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1、 structures (p. 4), Using structures (p. 43)； Reading and listening, Speaking (pp. 5-6)；Discovering useful words and expressions (p. 3), Using words and expressions (p. 42)； Listening, Talking (p. 41)； Reading and writing (p. 7).2、教学重点:（1）.Have students learn some useful words and expressions and le
2、t them learn effective ways to remember the vocabulary.（2）.Get students learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their senses of cultural relics. (3). Enable students to learn to tell the difference between facts and opinions to train thei
3、r thinking and analyzing ability. (4). Let students learn to give opinions and ask for opinions in English. (5).Let students learn the new grammar item: the restrictive attributive clause and non-restrictive attributive clause. (6).Develop students listening, speaking, reading and writing ability.3、
4、教学难点:(1). Train students thinking and analyzing ability by making them learn to tell from facts and opinions.（2）.How to talk about cultural relics.（3）.Develop students integrated skills.三、 单元教学安排 共6课时，每课时45分钟第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)第二课时: 语法课 Discovering usef
5、ul structures (p. 4); Using structures (p. 43)第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6) 第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)第五课时: 听说课 Listening; Talking (p. 41)第六课时: 读写课 Reading and writing (p. 7)四、 单元目标1. vocabulary: race, valuab
6、le. survive,vast,dynasty,amaze,design,fancy, style, decorate, jewel, artist, apart, painting, castle, explode, entrance, sailor, sink, informal ,take apart, think highly of, at war, less than, in return2. Topics: cultural relics protection; famous cultural relics in China and abroad3. Grammar: the a
7、ttributive clause1) Restrictive attributive clause2) Non- restrictive attributive clause五、单元教学设计 Period One: Warming up, Pre-reading, Reading and Comprehending设计人：唐 健 （五华水寨中学 ）课型：阅读课 45分钟一、教学要求：1. Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goa
8、lsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 二、Teaching important pointsTalk about cultural relics and what should be done with them.三、Teaching difficult points:How to talk about cultural relics.四、Teaching methods:Group discussion and
9、presentation.(cooperative learning) 五、教学过程：步骤目的教师活动学生活动条件/手段1. Leading-in (2mins) Stimulatestudents interest and pave the way for the following activities.Ask the Ss to try their best to think of the cultural relics that they know. 教者可以这样提问: Which one would you like to visit most? Why? Do you know t
10、hese famous places? (show some pictures of the cultural relics in the world) If you know, what do you know about them? Present their ideas. （The topic of this unit is cultural relics. Ss should define a cultural relics.）Orally2Warming up(5mins)通过呈现图和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。1 请学生
11、看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。1 Do you know what cultural relics are? 2Are all the old things are cultural relics?请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。 Cooperative learning:Show some pictures on ppt.3. Pre-reading (5mins) 通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引
12、入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。1.请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。2.What do you think of the cultural relics? Suppose one of them got lost, how would you feel and what will you do with it? 2.词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答
13、案，其他学生和教师补充或更正。发表意见。 (by describing the pictures)PPT和实物展示 4. While-Reading (8mins) 通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息。1请学生略读课文，核查自己预测的内容是否正确。2.请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时
14、间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。1How did the Amber Room become one of the wonders of the world? 2How was a new Amber Room built? 3.How did the Amber Room get lost? 4.How was the Amber Room made?5.Why did the King of Prussia give the Amber Room to the Czar of Ru
15、ssia as a gift? 6.Why is it called the Amber Room?7.What happened to the Amber Room?Fast reading（ Go through a passage）textbook5.Careful reading(10mins) 通过听课文录音并朗读帮助学生掌握正确的语音、语调；让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。 请学生听课文录音然后再读一遍课文。根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件.请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。Design some exercises about T or F. 1. It took some best artists about ten years to make the old Amber Room.2. The Amber Room served as a reception hall for t
