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Unit 1 Cultural Relics Teaching goals教學目標 1). Ability goals能力目標 a. Learn some detailed information about the Amber Room. b. Improve the students’ reading ability. c. Train the students’ ability to grasp key information while listening. d. Enable the students to have the ability of talking cultural relics and ways to protect them. 2). Learning ability goals學能目標 Help the Ss to learn how to give opinions clearly about cultural relics. 3)Emotion:情感目標 Train the students’ ability to cooperate with others. Enable the Ss to talk about the story of the Amber Room Teaching important points教學重點 1 ).The new words and expressions; 2). Learn some detailed information about the Amber Room; 3). Train the students’ ability to cooperate with others; 4). Train the students’ speaking ability. Learn to discuss and act out the Ss’ opinions about cultural relics. Teaching important points教學難點 1)Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; 2)Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of; 3). Sentence patterns: (1) There is no doubt that….. (2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it． 4). Improve the students’ reading ability. Train the students’ ability to grasp key information while listening. How to teach the students to speak out their opinions about cultural relics. Teaching methods教學方法 1). Watch some videos about the cultural relics. (individuals) 2). Have a discussion. (group work) 3). Write an article about the discussion. (individuals) Teaching aids教學設備 A computer, a projector and some slides. Teaching procedures and ways教學過程與方式 The first & second period (Vocabulary, Warming up and Pre-reading) Teaching goals: 1. Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to 2. Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. Teaching important points Talk about cultural relics and what should be done with them. Teaching difficult points: How to talk about cultural relics. Teaching methods: Group discussion and presentation.(cooperative learning) The first &second period Teaching procedures: Step 1 New words teaching Step 2 Warming-up T: When talking about cultural relics, what comes to your mind? S1: The Great Wall. S2: The Pyramids in Egypt. S3: … T: Well done. Teacher asks the Ss to look at the three groups of pictures and discuss these questions. 1. Do you know these places? 2. If you know, what do you know about the places? 3. Which one would you like to visit? Why? I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are. All these are cultural relics. Do you know any other cultural relics in the world? T shows the Ss some cultural relics abroad. Task 1: ask the Ss to make a dialogue by saying. Imagine you have a chance to travel these places. Which place would you like to go? Why?when are you starting off? How are you getting there? How long are you staying? Please make a dialogue with your partners.Then students answer the following questions: What is your favorite city? Why? What makes a city great and famous? (a long history; cultural relics; many great people; important events taking place there) T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Task 2: Now suppose that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers. Step 3 Task 3 Speaking task on page 46 Debate Do you think China should save all of its cultural relics? Do you think it necessary to rebuild yuanmingyuan in Beijing? T: After watching so many pictures, now discuss with your partners the following question: What is a cultural relics? (Ss can find the answer from the Warming up.) Step 4 Pre-reading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful. T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it. S2: Protect the others in order that they will not lost. …… T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question. T can practice it with a student to give an example. Extending questions: To whom do cultural relics belong? Step 5 Language points 1) survive survive: vi. continue to live or exist. vt. Continue to live or exist in spite of nearly being killed or destroyed by sth. vt. Remain alive after sb., live or exist longer than e.g: Many strange customs have survived from earlier times. Her parents died in the accident, but she survived. Few buildings survived the earthquake. The man survived his sister by three years. 2) (a) part of A part of the books have arrived. A leg is a part of the body. He gave me back only part of the money I lent him. Part of the house was burnt in the fire. Part of the passengers were injured in the accident. *Part of it _________ good. *Part of them _____________ good. 3) something 通常用于肯定句，而在疑問句、否定句、if/weather從句中用anything。 I want something to eat. I din’t have anything today. Is there anything wrong with this stove? *Would you like something to eat? 但當說話者心中的肯定意識較強時，或實際上表示請求建議時，一般不用anything而用something. 4) remain After the fire, very little remained of my house. Much work remained to be done. I’ll remain to see the end of the game. He remained silent after class. The door remained closed. a. The rest of the book ___is______ not very interesting. b. The rest of the group ___are_____ in the classroom. 5)the rest of ……的其余部分 6)imagine + n./ doing/ sb doing sth/ that- clause Can you imagine life without electricity? I could hardly imagine living in that kind of place. I can’t imagine her marrying him. Can you imagine how worried I was then? I imagine that I have met you somewhere before. 7)look into 調查、了解、研究 1) The police are looking into all the records of the man. 2) He looks into her face with great interest. 3) I’ll look into the matter as soon as possible. Just have a little patience. 8)insist + n/ that …(should) do /that… insist on doing sth. a. He insisted that the money __________________(return) to him at once. b. He insisted that he ______________ (not steal)the money. c. I insisted on his __________ (go)there right away. 9) belong to 屬于 （P1 L7）不可以用于被動語態(tài)，或進行時 Correct the mistakes The house was belonged to an old lady. China is a country that is belonging to the Third World. As a writer, he really belongs the 18th century. This map is belonging on the table. 10)do with I didn’t know what to do with the old tree. The new teacher didn’t know what to do with the class. What have you done with the papers for the meeting? We have nothing else to eat, you have to do with some bread. I cannot do with loud noise. What to do with the problem? How to deal with the problem? Homework 1.Preview the reading 2.Do the comprehending exercises 3. Write down the Main idea of each paragraph 4.Ask the Ss to look for more cultural relics. The students can go to the library or use the Internet to search for information. Record after teaching: The Third Period (Reading and comprehending) Knowledge: Learn some new phrases and some new sentence patterns. Ability: 1. Learn some detailed information about the Amber Room. 2. Improve the students’ reading ability. 3. Train the students’ ability to grasp key information while listening. 4. Train the students’ speaking ability. Emotion: 1. Train the students’ ability to cooperate with others. 2. Enable the Ss to talk about the story of the Amber Room Teaching important points: 1 .The new words and expressions; 2. Learn some detailed information about the Amber Room; 3. Train the students’ ability to cooperate with others; 4. Train the students’ speaking ability. Teaching difficult points: 1. Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; 2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of; 3. Sentence patterns: (1) There is no doubt that….. (2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it． 4. Improve the students’ reading ability. 5. Train the students’ ability to grasp key information while listening. Teaching methods: 1. Listening to the tape. 2. Learning and practicing. Teaching procedures: Step 1 Greetings and lead-in T: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please. Students give their answers. T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called? Ss: The Amber Room. T: Yes, It’s called the Amber Room. What do you know about the cultural relic“the Amber Room? T shows the Ss some pictures of “the Amber Room” Step 2 Fast reading: T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions: It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia. T:Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king) Read the text quickly, trying to get the main idea each paragraph.Discuss in your group of four. Ask Ss to speak out the Main idea 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. Pair work T or F questions: 1. The Amber Room was not easy to make. 2. Catherine II didn’t like everything about the Amber Room when she first saw it. 3. The Amber Room was taken to Konigsberg and hidden there in 1941. 4. The Russians didn’t care about the Amber Room. 5. The Russians don’t think the Amber Room will ever be found. Step 3 Careful reading :Listen to the tape and follow it to read the text and answer the following questions: 1.What could the King of Prussia never think of his present to the Russian? He could never think of his present would have such a strange history. 2. Why was the gift given the name the Amber Room? Because about seven thousand tons of amber were melt to make it. 3. What shape can the amber be made into when heated? Any shape. 4. Is the Amber Room pure amber made with? No. It’s also made with gold and jewels. 5. Was the Amber Room specially made to be a gift? No, it wasn’t. 6. What was the Amber Room made for? For the palace of Frederick I. 7. What did the Czar give the King of Prussia in return? 55 of his best soldiers. 8. Where was the Amber Room first placed? In the Czar’s winter palace in St Petersburg. 9. What did Catherine II do to the Amber Room? She had her artists add more details to its design. 10. Is the Amber Room still in Russia? No, it isn’t. 11. Where is it now? No one knows. It remains a mystery. 12. What happened to the Amber Room?It was stolen by the Nazis and is missing now. 13. When did the Amber Room disappear?During the Second World War. 14. What were saved from the Amber Room? The furniture and small art objects. Step 4 Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises. T: Now read the passage again and finish the exercises of comprehending. The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers. Detailed information (Do ex 1&2 on page 2&3) 1. The king of Prussia who gave the Amber Room as a gift to Russia was_______. A. Frederick I B. Frederick William I C. Peter the Great D. Catherine II 2. The king of Prussia gave the Amber Room to Russia because_____. A. he wanted to marry Catherine II. B. he was kind. C. he needed better soldiers D. he wanted to make friends 3. The Amber Room was stolen by______. A. Russian soldiers B. German soldiers C. People in Konigsberg D. People in St Petersburg 4. In 1941, the city of Konigsberg was in ___. A. Germany B. Russia C. Sweden D. France 5. The Russians didn’t hide the Amber Room because ______. A. they were at war B. the couldn’t find a place C. the German soldiers arrived too soon D. no train could take it away Step 5 Post-reading Discuss the following topic in groups, then show your opinions: Do you think it is meaningful to rebuild the new Amber Room? Why? Play the tape for the students to listen and follow in order to let them know how to read the text. Step 6 Homework 1. Read the text several times and try to find out the phrases and key points 2. Do exercises on Page3 &4. 3. Do exercise 1 on Page 42 (Ss’ Book) Record after teaching: The Fourth Period (Text analyses and language points) Knowledge: 1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of; 2. Sentence patterns: (1) In 1770, the room was completed the way (that) she wanted it (2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea. Ability: 1. Learn the usage of some difficult words and expressions. 2. Train the students’ ability to remove the difficulties while reading. Emotion: 1.Train the students’ ability to cooperate with others. 2. Know what happened to the Amber Room 3.Know the importance of protecting the cultural relics by learning the story of amber room Teaching important points: 1. Train the students’ ability to read different English names. 2. Train the students’ ability to cooperate with others. Teaching difficulties: 1. The explanation of some difficult words and expressions. 2. Train the students’ ability to remove the difficulties while reading. Teaching procedures: Step 1 Revision T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now Rebuilt Step 2 Learning about the language points Difficult sentences: 1.Although it feels as hard as stone, it easily melts when（it is）heated. Feel here means: to give or produce the stated sensation (給人以某種感覺) 2.The design for the room was of the fancy style popular in those days. (在句中做表語) （定語后置） 3.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.(同位語從句) Ask S to Check up the phrases you have found in the reading text with your partner. Language points: 1. 情態(tài)動詞 + have done 表示對過去發(fā)生的事情的 推測、批評、反悔等 意。如：You should have told him about it yesterday. could have done 可能做過；本來可以做（卻未做） might have done 或許做過；本來或許會做 may have done 或許做過 would have done 本來要做（卻未做） must have done 肯定已做過（表推測） needn’t have done 本來沒必要做（卻已做） should(n’t) have done 本來（不）應該做（卻做了） ought(n’t) to have done 2.when heated 是when it is heated 的省略形式。狀語從句中，若其主語和主句的主語一致，同時謂語動詞含有系動詞be, 或it is/was結構，可省去該從句的主語和系動詞be，留下其余部分。 3.once 為從屬連詞，意為“一旦”O(jiān)nce you see it, you’ll like it. 4. be made into 被制成 由……制成（能看出原材料） 由……制成（看不出原材料） 由……組成/構成 產(chǎn)于，生產(chǎn)于（某地/某時） 5. “be + of + 名詞(詞組)” , 表示主語的某種形狀、 特性或特征。 e.g. I’m pleased to have been of help to you. All of the boys in the class are of the same age. 6. fancy vt. 想象,推測,假想 fancy + that-/one’s doing sth/sb to be…/sb as/sth/doing sth 1) Don’t fancy that you can succeed without hard work. 2) I can’t fancy his doing such a thing. 3) I fancied him to be dead. 4) He fancies himself as a good writer. 5) Do you fancy a glass of coffee? 6) I don’t fancy walking in the rain. 7. in return (for): 回報,作為報酬 What can we do for them in return for all the help they have given us? I gave him some books in return for his assistance. in turn 輪流地,依次; 反過來 take turns輪流地 by turns 輪流地,時而…時而… 8. serve as 擔任，充當 He served as a waiter there. When you sleep in the open, old newspapers can serve as a blanket. 9. add…to…把……加進……里去 He added that he was very pleased with our work. Please add some sugar to the milk. Add the score up. His being absent added to our difficulty. The money he spent one day added up to about $100. 10. she wanted it 是定語從句修飾 the way, 后面的關系代詞可用that / in which / - She cooks chicken in the way I like. 11.at war 處于戰(zhàn)爭狀態(tài)，介詞at可表示狀態(tài)或動作。 at peace at breakfast at rest at table at work at school at the piano at one’s best 12. There is no doubt= It’s clear= It’s beyond argument There is no doubt 后接名詞時，需用介詞 about / of , eg. There is no doubt about / of his honesty. doubt 也可作不及物動詞，“懷疑，不信”, 在肯定句中常接whether / if 從句，在否定句中常接 that 從句 eg. I doubt whether we can get the first place in the competition. I don’t doubt that he will tell us the truth. Step 3 Homework In order to master the usage of these words and expressions, please do some related exercises. 1. Translate the sentences on Page 43 into English. Write the English sentences in one of your exercise book and hand it in tomorrow. 2. Finish the Reading Task on Page 44. Record after teaching: The Fifthth Period (Learning about Language) Knowledge: 1. Learn some new words of this unit. 2. Do some exercises of this unit. Ability: 1. Learn to write out the words according to their explanation in English. 2. Improve the students’ ability of translating. Emotion: Train the students’ ability to cooperate with each other. Teaching important points: 1. Learn the new words. 2. Train the students’ translating skills. Teaching difficulties: 1. Learn to choose the correct words according to the meanings. 2. How to improve the students’ translating skills. Teaching procedures: Step 1 Revision. Check the homework exercises. Have a dictation of some words and expressions of reading part. Step 2 Learning about Language. 1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage. The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the cor