【正文】 ou work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers. Step 3 Task 3 Speaking task on page 46 Debate Do you think China should save all of its cultural relics? Do you think it necessary to rebuild yuanmingyuan in Beijing? T: After watching so many pictures, now discuss with your partners the following question: What is a cultural relics? (Ss can find the answer from the Warming up.) Step 4 Prereading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful. T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it. S2: Protect the others in order that they will not lost. …… T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question. T can practice it with a student to give an example. Extending questions: To whom do cultural relics belong? Step 5 Language points 1) survive survive: vi. continue to live or exist. vt. Continue to live or exist in spite of nearly being killed or destroyed by sth. vt. Remain alive after sb., live or exist longer than : Many strange customs have survived from earlier times. Her parents died in the accident, but she survived. Few buildings survived the earthquake. The man survived his sister by three years. 2) (a) part of A part of the books have arrived. A leg is a part of the body. He gave me back only part of the money I lent him. Part of the house was burnt in the fire. Part of the passengers were injured in the accident. *Part of it _________ good. *Part of them _____________ good. 3) something 通常用于肯定句，而在疑問句、否定句、 if/weather 從句中用 anything。 cultural relics。 second period (Vocabulary,Warming up and Prereading) Te aching goals: 1. Target language Cultural, survive, remain, state, rare, dynasty, vase, belong to 2. Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. Teaching important points Talk about cultural relics and what should be done with them. Teaching difficult points: How to talk about cultural relics. Teaching methods: Group discussion and presentation.(cooperative learning) The first amp。 2)Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of。 3). Train the students’ ability to cooperate with others。 Unit 1 Cultural Relics Teaching goals 教學目標 1). Ability goals 能力目標 some detailed information about the Amber Room. the students’ reading ability. the students’ ability to grasp key information while listening. the students to have the ability of talking cultural relics and ways to protect them. 2). Learning ability goals 學能目標 Help the Ss to learn how to give opinions clearly about cultural relics. 3)Emotion:情感目標 Train the students’ ability to cooperate with others. Enable the Ss to talk about the story of the Amber Room Teaching important points 教學重點 1 ).The new words and expressions。 2). Learn some detailed information about the Amber Room。 4). Train the students’ speaking ability. Learn to discuss and act out the Ss’ opinions about cultural relics. Teaching important points 教學難點 1)Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder。 3). Sentence patterns: (1) There is no doubt that….. (2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it． 4). Improve the students’ reading ability. Train the students’ ability to grasp key information while listening. How to teach the students to speak out their opinions about cultural relics. Teaching methods 教學方法 1). Watch some videos about the cultural relics. (individuals) 2). Have a discussion. (group work) 3). Write an article about the discussion. (individuals) Teaching aids 教學設備 A puter, a projector and some slides. Teaching procedures and ways 教學過程與方式 The first amp。second period Teaching procedures: Step 1 New words teaching Step 2 Warmingup T: When talking about cultural relics, what es to your mind? S1: The Great Wall. S2: The Pyramids in Egypt. S3: … T: Well done. Teacher asks the Ss to look at the three groups of pictures and discuss these questions. 1. Do you know these places? 2. If you know, what do you know about the places? 3. Which one would you like to visit? Why? I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are. All these are cultural relics. Do you know any other cultural relics in the world? T shows the Ss some cultural relics abroad. Task 1: ask the Ss to make a dialogue by saying. Imagine you have a chance to travel these places. Which place would you like to go? Why? When are you starting off? How are you getting there? How long are you staying? Please make a dialogue with your partners. Then students answer the following questions: What is your favorite city? Why? What makes a city great and famous? (a long history。 many great people。 I want something to eat. I don’t have anything today. Is there anything wrong with this stove? *Would you like something to eat? 但當說話者心中的肯定意識較強時，或實際上表示請求建議時，一般不用anything而用 something. 4) remain After the fire, very little remained of my house. Much work