【英语】高中英语新课标(人教版)必修五 优秀教案 (Unit 1 Great scientists Period 3)

Period 3Listening and Speaking

The General Idea of This Period

This is the third period of this unit. At the beginning of this period, the teacher should (can) design some exercises to review what the students learned in the last period, that is to say, go over what the students learned about that John Snow defeats“King Cholera”. The teacher can begin with asking some questions or having a competition to make some sentences with“John Snow”according to the passage.

During this period, listening and speaking will be mainly dealt with. At the beginning, teachers focus on training the Ss’ listening. This listening content is about the importance of Qian Xuesen for space travel in China, the contributions made by a botanist named Carl Linnaeus and the research into the life and work of a mathematician called Leonhard Euler.

When training the Ss’ listening ability, teachers should start with pre-listening, that is, lead-in. If it is necessary, teachers had better introduce some background knowledge about the listening material. Later, let the Ss listen to it. At the same time, teachers should design some simple questions. After that, the Ss have known about the listening material, and then teachers can ask them to listen to it again to be ready for more difficult questions. If necessary, the Ss can be given another time to listen. While practicing, teachers had better offer students some advice on how to do it well. Especially, train the students to predict what to be talked about according to the hints and limited information and let them form the good listening habit of listening with the purpose of finding useful information and to summarize. Certainly, suppose there are many new words and expressions, teachers should help them to deal with them at the first place. All the listening practice should focus on developing the students’ listening skill.

After practicing listening, the Ss are expected to learn some expressions about talking about scientific job as well as scientists’ achievements and recount stories. Besides those, the students are expected to learn the skill of describing a person.

During the course, teachers should rank class activities from the easy to the difficult. First, ask them to learn the expressions. Then, ask them to imitate it to have a dialogue. Finally, the students are expected to create a dialogue or discuss the given topic. In order to draw students’ attention, the teacher had better prepare for some interesting situations.

This period centers on emphasis on speaking and listening. The teacher should try his or her best to encourage the students to say something. Don’t always correct the mistakes that the students would make while speaking. Otherwise, the students would feel reluctant to speak out their opinions.

T eaching Important Points

Train the students’ speaking ability by describing, talking and discussing.

Help the students improve their listening ability.

T eaching Difficulties

Train the students’ listening ability. Especially listen and understand what the speakers mean beyond words.

T eaching Aids

a tape recorder, a projector and the blackboard

Three Dimensional T eaching Aims

Knowledge aims:

Let the Ss know about some scientists and their life and contributions.

Get the Ss to learn how to talk about scientific work and how to describe a person.

Ability Aims:

Train the students’ speaking ability by describing, talking and discussing.

Train the students’ listening ability.

Emotional Aims:

Train the students’ability to cooperate with others.

Encourage the students to learn from scientists to show interest in scientific exploration and research.

T eaching Procedure

Step 1 Greeting

T: Hello, boys and girls.

Ss: Hello, Miss Wang.

Step 2 Revision

T: Today we will begin our lesson with a competition between groups. In the last period, we learnt about John Snow who defeats“King Cholera”. Now, please say something that you know about it. If you offer a complete sentence, you will be given ten marks. Y our group will be given twenty marks when your expression is especially beautiful.

S: John Snow was a well-known doctor in London, who attended Queen Victoria to ease the birth of her babies.

S: He became inspired when he thought about helping ordinary people exposed to cholera, which was the deadly disease of his day.

S: John Snow got interested in two theories explaining how cholera killed people.

S: He believed in the second theory that is people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.

Ss: . . .

(The teacher should encourage more students to join in the competition. At the end of the competition, the teacher should announce the result of this competition. Praise the winner and encourage the losers. )

T: What can we learn from John Show?

S: We should base our theories on practice.

S: We are inspired to have a spirit of scientific exploration.

S: We do some research with the purpose of serving the people and society.

Ss: . . .

T: Y es, we can learn a lot from the scientist. In fact, there are a great number of people working on science worthy of being learned both at home and abroad. Can you name some scientists and introduce their main contributions?

S: Archimedes, who discovered that objects in water are lifted up by a force that helps them float.

S: Darwin wrote a book explaining how animals and plants developed as the environment changed.

S: Madam Curie discovered radium.

S: Stephen Hawking put forward a theory about black holes.

S: Zhang heng invented the earliest instrument to tell people where earthquakes happened.

Ss: . . .

T: Y ou did a good job and listed many scientists as well as their contributions. Today, we are going to learn about more scientists.

Step 3 Listening (on Pages 5-6)

T ask 1 Pre-listening

T: First let’s enjoy the picture. What can you see?

S: President Jiang Zemin and an old man.

T: President Jiang Zemin visited Qian Xuesen.

T: What have you already known about Qian Xuesen ?

S: He is a Chinese scientist, whose research mainly centers on Physics.

S: He is honored as“Chinese Rocket Father”.

S: He has made great contributions to space travel in China.

T: Good. Y ou seem to have a good knowledge of him. Qian Xuesen is a famous scientist who has contributed much to the country’s cause of science and technology .

T ask 2 First Listening

T: We are to listen to the material, which is about Qian Xuesen. Y u Ping is telling her friend Steve Smith about Qian Xuesen’s life. If you were Y u Ping, what top ics would you like to cover when introducing him?

S: The date when he was born and he died;the place where he was born, lived, studied and died;his family;his experience;his achievements;his contributions

T: Excellent. When we talk about and introduce a scientist, we usually describe these aspects. Now, listen carefully and tick out which topics are mentioned in the tape.

(After listening, let them check the answers. )

T ask 3 Second Listening

T: This time. Y ou’ll write down the answers to the five ques tions. Boys and girls, how can we write the answers fast and correctly?

S: We should go through the questions first and keep them in mind. When we are listening, we just need to pay much attention to the sentences related to the answers.

S: We needn’t w rite down each word of the answers. We just write down some key words. Later we can write down the complete answers with the help of these key words.

T: Y ou are clever. Now please get ready. First, look through the introduction to the listening material. Then, scan the questions.

(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences. ) T: Let’s check the answers one by one.

(If the students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check the

answers. If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher should give the m some help. )

T ask 4 Post-listening

T: After listening, would you please answer some questions?

1 What did you hear on the tape?

2 What can you learn from Qian Xuesen?

(At this part the teacher may have the students present what they have heard on the tape and show their own opinion about what they have learned from him. If possible, the teacher may have some of the students do the presentation work in class. By doing this, the students can get full understanding of what the tape is talking about. )

Step 4 Listening (Page 41)

T ask 1 Pre-listening

T: Just now we learned about a Chinese scientist, Qian Xuesen, who has made great contributions on space travel in China. We will get to know another scientist, whose contribution is on botany. Can you guess who he is?

S: Carl Linnaeus, maybe Darwin.

T: Y ou are right. Both scientists did study botany and devoted their time to the research. As we know, Carl Linnaeus developed his system about how to classify species. While Darwin wrote a book on the Original of Species, in which he explained how animals and plants developed as the environment changed. The following is about Carl Linnaeus.

T: Now, read the instructions about the listening and choose which of the following statements mist closely describes what this listening passage is about. Explain why the others are wrong.

S: I think the third one is right. This is about a man who finds a flower and wants to know if it is a new species of flower. Because he is interested in biology and especially in the study of plants. What he wants to do is to study whether it is a new species. The other two statements can not convey the study.

T ask 2 Listening

T: What you said is reasonable. Let’s listen together to find whether your answer is right.

(After listening, let them check the answers. )

T: Listen to the tape again and try to complete the following passage.

To find the name of an unknown flower, first you have to go to see a flower __________he/she will look in a special__________written by Carl Linnaeus. He lived in__________ from__________ to __________. He was very important because he solved a serious problem for __________. He saw all plants and animals produce __________. Some animals produce __________but others lay__________while plants__________. He used these different ways of producing young to put plants and animals into__________. For example, the group called birds lay__________to produce young and they all have __________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example__________and one is for the species, for example __________. So a parrot would be __________. He was the first person to successfully classify all plants and animals.

T ask 3 Post-listening

Let the students fill in the blankets and then check. If the students feel it difficult to do it, let

them listen it a third time. After checking the answers, ask the students to read it together.

Step 5 Listening (Page 44)

T: Look at the screen and l et’s read the following new words firstly.

(These words are presented on the screen: analyse, pure, foundation, symbol, sin, cosin, geometry, calculus, mechanics, practical, topology)

T: Can you guess which field the next scientist is in according to the new words?

S: The next must be a mathematician.

T: Right. This mathematician is Leonhard Euler. John Smith is discussing with Zhao Y ang his research into the life and work of a mathematician called Leonhard Euler. Listen to the tape and fill in the cha rt on the importance of Euler’s work.

Euler’s achievements Examples

New symbols and terms

Old areas of mathematics

New area of mathematics

Importance

(After listening, ask some students to fill in it. If many students feel it difficult, let them listen to it again. While doing it, the teacher can also ask two students to come to write the answers on the blackboard. The teacher had better give them praise if they do it well. )

Step 6 Speaking

T ask 1 Lead-in

T: Boys and girls, from the listening material, we know about some scientists. Do you have a dream to be a scientist in the future?

Ss: Y es. /No.

T: Suppose you would like to work as a scientist, and you are discussing with your partner about your future job. What questions would you like to concern?

S1: What job do you want to do?

S2: How will you get the job?

S3: What preparations will you make for the future job?

T: Right. Apart from those, we can also talk about the following questions:

1 What education will you need?

2 What personality will be needed?

3 What work experience would be useful?

4 How long will the training take?

5 How will you prepare for this career?

T: These expressions may help you:

I always wanted to. . . because. . . The experience I will need is. . .

I might find it difficult to. . . I need to practise. . .

My greatest problem will be to. . .

I will need to be/become. . .

patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with. . .

T ask 2 Dialogue (pair work)

T: Now it is time to discuss what scientific job each of you would like to choose in the future with the help of the mentioned questions and expressions in pairs. I will give you five minutes to

prepare for it. After that I will let some of pairs to come to act it out.

Sample:

A: What job do you want to do in the future?

B: I always want to be a botanist.

A: If you want to be a scientist, what education will you need?

B: I will try my best to go to a key university to learn and study botany.

A: What work experience would be useful?

B: The experience I will need is to study wild plants in the wild when I am at school. Now, I join the social natural club organized by our school. Every time I make every effort to overcome difficulty to study plants in the wild.

A: Do you know what personality will be needed if you want to be a scientist in the future?

B: I will need to be patient, creative, hard-working, brave, energetic and co-operative.

A: Yes, I agree with you. Besides those personalities, we also should be determined, confident and positive.

B: I will make efforts to own such good quality.

A: How will you prepare for this career?

B: I intend to go to college next year and then I will have a chance to be a scientist. But my greatest problem will be whether I will be able to go to university in the future.

A: Don’t worry about it and just get down to preparing for it. Good chances always belong to the persons who have already prepared for them. I am sure you will succeed if you keep working hard. I am waiting for your good news.

B: Thank you for your encouragement. I will make full use of time to struggle for success.

T ask 3 Free-talk

T: Let us talk freely. Y ou are allowed to move about to find a student you’d like to talk with. Imagine you are going to meet a specialist about a newly-found flower. Y our partner will be the assistant for the flower specialist. Y ou both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information.

(Of course, following the above, the students may gather around or move around to find their own favorite partners to talk with. This is a half-controlled activity. Teachers let them express whatever they want to on condition that there are some expressions on the theme. Give them about five minutes to prepare for it. Later, ask some pairs to act it out. As usual, the teacher won’t forget to give comments on what the students do, including the te acher’s words praising what they are doing in the first few stages. Only in this way are the students encouraged to talk freely about what they want to say and why they think so. )

Step 7 Summary and Homework

T: In this period, we mainly focus on the speaking and listening abilities. If you feel listening or speaking poor, you had better practice more after class. Practice makes perfect. Today’s homework is to describe a scientist to your partner and let your partner guess who she/he is. Then exchange.

The Design of the Writing on the Blackboard

Unit 1Great scientists

Research and Activities

After class, use the library or the Internet to find out facts about important women scientists in medic ine, physics, chemistry, biology, astronomy or mathematics.There are very useful websites (including the“Biographies of women mathematicians website”).Prepare a talk on your chosen scientists.Remember to include some information about their life, their achievements and why they are considered important in science history.Then give your talk to the class.

Research for T eaching

Euler, Leonhard

(born April 15, 1707, Basel, Switz.died Sept.18, 1783, St.Petersburg, Russia)

Swiss mathematician and physicist, one of the founders of pure mathematics.He not only made decisive and formative contributions to the subjects of geometry, calculus, mechanics, and number theory but also developed methods for solving problems in observational astronomy and demonstrated useful applications of mathematics in technology and public affairs.

Euler’s mathematical ability earned him the esteem of Johann Bernoulli, one of the first mathematicians in Europe at that time, and of his sons Daniel and Nicolas.In 1727 he moved to St.Petersburg, where he became an associate of the St.Petersburg Academy of Sciences and in 1733 succeeded Daniel Bernoulli to the chair of mathematics.

Euler devoted considerable attention to developing a more perfect theory of lunar motion, which was particularly troublesome, since it involved the so-called three-body problem—the interactions of the Sun, Moon, and Earth.(The problem is still unsolved.) His partial solution, published in 1753, assisted the British Admiralty in calculating lunar tables, of importance then in attempting to determine longitude at sea.One of the feats of his blind years was to perform all the elaborate calculations in his head for his second theory of lunar motion in 1772.Throughout his life Euler was much absorbed by problems dealing with the theory of numbers, which treats of the properties and relationships of integers, or whole numbers (0, ±1, ±2, etc.); in this, his greatest discovery, in 1783, was the law of quadratic reciprocity, which has become an essential part of modern number theory.

In his effort to replace synthetic methods by analytic ones, Euler was succeeded by J.-L .Lagrange.But, where Euler had delighted in special concrete cases, Lagrange sought for abstract generality; and, while Euler incautiously manipulated divergent series, Lagrange attempted to establish infinite processes upon a sound basis.Thus it is that Euler and Lagrange together are regarded as the greatest mathematicians of the 18th century; but Euler has never been excelled either in productivity or in the skillful and imaginative use of algorithmic devices (i.e., computational procedures) for solving problems.

Carl Linnaeus

(born May 23, 1707, R

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a land, Swed. died Jan.10, 1778, Uppsala )

Carl Linnaeus is a Swedish botanist and explorer who was the first to frame principles for defining genera and species of organisms and to create a uniform system for naming them.

Linnaeus was the son of a curate.His love of flowers developed at an early age; when only eight years old he was nicknamed“the little botanist.”He studied at the universities of Lund and Uppsala and received his degree in medicine from the latter.

The Systema Naturae, which Linnaeus had shown to the botanist Jan Fredrik Gronovius in manuscript, so impressed Gronovius that he published it at his own expense.Linnaeus’ system was based mainly on flower parts, which tend to remain unchanged during the course of evolution. Although artificial, as Linnaeus himself recognized, such a system had the supreme merit of enabling students rapidly to place a plant in a named category.It came into use at a period when the richness of the world’s vegetation was being discovered at a rate that outstripped more leisurely methods of investigation.So successful was his method in practice that its very ease of application proved to be the greatest obstacle to its replacement by the more natural systems that superseded it.

His later years were taken up by teaching and the preparation of other works: Flora Suecica (1745) and Fauna Suecica (1746); two volumes of observations made during the journeys in

weden, V ..

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o ta resa (1747) and Sk

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a nska resa (1751); Hortus Upsaliensis (1748); his

Philosophia Botanica (1751); and the important Species Plantarum (1753), in which the specific names are fully set forth.In 1755 he declined an invitation from the King of Spain to settle in that country with a liberal salary and full liberty of conscience.In 1761 he was granted a Swedish patent of nobility, antedated to 1757, from which time he was styled Carl von Linné.An apoplectic attack in 1774 left him greatly weakened, and he died four years later.

The Linnaean manuscripts, and his herbarium and collections of insects and shells, purchased by Sir J.E.Smith in 1783, are carefully preserved by the Linnean Society at Burlington House, London.

Marie Curie

(born Nov.7, 1867, Warsaw, Pol., Russian Empire.died July 4, 1934, near Sallanches,

France )

Maria Sklodowska Polish—born French physicist famous for her work on radioactivity and twice a winner of the Nobel Prize.With Henri Becquerel and her husband, Pierre Curie, she was awarded the 1903 Nobel Prize for Physics.She was then the sole winner of the 1911 Nobel Prize for Chemistry.

From childhood she was remarkable for her prodigious memory, and at the age of 16 she won a gold medal on completion of her secondary education at the Russian lycée.Because her father, a teacher of mathematics and physics, lost his savings through bad investment, she had to take work as a teacher and, at the same time, took part clandestinely in the nationalist“free university, ”reading in Polish to women workers.At the age of 18 she took a post as go verness, where she suffered an unhappy love affair.From her earnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would in turn later help her to get an education.

She came first in the licence of p hysical sciences in 1893.She began to work in Lippmann’s research laboratory and in 1894 was placed second in the licence of mathematical sciences. It was in the spring of this year that she met Pierre Curie.

Their marriage (July 25, 1895) marked the start of a partnership that was soon to achieve results of world significance, in particular the discovery of polonium (so called by Marie in honour of her native land) in the summer of 1898, and that of radium a few months later.Following Henri Becquerel’s di scovery (1896) of a new phenomenon (which she later called“radioactivity”), Marie Curie, looking for a subject for a thesis, decided to find out if the property discovered in uranium was to be found in other matter.She discovered that this was true for thorium at the same time as G.C.Schmidt did.

In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.The sudden death of Pierre Curie (April 19, 1906) was a bitter blow to Marie Curie, but it was also a decisive turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken.On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death; she was the first woman to teach in the Sorbonne.In 1908 she became titular professor, and in 1910 her fundamental treatise on radioactivity was published.In 1911 she was awarded the Nobel Prize for Chemistry, for the isolation of pure radium.In 1914 she saw the completion of the building of the laboratories of the Radium Institute (Institut du Radium) at the University of Paris.

One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only for the treatment of illness but also to maintain an abundant supply for research in nuclear physics; the resultant stockpile was an unrivaled instrument until the appearance after 1930 of particle accelerators.The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium in which, over a period of several years, radium D and polonium had accumulated, made a decisive contribution to the success of the experiments undertaken in the years around 1930 and in particular of those performed by Irène Curie in conjunction with Frédéric Joliot, whom she had married in 1926 (see Joliot-Curie, Frédéric and Irène).This work prepared the way for the discovery of the neutron by Sir James Chadwick and above all the discovery in 1934 by Irène and Frédéric Joliot-Curie of artificial radioactivity.A few months after this discovery Marie Curie died as a result of leukemia caused by the action of radiation.Her contribution to physics had been immense, not only in her own work,

the importance of which had been demonstrated by the award to her of two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.

In 1995 Marie Curie’s ashes were enshrined in the Panth on in Paris; she was the first woman to receive this honour for her own achievements.

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人教版高中英语必修一学案：Unit1单词学案

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高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

完整word版,人教版高中英语必修一unit1教案最终版

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人教英语必修一第一单元Unit 1 Friendship定语从句学案(无答案)

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Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.

人教版高中英语必修二Unit-1-Cultural-relics-教案

Unit 1 Cultural relics 随堂练习 1、Fill in the blanks with proper words（the first letter is given） The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past. 2、Read the passage again and choose the best answer for each blank. ①The king of Prussia who gave the Amber Room as a gift to Russia was B. A Frederick Ⅰ B Frederick William Ⅰ C Peter the Great D Catherine Ⅱ 文中信息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange

history.（Parag1） ②The king of Prussia gave the Amber Room to Russia because D. A he wanted to marry Catherine Ⅱ B he was kind C he needed better soldiers D he wanted to make friends 文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2） ③The Amber Room was stolen by B. A Russian soldiers B German soldiers C people in Konigsberg D people in St Petersburg 文中信息：But some of the Nazis secretly stole the Amber Room itself. ④In 1941, the city of Konigsberg was in A. A Germany B Russia C Sweden D France 文中信息：But some of the Nazis secretly stole the Amber Room itself. ⑤The Russians didn’t hide the Amber Room because C. A they were at war B they couldn’t find a p lace C the German soldiers arrived too soon D no train could take it away 文中信息：This was a time when the two countries were at war. 3、Look at every statement. If you are “sure” it is true, mark “S” to the left of it. If you are “not sure”, mark “NS”. （NS）1 The Amber Room was not easy to make. （S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it. （S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941. （NS）4 The Russians didn’t care about the Amber Room. （NS）5 The Russians don’t think the Amber Room will ever be found. 课堂笔记 1、He insists it belongs to his family. 他坚持说这是他家的。 动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。 ①Mother insisted that I（should）use the old bicycle. 妈妈坚持要我骑那辆旧自行车。（坚持要别人干，虚拟语气） ②He insisted that he was right. 他坚持认为他是对的。（坚持认为，真实语气） 2、Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。 情态动词+have done表示对过去发生的事的推测、批评、反悔等意。 ①When you spoke in front of 300 people yesterday, you must have felt very nervous. 你昨天面对300人讲话时，一定很紧张吧。（推测） ②You failed again in exam. You should have studied hard. 你考试又没有及格。你本来应该好好学习（批评） ③It is raining hard now. I needn’t have watered the flower this morning. 下大雨啦！我本来不必给花浇水的。（反悔）