新人教高一英语必修2教学参考书电子版[上学期]
文档属性
| 名称 | 新人教高一英语必修2教学参考书电子版[上学期] |  | |
| 格式 | rar | ||
| 文件大小 | 214.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-08-26 12:03:00 | ||
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文档简介
前言（Foreword）
教学目标
《普通高中课程标准实验教科书 英语》（New Senior English For China）是为了适应新形势发展的需要，根据教育部制定的《普通高中英语课程标准（实验）》的精神编写的。
教科书从内容安排、编排体系到采用的教学方法和练习的设计等方面都努力体现《普通高中英语课程标准（实验）》规定的课程性质和理念：使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。
指导思想
一、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
二、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
三、关注学生的情感，提高他们的人文素养。要使他们在英语学习的过程中，树立正确的人生观、世界观和价值观，培养他们高度的社会责任感，提高独立思考和判断的能力，培养创新精神和实践能力，发展与人沟通和与人合作的能力，增进跨文化理解和跨文化交际能力。
四、吸收当代先进的教学思想，从实际出发，兼收并蓄，集各家所长，采取功能、结构、话题、“任务型”活动等相结合的综合教学方法。
五、注重过程评价，促进学生发展。对学生在学习过程中的表现，所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，以激发学生学习的积极性和自信心。
六、积极开发教学配套资源，教材具有弹性，教学具有灵活性、开放性和拓展性，以便学生更好地发挥潜能，发展个性。
教材特点
一、有利于提高学生的思想素质和人文素养
教科书提供的语言材料力图渗透思想情感的教育，有利于学生人文素养的提高。话题范围广泛，如科技、航天、地理、名人、医学、环保、自然、新闻及保护文化遗产等。教学内容贴近现实生活，富有较强的时代气息，视野开阔，信息量大，不仅有助于开阔学生的文化视野，增进对其他国家，尤其是英语国家的理解，而且会加深他们对祖国的热爱之情。
二、符合学生的生理和心理发展的需要，能够激发其兴趣
教科书的内容、结构、程度与份量、活动与任务的设计等都力求符合学生生理和心理发展的特点，符合他们的年龄特征，能够激发学习兴趣，例如，友谊、旅游、语言、音乐、卫生、体育、文化、戏剧、幽默、娱乐、节日，以及对未来的幻想等话题，都易于引起高中学生的思想共鸣，具有较强的感染力。
三、语言真实、地道、自然
教科书中的语言材料基本源自当代社会生活，所使用的语言真实、地道、自然。书中虽然以英式英语为主，但也向学生介绍了世界上其他主要英语国家不同的英语，例如美国英语等，以增进他们对英语的全面了解。
四、采取功能、结构、话题及“任务型”活动途径相结合的教学方法
教科书吸取了现代语言教学理论和实践的成果，同时又结合我国国情，继承传统的、行之有效的教学方法。教科书以话题为核心，以结构和功能项目为主线，组织和安排听、说、读、写的活动，通过“任务型”活动和完成项目（Project）实现教学目标。本教科书创设了大量的语言运用活动，使学生能够通过亲身的参与和实践，感悟和体验英语，发展语言技能，进而逐步获得综合语言运用能力。
五、知识和技能训练的安排遵循学生的认知规律
语言知识和技能的呈现与训练的安排循序渐进、循环反复，符合我国学生的认知规律，有利于他们构建知识系统。词汇教学采用英语释义、类比、联想等方法，并注意不断复现。语法项目呈现相对集中，便于教学，但又不断反复循环，可帮助学生复习并加深理解，提高他们实际运用的能力。
六、启发学生进行探究式的学习，培养他们的创新精神和实践能力
教科书引导学生由单纯模仿、被动接受的学习转变为运用观察、发现、推测、理解、记忆、对比、分析、联想、归纳、内化等策略进行学习。教科书也帮助教师由采用灌输式教学转为使用启发式教学，提供学生发现和探究的空间。与过去教材相比，最明显的变化在于speaking由背记书中对话改为依据所提供的材料进行主题讨论，自编对话。学生用书中设置Warming Up和Pre-reading的目的就是让学生主动参与、自主学习，启发他们动脑思考、大胆想象。书中不少听读材料和活动的设计本身就富有想像力。教科书的这些安排旨在激活思维，开启心智，发挥创新精神，提高实践的能力。
七、注意学科整合，拓宽学生的文化知识视野
教科书的话题涉及的文化知识面很广，具有跨学科的性质，其中渗透的学科有社会科学和自然科学，如信息技术、航天技术、环保、法制、文学、医学、音乐、体育、美术，以及工、农、商等教学内容。同时，语篇也充满了跨文化交际的信息，中外文化交织在一起，体现了教材的国际性和民族性。
八、具有弹性，区分层次，注意学生的潜力和可接受性
本教科书主要面向大多数地区的普通高级中学。考虑到实际教学中存在的差异和不平衡性，教科书在保证完成课程标准规定的基本要求的前提下，语言材料适当有所扩展，例如词汇表中带有三角符号的单词不要求学生掌握，学生用书和练习册中带有星号的部分仅供选择使用。配套的阅读材料和泛听等材料均供选择使用。这样的安排使教材具有弹性，使教学具有灵活性，既注意到学生的可接受性，又注意到学生的潜力，有助于因材施教。
九、多种媒体配合，提供丰富的配套资源
本套教材除了学生用书、练习册、教师用书，还有配套读物、录音带、泛听材料、挂图、录像带等，为教师灵活地选择使用教材，拓展教学内容，为学生自主学习，学会利用学习资源创造了条件。
十、增加形成性评价，体现学生在评价中的主体地位
为了保证根据课程标准的目标和要求实施对教学全过程和结果的有效监控，本套教材除了提供诊断性测试的建议，还提出了学生自我评价的建议。其目的是使学生在学习的过程中不断反思，肯定进步与成绩，找出问题，明确努力的方向。同时，也使教师获取教学的反馈信息，帮助他们不断改进自己的教学。
教材概述
一、学生用书（The Student's Book）
学生用书是这套教材的主体。每一个模块一册学生用书，有五个教学单元，供半学期使用。书中没有设复习单元，以便于教师根据教学的实际情况更加灵活地使用教材。教师可根据实际情况划分教学阶段并安排适当的复习，也可调整教学进度，增加或删减教学内容。本套教材第一至第五模块的目标是达到课程标准七级要求。
每个单元围绕一个主要话题开展听说读写活动，共分八个部分。各部分的教学目的明确，由于没有分课次，也未标注顺序，教师在实际教学中可以有自我调控的空间。
现将每个单元中各个部分编写的意图作如下的说明：
（一）热身（Warming Up）
这一部分主要通过问卷调查、看图讨论、情景听说、思考问题等多种形式的活动，激发学生的学习兴趣，激活其已有的背景知识，使学生能运用自己已有的知识和经验思考该单元的中心话题。练习中的设问可以使他们积极主动地参与，带着问题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。
（二）读前（Pre-reading）
这一部分一般是提出若干个问题，问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。这些问题可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。讨论问题可鼓励学生独立思考，阐述不同的看法。
（三）阅读（Reading）
这一部分提供了各单元的主要阅读语篇，题材和体裁多种多样。从必修阶段模块一到模块五，阅读语篇的篇幅逐渐递增，从300～400字增至500～600字。这些课文载有该单元有关主题的重要信息，还呈现了其中大部分的词汇和主要的语法结构。教学时，应把阅读课文做为整体来处理，通过上下文来教学词汇和语法，通过扫除新的语言障碍理解课文。为此，“阅读”和下一部分“理解”（Comprehending）可结合起来教学。
（四）理解（Comprehending）
这部分一般设有两、三道题目检查学生对阅读课文的理解程度。练习形式多种多样，从正误选择题、多项选择题一直到写要点、分析文章的主旨、作者的态度等。这些练习有的属于表层理解，侧重检查学生对课文中的事实、情节、主要信息、要点等是否清楚；有的属于深层理解，要求学生从字里行间分析出作者的观点、态度、主旨、意图，判断其文体特征等。
（五）语言学习（Learning about Language）
每个单元的大部分新的语言现象（词汇、语法等）出现在前五个部分，特别是阅读课文之中。“语言学习”这一部分采用发现和探究的方法，启发学生通过所给的启示（如新词语的英文释义或文中的例句等）自己找出书中的重点语言项目，即课程标准所要求掌握的语言知识及有关的规则。该部分还安排有多种形式的词汇和语法练习，以加深理解并且培养初步运用这些语言的技能。
（六）语言运用（Using Language）
这一部分提供了围绕中心话题的听说读写的综合性练习。这里虽有一些单项技能训练，如Listening或Writing, 但多数是两项或三项技能综合训练，如Listening and writing；Reading and speaking；Reading, listening and writing等。这一部分提供了许多有关单元主题的语言材料，创设了不少情景。一方面，扩充了有关话题的跨文化交际的信息，拓宽了学生的视野；另一方面为他们提供了综合运用语言的空间。
（七）小结（Summing Up）
这里改变了以往课本提供各课复习要点的做法，而是要求学生自己小结从各单元中学到的内容（Content），生词和习惯用语（Words and expressions）以及语法结构（Structures）。学生们可以相互讨论合作完成这一任务。这种做法的目的在于，加强学生自主学习的意识，促使他们运用适合自己的认知策略。教师可参考教学用书中每个单元的“教学目的和要求”帮助学生做好小结。
（八）学习建议（Learning Tip）
这一部分的重点是培养学习策略。每个单元根据其特点向学生提出了学习建议，以指导他们改进学习方法，更好地运用学习策略，优化学习方式，提高自主学习的能力。
每册学生课本的目录不仅列出了单元的题目和页码，还列出了各单元中的功能意念项目、语法结构、阅读课文的标题、写作技能等，使学生对全书的内容一目了然，有助于他们更好地制订学习计划，自觉地安排学习。
学生用书的附录部分有“课文注释”、“语法”、“各单元单词和习惯用语”、“词汇表”及“不规则动词表”。“课文注释”部分除了提供课文中语言重难点的注释，还提供了大量文化背景知识。为了启发学生动脑思考，运用观察、对比、联想、归纳等策略深入理解语言，发现英语语言内在的规律，“课文注释”部分设置了一些问题。词汇表中凡注有三角号或星号的单词和习惯用语都是超出课程标准要求范围的，可以不要求学生掌握。
二、练习册（The Workbook）
每册学生用书配有练习册，置于学生用书的第五单元之后，是这套教材的重要组成部分。练习册提供了大量围绕中心话题的语言训练，交际性和“任务型”活动，项目及自我评价等材料，每个单元包括以下十个部分。
（一）听（Listening）
（二）说（Talking）
（三）单词和习语的运用（Using words and expressions）
（四）语法结构的运用（Using structures）
（五）听的任务（Listening task）
（六）读的任务（Reading task）
（七）说的任务（Speaking task）
（八）写的任务（Writing task）
（九）项目（Project）
（十）自我评价（Checking yourself）
第三、四两个部分编配了一些词汇和语法的练习，复习巩固和运用各单元中的重点语言知识。
“听”的训练的主要目的是加大输入量和加强听力技能的训练。听力课文有的是学生用书内容的延续，有的则是有关单元话题的扩充。所设计的练习主要是为了检查学生对所听内容的理解程度，并训练学生捕捉关键信息的能力。
“说”的训练改变了过去给学生安排好示范性对话的做法，而是设计情景，提供课程标准所要求的功能意念项目，让学生分组编对话，开展角色表演活动，还要就一定的专题进行会话。由于大部分功能意念项目在小学和初中阶段介绍过，高中阶段启发学生自编对话已有基础。这样的练习有利于培养学生的思维和表达能力，更有助于他们提高实践能力和创新精神。为了帮助教师教学，《教师教学用书》提供了会话的范例，供教学参考。
听和读的任务部分提供的语言材料不只是为了训练学生的听读技能，更重要的是完成特定的任务，例如分析信息、列出要点、讨论观点、填写表格、制作图表等。说和写的任务比起学生用书中的说写练习要求更高，学生需要根据指示就某个专题进行口头或笔头的表达，完成某项任务，如专题发言、描述、写信、设计广告、写名人小传等。这些“任务型”活动具有一定的挑战性，需要学生独立思考、收集资料，并且常常需要与同学合作才能完成。
各单元中的项目是供有条件的班级选做的。每个项目几乎都要求学生走出课堂，进行研究，甚至需要收集资料，参与社会实践才能完成。例如调查家乡优秀人物事迹，为社区改善环境，制定保护文物计划等。完成这些项目不但考验学生综合运用英语的能力，而且能发展他们的多元智能，提高他们的全面素质。
自我评价部分以提问的形式启发学生对自己在各个单元学习过程中的表现、收获、成绩做出评价，并找出问题和困难及其解决的办法，同时也可给教学提出意见和建议，此项任务要求用英语进行，本身就是运用英语的实践活动。当然，为了达到形成性评价的目的，必要时可以使用汉语。
三、教师教学用书（The Teacher's Book）
教师教学用书包括以下几个部分：
“前言”部分对这套教材的教学目标、指导思想、特点、内容及方法作了介绍。
“分单元教学建议”由五个部分构成：
教学目的和要求（Teaching aims and demands）部分列出了各单元课程要求掌握的话题、单词和习惯用语、功能和语法项目。
教学建议（Suggested teaching notes）中有“教学内容分析”、“教学方法建议”和“自我评价建议”。
补充参考资料（Supplementary reference materials）部分对教科书中的一些疑难问题作了补充注释，供教师参考。
学生用书教学指导（Teaching guide for the Student's Book）和练习册教学指导（Teaching guide for the Workbook）用英语编写。这两部分对学生用书和练习册各单元中的每个部分如何进行教学提出了较为详细的建议，并介绍了许多现代语言教学的方法。同时还提供了课本中的听力活动的文字材料、说和写的示范材料以及各种练习的答案。此处，还提供了有关的文化背景知识和注释，并附有供教师参考和选用的补充资料（Enrichment）。
四、口语录音带（The Speech Cassette）和听力训练录音带（The Listening Cassette）
口语录音带录有学生用书和练习册中的阅读课文和各单元的单词和习惯用语，为学生提供了朗读示范，听力训练录音带录有学生用书和练习册中的全部听力课文。两种录音带均由英语国家人士朗读录制而成。
教材使用
教材是英语课程资源的核心部分，对实施课程标准贯彻新的理念，体现教学改革的精神起着重要的作用。本套教材的编者本着创新的精神，力求在探究式的学习、“任务型”活动、形成性评价等方面有所突破，为广大师生提供服务于教学的材料和工具，以保证有力地落实基础教育改革的精神。
教材是服务于教学的材料和工具，主要的课程实施者是教师，选择和使用教材的主人是教师，教师应做教科书的主人。在当今校本课程资源的开发中，教师尤其要发挥作用，成为课程设制的参与者。教师应从学生和学校教学实际出发（这一点十分重要！）选用这套材料。确定教材后，教师需要了解和研究教材，领会其编写指导思想和意图，弄清其脉络和结构，熟悉教材的内容和方法等。这里要求教师学习并把握课程的目标、基本理念、内容标准及实施的建议等，更新观念，根据学生的兴趣、需要、心理特征和实际情况，选择和调整教学策略。这就是说，教师应从实际出发，灵活而又有创造性地使用教科书，如删减不合适的内容，补充必要的复习练习、从多种渠道开发资源，增加真实、有趣而鲜活的材料等等。总之，要一边教学一边通过评价不断对自己的教学行为进行反思，努力在教学中不断创新，以求得自身的发展，适应现代社会发展对英语课程的要求。
实施课程和教材要以学生为主体。学生需要在教师的引导下逐步树立主体意识，积极主动地学习，通过体验、实践、讨论、合作、探究等方式，参与各项听、说、读、写的活动。他们需要学会运用认知、调控、交际和资源策略构建知识、提高技能，在交际性、互动性较强的“任务型”活动和项目活动中，积极思维，善于表达，努力实践和创新；在学习英语的过程中培养兴趣、磨励意志、加强信心、与人合作，并认真进行自我评价，自我反思，不断调整学习策略提高学习效率。只有这样，才能使学生具有终身学习的能力。一旦有了学习的兴趣和动机，有了学习的能力，提高学习成绩就不在话下了。
教学内容与方法
一、语言知识
（一）语音教学
语音是学好英语的基础，在教学中应受到重视，语音教学要紧密结合词汇、对话和课文的教学进行。教科书每个单元都安排了与语音有关的练习，其目的是帮助学生进一步巩固初中已学的语音知识，掌握正确的语音、语调和朗读技巧，在口头表达中做到语音、语调自然和流畅。学好英语语音对听说技能的培养有直接关系，对读写技能的培养也有促进作用。要充分利用口语和听力录音带，让学生听录音，模仿标准地道的语音语调，提高学生的语音水平。教科书中有一些诗歌，诗歌朗诵可以帮助学生体会和感悟英语诗歌的节奏和韵律。
教科书中的单词注音依据《英语发音词典》（English Pronouncing Dictionary）（第15版）。学生用书的词汇表后附有英语国际音标变化表，便于师生迅速掌握新的国际音标。
（二）词汇教学
词汇教学主要是使学生掌握词义、词的搭配和用法，要真正掌握词义和词的用法，必须通过有情境的课文教学，并结合听、说、读、写等语言实践才能达到。因此，学生用书中的生词和习惯用语都以黑体字或异色字出现在课文之中，而且集中收入书后的词汇表中，便于学生查找、预习和复习。这一部分词汇均为课程标准要求掌握的，但学生用书各单元中尚有一部分因行文需要出现的词汇（包括人名和地名等）超出了课程标准要求的范围，也列入词表，标上了三角符号，仅要求理解。练习册中有个别生词加注了中文译文，也有少许生词没有加注译文，目的是让学生通过上下文猜测词义。
学生用书模块二介绍的课程标准的单词约为170个，固定搭配和习惯用语约为40条。根据课程标准的要求，本套教材的词汇有所增加。为了解决词汇量大所带来的困难，在教学中一定要引导学生改变死记硬背的方法，要培养学生按拼读规则拼读单词，根据所学构词法知识判断和记忆派生词及合成词的词义和词类的能力。在学习词汇的过程中，学生要善于对比、联想、发现英语单词的构词方法以及多词义、多词性的特点，用比较和归类的方法学习和记忆单词。
学生用书中许多单元都设有根据英语释义从课文中找出生词或习惯用语的练习。用简易的英语解释生词的意思，这种练习的目的是训练学生自学能力，学会使用英语词典，准确地理解词义。学生用书和练习册中都提供了词汇的专项练习，但词汇主要得放入综合语言运用的各项实践活动之中才能理解得深、用得活。
（三）语法教学
中学英语课教学语法是必要的。符合中国学生认知规律的循序渐进的语法教学能够迅速有效地帮助学生准确地理解和掌握英语。但是，语法教学本身并非目的，而是为了学生掌握和运用语言服务的。因此，教师不要把语法课搞成“满堂灌”，决不可做过多的讲解，给学生造成语法“繁、难、杂”的印象。学习语法的最好方法是在“用”中学。
本教科书中的语法项目主要是在一定的情景中出现的。首先要让学生自己发现各单元中的新的语法现象，并要他们归纳出使用中的语法结构。当然，他们可能做出错误的归纳，这很正常，此时，教师要采取适当的方法进行纠正，学生用书的Discovering useful structures 和附录中的Grammar部分对语法点进行了比较系统的介绍，可供教师参考。练习册的Using structures部分引导学生正确运用语法结构。与词汇一样，语法结构也得依靠综合语言运用的大量实践活动才能真正掌握。
在高中英语教科书中，一个单元基本只介绍一个语法点。在高中必修阶段稍后部分和系列选修阶段，语法结构还要循环反复，不断巩固和加深。
模块二介绍的语法项目有：
1．动词 一般将来时、现在完成时和现在进行时的被动语态
2．定语从句 1）限制性定语从句与非限制性定语从句
2）复习由 in / for / with / by ＋which / whom 引导的定语从句
二、语言技能
本套教科书的语言技能指的是听、说、读、写技能。尽管在练习册中有少量的翻译练习，翻译在高中没有作为一项技能进行专门的训练。在这个阶段，翻译是一种学习的手段，适当地进行汉英对比可以加深对英语的准确理解。与此同时，做一些翻译练习也可以为学生今后的工作和继续学习打下基础。
听、说、读、写四种技能是相辅相成，互相促进的，要进行综合训练。听说是读写的基础，而读写又有助于听说的巩固和提高。只有坚持进行四项技能的训练，才能发展学生的综合语言运用的能力。
听和读是语言的接受技能，说和写是语言生成技能。只有通过听读达到足够的语言输入量，学生才有可能通过说和写输出一定的语言信息量。因此，本套教科书加大了听读的信息量，侧重培养阅读能力，加强了写的技能训练。
（一）听的技能
高中阶段英语听力训练的渠道主要来自：
1．教师的课堂用语和教学英语；
2．口语录音带；
3．听写；
4．听（Listening）和听的任务（Listening task）；
5．校内外录音泛听、英语广播、电视等。
学生用书和练习册的每个单元都含有两个以上的听的活动。这些听的活动培养学生的各种技巧和能力：听要点、听细节、听特定的词、听内容捕捉特定的信息、分析和处理信息，直至完成特定的任务。采用了各种不同类型的听力课文，包括会话、记叙文、传记、新闻报道、广播、故事等。
听力训练的步骤建议如下：
1）听前介绍语境，可利用插图（如问 What can you see in the picture ）或根据听力材料的内容提出一两个问题，以便让学生放松紧张的情绪，做好听的准备。此时，也可把听力材料中的生词教给学生。
2）提出任务。让学生仔细看看听力部分的练习或任务，使他们明白他们将会听到什么内容，他们该做什么事。要向学生说明，他们没有必要听懂每一个词，但要抓住主要的信息。这样就可以使他们带着特定的目的去听，他们就会专心致志地通过“听”寻求所需要的信息。
3）放录音，必要时可放三遍。在适当的时候还可使用暂停开关重放难句。
4）学生边听录音边回答或思考练习中的问题。
5）听后检查答案。让学生两或三四人一组彼此检查或讨论答案，然后全班检查答案。任务一般需要集体合作完成。
6）如有时间可发放听力课文，再放录音，让学生注意听并跟读。这样，不仅可以解决疑难问题，而且可以弄清影响听力理解的障碍究竟是什么，以便采取对策有效地提高听的技能。
（二）说的技能
说话是口头运用语言传递信息的技能，需要学生开动脑筋，创造性地运用使用已知的语言表达比较复杂的意思。口语训练在高中教学中的比重仍然较大。本套教科书与初中英语不同的是：学生用书很少提供示范性的对话，更多的是专题性的会话（Themed conversation），例如对某个话题交换看法、评论人或事物、讨论计划、采访、聊天、议论或辩论等，还有独自陈述某件事、讲故事、简短发言、发表意见、汇报情况、短时演讲等。
上述真实性强、具有实际意义的交际性口语活动为学生学习和运用课程标准规定的功能意念项目提供了很好的机会。实际上，初中阶段已经介绍了课程标准中列出的大部分功能意念项目，高中阶段通过学生用书和练习册中的Talking, Speaking 和Speaking task以及其他部分复习了已学的功能意念项目，并陆续介绍了其余的功能意念项目。每册学生用书的目录都标出了各个单元的重点项目，教师教学用书各单元的“教学目的和要求”中都列出了该单元的有关用语。
为了提高学生“说”的技能，教师需指导学生：
1．养成朗读和大胆开口与人交流的习惯，敢于表达思想，提高自己的语言流利程度。
2．注意学习和运用所学的日常交际用语和交际中常用的语法结构，提高口语的准确性。
3．充分利用教科书听读材料所提供的信息，并注意扩大自己的知识面，特别注意培养跨文化交际的意识。这样便可使自己有话可说、有情可表，而且说话得体。也就是说，知道在什么时间、什么场合对什么样的人说什么样的话，遵守英语交际的基本礼仪。
4．运用交际策略主动与人进行口语交流，并学会使用各种办法克服语言困难维持交际，如使用简单英语、非语言手段（手势、表情等）及工具书等。
教科书对每个“说”的活动都有具体的说明，本书又有较详细的建议，而且还提供了对话或陈述的示范。这些范例仅供教师参考，以便打开思路。教师一定要鼓励学生发挥创造力，口头抒发各自的思想和感情。
（三）读的技能
读是一种最为便捷的语言信息输入的方式。高中教科书中提供了大量的阅读材料，目的是激发学生对读英语的兴趣，培养阅读的技能。阅读技能主要指的是：抓住要点；获取主要信息；理解文章内涵；从上下文猜测不熟悉的语言现象；分析作者的观点、态度、意图；读懂图表和说明书等；欣赏浅易的文学作品等。
学生用书中的阅读（Reading）中的课文是各单元中的重点，教学建议如下：
1．完成Pre-reading以后，在开始让学生阅读之前，提醒学生注意课文的题目和插图或照片，请他们思考该课文的大意。
2．根据阅读课文的内容，讲解文中一些关键词语。
3．提出一两个问题，让学生边读边寻找答案。
4．默读课文，鼓励学生快读寻求答案并作出回答。这样做可以帮助学生了解课文的主要意思。
默读课文也可当作家庭作业来完成。为了加强学生的自学能力，他们课前预习，即默读一遍课文有好处。阅读时应根据上下文猜测生词的意思，并且使用字典或书中的词汇表及课文注释。还要鼓励他们思考问题，可以在课堂上大胆地提出问题，以便教师更有针对性地进行教学。
5．讲解课文中的难句和新的句子结构，扫除理解的障碍。有的可以简明扼要地加以解释，有的可以启发学生思考，一起讨论。此时，对文中的语言问题只要求作简单的处理，达到理解的目的即可。
6．让学生再细读一遍课文。然后就课文内容提出更多的问题。Comprehending中的部分问题可以在这里提出。
7．放课文的录音让学生听、跟读，并练习有表情的朗读，提高语言水平。
8．阅读后可以组织学生开展不同形式的口笔头任务活动，围绕课文的话题，结合自己的经验，展开讨论、发表不同见解（甚至是批判性的观点）、摘记要点、归纳总结，等等。
要通过阅读引起学生兴趣，使他们不满足于教科书中的阅读量。如果能引起他们对书中的话题进一步探究的动机，例如学过了有关奥运会或保护文物的材料，他们从此对有关的各种英文资料都注意收集并阅读，那就在一定程度上说明，这样的阅读教学是成功的！
（四）写的技能
在四项技能中，写的技能难度最大。写要动手、动脑，如有条件和必要还可使用电脑；写是运用语言传递书面信息的手段，要求语言文字精确（书法、拼法、语法要正确）；要求文字通顺、结构严谨、格式正确、文体合适。这就要求学生具有较强的思维能力和表达能力。要写出动人的篇章，一定得有较好的语言基本功、逻辑思维和创造思维，还要有丰富的想象力。
高中教科书非常重视和加强写的训练。写作是按句子、段落和篇章三个层次来练习的。每个单元都有许多写的练习和活动，大致可分成三种。第一种是基础性的练习，学生自由选择语言的余地很少，主要分布在Learning about Language和练习册的词汇、语法练习中。第二种是有指导的程序写作，主要在学生用书的Using Language和练习册中的Writing task部分，这里的写常与听、读和说紧密联系，而且给予学生比较详细的指导，甚至指明了写作的步骤和方法。第三种是功能性写作或自由写作，主要出现在Writing task 和Project之中。这些练习和活动的安排由易到难，由简到繁，一步一步地帮助学生提高写的技能。
高中阶段要求学生写的语体逐渐由口语变为书面语，由非正式到正式，体裁也逐渐增多，由书信、便条、摘要、日记、通知等发展到简短的叙事、说明、讨论、报告、新闻报道、广告、故事、传记等。
如要成功地完成写作任务，一般需要经过以下的步骤：
1．构思：在独立思考和收集资料的基础上，与同学讨论题目，交流信息，确定写作内容；
2．拟定提纲：理顺需表达的思想或事物的逻辑顺序；
3．起草：写出初稿；
4．校订：检查错误，调整、修改或重写；
5．完稿：修改、誊清、定稿；
*6．电脑排版：如有条件，可以使用计算机的文字处理系统软件完成英文写作，会取得更加满意的效果。
这样认真写出来的文章必定会较为令人满意，而具有这种严谨作风的写作者也必定能提高自身的素质。
缩写：
SB — Student's Book 学生用书
TB — Teacher's Book 教师用书
Wb — Workbook 练习册
T — Teacher 教师
S — Student 学生
Ss — Students 学生（复数）
eg — for example 例如
ie — that is 也就是说
Ex — Exercise 练习
Exx — Exercises 练习（复数）
sb — somebody 某人
sth — something 某事（物）
etc — et cetera 等
esp — especially 特别是
Unit 1 Cultural relics
教学目的和要求（Teaching aims and demands）
类别 课程标准要求掌握的项目
话题 Cultural relics protection; famous cultural relics in China and abroad
词汇 cultural survive remain state rare dynasty vase belong gift ton stone heat design fancy style jewel king reception light mirror wonder （n．） remove furniture secretly wooden doubt apart trial consider opinion evidence prove pretend maid castle sailor treasure besides
look into belong to in search of in return at war take apart think highly of
功 能 1．征求看法（Asking for opinions） Are you sure he / she was telling the truth How do you know that How can you be sure he / she was telling the truth Why / Why not 2．发表看法 （Giving opinions） I don't believe ..., because .... That can't be true．It is （not）a fact． I （don't）agree with you．I don't agree that .... It can be proved．The truth is （not）easy to know． I think they have said useful things.... has no reason to lie．
语法 定语从句（III） 1．限制性定语从句 （Restrictive attributive clause） A cultural relic is something that has survived for a long time． It is your job to look into any reports of cultural relics that have been found in China． 2．非限制性定语从句 （Non-restrictive attributive clause） This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．
教学建议
（Suggested teaching notes）
一、教学内容分析
本单元的话题是“文化遗产”。
“热身”（Warming Up）部分首先让学生对文物的定义有所了解，然后通过让学生假设自己是文物保护办公室的工作人员去调查一件被盗的文物，启发学生思考关于文化遗产的归属问题，激发学生的文化遗产保护意识。
“读前”（Pre-reading）部分的两个问题则进一步考查学生对待文化遗产的态度。
“阅读”（Reading）部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
本单元的新词汇较多，因此，“语言学习”（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份量的练习，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。
“语言运用”（Using Language）部分的Reading, listening and writing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，对学生进行听力的训练，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Speaking and writing则继续围绕上面的话题，让学生交流听力内容，并根据所听到的内容写出文字材料。最后，编者又把教材的内容向深处推动，Reading and writing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。
“学习建议”（Learning Tip）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。
本单元所涉及的要点是：
（一）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。
（二）学会区别事实与观点，锻炼思维分析能力。
（三）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。
（四）用英语表达自己的看法或征求别人的看法。
（五）掌握本单元的词汇。
二、教学方法建议
（一）关于“文化遗产”与“文物”
本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是通过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列入《世界遗产名录》的年份：
1．Mount Taishan （泰山）, listed as a world cultural and natural site in 1987．
2．The Great Wall （长城）, cultural site, 1987．
3．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．
4．The Mogao Caves （敦煌莫高窟）, cultural site, 1987．
5．The Mausoleum of the First Qin Emperor and the Terracotta Warriors （秦始皇陵及兵马俑坑）, cultural site, 1987．
6．The Peking Man Site at Zhoukoudian （周口店北京猿人遗址）, cultural site, 1987．
7．Mount Huangshan （黄山）, cultural and natural site, 1990．
8．The Jiuzhaigou Valley Scenic and Historic In- terest Area （九寨沟风景名胜区）, natural site, 1992．
9．The Huanglong Scenic and Historic Interest Area （黄龙风景名胜区）, natural site, 1992．
10．The Wulingyuan Scenic and Historic Interest Area （武陵源风景名胜区）, natural site, 1992．
11．The Mountain Resort and its Outlying Temples, Chengde（河北承德避暑山庄及周围寺庙）, cultural site, 1994．
12．The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu （曲阜孔庙、孔府、孔林）, cultural site, 1994．
13．The Ancient Building Complex in the Wudang Mountains （武当山古建筑群）, cultural site, 1994．
14．Historic Ensemble of the Potala Palace, Lhasa （西藏布达拉宫）, cultural site, 1994．
15．The Lushan National Park （庐山）, cultural site, 1996．
16．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．
17．The Ancient City of Pingyao （平遥古城）, cul-tural site, 1997．
18．The Classical Gardens of Suzhou （苏州园林）, cultural site, 1997．
19．The Old Town of Lijiang （丽江古城）, cultural site, 1997．
20．The Summer Palace （颐和园）, cultural site, 1998．
21．The Temple of Heaven: an Imperial Sacrificial Altar in Beijing （天坛）, cultural site, 1998．
22．Dazu Rock Carvings （大足石刻）, cultural site, 1999．
23．Mount Wuyi （武夷山）, cultural and natural site, 1999．
24．Mount Qincheng and the Dujiangyan Irrigation System （青城山—都江堰）, cultural site, 2000．
25．Ancient Villages in Southern Anhui-Xidi and Hongcun （安徽古村落—西递、宏村）, cultural site, 2000．
26．Longmen Grottoes （龙门石窟）, cultural site, 2000．
27．Imperial Tombs of the Ming and Qing Dynas-ties （明清皇家陵寝）, cultural site, 2000．
28．Yungang Grottoes （云冈石窟）, cultural site, 2001．
29．Three Parallel Rivers of Yunan Protected Areas, natural site （三江并流）, 2003．
30．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．
另外，教师可以准备一些有年代的古物（实物或报刊杂志上的图片介绍），请学生们谈一谈对古物的了解。然后请同学们分组讨论Warming Up 与Pre-reading中提出的问题，教师不必对他们的看法做任何评价，同学们可以随便发表自己的想法。
（二）阅读教学
教师事前从网上下载几张琥珀宫殿的图片，用那些晶莹剔透、金碧辉煌的实物照片给学生以感官上的刺激，引起学生对即将阅读的文章的兴趣并产生共鸣，同时这些图片还将有利于学生们对Amber Room的理解。设置一些阅读任务，帮助学生有目的地阅读课文。如：
1．What does the text tell us about amber
2．How many tons of amber were used to make the Amber Room
3．What else were used to make the room besides amber
4．Why was the Amber Room first built
5．When and why did Frederick William I give the Amber Room to Peter the Great
6．What did Peter the Great give in return
7．What did Catherine the Great do with the Amber Room？
8．When and how was the Amber Room supposed to have been lost
（三）语法教学
要注意语法项目的自然导入。语法讲解要建立在认知的基础之上。在本单元教学中，教师可以请学生们在阅读的过程中找出文章中所有的定语从句，用简单的英语复述他们的意思，以便体会与感悟定语从句的含义和句型结构，从而达到复习巩固定语从句的目的。
本单元的语法重点是限制性定语从句和非限制性定语从句，教师可提供给学生一定的情景，例如：I have two umbrellas．I bought one of them in the shop near our school．That one needs repairing．然后让学生根据此情景选择与所给情境相搭配的句子：
A The bike which I bought in the shop near our school needs repairing．
B The bike, which I bought in the shop near our school, needs repairing．
学生通过比较可得出正确答案是A，对于造成意见不同的情景与句子，教师应适当给予提示，让学生自己进行讨论，选择正确的表达方式，并指出选择的理由，这样给他们留下的印象较深。类似的情景还有：
1 You met one of my friends last summer, the one from France．He is coming to Beijing again．（B）
A My French friend who you met last summer is coming to Beijing again．
B My French friend, who you met last summer, is coming to Beijing again．
2 Mary made some cookies and they have all been eaten．You made some too, but they haven't been eaten．（A）
A The cookies which Mary made have all been eaten．
B The cookies, which Mary made, have all been eaten．
最后，教师可针对学生对限制性与非限制性定语从句的认识进行总结。
三、自我评价建议
（一）非测试性评价
1．建议教师在本单元教学结束时，利用下面的表格检测学生本单元内容的掌握情况。具体步骤如下：
1）让学生对照表格，根据每个教学要点中需掌握的项目要求，分析自己各项学习任务的掌握情况；知识掌握情况按优、良、薄弱几个等级进行分类，活动参与情况按主动、被动来进行评估。
以下表格仅供教师参考：
教学要点 项 目 掌握情况 参与情况 扩展对策 习题指导
Warming Up 对世界文化遗产的了解情况 优 / 良 / 中 / 差 主动 / 被动
Pre-reading 表述个人对文化遗产的态度 优 / 良 / 中 / 差 主动 / 被动
Reading 目标阅读 能力训练 优 / 良 / 中 / 差 主动 / 被动
Comprehending 理解能力检测 优 / 良 / 中 / 差 主动 / 被动
Learning about Language 词汇掌握与运用、语法复习 优 / 良 / 中 / 差 主动 / 被动
Using Language 语言技能的训练和运用 优 / 良 / 中 / 差 主动 / 被动
Summing Up 本单元知识掌握情况检测与反馈 优 / 良 / 中 / 差 主动 / 被动
2）教师根据全班学生反馈上来的情况，可采用适当的扩展对策，如小组讨论交流、老师重点指导等。以下建议供教师参考：
A 组织学生上网查阅Amber Room in Russia，摘录简要文字材料，提问：Do you know anything about amber Have you seen any things made of amber Do you think cultural relics should belong to a single person or the country
B 教师提供相关阅读材料，布置学生课外阅读，教师应注意检测和反馈。
3）对于具有广泛性的问题，建议教师增加一些课外习题指导（见测试性评价部分）。
（二）测试性评价
本单元中语法要点是复习限制性定语从句，引入非限制性定语从句。估计会有不少学生存在理解和运用的困难。可以对个别学生进行指导以后，再出一些句子进行检测。
Join each pair of sentences using that / which / who / whose / where / when, with commas if necessary．
1．I still remember the day．I talked to a native speaker in English for the first time on that day．
2．Mr Green grew up on his grandfather's farm．There were many animals on the farm．
3．The Amber Room was given to Peter the Great as a gift later．It was first made for the palace of Frederick the Great．
4．The Beatles are popular among young people．Their songs are mostly pop music．
5．The lady is a physics professor from Cambridge University．She will give us a talk on the universe tomorrow．
参考答案：
1．I still remember the day when I talked to a native speaker in English for the first time．
2．Mr Green grew up on his grandfather's farm, where there were many animals．
3．The Amber Room, which was first made for the palace of Frederick the Great, was later given to Peter the Great as a gift．
4．The Beatles, whose songs are mostly pop music, are popular among young people．
5．The lady who will give us a talk on the universe tomorrow is a physics professor from Cambridge University．
补充参考资料
（Supplementary reference materials）
一、补充注释
1．This gift was the Amber Room, which was given this name because almost seven thousand 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将近7,000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which, 在修饰人时用who, whom, whose。非限制性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．Although it feels as hard as stone, it easily melts when heated．虽然摸起来像石头一样硬，可是加热后就很容易熔化。
feel 在这里的意思是to give or produce the stated sensation 给人以某种感觉。
Your hands feel cold．你的手摸起来很冷。
The cloth feels soft．这块布摸起来很柔软。
How does it feel to be alone all day 一整天孤零零的会是什么感觉？
When heated = when it is heated．When heated 通常可以看作是一种省略句，省略的部分总是“主语+ be”，省略句的主语应与主句的主语相同。
Even if invited, he won't go．就算有人邀请他，他也不会去。
When heated, water changes into steam．水加热后变成水蒸汽。
3．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。（此句中的of help 相当于very helpful。）
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，作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
4．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。
5．There is no doubt that the boxes were then put on a train for Knigsberg, 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．医生们作出了诊断结果：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。
二、背景知识
Fate of Russia's lost art treasure revealed after 60-year cover-up
According to evidence disclosed on May 22, 2004 in Guardian Weekend, Peter the Great's 18th century Amber Room, rated as the world's prime missing art treasure, was destroyed in the chaos of the wartime collapse of Nazi Germany．
Sixty years of looking for it have been pointless．And it was not destroyed or hidden as by the Germans who had stolen it, as often assumed．It was lost in a fire while in the hands of occupying Red Army troops in a castle they captured in Knigsberg, Germany．
The room, a chamber with walls panelled in amber, then 12 times more precious than gold, was built by German craftsmen as a present for Peter the Great in 1717．
When Germany invaded Russia, craftsmen at the Catherine Palace tried to mask the amber with gauze and fake wallpaper．But when enemy troops capured the palace, just outside what was then Leningrad, now St Petersburg, they discovered the disguise and separated it into pieces．It was known to have been stored at Knigsberg．But there, after the war, its trail vanished．
The mystery of the disappearance of what was once called the eighth wonder of the world produced a welter of searches, books, conspiracy theories and, in Germany, an Indiana Jones-style film．
The Amber room was completely reconstructed for St Petersburg's 300th anniversary in May 2003．The work to recreate it lasted 24 years．The Russian Post Office also released Amber Room stamps to commemorate the work of art．
Teaching guide for the Student's Book
（学生用书教学指导）
INTRODUCTION
Cultural relics are physical reminders of what different peoples valued in the past and continue to value now．Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practised those traditions．Although we may not often consider it, cultural relics are not only the possession of one culture．In a larger sense, it can be said that they belong to all peoples．For these reasons, this unit describes cultural relics not only from China but other places．Looking at it from another angle, it can also be said that cultural relics are more than works of art; they are symbols of history and the people who lived in the past．Each kind of relic preserves some aspect of cultural heritage and each relic, is still a unique cultural expression and contribution．
WARMING UP
The situation presented to students here is what is called a moral dilemma．Students must make a choice between “compelling interests,” in this case the interests of a family and the interests of society．How should students resolve this moral conflict The main purpose of this activity is to get students thinking and talking about hard choices and how to make them．
The secondary purpose is to see how carefully students read and consider the small amount of information they have been given about this situation．Students are asked to “look into any reports,” meaning to investigate what others have reported．They are not expected to bring back, the relic when they find it．While it is true that a relic is missing from a palace, it is not clear whether the man, or anyone else in his family, stole it．Nor does it say how long the relic has been in his family or who the rightful owner is．It is also possible that the object described as a cultural relic has not been judged a relic by experts．Get students to role-play a conversation between you and the man．
Sample 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．
PRE-READING
It is one thing for students to talk about cultural relics far from home and quite another to discuss those which are part of their own lives．Unlike in the Warming Up exercise, the first question in this section asks students to express their feelings rather than their thoughts．They must also explain why they feel the way they do．The second question lets students use their prior knowledge （ie from the previous activity）to discuss what they would do but without the limitations of a specific situation．Again, the purpose of this question is not to tell students how to think．
Sample dialogue:
T: 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．
T: OK．Another good suggestion, but what if the others don't have a brother who is a policeman （Laughter）．
S3: Oh, right．Well, I would talk to someone in our city government．
Notice that the teacher doesn't try to answer the first student's question but lets other students consider and respond to it．The teacher also makes it clear that he / she is glad to get different responses since, in fact, there is no one correct answer．The teacher jokes with the third student．However, instead of criticizing the student's response, the teacher gives the student a chance to offer another solution to the problem．The discussion is student-centered and encourages a responsible attitude towards cultural relics．
READING
This reading passage tells the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia．It is a relic which has been lost, and the Amber Room that people can see today is actually a reproduction．Many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books．Even now, several teams of treasure hunters continue to search for it．
Before students read this passage, tell them not to worry about names and dates．Instead, they should imagine that they are reading a detective story and simply focus on what happened to the Amber Room．
1 Teaching new words and structures
1 The German title for king was Kaiser, but king is used to introduce a target word．Likewise, the Russian title for queen is Czarina．In the European royal tradition, the first ruler to use a certain given name like William was called William I, which is said as“William the First.” Thus Frederick II is better known in history as Frederick the Great．So Peter I is also Peter the Great and Catherine II was Catherine the Great．To avoid translation problems from English to Chinese, Roman numerals have been used in this passage．
2 The design for the room was of the fancy style popular in those days．This is a reference to the Baroque style （巴洛克艺术风格）of the 17th and 18th century in much of Europe．
3 The Amber Room is “a wonder of the world” but not one of the seven Great Wonders of the World, such as Egypt's pyramids or China's Great Wall．Have students compare the meaning of wonder as a noun （as it is used here）and as a verb．
4 There is no doubt is a phrase that means “It is clear” or“beyond argument” that something happened．If something is“beyond doubt” in a court of law, it means that enough evidence exists to say that it is true．
5 In the spring of 2003, it was ready for the people of St Petersburg to celebrate the 300th birthday of their city．The 300th anniversary of an event is also called its tri-centennial．Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room．St Petersburg is both the current and original name of one of Russia's oldest, largest and most beautiful cities．During the period of the Soviet Union, the city was named Leningrad．It is sometimes nicknamed the “Venice of the East” because of its many canals．
2 Understanding ideas
Many students may be surprised that leaders of countries in the past used to give away such important examples of their own culture．But it was a way of making friends with other countries so it seemed quite acceptable at that time．So Frederick William's gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too．As the gift was such an important one, it was expected that Peter the great would make a gift in return．So he did when he gave the king of Prussia 55 of his best soldiers．It is important to remember that these presents were not personal but gifts of one country to another．
3 Discussion of ideas
Ask students:
1 Why might someone not protect relics from his or her own culture
2 Why are some people so willing to save cultural relics while others are not
3 What makes a cultural relic worth protecting Is it its artistic design, its cost, its value to society or something else
4 Discussion of style
1 Several attributive clauses can be found in this reading passage．Have students try to find them．
2 The passage is a non-fiction article．It presents mostly facts in chronological order．However, some opinions are made about the topic of passage．For example, it is still an opinion that the Amber Room is valuable and therefore worth reproducing or finding．Ask students to find other opinions in the article．
3 Ask students: What is the author's attitude towards the Amber Room How do you know
COMPREHENDING
Answer key for Exercise 1:
1 B 2 D 3 B 4 A 5 C
Answer key for Exercise 2:
1 NS 2 S 3 S 4 NS 5 NS
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 rare 2 vase 3 in return 4 in search of 5 belong to 6 heat 7 remain 8 gift 9 doubt 10 remove
Answer key for Exercise 2:
A: 3 B: 1 C: 3 D: 2
Suggested answers to Exercise 3:
1 This was a time when the two countries were in a state of war．
2 She was working in the garden all this morning．
3 Children who are playing often make a lot of noise．
4 When we called, the family were having their dinner．
5 What are they doing now They are having their meal．
Discovering useful structures
Answer key for Exercise 1:
1 It is your job to look into any reports of cultural relics that have been found in China．
2 You are sent to a small town where you find a relic that was stolen from a palace．
3 Think of a cultural relic you know about．
4 The gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．
5 Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers．
6 In 1770, the room was completed the way she wanted it．
7 This was a time when the two countries were at war．
Answer key for Exercise 2:
1 Here are the farmers who discovered the underground city last month．
2 Xi'an is one of the few cities in which / where city walls remain as good as before．
3 Shaanxi Province is a place where cultural relics are well looked after．
4 The woman remembered the day when she saw Nazis burying something near her home．
5 The old man you are talking to saw some Germans taking apart the Amber Room and moving it away．
Answer key for Exercise 3:
1 St Petersburg is a very beautiful city, which was once called Leningrad. / St Petersburg, which was once called Leningrad, is a very beautiful city．
2 In Xi'an, I met a teacher who has a strong love for cultural relics and who took me to visit the history museum．
3 I don't remember the soldier who told me not to tell anyone what I had seen．
4 People didn't pay much attention to cultural relics in the old days, when my grandfather was a child．
5 They moved the boxes to a mine, where they wanted to hide them．
USING LANGUAGE
Reading, listening and writing
This passage introduces the difference between facts and opinions．Students are provided with a definition and an example for each term．As a further check for understanding, you may want to photocopy a brief newspaper article, preferably one which talks about a crime trial．Then have students pick out the facts and opinions and give reasons for their answers．Otherwise, you can move on to the listening practice which provides three pieces of testimony on the whereabouts of the Amber Room．Be sure to have your students read the three forms and introduce the new words in the listening text before they listen to the tape．Tell them to listen very carefully, since one sentence may reveal a lot about whether they should believe or doubt the eyewitness．After students fill in their forms they should be able to clearly see which eyewitness has given the most facts．However, remind your students that giving the most facts doesn't necessarily make that eyewitness more reliable．In other words, an eyewitness can give mostly opinions and still deserve to be believed．
LISTENING TEXT
No one knows exactly what happened to the Amber Room．A few people say that they were eyewitnesses who saw where the Amber Room was hidden．Listen to their stories．
1 Hello, I'm Jan Hasek, an old miner from the Czech Republic．In April, 1945 I heard something explode at midnight．I got up from bed and ran outside．The sound came from a mine that hadn't been used for a long time．The war still had not reached my town．Suddenly, I saw some German soldiers! I could see them clearly in the bright light of the full moon．They were taking wooden boxes from trucks and putting them in the mine．Later, one of my friends told me that treasures were inside the boxes．A week later, I decided to have a look for myself．To my surprise, all the holes in the mine were filled! Now, I own a little restaurant near the mine．Some people are looking for the treasure．They say the Amber Room and some gold are buried in the mine．The mayor of a German town across the stream is also looking for the treasure．He says a Nazi soldier told him where to find it．Ha! That was ten years ago and still no luck!
2 Hello, my name is Anna Petrov．I was a maid at the castle in Kaliningrad during the war．At that time the city was still called Kigsberg, its German name．I heard about the Nazis stealing many treasures from Russia and bringing them here．Just before Christmas in 1941, many trucks came to the castle at night．The German soldiers would not let us see what they were doing．We were told never to tell anyone the secret．The next spring, a German professor began to show special visitors this art treasure．But I never saw it．Later, all the Russian workers had to leave the castle．Then, at the end of August, 1944 I heard something explode．When I looked outside I saw fires from the castle．The next morning, I found a few melted pieces of something that looked like honey．When the Russian soldiers came, they found burnt pieces of something．They said they were from the Amber Room．
3 Ya, hello．I am Hans Braun, an old sailor from Hamburg, Germany．During the war I worked on a ship．It was at the Baltic Sea port of Kigsberg in January, 1945．I was told to help our soldiers put some big wooden boxes with treasures onto the ship．Then the ship went out to sea．Before we could reach the next port, a Russian sub* sank the ship．I had to swim three kilometres until a German boat saved me．Most people on the ship were not so lucky．Later, I read that 5, 400 people died．There are few survivors．More people died than on the Titanic-ya, terrible．So those boxes must be buried in the sand．Now a group of people who are searching for the Amber Room has asked me to help them find the ship．
* sub=submarine
Suggested answers to Exercise 3:
NAME Jan Hasek JOB a miner
PLACE Czech Republic TIME 1945; now
What he heard something exploded
What he saw / sees He saw some German soldiers putting boxes in the mine．
All the holes in the mines were filled．
What he did / does Nothing．
What he believes The Amber Room and some gold are buried in the mine．
NAME Anna Petrov JOB a maid
PLACE a castle in Kigsberg TIME 1941-1945
What he heard She heard about the Nazis stealing many treasures from Russia and that something exploded at the end of August, 1944．
What he saw Many trucks came to the castle one night before Christmas in 1941．She saw fires from the castle one night in August, 1944．
What he did Nothing．
What he believes The pieces of the Amber Room were burnt during the war．
NAME Hans Braun JOB a sailor
PLACE the Baltic Sea TIME 1945
What he heard He was told to help some soldiers put big wooden boxes with treasures onto a ship．
He was also told that a group of people is searching for the ship now．
What he saw A Russian submarine sank the ship．
What he did He had to swim three kilometres until a German boat saved him．
What he believes Those wooden boxes must be buried in the sand．
Speaking and writing
1 Sharing the forms enables students to compare lists and add details one or the other may have missed．This serves as a review of a listening activity．
2 The objective now has changed: students must decide which eyewitness has given the best evidence, not the most evidence．Before students begin to discuss the forms, ask them: How should you decide which eyewitness gave the best evidence However, at this point, do not tell them what they should consider in making a decision．
3 This step requires students to convert or change the data from the forms into a list of reasons．Knowing how to interpret and convert data is an essential skill for students to learn in this age of information．An example is provided to help students understand what they need to do．
4 The reports should be very short, unless you have a small class．One student from the pair tells the class which eyewitness gave the best evidence．The other student gives their best reason why．If your class is too big, select only a few pairs to give reports．
5 Now you are ready to ask students again: Which eyewitness gave the best evidence This time give them a clue:”The best evidence is factual and is given by a person who is believable． Now ask the question:”How can we know which eyewitness is most believable Take explanations from your students．The response you are looking for is that although we cannot know for certain who is telling the truth, the most believable eyewitness is the one who has nothing to gain from telling a lie．
Suggested answer:
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 he is working for a company trying to find the ship which carried the treasures in the Baltic Sea．Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said．In particular, she is not involved in any current effort to find the treasure．Therefore, she is the most believable．
Sample writing:
The truth is not easy to know, especially when all the facts are not known．Most of these events also happened a long time ago．Perhaps people cannot remember things so clearly either．I think that all of these eyewitnesses have said useful things．However, only Anna Petrov has no reason to lie．She is not getting anything from those who are searching now for the Amber Room．In my opinion, she is the most believable．
Reading and writing
This integrated activity again offers students guided practice in writing a letter of reply．As with other guided practice, students are free to complete sentence leads however they think best．To encourage use of their own reasoning skills, two models are also provided．Students may choose to either agree or disagree with Johann's letter to the editor．Johann's letter again poses a moral dilemma, ie whether it is right to keep what one has found without trying to find the rightful owner．Of course, this dilemma was also presented to students in the previous activity．It is a moral choice that is faced whenever decisions are made about what to do with cultural relics．Teachers must be aware that there is no one correct answer for each gap in the models, and students should be encouraged to work out their answers by themselves．
Suggested answers to Model A:
Dear Johann,
I must say that I agree with you．If you find something, it should belong to you because you are the person who found it．Even if I lost something, I wouldn't expect to get it back．Once I lost a ring．I decided not to look for it too much．People need to understand that when they lose something they lose the right to own it．Your letter helps me to remember that people need to be careful with their things．Then they won't need to worry about losing them．So you see, Johann, I got two rewards: one I could give to others and one I could learn from．
Yours,
Hu Xiaomin
Suggested answers to Model B:
Dear Johann,
I must say that I don't agree with you．Though you find something, it doesn't mean it belongs to you．If you can find out who it belongs to, you should try to return it．I'm sure you would want someone to do the same for you．Once I found a beautiful picture．I wanted to keep it．Then I remembered seeing one just like it in an office．I went to the office and found the person to whom it belonged．The lady was very happy to get it back and gave me some delicious apples．So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart．
Yours,
Hu Xiaomin
Teaching guide for the Workbook （练习册教学指导）
LISTENING
1 The topic of this listening should sound familiar to students．Read this description to students:
A developing country builds a big dam to provide electricity for its people and control a great river．Unless something is done, a cultural relic will be lost．The government must decide whether or not to save the relic．
2 Now ask students: Do you know what dam and river I’m talking about
3 If you get no response, give students time to think about your question．If necessary, give them some clues．
4 After students learn （either from each other or you）about the Three Gorges Dam Project, you may want to mention what is being done with White Crane Ridge near Fuling （do a website search on the Internet）．
5 Now ask students: Do you think China is the only country that has this problem
6 Again, wait for a while．Then tell them that they are about to hear about another country that faced the same problem more than three decades ago．
LISTENING TEXT
The Aswan High Dam in Egypt is one of the biggest man-made projects in the world．The dam was completed in 1970．It was built for several reasons．First, the Nile River used to cause floods on much of the land near it every year．The dam has stopped the floods．Second, electricity can now be made from the water that rushes through the lower part of the dam．Now nearly half of Egypt’s electricity is produced from this dam．But the dam, which is one of the world’s largest, also caused several problems．The water in the lake behind the dam rose by 63 metres．It became necessary to move 53, 000 people from their villages．Also, near the Aswan Dam there were a lot of temples, some more than three thousand years old．These temples were in danger: when the dam was finished, many of them would be covered by water．One of the most important temples was at Abu Simbel．It was made from rock and had on the outside four large stone persons, each twenty metres high．Engineers studied the problem and suggested different plans to rescue the temple．At last, they decided to move the whole temple stone by stone and build it again above the water of the new lake．The temple took four years to build and cost one billion US dollars．In all, 1900 workers were needed to complete the project．Each stone was marked with a number．The pieces of stone were then carried to the new place for the temple, 60 metres up a hill．In 1966, the dam was finished．Today Abu Simbel is still a quiet and beautiful place which visitors are glad to see．
Suggested answers:
1 Reason 1: The dam was built to stop floods on the Nile River．
Reason 2: It was built to give people more electricity．
2 The water in the lake behind the dam rose．53, 000 people had to move and some temples were in danger．
3 False （It is one of the world’s largest．When completed, the Three Gorges Dam will be the world’s largest．）
4 The dam would put it under water．
5 The engineers needed to find a way to move the relic to safety．
6 （3）The listening text only says that visitors are glad to see it．
7 Students give their own answers．
TALKING
The latest fashions in clothing are not, of course, cultural relics．So the purpose of the dialogue is to give students practice in telling the difference between fact and opinion．It also lets students talk more easily about something which interests them and about which they are familiar．
Sample dialogue:
Speaker B must be able to briefly explain why Speaker A’s claim is not a fact．
A: Nan De Er makes the best men’s shirts in China! It’s a fact．
B: Really How do you know that
A: Because all my uncles wear them．
B: But that doesn’t make it a fact．
A: Why not
B: Because my uncles like to wear shirts made by a different company．
A: OK．So if it’s not a fact, what is it
B: It’s an opinion．
USING WORDS AND EXPRESSIONS
Answer key for Exercise 1:
1 vase, period, belongs
2 cultural, wooden, furniture
3 museum, relics, jewels
4 mirror, costs, shines
5 remains, mystery
6 design
7 castle
8 considered, wonders, evidence
Answer key for Exercise 3:
1 After leaving the army, Mr Brown came to China in search of a job．
2 How could you take apart a good quality chair in order to fix th
教学目标
《普通高中课程标准实验教科书 英语》（New Senior English For China）是为了适应新形势发展的需要，根据教育部制定的《普通高中英语课程标准（实验）》的精神编写的。
教科书从内容安排、编排体系到采用的教学方法和练习的设计等方面都努力体现《普通高中英语课程标准（实验）》规定的课程性质和理念：使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。
指导思想
一、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
二、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
三、关注学生的情感，提高他们的人文素养。要使他们在英语学习的过程中，树立正确的人生观、世界观和价值观，培养他们高度的社会责任感，提高独立思考和判断的能力，培养创新精神和实践能力，发展与人沟通和与人合作的能力，增进跨文化理解和跨文化交际能力。
四、吸收当代先进的教学思想，从实际出发，兼收并蓄，集各家所长，采取功能、结构、话题、“任务型”活动等相结合的综合教学方法。
五、注重过程评价，促进学生发展。对学生在学习过程中的表现，所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，以激发学生学习的积极性和自信心。
六、积极开发教学配套资源，教材具有弹性，教学具有灵活性、开放性和拓展性，以便学生更好地发挥潜能，发展个性。
教材特点
一、有利于提高学生的思想素质和人文素养
教科书提供的语言材料力图渗透思想情感的教育，有利于学生人文素养的提高。话题范围广泛，如科技、航天、地理、名人、医学、环保、自然、新闻及保护文化遗产等。教学内容贴近现实生活，富有较强的时代气息，视野开阔，信息量大，不仅有助于开阔学生的文化视野，增进对其他国家，尤其是英语国家的理解，而且会加深他们对祖国的热爱之情。
二、符合学生的生理和心理发展的需要，能够激发其兴趣
教科书的内容、结构、程度与份量、活动与任务的设计等都力求符合学生生理和心理发展的特点，符合他们的年龄特征，能够激发学习兴趣，例如，友谊、旅游、语言、音乐、卫生、体育、文化、戏剧、幽默、娱乐、节日，以及对未来的幻想等话题，都易于引起高中学生的思想共鸣，具有较强的感染力。
三、语言真实、地道、自然
教科书中的语言材料基本源自当代社会生活，所使用的语言真实、地道、自然。书中虽然以英式英语为主，但也向学生介绍了世界上其他主要英语国家不同的英语，例如美国英语等，以增进他们对英语的全面了解。
四、采取功能、结构、话题及“任务型”活动途径相结合的教学方法
教科书吸取了现代语言教学理论和实践的成果，同时又结合我国国情，继承传统的、行之有效的教学方法。教科书以话题为核心，以结构和功能项目为主线，组织和安排听、说、读、写的活动，通过“任务型”活动和完成项目（Project）实现教学目标。本教科书创设了大量的语言运用活动，使学生能够通过亲身的参与和实践，感悟和体验英语，发展语言技能，进而逐步获得综合语言运用能力。
五、知识和技能训练的安排遵循学生的认知规律
语言知识和技能的呈现与训练的安排循序渐进、循环反复，符合我国学生的认知规律，有利于他们构建知识系统。词汇教学采用英语释义、类比、联想等方法，并注意不断复现。语法项目呈现相对集中，便于教学，但又不断反复循环，可帮助学生复习并加深理解，提高他们实际运用的能力。
六、启发学生进行探究式的学习，培养他们的创新精神和实践能力
教科书引导学生由单纯模仿、被动接受的学习转变为运用观察、发现、推测、理解、记忆、对比、分析、联想、归纳、内化等策略进行学习。教科书也帮助教师由采用灌输式教学转为使用启发式教学，提供学生发现和探究的空间。与过去教材相比，最明显的变化在于speaking由背记书中对话改为依据所提供的材料进行主题讨论，自编对话。学生用书中设置Warming Up和Pre-reading的目的就是让学生主动参与、自主学习，启发他们动脑思考、大胆想象。书中不少听读材料和活动的设计本身就富有想像力。教科书的这些安排旨在激活思维，开启心智，发挥创新精神，提高实践的能力。
七、注意学科整合，拓宽学生的文化知识视野
教科书的话题涉及的文化知识面很广，具有跨学科的性质，其中渗透的学科有社会科学和自然科学，如信息技术、航天技术、环保、法制、文学、医学、音乐、体育、美术，以及工、农、商等教学内容。同时，语篇也充满了跨文化交际的信息，中外文化交织在一起，体现了教材的国际性和民族性。
八、具有弹性，区分层次，注意学生的潜力和可接受性
本教科书主要面向大多数地区的普通高级中学。考虑到实际教学中存在的差异和不平衡性，教科书在保证完成课程标准规定的基本要求的前提下，语言材料适当有所扩展，例如词汇表中带有三角符号的单词不要求学生掌握，学生用书和练习册中带有星号的部分仅供选择使用。配套的阅读材料和泛听等材料均供选择使用。这样的安排使教材具有弹性，使教学具有灵活性，既注意到学生的可接受性，又注意到学生的潜力，有助于因材施教。
九、多种媒体配合，提供丰富的配套资源
本套教材除了学生用书、练习册、教师用书，还有配套读物、录音带、泛听材料、挂图、录像带等，为教师灵活地选择使用教材，拓展教学内容，为学生自主学习，学会利用学习资源创造了条件。
十、增加形成性评价，体现学生在评价中的主体地位
为了保证根据课程标准的目标和要求实施对教学全过程和结果的有效监控，本套教材除了提供诊断性测试的建议，还提出了学生自我评价的建议。其目的是使学生在学习的过程中不断反思，肯定进步与成绩，找出问题，明确努力的方向。同时，也使教师获取教学的反馈信息，帮助他们不断改进自己的教学。
教材概述
一、学生用书（The Student's Book）
学生用书是这套教材的主体。每一个模块一册学生用书，有五个教学单元，供半学期使用。书中没有设复习单元，以便于教师根据教学的实际情况更加灵活地使用教材。教师可根据实际情况划分教学阶段并安排适当的复习，也可调整教学进度，增加或删减教学内容。本套教材第一至第五模块的目标是达到课程标准七级要求。
每个单元围绕一个主要话题开展听说读写活动，共分八个部分。各部分的教学目的明确，由于没有分课次，也未标注顺序，教师在实际教学中可以有自我调控的空间。
现将每个单元中各个部分编写的意图作如下的说明：
（一）热身（Warming Up）
这一部分主要通过问卷调查、看图讨论、情景听说、思考问题等多种形式的活动，激发学生的学习兴趣，激活其已有的背景知识，使学生能运用自己已有的知识和经验思考该单元的中心话题。练习中的设问可以使他们积极主动地参与，带着问题，以探索者的姿态投入该单元的学习，去获取新的信息，掌握新的知识，并丰富自己的经验，提高分析问题和解决问题的能力。
（二）读前（Pre-reading）
这一部分一般是提出若干个问题，问题不仅与单元主题有关，而且与下一部分的阅读材料内容紧密联系。这些问题可以启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。讨论问题可鼓励学生独立思考，阐述不同的看法。
（三）阅读（Reading）
这一部分提供了各单元的主要阅读语篇，题材和体裁多种多样。从必修阶段模块一到模块五，阅读语篇的篇幅逐渐递增，从300～400字增至500～600字。这些课文载有该单元有关主题的重要信息，还呈现了其中大部分的词汇和主要的语法结构。教学时，应把阅读课文做为整体来处理，通过上下文来教学词汇和语法，通过扫除新的语言障碍理解课文。为此，“阅读”和下一部分“理解”（Comprehending）可结合起来教学。
（四）理解（Comprehending）
这部分一般设有两、三道题目检查学生对阅读课文的理解程度。练习形式多种多样，从正误选择题、多项选择题一直到写要点、分析文章的主旨、作者的态度等。这些练习有的属于表层理解，侧重检查学生对课文中的事实、情节、主要信息、要点等是否清楚；有的属于深层理解，要求学生从字里行间分析出作者的观点、态度、主旨、意图，判断其文体特征等。
（五）语言学习（Learning about Language）
每个单元的大部分新的语言现象（词汇、语法等）出现在前五个部分，特别是阅读课文之中。“语言学习”这一部分采用发现和探究的方法，启发学生通过所给的启示（如新词语的英文释义或文中的例句等）自己找出书中的重点语言项目，即课程标准所要求掌握的语言知识及有关的规则。该部分还安排有多种形式的词汇和语法练习，以加深理解并且培养初步运用这些语言的技能。
（六）语言运用（Using Language）
这一部分提供了围绕中心话题的听说读写的综合性练习。这里虽有一些单项技能训练，如Listening或Writing, 但多数是两项或三项技能综合训练，如Listening and writing；Reading and speaking；Reading, listening and writing等。这一部分提供了许多有关单元主题的语言材料，创设了不少情景。一方面，扩充了有关话题的跨文化交际的信息，拓宽了学生的视野；另一方面为他们提供了综合运用语言的空间。
（七）小结（Summing Up）
这里改变了以往课本提供各课复习要点的做法，而是要求学生自己小结从各单元中学到的内容（Content），生词和习惯用语（Words and expressions）以及语法结构（Structures）。学生们可以相互讨论合作完成这一任务。这种做法的目的在于，加强学生自主学习的意识，促使他们运用适合自己的认知策略。教师可参考教学用书中每个单元的“教学目的和要求”帮助学生做好小结。
（八）学习建议（Learning Tip）
这一部分的重点是培养学习策略。每个单元根据其特点向学生提出了学习建议，以指导他们改进学习方法，更好地运用学习策略，优化学习方式，提高自主学习的能力。
每册学生课本的目录不仅列出了单元的题目和页码，还列出了各单元中的功能意念项目、语法结构、阅读课文的标题、写作技能等，使学生对全书的内容一目了然，有助于他们更好地制订学习计划，自觉地安排学习。
学生用书的附录部分有“课文注释”、“语法”、“各单元单词和习惯用语”、“词汇表”及“不规则动词表”。“课文注释”部分除了提供课文中语言重难点的注释，还提供了大量文化背景知识。为了启发学生动脑思考，运用观察、对比、联想、归纳等策略深入理解语言，发现英语语言内在的规律，“课文注释”部分设置了一些问题。词汇表中凡注有三角号或星号的单词和习惯用语都是超出课程标准要求范围的，可以不要求学生掌握。
二、练习册（The Workbook）
每册学生用书配有练习册，置于学生用书的第五单元之后，是这套教材的重要组成部分。练习册提供了大量围绕中心话题的语言训练，交际性和“任务型”活动，项目及自我评价等材料，每个单元包括以下十个部分。
（一）听（Listening）
（二）说（Talking）
（三）单词和习语的运用（Using words and expressions）
（四）语法结构的运用（Using structures）
（五）听的任务（Listening task）
（六）读的任务（Reading task）
（七）说的任务（Speaking task）
（八）写的任务（Writing task）
（九）项目（Project）
（十）自我评价（Checking yourself）
第三、四两个部分编配了一些词汇和语法的练习，复习巩固和运用各单元中的重点语言知识。
“听”的训练的主要目的是加大输入量和加强听力技能的训练。听力课文有的是学生用书内容的延续，有的则是有关单元话题的扩充。所设计的练习主要是为了检查学生对所听内容的理解程度，并训练学生捕捉关键信息的能力。
“说”的训练改变了过去给学生安排好示范性对话的做法，而是设计情景，提供课程标准所要求的功能意念项目，让学生分组编对话，开展角色表演活动，还要就一定的专题进行会话。由于大部分功能意念项目在小学和初中阶段介绍过，高中阶段启发学生自编对话已有基础。这样的练习有利于培养学生的思维和表达能力，更有助于他们提高实践能力和创新精神。为了帮助教师教学，《教师教学用书》提供了会话的范例，供教学参考。
听和读的任务部分提供的语言材料不只是为了训练学生的听读技能，更重要的是完成特定的任务，例如分析信息、列出要点、讨论观点、填写表格、制作图表等。说和写的任务比起学生用书中的说写练习要求更高，学生需要根据指示就某个专题进行口头或笔头的表达，完成某项任务，如专题发言、描述、写信、设计广告、写名人小传等。这些“任务型”活动具有一定的挑战性，需要学生独立思考、收集资料，并且常常需要与同学合作才能完成。
各单元中的项目是供有条件的班级选做的。每个项目几乎都要求学生走出课堂，进行研究，甚至需要收集资料，参与社会实践才能完成。例如调查家乡优秀人物事迹，为社区改善环境，制定保护文物计划等。完成这些项目不但考验学生综合运用英语的能力，而且能发展他们的多元智能，提高他们的全面素质。
自我评价部分以提问的形式启发学生对自己在各个单元学习过程中的表现、收获、成绩做出评价，并找出问题和困难及其解决的办法，同时也可给教学提出意见和建议，此项任务要求用英语进行，本身就是运用英语的实践活动。当然，为了达到形成性评价的目的，必要时可以使用汉语。
三、教师教学用书（The Teacher's Book）
教师教学用书包括以下几个部分：
“前言”部分对这套教材的教学目标、指导思想、特点、内容及方法作了介绍。
“分单元教学建议”由五个部分构成：
教学目的和要求（Teaching aims and demands）部分列出了各单元课程要求掌握的话题、单词和习惯用语、功能和语法项目。
教学建议（Suggested teaching notes）中有“教学内容分析”、“教学方法建议”和“自我评价建议”。
补充参考资料（Supplementary reference materials）部分对教科书中的一些疑难问题作了补充注释，供教师参考。
学生用书教学指导（Teaching guide for the Student's Book）和练习册教学指导（Teaching guide for the Workbook）用英语编写。这两部分对学生用书和练习册各单元中的每个部分如何进行教学提出了较为详细的建议，并介绍了许多现代语言教学的方法。同时还提供了课本中的听力活动的文字材料、说和写的示范材料以及各种练习的答案。此处，还提供了有关的文化背景知识和注释，并附有供教师参考和选用的补充资料（Enrichment）。
四、口语录音带（The Speech Cassette）和听力训练录音带（The Listening Cassette）
口语录音带录有学生用书和练习册中的阅读课文和各单元的单词和习惯用语，为学生提供了朗读示范，听力训练录音带录有学生用书和练习册中的全部听力课文。两种录音带均由英语国家人士朗读录制而成。
教材使用
教材是英语课程资源的核心部分，对实施课程标准贯彻新的理念，体现教学改革的精神起着重要的作用。本套教材的编者本着创新的精神，力求在探究式的学习、“任务型”活动、形成性评价等方面有所突破，为广大师生提供服务于教学的材料和工具，以保证有力地落实基础教育改革的精神。
教材是服务于教学的材料和工具，主要的课程实施者是教师，选择和使用教材的主人是教师，教师应做教科书的主人。在当今校本课程资源的开发中，教师尤其要发挥作用，成为课程设制的参与者。教师应从学生和学校教学实际出发（这一点十分重要！）选用这套材料。确定教材后，教师需要了解和研究教材，领会其编写指导思想和意图，弄清其脉络和结构，熟悉教材的内容和方法等。这里要求教师学习并把握课程的目标、基本理念、内容标准及实施的建议等，更新观念，根据学生的兴趣、需要、心理特征和实际情况，选择和调整教学策略。这就是说，教师应从实际出发，灵活而又有创造性地使用教科书，如删减不合适的内容，补充必要的复习练习、从多种渠道开发资源，增加真实、有趣而鲜活的材料等等。总之，要一边教学一边通过评价不断对自己的教学行为进行反思，努力在教学中不断创新，以求得自身的发展，适应现代社会发展对英语课程的要求。
实施课程和教材要以学生为主体。学生需要在教师的引导下逐步树立主体意识，积极主动地学习，通过体验、实践、讨论、合作、探究等方式，参与各项听、说、读、写的活动。他们需要学会运用认知、调控、交际和资源策略构建知识、提高技能，在交际性、互动性较强的“任务型”活动和项目活动中，积极思维，善于表达，努力实践和创新；在学习英语的过程中培养兴趣、磨励意志、加强信心、与人合作，并认真进行自我评价，自我反思，不断调整学习策略提高学习效率。只有这样，才能使学生具有终身学习的能力。一旦有了学习的兴趣和动机，有了学习的能力，提高学习成绩就不在话下了。
教学内容与方法
一、语言知识
（一）语音教学
语音是学好英语的基础，在教学中应受到重视，语音教学要紧密结合词汇、对话和课文的教学进行。教科书每个单元都安排了与语音有关的练习，其目的是帮助学生进一步巩固初中已学的语音知识，掌握正确的语音、语调和朗读技巧，在口头表达中做到语音、语调自然和流畅。学好英语语音对听说技能的培养有直接关系，对读写技能的培养也有促进作用。要充分利用口语和听力录音带，让学生听录音，模仿标准地道的语音语调，提高学生的语音水平。教科书中有一些诗歌，诗歌朗诵可以帮助学生体会和感悟英语诗歌的节奏和韵律。
教科书中的单词注音依据《英语发音词典》（English Pronouncing Dictionary）（第15版）。学生用书的词汇表后附有英语国际音标变化表，便于师生迅速掌握新的国际音标。
（二）词汇教学
词汇教学主要是使学生掌握词义、词的搭配和用法，要真正掌握词义和词的用法，必须通过有情境的课文教学，并结合听、说、读、写等语言实践才能达到。因此，学生用书中的生词和习惯用语都以黑体字或异色字出现在课文之中，而且集中收入书后的词汇表中，便于学生查找、预习和复习。这一部分词汇均为课程标准要求掌握的，但学生用书各单元中尚有一部分因行文需要出现的词汇（包括人名和地名等）超出了课程标准要求的范围，也列入词表，标上了三角符号，仅要求理解。练习册中有个别生词加注了中文译文，也有少许生词没有加注译文，目的是让学生通过上下文猜测词义。
学生用书模块二介绍的课程标准的单词约为170个，固定搭配和习惯用语约为40条。根据课程标准的要求，本套教材的词汇有所增加。为了解决词汇量大所带来的困难，在教学中一定要引导学生改变死记硬背的方法，要培养学生按拼读规则拼读单词，根据所学构词法知识判断和记忆派生词及合成词的词义和词类的能力。在学习词汇的过程中，学生要善于对比、联想、发现英语单词的构词方法以及多词义、多词性的特点，用比较和归类的方法学习和记忆单词。
学生用书中许多单元都设有根据英语释义从课文中找出生词或习惯用语的练习。用简易的英语解释生词的意思，这种练习的目的是训练学生自学能力，学会使用英语词典，准确地理解词义。学生用书和练习册中都提供了词汇的专项练习，但词汇主要得放入综合语言运用的各项实践活动之中才能理解得深、用得活。
（三）语法教学
中学英语课教学语法是必要的。符合中国学生认知规律的循序渐进的语法教学能够迅速有效地帮助学生准确地理解和掌握英语。但是，语法教学本身并非目的，而是为了学生掌握和运用语言服务的。因此，教师不要把语法课搞成“满堂灌”，决不可做过多的讲解，给学生造成语法“繁、难、杂”的印象。学习语法的最好方法是在“用”中学。
本教科书中的语法项目主要是在一定的情景中出现的。首先要让学生自己发现各单元中的新的语法现象，并要他们归纳出使用中的语法结构。当然，他们可能做出错误的归纳，这很正常，此时，教师要采取适当的方法进行纠正，学生用书的Discovering useful structures 和附录中的Grammar部分对语法点进行了比较系统的介绍，可供教师参考。练习册的Using structures部分引导学生正确运用语法结构。与词汇一样，语法结构也得依靠综合语言运用的大量实践活动才能真正掌握。
在高中英语教科书中，一个单元基本只介绍一个语法点。在高中必修阶段稍后部分和系列选修阶段，语法结构还要循环反复，不断巩固和加深。
模块二介绍的语法项目有：
1．动词 一般将来时、现在完成时和现在进行时的被动语态
2．定语从句 1）限制性定语从句与非限制性定语从句
2）复习由 in / for / with / by ＋which / whom 引导的定语从句
二、语言技能
本套教科书的语言技能指的是听、说、读、写技能。尽管在练习册中有少量的翻译练习，翻译在高中没有作为一项技能进行专门的训练。在这个阶段，翻译是一种学习的手段，适当地进行汉英对比可以加深对英语的准确理解。与此同时，做一些翻译练习也可以为学生今后的工作和继续学习打下基础。
听、说、读、写四种技能是相辅相成，互相促进的，要进行综合训练。听说是读写的基础，而读写又有助于听说的巩固和提高。只有坚持进行四项技能的训练，才能发展学生的综合语言运用的能力。
听和读是语言的接受技能，说和写是语言生成技能。只有通过听读达到足够的语言输入量，学生才有可能通过说和写输出一定的语言信息量。因此，本套教科书加大了听读的信息量，侧重培养阅读能力，加强了写的技能训练。
（一）听的技能
高中阶段英语听力训练的渠道主要来自：
1．教师的课堂用语和教学英语；
2．口语录音带；
3．听写；
4．听（Listening）和听的任务（Listening task）；
5．校内外录音泛听、英语广播、电视等。
学生用书和练习册的每个单元都含有两个以上的听的活动。这些听的活动培养学生的各种技巧和能力：听要点、听细节、听特定的词、听内容捕捉特定的信息、分析和处理信息，直至完成特定的任务。采用了各种不同类型的听力课文，包括会话、记叙文、传记、新闻报道、广播、故事等。
听力训练的步骤建议如下：
1）听前介绍语境，可利用插图（如问 What can you see in the picture ）或根据听力材料的内容提出一两个问题，以便让学生放松紧张的情绪，做好听的准备。此时，也可把听力材料中的生词教给学生。
2）提出任务。让学生仔细看看听力部分的练习或任务，使他们明白他们将会听到什么内容，他们该做什么事。要向学生说明，他们没有必要听懂每一个词，但要抓住主要的信息。这样就可以使他们带着特定的目的去听，他们就会专心致志地通过“听”寻求所需要的信息。
3）放录音，必要时可放三遍。在适当的时候还可使用暂停开关重放难句。
4）学生边听录音边回答或思考练习中的问题。
5）听后检查答案。让学生两或三四人一组彼此检查或讨论答案，然后全班检查答案。任务一般需要集体合作完成。
6）如有时间可发放听力课文，再放录音，让学生注意听并跟读。这样，不仅可以解决疑难问题，而且可以弄清影响听力理解的障碍究竟是什么，以便采取对策有效地提高听的技能。
（二）说的技能
说话是口头运用语言传递信息的技能，需要学生开动脑筋，创造性地运用使用已知的语言表达比较复杂的意思。口语训练在高中教学中的比重仍然较大。本套教科书与初中英语不同的是：学生用书很少提供示范性的对话，更多的是专题性的会话（Themed conversation），例如对某个话题交换看法、评论人或事物、讨论计划、采访、聊天、议论或辩论等，还有独自陈述某件事、讲故事、简短发言、发表意见、汇报情况、短时演讲等。
上述真实性强、具有实际意义的交际性口语活动为学生学习和运用课程标准规定的功能意念项目提供了很好的机会。实际上，初中阶段已经介绍了课程标准中列出的大部分功能意念项目，高中阶段通过学生用书和练习册中的Talking, Speaking 和Speaking task以及其他部分复习了已学的功能意念项目，并陆续介绍了其余的功能意念项目。每册学生用书的目录都标出了各个单元的重点项目，教师教学用书各单元的“教学目的和要求”中都列出了该单元的有关用语。
为了提高学生“说”的技能，教师需指导学生：
1．养成朗读和大胆开口与人交流的习惯，敢于表达思想，提高自己的语言流利程度。
2．注意学习和运用所学的日常交际用语和交际中常用的语法结构，提高口语的准确性。
3．充分利用教科书听读材料所提供的信息，并注意扩大自己的知识面，特别注意培养跨文化交际的意识。这样便可使自己有话可说、有情可表，而且说话得体。也就是说，知道在什么时间、什么场合对什么样的人说什么样的话，遵守英语交际的基本礼仪。
4．运用交际策略主动与人进行口语交流，并学会使用各种办法克服语言困难维持交际，如使用简单英语、非语言手段（手势、表情等）及工具书等。
教科书对每个“说”的活动都有具体的说明，本书又有较详细的建议，而且还提供了对话或陈述的示范。这些范例仅供教师参考，以便打开思路。教师一定要鼓励学生发挥创造力，口头抒发各自的思想和感情。
（三）读的技能
读是一种最为便捷的语言信息输入的方式。高中教科书中提供了大量的阅读材料，目的是激发学生对读英语的兴趣，培养阅读的技能。阅读技能主要指的是：抓住要点；获取主要信息；理解文章内涵；从上下文猜测不熟悉的语言现象；分析作者的观点、态度、意图；读懂图表和说明书等；欣赏浅易的文学作品等。
学生用书中的阅读（Reading）中的课文是各单元中的重点，教学建议如下：
1．完成Pre-reading以后，在开始让学生阅读之前，提醒学生注意课文的题目和插图或照片，请他们思考该课文的大意。
2．根据阅读课文的内容，讲解文中一些关键词语。
3．提出一两个问题，让学生边读边寻找答案。
4．默读课文，鼓励学生快读寻求答案并作出回答。这样做可以帮助学生了解课文的主要意思。
默读课文也可当作家庭作业来完成。为了加强学生的自学能力，他们课前预习，即默读一遍课文有好处。阅读时应根据上下文猜测生词的意思，并且使用字典或书中的词汇表及课文注释。还要鼓励他们思考问题，可以在课堂上大胆地提出问题，以便教师更有针对性地进行教学。
5．讲解课文中的难句和新的句子结构，扫除理解的障碍。有的可以简明扼要地加以解释，有的可以启发学生思考，一起讨论。此时，对文中的语言问题只要求作简单的处理，达到理解的目的即可。
6．让学生再细读一遍课文。然后就课文内容提出更多的问题。Comprehending中的部分问题可以在这里提出。
7．放课文的录音让学生听、跟读，并练习有表情的朗读，提高语言水平。
8．阅读后可以组织学生开展不同形式的口笔头任务活动，围绕课文的话题，结合自己的经验，展开讨论、发表不同见解（甚至是批判性的观点）、摘记要点、归纳总结，等等。
要通过阅读引起学生兴趣，使他们不满足于教科书中的阅读量。如果能引起他们对书中的话题进一步探究的动机，例如学过了有关奥运会或保护文物的材料，他们从此对有关的各种英文资料都注意收集并阅读，那就在一定程度上说明，这样的阅读教学是成功的！
（四）写的技能
在四项技能中，写的技能难度最大。写要动手、动脑，如有条件和必要还可使用电脑；写是运用语言传递书面信息的手段，要求语言文字精确（书法、拼法、语法要正确）；要求文字通顺、结构严谨、格式正确、文体合适。这就要求学生具有较强的思维能力和表达能力。要写出动人的篇章，一定得有较好的语言基本功、逻辑思维和创造思维，还要有丰富的想象力。
高中教科书非常重视和加强写的训练。写作是按句子、段落和篇章三个层次来练习的。每个单元都有许多写的练习和活动，大致可分成三种。第一种是基础性的练习，学生自由选择语言的余地很少，主要分布在Learning about Language和练习册的词汇、语法练习中。第二种是有指导的程序写作，主要在学生用书的Using Language和练习册中的Writing task部分，这里的写常与听、读和说紧密联系，而且给予学生比较详细的指导，甚至指明了写作的步骤和方法。第三种是功能性写作或自由写作，主要出现在Writing task 和Project之中。这些练习和活动的安排由易到难，由简到繁，一步一步地帮助学生提高写的技能。
高中阶段要求学生写的语体逐渐由口语变为书面语，由非正式到正式，体裁也逐渐增多，由书信、便条、摘要、日记、通知等发展到简短的叙事、说明、讨论、报告、新闻报道、广告、故事、传记等。
如要成功地完成写作任务，一般需要经过以下的步骤：
1．构思：在独立思考和收集资料的基础上，与同学讨论题目，交流信息，确定写作内容；
2．拟定提纲：理顺需表达的思想或事物的逻辑顺序；
3．起草：写出初稿；
4．校订：检查错误，调整、修改或重写；
5．完稿：修改、誊清、定稿；
*6．电脑排版：如有条件，可以使用计算机的文字处理系统软件完成英文写作，会取得更加满意的效果。
这样认真写出来的文章必定会较为令人满意，而具有这种严谨作风的写作者也必定能提高自身的素质。
缩写：
SB — Student's Book 学生用书
TB — Teacher's Book 教师用书
Wb — Workbook 练习册
T — Teacher 教师
S — Student 学生
Ss — Students 学生（复数）
eg — for example 例如
ie — that is 也就是说
Ex — Exercise 练习
Exx — Exercises 练习（复数）
sb — somebody 某人
sth — something 某事（物）
etc — et cetera 等
esp — especially 特别是
Unit 1 Cultural relics
教学目的和要求（Teaching aims and demands）
类别 课程标准要求掌握的项目
话题 Cultural relics protection; famous cultural relics in China and abroad
词汇 cultural survive remain state rare dynasty vase belong gift ton stone heat design fancy style jewel king reception light mirror wonder （n．） remove furniture secretly wooden doubt apart trial consider opinion evidence prove pretend maid castle sailor treasure besides
look into belong to in search of in return at war take apart think highly of
功 能 1．征求看法（Asking for opinions） Are you sure he / she was telling the truth How do you know that How can you be sure he / she was telling the truth Why / Why not 2．发表看法 （Giving opinions） I don't believe ..., because .... That can't be true．It is （not）a fact． I （don't）agree with you．I don't agree that .... It can be proved．The truth is （not）easy to know． I think they have said useful things.... has no reason to lie．
语法 定语从句（III） 1．限制性定语从句 （Restrictive attributive clause） A cultural relic is something that has survived for a long time． It is your job to look into any reports of cultural relics that have been found in China． 2．非限制性定语从句 （Non-restrictive attributive clause） This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．
教学建议
（Suggested teaching notes）
一、教学内容分析
本单元的话题是“文化遗产”。
“热身”（Warming Up）部分首先让学生对文物的定义有所了解，然后通过让学生假设自己是文物保护办公室的工作人员去调查一件被盗的文物，启发学生思考关于文化遗产的归属问题，激发学生的文化遗产保护意识。
“读前”（Pre-reading）部分的两个问题则进一步考查学生对待文化遗产的态度。
“阅读”（Reading）部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
本单元的新词汇较多，因此，“语言学习”（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份量的练习，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。
“语言运用”（Using Language）部分的Reading, listening and writing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，对学生进行听力的训练，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Speaking and writing则继续围绕上面的话题，让学生交流听力内容，并根据所听到的内容写出文字材料。最后，编者又把教材的内容向深处推动，Reading and writing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。
“学习建议”（Learning Tip）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。
本单元所涉及的要点是：
（一）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。
（二）学会区别事实与观点，锻炼思维分析能力。
（三）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。
（四）用英语表达自己的看法或征求别人的看法。
（五）掌握本单元的词汇。
二、教学方法建议
（一）关于“文化遗产”与“文物”
本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是通过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到2004年，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列入《世界遗产名录》的年份：
1．Mount Taishan （泰山）, listed as a world cultural and natural site in 1987．
2．The Great Wall （长城）, cultural site, 1987．
3．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．
4．The Mogao Caves （敦煌莫高窟）, cultural site, 1987．
5．The Mausoleum of the First Qin Emperor and the Terracotta Warriors （秦始皇陵及兵马俑坑）, cultural site, 1987．
6．The Peking Man Site at Zhoukoudian （周口店北京猿人遗址）, cultural site, 1987．
7．Mount Huangshan （黄山）, cultural and natural site, 1990．
8．The Jiuzhaigou Valley Scenic and Historic In- terest Area （九寨沟风景名胜区）, natural site, 1992．
9．The Huanglong Scenic and Historic Interest Area （黄龙风景名胜区）, natural site, 1992．
10．The Wulingyuan Scenic and Historic Interest Area （武陵源风景名胜区）, natural site, 1992．
11．The Mountain Resort and its Outlying Temples, Chengde（河北承德避暑山庄及周围寺庙）, cultural site, 1994．
12．The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu （曲阜孔庙、孔府、孔林）, cultural site, 1994．
13．The Ancient Building Complex in the Wudang Mountains （武当山古建筑群）, cultural site, 1994．
14．Historic Ensemble of the Potala Palace, Lhasa （西藏布达拉宫）, cultural site, 1994．
15．The Lushan National Park （庐山）, cultural site, 1996．
16．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．
17．The Ancient City of Pingyao （平遥古城）, cul-tural site, 1997．
18．The Classical Gardens of Suzhou （苏州园林）, cultural site, 1997．
19．The Old Town of Lijiang （丽江古城）, cultural site, 1997．
20．The Summer Palace （颐和园）, cultural site, 1998．
21．The Temple of Heaven: an Imperial Sacrificial Altar in Beijing （天坛）, cultural site, 1998．
22．Dazu Rock Carvings （大足石刻）, cultural site, 1999．
23．Mount Wuyi （武夷山）, cultural and natural site, 1999．
24．Mount Qincheng and the Dujiangyan Irrigation System （青城山—都江堰）, cultural site, 2000．
25．Ancient Villages in Southern Anhui-Xidi and Hongcun （安徽古村落—西递、宏村）, cultural site, 2000．
26．Longmen Grottoes （龙门石窟）, cultural site, 2000．
27．Imperial Tombs of the Ming and Qing Dynas-ties （明清皇家陵寝）, cultural site, 2000．
28．Yungang Grottoes （云冈石窟）, cultural site, 2001．
29．Three Parallel Rivers of Yunan Protected Areas, natural site （三江并流）, 2003．
30．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．
另外，教师可以准备一些有年代的古物（实物或报刊杂志上的图片介绍），请学生们谈一谈对古物的了解。然后请同学们分组讨论Warming Up 与Pre-reading中提出的问题，教师不必对他们的看法做任何评价，同学们可以随便发表自己的想法。
（二）阅读教学
教师事前从网上下载几张琥珀宫殿的图片，用那些晶莹剔透、金碧辉煌的实物照片给学生以感官上的刺激，引起学生对即将阅读的文章的兴趣并产生共鸣，同时这些图片还将有利于学生们对Amber Room的理解。设置一些阅读任务，帮助学生有目的地阅读课文。如：
1．What does the text tell us about amber
2．How many tons of amber were used to make the Amber Room
3．What else were used to make the room besides amber
4．Why was the Amber Room first built
5．When and why did Frederick William I give the Amber Room to Peter the Great
6．What did Peter the Great give in return
7．What did Catherine the Great do with the Amber Room？
8．When and how was the Amber Room supposed to have been lost
（三）语法教学
要注意语法项目的自然导入。语法讲解要建立在认知的基础之上。在本单元教学中，教师可以请学生们在阅读的过程中找出文章中所有的定语从句，用简单的英语复述他们的意思，以便体会与感悟定语从句的含义和句型结构，从而达到复习巩固定语从句的目的。
本单元的语法重点是限制性定语从句和非限制性定语从句，教师可提供给学生一定的情景，例如：I have two umbrellas．I bought one of them in the shop near our school．That one needs repairing．然后让学生根据此情景选择与所给情境相搭配的句子：
A The bike which I bought in the shop near our school needs repairing．
B The bike, which I bought in the shop near our school, needs repairing．
学生通过比较可得出正确答案是A，对于造成意见不同的情景与句子，教师应适当给予提示，让学生自己进行讨论，选择正确的表达方式，并指出选择的理由，这样给他们留下的印象较深。类似的情景还有：
1 You met one of my friends last summer, the one from France．He is coming to Beijing again．（B）
A My French friend who you met last summer is coming to Beijing again．
B My French friend, who you met last summer, is coming to Beijing again．
2 Mary made some cookies and they have all been eaten．You made some too, but they haven't been eaten．（A）
A The cookies which Mary made have all been eaten．
B The cookies, which Mary made, have all been eaten．
最后，教师可针对学生对限制性与非限制性定语从句的认识进行总结。
三、自我评价建议
（一）非测试性评价
1．建议教师在本单元教学结束时，利用下面的表格检测学生本单元内容的掌握情况。具体步骤如下：
1）让学生对照表格，根据每个教学要点中需掌握的项目要求，分析自己各项学习任务的掌握情况；知识掌握情况按优、良、薄弱几个等级进行分类，活动参与情况按主动、被动来进行评估。
以下表格仅供教师参考：
教学要点 项 目 掌握情况 参与情况 扩展对策 习题指导
Warming Up 对世界文化遗产的了解情况 优 / 良 / 中 / 差 主动 / 被动
Pre-reading 表述个人对文化遗产的态度 优 / 良 / 中 / 差 主动 / 被动
Reading 目标阅读 能力训练 优 / 良 / 中 / 差 主动 / 被动
Comprehending 理解能力检测 优 / 良 / 中 / 差 主动 / 被动
Learning about Language 词汇掌握与运用、语法复习 优 / 良 / 中 / 差 主动 / 被动
Using Language 语言技能的训练和运用 优 / 良 / 中 / 差 主动 / 被动
Summing Up 本单元知识掌握情况检测与反馈 优 / 良 / 中 / 差 主动 / 被动
2）教师根据全班学生反馈上来的情况，可采用适当的扩展对策，如小组讨论交流、老师重点指导等。以下建议供教师参考：
A 组织学生上网查阅Amber Room in Russia，摘录简要文字材料，提问：Do you know anything about amber Have you seen any things made of amber Do you think cultural relics should belong to a single person or the country
B 教师提供相关阅读材料，布置学生课外阅读，教师应注意检测和反馈。
3）对于具有广泛性的问题，建议教师增加一些课外习题指导（见测试性评价部分）。
（二）测试性评价
本单元中语法要点是复习限制性定语从句，引入非限制性定语从句。估计会有不少学生存在理解和运用的困难。可以对个别学生进行指导以后，再出一些句子进行检测。
Join each pair of sentences using that / which / who / whose / where / when, with commas if necessary．
1．I still remember the day．I talked to a native speaker in English for the first time on that day．
2．Mr Green grew up on his grandfather's farm．There were many animals on the farm．
3．The Amber Room was given to Peter the Great as a gift later．It was first made for the palace of Frederick the Great．
4．The Beatles are popular among young people．Their songs are mostly pop music．
5．The lady is a physics professor from Cambridge University．She will give us a talk on the universe tomorrow．
参考答案：
1．I still remember the day when I talked to a native speaker in English for the first time．
2．Mr Green grew up on his grandfather's farm, where there were many animals．
3．The Amber Room, which was first made for the palace of Frederick the Great, was later given to Peter the Great as a gift．
4．The Beatles, whose songs are mostly pop music, are popular among young people．
5．The lady who will give us a talk on the universe tomorrow is a physics professor from Cambridge University．
补充参考资料
（Supplementary reference materials）
一、补充注释
1．This gift was the Amber Room, which was given this name because almost seven thousand 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将近7,000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which, 在修饰人时用who, whom, whose。非限制性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．Although it feels as hard as stone, it easily melts when heated．虽然摸起来像石头一样硬，可是加热后就很容易熔化。
feel 在这里的意思是to give or produce the stated sensation 给人以某种感觉。
Your hands feel cold．你的手摸起来很冷。
The cloth feels soft．这块布摸起来很柔软。
How does it feel to be alone all day 一整天孤零零的会是什么感觉？
When heated = when it is heated．When heated 通常可以看作是一种省略句，省略的部分总是“主语+ be”，省略句的主语应与主句的主语相同。
Even if invited, he won't go．就算有人邀请他，他也不会去。
When heated, water changes into steam．水加热后变成水蒸汽。
3．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。（此句中的of help 相当于very helpful。）
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，作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
4．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。
5．There is no doubt that the boxes were then put on a train for Knigsberg, 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．医生们作出了诊断结果：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。
二、背景知识
Fate of Russia's lost art treasure revealed after 60-year cover-up
According to evidence disclosed on May 22, 2004 in Guardian Weekend, Peter the Great's 18th century Amber Room, rated as the world's prime missing art treasure, was destroyed in the chaos of the wartime collapse of Nazi Germany．
Sixty years of looking for it have been pointless．And it was not destroyed or hidden as by the Germans who had stolen it, as often assumed．It was lost in a fire while in the hands of occupying Red Army troops in a castle they captured in Knigsberg, Germany．
The room, a chamber with walls panelled in amber, then 12 times more precious than gold, was built by German craftsmen as a present for Peter the Great in 1717．
When Germany invaded Russia, craftsmen at the Catherine Palace tried to mask the amber with gauze and fake wallpaper．But when enemy troops capured the palace, just outside what was then Leningrad, now St Petersburg, they discovered the disguise and separated it into pieces．It was known to have been stored at Knigsberg．But there, after the war, its trail vanished．
The mystery of the disappearance of what was once called the eighth wonder of the world produced a welter of searches, books, conspiracy theories and, in Germany, an Indiana Jones-style film．
The Amber room was completely reconstructed for St Petersburg's 300th anniversary in May 2003．The work to recreate it lasted 24 years．The Russian Post Office also released Amber Room stamps to commemorate the work of art．
Teaching guide for the Student's Book
（学生用书教学指导）
INTRODUCTION
Cultural relics are physical reminders of what different peoples valued in the past and continue to value now．Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practised those traditions．Although we may not often consider it, cultural relics are not only the possession of one culture．In a larger sense, it can be said that they belong to all peoples．For these reasons, this unit describes cultural relics not only from China but other places．Looking at it from another angle, it can also be said that cultural relics are more than works of art; they are symbols of history and the people who lived in the past．Each kind of relic preserves some aspect of cultural heritage and each relic, is still a unique cultural expression and contribution．
WARMING UP
The situation presented to students here is what is called a moral dilemma．Students must make a choice between “compelling interests,” in this case the interests of a family and the interests of society．How should students resolve this moral conflict The main purpose of this activity is to get students thinking and talking about hard choices and how to make them．
The secondary purpose is to see how carefully students read and consider the small amount of information they have been given about this situation．Students are asked to “look into any reports,” meaning to investigate what others have reported．They are not expected to bring back, the relic when they find it．While it is true that a relic is missing from a palace, it is not clear whether the man, or anyone else in his family, stole it．Nor does it say how long the relic has been in his family or who the rightful owner is．It is also possible that the object described as a cultural relic has not been judged a relic by experts．Get students to role-play a conversation between you and the man．
Sample 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．
PRE-READING
It is one thing for students to talk about cultural relics far from home and quite another to discuss those which are part of their own lives．Unlike in the Warming Up exercise, the first question in this section asks students to express their feelings rather than their thoughts．They must also explain why they feel the way they do．The second question lets students use their prior knowledge （ie from the previous activity）to discuss what they would do but without the limitations of a specific situation．Again, the purpose of this question is not to tell students how to think．
Sample dialogue:
T: 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．
T: OK．Another good suggestion, but what if the others don't have a brother who is a policeman （Laughter）．
S3: Oh, right．Well, I would talk to someone in our city government．
Notice that the teacher doesn't try to answer the first student's question but lets other students consider and respond to it．The teacher also makes it clear that he / she is glad to get different responses since, in fact, there is no one correct answer．The teacher jokes with the third student．However, instead of criticizing the student's response, the teacher gives the student a chance to offer another solution to the problem．The discussion is student-centered and encourages a responsible attitude towards cultural relics．
READING
This reading passage tells the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia．It is a relic which has been lost, and the Amber Room that people can see today is actually a reproduction．Many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books．Even now, several teams of treasure hunters continue to search for it．
Before students read this passage, tell them not to worry about names and dates．Instead, they should imagine that they are reading a detective story and simply focus on what happened to the Amber Room．
1 Teaching new words and structures
1 The German title for king was Kaiser, but king is used to introduce a target word．Likewise, the Russian title for queen is Czarina．In the European royal tradition, the first ruler to use a certain given name like William was called William I, which is said as“William the First.” Thus Frederick II is better known in history as Frederick the Great．So Peter I is also Peter the Great and Catherine II was Catherine the Great．To avoid translation problems from English to Chinese, Roman numerals have been used in this passage．
2 The design for the room was of the fancy style popular in those days．This is a reference to the Baroque style （巴洛克艺术风格）of the 17th and 18th century in much of Europe．
3 The Amber Room is “a wonder of the world” but not one of the seven Great Wonders of the World, such as Egypt's pyramids or China's Great Wall．Have students compare the meaning of wonder as a noun （as it is used here）and as a verb．
4 There is no doubt is a phrase that means “It is clear” or“beyond argument” that something happened．If something is“beyond doubt” in a court of law, it means that enough evidence exists to say that it is true．
5 In the spring of 2003, it was ready for the people of St Petersburg to celebrate the 300th birthday of their city．The 300th anniversary of an event is also called its tri-centennial．Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room．St Petersburg is both the current and original name of one of Russia's oldest, largest and most beautiful cities．During the period of the Soviet Union, the city was named Leningrad．It is sometimes nicknamed the “Venice of the East” because of its many canals．
2 Understanding ideas
Many students may be surprised that leaders of countries in the past used to give away such important examples of their own culture．But it was a way of making friends with other countries so it seemed quite acceptable at that time．So Frederick William's gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too．As the gift was such an important one, it was expected that Peter the great would make a gift in return．So he did when he gave the king of Prussia 55 of his best soldiers．It is important to remember that these presents were not personal but gifts of one country to another．
3 Discussion of ideas
Ask students:
1 Why might someone not protect relics from his or her own culture
2 Why are some people so willing to save cultural relics while others are not
3 What makes a cultural relic worth protecting Is it its artistic design, its cost, its value to society or something else
4 Discussion of style
1 Several attributive clauses can be found in this reading passage．Have students try to find them．
2 The passage is a non-fiction article．It presents mostly facts in chronological order．However, some opinions are made about the topic of passage．For example, it is still an opinion that the Amber Room is valuable and therefore worth reproducing or finding．Ask students to find other opinions in the article．
3 Ask students: What is the author's attitude towards the Amber Room How do you know
COMPREHENDING
Answer key for Exercise 1:
1 B 2 D 3 B 4 A 5 C
Answer key for Exercise 2:
1 NS 2 S 3 S 4 NS 5 NS
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 rare 2 vase 3 in return 4 in search of 5 belong to 6 heat 7 remain 8 gift 9 doubt 10 remove
Answer key for Exercise 2:
A: 3 B: 1 C: 3 D: 2
Suggested answers to Exercise 3:
1 This was a time when the two countries were in a state of war．
2 She was working in the garden all this morning．
3 Children who are playing often make a lot of noise．
4 When we called, the family were having their dinner．
5 What are they doing now They are having their meal．
Discovering useful structures
Answer key for Exercise 1:
1 It is your job to look into any reports of cultural relics that have been found in China．
2 You are sent to a small town where you find a relic that was stolen from a palace．
3 Think of a cultural relic you know about．
4 The gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．
5 Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers．
6 In 1770, the room was completed the way she wanted it．
7 This was a time when the two countries were at war．
Answer key for Exercise 2:
1 Here are the farmers who discovered the underground city last month．
2 Xi'an is one of the few cities in which / where city walls remain as good as before．
3 Shaanxi Province is a place where cultural relics are well looked after．
4 The woman remembered the day when she saw Nazis burying something near her home．
5 The old man you are talking to saw some Germans taking apart the Amber Room and moving it away．
Answer key for Exercise 3:
1 St Petersburg is a very beautiful city, which was once called Leningrad. / St Petersburg, which was once called Leningrad, is a very beautiful city．
2 In Xi'an, I met a teacher who has a strong love for cultural relics and who took me to visit the history museum．
3 I don't remember the soldier who told me not to tell anyone what I had seen．
4 People didn't pay much attention to cultural relics in the old days, when my grandfather was a child．
5 They moved the boxes to a mine, where they wanted to hide them．
USING LANGUAGE
Reading, listening and writing
This passage introduces the difference between facts and opinions．Students are provided with a definition and an example for each term．As a further check for understanding, you may want to photocopy a brief newspaper article, preferably one which talks about a crime trial．Then have students pick out the facts and opinions and give reasons for their answers．Otherwise, you can move on to the listening practice which provides three pieces of testimony on the whereabouts of the Amber Room．Be sure to have your students read the three forms and introduce the new words in the listening text before they listen to the tape．Tell them to listen very carefully, since one sentence may reveal a lot about whether they should believe or doubt the eyewitness．After students fill in their forms they should be able to clearly see which eyewitness has given the most facts．However, remind your students that giving the most facts doesn't necessarily make that eyewitness more reliable．In other words, an eyewitness can give mostly opinions and still deserve to be believed．
LISTENING TEXT
No one knows exactly what happened to the Amber Room．A few people say that they were eyewitnesses who saw where the Amber Room was hidden．Listen to their stories．
1 Hello, I'm Jan Hasek, an old miner from the Czech Republic．In April, 1945 I heard something explode at midnight．I got up from bed and ran outside．The sound came from a mine that hadn't been used for a long time．The war still had not reached my town．Suddenly, I saw some German soldiers! I could see them clearly in the bright light of the full moon．They were taking wooden boxes from trucks and putting them in the mine．Later, one of my friends told me that treasures were inside the boxes．A week later, I decided to have a look for myself．To my surprise, all the holes in the mine were filled! Now, I own a little restaurant near the mine．Some people are looking for the treasure．They say the Amber Room and some gold are buried in the mine．The mayor of a German town across the stream is also looking for the treasure．He says a Nazi soldier told him where to find it．Ha! That was ten years ago and still no luck!
2 Hello, my name is Anna Petrov．I was a maid at the castle in Kaliningrad during the war．At that time the city was still called Kigsberg, its German name．I heard about the Nazis stealing many treasures from Russia and bringing them here．Just before Christmas in 1941, many trucks came to the castle at night．The German soldiers would not let us see what they were doing．We were told never to tell anyone the secret．The next spring, a German professor began to show special visitors this art treasure．But I never saw it．Later, all the Russian workers had to leave the castle．Then, at the end of August, 1944 I heard something explode．When I looked outside I saw fires from the castle．The next morning, I found a few melted pieces of something that looked like honey．When the Russian soldiers came, they found burnt pieces of something．They said they were from the Amber Room．
3 Ya, hello．I am Hans Braun, an old sailor from Hamburg, Germany．During the war I worked on a ship．It was at the Baltic Sea port of Kigsberg in January, 1945．I was told to help our soldiers put some big wooden boxes with treasures onto the ship．Then the ship went out to sea．Before we could reach the next port, a Russian sub* sank the ship．I had to swim three kilometres until a German boat saved me．Most people on the ship were not so lucky．Later, I read that 5, 400 people died．There are few survivors．More people died than on the Titanic-ya, terrible．So those boxes must be buried in the sand．Now a group of people who are searching for the Amber Room has asked me to help them find the ship．
* sub=submarine
Suggested answers to Exercise 3:
NAME Jan Hasek JOB a miner
PLACE Czech Republic TIME 1945; now
What he heard something exploded
What he saw / sees He saw some German soldiers putting boxes in the mine．
All the holes in the mines were filled．
What he did / does Nothing．
What he believes The Amber Room and some gold are buried in the mine．
NAME Anna Petrov JOB a maid
PLACE a castle in Kigsberg TIME 1941-1945
What he heard She heard about the Nazis stealing many treasures from Russia and that something exploded at the end of August, 1944．
What he saw Many trucks came to the castle one night before Christmas in 1941．She saw fires from the castle one night in August, 1944．
What he did Nothing．
What he believes The pieces of the Amber Room were burnt during the war．
NAME Hans Braun JOB a sailor
PLACE the Baltic Sea TIME 1945
What he heard He was told to help some soldiers put big wooden boxes with treasures onto a ship．
He was also told that a group of people is searching for the ship now．
What he saw A Russian submarine sank the ship．
What he did He had to swim three kilometres until a German boat saved him．
What he believes Those wooden boxes must be buried in the sand．
Speaking and writing
1 Sharing the forms enables students to compare lists and add details one or the other may have missed．This serves as a review of a listening activity．
2 The objective now has changed: students must decide which eyewitness has given the best evidence, not the most evidence．Before students begin to discuss the forms, ask them: How should you decide which eyewitness gave the best evidence However, at this point, do not tell them what they should consider in making a decision．
3 This step requires students to convert or change the data from the forms into a list of reasons．Knowing how to interpret and convert data is an essential skill for students to learn in this age of information．An example is provided to help students understand what they need to do．
4 The reports should be very short, unless you have a small class．One student from the pair tells the class which eyewitness gave the best evidence．The other student gives their best reason why．If your class is too big, select only a few pairs to give reports．
5 Now you are ready to ask students again: Which eyewitness gave the best evidence This time give them a clue:”The best evidence is factual and is given by a person who is believable． Now ask the question:”How can we know which eyewitness is most believable Take explanations from your students．The response you are looking for is that although we cannot know for certain who is telling the truth, the most believable eyewitness is the one who has nothing to gain from telling a lie．
Suggested answer:
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 he is working for a company trying to find the ship which carried the treasures in the Baltic Sea．Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said．In particular, she is not involved in any current effort to find the treasure．Therefore, she is the most believable．
Sample writing:
The truth is not easy to know, especially when all the facts are not known．Most of these events also happened a long time ago．Perhaps people cannot remember things so clearly either．I think that all of these eyewitnesses have said useful things．However, only Anna Petrov has no reason to lie．She is not getting anything from those who are searching now for the Amber Room．In my opinion, she is the most believable．
Reading and writing
This integrated activity again offers students guided practice in writing a letter of reply．As with other guided practice, students are free to complete sentence leads however they think best．To encourage use of their own reasoning skills, two models are also provided．Students may choose to either agree or disagree with Johann's letter to the editor．Johann's letter again poses a moral dilemma, ie whether it is right to keep what one has found without trying to find the rightful owner．Of course, this dilemma was also presented to students in the previous activity．It is a moral choice that is faced whenever decisions are made about what to do with cultural relics．Teachers must be aware that there is no one correct answer for each gap in the models, and students should be encouraged to work out their answers by themselves．
Suggested answers to Model A:
Dear Johann,
I must say that I agree with you．If you find something, it should belong to you because you are the person who found it．Even if I lost something, I wouldn't expect to get it back．Once I lost a ring．I decided not to look for it too much．People need to understand that when they lose something they lose the right to own it．Your letter helps me to remember that people need to be careful with their things．Then they won't need to worry about losing them．So you see, Johann, I got two rewards: one I could give to others and one I could learn from．
Yours,
Hu Xiaomin
Suggested answers to Model B:
Dear Johann,
I must say that I don't agree with you．Though you find something, it doesn't mean it belongs to you．If you can find out who it belongs to, you should try to return it．I'm sure you would want someone to do the same for you．Once I found a beautiful picture．I wanted to keep it．Then I remembered seeing one just like it in an office．I went to the office and found the person to whom it belonged．The lady was very happy to get it back and gave me some delicious apples．So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart．
Yours,
Hu Xiaomin
Teaching guide for the Workbook （练习册教学指导）
LISTENING
1 The topic of this listening should sound familiar to students．Read this description to students:
A developing country builds a big dam to provide electricity for its people and control a great river．Unless something is done, a cultural relic will be lost．The government must decide whether or not to save the relic．
2 Now ask students: Do you know what dam and river I’m talking about
3 If you get no response, give students time to think about your question．If necessary, give them some clues．
4 After students learn （either from each other or you）about the Three Gorges Dam Project, you may want to mention what is being done with White Crane Ridge near Fuling （do a website search on the Internet）．
5 Now ask students: Do you think China is the only country that has this problem
6 Again, wait for a while．Then tell them that they are about to hear about another country that faced the same problem more than three decades ago．
LISTENING TEXT
The Aswan High Dam in Egypt is one of the biggest man-made projects in the world．The dam was completed in 1970．It was built for several reasons．First, the Nile River used to cause floods on much of the land near it every year．The dam has stopped the floods．Second, electricity can now be made from the water that rushes through the lower part of the dam．Now nearly half of Egypt’s electricity is produced from this dam．But the dam, which is one of the world’s largest, also caused several problems．The water in the lake behind the dam rose by 63 metres．It became necessary to move 53, 000 people from their villages．Also, near the Aswan Dam there were a lot of temples, some more than three thousand years old．These temples were in danger: when the dam was finished, many of them would be covered by water．One of the most important temples was at Abu Simbel．It was made from rock and had on the outside four large stone persons, each twenty metres high．Engineers studied the problem and suggested different plans to rescue the temple．At last, they decided to move the whole temple stone by stone and build it again above the water of the new lake．The temple took four years to build and cost one billion US dollars．In all, 1900 workers were needed to complete the project．Each stone was marked with a number．The pieces of stone were then carried to the new place for the temple, 60 metres up a hill．In 1966, the dam was finished．Today Abu Simbel is still a quiet and beautiful place which visitors are glad to see．
Suggested answers:
1 Reason 1: The dam was built to stop floods on the Nile River．
Reason 2: It was built to give people more electricity．
2 The water in the lake behind the dam rose．53, 000 people had to move and some temples were in danger．
3 False （It is one of the world’s largest．When completed, the Three Gorges Dam will be the world’s largest．）
4 The dam would put it under water．
5 The engineers needed to find a way to move the relic to safety．
6 （3）The listening text only says that visitors are glad to see it．
7 Students give their own answers．
TALKING
The latest fashions in clothing are not, of course, cultural relics．So the purpose of the dialogue is to give students practice in telling the difference between fact and opinion．It also lets students talk more easily about something which interests them and about which they are familiar．
Sample dialogue:
Speaker B must be able to briefly explain why Speaker A’s claim is not a fact．
A: Nan De Er makes the best men’s shirts in China! It’s a fact．
B: Really How do you know that
A: Because all my uncles wear them．
B: But that doesn’t make it a fact．
A: Why not
B: Because my uncles like to wear shirts made by a different company．
A: OK．So if it’s not a fact, what is it
B: It’s an opinion．
USING WORDS AND EXPRESSIONS
Answer key for Exercise 1:
1 vase, period, belongs
2 cultural, wooden, furniture
3 museum, relics, jewels
4 mirror, costs, shines
5 remains, mystery
6 design
7 castle
8 considered, wonders, evidence
Answer key for Exercise 3:
1 After leaving the army, Mr Brown came to China in search of a job．
2 How could you take apart a good quality chair in order to fix th