教學目標和要求 1. 了解世界上主要的文化遺產，認識文化遺產的價值，增強學生保護文化遺產的意識，提高學生的社會責任感；
2. 了解家鄉，主動參與社會活動，培養學生愛家、愛國的情懷；
3. 培養學生運用英語
1） 介紹世界文化遺產的能力
2） 介紹家鄉，提高口筆頭的表達能力
3） 表達自己對社會問題的看法，訓練學生的寫作能力
教 學 重 點 和 難 點 重 點 詞 匯 Cultural include represent revolution beauty give in
Bring… back to life burn rebuild replace pull down ruin in ruins painter photograph vase portrait ancient brick limit pollution relic statue waterfall bronze dynasty capsule fairytale
話 題 1. Talk about Cultural Relics
2. Talk about ways to protect cultural relics
3. Giving advice and making suggestions
重要句型 1. What about doing sth?
2. I’d like to do sth.…look like…
3. …have/has been done
4. (1) be used to doing
(2) be used to do
語 法 The Present Perfect Passive Voice
1. 描述事物已經受到某種影響或某種處理
Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
Old paintings,…, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
2. 描述任務已經被動地接受某種行為或某種處理
The sick woman has been sent to hospital, and now you can’t visit her.
Jack has been told about it, so you needn’t call him up.
日 常 交 際 英 語 Asking for suggestions
1. What shall we do…?
2. Can’t we do…?
3. Should we do…?
Giving advice & Making suggestions
1. Let’s do…
2. Maybe we could do…
3. I’d like to do…
4. What / How about (doing) …?
5. Why not … ?
6. Why don’t you do …?
UNIT SEVEN CULTURAL RELICS
UNIT SEVEN CULTURAL RELICS
Warming up, Listening, Speaking Date
TEACHING AIMS:
1. Talk about some cultural relics to make the Ss aware of the importance of protecting cultural relics and protect them.
2. Train the Ss’ listening ability.
3. Train the Ss’ speaking ability.
KEY IMPORTANT POINTS:
1. Talk about ways to protect cultural relics.
2. How to improve the Ss’ listening ability.
3. How to give advice and make suggestions.
DIFFICULT TEACHING POINTS:
Improve the students’ ability by listening to some material.
TEACHING METHODS:
1. Talking methods to enable the Ss to express themselves freely.
2. Listening method to improve the Ss’ listening ability.
TEACHING AIDS
Tape recorder, projector, some slides
Asking for suggestions Giving advice & Making suggestions
1. What shall we put in?
2. Can’t we put in …?
3. Should we put in…? 1. Let’s do…
2. Maybe we could do…
3. I’d like to do…
4. What / How about (doing) …?
5. Why not … ?
6. Why don’t you do …?
TEACHING PROCEDURES
I ORGANIZATION
II WARMING UP
Get the Ss to think about cultural relics and their importance, and to give them an opportunity to use the kind of language needed to talk abput culture and cultural relics.
Picture talking page 43
Picture 1: Some pyramids and a famous statue --- the Sphinx
It lies in Egypt and the Pyramid is one of the seven wonders in the world.
Picture 2: The Great Wall in China.
The Great Wall was built during the Spring and Autumn Periods and The Warring States periods in order to keep enemy outside their kingdoms. It was joined up by Qin Shihuang during the Qin Dynasty.
On the wall, there are many watch towers, which were used to keep watch and send warnings. Nowadays, it is a great place of interest, attracting many tourists from different countries and regions. There is a saying about the Great Wall in China: “A man who doesn’t reach the Great Wall is not a true man.”
Picture 3: Stonehenge in England
Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began building the site about 3100 BC and the construction continued in stages until about 1500 BC. It is not clear who built Stonehenge. There are many legends and myths about Stonehenge. It was once believed that Stonehenge was built by the Druids (ancient priests), but the druids were active at a time when the stones had already been in place for 2,000 years. Some believe that the site was used by early astronomers and others suggest that the site was used as a burial ground for important people. Because of the size of the stones, the complexity of their arrangement and the efforts that must have gone in to its construction, it is reasonable to assume that the site was built to serve some significant purpose.
T: The pyramids, the Great Wall, and Stonehenge are all symbols of their countries and their cultures. They are all large structures that were built by many people. The structures one had a practical importance ( burial site, defense, magic / superstition ), but now have largely symbolical value. The structures were originally built for a select few --- the pharaohs, the Emperor, the druids --- but now they belong to the people. There are several ways to justify their importance to us today: money ( from tourism ), culture, history, etc.
These places are very famous cultural relics. They are of great importance, but as we know, they are now being destroyed. Therefore, we must take action to protect them.
Extension: Ask the Ss to think about the future. Which of the buildings we have built in modern era may become the cultural relics of the future? Why?
III LISTENING page 43
Help the Ss think about the importance of cultural relics and consider steps that could be taken to protect them.
T: Now, we are going to hear about some cultural sites. Listen carefully and try to get information about what the site looks like and why it is important.
1. Go through the requirements.
2. Listen and complete the map of each cite according to what you have heard on the tape.
3. Listen a second time and fill in the form.
4. Listen a third time and check your answers.
5. Check with whole class. If necessary, play the tape while checking.
Name of the site Why is it important? What is being done to protect it?
1 The Winter Palace This site is important because it tells us about how people lived in the past. Visitors are not allowed to go inside the house. Instead, they can walk around the house and look at the park behind the house. There is also a small museum, where visitors can look at pictures of the inside of the house.
2 The Sunshine Temple The temple is an important part of our history; many important things happened here, and many poems have been written about the temple. We are trying to save the temple by building a wall between the lake and the temple. We will also move some of the things in the temple to the new museum that is being built between the mountain and the village.
3 Mt Lu Shan The mountain is an important part of China’s history and many important people have been here. We are trying to limit the number of cars on the mountain and we try to use more buses.
Extension Ask the students to think about cultural sites in their area and what is being done to protect them.
IV SPEAKING Page 44
1. Look at the requirements in this section.
2. Try to find out what the word “capsule” means. (太空艙)
3. Prepare a “Chinese culture capsule”.
You can select five things that represent Chinese culture, but you can not put any living things in the capsule.
Work in pairs or groups. Write your answers on apiece of paper.
4. Ask some students to report their answers.
Before the work, let the students look at the following expressions:
Give the Ss a few minutes to go through the useful expressions.
Asking for suggestions Giving advice & Making suggestions
1. What shall we put in?
2. Can’t we put in …?
3. Should we put in…? 6. Let’s do…
7. Maybe we could do…
8. I’d like to do…
9. What / How about (doing) …?
10. Why not … ?
6. Why don’t you do …?
Students’ reports:
1) I think we should put the model of the Great Wall in the box. Because the Great Wall is one of the seven wonders in the world. It represents the great people and has a long history.
2) I’d like to choose two photos of the clay figures of warriors and horses to put in the box. Because the clay figures of warriors and horses represent the culture of the Qin Dynasty. It is in a good state of preservation. We can see the Qin Dynasty was a powerful dynasty at that time.
3) Maybe we can put in one or two cloisonnes represent Chinese china art. They are unique in workmanship.
4) Why not put a small statue of Buddha in? Because it represents Buddhism culture of China.
5) In my opinion, the Imperial Palace is a miniature of feudalism culture and architectural art, so I put the model of it in.
5. Fill in the form , using short sentences. ( Can be done after class.)
V SUMMARY AND HOMEWORK
In this class, we’ve done some listening practice about some cultural sites. By listening to it, we’ve realized some cultural sites are being destroyed, so we must take action to protect them. We’ve also done some speaking practice and learnt some useful expressions about giving advice and making suggestions. ( Page 44 ) After class, you can use the expressions to make a dialogue to use them freely.
UNIT SEVEN CULTURAL RELICS
READING
TEACHING AIMS
1. Master the following words and expressions:
Restore, replace, recreate,
in ruins, under attack, give in, in pieces, bring …back to life, come true
2. Learn the following sentences patterns:
“It is true that…”
“do everything we can to save our city.”
3. Improve the Ss’ reading ability.
4. Enable the Ss to be aware of the significance of protecting cultural relics.
KEY TEACHING POINTS
How to improve the Ss’ reading ability.
DIFFICULT TEACHING POINTS
1. How to grasp the main idea of a paragraph.
2. How to help the Ss master the use of some useful words and expressions.
3. How to enable the Ss to use the sentence pattern correctly.
TEACHING METHODS
1. Discussion method to make the Ss understand what they’ve learned in class.
2. Pair work of group to get every student to take part in the teaching-and-learning activities.
TEACHING AIDS
TAPE RECORDER PROJECTOR SOME SLIDES
Unit 7 Cultural Relics
Sentence patterns:
1. Where there is a river, there is a city.
2. It is true that…
3. do everything we can to do…
Phrases:
during one’s lifetime, under attack, in ruins, bring…back to life
TEACHING PROCEDURES
I ORGANIZATION
II REVISION
T: In the last period, we learned about some cultural relics in the world. And we’ve know some of the cultural relics are being destroyed. Then, what should we do to protect them. Have a discussion in groups of four. 3’
Ss’ answers: 1. I think we should increase public awareness and education.
2. We may use the computer to monitor the cultural relics and take necessary action.
III PRE-READING page - 45
Pre-reading questions: prepare the students for the main theme of the reading and give the main theme of the reading and give them an opportunity to think about the relationship between people and the cities and cultures they live in.
( Divide the Ss into groups of three and tell them to take turns giving their responses to each question. Help may be given if needed. )
Possible answers:
1. Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
A great city has a long history.
A great city is usually the capital of a country and has a large population.
A great city will produce many great people.
A city is great if something important once took place there.
I think Beijing is the capital of our country. There are many cultural sites in it, such as the Imperial Palace, the Heaven Temple, the Forbidden City and so on. So it is great.
That Paris is great is because it is the economic and political center of France. It is famous for the Eiffle Tower and the Louvre.
In a word, a long history and famous cultural relics can make a city great.
2. What are your favourite cities ? Why?
I like Beijing best, because it is the capital city of China.
I think my favourite city is Chengdu, the place where I was born and grew up. I love its weather, people and food.
I like Shanghai, because it is so modern and beautiful.
I like Kunming, “the Spring City”, because it is beautiful with flowers and green trees all year round and the weather there is very nice --- it’s not too hot and not too cold.
My favourite cities are: Beijing, London, Sydney, Cario. Because theses cities all reprsent their own culture and have a long history.
3. What cultural relics are there in the place where you live? How important are they? (Explain what cultural relics are and why they are important to us.)
They tell us how our ancestors were and what their life was like.
They show the development of human civilization.
They help us better understand who we are and where we are from .
Extension China has spent a lot of money on the protection of cultural relics. As a result, a large number of cultural relics have been saved from destruction.
Questions for discussion
1. Do you know what cultural relics in your province / city / region are under the protection of the of the country? How are they being protected?
2. How many cultural sites have been listed in the World Heritage List by UNESCO so far? Can you name them?
3. If you were a UNESCO official and wanted to add some cultural sites in China onto the World Heritage List, which sites would you suggest? Why?
IV READING
A CITY OF HEROES The reading uses the reconstruction of St Petersburg as an example of how cultural relics and sites can be successfully restored or rebuilt. The text also suggests that cultural relics are an important part of a city’s and people’s culture. The efforts to restore St Petersburg’s old glory ahow the people’s determination to preserve their culture and illustrate some of difficulties facing those who undertake such a project.
The text implies that a city is only as great as its people and that the spirit of a city is more important than its building. At the same time, however, the buildings represent that spirit had become part of everyone’s life. St Petersburg was originally built for Peter the Great, but over the years it truly became property of the Russian people. So the city could be called “St Peoplesburg”.
SUMMARY
1. St Petersburg lies on the banks of the river Lena in Russia. More than three hundred years ago, the Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.
2. St Petersburg has been the center of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.
3. Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.
4. The people of St Petersburg are heroes because they mananged to rebuild the city, proving that they are at least as great as Czar Peter.
Extension 1 Use the text as a starting point for further discussion. Culture as a concept tends to hint at “dead” culture, or culture that exists for enjoyment and admiration, rather than living culture, objects, ideas, beliefs and behaviours that define a country and its citizens. Reading about St Petersburg may encourage the students to reflect on what culture is and why it is important to us today.
Extension 2 Ask the students to imagine what cultural items from our own time will become part of the future’s “cultural past”. It may also be useful to have the students consider how we determine whether something is “culture” or not, and how we value various “types” of culture. This discussion could begin with reflections on generational “cultural differences”, and perhaps also on different concepts of culture in different countries.
Questions:
1) Why are the people of St Petersburg heroes?
First, the city was under attack for 900 days, but the people of the city never gave in. Second, restoring the city and its cultural relics seemed impossible after it was destroyed, but the people of this city would not give up. They made great efforts to rebuild it. At last, the city has been made as wonderful as in the past.
2) Who build St Petersburg? When?
The Russian Czar Peter built the city more than 300 years ago.
V POST-READING
Read the passage carefully and then answer the following questions:
1. Why do people think St Petersburg is a great city?
Because many great palaces were built in St. Petersburg. These palaces were large and beautiful, and they often looked like something out of a fairytale. The city has been the centre of many important events in history.
2. Why was it so difficult for people rebuild the old palaces?
Because St. Petersburg was almost in ruins. Buildings were destroyed, and paintings and statues lay in pieces on the ground.
3. What did people use to help them rebuild the city?
With the help of old paintings and photographs, the people of St. Petersburg were able to bring back the beauty of their culture and history.
VI LISTENING AND CONSOLIDATION
Now, listen to the tape and then do the exercise on Page 46, Part 2.
1. Listen.
2. Listen and try to remember some details and do the exercise.
3. Check.
VII LANGUAGE STUDY
1. Where there is a river, there is a city.
Where there is a will, there is a way.
2. It is true that…
It be + adj. + that-clause
It is important that we should learn a foreign language well.
3. during one’s lifetime
throughout the lifetime
4. …and they often look like something out of a fairytale
something interesting / in the classroom / in the darkness
5. under attack
His article came under attack.
6. in ruins: in a severely damaged or decayed condition
An earthquake left the whole town in ruins.
His career is / lies in ruins.
7. …do everything we can to save our city:
do what we can do to save our city.
The doctors did everything they could to save the boy’s life.
8. bring …back to life
After day of hard work, the cultural relic has been brought back to life.
VII SUMMARY AND HOMEWORK
In this period, we’ve learned a passage about St. Petersburg, the great city. From it, we’ve learned why the city is called a great city and why the people of St. Petersburg are great. After class, you need to read the passage again and again, and retell the text in your own words. Next class, I’ll ask some students to retell it.
UNIT SEVEN CULTURAL RELICS
TEACHING AIMS
1. Learn some word information.
2. Learn the grammar item --- the Present Perfect Passive Voice.
KEY TEACHING POINTS
1. The use and form of the Present Perfect Passive Voice.
2. Make sure the Ss know how to change the verbal phrases from the Active Voice into the Passive Voice.
DIFFICULT TEACHING POINTS
How to use the Present Perfect Passive Voice correctly.
TEACHING METHODS
1. Discussion method to make the Ss master some common word formation.
2. Explanation and inductive methods to enable the Ss to master the grammar item better.
3. Pair work or group work to make every student work in class.
TEACHING AIDS
1. the blackboard
2. a projector and some slides
Unit 13 Cultural relics
Word formation
Re- rebuild replace recreate restore
In- inexpensive invisible
Im- impossible impolite
Dis- discover disappear
Un- unfair unhappy
Grammar
The Present Perfect Passive Voice
Has/have been + past. Particle
The light has been turned off.
TEACHING PROCEDURES
I ORGANIZATION
II REVISION
1. Check your homework.
2. Retell the text e learned in the last period, using your own words.
III WORD STUDY Page 46
T: Now, please look at the blackboard. See how the following is formed.
(Bb: Rebuild )
The word “rebuild” is formed by adding a prefix before “build”. The meaning of “re-” is “again”. “rebuild” means “build again”.
1. Ask the Ss to go through the passage and try to find similar words in the reading passage. Ex1, 3’
2. Check.
( restore, replace, recreate, rebuild)
3. Ask the Ss to tell the meaning of the words.
4. Ask the Ss to give other examples of words containing “re-” which means “again”.
( rewrite, retell, reunite)
5. Review some other prefixes such as “in-, im-, dis-, un-, non-” and give some examples.
( inexpensive, invisible, incorrect; impolite, impossible, imbalance;
discover, disappear, dishonest; unfair, unhappy, unimportant;
nonhuman, nonleaded, nonmetal, nonnuclear, nonofficial, nonstop)
IV WORD STUDY Part 2 page 46 5’
1. Go through the exercise.
2. Do by the Ss themselves.
3. Check and translate.
( We can also invert the exercise.)
1) in ruins
2) portrait
3) in pieces
4) brought… back to life
5) give in
6) represented
7) replace
8) flows
V GRAMMAR
1. Review the Present Perfect Tense.
Sb has done sth.
1) We have just finished exercise 2 on page 46.
2) We have learned six texts.
3) They have gone back home.
4) They have just built a new building.
2. Turn the sentences into the Present Perfect Passive Voice
Sth has been done.
1) Exercise 2 on page 46 has just been finished.
2) Six texts have been learned.
3) (No passive voice of this sentence.)
4) A new building has just been built.
3. Do some necessary explanations.
To form the Present Perfect Voice, use has/have been done, which gives the idea that something happened before now (the exact time is not important).
4. Go through the passage again and try to find the sentences in which the Present Perfect Passive Voice are used.
1) The palace has been built by modern Russian artists.
2) Something has been done to protect the cultural relics in this village.
5. Do Ex 1 on page 47.
VI QUIZ
Turn the following into the Passive Voice:
1. We have asked some friends of hers to join us.
2. We haven’t climbed the mountain before.
3. Have you found your bicycle?
4. Someone has locked the door.
5. They have talked much about the discussion recently.
6. Someone has left the light on.
Answers:
1. Some friends of hers have been asked to join us.
2. The mountain hasn’t been climbed before.
3. Has your bicycle been found?
4. The door has been locked.
5. The discussion has been much talked about recently.
6. The light has been left on.
VII PRACTICE Part 2 Page – 47
VIII SUMMARY AND HOMEWORK
In this lesson, we’ve learned some word formation, they are… ( Pointing to the Bb). We’ve also learned the grammar item --- The Present Perfect Passive Voice. Its form is Sth has been done. After class, you need to do a lot of exercises to master it better.
UNIT SEVEN CULTURAL RELICS
TEACHING AIMS
1. Go through “Checkpoint 7”.
2. Enable the students to write letters about expressing their own feelings.
KEY TEACHING POINTS
1. The use of the useful expressions in this unit.
2. How to write a letter about one’s own feelings.
DIFFICULT TEACHING POINTS
1. How to improve the Ss’ writing ability.
2. Use the Present Perfect Passive Voice correctly.
TEACHING MATHODS
1. Review method to help the Ss to remember what they’ve learned.
2. Inductive method to help the Ss to master some skills of writing.
3. Pair work or group work to make every student take part in teaching activities.
TEACHING AIDS
A PROJECTOR AND SOME SLIDES
Unit 7 Cultural relics
Grammar:
The Present