教案示例一Unit 1 Cultural relicsPeriod 1I. Contents：Warming up; Reading; Part of ComprehendingII. Objectives:1. AbilityBy the end of this class, the students will be able to●Have some general knowledge of the cultural relics.●Understand the writing style of the passage and get the main idea of each partof the text.●List the key words that are used to describe the history about the AmberRoom.●Talk about the story of the Amber Room.2．Language●Words and expressions:cultural, rare, gift, stone, melt, once, heat, design, fancy, style, jewel,reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden,doubt, remain, mystery, look into, belong to, in search of, in returnThere is no doubt that…；the way (that / in which)…●Grammar：Restrictive attributive clause and Non-restrictive attributive clause 3．CultureThe history about the Amber Room; famous cultural relics in China and abroad;cultural relics protection and a responsible attitude towards cultural relics.III. Teaching ProceduresStep 1 Warming upShow the students some pictures of the famous cultural relics and ask some questions.1) What do you know about them?2) Can you name some cultural relics in China and aboard? (The four pictures inthe textbook provide some examples.)3) What is a cultural relic? What material were they made of?Step 2 Pre-reading1. Talk about amberShow the students a piece of amber or some amber objects or pictures of it and ask some questions.1) Do you know what amber is?2) What do you know about it?2. PredictingAsk the students to read the title and guess what the text is about.1) What does the title—In Search of the Amber Room imply?2) What is the text mainly about?Step 3 Reading1. Ss are required to do fast reading and get the main idea of the text.1) Why is it called the Amber Room?2) What happened to the Amber Room?2. Ss are asked to skim and identify the general idea of each paragraph(Exercise2 on page 2 can be used as a reference.)Para.1Para.2Para.3Para.4Para.53. Close reading and detailed information (Exercise 1 on page 2.)This passage is written in a narrating style, telling the history of the Amber Room in the order of time. Note-making is a good way to help students clearly understand what happened and the relationship between time and people;numbers and events.Step 4 Discussion1. Can you imagine the fate of the Amber Room? What is it?2. Do you think if it is worthwhile to reproduce the Amber Room? Why? Step 5: Retelling1. Ask the students to retell the story of the Amber Room with the help of thenotes and the following outline.Para. 1the best and biggest work of country’s best Prussian artistsPara. 2 in 1716, given to the Czar as a giftPara. 3 in 1770, redecorated by Catherine 错误!未找到引用源。

Para. 4 in 1941 stolen by the Nazi German armyPara. 5 the old missing Amber Room being searched for; a new Amber Room having been built2. Ask a few students to retell the story to the class.Step 6: Homework1. P3 Ex 1.2.3.2. Find some words and expressions in the text that you think are importantand look up the words in an English- English dictionary.五、相关链接St Petersburg 300-year AnniversaryThe creation of St. Petersburg 300 years ago symbolized the opening of tsarist Russia to the Western world. Peter the Great wanted his capital to be the most beautiful in Europe. He transformed an unpopulated marshland on the river Neva into a majestic city of stone and marble, today inscribed on UNESCO’s World Heritage List. A network of canals, streets and embankments gradually developed. The Nevsky Prospekt, the ‘Champs Elysees’ of St. Petersburg, became its mai n avenue in 1738. Foreign architects designed the capital’s palaces, public buildings and churches. Under the Empresses Anna Ivanovna and Catherine the Second, St. Petersburg took on a splendor that gave it the nickname Venice of the North. Italian architect, Bartolomeo Rastrelli, created a style here known as Russian Baroque. A prime example is the Winter Palace with its many rooftop columns and statues. This was the main residence of the tsar.Today it houses one of the world’s major art museums, the Her mitage, home to works by the Dutch masters as well as Italian Renaissance and Impressionist painters. The baroque gave way to a long period of classical architecture. The French architect, August Montferrand, spent 40 years working on St. Isaac’s Cathedral, the last building in the classical style. The cathedral features the ancient art of Byzantine mosaics. But the world’s largest collection of mosaic icons is in the Church of the Resurrection. The Mikhailovsky Palace Ensemble is the creation of Carlo Rossi, known for his imperial style of architecture. Four palaces, including the Palace of Marble, now house the Russian Museum, the world’s largest collection of Russian art and icons. The museum opened in 1898 and was the first to present Russian art to the public. St. Petersburg’s renowned ballet school adds to its reputation as an art center. The Mariinsky Theater is one of the world’s leaders in opera and ballet.The city is known for the Country Palace Ensemble on its outskirts. With itsthree parks, ten Baroque-style palaces, and many fountains and waterfalls, the Petrodvorets or Peter’s Court is called the Russian Versailles. It was a home to generations of Russian royalty. It and Tsarskoe Selo, another country domain, were rebuilt after destruction in W orld War II. Tsarskoe Selo’s Catherine Palace includes the Amber Room, considered the eighth wonder of the world. It recently opened to the public after 25 years of restoration work. By reviving the stonecutter’s art of the Florantine mosaic, and other techniques from the 17th and 18th centuries, Russian restorers have reproduced the room’s amber panels and artworks. Since the mid-1800s, the addition of Gothic, Byzantine and Renaissance details have enhanced St. Petersburg’s architecture. The Venice of the North is also decorated with more than 400 bridges, connecting not only the city’s banks and islands, but also the historical periods of the past three centuries.(Reference: CNN World Report)教案示例二Unit 2 The Olympic GamesPeriod 1 Warming Up, Pre-reading, ReadingStep 1 Leading-inShow some pictures about “The Olympic Games”, and ask the students whether they know any of them: sSkimmingAsk the students to guess what the passage is going to talk about according to the title and the background information in the first paragraph.1. What are they mainly talking about?(The similarities and differences about the ancient Olympics and modern Olympics) 2. When he hears that women are allowed to join in, what does he say? How about his feeling, sad, surprised or happy? (surprised)3. When he hears the Olympics are also about being able to run faster, jump higher and throw further, how does he feel, sad, surprised of happy? (happy)ScanningAsk the students to read the text quickly and find out the similarities and differences.(1) What are the similarities?How often Both are held every four years.What for Both are held not for money but for honour.Beliefs They are the same. Swifter, Higher, and Stronger.Competitors Men are allowed to take part both in ancient and modernOlympics.EventsSome events are the same, such as running, jumping, shooting, and throwing.(2) What are the differences?Ancient ModernGames Summer Summer & winterCountry Only Greece Countries from all over the world Competitors Only men Men and womenPrize Olive wreath MedalEvents A few Many moreFurther readingSs are asked to read the passage carefully and silently and finish Ex2 (P11).Step 5 DiscussionThe Chinese government tried its best to compete for hosting the 29th Olympic games. It cost a lot of money. Do you think it is worthwhile? Why?五、相关链接Olympia, the site of the ancient Olympic Games,is in the western part of the Peloponnese which,according to Greek mythology, is the island of"Pelops", the founder of the Olympic Games.Imposing temples, votive buildings, elaborateshrines and ancient sporting facilities were combined in a site of unique natural and mystical beauty.Olympia functioned as a meeting place for worship and other religious and political practices as early as the 10th century B.C. The central part of Olympia wasdominated by the majestic temple of Zeus, with the temple of Hera parallel to it. The ancient stadium in Olympia could accommodate more than 40,000 spectators, while in the surrounding area there were supplementary buildings which developed gradually up until the 4th century B.C. and were used as training sites for the athletes or to house the judges of the Games.The Olympic Games were closely linked to the religious festivals of the cult of Zeus, but were not an integral part of a rite. Indeed, they had a secular character and aimed to show the physical qualities and evolution of the performances accomplished by young people, as well as encouraging good relations between the cities of Greece. According to specialists, the Olympic Games owed their purity and importance to religion.教案示例三Unit 3 ComputerPeriod 1 Warming Up, Pre-reading, ReadingTeaching Goals:1. To know something about computers.2. To learn and talk about computers.Teaching Procedures:Step 1. Leading-inPurpose: To activate the Ss and arouse them to talk about the importance of computers in modern society.Ask Ss whether they have a computer or not and what they use it for. Let them talk as much as possible.Step 2. Warming UpPurpose: To get Ss to think about the different ways computers can be made.Pair workGet Ss to look at the pictures in the book, and then ask them to answer the questions given.Step 3. Pre-readingPurpose: To activate Ss’ interest about computers.Group workAsk Ss the following questions and encourage them to say more.1.How have computers changed our lives?2.What do you know about computers?Suggested Answers:1. They’re a much more useful and humane tool than the phone, and with corporate America behind them the networks will be everywhere--- changing our lives morethan any technology since the automobile.2. A multi-function electronic device that can execute instructions to perform a task.A device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output.A programmable hardware component that is controlled by internally stored programs and that can perform substantial computations (including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices.Step 4. Reading1. SkimmingPurpose: 1. To get a brief understanding of the text.2. To train the students’ listening ability.First, let Ss skim the text and then listen to the recording of the text. Pay attention to the pauses and pronunciation.2. ScanningPurpose: To get Ss to have some details in the text.Now we are to read the text again and underline all the expressions in thetext. Write them down in your notebook.3. Further ReadingPurpose: To get Ss to get more details about the text.Read the text again and find the information to complete the table, whichdescribes the development of computer.1642: ___________________________________________________1822: The Analytical Machine was made by Charles Babbage.____: ___________________________________________________1940s: ________________________________________________________: The first family of computers was connected to each other.1970s: ___________________________________________________Now: ___________________________________________________Step 5. RetellPurpose: To have a deep understanding of the text.Ask Ss to use the chart above to retell the development of the computer.Step 6. Homework1. Write a short passage about the development of computers.2. Finish Ex1 (P19), Ex2 (P20).五、相关链接Robot workers versus human workers The question whether it is ethically and morally responsible to manufacture robotworkers and androids is one of the most frequently asked questions when it comes to robots and artificial intelligence.There are no easy answers here. The debate has been going for some time and there are several possible outcomes.The argument that robot workers take jobs from human workers is true. It is also true that these jobs are generally repetitive jobs, monotonous and often hazardous to human workers. Is it wrong then to replace humans with robots in these cases?It isn't if there are enough other jobs these humans can turn to. It is if it leaves thousands of people out of work altogether. These are the simple answers.A more detailed answer lies in the progress and development of countries as well as advances in science and technology.The wealthier countries have enjoyed rapid advancement in science and technology, enabling them to automate many facets of society. In combination with a high standard of education these countries have a reduced need for uneducated workers that are willing to do repetitive work such as factory work.While governments, on the other hand, have the responsibility to look after their citizens so that everyone has a job and benefits from the general wealth.So the real question is how to obtain a balance between using the development of technology without causing undue hardship.When computers started entering the workplace it was proclaimed by many that they would take jobs away from ordinary people. This has certainly been true. But, in a developing world where the flow of data and information has become crucial for society to function, it has also created many new jobs --- not least of all in the computer industry itself. In fact, the computer industry has created millions of jobs --- for educated workers.The key issue here is that the local work force has had sufficient education to upgrade itself at the same pace as technology, creating the need as well as the development base for robot workers.As with artificial intelligence, we can make robots to make our lives easier, handling tasks that we do not want or cannot do. There is nothing wrong with this.。