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Unit 1 Cultural Relics
Background information School: Fuyang No.1 High School Teacher: Ren Xianjing Students: 55 senior high school students, Class14, Grade1 Material: New Senior English

For China, Students’ Book2(The pep edition) Unit1 Type of lesson: Reading Lesson duration: 40 mins Date: 2013/12/13 Teaching Aids: Powerpoint, blackboard, chalks, cards Contents 1. Vocabulary: cultural, relic, rare, precious, value, valuable, amber, decorate 2. Reading: In Search of The Amber Room Teaching objectives 1. Instructional objectives (Students should be able to) a. pronounce the words correctly and know the meaning(cultural, relic, rare, precious, value, valuable, amber, decorate). b. use reading skills such as predicting, fast-reading, detailed-reading to know what the passage is about c. judge whether an item is a cultural relic or not . 2. Educational and emotional objectives (Students should be able to) a. learn and discuss together. b. feel the cultural meaning of cultural relics. c. be confident in taking part in class activities. d. enlarge their knowledge of some other kinds of cultural relics. Focal points: The use of reading skills, and the comprehension of the passage. Difficult points: 1. Students know those new words and expressions. 2. Students learn to get the main information of the Amber Room and the relationship between the Amber Room and the kings.

Procedures
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Stage 1 Pre-reading (Purpose: To help students enlarge some knowledge about cultural relics and learn to find some words which can be used to describe cultural relics: rare, survive, precious, value, valuable.) Step1 Greetings T: Hello, boys and girls! S: Hello, Jessie! T: Thank you, sit down, please! Step 2 Warming-up T: Do you like this big classroom? S: Yes/no! T: I love it! Because I can do whatever I want, jumping, running or dancing! S: … T: Ok, before we begin our class, I want to share a piece of good news with you. Now, look at the picture. What’s it? S: Abacus. T: Yes! It’s a kind of Chinese traditional calculating skill. Do you know what happened to it? S: No! T: It has been added to the list of world cultural relics. Wow! S: … T: And at the same time, look at another picture. What’s it? S:Pao Cai! T: Yes! It’s a kind of Korean food! It is added to the list of cultural relics, too. Do you feel surprised? S: Yes! Step 3 Help students to understand what a cultural relic is. T: I wonder that can my hat be a cultural relic? S: No! T: Why? I got my hat from my mother ’s mother ’s mother ’s mother. It’s very old, why not? S:... T: If you want to know why, you have to know what is a cultural relic. Now, i will give you some definitions of a cultural relic. A cultural relic is something that is…… very old, rare, survived for a long time; valuable or precious; manmade, created by our ancestors (祖先); telling us what life was like in the past. a mirror of a group of people or a nation ……
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(some new words which was used to describe cultural relics are colored) T: Let’s judge whether this item is a cultural relic or not. (show a picture of Chinese paper-cutting) What’s this? S: Jian Zhi! T: Good! Paper-cut.(Write on the blackboard)Is this a cultural relic? S: Yes! T: Is it old? S: Yes! T: It was developed from ancient time. Is it rare? S: Yes /no. T: Of course it’s rare! Only we Chinese can do it. And only a few Chinese can do it well. What do we use it for? S: To decorate. T: Yes! So we all know that it can tell us what was people ’s lifestyle in the past. Do you agree? S: Yes! T: Well, this is a Chinese cultural relic. Do you know some cultural relics in other countries? S: … Step 4 Lead-in T: Great! Now let’s look at the four pictures! The first one, what’s it? S: Taj Mahal in India. T: The second one? S: Bi Sa Xie Ta. T: The Leaning Tower of Pisa in Italy. Next one? S: Jin Zi Ta. T: The Pyramids in Egypt. Have you ever heard of the three cultural relics? S: Yes! T: Ok, how about the last one? What’s it? S: Amber Room! T: Have you ever heard of it? S: No! Step 5 Prediction T: Ok, now let’s get to know the Amber Room. Can you tell me what’s the title of the passage? S: In search of the amber room. T: Why are they in search of the amber room? Let’s guess. S: Because it’s missing! T: Yes, of course it’s missing. Another reason? S: …
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T: Ok, let’s see. This piece of paper, i throw it away, but i don ’t want to look for it. Why? S: Because it’s not valuable/ it does not have any value. T: So smart! They search for the amber room not only because it ’s missing, but also because it’s precious. Let’s check whether we are right. Stage 2 While-reading (Purpose: To help students get to know the basic information of the Amber Room and be clear about the brief history of the Amber Room.) Step 1 Fast-reading T: Ok, now let’s get to know the passage. First, I want you to read the text quickly and finish the task. (2 minutes for you). Now, here we go! It tells us the amazing history of the Amber Room, a cultural relic of two countries: Prussia and Russia. T: Ok, have you finished? S: Yes! T: Ok, can we do it together? S: Yes!

Step2: Get the basic information about the Amber Room. T:Great! Let’s try to get the basic information of the Amber Room and fill the blanks. 2 minutes for you. Now, here we go!

S: ... T: Time is up! Now let’s invite a student to share your answer with us. Xx, please! S: … T: Great job! Thank you! Sit down, please! S: .... T: So we can see the Amber Room takes a quite long time to build. And it costs too much. It is precious! Right? S: Yes! Step2 Get the characters of the passage T: Now let’s continue to know more about the history of the Amber Room. Do you know what happened to it in history? S: No! T: Ok, let’s read the passage again and find the persons in it.
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S: ... T: Have you finished? S: Yes! T: Well, xxx, tell me who are they? S:Frederick Ⅰ ,Frederick William Ⅰ ,Peter the Great,Catherine Ⅱ ,Nazi army. T: Amazing! Good job! But do you want to know what is the relationship between the persons and the Amber Room? S: Yes! Step 3 Know the clues and how the story developed T: Now, let’s play a small game: Which one to choose? I have several cards for you. You have to find out what did they do and put the cards together in right order. And then tell us what happened in chinese. Are you clear? Card1: Frederick Ⅰ Card2: Frederick William Ⅰ Card3: Peter the Great Card4: Catherine Ⅱ Card5: Nazi Army Card6: Pass down(继承) Card7: give as a gift Card8: troop in return Card9: pass down Card10: stole away S: Yes! T: Ok, let’s get started. S: … T:Time is up! I need two students! Anyone who’d like to try? S: … T: Ok! Please! S: ... T: Let’s see, whether they are right? S: Yes! T: Ok, xxx, please tell us what happened in Chinese according to the cards here. S:… T: Is he/she right? S:… Stage 3 Post-reading (Purpose: To help students become more familiar with the context of the text.) T: Great! Just now, you did something with your heads and hands, now it’s time for you to performance with your mouth. Here is a task for you. Imagine that you are a student guide in the amber room and today is your first day to work. Make a brief introduction to the Amber Room and its
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history. Discuss with your partner and then report it in class. You can set down some notes according to the clues.
You may perform like this : Hello, everyone! Welcome to the world famous Amber Room. I am today's reporter. It's my honor to stand here to give you a brief introduction to the Amber Room. As we all know, the Amber Room is made of amber, which costs a large number of money. Its design...and it takes ...to build....It was first built as a gift... ................. ................. This is the amazing Amber Room which suprises everyone who sees it. Thank you!…

T: Have you got what I mean? S: Yes! T: Well, let’s begin! S: ... T: Ok, time is up, any volunteer? S: ... T:Good! XXX, please! S:…… T: Wow, a perfect job! Let’s give him a big applause! Very careful job! Stage 5 Assigning homework (Purpose: To make students keep on learning .) T: So, I think all of you have known about the Amber Room, next period we will continue to learn about the Amber Room. Now the homework for you. ? Do Exercises 1 and 2 on page 2. S: Yes! T: At last, we can enjoy some pictures about the world cultural relics in China to feel the power of cultural relics. Well, class is over! See you, everyone! S: See you, Jessie!.

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