Learning about Language教案公开课一等奖

Unit 1 Cultural Relics 盐津县第三中学

曹俊能

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Expressions used to give opinions 能I think highly of... 句I don't agree that．”

式

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1.四会词汇 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The attributive clauses with 法

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1. Frederick William I, the king of Prussia could never have imagined 点that．… 2. Once it is heated, the amber can 句be made into any shape 子

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．… 找教案

http://www.zhaojiaoan.com

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. 11.1 think highly of those who are searching for the Amber Room Ⅲ. 教材分析与教材重组

1.教材分析

本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源。发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

1.1 Warming up假设你是一个文化遗产部门的工作人员，被派往一个小村镇，去调查一个罕见的明朝花瓶被盗事件。这时有一个男的试图阻止你，并坚持认为这个花瓶是属于他家的，那么对此，你要对他说些什么？

1.2 Pre-reading是Reading的热身部分，有两个问题组成。第一个问题是想出一个你了解的文物遗产，如果这个文物遗产不见了，你会感觉如何，为什么会有这样的感觉？第二个问题是你发现了一个文物遗产/I，那么你会怎么处理它？这样的两个问题便为引出Reading: InSearch of the Amber Room做好了铺垫。

1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史。第一段说The Amber Room has“strange history，并对它进行洋细的描述。第二段叙述了The Amber Room的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室。第三段叙述了叶卡捷琳娜二世派人把琥珀屋搬到了圣·彼得堡郊外

她避暑的宫殿中，并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。第四段，叙述了1941年9月，纳粹德军入侵圣·彼得堡，并掳走了琉拍屋，使之成为一个谜。第五段，讲述了现在德俄两国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。进行了整体评价(exercise 2)0由易到难，有较好的梯度，全面

考查了学生对文章的理解。

1.5 Learning about Language分Discovering useful words and expressions和Discovering useful structures两部分。其中第一部分的Exercise 1根据英语解释，写出对应的单词。Exercise 2练习belong to的词义和用法。Exercise 3练习介词at的用法。第二部分的Exercise 1从文中找出7个含that /which /who /where /when的定语从句。Exercise 2 Join the pairs of sentences using that／which /who /whose /where /when without commas（限定性定语从句）。Exercises 3 Join the pairs of sentences using

which/who /whom /where /when with commas（非限定性定语从句）。

1.6 Using Language分Reading，Listening and Writing和Speaking and writing和Reading and writing三部分。在第一部分的Listening中要求学生take notes while listening进一步提高听力水平。第二部分中speak and write down a short list of reasons for your choice.练习这种句型It can be proved that---because---第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or don't agree with the writer.

1.7 Summing up从四个角度：有用的动词，动词短语，其他的表这和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。

1.8 Learning tip建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。

2.教材重组

2.1从话题内容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致，将其设计成一节阅读课。

2.2将Using Language设计成一节语言学习课。

2.3将Workbook里的Listening和Listening Task整合成一节听力课。

2.4将Workbook里的Talking和Speaking Task设计成一节口语课。

2.5将Workbook中的Reading Task和Writing Task整合成一节阅读和写作课。

2.6将Workbook里的Using Words and Expression与Using Strictures和Using Language中的Summing up与Learning Tip和Workbook中的Checking Yourself设计成一节复习课。

3.课时设计与课时分配

（经教材分析，根据学情，本单元可用6课时完成）

1st period Warming up and Reading (1)

2nd period Grammar

3rd period Listening

4th period Speaking

5th period Reading (B) and Writing

6th period Comprehensive Revision

（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。）

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?

(Students’ answers)

T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.

They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.

Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor

Wat……..)

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…….)

3. Listening

Ask the students to read the text carefully and find out the main idea of each paragraph.

Ask the students to tell the characteristics of the text

1. It tells the history of the Amber Room so that we know what happened.

2. It uses the past tense.

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.

The Second Period Grammar Teaching goals:

1. Target language a. Vocabulary trial, consider, prove, tell the truth, pretend, think highly of, besides b. Structures I think highly of those who are searching for the Amber Room. Besides, my father once told me that any person who finds something

could keep it. I must say that I agree with you. I must say that I don’t agree with you. 2. Ability goals

Enable the students to make judgments and to write a short reply to a letter, then give their own opinions.

3. Learning ability goals Help the students learn how to make judgments and give their opinions. Teaching important points The attributive clauses with that/which/who/where/when Teaching difficult points How to tell the attributive clauses with that/which/who/ where/when/ from other clauses Teaching methods Learning and practicing Teaching aids Multimedia computer

Teaching procedures and ways I. Reading, listening and writing

1. Fast Reading (Pre-listening) Find out the differences between a fact and an opinion. 2. Listening Students take notes and fill in the form while listening to what the three people say about the missing AmberRoom. 3. Post-listening a. Discussion Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given. b. Writing and speaking Students write down a short list of reasons for their choice. II. Reading and writing

Read the letter on page 7 from a German newspaper. Then write a reply to the letter III. Homework

1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class. 2. Preview the new words and phrases in the next class.

The third Period Listening Teaching Goals 1. Target language 目标语言

a. 词汇

man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重点句型

Do you think it was worth spending so much money to move Abu Simbel? 2. Ability goals

Master the patterns that can be used to describe cultural relics by listening. 3. Learning ability goals

Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape. Teaching important points

Learn the patterns used to describe cultural relics. Teaching difficult points

How to grasp the key words that can help the students to answer questions Teaching methods

1. Listen to the tape. (Individuals) 2. Check the answers, (cooperative learning) Teaching aids 教具设备

A recorder, a tape, a projector and some slides. Step 1 Homework checking

T: Let’s check our homework each other. We will have a dictation of the 11 dey sentences in the reading. 1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history. 2. Once it is heated, the amber can be made into any shape P.1 3. it was made for the palace of Frederick I. P1 4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1 6. The Amber Room soon

became part of the Czar’s Palace in

St. Petersburg. P1. 7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2 8. This was a time when the two countries were at war. P2 9. 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 10. After that, what really happened to the Amber Room remains a mystery. P2 11.1 think highly of those who are searching for the Amber Room. P2 Step II Listening (P41)

1. Listen to the tape for the first time to get the main idea. 2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41. First, students check their answers each other. Later, the teacher gives the answers, using a slide projector. T: As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well一designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers? Next, we'll listen to a tape about I M Pei, a famous architect. Step 1B Listening Task (P44)

T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M

Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Let students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework

1. Collect some information about the cultural relics that are in danger. 2. Write your opinions on how to protect the cultural relics.

The Fourth Period Speaking 口语课教材分析与问题解决

a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking. b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other. c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking. Teaching goals教学目标

1. Ability goals能力目标

Enable the students to have the ability of talking cultural relics and ways to protect them. 2. Learning ability goals学能目标

Help the Ss to learn how to give opinions clearly about cultural relics. Teaching important points教学重点

Learn to discuss and act out the Ss’ opinions about cultural relics. Teaching important points教学难点

How to teach the students to speak out their opinions about cultural relics. Teaching methods教学方法

1. Watch some videos about the cultural relics. (individuals) 2. Have a discussion. (group work) 3. Write an article about the discussion. (individuals) Teaching aids教学设备

A computer, a projector and some slides. Teaching procedures and ways教学过程与方式

Step I Homework checking T: Well, class, at the beginning of this class，1 want to know whether you have collected some information of the cultural relics that are in danger? Ss: Yes. T: OK, tell me what you collected? S1：The Great Wall in China is in danger. Some parts of the wall have been destroyed by the wind，air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall. S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired. 找教案

http://www.zhaojiaoan.comS3: Some buildings of Angkor Wat are falling down. Step II Lead-in

T: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics.

Students watch the videos to find some cultural relics that are in danger.

T: Have you found that some of them are in danger?

Ss: Yes.

T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task.

Step III Speaking Task (P46)

T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics?

-A: Yes, we should save all our cultural relics.

-B: No, we shouldn't save all our cultural relics. We should only save the best one.

T: Well, you did a good job. Next, practice again the sentences that can be used to show your opinions.

Step IV Writing

T: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down.

Later, the teacher shows some articles of the students with a projector and corrects them with the whole class.

Suggested answers

Today, we have a discussion on "Should China save all of its cultural relics". Some students think that we should save all the cultural relics for the following reasons. All the cultural relics have their own history and represent parts of our culture. So they are very important and useful

to society. Although we have to spend a lot of money to protect them, it is worth protecting them. But some students think that we should just save the best cultural relics instead of saving all the cultural relics for the following reasons. There are too many cultural relics in our country to be protected. Thus, we'll have to spend a lot of money. Maybe this will be a waste of money. After all, some cultural relics are not so valuable and useful. So we should spend the money that is used to protect some unimportant cultural relics on the¡«important things. In my opinion, we should just protect the best ones. After all, our

country is still a developing country and bas not enough money to protect all the cultural relics. As long as we can keep the culture that the cultural relics stand for; that's enough.

Step V Talking (P41)

T: Please talk with your partner about the latest clothes. Complete the dialogue, giving facts and opinions where asked.

First, the students check their answers each other. Later, the teacher gives the answers, using a slide projector.

Suggested answers

A: SINGER (name of a company) makes the best coasts (name of a kind of clothing) in China! It's a fact.

B: Really? How do you know that?

A: Because all my workmates (name of persons) wear them

B: But that doesn't make it a fact.

A: Why not?

B: Because 1 don't know this kind clothing and 1 never see anyone wear them

A: OK. So if it's not a fact, what is it?

B: It's an unbelievable fact.

Let the students practice the dialogue with their partners and then give a short performance for the class.

Step VI Homework

1. Review the attributive clauses that we learned in the first period.

2. Remember the words and sentences that we learnt this class.

3. Preview the new words in the next class.

The Fifth Period Reading (11) and Writing Teaching goals 教学目标

1. Target language 目标语言

a.重点词汇和短语

time-consuming, take care of, gentle, giant, treasure, dynasty

b.重点句型

It was more than he could have got for... P45

2. Ability goals 能力目标

Enable the students to catch details of Big Feng's story and write a letter on saving the cultural relics.

3. Learning ability goals学能目标