Learning about Language第二课时教学实录

Unit 1 Cultural Relics Learing about languge 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 Ⅱ．目标语言

功能句式

Expressions used to give opinions

I think highly of...

I don't agree that．”

Besides...

I must say that I agree with you.

I must say that I don't agree with you.

As far as I'm concerned, I think...

As I see it...

Don't you agree /think (that)...

I can't help thinking (that)...

I would like to say...

In my opinion／view...

Personally, we should…

Well, obviously we should…

The point is... 词汇

1.四会词汇

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

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. 重点句子

1. Frederick William I, the king of Prussia could never have imagined that．…

2. Once it is heated, the amber can be made into any shape

3. It was made for the palace of Frederick Ⅰ.

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

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

6. The Amber Room soon became part of the Czar's Palace in St Petersburg.

7. Later, Catherine 11 had the Amber Room moved to the palace outside．…

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

9. There is no doubt that the boxes were then put on a train for Konigsberg，…

10. After that, what really happened to the Amber Room remains a mystery.

Unit1 Cultural Relics The first period Warming up and reading Teaching goals

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?

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…….)

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.