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高中音乐丝竹相和教案

发表时间:2020-10-28

Unit 1 Cultural relics(教案设计和课件设计)。

每个老师不可缺少的课件是教案课件,大家在仔细设想教案课件了。教案课件工作计划写好了之后,这样我们接下来的工作才会更加好!你们会写一段适合教案课件的范文吗?下面是小编帮大家编辑的《Unit 1 Cultural relics(教案设计和课件设计)》,仅供参考,大家一起来看看吧。

Unit1Culturalrelics(教案设计和课件设计)

Period2Readingcomprehension
ACityofHeroes
TeachingGoals:1.Talkaboutculturalrelics.
2.Talkaboutwaystoprotectculturalrelics.
3.LearnaboutthecityStPetersburg
4.UsethePresentPerfectPassiveVoice
5.Writealettertotheeditortoexpresspersonalidea
aboutculturalrelics.
Teachingaims:1.Showtheknowledgeofthecityofheroestostudents
2.Enablethestudentstoexpresstheirviewsonculturalrelics
3.Learnsomenewwordsandexpressions
ImportantWordsandexpressions:
ruin,burn,restore,rebuild,beauty,photograph,portrait
inruins,bring…backtolife,pulldown
Teachingaids:Tape,multimedia
TeachingProcedure
Step1.Lead-in
Boysandgirls,todaywearegoingtolearnsomethingaboutagreatcity----StPetersburg.First,canyougivemesomeexamplesoffamouscitiesintheworld?Yes,thereare
Beijing,Paris,Tokyoandsoon.Now,ifyouareabletogotoanycityyouwantto,whichcitywillyouchoose?Tellmewhy.Inyouropinion,whatmakesacitygreat?
Alonghistory,famousthingshappeningthere,greatpeople,andculturalrelics.
Step2.Showingsomepicturesaboutthecityandmakingthestudentshaveabriefideaofthehistoryofthecity.
ThecityofSt.PetersburgisrelativelyyoungifjudgedbyRussianorEuropeanstandards.Foundedin1703,St.Petersburgcelebratedits300thanniversaryin2003.Butdespitebeingayoungcityithasarichandexcitinghistory.KnownasPetertheGreats"Paradise"and"NorthernVenice"intheearlydays,St.Petersburghasalwaysbeenacityofmythandmystery.
Step3.ListentotheTapeforthefirsttime,thendotheTrueorFalseexercise.
()1.ThecityofStPetersburgwasbuiltandrebuiltbyPetertheGreat.
()2.Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
()3.TheGermansattackedStPetersburgahundredyearsago.
()4.Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
()5.AportraitofPetertheGreatwasdestroyedbytheGermans.
()6.Itwasdifficultforpeopletorebuildtheoldpalaces.
()7.Workersandpaintersusedoldphotographstohelpthemrebuildthecity.
()8.StPetersburgwillneverbeasbeautifulasitwasbefore.
Step4.Fillintheblanksafterreadingthetextcarefully.
StPetersburglies_____thebanksoftheriverNevainRussia.______hundredyearsago,PetertheGreat,builtanewcapitalhere.PetertheGreatwasastrongand______man.StPetersburghasbeenthecenterofmanyimportanthistorical____.DuringtheWorldWarTwo,thepeoplefoughthard________theNazisandweredeterminedto_______thecitywhentheNazishadleftitin______.Rebuildingthecitywas_______,butthepeoplemanagedto______thecitybackto______.SothepeopleofStPetersburgarethemodern_______,_____theirheroPeter.
Step5.Answerthefollowingquestions.
1.Whywasitsodifficultforpeopletorebuildtheoldpalaces?2.Whoaretheheroesofthecity?WhyarethepeopleofSt.Petersburgheroes?
Step6Discussion.
Nowadays,manyoldbuildingsinBeijing,likeSiHeyuan(四合院)arebeingdestroyedandnewmodernbuildingsarebuiltthere.Howdoyouthinkabouttheevent?Doyouagreeordisagree?Why?
Step7.Homework
1.Writeasimilararticleaboutourcity.
2.DoexercisesonPage47.JAB88.COm

精选阅读

Unit 1 Cultural Relics ?课后反思


一名优秀的教师在教学时都会提前最好准备,教师要准备好教案,这是每个教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容,让教师能够快速的解决各种教学问题。你知道如何去写好一份优秀的教案呢?考虑到您的需要,小编特地编辑了“Unit 1 Cultural Relics ?课后反思”,相信能对大家有所帮助。

Unit1CulturalRelics课后反思
一、教材及学情分析
(一)教材内容分析
本单元话题——文化遗产(Culturalrelics)历来是全世界较为关注的焦点之一,尤其是在近些年,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。而本节课是本单元的第一课时,主要是让学生学习本单元的重点单词,通过各种语境学习词汇,滚动式呈现词汇,操练、检测和运用词汇。从开始的通过语境猜测词汇含义,到使用词汇描述文物古迹,再到通过讨论呼吁进行文化遗产保护,最后根据讨论内容落实到书面写作。整节课自始至终围绕保护代表人类历史与文明的文物古迹这一主题,所有的人物设计都围绕着本节课的重点——对词汇的学习及运用。通过本节课学习,不但向学生传授了英语知识,而且还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)教学重点、难点
本节课是一节词汇学习课,所以重点就放在对重点词汇的学习,强调让学生通过不同的语境猜测词义,再通过选词填空,词义连线训练与巩固,并通过讨论任务使学生真正掌握重点词汇的使用。而本节课最后一个任务,让学生通过本节课的学习用所学的重点词汇进行写作练习,这是对学生综合运用能力的一个考验,也是本节课的难点。
(三)学情分析
这次的授课对象为高一新生,他们刚开始接触高中新教材,较之以前初中简单的英语课本,现在看到每个单元大量的词汇学生都会产生畏惧感。而他们中有不少学生背单词还是靠死记硬背,效果也不好,往往是记住了也不会用。面对如此状况,学生也会渐渐失去学习的兴趣,影响到学生往后的英语学习所以,采用语境中教学词汇,可以帮助学生顺利完成初高中英语学习的过渡,在一定程度上消除了学生记忆大量词汇的畏难情绪,并对学生自主积累词汇有一定的帮助。
二、教学目标
(一)语言知识目标
1.使学生能够学习在不同的语境中猜测重点词汇的词义,
2.并会使用重点单词来描述历史文化遗产的特征。
(二)语言技能目标
1.培养学生在不同语境中的猜词能力,
2.以及使用合适的语言来表达自己观点的能力。
(三)情感目标
1.使学生能够热爱并保护历史文化遗产,
2.培养小组合作学习的能力。
(四)教学策略
1)在情境中教学词汇。滚动式呈现词汇,操练、检测和运用词汇。
2)引趣激趣策略。创设多种情景(境)激发学生的兴趣,只有让学生真正有了参与的欲望,才能点燃他们的思维火花。
3)任务型活动策略。在做中学,在做中练,在做中巩固,往往会使课堂教学产生事半功倍的良好效果。
4)循序渐进和尊重差异策略。由简到繁,由难及易,为有困难的学生搭好梯子,让有能力的学生“跳一跳”摘到果子。
三、教学设计
在遵循并坚持教师为主导,学生为主体的思想,设计如下:
StepⅠ重点词汇学习
1.在语境中展示词汇。让学生通过语境猜测目标词汇的词义。
2.根据猜测的词义再次选择合适的语境选词填空,巩固词义。
3.总结词义。进行语意连线,层层递进,逐步学习。
StepⅡ词汇运用。
1.任务一
让学生选用所学的单词对文化遗产进行描述,对重点单词进行运用与巩固。
2.任务二讨论
通过对文化遗产的描述学习,使学生树立起热爱文化遗产的意识,并通过讨论提出如何保护文化遗产的建议。
StepⅢ写作交流
通过讨论,学生已经积累了语言素材,再通过指导,使学生将本节课的重点词汇与保护文化遗产的建议通过写作形式进行输出,达到对知识的高层及运用。
StepⅤ作业
完成作文。
四.反思。
本节课上下来,自己感觉还是不错的,不论是从教学环节的设计还是学生的反应配合,都是比较顺利。但也留给了我一些思考:
1.在语境中学习词汇的理论已经得到了众多语言学家的认可,经过开学到现在的实践与探索,学生已经掌握了在语境中猜测词义的一些基本方法,在课堂上大部分学生能够根据语境来完成自主学习。但是,今天在课堂上对学生猜词能力的训练只是众多方法中的一部分,而更多地是需要在日常不断去渗透。同时,还可以尝试设置更多不同的语境,比如:在对话中,根据定义,近义反义词,看图片、video,实物展示等众多的方法途径。可以看到学生已经慢慢培养起了这种意识,加之往后不断加强训练,我想,学生也会逐步改变自己原有的词汇学习方式,用新的、更适合高中课程的学习方法。同时,顺利做好初高中英语学习的衔接。
2.本单元学习的是以历史文化遗产为主题,涉及的面很广,与历史、地理等知识相融合,除了学习语言知识,更多地是引导学生对历史文化遗产的热爱以及倡导对它们的保护。学生的学习兴趣很高,上课讨论及回答问题时都很积极,这说明,对于感兴趣的学习内容他们一定会更加用心的去学习,去投入,所以,在日常教学中一定要善于挖掘课本,尽量使课堂气氛活跃,使教学内容能联系实际,更贴近学生。西安是个历史文化古城,又很多学生熟悉的文化古迹,而他们中有很多已受到了威胁,所以在这节课上要是能让学生来谈论身边熟悉的文化遗产的特征、保护,我想学生一定会更感兴趣,也会觉得更贴近生活。
一节用心准备的课上下来总会给人有很多的感触,不论是成功的还是失败的,都是可贵的财富,而我们的成长就要靠这样不断的积累,同时也需要您,各位老师的指导与修正。谢谢。

Unit 1 Cultural relics教学案


教案课件是老师工作中的一部分,大家应该开始写教案课件了。将教案课件的工作计划制定好,才能使接下来的工作更加有序!那么到底适合教案课件的范文有哪些?急您所急,小编为朋友们了收集和编辑了“Unit 1 Cultural relics教学案”,欢迎大家阅读,希望对大家有所帮助。

Unit1Culturalrelics教学案

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.Restrictive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.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.

Unit 1 Cultural relics英文教案


一名合格的教师要充分考虑学习的趣味性,作为高中教师就要好好准备好一份教案课件。教案可以让学生们能够在上课时充分理解所教内容,帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢?以下是小编收集整理的“Unit 1 Cultural relics英文教案”,希望对您的工作和生活有所帮助。

Unit1Culturalrelics
Period1:WarmingupandReading
(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,forcelebratingthe300thbirthdayofPetersburg
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.
300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPetersburgcity
6.Readingandlearning
Readthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:
NamesofpeopleNamesofplaces
FrederickⅠPrussia
FrederickWilliamⅠSt.Petersburg
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:LearningaboutLanguage
(TheRestrictiveandNon-RestrictiveAttributiveClause)
Aims:
Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
Todiscoversomeusefulwordsandexpressions
Todiscoversomeusefulstructures
Procedures:
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Pleaseturntopage3.Doexercises1,2and3first.Pleasecheckyouranswersagainstyourclassmates’.
Warmingupbyexplaining
Now,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.
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.Restrictive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.

高三英语教案:《Unit 1 cultural relics》教学设计


一名优秀的教师在教学时都会提前最好准备,作为高中教师就要根据教学内容制定合适的教案。教案可以让学生们有一个良好的课堂环境,帮助高中教师更好的完成实现教学目标。你知道怎么写具体的高中教案内容吗?小编收集并整理了“高三英语教案:《Unit 1 cultural relics》教学设计”,大家不妨来参考。希望您能喜欢!

Unit 1 cultural relics

重点单词:survive, design, fancy, doubt, worth,

识记单词:rare, valuable, vase, dynasty, amaze, select, honey, design, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, former, local, painting, castle, trial, evidence, explode, entrance, sailor, sink, debate

重点短语:in search of, belong to, in return, take apart, think highly of

一 重点单词

Survive

Is it enough to have survived for a long time? (P1)

(1)vi. 继续生存或存在

No plants / animals can survive without water.

没有植物 / 动物离开水可以生存下来的。

(2)vt. 幸免于难

He survived the battle / air crash / earthquake / explosion / shipwreck.

他从战场上 / 空难中 / 地震中 / 爆炸中 / 船只失事中幸存下来。

(3)vt. 比(某人)长寿

She survived her husband for twenty years.

她比她丈夫多活了20年。

Survivor 生存者,幸存者

Survival 生存,幸存 Survival chance 生存机会,生还机会

Survive on 靠…活下来;靠…生存

练习:After the traffic accident, no one ______except a few people who were badly injured.

A. survive B. survived C. was survived D. was surviving

?Design

vt. 设计;计划;构思

n. 设计;图案

The design of the room was in the fancy style popular in those days. (P1)

【扩展】

in design 在设计上

by design ≈ on purpose 故意地

be designed for 打算做…用

be designed to do 目的是…

Design sb. to be 打算让某人从事某职业

The film is designed for the young. 这部电影是专门为年轻人拍摄的。

The dress is very good in design. 这条裙子设计的很好。

练习The lab building__________(由…设计) a famous architect last month.

?fancy

The design of the room was in the fancy style popular in those days. (P1)

adj. 不寻常的; 精致的

v. 想; 以为; 想像

n. 想象力; 渴望, 喜爱

[例句]

1).That’s a very fancy pair of shoes! 那是一双非常别致的鞋!

2). I fancy (that) it's going to rain today. 我看今天要下雨

[重点用法]

fancy that…以为是……

fancy (sb’s) doing…想像(某人)做某事

fancy oneself 自负;自命不凡

fancy sb. to be / as 想象/认为某人会成为……

be full of fancies 异想天开; 充满幻想

have a fancy for 爱好; 爱上; 入迷

?doubt

There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. (P2)

(1)doubt用作动词

1)doubt+名词、代词或从句

I doubt his word. 我怀疑他的话。

They doubted him before. 他们以前曾经怀疑过他。

I don’t doubt that he can finish the task on time. 我相信他能按时完成任务。

2)doubt也可作不及物动词,“怀疑,不信”,在肯定句中常接whether / if 从句,在否定句中常接 that 从句。

I doubt whether we can get the first place in the competition.

I don’t doubt that he will tell us the truth.

(2)doubt用作名词

1)doubt用在否定句中,后面接that引导的同位语从句。常见的同位语从句有There is no doubt that...和sb. has/have no doubt that...

I have no doubt that he will succeed. 我相信他会成功的。

There is no doubt that they will agree with you on this matter.

毫无疑问,他们在这件事上会同意你的意见的。

2)doubt用在肯定句中,后面接whether引导的同位语从句。注意不可以用if替换whether。

He had his doubts whether they would give him another chance.

他不能肯定他们是否会再给他一次机会。

There is some doubt whether their football team will win the match.

他们的足球队会不会赢得这场比赛还不能肯定。

※ There is no doubt 后接名词时,需用介词 about / of。

There is no doubt about / of his honesty.

There is no doubt that we can finish our task ahead of time.

【拓展】

in doubt about...表示“对……怀疑;拿不定主意”。

no/without/beyond doubt “无疑地;必定;当然”,常放在句首作状语。

make no doubt of...“对……毫不怀疑”

【辨析】

doubt:1)consider unlikely(以为…不可能)?

2)feel uncertain or undecided about(感觉不可能或不坚决果断地)

She said she would help me with my work, but I doubt whether she was in earnest.

suspect:1)believe not to be true or probable(认为不真实或不可能)?

2)believe to be guilty(认为…有罪)?

3)have doubts about or distrust(怀疑或不信任).

The police suspected him of stealing the money.

They suspected his words because he had lied before.

?Worth

It is worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? (P2)

Adj. “值……的,有……的价值的” 在句中一般作表语,有时也可用作定语

a place worth seeing(值得一看的地方)

a dictionary worth (一本值50美元的词典)

【常见结构】

…be worth + n. 值得…

The book is worth the price.这本书值这个价。

…be worth doing… 值得做…

The book is (well) worth reading.这本书很值得一读。

【扩展】

Worthy adj. 值得的;有价值的;配得上的,相称的;

…be a worthy + n. He is a worthy successor.他是一个当之无愧的接班人

…be worthy of being done The book is worthy of being read.这本书值得一读

… be worthy to be done The book is worthy to be read. 这本书值得一读

二 识记单词

1.Amazing adj. 令人吃惊的

Amazement n. 惊奇

In amazement 惊奇地

Be amazed at 对…大为惊讶

To one’s amazement 令人惊奇的是

2.Select vt. 挑选 选择

select强调在广泛的范围内进行“精选或淘汰”,侧重以客观为标准进行选择。

Which place in the world would you select as your perfect home?

choose普通用词,侧重根据个人意愿和判断从众多的对象中进行选择,着重选者的优点。

We choose her a nice birthday present.

elect指按照一定的规章或法律,用投票等方式进行的认真慎重的选择。

If he loses his appeal, the ANC will elect a new youth league leader.

pick口语用词,强调“从个人角度在众多之中进行挑选”,有时含有“任意选择”

It took her two hours to pick a dress that suited her.

3. Decorate v. 装饰, 装修

Decorate sth with…

Sth be decorated with…

How are you going to decorate your apartment?

Their classroom is decorated with portraits of scientists.

4. Remove vt. 移动, 搬开

Remove和move都有”移动”的意思,表示”迁居”时可互换

Remove: 强调放弃原来的位置而达到新的位置,此外还可表达”脱掉,消除”

Move: 强调姿态和位置的改变,并不表示”清除掉”

He removed the picture and put it in the drawer.

He is going to move his furniture.

5. Former adj. 从前的,以前的 反义词: latter

The former option favors the young.

This latter point is of great importance.

6. Explode vi. 爆炸 (多与with和into连用)

The bomb exploded.

The boss exploded with anger when he saw the sales report.

三 重点短语

1.in search of 寻找

in search of = in one's/the search for=to look for 为了寻找, 追求, 搜寻

Mark went in search of water. (=Mark went to search for water.)

马克出去找水了。

表“寻找”的词:seek for, hunt for, find, trace

search sb. 搜身

You have no right to search me. If you insist, you'll violate the law.

你没权搜我的身, 如果你偏要这样, 你将触犯法律。

search sb. / sth. for…为找到……而搜查某人 / 某物 / 某地方

The policemen searched the woods for the escaped prisoner.

(=The policemen searched for the escaped prisoner in the woods.)

警察搜查树林寻找逃犯。

search into 调查, 研究

search out 搜(查)出, 探出

search through把……仔细搜寻一遍

练习He ____all his pockets but failed to find money.

A. searched B. searched for

C. was in search of D. looked for

2.belong to属于

belong to为不及物动词词组, 不可用于被动语态。

Belong to可以引申为以:“是……中的一员; 是…中一部分;应该在某处”

【拓展】belong 1) vi.应被放置在,应处在(某处),适合在某处,不与to连用,后面通常跟副词和其他介词短语

I don’t really feel I belong here. 我感觉我并不适合在这个地方

2)不用于进行时态和被动语态。To 为介词,其后接代词、名词类短语及从句,表示所归属的对象

3)belongings n.财产,所有物;行李

She lost all her belongings in the earthquake. 她在地震中失去了所有的财产

练习As is known to us all, China is a developing country________ the third world.

A. belonging B. belonged C. belonging to D. belonged to

3.in return

In return, the Czar sent him a troop of his best soldier.(P2)

in return 作为回报,作为回馈

In return, we drove John back home. 为报答约翰,我们开车把他送回家。

in return of 作为……的回报

I bought him a drink in return of his help.

作为给他的回报,我给他买了一瓶饮料。

【拓展】 in praise of 称赞…… in favor of 赞成

in honor of 为向……表示敬意,为了纪念……

make return for 报答……

many happy returns福寿无疆, 长命百岁

without return 无利润

练习1. He has given me so much help that I really want to do some for him _________.

A. in turnB. by returnC. in returnD. in answer

2. He helps me with English, and I help him with Chinese ________.

A. for returnB. as returnC. in returnD. to return

4.take apart

The old man saw some Germans taking apart the Amber room and removing it. (P9)

My computer doesn't work, and my son is to take it apart and give it a check.

我的电脑出问题了, 我的儿子把它拆开进行检查。

fall apart 土崩瓦解

tell A and B apart 分辨, 区分(=tell A from B)

apart from 除……外 (既可代替besides又可代替except)

joking apart 说正经儿的

5.think highly of

≈have a good opinion of 看重, 器重, 高度评价

They think highly of your work abilities.

他们对你的工作能力评价很高。

What do you think of sb. / sth.?你认为某人 / 某物怎么样?

think much / well of 对……评价良好(=think highly of)

think nothing of 对……无所谓, 不把……当回事

think badly / poorly / little / ill of 对……评价不高

speak highly of 高度赞扬

speak well / ill of 说…好/坏话