Unit 1 Cultural relics教学案.docx
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Unit1Culturalrelics教学案
Unit1Culturalrelics教学案
课
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Unit1culturalrelics教学案
Partone:
TeachingDesign(第一部分:
教学设计)
Period1:
AsamplelessonplanforReading
Aims:
Toreadaboutculturalrelics
TolearnaboutTheRestrictiveandNon-RestrictiveAttributiveclause
I.warmingup
warmingupbydefining
Goodmorning,class.ThisperiodwearegoingtoreadaboutINSEARcHoFTHEAmBERRoom.Beforeourreading,I’dliketoknow:
A.
whatkindofoldthingsareculturalrelics?
B.
Arealltheoldthingsculturalrelics?
c.
whatisthedefinitionandclassificationofculturalrelics?
D.
Towhomdoculturalrelicsbelong?
keysforreference:
A.culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.
B.No,notalltheoldobjectsareculturalrelics.
c.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.
D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.
warmingupbypresenting
Hi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover:
A.
canyounamethemout?
B.
whohavetherighttoconfirmandclassifythem?
keysforreference:
A.Theyareculturalsites:
TheGreatwall;TheImperialPalaceofthemingandQingDynastiesinBeijingandShenyang;ThemausoleumoftheFirstQinEmperorandtheTerracottawarriors;Themogaocave.Thesearenaturalsites:
ThejiuZhaiGouValleyScenicandHistoricInterestArea;TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:
mountTaishan;mountHuangshan;mountwuyi.
B.onlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.
warmingupbydiscussing
Now,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:
myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.canyouhelpustomakeadecision:
A:
whatshouldwedo?
B:
canwekeepitforourselvesorreportittothegovernment?
c:
Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?
keys:
ABcquestionscanbeansweredinallkindsofways.Theanswersareflexible.
II.Pre-reading
.Lookingandsaying
workinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory,suchasyuanmingyuanandtheAmberRoom.Pleaseguess:
A.
whatkindsofthingscanresultintheirdisappearing?
B.
whydotheycomeintobeingonceagain?
keysforreference:
A.maybewars,naturaldisasters,andtimehavedamagedordestroyedthem,gettingthemlostandchanged.manyofthemwereevenstolenandhiddenwhilenobodyknowswho,whereandhow.
B.Peoplegettoknowthese.Iftheserelicscouldnotbefoundagain,theywouldberebuiltbypeople.
2.Explainingandsharing
workingroupsoffour.Tellyourgroupmates:
A.
whatdoyouknowaboutthesubstanceof“amber”?
B.
whatdoyouknowabouttheculturalrelics“theAmberRoom”?
keysforreference:
Iamfromgroup2.Fromtheknowledgewegotfrombiologyandchemistry,weknow“amber”isasemi-preciousstoneusedinjewelryandartworld.Amberisreallythefossilformofresinfromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstocomplete.Treesinveryancientforestsproducedthisresin,whichslowlydroppedfromtreesandwasburied.Treesuseresintoprotectthemselvesfromdiseaseandharmcausedbyinsectsandfungi.
Iamfromgroup6.Fromtheinformationofhistorylegendsandnewsreports,weknowtheAmberRoomisaroombuiltbylotsofambers.ItwasagiftgiventoPetertheGreat,thekingofRussia,bythekingofPrussia,FrederickwilliamI.Itwasgiventhenamebecausealmostthousandtonsofnaturalamberswereusedtomakeit.Butduringthesecondworldwarin1941,theNaziGermanarmysecretlystoletheAmberRoomandsentboxesoftheAmberRoomonatraintoaGermancity.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.
III.Reading
.Readingaloudtotherecording
NowpleaselistenandreadaloudtotherecordingofthetextINSEARcHoFTHEAmBERRoom.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.
2.Skimmingandidentifyingthegeneralideaofeachparagraph
Nowpleaseskimthetexttogetthekeywordsandgeneralideaofeachparagraph.
stparagraph
theintroductionabouttheAmberRoom:
design,colour,shape,material
2ndparagraph
thepresenttotheczar:
apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor
3rdParagraph
therelocatingoftheAmberRoomincatherirⅡtimes:
movedintoSummerPalace,moreaddedtoitsdesign
4thParagraph
themissingoftheAmberRoom:
thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxesweretrainedtoaGermancity,Nobodyknewitfromthenon
5thParagraph
therebuildingoftheAmberRoom:
anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg
3.Scanningandanalyzingthecharacteristicsofthetext.
Sinceyouhavegottoknowthegeneralideasofeachparagraph,canyoutellmethecharacteristicsofthepassage,suchas,thetypeofwriting,thewayofnarrating,andthetense?
keysforreference:
Thispieceofpassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryofAmberRoomintheorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextispasttense.
4.Readingandunderstanding
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.
collocationsfromINSEARcHoFTHEAmBERRoom
lookinto…,beusedto…,makethedesignfortheroom,infact,asagiftof…,addmoredetailsto…,remove…fromthesearchfor…,belongto…,feelashardasstone,thefancystyle,bemadefor…,inreturn,oneofthegreatwonders,artobjects,lookmuchlike…,givethename,bemadeintoanyshape,bemadewithgoldandjewels,bemadetobeagift,serveas…,atwar,remainamystery,bereadyfor…
5.Readingandtransferringinformation
Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.
NUmBER
mEANING
716
FredericwilliamgavetheAmberRoomtoPetertheGreatasagift.
770
catherineⅡhadcompletedtheaddingtotheAmberRoominthisyear.
941
TheNaziGermanarmystoletheAmberRoominthisyear.
XX
TherebuildingoftheAmberRoomwascompletedinthisyear.
7000Tons
Thetotalweightoftheambersusedtomaketheroom.
55
ThenumberofsoldiersgiventothekingofRussiainreturn.
600
ThenumberofthecandleslightingtheAmberRoom.
2
Thetwocountries:
GermanandRussia.
2
IntwodaystheAmberRoomwasremovedtoaGermancity.
00,000
TheAmberRoomwasdismantledinto100,000pieces
27
27woodenboxeswereusedtocontainthepiecesofAmberRoom.
300th
ThenewlyrebuiltAmberRoomwasreadyforthe300thbirthdayofStPeterburgcity
6.Readingandlearning
Readthetextandlearnmoreaboutthefollowingpropernouns.youcansurfonthewebsiteafterclass:
Namesofpeople
Namesofplaces
FrederickⅠ
Prussia
FrederickwilliamⅠ
St.Peterburg
PetertheGreat
konigsberg
catherineⅡ
winterPalace
SummerPalace
Ⅳclosingdown
closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingexercisesNo.1andNo.2.
closingdownbyhavingadiscussion
A.
canyouimaginethefateoftheAmberRoom?
whatisit?
B.
DoyouthinkifitisworthwhiletoreproducetheAmberRoom?
why?
keysforreference:
A.IhavenoideaaboutthefateoftheAmberRoom.Becauseanythingcanhappentoit.maybeitwasdestroyedatwarinthefightingfire.yousee,amberscanbemeltedeasily.maybeitwaskeptsecretlybysomebodywhohaddiedwithouttellingaboutittoanyoneelse.Somaybeitislyingsomewherequietly.
B.IthinkitisworthwhiletoreproducetheAmberRoom.BecauseitrepresentsthecultureandaperiodofhistoryinSt.Petersburg.Itisatraceandfeaturesurvivingfromapastageandservingtoremindpeopleofalosttime.
closingdownbyretellingthestoryoftheAmberRoom
well,allofushavelearnedthehistoryoftheAmberRoom.Let’srecallsomekeywordsandexpressionsontheboard.youaretoretellthestoryoftheAmberRoom:
colour
Style
Shape
owner
present
movetowinterpalace
addto
moredetails
removetopieces
putontrains
remainamystery
300thbirthday
Period2:
AlessonplanforLearningaboutLanguage
Aims:
Tolearnabouttherestrictiveandnon-restrictiveattributiveclause
Todiscoversomeusefulwordsandexpressions
Todiscoversomeusefulstructures
Procedures:
I.warmingup
warmingupbydiscoveringusefulwordsandexpressions
Pleaseturntopage3.Doexercises1,2,3and4first.Pleasecheckyouranswersagainstyourclassmates’.
warmingupbyexplaining
Now,class,sinceyou’vereadthepassage,couldyouexplaintomehowtousethephrase“belongto”?
Theword“to”hereisapreposition,indicatingthepossession,andisalwaysfollowedbynounsorpronoun.LookatEx3.Thepreposition“at”indicatesastate,conditionorcontinuousactivity.Sowecanreplacethemorexpressthembyusingapresent-continuoustense.
II.LearningaboutAttributiveclause
.whatisanadjectiveclause?
Anadjectiveclauseisadependentclausewhichtakestheplaceofanadjectiveinanotherclauseorphrase.Likeanadjective,anadjectiveclausemodifiesanounorpronoun,answeringquestionslike“which?
”or“whatkindof?
”considerthefollowingexamples:
Adjective
theredcoat
Adjectiveclause
thecoatwhichIboughtyesterday
Liketheword“red”inthefirstexample,thedependentclause“whichIboughtyesterday”inthesecondexamplemodifiesthenoun“coat.”Notethatanadjectiveclauseusuallycomesafterwhatitmodifies,whileanadjectiveusuallycomesbefore.
Informalwriting,anadjectiveclausebeginswiththerelativepronouns“who,”“that,”or“which.”Ininformalwritingorspeech,youmayleaveouttherelativepronounwhenitisnotthesubjectoftheadjectiveclause,butyoushouldusuallyincludetherelativepronouninformal,academicwriting:
informal
Thebookspeoplereadweremainlyreligious.
formal
Thebooksthatpeoplereadweremainlyreligious.
informal
Somefirefightersnevermeetthepeopletheysave.
formal
Somefirefightersnevermeetthepeoplewhomtheysave.
Herearesomemoreexamplesofadjectiveclauses:
themeatwhichtheyatewast