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1、Unit 1 Cultural Relics1 Cultural Relics 学科：English授课班级：Senior One执教教师：授课时间： 旁 注 单元整体设计思路单元整体设计思路 第一课时：Warming Up 第二课时：Pre-reading, Reading, 第三课时：Comprehending, Learning about Language 第四课时：Using Language 第五课时：Reading and speaking 第六课时：Workbook 第七课时: ListeningListening 第八课时：speaking and writing Teach
2、ing goalsTeaching goals教学目标教学目标 1). Ability goals能力目标 a. Learn some detailed information about the Amber Room. b. Improve the students reading ability. c. Train the students ability to grasp key information while listening. d. Enable the students to have the ability of talking culturalrelics and way
3、s to protect them. 2). Learning ability goals 学能目标 Help the Ss to learn how to give opinions clearly aboutcultural relics. 3)Emotion:情感目标 Train the students ability to cooperate with others. Enable the Ss to talk about the story of the Amber Room Teaching important pointsTeaching important points教学重
4、点教学重点 1 ).The new words and expressions; 2). Learn some detailed information about the Amber Room; 3). Train the students ability to cooperate with others; 4). Train the students speaking ability. Learn to discuss and act out the Ss opinions about culturalrelics. Teaching important pointsTeaching im
5、portant points教学难点教学难点 1)Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; 2)Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of; 3). Sentence patterns: (1) There is no doubt that. (2) This gift was the Amber Room, w
6、hich was given this name because almostseven thousand tons of amber were used to make it 4). Improve the students reading ability. Train the students ability to grasp key information while listening. 1 How to teach the students to speak out their opinions aboutcultural relics. Teaching methodsTeachi
7、ng methods教学方法教学方法 1). Watch some videos about the cultural relics. (individuals) 2). Have a discussion. (group work) 3). Write an article about the discussion. (individuals) Teaching aidsTeaching aids教学设备教学设备 A computer, a projector and some slides. Teaching procedures and waysTeaching procedures a
8、nd ways教学过程与方式教学过程与方式 The first cultural relics; many great people; important events taking place there) T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. tell me your answers. StepStep 3 Task 3 Speaking task on page 46 Tas
9、k 3 Speaking task on page 46 DebateDo you think China should save all of its cultural relics? Do you think it necessary to rebuild yuanmingyuan in Beijing? T: After watching so many pictures, now discuss with your partners the following question: What is a cultural relics? (Ss can find the answer fr
10、om the Warming up.) Step 4 Pre-readingStep 4 Pre-reading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful. T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it. S2: Protect the others in order that they w
11、ill not lost. T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question. T can practice it with a student to give an example. Extending questions:To whom do cultural relics belong? Step 5 Language pointsSte
12、p 5 Language points 1) survive survive: vi. continue to live or exist. vt. Continue to live or exist in spite of nearly being killed or destroyed by sth. vt. Remain alive after sb., live or exist longer than e.g: Many strange customs have survived from earlier times. Her parents died in the accident
13、, but she survived. Few buildings survived the earthquake. The man survived his sister by three years. 2) (a) part of A part of the books have arrived.A leg is a part of the body. He gave me back only part of the money I lent him. Part of the house was burnt in the fire. Part of the passengers were
14、injured in the accident. *Part of it _ good.*Part of them _ good. 3) something 通常用于肯定句，而在疑问句、否定句、if/weather 从句中用 anything。 I want something to eat. 3 I dint have anything today. Is there anything wrong with this stove? *Would you like something to eat? 但当说话者心中的肯定意识较强时，或实际上表示请求建议时，一般不用 anything 而用 so
15、mething. 4) remain After the fire, very little remained of my house. Much work remained to be done. Ill remain to see the end of the game. He remained silent after class.The door remained closed. a. The rest of the book _is_ not very interesting. b. The rest of the group _are_ in the classroom. 5)th
16、e rest of的其余部分 6)imagine + n./ doing/ sb doing sth/ that- clause Can you imagine life without electricity? I could hardly imagine living in that kind of place. I cant imagine her marrying him. Can you imagine how worried I was then? I imagine that I have met you somewhere before. 7)look into 调查、了解、研
17、究 1) The police are looking into all the records of the man. 2) He looks into her face with great interest. 3) Ill look into the matter as soon as possible. Just have a little patience. 8)insist + n/ that (should) do /that insist on doing sth. a. He insisted that the money _(return)to him at once. b
18、. He insisted that he _ (not steal)the money. c.I insisted on his _ (go)there right away. 9)belong to 属于（P1 L7）不可以用于被动语态，或进行时 Correct the mistakes The house was belonged to an old lady. China is a country that is belonging to the Third World. As a writer, he really belongs the 18th century. This map
19、 is belonging on the table. 10)do with I didnt know what to do with the old tree. The new teacher didnt know what to do with the class. What have you done with the papers for the meeting? We have nothing else to eat, you have to do with some bread. Homework 1.Preview the reading 2.Do the comprehendi
20、ng exercises 3. Write down the Main idea of each paragraph 4.Ask the Ss to look for more cultural relics. The students can go to the library or use the Internet to search for information. 4 The Third PeriodThe Third Period (Reading and comprehending) Knowledge:Knowledge: Learn some new phrases and s
21、ome new sentence patterns. Ability:Ability: 1. Learn some detailed information about the Amber Room. 2. Improve the students reading ability. 3. Train the students ability to grasp key information while listening. 4. Train the students speaking ability. Emotion:Emotion: 1. Train the students ability
22、 to cooperate with others. 2. Enable the Ss to talk about the story of the Amber Room Teaching important points:Teaching important points: 1 .The new words and expressions; 2. Learn some detailed information about the Amber Room; 3. Train the students ability to cooperate with others; 4. Train the s
23、tudents speaking ability. Teaching difficult points:Teaching difficult points: 1. Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; 2.Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of; 3. Sentence patterns: (1) The
24、re is no doubt that. (2) This gift was the Amber Room, which was given this name because almostseven thousand tons of amber were used to make it 4. Improve the students reading ability. 5. Train the students ability to grasp key information while listening. Teaching methods:Teaching methods: 1. List
25、ening to the tape. 2. Learning and practicing. Teaching procedures:Teaching procedures: Step 1 Greetings and lead-inStep 1 Greetings and lead-in T: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please. Students give their answers. T: Very good. Today w
26、ere going to learn another cultural relic. Look at the two pictures on pages12; do you know what it is called? Ss: The Amber Room. T: Yes, Its called the Amber Room. What do you know about the cultural relic“the Amber Room? T shows the Ss some pictures of “the Amber Room” Step 2 Fast reading:Step 2
27、Fast reading: T: Do you want to know more about the Amber Room? What does the text tell about the 5 Amber Room? Read the passage first and try to answer the questions: It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia. T:Why is it called the Amb
28、er Room?(It was given the name because almost seven thousand tons of amber were used to make it) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king) Read the text quickly, trying to get the main idea each paragraph.Discuss in your group of fou
29、r. Ask Ss to speak out the Main idea of each paragraph: 1.The Amber Room has a strange history and something about its design and building. 2.The history of the Amber Room and its functions in Russia. 3.Catherine II had the Amber Room moved to the palace outside St Petersburg and it became one of th
30、e great wonders. 4.The Nazi German army stole the Amber Room in 1941. After that what really happened to it remains a mystery. 5.The Russians and Germans have built a New Amber Room at the summer palace, following the old photos. Pair work T or F questions: 1. The Amber Room was not easy to make. 2.
31、 Catherine II didnt like everything about the Amber Room when she first saw it. 3. The Amber Room was taken to Konigsberg and hidden there in 1941. 4. The Russians didnt care about the Amber Room. 5. The Russians dont think the Amber Room will ever befound. Step 3 Careful reading:Listen to the tape
32、and follow it to read the text and answer the following questions: 1.What could the King of Prussia never think of his present to the Russian? He could never think of his present would have such a strange history. 2. Why was the gift given the name the Amber Room? Because about seven thousand tons o
33、f amber were melt to make it. 3. What shape can the amber be made into when heated?Any shape. 4. Is the Amber Room pure amber madewith? No. Its also made with gold and jewels. 5. Was the Amber Room specially made to be a gift?No, it wasnt. 6. What was the Amber Room made for?For the palace of Freder
34、ick I. 7. What did the Czar give the King of Prussia in return?55 of his best soldiers. 8. Where was the Amber Room first placed? In the Czars winter palace in St Petersburg. 9. What did Catherine II do to the Amber Room? She had her artists add more details to its design. 10. Is the Amber Room stil
35、l in Russia?No, it isnt. 11. Where is it now?No one knows. It remains a mystery. 12. What happened to the Amber Room?It was stolen by the Nazis and is missing now. 13. When did the Amber Room disappear?During the Second World War. 14. What were saved from the Amber Room?The furniture and small art o
36、bjects. 6 Step 4 ComprehendingStep 4 Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises. T: Now read the passage again and finish the exercises of
37、comprehending. The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers. Detailed information (Do ex 1 Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of; 2. Sentence patterns: (1) In 1770, the ro
38、om was completed the way (that) she wanted it (2) There is no doubt thatthat the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea. Ability:Ability: 1. Learn the usage of some difficult words and expressions. 2. Train the students ability to remove the diffi
39、culties while reading. Emotion:Emotion: 1.Train the students ability to cooperate with others. 2. Know what happened to the Amber Room 3.Know the importance of protecting the cultural relics by learningthe story of amber room Teaching important points:Teaching important points: 1. Train the students
40、 ability to read different English names. 2. Train the students ability to cooperate with others. Teaching difficulties:Teaching difficulties: 1. The explanation of some difficult words and expressions. 2. Train the students ability to remove the difficulties while reading. Teaching procedures:Teach
41、ing procedures: Step 1 RevisionStep 1 Revision T: In the last period, we learned something about the Amber Roomand we also know that this room has a strange history, could you tell me what happened to this room chronologically? The Ss talk it about by themselves for some minutes, and then T gives th
42、e answer: Built in Prussia- Frederick William I- Sent it to Peter the Great (Russian)- winter palaceCzar- Catherine IIMove outside St Petersburg- The war between(R 反过来 take turns 轮流地 by turns 轮流地,时而时而 8.serve as 担任，充当 He served as a waiter there. When you sleep in the open, old newspapers can serve
43、as a blanket. 9.addto把加进里去 He added that he was very pleased with our work. Please add some sugar to the milk. Add the score up. His being absent added to our difficulty. 9 The money he spent one day added up to about $100. 10.she wanted it 是定语从句修饰 the way, 后面的关系代词可用 that / in which / - She cooks ch
44、icken in the way I like. 11.at war 处于战争状态，介词 at 可表示状态或动作。 at peaceat breakfast at restat table at workat school at the pianoat ones best 12.There is no doubt= Its clear= Its beyond argument There is no doubt 后接名词时，需用介词 about / of , eg. There is no doubt about / of his honesty. doubt 也可作不及物动词，“怀疑，不信”
45、, 在肯定句中常接 whether / if 从句，在否 定句中常接 that 从句 eg. I doubt whether we can get the first place in the competition. I dont doubt that he will tell us the truth. Step 3 HomeworkStep 3 Homework In order to master the usage of these words and expressions, please do some related exercises. 1. Translate the se
46、ntences on Page 43 into English. Write the English sentences in one of your exercise book and hand it in tomorrow. 2. Finish the Reading Task on Page 44. Record after teaching:Record after teaching: 10 The Fifthth PeriodThe Fifthth Period (Learning about Language) Knowledge:Knowledge: 1. Learn some
47、new words of this unit. 2. Do some exercises of this unit. Ability:Ability: 1. Learn to write out the words according to their explanation in English. 2. Improve the students ability of translating. Emotion:Emotion: Train the students ability to cooperate with each other. Teaching important points:T
48、eaching important points: 1. Learn the new words. 2. Train the students translating skills. Teaching difficulties:Teaching difficulties: 1. Learn to choose the correct words according to the meanings. 2. How to improve the students translating skills. Teaching procedures:Teaching procedures: Step 1
49、Revision.Step 1 Revision. Check the homework exercises. Have a dictation of some words and expressions of reading part. Step 2 Learning about Language.Step 2 Learning about Language. 1. . Ask the Ss to find the word that means each of the following (Discovering(Discovering usefuluseful words and expressions.)words and expressions.) from the reading passage. The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers. 2.T: Look at the dictionary ent