Learning about Language优秀说课稿

Unit 1 Cultural Relics

I.

教学目的和要求

类别

话题

课程标准要求掌握的项目

Cultural relics protection; famous cultural relics in China and abroad

rare valuable survive vase dynasty amaze select honey design fancy style decorate jewel artist belong troop reception remove wooden doubt 词汇

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

1. 询问别人的看法

（Asking for opinions）

Do/Don’t you think that…? Would you consider…?

Why/Why not…? Do you have any idea about…？

How do you know that? Are you sure that he/she was telling the truth?

What do you think? What do you think of…?

功能

What’s your idea/opinion of…? What would you say…?

How do you feel about…？

Who do you think was…?

What are your reasons for saying that?

2. 表达自己的意见（Giving opinions）

I think/I don’t think…. Sorry, I agree/don’t agree with you.

In my opinion…. It can be proved. That can’t be true.

I don’t believe… because… I think… is telling the truth because….

定语从句（III）

1. 限制性定语从句（Restrictive Attributive Clause）

In 1770 the room was completed the way she wanted.

语法

This was a time when the two countries were at war.

2. 非限制性定语从句（Non-Restrictive Attributive Clause）

This gift was the Amber Room, which was given this name because

several tons of amber were used to make it.

II.

课时分配

Period 1 — warming up& pre-reading & reading comprehension

Period 2-3 — language points in reading part

Period 4 — Using language: reading & listening & speaking

Period 5 — Grammar

Period 6 — Listening(workbook) & listening task (workbook)

Period 7 — Reading task (workbook)

Period 8—Reading and writing & Exercises

III.

教学建议

Period 1-- warming up& pre-reading & reading comprehension

教学目标：

l 了解文化遗产的基本概念、本质特点以及基本类型。

l 通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。

l 用自己的话复述琥珀屋的故事。

l 运用本课时学习的内容和自己已有的知识讨论相关话题。

内容简介：

热身部分提出了三个问题，要求学生通过讨论对文化遗产的概念、本质特点以及基本类型等问题进行思考。目的是让学生对本单元学习的中心话题有一个比较全面的了解，为随后的学习做好准备。在这一部分，教师可以引导学生学习下定义的方法。

导入及授课：

1. Warming up

l Let the students in pairs discuss the questions in this part and try to a define cultural relic.

l A correct definition should include:

l that it is any object, building or item that was made sometime in the past. It may be many thousands of years old or it may be a few hundred;

l that it may or may not be valuable;

l 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. Pre-reading

l Ask students questions: Have you ever seen a piece of amber? What do you know about it? .

l Show students a picture of amber.

l Ask: Do you know if amber is natural or man-made?

Do you know where it comes from?

Do you know how many colors there are?

l Ask students to look at the picture and the title of the reading passage and predict what the passage is about.

注：

从传统习惯上来讲：透明的称为琥珀，不透明的琥珀称为密蜡。如依据专业角度来讲的话，黄色系的称为金珀；红色系称作血珀；蓝色系称为蓝珀；绿色系称为绿珀。

语言点解析：

l cultural

adj. = relating to art, literature, music etc

e.g. cultural life/events

n. culture

l relic

n. = [countable] an old object or custom that reminds people of the past or that has lived on from a past time

e.g. On the visit to Rome, we saw many relics.

l rare

adj. =not seen or found very often, or not happening very often

e.g. Snow is a rare sight here, except on the mountains.

l valuable

adj. = worth a lot of money

e.g. Their most valuable belongings were locked in a safe in the bedroom.

l survive

adj. = [intransitive and transitive] to continue to live, especially after an accident, war, or illness

e.g.

Only 12 of the 140 passengers survived.

More and more people are surviving cancer.

survivor n. survival n.

l vase n. =

[countable] a container used to put flowers in or for decoration

e.g.

On the table in front of the sofa was a vase holding four pink roses.

l dynasty

n. = a period of time when a particular family ruled a country or area

e.g.

the Ming dynasty/Dynasty

l amber un. =

1 a yellowish brown colour

2 a hard yellowish brown substance used to make jewellery

3. Reading:

课文写作风格:

本单元的阅读文段属于叙述类文体，此类文体要求学生在阅读后获取的信息主要集中在事实上，如故事发生的时间、地点、人物和发展过程。

课文重点句：

1． Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.

2． This gift was the Amber Room, which was given this name because several tons of amber were used to make it.

3． However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it.

4． Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.

5． In 1770 the room was completed the way she wanted.

6． Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.

7．

Before the Nazia could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room.

8．

There is no doubt that the boxes were the put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.

9． After that, what happened to the Amber Room remains a mystery.

建议背诵的段落: Para 1, 2 (普通班) Para 1-3 (理科特设班)

While-reading:

1. Skimming:

l Skim the passage and get the main idea.

It tells the strange history of the Amber Room, a cultural relic of two countries: Germany and

Russia.

l Skim the main idea of each paragraph.

Do Page 2 Exercise 2

Para 1: How was the Amber Room made?

Para2: Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?

Para 3: How did the Amber Room become one of the wonders of the world?

Para 4: How did the Amber Room get lost?

Para 5: How was a new Amber Room built?

2. Scanning:

l Find some information about the Amber Room.

Colour: yellow-brown

Birthplace: Prussia

Design: in the fancy style popular in those days

Material: several tons of amber, gold and jewels

Time to make it: ten years

l Fill in the form:

Year

1716

What happened to the Amber Room

In 1716 , Frederick William I gave the Amber Room to Peter the Great , as a gift of friendship from Prussian to the Russian people.

1770

1941

In 1770, the Amber Room was completed the way Catherine Ⅱ wanted it.

In September, 1941, the Nazi Germany and Russia were at war, and the Russians removed some furniture and art objects but the Nazis stole the room.

2003

In the spring of 2003, a new Amber Room was built at the Summer Palace, and it was 300 years old.

l Do exercise 1 in Comprehending at page 2.

1. Frederick I -- had the Amber Room made. (C)

2. Frederick William I -- gave it to the Czar as a gift. (E)

3. Peter the Great -- sent a troop of his best soldiers to the King of Prussia. (B)

4. Catherine II -- had it moved outside St Petersburg. (D)

5. The Nazi army -- stole the Amber Room. (A)

6. The Russians and Germans – build a new Amber Room after studying pictures of the old

one. (F)

Post-reading:

l Discussion:

Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.

Homework:

1. Read the passage aloud and try to retell the story.

2. Surf the Internet and find more information about the Amber Room.

Period 2&3—Language points in reading

重点词汇及短语:

in search of; amaze; amazing; select; honey; design; fancy; style; decorate; jewel; artist; belong; belong to; in return; troop; reception; at war; remove; less than; wooden; doubt; former; worth

语言点解析：

Words:

l in search of =looking for something

寻找

e.g. Mark went in search of water.

Many of its best-educated residents have been driven to neighboring counties in search of better jobs.

弹性要求：

search v.

e.g. All visitors to the prison are thoroughly searched.

search for

e.g. The men were all searched for weapons and then allowed to enter.

l amaze

vt. = surprise someone very much syn: astonish

e.g. Sara amazed her friends by suddenly getting married.

Some kids will amaze you with what they can do.

amazing adj. It’s amazing how often you see drivers using cell phones.

amazed adj. =very surprised e.g. I'm amazed you've never heard of the Rolling Stones.

We were absolutely amazed at his rapid recovery.

l design n. =the way that something has been planned and made, including its appearance,

how it works etc

e.g. The car's design has been greatly improved.

The success of the product was largely due to good design.

design v. =o make a drawing or plan of something that will be made or built

e.g. She designed a new logo for the company.

He designed a poster for the show.

l fancy v. =have a liking for; wish for

爱好，想象

语气比较随意

e.g. I fancy a swim. 我想游会泳。

fancy adj.

=decorative or brightly colored; not ordinary

e.g. These clothes are too fancy for me, I prefer plainer ones.

l decorate vt. =to make something look more attractive by putting something pretty on it

someone who is out of work does not have a job.

e..g. Children's pictures decorated the walls of the classroom.

decorate sth with sth

an old-fashioned dress decorated with ribbons and lace

弹性要求：

decoration n.

l jewel n.

= cn. a valuable stone, such as a diamond 宝石

=(pl.) jewellery or other objects made with valuable stones and used for decoration 珠宝

e.g. She loved dressing up and wearing priceless jewels.

弹性要求:

jewellery un.

l belong vi. (not in progressive)=

if something belongs somewhere, that is the right place or situation for it

e.g. Put the chair back where it belongs

belong to somebody=if something belongs to someone, they own it

e.g. Who does this scarf belong to?

This book belongs to Dennis.

belong to sth

=1)to be a member of a group or organization

e.g. He belongs to the golf club.

2)to be a part of; be connected with

e.g. That top belongs to this box.

l in return (for something)=as payment or reward for something 作为报答；回报

e.g. He is always helping people without expecting anything in return.

We offer an excellent all-round education to our students. In return, we expect students to

work hard.

Liz agreed to look after the baby in return for a free room.

l at war / at peace

e.g. In 1920 Poland and Russia were still at war.

l remove vt. =to take something away from, out of, or off the place where it is

e.g. Remove the old wallpaper and fill any holes in the walls.

remove sth from sth

e.g. Reference books may not be removed from the library.

l less than

e.g. We talk a lot less than we used to.

l doubt vt. =

to think that sth is not true or likely; or not trust someone

e.g. Kim never doubted his story.

She loved him, and had never doubted him.

doubt if/whether

e.g. You can complain, but I doubt if it'll make any difference.

doubt n.

=[cn. & unl]a feeling of being not sure whether something is true or right

doubt about:

e.g. Elizabeth had no doubts at all about his ability to do the job.

There is some/no/ little doubt that…

e..g. Many people die of cancer. There's no doubt that one day a cure will be found.

There is little doubt he was the killer.

l worth prep. =

1) to have a value in money

e.g. The house must be worth quite a lot of money now.

One of the pictures is worth £50,000.

2)= used to say that someone should do something because they will gain something

from it or to say that sth is interesting, helpful or useful

be worth doing

e.g. It's worth checking the papers before you hand in it.

The film is well worth

seeing.

A lot of the small towns in the area are definitely worth visiting.

worth n.

ten pounds' worth/$500 worth etc of something=

an amount of something worth ten

pounds, $500 etc

e.g. a chance to win £2,000 worth of computing equipment

The fire caused thousands of pounds' worth of damage.

Sentences:

1. Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人们的厚礼会有这样一段令人惊讶的历史。

情态动词 + have done 表示对过去发生的事情的推测、批评、反悔等意。

e.g. When you spoke in front of 300 people, you must have felt very nervous.

I wonder why she hasn’t written to us lately. We should have heard from her by now.

You should have tole me earlier. What shall we do now?

2. Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.

have sth done

e.g. Where do you normally have your hair done?

3. In 1770 the room was completed the way she wanted.

the way she wanted 方式状语从句 the way的用法与连词相同，后面常常带that.

4. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.

consider sb/sth (to be) sth

e.g. Lisa was considered an excellent teacher.

I consider it a great honour to be invited.

5. Before the Nazia could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room.

before 没来得及

was/were able to do

成功做到某事

e.g. There was a big fire yesterday. Luckily, the people in the building were able to escape.

6. There is no doubt that the boxes were the put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. (见词汇部分 doubt)

7. After that, what happened to the Amber Room remains a mystery.

what happened to the Amber Room 主语从句

remain

linking v. 保持，继续，依然。其后常接名词或形容词。

e.g. During the terrifying storm, the captain remained calm. 在狂风暴雨中，船长平静如故。

He remained a prisoner for the rest of his life. 他的余生是在监狱中度过的。

Please remain seated until all the lights are on.

弹性要求：

remain to be done

Several points remain to be settled.

A number of important issues remain to be resolved.

Period 4 Using language-reading & listening&speaking

教学目标：

l 运用找读的方法在文章中查找出事实、观点和证据的定义。

l 理解事实、观点和证据三个概念，判断所听到或读到的内容是事实还是观点。

l 听懂并用自己的话概括故事大意。利用听关键词同义词的技巧快速搜寻具体信息。

l 在辩论中学会使用询问和表达观点的功能用语。

Reading and listening

Teaching procedures:

1. Put some sentences on the board and ask the students to decide in pairs whether they are facts or

opinions.

2. Ask the students to compare their ideas and discuss the sentences when they disagree.

Encourage them to make their own definition of a fact or an opinion.

3. Ask students how they decide if a statement is a fact or an opinion.

A general guide for deciding if a statement is a fact or an opinion is: A fact can be checked; an

opinion cannot.

4. Ask the students to read the man’s story about what happened to the Amber Room quickly and

decide whether it is a fact or an opinion.

(An opinion.)

5. Do exercise 3.

6. Do the listening and exercise 4&5.

重点词汇及短语：

trial, evidence, explode, entrance, sink, sailor

语言点解析：

l trial n. = a legal process in which a judge and often a jury in a court of law examine information to decide whether someone is guilty of a crime

e.g. a murder trial

l evidence n.= [uncountable] facts or signs that show clearly that something exists or is true

e.g. At present we have no evidence of life on other planets.

There is some evidence for this theory.

Do you have evidence that this treatment works?

l explode v.= to burst, or to make something burst, into small pieces, usually with a loud noise

and in a way that causes damage

e.g. Firefighters were called when a gas tank exploded in the back yard of a home on Clayton

Road.

Far sooner than anyone thought possible, the Russians exploded an atomic bomb.

弹性要求：

explosion n.

l entrance n.= a door, gate etc that you go through to enter a place

e.g. the main entrance to the school

It took us ages to find the entrance to the park.

l sink v. (sank, sunk; sunk, sunken)=to go down below the surface of water, mud etc

e.g. The kids watched as the coin sank to the bottom of the pool.

=to move downwards to a lower level

e.g. Gradually, the sun sank below the horizon.

弹性要求：

sink n. =a large open container that you fill with water and use for washing yourself, washing

dishes etc 洗涤池；洗碗槽

Speaking

1.Ask the students to discuss in pairs which person gave the best evidence, using the information

in the listening.

2. Let the students compare their ideas in groups of four and tell their ideas to the class.

3. Teachers can ask the following questions:

1)Which eyewitness gave the best evidence? (Give students a clue: The best evidence is factual

and is given by a person who is believable. )

2)How can we know which eyewitness is morst believable?

(Clue: Although we cannot know for certain who is telling the truth, the most believable

eyewitness is the one who has nothing to gain from telling a lie.)

4. Answer to exercise 2:

It can be proved that Anna Petrov gave the best evidence because she saw something that could

have come from the Amber Room and she has nothing to gain from her story.

Period 5—Grammar

非限制性定语从句

教学目标：

l 归纳限制性定语从句和非限制性定语从句的区别和用法。

l 正确使用限制性定语从句和非限制性定语从句。

教学建议

1. 让学生在课文中把含有定语从句的句子全部划出来，标上序号。

2. 提醒学生从句子的意义和形式方面进行对比，发现两种定语从句的不同点。

3. 同桌之间交换意见，对两种定语从句的不同点形成初步印象。

4. 教师引导学生对这些结论进行归纳分析，结合例句梳理两种定语从句的不同用法。

限制性定语从句

能删除

修饰先行词

无逗号与主句分开

使用时可以用that引导

关系词做宾语可省

非限制性定语从句

部分仍可成立

修饰先行词或整个句子

有逗号与主句分开

使用时不能用that引导

关系词做宾语不可省

与主句语意关系紧凑，定语从句不与主句语意关系松散，定语从句拿掉其他表意

功能

形式

as, which

引导的非限定性定语从句

as和which可代整个主句，相当于and this或and that。

As we know, smoking is harmful to one's health.

The sun heats the earth, which is very important to us.

as

和which引导非限制性定语从句的不同：

(1）as 引导的定语从句可置于句首、句中和句尾，而which只能放在句末。

As is reported, a foreign delegation will visit the city.

（2）as有实际意义，可翻译成“正如，正像”而which并无实际意义。常见的搭配有：

as anybody can see 正如人人都能看到的那样

as is known to all 众所周知

as we had expected 正如我们所预料的那样

as is often the case 情况常常如此

as is hoped 正如希望的

Food prices finally went down, as people had expected.

（3）当定于从句是否定句或表示否定时，只能用which

He came here very late, which was unexpected.

Mr. Smith usually praises his student Rose in public, which she doesn’t like at all.

as

引导限制性定语从句

（1）常用于下列句式

such+名词+as…

像……一样,像……之类

the same+名词+as…

和……同样的

Such people as were recommended by him were reliable.他所推荐的人是可靠的。

I’d like to use the same tool as is used here. 我想使用和这里一样的工具。

注意：下面两句意思的差别

This is the same book as I read last week. 这和我上周读的那本书是一样的。（不是同一本）

This is the same book that I read last week.这就是我上周读的那本书。（同一本）

I. Choice

1. Do you remember the deer farm we visited two months ago?

A. why B. when C. that D. how

2. Anyway, that evening, ______ I’ll tell you more about later, was really terrible.

A. when B. where C. that D. which

3. John said he’d been working in the lab for an hour, ______ was true.

A. that B. which C. who D. what

4. Anne always spoke highly of her colleagues in the movie, ______, of course, made the others

very happy.

A. who B. which C. that D. what

5. Chongqing is the city ______ she lived when she was young.

A. where B. which C. when D. how

6. Do you know the reasons ______ he came back?

A. how B. which C. that D. why

7. The doctor was very impolite to the patient, ______ of course, made things even worse.

A. who B. whom C. which D. what

8. He’s got himself into a dangerous situation ______ he was likely to lose control over the plane.

A. where B. which C. while D. why

9. I don’t like cars ______ owners park too close to me.

A. which B. who C. whose D. of which

10. ________ is known to everybody, the moon travels round the earth once every month.

A. Which B. That C. As D. Such

11. The weather turned out to be very good, ______ was more than we expected.

A. what B. which C. that D. this

12. Charlie Chaplin, ______ childhood was hard, began acting at the age of five.

A. who B. whom C. whose D. his

13. We are talking about a subject ______ the importance hasn’t been realized.

A. which B. that C. of which D. whose

14. The science of medicine, ______ progress has been very rapid, is perhaps the most important of all the sciences.

A. which B. that C. in which D. with which

1-5 CDBBA 6-10 DCACC 11-14BCCC

II. Do exercise 3 at page 4

III. Do exercise 1 at page 43.

Period 6 — Listening(workbook) & listening task (workbook)

I. Listening

Before—listening

So far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn’t a passbook) what things do you think were unfair in South Africa?

While—listening

1. What did Elias tell us about?

2. How many reasons did he give us? What are they?

3. Fill in the chart on p38.

After—listening

Discuss the questions in pairs.

1. Do you think Elias was right to join the ANC Youth League?

2. Imagine you are Elias. What would you do? Why?

II. Reading and discussing

内容简介：

The purpose of this reading is to finish the story of Elias and explain what happened to him after he was sent to Robben Island. This proved to be a very hard time in his life and he never worked again until Nelson Mandela and his government came into power. At that point ANC supporters who had suffered like Elias were given jobs and pensions by the government to make up for the years of suffering.

教学建议：

Step One:

As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison. Turn to Page 38, read the passage quickly and find out:

1. How did Mandela helped Elias when he was on Robben Island?

2. How did Mandela help Elias after he came to power?

Step Two:

Read and do exercises

(1) Elias felt good about himself because _______.

A. the prison guards studied with him

B. Mandela taught them himself

C. many of his friends passed the exams

D. he believed he could get a degree if he had the chance

(2) Life for Elias was not too bad because _______.

A. the prison guards did not beat him

B. the guards were not clever enough

C. he could study

D. he passed the exams after hard work

(3) Nelson Mandela let the guards study _______.

A. Because he believed the government would change their mind.

B. It shows Mandela has a broad mind as a great leader

C. Some of the prisoners were not pleased with what Mandela had done

D. Mandela had to do so if her wanted to begin his school

(4) After Elias was released from prison, _______.

A. he only worked for a short time B. he could not get any job

C. he was glad to work in an post office D. he went to Mandela for advice

(5) Which of the following is NOT true?

A. It was very hard for Elias to take tourists around the old prison on Robben Island at first.

B. The reason why Elias is proud is that he has fought all his life for equal rights for Blacks.

C. The police stopped the boss from giving Elias a job, and Elias was out of work.

D. Elias’ family felt bad about his job as a guide, but Mandela encouraged him to go on.

Keys: DCBAD

Step Three : Group work

Now we have finished the story about Elias. Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide on Robben Island. The other three of you are tourists who are very interested in the island and Mandela’s life and asking the tour guide questions. Elias must answer them.

Suggested questions:

How did you get to know Nelson Mandela?

Can you explain to me some of Nelson Mandela’s political ideas or beliefs?

How did he help you through your life?

What was life like on Robben Island?

How did you manage to study on Robben Island?

What kinds of job have you ever done?

What do you think of your present job?

语言点解析：

1. words

(1) Someone who is _______ has a high standard of learning. (educated)

(2) If someone is _______, it means he/she is asking people to give them food or money. (begging)

(3) Your _______ are the member of your family.(relatives)

(4) He was given a _______ for winning the competition for his school. (reward)

(5) A prisoner has _______ form a prison in northern England and the police is searching for him.(escaped)

l imagine

v. to form (a picture or idea) in mind:

imagine sth.; Can you imagine life without electricity?

imagine doing sth.;

imagine sb. doing sth.; I cannot imagine Lily cooking dinner for twenty people?

imagine that …; You cannot imagine what life was like on Robben Island.

l terror

n.( terrible adj. terrorist n. terrorism n.)

She trembled with terror when the thief pointed a knife at her.

l fear

n.& v the feeling that one has when danger is near; to be afraid:

fear sth; fear to do sth; fear that…;

2. sentences

l It was a prison from which no one escaped.

l Mr Mandela began a school for those of us who had little learning.

l He taught us during the lunch breaks and the evenings when we should have been asleep.

l Since I was better educated I got a job working in an office.

l I did not work again for twenty years until Mandela and the ANC came to power in 1994.

Period 7—Reading and writing (P7) & Reading task (Page 45)

教学目标：

l 了解写信者的观点和论据。

l 了解辩论的要求和步骤，并在小组讨论和辩论中运用表达自己看法和征求别人意见的功能用语。

l 以“琥珀屋归属”为主题进行辩论，并写一份辩论报告

重点词汇及短语：

think highly of, informal, debate, guidance,

语言点解析

l think highly of= think a lot of sb/sth, to admire or respect someone or something

e.g. Your boss must think highly of you if she gives you so much responsibility.

l informal

adj.= an informal style of writing or speaking is suitable for ordinary conversations or letters to friends (oposite: formal)

e.g. I was offered the job after an informal interview

= informal clothes are suitable for wearing at home or in ordinary situations (synonym: casual).

l debate

vi.& vt.= to discuss a subject formally when you are trying to make a decision or find a solution

e.g. We need more time to debate some of these matters.

The issue will be debated on Tuesday.

debate whether/how/what etc.

e.g. Historians continue to debate what really happened.

debate n.= discussion of a particular subject that often continues for a long time and in which

people express different opinions

e.g. the gun-control debate in the US

The new drug has become the subject of heated debate.

l guidance

n.= [uncountable] help and advice that is given to someone about their work,

education, or personal life

guidance on/about

e.g. Children need moral guidance.

I went to a counselor for guidance on my career.

Unit 1 Cultural Relics

话题：

本单元的话题是“文化遗产”。

Warming up部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。

Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。

Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。

Learning about Language

部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。

Using Language

部分的Reading and listening和speaking主要通过对evidence, fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的reading and writing对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。

Learning Tips

部分鼓励学生去参观博物馆或文化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。

重点难点提示

1.词汇记忆卡

必会：survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, worth, take apart, explode, sink(sank, sunk; sunk, sunken), think highly of

了解： rare, valuable, vase, dynasty, amaze, amazing, honey, style, jewel, artist, troop, reception, wooden, former, local, apart, painting, castle, trial, evidence, entrance, sailor, maid, informal, debate.

认识：cultural, relic, Taj Mahal, ivory, dragon, amber, Frederick William, Prussia, Peter the Great, Czar, St Petersburg, Catherine, Konigsberg, the Baltic Sea, mystery, rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Czech Republic, Hans Braun, Anna Petrov, Berlin, Johann,

2.单元重点句型

（1）. Once it is heated, the amber can be made into any shape.

（2）. … although the Amber Room was considered as one of the wonders of the world, it is now missing.

（3）. There is no doubt that the boxes were then put on a train for Koenigsberg, at that time a German city on the Baltic Sea.

3．语法(Grammar)：定语从句（III）

1. 限制性定语从句（Restrictive attributive clause）

It is your job to look into any reports of cultural relics that have been found in China.

2. 非限制性定语从句（Non-restrictive attributive clause）

This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.

限制性定语从句与非限制性定语从句

I.

限制性定语从句与非限制性定语从句的区别：

1. 形式上，非限制性定语从句往往用逗号隔开。

2. 语法上，非限制性定语从句一般不用that.

3. 语义上，限制性定语从句与先行词关系紧密，起限定作用，如果去掉了这个定语从句，整个句子就不完整或者会改变意思；而非限制性定语从句与先行词关系不是很紧密，对先行词起补充说明或描述的作用。

1).This is the book I like best. 这就是我最喜欢的那本书。

2).Beijing, which has been China's capital for more than 800 years , is rich in cultural and historic relics. 北京是中国八百年之久的古都，它有着丰富的文化和历史遗产。

4. 翻译时，限制性定语从句可译为一句（较短的一般译为"的"字结构）；而非限制性定语从句可译为两句。（见上句翻译）

比较: He has a sister, who is a musician.

He has a sister who is a musician.

引导非限制性定语从句的关系代词，指人时用who, whom, whose , 指物时用which , whose; 关系副词when，where, why, etc.

1. He studied hard at school when he was young, which leads to his success in his later life.

2. Tom's father, who arrived just now, is a famous scientist.

3. They set up a separate state of their own, where they would be free to keep Negroes as slaves.

4. He was proud, which his brother never was.

II.

几个易混淆的关系代词的比较:

(A) that & which:

在定语从句中，which 和that 在指代事物时，一般可以互换使用，但并非在任何情况下都是这样，这里介绍宜用that, 而不宜用which 的情况.

(1) 先行词为不定代词，如all, much, something, everything, anything, nothing, none, the one等。如：

1.We should do all that is useful to the people .

2.There's nothing that can be said about it .

3.Do you mean the one that was bought yesterday?

(2) 先行词被only, any, few, little, no, just, very, one of等词修饰时。如：

1.The only thing that we could do was to wait.

2.That's the very word that is wrongly used.

3.The last place (that) we visited was the chemical works.

4. You can take any (=whichever) seat that is free.

5. I hope the little that I can will be of some help to them.

6.比较 *This is one of the best novels that were published last year.

*This is the only one of the best novels that was published last year.

(3) 先行词是序数词时或被序数词修饰时。如：

1.When we talk about Wuxi, the first that comes into mind is Tai Lake.

2.This is the third film that has been shown in our school this term.

(4) 先行词是最高级或被最高级修饰时。如：

1.This is the best that can be done now.

2.The most important thing that should be done right now is how to stop him from going on.

(5) 先行词既有人又有物，用which和who都不适合，这时宜用that. 如：

1.The writer and his novel that you have just talked about is really well known .

2.The rider and his bike that had run over an old woman were held up by the police.

(6) 被修饰词为数词时. 如：

1.Yesterday I caught two fish and put them in a basin of water .Now you can see the two that are still alive .

(7) 如果有两个从句，其中一个关系代词已用which ,另一个关系代词宜用that，以避免语言的单调或重复。如：

1.Edison built up a factory which produced things that had never been seen before.

(8) 疑问词是who或which，关系代词宜用that，以避免重复。如：

1. Which is the book that you like best?

2. Who is the man that is standing at the gate?

(9) 主句是There be 结构，修饰其主句的定语从句宜用that 作关系代词. 如：

1. There is still a seat in the corner that is still free.

(10) 被修饰成分为表语时，或者关系代词本身是定语从句的表语时，该关系代词宜用that . 如：

1. That's a good book that will help you a lot.

2. My home village is no longer the place ( that ) it used to be .

定语从句中宜用which而不宜用that 的情况:

(1) 当关系代词的前面有介词时. 如：

1.A zoo is a park in which many kinds of animals are kept for exhibition.

2.Is this the room in which Mr. White lives?

(2) 在非限制性定语从句中. 如：

1.Crusoe's dog, which was are now very old, became ill and died .

2.More and more people are beginning to learn English, which is becoming very popular in our country. (which指代主句)

(3) 在一个句子中有两个定语从句，其中一个定语从句的关系代词用了that, 另一个宜用which . 如：

1. Let me show you the novel，that I borrowed from the library which was newly open to us.

2. At the station I bought some magazines that might help me to pass the time on the train and which I could pass on to others when I finished them.

(4) 当关系代词后面带有插入语时. 如：

1. Here's the English grammar which, as I have told you, will help improve your English.

(5) 先行词本身是that, 宜用which . 如：

What's that which she is looking at?

(6) 先行词是those+复数名词. 如：

A shop should keep a stock of those goods which sell best.

(B) who & that:

who 和 that 指代人时，有些情况宜用who, 而不宜用that

(1) 先行词为anyone, anybody, those, all, one, ones, they, he, people时. 如：

1.The person I want to learn from is the one who studies hard and works well.

2.Anyone who (=Whoever) failed to come to the meeting yesterday must give his reason .

3.Those who are not fit for their work should leave office at once

4.I don't like the ones (= those ) who talk big.

5.Persons who are quarrelsome are despised.

(2) 在There be 结构中，修饰主语的定语从句宜用关系代词who 指代人. 如：

1.There is a gentleman who wants to see you .

2.There are several students in our class who are still not sure about the use of attributive clauses.

(3) 当先行词有较长的后置定语时. 如：

1. I met a foreigner in the park yesterday afternoon who could speak Chinese very well.

(4) 一个句子中带有两个定语从句，其中一个定语从句的关系代词是that ,另一个则宜用who, 以免重复. 如：

1. The student that was praised at yesterday's meeting is the monitor who is very modest and works very hard .

(C) as & which:

as & which 引导非限制性定语从句的区别：

(1) 位置的不同：

which 引导的定语从句只置于所限制的

句子后；as 位置较灵活，也就是说as可置于所限制的句子前面；插在句子中或放在句子后。如：

1. He was late again, which made his teacher very angry.

2. Jack, as you know, is an honest man. 或Jack is an honest man , as you know.

或As you know, Jack is an honest man.

(2) 先行词的不同：

as引导非限制性定语从句时，其先行词多为一个句子；

which引导非限制性定语从句时，其先行词可以是一个词，一个短语或一个句子。

1. He was proud, which his brother never was. （先行词是一个词）

She was very patient towards the children, which her husband seldom was.（先行词是一个短语）

He was proud, which I dislike very much.（先行词是一个句子）

2. He is an honest man, as is known to all.

He was a foreigner, as I know from his accent.

(3) as 一般译为"正如""就像"，"这一点"

as we all know；as you know; as is known to all; as you see; as we can see; as has been expected; as we have imagined.

附: 关系代词的省略:

1. This is the fastest train there is to Beijing.

2. He asks for the latest book there is on the shelf.

3. ---- What did the football player you were talking to want?

---- He would like to read or listen to an account of everything there is going on in the world.

III. as

的用法:(as

引导定语从句,

在定语从句中作主语、宾语、表语)

(1) 如为限制性的，多用于the same …as ; the same as；such …as …; as many/much as；so …as等结构中。如：

1. I have the same book as you (have). 我有一本和你的一样的书。

Her attitude to him was quite the same as it had always been. (关系代词as和指示代词same连用, 在从句中用作表语, 先行词是same.)

2.---Why didn't you mention that in face of the police just now?

--- I thought it was such a minor detail as was hardly worth mentioning.

We will only discuss such problems as have something to do with our own interests.

Don't do such things as you are not sure about.

There is no such place as you dream of in all this world.

比较：I live in the same house that he used to live in.

I'm wearing the same shirt as you wore yesterday.

比较：Here is so big a stone as no one can lift. （定语从句）

Here is so big a stone that no one can lift it.（结果状语从句）

(2) 如为非限制性的，多单独引导一个定语从句，这种定语从句可置于句首，句中或句尾，译为"正如，这一点"。（动词常为know, see, expect, point out, etc.）

1. As we all know, smoking is harmful to one's health . (as 作宾语)

=As is known to all, smoking is harmful to one's health . （as 作主语）

=It's known to all that smoking is harmful to one's health .

或:Smoking is harmful to one's health , as we all know .（as 作宾语）

或: Smoking, as we all know, is harmful to one' health.

2.He was a foreigner, as I knew from his accent. (宾语, 先行词是前面整个句子)

IV. but的用法:

but用作关系代词, 其意思相当于who/that…not…, "没有……不……", 如：

1.There is not one of us but wishes to help you.

2.There is no tree but bears some fruit.

3.There are very few but admire his talents.

V.

关系副词引导的定语从句:

When 指时间，在定语从句中作时间状语。其先行词是表时间的名词（如：time, day, week, tear, month, etc.）

1. He came last night when I was out.

2. We will put off the picnic until next week, when the weather would be better.

注意：先行词为"时间名词"，可用when引导定语从句，when在定语从句中作状语；还可以用which或that 引导，which或that在从句中作主语或宾语。

比较: 1.I still remember the day when /on which my brother joined the army.（作状语）

Next month, when you will be in your hometown, is just around the corner.

2. I still remember the days which/that we spent together. （作宾语）

Next winter which/that you'll spend in Harbin, I'm sure, will be exciting.

3. I shall never forget the day when Shen Zhou Ⅴ was launched, which has a great effect on my life.

There are occasions when joking is not permissible.

Where 指地点，在定语从句中作地点状语。其先行词是表示地点的名词，如：place, school, factory, room, etc. 如:

1. This is the place where I was born.

2. I live in the room where /in which he used to live.

注意：先行词是"地点名词"，定语从句可用where引导，还可用which或that引导，which/that 在从句中作主语或宾语。

比较: 1. This is the factory where /in which he worked last year. （作状语）

The treatment will continue until the patient reaches the point where he can walk correctly and safely.

I think you have got to the point where a change is needed, or you would fail.

Government reports, legal papers and most business letters are the main situations where English is used.

He's got himself into a dangerous situation where he's likely to lose control of the plane.

The small mountain village where we spent our holiday last month lies in what /the place which is now part of Hubei.

2. This is the park which/that they visited last year. （作宾语）

Not having been there before, he simply had no idea about the place, which everyone says is worth visiting.

Why 指原因，在定语从句中作原因状语。先行词为reason 时，可用for which指代；当关系词在从句中作主语或宾语时，则用which或that 引导。如：

1. The reason why / for which / (that) he didn't attend the meeting was that he was ill.（作状语）

2. I don't believe the reason (that/which) he gave me. （作宾语）

Have you asked him the reason that may explain his success? （作主语）

Ex.) He was late .That's because he got up late.

.He got up late. That's why he was late.(表语从句)

(the reason) why/for which he was late. (定语从句)

当先行词为way时，定语从句常用that, in which,或how引导，that常可以省略。

way后的定语从句

的引导词不用时较多。但如果关系词在句中作主语或宾语

时，则用which或that 引导。如:

1. This is the way (that) /in which I do such things.

比较: Please do the experiment in the way （that/which）I have shown you.