Topic: Unit 1 Cultural Relics
Language function: the restrictive and non-restrictive attributive clause.
new words, expressions, target language
Teaching aims:
1.To learn about cultural relics and cultural origins.
2. To learn about new words, expressions, target language ,and reading skills.
new words and expressions: cultural, survive, remain，state, rare, dynasty, vase, belong, gift, ton, stone, etc. Target languages: Expressions used to give opinions ---I think highly of... I don't agree that．” Besides... ,ect.
3. To learn about the restrictive and non-restrictive attributive clause.
4. To learn about how to talk about cultural heritage, and finally form the consciousness of the protection of cultural relics.
Teaching key points：
To study the new words and expressions,
To understand the difference between the restrictive and non-restrictive attributive clause,
To understand the history of the amber room, learn about the world cultural heritage, strengthen cultural heritage protection consciousness. To get Ss to form a responsible attitude towards cultural relics.
Teaching difficult points:
1, how to show their ideas and ask advice in English,
2, Master restrictive with the restrictive attributive clause usage Warming Up:
Intentions of tasks:
A. Letting the students have a general idea about Cultural relics.
b. Students can understand what is the Cultural relics.
C, Guide the students put their feelings into the topic—Cultural relics.
D, The pictures can motivate the students’ interests.
The warming-up exercises raises the students’ awareness that there are some well-known cultural relics both at home and abroad. Ask the students to
try their best to think of the cultural relics they know.
Status:
As it is the first part of the reading class, warming up is to create expectations and stimulate the students’ interests in topic. We kwon “well began, half done”, so it plays a very important role in reading class.
Difficult points in this part
Culture is abstract, the students may be not familiar with it,so there may exist some difficulties in discussion what cultural relics are.
Step 3. Pre-reading
A, it is to facilitate while-reading activity, familiarize the students with the topic of the reading text.(In Search of the Amber Room)
B, let them predict the reading passage .The first question is for predicting based on the title , the second lets them skim the passage.
Purpose: To get Ss to form a responsible attitude towards cultural relics.
Status:
Pre-reading could be pooling existing knowledge about the topic,
predicting the contents of the text, skimming the text or parts the text for certain purposes.
1. The above pictures are some of the 30 world cultural relics in China. Get Ss to know something about them. Ss can have a talk about them.
Step 4. Reading
Purpose: To let Ss know about what happened to the Amber Room.
1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.
2. Skim the text to get the key words and general idea of each paragraph.
3. Get Ss to tell the characteristics of the passage, such as the type of writing, and the tense.
Status:
Reading is main part of reading class. It is a process of understanding rather than the results of reading .So how to make students understand the reading passage efficiently is very important.
Difficult points in this part
How to let students read actively instead of being frightened of reading .
How to let them read efficiently,
Teaching methods; When I teach reading ,I’ll ask students to answer the comprehension questions ,use some discourse markers to let the students make inference.
Aims: to understand inference, make inference,study words and expressions , etc.
Step 5. Comprehending
Purpose: To help the students comprehend the text well and check whether Ss have understood the text.
Task 1, let the students scan the
Text for specific information
Task 2, skim for the main idea
Task3 is a post-reading activity.
（下面每个部分标题黑体，内容不黑体）
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