Unit 1 cultural relics

I topic: Book 2 Unit1 cultural relics Warming-up and Reading

II teaching aims:

Knowledge: enable students to know the story of the Amber Room;

Ability: reading skills: guessing, scanning, skimming

Emotion: enable students to realize that it is important but not easy to protect the cultural relics;

let students appreciate the beauty of those cultural relics and their importance in presenting the way of life of the ancient people.

III teaching focuses: evoking their background knowledge and train their reading skills.

IV teaching difficulty: cultural relics contain a lot of cultural background. How to choose some of them that are classical and more familiar to them is the difficult point.

V teaching aids: PPT; other normal teaching tools

VI teaching procedure:

Step one: duty report. Student's daily report

Step two: lead-in

　　Show students two pictures of Tulou/earth building in Fujian Province. Tulou has been listed on the World Heritage Sites on July 6, 2008. May be some of them could answer the questions:

　　"What are these?"

　　"What had happened to them on July 6, 2008?"

　　They are formally(正式地) listed on the UNESCO

　　World Heritage Site.

　　"What's UNESCO?"

　　"联合国教科文组织。"

　　"How to express it in English?"

　　UNESCO=United Nations Educational, Scientific and Cultural Organization 联合国教育科学暨文化组织

　　Then ask them "what is a cultural relic?" they may have a sense of what it is or they will just speak out its Chinese meaning. It may just on the tip of their tongue. Anyway, guide students to list some words or expressions.

Step Three: the definition of cultural relics

1) Warming-up questions

　　Show the questions on page 1 in the textbook on the screen:

　　"Do you know what a cultural relic is?"

　　"Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?"

　　Then look at the pictures on page 1, and there are the same pictures on the screen as well. Students may list what they know, such as pictures, festivals and customs, etc. Lead the students to concentrate on buildings.

　　"Let's look at more pictures of cultural relics. Please speak out their English version as fast as you can."

2) Gallery of cultural relics: this part paves the way for the story of the Amber Room.

Students may know something about those world famous cultural relics but they may not know the English version of them.