Using LanguageⅠ教学内容

Unit 1

Cultural relics

I. 单元教学目标

★Talk about cultural relics and cultural relics protection.

★Learn to ask for opinions and give advice. ★Review attributive clauses, including restrictive and non-restrictive attributive clauses. ★Read about the Amber Room. ★Write a report of debate.

II. 目标语言

语1.

限制性定语从句

(Restrictive attributive clause) 法

2.

非限制性定语从句

( Non-restrictive attributive clause)

II. 教材分析

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着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。

III. 教案

Teaching goals 教学目标

1. Target language 目标语言

Key sentences (重点句型)

The amber which was selected had a beautiful yellow-brown color honey. It was also a treasure decorated with gold and jewels, which took the country’s best

artists about ten years to make. Later, CatherineⅡ had the Amber Room moved to a palace outside ST Petersburg where she spent her summers.

In 1770 the room was completed the way she wanted.

This was a time when the two countries were ay war.

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.

After that, what really happened to the Amber Room remains a mystery.

In 2003 it was ready for the people of St Petersburg when they celebrated the 300th

birthday of their city.

2. Ability goals能力目标

Enable students to learn about how to use the attributive clause 3. Learning ability goals学能目标

After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics. Teaching important points 教学重点

Restrictive attributive clause

Non-restrictive attributive clause Teaching methods教学方法

Listening to the tape (individuals)

Group discussion and presentation (cooperative learning) Multi-functional teaching equipment (CAI) Teaching aids教具准备

A recorder, a projector and some slides Multi-functional teaching equipment (CAI) Teaching procedures and ways教学过程与方式

Warming up Review the key sentences in this part.

The attributive clauses with that/which/who/where/when: a.

This gift was the Amber Room, which was given this name because several tons of amber were used to make it. b.

The amber which was selected had a beautiful yellow-brown colour like honey. c.

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

However, the next King of Prussia, Frederick William, to whom

the Amber Room belonged, decided not to keep it. e.

Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.

f.

This was a time when the two countries were at war.

g.

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

Pre-learning Discovering useful words and expressions

Ask students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class. Later, the teacher gives the answers, using a slide projector.

While-learning Discovering useful structures

T: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when.

1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it. 2 The amber which was selected had a beautiful yellow-brown colour like honey. 3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make. 4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room

belonged, decided not to keep it. 5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers.

6 In 1770 the room was completed the way she wanted. 7 This was a time when the two countries were at war. 8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.

9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th

birthday of their city.

First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them.

T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me?

Students try to tell the differences in their own words. T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required.

Later, the teacher gives the answers, using a slide projector. Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.

Step V Homework 1.

Review the grammar points;

2. Finish exercises 1, 2, 3 and 4 on page 4; 3. Preview using language.