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
功Expressions used to give opinions
能I think highly of...
句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 opinion：view...
Personally, we should„
Well, obviously we should„
The point is...
汇 cultural, survive, remain；state, 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, treasure；besides
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
语The attributive clauses with which/who/where/when/as 法 A cultural relic is something that has survived一
It is your job to look into any reports of cultural relics that have been found
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...
Later；Catherine 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.
重1. Frederick William I, the king of Prussia could never have imagined that，„
点2. Once it is heated, the amber can be made into any shape
句3. It was made for the palace of Frederick ?.
子 4. In 1716, Frederick William I gave it to Peter the Great, as“gift 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
1从话题内容分析；Warming up, Pre-reading, Reading, Comprehending内容一致；
2将language points 和learning about language设计成一节语言学习课。
3将 Using language 设计成一节听说课。
4将learning about language中的 Discovering useful structure和 wb中的 using
5将Workbook里的Listening和Workbook中的Reading Task和Writing 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.
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 author’s 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
1. To learn how to use some useful words and expressions
2. To learn how to use some useful structures
Step1 Revision and language points
Ask some questions to review the text and at the same time explain some expressions
1. Could the King of Prussia have ever imagined that the Amber Room would have an
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
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
1. To learn to tell facts from opinions
2. To learn to ask for opinions
Step1 Lead in
1. If you want to go in for law against somebody, and if you want to win, what’s the
most important thing you should do first? 2. What makes a judge decide which eyewitness he can believe and which not?
3. What’s a fact? What’s an opinion?
Read the short passage and check your understanding. Read a man’s story to see whether you can tell a fact from an opinion.
People have never stopped searching for the Amber Room. Let’s come to another man’s story.
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. Let’s read the letter and see
what’s Johann’s 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
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 wind；air 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 let’s 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.