人教版总复习B2U1insearchoftheamberroom
必修2unit1语言点 n search of the Amber Room
Par. 2： A gift to Peter the Great
Q1: In fact, What was the amber room first made for? Key: It was first made for the palace(寝宫)of Frederick I.
8. belong to
1. Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. (P1, L1) 普鲁士国王腓特烈·威廉一世从来也不会 想到他赠送给俄国人民的礼物会有如此 离奇的历史。
我们依次回答问题吧。
Let’s answer the questions in turn.
10. serve as 用作, 适合 That cup will serve as a sugar bowl.
serve for 为谁服务 I have served for this company for 2 years.
即时训练
用decorate，design，jewel的适当形 式填空。
1) He is always saying his son is a real _j_e_w_e_l _. 2) She put some _d_e_c_o_r_a_ti_o_n_s_ on the Christmas tree. 3) This studio is of poor d_e_s_i_g_n_. 4) They _d_e_co_r_a_t_e_d the house for Christmas.
人教版高中英语必修2UNIT1-reading-in-search-of-the-amber-room
----Reading
•It is made of amber. •The design is in the fancy style. •It is rare and valuable.
It was missing!
•I went through my bag in search of the amber.
How was the Amber Room made?
Why did King of Prussia give the Amber Room to the Czar as a gift?
How did the Amber Room become one of the wonders of the world? How did the Amber Room get lost?
3. Peter the Great
2.Frederick WilliamⅠ
4.Catherine
6.The Russians & Germans
Ⅱ
How did it becomeห้องสมุดไป่ตู้a gift?
gave it to…
in return…
A gift
Frederick WilliamⅠ
Peter the Great
In return
Why did King of Prussia give the Amber Room to the Czar of Russia as a gift ?
•I doubted whether someone had secretly stole the amber.
•Finally, I remembered that I had put it in a wooden box.
新课标高一英语第二册第一单元UnitInsearchoftheamberroom寻找琥珀屋翻译
寻找琥珀屋普鲁士国王腓特烈〃威廉一世绝对想不到他送给俄罗斯人民的厚礼会有一段令人惊讶的历史。
这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了数吨的琥珀,被选择的琥珀色彩艳丽,呈黄褐色,像蜜一样。
屋子的设计为当时流行的极富艺术表现力的风格。
琥珀屋这件珍品还镶嵌著黄金和珠宝,全国最优秀的艺术家用了约十年的时间才完成它。
事实上,琥珀屋并不是作为礼物而建造的。
它是为腓烈特一世的宫殿而建造的。
然而,下一位普鲁士国王,腓烈特〃威廉一世,这个琥珀屋的主人却决定不要它了。
1716年,他把它送给了彼得大帝。
作为回馈,沙皇则送给他一队自己最好的士兵。
所以,琥珀屋就成了沙皇在圣彼得堡冬宫的一部分。
琥珀屋长约4米,被用作接待重要来宾的小型会客室。
后来、叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外避暑的宫殿中。
她让艺术家们给它增添了更多的装饰。
1770年,这间琥珀屋按她要求的方式完工了。
将近600支蜡烛照亮了这个房间,里面的镜子和图画就像金子一样闪闪发光。
不幸的是,虽然琥珀屋被认为是世界奇迹之一,可是现在它却下落不明。
1941年9月,纳粹德国的军队逼近了圣彼得堡。
这是两国交战的时期。
在纳粹分子能够到达夏宫之前,俄国人只来得及把琥珀屋里的一些家具和小型艺术饰品搬走。
可是琥珀屋本身却被一些纳粹分子秘密地偷运走了。
在不到两天的时间里,琥珀屋被拆成10万块装进了27个木箱里。
毫无疑问,这些箱子后来被装上火车运往哥尼斯堡,当时它是波罗的海的海边的一个城市。
从那以后,琥珀屋的最终归宿就成了一个谜。
最近俄国人和德国人已经在夏宫建立起了一个新的琥珀屋,通过研究前琥珀屋的照片,他们使得新的琥珀屋的样子与原来的非常相像。
2003年,在圣彼得堡庆祝建市300周年之际,新的琥珀宫完工面世了.。
新课标高一英语第二册第一单元UnitInsearchoftheamberroom寻找琥珀屋翻译
寻找琥珀屋普鲁士国王腓特烈〃威廉一世绝对想不到他送给俄罗斯人民的厚礼会有一段令人惊讶的历史。
这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了数吨的琥珀,被选择的琥珀色彩艳丽,呈黄褐色,像蜜一样。
屋子的设计为当时流行的极富艺术表现力的风格。
琥珀屋这件珍品还镶嵌著黄金和珠宝,全国最优秀的艺术家用了约十年的时间才完成它。
事实上,琥珀屋并不是作为礼物而建造的。
它是为腓烈特一世的宫殿而建造的。
然而,下一位普鲁士国王,腓烈特〃威廉一世,这个琥珀屋的主人却决定不要它了。
1716年,他把它送给了彼得大帝。
作为回馈,沙皇则送给他一队自己最好的士兵。
所以,琥珀屋就成了沙皇在圣彼得堡冬宫的一部分。
琥珀屋长约4米,被用作接待重要来宾的小型会客室。
后来、叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外避暑的宫殿中。
她让艺术家们给它增添了更多的装饰。
1770年,这间琥珀屋按她要求的方式完工了。
将近600支蜡烛照亮了这个房间,里面的镜子和图画就像金子一样闪闪发光。
不幸的是,虽然琥珀屋被认为是世界奇迹之一,可是现在它却下落不明。
1941年9月,纳粹德国的军队逼近了圣彼得堡。
这是两国交战的时期。
在纳粹分子能够到达夏宫之前,俄国人只来得及把琥珀屋里的一些家具和小型艺术饰品搬走。
可是琥珀屋本身却被一些纳粹分子秘密地偷运走了。
在不到两天的时间里,琥珀屋被拆成10万块装进了27个木箱里。
毫无疑问,这些箱子后来被装上火车运往哥尼斯堡,当时它是波罗的海的海边的一个城市。
从那以后,琥珀屋的最终归宿就成了一个谜。
最近俄国人和德国人已经在夏宫建立起了一个新的琥珀屋,通过研究前琥珀屋的照片,他们使得新的琥珀屋的样子与原来的非常相像。
2003年,在圣彼得堡庆祝建市300周年之际,新的琥珀宫完工面世了.。
最新必修二Unit1-IN-SEARCH-OF-THE-AMBER-ROOM寻找琥珀屋
必修二Unit1 IN SEARCH OF THE AMBER ROOM寻找琥珀屋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 . 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。
This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。
The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。
The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。
It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。
一批国家最优秀的艺术家用了大约十年的时间才把它完成。
In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。
人教版英语必修二Unit 1(In Search of the Amber Room)表格教案
作业
1.课后把口头复述写成书面复述。
2.小组课堂评价表（课后完成）非测试性评价：小组互评，了解学生的并存入学习档案。
新课程标准认为评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要。”
人教版高中英语必修一unit4 Earthquakes
Step 2：
快速阅读
Task 2:整体理解文，归纳课文大意。
要求学生快速通读全文，按时间顺序把文章分成四部分并概括大意。
梳理清楚课文线索。为各个环节的理解和开展做铺垫。整体粗读，领略内容大意。
Step 3：仔细阅读
Task3：深层理解课文
学生根据图表填空，深层理解课文。
Task 4:细读课文，查找信息。
2．教学难点：
（１）在充分阅读的基础上，对课文进行复述和表达自己的观点。
（２）课文中的语言难点。
教学过程
步骤
教学活动
设计意图
Step 1：
导入
Task 1：利用多媒体展示图片。学生猜出汉语名称。教师利用图片，介绍文化遗产。
Question:
What isa cultural relic?
利用图片，导入文化遗产这个抽象概念，一方面激发学生的学习兴趣和探究的动机，另一方面，为学生提供话题导入新课。
Step4:
Summary
短篇填空题（课文的缩写篇）
要求学生根据课文内容填写相关词，让学生对文章有整体理解。
培养学生合作精神，解决文章难点，初步认识由关系代词引导的定语从句。帮助理解课文，为语法课做铺垫。
Step5：
语言输出
1．要求学生根据屏幕上的提示复述课文。提示如下：
FrederickⅠ--->Frederick WilliamⅠ1716-->Peter the Great ,
必修二Unit1-IN-SEARCH-OF-THE-AMBER-ROOM寻找琥珀屋
必修二Unit1 IN SEARCH OF THE AMBER ROOM寻找琥珀屋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 . 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。
This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。
The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。
The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。
It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。
一批国家最优秀的艺术家用了大约十年的时间才把它完成。
In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。
人教版新课标高中英语 2019-2020学年 必修二 第一单元 unit 1 reading In Search of the Amber Room
Detailed reading Para 5: How was a new Amber Room built?
when who how
why
2003 the Russians and Germans
by studying old photos of the former Amber Room to celebrate the 300th birthday of their city
_____ th1e3 Amber Room
Who were mentioned in these years?
Time (when)
Character (who)
Unknown In 1716 In 1770
Frederick I
Frederick William I & Peter the Great
Time order.
?
1716 1770 1941 2003
Who were mentioned in these years? What did they do to the Amber Room?
12
Who were mentioned in these years? What did they do to the Amber Room?
•amber (several tons) •gold •jewels
10 years
11
Detailed reading
Read Paras. 2-5 and answer the following questions.
In what order is the passage developed?
later
Catherine II
高中英语人教必修2 Unit 1 In search of the Amber Room
It was first designed for the palace of Frederick I.
What did Peter the Great give in return? The Czar gave the king of Prussia a troop of his best soldiers. What was the Amber Room used for when it belonged to Peter the Great? It served as a small reception hall for important visitors.
The Amber Room
（虎珀屋）
Read the text quickly, trying to get the main idea about the text. (5m.) It tells us the strange history of
Amber ________, Room a cultural relic the_______ of two countries: Germany _________ and Russia ________.
2. How many years did the artists take to make the Amber Room? It took the country’s best artists about ten years to make the Amber Room.
an introduction of the Amber Room
the next king of Prussia
人教版英语必修二Unit 1(In Search of the Amber Room)教学设计
Lesson planModule2 Unit1 Reading In Search of the Amber Room Teacher: 雷绒Period：Period1Type：ReadingDuration: 40minutesTeaching idelogyThe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit1. The topic of this unit is cultural relics and the protection of the culture relics. This passage mainly introduces the history of amber room which is one of the cultural relics in the world. The passage consists of 5 paragraphs. The first paragraph is a general introduction of the amber room. Para.2 to Para.4 introduces the removal and the loss of amber room. The last paragraph tells about the rebuilding of the amber room. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of cultural relics and know some cultural relics in China. But they may not knowthe amber room before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skills●By the end of the class, Ss can predict the content of the passage based on the title.●Ss can scan the passage and find out the specific information such as the person related withthe amber room.●Ss can summarize the passage with the help of the clues of the passage.2. Language knowledge●Ss can master the key words and phrases of the passage as follows, amazing, fancy, style, lessthan, in return, reception, remove, wooden, doubt, former, at war.●Ss can learn the history of the amber room, especially the design, the loss and the rebuildingof the amber room.3. Affects●Ss will realize that the cultural relics are rare and precious and they will concern themselveswith the issue of cultural relic’s protection.4. Cultural awareness●Ss will broaden their minds by knowing something about amber room, one of the culturalrelics in Russia.5. Learning strategies●Ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.●Ss will communicate with each other in English while doing the group work. Language focuses and anticipated difficulties Language focusesThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help S to train their reading skills, such as predicting, skimming, scanning andsummarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard the amber room before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom. Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some cultural relics they know. Ss tell the name of the cultural relics they know freely.T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say cultural relics, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the cultural relics in China?(Ss tell some names of cultural relics in China.)Activity2. Picture-talking (4min)T shows some pictures about the cultural relics in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.T: Just now, you talk about some cultural relics in China. Now, let’s see some pictures of some cultural relics. (T shows the pictures and Ss see them carefully.)T: What do the cultural relics have in common？For example, they are very precious. What are your opinions?(T gives them some hints and Ss tell the characteristics of cultural relics.)[Aims]In this step, T first leads in the topic by talking with the Ss freely about the cultural relics in China which is familiar to them and then Ss see some pictures and tell the characteristics.These two activities aim to arouse the Ss’interests in the topic and activate their old knowledge of cultural relics. Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the charateristics of cultural relics, they will realize that the cultural relics are rare and precious and they will concern themselves with the issue of cultural relic’s protection.Step2. Pre-reading (3min)Activity1. Knowing something about the amber room (1min)T gives a brief introduction of the amber room. Ss will know the amber room is a room which is made of amber and it is a cultural relic in Russia.T: Today, we are going to learn a cultural relic in Russia. It is a room made of amber. Do you know what amber is?(T shows some pictures of amber and Ss get to know the amber.)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.T: please look at the title “In Search of the Amber Room”, what does “in search of” mean?(If the Ss can not give the answer, then T explain it.)T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?(Ss predict the content, but T will not give the answer here.)[Aims]In this step, the Ss first know some information of the amber room; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find out the reason why people are in search for the amber room and check their predictions.T: Why are people still searching for the amber room? Here is a multiple choice for you.Activity2. Scanning (3min)T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.T: please Ss to scan the passage and judge the right from the wrong.(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)Activity3 Close-reading (10min)T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1T: Please read Para.1 carefully and then take some note about the amber room.Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.Para.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step4. Post-reading (12min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people shouldrebuild the cultural relics. T give the example of “Y uan Mingyuan ” which is a cultural relics. Ss share their opinion on the issue and the reasons.Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come back to introduce the amber room.Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is curious about the Amber Room, they should make a dialogue. The beginning of the conversation is given. A: the one who has visited the palaceB: the one who is curious about the Amber Room[Aims]These two activities are to develop the Ss ’ comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning.Homework (1min)Ss write a summery of the history of the Amber Room and hand it in the next day.Ss review the words and phrase of the passage and make sentence with each.Blackboard design。
人教版高一英语必修二Unit1 In Search of the Amber Room Warming-upand Pre-reading课件(共 19张)
The oldest one:Egyptian Pyramid
One Two
Read a passage and fill in the blanks.
• The Pyramid of Khufu is the extraordinary project of the human genius because it was immense and impressive _____ （consider） the epoch. Even nowadays, it r_____ one of the biggest human constructions.
• Near the Cairo city, in Egypt, existed the most ancient and the only survivor of seven wonders of ancient world: the Great Pyramid of Giza also called Pyramid of Khufu. It's 756 feet long on each side, 450 feet high and is composed of 2,300,000 blocks of stone, each averaging 1/2 tons(吨）in weight.
Read a passage and fill in the blanks.
• The Pyramid of Khufu is the extraordinary project of the human genius because it was immense and impressive considering （consider） the epoch. Even nowadays, it remains one of the biggest human constructions.
人教版总复习B2U1 in search of the amber roomppt课件
11._______________________ 文化遗产 cultural relics 12._______________________ 属于 belong to 13._______________________ 作为报答 in return 14._______________________ 被制成 be made into 15._______________________ 处于交战状态 be at war 16._______________________ 拆开 take apart 17._______________________ 说实话 to tell the truth 18._______________________ think highly (of…) (对……)高度评价 19._______________________ 轮流做 take turns to do 20._______________________ 对待；处理 do with
Later, Catherine II had the Amber Room [6] moved move ) to the palace outside St _________( where she spent her Petersburg [7] _________ summers. She told her artists to add more details [8] ____ to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures [9] ________ shone (shine) like gold. Sadly,[10] ___________________ Although/Though the Amber Room was considered one of the wonders of the world, it is now missing.
人教新课标版必修2 Unit 1 In Search Of The Amber Room阅读课教学设计
人教新课标版必修2 Unit 1 In Search Of The AmberRoom阅读课教学设计一、课型阅读课二、教学内容分析本课时是人教新课标版必修2 unit 1中reading部分。
主要讲述the amber room的奇怪历史以及近期的重建，旨在让学生在阅读中学习有关的语言知识，提高阅读技能，激发学生对琥珀屋作为cultural relic的历史知识的认识和保护cultural relics 的意识。
三、设计思想1.由于是一篇阅读课，设计的基本原则之一就是要训练学生的各种常见阅读技巧，比如迅速浏览，包括图片和题目以及首尾段、主题句等找主旨大意；原则之二就是让学生通过阅读文章，了解琥珀屋的历史、失踪的情况以及近期的重建。
2.鉴于我校学生的实际情况和本节公开课的特点，借助课件我设计了用填空的形式让学生了解课文以时间为线索的叙事特点，用true or false来进一步检查学生对课文的理解情况。
另外，对长难句及语法项目则采取先体验再理论总结并付之于课后习题实践的原则。
四、teaching aims:1.get the students to know about the strange history ofthe amber room by using various reading skills.2.motivate the students to treasure and protect the important cultural relics.3.be more familiar with the attribute clause: the restrictive attribute clause and the non-attribute clause.五、important and difficult points1.try to use various reading skills to get the required informationeful expressions3.the attribute clauses六、teaching processstep one free talk1. how many cultural relics can you name?2. are they important to human history?（设计说明：选择学生感兴趣的话题，以头脑风暴的形式激发学生学习热情，为其搭建一个交流展示平台。
人教版高中英语必修二 Unit 1book2unit1 cultural relics reading
2. The amber feels as hard as stone, how can it be made into a room?
Once it is heated, the amber can be made into any shape.
Para 2
1.What did Peter the Great give in return? The Czar gave the king of Prussia a troop of his best soldiers. 2.What was the Amber Room used for when it belonged to Peter the Great? It served as a small reception hall for important visitors.
It took the country’s best Time to complete it artists ten years to make it.
1. What was the Amber Room made of ?
7,000 tons of amber were used to make it. It was also made with gold and jewels.
served as
palace in St Petersburg 1. his ③winter ______________
reception hall 2. a small ④___________________ for important visitors.
4. When and why did Frederick William I give the Amber Room to Peter the Great?
人教版高中英语课文逐句翻译
1.必修二Unit1 IN SEARCH OF THE AMBER ROOM寻找琥珀屋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 . 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。
This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。
The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。
The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。
It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。
一批国家最优秀的艺术家用了大约十年的时间才把它完成。
In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。
unit1 IN SEARCH OF THE AMBER ROOM课文翻译
In fact , the room was not made to be a gift . 事实上,琥珀屋并不是作为礼物而建造的。 It was designed for the palace of Frederick Ⅰ. 它是作为腓烈特一世的宫殿而建造的。
However, the next King of Prussia , Frederick William Ⅰ, to whom the amber room belonged, decided not to keep it. 然而,下一位普鲁士国王,腓烈特· 威廉一世, 这个琥珀屋的主人却决定不再要它了。
It was also a treasure (decorated with gold and jewels) , which took the country's best artists about ten years to make .
琥珀屋这件珍品还镶嵌著黄金和珠宝, 全国最优秀的艺术家用了10年的时间才完成它。
After that, what happened to the Amber Room remains a mystery .
从那以后,琥珀屋的最终归宿就成了一个谜。
Recently , the Russians and Germans have built a new Amber Room at the summer palace .
IN SEARCH OF THE AMBER ROOM
寻找琥珀屋
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 ). 普鲁士国王腓特烈· 威廉一世绝不可能想到他送给 俄罗斯人民的厚礼会有一段令人惊讶的历史。
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details [8] __t_o_ it. In 1770 the room was
completed the way she wanted. Almost six hundred candles lit the room, and its mirrors
六、语篇运用
There is no doubt that this is a rare wooden vase as well as a valuable cultural relic. The vase belonging to Tom was designed in a fancy style and was given for his birthday by his friend, an artist. In return, Tom selected a ring which was decorated with some jewels for his friend. To his surprise/amazement, this vase was stolen at midnight and Tom was making every effort to search for it. However, whether it can be found remains a mystery.
adj .）__in_f_o_r_m_a_l__
9.
v .）__c_o_n_s_i_d_e_r____；考虑,
n .）
_c_o_n_s_i_d_e_r_a_ti_o_n_；考虑到,
prep .）
_c_o_n__s_id_e_r_in_g___；体谅的,
adj .）
_c_o__n_s_id_e_r_a_te___
n .）__d_e_s_i_g_n_e_r____
5.
v .）____b_e_lo__n_g____
n .）
__b_e_l_o_n_g_in_g__s__
6.怀疑,疑惑（v.&n.）____d_o_u_b_t_____；怀疑的（adj.）
__d_o_u__b_tf_u_l ____；大概的,
adj .）
worth a lot of money
10.__e_y_e_w_i_t_n_e_s_s v. 目击者 11.___s_e_l_e_c_t___ v. to choose carefully
12.___r_e_m__o_v_e__ v. to take sth. away 13.___l_o_c_a_l____ adj. 当地的
四、介词填空 用适当的介词填空。
1. Each side takes turns to debate and gives
reasons ___f_o_r__ their opinion. 2.__T__o___ my surprise, the entrance __t_o__the
mine was closed. 3. This was a time when the two countries were
and pictures [9] __s_h_o_n_e__ (shine) like gold. Sadly,[10] _A__l_th__o_u_g_h_/_T__h_o_u_g_h__ the Amber
Room was considered one of the wonders of the world, it is now missing.
___a_t__ war. 4. The design of the room was __in____ the fancy
style popular in those days. 5. Suddenly, I saw some German soldiers
___b_y___ the light of the room.
4. Tony __c_o_u__ld__h_a__v_e_c_o_m__e____ (come ) to her party
last night but he had so much homework to do .
5. The dictionary ___b_e_l_o_n_g_i_n_g_( belong ) to Mike is gone.
the room served as a small [5]___________ (rrecceeivpeti)ohnall
for important visitors.
Later, Catherine II had the Amber Room [6]
__m__o_v_e_d__( move ) to the palace outside St Petersburg [7] __w__h_e_r_e__ she spent her
三、动词填空 用括号中所给动词的适当形式填空。
1. The Amber Room was also a treasure __d_e_c_o_r_a_t_e_d_
( decorate ) with gold and jewels. 2. My English-Chinese dictionary has disappeared. Who
14.debate v.&n . ___争_论__；__争__辩__________ 15.artist n. ___艺__术__家______________ 16.mystery n. ___神__秘__；__神_秘__的__事__物____
17.castle n. ___城__堡_______________
____c_o_u_l_d__h_a_v_e__t_a_k_e_n_ (take) it? 3. He __m__u_s_t_h_a__v_e_c_o__m_p__le_t_e_d___ ( complete ) his work;
otherwise, he shouldn’t be enjoying himself by the sea sides.
11.__c_u_l_t_u_r__a_l_r_e_l_i_c_s_______文化遗产 12.__b__e_lo__n_g__t_o____________属于 13.___in__r_e__tu__r_n____________作为报答 14.__b__e_m___a_d_e__i_n_t_o________被制成
一、单词识记
根据解释写出英语单词或写出英语单词的汉语意思。
1.___c_u_l_t_u_r_a__l ___adj.文化的 2.___e_x_p_l_o_d__e____ v.爆炸 3.___d_e_c_o__r_a_t_e___ v.装饰，装修 4.___r_a_r__e_______ adj.稀罕的，珍贵的 5.___s_i_n_k________ v.下沉,沉没(go down) 6.___d_e_s_i_g_n______ n.设计，构思 v.设计，计划 7.___a_m__a__z_i_n_g___ adj. 令人吃惊的 8.___in__f_o_r_m__a_l___ adj.非正式的(relaxed and friendly ) 9.___v_a_l_u_a__b_l_e__ adj. very useful or important;
__d_o_u_b_t_le_s_s____
7.接待（v.）___r_e_c_e_iv_e_____；接待,招待会,接受（n.）
__r_e_c_e_p_ti_o_n___
n .）__re_c_e_p_t_i_o_n_is_t__
8.
n .）___fo__rm______
adj .）
_f_o_r_m_a_l___
15.__b__e_a__t_w__a_r____________处于交战状态
16.__t_a_k__e__a_p_a__r_t__________拆开 17.__t_o__t_e_l_l_t_h_e__t_r_u__t_h_____说实话 18.___t_h_i_n_k__h__ig__h_l_y__(_o_f_…__)_ (对……)高度评价 19.__t_a__k_e__t_u_r_n__s_t_o__d_o_____ 轮流做 20.___d_o__w__it_h______________对待；处理
Ⅱ.
1.
n .）___c_u_l_t_u_re_____
adj .）
___c_u_lt_u_r_a_l ____
2.价值,重视,
n.&v .）___v_a_lu_e_______；
贵重的,有价值的（adj.）__v_a_l_u_a_b_le_____；无价值的（adj.）
__v_a_l_u_e_le_s_s____
William I, to [3] ___w__h_o__m___ the amber room belonged, decided not to keep it. In 1716 he gave [4] __i_t__ to Peter
the Great .In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar’s winter’s palace in St Petersburg. About four metres long,
7. to my surprise
___令__我__惊__讶_的__是_________
8. in the fancy style ___以__奇__特__的_风__格_______
9. without doubt
___毫__无__疑__问_________