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111 Teaching plan of unit 6 Teaching aims: 1. Topic Talk about cultural relics 2. Useful words and expressions: Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besides Look into, belong to, in search of, in return, at war, take apart, think highly of 3. Functional items: I think highly of… I don’t agree that… Besides… I must say that I agree with you. I must say that I don’t agree with you. As far as I’m concerned, I think… As I see it… Don’t you agree /think that… I can’t help thinking that… I would like to say… In my opinion/view… Personally, we should… Well, obviously we should… The point is …. 4. Structures The attributive clause with that/ which /who /where/ when A cultural relic is something that has survived… It is your job to look into any reports of cultural relics that have been found in China. This gift was the Amber Room, which was given this name because… Later, Catherine II had the Amber Room … outside St Petersburg where… This was a time when the two countries were at war. Teaching procedures Period 1 (Reading) Step 1. Warming up The warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know. 1. Ss say what they know about cultural relics. 2. Teacher may summarize like this: Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed. 3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected. Step 2. Pre-reading 1. Ss discuss and answer: How would you feel if a cultural relic got lost? Why? If you find a cultural relic, what will you do with it? 2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called. Step 3. While-reading 1. Ss read and find the answers to the following questions: 1)Why is it called the Amber Room? 2)What happened to the Amber Room? 2. Second reading: Ss read again and finish comprehending. 3. Listening: Ss listen to the passage and get the main idea of each paragraph. Main idea: Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building. Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg. Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery. Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos. Step 4. After-reading 1. Ss discuss and answer: what they can do to protect our cultural relics. 2. Debating Ss divided into two parts and debate. Topic: We should rebuild Yuan Mingyuan. We should not rebuild Yuan Mingyuan. Homework 1. Recite the key sentences in the text. 2. Retell the text. Period 2. (Language learning and grammar) Step 1. Revision Ss try to retell the text, using their own words. Step 2. Language points 1. insist that 2. 情態(tài)動(dòng)詞+ have done 3. be made into 4. be at war 5. remain 6. think highly of Step 3 Discovering useful words and expressions 1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1. 2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to. Step 4. Grammar: The attributive clause 1. Ss read the following sentences and try to find the rules. 1)It is your job to look into any reports of cultural relics that have been found in China. 2) This gift was the Amber Room, which was given this name because… Ask the Ss themselves to find the difference between the two sentences. 3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause. Step 5. Practice Ss finish exercises 2 and 3 on page 4. Homework 1. Ss finish Wb exercise: using works and expressions. 2. Ss finish Wb exercise: using structures. 3. Ss collect some information of the cultural relics that are in danger. Period 3. Speaking Step 1. Revision 1. Check Ss’ homework. 2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger. Step 2. Lead-in 1. Ss watch videos about the world cultural relics. 2. Ss find some cultural relics that are in danger and discuss what they will do with them. Step 3. Speaking task T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides: Do you think China should save all of its cultural relics? Step 4. Writing Ask the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time. Homework 1. Review the attributive clauses. 2. Remember the sentences that express one’s idea. Period 4. Reading Step 1. Pre-reading T: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics. Step 2. Reading （P44） 1. Ss read the passage again and answer the following questions: 1). How does he save the cultural relics of his hometown? 2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart? 3). Why does he think it is more important to do this than to write his novels? 4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects? Step 3. Reading, listening and writing 1. Ss read the passage on page 5. 2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges. 3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence. Step 4. speaking and writing 1. Discuss which person gave the vest evidence. Use the following expressions: Are you sure he/ she was telling the truth? How do you know that? How can you be sure he/ she was telling the truth? Why/why not? That can’t be true. I (don’t) believe …, because…. I (don’t ) agree that… The truth is (not) easy to know. I can be proved. 2. write down a short list of reasons for your choice. Period 5. Listening Step 1. Dictation T: we will have a dictation of the following sentences: 1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history. 2. Once it is heated, the amber can be made into any shape. 3. It was made for the palace of Frederick. 4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. 5. In return, the Czar gave the King of Prussia 55 of his best soldiers. 6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg. 7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. 8. This was a time when the two countries were at war. 9. 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. 10. After that, what really happened to the Amber Room remains a mystery. 11. I think highly of those who are searching for the Amber Room. Step 2. Listening (P41) 1. Listen to the tape for the first time to get the main idea. 2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41. Step 3. Listening task (P44) Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Period 6. Writing Step 1. Pre-writing 1. Ask the Ss to read Johann’s letter first. 2. Ss choose their writing models. Step 2. While-writing 1. Ss collect their ideas for the letter. Write them down in order. 2. Ss begin to write their letters. 3. Choose some letters to show in the class. Step 3. Writing task (P46-47) 1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide. 2. Ss check the answers each other. 3. T checks the answers in class. Step 4. Project (P47) Ss finish the project as the following steps: 1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud. 2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons. 3. Organize your plan step by step to get more and more students to join the project. 4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well. Period seven Teachers can use this period freely. Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning. 111