人教版高中英语必修2全册教案

Part One: Teaching Design（第一部分：教案设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBERROOM) Aims：

To read about cultural relics

To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A. What kind of old things are cultural relics?

Are all the old things cultural relics?

B. What is the definition and classification of cultural relics?

C. To whom do cultural relics belong?

Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

A. Can you name them out?

B. Who have the right to confirm and classify them?

Keys for reference: A. They are cultural sites: The Great wall。 The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang。 The Mausoleum of the First Qin Emperor and the Terracotta Warriors。 The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area。 The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: MountTaishan。 MountHuangshan。 MountWuYi. B. Only an international professional organization from UN has the authority to confirm and classify them. Warming up by discussing

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation — to make a difficult choice? Keys: ABC questions can be answered in all kinds of ways. The answers are flexible. II. Pre-reading 1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing? B. Why do they come into being once again?

Keys for reference: A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how. B. People get to know these. If these relics could not be found again, they would be rebuilt by people. 2. Explaining and sharing

Work in groups of four. Tell your groupmates:

A. What do you know about the substance of “amber”?

B. What do you know about the cultural relics “the AmberRoom”?

Keys for reference: I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi. I am from group 6. From the information of history legends and news reports, we know the AmberRoom is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the AmberRoom and sent boxes of the AmberRoom on a train to a German city. After that, what really happened to the AmberRoom remains a mystery. III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the textIN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph. 1st paragraph 2nd the introduction about the AmberRoom: design, colour, shape, material the present to the Czar: a part of winter palace paragraph in St. Petersburg, a reception hall for importantvisitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into SummerPalace, more added to its design 4th Paragraph the missing of the AmberRoom: the two countries were at war, Nazi German army stole the AmberRoom, 27 wooden boxes were trained to a German city, Nobody knew it from then on 5th Paragraph the rebuilding of the AmberRoom: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg 3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense? Keys for reference: This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of AmberRoom in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense. 4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations fromIN SEARCH OF THE AMBERROOM look into…, be used to…, make the design forthe room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone,the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape,be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for… 5. Readingand transferring information

Read the text again to complete the table, which lists all the numbers in the text. NUMBER 1716 MEANING Frederic William gave the AmberRoom to Peter the Great as a gift. 1770 Catherine Ⅱ had completed the adding to the Amber Room in this year. 1941 The Nazi German army stole the AmberRoom in this year. 2003 The rebuilding of the AmberRoom was completed in this year. 7000 Tons 55 The total weight of the ambers used to make the room. The number of soldiers given to the king of Russia in return. 600 2 2 The number of the candles lighting the AmberRoom. The two countries: German and Russia. In two days the AmberRoom was removed to a German city. 100,000 27 The AmberRoom was dismantled into 100,000 pieces 27 wooden boxes were used to contain the pieces of AmberRoom. 300th The newly rebuilt AmberRoom was ready for the 300th birthday of St Peterburg city 6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on the website after class: Names of people Frederick Ⅰ Names of places Prussia Frederick William Ⅰ Peter the Great Catherine Ⅱ St.Peterburg Konigsberg WinterPalace SummerPalace Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No.1 and No.2.

Closing down by having a discussion

A. Can you imagine the fate of the AmberRoom? What is it?

B. Do you think if it is worthwhile to reproduce the AmberRoom? Why?

Keys for reference: A. I have no idea about the fate of the AmberRoom. Because anything can happen to it.Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly. B.I think it is worthwhile to reproduce the AmberRoom. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time. Closing down by retelling the story of the AmberRoom

Well, all of us have learned the history of the AmberRoom. Let’s recall some key words and expressions on the board. You are to retell the story of the AmberRoom: Colour owner add to put on trains Style present more details remain a mystery Shape move to winter palace remove to pieces 300th birthday

Period 2: A lesson plan for Learning about Language (The Restrictive and Non-Restrictive Attributive Clause) Aims:

To learn about the restrictive and non-restrictive attributive clause To discover some usefulwords and expressions To discover some useful structures Procedures: I. Warming up

Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’. Warming up by explaining

Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense. II. Learning aboutAttributive Clause 1. What is an adjective Clause?

An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples: Adjective

the red coat

Adjective clause

the coat which I bought yesterday

Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: informal

The books people read were mainly religious.

formal

The books that people read were mainly religious.

informal

Some firefighters never meet the people they save.

formal

Some firefighters never meet the people whom they save.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun “meat” and answers the question “which meat?”.

They’re talking about the movie which made him cry

This clause modifies the noun “movie” and answers the question “which movie?”.

They are searching for the studentwho borrowed the book

The clause modifies the pronoun “student” and answers the question “which student?”.

Did I tell you about the author whom I met?

The clause modifies the noun “author” and answers the question “which author?”.

2. Restrictive & non restrictive clauses

Do the following pairs of sentences mean the same thing? 1a My uncle, who lives in London, is very rich. 2b My uncle who lives in London is very rich.

2aThe policies, which were unpopular, were rejected by the voters. 2b The policies which were unpopular were rejected by the voters. 3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.

3b My niece whose husband is out of work will inherit the house which I have always treasured.

The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in

London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....). 3. A test on FORMAL ADJECTIVE CLAUSES

Directions: Combine the sentences. Use formal written English. Use (b) as an adjective clause. Punctuate carefully.

1) (a) An antecedent is a word. (b) A pronoun refers to this word. An antecedent ____

2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons. The blue whale ____

3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours. The plane ____

4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process. In this paper, I will describe ____

5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease. The researchers are doing case studies ____

6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.

At the end of this month, scientists ____

7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.

According to many education officials, ‘math phobia’ ____ 8) (a) The art museum hopes to hire a new administrator. (b) Under this person’s direction it will be able to purchase significant pieces of art. The art museum ____

9) (a) The giant anteater licks up ants for its dinner. (b) Its tongue is longer than 30 centimeters (12 inches). The giant anteater ____

10) (a) The anteater’s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute. The anteater’s tongue ____ III. Closing down by taking a quiz

Quiz on Attributive clause

Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.

1. As many children came were given some cakes. A.that B. as C. who D. whom 2. The visitors saw rows of houses the roofs are red.

A. on which B. of which C. where D. that 3. I usually take a nap after lunch, is my habit.

A. which it B. as it C. as D. that 4. Please tell me the way you did the job.

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

5 Is this museum some German friends visited the day before yesterday? A. the one B. which C. that D. where 6. The farmer uses wood to build a house to store grain. A. in which B. where C. that D. with which 7. I shall never forget the years I spent in the country with the

farmers,has a great effect on my life.

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

that

8. Little has been done is helpful to our work.

A. that B. what C. which D. all that 9. Perhaps this is the only market you can get such cheap goods.

A. that B. of which C. by which D. where

10. We’ll put off the outing until next week, __ we won’t be so busy.

A. when B. which C. at which D. in that Key: 1~10：BBCDA ABADA

Period 3: A lesson plan for using language Aims:

To learn to tell facts from opinions To write a reply letter

To listen and speak about cultural relics Procedures I. Warming up

Warming up by questions

Morning, class. We always say,“We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:

A. What does it mean when you say,“It is a fact”? B. What does it mean when you say,“It is an opinion”?

Keys for reference: A. A fact must be real, objective and without any personal judgment. So it can be proved. B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved. Warming up by questioning

Turn to page 5. Read the passage and tell me:

A. If you want to go in for law against somebody, and if you want to

win, what’s the mostimportant thing you should do first?

B. What makes a judge decide which eyewitnesses to believe and which

not to believe. Keys for reference: A. Searching for facts of course. The more, the better. B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not. II. Guided reading

1. Reading and defining

Read the passage and define: What is a fact? What is an opinion? What is an evidence?

2. Readingand translating

Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please… 3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.

Collocation from Using Language on page 5 in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money 4. Listening

Now, boys and girls, as we know, people have never stopped searching for the AmberRoom. This time we’ll listen to what three people say they know about the missing AmberRoom. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.

explode vt. 爆炸, Czch n. 捷克, mayor n. , meltvt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船 5. Sharing and Correcting

Well done. Now share your forms with your partner and tell mein the three forms: What are facts? What are opinions? Li Ming, do you want a try?

Keys: What they heard, saw, did are facts. And what they believe are opinions. 6. Reviewing

We often use some expressions to ask for opinions. What are they?

Oh, yes. What do you think of …? Do you believe …?

How can you be sure of …? How do you know that?

And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are:I think… / I don’t think…I don’t agree that… / I suppose that… 7. Discussing

Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:

A. B.

What is the best evidence?

How can we know which eyewitness is most believable?

Keys: A. The best evidence is factual and is given by a person who is believable. B. The most believable eyewitness is the one who has nothing to gain from telling a lie. Well done. Let’s come to the discussion “Which person gave the best evidence?”

Keys fore reference: Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the shipwhich carried the treasures in the Baltic sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable. 8. Reading and writing

Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:

A. What’s Johann’s opinion about the Amber Room?

B. What’s his father’s opinion about the things found by him? C. What happened to Johann when she was a pupil?

Keys: A. Johann thinks the people who find the Amber Room should keep it for them own. B. His father thinks as Johann does. C. She found a little money and kept it to himself. 9. Completing the letters A & B and then giving your own letters ·When you write your letter, you may choose to agree or not agree with the writer.

·You must give a reason why you agree or don’t agree with the writer. ·Be sure to give an example from your own life so that the reader can

better understand your opinion. Ⅲ Closing down

Closing down by a debating

There is a long ancient wall around a less developed town.

It is reported it has a longhistory, dating back to over 5 century BC. The local government is collecting money to repairand rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating. Closing down by dictation

·The design for the room was of the fancy style popular in those days.

·The room served as a small reception hall for important visitors. ·The man who found the relics insist that it belongs to his family. ·The room was completed the way she wanted it .

·It was ready for the people of St. Petersburg to celebrate the 300th

birthday of their city.

·After that, what really happened to the Amber Room remains a mystery. ·In a trial, a judge must decide which eyewitnesses to believe and

which not to believe.

·Is it something that more than one person believes? ·A fact is anything that can be proved.

·An opinion is what someone believes is true but has not been proved. Part Two: Teaching Resources (教案资源)

Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM I.Type of writing and summary of the idea

Type of writing Main idea of the passage General idea of 1st Para General idea of 2nd Para General idea of 3rd Para General idea of 4th Para General idea of 5th Para II. A tree diagram

The detail adding and relocating of the Amber Room The stolen of the Amber Room in World War Ⅱ The rebuilding of the Amber Room The present sent to the Czar The simple description of the Amber Room This is a piece of narrative writing. The history of the Amber Room The Amber Room: the best and biggest work of country’s best Prussian artists Para.1

The old missing Amber Room being searched for。 a new Amber Room having been built Para. 5 In 1941 the Amber Room stolen by the Nazi German army Para. 4 In 1716, the Amber Room given to the Czar as a gift Para. 2 In 1770, the Amber Room redecorated by Catherine II Para.2 Section 2:Background information on culture relics I. What is a culture relic? 何谓 “文化遗产”?

Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.

II.The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产

本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：

◆Mount Taishan(泰山)，listed as a world cultural and natural site in 1987. ◆The Great Wall(长城)，cultural site, 1987. ◆The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang(北京故宫、沈阳故宫)，cultural site, 1987,2004. ◆The Mogao Caves(敦煌莫高窟)，cultural site,1987. ◆The Mausoleum of the First Qin Emperor and the Terracotta Warriors(泰始皇陵及兵马俑坑)，cultural site,1987. ◆The Peking Man Site at Zhoukoudian(周口店北京猿人遗址),cultural site,1987. ◆Mount Huangshan(黄山),cultural and natural site,1990. ◆The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨沟风景名胜区),natural site,1992. ◆The Huanglong Scenic and Historic Interest Area(黄龙风景名胜区),natural site,1992. ◆The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区)，natural site,1992. ◆The Mountain Resort and its Outline Temple, Chengde(河北承德避暑山庄及周围寺庙),cultural site,1994. ◆The Temple and Cemeter of Confucius and the Kong Family Mansion in Qufu (曲阜孔府、孔庙、孔林)，cultural site,1994. ◆The Ancient Building Complex in the Wudang Mountains(武当山古建筑群),cultural site,1994. ◆Historic Ensemble of the Potala Palace, Lhasa(布达拉宫),cultural site,1994. ◆The Lushan National Park(庐山)，cultural site,1996. ◆Mount Emei and the Leshan Giant Buddha Scenic Area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996. ◆The Ancient City of Pingyao(平遥古城),cultural site,1997. ◆The Classical Gardens of Suzhou(苏州园林),cultural site,1997. ◆The Old Town of Lijiang(丽江古城),cultural site,1997. ◆The Summer Palace(颐和园),cultural site,1998. ◆The Temple of heaven：an Imperial Sacrificial Altar in Beijing(天坛),cultural site,1998. ◆Dazu Rock Carvings(大足石刻),cultural site, 1999. ◆Mount Wuyi(武夷山),cultural and natural site,1999. ◆Mount Qincheng and the Dujiangyan Irrigation System(青城山一都江堰),cultural site,2000. ◆Aucient Villages in Southern Anhui—Xidi and Hongcun(安徽古村落一西递、宏村),cultural site,2000. ◆Longmen Grottoes(龙门石窟),cultural site,2000. ◆Imperial Tombs of the Ming and Qing Dynasties(明清皇家陵寝),cultural site 2000. ◆Yungang Grottoes(云冈石窟),cultural site,2001. ◆Three Parallel Rivers of Yunan Protected Areas,natural site(三江并流),2003. ◆Capital cities and Tombs of the Ancient Koguryo Kingdom(高句丽的王城、王陵和贵族墓葬),cultural site,2004. Section 3: Words and expressions from Unit I Cultural Relics cultural

adj. 文化的a cultural independence / cultural exchange relic

n. sth. old that reminds us of the past遗迹；古物unearthed cultural / a relic of early civilization survive

vt.&vi. to continue to live, esp. after coming close to death。 to continue to live after…幸免于；幸存；……之后还活着survive the traffic accident / survive all her children remain

vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted。 Peter became a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry! 3. It remains to be seen: we shall know later on.情况仍未明，要看怎样发展。 state

n. 国家；；州；状态state schools / state documents /in a poor state of health

look into: to examine the meaning or causes of考察，调查look into the matter / look into the event rare

adj. 稀罕的；稀有的；珍贵的the rare air of the mountains / rare metals / a rare book dynasty

n. 朝代；王朝the Qing Dynasty / the Tudor dynasty in England belong to

to be the property of。 to be a member of。 to be connected with属于；为……的一员。与……有关系belong to a club / belong to a class / belong to me

in search of 寻找in search of the cure to the disease / in search of the lost boy amber

n. adj. 琥珀；琥珀制的；琥珀色的the amber traffic lights / a decoration of amber gift

n. 赠品；礼物；天赋birthday gifts / gift vouchers / a gift for music melt

vt. vi.(使)融化；（使）熔化melt the snow / melt the anger /melt in water heat

n. vt. 热；热度；把……加热；使激动the body heat/ the heat of a debate/ heat soup for lunch design

n.a plan in the mind。 a drawing or pattern showing how sth. is to be made设计；图案 vt. to imagine and plan out in the mind设计；构思curious in design / make a design for a monument。 design an engine / design dresses for a queen fancy

adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好a fancy price / fancy goods / fancy his coming /fancy herself still young style

n.风格；风度；类型do things in style / in the style of / out of style. jewel

n.珠宝；宝石precious jewels / a jewel necklace

in return(for): in exchange (for)。 in payment (for)作为交换；报答；酬谢 in return for her kindness / in return for his gilt light

vt. vi 点火，照亮light a cigarette / light a torch/ light sb. on his way mirror

n. 镜子；反映a driving mirror / look in the mirror/ a mirror of the times wonder

n.奇迹；惊奇the wonders of nature/ It’s no wonder. /in wonder at war 处于交战状态be at war / have been at war for long remove

vt. to take away(from a place)。 take off移动。脱掉；除去remove the cloth from the table / remove one’s hat。 You’ve got to remove your shoes before you enter the room. furniture

n.家具（总称）much furniture / a lot of furniture /a set of furniture/ a piece offurniture secretly

adv.秘密地；背地里have a talk secretly/ take an action secretly wooden

adj. 木制的a wooden bridge/ a wooden chair doubt

n. 怀疑；疑惑；vt.怀疑；不信there is no doubt aboutsb./sth./ no doubt/ …notdoubt that / …doubt whether mystery

n.神秘；神秘的事物make a mystery of matter / dive into the mysteries of apart

adv. 分离；分别地miles apart / stand apart / keep apart from take apart 拆开take apart the machine / take sb. apart trial

n.审判；审问；实验hold a trial / trial by a military court / give sb. a trial consider

vt.1. to think about。 examine考虑；思考I’m considering changing my job. We’ve decided to move and are considering a new house in Beijing. 2. to regard as认为I consider you a fool. I consider it a great honour to be here with you today. The boss considered Tom (to be) too lazy to be a good worker. 3. to take into account顾及；考虑到；If you consider (the fact) that she’s only been studying English a year, she speaks it very well.

opinion n.意见；看法；判断give one’s opinion / in one’s opinion / depend on one’s opinion

evidence n.根据；证据；证物evidence for his guilt/ call sb. for evidence/ materialevidence/ verbal evidence

prove vt. 证明；证实 vi. 原来是；证明是prove its truth / prove sb to be / be proved to be

pretend vt.假装；装扮pretend to be / pretend that

think highly of 看重；器重think highly of his deeds / think highly of his character

treasure n.财宝；财富；珍品a store of hidden treasure / collect many treasures

besides adv. in addition, also此外。而且I don’t want to go。 besides, I’m tired. I met some friends and other people besides. I don’t like those blue socks。 what have you got besides? prep. as well as。 in addition to除……之外I have a few friends besides you. There were three others present at the meeting besides Mr. Day.

Unit 2 The Olympic Games

Part One: Teaching Design (第一部分：教案设计) Period 1: A lesson plan for reading (AN INTERVIEW) Aims

To talk about the history of the Olympicsgames To read an interview about the Olympic Games Procedures I. Warming up Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece. Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28thOlympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class.You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics. II. Pre-reading 1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers. For reference: 1. In Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, Javelin, weight lifting, gymnastics, boxing etc. In winter Olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc. 2. The 29th Olympic Games will be held in Beijing on Auguster 18th, 2008. 3. To hold the Olympic Games is a rich prize for a country. And it can make a country known in the world. It can stimulate the country’s economy, and help to speed up its development. 2. Imaging and introducing Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

For reference: The first picture is the status of a great Greek. His name is Pausanias. He was a famoustraveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so informative that it may be called the foundation of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake’s travels. The second picture is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It’s large and can hold thousands of audience. The third picture is a Chinese athlete named Yang Yang. She won a gold medal for China in the 2002 winter Olympic Games. She is a famous skating player. 3.Talking and Sharing We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try … III. Reading

1. Reading aloud to the recording and finding the general idea Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similaritiesbetween the ancient and modern Olympics. 2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the

Chinese girl Li Li. Now boys, you are Pausanias。 girls, you are Li Li. Please pay attention to the bold words. 3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Then let’s come to the differences.