河南交通投资集团有限公司济源分公司介绍企业发展分析报告

Unit 1 Cultural relics
Warming Up，Pre-reading and Reading Ⅰ.Topic: Warming Up，Pre-reading 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 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
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 cultur al 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.
After showing so many pictures, lead to a conclusion with students: “Cultural relic can be any object, building or item that was made sometimes in the past. It does not necessarily be valuable.”
“Is cultural relic important? Why?”
Importance: it tells us the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used.
Step Four: Pre-reading
1) Lead-in: Show the picture of Mona Lisa on the screen.
“What’s this?”
“Mona Lisa!”
“Who painted this picture?”
“Da Vinci.”
“Do you know why it is so famous?’
“Her mysterious smile.”
“Yes, but once it was stolen. And after that, it was world famous!” students may be interested in it.
“Cultural relics are valuable so there are many interesting stories about them. Today we will learn one story about a cultural relic—the Amber Room.
2) Questions: Predicting
“Do you know what amber is?” “Have you ever seen a piece of amber? What do you know about it?”
“琥珀。

” Students know what it is but they may not be able to explain it in English.
“Look at the picture.” Show the picture of amber on the screen.
“If there is an insect in it, it will be more valuable. Now can you imagine a large room made of several tons of amber?” show the picture of the Amber Room on the screen.
“Is it beautiful?”
“Yes.”
“I t must be expensive to make such kind of room. What kind of people could afford such a beautiful and expensive room?”
“King/Emperor/Queen.”
“Yes. Today we are going to look at the story. Before reading, let’s look at the title ‘I n search of the Amber Room’. What’s the meaning of ‘in search of’？”
“Look for/find/search for…”
“Yes. If you are in search of something that means that you have lost something. So the Amber Room must have been…”
“…got lost.”
“Yes. So can you guess what the passage may be about?”
“Who stole it? / How did it get lost? /…”
“Ok. We have mentioned that such a expensive room must have been made by Kings or Queens, so before you read the whole passage, please find out the names of king or queen.”
Since the name of kings and queens are capitalized, students can list them quickly. According to the sequence of appearance, students will list them as this order: Frederick William I, Frederick I, Peter the Great, Catherine II. Write them on the blackboard and show their relationship.
Prussia (Germany) Russia
Frederick I Peter the Great
Frederick William I Catherine II
Nazis army
Germans Russia
“Yes. Now start your reading and then finish the comprehending exercise 1 on page 2.”
Step Five: Reading
1) Comprehending exercise 1
After reading, students can match the name of people with what they did to the Amber Room. Check with them.
Frederick I A. stole the Amber Room
Frederick William I B. sent a troop of his best soldiers to the King of Prussia Peter the Great C. had the Amber Room made.
Catherine II D. had it moved outside St Petersburg
The Nazi army E. gave it to the Czar as a gift
The Russians and Germans F. built a new Amber Room after studying pictures of the old one.
2) Answering the questions
After they are clear about the names of kings and queen and what they did to the Amber Room, the basic structure of the text is clear. Then we can go to the details. There are one or two questions for each paragraph. Those questions are from comprehending exercise 2 on page 2.
Paragraph 1: Ask students to read paragraph one in details and answer this question:
“How was the amber room made?”
“Several tons of ambers were used to make it. The amber which was selected had a beautiful yellow-brown color like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, w hich took the country’s best artists about ten years to make.” This answer could be found in the text. Ask students to pay attention to the red words.
Paragraph 2: Ask students to read paragraph two in details and answer this question:
“Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?”
“Frederick William I gave the Amber Room as a way of showing friendship. Because it was such an impor tant one, Peter the Great was expected to make a gift in return.” This answer could not be found in the text. Students should make some inference to get the right answer.
Add one more question to it: “What did Peter the Great do with the Amber Room.”
“The Amber Room served as a small reception hall for important visitors.”
Paragraph 3: How did the Amber Room become one of the wonders of the world?
“Catherine II moved the Amber Room to a palace outside St Petersburg. She told her artists to add more details to it and it was considered one of the wonders of the world”
“What are the details?”
Details: 600 candles; mirrors and pictures
Paragraph 4: How did the Amber Room get lost?
“In less than two days 100,000 pieces were put inside 27 wooden boxes. There is no doubt that the boxes were then put on a train for KÖnigsberg.”
“What had happened to the Amber Room after that?”
“It remained a mystery.”
Paragraph 5: How was a new Amber Room built?
The Russians and Germans have built a new Amber Room by studying old photos of the former Amber Room.
Retell the story with the help of the passage.
After answering those questions, the story will be clear to the students. Thus a retelling exercise is needed. In order to avoid the distraction of students’attention, five students will be asked to fill in the blanks. Each student fills in two blanks.
In 1._________, Frederick William I gave a present to Peter the Great to show their 2.___________. This gift was 3.________________________, which was given this name because several tons of amber were used to make it. The Amber Room was in the 4.______style popular in those days and everyone agreed it was a 5._______. The room 6._______ as a small reception hall at that time.
Later, Catherine II had the Amber Room moved to his summer palace and added some 7.________ to it. In 1941, the Nazi Germany and Russia were 8.___________. Before the Russians removed it, the Amber Room was stolen by Nazis within two days and were sent to Konigsberg. After that, what happened to it remains a 9.___________.
Recently, a new one was built by the Russians and Germans to 10.___________ the 300th birthday of St Petersburg.
Step Six: Discussion
“We have finished our story of the Amber Room. But there is one question. Do you want to see cultural relics that are destroyed or lost been rebuilt?”
“Is it worth rebuilding lost cultu ral relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.” Show the pictures of Y uan Ming Yuan. Students are more familiar with Yuan Ming Yuan in Beijing, thus discussion can be around it.
You can use this sentence pattern to express yourself:
It is (not) worth rebuilding the …, because…
I think …
In my opinion…”
Students could have a short discussion and then ask some of them to express themselves.
After discussion, show some factors that can be in consideration for them:
Cost(花费);
●Whether an object or building can be faithfully reproduced;
●Whether it helps people better understand the reasons why such a building was destroyed.
Step Seven: Homework
Read through the passage and underline words and phrases you don’t know.
Read the passage until you can read it fluently.。