Using LanguageⅠ优秀教学设计

Unit7 Cultural Relics Speaker:

Ⅰ.Brief analysis of the teaching material This unit is mainly talking about cultural relics. The cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past. We know their features (old, rare, valuable, mysterious, historic, representative, etc.) and main styles (objects, items, building…). From this unit, students can get information of famous cultural relics from home and abroad. We will revise some rules of Attributive Clause. In the part of using language, we can learn what’s a fact and what’s an opinion and can tell a fact from an opinion and know how to give and ask for opinions in English. We can how to write a reply letter stating our ideas.

There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about language, Using language, Summing Up and Learning Tip.

Ⅱ.Theme:

Cultural relics

Ⅲ.Teaching Objectives Knowledge objectives: 1. having a knowledge of different cultural relics from home and abroad

2. learning new words & expressions & structures

3. learning grammar

Ability objectives: 1. improving reading skills

2. telling facts from opinions

3. giving and asking for information in English

4. developing integrated skills

Emotional objectives: 1. raising students’ consciousness of protecting cultural relics and make them feel proud of cultural heritage

2. motivating students to participant

3. culturing students’ spirit of teamwork

Ⅳ.Key points: 1. having a knowledge of different cultural relics from home and abroad

2. learning new words (rare, valuable, survive, vase, dynasty, amaze, select, design, fancy, style, decorate, jewel, troop, reception, remove, doubt,

remain, worth, prove, trail, consider ) & expressions (in search of, belong to, in return, serve as, at war, less than, think highly of )

3. learning grammar (restrictive and non-restrictive attributive clause )

Ⅴ.Special difficulties: 1. improving reading skills

2. telling facts from opinions

3. giving and asking for information in English

4. developing integrated skills

Ⅵ.Teaching methods:

1. audio-lingual method

2. communicative approach 3. pair work

4. group work

5. learning and practicing teaching

6. task-based teaching

Ⅶ.Teaching aids: 1. pictures

2. multi-media

3. tape recorder

Ⅷ.Teaching arrangements:

Period 1: Warming Up, Pre-reading

Period 2~3: Reading, Comprehending

Period 4: Learning about language

Period 5: Using language (reading and listening, speaking )

Period 6: Using language (speaking, reading and writing )

Ⅸ.Teaching procedures

Period 1: Warming Up, Pre-reading Knowledge objectives: 1. having a knowledge of different cultural relics from home and abroad

2. learning new words (cultural relics, rare, valuable, survive, vase, dynasty ) Ability objectives: helping students learn how to talk about cultural relics Emotional objectives:

raising students’

consciousness of protecting cultural relics and make them feel proud of cultural heritage Key points: having a knowledge of different cultural relics from home and abroad Special difficulties: how to talk about cultural relics Teaching methods: 1. audio-lingual method

2. communicative approach 3. group work

Teaching aids: 1. pictures

2. multi-media Teaching procedures: 1.greeting the whole class 2.holding a competition of guessing puzzles by dividing the whole class into several groups and giving them some hints 

It is located in France. It’s the biggest arch in the world. ------The Triumphal Arch 

It is the grave a king built for his wife and it’s located in India. ------Taj Mahal 

It is the famous Italy building which leans to the earth. ------- The Leaning Tower of Pisa 

They are the graves of kings in Egypt. ------ The Pyramids 

They are caves located in Gansu province , and there are many artworks in the caves. -------Mogao Caves 

People always say if you don’t go there, you are not a true man. ------ The Great Wall 3. looking at some pictures (picture1,Ming Dynasty Vase ; picture2, ivory dragon boat) 4. asking students to answer the following questions and summarize the features of cultural relics 

Are cultural relics only objects like vases or can they be buildings too?

It is any object, building or item that was made sometime in the past. 

Does a cultural relic always have to be rare & valuable ? It may or may not be valuable. 

Is it enough to have survived for a long time? It may be many thousands of years old or it may be a few hundred.



From the pictures above, what features do cultural relics have? It must be something beautiful, unique, historic, artful, representative and so on. [ New words: vase, rare, valuable, survive ] 5. discussing the definition of the cultural relics The cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past; it may or may not be valuable. 6. looking at some pictures of amber and telling what an amber is Homework: 1.find more cultural relics at home and abroad

2. preview the Reading part

Teaching reflection:

Period 2~3: Reading, Comprehending Knowledge objectives: 1.

helping the students know the strange history and some detail information of the Amber Room

2. learning new words & expressions & structures Ability objectives: improving the students’

reading skills------ skimming and

scanning Emotional objectives: raising students’ consciousness of protecting cultural relics Key points: 1. knowing the strange history and some detail information of the Amber Room

2. learning new words & expressions & structures Special difficulties: the ability to use skimming to get the main idea and scanning to get some detail information Teaching methods: 1. audio-lingual method

2. communicative approach 3. group work

4. learning and practicing teaching Teaching aids: multi-media Teaching procedures: 1.

greeting the whole class 2.

looking at the picture of the amber room and leading to the text 3.

analyzing para1



Task 1: read para1 and fill in the blank Description of the Amber Room

Material

Color

Design

Decorations

Time to complete 1._______

2._______ In the 3. ______ popular in those days

4._______

5._______ (1. amber

2. yellow-brown

3. fancy style

4.gold and jewels

5. about ten years) 

Task 2: What’s the main idea of the paragraph?

(How the amber room was made.) 

Task 3: explaining new words & phrases &sentence structures New words: amaze, select, design, fancy, style New phrases: in search of, could have done sth. Sentences: (1). Frederick William I, the King of Prussia, could never have imagined that his great gift to the Russian people would have such an amazing history.

(2). It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.

4.

analyzing para2~5 

Task 1: read para2~5 to get the information of the numbers 1716 (Frederick William gave the amber room to Peter the Great.) 1770 (CatherineⅡcompleted the adding to the amber room.)

2003 (The rebuilding of the amber room was completed.) 600 (The number of the candles lighting in the amber room.) 2 (the two countries: German & Russia

In less than two days the amber room was removed to a German city.) 

Task 2: finish exercise 1 and check answers 

Task 3: finish exercise 2 and check answers 

Task 4: explaining new words & phrases &sentence structures New words: belong, reception, remove, doubt, remain, worth New phrases: belong to, in return, serve as, had sth done, at war, less than Sentences: (1) In 1770 the room was completed the way she wanted.

(2) Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.

(3) There is no doubt that the boxes were then…



Task 5: discussion of style The passage is a non-fiction article. It is a narration. It presents facts in chronological order. It is written in past tense. 

Task 6:group discussion Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Homework: 1.review the passage and try to retell the story

2. finish all the exercises on page 3 Teaching reflection:

Period 4: Learning about language Knowledge objectives: helping students know the difference between restrictive and non-restrictive attributive clause

Ability objectives: having students do exercises related to restrictive and non-restrictive attributive clause

Key points: the difference between restrictive and non-restrictive attributive clause

Special difficulties: the ability to use restrictive and non-restrictive attributive clause Teaching methods: learning and practicing teaching Teaching aids: multi-media Teaching procedures: 1.

check answers on page3 2.

review the attributive clause 

An attributive clause is a dependent clause which takes the place of the adjective in another clause or phrase. Like an adjective, an attributive clause modifies a noun or pronoun, answering the question like “which?” or “what kind of?” . eg: This is an old computer which works much slower.

Those who break the rules must be punished.

Do you know the man whose name is Mike? 

Practice: (1) This is the person ______ (who/whom) you are looking for.

whom

(2) All _____ (that/which) we have to do is to practice every day.

that (3) I know the reason _____ (that/why) he came late.

why

(4) This is the place _____ (where/which) we lived for 5 years.

where (5) I will never forget the day ____ (that/when) I met you.

when 

Read the passage again and underline all the sentences with attributive clauses.

3.

finding out the difference between the two sentences (1)

A. The old man has a son, who is in the army. B. The old man has a son who is in the army. (A句中的从句是非限制性定语从句，是对先行词son的补充说明。整个句子的意思是：这个老人有一个儿子，在部队工作。隐含的意思是老人只有一个儿子。B句中的从句是限制性定语从句，是对先行词son进行限定、修饰。整个句子的意思是：这个老人有个在部队工作的儿子。隐含的意思是也许还有其他的儿子，在干其他的工作。) (2)

A. My younger brother, who is 18 years old is a college student.

B. My younger brother who is 18 years old is a college student. (A句中的从句是非限制性定语从句，是对先行词brother的补充说明。整个句子的意思是：我弟弟是大学生，今年18岁。B句可译成我18岁的那个弟弟是个大学生。从句是限制性定语从句，限定了先行词的意义，明确是18岁的那个弟弟，而不是其他的，即有可能还有几个弟弟。) (3)

A. Jim doesn’t like to ask questions, which makes his teacher angry. B. Jim doesn’t like to ask questions which makes his teacher angry. （A句中的定语从句修饰的是整个前面的主句部分，B句中的定语从句修饰先行词questions，所以表达的意义有明显的区别。A句意为：吉姆不喜欢问问题，这让老师很生气。B句意为：吉姆不喜欢问使老师生气的问题。）

总结：

（1）

限制性定语从句是句中不可缺少的组成部分，主句和从句中间不用逗号分开，引导限制性定语从句的关系代词有who, whom, whose, which, of which等，这些关系代词都不能省略。

（2）

非限制性定语从句是对主句先行词的补充说明，没有从句不影响主句意思的完整。一般用逗号把主句和从句分开，通常不用关系代词that。

4.

practice (1)

The doctor was impolite to the patient, ____ of course, made things even worse. A. who

B. whom

C. which

D. what

(2)

He’s got himself into a dangerous situation ____ he was likely to lose control over the plane. A. where

B. which

C. while

D. why (3)

I don’t like cars ____ owners park too close to me. A. which

B. who

C. whose

D. of which (4)

____ is known to everybody, the moon travels around the earth once every month. A. which

B. that

C. as

D. such (5)

The weather turned out to be very good, ____ was more than expected. A. what

B. which

C. that

D. this

(6)

Charlie Chaplin, ____ childhood was hard, began acting at the age of five. A. who

B. whom

C. whose

D. his (7)

We are talking about a subject the importance ____ hasn’t yet been realized. A. which

B. that

C. of which

D. whose (8)

The science of medicine, ____ progress has been very rapid, is perhaps the most important of all the sciences. A. which

B. that

C. in which

D. with which

(9)

He will have to put off his concert until next month,____ he has finished his travels around the world. A. which

B. where

C. when

D. that (10)

I’ll never forget ____ I first met my parents-in-law,____ house was beside a mountain. A. that; which

B. when; whose

C. which; that

D. when; it CACCB

CCCCB

5.

Find all the non-restrictive attributive clauses in the passage. 6.

finish exercise3&4 on page4 Homework: 1.review grammar and do more exercises

2. preview Using Language Teaching reflection:

Period 5: Using language (reading and listening, speaking ) Knowledge objectives:

1.

helping students know the difference between facts and opinions

2. learning new words & expressions Ability objectives: 1. helping students know how to tell facts from opinions

2. improving the students’

reading skills------ skimming and scanning

3. improving the students’ listening level Key points: fact, opinion, evidence, prove, trail, consider, rather than Special difficulties: 1. helping students know how to tell facts from opinions

2. improving the students’

reading skills------ skimming and scanning

3. improving the students’ listening level Teaching methods: 1. learning and practicing teaching

2. task-based teaching Teaching aids: multi-media, tape recorder Teaching procedures: 1. review 2. Read the passage and answer the following questions. (1) What’s the difference between a fact and an opinion. A fact is anything that can be proved. An opinion is what someone believes is true but has not been proved.

(2) What makes a judge decide which eyewitness he can believe and which not. He decides by whether the eyewitness has given the true information (3) What’s evidence?

The kind of true information is called evidence. 3. Go through the passage and explain the new words and phrases. prove, trail, consider, rather than 4. finish exercise 2&3

5. Listen to the tape and finish exercise 4&5. 6. Go through the phrases in Speaking part. Homework: 1. Work in pairs and discuss which person gave the best evidence, using the expressions in Speaking part.

2. preview Reading and writing part Teaching reflection:

Period 6: Using language (speaking, reading and writing ) Knowledge objectives: 1. learning new expressions

2. having the students know how to write a reply letter

Ability objectives:

the ability to express their attitudes towards cultural relics Emotional objectives:

raising

students’

consciousness that cultural relics belong to all people

Key points:

1. learning new expressions ( think highly of )

2. having the students know how to write a reply letter

Special difficulties: 1. the ability to express their attitudes towards cultural relics

2. raising

students’

consciousness that cultural relics belong to all people Teaching methods: group work Teaching aids: multi-media Teaching procedures: 1. asking some students to give a talk about which person gave the best evidence 2. reading a passage and explaining it

[think highly of ] 3. discussing the following questions (1) Who do you think the Amber Room belongs to? (2) What should you do with things you have found even if the search cost you time and money? [ free answers ]

4. organizing an informal class debate Theme: Who do you think the cultural relics belong to, the people who find it or the whole people? Group 1: They belong to the people who find it. Group 2: They belong to the whole people Tips: (1) There must be a chairperson.

(2) Each group take sides to debate and gives reasons for their opinion.

(3) At the end there should be a class vote.

(4) The chairperson says which side wins and why. Homework: Write a report on your debate. Teaching reflection: