1、Unit 1 cultural relicsPeriod One warming up and pre-readingThis is the first teaching period of this unit. The central part of this period is the reading passage with the name of In search of the Amber Room showing the students the things about the Amber Room. Analysis of the teaching contents:Warmi
2、ng up gives three questions and four pictures for the students to discuss, aiming at preparing students for the content of the unit. Pre-reading provides some questions and a picture to help the students focus on the topic of the reading pas sage and lead the students to think about some things abou
3、t amber. Reading tells the students the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia. It is a relic which has been lost. Let the students imagine that they are reading a detective story and simply focus on what happened to the Amber Room. This section also
4、 introduces the students to many of the relics terms they will use throughout the SB and WB parts: rare, valuable, dynasty, amaze, fancy, jewel, in search ofComprehending consists of three written or oral practice for the students to do so as to help the students to get a better understanding of the
5、 text, that is to say, to help the teacher to check how much the students have understood the text.Teaching aimsKnowledge aims: 1.To know the meaning of the following new words and phrases appearing in this passage: rare, valuable, survive, vase, dynasty, in search of, amaze, amazing, select, honey,
6、 design, fancy, style, decorate, jewel, artist, belong, belong to, in return, troop, reception, at war, remove, less than, wooden, doubt, worth 2. To learn about some cultural relics. 3. To learn how the information is organized. Ability aims: 1. To develop the students reading ability by skimming a
7、nd scanning the passage. 2. To develop the students speaking ability by talking about cultural relics. Emotional aims: 1. To stimulate the students to love cultural relics, protect cultural relics and improve the ability of under-standing and enjoying. 2. To develop the students sense of cooperative
8、 learning.Teaching important and difficult points:1. To enable the students to learn about cultural relics and to develop their reading ability.2. To enable the students to talk about cultural relics. Aids: Blackboard, multi-media, and other normal teaching tools Teaching methods： Co-operative learn
9、ing Activity-based teaching (individual work; group work; class work) Students-centered approach & Task-based teaching and learningTeaching Procedures: Step1 Lead-inWarming up by presentingHi, everyone. Lets look at the screen. Ill present you some pictures. Can you name them out? (Ming dynasty vase
10、s, Mount Huangshan, The Terracotta Warriors, Forbidden City, Taj Mahal, the Pyramids, the Sydney Opera, the Big Ben)Step2 Warming up 1. Please give a definition: what is a cultural relic?A cultural relic is something that has survived for a long time, often a part of something old that has remained
11、when the rest of it has been destroyed; it tells people about the past.2. Looking and sayingWork in pairs. Look at the photos on the screen. According to the definition, what characteristics does a cultural relic have?Keys for reference: Maybe rare, precious, various and mysterious.3. PresentationWo
12、rk in groups of four. Have them discuss:A. Can you name some more culture relics in China and abroad？?B. Do you know what material they were made of?(Ceramics, ivory, gold, amber)Step3 Fast-reading1. Read the passage first and try to answer the questions: How long did it take to make the Amber Room?
13、 When did the Amber Room disappear? What finally happened to the Amber Room?2. Join the correct parts of the sentences together.Frederick I A. stole the Amber RoomFrederick William I B. sent a troop of his best soldiers to the King of Prussia.Peter the Great C. had the Amber Room madeCatherine II D.
14、 had it moved outside St Petersburg.The Nazi army E. gave it to the Czar as a giftThe Russians and Germans F. built a new Amber Room after studying pictures of the old oneStep4 Detailed-readingPart1. Match the main idea of each paragraph.Para 1:Why did the King of Prussia give the Amber Room to the
15、Czar of Russia as a gift?Para 2: How was a new Amber Room built?Para 3:How did the Amber Room become one of the wonders of the world?Para 4:How was the Amber Room made? Para 5: How did the Amber Room get lost?part2Task1: put the following statements in right order.Fredrick William gave the Amber Roo
16、m to Peter the Great as a gift.The Czar gave Fredrick William 55 soldiers.The Amber Room was made for Fredrick .The Russians removed art objects from the Amber Room.More details were added to the rooms design.The Amber Room was taken apart and moved away.A New Amber Room was built.Catherine moved th
17、e Amber Room to the palace outside St Petersburg.Task2:True (T) or False (F):1. The Amber Room was made by Frederick William I, the King of Prussia. ( )2. When it was first given to the Czar, it was put at the winter palace in St Petersburg. ( )3.The Amber Room was about four meters long and served
18、as a small reception hall by Catherine （ ）4. The search for the Amber Room was successful in the end. ( )5. The Germans have built another Amber Room as a gift at the winter palace. ( )Suggested answers: 1-5 FTFFFStep5. RetellingAfter listening to the tape, please fill in the blanks according to the
19、 text.Step6. DiscussionIn groups discuss: Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.Step7. Homework1. Do exercises in workbook.2. Retell the passage.3. Underline difficult sentences and phrases.三课后反思： 本节课对于“warming up ”部分，学生能积极表达自己观点，说出国内外不同的文化遗产，但对于英语口语方面，学生还有待提高。在今后的教学中要加强训练学生的口语能力。同时，在进行Discussing 这一块时，学生还不太乐意开口，且对于学习特困生的成绩也有待进一步提高。 版权所有：高考资源网()