By Marcus Garcia,2014-09-24 11:35
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    Unit 1 Cultural Relics



    Talk about cultural relics

    Review attributive clauses, including restrictive and non-

    Write a short reply to a letter and give your opinion

    Take notes and judge who gives the best evidence

    restrictive attributive clauses


    Expressions used to give opinions

    I think highly of...

    I don't agree that,”


    I must say that I agree with you.

    I must say that I don't agree with you.

    As far as I'm concerned, I think...

    As I see it...

    Don't you agree /think (that)...

    I can't help thinking (that)...

    I would like to say...

    In my opinionview...

    Personally, we should

    Well, obviously we should

    The point is...


     cultural, survive, remainstate, rare, dynasty, vase, belong, gift, ton,

    stone, once, heat, design, fancy, style, jewel, king, artist, reception, light,

    mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider,

    opinion, evidence, prove, pretend, maid, castle, sailor, treasurebesides


    relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar,

    St Petersburg, Catherine, Konigsberg, the Baltic Sea, Leningrad, Jan Hasek,

    Anna Petrov, mystery


    look into, belong to, in search of, in return, at war, take apart, think highly



    belong, once, heat, design, light, wonder, doubt, remain, prove, consider,

    besides, survive, furniture, opinion

    The attributive clauses with which/who/where/when/as A cultural relic is something that has survived

    It is your job to look into any reports of cultural relics that have been found

    in China.

    You are sent to a small town where you find a relic that was stolen from a place.

    This gift was the Amber Room, which was given this name because...

    LaterCatherine 1I had the Amber Room ... outside St Petersburg where

    This was a time when the two countries were at war.

    In 1770, the room was completed the way (that) she wanted it.

    1. Frederick William I, the king of Prussia could never have imagined that,„

    2. Once it is heated, the amber can be made into any shape

    3. It was made for the palace of Frederick ?.

     4. In 1716, Frederick William I gave it to Peter the Great, asgift of


    5. In return, the Czar gave the king of Prussia 55 of his best soldiers.

    6. The Amber Room soon became part of the Czar's Palace in St Petersburg.

    7. Later, Catherine 11 had the Amber Room moved to the palace outside,„

    8. This was a time when the two countries were at war.

    9. There is no doubt that the boxes were then put on a train for Konigsberg;„

    10. After that, what really happened to the Amber Room remains a mystery.

    11.1 think highly of those who are searching for the Amber Room

    ?. 教材分析与教材重组


     本单元以cultural relics为话题;旨在通过单元教学使学生了解世界文化遗产;学会





     1从话题内容分析;Warming up, Pre-reading, Reading, Comprehending内容一致;


     2language points learning about language设计成一节语言学习课。

     3 Using language 设计成一节听说课。

    4learning about language中的 Discovering useful structure wb中的 using


    5Workbook里的ListeningWorkbook中的Reading TaskWriting Task整合成



    Unit1 Cultural Relics

    The first period

    Warming up, pre-reading reading and comprehending Teaching goals

    Enable the students to talk about the story of Amber Room.

    Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.

    Teaching procedures

    Step1 Lead in

    1. Show the students some pictures of cultural relics and get them to discuss their similarities.

    2. Try to get the definition of cultural relics.

    3. All these are quite magnificent. But some of them were lost or ruined in history, such as Yuan Ming Yuan Park, the Great Wall, the Great Pyramid.

     What caused them lost or ruined?

    Step 2 Reading

    Picture of the amber room.

    1. How do you understand the amber room?

    What is amber?

    2. Talk about the title(what do you predict is talked about under this title). 3. Skim the text to find the main idea of each paragraph. Comprehending Exercise 2

    4. How is text organized?

    5. Read the text again for some detailed information.(Fill in two tables) Pick out the people mentioned and find out what they did to the amber room.(Comprehending Exercise 1)

    Step 3 Retelling

    Suppose you are the guide of the Amber Room. You are going to introduce it to some visitors, what are you going to introduce?

    Step 4 Discussion

    1. What is the authors attitude towards the Amber Room?

    2. How would you feel if a cultural telic got lost? Why?

    3. If you find a cultural relic, what will you do to it?


    1. Read the text again and underline the useful expressions and well-written


    2. P3 Exercise 1&2

    3. P42 Exercise 1 2 &3

    The Second Period

    Language points and using the language

    Teaching goals:

    1. To learn how to use some useful words and expressions

    2. To learn how to use some useful structures

Teaching procedures

    Step1 Revision and language points

    Ask some questions to review the text and at the same time explain some expressions

and structures.


    1. Could the King of Prussia have ever imagined that the Amber Room would have an

    amazing story?

     could never have done

    2. What is the Amber Room like?

     Be made of , in the fancy style popular in those days, be decorated with

    3. Who was the first owner of it?

     Belong to P3 Part3

    4. What did he do to it?

     give it to as a present

     in return

     Why did kings in the past try to make friends by exchanging gifts?

     Do countries do this today?

    5. What did Catherine? do to the room?

     add more details , have the room moved, the way she wanted 6. What was the situation for Russia and Prussia like in 1941?

     It is a time when the two countries were at war. 7. Where the Amber Room?

     It remains a mystery.

    Step2 Discovering useful words and expressions P3 Exercise 1 &2

    Step 3 Using words and expressions

    P42 Exercise 1, 2 &3

    The Third Period

    Using the language

    Teaching goals:

    1. To learn to tell facts from opinions

    2. To learn to ask for opinions

    Teaching procedures

    Step1 Lead in

    1. If you want to go in for law against somebody, and if you want to win, whats the

    most important thing you should do first? 2. What makes a judge decide which eyewitness he can believe and which not?

    3. Whats a fact? Whats an opinion?

    Step2 Reading

    Read the short passage and check your understanding. Read a mans story to see whether you can tell a fact from an opinion.

    People have never stopped searching for the Amber Room. Lets come to another mans story.

    Step3 Listening

    Listen to the tape and finish the exercises. Step4 Talking

    What are the expressions to ask for opinions?

What are the expressions to give opinions?

    Sometimes we may fall into or face a moral dilemma. Lets read the letter and see

    whats Johanns opinion about the found treasure?

    Discuss in groups of three about your opinion.

    Get the reporter to show their discussion.(the question, for the question, against the question, your own opinion)

    Period Four Grammar


    Period Five Listening reading & writing

    Teaching goals

    1. To learn to describe cultural relics by listening

    2. To learn to speak out their opinions about cultural relics

Step1 Listening (P41)

    Discuss the advantages and disadvantages of building a dam over a river. The two very famous dam: the Three Gorges Dam over the Yangtze River, and the Aswan Dam over the Nile.

    What happened to the people and cultural relics around the area when the dam was built?

    1. Listen to the tape for the first time to get the main idea.

    2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41.

    Step2 Reading task

    Cultural relics are important and useful. They belong to the whole world. But some f them are in danger. For example, some parts of the wall have been destroyed by the windair and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall. So it is necessary for everyone to protect them. Now lets read a passage

    that is about an average person who does his bit to save the cultural relics. Read the text and do the two exercises.

    Step 3 Writing

    In our hometown there are also some cultural relics that need to be protected. Now write a letter to all the students in our school to encourage them to help save the cultural relics and to ask for help. Follow the letter format and practice writing a persuasive writing.

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