2023年人教版高中英語必修2全冊教案

新課標(biāo)高中英語2(必修）全套教案Unit1CuｌtuｒalrelicsPａrtOnｅ:TeacｈinｇDｅsigｎ(第一部分:教學(xué)設(shè)計）Ｐerｉod1:AsampｌelessonplanfoｒReadｉnｇ(INＳEARCHOFTHEAMＢEＲＲOOM)Aims:TｏreadaｂoutｃulturaｌrelicｓTolearｎａbｏutTheＲeｓｔrictiveandＮｏn-RｅstｒｉctiveAttrｉｂuｔiveClａuｓeI.WaｒmingｕpWarｍinｇｕpｂｙdｅｆｉningGｏodｍorｎing,ｃｌaｓs．ThiｓperioｄwearegoiｎｇtoｒeadaboutINＳEARCHOFTHEAMＢERROOM．Ｂｅforeourreａdiｎｇ,I’dliketoｋnow:Whatｋinｄofoｌｄthｉngsａreｃultuｒalrelics？Areaｌlｔｈeｏldthingsｃｕｌturaｌreｌｉcs？找教案Whatisｔｈeｄefinitionaｎdclaｓsifiｃａt(yī)ioｎofcultｕralｒｅｌics?Ｔowhomdｏculturalreｌｉｃsbeloｎg?Keyｓforreference:A.Culturalrelicsａrephysiｃａｌremaｉｎｄersoｆwhatｄｉｆfereｎtpeopｌesvaｌuｅdiｎｔｈepａｓｔandconｔｉnuｅtovａlueｎｏw.Itcａnalsobesaｉdthatcｕltuｒalrelicsareｍoｒeｔhanworｋsofart,ｔｈeｙaｒesyｍbolsｏfhistoｒｙanｄtｈepeopｌewｈｏliveｄinｔｈepast.B.Ｎo,noｔａlltheoldｏｂｊｅctsareculturａｌreliｃｓ.C．Eacｈkinｄofｒeｌicspresｅrvessoｍeaｓpectofcultｕralheｒｉtａgeaｎdｅaｃｈrelicisstillauniqｕｅcultｕralexprｅsｓｉonanｄcontriｂutiｏnｓ.Ｄ．Iｎaｌａｒgersｅnse，iｔcａnbesaidｔhatallthｅcｕｌｔuralrelicｓbｅlongｔoallpｅｏplesandwｈoｌｅsocietiｅｓ，nｏtａｃertａininｄｉvidual.ＷａrmingupbｙｐresentinｇHｉ,ｅvｅrｙonｅ．Ｌeｔ’sloｏkａt(yī)ｔｈｅsｃreen.Ｉ’llprｅsｅｎtyousoｍepicturｅｓ.Tｈeyaｌlbelongtocｕlｔurａlrelicｓ．Ｓomeofｔｈemareculturaｌsites.Someofthemａｒeｎatｕrａlｓiｔes.Pｌeasｅthｉnｋtheseover：Canyouｎaｍeｔhｅmouｔ?Ｗhohavethｅriｇhｔtocｏｎfirmanｄｃlassifythem?Kｅｙsforｒeferｅnｃe:A.Thｅyaｒeculturａlsites:TheＧｒeatwalｌ;TheImｐeriａlPalａcｅoftheＭｉｎgaｎdQingＤynastiesiｎＢeijingandSheｎyａng;ThｅＭａuｓolｅumｏfｔhｅFirsｔQｉｎEmpeｒｏｒaｎdｔhｅＴerracｏttaWarｒiorｓ;ThｅMoｇaｏＣave.Ｔhesｅarenaturalｓitｅs:ThｅJｉuＺｈaiGouVａlleySceｎicandHistｏrｉcＩnterｅsｔAｒea;ＴｈeHuangLongScenicandHistioriｃIntｅrｅｓｔArｅa.Ｔhefollｏwingａｒｅcｕlturalaｎdnaｔｕralsｉtes:ＭountTaiｓｈａｎ;ＭountHｕangshan；MｏuｎtWuYi.B.OnlｙaninternatｉｏnａlpｒｏfessionaloｒganｉzatioｎｆrｏｍUNｈastheauthｏrityｔoconfｉｒmａnｄｃlａssiｆｙthｅm.WａｒmｉngｕpbydｉscuｓsingNow,boｙsandgiｒls，Ｉmｅｔa“morａｌｄilemmａ”.ThatmｅａnsIｍustmakeachoicebetwｅentheintｅrestｓｏfthｅｆamilyanｄｔｈeinｔｅresｔsofthｅｓocieｔy.Tｈingsaｒeliｋetｈis:Myoldgｒannyｈapｐeneｄtｏfindａnancientvaseunｄerthetreeｉntｈｅeａｒtｈｏfourgaｒｄen.Ｉt’ssobeautiｆulandｓpｅcial.Now,myｆamilyfeｌlｉnｔoamoｒaｌdilemma.Cａｎｙoｕhｅlｐｕstomａkｅaｄecisioｎ:A：Whatshoulｄweｄo？B:Cａｎwｅｋeepitfoｒｏurselｖeｓｏrreportittothegoｖｅrnmｅnt?C：Hａvｅｙｏｕcoｍeacrosssｕchasiｔuａt(yī)ioｎ—ｔomakeadifficｕｌtchoice?Keｙs:ＡBＣｑueｓtｉonscanbｅaｎswerｅdinａｌlｋindsoｆｗaｙｓ.Theansweｒsaｒefｌeｘｉｂｌe.II.Prｅ－reaｄiｎg1.LookingａnｄsaｙｉngＷo(hù)ｒkiｎpairs．Lｏokatｔｈeｐｈoｔoｓoｎtｈｅｓcreen.Ａllthesｅrelｉcsａrequiｔebｅａｕtｉfuｌ.Butsomeoｆｔhemwerelｏｓｔandruｉｎedinhistory,ｓuchａｓYuanＭingYuanaｎdtheAmbeｒＲｏｏm．Ｐｌｅａｓeguｅss:Wｈａｔkindsｏｆｔhingscanresulｔinthｅiｒdisappeariｎｇ?Whｙdｏｔheyｃomｅiｎｔobeinｇｏｎceagain?Ｋｅｙsｆorrｅｆerence:A.Ｍayｂewａrｓ,ｎatuｒaｌdｉsasters,andtiｍeｈaｖeｄamaｇeｄoｒｄesｔｒoyeｄthｅm，ｇｅtｔinｇｔheｍlｏｓtaｎdｃhanｇed．Ｍanｙoftｈemweｒｅeｖenｓｔｏｌenａndｈｉｄdｅnwhｉｌｅnobｏdyknowsｗhｏ,ｗhｅrｅａndhow．B.Peopleｇeｔtoknｏwthesｅ.Ｉftｈｅｓerｅlicscｏuldnoｔbeｆoｕndagａin,theywouldberebuiltbyｐeｏple．２．EｘplaininｇaｎdshａringWｏrｋｉngrｏupｓoffoｕr.Ｔelｌyourgroupｍates:Whatdｏyouknowabouｔｔhesubｓｔaｎｃeof“ａｍber”?Whatｄoyouknowaｂouttｈeｃｕlturalreliｃs“theＡｍbｅrRooｍ”?Ｋeｙsｆｏrreｆerenｃe:找教案ｈttp://wwｗ.zhaojｉaoａn．cｏmIaｍfrｏｍgrｏup2．Ｆromtheｋｎowledgewｅｇoｔfｒomｂiologyandcｈｅmｉstry,wｅｋnow“amｂｅr”isasｅmi-pｒｅcioｕsｓtｏnｅusｅdｉnｊｅwelrｙaｎｄａrtworld.Amｂeriｓrｅａlｌythｅfossｉlｆormofreｓinfrｏｍtrｅes.Ｉthaｓｇoｔitsｓhapｅafterapｒocesｓｔhａt(yī)hastａkｅnmilliｏnsofyeａrｓtoｃｏmｐlete.Treesｉnvｅｒyancｉｅｎtforeｓtsproducｅdthisresiｎ，ｗhichslｏwlｙｄroｐpeｄfｒomtreesaｎｄｗasｂuriｅd.Ｔｒeｅsuｓeresｉnｔoprｏteｃttheｍselvesｆｒomｄiseaｓeandhａrmｃausedbyinｓecｔsandfungi.Ｉamfromgｒoｕｐ6.Froｍtheiｎforｍａｔiｏnofhistoryleｇendsandneｗsｒepoｒts，wｅkｎowtheAmberRoomisａroombuiltbylｏｔsofamｂers.ItwａsａgiftgｉvenｔｏPetertheGreat,ｔhｅKingofRｕssiａ,bythｅKinｇofＰｒussia,FrｅderｉckWiｌlｉamI.Itwasgiveｎthenａｍebｅｃausｅaｌmosttｈｏusandｔｏnsofnａt(yī)uｒalamberｓwereuseｄtomakｅit.Butdurｉngｔhｅsecoｎdwｏｒlｄwarｉn１９４1，theＮaｚiGerｍaｎarｍｙsecreｔｌyｓtoｌeｔhｅＡmｂerRooｍａｎｄｓentboxｅｓｏｆｔheAmｂerRoomonatrａintｏａＧeｒmaｎｃitｙ.Afterthａｔ，whatreaｌlyhaｐpｅｎedｔｏtｈｅAｍｂerRｏomｒeｍainsamｙｓtery.IＩI.Reaｄing1．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,thｅｗayoｆnａrrａt(yī)ing，andtｈeｔensｅ?Ｋeysforrefｅｒenｃｅ：Thispiecｅoｆｐａssａｇeisａnarｒａt(yī)ｉｖeproｓeｏrnoｎ-fictioｎaｒticlewｒittｅniｎanarｒatingｓｔｙle.ＩttｅlｌsthｅhiｓｔoryｏｆAmｂerRｏｏmintｈeorｄｅrｏftｉｍeｓotｈａt(yī)wｅcanclearlyleaｒnａbｏｕtｗhａt(yī)happenedｔoｉt.Ｔhetenseusｅdinthｅteｘtｉｓｐasttｅnse．4．ReadingａｎｄｕｎderｓｔandｉnｇNｅxtｙoｕaretorｅadａndｕｎderliｎeaｌｌｔｈｅusefulexpｒeｓsioｎsoｒｃolｌocatｉonsinthｅpassａｇe.Coｐytｈemtoyｏurnｏtｅbooｋaftｅrclassａshoｍeｗｏrｋ.Collocａt(yī)ioｎｓｆrｏmＩＮSEARＣHＯFＴＨＥAMＢERROOMlookiｎto…,beusedｔo…,makethｅｄesigｎfoｒtherｏom,ｉnfact,ａsagiftof…,ａddmｏreｄetaｉlstｏ…,rｅmoｖｅ…frｏｍtheｓｅａｒｃhｆor…,belｏngtｏ…,feelasｈardasstoｎe,ｔｈefancyｓtｙle,bｅmadefor…,inreｔuｒn,oneofthegｒeａt(yī)wonｄerｓ,ａrtobjｅcts,lookmucｈｌiｋe…，giｖｅtｈ,bｅmａdeiｎtｏanyｓhａpｅ,beｍａｄeｗitｈgoldandjeｗeｌｓ,ｂｅmaｄeｔｏbeagift,servｅaｓ…,atwar,remainamｙstery,ｂereadyｆor…５.Readingaｎdtｒansferrｉngｉnfｏrｍaｔiｏn找教案Reaｄｔhetextagaintｏcompｌｅtetheｔaｂle,whicｈlｉsｔsａlｌtｈｅnumｂersinthetexｔ.ＮUMＢEＲMEANＩＮG1７16ＦrｅｄｅricWilliamｇaveｔｈeＡmberRoｏmtoPｅｔertheGreatasagift．１77０Cａt(yī)hｅrinｅⅡhａdｃoｍpｌetedｔheaddiｎgtotheAmberRoomiｎthisｙeａr.1941TheNazｉGｅrｍanarmystoletheＡｍberRoominｔhisyear．２023ThereｂuiｌdinｇoｆtheAｍbeｒRoｏmwａsｃｏｍpletedintｈisｙeａｒ．70０0TｏｎsThｅtｏｔaｌwｅiｇhtoｆｔheamberｓｕsｅdtomaketｈeroom.5５ＴhenumberofｓoldiersgiveｎtothｅkinｇｏfRuｓｓiaｉnrｅｔｕrn.600ThenuｍbeｒofｔhｅｃａndleslｉｇhｔｉｎgtheＡmbｅrRｏoｍ.2Thetｗocounｔｒies:GermanandRｕｓｓia.2IｎtwoｄayｓtheＡmｂeｒRｏｏmｗaｓremoｖedｔoaGerｍａnciｔy.１00，０00ＴｈeAmｂｅrRoomwasｄｉsmanｔlｅｄinto100,0０0piｅces27２7woodenboｘeswerｅuｓeｄtｏcontaｉｎthepｉｅcesofAｍberRoom．300tｈThenｅwlyrｅbuiｌtＡmbｅrＲooｍwasreａｄｙfｏrtｈe300thbｉｒtｈｄayoｆStPetｅrburgcｉｔy6.RｅａdｉngandｌeａrniｎgＲeaｄthetextａｎｄlearnmoreabｏuｔtheｆｏｌlｏｗingprｏpeｒnounｓ.Youcａnsｕｒfoｎtheweｂｓiｔeaｆtｅｒcｌass:NamｅsofpeopｌｅNamｅsｏfｐｌacesFredeｒiｃkⅠPｒussｉａFrｅｄｅrickWｉlliamⅠSt.ＰeｔerｂｕrgPｅtertheＧreaｔKｏnigsbｅrｇCａt(yī)herinｅⅡWinteｒPalａceSummerPａｌaceⅣClosinｇdownCloｓｉｎｇdownbydoingeｘｅrｃiseｓTｏeｎdｔheｌessonyouaretodothecompｒｅhｅndｉngexｅrｃｉsesNo.1andNo.２.CｌｏsinｇdownbyhａvｉngadiｓcuｓsioｎCaｎyoｕiｍａginetｈeｆateofｔｈeAmberRoｏm？Wｈatisｉt?DoyouｔhinkｉfｉtｉsｗorthwhｉlｅtoｒeｐｒoducethｅAmbｅrＲooｍ？Why?Keｙsfｏrrｅference：A.IｈavｅnoｉdeａaｂouttheｆateoｆthｅＡｍｂerRooｍ.Becauｓeanythinｇcaｎhappentoit．Maybeiｔwaｓdeｓtｒoyedatｗaｒｉnthｅfｉｇhtｉngｆirｅ．Yousｅe,aｍｂerscaｎbemｅｌteｄeａｓｉlｙ.Maｙbeitwaskｅｐtｓｅcretｌybysomebodywhohadｄiedwithｏuttｅllｉngabｏｕtittoanｙoｎeｅlｓe.Soｍaybeitislyingsomeｗherequietly．Ｂ．IthinｋiｔiswoｒｔｈwｈiletorｅｐrｏduｃｅtheAｍberRoom.BeｃauseitｒeｐｒｅsentsthecultｕreａndａperiｏｄoｆhistoｒyinSt.Ｐeｔerｓbuｒg.Ｉｔisatraceanｄfｅａt(yī)ｕresurｖivｉngfｒomａｐastａgeａnｄｓeｒvinｇtoremindpeopｌeｏfａloｓｔｔime.ClosinｇdownbｙretellｉｎgthesｔｏrｙｏftheＡmberRooｍＷell，ａlｌofuｓｈａｖｅleａrｎedｔｈehiｓｔｏryoftheAmｂerRoom．Let’ｓｒecａlｌsomｅkｅywordsaｎdｅxｐressiｏｎsoｎtheboarｄ.YouarｅtoretｅｌｌthestoｒyofｔheAｍｂerRoom:ColｏurStyleShaｐeｏwnerpresentmoｖetowiｎterpａlaceａdｄtomoredetaｉlsreｍovｅtopiecesputontraiｎsrｅmａinamystery３00ｔｈｂirｔｈｄayPeｒiｏｄ２:ＡleｓsｏnplaｎfｏrＬearnｉngaｂｏｕｔLaｎguａge（TｈeReｓtricｔiveandNｏn-ReｓｔricｔiｖeAｔtriｂｕtiveＣlause）Aims:Toｌeａｒnabouttheｒｅstｒictivｅandnoｎ-ｒestricｔｉveattｒibuｔiveclauｓeＴodiscoｖｅrsomｅusefulｗｏrdsａnｄｅxｐresｓionｓTｏdiｓcoversomeusefulstructuｒeｓProcedｕrｅs:I.ＷarmｉngupＷaｒmiｎgｕpbｙｄｉｓcoveringusｅfｕｌwordsａndeｘpｒessionsPlｅaｓeturntoｐagｅ3.Doｅxercises１,２,3ａｎd4first.Ｐl(wèi)easeｃhｅckyouranｓwerｓagaiｎｓtyoｕrｃlassmａt(yī)es’.找教案WaｒmingupbyeｘplainｉｎgＮow,class，ｓｉｎcｅyou’vｅreａｄｔhepaｓsage,couｌdyouexpｌaintomｅhｏwtousethephｒaｓｅ“belonｇｔo”?Theworｄ“to”hereisapreｐosｉｔion,indiｃａt(yī)ｉnｇthepossｅｓsｉon,andisａｌwａysfｏlloweｄbｙnｏuｎsorprｏnoun.ＬookaｔEx3.Theｐrｅposｉtion“at”indicaｔesastate,ｃonditionoｒcoｎtinuｏusaｃtｉvｉty.Soｗecanrｅplaｃｅｔｈemorexpｒesstｈeｍｂyusｉngapreｓｅnｔ-coｎtｉｎｕｏusｔensｅ.II.LｅarningaboutAｔｔribｕｔiveＣlａusｅ1.WｈatｉｓａｎaｄjectiveCｌａｕsｅ?Anadｊectiveclａuｓeｉsａdeｐendentcｌauseｗhicｈｔakestheplａｃｅofanａｄjectiｖeinanotｈercｌaｕseｏｒphｒaｓe.Likｅanaｄjective,anadjectivｅｃlaｕseｍｏdifｉesanounorprｏnouｎ，aｎswｅｒingqｕｅsｔｉonsｌiｋe“whicｈ？”ｏr“whaｔkindof?”Consiｄｅrthefollｏｗingexａmplｅｓ：AdｊｅctivｅｔhｅrｅdｃoatAｄｊectiveclausethｅcoatwｈｉcｈIｂougｈｔyesterｄayLｉkｅthewｏｒd“rｅd”intheｆirｓtexample,thedeｐｅnｄｅntclause“whichＩｂｏughtyesｔerｄay”intｈesecondｅxamplemｏdifｉestｈenoｕn“cｏaｔ.”Notｅthatanaｄｊｅcｔiveclaｕseuｓｕallｙcomesaftｅrwhaｔitmodifieｓ，ｗhｉleａnａdｊectiｖeusｕallycｏｍesｂefore.Informalwｒitinｇ，ａnadjｅctiveclauｓｅbｅgｉnsｗiththerelａt(yī)ivepｒｏｎｏuns“who(ｍ),”“that,”or“wｈich．”Ininfｏrmaｌｗritｉｎgｏrspeecｈ,yｏuｍayｌeaveoｕtthｅｒeｌａt(yī)iveｐronounwhenitiｓｎoｔthｅｓｕbjｅctｏftheadjectｉｖeclauｓe,buｔyoｕshouldｕｓuａllyincｌｕdｅtｈerelaｔivepｒoｎounｉｎformal,ａcaｄemicwｒｉtinｇ:ｉnformalTｈｅboｏksｐeopleｒeａdweremaiｎlｙreliｇiｏus．ｆｏrｍａｌTheｂｏoｋｓthatｐｅｏpleｒeａdwerｅmaｉnlyreliｇioｕs.inｆormaｌSomｅfirｅfigｈteｒsnevermeetthｅpｅopletheysavｅ．formalSoｍｅfｉｒeｆiｇｈtersｎeveｒmeetthepeoplewhoｍtheyｓavｅ.Heｒeaｒeｓomemoreexamplｅsｏfaｄjecｔiｖｅclaｕｓｅs:themｅaｔwｈichtheｙａt(yī)eｗａsｔainｔｅdThisclausｅｍoｄiｆiesthｅnｏｕn“ｍeat”andaｎｓweｒstheｑuｅstion“wｈｉchｍeａｔ?”.Ｔhey’retalkingaｂoutｔhemoｖieｗhichmaｄｅhｉmcryＴｈisclausemｏdiｆｉesｔｈenoｕn“movie”andanswｅrsｔhｅqueｓtion“ｗhichmovie？”.TheｙarｅｓearcｈｉｎgfortheｓｔｕdentwhoboｒrｏwedthebookThｅｃｌausemodifiｅsｔhepronoｕn“ｓtudｅnt”andanｓｗersｔheｑueｓtion“ｗhichｓtudent？”.DidＩｔellyouaｂoｕttheａｕthｏrwｈomImet?Theclausｅmodifｉesthenoun“aｕｔhor”andaｎsweｒstheqｕestｉon“whichaｕtｈor?”.2．Restrictive&nonrｅstriｃtｉｖecｌausｅsDothefollowingpairｓofｓeｎtｅｎcesmeanｔhesaｍeｔhiｎg?1aMyuncle,wholiｖesinLoｎdoｎ，isvｅrｙrｉch.2bＭyunclewhoｌivesinLondoｎiｓveryriｃh.２aThep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eandｍoney４.ListeningＮｏw，bｏysandｇirls,ａsweｋｎow,peoｐlehaveneverｓｔoppedsｅａｒchｉnｇforｔhｅAmbｅrRoｏｍ.Ｔhistiｍewe’ｌlｌisｔentowｈａt(yī)thrｅepeopｌeｓａytｈeyknowabｏutｔhemｉssingＡmbeｒＲoom.Bｅfoｒeｗeliｓtentothem,I’ｌlprｅsenｔsomerelaｔednewwｏrｄｓtｏyoutoｈelpyouundeｒstandｔｈemｅasｉｌy.Pleaseｌookatｔhesｃrｅenandreadaｆterme.expｌｏdevt．爆炸,Czchn．捷克，mayorn.市長,melｔvt.熔化,sub(ｓｕbmarine)n.潛水艇，水雷,suｒvｉvorn．幸存者，Titaniｃn.泰坦尼克船５.ShａrｉｎgａnｄCorｒecｔingＷeｌｌdｏnｅ．Nowsｈareyourｆormswithyouｒparｔnerandｔellmeｉnthethｒｅefｏrｍｓ:Whatａrefacｔs?Whatarｅｏpiniｏns?LiＭinｇ,doyouwａｎｔaｔry？Keyｓ：Wｈatｔｈｅyheard,sａw,dｉdａrefaｃts.Ａndwhattheｙbｅliｅveareｏpinｉonｓ.6.ReviewiｎgＷeoftenuｓeｓomeexpｒessionsｔoaskfoｒopiniｏｎs.Ｗｈataretｈey?Oh,yｅs.Whatｄoyoｕthinｋof…?Doyｏuｂeliｅｖe…?Hｏwcanyoubｅsuｒeof…？Howdｏyｏuknｏｗｔhａt(yī)?Anｄwｅofteｎｕsｅsomeexpresｓionsｔogivｅopiｎｉons.Whaｔarethｅy?Ok,Toｍ,Pｌease.Oh，ｙes.Theyａre:Iｔhiｎk…／Iｄon’ttｈｉnｋ…Idｏn’tａgreeｔｈaｔ…/Isuppoｓeｔhat…7.ＤiscuｓsingPｌｅasｅlookaｔexｅrｃise３,anddｉｓcusｓwhiｃhpeｒsoｎgavｅthebestevidence.Usetｈeｅxpressionsabovetohelpyou.Beforeｗediscuss,let’sｄｅalwithｔhefollowingｄisｃuｓsioｎ：Wｈatisthｅbestｅvidｅnce?Ｈoｗcａnweknowｗhｉcheyｅwitnesｓisｍostbelievabｌe?Ｋeyｓ:A．Thｅｂestevidenｃeiｓｆacｔｕalandisgivenbyａpersonwｈoisbelｉevabｌｅ.B．Ｔｈｅmostｂeliｅvablｅeyｅwitnessｉstｈeonｅwｈohaｓnothingtｏgainfromｔｅlliｎｇalie.Wｅｌlｄｏne.Ｌeｔ’ｓｃoｍｅtｏthediｓｃussｉｏn“Ｗｈicｈpersoｎgavetheｂesteviｄencｅ?”Keyｓfｏrerｅfｅrence：JanＨasｅkｉslessbelieｖablｅbecａuseheowｎsalｉｔtlerestａuranｔｎearthemｉne.Ｉftｈeｓeａｒchsｔｏppｅｄ,hｉsbｕsinｅsｓｗoｕldsuffeｒ.ＨanｓＢraunisalｓolessbelｉｅvablｅｂｅｃaｕseheisworｋｉｎgfｏｒaｃomｐanyｔryingｔoｆindtheｓｈipwhichcaｒｒｉｅdthetreasｕｒesintｈeBaltｉｃsｅa．Ofｔheｔｈreeeｙewiｔnessｅｓ,oｎlｙAnnaPetrovｈasnoselfiｓｈｒeasonｆorsayiｎｇwhaｔsheｈａsｓaid.Inpartｉcular,sｈｅisnotinvｏlｖedｉnaｎycｕrｒeｎtefｆorttｏfinｄtｈeｔｒｅasure．Theｒｅｆｏｒesｈeisthemoｓtbｅlieｖａble.8.Reaｄｉｎgaｎdwriｔiｎg找教案Sｏmetiｍeswemaｙfａlliｎｔoorfacｅaｍoralchoicｅ．Tｈatｉｓamoｒaldilemma.Lｅt’sｒeaｄtheletterｏｎpage7andsｅｅwhａｔ’sＪohann’sｃhoｉceandoｐinion.Ok，ｆiｎｉｓhed?Nowaｎsweｒｔhefolｌowiｎgquｅstｉons:Whａt(yī)’sＪoｈann’sopｉniｏnabｏuttheAmbｅrRoom？What’shisfaｔher’soｐinionaboutｔheｔhｉnｇsｆouｎｄbyhiｍ？ＷhatｈａpｐenedｔoＪoｈaｎnｗhｅnsheｗasapuｐil?Keyｓ:ＪoｈanｎthｉnkｓｔｈeｐeoｐleｗhofiｎｄtheAmｂerRoｏmshoｕldkｅepiｔfｏrthemown.HisfatherｔhinksａｓJoｈａnndｏｅs.Ｓhｅfｏｕnｄａliｔtｌｅmｏneyandkeｐｔitｔｏhimself.９.CompleｔinｇthelettersA&Bａｎdｔhengｉｖingｙｏｕｒｏｗｎletters·Whenyouwrｉteyourletter,youｍａychooｓｅtｏagrｅｅornoｔagreｅwithｔhewriｔeｒ.·Ｙoｕmｕstgivearｅasoｎwhyyoｕagreeｏrｄoｎ’ｔａgreeｗiｔhｔhewriｔer．·Besuretogiveａnexaｍpｌeｆromｙouroｗnlifesotｈａt(yī)tｈeｒeadercanbeｔteruｎderstaｎdyoｕropｉnioｎ.ⅢＣlosingdowｎCloｓingｄoｗnbｙaｄebatｉnｇThereiｓaloｎｇanciｅnｔwalｌarouｎｄalessdeveｌopedｔown.Itisｒｅｐｏrｔediｔhasalｏnghistoｒy,ｄatingbａcktoover5ceｎｔuｒyＢC．Tｈeｌｏｃalgｏvernｍeｎtiｓcollectｉnｇmoneytorｅｐairanｄｒｅｂｕｉldtｈewａll.Ithascｏstａlotoｆmｏｎey.Someofyｏurclaｓsmａｔesthｉｎkiｔiｓｎotwｏrth.Sｏmethinｋiｔ’saｇoodwaytodeｖeｌｏpｔhelocalecoｎomy.NoｗGrouｐ1aｎｄ2againstＧroup3anｄ4．Ｌet’shａｖｅthｅdebating.Cｌosingｄownｂydｉｃtatioｎ·Tｈedｅｓiｇnｆortherooｍwasofｔｈefａnｃｙstylｅpopｕｌarinthoｓedａys.·Theroomseｒｖｅｄasａsmaｌlrｅｃｅptionhａllfｏrimpｏrtanｔvisitoｒｓ.·Thｅmanwhｏｆｏundtherelicsiｎsistthatitbelongｓtoｈｉｓfamily.·Theroomｗplｅtedtｈewayshｅｗaｎtｅdｉt．·IｔwａｓｒeadyfortheｐｅoplｅoｆSt.Peｔersｂurgｔｏcｅｌebｒatｅｔｈｅ30０ｔhbiｒtｈdayｏftheircｉty.·Afterthａｔ,wｈatreallyhappenｅｄtｏtheAmberRoomreｍａinsaｍysｔｅry．·Inatｒｉal,ajudｇemustｄeｃideｗhicheyeｗiｔｎｅｓseｓｔoｂeｌieveandｗhｉchnottｏbelｉeve.·Iｓitｓometｈｉngｔhａｔmorethanoｎeperｓｏnbelieves?·Aｆaｃtisanythingｔｈａt(yī)ｃａｎbeｐｒoved.·Aｎopinioniswhａt(yī)somｅonebeliｅｖesistruｅbuthasnotbeenpｒｏｖeｄ.PａrｔTｗｏ:TeachｉｎgResｏuｒcｅs(教學(xué)資源)Ｓection1:ＡｔextｓtｒuctureａnalysisofINＳＥAＲCHOFTHEAMBEＲROOＭI．TypｅofwritiｎｇaｎｄsumｍａrｙoftheiｄeａＴｙpeofwritｉngTｈｉsisapｉeceoｆnarrativewriting.ＭaiｎidｅａofthepasｓageThehisｔｏｒyoｆtheAmｂerＲoｏｍGenｅｒaliｄeａoｆ１stＰａrａＴhesｉmpledｅscｒiｐtionoftheＡmberＲoｏmＧｅneralideaof2ｎdPaｒaTheｐｒesｅntseｎｔtotheCzaｒGeｎeｒaｌidｅaof3ｒｄParaＴhedetａｉladdiｎganｄrｅlocatingoftheAmberRｏomGeneralidｅaoｆ４tｈParaTheｓtolenoｆtheAmberRoomｉｎWorldWarⅡＧeneｒaｌｉdeａｏf5thＰaraＴheｒeｂｕildｉngoftheＡｍberRoｏmＩI．AtreeｄiagｒaｍＴheAｍbeｒＲoom:theｂeｓtandｂｉｇgestwｏrkofcounｔry’sbｅsｔＰrussianａrｔistｓＰara．1In1770,theAmberRoomredecoratedbyCatherineIIPara.2In1770,theAmberRoomredecoratedbyCatherineIIPara.2In1716,theAmberRoomgiventotheCzarasagiftPara.2In1941tIn1941theAmberRoomstolenbytheNaziGermanarmyPara.4TheoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuiltTheoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuiltPara.5Sｅcｔion2:BacｋｇrｏunｄｉnｆorｍatioｎoncultｕrereliｃｓI.Whatｉsacuｌtureｒｅliｃ?何謂“文化遺產(chǎn)”?Cultｕrａlｒｅliｃsａrｅpｈysicalreminｄｅrｓｏfwhatdiffｅrｅntpｅｏplesvaluedｉnthepastａndcoｎｔiｎuetoｖalｕenｏw．Ｗｉthouttｈｅsｅrｅｌicｓ,ｗeｃｏｕldnotcherisｈcｕltuｒalｔrａdiｔiｏnsasmｕchorapprｅcｉａt(yī)ｅtheｌivｅsofthepeoplｅｗhｏpractｉcｅｄthoseｔraditions．Althoughwemａｙnｏｔｏｆｔeｎconsideｒｉt,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)生很也許已經(jīng)親身接觸過本地的文化遺產(chǎn)，或是能過電視、報紙等媒體對此有了一定的了解，因此,在課前教師可讓學(xué)生列舉國內(nèi)外著名的文化遺產(chǎn),然后對“文化遺產(chǎn)”給出定義、分類或劃分標(biāo)準(zhǔn)。到2０２3年終，我國已有30處文物古跡和自然景觀被聯(lián)合國科教文組織世界遺產(chǎn)委員會列入《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(長城）,culｔuralsiｔe，１9８7.◆TheImperｉalPaｌaceｏｆｔｈeMinganｄＱiｎｇＤyｎastiesｉnＢｅｉjｉngandSheｎyａng(北京故宮、沈陽故宮),ｃuｌturalsite,19８7,2０２３.◆TｈeＭoｇaoCavｅｓ(敦煌莫高窟），cultｕralsitｅ,１９87.◆ThｅＭausoｌeｕmofthｅFirstQｉｎEmpｅroｒandtheTerracoｔtaＷarrioｒｓ(泰始皇陵及兵馬俑坑)，ｃｕltuｒaｌsｉｔe,1987.◆TheＰekiｎgManSiteatＺhoukoｕｄian（周口店北京猿人遺址),cuｌｔuｒalｓiｔe,1987.◆MｏｕｎtHｕaｎｇshａn（黃山）,ｃultuｒａlａnｄnａt(yī)urａｌsite,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)),naｔuｒａlsiｔｅ,19９2.◆ＴｈｅMountainResortａnditsOutｌineＴemple,Chengde(河北承德避暑山莊及周邊寺廟）,culｔuralsite，1994．找教案◆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：aｎI(lǐng)mpeｒiａlSacrｉficialAltariｎBｅijｉng（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,２023．◆AucｉentVillａｇesｉnＳｏuｔherｎA(yù)ｎhui—XidiandHｏngcｕn(安徽古村落一西遞、宏村),cｕｌtuｒａlｓite,２023．◆LｏｎgmｅnGroｔtｏｅｓ（龍門石窟),culturａｌsite，２0２３.◆ImpｅrialＴomｂsｏfthｅMiｎganｄQingDyｎａsties(明清皇家陵寢),cuｌturalsｉte2０23.◆YｕngａngGｒottoeｓ(云岡石窟），ｃｕltuｒalｓiｔe,20２3.◆ThreeＰarａｌlelＲiversofYuｎanPrｏtectedAｒeas，naturalsite(三江并流)，２0２3．◆CａpitalcｉtiesaｎdToｍｂsoftheＡｎcｉentＫoguｒyｏKingｄom（高句麗的王城、王陵和貴族墓葬),culｔuｒalsiｔe,2023.Section3:WoｒdsandeｘpreｓsiｏnｓfｒomＵｎitICulturaｌＲelicsculｔurａｌadｊ.文化的acｕｌｔｕralinｄepenｄencｅ/cuｌturａlexchａngｅｒelicn.sｔh.ｏｌdthａt(yī)remindsusofthｅｐasｔ遺跡；古物unearthedcuｌtｕral/areｌiｃofeaｒlycivｉlｉzaｔionsｕｒvｉvevt.＆vｉ.tocｏｎtiｎuetoｌive,esｐ.ａftercｏmｉngclosetodeatｈ；toｃonｔｉnueｔolivｅaｆter…幸免于；幸存;……之后還活著ｓuｒvivｅtｈetraffｉcaccｉｄｅｎt／surviｖｅaｌｌherchiｌｄrｅnremaiｎvｉ.1.ｔostayorbｅleftbehindａfterotheｒｓhaｖegｏｎeo