1、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 目标语言 功 能 句 式 Expressions used to give o
2、pinions I think highly of. I dont agree that ” Besides. I must say that I agree with you. I must say that I dont agree with you. As far as Im concerned, I think. As I see it. Dont you agree /think (that). I cant help thinking (that). I would like to say. In my opinionview. Personally, we should Well
3、, 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, prov
4、e, pretend, maid, castle, sailor, treasure，besides 2认读词汇 relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersburg, Catherine, Konigsberg, the Baltic Sea, Leningrad, Jan Hasek, Anna Petrov, mystery 3.词组 look into, belong to, in search of, in return, at war, take apar
5、t, 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 which/who/where/when/as 法 A cultural relic is something that has survived一 It is your job to look into any reports of cultural reli
6、cs 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.
7、 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 . 4. In 1716, Frederick William I gave it to Peter t
8、he Great, as“gift of friendship 5. In return, the Czar gave the king of Prussia 55 of his best soldiers. 6. The Amber Room soon became part of the Czars 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 wa
9、r. 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 . 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
10、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.教材重组 1从话题内容分析，Warming up, Pre-reading, Reading, Comprehending内容一致， 将其设计成一节阅读课。 2将 language points 和 learning about language设计成一节语言学习课。 3将 Using language 设计成一节听说课。 4将 learning about language中的 Discovering useful structure和 wb中
11、的 using structure整合成一节语法课。 5将 Workbook里的 Listening和 Workbook中的 Reading Task和 Writing Task整合 成一节听力、阅读和写作课。 6-7丛书及周报练习课。 Unit1 Cultural Relics The first period Warming up, pre-reading reading and comprehending Teaching goals Enable the students to talk about the story of Amber Room. Help the students
12、learn how to talk about cultural relics and have the sense of protecting cultural relics. Teaching procedures Step1 Lead in 1. Show the students some pictures of cultural relics and get them to discuss their similarities. 2. Try to get the definition of “cultural relics”. 3. All these are quite magn
13、ificent. But some of them were lost or ruined in history, such as Yuan Ming Yuan Park, the Great Wall, the Great Pyramid. What caused them lost or ruined? Step 2 Reading Picture of the amber room. 1. How do you understand “the amber room”? What is “amber”? 2. Talk about the title(what do you predict
14、 is talked about under this title). 3. Skim the text to find the main idea of each paragraph. Comprehending Exercise 2 4. How is text organized? 5. Read the text again for some detailed information.(Fill in two tables) Pick out the people mentioned and find out what they did to the amber room.(Compr
15、ehending Exercise 1) Step 3 Retelling Suppose you are the guide of the Amber Room. You are going to introduce it to some visitors, what are you going to introduce? Step 4 Discussion 1. What is the authors attitude towards the Amber Room? 2. How would you feel if a cultural telic got lost? Why? 3. If
16、 you find a cultural relic, what will you do to it? Homework 1. Read the text again and underline the useful expressions and well-written sentences. 2. P3 Exercise 1&2 3. P42 Exercise 1 2 &3 The Second Period Language points and using the language Teaching goals: 1. To learn how to use some useful w
17、ords and expressions 2. To learn how to use some useful structures Teaching procedures Step1 Revision and language points Ask some questions to review the text and at the same time explain some expressions and structures. Questions: 1. Could the King of Prussia have ever imagined that the Amber Room
18、 would have an amazing story? could never have done 2. What is the Amber Room like? Be made of , in the fancy style popular in those days, be decorated with 3. Who was the first owner of it? Belong to P3 Part3 4. What did he do to it? give it to as a present in return Why did kings in the past try t
19、o make friends by exchanging gifts? Do countries do this today? 5. What did Catherine do to the room? add more details , have the room moved, the way she wanted 6. What was the situation for Russia and Prussia like in 1941? It is a time when the two countries were at war. 7. Where the Amber Room? It
20、 remains a mystery. Step2 Discovering useful words and expressions P3 Exercise 1 &2 Step 3 Using words and expressions P42 Exercise 1, 2 &3 The Third Period Using the language Teaching goals: 1. To learn to tell facts from opinions 2. To learn to ask for opinions Teaching procedures Step1 Lead in 1.
21、 If you want to go in for law against somebody, and if you want to win, whats the most important thing you should do first? 2. What makes a judge decide which eyewitness he can believe and which not? 3. Whats a fact? Whats an opinion? Step2 Reading Read the short passage and check your understanding
22、. Read a mans story to see whether you can tell a fact from an opinion. People have never stopped searching for the Amber Room. Lets come to another mans story. Step3 Listening Listen to the tape and finish the exercises. Step4 Talking What are the expressions to ask for opinions? What are the expre
23、ssions to give opinions? Sometimes we may fall into or face a moral dilemma. Lets read the letter and see whats Johanns opinion about the found treasure? Discuss in groups of three about your opinion. Get the reporter to show their discussion.(the question, for the question, against the question, yo
24、ur own opinion) Period Four Grammar 见课件 Period Five Listening reading & writing Teaching goals 1. To learn to describe cultural relics by listening 2. To learn to speak out their opinions about cultural relics Step1 Listening (P41) Discuss the advantages and disadvantages of building a dam over a ri
25、ver. The two very famous dam: the Three Gorges Dam over the Yangtze River, and the Aswan Dam over the Nile. What happened to the people and cultural relics around the area when the dam was built? 1. Listen to the tape for the first time to get the main idea. 2. Listen again to the tape that talks ab
26、out a temple in Egypt, and then answer the questions on page 41. Step2 Reading task Cultural relics are important and useful. They belong to the whole world. But some f them are in danger. For example, some parts of the wall have been destroyed by the wind，air and rain. Thus it is dangerous for peop
27、le 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. So it is necessary for everyone to protect them. Now lets read a passage that is about an average person who does his bit to save the cultural relics. Read the text an
28、d do the two exercises. Step 3 Writing In our hometown there are also some cultural relics that need to be protected. Now write a letter to all the students in our school to encourage them to help save the cultural relics and to ask for help. Follow the letter format and practice writing a persuasive writing.
