Unit1_Cultural_relics.doc

Unit 1 Cultural relics Period 1 Warming Up, Pre-reading, Teaching Goals: 1. To learn about cultural relics.2. To learn about the restrictive and non-restrictive attributive clause.Teaching Procedures:Step 1 Leading-inPurpose: To get Students to make a definition about cultural relics.Ask Students four questions as follows.1. What kind of old things are cultural relics?2. Are all the old things cultural relics?3. What is the definition and classification of cultural relics?4. To whom do cultural relics belong?Suggested answers: 1. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said cultural relics are more than works of art, they are symbols of history and the people who lived in the past. 2. No, not all the old objects are cultural relics.3. Each kind of relics preserves some aspect of cultural heritage and each relic is a unique cultural expres,sion and contributions.4. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Step 2. Warming Up 1. Pair work Get Students to make a choice between “compelling interests”, in this case, the interests of a family and the interests of society. 2. Group workGet Students to make a role play between you and the man. Suggested dialogue: YOU: Hello, I am here to see Mr. Zhang Ri. Are you Zhang Ri?MAN: Yes, I am.YOU: My name is Hu Yuan. Im from the Office for Cultural Relics.MAN: Oh, are there any problems?YOU: Perhaps. I understand that you have an old Ming Dynasty vase.MAN: Yes, I do but its not mine. Er-it belongs to my family.YOU: Hmm. May I have a look at it?MAN: Why, yes, of course. Please come in. Right this way. Here it is.YOU: Its quite beautiful.MAN: Yes, it is, isnt it? Its been with our family for a long time.YOU: Mr. Zhang, Im sorry to tell you this but Im quite certain this is a cultural relic.MAN: Oh, how can you be sure?YOU: It is just like the one described in a report I got. MAN: What report?YOU: A report about a relic that is missing from a museum.MAN: I havent heard about that.YOU: Perhaps not. You say this relic has been in your family a long time?MAN: Well, actually, one of my cousins gave it to us.YOU: When was that?MAN: Last year around the time of the Mid-Autumn Festival.YOU: Im sorry but I believe this is the relic the museum has lost.Step 3. Pre-readingPurpose: To get Students to form a responsible attitude towards cultural relics. The Great Wall The Leshan Giant Buddha Mausoleum of the first Win Emperorand the Terracotta Warriors1. The above pictures are some of the 30 world cultural relics in China. Get Students to know something about them. Students can have a talk about them. Mount Tai(泰山), listed as world cultural and natural site in 1987. The Great Wall (长城), cultural site, 1987. The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang (北京故宫、沈阳故宫), cultural site, 1987, 2004. The Mogao Caves (敦煌莫高窟), cultural site, 1987. The Mausoleum of the First Qin Emperor and the Terracotta Warriors (秦始皇陵及兵马俑坑), cultural site, 1987. The Peking Man Site at Zhoukoudian (周口店北京猿人遗址), cultural site, 1987. Mount Huang (黄山), cultural and natural site, 1990. The Jiuzhaigou Valley Scenic and Historic Interest Area (九寨沟风景名胜区), national site, 1992. The Huanglong Scenic and Historic Interest Area (黄龙风景名胜区), natural site, 1992. The Wulingyuan Scenic and Historic Interest Area (武陵源风景名胜区), natural site, 1992. The Mountain Resort and its Outlying Temples, Chengde (河北承德避暑山庄及周围寺庙), cultural site, 1994. The Temple and Cemetery of Confucius and the Kong Family Mansion in Qufu (曲阜孔庙、孔府、孔林), cultural site, 1994. The Ancient Building Complex in the Wudang Mountains (武当山古建筑群), cultural site, 1994. Historic Ensemble of the Potala Palace, Lhasa (西藏布达拉宫 ), cultural site, 1994. The Lushan National Park (庐山), cultural site, 1996. Mount Emei and the Leshan Giant Buddha Scenic Area (峨眉山-乐山大佛风景名胜区), cultural and natural site, 1996. The Ancient City of Pingyao (平遥古城), cultural site, 1997. The ClaStudentsical Gandens of Suzhou (苏州园林), cultural site, 1997. The Old Town of Lijinag (丽江古城), cultural site, 1997. The Summer Palace (颐和园), cultural site, 1998. The Temple of Heaven: an Imperial Sacrificial Altar in Beijing(天坛),cultural site, 1998. Dazu Rock Carvings (大足石刻), cultural site, 1999. Mount Wuyi(武夷山), cultural and natural site, 1999. Mount Qincheng and the Dujiangyan Irrigation System (青城山都江堰), cultural site, 2000. Ancient Villages in Southern Anhui-Xidi and Hongcun (安徽古村落西递、宏村), cultural site, 2000. Longmen Grottoes (龙门石窟), cultural site, 2000. Imperial tombs of the Ming and Qing Dynasties (明清皇家陵寝), cultural site, 2000. Yungang Grottoes (云冈石窟), cultural site, 2001. Three Parallel Rivers of Yunan Protected Areas (三江并流), 2003.u Capital cities and Tombs of the Ancient Koguryo Kingdom (高句丽的王城、王陵和贵族墓葬), cultural site, 2004. 2. After Students talk about the cultural relics above, ask them the following two questions. And Let them say as much as they can.(1) Think of a cultural relic you know about. How would you feel if it got lost? Why?(2) If you find a cultural relic, what will you do with it. Step 4. Homework Preview next reriod,reading.Period 2. ReadingTeaching aims: To let Students know about what happened to the Amber Room.Improve students reading ability. Teaching process Step1.Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation and intonation of each word and the pauses within each sentence.Step2. Skim the text to get the key words and general idea of each paragraph.1st paragraph2nd paragraph3rd paragraph4th paragraph5th paragraphSuggested answers: 1st paragraphThe introduction about the Amber Room: design, color, shape, material2nd paragraphThe present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor3rd paragraphThe relocating of the Amber Room in Catherir II times: moved into Summer Palace, more added to its design4th paragraphThe miStudentsing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were carried by train to a German city, Nobody knew it from then on5th paragraphThe rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of PeterburgStep3. Get Students to tell the characteristics of the paStudentsage, such as the type of writing, and the tense.Suggested answers: This paStudentsage is a narrative prose or non-fiction article written in a narrating style. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.Step4.Read the text again to complete the table, which lists all the numbers in the text.NUMBERTHINGS ABOUT THE NUMBER171617701941200360022100,00027300thSuggested answers: NUMBERTHINGS ABOUT THE NUMBER1716Fredric William gave the Amber Room to Peter the Great as a gift.1770Catherine II had completed the adding to the Amber Room.1941The Nazi German army stole the Amber Room.2003The rebuilding of the Amber Room was completed.7000 TonsThe total weight of the ambers used to make the room55The number of soldiers given to the king of Prussia in return600The number of the candles lighting the Amber Room2The two countries: German and RuStudentsia2In tow days the Amber Room was removed to a German city.100,000The Amber Room was dismantled into 100,000 pieces.2727 wooden boxes used to contain the pieces of the Amber Room300ththe newly rebuilt Amber Room ready for the 300th birthday of St Petersburg cityStep 5. ComprehendingPurpose: To check whether Students have understood the text.1. Get Students to finish Ex1 (P2) and Ex2 (P2). Suggested answers: Ex1: 1. C 2. E 3.B 4.D 5.A 6.FEx2: Paragraph 1: How was the Amber Room made?Paragraph 2:Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?Paragraph 3:How did the Amber Room become one of the wonders of the world?Paragraph 4:How did the Amber Room get lost?Paragraph 5:How was a new Amber Room built?2. Get Students to complete the following form, according to the text.Type of writingMain idea of the passageGeneral idea of the 1st paragraphGeneral idea of the 2nd paragraphGeneral idea of the 3rd paragraphGeneral idea of the 4th paragraphGeneral idea of the 5th paragraphSuggested answers: Type of writingNarrative writing.Main idea of the passagethe history of the Amber RoomGeneral idea of the 1st paragraphthe simple description of the Amber RoomGeneral idea of the 2nd paragraphthe present, sent to the CzarGeneral idea of the 3rd paragraphthe detail, adding and relocating of the Amber RoomGeneral idea of the 4th paragraphthe stolen of the Amber Room in World War IIGeneral idea of the 5th paragraphthe rebuilding of the Amber Room3. Show Students the structure of the text so that they can have a better understanding of the text.the Amber Room: the best and biggest work of countrys best Prussian artists Para. 1 In 1716, the Amber Room given to the Czar as a gift Para. 2In 1770, the Amber Room redecorated by Catherine II Para. 3 In 1941 the Amber Room stolen by the Nazi German army Para. 4 the old missing Amber Room being searched for; a new Amber Room having been built . Para. 5Step 6. Language points Group workDivide Students into four groups and ask each group to discuss how to understand and use the new words and phrases in the text and analyze the following sentences. 1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了很多吨琥珀。 which was given this name. 为非限制性定语从句。非限制性定语从句，在修饰物时用which, whose。非限制性定语从句和它的先行词之间只有松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。 The chairman, who spoke first, sat on my right. 最先发言的主席坐在我的右边。 The speech, which bored everyone, went on and on. 那使大家厌烦的演讲一直在继续着。 关系副词where和when也能引导非限制性定语从句。 On April 1 ,they flew to Beijing, where they stayed several days. 四月一日他们飞到北京，在那里呆了几天。 Im seeing the manager tomorrow, when he will be back from New York. 我明天要去见经理，他明天要从纽约回来。 另外，由which引导的非限制性定语从句，有时候修饰整个句子，或句子中的某个部分。 They have invited us to visit their country, which is very kind of them. 他们非常友好地邀请我们去访问他们的国家。 Usually they take a walk after supper, which does them a lot of good. 通常他们晚饭后去散散步，这么做对他们很有好处。2. The design for the room was of the fancy style popular in those days. 屋子的设计是当时流行的极富艺术表现力的建筑式样。of the fancy style. 在句子中用作表语，be + of + 名词(词组)，表示主语的某种形状或特征。 I am pleased to have been of help to you. 我很高兴我对你有帮助。All of the boys in the class are of the same age.这个班上的男生年龄都一样。类似的用法还有：of different sizes, of great importance, of no use, of little value等。 popular in those days 是形容词短语修饰the fancy style。凡是可充当表语的形容词组，做定语时通常都可后置。They have a house larger than yours. 他们的房子比你的大。The boys easiest to teach are in my class.我班上的男生最好教了。这类后置的定语在意义上相当于定语从句。a house larger than yours = a house which is larger than yours the boys easiest to teach = the boys who are easiest to teach3. In 1770, the room was completed the way she wanted it. 1770年，这间琥珀屋按照她的要求完成了。the way she wanted 是方式状语从句，the way 的用法与连词相同，后面常常带that. I was never allowed to do things the way I wanted. 人家从来就不允许我按照自己的想法去做事情。另外，in a way, in the way也有类似的用法。 He was looking at her in a way that surprised her. 他看着她的样子让她很惊讶。We have to make it work in the way that they want it to. 我们必须按照他们的想法把事情办好。4. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. 毫无疑问，这些箱子后来被装上火车运往哥尼斯堡， 当时它是波罗的海边的一个德国城市。that the boxes were then put on .是同位语从句，表示与之同位的no doubt 的实际内容。They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在公里外。The doctors came to the conclusion that the patient was suffering from cancer. 医生们做出了诊断结果：病人身患癌症。 此类从句通常用that来引导，随着与其同位的名词不同，也可由when, where, whether, how等来引出。 I have no idea when he will return. 我不知道他何时回来。Periods 3 Usefull words and expressionsTeaching Goals:1. To learn about the restrictive and non-restrictive attributive clause2. To learn how to use some useful words and expressions.3. To learn how to use some useful structuresAsk Students to finish Ex1 (P3), Ex2 (P3) and Ex3 (P4). Suggested Answers: Ex1:1.select 2. rare 3. reception 4. amaze 5. less than 6. wooden 7. in search of 8. survive 9. remove 10. artist 11.former 12.at warEx2:dynasties style amazing jewels designed decorated fancy rare doubt worthEx3: A. 3 B. 2 C. 3 D. 1HomeworkDo exerse 1.and 2. on page 42 on the workbook.Period 4 Learning about the attributive clauseTeaching Goals:1. To learn about the restrictive and non-restrictive attributive clause2. To develop the students the ability of cooperation.Teaching process:Step1.Show Students the definition of an adjective clause (attributive clause).An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like which? or what kind of? Consider the following examples:Adjective: the red coatAdjective clause: the coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat”. Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that”, or “which”. In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing.Informal: The books people read were mainly religious.Formal: The books that people read were mainly religious.Informal Some firefighters never meet the people they save.Formal Some firefighters never meet the people whom they save.More examples of adjective clauses: The meat which they ate was tainted. Theyre talking about the movie which made him cry. They are searching for the student who borrowed the book. Did I tell you about the author whom I met?Step2. Get students to tell whether the following pairs of sentences mean the same thing.(1) My uncle, who lives in London, is very rich. My uncle who lives in London is very rich.(2) The policies, which were unpopular, were rejected by the voters. The policies which were unpopular were rejected by the voters.(3) My niece, whose husband is out of work, will inherit the house, which I have always treasured. My niece whose husband is out of work will inherit the house, which I have always treasured.Suggested answers: The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas(1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its reference in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either that or which, whereas for human references the relative pronoun can be either who/m or that ( the man that/whom I will marry .)Step3. Let Students select one answer from the choices provided after each sentence.(1) Many children _ came were given some cakes. A. that B. as C. who D. whom(2) The visitors saw rows of houses the roofs _ are red. A. on which B. of which C. where D. that(3) I usually take a nap after lunch, _ is my habit. A. which it B. as it C. as D. that(4) Please tell me the way _ you did the job. A. how B. where C. which D. in which(5) Is this museum _ some German friends visited the day before yesterday? A. the one B. which C. that D. where(6) The farmer uses wood to build a house _ to store grain. A. in which B. where C. that D. with which(7) I shall never forget the years _ I spent in the country with the farmers, _ has a great effect on my life. A. when; which B. that; which C. when; that D. which; that(8) Little has been done _ is helpful to our work. A. that B. what C. which D. all that(9) Perhaps this is the only market _ you can get such cheap goods. A. that B. of which C. by which D. where(10) Well put off the outing until next week, _ we wont be so busy. A. when B. which C. at which D. in thatSuggested Answers: (1) B (2) B (3) C (4) D (5) A (6) A (7)