old one, following the old photos.2) List the places and events to show the remove of the Amber Room.Prussia-Russia-the winter palace in St Petersburg-the summer palace in St Petersburg-German city on the Baltic Sea-?built-gave to sb as a gift-added to more details-stolen-lost-rebuiltStep 4 Listening & Retelling Task1 Listen to the tape of the text to get a better understanding of the text. Task 2 Try to retell the text according the form above. Homework: 1. Listen to the tape and read the text.2. Find out the new words and language points in the text.3. Think about the question in Exercise 3 in Comprehending.Periods 2-3Teaching & learning contents: Intensive reading, language focus & Comprehending, learning about the language. Teaching & learning goals:1. Learn the new language items in the text and their usages to get a better understanding of the text.2. Discuss the question in Comprehending.Main points: New language points and language items.Difficult points: New language points and language itemsClass type: Reading, language focus.Teaching & learning procedures:Step 1 Revision Task 1 Try to retell the text according to the time order.Task 2 Check the vocabulary to see if the Ss have got to know some of the new words.Step 2 Language focus Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, and sentence structure, the meaning of some difficult sentences, the background information, and the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the items according to the Ss language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes. Task 1 Learn the language points and try to understand them & use them.Main language points:1. in search (n.) of 寻找；搜寻 in the / ones search for在寻找中 search (v) for sth 寻找；搜寻 search (v) sb / sth 搜查某物/ 搜身2. Frederic William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.1) could have done “本能够”(用于对过去情况的推测,其否定形式 “cant / couldnt have done” ,意为 “(过去)不可能做过某事.eg. The classroom cant have been cleaned by Li Ping because he didnt come to school today. 教室不可能是李平打扫的,因为他今天没来上学. He knows nothing about that book, for he couldnt have read it before. 他对那本书一无所知,他不可能读过.He paid for a seat when he _ have entered free. (could /would / must / need) I _ have been more than six years old when the accident happened. (shouldnt / couldnt / mustnt / neednt)2) gift n. 礼物,天赋,天资 have a gift for 对有天赋gifted adj. 有天才的,有天赋的eg. He is a student who has a gift for math.对数学有天赋. She is a talented student.3) amazing adj.令人惊异的 amazed adj. amaze vt. 使吃惊 eg. He ran at an amazing speed. His progress in English is amazing. He felt amazed when he was admitted by Peking University.3. This gift was the Amber Room, which was given this name because several tons of Amber were used to make it. 1) Non-restrict Attributive Clause. 非限定性定语从句和它的先行词之间只有松散的关系，往往是对先行词作补充说明，在文字中通常用逗号与主句隔开。eg. The chairman, who spoke first, sat on my right. The speech, which bored everyone, went on and on. On April 1 they flew to Beijing, where they stayed several days. Im seeing the manager tomorrow, when he will be back from New York. They have invited us to visit their company, which is very kind of them. Usually they take a walk after supper, which does them a lot of good.2) ton n.吨,大量,许多eg. Two tons of oil are in great need. A ton of wheat was shipped (ship) to that area 4. The amber which was selected had a beautiful yellow-brown colour like honey. 1) select vt.选择, 挑选 to take as a choice from among several; pick out. Select 侧重于从许多不同种类中进行选择时的挑剔态度.choose v. 选择, 选定to select from a number of possible alternatives; decide on and pick out. Choose 含有运用判断力在一些人、物或行为方式中选出一个的意思：eg.“We do not choose survival as a value; it chooses us” (B.F. Skinner). “并不是我们把生存作为一种价值而选择了它；而是它选择了我们” Four skiers will be selected to represent each country. 每个国家将选出四名滑雪者作为代表。 2) honey n. (蜂)蜜, 蜂蜜5. The design of the room was in the fancy style popular in those days. 1) design n.设计, 图案, 构思, 纲要 v. 设计, 计划, 谋划, 构思eg. design a building; design a computer program. 设计一个建筑物；设计一个计算机程序2) fancy vt. have a liking for; wish for 爱好；想象fancy adj. 别致的；奇特的；装饰花哨的 eg. I fancy a swim. 我想去游会儿泳。 Fancy her saying a thing like that! 想不出她竟然说出这样的话来。 These clothes are too fancy for me, I prefer plainer ones. 3) instyle/ in the style of 以的风格 eg. She bought a painting in the style of Picasso. 4) popular in those days = which was popular in those days eg. The boys (who are) easiest to teach in my class.6. It was also a treasure decorated with gold and jewels, which took the countrys best artist about ten years to make. 1) decorate vt. 装饰, 为.做室内装修 be decorated with 2) jewel n. c 珠宝；宝石 3) artist n. 艺术家 art n. 4) take sb some time to do sth 7. to whom the amber room belonged, 1) Non-restrictive clause with the preposition in front of relative pronoun 2) belong vi. 属于；为的成员 belong to 属于 eg. This house belonged to Mr Li in the past. Who/ whom does this book belong to?8. In return, the Czar sent him a troop of his best soldiers. 1) in return 作为报答in return for 答谢 return ticket / trip 往返车票/旅行return v. = go back / give backeg. Tom , in return , told her his history. He bought Mary a card as birthday present. Mary gave him some candies in return. He bought her a gold watch in return for her help. 2) troop n.群, 组, 多数, 军队 a troop of 9. reception hall 接待室/厅10. She told her artists to add more details to its design. 她告诉他的艺术家们将设计方案再增加更多的细节。 addto把加进里去 eg. He added that he was very pleased with our work. Please add some sugar to the milk. Add the score up. His being absent added to our difficulty. The money he spent one day added up to about $100.11. In 1770 the room was completed the way(= as) she wanted. the way she wanted 方式状语，the way的用法与连词相同，后面常跟that，in a way, in the way也有类似的用法。 eg. I was never allowed to do things the way I wanted. He was looking her in a way that surprised her.*way作先行词时,若在从句中作方式状语,应用in which或that引导定语从句,也可以省略;若在从句中作主语或宾语,应用that或which引导定语从句。 eg. This is the way (in which/that) he did that. 这就是他做那事的方法。 This is the way that/which is reasonable. 这就是那个很有道理的方法。 This is the way (that/which) he raised. 这就是他提出来的方法。12. light v. 点燃,照亮 n. 光,光亮 adj.明亮的,轻的,浅色的注:light的过去式或过去分词可用lighted或lit,但作定语修饰名词时用lightedlight up 照亮,使(光亮)eg. She took the lighted (点燃的)candle into the dark room and quickly the room lit up (照亮). He lit a lamp/candle/cigarette/fire. These streets are lit/lighted by electricity. She entered the room, with a lighted candle in her hand.13. wonder n. thing or event causing surprised feeling combined with admiration 奇观，壮举，奇才，惊奇，惊叹, 奇迹eg. Walking on the moon is one of the wonders of our times. What a wonder it is!They were filled with wonder when they saw the spaceship.Its a wonder (that )难得(Its ) No/ Little / hardly wonder that 难怪，并不奇怪eg. Its a wonder you recognized me . No wonder he is not hungry, he has been eating sweets all day.难怪他不饿，他整天在吃糖果14. This was a time when the two countries were at war. 这是两国交战时期。 at war 处于战争状态，介词at可表示状态或动作。 at peace at breakfast at rest at table at work at school at the piano at ones best eg. At that time, China and Japan were at war, so travelling was extremely difficult. The two countries have been at war for m