高中英语人教版必修2Un1 Cultural relics教学设计 The first period Warming up, Pre-reading, Read ing and Comprehend ing 1. Knowled ge points: Get the students to learn the useful new words and expressions: rare valuable, survive, vase, dynasty, amaze, select, honey, design, fancy, style, decorate jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, in search of belong to in return at war, less than Get the students to learn the history of the amber room 2. ability aims Let the students read the passage In Search of the Amber Room 3. Important points Learn and read the passage In Search of the Amber room to help them learn different read ing skills 4. Difficult points Develop their reading skills and get them to talk about cultural relics Step 1. Warming up 1 Warming up by looking and talking show them some pictures to arose 2. Warming up and definition 1)What kind of old things are cultural relics? 2)Are all the old things cultural relics? 3)What is the definition and classification of cultural relics? 4)Whom do cultural relics belong to? Ask them to read and predict what the reading passage is about ep 3. Reading 1. Skimming for the general idea of each paragraph
1 高中英语人教版必修 2Unit 1 Cultural relics 教学设计 The first period Warming up， Pre-reading， Reading and Comprehending 1．Knowledge points： Get the students to learn the useful new words and expressions：rare， valuable，survive，vase，dynasty，amaze，select，honey， design，fancy，style，decorate， jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth，in search of， belong to，in return，at war，less than Get the students to learn the history of the Amber Room. 2．Ability aims: Let the students read the passage In Search of the Amber Room. 3．Important points: Learn and read the passage In Search of the Amber Room to help them learn different reading skills. 4．Difficult points: Develop their reading skills and get them to talk about cultural relics. Step 1. Warming up 1. Warming up by looking and talking: show them some pictures to arose. 2. Warming up and definition. 1) What kind of old things are cultural relics? 2) Are all the old things cultural relics? 3) What is the definition and classification of cultural relics? 4) Whom do cultural relics belong to? Step 2. Reading . Ask them to read and predict what the reading passage is about. Step 3. Reading 1. Skimming for the general idea of each paragraph
The general ideas The The history of the Amber Room passage Para 1 The introduction about the Amber Room: design, color shape, material Para 2 The present to the Czar: a part of winter palac Petersburg、a reception hall for important visitors Para 3 The relocating of the Amber Room in the Catherine times: moved into the Summer palace. more added to its designs Para 4 The missing of the Amber Room: the two countries were at war. Nazi German army stole the amber room and 27 wooden boxes were trained to a german city. nobody knew it from then on Para 5 The rebuild ing of the Amber Room: a new one but the same as the old built by the two countries for celebrating the 300 th birthd ay of petersburg 2. Scanning for detailed information: read the text carefully and do exercises 1 and 2in Comprehending 1). Join the correct parts of the sentences together (1) Frederik I A stole the amber room (2)Frederik William I B sent a troop of his best soldiers to the King of Prussia (3)Peter the Great C had the amber room made (4)Catherine II D. had it moved outside St Petersburg 5)The Nazi army E. gave it to the czar as a gift (6)The Russians and Germans F. built a new one after study ing pictures of the old one 2). The following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the boxes. Then answer the questions o How did the amber room become one of the wonders of the world? d How was a new Amber Room built? D How did the amber room get lost? o How was the amber room made?
2 The general ideas The passage The history of the Amber Room Para 1 The introduction about the Amber Room: design, color, shape, material Para 2 The present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitors Para 3 The relocating of the Amber Room in the Catherine Ⅱ times: moved into the Summer Palace, more added to its designs. Para 4 The missing of the Amber Room: the two countries were at war. Nazi German army stole the Amber Room, and 27 wooden boxes were trained to a German city. Nobody knew it from then on. Para 5 The rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg 2. Scanning for detailed information: read the text carefully and do exercises 1 and 2 in Comprehending. 1). Join the correct parts of the sentences together. (1) Frederik I A. stole the Amber Room (2) Frederik William I B. sent a troop of his best soldiers to the King of Prussia (3) Peter the Great C. had the Amber Room made (4) Catherine II D. had it moved outside St Petersburg (5) The Nazi army E. gave it to the Czar as a gift (6) The Russians and Germans F. built a new one after studying pictures of the old one 2). The following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the boxes. Then answer the questions. □ How did the Amber Room become one of the wonders of the world? □ How was a new Amber Room built? □ How did the Amber Room get lost? □ How was the Amber Room made?
a Why did the King of Prussia give the amber room to the Czar of russia as a gift? 3. Deal with any language points students might meet 4. Read ing aloud and underlining. (listen to the tape and pay attention to the pronunciation of each word and the pause within each sentence. Pick out all the useful expressions or collocations from the passage while read ing and copy them to the notebooks after class 5. Read ing and transferring information. (filling the table) umber Meaning 1716 1770 1941 2003 7000 tons 600 2 100.000 27 The 300th 6.根据课文内容填空 The amber room A general Introduction to It was made of tons of amber, whose color was yellow-brown the amber room and it was decorated with gold and jewels. It took Prussia's best artists about ten years to make it Time Events Times of Peter the great In 1716, Frederick Will iam I gave it to Peter the great to exchange it for a troop of soldiers
3 □ Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? 3. Deal with any language points students might meet. 4. Reading aloud and underlining. (listen to the tape and pay attention to the pronunciation of each word and the pause within each sentence. Pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class.) 5. Reading and transferring information. (Filling the table) Number Meaning 1716 1770 1941 2003 7000 tons 600 2 2 100,000 27 The 300th 6. 根据课文内容填空 The Amber Room A general Introduction to the Amber Room It was made of tons of amber, whose color was yellow-brown and it was decorated with gold and jewels. It took Prussia’s best artists about ten years to make it. Time Events Times of Peter the great In 1716, Frederick William I gave it to Peter the great to exchange it for a troop of soldiers
Then, it became a small reception hall of the czars winter palace in St Petersburg Times of Catherine Il Catherine ii had her artists add more details to it and the work was completed in 1770--almost six hundred candles lit the room and its mirrors and pictures shone like gold World War II Some furniture and small art objects were removed from the room The Amber room itself was stolen by the German Nazis, and then it was Recently The Russians and the germans worked together to rebuild a new Amber room to celebrate the 300th birthd ay of St Petersburg Step 4. discussing the characteristics of the text (This passage is a narrative prose or non-fiction article. It tells the history of Amber room in the order of time so that we can clearly learn about what happened to it. The tense used the text is the past tense. Step 5 Closing down by retelling the story of the amber room Step 6 Homework Learn the useful new words and expressions in this unit Tell the story of the amber room The second period: Learning about important language point Important points: enable the students to grasp the usages of such new words and expressions as surviving, belong, doubt, belong to, in search of. Get the students to master the patterns: "sadly, although the Amber room was considered one of the wonders of the world, it is now missing There is no doubt that the boxes were then out on a train for Konigsberg Difficult points: get the students to understand some difficult and long sentences Emotional aims: Develop the students' spirits of cooperation and teamwork. Stimulate their
4 Then, it became a small reception hall of the czar’s winter palace in St Petersburg. Times of Catherine II Catherine II had her artists add more details to it and the work was completed in 1770--almost six hundred candles lit the room and its mirrors and pictures shone like gold. World War II Some furniture and small art objects were removed from the room. The Amber room itself was stolen by the German Nazis, and then it was gone. Recently The Russians and the Germans worked together to rebuild a new Amber Room to celebrate the 300th birthday of St Petersburg. Step 4. Discussing the characteristics of the text: (This passage is a narrative prose or non-fiction article. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used the text is the past tense. ) Step 5 Closing down by retelling the story of the Amber Room. Step 6 Homework Learn the useful new words and expressions in this unit Tell the story of the Amber Room The second period: Learning about important language points Important points: enable the students to grasp the usages of such new words and expressions as surviving, belong, doubt, belong to, in search of. Get the students to master the patterns: “sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.” “There is no doubt that the boxes were then out on a train for Konigsberg” Difficult points: get the students to understand some difficult and long sentences. Emotional aims: Develop the students` spirits of cooperation and teamwork. Stimulate their
interest in learning English Step I revision 1)Check the homework 2)Retell the history of the Amber room Step 2 Read ing and findin Get the students read through Warming up, Pre-read ing, Read ing and Comprehend ing to underline the new words and useful expressions or collocations in these parts Collocations: a cultural relics, be rare and valuable, survive for a long time, whether .. Or not an amazing history, be used to do, the design of the room, the fancy style, popular in those days, give the name, decorated with gold and jewels, in fact, as a gift of, in return, be made to be a gift serve as, add more details to, the search for, be mad for, one of the wonders, are objects, look much like.., at war, remove..from,., remain a mystery, be ready for Step 3 Practice for useful words and expressions Do the exercises in discovering useful words and expressions Step 4 Vocabulary study (1)Survive: continue to live or exist, in spite of nearly being killed or destroyed Few survived after the flood The custom still survives The house survived the storm He survived his wife for many years (2)belong to: be the property of, be a member of The land belongs legally to the government The blue sky belongs equally to us all They belong to the younger generation ()in return: as payment or reward for sth I bought him a drink in return for his help
5 interest in learning English Step 1 Revision 1) Check the homework. 2) Retell the history of the Amber Room Step 2 Reading and finding: Get the students read through Warming up, Pre-reading, Reading and Comprehending to underline the new words and useful expressions or collocations in these parts. Collocations: a cultural relics, be rare and valuable, survive for a long time, whether…. Or not, an amazing history, be used to do, the design of the room, the fancy style, popular in those days, give the name, decorated with gold and jewels, in fact, as a gift of, in return, be made to be a gift, serve as, add more details to, the search for, be mad for, one of the wonders, are objects, look much like…., at war, remove….from…, remain a mystery, be ready for…. Step 3 Practice for useful words and expressions Do the exercises in discovering useful words and expressions Step 4 Vocabulary study (1) Survive：continue to live or exist，in spite of nearly being killed or destroyed Few survived after the flood. The custom still survives. The house survived the storm. He survived his wife for many years. (2) belong to： be the property of， be a member of The land belongs legally to the government. The blue sky belongs equally to us all. They belong to the younger generation. (3) in return: as payment or reward for sth. I bought him a drink in return for his help
(4)doubt: uncertainty or disbelief, reason for not believing sth There is no doubt about it I have doubts about his competence(能力) Please dismiss all doubts about it It is human to doubt.怀疑是人的天性 i doubt whether he is at home (5)remain: be left or still present after other parts have been removed or used or dealt with After the fire, very little remained of my house f you take 3from 8, 5 remains Much remains to do We should remain modest and prudent.(我们应该保持谦虚谨慎) Let things remain as they are.(保持原状吧) Step 5 Sentence focus (1) This gift was the Amber Room, which was given this name because several tons of amber were used to make it The chairman, who spoke first, sat on my right I' m seeing the manager tomorrow when he will be back from New York (2) The design of the room was in the fancy style popular in those days. (3)In 1770, the room was completed the way she wanted I was never allowed to do things the way that I wanted He was looking at her in the way that surprised her We have to make it work in the way they want it to (4)There is no doubt that the boxes were then put on a train for Konisberg, which was at that time a German city on the baltic Sea. They had to face the fact that the nearest filling station is 30 miles away The doctor came to the conclusion that the patient was suffering from cancer I have no idea when he will return There is no doubt that he is affine scholar There is no doubt that you can find a way to solve this problem
6 (4) doubt: uncertainty or disbelief, reason for not believing sth. There is no doubt about it. I have doubts about his competence(能力). Please dismiss all doubts about it. It is human to doubt. 怀疑是人的天性. I doubt whether he is at home. (5) remain: be left or still present after other parts have been removed or used or dealt with After the fire, very little remained of my house. If you take 3from 8, 5 remains. Much remains to do. We should remain modest and prudent. (我们应该保持谦虚谨慎) Let things remain as they are. (保持原状吧.) Step 5 Sentence focus (1) This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The chairman, who spoke first, sat on my right. I`m seeing the manager tomorrow, when he will be back from New York. (2) The design of the room was in the fancy style popular in those days. (3) In 1770, the room was completed the way she wanted. I was never allowed to do things the way that I wanted. He was looking at her in the way that surprised her. We have to make it work in the way they want it to. (4) There is no doubt that the boxes were then put on a train for Konisberg, which was at that time a German city on the Balitic Sea. They had to face the fact that the nearest filling station is 30 miles away. The doctor came to the conclusion that the patient was suffering from cancer. I have no idea when he will return. There is no doubt that he is affine scholar. There is no doubt that you can find a way to solve this problem
Step 6 Using words and expressions(page 42) Step 7 Homework Finish off the Workbook exercises Learn the useful new words and expressions by heart The third period Learning about grammar Knowled ge aims: enable the students to know the structure of the restrictive and non-restrictive attributive clauses Important points: get the students to master the structure and usage of the restrictive and non-restrictive attributive clauses and the differences Difficult points: Enable the students to learn how to use the restrictive and non-restrictive attributive clauses correctly Step I Revision Check the homework exercises Dictate some useful words and expressions Step 2 Warming up by read ing and discovering Some examples in the read ing passage This gift was the amber room, which was given this name because several tons of amber were Ised to make it In 1770, the room was completed the way she wanted This was a time when the two countries were at war Later, Catherine I had the Amber Room moved to the palace outside St Petersburg where she spent her summers. Step 3 Grammar learning (1)Looking and thinking
7 Step 6 Using words and expressions (page 42) Step 7 Homework. Finish off the Workbook Exercises. Learn the useful new words and expressions by heart. The third period Learning about grammar Knowledge aims: enable the students to know the structure of the restrictive and non-restrictive attributive clauses Important points: get the students to master the structure and usage of the restrictive and non-restrictive attributive clauses and the differences Difficult points: Enable the students to learn how to use the restrictive and non-restrictive attributive clauses correctly Step 1 Revision Check the homework exercises Dictate some useful words and expressions Step 2 Warming up by reading and discovering Some examples in the reading passage: This gift was the Amber Room, which was given this name because several tons of amber were used to make it. In 1770, the room was completed the way she wanted. This was a time when the two countries were at war. Later, Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers. Step 3 Grammar learning (1) Looking and thinking:
(2)Summing up and explanations An adjective clause is a dependent clause which takes the place of an adjective in another or phrase. Like an ad jective. used to modifies a noun or pronoun answering questions like"which"or "what kind of? Relative pronouns: who/whom/ which/that Relative adverbs: when/ where/why (3)Restrictive and non-restrictive attributive clauses My uncle, who lives in London, is very rich ly uncle who lives in London is very rich The policies, which were unpopular, were rejected by the voters The policies that/which were unpopular were rejected by the voters Step 4 grammar practice Do the exercises on page 4 Step 5 Closing down by a quiz Choose the right answers (1)As many children vere given some cakes A. that B as C who D whom (2) The visitors saw rows of houses the roofs are red A on which B. of which C. where d that ()I usually take a nap after lunch, s my habit A which it B as it C as D that (4)Please tell me the wa you did the job a. ho B where C. which D. in which (5)Is this museum some german friends visited the day before? A. the one B which C that D where 6) The farmer uses wood to build a house to store grain A in which where C. that D. with which ()I shall never forget the days I spent in the country with the farmers
8 (2) Summing up and explanations. An adjective clause is a dependent clause which takes the place of an adjective in another or phrase. Like an adjective, used to modifies a noun or pronoun , answering questions like “which” or “what kind of” Relative pronouns: who / whom / which / that Relative adverbs: when / where / why (3) Restrictive and non-restrictive attributive clauses My uncle, who lives in London, is very rich. My uncle who lives in London is very rich. The policies, which were unpopular, were rejected by the voters. The policies that / which were unpopular were rejected by the voters. Step 4 Grammar practice Do the exercises on page 4. Step 5 Closing down by a quiz 1. Choose the right answers. (1) As many children ____ came were given some cakes. A. that B. as C. who D. whom (2) The visitors saw rows of houses the roofs _____ are red. A. on which B. of which C. where D. that (3) I usually take a nap after lunch, _____ is my habit. A. which it B. as it C. as D. that (4) Please tell me the way ______ you did the job. A. how B. where C. which D. in which (5) Is this museum ______ some German friends visited the day before? A. the one B. which C. that D. where 6) The farmer uses wood to build a house ______ to store grain. A. in which B. where C. that D. with which (7) I shall never forget the days ______ I spent in the country with the farmers, ______ has a great
effect on my life A. when which that which C. when that D. which that (8)Little has been done is helpful to our work A. that B. what C which D. all that (9)Perhaps this is the only market you can get such cheap goods A. that B of which C by which D. where (10)We ll put off the outing until next week, we wont be so busy A. when B which C at which D in that (Answers: BBCDA ABADA) Complete the sentences by combining the two ones. Use formal written English (1) An antecedent is a word A pronoun refers to this word An antecedent is a word which/ that a pronoun refers to (2) The blue whale is considered the largest animal that has ever lived It can grow to 100 feet and 150 tons The blue whale which / that can grow to 100 feet and 150 tons is considered the largest animal that ever lived (3) The plain was met by a crowd of 300 Some of them had been waiting for more than 4 hours The plain was met by a crowd of 300. some of whom had been waiting for more than 4 hours (4) In this paper, I will describe the basic process Raw cotton becomes cotton thread by this process In this paper, I will describe the basic process by which raw cotton becomes cotton thread (5) The researchers are doing case studies of people to determine the importance of heredity in health and longevity These people's families have a history of high blood pressure and heart d isease
9 effect on my life. A. when, which B. that, which C. when, that D. which, that (8) Little has been done ______ is helpful to our work. A. that B. what C. which D. all that (9) Perhaps this is the only market ______ you can get such cheap goods. A. that B. of which C. by which D. where (10) We`ll put off the outing until next week, ______ we won`t be so busy. A. when B. which C. at which D. in that (Answers: BBCDA ABADA) 2. Complete the sentences by combining the two ones. Use formal written English. (1) An antecedent is a word. A pronoun refers to this word. An antecedent is a word which / that a pronoun refers to. (2) The blue whale is considered the largest animal that has ever lived. It can grow to 100 feet and 150 tons. The blue whale which / that can grow to 100 feet and 150 tons is considered the largest animal that ever lived. (3) The plain was met by a crowd of 300. Some of them had been waiting for more than 4 hours. The plain was met by a crowd of 300, some of whom had been waiting for more than 4 hours. (4) In this paper, I will describe the basic process. Raw cotton becomes cotton thread by this process. In this paper, I will describe the basic process by which raw cotton becomes cotton thread. (5) The researchers are doing case studies of people to determine the importance of heredity in health and longevity. These people`s families have a history of high blood pressure and heart disease
he researchers are doing case stud ies of people whose families have a high blood press and heart disease to determine the importance of heredity in health and longevity. (6) At the end of this month, scientists at the institute will conduct their AIDS research The results of this research will be published within 6 months At the end of this month, scientists at the institute will conduct their AIDS research, the results of which will be published within 6 months Accord ing to many education officials,"math phobia"is a widespread problem A solution to this problem must be found According to many education officials, " math phobia" is a wide spread problem to which a olution must be found (8) The art museum hopes to hire a new ad ministrator Under this person's direction it will be able to purchase significant pieces of art The art museum hopes to hire a new administer under whose direction it will be able to purchase signicant pieces oI an (9) The giant anteater licked up ants for its dinner. Its tongue is longer than 30 centimeter The giant anteater, whose tongue is longer than 30 centimeters. licked up ants for its dinner (10) The anteater's tongue is sticky It can go in and out of its mouth 160 times a minute The anteater's tongue. which can go in and out of its mouth 160 times a minute. is sticky Step 6 home work Finish off the workbook exercises Preview the part Read ing the passage on page 5, pick out the sentences with the non-restrictive attributive clauses
10 The researchers are doing case studies of people whose families have a high blood pressure and heart disease to determine the importance of heredity in health and longevity. (6) At the end of this month, scientists at the institute will conduct their AIDS research. The results of this research will be published within 6 months. At the end of this month, scientists at the institute will conduct their AIDS research, the results of which will be published within 6 months. (7) According to many education officials, “math phobia” is a widespread problem. A solution to this problem must be found. According to many education officials, “math phobia” is a wide spread problem to which a solution must be found. (8) The art museum hopes to hire a new administrator. Under this person`s direction it will be able to purchase significant pieces of art. The art museum hopes to hire a new administer under whose direction it will be able to purchase significant pieces of art. (9) The giant anteater licked up ants for its dinner. Its tongue is longer than 30 centimeters. The giant anteater, whose tongue is longer than 30 centimeters, licked up ants for its dinner. (10) The anteater`s tongue is sticky. It can go in and out of its mouth 160 times a minute. The anteater`s tongue, which can go in and out of its mouth 160 times a minute, is sticky. Step 6 Home work Finish off the workbook exercises. Preview the part Reading the passage on page 5, pick out the sentences with the non-restrictive attributive clauses