高中英語(yǔ)必修二教案

高二英語(yǔ)Culturalrelics教案。

Unit1CulturalRelics

I．教學(xué)目標(biāo)

技能目標(biāo)GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon-WriteashortreplytoaletterandgiveyouropinionTakenotesandjudgewhogivesthebestevidencerestrictiveattributiveclauses

Ⅱ．目標(biāo)語(yǔ)言

功能句式

Expressionsusedtogiveopinions

Ithinkhighlyof...

Idontagreethat．”

Besides...

ImustsaythatIagreewithyou.

ImustsaythatIdontagreewithyou.

AsfarasImconcerned,Ithink...

AsIseeit...

Dontyouagree/think(that)...

Icanthelpthinking(that)...

Iwouldliketosay...

Inmyopinion／view...

Personally,weshould…

Well,obviouslyweshould…

Thepointis...

詞匯

1.四會(huì)詞匯

cultural,survive,remain，state,rare,dynasty,vase,belong,gift,ton,stone,once,heat,design,fancy,style,jewel,king,artist,reception,light,

mirror,wonder,remove,furniture;secretly,wooden,doubt,trial,consider,opinion,evidence,prove,pretend,maid,castle,sailor,treasure，besides

2．認(rèn)讀詞匯

relic,amber,FrederickWilliamI,Prussia,Prussian,PetertheGreat,Czar,StPetersberg,Catherine,Konigsberg,BaltilSea,Leningrad,JanHasek,

AnnaPetrov,mystery

3.詞組

lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof

4.重點(diǎn)詞匯

belong,once,heat,design,light,wonder,doubt,remain,prove,consider,besides,survive,furniture,opinion

語(yǔ)法

Theattributiveclauseswithwhich/who/where/when

Aculturalrelicissomethingthathassurvived一

ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.

Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromaplace.

ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause...

Later，Catherine1IhadtheAmberRoom...outsideStPetersburgwhere…

Thiswasatimewhenthetwocountrieswereatwar.

In1770,theroomwascompletedtheway(that)shewantedit.

重點(diǎn)句子

1.FrederickWilliamI,thekingofPrussiacouldneverhaveimaginedthat．…2.Onceitisheated,theambercanbemadeintoanyshape

3.ItwasmadeforthepalaceofFrederickⅠ.

4.In1716,FrederickWilliamIgaveittoPetertheGreat,as“giftoffriendship．…

5.Inreturn,theCzargavethekingofPrussia55ofhisbestsoldiers.

6.TheAmberRoomsoonbecamepartoftheCzarsPalaceinStPetersburg.

7.Later,Catherine11hadtheAmberRoommovedtothepalaceoutside．…

8.Thiswasatimewhenthetwocountrieswereatwar.

9.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg，…

10.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.

11.1thinkhighlyofthosewhoaresearchingfortheAmberRoom

Ⅲ.教材分析與教材重組

1.教材分析

本單元以culturalrelics為話題，旨在通過(guò)單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會(huì)描述它們的起源。發(fā)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語(yǔ)從句，能在英語(yǔ)口語(yǔ)交際過(guò)程中判斷別人給出的依據(jù)，并給出自己的觀點(diǎn)，能回信并就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。

1.1Warmingup假設(shè)你是一個(gè)文化遺產(chǎn)部門(mén)的工作人員，被派往一個(gè)小村鎮(zhèn)，去調(diào)查一個(gè)罕見(jiàn)的明朝花瓶被盜事件。這時(shí)有一個(gè)男的試圖阻止你，并堅(jiān)持認(rèn)為這個(gè)花瓶是屬于他家的，那么對(duì)此，你要對(duì)他說(shuō)些什么？

1.2Pre-reading是Reading的熱身部分，有兩個(gè)問(wèn)題組成。第一個(gè)問(wèn)題是想出一個(gè)你了解的文物遺產(chǎn)，如果這個(gè)文物遺產(chǎn)不見(jiàn)了，你會(huì)感覺(jué)如何，為什么會(huì)有這樣的感覺(jué)？第二個(gè)問(wèn)題是你發(fā)現(xiàn)了一個(gè)文物遺產(chǎn)/I，那么你會(huì)怎么處理它？這樣的兩個(gè)問(wèn)題便為引出Reading:InSearchoftheAmberRoom做好了鋪墊。

1.3Reading是關(guān)于尋找丟失了的普魯士國(guó)王威廉一世送給俄羅斯沙皇的那個(gè)琥珀屋的建立、被毀、重建的整個(gè)歷史。第一段說(shuō)TheAmberRoomhas“strangehistory，并對(duì)它進(jìn)行洋細(xì)的描述。第二段敘述了TheAmberRoom的來(lái)歷及其在俄國(guó)的用途：沙皇的冬宮和會(huì)見(jiàn)重要客人的會(huì)客室。第三段敘述了葉卡捷琳娜二世派人把琥珀屋搬到了圣·彼得堡郊外她避暑的宮殿中，并按照她的意愿對(duì)這個(gè)琥珀屋進(jìn)行了重新設(shè)計(jì)，使之成為世界上最偉大的奇跡之一。第四段，敘述了1941年9月，納粹德軍入侵圣·彼得堡，并擄走了琉拍屋，使之成為一個(gè)謎。第五段，講述了現(xiàn)在德俄兩國(guó)人民依據(jù)舊的琥珀屋，在夏宮建立了一個(gè)新的琥珀屋。設(shè)計(jì)這篇文章的目的是讓學(xué)生從文化遺產(chǎn)的歷史中，體驗(yàn)人類文明發(fā)展的過(guò)程，提高學(xué)生保護(hù)文化遺產(chǎn)的意識(shí)。

1.4Comprehending既有知識(shí)性的問(wèn)題，讓學(xué)生了解文章的細(xì)節(jié)(exercise1)，同時(shí)又跳出了課文，對(duì)文章進(jìn)行了整體評(píng)價(jià)(exercise2)0由易到難，有較好的梯度，全面

考查了學(xué)生對(duì)文章的理解。

1.5LearningaboutLanguage分Discoveringusefulwordsandexpressions和Discoveringusefulstructures兩部分。其中第一部分的Exercise1根據(jù)英語(yǔ)解釋，寫(xiě)出對(duì)應(yīng)的單詞。Exercise2練習(xí)belongto的詞義和用法。Exercise3練習(xí)介詞at的用法。第二部分的Exercise1從文中找出7個(gè)含that/which/who/where/when的定語(yǔ)從句。Exercise2Jointhepairsofsentencesusingthat／which/who/whose/where/whenwithoutcommas（限定性定語(yǔ)從句）。Exercises3Jointhepairsofsentencesusing

which/who/whom/where/whenwithcommas（非限定性定語(yǔ)從句）。

1.6UsingLanguage分Reading，ListeningandWriting和Speakingandwriting和Readingandwriting三部分。在第一部分的Listening中要求學(xué)生takenoteswhilelistening進(jìn)一步提高聽(tīng)力水平。第二部分中speakandwritedownashortlistofreasonsforyourchoice.練習(xí)這種句型Itcanbeprovedthat---because---第三部分ReadaletterfromaGermannewspaperandwriteareplytothisletterandgiveareasonwhyyouagreeordontagreewiththewriter.

1.7Summingup從四個(gè)角度：有用的動(dòng)詞，動(dòng)詞短語(yǔ)，其他的表這和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識(shí)。

1.8Learningtip建議學(xué)生親自去博物館看一些中國(guó)文化遺產(chǎn)，并主動(dòng)擔(dān)當(dāng)導(dǎo)游向外國(guó)游客介紹這些文化遺產(chǎn)，同時(shí)練習(xí)英語(yǔ)口語(yǔ)，并向外國(guó)游客學(xué)習(xí)英語(yǔ)同他們交朋友。

2.教材重組

2.1從話題內(nèi)容分析，Warmingup,Pre-reading,Reading,Comprehending和LeaningaboutLanguage內(nèi)容一致，將其設(shè)計(jì)成一節(jié)閱讀課。

2.2將UsingLanguage設(shè)計(jì)成一節(jié)語(yǔ)言學(xué)習(xí)課。

2.3將Workbook里的Listening和ListeningTask整合成一節(jié)聽(tīng)力課。

2.4將Workbook里的Talking和SpeakingTask設(shè)計(jì)成一節(jié)口語(yǔ)課。

2.5將Workbook中的ReadingTask和WritingTask整合成一節(jié)閱讀和寫(xiě)作課。

2.6將Workbook里的UsingWordsandExpression與UsingStrictures和UsingLanguage中的Summingup與LearningTip和Workbook中的CheckingYourself設(shè)計(jì)成一節(jié)復(fù)習(xí)課。

3.課時(shí)設(shè)計(jì)與課時(shí)分配

（經(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時(shí)完成）

1stperiodWarmingupandReading(1)

2ndperiodGrammar

3rdperiodListening

4thperiodSpeaking

5thperiodReading(B)andWriting

6thperiodComprehensiveRevision

（以上課時(shí)分配與教材重組，僅供參考，教師可因時(shí)因地因人而異，不必拘泥于此。）

Unit1CulturalRelics

Thefirstperiod

Warmingupandreading

Teachinggoals

1.Targetlanguage

a.Importantwordsandphrases

culture,state,lookinto,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

1.Learningtothetape

2.Groupdiscussionandpresentation

3.Multi-functionalteachingequipment

Teachingaids

Arecorder,aprojector,andsomeslides

Teachingproceduresways

Stepone

Askthestudentstocheckthenewwordsandexpressionsofthisunitwitheachotherinthisunit.

Steptwowarmingup

Thewarming-upexercisesraisesthestudents’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicstheyknow.

T:Now,class,lookatthetitleofthisunit.Tellmewhatthetopicisthisunit.

S:Culturalrelics

T:Doyouknowwhatculturalrelicsare?

(Students’answers)

T:Allofyoudidagoodjob.Ok,letmetellyouwhatculturalrelicsare.Culturalrelicsaretracesorfeaturessurvivingfromapastageandservingtoremindpeopleofthem.

Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Someofthemareindangerbecausetheyarebeingdestroyed.

Thencanyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?(TheGreatWall;ThepyramidsinEgypt;AngkorWat……..)

PartthreePre-reading

1.Leading-in

T:Ok,class,doyouthinktheseculturalrelicsbeautiful?

S:Yes,verybeautiful.

T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?

S:…………(find，rebuild，protect）

T：Thanksfouryourgoodsuggestions.Nowlet’slearn“InSearchoftheAmberRoom”.

2.Explainingpictures

Askthestudentstoreadthetextfirstandthenanswerthefollowingquestions:

1).WhywasitcalledAmberRoom?

(Itwasgiventhenamebecausealmostseventhousandtonsofamberusedtomakeit.)

2).WhathappenedtotheAmberRoom?

(First,itwasbuiltinPrussia.Then,FrederickWilliamI,thekingofPrussia,sentittoPetertheGreat,asagiftoffriendshipfromthePrussiatotheRussianpeople.AndtheAmberRoomsoonbecamepartoftheAmberRoomsoonbecamepartoftheCzar’swinterpalaceinStPeterberg…….)

3.Listening

Askthestudentstoreadthetextcarefullyandfindoutthemainideaofeachparagraph.

Askthestudentstotellthecharacteristicsofthetext

1.IttellsthehistoryoftheAmberRoomsothatweknowwhathappened.

2.Itusesthepasttense.

PartfivePost-reading

FinishthecomprehendingexerciseinP2

PartSixLearningaboutlanguage

1).FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthat……..

情態(tài)動(dòng)詞+havedone表示對(duì)過(guò)去發(fā)生的事情的推測(cè)、批評(píng)和反悔等意思。

Eg:Youshouldhavetoldmeearlier.Whatshallwedonow?

2)Onceitisheated,theambercanbemadeintoanyshape.

Bemadeinto被制成，被做成

3）beatwar處于交戰(zhàn)狀態(tài)

4）remain后，常跟名詞，意思為“保持，繼續(xù)，依然”

5).belongto

Thenfinishtheexercisein“Learningaboutlanguage”and“Discoveringusefulstructures.”

PartSevenHomework:

1.Reviewthekeysentencesinthispart.

2.Reviewthewordsinthesecondperiod.

TheSecondPeriodGrammar

Teachinggoals:

1.Targetlanguagea.Vocabularytrial,consider,prove,tellthetruth,pretend,thinkhighlyof,besidesb.StructuresIthinkhighlyofthosewhoaresearchingfortheAmberRoom.Besides,myfatheroncetoldmethatanypersonwhofindssomethingcouldkeepit.ImustsaythatIagreewithyou.ImustsaythatIdon’tagreewithyou.2.Abilitygoals

Enablethestudentstomakejudgmentsandtowriteashortreplytoaletter,thengivetheirownopinions.

3.LearningabilitygoalsHelpthestudentslearnhowtomakejudgmentsandgivetheiropinions.TeachingimportantpointsTheattributiveclauseswiththat/which/who/where/whenTeachingdifficultpointsHowtotelltheattributiveclauseswiththat/which/who/where/when/fromotherclausesTeachingmethodsLearningandpracticingTeachingaidsMultimediacomputer

Teachingproceduresandways

I.Reading,listeningandwriting

1.FastReading(Pre-listening)Findoutthedifferencesbetweenafactandanopinion.2.ListeningStudentstakenotesandfillintheformwhilelisteningtowhatthethreepeoplesayaboutthemissingAmberRoom.3.Post-listeninga.DiscussionStudentssharetheirformswithothers.Thendiscusswhichpersongavethebestevidenceusingsomeusefulexpressionsgiven.b.WritingandspeakingStudentswritedownashortlistofreasonsfortheirchoice.II.Readingandwriting

Readtheletteronpage7fromaGermannewspaper.ThenwriteareplytotheletterIII.Homework

1.Reviewthe11keysentencesintheReading.Rememberthewordsandsentencesthatwelearntthisclass.2.Previewthenewwordsandphrasesinthenextclass.

ThethirdPeriodListening

TeachingGoals

1.Targetlanguage目標(biāo)語(yǔ)言

a.詞匯man-madeprojects,theNileRiver,TheAswanDam,AbuSimbel,rock-n-rollmusicb.重點(diǎn)句型DoyouthinkitwasworthspendingsomuchmoneytomoveAbuSimbel?2.Abilitygoals

Masterthepatternsthatcanbeusedtodescribeculturalrelicsbylistening.3.Learningabilitygoals

HelptheSslearnhowtograspthekeywordsthatcanhelpstudentstoanswerquestionswhilelisteningtothetape.Teachingimportantpoints

Learnthepatternsusedtodescribeculturalrelics.Teachingdifficultpoints

HowtograspthekeywordsthatcanhelpthestudentstoanswerquestionsTeachingmethods

1.Listentothetape.(Individuals)2.Checktheanswers,(cooperativelearning)Teachingaids教具設(shè)備

Arecorder,atape,aprojectorandsomeslides.Step1Homeworkchecking

T:Let’scheckourhomeworkeachother.Wewillhaveadictationofthe11deysentencesinthereading.1.FrederickWilliamI,thekingofPrussiacouldneverhaveimaginedthathisgreatestgifttotheRussianPeoplewouldhavesuchastrangehistory.2.Onceitisheated,theambercanbemadeintoanyshapeP.13.itwasmadeforthepalaceofFrederickI.P14.in1716,FredrickWilliamIgaveittoPetertheGreat,asagiftoffriendshipfromthePrussiantotheRussianPeople.P15.Inreturn,theCzargavethekingofPrussia55ofthebestsoldiers.P16.TheAmberRoomsoonbecamepartoftheCzar’sPalaceinSt.Petersburg.P1.7.Later,CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers.P28.Thiswasatimewhenthetwocountrieswereatwar.P29.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthattimeaGermancityontheBalticSea.P210.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P211.1thinkhighlyofthosewhoaresearchingfortheAmberRoom.P2StepIIListening(P41)

1.Listentothetapeforthefirsttimetogetthemainidea.2.ListenagaintothetapethattalksaboutatempleinEgypt,andthenanswerthequestionsonpage41.First,studentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.T:Asweknow，theAswanDamisoneoftheancientculturalrelicsmadebythepeopleinthe,oldtimes.Now,therearealsosomewell一designedbuildingsthatmaybecomeculturalrelicsinthefuture.Forexample,TheBankofChinaBuildinginHongKongdesignedbyIMPei.Doyouwanttoknowthestoryofthedesigners?Next,welllistentoatapeaboutIMPei,afamousarchitect.Step1BListeningTask(P44)

T:Pleaselistentothetape,youhavethreetimes.Atfirsttime,trytogetthemainidea.Atsecondtime,trytospellthemissingwordsasyouhearthem.Atthelasttime,makesomenotesabout1MPeislife.Afterlistening,workinpairs.Eachpairwritesashortdialogueaccordingtothenotes.Letstudentsreadandactoutthedialogueandcompetewitheachpairtoseewhichpairisthebest.StepIVHomework

1.Collectsomeinformationabouttheculturalrelicsthatareindanger.2.Writeyouropinionsonhowtoprotecttheculturalrelics.

TheFourthPeriodSpeaking

口語(yǔ)課教材分析與問(wèn)題解決

a.Inthesetwoparts-SpeakingTaskandTalking,studentshaveadiscussionaboutculturalrelicsandactouttheiropinionsatthesametime.Thus,thestudentswillbecomeactiveandhavethedesireofspeaking.b.Onlydiscussionisnotenough.Maybestudentswillbetiredofspeaking.Butoralwritingcanimprovespeaking.Thusthetrainingofthetwoskills-speakingandwritingcanbenefiteachother.c.Accordingtothecontentsandthecharacteristicsofspeaking,wecanhavethisclassinthefollowingsteps:inspiringinterest-controlledspeakingtraining-opentraining-consolidation-outputofspeaking.Teachinggoals教學(xué)目標(biāo)

1.Abilitygoals能力目標(biāo)

Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.2.Learningabilitygoals學(xué)能目標(biāo)

HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.Teachingimportantpoints教學(xué)重點(diǎn)

LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教學(xué)難點(diǎn)

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

StepIHomeworkcheckingT:Well,class,atthebeginningofthisclass，1wanttoknowwhetheryouhavecollectedsomeinformationoftheculturalrelicsthatareindanger?Ss:Yes.T:OK,tellmewhatyoucollected?S1：TheGreatWallinChinaisindanger.Somepartsofthewallhavebeendestroyedbythewind，airandrain.ThusitisdangerousforpeopletoclimbpartsoftheGreatWall.AndthereisalsosomerubbishontheGreatWall,whichdestroyedthebeautyoftheGreatWall.S2:ThepyramidsinEgyptarealsodestroyedbythewind,airandrain.Someofthemneedtoberepaired.S3:SomebuildingsofAngkorWatarefallingdown.StepIILead-in

T:OK,class,allofyoudidaverygoodjob.NowwatchvideosonthebigscreenthatarefromOUTLOOKENGLISHMAGZINEthatareabouttheworldculturalrelics.

Studentswatchthevideostofindsomeculturalrelicsthatareindanger.

T:Haveyoufoundthatsomeofthemareindanger?

Ss:Yes.

T:Maybeoneday,theywillnotexist.Thenwhatshouldwedowiththem?Nowletsgotothenextpart,SpeakingTask.

StepIIISpeakingTask(P46)

T:Chinahastensofthousandsofculturalrelics.PerhapsitisnotpossibleornecessarytosaveallofthemForexample,Beijingisfamousforitslanesortraditionalhousesandyard,SomepeoplesaythatonlythebestonesshouldbesavedOthersdisagree,andsaytheymakethecapitalaspecialplaceNow,letshaveadiscussionaboutthisintwosides.DoyouthinkChinashouldsaveallofitsculturalrelics?

-A:Yes,weshouldsaveallourculturalrelics.

-B:No,weshouldntsaveallourculturalrelics.Weshouldonlysavethebestone.

T:Well,youdidagoodjob.Next,practiceagainthesentencesthatcanbeusedtoshowyouropinions.

StepIVWriting

T:Writeanarticleof100-120wordsaboutthewholediscussionandexpressyouropinionatthesametime.Nomatterwhatyouropinionis,justwriteitdown.

Later,theteachershowssomearticlesofthestudentswithaprojectorandcorrectsthemwiththewholeclass.

Suggestedanswers

Today,wehaveadiscussionon"ShouldChinasaveallofitsculturalrelics".Somestudentsthinkthatweshouldsavealltheculturalrelicsforthefollowingreasons.Alltheculturalrelicshavetheirownhistoryandrepresentpartsofourculture.Sotheyareveryimportantanduseful

tosociety.Althoughwehavetospendalotofmoneytoprotectthem,itisworthprotectingthem.Butsomestudentsthinkthatweshouldjustsavethebestculturalrelicsinsteadofsavingalltheculturalrelicsforthefollowingreasons.Therearetoomanyculturalrelicsinourcountrytobeprotected.Thus,wellhavetospendalotofmoney.Maybethiswillbeawasteofmoney.Afterall,someculturalrelicsarenotsovaluableanduseful.Soweshouldspendthemoneythatisusedtoprotectsomeunimportantculturalrelicsontheimportantthings.Inmyopinion,weshouldjustprotectthebestones.Afterall,ourcountryisstilladevelopingcountryandbasnotenoughmoneytoprotectalltheculturalrelics.Aslongaswecankeeptheculturethattheculturalrelicsstandfor;thatsenough.

StepVTalking(P41)

T:Pleasetalkwithyourpartneraboutthelatestclothes.Completethedialogue,givingfactsandopinionswhereasked.

First,thestudentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.

Suggestedanswers

A:SINGER(nameofacompany)makesthebestcoasts(nameofakindofclothing)inChina!Itsafact.

B:Really?Howdoyouknowthat?

A:Becauseallmyworkmates(nameofpersons)wearthem

B:Butthatdoesntmakeitafact.

A:Whynot?

B:Because1dontknowthiskindclothingand1neverseeanyonewearthem

A:OK.Soifitsnotafact,whatisit?

B:Itsanunbelievablefact.

Letthestudentspracticethedialoguewiththeirpartnersandthengiveashortperformancefortheclass.

StepVIHomework

1.Reviewtheattributiveclausesthatwelearnedinthefirstperiod.

2.Rememberthewordsandsentencesthatwelearntthisclass.

3.Previewthenewwordsinthenextclass.

TheFifthPeriodReading(11)andWriting

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言

a.重點(diǎn)詞匯和短語(yǔ)

time-consuming,takecareof,gentle,giant,treasure,dynasty

b.重點(diǎn)句型

Itwasmorethanhecouldhavegotfor...P45

2.Abilitygoals能力目標(biāo)

EnablethestudentstocatchdetailsofBigFengsstoryandwritealetteronsavingtheculturalrelics.

3.Learningabilitygoals學(xué)能目標(biāo)

HelpthestudentslearnhowtocatchdetailsofBigFengsstoryandgraspthewaysofwritingaletteronsavingtheculturalrelics.Teachingimportantpoints教學(xué)重點(diǎn)

TeachthestudentstotellBigFeng’sstory.Teachingdifficultpoints教學(xué)難點(diǎn)

Teachthestudentshowtowritealetteronsavingtheculturalrelics.Teachingmethods教學(xué)方法

1.Reading(individuals)2.Discussion(groupwork)3.Writing(individuals)Teachingaids教具設(shè)備

Arecorder,aprojectorandsomeslides.Teachingproceduresandways教學(xué)過(guò)程與方式

StepIHomeworkchecking

T:Letscheckourhomeworkeachother.Askthestudentstohaveadictationofthesentencesincludingattributiveclauseslearnedinthefirstperiod.StepIIReadingTask(P44)

T:Sinceculturalrelicsareimportantanduseful，itsnecessaryforeveryonetoprotectthem.Afterall,theybelongtothewholeworld.Sotoday,wellreadapassagethatisaboutacommonpersonwhosavestheculturalrelics--BIGFENGTOTHERESCUE.ReadthepassageforthefirsttimeandanswerwhyBigFengwantstosaveculturalrelics.Whilethestudentsarereading,theteacherwalksaroundtheclassroomandtrytocollecttheanswerofthestudents.Then,theteachercheckstheanswer.Suggestedanswer

BigFengandhisfriendsoffereachotherhelpwhoeverneedshelps.soFengbelievesthathisworktosaveculturalrelicsisawaytothankhismanyfriends.T:Nowlistentothetapeandanswerhowhesavestheculturalrelicsofhishomeyown.Whilethestudentslistentothetape,theteachershouldaskthemtowritethekeywordsthatareusefulforthentoanswerthequestion.Latertheteachergivestheanswerwithaslideprojectors.Suggestedanswer

Inordertoprotecttheculturalrelicsofhishometown,hegoesoutanddoesalotofthingsaspossibleashecan.OneofhisbiggestprojectswastoprotecttheoldeststreetinTianjin.Anotherprojectwasmoresuccessful:hegotthegovernmenttobuysomelandinthecenterofthecitysoitcouldnotbesoldtobusinesses.Notlongago,heandotherwritersandartiststookphotosoftheoldpartsofTianjin.Andthephotoswereputintoanexpensivebookthatwasverypopular.Andthemoneyfromthebookhelpshisprojects.T:Readthepassageagaincarefullyandanswerthefollowingquestions:1)Whatdoes"abigheart"mean？InwhichwaysdoesFengJicaishowthathehasabigheart?2)Whydoeshethinkitismoreimportanttodothisthantowritehisnovels?3)Itisverytime-consuming（耗時(shí)的）andexpensiveforFengJicaitotakecareofculturalrelics.Canyouthinkofsomeotherwaystohelphimwithhisprojects?First,thestudentsdiscussthethreequestionsbythemselves.Later,theteachergivestheanswers,usingaslideprojector.Suggestedanswers1)Thathehasabigheartmeansthatheisverykind.Youmightsayheisagentlegiant.HisrealnameisFengJicai,andhehaswrittenmanynovelsaboutlifeinChina.Severalyearsago,heputdownhispenandbegantoprotectculturalrelicsinTianjin,wherehelives.2)Heknowsthepastisnotonlyforustoenjoybutalsoforthechildrenofthefuture,soweshouldprotectsomeoldthingssuchastheoldstreetsandbuildings.Andmorepeoplefollowwhathedoes,notwhathesays.Sohethinksitisimportanttodothisthantowritehisnovels.3)Yes,Ithinktherearesomeotherwaystohelphimwithhisprojects.Forexample,heandhisfriendscanmakeavideoabouttheoldstreetsandbuildingsandbroadcastthisprogramonTVsothatmorepeoplecanknowtheimportanceofprotectingtheculturalrelicsandreallytakeefficientactionstoprotectthem.T:WhocanlistotherfamousculturalrelicsinChinabesidestheonesmentionedinthereading?

.SuggestedanswersTherearemanyculturalrelicsinChinabesidestheonesmentionedinthereading,suchasTheSummerPalace,theForbiddenCitv,theWestLakeandsoon.StepⅣ(Writingtask(P46-47)T:AlthoughtherearetensofthousandsofculturalrelicsinChinathatneedtobeprotected,justchooseoneculturalrelicinyourhometownthatyourthinkisworthsaving.Writealettertoallthestudentsofyourschooltoencouragethemtohelpsavetheculturalrelic.Youcanusethefollowingmodelonpage46asaguide.First,thestudentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.T:Pleaselookatpage47andfinishtheproject“thefollowingsteps:1)GettogetherwiththreeofyourclassmatesandshareyourlettersfromtheWritingtaskwithoneanother.Readeachletteraloud.2)Nowtakethebestideasfromeachletterandmakeanevenbetterplantoprotectaculturalrelicinyourhometown.Explainyourreasons.3)Organizeyourplanstepbysteptogetmoreandmorestudentstojointheproject.4)Prepareashortspeechandhaveonememberofyourgrouptellyourclassmatessothatwecanprotectitwell.Possibleanswer（I)

DearClassmates,Asyoungpeople,wedontalwayswanttothinkaboutthepast.Yetweoftenhearourgrandfathersandgrandmotherstalkaboutculturalrelics.Theysaywemustprotectsomeoftheserelicsbecausetheycanremindusofthepastandtheyareveryimportantanduseful.TheyalsosaythattheserelicsareimportanttousbecausetheystandforthespecialcultureoChina.Imsureyouwillagree.Afterall,somedaywewillbeolderourselvesandwillwantourownchildrentoprotectthem.SoIhaveaplanforsavingtheLongquanTower,whichisafineculturalrelichereinourhometown.ItcanbefoundatthenortheastcornerinTengzhou.Itshouldbesavedbecauseithasbeengreatlydestroyedbywindsandrains.Myplanistopaintitagainandthenrebuildsomepartsofit.Wecanalsoturntothegovernmentforhelp.Later,whenothersbegintooffertheirhelp,perhapswecanrebuildthewholetowersothatitwillbesafer.Ifyoulikemyplan,pleasegiveanotetoyourteacher.Thankyou.

Yourfriend,

LucyMaPossibleanswer（II）DearClassmates,Asyoungpeople,wedontalwayswanttothinkabouthepast.Yetweoftenhearourgrandfathersandgrandmotherstalkaboutculturalrelics.Theysaywemustprotectsomeoftheserelicsbecausetheyrepresentwhathappenedinthepastintheworldthatwelivein.Theyalsosaythattheserelicsareimportanttousbecausewecanusethemtodeveloptourismandmakealotmoney.Imsureyouwillagree.Afterall,somedaywewillbeolderourselvesandwillwantourownchildrentoprotectthem.SoIhaveaplanforsavingtheLongquanTower,whichisafineculturalrelichereinourhometown.ItcanbefoundatthenortheastcornerinTengzhou.ItshouldbesavedbecauseithasbeenoldandsomepartsofitareverydangerousforpeopletoclimbisMyplanistorebuildanewonefollowingthepresentoldtowerandthenprotecttheoldoneandjustletpeoplewatchitandnotclimbit.Wecanalsohopethatallthepeopleinthiscitycantakeactions.Later,whenothersbegintooffertheirhelp,perhapswecanhaveanewandsaferLongquanToweratthattime.Ifyoulikemyplan,pleasegiveanotetoyourteacher.Thankyou.

Yourfriend,

TomPossibleanswer(m)DearClassmates,Asyoungpeople,wedontalwayswanttothinkaboutthepast.Yetweoftenhearourgrandfathersandgrandmotherstalkaboutculturalrelics.Theysaywemustprotectsomeoftheserelicsbecausetheyarepartofourculture.Theyalsosaythattheserelicsareimportanttousbecausetheyhelpustolearnthehistoryandcultureofourcountry.Imsureyouwillagree.Afterall,somedaywewillbeolderourselvesandwillwantourownchildrentoprotectthem.SoIhaveaplanforsavingtheLonquanTower,whichisafineculturalrelichereinourhometown.ItcanbefoundatthenortheastcornerinTengzhou.Itshouldbesavedbecauseithasbeendestroyedbysomepeoplewhovisiteditandwrotesomethingonit.Myplanistorepairsomepartsthathavebeendestroyedandthenpaintthemagain.Wecanalsoaskthepeoplewhowillvisitthetowernottowriteanythingonthewallsofthetower.Later,whenothersbegintooffertheirhelp,perhapswecanimprovepeoplessenseofprotectingculturalrelics.Ifyoulikemyplan,pleasegiveanotetoyourteacher.Thankyou.

Yourfriend,

MikeT:OK,class.Allofyoudidagoodjob.Yourplansareallgood.And1hopeyoucanmakeyourplanrealized.Next,listentotodayshomework.StepIVHomework

Reviewthewords,phrasesandsentencesinthisunit.

精選閱讀

Culturalrelics教案

作為杰出的教學(xué)工作者，能夠保證教課的順利開(kāi)展，教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。你知道怎么寫(xiě)具體的教案內(nèi)容嗎？下面是小編精心收集整理，為您帶來(lái)的《Culturalrelics教案》，僅供參考，大家一起來(lái)看看吧。

Unit7Culturalrelics
重點(diǎn)詞匯解析
1.includevt包括；包含
1)including為介詞，后接名詞、代詞作賓語(yǔ)。
2)included為過(guò)去分詞充當(dāng)?shù)男稳菰~，無(wú)比較級(jí)和最高級(jí)，其前常用名詞或代詞。
3)比較include，contain
include作“包含”解時(shí)，其后的賓語(yǔ)只是整體的一部分。
Contain作此意解時(shí)，其后的賓語(yǔ)指的是整體的全部。
2.restorevt
1）歸還torestorestolenproperty歸還贓物
2）恢復(fù)；復(fù)興torestorelawandorder恢復(fù)法律和秩序
3）恢復(fù)健康；復(fù)原restoredafteronesholiday假期之后健康恢復(fù)了
3.rebuildv.再建；重建rebuildahouseafterthefire.火災(zāi)后重建房子。
注意：re-前綴，加在動(dòng)詞或名詞前?！爸匦隆?。如：rewrite,reopen,revisit,remake,reprint,reread.
4.burnvi,vtburnt或burned,burning
1)燃燒Thehouseisburning.房子燒起來(lái)了。
2)發(fā)光；照亮alightburning燈光亮著
3)發(fā)熱；炙熱t(yī)heburningsand炙熱的沙子
4)熱衷Sheisburningtotellyouthenews.她急于要告訴你這消息。
Everybodyisburningtoknowthegoodnews.大家都急于想知道這則好消息。
5)燒傷；燒壞；燒毀Heburntallhispapers.他燒毀了（他）所有的文件。n.燒傷burnsonherhand手部的燒傷burnup（因熱度過(guò)高）燒壞;快速旅行；趕路toburnuptheroad趕路
5.beautyn.
1)美，美貌aflowerofgreatbeauty一朵非常美麗的花
2)美人；美的事物Yourdaughterisquiteabeauty.你的女兒很漂亮。
3)極好的（或極壞的）人或事物
6.photographvt照相；為…而拍照
1）n.照片,相片;逼真的印象[描繪]
2）have[get]onesphotographtaken(=sit[pose]foronesphotograph)請(qǐng)人拍照
3）haveaphotographtakenwith和...合影;takeaphotographof拍攝
7.damagen
1)損失；損害，損壞
2)（前面與the連用）價(jià)錢
3)(pl)賠償費(fèi)toclaimdamages索賠
vt損害，損壞；使受損失
8.projectn計(jì)劃；設(shè)計(jì)
1)突出；使突出
2)投擲；扔；發(fā)射;擴(kuò)散
3)表現(xiàn)（自己）；突出（自己）
9.officialadj
1)官方的；正式的
2）anofficialletter公函;officialprice官方牌價(jià);
anofficialtitle官銜;officialnews官方消息
3）n.官員；公務(wù)員anofficialinthedepartmentofhealth衛(wèi)生部門(mén)的官員
10.breathn
1)呼吸；氣息adeepbreath深呼吸
2)微風(fēng)hardlyabreathofair幾乎沒(méi)有一點(diǎn)風(fēng)
3）習(xí)慣用語(yǔ)：catchonesbreath屏息；歇一口氣：holdonesbreath屏息；takebreath歇息
wasteonesbreath白費(fèi)口舌；takeonesbreathaway目瞪口呆；大為驚訝
11．lie躺;位于
注意：過(guò)去式,過(guò)去分詞為lay;lain
lie撒謊;過(guò)去式,過(guò)去分詞為lied;lied
lay擺放;產(chǎn)卵;下蛋;過(guò)去式.過(guò)去分詞為laid;laid
12、run
（1）runintosomeplace向（某空間）沖進(jìn)去。
（2）runtodosth.跑去干……
（3）runaway是不及物動(dòng)詞短語(yǔ)“跑掉”之意。
13、Breath是名詞，“呼吸、氣息”，有可數(shù)和不可數(shù)兩種形式。
1）Takeadeepbreath.深深地吸一口氣。
2）Takebreath歇一歇，喘口氣
3）Holdone’sbreath屏息，弊住氣
4）Outofbreath上氣不接下氣
14、Pull
1）Pullsth.down/pulldownsth.是“拆毀”的意思，其反義短語(yǔ)是：
2）Pull……outof把……拉出來(lái)。
3）Pull……upfrom把……拉上來(lái)。
重點(diǎn)詞組解析

1.givein屈服，投降讓步;屈服;上交;支撐不住
注意：giveup放棄做……,投降
2.inruins成為廢墟，嚴(yán)重受損
3.bring…backtolife使蘇醒
4.pulldown拆毀；推毀；推翻
5．bringback拿回退換;使某人返回;恢復(fù)
6。runinto除表示“向……地方跑去”外，還有些常見(jiàn)的用法。
（1）runintosth.遇到或撞及某物
（2）runintosb.偶然碰到，（使汽車）撞及某人
重點(diǎn)句型解析

1.Wherethereisariver,thereisacity.有河流的地方就有城市。
Where在這里引導(dǎo)的是地點(diǎn)狀語(yǔ)從句，相當(dāng)于介詞in/at/to+theplace+where從句9定語(yǔ)從句），意思是“在……地方”。
2.Itwasunderattackfor900days,butthepeopleofthecitynevergavein.城市被德軍圍攻達(dá)900天之久，但是當(dāng)?shù)厝嗣駨奈辞?br> Underattack遭到攻擊，常與be動(dòng)詞連用。這里的介詞under作“經(jīng)受或遭受”、“在…的過(guò)程中”等解釋，前接be動(dòng)詞，后跟名詞，有時(shí)表達(dá)進(jìn)行時(shí)態(tài)的意思。
3.Restoringthecityanditsculturalrelicsseemedimpossible,butthepeopleofthisgreatcitywouldnotgiveup.看來(lái)要恢復(fù)城市和它的文化遺跡原貌是不可能辦的事，但是這座偉大的城市的人民決不肯放棄。
seem的用法：
1）seem后可接形容詞、名詞、不定式、分詞或介詞短語(yǔ)等作表語(yǔ)。
2）seem后接tobe，注意tobe的省略情況。
湯姆今天上午來(lái)看你，他看上去很疲憊。
4）Itseems后接that或asif從句，引導(dǎo)詞that/asif有時(shí)可省略。

高考銜接點(diǎn)撥
一、do
1、do+n.
doexercises做練習(xí),dohousework干家務(wù),dobusiness做生意,doEnglishpuzzle猜英語(yǔ)字謎,dowonders創(chuàng)造奇跡
2、do+a+n.
doaroom整理房間,doafavor開(kāi)恩,doasum計(jì)算,doashow展示
3、do+an+n.
doanexperiment做實(shí)驗(yàn)
4、do+the+n.
dotheproblem解決問(wèn)題,dothetrick愚弄,dothedead做好事
5、do+ones+n.
dooneslesson做功課,dooneshair梳理頭發(fā),doonesteeth刷牙,doonesbed鋪床,doonesduty盡義務(wù),doonesbest竭力
6、do+some+v-ing
dosomewashing涮洗,dosomereading讀書(shū),dosomeshopping購(gòu)物,dosomesewing縫補(bǔ),dosomecleaning做清潔,dosomesightseeing觀光,dosometraveling旅行,dosomecooking做飯,dosomestudying學(xué)習(xí),dosomesweeping打掃,dosomespeaking發(fā)言
7、do+n.+tosb.
dojusticetosb.對(duì)某人公正,dogoodtosb.對(duì)某人有好處,doharmtosb.對(duì)某人有危害,dodamagetosb.對(duì)某人有損害,dohonortosb.對(duì)某人開(kāi)恩,dowrongtosb.冤枉某人,dorighttosb.對(duì)某人公正
二、give
1、give+n.
givetrouble作亂,givehelp提供幫助,giveencouragement鼓勵(lì),givepermission許可,givesupport支持，giveway讓步
2、give+a+n.
giveadescription描述,giveahand幫助，givealook看一眼，givearing打電話,giveapush推一下,giveapull拉一下,giveawelcome歡迎,giveaconcert舉辦音樂(lè)會(huì),givealecture演講,giveareply回答,giveasmile笑一笑
3、give+an+n.
giveanexcuse找借口,giveanorder訂購(gòu),giveanexample舉例
4、give+sb.+n.
givesb.arise給某人漲工資,givesb.alift搭便車
三、go
1、go+n.
goDutch各自付賬
2、go+for+n.
goforadrive開(kāi)車兜風(fēng),goforaswim去游泳,goforawalk散步,goforanouting遠(yuǎn)足
3、go+v-ing
goclimbing去爬山,gocycling騎車兜風(fēng)，godancing去跳舞,gofarming去務(wù)農(nóng)，gofishing去釣魚(yú),gohunting去打獵,gohiking去遠(yuǎn)足，goriding去騎馬,goskiing去滑水,goskating去滑冰,goswimming去游泳,gowalking散步,goshopping出去購(gòu)物,goshooting去射擊,gopicnicking出去野炊，
4、go+to+n.
gotoschool上學(xué),gotocollege上大學(xué),gotobed上床睡覺(jué),gotohospital看病,gotochurch朝拜，gotopieces破碎，gotowaste浪費(fèi)，gotowork上班
四、have
1、have+n.
havebreakfast/lunch/supper吃早/中/晚餐,havetea喝茶,havesports從事體育運(yùn)動(dòng),havepatience有耐心,havefun開(kāi)心,havedifficulty有困難
2、have+a+n.
haveameal吃飯,haveadrink喝飲料,haveabeer喝啤酒,haveawine喝酒,haveacoffee喝咖啡,haveataste品嘗,haveasmoke吸煙,haveadiscussion討論,haveameeting開(kāi)會(huì),haveatalk交談,haveachat閑聊,haveaquarrel爭(zhēng)吵,haveabreak休息,haveahaircut理發(fā),haveatry試一試,havearest休息,havealesson上課,haveaclass上課,haveadream做夢(mèng),haveagame玩游戲,haveadance跳舞,haveastomachache肚子痛,haveatoothache牙痛,haveabackache背痛,haveacold感冒,haveacough咳嗽,haveafever發(fā)燒,haveaholiday度假,haveadayoff休息一天,haveagoodtime玩得開(kāi)心,haveapicnic野炊
3、have+an+n.
haveaninfluence有影響,haveanexam考試,haveaninterview面試,haveanobjection反對(duì)
課堂同步練習(xí)

1.Howaboutthetwoofus______awalkdownthegarden?
A.totakeB.takeC.takingD.tobetake
2.Everyonethereenjoyedtheplay________me.
A.includingB.includedC.whichincludedD.toinclude
3.Ifeellike_____inthefreshairaftersupper,butI’dlike_____athometoday.
A.walking;tostayB.towalk;stayingC.walking;stayingD.towalk;tostay
4.Myteacherhasaway_____hisclassinteresting.
A.ofmakeB.ofmakingC.makingD.tomaking
5.–Ican’tpickupBBCprogrammes.
--But______buyshort-waveradio?
A.whynotB.whynottoC.whydon’tD.whydon’tto
6.Wouldyouplease____adescription____whatyouhaveseen?
A.give;forB.make;forC.give;ofD.make;of
7.Thisphotoofminewastaken_____stoodthefamoustower.
A.whichB.inwhichC.whereD.there
8.Hisdreamofgoingtocollege______.
A.hascometrueB.hascometotrueC.hadcometrueD.hadcometotrue
9.Hisfatherboughthimawatchlastmonth,butnowitis_____.
A.missingB.missedC.beingmissedD.beingmissing
10.Lucky,thepeopletheredid______helphim.
A.allthattheycouldB.alltheycouldto
C.allwhattheycouldD.allwhattheycouldto
11.TheRiverNile____floodlargeareas,butnowthewaterofit____produceelectricity.
A.usedto;isusedtoB.usedto;isusingto
C.wasusedto;isusedtoD.usedto;isusedfor
12.Thereusedtobealotofoldhouses,butnowthey________.
A.havepulleddownB.havebeenpulleddown
C.werepulleddownD.hadbeenpulleddown
13.Theshopwillbeclosedduring_____.
A.repairB.repairsC.arepairD.repairing
14.Thenumberofthestamps____limited,soanumberofpeople___tohavealookatthem.
A.are;wantB.is;wantsC.is;wantD.are;wants
15.Hisparentstriedtheirbesttomakehim_____.
A.behappyB.happyC.tobehappyD.happiness

Culturalrelics教案1

Unit1culturalrelics
教材分析

I．教學(xué)內(nèi)容分析
本單元的話題是“文化遺產(chǎn)”。
Warmingup部分首先讓學(xué)生對(duì)文物的定義有所了解，然后讓學(xué)生討論文物所應(yīng)具有的特點(diǎn)，在此基礎(chǔ)上讓學(xué)生看幾幅圖片，進(jìn)一步討論“是不是只有像花瓶這樣的東西才算是文物，建筑物算不算文物”這個(gè)問(wèn)題。
Pre-reading部分設(shè)計(jì)了一個(gè)問(wèn)題讓學(xué)生對(duì)琥珀進(jìn)行初步的了解，然后快速瀏覽文章。
Reading部分主要介紹了有關(guān)俄羅斯遺失琥珀屋的軼聞。
LearningaboutLanguage部分首先安排了根據(jù)英語(yǔ)釋義搭配詞匯的練習(xí)，力求鞏固學(xué)生對(duì)新詞匯的理解和記憶；此外，針對(duì)本單元的語(yǔ)法重點(diǎn)----定語(yǔ)從句，該部分還包含了相當(dāng)分量的練習(xí)，讓學(xué)生通過(guò)尋找課文中的定語(yǔ)從句啟發(fā)學(xué)生去發(fā)現(xiàn)、歸納和復(fù)習(xí)限制性定語(yǔ)從句，同時(shí)引入非限制性定語(yǔ)從句的教學(xué)與訓(xùn)練。
UsingLanguage部分的Readingandlistening和speaking主要通過(guò)對(duì)evidence,fact和opinion三個(gè)詞的講解辨析，同時(shí)結(jié)合琥珀屋離奇失蹤這一事件，對(duì)學(xué)生進(jìn)行聽(tīng)力訓(xùn)練，有效地幫助學(xué)生將所學(xué)內(nèi)容與實(shí)際判斷能力的培養(yǎng)結(jié)合起來(lái)。緊隨其后的readingandwriting對(duì)一封信進(jìn)行討論之后，根據(jù)所給出的提示寫(xiě)一封回信，這一部分通過(guò)展示不同人對(duì)待國(guó)家文化遺產(chǎn)的不同態(tài)度，引發(fā)學(xué)生思考，讓他們發(fā)表自己的看法，具有現(xiàn)實(shí)意義。
LearningTips部分鼓勵(lì)學(xué)生去參觀博物館或文化遺產(chǎn)勝地，學(xué)習(xí)有關(guān)的知識(shí)，盡力為外國(guó)游客提供導(dǎo)游服務(wù)，一方面可以借此機(jī)會(huì)鍛煉自己的英語(yǔ)口語(yǔ)，另一方面也可以結(jié)交朋友。

II．教學(xué)重點(diǎn)和難點(diǎn)
1．教學(xué)重點(diǎn)
(1)本單元的生詞和短語(yǔ)。
(2)掌握限制性與非限制性定語(yǔ)從句的用法，理解兩者有何不同。
(3)了解琥珀屋的歷史，了解世界文化遺產(chǎn)，增強(qiáng)文化遺產(chǎn)保護(hù)意識(shí)。
2．教學(xué)難點(diǎn)
(1)學(xué)會(huì)區(qū)別事實(shí)與觀點(diǎn)，鍛煉思維分析能力。
(2)用英語(yǔ)表達(dá)自己的看法或征求別人的看法。

III．教學(xué)計(jì)劃
本單元分五課時(shí)：
第一、二課時(shí)：WarmingUp，Pre-reading,Reading,Comprehending
第三、四課時(shí)：LearningaboutLanguage
第五課時(shí)：UsingLanguage

IV．教學(xué)步驟：
Period12WarmingUp,Pre-reading,Reading,Comprehending
TeachingGoals:
1.Tolearnaboutculturalrelics.
2.Tolearnabouttherestrictiveandnon-restrictiveattributiveclause.
TeachingProcedures:
Step1Leading-in
Purpose:TogetSstomakeadefinitionaboutculturalrelics.
AskSsfourquestionsasfollows.
1.Whatkindofoldthingsareculturalrelics?
2.Arealltheoldthingsculturalrelics?
3.Whatisthedefinitionandclassificationofculturalrelics?
4.Towhomdoculturalrelicsbelong?
Suggestedanswers:
1.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.
2.No,notalltheoldobjectsareculturalrelics.
3.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicistillauniqueculturalexpressionandcontributions.
4.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.
Step2.WarmingUp
1.Pairwork
GetSstomakeachoicebetween“compellinginterests”,inthiscasetheinterestsofafamilyandtheinterestsofsociety.
2.Groupwork
GetSstorole-playaconversationbetweenyouandtheman.
Suggesteddialogue:
YOU:Hello,IamheretoseeMr.ZhangRi.AreyouZhangRi?
MAN:Yes,Iam.
YOU:MynameisHuYuan.ImfromtheOfficeforCulturalRelics.
MAN:Oh,istheresomeproblem?
YOU:Perhaps.IunderstandthatyouhaveanoldMingDynastyvase.
MAN:Yes,Idobutitsnotmine.Er-itbelongstomyfamily.
YOU:Hmm.MayIhavealookatit?
MAN:Why,yes,ofcourse.Pleasecomein.Rightthisway.Hereitis.
YOU:Itsquitebeautiful.
MAN:Yes,itis,isntit?Itsbeenwithourfamilyforalongtime.
YOU:Mr.Zhang,ImsorrytotellyouthisbutImquitecertainthisisaculturalrelic.
MAN:Oh,howcanyoubesure?
YOU:ItisjustliketheonedescribedinareportIgot.
MAN:Whatreport?
YOU:Areportaboutarelicthatismissingfromamuseum.
MAN:Ihaventheardaboutthat.
YOU:Perhapsnot.Yousaythisrelichasbeeninyourfamilyalongtime?
MAN:Well,actually,oneofmycousinsgaveittous.
YOU:Whenwasthat?
MAN:LastyeararoundthetimeoftheMid-AutumnFestival.
YOU:ImsorrytosaythisbutIbelievethisistherelicthemuseumhaslost.
Step3.Pre-reading
Purpose:TogetSstoformaresponsibleattitudetowardsculturalrelics.

TheGreatWallTheLeshanGiantBuddha

MausoleumofthefirstWinEmperor
andtheTerracottaWarriors
1.Theabovepicturesaresomeofthe30worldculturalrelicsinChina.GetSstoknowsomethingaboutthem.Sscanhaveatalkaboutthem.
◆MountTaishan(泰山),listedasworldculturalandnaturalsitein1987.
◆TheGreatWall(長(zhǎng)城),culturalsite,1987.
◆TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宮、沈陽(yáng)故宮),culturalsite,1987,2004.
◆TheMogaoCaves(敦煌莫高窟),culturalsite,1987.
◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(秦始皇陵及兵馬俑坑),culturalsite,1987.
◆ThePekingManSiteatZhoukoudian(周口店北京猿人遺址),culturalsite,1987.
◆MountHuangshan(黃山),culturalandnaturalsite,1990.
◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨溝風(fēng)景名勝區(qū)),nationalsite,1992.
◆TheHuanglongScenicandHistoricInterestArea(黃龍風(fēng)景名勝區(qū)),naturalsite,1992.
◆TheWulingyuanScenicandHistoricInterestArea(武陵源風(fēng)景名勝區(qū)),naturalsite,1992.
◆TheMountainResortanditsOutlyingTemples,Chengde(河北承德避暑山莊及周圍寺廟),culturalsite,1994.
◆TheTempleandCemeteryofConfuciusandtheKongFamilyMansioninQufu(曲阜孔廟、孔府、孔林),culturalsite,1994.
◆TheAncientBuildingComplexintheWudangMountains(武當(dāng)山古建筑群),culturalsite,1994.
◆HistoricEnsembleofthePotalaPalace,Lhasa(西藏布達(dá)拉宮),culturalsite,1994.
◆TheLushanNationalPark(廬山),culturalsite,1996.
◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山--樂(lè)山大佛風(fēng)景名勝區(qū)),culturalandnaturalsite,1996.
◆TheAncientCityofPingyao(平遙古城),culturalsite,1997.
◆TheClassicalGandensofSuzhou(蘇州園林),culturalsite,1997.
◆TheOldTownofLijinag(麗江古城),culturalsite,1997.
◆TheSummerPalace(頤和園),culturalsite,1998.
◆TheTempleofHeaven:anImperialSacrificialAltarinBeijing(天壇),culturalsite,1998.
◆DazuRockCarvings(大足石刻),culturalsite,1999.
◆MountWuyi(武夷山),culturalandnaturalsite,1999.
◆MountQinchengandtheDujiangyanIrrigationSystem(青城山—都江堰),culturalsite,2000.
◆AncientVillagesinSouthernAnhui-XidiandHongcun(安徽古村落—西遞、宏村),culturalsite,2000.
◆LongmenGrottoes(龍門(mén)石窟),culturalsite,2000.
◆ImperialtombsoftheMingandQingDynasties(明清皇家陵寢),culturalsite,2000.
◆YungangGrottoes(云岡石窟),culturalsite,2001.
◆ThreeParallelRiversofYunanProtectedAreas(三江并流),2003.
◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句麗的王城、王陵和貴族墓葬),culturalsite,2004.
2.AfterSstalkabouttheculturalrelicsabove,askthemthefollowingtwoquestions.AndLetthemsayasmuchastheycan.
(1)Thinkofaculturalrelicyouknowabout.Howwouldyoufeelifitgotlost?Why?
(2)Ifyoufindaculturalrelic,whatwillyoudowithit.
Step4.Reading
Purpose:ToletSsknowaboutwhathappenedtotheAmberRoom.

1.ListentotherecordingofthetextInSearchOfTheAmberRoomtwice.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.
2.Skimthetexttogetthekeywordsandgeneralideaofeachparagraph.
1stparagraph
2ndparagraph
3rdparagraph
4thparagraph
5thparagraph

Suggestedanswers:

1stparagraphTheintroductionabouttheAmberRoom:design,color,shape,material
2ndparagraphThepresenttotheCzar:apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor
3rdparagraphTherelocatingoftheAmberRoominCatherirIItimes:movedintoSummerPalace,moreaddedtoitsdesign
4thparagraphThemissingoftheAmberRoom:thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxeswerecarriedbytraintoaGermancity,Nobodyknewitfromthenon
5thparagraphTherebuildingoftheAmberRoom:anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg

3.GetSstotellthecharacteristicsofthepassage,suchasthetypeofwriting,andthetense.
Suggestedanswers:
Thispassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryoftheAmberRoominorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextisthepasttense.
4.Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.
NUMBERTHINGSABOUTTHENUMBER
1716
1770
1941
2003
600
2
2
100,000
27
300th

Suggestedanswers:

NUMBERTHINGSABOUTTHENUMBER
1716FredricWilliamgavetheAmberRoomtoPetertheGreatasagift.
1770CatherineIIhadcompletedtheaddingtotheAmberRoom.

1941TheNaziGermanarmystoletheAmberRoom.
2003TherebuildingoftheAmberRoomwascompleted.
7000TonsThetotalweightoftheambersusedtomaketheroom
55ThenumberofsoldiersgiventothekingofRussiainreturn
600ThenumberofthecandleslightingtheAmberRoom
2Thetwocountries:GermanandRussia
2IntowdaystheAmberRoomwasremovedtoaGermancity.
100,000TheAmberRoomwasdismantledinto100,000pieces.
2727woodenboxesusedtocontainthepiecesoftheAmberRoom
300ththenewlyrebuiltAmberRoomreadyforthe300thebirthdayofStPetersburgcity
Step5.Comprehending
Purpose:TocheckwhetherSshaveunderstoodthetext.
1.GetSstofinishEx1(P2)andEx2(P2).
Suggestedanswers:
Ex1:1.C2.E3.B4.D5.A6.F
Ex2:
Paragraph1:HowwastheAmberRoommade?
Paragraph2:WhydidtheKingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?
Paragraph3:HowdidtheAmberRoombecomeoneofthewondersoftheworld?
Paragraph4:HowdidtheAmberRoomgetlost?
Paragraph5:HowwasanewAmberRoombuilt?
2.GetSstocompletethefollowingform,accordingtothetext.
Typeofwriting
Mainideaofthepassage
Generalideaof1stparagraph
Generalideaof2ndparagraph
Generalideaof3rdparagraph
Generalideaof4thparagraph
Generalideaof5thparagraph
Suggestedanswers:
TypeofwritingNarrativewriting.
MainideaofthepassagethehistoryoftheAmberRoom
Generalideaof1stparagraphthesimpledescriptionoftheAmberRoom
Generalideaof2ndparagraphthepresent,senttotheCzar
Generalideaof3rdparagraphthedetail,addingandrelocatingoftheAmberRoom
Generalideaof4thparagraphthestolenoftheAmberRoominWorldWarII

Generalideaof5thparagraphtherebuildingoftheAmberRoom
3.ShowSsthestructureofthetextsothattheycanhaveabetterunderstandingofthetext.

theAmberRoom:thebestandbiggestworkofcountrysbestPrussianartistsPara.1
↙↘
In1716,theAmberRoomgiventotheCzarasagiftPara.2In1770,theAmberRoomredecoratedbyCatherineIIPara.3

↘↙
In1941theAmberRoomstolenbytheNaziGermanarmyPara.4

↓
theoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuiltPara.5

Step6.Languagepoints
Groupwork
DivideSsintofourgroupsandaskeachgrouptodiscusshowtounderstandandusethenewwordsandphrasesinthetextandanalyzethefollowingsentences.

1.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecauseseveraltonsofamberwereusedtomakeit.這件禮物就是琥珀屋，它之所以有這個(gè)名字，是因?yàn)樵爝@間房子用了很多噸琥珀。
whichwasgiventhisname...為非限制性定語(yǔ)從句。非限制性定語(yǔ)從句，在修飾物時(shí)用who,whom,whose。非限制性定語(yǔ)從句和它的先行詞之間只有松散的關(guān)系，往往是對(duì)先行詞作補(bǔ)充說(shuō)明，這種從句在朗讀時(shí)有停頓，在文字中通常有逗號(hào)與主句隔開(kāi)。
Thechairman,whospokefirst,satonmyright.最先發(fā)言的主席坐在我的右邊。
Thespeech,whichboredeveryone,wentonandon.那使大家厭煩的演講一直在繼續(xù)著。
關(guān)系副詞where和when也能引導(dǎo)非限制性定語(yǔ)從句。
OnApril1theyflewtoBeijing,wheretheystayedseveraldays.四月一日他們飛到北京，在那里呆了幾天。
Imseeingthemanagertomorrow,whenhewillbebackfromNewYork.我明天要去見(jiàn)經(jīng)理，他明天要從紐約回來(lái)。
另外，由which引導(dǎo)的非限制性定語(yǔ)從句，有時(shí)候修飾整個(gè)句子，或句子中的某個(gè)部分。
Theyhaveinvitedustovisittheircountry,whichisverykindofthem.他們非常友好地邀請(qǐng)我們?nèi)ピL問(wèn)他們的國(guó)家。
Usuallytheytakeawalkaftersupper,whichdoesthemalotofgood.通常他們晚飯后去散散步，這么做對(duì)他們很有好處。
2.Thedesignfortheroomwasofthefancystylepopularinthosedays.屋子的設(shè)計(jì)是當(dāng)時(shí)流行的極富藝術(shù)表現(xiàn)力的建筑式樣。
ofthefancystyle...在句子中用作表語(yǔ)，"be+of+名詞(詞組)"，表示主語(yǔ)的某種形狀或特征。
　Iampleasedtohavebeenofhelptoyou.我很高興我對(duì)你有幫助。
Alloftheboysintheclassareofthesameage.這個(gè)班上的男生年齡都一樣。
類似的用法還有：ofdifferentsizes,ofgreatimportance,ofnouse,oflittlevalue等。
popularinthosedays是形容詞短語(yǔ)修飾thefancystyle。凡是可充當(dāng)表語(yǔ)的形容詞組，做定語(yǔ)時(shí)通常都可后置。
Theyhaveahouselargerthanyours.他們的房子比你的大。
Theboyseasiesttoteachareinmyclass.我班上的男生最好教了。
這類后置的定語(yǔ)在意義上相當(dāng)于定語(yǔ)從句?！?br> ahouselargerthanyours=ahousewhichislargerthanyours
theboyseasiesttoteach=theboyswhoareeasiesttoteach
3.In1770,theroomwascompletedthewayshewantedit.1770年，這間琥珀屋按照她的要求完成了。
thewayshewanted是方式狀語(yǔ)從句，theway的用法與連詞相同，后面常常帶that.
IwasneverallowedtodothingsthewayIwanted.人家從來(lái)就不允許我按照自己的想法去做事情。
另外，inaway,intheway也有類似的用法。
Hewaslookingatherinawaythatsurprisedher.他看著她的樣子讓她很驚訝。
Wehavetomakeitworkinthewaythattheywantitto.我們必須按照他們的想法把事情辦好。
4.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthattimeaGermancityontheBalticSea.毫無(wú)疑問(wèn)，　這些箱子后來(lái)被裝上火車運(yùn)往哥尼斯堡，當(dāng)時(shí)它是波羅的海邊的一個(gè)德國(guó)城市。
thattheboxeswerethenputon...　是同位語(yǔ)從句，　表示與之同位的nodoubt的實(shí)際內(nèi)容。
Theyhadtofacethefactthatthenearestfillingstationisthirtykilometersaway.他們不得不面對(duì)這樣一個(gè)現(xiàn)實(shí)：最近的加油站還在３０公里外。
Thedoctorscametotheconclusionthatthepatientwassufferingfromcancer.醫(yī)生們做出了診斷結(jié)果：病人身患癌癥。
此類從句通常用that來(lái)引導(dǎo)，隨著與其同位的名詞不同，也可由when,where,whether,how等來(lái)引出。
Ihavenoideawhenhewillreturn.我不知道他何時(shí)回來(lái)。
Periods34LearningaboutLanguage
TeachingGoals:1.Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
2.Tolearnhowtousesomeusefulwordsandexpressions.
3.Tolearnhowtousesomeusefulstructures
TeachingProcedures:
Step1.WarmingUp
AskSstofinishEx1(P3),Ex2(P3)andEx3(P4).
SuggestedAnswers:
Ex1:
1.select2.rare3.reception4.amaze5.lessthan6.wooden7.insearchof
8.survive9.remove10.artist11.former12.atwar
Ex2:dynastiesstyleamazingjewelsdesigneddecoratedfancyraredoubtworth
Ex3:A.3B.2C.3D.1
Step2.Learningabouttheattributiveclause
1.ShowSsthedefinitionofanadjectiveclause(attributiveclause).
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.
Moreexamplesofadjectiveclauses:
Themeatwhichtheyatewastainted.
Theyretalkingaboutthemoviewhichmadehimcry.
Theyaresearchingforthestudentwhoborrowedthebook.
DidItellyouabouttheauthorwhomImet?
2.GetSstotellwhetherthefollowingpairsofsentencesmeanthesamething.
(1)Myuncle,wholivesinLondon,isveryrich.
MyunclewholivesinLondonisveryrich.
(2)Thepolicies,whichwereunpopular,wererejectedbythevoters.
Thepolicieswhichwereunpopularwererejectedbythevoters.
(3)Myniece,whosehusbandisoutofwork,willinheritthehouse,whichIhavealwaystreasured.
Myniecewhosehusbandisoutofworkwillinheritthehouse,whichIhavealwaystreasured.
Suggestedanswers:
Thefirstsentenceineachpairhasanon-restrictiveclausewithintwocommas,andthesecondhasarestrictiveclause.Anon-restrictiveclausesimplyaddsmoreinformationintothesentenceanddoesnotaffectthemeaningofthemainclause:itisthereforebracketedoffwithcommas(1a=anunclewhohappenstoliveinLondon).Conversely,arestrictiveclausedefinesitsreferentinthemainclausemorespecificallyandcontributessignificantlytothemeaningofthesentence.ThusitisthatparticularunclewholivesinLondonwhoisreferredto(1b).In2a,allpolicieswereunpopularandallwererejected,whereasin2bonlythepoliciesthatwereunpopularwererejected.Notethatinrestrictiveclausesthenon-humanrelativepronouniseitherthatorwhich,whereasforhumanreferentstherelativepronouncanbeeitherwho/morthat(themanthat/whomIwillmarry...)

3.LetSsselectoneanswerfromthechoicesprovidedaftereachsentence.
(1)Asmanychildren___cameweregivensomecakes.
A.thatB.asC.whoD.whom
(2)Thevisitorssawrowsofhousestheroofs_____arered.
A.onwhichB.ofwhichC.whereD.that
(3)Iusuallytakeanapafterlunch,______ismyhabit.
A.whichitB.asitC.asD.that
(4)Pleasetellmetheway_____youdidthejob.
A.howB.whereC.whichD.inwhich
(5)Isthismuseum____someGermanfriendsvisitedthedaybeforeyesterday?
A.theoneB.whichC.thatD.where
(6)Thefarmeruseswoodtobuildahouse____tostoregrain.
A.inwhichB.whereC.thatD.withwhich
(7)Ishallneverforgettheyears_____Ispentinthecountrywiththefarmers,____hasagreateffectonmylife.
A.when;whichB.that;whichC.when;thatD.which;that
(8)Littlehasbeendone____ishelpfultoourwork.
A.thatB.whatC.whichD.allthat
(9)Perhapsthisistheonlymarket____youcangetsuchcheapgoods.
A.thatB.ofwhichC.bywhichD.where
(10)Wellputofftheoutinguntilnextweek,____wewontbesobusy.
A.whenB.whichC.atwhichD.inthat
SuggestedAnswers:
(1)B(2)B(3)C(4)D(5)A(6)A(7)B(8)A(9)D(10)A
4.AskSstofinishEx3(P4)andEx4(P4)
SuggestedAnswers:
Ex3:
1.Herearethefarmerswhodiscoveredtheundergroundcitylastmonth.
2.HangzhouisfamouscityinChina,wheremanypeoplecometobuytea.
3.Idon’tknowthereasonwhyshegotsoangry.
4.Theoldman,whomyouaretalkingto,sawsomeGermanstakingaparttheAmberRoomandremovingit.
5.ThewomanrememberedthedaywhenshesawNazisburyingsomethingnearherhome.
6.StPetersburgisaverybeautifulcity,whichwasoncecalledLeningrad.
7.IrememberthesoldierwhotoldmenottotellanyonewhatIhadseen.
8.Thesoldiersmovedtheboxestoamine,wheretheywantedtohidethem.
9.Xi’anisoneofthefewcitieswhosecitywallsremainasgoodasbefore.
10.ShanxiProvinceisaplacewhose/whereculturalrelicsarewelllookedafter.
Ex4:
1.whosedaughterstudiesinakeyuniversity
2.whodiscoveredtheTerracottaWarriors
3.whichwasdecoratedwithvaluablejewels
4.whereshecanlearnaboutformerdynasties
5.whichwasdrawnbyafamousartistintheTangDynasty
6.whichisverybeautiful
7.whenwegettogethertocelebrate
8.thatIcan’tremember
9.whichisknownforitsitsgoodfood
10.whentheweatherwaswarmandsunny
Periods5Usinglanguage
TeachingGoals:
1.Tolearntotellfactsfromopinions.
2.Towriteareplyletter.
3.Tolearntotalkaboutculturalrelics.
TeachingProcedures:
Step1Warmingup
Purpose:TogetSstoknowthedifferencebetweenafactandanopinion.
1.Definition
Afactmustbereal,objectiveandwithoutapersonaljudgment.Soitcanbeproved.Anopinionalwaysexpressesone’sownideas.Itisalwayssubjunctive.Soithasnotbeenproved.
2.Readthepassage(P5)andanswerthefollowingquestions:
(1)Ifyouwanttogoinforlawagainstsomebody,andifyouwanttowin,what’sthemostimportantthingyoushoulddofirst?
(2)Whatmakesajudgedecidewhicheyewitnesshecanbelieveandwhichnot?
SuggestedAnswers:
(1)Searchingforfacts.Themore,thebetter.
(2)Theevidencesofferedbytheeyewitnesses.
Step2Guidedreading
1.Readthepassageanddefinewhatevidenceis.
2.ReadthepassageandtranslateeachparagraphintoChinese.
3.Readandunderlinealltheusefulexpressionsorcollocationsinthepart.
SuggestedAnswers:
CollocationfromUsingLanguageonpage5
inatrial,ratherthan,morethan,totellthetruth,agreewith,Itcanbeprovedthat...,noreasonto,areplyto,thinkhighlyof,searchfor,return…to…
Step3.Notetaking
Listentothetapeandfillintheforms(P5).
Asweknow,peoplehaveneverstoppedsearchingfortheAmberRoom.ThistimewelllistentowhatthreepeoplesaytheyknowaboutthemissingAmberRoom.GetSstosharetheirformsandtellwhatarefactsandwhatareopinionsinthethreeforms.
Step4Speaking
Purpose:1.Tolearnhowtoaskfororgiveopinions.
2.Tolearnhowtowritealetterofsuggestions.
1.Groupwork
(1)Weoftenusesomeexpressionstoaskforopinions.Whatarethey?
Whatdoyouthinkof...?
Doyoubelieve...?
Howcanyoubesureof...?
Howdoyouknowthat?
(2)Weoftenusesomeexpressionstogiveopinions.Whatarethey?
Ithink...
Idontthink...
Idontagreethat...
Isupposethat...

SuggestedAnswers:
Ofthethreeeyewitnesses,onlyAnnaPetrovhasnoselfishreason.Inparticular,sheisnotinvolvedinanycurrentefforttofindthetreasure.Thereforesheisthemostbelievable.
JanHasekislessbelievablebecauseheownsalittlerestaurantnearthemine.Ifthesearchstopped,hisbusinesswouldsuffer.
HansBraunisalsolessbelievable,becausesomebodyhasaskedhimforhelp.
2.Individualwork
(1)Sometimeswemayfallintoorfaceamoralchoice.Thatisamoraldilemma.Let’sreadtheletter(P7)andseewhatsJohann’schoiceandopinion.Answerthefollowingquestions.
①WhatsJohann’sopinionabouttheAmberRoom?
②DoyouagreewithJohann?
Step5.Debate
DivideSsintotwogroupsandorganizeadebate.
Haveaclassdebateandtakenotesofthemainideasofthetwosidesandtheirreasons.Attheendtakeaclassvote.
①Whenyouwriteyourletter,youmaychoosetoagreeornotagreewiththewriter.
②Youmustgiveareasonwhyyouagreeordontagreewiththewriter.
③Besuretogiveanexamplefromyourownlifesothatthereadercanbetterunderstandyouropinion.
Step6Writing
Writeareportonyourdebateaccordingtothedemandofpart4ofP7.
Step6.Homework
Finishtheexercisesintheworkbooksoastoconsolidatewhathasbeenlearned.

高二英語(yǔ)Scienceversusnature教案

高二英語(yǔ)Scienceversusnature教案
Verb-edform
一、V-ed分詞具有形容詞和副詞性質(zhì)，在句中可充當(dāng)定語(yǔ)、表語(yǔ)、賓語(yǔ)補(bǔ)語(yǔ)、狀語(yǔ)。
1．作定語(yǔ)
過(guò)去分詞作定語(yǔ)，表示已經(jīng)完成的被動(dòng)的動(dòng)作或狀態(tài),但不及物動(dòng)詞構(gòu)成的過(guò)去分詞只表示完成，而不表示被動(dòng)意義。
例如：完成+被動(dòng)：apollutedriveralockedroomawell-educatedman
只有完成：aretiredworkerafallenleafboiledwater
作定語(yǔ)的V-ed分詞也有前置和后置兩種情況。單個(gè)過(guò)去分詞作定語(yǔ)，常常位于被修飾的名詞前；而過(guò)去分詞短語(yǔ)作定語(yǔ)時(shí)，常常位于被修飾的名詞后面，相當(dāng)于一個(gè)定語(yǔ)從句。
Eg.1).Youshouldimproveyourspoken(speak)English.
2).What’sthelanguagespoken(speak)inthatarea?
=.What’sthelanguagewhich/thatisspoken(speak)inthatarea?
3).Thefiremenweretryingtorescuethepeopletrappedinthefire.
=Thefiremenweretryingtorescuethepeoplewhowastrappedinthefire.
4).Themeeting,attendedbyonethousandstudents,wasasuccess.
=Themeeting,whichwasattendedbyonethousandstudents,wasasuccess.
2．作表語(yǔ)
作表語(yǔ)的V-ed分詞大多轉(zhuǎn)化成為形容詞，通常用于聯(lián)系動(dòng)詞之后（例如be,seem,appear,look,sound,feel,remain,stay,become,get等），表示主語(yǔ)所處的狀態(tài)
1).Edisonbecameinterested(interest)insciencewhenhewasveryyoung.
2).Shelooksveryexcited(excite)atthenews.
3).WhenIwascleaningthewindow,myfingergotcut(cut)unexpectedly.
3．作賓語(yǔ)補(bǔ)足語(yǔ)
如果賓語(yǔ)與后面作賓補(bǔ)的動(dòng)詞構(gòu)成被動(dòng)關(guān)系，則使用V-ed分詞作賓補(bǔ)?？梢詭-ed分詞作賓補(bǔ)的詞有：with,see,watch,observe,notice,lookat,hear,listento,feel,sense,find,leave,keep,get,have,make.
1).Ihadmymoneystolen(steal)onthebus.
2).AsheknowslittleEnglish,hefindsitdifficulttomakehimselfunderstood(understand).
3).Inthemorning,peoplewokeupandfoundtheworldoutsidetheirhousescompletelychanged(change).
4．作狀語(yǔ)
作狀語(yǔ)的V-ed分詞與主句之間常有逗號(hào)隔開(kāi),在句中可表示時(shí)間,原因,條件,讓步,伴隨等情況,并可轉(zhuǎn)化為相應(yīng)的狀語(yǔ)從句。作狀語(yǔ)的V-ed和主句的主語(yǔ)常有被動(dòng)關(guān)系。
1)時(shí)間狀語(yǔ)
Seenfromspace,theearthlooksblue.
=Whentheearthisseenfromspace,itlooksblue.

Askedwhathadhappened,heloweredhishead.
=Whenhewasaskedwhathadhappened,heloweredhishead.
2)原因狀語(yǔ)
Bornintoapoorfamily,hehadonlytwoyearsofschooling.
=Ashewasbornintoapoorfamily,hehadonlytwoyearsofschooling.
Becausetheyweremovedbythestory,theydecidedtohelpher.
=Movedbythestory,theydecidedtohelpher.
3)條件狀語(yǔ)
Givenmoretime,wearesuretofinishit.
=Ifwearegivenmoretime,wearesuretofinishit.
Comparedwithotherprofessors,sheisanexcellentspeaker.
=.
4)讓步狀語(yǔ)
Laughedatbyeverybody,hehadmysympathy.
=Thoughhewaslaughedatbyeverybody,hehadmysympathy.
Eventhoughhewasdefeatedbyhisopponent,hestillisaheroinmyheart.
=Defeatedbyhisopponent,hestillisaheroinmyheart.
5)伴隨狀語(yǔ)
Theboysatatthetableburiedinhishomework.
=Theboysatatthetableandhewasburiedinhishomework.
Thegirllayinbedlostinthought.
=Thegirllayinbedandshewaslostinthought.
Iwillspendthenightlocked(lock)inyourroom.
Shelefttherestaurant,disappointed(disappoint)withthebadservice.
二、轉(zhuǎn)化為形容詞的V-ed
有一些過(guò)去分詞已轉(zhuǎn)化為形容詞,失去被動(dòng)意義,僅表狀態(tài)。如:hidden,dressed,lost,seated,determined,absorbed,injured,based,surprised,satisfied,bored,tired…
e.gWhatmadeyousofrightened?
Thedog,boredwiththegame,willnotplayanymore.
=Thedog,whichisboredwiththegame,willnotplayanymore.
Muchinterested,heagreedtogiveitatry.
=Ashewasmuchinterested,heagreedtogiveitatry.
Seatedinthecar,thePresidentwavedtothecrowd.
=Whilehewasseatedinthecar,thePresidentwavedtothecrowd.
三、連詞+V-ed
過(guò)去分詞有時(shí)和連詞(when,while,whenever,until,if,unless,once,though,
although，eventhough/if)一起用，相當(dāng)于狀語(yǔ)從句的緊縮式。
（注意：before/after后不直接跟V-ed分詞，而用before/after＋beingdone,因?yàn)榇藭r(shí)分詞前的before/after是介詞。）
Ifaccepted(accept)forthispost,youwillbeinformedbyMay1st.
Unlesschanged(change),thislawwillmakelifedifficultforfarmers.
Iwillnotgiveupmyplaneveniftold(tell)to.
Thesemachinesmustbecheckedbeforebeingused(use).

四、tobedone,beingdone,done,havingbeendone作定語(yǔ)的區(qū)別：
以上四種形式都表示被動(dòng)，都可作定語(yǔ)。tobedone表示即將被…;beingdone表示正在被…;done表示被做過(guò)了…;havingbeendone作非限制性定語(yǔ)，和被修飾詞用逗號(hào)隔開(kāi),強(qiáng)調(diào)在謂語(yǔ)動(dòng)詞的動(dòng)作之前完成。
Thequestiontobediscussed(discuss)tomorrowinvolvespollution.
Thequestiondiscussed(discuss)yesterdayinvolvespollution.
Thequestionbeingdiscussed(discuss)nowinvolvespollution.
Thequestion,havingbeendiscussed(discuss)foryears,involvespollution.
五、done,havingbeendone作狀語(yǔ)的區(qū)別：
beingdone一般在句中不作狀語(yǔ),而用done代替之。havingbeendone強(qiáng)調(diào)動(dòng)作在謂語(yǔ)動(dòng)作之前完成,或已經(jīng)持續(xù)一段時(shí)間的動(dòng)作,常用作時(shí)間和原因狀語(yǔ),done則不強(qiáng)調(diào)時(shí)間先后和持續(xù)一段時(shí)間。
Led(lead)bythelocalguide,wewentfurtherintotheforest.
Havingbeentaken(take)goodcareofforhalfayear,thepatientbecamefarbetter.
Havingbeentranslated(translate)intomanylanguages,thenoveliswell-knownthroughouttheworld.

練習(xí)：
1.Themanagersdiscussedtheplanthattheywouldliketosee_______thenextyear.
A．carryoutB．carryingoutC．carriedoutD．tocarryout
2.AswejoinedthebigcrowdIgot_________frommyfriends.
A.separatedB.sparedC.lostD.missed
3.Itshamesmetosayit,butItoldaliewhen______atthemeetingbymyboss.
A.questioningB.havequestionedC.questionedD.tobequestioned
4.Youshouldunderstandthetrafficrulebynow.Youvehadit____oftenenough.
A.explainingB.toexplainC.explainD.explained
5.Theresearchissodesignedthatonce_____nothingcanbedonetochangeit.
A．beginsB．havingbegun　?C．beginningD．begun
6._____inthemountainsforaweek,thetwostudentswerefinallysavedbythepolice.
A.HavingbeenlostB.LostC.BeinglostD.Losing
7.______inawhiteuniform,helooksmorelikeacookthanadoctor.
A.DressedB.TodressC.DressingD.Havingdressed
8.Isatbeforethedeskuntilaftermid-night,_____inwriting.
A.beingabsorbedB.absorbedC.tobeabsorbedD.absorbing
9.Lawsthatpunishparentsfortheirlittlechildren’sactionsagainstthelawsgetparents________.
A.worriedB.toworryC.worryingD.worry
10.______withthesizeofthewholeearth,thebiggestoceandoesnotseembigatall
A.CompareB.WhencomparingC.ComparingD.Whencompared
11.When______differentcultures,weoftenpayattentiononlytothedifferenceswithoutnoticingthemanysimilarities.
A.comparedB.beingcomparedC.comparingD.havingcompared
12.______intouseinApril2000,thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.
A.PutB.PuttingC.HavingbeenputD.Beingput
13._________bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.
A．AttractingB．AttractedC．TobeattractedD．Havingattracted
14.Whenfirst______tothemarket,theseproductsenjoyedgreatsuccess
A.introducingB.introducedC.introduceD.beingintroduced
15.____andhappy,Tonystoodupandacceptedtheprize.
A.SurprisingB.SurprisedC.BeingsurprisedD.Tobesurprising
16.Isthisthewatchyouwish_____?
A.tohaverepairedB.torepairitC.tohaveitrepairedD.willberepaired
17._____manytimes,buthestillcouldntunderstandit.
A.HavingbeentoldB.Thoughhehadbeentold
C.HewastoldD.Havingtold
18.______behindthedoor,Iwasn’tfoundbythefellow.
A.HiddenB.TohideC.HideD.Havinghidden
19.Helenhadtoshout_____abovethesoundofthemusic.
A.makingherselfhearB.tomakeherselfhear
C.makingherselfheardD.tomakeherselfheard
20.Thepilotaskedallthepassengersonboardtoremain___astheplanewasmakingalanding.
A.seatB.seatingC.seatedD.tobeseating
21.You’dbetterhaveyoursportsjacket_____.It’stoodirty.
A.towashB.washedC.washingD.wash
22.Mostoftheguests_____totheChristmaspartywerecollegestudentsfromforeigncountries.
A.beinginvitedB.invitingC.invitedD.tobeinvited
23.Thecar_______inGermanyinthe1960slooksoldnow.
A.producedB.producingC.toproduceD.whichproduced
24.Iwillgototheparty________.
A.ifinvitedB.ifhavinginvitedC.ifIwasinvitedD.ifIwillbeinvited
25.Thestudents,____atthewaythequestionwasput,didn’tknowhowtoanswerit.
A.beingsurprisedB.surprisedC.surprisingD.havingsurprised
26._____theirstudy,manyChinesestudentsoverseasreturntoChina.
A.HavingbeencompletedB.CompletedC.HavingcompletedD.Completing
27.SwanLakeisafamousballetinfouracts,_____onaGermanfairytale.
A.basingB.basedC.tobaseD.bases
28.______fromothercontinentsformillionsofyears,Australiahasmanyplantsandanimalsnotfoundinanycountryintheworld.
A.BeingseparatedB.HavingseparatedC.HavingbeenseparatedD.Tobeseparated
29._____suchheavypollution,theriverisunlikelytobecleanedupinsuchashorttime.
A.SufferB.HavingsufferedC.BeingsufferedD.Tosuffer
Keys:1-5CACDD6-10AABAD11-15CABBB16-20ACADC21-25BCAAB
26-29CBCB

高二英語(yǔ)MainlyRevision教案

2011高一英語(yǔ)學(xué)案：M3U2project（牛津譯林版必修3）
Learningcontent:ProjectM3U2
LearningAims:1.Trainthestudents’writing,readingandspeakingabilities.
2.GetthestudentstotalkaboutwritingabookletaboutChinesecharacters.
3.Getthestudentstocooperatewithothers.
Learningdifficultiesandimportantpoints:Howtohelpthestudentsfinishthetasksofwritingandspeaking.
PeriodOne:課前預(yù)習(xí)：
Ⅰ。TranslateChineseintoEnglish
1.與……不同_________________________2.代表_________________________
3.組成_______________________________4.根據(jù)________________________
5.總體來(lái)說(shuō)________________6.由……構(gòu)成_________________________
7.失明____________________8.在戰(zhàn)爭(zhēng)時(shí)期_________________________
9.實(shí)用用途___________________________10.致力于______________________
11.有自己的盲文版本___________________________

Ⅱ。ReadthearticleatP38andanswerquestions.
1.HowoldistheChinesewriting?
2.WhoinventedChinesecharacters?
3.HowwasChinesewritinginvented?
4.WhendidtheChinesegovernmentsimplifiedcharacters?

III.Readthepassageagainanddividethepassageintoseveralparts,thengivethemainideaofeachpart
Para.1.__________________________________________________-
Para.2._____________________________________________________
Para.3-6_______________________________________________________
Para.7-8_________________________________________________________

自主學(xué)習(xí)過(guò)程：
1.ThechineselanguagediffersfromWesternlanguagesinthat,insteadofanalphabet,itusecharacterswhichstandforideas,objectsordeeds.
which引導(dǎo)的定語(yǔ)從句修飾先行詞characters.
differfrom和……不同，不同于
e.g.FrenchdiffersfromEnglishinthisrespect.
AdiffersfromB=AandBdiffer=AisdifferentfromBA和B不同
differin在……方面不同
differwithsbabout/on/oversth在某事上與某人意見(jiàn)不同
inthat在于，因?yàn)?，引?dǎo)原因狀語(yǔ)從句
e.g.Shewasfortunateinthatshehadfriendstohelpher.
standfor代表，容忍，支持，主張
e.g.The“PO”standforPostOffice.
I’mnotstandingforitanylonger.
Ihatedtheorganizationandallitstoodfor.

standby袖手旁觀standdown退出比賽standout顯眼standupfor支持，維護(hù)
standupto勇敢面對(duì)，經(jīng)得起
deed行為，行動(dòng)
Abrave/charitable/evildeed

2.Chinesewordsareformedbyputtingtogetherdifferentcharacter.
form形成，構(gòu)成，組織，養(yǎng)成，培養(yǎng)（v）形狀，外形，形式，表格（n）
e.g.Ican’tformanyideaoropinionaboutit.
Oneshouldformagoodhabitofreadingwhenyoung.
Pleasefillthisforminink.

Amatterofform例行公事，禮節(jié)問(wèn)題intheformof以……的形式
aftertheformof照……的格式inform表現(xiàn)正常，情況良好
taketheformof采取……的形式beoutoftheform處于不良的競(jìng)技狀態(tài)

3.Onewinterdaywhilehewashunting……
hunt打獵，追尋
e.g.ahuntingdoggohunting
beonthehuntfor正在尋找，在尋求……中thehuntforsb/sth尋找某人、某物
huntfor/after追逐，尋找，搜索ahunterforfame一個(gè)追求名譽(yù)的人

4.Somecharactershavebeensimplifiedandothershavebeenmademoredifficultovertime.
simplify使簡(jiǎn)明，使簡(jiǎn)易，簡(jiǎn)化
e.g.trytosimplifyyourexplanationforthechildren.
simplification簡(jiǎn)化simplified簡(jiǎn)化的
overtime久而久之，隨著時(shí)間的推移，over強(qiáng)調(diào)一種動(dòng)態(tài)的時(shí)間
e.g.thecolourofthecarpetwillnotfadeovertime.

5.Sometimestoexpressideas,somecharacterweremadebycombiningtwoormorecharacterstogether.
combine使結(jié)合，使聯(lián)合
combinesthwith/andsth把……和……聯(lián)合起來(lái)
e.g.canironcombinewithwaterandoxygentoformrust?

6.It’seasytodistinguishtheirmeaningbylookingatthem.…………“up”and“down”,whichareoppositesofeachother.
distinguish①區(qū)分，分辨，分清distinguishbetween……and……=distinguish…..from…..
e.g.Atwhatagearechildrenabletodistinguishbetweenrightandwrong?
②使具有……特色，使有別于……
e.g.Whatwasitthatdistinguishedherfromherclassmates?
③看清，聽(tīng)出，認(rèn)出
e.g.Icouldnotdistinguishherwords,butshesoundedexcited.
④使出眾，使著名distinguishoneselfas作為……而使某人杰出
e.g.Shehasalreadydistinguishedherselfasanathlete.
distinct有區(qū)別的，不同的distinction差別，不同，區(qū)分，分辨
distinguishable可辨別的distinguished杰出的，著名的，高貴的，有尊嚴(yán)的
opposite①對(duì)立面，反面(n)
e.g.Hotandcoldareopposites
②相反的，迥然不同的,對(duì)面的，另一邊的(adj)
e.g.Shetriedcalminghimdown,butitseemedtobehavingtheoppositeeffect.
Theshopisontheoppositesideofthestreet.
③與……相反，在……對(duì)面(prep)
e.g.Thepeoplesittingoppositeuslookedveryfamiliar.
thecompleteopposite恰恰相反quitetheopposite正好相反
(be)oppositeto與……相對(duì)，和……相反

7.Thoughthesekindsofcharactersindicatemeaning,oneoftheirshortcomingsisthat……….
Indicate①指示，標(biāo)示
Thereisasighindicatingtherighttofollow.
②象征，暗示……的可能性
Theredskyatnightindicatesfineweatherthefollowingday.
indicatesthtosb向某人暗示，表明某事
Indicatethat……..顯示，象征
Shortcoming缺點(diǎn)，短處，
Everyonehashisownshortcoming.

8.Inthosedays,booksforblindpeopleusedpaperpressedagainstmetalwiretoformletters.
Press按，壓，榨，擠(v)記者，新聞界（n）
press…against/on…..把……按在……上
presssthintosth把某物壓入某物中
presssbtodosth督促某人做某事
Ihadtopressmyselfagainstthewalltoletthempass.
Shepressedthemoneyintohishand.
Shepressedhergueststostayalittlelonger.
Thestorywasreportedinthepressandontelevision.

9.Thewholesystemwasnotconvenientforuse.
convenient便利的，方便的，附近的，容易到達(dá)的
beconvenientforsb/sth對(duì)某人、某物來(lái)說(shuō)很便利
Ifitisconvenientforsb如果某人方便的話
Atyourconvenience在你方便的時(shí)候
e.g.I’mafraidthisisn’taconvenientmomentforyoutoseehim.

10…………….duringtimesofbattle.
battle斗爭(zhēng)，戰(zhàn)役，奮斗，較量
e.g.Knowtheenemyandknowyourself,andyoucanfightahundredbattleswithnodangerofdefeat.
acceptthebattle應(yīng)戰(zhàn)gainabattle戰(zhàn)勝
Battleagainst與……戰(zhàn)斗battlefor為……而戰(zhàn)

11.Eachletterofthealphabetwasrepresentedbyadifferentpatternwhichconsistedoftwelvedots.
pattern方式，形式，圖案，榜樣，樣板
e.g.thediseaseisnotfollowingitsusualpattern.
Theclothhasapatternofredandwhitesquares.
Thesuccessofthecoursesetapatternforthetrainingofthenewemployees.
Step2Exercises
Fillintheblankswiththephrasesfromtheboxbelow.
overtimeaccordingtodifferfrominthatthiswayturn…into
asawholedevelop…into
1.OldEnglish_______greatly_____themodernEnglishweusetoday.
2.Lifeontheislandhaschanged__________becauseofthegrowingnumberoftouristswhovisititeveryyear.
3.______________thetickets,thetrainwillleaveat8:30.We’dbetterhurrytogettothestationontime!
4.Shesaiditwastheteacher’spraiseandencouragementthat______her______agoodstudent.
5.Installthisspellchecksoftwareonyourcomputer.Youwillavoidmakingspellingmistakes__________.
6.Consideringyouridea____________,Ithinkitwillcontributesignificantlytothedevelopmentofthecompany.However,itmaycausesomeproblemsaswell.
7.Iwaslucky_________IwasabletofindwhatIwanted.

Step3Homework:
1.DoPartsB1andB2onpage93inworkbook.
2.DoPartsD1andD2onpage95inworkbook.
3.Reviewwordsandphrasesinthisunit.