Learning about Language优质教案设计

Book2 Unit1 Comprehensive Revision Teaching goals 教学目标

1.Target language目标语言

a. Key words and phrases

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 think highly of b. Grammar: The attributive clauses, esp. non-restrictive attributive clauses 2. Ability goals 能力目标

Get students to review, reuse and consolidate the comprehensive knowledge learnt in the unit. 3. Learning ability goals学能目标

By doing exercises, reusing the reading skills and including and deducing, students will master the knowledge more systematically, use the reading skills more skillfully and understand the topic more profoundly. Teaching important points 教学重点

Intensify the reappearance to get the students to master the words and grammar by designing good-to-use exercises. Teaching difficult points 教学难点

Extend the topic by generalizing and making summary. Teaching methods 教学方法

Team work learning Task-based learning Teaching aids 教具准备

A projector and some slides Teaching procedures and ways教学过程和方式

Step I Summing up 1. Write down what you have learned about cultural relics:

There are tens of thousands of cultural relics both in and out of China, but some of them are being destroyed. That is to say, some are in danger. So it's our duty to take actions to protect them. 2. From this unit you have also learned: ★Useful verbs -- survive, remain, light, doubt, consider, prove, pretend survive

1) vi. to continue to live, esp. after coming close to death 幸存；生还

e.g.

We survived, although others died in the accident.

2) vt. to continue to live after...幸存于

e.g. We survived the accident. remain vi. to continue to be (in an unchanged state)保持；仍是

e.g. Peter became a judge but John remained a fisherman.

If you don't eat, you'll just have to remain hungry. light (lit, lit, lighted, lighted)

1) vt (up) &vi. to (cause to)start to burn（使）点火；着火

e.g. He lit (up) a cigarette.

2) vt. to cause to give light; give light to照明

e.g. We lit the candle and the candle lit the room.

The lighted candle lit the room.（作定语时，只用lighted;但作谓语时，过去分词及过去式可用lit，也可用lighted.）

doubt vt. to be uncertain (about); to mistrust怀疑；不信

e.g. I doubt the truth of it/ his honesty.

I doubt whether it's true/ if he's honest.

I don't doubt that John will come on time. consider vt. 1)to think about考虑

e.g. I'm considering changing my job.

2)to regard as; think of in a stated way认为

e.g. I consider you (as/ to be) a fool.

3)to take...into account照顾；顾及；考虑到

e.g. If you consider (the fact) that she's only been studying English a year, she speaks it very well.

prove 1) vt. to give proof

of; show...to be true or give cause for belief in...证明

e.g. He has proved his courage in battle. 2)to show (oneself or itself) afterwards, in the course of time or experience, etc. to be of the quality stated证实

e.g. As it happened, my advice proved to be right. pretend vt. to give an appearance of (something that is not true), with the intention of deceiving假装；装扮

e.g. He pretended to be a teacher.

He pretended to be reading when the teacher came in.

He pretended to have finished his job. ★phrasal verbs -- look into, belong to, take apart, think highly of look into vt. to examine the meaning or causes of调查

e.g. It is my job to look into any reports of cultural relics that have found in China. belong to vt. (no pass无被动)to be the property of...为...之财产；属于

e.g. That dictionary belongs to me. take apart vt. to separate (a small machine, clock, etc.) into pieces将（小型机器，时钟等）分解；拆开

e.g. Take the watch apart and see if you can see what's wrong with it. think highly of to have a good opinion of someone or something看重；器重

e.g. My teacher thinks highly of my job. ★Other expressions -- in search of, in return, at war, furniture, opinion, besides

in search of: looking for寻找

e.g. John went in search of a doctor for his sick wife. in return( for): in exchange (for); in payment (for)作为（对...的）报答

e.g. I gave her some roses in return for her kindness. at war (with): in a state of armed struggle (with each other or another country) 与...处于交战状态

e.g. Those 2 countries have been at war (with each other/ Japan) for a long time.

furniture: all large or quite large movable articles that are placed in a house, room, or other area, in order to make it convenient, comfortable, and/ or pleasant as a space for living n, such as beds, chairs, tables, etc.家具

e.g. This old French table is a very valuable piece of furniture. opinion CN, that which a person thinks about something意见；看法；判断

e.g. In my opinion, you are right. besides 1) adv. in addition; also此外；而且

e.g. I don't want to go; besides, I'm tired.

2) prep. in addition to除...以外

e.g. There were 3 others present at the meeting besides John. ★New sentences structures: 1) Key sentences in the reading:

a. 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 b. Once it is heated, the amber can be made into any shape P1 c. It was made for the palace of Frederick I. P1 d. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 e. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1 f. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1 g. 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 h. After that, what really happened to the Amber Room remains a mystery.

P2 2) The attributive clauses with that/which/who/where/when: a.

This gift was the Amber Room, which was given this name because several tons of amber were used to make it. b.

The amber which was selected had a beautiful yellow-brown colour like honey. c.

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

However, the next King of Prussia, Frederick William, to whom

the Amber

Room belonged, decided not to keep it. e.

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

f.

This was a time when the two countries were at war.

g.

In 1770, the room was completed the way (that) she wanted it.

3) Expressions used to give opinions: a. I think highly of those who are searching for the Amber Room. P7 b. I don't agree that they should return the treasure to Russia if they find it.

P7 c. Besides, my father once told me that any person who finds something can keep it. P7 d. I must say that I agree with you. P7 e. I must say that I don't agree with you. P8 Step II Revision: Using words and expressions

1 Study the three groups of words. Think up more words for each group. Classifying words is a good way to learn English vocabulary.

In five minutes, the teacher gives the answers, using a slide projector.

2 Look at the photos and complete the following sentences using the words in the right box. In five minutes, the teacher gives the answers, using a slide projector. 3 Translate the following sentences into English, using the words and expressions in brackets. In 10 minutes, the teacher gives the answers, using a slide projector. Step III Using structures

1 The large stone statues(雕像)on Easter Island remain a mystery to us. (Ss) Read the following sentences and correct the mistakes. 2 In pairs play this game: “Who am I thinking of?” Student A is thinking of one of his/her classmates. Student B has four chances to find out who the classmate is. Each question must include as many attributive clauses as possible. Student A can only answer “Yes” or “No”. This is a simple and interesting game. The students will become very active to do the

job. And also it’s a good exercise to help them to use the grammar. Step IV Checking yourself T: We have spent a lot time on this unit and I am sure you have learned much about cultural relics. Before we begin a new one, please check yourself about how you have learned this unit. Please answer the questions in CHECKING YOURSELF. If you have any difficulty in answering some of the questions, you will have to spend some time on improving.

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I. 课文注释与疑难解析

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.普鲁士国王威廉一世决不可能想到他送给俄罗斯人的大礼物会有这样的一段离奇的历史。

★情态动词+have done表示对过去发生的事情的推测、批评、反悔等意。

e.g. The box has been touched. Someone must have come here last night这盒子被人动了，昨夜一定有人来过。

e.g. You should have told me earlier. What shall we do now? 你本该早些告诉我，现在我们怎么办？

2. Once it is heated, the amber can be made into any shape.加热后，琥珀可以被制作成各种形状。

★be made into被制成；被做成

e.g. In this factory, trees are cut into pieces and pulped, and the pulp is made into paper.在这家工厂，木头被锯碎并打成浆，然后再制成纸张。

3.This was a time when the two countries were at war.这是在两国交战的期间。

★be at war处于交战状态。

e.g. The two countries have been at war for many years. People there are suffering a lot.两国交战多年，人民苦难深重。

4. After that, what really happened to the Amber Room remains a mystery.那以后，琥珀屋的最终所归便成了一个迷。

★remain后,常跟名词或形容词，意为“保持；继续；依然。”

e.g. Facing the terrifying waves, the captain remained calm.面对惊涛骇浪，船长平静如故。

e.g. He remained a prisoner for the rest of his life.他的余生是在监狱中度过的。

5. I think highly of those who are searching for the Amber Room.我很欣赏这些为寻找琥珀屋而努力的人们。

★think highly of赞赏；高度评价。

e.g. His colleagues thought highly of him though he himself didn't think he had done anything special.虽然他自己并没有觉得做了什么突出的事情，他的同事们却对他交口称赞。

★high也可作副词用，但它的意思是“高，高高地”。

e.g. The sun rose high in the sky and it was getting hotter and hotter.太阳高高地升起来，天气越来越热了。

II. 文化背景知识

The History of the Amber Room The history of the Amber Room dates back to the very beginning of the 18th century, when Andreas Schluter, the chief architect of the Prussian royal court, had the idea of using amber, a material never before used for interior decoration, to complete one of the rooms of the Great Royal Palace in Berlin under Frederick I. When he died, the new Prussian King - Frederick Wilhelm I - came into power. He was not interested in the beautiful Amber Room, the rumors of which have by that time reached Russia. In 1716, Russian Tsar Peter I visited Berlin, admired the amber masterpiece, and Frederick Wilhelm I asked Peter the Great to accept the unusual room as a diplomatic gift. After a long shipping time and complex route, the Amber Room finally reached its destination. The boxes were unpacked but the Russian masters did not manage to reconstruct the Amber Room, and it was for some time forgotten.

When Empress Elizabeth started reigning in the 1740s, she commissioned her chief architect to use the amber for decoration of one of the rooms of the Winter Palace. By 1770 the Amber Room was complete.

In the beginning of WWII it was decided not to evacuate the fragile Amber Room. But is it possible to hide several tons of amber under the paper? The German troops dismantled the panels and sent them to Koenigsburg. In 1944, as the German Army retired, the Amber Room was dismantled again, and taken into the unknown direction. According to different resources, the Amber Room was: - destroyed by the Allies' bombing,

- buried in a silver mine not far from Berlin, - hidden on the shores of the Baltic Sea. Nothing is found yet, though parts of the mosaics appeared in the 1990s in Germany. Thus, the 50-year-old mystery of Amber Room is still alive.