一位优秀的教师不打无准备之仗，会提前做好准备，作为教师就要早早地准备好适合的教案课件。教案可以让上课时的教学氛围非常活跃，帮助教师提前熟悉所教学的内容。那么如何写好我们的教案呢？小编收集并整理了“Unit1Culturalrelics”，希望对您的工作和生活有所帮助。

Unit1Culturalrelics

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

Period2:AlessonplanforLearningaboutLanguage
(TheRestrictiveandNon-RestrictiveAttributiveClause)
Aims:
Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
Todiscoversomeusefulwordsandexpressions
Todiscoversomeusefulstructures
Procedures:
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Pleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.
Warmingupbyexplaining
Now,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.
II.LearningaboutAttributiveClause
1.WhatisanadjectiveClause?
Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?”or“whatkindof?”Considerthefollowingexamples:
Adjective
theredcoat
Adjectiveclause
thecoatwhichIboughtyesterday
Liketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.
Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who(m),”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:
informal
Thebookspeoplereadweremainlyreligious.
formal
Thebooksthatpeoplereadweremainlyreligious.
informal
Somefirefightersnevermeetthepeopletheysave.
formal
Somefirefightersnevermeetthepeoplewhomtheysave.
Herearesomemoreexamplesofadjectiveclauses:
themeatwhichtheyatewastainted
Thisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.
They’retalkingaboutthemoviewhichmadehimcry
Thisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?”.
Theyaresearchingforthestudentwhoborrowedthebook
Theclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.
DidItellyouabouttheauthorwhomImet?
Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?”.
2.Restrictivenonrestrictiveclauses
Dothefollowingpairsofsentencesmeanthesamething?
1aMyuncle,wholivesinLondon,isveryrich.
2bMyunclewholivesinLondonisveryrich.
2aThepolicies,whichwereunpopular,wererejectedbythevoters.
2bThepolicieswhichwereunpopularwererejectedbythevoters.
3aMyniece,whosehusbandisoutofwork,willinheritthehouse,whichIhavealwaystreasured.
3bMyniecewhosehusbandisoutofworkwillinheritthehousewhichIhavealwaystreasured.
Thefirstsentenceineachpairhasanon-restrictiveclausewithintwocommas,andthesecondhasarestrictiveclause.Anon-restrictiveclausesimplyaddsmoreinformationintothesentenceanddoesnotaffectthemeaningofthemainclause:itisthereforebracketedoffwithcommas(1a=anunclewhohappenstoliveinLondon).Conversely,arestrictiveclausedefinesitsreferentinthemainclausemorespecificallyandcontributessignificantlytothemeaningofthesentence.ThusitisthatparticularunclewholivesinLondonwhoisreferredto(1b).In2a,allpolicieswereunpopularandallwererejected,whereasin2bonlythepoliciesthatwereunpopularwererejected.Notethatinrestrictiveclausesthenon-humanrelativepronouniseither‘that’or‘which’,whereasforhumanreferentstherelativepronouncanbeeither‘who/m’or‘that’(themanthat/whomIwillmarry....).
3.AtestonFORMALADJECTIVECLAUSES
Directions:Combinethesentences.UseformalwrittenEnglish.
Use(b)asanadjectiveclause.Punctuatecarefully.
1)(a)Anantecedentisaword.(b)Apronounreferstothisword.
Anantecedent____
2)(a)Thebluewhaleisconsideredthelargestanimalthathaseverlived.(b)Itcangrowto100feetand150tons.
Thebluewhale____
3)(a)Theplanewasmetbyacrowdof300.(b)Someofthemhadbeenwaitingformorethan4hours.
Theplane____
4)(a)Inthispaper,Iwilldescribethebasicprocess.(b)Rawcottonbecomescottonthreadbythisprocess.
Inthispaper,Iwilldescribe____
5)(a)Theresearchersaredoingcasestudiesofpeopletodeterminetheimportanceofheredityinhealthandlongevity.(b)Thesepeople’sfamilieshaveahistoryofhighbloodpressureandheartdisease.
Theresearchersaredoingcasestudies____
6)(a)Attheendofthismonth,scientistsattheinstitutewillconducttheirAIDSresearch.(b)Theresultsofthisresearchwillbepublishedwithin6months.
Attheendofthismonth,scientists____
7)(a)Accordingtomanyeducationofficials,‘mathphobia’(thatis,afearofmathematics)isawidespreadproblem.(b)Asolutiontothisproblemmustandcanbefound.
Accordingtomanyeducationofficials,‘mathphobia’____
8)(a)Theartmuseumhopestohireanewadministrator.
(b)Underthisperson’sdirectionitwillbeabletopurchasesignificantpiecesofart.
Theartmuseum____
9)(a)Thegiantanteaterlicksupantsforitsdinner.
(b)Itstongueislongerthan30centimeters(12inches).
Thegiantanteater____
10)(a)Theanteater’stongueissticky.
(b)Itcangoinandoutofitsmouth160timesaminute.
Theanteater’stongue____
III.Closingdownbytakingaquiz
QuizonAttributiveclause
Selectoneanswerfromthechoicesprovidedaftereachsentence.Thewordsyouchooseshouldfittheblankinthesentence.Don’tusetheHINTbuttonsunlessyoureallyneedthem.
1.Asmanychildrencameweregivensomecakes.
A.thatB.asC.whoD.whom
2.Thevisitorssawrowsofhousestheroofsarered.
A.onwhichB.ofwhichC.whereD.that
3.Iusuallytakeanapafterlunch,ismyhabit.
A.whichitB.asitC.asD.that
4.Pleasetellmethewayyoudidthejob.
A.howB.whereC.whichD.inwhich
5IsthismuseumsomeGermanfriendsvisitedthedaybeforeyesterday?
A.theoneB.whichC.thatD.where
6.Thefarmeruseswoodtobuildahousetostoregrain.
A.inwhichB.whereC.thatD.withwhich
7.IshallneverforgettheyearsIspentinthecountrywiththefarmers,hasagreateffectonmylife.
A.when,whichB.that,whichC.when,thatD.which,that
8.Littlehasbeendoneishelpfultoourwork.
A.thatB.whatC.whichD.allthat
9.Perhapsthisistheonlymarketyoucangetsuchcheapgoods.
A.thatB.ofwhichC.bywhichD.where
10.We’llputofftheoutinguntilnextweek,__wewon’tbesobusy.
A.whenB.whichC.atwhichD.inthat
Key:1~10：BBCDAABADA

Period3:Alessonplanforusinglanguage
Aims:
Tolearntotellfactsfromopinions
Towriteareplyletter
Tolistenandspeakaboutculturalrelics
Procedures
I.Warmingup
Warmingupbyquestions
Morning,class.Wealwayssay,“Wemustrespectfactsandcan’twhollydependonone’sopinions”.Butcanyoutellme:
A.Whatdoesitmeanwhenyousay,“Itisafact”?
B.Whatdoesitmeanwhenyousay,“Itisanopinion”?
Keysforreference:
A.Afactmustbereal,objectiveandwithoutanypersonaljudgment.Soitcanbeproved.
B.Anoptionalwaysexpressesone’sownideas.Itisalwayssubjunctive.Soithasnotbeenproved.
Warmingupbyquestioning
Turntopage5.Readthepassageandtellme:
A.Ifyouwanttogoinforlawagainstsomebody,andifyouwanttowin,what’sthemostimportantthingyoushoulddofirst?
B.Whatmakesajudgedecidewhicheyewitnessestobelieveandwhichnottobelieve.
Keysforreference:
A.Searchingforfactsofcourse.Themore,thebetter.
B.Theevidencesofferedbytheeyewitnessesmakethejudgedecidewhichoneisbelievableandwhichisnot.
II.Guidedreading
1.Readinganddefining
Readthepassageanddefine:Whatisafact?Whatisanopinion?Whatisanevidence?
2.Readingandtranslating
ReadthepassageandtranslateitintoChineseparagraphbyparagraph.Tom,youaretodoparagraph1,please…
3.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepart.Copythemtoyournotebookafterclassashomework.
CollocationfromUsingLanguageonpage5
inatrial,ratherthan,…morethan…,totellthetruth,agreewith,Itcanbeprovedthat…,noreasontolie,areplytoaletter,thinkhighlyof,searchfor,returnthetreasureto,costthemalotoftimeandmoney
4.Listening
Now,boysandgirls,asweknow,peoplehaveneverstoppedsearchingfortheAmberRoom.Thistimewe’lllistentowhatthreepeoplesaytheyknowaboutthemissingAmberRoom.Beforewelistentothem,I’llpresentsomerelatednewwordstoyoutohelpyouunderstandthemeasily.Pleaselookatthescreenandreadafterme.
explodevt.爆炸,Czchn.捷克,mayorn.市长,meltvt.熔化,sub(submarine)n.潜水艇，水雷,survivorn.幸存者,Titanicn.泰坦尼克船
5.SharingandCorrecting
Welldone.Nowshareyourformswithyourpartnerandtellmeinthethreeforms:Whatarefacts?Whatareopinions?LiMing,doyouwantatry?
Keys:Whattheyheard,saw,didarefacts.Andwhattheybelieveareopinions.
6.Reviewing
Weoftenusesomeexpressionstoaskforopinions.Whatarethey?
Oh,yes.Whatdoyouthinkof…?
Doyoubelieve…?
Howcanyoubesureof…?
Howdoyouknowthat?
Andweoftenusesomeexpressionstogiveopinions.Whatarethey?Ok,Tom,Please.Oh,yes.Theyare:Ithink…/Idon’tthink…Idon’tagreethat…/Isupposethat…
7.Discussing
Pleaselookatexercise3,anddiscusswhichpersongavethebestevidence.Usetheexpressionsabovetohelpyou.Beforewediscuss,let’sdealwiththefollowingdiscussion:
A.Whatisthebestevidence?
B.Howcanweknowwhicheyewitnessismostbelievable?
Keys:
A.Thebestevidenceisfactualandisgivenbyapersonwhoisbelievable.
B.Themostbelievableeyewitnessistheonewhohasnothingtogainfromtellingalie.
Welldone.Let’scometothediscussion“Whichpersongavethebestevidence?”
Keysforereference:
JanHasekislessbelievablebecauseheownsalittlerestaurantnearthemine.Ifthesearchstopped,hisbusinesswouldsuffer.
HansBraunisalsolessbelievablebecauseheisworkingforacompanytryingtofindtheshipwhichcarriedthetreasuresintheBalticsea.
Ofthethreeeyewitnesses,onlyAnnaPetrovhasnoselfishreasonforsayingwhatshehassaid.Inparticular,sheisnotinvolvedinanycurrentefforttofindthetreasure.Thereforesheisthemostbelievable.
8.Readingandwriting
Sometimeswemayfallintoorfaceamoralchoice.Thatisamoraldilemma.Let’sreadtheletteronpage7andseewhat’sJohann’schoiceandopinion.Ok,finished?Nowanswerthefollowingquestions:
A.What’sJohann’sopinionabouttheAmberRoom?
B.What’shisfather’sopinionaboutthethingsfoundbyhim?
C.WhathappenedtoJohannwhenshewasapupil?
Keys:
A.JohannthinksthepeoplewhofindtheAmberRoomshouldkeepitforthemown.
B.HisfatherthinksasJohanndoes.
C.Shefoundalittlemoneyandkeptittohimself.
9.CompletingthelettersABandthengivingyourownletters
Whenyouwriteyourletter,youmaychoosetoagreeornotagreewiththewriter.
Youmustgiveareasonwhyyouagreeordon’tagreewiththewriter.
Besuretogiveanexamplefromyourownlifesothatthereadercanbetterunderstandyouropinion.
ⅢClosingdown
Closingdownbyadebating
Thereisalongancientwallaroundalessdevelopedtown.
Itisreportedithasalonghistory,datingbacktoover5centuryBC.Thelocalgovernmentiscollectingmoneytorepairandrebuildthewall.Ithascostalotofmoney.Someofyourclassmatesthinkitisnotworth.Somethinkit’sagoodwaytodevelopthelocaleconomy.NowGroup1and2againstGroup3and4.Let’shavethedebating.
Closingdownbydictation
Thedesignfortheroomwasofthefancystylepopularinthosedays.
Theroomservedasasmallreceptionhallforimportantvisitors.
Themanwhofoundtherelicsinsistthatitbelongstohisfamily.
Theroomwascompletedthewayshewantedit.
ItwasreadyforthepeopleofSt.Petersburgtocelebratethe300thbirthdayoftheircity.
Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
Inatrial,ajudgemustdecidewhicheyewitnessestobelieveandwhichnottobelieve.
Isitsomethingthatmorethanonepersonbelieves?
Afactisanythingthatcanbeproved.
Anopinioniswhatsomeonebelievesistruebuthasnotbeenproved.
PartTwo:TeachingResources(教学资源)
Section1:AtextstructureanalysisofINSEARCHOFTHEAMBERROOM
I.Typeofwritingandsummaryoftheidea
TypeofwritingThisisapieceofnarrativewriting.
MainideaofthepassageThehistoryoftheAmberRoom
Generalideaof1stParaThesimpledescriptionoftheAmberRoom
Generalideaof2ndParaThepresentsenttotheCzar
Generalideaof3rdParaThedetailaddingandrelocatingoftheAmberRoom
Generalideaof4thParaThestolenoftheAmberRoominWorldWarⅡ
Generalideaof5thParaTherebuildingoftheAmberRoom
II.Atreediagram
TheAmberRoom:thebestandbiggestworkofcountry’sbestPrussianartists
Para.1

Section2:Backgroundinformationonculturerelics
I.Whatisaculturerelic?何谓“文化遗产”?
Culturalrelicsarephysicalremindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Withouttheserelics,wecouldnotcherishculturaltraditionsasmuchorappreciatethelivesofthepeoplewhopracticedthosetraditions.Althoughwemaynotoftenconsiderit,culturalrelicsarenotonlythepossessionofoneculture.Inalargersense,itcanbesaidthattheybelongtoallpeoples.Forthesereasons,thisunitdescribesculturalrelicsnotfromChinabutotherplaces.Lookingatitfromanotherangle,itcanalsobesaidthatculturalrelicspreservessomeaspectofculturalheritageandeachrelic,regardlessofwhetherthesamehandscreatedmanyexamplesofit,isstillauniqueculturalexpressionandcontribution.
II.TheculturalrelicsofChinaintheworldheritagesitelist《世界文化遗产名录》中的30处中国文遗产
本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：
◆MountTaishan(泰山)，listedasaworldculturalandnaturalsitein1987.
◆TheGreatWall(长城)，culturalsite,1987.
◆TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宫、沈阳故宫)，culturalsite,1987,2004.
◆TheMogaoCaves(敦煌莫高窟)，culturalsite,1987.
◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(泰始皇陵及兵马俑坑)，culturalsite,1987.
◆ThePekingManSiteatZhoukoudian(周口店北京猿人遗址),culturalsite,1987.
◆MountHuangshan(黄山),culturalandnaturalsite,1990.
◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨沟风景名胜区),naturalsite,1992.
◆TheHuanglongScenicandHistoricInterestArea(黄龙风景名胜区),naturalsite,1992.
◆TheWulingyuanScenicandHistoricInterestArea(武陵源风景名胜区)，naturalsite,1992.
◆TheMountainResortanditsOutlineTemple,Chengde(河北承德避暑山庄及周围寺庙),culturalsite,1994.
◆TheTempleandCemeterofConfuciusandtheKongFamilyMansioninQufu(曲阜孔府、孔庙、孔林)，culturalsite,1994.
◆TheAncientBuildingComplexintheWudangMountains(武当山古建筑群),culturalsite,1994.
◆HistoricEnsembleofthePotalaPalace,Lhasa(西藏布达拉宫),culturalsite,1994.
◆TheLushanNationalPark(庐山)，culturalsite,1996.
◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山一乐山大佛风景名胜区),culturalandnaturalsite.1996.
◆TheAncientCityofPingyao(平遥古城),culturalsite,1997.
◆TheClassicalGardensofSuzhou(苏州园林),culturalsite,1997.
◆TheOldTownofLijiang(丽江古城),culturalsite,1997.
◆TheSummerPalace(颐和园),culturalsite,1998.
◆TheTempleofheaven：anImperialSacrificialAltarinBeijing(天坛),culturalsite,1998.
◆DazuRockCarvings(大足石刻),culturalsite,1999.
◆MountWuyi(武夷山),culturalandnaturalsite,1999.
◆MountQinchengandtheDujiangyanIrrigationSystem(青城山一都江堰),culturalsite,2000.
◆AucientVillagesinSouthernAnhui—XidiandHongcun(安徽古村落一西递、宏村),culturalsite,2000.
◆LongmenGrottoes(龙门石窟),culturalsite,2000.
◆ImperialTombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite2000.
◆YungangGrottoes(云冈石窟),culturalsite,2001.
◆ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2003.
◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),culturalsite,2004.
Section3:WordsandexpressionsfromUnitICulturalRelics
cultural
adj.文化的aculturalindependence/culturalexchange
relic
n.sth.oldthatremindsusofthepast遗迹；古物unearthedcultural/arelicofearlycivilization
survive
vt.vi.tocontinuetolive,esp.aftercomingclosetodeath;tocontinuetoliveafter…幸免于；幸存；……之后还活着survivethetrafficaccident/surviveallherchildren
remain
vi.1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture.2.tocontinuetobe(inanunchangedstate)继续；依然remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwon’teatyou’lljusthavetoremainhungry!3.Itremainstobeseen:weshallknowlateron.情况仍未明，要看怎样发展。
state
n.国家；政府；州；状态stateschools/statedocuments/inapoorstateofhealth
lookinto:toexaminethemeaningorcausesof考察，调查lookintothematter/lookintotheevent
rare
adj.稀罕的；稀有的；珍贵的therareairofthemountains/raremetals/ararebook
dynasty
n.朝代；王朝theQingDynasty/theTudordynastyinEngland
belongto
tobethepropertyof;tobeamemberof;tobeconnectedwith属于；为……的一员;与……有关系belongtoaclub/belongtoaclass/belongtome
insearchof寻找insearchofthecuretothedisease/insearchofthelostboy
amber
n.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofamber
gift
n.赠品；礼物；天赋birthdaygifts/giftvouchers/agiftformusic
melt
vt.vi.(使)融化；（使）熔化meltthesnow/melttheanger/meltinwater
heat
n.vt.热；热度；把……加热；使激动thebodyheat/theheatofadebate/heatsoupforlunch
design
n.aplaninthemind;adrawingorpatternshowinghowsth.istobemade设计；图案vt.toimagineandplanoutinthemind设计；构思curiousindesign/makeadesignforamonument;designanengine/designdressesforaqueen
fancy
adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoung
style
n.风格；风度；类型dothingsinstyle/inthestyleof/outofstyle.
jewel
n.珠宝；宝石preciousjewels/ajewelnecklace
inreturn(for):inexchange(for);inpayment(for)作为交换；报答；酬谢inreturnforherkindness/inreturnforhisgilt
light
vt.vi点火，照亮lightacigarette/lightatorch/lightsb.onhisway
mirror
n.镜子；反映adrivingmirror/lookinthemirror/amirrorofthetimes
wonder
n.奇迹；惊奇thewondersofnature/It’snowonder./inwonder
atwar处于交战状态beatwar/havebeenatwarforlong
remove
vt.totakeaway(fromaplace);takeoff移动;脱掉；除去removetheclothfromthetable/removeone’shat;You’vegottoremoveyourshoesbeforeyouentertheroom.
furniture
n.家具（总称）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurniture
secretly
adv.秘密地；背地里haveatalksecretly/takeanactionsecretly
wooden
adj.木制的awoodenbridge/awoodenchair
doubt
n.怀疑；疑惑；vt.怀疑；不信thereisnodoubtaboutsb./sth./nodoubt/…notdoubtthat/…doubtwhether
mystery
n.神秘；神秘的事物makeamysteryofmatter/diveintothemysteriesof
apart
adv.分离；分别地milesapart/standapart/keepapartfromtakeapart拆开takeapartthemachine/takesb.apart
trial
n.审判；审问；试验holdatrial/trialbyamilitarycourt/givesb.atrial
consider
vt.1.tothinkabout;examine考虑；思考I’mconsideringchangingmyjob.We’vedecidedtomoveandareconsideringanewhouseinBeijing.2.toregardas认为Iconsideryouafool.Iconsideritagreathonourtobeherewithyoutoday.ThebossconsideredTom(tobe)toolazytobeagoodworker.3.totakeintoaccount顾及；考虑到；Ifyouconsider(thefact)thatshe’sonlybeenstudyingEnglishayear,shespeaksitverywell.
opinionn.意见；看法；判断giveone’sopinion/inone’sopinion/dependonone’sopinion
evidencen.根据；证据；证物evidenceforhisguilt/callsb.forevidence/materialevidence/verbalevidence
provevt.证明；证实vi.原来是；证明是proveitstruth/provesbtobe/beprovedtobe
pretendvt.假装；装扮pretendtobe/pretendthat
thinkhighlyof看重；器重thinkhighlyofhisdeeds/thinkhighlyofhischaracter
treasuren.财宝；财富；珍品astoreofhiddentreasure/collectmanytreasures
besidesadv.inaddition,also此外;而且Idon’twanttogo;besides,I’mtired.Imetsomefriendsandotherpeoplebesides.Idon’tlikethosebluesocks;whathaveyougotbesides?prep.aswellas;inadditionto除……之外Ihaveafewfriendsbesidesyou.TherewerethreeotherspresentatthemeetingbesidesMr.Day.

相关阅读

Culturalrelics教案1

Unit1culturalrelics
教材分析

I．教学内容分析
本单元的话题是“文化遗产”。
Warmingup部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。
Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。
Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
LearningaboutLanguage部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。
UsingLanguage部分的Readingandlistening和speaking主要通过对evidence,fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的readingandwriting对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。
LearningTips部分鼓励学生去参观博物馆或文化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。

II．教学重点和难点
1．教学重点
(1)本单元的生词和短语。
(2)掌握限制性与非限制性定语从句的用法，理解两者有何不同。
(3)了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。
2．教学难点
(1)学会区别事实与观点，锻炼思维分析能力。
(2)用英语表达自己的看法或征求别人的看法。

III．教学计划
本单元分五课时：
第一、二课时：WarmingUp，Pre-reading,Reading,Comprehending
第三、四课时：LearningaboutLanguage
第五课时：UsingLanguage

IV．教学步骤：
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(长城),culturalsite,1987.
◆TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宫、沈阳故宫),culturalsite,1987,2004.
◆TheMogaoCaves(敦煌莫高窟),culturalsite,1987.
◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(秦始皇陵及兵马俑坑),culturalsite,1987.
◆ThePekingManSiteatZhoukoudian(周口店北京猿人遗址),culturalsite,1987.
◆MountHuangshan(黄山),culturalandnaturalsite,1990.
◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨沟风景名胜区),nationalsite,1992.
◆TheHuanglongScenicandHistoricInterestArea(黄龙风景名胜区),naturalsite,1992.
◆TheWulingyuanScenicandHistoricInterestArea(武陵源风景名胜区),naturalsite,1992.
◆TheMountainResortanditsOutlyingTemples,Chengde(河北承德避暑山庄及周围寺庙),culturalsite,1994.
◆TheTempleandCemeteryofConfuciusandtheKongFamilyMansioninQufu(曲阜孔庙、孔府、孔林),culturalsite,1994.
◆TheAncientBuildingComplexintheWudangMountains(武当山古建筑群),culturalsite,1994.
◆HistoricEnsembleofthePotalaPalace,Lhasa(西藏布达拉宫),culturalsite,1994.
◆TheLushanNationalPark(庐山),culturalsite,1996.
◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山--乐山大佛风景名胜区),culturalandnaturalsite,1996.
◆TheAncientCityofPingyao(平遥古城),culturalsite,1997.
◆TheClassicalGandensofSuzhou(苏州园林),culturalsite,1997.
◆TheOldTownofLijinag(丽江古城),culturalsite,1997.
◆TheSummerPalace(颐和园),culturalsite,1998.
◆TheTempleofHeaven:anImperialSacrificialAltarinBeijing(天坛),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—西递、宏村),culturalsite,2000.
◆LongmenGrottoes(龙门石窟),culturalsite,2000.
◆ImperialtombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite,2000.
◆YungangGrottoes(云冈石窟),culturalsite,2001.
◆ThreeParallelRiversofYunanProtectedAreas(三江并流),2003.
◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),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.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很多吨琥珀。
whichwasgiventhisname...为非限制性定语从句。非限制性定语从句，在修饰物时用who,whom,whose。非限制性定语从句和它的先行词之间只有松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。
Thechairman,whospokefirst,satonmyright.最先发言的主席坐在我的右边。
Thespeech,whichboredeveryone,wentonandon.那使大家厌烦的演讲一直在继续着。
关系副词where和when也能引导非限制性定语从句。
OnApril1theyflewtoBeijing,wheretheystayedseveraldays.四月一日他们飞到北京，在那里呆了几天。
Imseeingthemanagertomorrow,whenhewillbebackfromNewYork.我明天要去见经理，他明天要从纽约回来。
另外，由which引导的非限制性定语从句，有时候修饰整个句子，或句子中的某个部分。
Theyhaveinvitedustovisittheircountry,whichisverykindofthem.他们非常友好地邀请我们去访问他们的国家。
Usuallytheytakeawalkaftersupper,whichdoesthemalotofgood.通常他们晚饭后去散散步，这么做对他们很有好处。
2.Thedesignfortheroomwasofthefancystylepopularinthosedays.屋子的设计是当时流行的极富艺术表现力的建筑式样。
ofthefancystyle...在句子中用作表语，"be+of+名词(词组)"，表示主语的某种形状或特征。
　Iampleasedtohavebeenofhelptoyou.我很高兴我对你有帮助。
Alloftheboysintheclassareofthesameage.这个班上的男生年龄都一样。
类似的用法还有：ofdifferentsizes,ofgreatimportance,ofnouse,oflittlevalue等。
popularinthosedays是形容词短语修饰thefancystyle。凡是可充当表语的形容词组，做定语时通常都可后置。
Theyhaveahouselargerthanyours.他们的房子比你的大。
Theboyseasiesttoteachareinmyclass.我班上的男生最好教了。
这类后置的定语在意义上相当于定语从句。　
ahouselargerthanyours=ahousewhichislargerthanyours
theboyseasiesttoteach=theboyswhoareeasiesttoteach
3.In1770,theroomwascompletedthewayshewantedit.1770年，这间琥珀屋按照她的要求完成了。
thewayshewanted是方式状语从句，theway的用法与连词相同，后面常常带that.
IwasneverallowedtodothingsthewayIwanted.人家从来就不允许我按照自己的想法去做事情。
另外，inaway,intheway也有类似的用法。
Hewaslookingatherinawaythatsurprisedher.他看着她的样子让她很惊讶。
Wehavetomakeitworkinthewaythattheywantitto.我们必须按照他们的想法把事情办好。
4.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthattimeaGermancityontheBalticSea.毫无疑问，　这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
thattheboxeswerethenputon...　是同位语从句，　表示与之同位的nodoubt的实际内容。
Theyhadtofacethefactthatthenearestfillingstationisthirtykilometersaway.他们不得不面对这样一个现实：最近的加油站还在３０公里外。
Thedoctorscametotheconclusionthatthepatientwassufferingfromcancer.医生们做出了诊断结果：病人身患癌症。
此类从句通常用that来引导，随着与其同位的名词不同，也可由when,where,whether,how等来引出。
Ihavenoideawhenhewillreturn.我不知道他何时回来。
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.

Unit7Culturalrelics

俗话说，凡事预则立，不预则废。作为教师就要早早地准备好适合的教案课件。教案可以让学生更好地进入课堂环境中来，减轻教师们在教学时的教学压力。优秀有创意的教案要怎样写呢？急您所急，小编为朋友们了收集和编辑了“Unit7Culturalrelics”，相信您能找到对自己有用的内容。

Unit7Culturalrelics
重点词汇解析
1.includevt包括；包含
1)including为介词，后接名词、代词作宾语。
2)included为过去分词充当的形容词，无比较级和最高级，其前常用名词或代词。
3)比较include，contain
include作“包含”解时，其后的宾语只是整体的一部分。
Contain作此意解时，其后的宾语指的是整体的全部。
2.restorevt
1）归还torestorestolenproperty归还赃物
2）恢复；复兴torestorelawandorder恢复法律和秩序
3）恢复健康；复原restoredafteronesholiday假期之后健康恢复了
3.rebuildv.再建；重建rebuildahouseafterthefire.火灾后重建房子。
注意：re-前缀，加在动词或名词前。“重新”。如：rewrite,reopen,revisit,remake,reprint,reread.
4.burnvi,vtburnt或burned,burning
1)燃烧Thehouseisburning.房子烧起来了。
2)发光；照亮alightburning灯光亮着
3)发热；炙热theburningsand炙热的沙子
4)热衷Sheisburningtotellyouthenews.她急于要告诉你这消息。
Everybodyisburningtoknowthegoodnews.大家都急于想知道这则好消息。
5)烧伤；烧坏；烧毁Heburntallhispapers.他烧毁了（他）所有的文件。n.烧伤burnsonherhand手部的烧伤burnup（因热度过高）烧坏;快速旅行；赶路toburnuptheroad赶路
5.beautyn.
1)美，美貌aflowerofgreatbeauty一朵非常美丽的花
2)美人；美的事物Yourdaughterisquiteabeauty.你的女儿很漂亮。
3)极好的（或极坏的）人或事物
6.photographvt照相；为…而拍照
1）n.照片,相片;逼真的印象[描绘]
2）have[get]onesphotographtaken(=sit[pose]foronesphotograph)请人拍照
3）haveaphotographtakenwith和...合影;takeaphotographof拍摄
7.damagen
1)损失；损害，损坏
2)（前面与the连用）价钱
3)(pl)赔偿费toclaimdamages索赔
vt损害，损坏；使受损失
8.projectn计划；设计
1)突出；使突出
2)投掷；扔；发射;扩散
3)表现（自己）；突出（自己）
9.officialadj
1)官方的；正式的
2）anofficialletter公函;officialprice官方牌价;
anofficialtitle官衔;officialnews官方消息
3）n.官员；公务员anofficialinthedepartmentofhealth卫生部门的官员
10.breathn
1)呼吸；气息adeepbreath深呼吸
2)微风hardlyabreathofair几乎没有一点风
3）习惯用语：catchonesbreath屏息；歇一口气：holdonesbreath屏息；takebreath歇息
wasteonesbreath白费口舌；takeonesbreathaway目瞪口呆；大为惊讶
11．lie躺;位于
注意：过去式,过去分词为lay;lain
lie撒谎;过去式,过去分词为lied;lied
lay摆放;产卵;下蛋;过去式.过去分词为laid;laid
12、run
（1）runintosomeplace向（某空间）冲进去。
（2）runtodosth.跑去干……
（3）runaway是不及物动词短语“跑掉”之意。
13、Breath是名词，“呼吸、气息”，有可数和不可数两种形式。
1）Takeadeepbreath.深深地吸一口气。
2）Takebreath歇一歇，喘口气
3）Holdone’sbreath屏息，弊住气
4）Outofbreath上气不接下气
14、Pull
1）Pullsth.down/pulldownsth.是“拆毁”的意思，其反义短语是：
2）Pull……outof把……拉出来。
3）Pull……upfrom把……拉上来。
重点词组解析

1.givein屈服，投降让步;屈服;上交;支撑不住
注意：giveup放弃做……,投降
2.inruins成为废墟，严重受损
3.bring…backtolife使苏醒
4.pulldown拆毁；推毁；推翻
5．bringback拿回退换;使某人返回;恢复
6。runinto除表示“向……地方跑去”外，还有些常见的用法。
（1）runintosth.遇到或撞及某物
（2）runintosb.偶然碰到，（使汽车）撞及某人
重点句型解析

1.Wherethereisariver,thereisacity.有河流的地方就有城市。
Where在这里引导的是地点状语从句，相当于介词in/at/to+theplace+where从句9定语从句），意思是“在……地方”。
2.Itwasunderattackfor900days,butthepeopleofthecitynevergavein.城市被德军围攻达900天之久，但是当地人民从未屈服。
Underattack遭到攻击，常与be动词连用。这里的介词under作“经受或遭受”、“在…的过程中”等解释，前接be动词，后跟名词，有时表达进行时态的意思。
3.Restoringthecityanditsculturalrelicsseemedimpossible,butthepeopleofthisgreatcitywouldnotgiveup.看来要恢复城市和它的文化遗迹原貌是不可能办的事，但是这座伟大的城市的人民决不肯放弃。
seem的用法：
1）seem后可接形容词、名词、不定式、分词或介词短语等作表语。
2）seem后接tobe，注意tobe的省略情况。
汤姆今天上午来看你，他看上去很疲惫。
4）Itseems后接that或asif从句，引导词that/asif有时可省略。

高考衔接点拨
一、do
1、do+n.
doexercises做练习,dohousework干家务,dobusiness做生意,doEnglishpuzzle猜英语字谜,dowonders创造奇迹
2、do+a+n.
doaroom整理房间,doafavor开恩,doasum计算,doashow展示
3、do+an+n.
doanexperiment做实验
4、do+the+n.
dotheproblem解决问题,dothetrick愚弄,dothedead做好事
5、do+ones+n.
dooneslesson做功课,dooneshair梳理头发,doonesteeth刷牙,doonesbed铺床,doonesduty尽义务,doonesbest竭力
6、do+some+v-ing
dosomewashing涮洗,dosomereading读书,dosomeshopping购物,dosomesewing缝补,dosomecleaning做清洁,dosomesightseeing观光,dosometraveling旅行,dosomecooking做饭,dosomestudying学习,dosomesweeping打扫,dosomespeaking发言
7、do+n.+tosb.
dojusticetosb.对某人公正,dogoodtosb.对某人有好处,doharmtosb.对某人有危害,dodamagetosb.对某人有损害,dohonortosb.对某人开恩,dowrongtosb.冤枉某人,dorighttosb.对某人公正
二、give
1、give+n.
givetrouble作乱,givehelp提供帮助,giveencouragement鼓励,givepermission许可,givesupport支持，giveway让步
2、give+a+n.
giveadescription描述,giveahand帮助，givealook看一眼，givearing打电话,giveapush推一下,giveapull拉一下,giveawelcome欢迎,giveaconcert举办音乐会,givealecture演讲,giveareply回答,giveasmile笑一笑
3、give+an+n.
giveanexcuse找借口,giveanorder订购,giveanexample举例
4、give+sb.+n.
givesb.arise给某人涨工资,givesb.alift搭便车
三、go
1、go+n.
goDutch各自付账
2、go+for+n.
goforadrive开车兜风,goforaswim去游泳,goforawalk散步,goforanouting远足
3、go+v-ing
goclimbing去爬山,gocycling骑车兜风，godancing去跳舞,gofarming去务农，gofishing去钓鱼,gohunting去打猎,gohiking去远足，goriding去骑马,goskiing去滑水,goskating去滑冰,goswimming去游泳,gowalking散步,goshopping出去购物,goshooting去射击,gopicnicking出去野炊，
4、go+to+n.
gotoschool上学,gotocollege上大学,gotobed上床睡觉,gotohospital看病,gotochurch朝拜，gotopieces破碎，gotowaste浪费，gotowork上班
四、have
1、have+n.
havebreakfast/lunch/supper吃早/中/晚餐,havetea喝茶,havesports从事体育运动,havepatience有耐心,havefun开心,havedifficulty有困难
2、have+a+n.
haveameal吃饭,haveadrink喝饮料,haveabeer喝啤酒,haveawine喝酒,haveacoffee喝咖啡,haveataste品尝,haveasmoke吸烟,haveadiscussion讨论,haveameeting开会,haveatalk交谈,haveachat闲聊,haveaquarrel争吵,haveabreak休息,haveahaircut理发,haveatry试一试,havearest休息,havealesson上课,haveaclass上课,haveadream做梦,haveagame玩游戏,haveadance跳舞,haveastomachache肚子痛,haveatoothache牙痛,haveabackache背痛,haveacold感冒,haveacough咳嗽,haveafever发烧,haveaholiday度假,haveadayoff休息一天,haveagoodtime玩得开心,haveapicnic野炊
3、have+an+n.
haveaninfluence有影响,haveanexam考试,haveaninterview面试,haveanobjection反对
课堂同步练习

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

课题：（高一必修）2unit1culturalrelics

课题：（高一必修）2unit1culturalrelics

区(县)、学校

姓名

高休军

课题及教学内容的分析：

课题：unit1culturalrelics阅读课

教学内容包括：Warmingup;Pre-reading;Reading;Comprehending四个部分

教学内容的分析：

1．Warmingup部分提出三个问题，要求学生通过讨论对文化遗产的概念，本质特点以及基本类型等问题进行思考。目的是让学生对本单元学习的中心话题有一个较全面的了解，为随后的学习做好准备。

2．Pre-reading部分把话题引到琥珀上，从而为阅读部分要讲到的琥珀屋作铺垫和准备。

3．Reading部分介绍了俄罗斯稀世珍宝琥珀屋的有关史实。通过真实有趣的内容，不仅让学习者在阅读时学习有关的语言知识，提高阅读理解的技能，还增加了学生对琥珀屋作为文化遗产的历史知识的认识。

4．Comprehending部分的几个练习都基于考查学生对阅读文章的理解程度，为学生实际运用所学语言知识提供空间。

教学目标：在本节课结束时，学生能够

l了解文化遗产的基本概念、本质特点以及基本类型。

l通过找读（scanning）关键词、略读（skimming)和精读(carefulreading)，了解有关琥珀屋的故事。

l用归类法学习词汇。

l用自己的话复述琥珀屋的故事。

l运用本课时学习的内容和自己已有的知识讨论相关话题。

教学重点与难点：

1．教学重点：对文章中基本事实的理解和对文章篇章结构的理解。

2．教学难点：学生概括能力以及对文章篇章结构的把握能力较差。

教学方法：

1．任务驱动，逐层递进。

2．集体参与，小组合作。

教学资源：.cn

教学过程

教学环节

1.热身

2．读前

3．读中

4．读后

5．作业

教师活动

老师展示三个问题，让学生讨论回答。

1．教师准备几件琥珀饰品或者看学生用书p.1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。

2．词汇准备：．教师请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正

1．教师请学生略读课文，核查自己预测的内容是否正确。

2．请学生在再次阅读课文前先看一下学生用书p.2练习二中的问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答问题。教师请几个学生分别说出答案，其他学生和教师补充。

3．教师请学生再读一遍课文，根据课文内容完成剩余理解练习题。

教师请学生四人一组总结讨论课文。

教师展示给学生课后作业

学生活动

学生看学生用书p.1或者PPT中的图片，两人一组讨论三个问题

1．学生看教师准备的几件琥珀饰品或者看学生用书p.1的琥珀饰品图片，然后回答问题，并根据课文标题和图片预测课文内容。

2．学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇

1．学生略读课文，核查自己预测的内容是否正确。

2．看学生用书p.2练习二中的问题。然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答问题。

3．学生再读一遍课文，完成剩余理解练习题。。

学生四人一组总结讨论课文，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法。

学生看幻灯记录课后作业

设计意图

1．通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。

2．观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。

3．通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

4.通过总结课文培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。

5.通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

附：Unit1Culturalrelics（阅读课学案）

Reading

Step1Warmingup

Task:Answerthefollowingquestions.(Cooperativelearning)

Doyouknowwhatculturalrelicsare?Arealltheoldthingsareculturalrelics?

Doyouknowthesefamousplaces?(showsomepicturesoftheculturalrelicsintheworld)Ifyouknow,whatdoyouknowaboutthem?

3.Canyoutellussomefamousculturalrelics?

Step2Pre-reading

1.Haveyoueverseenapieceofamber?Whatdoyouknowaboutit?

2.Lookatthetitleandthepictureofthereadingpassageandpredictwhatitisabout.Thenskimitquicklyandseeifyouwereright.Step3while--reading

Task1:Fastreading—Mainidea1)WhyisitcalledtheAmberRoom?

2)WhathappenedtotheAmberRoom?

Task2:Carefulreading—Detailedinformation

I.Ex.1(P2)Jointhecorrectpartsofthesentencestogether.

II.Choosethebestanswersaccordingtothepassage.

1.ThekingofPrussiawhogavetheAmberRoomasagifttoRussiawas_______.

FrederickIB.FrederickWilliamI

C.PetertheGreatD.CatherineII

2.ThekingofPrussiagavetheAmberRoomtoRussiabecause_____.

hewantedtomarryCatherineII.B.hewaskind.

C.heneededbettersoldiersD.hewantedtomakefriends

3.TheAmberRoomwasstolenby______.

RussiansoldiersB.Germansoldiers

C.PeopleinKonigsbergD.PeopleinStPetersburg

4.In1941,thecityofKonigsbergwasin___.

GermanyB.RussiaC.SwedenD.France

5.TheRussiansdidn’thidetheAmberRoombecause______.

theywereatwarB.thecouldn’tfindaplace

C.theGermansoldiersarrivedtoosoonD.notraincouldtakeitaway

Ⅲ.TorFquestions:

()1.TheAmberRoomwasnoteasytomake.

()2.CatherineIIdidn’tlikeeverythingabouttheAmberRoomwhenshefirstsawit.

()3.TheAmberRoomwastakentoKonigsbergandhiddentherein1941.

()4.TheRussiansdidn’tcareabouttheAmberRoom.

()5.TheRussiansdon’tthinktheAmberRoomwilleverbefound.

Task3:Mainideaofeachparagraph(P2Ex.2)

Step4Post-reading

Summaryofthetext

1.TheAmberRoom:thebestandbiggestworkofartevermade.----

2.In1716,theAmberRoomwasgiventotheCzarasagift,----

3.In1770:theAmberRoomwasredecoratedbyCatherineII.---

4.In1941:TheAmberRoomwasstolenbytheNaziGermanarmy.---

5.TheoldmissingAmberRoomisbeingsearchedfor;anewonehasbeenbuilt.

Step5Homework

1.Remembertheusefulwordsandexpressions.

2.Prepareforthenextperiod.

Unit7CulturalRelics(Reading)ACityofHeroes

一名优秀的教师在教学方面无论做什么事都有计划和准备，作为教师就要根据教学内容制定合适的教案。教案可以让学生们能够在上课时充分理解所教内容，帮助教师缓解教学的压力，提高教学质量。写好一份优质的教案要怎么做呢？小编收集并整理了“Unit7CulturalRelics(Reading)ACityofHeroes”，欢迎大家阅读，希望对大家有所帮助。

人教版高一（下）英语教案Unit7CulturalRelics(Reading)

ACityofHeroes

Understandingoftheteachingmaterial(语篇分析)

一、教材分析

（一）教材内容分析
本单元话题——文物古迹（Culturalrelics）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Reading通过对俄罗斯著名城市——圣·彼得堡有关史实的介绍，以“ACityofHeroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。

（二）文化意识
1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。
２）培养学生良好的社会公德意识，树立文物保护意识。

Teachingobjectives：

一。学习目标Learningobjectives:

（KnowledgeObjectsandAbilityObjects：）

1.DeveloptheSs’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.

2.OffertheSschancesofself-culturebyworkingingroupsandseekinginformationaboutculturalrelics.

3．Enablethestudentstotalkaboutwaystoprotectculturalrelics.

4.HelptheSsfurtherunderstandthepassageandfinishtherelevanttaskscorrectly.AndenabletheSstolearnThe-ingformusedasadverbial.

5．Learntheusagesofthefollowingwordsandphrases:base…on,incommon,divide,admire,risketc.

二．情感目标Emotionalgoals：

1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。
　2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。
　3）培养学生具有良好的文明习惯，具有文物保护意识。

TeachingApproaches:

1.WholeLanguageTeaching

2.Task----basedteachingmethodtofinishtheteachingassignment.

3.Activity---basedteachingclassperformance

individualwork

groupwork

3.Fastreadingtofindoutsomegeneralinformation.

4.Carefulreadingtofindthedetailsinthepassage.

5.Questionandanswersforinducing.

6.InductivemethodtomaketheSsunderstandthetextbetter.

Teachingdifficultpoints：

1．Tohelpthestudentsknowsomethingaboutculturalrelics,andtalkaboutwaystoprotectculturalrelics

2.Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.

3．TolearnThe-ingformusedasadverbial.

Teachingprocedures:

Step1Warming-up

1.Greetings

2.Questions:

1)T:LastperiodwepaidavisittothePyramids,theGreatWall,Stonehengeandsoon.TheyarealltheCulturalRelics.Well,Whocantellmewhatareculturalrelics?Canyougivesomeexamples?

TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland

2)Whatdotheyhaveincommon?

Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyareveryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,

defence,magic/superstition).Nowpeoplefromallovertheworldgotovisitthese

places.

3)DoyouknowanyotherculturalrelicsinChinaorintheworld?Couldyouplease

tellmesomeinformationaboutthem?

Forexampletheirnames

Whenweretheybuilt?

Whatweretheybuiltforandsoon.

Step2.Pre-reading

1.Whatareyourfavoritecities?

2.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?

Step3.Listening

Step4.Reading

Task1.Fastreading.

1.Whyisitcalledacityofheroes?Whoaretheheroesofthecity?Whatisthedifferencebetween“ACityofHeroes”and“Heroesofacity”?

2.Whereisthecitylocated?Whichriverflowsthroughthecenterofit?Whobuiltitatfirst?Whodestroyeditandatlastwhorebuiltit?

Task2.Scanning

1.Readthetextcarefullytofillinthefollowingblanks.Andlaterchecktheanswerstogether.（答案以斜体字表明）

Para.1BuildingWho---theRussianCzarPetertheGreat(theherointhePast)

When－300yearsago

Where—onthebanksoftheNevaRiver

What’sitlike---largebeautiful

Para.2DestroyingWho---theGermans

When—in1941

Why---WorldWarII

What’sitlike---almostinruins

Para.3RebuildingWho---thepeopleofStPetersburg

Why---tobringthecitybacktolife

When—aftertheNazishadgone

How---withthehelpofoldpaintingsandphotographs

What’sitlike---aswonderfulasinthepast

Para.4ModernheroesWho---thepeopleofStPetersburg

Why---strong,proudandunited

[设计说明]通过对文章的精读，结合老师所提供的问题关键词，帮助学生理解了文章内容，培养学生获取文章细节信息的能力，而且学生通过回答问题学习了如何分析文章的结构，提高其阅读、理解及概括能力。

2.AsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Thetopicsentenceofeachparagraph.

Para.1PetertheGreatbuiltthecity.(4thsentence)

Para.2Germansdestroyedthecity.(2ndsentence)

Para.3PeopleoftheCitybeganrebuildingthecity(1stsentence)

Para.4PeopleoftheCityarethemodernheroesofRussia.(lastsentence)

Task3.Trueorfalsequestions:

1）．ThecityofStPetersburgwasbuiltandrebuiltbyPetertheGreat.

2）．Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.

3)TheGermansattackedSt.Petersburgahundredsago.

4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.

5)TheGermansdestroyedaportraitofthegreat.

6)Itwasdifficultforpeopletorebuildtheoldpalaces.

7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.

8)StPetersburgwillneverbeasbeautifulasitwasbefore.

Step5.Carefulreading

1.Readthepassagecarefullyandanswerthefollowingquestions.

1.Whywasthecityimportantinthepast?

2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?

3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?

4.WhatdidpeopledobeforetheGermanscame?Why?

5.Whatdidpeopleusetohelpthemrebuildthecity?

6.WhyarethepeopleofStPetersburgheroes?

2Choosethebestanswer

()1.StPetersburgisabigcitythat________________.
A.wasbuiltasanewcapitalbyCzarPetertheGreat

B.wasbuilttwocenturiesago
C.standsonthenorthbankofNeva

D.alloftheabove
()2.StPetersburgisagreatcitybecause_______________.
A.itisacityneartheriver

B.therearealotofpalacesthere
C.ithasbeenthecenterofmanyimportanteventsinRussiashistory.
D.peoplethererestorethecityafterwar
()3.StPetersburgwasdestroyed_______________.
A.duringWorldWar2B.duringWorldWar
C.byAmericansoldiersD.byafire
()4.Themainideaofthepassageisabout_____________.
A.thehistoryofStPetersburgB.thepalacesandpaintsinPetersburg
C.howStPetersburgbuiltthecityD.howtosaveacity
Keys:ACAA
3.Readaloud

PlaythetapeandasktheSstoreadalonginaloudvoice.

Step6.Post-reading

1.AsktheSstodiscussthefollowingquestionsingroups:
①WhydopeoplethinkStPetersburgisagreatcity?
②Inyouropinion,whatmakesacitygreat?

③WhatcanwelearnfromthepeopleofStPetersburg?

AfterthediscussionTshowsthefollowingsentencesonthescreen.

·Difficultygivesintoastrong-willedman.（世上无难事，只怕有心人。）

·Ifweareunited,braveandstrong,wecanovercomeeverything.（坚强、勇敢、团结的人可以克服一切。）

[设计说明]通过谚语对学生进行德育渗透。

2.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Key:

1.cultural2.include3.restoredrebuilt4.burning5.beauty6.photograph7.damage

8.protect9.official10.limit

2.Fillinthefollowingformaccordingtothetext.

StPetersburg

Destroyed

Rebuilt

When

In1941

WhentheNazihadgone

Who

TheGermans

Peopleofthiscity

What

Palaces

Manywereburnt

Hiddenpiecesofthepalaces;rebuilt

Buildings

Manywereburned

Rebuilt

Paintings

Layinpieces

Putback;missingpartsreplaced

Statues

Layinpieces

Carefullyrecreated

Step7.Interview

AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburgandfinallyinvitesomepairstoactouttheirinterviewinthefront.

R--reporterC--citizenofStPetersburg

R:Goodmorning,ImfromShaoxingDaily.MayIaskyouseveralquestions?
C:Sure.
R:Whenwasyourcitybuiltandwhobuiltthecity?
C:……
Step8.Debate
Dividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic).
Discussion

Withthefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?
Step9.Summaryandhomework
1.SummarizethepassageandasktheSstoretellthestory.
2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.

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