The First Period
(Warming up, one class)
Teaching Aims:
1. To learn the knowledge of the cultural relics.
2. Discuss how to protect our cultural relics.
3. To learn the following words or phrases:
Teaching Design
Step One: Presentation
(By showing them some photos of some famous cultural relics.)
Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over:
A.Can you name them out?
B.Who have the right to own and confirm them?
(The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors)
Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.
A. a cultural relic is sth. that survive d for a long time
B. a cultural relic may be a part of old thing has remain ed when the rest of it had been
destroyed
C.or a cultural relic is something rather rare
（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）
1. Get the students understand the identity of the cultural relics.
2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.
( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )
Step Two: Drills
Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.
Here are some possible answers from the students:
(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.)
(The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.)
Step Three: Discussing 1
As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.
1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)
(There will be a lot of possible answers. Eg: From the cultural relics we can know what people did in the past, and we can know the cultures at that time, and maybe we can know the technology of making them…)
2. How to protect the cultural relics? (The same as Question 1)
(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; d on’t damage them; use them in a right way…..)
Step Four: Discussing 2
1. If you find a cultural relic, what will you do with it?
2. Do you think to whom the cultural relics belong?
(All cultural relics belong to all people and whole society.)
Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.
(While discussing, teach the new phrase in red)
The Second Period
(Reading part, 2-3 classes)
Teaching Aims:
1. Reading and understanding, catching the history and information of the Amber Room.
2. Functional item, how to tell the story about the Amber Room
3. Grammar point: The Attributive Clause
4. Learning the following useful words and phrases:
Teaching Design
Step One: Presentation
Last period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors The Sydney Opera; The White House; The Big Ben; The Amber Room (which we have learnt last period)
Then, we will go the Amber Room, showing them the pictures of it.
Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.) Step Two: Reading 1 (Listening, reading and understanding)
1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.
2. After reading the text, please complete the exercises of Comprehending.
