Unit 1 Cultural relics課件

1、Unit 1 Cultural relics Period 1: IN SEARCH OF THE AMBER ROOMAims：To read about cultural relics To know some cultural relics all around world, esp in China.To arouse the Ss awareness of protecting the precious cultural relics.Teaching Procedures:I. Warming up Warming up by defining Good morning, clas

2、s. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, Id like to know:     What kind of old things are cultural relics? Keys for reference: Cultural relics are physical remainders of what different peoples valued in the past and continue to value n

3、ow. 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. Warming up by presentingHi, everyone. Lets look at the screen. Ill present you some pictures which are taken from China and abroad. They all belong to cultural r

4、elics. Some of them are cultural sites. Some of them are natural sites. Warming up by discussing Now, look at the pictures again and talk about whether culture relics are only objects like vases or they can be buildings too.As we all know, culture relics are very valuable and rare. Then, in what cri

5、teria can we decide whether it is a culture relic or not? If it is, what can we do to protect it? OK lets move on to Pre-reading and think about it more deeply.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 the

6、m 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 tim

7、e 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. Te

8、ll your group mates: A.     What do you know about the substance of “amber”? B.     What do you know about the cultural relics “the Amber Room”? 琥珀是史前松樹脂的化石。琥珀是由千萬年前植物所分泌出來的樹脂，經(jīng)過地殼變動(dòng)而深埋地下，逐漸演化而成的一種天然化石。形成于4000萬年至6000萬年前，琥珀的主要成分是碳、氫、氧以及少量的硫，硬度2-3，比重1.05-1.10，熔點(diǎn)

9、150C-180C，燃點(diǎn)250C-375C。琥珀是很“澀”的物質(zhì)，沒有兩塊琥珀是完全相同的。品種有金珀、蟲珀、香珀、靈珀、石珀、花珀、水珀、明珀、蠟珀等，尤以含有完整昆蟲或植物的琥珀為珍貴 。1709年，生性豪奢的普魯士國王腓特烈一世命令當(dāng)時(shí)普魯士最有名的建筑師安·休魯達(dá)和戈·德恩著手興建“琥珀屋”（Amber Room）。完成后的琥珀屋面積約55平方米，共有全由琥珀制成的12塊護(hù)壁鑲板和12個(gè)柱腳，其上飾有銀箔，可任意拼裝成各種形狀。在當(dāng)時(shí)，琥珀的價(jià)值為黃金的13倍，因此“琥珀屋”無論從材料的貴重程度還是工藝水平來說都堪稱稀世奇珍，曾有“世界第八奇跡”之譽(yù)。 為了向俄國示

10、好，加強(qiáng)兩國間的軍事同盟關(guān)系，腓特烈一世在1716年決定將琥珀屋贈(zèng)予俄國的彼得大帝。1717年，琥珀屋被運(yùn)抵俄國的圣彼得堡。后來，這座估計(jì)價(jià)值1億5千萬英鎊的藝術(shù)珍品又被運(yùn)到了圣彼得堡郊外沙皇村（后更名為普希金城）的凱瑟琳宮。 德國入侵前蘇聯(lián)后，凱瑟琳宮的工匠曾打算用紗和假墻紙把琥珀屋遮蓋起來。不過，攻占皇宮的德軍識破了偽裝，將琥珀屋拆開運(yùn)到了德國。人們知道德國人曾把琥珀屋收藏在東普魯士的哥尼斯堡，但自那以后就再也沒有人清楚它的下落。60年來，人們有過各種各樣的揣測，尋找，卻始終不見其蹤影。充滿傳奇色彩的琥珀屋成了全世界最重要的失蹤藝術(shù)品之一。III. Reading 1. Reading a

11、loud to the recording Now please listen and read aloud to the recording of the text IN 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 genera

12、l idea of each paragraph Now please skim the text to get the key words and general idea of each paragraph. 1st paragraph the introduction about the Amber Room: design, colour, shape, material 2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for impor

13、tant visitor 3rd Paragraph the relocating of the Amber Room in Catherir times: moved into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody k

14、new it from then on 5th Paragraph the rebuilding of the Amber Room: 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,

15、can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense? This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn

16、about what happened to it. The tense used in the text is past tense. Closing down     Can you imagine the fate of the Amber Room? What is it? I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see

17、, 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. Period 2: A lesson plan for Learning about Language (The Restrictive and Non-Restrictive Attributive Clause) Aims:To learn about the res

18、trictive and non-restrictive attributive clause To discover some useful words and expressions To discover some useful structures Procedures: I. Warming up Lets review what we have learned last class. Firstly, look at the pictures on the screen, the answer the following questions. 1.What is a cultura

19、l relic?A cultural relic is something that has survived for a long time, often a part of something old that has remainedwhen the rest of it has been destroyed;it tells people about the past.2. What are the features of culture relics: Valuable Rare Survives for a long time Represent a kind of culture

20、 Maintain for culture continuityII. Learning 1. Learning about language points1. survive vi. 幸存，生還 ,比活得長 n. 幸存者 survivoreg. The custom has survived for thousands of years. vt. 從中逃生, 經(jīng)歷后繼續(xù)存在eg. Only two people survived the fire.Ex. 經(jīng)過這次地震, 三分之二的人活了下來. Two-thirds of the people survived the earthquake.

21、1）.He _(在這次墜機(jī)事故中幸存下來). 2). The house _(經(jīng)受住了暴風(fēng)雨). 3). This custom _( 還保存著). 4. She lived five years longer than her husband. = She _ her husband _ five years. 2.remainvi 1)剩余,剩下 remain (+副詞 / 介詞短語) The children ate and ate until no food remained on the table . 2) 停留,留下,逗留(比stay 正式) remain (+副詞) After

22、 the party Judy remained and helped me do the dishes . How long will you remain here ?3) 仍是,依然 remain + 形容詞 / 名詞 / 介詞短語(系表結(jié)構(gòu)) What really happened to the Amber Room remains a mystery . Peter became a judge but John remained a fisherman . The weather still remained warm in October. 4) 尚待,留待 remain +

23、to do A lot of work remains to be done. It remains to be seen whether he will pass . 他是否通過考試仍不得而知拓展remaining adj. 剩下的（作前置定語）remain standing /seated 一直站著/坐著remain /keep silent 保持沉默注意：remain 沒有被動(dòng)語態(tài) 表達(dá)“留下來被做”時(shí)用 sth. emains to be done The fact remains to be proved.事實(shí)尚待證明類比延伸CF: remain / stay I went to t

24、he city , but my brother _ at home .Let things _ as they are .Ill _ here for a short time .I visited a lot of friends when I _ in that city .自主反思1)The pilot asked all the passengers on board to remain _ as the plane was making a landing .( 2004年上海春季） A seat B seating C seated D to be seating 2).Have

25、 a trip abroad is certainly good for the old couple, but it remains _ whether they will enjoy it. 2002高考試題： A. to see B. to be seen C. seeing D. seen 3. look into 調(diào)查 向里面看eg. The police are looking into the case.The boy stood on a chair, looking into the room.Look to sb 指望, 仰仗某人 look down on / upon s

26、b 輕視某人 look up to sb 尊敬某人look at  look like  look for look sb. up and down look after  look forward to sb. /sth./doing sth. look into look out look around look up 4. insistinsist on/upon sth/ doing 堅(jiān)持做，堅(jiān)決做 insist that-clause 堅(jiān)持認(rèn)為, 堅(jiān)持說 從句通常用虛擬語氣, (sho

27、uld) not +V原 而且主句的主語與從句的不一致 類似用法的詞還有: suggest; demand; require ,advise, conmandeg. Mother insisted that I should not watch TV all the time.He insisted that we accept these gifts.但是表示堅(jiān)持一個(gè)事實(shí), 一個(gè)主張或想法時(shí), 不用虛擬語氣eg. He insisted that he caught sight of a man in the room at that time. Ex. 她堅(jiān)持說你那天晚上是在場的.She

28、insisted that you were present that night.5.do with 1) 與 相處；對付2) 處理； 處置3) 忍受；（bear )4) （ 與can , could 連用）表需要或愿望 自主反思1）你看上去好像需要好好睡一覺。2）我們應(yīng)該怎樣招待客人呢？ 3）我受不了吵鬧的音樂。4）你是如何處理這封信的?6. belong to “屬于，是的成員,是的組成部分” e.g. 1)這桌上所有的書都是屬于他的All the books on the desk belong to him. 2)這花園屬于誰的？Who does this garden belong

29、 to? 3)這鳥屬于哪一科？ What family does this bird belong to?注：belong to 不能用于進(jìn)行時(shí)和被動(dòng)語態(tài) 1) The house was belonged to an old lady. 2) China is a country is belonging to the Third World. 3) As a writer, he really belongs the 18th century. 4) This lamp is belonging on the table. 7. state國家，政府，側(cè)重于體制，制度 nation國家，國

30、民，側(cè)重于人口，民族country國家，國土，側(cè)重于面積1).Canada is the second largest _ in the world . 2). The ministers are discussing important matters of the _ . 3. The whole _ was in deep sorrow at the news.8. gift n. 禮物,天賦,天資adj. gifted 有天才的,有天賦的have a gift for 對有天賦He is a student who _(對數(shù)學(xué)有天賦).9. ton n.噸,大量,許多1. Two to

31、ns of oil _ in great need . 2. A ton of wheat _(ship) to that area . 10. wonder n. 奇觀，壯舉，奇才，驚奇，驚嘆They were filled with wonder when they saw the spaceshipIts a wonder you recognized me . No wonder he is not hungry , he has been eating sweets all day . 難怪他不餓，他整天在吃糖果wonder at sth 對感到驚異,奇怪 do / work won

32、ders (for)創(chuàng)造奇跡,有驚人的效果1)I was just wondering _ the old bike when my friend came. A. what to do with B. how should I do with C. how to do with D. how should I do with 2) -Mary is Johns sister. -_ she knows so much about him. A. No problem B. No doubt C. No need D. No wonder 3) - What were you thinking

33、 just now ? - I _ whether he could lend me enough money . A. was wondering B. wonder C. am wondering D. will wonder D. send 2. Learning about Attributive ClauseWhat is an adjective Clause? An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Li

34、ke 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 bou

35、ght 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 sp

36、eech, 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 So

37、me 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?”. Theyre talking about the

38、movie which made him cry This clause modifies the noun “movie” and answers the question “which movie?”. They are searching for the student who 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

39、 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. 2a The policies, which were unpopu

40、lar, 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 fir

41、st 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

42、 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 p

43、olicies 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/w

44、hom 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 la

45、rgest 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

46、 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 peoples families have a history of high blood pressure and heart disease. The researchers are doing case studies _ 6) (a)

47、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

48、 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 persons 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 anteaters tongue is sticky. (b) It can go in and out of its mouth 160 times a minute. The anteaters tongue _ II