【英语】2018届人教版必修2一轮复习：Unit1culturalrelics单元教案（31页）

【英语】2018届人教版必修2一轮复习：Unit1culturalrelics单元教案（31页）

‎ ‎ ‎2018届人教版必修2一轮复习：Unit 1 cultural relics单元教案 ‎ 教材分析 I．教学内容分析 本单元的话题是“文化遗产”。‎ Warming up部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。‎ Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。‎ Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。‎ Learning about Language 部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。‎ Using Language 部分的Reading and listening和speaking主要通过对evidence, fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的reading and writing对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。‎ Learning Tips 部分鼓励学生去参观博物馆或文化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。‎ II．教学重点和难点 ‎1．教学重点 ‎(1) 本单元的生词和短语。‎ (2) 掌握限制性与非限制性定语从句的用法，理解两者有何不同。‎ (3) 了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。‎ ‎2．教学难点 ‎(1) 学会区别事实与观点，锻炼思维分析能力。‎ (2) 用英语表达自己的看法或征求别人的看法。‎ III．教学计划 本单元分五课时：‎ 第一、二课时：Warming Up，Pre-reading, Reading, Comprehending 第三、四课时： Learning about Language 第五课时： Using Language ‎ IV．教学步骤：‎ Period 1 &2 Warming Up, Pre-reading, Reading, Comprehending Teaching Goals: ‎ ‎1. To learn about cultural relics.‎ ‎2. To learn about the restrictive and non-restrictive attributive clause.‎ Teaching Procedures:‎ Step 1 Leading-in Purpose: To get Ss to make a definition about cultural relics.‎ Ask Ss four questions as follows.‎ ‎1. What kind of old things are cultural relics?‎ ‎2. Are all the old things cultural relics?‎ ‎3. What is the definition and classification of cultural relics?‎ ‎4. To whom do cultural relics belong?‎ Suggested answers: ‎ ‎1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past. ‎ ‎2. No, not all the old objects are cultural relics.‎ ‎3. Each kind of relics preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions.‎ ‎4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.‎ Step 2. Warming Up ‎ ‎1. Pair work ‎ Get Ss to make a choice between “compelling interests”, in this case the interests of a family and the interests of society. ‎ ‎2. Group work Get Ss to role-play a conversation between you and the man. ‎ Suggested dialogue: ‎ YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri?‎ MAN: Yes, I am.‎ YOU: My name is Hu Yuan. I'm from the Office for Cultural Relics.‎ MAN: Oh, is there some problem?‎ YOU: Perhaps. I understand that you have an old Ming Dynasty vase.‎ MAN: Yes, I do but it's not mine. Er-it belongs to my family.‎ YOU: Hmm. May I have a look at it?‎ MAN: Why, yes, of course. Please come in. Right this way. Here it is.‎ YOU: It's quite beautiful.‎ MAN: Yes, it is, isn't it? It's been with our family for a long time.‎ YOU: Mr. Zhang, I'm sorry to tell you this but I'm quite certain this is a cultural relic.‎ MAN: Oh, how can you be sure?‎ YOU: It is just like the one described in a report I got. ‎ MAN: What report?‎ YOU: A report about a relic that is missing from a museum.‎ MAN: I haven't heard about that.‎ YOU: Perhaps not. You say this relic has been in your family a long time?‎ MAN: Well, actually, one of my cousins gave it to us.‎ YOU: When was that?‎ MAN: Last year around the time of the Mid-Autumn Festival.‎ YOU: I'm sorry to say this but I believe this is the relic the museum has lost.‎ Step 3. Pre-reading Purpose: To get Ss to form a responsible attitude towards cultural relics. ‎ ‎ ‎ The Great Wall The Leshan Giant Buddha ‎ Mausoleum of the first Win Emperor and the Terracotta Warriors ‎1. The above pictures are some of the 30 world cultural relics in China. Get Ss to know something about them. Ss can have a talk about them.‎ ‎◆ Mount Taishan(泰山), listed as world cultural and natural site in 1987.‎ ‎◆ The Great Wall (长城), cultural site, 1987.‎ ‎◆ The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (北京故宫、沈阳故宫), cultural site, 1987, 2004.‎ ‎◆ The Mogao Caves (敦煌莫高窟), cultural site, 1987.‎ ‎◆ The Mausoleum of the First Qin Emperor and the Terracotta Warriors (秦始皇陵及兵马俑坑), cultural site, 1987.‎ ‎◆ The Peking Man Site at Zhoukoudian (周口店北京猿人遗址), cultural site, 1987.‎ ‎◆ Mount Huangshan (黄山), cultural and natural site, 1990. ‎ ‎◆ The Jiuzhaigou Valley Scenic and Historic Interest Area (九寨沟风景名胜区), national site, 1992.‎ ‎◆ The Huanglong Scenic and Historic Interest Area (黄龙风景名胜区), natural site, 1992.‎ ‎◆ The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区), natural site, 1992.‎ ‎◆ The Mountain Resort and its Outlying Temples, Chengde (河北承德避暑山庄及周围寺庙), cultural site, 1994.‎ ‎◆ The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (曲阜孔庙、孔府、孔林), cultural site, 1994.‎ ‎◆ The Ancient Building Complex in the Wudang Mountains (武当山古建筑群), cultural site, 1994.‎ ‎◆ Historic Ensemble of the Potala Palace, Lhasa (西藏布达拉宫 ), cultural site, 1994.‎ ‎◆ The Lushan National Park (庐山), cultural site, 1996.‎ ‎◆ Mount Emei and the Leshan Giant Buddha Scenic Area (峨眉山--乐山大佛风景名胜区), cultural and natural site, 1996.‎ ‎◆ The Ancient City of Pingyao (平遥古城), cultural site, 1997.‎ ‎◆ The Classical Gandens of Suzhou (苏州园林), cultural site, 1997.‎ ‎◆ The Old Town of Lijinag (丽江古城), cultural site, 1997.‎ ‎◆ The Summer Palace (颐和园), cultural site, 1998.‎ ‎◆ The Temple of Heaven: an Imperial Sacrificial Altar in Beijing(天坛),cultural site, 1998.‎ ‎◆ Dazu Rock Carvings (大足石刻), cultural site, 1999.‎ ‎◆ Mount Wuyi(武夷山), cultural and natural site, 1999.‎ ‎◆ Mount Qincheng and the Dujiangyan Irrigation System (青城山—都江堰), cultural site, 2000.‎ ‎◆ Ancient Villages in Southern Anhui-Xidi and Hongcun (安徽古村落—西递、宏村), cultural site, 2000.‎ ‎◆ Longmen Grottoes (龙门石窟), cultural site, 2000.‎ ‎◆ Imperial tombs of the Ming and Qing Dynasties (明清皇家陵寝), cultural site, 2000.‎ ‎◆ Yungang Grottoes (云冈石窟), cultural site, 2001.‎ ‎◆ Three Parallel Rivers of Yunan Protected Areas (三江并流), 2003.‎ ◆ Capital cities and Tombs of the Ancient Koguryo Kingdom (高句丽的王城、王陵和贵族墓葬), cultural site, 2004. ‎ ‎2. After Ss talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can.‎ (1) Think of a cultural relic you know about. How would you feel if it got lost? Why?‎ (2) If you find a cultural relic, what will you do with it.‎ Step 4. Reading Purpose: To let Ss know about what happened to the Amber Room.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.‎ ‎2. Skim the text to get the key words and general idea of each paragraph.‎ ‎1st paragraph ‎2nd paragraph ‎3rd paragraph ‎4th paragraph ‎5th paragraph Suggested answers: ‎ ‎1st paragraph The introduction about the Amber Room: design, color, shape, material ‎2nd paragraph The present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor ‎3rd paragraph The relocating of the Amber Room in Catherir II times: moved into Summer Palace, more added to its design ‎4th paragraph The missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were carried by train to a German city, Nobody knew it from then on ‎5th paragraph The rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg ‎3. Get Ss to tell the characteristics of the passage, such as the type of writing, and the tense.‎ Suggested answers: ‎ This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.‎ ‎4. Read the text again to complete the table, which lists all the numbers in the text.‎ NUMBER THINGS ABOUT THE NUMBER ‎1716‎ ‎1770‎ ‎1941‎ ‎2003‎ ‎600‎ ‎2‎ ‎2‎ ‎100,000‎ ‎27‎ ‎300th Suggested answers: ‎ 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.‎ ‎1941‎ The Nazi German army stole the Amber Room.‎ ‎2003‎ The rebuilding of the Amber Room was completed.‎ ‎7000 Tons The total weight of the ambers used to make the room ‎55‎ The number of soldiers given to the king of Russia in return ‎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.‎ ‎100,000‎ The Amber Room was dismantled into 100,000 pieces.‎ ‎27‎ ‎27 wooden boxes used to contain the pieces of the Amber Room ‎300th the newly rebuilt Amber Room ready for the 300the birthday of St Petersburg city Step 5. Comprehending Purpose: To check whether Ss have understood the text.‎ ‎1. Get Ss to finish Ex1 (P2) and Ex2 (P2). ‎ Suggested answers: ‎ Ex1: 1. C 2. E 3.B 4.D 5.A 6.F Ex2: ‎ Paragraph 1: How was the Amber Room made?‎ Paragraph 2:Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?‎ Paragraph 3:How did the Amber Room become one of the wonders of the world?‎ Paragraph 4:How did the Amber Room get lost?‎ Paragraph 5:How was a new Amber Room built?‎ ‎2. Get Ss to complete the following form, according to the text.‎ Type of writing Main idea of the passage General idea of 1st paragraph General idea of 2nd paragraph General idea of 3rd paragraph General idea of 4th paragraph General idea of 5th paragraph Suggested answers: ‎ Type of writing Narrative writing.‎ Main idea of the passage the history of the Amber Room General idea of 1st paragraph the simple description of the Amber Room General idea of 2nd paragraph the present, sent to the Czar General idea of 3rd paragraph the detail, adding and relocating of the Amber Room General idea of 4th paragraph the stolen of the Amber Room in World War II General idea of 5th paragraph the rebuilding of the Amber Room ‎3. Show Ss the structure of the text so that they can have a better understanding of the text.‎ ‎ ‎ the Amber Room: the best and biggest work of country's best Prussian artists Para. 1‎ ‎ ↙ ↘‎ In 1716, the Amber Room given to the Czar as a gift Para. 2‎ In 1770, the Amber Room redecorated by Catherine II Para. 3‎ ‎ ↘ ↙ ‎ In 1941 the Amber Room stolen by the Nazi German army Para. 4‎ ‎ ↓‎ the old missing Amber Room being ‎ searched for; a new Amber Room having been built Para. 5‎ Step 6. Language points ‎ Group work Divide Ss into four groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences. ‎ ‎1. 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很多吨琥珀。‎ ‎ which was given this name... 为非限制性定语从句。非限制性定语从句，在修饰物时用who, whom, whose。非限制性定语从句和它的先行词之间只有松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。‎ ‎ The chairman, who spoke first, sat on my right. 最先发言的主席坐在我的右边。‎ ‎ The speech, which bored everyone, went on and on. 那使大家厌烦的演讲一直在继续着。‎ ‎ 关系副词where和when也能引导非限制性定语从句。‎ ‎ On April 1 they flew to Beijing, where they stayed several days. 四月一日他们飞到北京，在那里呆了几天。‎ ‎ I'm seeing the manager tomorrow, when he will be back from New York. 我明天要去见经理，他明天要从纽约回来。‎ ‎ 另外，由which引导的非限制性定语从句，有时候修饰整个句子，或句子中的某个部分。‎ ‎ They have invited us to visit their country, which is very kind of them. 他们非常友好地邀请我们去访问他们的国家。‎ ‎ Usually they take a walk after supper, which does them a lot of good. 通常他们晚饭后去散散步，这么做对他们很有好处。‎ ‎2. The design for the room was of the fancy style popular in those days. 屋子的设计是当时流行的极富艺术表现力的建筑式样。‎ ‎　　of the fancy style... 在句子中用作表语，"be + of + 名词(词组)"，表示主语的某种形状或特征。‎ ‎　 I am pleased to have been of help to you. 我很高兴我对你有帮助。‎ ‎　　All of the boys in the class are of the same age.这个班上的男生年龄都一样。‎ ‎　　类似的用法还有：of different sizes, of great importance, of no use, of little value等。‎ ‎ popular in those days 是形容词短语修饰the fancy style。凡是可充当表语的形容词组，做定语时通常都可后置。‎ ‎　　They have a house larger than yours. 他们的房子比你的大。‎ ‎　　The boys easiest to teach are in my class.我班上的男生最好教了。‎ ‎　　这类后置的定语在意义上相当于定语从句。　‎ ‎　　a house larger than yours = a house which is larger than yours ‎ the boys easiest to teach = the boys who are easiest to teach ‎3. In 1770, the room was completed the way she wanted it. 1770年，这间琥珀屋按照她的要求完成了。‎ ‎　　the way she wanted 是方式状语从句，the way 的用法与连词相同，后面常常带that.‎ ‎ I was never allowed to do things the way I wanted. 人家从来就不允许我按照自己的想法去做事情。‎ ‎　　另外，in a way, in the way也有类似的用法。‎ ‎ He was looking at her in a way that surprised her. 他看着她的样子让她很惊讶。‎ ‎　　We have to make it work in the way that they want it to. 我们必须按照他们的想法把事情办好。‎ ‎4. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. 毫无疑问，　这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。‎ ‎　　that the boxes were then put on ...　是同位语从句，　表示与之同位的no doubt 的实际内容。‎ ‎　　They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在３０公里外。‎ ‎　　The doctors came to the conclusion that the patient was suffering from cancer. 医生们做出了诊断结果：病人身患癌症。‎ ‎ 此类从句通常用that来引导，随着与其同位的名词不同， 也可由when, where, whether, how等来引出。‎ ‎ I have no idea when he will return. 我不知道他何时回来。‎ Periods 3&4 Learning about Language Teaching Goals: 1. To learn about the restrictive and non-restrictive attributive clause ‎2. To learn how to use some useful words and expressions.‎ ‎3. To learn how to use some useful structures Teaching Procedures:‎ Step 1. Warming Up Ask Ss to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4). ‎ Suggested Answers: ‎ Ex1:‎ ‎1.select 2. rare 3. reception 4. amaze 5. less than 6. wooden 7. in search of ‎8. survive 9. remove 10. artist 11.former 12.at war Ex2: dynasties style amazing jewels designed decorated fancy rare doubt worth Ex3: A.3 B.2 C. 3 D.1‎ Step 2. Learning about the attributive clause ‎1. Show Ss the definition of an adjective clause (attributive clause).‎ An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples:‎ Adjective: ‎ ‎ the red coat Adjective clause:‎ ‎ the coat which I bought yesterday Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat”. Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.‎ In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that”, or “which”. In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing.‎ Informal:‎ ‎ The books people read were mainly religious.‎ Formal:‎ ‎ The books that people read were mainly religious.‎ Informal ‎ Some firefighters never meet the people they save.‎ Formal ‎ Some firefighters never meet the people whom they save.‎ More examples of adjective clauses:‎ ‎ The meat which they ate was tainted.‎ ‎ They're talking about the movie which made him cry.‎ ‎ They are searching for the student who borrowed the book.‎ ‎ Did I tell you about the author whom I met?‎ ‎2. Get Ss to tell whether the following pairs of sentences mean the same thing.‎ ‎(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) My niece, whose husband is out of work, will inherit the house, which I have ‎ always treasured.‎ ‎ My niece whose husband is out of work will inherit the house, which I have always treasured.‎ Suggested answers: ‎ ‎ The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas(1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either 'that' or 'which', whereas for human referents the relative pronoun can be either 'who/m' or 'that' ( the man that/whom I will marry ...)‎ ‎3. Let Ss select one answer from the choices provided after each sentence.‎ ‎(1) As many children ___ came were given some cakes.‎ ‎ A. that B. as C. who D. whom ‎(2) The visitors saw rows of houses the roofs _____ are red.‎ ‎ A. on which B. of which C. where D. that ‎(3) I usually take a nap after lunch, ______ is my habit.‎ ‎ A. which it B. as it C. as D. that ‎(4) Please tell me the way _____ you did the job.‎ ‎ A. how B. where C. which D. in which ‎(5) Is this museum ____ some German friends visited the day before yesterday?‎ ‎ A. the one B. which C. that D. where ‎(6) The farmer uses wood to build a house ____ to store grain.‎ ‎ A. in which B. where C. that D. with which ‎(7) I shall never forget the years _____ I spent in the country with the farmers, ____ has a great effect on my life.‎ ‎ A. when; which B. that; which C. when; that D. which; that ‎(8) Little has been done ____ is helpful to our work.‎ ‎ A. that B. what C. which D. all that ‎(9) Perhaps this is the only market ____ you can get such cheap goods.‎ ‎ A. that B. of which C. by which D. where ‎(10) We'll put off the outing until next week, ____ we won't be so busy.‎ ‎ A. when B. which C. at which D. in that Suggested Answers: ‎ ‎(1) B (2) B (3) C (4) D (5) A (6) A (7) B (8) A (9) D (10)A ‎4. Ask Ss to finish Ex3 (P4) and Ex4(P4)‎ Suggested Answers: ‎ Ex3:‎ ‎1.Here are the farmers who discovered the underground city last month.‎ ‎2. Hangzhou is famous city in China, where many people come to buy tea.‎ ‎3.I don’t know the reason why she got so angry.‎ ‎4. The old man, whom you are talking to, saw some Germans taking apart the Amber Room and removing it.‎ ‎5.The woman remembered the day when she saw Nazis burying something near her home.‎ ‎6.St Petersburg is a very beautiful city, which was once called Leningrad.‎ ‎7.I remember the soldier who told me not to tell anyone what I had seen.‎ ‎8.The soldiers moved the boxes to a mine, where they wanted to hide them.‎ ‎9.Xi’an is one of the few cities whose city walls remain as good as before.‎ ‎10.Shanxi Province is a place whose/where cultural relics are well looked after.‎ Ex4:‎ 1. whose daughter studies in a key university 2. who discovered the Terracotta Warriors 3. which was decorated with valuable jewels 4. where she can learn about former dynasties 5. which was drawn by a famous artist in the Tang Dynasty 6. which is very beautiful 7. when we get together to celebrate ‎ 8. that I can’t remember 9. which is known for its its good food 10. when the weather was warm and sunny Periods 5 Using language Teaching Goals: ‎ ‎1. To learn to tell facts from opinions.‎ ‎2. To write a reply letter.‎ ‎3. To learn to talk about cultural relics.‎ Teaching Procedures:‎ Step 1 Warming up Purpose: To get Ss to know the difference between a fact and an opinion.‎ ‎1. Definition A fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved.‎ ‎2. Read the passage (P5) and answer the following questions:‎ ‎(1) 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?‎ ‎(2) What makes a judge decide which eyewitness he can believe and which not?‎ Suggested Answers: ‎ ‎(1) Searching for facts. The more, the better.‎ ‎(2) The evidences offered by the eyewitnesses.‎ Step 2 Guided reading ‎1. Read the passage and define what evidence is.‎ ‎2. Read the passage and translate each paragraph into Chinese.‎ ‎3. Read and underline all the useful expressions or collocations in the part.‎ Suggested Answers: ‎ Collocation from Using Language on page 5‎ in a trial, rather than, more than, to tell the truth, agree with, It can be proved that ..., no reason to, a reply to, think highly of, search for, return…to…‎ Step 3. Note taking Listen to the tape and fill in the forms (P5).‎ ‎ As we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Get Ss to share their forms and tell what are facts and what are opinions in the three forms.‎ Step 4 Speaking ‎ Purpose: 1. To learn how to ask for or give opinions.‎ ‎ 2. To learn how to write a letter of suggestions.‎ ‎1. Group work ‎(1) We often use some expressions to ask for opinions. What are they?‎ What do you think of ...?‎ Do you believe ... ?‎ How can you be sure of ...?‎ How do you know that?‎ ‎(2) We often use some expressions to give opinions. What are they? ‎ I think ...‎ I don't think ... ‎ I don't agree that ...‎ I suppose that ...‎ Suggested Answers: ‎ ‎ Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.‎ ‎ Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.‎ ‎ Hans Braun is also less believable, because somebody has asked him for help. ‎ ‎2. Individual work ‎(1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions.‎ ‎① What's Johann’s opinion about the Amber Room?‎ ‎② Do you agree with Johann?‎ Step 5. Debate Divide Ss into two groups and organize a debate.‎ Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote.‎ ‎① When you write your letter, you may choose to agree or not agree with the writer.‎ ‎② You must give a reason why you agree or don't agree with the writer.‎ ‎③ Be sure to give an example from your own life so that the reader can better understand your opinion.‎ Step 6 Writing ‎ Write a report on your debate according to the demand of part 4 of P7.‎ Step 6. Homework Finish the exercises in the workbook so as to consolidate what has been learned.‎ 单元综合知识运用 第二部分:阅读理解(共两节,满分40分)‎ 第一节 (共15小题; 每小题2分, 满分30分)‎ ‎ 阅读下列短文，从每题所给的四个选项（A,B,C和D）中，选出最佳选项，并在答题卡上将该项涂黑。 ‎ A I went through a very hard time several years ago, when my daughters were nine and six years old.Though I had just divorced and had very little money, I managed to get a job in a nursing home as an aide(护工) for the elderly and moved in with a “friend” to share living expenses.‎ But one day, when I came home with my daughters after work, I found the ‎ whole house empty.And later, I found that my “friend” had run away with the half of the rent I had paid her the day before and the deposit(押金) of $300.As a result, I had to leave the house, because I had only about $11 left, and payday was three days away—I was unable to pay the rent, and I didn't know anyone to turn to.I slept in the car in a park nearby with my daughters for the night, and called the manager of the nursing home the next morning, hoping that she could pay me early.Fortunately, she agreed.‎ Then I bought something for my daughters for breakfast, and when we sat down at a table in the park, an old man—dirty, needing a shave, and smelly—sort of a beggar, handed me all the money in his pocket, saying that he was sorry to overhear my story and that he wanted to be of some help.I started crying, and I folded his hand back over the money, hugged him as tightly as I could and told him we were going to be just fine.‎ I will never forget that day, when God showed me what true generosity meant and when he showed me love from the most unexpected place, in the most unlikely way.On that day I saw the face of an angel, and the way I viewed others changed forever.‎ ‎21.What can we learn from the first paragraph?‎ A. The author had just lost her job.‎ B. The author had a friend working as an aide.‎ C. The author had broken up with her husband.‎ D. The author was going to give birth to a baby.‎ ‎22.Why did the author leave the house that evening?‎ A. Because she didn't like the house.‎ B. Because she was angry with her “friend”．‎ C. Because her daughters wanted to sleep in the park.‎ D. Because she didn't have enough money to pay the rent.‎ ‎23.According to the passage, we can conclude that __________．‎ A. the author got her pay ahead of payday B. the author had met the man who helped her before C. the author got a large sum of money when she left her husband D. the author was driven away with her friend by the owner of the house ‎24.The author wrote her experience to teach people to ________．‎ A. treat others equally ‎ B. make friends carefully C. work hard to make a living ‎ D. help each other and be grateful B ‎ Parents often believe that they have a good relationship with their teenagers．But last summer，Joanna and Henry noticed a change in their older son：suddenly he seemed to be talking more to his friends than to his parents．“The door to his room is always shut，”Joanna noted．‎ Tina and Mark noticed similar changes in their 14-year-old daughter．“She used to cuddle up(蜷伏)with me on the sofa and talk，”said Mark．“Now we joke that she does this only when she wants something．Sometimes she wants to be treated like a 1ittle girl and sometimes like a young lady．The problem is figuring out which time is which．” ‎ Before age 11，children like to tell their parents what’s on their minds．“In fact，parents are first on the list，”said Michael Riera，author of Uncommon Sense for Parents with Teenagers．“This completely changes during the teen years，”Riera explained．“They talk to their friends first，then maybe their teachers，and their ‎ parents last．”‎ Parents who know what’s going on in their teenagers’ lives are in the best position to help them．To break down the wall of silence，parents should create chances to understand what their children want to say，and try to find ways to talk and write to them．And they must give their children a mental break，for children also need freedom，though young．Another thing parents should remember is that to be a friend，not a manager，with their children is a better way to know them.‎ ‎25．“The door to his room is always shut” suggests that the son________.‎ ‎ A．is always busy with his studies B．is angry with his parents ‎ C．keeps himself away from his parents D．begins to dislike his parents ‎26．What troubles Tina and Mark most is that_______.‎ ‎ A．their daughter isn’t as lovely as before ‎ B．they can’t read their daughter’s mind exactly ‎ C．they don’t know what to say to their daughter ‎ D．their daughter has grown up so quickly ‎27．Which of the following best explains “the wall of silence” in the last paragraph?‎ ‎ A．Teenagers do not talk much with their parents．‎ ‎ B．Teenagers do not want to understand their parents．‎ ‎ C．Teenagers talk a lot with their friends．‎ ‎ D．Teenagers talk much about their own lives．‎ ‎28．What can be learned from the passage?‎ ‎ A．Parents are unhappy with their growing children．‎ ‎ B．Parents have suitable ways to talk with their teenagers．‎ ‎ C．Parents should force their children to talk with them．‎ D．Parents should try to understand their teenagers．‎ C Fear may be felt in the heart as well as in the head，according to a study that has found a link between the cycles of a beating heart and the chance of someone feeling fear. 　　Tests on healthy volunteers found that they were more likely to feel a sense of fear at the moment when their hearts are contracting（收缩）and pumping blood around their bodies, compared with the point when the heartbeat is relaxed. Scientists say the results suggest that the heart is able to influence how the brain responds to a fearful event, depending on which point it is at in its regular cycle of contraction and relaxation. 　　Sarah Garfinkel at the Brighton and Sussex Medical School said：“Our study shows for the first time that the way in which we deal with fear is different depending on when we see fearful pictures in relation to our heart.” 　　The study tested 20 healthy volunteers on their reactions to fear as they were shown pictures of fearful faces. Dr Garfinkel said, “The study showed that fearful faces are better noticed when the heart is pumping than when it is relaxed. Thus our hearts can also affect what we see and what we don't see—and guide whether we see fear.” 　　To further understand this relationship, the scientists also used a brain scanner(扫描仪)to show how the brain influences the way the heart changes a person's feeling of fear. 　　“We have found an important mechanism by which the heart and brain ‘speak’ to each other to change our feelings and reduce fear,” Dr Garfinkel said. 　　“We hope that by increasing our understanding about how fear is dealt with and ways that it could be reduced, we may be able to develop more successful treatments for anxiety disorders，and also for those who may be suffering from serious stress ‎ disorder.” 29．What is the finding of the study? 　　A. One's heart affects how he feels fear. 　　B. Fear is a result of one's relaxed heartbeat. 　　C. Fear has something to do with one's health. 　　D. One's fast heartbeats are likely to cause fear. 30．The study was carried out by analyzing   ________.  　　A. volunteers' heartbeats when they saw terrible pictures 　　B. the time volunteers saw fearful pictures and their health conditions 　　C. volunteers' reactions to horrible pictures and data from their brain scans 　　D. different pictures shown to volunteers and their heart-brain communication 31．This study may contribute to    ________． 　　A. finding the key to the heart-brain communication 　　B. explaining the cycle of fear and anxiety 　　C. treating anxiety and stress better 　　D. understanding different fears in our hearts and heads ‎ D For as long as they can remember Jynne Martin and April Surgent had both dreamed of going to Antarctica. This winter, they each made it to the icy continent as guests of the National Science Foundation (NSF).But they didn’t go as scientists. Martin is a poet and Surgent is an artist. They went to Antarctica as participants in the NSF’s Artists and Writers program. The NSF is the government agency that funds scientific research in Antarctica. But it also makes it possible for artists, including filmmakers and musicians, to experience Antarctica and contribute their own points of view to our understanding of the continent. ‎ The mixing of science and art in Antarctica isn’t new. Some of the ear liest explorers brought along painters and photographers. Edward Wilson was a British painter, doctor, and bird expert who journeyed with Robert Falcon Scott on two separate Antarctic expeditions more than 100 years ago. Herbert Ponting was a photographer who also accompanied Scott on one of those expeditions. In hundreds of photos, Ponting captured the beauty of the continent and recorded the daily lives and heroic struggles of the explorers. ‎ Today’s scientists write articles for scientific journals. Unlike the early explorers’ journals, scientific papers can now be very difficult for non-scientists to understand. Writers in Antarctica work to explain the research to the public. Peter Rejcek is editor, writer, and photographer for the Antarctic Sun, an online magazine devoted to news about the U.S. Antarctic Program. Rejeck began his career in the Antarctic in 2003 by spending a year at the South Pole. He has returned every year since，interviewing， scientists about research at Palmer，McMurdo，and South Pole stations.‎ There are also scientists in Antarctica who work hard to explain their research to the public. Scientist Diane McKnight wrote The Lost Seal，a children’s book that explains the research she and others are doing in an unusual ice-free area in Antarctica called the Dry Valleys. ‎ Antarctica is full of stories and wonders that are scientific, historic and personal. People such as Martin, Surgent, Rejcek, and Diane McKnight are devoted to bringing those stories to as many people as they can. “Some people are going to be scientists，some people are going to be journalists，some people are going to be artists，but we can all work together.” says Surgent, “to celebrate，this extraordinary place.” ‎ ‎32. What do we know about the NSF? ‎ A. It is a government agency.‎ B. It only funds scientists in Antarctica.‎ C. It encourages the understanding of human nature.‎ D. It enables the mixing of science and art for the first time.‎ ‎33. Why didn’t some earliest explorers bring writers along?‎ A. Writers were not funded at that time.‎ B. Writing can’t capture the beauty of the continent.‎ C. Writers were not interested in popularizing science.‎ D. Early explorers ’journals can be easily understood by the public.‎ ‎34. By mentioning Diane McKnight, the author may try to suggest that_____.‎ A. scientists should explain their research to children B. writers are not necessary since scientists can tell stories as well C. telling stories to children is more important than knowing the truth D. no matter what role we play, we can work together to appreciate Antarctica ‎35. What would be the best title for this article?‎ A. Antarctica: A Land for All ‎ B. The NSF: A Program for All C. Antarctica: A Land of Beauty and Stories ‎ D. The NSF: A Program for Artists and Scientists 第二节（共5小题；每小题2分，满分10分）‎ 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。‎ ‎“As easy as falling off a log” is often used to describe a job that does not take much effort. You might hear a student say to her friend that her spelling test was “as easy as falling off a log”. 　36 . It is easier to fall off the log than to stay on it.‎ ‎　37 . One is “easy as pie”. Nothing is easier than eating a piece of sweet, juicy pie unless it is a “piece of cake”.‎ ‎“Piece of cake” is another expression that means something is extremely easy to do. A friend might tell you that his new job was a “piece of cake”.‎ Another expression is “as easy as shooting fish in a barrel”. It is hard to imagine why anyone would want to shoot fish in a barrel. But, clearly, fish in a barrel would be much easier to shoot than fish in a stream. 　38 ‎ Sometimes, things that come to us easily also leave us just as easily. In fact, there is an expression—“easy come, easy go”—that recognizes this. 　39　Easy come, easy go.‎ When life itself is easy, when you have no cares or problems, you are on “Easy Street”. Everyone wants to live on that imaginary street.‎ ‎　40　It means to treat a person kindly or gently, especially in a situation where you might be expected to be angry with him. A wife might urge her husband to “go easy on” their son, because the boy did not mean to damage the car.‎ A. You may win a lot of money in a lottery, and then spend it all in a few days.‎ B. Every person has its own way of saying things, its own special expressions.‎ C. Another “easy” expression is to “go easy on a person”.‎ D. There are several other expressions that mean the same thing.‎ E. And one last expression, one that means do not worry or work too hard.‎ F. In fact, it would be as easy as “falling off a log”.‎ G. If you ever tried to walk on a fallen tree log, you can understand what the expression means.‎ 第三部分  英语知识运用（共两节，满分40分）‎ 第一节 完形填空（共20小题：每小题1.5 分，满分30分）‎ 阅读下面短文，从短文后各题所给的四个选项（A、B、C、D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。‎ One month ago, my daughter started kindergarten. As usual, I wished her success. I was telling a lie. What I actually wish for her is ___41___. I believe in the power of failure. ‎ ‎ Success is ___42___ in a sense. Success is proving that you can do something that you already know you can do, or doing something correctly the first time, which can ___43___ be a problematic victory. First-time success is usually a fluke (侥幸). First-time failure, __44___, is expected; it is the natural order of things.‎ ‎ Failure is how we learn. I have been told of an African phrase ___45___ a good cook as “she who has broken many pots”. If you have spent enough time in the ___46___ to have broken a lot of pots, probably you know a fair amount about ___47___. I once had a late dinner with a group of chefs, and they spent time __48___ knife wounds and burn scars. They knew how much credibility (可信度) their ___49___ gave them.‎ ‎ I earn my ___50___ by writing a daily newspaper column. Each week I am ___51___ that one column is going to be the worst column of the week. I don’t just set out to write it; I try my best every day. ___52___, every week, one column is inferior (较差的) to the others, sometimes extremely so.‎ ‎ I have learned to ___53___ that column. A successful column usually means that I am treading (踏) on ___54___ ground, going with tricks that work, or dressing up popular ideas in fancy words. Often in my inferior columns, I am trying to ___55___ something I’ve never done before, something that I’m not even sure can be done.‎ ‎ My daughter is a perfectionist. She will feel her failures, and I will want to ____56___ her. But I will also, I hope, ___57___ her of what she learned, and how she can do ___58____ next time. I probably won’t tell her that failure is a good thing,‎ ‎ because that’s not a(n) ___59___ you can learn when you’re five. I hope I can tell her, though, that it’s not the end of the world. Indeed, with luck, it is the ___60___.‎ ‎41. A. success B. failure C. victory D. sacrifice ‎ ‎42. A. demanding B. worthwhile C. correct D. boring ‎43. A. often B. rarely C. always D. hardly ‎44. A. in addition B. on purpose C. by contrast D. in demand ‎45. A. denying B. describing C. pointing D. predicting ‎ ‎46. A. dormitory B. yard C. kitchen D. field ‎47. A. gardening B. training C. displaying D. cooking ‎48. A. comparing B. making C. learning D. curing ‎49. A. wounds B. failures C. scars D. strengths ‎50. A. living B. support C. skill D. similarity ‎51. A. ambitious B. grateful C. confident D. aware ‎52. A. Moreover B. Still C. Otherwise D. Therefore ‎53. A. adapt B. update C. cherish D. review ‎54. A. accessible B. similar C. sensitive D. familiar ‎55. A. get through B. figure out C. comment on D. take in ‎56. A. amuse B. comfort C. scold D. reward ‎57. A. warn B. cheat C. remind D. suspect ‎58. A. better B. luckier C. worse D. less ‎59. A. experience B. trick C. lesson D. truth ‎60. A. process B. destination C. ending D. beginning 第 II 卷 注意：将答案写在答题卡上。写在本试卷上无效。‎ 第二节 (共10小题,每小题1分,满分10分)‎ 阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式.‎ One of my father’s favorite __61__ (say) as I was growing up was “Try it!”. I couldn’t say I didn’t like something, __62__ it might be, until after I tried it. Over the years I’ve come to realize how much of my success I owe to my __63__ (accept) of those words as one of my values. My first job was just one I decided to try for a couple of years until I determined what I wanted to do as a career. __64__ (actual) I believed I would work for a few years, get __65__ (marry), stay home and raise a family, so I didn’t think the job I took mattered that much. I couldn’t __66__ (be) more mistaken. I mastered the skills of that __67__ (begin) level position and I was given the opportunity to move up through the company into __68__ (differ) positions. I accepted each new opportunity with the thought, “Well, I’ll try it; __69__ I don’t like it I can always go back to my __70__ (early) position.” But I was with the same company for the past 28 years.‎ 第四部分：写作（共四节，满分50分） 第一节 词性转换 （每题1分）‎ ‎71. expect →(n.)_______________ 72. prefer → (n.)______________ ‎ ‎73. necessary→ (n.)______________ 74. credible→ (opp.)______________‎ ‎75. conscious → (n.)______________ 76. explode → (n.)______________‎ ‎77. access→ (a.)______________ 78. endanger → (a.)______________ ‎ ‎79. patient → (opp.)______________ 80. consult → (人)______________‎ 第二节 词组短语（每题1分）‎ ‎81. 为。。。负责 82. 可供某人使用的 ‎83. 优点和缺点 84. 使某人相信某事 ‎85. 满足。。。 86. 高度赞扬 ‎87. 出于好奇 88. 使失望；辜负 ‎89. 把。。错当成。。。 90. 欣喜若狂 第三节 短文改错 (共10小题;每小题1分,满分10分)‎ 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。‎ 增加：在缺词处加一个漏词符号（/），并在其下面写出该加的词。‎ 删除：把多余的词用斜线（）划掉。‎ 修改：在错的词下划一横线，并在该词下面写出修改后的词。‎ 注意：1、每处错误及其修改均仅限一词；不按要求方式改的不给分！‎ ‎2、只允许修改10处，多者（从第11处起）不计分。‎ I’m so glad to have received your letter. Your letter reached me yesterday. You said in your letter that you are punished for using cell phones, that puzzled you.‎ It is no doubt that cell phones can bring us much convenient. We can keep in touch with friends and families wherever they are. Besides, playing with the cell phone is a great fun. However, there are some problems with using cell phones. The ring of phones must disturb teachers and students in class. It has proved that often using cell phones do harm to health. And another problem is that some students can spend too much time and money in cell phones, thus result in poor scores in study. ‎ As a student, you should concentrate on study. It is right for your school to prevent you from using cell phones. ‎ 第四节：书面表达（满分20分）‎ 每年都有许多人出国旅游，一些人的不文明行为引起了社会的广泛关注。某英语报社正在举行以“文明出国旅游”为主题的讨论。假定你是李华，请你给报社专栏编辑写一封信，呼吁大家做文明游客。要点如下：‎ ‎1. 尊重习俗； 2. 不高声喧哗； 3. 其它。‎ 注意 1. 词数100左右； 2. 可以适当增加细节，以使行文连贯； 3.‎ ‎ 开头语已为你写好。‎ Dear Editor,‎ I’ve read your discussion on how to behave properly when traveling abroad. ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Yours,‎ ‎ Li Hua 高三英语12月考答案 听力：1-5 BCABB 6-10 CCBCA 11-15 BAACB 16-20 AACBA 阅读理解：（A）CDAD (B) CBAD (C) ACA (D) A D D A 36-40 GDFAC 完形填空：41-45BDACB 46-50 CDABA 51-55 DBCDA 56-60 BCACD 语法填空：1.sayings 2. whatever 3. acceptance 4. Actually 5.married 6. have been 7. beginning 8.different 9. if 10. earlier ‎ 短文改错：are改成were , that改成which, It 改成 There, ‎ convenient改成convenience, a 去掉, must 改成may/can,‎ 加上been, do 改成does, in 改成 on, result 改成resulting, ‎ 词性转换：expectation, preference, necessity, incredible, consciousness, ‎ explosion, accessible, endangered, impatient, consultant 短语：be responsible for,be available to sb. , strengths and weaknesses, convince sb. of sth. ,‎ ‎ be content with, speak/sing highly of, out of curiosity, let sb down, ‎ mistake….for…., go mad with joy 作文 Dear Editor,‎ I’ve read your discussion on how to behave properly when traveling abroad. ‎ Every year, a great many holidaymakers go abroad for sightseeing and relaxation. While they are enjoying themselves, some of them behave rudely, which causes a big problem. How to be a civilized tourist has become a heated topic. ‎ In my opinion, it is necessary to watch our manners. First, we must respect and ‎ follow local customs. Besides, we’d better not talk loudly in public places to avoid disturbance to others. Also, be aware that queue jumping is unacceptable in many countries. More importantly, we should bear in mind that we are representing our country while abroad, so we need to be cautious about how we act. ‎ Only in this way can we enjoy our trip abroad and have beautiful memories as well.‎ Yours,‎ Li Hua