Unit7CulturalRelics(Reading)ACityofHeroes。

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

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

ACityofHeroes

Understandingoftheteachingmaterial(语篇分析)

一、教材分析

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

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

Teachingobjectives：

一。学习目标Learningobjectives:

（KnowledgeObjectsandAbilityObjects：）

1.DeveloptheSs’comprehensionofexplorativepassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.

2.OffertheSschancesofself-culturebyworkingingroupsandseekinginformationaboutculturalrelics.

3．Enablethestudentstotalkaboutwaystoprotectculturalrelics.

4.HelptheSsfurtherunderstandthepassageandfinishtherelevanttaskscorrectly.AndenabletheSstolearnThe-ingformusedasadverbial.

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

二．情感目标Emotionalgoals：

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

TeachingApproaches:

1.WholeLanguageTeaching

2.Task----basedteachingmethodtofinishtheteachingassignment.

3.Activity---basedteachingclassperformance

individualwork

groupwork

3.Fastreadingtofindoutsomegeneralinformation.

4.Carefulreadingtofindthedetailsinthepassage.

5.Questionandanswersforinducing.

6.InductivemethodtomaketheSsunderstandthetextbetter.

Teachingdifficultpoints：

1．Tohelpthestudentsknowsomethingaboutculturalrelics,andtalkaboutwaystoprotectculturalrelics

2.Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.

3．TolearnThe-ingformusedasadverbial.

Teachingprocedures:

Step1Warming-up

1.Greetings

2.Questions:

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

TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland

2)Whatdotheyhaveincommon?

Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyareveryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,

defence,magic/superstition).Nowpeoplefromallovertheworldgotovisitthese

places.

3)DoyouknowanyotherculturalrelicsinChinaorintheworld?Couldyouplease

tellmesomeinformationaboutthem?

Forexampletheirnames

Whenweretheybuilt?

Whatweretheybuiltforandsoon.

Step2.Pre-reading

1.Whatareyourfavoritecities?

2.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?

Step3.Listening

Step4.Reading

Task1.Fastreading.

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

2.Whereisthecitylocated?Whichriverflowsthroughthecenterofit?Whobuiltitatfirst?Whodestroyeditandatlastwhorebuiltit?

Task2.Scanning

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

Para.1BuildingWho---theRussianCzarPetertheGreat(theherointhePast)

When－300yearsago

Where—onthebanksoftheNevaRiver

What’sitlike---largebeautiful

Para.2DestroyingWho---theGermans

When—in1941

Why---WorldWarII

What’sitlike---almostinruins

Para.3RebuildingWho---thepeopleofStPetersburg

Why---tobringthecitybacktolife

When—aftertheNazishadgone

How---withthehelpofoldpaintingsandphotographs

What’sitlike---aswonderfulasinthepast

Para.4ModernheroesWho---thepeopleofStPetersburg

Why---strong,proudandunited

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

2.AsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Thetopicsentenceofeachparagraph.

Para.1PetertheGreatbuiltthecity.(4thsentence)

Para.2Germansdestroyedthecity.(2ndsentence)

Para.3PeopleoftheCitybeganrebuildingthecity(1stsentence)

Para.4PeopleoftheCityarethemodernheroesofRussia.(lastsentence)

Task3.Trueorfalsequestions:

1）．ThecityofStPetersburgwasbuiltandrebuiltbyPetertheGreat.

2）．Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.

3)TheGermansattackedSt.Petersburgahundredsago.

4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.

5)TheGermansdestroyedaportraitofthegreat.

6)Itwasdifficultforpeopletorebuildtheoldpalaces.

7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.

8)StPetersburgwillneverbeasbeautifulasitwasbefore.

Step5.Carefulreading

1.Readthepassagecarefullyandanswerthefollowingquestions.

1.Whywasthecityimportantinthepast?

2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?

3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?

4.WhatdidpeopledobeforetheGermanscame?Why?

5.Whatdidpeopleusetohelpthemrebuildthecity?

6.WhyarethepeopleofStPetersburgheroes?

2Choosethebestanswer

()1.StPetersburgisabigcitythat________________.
A.wasbuiltasanewcapitalbyCzarPetertheGreat

B.wasbuilttwocenturiesago
C.standsonthenorthbankofNeva

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

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

PlaythetapeandasktheSstoreadalonginaloudvoice.

Step6.Post-reading

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

③WhatcanwelearnfromthepeopleofStPetersburg?

AfterthediscussionTshowsthefollowingsentencesonthescreen.

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

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

[设计说明]通过谚语对学生进行德育渗透。

2.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Key:

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

8.protect9.official10.limit

2.Fillinthefollowingformaccordingtothetext.

StPetersburg

Destroyed

Rebuilt

When

In1941

WhentheNazihadgone

Who

TheGermans

Peopleofthiscity

What

Palaces

Manywereburnt

Hiddenpiecesofthepalaces;rebuilt

Buildings

Manywereburned

Rebuilt

Paintings

Layinpieces

Putback;missingpartsreplaced

Statues

Layinpieces

Carefullyrecreated

Step7.Interview

AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburgandfinallyinvitesomepairstoactouttheirinterviewinthefront.

R--reporterC--citizenofStPetersburg

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

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

精选阅读

选修7Unit4Sharing-----Reading

教学设计

教学内容

（或课题）

《普通高中课程标准实验教科书英语》（人教版）高二年级

选修7Unit4Sharing-----Reading

学校

中山二中

授课教师

刘晶

授课日期

2013.4.19

课型

阅读课

授课班级

高二（14）班

课时

1课时

教材

分析

本单元以“分享”为话题，贴近生活，比较容易激发学生的兴趣。Reading这一部分是一封家书，讲述海外志愿者活动见闻，引导学生根据课文题材，从形式入手初读课文、展开思维、整体感知课文内容。

学情

分析

1.很多学生热衷于志愿服务工作，有较好的分享体验，较容易引起共鸣。

2.通过前面单词的学习，学生对谈论的话题有了一定的词汇储备。

3.学生具备一定阅读能力，能积极的配合完成布置的任务。

设计

思路

热身部分用了同学们在学校看到的一张宣传志愿者的海报作为开头引出授课主题，然后引导学生用定义法总结志愿者的特征。然后进行fastreading,readingcomprehension,passagestructure等一系列的阅读技能的训练。最后创设情境，设计了了一个roleplay，对阅读材料进行拓展。

教学

目标

知识目标：明白志愿者的特征

技能目标：快速阅读，角色扮演的口头表达能力

情感目标：培养学生合作性，鼓励人与人之间的友爱互助，发扬志愿者精神。

教学

重点

快速阅读能力的培养以及口头表达能力的提升。

教学

难点

快速阅读能力的培养以及口头表达能力的提升。

教学

方法

讲授法，启发法，合作学习法

教学

准备

自制学案自制课件

教学步骤

教师活动

学生活动

教学目的

Warmingup

Showapicture

Leadstudentstogivedefinition

Define“volunteer”

复习词汇，引出话题，为阅读做准备

Fastreading

presentquestions

givesupport

Individualwork

训练快速阅读

Readingcomprehension

presentquestions

staterequirement

providepossiblemethods

checkanswersandanalyze

offerhelp

Pairwork

Readandfindanswersbygettingevidence

训练快速查找细节信息的技能

Readforstructure

Givesomeremindersandtips

Offerhelp

Dividethepassageintoseveralpartsandwritemainidea

理解文章结构，并概括大意

Roleplay

Giveassignmentbycreatingsituation

Offerhelp

Askstudentstogiveaperformance

pairwork

Writingpractice

拓展阅读，训练听说交际能力

Comment

Givecommentsandencouragement

Listening

Thinking

Comment

鼓励学生，并简单的修正

Homework

Readthepassageagainafterclassandfindouttheusefulexpressions

巩固课堂所学知识，为下一节课做准备

自

我

评

价

与

反

思

亮点：1.warmingup让学生用所学过的词汇定义志愿者的特征，既能学以致用，又能让学生了解志愿者的核心精神。

2.roleplay创设情景，对阅读材料进行拓展，即假设角色A为学校校报的记者，要采访角色B（文章的主人公），了解一些关于支教的详情。要求A在提问时必须包括所提供的问题（用中文给出）。这一环节的设计是为了对新高考听说考试中三问和五答进行训练，关键设计的问题和答案都来自课文，也是很好的检测学生学习效果的方法。

不足：roleplay时，给学生准备的时间不够，以至于学生在表演时，有点紧张，不太自信，有较多的语法错误。

SBIAUnit7Culturalrelics考点复习教案

SBIAUnit7Culturalrelics
埃及金字塔
素材新挖掘
考点1.representvt.代表；表现
YoucanselectfivethingsthatrepresentChineseculture.
Irepresentthesilentmajority.
我代表沉默的大多数。
representvt.表现；描写；描画
representvt.代表
representoneselfas自称
representativen.代表
standfor代表；代替
(1)Wechoseacommitteeto____________(代表)us.
(2)Howmanycountriesare____________(代表)atthemeeting?
(3)玫瑰花代表英格兰。(写作小练笔：主谓宾;rose,England)
_____________________________________
(4)Theyellowlinesonthemap__________roads.
A.replaceB.recoverC.returnD.represent
D。represent“代表”。
represent
represented
TheroserepresentsEngland.
考点2.includevt.包括；包含
Oldpaintings,includingaportraitofPetertheGreatwhichwasfoundinthesnowoutsideStPetersburg,havebeencarefullyrecreated.
Onlyasmallstriketeamwillgo,includingyouandme.
只有一个小的罢工队将会去包括你和我。
includesth包括；包含
sth/sbincluded(用于独立结构)某人或某物被包括在内
including(用作介词)包括
(1)Theuniversity____________(包括)tencolleges.
(2)Price.90,postage____________(包括).
(3)Itcosts＄17.99,____________(包含)postageandpacking.
(4)他们有很多宠物,猫就有三只。
(写作小练笔：主谓宾+doing；pet,cat)
_____________________________________
includes
included
including
Theyhavemanypets,includingthreecats.
考点3.ruinn.废墟；遗迹；毁灭；崩溃
StPetersburgwasalmostinruins.
Anearthquakeleftthewholetowninruins.
那次地震过后,全城到处是颓垣断壁.
ruinvt.毁灭；糟蹋；破坏
ruinvt.使破产
Ruins废墟
ruinn.毁灭；灭亡
inruins破败不堪
(1)Shepouredwaterallovermypainting,and_________(毁了)it.
(2)Muchofthecoasthasbeen__________(糟蹋)bytourism.
(3)Thebuildingisin___________(废墟).
(4)坏天气破坏了我们的假期。
(写作小练笔：主谓宾；weather,holiday)
_____________________________________
ruined
ruined
ruins
Badweatherruinedourholiday.
考点4.burnvt.(burnt,burnt;burned,burned)焚烧；烧焦；点(灯)
TheGermansburnedmanyofthepalacesastheyleft.
Shewasbadlyburnedonthefaceandbody.
她面部和身上严重烧伤。
burnvt.焚烧；烧焦；点(灯)
burnvi.燃烧；发光；照亮
beburnedtodeath被烧死
getburned烧伤；烫伤
burntotheground烧为平地
burnsn.烧伤
(1)Idon’tthinkhewenttobedatall----Icouldseehislight
___________(亮)allnight.
(2)Shediedofthe______(烧伤)thatshereceivedinthefire.
(3)Itwasaterriblefireandthewholebuilding_______________
_____________(烧为平地).
burning
burns
wasburntto
theground
(4)在敌人闯入之前他烧掉了所有文件。
(写作小练笔：主谓宾；paper,breakin)
_________________________________________________

Ismellsomething_____inthekitchen.CanIcallyoubackina
minute?
A.burningB.burntC.beingburntD.tobeburnt
A。
此题考查非谓语动词。burning用作定语，表示正在进行，所以提醒某人。
考点5.givein(tosb/sth)让步；投降
Itwasunderattackfor900days,butthepeopleofthecitynever
gavein.
Aftermuchfightingtheenemygavein.
经过长时间的战斗，敌人投降了。
givein(tosb./sth)屈服；上交
giveup(sth./doing)放弃
giveoff发出(蒸汽)；发散(光线)
giveout用尽；精疲力竭
Heburntallhispapersbeforetheenemybrokein.
(1)Wemustn’t__________(让步)tothreats.
(2)WhenshallI___________(上交)mypaper?
(3)Don’t___________(放弃)now,you’reimprovingallthetime.
(4)她宁死不屈。(写作小练笔：主谓；wouldrather)
_____________________________________
考点6.Wherethereisariver,thereisacity.
哪里有河流哪里就有城市。
Ibelievewherethereisadream,thereisaway.
我相信有梦想就有办法。
where引导的地点状语从句,相当于介词+theplace+where定语从句where引导的地点状语从句可在句首或句中wherever是where的强调形式，意思是“无论哪里”
(1)Bamboogrowsbetter_____________________________(在阳光
充足的地方).
(2)RememberyouareaChinese________________(不论你到哪里).
(3)哪里有水，哪里就有生命。(写作小练笔：主谓；life)
_____________________________________
givein
givein
giveup
Shewouldratherdiethangivein.
wherethereisplentyofsunlight
whereveryougo
Wherethereiswaterthereislife.
(4)Youshouldhaveyourpicturetaken_______stands
thefamoustower.
A.whereB.fromwhereC.inwhichD.there
A。where引导的地点状语从句。

_________unemploymentandcrimearehigh,itcanbe
assumedthatthelatterisduetotheformer.(年高考江苏卷)
A.BeforeB.WhereC.UnlessD.Until
B。
此题考查状语从句。where引导地点状语从句。句子的大体意思是犯罪是由于失业。
考点7.Wewillnotletourhistoryandculturebedestroyed,andwe
willdoeverythingwecantosaveourcity.
我们决不会让我们的历史和文化被毁灭,我们会尽全力挽救我们
的城市。
Withsolittletime,ImtryingashardasIcantodo
agoodalbum.
用这么短的时间，我使尽了全力去完成一张令人满意的
专辑唱片。
doeverythingonecantodo(不定式是目的状语)尽力干
spend…onecandoing花时间/钱去干
devote…onecantodoing花时间/精力去干
(1)Theathletedideverythinghecould__________(break)the
record.
(2)Hisstepmotherdideverythingshecould_______(help)
Lincoln.
(3)Shedevotedallhersparetimeshecould___________
(learn)English.
(4)Shespentallhertimeshecould__________(learn)English.
考点8.Strong,proud,andunited,thepeopleofStPetersburgarethemodernheroesofRussia.
坚强,自豪而团结,圣彼得堡人民是现代的俄罗斯英雄。
tobreak
tohelp
tolearning
learning
Ashelookedatit，thegoatrolledover，dead.
正当他看着山羊时，它翻了个身，死了。
strong,proud,andunited形容词作状语,前面省略了being
(1)Theylookedatthesight,_______________(满心恐惧).
(2)_____________________(又冷又饿),hewenttosleep.
(3)他又累又饿地回到了家。
(写作小练笔：主谓+形容词状语；return,tired)
_____________________________________
(4)________,RobinsonCrusoestaredatthelargefootprint,and
thenhurriedhome.
A.FulloffearB.Withfear
C.FullyoffearD.Fillingwithfear
A。Fulloffear是形容词短语作状语。
fulloffear
Coldandhungry
Hereturnedhome,tiredandhungry.

Unit1Culturalrelics

Unit1Culturalrelics

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

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

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

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

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