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Unit1CulturalrelicsTeachingLearningObjectives/Aims:ILanguageknowledge:Topics:CulturalrelicsprotectionFamousculturalrelicsinChinaandabroad.Vocabulary:rarevaluablesurvivevasedynastyamazeamazingselecthoneydesignfancystyledecoratejewelartistbelongtroopreceptionremovewoodendoubtformerworthlocalapartpaintingcastletrialevidenceexplodeentrancesailorsinkmaidinformaldebateinsearchofbelongtoinreturnatwarlessthantakeapartthinkhighlyofFunctions:Askforopinionsandgivingopinions.Grammar:TheAttributiveClause3RestrictiveandNon-restrictiveAttributiveClauseIILanguageSkillsListening:Listentothetapeoftwodifferentdescriptionslearntograspthemaininformationandfillintheforms.DothelisteningexercisesinWB.Speaking:Talkabouttwodescriptionsgivetheirownopinionsandaskforopinionsdiscussandexchangedifferentopinionsandatlastgiveareporttotheclass.TalkaboutthetopicaboutculturalprotectionandfamousculturerelicsinChinaandabroadaccordingtothecontentsofthisunit.Reading:ReadandunderstandthetextsInSearchoftheAmberhousetoknowthehistoryoftheamberhouse.Developthestudents’abilityofgraspingthestructureandorganizationofthetextandlearnthewayoftellingstory.TrytohelptheSstosetupaconcepttocomprehendthetextasawholeandsummarisethemainideaofeachparagraphandcompletetheotherexercises.IntheUsingLanguagepartgettheSstoreadtheshortparagraphstodistinguishthefactwithopinion.MeanwhilelearnthenewwordphrasesandsentencestructuresinthetextstoimprovetheSs’languageabilitygetabetterunderstandingofthetexts.Writing:GettheSstoreadtheletterfromaGermannewspaperdiscusstheopinionsintheletteranddevelopitintoadebateandthenwriteareportonthedebatewiththegivenguidance.Integratingskills:GettheSstodevelopthefourskillscomprehensivelybyteachingthegivenmaterialsinanorganizedway.Learnandusethewordsandexpressioninthisunit.Studythesampleentryindictionaryandlearntousedictionaryproperly.GettheSstoconsolidateAttributiveClausesbyanalysingthesamplesentencesandcombiningtwoclausesintoanAttributiveClause.IntroduceandcomparetheRestrictandNon-restrictiveAttributiveClausefortheSstohaveaclearideaofAttributiveclause.Dothegrammarexercisesinthetextbookandworkbooktograspthegrammaritems.IIIEmotionAttitudes:Trytoformtherightattitudestowardstheculturerelicprotection.GettoknowmoreabouttheculturalrelicsinChinaandabroad.IVLearningStrategies:Learntounderstandthetextbygraspingthestructureandorganizationofthetext.Learnthewayoftellingastoryaccordingtoanorderandsomebasicelementssuchastimeplaceeventsetc.HavetheclearsenseofsentencestructuresoftheAttributivesClausebydivideanAttributiveClauseintotwoclausesandcombinetwointoone.VCulturalconsciousness:Formthesenseofculturalrelicprotectionandlearntoappreciatedifferentculturalrelics.MainPoints:languagepointsandlanguageskillslistedabovelearningstrategiesthereadingcomprehensionofthetextthegrammaritems.Difficultpoints:newlanguagepointsthereadingcomprehensionofthetextandthegrammaritem.TeachingMode:Task-basedTeachingTime:Period45min×7TeachingAids:Multi-mediateachingsystemPeriod1Teachinglearningcontents:WarmingupPre-readingExtensivereadingofthetext.Teachinglearninggoals:
1.Introduceandtalkaboutsomebasicknowledgeaboutculturalrelics.
2.Readthetextsummarisethemainideaofeachparagraphbyanswersthequestions.Trytounderstandthetextbygraspingthestructureandorganizationofthetext.
3.Dosomeofthereadingcomprehensionexercises.Mainpoints:Thereadingcomprehensionofthetext.Difficultpoints:Readingandreadingcomprehensionofthetext.Classtype:WarmingupandFastReadingTeachinglearningprocedures:Step1Lead-inIntroducethetopicofthisunitandgettheSstoknowthenewwords:culturalrelic.Step2WarmingupTask1:TeachershowssomepicturesofculturalrelicsandthenaskstheSstoworkinpairsoringroupstotalkaboutthethreegivenquestions.Task2:Giveareportandsharetheirideas.Andthentheteachergivesthesuggestedanswers.Suggestedanswers:1Aculturalrelicissomethingthathassurvivedforalongtimeoftenapartofsomethingoldthathasremainedwhentherestofithasbeendestroyed;ittellspeopleaboutthepast.Andthecorrectdefinitionshouldinclude:*thatitisanyobjectbuildingoritemthatwasmadesomethinginthepast.Itmaybemanythousandsofyearsoldoritmaybeafewhundred;*thatitmayormaynotbevaluable;*thatittellsussomethingofthewaypeoplelivedatthetimeitwasmade.Thismaybebecauseofitsmethodofmanufactureorhowtheitemwasused.2Acorrectanswershouldincludethefollowinginformation:*thatitdoesnotneedtoberareorvaluable;thatitisenoughtohavesurvivedalongtime.3Thatitcanbeabuildingobjectoritem.Notes:
1.culturaladj.文化的culturen.
2.relicn.遗物遗迹废墟纪念物
3.rareadj.稀罕的杰出的珍贵的eg.araresenseofhonor不寻常的荣誉感ararefriend.极好的朋友It’sveryrareforhertoarrivelate.Thisisararebook.
4.valuableadj.贵重的有价值的颇有价值的eg.avaluablediamond贵重的宝valuableinformation重大的消息valuableadvice重要的建议avaluablefriend令人钦佩的朋
5.survivevi.幸存,幸存生还比…活得长vt.从…中逃生经历…后继续存在survivorn.幸存者eg.Thecustomhassurvivedforthousandsofyears.Onlytwopeoplesurvivedthefire.Two-thirdsofthepeoplesurvivedtheearthquake.经过这次地震三分之二的人活了下来.
6.vasen.花瓶
7.dynastyn.王朝;朝代Step3Pre-readingTask1Ssaskeachotheriftheyknowsomethingaboutamber.Iftheyknowsharetheinformationwiththeclass.Iftheydon’tknowtheyteachermayshowpicturesofambersandgivesomeexplanation.Amberisactuallythefossilizedsaporliquidfrompinetrees.Ifcircumstancesarerightthesapwillfinallybecomehardandturnedintotheresin树脂thatweknowtoday.Ifithascomeintocontactwithinsectswhenstillinitsliquidandbecomepartoftheamber,sorealambershould/maycontainsomeevidenceofinsectlife.琥珀是史前松树脂的化石琥珀是由千万年前植物所分泌出来的树脂,经过地壳变动而深埋地下,逐渐演化而成的一种天然化石形成于4000万年至6000万年前,琥珀的主要成分是碳、氢、氧以及少量的硫,硬度2-3,比重
1.05-
1.10,熔点150C-180C,燃点250C-375C琥珀是很“涩”的物质,没有两块琥珀是完全相同的品种有金珀、虫珀、香珀、灵珀、石珀、花珀、水珀、明珀、蜡珀等,尤以含有完整昆虫或植物的琥珀为珍贵Task2Lookatthetitleandthepictureofthereadingpassageandpredictwhatitisabout.Possibleanswers:collectanswersfromtheSsWhatistheAmberRoomWhywasitcalledtheAmberRoomWhatwasitmadeforWhathappenedtoitWhytosearchforitStep3FastReadingTask1Scanthetextasquicklyaspossibletoseeiftheirpredictionisrightandanswerthefivequestionstosummarizethemainideaofthefiveparagraphs.Atthesametimeaskthemselveswhenwherewhowhatwhy—questions.Answers:P1:HowwastheAmberRoommadeP2:WhydidtheKingofPrussiagivetheAmberroomtotheCzarofRussiaasagiftP3:HowdidtheAmberRoombecomeoneofthewondersoftheworldP4:HowdidtheAmberRoomgetlostP5:HowwasanewAmberRoombuiltTask2ReadthetextmorecarefullyjointhecorrectpartsofthesentencestogetherinExercise1inComprehendingandputthefollowingsentencesinordertohaveaclearideaofthedevelopmentofthestory.AsktheSstopayattentiontothewaywritertellsthestory.1____FredrickWilliamIgavetheAmberRoomtoPetertheGreatasagift.2____TheCzargaveFredrickWilliamIhisbestsoldiers.3____TheAmberRoomwasmadeforFredrickI.4____TheRussiansremovedartobjectsfromtheAmberRoom.5____Moredetailswereaddedtotheroom’sdesign.6____TheAmberRoomwastakenapart拆除andmovedaway.7____ANewAmberRoomwasbuilt.8____CatherineIImovedtheAmberRoomtothepalaceoutsideStPetersburg.AnswerstotheExercise1inComprehending:1C2E3B4D5A6FTherightorderoftheabovesentences:23165784Task3Domorecomprehendingexercisetogainmoredetailedinformationandunderstandthetextbetter.1Closetest. TheAmberRoomtimespentAteamofartistsspenttenyearsmakingit.material7000tonsofamberwereusedformakingitwithgoldandjewels.purposeItwasmadenottobeagiftbutforthePalaceofFrederickI.resultsItwassenttoRussianpeople.AfterFrederickWilliamIsucceededhisfatherandbecametheKingofPrussia;soonitbecamepartoftheCzar’swinterpalace;itwasoneofthegreatwondersoftheworld;in941itwasstolenbytheNazis.NowanewAmberRoomhasbeenbuiltinRussiaanditlooksmuchliketheoldonefollowingtheoldphotos.2ListtheplacesandeventstoshowtheremoveoftheAmberRoom.Prussia---Russia---thewinterpalaceinStPetersburg---thesummerpalaceinStPetersburg----GermancityontheBalticSea---built---gavetosbasagift---addedtomoredetails---stolen---lost---rebuiltStep4ListeningRetellingTask1Listentothetapeofthetexttogetabetterunderstandingofthetext.Task2Trytoretellthetextaccordingtheformabove.Homework:
1.Listentothetapeandreadthetext.
2.Findoutthenewwordsandlanguagepointsinthetext.
3.ThinkaboutthequestioninExercise3inComprehending.Periods2--3Teachinglearningcontents:IntensivereadinglanguagefocusComprehendinglearningaboutthelanguage.Teachinglearninggoals:
1.Learnthenewlanguageitemsinthetextandtheirusagestogetabetterunderstandingofthetext.
2.DiscussthequestioninComprehending.Mainpoints:Newlanguagepointsandlanguageitems.Difficultpoints:NewlanguagepointsandlanguageitemsClasstype:Readinglanguagefocus.Teachinglearningprocedures:Step1RevisionTask1Trytoretellthetextaccordingtothetimeorder.Task2CheckthevocabularytoseeiftheSshavegottoknowsomeofthenewwords.Step2LanguagefocusNotice:InthisstepteacherencouragesandguidestheSstodiscovertheusagesofsomenewwordsnewphrasesandnewsentencestructuresinthecontextbydiscussion.IftheSshavedifficultiesteachergivesacompleteandclearexplanationofthetextincludingthewordformationwordusagesphrasesandsentencestructurethemeaningofsomedifficultsentencesthebackgroundinformationandtheorganisationoftheparagraphandsoon.ItisagoodchancefortheSstoimprovetheirlanguageabilitiesinallaspectsandenlargetheirvocabulary.Toeachlanguageitemperhapsonlyoneortwoaspectsarefocusedon.Teachercanusedifferentwayssuchasansweringquestionsmakingsentencescomparingandcontrastingsummingupetc.tomakethestudentsactiveinlanguagelearning.TeachercanchoosesomeoftheitemsaccordingtotheSs’languagelevel.Inallthisteachingstepisacomprehensiveteachinganditisveryimportantineachunit.WhileteacherisgivingexplanationtheSsshouldbeactiveandcooperatewiththeteacheraswellastakenotes.Task1Learnthelanguagepointsandtrytounderstandthemusethem.Mainlanguagepoints:
1.insearchn.of寻找;搜寻inthe/one’ssearchfor在寻找…中searchvforsth寻找;搜寻searchvsb/sth搜查某物/搜身
2.FredericWilliamItheKingofPrussiacouldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.1couldhavedone“本能够…”用于对过去情况的推测其否定形式“can’t/couldn’thavedone”意为“过去不可能做过某事.eg.Theclassroomcan’thavebeencleanedbyLiPingbecausehedidn’tcometoschooltoday.教室不可能是李平打扫的因为他今天没来上学.Heknowsnothingaboutthatbookforhecouldn’thavereaditbefore.他对那本书一无所知他不可能读过.Hepaidforaseatwhenhe_____haveenteredfree.could/would/must/needI_______havebeenmorethansixyearsoldwhentheaccidenthappened.shouldn’t/couldn’t/mustn’t/needn’t2giftn.礼物天赋天资haveagiftfor对…有天赋giftedadj.有天才的有天赋的eg.Heisastudentwhohasagiftformath.对数学有天赋.Sheisatalentedstudent.3amazingadj.令人惊异的amazedadj.amazevt.使吃惊eg.Heranatanamazingspeed.HisprogressinEnglishisamazing.HefeltamazedwhenhewasadmittedbyPekingUniversity.
3.ThisgiftwastheAmberRoomwhichwasgiventhisnamebecauseseveraltonsofAmberwereusedtomakeit.1Non-restrictAttributiveClause.非限定性定语从句和它的先行词之间只有松散的关系,往往是对先行词作补充说明,在文字中通常用逗号与主句隔开eg.Thechairmanwhospokefirstsatonmyright.Thespeechwhichboredeveryonewentonandon.OnApril1theyflewtoBeijingwheretheystayedseveraldays.I’mseeingthemanagertomorrowwhenhewillbebackfromNewYork.Theyhaveinvitedustovisittheircompanywhichisverykindofthem.Usuallytheytakeawalkaftersupperwhichdoesthemalotofgood.2tonn.吨大量许多eg.Twotonsofoilareingreatneed.Atonofwheatwasshippedshiptothatarea
4.Theamberwhichwasselectedhadabeautifulyellow-browncolourlikehoney.1selectvt.选择挑选totakeasachoicefromamongseveral;pickout.Select侧重于从许多不同种类中进行选择时的挑剔态度.choosev.选择选定toselectfromanumberofpossiblealternatives;decideonandpickout.Choose含有运用判断力在一些人、物或行为方式中选出一个的意思eg.“Wedonotchoosesurvivalasavalue;itchoosesus”B.F.Skinner.“并不是我们把生存作为一种价值而选择了它;而是它选择了我们”Fourskierswillbeselectedtorepresenteachcountry.每个国家将选出四名滑雪者作为代表2honeyn.蜂蜜蜂蜜
5.Thedesignoftheroomwasinthefancystylepopularinthosedays.1designn.设计图案构思纲要v.设计计划谋划构思eg.designabuilding;designacomputerprogram.设计一个建筑物;设计一个计算机程序2fancyvt.havealikingfor;wishfor爱好;想象fancyadj.别致的;奇特的;装饰花哨的eg.Ifancyaswim.我想去游会儿泳Fancyhersayingathinglikethat!想不出她竟然说出这样的话来TheseclothesaretoofancyformeIpreferplainerones.3in…style/inthestyleof以……的风格eg.SheboughtapaintinginthestyleofPicasso.4popularinthosedays=whichwaspopularinthosedayseg.Theboyswhoareeasiesttoteachinmyclass.
6.Itwasalsoatreasuredecoratedwithgoldandjewelswhichtookthecountry’sbestartistabouttenyearstomake.1decoratevt.装饰为...做室内装修bedecoratedwith2jeweln.[c]珠宝;宝石3artistn.艺术家artn.4takesbsometimetodosth
7.…towhomtheamberroombelonged…1Non-restrictiveclausewiththeprepositioninfrontofrelativepronoun2belongvi.属于;为……的成员belongto属于eg.ThishousebelongedtoMrLiinthepast.Who/whomdoesthisbookbelongto
8.InreturntheCzarsenthimatroopofhisbestsoldiers.1inreturn作为报答inreturnfor答谢…returnticket/trip往返车票/旅行returnv.=goback/give…backeg.Tominreturntoldherhishistory.HeboughtMaryacardasbirthdaypresent.Marygavehimsomecandiesinreturn.Heboughtheragoldwatchinreturnforherhelp.2troopn.群组多数军队atroopof
9.receptionhall接待室/厅
10.Shetoldherartiststoaddmoredetailstoitsdesign.她告诉他的艺术家们将设计方案再增加更多的细节add…to…把……加进……里去eg.Headdedthathewasverypleasedwithourwork.Pleaseaddsomesugartothemilk.Addthescoreup.Hisbeingabsentaddedtoourdifficulty.Themoneyhespentonedayaddeduptoabout$
100.
11.In1770theroomwascompletedtheway=asshewanted.thewayshewanted方式状语,theway的用法与连词相同,后面常跟that,inawayintheway也有类似的用法eg.IwasneverallowedtodothingsthewayIwanted.Hewaslookingherinawaythatsurprisedher.*way作先行词时若在从句中作方式状语应用inwhich或that引导定语从句也可以省略;若在从句中作主语或宾语应用that或which引导定语从句eg.Thisisthewayinwhich/thathedidthat.这就是他做那事的方法Thisisthewaythat/whichisreasonable.这就是那个很有道理的方法Thisisthewaythat/whichheraised.这就是他提出来的方法
12.lightv.点燃照亮n.光光亮adj.明亮的轻的浅色的注:light的过去式或过去分词可用lighted或lit但作定语修饰名词时用lightedlightup照亮使光亮eg.Shetookthelighted点燃的candleintothedarkroomandquicklytheroomlitup照亮.Helitalamp/candle/cigarette/fire.Thesestreetsarelit/lightedbyelectricity.Sheenteredtheroomwithalightedcandleinherhand.
13.wondern.thingoreventcausingsurprisedfeelingcombinedwithadmiration奇观,壮举,奇才,惊奇,惊叹奇迹eg.Walkingonthemoonisoneofthewondersofourtimes.Whatawonderitis!Theywerefilledwithwonderwhentheysawthespaceship.It’sawonderthat…难得…It’sNo/Little/hardlywonderthat…难怪,并不奇怪eg.It’sawonderyourecognizedme. Nowonderheisnothungryhehasbeeneatingsweetsallday.难怪他不饿,他整天在吃糖果.
14.Thiswasatimewhenthetwocountrieswereatwar.这是两国交战时期atwar处于战争状态,介词at可表示状态或动作atpeaceatbreakfastatrestattableatworkatschoolatthepianoatone’sbesteg.AtthattimeChinaandJapanwereatwarsotravellingwasextremelydifficult.Thetwocountrieshavebeenatwarformanyyears.Peopletherearesufferingalot.
15.removev.1移走脱掉=takeoff2排除去掉=getridof3开除把…解聘/免职=dismisseg.Heremovedallhisdoubts.Removeyourhatafteryouenterthehouse.Hewasremovedfromschool.
16.furnituren.[u]家具apieceoffurnitureeg.Thereare____________________三件家具intheroom.threepiecesoffurniture
17.lessthan少于morethan多于
18.woodn.木头木材树木woodenadj.木制的
19.Thereisnodoubtthat….对…毫无疑问/怀疑doubtn.怀疑疑惑疑问vt.怀疑不信拿不准注意:doubt后面跟that还是whether引导从句的根据:一般来说否定句型中多用that从句;肯定句型中多用whether从句.Thereisnodoubt…=It’sclearthat…=It’sbeyondargumenteg.There’snodoubtthathe’llcomethisafternoon.Thereisnodoubtthathecandotheworkwell.Ihavenodoubtthathewillsucceed.Thereisnodoubtabouthishonesty/thatheishonest.Idoubthisabilitytothework.Wedoubtthetruthofthenews.Idon’tdoubtthathewillsucceed.Idoubtwhetherhewillcome.
20.AfterthatwhathappenedtotheAmberRoomremainsamystery.remainvi1剩余剩下remain+副词/介词短语2停留留下逗留比stay正式remain+副词3link-verb仍是依然remain+形容词/名词/介词短语系表结构4尚待留待remain+todoeg.Thechildrenateandateuntilnofoodremainedonthetable.AfterthepartyJudyremainedandhelpedmedothedishes.HowlongwillyouremainhereWhatreallyhappenedtotheAmberRoomremainsamystery.PeterbecameajudgebutJohnremainedafisherman.TheweatherstillremainedwarminOctoberAlotofworkremainstobedone.Itremainstobeseenwhetherhewillpass.他是否通过考试仍不得而知拓展:remainingadj.剩下的(作前置定语)remainstanding/seated一直站着/坐着remain/keepsilent保持沉默注意remain没有被动语态表达“留下来被做”时sth.remainstobedoneeg.Thefactremainstobeproved.事实尚待证明Afterthefireverylittleremainedofmyhouse.Letthingsremainastheyare.Heremainedsilent.
21.formeradj.从前的以前的latteradj.后面的两者中后者的较后的近来的eg.aformerambassador前任外交大使Betweencaptainandmajorthelatteristhehigherrank.在上尉与少校之间,后者是军衔较高
22.worthprep.相当...价值n.价值财产adj.值钱的值的看中的eg.Itisnotworthapenny.不值一文Thecarisworth$
10000.Whateverisworthdoingatallisworthdoingwell.凡是值得做的事情都值得好好地做Itsworthhearing/seeing.这值得听/看Thebookiswellworthreading.Itsworthnothing.这毫无价值Heisworthamillion.他是个百万富翁Step3QuestiontimeTaskSscomeupwiththeirowndifficultiesthattheteacherhasexplainedorhasnotyetcovered.Teachergivesfurtherexplanation.Step4ComprehendingTaskTalkaboutthequestioninExercise3incomprehending.Suggestedanswers:Thisdiscussionisanopportunityforstudentstodiscusswhethersuchreconstructionsareworthwhile.Thereareseveralfactorstoconsider:*thecost*whetheranobjectorbuildingcanbefaithfullyreproduced.*whetherithelpspeoplebetterunderstandthereasonswhysuchbuildingwasdestroyed.Homework:
1.Rememberthelanguagepointsinthetextandarrangenotesafterclass.Choosesomebeautifulsentencesfromthetext.
3.DothevocabularyexercisebothinTBWB.Period4Teachinglearningcontents:ListeningtalkinginWBDiscoveringusefulwordsexpressionsinLearningaboutlanguageinTBandvocabularyexerciseinWB.Teachinglearninggoals:
1.Practiselisteninganddothelisteningexercisesandtalkabouttheculturalrelicsprotection.
2.Practiceusingthewordsexpressionsandstructuresinthetextbydoingtheexercises.
3.DothevocabularyexercisesinWB.Mainpoints:listeningtheusagesofthewordsandphrasesDifficultpoints:listeningtheusagesofthewordsandphrasesClasstype:VocabularyexerciseTeachinglearningprocedures:Step1RevisionTaskRevisesomeofthewordsandlanguagepointsinthetext.Step2ListeningIntroduction:ThislisteningtextisaboutthebuildingofAswandaminEgyptandtheeffectithadononeparticularmonument.ThetempleatAbuSimbelisrightlyregardedasahistoricalmasterpiece.ThedamwouldhavecovereditsoUNESCOdecidedtoremoveitstonebystonetoanothersaferspot.TeacherreadsthedescriptiononP22inTBtotheSs.Task1Talkabouttheadvantagesanddisadvantagesofbuildingadambeforelistening.Task2ListentoPartAonceortwicetonumberthekeywordsdotheexercisesandcheckanswers.Task3ListentothePartAandPartBagaintoanswerthequestions.Answers:Exercise1:Advantages:1tomakeelectricityforeveryone;2toencourageindustry;3tomakethecountrylessdependentonoutsideoilsupplies.Disadvantages:1lossoflocalvillages;2lossofsomeculturalrelics;3lossofbeautifulscenery.Exercise2:
1.AswanHighDam
2.electricity
3.RiverNile
4.coveredbywater
5.AbuSimbel
6.engineers
7.UNESCOExercise3:
1.movethetemple
2.stonebystone
3.1900workers
4.fouryears
5.rebuild
6.morethan$
700000007.worth
8.in1996SuggestedanswerstoExercises4:
1.AbuSimbelneededtobemovedandrebuiltbecauseotherwiseitwouldhavebeencoveredbythewaterwhenthedamwascomplete.
2.Theysolvedthisproblembymovingthestatues.Theymarkedeverystonewithanumberandtookthestatuesapart.Thentheyreassembledtheminanothersite.ItwasverysuccessfulbecausemanytouristscometovisitAbuSimbelwhichlooksasimpressiveasitdidinitsoriginalsites.Step3TalkingTask1Ssworkinpairstobrainstormtheirideasforagreeinganddisagreeing.Task2Ssworkingroupstotelltheresttheirpointofviewandtheirreasons.Task3SsreporttheirviewsandreasonsandteacherwritesthekeywordsontheBbandatlasttohaveavoteonwhethertheythinkitisworthspendingsomuchmoneytomoveaculturalrelic.Step4DiscoveringusefulwordsandexpressionsTask1Writedownthewordsorexpressionsaccordingtothegivingexplanationsandthenchecktheanswers.Answers:
1.select
2.rare
3.reception
4.amaze
5.lessthan
6.wooden
7.insearchof
8.survive
9.remove
10.artist
11.former
12.atwarTask2Sscompletethepassagewiththegivenwordsandthenchecktheanswersandreadtheshortpassage.Answers:dynastiesstyleamazingjewelsdesigneddecoratedfancyraredoubtworthNewword:localadj.地方的当地的局部的乡土的n.当地居民本地新闻慢车局部Task3Studytheexplanationstothephrase“belongto”andintroducesomebasicknowledgeinEnglishdictionaryandteachtheSshowtousedictionary.Atlastmatchthemeaningswiththesentenceswiththesentencesintherightbox.Answers:A3B2C3D1Step4UsingwordsandexpressionsinWBTaskAsktheSstodothevocabularyexercisesandthenchecktheanswerandgivenecessaryexplanations.Iftimeisenough.Homework:
1.ReviewandpreviewthegrammarAttributiveClause.P85-
872.FinishoffthevocabularyexercisesonP42inWB.
3.Remembertheusefulwordsandexpressions.Period5Teachinglearningcontents:DiscoveringusefulstructureinLearningaboutlanguagegrammarexercisesinWB.Teachinglearninggoals:
1.GettheSstolearnandconcludethegrammaritem—TheRestrictiveandNon-restrictiveAttributivebystudyingandanalysingtheclausesinthetextandcombingtwosentencesintoanAttributiveclause.
2.Useandconsolidatethegrammaritemsbydoingthegrammarexercises.Mainpoints:grammaritemsandgrammarexercisesDifficultPoints:grammaritemsandgrammarexercisesClasstype:GrammarlearningandexercisesTeachinglearningprocedures:Step1RevisionTask1Consolidatesomeofthewordsandexpressionsinthisunit.Task2ChecktheanswerstothevocabularyexercisesinWB.Task3RevisethegrammaritemsaboutAttributiveClauselearnedinBook
1.Step2DiscoveringusefulstructuresTask1Ssskimthepassageagainandfindoutallthesentenceswithattributiveclause.9sentencesalltogetherand4ofthemareNon-restrictiveclauses.Task2Studythesentencesandnoticetheuseofcommatrytofindoutthedifferencesbetweenthemanddefinenon-restrictiveclause.Possibleanswers:*Restrictiveattributiveclausesgiveimportantinformationtofindaparticularthingorpersonfromtwoormoreotherthingsorpeople.*Non-restrictiveclausesgiveextrainformationwhichisinterestingorusefulbutnotessentialforfindingaparticularthingorperson.Thereisusuallyacommabeforethenon-restrictiveclause.Afewcharacteristicsofnon-restrictiveattributiveclause:restrictiveandnon-restrictiveattributiveclausesarebestlearnedbylookingatthecontextofthesentence;“that”clausesarenevernon-restrictiveattributiveclause;non-restrictiveclausesaremostfrequentlyusedinwrittenEnglish.Task3SsreadthegrammarexplanationsandexamplesonPage86-87togetageneralideaofthegrammaritemsandfindoutthepointsthattheycouldn’tunderstand.AnalysethefollowingtwosentencestoshowthedifferencesbetweenRestrictiveandNon-restrictiveAttributiveClauses.1Shekeptontellingjokeswhichmadeeveryoneangry.Thissentencesuggeststhatthefactshetoldjokesmadethemangry.2Shekeptontellingjokeswhichmadeeveryoneangry.Thissentencesuggeststhatthesubjectofherjokesmadethemangry.3Theysaidtheylovedtheirchildrenwhowerewell-behaved.Thissentencesuggeststhattheylovedallthechildrenandthattheirchildrenwerewell-behaved.4Theysaidtheylovedtheirchildrenwhowerewell-behaved.Thissentencesuggeststhattheyonlylovedallthechildrenwhowerewell-behaved.Task4LearnmorematerialsaboutRestrictiveandNon-restrictiveAttributiveClausetohaveaclearideaofthisgrammaritem.TeacherexplainsthegrammarrulesaswellasoffersmoreexampleswiththehelpofgrammarPPT.Grammarexplanation:限制性定语从句和非限制性定语从句I.限制性定语从句和非限制性定语从句的区别 限制性定语从句非限制性定语从句形式上不用逗号“,”与主句隔开用逗号“,”与主句隔开意义上是先行词不可缺少的定语,如删除,主句则失去意义或意思表达不完整只是对先行词的补充说明,如删除,主句仍能表达完整的意思译法上译成先行词的定语“...的”通常译成主句的并列句关系词的使用上A.作宾语时可省略A.不可省略B.可用thatB.不用thatC.可用who代替whomC.不可用who代替whomII.非限制性定语从句举例Hismotherwholoveshimverymuchisstrictwithhim.他妈妈十分地爱他,对他要求很严格Chinawhichwasfoundedin1949isbecomingmoreandmorepowerful.中国是1949年成立的,现在正变得越来越强大LastsummerIvisitedthePeople’sGreatHallinwhichmanyimportantmeetingsareheldeveryyear.去年夏天,我参观了人民大会堂,在那儿每年都要举行许多重要会议III.注意区分下列几组句子的不同含义
1.Herbrotherwhoisnowasoldieralwaysencourageshertogotocollege.她那当兵的哥哥总是鼓励她上大学(意含她还有其他哥哥)Herbrotherwhoisnowasoldieralwaysencourageshertogotocollege.她哥哥是当兵的,他总是鼓励她上大学(意含她只有一个哥哥)
2.Allthebooksthathavepicturesinthemarewellwritten.所有里面带插图的书都写得很好(意含不带插图的书则不一定写得好)Allthebookswhichhavepicturesinthemarewellwritten.所有的书都带插图,这些书都写得很好(意含没有不带插图的书)IV.关系代词as和which引导的定语从句as和which引导非限制性定语从句时,其用法有相同之处,也有不同之处
1.as和which都可以在定语从句中做主语或宾语,代表前面整个句子如Hemarriedheras/whichwasnatural.他跟她结婚了,这是很自然的事Heishonestas/whichwecansee.他很诚实,这一点我们看得出来
2.as引导的非限制性定语从句可以放在主句之前、主句之后,甚至还可以分割主句which引导的非限制性定语从句只可放在主句之后另外,as常常有“正如、正像”的含义如AsisknowntoallChinaisadevelopingcountry.众所周知,中国是发展中国家Heisfromthesouthaswecanknowfromhisaccent.他是南方人,这一点我们从他的口音可以知道Johnasyouknowisafamouswriter.正如你所知,约翰是个著名作家ZhangHuahasbeentoParismorethantentimeswhichIdon’tbelieve.张华已去过巴黎十多次了,这一点我不相信注意当主句和从句之间存在着逻辑上的因果关系时,关系词往往只用which如Tomwaslateforschoolagainandagainwhichmadehisteacherveryangry.汤姆老是迟到,这使得老师很恼火Thesetablesaremadeofmetalwhichmadethemveryheavy.这些桌子是金属的,这使得这些桌子很重
3.当先行词受suchthesame修饰时,关系词常用as如I’veneverheardsuchstoriesashetells.我从未听过象他讲的这样的故事Heisnotsuchafoolashelooks.他可不象他看上去的那样傻ThisisthesamedictionaryasIlostlastweek.这部词典跟我上星期丢失的一样注意当先行词受thesame修饰时,偶尔也用that引导定语从句,但与as引导的定语从句意思有区别如SheworethesamedressthatsheworeatMary’swedding.她穿着她在玛丽婚礼上穿过的同一条连衣裙Sheworethesamedressasheryoungersisterwore.她穿着跟她妹妹所穿的一样的连衣裙V.以theway为先行词的限制性定语从句通常由inwhich或that引导,而且通常可以省略Thewaythat/inwhichheansweredthequestionswassurprising.他回答这些问题的方式令人惊奇Idon’tlikethewaythat/inwhichyoulaughather.我不喜欢你冲她的样子 VI.关系代词与关系副词的选择Optional用关系代词还是关系副词引导定语从句主要看关系词在定语从句中的作用(即所担当的成分)试比较Iknowaplacewherewecanhaveapicnic.我知道一个我们可以野炊的地方Iknowaplacewhich/thatisfamousforitsbeautifulnaturalscenery.我知道一个以自然景色优美而闻名的地方Iwillneverforgetthedayswhenwespentourholidaystogether.我永远忘不了我们一起度假的日子Iwillneverforgetthedaysthat/whichwespenttogether.我永远忘不了我们一起度过的日子Thisisthereasonwhyhewasdismissed.这就是他被解雇的原因Thisisthereasonthat/whichheexplainedtomeforhisnotattendingthemeeting.这就是他向我解释的他没有参加会议的原因VII.定语从句与同位语从句的区别Optional
1.定语从句修饰限定先行词,它与先行词是修饰关系;同位语从句说明先行词的具体内容,它与先行词是同位关系TheplanethathasjusttakenoffisforParis.(定语从句)刚刚起飞的那架飞机是开往巴黎的Thefactthathehasalreadydiedisquiteclear.(同位语从句)他已经去世了,这个事实很明了
2.定语从句由关系代词或关系副词引导,关系词在从句中担当相应的句子成分,关系代词在从句中作宾语时经常可省略同位语从句主要由连词that引导,在从句中一般不担当成分;有时也由wherewhenhowwhowhetherwhat等连词引导,这些连词则在从句中担当成分Thenewsthathetoldmeistrue.(定语从句)他告诉我的消息是真的Thenewsthathehasjustdiedistrue.(同位语从句)他刚刚去世了,这个消息是真的Theproblemthatwearefacingnowishowwecancollectsomuchmoney.定语从句我们现在面临的问题是如何筹集这么多资金Theproblemhowwecancollectsomuchmoneyisdifficulttosolve.(同位语从句)我们如何筹集这么多资金,这个问题很难解决Thequestionthatheraisedpuzzledallofus.(定语从句)他提出的问题让我们很为难Thequestionwhetherheissuretowinthegameishardtoanswer.(同位语从句)他是否一定会赢得那场比赛,这个问题很难回答
3.同位语从句与先行词一般可以用动词be发展成一个完整的句子而定语从句则不能Theideathathewecouldasktheteacherforadviceiswonderful.(同位语从句)我们可以向老师请教,这个主意不错Theideawasthatwecouldasktheteacherforadvice.Thefactthattheearthmovesaroundthesunisknowntoall.(同位语从句)地球围绕太阳转,这个事实人人皆知Thefactisthattheearthmovesaroundthesun.Payattentiontotheproblemhowwecanprotectthewildanimals.(同位语从句)请注意如何保护野生动物这个问题Theproblemishowwecanprotectthewildanimals.Task5DothegrammarexercisesinTBtochecktheSs’understandingandconsolidatethegrammar.AnswerstoExercise3:
1.Herearethefarmerswhodiscoveredtheundergroundcitylastmonth.
2.HangzhouisafamouscityinChinawheremanypeoplecometobuytea.
3.Idon’tknowthereasonwhyshegotsoangry.
4.YouaretalkingtotheoldmanwhosawsomeGermanstakingparttheAmberRoomandremovingit./TheoldmanwhoyouaretalkingtosawsomeGermanstakingparttheAmberRoomandremovingit.
5.ThewomanrememberedthedaywhenshesawNazisburyingsomethingnearthehome.
6.StPetersburgisaverybeautifulcitywhichwasoncecalledLeningrad./StPetersburgwhichwasoncecalledLeningradisaverybeautifulcity.
7.IrememberthesoldierswhotoldmenottotellanyonewhatIhadseen.
8.Thesoldiersmovedtheboxtoaminewheretheywantedtohidethem.
9.Xi’anisoneofthefewcitieswhosecitywallsremainasgoodasbefore.
10.ShaanxiProvinceisaplacewhose/whereculturalrelicsarewelllookedafter.AnswerstoExercise4maybevaried.ToTeacher’sBookP17-18forreferenceNewwords:1apartadv.分享地;分开地takeapart拆开2paintingn.绘画;画paintn.油漆颜料涂料v.油漆用颜料等画绘3castlen.城堡Step4GrammarexerciseinWBTaskDotheGrammarexercisesinWBiftimepermits.Homework:
1.ReadmoreabouttheAttributiveClausetohaveafullperspectiveofthegrammaritem.
2.DotherestgrammarexerciseinWBandTB.Period6Teachinglearningcontents:UsingLanguage—ReadingListeningSpeaking.Teachinglearninggoals:
1.Readandunderstandtheshortpassagelearnthenewwordsfillintheformanddistinguishafactandanopinion.
2.Listentothetapeandfillintheblanks.
3.Talkaboutwhichpersongivingbestevidenceusingtheexpressionsaboutaskingforandgivingopinions.Mainpoints:Readinglisteningandspeaking.DifficultPoints:Listeningandtheunderstandingofdifferencebetweenafactandanopinion.Classtype:Readinglisteningandspeaking.Teachinglearningprocedures:Step1RevisionRevisethegrammaritemsbrieflyandchecktheanswerstothegrammarexercisesinWB.Step2ListeningTask1SsreadtheshortpassageandanswerthefollowingthreequestionsandthenteachergivessomestatementsfortheSstodecidewhethertheyarefactsoropinions.1WhatisfactAfactisanythingthatcanbeproved.2WhatisanopinionAnopinioniswhatsomeonebelievesistruebutalsohasnotbeenproved.3WhatisgoodevidenceinatrialFactStatements.ToTBP18*Attention:Afactcanbetestedcheckedorprovedwhileanopinioncannot.Task2Listentothetapeandlearnthefewlanguagepointstounderstandthepassagebetter.Languagepoints:1evidencen.[u/c]明显显著明白迹象根据[u][物]证据证物eg.Thebrokenwindowwasevidencethataburglaryhadtakenplace.2trialn.试验考验审讯审判inatrial3eyewitnessn.目击者;证人4Thejudgedoesnotconsiderwhateacheyewitnesslookslikeorwherethatpersonlivesorwork.Analysethesentencestructure.Meaning:法官并不考虑证人的长相如何,也不考虑这个人住在哪里,在哪儿工作5He/Sheonlycaresboutwhethertheeyewitnesseshasgiventrueinformationwhichmustbefactsratherthanopinions.他们关心的只是目击者是否提供了真实的信息,这些信息必须是事实而不是个人的观点或看法ratherthan是……而不是eg.Iwouldliketearatherthancoffee.Iwouldstayathomeratherthangotoseetheboringfilm.Task3Readaman’sstoryaboutwhathappenedtotheAmberRoomquicklyanddecidewhetheritisafactoropinionandfindsomekeywordstogivereasons/orsupportthejudgement.Answer:ItshouldbeanopinionbecausethatwhatisintheboxedisgoldortheAmberRoombecauseJanHasekdidnotseewhatwasintheboxes.Helistenedtootherpeople’sideaofwhatmighthavebeeninside.Sohisevidenceisandopinion.Task4Fillinthetableaccordingtotheinformationinthetext.Answer:NameJanHaekJobAminerPlaceCzechRepublicTimeApril1945WhatheheardSomethingexplodedatmidnight.Whathesaw
1.SomeGermansoldiersputwoodenboxesinthemine.
2.Theentrancetotheminewasclosed.WhathebelievesTheAmberRoomandsomegoldwereburiedinthemine.Newwordsandphrases:1explodevt.使爆炸vi.爆炸爆发破除推翻激发eg.Thebombexploded.炸弹爆炸了Ithrewthevaseontheflooranditexplodedintotinypieces.我把花瓶扔到了地板上,花瓶砰地一声摔个粉碎Thepopulationlevelinthisareahasexplodedduringthepast12years.在过去的十二年中这一地区的人口一直剧增.Thechildrenexplodedthreefirecrackers.孩子们燃放了三个爆竹2bythelightofmoon/light就着……的光3entrancen.入口门口进入entrancetothegarden/caveStep3ListeningTask1ListentoTapeAandBtwicetocatchtheinformationtofillintheblanks.TelltheSsthatthesetwopartsarepresentationssimilartotheoneinExercise2accordingtothegiventables.Andpayattentiontocatchingtheinformation.Somenewwords:sailorsinktreasuremaidTask2Listentothetapeagaintochecktheanswers.Answers:Exercise4:
1.Atsea
2.InafireExercise5:PartANameHansBraunJobAsailorPlaceKonigsbergOnenightduringthewarHewastoldtohelpGermansoldiersputsomebigwoodenboxesontotheship.Thesoldierssaidthattheheavyboxeswerefulloftreasure.Theshipwentouttosea.Onthevoyagetheshipwasattackedandsank.Almosteveryonedied.HehadtoswimthreekilometresbeforehewassavedbyaGermanship.PartBNameAnnaPetrovJobAMaidPlaceKonigsbergOnenightin1941Manytruckscametothecastlewithlargeboxes.TheGermansoldierstooktheboxesintothecastle.Sheheardthataspecialarttreasureinthecastlewasshowntoimportantvisitors.AttheendofAugust1944Sheheardsomethingexplodeandshesawthecastlewasonfire.Shesoundsomemeltedpiecesofsomethingthatlookedlikehoney.ThesoldierstoldherthatthemeltedpiecescouldhavecomefromtheAmberRoom.Step4SpeakingTask1GothroughtheexpressionsaboutaskingforandgivingopinionsonPage
6.Task2Discussinpairswhichpersongavethebestadvicewiththeexpressionsandwritedownthereasonsforchoice.Payattentiontothereliabilityoftheevidence.Sample:ItcanbeprovethatAnnaPetrovgavethebestevidencebecauseshesawsomethingthatcouldhavecomefromtheAmberRoomandshehasnothingtogainfromherstory.Task3Sharetheirideasandpresentthemtotheclass.Teachergivesasummaryatlast.Homework:
1.CompletethelisteningtaskandreadingtaskinWB.
2.PrepareashortspeechaccordingtospeakingtasksinWB.Period7Teachinglearningcontents:UsingLanguage—ReadingandWritingandtherestcontentsinthisunit.Teachinglearninggoals:
1.Readtheshortlettersanddiscussthequestions.
2.Organiseaninformalclassdebate.
3.Writeareportonthedebateusingthegivenguidance.Mainpoints:readingdebatingandwritingpracticeDifficultPoints:organizingadebateandwritingareport.Classtype:DebatingandwritingTeachinglearningprocedures:Step1RevisionTask1ChecktheanswerstothelisteningexercisesinWB.Task2AskfewstudentstogivespeechesaccordingtothespeakingtaskinWB.Step2ReadingandWritingTask1Ssreadtheshortlettersdiscussthequestionsandthinkoftheirownideas.Trytowritedownreasonsfortheirpointsofviewandsharetheminclass.Languagenotes:1thinkhighlyof看重;器重;高度评价2NordoIthinktheyshouldgiveittoanygovernment.Inversion3dowith与…相处;对付处理;处置忍受;(beareg.Whatshallwedowiththeguests我们应该怎样招待客人呢?Ican’tdowiththeloudmusic.我受不了吵闹的音乐Whathaveyoudonewiththeletter你是如何处理这封信的4costspendtakepay的用法区别Task2Gothroughthetipsfororganizinganinformalclassdebate.Thendividethewholeclassintotwohalvestohaveaclassdebate.DuringthedebateSswritetakenotesofthemainideasoftwosidesandthereasons.Attheendtakeaclassvote.Newwords:1informaladj.不正式的不拘礼节的formal2debatev.争论辩论debateabout/on/uponsthn.争论辩论haveadebateTask3Studytheguidancearrangethenotesandwriteanoutlineofthereport.Showthesamplewritingifnecessary.Reportstructure:Paragraph1:Statethequestion.Paragraph2:Givetheideasthatagreewiththequestionandthereasons.Paragraph3:Givetheideasthatdisagreewiththequestionandthereasons.Paragraph4:Giveyouropinionsandtheresultoftheclassvote.Samplewriting;Theclasshadadebateanddiscussedwhetheritrightforwhoeverfindsvaluableculturalrelicstokeepthem.Thosewhoagreedthatifyoufindculturalrelicsyoucankeepthemhadthreereasons.Firsttheysaidthattimeandmoneyhadbeenspentlookingforthemdothefinderdeservedthem.Secondtheysaidnobodywouldlookforlostrelicsiftheycouldnotkeepthem.Thirdtheysaidtherearesomanyoldrelicsthatitdoesnotmatterifoneortwobelongtothosewhofindthem.Thosewhodisagreedalsohadthreereasons.Firsttheysaidallculturalrelicsarevaluableforfindingoutaboutthepast.Secondtheysaidthatitisdishonesttotakethingsthedonotbelongtoyou.Thirdtheysaidthateveryculturalrelicbelongstothecountryandnotanyoneperson.Wehadaclassvote.Thosewhodisagreedwiththequestionwon.ThedebatechangedthemindsofsomepeoplewhohadoriginallysupportedJohannWeber’sideas.TelltheSsthestylesanditspossiblevarieties.Step3LearningTipsReadingforFunStep4WritingTaskinWBTask1GettheSstostudythegivenoutlineandorganization.Task2Brainstormsomedetailedinformationandpreparetheircomposition.ReadthesamplewritingonTBP28Step5ReadingTaskinWBSsreadthepassageanddothereadingcomprehensionexercisesandchecktheanswers.Homework:
1.Reviseandsummarythelanguageitemslearnedinthisunit.
2.Writingadebatereportoraletterofculturalrelicsprotection.
3.Revisethisunitanddotherelatedexercises.。