Using LanguageⅠ名师教学设计2

Unit 1 Cultural relics The second period:

reading Teaching objectives Knowledge: 1.some new words:cultural relics, rare, valuable, vase, dynasty, survive 2.Have students know about some famous cultural relics at home and abroad.

3.Have the students learn the strange history and some detailed information of the Amber Room . Ability: 1.Help students learn how to talk about cultural relics 2.Train the students’ reading ability: skimming and scanning.

Emotion: Encourage students to pay attention to the protection of the cultural relics. Teaching important points 1. Learn the strange history and some detailed information about the Amber Room; 2. Improve the students’ reading ability: skimming and scanning.

Teaching difficult points::

Train the students to use the different reading skills: use skimming to get the main idea and scanning to get some detailed information.

Teaching methods 1. Audio-lingual Method

2. Communicative Approach 3. Pair work

4. Learning and practicing.

Teaching Aids

1. Multi-media 2. Video Procedures: Step1. Lead-in

1. play a guessing game: show several pictures and ask the students to guess the name of the cultural relics and where they are. Teacher can let the students to compete with each other. (the Taj Mahal in India; the Mogao Caves in China; the Pyramids in Egypt; the Sydney Opera House in Australia; the Eiffel Tower in Paris; the Big Ben Clock in London; the Great Wall in China.) Step2. Warming up

Teacher guide them to say the definition of cultural relics. Teacher can give them so hints. T: All of these are cultural relics in different countries. Now do you know what is a cultural relic?

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(A cultural relic is something that can represent cultures, which has survived for a long time to tell the history, and it is very rare and valuable. Cultural relics can be craftworks, buildings, books, paintings music, and so on.) Yes, it is. Step3. Pre-reading: 1. Show the students the picture of a necklace made of amber and ask the students if they now what is this necklace made of ? T: Look at the picture. This is necklace is also a cultural relic. Do you know what it is made of?

2. show them some pictures and ask them to use some words to describe amber.

T: Actually it is made of amber. What do you know about amber? Can you use a word to describe an amber?

( precious; honey; yellow-brown……) 3. T: Can you imagine a house made of amber?( show them a picture of amber room and lead in the topic of this passage: the Amber Room) T: Amber Room really existed in history. But later it disappeared masterly. Now let’s read the story of the Amber Room, shall we?

Step4. While-reading: 1. fast reading: read the passage quickly and answer the six questions:

How many tones of amber were used to make the Amber Room? What else were used to make the room besides amber? When and why did Frederick William Ⅰ

give the Amber Room to Peter the Great? What did Peter the Great give in return? What did Catherine the Great do with the Amber Room? What happened to the Amber Room in September 1941?

2. Match each part of the passage with its headline

Homework: 1. Find more cultural relics at home and abroad. 2. Preview the reading passage.

The second period:

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3. scanning: find the important in the passage Para1: filling the chart. Para2: questions: what was the amber room first made for?

What happened to the amber room in 1716? Para3: questions: Who and where had the amber room moved to?

What was used to decorated the room? Para4: finish the map

Para5: questions: Who have built a new Amber Room?

How old is St Petersburg now？

4. Read the passage carefully again and finish the time table.

Year

What happened to the Amber Room

In 1716 , ___________________gave 1716

the Amber Room to ____________, as

a gift

of _____________from

Prussian to the Russian people. In 1770, the Amber Room was 1770

____________the way ___________ wanted it. In __________ 1941, the __________ and ________ were at war, and 1941

the Amber Room was ___________. In 2003, a new Amber Room was built at ________________, and it was 2003 ________ years old.

Step5. Post-reading: Group work: Discuss with your partner and think about it: Whether should the Old Summer Palace (圆明园) be rebuilt or not? Why?

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