Unit 1 Cultural relics I. 单元教学目标
II. 目标语言
II. 教材分析与教材重组
1. 教材分析
本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。
1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
语言：文化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。
1.7 SUMMING UP从四个角度：有用的动词、动词短语、其他的表达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。
1.8 LEARNING TIP建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。
2. 教材重组
2.1 从话题内容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致, 将其设计成一节阅读课。
2.2 将Using Language 设计成一节综合技能课。
2.3 将Workbook 里的LISTENING和LISTENING TASK整合成一节听力课。
2.4 将Workbook里的TALKING和SPEAKING TASK及WRITING TASK 设计成一节口语和写作课。
2.5 将Workbook 里的READING TASK设计成一节阅读课。
2.6 将Workbook里的USING WORDS AND EXPRESSIONS与USING STRUCTURES和Using Language中的SUMMING UP与LEARNING TIP和Workbook中的CHECKING YOURSELF设计成一节复习课。
3. 课型设计与课时分配。（经教材分析，根据学情，本单元可用6课时完成）
1st period Warming up and Reading (I)
2nd period Integrating Skills
3rd period Listening
4th period Speaking and Writing
5th period Reading (II)
6th period Comprehensive Revision
（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。）
III. 分课时教案
The First Period Warming up and Reading (I)
1. Target language 目标语言
a. Key words and phrases (重点词汇和短语)
rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth
b. Key sentences (重点句型)
The amber which was selected had a beautiful yellow-brown color honey.
It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
Later, CatherineⅡ had the Amber Room moved to a palace outside ST Petersburg where she spent her summers.
In 1770 the room was completed the way she wanted.
This was a time when the two countries were ay war.
There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.
After that, what really happened to the Amber Room remains a mystery.
In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.
2. Enable students to learn about the history of Amber Room.
Enable students to give opinions on rebuilding lost cultural relics.
3. After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.
Teaching important points 教学重点
The main idea of each paragraph.
Teaching procedures and ways教学过程与方式
Step I Warming up
The warming-up exercise raises students' awareness that there are some well-known
cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know.
T: Do you know what a cultural relic is?
S1: Cultural relic is something that has a long history.
S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic.
T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable?
S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history.
T: Is it enough to have survived for a long time?
S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning.
T: Question 3. Are cultural relics only objects like vases or can they be buildings too? S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall.
T: Now look at the pictures and discuss what they are and whether they are cultural relics or not.
With the activities above, students will have a clear idea of what a cultural relic is. Step II Pre-reading
The pre-reading activity has two functions. Question 1 is a warming up activity to check students’ understanding of amber, and meanwhile lead them to the topic of the reading passage —Amber Room.
Question 2 gives the students a chance to predict the main idea of the passage and then skim it.
T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?
Some information about amber:
Prediction
T: Now look at the title and the pictures of the reading passage. What do you think it is mainly about?
Students may have different predictions.
T: Now skim the passage quickly and see if you were right.
Step III Reading
This reading passage tells the amazing history of the Amber Room.
1. Skimming
Ask the students to read the text quickly and grasp the main idea of the passage. After reading
T: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs.
After they finish, check their answers.
T: Have you finished? Who can tell me your answer?
S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built?
T: Good! Now try to answer these questions.
Ask some students to answer these questions one by one.
2. Scanning
T: Now let’s look at Exercise 2, join the correct parts of the sentences together.
Then check the answers.
3. New words and structures
1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I，which is said as “William the First”. Thus FrederickⅡis better known in history as Frederick the great. So Peter I is also Peter the Great and CatherineⅡ was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage.
2)The design of the room was in the fancy style popular in those days.This is a reference to the Baroque style (巴洛克艺术风格) of the 17th and 18th century in much of Europe.
3) The Amber Room is “a wonder of the world”but not one of the Seven Great Wonders of the World, such as Egypt’s pyramids of China’s Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb.
4) There is no doubt is a phrase that means “it is clear” or “beyond argument” that something happened. If something is “beyond doubt” in a court of law, it means that enough evidence exists to say that it is true.
5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th birthday of their city. The 300th anniversary of an event is also called its tri-centennial. Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russia’s oldest, largest and most beautiful cities. During the period of the Soviet Union, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals.
4. Discussion
1) Do you think the Amber Room is a cultural relic?
2) Why the history of Amber Room is an amazing one?
3) Why would Frederick William I like to give Amber Room to Peter the Great?
4) What’s the author’s attitude towards the Amber Room? How do you know?
5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.
Suggested answers:
1) I think the Amber Room is a cultural relic because of its artistic design and historic value.
2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to Catherine Ⅱ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William Ⅰ and Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one.
3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too.
4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that it’s a symbol of friend ship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us.
5) (This question can be treated as a debate. Students fall into two groups and debate with each other.)
Step IV Learning about language
Discovering useful words and expressions
Ask students to read the instructions of each part of the Discovering useful words and
expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class.
Later, the teacher gives the answers, using a slide projector.
Discovering useful structures
T: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when.
1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it.
2 The amber which was selected had a beautiful yellow-brown colour like honey.
3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make.
4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it.
5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.
6 In 1770 the room was completed the way she wanted.
7 This was a time when the two countries were at war.
8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.
9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.
First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them.
T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me?
Students try to tell the differences in their own words.
T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive
clauses are required.
Later, the teacher gives the answers, using a slide projector.
Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.
Step V Homework
Review the key sentences in this part.
The Second Period Integrating skills
Teaching goals 教学目标
1.Target language语言目标
a. Key words and phrases 重点词汇和短语
trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides b. Key sentences 重点句型
Asking for opinions
Do/don’t you think that….? Would you consider….? Why/Why not….?
Do you have any idea about….? How do you know that?
Are you sure that he /she was telling the truth?
What do you think? What do you think of….?
What’s your idea/opinion of….?
What would you say….? How do you feel about….?
Who do you think was….? What are your reasons for saying that?
Giving opinions
I think/don’t think that…. Sorry, I don’t agree with you. In my opinion，…It can be proved. That can’t be true.
I don’t believe…, because…. I think… is telling the truth because….
2. Ability goals能力目标
Enable students to ask for opinions and give opinions.
Enable students to write a report on a debate.
3. Learning ability goals学能目标
Help students learn how to tell a fact from an opinion.
Teaching methods教学方法
Learning and practicing
Teaching aids教具准备
Some slides and a projector
Teaching procedures and ways教学过程与方式
Step I Reading and listening
1. Reading
T: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is.
Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion.
After reading
T: Now who can tell us what is a fact?
S1: A fact is anything that can be proved.
T: How about an opinion?
S2: An opinion is what someone believes is true but has not been proved.
T: Now judge whether the sentences on the slide are facts or opinions.
Show the following on the slide.
1.Mr. Jones has two sons and one daughter.
2. That picture is by Rembrandt.
3. Her house is really beautiful.
4. My friend has six fingers on one hand.
5. That boy is the nicest person in the school.
6. The group will stop in Denver overnight.
7. L. Frank Baum wrote "The Wizard of Oz".
8. I will finish before the rest of the class.
9. The Bulls are better than the Knicks.
10. Nine plus one equals ten.
T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2.
Let them read a man’s story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure:
I think it is a______________ because_____________________.
Suggested answer:
I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour.
Then let students complete the table in Exercise 3.
2. Listening
T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room.
Play the tape, and ask the students to pay attention to the two questions:
For Part A: Where was the Amber Room lost?
For Part B: How was the Amber Room lost?
And then finish the two blanks in Exercise 4. This is a good time to train the students to listen and catch the key information in the passages.
Exercise 5 gets students to listen for specific information. Play the tape again. Stop after each part and fill in the blanks.
Step II Speaking
Asking for opinions and giving opinions
The objective now has changed: students must decide which person has given the best evidence, not the most evidence. Before students begin to discuss the forms, ask them: How should you decide which person gave the best evidence?
However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information.
T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions.
Give the students some time to do this and get familiar with the expressions, and then do the next task:
T: What is the best evidence?
S1: The best evidence is factual and is given by a person who is believable.
T: Right. But how can we know which eyewitness is most believable?
S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie.
T: That’s quite right .Now, let’s have a discussion in pairs and decide which person gave the best evidence.
A Sample discussion:
A: Do you have any idea about which person gave the best evidence?
B: I’m not sure, but in my opinion, I think Anna Petrov gave the best evidence.
A: How do you know that?
B: I think she is telling the truth.
A: Are you sure that?
B: Yes. It can be proved that she gave the best evidence because she has no selfish reason for saying what she has said.
Then deal with Exercise 2.
T: Now you all have your own choice. Write down a short list of reasons for your choice. Begin with this:
It can be proved that _______ because _________.
After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class.
Suggested answer:
1) Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore, she is the most believable.
2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either. I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable.
Step III Reading and writing
This integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with
Johann. Johann’s letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves.
1. Reading
First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found.
T: Who is the writer?
S1: A student at a high school in Berlin.
T: What’s his opinion? Where can you find it?
S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.
T: What’s his reason for that?
S2: His reason is that the search has cost the hunters a lot of time and money.
T: By the way, what does “think highly of” in the first line mean?
S3: It means to admire or respect someone or something.
T: Do you agree with Johann? Now discuss the questions on the right side of the letter.
Think of some reasons for your ideas.
Sample ideas and reasons:
1) I must say that I agree with Johann Weber. If you find something, it should belong to you because you are the person who found it. People need to understand that when they lose something, they lose the right to own it.
2) I must say that I don’t agree with you. Though you find something, it doesn’t mean it belongs to you. If you can find out who it belong to, you should try to return it. I’m sure you would want someone to do the same for you. If you really can not find the owner, try to donate the thing to charities to help the poor. With these help, maybe they can build some schools, and their children can go to school, and they have money to enjoy medicine care and so on. Remember when you are helping others;
you are in fact helping yourself. Good cause, good effect.
3) Any cultural relics lost should not belong to the person or the country that finds it. The finder has no right to deal with it at will. Instead he should spare no efforts to protect it from being damaged. It’s the responsibility and duty of the finder to send it back to its owner. The fact should be aware of that, in a way, cultural relics don’t belong to a single man; it belongs to the whole world and the human beings.
2. Class debate
Organize a class debate following the tips.
Step IV Moral education and homework
Before end the class, teacher can inform the students some common knowledge about the law of the People's Republic of China on the Protection of Cultural Relics. For example:
(1)Hiding cultural relics discovered underground, in inland waters, in territorial seas or in other places and failing to report and deliver them to the state, for which the persons involved shall be warned or fined by a public security department and the cultural relics illegally acquired by them shall be recovered;
(2)Buying or selling cultural relics without the approval of the departments for cultural administration, for which the persons involved shall be warned or fined by the departments for the administration of industry and commerce, and their illegal earnings and the cultural relics illegally handled by them may be confiscated; or (3)Selling cultural relics in private collections to foreigners without permission, for which the persons involved shall be fined by the departments for the administration of industry and commerce, and the cultural relics in question and the illegal earnings derived there from may be confiscated.
T: Cultural relics are part of our history and they are carriers of our rich culture. Cultural relics belong to our country and it’s everyone’s duty to protect them. Homework:
Write a report based on the debate, using the guidance given.
The Third Period Listening
Teaching goals 教学目标
1. Ability goals能力目标
Enable students to listen for key words.
Enable students to listen for the main idea.
2. Learning ability goals学能目标
Help students learn how to master two basic listening skills: listen for key words and listen for main idea.
Teaching methods教学方法
Listening and discussion
Teaching aids教具设备
A recorder, a tape, a projector and some slides and pictures.
Teaching procedures and ways教学过程与方式
Step I Listening (P41)
Talk about “dam” and the advantages and disadvantages of building a dam.
Show pictures of dam to students.
T: What are these things called in English?
S1: dam.
T: Why do people build dams? Or in another word, what is the function of dam?
S2: Dams are built to stop the water from flowing, especially in order to make a lake or produce electricity.
T: Now discuss with your partner about the advantages and disadvantages of building a dam. I’ll give you 3 minutes. Now please begin!
About three minutes later
T: OK, which pair would like to show your discussion? How about you two?
S1: OK, just as you say, building a dam can provide electricity for its people and control a great river. This is its advantages, but the dam can also cause many problems, just as when our country built the Three Gorges Dam. Many villages had to leave their hometown, and many cultural relics faced being damaged. Our
government had to spend large amounts of money to settle the problem.
T: Good idea! Anything else?
S2: Maybe the dam can make difficulty to the living things in the river.
T: You are right. Perhaps the scientists who designed the dam would think of the problem and made a good design. OK, now will have a listening about a dam in Egypt. When the dam was built, it faced the same problem more than three decades ago. You will hear the key words in 2. Listen and number them.
Play the tape for the students, and ask them to find out what happened when a dam was built in Egypt. Number the key words as they hear them.
Deal with Exercise 3 in the same way.
Finally play Part A and B as a whole and then let students answer the questions in 4. Step II Listening Task (P44)
This activity provides listening practice with a cultural relic in China, the Forbidden City.
First let students discuss the questions about Forbidden City in 1.
Listen to the dialogue for the first time and summarize the main idea in one sentence. Listen to Part A again and fill in the chart with details. Then do the same with Part B. Step III Homework
1.Collect some information about the cultural relics that are in danger.
2.Write your opinions on how to protect the cultural relics.
The Fourth Period Speaking and Writing
Teaching goals 教学目标
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
高中英语学习材料 madeofjingetieji 【语法专项复习】 在英语句子中，不同时间所发生的动作或存在的状态，要使用不同的动词形式，这一点和汉语不同，这种谓语动词的变化形式，称之为时态。现将本模块我们所学的时态总结如下，包括：现在完成时，现在完成进行时，过去完成时，将来进行时，过去将来时等。 一、现在完成时 1.动词形式: 现在完成时由助动词have (has) + 动词过去分词构成,即have/has done。 2.现在完成时的基本用法 1)表示过去某时所发生的动作或事情对现在的影响。动作已经完成，但从结果看，又着眼于现在。而常和以下表示不确定时间的状语连用：yet(用于否定句), already(用于肯定句), before, recently, lately, ever, never, just, 等等。现在完成时不能和表示具体的过去时间的状语(如yesterday, last year, in 1999等)连用，与具体的时间连用，用一般过去时。 e.g. Phillip has lost all his money. (菲利浦失去了他所的钱。) 1. I_______from my parents recently. (hear from) (最近我没有收到父母的来信。) 2.Joan _______ reading my essay yet. (finish) (琼还没读完我的论文。) 3.______ you _______your supper yet? (have) (你吃过晚饭了吗？ 4. I _______________such a moving film. (我从来没看过这么有趣的电影。) 2)表是重复的动作，通常与once, twice, many times,等等连用. e.g. Some villagers say that they have seen UFOs many times. 3)表示动作或状态开始于过去某一时间，持续到现在，并且有延续下去的趋势。常和表示一段时间的状语连用：since, for, for a long time, up till now, up to now, so far, for the past (last) few years, these days (months, years)等。 e.g. Bogart has worked here for about five years. (布加特已在这儿工作五年了。) 5. Up till now, Grace ___________ no news from her parents. (迄今为止，格雷丝尚未收到父母的消息。(receive) 6. Nancy___________ for four years. (away)(兰西已经离开四年了。) 3)现在完成时常用于下列句型： (1) It is the first time(day …)… that+(现在完成时) (2) It is the best … that…(现在完成时) 7.It is the first time I_________ here. (be) (我是第一次来这儿。) 8. It is the best film I______________. (see) (这是我看过的最好的一部电影。) 9. It was the best film that I _________________. (see) 注：1)表示“到哪里去过”要用have (has) been to，表示“去什么地方了，尚未回来”用have(has) gone to。 I have been to Paris several times. (我去过巴黎好几次。) (人已回来了) Mary has gone to New York. (玛丽到纽约去了。) (玛丽人在去纽约的路上或在纽约) 2)瞬间动词用于完成时态时不能跟表示一段时间的状语。例如，我们要表达“他的祖父去世好几年了。”不能说：His grandfather has died for several years.(×)而应该说：His grandfather has bee dead for several years. (√) 或者：His grandfather died several years ago. (√) 或者：It is/ has been several years since his grandfather died. (√) 再如，我们不能用He has joined the army for three years.来表达“他参军三年了。”而应说：
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Practice makes perfect! 高一英语 Book 2Unit 1 Cultural relics 1.survive 幸免；幸存；生还（survival 幸存 , survivor 幸存者） 2.in search of 寻找 (介词短语 ) search for sth 寻找 (动词短语 ) search sb/ sp 搜身 /搜某地 3.to one's amazement 令人惊讶的是(amazed 感到惊讶的 , amazing 令人惊讶的 ) 4.select 精选 ,choose 普通选择 ,elect 选举 5.be designed for sb/sth 计划或打算给某人 /某物用 be designed to do sth 设计目的是做某事 by design=on purpose 有意地 (by chance/ accident 偶然 /意外地 ) 6.fancy 奇特的；异样的；想象/喜欢（ +doing ） 7. decorate sth with sth用...装饰... be decorated with被装饰; 8.belong to 属于不用于被动结构、完成时和进行时态 9.worth 值得的；相当于的价值；值钱的 be +worth +doing ( 主动形式表被动含义) It is really/well/very much worth doing. be worthy of being done= be worthy of to be done It is worthwhile doing/to do 10.doubt 怀疑；疑惑There is no doubt that.... 毫无疑问 .... doubt 作动词时，用在肯定句中通常后面接whether 或 if 引导的名词性从句，在否定或疑 问句中通常后接that 引导的名词性从句 She doubted whether/if the story was true.; Do you doubt that he can do the work well? 11.in return 作为报答；回报（in turn 依次 / 反过来 , in return for sth作为对的回报 12.remain 保存，保留 ,任然 ; remain a mystery任然是个迷; remain at home ; remain to be done 有待于被 ...remain beautiful 13.at war 处于交战状态“ at+n.”处于某种状态 14. think highly/ well / much of看重；器重;对评价高( think poorly / ill / badly of对评价不高） ---被动 : be highly thought of 15 否定词 / 否定介词短语位于句首时,主句用部分倒装( 参见优化P16) Unit 2 The Olympic Games https://www.doczj.com/doc/b415355760.html,pete with/against sb(for sth) 与某人（为某事物）竞争 compete in参加..比赛/竞争(competitor 竞赛者 ; competition 竞赛 ) 2.take part in sth 参与，参加 (较大型活动 ), take part 不接宾语take an active part in 积极参加( join 参加组织机构并成为其中一员,join in 参加游戏或小型活动, attend 出席会议 ,讲座 ,上课 ,婚礼 ; ) join sb( in doing)加入某人(一起做) 3.stand for( 字母或符合 )代表，象征，表示; stand by 袖手旁观 ; stand out 突出，显眼 https://www.doczj.com/doc/b415355760.html,ed to do sth 过去常常做 ; be/get used to doing sth 习惯于做; 5.be used to do sth 被用来做某事 6.be admitted to /into 被 ....接受 /录取admit (to)doing sth承认做了某事 7.as well 也，又，还 (句末 ); as well as 和 (谓语形式取决前面名词)，与 ...一样好 8.replace by/with用...替换/取代=take the place of， be in place of ， 9.take one's place 10.in charge of 主管 / 负责 ; in the charge of 被 /由主管 / 负责 charge sb some money for sth 因某事（物）收某人钱 charge sb with (doing) sth控诉某人做某事; free of charge 免费
Book2 Unit1 Cultural relics IN SEARCH OF THE AMBER ROOM 寻找琥珀屋 Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make. 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有一段令人惊讶的历史。 这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了近几吨琥珀, 被选择的琥珀色彩艳丽,呈黄褐色,像蜜一样。屋子的设计当时流行的极富艺术表现力的建筑风格。琥珀屋这件珍品还镶嵌著黄金和珠宝,全国最优秀的艺术家用了是年的时间才完成它。 In fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important visitors. 事实上,琥珀屋并不是作为礼物而建造的。它是作为腓烈特一世的宫殿而建造的。然而,下一位普鲁士国王,腓烈特·威廉一世,这个琥珀屋的主人却决定不再要它了。1716年,他把它送给了彼得大帝。作为回馈,沙皇则送给他一队自己最好的士兵。所以,琥珀屋就成了沙皇在圣彼得堡东宫的一部分。琥珀屋长约4米,被用作接待重要来宾的小型会客室。 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. 后来、叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外避暑的宫殿中。她让艺术家们给它增添了更多的装饰。1770年,这间琥珀屋按她要求的方式完工了。将近600支蜡烛照亮了这个房间,里面的镜子和图画就像金子一样闪闪发光。不幸的是,虽然琥珀屋被认为是世界奇迹之一,可是现在它却下落不明。 In September 1941, the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what happened to the Amber Room remains a mystery.
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
M1U2Home alone Act One Mom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter. Dad: It’s so nice to be home! Mom: Yes, I can’t wait to surprise the boys! Suddenly the door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly. Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened) But, but … you weren’t supposed to come home until tomorrow! The dog slowly walks to Mom and Dad. Mom: (bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left? Dad: And look at this room—garbage all over the place! Where is your brother? (shouting angrily) Daniel! Daniel: (running into room) Mom, Dad, I can explain … Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper. Mom and Dad both turn towards Daniel. Dad: (sounding very angry) Listen to me, young man—we left you in charge! We thought you could act like an adult, but look at the mess! I don’t know why the house is so dirty ... Mom: Daniel, we thought you were an adult, a person who would make good decisions ... Dad: How can we trust you any mo re? We won’t tolerate such behavior in our house! Daniel: (shouting) Stop shouting at me. I’m still a teenager! Why is everything always my fault? Daniel runs into his bedroom and shuts the door angrily. Mom and Dad look at each other as lights go out. End of Act One Act Two, Scene One Daniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms crossed and looks upset. Daniel: They never even gave me a chance to defend myself. I hate them! Eric: You don’t h ate them. I can tell them we had an emergency. Then they won’t be mad any more. Daniel: No, don’t tell them anything. Anyhow, they didn’t trust me. They don’t deserve an explanation. Let them think what they want. Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic ... Daniel: And that we spent all of yesterday waiting there for him, and that is why we had no time to clean the house ... but no, Eric, why didn’t they ask me what happened instead of shouting at me? Act Two, Scene Two
Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets
1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.
为什么做全英文版的初中词汇表？ 答复：打个比方，英汉词汇表就好比是一个人学走路时用的拐杖，在刚开始的时候可能还有点用，但如果要真正学会走路最终还是要扔掉拐杖，去接触英英解释的词汇表，去接触真实的英语环境。使用英英词汇表还有以下好处： 、节省你学词汇表的时间，提高你学词汇的效率，并且能够养成英英思维的良好习惯：你是用旧的英文单词理解新的英文单词，在记忆新的单词时，顺便已经复习了旧的单词；同时没有母语的影响，也就没有思维的转换过程，你的记忆效率非常会非常高。 、更加深刻地理解词汇（中文和英文并非就真能一一对应，很多词非常微妙，细微差别在中文翻译中体察不出来） 、更加全面地掌握单词的各种搭配以及切合语境的应用（动词和介词如何搭配？形容词如何用更贴切？ 常用词一词多义，活学活用等问题都可以在字典里找到答案。）。在中考中，你能够非常非常精准的理解为什么要选哪个答案，而其它的答案不能选。仅通过中文解释是看不出的，只能查英英词典，用英英方式去理解，才能真正找到根源。 本文由美英桥原创。 用英英理解太难了，如何才能更简单一点？ 答复：其实，经过初中的三年学习，你应该有个左右的英语词汇量，也就有了英英思维的基础。 对比初中英语，高中英语的难度又上升了一个台阶。如果想让你的高中三年的英语学习变得非常轻松，你一定要学会使用英英思维方式。 对于从来没有使用这种方式的高中生来讲，的确比较难，因为最熟悉的还是我熟悉的还是自己母语。在第一步时，你可以借助中文去理解，但当有一定的基础后，你可以逐渐学会用英英的方式去记忆和理解单词。 为了能够更好的让你完成这种过渡，我们准备了以下的分享的文档：
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Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.