Using LanguageⅠ教案及板书设计

Unit 1

Cultural relics

I. 单元教学目标

★Talk about cultural relics and cultural relics protection.

★Learn to ask for opinions and give advice. ★Review attributive clauses, including restrictive and non-restrictive attributive clauses. ★Read about the Amber Room. ★Write a report of debate.

II. 目标语言

Asking for opinions Do/don’t you think that…?

Would you consider…?

Why/Why not…? 功

Do you have any idea about…?

How do you know that?

能

Are you sure that he/she was telling the truth?

What do you think?

句

What do you think of…?

What’s your idea/opinion of…? 式

What would you say…?

How do you feel about…? Who do you think was…?

What are your reasons for saying that? Giving opinions

I think/don’t think that….

Sorry, I don’t agree with you. In my opinion…. It can be proved.

That can’t be true. I don’t believe…, because….

I think… is telling the truth because….

1. 四会词

rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate 词

2. 认读词

汇

cultural, relic, Taj mahal, ivory, dragon, amber, Frederick William I, Prussia, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, the Baltil Sea, rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Anna Petrov, mystery Berlin, Johann Webber 1.

短语和词组

in search of, belong to, in return, at war, less than, think highly of

语1.

限制性定语从句

(Restrictive attributive clause) 法

2.

非限制性定语从句

( Non-restrictive attributive clause)

1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian people would have such an amazing history. P1 2. Once it is heated, the amber can be made into any shape. P1 3. It was made for the palace of Frederick I. P1 重

4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship 点

from the Prussian to the Russian People. P1 句

5. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1 子

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. I think highly of those who are searching for the Amber Room. P2

II. 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

热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。

1.2 Pre-reading

是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。

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房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。

1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。

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。

1.6 Using language 分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。

1.7 SUMMING UP

从四个角度：有用的动词、动词短语、其他的表达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。

1.8 LEARNING TIP建议学生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朋友。

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 设计成一节综合技能课。

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及WRITING TASK设计成一节口语和写作课。

2.5 将Workbook 里的READING TASK设计成一节阅读课。

2.6 将Workbook里的USING WORDS AND EXPRESSIONS与USING STRUCTURES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. 课型设计与课时分配。（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 (I)

2nd period

Integrating Skills

3rd period

Listening

4th period

Speaking and Writing

5th period

Reading (II)

6th period

Comprehensive Revision

（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。）

III. 分课时教案

The Fifth Period

Reading (II) Teaching goals教学目标

1. Ability goals能力目标

Enable students to learn how Feng Jicai protect cultural relics in Tianjin.

2. Learning ability goals学能目标

Help students learn how to describe and introduce people who protect cultural relics. Teaching methods教学方法

Reading (individuals) Discussion (group work) Teaching aids教具设备

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

Step I Lead-in This is another article about cultural relic protection. It gives the students a good example who is doing his best to protect cultural relic. Before reading the passage, teacher may show the following passage to the students, it will help them to improve their consciousness (意识)of protecting cultural relics and also help them to master the target language in this unit. Cultural relics remind（提醒）us of what different peoples had a high opinion of in the past and continue to value now. Without these relics, we couldn’t protect cultural traditions（传统）or understand or enjoy the lives of the people who practiced the traditions. Although we may not often consider it, cultural relics are not only the possession（财产）of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not only from China but from other places. Looking at it from another angle（角度）, it can also be said that

cultural relics are more than works of art; they are symbols（象征) of history and the people who lived in the past. Each kind of relic keeps something of cultural heritage（继承), and each relic is still a unique（独特的）cultural expression and contribution（贡献）. T: Since cultural relics are important, it's necessary for everyone to protect them. After all, they belong to the whole world. So today, we'll read a passage about how Big Feng protects cultural relics in Tianjin. By the way, who do you think Big Feng is? Here are some clues. He is a famous writer, who was born in Tianjin. He is very tall.

Ss: He is Feng Jicai.

Step II Reading Task T: Now read the text quickly and summarize the main idea. (Exercise 1)

Let students choose the sentence that best summarize the main idea of the text. Then

explain why the others are wrong.

T: Which sentence best summarize the main idea of the text? S1: Sentence B. T: Why is A wrong? S2: A is wrong because his interests are not introduced in the text.

T: Why is C wrong? S3: C is wrong because he hasn’t saved all the old buildings in Tianjin. From the sentence “Although the city government rebuilt this street, they did save its oldest

building.” That means some old buildings have been removed.

Then let students discuss the questions in Exercise 2. Suggested answers: 1 He think that cultural relics are the things that can tell us the splendid history of China. He believes that old things must be given a place next to new things, or people will soon forget their great past. 2 He does not make speeches to get others to help him in his projects. Instead he goes out and does a lot of things that he can himself. For example he took photos of the

old parts of Tianjin. The photos were put into a book which was very popular. The money from the book helps his projects.

3 One of his biggest projects was to protect the oldest street in Tianjin. Another project was more successful: he got the government to buy some land in the center of the city so it could not be sold to businesses. Not long ago, he and other writers and artists took photos of the old parts of Tianjin. And the photos were put into an expensive book that was very popular. And the money from the book helps his projects. 4 He knows the past is not only for us to enjoy but also for the children of the future, so we should protect some old things such as the old streets and buildings. And more people follow what he does, not what he says. So he thinks it is important to do this than to write his novels. 5 Yes, I think there are some other ways to help him with his projects. For example, he and his friends can make a video about the old streets and buildings and broadcast this program on TV so that more people can know the importance of protecting the cultural relics and really take efficient actions to protect them. Step II Homework Research for information about cultural relics in Tianjin.