Learning about Language教学设计一等奖

Lesson Plan Ⅰ.teaching goals

1. Learning ability goals 学能目标

Let students know the meaning of culture relics and try to protect them. 2. Ability goal 能力目标

Get the important points about the attributive clauses, including restrictive and non- Make sure that students are familiar with the Amber Room and could express something about the cultural relics in right methods. 3.

target language 目标语言

a . 识记词汇

relics, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, Catherine, Leningrad, mystery b . 重点词汇

cultural, survive, remain，state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, wonder,

remove, furniture;

secretly, wooden, doubt, trial, consider,

opinion,

evidence, prove,

pretend, maid, castle, sailor, treasure，besides

c . 重点词组

look into, belong to, in search of, in return, at war, take apart, think highly of

d . 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...

Asking for opinions Do/Don’t you think that…?

Why/Why not …?

How do you know that? What do you think?

What’s your idea/opinion of…?

How do you feel about…?

What are your reasons for saying that? Would you consider…?

Do you have any idea about…?

Are you sure that he/she was telling the truth? What do you think of …?

What would you say…?

Who do you think was…?

II. Teaching important points 教学重点

Let students use the structure of attributive clauses.

Enable students could remember and use the new words. III. Teaching difficult points 教学难点

How to distinguish attributive clauses and non-restrictive clauses What is an adjective 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. Here are some more examples of adjective clauses: the meat which they ate was tainted This clause modifies the noun “meat” and answers the question “which meat?”.

They’re talking about the movie which made him cry

This clause modifies the noun “movie” and answers the question “which movie?”.

They are searching for the student who borrowed the book The clause modifies the pronoun “student” and answers the question “which student?”.

Did I tell you about the author whom I met? The clause modifies the noun “author” and answers the question “which author?”.

2. Restrictive & non restrictive clauses Do the following pairs of sentences mean the same thing? 1a My uncle, who lives in London, is very rich. 2b My uncle who lives in London is very rich. 2a The policies, which were unpopular, were rejected by the voters. 2b The policies which were unpopular were rejected by the voters. 3a My niece, whose husband is out of work, will inherit the house, which I have always treasured 3b My niece whose husband is out of work will inherit the house which I have always treasured. 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 ....). 3. A test on FORMAL ADJECTIVE CLAUSES

Directions: Combine the sentences. Use formal written English. Use (b) as an adjective clause. Punctuate carefully. 1) (a) An antecedent is a word. (b) A pronoun refers to this word. An antecedent ____ 2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons. The blue whale ____ 3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours. The plane ____ 4) (a) In this paper, I will describe the basic process.(b) Raw cotton

becomes cotton thread by this process. In this paper, I will describe ____ 5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease. The researchers are doing case studies ____ 6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months. At the end of this month, scientists ____ 7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found. According to many education officials, ‘math phobia’ ____

8) (a) The art museum hopes to hire a new administrator. (b) Under this person’s direction it will be able to purchase significant pieces of art. The art museum ____ 9) (a) The giant anteater licks up ants for its dinner. (b) Its tongue is longer than 30 centimeters (12 inches). The giant anteater ____ 10) (a) The anteater’s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute. The anteater’s tongue ____

IV. Teaching methods 教学方法

Group discussion and presentation.(cooperative learning)

V. Teaching procedures & ways教学过程与方法

Step1 new words teaching Step2 warming up

T: Good morning.

Let’s talk about some cultural relics. So what do you know about it ? Now I will show you some pictures about it. so, what do you know others? Step 3 pre-reading

T : shows a picture of the Amber Room and says: Do you know what it is? It’s the Amber Room, a great gift from the King of Prussia to the Russian people. It had a strange history. Step 4 reading

Ss read to get the main idea of the passage.

Answer the following questions: Q1: Why was the Amber Room given such a name? (Para. 1) Q2: What did Czar give the King of Prussia in return? (Para. 2) Q3: Can we see this Amber Room today? Why? (Para. 3) Q4: What happened to the Amber Room when Germany and Russia were at war? (Para. 4) Q5: How is the new room made? (Para. 5) Ss read again to get more details.

Step 5 comprehending

T: After reading the text twice, let’s review the information we’ve got.

Now work in pairs to finish part1 and part2.and I will invite a group of students to report your results. So, I will give you the answers. CEBDAF Step 6 learning about language

OK, this part is your homework. I hope you everybody will treat it carefully. Next time, I will check it to see who is the best. Remember, don’t see the answer on your exercise book. Step 7 using language

Aims: To learn to tell facts from opinions To write a reply letter

To listen and speak about cultural relics Procedures A. Warming up Warming up by questions Morning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:

A. What does it mean when you say, “It is a fact”?

B. What does it mean when you say, “It is an opinion”?

Keys for reference:

A. A fact must be real, objective and without any personal judgment. So it can be proved.

B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved. Warming up by questioning Turn to page 5. Read the passage and tell me: A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?

B. What makes a judge decide which eyewitnesses to believe and which not to believe. Keys for reference:

A. Searching for facts of course. The more, the better.

B. The evidences offered by the eyewitnesses make the judge decide

which one is believable and which is not. B. Guided reading 1. Reading and defining Read the passage and define: What is a fact? What is an opinion? What is an evidence? 2. Reading and translating Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…

3. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework. Collocation from Using Language on page 5 in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money 4. Listening

Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help

you understand them easily. Please look at the screen and read after me. 5. Sharing and Correcting Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try? Keys: What they heard, saw, did are facts. And what they believe are opinions. 6. Reviewing We often use some expressions to ask for opinions. What are they? Oh, yes. What do you think of …?

Do you believe …?

How can you be sure of …?

How do you know that? And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…

7. Discussing Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion: A. What is the best evidence?

B. How can we know which eyewitness is most believable? Keys:

A. The best evidence is factual and is given by a person who is believable. B. The most believable eyewitness is the one who has nothing to gain from telling a lie. Well done. Let’s come to the discussion “Which person gave the best evidence?”

Keys fore reference: Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable. 8. Reading and writing Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following

questions: 1、Who do you think the Amber Room belongs to ? 2、What should you do with things you have found even if the search cost you time and money? Step 8 summing up Write down what you have learned about relics______________________

From this unit you have also learned Useful verbs_______________________________

Phrasal verbs_____________________________

Useful expressions______________________________

New grammar items_____________________________

cultural