Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.

Warming up by explaining

Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

5. Reading and transferring information

Read the text again to complete the table, which lists all the numbers in the text.

6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on the website after class:

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

Closing down by having a discussion

A.　　 Can you imagine the fate of the Amber Room? What is it?

B.　　 Do you think if it is worthwhile to reproduce the Amber Room? Why?

Closing down by retelling the story of the Amber Room

Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:

Period 2: A lesson plan for Learning about Language

(The Restrictive and Non-Restrictive Attributive Clause)

Aims:

To learn about the restrictive and non-restrictive attributive clause

To discover some useful words and expressions

To discover some useful structures

Procedures:

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A.　　 What kinds of things can result in their disappearing?

B.　　 Why do they come into being once again?

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A.　　 What do you know about the substance of “amber”?

B.　　 What do you know about the cultural relics “the Amber Room”?

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A.　　 What kind of old things are cultural relics?

B.　　 Are all the old things cultural relics?

C.　　 What is the definition and classification of cultural relics?

D.　　 To whom do cultural relics belong?

Warming up by presenting

Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

A.　　 Can you name them out?

B.　　 Who have the right to confirm and classify them?

Warming up by discussing

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation - to make a difficult choice?

29、2007年8月“圣怕”台风登陆对我国东南沿海部分地区造成了巨大损失。读下表和图15-16，回答问题，共15分。

(1)下图中，与台风中心气流旋转方向、台风中心移动方向一致的是(　 )(1分)

(2)“圣帕”台风最强盛时，北京时间是2007年8月　　 日　　 时。(1分)

(3)从图中归纳台风形成和发展的基本条件是　　　　　　　　　　　　　　 (2分)

(4)分别简述③-④与④-⑤区间台风中心附近风力迅速下降的原因。(4分)

答：

(5)简述台风在登陆以后形成的自然灾害，并在图15中画出台风移动路径。(3分)

答：

(6)墨西哥湾是飓风多发地区，若一强度与“圣帕”相同的飓风在美国南部登陆，试分析比较它们造成的危害大小及其原因。(4分)

答：

28、读图14，回答

材料　 图中甲、乙、丙、丁分别代表世界著名的四大湖泊，读后完成下列各题(共15分)

(1)四大湖泊中属于咸水湖的是　　　　 ，其输水过程符合上图中的　　　　 。 (2分)

(2)四湖中面积最大的湖泊是　　　　 ，最大的淡水湖是　　　　　　 ；对河流干流水量起重要调节作用的是　　　　　 。(4分)[填名称]

(3)甲乙两湖周围地区都适宜发展的农业地域类型是　　　　　　　　　　　 。乙湖沿岸的植被是　　　　　　　　　　　 。(2分)

(4)甲、乙、丙、丁四湖中的某湖沿岸以重工业著称于世，评价该湖沿岸发展重工业的优势条件。(4分)

答：

(5)请分析丁湖在20世纪中期水面面积大幅度减少的原因。(3分)

答：

27、读右图13，回答下列问题

(1)图中A、B两调水工程分别是　　　　　　　 、　　　　　　 ，(填名称)

该工程是为了解决我国水资源存在的什么问题？(3分)

答：

(2)简述甲山脉具有的地理意义。(3分)

答：

(3)简要说明乙河段的水文特征。(4分)

答：

26、图12为等高线地形图，读图，回答下列问题。

(1)图示区域东南部的地形区名称

是　　　　　　　 ，简述其地势特点(2分)

答：

(2)图中西北地区的　 　　　　　平原为人类文明发祥地

之一。当地最重要的经济作物是　　　　　　　 。

试分析该经济作物的此地生长的优势条件。(4分)

答：

(3)说明图中a、b两地区自然景观的差异，并解释原因。(4分)

答：

影响农业生产的因素，既有自然条件因素，又有社会经济因素。上海市既位于亚热带季风气侯区，又位于我国东部沿海经济发达地区。读“中国东部雨带示意”图11，回答22-25题。

22、根据雨带在Ⅰ、Ⅲ地区的时间，可以推论，在一般年份，雨带推移至上海地区的时间大致是

A、4-6月　　 B、6-7月　　　 C、6-8月　　　 D、5-8月

23、如在7月以后，雨带仍未推移进入 Ⅰ地区，

我国东部地区将可能产生灾害的状况是

A、南旱北涝　　　 B、南北皆旱

C、南涝北旱　　　 D、南北皆涝

24、我国东部地区经常发生旱涝灾害的最主要原因是

A、地势西高东低，水流湍急

B、影响我国的夏季风每年的强弱不同

C、全球气候变暖的影响

D、台风的影响所致

25、影响我国Ⅱ地区长时间阴雨这一独特天气的原因是　　 的控制

A、副高　　　 B、冷锋　　　 C、暖锋　　　 D、准静止锋，

第Ⅱ卷

右图10为半球经纬示意图，图中虚线表示晨昏线，阴影部分为22日，非阴影部分为21日。据此回答19-21题。

19、此时，太阳直射的经线是

A、0°　　 B、90°E　　　

C、90°W　　　 D、180°

20、甲地气候类型可能是

A、亚热带季风气候　　　 B、地中海气候

C、温带大陆性气候　　　 D、温带季风气候

21、此季节，下列地理现象可能出现的是

A、南京昼长夜短　　　 B、珀斯温和湿润

C、拉普拉塔河正值汛期　 D、南非高原动物正在迁往雨林边缘