【最新】高中英语(人教版 必修2)教师用书:unit 1 cultural relics Secti
人教版高中英语人教版必修2+Unit+1+Cultural+relics+period+1+教案.doc
必修2 Unit 1 Cultural relics Warming up &Reading教学设计品味人生1、不管鸟的翅膀多么完美,如果不凭借空气,鸟就永远飞不到高空。
想象力是翅膀,客观实际是空气,只有两方面紧密结合,才能取得显着成绩。
2、想停下来深情地沉湎一番,怎奈行驶的船却没有铁锚;想回过头去重温旧梦,怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过,所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人,却在笑脸的背后,流着别人无法知道的眼泪,生活中我们笑得比谁都开心,可是当所有的人潮散去的时候,我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福,是一种人生的感悟,一种个人的体验。
也许,幸福是你风尘仆仆走进家门时亲切的笑脸;也许,幸福是你卧病床上百无聊赖时温馨的问候;也许,幸福是你屡遭挫折心灰意冷时劝慰的话语;也许,幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是,你要有一副热爱生活的心肠,要有一个积极奋进的目标,要有一种矢志不渝的追求。
这样,你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺,浓浓墨韵,典雅的文字,浸染尘世情怀;悠悠岁月,袅袅茶香,别致的杯盏,盛满诗样芳华;云淡风轻,捧茗品文,灵动的音符,吟唱温馨暖语;春花秋月,红尘阡陌,放飞的思绪,漫过四季如歌。
读一段美文,品一盏香茗,听一曲琴音,拾一抹心情。
8、尘缘飞花,人去楼空,梦里花落为谁痛?顾眸流盼,几许痴缠。
把自己揉入了轮回里,忆起,在曾相逢的梦里;别离,在泪眼迷朦的花落间;心碎,在指尖的苍白中;淡落,在亘古的残梦中。
在夜莺凄凉的叹息里,让片片细腻的柔情,哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景,既有“虽体解吾犹未变兮”的执着吟哦,也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求,也有“敢教日月换新天”的豪放气魄。
高中英语人教版必修2 unit 1 Cultural relice 教学设计
教学目标I. Language knowledgeBy the end of the class, Ss will be able toGrasp some useful words and expressions such as amazing, design, fancy style, d ecorate, belong to, in return, etc.Use the proper expressions to retell the history of the Amber Room..II. Language skillsBy the end of the class, Ss will be able toGrasp the outline of the passage through mind-mapping.Improve their reading skills by adopting a variety of techniques including pred iction, skimming, scanning and summarizing while readingImprove their listening and speaking skills through group discussion.III. Cultural awarenessSs will know more about cultural relics.Ss will be better aware of the significance of protecting cultural relics学情分析Analysis of learning conditionThe Ss are from Grade 1 in key Senior High School. They have acquired certain a bility in English comprehension. However, when they focus on the detailed infor mation, they often fail to read the passage as a whole.重点难点Teaching Important Points:Enable the students to understand the reading materials better through mind-map ping.Guide Ss to exploit various reading techniques.Teaching Difficult Points:Show Ss how to draw a mind map to get a clear idea of the structure of the pass age..教学过程【导入】Lead-inStep I Lead-in设计意图展示图片,用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生,从而对cultural relics有一个直观感性的认识,为接下来下定义奠定基础。
人教版高中英语必修2《Unit 1 Cultural relice》教案.doc
人教版高中英语必修2《Unit1Culturalrelice人教版高中英语必修2《Unit1Culturalrelice》教案【一】教学准备教学目标Tolearnthe knowledge ofthe cultural relics.2). Discuss howto protect our cultural3).Reading and understanding, catchingthehistoryand informationoftheAmber Room.4). FunctionalhowtotellthestoryabouttheAmberRoom5). Finishthe comprehending exercisesafterreading passage.6). Use scanning; skimming and careful reading tolearnthestoryoftheRoom.教学重难点Key pointsTo understand cultural relics.HowtotelltheabouttheAmberRoomDifficultiesTalk aboutculturalrelicsathomeandabroadinEnglish freely.To learnthestoryoftheamber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,letthe students guess whtatwhereitis.The GreatWall;The Pyramid;TajMahal2)Teacher showsomepictures. They areallvery famous places in China orinthe world. Askthe students tothese over:A. Canyou name them out?Who havetherighttoownconfirmthem?(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCityGroup2:③MingDynastyvaseMahal;⑤ivory dragon boatand Mogao Caves)Step I:Pre-reading1).Ok, youhavesomething about cultural relics, haveyoueverseenapieceof amber?And whatdoyouknowit?Show some pictures of amber. Let students know whatthe amberisanditscolor yellow- brownfeel likefeelashardasstoneAmber isthefossil(化石) formofresin(树脂) from trees.It takes millionsofyearstoform.2). Canimagineahousemadeofamber?Please preview“Insearchoftheamber room.”Step II:reading and thinking about the title:1). Teacher give students the following questions to think:When youseethis title, whatdoyouwantto know?What isthe AmberWhy wasitcalledthe Amber Room?What wasitmade for?Whattoit?Why to search forit?(Ask the students just remember these questionsintheir mind notfindthe answers.)2). Fast reading togetthe main idea:AmberRoom,which_________________sent totheRussianpeopleasa_____,was____bythe_____________.(Students readthe passage quicklyandfillintheblans)3). Now,letthe studentstrytoanswerthe questionsinpart1).(PPT7)(Teacher maygivesomenecessary help)Step III: ScanningAsk the students toscanallthe namesoftheperson appeared inthetextandfindout what did theydotothe amber room. Jointhe correct partsofthe sentences together. (exercise 1onpage2)After dothe aboveexercise ,teacher give students a picture ofthe people inthetext andletthe students trytotell theclueofthestory according tothe persons. (PPT9)Step IV: SkimmingAsk students toskim the passage and complete exercise 2on page2.(3)Howthe Amber Room become oneofthe wonders ofthe world?(5)Howanew Amber Room built?( 4) How did the Amber Room get lost?( 1) How was the Amber Room made?( 2) Why did theKingof Prussia givethe Amber Roomtothe Czarof Russia asagift?StepCareful readingLet the students readthetext carefully andtrytofind some detailscomplete theformonPPT 11.Step VI: Role playJust now you havelearnt the storyofThe Amber Room, now suppose you area guide ofThe Amber Room,will you intrduce the amber roomtothe visitors?( Give students about3 minuteshavea discussion ingroupoffour,thenask someof groupstomakearolebeforealltheclass.)Homework1.ReadthestoryofTheAmberRoomagainclass.2. Writethe introduction oftheAmber Roomyouhave discussed inclass.Preparefornextperiodbyunderlinethedifficultpointsinthetext.板书BlackboardUnit1Cultural relicsWarming up&pre-readingWhatiscultural relics?cultural relicis sth. that survived foralong timeB.a cultural relic maybepartofold thing has remained when therestofithad been destroyedC.culturalrelicissomethingratherrare人教版高中英语必修2《Unit 1Culturalrelice》教案【二】教学准备教学目标Knowledgeand ability: To help theSs know about the history ofthe Amber room and develop their。
【精校版】高中英语(人教版 必修2)教师用书:unit 1 cultural relics Sect
人教版精品英语资料(精校版)Section_ⅣGrammar_&_Writing一、限制性定语从句定语从句对先行词具有限制作用,使该词的含义更具体、更明确,这种定语从句被称为限制性定语从句,这类从句不能省掉,否则句意就不完整。
The boy (who/whom/that) I taught yesterday was very clever.我昨天教的那个小男孩很聪明。
I was the only person in our class that was praised by the headmaster at the meeting.我是我们班唯一一个在会议上受到校长表扬的人。
I will show you to the supermarket where you can find everything you want.我带你去一家超市,在那里你能找到你想要的一切东西。
[考题印证]1①(江西高考改编)Among the many dangers which/that sailors have to face, probably the greatest of all is fog.②(湖南高考改编)I am looking forward to the day when my daughter can read this book and know my feelings for her.二、非限制性定语从句定语从句有时与先行词的关系不是十分密切,只是作附加说明,不起限制作用,这种从句被称为非限制性定语从句,往往用逗号把这类从句与主句分开。
She heard a terrible noise, which brought her heart into mouth.她听到一声巨响,这把她的心提到了嗓子眼上。
This is our headmaster, who I think has something important to tell you.这是我们的校长,我认为他有一些重要事情要告诉你。
人教版高中英语必修第二册 《Unit 1 Cultural Relics》教案
人教版高中英语必修第二册 《Unit 1 CulturalRelics》教案一、教学目标1.知识目标o学生能够掌握与文化遗产相关的重点词汇,如 “relic, rare, valuable, survive, dynasty” 等。
o学生能够理解并运用描述文化遗产的常用句型和表达方式。
2.技能目标o学生能够听懂有关文化遗产的简单对话和介绍。
o学生能够阅读并理解关于文化遗产的文章,获取关键信息。
o学生能够用英语简单介绍一种文化遗产。
o学生能够就文化遗产的保护问题进行讨论和表达观点。
3.情感目标o培养学生对文化遗产的兴趣和保护意识。
o增进学生对不同文化的理解和尊重。
二、教学重难点1.教学重点o重点词汇和句型的掌握与运用。
o对课文内容的理解和文化遗产相关知识的学习。
2.教学难点o如何引导学生用英语清晰、准确地表达对文化遗产保护的看法。
o帮助学生理解一些复杂的文化背景和历史知识。
三、教学方法1.情境教学法:创设与文化遗产相关的情境,让学生身临其境。
2.问题引导法:通过提出问题,引导学生思考和探究。
3.合作学习法:组织学生进行小组合作,共同完成学习任务。
四、教学过程(一)导入(5 分钟)1.展示一些著名文化遗产的图片,如故宫、埃菲尔铁塔等。
2.提问学生:What are these? Do you know anything about them?(二)词汇学习(10 分钟)1.呈现本单元的重点词汇,结合图片和例句进行讲解。
2.开展词汇游戏,如单词猜猜猜,强化学生对词汇的记忆。
(三)阅读前活动(5 分钟)1.让学生观察课文标题和图片,预测文章内容。
2.提出一些引导性问题,如:What do you think a cultural relic is?(四)课文阅读(15 分钟)1.学生快速阅读课文,回答一些概括性的问题,如:What is the main idea of the text?2.仔细阅读课文,完成细节理解的任务,如表格填写、句子填空等。
人教版高中英语必修二unit1 Cultural relics
【自主学习】
1. cultural adj.文化的culture n.
2. relic n.遗物,遗迹,废墟,纪念物
3. rare adj.稀罕的,杰出的,珍贵的
eg. a rare sense of honor不寻常的荣誉感a rare friend.极好的朋友
It’s very rare for her to arrive late.
This is a rare book.
人教版高中英语必修二unit1Cultural relics
教学一体化教案
课 题
Unit1Cultural relics
Warming up
课 时
1
授课人
学习目标
Introduce and talk about some basic knowledge about cultural relics
教学重点
survivor n.幸存者
eg. The custom has survived for thousands of years.
Only two people survived the fire.
Two-thirds of the people survived the earthquake.
经过这次地震,三分之二的人活了下来.
The students will learn the new words and expressions
新教材人教版高中英语必修第二册Unit1 Cultural Heritage知识点提炼 单词短语语法
Unit1 Cultural Heritageheritage n.遗产temple n.庙;寺relic n. 遗物;遗迹clue n. 线索;提示mount n.山峰v.爬;爬上former adj. 以前的preserve vt. 保存;保护promote vt. 促进;提升creative adj. 创造性的creatively adv. 创造性地;有创造力地application n. 申请(表);用途;运用take part in 参与;参加1.preserve vt.保存;保护;维持n.保护区(教材P3)[合作探究]体会preserve的用法和意义We should preserve our eyes from bright sunlight in summer.我们应该保护眼睛免受强光照射。
In this nature preserve, all the rare plants are well preserved.在这个自然保护区中,所有的稀有植物都被保护得很好。
[自主发现]preserve/protect...from...保护……免受……[易混辨析]protect/preserve(1)protect强调“保护并使其不受外界伤害”;(2)preserve强调“保持原有的状态而不变质”。
[巩固内化](1)选词填空(preserve/protect)①He bought a refrigerator online to preserve the meat, protecting it from cats.(2)翻译句子②油可以保护金属使其免于生锈(rust)。
Oil__can__preserve__metal__from__rust.③在禁猎区内不许打猎。
No__hunting__is__allowed__in__the__preserve.2.promote vt.促进;提升;推销;晋级(教材P3)promoter n.促进者;发起人promotion n.促进;提升;推销[合作探究]写出下列各句中promote的含义①New machines should be introduced to promote production.提升②The supermarkets had to lower the prices to promote sales.促进③He was promoted from a worker to a manager last week.晋级④He was in town to promote his new book.推销[巩固内化]单句语法填空①Peking Opera is being introduced to school students in an effort to__promote (promote) the traditional art to the younger generation in our country.②Her promotion (promote) to Sales Manager took everyone by surprise.3.take part in参与(某事);参加(某活动)Would you like to take part in a project like this? (教材P3)你愿意参加这样的项目吗?[短语记牢]记牢下列短语take down写下;记下take in 吸收;接纳;欺骗take on 承担;呈现take apart 拆卸;拆开take away 带走;减去take over 接收;接管①I find it necessary to take down notes while listening to English.我发现在听英语时记笔记是必要的。
新人教版高中英语必修第二册Unit 1Cultural Heritage单词记忆版+默写版(英文,音标,词性,词义)
新人教版高中英语必修第二册Unit 1 Cultural Heritage单词记忆+默写版Unit1 Cultural Heritage记忆版(英文+音标+词性+ 中文)1. heritage [ˈherɪtɪdʒ] n. 遗产(指国家或社会长期形成的历史、传统和特色)2. creatively [krɪ'eɪtɪvlɪ] adv. 创造性地;有创造力地3. creative [krɪ'eɪtɪv] adj. 创造性的;有创造力的;有创意的4. temple [ˈtempl] n. 庙;寺5. relic [ˈrelik] n. 遗物;遗迹6. mount [maʊnt] n. 山峰vt. 爬上;骑上vi.爬; 登上7. former [ˈfɔːmə(r)] adj. 以前的; (两者中) 前者的8. clue [klu:] n. 线索;提示9. preserve [prɪˈzɜːv] vt. 保存;保护; 维护n. 保护区10. promote [prəˈməʊt] vt. 促进; 提升; 推销; 晋级11. cypress [ˈsaɪprəs] n. 柏树12. app [æp] n. (= application [ˌæplɪˈkeɪʃn]) 应用程序; 应用软件13. application [ˌæplɪˈkeɪʃn] n. 申请表;用途;运用;应用(程序)14. take part in [teɪk pɑːt ɪn] 参与(某事);参加(某项活动)15. give way to [ɡɪv weɪ tu] 让步;屈服16. balance [ˈbæləns] n. 平衡; 均匀vt. 使平衡17. keep balance [ˈkiːp ˈbæləns] 保持平衡18. lead to [liːd tu] 导致19. dam [dæm] n. 水坝; 拦河坝20. proposal [prəˈpəʊzl] n. 提议; 建议21. make a proposal [ˈmeik ə prəˈpəʊzl] 提出建议22. protest [ˈprəʊtest] n. 抗议[prəˈtest] vi.&vt. (公开) 反对; 抗议23. likely [ˈl aɪkli] adj. 可能的adv. 可能地24. turn to [tɜːn t u] 向……求助25. committee [kəˈmɪti] n. 委员会26. establish [ɪˈstæblɪʃ] vt. 建立; 创立27. limit [ˈlɪmɪt] n. 限度; 限制vt. 限制; 限定28. prevent [prɪˈvent] vt. 阻止; 阻碍; 阻挠29. prevent … from [prɪˈvent frəm] 阻止; 不准30. loss [lɒs] 丧失; 损失31. contribution [ˌkɒntrɪˈbjuːʃn] n. 捐款; 贡献;捐赠32. contribute [kənˈtrɪbjuːt] vi.&vt. 捐献; 捐助33. department [dɪˈpɑːtmənt] n. 部; 司; 科34. fund [fʌnd] n. 基金; 专款35. within [wɪˈðɪn] prep. & adv, 在(某段时间、距离或范围)之内36. investigate [ɪnˈvestɪɡeɪt] vi.&vt. 调查; 研究37. issue [ˈɪʃuː ; BrE ˈɪsʃuː] n. 重要议题; 争论的问题vt. 宣布; 公布38. conduct [ˈkɒndʌkt] n. 行为,举止; 管理方法[kənˈdʌkt] vt. 组织; 安排; 带领39. document [ˈdɒkjumənt] n. 文件; 公文; (计算机) 文档vt. 记录,记载(详情)40. donate [dəʊˈneɪt] vt. (尤指向慈善机构) 捐赠,赠送; 献(血)41. donate … to … [dəʊˈneɪt tu] 向……捐赠……42. disappear [ˌdɪsəˈpɪə(r)] vi. 消失; 灭绝; 消亡43. attempt [əˈtempt] n.&vt. 企图; 试图; 尝试44. make sure [meɪk ʃʊə(r)] 确保;设法保证45. worthwhile [ˌwɜːθˈwaɪl] adj. 值得做的;值得花时间的46. download [ˌdaʊnˈləʊd] vt. 下载n. 下载; 已下载的数据资料47. republic [rɪˈpʌblɪk] n. 共和国48. professional [prəˈfeʃənl] adj.专业的; 职业的n. 专门人员; 职业选手49. archaeologist [ˌɑːkiˈɒlədʒɪst] n. 考古学家50. entrance [ˈentrəns] n. 入口; 进入51. pyramid [ˈpɪrəmɪd] n. (古埃及的) 金字塔; 棱锥体52. process [ˈprəʊses] n. 过程; 进程; 步骤[prəˈses] vt. 处理; 加工53. overseas [ˌəʊvəˈsiːz] adj. 海外的adv. 在海外54. exit [ˈeksɪt] n. 出口; 通道vi.&vt. 出去; 离去55.sheet [ʃiːt] n.一张(纸); 床单; 被单56. parade [pəˈreɪd] n. 游行; 检阅vi. 游行庆祝; 游行示威57. mirror [ˈmɪrə(r)] n. 镜子58. roof [ru:f] n. 顶部; 屋顶59. chiwen [ˈtʃəwən] n. 鸱吻60. dragon [ˈdræɡən] n. 龙61. forgive [fəˈɡɪv] vt.&vi. (forgave, forgiven) 原谅; 宽恕vt. 对不起;请原谅62. digital [ˈdɪdʒɪtl] adj. 数码的; 数字显示的63. image [ˈɪmɪdʒ] n. 形象; 印象64.cave [keɪv] n. 山洞; 洞穴65. throughout [θruːˈaʊt] prep. 各处; 遍及; 自始至终66. quality [ˈkwɒləti] n. 质量; 品质;素质;特征adj. 优质的; 高质量的67. all over the world [ɔːl ˈəʊvə(r) ðə wɜːld] 在世界各地68. tradition [trəˈdɪʃn] n. 传统; 传统的信仰(或风俗)69. further [ˈfɜːðə(r)] adv. (far的比较级) 更远; 进一步70. historic [hɪˈstɒrɪk] adj. 历史上著名(或重要)的; 有史时期的71. opinion [əˈpɪnjən] n. 意见; 想法; 看法72. quote [kwəʊt] vt. 引用73. paraphrase [ˈpærəfreɪz] n. vi.&vt. (用更容易理解的文字) 解释74. comparison [kəmˈpærɪsn] n. 比较; 相比75. contrast [ˈkɒntrɑːst] n. 对比; 对照[kənˈtrɑːst] vt. 对比; 对照76. identify [aɪˈdentɪfaɪ] vt. 确认; 认出; 找到77. forever [fərˈevə(r)] adv. 永远; 长久地新人教版高中英语必修第一册Unit 1 Cultural Heritage单词默写版Unit1 Cultural Heritage记忆版(英文+音标+词性+ 中文)1. __________ [ˈherɪtɪdʒ] n. 遗产(指国家或社会长期形成的历史、传统和特色)2. __________ [krɪ'eɪtɪvlɪ] adv. 创造性地;有创造力地3. __________ [krɪ'eɪtɪv] adj. 创造性的;有创造力的;有创意的4. __________ [ˈtempl] n. 庙;寺5. __________ [ˈrelik] n. 遗物;遗迹6. __________ [maʊnt] n. 山峰vt. 爬上;骑上vi.爬; 登上7. __________ [ˈfɔːmə(r)] adj. 以前的; (两者中) 前者的8. __________ [klu:] n. 线索;提示9. __________ [prɪˈzɜːv] vt. 保存;保护; 维护n. 保护区10. __________ [prəˈməʊt] vt. 促进; 提升; 推销; 晋级11. __________ [ˈsaɪprəs] n. 柏树12. __________ [æp] n. (=__________ [ˌæplɪˈkeɪʃn]) 应用程序; 应用软件13. __________ [ˌæplɪˈkeɪʃn] n. 申请表;用途;运用;应用(程序)14. (词组)_________ _________ _________ [teɪk pɑːt ɪn] 参与(某事);参加(某项活动)15. (词组)__________ __________ __________ [ɡɪv weɪ tu] 让步;屈服16. __________ [ˈbæləns] n. 平衡; 均匀vt. 使平衡17. (词组)__________ __________ [ˈkiːp ˈbæləns] 保持平衡18. (词组)__________ __________ [liːd tu] 导致19. __________ [dæm] n. 水坝; 拦河坝20. __________ [prəˈpəʊzl] n. 提议; 建议21. (词组)__________ __________ __________ [ˈmeik ə prəˈpəʊzl] 提出建议22. __________ [ˈprəʊtest] n. 抗议[prəˈtest] vi.&vt. (公开) 反对; 抗议23. __________ [ˈl aɪkli] adj. 可能的adv. 可能地24. (词组)__________ __________ [tɜːn tu] 向……求助25. __________ [kəˈmɪti] n. 委员会26. __________ [ɪˈstæblɪʃ] vt. 建立; 创立27. __________ [ˈlɪmɪt] n. 限度; 限制vt. 限制; 限定28. __________ [prɪˈvent] vt. 阻止; 阻碍; 阻挠29. (词组)__________ …__________ … [prɪˈvent frəm] 阻止; 不准30. __________ [lɒs] 丧失; 损失31. __________ [ˌkɒntrɪˈbjuːʃn] n. 捐款; 贡献;捐赠32. __________ [kənˈtrɪbjuːt] vi.&vt. 捐献; 捐助33. __________ [dɪˈpɑːtmənt] n. 部; 司; 科34. __________ [fʌnd] n. 基金; 专款35. __________ [wɪˈðɪn] prep. & adv, 在(某段时间、距离或范围)之内36. __________ [ɪnˈvestɪɡeɪt] vi.&vt. 调查; 研究37. __________ [ˈɪʃuː ; BrE ˈɪsʃuː] n. 重要议题; 争论的问题vt. 宣布; 公布38. __________ [ˈkɒndʌkt] n. 行为,举止; 管理方法[kənˈdʌkt] vt. 组织; 安排; 带领39. __________ [ˈdɒkjumənt] n. 文件; 公文; (计算机) 文档vt. 记录,记载(详情)40. __________ [dəʊˈneɪt] vt. (尤指向慈善机构) 捐赠,赠送; 献(血)41. (词组)__________ …__________ … [dəʊˈneɪt tu] 向……捐赠……42. __________ [ˌdɪsəˈpɪə(r)] vi. 消失; 灭绝; 消亡43. __________ [əˈtempt] n.&vt. 企图; 试图; 尝试44. (词组)__________ __________ [meɪk ʃʊə(r)] 确保;设法保证45. __________ [ˌwɜːθˈwaɪl] adj. 值得做的;值得花时间的46. __________ [ˌdaʊnˈləʊd] vt. 下载n. 下载; 已下载的数据资料47. __________ [rɪˈpʌblɪk] n. 共和国48. __________ [prəˈfeʃənl] adj.专业的; 职业的n. 专门人员; 职业选手49. __________ [ˌɑːkiˈɒlədʒɪst] n. 考古学家50. __________ [ˈentrəns] n. 入口; 进入51. __________ [ˈpɪrəmɪd] n. (古埃及的) 金字塔; 棱锥体52. __________ [ˈprəʊses] n. 过程; 进程; 步骤[prəˈses] vt. 处理; 加工53. __________ [ˌəʊvəˈsiːz] adj. 海外的adv. 在海外54. __________ [ˈeksɪt] n. 出口; 通道vi.&vt. 出去; 离去55. __________ [ʃiːt] n.一张(纸); 床单; 被单56. __________ [pəˈreɪd] n. 游行; 检阅vi. 游行庆祝; 游行示威57. __________ [ˈmɪrə(r)] n. 镜子58. __________ [ru:f] n. 顶部; 屋顶59. __________ [ˈtʃəwən] n. 鸱吻60. __________ [ˈdræɡən] n. 龙61. __________ [fəˈɡɪv] vt.&vi. (forgave, forgiven) 原谅; 宽恕vt. 对不起;请原谅62. __________ [ˈdɪdʒɪtl] adj. 数码的; 数字显示的63. __________ [ˈɪmɪdʒ] n. 形象; 印象64. __________ [keɪv] n. 山洞; 洞穴65. __________ [θruːˈaʊt] prep. 各处; 遍及; 自始至终66. __________ [ˈkwɒləti] n. 质量; 品质;素质;特征adj. 优质的; 高质量的67. (词组)__________ __________ __________ __________ [ɔːl ˈəʊvə(r) ðə wɜːld] 在世界各地68. __________ [trəˈdɪʃn] n. 传统; 传统的信仰(或风俗)69. __________ [ˈfɜːðə(r)] adv. (far的比较级) 更远; 进一步70. __________ [hɪˈstɒrɪk] adj. 历史上著名(或重要)的; 有史时期的71. __________ [əˈpɪnjən] n. 意见; 想法; 看法72. __________ [kwəʊt] vt. 引用73. __________ [ˈpærəfreɪz] n. vi.&vt. (用更容易理解的文字) 解释74. __________ [kəmˈpærɪsn] n. 比较; 相比75. __________ [ˈkɒntrɑːst] n. 对比; 对照[kənˈtrɑːst] vt. 对比; 对照76. __________ [aɪˈdentɪfaɪ] vt. 确认; 认出; 找到77. __________ [fərˈevə(r)] adv. 永远; 长久地。
高中英语Unit1 《Cultural relics》教案 新人教版必修2
Unit1 Cultural RelicsWarming upTeaching goals1.Target languagea. Important words and phrasesculture, state, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2T here was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with themTeaching methodsGroup discussionTeaching aidsA recorder, a computerTeaching proceduresStep 1 warming upShow some pictures of some well-known cultural relics both at home and abroad.What is a cultural relic?A cultural relic is something that 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.Ask Ss say something about the famous cultural relics in China and in the world.Step 2 discussionAre all the cultural relics being well protected?Can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)(The shown pictures: ①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors)Why are some cultural relics in bad condition? What happened to them?Why do we need to protect cultural relics?How can we protect cultural relics?Step 3 group work1.Why do we need to protect cultural relics?If we are protecting our cultural relics, we areprotecting our history and knowledge so that people in the future will know and enjoy it.We are also helping ourselves and our children to better understand who we are and where we come from.That is why we are trying so hard to protect our cultural relics.2.How do we protect cultural relics?keep in mind that we should treat our cultural relics gently.If other people are damaging some cultural relics, we should stop them from doing so.We can ask our government to spare more money on the protection of cultural relics.3.If you find a cultural relic, what will you do with it?Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know.T: Would you want to keep it?S1: Of course not.It doesn't belong to me.T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there.What if the person I give it to keeps it for himself?T: Good question.What do the rest of you think?S2: I guess I would ask my parents what to do with it.T: That's a good idea.Anyone else have an idea?S3: I would ask my brother.He is a policeman.Ask some Ss to act their dialogue out.Homework1.preview reading2.作业本Unit 1 , part 1(class 2)常规训练unit 1 part 2 .Ex 1,2(class 12)Reflection。
人教版新教材高中英语必修第二册:Unit 1 Cultural Heritage 精品教学课件
新教材 高中英语 必修第二册 Unit 1 Cultural Heritage
题组练·领悟方法
词汇一 creative adj. 创造性的;有创造力的;有创意的 ◆教材原句 Students from different countries are working creatively to protect a temple in China. 来自不同国家 的学生正在创造性地为保护中国的一座寺庙而努力。 ◆要点必记 in a creative way 创造性地 create vt. 创造;创作 creation n. 创造;作品 creatively adv. 创造性地;有创造力地 creativity n. 创造性,创造力
新教材 高中英语 必修第二册 Unit 1 Cultural Heritage
词汇五 application n. 申请(表);用途;运用;应用(程序) ◆教材原句 International Youth Camp Members Create Mount Tai App 国际青年营成员创建泰山应用程序 ◆要点必记 app n. 应用程序;应用软件(application 的缩略形式) hundreds of job applications 数百封求职信 make an application(to sb.)for sth. (向某人)申请…… fill in an application form 填写申请表 ◆词语积累 apply v. 应用;申请 applicant n. 申请人 apply... to... 把……应用到…… apply oneself to 致力于,专心于 apply(to sb.)for... (向某人)申请……
◆单句写作
(5) Over the past months,the coach ___h_a_s_ _ b__e_e_n__ a_p_p_l_y_i_ng___h_i_m__sel_f___to___( 一直专心于)
Unit 1 Cultural Heritage(教学设计)高一英语(人教版2019必修第二册)
Unit 1 Cultural Heritage Listening and Speaking 教学设计Activity 1 Pre-listening1. look at the pictures below. What are the students doing?Suggested answers:1.The two girls are looking for information about Mount Tai in books and on the Internet. The two boys are taking pictures of the rock carving at Mount Tai and taking notes.2.In the classroom, the students are discussing Mount Tai. The girl is working on her computer.Activity 2 While-listening3.Listen to the conversation and choose the main idea.A.Students from different countries are working creatively to protect a temple in China.B.Youths from seven countries are working together to protect cultural relics on Mount Tai.C.Doing a project on cultural heritage protection in China is interesting and exciting.Suggested answers:B3.Listen again and help the reporter to complete the interview notes. International youth project, high school students from 7 countriesMount Tai, one of the most mountains in ChinaIt has been for more than 3,000 years22 temples, around 1,800 with writing on themDai Temple on ; over 6,000 .4.Listen again and use the context to guess the meaning of the words below. Tick the reason why you were able to guess the words.听力材料:Reporter: Hello. What are you guys doing?Stephanie: We’re creating an app about Mount Tai. We’re part of an international youth project.Reporter: That's interesting. How many students are taking part in the project?Stephanie: There are 23 senior high school students from seven countries. Reporter: Why is the project here at Mount Tai?Liu Bin: Well, as you know, Mount Tai is one of the most famous mountains in China. The mountain and the temples have been protected for over 3,000 years, so it's a great example of how people preserve their cultural heritage.We feel so proud to have chance to do something.Reporter: Tell me about the app you're making.Make a report of a cultural heritage.Choose a cultural heritage which you are familiar with and discuss with your partner how to introduce it.Example:Today, I will introduce you to the Great Wall located in Beijing. It's one of our cultural heritage, which is very magnificent(雄伟的)... But now it is facing some problems. There is too much rubbish left on the steps. We should ...板书设计Homework:Search for more information about the Kremlin and Red Square and the Forbidden City through the library, Internet or other sources. Talk about their history and culture with your classmates.课后反思通过学习:1,学生学习英语的信心增强;2,学生学会抓住听力中的答案;3,锻炼学生的口语能力!通过本节内容学习,理解并讨论主题图,预测单元的主题和内容,通过问题链引导学生谈论单元内容,该板块以听为本,学生通过听取信息和选择依据来学习语言知识,同时内化所学关于本单元的内容。
【人教版】高中英语必修二:Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题,旨在通过单元教学使学生了解世界文化遗产,学会描述它们的起源,发展和保护等方面的情况,复习并掌握定语从句,能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片,设计了三个问题让学生交流对于cultural relic的了解,并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分,提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣,并能引导学生对课文进行prediction。
1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题,同时又跳出了课文,对文章进行整体评价,由易到难,有较好的梯度,全面考查学生对文章的理解。
Exercise 1将人物及相关事件匹配,检验学生对文章细节的理解;Exercise 2 将所给的问题与段落匹配,是段落大意理解题;Exercise 3安排了对于重建lost cultural relics的意义进行讨论,使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。
其中第一部分的Exercise 1着重训练对英语单词解释的理解。
Exercise 2 着重词汇在短文中的用法练习。
【人教版】高中英语必修二:Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题,旨在通过单元教学使学生了解世界文化遗产,学会描述它们的起源,发展和保护等方面的情况,复习并掌握定语从句,能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片,设计了三个问题让学生交流对于cultural relic的了解,并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分,提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣,并能引导学生对课文进行prediction。
1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题,同时又跳出了课文,对文章进行整体评价,由易到难,有较好的梯度,全面考查学生对文章的理解。
Exercise 1将人物及相关事件匹配,检验学生对文章细节的理解;Exercise 2 将所给的问题与段落匹配,是段落大意理解题;Exercise 3安排了对于重建lost cultural relics的意义进行讨论,使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。
其中第一部分的Exercise 1着重训练对英语单词解释的理解。
Exercise 2 着重词汇在短文中的用法练习。
人教版高中英语必修2 Unit 1 Cultural
人教版高中英语必修2 Unit 1 Cultural RelicsStep 1 Pre—reading我用powerpoint分别展示三幅图片以及播放有关的三段介绍录音,并不需要学生详细记录细节,因为不是听力课,只是了解图片是什么地方,位于哪个国家等。
(look at three pictures and listen to three tourist guide describe each of them. )1、3 为学生所熟悉的Pyramids in Egypt2.Machu Picchu in PeruGreat Wall of China然后问问题:what do you think of them?(They represent the culture of their countries ,so they are called______)引导学生讲出cultural relics这个词组接着分别说出cultural relics的定义(学生个人观点)(引入部分使学生对本节课的话题有所了解,而且很有兴趣了解其它文物)Step 2 While-reading使学生了解Amber Room形成、发展, 经历了几个阶段1、让学生解释文章的title--In Search of the Amber Room (Maybe it’s lost)2、为了让学生知道琥珀屋是什么样子,帮助理解文章,教师展示多张图片,新旧琥珀屋对照、外观、以及里面摆设的琥珀,金碧辉煌的琥珀屋使学生大开眼界,叹为观止,并学会分辨新旧。
3、先给出一系列问题,让学生带着问题阅读课文(scanning)。
有目的性阅读是阅读训练一种技巧,并且提醒学生不用太多花大多注意力在人名、地名上面,而假设自己正在读一本侦探小说,集中精力探究事情的发生经过。
4、要求学生回答问题(大部分学生能找到答案)5、在了解细节的基础上,再次阅读(skimming)。
高中英语(人教版)必修2同步教师用书:Unit 1 Section Ⅰ Warming Up Reading-Preparing
Unit 1Cultural relics中国的文化历史有多悠久?没有人能够准确回答这个问题,但是浙江的一些史前文化遗产能够证明中国的悠久历史。
How long is the Chinese culture? Maybe no one can answer the question. We only know that only in Zhejiang Province where quite a lot of prehistoric cultural relics have been discovered, which can prove long history of China.There are over 100 cultural remains of the Neolithic Age excavated in Zhejiang Province. Hemudu culture is named because it was discovered in Hemudu,Yuyao of Zhejiang for the first time in 1973. According to C14 testing, its 4th cultural layer is7,000 years old and numerous cultural relics unearthed shocked the whole world then.Liangzhu Culture is named after its discovery place, Liangzhu, Yuhang of Zhejiang in 1936.This culture is mostly distributed in Taihu Lake area about 5300—4000 years ago with Liangzhu as its political and cultural center. Liangzhu Cultural Remains is located in the southeast of Hangzhou-Jiaxing-Huzhou Plain,with large quantities of exquisite jade objects and pottery wares unearthed.Liangzhu Cu lture is especially renowned as “a culture of jade” because of the large numbers of superbly-made jade objects in various styles unearthed.1.prehistoric adj.史前的2.numerous adj. 数不清的3.distribute v t. 分布4.exquisite adj. 精致的5.superbly-made adj. 制作精美的1.How many cultural remains of the Neolithic Age excavated are there in Zhejiang Province?________________________________________________________________ 2.Why is Liangzhu Culture renowned as “a culture of jade”?________________________________________________________________ 【答案】 1.Over 100.2.Because large numbers of superbly-made jade objects were unearthed. Section ⅠWarming Up & Reading-Preparing根据提示写出下列单词1.__________adj.稀罕的;稀有的;珍贵的2.__________v i. 幸免;幸存;生还3.__________v t. 使吃惊;惊讶4.__________adj. 令人吃惊的5.__________n.& v t. 设计;构思6.__________n. 群;组;军队7.__________n. 接待;招待会;接收8.__________adj. 木制的9.__________adj. 以前的;从前的10.__________v. 装饰;装修【答案】 1.rare 2.survive 3.amaze 4.amazing5.design 6.troop7.reception8.wooden9.former10.decorate看单词学构词-en是常见的后缀,接在某些名词后构成形容词,有“由……制成的”、“含有……质的”“似……的”等含义。
高中英语人教版必修二教师用书 Unit 1 Cultural relics
Unit 1Cultural relics【美文阅读】琥珀屋(Amber Room)被称为“世界第八大奇迹”,第二次世界大战中下落不明,你了解琥珀屋的历史吗?In 1701,the King of Prussia Frederick Ⅰdecided to have a curiosity:a room with walls covered with amber.The work was started soon,and in 1713,the project was almost finished when,after the death of Frederick Ⅰ,his heir(继承人)-the King Frederick William Ⅰ ordered to stop the work immediately.The finished parts were packed and brought to the Armory(军械库)in Berlin.In 1717 the King Frederick William Ⅰgave the whole prepared parts of the Amber Room to the Russian Emperor Peter Ⅰ as a gift.In 1743,the Russian Empress Elizabeth Ⅰlet an Italian designer place the amber cover in one of the rooms of the Winter Palace in St Petersburg.The Amber Room was first open in 1746 in the Winter Palace,where it was housed till 1755.That year it was moved to the summer palace of the Russian Emperors at Tsarskoe Syolo(普施克诺).During the construction of the Amber Room at Tsarskoe Syolo,five master amber craftsmen from Prussia were employed at the place.The Amber Room was finished in the 70s of the 18th century and in that shape it existed almost 200 years.In 1942 Germans took the Amber Room from Tsarskoe Syolo and mounted it in the Konigsberg castle(哥尼斯堡城堡).However,the danger of the British bombing in the summer of 1944 forced Germans to disassemble(拆分)the Amber Room and to pack it in boxes.As late as in April 1945 it was still in the Konigsberg castle,but further vicissitudes(变动)of the Amber Room remain unknown.Most probably the boxes with the Amber Room were burned down during the fire of the Konigsberg castle in April 1945.Reportedly,since the late seventies of the 20th century the reconstruction of the Amber Room has been carried on.【诱思导学】1.When was the Amber Room first open in the winter palace?2.Where can the Amber Room be?【答案】 1.In 1746. 2.①It might be still in the Konigsberg.②It might be burned down.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习,了解本课文中所出现的词汇,初步了解课文以及相关的背景知识,对下一堂课对课文的全面理解起到一个铺垫作用。
高中英语新人教版必修第二册UNIT1CULTURALHERITAGEREADINGANDTHINKI
2. 根据文章内容完成空格。
protection
saving
damage turned to proposal
taken down
solutions
success
provide nation
Ⅲ. 文本素养提升: 阅读技能综合运用 1. 根据课文语境与语句知识细致解构语句。
译文: _新__旧__更__替__的__时__代__已__经__到__来__, 在走向未来的过程中, 我们不可能将过去的一切都保存下来。
*(2019·江苏高考)A city is the product of the human hand and mind, reflecting man’s intelligence and creativity. 城市是人类的(双手)和思想的产物, 反映了人的智慧和 创造力。
_______________________________________________ _b_a_c_k_a_n_d__w_i_ll_l_o_s_e_i_ts__v_a_lu_e_._T_h__e_g_o_v_e_r_n_m__en_t__sh__o_u_ld_ _k_e_e_p_t_h_e_r_i_g_h_t_b_a_l_a_n_c_e_b_e_t_w_e_e_n__th_e__c_o_n_s_tr_u_c_t_io_n__a_n_d_ _th_e__p_r_o_te_c_t_io_n__o_f_t_h_e_m_.
【构词规律】 根据给出的构词规则完成下面空格。 1. 动词+后缀-al构成其同源名词 propose→proposal n. 提议 arrive→_a_r_ri_v_a_l n. 到达 approve→_a_p_p_r_o_v_a_l n. 同意 survive→_su__rv_i_v_a_l n. 幸存
【人教版】高中英语必修二:教案全套Unit 1 Cultural relics 教案(精修版)
人教版英语精品资料(精修版)Unit 1 Cultural relicsI. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题,旨在通过单元教学使学生了解世界文化遗产,学会描述它们的起源,发展和保护等方面的情况,复习并掌握定语从句,能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片,设计了三个问题让学生交流对于cultural relic的了解,并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分,提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣,并能引导学生对课文进行prediction。
1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题,同时又跳出了课文,对文章进行整体评价,由易到难,有较好的梯度,全面考查学生对文章的理解。
Exercise 1将人物及相关事件匹配,检验学生对文章细节的理解;Exercise 2 将所给的问题与段落匹配,是段落大意理解题;Exercise 3安排了对于重建lost cultural relics的意义进行讨论,使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。
其中第一部分的Exercise 1着重训练对英语单词解释的理解。
Exercise 2 着重词汇在短文中的用法练习。
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最新教学资料·人教版英语Section_ⅠWarming Up & Reading —Prereading 1.Do you know something about one of the cultural relics — the Taj Mahal?2.How long and how many people did it take to build the Taj Mahal?Please read the following passage to get the answer.The Taj Mahal is one of the greatest masterpieces of architecture (建筑) in the world. It was Emperor Shah Jahan who ordered the building of the Taj Mahal in honour of his beloved wife. The Taj Mahal, one of the greatest monuments (纪念碑) of India, has been listed among the eight wonders of the world. This monument was built in the name of love. It is also considered to be one of the eight most splendid historical structures of the world. This white marble (大理石) structure was the Mughal emperor Shah Jahan's gift for his dead wife. He loved his wife so much that he ordered the best artisans (工匠) to create a design as there has never been, and something that cannot be copied. Having refused hundreds of designs hefinally accepted this one. He is said to have personally monitored the construction of this building.The structure of the Taj Mahal combines (融合) ingredients (要素) of Persian, Indian, Islamic and Turkish styles of architecture. It took twentytwo years to complete this architectural wonder. Twenty thousand people worked on this great project, which cost the Mughal emperor thirtytwo million rupees (卢比).In 1983, this great monument was announced by UNESCO to be one among the UNESCO World Heritage Sites. About two to four million tourists see this structure every year.Warming Up1.Do you know what a cultural relic is?A_cultural_relic_is_something_that_has_survived_for_a_long_time,_often_a_p art_of_something_old_that_has_remained_when_the_rest_of_it_has_been_destroyed; _it_tells_people_about_the_past.2.Can you say any cultural relics in the world? Please match cultural relics with the following pictures.A.StonehengeB.The Mona LisaC.The Amber RoomD.The Statue of LibertyE.The Great WallF.The Ming Dynasty vaseG.The Pyramids in EgyptH.The ruins of Yuanmingyuan答案:(1)E (2)F (3)A (4)G (5)H (6)D (7)C (8)B3.What do you think of the following amber? Can you imagine a house made ofamber?Beautiful.Rare/Precious.Fast Reading1.The Amber Room was one of the greatest wonders of the world, but it is now missing because ________.A.most precious pieces of the Amber Room could be taken apart, packed and moved awayB.the Amber Room was very small so that German soldiers could move it away easilyC.it was destroyed by Peter the GreatD.there was a mystery in it2.The new Amber Room looks much like the old one because ________.A.the Russians and Germans are good at building the Amber RoomB.600 candles light the room, and its mirrors and pictures shine like gold C.they found the site of the Amber RoomD.it was rebuilt with the help of the old photos of the former Amber Room 3.What did the Czar give the King of Prussia in return?A.Some money and jewels.B.Some horses of great worth.C.A winter palace.D.A troop of his best soldiers.4.In 1941, the city of Königsberg belonged to ________.A.Germany B.RussiaC.Sweden D.France5.Where was the Amber Room when it was stolen?A.In St Petersburg. B.On the Baltic Sea.C.Outside St Petersburg. D.In Königsberg.答案:1~5 ADDACCareful Reading1.Read the text and try to get the main idea of the text.It tells us the strange history of the_Amber_Room,_a cultural relic of two countries, Germany and Russia.2.Read the text and then match the main idea of each paragraph.Paragraph 1 A.How did the Amber Room become one of the wonders of the world?Paragraph 2 B.How was a new Amber Room built?Paragraph 3 C.How did the Amber Room get lost?Paragraph 4 D.How was the Amber Room made?Paragraph 5 E.Why did the King of Prussia give the Amber Room to the CzarofRussia as a gift?答案:Paragraph 1:D Paragraph 2:E Paragraph 3:A Paragraph 4:C Paragraph 5:B3.Read the text and then answer the following questions.What did these four people do to the Amber Room? Find out the clue of the story and then fill in the blanks.A.it remains a mysteryB.gave it to the Czar as a giftC.stole the Amber RoomD.had it moved outside St PetersburgE.had the Amber Room madeF.sent a troop of his best soldiers to the King of Prussia答案:E B F D C ASummaryFill in the blanks according to the text.The Amber Room, made of several tons of amber and 1.decorated (decorate) with gold and jewels, has an 2.amazing (amaze) history. At first, it 3.was_designed (design) for the palace of Frederick Ⅰ. Then in 1716 he gave it to Peter the Great, and it served 4.as a small reception hall. But in 1941, some of the Nazis 5.secretly (secret) stole the Amber Room 6.when the two countries were 7.at war. In less than two days, 100,000 pieces were put inside some 8.wooden (wood) boxes and there is no doubt 9.that they were sent to Germany and the room remains a mystery. Recently the Russians and Germans have built 10.a new one by studying old photos of the former Amber Room.DiscussionThe_answers_can_vary,_but_there_are_several_factors_to_consider:◆the_cost;◆whether_an_object_or_building_can_be_faithfully_reproduced;◆whether_it_helps_people_better_understand_the_reasons_why_such_a_building_wa s_destroyed.。