人教高中英语必修一unit2教案

Module 1 Unit 2 English around the world

●单元规划

本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。

第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking;

●课时安排

本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision

The First Period Words and expressions

Teaching aims :

1. Know the key words and expressions in the whole unit:

elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come up, at present, such as, play a part (in)……

2. Enable the students to get familiar with the pronunciation of the important words.

3. Prepare for the learning process of the whole unit.

Teaching important points :

1.Get familiar with the words in the text part.

2.Master the important expressions such as：

because of, come up, at present, such as, play a part (in)……

Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion

Teaching procedures :

Step 1、Self-directed learning

学习方法指导：第一步：写出所给单词的音标；

第二步：大声朗读三遍，注意画线字母的发音；

第三步：依次写出画线字母的音标。

从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。

elevator ［］African［］frequently［］official［］

base［］straight［］block［］command［］

vocabulary［］latter［］southeastern［］usage［］

依次写出上面单词画线字母的音标：

Step 2、Present briefly

Learning method：第一步：从课本第9页到第15页找出下列字词的意义；

第二步：再找出你所不会的字词或短语；

第三步：小组讨论完成或向老师求助。

Warming up

1.elevator______________

2.petrol______________

3.official______________

4.不止一种____________

5.不同于_____________

你的生词：

_________________ __________________ ________________ Reading

1.voyage ___________

2.native_________

3.apartment________

4.actually_________

5.base___________

6.gradually__________

7. Danish___________8.vocabulary_________9.spelling__________

https://www.sodocs.net/doc/e313966216.html,tter___________11.identity_________12.fluent____________

13.Singapore________14.Malaysia_________15.frequently_________

https://www.sodocs.net/doc/e313966216.html,age__________https://www.sodocs.net/doc/e313966216.html,mand_________18.request__________

1.因为_____________

2.走上前___________

3.目前_________________

4.利用________________

5.例如_________________

你的生词：

_______________ __________________ _________________

Using language

1.expression________

2.African____________

3.Spanish___________

4.eastern___________

5.southeastern__________

6.northwestern_________

7.recognize__________8.reward____________9.lorry____________

10.lightning11. straight_________12.block___________

13.cab____________

1.扮演角色_____________

你的生词：

_____________ _______________ ______________

根据要求，写出下列单词相应的形式。（3分钟）

1)official(adj.) →（n.）办公室→（n.）政府官员

2)gradual(adj.) →（adv.）逐渐地

3)latter(adj.) →（adj.）前者、以前的

4)fluent(adj.) →（adv.）流利地、流畅地

5)frequent(adj.)→（adv.）常常、频繁地

6)spelling(adj.) →（v.）拼写

7） African(adj.) →（n.）非洲

Step 3、Practice

1)Wide reading will increase your (词汇量)

2)The composition is not well written, and moreover, there are many

s mistakes in it.

3)I’ve known Betty for years ,since we were babies, (实际上)

4) F ，she would find herself looking out of the window, lost in thought.

5)People use an e to go up and down stairs.

6)He speaks English f .

7)He walked along in the shadows, hoping no one would r him.

8）I knew from his (口音) that he was from the south.

Step 4 Summary and homework

1、Write the words and expressions you have learnt during this class.

2、Preview warming up and reading part.

The Second Period The Road to Modern English

Teaching aims :

1. Warming-up: Enable students to know the differences between British English and American English.

2. Reading:

(1)Develop students’ reading abilities and get them to know the development of English language.

(2)Talk about difficulties in language communication.

Teaching important points :

1. To carry out the four reading tasks and get most students understand the passage.

2. To give a summary of whole passage.

3.To be able to use the different learning strategies for different reading purposes. Teaching methods: Brainstorming, cooperative-learning

Teaching procedures :

Step 1、Self-directed learning

Task： (1) Get the students to discuss in groups about the differences between British English and American English, and give some examples.

Method: 小组竞赛，写的最快最多的小组获胜。

（2）Ask students to read passage in warming up and then write the following

Task 1: Fast reading.

Let the students read the text as quickly as they can, then decide whether the statements are true or false:

（1）There is no difference between American English and British English.

（2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries do have difficulty in understanding each other.

（4）The English language in the world always stay the same as the language used in Britain.

Task 2 : Careful reading.

1. Let the students read the passage carefully and then make a time line of the development of English.

2. Let the students read the passage again and fill in the blanks with the words

from the text.

It is not easy for a Chinese person to speak English as ___ as a ___ English speaker. One reason is that English has a large ___. It also has different usage in different English speaking countries. If you use “flat”

instead of “___”, people in America will know you have learned British English. If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.

3. Let the students listen to the text carefully and repeat the sentences.

Step 3、Practice

Learning methods: 第一步：个人独立完成。

第二步：小组合作核对答案并讨论。

第三步：老师重点讲解。

________All languages change when cultures communicate with one another. The English spoken between AD and 1150 was quite from the English spoken today .It’s based more on than the English we speak at present. Later, it became less like German. One big change in English happened when the American Dictionary of the English Language, which gave American English a separate , came . Now India has a large number of English speakers. This is because English became the language for

and education during 1765 to 1947 , when Britain ruled India . English is also spoken in many other countries in Africa and Asia, such South Africa, Singapore and Malaysia. The number of people learning English in China is also increasing

Step 4Group work

Ask and answer the questions like these:

When did five to seven million people speak English?

Why did English begin to be spoken in many other countries?

Which country may have the largest number of English learners?

Step 5 Summary and homework

Today we’ve learned an article on “the road to modern English”.After class，you should read it again and again to get the idea of the text further. That’s all for today.Class is over.

The Third Period Language points

Teaching aims :

1.Get students to learn useful words and expressions in this part: actually, base, latter, native, because of, come up, at present, make use of, such as, more…than,…

2. Enable students to use useful words and expressions correctly.

Teaching important points :

To master the useful words and expressions;

To do exercises with useful words and expressions correctly.

Teaching methods:Task-based teaching and learning; cooperative-learning Teaching procedures :

Step 1、Self-directed learning

To find the following sentences in the text. (3 minutes to finish)

1.以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相理解。_____________________________________________________________________

2. 当时的英语更多的是以德语为基础，而我们今天所说的英语不是。

_____________________________________________________________________ 3. 所以到17世纪，莎士比亚所用的词汇量比以前任何时期都大。

_____________________________________________________________________ _________

4. 印度讲流利英语的人数很多。

_____________________________________________________________________ Step 2、精讲互动

Learning methods:

Step1 ：Do teamwork to finish all language points in your group.

Step2 ：Check your answers in your group.

Step3 ：To show answers in the whole class by turns.

1.actually (adv.)

【用法】He says it’s a good film ,though she hasn’t actually seen it .

【仿句】他看起来很镇静，但实际上很紧张

【拓展】事实上、实际上：actually=_____________ ；_____________

2.base

【用法】①What are you basing this theory on?

②The film a novel by Lewis.

【归纳】base 词性词义

把…建立在…基础上

以…为基础/依据

【用法】This provides a good base for the development of technique?

【归纳】base 词性词义

【翻译】

【仿句】看到任何情况立即向基地/总部报告。

https://www.sodocs.net/doc/e313966216.html,tter (adj.)

【用法】① He came up with two ways, The latter seems such better.

② Jane and Mary are good friends; the former is a teacher , and the latter is a nurse. 【搭配】前者…后者…

【仿句】Of the two , is better than.(两者之中，后者比前者更佳)

【拓展】late (adj/adv.)

later(adj.) (adv.)

latest(adj.)

lately (adv.)

4.native

【用法】 After a long stay in England he’s back to his native land。

【归纳】native 词性词义

【仿句】他已经离开故土中国三年了。

【用法】Are you a native of this country or just a visitor?

【归纳】native 词性词义

【翻译】

5.because of

【用法】We have made such great progress because of your help。

【仿句】因为下雨，我衣服都湿了

【比较】because of/because.

【用法】She was late because of the heavy traffic.

He came to school late because his bike broke down yesterday.

【归纳】because of 后面常跟

because 后面常跟

【翻译】①He is absent today ____________his illness. (他今天缺席，因为他病了。)

②.We were late _________ it rained. (因为下雨，我迟到了。)

6. come up (写出每句话黑体部分的意思)

【用法】①He came up to me and said hello to me.____________

【仿句】他走向前去摘那朵美丽的花.

② Your question came up at the meeting. 词义

③ I will let you known if anything comes up词义

④ He has come up with a good way to solve the problem. 词义

【翻译】

7. at present

【用法】At present, he is a holiday.

【仿句】He is free ___________ ,and you can go to him for advice.

【拓展】present (adj.)_____________present (n.)_____________

8.make use of

【用法】You should make use of this chance.【翻译】

【仿句】We must every minute to study.

【拓展】好好/充分利用

9.such as

【用法】① He has been to many countries, such as Canada great Britain and Japan. 【比较】such as/for example/that is

② Many countries , for example, Mexico and Japan ,have a lot of earthquakes.

③ My daughter studies four subjects in school ,that is ,China, maths, English and PE. 【归纳】such as

for example

that is

10.more…than

【用法】He is more lucky than clever.【翻译】

【仿句】与其说他是位教师，不如说他是位作家。

【用法】By then she was more than sixty years old.【翻译】

【用法】He is more than our teacher ,he is also our best friend.

【翻译】

Step 3、Homework

Ⅰ）.单词拼写(每题1分，共6分)

① Many languages have Latin as their (基础)

② This person seems to be far away ,but is (实际上) right before your eyes.

③ The (后半的) half of that year saw a great change of his life.

④ The government of the island treated the (本地人) well.

⑤ We should finish our own task (目前).

⑥ He (提出) a good idea.

Ⅱ）. 根据提示翻译句子（每句2分，共10分）

①由于有雾，我们很难看清道路。（because of）

②学生应当充分利用课堂上的时间。（make use of）

③对我来说，它不仅仅是一个礼物。（more than）

④我认识他们当中很多的人，例如约翰、彼得和汤姆。（such as）

⑤那部电视剧是根据现实生活编成的。（base）

The Forth Period Grammar

Teaching aims :

● Enable students to learn about the Indirect Speech( requests & commands)

● Summarize the rules of Direct Speech and Indirect Speech. ( requests & commands) ● Encourage Ss to be active in the activities and make Ss to be confident;

Teaching important points :

● Students learn about the differences between a request and a command.

● Enable students to use the Indirect Speech (requests & commands)

Teaching methods:Task-based teaching and learning; cooperative-learning Teaching procedures :

Step1. Revise the grammar of unit 1

Please change the direct speech into indirect speech

1. He said, “I’m going to Beijing tomorrow.

__________________________________________________________

2. “What a lovely girl!” they said.

__________________________________________________________

3. He asked, “Are you a teacher?”

__________________________________________________________

4. “This is the craziest thing I have heard of so far,” she thought.

__________________________________________________________

5. Mr Wang said, “I was born in China in September, 1972.”

__________________________________________________________

6. She said, “They had left when I arrived there.”

__________________________________________________________

7. She says, “Liu Fang is good at English.”

__________________________________________________________

8. He said, “The plane takes off at 6:30 am.”

__________________________________________________________

9. He said, “Where there is a will, the is a way.”

__________________________________________________________

10. “ How much do you think it will cost?” he said.

__________________________________________________________

Step 2 Discovering useful structures

Ⅰ.Request and command

Open your books-------------command

Please open your books.------ request (polite)

Can you open your books please? --------request (polite)

Could / would you please open you books? --------request (polite)

1. Make clear the difference between commands and requests and finish the following exercises:

Go and collect the wood right now.

Could you go and get the shopping bags, please?

Shut the door at once.

Go and get my coat.

Would you please get that book for me?

2. Summary

commands requests

Close the door! Please ………..

Get me something to eat! Would you please…….

Speak louder………. Could you please……

3. Change the commands into requests.

Close the door! _________________________________________

Speak louder! ________________________________________

Keep silent! ____________________________________________

Get me something to drink __________________________________________ Ⅱ.Change a command into an Indirect Speech.

told sb (not) to do sth

“Open the window,”the teacher said to the students .

---------The teacher told the students to open the window.

“Don’t open the window,” the teacher said to the students.

----------The teacher told the students not to open the window.

Ⅲ.Change a request into an Indirect Speech

ask(ed) sb (not) to do sth

“Open the window, please,” the teacher said to the students.

--------The teacher asked the students to open the window.

“Don’t open the window ,please,” the teacher said to the students

--------The teacher asked the students not to open the window.

特别提醒: 1.祈使句变为间接引语，主要使用动词不定式。

2.谓语动词要做一定变化，表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用 advise。

Step 3 Practice

1.“Shut up,”she said to him.

__________________________________________________________

2.“Speak louder, please,” he said to her.

__________________________________________________________

“Can you speak louder?” he asked her

__________________________________________________________

3.“Try the lift,” she said to her.

__________________________________________________________

4.“Don’t wait for me,” he said to them.

__________________________________________________________

5.“Stop wasting the time,” she said to him.

__________________________________________________________

Step 4 Homework

Finish the following exercises after class:

1.“Can you tell me a story?”the girl asked her father.

__________________________________________________________

2.“Follow his instructions,’ she said to me.

__________________________________________________________

3.“Please could you come to the reception desk?” she asked him.

__________________________________________________________

4.“Change your dirty uniform!” he said to the clerk.

__________________________________________________________

5..“Can you lend me five yuan?” he asked me.

__________________________________________________________

6..The English teacher said to us, “Don’t speak Chinese, speak English.”

__________________________________________________________

7..She said to him, “ Don’t play a trick on me again.”

__________________________________________________________

The Fifth Period Using language

Teaching aims :

1、Enable the students to get the words and phrases about Standard English through reading.

2、Develop the students’ reading ability by putting the paragraphs in order.

3、Get the students to think about the possibility of the global communications Teaching important points :

How to find topic sentences and get the correct theme of the mixed paragraphs Teaching methods:Task-based teaching and learning; cooperative-learning Teaching procedures :

Step 1. Self-directed learning

在课本第13页Reading 部分找出下列词语的翻译

词语；表示；表达中西部的

非洲的西班牙的

扮演；一个角色；参与东方的；东部的

东南方的西北方的

辨认出；承认信不信由你

全世界与…一样

Step 2、Warming up

Do you speak the same dialects even in the same place?

Show the learning goals of this period to the students:

(1)Some important words and phrases:

standard English；.dialect ；expression；；play a part (in)；recognize ；accent ；lightning；straight；block ； believe it or not …

(2) To understand the texts as a whole by putting the paragraphs back.

(3) To recognize topic sentences.

(4) To know how to identify the diversity of dialects

Step 3 Vocabulary

1. ask a student to speak his own special dialect and let others guess its meaning . and ask them read vocabulary :standard English；dialect ；expression；；play a part (in)；recognize ；accent ；lightning；straight；block ；believe it or not ….

2. ask students how they look at the standard language and dialects ,

Step 4 Discussion

Ask the students their opinion, trying to let them treat the relationship properly

This period we will read a text about the standard English and dialects.

Step 5 Reading

1. Fast-reading: skim the passage quickly and draw the construction of the passage. Explain the idea of topic sentence and help the students to find topic sentences of each paragraph. The theme or purpose of an article comes in the first paragraph, usually as the first sentence.

2、Detailed-reading:

Ask the students to finish the comprehensions in the reference books. Teach them how

ability to learn themselves.

Step 6 Homework

Write a passage to show your ideas about how to learn English well

The Sixth Period Writing

Teaching aims and demands:

Knowledge aim: Get the students to learn some connecting words and sentences. Ability aim: Develop the students’ writing ability.

Emotional aim: Help the students know the importance of English.

Teaching important and difficult point:

How to develop the students’ writing ability by making a brainstorming map. Teaching methods: Brainstorming, cooperative-learning

Teaching process:

Step 1 Brainstorming

“Why should I learn English?”

Student 1: I learn English to talk to native English speakers.

Student 2: To go to college, I learn English hard.

Student 3: I like reading. I learn English so as to read English novels.

( other answers may be as follow: to use for business, to read English books, to listen to English music and movies, to go abroad.)

Step 2 Pre-writing

Topic question,” How can learning English help China in the future?”

●Speed the development of economy

●Easy to learn advanced technology of other countries

●Make Chinese culture popular all over the world

●World trade is done in English

●International organizations (such as the UN ) use English

●We need contact with the developed Western world to build our country

The developed world uses English in its dealings

Step 3 Writing a short passage

1.The title is “Should we learn English?”

2.Show the structure on how to write the passage.

●State your opinion

●Show the supporting reasons

Get a conclusion

3 Show the students connecting words which can help them to join the sentences and paragraphs.

Illustration: I think…, I believe…In my opinion…, As far as I am concerned…Addition: firstly, secondly, then, besides, at last…

Contrast: however, but , on the other hand…

Summary: in short , in a word, therefore, so…

Step 4 Post-writing

1)Read the sample

2)Discussion

●Are your ideas well organized to the point?

●Do you have a good choice of words and idioms in your writing?

●Do you get a good mastery of complex structure of language?

●What kind of mistakes have you made in your writing? What can you do to avoid

such mistakes?

Step 5 Homework

Finish your passages after class

Sample passage:

Should we learn English?

Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.

Firstly, learning English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way.

Secondly，it is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures.

However, there are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go ahead!

Leaning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.

The Seventh Period Revision

Teaching aims and demands:

1.Get the students to go over useful new words and expressions;

2. Havethe students review the grammar ;

3. Develop the students’ ability to use the important language points.

Teaching important and difficult point:

1.Get the students to review and consolidate what they have learned in this unit

2、Develop the students’ ability of doing exercise

Teaching methods: Brainstorming, cooperative-learning

Teaching process:

Step 1、Self-directed learning

Task 1： Sum up the whole unit by themselves according to the requirements:

1. Write down what you have learned about “English around the world”:

2.From this unit you have also learned :

Useful verbs :

Useful nouns:

Useful adjectives:

Useful expressions:

A new grammar item:

Task 2：语言运用（共25分）

(现在), English is (扮演)more and more important in our life and(因为)that, many people are trying hard to study English. However, we will meet many difficulties in studying English: How to remember the large English (词汇)？Do we have some special ways to master the(用法)of English(表达)？how to be sure of accurate(拼写)? (事实上)，there are several ways that we can(利用)to have a good（掌握）of English,

(比如) reading English novels. (信不信由你)，after reading for some time, you’ll find you’ve (渐渐地) fallen in love with English and that (识别) words like“request”and “(公寓)”is no longer a problem. Why not do it

(马上) you may also listen and speak English as much as possible. on your efforts,

you can travel to some countries, (比如) Canada, (新加坡), where English is the language. Communication with(当地的) speakers is of great help. So long as you study English hard, one day you may find that you can use English.

Try to translate the passage into Engligh:

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Step 2、精讲互动

I．短语翻译

1.因为，由于

2.走近，上来

3.现在，目前

4.利用，使用

5.例如

6.扮演角色

7.不止一个8.不同于9.以往任何时候

10.即使11.与…交流 _______12.建立在…基础上

13不是…,而是…14.许多，大量 15.信不信由你

16.没这样的事17.标准英语18.全世界

19. 从…搬到…20.与…一样

II.单词拼写

1、Doctors advise the patients should take medicine following _______(说明书).

2、Jet Li has played lots of leading r_______ in Kong Fu films.

3、What is _______ (标准) English?

4、Education in middle schools should contain various cultures, _______ (包含) sports cultures.

5、Most of the members _______ (在场) at the conference were for the removal of agricultural taxes.

6、The Indian _______ (本地人) aren’t getting on well with the Whites in this area.

7、Although I hadn’t seen Jenny for ten years, I r_______ her voice immediately I picked up the phone.

8、Judging from his _______ (口音), he must be from North East of China.

9、Our nation has been developing _______(迅速地) in science and technology.

10、A whole basin of water in the freezing weather may be turned into a b_______ of ice.

12. I had lost my _________ （身份）card and was being questioned by the police.

13. Do you want to take the __________（电梯）or use the stairs?

14. The ____________（实际的）cost of repairs was a lot less than we had expected.

15. Total profit was $ 690 million in the ___________（后者的）half of 2019. Ⅳ..短文改错

First of all, I would like thank you for your kind help, with that I have made great progress in English. I will always remember the time when you encourage me for the

English Speech Contest. In these days, you devoted all your spare time to teach me. I felt very sorry, and you never complained. When I won a prize, you even looked happy than me. I know that with your help, I wouldn’t have done so well. However, reading is still headache for me, so I’m writing to turn on you for more advice.

人教版高一英语必修三 unit 2 _教案

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高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

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Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

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外研版高中英语必修三module3教案

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人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

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外研版高中英语必修二课本原版(电子版)

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最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.

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