高中必修一英語(yǔ)教案

英語(yǔ)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)
ReflectionjAB88.CoM

相關(guān)知識(shí)

Unit 1 Cultural Relics教案設(shè)計(jì)

俗話說(shuō)，凡事預(yù)則立，不預(yù)則廢。作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽(tīng)課，幫助高中教師在教學(xué)期間更好的掌握節(jié)奏。所以你在寫(xiě)高中教案時(shí)要注意些什么呢？下面是小編精心收集整理，為您帶來(lái)的《Unit 1 Cultural Relics教案設(shè)計(jì)》，歡迎大家閱讀，希望對(duì)大家有所幫助。

Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.

Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
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.

Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheSecondPeriod
(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.

Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.

Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716，F(xiàn)rederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.

Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.

Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.

Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
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(Rbeconnectedwith: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.

Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
.

人教新課標(biāo)高一英語(yǔ)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(tīng)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(yǔ)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(guò)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(wèn)句、否定句、if/weather從句中用anything。
Iwantsomethingtoeat.
Idin’thaveanythingtoday.
Isthereanythingwrongwiththisstove?
*Wouldyoulikesomethingtoeat?
但當(dāng)說(shuō)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(yǔ)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(guò)來(lái)
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(yǔ)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(wèn)詞+不定式”,構(gòu)成不定式短語(yǔ),在句中作主語(yǔ),表語(yǔ),賓語(yǔ)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(yǔ))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

Unit 1 Cultural Relics ?課后反思

一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，教師要準(zhǔn)備好教案，這是每個(gè)教師都不可缺少的。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，讓教師能夠快速的解決各種教學(xué)問(wèn)題。你知道如何去寫(xiě)好一份優(yōu)秀的教案呢？考慮到您的需要，小編特地編輯了“Unit 1 Cultural Relics ?課后反思”，相信能對(duì)大家有所幫助。

Unit 1 Cultural relics教學(xué)案

教案課件是老師工作中的一部分，大家應(yīng)該開(kāi)始寫(xiě)教案課件了。將教案課件的工作計(jì)劃制定好，才能使接下來(lái)的工作更加有序！那么到底適合教案課件的范文有哪些？急您所急，小編為朋友們了收集和編輯了“Unit 1 Cultural relics教學(xué)案”，歡迎大家閱讀，希望對(duì)大家有所幫助。

Unit1Culturalrelics教學(xué)案

PartOne:TeachingDesign（第一部分：教學(xué)設(shè)計(jì)）
Period1:AsamplelessonplanforReading
(INSEARCHOFTHEAMBERROOM)
Aims：
Toreadaboutculturalrelics
TolearnaboutTheRestrictiveandNon-RestrictiveAttributiveClause
I.Warmingup
Warmingupbydefining
Goodmorning,class.ThisperiodwearegoingtoreadaboutINSEARCHOFTHEAMBERROOM.Beforeourreading,I’dliketoknow:
A.Whatkindofoldthingsareculturalrelics?
B.Arealltheoldthingsculturalrelics?
C.Whatisthedefinitionandclassificationofculturalrelics?
D.Towhomdoculturalrelicsbelong?
Keysforreference:
A.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.
B.No,notalltheoldobjectsareculturalrelics.
C.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.
D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.
Warmingupbypresenting
Hi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover：
A.Canyounamethemout?
B.Whohavetherighttoconfirmandclassifythem?
Keysforreference:
A.Theyareculturalsites:TheGreatwall;TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors;TheMogaoCave.Thesearenaturalsites:TheJiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:MountTaishan;MountHuangshan;MountWuYi.
B.OnlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.
Warmingupbydiscussing
Now,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision:
A:Whatshouldwedo?
B:Canwekeepitforourselvesorreportittothegovernment?
C:Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?
Keys:ABCquestionscanbeansweredinallkindsofways.Theanswersareflexible.
II.Pre-reading
1.Lookingandsaying
Workinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory，suchasYuanMingYuanandtheAmberRoom.Pleaseguess:
A.Whatkindsofthingscanresultintheirdisappearing?
B.Whydotheycomeintobeingonceagain?
Keysforreference:
A.Maybewars,naturaldisasters,andtimehavedamagedordestroyedthem,gettingthemlostandchanged.Manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.
B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.
2.Explainingandsharing
Workingroupsoffour.Tellyourgroupmates:
A.Whatdoyouknowaboutthesubstanceof“amber”?
B.Whatdoyouknowabouttheculturalrelics“theAmberRoom”?
Keysforreference:
Iamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.
Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,theKingofRussia,bytheKingofPrussia,FrederickWilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
III.Reading
1.Readingaloudtotherecording
NowpleaselistenandreadaloudtotherecordingofthetextINSEARCHOFTHEAMBERROOM.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.
2.Skimmingandidentifyingthegeneralideaofeachparagraph
Nowpleaseskimthetexttogetthekeywordsandgeneralideaofeachparagraph.
1stparagraphtheintroductionabouttheAmberRoom:design,colour,shape,material
2ndparagraphthepresenttotheCzar:apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor
3rdParagraphtherelocatingoftheAmberRoominCatherirⅡtimes:movedintoSummerPalace,moreaddedtoitsdesign
4thParagraphthemissingoftheAmberRoom:thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon
5thParagraphtherebuildingoftheAmberRoom:anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg
3.Scanningandanalyzingthecharacteristicsofthetext.
Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?
Keysforreference:
Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.
4.Readingandunderstanding
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
CollocationsfromINSEARCHOFTHEAMBERROOM
lookinto…,beusedto…,makethedesignfortheroom,infact,asagiftof…,addmoredetailsto…,remove…fromthesearchfor…,belongto…,feelashardasstone,thefancystyle,bemadefor…,inreturn,oneofthegreatwonders,artobjects,lookmuchlike…,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas…,atwar,remainamystery,bereadyfor…
5.Readingandtransferringinformation
Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.
NUMBERMEANING
1716FredericWilliamgavetheAmberRoomtoPetertheGreatasagift.
1770CatherineⅡhadcompletedtheaddingtotheAmberRoominthisyear.
1941TheNaziGermanarmystoletheAmberRoominthisyear.
2003TherebuildingoftheAmberRoomwascompletedinthisyear.
7000TonsThetotalweightoftheambersusedtomaketheroom.
55ThenumberofsoldiersgiventothekingofRussiainreturn.
600ThenumberofthecandleslightingtheAmberRoom.
2Thetwocountries:GermanandRussia.
2IntwodaystheAmberRoomwasremovedtoaGermancity.
100,000TheAmberRoomwasdismantledinto100,000pieces
2727woodenboxeswereusedtocontainthepiecesofAmberRoom.
300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity
6.Readingandlearning
Readthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:
NamesofpeopleNamesofplaces
FrederickⅠPrussia
FrederickWilliamⅠSt.Peterburg
PetertheGreatKonigsberg
CatherineⅡWinterPalace
SummerPalace
ⅣClosingdown
Closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.
Closingdownbyhavingadiscussion
A.CanyouimaginethefateoftheAmberRoom?Whatisit?
B.DoyouthinkifitisworthwhiletoreproducetheAmberRoom?Why?
Keysforreference:
A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.Maybeitwasdestroyedatwarinthefightingfire.Yousee,amberscanbemeltedeasily.Maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.
B.IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.
ClosingdownbyretellingthestoryoftheAmberRoom
Well,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.YouaretoretellthestoryoftheAmberRoom:
ColourStyleShape
ownerpresentmovetowinterpalace
addtomoredetailsremovetopieces
putontrainsremainamystery300thbirthday

Period2:AlessonplanforLearningaboutLanguage
(TheRestrictiveandNon-RestrictiveAttributiveClause)
Aims:
Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
Todiscoversomeusefulwordsandexpressions
Todiscoversomeusefulstructures
Procedures:
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Pleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.
Warmingupbyexplaining
Now,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.
II.LearningaboutAttributiveClause
1.WhatisanadjectiveClause?
Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?”or“whatkindof?”Considerthefollowingexamples:
Adjective
theredcoat
Adjectiveclause
thecoatwhichIboughtyesterday
Liketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.
Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who(m),”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:
informal
Thebookspeoplereadweremainlyreligious.
formal
Thebooksthatpeoplereadweremainlyreligious.
informal
Somefirefightersnevermeetthepeopletheysave.
formal
Somefirefightersnevermeetthepeoplewhomtheysave.
Herearesomemoreexamplesofadjectiveclauses:
themeatwhichtheyatewastainted
Thisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.
They’retalkingaboutthemoviewhichmadehimcry
Thisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?”.
Theyaresearchingforthestudentwhoborrowedthebook
Theclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.
DidItellyouabouttheauthorwhomImet?
Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?”.
2.Restrictive青城山一都江堰,culturalsite,2000.
◆AucientVillagesinSouthernAnhui—XidiandHongcun(安徽古村落一西遞、宏村),culturalsite,2000.
◆LongmenGrottoes(龍門(mén)石窟),culturalsite,2000.
◆ImperialTombsoftheMingandQingDynasties(明清皇家陵寢),culturalsite2000.
◆YungangGrottoes(云岡石窟),culturalsite,2001.
◆ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2003.
◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句麗的王城、王陵和貴族墓葬),culturalsite,2004.
Section3:WordsandexpressionsfromUnitICulturalRelics
cultural
adj.文化的aculturalindependence/culturalexchange
relic
n.sth.oldthatremindsusofthepast遺跡；古物unearthedcultural/arelicofearlycivilization
survive
vt.tocontinuetoliveafter…幸免于；幸存；……之后還活著survivethetrafficaccident/surviveallherchildren
remain
vi.1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture.2.tocontinuetobe(inanunchangedstate)繼續(xù)；依然remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwon’teatyou’lljusthavetoremainhungry!3.Itremainstobeseen:weshallknowlateron.情況仍未明，要看怎樣發(fā)展。
state
n.國(guó)家；政府；州；狀態(tài)stateschools/statedocuments/inapoorstateofhealth
lookinto:toexaminethemeaningorcausesof考察，調(diào)查lookintothematter/lookintotheevent
rare
adj.稀罕的；稀有的；珍貴的therareairofthemountains/raremetals/ararebook
dynasty
n.朝代；王朝theQingDynasty/theTudordynastyinEngland
belongto
tobethepropertyof;tobeamemberof;tobeconnectedwith屬于；為……的一員;與……有關(guān)系belongtoaclub/belongtoaclass/belongtome
insearchof尋找insearchofthecuretothedisease/insearchofthelostboy
amber
n.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofamber
gift
n.贈(zèng)品；禮物；天賦birthdaygifts/giftvouchers/agiftformusic
melt
vt.vi.(使)融化；（使）熔化meltthesnow/melttheanger/meltinwater
heat
n.vt.熱；熱度；把……加熱；使激動(dòng)thebodyheat/theheatofadebate/heatsoupforlunch
design
n.aplaninthemind;adrawingorpatternshowinghowsth.istobemade設(shè)計(jì)；圖案vt.toimagineandplanoutinthemind設(shè)計(jì)；構(gòu)思curiousindesign/makeadesignforamonument;designanengine/designdressesforaqueen
fancy
adj.奇特的；異樣的（無(wú)最高級(jí)和比較級(jí)）vt.想象；設(shè)想；愛(ài)好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoung
style
n.風(fēng)格；風(fēng)度；類型dothingsinstyle/inthestyleof/outofstyle.
jewel
n.珠寶；寶石preciousjewels/ajewelnecklace
inreturn(for):inexchange(for);inpayment(for)作為交換；報(bào)答；酬謝inreturnforherkindness/inreturnforhisgilt
light
vt.vi點(diǎn)火，照亮lightacigarette/lightatorch/lightsb.onhisway
mirror
n.鏡子；反映adrivingmirror/lookinthemirror/amirrorofthetimes
wonder
n.奇跡；驚奇thewondersofnature/It’snowonder./inwonder
atwar處于交戰(zhàn)狀態(tài)beatwar/havebeenatwarforlong
remove
vt.totakeaway(fromaplace);takeoff移動(dòng);脫掉；除去removetheclothfromthetable/removeone’shat;You’vegottoremoveyourshoesbeforeyouentertheroom.
furniture
n.家具（總稱）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurniture
secretly
adv.秘密地；背地里haveatalksecretly/takeanactionsecretly
wooden
adj.木制的awoodenbridge/awoodenchair
doubt
n.懷疑；疑惑；vt.懷疑；不信thereisnodoubtaboutsb./sth./nodoubt/…notdoubtthat/…doubtwhether
mystery
n.神秘；神秘的事物makeamysteryofmatter/diveintothemysteriesof
apart
adv.分離；分別地milesapart/standapart/keepapartfromtakeapart拆開(kāi)takeapartthemachine/takesb.apart
trial
n.審判；審問(wèn)；試驗(yàn)holdatrial/trialbyamilitarycourt/givesb.atrial
consider
vt.1.tothinkabout;examine考慮；思考I’mconsideringchangingmyjob.We’vedecidedtomoveandareconsideringanewhouseinBeijing.2.toregardas認(rèn)為Iconsideryouafool.Iconsideritagreathonourtobeherewithyoutoday.ThebossconsideredTom(tobe)toolazytobeagoodworker.3.totakeintoaccount顧及；考慮到；Ifyouconsider(thefact)thatshe’sonlybeenstudyingEnglishayear,shespeaksitverywell.
opinionn.意見(jiàn)；看法；判斷giveone’sopinion/inone’sopinion/dependonone’sopinion
evidencen.根據(jù)；證據(jù)；證物evidenceforhisguilt/callsb.forevidence/materialevidence/verbalevidence
provevt.證明；證實(shí)vi.原來(lái)是；證明是proveitstruth/provesbtobe/beprovedtobe
pretendvt.假裝；裝扮pretendtobe/pretendthat
thinkhighlyof看重；器重thinkhighlyofhisdeeds/thinkhighlyofhischaracter
treasuren.財(cái)寶；財(cái)富；珍品astoreofhiddentreasure/collectmanytreasures
besidesadv.inaddition,also此外;而且Idon’twanttogo;besides,I’mtired.Imetsomefriendsandotherpeoplebesides.Idon’tlikethosebluesocks;whathaveyougotbesides?prep.aswellas;inadditionto除……之外Ihaveafewfriendsbesidesyou.TherewerethreeotherspresentatthemeetingbesidesMr.Day.