Learning about Language第一课时导学案

Unit 1 Cultural relics

教材分析

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．教学计划

本单元分四课时：

第一课时：

Warming up and reading 第二课时：

Language Points 第三课时：

Grammar 第四课时：

Using language

Unit 1 Cultural relics Period One Warming up and reading Teaching aims Knowledge aims:

1.To know the meaning of the following new words and phrases appearing in this passage: rare, valuable, survive, vase, dynasty, in search of, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, belong to, in return, troop, reception, at war, remove, less than, wooden, doubt, worth

2. To learn about some cultural relics.

3. To learn how the information is organized.

Ability aims:

1. To develop the students’ reading ability by skimming and scanning the passage.

2. To develop the students’ speaking ability by talking about cultural relics.

Emotional aims:

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1. To stimulate the students to love cultural relics, protect cultural relics and improve the ability of under-standing and enjoying.

2. To develop the students’ sense of cooperative learning.

Teaching important and difficult points: 1. To enable the students to learn about cultural relics and

to develop their reading ability. 2. To enable the students to talk about cultural relics.

Aids:

Blackboard, multi-media, and other normal teaching tools

Teaching methods：

Co-operative learning Activity-based teaching (individual work; group work; class work) Students-centered approach & Task-based teaching and learning Teaching Procedures:

Step1 Lead-in Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present you some pictures. Can you name them out?

(Ming dynasty vases, Mount Huangshan, The Terracotta Warriors, Forbidden City,

Taj Mahal, the Pyramids, the Sydney Opera, the Big Ben…)

Step2 Warming up

1. Please give a definition: what is a cultural relic? A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past. 2. Looking and saying Work in pairs. Look at the photos on the screen. According to the definition, what characteristics does a cultural relic have? Keys for reference:

Maybe rare, precious, various and mysterious. 3. Presentation Work in groups of four. Have them discuss: A. Can you name some more culture relics in China and abroad？? B. Do you know what material they were made of? (Ceramics, ivory, gold, amber…)

Step3 Fast-reading 1. Read the passage first and try to answer the questions:

How long did it take to make the Amber Room?

When did the Amber Room disappear?

What finally happened to the Amber Room? 2. Join the correct parts of the sentences together.

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Frederick I

A. stole the Amber Room Frederick William I

B. sent a troop of his best soldiers to the King of Prussia. Peter the Great

C. had the Amber Room made Catherine II

D. had it moved outside St Petersburg. The Nazi army

E. gave it to the Czar as a gift The Russians and Germans

F. built a new Amber Room after studying pictures of the old one

Step4 Detailed-reading Part1. Match the main idea of each paragraph. Para 1: Why did the King of Prussia give the Amber Room

to the Czar of Russia as a gift? Para 2:

How was a new Amber Room built? Para 3: How did the Amber Room become one of the wonders of the world? Para 4: How was the Amber Room made?

Para 5:

How did the Amber Room get lost? part2 Task1:

put the following statements in right order. Fredrick William Ⅰ

gave the Amber Room to Peter the Great as a gift. The Czar gave Fredrick William Ⅰ55 soldiers. The Amber Room was made for Fredrick Ⅰ. The Russians removed art objects from the Amber Room. More details were added to the room’s design.

The Amber Room was taken apart and moved away. A New Amber Room was built. Catherine Ⅱmoved the Amber Room to the palace outside St Petersburg. Task2: True (T) or False (F):

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1. The Amber Room was made by Frederick William I, the King of Prussia. (

) 2. When it was first given to the Czar, it was put at the winter palace in St Petersburg. (

) 3.The Amber Room was about four meters long and served as a small reception hall by Catherine （

）

4. The search for the Amber Room was successful in the end. (

) 5. The Germans have built another Amber Room as a gift at the winter palace. (

) Suggested answers: 1-5 FTFFF Step5.

Retelling After listening to the tape, please fill in the blanks according to the text. Step6.

Discussion In groups discuss: Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons. Step7.

Homework 1. Do exercises in workbook. 2. Retell the passage. 3. Underline difficult sentences and phrases. 课后反思：

本节课通过展示图片，让学生直观明白cultrual relics，能很好的调动学生积极性，达到热身的目的。之后通过同桌讨论为何要保护文物和如何保护文物的形式，唤起学生保护文物的意识。在reading 中，通过琥珀屋的历史，让了解有关俄罗斯遗失琥珀屋的轶闻。不但拓展了学生的知识面，也教会了学生阅读技巧。

Period two

Language Points Teaching Aims:

Knowledge aims:

Get students to learn and grasp the important useful new words and expressions: survive; design; amaze; design; in search of; fancy; no doubt; belong to; remove; remain; wonder…

Let students learn the following important useful sentence patterns: (1)

there is no doubt that…

(2)

be (well) worth doing

(3)

have sth. done…

Ability aims:

1. Get students to use some new words and expressions correctly. 2. Enable students to make sentences using the useful sentence patterns. Emotional aims:

1. Stimulate students’ interest in learning English.

2. Develop students’ spirit of cooperation and teamwork.

Teaching Key Points:

1. Enable students to grasp the usages of such important new words and expressions as survive; design; amaze; design; in search of; fancy; no doubt; belong to; remove; remain; wonder…

2. Get students to master the patterns: there is no doubt that…

/be (well) worth doing…/have sth. done…

Teaching Difficult Points:

1. Students learn the usage of the words and expressions in this unit.

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2. Enable students to understand some difficult and long sentences. Teaching Aids: Blackboard, multi-media, and other normal teaching tools

Teaching methods：

1. Discussing, summarizing and practicing. 2. Cooperative learning. Teaching Procedures:

Step1 Revision 1. Check the homework exercises. 2. Ask some students to retell the story of the Amber Room again. Step2 Lead in 1.

Get the students to read the reading passage again to underline all the new words and useful expressions in the passage. cultural relics

文化遗产

look into

调查

belong to

属于

get /be lost ; be missing

迷路，丢失

in search of

寻找

such an amazing history

这样一段离奇的历史。

be used to do sth.

被用来做某事

as hard as stone

像石头一样硬

be made into . . .

被制成

work of amber art

琥珀艺术品. be made for

为…而做

as a gift of

作为…的礼物

in return

作为报答

become part of

成为…的一部分

serve as

充当，用作

add…to…

添加…到…

be at war

处于交战状态

less than

少于

no doubt

毫无疑问

great wonders of the world

世界上的伟大奇迹

rather than

胜于, 而不是

celebrate the … birthday

庆祝第…个生日/纪念日

more than one

不只一个

agree with this opinion

同意这个意见

move away

搬走

think highly of

看重，重视

Step 3. Language points: 1. survive

vi. 幸存，生还

n. 幸存者

survivor eg. The custom has survived for thousands of years.

vt.

从…中逃生, 经历…后继续存在

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eg. Only two people survived the fire. Ex. 经过这次地震, 三分之二的人活了下来. Two-thirds of the people survived the earthquake. 2. remain

vi.

留下，剩下，残留

link-v.

保持，仍然，继续

a. I went to the city, but my brother remained at home.

vi. b. He remained silent.

link-v. c. Peter became a judge but John remained a fisherman.

link-v d. How many weeks will you remain here?

vi. 3. look into

调查;向里面看

eg. The police are looking into the case. The boy stood on a chair, looking into the room. look at

瞧；看

look like

看起来像

look for 寻找

look sb. up and down

look after

上下仔细打量某人

look forward to sb. /sth./doing sth. 照顾

look into 期盼某人/物/做某事

look out

look round 调查；向里面看

look up 当心

4. belong to

属于，是…的成员, 是…的组成部分, 是…的属性, 职能等

eg. Put it back to which /where it belongs after you have read it. ※

belong to 不用于被动语态和进行时态

The computer is belonging to my sister. The computer is belonged to my sister. The computer is belong to my sister. The computer belongs to my sister. 5.

be made into

被制成…

be made of

用…制成(看得出原材料)

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be made from

用…制成(看不出原材料) be made for

为…而制作

be made up of

由…组成

Ex. 用以上短语完成句子。

1). A car ________________many different parts . 2). The chair ______________wood . 3). The wine ________________grapes . 4). I’m

a cake

my mother.

5). Wood can ____________paper . 6. furniture

家具中各种可移动的家具的总称

[ u ] 不论受什么修饰，前面不能加不定冠词

a ，也不能用复数

一件家具

a piece of furniture 许多家具

pieces of furniture/much furniture 7. consider

(P5) consider（认为，以为）

sb.(sth.) + adj. / n.

sb.(sth.) + to be

sb.(sth.) + as… / that-clause consider

（考虑）

+ n. / doing sth.

+ 疑问词

+to do sth. consider…as….

=

think of….as…

把…当作

look on(upon)….as….

take …as….

regard….as….

Ex. Abraham Lincoln is generally considered _________ the greatest president of America. A. to be

B. as

C. /

D. All of the above. 8. prove

v. 证明，证实

prove

(vt.)+从句

证明…

n.(pron.)

prove (link-v)+n./adj./ to be + adj.

证明是…

eg. Einstein’s theory was proved (to be) correct.

We have proved our courage in battle. 我们在战斗中证实了自己的勇气。

Ex. Premier Zhou _______ to be unforgettable in the hearts of the Chinese people.

A. proved

B. regarded

C. thought

D. considered 9. … could never have imagined that…

情态动词(could /might /must /should) +have done 表示对过去发生的事情的推测，批评，反悔等意思

eg. The ground is wet, it must have rained last night. You should have told us earlier .What shall we do now ? ※

can /could +have done 常用于疑问句和否定句中，表示对过去发生的事情的有把握的推测, 表

“肯定不…”

eg.

He couldn’t have gone abroad , as I saw him just now. ※ could /can +have done 也可以表示“本来（过去）可以做到，但实际并没有做到”之意

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eg .You could have passed the exam.你本来考试是可以通过的. e.g. could have done 可能做过；本来可以做（却未做）

might have done 或许做过；本来或许会做

may have done 或许做过

would have done 本来要做（却未做）

must have done 肯定已做过（表推测）

needn’t have done 本来没必要做（却已做）

should(n’t) have done

本来（不）应该做（却做了）

ought(n’t) to have done

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

the way she wanted it 是方式状语从句, the way 的用法与连词相同,后面常带that in a way, in the way 也有类似的用法

she wanted it 是定语从句修饰

the way, 后面的关系代词可用that / in which / -

Ex. 她以我喜欢的方式烹调鸡肉。

She cooks chicken in the way I like. 11 The design for the room was of the fancy style popular

in those days.

be of + n (词组)，表示主语的某种形状或特征。

e.g.

I am pleased to have been of help to you. (=very helpful)

All of the boys in the class are of the same age.

be of great importance (=very important)

be of no use

(=useless)

be of little value (= not valuable) 凡是可充当表语的形容词组，作定语时通常都可以后置

12. There is no doubt that the boxes were then put on a train….

that the boxes were then put on a train….是

no doubt 的同位语从句，此类从句通常用that

来引导

eg. There is no doubt that we can finish our task ahead of time. They had to face the fact that the nearest filling station is thirty kilometers away. There is no doubt 后接名词时，需用介词

about / of , eg. There is no doubt about / of his honesty. doubt 也可作及物动词，“怀疑，不信”, 在肯定句中常接whether / if 从句，在否定句中常接

that 从句

eg. I doubt whether we can get the first place in the competition.

I don’t doubt that he will tell us the truth.

Step 4 practice

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1.___

his wife, his daughter also went to see him. A. Besides

B. beside

C. Except

D. Except for 2.

A working party has been set up to ___ this matter. A. look up

B. look for

C. look into

D. look through 3. They had a good preparation for the project, so they had little ___ all the work. A. troubles to finish

B. trouble to finish C. difficulty in finishing

D. difficulties to finish 4. The dress is such a good ___ that it will be fashionable for years. A. manner

B. style

C. sort

D. model 5. This photo __ me__ my childhood. A. reminded, of

B. remembered, in

C. recalled, of

D. remembered, of 6. A year later, his friend was appointed as a sales manager, but he __ a salesman. A. reminded

B. still

C. worked

D. remained 7. She __ to Canada next month. A. is thinking to go

B. is considering to go C. is thinking going

D. is considering going 8. Suddenly a wonderful smile __ her face. A. lit up

B. picked up

C. burned up

D. looked up 9. The gentleman you talked to me about__ a thief. A. proves

B. turns

C. considers

D. thinks 10. She let herself get into a ___ before the exam began. A. condition

B. situation

C. state

D. form

Suggested answers: ACCBA

DDAAC Step 5. Homework 1. Finish the exercise 2 on textbook ( page 42)

2. Finish the Exercise 1 and 2 on textbook (page 3) 教学反思：

本节课优点

1.突出了学生的主体地位，学生上课时积极主动发言，课堂气氛热烈；

2.从学生的问题出发营造教学情境，设计教学问题并引导学生探究、解决问题。

不足之处：

本节课重点单词和短语比较多，需要学生花更多的去读背和理解。而且学生在第一遍学习一般不能全部掌握。需要不断进行复习和巩固。

Period three Grammar

Knowledge aims:

1. Get the students to learn the usage of the Attributive Clause.

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2. Let the students tell the restrictive attributive clauses from the nonrestrictive attributive clauses. Ability aim:

Enable the students to use the two kinds of attributive clauses correctly. Emotional aim: Stimulate the students’ interest in English.

Teaching Key Points:

Get the students to master the differences of the two kinds of attributive clauses. Teaching Difficult Points:

Let the students learn to use the attributive clauses.

Teaching Aids:

Blackboard, multi-media, and other normal teaching tools

Teaching methods：

1. Task-based teaching and learning. 2. Cooperative learning. 3. Discussion and practice. Teaching Procedures:

Step 1 Revision 1. We have learnt the Attributive Clause which begin with a relative pronoun, so can you tell me what are they?

What kind of principles should we pay attention to when we use these pronouns? 2. Then ask students to fill in the blanks with proper relative pronouns to review what we have learnt. 1. Look at the girl _________ is singing so beautifully. 2. Do you know the woman to ______ our teacher is talking? 3. Jim is the boy ______ hat is red. 4. He gave me a pen ___________ he bought last week. 5. Mary has read all the books ______ I lent her. Step 2 Lead-in

Since you have got the usage of Attributive Clause, today we are going to learn another kind of Attributive. Now I will show you some sentences, Do the following pairs of sentences mean the same thing? Then tell me what kind of role these words play in the sentences. After that, please find the same kind of sentences in the text. 1a My uncle, who lives in London, is very rich. 2b My uncle who lives in London is very rich. 2a The police, which were unpopular, were rejected by the voters. 2b The police which were unpopular were rejected by the voters.

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The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause.

A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London).

Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.

Thus it is that particular uncle who lives in London who is referred to (1b).

In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected.

Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....). Step 3 Practice Ask students to find non-restrictive clause in the reading passage：The Amber Room. 1.

The gift was the amber room, which was given this name because several tons of amber was used to make it. 2.

It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make. 3.

In 2003 it was ready for the people of St Petersburg, when they celebrated the 300th birthday of their city. 小结归纳

1. 关系代词在限制性定语从句中作宾语时可以省略。

2. 关系代词在非限制性定语从句中不可以省略

例如：

He gave me a pen he bought yesterday.

He gave me a pen, which he bought just now.

2) 大多数定语从句的先行词往往为某一个词或短语, 而有时非限制性定语从句的先行词也可为整个主句, 此时非限制性定语从句常由which引导。例如：

1. A middle-aged woman killed her

husband, which frightened me very much. 2. A five-year-old boy can speak two foreign

languages, which surprises all of us.

3)

She has married again, which delighted us．

Spiders are not insects, as many people think.

As you will find out, I will never let you down as (译为

__________) 引导的非限制性定语从句的位置比较灵活, 可位于所修饰的句子之后, 句中或句首; 而由

which (译为

________________) 引导的非限制性定语从句一般不位于句首。

Step 4. Multiple choices

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?

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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

Key: 1~10：BBCDA

ABADA Step 5 Homework Read the passage again and underline all the sentences with attributive clause. 教学反思：

本节课的语法是定语从句。这是一个需要理解的语法，不但学生要掌握了相关的规则，还要实际中加以运用。在历年高考题中，此乃必备考点，尤其是which 和that 还有where的用法，依然是学生们害怕的容易混淆的考点，需要逐个加以甄别。语法的熟练掌握离不开反复的练习，除了讲解规则，还应配给学生足够的练习

Period four

Using language

Teaching Aims

Knowledge aims:

Time-consuming, take care of, gentle, giant, treasure, dynasty Develop the students’ writing skills by reading, discussing and writing a letter. Ability aims:

Enable the students to catch details of Johann’s letter

and write a letter according to the requests in Part 1 on Page 7. Emotional aims:

Help the students learn how to catch details of Johann’s letter and write a letter according to the requests in Part 1 on Page 7. Teaching Key Points:

Get the students to know how to write a letter to offer advice. Teaching Difficult Points:

Teach the students how to write a letter on saving the cultural relics. Teaching methods：

1. Reading (individuals) 2. Discussion (group work) 3. Writing (individuals) Teaching Materials:

A recorder, a projector and some slides. Teaching Procedures:

Step 1. Revision

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T: what we have learned in the unit?

S: Restrictive attributive Clause and the non--restrictive attributive Clause. Step 2. Lead in Read the text on page 5, and then answer the following questions. 1. What should a judge do in a trial? 2. What is evidence? 3. What is a fact? 4. What is an opinion? Step 3. Fast-reading Ss read the passage aloud together. Then Teacher gives them some sentences, make them decide the following sentences facts (F) or opinions (O). a. I think driving a car is wrong because it causes damage to the environment. b. I think it’s the best car for a family. c. I don’t like public transport because it’s so crowded.

d. The Beijing Olympic Games was the best ever. e. It will be very hot when the Olympic Games are being held. Step 4. Practice TASK1: If you have found the Amber Room, what will you do with it? Will you keep it or will you give it to the government? TASK2: Read the letter on P7. Do you agree or disagree with Johann? Give your reason. Step 5. Writing Write a reply to Johann’s letter according to the requests in Part 1 on Page 7.

T: If you have found the Amber Room, what will you do with it? Will you keep it or will you give it to the government? T: Now, listen to a letter from a high school student in Germany; try to find his opinion about what to do with a cultural relic that has been found. (P7: the letter from a German newspaper) Make Ss reply to this letter: If you agree with him, follow model A; if you don’t agree, follow model B. Remember: you must give an example from your own life. After Ss have finished writing, T can show 1 or 2 replies to the whole class. Model A: Dear Johann, I must say that I agree with you. If you find_________, it should belong to you because ____________ .Even if I lost something, I wouldn’t expect________ .Once I lost a_____ .I decided not to ______. People need to understand that _________. Your letter helps me to remember that people need to be careful with ______. Then they won’t need to worry about ______ .So you see, Johann, I got two rewards: one I could _____ and one I could ____.

Yours,

Hu Xiaomin

Model B: Dear Johann,

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I must say that I don’t agree with you. Though you find __________, it doesn’t mean it belongs to you. If you can find out who it belongs to, you should ____________. I am sure you would want someone to __________.Once I found a beautiful ___________. I wanted to ________.Then I remembered seeing one just like it in ________.I went to the __________

and found the __________to whom it belonged. __________was very _________to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart. One answer for reference : Dear Johann, I must say that I don’t agree with you. Though you find something, it doesn’t mean it belongs to you. If you can find out who it belongs to, you should try to return it. I am sure you would want someone to do the same for you. Once I found a beautiful picture. I wanted to keep it. Then I remembered seeing one just like it in an office. I went to the office and found the person to whom it belonged. The lady was very happy to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart. Step 6. Homework Finish the writing task on Page 46. Prepare for the next class.

教学反思：

通过本节课的学习，学会区分opinion 和

fact. 再通过讨论延伸本节课主题。不但提高了学生的阅读能力和写作能力，也提高了学生的生活能力。但因为学生学习存在差异性，个别学生在写作方面有困难，教师应该予以指导。让学生课后多看多背好的文章。才能不断进步。

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