Unit1CulturalRelics

I．教学目标

技能目标GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon-WriteashortreplytoaletterandgiveyouropinionTakenotesandjudgewhogivesthebestevidencerestrictiveattributiveclauses

Ⅱ．目标语言

功能句式

Expressionsusedtogiveopinions

Ithinkhighlyof...

Idontagreethat．”

Besides...

ImustsaythatIagreewithyou.

ImustsaythatIdontagreewithyou.

AsfarasImconcerned,Ithink...

AsIseeit...

Dontyouagree/think(that)...

Icanthelpthinking(that)...

Iwouldliketosay...

Inmyopinion／view...

Personally,weshould…

Well,obviouslyweshould…

Thepointis...

词汇

1.四会词汇

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

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

2．认读词汇

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

AnnaPetrov,mystery

3.词组

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

4.重点词汇

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

语法

Theattributiveclauseswithwhich/who/where/when

Aculturalrelicissomethingthathassurvived一

ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.

Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromaplace.

ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause...

Later，Catherine1IhadtheAmberRoom...outsideStPetersburgwhere…

Thiswasatimewhenthetwocountrieswereatwar.

In1770,theroomwascompletedtheway(that)shewantedit.

重点句子

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

3.ItwasmadeforthepalaceofFrederickⅠ.

4.In1716,FrederickWilliamIgaveittoPetertheGreat,as“giftoffriendship．…

5.Inreturn,theCzargavethekingofPrussia55ofhisbestsoldiers.

6.TheAmberRoomsoonbecamepartoftheCzarsPalaceinStPetersburg.

7.Later,Catherine11hadtheAmberRoommovedtothepalaceoutside．…

8.Thiswasatimewhenthetwocountrieswereatwar.

9.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg，…

10.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.

11.1thinkhighlyofthosewhoaresearchingfortheAmberRoom

Ⅲ.教材分析与教材重组

1.教材分析

本单元以culturalrelics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源。发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

1.1Warmingup假设你是一个文化遗产部门的工作人员，被派往一个小村镇，去调查一个罕见的明朝花瓶被盗事件。这时有一个男的试图阻止你，并坚持认为这个花瓶是属于他家的，那么对此，你要对他说些什么？

1.2Pre-reading是Reading的热身部分，有两个问题组成。第一个问题是想出一个你了解的文物遗产，如果这个文物遗产不见了，你会感觉如何，为什么会有这样的感觉？第二个问题是你发现了一个文物遗产/I，那么你会怎么处理它？这样的两个问题便为引出Reading:InSearchoftheAmberRoom做好了铺垫。

1.3Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史。第一段说TheAmberRoomhas“strangehistory，并对它进行洋细的描述。第二段叙述了TheAmberRoom的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室。第三段叙述了叶卡捷琳娜二世派人把琥珀屋搬到了圣·彼得堡郊外她避暑的宫殿中，并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。第四段，叙述了1941年9月，纳粹德军入侵圣·彼得堡，并掳走了琉拍屋，使之成为一个谜。第五段，讲述了现在德俄两国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。

1.4Comprehending既有知识性的问题，让学生了解文章的细节(exercise1)，同时又跳出了课文，对文章进行了整体评价(exercise2)0由易到难，有较好的梯度，全面

考查了学生对文章的理解。

1.5LearningaboutLanguage分Discoveringusefulwordsandexpressions和Discoveringusefulstructures两部分。其中第一部分的Exercise1根据英语解释，写出对应的单词。Exercise2练习belongto的词义和用法。Exercise3练习介词at的用法。第二部分的Exercise1从文中找出7个含that/which/who/where/when的定语从句。Exercise2Jointhepairsofsentencesusingthat／which/who/whose/where/whenwithoutcommas（限定性定语从句）。Exercises3Jointhepairsofsentencesusing

which/who/whom/where/whenwithcommas（非限定性定语从句）。

1.6UsingLanguage分Reading，ListeningandWriting和Speakingandwriting和Readingandwriting三部分。在第一部分的Listening中要求学生takenoteswhilelistening进一步提高听力水平。第二部分中speakandwritedownashortlistofreasonsforyourchoice.练习这种句型Itcanbeprovedthat---because---第三部分ReadaletterfromaGermannewspaperandwriteareplytothisletterandgiveareasonwhyyouagreeordontagreewiththewriter.

1.7Summingup从四个角度：有用的动词，动词短语，其他的表这和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。

1.8Learningtip建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。

2.教材重组

2.1从话题内容分析，Warmingup,Pre-reading,Reading,Comprehending和LeaningaboutLanguage内容一致，将其设计成一节阅读课。

2.2将UsingLanguage设计成一节语言学习课。

2.3将Workbook里的Listening和ListeningTask整合成一节听力课。

2.4将Workbook里的Talking和SpeakingTask设计成一节口语课。

2.5将Workbook中的ReadingTask和WritingTask整合成一节阅读和写作课。

2.6将Workbook里的UsingWordsandExpression与UsingStrictures和UsingLanguage中的Summingup与LearningTip和Workbook中的CheckingYourself设计成一节复习课。

3.课时设计与课时分配

（经教材分析，根据学情，本单元可用6课时完成）

1stperiodWarmingupandReading(1)

2ndperiodGrammar

3rdperiodListening

4thperiodSpeaking

5thperiodReading(B)andWriting

6thperiodComprehensiveRevision

（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。）

Unit1CulturalRelics

Thefirstperiod

Warmingupandreading

Teachinggoals

1.Targetlanguage

a.Importantwordsandphrases

culture,state,lookinto,rare,vase,belongto,insearchof,gift,ton,stone,melt,once,heat,design,fancy,style,jewel,king,artist,inreturn,reception,light,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapart

b.Importantsentencestyle

Inreturn,theCzargavetheKingofPrussia55ofhisbestsoldiers.P2

Thiswasatimewhenthetwocountrieswereatwar.P2

Therewasnodoubtthattheboxeswerethenputonatrainfor…..P2

Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2

IthinkhighlyofthosewhoaresearchingfortheAmberRoom.

2.Abilitygoals

EnablethestudentstotalkaboutthestoryofAmberRoom.

3.Learningabilitygoals

Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.

Teachingdifficultpoints

Talkaboutculturalrelicsandwhatshouldbedonewiththem

Teachingmethods

1.Learningtothetape

2.Groupdiscussionandpresentation

3.Multi-functionalteachingequipment

Teachingaids

Arecorder,aprojector,andsomeslides

Teachingproceduresways

Stepone

Askthestudentstocheckthenewwordsandexpressionsofthisunitwitheachotherinthisunit.

Steptwowarmingup

Thewarming-upexercisesraisesthestudents’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicstheyknow.

T:Now,class,lookatthetitleofthisunit.Tellmewhatthetopicisthisunit.

S:Culturalrelics

T:Doyouknowwhatculturalrelicsare?

(Students’answers)

T:Allofyoudidagoodjob.Ok,letmetellyouwhatculturalrelicsare.Culturalrelicsaretracesorfeaturessurvivingfromapastageandservingtoremindpeopleofthem.

Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Someofthemareindangerbecausetheyarebeingdestroyed.

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

PartthreePre-reading

1.Leading-in

T:Ok,class,doyouthinktheseculturalrelicsbeautiful?

S:Yes,verybeautiful.

T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?

S:…………(find，rebuild，protect）

T：Thanksfouryourgoodsuggestions.Nowlet’slearn“InSearchoftheAmberRoom”.

2.Explainingpictures

Askthestudentstoreadthetextfirstandthenanswerthefollowingquestions:

1).WhywasitcalledAmberRoom?

(Itwasgiventhenamebecausealmostseventhousandtonsofamberusedtomakeit.)

2).WhathappenedtotheAmberRoom?

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

3.Listening

Askthestudentstoreadthetextcarefullyandfindoutthemainideaofeachparagraph.

Askthestudentstotellthecharacteristicsofthetext

1.IttellsthehistoryoftheAmberRoomsothatweknowwhathappened.

2.Itusesthepasttense.

PartfivePost-reading

FinishthecomprehendingexerciseinP2

PartSixLearningaboutlanguage

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

情态动词+havedone表示对过去发生的事情的推测、批评和反悔等意思。

Eg:Youshouldhavetoldmeearlier.Whatshallwedonow?

2)Onceitisheated,theambercanbemadeintoanyshape.

Bemadeinto被制成，被做成

3）beatwar处于交战状态

4）remain后，常跟名词，意思为“保持，继续，依然”

5).belongto

Thenfinishtheexercisein“Learningaboutlanguage”and“Discoveringusefulstructures.”

PartSevenHomework:

1.Reviewthekeysentencesinthispart.

2.Reviewthewordsinthesecondperiod.

TheSecondPeriodGrammar

Teachinggoals:

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

Enablethestudentstomakejudgmentsandtowriteashortreplytoaletter,thengivetheirownopinions.

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

Teachingproceduresandways

I.Reading,listeningandwriting

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

Readtheletteronpage7fromaGermannewspaper.ThenwriteareplytotheletterIII.Homework

1.Reviewthe11keysentencesintheReading.Rememberthewordsandsentencesthatwelearntthisclass.2.Previewthenewwordsandphrasesinthenextclass.

ThethirdPeriodListening

TeachingGoals

1.Targetlanguage目标语言

a.词汇man-madeprojects,theNileRiver,TheAswanDam,AbuSimbel,rock-n-rollmusicb.重点句型DoyouthinkitwasworthspendingsomuchmoneytomoveAbuSimbel?2.Abilitygoals

Masterthepatternsthatcanbeusedtodescribeculturalrelicsbylistening.3.Learningabilitygoals

HelptheSslearnhowtograspthekeywordsthatcanhelpstudentstoanswerquestionswhilelisteningtothetape.Teachingimportantpoints

Learnthepatternsusedtodescribeculturalrelics.Teachingdifficultpoints

HowtograspthekeywordsthatcanhelpthestudentstoanswerquestionsTeachingmethods

1.Listentothetape.(Individuals)2.Checktheanswers,(cooperativelearning)Teachingaids教具设备

Arecorder,atape,aprojectorandsomeslides.Step1Homeworkchecking

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

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

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

1.Collectsomeinformationabouttheculturalrelicsthatareindanger.2.Writeyouropinionsonhowtoprotecttheculturalrelics.

TheFourthPeriodSpeaking

口语课教材分析与问题解决

a.Inthesetwoparts-SpeakingTaskandTalking,studentshaveadiscussionaboutculturalrelicsandactouttheiropinionsatthesametime.Thus,thestudentswillbecomeactiveandhavethedesireofspeaking.b.Onlydiscussionisnotenough.Maybestudentswillbetiredofspeaking.Butoralwritingcanimprovespeaking.Thusthetrainingofthetwoskills-speakingandwritingcanbenefiteachother.c.Accordingtothecontentsandthecharacteristicsofspeaking,wecanhavethisclassinthefollowingsteps:inspiringinterest-controlledspeakingtraining-opentraining-consolidation-outputofspeaking.Teachinggoals教学目标

1.Abilitygoals能力目标

Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.2.Learningabilitygoals学能目标

HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.Teachingimportantpoints教学重点

LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教学难点

Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.Teachingmethods教学方法

1.Watchsomevideosabouttheculturalrelics.(individuals)2.Haveadiscussion.(groupwork)3.Writeanarticleaboutthediscussion.(individuals)Teachingaids教学设备

Acomputer,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式

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

T:OK,class,allofyoudidaverygoodjob.NowwatchvideosonthebigscreenthatarefromOUTLOOKENGLISHMAGZINEthatareabouttheworldculturalrelics.

Studentswatchthevideostofindsomeculturalrelicsthatareindanger.

T:Haveyoufoundthatsomeofthemareindanger?

Ss:Yes.

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

StepIIISpeakingTask(P46)

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

-A:Yes,weshouldsaveallourculturalrelics.

-B:No,weshouldntsaveallourculturalrelics.Weshouldonlysavethebestone.

T:Well,youdidagoodjob.Next,practiceagainthesentencesthatcanbeusedtoshowyouropinions.

StepIVWriting

T:Writeanarticleof100-120wordsaboutthewholediscussionandexpressyouropinionatthesametime.Nomatterwhatyouropinionis,justwriteitdown.

Later,theteachershowssomearticlesofthestudentswithaprojectorandcorrectsthemwiththewholeclass.

Suggestedanswers

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

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

StepVTalking(P41)

T:Pleasetalkwithyourpartneraboutthelatestclothes.Completethedialogue,givingfactsandopinionswhereasked.

First,thestudentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.

Suggestedanswers

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

B:Really?Howdoyouknowthat?

A:Becauseallmyworkmates(nameofpersons)wearthem

B:Butthatdoesntmakeitafact.

A:Whynot?

B:Because1dontknowthiskindclothingand1neverseeanyonewearthem

A:OK.Soifitsnotafact,whatisit?

B:Itsanunbelievablefact.

Letthestudentspracticethedialoguewiththeirpartnersandthengiveashortperformancefortheclass.

StepVIHomework

1.Reviewtheattributiveclausesthatwelearnedinthefirstperiod.

2.Rememberthewordsandsentencesthatwelearntthisclass.

3.Previewthenewwordsinthenextclass.

TheFifthPeriodReading(11)andWriting

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

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

b.重点句型

Itwasmorethanhecouldhavegotfor...P45

2.Abilitygoals能力目标

EnablethestudentstocatchdetailsofBigFengsstoryandwritealetteronsavingtheculturalrelics.

3.Learningabilitygoals学能目标

HelpthestudentslearnhowtocatchdetailsofBigFengsstoryandgraspthewaysofwritingaletteronsavingtheculturalrelics.Teachingimportantpoints教学重点

TeachthestudentstotellBigFeng’sstory.Teachingdifficultpoints教学难点

Teachthestudentshowtowritealetteronsavingtheculturalrelics.Teachingmethods教学方法

1.Reading(individuals)2.Discussion(groupwork)3.Writing(individuals)Teachingaids教具设备

Arecorder,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式

StepIHomeworkchecking

T:Letscheckourhomeworkeachother.Askthestudentstohaveadictationofthesentencesincludingattributiveclauseslearnedinthefirstperiod.StepIIReadingTask(P44)

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

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

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

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

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

Yourfriend,

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

Yourfriend,

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

Yourfriend,

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

Reviewthewords,phrasesandsentencesinthisunit.

相关阅读

Culturalrelics教案

作为杰出的教学工作者，能够保证教课的顺利开展，教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，帮助教师缓解教学的压力，提高教学质量。你知道怎么写具体的教案内容吗？下面是小编精心收集整理，为您带来的《Culturalrelics教案》，仅供参考，大家一起来看看吧。

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

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.

高二英语Scienceversusnature教案

高二英语Scienceversusnature教案
Verb-edform
一、V-ed分词具有形容词和副词性质，在句中可充当定语、表语、宾语补语、状语。
1．作定语
过去分词作定语，表示已经完成的被动的动作或状态,但不及物动词构成的过去分词只表示完成，而不表示被动意义。
例如：完成+被动：apollutedriveralockedroomawell-educatedman
只有完成：aretiredworkerafallenleafboiledwater
作定语的V-ed分词也有前置和后置两种情况。单个过去分词作定语，常常位于被修饰的名词前；而过去分词短语作定语时，常常位于被修饰的名词后面，相当于一个定语从句。
Eg.1).Youshouldimproveyourspoken(speak)English.
2).What’sthelanguagespoken(speak)inthatarea?
=.What’sthelanguagewhich/thatisspoken(speak)inthatarea?
3).Thefiremenweretryingtorescuethepeopletrappedinthefire.
=Thefiremenweretryingtorescuethepeoplewhowastrappedinthefire.
4).Themeeting,attendedbyonethousandstudents,wasasuccess.
=Themeeting,whichwasattendedbyonethousandstudents,wasasuccess.
2．作表语
作表语的V-ed分词大多转化成为形容词，通常用于联系动词之后（例如be,seem,appear,look,sound,feel,remain,stay,become,get等），表示主语所处的状态
1).Edisonbecameinterested(interest)insciencewhenhewasveryyoung.
2).Shelooksveryexcited(excite)atthenews.
3).WhenIwascleaningthewindow,myfingergotcut(cut)unexpectedly.
3．作宾语补足语
如果宾语与后面作宾补的动词构成被动关系，则使用V-ed分词作宾补。可以带V-ed分词作宾补的词有：with,see,watch,observe,notice,lookat,hear,listento,feel,sense,find,leave,keep,get,have,make.
1).Ihadmymoneystolen(steal)onthebus.
2).AsheknowslittleEnglish,hefindsitdifficulttomakehimselfunderstood(understand).
3).Inthemorning,peoplewokeupandfoundtheworldoutsidetheirhousescompletelychanged(change).
4．作状语
作状语的V-ed分词与主句之间常有逗号隔开,在句中可表示时间,原因,条件,让步,伴随等情况,并可转化为相应的状语从句。作状语的V-ed和主句的主语常有被动关系。
1)时间状语
Seenfromspace,theearthlooksblue.
=Whentheearthisseenfromspace,itlooksblue.

Askedwhathadhappened,heloweredhishead.
=Whenhewasaskedwhathadhappened,heloweredhishead.
2)原因状语
Bornintoapoorfamily,hehadonlytwoyearsofschooling.
=Ashewasbornintoapoorfamily,hehadonlytwoyearsofschooling.
Becausetheyweremovedbythestory,theydecidedtohelpher.
=Movedbythestory,theydecidedtohelpher.
3)条件状语
Givenmoretime,wearesuretofinishit.
=Ifwearegivenmoretime,wearesuretofinishit.
Comparedwithotherprofessors,sheisanexcellentspeaker.
=.
4)让步状语
Laughedatbyeverybody,hehadmysympathy.
=Thoughhewaslaughedatbyeverybody,hehadmysympathy.
Eventhoughhewasdefeatedbyhisopponent,hestillisaheroinmyheart.
=Defeatedbyhisopponent,hestillisaheroinmyheart.
5)伴随状语
Theboysatatthetableburiedinhishomework.
=Theboysatatthetableandhewasburiedinhishomework.
Thegirllayinbedlostinthought.
=Thegirllayinbedandshewaslostinthought.
Iwillspendthenightlocked(lock)inyourroom.
Shelefttherestaurant,disappointed(disappoint)withthebadservice.
二、转化为形容词的V-ed
有一些过去分词已转化为形容词,失去被动意义,仅表状态。如:hidden,dressed,lost,seated,determined,absorbed,injured,based,surprised,satisfied,bored,tired…
e.gWhatmadeyousofrightened?
Thedog,boredwiththegame,willnotplayanymore.
=Thedog,whichisboredwiththegame,willnotplayanymore.
Muchinterested,heagreedtogiveitatry.
=Ashewasmuchinterested,heagreedtogiveitatry.
Seatedinthecar,thePresidentwavedtothecrowd.
=Whilehewasseatedinthecar,thePresidentwavedtothecrowd.
三、连词+V-ed
过去分词有时和连词(when,while,whenever,until,if,unless,once,though,
although，eventhough/if)一起用，相当于状语从句的紧缩式。
（注意：before/after后不直接跟V-ed分词，而用before/after＋beingdone,因为此时分词前的before/after是介词。）
Ifaccepted(accept)forthispost,youwillbeinformedbyMay1st.
Unlesschanged(change),thislawwillmakelifedifficultforfarmers.
Iwillnotgiveupmyplaneveniftold(tell)to.
Thesemachinesmustbecheckedbeforebeingused(use).

四、tobedone,beingdone,done,havingbeendone作定语的区别：
以上四种形式都表示被动，都可作定语。tobedone表示即将被…;beingdone表示正在被…;done表示被做过了…;havingbeendone作非限制性定语，和被修饰词用逗号隔开,强调在谓语动词的动作之前完成。
Thequestiontobediscussed(discuss)tomorrowinvolvespollution.
Thequestiondiscussed(discuss)yesterdayinvolvespollution.
Thequestionbeingdiscussed(discuss)nowinvolvespollution.
Thequestion,havingbeendiscussed(discuss)foryears,involvespollution.
五、done,havingbeendone作状语的区别：
beingdone一般在句中不作状语,而用done代替之。havingbeendone强调动作在谓语动作之前完成,或已经持续一段时间的动作,常用作时间和原因状语,done则不强调时间先后和持续一段时间。
Led(lead)bythelocalguide,wewentfurtherintotheforest.
Havingbeentaken(take)goodcareofforhalfayear,thepatientbecamefarbetter.
Havingbeentranslated(translate)intomanylanguages,thenoveliswell-knownthroughouttheworld.

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

高二英语MainlyRevision教案

2011高一英语学案：M3U2project（牛津译林版必修3）
Learningcontent:ProjectM3U2
LearningAims:1.Trainthestudents’writing,readingandspeakingabilities.
2.GetthestudentstotalkaboutwritingabookletaboutChinesecharacters.
3.Getthestudentstocooperatewithothers.
Learningdifficultiesandimportantpoints:Howtohelpthestudentsfinishthetasksofwritingandspeaking.
PeriodOne:课前预习：
Ⅰ。TranslateChineseintoEnglish
1.与……不同_________________________2.代表_________________________
3.组成_______________________________4.根据________________________
5.总体来说________________6.由……构成_________________________
7.失明____________________8.在战争时期_________________________
9.实用用途___________________________10.致力于______________________
11.有自己的盲文版本___________________________

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

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

自主学习过程：
1.ThechineselanguagediffersfromWesternlanguagesinthat,insteadofanalphabet,itusecharacterswhichstandforideas,objectsordeeds.
which引导的定语从句修饰先行词characters.
differfrom和……不同，不同于
e.g.FrenchdiffersfromEnglishinthisrespect.
AdiffersfromB=AandBdiffer=AisdifferentfromBA和B不同
differin在……方面不同
differwithsbabout/on/oversth在某事上与某人意见不同
inthat在于，因为，引导原因状语从句
e.g.Shewasfortunateinthatshehadfriendstohelpher.
standfor代表，容忍，支持，主张
e.g.The“PO”standforPostOffice.
I’mnotstandingforitanylonger.
Ihatedtheorganizationandallitstoodfor.

standby袖手旁观standdown退出比赛standout显眼standupfor支持，维护
standupto勇敢面对，经得起
deed行为，行动
Abrave/charitable/evildeed

2.Chinesewordsareformedbyputtingtogetherdifferentcharacter.
form形成，构成，组织，养成，培养（v）形状，外形，形式，表格（n）
e.g.Ican’tformanyideaoropinionaboutit.
Oneshouldformagoodhabitofreadingwhenyoung.
Pleasefillthisforminink.

Amatterofform例行公事，礼节问题intheformof以……的形式
aftertheformof照……的格式inform表现正常，情况良好
taketheformof采取……的形式beoutoftheform处于不良的竞技状态

3.Onewinterdaywhilehewashunting……
hunt打猎，追寻
e.g.ahuntingdoggohunting
beonthehuntfor正在寻找，在寻求……中thehuntforsb/sth寻找某人、某物
huntfor/after追逐，寻找，搜索ahunterforfame一个追求名誉的人

4.Somecharactershavebeensimplifiedandothershavebeenmademoredifficultovertime.
simplify使简明，使简易，简化
e.g.trytosimplifyyourexplanationforthechildren.
simplification简化simplified简化的
overtime久而久之，随着时间的推移，over强调一种动态的时间
e.g.thecolourofthecarpetwillnotfadeovertime.

5.Sometimestoexpressideas,somecharacterweremadebycombiningtwoormorecharacterstogether.
combine使结合，使联合
combinesthwith/andsth把……和……联合起来
e.g.canironcombinewithwaterandoxygentoformrust?

6.It’seasytodistinguishtheirmeaningbylookingatthem.…………“up”and“down”,whichareoppositesofeachother.
distinguish①区分，分辨，分清distinguishbetween……and……=distinguish…..from…..
e.g.Atwhatagearechildrenabletodistinguishbetweenrightandwrong?
②使具有……特色，使有别于……
e.g.Whatwasitthatdistinguishedherfromherclassmates?
③看清，听出，认出
e.g.Icouldnotdistinguishherwords,butshesoundedexcited.
④使出众，使著名distinguishoneselfas作为……而使某人杰出
e.g.Shehasalreadydistinguishedherselfasanathlete.
distinct有区别的，不同的distinction差别，不同，区分，分辨
distinguishable可辨别的distinguished杰出的，著名的，高贵的，有尊严的
opposite①对立面，反面(n)
e.g.Hotandcoldareopposites
②相反的，迥然不同的,对面的，另一边的(adj)
e.g.Shetriedcalminghimdown,butitseemedtobehavingtheoppositeeffect.
Theshopisontheoppositesideofthestreet.
③与……相反，在……对面(prep)
e.g.Thepeoplesittingoppositeuslookedveryfamiliar.
thecompleteopposite恰恰相反quitetheopposite正好相反
(be)oppositeto与……相对，和……相反

7.Thoughthesekindsofcharactersindicatemeaning,oneoftheirshortcomingsisthat……….
Indicate①指示，标示
Thereisasighindicatingtherighttofollow.
②象征，暗示……的可能性
Theredskyatnightindicatesfineweatherthefollowingday.
indicatesthtosb向某人暗示，表明某事
Indicatethat……..显示，象征
Shortcoming缺点，短处，
Everyonehashisownshortcoming.

8.Inthosedays,booksforblindpeopleusedpaperpressedagainstmetalwiretoformletters.
Press按，压，榨，挤(v)记者，新闻界（n）
press…against/on…..把……按在……上
presssthintosth把某物压入某物中
presssbtodosth督促某人做某事
Ihadtopressmyselfagainstthewalltoletthempass.
Shepressedthemoneyintohishand.
Shepressedhergueststostayalittlelonger.
Thestorywasreportedinthepressandontelevision.

9.Thewholesystemwasnotconvenientforuse.
convenient便利的，方便的，附近的，容易到达的
beconvenientforsb/sth对某人、某物来说很便利
Ifitisconvenientforsb如果某人方便的话
Atyourconvenience在你方便的时候
e.g.I’mafraidthisisn’taconvenientmomentforyoutoseehim.

10…………….duringtimesofbattle.
battle斗争，战役，奋斗，较量
e.g.Knowtheenemyandknowyourself,andyoucanfightahundredbattleswithnodangerofdefeat.
acceptthebattle应战gainabattle战胜
Battleagainst与……战斗battlefor为……而战

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

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

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