人教版高中英语必修2全册教案

新课标高中英语2（必修）全套教案

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?

Warming up by presenting

Hi, everyone. Let‘s look at the screen. I‘ll present you some pictures. They all belong

to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

A. Can you name them out?

B. Who have the right to confirm and classify them?

Warming up by discussing

Now, boys and girls, I met a ―moral dilemma‖. That means I must make

a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It‘s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation — to make a difficult choice?

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing?

B. Why do they come into being once again?

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A. What do you know about the substance of ―amber‖?

B. What do you know about the cultural relics ―the Amber Room‖?

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within

each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

5. Reading and transferring information Read the text again to complete the table, which lists all the numbers in the text.

6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on the website after class:

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2. Closing down by having a discussion

A. Can you imagine the fate of the Amber Room? What is it?

B. Do you think if it is worthwhile to reproduce the Amber Room? Why?

Closing down by retelling the story of the Amber Room

Well, all of us have learned the history of the Amber Room. Let‘s recall some key words and expressions on the board. You are to retell the story of the Amber Room:

Period 2: A lesson plan for Learning about Language (The Restrictive and Non-Restrictive Attributive Clause) Aims:

To learn about the restrictive and non-restrictive attributive clause

To discover some useful words and expressions

To discover some useful structures

Procedures:

I. Warming up

Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates‘.

Warming up by explaining

Now, class, since you‘ve read the passage, could you explain to me how to use the phrase ―belong to‖? The word ―to‖ here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition ―at‖ indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.

II. Learning about Attributive Clause

1. What is an adjective 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 noun or pronoun, answering questions like ―which?‖ or ―what kind of?‖ Consider the following examples:

Adjective

the red coat

Adjective clause

the coat which I bought yesterday

Like the word ―red‖ in the first example, the dependent clause ―which I bought yesterday‖ in the second example modifies the noun ―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 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

Some firefighters never meet the people whom they save.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun ―meat‖ and answers the question ―which meat?‖.

They‘re talking about the movie which made him cry

This clause modifies the noun ―movie‖ and answers the question ―which movie?‖.

They are searching for the student who borrowed the book

The clause modifies the pronoun ―student‖ and answers the question ―which student?‖.

Did I tell you about the author whom I met?

The clause modifies the noun ―author‖ and answers the question ―which author?‖.

2. Restrictive & non restrictive clauses

Do the following pairs of sentences mean the same thing?

1a My uncle, who lives in London, is very rich.

2b My uncle who lives in London is very rich.

2a The policies, which were unpopular, were rejected by the voters.

2b The policies which were unpopular were rejected by the voters.

3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.

3b My niece whose husband is out of work will inherit the house which I have always treasured.

The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive 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 more 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 restrictive 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. A test on FORMAL ADJECTIVE CLAUSES

Directions: Combine the sentences. Use formal written English.

Use (b) as an adjective clause. Punctuate carefully.

1) (a) An antecedent is a word. (b) A pronoun refers to this word.

An antecedent ____

2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.

The blue whale ____

3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.

The plane ____

4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.

In this paper, I will describe ____

5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people‘s families have a history of high blood pressure and heart disease.

The researchers are doing case studies ____

6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months. At the end of this month, scientists ____

7) (a) According to many education officials, math phobia‘(that is, a fear of

mathematics) is a widespread problem. (b) A solution to this problem must and can be found.

According to many education officials, math phobia‘ ____

8) (a) The art museum hopes to hire a new administrator.

(b) Under this person‘s direction it will be able to purchase significant pieces of art. The art museum ____

9) (a) The giant anteater licks up ants for its dinner.

(b) Its tongue is longer than 30 centimeters (12 inches).

The giant anteater ____

10) (a) The anteater‘s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute.

The anteater‘s tongue ____

III. Closing down by taking a quiz Quiz on Attributive clause

Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don‘t use the HINT buttons unless you really need them.

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 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 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‘we won‘t be so busy.

A. when B. which C. at which D. in that

Key: 1~10：BBCDA ABADA

Period 3: A lesson plan for using language

Aims:

To learn to tell facts from opinions

To write a reply letter

To listen and speak about cultural relics

Procedures

I. Warming up

Warming up by questions

Morning, class. We always say, ―We must respect facts and can‘t wholly depend on one‘s opinions‖. But can you tell me:

A. What does it mean when you say, ―It is a fact‖?

B. What does it mean when you say, ―It is an opinion‖?

Warming up by questioning

Turn to page 5. Read the passage and tell me:

A. If you want to go in for law against somebody, and if you want to win, what‘s the most important thing you should do first?

B. What makes a judge decide which eyewitnesses to believe and which not to believe.

II. Guided reading

1. Reading and defining

Read the passage and define: What is a fact? What is an opinion? What is an evidence?

2. Reading and translating

Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please

3. Reading and underlining

Next you are to read

and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.

4. Listening

Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we‘ll listen to what three people say they know about the missing Amber Room. Before we listen

to them, I‘ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.

5. Sharing and Correcting

Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?

6. Reviewing

We often use some expressions to ask for opinions. What are they?

Oh, yes. What do you think of ?

Do you believe ?

How can you be sure of ?

How do you know that?

And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think / I don‘t think I don‘t agree that / I suppose that

7. Discussing

Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let‘s deal with the following discussion:

A. What is the best evidence?

B.

How can we know which eyewitness is most believable?

Well done. Let‘s come to the discussion ―Which person gave the best evidence?

‖

8. Reading and writing

Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let‘s read the letter on page 7 and see what‘s Johann‘s choice and opinion. Ok, finished? Now answer the following questions:

A. What‘s Johann‘s opinion about the Amber Room?

B. What‘s his father‘s opinion about the things found by him?

C. What happened to Johann when she was a pupil?

9. Completing the letters A & B and then giving your own letters

·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don‘t agree with the writer.

·Be sure to give an example from your own life so that the reader can better

understand your opinion.

Ⅲ Closing down

Closing down by a debating

There is a long ancient wall around a less developed town.

It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it‘s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let‘s have the debating.

Closing down by dictation

·The design for the room was of the fancy style popular in those days.

·The room served as a small reception hall for important visitors.

·The man who found the relics insist that it belongs to his family.

·The room was completed the way she wanted it .

·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their

city.

·After that, what really happened to the Amber Room remains a mystery.

·In a trial, a judge must decide which eyewitnesses to believe and which not to

believe.

·Is it something that more than one person believes?

·A fact is anything that can be proved.

·An opinion is what someone believes is true but has not been proved.

Part Two: Teaching Resources (教学资源)

Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM

I. Type of writing and summary of the idea

II. A tree diagram

Section 2: Background information on culture relics

I. What is a culture relic? 何谓 “文化遗产”?

Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.

II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产

本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗