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Teaching design: Model 2 Unit 1 Cultural relics
Type: New Lesson Lessen period : 1st period

Ⅰ. Teaching objectives: 1. Knowledge objectives: 1) 2)To learn some useful words an

d expressions, such as remain, belong to, remain, be at war, be made into and so on. 3)To master restrictive and non-restrictive attributive clause. 2. Ability objectives: To distinguish the difference between the restrictive and non-restrictive attributive clause. 3. Affection objectives: 1) To know what the cultural relics are and how the cultural relics are divided. 2) To form a correct attitude toward the protection of the cultural relics in daily life. Ⅱ. Key points: modal verb+ have done; belong to; remain Ⅲ. Difficult points: restrictive and non-restrictive attributive clause. Ⅳ.Teaching approach: task-based learning approach Ⅴ. Teaching aids: blackboard, multi-media, chalk, picture Ⅵ. Teaching procedures:

Step1: Pictures Presentation To show students some pictures about cultural relics and then let students answer the following two questions. Q1. Do you know what a cultural relic is? Q2.Who have the right to confirm and classify them? Step2: Group Discussion Now, boys and girls, I met a “moral

Warming up

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. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: 1) What should we do? 2) Can we keep it for ourselves or report it to the government? 3) Have you come across such a situation — to make a difficult choice?

Showing

students

a

picture

of

Amber, and then answer the following questions:

Pre-reading

1. Have you ever seen a piece of amber? What do you know about it? 2. What do you know about the cultural relics “the Amber Room”? Giving students three tasks and let them dealing with these three tasks one by one: Task1:Listening and scanning Letting students listen to the tape. While listening, the students should pay

While-reading

more attention to pronunciation, stress and intonation and complete the first exercise of comprehending on page2. Task2: Skimming Reading the text carefully and finding out the main idea of each paragraph. Para1. the introduction about the Amber Room: design, color, shape, material Para2. the present to the Czar: a part of

winter

palace in

St.

Petersburg, a

reception hall for important visitor. Para3. the relocating of the Amber Room in CatherinⅡtimes: moved into Summer Palace, more added to its design Para4. the 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 on. While-reading Para5. the 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 Petersburg. Task3:Study reading Reading the text carefully and answering the following questions Para1.How was the Amber Room made? Para2.Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Para3. How did the Amber room became

one of the wonders of the world? Para4.How did the Amber Room get lost? Para5.How was the new Amber Room built?

Letting students read the text again and Post-reading try to retell the text, so that they could understand the development of the Amber Room. Homework Asking students to write a short essay to introduce their hometown’s cultural relics.

Part 1. Warming up Step1. Lead-in Good morning, everyone. Today we’ll move on to model 2 unit 1 Cultural Relics. Before our class, I’d like to share some pictures with you. Could you name them out? They belong to the same family——“Cultural Relics”. 1) Do you know what cultural relics are? 2) Who have the right to confirm and classify them? Keys for reference: 1). Cultural relics are physical remainders of what different people 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. 2) Only an international professional organization from UN has the authority to confirm and classify them.

Step2. Discussion Now, 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 gard en. It’s so beautiful and special. Now, my family fell into a moral dilemma.

Can you help us to make a decision: 1) What should we do? 2) Can we keep it for ourselves or report it to the government? 3) Have you come across such a situation — to make a difficult choice? Keys for reference: 1,2,3 questions can be answered in all kinds of ways. The answers are flexible. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Part 2 Pre-reading

Working in groups of four and telling 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: A: 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.

B: 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. Step2. While-reading
Skimming the text to get the key words and general idea of each paragraph.

1st

the introduction about the Amber Room: design, color,

paragraph shape, material 2nd the present to the Czar: a part of winter palace in St.

paragraph Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherin Ⅱ times: moved into Summer Palace, more added to its design the missing of the Amber Room: the two countries were at war, Nazi German army stole

4th Paragraph

the Amber Room, 27 wooden boxes were trained to a

German city, Nobody knew it from then on 5th Paragraph the 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 Petersburg.

Part3 Post-reading 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. Part4 Homework 1) Please review the key sentence in this part. 2) Please review the words in the second period.


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