高中詞匯教案

高一英語必背詞匯：Cultural relics教案。

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，作為高中教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助高中教師能夠更輕松的上課教學(xué)。您知道高中教案應(yīng)該要怎么下筆嗎？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“高一英語必背詞匯：Cultural relics教案”，供大家參考，希望能幫助到有需要的朋友。

高一英語必背詞匯：Culturalrelics

cultural文化的
relic遺物;遺跡;紀(jì)念物
rare稀罕的;稀有的;貴重的
valuable貴重的;有價(jià)值的
survive幸免;幸存;生還
vase花瓶;瓶
dynasty朝代;王朝
dragon龍
ambern.琥珀;琥珀色
insearchof尋找
amazevt.使吃驚;驚訝
amazing令人吃驚的
select挑選;選擇
honey蜜;蜂蜜
designn.設(shè)計(jì);圖案;構(gòu)思vt.設(shè)計(jì);計(jì)劃;構(gòu)思
fancyadj.奇異的;異樣的vt.想象;設(shè)想;愛好
style風(fēng)格;風(fēng)度;類型
decorate裝飾;裝修
jewel珠寶;寶石
artist藝術(shù)家
belongvi.屬于;為...的一員
belongto屬于
inreturn作為報(bào)答;回報(bào)
troop群;組;軍隊(duì)
reception接待;招待會(huì);接收
atwar處于交戰(zhàn)狀態(tài)
remove移動(dòng);搬開
lessthan少于
wooden木制的
doubtn.懷疑;疑惑vt.懷疑;不信
mystery神秘;神秘的事物
former以前的;從前的
worthprep.值得的;相稱于…的價(jià)值n.價(jià)值;作用adj.[古]值錢的
rebuild重建
local本地的;當(dāng)?shù)氐?br> apart分離地;分別地
takeapart拆開
painting繪畫;畫
castle城堡
trial審判;審訊;試驗(yàn)
eyewitness目擊者;證人
evidence根據(jù);證據(jù)
explode爆炸
entrance入口
sailor水手;海員;船員
sinkvi.下沉;沉下
maid少女;女仆
Berlin柏林(德國(guó)首都)
thinkhighlyof看重;器重
informal非正式的
debaten.v.爭(zhēng)論，辯論。

相關(guān)知識(shí)

人教版高一（下）英語教案Unit7 Cultural Relics

人教版高一（下）英語教案Unit7CulturalRelics
ACityofHeroes

一、教材分析
（一）教材內(nèi)容分析
本單元話題——文物古跡（Culturalrelics）歷來是全世界較為關(guān)注的焦點(diǎn)之一，尤其是在伊拉克戰(zhàn)爭(zhēng)中，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅！本單元所采用話題構(gòu)成了一個(gè)現(xiàn)代意義十足的時(shí)尚理念，能夠充分喚起學(xué)生的參與欲望。單元內(nèi)容極具生活化，富有活力，體現(xiàn)了本套新教材的一個(gè)重要特征，即緊扣時(shí)代脈搏，富有時(shí)代氣息。Reading通過對(duì)俄羅斯著名城市——圣?彼得堡有關(guān)史實(shí)的介紹，以“ACityofHeroes”為標(biāo)題謳歌了圣市人們?yōu)楸Ｗo(hù)歷史文物和重建家園所作的一切。整個(gè)單元自始自終圍繞保護(hù)代表人類歷史與文明的文物古跡這一主線。話題反映了《課程標(biāo)準(zhǔn)》所提出的“向?qū)W生滲透人文理念和注重對(duì)學(xué)生文化意識(shí)的熏陶”要求，非常具有現(xiàn)實(shí)教育意義，教師利用素材不但可以傳授英語知識(shí)，而且可以在教學(xué)過程中通過滲透的方式將文物保護(hù)知識(shí)有機(jī)地滲透于每堂課的課堂教學(xué)之中，培養(yǎng)學(xué)生愛護(hù)人類文明、保護(hù)文物古跡、熱愛偉大祖國(guó)的思想品德。
（二）教學(xué)重點(diǎn)、難點(diǎn)
1.FunctionalItems：Waysofgivingadviceormakingsuggestions.
2.Topic：Talkingaboutculturalrelics,includingwaysofprotectingthem.
3.Word-formation：“re+V.”（eg.rebuild,replaced,recreate）.
4.Keywordsandexpressions：select,represent,inhistory,bekeptas,givein(up),inruins,
inpieces,bring…backtolife,etc
5.Structure(Grammar)：ThePassiveVoice(I)—ThePresentPerfectPassiveVoice
6.Writing：Writealettertotheeditoronacertainculturalsite,suggestingwaysof
protectingtheculturalrelics.

總之，本單元通過語法、功能項(xiàng)目與新話題的有機(jī)結(jié)合，充分體現(xiàn)《新課程標(biāo)準(zhǔn)》“以學(xué)生為本，以學(xué)生的發(fā)展為本”之要求。
二、教學(xué)目標(biāo)
（一）語言知識(shí)目標(biāo)
本單元要求學(xué)生除掌握必要的單詞、詞組和句型外，同時(shí)要求學(xué)生掌握一定量表達(dá)“提建議或勸告”的交際功能用語，以及現(xiàn)在完成時(shí)的被動(dòng)語態(tài)。
（二）語言技能目標(biāo)
通過本單元的學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽、說、讀、寫”的技能，使學(xué)生能運(yùn)用所學(xué)知識(shí)解決相關(guān)情景中的一些類似問題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新舊知識(shí)解決問題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語言基礎(chǔ)與能力，有個(gè)性地解決問題，就如何最有效地保護(hù)文物古跡提出獨(dú)特的見解。三、教學(xué)原則
（一）以任務(wù)型教學(xué)(Task-basedLanguageTeaching)作為課堂教學(xué)設(shè)計(jì)之理念，具體采用情景教學(xué)法（SituationalApproach），交際教學(xué)法（CommunicativeApproach），整體語言教學(xué)法（WholeLanguageTeaching）等教學(xué)方法。從一定程度上說，人們使用語言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習(xí)者通過運(yùn)用所學(xué)語言來完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過表達(dá)、溝通、交涉、解釋、詢問等各種語言形式來學(xué)習(xí)和掌握語言，實(shí)現(xiàn)目標(biāo)，感受成功。
（二）在教學(xué)中突出交際性，注重讀寫的實(shí)用性；同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實(shí)際運(yùn)用能力的提高。
（三）堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。
（四）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。
四、教學(xué)總體設(shè)計(jì)
（一）創(chuàng)設(shè)情景，營(yíng)造氛圍，體現(xiàn)語言教學(xué)的真實(shí)性
語言教學(xué)的最終目的是培養(yǎng)學(xué)生的言語技能。根據(jù)語言本身的交際性原則，本單元教學(xué)緊緊圍繞３P（Presentation—Practice—Production）教學(xué)環(huán)節(jié)，充分運(yùn)用情景教學(xué)法、交際法、啟發(fā)法等教學(xué)方法，讓學(xué)生在學(xué)習(xí)過程中充分展示其所學(xué)知識(shí)。如針對(duì)本地區(qū)旅游業(yè)的不斷開發(fā)給文物古跡保護(hù)所帶來的負(fù)面效應(yīng)，要求學(xué)生用英語表達(dá)如何采取相應(yīng)的保護(hù)措施等。
（二）采用“任務(wù)型”教學(xué)，培養(yǎng)學(xué)生綜合運(yùn)用英語能力
本單元每堂課采用任務(wù)型教學(xué)，模擬真實(shí)生活中的任務(wù)，任務(wù)的設(shè)計(jì)注重由簡(jiǎn)到繁，由易到難，層層深入，形成由初級(jí)任務(wù)到高級(jí)任務(wù)并由高級(jí)任務(wù)涵蓋初級(jí)任務(wù)的循環(huán)；同時(shí)多樣化的任務(wù)又由課內(nèi)延伸至課外，不僅可拓展學(xué)生的知識(shí)面，更可培養(yǎng)學(xué)生的學(xué)習(xí)興趣，從而提高學(xué)生綜合運(yùn)用英語的能力。
（三）面向全體學(xué)生，關(guān)注學(xué)生的全面發(fā)展
經(jīng)常性地開展pairwork、groupwork、classperformance，培養(yǎng)學(xué)生的團(tuán)體合作精神。
（三）情感目標(biāo)
1）激發(fā)并提高學(xué)習(xí)英語的興趣，樂于接受新鮮事物，勇于嘗試；體現(xiàn)課堂教學(xué)“主體者”的身份，積極主動(dòng)參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人；具有個(gè)性，培養(yǎng)創(chuàng)造能力。
2）培養(yǎng)同學(xué)之間日常融洽相處的感情，樂于合作，善于與人分享喜好，培養(yǎng)正確的審美觀和價(jià)值觀。
3）培養(yǎng)學(xué)生具有良好的文明習(xí)慣，具有文物保護(hù)意識(shí)。
（四）教學(xué)策略
1）開放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識(shí)天地。
2）引趣激趣策略。創(chuàng)設(shè)多種情景（境）激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點(diǎn)燃他們的思維火花。
3）任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固，往往會(huì)使課堂教學(xué)產(chǎn)生事半功倍的良好效果。
4）循序漸進(jìn)和尊重差異策略。由簡(jiǎn)到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。
（五）學(xué)習(xí)策略
1）課前認(rèn)真預(yù)習(xí)，利用互聯(lián)網(wǎng)或其他媒體收集國(guó)內(nèi)外文物古跡以及有關(guān)文物保護(hù)信息，課后能及時(shí)復(fù)習(xí)。
2）上課勤思考，多動(dòng)腦，掌握所學(xué)詞匯，熱情、積極、主動(dòng)參與課堂上各種活動(dòng)。
3）注意學(xué)習(xí)方法，及時(shí)提問并注意傾聽他人意見。
4）確立“學(xué)用英語相結(jié)合”的思想，用英語開展思維，分析（復(fù)述）課文、發(fā)表個(gè)人看法、提出獨(dú)到的見解等。
（六）文化意識(shí)
1）了解文物古跡所折射出的不同時(shí)期、不同地區(qū)的特殊文化內(nèi)涵。
２）培養(yǎng)學(xué)生良好的社會(huì)公德意識(shí)，樹立文物保護(hù)意識(shí)。

六、單元教學(xué)設(shè)計(jì)（課時(shí)計(jì)劃及操作步驟）
依據(jù)《課程標(biāo)準(zhǔn)》及對(duì)學(xué)生教學(xué)目標(biāo)的要求，課堂教學(xué)中充分利用與教材相配套的教學(xué)掛圖、錄音帶、VCD、投影片、練習(xí)冊(cè)、閱讀訓(xùn)練以及多媒體軟件等，并以此作為學(xué)生學(xué)習(xí)和教師教學(xué)的重要內(nèi)容和手段。適應(yīng)信息時(shí)代之所需，教師應(yīng)重視使用一些先進(jìn)的現(xiàn)代教學(xué)技術(shù)手段來激發(fā)、提高學(xué)生學(xué)習(xí)英語的興趣，主要運(yùn)用多媒體輔助教學(xué)，以增加教學(xué)的直觀性和趣味性，加大課堂密度，提高教學(xué)效率。本單元計(jì)劃用六課時(shí)完成教學(xué)任務(wù)與測(cè)試評(píng)估。具體教學(xué)程序設(shè)計(jì)如下：

(1)Tohelpthestudentsknowsomethingaboutculturalrelics.
(2)Totalkaboutwaystoprotectculturalrelics
(3)Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.
TeachingDesign
A.Lead-in
Asisknowntousall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofthemareworld-famous.
Haveyouheardoftheworldheritagelist?
Qs:
Howmanypropertiesareonthelist?(730upto29June,2000)
HowmanyChinesesitesareincluded?(28)
Canyounamesomefamiliarones?Andtrytotalkaboutsomefamiliaronesinourhometown,Jiangsu.
BWarming-up
Lookatthethreepicturesonthebook,thesethreesitesareallontheworldheritagelist.
Talkaboutthemseparatelyandanswerthefollowingquestions
(1)Wherearethethreesites?
(2)Whatcanyouseeinthesepictures?
(3)Whichonewouldyouliketoseemostandwanttotravelthereifachanceisgiven?Andwhy?
Thesethreeculturalsitesarecalledculturalrelicsandweshoulddoourbesttoprotectthem.
Step1Warming-up
1.Questions:
1)Whatareculturalrelics?
TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland
2)Whatdotheyhaveincommon?
Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyare
veryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,defence,magic/superstition).Nowpeoplefromallovertheworldgotovisittheseplaces.
3)WhatdoesthephraseCulturalrelicsmean?
relic:somethingthathassurvivedthepassageoftime,especiallyanobjectoracustomwhoseoriginalculturehasdisappeared;somethingcherishedforitsageorhistoric
interest.
4)DoyouknowanyotherculturalrelicsinChinaorintheworld?
2.Someinformationabout:
1)ThePyramidsinEgypt
2)TheGreatWallinChins
3)StonehengeinEngland
Whentheywerebuilt
Whattheywerebuiltfor
StonehengeisacircleoflargestandingstoneslocatednearSalisbury,inWiltshire,England.Peoplebegantobuildthesiteabout3,100BC.Itisnotclearwhobuiltit.
Focus:reading
Teachinggoals:
1.Totraintheabilityofskimmingandscanning.
2.Todevelopthestudents’abilityandskillsofguessingwordsandreadingcomprehension.
3.Tohelpthestudentsgetintoagoodhabitofreading.
Teachingaids:arecorder,amulti-mediacomputer,etc.
Teachingprocedures:
Step1:warmingup
1.Greetings
2.Commentonthestudents’reportabouttheculturecapsule.
3.Gooverthewaysofgivingadviceormakingsuggestions.
Step2.Pre-reading
T:Throughouttheworld,therearemanywell-knowncities,andquiteafewofthemareparticularlygreat.Someofthecitiesarewellreceivedbythepeople,andsomeothershaveinoraroundthemanumberoffamousculturalrelics.Nowlet’shaveafreediscussionaboutthefollowingquestions:
1.Somecities,likeParisandBeijing,arecalledgreatcitiesoftheworld.Inyouropinion,whatmakesacitygreat?
2.Whatareyourfavoritecities?
3.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?
Step3Reading
Task1.Fastreading.
T:Readthepassagequickly,andfindoutwhereyouhavetheproblemunderstandingthewholestory.Discusstheproblemsinpairsfirstandingroupslater.Dealwithsomecommonproblemsinclass.FinishoffthefollowingQs.
1.What’sthenameofthecity?Whichriverflowsthroughthecenterofit?Whobuiltit?
2.Whyisitcalledacityofheroes?
3.Trueorfalsequestions:
T:ThistimeI’llplaythetapeforyou.Pleaselistentothetapewhilelookingatthesentencesonthescreen,makingadecisionaboutwhetherthefollowingstatementsaretrueorfalse.
1)ThecityofStPetersburgwasbuiltandrebuiltbypetertheGreat.
2)Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
3)TheGermansattackedSt.Petersburgahundredsago.
4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
5)TheGermansdestroyedaportraitofthegreat.
6)Itwasdifficultforpeopletorebuildtheoldpalaces.
7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.
8)StPetersburgwillneverbeasbeautifulasitwasbefore.
4.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
T:Nowpleasecompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Task2.Intensivereading
Readingthepassagecarefullyandanswerthefollowingquestions.
1.Whywasthecityimportantinthepast?
2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?
3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?
4.WhatdidpeopledobeforetheGermanscame?Why?
5.Whatdidpeopleusetohelpthemrebuildthecity?
SkimmingAsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Questions：①Wheredopeopleusuallybuildacity?Why?
②Whatwerethepalaceslike?
③WhatwerethepalacesusedforaftertheCzarsruleoverthecityended?
④WhatdidtheGermansdoastheyleftthecity?
⑤WasiteasyforthepeopleofStPetersburghtorebuildthecity?Andwhy?
⑥Whatdidthepeopledotobringthecitybacktolife?
5.ReadingaloudPlaythetapeandasktheSstoreadalonginaloudvoice.
StepfourPost-reading
1.AsktheSstodiscussthefollowingquestionsingroups:
①WhydopeoplethinkStPetersburghisagreatcity?
②Whywasitsodifficultforpeopletorebuildtheoldpalaces?
③Whatdidpeopleusetohelpthemrebuildthecity?
④WhyarethepeopleofStPetersburghheroes?
Step4.Interview
AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburghandfinallyinvitesomepairstoactouttheirinterviewinthefront.
R--reporterC--citizenofStPetersburgh
R:Goodmorning,ImfromShaoxingDaily.MayIaskyouseveralquestions?
C:Sure.
R:Whenwasyourcitybuiltandandwhobuiltthecity?
C:……
StepsixDebate
Dividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic).
DiscussionWiththefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?
StepsevenSummaryandhomework
1.SummarizethepassageandasktheSstoretellthestory.
2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.

Period4LanguagePoints
Focus:LanguagePoints
Step1.warmingup
1.Greetings
2.Checkthehomework,givingsomeexplanationifnecessary.
Step2.Lead-in
Askthestudentstofindoutthesentencesfromthepassagethattheythinkmostbeautifulorsoundsweetest.
Step3.Reading
1.Askthestudentstoreadonpage124andfinishthefollowingexercisesshownonthescreen.
①Theword,whichhassimilarmeaningto“finish”,is___.
②___meanstogoorrunquickly.
③Theword____meanstosave.
④A_______isaplacewherepeopleworshipthegod
⑤To____largeareasmeansthatwatercoverslargeareas.
⑥Ifsomethingisneeded,itis_____.
⑦Whenyouareseriouslyill,yourlifecouldbe________.
2.Askthestudentstofindoutthemainideaofeachparagraph.
Paragraph1.thebuildofthecity.
Paragraph2.thedeclineofthecity.
Pragraph3.therebuildofthecity.
Paragraph4.thepresentofsituationofthecity.
Step4.Furtherdiscussion
Asweknow,theBritishandtheFrenchcoalitiondestroyedthewinterpalacein1806.Herewehavetwotopicstodiscuss:
1.DoyouthinkitispossibletoforChinesepeopletorebuildit?
2.Doyouthinkitisnecessarytorebuildit?Howcanpeoplerebuildit?
Step5.Explainsomenewwords.
1.Words
underattack:beingsurroundedandassaultedbyenemies’militaryaction
rebuild:buildagain
replace:toputbackinaformerpositionorplace
represent:tostandfor,symbolize
recreate:createsomethingpastagain
restore:tobringbacktotheoriginalcondition
inruins:beingdestroyedcompletely
inpieces:brokenanddamaged
revolution:tooverthrowofonegovernmentanditsreplacementwithanother
portrait:alikenessofaperson,especiallyoneshowingtheface
destroy:toruincompletely;spoil;todoawaywith;putontheendto
2.Practice:
Thecityisbuiltinthe_____oftheNevaRiver___thoughitscenter.AftertheRussian_____,thepalacestherewere_____asmuseum.Thecitywas________forthreemonthsduringtheSecondWorldWar,butpeopletheredidn’t_________.TheGermans_____thebuildingsandeverywhereyoucouldseepaintingsand_______in_______andthewholecitywas_________.Afterthewar,Russianpeoplebeganto___thecity.Theywantedto____thecity_____tolife.Now,many______pieceshavebeen___,oldportraitshavebeen____,andthecityhasbeen___.Dreamscan_______.
Step6.Homework
1.Retellthestoryinyourownwords.
2.Findmoreinformationaboutpeterthegreat.

高考英語詞匯必背

高考英語詞匯必背
一、一個(gè)星期七天
1.Monday2.Tuesday3.Wednesday4.Thursday5.Friday6.Saturday7.Sunday
二、一年十二個(gè)月
1.January2.February3.March4.April
5.May6.June7.July8.August9.September
10.October11.November12.December
三、一年四季
1.spring2.summer3.autumn4.winter
四、容易拼寫錯(cuò)的數(shù)字
1.fifth第五
2.eighth第八
3.ninth第九
4.twelfth第十二
5.twentieth第二十
五、其它必背單詞
Asian(1996)attentively(1996)accepted(1997)announce(1999)average(1999)apologize/ise(2000)afford(2005)ashamed(2006)Australian(2006)average()advantage()
abroadaccordingactressactualadmireadvanceadvantageadventureAfrica(n)agricultureaircraftairportaltogetherAmerica(n)arrivalarticleassistantastonishastronautattackattract
broadcast(1996)breath(2006)broadcast(ed)(2007)
baggagebakeballoonbargainbasinbasketbathebeardbeefbeltbenchbicyclebillionbiologybirthbiscuitbitterblameblanketblockblouseboardbottombranchbrick
Britain(British)broadbroombrushbucketburstbushbutcherbutterbutton

curious(1996)construction(1996)comfortably(1997)coughing(1997)Christmas(2005)celebrate(2007)
cabbagecagecameraCanada(n)candlecaptaincarpetcarrotcartcastlecavecentralcenturychainchalkchargecheekcheesechequechiefchimneychocolatecigar/cigarettecinemacitizenclapclerkcliniccoalcockcollarcombcomfortcommunism(-ist)companioncompositioncomradeconcertconductorcongratulationscontentcontinentconvenientcorncottagecottoncountercouplecoursecourtyardcreamcruelcupboardcurtaincushion

declared(1999)description(2005)description(2007)dictation(2008)downstairs(2008)
damagedampdaughterdawndecisiondefence/defensedelicious(tasty)delightdeliverdepartmentdepthdesertdeterminedialogue/dialogdiamonddictionarydirect(ion)disappointdiscover(y)diseasedistrictdisturbdividedoubledowntowndrawerdrilldrownduckdust(y)

exhibition(1997)equal(1998)encouraged(2006)everywhere(2007)
easterneducationeffortelectric/electricityelephantengineerentranceenvelopeenvyEurope/Europeanexamination/examexcellentexcuseexistexperienceexperimentexplanationexplodeexploitexpress(ion)extraextremely

foreign(1998)familiar(1999)fliers(2000)
favo(u)rite(2007)February(2008)
factoryfairfaithfalsefartherfastenfaultfavo(u)rfeatherfellowfencefiercefigureflashflightfloatflourforbidforkfortnightfortunate/fortuneforwardfountainFrancefreezefrequentFrench(man)freshfridgefrightenfuelfurniture

government(1996)generally(2000)
garagegenerationgentle(man)geographyGerman/GermanyglanceglobegoalgoldengoosegradegraduallygraduategraingrammarGreekgreet(ing)grey/graygroundguardguide

habits(1997)hang()harvest()
haircuthammerhandkerchiefharvestheadacheheavenhonourhousewifehouseworkhundred

immediately(2005)imagine(2006)
India(n)industryinstituteinstructioninternationalinterruptironisland

January(2006)
jacketjourneyjuice

kindergarten()
kilokilometre/kilometerkindergartenkitchenknowledge

lately(1999)lawyer()
laborladderlamplanguagelawyerleafleaguelecturelengthliberateliberationlibrarylifetimelightningliter/litrelivelyloadloaflorryluggage

material(s)/cloth(1996)mean(1999)market(2000)messages(2000)measuring(2005)missed(2006)mirror(2006)messagemajority(2007)
machinemadam/madamemagazinemailbox(letterbox)majormarchMarxismmassmathematics/mathsmeanwhilemeasuremedicalmedicinememorymendmentalmentionmenumerchantmerely,merrymetalmiddaymillionministermodelmodernmonitormonkeymotormountainousmouse(pl.mice)murdermuseummusical

ninth(1998)necessary(1999)naturally(2005)neighbours(2008)
narrownationalnationalitynavyneatneckneedlenephewnervousnieceninetyninthnoblenoisynorthernnounnowadaysnowherenurse

organized/organised(1996)obey(1997)offering(2000)ordinary(2006)opposite(2008)
objectoceanoccuro’clockOctoberofficialoperateopinionorangeotherwiseoutdoor(s)ox(pl.oxen)

persuaded(1996)practical(1997)pressure(1997)preparing(1998)passengers(1999)pilots(2000)palace(2005)praised(2007)pink(2007)pillow()
push/press()
packpacketpalepanparagraphpardonparentParisparkpartparticularpassagepasser-by(pl.)patientpatternpausepeacefulpearpeasantpennypercentperfectperformperhapspersonalphoto/photographphysicspicnickedpiepilepillowpinpioneerpipeplainplasticplatformpleasantploughpolepoliticalpoliticspollutionpopulationporkportpositionpossessionpossiblypostpostcardpotpotatopoundpourpowderpowerpracticepractisepraisepreciouspreferpresentpresidentpresspretendprettypreventprideprobablyproductionprofessorprogram/programmeprogresspromiseproperprotectproudprovidepumppupilpurepurposepurse
quality(1996)
quantityquarrelquarterqueen

realistic(1997)recently(1999)recognised/ized(1999)
restaurants(1999)recognize(2008)regular(2008)
racerailwayraiserapidrayrealize/realizerecordrecoverreferregardregretrelationrelativeremainremovereplyrepublicrequestrequirerespectreviewrevolutionriperollroot
roughrowrubberrubbishrulerrushRussia(n)

spring(1997)straight(1997)Saturday(1998)
separates(1998)swimming(1998)slightly(2000)southern/stolen(2000)shared(2005)
separated(2005)slightly(2006)succeed(2007)sandwich(2008)swimming(2008)shave()
stomach()
sailorsatisfactionscenesciencescientificscientistscoldscorescreamsecretsecretaryseekseizesensesentenceservantservicesettlesewsexshadowshamesharpshavesheetshelfshineshockshoreshouldershowersighsilencesilversinglesinksituationskateskirtsmartsmoothsoapsocialismsocialistsocietysocksolidsometimesomewheresortsoulsoupsouthernSpanishsplendidspoonspreadsquarestagestairstandardstarvestationsteamsteelstickstormstraightstrangerstrengthstrictstrikestrugglestupidsubjectsuddenlysuffersugarsuitablesuitcasesunsetsuppersupplysupposesurfacesweatersweepsweet

thorough(1997)translated(1998)tobacco(2005)translated(2008)
tailtailortaletaptapetaxtechnicaltechniquetelegramtelegraphtelephone/phone,television/TVtemperaturetensetenttermterribletheatre/theaterthereforethickthirstythoughtthousandthreadthroughThursdaythustidytigertighttintinytiptiretiredtitletogethertoilettomatotonguetoward(s)towertracktractortradetraffictrainingtransporttreasuretreattricktriptrouserstrucktrustTuesdaytwelfthtwentieth

umbrella(1999)upstairs(2000)
uglyuniformunituniteduniverseuniversityunknownunusualupward(s)usual

vacationvalleyvaluablevaluevarietyvariousvastvegetableverbvictoryvillagevisitorvolleyballvoyage

weather(1998)waste(1999)
waiterwaitresswake(woke,woken)wealthweddingWednesdayweekendweightwelcomewell-knownwheatwheelwhisperwind(winded/woundwinded/wound)wingwipewirewonderwonderfulwoodwoodenwoolwound

yardyellowyesterdayyouth

(TheEnd)

英語必修一Unit1 Cultural Relics 教案

Unit1CulturalRelics
Warmingup
Teachinggoals
1.Targetlanguage
a.Importantwordsandphrases
culture,state,rare,vase,belongto,insearchof,gift,ton,stone,melt,once,heat,design,fancy,style,jewel,king,artist,inreturn,reception,light,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapart
b.Importantsentencestyle
Inreturn,theCzargavetheKingofPrussia55ofhisbestsoldiers.P2
Thiswasatimewhenthetwocountrieswereatwar.P2
Therewasnodoubtthattheboxeswerethenputonatrainfor…..P2
Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2
IthinkhighlyofthosewhoaresearchingfortheAmberRoom.
2.Abilitygoals
EnablethestudentstotalkaboutthestoryofAmberRoom.
3.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingdifficultpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem
Teachingmethods
Groupdiscussion
Teachingaids
Arecorder,acomputer
Teachingprocedures
Step1warmingup
Showsomepicturesofsomewell-knownculturalrelicsbothathomeandabroad.
Whatisaculturalrelic?
Aculturalrelicissomethingthatsurvivedforalongtime,oftenapartofsomethingoldthathasremainedwhentherestofithasbeendestroyed;ittellspeopleaboutthepast.
AskSssaysomethingaboutthefamousculturalrelicsinChinaandintheworld.
Step2discussion
Arealltheculturalrelicsbeingwellprotected?
Canyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?(TheGreatWall;ThepyramidsinEgypt;AngkorWat……..)
(Theshownpictures:①TheGreatWall,②TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;③TheMausoleumoftheFirstQinEmpeorandtheTerracottaWarriors)
Whyaresomeculturalrelicsinbadcondition?Whathappenedtothem?
Whydoweneedtoprotectculturalrelics?
Howcanweprotectculturalrelics?

Step3groupwork
1.Whydoweneedtoprotectculturalrelics?
Ifweareprotectingourculturalrelics,weare
protectingourhistoryandknowledgesothatpeopleinthefuturewillknowandenjoyit.
Wearealsohelpingourselvesandourchildrentobetterunderstandwhoweareandwherewecomefrom.
Thatiswhywearetryingsohardtoprotectourculturalrelics.
2.Howdoweprotectculturalrelics?
keepinmindthatweshouldtreatourculturalrelicsgently.
Ifotherpeoplearedamagingsomeculturalrelics,weshouldstopthemfromdoingso.
Wecanaskourgovernmenttosparemoremoneyontheprotectionofculturalrelics.
3．Ifyoufindaculturalrelic,whatwillyoudowithit?
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.
Homework
1.previewreading
2.作業(yè)本Unit1,part1(class2)
常規(guī)訓(xùn)練unit1part2.Ex1,2(class12)
Reflection

人教新課標(biāo)高一英語必修二Unit 1 Cultural Relics教案

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，作為教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助教師能夠更輕松的上課教學(xué)。您知道教案應(yīng)該要怎么下筆嗎？小編特地為大家精心收集和整理了“人教新課標(biāo)高一英語必修二Unit 1 Cultural Relics教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit1CulturalRelics
Teachinggoals教學(xué)目標(biāo)
1).Abilitygoals能力目標(biāo)
a.LearnsomedetailedinformationabouttheAmberRoom.
b.Improvethestudents’readingability.
c.Trainthestudents’abilitytograspkeyinformationwhilelistening.
d.Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.
2).Learningabilitygoals學(xué)能目標(biāo)
HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.
3)Emotion:情感目標(biāo)
Trainthestudents’abilitytocooperatewithothers.
EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints教學(xué)重點(diǎn)
1).Thenewwordsandexpressions;
2).LearnsomedetailedinformationabouttheAmberRoom;
3).Trainthestudents’abilitytocooperatewithothers;
4).Trainthestudents’speakingability.
LearntodiscussandactouttheSs’opinionsaboutculturalrelics.
Teachingimportantpoints教學(xué)難點(diǎn)
1)Words:
ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2)Phrases:
lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3).Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4).Improvethestudents’readingability.
Trainthestudents’abilitytograspkeyinformationwhilelistening.
Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.
Teachingmethods教學(xué)方法
1).Watchsomevideosabouttheculturalrelics.(individuals)
2).Haveadiscussion.(groupwork)
3).Writeanarticleaboutthediscussion.(individuals)
Teachingaids教學(xué)設(shè)備
Acomputer,aprojectorandsomeslides.
Teachingproceduresandways教學(xué)過程與方式
Thefirstculturalrelics;manygreatpeople;importanteventstakingplacethere)
T:Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.
Task2:Nowsupposethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?
Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
Step3Task3Speakingtaskonpage46
DebateDoyouthinkChinashouldsaveallofitsculturalrelics?
DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?
T:Afterwatchingsomanypictures,nowdiscusswithyourpartnersthefollowingquestion:
Whatisaculturalrelics?
(SscanfindtheanswerfromtheWarmingup.)
Step4Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Extendingquestions:Towhomdoculturalrelicsbelong?
Step5Languagepoints
1)survive
survive:vi.continuetoliveorexist.
vt.Continuetoliveorexistinspiteofnearlybeingkilledordestroyedbysth.
vt.Remainaliveaftersb.,liveorexistlongerthan
e.g:Manystrangecustomshavesurvivedfromearliertimes.
Herparentsdiedintheaccident,butshesurvived.
Fewbuildingssurvivedtheearthquake.
Themansurvivedhissisterbythreeyears.
2)(a)partof
Apartofthebookshavearrived.
Alegisapartofthebody.
HegavemebackonlypartofthemoneyIlenthim.
Partofthehousewasburntinthefire.
Partofthepassengerswereinjuredintheaccident.
*Partofit_________good.
*Partofthem_____________good.
3)something
通常用于肯定句，而在疑問句、否定句、if/weather從句中用anything。
Iwantsomethingtoeat.
Idin’thaveanythingtoday.
Isthereanythingwrongwiththisstove?
*Wouldyoulikesomethingtoeat?
但當(dāng)說話者心中的肯定意識(shí)較強(qiáng)時(shí)，或?qū)嶋H上表示請(qǐng)求建議時(shí)，一般不用anything而用something.
4)remain
Afterthefire,verylittleremainedofmyhouse.
Muchworkremainedtobedone.
I’llremaintoseetheendofthegame.
Heremainedsilentafterclass.
Thedoorremainedclosed.
a.Therestofthebook___is______notveryinteresting.
b.Therestofthegroup___are_____intheclassroom.
5)therestof……的其余部分
6)imagine+n./doing/sbdoingsth/that-clause
Canyouimaginelifewithoutelectricity?
Icouldhardlyimaginelivinginthatkindofplace.
Ican’timaginehermarryinghim.
CanyouimaginehowworriedIwasthen?
IimaginethatIhavemetyousomewherebefore.
7)lookinto調(diào)查、了解、研究
1)Thepolicearelookingintoalltherecordsoftheman.
2)Helooksintoherfacewithgreatinterest.
3)I’lllookintothematterassoonaspossible.Justhavealittlepatience.
8)insist+n/that…(should)do/that…
insistondoingsth.
a.Heinsistedthatthemoney__________________(return)tohimatonce.
b.Heinsistedthathe______________(notsteal)themoney.
c.Iinsistedonhis__________(go)thererightaway.
9)belongto屬于（P1L7）不可以用于被動(dòng)語態(tài)，或進(jìn)行時(shí)
Correctthemistakes
Thehousewasbelongedtoanoldlady.
ChinaisacountrythatisbelongingtotheThirdWorld.
Asawriter,hereallybelongsthe18thcentury.
Thismapisbelongingonthetable.
10)dowith
Ididn’tknowwhattodowiththeoldtree.
Thenewteacherdidn’tknowwhattodowiththeclass.
Whathaveyoudonewiththepapersforthemeeting?
Wehavenothingelsetoeat,youhavetodowithsomebread.
Icannotdowithloudnoise.
Whattodowiththeproblem?
Howtodealwiththeproblem?
Homework
1.Previewthereading
2.Dothecomprehendingexercises
3.WritedowntheMainideaofeachparagraph
4.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
TheThirdPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.
Whatdoyouknowabouttheculturalrelic“theAmberRoom?
TshowstheSssomepicturesof“theAmberRoom”
Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?WhatdoesthetexttellabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
IttellsusthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:GermanyandRussia.
T:WhyisitcalledtheAmberRoom?(Itwasgiventhenamebecausealmostseventhousandtonsofamberwereusedtomakeit)
WhathappenedtotheAmberRoom?(TheAmberRoomwasgiventotheRussianpeopleasagreatgiftbytheking)
Readthetextquickly,tryingtogetthemainideaeachparagraph.Discussinyourgroupoffour.
AskSstospeakouttheMainideaofeachparagraph:
1.TheAmberRoomhasastrangehistoryandsomethingaboutitsdesignandbuilding.
2.ThehistoryoftheAmberRoomanditsfunctionsinRussia.
3.CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburganditbecameoneofthegreatwonders.
4.TheNaziGermanarmystoletheAmberRoomin1941.Afterthatwhatreallyhappenedtoitremainsamystery.
5.TheRussiansandGermanshavebuiltaNewAmberRoomatthesummerpalace,followingtheoldphotos.
PairworkTorFquestions:
1.TheAmberRoomwasnoteasytomake.
2.CatherineIIdidn’tlikeeverythingabouttheAmberRoomwhenshefirstsawit.
3.TheAmberRoomwastakentoKonigsbergandhiddentherein1941.
4.TheRussiansdidn’tcareabouttheAmberRoom.
5.TheRussiansdon’tthinktheAmberRoomwilleverbefound.
Step3Carefulreading:Listentothetapeandfollowittoreadthetextandanswerthefollowingquestions:
1.WhatcouldtheKingofPrussianeverthinkofhispresenttotheRussian?
Hecouldneverthinkofhispresentwouldhavesuchastrangehistory.
2.WhywasthegiftgiventhenametheAmberRoom?
Becauseaboutseventhousandtonsofamberweremelttomakeit.
3.Whatshapecantheamberbemadeintowhenheated?Anyshape.
4.IstheAmberRoompureambermadewith?
No.It’salsomadewithgoldandjewels.
5.WastheAmberRoomspeciallymadetobeagift?No,itwasn’t.
6.WhatwastheAmberRoommadefor?ForthepalaceofFrederickI.
7.WhatdidtheCzargivetheKingofPrussiainreturn?55ofhisbestsoldiers.
8.WherewastheAmberRoomfirstplaced?
IntheCzar’swinterpalaceinStPetersburg.
9.WhatdidCatherineIIdototheAmberRoom?
Shehadherartistsaddmoredetailstoitsdesign.
10.IstheAmberRoomstillinRussia?No,itisn’t.
11.Whereisitnow?Nooneknows.Itremainsamystery.
12.WhathappenedtotheAmberRoom?ItwasstolenbytheNazisandismissingnow.
13.WhendidtheAmberRoomdisappear?DuringtheSecondWorldWar.
14.WhatweresavedfromtheAmberRoom?Thefurnitureandsmallartobjects.
Step4Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.
Detailedinformation(Doex1
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(R反過來
taketurns輪流地
byturns輪流地,時(shí)而…時(shí)而…
8.serveas擔(dān)任，充當(dāng)
Heservedasawaiterthere.
Whenyousleepintheopen,oldnewspaperscanserveasablanket.
9.add…to…把……加進(jìn)……里去
Headdedthathewasverypleasedwithourwork.
Pleaseaddsomesugartothemilk.
Addthescoreup.
Hisbeingabsentaddedtoourdifficulty.
Themoneyhespentonedayaddeduptoabout0.
10.shewantedit是定語從句修飾theway,后面的關(guān)系代詞可用that/inwhich/-
ShecookschickeninthewayIlike.
11.atwar處于戰(zhàn)爭(zhēng)狀態(tài)，介詞at可表示狀態(tài)或動(dòng)作。
atpeaceatbreakfast
atrestattable
atworkatschool
atthepianoatone’sbest
12.Thereisnodoubt=It’sclear=It’sbeyondargument
Thereisnodoubt后接名詞時(shí)，需用介詞about/of,
eg.Thereisnodoubtabout/ofhishonesty.
doubt也可作不及物動(dòng)詞，“懷疑，不信”,在肯定句中常接whether/if從句，在否定句中常接that從句
eg.Idoubtwhetherwecangetthefirstplaceinthecompetition.
Idon’tdoubtthathewilltellusthetruth.
Step3Homework
Inordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.
1.TranslatethesentencesonPage43intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.
2.FinishtheReadingTaskonPage44.
Recordafterteaching:
TheFifththPeriod
(LearningaboutLanguage)
Knowledge:
1.Learnsomenewwordsofthisunit.
2.Dosomeexercisesofthisunit.
Ability:
1.LearntowriteoutthewordsaccordingtotheirexplanationinEnglish.
2.Improvethestudents’abilityoftranslating.
Emotion:
Trainthestudents’abilitytocooperatewitheachother.
Teachingimportantpoints:
1.Learnthenewwords.
2.Trainthestudents’translatingskills.
Teachingdifficulties:
1.Learntochoosethecorrectwordsaccordingtothemeanings.
2.Howtoimprovethestudents’translatingskills.
Teachingprocedures:
Step1Revision.
Checkthehomeworkexercises.
Haveadictationofsomewordsandexpressionsofreadingpart.
Step2LearningaboutLanguage.
1.AsktheSstofindthewordthatmeanseachofthefollowing(Discoveringusefulwordsandexpressions.)fromthereadingpassage.
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheiranswersandgivethecorrectanswers.
2.T:Lookatthedictionaryentryforthephrasalverb“belongto”,andmatchthemeaningswiththesentencesintherightbox.
belongtophrv(T)
a.tobethepropertyof:Thatcoatbelongstome.
b.tobeapartof;beconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.
Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.
Step4Grammar:AttributiveClause
Task1:Ex.2(P4)
(1)Herearethefarmers.Theydiscoveredtheundergroundcitylastmonth.
Herearethefarmerswho/thatdiscoveredtheundergroundcitylastmonth.
(2)Xi’anisoneofthefewcitieswithwalls.Itswallsremainasgoodasbefore.
Xi’anisoneofthefewcitieswithwallswhosewalls/thewallsofwhich/ofwhich
thewallsremainasgoodasbefore
(3).ShanxiProvinceisaplacewithmanyculturalrelics.Itsrelicsarewelllookedafter.
ShanxiProvinceisaplacewithculturalrelicswhoserelicsarewelllookedafter.
(4).Thewomanrememberedtheday.ShesawNazisburyingsomethingnearherhome.
ThewomanrememberedthedaywhenshesawNazisburyingsomethingnearherhome.
(5).TheoldmansawsomeGermanstakingaparttheAmberRoomandmovingitaway.Youaretalkingtoanoldman.
Theoldman(who/whom/that)youaretalkingtosawsomeGermanstakingaparttheAmberRoomandmovingitaway.
Task2:Fillintheblanksusingwhich,as,when,who,whom,where,when,why,that.
(1)StPetersburgisaverybeautifulcity,________wasoncecalledLeningrad.
(2)InXi’an,Imetateacher,______hasastrongloveforculturalrelicsandtookmetovisitthehistorymuseum.
(3)Idon’trememberthesoldier,______toldmenottotellanyonewhatIhadseen.
(4)Mygrandfatherwasachildthen,_____peopledidn’tpaymuchattentiontoculturalrelicsintheolddays.
(5)Theymovedtheboxestoamine,_____theywantedtohidethem.
Task3:Practice.
(1)Whatsurprisedmewasnotwhathesaidbuttheway____________hesaidit.
(2)We’rejusttryingtoreachapoint______bothsideswillsitdowntogetherandtalk.(06山東）
(3)____isoftenthecase,wehaveworkedouttheproductionplan.
(4)Thisistheveryhouse_______helived
(5)Nextwinter,_____youwillspendinHarbin,I’msure,willbeanotherexcitingholiday.
(6)That’sthereason______hewaslate.
(7)Thepicturesbroughtthedaysbacktotheold______theyswamintheriver.
(8)Robertandhissongs_____werefamousintheU.S.arealsopopularinChina.
(9)Theyarealwayssmoking,_______ofcourse,willdoharmtotheirhealth.
(10)Thesituation______youusethewordsisveryclearinfact.
Correctthemistakes:
1.Thereasonwhyheexplainedatthemeetingsurprisedus.
2.Icanrememberthedayswhenwespenttogether.
3.Thewayinwhichyoutalkedaboutisveryimportantforus.
4.Putthebookinwhichyoucaniteasily.
Step5Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
.Thesixthperiod
Step1Revision
Dictation
1.Therewasnodoubtthatthehousebelongedtomygrandfather.
2.Wewilllookintothemattertomorrow,whentheownerwillbeback.
3.Iwon’tgothereifinvited.
4.I’mpleasedtohavebeenofanyhelptoyou.
5.Thegirlwashighlythoughtofforhergooddesign.
Step2Reading,listeningandwriting
Discussion:Whatmustajudgedoinatrial?
?Whatarethedifferencesbetweenafactandanopinion?
Step3ReadingP5
Task1:ListentothetapeandmakesurewhatthethreepeoplesayaboutthemissingAmberRoomandtrytofindwhoisgivingthemostfacts.
Task2:Readthepassageandfillintheforms.
NAMEJanHasekJOBaminer
PLACECzechRepubilcTIME1945;now
Whatheheard
Whathesaw/sees
Whathedid/does

Whathebelieves
NAMEAnnaPetrovJOBamaid
PLACEacastleinKonigsbergTIME1941-1945
Whatsheheard
Whatshesaw
Whatshedid
Whatshebelieves
NAMEHansBraunJOBasailor
PLACETheBalticSeaTIME1945
Whatheheard/
hears
Whathesaw
Whathedid
Whathebelieves
Step4Explanation
1.“疑問詞+不定式”,構(gòu)成不定式短語,在句中作主語,表語,賓語等成分.
(1)Wheredogotomorrowhasnotbeendecided.
(2)Hehastolearnhowtosende-mails.
(3)WillyoushowmehowtosurftheInternet?
(4)Perhapsthemostdifficultthingishowtosurvivewithoutfriends?
(5)Ijustwanttoknowwhentostart?
2.consider(1)考慮considersth/doingsth
Weareconsideringgoingabroad.
Haveyouconsideredhisdecision?
(2)認(rèn)為consider+that-clauseconsider…as/(tobe)…
Theyallconsiderthatweshouldstartnow.
Heisconsideredas/(tobe)thebestplayer.
(3)considering鑒于,考慮到,就…而言
Shedidverywell,consideringhisage.
(注意:此處不可以改成considered)
3.ratherthan:而不是otherthan除了…
(1)Hewoulddieratherthangivein.
(2)Hepreferstostayathomeratherthangoouting.
(3)WhatIneednowismoneyratherthanadvice.
(4)OtherthanEngland,therearenootherplaceslikethis.
Step5Readingtask(P44-45)
Task1:Fastreading---mainidea.
WhydoesBigFengwanttosaveculturalrelics?
(BigFengandhisfriendsoffereachotherhelpwhoeverneedshelp.SoFengbelievesthathis
worktosaveculturalrelicsisawaytothankhisfriends.)
Task2:Carefulreading–details.
AnswerthequestionsonPage45.
Step6Discussion
Whatshouldwetoprotectourculturalrelics?
Step7Homework
DoaresearchaboutoneoftheculturalrelicsinChina.
TheSeventhPeriod
PeriodfourListening
Step1Revision
1.Youshouldpraisehim_____________(介詞短語)scoldhim.
2.Afactisanythingthatcanbe________(動(dòng)詞).
3.Alotof________(evident)showthathehadstolenmanythingsfromthehouse.
4.Theanswer____thequestionisveryeasytofind.
__________(consider)hisyoungage,hedidagoodjob.
Step2Listening(P41)
Task1:Leading-in
(1)HaveyoueverheardofAswanDaminEgypt?Whatisitusedfor?
(2)DoyouknowthereisasimilarprojectbeingcarriedoutinChina?
Task2:Listenformainideaandsomekeypoints.
Task3:Listenfordetailedinformation.
1.WhywastheAswanDambuilt?Wasitsuccessful?
(ThedamwasbuilttostopfloodsontheNileRiver.Itwasbuilttogivepeoplemoreelectricity.)
2.Whatproblemswerethereduringthebuildingofthedam?
(Thewaterinthelakebehindthedamrose.53,000peoplehadtomoveandsometempleswereindanger.)
3.TheAswanDamisthelargestdamintheworld.
(1)True(2)False(3)It’snotmentionedonthetape.
4.WhydidAbuSimbelneedtobemoved?
(Thedamwouldputitunderwater.)
5.Whatproblemdidtheengineersneedtosolve?
(Theengineersneededtofindawaytomovetherelictosafety.)
6.AbuSimbelisthemostpopularplacefortouristswhovisitEgypt.
(1)True(2)False(3)Itisnotmentionedonthetape.
Step3ListeningTask
Task1:Leading-in
Asweknow,theAswanDamisoneoftheancientculturalrelicsmadebypeopleintheoldtimes.Nowtherearealsosomewell-designedbuildingsthatmaybecomeculturalrelicsinthefuture.Showsomepictures.
1.TheBankofChinaBuildinginHong
2.KongdesignedbyIMPei
Questions:Doyouwanttoknowthestoryofthedesigner?Now,let’slistentothetapeaboutIMPei,afamousarchitect
(ArchitectIMPeihasalottosmileabout.
TheBankofChinaBuildinginHongKong)
Task2:Listenandgetthemainideaandsomekeypoints.
Task3:ListenandfinishEx.2(P44).
1.IMPeistudiedat__________________,wherehesoonbecamea_______________.
2.In1951,hetravelledto_________toseeitsgreat_________forhimself.
3.Itwasdesignedtolooklikebotha__________Chineseand__________Westernhotel.
TrueorFalsequestions:
(1)IMPeidesignedalibraryforPresidentJohnFKennedy.()
(2)HedesignednewpartsoffamousaremuseumsinthecapitalcitiesoftheUSandEngland.()
(3)TwofamousChineseuniversitieshonoredhim.()
Task4:MakesomenotesaboutIMPei’slifeandfinishEx.1.(No.1nowwe’lllearnaletterfromaGermannewspaper.Thewritergiveshisopinionaboutwhatshouldbedonewithaculturalrelicthathasbeenfound.
Task2:Readtheletterandwriteashortreplytoit.Youmaychoosetoagreeordisagreeandgivereasons.
ModelA
DearJohann,
ImustsaythatIagreewithyou.Ifyoufind__________,itshouldbelongtoyoubecause____________________________.EvenifIlostsomething,Iwouldn’texpect______________.OnceIlosta________,Idecidednotto__________.Peopleneedtounderstandthat___________________.Yourletterhelpsmetorememberthatpeopleneedtobecarefulwith___________.Thentheywon’tneedtoworryabout____________.Soyousee,Johann,Igottwo
rewards:oneIcould_______________andoneIcould__________.
ModelB
DearJohann,
ImustsaythatIdon’tagreewithyou.Thoughyoufind_________.Itdoesn’tmeanitbelongsto,youshould__________________.I’msureyouwouldwantsomeoneto__________________.OnceIfoundabeautiful________.Iwantto_______.ThenIrememberedseeingonejustlikeitin__________.Iwenttothe________andfoundthe________towhomitbelonged.__________wasvery________togetitbackandgavemesomedeliciousapples.Soyousee,Johann,Igottworewards:oneIcouldeatandoneIcouldkeepinmyheart.
Step5Explanation
1.thinkhighly/much/wellof…=singhighpraisefor…
thinklittle/nothingof…
Theheadmasterthoughthighlyofmeformygoodperformance.
Thelittleboywaswellthoughtofbythem.
Hethoughtnothingofwalking40miles.走40英里,他不當(dāng)回事.
2.besides(adv):what’smore
It’stoolate;besides,it’sstartingtorain.
Step6Homework
Writtenwork:Translation