人教版高中英语必修二全册名师教案设计
Unit 1 Cultural Relics
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.
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?
□ 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)
6. 根据课文内容填空
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 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 V ocabulary 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.
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
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 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
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)
https://www.doczj.com/doc/ff5118278.html,plete 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.
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。
The fourth period Using language：Reading and writing
Knowledge aims：get the students to learn some useful new words and expressions in this part ：trail, consider, opinion, evidence, rove, pretend, more than, even though
Important points: develop students` reading skills by extensive reading ;train students` speaking ability by telling the difference between fact and opinion and talking about something which interests them ad about which they are familiar with.
Difficult points: Enable the students to learn to use reading strategies such as skimming and scanning. Get them to learn how to tell facts from opinions.
Step 1 revision
Check the homework
Ask some students to review the restrictive and non-restrictive attributive clauses.
Step 2 Warming up by asking some questions
We often say, “we must respect facts and can`t wholly depend on one`s opinions”.
① what does it mean when you say, “It is a fact”?
②what does it mean wh en you say, “It is an opinion”?
A fact must be real, objective and without any personal judgment. So it can be proved.
An opinion always expresses one`s own ideas. It is always subjective. So it has not been proved.
Step 3 Reading this passage A Fact or An Opinion?
Reading and defining: read the passage fast and make the following definitions: what is fact / opinion / evidence?
Listen and read the passage to underline the useful expressions.
Step 4 Reading a man`s story.
Read and decide whether it is a fact or an opinion, then give some reasons.
Step 5 Talking
Tell the students something about Abu Simbel and ask them to answer the question: Do you think it was worth spending so much money to move a cultural relic as Abu Simbel?
Step 6 Reading task
Read the text quickly and try to retell it.
Step 7 Closing down by discussing
Question: Do you think China should save all of its cultural relics?
Step 8 Homework
Finish off the workbook exercises.
Learn all the useful new words and expressions in this part by heart.
The Fifth Period: Using Language: Listening and speaking
Difficult points: get the students to listen and understand different listening materials and to develop their speaking ability.
Important points: develop the students` listening and speaking abilities. Enable them to master different listening skills. Let them learn how to ask for opinions and give opinions.
Step 1 Revision
Check the homework.
Ask some students to talk about Feng Jicai`s story.
Step 2 warming up
Warm them up by asking them some questions: what is fact / opinion / evidence? Can you imagine the fate of the Amber Room?
Step 3 listening (Page 5-6)
Step 4 Speaking (page 6)
Some useful expressions:
Do / Don`t you think that…….?
Would you consider …. ?
Why / Why not…?
Do you have any idea about…..?
Are you sure that …….?
What would you say….?
How do you feel about …. ?
What are your opinions / reasons for saying that?
I don`t believe …… because ……..
I think …… is telling the truth because …….
Suggested answer: Hans Braun is less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Pettov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the most believable.
Step 6 listening (page 41)
Something about the Aswan Dam.
Step 7 listening task (page 44)
Step 8 Homework.
Finish off the Workbook exercises
Preview the next part: Reading and writing
The Sixth Period: Using Language: Reading and writing
Ability aims:
Develop students` writing ability by writing letters.
Enable them to express agreement and disagreement
Enable them to express good reasoning and strong feelings.
Important points:
Develop the students` writing ability.
Difficult points:
Learn to write a letter to express one`s good reasoning and strong feelings.
Step 1 Revision
Check the homework.
Ask some students to talk about the fate of the Amber Room.
Step 2 Warming up by discussing.
Sometimes we may fall into a moral choice. Things like this: my old granny happened to find an ancient vase under a big tree in the earth of our garden. It`s so beautiful and special, my family fell into a moral dilemma(窘境). Can you help me to make a choice?
Step 3 Reading and writing on page 7
1.Ask students to read the letter from a German newspaper in which the writer
gives his opinion about what should be done with the cultural relic that has been found.
2.Ask the following questions:
Who do you think the Amber Room belong to ?
What should you do with the things you have found even if the search cost you time and money?
Do you agree with Johnson?
3.Have a debate about the relics.
Some tips:
There must be a question with two possible answers.
There must be a chairperson?
There must be two sides: “for” or “against” the question.
Each side takes turns to debate and gives reasons for their opinion.
At the end there should be a class vote.
The chairperson says which side wins and why?
Step 4 Writing task on page 46
Step 5 Closing down by debating
Step 6 Home work
Finish off the Workbook exercises.
Appendices:
Useful verbs: survive, amaze, select, remain, belong, design, fancy, decorate, remove, doubt, consider, explode, sink, debate
Phrasal verbs: belong to, take apart, think highly of
Useful nouns: dynasty, vase, honey, design, style, jewel, artist, troop, reception, doubt, painting, castle, trail, evidence, entrance, sailor, debate
Useful adjective and verbs: cultural, rare, valuable, amazing, fancy, wooden, former, worth, local, informal, apart
Useful expressions: in search of, in return, at war, less than
New grammar item: the restrictive and non-restrictive clause
一. Word spelling
1. As is known, the Great Wall is one of the wonders of the world.
2. In the accident, only two people survived at last.
3. The building is specially designed for the homeless people.
4. The furniture in your room looks new at the first sight.
5. Enough evidence can help him a lot in the court.
6. I got a very friendly reception when I arrived there.
7. I have some doubt whether they will come here on time.
8. He removed his trousers and I found the wound.
9. Haven`t you know he had enough treasure by cheating?
10. The fancy style attracted a large number of people.
11. Tom looked through the suits and selected (选择)the most expensive one for me.
12. The book’s design (设计) is for the children under ten, whose reading skills have not been fully developed.
13. The police have collected evidence (证据) to prove that he had stolen the car.
14. The boiler exploded (爆炸) and many workers were injured by the hot water and steam.
15. I think the wood might be made into a really valuable (贵重) piece of work.
16. Luckily, all the passengers on board succeeded in the plane accident yesterday.
17. They have not moved into their new houses, because it is being decorated.
18. The film Tiny Times directed by Guo Jingming is well worth seeing. I have seen it twice.
19. These books can not be removed from the reading room. You can read it here.
20. The report said the ground in our city suddenly sank this morning, leaving a big hole in the middle of the street.
二. Fill in the blanks with the expressions given below. Use each one only once and make changes where necessary.
Search for, take away, show up, find out, look into, under attack, no wonder, belong to, in search of, in return, at war, take apart, come true, think highly of, no doubt, in search of, belong to, in return, at war, less than, take part in, in fact, think highly of, agree with, do with
1) The couple`s child was lost and the police have been searching for him everywhere.
2) He had made a through investigation. No wonder he knew so much about it.
3) I bought him a drink in return for his help.
4) The city of San Francisco was hit by an earthquake. A village in this area was also under attack.
5) Scientists are in search of a cure for the disease.
6) China is a developing country belonging to the third world.
7) A working party has been set up to look into the problem.
8) I`ve always dreamed of coming to china, and now my dream has come true.
9) These books must not be taken away from the library.
10) He was thought highly of when he saved a drowning boy from the river.
11) The country has been at war with its neighbor for two years and the people have suffered a lot.
12) The investigation showed up the inefficiency of the management.
13) Switzerland did not take part in the Second World War.
14) No doubt she will call us when she gets there.
15) He had been cheating the taxman but it was years before he was found out.
16) It’s easy to take apart a computer but difficult to get it together again.
17) The population of gold monkeys has dropped from about 2,000 to less than 500.
18) ---What did you do with the money you found at the corner of the street? ---I handed it in to the office.
19) Mr. Green walked through the street in search of a place to live in.
20) You gave me so much help when I was in trouble that I want to do something for you in return.
21) I thought Little Tom was in his room, but in fact he was in the garden.
22) This book belongs to me. I mean, it isn’t Mary’s.
23) Though he is very stubborn, he sometimes agrees with things I have said to him.
24) Those two countries have been at war for a long time, and no one knows when peace will come.
25) Charlie was thought highly of by the couple, because he had saved their son.
三. Fill in the blanks with proper relatives.
1) Do you know the place where he borrowed the book?
2) He talked about the teachers and schools that he had visited.
3) Some of the road were flooded, which made our journey more difficult.
4) The novel in which you are interested was written by Mark Twain.
5) As is often the case, we have worked out the production plan.
6) I met that famous writer at the party, who had just won the Nobel Prize in
Literature.
7) Their daughter won the world championship in the swimming yesterday, which made them happy and proud.
8) We are in a position where we may lose a large sum of money because of this wrong decision.
9) Mrs. Brown brought three children into the office, two of whom I had never seen.
10) This is a subject about which we might argue for a long while at the meeting.
四.根据汉语意思及所给提示翻译下列句子.
1)毫无疑问，随着科学的发展, 科学家们会找到治疗艾滋病的方法. (doubt) With the development of science, there is no doubt that scientists can find a way to cure AIDS.
2)一些身强力壮的年轻人被选中组成了一个小队去寻找失踪的文物. (in search of)
Some strong young men were selected to organized a team in search of the missing cultural relics.
3)我每天帮John学汉语.做为回报, 他上周送给我一个MP4播放器. (in return)
I help John with his Chinese every day. In return, he gave me an MP4 player last week.
4)地震过后, 这个镇上没有一栋房子没有一棵树仍然站着没到. (not..nor)
Not a building was left standing after the earthquake, nor was a tree.
5)作为父母, 我们应该告诉孩子们我们信任他们, 这有助于她们形成健康的性格. (定语从句)
As parents, we should tell children that we trust them, which helps them to develop their healthy characters.
Unit 2 The Olympic Games
This unit is to help students to get to know the common knowledge about the Olympic Games，such as the origin，development，motto，and competing events and enable them to understand not only the Games but also the culture and spirit.
V ocabulary：ancient，compete，competitor，medal，magical，volunteer，regular，basis，athlete，admit，slave，nowadays，gymnastics，stadium，gymnasium，host，responsibility，replace，motto，swift，charge，physical，poster，advertise，glory，bargain，hopeless，foolish，deserve，take part in，stand for，as well，in charge of，one after another
Grammar：the future passive voice
Important points：get the students to be familiar with the Olympic Games，enable them to ask and answer questions according to the basic knowledge on the Olympic Games，and tell the basic knowledge on it.
The first period: Warming up, pre-reading, reading and comprehending
Knowledge aims: get the students to learn the useful words and expressions in bold in this part: ancient，compete，competitor，medal，magical，volunteer，regular，basis，athlete，admit，slave，nowadays，gymnastics，stadium，gymnasium，host，responsibility，replace，motto，swift，charge，physical，poster，advertise，glory，bargain，hopeless，foolish，deserve，take part in，stand for，as well，in charge of，one after another
Important points: let them learn more about the basic knowledge about The Olympic Games and different reading skills.
Difficult points: develop their reading skills and the usage of comparing and contrasting when writing.
Step 1 lead-in
Show them some pictures to lead in the new text.
Step 2 warming up
Some questions:
How much do you know about The Olympic Games?
Do a survey:
1). When did the ancient Olympic Games started? (776BC)
2). When did the ancient Olympic Games stopped? (393AD)
3). What was rewarded to the winners in the ancient Olympic Games? (Oliver wreath)
4). How many gold medals did China get in the 2004 Athens Olympics? (32)
5). Which sport is in the Winter Olympic Games?
A.Badminton
B. Basketball
C. Speed skating
D. Soccer
6). How many kinds of The Olympic Games are there in the world? (two)
7). What is the motto of The Olympic Games? (Higher, swifter, stronger)
8). What is the first host city of the first Olympics? (Sydney)
9). What is the host city of the 2008 Olympics? (Beijing)
Step 3 Pre-reading
1. Discussing and answering.
(1). Do you know any difference between the ancient and modern Olympic Games?
(2). When and where will the next Olympic Games be held?
(3). Predict the content according to the title and the pictures.
2. Looking and introducing.
(1).The first one is a status of a great Greek. His name is Pausanias, a famous traveler and writer in the second century AD.
(2).The second is a Chinese athlete named Yang yang, a famous skating player. She won a gold medal for China at the 2002 Winter Olympic Games.
(3).The third one is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It`s large and can hold thousands of audience.
Step 4 Reading
1. Skimming for
(1). The general idea: It mainly tells us about the similarities and the differences between the ancient and modern Olympic Games.
(2). The type of writing: conversational style
2. Scanning for detailed information
(1). Where the competitors live?
A. A hotel
B. A special
C. A restaurant
D. A place hired by competitors
(2). Why do so many countries want to host the Olympic Games?
A. to run faster, jump higher and throw further
B. to get a great honor
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.
Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Practice makes perfect! 高一英语 Book 2Unit 1 Cultural relics 1.survive 幸免；幸存；生还（survival 幸存 , survivor 幸存者） 2.in search of 寻找 (介词短语 ) search for sth 寻找 (动词短语 ) search sb/ sp 搜身 /搜某地 3.to one's amazement 令人惊讶的是(amazed 感到惊讶的 , amazing 令人惊讶的 ) 4.select 精选 ,choose 普通选择 ,elect 选举 5.be designed for sb/sth 计划或打算给某人 /某物用 be designed to do sth 设计目的是做某事 by design=on purpose 有意地 (by chance/ accident 偶然 /意外地 ) 6.fancy 奇特的；异样的；想象/喜欢（ +doing ） 7. decorate sth with sth用...装饰... be decorated with被装饰; 8.belong to 属于不用于被动结构、完成时和进行时态 9.worth 值得的；相当于的价值；值钱的 be +worth +doing ( 主动形式表被动含义) It is really/well/very much worth doing. be worthy of being done= be worthy of to be done It is worthwhile doing/to do 10.doubt 怀疑；疑惑There is no doubt that.... 毫无疑问 .... doubt 作动词时，用在肯定句中通常后面接whether 或 if 引导的名词性从句，在否定或疑 问句中通常后接that 引导的名词性从句 She doubted whether/if the story was true.; Do you doubt that he can do the work well? 11.in return 作为报答；回报（in turn 依次 / 反过来 , in return for sth作为对的回报 12.remain 保存，保留 ,任然 ; remain a mystery任然是个迷; remain at home ; remain to be done 有待于被 ...remain beautiful 13.at war 处于交战状态“ at+n.”处于某种状态 14. think highly/ well / much of看重；器重;对评价高( think poorly / ill / badly of对评价不高） ---被动 : be highly thought of 15 否定词 / 否定介词短语位于句首时,主句用部分倒装( 参见优化P16) Unit 2 The Olympic Games https://www.doczj.com/doc/ff5118278.html,pete with/against sb(for sth) 与某人（为某事物）竞争 compete in参加..比赛/竞争(competitor 竞赛者 ; competition 竞赛 ) 2.take part in sth 参与，参加 (较大型活动 ), take part 不接宾语take an active part in 积极参加( join 参加组织机构并成为其中一员,join in 参加游戏或小型活动, attend 出席会议 ,讲座 ,上课 ,婚礼 ; ) join sb( in doing)加入某人(一起做) 3.stand for( 字母或符合 )代表，象征，表示; stand by 袖手旁观 ; stand out 突出，显眼 https://www.doczj.com/doc/ff5118278.html,ed to do sth 过去常常做 ; be/get used to doing sth 习惯于做; 5.be used to do sth 被用来做某事 6.be admitted to /into 被 ....接受 /录取admit (to)doing sth承认做了某事 7.as well 也，又，还 (句末 ); as well as 和 (谓语形式取决前面名词)，与 ...一样好 8.replace by/with用...替换/取代=take the place of， be in place of ， 9.take one's place 10.in charge of 主管 / 负责 ; in the charge of 被 /由主管 / 负责 charge sb some money for sth 因某事（物）收某人钱 charge sb with (doing) sth控诉某人做某事; free of charge 免费
UNIT 1 Anne’s best friend 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担 心你的朋友会嘲笑你，会不理解你目前的困境呢？ 安妮弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她 最好的朋友。安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一 家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹 抓去。她和她的家人躲藏了二十五个月之后才被发现。在这段时间里， 她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在 日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称 作基蒂”。 安妮从1942年七月起就躲藏在那里了，现在来看看他当时 的心情吧。 1944年6月15日，星期四 亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一 切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛 蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自 从我来到这里，这一切都变了。 …比方说，有天晚上天气很暖和，我熬到 11点半故意不睡 觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打 开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼 上，窗户是开着的。我一直等到非关窗不可的时候才下楼去。漆 黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这 是我一年半以来第一次目睹夜晚… 不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗 户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自 然是需要真正体验的东西。 Using Language 亲爱的王小姐： 现在我同班上的同学有些麻烦事。我跟我们班里的一位男同学一直相处的很好。我们常常一起做家庭作业，而且很乐意互相帮助。我们成了真正好朋友。可是，其他同学却在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是，我又讨厌人家背后说闲话。我该怎么办呢？
Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets
1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.
Unit1 IN SEARCH OF THE AMBER ROOM Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make. In fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important visitors. Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. In September 1941, the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what happened to the Amber Room remains a mystery. Recently, the Russians and Germans have built a new Amber Room at the summer palace. By studying old photos of the former Amber Room, they have made the new one look like the old one. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.