Unit 1 Cultural relics Learning about language_课件_人教版必修二

高一英语Unit1 Cultural RelicsThe first period (Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the Ss’awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of features surviving from a past age and serving to remind peopleof them. They represent the culture of a place and some periods of history. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the library oruse the Internet to search for information.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Second Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points:1 .The new words and expressions;2. Learn some detailed information about the Amber Room;3. Train the students’ ability to cooperate with others;4. Train the students’ speaking ability.Teaching difficult points:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．4. Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Search o fthe Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, thinkhighly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, atthat times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story ofamber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer:Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language points1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.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.(同位语从句)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Translate the sentences on Page 43 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v (T)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state,condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________.。

Teaching planUnit1 Cultural RelicsI.T eaching aims1.target language 目标语言a .识记词汇relics, amber, Frederick William I, Prussia, Prussian, Peter the ,Czar, Catherine, Leningrad, mysteryb .重点词汇cultural, survive, remain，state, rare, dynasty, vase, belong, gift,ton, stone, once, heat, design, fancy, style, jewel, king, artist,reception, light, wonder,remove, furniture;secretly, wooden,doubt, trial, consider,opinion,evidence, prove,pretend, maid,castle, sailor, treasure，besidesc .重点词组look into, belong to, in search of, in return, at war, take apart,think highly ofd .功能句式Expressions used to give opinionsI think highly of...I don't agree that．”Besides...I must say that I agree with you.I must say that I don't agree with you. As far as I'm concerned, I think...As I see it...Don't you agree /think (that)...I can't help thinking (that)...I would like to say...In my opinion／view... Personally, we should…Well, obviously we should…The point is...Asking for opinionsDo/Don‟t you think that…?Why/Why not …?How do you know that?What do you think?What‟s your idea/opin i on of…?How do you feel about…?What are your reasons for saying that? Would you consider…?Do you have any idea about…?Are you sure that he/she was telling the truth?What do you think of …?What would you say…?Who do you think was…?2. Ability goal 能力目标Enable the students to know the meaning of cultural relics and talk about some details of some famous cultural relics in English and express or support an opinion with suitable expressions.II. T eaching important pointsLet students learn to use the structures of expressing and supporting an opinion.III. T eaching difficult pointsKnow what restrictive attributive clause and non restrictive attributive clause areIV. T eaching aidsBlackboard, chalks, picturesV. T eaching procedures第一课时Step1 warming upShowing the pictures as followingsTelling them 3kinds of cultural relics just as the pictures show : ivory Mouth Buddha, cultural site of He Mudu, building clusters.Step2 Pre-readingRising questions as:1. Do you know what amber is?2. Have you ever seen a piece of amber?Then showing students the pictures making up of amber and give them 5miutes to taking about it.5minutes laterTell them that amber is a hard yellowish brown clear substance. it is often used for jewels and decorative objects.Step3 ReadingGive brief introduction of the persons of Frederick1, Frederick william1, Peter the Great, Catherine2, The Nazi army, The Russians and Germans before they start to read and also ask them to notice the time and the place the story happened , who made the Amber Room? why？When the Amber Room disappeared?What finally happened to the Amber Room?After reading, explain the whole passage in detailsStep4 ComprehendingGive students 8minutes to do the exercise in the comprehending then check the answers.Homework1. Let them talk about the some cultural relics the know best or the ones they want to know about and show their opinions nextclass,2. Let students do the exercises in the Learning about Languageand check it in the next class.第二课时Step5 Learning about LanguagePart1 Check the answer in the Learning about LanguageTell the students the meaning of the phrases and passage inthe exercise. Giving the correct answers and then analyzingthe whole passagePart2 Then asking students to read the meanings of the phrase “belong to”and do the relevant exercises. Then show thestudents the English meanings of the phrases such as“look into”, “in return”.Part3 Ask students to go back to the passage and to find out the attributive clauses and the non-attributive clauses.Then tell them how to distinguish attributive clauses andnon-restrictive clauses and give them some examples toexplain them. SRestrictive attributive clauses give important information to finda popular thing or person from two or more other things orpeople.Non-restrictive attributive clauses give extra information which is interesting or useful but not essential for finding a particular thing or person, there is usually a comma before the non-restrictive attributive clauses.Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters. 2b The policies which were unpopular were rejected by the voters. 3a My niece, whose husband is out of work, will inherit the house, which I have always treasured3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. Anon-restrictive clause simply adds more information into thesentence and does not affect the meaning of the main clause: itis therefore bracketed off with commas (1a = an uncle whohappens to live in London). Conversely, a restrictive clausedefines its referent in the main clause more specifically andcontributes significantly to the meaning of the sentence. Thus itis that particular uncle who lives in London who is referred to(1b). In 2a, all policies were unpopular and all were rejected,whereas in 2b only the policies that were unpopular were rejected.Note that in restrictive clauses the non-human relative pronoun iseither …that‟ or …which‟, whereas for human referents the relativepronoun can be either …who/m‟ or …that‟ (the man t hat/whom Iwill marry.第三课时Step7 Using LanguageReading and listeningPart1 Give them 4mins to read this passage, then ask them to tellme what a fact is and what an opinion is.Part2 Read the passage in the exercise2 and ask several studentsto answer the question. Do you think it is a fact or an opinion andgive reasons.Part3 Fill the table.Ask a student to check the answer.Part4 Pre-listeningRemind students of where and how the Amber Room havedisappeared, advise them to scan the table in the exercise3.Listen to Part A and Part B individually.Discuss in group of two and write down the message.Ask several Ss to report.Check.S peakingAsk students to do the express their opinions with theexpressions in the Speaking1 and give judgments of their usingof English and their oral English.Reading and writingPart1 ask students to read this letter and discuss the questions in the right list.Organize the students into two groups according theiranswers and let them to have a debate.Part2 Write a report using the following guidance ( hand in)Summing up1. Let them talk about the some cultural relics the know best or theones they want to know about and show their opinions nextclass,2. Write down what you have learned about culturalrelics______________________3. From this unit you have also learnedUseful verbs_______________________________Phrasal verbs______________VI Reflection:The lessons went well, but the students‟ too little knowledge about the cultural relics make them a little silence at class.。

Period Three Learning about Language & Using LanguageⅠ.写出下列单词的汉语意思(共5小题；每题4分，满分20分)1．localadj.本地的；当地的2．apartadv.分离地；分别地3．castlen．城堡4．eyewitnessn．目击者；证人5．informaladj.非正式的Ⅱ.写出下列汉语对应的英语单词(共8小题；每题2.5分，满分20分)6．paintingn．绘画；画7．trialn．审判；审讯；试验8．evidencen．根据；证据→evidentadj.明显的；清楚的9．explodevi.爆炸；爆发→explosionn．爆炸；爆发10．entrancen．入口→enterv．进入11．sailorn．水手；海员；船员→sailv．航行12．sinkvi.下沉；沉下13．debaten．&vi.争论；辩论Ⅲ.写出下列短语或短语对应的汉语意思(共10小题；每题2分，满分20分)14．takeapart拆开15．agreewith同意16．careabout关心；在乎17．ratherthan而不是18．thinkhighlyof对……评价高19．lookafter照顾；照看20．toone’ssurprise令某人吃惊的是21．share...with...与……分享……22．takenotesof做笔记23．taketurnstodosth.轮流做某事Ⅳ.完成句子(共5小题；每题8分，满分40分)24．Onedayhewaslooking inasecond­handfurnitureshop whenhe...一天，他正在一家二手家具店里逛，这时他突然……25．Forexample，itcanbeprovedthatChinahasmorepeoplethananyothercountryintheworld.举例来说，中国人口比世界上任何其他一个国家的人口都多，这是可以被证实的。

译林英语高二选修二教案Unit 1 Cultural relics。

Part 1: Teaching goals。

1. Knowledge and skills goals。

Students will be able to:Understand and use vocabulary related to cultural relics。

Understand and use the passive voice。

Understand and use the past perfect tense。

Understand and use reported speech。

Understand and use conjunctions and connectives。

Understand and use relative clauses。

2. Process and strategies goals。

Students will be able to:Develop reading and listening skills。

Develop speaking and writing skills。

Develop critical thinking skills。

Develop collaborative learning skills。

3. Attitude and values goals。

Students will be able to:Appreciate the value of cultural relics。

Respect different cultural heritages。

Understand the importance of preserving cultural relics。

Develop a sense of curiosity and interest in historyand culture。

参考答案Unit 1 Cultural relicsPeriod One Warming Up & ReadingⅠ.1.artists 2.survivors 3.decorations 4.experiencing 5.that 6.more valuable 7.was removed 8.amazing 9.was designed 10.selectedⅡ.1.at war 2.by design 3.in search of 4.in return 5.less than6.serves as7.is well worth8.belongs to9.searching for10.is designed forⅢ.1.remain a mystery/unknown 2.which is worth reading3.who might have survived4.There is no doubt that/No doubt5.had it decorated6.There was a time when7.which took two hours to 8.what happened to the plane9.It is really amazing that 10.could have imaginedⅣ.【文章大意】比利时城市马泽克于5月11日至10月20日举办中国文化展,共展出大约200件中国唐代的文物。

这次展览的主要目的是传播中国文化与历史,从而让更多的西方人了解中国。

1.D 推理判断题。

根据第一段中“…showing China's golden age of ancient civilization (文明).”和第二段中“…to create a centre of Chinese culture.”可知,本次展览的主要目的是传播中国文化。

故选D 项。

Unit1 Cultural relicsBackground informationStudents: junior high school studentsLesson duratio n: 45minutes课时安排：The first period: warming up, pre-readingThe second period: reading, comprehendingThe third and fourth period: learning about languageThe fifth period: discovering useful structuresThe sixth period: using languageThe first periodWarming up, pre-readingTeaching objectives:By the end of the lesson, students should be able to:1.master new words: cultural relics, rare, valuable, vase, dynasty, survive2.know about some famous cultural relics at home and abroadAbility:help students learn how to talk about cultural relicsEmotion:encourage students to pay attention to the protection of the cultural relicsTeaching important points:having students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics Teaching difficult points:How to talk about cultural relicsTeaching methods:municative approach2.pair workTeaching aids:Multi-mediaProcedures:Step1: warming up1.Good morning, class. This period we are going to learn unit1, cultural relics.Before our learning, I want to ask you:a. What a cultural relic is?b. Does a cultural relic always have to be rare and valuable?c. Is it enough to have survived for a long time?2. show some pictures about cultural relics at home and abroadA. abroad:1). the Big Ben in England2). the Leaning Tower of Pisa3). the Sports Arena of Ancient Rome4). the Great Pyramid of GizaB. in china1). the Summer Palace2). the Great WallC. in Anhui province1). Mount huang2).Huangmei OperaD. in Fuyang cityFuyang paper cut3. discussion and solve questionA.After introducing those pictures, please discuss those questions by thegroup of 2:1).What a cultural relic is?2).Does a cultural relic always has to be rare and valuable?3). Is it enough to have survived for a long time?B. Do a survey to know the students’ opinions, summarize their opinions andgive the correct answer:Q1: A Cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed;it tells people about the past.Q2: It does not need to be rare or valuableQ3: It is enough to have survived a long time4. show students more pictures and give question: whether they are cultural relic or not1). Ming dynasty vase2). Taj mahal3). Ivory dragon boat4). Mogao caves5. Please pay attention to the protection of the cultural relics6. new words: let’s learn about some new words.1.) rare adj.not done, seen, happening, etc. very often.稀有的；罕见的eg. a rare disease/bad weather罕见的疾病/坏天气He's devoted his whole life to the protection ofthe rare cultural relics.他一生致力于保护稀有文化遗产。

高中英语 Unit 1 Cultural relics Learning about language 教案 新人教版必修 2学习资料高中英语 Unit 1 Cultural relics Learning about language 教案 新人 教版必修 2班 级：科 目：1/6高中英语 Unit 1 Cultural relics Learning about language 教案 新人教版必修 2Unit 1 Cultural relicsLearning about Language Teaching Aims: 1.Learn some key words: trial，consider，prove，tell the truth，pretend,think highly of，besides 2。

Learn some important sentence structures： I think highly of those who are searching for the Amber Room。

Besides，my father once told me that any person who finds something could keep it。

I must say that I agree with you。

I must say that I don't agree with you。

3。

Help the students learn how to use the attributive clauses。

4 。

Enable the students to learn how to make judgments and give their opinions. Teaching Important Point: Learn how to use the attributive clauses with that/which/who/where/when。

Unit 1 Cultural Relics 说课稿各位评委老师、同学们，上午好。

今日我说课的题目是《Cultural Relics》。

在英语教学中落实新课程标准，是国家教化部课程改革的要求。

教授英语课程，仅仅发展学生的综合语言实力已不能满意当代社会对于全面性综合人才的迫切需求。

老师在专业课程的讲授中，除了传授语言学问、培育学生的语言技能，还应关注学生的情感，注意提高学生独立思索和推断的实力，增加社会责任感，全面提高学生的人文素养。

下面我就从五个方面来谈谈本课的教学设想及相关的理论依据。

首先我们来进行教材分析。

一、教材分析：本节课出自人民教化出版社出版的新课标中学必修二第一单元“Cultural Relics”的第一课时。

（一）学问结构“Cultural Relics”这一单元的中心话题是“琥珀屋”，主要围绕琥珀屋的故事及关于找寻琥珀屋的一系列线索绽开。

教学材料中的两篇短文涉及了琥珀屋的历史及下落和如何正确辨别事实与观点的方法等。

由于学生原有学问结构对这类主题的生疏，对于故事主体、发生背景、主要任务、其中各事务的关联等等比较生疏，因而第一课时的热身、导读以及对课文中主要事务的梳理等活动对学生全面、娴熟地驾驭文章的主旨、单元的主题及所要传递的信息有着重要的意义。

的学习策略。

当我们对教材的学问结构进行了分析之后，就不难理解本节课的重点与难点：（二）教学重点文化遗产的了解与爱护。

（三）教学难点有效阅读技巧的把握、定语从句的分类。

二、教学目标接下来说一下本节课的教学目标。

依据《新课程标准》关于总目标的详细描述，结合高一学生实际，我把教学目标设定为以下几个方面：⒈学问目标：⑴了解文化遗产的基本定义及一些基本信息，并驾驭相关的词汇、短语。

⑵了解琥珀屋的历史及围绕它发生的一系列事务。

⑶驾驭略读、细看和归纳大意等阅读技巧并通过这些方式找寻所需信息并进行推理推断，理解课文。

⒉实力目标：⑴分组学习方式，培育学生与他人沟通沟通、分工合作的实力。

Section ⅢLearning about Language & Using Language课时作业Ⅰ. 单句语法填空1．The employee you have been thinking highly(high) of proves dishonest.2．It can be proved that he is a generous and warm­hearted man.3．The entrance to the meeting room has already been closed.4．There is a lot of evidence(evident) to prove that smoking has a bad effect on our lungs.5．A bomb exploded(explode) suddenly by the roadside and destroyed his car.6．To be honest, I'm at a loss how to settle(settle) the problem.7．He rather than you is(be) to have a talk with the stranger.8．The kids watched as the coin sank to the bottom of the pool.Ⅱ. 单句改错1．It is proved the little boy hasn't told lies. proved后加that2．There was no evidence which they had stolen the jewels. which→that3．Guests have free entrance of the swimming pool and the health club. of→to 4．The students, rather than their teacher, is going to have a picnic this weekend. is→are5．He is hard to get along with if you don't agree to him. 第二个to→with_ 6．If you think high of the film you may encourage other people to go and see it. high→highly7．If Joe's wife doesn't go to the party, so will he. so→nor/neither8．They haven't decided when hold the debate. when后加toⅢ. 阅读理解AThe Museum of London is starting to unearth what might turn out to be as many as 3,000 human skeletons (遗骸) under a train station in the United Kingdom's capital. The bones were exposed when workers began building a new entrance to a train station in London, England.As the first city burial (埋葬) ground in London, Bedlam was probably used between 1569 and 1738． Its name comes from the nearby Hospital of Saint Mary of Bethlehem, which people also called Bedlam. Often, the people buried in Bedlam could not afford to be buried anywhere else. The burial ground also served as an overflow cemetery (墓地). That means that if other cemeteries became full, a person wouldbe buried in Bedlam instead. It is believed that there could be a total of 20,000 skeletons in the overall burial ground.Experts think studying the skeletons may help them learn about London's past, including questions about the Black Death, a deadly disease that had a terrible influence on much of the world. It started in the mid­1300s and swept through Asia, Africa, and Europe. Historians believe almost 50 million people died of the disease, including many of those buried at Bedlam. “Sixteen sixty­five saw the very last recorded period of the disease，” says Jay Carver, the leading expert on the project. Carver and his team believe the Bedlam bodies may explain why the outbreak suddenly stopped.The dig site also sits above an even older Roman (古罗马的) road (between the 2nd and 3rd century A．D. ). Archaeologists (考古学家) have already found a large number of objects from Roman times, including horseshoes and urns. Nick Elsden, the project manager for the site, says，“This is the UK's largest archaeology project, in what is one of the oldest areas of the city, so we stand to learn a great deal. ”【解题导语】本文是记叙文。