Learning about Language精品学案

2018-06-19 11:02:00 | 17人点❤ | 1Y币
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Unit 1

cultural relics

教材分析

I.教学内容分析

本单元的话题是“文化遗产”。

Warming up部分首先让学生对文物的定义有所了解,然后让学生讨论文物所应具有的特点,在此基础上让学生看几幅图片,进一步讨论“是不是只有像花瓶这样的东西才算是文物,建筑物算不算文物”这个问题。

Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解,然后快速浏览文章。

Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。

Learning about Language

部分首先安排了根据英语释义搭配词汇的练习,力求巩固学生对新词汇的理解和记忆;此外,针对本单元的语法重点----定语从句,该部分还包含了相当分量的练习,让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句,同时引入非限制性定语从句的教学与训练。

Using Language

部分的Reading and listening和speaking主要通过对evidence, fact和opinion三个词的讲解辨析,同时结合琥珀屋离奇失踪这一事件,对学生进行听力训练,有效地帮助学生将所学内容与实际判断能力的培养结合起来。紧随其后的reading and writing对一封信进行讨论之后,根据所给出的提示写一封回信,这一部分通过展示不同人对待国家文化遗产的不同态度,引发学生思考,让他们发表自己的看法,具有现实意义。

Learning Tips

部分鼓励学生去参观博物馆或文化遗产胜地,学习有关的知识,尽力为外国游客提供导游服务,一方面可以借此机会锻炼自己的英语口语,另一方面也可以结交朋友。

II.教学重点和难点

1.教学重点

(1) 本单元的生词和短语。

(2)

掌握限制性与非限制性定语从句的用法,理解两者有何不同。

(3)

了解琥珀屋的历史,了解世界文化遗产,增强文化遗产保护意识。

2.教学难点

(1) 学会区别事实与观点,锻炼思维分析能力。

(2)

用英语表达自己的看法或征求别人的看法。

III.教学计划

本单元分五课时:

第一、二课时:Warming Up,Pre-reading, Reading, Comprehending 第三、四课时:

Learning about Language

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第五课时:

Using Language

IV.教学步骤:

Period 1 &2

Warming Up, Pre-reading, Reading, Comprehending Teaching Goals:

1. To learn about cultural relics. 2. To learn about the restrictive and non-restrictive attributive clause. Teaching Procedures: Step 1 Leading-in Purpose: To get Ss to make a definition about cultural relics. Ask Ss four questions as follows. 1. What kind of old things are cultural relics? 2. Are all the old things cultural relics? 3. What is the definition and classification of cultural relics? 4. To whom do cultural relics belong? Suggested answers:

1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past.

2. No, not all the old objects are cultural relics. 3. Each kind of relics preserves some aspect of cultural heritage and each relic is till a unique cultural expression and contributions. 4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Step 2. Warming Up

1. Pair work

Get Ss to make a choice between “compelling interests”, in this case the interests of a family and the interests of society.

2. Group work Get Ss to role-play a conversation between you and the man.

Suggested dialogue:

YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri? MAN: Yes, I am. YOU: My name is Hu Yuan. I'm from the Office for Cultural Relics. MAN: Oh, is there some problem? YOU: Perhaps. I understand that you have an old Ming Dynasty vase.

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MAN: Yes, I do but it's not mine. Er-it belongs to my family. YOU: Hmm. May I have a look at it? MAN: Why, yes, of course. Please come in. Right this way. Here it is. YOU: It's quite beautiful. MAN: Yes, it is, isn't it? It's been with our family for a long time. YOU: Mr. Zhang, I'm sorry to tell you this but I'm quite certain this is a cultural relic. MAN: Oh, how can you be sure? YOU: It is just like the one described in a report I got.

MAN: What report? YOU: A report about a relic that is missing from a museum. MAN: I haven't heard about that. YOU: Perhaps not. You say this relic has been in your family a long time? MAN: Well, actually, one of my cousins gave it to us. YOU: When was that? MAN: Last year around the time of the Mid-Autumn Festival. YOU: I'm sorry to say this but I believe this is the relic the museum has lost. Step 3. Pre-reading Purpose: To get Ss to form a responsible attitude towards cultural relics.

The Great Wall

The Leshan Giant Buddha

Mausoleum of the first Win Emperor and the Terracotta Warriors

1. The above pictures are some of the 30 world cultural relics in China. Get Ss to know something about them. Ss can have a talk about them. ◆

Mount Taishan(泰山), listed as world cultural and natural site in 1987.

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The Great Wall (长城), cultural site, 1987. ◆

The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (北京故宫、沈阳故宫), cultural site, 1987, 2004. ◆

The Mogao Caves (敦煌莫高窟), cultural site, 1987. ◆

The Mausoleum of the First Qin Emperor and the Terracotta Warriors (秦始皇陵及兵马俑坑), cultural site, 1987. ◆

The Peking Man Site at Zhoukoudian (周口店北京猿人遗址), cultural site, 1987. ◆

Mount Huangshan (黄山), cultural and natural site, 1990.

The Jiuzhaigou Valley Scenic and Historic Interest Area (九寨沟风景名胜区), national site, 1992. ◆

The Huanglong Scenic and Historic Interest Area (黄龙风景名胜区), natural site, 1992. ◆

The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区), natural site, 1992. ◆

The Mountain Resort and its Outlying Temples, Chengde (河北承德避暑山庄及周围寺庙), cultural site, 1994. ◆

The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (曲阜孔庙、孔府、孔林), cultural site, 1994. ◆

The Ancient Building Complex in the Wudang Mountains (武当山古建筑群), cultural site, 1994. ◆

Historic Ensemble of the Potala Palace, Lhasa (西藏布达拉宫

), cultural site, 1994. ◆

The Lushan National Park (庐山), cultural site, 1996. ◆

Mount Emei and the Leshan Giant Buddha Scenic Area (峨眉山--乐山大佛风景名胜区), cultural and natural site, 1996. ◆

The Ancient City of Pingyao (平遥古城), cultural site, 1997. ◆

The Classical Gandens of Suzhou (苏州园林), cultural site, 1997. ◆

The Old Town of Lijinag (丽江古城), cultural site, 1997. ◆

The Summer Palace (颐和园), cultural site, 1998. ◆

The Temple of Heaven: an Imperial Sacrificial Altar in Beijing(天坛),cultural site, 1998. ◆

Dazu Rock Carvings (大足石刻), cultural site, 1999. ◆

Mount Wuyi(武夷山), cultural and natural site, 1999. ◆

Mount Qincheng and the Dujiangyan Irrigation System (青城山—都江堰), cultural site, 2000. ◆

Ancient Villages in Southern Anhui-Xidi and Hongcun (安徽古村落—西递、宏村), cultural site, 2000. ◆

Longmen Grottoes (龙门石窟), cultural site, 2000. ◆

Imperial tombs of the Ming and Qing Dynasties (明清皇家陵寝), cultural site, 2000. ◆

Yungang Grottoes (云冈石窟), cultural site, 2001. ◆

Three Parallel Rivers of Yunan Protected Areas (三江并流), 2003. ◆

Capital cities and Tombs of the Ancient Koguryo Kingdom (高句丽的王城、王陵和贵

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族墓葬), cultural site, 2004.

2. After Ss talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can. (1)

Think of a cultural relic you know about. How would you feel if it got lost? Why? (2)

If you find a cultural relic, what will you do with it. Step 4.

Reading Purpose: To let Ss know about what happened to the Amber Room.

1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence. 2. Skim the text to get the key words and general idea of each paragraph. 1st paragraph 3rd paragraph 4th paragraph 5th paragraph

2nd paragraph

Suggested answers:

1st paragraph The introduction about the Amber Room: design, color, shape, material 2nd paragraph The present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd paragraph 4th paragraph The relocating of the Amber Room in Catherir II times: moved into Summer Palace, more added to its design The missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were carried by train to a German city, Nobody knew it from then on The rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg 5th paragraph

3. Get Ss to tell the characteristics of the passage, such as the type of writing, and the tense.

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Suggested answers:

This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense. 4. Read the text again to complete the table, which lists all the numbers in the text. NUMBER 1716 1770 1941 2003 600 2 2 100,000 27 300th

THINGS ABOUT THE NUMBER

Suggested answers:

NUMBER 1716 1770 1941 2003 55 600 2 2 100,000 27 300th THINGS ABOUT THE NUMBER Fredric William gave the Amber Room to Peter the Great as a gift. Catherine II had completed the adding to the Amber Room. The Nazi German army stole the Amber Room. The rebuilding of the Amber Room was completed. The number of soldiers given to the king of Russia in return The number of the candles lighting the Amber Room The two countries: German and Russia In tow days the Amber Room was removed to a German city. The Amber Room was dismantled into 100,000 pieces. 27 wooden boxes used to contain the pieces of the Amber Room the newly rebuilt Amber Room ready for the 300the birthday of St Petersburg city 7000 Tons The total weight of the ambers used to make the room Step 5.

Comprehending Purpose: To check whether Ss have understood the text. 1. Get Ss to finish Ex1 (P2) and Ex2 (P2).

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Suggested answers:

Ex1: 1. C

2. E

3.B

4.D

5.A

6.F Ex2:

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 wonders of the world? Paragraph 4:How did the Amber Room get lost? Paragraph 5:How was a new Amber Room built? 2. Get Ss to complete the following form, according to the text. Type of writing

Main idea of the

passage General idea of

1st paragraph General idea of

2nd paragraph General idea of

3rd paragraph General idea of

4th paragraph General idea of

5th paragraph Suggested answers:

Type of writing Narrative writing. Main idea of the passage the history of the Amber Room General idea of 1st the simple description of the Amber Room paragraph General idea of 2nd the present, sent to the Czar paragraph General idea of 3rd the detail, adding and relocating of the Amber Room paragraph General idea of 4th the stolen of the Amber Room in World War II paragraph General idea of 5th the rebuilding of the Amber Room paragraph 3. Show Ss the structure of the text so that they can have a better understanding of the text.

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the Amber Room: the best and biggest work of country's best Prussian artists Para. 1

In 1770, the Amber Room redecorated by Catherine II Para. 3

In 1716, the Amber

Room given to the Czar as a gift Para. 2

In 1941 the Amber Room stolen by the Nazi German army Para. 4

the old missing Amber Room being searched for; a new Amber Room having been built Para. 5

Step 6. Language points

Group work Divide Ss into four groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences.

1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了很多吨琥珀。

which was given this name... 为非限制性定语从句。非限制性定语从句,在修饰物时用who, whom, whose。非限制性定语从句和它的先行词之间只有松散的关系,往往是对先行词作补充说明,这种从句在朗读时有停顿,在文字中通常有逗号与主句隔开。

The chairman, who spoke first, sat on my right. 最先发言的主席坐在我的右边。

The speech, which bored everyone, went on and on. 那使大家厌烦的演讲一直在继续着。

关系副词where和when也能引导非限制性定语从句。

On April 1 they flew to Beijing, where they stayed several days. 四月一日他们飞到北京,在那里呆了几天。

I'm seeing the manager tomorrow, when he will be back from New York. 我明天要去见经理,他明天要从纽约回来。

另外,由which引导的非限制性定语从句,有时候修饰整个句子,或句子中的某个部分。

They have invited us to visit their country, which is very kind of them. 他们非常友好地邀

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请我们去访问他们的国家。

Usually they take a walk after supper, which does them a lot of good. 通常他们晚饭后去散散步,这么做对他们很有好处。

2. The design for the room was of the fancy style popular in those days. 屋子的设计是当时流行的极富艺术表现力的建筑式样。

of the fancy style... 在句子中用作表语,"be + of + 名词(词组)",表示主语的某种形状或特征。

I am pleased to have been of help to you. 我很高兴我对你有帮助。

All of the boys in the class are of the same age.这个班上的男生年龄都一样。

类似的用法还有:of different sizes, of great importance, of no use, of little value等。

popular in those days 是形容词短语修饰the fancy style。凡是可充当表语的形容词组,做定语时通常都可后置。

They have a house larger than yours. 他们的房子比你的大。

The boys easiest to teach are in my class.我班上的男生最好教了。

这类后置的定语在意义上相当于定语从句。

a house larger than yours = a house which is larger than yours

the boys easiest to teach = the boys who are easiest to teach 3. In 1770, the room was completed the way she wanted it. 1770年,这间琥珀屋按照她的要求完成了。

the way she wanted 是方式状语从句,the way 的用法与连词相同,后面常常带that.

I was never allowed to do things the way I wanted. 人家从来就不允许我按照自己的想法去做事情。

另外,in a way, in the way也有类似的用法。

He was looking at her in a way that surprised her. 他看着她的样子让她很惊讶。

We have to make it work in the way that they want it to. 我们必须按照他们的想法把事情办好。

4. 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. 毫无疑问,

这些箱子后来被装上火车运往哥尼斯堡,当时它是波罗的海边的一个德国城市。

that the boxes were then put on ...

是同位语从句,

表示与之同位的no doubt 的实际内容。

They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实:最近的加油站还在30公里外。

The doctors came to the conclusion that the patient was suffering from cancer. 医生们做出了诊断结果:病人身患癌症。

此类从句通常用that来引导,随着与其同位的名词不同,

也可由when, where, whether, how等来引出。

I have no idea when he will return. 我不知道他何时回来。

Periods 3&4

Learning about Language

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Teaching Goals: 1. To learn about the restrictive and non-restrictive attributive clause 2. To learn how to use some useful words and expressions. 3. To learn how to use some useful structures Teaching Procedures: Step 1. Warming Up Ask Ss to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4).

Suggested Answers:

Ex1: 1.select

2. rare

3. reception

4. amaze

5. less than

6. wooden

7. in search of 8. survive

9. remove

10. artist

11.former

12.at war Ex2:

dynasties

style

amazing

jewels

designed

decorated

fancy

rare

doubt

worth Ex3:

A.3

B.2

C. 3

D.1 Step 2. Learning about the attributive clause 1. Show Ss the definition of an adjective clause (attributive clause). An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples: Adjective:

the red coat Adjective clause:

the coat which I bought yesterday

Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat”. Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m),”

“that”, or “which”. In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing. Informal:

The books people read were mainly religious. Formal:

The books that people read were mainly religious. Informal

Some firefighters never meet the people they save. Formal

Some firefighters never meet the people whom they save. More examples of adjective clauses:

The meat which they ate was tainted.

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They're talking about the movie which made him cry.

They are searching for the student who borrowed the book.

Did I tell you about the author whom I met? 2. Get Ss to tell whether the following pairs of sentences mean the same thing. (1) My uncle, who lives in London, is very rich.

My uncle who lives in London is very rich. (2) The policies, which were unpopular, were rejected by the voters.

The policies which were unpopular were rejected by the voters. (3) My niece, whose husband is out of work, will inherit the house, which I have always treasured.

My niece whose husband is out of work will inherit the house, which I have always treasured. Suggested answers:

The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas(1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either 'that' or 'which', whereas for human referents the relative pronoun can be either 'who/m' or 'that' ( the man that/whom I will marry ...)

3. Let Ss select one answer from the choices provided after each sentence. (1) As many children ___ came were given some cakes.

A. that

B. as

C. who

D. whom (2) The visitors saw rows of houses the roofs _____ are red.

A. on which

B. of which

C. where

D. that (3) I usually take a nap after lunch, ______ is my habit.

A. which it

B. as it

C. as

D. that (4) Please tell me the way _____ you did the job.

A. how

B. where

C. which

D. in which (5) Is this museum ____ some German friends visited the day before yesterday?

A. the one

B. which

C. that

D. where (6) The farmer uses wood to build a house ____ to store grain.

A. in which

B. where

C. that

D. with which (7) I shall never forget the years _____ I spent in the country with the farmers, ____ has a great effect on my life.

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A. when; which

B. that; which

C. when; that

D. which; that (8) Little has been done ____ is helpful to our work.

A. that

B. what

C. which

D. all that (9) Perhaps this is the only market ____ you can get such cheap goods.

A. that

B. of which

C. by which

D. where (10) We'll put off the outing until next week, ____ we won't be so busy.

A. when

B. which

C. at which

D. in that Suggested Answers:

(1) B

(2) B

(3) C

(4) D

(5) A

(6) A

(7) B

(8) A

(9) D

(10)A 4. Ask Ss to finish Ex3 (P4) and Ex4(P4) Suggested Answers:

Ex3: 1.Here are the farmers who discovered the underground city last month. 2. Hangzhou is famous city in China, where many people come to buy tea. 3.I don’t know the reason why she got so angry. 4. The

old

man, whom you are talking to, saw some Germans taking apart the Amber Room and removing it. 5.The woman remembered the day when she saw Nazis burying something near her home. 6.St Petersburg is a very beautiful city, which was once called Leningrad. 7.I remember the soldier who told me

not to tell anyone what I had seen. 8.The soldiers moved the boxes to a mine, where they wanted to hide them. 9.Xi’an is one of the few cities whose city walls remain as good as before. 10.Shanxi Province is a place whose/where cultural relics are well looked after. Ex4: 1.

whose daughter studies in a key university 2.

who discovered the Terracotta Warriors 3.

which was decorated with valuable jewels 4.

where she can learn about former dynasties 5.

which was drawn by a famous artist in the Tang Dynasty 6.

which is very beautiful 7.

when we get together to celebrate

8.

that I can’t remember 9.

which is known for its its good food 10.

when the weather was warm and sunny Periods 5

Using language

Teaching Goals:

1. To learn to tell facts from opinions. 2. To write a reply letter.

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3. To learn to talk about cultural relics. Teaching Procedures: Step 1 Warming up Purpose: To get Ss to know the difference between a fact and an opinion. 1. Definition

A fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved. 2. Read the passage (P5) and answer the following questions: (1) If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first? (2) What makes a judge decide which eyewitness he can believe and which not? Suggested Answers:

(1) Searching for facts. The more, the better. (2) The evidences offered by the eyewitnesses. Step 2 Guided reading 1. Read the passage and define what evidence is. 2. Read the passage and translate each paragraph into Chinese. 3. Read and underline all the useful expressions or collocations in the part. Suggested Answers:

Collocation from Using Language on page 5 in a trial, rather than, more than, to tell the truth, agree with, It can be proved that ..., no reason to, a reply to, think highly of, search for, return…to…

Step 3. Note taking Listen to the tape and fill in the forms (P5).

As we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Get Ss to share their forms and tell what are facts and what are opinions in the three forms. Step 4 Speaking

Purpose: 1. To learn how to ask for or give opinions.

2. To learn how to write a letter of suggestions. 1. Group work (1) We often use some expressions to ask for opinions. What are they? What do you think of ...? Do you believe ... ? How can you be sure of ...? How do you know that? (2) We often use some expressions to give opinions. What are they?

I think ... I don't think ...

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I don't agree that ... I suppose that ...

Suggested Answers:

Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.

Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.

Hans Braun is also less believable, because somebody has asked him for help.

2. Individual work (1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions. ①

What's Johann’s opinion about the Amber Room? ②

Do you agree with Johann? Step 5. Debate Divide Ss into two groups and organize a debate. Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote. ①

When you write your letter, you may choose to agree or not agree with the writer. ②

You must give a reason why you agree or don't agree with the writer. ③

Be sure to give an example from your own life so that the reader can better understand your opinion. Step 6 Writing

Write a report on your debate according to the demand of part 4 of P7. Step 6. Homework Finish the exercises in the workbook so as to consolidate what has been learned.

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