高中英語必修二單元教案

1、Unit 1 cultural relics 教材分析I教學內容分析本單元的話題是“文化遺產”。Warming up部分首先讓學生對文物的定義有所了解，然后讓學生討論文物所應具有的特點，在此基礎上讓學生看幾幅圖片，進一步討論“是不是只有像花瓶這樣的東西才算是文物，建筑物算不算文物”這個問題。Pre-reading部分設計了一個問題讓學生對琥珀進行初步的了解，然后快速瀏覽文章。Reading部分主要介紹了有關俄羅斯遺失琥珀屋的軼聞。Learning about Language 部分首先安排了根據(jù)英語釋義搭配詞匯的練習，力求鞏固學生對新詞匯的理解和記憶；此外，針對本單元的語法重點-定語從句，該部

2、分還包含了相當分量的練習，讓學生通過尋找課文中的定語從句啟發(fā)學生去發(fā)現(xiàn)、歸納和復習限制性定語從句，同時引入非限制性定語從句的教學與訓練。Using Language 部分的Reading and listening和speaking主要通過對evidence, fact和opinion三個詞的講解辨析，同時結合琥珀屋離奇失蹤這一事件，對學生進行聽力訓練，有效地幫助學生將所學內容與實際判斷能力的培養(yǎng)結合起來。緊隨其后的reading and writing對一封信進行討論之后，根據(jù)所給出的提示寫一封回信，這一部分通過展示不同人對待國家文化遺產的不同態(tài)度，引發(fā)學生思考，讓他們發(fā)表自己的看法，具有現(xiàn)

3、實意義。Learning Tips 部分鼓勵學生去參觀博物館或文化遺產勝地，學習有關的知識，盡力為外國游客提供導游服務，一方面可以借此機會鍛煉自己的英語口語，另一方面也可以結交朋友。II教學重點和難點1教學重點(1) 本單元的生詞和短語。(2) 掌握限制性與非限制性定語從句的用法，理解兩者有何不同。(3) 了解琥珀屋的歷史，了解世界文化遺產，增強文化遺產保護意識。2教學難點(1) 學會區(qū)別事實與觀點，鍛煉思維分析能力。(2) 用英語表達自己的看法或征求別人的看法。III教學計劃本單元分五課時：第一、二課時：Warming Up，Pre-reading, Reading, Comprehendi

4、ng第三、四課時： Learning about Language第五課時： Using Language IV教學步驟：Period 1 &2 Warming Up, Pre-reading, Reading, ComprehendingTeaching Goals: 1. To learn about cultural relics.2. To learn about the restrictive and non-restrictive attributive clause.Teaching Procedures:Step 1 Leading-inPurpose: To get Ss t

5、o make a definition about cultural relics.Ask Ss four questions as follows.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. To whom do cultural relics belong?Suggested answers: 1. Cultural reli

6、cs are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past. 2. No, not all the old objects are cultural relics.3. Each kind of reli

7、cs preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions.4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Step 2. Warming Up 1. Pair work Get Ss to make a c

8、hoice between “compelling interests”, in this case the interests of a family and the interests of society. 2. Group workGet Ss to role-play a conversation between you and the man. Suggested dialogue: YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri?MAN: Yes, I am.YOU: My name is Hu Yuan.

9、Im from the Office for Cultural Relics.MAN: Oh, is there some problem?YOU: Perhaps. I understand that you have an old Ming Dynasty vase.MAN: Yes, I do but its not mine. Er-it belongs to my family.YOU: Hmm. May I have a look at it?MAN: Why, yes, of course. Please come in. Right this way. Here it is.Y

10、OU: Its quite beautiful.MAN: Yes, it is, isnt it? Its been with our family for a long time.YOU: Mr. Zhang, Im sorry to tell you this but Im quite certain this is a cultural relic.MAN: Oh, how can you be sure?YOU: It is just like the one described in a report I got. MAN: What report?YOU: A report abo

11、ut a relic that is missing from a museum.MAN: I havent heard about that.YOU: Perhaps not. You say this relic has been in your family a long time?MAN: Well, actually, one of my cousins gave it to us.YOU: When was that?MAN: Last year around the time of the Mid-Autumn Festival.YOU: Im sorry to say this

12、 but I believe this is the relic the museum has lost.Step 3. Pre-readingPurpose: To get Ss to form a responsible attitude towards cultural relics. The Great Wall The Leshan Giant Buddha Mausoleum of the first Win Emperorand the Terracotta Warriors1. The above pictures are some of the 30 world cultur

13、al relics in China. Get Ss to know something about them. Ss can have a talk about them. Mount Taishan(泰山), listed as world cultural and natural site in 1987. The Great Wall (長城), cultural site, 1987. The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (北京故宮、沈陽故宮), cultural sit

14、e, 1987, 2004. The Mogao Caves (敦煌莫高窟), cultural site, 1987. The Mausoleum of the First Qin Emperor and the Terracotta Warriors (秦始皇陵及兵馬俑坑), cultural site, 1987. The Peking Man Site at Zhoukoudian (周口店北京猿人遺址), cultural site, 1987. Mount Huangshan (黃山), cultural and natural site, 1990. The Jiuzhaigou

15、 Valley Scenic and Historic Interest Area (九寨溝風景名勝區(qū)), national site, 1992. The Huanglong Scenic and Historic Interest Area (黃龍風景名勝區(qū)), natural site, 1992. The Wulingyuan Scenic and Historic Interest Area (武陵源風景名勝區(qū)), natural site, 1992. The Mountain Resort and its Outlying Temples, Chengde (河北承德避暑山莊及周

16、圍寺廟), cultural site, 1994. The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (曲阜孔廟、孔府、孔林), cultural site, 1994. The Ancient Building Complex in the Wudang Mountains (武當山古建筑群), cultural site, 1994. Historic Ensemble of the Potala Palace, Lhasa (西藏布達拉宮 ), cultural site, 1994. Th

17、e Lushan National Park (廬山), cultural site, 1996. Mount Emei and the Leshan Giant Buddha Scenic Area (峨眉山-樂山大佛風景名勝區(qū)), cultural and natural site, 1996. The Ancient City of Pingyao (平遙古城), cultural site, 1997. The Classical Gandens of Suzhou (蘇州園林), cultural site, 1997. The Old Town of Lijinag (麗江古城),

18、 cultural site, 1997. The Summer Palace (頤和園), cultural site, 1998. The Temple of Heaven: an Imperial Sacrificial Altar in Beijing(天壇),cultural site, 1998. Dazu Rock Carvings (大足石刻), cultural site, 1999. Mount Wuyi(武夷山), cultural and natural site, 1999. Mount Qincheng and the Dujiangyan Irrigation S

19、ystem (青城山都江堰), cultural site, 2000. Ancient Villages in Southern Anhui-Xidi and Hongcun (安徽古村落西遞、宏村), cultural site, 2000. Longmen Grottoes (龍門石窟), cultural site, 2000. Imperial tombs of the Ming and Qing Dynasties (明清皇家陵寢), cultural site, 2000. Yungang Grottoes (云岡石窟), cultural site, 2001. Three P

20、arallel Rivers of Yunan Protected Areas (三江并流), 2003. Capital cities and Tombs of the Ancient Koguryo Kingdom (高句麗的王城、王陵和貴族墓葬), cultural site, 2004. 2. After Ss talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can.(1) Think of a cultural re

21、lic you know about. How would you feel if it got lost? Why?(2) If you find a cultural relic, what will you do with it.Step 4. ReadingPurpose: To let Ss know about what happened to the Amber Room. 1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronuncia

22、tion of each word and the pauses within each sentence.2. Skim the text to get the key words and general idea of each paragraph.1st paragraph2nd paragraph3rd paragraph4th paragraph5th paragraphSuggested answers: 1st paragraphThe introduction about the Amber Room: design, color, shape, material2nd par

23、agraphThe present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor3rd paragraphThe relocating of the Amber Room in Catherir II times: moved into Summer Palace, more added to its design4th paragraphThe missing of the Amber Room: the two countries were at

24、war, Nazi German army stole the Amber Room, 27 wooden boxes were carried by train to a German city, Nobody knew it from then on5th paragraphThe 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 Peterburg3. Get Ss to tell

25、 the characteristics of the passage, such as the type of writing, and the tense.Suggested answers: This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. Th

26、e tense used in the text is the past tense.4. Read the text again to complete the table, which lists all the numbers in the text.NUMBERTHINGS ABOUT THE NUMBER171617701941200360022100,00027300thSuggested answers: NUMBERTHINGS ABOUT THE NUMBER1716Fredric William gave the Amber Room to Peter the Great

27、as a gift.1770Catherine II had completed the adding to the Amber Room.1941The Nazi German army stole the Amber Room.2003The rebuilding of the Amber Room was completed.7000 TonsThe total weight of the ambers used to make the room55The number of soldiers given to the king of Russia in return600The num

28、ber of the candles lighting the Amber Room2The two countries: German and RussiaIn tow days the Amber Room was removed to a German city.2&100,000&27The Amber Room was dismantled into 100,000 pieces.27 wooden boxes used to contain the pieces of the Amber Room300ththe newly rebuilt Amber Room ready for

29、 the 300the birthday of St Petersburg cityStep 5. ComprehendingPurpose: To check whether Ss have understood the text.1. Get Ss to finish Ex1 (P2) and Ex2 (P2). Suggested answers: Ex1: 1. C 2. E 3.B 4.D 5.A 6.FEx2: Paragraph 1: How was the Amber Room made?Paragraph 2:Why did the King of Prussia give

30、the Amber Room to the Czar of Russia as a gift?Paragraph 3:How did the Amber Room become one of the wonders of the world?Paragraph 4:How did the Amber Room get lost?Paragraph 5:How was a new Amber Room built?2. Get Ss to complete the following form, according to the text.Type of writingMain idea of

31、the passageGeneral idea of 1st paragraphGeneral idea of 2nd paragraphGeneral idea of 3rd paragraphGeneral idea of 4th paragraphGeneral idea of 5th paragraphSuggested answers: Type of writingNarrative writing.Main idea of the passagethe history of the Amber RoomGeneral idea of 1st paragraphthe simple

32、 description of the Amber RoomGeneral idea of 2nd paragraphthe present, sent to the CzarGeneral idea of 3rd paragraphthe detail, adding and relocating of the Amber RoomGeneral idea of 4th paragraphthe stolen of the Amber Room in World War IIGeneral idea of 5th paragraphthe rebuilding of the Amber Ro

33、om3. Show Ss the structure of the text so that they can have a better understanding of the text. the Amber Room: the best and biggest work of countrys best Prussian artists Para. 1 In 1716, the Amber Room given to the Czar as a gift Para. 2In 1770, the Amber Room redecorated by Catherine II Para. 3

34、In 1941 the Amber Room stolen by the Nazi German army Para. 4 the old missing Amber Room being searched for; a new Amber Room having been built Para. 5Step 6. Language points Group workDivide Ss into four groups and ask each group to discuss how to understand and use the new words and phrases in the

35、 text and analyze the following sentences. 1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.這件禮物就是琥珀屋，它之所以有這個名字，是因為造這間房子用了很多噸琥珀。 which was given this name. 為非限制性定語從句。非限制性定語從句，在修飾物時用who, whom, whose。非限制性定語從句和它的先行詞之間只有松散的關系，往往是對先行詞作補充說明，這種從句

36、在朗讀時有停頓，在文字中通常有逗號與主句隔開。 The chairman, who spoke first, sat on my right. 最先發(fā)言的主席坐在我的右邊。 The speech, which bored everyone, went on and on. 那使大家厭煩的演講一直在繼續(xù)著。 關系副詞where和when也能引導非限制性定語從句。 On April 1 they flew to Beijing, where they stayed several days. 四月一日他們飛到北京，在那里呆了幾天。 Im seeing the manager tomorrow, w

37、hen he will be back from New York. 我明天要去見經理，他明天要從紐約回來。 另外，由which引導的非限制性定語從句，有時候修飾整個句子，或句子中的某個部分。 They have invited us to visit their country, which is very kind of them. 他們非常友好地邀請我們去訪問他們的國家。 Usually they take a walk after supper, which does them a lot of good. 通常他們晚飯后去散散步，這么做對他們很有好處。2. The design fo

38、r the room was of the fancy style popular in those days. 屋子的設計是當時流行的極富藝術表現(xiàn)力的建筑式樣。of the fancy style. 在句子中用作表語，be + of + 名詞(詞組)，表示主語的某種形狀或特征。 I am pleased to have been of help to you. 我很高興我對你有幫助。All of the boys in the class are of the same age.這個班上的男生年齡都一樣。類似的用法還有：of different sizes, of great importa

39、nce, of no use, of little value等。 popular in those days 是形容詞短語修飾the fancy style。凡是可充當表語的形容詞組，做定語時通常都可后置。They have a house larger than yours. 他們的房子比你的大。The boys easiest to teach are in my class.我班上的男生最好教了。這類后置的定語在意義上相當于定語從句。a house larger than yours = a house which is larger than yours the boys easie

40、st to teach = the boys who are easiest to teach3. In 1770, the room was completed the way she wanted it. 1770年，這間琥珀屋按照她的要求完成了。the way she wanted 是方式狀語從句，the way 的用法與連詞相同，后面常常帶that. I was never allowed to do things the way I wanted. 人家從來就不允許我按照自己的想法去做事情。另外，in a way, in the way也有類似的用法。 He was looking

41、at her in a way that surprised her. 他看著她的樣子讓她很驚訝。We have to make it work in the way that they want it to. 我們必須按照他們的想法把事情辦好。4. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. 毫無疑問，這些箱子后來被裝上火車運往哥尼斯堡，當時它是波羅的海邊的一個德國城市。that the boxes

42、 were then put on .是同位語從句，表示與之同位的no doubt 的實際內容。They had to face the fact that the nearest filling station is thirty kilometers away. 他們不得不面對這樣一個現(xiàn)實：最近的加油站還在公里外。The doctors came to the conclusion that the patient was suffering from cancer. 醫(yī)生們做出了診斷結果：病人身患癌癥。 此類從句通常用that來引導，隨著與其同位的名詞不同， 也可由when, where

43、, whether, how等來引出。 I have no idea when he will return. 我不知道他何時回來。Periods 3&4 Learning about LanguageTeaching Goals:1. To learn about the restrictive and non-restrictive attributive clause2. To learn how to use some useful words and expressions.3. To learn how to use some useful structuresTeaching P

44、rocedures:Step 1. Warming UpAsk Ss to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4). Suggested Answers: Ex1:1.select 2. rare 3. reception 4. amaze 5. less than 6. wooden 7. in search of8. survive 9. remove 10. artist 11.former 12.at warEx2: dynasties style amazing jewels designed decorated fancy rare doubt

45、 worthEx3: A.3 B.2 C. 3 D.1Step 2. Learning about the attributive clause1. Show Ss the definition of an adjective clause (attributive 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

46、 noun or pronoun, answering questions like which? or what kind of? Consider the following examples:Adjective: the red coatAdjective clause: the 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 no

47、un “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

48、is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing.Informal: The books people read were mainly religious.Formal: The books that people read were mainly religious.Informal Some firefighters never meet the people they save.Formal

49、 Some firefighters never meet the people whom they save.More examples of adjective clauses: The meat which they ate was tainted. Theyre talking about the movie which made him cry. They are searching for the student who borrowed the book. Did I tell you about the author whom I met?2. Get Ss to tell w

50、hether the following pairs of sentences mean the same thing.(1) My uncle, who lives in London, is very rich. My uncle who lives in London is very rich.(2) The policies, which were unpopular, were rejected by the voters. The policies which were unpopular were rejected by the voters.(3) My niece, whos

51、e husband is out of work, will inherit the house, which I have always treasured. My niece whose husband is out of work will inherit the house, which I have always treasured.Suggested answers: The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restric

52、tive 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 mo

53、re 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 restri

54、ctive 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. Let Ss select one answer from the choices provided after each sentence.(1) As many children _ came were given some

55、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 yesterday? 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 years _ I spen