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Unit 1 Cultural relicsThe topic of this unit is cultural relics protection and the famous cultural relics at home and abroad. The main theme is cultural relics. From this unit we can have a general idea about the cultural relics. We can know their definition ( 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 ); their some features (old, rare, valuable, mysterious, etc.); their main types (objects, items, or buildings.) and so on. we also know that, without these cultural relics, we couldnt get to know or appreciate the past. So, no matter the cultural relics are rare or valuable, in order to help the cultural relics survive for a longer time, we should pay attention to the protection of them. There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about Language, Using Language, Summing up and Learning tip.I.Teaching important points1. Have students learn some new words and expressions;2. Have students know about some famous cultural relics at home and abroad and remind them to pay attention to the protection of the cultural relics 3. Improve students reading skills: skimming & scanning and let them learn some detailed information about the Amber Room;4. Let students learn the new grammar item: the non-restrictive clause5. Let students learn how to tell facts from opinions and train their speaking ability to give & ask for opinions in English.II.Teaching difficult points1. Train students thinking and analyzing ability by making them learn how to tell facts from opinions 2. Train students speaking ability to give & ask for opinions in English.3. Develop students integrated skills.III.Teaching objectives1. Topics: cultural relics protection and the famous cultural relics at home and abroad2. Vocabulary: survive, in search of, select, design, fancy, decorate, belong, belong to, in return, at war, remove, less than, doubt, former, worth, take apart, explode, sink, think highly of3. Functions: 1.) Asking for opinionsWhat do you think of.?Do you believe.?How can you be sure of.?How do you know that?2.) Giving opinionsI think.I dont think. I dont agree that.I suppose that.4. Grammar: the attributive clause1.) the restrictive clauseThis was a time when the two countries were at war.2.) the non-restrictive attributive clauseThis gift was the Amber Room, which was given this name because several tons of amber were used to make it.IV.Teaching Methods1. Audio-lingual Method 2. Communicative Approach3. Pair work 4. Group work VTeaching Aids1. Multi-media2. Pictures3. Music4. VideoVI.课时安排The first period: Warming Up, Pre-reading, The second period: Reading, Comprehending,The third and fourth period: Learning about Language The forth period: Discovering Useful structuresThe fifth period: Using Language第一课时I.self-introductionII.About English: Do you like English? Do you think id difficult? Why?III.Introduce the importance of English IV.Learn some habits Learn to use resources Learn to use dictionaries Learn to speak Learn to take notesV.the rules to obey in class Join in the class Do hands up when you know sth or have some good points Speak it loudly &clearly Not eating or drinking Nevereating or drinking Never miss or forget homework VI.Homework 1. 用英语写一篇短文简要介绍自己及自己以前的英语学习方法2. 准备好“二本作业本，一本笔记本，一本英汉字典”教学反思：学生似乎还未从假期中回过神来，显得那么懒散。新的一年，新的学期，肯定都有一些新的想法，如果能充分交流，相互启发，对于融合师生关系，生生关系，将起到重要的作用。第二课时一、 为什么要上衔接班？（1）初中和高中的差异：1教材跨度大 与初中简单的基础英语相比，这就致使很多学生一时难以适应。其实从高中英语的设置和心理学上分析，我们不难找到答案初中生升到高中，都有一种兴奋的心情。但在看到越来越多的新单词，越来越长的课文后；在听到越来越快的听力语速后；在碰到越来越复杂试题后，在老师的全英文授课的熏陶下，他们中的一些人不免会产生畏难的情绪，有的人就觉得自己不是学英语的料， 干脆就不学了。 其实这部分学生不是不想学， 而是觉得高中的英语教材与课堂与初中太不一样了， 就错误的认为自己没得救了， 这就好比吃惯了中餐的人会觉得西餐很难吃， 而导致不愿意吃一样。2.初高中英语教法有所不同初中时候，学生习惯于老师用汉语解释英文,不习惯高中老师全英语教学,教师课堂常用语掌握太少;初中生习惯于老师对课文逐句翻译, 不习惯对课文篇章理解和深层理解;初中生习惯于老师教读生词，不习惯自己拼读，缺乏一定的音标知识；初中生习惯于听老师简单重复操练, 不重视思维能力的培养和语言的综合运用能力（2）对策：1教材跨度大 未雨绸缪，衔接班为初高中英语搭桥。2.初高中英语教法有所不同。 打牢基础，以不变应万变；主动适应环境，而不是让环境适应你。3考试内容不一样。 知己知彼，百战不殆。二、 凡事预则立不预则废 和你一起迈好第一步辅导计划详解1 语音攻略大胆读出来 出错越多进步越大2. 单词攻略a.单词的重要性：b.记哪些单词：c. 如何记单词：谐音法 university math ambition pest amaze词根词缀法 press pressure compress depressed depression express expression impressionspect inspect respect expect suspect aspect special especial especially 3语法攻略：4阅读攻略：5写作攻略：6听力攻略：三、对句子的认识1. 十大词类名词-表示人或事物的名称形容词-表示人或事物的特征副词-修饰动词、形容词、或其他副词动词-表示动作或状态代词-代替名词、数词数词-表示数量或顺序冠词-限制名词的意义介词-表示名词、代词和其他词的关系连词-连接词与词或句与句感叹词-表示说话时的感情或语气一、按句子的结构可分三种：1）简单句：只有一个主语（或并列主语）和一个谓语（或并列谓语）。e.g. He often reads English in the morning.Tom and Mike are American boys.2) 并列句：由并列连词（and, but, or等）或分号（；）把两个或两个以上的简单句连在一起构成。e.g. You help him and he helps you.The future is bright; the road is tortuous. 前途是光明的，道路是曲折的。3）复合句：含有一个或一个以上从句的句子。复合句包含：名词性从句（主语从句、宾语从句、表语从句和同位语从句）、定语从句和状语从句等。e.g. The foreign visitors took a lot of pictures when they were at the Great Wall.二、 简单句的五种类型1.主语+不及物动词2.主语+及物动词+宾语3.主语+系动词+表语3主语+及物动词+宾语+宾语补足语5.主语+及物动词+双宾语教学反思：先不进行新课，进行初中系统知识的复习，也是学生适应新学期生活的重要过渡。但一节课讲下来，学生普遍反映速度太快，反映不过来，可能学生过了一个假期，大半知识都忘记了，在以后的最初教学中，要时常串讲一些初中的基础知识。The third period Warming-up Pre-reading Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. 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, Id 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?Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, everyone. Lets look at the screen. Ill 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?Keys for reference: A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm and classify them.Warming up by discussingNow, 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. Its 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 come across such a situation to make a difficult choice? Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork 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 come into being once again? Keys for reference: A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how. B. People get to know these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance of “amber”?B. What do you know about the cultural relics “the Amber Room”? Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi. I am from group 6. From the information of history legends and news reports, we know 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 thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.教学反思：考虑到学生的基础，尽量降低口语的难度和课堂的容量，一节课只讲解了部分单词和本单元的热身部分，并且穿插部分初高中学习的不同和高中英语的学习方法。学生上课的反应好一点了，但我提问时，还是好多学生不知道怎么回答，应该想办法逐步提高学生的听力。The forth period: Reading 1. Reading aloud to the recordingNow 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 paragraphNow please skim the text to get the key words and general idea of each paragraph. 1st paragraphthe introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor3rd Paragraphthe relocating of the Amber Room in Catherir times: moved into Summer Palace, more added to its design4th Paragraphthe missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraphthe rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg3.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?Keys for reference: This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into, be used to, make the design for the room, in fact, as a gift of, add more details to, remove from the search for,belong to, feel as hard as stone, the fancy style, be made for, in return, one of the great wonders, art objects, look much like, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as, at war, remain a mystery, be ready for5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716Frederic William gave the Amber Room to Peter the Great as a gift.1770Catherine had completed the adding to the Amber Room in this year.1941The Nazi German army stole the Amber Room in this year.2003The rebuilding of the Amber Room was completed in this year.7000 TonsThe total weight of the ambers used to make the room.55The number of soldiers given to the king of Russia in return.600The number of the candles lighting the Amber Room.2The two countries: German and Russia.2In two days the Amber Room was removed to a German city.100,000The Amber Room was dismantled into 100,000 pieces2727 wooden boxes were used to contain the pieces of Amber Room.300thThe newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city6.Reading and learning Read the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick PrussiaFrederick William St.PeterburgPeter the GreatKonigsberg Catherine Winter PalaceSummer Palace Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA. 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?Keys for reference: A. I have no idea about the fate of the Amber Room. Because anything can happen 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 represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Lets recall some key words and expressions on the board. You are to retell the story of the Amber Room:ColourStyleShapeownerpresentmove to winter palaceadd tomore detailsremove to piecesput on trains remain a mystery 300th birthday教学反思：上了一节阅读课，却发现高中的课文对我们学校大部分的学生来说都很难，即使我为学生准备了一些比较简单的题目：简答问答题，填空题和选择题，他们也觉得存在很大问题，一节阅读课下来，能发言的学生较少，感觉拖不动他们。因此，在以后的阅读教学中，应该带学生多读课文，让学生先熟读课文来培养他们自己的语感，先过关课文，并帮学生打好基础。
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