Unit1culturalrelicsItopic:Book2Unit1culturalrelicsWarming-upandReadingIIteachingaims:Knowledge:enablestudentstoknowthestoryoftheAmberRoom;Ability:readingskills:guessing,scanning,skimmingEmotion:enablestudentstorealizethatitisimportantbutnoteasytoprotecttheculturalrelics;letstudentsappreciatethebeautyofthoseculturalrelicsandtheirimportanceinpresentingthewayoflifeoftheancientpeople.IIIteachingfocuses:evokingtheirbackgroundknowledgeandtraintheirreadingskills.IVteachingdifficulty:culturalrelicscontainalotofculturalbackground.Howtochoosesomeofthemthatareclassicalandmorefamiliartothemisthedifficultpoint.Vteachingaids:PPT;othernormalteachingtoolsVIteachingprocedure:Stepone:dutyreport.Student’sdailyreportSteptwo:lead-inShowstudentstwopicturesofTulou/earthbuildinginFujianProvince.TulouhasbeenlistedontheWorldHeritageSitesonJuly6,2008.Maybesomeofthemcouldanswerthequestions:“Whatarethese?”“WhathadhappenedtothemonJuly6,2008?”Theyareformally(正式地)listedontheUNESCOWorldHeritageSite.“What’sUNESCO?”“联合国教科文组织。”“HowtoexpressitinEnglish?”UNESCO=UnitedNationsEducational,ScientificandCulturalOrganization联合国教育科学暨文化组织Thenaskthem“whatisaculturalrelic?”theymayhaveasenseofwhatitisortheywilljustspeakoutitsChinesemeaning.Itmayjustonthetipoftheirtongue.Anyway,guidestudentstolistsomewordsorexpressions.StepThree:thedefinitionofculturalrelics1)Warming-upquestionsShowthequestionsonpage1inthetextbookonthescreen:“Doyouknowwhataculturalrelicis?”“Doesaculturalrelicalwayshavetoberareandvaluable?Isitenoughtohavesurvivedforalongtime?”Thenlookatthepicturesonpage1,andtherearethesamepicturesonthescreenaswell.Studentsmaylistwhattheyknow,suchaspictures,festivalsandcustoms,etc.Leadthestudentstoconcentrateonbuildings.“Let’slookatmorepicturesofculturalrelics.PleasespeakouttheirEnglishversionasfastasyoucan.”2)Galleryofculturalrelics:thispartpavesthewayforthestoryoftheAmberRoom.StudentsmayknowsomethingaboutthoseworldfamousculturalrelicsbuttheymaynotknowtheEnglishversionofthem.Aftershowingsomanypictures,leadtoaconclusionwithstudents:“Culturalreliccanbeanyobject,buildingoritemthatwasmadesometimesinthepast.Itdoesnotnecessarilybevaluable.”“Isculturalrelicimportant?Why?”Importance:ittellsusthewaypeoplelivedatthetimeitwasmade.Thismaybebecauseofitsmethodofmanufactureorhowtheitemwasused.StepFour:pre-readingquestions1)Lead-in:showthepictureofMonaLisaonthescreen.“What’sthis?”“MonaLisa!”“Whopaintedthispicture?”“DaVinci.”“Doyouknowwhyitissofamous?’“Hermysterioussmile.”“Yes,butonceitwasstolen.Andafterthat,itwasworldfamous!”studentsmaybeinterestedinit.“Culturalrelicsarevaluablesotherearemanyinterestingstoriesaboutthem.Todaywewilllearnonestoryaboutaculturalrelic---theAmberRoom.2)Pre-readingquestions:predicting“Doyouknowwhatamberis?”“Haveyoueverseenapieceofamber?Whatdoyouknowaboutit?”“琥珀。”studentsknowwhatitisbuttheymaynotbeabletoexplainitinEnglish.“Lookatthepicture.”Showthepictureofamberonthescreen.“Ifthereisaninsectinit,itwillbemorevaluable.Nowcanyouimaginealargeroommadeofseveraltonsofamber?”showthepictureoftheAmberRoomonthescreen.“Isitbeautiful?”“Yes.”“Itmustbeexpensivetomakesuchkindofroom.Whatkindofpeoplecouldaffordsuchabeautifulandexpensiveroom?”“King/Emperor/Queen.”“Yes.Todaywearegoingtolookatthestory.Beforereading,let’slookatthetitle‘Insearcho...
