人教版初中英語教案新部編本二

優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan教師學(xué)科授課方案[20–20學(xué)年度第__學(xué)期]任授課科：_____________任教年級(jí)：_____________任教老師：_____________市實(shí)驗(yàn)學(xué)校育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan人教版初中英語必修2優(yōu)選授課方案Unit1CulturalrelicsPartOne:TeachingDesign（第一部分：授課方案）Period1:AsamplelessonplanforReading(INSEARCHOFTHEAMBERROOM)Aims：ToreadaboutculturalrelicsTolearnaboutTheRestrictiveandNon-RestrictiveAttributiveClauseI.WarmingupWarmingupbydefiningGoodmorning,class.ThisperiodwearegoingtoreadaboutINSEARCHOFTHEAMBERROOM.Beforeourreading,I’dliketoknow:Whatkindofoldthingsareculturalrelics?Arealltheoldthingsculturalrelics?Whatisthedefinitionandclassificationofculturalrelics?Towhomdoculturalrelicsbelong?Keysforreference:Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.No,notalltheoldobjectsareculturalrelics.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesand育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplanwholesocieties,notacertainindividual.WarmingupbypresentingHi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover：Canyounamethemout?Whohavetherighttoconfirmandclassifythem?Keysforreference:Theyareculturalsites:TheGreatwall;TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors;TheMogaoCave.Thesearenaturalsites:TheJiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:MountTaishan;MountHuangshan;MountWuYi.OnlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.WarmingupbydiscussingNow,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision:Whatshouldwedo?Canwekeepitforourselvesorreportittothegovernment?Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?Keys:ABCquestionscanbeansweredinallkindsofways.Theanswersareflexible.II.Pre-reading1.LookingandsayingWorkinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanButsomeofthemwerelostandruinedinhistory，suchasYuanMingYuanandtheAmberRoom.Pleaseguess:Whatkindsofthingscanresultintheirdisappearing?Whydotheycomeintobeingonceagain?Keysforreference:A.Maybewars,naturaldisasters,andtimehavedamagedordestroyedthem,gettingthemlostandchanged.Manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.2.ExplainingandsharingWorkingroupsoffour.Tellyourgroupmates:Whatdoyouknowaboutthesubstanceof“amber”?Whatdoyouknowabouttheculturalrelics“theAmberRoom”?Keysforreference:Iamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,theKingofRussia,bytheKingofPrussia,FrederickWilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.III.Reading育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextINSEARCHOFTHEAMBERROOM.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.SkimmingandidentifyingthegeneralideaofeachparagraphNowpleaseskimthetexttogetthekeywordsandgeneralideaofeachparagraph.1stparagraphtheintroductionabouttheAmberRoom:design,colour,shape,material2ndparagraphthepresenttotheCzar:apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor3rdParagraphtherelocatingoftheAmberRoominCatherirⅡtimes:movedintoSummerPalace,moreaddedtoitsdesign4thParagraphthemissingoftheAmberRoom:thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon5thParagraphtherebuildingoftheAmberRoom:anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg3.Scanningandanalyzingthecharacteristicsofthetext.Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?Keysforreference:Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.4.ReadingandunderstandingNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanCollocationsfromINSEARCHOFTHEAMBERROOMlookinto,beusedto,makethedesignfortheroom,infact,asagiftof,addmoredetailsto,removefromthesearchfor,belongto,feelashardasstone,thefancystyle,bemadefor,inreturn,oneofthegreatwonders,artobjects,lookmuchlike,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas,atwar,remainamystery,bereadyfor5.ReadingandtransferringinformationReadthetextagaintocompletethetable,whichlistsallthenumbersinthetext.NUMBERMEANING1716FredericWilliamgavetheAmberRoomtoPetertheGreatasagift.1770CatherinehadcompletedtheaddingtotheAmberRoominthisyear.1941TheNaziGermanarmystoletheAmberRoominthisyear.2003TherebuildingoftheAmberRoomwascompletedinthisyear.7000TonsThetotalweightoftheambersusedtomaketheroom.55ThenumberofsoldiersgiventothekingofRussiainreturn.600ThenumberofthecandleslightingtheAmberRoom.2Thetwocountries:GermanandRussia.2IntwodaystheAmberRoomwasremovedtoaGermancity.100,000TheAmberRoomwasdismantledinto100,000pieces2727woodenboxeswereusedtocontainthepiecesofAmberRoom.300thThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity6.ReadingandlearningReadthetextandlearnmoreaboutthefollowingpropernouns.Youcansurfonthewebsiteafterclass:NamesofpeopleNamesofplacesFrederickPrussiaFrederickWilliamSt.Peterburg育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanPetertheGreatKonigsbergCatherineⅡWinterPalaceSummerPalaceClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.ClosingdownbyhavingadiscussionCanyouimaginethefateoftheAmberRoom?Whatisit?DoyouthinkifitisworthwhiletoreproducetheAmberRoom?Why?Keysforreference:IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.Maybeitwasdestroyedatwarinthefightingfire.Yousee,amberscanbemeltedeasily.Maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.ClosingdownbyretellingthestoryoftheAmberRoomWell,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.YouaretoretellthestoryoftheAmberRoom:ColourStyleShapeownerpresentmovetowinterpalaceaddtomoredetailsremovetopiecesputontrainsremainamystery300thbirthdayPeriod2:AlessonplanforLearningaboutLanguage(TheRestrictiveandNon-RestrictiveAttributiveClause)育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanAims:Tolearnabouttherestrictiveandnon-restrictiveattributiveclauseTodiscoversomeusefulwordsandexpressionsTodiscoversomeusefulstructuresProcedures:I.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsPleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.WarmingupbyexplainingNow,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.LearningaboutAttributiveClause1.WhatisanadjectiveClause?Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?”or“whatkindof?”Considerthefollowingexamples:AdjectivetheredcoatAdjectiveclausethecoatwhichIboughtyesterdayLiketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterdayin”thesecondexamplemodifiesthenoun“coat.Note”thatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanInformalwriting,anadjectiveclausebeginswiththerelativepronouns“who(m),”“that,or”“which.In”informalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:informalThebookspeoplereadweremainlyreligious.formalTrmalSomefirefightersnevermeetthepeopletheysave.formalSomefirefightersnevermeetthepeoplewhomtheysave.Herearesomemoreexamplesofadjectiveclauses:themeatwhichtheyatewastaintedThisclausemodifiesthenoun“meat”andanswersthequestion“whichmeat?”.They’retalkingaboutthemoviewhichmadehimcryThisclausemodifiesthenoun“movie”andanswersthequestion“whichmovie?”TheyaresearchingforthestudentwhoborrowedthebookTheclausemodifiesthepronoun“student”andanswersthequestion“whichstudent?”.DidItellyouabouttheauthorwhomImet?Theclausemodifiesthenoun“author”andanswersthequestion“whichauthor?2.Restrictive&nonrestrictiveclausesDothefollowingpairsofsentencesmeanthesamething?1aMyuncle,wholivesinLondon,isveryrich.2bMyunclewholivesinLondonisveryrich.2aThepolicies,whichwereunpopular,wererejectedbythevoters.2bThepolicieswhichwereunpopularwererejectedbythevoters.3aMyniece,whosehusbandisoutofwork,willinheritthehouse,whichIhavealwaystreasured.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan3bMyniecewhosehusbandisoutofworkwillinheritthehousewhichIhavealwaystreasured.Thefirstsentenceineachpairhasanon-restrictiveclausewithintwocommas,andthesecondhasarestrictiveclause.Anon-restrictiveclausesimplyaddsmoreinformationintothesentenceanddoesnotaffectthemeaningofthemainclause:itisthereforebracketedoffwithcommas(1a=anunclewhohappenstoliveinLondon).Conversely,arestrictiveclausedefinesitsreferentinthemainclausemorespecificallyandcontributessignificantlytothemeaningofthesentence.ThusitisthatparticularunclewholivesinLondonwhoisreferredto(1b).In2a,allpolicieswereunpopularandallwererejected,whereasin2bonlythepoliciesthatwereunpopularwererejected.Notethatinrestrictiveclausesthenon-humanrelativepronouniseither‘that’or‘which’,whereasforthehumrelativenreferentspronouncanbeeither‘who/m’or‘that’(themanthat/whomIwillmarry).3.AtestonFORMALADJECTIVECLAUSESDirections:Combinethesentences.UseformalwrittenEnglish.Use(b)asanadjectiveclause.Punctuatecarefully.(a)Anantecedentisaword.(b)Apronounreferstothisword.Anantecedent____(a)Thebluewhaleisconsideredthelargestanimalthathaseverlived.(b)Itcangrowto100feetand150tons.Thebluewhale____(a)Theplanewasmetbyacrowdof300.(b)Someofthemhadbeenwaitingformorethan4hours.Theplane____(a)Inthispaper,Iwilldescribethebasicprocess.(b)Rawcottonbecomescottonthreadbythisprocess.Inthispaper,Iwilldescribe____(a)Theresearchersaredoingcasestudiesofpeopletodeterminetheimportanceofheredityinhealthandlongevity.(b)Thesepeople’familieshaveahistoryofhighbloodpressureandheartdisease.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanTheresearchersaredoingcasestudies____(a)Attheendofthismonth,scientistsattheinstitutewillconducttheirAIDSresearch.(b)Theresultsofthisresearchwillbepublishedwithin6months.Attheendofthismonth,scientists____(a)Accordingtomanyeducationofficials,‘mathphobia’(thatis,afearofmathematics)isawidespreadproblem.(b)Asolutiontothisproblemmustandcanbefound.Accordingtomanyeducationofficials,‘mathphobia’____8)(a)Theartmuseumhopestohireanewadministrator.(b)Underthisperson’sdirectionitwillbepurchaseabletosignificantpiecesofart.Theartmuseum____9)(a)Thegiantanteaterlicksupantsforitsdinner.Itstongueislongerthan30centimeters(12inches).Thegiantanteater____10)(a)Theanteater’stongueissticky.Itcangoinandoutofitsmouth160timesaminute.Theanteater’stongue____III.ClosingdownbytakingaquizQuizonAttributiveclauseSelectoneanswerfromthechoicesprovidedaftereachsentence.Thewordsyouchooseshouldfittheblankinthesentence.Don’tusetheHINTbuttonsunlessyoureallyneedthem.1.Asmanychildrencameweregivensomecakes.A.thatB.asC.whoD.whom2.Thevisitorssawrowsofhousestheroofsarered.A.onwhichB.ofwhichC.whereD.that3.Iusuallytakeanapafterlunch,ismyhabit.A.whichitB.asitC.asD.that育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan4.Pleasetellmethewayyoudidthejob.A.howB.whereC.whichD.inwhich5IsthismuseumsomeGermanfriendsvisitedthedaybeforeyesterday?A.theoneB.whichC.thatD.where6.Thefarmeruseswoodtobuildahousetostoregrain.A.inwhichB.whereC.thatD.withwhich7.IshallneverforgettheyearsIspentinthecountrywiththefarmers,hasagreateffectonmylife.A.when,whichB.that,whichC.when,thatD.which,that8.Littlehasbeendoneishelpfultoourwork.A.thatB.whatC.whichD.allthat9.Perhapsthisistheonlymarketyoucangetsuchcheapgoods.A.thatB.ofwhichC.bywhichD.where10.We’llputofftheoutinguntilnextweek,__wewon’tbesobusy.A.whenB.whichC.atwhichD.inthatKey:1~10：BBCDAABADAPeriod3:AlessonplanforusinglanguageAims:TolearntotellfactsfromopinionsTowriteareplyletterTolistenandspeakaboutculturalrelicsProceduresI.WarmingupWarmingupbyquestionsMorning,class.Wealwayssay,“Wemustrespectfactsandcan’twhollydependon育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplanone’sopinions”.Butcanyoutellme:Whatdoesitmeanwhenyousay,“Itisafact”?Whatdoesitmeanwhenyousay,“Itisanopinion”?Keysforreference:Afactmustbereal,objectiveandwithoutanypersonaljudgment.Soitcanbeproved.Anoptionalwaysexpressesone’sownideas.Itisalwayssubjunctive.Soithasnotbeenproved.WarmingupbyquestioningTurntopage5.Readthepassageandtellme:Ifyouwanttogoinforlawagainstsomebody,andifyouwanttowin,what’sthemostimportantthingyoushoulddofirst?Whatmakesajudgedecidewhicheyewitnessestobelieveandwhichnottobelieve.Keysforreference:A.Searchingforfactsofcourse.Themore,thebetter.Theevidencesofferedbytheeyewitnessesmakethejudgedecidewhichoneisbelievableandwhichisnot.II.Guidedreading1.ReadinganddefiningReadthepassageanddefine:Whatisafact?Whatisanopinion?Whatisanevidence?2.ReadingandtranslatingReadthepassageandtranslateitintoChineseparagraphbyparagraph.Tom,youaretodoparagraph1,please3.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepart.Copythemtoyournotebookafterclassashomework.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanCollocationfromUsingLanguageonpage5inatrial,ratherthan,morethan,totellthetruth,agreewith,Itcanbeprovedthat,noreasontolie,areplytoaletter,thinkhighlyof,searchfor,returnthetreasureto,costthemalotoftimeandmoney4.ListeningNow,boysandgirls,asweknow,peoplehaveneverstoppedsearchingfortheAmberRoom.Thistimewe’lllistentowhatthreepeoplesaytheyknowaboutthemissingAmberRoom.Beforewelistentothem,I’llpresentsomerelatednewwordstoyoutohelpyouunderstandthemeasily.Pleaselookatthescreenandreadafterme.explodevt.,Czchn.,mayorn.,meltvt.,sub(submarine),survivorn.,Titanicn.SharingandCorrectingWelldone.Nowshareyourformswithyourpartnerandtellmeinthethreeforms:Whatarefacts?Whatareopinions?LiMing,doyouwantatry?Keys:Whattheyheard,saw,didarefacts.Andwhattheybelieveareopinions.ReviewingWeoftenusesomeexpressionstoaskforopinions.Whatarethey?Oh,yes.Whatdoyouthinkof?Doyoubelieve?Howcanyoubesureof?Howdoyouknowthat?Andweoftenusesomeexpressionstogiveopinions.Whatarethey?Ok,Tom,Please.Oh,yes.Theyare:Ithink/Idon’tthinkIdon’tagreethat/Isupposethat7.DiscussingPleaselookatexercise3,anddiscusswhichpersongavethebestevidence.Usetheexpressionsabovetohelpyou.Beforewediscuss,let’sdealwiththefollowingdiscussion:A.Whatisthebestevidence?育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanB.Howcanweknowwhicheyewitnessismostbelievable?Keys:A.Thebestevidenceisfactualandisgivenbyapersonwhoisbelievable.B.Themostbelievableeyewitnessistheonewhohasnothingtogainfromtellingalie.Welldone.Let’scometothediscussion“Whichpersongavethebestevidence?”Keysforereference:JanHasekislessbelievablebecauseheownsalittlerestaurantnearthemine.Ifthesearchstopped,hisbusinesswouldsuffer.HansBraunisalsolessbelievablebecauseheisworkingforacompanytryingtofindtheshipwhichcarriedthetreasuresintheBalticsea.Ofthethreeeyewitnesses,onlyAnnaPetrovhasnoselfishreasonforsayingwhatshehassaid.Inparticular,sheisnotinvolvedinanycurrentefforttofindthetreasure.Thereforesheisthemostbelievable.8.ReadingandwritingSometimeswemayfallintoorfaceamoralchoice.Thatisamoraldilemma.Let’sreadtheletteronpage7andseewhat’sJohann’schoiceandopinion.Ok,finished?Nowanswerthefollowingquestions:What’sJohann’sopinionabouttheAmberRoom?What’shisfather’sopinionaboutthethingsfoundbyhim?WhathappenedtoJohannwhenshewasapupil?Keys:JohannthinksthepeoplewhofindtheAmberRoomshouldkeepitforthemown.HisfatherthinksasJohanndoes.Shefoundalittlemoneyandkeptittohimself.CompletingthelettersA&Bandthengivingyourownletters·Whenyouwriteyourletter,youmaychoosetoagreeornotagreewiththewriter.·Youmustgiveareasonwhyyouagreeordon’tagreewiththewriter.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan·Besuretogiveanexamplefromyourownlifesothatthereadercanbetterunderstandyouropinion.ClosingdownClosingdownbyadebatingThereisalongancientwallaroundalessdevelopedtown.Itisreportedithasalonghistory,datingbacktoover5centuryBC.Thelocalgovernmentiscollectingmoneytorepairandrebuildthewall.Ithascostalotofmoney.Someofyourclassmatesthinkitisnotworth.Somethinkit’sagoodwaytodevelopthelocaleconomy.NowGroup1and2againstGroup3and4.Let’shavethedebating.Closingdownbydictation·Thedesignfortheroomwasofthefancystylepopularinthosedays.·Theroomservedasasmallreceptionhallforimportantvisitors.·Themanwhofoundtherelicsinsistthatitbelongstohisfamily.·Theroomwascompletedthewayshewantedit.th·ItwasreadyforthepeopleofSt.Petersburgtocelebratethe300birthdayoftheircity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.Inatrial,ajudgemustdecidewhicheyewitnessestobelieveandwhichnottobelieve.Isitsomethingthatmorethanonepersonbelieves?·Afactisanythingthatcanbeproved.·Anopinioniswhatsomeonebelievesistruebuthasnotbeenproved.PartTwo:TeachingResources(授課資源)Section1:AtextstructureanalysisofINSEARCHOFTHEAMBERROOMI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageThehistoryoftheAmberRoom育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanGeneralideaof1stParaThesimpledescriptionoftheAmberRoomGeneralideaof2ndParaThepresentsenttotheCzarGeneralideaof3rdParaThedetailaddingandrelocatingoftheAmberRoomGeneralideaof4thParaThestolenoftheAmberRoominWorldWarⅡGeneralideaof5thParaTherebuildingoftheAmberRoomII.AtreediagramTheAmberRoom:thebestandbiggestworkofcountry’sbestPrussianartistsPara.1In1716,theAmberRoomgiventotheCzarasagiftPara.2

In1770,theAmberRoomredecoratedbyCatherineIIPara.2In1941theAmberRoomstolenbytheNaziGermanarmyPara.4TheoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuiltPara.5Section2:BackgroundinformationonculturerelicsI.Whatisaculturerelic?何謂“文化遺產(chǎn)”?Culturalrelicsarephysicalremindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Withouttheserelics,wecouldnotcherishculturaltraditionsasmuchorappreciatethelivesofthepeoplewhopracticedthosetraditions.Although育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplanwemaynotoftenconsiderit,culturalrelicsarenotonlythepossessionofoneculture.Inalargersense,itcanbesaidthattheybelongtoallpeoples.Forthesereasons,thisunitdescribesculturalrelicsnotfromChinabutotherplaces.Lookingatitfromanotherangle,itcanalsobesaidthatculturalrelicspreservessomeaspectofculturalheritageandeachrelic,regardlessofwhetherthesamehandscreatedmanyexamplesofit,isstillauniqueculturalexpressionandcontribution.II.TheculturalrelicsofChinaintheworldheritagesitelist《世界文化遺產(chǎn)名錄》中的30處中國文遺產(chǎn)本單元的主題是“文化遺產(chǎn)”，學(xué)生很可能已經(jīng)親身接觸過當(dāng)?shù)氐奈幕z產(chǎn)，或是能過電視、報(bào)紙等媒體對(duì)此有了必然的認(rèn)識(shí)，因此，在課前教師可讓學(xué)生列舉國內(nèi)外出名的文化遺產(chǎn)，爾后對(duì)“文化遺產(chǎn)”給出定義、分類或劃分標(biāo)準(zhǔn)。到2004年終，我國已有30處文物遺跡和自然景觀被聯(lián)合國科教文組織世界遺產(chǎn)委員會(huì)列入《世界遺產(chǎn)名錄》，以下是這些文化遺產(chǎn)的名稱、性質(zhì)和列人《世界遺產(chǎn)名錄》的年份：◆MountTaishan(泰山)，listedasaworldculturalandnaturalsitein1987.◆TheGreatWall(長(zhǎng)城)，culturalsite,1987.TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宮、沈陽故宮)，culturalsite,1987,2004.◆TheMogaoCaves(敦煌莫高窟)，culturalsite,1987.◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(泰始皇陵及兵馬俑坑)，culturalsite,1987.◆ThePekingManSiteatZhoukoudian(周口店北京猿人原址),culturalsite,1987.◆MountHuangshan(黃山),culturalandnaturalsite,1990.◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨溝風(fēng)景名勝區(qū)),naturalsite,1992.◆TheHuanglongScenicandHistoricInterestArea(黃龍風(fēng)景名勝區(qū)),naturalsite,1992.◆TheWulingyuanScenicandHistoricInterestArea(武陵源風(fēng)景名勝區(qū))，育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplannaturalsite,1992.◆TheMountainResortanditsOutlineTemple,Chengde(河北承德避暑山莊及周圍寺廟),culturalsite,1994.◆TheTempleandCemeterofConfuciusandtheKongFamilyMansioninQufu(曲阜孔府、孔廟、孔林)，culturalsite,1994.◆TheAncientBuildingComplexintheWudangMountains(武當(dāng)山古建筑群),culturalsite,1994.HistoricEnsembleofthePotalaPalace,Lhasa(西藏布達(dá)拉宮),culturalsite,1994.◆TheLushanNationalPark(廬山)，culturalsite,1996.◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山一樂山大佛風(fēng)景名勝區(qū)),culturalandnaturalsite.1996.◆TheAncientCityofPingyao(平遙古城),culturalsite,1997.◆TheClassicalGardensofSuzhou(蘇州園林),culturalsite,1997.◆TheOldTownofLijiang(麗江古城),culturalsite,1997.◆TheSummerPalace(頤和園),culturalsite,1998.◆TheTempleofheaven：anImperialSacrificialAltarinBeijing(天壇),culturalsite,1998.◆DazuRockCarvings(大足石刻),culturalsite,1999.◆MountWuyi(武夷山),culturalandnaturalsite,1999.MountQinchengandtheDujiangyanIrrigationSystem(青城山一都江堰),culturalsite,2000.AucientVillagesinSouthernAnhui—XidiandHongcun(安徽古農(nóng)村一西遞、宏村),culturalsite,2000.◆LongmenGrottoes(龍門石窟),culturalsite,2000.ImperialTombsoftheMingandQingDynasties(明清皇家陵寢),culturalsite2000.◆YungangGrottoes(云岡石窟),culturalsite,2001.◆ThreeParallelRiversofYunanProtectedAreas,naturalsite(三江并流),2003.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|ExcellentteachingplanCapitalcitiesandTombsoftheAncientKoguryoKingdom(高句麗的王城、王陵和貴族墓葬),culturalsite,2004.Section3:WordsandexpressionsfromUnitICulturalRelicsculturaladj.文化的aculturalindependence/culturalexchangerelicn.sth.oldthatremindsusofthepast遺跡；古物unearthedcultural/arelicofearlycivilizationsurvivevt.&vi.tocontinuetolive,esp.aftercomingclosetodeath;tocontinuetoliveafter幸免于；幸存；此后還活著survivethetrafficaccident/surviveallherchildrenremain1.tostayorbeleftbehindafterothershavegoneorbeenremoved停留；留居；留下Whentheothershadgone,Maryremainedandputbackthefurniture2..tocontinuetobe(inanunchangedstate)連續(xù)；仍舊remainyoung/remaintobeuncompleted;PeterbecameajudgebutJohnremainedafisherman.Ifyouwon’teatyou’lljusthavetoremainhungry!3.Itremainstobeseen:weshallknowlateron情.況仍未明，要看怎樣發(fā)展。state國家；政府；州；狀態(tài)stateschools/statedocuments/inapoorstateofhealthlookinto:toexaminethemeaningorcausesof察看，檢查lookintothematter/lookintotheeventrareadj.稀有的；稀有的；可貴的therareairofthemountains/raremetals/ararebookdynastyn.朝代；王朝theQingDynasty/theTudordynastyinEnglandbelongtotobethepropertyof;tobeamemberof;tobeconnectedwith屬于；為的一員;育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplan與有關(guān)系belongtoaclub/belongtoaclass/belongtomeinsearchof搜尋insearchofthecuretothedisease/insearchofthelostboyambern.adj.琥珀；琥珀制的；琥珀色的theambertrafficlights/adecorationofambergift贈(zèng)品；禮物；天賦birthdaygifts/giftvouchers/agiftformusicmeltvt.vi.(使)融化；（使）融化meltthesnow/melttheanger/meltinwaterheatn.vt.熱；熱度；把加熱；使激動(dòng)thebodyheat/theheatofadebate/heatsoupforlunchdesignn.aplaninthemind;adrawingorpatternshowinghowsth.istobemade設(shè)計(jì)；圖案vt.toimagineandplanoutinthemind設(shè)計(jì)；構(gòu)思curiousindesign/makeadesignforamonument;designanengine/designdressesforaqueenfancyadj.奇怪的；異樣的（無最高等和比較級(jí)）vt.想象；設(shè)想；愛好afancyprice/fancygoods/fancyhiscoming/fancyherselfstillyoungstylen.風(fēng)格；風(fēng)范；種類dothingsinstyle/inthestyleof/outofstyle.jeweln.珠寶；寶石preciousjewels/ajewelnecklaceinreturn(for):inexchange(for);inpayment(for)作為交換；報(bào)答；酬謝inreturnforherkindness/inreturnforhisgiltlightvt.vi點(diǎn)火，照亮lightacigarette/lightatorch/lightsb.onhiswaymirror鏡子；反響adrivingmirror/lookinthemirror/amirrorofthetimeswonder育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplann.奇景；驚詫thewondersofnature/It’snowonder./inwonderatwar處于開戰(zhàn)狀態(tài)beatwar/havebeenatwarforlongremovevt.totakeaway(fromaplace);takeoff搬動(dòng);脫掉；除去removetheclothfromthetable/removeone’shat;You’vegottoremoveyourshoesbeforeyouentertheroom.furnituren.家具（總稱）muchfurniture/alotoffurniture/asetoffurniture/apieceoffurnituresecretlyadv.奧秘地；背后里haveatalksecretly/takeanactionsecretlywoodenadj.木制的awoodenbridge/awoodenchairdoubt思疑；誘惑；vt.思疑；不信thereisnodoubtaboutsb./sth./nodoubt/notdoubtthat/doubtwhethermysteryn.奇特；奇特的事物makeamysteryofmatter/diveintothemysteriesofapartadv.分別；分別地milesapart/standapart/keepapartfromtakeapart翻開takeapartthemachine/takesb.aparttrialn.審問；審問；試驗(yàn)holdatrial/trialbyamilitarycourt/givesb.atrialconsidervt.1.tothinkabout;examine考慮；思慮I’mconsideringchangingmyjob.We’vedecidedtomoveandareconsideringanewhouseinBeijing.2.toregardas認(rèn)為Iconsideryouafool.Iconsideritagreathonourtobeherewithyoutoday.ThebossconsideredTom(tobe)toolazytobeagoodworker3..totakeintoaccount顧及；考慮到；Ifyouconsider(thefact)thatshe’sonlybeenstudyingEnglishayear,shespeaksitverywell.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplanopinionn.建議；看法；判斷giveone’sopinion/inone’sopinion/dependonone’sopinionevidencen.依照；憑據(jù)；證物evidenceforhisguilt/callsb.forevidence/materialevidence/verbalevidenceprovevt.證明；證明vi.原來是；證明是proveitstruth/provesbtobe/beprovedtobepretendvt.假裝；裝扮pretendtobe/pretendthatthinkhighlyof看重；器重thinkhighlyofhisdeeds/thinkhighlyofhischaractertreasuren.財(cái)寶；財(cái)富；珍品astoreofhiddentreasure/collectmanytreasuresbesidesadv.inaddition,also其他;而且Idon’twanttogo;besides,I’mtired.Imetsomefriendsandotherpeoplebesides.Idon’tlikethosebluesocks;whathaveyougotbesides?prep.aswellas;inadditionto除之外Ihaveafewfriendsbesidesyou.TherewerethreeotherspresentatthemeetingbesidesMr.Day.Unit2TheOlympicGamesPartOne:TeachingDesign(第一部分：授課方案)Period1:Alessonplanforreading(ANINTERVIEW)AimsTotalkaboutthehistoryoftheOlympicsgamesToreadaninterviewabouttheOlympicGamesProceduresI.WarmingupWarmingupbysharingMorning,everyone!TodaywearegoingtolearnaboutTHEOLYMPICGAMES.Butfirst,I’dliketoknowhowmuchyouknowabouttheOlympicstobeheldinBeijing.Anythingaboutitisok.Oh,LiLei,doyouwantatry?Right.YouknowsomuchabouttheOlympics.Toady,we’lllearnmoreaboutitinancientGreece.WarmingupbydescribingNow,boysandgirls.I’llshowyouavideoshowofthe28thOlympicGames.Pleasetellmewhatit育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計(jì)|Excellentteachingplanisaboutandde