新人教版高中英语必修2Unit1CulturalRelics--Languagepoints教案
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics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，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading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房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
高中英语 人教版必修二 Unit1 Cultural Relics reading 教学设计
Unit1 Cultural Relics 教案一、教材及学情分析（一）教材内容分析本单元话题——文化遗产（Cultural relics）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）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、Teaching goals教学目标1). Ability goals能力目标a. Learn some detailed information about the Amber Room.b. Improve the students’ reading ability.c. Train the students’ ability to grasp key information while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能目标Help the Ss to learn how to give opinions clearly about cultural relics. 3)Emotion:情感目标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber Room三、Teaching important points教学重点1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ ability to cooperate with others;4). Train the students’ speaking ability.Learn to discuss and act out the Ss’ opinions about cultural relics.四、Teaching important points教学难点1)Words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)Phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．3) Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics.五、Teaching methods教学方法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)六、Teaching aids教学设备A computer, a projector and some slides.七、Teaching procedures and ways教学过程与方式Step 1 warm up ---- a guessing game1.Let students look at the pictures on PPT, and then give a introduction. (The Great Wall, Taj Mahal(泰姬陵) The Mona Lisa).2. Teacher: Do they have something in common? Students:.........T:What is a cultural relic ?S:A cultural relic is something that has survived for a long time. It is often a part of something old that has remained while the rest of it has been destroyed. A cultural relic tells people about the past. It is usually rare.Step 2 Pre-readingT:Can you imagine a house made of amber ? S:...............Step 3 Fast readingRead the passage quickly, trying to get the general idea of this passage: Answer:It tells us the strange history ofthe_______ ________, a cultural relic of two countries: _________ and ________.Step 3 Careful readingPara1 :An introduction of the Amber Room.(filling in the blanks)Para 2: What happened to the amber room in 1716?Para 3: What did Catherine II use the Amber Room for?Para 4: True or False( ) Germany and Russia were at war in 1941( ) All things in the Amber Room were stolen.Para.5 The rebuilding of amber room.(filling in the blanks)Step 4 Post readingGroup Discussion:1.Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Y uan in Beijing? Give your reasons.2.If you find a cultural relic, what will you do with it?Step 5 Homework1.完成导学案的固学案2.英语周报3.Recite the new words from “cultural” to “rebuild”八、Blackboard Design 板书设计九、Teaching Reflection 教学反思。
人教版高中英语必修2新人教版必修二Unit 1 Cultural relics全单元教案
Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong tocultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THEAMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the textSince you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2. Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In forma l writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause m odifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?Th e clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance ofheredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officia ls, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art. The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers,has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s themost important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not tobelieve.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.What is the best evidence?B.How can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM I. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions asmuch or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《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。
人教版高中英语必修2教案 Unit 1 Cultural Relics
人教版高中英语必修2教案Unit 1 Cultural RelicsUnit 1 ultural RelisI．教学目标技能目标Gals Tal abut ultural relis Revie attributive lauses, inluding restritive and nn- rite a shrt repl t a letter and give ur pinin Tae ntes and udge h gives the best evidene restritive attributive lausesⅡ．目标语言功能句式Expressins used t give pinins I thin highl fI dn’t agree that．”BesidesI ust sa that I agree ith uI ust sa that I dn’t agree ith u As far as I’ nerned, I thinAs I see itDn’t u agree /thin (that)I an’t help thining (that)I uld lie t saIn pinin／viePersnall, e shuld…ell, bviusl e shuld…The pint is词汇1四会词汇ultural, survive, reain，state, rare, dnast, vase, belng, gift, tn, stne, ne, heat, design, fan, stle, eel, ing, artist, reeptin, light,irrr, nder, reve, furniture; seretl, den, dubt, trial, nsider, pinin, evidene, prve, pretend, aid, astle, sailr, treasure，besides2．认读词汇reli, aber, Frederi illia I, Prussia, Prussian, Peter the Great, zar, St Petersberg, atherine, nigsberg, Baltil Sea, Leningrad, an Hase,Anna Petrv, ster3词组l int, belng t, in searh f, in return, at ar, tae apart, thin highl f4重点词汇belng, ne, heat, design, light, nder, dubt, reain, prve, nsider, besides, survive, furniture, pinin语法The attributive lauses ith hih/h/here/henA ultural reli is sething that has survived一It is ur b t l int an reprts f ultural relis that have been fund in hinau are sent t a sall tn here u find a reli that as stlen fr a plaeThis gift as the Aber R, hih as given this nae beauseLater，atherine 1I had the Aber R utside St Petersburg here…This as a tie hen the t untries ere at arIn 1770, the r as pleted the a (that) she anted it重点句子1 Frederi illia I, the ing f Prussia uld never have iagined that．…2 ne it isheated, the aber an be ade int an shape3 It as ade fr the palae f Frederi Ⅰ4 In 1716, Frederi illia I gave it t Peter t he Great, as“gift f friendship．… 找教案http://zhaiaanIn return, the zar gave the ing f Prussia f his best sldiers6 The Aber R sn beae part f the zar’s Palae in St Petersburg7 Later, atherine 11 had the Aber R ved t the palae utside．…8 This as a tie hen the t untries ere at ar9 There is n dubt that the bxes ere then put n a train fr nigsberg，…10 After that, hat reall happened t the Aber R reains a ster111 thin highl f thse h are searhing fr the Aber RⅢ教材分析与教材重组1教材分析本单元以ultural relis为话题，旨在通过单元教学使学生了解世界化遗产，学会描述它们的起。
高中英语Unit 1 Cultural relics教案 新课标 人教版 必修2
Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belongto”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example,the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured. 3b My niece whose husband is out of work will inherit the house which I have always treasured. The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feetand 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and hea rt disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fitthe blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a greateffect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s the mostimportant thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.W hat is the best evidence?B.H ow can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer.·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city. ·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《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。
【人教版】高中英语必修二：Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics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，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 Reading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房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。
其中第一部分的Exercise 1着重训练对英语单词解释的理解。
Exercise 2 着重词汇在短文中的用法练习。
【范文】人教新课标高一英语必修二 Unit 1 Cultural relics教案
人教新课标高一英语必修二 Unit 1Cultural relics教案本资料为woRD文档，请点击下载地址下载全文下载地址Unit1culturalRelicsTeachinggoals教学目标).Abilitygoals能力目标a.LearnsomedetailedinformationabouttheAmberRoom.b.Improvethestudents’readingability.c.Trainthestudents’abilitytograspkeyinformationwhilelistening.d.Enablethestudentstohavetheabilityoftalkingcultura lrelicsandwaystoprotectthem.2).Learningabilitygoals学能目标HelptheSstolearnhowtogiveopinionsclearlyaboutcultur alrelics.3)Emotion:情感目标Trainthestudents’abilitytocooperatewithothers.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints教学重点).Thenewwordsandexpressions;2).LearnsomedetailedinformationabouttheAmberRoom;3).Trainthestudents’abilitytocooperatewithothers;4).Trainthestudents’speakingability.LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教学难点)words:ton,stone,heat,design,fancy,style,jewel,king,recept ion,light,mirror,wonder;2)Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof;3).Sentencepatterns:Thereisnodoubtthat…..ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus ealmostseventhousandtonsofamberwereusedtomakeit．4).Improvethestudents’readingability.Trainthestudents’abilitytograspkeyinformationwhilelistening.Howtoteachthestudentstospeakouttheiropinionsaboutcu lturalrelics.Teachingmethods教学方法).watchsomevideosabouttheculturalrelics.2).Haveadiscussion.3).writeanarticleaboutthediscussion.Teachingaids教学设备Acomputer,aprojectorandsomeslides.Teachingproceduresandways教学过程与方式Thefirst&secondperiodTeachinggoals:.Targetlanguagecultural,survive,remain,state,rare,dynasty,vase,bel ongto2.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsand havethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.Teachingdifficultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.Thefirst&secondperiodTeachingprocedures:Step1NewwordsteachingStep2warming-upT:whentalkingaboutculturalrelics,whatcomestoyourmin d?S1:TheGreatwall.S2:ThePyramidsinEgypt.S3:…T:welldone.TeacheraskstheSstolookatthethreegroupsofpicturesand discussthesequestions..Doyouknowtheseplaces?2.Ifyouknow,whatdoyouknowabouttheplaces?3.whichonewouldyouliketovisit?why?I:Asisknowntoall,chinaisacountrywithahistoryofmoret han5,000years.Inthelonghistory,peopleindifferentperiodshaveleftus quiteanumberofculturalsites,manyofwhichareworldfamo us.Nowlookatthepicturesandguesswhatheritagetheyare.Alltheseareculturalrelics.Doyouknowanyotherculturalrelicsintheworld?TshowstheSssomeculturalrelicsabroad.Task1:asktheSstomakeadialoguebysaying.Imagineyouhaveachancetotraveltheseplaces.whichplace wouldyouliketogo?why?whenareyoustartingoff?Howareyougettingthere?Howlongareyoustaying?Pleasemakeadialoguewithyourpartners.Thenstudentsans werthefollowingquestions:whatisyourfavoritecity?why?whatmakesacitygreatandfamous?T:Unfortunately,someofthemareindangerbecausetheyare destroyed,andsomeofthemwerelostbecausesomeonestolet hem.Task2:Nowsupposethatyouworkforthestateofficeofcultu ralrelics.youaresenttoasmalltownwhereyoufindarelict hatwasstolenfromapalace.ItisararemingDynastyvase.Th emanwhohasitinsiststhatitbelongstohisfamily.whatwil lyousaytohim?workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.Step3Task3Speakingtaskonpage46DebateDoyouthinkchinashouldsaveallofitsculturalrelics?DoyouthinkitnecessarytorebuildyuanmingyuaninBeijing?T:Afterwatchingsomanypictures,nowdiscusswithyourpar tnersthefollowingquestion:whatisaculturalrelics?Step4Pre-readingT:ok,class,doyouthinktheseculturalrelicsarebeautiful?Ss:yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwil lyoudowithit?S1:Tryourbesttofindit.S2:Protecttheothersinorderthattheywillnotlost.……T:Thanksforyourgoodsuggestions.Ifyoufindaculturalre lic,whatwillyoudowithit?youcanmakeadialoguewithyour partneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.Extendingquestions:Towhomdoculturalrelicsbelong?Step5Languagepoints)survivesurvive:vi.continuetoliveorexist.vt.continuetoliveorexistinspiteofnearlybeingkilledo rdestroyedbysth.vt.Remainaliveaftersb.,liveorexistlongerthane.g:manystrangecustomshavesurvivedfromearliertimes.Herparentsdiedintheaccident,butshesurvived.Fewbuildingssurvivedtheearthquake.Themansurvivedhissisterbythreeyears.2)partofApartofthebookshavearrived.Alegisapartofthebody.HegavemebackonlypartofthemoneyIlenthim.Partofthehousewasburntinthefire.Partofthepassengerswereinjuredintheaccident.*Partofit_________good.*Partofthem_____________good.3)something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。
【教育学习文章】人教版高中英语必修2教案 Unit 1 Cultural Relics
人教版高中英语必修2教案 Unit 1Cultural RelicsUnit1culturalRelicsI．教学目标技能目标GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon -writeashortreplytoaletterandgiveyouropinionTakenot esandjudgewhogivesthebestevidencerestrictiveattribu tiveclausesⅡ．目标语言功能句式ExpressionsusedtogiveopinionsIthinkhighlyof...Idon' tagreethat．”Besides...ImustsaythatIagreewithyou.ImustsaythatIdon'tagreewithyou.AsfarasI'mconcerned,Ithink...AsIseeit...Don'tyouagree/think...Ican'thelpthinking...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,doub t,trial,consider,opinion,evidence,prove,pretend,mai d,castle,sailor,treasure，besides2．认读词汇relic,amber,FrederickwilliamI,Prussia,Prussian,Pete rtheGreat,czar,StPetersberg,catherine,konigsberg,Ba ltilSea,Leningrad,janHasek,AnnaPetrov,mystery3.词组lookinto,belongto,insearchof,inreturn,atwar,takeapa rt,thinkhighlyof4.重点词汇belong,once,heat,design,light,wonder,doubt,remain,p rove,consider,besides,survive,furniture,opinion语法Theattributiveclauseswithwhich/who/where/whenAculturalrelicissomethingthathassurvived一Itisyourjobtolookintoanyreportsofculturalrelicsthat havebeenfoundinchina.youaresenttoasmalltownwhereyoufindarelicthatwasstol enfromaplace.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecaus e...Later，catherine1IhadtheAmberRoom...outsideStPetersburgwhe re…Thiswasatimewhenthetwocountrieswereatwar.In1770,theroomwascompletedthewayshewantedit.重点句子1.FrederickwilliamI,thekingofPrussiacouldneverhavei maginedthat．…2.onceitisheated,theambercanbemadeintoanyshape3.ItwasmadeforthepalaceofFrederick Ⅰ.4.In1716,FrederickwilliamIgaveittoPetertheGreat, as“giftoffriendship．…找教案5.Inreturn,theczargavethek ingofPrussia55ofhisbestsoldiers.6.TheAmberRoomsoonbecamepartoftheczar'sPalaceinStPe tersburg.ter,catherine11hadtheAmberRoommovedtothepalaceo utside．…8.Thiswasatimewhenthetwocountrieswereatwar.9.Thereisnodoubtthattheboxeswerethenputonatrainfork onigsberg，…10.Afterthat,whatreallyhappenedtotheAmberRoomremain samystery.11.1thinkhighlyofthosewhoaresearchingfortheAmberRoo mⅢ.教材分析与教材重组.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。
高中英语 Unit1 cultural relics Using language教案 新人教版必修2
Unit 1 cultural relicsUsing languageTeaching Goals:1. To learn to tell facts from opinions.2. To write a reply letter.3. To learn to talk about cultural relics.Teaching Procedures:Step 1 Warming upPurpose: To get Ss to know the difference between a fact and an opinion.1. DefinitionA fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved.2. Read the passage (P5) and answer the following questions:(1) If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?(2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers:(1) Searching for facts. The more, the better.(2) The evidences offered by the eyewitnesses.Step 2 Guided reading1. Read the passage and define what evidence is.2. Read the passage and translate each paragraph into Chinese.3. Read and underline all the useful expressions or collocations in the part.Step 3. Note takingListen to the tape and fill in the forms (P5).As we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Get Ss to share their forms and tell what are facts and what are opinions in the three forms.Step 4 SpeakingPurpose: 1. To learn how to ask for or give opinions.2. To learn how to write a letter of suggestions.1. Group workSuggested Answers:Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable, because somebody has asked him for help.2. Individual work(1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions.① What's Johann’s opinion about the Amber Room?② Do you agree with Johann?Step 5. DebateDivide Ss into two groups and organize a debate.Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote.① When you write your letter, you may choose to agree or not agree with thewriter.② You must give a reason why you agree or don't agree with the writer.③ Be sure to give an example from your own life so that the reader can betterunderstand your opinion.Step 6 WritingWrite a report on your debate according to the demand of part 4 of P7.Step 6. HomeworkFinish the exercises in the workbook so as to consolidate what has been learned.中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
高中英语 Unit1 cultural relics Learning about Language教案 新人教版必修2
Unit 1 cultural relicsLearning about LanguageTeaching Goals: 1. To learn about the restrictive and non-restrictive attributive clause2. To learn how to use some useful words and expressions.3. To learn how to use some useful structuresTeaching Procedures:Step 1. Warming UpAsk Ss to finish Ex1 (P3, Ex2 (P3 and Ex3 (P4.Suggested Answers:Ex1:1.select2. rare3. reception4. amaze5. less than6. wooden7. in search of8. survive 9. remove 10. artist 11.former 12.at warEx2: dynasties style amazing jewels designed decorated fancy rare doubt worthEx3: A.3 B.2 C. 3 D.1Step 2. Learning about the attributive clause1. Show Ss the definition of an adjective clause (attributive clause.An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples:Adjective:the red coatAdjective clause:the coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday”in the second example modifies the noun “coat”. Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m,”“that”, or “which”. In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing.Informal:The books people read were mainly religious.Formal:The books that people read were mainly religious.InformalSome firefighters never meet the people they save.FormalSome firefighters never meet the people whom they save.More examples of adjective clauses:The meat which they ate was tainted.They're talking about the movie which made him cry.They are searching for the student who borrowed the book.Did I tell you about the author whom I met?2. Get Ss to tell whether the following pairs of sentences mean the same thing.(1 My uncle, who lives in London, is very rich.My uncle who lives in London is very rich.(2 The policies, which were unpopular, were rejected by the voters.The policies which were unpopular were rejected by the voters.(3 My niece, whose husband is out of work, will inherit the house, which I have always treasured.My niece whose husband is out of work will inherit the house, which I have always treasured.Suggested answers:The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas(1a = an uncle who happens to live in London. Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b. In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either 'that' or 'which', whereas for human referents the relative pronoun can be either 'who/m' or 'that' ( the man that/whom I will marry ...3. Let Ss select one answer from the choices provided after each sentence.(1 As many children ___ came were given some cakes.A. thatB. asC. whoD. whom(2 The visitors saw rows of houses the roofs _____ are red.A. on whichB. of whichC. whereD. that(3 I usually take a nap after lunch, ______ is my habit.A. which itB. as itC. asD. that(4 Please tell me the way _____ you did the job.A. howB. whereC. whichD. in which(5 Is this museum ____ some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where(6 The farmer uses wood to build a house ____ to store grain.A. in whichB. whereC. thatD. with which(7 I shall never forget the years _____ I spent in the country with the farmers, ____ has a great effect on my life.A. when; whichB. that; whichC. when; thatD. which; that(8 Little has been done ____ is helpful to our work.A. thatB. whatC. whichD. all that(9 Perhaps this is the only market ____ you can get such cheap goods.A. thatB. of whichC. by whichD. where(10 We'll put off the outing until next week, ____ we won't be so busy.A. whenB. whichC. at whichD. in thatSuggested Answers:(1 B (2 B (3 C (4 D (5 A (6 A (7 B (8 A (9 D (10A4. Ask Ss to finish Ex3 (P4 and Ex4(P4Suggested Answers:Ex3:1.Here are the farmers who discovered the underground city last month.2. Hangzhou is famous city in China, where many people come to buy tea.3.I don’t know the reason why she got so angry.4. The old man, whom you are talking to, saw some Germans taking apart the Amber Room and removing it.5.The woman remembered the day when she saw Nazis burying something near her home.6.St Petersburg is a very beautiful city, which was once called Leningrad.7.I remember the soldier who told me not to tell anyone what I had seen.8.The soldiers moved the boxes to a mine, where they wanted to hide them.9.Xi’an is one of the few cities whose city walls remain as good as before.10.Shanxi Province is a place whose/where cultural relics are well looked after. Ex4:1.whose daughter studies in a key university2.who discovered the Terracotta Warriors3.which was decorated with valuable jewels4.where she can learn about former dynasties5.which was drawn by a famous artist in the Tang Dynasty6.which is very beautiful7.when we get together to celebrate8.that I can’t remember9.which is known for its its good food10.when the weather was warm and sunny。
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Unit 1 Cultural Relics Language points 1. survive vi. 幸存，生还 n. 幸存者 survivor eg. The custom has survived for thousands of years. vt. 从…中逃生, 经历…后继续存在eg. Only two people survived the fire. Ex. 经过这次地震, 三分之二的人活了下来. Two-thirds of the people survived the earthquake. 2. remain vi. 留下，剩下，残留 / link-v. 保持，仍然，继续I went to the city, but my brother remained at home. (vi.) / He remained silent. (link-v.) Peter became a judge but John remained a fisherman. (link-v) How many weeks will you remain here? (vi.) 3. look into 调查, 向里面看eg. The police are looking into the case. / The boy stood on a chair, looking into the room. look at 瞧；看look like 看起来像look for 寻找look sb. up and down 上下仔细打量某人look after 照顾look forward to doing sth. 期盼做某事look into 调查；向里面看look out 当心look round 环顾四周look up 查字典，向上看4. insist insist on/upon sth/ doing 坚持做，坚决做insist that-clause 坚持认为, 坚持说… 从句通常用虚拟语气, (should) not +V原而且主句的主语与从句的不一致类似用法的词还有: suggest; demand; require eg. Mother insisted that I should not watch TV all the time. He insisted that we accept these gifts. 但是表示坚持一个事实, 一个主张或想法时, 不用虚拟语气eg. He insisted that he caught sight of a man in the room at that time. Ex. 她坚持说你那天晚上是在场的. She insisted that you were present that night. 5. belong to 属于，是…的成员, 是…的组成部分, 是…的属性, 职能等eg. All the goods here belong to the school. / Who does this garden belong to? Put it back to which /where it belong after you have read it. ※ belong to 不用于被动语态和进行时态6. … could never have imagined that…情态动词(could /might /must /should) +have done 表示对过去发生的事情的推测，批评，反悔等意思eg. When you spoke in front of l, 300 people, you must have felt very nervous. You should have told us earlier .What shall we do now ? ※ can /could +have done 常用于疑问句和否定句中，表示对过去发生的事情的可能性推测eg. He couldn’t have gone abroad , as I saw him just now. ※could /can +have done 也可以表示“本来（过去）可以做到，但实际并没有做到”之意eg .You could have passed the exam. Ex. 我们本来可以把钱借给他，但他没有告诉我们他需要钱。We could have lent him the money but he didn’t tell us he needed the money . 7. Although it feels as hard as stone , it easily melts when heated . when heated = when it is heated , 省略了“主语+be”，这种省略句省略的主语应与主句的主语相同。8. be made into 被制成…/ be made of 用…制成(看得见原材料) be made from 用…制成(看不见原材料) / be made for 为…制作be made up of 由…组成Ex. 用以上短语完成句子。1). A car is made up of many different parts . / 2). The chair is made of wood . 3). The wine is made from grapes . / 4). The salad is made of lettuce , tomatoes and cucumbers . 5). Wood can be made into paper . ※be made out of 主要用于“be made of” 之意, 有时也用于“be made from” 之意. 9 . The design for the room was of the fancy style popular in those days . of the fancy style… days在句子中作表语※“be of +名词(词组)”表示主语的某种形状或特征※be of a(n) / the / the same “属于, 归于”be of the size / weight / height / age / colour / kind…eg. All of the boys in the class are of the same age . ※be of + 抽象名词 = be + 该词的形容词eg. be of great value = be very valuable importance important use useful help helpful eg. I am pleased to have been of help to you .=very helpful ※ popular in those days 是形容词修饰the fancy style .相当于定语从句, 通常放在名词之后 = which is popular in those days . 10. agree 区别agree with , agree to , agree on .agree with 指出自主观愿望的”赞成” “同意”, 后接某人, 某人的观点, 意见或所说的话等agree on 指双方或多方“在…方面取得一致意见” 或“在…方面达成非正式协议”, 主语必须指双方或多方或者涉及到另一方agree to 指“接受” “认可”, 常指并非出自主观愿望的同意Ex . You and I agree on this point . / They might not agree with his opinions. She can’t agree to your demands / I agree with what you said. 11. in return 作为回报, 作为回馈Ex. 为报答约翰, 我们开车把他送回家。 In return, we drove John back home. ※ in return of 作为…的回报 eg. I bought him a drink in return of his help . 12.Later, Catherine Ⅱhad the Amber Room moved to the Palace… ※have sth. done 表示“请人做某事” eg. I had my hair cut yesterday. Ex. 我要请人修理单车. I want to have my bike repaired. ※have sth. done 还可表示“使遭遇某种(不幸的)事情”eg. I had my watch stolen last night. / He had his leg broken in the match last week. 13.…the room was completed the way she wanted it. The way she wanted it 是方式状语从句, the way 的用法与连词相同,后面常带that in a way, in the way 也有类似的用法she wanted it 是定语从句修饰 the way, 后面的关系代词可用that / in which / - Ex. 她以我喜欢的方式烹调鸡肉。 She cooks chicken in the way I like. 14.Almost six hundred candles lit the room. light vi.＆ vt. 照亮，点亮过去式，过去分词可用lit, lighted，当过去分词作定语修饰名词时，只能用lighted a lighted candle ( √ ) a lit candle ( × )15.furniture 家具中各种可移动的家具的总称 [ u ] 不论受什么修饰，前面不能加不定冠词 a ，也不能用复数一件家具 a piece of furniture 许多家具 pieces of furniture / much furniture 16.There is no doubt that the boxes were then put on a train…．that the boxes were then put on a train….是 no doubt 的同位语从句，此类从句通常用that 来引导eg. There is no doubt that we can finish our task ahead of time. They had to face the fact that the nearest filling station is thirty kilometers away.