Unit 1 Cultural relics Teaching Ain uage Topics: Cultural relics protection, Famous cultural relics in China and abroad Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, maid informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions Grammar: The Attributive Clause(3)(Restrictive and Non-restrictive Attributive Clause) lI Language skill Speaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about the topic about cultural protection and famous culture relics in China and abroa cording to the contents of this unit Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students'ability of grasping the structure and organization of the text and learn the way of telling story. Try to help the Ss to set up a concept to comprehend the text as a whole and summarise the main idea of each paragraph and complete the other exercises. In the Using Language part, get the Ss to read the short paragraphs to distinguish the fact with opinion. Meanwhile, learn the new word, phrases and sentence structures in the texts to improve the ss' language ability get a better understanding of the texts Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the given lI Emotion attitudes Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad IV Learning Strategies: Learn to understand the text by grasping the structure and organization of the text Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an attributive clause into two clauses and combine two into one Main points language points and language skills listed above, learning strategies, the reading mprehension of the text, the grammar items Difficult points ew language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based Teaching Time: Period(45min×7 Teaching Aids: Multi-media teaching system
Unit 1 Cultural relics Teaching Aims: I Language knowledge: Topics: Cultural relics protection, Famous cultural relics in China and abroad. Vocabulary: rare, valuable, survive, vase, dynasty, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trial, evidence, explode, entrance, sailor, sink, maid, informal, debate, in search of, belong to, in return, at war, less than, take apart, think highly of Functions: Ask for opinions and giving opinions. Grammar: The Attributive Clause (3) (Restrictive and Non-restrictive Attributive Clause) II Language Skills Speaking: Talk about two descriptions, give their own opinions and ask for opinions, discuss and exchange different opinions, and at last give a report to the class. Talk about the topic about cultural protection and famous culture relics in China and abroad according to the contents of this unit. Reading: Read and understand the texts In Search of the Amber house to know the history of the amber house. Develop the students’ ability of grasping the structure and organization of the text and learn the way of telling story. Try to help the Ss to set up a concept to comprehend the text as a whole and summarise the main idea of each paragraph and complete the other exercises. In the Using Language part, get the Ss to read the short paragraphs to distinguish the fact with opinion. Meanwhile, learn the new word, phrases and sentence structures in the texts to improve the Ss’ language ability get a better understanding of the texts. Writing: Get the Ss to read the letter from a German newspaper, discuss the opinions in the letter and develop it into a debate, and then write a report on the debate with the given guidance. III Emotion & Attitudes: Try to form the right attitudes towards the culture relic protection. Get to know more about the cultural relics in China and abroad. IV Learning Strategies: Learn to understand the text by grasping the structure and organization of the text. Learn the way of telling a story according to an order and some basic elements such as time, place, events, etc. Have the clear sense of sentence structures of the Attributives Clause by divide an Attributive Clause into two clauses and combine two into one. Main Points: language points and language skills listed above, learning strategies, the reading comprehension of the text, the grammar items . Difficult points: new language points, the reading comprehension of the text and the grammar item. Teaching Mode: Task-based Teaching Time: Period (45min×7 ) Teaching Aids: Multi-media teaching system
Period 1 Teaching learning contents: Warming up, Pre-reading, Extensive reading of the text Teaching learning goals 1. Introduce and talk about some basic knowledge about cultural relics 2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text 3. Do some of the reading comprehension exercises Main points: The reading comprehension of the text Difficult points: Reading and reading comprehension of the text. Class type: Warming up and Fast Reading Teaching learning procedures Step l Lead-in Introduce the topic of this unit and get the Ss to know the new words: cultural, relic Step 2 Warming up Task 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers. )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 And the correct definition should include: that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred that it may or may not be valuable, that it tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used 2)A correct answer should include the following information: that it does not need to be rare or valuable that it is enough to have survived a long time 3)That it can be a building, object or item 1. cultural adj文化的 culture n 2. relic n遗物,遗迹,废墟,纪念物 3. rare ad j.稀罕的,杰出的,珍贵的 eg. a rare sense of honor不寻常的荣誉感 a rare friend.极好的朋友 It's very rare for her to arrive late This is a rare book 4. valuable adj.贵重的,有价值的,颇有价值的 eg a valuable diamond贵重的宝 valuable information重大的消息 valuable advice重要的建议 a valuable friend令人钦佩的朋 5. survive vi.幸存,幸存,生还,比…活得长v从…中逃生,经历…后继续存在 survivor n.幸存者 Only two people survived the fir Two-thirds of the people survived the earthquake 经过这次地震,三分之二的人活了下来
Period 1 Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text. Teaching & learning goals: 1. Introduce and talk about some basic knowledge about cultural relics. 2. Read the text, summarise the main idea of each paragraph by answers the questions. Try to understand the text by grasping the structure and organization of the text. 3. Do some of the reading comprehension exercises. Main points: The reading comprehension of the text. Difficult points: Reading and reading comprehension of the text. Class type: Warming up and Fast Reading Teaching & learning procedures: Step 1 Lead-in Introduce the topic of this unit and get the Ss to know the new words: cultural, relic. Step 2 Warming up Task 1: Teacher shows some pictures of cultural relics and then asks the Ss to work in pairs or in groups to talk about the three given questions. Task 2: Give a report and share their ideas. (And then the teacher gives the suggested answers.) Suggested answers: 1) 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. And the correct definition should include: * that it is any object, building or item that was made something in the past. It maybe many thousands of years old or it may be a few hundred; * that it may or may not be valuable; * that it tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used. 2) A correct answer should include the following information: * that it does not need to be rare or valuable; that it is enough to have survived a long time. 3) That it can be a building, object or item. Notes: 1. cultural adj.文化的 culture n. 2. relic n.遗物, 遗迹, 废墟, 纪念物 3. rare adj. 稀罕的, 杰出的, 珍贵的 eg. a rare sense of honor 不寻常的荣誉感 a rare friend. 极好的朋友 It’s very rare for her to arrive late. This is a rare book. 4. valuable adj. 贵重的, 有价值的, 颇有价值的 eg. a valuable diamond 贵重的宝 valuable information 重大的消息 valuable advice 重要的建议 a valuable friend 令人钦佩的朋 5. survive vi. 幸存，幸存, 生还 ,比…活得长 vt.从…中逃生, 经历…后继续存在 survivor n. 幸存者 eg. The custom has survived for thousands of years. Only two people survived the fire. Two-thirds of the people survived the earthquake. 经过这次地震, 三分之二的人活了下来
6. vase n.花瓶 7. dynasty n.王朝;朝代 Step 3 Pre-reading Task 1 Ss ask each other if they If they know, share th information with the class If they dont they teacher may pictures of ambers and give some explanation Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin(t Ha)that we know today. If it has come into contact with insects when still in its liquid and become part of the amber, so real amber should/may contain some evidence of insect life 琥珀是史前松树脂的化石。琥珀是由千万年前植物所分泌出来的树脂,经过地壳变动而深 埋地下,逐渐演化而成的一种天然化石。形成于4000万年至6000万年前,琥珀的主要成分 是碳、氢、氧以及少量的硫,硬度2-3,比重105-1.10,熔点150C-180C,燃点250C-375C。 琥珀是很“涩”的物质,没有两块琥珀是完全相同的。品种有金珀、虫珀、香珀、灵珀、石 珀、花珀、水珀、明珀、蜡珀等,尤以含有完整昆虫或植物的琥珀为珍贵 Task 2 Look at the title and the picture of the reading passage and predict what it is about Possible answers:(collect answers from the Ss) What is the amber room? Why was it called the amber room? What was it made for? What h to Why to search for it? Step 3 Fast Reading Task I Scan the text as quickly as possible to see if their prediction is right and answer the five questions to summarize the main idea of the five paragraphs. At the same time ask themselves when, where, who, what, why-questions Answers. PI: How was the amber room made P2: Why did the King of Prussia give the Amber room to the Czar of russia as a gift? P3: How did the amber room become one of the wonders of the world? P4: How did the amber room get lost? P5: How was a new Amber room built? Task 2 Read the text more carefully, join the correct parts of the sentences together in Exercise in Comprehending and put the following sentences in order to have a clear idea of the development of the story.(Ask the Ss to pay attention to the way writer tells the story. 1) Fredrick William I gave the amber room to Peter the great as a gift 2) The Czar gave Fredrick William I his best soldiers 3) The Amber Room was made for Fredrick I 4) The Russians removed art objects from the amber room 5) More details were added to the rooms design 6) The Amber Room was taken apart(F Bi )and moved away 7) A New Amber Room was built 8) Catherine Il moved the Amber room to the palace outside St Petersburg Answers to the Exercise I in Comprehending
6. vase n. 花瓶 7. dynasty n. 王朝；朝代 Step 3 Pre-reading Task 1 Ss ask each other if they know something about amber. If they know, share the information with the class. If they don’t know, they teacher may show pictures of ambers and give some explanation. Amber is actually the fossilized sap or liquid from pine trees. If circumstances are right the sap will finally become hard and turned into the resin (树脂) that we know today. If it has come into contact with insects when still in its liquid and become part of the amber，so real amber should/may contain some evidence of insect life. 琥珀是史前松树脂的化石。琥珀是由千万年前植物所分泌出来的树脂，经过地壳变动而深 埋地下，逐渐演化而成的一种天然化石。形成于 4000 万年至 6000 万年前，琥珀的主要成分 是碳、氢、氧以及少量的硫，硬度 2-3，比重 1.05-1.10，熔点 150C-180C，燃点 250C-375C。 琥珀是很“涩”的物质，没有两块琥珀是完全相同的。品种有金珀、虫珀、香珀、灵珀、石 珀、花珀、水珀、明珀、蜡珀等，尤以含有完整昆虫或植物的琥珀为珍贵 。 Task 2 Look at the title and the picture of the reading passage and predict what it is about. Possible answers: (collect answers from the Ss) What is the Amber Room? Why was it called the Amber Room? What was it made for? What happened to it? Why to search for it? Step 3 Fast Reading Task 1 Scan the text as quickly as possible to see if their prediction is right and answer the five questions to summarize the main idea of the five paragraphs. At the same time ask themselves when, where, who, what, why—questions. Answers: P1: How was the Amber Room made? P2: Why did the King of Prussia give the Amber room to the Czar of Russia as a gift? P3: How did the Amber Room become one of the wonders of the world? P4: How did the Amber Room get lost? P5: How was a new Amber Room built? Task 2 Read the text more carefully, join the correct parts of the sentences together in Exercise 1 in Comprehending and put the following sentences in order to have a clear idea of the development of the story. (Ask the Ss to pay attention to the way writer tells the story.) 1) ____Fredrick William I gave the Amber Room to Peter the Great as a gift. 2) ____The Czar gave Fredrick William I his best soldiers. 3) ____The Amber Room was made for Fredrick I. 4) ____The Russians removed art objects from the Amber Room. 5) ____More details were added to the room’s design. 6) ____The Amber Room was taken apart(拆除)and moved away. 7) ____A New Amber Room was built. 8) ____Catherine II moved the Amber Room to the palace outside St Petersburg. Answers to the Exercise 1 in Comprehending:
IC 2E 3B 4D 5A 6F The right order of the above sentences 2316578 Task 3 Do more comprehending exercise to gain more detailed information and understand the ext better 1)Close test The Am ber roo A team of artists spent ten years making it. material 7,000 tons of amber were used for making it, with gold and jewe It was made not to be a gift, but for the Palace of frederick I It was sent to Russian people. After Frederick William I succeeded his father and became the King of Prussia; soon it became part of the Czar's winter palace; it was one of the great wonders of the world; in 941, it was stolen by the Nazis. Now a new Am ber Room has been built in Russ ia and it looks much like the old one the old photos 2)List the places and events to show the remove of the amber room Prussia---Russia---the winter palace in St Petersburg---the summer palace in St Petersburg-- German city on the Baltic Sea---? led to more details---stole st---rebuilt Step 4 Listening retelling TaskI Listen to the tape of the text to get a better understanding of the text Task 2 Try to retell the text according the form above 1. Listen to the tape and read the text 2. Find out the new words and language points in the text 3. Think about the question in Exercise 3 in Comprehending
1 C 2 E 3 B 4 D 5 A 6 F The right order of the above sentences: 2 3 1 6 5 7 8 4 Task 3 Do more comprehending exercise to gain more detailed information and understand the text better. 1) Close test. The Amber Room time spent A team of artists spent ten years making it. material 7,000 tons of amberwere used for making it, with gold and jewels. purpose It was made not to be a gift , but for the Palace of Frederick I. results It was sent to Russian people. After Frederick William I succeeded his father and became the King of Prussia; soon it became part of the Czar’s winter palace; it was one of the great wonders of the world; in 941, it was stolen by the Nazis. Now a new Amber Room has been built in Russia and it looks much like the old one, following the old photos. 2) List the places and events to show the remove of the Amber Room. Prussia---Russia---the winter palace in St Petersburg---the summer palace in St Petersburg---- German city on the Baltic Sea---? built---gave to sb as a gift---added to more details---stolen---lost---rebuilt Step 4 Listening & Retelling Task1 Listen to the tape of the text to get a better understanding of the text. Task 2 Try to retell the text according the form above. Homework: 1. Listen to the tape and read the text. 2. Find out the new words and language points in the text. 3. Think about the question in Exercise 3 in Comprehending
Periods 2--3 Teaching learning contents: Intensive reading, language focus Comprehending learning out Teaching learning goals 1. Learn the new language items in the text and their usages to get a better understanding of the text 2. Discuss the question in Comprehending Main points: New language points and language items Difficult points: New language points and language items Class type: Reading, language focus Teaching learning procedures Step 1 revision Task I Try to retell the text according to the time orde Task 2 Check the vocabulary to see if the Ss have got to know some of the new words Step 2 Language focus Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, and sentence structure, the meaning of some difficult sentences the background information, and the organisation of the paragraph and so on It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways such as answering questions, making sentences, comparing and contrasting, summing up, etc to make the students active in language learning. Teacher can choose some of the items according to the Ss language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes Task 1 Learn the language points and try to understand them use them Main language points 1. in search(n.)of寻找;搜寻 in the/one' s search for在寻找中 search(v) for sth寻找;搜寻 search(v)sb/sth搜查某物/搜身 2. Frederic William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history l) could have done“本能够."(用于对过去情况的推测,其否定形式“can't/ couldn't nave done”,意为“(过去)不可能做过某事 eg. The classroom can't have been cleaned by Li Ping because he didnt come to school tod 教室不可能是李平打扫的,因为他今天没来上学 He knows nothing about that book, for he couldn't have read it before 他对那本书一无所知,他不可能读过 He paid for a seat when he have entered free (could /would /must /need) have been more than six years old when the accident happened
Periods 2--3 Teaching & learning contents: Intensive reading, language focus & Comprehending, learning about the language. Teaching & learning goals: 1. Learn the new language items in the text and their usages to get a better understanding of the text. 2. Discuss the question in Comprehending. Main points: New language points and language items. Difficult points: New language points and language items Class type: Reading, language focus. Teaching & learning procedures: Step 1 Revision Task 1 Try to retell the text according to the time order. Task 2 Check the vocabulary to see if the Ss have got to know some of the new words. Step 2 Language focus Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, and sentence structure, the meaning of some difficult sentences, the background information, and the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the items according to the Ss’ language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes. Task 1 Learn the language points and try to understand them & use them. Main language points: 1. in search (n.) of 寻找；搜寻 in the / one’s search for 在寻找…中 search (v) for sth 寻找；搜寻 search (v) sb / sth 搜查某物/ 搜身 2. Frederic William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. 1) could have done “本能够…”(用于对过去情况的推测,其否定形式 “can’t / couldn’t have done” ,意为 “(过去)不可能做过某事. eg. The classroom can’t have been cleaned by Li Ping because he didn’t come to school today. 教室不可能是李平打扫的,因为他今天没来上学. He knows nothing about that book, for he couldn’t have read it before. 他对那本书一无所知,他不可能读过. He paid for a seat when he _____ have entered free. (could /would / must / need) I _______ have been more than six years old when the accident happened