Unit 1 Cultural relics
The Second Period Reading
Cultural Relics—In Search of the Amber Room
I. Teaching aims
1. Ability aims
1) Get the students to comprehend the text, the Amber Room.
2) Get the students to be able to talk about or retell the Amber Room with their own words.
3) Get the students to be able to search for more information, either past or today, of the Amber Room through their own possible ways.
2. Language aims
1). Enable the students to understand key sentences in this passage.
2). Enable the students to use key sentence structures in key sentences.
II. Teaching important points
1. Get the students to understand the history of the Amber Room, the world cultural relics and strengthen their realization of the cultural relics’ protection.
2. Get the students to learn to tell the facts and views, toughen their ability of thinking analysis.
III. Teaching methods
Cognitive approach and task-based method.
IV. Teaching aids
A tape-recorder, a computer connected with the Internet and a projector
V. Teaching procedures
Step 1 Revision
Ask the students some questions:
1. What is a cultural relic
2. Can you think of any cultural relics you know
3. What shall do to protect cultural relics
4. What will you do if you have find a cultural relic
（List some pictures for students’ reference.）
Step 2 Leading-in
Show some pictures of the Amber Room to stir the students’ stimulation on sensory, arousing their interest in reading the passage and sympathy. These pictures will also help the students comprehend the Amber Room. Meanwhile, we might as well give them some questions to help them read the text with purpose.
1. What does the text tell us about amber
2. How many tone of amber were used to make the Amber Room
3. What else were used to make the room besides amber
4. Why was the Amber Room first built
5. When and why did Frederick William I give the Amber Room to Peter the Great
6. What did Peter give in return
7. What did Catherine the Great do with the Amber Room
8. When and how was the Amber Room supposed to have been lost
Step 3 Reading comprehension
1. Get the students to read the text quickly and silently and get general meaning of each paragraph.
1. The Amber Room has a strange history and something about its design and building.
2. The history of the Amber Room and its functions in Russia.
3. Catherine II had the Amber Room moved to the palace outside St Petersburg and it became one of the great wonders.
4. The Nazi German army stole the Amber Room in 1941. After that what really happened to it remains a mystery.
5. The Russians and Germans have built a New Amber Room at the summer palace, following the old photos.
Read Para 1 to find detailed information about the Amber Room
Color Yellow-brown
birthplace Prussia
Design in the fancy style popular in those days
Material several tons of ambergold and jewels
Time to complete it It took the country’s best artists about tenyears to make.
Read Para.2 and answer questions
1. When and why did Frederick William I give the Amber Room to Peter the Great
In 1716, Frederick William I gave the Amber Room to Peter the Great as a gift of friendship from the Prussian to the Russian people.
2. What did Peter the Great give in return
In return, Peter the Great gave a troop of his best soldiers.
3. What did the Amber Room serve as
It served as a small reception hall for important visitors.
Read Para.3 and answer the question
What did Catherine II do to the Amber Room
Catherine II had the Amber Room moved to the palace outside St. Petersburg and added more details to its design.
Can you imagine the fate(命运) of the Amber Room
Conclusion Para2 – Para 5
The Amber Room
Purpose It was made not to be a gift, but for the palace of Frederick I.
What happened to the Amber Room. 1716 Frederick WilliamⅠ gave the Amber Room to Peter the Great as a gift. 1770 Catherine Ⅱ added more details to it1941 The Nazi German army stole the Amber Room2003 The rebuilding of the Amber Room was completed.
The places where the Amber Room has ever been
Name of Places What is it used for
Prussia The palace of FrederickⅠ
St. Petersburg (Winter Palace) A small reception hall for important visitors
Summer Palace Catherine Ⅱ spent her summers there
Konigsberg
Summer Palace For the people of St. Petersburg to celebrate the 300th birthday of the city
The story
Built-------gave to sb as a gift--------add to more details-------stolen------lost-------rebuilt
Step 5 Consolidation
1. Ask the students some summing-up questions.
How many tons of amber were used to make the Amber Room
Seven thousand tons.
What else were used to make the Amber Room
Gold and jewels.
Why was the Amber Room first built
It was built for the palace of Frederick.
When and why Frederick William I give the Amber Room to Peter the Great
In 1716. It was given as a gift of friendship from the Prussian to Russian people.
What did Peter the Great give in return
55 of his best soldiers.
What did Catherine the Great do with the Amber Room
She told her artists to add more details to its design.
When and how was the Amber Room supposed to have been lost
In September, 1941. The Nazis secretly stole the Amber Room.
2. Ask some students to talk about or retell the Amber Room with their own words.
Step 6 Homework
1. SB WB Page 43 Ex. 3
2. SB WB Page 44 Reading task
3. Composition: write a composition about protecting cultural relics of hometown
4.
六、课后反思
教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识――保护文物，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。
不足之处是在阅读后回答问题那部分，设计问题大多是 wh-问题，因此对阅读能力稍差的学生没有完全照顾到，原因是我认为他们是高一学生，在课文中找出答案并不难，何况这些问题并不是推理题，就以为他们都能接受。但下课后我了解到有一些学生并未能在短时间内回答完所有问题，在以后类似的教学过程中，我会分几个环节设计精读练习，例如针对中下层学生设计Yes/No questions或T/F。Unit 1 Cultural relics
The fourth period Using Language
1、 教学目标(teaching aims)
1、 能力目标(ability aim)
a. Have the students master the way to ask for and give opinions of their own.
b. Make sure that they can make a judgment with the help of their own analyses.
2、 语言目标(language aim)
Enable the students to use the following sentence freely.
a. Are you sure he / she was telling the truth How do you know that
b. How can you be sure he / she was telling the truth
c. Why / why not
d. I (don’t) believe. Because….
e. I (don’t) agree with you. I (don’t) agree that ….
f. It can be proved.
g. The truth is (not) easy to know.
h. I think they have said useful things.
i. … has no reason to lie.
2、 教学重难点(Teaching important points)
a. Make notes while listening to the tape.
b. Be able to state opinions or evidence in English.
3、 教学方法(Teaching method)
a. Asking-and-answering activity.
b. Individual, pair work
c. Group discussion
4、 教学准备(teaching aids)
A recorder, a computer and a projector
5、 教学步骤(teaching procedure)
Step I. Lead in
T: Hello, class! Today let’s find something interesting in our daily life. At first, can you remember something in the text: “But some of the Nazis secretly stole the Amber Room itself. In less than two days, 100,000 pieces of the room were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.” Why can we say that the Nazis stole the Amber room and sent some of it to their country
S1: Perhaps that’s because somebody saw they did so.
S2: Because the Room was so wonderful that they wanted to get it and then they would become rich on it.
T: Perhaps you are right. Well, the person who saw them do so is the most important, I think. We call such kind of person witness. But how can we decide that the witness is telling the truth Well, let’s have a look at some pictures. In Picture a, the man in suit is saying: “I see you’re aiding the terrorists”. But the other man is answering: “Dissent”, which means that he disagrees with what the man was saying. Why Then, let’s say something about Picture b. The title of the pictures is: “People have been led to believe that Iraq caused 9/11”. Why is it so
(a) (b)
Step II Introduce “evidence & opinion”
T: Now let’s read two jokes. Then I’ll ask you questions. The first one is from Belgium. A man in Belgium was arrested because police suspected that he had robbed a jewelry store. The man swore he did not do it. When the police asked if he had an alibi, he explained that he had been busy breaking into a school at the same time, Police dropped the jewelry store charges and instead arrested him for breaking into the school. Then the second: A man and his girlfriend were robbing a convenience stor. While waiting for her boyfriend to finish getting the money, the woman noticed a contest entry form. Thinking it would be cool to win, she filled out the form; complete with her name, address, and phone number, A few hours later the police were at the couple’s house to arrest them. Do you know why the police arrested the persons
S3: Let me have a try. I think the persons in the jokes are so stupid. They told the police what they did and left a lot of information about themselves to the police.
T: Very good, thank you, S3. In other words, the police got some evidences easily from them. So, what is the evidence Please turn to P5 and listen to the tape. Then, I’ll ask “what is an evidence and what is a fact”.
(Play the tape recorder)
T: Well, who’d like to tell me what evidence is
S4: Evidence is a fact, which can be proved.
S5: An opinion is what someone believes is true but has not been proved.
T: In your opinion, which is more important for the judge in a trial
S6: I think the evidence is because it is the fact.
Step III Listening
T: Do you still remember that at the beginning of this period, we mentioned the German soldiers stole some of the Amber Room Now listen to the tape and write down as much information as you can to finish the form on P5. At first, read the three forms carefully. When I play the first time, please get the main idea of it. Then try to write something down.
Name Jan Hasek Job A miner
Place Czezh Republic Time 1945, now
What he heard Something exploded
What he saw He saw some German soldiers putting boxes in the mine. All the holes in the mines were filled
What he did Nothing
What he believes The Amber Room and some gold are buried in the mine.
Name Anna Petrov Job A maid
Place A castle in Konigsberg Time 1941-1945
What he heard She heard about the Nazis stealing many treasures from Russia and that something exploded at the end of August 1944.
What he saw Many trucks came to the castle one night before Christmas in 1941. She saw fires from the castle one night in August 1944.
What he did Nothing
What he believes The pieces of the Amber Room were burnt during the war.
Name Hans Braun Job A sailor
Place The Baltic Sea Time 1945
What he heard He was told to help some soldiers put big wooden boxes with treasures onto a ship. He was also told that a group of people is searching for the ship now.
What he saw A Russian submarine sank the ship.
What he did He had to swim three kilometers until a German boat saved him.
What he believes Those wooden boxes must be buried in the sand.
Step IV Discuss
T: Now, you’ve got so much information about the trial. In fact, the best evidence is factual and is given by a person who is most believable. The most believable eyewitness is the one who has nothing to gain from telling a lie. Do you think so, students
Ss: Yes.
T: OK, now suppose that you were one of judges. Which eyewitness was giving the best evidence Why do you say so You may have a group discussion. While you are discussing, please use the following sentences:
a. Are you sure he / she was telling the truth How do you know that
b. How can you be sure he / she was telling the truth
c. Why / why not
d. I (don’t) believe. Because….
e. I (don’t) agree with you. I (don’t) agree that ….
f. It can be proved.
g. The truth is (not) easy to know.
h. I think they have said useful things.
i. … has no reason to lie.
(Students discuss for 6 minutes)
T: Now, it’s time for you to present your views. Which group likes to try at first
S7:I think that all of them were giving us something useful because all of them seemed true to me. I’m puzzled.
S8: I think the miner was giving the best evidence because he was working there and he was familiar with the surroundings there and he could see what the Nazis were doing very clearly.
S9: I think the sailor was giving the best evidence because he helped with the boxes and he was even saved by the German soldier.
T: Do you agree with them Well, let’s see, yes, of course, the truth is not easy to know now, especially when all the facts are not known. Most of these events also happened a long time age. Perhaps people cannot remember things so clearly either, I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. So in my opinion, she is the most believable. Do you think so
Step V Homework
T: Today we’ve learned so much about evidence and opinions. If you want to be a lawyer or a judge, today’s knowledge must be helpful to you. OK, today’s homework, Reading and writing on P7.Period 1 of Unit 1 Cultural Relics
------Warming up & Listing words and expressions(WB42)
Teaching objectives:
1. Through talking about the topic Cultural Relics, help Ss interprete the name and try to use something or some sentences to interprete it.
2. Through talking about the pictures and filling the missing words, lead Ss to use some new words to explain them some cultural relics
3. With the help of the example in Ex 2 (P 43), Ss learn to say and know more about the relics.
Importance:
Use some key words to interprete Cultural Relics;
Say at least two sentences about the cultural relics in WB.
Difficulty:
Use proper words to filling the blanks in Ex1, Page 42.
Procedures:
Steps Teachers’ activities Students’ activities Purpose
1Talking7’ Today’s topic is Cultural Relics. Q1:What’s its Chinese Q2:What’re Cultural relics or List sth that belongs to Cultural Relics. 1.Use the information mentioned in the unit to get its chinese meaning;2.Try to use some words to describe the topic, such as rare, valuable (of great value), was made long ago and founded later, survived, tells people about the past……3.Ss try to list some Cultural Relics or cultural sites……. 1. Get to know what is a cultural relics.2. Use some new words to describe Cultural Relics.3.Enlarge Ss’ conciousness of protecting Cultural Relics.
2Reading3’ Help Ss interprete the topic. Ss read the words in Warming up, try to use simple words or sentences to illustrate it.Eg. Cultural Relics are more than works of art. They are symbols of history. A unique cultural expression and contribution. Use Ss’ knowledge and own words.
3Speaking8’ Explains some language points for Ss to help them understand what they mean. Read the three tasks in Warming up and Pre-reading, choose one of them to discuss and list What to do with it (choose one of them). Arise Ss’ conciousness of protecting Cultural Relics.
4Look&Say12’ T write down the name of the eight pictures.Check the keys with Ss. 1.Ss give the name of the things;2.Group work: fill in the blanks with proper words.3.Check the keys. Consolidate what Cultural Relics are.
5Speaking 8’ T walks around to help. 1.Read the example in Ex2, get what can we use to talk about a Cultural Relic.2.Say at least two sentences about the cultural relics in WB Use histroy and own words to describe sth.
6Exx after class1’ 1. New words and phrases.2. Read the passage in Reading and complete the following table.(see Add.) Get what the passage is about.
Add:
The cultural relic is called _____________________________
It was made of ______________________________________
It was made for _____________________________________.
In 1716, it _________________________________________.
In 1770, some artists________________________________ it.
In September, 1941, it ________________________________.
In the spring of 2003, it _______________________________.
After teaching:
PAGE
2Unit 1 Cultural Relics
Period Three Language Points
Learning about language
1.remain
不及物动词: 剩下,余留
After the storm ,few trees in the garden remained.
联系动词: 仍是,保持 + 表语(名/形/分词/ 介短/不定式)
They remained poor/doctors/in silence.
A lot of work remains to be done.
2. It is your job to look into …
(1) It is /was+名/形+to do sth.
It is a good idea to hold such a meeting.
(2) look into 调查,向…里面看
The police will come to look into the accident soon.
He looked into the house but found nothing.
+on sth. / doing sth.
3.insist I insist on his paying the debt off immediately.
+从句 (should)+动原 作从句谓语
They insist that oil prices should be lowered.
4. belong to 属于 无被动,无进行时
Do you know whom this vase belongs to
5.get lost 丢失, 迷路
6. ▲in search of…/ in(one’s)search for…
▲ search sb./ sth. ▲ search for sb./sth.
▲ search A for B
They went around the city in search of a missing boy.=They went around the city to search for a missing boy.
You have no right to search me.
They are searching the house for an old photo.
7. …could never have imagined that…
(1) can/could/may/might/must/needn’t/
should/ought to/would等+have done sth.
You may be killed .
He may have been killed in the accident.
You might have been killed in the accident.
(2) imagine (无进行时)
imagine+n./v-ing/-clauses
imagine+宾语+宾补(n./v-ing/to be…) imagine后不接不定式
We can hardly imagine life without computers.
She imagines that her parents don’t like her.
She imagines herself to be on the moon.
She always imagines walking on the moon.
8.Although it feels…,it easily melts when heated.
(1)feel 是系动词
(2)when heated=when it is heated
同理: Once it is heated=Once heated时间/条件/地点状语从句常有此用法
9. be made into be made of
be made from
be made of
用...造成(用于原材料显而易见的场合)
be made from
由...所做成的(用于原材料不易看出的场合)
The table is made of wood．
这桌子是由木头制成的。
Steel is made from iron．
钢是由铁炼成的。
10. of the fancy style
of + 抽象名词=相应形容词
of + 名词也可表示主语的类属
of value=valuable of use =useful
of no hope=hopeless
of great help=very helpful
They are of the same class.
11. in return
12. serve as 充当,担任,作…用
At that time he served as waiter in the restaurant.
During the war,this temple served as an operating room.
13.Later,Catherine Ⅱ had the Amber Room moved to the palace…
have sth. done 的用法
14. In 1770,the room was completed the way he wanted it .
the way 后的定语从句省略了that/ in which
15. light (点燃,照亮,点火), lighted,lighted; lit,lit
作前置定语时用lighted
16. This was a time when the two countries were at war.
(1) when the two countries…是定语从句
(2) at war 处于交战状态
Several years ago the USA and Iraq were at war.
17. furniture 是家具的总称, 不可数。
18.There is/ was no doubt +about…/ that – clause.（名）
doubt 后接宾语从句要注意，主句肯定，
宾从常用 whether/ if等引导；主句否定，
宾从用 that 引导。（动）
There is no doubt about what he said / that he has finished the work properly.
I doubt whether he has finished the work properly.
I don’t doubt that he has finished the work properly.
19. …what really happened to the Amber Room remains a mystery. What really happened to the Amber Room 是主语从句。其意义= the thing that really happened to the Amber Room
eg: What he said sounded strange.
20. While the search for the old room
while = although / though 虽然，引导让步状语从句。
While he was respected, he was not liked.
While 也可引导时间状语从句。While 还可表示对比，对照，“而” 的含义。
He is a worker while I’m a doctor.
21. Following old photos是v-ing作方式状 语。
to look much like the old one可否将to look 换成looking 不可以
Homework:
1. Review the key sentences in this part.
2.Review the words in the second period.
PAGE
1Unit 1 Cultural relics
The fifth and sixth period Listening, speaking & writing
1、 教学目标(teaching aims)
1、 能力目标(ability aim)
a. Master the patterns that can be used to describe cultural relics by listening.
b. Enable the students to have the ability of talking cultural relics and ways to protect them.
c. Enable the students to catch details of Big Feng’s story and write a plan on saving the cultural relics.
2、 语言目标(language aim)
a. Help the students learn how to grasp the key words that can help students to answer questions while listening to the tape.
b. Help the students to learn how to give opinions clearly about cultural relics.
2、 教学重难点(Teaching important points)
Help the students how to catch the key words and grasp the ways of writing a plan on saving the cultural relics.
3、 教学方法(Teaching method)
Listening, reading and writing
4、 教学准备(teaching aids)
A tape recorder, a computer and a projector
5、 教学步骤(teaching procedure)
Step I Listening
T: As we know, a developing country builds a big dam to provide electricity for its people and control a great river. Unless something is done, a cultural relic will be list. The government must decide whether or not to save the relics. Do you know what dam and river I’m talking abut Please look at the picture. Do you know it
Ss: Sorry, we are not familiar with it.
T: OK. After listening, you are sure to know that. At first time, try to get the main idea. At second time, try to finish the exercise and you may compares notes with your partner, at the last time, check them by yourselves.
(Listen to the tape)
T: Now, I’ll ask some of you to give me your answer.
S1: The dam was built to stop floods on the Nile River and to give people more electricity.
S2. The water in the lake behind the dam rose. 53,000 people had to move and some temples were in danger.
S3: False.
T: You are right because it is one of the world’s largest. When completed, the Three Gorges Dam will be the world’s largest.
S4: The dam would put it under water.
S5: The engineers needed to find a way to move the relic to safety.
S6: I chose No 3. The listening text only says that visitors are glad to see it.
T: How about question No7
S7: I think it is part of history and it can tell us about how people lived in the past.
S8: In my opinion, we have no right to destroy what our ancestors have created.
S9: I think we can build a museum to protect our cultural relics.
Step II Reading
T: You know, Egypt is not the only country that has such a question. Since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. Now let’s read a passage about a common person who saves the cultural relics. Read the passage for the first time and answer why Big Feng wants to save cultural relics.
(Students read the passage)
T: I’d like to invite some students to answer the questions.
S10: A person with “a big heart” means a person who is very kind to others. Feng Jicai shows this when he searched for his friends during the Tangshan earthquake to make sure they are safe.
S11: He asks the local government to protect things of cultural interest. He works very hard to save all the old buildings of his hometown, Tianjin.
S12: His first project was to save the oldest commercial street in Tianjin.
S13: He saved the oldest building but the street was rebuilt.
S14: He thinks more people follow what he does than what he says.
T: Very good. Now how about Question No 6
S15: To put up posters announcing his latest campaign.
S16: To make speeches that support Feng Jicai.
S18: To go with him when he approaches the local government.
Step III Talking
T: Now, let’s enjoy some pictures in Beijing as well as some descriptions.
T: What do you think of these hutongs in Beijing
S19: They look old and dirty, which is not fit for the heart our country.
S20: They can remind us of the past, which seems warm to the Beijingers.
S21: They are so close to each other, which is dangerous when there is a big fire in one house.
S22: And it’s easy for the thieves to climb from one house to the other.
S23: It’s not easy to drive through them, which is not good for the modern transportation.
T: OK. Yes, it’s really a big problem. Beijing is developing so fast that in fact, it is a completely new city. If it is turning to a nondescript city like any other modern city in the world, do you think it a great pity
Ss: Yes, I think so.
Step IV Writing
T: Speaking of the hutongs, there are so much for us to talk about. The destruction of the old is not a must indeed. Some of it should, and can be preserved. I believe there was a debate among the top leaders and city planners on whether or not to preserve them. Now, let’s try to write a letter to the city planners and tell them what you think. At first, please finish the writing task on P46, which will be helpful to you while you are writing.
(Students write)
T: Well, all of you did a good job. Your plans are wonderful. I hope the city planners in Beijing will accept some of your ideas and make your plans realised. Now, listen to today’s homework.
Step V Homework.
Make a plan to protect the Great Wall.
