高中英语 Unit 1(friendship)教案2 新人教版必修1 教案

Unit 1 Culturalrelics
Part One: Teaching Design（第一部分：教学设计）
Period 1: A sample lesson plan for Reading
(IN SEARCH OF THE AMBER ROOM)
Aims：
To read about cultural relics
To learn about The Restrictive and Non-Restrictive Attributive Clause
I. Warming up
Warming up by defining
Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:
A.What kind of old things are cultural relics?
B.Are all the old things cultural relics?
C.What is the definition and classification of cultural relics?
D.To whom do cultural relics belong?
Warming up by presenting
Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong
to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：
A.Can you name them out?
B.Who have the right to confirm and classify them?
Warming up by discussing
Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:
A: What should we do?
B: Can we keep it for ourselves or report it to the government?
C: Have you e across such a situation — to make a difficult choice?
II. Pre-reading
1. Looking and saying
Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room.
Please guess:
A.What kinds of things can result in their disappearing?
B.Why do they e into being once again?
2. Explaining and sharing
Work in groups of four. Tell your groupmates:
A.What do you know about the substance of “amber”?
B.What do you know about the cultural relics “the Amber Room”?
III. Reading
1. Reading aloud to the recording
Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Skimming and identifying the general idea of each paragraph
Now please skim the text to get the key words and general idea of each paragraph.
3.Scanning and analyzing the characteristics of the text.
Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?
4.Reading and understanding
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
5. Reading and transferring information
Read the text again to plete the table, which lists all the numbers in the text.
6.Reading and learning
Read the text and learn more about the following proper nouns. You can surf on the website after class:
Ⅳ Closing down
Closing down by doing exercises
To end the lesson you are to do the prehending exercises No.1 and No.2.
Closing down by having a discussion
A.Can you imagine the fate of the Amber Room? What is it?
B.Do you think if it is worthwhile to reproduce the Amber Room? Why?
Closing down by retelling the story of the Amber Room
Well, all of us have learned the history of the Amber Room. Let’s recall some key words
and expressions on the board. You are to retell the story of the Amber Room:
Period 2: A lesson plan for Learning about Language
(The Restrictive and Non-Restrictive Attributive Clause)
Aims:
To learn about the restrictive and non-restrictive attributive clause
To discover some usefulwords and expressions
To discover some useful structures
Procedures:
I. Warming up
Warming up by discovering useful words and expressions
Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.
Warming up by explaining
Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at”indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.
II. Learning aboutAttributive Clause
1. What is an adjective Clause?
An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples: Adjective
the red coat
Adjective clause
the coat which I bought yesterday
Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually es after what it modifies, while an adjective usually es before.
In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:
informal
The books people read were mainly religious.
formal
The books that people read were mainly religious.
informal
Some firefighters never meet the people they save.
formal
Some firefighters never meet the people whom they save.
Here are some more examples of adjective clauses:
the meat which they ate was tainted
This clause modifies the noun “meat” and answers the question “which meat?”.
They’re talking about the movie which made him cry
This clause modifies the noun “movie” and answers the question “which movie?”.
They are searching for the student who borrowed the book
The clause modifies the pronoun “student” and answers the question “which student?”.
Did I tell you about the author whom I met?
The clause modifies the noun “author” and answers the question “which author?”.
2. Restrictive & non restrictive clauses
Do the following pairs of sentences mean the same thing?
1a My uncle, who lives in London, is very rich.
2b My uncle who lives in London is very rich.
2a The policies, which were unpopular, were rejected by the voters.
2b The policies which were unpopular were rejected by the voters.
3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.
3b My niece whose husband is out of work will inherit the house which I have always treasured. The first sentence in each pair has a non-restrictive clause within two mas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with mas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is ei ther ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).
3. A test on FORMAL ADJECTIVE CLAUSES
Directions: bine the sentences. Use formal written English.
Use (b) as an adjective clause. Punctuate carefully.
1) (a) An antecedent is a word. (b) A pronoun refers to this word.
An antecedent ____
2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.
The blue whale ____
3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than
4 hours.
The plane ____
4) (a) In this paper, I will describe the basic process.(b) Raw cotton bees cotton thread by this process.
In this paper, I will describe ____
5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.
The researchers are doing case studies ____
6) (a) At the end of this month, scientists at the institute will conduct their AIDS research.
(b) The results of this research will be published within 6 months.
At the end of this month, scientists ____
7) (a) According to many education offic ials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found. According to many education officials, ‘math phobia’ ____
8) (a) The art museum hopes to hire a new administrator.
(b) Unde r this person’s direction it will be able to purchase significant pieces of art. The art museum ____
9) (a) The giant anteater licks up ants for its dinner.
(b) Its tongue is longer than 30 centimeters (12 inches).
The giant anteater ____
10) (a) The a nteater’s tongue is sticky.
(b) It can go in and out of its mouth 160 times a minute.
The anteater’s tongue ____
III. Closing down by taking a quiz
Quiz on Attributive clause
Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.
1. As many children came were given some cakes.
A.that
B. as
C. who
D. whom
2. The visitors saw rows of houses the roofs are red.
A. on which
B. of which
C. where
D. that
3. I usually take a nap after lunch, is my habit.
A. which it
B. as it
C. as
D. that
4. Please tell me the way you did the job.
A. how
B. where
C. which
D. in which
5 Is this museum some German friends visited the day before yesterday?
A. the one
B. which
C. that
D. where
6. The farmer uses wood to build a house to store grain.
A. in which
B. where
C. that
D. with which
7. I shall never forget the years I spent in the country with the farmers,has a great effect
on my life.
A. when, which
B. that, which
C. when, that
D. which, that
8. Little has been done is helpful to our work.
A. that
B. what
C. which
D. all that
9. Perhaps this is the only market you can get such cheap goods.
A. that
B. of which
C. by which
D. where
10. We’ll put off the outing until next week, __ we won’t be so busy.
A. when
B. which
C. at which
D. in that
Key: 1~10：BBCDA ABADA
Period 3: A lesson plan for using language
Aims:
To learn to tell facts from opinions
To write a reply letter
To listen and speak about cultural relics
Procedures
I. Warming up
Warming up by questions
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 you say,“I t is a fact”?
B.What does it mean when you say,“I t is an opinion”?
Warming up by questioning
Turn to page 5. Read the passage and tell me:
A.If you want to go in for law against somebody, and if you want to win, what’s the
mostimportant thing you should do first?
B.What makes a judge decide which eyewitnesses to believe and which not to believe.
II. Guided reading
1.Reading and defining
Read the passage and define: What is a fact? What is an opinion? What is an evidence?
2. Reading and translating
Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…
3. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.
4. Listening
Now, boys and girls, as we know, people have never stopped searching for the Amber Room.
This time we’ll listen 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 understand them easily. Please look at the screen and read after me.
5. Sharing and Correcting
Well done. Now share your forms with your partner and tell mein the three forms: What are facts? What are opinions? Li Ming, do you want a try?
6. Reviewing
We often use some expressions to ask for opinions. What are they?
Oh, yes. What do you think of …?
Do you believe …?
How can you be sure of …?
How do you know that?
And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are:I think… / I don’t think…I don’t agree that… / I suppose that…
7. Discussing
Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:
A.What is the best evidence?
B.How can we know which eyewitness is most believable?
Well done. Let’s e to the discussion “Which person gave the best evidence?”
8. Reading and writing
Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:
A.What’s Johann’s opinion about the Amber Room?
B.What’s his father’s opinion about the things found by him?
C.What happened to Johann when she was a pupil?
9. pleting the letters A & B and then giving your own letters
·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don’t agree with the writer.
·Be sure to give an example from your own life so that the reader can better understand your opinion.
Ⅲ Closing down
Closing down by a debating
There is a long ancient wall around a less developed town.
It is reported it has a longhistory, dating back to over 5 century BC. The local government is collecting money to repairand rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.
Closing down by dictation
·The design for the room was of the fancy style popular in those days.
·The room served as a small reception hall for important visitors.
·The man who found the relics insist that it belongs to his family.
·The room was pleted the way she wanted it .
·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.
·After that, what really happened to the Amber Room remains a mystery.
·In a trial, a judge must decide which eyewitnesses to believe and which not to believe. ·Is it something that more than one person believes?
·A fact is anything that can be proved.
·An opinion is what someone believes is true but has not been proved.
Part Two: Teaching Resources (教学资源)
Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM
I.Type of writing and summary of the idea
II. A tree diagram
Section 2:Background information on culture relics
I. What is a culture relic? 何谓“文化遗产”?
Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.
II.The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产
本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。

到2004年底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：
Section 3: Words and expressions from Unit I Cultural Relics
cultural
adj.文化的a cultural independence / cultural exchange
relic
n. sth. old that reminds us of the past遗迹；古物unearthed cultural / a relic of early civilization
survive
vt.&vi. to continue to live, esp. after ing close to death; to continue to live after…幸免于；幸存；……之后还活着survive the traffic accident / survive all her children remain
vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to
be( in an unchanged state)继续；依然remain young / remain to be unpleted; Peter became
a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry!
3. It remains to be seen: we shall know later on.情况仍未明，要看怎样发展。

state
n.国家；政府；州；状态state schools / state documents /in a poor state of health
look into: to examine the meaning or causes of考察，调查look into the matter / look into the event
rare
adj.稀罕的；稀有的；珍贵的the rare air of the mountains / rare metals / a rare book dynasty
n.朝代；王朝the Qing Dynasty / the Tudor dynasty in England
belong to
to be the property of; to be a member of; to be connected with属于；为……的一员;与……有关系belong to a club / belong to a class / belong to me
in search of 寻找in search of the cure to the disease / in search of the lost boy amber
n. adj.琥珀；琥珀制的；琥珀色的the amber traffic lights / a decoration of amber
gift
n.赠品；礼物；天赋birthday gifts / gift vouchers / a gift for music
melt
vt. vi.(使)融化；（使）熔化melt the snow / melt the anger /melt in water
heat
n. vt. 热；热度；把……加热；使激动the body heat/ the heat of a debate/ heat soup for lunch design
n.a plan in the mind; a drawing or pattern showing how sth. is to be made设计；图案vt. to imagine and plan out in the mind设计；构思curious in design / make a design for a monument; design an engine / design dresses for a queen
fancy
adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好a fancy price / fancy goods / fancy his ing /fancy herself still young
style
n.风格；风度；类型do things in style / in the style of / out of style.
jewel
n.珠宝；宝石precious jewels / a jewel necklace
in return(for): in exchange (for); in payment (for)作为交换；报答；酬谢 in return for her kindness / in return for his gilt
light
vt. vi点火，照亮light a cigarette / light a torch/ light sb. on his way
mirror
n.镜子；反映a driving mirror / look in the mirror/ a mirror of the times
wonder
n.奇迹；惊奇the wonders of nature/ It’s no wonder. /in wonder
at war 处于交战状态be at war / have been at war for long
remove
vt. to take away(from a place); take off移动;脱掉；除去remove the cloth from the table / remove one’s hat; You’ve got to remove your shoes before you enter the room. furniture
n.家具（总称）much furniture / a lot of furniture /a set of furniture/ a piece offurniture secretly
adv.秘密地；背地里have a talk secretly/ take an action secretly
wooden
adj. 木制的a wooden bridge/ a wooden chair
doubt
n.怀疑；疑惑；vt.怀疑；不信there is no doubt aboutsb./sth./ no doubt/ …notdoubt that
/ …doubt whether
mystery
n.神秘；神秘的事物make a mystery of matter / dive into the mysteries of
apart
adv.分离；分别地miles apart / stand apart / keep apart from take apart拆开take apart the machine / take sb. apart
trial
n.审判；审问；试验hold a trial / trial by a military court / give sb. a trial consider
vt.1. to think about; examine考虑；思考I’m considering changing my job. We’ve decided to move and are considering a new house in Beijing. 2. to regard as认为I consider you a fool. I consider it a great honour to be here with you today. The boss considered Tom (to be) too lazy to be a good worker. 3. to take into account顾及；考虑到；If you consider (the fact) that she’s only been studying English a year, she speaks it very well. opinion n.意见；看法；判断give one’s opinion / in one’s opinion / depend on one’s opinion evidence n.根据；证据；证物evidence for his guilt/ call sb. for evidence/ materialevidence/ verbal evidence
prove vt.证明；证实vi.原来是；证明是prove its truth / prove sb to be / be proved to be
pretend vt.假装；装扮pretend to be / pretend that
think highly of看重；器重think highly of his deeds / think highly of his character treasure n.财宝；财富；珍品a store of hidden treasure / collect many treasures besides adv. in addition, also此外;而且I don’t want to go; besides, I’m tired. I met some friends and other people besides. I don’t like those blue socks; what have you got besides? prep.as well as; in addition to除……之外I have a few friends besides you. There were three others present at the meeting besides Mr. Day.。