Using LanguageⅠ教学设计模板

Unit 1 Cultural relics The Third Period

Using Language Teaching goals 教学目标

1. Ability goals能力目标

Enable students to listen for key words. Enable students to listen for the main idea.

2. Learning ability goals学能目标

Help students learn how to master two basic listening skills: listen for key words and listen for main idea.

Teaching methods教学方法

Listening and discussion

Teaching aids教具设备

A recorder, a tape, a projector and some slides and pictures. Teaching procedures and ways教学过程与方式

Step I Listening (P41) Talk about “dam” and the advantages and disadvantages of building a dam.

Show pictures of dam to students. T: What are these things called in English? S1: dam. T: Why do people build dams? Or in another word, what is the function of dam? S2: Dams are built to stop the water from flowing, especially in order to make a lake or produce electricity. T: Now discuss with your partner about the advantages and disadvantages of building a dam. I’ll give you 3 minutes. Now please begin!

About three minutes later T: OK, which pair would like to show your discussion? How about you two? S1: OK, just as you say, building a dam can provide electricity for its people and control a great river. This is its advantages, but the dam can also cause many problems, just as when our country built the Three Gorges Dam. Many villages had

to leave their hometown, and many cultural relics faced being damaged. Our government had to spend large amounts of money to settle the problem. T: Good idea! Anything else? S2: Maybe the dam can make difficulty to the living things in the river. T: You are right. Perhaps the scientists who designed the dam would think of the problem and made a good design. OK, now will have a listening about a dam in Egypt. When the dam was built, it faced the same problem more than three decades ago. You will hear the key words in 2. Listen and number them.

Play the tape for the students, and ask them to find out what happened when a dam was built in Egypt. Number the key words as they hear them.

Deal with Exercise 3 in the same way.

Finally play Part A and B as a whole and then let students answer the questions in 4.

Step II Listening Task (P44) This activity provides listening practice with a cultural relic in China, the Forbidden City.

First let students discuss the questions about Forbidden City in 1.

Some useful information about the Forbidden City: 

Lying at the center of Beijing, the Forbidden City, called Gu Gong, in Chinese, was the imperial palace during the Ming and Qing dynasties. Now known as the Palace Museum, it is to the north of Tiananmen Square.

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It is the world's largest palace complex and covers 74 hectares.

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Surrounded by a six meter deep moat and a ten meter high wall are 9,999 buildings.

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The wall has a gate on each side. Opposite the Tiananmen Gate, to the north is the Gate of Devine Might (Shenwumen), which faces Jingshan Park. The distance between these two gates is 960 meters, while the distance between the gates in the east and west walls is 750 meters.

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The Forbidden City is divided into two parts. The southern section or the Outer Court was where the emperor exercised his supreme power over the nation.

The northern section, or the Inner Court was where he lived with his royal family.

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Until 1924 when the last emperor of China was driven from the Inner Court, fourteen emperors of the Ming dynasty and ten emperors of the Qing dynasty had reigned here.

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Having been the imperial palace for some five centuries, it houses numerous rare treasures and curiosities. Listed by UNESCO as a World Cultural Heritage Site in 1987, the Palace Museum is now one of the most popular tourist attractions world wide. 

Construction of the palace complex began in 1407, the 5th year of the Yongle reign of the third emperor of the Ming dynasty. It was completed fourteen years later in 1420. It was said that a million workers including one hundred thousand artisans were driven into the long-term hard labor. 

Since yellow is the symbol of the royal family, it is the dominant color in the Forbidden City. Roofs are built with yellow glazed tiles; decorations in the palace are painted yellow; even the bricks on the ground are made yellow by a special process. However, there is one exception. Wenyuange, the royal library, has a black roof. The reason is that it was believed black represented water then and could extinguish fire. 

Nowadays, the Forbidden City, or the Palace Museum is open to tourists from home and abroad. Splendid painted decoration on these royal architectural wonders, the grand and deluxe halls, with their surprisingly magnificent treasures will certainly satisfy "modern civilians". Listen to the dialogue for the first time and summarize the main idea in one sentence. Listen to Part A again and fill in the chart with details. Then do the same with Part B. Step III Homework 1.

Collect some information about the cultural relics that are in danger. 2.

Write your opinions on how to protect the cultural relics.

The Fourth Period

Speaking and Writing Teaching goals 教学目标

1. Ability goals能力目标

Master the sentence patterns that can be used to describe cultural relic. Have the ability of talking cultural relics and ways to protect them. 2. Learning ability goals学能目标

Enable students to express opinions on moving a cultural relic. Enable students to talk about cultural relics protection.

Teaching methods 教学方法

Watch some videos about the cultural relics. (individuals) Have a discussion. (group work ) Teaching aids 教学设备

A computer, a projector and some slides Teaching procedures and ways 教学过程与方式

Step I Homework checking T: Well, class, at the beginning of this class, I want to know whether you have collected some information of the cultural relics that are in danger? Ss: Yes. T: OK, tell me what you collected. S1: The Great Wall in China is in danger. Some of the walls have been destroyed by the wind, air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall. S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired. S3: Some buildings of Angkor Wat are falling down. ... Step II Lead-in

T: OK, class, all of you did a very good job. Now watch videos on the big screen that

are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics. Ss watch the videos to learn about some cultural relics that are in danger. T: Have you found that some of them are in danger? Ss: Yes. T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task. Step III 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, Beijing is famous for its hutongs or traditional houses and yards. Is there any cultural relic worth protecting in your hometown? What is it? Write it down and give a reason. S1: There are some old temples and towels in our hometown and in the temples there are some sculpture Buddha. All these statues are very solemn. It is called Chongshan temple. It is said the temples were built in Ming Dynasty. A Prince built it to honor his mother. Now many monks are living there, and many people go there. The government has made it a cultural relic, and I agree with it.

S2: In my hometown there are also many temples, and some of them are in ruins. T: What do you think you can do to protect it? S2: I think I can give a speech to the city leaders and the public. T: Good! Although not all of us know the cultural relics in our hometown, we know the importance of protecting them. Now, please look at Exercise 3: Here are some suggestions. Discuss them in pairs and add your own idea. More ideas: 1 Make a list to tell people the importance of protecting the cultural relics. 2 Try to persuade the government to develop eco-travel to protect the cultural relic and also develop local economy. Step III Writing Task T:

Now choose one cultural relic in your hometown that you think is worth saving.

You want to inform people that it is already in danger, so write a letter to your schoolmates to encourage them to join you and protect it. You can use the following

model as a guide. A sample: （date）

Dear Classmates，

Do you know our local Buddhist temple Chongshansi？It is built of clay bricks which are falling down. It needs to be repaired immediately. As the wheels of time move forward, modern generations can only get a glimpse (瞥) of their ancestors'(祖先的) life from the cultural relics of a people. Every cultural relic is just like a cord(绳子) which makes connections among blood ties as well as different regions（地区）. Cultural relics, like cultures themselves, vary (不同) from nation to nation. They are the embodiment of a nation’s history and culture, and serve as the evidence of its civilization. As Professor Zhou Xiaolu who’s from Beijing Normal University once commented, “Keeping the national cultural relics in its original(原来的) sites can create a favorable environment for the preservation(保存) and protection, and their value can be better reflected.”

But now the temple is in danger, and the government does give much attention to it. So we’d better do something to protect the beauty of the temple. We can write letters to inform the situation and prevent further damage, at the same time to encourage repairs. All of us are looking forward to the day when the temple reappear its beauty. It is not a long way to go.

Step IV Talking

Deal with TALKING on page 41. T: The cost of moving Abu Simbel was more than seventy million US dollars. That is a great deal of money. Do you think it was worth spending so much money to move a cultural relic such as Abu Simbel? Discuss with your partner and give your reasons. Sample opinions: I think so because

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After the project is finished, it will receive 600,000 person-time tourists per year. Yearly income will reach 6.25 million USD, including ticket, food & drink, entertainment, souvenir, experiencing games.

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The relic theme park will promote economic development of the local place. Taking land value increment as an example, it’s estimated that the land value will increase 10-15 times in five years. I don’t think so because 

There are too many cultural relics in our country to be protected. Thus, we'll have to spend a lot of money.

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Maybe this will be a waste of money. After all, some cultural relics are not so valuable and useful. So we should spend the money that is used to protect some unimportant cultural relics on the important things. In my opinion, we should just protect the best ones.

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After all, our country is still a developing country and bas not enough money to protect all the cultural relics. As long as we can keep the culture that the cultural relics stand for; that's enough. The Fifth Period

Reading (II) Teaching goals教学目标

1. Ability goals能力目标

Enable students to learn how Feng Jicai protected cultural relics in Tianjin.

2. Learning ability goals学能目标

Help students learn how to describe and introduce people who protect cultural relics. Teaching methods教学方法

Reading (individuals) Discussion (group work) Teaching aids教具设备

A recorder, a projector and some slides Teaching procedures and ways教学过程与方式

Step I Lead-in This is another article about cultural relic protection. It gives the students a good example who is doing his best to protect cultural relic. Before reading the passage, teacher may show the following passage to the students, it will help them to improve their consciousness (意识)of protecting cultural relics and also help them to master the target language in this unit. Cultural relics remind（提醒）us of what different peoples had a high opinion of in the past and continue to value now. Without these relics, we couldn’t protect cultural traditions（传统）or understand or enjoy the lives of the people who practiced the traditions. Although we may not often consider it, cultural relics are not only the possession（财产）of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not only from China but from other places. Looking at it from another angle（角度）, it can also be said that cultural relics are more than works of art; they are symbols（象征) of history and the people who lived in the past. Each kind of relic keeps something of cultural heritage（继承), and each relic is still a unique（独特的）cultural expression and contribution（贡献）. T: Since cultural relics are important, it's necessary for everyone to protect them. After all, they belong to the whole world. So today, we'll read a passage about how Big Feng protects cultural relics in Tianjin. By the way, who do you think Big Feng is? Here are some clues. He is a famous writer, who was born in Tianjin. He is very tall.

Ss: He is Feng Jicai.

Step II Reading Task T: Now read the text quickly and summarize the main idea. (Exercise 1)

Let students choose the sentence that best summarize the main idea of the text. Then

explain why the others are wrong.

T: Which sentence best summarize the main idea of the text? S1: Sentence B.

T: Why is A wrong? S2: A is wrong because his interests are not introduced in the text.

T: Why is C wrong? S3: C is wrong because he hasn’t saved all the old buildings in Tianjin. From the sentence “Although the city government rebuilt this street, they did save its oldest

building.” That means some old buildings have been removed.

Then let students discuss the questions in Exercise 2. Suggested answers: 1 He thinks that cultural relics are the things that can tell us the splendid history of China. He believes that old things must be given a place next to new things, or people will soon forget their great past. 2 He does not make speeches to get others to help him in his projects. Instead he goes out and does a lot of things that he can himself. For example he took photos of the old parts of Tianjin. The photos were put into a book which was very popular. The money from the book helps his projects.

3 One of his biggest projects was to protect the oldest street in Tianjin. Another project was more successful: he got the government to buy some land in the center of the city so it could not be sold to businesses. Not long ago, he and other writers and artists took photos of the old parts of Tianjin. And the photos were put into an expensive book that was very popular. And the money from the book helps his projects. 4 He knows the past is not only for us to enjoy but also for the children of the future, so we should protect some old things such as the old streets and buildings. And more people follow what he does, not what he says. So he thinks it is important to do this than to write his novels. 5 Yes, I think there are some other ways to help him with his projects. For example, he and his friends can make a video about the old streets and buildings and broadcast this program on TV so that more people can know the importance of protecting the cultural relics and really take efficient actions to protect them.

Step II Homework Research for information about cultural relics in Tianjin.

The Sixth Period

Comprehensive Revision Teaching goals 教学目标

1.Target language目标语言

a. Key words and phrases

rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate think highly of b. Grammar: The attributive clauses, esp. non-restrictive attributive clauses 2. Ability goals 能力目标

Get students to review, reuse and consolidate the comprehensive knowledge learnt in the unit. 3. Learning ability goals学能目标

By doing exercises, reusing the reading skills and including and deducing, students will master the knowledge more systematically, use the reading skills more skillfully and understand the topic more profoundly. Teaching important points 教学重点

Intensify the reappearance to get the students to master the words and grammar by designing good-to-use exercises. Teaching difficult points 教学难点

Extend the topic by generalizing and making summary. Teaching methods 教学方法

Team work learning Task-based learning Teaching aids 教具准备

A projector and some slides Teaching procedures and ways教学过程和方式

Step I Summing up 1. Write down what you have learned about cultural relics:

There are tens of thousands of cultural relics both in and out of China, but some of them are being destroyed. That is to say, some are in danger. So it's our duty to take actions to protect them. 2. From this unit you have also learned: ★Useful verbs -- survive, remain, light, doubt, consider, prove, pretend survive

1) vi. to continue to live, esp. after coming close to death 幸存；生还

e.g.

We survived, although others died in the accident.

2) vt. to continue to live after...幸存于

e.g. We survived the accident. remain vi. to continue to be (in an unchanged state)保持；仍是

e.g. Peter became a judge but John remained a fisherman.

If you don't eat, you'll just have to remain hungry. light (lit, lit, lighted, lighted)

1) vt. (up) &vi. to (cause to)start to burn（使）点火；着火

e.g. He lit (up) a cigarette.

2) vt. to cause to give light; give light to照明

e.g. We lit the candle and the candle lit the room.

The lighted candle lit the room.（作定语时，只用lighted;但作谓语时，过去分词及过去式可用lit，也可用lighted.）

doubt

vt. to be uncertain (about); to mistrust怀疑；不信

e.g. I doubt the truth of it/ his honesty.

I doubt whether it's true/ if he's honest.

I don't doubt that John will come on time. consider

vt. 1)to think about考虑

e.g. I'm considering changing my job.

2)to regard as; think of in a stated way认为

e.g. I consider you (as/ to be) a fool.

3)to take...into account照顾；顾及；考虑到

e.g. If you consider (the fact) that she's only been studying English a year, she speaks it very well. prove 1) vt. to give proof

of; show...to be true or give cause for belief in...证明

e.g. He has proved his courage in battle. 2)to show (oneself or itself) afterwards, in the course of time or experience, etc. to be of the quality stated证实

e.g. As it happened, my advice proved to be right. pretend

vt. to give an appearance of (something that is not true), with the intention of deceiving假装；装扮

e.g. He pretended to be a teacher.

He pretended to be reading when the teacher came in.

He pretended to have finished his job. ★phrasal verbs -- look into, belong to, take apart, think highly of look into

vt. to examine the meaning or causes of调查

e.g. It is my job to look into any reports of cultural relics that have found in China. belong to vt. (no pass无被动)to be the property of...为...之财产；属于

e.g. That dictionary belongs to me. take apart vt. to separate (a small machine, clock, etc.) into pieces将（小型机器，时钟等）分解；拆开

e.g. Take the watch apart and see if you can see what's wrong with it. think highly of to have a good opinion of someone or something看重；器重

e.g. My teacher thinks highly of my job. ★Other expressions -- in search of, in return, at war, furniture, opinion, besides

in search of: looking for寻找

e.g. John went in search of a doctor for his sick wife. in return( for): in exchange (for); in payment (for)作为（对...的）报答

e.g. I gave her some roses in return for her kindness.

at war (with): in a state of armed struggle (with each other or another country) 与...处于交战状态

e.g. Those 2 countries have been at war (with each other/ Japan) for a long time. furniture: all large or quite large movable articles that are placed in a house, room, or other area, in order to make it convenient, comfortable, and/ or pleasant as a space for living n, such as beds, chairs, tables, etc.家具

e.g. This old French table is a very valuable piece of furniture. opinion CN, that which a person thinks about something意见；看法；判断

e.g. In my opinion, you are right. besides 1) adv. in addition; also此外；而且

e.g. I don't want to go; besides, I'm tired.

2) prep. in addition to除...以外

e.g. There were 3 others present at the meeting besides John. ★New sentences structures: 1) Key sentences in the reading:

a. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such an amazing history. P1 b. Once it is heated, the amber can be made into any shape P1 c. It was made for the palace of Frederick I. P1 d. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1 e. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1 f. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1 g. 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.

P2 h. After that, what really happened to the Amber Room remains a mystery.

P2 2) The attributive clauses with that/which/who/where/when: a.

This gift was the Amber Room, which was given this name because several tons of amber were used to make it.

b.

The amber which was selected had a beautiful yellow-brown colour like honey. c.

It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make. d.

However, the next King of Prussia, Frederick William, to whom

the Amber Room belonged, decided not to keep it. e.

Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.

f.

This was a time when the two countries were at war.

g.

In 1770, the room was completed the way (that) she wanted it.

3) Expressions used to give opinions: a. I think highly of those who are searching for the Amber Room. P7 b. I don't agree that they should return the treasure to Russia if they find it.

P7 c. Besides, my father once told me that any person who finds something can keep it. P7 d. I must say that I agree with you. P7 e. I must say that I don't agree with you. P8 Step II Revision: Using words and expressions

1 Study the three groups of words. Think up more words for each group. Classifying words is a good way to learn English vocabulary.

In five minutes, the teacher gives the answers, using a slide projector.

2 Look at the photos and complete the following sentences using the words in the right box. In five minutes, the teacher gives the answers, using a slide projector. 3 Translate the following sentences into English, using the words and expressions in brackets. In 10 minutes, the teacher gives the answers, using a slide projector. Step III Using structures

1 The large stone statues(雕像)on Easter Island remain a mystery to us. (Ss) Read the following sentences and correct the mistakes. 2 In pairs play this game: “Who am I thinking of?” Student A is thinking of one of

his/her classmates. Student B has four chances to find out who the classmate is. Each question must include as many attributive clauses as possible. Student A can only answer “Yes” or “No”. This is a simple and interesting game. The students will become very active to do the job. And also it’s a good exercise to help them to use the grammar. Step IV Checking yourself T: We have spent a lot time on this unit and I am sure you have learned much about cultural relics. Before we begin a new one, please check yourself about how you have learned this unit. Please answer the questions in CHECKING YOURSELF. If you have any difficulty in answering some of the questions, you will have to spend some time on improving.