Learning about Language多媒体教学设计及其点评

Unit 1 Book 2 Cultural relics Learning about language 教学设计（含学案和教案）

一、Cultural relics (Learning about Language)学案

Learning aims: 1.Discover and collect the topic words, expressions and sentences first individually, then in groups. 2.Try to use the new words and expressions. 3. Learn the attributive clauses.

TaskI. Collect to remember Verbs(动词)：______________________________________________________________________________________________________________________________________________________

Nouns(名词)：______________________________________________________________________________________________________________________________________________________

Adj&advs(形容词和副词): ______________________________________________________________________________________________________________________________________________________ Expressions（短语）: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sentences（句型）: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TaskII. Read to fill（16分）

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1. Lijin No.2 Middle School is one of the few famous schools in Dongying, which has s___________ 62 years.

2. Dong Ying city ____________(挑选) from the whole country is an example of environmentally friendly city. 3. The d___________ of the new playground of our school was beautiful. 4. MH370 which carried 227 passengers s_________ to the bottom of the sea. 5. Shandong Province is a place with many v__________ cultural relics, which are well looked after. 6. They were taught to learn the spirit of the Foolish Old Man R_________ the Mountains. 7. It was a___________ that he knew nothing about the cultural relics. 8. He was able to recognize the style of different cultural relics from f________ times, especially the Tang and Song dynasties. TaskIII. Compare to choose（14分）

belong to in return serve as at war be worth had…done in search of a troop of take apart be designed for could have done 1. The Dutch went to this island, where there were only four thousand people, ___________________ gold and money. 2. The new film directed by the famous director _______________ seeing again and again. 3. Recently I’ve found a rare Qing Dynasty vase, but I don’t know whether it _______me. 4. When two countries were _______________, ________________ soldiers were sent to the front line to fight. 5. The Sofa which ___________________ the old can also ________________ a bed for babies when folded up(折叠).

6. She gave us food and clothing and asked for nothing ________________. 7. I _________________ (lend) him the money but he didn’t tell me he needed it. TaskIV. Think to complete（20分）

1. 毫无疑问，搜寻那些丢失的文物的工作还会继续下去。

_____________________________ the search for those lost cultural relics will continue. 2. ______ ______ _______(使我们惊讶的是), the Amber Room was made of so much amber. 3. I ______ ______ _____ ______(不可能熬过)that bitter period without your great help. （使用定语从句完成4-5题）

4. Hangzhou is a famous city in China. Many people come to buy tea in that city. _______________________________________________________________________ 5. The old man saw some Germans taking apart the amber room and removing it. You are talking to an old man.

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TaskV. Fill to use (20分)

Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an __________(amaze)history. ___________ (actual), the Amber Room was designed __________ the palace of Frederick I. The room was made of several tons of amber. __________, the next king of Prussian decided to give it to the Russian people as ______ gift of friendship. In return, the Czar sent a troop of his best soldiers to the Prussian. So the Amber Room became part of the Czar’s winter palace in St Petersburg. It served as a small reception hall for important visitors. Later, Catherine II had it moved to a palace _________ she spent her summers. _________ the Nazis got to the summer palace, the Russians were only able to remove some ____________ (furniture) and small art objects from the Amber Room. After that, _________ happened to the Amber Room remains a mystery. Recently, the two countries have built a new Amber Room by studying old photos of the former ________. TaskVI. Choose to challenge (Task I or Task II) （30分）

Task I 微写作：

1.过去，人们常用蜡烛点灯笼（lantern），用鸟、兽、花等图案装饰灯笼。(decorate、被动语态) 2.他给了我如此多的帮助，以至于我真的想做些什么来报答他。(in return、so…that…) 3.我很欣赏那些寻找琥珀屋的人。(think highly of、search、定语从句) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Task II自由表达：（根据本单元所学知识，尽可能多的利用下列提示完成一篇短文，或编成对话，采访，辩论等形式。）

survive, in search of, select, design, fancy, decorate, belong to, in return, sink, at war, remove, less than, doubt, take apart, explode, think highly of, worth. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Group cooperative report Name___________ Score _________Group ________ Class__________ Date___________ Part I (II、III) My Score______ My advantages: ______________________________________________________________ My disadvantages (needed to be improved): _______________________________________ ___________________________________________________________________________ Difficult and puzzled points in group: ____________________________________________ ___________________________________________________________________________Part II (IV、V) My Score______

My advantages: ______________________________________________________________ My disadvantages (needed to be improved): _______________________________________ ___________________________________________________________________________ Difficult and puzzled points in group: ____________________________________________ ___________________________________________________________________________Part III (VI) My Score______ My advantages: ______________________________________________________________ My disadvantages (needed to be improved): _______________________________________ ___________________________________________________________________________ Difficult and puzzled points in group: ____________________________________________ ___________________________________________________________________________My consolidation and reflection

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二、(Learning about Language, 1-2 classes)教案

Teaching Aims: 1.To learn some useful words and expressions 2.To learn some useful structures 3.To learn the Restrictive and Non—Restrictive Attributive Clause Teaching Important Point Learn how to use the Attributive Clause with that/which/who/where/when Teaching Difficult Point: ⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses. ⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive Clause Teaching Design Step One: Retelling (Can be chosen) Retell the story of the Amber Room in their own words.

Step Two: Exercising 1 (Exercise 1 &2 on Page 3) ⑴. Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. Here are the keys to Ex1:

1.rare 2.vase 3.in return 4.in search of 5.belong to 6.heat 7.remain 8.gift 9.doubt 5

10.remove

⑵. Look, think and compare Read over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to, and try to match the meaning with the given sentences. Keys: 1.to be the property of; The coat belongs to me. 2.to be a part of, be connected with; That top belongs to this desk. 3.to be a member of; He belongs to a large family.

Step Three: Exercising 2 (Exercise 3 on Page4) Try to complete Exercise 3 on Page4. The preposition at sometimes indicates a state, condition or continuous activity. Look at the sentences of Ex.3 and try to express each of them in another way in teams. After several minutes, having some show their answers. Suggest answers: 1.This was a time when the two countries were fighting against each other. (at war) 2.She was working in the garden all this morning. (at work) 3.Children who are playing often make a lot of noise.(at play) 4.When we called, the family were having dinner. (at dinner) 5.What are they doing now? They are having their meal.(at meal) And have the students find other similar structure: (at office, at school; etc) Step Four: Grammar point (the Attributive clause) ⑴. Discovering useful structures (on Page 4) Let the students try to find out the Attributive clause in warming up and the reading part. 1. A cultural relic is something that has survived for a long time. 2. It is your job to look into any reports of cultural relics that have been found in China. 3. You are sent to a small town where you find a relic that was stolen from a palace. 4. The man who has it insists that it belongs to his family. 5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it. 6

6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers. 7. In 1770, the room was completed the way she wanted it. 8. This was a time when the two countries were at war. Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others. There is a comma before the relative pronoun which. And this is a Non-Restrictive Attributive clause. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. While the other sentences have the Restrictive Attributive Clauses. ●非限制性定语从句的用法：

1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。[来源:学科网] 2．这一类主从句之间往往用逗号分开，翻译成汉语时可单独翻译为一句。

3．非限制性定语从句所修饰的先行项，如果是物或是事，关系代词只能用which，不能用that, 作宾语时也不能省略。

4．有时非限制性定语从句所修饰的不是前面的某个词，而是代表整个主句所讲的内容。

Tom’s father, who is over sixty, still works hard day and night.

All the copies of Sister Carrie, which he recommended to the students, have been lent out. I met Mr Smith yesterday, whose daughter wants to learn Chinese.[来源:Z§xx§k.Com] We have another visit to Shaoxing, where LuXun was born. She comes from Beijing, which can be told from her accent. (这里关系代词which指的不是某个词，而是代表整个主句所讲的内容) ⑵ Exercises of Attributive Clause (the file of the Ex of Attributive Clause) Step Five: Homework 1. Homework on Page42 Ex1 (key words) 2. Translation on Page43 Ex 3 3. Exercises of Attributive Clause

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