高中Unit 1 Cultural relics教案設(shè)計(jì)-教案下載-教習(xí)網(wǎng)

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
課時(shí)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.周口店北京猿人遺址
b.播放一段音樂(lè) ：說(shuō)唱臉譜 --- 京劇（非物質(zhì)文化遺產(chǎn)）
在今年11月剛申遺成功的另一項(xiàng)目：活字印刷術(shù)
播放當(dāng)天新聞，他被列為2010急需保護(hù)的非物質(zhì)文化遺產(chǎn)，所以提醒大家注意對(duì)文化遺產(chǎn)的保護(hù)。
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；罕見(jiàn)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，實(shí)屬罕見(jiàn)。
2.) valuable adj.
wrth a lt f mney很值錢(qián)的;貴重的
eg. valuable jewellery
This vase is a valuable cultural relic.
【辨析】
value n. 價(jià)值
valuable adj. = be f great value
invaluable adj. = very valuable 極有用的；極寶貴的
valueless adj.沒(méi)有價(jià)值的
3.) survive vi. & vt.
Vi. cntinue t live r exist.繼續(xù)生存或存在。
eg. Few survived after the fld.
☆survive frm/n
Many strange custms have survived frm earlier times.
有許多古怪的習(xí)俗源遠(yuǎn)流長(zhǎng)。
I can't survive n ￡30 a week.
我每周收入30英鎊難以活命。
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. 比某人長(zhǎng)命。
eg. The ld wman survived all her children.
【拓展】
survivr 幸存者；逃生者；殘存物
n.
survival 幸存；殘存；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.突發(fā)事件：多媒體無(wú)法正常使用。要求教師在備課時(shí)多做準(zhǔn)備，隨機(jī)應(yīng)變。
2.注意課堂學(xué)習(xí)氣氛：鼓勵(lì)學(xué)生更積極討論，踴躍發(fā)言。
3.要注意時(shí)間分配
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即快速閱讀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即快速閱讀以找到某一具體的信息
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:
多與學(xué)生互動(dòng)，時(shí)刻注意學(xué)生反應(yīng)。
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.尋找
區(qū)別 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.
【點(diǎn)撥】
①本句結(jié)構(gòu)為：主語(yǔ)（Frederick William I）+ 謂語(yǔ)（culd never have imagined） + 賓語(yǔ)
從句（that his greatest gift t the Russian peple wuld have such an amazing histry）。
②that引導(dǎo)的賓語(yǔ)從句是一個(gè)簡(jiǎn)單句。其結(jié)構(gòu)是：主語(yǔ)（his greatest gift t the Russian peple）+謂語(yǔ)（wuld have） + 賓語(yǔ)（such an amazing histry）。
③句中的the King f Prussia是句子主語(yǔ)Frederick William I 的同位語(yǔ)。
culd have dne表示過(guò)去能夠做而實(shí)際未做，有惋惜、遺憾或委婉批評(píng)之意，或表示對(duì)過(guò)去動(dòng)作的推測(cè)
Yu culd have dne better, but yu didn't try yur best.你本可以做得更好，但是你沒(méi)有盡力而為。（表惋惜）
This glass is brken. Smene culd have drpped it.這個(gè)玻璃杯破了?？赡苁钦l(shuí)把它掉在地上了。（表推測(cè)）
amazing adj. 令人驚喜的
eg. an amazing achievement / discvery
amaze vt. 使吃驚；驚訝
amazed adj. 吃驚的, 驚奇的
eg. He was amazed at what he heard.
【考題】Visitrs were very _____ when they saw the _____ the Great Wall.
A. amazed; amazing
B. amazed; amazed
C. amazing; amazing
D. amazing; amazed
select vt. 挑選；選擇
☆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.善于選擇的 selectin n.選擇
design
n. 設(shè)計(jì)；圖案；構(gòu)思
eg. I like the design f Fuwa .
v. 設(shè)計(jì)；計(jì)劃；構(gòu)思
eg. D yu knw wh designed the beautiful Fuwa?

fancy
adj. decrative r brightly clured；nt rdinary別致的，裝飾花哨的；奇特的
eg. fancy dress 化妝服 fancy birds 珍禽異鳥(niǎo)
vt. have a liking fr；wish fr想象；設(shè)想；愛(ài)好
eg. What d yu fancy fr dinner?
☆ fancy (sb.) ding sth.
eg. Fancy her saying a thing like that!
想不到她竟然說(shuō)出這樣的話(huà)來(lái)！

style
n.風(fēng)格；風(fēng)度；類(lèi)型
☆in … style / in the style f 以…的風(fēng)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.
【點(diǎn)撥】
①本句結(jié)構(gòu)為：主語(yǔ)（It） + 系動(dòng)詞（was）
+ 表語(yǔ)（a treasure）。
②which tk the cuntry’s best artists abut ten years t make是一個(gè)非限制性定語(yǔ)從句，用來(lái)修飾treasure。
③decrated with gld and jewels是過(guò)去分詞短語(yǔ)，在句中作后置定語(yǔ)，修飾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（蓋子） belngs t this bttle.
What plitical party des he belng t?
NOTE：
belng t 不用于被動(dòng)語(yǔ)態(tài)，也不用于進(jìn)行時(shí)。
eg. 這幢公寓現(xiàn)在屬于我。
a. This apartment belngs t me.
b. This apartment is belnged t me.
c. This apartment is belnging t me.
in return 回報(bào), 作為報(bào)酬
eg. He gave Mlly a fancy dress in return.
I bught Justin sme bks in return fr his assistance.
serve as 擔(dān)任；充當(dāng)；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，招待會(huì)，接收
eg. a receptin rm/ hall (接待室、廳）
receptin desk （旅館等的）接待處；柜臺(tái)
Our schl gave a warm receptin t the new headmaster.
這里的電視節(jié)目接受不太好。
The receptin f TV prgrams is unsatisfactry here.
had the Amber Rm mved t是have sth. dne的結(jié)構(gòu)，意思是“讓某物被...”。
eg. I had my bike repaired this mrning.
have sb. ding 讓某人一直做某事
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是方式狀語(yǔ)從句，the way的用法與連詞相同，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.
【點(diǎn)撥】句中的althugh是一個(gè)連詞，引
導(dǎo)讓步狀語(yǔ)從句，表示“雖然、盡管”。如：
Althugh my car is very ld, I dn’t want t buy a new ne.
【拓展】引導(dǎo)讓步狀語(yǔ)的連詞還有：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 處于戰(zhàn)爭(zhēng)狀態(tài)，在交戰(zhàn)中
eg. Nrth Krea and Suth Krea were at war n Nv.23, 2010.
at peace 處于和平狀態(tài)
cld war 冷戰(zhàn)
remve vt. 移動(dòng)；搬開(kāi)；把...免職
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 …
【點(diǎn)撥】
There is n dubt that … ……是毫無(wú)疑問(wèn)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 ……
……是沒(méi)有問(wèn)題的
dubt vt.
1. +名詞或代詞。
I dubt his wrd.我懷疑他的話(huà)。
They dubted him befre.他們以前曾經(jīng)懷疑過(guò)他。
2. +賓語(yǔ)從句
（1）在否定句和疑問(wèn)句中，dubt + that引導(dǎo)的賓語(yǔ)從句
I dn’t dubt that he can finish the task n time.
我相信他能按時(shí)完成任務(wù)。
D yu dubt that she will succeed?
你懷疑她會(huì)成功嗎？
（2）在肯定句中，dubt + whether 或 if 引導(dǎo)的賓語(yǔ)從句。
I dubt whether they can swim acrss the river.
我懷疑他們能否游過(guò)河去。
He dubts if she will keep her wrd.
他不敢肯定她是否會(huì)遵守諾言。
remain 系動(dòng)詞，意思是“繼續(xù)或保持一種狀況或態(tài)度” ，后接 n. / adj. / 介詞短語(yǔ)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；相當(dāng)于…的價(jià)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. 價(jià)值；作用
be f great wrth 有價(jià)值
區(qū)別wrth, wrthy, wrthwhile
復(fù)習(xí)歸納make常用詞組
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:
要注意監(jiān)督學(xué)生多讀多背，有選擇性的多讓他們復(fù)述課文，既加深背景知識(shí)了解，又有助于學(xué)習(xí)語(yǔ)言知識(shí)。
注意時(shí)間，提前5至10分鐘準(zhǔn)備收尾，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：在復(fù)合句中修飾名詞或代詞的句子，在句子中作定語(yǔ)。
eg. Harry Prter is a smart by.
Harry Prter is a by wh has magic pwer.
第一句話(huà)里，形容詞作定語(yǔ)。第二句話(huà)中，句子作定語(yǔ)，即定語(yǔ)從句。
分析第二句話(huà)，得出定語(yǔ)從句中關(guān)鍵成分：先行詞by，關(guān)系詞wh。
關(guān)系詞可分為兩類(lèi)：關(guān)系代詞，如wh, whm, whse, that, which和關(guān)系副詞where, when why。
即學(xué)即練：
指出關(guān)系代詞在定語(yǔ)從句中的成份。
1. The man wh came t ur schl is Mr. Wang. 主語(yǔ)
2. The girl (whm) I met is Lucy. 賓語(yǔ)
3. A child whse parents are dead is called Tm. 定語(yǔ)
4. I like the bk (which) yu bught yesterday. 賓語(yǔ)
用適當(dāng)?shù)年P(guān)系詞填空。
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
分類(lèi)：
The Restrictive Attributive Clause 限制性定語(yǔ)從句
The Nn-Restrictive Attributive Clause 非限制性定語(yǔ)從句
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. 我確信我認(rèn)識(shí)招待我們的那個(gè)人。
Tm, wh served us, is the wner f the restaurant. 湯姆是飯店的老板，他招待我們。
1. The wman wh lives next dr is a dctr. 住在隔壁的那個(gè)婦女是個(gè)醫(yī)生。
2. My sister Mary, wh lives in Lndn, is a dctr. 我姐姐瑪麗是個(gè)醫(yī)生，她住在倫敦。
1. She has ne sn wh wrks in the gvernment. 她有一個(gè)在政府工作的兒子。
（她可能還有在別的地方工作的兒子，不止一個(gè)）
2. She has ne sn, wh wrks in the gvernment. 她有一個(gè)兒子，他在政府工作。
（她只有一個(gè)兒子，這個(gè)兒子在政府工作）
1. I came t Shanghai in 1988, when I was nly 5. 我在1988年來(lái)到上海，那年我五歲。
2. We mved t Shanghai, when I was still very yung. 我們搬到上海，那時(shí)我還很小。
將比較分析后得出結(jié)論整理為下表：
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.
他不會(huì)穿一些使他顯得與眾不同的衣服。
He will wear n clthes, which will make him different frm thers.
他不穿衣服，這會(huì)使他顯得與眾不同。
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山東）
(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:
與學(xué)生講解題目一定要多做準(zhǔn)備，設(shè)想好各種情況。
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.用作及物動(dòng)詞: 證明，證實(shí)，試驗(yàn)，表現(xiàn)
Never try t prve what nbdy dubts.
（諺）無(wú)人懷疑的事無(wú)需證實(shí)。
He prved himself (t be) a brave man.
他表現(xiàn)出自己是個(gè)勇敢的人。
2.用作連系動(dòng)詞: 顯示，表明，原來(lái)是
This nvel prved interesting.
這本小說(shuō)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 贊賞，器重，看重
= think well / much f = speak / highly / well f = have a gd / high pinin f
【拓展】
反義詞：think badly / prly / little / ill f 對(duì)……評(píng)價(jià)不高，輕視，不在意
think常用詞組：
think f 想起
think ut 想出
think ver 仔細(xì)考慮
think abut 考慮
think f…as 以為……;認(rèn)為……
think nthing f 覺(jué)得不怎么樣；覺(jué)得沒(méi)什么
Hmewrk：
Review all that we have learned in this unit and finish all the exercise.
Reflectin:
在傳授知識(shí)之余盡量多把課堂交給學(xué)生，注意培養(yǎng)學(xué)生的綜合技能。
限制性定語(yǔ)從句
非限制性定語(yǔ)從句
形式
無(wú)逗號(hào)
有逗號(hào)
作用
限定修飾
不可省略
補(bǔ)充說(shuō)明
刪除后句意仍舊完整
先行詞
多為名詞或代詞
既可以是名詞，代詞，句子的一部分，也可以是前面整個(gè)句子
關(guān)系詞
作賓語(yǔ)時(shí)可以省略
永無(wú)that
永不可省

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