【英语】2018届人教版必修2一轮复习：Unit1Culruralrelics单元教案（22页）

【英语】2018届人教版必修2一轮复习：Unit1Culruralrelics单元教案（22页）

‎2018届人教版必修2一轮复习：Unit1Culrural relics单元教案 Period 1 A sample lesson plan for Reading ‎(IN SEARCH OF THE AMBER ROOM)‎ Introduction In this period, after the warming up, students will first be guided to look and say about the Amber Room. Then they will be helped to read a narration entitled IN SEARCH OF THE AMBER ROOM. It’s a story about a amber room built and lost, which has been a puzzle for all.‎ Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to ask for opinions and give opinions ■ To help students learn to read a text about cultural relics ‎ ■ To help students better understand “cultural relics”‎ ■ To help students learn to use some important words and expressions ■ To help students identify examples of The Restrictive and Non-Restrictive Attributive Clause Focus Words survive, design, fancy, belong, remove, explode, sink ‎ Expressions ‎ in search of, belong to, in return, at war, less than, take apart, think highly of Patterns ‎ This gift was the Amber Room, which was given this name because…‎ I could never have imagined that his greatest gift to the Russian people would have such an amazing history. ‎ The design of the room was in the fancy style popular in those days. ‎ In 1770, the room was completed the way she wanted it. ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ ‎1. Warming up ‎ ‎⑴ Warming up by defining Good morning, class. This period we are going to take Unit 1, Book 2. The topic is Cultural relics. But first, I’d like to ask: ‎ A. What kind of old things can be called 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?‎ A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.‎ B. No, not all the old objects are cultural relics.‎ C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.‎ D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.‎ ‎⑵Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them. ‎ Who’d like to tell the class something about them?‎ Cultural sites:‎ The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. ‎ Natural sites: ‎ The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.‎ ‎⑶Warming up by discussing Now, 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 a 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? ‎ ‎2. Pre-reading by looking and saying Look at the photos here. What do you know about the substance of “amber”? What do know about the cultural relics “the Amber Room”? ‎ ‎“amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi. ‎ The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.‎ ‎3. Reading aloud to the recording Now please listen and read aloud to the recording of the text In Search of the Amber Room on page 1. 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.‎ ‎4. Skimming and identifying the general idea of each paragraph This passage on page 1 is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense. Now please skim the text to get the key words and general idea of each paragraph. ‎ ‎1st paragraph the introduction about the Amber Room: design, colour, shape, material ‎2nd paragraph ‎ the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor ‎3rd Paragraph the relocating of the Amber Room in Catherine Ⅱ times: moved into ‎ Summer Palace, more added to its design ‎4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on ‎5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300 the birthday of Petersburg ‎5. Making a tree diagram ‎ Go on to make a tree diagram of the text and try to retell the text in your own words with its help.‎ The Amber Room: the best and biggest work of country’s best Prussian artists ‎ Para.1‎ In 1770, the Amber Room redecorated by Catherine II Para.2‎ In 1716, the Amber Room given to the Czar as a gift Para. 2‎ In 1941 the Amber Room stolen by the Nazi German army Para. 4‎ The old missing Amber Room being searched for; a new Amber Room having been built Para. 5‎ ‎6. Reading and underlining Next you are to read the text and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.‎ Collocations from In Search of the Amber Room make the design for the room, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery ‎7. Reading and transferring information Read the text again to complete the table, which lists all the numbers in the text.‎ NUMBER ‎ MEANING ‎1716‎ Frederic William gave the Amber Room to Peter, the Great in this year.‎ ‎1770‎ Catherine Ⅱ had completed the adding to the Amber Room in this year.‎ ‎1941‎ The Nazi German army stole the Amber Room in this year.‎ ‎2003‎ The rebuilding of the Amber Room was completed in this year.‎ ‎7000 Tons The total weight of the ambers used to make the room.‎ ‎55‎ The number of soldiers given to the king of Russia in return.‎ ‎600‎ The number of the candles lit in the Amber Room.‎ ‎2‎ The two countries: German and Russia.‎ ‎2‎ In two days the Amber Room was removed and trained away.‎ ‎100,000‎ The Amber Room was dismantled into 100,000 pieces ‎27‎ ‎27 wooden boxes were used to contain the pieces of Amber Room.‎ ‎300th The newly rebuilt Amber Room was ready for the 300th birthday of St ‎ Petersburg city ‎8. Reading and learning ‎ Read the text and learn more about the following proper nouns. You can surf on the website after class:‎ Names of people ‎ Names of places Frederick Ⅰ Prussia Frederick William Ⅰ St. Petersburg Peter the Great Konigsberg ‎ Catherine Ⅱ Winter Palace Summer Palace ‎9. Having a discussion A. 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?‎ A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.‎ B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.‎ ‎10. Closing down by doing a quiz Fill in the blank with one word to complete the summary of the text.‎ The Amber Room was made 1_____ 1701 onwards in order to be installed at Charlottenburg Palace, 2 _____of Friedrich I, the first king of Prussia, at the urging of his second wife, Sophie Charlotte. The concept of the room and its 3 _____was ‎ by Andreas Schlüter. It 4 _____crafted by Gottfried Wolfram, master craftsman to the Danish court of King Frederick IV of Denmark, 5 _____help from the amber masters Ernst Schacht and Gottfried Turau from Danzig. ‎ It did not, however, 6 _____at Charlottenburg for long. Peter the Great admired it on a visit and in 1716, Friedrich Wilhelm I, the first king's son, presented 7 _____to him, and with that act cemented a Prussian-Russian alliance 8 _____Sweden. ‎ In 1755 Tsarina Elizabeth of Russia 9 _____it transferred and installed, first in the Winter Palace, and then 10 _____the Catherine Palace. From Berlin, Frederick II the Great sent her more Baltic amber, in 11 _____to fill out the originals in the new design by the tsarina's Italian court architect, Bartolomeo Rastrelli. ‎ The Amber Room represented a joint effort 12 _____German and Russian craftsmen. After several other 18th-century renovations, it 13 _____more than 55 square meters and contained over six tones of 14 _____. It took over ten years to construct.‎ ‎（Keys: 1from 2 home 3 design 4 was 5 with 6 remain 7 it 8 against 9 had 10 in 11 order 12 of 13 covered 14 amber）‎ Work out the word and structure questions.‎ ‎1. Reports have occasionally surfaced _____ that components of the Amber Room survived the war. ‎ A: stated B: stating C: to state D: state ‎ ‎2. There have been numerous conflicting reports and theories, among them _____ the Amber Room was destroyed by bombing, hidden in a now-lost coal mine. ‎ A: which B: that C: where D: when ‎ ‎3. Many different individuals and groups have done extensive searches for it at various times since the war, _____ little result. ‎ A: to B: with C: by D: on ‎ ‎4. However, in 1997 one Italian stone mosaic _____ was part of a set of four _____‎ ‎ had decorated the Amber Room did turn up in western Germany.‎ A: that, which B: which, which C: it, that D: that, it ‎(Keys: 1B, 2 B, 3 B, 4 A)‎ Period 2 A lesson plan for Learning about Language ‎ (The Restrictive and Non-Restrictive Attributive Clause) ‎ Introduction In this period students will be helped by the teacher first to discover ways to increase their vocabulary, and then to discover useful words and expressions by doing the given exercises in the text book. After learning about the focused grammar item students are asked to discover useful structures and do the restrictive and non-restrictive attributive clause exercises.‎ Objectives ■ To help students better the way to increase their vocabulary ■ To help students learn to use some useful words and expressions ■ To help students learn to identify and use the restrictive and non-restrictive attributive clause exercises Procedures ‎1. Warming up by learning about tips to build English vocabulary Feeling difficult trying to memorize so many vocabulary words? It doesn't need to be a hard task! Check out these practical pointers that can help you build your word power!‎ Connect: It's easier to memorize words based on a common theme. Make your own ‎ connections between words and possibly organize them in a spider diagram.‎ Write: Practically using vocabulary can help it stick in your mind. Write sentences with new vocabulary words or compose a story using a group of words or expressions.‎ Draw: Expose the artist in you by drawing pictures related to the words you study. Your drawings can help trigger your memory in the future.‎ Act: Get your moves on by acting out words and expressions you learn. Or, imagine and act out a situation where you would need to use them.‎ Create: Design flashcards in English and study them in your spare time. Each week make new ones, but continue to review all of them.‎ Associate: Assign different colors to different words. This association will help you recall vocabulary later. ‎ Listen: Think about other words which sound similar to the words you're learning, especially complex words. Associate the other words with this new word to help you remember the pronunciation.‎ Choose: Remember that topics that interest you will be easier to learn. Therefore, carefully select words that you will find useful or interesting. Even the process of making the choice is a memory aid!‎ Limit: Don't try to memorize the dictionary in a day! Limit yourself to 15 words per day, and you'll gain confidence instead of feeling overwhelmed.‎ Observe: Keep an eye out for the words you're studying when reading or listening to English.‎ ‎2. Discovering useful words and expressions ‎ Please turn to page 3. Do exercises 1, 2 and 3. Please check your answers against your classmates’.‎ ‎3. Learning about restrictive & non restrictive clauses ‎ Do the following pairs of sentences mean the same thing?‎ ‎1a My uncle, who lives in London, is very rich.‎ b My uncle who lives in London is very rich.‎ ‎2a The policies, which were unpopular, were rejected by the voters.‎ b 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.‎ b 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 ....).‎ ‎4. Taking a quiz on the attributive clause Select 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. 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. She wore, _ was very uncommon in the country, a red garment.‎ A. what B. that C. which D. it ‎ ‎4. The boys, _ could not reach the shelf, went to look for something to stand on.‎ A. the tall of whom B. the tallest of whom C. the tallest me D. the tallest of them ‎ ‎5. I usually take a nap after lunch, is my habit.‎ A. which it B. as it C. as D. that ‎ ‎6. Please tell me the way you did the job.‎ A. how B. where C. which D. in which ‎ ‎7. Caves and hollow trees are not the only places .‎ A. where do bats live B. which bats live C. where bats live in D. in which bats live ‎ ‎8. Is this museum some German friends visited the day before yesterday?‎ A. the one B. which C. that D. where ‎ ‎9. The farmer uses wood to build a house to store grain.‎ ‎ A. in which B. where C. that D. with which ‎ ‎10. The reason he failed was that he was too careless.‎ A. why B. that C. D. A. B or C ‎ ‎11. 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 ‎ ‎12. Little has been done is helpful to our work.‎ A. that B. what C. which D. all that ‎ ‎13. Perhaps this is the only market you can get such cheap goods.‎ A. that B. of which C. by which D. where ‎ ‎14. 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 ‎ ‎15. Do you friends are coming to our party?‎ A. whose else B. else who’s C. who’s D. who else’s ‎ ‎(Keys: 1~15：BBCBC DDAAA BADAD)‎ 5． Closing down by discovering useful structures To end this period go to page 4 to do the four structure exercises.‎ Period 3 A sample lesson plan for Using Language ‎(A FACT OR AN OPINION)‎ Introduction Language is learned to be used in and for communication. So in this period we shall have the students read a passage about opinions and evidences first. Then they listen to a tape about the missing Amber Room, taking notes at the same time. Third, students practice speaking based on the listening and making use of the expressions and idioms learned in their speaking. Finally they are to read and reply to a letter about picking and returning things which are not their own.‎ Objectives ■ To help the students read, listen, speak and write about the missing Amber Room ■ To help students read and reply to a letter to the editor Procedures ‎1. Warming up by talking about “evidence and opinion”‎ Morning, class. We always say, “We must respect evidences and can’t wholly depend on one’s opinions”. But can you tell me:‎ A. What does it mean when you say, “It is evidence”?‎ B. What does it mean when you say, “It is an opinion”?‎ A. An evidence must be real, objective and without any personal judgment. So it can ‎ be proved. ‎ B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.‎ ‎2. Reading and underlining Next you are to read the text on page 5 and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.‎ Collocation from Using Language on page 5‎ in a trial, rather than, more than, tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to…, cost …a lot of time and money ‎3. Reading to complete the chart What is evidence?‎ The useful facts given by an eyewitness is called evidence.‎ What is a fact?‎ A fact is anything that can be proved. ‎ What is an opinion?‎ An opinion is what someone believes is true but has not been proved.‎ ‎4. Listening and filling the forms Now, 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.‎ explode vt. 爆炸, Czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船 Now listen and fill in the charts on page 5 and page 6.‎ Well 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?‎ ‎5. Speaking and writing We often use some expressions or idioms express feelings and opinions. What are they? Look at the expressions and idioms in the box on page 6 and these given below.‎ Idioms —— Personal Feelings and Opinions Read the following to learn to use idioms to express personal feelings and opinions. ‎ can't stand, get cold feet, deep down, have second thoughts, go blank, feel guilty, figure out, be dying to, be kidding, get over 1. It's really difficult to figure out what you mean if you don't explain yourself. ‎ 2. I'd like to apologize for last weekend. I feel guilty about not having telephoned to say I wouldn't be able to come. ‎ 3. He is dying to go to the Red Hot Chili Pepper's concert next week. ‎ 4. I just can't stand listening to him lecture. He is so boring! ‎ 5. They're not sure that want to get married. I think they are getting cold feet. ‎ 6. He really did poorly on the test. When it came to take it, he went blank and couldn't answer anything. ‎ 7. Jason is having a hard time getting over the death of his cat. ‎ 8. He must be kidding! He can't really mean what he says. ‎ 9. When you think really hard, you should always be able to know what you feel deep down. ‎ 10. Unfortunately, he is having second thoughts about the car he just bought. It seems that it doesn't get very good mileage.‎ Now discuss which person gave the best evidence. You have to use in your discussion the expressions and idioms learned just now. ‎ And after discussion write a list of reasons for your choice and report your list to the class. ‎ ‎6. Reading and writing Read the letter to the editor on page 7. What is being talked about? What is Johann’s opinion? ‎ What’s being talked about?‎ Some people are searching for the Amber Room.‎ What is Johann’s opinion? ‎ He doesn’t agree that it should be returned to Russia, or to ay government. ‎ What are Johann’s reasons for not returning it to Russia?‎ The search has cost them a lot of time and money.‎ His father once told him one could keep what he found.‎ Now imagine you are the editor and try to write a reply to Johann’s letter. When you write your letter, you may choose to agree or not agree with Johann. You must give a reason why you agree or don’t agree with Johann. Be sure to give an example from your own life so that Johann can better understand your opinion.‎ Dear Johann,‎ I must say that I don’t agree with you. If you find anything valuable, it should belong to the owner or the government. I wouldn’t expect to keep what’s not mine long in my hand. Once I found an MP4 in the street. I decided to give it to the Lost and Found Office. People need to understand that one can’t keep what are not theirs. Your letter helps me to remember that people need to be careful with their belongings. Then they won’t need to worry about that someone might not return their belongings to them if they are lost. ‎ Yours, ‎ Li ‎ Hongmei ‎7. Closing down by debating ‎ There 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 debate against Group 3 and 4. ‎ Part 3 Teaching Assessment 第三部分 教学测试 I. Structure and vocabulary ‎1.—find listening really hard. Can you give me ______?‎ ‎—______ you listen to some English language programmes?‎ A. some advice; Why not B. some advices; Why don’t ‎ C. some advice; Why don’t D. an advice; Why not ‎2. Is this museum some German friends visited the day before yesterday?‎ ‎ A. the one B. which C. that D. where ‎ ‎3. 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 ‎ ‎4. Little has been done is helpful to our work.‎ ‎ A. that B. what C. which D. all that ‎ ‎5. Perhaps this is the only market you can get such cheap goods.‎ A. that B. of which C. by which D. where ‎ ‎6. 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 ‎ ‎7. No______ he was taken ill, considering that he had been overworking for years.‎ A. wonder B. idea C. province D .state ‎8. The old lady, ______ had been killed in the war, was given help by the local government.‎ A. all her children B. all of her children C. all of whose children D. whose all children ‎9. He worked seven days a week and six of ______ until one o’clock at night.‎ A. that B. the time C. which D. them ‎10 The reason ______ he was late for class was not the reason ______ he gave me.‎ A. that; because B. why; because C .which; that D .why; that II. A cloze test The gift that Federick William Ⅰgave to Peter the Great was the Amber Room. It was given this name because almost seven thousand t______ of amber were used to make it. Although it was hard, it easily melts when h______. The d______ for the room was of the f______ _______ popular in those days. When the gift arrived, I______ _______, the Czar gave the king of Prussia 55 of his best soldiers . About four metes long, the room s______ as a small r______ hall for important visitors.‎ S______, although the Amber Room was one of the great wonders of the world, it is now missing. ‎ In the September of 1941, this was a time when the Nazi German army and Russia were a______ ______. However, before the Nazis could get to the summer palace, the Russians were only able to r______ the f______ and small art objects from the Amber Room. But some of the Nazis s______ stole the Amber Room itself.‎ However, following old photos, the new room has been made to look much like the old one. In the spring of 2003, it was ready for the people of St. Petersberg to celebrate the 300th birthday of their city.‎ III.Translation ‎1.最先发言的主席坐在我的右边。（非限制性定语从句）‎ ‎2.人家从来就不允许我按照自己的想法去做事情。（the way）‎ ‎3.这些书时我的。（belong to）‎ ‎4. 老板高度评价了他的工作。(belong to)‎ ‎5. 把鞋脱掉。(remove)‎ IV. A multiple-choice test (定语从句专练)‎ ‎1. The reason _____ I can’t come is that I have to prepare for the coming exam. ‎ A. for B. as C. because D. why ‎ ‎2. An investigation was made into the accident, _____ fifty people were killed. ‎ ‎ A. where B. when C. in which D. for that ‎ ‎3. I’ve got a bottle of beer, but I haven’t got anything _____ I can open it with. ‎ A. that B. what C. where D. which ‎ ‎4. All members _____ are admitted to the auditorium. ‎ ‎ A. have got tickets B. that had got the tickets C. that have got the tickets D. who have got the tickets ‎ ‎5. Sound waves travel in the air in much the same way _____ water waves spread on the water. ‎ A. as B. that C. where D. in which ‎ ‎6. Writers can accurately describe objects _____ have never seen. ‎ ‎ A. who B. if they C. they D. that ‎ ‎7. It wasn’t such a good present _____ he had promised me. ‎ ‎ A. that B. as C. which D. what ‎ ‎8. Perhaps the day will come _____ people will be able to breath e clean air in cities. ‎ A. when B. while C. as D. since ‎ ‎9. To make up an objective test, the teacher writes a series of questions, _____ has only on correct answer. ‎ A. each of which B. come of which C. which D. what ‎ ‎10. All _____ is a continuous supply of the basic necessities of life. ‎ ‎ A. what is needed B. that is needed C. for our needs D. thing needed ‎ ‎11. Evidence came up _____ specific speech sounds are recognized by babies as young as six months old. ‎ ‎ A. which B. what C. that D. when ‎ ‎12. The goals_____ he had fought all his life no longer seemed important to him. ‎ ‎ A. for that B. for which C. for what D. of them ‎ ‎13. Those were the soldiers_____ to save the town. ‎ A. whose responsibility was B. in whom there was a responsibility ‎ ‎ C. whose was the responsibility D. from whom the responsibility ‎ ‎14. The person _____ you were talking to was an American. ‎ ‎ A. who B. whom C. which D. as ‎ ‎15. Einstein was one of the greatest men _____ ever lived. ‎ ‎ A. who B. that C. whom D. he ‎ Keys:‎ I. CABAD AACDD ‎ II. tons, heated, design, fancy style, In return, served, reception, Sadly, at war, remove, furniture, secretly III. ‎1. The chairman, who spoke first , sat on my right. 2. I was never allowed to do things the way I wanted. 3. These books belong to me. 4. The boss thinks highly of his job. 5. Remove your shoes.‎ IV. ‎1. D. 2. C. 3. A. 4.C. 5. A. 6. C. 7. B. 8.A. 9. A. 10. B. 11. C. 12. B. 13. A. 14. B. 15. B. )‎ A selected English passage for recitation英文精选背诵短文 Marking The National Cultural Heritage Day The protection of China's cultural heritage was a long-term, arduous task, which required the cooperation of all the people, said Chen at the first working meeting of the national leading team on protection of cultural heritage.‎ Thorough investigation and protection plans for cultural heritage sites and artifacts should be carried out urgently, and the protection of historic cities, towns and villages at major construction sites should be strengthened, she noted.‎ Supervision of the trade in cultural relics had to be enhanced and the collection of antiques should be regulated with tighter laws and better enforcement, said Chen.‎ The protection of intangible cultural traditions and phenomena should also be strengthened, Chen said.‎ A three-year survey and protection plan of intangible cultural heritage is underway, according to previous reports. (133 words) ‎