还剩19页未读，
继续阅读
高中英语人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计
展开
这是一份高中英语人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计，共1页。
Unit 1 Cultural relics
The unit planning
The topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also know that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.
There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip.
Background information
Students：Class 21,Grade 1
Lesson duration：45 mins
Teaching important points
1. Have students learn some new words and expressions;
2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics
3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;
4. Let students learn the new grammar item: the non-restrictive clause
5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.
Teaching difficult points
1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions
2. Train students’ speaking ability to give & ask for opinions in English.
3. Develop students’ integrated skills.
Teaching objectives
1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad
2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of
3. Functions:
1.) Asking for opinions
What do you think of...?
Do you believe...?
How can you be sure of...?
How do you know that?
2.) Giving opinions
I think...
I don't think...
I don't agree that...
I suppose that...
4. Grammar: the attributive clause
1.) the restrictive clause
This was a time when the two countries were at war.
2.) the non-restrictive attributive clause
This gift was the Amber Room, which was given this name because several tons of amber were used to make it.
Teaching Methods
1. Audio-lingual Method
2. Communicative Approach
3. Pair work
4. Group work
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Video
课时安排
The first period: Warming Up, Pre-reading,
The second period: Reading, Comprehending,
The third and fourth period: Learning about Language
The fifth period: Discovering Useful structures
The sixth period: Using Language
The first period:
Warming Up, Pre-reading
Knowledge:
1.) some new words:
cultural relics, rare, valuable, vase, dynasty, survive
2.) Have students know about some famous cultural relics at home and abroad.
Ability:
Help students learn how to talk about cultural relics
Emotion:
Encourage students to pay attention to the protection of the cultural relics.
Teaching important points
Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics
Teaching difficult points:
How to talk about cultural relics.
Teaching methods
1. Audio-lingual Method
2. Communicative Approach
3. Pair work
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Video
Procedures:
Step1. Lead-in
Show the pictures: a one yuan coin & the old coins
Let students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.
So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relics
Step2. Warming up
1. "Let's travel together!" Show some pictures about cultural relics at home and abroad.
1.) Go abroad:
a. the pyramids in Egypt
b. the Big Ben in England
2.) In China
a.周口店北京猿人遗址
b.播放一段音乐 ：说唱脸谱 --- 京剧 （非物质文化遗产）
在今年11月刚申遗成功的另一项目：活字印刷术
播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。
3.) In Anhui Province
a. Mount Huang
b. Huangmei Opera
4.) In Fuyang City
Fuyang paper cut
2．Show students more pictures--- the four pictures on P1 and introduce them in detail
1.) the Ming Dynasty Vase
2.) Taj Mahal
3.) ivory dragon boat
4.) Mogao Caves
3．Solve Question3: whether they are cultural relics or not
Do a survey to know the students’ opinions
(If you think it is a cultural relic, please hands up)
4．Because of the students' different ideas ,have them think about Question1: what is a cultural relic?
Let students do a discussion to express their ideas about the cultural relics
Summarize their opinions and give them some adj. ---the features.
According to the discussion and the cultural relics they have known, give students the definition of the cultural relics and let them check their answers to Question3.
5. Solve Question2: Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?
Ask for one or two students' opinion and state that
1.) The cultural relic doesn't always have to be rare and valuable. Because on one hand, some cultural relics exist in great numbers like the vases; on the other hand, the significance of the cultural relics is beyond the money can describe.
2.) It is enough to have survived for a long time?
Yes, it is.
6. New words;
1.) rare adj.
not done, seen, happening, etc. very often.稀有的 ；罕见的
eg. a rare disease/bad weather
He's devoted his whole life to the protection of
the rare cultural relics.
It is rare (for us) to find such a selfish person nowadays.
如此自私之人，实属罕见。
2.) valuable adj.
worth a lot of money很值钱的;贵重的
eg. valuable jewellery
This vase is a valuable cultural relic.
【辨析】
value n. 价值
valuable adj. = be of great value
invaluable adj. = very valuable 极有用的；极宝贵的
valueless adj.没有价值的
3.) survive vi. & vt.
Vi. continue to live or exist.继续生存或存在。
eg. Few survived after the flood.
☆survive from/on
Many strange customs have survived from earlier times.
有许多古怪的习俗源远流长。
I can't survive on ￡30 a week.
我每周收入30英镑难以活命。
vt.
1.continue to live or exist in spite of nearly being killed or destroyed.幸存，幸免于。
eg. In Titanic，Rose survived the shipwreck.
2.remain alive after sb. 比某人长命。
eg. The old woman survived all her children.
【拓展】
survivor 幸存者；逃生者；残存物
n.
survival 幸存；残存；生存
Step3. Pre-reading:
1. Show the students the picture of the amber and play a video to help them understand the amber better.
2. Give students the definition and the common usages of the amber.
3."Can you imagine that?"
Encourage the students to imagine the room which is made of several tons of amber and let them look at the title and the picture of the reading passage and ask them to predict what the text is about.
Homework:
1. Find more cultural relics at home and abroad.
2. Preview the reading passage.
Reflection:
1.突发事件：多媒体无法正常使用。要求教师在备课时多做准备，随机应变。
2.注意课堂学习气氛：鼓励学生更积极讨论，踊跃发言。
3.要注意时间分配
The second period:
Reading, Comprehending
Knowledge:
Have the students learn the strange history and some detailed information of the Amber Room .
Ability:
Train the students’ reading ability: skimming and scanning.
Emotion:
Enable the students to protect the cultural relics in order not to let them get lost.
Teaching important points:
1. Learn the strange history and some detailed information about the Amber Room;
2. Improve the students’ reading ability: skimming and scanning.
Teaching difficult points:
Train the students to use the different reading skills: use skimming to get the main idea and scanning to get some detailed information.
Teaching methods:
Learning and practicing.
Teaching Methods:
Learning and practicing.
Teaching Aids
1. Multi-media
2. Pictures
Procedures:
1. Introduce the two words: Skim VS Scan
Skim： read something quickly in order to find a main point即快速阅读以找到文章的中心思想/主要意思。
Scan： look at every part of something carefully, especially because you are looking for a particular thing or person即快速阅读以找到某一具体的信息
2. Skim & Match
Read the passage fast to get the general idea of each Para. and do the match practice.
Para. General Idea
1 the missing of the amber room
2 the relocating of the amber room in the Catherine II times
3 the present to the Czar
4 the introduction about the Amber Room
5 the rebuilding of the Amber Room
3. Scan & Practice
1.Read Para.1 to find detailed information about the Amber Room
Colour: yellow-brown
Birthplace: Prussia
Design: in the fancy style popular in those days
Material: several tons of amber; gold and jewels
Time to complete it: It took a team of the country’s best artists ten years to make it.
2. Read Para.2-5 to get Information about the Num.
NUMBER THINGS ABOUT THE NUMBER
1716 Fredric William gave the Amber Room to Peter the Great as a gift.
1770 Catherine II had completed the adding to the Amber Room.
2003 The rebuilding of the Amber Room was completed.
600 The number of the candles lighting the Amber Room
2 The two countries: German and Russia
2 In tow days the Amber Room was removed to a German city.
3. Read the passage carefully to locate the detailed information and do the exercise.
1. The 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
2. The 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
3. The Amber Room was stolen by ___B___.
A. Russian soldiers B. German soldiers
C. People in Konigsberg D. People in St Petersburg
4. In 1941, the city of Konigsberg was in _A__.
A. Germany B. Russia
C. Sweden D. France
5. The Russians didn’t hide the Amber Room because ____C__.
A. they were at war
B. the couldn’t find a place
C. the German soldiers arrived too soon
D. no train could take it away
4.Do more exercise in Comprehending on Page2
5. Think
What’s the style of the text?
style: narrating
order: chronological
tense: the past tense.
Homework:
Retell the story.
Preview the vocabulary.
Reflection:
多与学生互动，时刻注意学生反应。
The third and forth period
Learning about Language
Knowledge:
1. Words: ton, stone, amaze, select, design, fancy, style, jewel, king, reception, light, remain, wonder, worth;
Phrases: in search of, belong to, serve as, in return, at war;
2. Sentence patterns:
1.) 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.
2.) It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
3.) Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.
4.) There is no doubt that the boxes were then put …
Ability:
Learn the usage of some difficult words and expressions.
Emotion:
1.) Know what happened to the Amber Room
2.) Know the importance of protecting the cultural relics by learning the story of amber room.
Teaching important points:
Train the students’ ability to read different English names.
Teaching difficulties:
The explanation of some difficult words and expressions.
Train the students’ ability to remove the difficulties while reading.
Teaching Methods:
Learning and practicing.
Teaching Aids:
Multi-media
Teaching procedures:
Step1 Check the homework:
Hold a competition: one boy and one girl will be chosen by the students themselves to retell the story respectively.
Step2 Analyze the text and language points in detail:
in search of = in one’s search for
n. & vt. & vi.寻找
区别 search, search for, in search of
SENTENCE EXPLANATIONS
1. 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.
【点拨】
①本句结构为：主语（Frederick William I）+ 谓语（could never have imagined） + 宾语
从句（that his greatest gift to the Russian people would have such an amazing history）。
②that引导的宾语从句是一个简单句。其结构是：主语（his greatest gift to the Russian people）+谓语（would have） + 宾语（such an amazing history）。
③句中的the King of Prussia是句子主语Frederick William I 的同位语。
could have done表示过去能够做而实际未做，有惋惜、遗憾或委婉批评之意，或表示对过去动作的推测
You could have done better, but you didn't try your best.你本可以做得更好，但是你没有尽力而为。（表惋惜）
This glass is broken. Someone could have dropped it.这个玻璃杯破了。可能是谁把它掉在地上了。（表推测）
amazing adj. 令人惊喜的
eg. an amazing achievement / discovery
amaze vt. 使吃惊；惊讶
amazed adj. 吃惊的, 惊奇的
eg. He was amazed at what he heard.
【考题】Visitors were very _____ when they saw the _____ the Great Wall.
A. amazed; amazing
B. amazed; amazed
C. amazing; amazing
D. amazing; amazed
select vt. 挑选；选择
☆select… as / for / from…
eg. We select Betty as our monitor.
Jim selected a team for the special task.
Mary selected a diamond ring from the collection.
selective adj.善于选择的 selection n.选择
design
n. 设计；图案；构思
eg. I like the design of Fuwa .
v. 设计；计划；构思
eg. Do you know who designed the beautiful Fuwa?
fancy
adj. decorative or brightly coloured；not ordinary别致的，装饰花哨的；奇特的
eg. fancy dress 化妆服 fancy birds 珍禽异鸟
vt. have a liking for；wish for想象；设想；爱好
eg. What do you fancy for dinner?
☆ fancy (sb.) doing sth.
eg. Fancy her saying a thing like that!
想不到她竟然说出这样的话来！
style
n.风格；风度；类型
☆in … style / in the style of 以…的风格
eg. He bought a painting in the style of Vincent Van Gogh.
SENTENCE EXPLANATIONS
2. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
【点拨】
①本句结构为：主语（It） + 系动词（was）
+ 表语（a treasure）。
②which took the country’s best artists about ten years to make是一个非限制性定语从句，用来修饰treasure。
③decorated with gold and jewels是过去分词短语，在句中作后置定语，修饰treasure。
belong to：
1. to be the property of
2. to be a part of
3. to be a member of
eg. The bicycle belongs to Amy.
This lid（盖子） belongs to this bottle.
What political party does he belong to?
NOTE：
belong to 不用于被动语态，也不用于进行时。
eg. 这幢公寓现在属于我。
a. This apartment belongs to me.
b. This apartment is belonged to me.
c. This apartment is belonging to me.
in return 回报, 作为报酬
eg. He gave Molly a fancy dress in return.
I bought Justin some books in return for his assistance.
serve as 担任；充当；起 ... 的作用
eg. He served as a witness at the wedding.
The mistake you made can serve as warning to you.
These philosophical views serve as a guide in life.
reception n. 接待，招待会，接收
eg. a reception room/ hall (接待室、厅）
reception desk （旅馆等的）接待处；柜台
Our school gave a warm reception to the new headmaster.
这里的电视节目接受不太好。
The reception of TV programs is unsatisfactory here.
had the Amber Room moved to是have sth. done的结构，意思是“让某物被...”。
eg. I had my bike repaired this morning.
have sb. doing 让某人一直做某事
eg. As he was late, the teacher had him standing in front of the classroom.
SENTENCE EXPLANATIONS
In 1770 the room was completed the way she wanted.
the way she wanted是方式状语从句，the way的用法与连词相同，后面常省略that。
eg. I was never allowed to do things the way I wanted.
I did not like the way he talked to me.
SENTENCE EXPLANATIONS
Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.
【点拨】 句中的although是一个连词，引
导让步状语从句，表示“虽然、尽管”。如：
Although my car is very old, I don’t want to buy a new one.
【拓展】 引导让步状语的连词还有：though,
even though / if, as等。如：
Child as he is, he knows a lot.
Though she gave no sign, I was sure she had seen me.
at war 处于战争状态，在交战中
eg. North Korea and South Korea were at war on Nov.23, 2010.
at peace 处于和平状态
cold war 冷战
remove vt. 移动；搬开；把...免职
eg. He removed several desks to another classroom.
Daniel was removed from his position.
SENTENCE EXPLANATIONS
There is no doubt that the boxes were then put …
【点拨】
There is no doubt that … ……是毫无疑问的。
eg. There is no doubt that education is the foundation of all.
There’s no need (for sth / sb) to do …
不必…
There’s no question that ……
……是没有问题的
doubt vt.
1. +名词或代词。
I doubt his word.我怀疑他的话。
They doubted him before.他们以前曾经怀疑过他。
2. +宾语从句
（1）在否定句和疑问句中，doubt + that引导的宾语从句
I don’t doubt that he can finish the task on time.
我相信他能按时完成任务。
Do you doubt that she will succeed?
你怀疑她会成功吗？
（2）在肯定句中，doubt + whether 或 if 引导的宾语从句。
I doubt whether they can swim across the river.
我怀疑他们能否游过河去。
He doubts if she will keep her word.
他不敢肯定她是否会遵守诺言。
remain 系动词，意思是“继续或保持一种状况或态度” ，后接 n. / adj. / 介词短语等。
eg. My friend became a boss, but I remained a teacher.
The fate of the Amber Room remained unknown.
The problem remains to be discussed.
worth
prep. 值得的；相当于…的价值
be worth doing sth 值得做某事。
The book is (well) worth reading.
The book is well worth to be read.( )
n. 价值；作用
be of great worth 有价值
区别worth, worthy, worthwhile
复习归纳make常用词组
be made to
be made of
be made from
be made in
be made up of
Homework:
Recite the new words and expressions.
Finish the exercises on Page3 Learning about Language.
Preview the grammar
Reflection:
1. 要注意监督学生多读多背，有选择性的多让他们复述课文，既加深背景知识了解，又有助于学习语言知识。
2. 注意时间，提前5至10分钟准备收尾，不要拖堂。
The fifth period
Discovering Useful Structures
Knowledge：
Have students know the differences between the restrictive attributive clause and the non- restrictive attributive clause.
Ability:
Have students do the exercise related to the\attributive clause.
Teaching important points
Have students know the non- restrictive attributive clause.
Teaching difficult points
Have students know the differences between the restrictive attributive clause and the non- restrictive attributive clause.
Teaching Methods:
Learning and Practicing
Teaching Aids:
The multi-media
Procedures:
Step1: Let’s Review
What is an attributive clause？Can you give us some examples?
概念：在复合句中修饰名词或代词的句子，在句子中作定语。
eg. Harry Porter is a smart boy.
Harry Porter is a boy who has magic power.
第一句话里，形容词作定语。第二句话中，句子作定语，即定语从句。
分析第二句话，得出定语从句中关键成分：先行词boy，关系词who。
关系词可分为两类：关系代词，如who, whom, whose, that, which和关系副词where, when why。
即学即练：
指出关系代词在定语从句中的成份。
1. The man who came to our school is Mr. Wang. 主语
2. The girl (whom) I met is Lucy. 宾语
3. A child whose parents are dead is called Tom. 定语
4. I like the book (which) you bought yesterday. 宾语
用适当的关系词填空。
① I will never forget the day __________ I first met you. when
I will never forget the day __________we spent together. （which，that）
② The house __________ we visited is being repaired now. （which，that）
The house __________ Lu Xun once lived is being repaired now. where
分类：
The Restrictive Attributive Clause 限制性定语从句
The Non-Restrictive Attributive Clause 非限制性定语从句
Step2: Let’s find!
What are the differences between the restrictive attributive clause and the non-restrictive attributive clause?
Look at the following examples and compare them：
I’m sure I know the person who served us. 我确信我认识招待我们的那个人。
Tom, who served us, is the owner of the restaurant. 汤姆是饭店的老板，他招待我们。
1. The woman who lives next door is a doctor. 住在隔壁的那个妇女是个医生。
2. My sister Mary, who lives in London, is a doctor. 我姐姐玛丽是个医生，她住在伦敦。
1. She has one son who works in the government. 她有一个在政府工作的儿子。
（她可能还有在别的地方工作的儿子，不止一个）
2. She has one son, who works in the government. 她有一个儿子，他在政府工作。
（她只有一个儿子，这个儿子在政府工作）
1. I came to Shanghai in 1988, when I was only 5. 我在1988年来到上海， 那年我五岁。
2. We moved to Shanghai, when I was still very young. 我们搬到上海，那时我还很小。
将比较分析后得出结论整理为下表：
限制性定语从句
非限制性定语从句
形式
无逗号
有逗号
作用
限定修饰
不可省略
补充说明
删除后句意仍旧完整
先行词
多为名词或代词
既可以是名词，代词，句子的一部分，也可以是前面整个句子
关系词
作宾语时可以省略
永无that
永不可省
Step3: Let’s practice!
Tick out all the attributive clauses.
1.This gift was the Amber Room, which was given this name because several tons of amber were used to make it.
2.The amber which was selected had a beautiful yellow-brown color like honey.
3.It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
4.However, the next King of Prussia, Frederick WilliamⅠ, to whom the amber room belonged, decided not to keep it.
5.Later, CatherineⅡ had the Amber Room moved to a palace outside St Petersburg where she spent her summers.
6.In 1770the room was completed the way she wanted.
7.This was a time when the two countries were at war.
8.There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.
9. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.
Do they have the same meaning?
(1) My uncle, who lives in London, is very rich.
My uncle who lives in London is very rich.
(2) The policies, which were unpopular, were rejected by the voters.
The policies which were unpopular were rejected by the voters.
(3) He will wear no clothes which will make him different from others.
他不会穿一些使他显得与众不同的衣服。
He will wear no clothes, which will make him different from others.
他不穿衣服，这会使他显得与众不同。
Choose the best answer.
1. Some pre-school children go to a day care center, ______ they learn simple games and songs.
A.which B.when C.that D.where
2. Tom passed the driving test; ______ surprised everybody in the office.
A.which B.that C.what D.it
3. Mary, ______ I played tennis with on Sundays, was a colleague of mine.
A.which B.whom C.whose D.that
（07上海）The thought of going back home was ______ kept him happy while he was working abroad.
A. that B.all that C. all what D.which
（06 福建）Look out! Don’t get too close to the house ______ roof is under repair.
A. where B. that C. whose D. which
Correct the mistakes.
1. The reason why he explained at the meeting surprised us.
2. I can remember the days when we spent together.
3. The way in which you talked about is very important for us.
4. Put the book in which you can find it easily.
Fill in the blanks.
(1) What surprised me was not what he said but the way _____________ he said it.
(2) We’re just trying to reach a point _____ both sides will sit down together and talk. (06山东）
(3) The situation _____ you use the words is very clear in fact.
(4) This is the very house _____ he lived.
(5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday.
Homework:
1.Review the grammar.
2.Do the exercise in discovering useful structures.
3.Preview the using language.
Reflection:
与学生讲解题目一定要多做准备，设想好各种情况。
The sixth Period
Using Language
Knowledge:
1.Have students know the differences between the fact and the
Opinion.
2.Have students learn some new words and expressions.
Ability:
Have the students learn to tell facts from opinions.
Train the students’ reading ability:scanning.
Teaching Methods:
1.Task-basked teaching
2.Learning and Practicing
Teaching Aids:
Multi-media
Procedures:
Lead-in
Question:
If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?
Ask one or two students’ opinion and express my suggestion: to collect as much the evidences as we can. Because not all the evidences can be uesd in a trial. Some are true while some are false. Then, stimulate the students to read the first passage carefully to get the definition of the fact, the opinion, and the evidence.
Task 1
Read the passage and think about the differences between a fact and an opinion.
A fact is anything that can be proved.
An opinion is what someone believe is true but has not been proved.
According to the passage, please answer the question: What makes a judge decide which eyewitness he can believe and which not?
Whether the eyewitness has given true information, which must be the fact rather than the opinion.
Have known the differences between a fact and an opinion. Let’s come to next task.
Task 2
Read a man’s story about what happened to the Amber Room quickly. Do you think it is a fact or an opinion? Give your reasons.
I think it is an opinion that what is in boxes is gold or the Amber Room. Because Jan Hasek did not see what was in the boxes. He listened to other people’s ideas of what might have been inside. So his evidence is an opinion.
Task 3
Read the story again and fill in the table. (On Page 5)
Task 4 Explanations.
prove
1.用作及物动词: 证明，证实，试验，表现
Never try to prove what nobody doubts.
（谚）无人怀疑的事无需证实。
He proved himself (to be) a brave man.
他表现出自己是个勇敢的人。
2.用作连系动词: 显示，表明，原来是
This novel proved interesting.
这本小说很有趣。
consider
1.Have you considered his decision?
2.We are considering going abroad.
We consider him to be the best player.
He is considered to be the best player.
3.He is considered as the best player.
= treat / regard / think of … as…
rather than
1.What I need now is money rather than the advice.
The teacher, rather than his students, has been invited.
2.He would die rather than give in.
He would rather die than give in.
He prefers to die rather than give in.
think highly of 赞赏，器重，看重
= think well / much of = speak / highly / well of = have a good / high opinion of
【拓展】
反义词：think badly / poorly / little / ill of 对……评价不高，轻视，不在意
think常用词组：
think of 想起
think out 想出
think over 仔细考虑
think about 考虑
think of…as 以为……;认为……
think nothing of 觉得不怎么样；觉得没什么
Homework：
Review all that we have learned in this unit and finish all the exercise.
Reflection:
在传授知识之余尽量多把课堂交给学生，注意培养学生的综合技能。
Unit 1 Cultural relics
The unit planning
The topic of this unit is cultural relics’ protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on.. we also know that, without these cultural relics, we couldn’t get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them.
There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip.
Background information
Students：Class 21,Grade 1
Lesson duration：45 mins
Teaching important points
1. Have students learn some new words and expressions;
2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics
3. Improve students’ reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;
4. Let students learn the new grammar item: the non-restrictive clause
5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.
Teaching difficult points
1. Train students’ thinking and analyzing ability by making them learn how to tell facts from opinions
2. Train students’ speaking ability to give & ask for opinions in English.
3. Develop students’ integrated skills.
Teaching objectives
1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad
2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of
3. Functions:
1.) Asking for opinions
What do you think of...?
Do you believe...?
How can you be sure of...?
How do you know that?
2.) Giving opinions
I think...
I don't think...
I don't agree that...
I suppose that...
4. Grammar: the attributive clause
1.) the restrictive clause
This was a time when the two countries were at war.
2.) the non-restrictive attributive clause
This gift was the Amber Room, which was given this name because several tons of amber were used to make it.
Teaching Methods
1. Audio-lingual Method
2. Communicative Approach
3. Pair work
4. Group work
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Video
课时安排
The first period: Warming Up, Pre-reading,
The second period: Reading, Comprehending,
The third and fourth period: Learning about Language
The fifth period: Discovering Useful structures
The sixth period: Using Language
The first period:
Warming Up, Pre-reading
Knowledge:
1.) some new words:
cultural relics, rare, valuable, vase, dynasty, survive
2.) Have students know about some famous cultural relics at home and abroad.
Ability:
Help students learn how to talk about cultural relics
Emotion:
Encourage students to pay attention to the protection of the cultural relics.
Teaching important points
Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics
Teaching difficult points:
How to talk about cultural relics.
Teaching methods
1. Audio-lingual Method
2. Communicative Approach
3. Pair work
Teaching Aids
1. Multi-media
2. Pictures
3. Music
4. Video
Procedures:
Step1. Lead-in
Show the pictures: a one yuan coin & the old coins
Let students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.
So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relics
Step2. Warming up
1. "Let's travel together!" Show some pictures about cultural relics at home and abroad.
1.) Go abroad:
a. the pyramids in Egypt
b. the Big Ben in England
2.) In China
a.周口店北京猿人遗址
b.播放一段音乐 ：说唱脸谱 --- 京剧 （非物质文化遗产）
在今年11月刚申遗成功的另一项目：活字印刷术
播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。
3.) In Anhui Province
a. Mount Huang
b. Huangmei Opera
4.) In Fuyang City
Fuyang paper cut
2．Show students more pictures--- the four pictures on P1 and introduce them in detail
1.) the Ming Dynasty Vase
2.) Taj Mahal
3.) ivory dragon boat
4.) Mogao Caves
3．Solve Question3: whether they are cultural relics or not
Do a survey to know the students’ opinions
(If you think it is a cultural relic, please hands up)
4．Because of the students' different ideas ,have them think about Question1: what is a cultural relic?
Let students do a discussion to express their ideas about the cultural relics
Summarize their opinions and give them some adj. ---the features.
According to the discussion and the cultural relics they have known, give students the definition of the cultural relics and let them check their answers to Question3.
5. Solve Question2: Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?
Ask for one or two students' opinion and state that
1.) The cultural relic doesn't always have to be rare and valuable. Because on one hand, some cultural relics exist in great numbers like the vases; on the other hand, the significance of the cultural relics is beyond the money can describe.
2.) It is enough to have survived for a long time?
Yes, it is.
6. New words;
1.) rare adj.
not done, seen, happening, etc. very often.稀有的 ；罕见的
eg. a rare disease/bad weather
He's devoted his whole life to the protection of
the rare cultural relics.
It is rare (for us) to find such a selfish person nowadays.
如此自私之人，实属罕见。
2.) valuable adj.
worth a lot of money很值钱的;贵重的
eg. valuable jewellery
This vase is a valuable cultural relic.
【辨析】
value n. 价值
valuable adj. = be of great value
invaluable adj. = very valuable 极有用的；极宝贵的
valueless adj.没有价值的
3.) survive vi. & vt.
Vi. continue to live or exist.继续生存或存在。
eg. Few survived after the flood.
☆survive from/on
Many strange customs have survived from earlier times.
有许多古怪的习俗源远流长。
I can't survive on ￡30 a week.
我每周收入30英镑难以活命。
vt.
1.continue to live or exist in spite of nearly being killed or destroyed.幸存，幸免于。
eg. In Titanic，Rose survived the shipwreck.
2.remain alive after sb. 比某人长命。
eg. The old woman survived all her children.
【拓展】
survivor 幸存者；逃生者；残存物
n.
survival 幸存；残存；生存
Step3. Pre-reading:
1. Show the students the picture of the amber and play a video to help them understand the amber better.
2. Give students the definition and the common usages of the amber.
3."Can you imagine that?"
Encourage the students to imagine the room which is made of several tons of amber and let them look at the title and the picture of the reading passage and ask them to predict what the text is about.
Homework:
1. Find more cultural relics at home and abroad.
2. Preview the reading passage.
Reflection:
1.突发事件：多媒体无法正常使用。要求教师在备课时多做准备，随机应变。
2.注意课堂学习气氛：鼓励学生更积极讨论，踊跃发言。
3.要注意时间分配
The second period:
Reading, Comprehending
Knowledge:
Have the students learn the strange history and some detailed information of the Amber Room .
Ability:
Train the students’ reading ability: skimming and scanning.
Emotion:
Enable the students to protect the cultural relics in order not to let them get lost.
Teaching important points:
1. Learn the strange history and some detailed information about the Amber Room;
2. Improve the students’ reading ability: skimming and scanning.
Teaching difficult points:
Train the students to use the different reading skills: use skimming to get the main idea and scanning to get some detailed information.
Teaching methods:
Learning and practicing.
Teaching Methods:
Learning and practicing.
Teaching Aids
1. Multi-media
2. Pictures
Procedures:
1. Introduce the two words: Skim VS Scan
Skim： read something quickly in order to find a main point即快速阅读以找到文章的中心思想/主要意思。
Scan： look at every part of something carefully, especially because you are looking for a particular thing or person即快速阅读以找到某一具体的信息
2. Skim & Match
Read the passage fast to get the general idea of each Para. and do the match practice.
Para. General Idea
1 the missing of the amber room
2 the relocating of the amber room in the Catherine II times
3 the present to the Czar
4 the introduction about the Amber Room
5 the rebuilding of the Amber Room
3. Scan & Practice
1.Read Para.1 to find detailed information about the Amber Room
Colour: yellow-brown
Birthplace: Prussia
Design: in the fancy style popular in those days
Material: several tons of amber; gold and jewels
Time to complete it: It took a team of the country’s best artists ten years to make it.
2. Read Para.2-5 to get Information about the Num.
NUMBER THINGS ABOUT THE NUMBER
1716 Fredric William gave the Amber Room to Peter the Great as a gift.
1770 Catherine II had completed the adding to the Amber Room.
2003 The rebuilding of the Amber Room was completed.
600 The number of the candles lighting the Amber Room
2 The two countries: German and Russia
2 In tow days the Amber Room was removed to a German city.
3. Read the passage carefully to locate the detailed information and do the exercise.
1. The 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
2. The 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
3. The Amber Room was stolen by ___B___.
A. Russian soldiers B. German soldiers
C. People in Konigsberg D. People in St Petersburg
4. In 1941, the city of Konigsberg was in _A__.
A. Germany B. Russia
C. Sweden D. France
5. The Russians didn’t hide the Amber Room because ____C__.
A. they were at war
B. the couldn’t find a place
C. the German soldiers arrived too soon
D. no train could take it away
4.Do more exercise in Comprehending on Page2
5. Think
What’s the style of the text?
style: narrating
order: chronological
tense: the past tense.
Homework:
Retell the story.
Preview the vocabulary.
Reflection:
多与学生互动，时刻注意学生反应。
The third and forth period
Learning about Language
Knowledge:
1. Words: ton, stone, amaze, select, design, fancy, style, jewel, king, reception, light, remain, wonder, worth;
Phrases: in search of, belong to, serve as, in return, at war;
2. Sentence patterns:
1.) 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.
2.) It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
3.) Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.
4.) There is no doubt that the boxes were then put …
Ability:
Learn the usage of some difficult words and expressions.
Emotion:
1.) Know what happened to the Amber Room
2.) Know the importance of protecting the cultural relics by learning the story of amber room.
Teaching important points:
Train the students’ ability to read different English names.
Teaching difficulties:
The explanation of some difficult words and expressions.
Train the students’ ability to remove the difficulties while reading.
Teaching Methods:
Learning and practicing.
Teaching Aids:
Multi-media
Teaching procedures:
Step1 Check the homework:
Hold a competition: one boy and one girl will be chosen by the students themselves to retell the story respectively.
Step2 Analyze the text and language points in detail:
in search of = in one’s search for
n. & vt. & vi.寻找
区别 search, search for, in search of
SENTENCE EXPLANATIONS
1. 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.
【点拨】
①本句结构为：主语（Frederick William I）+ 谓语（could never have imagined） + 宾语
从句（that his greatest gift to the Russian people would have such an amazing history）。
②that引导的宾语从句是一个简单句。其结构是：主语（his greatest gift to the Russian people）+谓语（would have） + 宾语（such an amazing history）。
③句中的the King of Prussia是句子主语Frederick William I 的同位语。
could have done表示过去能够做而实际未做，有惋惜、遗憾或委婉批评之意，或表示对过去动作的推测
You could have done better, but you didn't try your best.你本可以做得更好，但是你没有尽力而为。（表惋惜）
This glass is broken. Someone could have dropped it.这个玻璃杯破了。可能是谁把它掉在地上了。（表推测）
amazing adj. 令人惊喜的
eg. an amazing achievement / discovery
amaze vt. 使吃惊；惊讶
amazed adj. 吃惊的, 惊奇的
eg. He was amazed at what he heard.
【考题】Visitors were very _____ when they saw the _____ the Great Wall.
A. amazed; amazing
B. amazed; amazed
C. amazing; amazing
D. amazing; amazed
select vt. 挑选；选择
☆select… as / for / from…
eg. We select Betty as our monitor.
Jim selected a team for the special task.
Mary selected a diamond ring from the collection.
selective adj.善于选择的 selection n.选择
design
n. 设计；图案；构思
eg. I like the design of Fuwa .
v. 设计；计划；构思
eg. Do you know who designed the beautiful Fuwa?
fancy
adj. decorative or brightly coloured；not ordinary别致的，装饰花哨的；奇特的
eg. fancy dress 化妆服 fancy birds 珍禽异鸟
vt. have a liking for；wish for想象；设想；爱好
eg. What do you fancy for dinner?
☆ fancy (sb.) doing sth.
eg. Fancy her saying a thing like that!
想不到她竟然说出这样的话来！
style
n.风格；风度；类型
☆in … style / in the style of 以…的风格
eg. He bought a painting in the style of Vincent Van Gogh.
SENTENCE EXPLANATIONS
2. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
【点拨】
①本句结构为：主语（It） + 系动词（was）
+ 表语（a treasure）。
②which took the country’s best artists about ten years to make是一个非限制性定语从句，用来修饰treasure。
③decorated with gold and jewels是过去分词短语，在句中作后置定语，修饰treasure。
belong to：
1. to be the property of
2. to be a part of
3. to be a member of
eg. The bicycle belongs to Amy.
This lid（盖子） belongs to this bottle.
What political party does he belong to?
NOTE：
belong to 不用于被动语态，也不用于进行时。
eg. 这幢公寓现在属于我。
a. This apartment belongs to me.
b. This apartment is belonged to me.
c. This apartment is belonging to me.
in return 回报, 作为报酬
eg. He gave Molly a fancy dress in return.
I bought Justin some books in return for his assistance.
serve as 担任；充当；起 ... 的作用
eg. He served as a witness at the wedding.
The mistake you made can serve as warning to you.
These philosophical views serve as a guide in life.
reception n. 接待，招待会，接收
eg. a reception room/ hall (接待室、厅）
reception desk （旅馆等的）接待处；柜台
Our school gave a warm reception to the new headmaster.
这里的电视节目接受不太好。
The reception of TV programs is unsatisfactory here.
had the Amber Room moved to是have sth. done的结构，意思是“让某物被...”。
eg. I had my bike repaired this morning.
have sb. doing 让某人一直做某事
eg. As he was late, the teacher had him standing in front of the classroom.
SENTENCE EXPLANATIONS
In 1770 the room was completed the way she wanted.
the way she wanted是方式状语从句，the way的用法与连词相同，后面常省略that。
eg. I was never allowed to do things the way I wanted.
I did not like the way he talked to me.
SENTENCE EXPLANATIONS
Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.
【点拨】 句中的although是一个连词，引
导让步状语从句，表示“虽然、尽管”。如：
Although my car is very old, I don’t want to buy a new one.
【拓展】 引导让步状语的连词还有：though,
even though / if, as等。如：
Child as he is, he knows a lot.
Though she gave no sign, I was sure she had seen me.
at war 处于战争状态，在交战中
eg. North Korea and South Korea were at war on Nov.23, 2010.
at peace 处于和平状态
cold war 冷战
remove vt. 移动；搬开；把...免职
eg. He removed several desks to another classroom.
Daniel was removed from his position.
SENTENCE EXPLANATIONS
There is no doubt that the boxes were then put …
【点拨】
There is no doubt that … ……是毫无疑问的。
eg. There is no doubt that education is the foundation of all.
There’s no need (for sth / sb) to do …
不必…
There’s no question that ……
……是没有问题的
doubt vt.
1. +名词或代词。
I doubt his word.我怀疑他的话。
They doubted him before.他们以前曾经怀疑过他。
2. +宾语从句
（1）在否定句和疑问句中，doubt + that引导的宾语从句
I don’t doubt that he can finish the task on time.
我相信他能按时完成任务。
Do you doubt that she will succeed?
你怀疑她会成功吗？
（2）在肯定句中，doubt + whether 或 if 引导的宾语从句。
I doubt whether they can swim across the river.
我怀疑他们能否游过河去。
He doubts if she will keep her word.
他不敢肯定她是否会遵守诺言。
remain 系动词，意思是“继续或保持一种状况或态度” ，后接 n. / adj. / 介词短语等。
eg. My friend became a boss, but I remained a teacher.
The fate of the Amber Room remained unknown.
The problem remains to be discussed.
worth
prep. 值得的；相当于…的价值
be worth doing sth 值得做某事。
The book is (well) worth reading.
The book is well worth to be read.( )
n. 价值；作用
be of great worth 有价值
区别worth, worthy, worthwhile
复习归纳make常用词组
be made to
be made of
be made from
be made in
be made up of
Homework:
Recite the new words and expressions.
Finish the exercises on Page3 Learning about Language.
Preview the grammar
Reflection:
1. 要注意监督学生多读多背，有选择性的多让他们复述课文，既加深背景知识了解，又有助于学习语言知识。
2. 注意时间，提前5至10分钟准备收尾，不要拖堂。
The fifth period
Discovering Useful Structures
Knowledge：
Have students know the differences between the restrictive attributive clause and the non- restrictive attributive clause.
Ability:
Have students do the exercise related to the\attributive clause.
Teaching important points
Have students know the non- restrictive attributive clause.
Teaching difficult points
Have students know the differences between the restrictive attributive clause and the non- restrictive attributive clause.
Teaching Methods:
Learning and Practicing
Teaching Aids:
The multi-media
Procedures:
Step1: Let’s Review
What is an attributive clause？Can you give us some examples?
概念：在复合句中修饰名词或代词的句子，在句子中作定语。
eg. Harry Porter is a smart boy.
Harry Porter is a boy who has magic power.
第一句话里，形容词作定语。第二句话中，句子作定语，即定语从句。
分析第二句话，得出定语从句中关键成分：先行词boy，关系词who。
关系词可分为两类：关系代词，如who, whom, whose, that, which和关系副词where, when why。
即学即练：
指出关系代词在定语从句中的成份。
1. The man who came to our school is Mr. Wang. 主语
2. The girl (whom) I met is Lucy. 宾语
3. A child whose parents are dead is called Tom. 定语
4. I like the book (which) you bought yesterday. 宾语
用适当的关系词填空。
① I will never forget the day __________ I first met you. when
I will never forget the day __________we spent together. （which，that）
② The house __________ we visited is being repaired now. （which，that）
The house __________ Lu Xun once lived is being repaired now. where
分类：
The Restrictive Attributive Clause 限制性定语从句
The Non-Restrictive Attributive Clause 非限制性定语从句
Step2: Let’s find!
What are the differences between the restrictive attributive clause and the non-restrictive attributive clause?
Look at the following examples and compare them：
I’m sure I know the person who served us. 我确信我认识招待我们的那个人。
Tom, who served us, is the owner of the restaurant. 汤姆是饭店的老板，他招待我们。
1. The woman who lives next door is a doctor. 住在隔壁的那个妇女是个医生。
2. My sister Mary, who lives in London, is a doctor. 我姐姐玛丽是个医生，她住在伦敦。
1. She has one son who works in the government. 她有一个在政府工作的儿子。
（她可能还有在别的地方工作的儿子，不止一个）
2. She has one son, who works in the government. 她有一个儿子，他在政府工作。
（她只有一个儿子，这个儿子在政府工作）
1. I came to Shanghai in 1988, when I was only 5. 我在1988年来到上海， 那年我五岁。
2. We moved to Shanghai, when I was still very young. 我们搬到上海，那时我还很小。
将比较分析后得出结论整理为下表：
限制性定语从句
非限制性定语从句
形式
无逗号
有逗号
作用
限定修饰
不可省略
补充说明
删除后句意仍旧完整
先行词
多为名词或代词
既可以是名词，代词，句子的一部分，也可以是前面整个句子
关系词
作宾语时可以省略
永无that
永不可省
Step3: Let’s practice!
Tick out all the attributive clauses.
1.This gift was the Amber Room, which was given this name because several tons of amber were used to make it.
2.The amber which was selected had a beautiful yellow-brown color like honey.
3.It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
4.However, the next King of Prussia, Frederick WilliamⅠ, to whom the amber room belonged, decided not to keep it.
5.Later, CatherineⅡ had the Amber Room moved to a palace outside St Petersburg where she spent her summers.
6.In 1770the room was completed the way she wanted.
7.This was a time when the two countries were at war.
8.There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.
9. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.
Do they have the same meaning?
(1) My uncle, who lives in London, is very rich.
My uncle who lives in London is very rich.
(2) The policies, which were unpopular, were rejected by the voters.
The policies which were unpopular were rejected by the voters.
(3) He will wear no clothes which will make him different from others.
他不会穿一些使他显得与众不同的衣服。
He will wear no clothes, which will make him different from others.
他不穿衣服，这会使他显得与众不同。
Choose the best answer.
1. Some pre-school children go to a day care center, ______ they learn simple games and songs.
A.which B.when C.that D.where
2. Tom passed the driving test; ______ surprised everybody in the office.
A.which B.that C.what D.it
3. Mary, ______ I played tennis with on Sundays, was a colleague of mine.
A.which B.whom C.whose D.that
（07上海）The thought of going back home was ______ kept him happy while he was working abroad.
A. that B.all that C. all what D.which
（06 福建）Look out! Don’t get too close to the house ______ roof is under repair.
A. where B. that C. whose D. which
Correct the mistakes.
1. The reason why he explained at the meeting surprised us.
2. I can remember the days when we spent together.
3. The way in which you talked about is very important for us.
4. Put the book in which you can find it easily.
Fill in the blanks.
(1) What surprised me was not what he said but the way _____________ he said it.
(2) We’re just trying to reach a point _____ both sides will sit down together and talk. (06山东）
(3) The situation _____ you use the words is very clear in fact.
(4) This is the very house _____ he lived.
(5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday.
Homework:
1.Review the grammar.
2.Do the exercise in discovering useful structures.
3.Preview the using language.
Reflection:
与学生讲解题目一定要多做准备，设想好各种情况。
The sixth Period
Using Language
Knowledge:
1.Have students know the differences between the fact and the
Opinion.
2.Have students learn some new words and expressions.
Ability:
Have the students learn to tell facts from opinions.
Train the students’ reading ability:scanning.
Teaching Methods:
1.Task-basked teaching
2.Learning and Practicing
Teaching Aids:
Multi-media
Procedures:
Lead-in
Question:
If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?
Ask one or two students’ opinion and express my suggestion: to collect as much the evidences as we can. Because not all the evidences can be uesd in a trial. Some are true while some are false. Then, stimulate the students to read the first passage carefully to get the definition of the fact, the opinion, and the evidence.
Task 1
Read the passage and think about the differences between a fact and an opinion.
A fact is anything that can be proved.
An opinion is what someone believe is true but has not been proved.
According to the passage, please answer the question: What makes a judge decide which eyewitness he can believe and which not?
Whether the eyewitness has given true information, which must be the fact rather than the opinion.
Have known the differences between a fact and an opinion. Let’s come to next task.
Task 2
Read a man’s story about what happened to the Amber Room quickly. Do you think it is a fact or an opinion? Give your reasons.
I think it is an opinion that what is in boxes is gold or the Amber Room. Because Jan Hasek did not see what was in the boxes. He listened to other people’s ideas of what might have been inside. So his evidence is an opinion.
Task 3
Read the story again and fill in the table. (On Page 5)
Task 4 Explanations.
prove
1.用作及物动词: 证明，证实，试验，表现
Never try to prove what nobody doubts.
（谚）无人怀疑的事无需证实。
He proved himself (to be) a brave man.
他表现出自己是个勇敢的人。
2.用作连系动词: 显示，表明，原来是
This novel proved interesting.
这本小说很有趣。
consider
1.Have you considered his decision?
2.We are considering going abroad.
We consider him to be the best player.
He is considered to be the best player.
3.He is considered as the best player.
= treat / regard / think of … as…
rather than
1.What I need now is money rather than the advice.
The teacher, rather than his students, has been invited.
2.He would die rather than give in.
He would rather die than give in.
He prefers to die rather than give in.
think highly of 赞赏，器重，看重
= think well / much of = speak / highly / well of = have a good / high opinion of
【拓展】
反义词：think badly / poorly / little / ill of 对……评价不高，轻视，不在意
think常用词组：
think of 想起
think out 想出
think over 仔细考虑
think about 考虑
think of…as 以为……;认为……
think nothing of 觉得不怎么样；觉得没什么
Homework：
Review all that we have learned in this unit and finish all the exercise.
Reflection:
在传授知识之余尽量多把课堂交给学生，注意培养学生的综合技能。
相关教案
高中Unit 1 Cultural relics教案设计： 这是一份高中Unit 1 Cultural relics教案设计，共1页。
高中英语人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计及反思： 这是一份高中英语人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计及反思，共1页。教案主要包含了教材分析，教材处理，教学方法，教学手段，教学过程等内容，欢迎下载使用。
人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计及反思： 这是一份人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计及反思，共1页。教案主要包含了教材分析，教材处理，教学方法，教学手段，教学过程等内容，欢迎下载使用。
