Learning about Language优秀教学设计

Unit 1 Cultural Relics

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...

词汇

1.四会词汇

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

语法

The attributive clauses with 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.

重点句子

1. Frederick William I, the king of Prussia could never have imagined that．…

2. Once it is heated, the amber can be made into any shape

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

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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。

2.4Workbook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

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.