Learning about Language名师教学设计1

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 词1.四会词汇 汇

cultural, survive, remain，state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider, opinion, 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 war, 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 法

A cultural relic is something that has survived一 It is your job to look into any reports of cultural relics that have been found in China. 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 Petersburg where… This was a time when the two countries were at war. In 1770, the room was completed the way (that) she wanted it. Ⅲ. 教材分析与教材重组

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，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保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事件。这时有一个男的试图阻止你，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了解的文物遗产，如果这个文物遗产不见了，你会感觉如何，为什么会有这样的感觉？第二

个问题是你发现了一个文物遗产/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是关于寻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。第二段叙述了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。第三段叙述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殿中，并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。第四段，叙述了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，讲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学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。

1.4 Comprehending既有知识性的问题，让学生了解文章的细节(exercise 1)，同时又跳出了课文，对文章进行了整体评价(exercise 2)0由易到难，有较好的梯度，全面

考查了学生对文章的理解。

1.5 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根据英语解释，写出对应的单词。Exercise 2练习belong to的词义和用法。Exercise 3练习介词at的用法。第二部分的Exercise 1从文中找出7个含that /which /who /where /when的定语从句。Exercise 2 Join the pairs of sentences using that／which /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三部分。

2.教材重组

2.1从话题内容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致，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Workbook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。

3.课时设计与课时分配

（经教材分析，根据学情，本单元可用6课时完成）

1st period Warming up and Reading (1) 2nd period Grammar 3rd period Listening 4th period Speaking 5th period Reading (B) and Writing 6th period Comprehensive Revision

The third Period

Listening

Teaching Goals

1. Target language 目标语言

a. 词汇

man-made 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 grasp 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 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 Prussia 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 made into any shape P.1 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 to 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. This 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 searching 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, using a slide projector. 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, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers? Next, we'll 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 the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Let students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework 1. Collect some information about the cultural relics that are in danger. 2. Write your opinions on how to protect the cultural relics. The Fourth Period Speaking 口语课教材分析与问题解决

a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking. b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other. c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking. Teaching goals教学目标

1. Ability goals能力目标

Enable the students to have the ability of talking cultural relics and ways to protect them. 2. Learning ability goals学能目标

Help the Ss to learn how to give opinions clearly about cultural relics. Teaching important points教学重点

Learn to discuss and act out the Ss’ opinions about cultural relics. Teaching important points教学难点

How to teach the students to speak out their opinions about cultural relics. Teaching methods教学方法

1. Watch some videos about the cultural relics. (individuals) 2. Have a discussion. (group work) 3. Write an article about the discussion. (individuals) Teaching aids教学设备

A computer, a projector and some slides. Teaching procedures and ways教学过程与方式

Step I Homework checking T: Well, class, at the beginning of this class，1 want to know whether you have collected some information of the cultural relics that are in danger? Ss: Yes. T: OK, tell me what you collected? S1：The Great Wall in China is in danger. Some parts of the wall have been destroyed by the wind，air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall. S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired. S3: Some buildings of Angkor Wat are falling down. Step II Lead-in T: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics. Students watch the videos to find some cultural relics that are in danger. T: Have you found that some of them are in danger? Ss: Yes. T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task. Step III Speaking Task (P46) T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics?

-A: Yes, we should save all our cultural relics.

-B: No, we shouldn't save all our cultural relics. We should only save the best one. T: Well, you did a good job. Next, practice again the sentences that can be used to show your opinions. Step IV Writing T: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down. Later, the teacher shows some articles of the students with a projector and corrects them with the whole class.