Learning about Language课时教案

Unit1 Cultural relics Teaching goals

1. Target language a.重点词汇和短语

rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall. T:Good idea. But do you know many cultural relics in the world are gradually disappearing. Do you think what we should do to protect them? S:……

T:Well, there are some laws which are made to protect the cultural relics in our country. For example, belong, troop, reception, remove, wooden, doubt, former, worth. b.重点句子

The amber which was selected had a beautiful yellow-brown color honey. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.

Later, CatherineⅡhad the Amber Room moved to a palace outside ST Petersburg where she spent her summers. In 1770 the room was completed the way she wanted. This was a time when the two countries were at war. 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. After that, what really happened to the Amber Room remains a mystery. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city. 2. Ability goals

Enable students to learn about the history of Amber Room. Enable students to give opinions on rebuilding lost cultural relics. Talk about cultural relics and cultural relics protection. 3. Learning ability goals

After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics. Teaching important points

The main idea of each paragraph. Teaching requirements & methods

Knowing the value of cultural relics and learning relative law. Group discussion and presentation (cooperative learning) Multi-functional teaching equipment (CAI) Teaching procedures & ways

StepⅠ:

Warming up The warming-up exercise raises students' awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know. T: Do you know what a cultural relic is? S1: Cultural relic is something that has a long history. S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic. T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable? S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history. T: Is it enough to have survived for a long time? S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning. T: Question 3. Are cultural relics only objects like vases or can they be buildings too? 《保护世界文化和遗产公约》，《保护非物质文化遗产公约》，《中华人民共和国文物保护法》等。

T: Now look at the pictures and discuss what they are and whether they are cultural relics or not. With the activities above, students will have a clear idea of what a cultural relic is.

StepⅡPre-reading The pre-reading activity has two functions. Question 1 is a warming up activity to check students’ understanding of amber, and meanwhile lead them to the topic of the reading passage—Amber Room. Question 2 gives the students a chance to predict the main idea of the passage and then skim it. T: Look at the picture. Have you ever seen a piece of amber? What do you know about it? T: Now look at the title and the pictures of the reading passage. What do you think it is mainly about? Students may have different predictions. T: Now skim the passage quickly and see if you were right.

StepⅢ Reading 1.Fast-reading T: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs. After they finish, check their answers. T: Have you finished? Who can tell me your answer? S1: Let me try. Paragraph 1, How was the Amber Room made.

Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift?

Paragraph 3, How did the Amber Room become one of the world?

Paragraph 4, How did the Amber room get lost?

Paragraph 5, How was a new Amber Room built? T: Good! Now try to answer these questions. Ask some students to answer these questions one by one. 2.Careful-reading T: Now let’s look at Exercise 2, join the correct parts of the sentences together. Then check the answers. StepⅣ: Discussion 1) Do you think the Amber Room is a cultural relic? 2) Why the history of Amber Room is an amazing one? 3) Why would Frederick William I like to give Amber Room to Peter the Great? 4) What’s the author’s attitude towards the Amber Room? How do you know? 5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.

Suggested answers:

1) I think the Amber Room is a cultural relic because of its artistic design and historic value.

2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to CatherineⅡ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick WilliamⅠand Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one. 3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too. 4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that it’s a symbol of friendship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us. 5) (This question can be treated as a debate. Students fall into two groups and debate with each other.) StepⅤ

Summarize This reading passage tells the amazing history of the Amber Room. StepⅥ

Homework:

1.Learn the new words and phrases of unit1 by heart and get ready for a dictation. 2.Finish Exercise1-3 on page2.