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1、精选学习资料 - - - - - - - - - Unit 1 Cultural Relics I 教学目标 技能目标 Goals Talk about cultural relics Review attributive clauses, including restrictive and non- Write a short reply to a letter and give your opinion Take notes and judge who gives the best evidence restrictive attributive clauses 目标语言功 Express
2、ions used to give opinions 能 I think highly of. 句 I dont agree that”式 Besides. I must say that I agree with you. I must say that I dont agree with you. As far as Im concerned, I think. As I see it. Dont you agree /think that. I cant help thinking that. I would like to say. In my opinionview. Persona
3、lly, we shouldWell, obviously we shouldThe point is. 词1. 四会词汇light, 汇 cultural, survive, remain,state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider, opinion
4、, evidence, prove, pretend, maid, castle, sailor, treasure,besides 2 认读词汇 relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek, Anna Petrov, mystery 3. 词组look into, belong to, in search of, in return, at w
5、ar, take apart, think highly of 4. 重点词汇 belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion 语The attributive clauses with which/who/where/when 一that have been found 法A cultural relic is something that has survivedIt is your job to look into
6、 any reports of cultural relics in China. 1 名师归纳总结 - - - - - - -第 1 页,共 13 页精选学习资料 - - - - - - - - - You are sent to a small town where you find a relic that was stolen from a place. This gift was the Amber Room, which was given this name because. Later ,Catherine 1I had the Amber Room . outside St
7、Petersburg whereThis was a time when the two countries were at war. In 1770, the room was completed the way that she wanted it. 重 1. Frederick William I, the king of Prussia could never have imagined that 点 2. Once it is heated, the amber can be made into any shape 句 3. It was made for the palace of
8、 Frederick . 子 4. In 1716, Frederick William I gave it to Peter the Great, as “gift of friendship5. In return, the Czar gave the king of Prussia 55 of his best soldiers. 6. The Amber Room soon became part of the Czars Palace in St Petersburg. 7. Later, Catherine 11 had the Amber Room moved to the pa
9、lace outside8. This was a time when the two countries were at war. 9. There is no doubt that the boxes were then put on a train for Konigsberg ,10. After that, what really happened to the Amber Room remains a mystery. 11.1 think highly of those who are searching for the Amber Room . 教材分析与教材重组本单元以 cu
10、ltural relics 为话题,旨在通过单元教学使同学明白世界文化遗产,学会描述它们的起源； 进展和爱护等方面的情形,复习并把握定语从句,能在英语口语交际过程中判定别人给出的依据,并给出自己的观点,能回信并就如何爱护和处理世界文化遗产给出自己的观点； 1.1 Warming up 假设你是一个文化遗产部门的工作人员,被派往一个小村镇,去调查一个罕见的明朝花瓶被盗大事；这时有一个男的试图阻挡你,并坚持认为这个花瓶是属于他家的,那么对此,你要对他说些什么？ 1.2 Pre-reading是 Reading 的热身部分,有两个问题组成；第一个问题是想出一个你明白的文物遗产, 假如这个文物遗产不见
11、了,你会感觉如何, 为什么会有这样的感觉？其次个问题是你发觉了一个文物遗产 /I ,那么你会怎么处理它？这样的两个问题便为引出Reading: InSearch of the Amber Room 做好了铺垫； 1.3 Reading 是关于查找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史；第一段说 The Amber Room has “ strange history,并对它进行洋细的描述；其次段表达了The Amber Room 的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室；第三段表达了叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外她避暑的宫
12、殿中, 并依据她的意愿对这个琥珀屋进行了重新设计,使之成为世界上最宏大的奇迹之一；第四段,表达了 1941 年 9 月,纳粹德军入侵圣 彼得堡,并掳走了琉拍屋,使之成为一个谜； 第五段, 叙述了现在德俄两国人民依据旧的琥珀屋,在夏宫建立了一个新的琥珀屋； 设计这篇文章的目的是让同学从文化遗产的历史中,体验人类文明进展的过程,提高同学爱护文化遗产的意识； 1.4 Comprehending 既有学问性的问题,让同学明白文章的细节 exercise 1,同时又跳出了课文,对文章进行了整体评判 exercise 20 由易到难,有较好的梯度,全面考查了同学对文章的懂得； 1.5 Learning a
13、bout Language 分 Discovering useful words and expressions 和Discovering useful structures 两部分；其中第一部分的 Exercise 1 依据英语说明,写2 名师归纳总结 - - - - - - -第 2 页,共 13 页精选学习资料 - - - - - - - - - 出对应的单词； Exercise 2 练习 belong to 的词义和用法； Exercise 3 练习介词 at 的用法；其次部分的Exercise 1从文中找出7 个含 that /which /who /where /when的定语从句
14、；Exercise 2 Join the pairs of sentences using thatwhich /who /whose /where /when without commas 限定性定语从句 ；Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas非限定性定语从句 ； 1.6 Using Language 分 Reading ,Listening and Writing 和 Speaking and writing和 Reading and writing 三部
15、分；在第一部分的 Listening 中要求同学 take notes while listening 进一步提高听力水平；其次部分中 speak It can be proved that-because-第三部分 Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or dont agree with the writer. 1.7 Summing up 从四个角度：有用的动词,动词短语,其他的表这和新句型结构总结本单元内容,并总结所学的
16、有关文化遗产方面的学问； 1.8 Learning tip 建议同学亲自去博物馆看一些中国文化遗产,并主动担当导游向外国游客介绍这些文化遗产,同时练习英语口语,并向外国游客学习英语同他们交伴侣； 2.1 从话题内容分析,Warming up, Pre-reading, Reading, Comprehending 和 Leaning about Language 内容一样,将其设计成一节阅读课； 2.2 将 Using Language 设计成一节语言学习课； 2.3 将 Workbook 里的 Listening 和 Listening Task 整合成一节听力课； 2.4 将 Workbo
17、ok 里的 Talking 和 Speaking Task 设计成一节口语课； 2.5 将 Workbook 中的 Reading Task 和 Writing Task 整合成一节阅读和写作课； 2.6 将 Workbook 里的 Using Words and Expression 与 Using Strictures 和 Using Language 中的 Summing up 与 Learning Tip 和 Workbook 中的 Checking Yourself 设计成一节复习课；经教材分析,依据学情,本单元可用 6 课时完成 1st period Warming up and
18、Reading 1 2nd period Grammar 3rd period Listening 4th period Speaking 5th period Reading B and Writing 6th period Comprehensive Revision 以上课时安排与教材重组,仅供参考,老师可因时因地因人而异,不必拘泥于此；Unit1 Cultural Relics The first period Warming up and reading Teaching goals 1.Target language 3 名师归纳总结 - - - - - - -第 3 页,共 13
19、 页精选学习资料 - - - - - - - - - a. Important words and phrases culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, my
20、stery, apart, take apart b. Important sentence style In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 There was no doubt that the boxes were then put on a train for .P2 After that , what really happened to the Amber Room I think highly of those who are searching for the Amber
21、 Room. 2. Ability goals Enable the students to talk about the story of Amber Room. 3. Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. Teaching difficult points Talk about cultural relics and what should be done with t
22、hem Teaching methods 1. Learning to the tape 2. Group discussion and presentation 3. Multi-functional teaching equipment Teaching aids A recorder, a projector, and some slides Teaching procedures & ways Step one Ask the students to check the new words and expressions of this unit with each other in
23、this unit. Step two warming up The warming-up exercises raises the studentsawareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know. T: Now, class, look at the title of this unit. Tell me what the t
24、opic is this unit. S: Cultural relics T: Do you know what cultural relics are. Students answers T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the cultur
25、e of a place and some periods of history. Some of them are in danger because they are being destroyed. Then can you give some examples of the cultural relics that are in need of being protected. The Great Wall; The pyramids in Egypt; Angkor Wat . Part three Pre-reading 1. Leading-in 4 名师归纳总结 - - - -
26、 - - -第 4 页,共 13 页精选学习资料 - - - - - - - - - T: Ok, class, do you think these cultural relics beautiful. S: Yes, very beautiful. T: Suppose one of them got lost, how would you feel and what will you do with it. S: find ,rebuild,protectT：Thanks four your good suggestions. Now lets learn “ In Search of
27、the Amber Room”. 2. Explaining pictures Ask the students to read the text first and then answer the following questions: 1.Why was it called Amber Room. It was given the name because almost seven thousand tons of amber used to make it. 2. What happened to the Amber Room. First, it was built in Pruss
28、ia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czars winter palace in St Peterberg . 3. Listening Ask the students to read th
29、e text carefully and find out the main idea of each paragraph. Ask the students to tell the characteristics of the text 1. It tells the history of the Amber Room so that we know what happened. 2. It uses the past tense. Part five Post-reading Finish the comprehending exercise in P2 Part Six Learning
30、 about language 1. Frederick William I, the king of Prussia, could never have imagined that . 情态动词 +have done 表示对过去发生的事情的估计、批判和反悔等意思；Eg: You should have told me earlier. What shall we do now. 2Once it is heated, the amber can be made into any shape. Be made into被制成,被做成 3be at war 处于交战状态 4remain 后,常跟
31、名词,意思为“ 保持,连续,依旧”5.belong to Then finish the exercise in “Learning about language” and “Discovering useful structures.”Part Seven Homework: 1. Review the key sentences in this part. 2.Review the words in the second period. The Second Period Grammar Teaching goals: 1. Target language a. Vocabulary 5
32、名师归纳总结 - - - - - - -第 5 页,共 13 页精选学习资料 - - - - - - - - - trial, consider, prove, tell the truth, pretend, think highly of, besides b. Structures I think highly of those who are searching for the Amber Room. Besides, my father once told me that any person who finds something could keep it. I must say
33、 that I agree with you. I must say that I don t agree with you. Ability goals 2.Enable the students to make judgments and to write a short reply to a letter, then give their own opinions. 3. Learning ability goals Help the students learn how to make judgments and give their opinions. Teaching import
34、ant points The attributive clauses with that/which/who/where/when Teaching difficult points How to tell the attributive clauses with that/which/who/ where/when/ from other clauses Teaching methods Learning and practicing Teaching aids Multimedia computer Teaching procedures and ways Reading, listeni
35、ng and writing I.1. Fast Reading Pre-listening Find out the differences between a fact and an opinion. 2. Listening Students take notes and fill in the form while listening to what the three people say about the missing Amber Room. 3. Post-listening a. Discussion Students share their forms with othe
36、rs. Then discuss which person gave the best evidence using some useful expressions given. b. Writing and speaking Students write down a short list of reasons for their choice. II. Reading and writing Read the letter on page 7 from a German newspaper. Then write a reply to the letter III. Homework 1.
37、 Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class. 2. Preview the new words and phrases in the next class. The third Period Listening Teaching Goals 6 名师归纳总结 - - - - - - -第 6 页,共 13 页精选学习资料 - - - - - - - - - 1. Target language 目标语言 a. 词汇 man-made
38、 projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重点句型 Do you think it was worth spending so much money to move Abu Simbel. 2. Ability goals Master the patterns that can be used to describe cultural relics by listening. 3. Learning ability goals Help the Ss learn how to gras
39、p the key words that can help students to answer questions while listening to the tape. Teaching important points Learn the patterns used to describe cultural relics. Teaching difficult points How to grasp the key words that can help the students to answer questions Teaching methods 1. Listen to the
40、 tape. Individuals 2. Check the answers, cooperative learning Teaching aids 教具设备 A recorder, a tape, a projector and some slides. Step 1 Homework checking T: Let s check our homework each other. We will have a dictation of the 11 dey sentences in the reading. 1. Frederick William I, the king of Prus
41、sia could never have imagined that his greatest gift to the Russian People would have such a strange history. 2. Once it is heated, the amber can be 3. it was made for the palace of Frederick I. P1 4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian t
42、o the Russian People. P1 5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1 6. The Amber Room soon became part of the Czar s Palace in St. Petersburg. P1. 7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2 8. T
43、his was a time when the two countries were at war. P2 9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2 10. After that, what really happened to the Amber Room remains a mystery. P2 11.1 think highly of those who are searchin
44、g for the Amber Room. P2 Step II Listening P41 1. Listen to the tape for the first time to get the main idea. 2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41. First, students check their answers each other. Later, the teacher gives the answers
45、, using a slide projector. 7 名师归纳总结 - - - - - - -第 7 页,共 13 页精选学习资料 - - - - - - - - - T: As we know ,the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well 一 designed buildings that may become cultural relics in the future. For example
46、, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers. Next, well listen to a tape about I M Pei, a famous architect. Step 1B Listening Task P44 T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At