Learning about Language教案评析

Unit 1 Cultural relics Teaching

plan 教学目标

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 教学重难点

四会词汇

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

语法

The attributive clauses with which/who/where/when 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. 教学工具

课件

教学过程

1.Target language 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, mystery, apart, take apart b. Important sentence style In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 This was a time when the two countries were at war. 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 remains a mystery. P2 I think highly of those who are searching for the Amber 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 them 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 this unit. \ Step two warming up The warming-up exercises raises the students’

awareness 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 topic 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 culture 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 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,protect) T:Thanks four your good suggestions. Now let’s learn “

In Search of 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 Prussia. 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 Czar’s winter palace in St Peterberg…….) 3. Listening Ask the students to read the 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 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推测、批评和反悔等意思。

Eg: You should have told me earlier. What shall we do now? 2)Once it is heated, the amber can be made into any shape. Be made into被制成,被做成

3)be at war 处于交战状态

4)remain后,常跟名词,意思为“保持,继续,依然”

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.