Unit1《Cultural relics》教案6（人教版必修2）

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111 Unit 1 Cultural Relics I．教學(xué)目標(biāo) 技能目標(biāo)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．目標(biāo)語言 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... 詞匯 1.四會詞匯 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．認(rèn)讀詞匯 relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek, Anna Petrov, mystery 3.詞組 look into, belong to, in search of, in return, at war, take apart, think highly of 4.重點(diǎn)詞匯 belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion 語法 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. 重點(diǎn)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．… 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. 教材分析與教材重組 1.教材分析 本單元以cultural relics為話題，旨在通過單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會描述它們的起源。發(fā)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語從句，能在英語口語交際過程中判斷別人給出的依據(jù)，并給出自己的觀點(diǎn)，能回信并就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。 1.1 Warming up假設(shè)你是一個文化遺產(chǎn)部門的工作人員，被派往一個小村鎮(zhèn)，去調(diào)查一個罕見的明朝花瓶被盜事件。這時有一個男的試圖阻止你，并堅持認(rèn)為這個花瓶是屬于他家的，那么對此，你要對他說些什么？ 1.2 Pre-reading是Reading的熱身部分，有兩個問題組成。第一個問題是想出一個你了解的文物遺產(chǎn)，如果這個文物遺產(chǎn)不見了，你會感覺如何，為什么會有這樣的感覺？第二個問題是你發(fā)現(xiàn)了一個文物遺產(chǎn)/I，那么你會怎么處理它？這樣的兩個問題便為引出Reading: InSearch of the Amber Room做好了鋪墊。 1.3 Reading是關(guān)于尋找丟失了的普魯士國王威廉一世送給俄羅斯沙皇的那個琥珀屋的建立、被毀、重建的整個歷史。第一段說The Amber Room has“strange history，并對它進(jìn)行洋細(xì)的描述。第二段敘述了The Amber Room的來歷及其在俄國的用途：沙皇的冬宮和會見重要客人的會客室。第三段敘述了葉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宮殿中，并按照她的意愿對這個琥珀屋進(jìn)行了重新設(shè)計，使之成為世界上最偉大的奇跡之一。第四段，敘述了1941年9月，納粹德軍入侵圣·彼得堡，并擄走了琉拍屋，使之成為一個謎。第五段，講述了現(xiàn)在德俄兩國人民依據(jù)舊的琥珀屋，在夏宮建立了一個新的琥珀屋。設(shè)計這篇文章的目的是讓學(xué)生從文化遺產(chǎn)的歷史中，體驗人類文明發(fā)展的過程，提高學(xué)生保護(hù)文化遺產(chǎn)的意識。 1.4 Comprehending既有知識性的問題，讓學(xué)生了解文章的細(xì)節(jié)(exercise 1)，同時又跳出了課文，對文章進(jìn)行了整體評價(exercise 2)0由易到難，有較好的梯度，全面 考查了學(xué)生對文章的理解。 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根據(jù)英語解釋，寫出對應(yīng)的單詞。Exercise 2練習(xí)belong to的詞義和用法。Exercise 3練習(xí)介詞at的用法。第二部分的Exercise 1從文中找出7個含that /which /who /where /when的定語從句。Exercise 2 Join the pairs of sentences using that／which /who /whose /where /when without commas（限定性定語從句）。Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas（非限定性定語從句）。 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中要求學(xué)生take notes while listening進(jìn)一步提高聽力水平。第二部分中speak and write down a short list of reasons for your choice.練習(xí)這種句型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從四個角度：有用的動詞，動詞短語，其他的表這和新句型結(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。 1.8 Learning tip建議學(xué)生親自去博物館看一些中國文化遺產(chǎn)，并主動擔(dān)當(dāng)導(dǎo)游向外國游客介紹這些文化遺產(chǎn)，同時練習(xí)英語口語，并向外國游客學(xué)習(xí)英語同他們交朋友。 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)計成一節(jié)閱讀課。 2.2將Using Language設(shè)計成一節(jié)語言學(xué)習(xí)課。 2.3將Workbook里的Listening和Listening Task整合成一節(jié)聽力課。 2.4將Workbook里的Talking和Speaking Task設(shè)計成一節(jié)口語課。 2.5將Workbook中的Reading Task和Writing Task整合成一節(jié)閱讀和寫作課。 2.6將Workbook里的Using Words and Expression與Using Strictures和Using Language中的Summing up與Learning Tip和Workbook中的Checking Yourself設(shè)計成一節(jié)復(fù)習(xí)課。 3.課時設(shè)計與課時分配 （經(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時完成） 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 （以上課時分配與教材重組，僅供參考，教師可因時因地因人而異，不必拘泥于此。） Unit1 Cultural Relics 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 …….. 情態(tài)動詞+have done 表示對過去發(fā)生的事情的推測、批評和反悔等意思。 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 處于交戰(zhàn)狀態(tài) 4）remain后，常跟名詞，意思為“保持，繼續(xù)，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. The Second Period Grammar Teaching goals: 1. Target language a. Vocabulary trial, consider, prove, tell the truth, pretend, think highly of, besides b. Structures I think highly of those who are searching for the Amber Room. Besides, my father once told me that any person who finds something could keep it. I must say that I agree with you. I must say that I don’t agree with you. 2. Ability goals Enable the students to make judgments and to write a short reply to a letter, then give their own opinions. 3. Learning ability goals Help the students learn how to make judgments and give their opinions. Teaching important points The attributive clauses with that/which/who/where/when Teaching difficult points How to tell the attributive clauses with that/which/who/ where/when/ from other clauses Teaching methods Learning and practicing Teaching aids Multimedia computer Teaching procedures and ways I. Reading, listening and writing 1. Fast Reading (Pre-listening) Find out the differences between a fact and an opinion. 2. Listening Students take notes and fill in the form while listening to what the three people say about the missing Amber Room. 3. Post-listening a. Discussion Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given. b. Writing and speaking Students write down a short list of reasons for their choice. II. Reading and writing Read the letter on page 7 from a German newspaper. Then write a reply to the letter III. Homework 1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class. 2. Preview the new words and phrases in the next class. The third Period Listening Teaching Goals 1. Target language 目標(biāo)語言 a. 詞匯 man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重點(diǎn)句型 Do you think it was worth spending so much money to move Abu Simbel? 2. Ability goals Master the patterns that can be used to describe cultural relics by listening. 3. Learning ability goals Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape. Teaching important points Learn the patterns used to describe cultural relics. Teaching difficult points How to grasp the key words that can help the students to answer questions Teaching methods 1. Listen to the tape. (Individuals) 2. Check the answers, (cooperative learning) Teaching aids 教具設(shè)備 A recorder, a tape, a projector and some slides. Step 1 Homework checking T: Let’s check our homework each other. We will have a dictation of the 11 dey sentences in the reading. 1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history. 2. Once it is heated, the amber can be made into any shape P.1 3. it was made for the palace of Frederick I. P1 4. in 1716, Fredrick 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 the best soldiers. P1 6. The Amber Room soon became part of the Czar’s 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 11.1 think highly of those who are searching for the Amber Room. P2 Step II Listening (P41) 1. Listen to the tape for the first time to get the main idea. 2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41. First, students check their answers each other. Later, the teacher gives the answers, using a slide projector. T: As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well一designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed by I M Pei. Do you want to know the story of the designers? Next, we'll listen to a tape about I M Pei, a famous architect. Step 1B Listening Task (P44) T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Let students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework 1. Collect some information about the cultural relics that are in danger. 2. Write your opinions on how to protect the cultural relics. The Fourth Period Speaking 口語課教材分析與問題解決 a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking. b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other. c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking. Teaching goals教學(xué)目標(biāo) 1. Ability goals能力目標(biāo) Enable the students to have the ability of talking cultural relics and ways to protect them. 2. Learning ability goals學(xué)能目標(biāo) Help the Ss to learn how to give opinions clearly about cultural relics. Teaching important points教學(xué)重點(diǎn) Learn to discuss and act out the Ss’ opinions about cultural relics. Teaching important points教學(xué)難點(diǎn) How to teach the students to speak out their opinions about cultural relics. Teaching methods教學(xué)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 aids教學(xué)設(shè)備 A computer, a projector and some slides. Teaching procedures and ways教學(xué)過程與方式 Step I Homework checking T: Well, class, at the beginning of this class，1 want to know whether you have collected some information of the cultural relics that are in danger? Ss: Yes. T: OK, tell me what you collected? S1：The Great Wall in China is in danger. Some parts of the wall have been destroyed by the wind，air and rain. Thus it is dangerous for people 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. S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired. S3: Some buildings of Angkor Wat are falling down. Step II Lead-in T: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics. Students watch the videos to find some cultural relics that are in danger. T: Have you found that some of them are in danger? Ss: Yes. T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task. Step III Speaking Task (P46) T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics? -A: Yes, we should save all our cultural relics. -B: No, we shouldn't save all our cultural relics. We should only save the best one. T: Well, you did a good job. Next, practice again the sentences that can be used to show your opinions. Step IV Writing T: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down. Later, the teacher shows some articles of the students with a projector and corrects them with the whole class. Suggested answers Today, we have a discussion on "Should China save all of its cultural relics". Some students think that we should save all the cultural relics for the following reasons. All the cultural relics have their own history and represent parts of our culture. So they are very important and useful to society. Although we have to spend a lot of money to protect them, it is worth protecting them. But some students think that we should just save the best cultural relics instead of saving all the cultur