Unit 1 cultural relics
一. 教学内容分析
本单元的话题是“文化遗产”,旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源,发展历程和保护等方面的情况;复习并掌握定语从句，能在英语口语交际过程中判断别人给出的观点，并给出自己的依据，能以书信的格式就如何保护和处理文化遗产给出自己的观点。
“热身”（Warming Up）部分首先让学生对文物的定义有所了解，然后通过让学生假设自己是文物保护办公室的工作人员去调查一件被盗的文物，启发学生思考关于文化遗产的 归属问题，激发学生的文化遗产保护意识。
“读前”（Pre-reading）部分的两个问题则进一步考查学生对待文化遗产的态度。
“阅读”（Reading）部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
本单元的新词汇较多，因此，“语言学习”（玉镯鉴定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份量的练习，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。
“语言运用”（Using Language）部分的Reading, listening and writing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，对学生进行听力的训练，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Speaking and writing则继续围绕上面的话题，让学生交流听力内容，并根据所听到的内容写出文字材料。最后，编者又把教材的内容向深处推动，Reading and writing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。
“总结”(Summing up)从四个角度：有用的动词，动词短语，其他的表达和新句型结构总结本单元内容，并复习所学的有关文化遗产方面的知识。
二. 单元教学目标
1. 通过阅读和交流了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识。
2. 在学会区别事实与观点的基础上锻炼思维分析和表达能力。
3. 以阅读单元主题相关文章为基础, 掌握限制性与非限制性定语从句的用法，理解两者的区别。
4. 在以话题设置的任务中用英语表达自己的看法或征求别人的看法。
5. 以滚动的形式学习掌握本单元的词汇。
三. 备课原则
立足于新课程标准, 基于最新的外语教学理念, 围绕中心话题, 设置开放性的任务, 开展语言知识和语言技能的学习, 培养良好的情感态度及学习策略.帮助学生通过观察,发现,体验,咸鸭蛋怎么吃探究的方式发挥自己的学习潜能,充分有效地运用各种资源,形成具有个性的学习方法.
四.教学评价与手段
在教学过程中建立开放和宽松的评价氛围奥氮平的副作用, 既要关注结果,又要注重过程, 是形成性评价与终结性评价的有机结合.对学生日常学习过程做出合适的非测试性评价(如附表),能让教师更多演讲比赛背景
更好地了解自己的学生,也可以让学生体会到成功的喜悦.
五消防安全图分外拼音.课时安排.
Periods 1& 2 Warming up, Reading ,Comprehending and Writing
Period 3 Learning about Language
Period 4 Using Language
Period 5 Summing Up, Learning Tip and Checking Yourlf
Periods 1& 2 Warming up, Reading and Writing
Teaching aims and demands:
1. To learn the knowledge of cultural relics.
2. To discuss how to protect cultural relics.
3. To train the Ss’ reading ability, get to know the Amber Room in detail.
Teaching procedures:
Step I Warming Up
1. Lead students to understand what a cultural relic is by prenting pictures of well-known cultural relics and communicating related information.
The Great Wall (place, time, importance)
The Forbidden City (place, time, importance)
The Potala Palace (place, time, importance)
The Great Pyramid of Khufu …
2. Prent the definition of a cultural relic and get students to better understand what it is by talking about its characteristics.
Qs: 1) what is a cultural relic?(the definition of a cultural relic in the textbook)
2) According to the definition, what characteristics does a cultural relic have? (old, precious, valuable, rare, mysterious …)
3) Can you recognize any other cultural relics? Do you have any in your family?
Task 1 ---- (pair work)
Imagine that you work for the state office of cultural relics. It’s your job to look into any reports of cultural relics that have been found in China. You are nt to a small town where you find a relic that was stolen from a palace. It’s a rare Ming Dynasty va. The man who has it insists that it belongs to his family. What will you say to him?
(provide some uful expressions for the students.)
• ---- Obviously the va doesn’t belong to …
• I think you ought to….
• In my opinion it’s your duty to …
• In a way, a cultural relic doesn’t belong to a single person; it belongs to …
• …
A cultural relic usually bears a specific period of history and a story of its own. It’s meaningful and great fun to explore the world of cultural relics.
济宁坏孩子Step II Reading
1. Have you ever heard about the “Eighth wonder of the world”? (the Amber Room)
Show a picture of amber and rai Qs:
1) What kind of material is amber?
2) What is it commonly ud for?
3) Can you imagine a room made of amber? (picture of the Amber Room)
2. Read Para 1 to find detailed information about the Amber Room and fill in the chart.
colour | yellow-brown |
birthplace | Prussia |
birthday | earlier than the time of Frederick William I |
design | of the fancy style popular in tho days |
material | ven thousand tons of amber; gold and jewels |
How long to complete it | 除法的验算It took a team of thecountry’s best artists tenyears to make it. |
| |
3. Judging from the title, what do you think happened to the Amber room? What questions can you rai?
Who stole it?
Has it been found?
When did it get lost?
…
4. Skimming
