【英语】2018届人教版必修2一轮复习：Unit1Culturalrelics单元教案（24页）

【英语】2018届人教版必修2一轮复习：Unit1Culturalrelics单元教案（24页）

‎2018届人教版必修2一轮复习：Unit 1 Cultural relics单元教案 第一部分 教学设计说明 About the topic and the structures 单元话题和结构 本单元的话题是“Cultural relics/ 文化遗产”，介绍“文化遗产”的概念和“琥珀屋”，同时学习“限制性和非限制性定语从句”。‎ 教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照教案提出的“实际教学过程课时划分建议”进行教学。‎ Period 1‎ Reading ‎ 阅读课 Warming Up “热身”的目的是为阅读在一定程度上作好话题、词汇和结构的准备，激发学生相关的背景知识和学习兴趣。对此教案提供了“下定义”、“呈现背景”和“讨论两难选择”三种不同的“热身”设计供教师选用。实际操作中还需要教师动用诸如板书、投影等辅助手段，以达到最佳教学效果。‎ Pre-reading 部分要求学生“看、听、说”，以挖掘和呈现有关“琥珀屋”的背景知识，为其后的阅读做心理的铺垫和准备。‎ Reading是篇记叙文，记叙了“琥珀屋”的传奇故事。1709年，生性豪奢的普鲁士国王腓特烈一世命令当时普鲁士最有名的建筑师安·休鲁达和戈·德恩着手兴建“琥珀屋”（Amber Room）。完成后的琥珀屋面积约55平方米，共有全由琥珀制成的12块护壁镶板和12个柱脚，其上饰有银箔，可任意拼装成各种形状。在当时，琥珀的价值为黄金的13倍，因此“琥珀屋”无论从材料的贵重程度还是工艺水平来说都堪称稀世奇珍，曾有“世界第八奇迹”‎ 之誉。根据档案显示，琥珀屋曾被收藏在哥尼斯堡的一座城堡中。1946年，库祖莫夫从城堡中一位工作人员那里获知，琥珀屋所在的大厅已经在苏军占领城堡后失火焚毁。出于种种原因，库祖莫夫在给政府的报告中没有提到这件事。不过，俄罗斯官方似乎已经接受了这一事实。圣彼得堡冬宫博物馆馆长米哈伊·皮奥特罗夫斯基说：“它已经一去不返。它死了、被摧毁了。琥珀屋已经在哥尼斯堡葬身火窟。”‎ 教师可以依照教案提供的“搭配”、“表格”、“结构图”，引导学生从形式和内容两方面阅读文章，提高对世界遗产的认识，同时为下一节知识课“限制性和非限制性定语从句”作好铺垫。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language 首先学习“词汇学习策略”；然后要求学生完成课本第3页提供的“词法”练习。接下来教案详尽讲解了“限制性和非限制性定语从句”。‎ 学生完成课本中的句法练习之后，可以做教案提供的“限制性和非限制性定语从句”练习。‎ Period 3‎ Using language 运用课 Using language 主要是引导学生利用教案提供的“信息转化机制”阅读5页上的短文；其次是围绕短文的口语活动；在彻底读懂“读者来信”之后，引导学生按照回信范例写自己的回信，以活用本单元学到的词汇、短语、结构和话题。我们建议在学生写作过程中，教师也动笔写，给学生以启迪和信心。‎ 实际教学过程课时划分建议 Period 1‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2‎ 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3‎ 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。‎ Period 4‎ 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5‎ 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ Background ‎ 背景 围绕单元话题“Cultural relics”，教案提供了若干语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。‎ Section 2‎ Explanation 解析 重点针对“阅读课型”中的课文难句，教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。‎ Section 3‎ Vocabulary 词汇 按照课本单元词汇表顺序，教案重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。‎ 第三部分 教学测评说明 围绕单元词法、句法项目，教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。‎ ‎ ‎ ‎ Period1 Warming up and reading I. Warming up ‎1. Do you know what a cultural relic is?‎ It is any object, building or item that was made sometime in the past. It may be thousands of years old or may be a few hundred;‎ It may or may not be valuable;‎ It tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used. ‎ ‎2. Look at the pictures below and discuss what they are and whether they are cultural relics or not.‎ ‎ ‎ ‎ ‎ ‎3.Do you know heritage list? ‎ Can you tell me some examples ?‎ I’ll show you some culture relics in the heritage list.‎ I’d like you to guess what they are! Then think about what are culture relics.‎ UNESCO (联合国教科文组织)World Heritage List ‎ 截止于2006年，全世界共有世界遗产830处，其中文化遗产644处（包括人类口头遗产和非物质遗产代表作：昆曲），自然遗产162处，世界文化与自然双重遗产24处。‎ Speak it out loudly if you can!‎ II. Pre-reading ‎ 1.Have you seen amber? What does it look like?‎ Amber is a hard yellowish brown clear substance. It’s often used for jewels and decorative objects. ‎ ‎2. What can amber be made into?‎ ‎ ‎ ‎ ‎ ‎3. Can you imagine what a room made of amber looks like?‎ magnificent; wonderful…‎ III. Lead-in ‎ Now please look at the title and the video of the amber room, Please predict what it is about. How much does it cost?‎ ‎ ‎ The amber room was first built in 1709. It is said that the amber room is worth 100-250 million (1亿-2.5亿) dollars.‎ Suppose the Amber Room got lost. How would you feel? ‎ IV. Scanning Please scan the passage to find out characters, things, years, places, reasons and procedures ( who, what, when, where, why and how) in the passage.‎ ‎1. Who are characters in the passage?‎ Pass down and Catherine Ⅱhad completed the adding to ‎ the Amber room gave the amber room Peter the Great Czar as a gift; In return, sent him a troop o f his best soliers.‎ pass down ‎ Peter the Great Czar CatherineⅡ FrederickⅠ Frederick WilliamⅠ ‎ ‎ stole Nazi ‎ ?‎ ‎2. What did these people do to the Amber Room? ‎ ‎3. What happened to the amber room in the years below?‎ ‎1709 Frederick I first had the amber room built.‎ ‎1716 Frederick WilliamⅠ gave the Amber Room to Peter the Great as a gift.‎ ‎1770 Catherine Ⅱhad completed the adding to the Amber room.‎ ‎1941 The Nazi German army stole the Amber Room.‎ ‎2003 The rebuilding of the Amber Room was completed.‎ Prussia winter palace ‎ in St Petersburg summer palace ‎ outside St Petersburg Russia Germany Konigsberg on the Baltic sea the palace of Frederick Places IV. Skimming Read the text and discuss the main idea of each paragraph. ‎ Paragraph 1: Creation of the Amber Room.‎ Paragraph 2-3: History of the Amber Room.‎ Paragraph 4: Disappearance of the Amber Room.‎ Paragraph 5: Rebuilding of the Amber Room.‎ V. Careful Reading ‎1. What was the Amber Room made of?‎ ‎7,000 tons of amber were used to make it. It was also decorated with gold and jewels.‎ ‎2. The amber feels as hard as stone, how can it be made into a room?‎ Once it is heated, the amber can be made into any shape.‎ ‎3.Please read paragraph2-5 and fill in the form below.‎ Names of places What is it used for?‎ ‎ Prussia ‎ As the palace of FrederickⅠ St. Petersburg (Winter Palace)‎ ‎ As a small reception hall for important visitors.‎ Summer Palace ‎ Catherine Ⅱ spent her summers there.‎ Summer Palace 2003‎ For the people of St. Petersburg to celebrate the 300th birthday of the city.‎ VI. Careful reading Read Para 1 to find detailed information about the Amber Room Colour:‎ Birthplace:‎ Design:‎ Material:‎ Time to ‎ complete it:‎ yellow-brown Prussia in the fancy style popular ‎ in those days seven thousand tons of amber; ‎ gold and jewels It took the country’s best artists about ten years to make it.‎ Frederick William I ‎(the king of Prussia) ‎ ‎1. his winter Palace in St Petersburg ‎2. a small reception hall for important visitors.‎ as a gift of friendship gave to ‎ in return ‎ ‎ ‎ to use for Peter the Great ‎ (the Czar)‎ gave a troop of the his best soldiers Q2: What happened to the Amber Room in 1716?‎ Para. 4： ‎ the missing of the Amber Room Time : ‎ Event: ‎ ‎1941‎ ‎ Russia ‎(the Russians)‎ Nazi Germany ‎ (the Nazis)‎ at war ‎ stole ‎ the Amber Room the Nazis arrived sent it to Konisberg the Amber Room was missing The remove of the Amber Room Prussia Russia The winter palace in St Petersburg the summer ‎ palace outside ‎ St Petersburg German city on the Baltic Sea VII. Retelling A strange history ‎ ‎ IN SEARCH OF THE AMBER ROOM ‎ Amber Room was first built for ____ _____ _____ Frederick I. In 1716, Frederick William I gave it to Peter the Great ___ ___ ___ of friendship and ___ _____ he got the Czar’s 55 best soldiers. Thus the Amber Room became part of the Czar’s _______ _____ in St. Petersburg and ______ ___ a small reception hall for important visitors. Later, Catherine II told her artists to ____ more details ___ its design. Unfortunately, in September 1941, when Russia and Nazi Germany were ___ ___, the Amber Room was secretly _____ by the Nazis. _____ ___ ___ ____ that the boxes were then put on a train for Konigsberg. After that, the Amber Room _____ ______. Recently, the Russians and Germans have built a new Amber Room which was ready for the people of St. Petersbrug to celebrate the _____ _________ of their city in the spring of 2003.‎ The keys: ‎ the palace of; as a gift; in return; Winter Palace; served as; add; to; stolen; There is no doubt; at war; 300th birthday VIII. Check According to the text, please put the sentences below in right order.‎ ‎1. Fredrick William Ⅰ gave the Amber Room to Peter the Great as a gift.‎ ‎2. The Czar gave Fredrick William Ⅰ55 soldiers.‎ ‎3. The Amber Room was made for FredrickⅠ.‎ ‎4. The Russians removed art objects from the Amber Room.‎ ‎5. More details were added to the room’s design.‎ ‎6. The Amber Room was taken apart and moved away.‎ ‎7. A New Amber Room was built.‎ ‎8. Catherine Ⅱmoved the Amber Room to the palace outside St Petersburg.‎ The right order: 2-3-1-6-5-7-8-4‎ XI. Homework 1. Please recite the general idea of the passage.‎ 2. Find out the Attributive Clause in the passage.‎ 3. please find out the language points in the passage.‎ Period2 language points ‎ survive ‎ v. 生存,生还 ‎1. The old lady has survived all her children. 那老太太的子女都先她而去世了。‎ ‎2. In the jungle, they were driven to extremes in order to survive. 在丛林中, 他们为了生存被迫采取极端行动。‎ ‎3. The human race cannot survive. 人类不能继续生存。‎ ‎4. Will we all survive until the year 2000? That's the sixty-four thousand dollar question. 我们大家是否都能活到公元2000年? 这个问题很难回答。‎ ‎5. These birds are able to survive the perils of the Arctic winter. 这些鸟能够战胜北极冬天的危险。‎ ‎6. If the industry doesn't modernize it will not survive. 该制造业若不现代化就不能继续存在。‎ ‎7. You need to be tough to survive in the jungle. 要在丛林中活下来就要有坚忍不拔的意志。‎ ‎8. The urge to survive drove them on. 求生的欲望驱使他们继续努力。‎ in search of 寻找,寻求 ‎1. Some tribes migrate with their cattle in search of fresh grass. 有些部落为了寻找新鲜的牧草而带着他们的牲畜迁移。‎ ‎2. The article seems to be angled towards modern young women in search ‎ of equality. 这篇文章的观点似乎倾向寻求平等的现代年轻妇女。‎ ‎3. The scientists are in search of a new element. 科学家们正在寻找一种新元素。‎ ‎4. It fared worse with the family who left their hometown in search of better jobs. 那家人为寻找更好的工作离开家乡，运气却更糟。‎ ‎5. He's sailed the seven seas in search of adventure. 他闯荡七大洋去历险。‎ select a. 精选的 n. 被挑选出来的人或物 vi. 选择,挑选,选拔 vt. 选择,挑选 ‎1. A select group were invited to the wedding reception. 一群经过挑选的人士被邀请参加婚宴。 ‎ ‎2. This is a very select area; you have to be rich to live here. 这高级住宅区，你必须有钱才能住在这里。 ‎ ‎3. She selected a diamond ring from the collection. 她从收藏品中挑选了一枚钻石戒指。 ‎ ‎4. Our shops select only the very best quality produce. 我们商店都是精选的质量最高的产品。‎ design ‎ n. 设计,图样 v. 设计,计划 ‎1. He designed us a beautiful house. 他为我们设计了一所很美的房子。‎ ‎2. This dress is of the latest design. 这件衣服是最新设计。‎ ‎3. The gloves were designed for extremely cold climates. 这些手套是为严寒地区制造的。‎ ‎4. His evil designs were frustrated. 他的罪恶企图未能得逞。‎ ‎5. The route was designed to relieve traffic congestion. 这条路是为缓解交通拥挤而开辟的。‎ ‎6. We shall have to design a new curriculum for the third year. 我们得设计出三年级的新课程。‎ ‎7. Do the Italians really design better than we do? 意大利人真比我们会设计吗?‎ ‎8. She has designs on his money. 她觊觎他的钱财。‎ fancy ‎ n. 想象力,幻想,喜好 a. 想象的,精美的,新奇的 ‎1. I fancy I have met you before. 我想我以前或许见过你。‎ ‎2. The painting took his fancy, so he bought it. 这幅画被他看中了，所以他就把他买了下来。‎ ‎3. Fancy her saying a thing like that! 想不到他竟然说出这种话来。‎ ‎4. I don't fancy going all that way in such bad weather. 我不喜欢在这样的坏天气里一直这么走着。‎ ‎5. She rather fancies herself as a singer. 她自以为是了不起的歌手。‎ ‎6. I have a fancy (ie a vague idea) that he will be late. 我感觉他要迟到。‎ ‎7. That's a very fancy pair of shoes! 那是一双非常别致的鞋!‎ ‎8. He fancies she likes him. 他以为她喜欢他。‎ decorate v. 装饰,装修 ‎1. We decorated the house for Christmas. 我们装饰房屋过圣诞节。 ‎ ‎2. Several soldiers were decorated for bravery. 数名士兵因英勇而受嘉奖。 ‎ ‎3. Bright posters decorate the streets. 鲜艳的广告招贴画点缀着街道。‎ ‎4. The building was decorated with flags. 这座建筑物有旗子作装饰。‎ ‎5. We're decorating (the kitchen) again this summer. 今年夏天我们又要修饰厨房。‎ belong to vt. 属于(为...之一员)‎ ‎1. You and I belong to different political camps. 你和我属于不同的政治阵营。‎ ‎2. The more help a man have in his garden, the less it belongs to him. 花园里帮忙的人手愈多，就愈不成为自己的花园。‎ ‎3. What party do you belong to? 你属于哪一党派？‎ ‎4. Land belonging to the crown does not belong to the king personally but to the state. 皇室的领地并非属于国王私人所有，而是属于国家的。‎ ‎5. Do you belong to a union? 你属于某个工会吗？‎ ‎6. Do wolves belong to the canine species? 狼是犬科动物吗？‎ ‎7. Alder trees belong to the birch family. 赤杨属于桦木科。‎ ‎8. I belong to Glasgow. 我是格拉斯哥人。‎ in return ‎ 作为回报,作为报答 ‎1. He was always ready to help others, in return, he was liked by everyone. 他总是乐于助人，作为回报，大家都喜欢他。‎ ‎2. In return; in response; back. 作为回报；作为回应；回答 ‎3. A tenure in England and Scotland under which property of the king or a lord in a town was held in return for a yearly rent or the rendering of a service. 纳贡土地所有权在英格兰和苏格兰的城镇中向国王或贵族付一定的年租或提供服务作为回报而获得的土地所有权。‎ ‎4. I sent him a present in return for his help. 我送给他一份礼物以回报他的帮助。‎ ‎5. I'll let you borrow it on one condition: (that) you lend me your bicycle in return. 我借给你也行, 但有个条件, 你得把你的自行车借给我。‎ ‎6. I bought him a drink in return for his help. 我请他喝酒以酬谢他的帮助。‎ ‎7. The bargain they reached with their employers was to reduce their wage claim in return for a shorter working week. 他们与雇主达成的协议是他们在工资方面降低要求, 但每周工时要缩短。‎ at war 处于战争状态,交战 ‎1. An official agreement between governments at war, especially one concerning the exchange of prisoners. ‎ ‎ 交换战俘的协议交战国政府间订立的官方协议，尤指涉及战俘交换的协议。‎ ‎2. The state of being at war or being engaged in a warlike conflict. ‎ ‎ 交战处于战争或有战争危险的冲突状态。‎ ‎3. During the Second World War, Germany was at war with almost all the countries in the world. ‎ ‎ 第二次世界大战期间，德国几乎同世界上所有的国家处于交战状态。 ‎ ‎4. The two sisters are constantly at war with each other. 这两姐妹不时发生争执。 ‎ ‎5. The country has been at war with its neighbour for two years. 这个国家与邻国已打了两年仗了。‎ ‎6. Their love affair was played out against the background of a country at war. ‎ ‎ 他们恋爱那时国家正进行着战争。‎ remove ‎ n. 距离 v. 除去,迁移,开除 ‎1. Our office has removed to Shanghai from Beijing. 我们的办公室已从北京迁到上海。‎ ‎2. That officer must be removed. 那位官员必须免职。‎ ‎3. He removed the mud from his shoes. 他去掉鞋上的泥。‎ ‎4. Your story is several removes from the truth. 你的说法与事实有些距离。‎ ‎5. We are removing from London to the country. 我们正从伦敦迁往乡下。‎ ‎6. Our suppliers have removed to Bath. 我们的供应厂商已迁往巴斯。‎ ‎7. How can we remove the husk of the grains? 我们怎样去掉谷物的外皮？‎ ‎8. When the meat is boiling, remove the scum. 当肉煮沸时，把浮在上面的浮渣撇掉。‎ less than 不到,少于 ‎1. This piece of furniture is really inexpensive with a price of less than forty dollars. ‎ ‎ 这件家具还不到四十美元，实在不贵。 ‎ ‎2. Even under the best conditions, we couldn't finish in less than three days. ‎ ‎ 即使在最好的情况下，我们也无法在少于三天的时间内完成。 ‎ ‎3. A pound today buys much less than it did a year ago. ‎ ‎ 今天一英镑远远买不到一年前能买的那么多东西。‎ ‎4. The amount by which one quantity is greater or less than another. ‎ ‎ 差额一个数在数量上多于或少于一个数的数值。‎ ‎5. That hotel probably costs no less than 20 dollars a night. 那间旅馆的住宿费大约要20元一晚呢。 ‎ ‎6. The whole house went up in smoke in less than an hour. 整座房子不到一个小时就烧光了。‎ ‎7. We won no less than 500 in a competition. 我们在一场比赛中赢了多达500英镑。‎ ‎8. We shan't let our house go for less than 50000. 我们的房子低于50000英镑不卖。‎ doubt n. 怀疑,疑惑 v. 怀疑,不信 ‎1. There is no doubt that we will be successful. 毫无疑问我们会成功的。 ‎ ‎2. I doubt the truth of it. 我怀疑此事的真实程度。 ‎ ‎3. He was troubled by religious doubt. 他因对宗教的疑惧而十分烦恼。 ‎ ‎4. No doubt he means to help, but in fact he just gets in the way. ‎ ‎ 他确实是想帮忙，然而事实上却只是帮倒忙。 ‎ ‎5. She was beyond all doubt the finest ballerina of her day. ‎ ‎ 她无疑是她那个时代最优秀的芭蕾舞演员。 ‎ ‎6. I have no doubt that you will succeed. 我肯定你能成功。‎ ‎7. There is (no) room for doubt. （没）有怀疑的余地。‎ ‎8. I doubt if that was what he wanted. 不知道那是不是他想要的。‎ worth n. 价值 prep.& a. 值...钱,值得...的 ‎1. The house is worth a lot of money. 这栋房子值很多钱。 ‎ ‎2. Whatever is worth doing at all is worth doing well. 任何值得做的事就值得做好。 ‎ ‎3. The thief ran off down the road, so I chased him for all I was worth. ‎ ‎ 那个贼顺着马路逃跑，我就拼命紧追不舍。 ‎ ‎4. It's such a small point that it's hardly worth troubling about. 这个问题很小, 不值得研究。‎ ‎5. What's the old man worth? ie What is the value of his possessions? 这个老先生的财产值多少钱? ‎ ‎6. Any teacher worth his salt knows that. 只要不是混饭吃的教师, 都明白这一点。‎ ‎7. The book is worth reading/It's worth reading the book. 这本书值得一读。‎ ‎8. The scheme is well worth a try. 这个计画倒值得一试。‎ take part vi. 支持 ‎1. He will take part in a chess tournament next week. ‎ 下星期，他将要参加一场国际象棋比赛。 ‎ ‎2. We are all invited to take part in the pageant. 我们全都被邀请参加这次盛典。 ‎ ‎3. He mustered all his courage to take part in the game. 他鼓起全部的勇气参加比赛。 ‎ ‎4. The panel was chosen to take part in discussion. 那个专门小组被选中参加讨论。 ‎ ‎5. Many people were elected to take part in democratic involvement. ‎ ‎ 很多人被选举参与民主管理。 ‎ ‎6. Let's take part in the triumphal chorus. 让我们去参加凯歌大合唱吧。 ‎ ‎7. In early days only male athletes were allowed to take part in the Olympic Games. ‎ ‎ 在奥林匹克运动会早期, 只有男性运动员才能参加比赛。 ‎ ‎8. She would sooner resign than take part in such dishonest business deals. ‎ ‎ 她宁可辞职也不愿参与这种不正当的买卖。‎ explode v. 爆炸,爆发,激发 ‎1. He exploded with rage. 他勃然大怒，暴跳如雷。 ‎ ‎2. The firework exploded in his hand. 那个爆竹在他手里响了。 ‎ ‎3. When the boiler exploded many people were injured. 因锅炉爆炸，许多人受了伤。 ‎ ‎4. At last his anger exploded. 他终于大发雷霆。‎ ‎5. He exploded with rage, fury, jealousy, etc. 他勃然大怒、 暴跳如雷、 妒火中烧等。‎ ‎6. She exploded into loud laughter. 她突然大笑起来。‎ ‎7. The bomb was timed to explode during the rush-hour. 炸弹选在人最多时爆炸。‎ ‎8. I'm about to explode! 我肺都快要气炸了！ ‎ think highly of ‎ 尊重 ‎1. They think highly of him. 他们很敬重他。‎ ‎2. No, not really! I think only the professor really understands it. But I know the government thinks highly of it. 不，并不真懂。我想只有教授本人才真正懂得。但我知道政府对他的发明评价很高。‎ Periods 3&4 Learning about Language Teaching Goals: 1. To learn about the restrictive and non-restrictive attributive clause ‎2. To learn how to use some useful words and expressions.‎ ‎3. To learn how to use some useful structures Teaching Procedures:‎ Step 1. Warming Up Ask Ss to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4). ‎ Suggested Answers: ‎ Ex1:‎ ‎1.select 2. rare 3. reception 4. amaze 5. less than 6. wooden 7. in search of ‎8. survive 9. remove 10. artist 11.former 12.at war Ex2: dynasties style amazing jewels designed decorated fancy rare doubt worth Ex3: A.3 B.2 C. 3 D.1‎ Step 2. Learning about the attributive clause ‎1. 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 coat Adjective clause:‎ ‎ the coat which I bought yesterday Like 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.‎ Informal ‎ Some firefighters never meet the people they save.‎ Formal ‎ Some 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. that B. as C. who D. whom ‎(2) The visitors saw rows of houses the roofs _____ are red.‎ ‎ A. on which B. of which C. where D. that ‎(3) I usually take a nap after lunch, ______ is my habit.‎ ‎ A. which it B. as it C. as D. that ‎(4) Please tell me the way _____ you did the job.‎ ‎ A. how B. where C. which D. in which ‎(5) Is this museum ____ some German friends visited the day before yesterday?‎ ‎ A. the one B. which C. that D. where ‎(6) The farmer uses wood to build a house ____ to store grain.‎ ‎ A. in which B. where C. that D. 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; which B. that; which C. when; that D. which; that ‎(8) Little has been done ____ is helpful to our work.‎ ‎ A. that B. what C. which D. all that ‎(9) Perhaps this is the only market ____ you can get such cheap goods.‎ ‎ A. that B. of which C. by which D. where ‎(10) We'll put off the outing until next week, ____ we won't be so busy.‎ ‎ A. when B. which C. at which D. in that Suggested Answers: ‎ ‎(1) B (2) B (3) C (4) D (5) A (6) A (7) B (8) A (9) D (10)A ‎4. Ask Ss to finish Ex3 (P4) and Ex4(P4)‎ Suggested 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 university 2. who discovered the Terracotta Warriors 3. which was decorated with valuable jewels 4. where she can learn about former dynasties 5. which was drawn by a famous artist in the Tang Dynasty 6. which is very beautiful 7. when we get together to celebrate ‎ 8. that I can’t remember 1. which is known for its its good food 2. when the weather was warm and sunny Periods 5 Using language Teaching 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 up Purpose: To get Ss to know the difference between a fact and an opinion.‎ ‎1. Definition A 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 reading ‎1. 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.‎ Suggested Answers: ‎ Collocation from Using Language on page 5‎ in a trial, rather than, more than, to tell the truth, agree with, It can be proved that ..., no reason to, a reply to, think highly of, search for, return…to…‎ Step 3. Note taking Listen 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 Speaking ‎ Purpose: 1. To learn how to ask for or give opinions.‎ ‎ 2. To learn how to write a letter of suggestions.‎ ‎1. Group work ‎(1) We often use some expressions to ask for opinions. What are they?‎ What do you think ‎ of ...?‎ Do you believe ... ?‎ How can you be sure of ...?‎ How do you know that?‎ ‎(2) We often use some expressions to give opinions. What are they? ‎ I think ...‎ I don't think ... ‎ I don't agree that ...‎ I suppose that ...‎ Suggested 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. Debate Divide 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 the writer.‎ ‎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 better understand your opinion.‎ Step 6 Writing ‎ Write a report on your debate according to the demand of part 4 of P7.‎ Step 6. Homework Finish the exercises in the workbook so as to consolidate what has been learned.‎ ‎ Notes to difficult sentences from this unit ‎ ‎1. …could never have imagined that his greatest gift to the Russian people would have such a strange history. 根本没有想象到他送给俄罗斯人民的礼物会经历如此曲折的历史。‎ 主句谓语动词和从句谓语动词都是“虚拟语气”用法。‎ 最基本的虚拟语气句型: ‎ a虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。If places were a like, there would be little need for geographers. 如果各个地方都一样，就不需要地理学家了。‎ b虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去分词，主句用would / should / could / might + have +过去分词。If he had known your address yesterday, he would have telephoned you. ‎ c虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should /could/ might +动词原形。If he were to leave today, he would get there by Friday ‎2. The design of the room was in the fancy style popular in those days. 琥珀屋设计的思路是当时流行的华丽风格。‎ 句中in the fancy style 可以改写为of the fancy style，后者是一种特殊的“(be)+of+名词”结构，其中的名词是抽象名词时,相当于其中名词所对应的形容词的意思, 说明被修饰词具有某种特征或属性。‎ ‎“(be)+of+名词”结构中常用的名词有use/importance/help/value/interest/quality/service/benefit/necessity等。如: I don't want to hear what you are saying. It is of no interest to me. 我不想听你说,我对此不感兴趣。(of no interest=not interesting) Doing morning exercises will be of benefit to your health. 做早操对你的健康有利。Coal is of great importance to the development of industry. 煤对工业发展是相当重要的。(of great importance=very important) ‎ ‎3. In fact，the room was not made to be a gift.‎ ‎ 事实上，琥珀屋制作的意图不是礼物。‎ 英语中有些动词，若其宾语补足语是不带to 的不定式，变为被动语态时，该不定式前要加"to"。此类动词为感官动词。feel, hear, help, listen to, look at, make。‎ ‎4. In 1770, the room was completed the way she wanted it. 1770年琥珀屋按照她的设想完成了。‎ the way 前面可以补上一个in，way 的后面可以补个that 。‎