人教版高中英语必修2教案.doc

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 relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, Id 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 presentingHi, everyone. Lets look at the screen. Ill 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 discussingNow, boys and girls, I met a moral dilemma. That means I must makea 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. Its 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-reading1. Looking and sayingWork 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 sharingWork 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. Reading1. Reading aloud to the recordingNow 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 understandingNext 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 learningRead the text and learn more about the following proper nouns. You can surf on the website after class: Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2. Closing down by having a discussionA. 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 RoomWell, all of us have learned the history of the Amber Room. Lets 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 clauseTo discover some useful words and expressions To discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates.Warming up by explainingNow, class, since youve 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 Clause1. 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:Adjectivethe red coatAdjective clausethe 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 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.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun meat and answers the question which meat?.Theyre talking about the movie which made him cryThis clause modifies the noun movie and answers the question which movie?.They are searching for the student who borrowed the bookThe 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 clausesDo 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 CLAUSESDirections: 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 peoples 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 persons 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 anteaters tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteaters tongue _III. Closing down by taking a quiz Quiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Dont 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. whom2. The visitors saw rows of houses the roofs are red.A. on which B. of which C. where D. that3. I usually take a nap after lunch, is my habit.A. which it B. as it C. as D. that4. Please tell me the way you did the job.A. how B. where C. which D. in which5 Is this museum some German friends visited the day before yesterday?A. the one B. which C. that D. where6. The farmer uses wood to build a house to store grain.A. in which B. where C. that D. with which7. 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, that8. Little has been done is helpful to our work.A. that B. what C. which D. all that9. Perhaps this is the only market you can get such cheap goods.A. that B. of which C. by which D. where10. Wewe wont be so busy.A. when B. which C. at which D. in thatKey: 110：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, We must respect facts and cant wholly depend on ones 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 questioningTurn 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, whats 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 reading1. Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please3. Reading and underliningNext you are to readand underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time well listen to what three people say they know about the missing Amber Room. Before we listento them, Ill 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 CorrectingWell 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. ReviewingWe 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 dont think I dont agree that / I suppose that7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, lets deal with the following discussion:A. What is the best evidence?B.How can we know which eyewitness is most believable?Well done. Lets come to the discussion Which person gave the best evidence? 8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Lets read the letter on page 7 and see whats Johanns choice and opinion. Ok, finished? Now answer the following questions:A. Whats Johanns opinion about the Amber Room?B. Whats his fathers 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 dont agree with the writer.·Be sure to give an example from your own life so that the reader can betterunderstand your opinion. Closing downClosing down by a debatingThere 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 its a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Lets 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 h