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Unit7CulturalRelicsThefirstperiod(WarmingupandPre-reading)Teachinggoals:1.TargetlanguageCultural,survive,remain,state,rare,dynasty,vase,belongto2.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.TeachingimportantpointsTalkaboutculturalrelicsandwhatshouldbedonewiththem.Teachingdifficultpoints:Howtotalkaboutculturalrelics.Teachingmethods:Groupdiscussionandpresentation.(cooperativelearning)Teachingprocedures:Step1Warming-upTtalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.Ss:Thetopicofthisunitisculturalrelics. T:Doyouknowwhatculturalrelicsare?(SscanfindtheanswerfromtheWarmingup.)T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?S1:TheGreatWall.S2:ThePyramidsinEgypt.S3:TheImperialPalace.……T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.3minuteslater,asksomeSstogivetheiranswers.Step2Pre-readingT:OK,class,doyouthinktheseculturalrelicsarebeautiful? Ss:Yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?S1:Tryourbesttofindit.S2:Protecttheothersinorderthattheywillnotlost.……T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.Tcanpracticeitwithastudenttogiveanexample.SampledialogueT:Ifyoufoundaculturalrelic,whatwouldyoudowithit?S1:Idon'tknow．T:Wouldyouwanttokeepit?S1:Ofcoursenot．Itdoesn'tbelongtome．T:Thenwhydon'tyougotoyourcommunitycouncil?S1:I'mnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?T:Goodquestion．Whatdotherestofyouthink?S2:IguessIwouldaskmyparentswhattodowithit．T:That'sagoodidea．Anyoneelsehaveanidea?S3:Iwouldaskmybrother．Heisapoliceman．AsksomeSstoacttheirdialogueout. Step3Homework1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheSecondPeriod(Readingandcomprehending)Knowledge: Learnsomenewphrasesandsomenewsentencepatterns.Ability:1.LearnsomedetailedinformationabouttheAmberRoom.2.Improvethestudents’readingability.3.Trainthestudents’abilitytograspkeyinformationwhilelistening.4.Trainthestudents’speakingability.Emotion:1.Trainthestudents’abilitytocooperatewithothers.2.EnabletheSstotalkaboutthestoryoftheAmberRoomTeachingimportantpoints:1.Thenewwordsandexpressions;2.LearnsomedetailedinformationabouttheAmberRoom;3.Trainthestudents’abilitytocooperatewithothers;4.Trainthestudents’speakingability.Teachingdifficultpoints:1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;3.Sentencepatterns:(1)Thereisnodoubtthat…..(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit． 4.Improvethestudents’readingability.5.Trainthestudents’abilitytograspkeyinformationwhilelistening.Teachingmethods:1.Listeningtothetape.2.Learningandpracticing.Teachingprocedures:Step1Greetingsandlead-inT:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.Studentsgivetheiranswers.T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?Ss:TheAmberRoom.T:Yes,It’scalledtheAmberRoom.Step2Fastreading:T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:1、WhyitiscalledtheAmberRoom?2、Whatelsewereusedtomaketheroombesidesamber?3、WhywastheAmberRoomfirstbuilt?4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPeter theGreat?5、WhatdidCatherineIIdowiththeAmberRoom?6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?Fiveminuteslater,asksomeSstogivetheiranswers.Answers:1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.2、TheAmberRoomwasalsomadewithgoldandjewels.3、ItwasmadeforthepalaceofFrederickI.4、1716，FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.Step3ComprehendingAfterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollect theanswers.Later,teachergivestheanswers.Step4Post-reading1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)Step4SpeakingorReadingaloudPlaythetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.Step5Homework1.Readthetextseveraltimes.2.Doexercise3onPage4.3.Doexercise1onPage42(Ss’Book)Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________TheThirdPeriod(Textanalysesandlanguagepoints)Knowledge:1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;2.Sentencepatterns:(1)In1770,theroomwascompletedtheway(that)shewantedit(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.Ability:1.Learntheusageofsomedifficultwordsandexpressions.2.Trainthestudents’abilitytoremovethedifficultieswhilereading. Emotion:1.Trainthestudents’abilitytocooperatewithothers.2.KnowwhathappenedtotheAmberRoom3.KnowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroomTeachingimportantpoints:1.Trainthestudents’abilitytoreaddifferentEnglishnames.2.Trainthestudents’abilitytocooperatewithothers.Teachingdifficulties:1.Theexplanationofsomedifficultwordsandexpressions.2.Trainthestudents’abilitytoremovethedifficultieswhilereading.Teachingprocedures:Step1RevisionT:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(R&G)NaziGermanSecretlystole--SenttoKonigsberg(G)—mystery---NowRebuilt Step2Learningaboutthelanguagepoints1.Althoughitfeelsashardasstone,iteasilymeltswhen（itis）heated.Feelheremeans:togiveorproducethestatedsensation(给人以某种感觉)2.Thedesignfortheroomwasofthefancystylepopularinthosedays.(在句中做表语)（定语后置）3.Thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg,atthattimeaGermancityontheBalticSea.(同位语从句)Step3HomeworkInordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.1.TranslatethesentencesonPage43intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.2.FinishtheReadingTaskonPage44.Recordafterteaching:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheFourthPeriod(LearningaboutLanguage)Knowledge:1.Learnsomenewwordsofthisunit.2.Dosomeexercisesofthisunit.Ability:1.LearntowriteoutthewordsaccordingtotheirexplanationinEnglish.2.Improvethestudents’abilityoftranslating.Emotion:Trainthestudents’abilitytocooperatewitheachother.Teachingimportantpoints:1.Learnthenewwords. 2.Trainthestudents’translatingskills.Teachingdifficulties:1.Learntochoosethecorrectwordsaccordingtothemeanings.2.Howtoimprovethestudents’translatingskills.Teachingprocedures:Step1Revision.Checkthehomeworkexercises.Haveadictationofsomewordsandexpressionsofreadingpart.Step2LearningaboutLanguage.1.AsktheSstofindthewordthatmeanseachofthefollowing(Discoveringusefulwordsandexpressions.)fromthereadingpassage.TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheiranswersandgivethecorrectanswers.2.T:Lookatthedictionaryentryforthephrasalverb“belongto”,andmatchthemeaningswiththesentencesintherightbox.belongtophrv(T)a.tobethepropertyof:Thatcoatbelongstome.b.tobeapartof;beconnectedwith:Thattopbelongstothisbox.c.tobeamemberof:Hebelongstoalargefamily.Warning:“Belong”isnotusedinthecontinuoustenseorthepassivevoice. Eg.Thecomputerisbelongingtomysister.(F)Thecomputerisbelongedtomysister(F)Thecomputerbelongstomysister.(T)TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.Afterseveralminutes,Tgivestheanswers.Step3Translation(P43SB)DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.Step4Homework1.FinishEx1onP4:findoutthesentenceswithattributiveclause.2.Afterclass,readthepassageonPage5.Recordafterteaching;_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________.
