人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计

这是一份人教版 (新课标)必修1&2Unit 1 Cultural relics教学设计，共8页。
(By PwerPint)
Teaching Aims:
1. T learn the knwledge f the cultural relics.
2. Discuss hw t prtect ur cultural relics.
3. T learn the fllwing wrds r phrases:
cultural relics, survive, remain, rare, belng t
Teaching Design
Step One: Presentatin
(By shwing them sme phts f sme famus cultural relics.)
Hell, everybdy, let’s lk at the screen. I’ll present yur sme pictures. They are all very famus places in China r in the wrld. Please think these ver:
Can yu name them ut?
Wh have the right t wn and cnfirm them?
(The shwn pictures: ①The Great Wall, ②The Imperial Palace f the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausleum f the First Qin Emper and the Terractta Warrirs)
Let the students name ut the famus places in the pictures, and tell them they are cultural relics. And explain what cultural relics are.
a cultural relic is sth that survived fr a lng time
a cultural relic may be a part f ld thing has remained when the rest f it had been destryed
r a cultural relic is smething rather rare
（while shwing these phts, teach the new wrds in red: cultural relics, survive, remain, rare）
1. Get the students understand the identity f the cultural relics.
2. Let the students try t knw that they are at least tw sites f cultural relics, the natural site; and the cultural site.
( By shwing the pictures f sme natural sites relics. Eg: Munt Huashan, The JiuZhaiGu Valley, River Li )
Step Tw: Drills
Let the students make sme mre examples f cultural relics, including the nes inside ur cuntry r in ther cuntries, especially the nes in ur lcatin.
Here are sme pssible answers frm the students:
(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinsaur Park(河源恐龙公园); Yuanmingyuan(圆明园), etc.)
(The Sydney Opera; The white Huse; The Big Ben; The Amber Rm, etc.)
Step Three: Discussing 1
As we all knw that cultural relics are rather valuable, rare, and smetimes, it is in very high price.
1.Then can yu tell the value f the cultural relic?(Have the students discussed fr sme time in teams, then get their answers by expressing in class.)
(There will be a lt f pssible answers. Eg: Frm the cultural relics we can knw what peple did in the past, and we can knw the cultures at that time, and maybe we can knw the technlgy f making them…)
2. Hw t prtect the cultural relics? (The same as Questin 1)
(There will be a lt f pssible answers. Eg: Having the idea f prtecting ur cultural relics; dn’t damage them; use them in a right way…..)
Step Fur: Discussing 2
1. If yu find a cultural relic, what will yu d with it?
2. D yu think t whm the cultural relics belng?
(All cultural relics belng t all peple and whle sciety.)
Have the students t discuss the first questin fr abut tw r three minutes, then shw the answer fr their team. Then the same way fr Questin 2.
(While discussing, teach the new phrase in red)
The Secnd Perid
(Reading part, 2-3 classes)
(By Pwerpint)
Teaching Aims:
1. Reading and understanding, catching the histry and infrmatin f the Amber Rm.
2. Functinal item, hw t tell the stry abut the Amber Rm
3. Grammar pint: The Attributive Clause
4. Learning the fllwing useful wrds and phrases:
in search f, fancy, style, jewel, in return, receptin, light, mirrr, wnder, at war, remve, furniture, secretly, wden, dubt, remain, mystery, apart, take apart
Teaching Design
Step One: Presentatin
Last perid, we talk abut the cultural relics at hme and abrad, such as The Great Wall, The Imperial Palace f the Ming and Qing Dynasties in Beijing and Shenyang; The Mausleum f the First Qin Emper and the Terractta Warrirs The Sydney Opera; The white Huse; The Big Ben; The Amber Rm (which we have learnt last perid)
Then, we will g the Amber Rm, shwing them the pictures f it.
D yu knw the histry f the Amber Rm, and d yu knw where the Amber Rm is nw?
(The Amber Rm is a rm built by lts f ambers. It was a gift given t Peter the Great, the King f Russia, by the King f Prussia, Frederick William I. It was given the name because almst seven thusand tns f natural ambers were used t make it. But during Wrld WarⅡ in 1941, the Nazi German army secretly stle the Amber Rm and sent bxes f the Amber Rm n a train t a German City. After that, what really happened t the Amber Rm remains a mystery.)
Step Tw: Reading 1 (Listening, reading and understanding)
1. Nw please listen t the tape f the text IN SEARCH OF THE AMBER ROOM. And then read alud. Pay attentin t the prnunciatin f each wrd and the pauses within each sentence.
2. After reading the text, please cmplete the exercises f Cmprehending.
①Keys t Ex1 BDBAC
②The suggested answers t the Ex2 NS, S, S, NS, NS
3. Detailed Reading
Read the text again and answer the fllwing questins:
What was given t the Russian peple as a great gift by Frederick WilliamⅠ,the King f Prussia?
(The Amber Rm was given t the Russian peple as a great gift by Frederick WilliamⅠ,the King f Prussia )
Why it is called the Amber Rm and hw many tns f amber were used t make the Amber Rm?
(Because it was made f seven thusand tns f amber, which has a beautiful yellw brwn clr)
What did CatherineⅡ d with the Amber Rm?
(She had the Amber Rm mved t the palace utside St Petersburg and transfrmed it.)
④. What happen t the Amber Rm during Wrld WarⅡ?
(It was stlen by the Nazi and it was taken apart and missing in Wrld WarⅡ)
Step Three: Intensive Reading
Skimming and identifying the general idea f each paragraph
Nw please read the text again and try t catch the main idea f each paragraph. After abut five minutes reading, have sme students speak fr their teams.
1st paragraph: the intrductin f the Amber Rm
(The Amber Rm had a strange histry and smething abut its design, clr, shape and material.)
2nd paragraph: the gift t the Czar
(the histry f the Amber Rm and its use in Russia—the Czar’s winter palace and a small receptin hall fr imprtant visitrs.)
3rd paragraph: the relcatin f the Amber Rm in CatherineⅡ time
(CatherineⅡ had the Amber Rm mved t the palace utside St Petersburg tld the artists t add mre details t it.)
4th paragraph: the missing f the Amber Rm
(the German Nazi stle the Amber Rm secretly during the Wrld WarⅡ,and what really happen t the Amber Rm remain a mystery)
5th paragraph: the rebuilding f the Amber Rm
(Russia and Germany have built a new Amber Rm fr the 300th birthday f St Petersburg.)
Step Fur: Discussing
Clsing dwn by having a discussin
Can yu imagine the fate f the Amber Rm? What is it?
D yu think if it is wrthwhile t reprduce the Amber Rm? Why?
Have the students discussed ne questin by ne questin fr sme time, and then shw their views fr their teams. There may lts f pssible answers.
Keys fr reference:
A: I have n idea abut the fate f the Amber Rm. Because anything can happen t it. Maybe it was destryed at war in the fighting fire. Yu see, ambers can be melted easily. Maybe it was kept secretly by smebdy wh had died withut telling abut it t anyne else. S maybe it is lying smewhere quietly.
B: I think it is wrthwhile t reprduce the Amber Rm. Because it represents the culture and a perid f histry in St Petersburg. It is a trace and feature surviving frm a past age and serving t remind peple f a lst time.
Step Five: New wrds teaching
Read the reading part paragraph by paragraph again and pick up the key wrds and phrases by themselves, let the students try t explain the meaning and usage.
Especially pay attentin t the wrds and phrases underlined.
Step Six: Grammar pints in this text
Let the students try t find ut the Attributive clause in warming up and the reading part.
1. A cultural relic is smething that has survived fr a lng time.
2. It is yur jb t lk int any reprts f cultural relics that have been fund in China.
3. Yu are sent t a small twn where yu find a relic that was stlen frm a palace.
4. The man wh has it insists that it belngs t his family.
5.This gift was the Amber Rm, which was given this name because almst seven thusand tns f amber were used t make it.
6. Later, CatherineⅡhad the Amber Rm mved t the palace utside St Petersburg where she spent her summers.
7. In 1770, the rm was cmpleted the way she wanted it.
8. This was a time when the tw cuntries were at war.
Have the students judge whether they are the same as thse we had learnt befre. Especially the 5th ne. This will be the hmewrk after class.
The Third Perid
(Learning abut Language, 1-2 classes)
Teaching Aims:
T learn sme useful wrds and expressins
T learn sme useful structures
T learn the Restrictive and Nn—Restrictive Attributive Clause
Teaching Imprtant Pint
Learn hw t use the Attributive Clause with that/which/wh/where/when
Teaching Difficult Pint:
⑴. Hw t tell the Attributive Clause with that/which/wh/where/when frm ther clauses.
⑵. Learn the differences between the Restrictive and Nn—Restrictive Attributive Clause
Teaching Design
Step One: Retelling (Can be chsen)
Retell the stry f the Amber Rm in their wn wrds.
Step Tw: Exercising 1 (Exercise 1 &2 n Page 3)
⑴. Cmplete Exercise One in Learning abut Language n Page3. Asking and answering activity t check the students’ answers f the exercises; individual, pair f grup wrk r finish each task.
Here are the keys t Ex1:
gift(present), tn, stne, heat, design, fancy, style, jewel, in return, receptin, light(lit), mirrr, wnder, at war, remve, furniture, wden(wd), dubt, remain,
rare
vase
in return
in search f
belng t
heat
remain
gift
dubt
remve
⑵. Lk, think and cmpare
Read ver the materials in Ex2 carefully and try t find ut the different meanings and usages f the phrase belng t, and try t match the meaning with the given sentences.
Step Three: Exercising 2 (Exercise 3 n Page4)
Try t cmplete Exercise 3 n Page4.
The prepsitin at smetimes indicates a state, cnditin r cntinuus activity. Lk at the sentences f Ex.3 and try t express each f them in anther way in teams.
After several minutes, having sme shw their answers.
And have the students find ther similar structure:
(at ffice, at schl; etc)
Step Fur: Grammar pint (the Attributive clause)
. Discvering useful structures (n Page 4)
Let the students try t find ut the Attributive clause in warming up and the reading part.
1. A cultural relic is smething that has survived fr a lng time.
2. It is yur jb t lk int any reprts f cultural relics that have been fund in China.
3. Yu are sent t a small twn where yu find a relic that was stlen frm a palace.
4. The man wh has it insists that it belngs t his family.
5.This gift was the Amber Rm, which was given this name because almst seven thusand tns f amber were used t make it.
6. Later, CatherineⅡhad the Amber Rm mved t the palace utside St Petersburg where she spent her summers.
7. In 1770, the rm was cmpleted the way she wanted it.
8. This was a time when the tw cuntries were at war.
Explain sme f them, lk at the fifth sentence carefully. Get the students t tell the differences frm the thers.
While the ther sentences have the Restrictive Attributive Clauses.
●非限制性定语从句的用法：
1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。
2．这一类主从句之间往往用逗号分开，翻译成汉语时可单独翻译为一句。
3．非限制性定语从句所修饰的先行项，如果是物或是事，关系代词只能用which，不能用that, 作宾语时也不能省略。
4．有时非限制性定语从句所修饰的不是前面的某个词，而是代表整个主句所讲的内容。
Tm’s father, wh is ver sixty, still wrks hard day and night.
All the cpies f Sister Carrie, which he recmmended t the students, have been lent ut.
I met Mr Smith yesterday, whse daughter wants t learn Chinese.
We have anther visit t Shaxing, where LuXun was brn.
She cmes frm Beijing, which can be tld frm her accent.
(这里关系代词which指的不是某个词，而是代表整个主句所讲的内容)
⑵ Exercises f Attributive Clause
(the file f the Ex f Attributive Clause)
Step Five: Hmewrk
1. Hmewrk n Page42 Ex1 (key wrds)
2. Translatin n Page43 Ex 3
3. Exercises f Attributive Clause
The Furth Perid
(Using Language, 1 class, ral practice)
Teaching Aims:
T learn t tell facts frm pinins
T write a reply letter
T listen and speak abut cultural relics
Teaching Design
Step One: Hmewrk Checking
Check the hmewrk f the Attributive Clause
Step Tw: Talking (facts and pinins)
⑴ Mrning, class, we always say, “We must respect facts and can’t whlly depend n ne’s pinins.” But can yu tell me:
What des it mean when say, “It is a fact”?
What des it mean when yu say, “It is an pinin”?
Keys fr reference:
A: A fact must be real, bjective and withut any persnal judgment. S it can be prved.
B: An pinin always expresses ne’s wn ideas. It is always subjunctive. S it has nt been prved yet.
⑵ Warming up by questining
Turn t Page 5. Read the passage and tell us:
If yu want t g in fr law against smebdy, and if yu want t win, what’s the mst imprtant thing yu shuld d first?
What makes a judge decide which eyewitnesses t believe and which nt t believe?
Keys fr reference:
Searching fr facts f curse. The mre, the better.
The evidences ffered by the eyewitnesses make the judge decide which ne is believable and which is nt.
⑶ Guided reading
Reading and defining
Read the passage and define:
What is a fact?
What is an pinin?
What is an evidence?
Reading and translating
Read the passage and translate in int Chinese paragraph by paragraph.
(Ask smene t d it.)
Reading and understanding
Next yu are t read and underline all the useful expressins r cllcatins in the part. Cpy them int yur hmewrk after class as hmewrk.
Step Three: Listening 1
Nw, this unit we learn that the Amber Rm is missing, and as we knw, peple never stpped searching fr the Amber Rm. This time we’ll listen t what three peple say they knw abut the missing Amber Rm. Befre we listen t them, I’ll present sme related new wrds t yu t help yu understand them easily. Please lk at them and read them.
Lk at the frms, and discuss the frms, What are facts? (What they heard, saw and did are facts)
What are pinins? (What they believed are pinins)
Then play the tape, get them listen twice t catch the useful infrmatin and fill in the blanks with the infrmatin.
Step Fur: Listening 2 (listen practice )
Page 41 Ex Bk, listening,
On Page 44 Ex Bk, listening,
Step Five: Writing
On Page 7, Student Bk, writing practice, reply t Jhann’s letter.
Keys:
t be the prperty f; The cat belngs t me.
t be a part f, be cnnected with; That tp belngs t this desk.
t be a member f; He belngs t a large family.
Suggest answers:
This was a time when the tw cuntries were fighting against each ther. (at war)
She was wrking in the garden all this mrning. (at wrk)
Children wh are playing ften make a lt f nise.(at play)
When we called, the family were having dinner. (at dinner)
What are they ding nw? They are having their meal.(at meal)
There is a cmma befre the relative prnun which.
And this is a Nn-Restrictive Attributive clause.
The relative clause carries extra infrmatin that is nt necessary t identify the persn r thing being discussed.
Cllcatin frm Using Language n Page 5
in a trial, rather than, …mre than…, t tell the truth, agree with(t), It can be prved that…, n reasn t lie, a reply t a letter, think highly f, search fr, return the treasure t, cst them a lt f time and mney
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