Unit-1-Cultural-relics-教案

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Unit 1 Cultural relics I. 單元教學(xué)目標(biāo) ★Talk about cultural relics and cultural relics protection. ★L(fēng)earn 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. 目標(biāo)語(yǔ)言 功 能 句 式 Asking for opinions Do/don’t you think that…? Would you consider…? Why/Why not…? Do you have any idea about…? How do you know that? Are you sure that he/she was telling the truth? What do you think? What do you think of…? What’s your idea/opinion of…? What would you say…? How do you feel about…? Who do you think was…? What are your reasons for saying that? Giving opinions I think/don’t think that…. Sorry, I don’t agree with you. In my opinion…. It can be proved. That can’t be true. I don’t believe…, because…. I think… is telling the truth because…. 詞 匯 1. 四會(huì)詞 rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate 2. 認(rèn)讀詞 cultural, relic, Taj mahal, ivory, dragon, amber, Frederick William I, Prussia, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, the Baltil Sea, rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Anna Petrov, mystery Berlin, Johann Webber 1. 短語(yǔ)和詞組 in search of, belong to, in return, at war, less than, think highly of 語(yǔ)法 1. 限制性定語(yǔ)從句 (Restrictive attributive clause) 2. 非限制性定語(yǔ)從句 ( Non-restrictive attributive clause) 重 點(diǎn) 句 子 1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian people would have such an amazing history. P1 2. Once it is heated, the amber can be made into any shape. P1 3. It was made for the palace of Frederick I. P1 4. In 1716, Frederick 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 his best soldiers. P1 6. The Amber Room soon became part of the Czars 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. I think highly of those who are searching for the Amber Room. P2 II. 教材分析與教材重組 1. 教材分析 本單元以cultural relics為話題，旨在通過(guò)單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會(huì)描述它們的起源，發(fā)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語(yǔ)從句，能就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。 1.1 Warming up 熱身部分提供了四幅圖片，設(shè)計(jì)了三個(gè)問(wèn)題讓學(xué)生交流對(duì)于cultural relic的了解，并就此進(jìn)行討論。這部分的目的是呈現(xiàn)本單元的中心話題“文化遺產(chǎn)”。 1.2 Pre-reading 是Reading的熱身部分，提供了ambers的圖片并就此此設(shè)計(jì)了兩個(gè)問(wèn)題。這兩個(gè)問(wèn)題極易引起學(xué)生對(duì)amber的興趣，并能引導(dǎo)學(xué)生對(duì)課文進(jìn)行prediction。 1.3 Reading是關(guān)于尋找丟失了的普魯士國(guó)王威廉一世送給俄羅斯沙皇的那個(gè)琥珀房子的建立、轉(zhuǎn)讓、被毀、重建的整個(gè)歷史。設(shè)計(jì)這篇文章的目的是讓學(xué)生了解什么是文化遺產(chǎn)以及討論保護(hù)和重建文化從文化遺產(chǎn)的重要性和必要性。 1.4 Comprehending既有知識(shí)性的問(wèn)題，同時(shí)又跳出了課文，對(duì)文章進(jìn)行整體評(píng)價(jià)，由易到難，有較好的梯度，全面考查學(xué)生對(duì)文章的理解。Exercise 1將人物及相關(guān)事件匹配，檢驗(yàn)學(xué)生對(duì)文章細(xì)節(jié)的理解；Exercise 2 將所給的問(wèn)題與段落匹配，是段落大意理解題；Exercise 3安排了對(duì)于重建lost cultural relics的意義進(jìn)行討論，使得學(xué)生能對(duì)本單元的主題進(jìn)行較為深入的探討。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures兩部分。其中第一部分的Exercise 1著重訓(xùn)練對(duì)英語(yǔ)單詞解釋的理解。Exercise 2 著重詞匯在短文中的用法練習(xí)。要求學(xué)生按所給的語(yǔ)境填入所需的詞匯。Exercise 3 專(zhuān)練belong to的詞義和用法。在Discovering useful structures 中，分為四個(gè)練習(xí)，從課文中出現(xiàn)的定語(yǔ)從句入手，讓學(xué)生自主學(xué)習(xí)限定性定語(yǔ)從句及非限定性定語(yǔ)從句的聯(lián)系和區(qū)別。再通過(guò)連句練習(xí)和造句練習(xí)來(lái)鞏固本次所學(xué)定語(yǔ)從句的內(nèi)容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的學(xué)習(xí)形式：聽(tīng)、說(shuō)、讀、寫(xiě)，從不同的角度圍繞本單元的目標(biāo)語(yǔ)言：文化遺產(chǎn)，進(jìn)行語(yǔ)言的輸入和輸出的訓(xùn)練，旨在要求學(xué)生熟悉掌握必要的語(yǔ)言，并能運(yùn)用它們。 1.7 SUMMING UP 從四個(gè)角度：有用的動(dòng)詞、動(dòng)詞短語(yǔ)、其他的表達(dá)和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識(shí)。 1.8 LEARNING TIP建議學(xué)生親自去博物館看一些中國(guó)文化遺產(chǎn)，并主動(dòng)擔(dān)當(dāng)導(dǎo)游向外國(guó)游客介紹這些文化遺產(chǎn)，同時(shí)練習(xí)英語(yǔ)口語(yǔ)，并向外國(guó)游客學(xué)習(xí)英語(yǔ)同他們交朋友。 2. 教材重組 2.1 從話題內(nèi)容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language內(nèi)容一致, 將其設(shè)計(jì)成一節(jié)閱讀課。 2.2 將Using Language 設(shè)計(jì)成一節(jié)綜合技能課。 2.3 將 Workbook 里的LISTENING和LISTENING TASK整合成一節(jié)聽(tīng)力課。 2.4 將Workbook里的TALKING和SPEAKING TASK及WRITING TASK設(shè)計(jì)成一節(jié)口語(yǔ)和寫(xiě)作課。 2.5 將Workbook 里的READING TASK設(shè)計(jì)成一節(jié)閱讀課。 2.6 將Workbook里的USING WORDS AND EXPRESSIONS與USING STRUCTURES和Using Language中的SUMMING UP與 LEARNING TIP和Workbook中的CHECKING YOURSELF設(shè)計(jì)成一節(jié)復(fù)習(xí)課。 3. 課型設(shè)計(jì)與課時(shí)分配。（經(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時(shí)完成） 1st period Warming up and Reading (I) 2nd period Integrating Skills 3rd period Listening 4th period Speaking and Writing 5th period Reading (II) 6th period Comprehensive Revision （以上課時(shí)分配與教材重組，僅供參考，教師可因時(shí)因地因人而異，不必拘泥于此。） III. 分課時(shí)教案 The First Period Warming up and Reading (I) Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. Key words and phrases (重點(diǎn)詞匯和短語(yǔ)) rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth b. Key sentences (重點(diǎn)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能力目標(biāo) Enable students to learn about the history of Amber Room. Enable students to give opinions on rebuilding lost cultural relics. 3. Learning ability goals學(xué)能目標(biāo) 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 教學(xué)重點(diǎn) The main idea of each paragraph. Teaching methods教學(xué)方法 Listening to the tape (individuals) Group discussion and presentation (cooperative learning) Multi-functional teaching equipment (CAI) Teaching aids教具準(zhǔn)備 A recorder, a projector and some slides Multi-functional teaching equipment (CAI) Teaching procedures and ways教學(xué)過(guò)程與方式 Step I Warming up The warming-up exercise raises 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 that they know. T: Do you know what a cultural relic is? S1: Cultural relic is something that has a long history. S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic. T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable? S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history. T: Is it enough to have survived for a long time? S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning. T: Question 3. Are cultural relics only objects like vases or can they be buildings too? S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall. T: Now look at the pictures and discuss what they are and whether they are cultural relics or not. With the activities above, students will have a clear idea of what a cultural relic is. Step II Pre-reading The pre-reading activity has two functions. Question 1 is a warming up activity to check students’ understanding of amber, and meanwhile lead them to the topic of the reading passage — Amber Room. Question 2 gives the students a chance to predict the main idea of the passage and then skim it. T: Look at the picture. Have you ever seen a piece of amber? What do you know about it? Some information about amber: Amber is a semi-precious stone used in jewelry and art work. Amber is really the fossil form of resin(樹(shù)脂) from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Prediction T: Now look at the title and the pictures of the reading passage. What do you think it is mainly about? Students may have different predictions. T: Now skim the passage quickly and see if you were right. Step III Reading This reading passage tells the amazing history of the Amber Room. 1. Skimming Ask the students to read the text quickly and grasp the main idea of the passage. After reading T: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs. After they finish, check their answers. T: Have you finished? Who can tell me your answer? S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built? T: Good! Now try to answer these questions. Ask some students to answer these questions one by one. 2. Scanning T: Now let’s look at Exercise 2, join the correct parts of the sentences together. Then check the answers. 3. New words and structures 1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I，which is said as “William the First”. Thus FrederickⅡis better known in history as Frederick the great. So Peter I is also Peter the Great and CatherineⅡ was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage. 2) The design of the room was in the fancy style popular in those days. This is a reference to the Baroque style (巴洛克藝術(shù)風(fēng)格) of the 17th and 18th century in much of Europe. 3) The Amber Room is “a wonder of the world” but not one of the Seven Great Wonders of the World, such as Egypt’s pyramids of China’s Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb. 4) There is no doubt is a phrase that means “it is clear” or “beyond argument” that something happened. If something is “beyond doubt” in a court of law, it means that enough evidence exists to say that it is true. 5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th birthday of their city. The 300th anniversary of an event is also called its tri-centennial. Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russia’s oldest, largest and most beautiful cities. During the period of the Soviet Union, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals. 4. Discussion 1) Do you think the Amber Room is a cultural relic? 2) Why the history of Amber Room is an amazing one? 3) Why would Frederick William I like to give Amber Room to Peter the Great? 4) What’s the author’s attitude towards the Amber Room? How do you know? 5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons. Suggested answers: 1) I think the Amber Room is a cultural relic because of its artistic design and historic value. 2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to Catherine Ⅱ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William Ⅰ and Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one. 3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too. 4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that it’s a symbol of friendship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us. 5) (This question can be treated as a debate. Students fall into two groups and debate with each other.) Step IV Learning about language 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. 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 Review the key sentences in this part. The Second Period Integrating skills Teaching goals 教學(xué)目標(biāo) 1.Target language語(yǔ)言目標(biāo) a. Key words and phrases 重點(diǎn)詞匯和短語(yǔ) trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides b. Key sentences 重點(diǎn)句型 Asking for opinions Do/don’t you think that….? Would you consider….? Why/Why not….? Do you have any idea about….? How do you know that? Are you sure that he /she was telling the truth? What do you think? What do you think of….? What’s your idea/opinion of….? What would you say….? How do you feel about….? Who do you think was….? What are your reasons for saying that? Giving opinions I think/don’t think that…. Sorry, I don’t agree with you. In my opinion，… It can be proved. That can’t be true. I don’t believe…, because…. I think… is telling the truth because…. 2. Ability goals能力目標(biāo) Enable students to ask for opinions and give opinions. Enable students to write a report on a debate. 3. Learning ability goals學(xué)能目標(biāo) Help students learn how to tell a fact from an opinion. Teaching methods教學(xué)方法 Learning and practicing Teaching aids教具準(zhǔn)備 Some slides and a projector Teaching procedures and ways教學(xué)過(guò)程與方式 Step I Reading and listening 1. Reading T: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is. Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion. After reading T: Now who can tell us what is a fact? S1: A fact is anything that can be proved. T: How about an opinion? S2: An opinion is what someone believes is true but has not been proved. T: Now judge whether the sentences on the slide are facts or opinions. Show the following on the slide. 1. Mr. Jones has two sons and one daughter. 2. That picture is by Rembrandt. 3. Her house is really beautiful. 4. My friend has six fingers on one hand. 5. That boy is the nicest person in the school. 6. The group will stop in Denver overnight. 7. L. Frank Baum wrote "The Wizard of Oz". 8. I will finish before the rest of the class. 9. The Bulls are better than the Knicks. 10. Nine plus one equals ten. T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2. Let them read a man’s story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure: I think it is a______________ because_____________________. Suggested answer: I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour. Then let students complete the table in Exercise 3. NAME Jan Hasek Job A miner PLACE A mine in Czech Republic Time April, 1945 What he heard Something exploded What he saw He saw some German soldiers putting boxes in the mine; and a week later he saw the entrance to the mine was closed. What he believes The Amber Room and some gold are buried in the mine. 2. Listening T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films