Unit 1 Cultural relics Teaching Ain uage Topics: Cultural relics protection, Famous cultural relics in China and abroad Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, maid informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions Grammar: The Attributive Clause(3)(Restrictive and Non-restrictive Attributive Clause) lI Language skill Speaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about the topic about cultural protection and famous culture relics in China and abroa cording to the contents of this unit Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students'ability of grasping the structure and organization of the text and learn the way of telling story. Try to help the Ss to set up a concept to comprehend the text as a whole and summarise the main idea of each paragraph and complete the other exercises. In the Using Language part, get the Ss to read the short paragraphs to distinguish the fact with opinion. Meanwhile, learn the new word, phrases and sentence structures in the texts to improve the ss' language ability get a better understanding of the texts Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the given lI Emotion attitudes Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad IV Learning Strategies: Learn to understand the text by grasping the structure and organization of the text Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an attributive clause into two clauses and combine two into one Main points language points and language skills listed above, learning strategies, the reading mprehension of the text, the grammar items Difficult points ew language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based Teaching Time: Period(45min×7 Teaching Aids: Multi-media teaching system
Unit 1 Cultural relics Teaching Aims: I Language knowledge: Topics: Cultural relics protection, Famous cultural relics in China and abroad. Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions. Grammar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause) II Language Skills Speaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about the topic about cultural protection and famous culture relics in China and abroad according to the contents of this unit. Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students’ ability of grasping the structure and organization of the text and learn the way of telling story. Try to help the Ss to set up a concept to comprehend the text as a whole and summarise the main idea of each paragraph and complete the other exercises. In the Using Language part, get the Ss to read the short paragraphs to distinguish the fact with opinion. Meanwhile, learn the new word, phrases and sentence structures in the texts to improve the Ss’ language ability get a better understanding of the texts. Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the given guidance. III Emotion & Attitudes: Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad. IV Learning Strategies: Learn to understand the text by grasping the structure and organization of the text. Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one. Main Points: language points and language skills listed above, learning strategies, the reading comprehension of the text, the grammar items . Difficult points: new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based Teaching Time: Period (45min×7 ) Teaching Aids: Multi-media teaching system
Period 1 Teaching learning contents: Warming up, Pre-reading, Extensive reading of the text Teaching learning goals 1. Introduce and talk about some basic knowledge about cultural relics 2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text 3. Do some of the reading comprehension exercises Main points: The reading comprehension of the text Difficult points: Reading and reading comprehension of the text. Class type: Warming up and Fast Reading Teaching learning procedures Step l Lead-in Introduce the topic of this unit and get the Ss to know the new words: cultural, relic Step 2 Warming up Task 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers. )A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past And the correct definition should include: that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred that it may or may not be valuable, that 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)A correct answer should include the following information: that it does not need to be rare or valuable that it is enough to have survived a long time 3)That it can be a building, object or item 1. cultural adj文化的 culture n 2. relic n遗物,遗迹,废墟,纪念物 3. rare ad j.稀罕的,杰出的,珍贵的 eg. a rare sense of honor不寻常的荣誉感 a rare friend.极好的朋友 It's very rare for her to arrive late This is a rare book 4. valuable adj.贵重的,有价值的,颇有价值的 eg a valuable diamond贵重的宝 valuable information重大的消息 valuable advice重要的建议 a valuable friend令人钦佩的朋 5. survive vi.幸存,幸存,生还,比…活得长v从…中逃生,经历…后继续存在 survivor n.幸存者 Only two people survived the fir Two-thirds of the people survived the earthquake 经过这次地震,三分之二的人活了下来
Period 1 Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text. Teaching & learning goals: 1. Introduce and talk about some basic knowledge about cultural relics. 2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text. 3. Do some of the reading comprehension exercises. Main points: The reading comprehension of the text. Difficult points: Reading and reading comprehension of the text. Class type: Warming up and Fast Reading Teaching & learning procedures: Step 1 Lead-in Introduce the topic of this unit and get the Ss to know the new words: cultural, relic. Step 2 Warming up Task 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions. Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers.) Suggested answers: 1) A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past. And the correct definition should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that 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) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time. 3) That it can be a building, object or item. Notes: 1. cultural adj.文化的 culture n. 2. relic n.遗物, 遗迹, 废墟, 纪念物 3. rare adj. 稀罕的, 杰出的, 珍贵的 eg. a rare sense of honor 不寻常的荣誉感 a rare friend. 极好的朋友 It’s very rare for her to arrive late. This is a rare book. 4. valuable adj. 贵重的, 有价值的, 颇有价值的 eg. a valuable diamond 贵重的宝 valuable information 重大的消息 valuable advice 重要的建议 a valuable friend 令人钦佩的朋 5. survive vi. 幸存，幸存, 生还 ,比…活得长 vt.从…中逃生, 经历…后继续存在 survivor n. 幸存者 eg. The custom has survived for thousands of years. Only two people survived the fire. Two-thirds of the people survived the earthquake. 经过这次地震, 三分之二的人活了下来
6. vase n.花瓶 7. dynasty n.王朝;朝代 Step 3 Pre-reading Task 1 Ss ask each other if they If they know, share th information with the class If they dont they teacher may pictures of ambers and give some explanation Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin(t Ha)that we know today. If it has come into contact with insects when still in its liquid and become part of the amber, so real amber should/may contain some evidence of insect life 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105-1.10,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 Task 2 Look at the title and the picture of the reading passage and predict what it is about Possible answers:(collect answers from the Ss) What is the amber room? Why was it called the amber room? What was it made for? What h to Why to search for it? Step 3 Fast Reading Task I Scan the text as quickly as possible to see if their prediction is right and answer the five questions to summarize the main idea of the five paragraphs. At the same time ask themselves when, where, who, what, why-questions Answers. PI: How was the amber room made P2: Why did the King of Prussia give the Amber room to the Czar of russia as a gift? P3: How did the amber room become one of the wonders of the world? P4: How did the amber room get lost? P5: How was a new Amber room built? Task 2 Read the text more carefully, join the correct parts of the sentences together in Exercise in Comprehending and put the following sentences in order to have a clear idea of the development of the story.(Ask the Ss to pay attention to the way writer tells the story. 1) Fredrick William I gave the amber room to Peter the great as a gift 2) The Czar gave Fredrick William I his best soldiers 3) The Amber Room was made for Fredrick I 4) The Russians removed art objects from the amber room 5) More details were added to the rooms design 6) The Amber Room was taken apart(F Bi )and moved away 7) A New Amber Room was built 8) Catherine Il moved the Amber room to the palace outside St Petersburg Answers to the Exercise I in Comprehending
6. vase n. 花瓶 7. dynasty n. 王朝；朝代 Step 3 Pre-reading Task 1 Ss ask each other if they know something about amber. If they know, share the information with the class. If they don’t know, they teacher may show pictures of ambers and give some explanation. Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin (树脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life. 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 。 Task 2 Look at the title and the picture of the reading passage and predict what it is about. Possible answers: (collect answers from the Ss) What is the Amber Room? Why was it called the Amber Room? What was it made for? What happened to it? Why to search for it? Step 3 Fast Reading Task 1 Scan the text as quickly as possible to see if their prediction is right and answer the five questions to summarize the main idea of the five paragraphs. At the same time ask themselves when, where, who, what, why—questions. Answers: P1: How was the Amber Room made? P2: Why did the King of Prussia give the Amber room to the Czar of Russia as a gift? P3: How did the Amber Room become one of the wonders of the world? P4: How did the Amber Room get lost? P5: How was a new Amber Room built? Task 2 Read the text more carefully, join the correct parts of the sentences together in Exercise 1 in Comprehending and put the following sentences in order to have a clear idea of the development of the story. (Ask the Ss to pay attention to the way writer tells the story.) 1) ____Fredrick William I gave the Amber Room to Peter the Great as a gift. 2) ____The Czar gave Fredrick William I his best soldiers. 3) ____The Amber Room was made for Fredrick I. 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(拆除)and moved away. 7) ____A New Amber Room was built. 8) ____Catherine II moved the Amber Room to the palace outside St Petersburg. Answers to the Exercise 1 in Comprehending:
IC 2E 3B 4D 5A 6F The right order of the above sentences 2316578 Task 3 Do more comprehending exercise to gain more detailed information and understand the ext better 1)Close test The Am ber roo A team of artists spent ten years making it. material 7,000 tons of amber were used for making it, with gold and jewe It was made not to be a gift, but for the Palace of frederick I It was sent to Russian people. After Frederick William I succeeded his father and became the King of Prussia; soon it became part of the Czar's winter palace; it was one of the great wonders of the world; in 941, it was stolen by the Nazis. Now a new Am ber Room has been built in Russ ia and it looks much like the old one the old photos 2)List the places and events to show the remove of the amber room Prussia---Russia---the winter palace in St Petersburg---the summer palace in St Petersburg-- German city on the Baltic Sea---? led to more details---stole st---rebuilt Step 4 Listening retelling TaskI Listen to the tape of the text to get a better understanding of the text Task 2 Try to retell the text according the form above 1. Listen to the tape and read the text 2. Find out the new words and language points in the text 3. Think about the question in Exercise 3 in Comprehending
1 C 2 E 3 B 4 D 5 A 6 F The right order of the above sentences: 2 3 1 6 5 7 8 4 Task 3 Do more comprehending exercise to gain more detailed information and understand the text better. 1) Close test. The Amber Room time spent A team of artists spent ten years making it. material 7,000 tons of amberwere used for making it, with gold and jewels. purpose It was made not to be a gift , but for the Palace of Frederick I. results It was sent to Russian people. After Frederick William I succeeded his father and became the King of Prussia; soon it became part of the Czar’s winter palace; it was one of the great wonders of the world; in 941, it was stolen by the Nazis. Now a new Amber Room has been built in Russia and it looks much like the old one, following the old photos. 2) List the places and events to show the remove of the Amber Room. Prussia---Russia---the winter palace in St Petersburg---the summer palace in St Petersburg---- German city on the Baltic Sea---? built---gave to sb as a gift---added to more details---stolen---lost---rebuilt Step 4 Listening & Retelling Task1 Listen to the tape of the text to get a better understanding of the text. Task 2 Try to retell the text according the form above. Homework: 1. Listen to the tape and read the text. 2. Find out the new words and language points in the text. 3. Think about the question in Exercise 3 in Comprehending
Periods 2--3 Teaching learning contents: Intensive reading, language focus Comprehending learning out Teaching learning goals 1. Learn the new language items in the text and their usages to get a better understanding of the text 2. Discuss the question in Comprehending Main points: New language points and language items Difficult points: New language points and language items Class type: Reading, language focus Teaching learning procedures Step 1 revision Task I Try to retell the text according to the time orde Task 2 Check the vocabulary to see if the Ss have got to know some of the new words Step 2 Language focus Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, and sentence structure, the meaning of some difficult sentences the background information, and the organisation of the paragraph and so on It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways such as answering questions, making sentences, comparing and contrasting, summing up, etc to make the students active in language learning. Teacher can choose some of the items according to the Ss language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes Task 1 Learn the language points and try to understand them use them Main language points 1. in search(n.)of寻找;搜寻 in the/one' s search for在寻找中 search(v) for sth寻找;搜寻 search(v)sb/sth搜查某物/搜身 2. Frederic William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history l) could have done“本能够."(用于对过去情况的推测,其否定形式“can't/ couldn't nave done”,意为“(过去)不可能做过某事 eg. The classroom can't have been cleaned by Li Ping because he didnt come to school tod 教室不可能是李平打扫的,因为他今天没来上学 He knows nothing about that book, for he couldn't have read it before 他对那本书一无所知,他不可能读过 He paid for a seat when he have entered free (could /would /must /need) have been more than six years old when the accident happened
Periods 2--3 Teaching & learning contents: Intensive reading, language focus & Comprehending, learning about the language. Teaching & learning goals: 1. Learn the new language items in the text and their usages to get a better understanding of the text. 2. Discuss the question in Comprehending. Main points: New language points and language items. Difficult points: New language points and language items Class type: Reading, language focus. Teaching & learning procedures: Step 1 Revision Task 1 Try to retell the text according to the time order. Task 2 Check the vocabulary to see if the Ss have got to know some of the new words. Step 2 Language focus Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, and sentence structure, the meaning of some difficult sentences, the background information, and the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the items according to the Ss’ language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes. Task 1 Learn the language points and try to understand them & use them. Main language points: 1. in search (n.) of 寻找；搜寻 in the / one’s search for 在寻找…中 search (v) for sth 寻找；搜寻 search (v) sb / sth 搜查某物/ 搜身 2. Frederic William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. 1) could have done “本能够…”(用于对过去情况的推测,其否定形式 “can’t / couldn’t have done” ,意为 “(过去)不可能做过某事. eg. The classroom can’t have been cleaned by Li Ping because he didn’t come to school today. 教室不可能是李平打扫的,因为他今天没来上学. He knows nothing about that book, for he couldn’t have read it before. 他对那本书一无所知,他不可能读过. He paid for a seat when he _____ have entered free. (could /would / must / need) I _______ have been more than six years old when the accident happened
(shouldnt/couldn't/mustnt/ needn't) 2) gift n.礼物,天赋天资 have a gift for对…有天赋 gifted adj.有天才的,有天赋的 eg. He is a student who has a gift for math对数学有天赋 She is a talented student 3) amazing adj令人惊异的 amazed adj, amaze vt.使吃惊 eg. He ran at an amazing speed His progress in English is amazing He felt amazed when he was admitted by Peking University 3. This gift was the Amber Room, which was given this name because several tons of Amber were used to make it 1)Non- restrict Attributive Clause.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. The chairman, who spoke first, sat on my right The speech, which bored everyone, went on and on. On April I they flew to Beijing, where they stayed several days I'm seeing the manager tomorrow, when he will be back from New York They have invited us to visit their company, which is very kind of ther Usually they take a walk after supper, which does them a lot of good 2)tonn.吨,大量,许多 eg. Two tons of oil are in great need a ton of wheat was shipped(ship)to that area 4. The amber which was selected had a beautiful yellow-brown colour like honey l) selectⅵt选择,挑选 to take as a choice from among several, pick out Select侧重于从 许多不同种类中进行选择时的挑剔态度 choose y.选择,选定 to select from a number of possible alternatives; decide on and pick out. 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. " We do not choose survival as a value; it chooses us"(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” Four skiers will be selected to represent each country 每个国家将选出四名滑雪者作为代表 2) honey n.(蜂)蜜,蜂蜜 5. The design of the room was in the fancy style popular in those days l) design n.设计,图案,构思,纲要v.设计,计划,谋划,构思 eg. design a building; design a computer program.设计一个建筑物;设计一个计算机程序 2) fancy vt. have a liking for, wish for爱好;想象 fancy adj.别致的;奇特的;装饰花哨的 eg. I fancy a swim.我想去游会儿泳 Fancy her saying a thing like that!想不出她竟然说出这样的话来 These clothes are too fancy for me, I prefer plainer ones 3)in.sye/ in the style of以……的风格 She bought a painting in the style of Pic 4)popular in those days= which was popular in those days eg. The boys( who are)easiest to teach in my class
(shouldn’t / couldn’t / mustn’t / needn’t) 2) gift n. 礼物,天赋,天资 have a gift for 对…有天赋 gifted adj. 有天才的,有天赋的 eg. He is a student who has a gift for math.对数学有天赋. She is a talented student. 3) amazing adj.令人惊异的 amazed adj. amaze vt. 使吃惊 eg. He ran at an amazing speed. His progress in English is amazing. He felt amazed when he was admitted by Peking University. 3. This gift was the Amber Room, which was given this name because several tons of Amber were used to make it. 1) Non-restrict Attributive Clause. 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. The chairman, who spoke first, sat on my right. The speech, which bored everyone, went on and on. On April 1 they flew to Beijing, where they stayed several days. I’m seeing the manager tomorrow, when he will be back from New York. They have invited us to visit their company, which is very kind of them. Usually they take a walk after supper, which does them a lot of good. 2) ton n.吨,大量,许多 eg. Two tons of oil are in great need. A ton of wheat was shipped (ship) to that area 4. The amber which was selected had a beautiful yellow-brown colour like honey. 1) select vt.选择, 挑选 to take as a choice from among several; pick out. Select 侧重于从 许多不同种类中进行选择时的挑剔态度. choose v. 选择, 选定 to select from a number of possible alternatives; decide on and pick out. 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.“We do not choose survival as a value; it chooses us” (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” Four skiers will be selected to represent each country. 每个国家将选出四名滑雪者作为代表。 2) honey n. (蜂)蜜, 蜂蜜 5. The design of the room was in the fancy style popular in those days. 1) design n.设计, 图案, 构思, 纲要 v. 设计, 计划, 谋划, 构思 eg. design a building; design a computer program. 设计一个建筑物；设计一个计算机程序 2) fancy vt. have a liking for; wish for 爱好；想象 fancy adj. 别致的；奇特的；装饰花哨的 eg. I fancy a swim. 我想去游会儿泳。 Fancy her saying a thing like that! 想不出她竟然说出这样的话来。 These clothes are too fancy for me, I prefer plainer ones. 3) in…style/ in the style of 以……的风格 eg. She bought a painting in the style of Picasso. 4) popular in those days = which was popular in those days eg. The boys (who are) easiest to teach in my class
6. It was also a treasure decorated with gold and jewels, which took the countrys best artist about ten years to make ) decorate vt.装饰,为.做室内装修 be decorated with 2) jewel n.[e]珠宝;宝石 3 artist n.艺术家artn 4)take sb some time to do sth 7.... to whom the amber room belonged 1) Non-restrictive clause with the preposition in front of relative pronoun 2) belong v.属于;为…的成员 belong to属于 eg. This house belonged to Mr Li in the past Who/ whom does this book belong to? 8. In return, the Czar sent him a troop of his best soldiers ) in return作为报答 in return for答谢…, return ticket/tip往返车票/旅行 eturn v =go back /give.back eg. Tom, in return, told her his history. He bought Mary a card as birthday present. Mary gave him some candies in return He bought her a gold watch in return for her help 2) troop n群,组,多数,军队 a troop of 9. reception hall接待室/厅 10. She told her artists to add more details to its design 她告诉他的艺术家们将设计方案再增加更多的细节。 ad.to..把.加进…里去 eg. He added that he was very pleased with our work Please add some sugar to the milk Add the score up His being absent added to our difficult The money he spent one day added up to about $100 In 1770 the room was completed the way (= as)she wanted the way she wanted方式状语, the way的用法与连词相同,后面常跟that, In a way,in the way也有类似的用法。 eg I was never allowed to do things the way I wanted He was looking her in a way that surprised her. 条*way作先行词时若在从句中作方式状语应用 in which或that引导定语从句也可以省 若在从句中作主语或宾语应用that或 which引导定语从句 eg. This is the way( in which/hat) he did that.这就是他做那事的方法 This is the way that/which is reasonable.这就是那个很有道理的方法。 This is the way( that/which) he raised.这就是他提出来的方法 12. light v.点燃照亮n.光光亮adj明亮的,轻的浅色的 注lght的过去式或过去分词可用 lighted或it但作定语修饰名词时用 lighted light up照亮,使(光亮) eg. She took the lighted(点燃的) candle into the dark room and quickly the room lit up(照亮) He lit a lamp/candle/cigarette/fire These streets are lit/lighted by electricity She entered the room. with a lighted candle in her hand
6. It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make. 1) decorate vt. 装饰, 为...做室内装修 be decorated with 2) jewel n. [c] 珠宝；宝石 3) artist n. 艺术家 art n. 4) take sb some time to do sth 7. … to whom the amber room belonged,… 1) Non-restrictive clause with the preposition in front of relative pronoun 2) belong vi. 属于；为……的成员 belong to 属于 eg. This house belonged to Mr Li in the past. Who/ whom does this book belong to? 8. In return, the Czar sent him a troop of his best soldiers. 1) in return 作为报答 in return for 答谢… return ticket / trip 往返车票/旅行 return v. = go back / give …back eg. Tom , in return , told her his history. He bought Mary a card as birthday present. Mary gave him some candies in return. He bought her a gold watch in return for her help. 2) troop n.群, 组, 多数, 军队 a troop of 9. reception hall 接待室/厅 10. She told her artists to add more details to its design. 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. He added that he was very pleased with our work. Please add some sugar to the milk. Add the score up. His being absent added to our difficulty. The money he spent one day added up to about $100. 11. In 1770 the room was completed the way(= as) she wanted. the way she wanted 方式状语，the way 的用法与连词相同，后面常跟 that，in a way, in the way 也有类似的用法。 eg. I was never allowed to do things the way I wanted. He was looking her in a way that surprised her. *way 作先行词时,若在从句中作方式状语,应用 in which 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. This is the way (in which/that) he did that. 这就是他做那事的方法。 This is the way that/which is reasonable. 这就是那个很有道理的方法。 This is the way (that/which) he raised. 这就是他提出来的方法。 12. light v. 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 lighted light up 照亮,使(光亮) eg. She took the lighted (点燃的)candle into the dark room and quickly the room lit up (照亮). He lit a lamp/candle/cigarette/fire. These streets are lit/lighted by electricity. She entered the room, with a lighted candle in her hand
13. wonder n. thing or event causing surprised feeling combined with admiration 奇观,壮举,奇才,惊奇,惊叹,奇迹 eg. Walking on the moon is one of the wonders of our times What a wonder it is! They were filled with wonder when they saw the spaceship It' s a wonder(that)…难得 (t's)No/ Little/ hardly wonder that…难怪,并不奇怪 eg It's a wonder you recognized me No wonder he is not hungry, he has been eating sweets all day 难怪他不饿,他整天在吃糖果. 14. This was a time when the two countries were at war.这是两国交战时期 at war处于战争状态,介词at可表示状态或动作 at peace at breakfast at rest at table at work at school at one's best eg. At that time, China and Japan were at war, so travelling was extremely difficult. The two countries have been at war for many years. People there are suffering a lot remove v.1)移走,脱掉= take off2)排除,去掉= get rid of 3)开除把…解聘/免职=dsms eg. He removed all his doubts Remove your hat after you enter the house He was removed from schoo 16. furniture n.[u]家具 a piece of furniture eg. There are (三件家具) in the room. three pieces of furniture) 17. less than少于 more than多于 18. wood n木头,木材,树木 wooden adj.木制的 19. There is no doubt that…对…毫无疑问/怀疑 doubt n怀疑,疑惑,疑问ⅵ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 There is no doubt.. =It's clear that... =It's beyond argument eg. There's no doubt that he' ll come this afternoon There is no doubt that he can do the work well I have no doubt that he will succeed There is no doubt about his honesty/that he is honest I doubt his ability to the work We doubt the truth of the news i dont doubt that he will succeed i doubt whether he will come 20. After that, what happened to the Amber room remains a mystery remainⅵi1)剩余,剩下 remaIn(+副词/介词短语) 2)停留,留下,逗留(比say正式) remain(+副词) 3)link-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+todo eg. The children ate and ate until no food remained on the table
13. wonder n. thing or event causing surprised feeling combined with admiration 奇观，壮举，奇才，惊奇，惊叹, 奇迹 eg. Walking on the moon is one of the wonders of our times. What a wonder it is! They were filled with wonder when they saw the spaceship. It’s a wonder (that )…难得… (It’s ) No/ Little / hardly wonder that …难怪，并不奇怪 eg. It’s a wonder you recognized me . No wonder he is not hungry, he has been eating sweets all day. 难怪他不饿，他整天在吃糖果． 14. This was a time when the two countries were at war. 这是两国交战时期。 at war 处于战争状态，介词 at 可表示状态或动作。 at peace at breakfast at rest at table at work at school at the piano at one’s best eg. At that time, China and Japan were at war, so travelling was extremely difficult. The two countries have been at war for many years. People there are suffering a lot. 15. remove v. 1) 移走,脱掉= take off 2)排除,去掉 = get rid of 3) 开除,把…解聘/免职= dismiss eg. He removed all his doubts. Remove your hat after you enter the house . He was removed from school . 16. furniture n. [u] 家具 a piece of furniture eg. There are ____________________(三件家具) in the room . (three pieces of furniture) 17. less than 少于 more than 多于 18. wood n.木头, 木材, 树木 wooden adj. 木制的 19. There is no doubt that ….对…毫无疑问/怀疑 doubt n.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. There is no doubt… = It’s clear that… = It’s beyond argument eg. There’s no doubt that he’ll come this afternoon. There is no doubt that he can do the work well. I have no doubt that he will succeed. There is no doubt about his honesty/ that he is honest. I doubt his ability to the work. We doubt the truth of the news. I don’t doubt that he will succeed. I doubt whether he will come. 20. After that, what happened to the Amber Room remains a mystery. remain vi 1)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) 3) link-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 + to do eg. The children ate and ate until no food remained on the table
After the party judy remained and helped me do the dishes How long will you remain here? What really happened to the Amber Room remains a mystery Peter became a judge but John remained a fisherman The weather still remained warm in October A lot of work remains to be done It remains to be seen whether he will pass.他是否通过考试仍不得而知 拓展 remaining adj.剩下的(作前置定语) remain standing/ seated直站着/坐着 remain/ keep silent保持沉默 注意: remain没有被动语态表达“留下来被做”时sth. remains to be done eg. The fact remains to be proved事实尚待证明 After the fire, very little remained of my house Let things remain as they are He remained silent 21. former adj从前的,以前的 latter ad j后面的,(两者中)后者的,较后的,近来的 eg. a former ambassador前任外交大使 Between captain and major, the latter is the higher rank 在上尉与少校之间,后者是军衔较高 22. worth prep.相当.价值n价值,财产adj.值钱的,值的看中的 eg. t is not worth a penny.不值一文 The car is worth $10.000 Whatever is worth doing at all is worth doing well.凡是值得做的事情都值得好好地做 It's worth hearin/ seeing.这值得听/看。 The book is well worth reading It's worth nothing这毫无价值。 He is worth a million.他是个百万富翁。 Step 3 Question time Task Ss come up with their own difficulties that the teacher has explained or has not yet covered. Teacher gives further explanation Step 4 Comprehending Task Talk about the question in Exercise3 in comprehending This discussion is an opportunity for students to discuss whether such reconstructions are worthwhile. There are several factors to consider. s whether an object or building can be faithfully reproduced s whether it helps people better understand the reasons why such building was destroyed Homework 1. Remember the language points in the text and arrange notes after class. Choose some beautiful sentences from the text 3. Do the vocabulary exercise both in tB WB
After the party Judy remained and helped me do the dishes. How long will you remain here? What really happened to the Amber Room remains a mystery. Peter became a judge but John remained a fisherman. The weather still remained warm in October A lot of work remains to be done. It remains to be seen whether he will pass. 他是否通过考试仍不得而知 拓展: remaining adj. 剩下的（作前置定语） remain standing /seated 一直站着/坐着 remain /keep silent 保持沉默 注意：remain 没有被动语态 表达“留下来被做”时 sth. remains to be done eg. The fact remains to be proved.事实尚待证明 After the fire, very little remained of my house. Let things remain as they are. He remained silent. 21. former adj.从前的, 以前的 latter adj.后面的, (两者中)后者的, 较后的, 近来的 eg. a former ambassador 前任外交大使 Between captain and major, the latter is the higher rank. 在上尉与少校之间，后者是军衔较高。 22. worth prep.相当...价值 n.价值, 财产 adj.值钱的, 值的看中的 eg. It is not worth a penny. 不值一文。 The car is worth $10,000. Whatever is worth doing at all is worth doing well. 凡是值得做的事情都值得好好地做。 It's worth hearing/seeing. 这值得听/看。 The book is well worth reading. It's worth nothing. 这毫无价值。 He is worth a million. 他是个百万富翁。 Step 3 Question time Task Ss come up with their own difficulties that the teacher has explained or has not yet covered. Teacher gives further explanation. Step 4 Comprehending Task Talk about the question in Exercise3 in comprehending. Suggested answers: This discussion is an opportunity for students to discuss whether such reconstructions are worthwhile. There are several factors to consider: * the cost * whether an object or building can be faithfully reproduced. * whether it helps people better understand the reasons why such building was destroyed. Homework: 1. Remember the language points in the text and arrange notes after class. Choose some beautiful sentences from the text. 3. Do the vocabulary exercise both in TB & WB
Period 4 Teaching learning contents: Listening talking in WB, Discovering useful words expressions in Learning about language in TB and vocabulary exercise in WB Teaching learning goals 1. Practise listening and do the listening exercises, and talk about the cultural relics protection 2. Practice using the words, expressions and structures in the text by doing the exercises 3. Do the vocabulary exercises in WB Main points: listening, the usages of the words and phrases Difficult points: listening, the usages of the words and phrases Class type: Vocabulary exercise Teaching learning procedures Step 1 revision Task Revise some of the words and language points in the text Step 2 Listening Introduction: This listening text is about the building of Aswan dam in Egypt and the effect it had on one particular monument. The temple at Abu Simbel is rightly regarded as a historical masterpiece. The dam would have covered it, so UNESCO decided to remove it stone by stone to another safer spot Teacher reads the description on P22 in TB to the Ss Task 1 Talk about the advantages and disadvantages of building a dam before listening Task 2 Listen to Part A once or twice to number the key words, do the exercises and check answers Task 3 Listen to the Part A and Part B again to answer the questions Answers Exercise 1: Advantages: 1)to make electricity for every one, 2)to encourage industry; 3)to make the country less dependent on outside oil supplies. Disadvantages: 1) loss of local villages; 2) loss of some cultural relics; 3) loss of beautiful scenery. 2: 1. Aswan High Dam 2. electricity 3. River Nile 4. covered by water 5. Abu Simbel 6 7. UNESCO Exercise 3 1. move the temple 2. stone by stone 3. 1, 900 workers 4. four years 5. rebuild 6. more than $70.000.000 7 worth 8. in 1996 Suggested answers to Exercises 4 1. Abu Simbel needed to be moved and rebuilt because otherwise it would have been covered by the water when the dam was complete 2. They solved this problem by moving the statues. They marked every stone with a number and ook the statues apart. Then they reassembled them in another site. It was very successful becaus many tourists come to visit Abu Simbel which looks as impressive as it did in its original sites Step 3 Talking Task I Ss work in pairs to brainstorm their ideas for agreeing and disagreeing Task 2 Ss work in groups to tell the rest their point of view and their reasons
Period 4 Teaching & learning contents: Listening & talking in WB, Discovering useful words & expressions in Learning about language in TB and vocabulary exercise in WB. Teaching & learning goals: 1. Practise listening and do the listening exercises, and talk about the cultural relics protection. 2. Practice using the words, expressions and structures in the text by doing the exercises. 3. Do the vocabulary exercises in WB. Main points: listening, the usages of the words and phrases Difficult points: listening, the usages of the words and phrases Class type: Vocabulary exercise Teaching & learning procedures: Step 1 Revision Task Revise some of the words and language points in the text. Step 2 Listening Introduction: This listening text is about the building of Aswan dam in Egypt and the effect it had on one particular monument. The temple at Abu Simbel is rightly regarded as a historical masterpiece. The dam would have covered it, so UNESCO decided to remove it stone by stone to another safer spot. Teacher reads the description on P22 in TB to the Ss. Task 1 Talk about the advantages and disadvantages of building a dam before listening. Task 2 Listen to Part A once or twice to number the key words, do the exercises and check answers. Task 3 Listen to the Part A and Part B again to answer the questions. Answers: Exercise 1: Advantages: 1) to make electricity for every one; 2) to encourage industry; 3) to make the country less dependent on outside oil supplies. Disadvantages: 1) loss of local villages; 2) loss of some cultural relics; 3) loss of beautiful scenery. Exercise 2: 1. Aswan High Dam 2. electricity 3. River Nile 4. covered by water 5. Abu Simbel 6. engineers 7. UNESCO Exercise 3: 1. move the temple 2.stone by stone 3. 1,900 workers 4. four years 5. rebuild 6. more than $70,000,000 7. worth 8. in 1996 Suggested answers to Exercises 4: 1.Abu Simbel needed to be moved and rebuilt because otherwise it would have been covered by the water when the dam was complete. 2. They solved this problem by moving the statues. They marked every stone with a number and took the statues apart. Then they reassembled them in another site. It was very successful because many tourists come to visit Abu Simbel which looks as impressive as it did in its original sites. Step 3 Talking Task 1 Ss work in pairs to brainstorm their ideas for agreeing and disagreeing. Task 2 Ss work in groups to tell the rest their point of view and their reasons