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高中Unit 1 Cultural relics教案设计
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这是一份高中Unit 1 Cultural relics教案设计，共1页。
The unit planning
The tpic f this unit is cultural relics’ prtectin and the famus cultural relics at hme and abrad. The main theme is cultural relics. Frm this unit we can have a general idea abut the cultural relics. We can knw their definitin ( a cultural relic is smething that has survived fr a lng time, ften a part f smething ld that has remained when the rest f it has been destryed; it tells peple abut the past ); their sme features (ld, rare, valuable, mysterius, etc.); their main types (bjects, items, r buildings.) and s n.. we als knw that, withut these cultural relics, we culdn’t get t knw r appreciate the past. S, n matter the cultural relics are rare r valuable, in rder t help the cultural relics survive fr a lnger time, we shuld pay attentin t the prtectin f them.
There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Cmprehending, Learning abut Language, Using Language, Summing up and Learning tip.
Backgrund infrmatin
Students：Class 21,Grade 1
Lessn duratin：45 mins
Teaching imprtant pints
1. Have students learn sme new wrds and expressins;
2. Have students knw abut sme famus cultural relics at hme and abrad and remind them t pay attentin t the prtectin f the cultural relics
3. Imprve students’ reading skills: skimming & scanning and let them learn sme detailed infrmatin abut the Amber Rm;
4. Let students learn the new grammar item: the nn-restrictive clause
5. Let students learn hw t tell facts frm pinins and train their speaking ability t give & ask fr pinins in English.
Teaching difficult pints
1. Train students’ thinking and analyzing ability by making them learn hw t tell facts frm pinins
2. Train students’ speaking ability t give & ask fr pinins in English.
3. Develp students’ integrated skills.
Teaching bjectives
1. Tpics: cultural relics’ prtectin and the famus cultural relics at hme and abrad
2. Vcabulary: survive, in search f, select, design, fancy, decrate, belng, belng t, in return, at war, remve, less than, dubt, frmer, wrth, take apart, explde, sink, think highly f
3. Functins:
1.) Asking fr pinins
What d yu think
D yu
Hw can yu be sure
Hw d yu knw that?
2.) Giving pinins
I think...
I dn't think...
I dn't agree that...
I suppse that...
4. Grammar: the attributive clause
1.) the restrictive clause
This was a time when the tw cuntries were at war.
2.) the nn-restrictive attributive clause
This gift was the Amber Rm, which was given this name because several tns f amber were used t make it.
Teaching Methds
1. Audi-lingual Methd
2. Cmmunicative Apprach
3. Pair wrk
4. Grup wrk
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Vide
课时安排
The first perid: Warming Up, Pre-reading,
The secnd perid: Reading, Cmprehending,
The third and furth perid: Learning abut Language
The fifth perid: Discvering Useful structures
The sixth perid: Using Language
The first perid:
Warming Up, Pre-reading
Knwledge:
1.) sme new wrds:
cultural relics, rare, valuable, vase, dynasty, survive
2.) Have students knw abut sme famus cultural relics at hme and abrad.
Ability:
Help students learn hw t talk abut cultural relics
Emtin:
Encurage students t pay attentin t the prtectin f the cultural relics.
Teaching imprtant pints
Have students knw abut sme famus cultural relics at hme and abrad and remind them t pay attentin t the prtectin f the cultural relics
Teaching difficult pints:
Hw t talk abut cultural relics.
Teaching methds
1. Audi-lingual Methd
2. Cmmunicative Apprach
3. Pair wrk
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Vide
Prcedures:
Step1. Lead-in
Shw the pictures: a ne yuan cin & the ld cins
Let students talk abut the differences between the ne yuan cin and the ld cins frm many aspects like shape, time, price, etc.
S, what we will talk abut tday: they are als ld but mre expensive & mre significant. They are the cultural relics
Step2. Warming up
1. "Let's travel tgether!" Shw sme pictures abut cultural relics at hme and abrad.
1.) G abrad:
a. the pyramids in Egypt
b. the Big Ben in England
2.) In China
a.周口店北京猿人遗址
b.播放一段音乐 ：说唱脸谱 --- 京剧 （非物质文化遗产）
在今年11月刚申遗成功的另一项目：活字印刷术
播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。
3.) In Anhui Prvince
a. Munt Huang
b. Huangmei Opera
4.) In Fuyang City
Fuyang paper cut
2．Shw students mre pictures--- the fur pictures n P1 and intrduce them in detail
1.) the Ming Dynasty Vase
2.) Taj Mahal
3.) ivry dragn bat
4.) Mga Caves
3．Slve Questin3: whether they are cultural relics r nt
D a survey t knw the students’ pinins
(If yu think it is a cultural relic, please hands up)
4．Because f the students' different ideas ,have them think abut Questin1: what is a cultural relic?
Let students d a discussin t express their ideas abut the cultural relics
Summarize their pinins and give them sme adj. ---the features.
Accrding t the discussin and the cultural relics they have knwn, give students the definitin f the cultural relics and let them check their answers t Questin3.
5. Slve Questin2: Des a cultural relic always have t be rare and valuable? Is it enugh t have survived fr a lng time?
Ask fr ne r tw students' pinin and state that
1.) The cultural relic desn't always have t be rare and valuable. Because n ne hand, sme cultural relics exist in great numbers like the vases; n the ther hand, the significance f the cultural relics is beynd the mney can describe.
2.) It is enugh t have survived fr a lng time?
Yes, it is.
6. New wrds;
1.) rare adj.
nt dne, seen, happening, etc. very ften.稀有的 ；罕见的
eg. a rare disease/bad weather
He's devted his whle life t the prtectin f
the rare cultural relics.
It is rare (fr us) t find such a selfish persn nwadays.
如此自私之人，实属罕见。
2.) valuable adj.
wrth a lt f mney很值钱的;贵重的
eg. valuable jewellery
This vase is a valuable cultural relic.
【辨析】
value n. 价值
valuable adj. = be f great value
invaluable adj. = very valuable 极有用的；极宝贵的
valueless adj.没有价值的
3.) survive vi. & vt.
Vi. cntinue t live r exist.继续生存或存在。
eg. Few survived after the fld.
☆survive frm/n
Many strange custms have survived frm earlier times.
有许多古怪的习俗源远流长。
I can't survive n ￡30 a week.
我每周收入30英镑难以活命。
vt.
1.cntinue t live r exist in spite f nearly being killed r destryed.幸存，幸免于。
eg. In Titanic，Rse survived the shipwreck.
2.remain alive after sb. 比某人长命。
eg. The ld wman survived all her children.
【拓展】
survivr 幸存者；逃生者；残存物
n.
survival 幸存；残存；生存
Step3. Pre-reading:
1. Shw the students the picture f the amber and play a vide t help them understand the amber better.
2. Give students the definitin and the cmmn usages f the amber.
3."Can yu imagine that?"
Encurage the students t imagine the rm which is made f several tns f amber and let them lk at the title and the picture f the reading passage and ask them t predict what the text is abut.
Hmewrk:
1. Find mre cultural relics at hme and abrad.
2. Preview the reading passage.
Reflectin:
1.突发事件：多媒体无法正常使用。要求教师在备课时多做准备，随机应变。
2.注意课堂学习气氛：鼓励学生更积极讨论，踊跃发言。
3.要注意时间分配
The secnd perid:
Reading, Cmprehending
Knwledge:
Have the students learn the strange histry and sme detailed infrmatin f the Amber Rm .
Ability:
Train the students’ reading ability: skimming and scanning.
Emtin:
Enable the students t prtect the cultural relics in rder nt t let them get lst.
Teaching imprtant pints:
1. Learn the strange histry and sme detailed infrmatin abut the Amber Rm;
2. Imprve the students’ reading ability: skimming and scanning.
Teaching difficult pints:
Train the students t use the different reading skills: use skimming t get the main idea and scanning t get sme detailed infrmatin.
Teaching methds:
Learning and practicing.
Teaching Methds:
Learning and practicing.
Teaching Aids
1. Multi-media
2. Pictures
Prcedures:
1. Intrduce the tw wrds: Skim VS Scan
Skim： read smething quickly in rder t find a main pint即快速阅读以找到文章的中心思想/主要意思。
Scan： lk at every part f smething carefully, especially because yu are lking fr a particular thing r persn即快速阅读以找到某一具体的信息
2. Skim & Match
Read the passage fast t get the general idea f each Para. and d the match practice.
Para. General Idea
1 the missing f the amber rm
2 the relcating f the amber rm in the Catherine II times
3 the present t the Czar
4 the intrductin abut the Amber Rm
5 the rebuilding f the Amber Rm
3. Scan & Practice
1.Read Para.1 t find detailed infrmatin abut the Amber Rm
Clur: yellw-brwn
Birthplace: Prussia
Design: in the fancy style ppular in thse days
Material: several tns f amber; gld and jewels
Time t cmplete it: It tk a team f the cuntry’s best artists ten years t make it.
2. Read Para.2-5 t get Infrmatin abut the Num.
NUMBERTHINGS ABOUT THE NUMBER
1716Fredric William gave the Amber Rm t Peter the Great as a gift.
1770Catherine II had cmpleted the adding t the Amber Rm.
2003The rebuilding f the Amber Rm was cmpleted.
600 The number f the candles lighting the Amber Rm
2 The tw cuntries: German and Russia
2 In tw days the Amber Rm was remved t a German city.
3. Read the passage carefully t lcate the detailed infrmatin and d the exercise.
1. The King f Prussia wh gave the Amber Rm as a gift t Russia was__B_____.
A. Frederick I B. Frederick William I
C. Peter the Great D. Catherine II
2. The King f Prussia gave the Amber Rm t Russia because_ D____.
A. he wanted t marry Catherine II.
B. he was kind.
C. he needed better sldiers
D. he wanted t make friends
3. The Amber Rm was stlen by ___B___.
A. Russian sldiers B. German sldiers
C. Peple in Knigsberg D. Peple in St Petersburg
4. In 1941, the city f Knigsberg was in _A__.
A. Germany B. Russia
C. Sweden D. France
5. The Russians didn’t hide the Amber Rm because ____C__.
A. they were at war
B. the culdn’t find a place
C. the German sldiers arrived t sn
D. n train culd take it away
4.D mre exercise in Cmprehending n Page2
5. Think
What’s the style f the text?
style: narrating
rder: chrnlgical
tense: the past tense.
Hmewrk:
Retell the stry.
Preview the vcabulary.
Reflectin:
多与学生互动，时刻注意学生反应。
The third and frth perid
Learning abut Language
Knwledge:
1. Wrds: tn, stne, amaze, select, design, fancy, style, jewel, king, receptin, light, remain, wnder, wrth;
Phrases: in search f, belng t, serve as, in return, at war;
2. Sentence patterns:
1.) Frederick William I, the King f Prussia, culd never have imagined that his greatest gift t the Russian peple wuld have such an amazing histry.
2.) It was als a treasure decrated with gld and jewels, which tk the cuntry’s best artists abut ten years t make.
3.) Sadly, althugh the Amber Rm was cnsidered ne f the wnders f the wrld, it is nw missing.
4.) There is n dubt that the bxes were then put …
Ability:
Learn the usage f sme difficult wrds and expressins.
Emtin:
1.) Knw what happened t the Amber Rm
2.) Knw the imprtance f prtecting the cultural relics by learning the stry f amber rm.
Teaching imprtant pints:
Train the students’ ability t read different English names.
Teaching difficulties:
The explanatin f sme difficult wrds and expressins.
Train the students’ ability t remve the difficulties while reading.
Teaching Methds:
Learning and practicing.
Teaching Aids:
Multi-media
Teaching prcedures:
Step1 Check the hmewrk:
Hld a cmpetitin: ne by and ne girl will be chsen by the students themselves t retell the stry respectively.
Step2 Analyze the text and language pints in detail:
in search f = in ne’s search fr
n. & vt. & vi.寻找
区别 search, search fr, in search f
SENTENCE EXPLANATIONS
1. Frederick William I, the King f Prussia, culd never have imagined that his greatest gift t the Russian peple wuld have such an amazing histry.
【点拨】
①本句结构为：主语（Frederick William I）+ 谓语（culd never have imagined） + 宾语
从句（that his greatest gift t the Russian peple wuld have such an amazing histry）。
②that引导的宾语从句是一个简单句。其结构是：主语（his greatest gift t the Russian peple）+谓语（wuld have） + 宾语（such an amazing histry）。
③句中的the King f Prussia是句子主语Frederick William I 的同位语。
culd have dne表示过去能够做而实际未做，有惋惜、遗憾或委婉批评之意，或表示对过去动作的推测
Yu culd have dne better, but yu didn't try yur best.你本可以做得更好，但是你没有尽力而为。（表惋惜）
This glass is brken. Smene culd have drpped it.这个玻璃杯破了。可能是谁把它掉在地上了。（表推测）
amazing adj. 令人惊喜的
eg. an amazing achievement / discvery
amaze vt. 使吃惊；惊讶
amazed adj. 吃惊的, 惊奇的
eg. He was amazed at what he heard.
【考题】Visitrs were very _____ when they saw the _____ the Great Wall.
A. amazed; amazing
B. amazed; amazed
C. amazing; amazing
D. amazing; amazed
select vt. 挑选；选择
☆select… as / fr / frm…
eg. We select Betty as ur mnitr.
Jim selected a team fr the special task.
Mary selected a diamnd ring frm the cllectin.
selective adj.善于选择的 selectin n.选择
design
n. 设计；图案；构思
eg. I like the design f Fuwa .
v. 设计；计划；构思
eg. D yu knw wh designed the beautiful Fuwa?
fancy
adj. decrative r brightly clured；nt rdinary别致的，装饰花哨的；奇特的
eg. fancy dress 化妆服 fancy birds 珍禽异鸟
vt. have a liking fr；wish fr想象；设想；爱好
eg. What d yu fancy fr dinner?
☆ fancy (sb.) ding sth.
eg. Fancy her saying a thing like that!
想不到她竟然说出这样的话来！
style
n.风格；风度；类型
☆in … style / in the style f 以…的风格
eg. He bught a painting in the style f Vincent Van Ggh.
SENTENCE EXPLANATIONS
2. It was als a treasure decrated with gld and jewels, which tk the cuntry’s best artists abut ten years t make.
【点拨】
①本句结构为：主语（It） + 系动词（was）
+ 表语（a treasure）。
②which tk the cuntry’s best artists abut ten years t make是一个非限制性定语从句，用来修饰treasure。
③decrated with gld and jewels是过去分词短语，在句中作后置定语，修饰treasure。
belng t：
1. t be the prperty f
2. t be a part f
3. t be a member f
eg. The bicycle belngs t Amy.
This lid（盖子） belngs t this bttle.
What plitical party des he belng t?
NOTE：
belng t 不用于被动语态，也不用于进行时。
eg. 这幢公寓现在属于我。
a. This apartment belngs t me.
b. This apartment is belnged t me.
c. This apartment is belnging t me.
in return 回报, 作为报酬
eg. He gave Mlly a fancy dress in return.
I bught Justin sme bks in return fr his assistance.
serve as 担任；充当；起 ... 的作用
eg. He served as a witness at the wedding.
The mistake yu made can serve as warning t yu.
These philsphical views serve as a guide in life.
receptin n. 接待，招待会，接收
eg. a receptin rm/ hall (接待室、厅）
receptin desk （旅馆等的）接待处；柜台
Our schl gave a warm receptin t the new headmaster.
这里的电视节目接受不太好。
The receptin f TV prgrams is unsatisfactry here.
had the Amber Rm mved t是have sth. dne的结构，意思是“让某物被...”。
eg. I had my bike repaired this mrning.
have sb. ding 让某人一直做某事
eg. As he was late, the teacher had him standing in frnt f the classrm.
SENTENCE EXPLANATIONS
In 1770 the rm was cmpleted the way she wanted.
the way she wanted是方式状语从句，the way的用法与连词相同，后面常省略that。
eg. I was never allwed t d things the way I wanted.
I did nt like the way he talked t me.
SENTENCE EXPLANATIONS
Sadly, althugh the Amber Rm was cnsidered ne f the wnders f the wrld, it is nw missing.
【点拨】 句中的althugh是一个连词，引
导让步状语从句，表示“虽然、尽管”。如：
Althugh my car is very ld, I dn’t want t buy a new ne.
【拓展】 引导让步状语的连词还有：thugh,
even thugh / if, as等。如：
Child as he is, he knws a lt.
Thugh she gave n sign, I was sure she had seen me.
at war 处于战争状态，在交战中
eg. Nrth Krea and Suth Krea were at war n Nv.23, 2010.
at peace 处于和平状态
cld war 冷战
remve vt. 移动；搬开；把...免职
eg. He remved several desks t anther classrm.
Daniel was remved frm his psitin.
SENTENCE EXPLANATIONS
There is n dubt that the bxes were then put …
【点拨】
There is n dubt that … ……是毫无疑问的。
eg. There is n dubt that educatin is the fundatin f all.
There’s n need (fr sth / sb) t d …
不必…
There’s n questin that ……
……是没有问题的
dubt vt.
1. +名词或代词。
I dubt his wrd.我怀疑他的话。
They dubted him befre.他们以前曾经怀疑过他。
2. +宾语从句
（1）在否定句和疑问句中，dubt + that引导的宾语从句
I dn’t dubt that he can finish the task n time.
我相信他能按时完成任务。
D yu dubt that she will succeed?
你怀疑她会成功吗？
（2）在肯定句中，dubt + whether 或 if 引导的宾语从句。
I dubt whether they can swim acrss the river.
我怀疑他们能否游过河去。
He dubts if she will keep her wrd.
他不敢肯定她是否会遵守诺言。
remain 系动词，意思是“继续或保持一种状况或态度” ，后接 n. / adj. / 介词短语等。
eg. My friend became a bss, but I remained a teacher.
The fate f the Amber Rm remained unknwn.
The prblem remains t be discussed.
wrth
prep. 值得的；相当于…的价值
be wrth ding sth 值得做某事。
The bk is (well) wrth reading.
The bk is well wrth t be read.( )
n. 价值；作用
be f great wrth 有价值
区别wrth, wrthy, wrthwhile
复习归纳make常用词组
be made t
be made f
be made frm
be made in
be made up f
Hmewrk:
Recite the new wrds and expressins.
Finish the exercises n Page3 Learning abut Language.
Preview the grammar
Reflectin:
要注意监督学生多读多背，有选择性的多让他们复述课文，既加深背景知识了解，又有助于学习语言知识。
注意时间，提前5至10分钟准备收尾，不要拖堂。
The fifth perid
Discvering Useful Structures
Knwledge：
Have students knw the differences between the restrictive attributive clause and the nn- restrictive attributive clause.
Ability:
Have students d the exercise related t the\attributive clause.
Teaching imprtant pints
Have students knw the nn- restrictive attributive clause.
Teaching difficult pints
Have students knw the differences between the restrictive attributive clause and the nn- restrictive attributive clause.
Teaching Methds:
Learning and Practicing
Teaching Aids:
The multi-media
Prcedures:
Step1: Let’s Review
What is an attributive clause？Can yu give us sme examples?
概念：在复合句中修饰名词或代词的句子，在句子中作定语。
eg. Harry Prter is a smart by.
Harry Prter is a by wh has magic pwer.
第一句话里，形容词作定语。第二句话中，句子作定语，即定语从句。
分析第二句话，得出定语从句中关键成分：先行词by，关系词wh。
关系词可分为两类：关系代词，如wh, whm, whse, that, which和关系副词where, when why。
即学即练：
指出关系代词在定语从句中的成份。
1. The man wh came t ur schl is Mr. Wang. 主语
2. The girl (whm) I met is Lucy. 宾语
3. A child whse parents are dead is called Tm. 定语
4. I like the bk (which) yu bught yesterday. 宾语
用适当的关系词填空。
① I will never frget the day __________ I first met yu. when
I will never frget the day __________we spent tgether. （which，that）
② The huse __________ we visited is being repaired nw. （which，that）
The huse __________ Lu Xun nce lived is being repaired nw. where
分类：
The Restrictive Attributive Clause 限制性定语从句
The Nn-Restrictive Attributive Clause 非限制性定语从句
Step2: Let’s find!
What are the differences between the restrictive attributive clause and the nn-restrictive attributive clause?
Lk at the fllwing examples and cmpare them：
I’m sure I knw the persn wh served us. 我确信我认识招待我们的那个人。
Tm, wh served us, is the wner f the restaurant. 汤姆是饭店的老板，他招待我们。
1. The wman wh lives next dr is a dctr. 住在隔壁的那个妇女是个医生。
2. My sister Mary, wh lives in Lndn, is a dctr. 我姐姐玛丽是个医生，她住在伦敦。
1. She has ne sn wh wrks in the gvernment. 她有一个在政府工作的儿子。
（她可能还有在别的地方工作的儿子，不止一个）
2. She has ne sn, wh wrks in the gvernment. 她有一个儿子，他在政府工作。
（她只有一个儿子，这个儿子在政府工作）
1. I came t Shanghai in 1988, when I was nly 5. 我在1988年来到上海， 那年我五岁。
2. We mved t Shanghai, when I was still very yung. 我们搬到上海，那时我还很小。
将比较分析后得出结论整理为下表：
Step3: Let’s practice!
Tick ut all the attributive clauses.
1.This gift was the Amber Rm, which was given this name because several tns f amber were used t make it.
2.The amber which was selected had a beautiful yellw-brwn clr like hney.
3.It was als a treasure decrated with gld and jewels, which tk the cuntry’s best artists abut ten years t make.
4.Hwever, the next King f Prussia, Frederick WilliamⅠ, t whm the amber rm belnged, decided nt t keep it.
5.Later, CatherineⅡ had the Amber Rm mved t a palace utside St Petersburg where she spent her summers.
6.In 1770the rm was cmpleted the way she wanted.
7.This was a time when the tw cuntries were at war.
8.There is n dubt that the bxes were then put n a train fr Knigsberg, which was at that time a German city n the Baltic Sea.
9. In 2003 it was ready fr the peple f St Petersburg when they celebrated the 300th birthday f their city.
D they have the same meaning?
(1) My uncle, wh lives in Lndn, is very rich.
My uncle wh lives in Lndn is very rich.
(2) The plicies, which were unppular, were rejected by the vters.
The plicies which were unppular were rejected by the vters.
(3) He will wear n clthes which will make him different frm thers.
他不会穿一些使他显得与众不同的衣服。
He will wear n clthes, which will make him different frm thers.
他不穿衣服，这会使他显得与众不同。
Chse the best answer.
1. Sme pre-schl children g t a day care center, ______ they learn simple games and sngs.
A.which B.when C.that D.where
2. Tm passed the driving test; ______ surprised everybdy in the ffice.
A.which B.that C.what D.it
3. Mary, ______ I played tennis with n Sundays, was a clleague f mine.
A.which B.whm C.whse D.that
（07上海）The thught f ging back hme was ______ kept him happy while he was wrking abrad.
A. that B.all that C. all what D.which
（06 福建）Lk ut! Dn’t get t clse t the huse ______ rf is under repair.
A. where B. that C. whse D. which
Crrect the mistakes.
1. The reasn why he explained at the meeting surprised us.
2. I can remember the days when we spent tgether.
3. The way in which yu talked abut is very imprtant fr us.
4. Put the bk in which yu can find it easily.
Fill in the blanks.
(1) What surprised me was nt what he said but the way _____________ he said it.
(2) We’re just trying t reach a pint _____ bth sides will sit dwn tgether and talk. (06山东）
(3) The situatin _____ yu use the wrds is very clear in fact.
(4) This is the very huse _____ he lived.
(5) Next winter, _____ yu will spend in Harbin, I’m sure, will be anther exciting hliday.
Hmewrk:
1.Review the grammar.
2.D the exercise in discvering useful structures.
3.Preview the using language.
Reflectin:
与学生讲解题目一定要多做准备，设想好各种情况。
The sixth Perid
Using Language
Knwledge:
1.Have students knw the differences between the fact and the
Opinin.
2.Have students learn sme new wrds and expressins.
Ability:
Have the students learn t tell facts frm pinins.
Train the students’ reading ability:scanning.
Teaching Methds:
1.Task-basked teaching
2.Learning and Practicing
Teaching Aids:
Multi-media
Prcedures:
Lead-in
Questin:
If yu want t g in fr law against smebdy, and if yu want t win, what’s the mst imprtant thing yu shuld d first?
Ask ne r tw students’ pinin and express my suggestin: t cllect as much the evidences as we can. Because nt all the evidences can be uesd in a trial. Sme are true while sme are false. Then, stimulate the students t read the first passage carefully t get the definitin f the fact, the pinin, and the evidence.
Task 1
Read the passage and think abut the differences between a fact and an pinin.
A fact is anything that can be prved.
An pinin is what smene believe is true but has nt been prved.
Accrding t the passage, please answer the questin: What makes a judge decide which eyewitness he can believe and which nt?
Whether the eyewitness has given true infrmatin, which must be the fact rather than the pinin.
Have knwn the differences between a fact and an pinin. Let’s cme t next task.
Task 2
Read a man’s stry abut what happened t the Amber Rm quickly. D yu think it is a fact r an pinin? Give yur reasns.
I think it is an pinin that what is in bxes is gld r the Amber Rm. Because Jan Hasek did nt see what was in the bxes. He listened t ther peple’s ideas f what might have been inside. S his evidence is an pinin.
Task 3
Read the stry again and fill in the table. (On Page 5)
Task 4 Explanatins.
prve
1.用作及物动词: 证明，证实，试验，表现
Never try t prve what nbdy dubts.
（谚）无人怀疑的事无需证实。
He prved himself (t be) a brave man.
他表现出自己是个勇敢的人。
2.用作连系动词: 显示，表明，原来是
This nvel prved interesting.
这本小说很有趣。
cnsider
1.Have yu cnsidered his decisin?
2.We are cnsidering ging abrad.
We cnsider him t be the best player.
He is cnsidered t be the best player.
3.He is cnsidered as the best player.
= treat / regard / think f … as…
rather than
1.What I need nw is mney rather than the advice.
The teacher, rather than his students, has been invited.
2.He wuld die rather than give in.
He wuld rather die than give in.
He prefers t die rather than give in.
think highly f 赞赏，器重，看重
= think well / much f = speak / highly / well f = have a gd / high pinin f
【拓展】
反义词：think badly / prly / little / ill f 对……评价不高，轻视，不在意
think常用词组：
think f 想起
think ut 想出
think ver 仔细考虑
think abut 考虑
think f…as 以为……;认为……
think nthing f 觉得不怎么样；觉得没什么
Hmewrk：
Review all that we have learned in this unit and finish all the exercise.
Reflectin:
在传授知识之余尽量多把课堂交给学生，注意培养学生的综合技能。
限制性定语从句
非限制性定语从句
形式
无逗号
有逗号
作用
限定修饰
不可省略
补充说明
删除后句意仍旧完整
先行词
多为名词或代词
既可以是名词，代词，句子的一部分，也可以是前面整个句子
关系词
作宾语时可以省略
永无that
永不可省
The unit planning
The tpic f this unit is cultural relics’ prtectin and the famus cultural relics at hme and abrad. The main theme is cultural relics. Frm this unit we can have a general idea abut the cultural relics. We can knw their definitin ( a cultural relic is smething that has survived fr a lng time, ften a part f smething ld that has remained when the rest f it has been destryed; it tells peple abut the past ); their sme features (ld, rare, valuable, mysterius, etc.); their main types (bjects, items, r buildings.) and s n.. we als knw that, withut these cultural relics, we culdn’t get t knw r appreciate the past. S, n matter the cultural relics are rare r valuable, in rder t help the cultural relics survive fr a lnger time, we shuld pay attentin t the prtectin f them.
There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Cmprehending, Learning abut Language, Using Language, Summing up and Learning tip.
Backgrund infrmatin
Students：Class 21,Grade 1
Lessn duratin：45 mins
Teaching imprtant pints
1. Have students learn sme new wrds and expressins;
2. Have students knw abut sme famus cultural relics at hme and abrad and remind them t pay attentin t the prtectin f the cultural relics
3. Imprve students’ reading skills: skimming & scanning and let them learn sme detailed infrmatin abut the Amber Rm;
4. Let students learn the new grammar item: the nn-restrictive clause
5. Let students learn hw t tell facts frm pinins and train their speaking ability t give & ask fr pinins in English.
Teaching difficult pints
1. Train students’ thinking and analyzing ability by making them learn hw t tell facts frm pinins
2. Train students’ speaking ability t give & ask fr pinins in English.
3. Develp students’ integrated skills.
Teaching bjectives
1. Tpics: cultural relics’ prtectin and the famus cultural relics at hme and abrad
2. Vcabulary: survive, in search f, select, design, fancy, decrate, belng, belng t, in return, at war, remve, less than, dubt, frmer, wrth, take apart, explde, sink, think highly f
3. Functins:
1.) Asking fr pinins
What d yu think
D yu
Hw can yu be sure
Hw d yu knw that?
2.) Giving pinins
I think...
I dn't think...
I dn't agree that...
I suppse that...
4. Grammar: the attributive clause
1.) the restrictive clause
This was a time when the tw cuntries were at war.
2.) the nn-restrictive attributive clause
This gift was the Amber Rm, which was given this name because several tns f amber were used t make it.
Teaching Methds
1. Audi-lingual Methd
2. Cmmunicative Apprach
3. Pair wrk
4. Grup wrk
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Vide
课时安排
The first perid: Warming Up, Pre-reading,
The secnd perid: Reading, Cmprehending,
The third and furth perid: Learning abut Language
The fifth perid: Discvering Useful structures
The sixth perid: Using Language
The first perid:
Warming Up, Pre-reading
Knwledge:
1.) sme new wrds:
cultural relics, rare, valuable, vase, dynasty, survive
2.) Have students knw abut sme famus cultural relics at hme and abrad.
Ability:
Help students learn hw t talk abut cultural relics
Emtin:
Encurage students t pay attentin t the prtectin f the cultural relics.
Teaching imprtant pints
Have students knw abut sme famus cultural relics at hme and abrad and remind them t pay attentin t the prtectin f the cultural relics
Teaching difficult pints:
Hw t talk abut cultural relics.
Teaching methds
1. Audi-lingual Methd
2. Cmmunicative Apprach
3. Pair wrk
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Vide
Prcedures:
Step1. Lead-in
Shw the pictures: a ne yuan cin & the ld cins
Let students talk abut the differences between the ne yuan cin and the ld cins frm many aspects like shape, time, price, etc.
S, what we will talk abut tday: they are als ld but mre expensive & mre significant. They are the cultural relics
Step2. Warming up
1. "Let's travel tgether!" Shw sme pictures abut cultural relics at hme and abrad.
1.) G abrad:
a. the pyramids in Egypt
b. the Big Ben in England
2.) In China
a.周口店北京猿人遗址
b.播放一段音乐 ：说唱脸谱 --- 京剧 （非物质文化遗产）
在今年11月刚申遗成功的另一项目：活字印刷术
播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。
3.) In Anhui Prvince
a. Munt Huang
b. Huangmei Opera
4.) In Fuyang City
Fuyang paper cut
2．Shw students mre pictures--- the fur pictures n P1 and intrduce them in detail
1.) the Ming Dynasty Vase
2.) Taj Mahal
3.) ivry dragn bat
4.) Mga Caves
3．Slve Questin3: whether they are cultural relics r nt
D a survey t knw the students’ pinins
(If yu think it is a cultural relic, please hands up)
4．Because f the students' different ideas ,have them think abut Questin1: what is a cultural relic?
Let students d a discussin t express their ideas abut the cultural relics
Summarize their pinins and give them sme adj. ---the features.
Accrding t the discussin and the cultural relics they have knwn, give students the definitin f the cultural relics and let them check their answers t Questin3.
5. Slve Questin2: Des a cultural relic always have t be rare and valuable? Is it enugh t have survived fr a lng time?
Ask fr ne r tw students' pinin and state that
1.) The cultural relic desn't always have t be rare and valuable. Because n ne hand, sme cultural relics exist in great numbers like the vases; n the ther hand, the significance f the cultural relics is beynd the mney can describe.
2.) It is enugh t have survived fr a lng time?
Yes, it is.
6. New wrds;
1.) rare adj.
nt dne, seen, happening, etc. very ften.稀有的 ；罕见的
eg. a rare disease/bad weather
He's devted his whle life t the prtectin f
the rare cultural relics.
It is rare (fr us) t find such a selfish persn nwadays.
如此自私之人，实属罕见。
2.) valuable adj.
wrth a lt f mney很值钱的;贵重的
eg. valuable jewellery
This vase is a valuable cultural relic.
【辨析】
value n. 价值
valuable adj. = be f great value
invaluable adj. = very valuable 极有用的；极宝贵的
valueless adj.没有价值的
3.) survive vi. & vt.
Vi. cntinue t live r exist.继续生存或存在。
eg. Few survived after the fld.
☆survive frm/n
Many strange custms have survived frm earlier times.
有许多古怪的习俗源远流长。
I can't survive n ￡30 a week.
我每周收入30英镑难以活命。
vt.
1.cntinue t live r exist in spite f nearly being killed r destryed.幸存，幸免于。
eg. In Titanic，Rse survived the shipwreck.
2.remain alive after sb. 比某人长命。
eg. The ld wman survived all her children.
【拓展】
survivr 幸存者；逃生者；残存物
n.
survival 幸存；残存；生存
Step3. Pre-reading:
1. Shw the students the picture f the amber and play a vide t help them understand the amber better.
2. Give students the definitin and the cmmn usages f the amber.
3."Can yu imagine that?"
Encurage the students t imagine the rm which is made f several tns f amber and let them lk at the title and the picture f the reading passage and ask them t predict what the text is abut.
Hmewrk:
1. Find mre cultural relics at hme and abrad.
2. Preview the reading passage.
Reflectin:
1.突发事件：多媒体无法正常使用。要求教师在备课时多做准备，随机应变。
2.注意课堂学习气氛：鼓励学生更积极讨论，踊跃发言。
3.要注意时间分配
The secnd perid:
Reading, Cmprehending
Knwledge:
Have the students learn the strange histry and sme detailed infrmatin f the Amber Rm .
Ability:
Train the students’ reading ability: skimming and scanning.
Emtin:
Enable the students t prtect the cultural relics in rder nt t let them get lst.
Teaching imprtant pints:
1. Learn the strange histry and sme detailed infrmatin abut the Amber Rm;
2. Imprve the students’ reading ability: skimming and scanning.
Teaching difficult pints:
Train the students t use the different reading skills: use skimming t get the main idea and scanning t get sme detailed infrmatin.
Teaching methds:
Learning and practicing.
Teaching Methds:
Learning and practicing.
Teaching Aids
1. Multi-media
2. Pictures
Prcedures:
1. Intrduce the tw wrds: Skim VS Scan
Skim： read smething quickly in rder t find a main pint即快速阅读以找到文章的中心思想/主要意思。
Scan： lk at every part f smething carefully, especially because yu are lking fr a particular thing r persn即快速阅读以找到某一具体的信息
2. Skim & Match
Read the passage fast t get the general idea f each Para. and d the match practice.
Para. General Idea
1 the missing f the amber rm
2 the relcating f the amber rm in the Catherine II times
3 the present t the Czar
4 the intrductin abut the Amber Rm
5 the rebuilding f the Amber Rm
3. Scan & Practice
1.Read Para.1 t find detailed infrmatin abut the Amber Rm
Clur: yellw-brwn
Birthplace: Prussia
Design: in the fancy style ppular in thse days
Material: several tns f amber; gld and jewels
Time t cmplete it: It tk a team f the cuntry’s best artists ten years t make it.
2. Read Para.2-5 t get Infrmatin abut the Num.
NUMBERTHINGS ABOUT THE NUMBER
1716Fredric William gave the Amber Rm t Peter the Great as a gift.
1770Catherine II had cmpleted the adding t the Amber Rm.
2003The rebuilding f the Amber Rm was cmpleted.
600 The number f the candles lighting the Amber Rm
2 The tw cuntries: German and Russia
2 In tw days the Amber Rm was remved t a German city.
3. Read the passage carefully t lcate the detailed infrmatin and d the exercise.
1. The King f Prussia wh gave the Amber Rm as a gift t Russia was__B_____.
A. Frederick I B. Frederick William I
C. Peter the Great D. Catherine II
2. The King f Prussia gave the Amber Rm t Russia because_ D____.
A. he wanted t marry Catherine II.
B. he was kind.
C. he needed better sldiers
D. he wanted t make friends
3. The Amber Rm was stlen by ___B___.
A. Russian sldiers B. German sldiers
C. Peple in Knigsberg D. Peple in St Petersburg
4. In 1941, the city f Knigsberg was in _A__.
A. Germany B. Russia
C. Sweden D. France
5. The Russians didn’t hide the Amber Rm because ____C__.
A. they were at war
B. the culdn’t find a place
C. the German sldiers arrived t sn
D. n train culd take it away
4.D mre exercise in Cmprehending n Page2
5. Think
What’s the style f the text?
style: narrating
rder: chrnlgical
tense: the past tense.
Hmewrk:
Retell the stry.
Preview the vcabulary.
Reflectin:
多与学生互动，时刻注意学生反应。
The third and frth perid
Learning abut Language
Knwledge:
1. Wrds: tn, stne, amaze, select, design, fancy, style, jewel, king, receptin, light, remain, wnder, wrth;
Phrases: in search f, belng t, serve as, in return, at war;
2. Sentence patterns:
1.) Frederick William I, the King f Prussia, culd never have imagined that his greatest gift t the Russian peple wuld have such an amazing histry.
2.) It was als a treasure decrated with gld and jewels, which tk the cuntry’s best artists abut ten years t make.
3.) Sadly, althugh the Amber Rm was cnsidered ne f the wnders f the wrld, it is nw missing.
4.) There is n dubt that the bxes were then put …
Ability:
Learn the usage f sme difficult wrds and expressins.
Emtin:
1.) Knw what happened t the Amber Rm
2.) Knw the imprtance f prtecting the cultural relics by learning the stry f amber rm.
Teaching imprtant pints:
Train the students’ ability t read different English names.
Teaching difficulties:
The explanatin f sme difficult wrds and expressins.
Train the students’ ability t remve the difficulties while reading.
Teaching Methds:
Learning and practicing.
Teaching Aids:
Multi-media
Teaching prcedures:
Step1 Check the hmewrk:
Hld a cmpetitin: ne by and ne girl will be chsen by the students themselves t retell the stry respectively.
Step2 Analyze the text and language pints in detail:
in search f = in ne’s search fr
n. & vt. & vi.寻找
区别 search, search fr, in search f
SENTENCE EXPLANATIONS
1. Frederick William I, the King f Prussia, culd never have imagined that his greatest gift t the Russian peple wuld have such an amazing histry.
【点拨】
①本句结构为：主语（Frederick William I）+ 谓语（culd never have imagined） + 宾语
从句（that his greatest gift t the Russian peple wuld have such an amazing histry）。
②that引导的宾语从句是一个简单句。其结构是：主语（his greatest gift t the Russian peple）+谓语（wuld have） + 宾语（such an amazing histry）。
③句中的the King f Prussia是句子主语Frederick William I 的同位语。
culd have dne表示过去能够做而实际未做，有惋惜、遗憾或委婉批评之意，或表示对过去动作的推测
Yu culd have dne better, but yu didn't try yur best.你本可以做得更好，但是你没有尽力而为。（表惋惜）
This glass is brken. Smene culd have drpped it.这个玻璃杯破了。可能是谁把它掉在地上了。（表推测）
amazing adj. 令人惊喜的
eg. an amazing achievement / discvery
amaze vt. 使吃惊；惊讶
amazed adj. 吃惊的, 惊奇的
eg. He was amazed at what he heard.
【考题】Visitrs were very _____ when they saw the _____ the Great Wall.
A. amazed; amazing
B. amazed; amazed
C. amazing; amazing
D. amazing; amazed
select vt. 挑选；选择
☆select… as / fr / frm…
eg. We select Betty as ur mnitr.
Jim selected a team fr the special task.
Mary selected a diamnd ring frm the cllectin.
selective adj.善于选择的 selectin n.选择
design
n. 设计；图案；构思
eg. I like the design f Fuwa .
v. 设计；计划；构思
eg. D yu knw wh designed the beautiful Fuwa?
fancy
adj. decrative r brightly clured；nt rdinary别致的，装饰花哨的；奇特的
eg. fancy dress 化妆服 fancy birds 珍禽异鸟
vt. have a liking fr；wish fr想象；设想；爱好
eg. What d yu fancy fr dinner?
☆ fancy (sb.) ding sth.
eg. Fancy her saying a thing like that!
想不到她竟然说出这样的话来！
style
n.风格；风度；类型
☆in … style / in the style f 以…的风格
eg. He bught a painting in the style f Vincent Van Ggh.
SENTENCE EXPLANATIONS
2. It was als a treasure decrated with gld and jewels, which tk the cuntry’s best artists abut ten years t make.
【点拨】
①本句结构为：主语（It） + 系动词（was）
+ 表语（a treasure）。
②which tk the cuntry’s best artists abut ten years t make是一个非限制性定语从句，用来修饰treasure。
③decrated with gld and jewels是过去分词短语，在句中作后置定语，修饰treasure。
belng t：
1. t be the prperty f
2. t be a part f
3. t be a member f
eg. The bicycle belngs t Amy.
This lid（盖子） belngs t this bttle.
What plitical party des he belng t?
NOTE：
belng t 不用于被动语态，也不用于进行时。
eg. 这幢公寓现在属于我。
a. This apartment belngs t me.
b. This apartment is belnged t me.
c. This apartment is belnging t me.
in return 回报, 作为报酬
eg. He gave Mlly a fancy dress in return.
I bught Justin sme bks in return fr his assistance.
serve as 担任；充当；起 ... 的作用
eg. He served as a witness at the wedding.
The mistake yu made can serve as warning t yu.
These philsphical views serve as a guide in life.
receptin n. 接待，招待会，接收
eg. a receptin rm/ hall (接待室、厅）
receptin desk （旅馆等的）接待处；柜台
Our schl gave a warm receptin t the new headmaster.
这里的电视节目接受不太好。
The receptin f TV prgrams is unsatisfactry here.
had the Amber Rm mved t是have sth. dne的结构，意思是“让某物被...”。
eg. I had my bike repaired this mrning.
have sb. ding 让某人一直做某事
eg. As he was late, the teacher had him standing in frnt f the classrm.
SENTENCE EXPLANATIONS
In 1770 the rm was cmpleted the way she wanted.
the way she wanted是方式状语从句，the way的用法与连词相同，后面常省略that。
eg. I was never allwed t d things the way I wanted.
I did nt like the way he talked t me.
SENTENCE EXPLANATIONS
Sadly, althugh the Amber Rm was cnsidered ne f the wnders f the wrld, it is nw missing.
【点拨】 句中的althugh是一个连词，引
导让步状语从句，表示“虽然、尽管”。如：
Althugh my car is very ld, I dn’t want t buy a new ne.
【拓展】 引导让步状语的连词还有：thugh,
even thugh / if, as等。如：
Child as he is, he knws a lt.
Thugh she gave n sign, I was sure she had seen me.
at war 处于战争状态，在交战中
eg. Nrth Krea and Suth Krea were at war n Nv.23, 2010.
at peace 处于和平状态
cld war 冷战
remve vt. 移动；搬开；把...免职
eg. He remved several desks t anther classrm.
Daniel was remved frm his psitin.
SENTENCE EXPLANATIONS
There is n dubt that the bxes were then put …
【点拨】
There is n dubt that … ……是毫无疑问的。
eg. There is n dubt that educatin is the fundatin f all.
There’s n need (fr sth / sb) t d …
不必…
There’s n questin that ……
……是没有问题的
dubt vt.
1. +名词或代词。
I dubt his wrd.我怀疑他的话。
They dubted him befre.他们以前曾经怀疑过他。
2. +宾语从句
（1）在否定句和疑问句中，dubt + that引导的宾语从句
I dn’t dubt that he can finish the task n time.
我相信他能按时完成任务。
D yu dubt that she will succeed?
你怀疑她会成功吗？
（2）在肯定句中，dubt + whether 或 if 引导的宾语从句。
I dubt whether they can swim acrss the river.
我怀疑他们能否游过河去。
He dubts if she will keep her wrd.
他不敢肯定她是否会遵守诺言。
remain 系动词，意思是“继续或保持一种状况或态度” ，后接 n. / adj. / 介词短语等。
eg. My friend became a bss, but I remained a teacher.
The fate f the Amber Rm remained unknwn.
The prblem remains t be discussed.
wrth
prep. 值得的；相当于…的价值
be wrth ding sth 值得做某事。
The bk is (well) wrth reading.
The bk is well wrth t be read.( )
n. 价值；作用
be f great wrth 有价值
区别wrth, wrthy, wrthwhile
复习归纳make常用词组
be made t
be made f
be made frm
be made in
be made up f
Hmewrk:
Recite the new wrds and expressins.
Finish the exercises n Page3 Learning abut Language.
Preview the grammar
Reflectin:
要注意监督学生多读多背，有选择性的多让他们复述课文，既加深背景知识了解，又有助于学习语言知识。
注意时间，提前5至10分钟准备收尾，不要拖堂。
The fifth perid
Discvering Useful Structures
Knwledge：
Have students knw the differences between the restrictive attributive clause and the nn- restrictive attributive clause.
Ability:
Have students d the exercise related t the\attributive clause.
Teaching imprtant pints
Have students knw the nn- restrictive attributive clause.
Teaching difficult pints
Have students knw the differences between the restrictive attributive clause and the nn- restrictive attributive clause.
Teaching Methds:
Learning and Practicing
Teaching Aids:
The multi-media
Prcedures:
Step1: Let’s Review
What is an attributive clause？Can yu give us sme examples?
概念：在复合句中修饰名词或代词的句子，在句子中作定语。
eg. Harry Prter is a smart by.
Harry Prter is a by wh has magic pwer.
第一句话里，形容词作定语。第二句话中，句子作定语，即定语从句。
分析第二句话，得出定语从句中关键成分：先行词by，关系词wh。
关系词可分为两类：关系代词，如wh, whm, whse, that, which和关系副词where, when why。
即学即练：
指出关系代词在定语从句中的成份。
1. The man wh came t ur schl is Mr. Wang. 主语
2. The girl (whm) I met is Lucy. 宾语
3. A child whse parents are dead is called Tm. 定语
4. I like the bk (which) yu bught yesterday. 宾语
用适当的关系词填空。
① I will never frget the day __________ I first met yu. when
I will never frget the day __________we spent tgether. （which，that）
② The huse __________ we visited is being repaired nw. （which，that）
The huse __________ Lu Xun nce lived is being repaired nw. where
分类：
The Restrictive Attributive Clause 限制性定语从句
The Nn-Restrictive Attributive Clause 非限制性定语从句
Step2: Let’s find!
What are the differences between the restrictive attributive clause and the nn-restrictive attributive clause?
Lk at the fllwing examples and cmpare them：
I’m sure I knw the persn wh served us. 我确信我认识招待我们的那个人。
Tm, wh served us, is the wner f the restaurant. 汤姆是饭店的老板，他招待我们。
1. The wman wh lives next dr is a dctr. 住在隔壁的那个妇女是个医生。
2. My sister Mary, wh lives in Lndn, is a dctr. 我姐姐玛丽是个医生，她住在伦敦。
1. She has ne sn wh wrks in the gvernment. 她有一个在政府工作的儿子。
（她可能还有在别的地方工作的儿子，不止一个）
2. She has ne sn, wh wrks in the gvernment. 她有一个儿子，他在政府工作。
（她只有一个儿子，这个儿子在政府工作）
1. I came t Shanghai in 1988, when I was nly 5. 我在1988年来到上海， 那年我五岁。
2. We mved t Shanghai, when I was still very yung. 我们搬到上海，那时我还很小。
将比较分析后得出结论整理为下表：
Step3: Let’s practice!
Tick ut all the attributive clauses.
1.This gift was the Amber Rm, which was given this name because several tns f amber were used t make it.
2.The amber which was selected had a beautiful yellw-brwn clr like hney.
3.It was als a treasure decrated with gld and jewels, which tk the cuntry’s best artists abut ten years t make.
4.Hwever, the next King f Prussia, Frederick WilliamⅠ, t whm the amber rm belnged, decided nt t keep it.
5.Later, CatherineⅡ had the Amber Rm mved t a palace utside St Petersburg where she spent her summers.
6.In 1770the rm was cmpleted the way she wanted.
7.This was a time when the tw cuntries were at war.
8.There is n dubt that the bxes were then put n a train fr Knigsberg, which was at that time a German city n the Baltic Sea.
9. In 2003 it was ready fr the peple f St Petersburg when they celebrated the 300th birthday f their city.
D they have the same meaning?
(1) My uncle, wh lives in Lndn, is very rich.
My uncle wh lives in Lndn is very rich.
(2) The plicies, which were unppular, were rejected by the vters.
The plicies which were unppular were rejected by the vters.
(3) He will wear n clthes which will make him different frm thers.
他不会穿一些使他显得与众不同的衣服。
He will wear n clthes, which will make him different frm thers.
他不穿衣服，这会使他显得与众不同。
Chse the best answer.
1. Sme pre-schl children g t a day care center, ______ they learn simple games and sngs.
A.which B.when C.that D.where
2. Tm passed the driving test; ______ surprised everybdy in the ffice.
A.which B.that C.what D.it
3. Mary, ______ I played tennis with n Sundays, was a clleague f mine.
A.which B.whm C.whse D.that
（07上海）The thught f ging back hme was ______ kept him happy while he was wrking abrad.
A. that B.all that C. all what D.which
（06 福建）Lk ut! Dn’t get t clse t the huse ______ rf is under repair.
A. where B. that C. whse D. which
Crrect the mistakes.
1. The reasn why he explained at the meeting surprised us.
2. I can remember the days when we spent tgether.
3. The way in which yu talked abut is very imprtant fr us.
4. Put the bk in which yu can find it easily.
Fill in the blanks.
(1) What surprised me was nt what he said but the way _____________ he said it.
(2) We’re just trying t reach a pint _____ bth sides will sit dwn tgether and talk. (06山东）
(3) The situatin _____ yu use the wrds is very clear in fact.
(4) This is the very huse _____ he lived.
(5) Next winter, _____ yu will spend in Harbin, I’m sure, will be anther exciting hliday.
Hmewrk:
1.Review the grammar.
2.D the exercise in discvering useful structures.
3.Preview the using language.
Reflectin:
与学生讲解题目一定要多做准备，设想好各种情况。
The sixth Perid
Using Language
Knwledge:
1.Have students knw the differences between the fact and the
Opinin.
2.Have students learn sme new wrds and expressins.
Ability:
Have the students learn t tell facts frm pinins.
Train the students’ reading ability:scanning.
Teaching Methds:
1.Task-basked teaching
2.Learning and Practicing
Teaching Aids:
Multi-media
Prcedures:
Lead-in
Questin:
If yu want t g in fr law against smebdy, and if yu want t win, what’s the mst imprtant thing yu shuld d first?
Ask ne r tw students’ pinin and express my suggestin: t cllect as much the evidences as we can. Because nt all the evidences can be uesd in a trial. Sme are true while sme are false. Then, stimulate the students t read the first passage carefully t get the definitin f the fact, the pinin, and the evidence.
Task 1
Read the passage and think abut the differences between a fact and an pinin.
A fact is anything that can be prved.
An pinin is what smene believe is true but has nt been prved.
Accrding t the passage, please answer the questin: What makes a judge decide which eyewitness he can believe and which nt?
Whether the eyewitness has given true infrmatin, which must be the fact rather than the pinin.
Have knwn the differences between a fact and an pinin. Let’s cme t next task.
Task 2
Read a man’s stry abut what happened t the Amber Rm quickly. D yu think it is a fact r an pinin? Give yur reasns.
I think it is an pinin that what is in bxes is gld r the Amber Rm. Because Jan Hasek did nt see what was in the bxes. He listened t ther peple’s ideas f what might have been inside. S his evidence is an pinin.
Task 3
Read the stry again and fill in the table. (On Page 5)
Task 4 Explanatins.
prve
1.用作及物动词: 证明，证实，试验，表现
Never try t prve what nbdy dubts.
（谚）无人怀疑的事无需证实。
He prved himself (t be) a brave man.
他表现出自己是个勇敢的人。
2.用作连系动词: 显示，表明，原来是
This nvel prved interesting.
这本小说很有趣。
cnsider
1.Have yu cnsidered his decisin?
2.We are cnsidering ging abrad.
We cnsider him t be the best player.
He is cnsidered t be the best player.
3.He is cnsidered as the best player.
= treat / regard / think f … as…
rather than
1.What I need nw is mney rather than the advice.
The teacher, rather than his students, has been invited.
2.He wuld die rather than give in.
He wuld rather die than give in.
He prefers t die rather than give in.
think highly f 赞赏，器重，看重
= think well / much f = speak / highly / well f = have a gd / high pinin f
【拓展】
反义词：think badly / prly / little / ill f 对……评价不高，轻视，不在意
think常用词组：
think f 想起
think ut 想出
think ver 仔细考虑
think abut 考虑
think f…as 以为……;认为……
think nthing f 觉得不怎么样；觉得没什么
Hmewrk：
Review all that we have learned in this unit and finish all the exercise.
Reflectin:
在传授知识之余尽量多把课堂交给学生，注意培养学生的综合技能。
限制性定语从句
非限制性定语从句
形式
无逗号
有逗号
作用
限定修饰
不可省略
补充说明
删除后句意仍旧完整
先行词
多为名词或代词
既可以是名词，代词，句子的一部分，也可以是前面整个句子
关系词
作宾语时可以省略
永无that
永不可省
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