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The first period (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)

Teaching procedures:

Step1 Warming-up

T talks about some famous world heritages to the students. Raise the 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.

T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.

Ss: The topic of this unit is cultural relics.

T: Do you know what cultural relics are?

(Ss can find the answer from the Warming up.)

T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of 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. Can you give me some examples of the cultural relics?

S1: The Great Wall.

S2: The Pyramids in Egypt.

S3: The Imperial Palace. ……

T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine 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.

3 minutes later, ask some Ss to give their answers.

Step 2 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.

Sample dialogue

T: If you found a cultural relic, what would you do with it?

S1: I don't know.

T: Would you want to keep it?

S1: Of course not.It doesn't belong to me.

T: Then why don't you go to your community council?

S1: I'm not sure I could trust the people there.What if the person I give it to keeps it for himself?

T: Good question.What do the rest of you think?

S2: I guess I would ask my parents what to do with it.

T: That's a good idea.Anyone else have an idea?

S3: I would ask my brother.He is a policeman.

Ask some Ss to act their dialogue out.

Step 3 Homework

1. Preview the reading passage and do exercise I in the part “Learning about language”.

2. 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:

______________________________________

(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.

Step2 Fast reading:

T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions: