Unit1教案.doc

Unit 1 Cultural relicsThe unit planningThe topic of this unit is cultural relics protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( a cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on. we also know that, without these cultural relics, we couldnt get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them. There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip.Background information Students：Class 21,Grade 1 Lesson duration：45 minsTeaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics 3. Improve students reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.Teaching difficult points1. Train students thinking and analyzing ability by making them learn how to tell facts from opinions 2. Train students speaking ability to give & ask for opinions in English.3. Develop students integrated skills.Teaching objectives1. Topics: cultural relics protection and the famous cultural relics at home and abroad2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions: 1.) Asking for opinionsWhat do you think of.?Do you believe.?How can you be sure of.?How do you know that?2.) Giving opinionsI think.I dont think. I dont agree that.I suppose that.4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.Teaching Methods1. Audio-lingual Method 2. Communicative Approach3. Pair work 4. Group work Teaching Aids1. Multi-media2. Pictures3. Music4. Video课时安排The first period: Warming Up, Pre-reading, The second period: Reading, Comprehending,The third and fourth period: Learning about Language The fifth period: Discovering Useful structuresThe sixth period: Using LanguageThe first period:Warming Up, Pre-readingKnowledge:1.) some new words: cultural relics, rare, valuable, vase, dynasty, survive2.) Have students know about some famous cultural relics at home and abroad.Ability:Help students learn how to talk about cultural relics Emotion:Encourage students to pay attention to the protection of the cultural relics.Teaching important pointsHave students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics Teaching difficult points:How to talk about cultural relics.Teaching methods1. Audio-lingual Method 2. Communicative Approach3. Pair work Teaching Aids1. Multi-media2. Pictures3. Music4. VideoProcedures:Step1. Lead-in Show the pictures: a one yuan coin & the old coinsLet students talk about the differences between the one yuan coin and the old coins from many aspects like shape, time, price, etc.So, what we will talk about today: they are also old but more expensive & more significant. They are the cultural relicsStep2. Warming up 1. Lets travel together! Show some pictures about cultural relics at home and abroad.1.) Go abroad:a. the pyramids in Egyptb. the Big Ben in England2.) In Chinaa.周口店北京猿人遗址b.播放一段音乐 ：说唱脸谱 - 京剧 （非物质文化遗产）在今年11月刚申遗成功的另一项目：活字印刷术播放当天新闻，他被列为2010急需保护的非物质文化遗产，所以提醒大家注意对文化遗产的保护。3.) In Anhui Provincea. Mount Huangb. Huangmei Opera4.) In Fuyang CityFuyang paper cut2Show students more pictures- the four pictures on P1 and introduce them in detail1.) the Ming Dynasty Vase2.) Taj Mahal3.) ivory dragon boat4.) Mogao Caves3Solve Question3: whether they are cultural relics or not Do a survey to know the students opinions(If you think it is a cultural relic, please hands up)4Because of the students different ideas ,have them think about Question1: what is a cultural relic?Let students do a discussion to express their ideas about the cultural relicsSummarize their opinions and give them some adj. -the features.According to the discussion and the cultural relics they have known, give students the definition of the cultural relics and let them check their answers to Question3.5. Solve Question2: Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? Ask for one or two students opinion and state that 1.) The cultural relic doesnt always have to be rare and valuable. Because on one hand, some cultural relics exist in great numbers like the vases; on the other hand, the significance of the cultural relics is beyond the money can describe.2.) It is enough to have survived for a long time? Yes, it is.6. New words;1.) rare adj. not done, seen, happening, etc. very often.稀有的 ；罕见的eg. a rare disease/bad weather Hes devoted his whole life to the protection of the rare cultural relics. It is rare (for us) to find such a selfish person nowadays. 如此自私之人，实属罕见。2.) valuable adj.worth a lot of money很值钱的;贵重的eg. valuable jewellery This vase is a valuable cultural relic.【辨析】value n. 价值valuable adj. = be of great valueinvaluable adj. = very valuable 极有用的；极宝贵的valueless adj.没有价值的3.) survive vi. & vt. Vi. continue to live or exist.继续生存或存在。eg. Few survived after the flood.survive from/onMany strange customs have survived from earlier times. 有许多古怪的习俗源远流长。I cant survive on 30 a week.我每周收入30英镑难以活命。 vt.1.continue to live or exist in spite of nearly being killed or destroyed.幸存，幸免于。eg. In Titanic，Rose survived the shipwreck.2.remain alive after sb. 比某人长命。eg. The old woman survived all her children.【拓展】survivor 幸存者；逃生者；残存物 n.survival 幸存；残存；生存Step3. Pre-reading:1. Show the students the picture of the amber and play a video to help them understand the amber better.2. Give students the definition and the common usages of the amber.3.Can you imagine that? Encourage the students to imagine the room which is made of several tons of amber and let them look at the title and the picture of the reading passage and ask them to predict what the text is about.Homework:1. Find more cultural relics at home and abroad.2. Preview the reading passage.Reflection:1.突发事件：多媒体无法正常使用。要求教师在备课时多做准备，随机应变。2.注意课堂学习气氛：鼓励学生更积极讨论，踊跃发言。3.要注意时间分配The second period:Reading, ComprehendingKnowledge:Have the students learn the strange history and some detailed information of the Amber Room .Ability:Train the students reading ability: skimming and scanning.Emotion:Enable the students to protect the cultural relics in order not to let them get lost.Teaching important points:1. Learn the strange history and some detailed information about the Amber Room;2. Improve the students reading ability: skimming and scanning.Teaching difficult points:Train the students to use the different reading skills: use skimming to get the main idea and scanning to get some detailed information.Teaching methods:Learning and practicing.Teaching Methods:Learning and practicing.Teaching Aids1. Multi-media2. PicturesProcedures:1. Introduce the two words: Skim VS ScanSkim： read something quickly in order to find a main point即快速阅读以找到文章的中心思想/主要意思。 Scan： look at every part of something carefully, especially because you are looking for a particular thing or person即快速阅读以找到某一具体的信息 2. Skim & MatchRead the passage fast to get the general idea of each Para. and do the match practice.Para. General Idea1 the missing of the amber room2 the relocating of the amber room in the Catherine II times3 the present to the Czar4 the introduction about the Amber Room5 the rebuilding of the Amber Room3. Scan & Practice 1.Read Para.1 to find detailed information about the Amber RoomColour: yellow-brownBirthplace: PrussiaDesign: in the fancy style popular in those daysMaterial: several tons of amber; gold and jewels Time to complete it: It took a team of the countrys best artists ten years to make it. 2. Read Para.2-5 to get Information about the Num.NUMBERTHINGS ABOUT THE NUMBER 1716Fredric William gave the Amber Room to Peter the Great as a gift. 1770Catherine II had completed the adding to the Amber Room. 2003The rebuilding of the Amber Room was completed. 600 The number of the candles lighting the Amber Room 2 The two countries: German and Russia 2 In tow days the Amber Room was removed to a German city. 3. Read the passage carefully to locate the detailed information and do the exercise. 1. The King of Prussia who gave the Amber Room as a gift to Russia was_B_.A. Frederick I B. Frederick William IC. Peter the Great D. Catherine II2. The King of Prussia gave the Amber Room to Russia because_ D_.A. he wanted to marry Catherine II. B. he was kind.C. he needed better soldiers D. he wanted to make friends3. The Amber Room was stolen by _B_.A. Russian soldiers B. German soldiersC. People in Konigsberg D. People in St Petersburg4. In 1941, the city of Konigsberg was in _A_.A. Germany B. Russia C. Sweden D. France5. The Russians didnt hide the Amber Room because _C_.A. they were at war B. the couldnt find a place C. the German soldiers arrived too soon D. no train could take it away4.Do more exercise in Comprehending on Page25. Think Whats the style of the text?style: narrating order: chronologicaltense: the past tense.Homework:Retell the story.Preview the vocabulary.Reflection:多与学生互动，时刻注意学生反应。The third and forth periodLearning about LanguageKnowledge:1. Words: ton, stone, amaze, select, design, fancy, style, jewel, king, reception, light, remain, wonder, worth;Phrases: in search of, belong to, serve as, in return, at war;2. Sentence patterns: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. 2.) It was also a treasure decorated with gold and jewels, which took the countrys best artists about ten years to make.3.) Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. 4.) There is no doubt that the boxes were then put Ability:Learn the usage of some difficult words and expressions.Emotion:1.) Know what happened to the Amber Room2.) Know the importance of protecting the cultural relics by learning the story of amber room. Teaching important points:Train the students ability to read different English names.Teaching difficulties:The explanation of some difficult words and expressions.Train the students ability to remove the difficulties while reading. Teaching Methods:Learning and practicing.Teaching Aids:Multi-mediaTeaching procedures:Step1 Check the homework:Hold a competition: one boy and one girl will be chosen by the students themselves to retell the story respectively. Step2 Analyze the text and language points in detail:in search of = in ones search forn. & vt. & vi.寻找区别 search, search for, in search ofSENTENCE EXPLANATIONS1. 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. 【点拨】本句结构为：主语（Frederick William I）+ 谓语（could never have imagined） + 宾语 从句（that his greatest gift to the Russian people would have such an amazing history）。that引导的宾语从句是一个简单句。其结构是：主语（his greatest gift to the Russian people）+谓语（would have） + 宾语（such an amazing history）。句中的the King of Prussia是句子主语Frederick William I 的同位语。could have done表示过去能够做而实际未做，有惋惜、遗憾或委婉批评之意，或表示对过去动作的推测 You could have done better, but you didnt try your best.你本可以做得更好，但是你没有尽力而为。（表惋惜）This glass is broken. Someone could have dropped it.这个玻璃杯破了。可能是谁把它掉在地上了。（表推测）amazing adj. 令人惊喜的eg. an amazing achievement / discoveryamaze vt. 使吃惊；惊讶amazed adj. 吃惊的, 惊奇的eg. He was amazed at what he heard. 【考题】Visitors were very _ when they saw the _ the Great Wall. A. amazed; amazing B. amazed; amazed C. amazing; amazing D. amazing; amazed select vt. 挑选；选择select as / for / fromeg. We select Betty as our monitor. Jim selected a team for the special task. Mary selected a diamond ring from the collection.selective adj.善于选择的 selection n.选择design n. 设计；图案；构思eg. I like the design of Fuwa . v. 设计；计划；构思eg. Do you know who designed the beautiful Fuwa? fancyadj. decorative or brightly coloured；not ordinary别致的，装饰花哨的；奇特的eg. fancy dress 化妆服 fancy birds 珍禽异鸟vt. have a liking for；wish for想象；设想；爱好eg. What do you fancy for dinner? fancy (sb.) doing sth. eg. Fancy her saying a thing like that! 想不到她竟然说出这样的话来！ style n.风格；风度；类型in style / in the style of 以的风格eg. He bought a painting in the style of Vincent Van Gogh.SENTENCE EXPLANATIONS2. It was also a treasure decorated with gold and jewels, which took the countrys best artists about ten years to make.【点拨】本句结构为：主语（It） + 系动词（was） + 表语（a treasure）。which took the countrys best artists about ten years to make是一个非限制性定语从句，用来修饰treasure。decorated with gold and jewels是过去分词短语，在句中作后置定语，修饰treasure。belong to：1. to be the property of 2. to be a part of3. to be a member of eg. The bicycle belongs to Amy. This lid（盖子） belongs to this bottle. What political party does he belong to? NOTE：belong to 不用于被动语态，也不用于进行时。eg. 这幢公寓现在属于我。 a. This apartment belongs to me. b. This apartment is belonged to me. c. This apartment is belonging to me. in return 回报, 作为报酬eg. He gave Molly a fancy dress in return. I bought Justin some books in return for his assistance.serve as 担任；充当；起 . 的作用 eg. He served as a witness at the wedding. The mistake you made can serve as warning to you. These philosophical views serve as a guide in life. reception n. 接待，招待会，接收eg. a reception room/ hall (接待室、厅） reception desk （旅馆等的）接待处；柜台 Our school gave a warm reception to the new headmaster. 这里的电视节目接受不太好。 The reception of TV programs is unsatisfactory here.had the Amber Room moved to是have sth. done的结构，意思是“让某物被.”。eg. I had my bike repaired this morning. have sb. doing 让某人一直做某事 eg. As he was late, the teacher had him standing in front of the classroom.SENTENCE EXPLANATIONS In 1770 the room was completed the way she wanted.the way she wanted是方式状语从句，the way的用法与连词相同，后面常省略that。eg. I was never allowed to do things the way I wanted. I did not like the way he talked to me. SENTENCE EXPLANATIONSSadly, although the Amber Room was considered one of the wonders of the world, it is now missing. 【点拨】 句中的although是一个连词，引 导让步状语从句，表示“虽然、尽管”。如：Although my car is very old, I dont want to buy a new one. 【拓展】 引导让步状语的连词还有：though, even though / if, as等。如：Child as he is, he knows a lot. Though she gave no sign, I was sure she had seen me.at war 处于战争状态，在交战中eg. North Korea and South Korea were at war on Nov.23, 2010. at peace 处于和平状态cold war 冷战remove vt. 移动；搬开；把.免职 eg. He removed several desks to another classroom. Daniel was removed from his position.SENTENCE EXPLANATIONSThere is no doubt that the boxes were then put 【点拨】There is no doubt that 是毫无疑问的。eg. There is no doubt that education is the foundation of all.Theres no need (for sth / sb) to do 不必Theres no question that 是没有问题的doubt vt.1. +名词或代词。I doubt his word.我怀疑他的话。 They doubted him before.他们以前曾经怀疑过他。 2. +宾语从句 （1）在否定句和疑问句中，doubt + that引导的宾语从句I dont doubt that he can finish the task on time. 我相信他能按时完成任务。 Do you doubt that she will succeed? 你怀疑她会成功吗？ （2）在肯定句中，doubt + whether 或 if 引导的宾语从句。I doubt whether they can swim across the river. 我怀疑他们能否游过河去。 He doubts if she will keep her word. 他不敢肯定她是否会遵守诺言。remain 系动词，意思是“继续或保持一种状况或态度” ，后接 n. / adj. / 介词短语等。eg. My friend became a boss, but I remained a teacher. The fate of the Amber Room remained unknown. The