Learning about Language教案设计（一等奖）

Unit 1

cultural relics

Designed

by

Pi Xiaobo

I．教学内容分析

本单元的话题是“文化遗产”。

Warming up部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。

Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。

Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。

Learning about Language

部分首先安排了根据英语释义搭配词汇的练习，力求巩固学生对新词汇的理解和记忆；此外，针对本单元的语法重点----定语从句，该部分还包含了相当分量的练习，让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句，同时引入非限制性定语从句的教学与训练。

Using Language

部分的Reading and listening和speaking主要通过对evidence, fact和opinion三个词的讲解辨析，同时结合琥珀屋离奇失踪这一事件，对学生进行听力训练，有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的reading and writing对一封信进行讨论之后，根据所给出的提示写一封回信，这一部分通过展示不同人对待国家文化遗产的不同态度，引发学生思考，让他们发表自己的看法，具有现实意义。

Learning Tips

部分鼓励学生去参观博物馆或文化遗产胜地，学习有关的知识，尽力为外国游客提供导游服务，一方面可以借此机会锻炼自己的英语口语，另一方面也可以结交朋友。

II．教学重点和难点

1．教学重点

(1) 本单元的生词和短语。

(2)

掌握限制性与非限制性定语从句的用法，理解两者有何不同。

(3)

了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。

2．教学难点

(1) 学会区别事实与观点，锻炼思维分析能力。

(2)

用英语表达自己的看法或征求别人的看法。

III．教学计划

本单元分五课时：

第一、二课时：Warming Up，Pre-reading, Reading, Comprehending 第三、四课时：

Learning about Language Periods 3&4

Learning about Language design

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Teaching Goals: 1. To learn about the restrictive and non-restrictive attributive clause 2. To learn how to use some useful words and expressions. 3. To learn how to use some useful structures Teaching Procedures: Step 1. Warming Up Ask Ss to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4).

Step 2. Learning about the attributive clause 1. Show Ss the definition of an adjective clause (attributive clause). An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples: Adjective:

the red coat Adjective clause:

the coat which I bought yesterday

Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat”. Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m),”

“that”, or “which”. In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing. Informal:

The books people read were mainly religious. Formal:

The books that people read were mainly religious. Informal

Some firefighters never meet the people they save. Formal

Some firefighters never meet the people whom they save. More examples of adjective clauses:

The meat which they ate was tainted.

They're talking about the movie which made him cry.

They are searching for the student who borrowed the book.

Did I tell you about the author whom I met? 2. Get Ss to tell whether the following pairs of sentences mean the same thing. (1) My uncle, who lives in London, is very rich.

My uncle who lives in London is very rich. (2) The policies, which were unpopular, were rejected by the voters.

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The policies which were unpopular were rejected by the voters. (3) My niece, whose husband is out of work, will inherit the house, which I have always treasured.

My niece whose husband is out of work will inherit the house, which I have always treasured. 3. Let Ss select one answer from the choices provided after each sentence. (1) As many children ___ came were given some cakes.

A. that

B. as

C. who

D. whom (2) The visitors saw rows of houses the roofs _____ are red.

A. on which

B. of which

C. where

D. that (3) I usually take a nap after lunch, ______ is my habit.

A. which it

B. as it

C. as

D. that (4) Please tell me the way _____ you did the job.

A. how

B. where

C. which

D. in which (5) Is this museum ____ some German friends visited the day before yesterday?

A. the one

B. which

C. that

D. where (6) The farmer uses wood to build a house ____ to store grain.

A. in which

B. where

C. that

D. with which (7) I shall never forget the years _____ I spent in the country with the farmers, ____ has a great effect on my life.

A. when; which

B. that; which

C. when; that

D. which; that (8) Little has been done ____ is helpful to our work.

A. that

B. what

C. which

D. all that (9) Perhaps this is the only market ____ you can get such cheap goods.

A. that

B. of which

C. by which

D. where (10) We'll put off the outing until next week, ____ we won't be so busy.

A. when

B. which

C. at which

D. in that

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