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y. She saw Nazis burying something near her home. The woman remembered the day when she saw Nazis burying something near her home. (5). The old man saw some Germans taking apart the Amber Room and moving it away. You are talking to an old man. The old man (who / whom / that ) you are talking to saw some Germans taking apart the Amber Room and moving it away. Task 2: Fill in the blanks using which, as, when, who, whom, where, when, why, that. (1) St Petersburg is a very beautiful city, ________ was once called Leningrad. (2) In Xi’an, I met a teacher, ______ has a strong love for cultural relics and took me to visit the history museum. (3) I don’t remember the soldier, ______ told me not to tell anyone what I had seen. (4) My grandfather was a child then, _____ people didn’t pay much attention to cultural relics in the old days. (5) They moved the boxes to a mine, _____ they wanted to hide them. Task 3: Practice. (1) What surprised me was not what he said but the way ____________ he said it. (2) We’re just trying to reach a point______ both sides will sit down together and talk. (06山東) (3) ____ is often the case, we have worked out the production plan. (4) This is the very house _______ he lived (5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday. (6) That’s the reason ______ he was late. (7) The pictures brought the days back to the old ______ they swam in the river. (8) Robert and his songs _____ were famous in the U. S. are also popular in China. (9) They are always smoking, _______ of course, will do harm to their health. (10) The situation ______ you use the words is very clear in fact. Correct the mistakes: 1. The reason why he explained at the meeting surprised us. 2. I can remember the days when we spent together. 3. The way in which you talked about is very important for us. 4. Put the book in which you can it easily. Step 5 Homework 1. Finish Ex1 on P4: find out the sentences with attributive clause. 2. After class, read the passage on Page 5. Record after teaching。 反過來 take turns 輪流地 by turns 輪流地 ,時而 … 時而 … 8. serve as 擔任,充當 He served as a waiter there. When you sleep in the open, old newspapers can serve as a blanket. 9. add…to… 把 …… 加進 …… 里去 He added that he was very pleased with our work. Please add some sugar to the milk. Add the score up. His being absent added to our difficulty. The money he spent one day added up to about $100. 10. she wanted it 是定語從句修飾 the way, 后面的關系代詞可用 that / in which / She cooks chicken in the way I like. war 處于戰(zhàn)爭狀態(tài),介詞 at可表示狀態(tài)或動作。 為從屬連詞,意為 “一旦 ”O(jiān)nce you see it, you’ll like it. 4. be made into 被制成 由 …… 制成(能看出原材料) 由 …… 制成(看不出原材料) 由 …… 組成 /構成 產(chǎn)于,生產(chǎn)于(某地 /某時) 5. “be + of + 名詞 (詞組 )” , 表示主語的某種形狀、 特性或特征。如: You should have told him about it yesterday. could have done 可能做過;本來可以做(卻未做) might have done 或許做過;本來或許會做 may have done 或許做過 would have done 本來要做(卻未做) must have done 肯定已做過(表推測) needn’t have done 本來沒必要做(卻已做) should(n’t) have done 本來(不)應該做(卻做了) ought(n’t) to have done heated 是 when it is heated 的省略形式。 2. Sentence patterns: (1) In 1770, the room was pleted the way (that) she wanted it (2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea. Ability: 1. Learn the usage of some difficult words and expressions. 2. Train the students’ ability to remove the difficulties while reading. Emotion: the students’ ability to cooperate with others. 2. Know what happened to the Amber Room the importance of protecting the cultural relics by learning the story of amber room Teaching important points: 1. Train the students’ ability to read different English names. 2. Train the students’ ability to cooperate with others. Teaching difficulties: 1. The explanation of some difficult words and expressions. 2. Train the students’ ability to remove the difficulties while reading. Teaching procedures: Step 1 Revision T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia Frederick William I Sent it to Peter the Great (Russian) winter palace Czar Catherine II Move outside St Petersburg The war between(Ramp。4. 3. Do exercise 1 on Page 42 (Ss’ Book) Record after teaching: The Fourth Period (Text analyses and language points) Knowledge: : ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder。2 on page 2amp。 3. Sentence patterns: (1) There is no doubt that….. (2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it. 4. Improve the students’ reading ability. 5. Train the students’ ability to grasp key information while listening. Teaching methods: 1. Listening to the tape. 2. Learning and practicing. Teaching procedures: Step 1 Greetings and leadin T: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please. Students give their answers. T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2。 4. Train the students’ speaking ability. Teaching difficult points: 1. Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder。 2. Learn some detailed information about the Amber Room。 important events taking place there) T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Task 2: Now suppose that y