Learning about Language教学设计方案

Unit 1

Cultural relics

1. 教材分析

本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。

Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。

II Learning about language

Discovering useful words and expressions

Ask students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class. Later, the teacher gives the answers, using a slide projector. Discovering useful structures

T: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when.

1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it. 2 The amber which was selected had a beautiful yellow-brown colour like honey. 3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make. 4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it.

5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.

6 In 1770 the room was completed the way she wanted. 7 This was a time when the two countries were at war. 8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.

9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th

birthday of their city.

First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them.

T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me?

Students try to tell the differences in their own words. T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required.

Later, the teacher gives the answers, using a slide projector. Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class. Step V Homework Review the key sentences in this part.