高中英語Unit1culturalrelics學案1新人教版必修

1、Unit 1 Cultural relicsTeaching & Learning Objectives/ Aims:I Language knowledge: Topics: Cultural relics protection, Famous cultural relics in China and abroad.Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong

2、, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions.Gramm

3、ar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause)II Language Skills Listening: Listen to the tape of two different descriptions, learn to grasp the main information and fill in the forms. Do the listening exercises in WB.Speaking: Talk about two descriptions, give t

4、heir own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about the topic about cultural protection and famous culture relics in China and abroad according to the contents of this unit. Reading: Read and understand the texts In Sear

5、ch of the Amber house to know the history of the amber house. Develop the students ability of grasping the structure and organization of the text and learn the way of telling story. Try to help the Ss to set up a concept to comprehend the text as a whole and summarise the main idea of each paragraph

6、 and complete the other exercises. In the Using Language part, get the Ss to read the short paragraphs to distinguish the fact with opinion. Meanwhile, learn the new word, phrases and sentence structures in the texts to improve the Ss language ability get a better understanding of the texts. Writing

7、: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the given guidance. Integrating skills: Get the Ss to develop the four skills comprehensively by teaching the given materials in an org

8、anized way. Learn and use the words and expression in this unit. Study the sample entry in dictionary and learn to use dictionary properly. Get the Ss to consolidate Attributive Clauses by analysing the sample sentences and combining two clauses into an Attributive Clause. Introduce and compare the

9、Restrict and Non-restrictive Attributive Clause for the Ss to have a clear idea of Attributive clause. Do the grammar exercises in the textbook and workbook to grasp the grammar items.III Emotion & Attitudes: Try to form the right attitudes towards the culture relic protection. Get to know more

10、about the cultural relics in China and abroad. 2 / 38IV Learning Strategies: Learn to understand the text by grasping the structure and organization of the text. Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of s

11、entence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one. V Cultural consciousness: Form the sense of cultural relic protection and learn to appreciate different cultural relics. Main Points: language points and language skills listed ab

12、ove, learning strategies, the reading comprehension of the text, the grammar items. Difficult points: new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based TeachingTime: Period (45min×7 )Teaching Aids: Multi-media teaching systemPeriod 1Teach

13、ing & learning contents: Warming up, Pre-reading, & Extensive reading of the text.Teaching & learning goals:1. Introduce and talk about some basic knowledge about cultural relics. 2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the

14、text by grasping the structure and organization of the text.3. Do some of the reading comprehension exercises. Main points: The reading comprehension of the text. Difficult points: Reading and reading comprehension of the text.Class type: Warming up and Fast Reading Teaching & learning procedure

15、s:Step 1 Lead-in Introduce the topic of this unit and get the Ss to know the new words: cultural, relic. Step 2 Warming up Task 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions.Task 2: Give a report and share

16、 their ideas. (And then the teacher gives the suggested answers.) Suggested answers: 1) 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. And the correct definition

17、should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that it tells us something of the way people lived at the time it was made. This may be because of i

18、ts method of manufacture or how the item was used. 2) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time. 3) That it can be a building, object or item.Notes:1. cultural adj.文化的 culture n. 2. relic

19、n.遺物, 遺跡, 廢墟, 紀念物3. rare adj. 稀罕的, 杰出的, 珍貴的eg. a rare sense of honor 不尋常的榮譽感 a rare friend. 極好的朋友Its very rare for her to arrive late. This is a rare book. 4. valuable adj. 貴重的, 有價值的, 頗有價值的eg. a valuable diamond 貴重的寶 valuable information重大的消息 valuable advice重要的建議 a valuable friend令人欽佩的朋 5. survive v

20、i. 幸存，幸存, 生還 ,比活得長 vt.從中逃生, 經(jīng)歷后繼續(xù)存在survivor n. 幸存者 eg. The custom has survived for thousands of years. Only two people survived the fire. Two-thirds of the people survived the earthquake. 經(jīng)過這次地震, 三分之二的人活了下來. 6. vase n. 花瓶 7. dynasty n. 王朝；朝代Step 3 Pre-readingTask 1 Ss ask each other if they know som

21、ething about amber. If they know, share the information with the class. If they dont know, they teacher may show pictures of ambers and give some explanation.Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into th

22、e resin (樹脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life.琥珀是史前松樹脂的化石。琥珀是由千萬年前植物所分泌出來的樹脂，經(jīng)過地殼變動而深埋地下，逐漸演化而成的一種天然化石。形成于4000萬年至6000萬年前，琥珀的主要成分是碳、氫、氧以及少量的硫，硬度2-3，比重1.05-1.

23、10，熔點150C-180C，燃點250C-375C。琥珀是很“澀”的物質(zhì)，沒有兩塊琥珀是完全相同的。品種有金珀、蟲珀、香珀、靈珀、石珀、花珀、水珀、明珀、蠟珀等，尤以含有完整昆蟲或植物的琥珀為珍貴 。Task 2 Look at the title and the picture of the reading passage and predict what it is about. Possible answers: (collect answers from the Ss) What is the Amber Room?Why was it called the Amber Room?W

24、hat was it made for?What happened to it?Why to search for it?Step 3 Fast Reading Task 1 Scan the text as quickly as possible to see if their prediction is right and answer the five questions to summarize the main idea of the five paragraphs. At the same time ask themselves when, where, who, what, wh

25、yquestions. Answers: P1: How was the Amber Room made? P2: Why did the King of Prussia give the Amber room to the Czar of Russia as a gift? P3: How did the Amber Room become one of the wonders of the world? P4: How did the Amber Room get lost? P5: How was a new Amber Room built? Task 2 Read the text

26、more carefully, join the correct parts of the sentences together in Exercise 1 in Comprehending and put the following sentences in order to have a clear idea of the development of the story. (Ask the Ss to pay attention to the way writer tells the story.)1) _Fredrick William I gave the Amber Room to

27、 Peter the Great as a gift.2) _The Czar gave Fredrick William I his best soldiers.3) _The Amber Room was made for Fredrick I.4) _The Russians removed art objects from the Amber Room.5) _More details were added to the rooms design.6) _The Amber Room was taken apart(拆除)and moved away.7) _A New Amber R

28、oom was built.8) _Catherine II moved the Amber Room to the palace outside St Petersburg.Answers to the Exercise 1 in Comprehending: 1 C 2 E 3 B 4 D 5 A 6 F The right order of the above sentences: 2 3 1 6 5 7 8 4 Task 3 Do more comprehending exercise to gain more detailed information and understand t

29、he text better. 1) Close test. The Amber Room time spent A team of artists spent ten years making it. material7,000 tons of amber were used for making it, with gold and jewels.purposeIt was made not to be a gift , but for the Palace of Frederick I.resultsIt was sent to Russian people. After Fre

30、derick William I succeeded his father and became the King of Prussia; soon it became part of the Czars winter palace; it was one of the great wonders of the world; in 941, it was stolen by the Nazis. Now a new Amber Room has been built in Russia and it looks much like the old one, following the old

31、photos.2) List the places and events to show the remove of the Amber Room.Prussia-Russia-the winter palace in St Petersburg-the summer palace in St Petersburg-German city on the Baltic Sea-?built-gave to sb as a gift-added to more details-stolen-lost-rebuiltStep 4 Listening & Retelling Task1 Lis

32、ten to the tape of the text to get a better understanding of the text. Task 2 Try to retell the text according the form above. Homework: 1. Listen to the tape and read the text.2. Find out the new words and language points in the text.3. Think about the question in Exercise 3 in Comprehending.Period

33、s 2-3Teaching & learning contents: Intensive reading, language focus & Comprehending, learning about the language. Teaching & learning goals:1. Learn the new language items in the text and their usages to get a better understanding of the text.2. Discuss the question in Comprehending.Mai

34、n points: New language points and language items.Difficult points: New language points and language itemsClass type: Reading, language focus.Teaching & learning procedures:Step 1 Revision Task 1 Try to retell the text according to the time order.Task 2 Check the vocabulary to see if the Ss have

35、got to know some of the new words.Step 2 Language focus Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanati

36、on of the text, including the word formation, word usages, phrases, and sentence structure, the meaning of some difficult sentences, the background information, and the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enla

37、rge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the ite

38、ms according to the Ss language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes. Task 1 Learn the language points and try to understa

39、nd them & use them.Main language points:1. in search (n.) of 尋找；搜尋 in the / ones search for在尋找中 search (v) for sth 尋找；搜尋 search (v) sb / sth 搜查某物/ 搜身2. Frederic William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing histo

40、ry.1) could have done “本能夠”(用于對過去情況的推測,其否定形式 “cant / couldnt have done” ,意為 “(過去)不可能做過某事.eg. The classroom cant have been cleaned by Li Ping because he didnt come to school today. 教室不可能是李平打掃的,因為他今天沒來上學. He knows nothing about that book, for he couldnt have read it before. 他對那本書一無所知,他不可能讀過.He paid fo

41、r a seat when he _ have entered free. (could /would / must / need) I _ have been more than six years old when the accident happened. (shouldnt / couldnt / mustnt / neednt)2) gift n. 禮物,天賦,天資 have a gift for 對有天賦gifted adj. 有天才的,有天賦的eg. He is a student who has a gift for math.對數(shù)學有天賦. She is a talente

42、d student.3) amazing adj.令人驚異的 amazed adj. amaze vt. 使吃驚 eg. He ran at an amazing speed. His progress in English is amazing. He felt amazed when he was admitted by Peking University.3. This gift was the Amber Room, which was given this name because several tons of Amber were used to make it. 1) Non-

43、restrict Attributive Clause. 非限定性定語從句和它的先行詞之間只有松散的關(guān)系，往往是對先行詞作補充說明，在文字中通常用逗號與主句隔開。eg. The chairman, who spoke first, sat on my right. The speech, which bored everyone, went on and on. On April 1 they flew to Beijing, where they stayed several days. Im seeing the manager tomorrow, when he will be back

44、 from New York. They have invited us to visit their company, which is very kind of them. Usually they take a walk after supper, which does them a lot of good.2) ton n.噸,大量,許多eg. Two tons of oil are in great need. A ton of wheat was shipped (ship) to that area 4. The amber which was selected had a be

45、autiful yellow-brown colour like honey. 1) select vt.選擇, 挑選 to take as a choice from among several; pick out. Select 側(cè)重于從許多不同種類中進行選擇時的挑剔態(tài)度.choose v. 選擇, 選定to select from a number of possible alternatives; decide on and pick out. Choose 含有運用判斷力在一些人、物或行為方式中選出一個的意思：eg.“We do not choose survival as a va

46、lue; it chooses us” (B.F. Skinner). “并不是我們把生存作為一種價值而選擇了它；而是它選擇了我們” Four skiers will be selected to represent each country. 每個國家將選出四名滑雪者作為代表。 2) honey n. (蜂)蜜, 蜂蜜5. The design of the room was in the fancy style popular in those days. 1) design n.設(shè)計, 圖案, 構(gòu)思, 綱要 v. 設(shè)計, 計劃, 謀劃, 構(gòu)思eg. design a building;

47、design a computer program. 設(shè)計一個建筑物；設(shè)計一個計算機程序2) fancy vt. have a liking for; wish for 愛好；想象fancy adj. 別致的；奇特的；裝飾花哨的 eg. I fancy a swim. 我想去游會兒泳。 Fancy her saying a thing like that! 想不出她竟然說出這樣的話來。 These clothes are too fancy for me, I prefer plainer ones. 3) instyle/ in the style of 以的風格 eg. She bough

48、t a painting in the style of Picasso. 4) popular in those days = which was popular in those days eg. The boys (who are) easiest to teach in my class.6. It was also a treasure decorated with gold and jewels, which took the countrys best artist about ten years to make. 1) decorate vt. 裝飾, 為.做室內(nèi)裝修 be d

49、ecorated with 2) jewel n. c 珠寶；寶石 3) artist n. 藝術(shù)家 art n. 4) take sb some time to do sth 7. to whom the amber room belonged, 1) Non-restrictive clause with the preposition in front of relative pronoun 2) belong vi. 屬于；為的成員 belong to 屬于 eg. This house belonged to Mr Li in the past. Who/ whom does thi

50、s book belong to?8. In return, the Czar sent him a troop of his best soldiers. 1) in return 作為報答in return for 答謝 return ticket / trip 往返車票/旅行return v. = go back / give backeg. Tom , in return , told her his history. He bought Mary a card as birthday present. Mary gave him some candies in return. He

51、bought her a gold watch in return for her help. 2) troop n.群, 組, 多數(shù), 軍隊 a troop of 9. reception hall 接待室/廳10. She told her artists to add more details to its design. 她告訴他的藝術(shù)家們將設(shè)計方案再增加更多的細節(jié)。 addto把加進里去 eg. He added that he was very pleased with our work. Please add some sugar to the milk. Add the sco

52、re up. His being absent added to our difficulty. The money he spent one day added up to about $100.11. In 1770 the room was completed the way(= as) she wanted. the way she wanted 方式狀語，the way的用法與連詞相同，后面常跟that，in a way, in the way也有類似的用法。 eg. I was never allowed to do things the way I wanted. He was

53、looking her in a way that surprised her.*way作先行詞時,若在從句中作方式狀語,應(yīng)用in which或that引導定語從句,也可以省略;若在從句中作主語或賓語,應(yīng)用that或which引導定語從句。 eg. This is the way (in which/that) he did that. 這就是他做那事的方法。 This is the way that/which is reasonable. 這就是那個很有道理的方法。 This is the way (that/which) he raised. 這就是他提出來的方法。12. light v

54、. 點燃,照亮 n. 光,光亮 adj.明亮的,輕的,淺色的注:light的過去式或過去分詞可用lighted或lit,但作定語修飾名詞時用lightedlight up 照亮,使(光亮)eg. She took the lighted (點燃的)candle into the dark room and quickly the room lit up (照亮). He lit a lamp/candle/cigarette/fire. These streets are lit/lighted by electricity. She entered the room, with a ligh

55、ted candle in her hand.13. wonder n. thing or event causing surprised feeling combined with admiration 奇觀，壯舉，奇才，驚奇，驚嘆, 奇跡eg. Walking on the moon is one of the wonders of our times. What a wonder it is!They were filled with wonder when they saw the spaceship.Its a wonder (that )難得(Its ) No/ Little /

56、hardly wonder that 難怪，并不奇怪eg. Its a wonder you recognized me . No wonder he is not hungry, he has been eating sweets all day.難怪他不餓，他整天在吃糖果14. This was a time when the two countries were at war. 這是兩國交戰(zhàn)時期。 at war 處于戰(zhàn)爭狀態(tài)，介詞at可表示狀態(tài)或動作。 at peace at breakfast at rest at table at work at school at the piano at ones best eg. At that time, China and Japan were at war, so travelling was extremely difficult.