[unit7cultural difference]Unit7CulturalRelics

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unit7 cultural relics
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 dialogue123456
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:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

the second 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．123456
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:
1、why it is called the amber room?
2、what else were used to make the room besides amber?
3、why was the amber room first built?
4、when and why did frederick william i give the amber room to peter the great?
5、what did catherine ii do with the amber room?
6、when and how was the amber room supposed to have been lost?
five minutes later, ask some ss to give their answers.

answers:
1、it was given the name because almost seven thousand tons of ambers were used to make it.
2、the amber room was also made with gold and jewels.
3、it was made for the palace of frederick i.
4、1716，frederick william i gave it to peter the great, as a gift of friendship.
5、catherine ii had the amber room moved to the palace outside st petersburg where she spent her summers
6、in 1941, those two countries were at war. german army stole it.

step3 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.

step 4 post-reading
1. read the passage again to get important information about the text in search of the amber room. then fill in the blanks. (page73 best english )
step 4 speaking or reading aloud
play the tape for the students to listen and follow in order to let them know how to read the text.

step 5 homework 
1. read the text several times.
2. do exercise 3 on page 4.
3. do exercise 1 on page 42 (ss’ book)
record after teaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________123456

the third 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
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
(给人以某种感觉)2.the design for the room was of the fancy style popular
in those days.               (在句中做表语)  
（定语后置）  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.
(同位语从句)

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. 123456
record after teaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

the fourth 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 correct answers.
2.t: look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.
belong to phr v (t)
a. to be the property of: that coat belongs to me.
b. to be a part of; be connected with: that top belongs to this box.
c. to be a member of: he belongs to a large family.
warning:
“belong” is not used in the continuous tense or the passive voice.
eg. the computer is belonging to my sister. (f)
   the computer is belonged to my sister  (f)
   the computer belongs to my sister.    (t)
the ss begin to do this exercise. after a while, teacher begins to collect the answers. later, teacher gives the right answers.
3. t: let’s look at exercise 3.the preposition sometimes indicates a state, condition or a continuous activity. look at the sentence of exercise 3 and try to express each of them in another way.123456
after several minutes, t gives the answers.

step 3 translation (p43 sb)
do this translating exercise with the ss together. tell the ss how to do this kind of exercise.

step 4 homework
1. finish ex1 on p4: find out the sentences with attributive clause.
2. after class, read the passage on page 5.
record after teaching;
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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