高一英语教案：上册module2unit1教案

The First Period

(Warming up, one class)

(By PowerPoint)

Teach ing Aims:

1. To lear n the kno wledge of the cultural relics.

2. Discuss how to protect our cultural relics.

3. To lear n the followi ng words or phrases:

Teach ing Desig n

Step One: Presentation

(By show ing them some photos of some famous cultural relics.)

Hello, everybody, let s'look at the screen. I llpresent your some pictures. They are all very famous places in China or in the world. Please think these over:

A. Can you n ame them out?

B. Who have the right to own and con firm them?

(The show n pictures: ① The Great Wall, ② The Imperial Palace of the Mi ng and Qing Dyn asties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors) Let the stude nts n ame out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.

A. a cultural relic is sth that survived for a long time

B. a cultural relic may be a part of old thing has remained when the rest of it had been

destroyed

C. or a cultural relic is something rather rare

(while show ing these photos, teach the new words in red: cultural relics, survive, remai n, rare )

1. Get the stude nts un dersta nd the ide ntity of the cultural relics.

2. Let the stude nts try to know that they are at least two sites of cultural relics, the n atural site; and the cultural site.

(By show ing the pictures of some n atural sites relics. Eg: Mount Huasha n, The JiuZhaiGou Valley, River Li )

Step Two: Drills

Let the stude nts make some more examples of cultural relics, in clud ing the ones in side our country or in other countries, especially the ones in our location.

Here are some possible an swers from the stude nts:

(The Neiguan Cave(内莞岩);The Xinfengjiang River(新丰江);Heyuan Dinosaur Park(河源恐龙公园);Yuanmingyuan(圆明园),etc.)

(The Sydney Opera; The white House; The Big Ben; The Amber Room, etc.)

Step Three: Discussing 1

As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.

1. Then can you tell the value of the cultural relic?(Have the students discussed for some time in teams, the n get their an swers by express ing in class.)

(There will be a lot of possible an swers. Eg: From the cultural relics we can know what people did in

the past, and we can know the cultures at that time, and maybe we can know the tech no logy of making them …)

2. How to protect the cultural relics? (The same as Questi on 1)

(There will be a lot of possible an swers. Eg: Having the idea of protect ing our cultural relics; d on't damage them; use them in a right way …..)

Step Four: Discussing 2

1. If you find a cultural relic, what will you do with it?

2. Do you think to whom the cultural relics belong?

(All cultural relics belong to all people and whole society.)

Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.

(While discuss ing, teach the new phrase in red)

The Second Period

(Reading part, 2-3 classes)

(By Powerpoint)

Teaching Aims:

1. Reading and understanding, catching the history and information of the Amber Room.

2. Functional item, how to tell the story about the Amber Room

3. Grammar point: The Attributive Clause

4. Learning the following useful words and phrases:

in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart

Teach ing Desig n

Step One: Presentation Last period, we talk about the cultural relics at home and abroad, such as The Great Wall,

The Imperial Palace of the Ming and Qing Dyn asties in Beiji ng and Shenyang; The Mausoleum of the First Qin Empeor and the Terracotta Warriors The Sydney Opera; The white House; The Big Ben; The Amber Room (which we have learnt last period)

Then, we will go the Amber Room, show ing them the pictures of it.

Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World War n in 1941,

the Nazi Germa n army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a Germa n City. After that, what really happe ned to the Amber Room rema ins a mystery.) Step Two: Reading 1 (Liste ning, readi ng and un dersta nding)

1. Now please liste n to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay atte nti on to the pronun ciati on of each word and the pauses with in each sentence.

2. After readi ng the text, please complete the exercises of Comprehe nding.

①Keys to Ex1 | BDBAC

②The suggested answers to the Ex2 NS, S, S, NS, NS

3. Detailed Reading

Read the text again and answer the following questions:

①. What was given to the Russian people as a great gift by Frederick William I ,the King

of Prussia?

(The Amber Room was given to the Russian people as a great gift by Frederick William I ,the Ki ng of Prussia )

②. Why it is called the Amber Room and how many tons of amber were used to make the

Amber Room?

(Because it was made of seve n thousa nd tons of amber, which has a beautiful yellow brow n color) ③. What did Catherin e n do with the Amber Room?

(She had the Amber Room moved to the palace outside St Petersburg and tran sformed it.)

④.What happen to the Amber Room during World Wa r n ?

(It was stolen by the Nazi and it was taken apart and missing in World War n )

Step Three: Intensive Reading

Skimming and identifying the general idea of each paragraph

Now please read the text again and try to catch the main idea of each paragraph. After about five minu tes readi ng, have some stude nts speak for their teams.

st

1 paragraph: the introduction of the Amber Room

(The Amber Room had a strange history and something about its design, color, shape and material.)

2nd paragraph: the gift to the Czar

(the history of the Amber Room and its use in Russia—the Czar's winter palace and a small receptio n hall for importa nt visitors.)

rd

3 paragraph: the relocation of the Amber Room in Catherine n time

(Catherine n had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)

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4 paragraph: the missing of the Amber Room

(the German Nazi stole the Amber Room secretly during the World Wa r n ,and what really happen to the Amber Room remai n a mystery)

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5 paragraph: the rebuilding of the Amber Room

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(Russia and Germany have built a new Amber Room for the 300 birthday f St Petersburg.)

Step Four: Discussing

Clos ing dow n by hav ing a discussi on

A. Can you imag ine the fate of the Amber Room? What is it?

B. Do you thi nk if it is worthwhile to reproduce the Amber Room? Why?

Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible an swers.

Keys for reference:

A: I have no idea about the fate of the Amber Room. Because anything can happe n to it. Maybe it was

destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.

B: I think it is worthwhile to reproduce the Amber Room. Because it represe nts the culture and a period of history in St Petersburg. It is a trace and feature surviv ing from a past age and serv ing to remind people of a lost time.

Step Five: New words teaching

Read the readi ng part paragraph by paragraph aga in and pick up the key words and phrases by themselves, let the stude nts try to expla in the meaning and usage.

Step Six: Grammar points in this text

Let the students try to find out the Attributive clause in warming up and the reading part.

1. A cultural relic is someth ing that has survived for a long time.

2. It is your job to look into any reports of cultural relics that have bee n found in China.

3. You are sent to a small tow n where you find a relic that was stole n from a palace.

4. The man who has it in sists that it bel ongs to his family.

5. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.

6. Later, Catherine n had the Amber Room moved to the palace outside St Petersburg where she spe nt her summers.

7. In 1770, the room was completed the way she wan ted it.

8. This was a time whe n the two coun tries were at war.

Have the stude nts judge whether they are the same as those we had lear nt before. Especially the

th

5 one. This will be the homework after class.

The Third Period

(Learning about Language, 1-2 classes)

Teach ing Aims:

1. To lear n some useful words and expressi ons

2. To lear n some useful structures

3. To learn the Restrictive and Non — Restrictive Attributive Clause

(1). How to tell the Attributive Clause with that/which/who/where/whe n from other clauses.

⑵.Lear n the differe nces betwee n the Restrictive and Non — Restrictive Attributive Clause

Teach ing Desig n

Step One: Retelling (Can be chosen)

Retell the story of the Amber Room in their own words.

Step Two: Exercising 1 (Exercise 1 &2 on Page 3)

(1). Complete Exercise One in Learning about Language on Page3. Asking and answering activity to

check the stude nts' an swers of the exercises; in dividual, pair of group work or finish each task. Here are the keys to Ex1:

1. rare 6. heat

2. vase 7. remai n

3. in return 8. gift

4. in search of 9. doubt

5. bel ong to 10. r emove

⑵Look, think and compare

Read over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to,and try to match the meaning with the given sentences.

Step Three: Exercising 2 (Exercise 3 on Page4)

Try to complete Exercise 3 on Page4.

The preposition at sometimes indicates a state, condition or continuous activity. Look at the sentences of Ex.3 and try to express each of them in ano ther way in teams.

After several minu tes, havi ng some show their an swers.

(at office, at school; etc)

Step Four: Grammar point (the Attributive clause)

⑴.Discoveri ng useful structures (on Page 4)

Let the students try to find out the Attributive clause in warming up and the reading part.

1. A cultural relic is someth ing that has survived for a long time.

2. It is your job to look into any reports of cultural relics that have bee n found in China.

3. You are sent to a small tow n where you find a relic that was stole n from a palace.

4. The man who has it in sists that it bel ongs to his family.

5. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.

6. Later, Catherine n had the Amber Room moved to the palace outside St Petersburg where she spe nt her summers.

7. In 1770, the room was completed the way she wan ted it.

8. This was a time whe n the two coun tries were at war.

Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others.

?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。

Tom's father, who is over sixty, still works hard day and night.

All the copies of Sister Carrie, which he recomme nded to the stude nts, have bee n lent out.

I met Mr Smith yesterday, whose daughter wants to learn Chinese.

We have ano ther visit to Shaox ing, where LuX un was born.

She comes from Beijing, which can be told from 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 of Attributive Clause

(the file of the Ex of Attributive Clause)

Step Five: Homework

1. Homework on Page42 Ex1 (key words)

2. Tran slation on Page43 Ex 3

3. Exercises of Attributive Clause

The Fourth Period

(Using Language, 1 class, oral practice)

Teach ing Aims:

1. To learn to tell facts from opinions

2. To write a reply letter

3. To liste n and speak about cultural relics

Teach ing Desig n

Step One: Homework Checking

Check the homework of the Attributive Clause

Step Two: Talking (facts and opinions)

(1) Morning, class, we always say, We must respect facts and can't wholly depend on one's opinions. ” But can you tell me:

A. What does it mean when say, ft is a fact ”？

B. What does it mean when you say, It is an opinion ”？

Keys for reference:

A: A fact must be real, objective and without any pers onal judgme nt. So it can be proved.

B: An opinion always expresses one's own ideas. It is always subjunctive. So it has not been proved yet.

⑵ Warming up by questioning

Turn to Page 5. Read the passage and tell us:

a. If you want to go in for law against somebody, and if you want to win, what' the most importa nt

thing you should do first?

b. What makes a judge decide which eyewit nesses to believe and which not to believe?

Keys for reference:

a. Search ing for facts of course. The more, the better.

b. The evidences offered by the eyewitnesses make the judge decide which one is believable and

which is not.

⑶ Guided reading

a. Readi ng and defi ning

Read the passage and defi ne:

What is a fact?

What is an opinion?

What is an evide nee?

b. Readi ng and tran slati ng

Read the passage and tran slate in into Chin ese paragraph by paragraph.

(Ask some one to do it.)

c. Readi ng and un dersta nding

Next you are to read and underline all the useful expressions or collocations in the part. Copy them into your homework after class as homework.

Step Three: Listening 1

Now, this un it we lear n that the Amber Room is miss ing, and as we know, people n ever stopped searchi ng for the Amber Room. This time we 'lliste n to what three people say they know about the missing Amber Room. Before we listen to them, I ll present some related new words to you to help you un dersta nd them easily. Please look at them and read them.

What are facts? (What they heard, saw and did are facts)

What are opinions? (What they believed are opinions)

Then play the tape, get them listen twice to catch the useful information and fill in the blanks with the in formati on.

Step Four: Listening 2 (listen practice )

1. Page 41 Ex Book, liste ning,

2. On Page 44 Ex Book, liste ning,

Step Five: Writing

On Page 7, Student Book, writing practice, reply to Johann 's letter.