英語 新人教版必修2 Unit1 《Cultural relics》教案

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111 Unit 1 Cultural relics The unit planning The 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 couldn’t 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 mins Teaching important points 1. 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 clause 5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English. Teaching difficult points 1. 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 objectives 1. Topics: cultural relics’ protection and the famous cultural relics at home and abroad 2. 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 of 3. Functions: 1.) Asking for opinions What do you think of...? Do you believe...? How can you be sure of...? How do you know that? 2.) Giving opinions I think... I don't think... I don't agree that... I suppose that... 4. Grammar: the attributive clause 1.) the restrictive clause This was a time when the two countries were at war. 2.) the non-restrictive attributive clause This gift was the Amber Room, which was given this name because several tons of amber were used to make it. Teaching Methods 1. Audio-lingual Method 2. Communicative Approach 3. Pair work 4. Group work Teaching Aids 1. Multi-media 2. Pictures 3. Music 4. Video 課時(shí)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 structures The sixth period: Using Language The first period: Warming Up, Pre-reading Knowledge: 1.) some new words: cultural relics, rare, valuable, vase, dynasty, survive 2.) 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 points 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 Teaching difficult points: How to talk about cultural relics. Teaching methods 1. Audio-lingual Method 2. Communicative Approach 3. Pair work Teaching Aids 1. Multi-media 2. Pictures 3. Music 4. Video Procedures: Step1. Lead-in Show the pictures: a one yuan coin & the old coins Let 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 relics Step2. Warming up 1. "Let's travel together!" Show some pictures about cultural relics at home and abroad. 1.) Go abroad: a. the pyramids in Egypt b. the Big Ben in England 2.) In China a.周口店北京猿人遺址 b.播放一段音樂 ：說唱臉譜 --- 京劇 （非物質(zhì)文化遺產(chǎn)） 在今年11月剛申遺成功的另一項(xiàng)目：活字印刷術(shù) 播放當(dāng)天新聞，他被列為2010急需保護(hù)的非物質(zhì)文化遺產(chǎn)，所以提醒大家注意對文化遺產(chǎn)的保護(hù)。 3.) In Anhui Province a. Mount Huang b. Huangmei Opera 4.) In Fuyang City Fuyang paper cut 2．Show students more pictures--- the four pictures on P1 and introduce them in detail 1.) the Ming Dynasty Vase 2.) Taj Mahal 3.) ivory dragon boat 4.) Mogao Caves 3．Solve 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) 4．Because 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 relics Summarize 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 doesn't 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 ；罕見的 eg. a rare disease/bad weather He's 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，實(shí)屬罕見。 2.) valuable adj. worth a lot of money很值錢的;貴重的 eg. valuable jewellery This vase is a valuable cultural relic. 【辨析】 value n. 價(jià)值 valuable adj. = be of great value invaluable adj. = very valuable 極有用的；極寶貴的 valueless adj.沒有價(jià)值的 3.) survive vi. & vt. Vi. continue to live or exist.繼續(xù)生存或存在。 eg. Few survived after the flood. ☆survive from/on Many strange customs have survived from earlier times. 有許多古怪的習(xí)俗源遠(yuǎn)流長。 I can't survive on ￡30 a week. 我每周收入30英鎊難以活命。 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. 比某人長命。 eg. The old woman survived all her children. 【拓展】 survivor 幸存者；逃生者；殘存物 n. survival 幸存；殘存；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.突發(fā)事件：多媒體無法正常使用。要求教師在備課時(shí)多做準(zhǔn)備，隨機(jī)應(yīng)變。 2.注意課堂學(xué)習(xí)氣氛：鼓勵(lì)學(xué)生更積極討論，踴躍發(fā)言。 3.要注意時(shí)間分配 The second period: Reading, Comprehending Knowledge: 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 Aids 1. Multi-media 2. Pictures Procedures: 1. Introduce the two words: Skim VS Scan Skim： read something quickly in order to find a main point即快速閱讀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即快速閱讀以找到某一具體的信息 2. Skim & Match Read the passage fast to get the general idea of each Para. and do the match practice. Para. General Idea 1 the missing of the amber room 2 the relocating of the amber room in the Catherine II times 3 the present to the Czar 4 the introduction about the Amber Room 5 the rebuilding of the Amber Room 3. Scan & Practice 1.Read Para.1 to find detailed information about the Amber Room Colour: yellow-brown Birthplace: Prussia Design: in the fancy style popular in those days Material: several tons of amber; gold and jewels Time to complete it: It took a team of the country’s best artists ten years to make it. 2. Read Para.2-5 to get Information about the Num. NUMBER THINGS ABOUT THE NUMBER 1716 Fredric William gave the Amber Room to Peter the Great as a gift. 1770 Catherine II had completed the adding to the Amber Room. 2003 The 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 I C. Peter the Great D. Catherine II 2. 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 friends 3. The Amber Room was stolen by ___B___. A. Russian soldiers B. German soldiers C. People in Konigsberg D. People in St Petersburg 4. In 1941, the city of Konigsberg was in _A__. A. Germany B. Russia C. Sweden D. France 5. The Russians didn’t hide the Amber Room because ____C__. A. they were at war B. the couldn’t find a place C. the German soldiers arrived too soon D. no train could take it away 4.Do more exercise in Comprehending on Page2 5. Think What’s the style of the text? style: narrating order: chronological tense: the past tense. Homework: Retell the story. Preview the vocabulary. Reflection: 多與學(xué)生互動(dòng)，時(shí)刻注意學(xué)生反應(yīng)。 The third and forth period Learning about Language Knowledge: 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 country’s 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 Room 2.) 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-media Teaching 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 one’s search for n. & vt. & vi.尋找 區(qū)別 search, search for, in search of SENTENCE EXPLANATIONS 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. 【點(diǎn)撥】 ①本句結(jié)構(gòu)為：主語（Frederick William I）+ 謂語（could never have imagined） + 賓語 從句（that his greatest gift to the Russian people would have such an amazing history）。 ②that引導(dǎo)的賓語從句是一個(gè)簡單句。其結(jié)構(gòu)是：主語（his greatest gift to the Russian people）+謂語（would have） + 賓語（such an amazing history）。 ③句中的the King of Prussia是句子主語Frederick William I 的同位語。 could have done表示過去能夠做而實(shí)際未做，有惋惜、遺憾或委婉批評之意，或表示對過去動(dòng)作的推測 You could have done better, but you didn't try your best.你本可以做得更好，但是你沒有盡力而為。（表惋惜） This glass is broken. Someone could have dropped it.這個(gè)玻璃杯破了?？赡苁钦l把它掉在地上了。（表推測） amazing adj. 令人驚喜的 eg. an amazing achievement / discovery amaze vt. 使吃驚；驚訝 amazed adj. 吃驚的, 驚奇的 eg. He was amazed at what he heard. 【考題】Visitors were very _____ when they saw the _____ the Great Wall. A. amazed; amazing B. amazed; amazed C. amazing; amazing D. amazing; amazed select vt. 挑選；選擇 ☆select… as / for / from… eg. We select Betty as our monitor. Jim selected a team for the special task. Mary selected a diamond ring from the collection. selective adj.善于選擇的 selection n.選擇 design n. 設(shè)計(jì)；圖案；構(gòu)思 eg. I like the design of Fuwa . v. 設(shè)計(jì)；計(jì)劃；構(gòu)思 eg. Do you know who designed the beautiful Fuwa? fancy adj. decorative or brightly coloured；not ordinary別致的，裝飾花哨的；奇特的 eg. fancy dress 化妝服 fancy birds 珍禽異鳥 vt. have a liking for；wish for想象；設(shè)想；愛好 eg. What do you fancy for dinner? ☆ fancy (sb.) doing sth. eg. Fancy her saying a thing like that! 想不到她竟然說出這樣的話來！ style n.風(fēng)格；風(fēng)度；類型 ☆in … style / in the style of 以…的風(fēng)格 eg. He bought a painting in the style of Vincent Van Gogh. SENTENCE EXPLANATIONS 2. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make. 【點(diǎn)撥】 ①本句結(jié)構(gòu)為：主語（It） + 系動(dòng)詞（was） + 表語（a treasure）。 ②which took the country’s best artists about ten years to make是一個(gè)非限制性定語從句，用來修飾treasure。 ③decorated with gold and jewels是過去分詞短語，在句中作后置定語，修飾treasure。 belong to： 1. to be the property of 2. to be a part of 3. to be a member of eg. The bicycle belongs to Amy. This lid（蓋子） belongs to this bottle. What political party does he belong to? NOTE： belong to 不用于被動(dòng)語態(tài)，也不用于進(jìn)行時(shí)。 eg. 這幢公寓現(xiàn)在屬于我。 a. This apartment belongs to me. b. This apartment is belonged to me. c. This apartment is belonging to me. in return 回報(bào), 作為報(bào)酬 eg. He gave Molly a fancy dress in return. I bought Justin some books in return for his assistance. serve as 擔(dān)任；充當(dāng)；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，招待會，接收 eg. a reception room/ hall (接待室、廳） reception desk （旅館等的）接待處；柜臺 Our school gave a warm reception to the new headmaster. 這里的電視節(jié)目接受不太好。 The reception of TV programs is unsatisfactory here. had the Amber Room moved to是have sth. done的結(jié)構(gòu)，意思是“讓某物被...”。 eg. I had my bike repaired this morning. have sb. doing 讓某人一直做某事 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是方式狀語從句，the way的用法與連詞相同，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 EXPLANATIONS Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. 【點(diǎn)撥】 句中的although是一個(gè)連詞，引 導(dǎo)讓步狀語從句，表示“雖然、盡管”。如： Although my car is very old, I don’t want to buy a new one. 【拓展】 引導(dǎo)讓步狀語的連詞還有：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 處于戰(zhàn)爭狀態(tài)，在交戰(zhàn)中 eg. North Korea and South Korea were at war on Nov.23, 2010. at peace 處于和平狀態(tài) cold war 冷戰(zhàn) remove vt. 移動(dòng)；搬開；把...免職 eg. He removed several desks to another classroom. Daniel was removed from his position. SENTENCE EXPLANATIONS There is no doubt that the boxes were then put … 【點(diǎn)撥】 There is no doubt that … ……是毫無疑問的。 eg. There is no doubt that education is the foundation of all. There’s no need (for sth / sb) to do … 不必… There’s no question that …… ……是沒有問題的 doubt vt. 1. +名詞或代詞。 I doubt his word.我懷疑他的話。 They doubted him before.他們以前曾經(jīng)懷疑過他。 2. +賓語從句 （1）在否定句和疑問句中，doubt + that引導(dǎo)的賓語從句 I don’t doubt that he can finish the task on time. 我相信他能按時(shí)完成任務(wù)。 Do you doubt that she will succeed? 你懷疑她會成功嗎？ （2）在肯定句中，doubt + whether 或 if 引導(dǎo)的賓語從句。 I doubt whether they can swim across the river. 我懷疑他們能否游過河去。 He doubts if she will keep her word. 他不敢肯定她是否會遵守諾言。 remain 系動(dòng)詞，意思是“繼續(xù)或保持一種狀況或態(tài)度” ，后接 n. / adj. / 介詞短語等。 eg. My friend became a boss, but I remained a teacher. The fate of the Amber Room remained unknown. The problem remains to be discussed. worth prep. 值得的；相當(dāng)于…的價(jià)值 be worth doing sth 值得做某事。 The book is (well) worth reading. The book is well worth to be read.( ) n. 價(jià)值；作用 be of great worth 有價(jià)值 區(qū)別worth, worthy, worthwhile 復(fù)習(xí)歸納make常用詞組 be made to be made of be made from be made in be made up of Homework: Recite the new words and expressions. Finish the exercises on Page3 Learning about Language. Preview the grammar Reflection: 1. 要注意監(jiān)督學(xué)生多讀多背，有選擇性的多讓他們復(fù)述課文，既加深背景知識了解，又有助于學(xué)習(xí)語言知識。 2. 注意時(shí)間，提前5至10分鐘準(zhǔn)備收尾，不要拖堂。 The fifth period Discovering Useful Structures Knowledge： Have students know the differences between the restrictive attributive clause and the non- restrictive attributive clause. Ability: Have students do the exercise related to the\attributive clause. Teaching important points Have students know the non- restrictive attributive clause. Teaching difficult points Have students know the differences between the restrictive attributive clause and the non- restrictive attributive clause. Teaching Methods: Learning and Practicing Teaching Aids: The multi-media Procedures: Step1: Let’s Review What is an attributive clause？Can you give us some examples? 概念：在復(fù)合句中修飾名詞或代詞的句子，在句子中作定語。 eg. Harry Porter is a smart boy. Harry Porter is a boy who has magic power. 第一句話里，形容詞作定語。第二句話中，句子作定語，即定語從句。 分析第二句話，得出定語從句中關(guān)鍵成分：先行詞boy，關(guān)系詞who。 關(guān)系詞可分為兩類：關(guān)系代詞，如who, whom, whose, that, which和關(guān)系副詞where, when why。 即學(xué)即練： 指出關(guān)系代詞在定語從句中的成份。 1. The man who came to our school is Mr. Wang. 主語 2. The girl (whom) I met is Lucy. 賓語 3. A child whose parents are dead is called Tom. 定語 4. I like the book (which) you bought yesterday. 賓語 用適當(dāng)?shù)年P(guān)系詞填空。 ① I will never forget the day __________ I first met you. when I will never forget the day __________we spent together. （which，that） ② The house __________ we visited is being repaired now. （which，that） The house __________ Lu Xun once lived is being repaired now.