Unit 1 Cultural relics

Period 1: Words and expressions from Unit I Cultural Relics

cultural

adj. 文化的 a cultural independence / cultural exchange

relic

n. sth. old that reminds us of the past遺跡；古物 unearthed cultural / a relic of early civilization

survive

vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后還活著 survive the traffic accident / survive all her children

remain

vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下When the others had gone, Mary remained and put back the furniture.2. to continue to be( in an unchanged state)繼續(xù)；依然remain young / remain to be uncompleted; Peter became a judge but John remained a fisherman. If you won’t eat you’ll just have to remain hungry! 3. It remains to be seen: we shall know later on.情況仍未明，要看怎樣發(fā)展。

state

n. 國家；政府；州；狀態(tài) state schools / state documents /in a poor state of health

look into: to examine the meaning or causes of考察，調(diào)查 look into the matter / look into the event

rare

adj. 稀罕的；稀有的；珍貴的 the rare air of the mountains / rare metals / a rare book

dynasty

n. 朝代；王朝 the Qing Dynasty / the Tudor dynasty in England

belong to

to be the property of; to be a member of; to be connected with屬于；為……的一員;與……有關(guān)系belong to a club / belong to a class / belong to me

in search of 尋找 in search of the cure to the disease / in search of the lost boy

amber

n. adj. 琥珀；琥珀制的；琥珀色的 the amber traffic lights / a decoration of amber

gift

n. 贈品；禮物；天賦 birthday gifts / gift vouchers / a gift for music

melt

vt. vi. (使)融化；（使）熔化 melt the snow / melt the anger /melt in water

heat

n. vt. 熱；熱度；把……加熱；使激動 the body heat/ the heat of a debate/ heat soup for lunch

design

n. a plan in the mind; a drawing or pattern showing how sth. is to be made設(shè)計；圖案 vt. to imagine and plan out in the mind設(shè)計；構(gòu)思 curious in design / make a design for a monument; design an engine / design dresses for a queen

fancy

adj.奇特的；異樣的（無最高級和比較級）vt.想象；設(shè)想；愛好 a fancy price / fancy goods / fancy his coming /fancy herself still young

style

n.風(fēng)格；風(fēng)度；類型 do things in style / in the style of / out of style.

jewel

n.珠寶；寶石 precious jewels / a jewel necklace

in return(for): in exchange (for); in payment (for)作為交換；報答；酬謝 in return for her kindness / in return for his gilt

light

vt. vi 點火，照亮 light a cigarette / light a torch/ light sb. on his way

mirror

n. 鏡子；反映 a driving mirror / look in the mirror/ a mirror of the times

wonder

n. 奇跡；驚奇 the wonders of nature/ It’s no wonder. /in wonder

at war 處于交戰(zhàn)狀態(tài) be at war / have been at war for long

remove

vt. to take away(from a place); take off移動;脫掉；除去remove the cloth from the table / remove one’s hat; You’ve got to remove your shoes before you enter the room.

furniture

n.家具（總稱）much furniture / a lot of furniture /a set of furniture/ a piece of furniture

secretly

adv.秘密地；背地里 have a talk secretly/ take an action secretly

wooden

adj. 木制的 a wooden bridge/ a wooden chair

doubt

n. 懷疑；疑惑；vt.懷疑；不信 there is no doubt about sb./ sth./ no doubt/ …not doubt that / …doubt whether

mystery

n.神秘；神秘的事物 make a mystery of matter / dive into the mysteries of

apart

adv. 分離；分別地 miles apart / stand apart / keep apart from take apart 拆開 take apart the machine / take sb. apart

trial

n.審判；審問；試驗 hold a trial / trial by a military court / give sb. a trial

consider

vt.1. to think about; examine考慮；思考I’m considering changing my job. We’ve decided to move and are considering a new house in Beijing. 2. to regard as認(rèn)為I consider you a fool. I consider it a great honour to be here with you today. The boss considered Tom (to be) too lazy to be a good worker. 3. to take into account顧及；考慮到；If you consider (the fact) that she’s only been studying English a year, she speaks it very well.

opinion n.意見；看法；判斷 give one’s opinion / in one’s opinion / depend on one’s opinion

evidence n.根據(jù)；證據(jù)；證物 evidence for his guilt/ call sb. for evidence/ material evidence/ verbal evidence

prove vt. 證明；證實 vi. 原來是；證明是 prove its truth / prove sb to be / be proved to be

pretend vt.假裝；裝扮 pretend to be / pretend that

think highly of 看重；器重 think highly of his deeds / think highly of his character

treasure n.財寶；財富；珍品 a store of hidden treasure / collect many treasures

besides adv. in addition, also此外;而且I don’t want to go; besides, I’m tired. I met some friends and other people besides. I don’t like those blue socks; what have you got besides? prep. as well as; in addition to除……之外 I have a few friends besides you. There were three others present at the meeting besides Mr. Day.

Period 2: A sample lesson plan for Reading

(IN SEARCH OF THE AMBER ROOM)

Aims：

To read about cultural relics

To learn about The Restrictive and Non-Restrictive Attributive Clause

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A. What kind of old things are cultural relics?

B. Are all the old things cultural relics?

C. What is the definition and classification of cultural relics?

D. To whom do cultural relics belong?

Keys for reference:

A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.

B. No, not all the old objects are cultural relics.

C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.

D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.

Warming up by presenting

Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

A. Can you name them out?

B. Who have the right to confirm and classify them?

Keys for reference:

A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.

B. Only an international professional organization from UN has the authority to confirm and classify them.

Warming up by discussing

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation - to make a difficult choice?

Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing?

B. Why do they come into being once again?

Keys for reference:

A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how.

B. People get to know these. If these relics could not be found again, they would be rebuilt by people.

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A. What do you know about the substance of “amber”?

B. What do you know about the cultural relics “the Amber Room”?

Keys for reference:

I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi.

I am from group 6. From the information of history legends and news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the Amber Room: design, colour, shape, material

2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor

3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design

4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on

5th Paragraph the 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 Peterburg

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

Keys for reference:

This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.

4.Reading and understanding

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from IN SEARCH OF THE AMBER ROOM

look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…

5. Reading and transferring information

Read the text again to complete the table, which lists all the numbers in the text.

NUMBER MEANING

1716 Frederic William gave the Amber Room to Peter the Great as a gift.

1770 Catherine Ⅱ had completed the adding to the Amber Room in this year.

1941 The Nazi German army stole the Amber Room in this year.

2003 The rebuilding of the Amber Room was completed in this year.

7000 Tons The total weight of the ambers used to make the room.

55 The number of soldiers given to the king of Russia in return.

600 The number of the candles lighting the Amber Room.

2 The two countries: German and Russia.

2 In two days the Amber Room was removed to a German city.

100,000 The Amber Room was dismantled into 100,000 pieces

27 27 wooden boxes were used to contain the pieces of Amber Room.

300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city

6.Reading and learning

Read the text and learn more about the following proper nouns. You can surf on the website after class:

Names of people Names of places

Frederick Ⅰ Prussia

Frederick William Ⅰ St.Peterburg

Peter the Great Konigsberg

Catherine Ⅱ Winter Palace

Summer Palace

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

Closing down by having a discussion

A. Can you imagine the fate of the Amber Room? What is it?

B. Do you think if it is worthwhile to reproduce the Amber Room? Why?

Keys for reference:

A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.

B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.

Closing down by retelling the story of the Amber Room

Well, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:

Colour Style Shape

owner present move to winter palace

add to more details remove to pieces

put on trains remain a mystery 300th birthday

Period 3: A lesson plan for Learning about Language

(The Restrictive and Non-Restrictive Attributive Clause)

Aims:

To learn about the restrictive and non-restrictive attributive clause

To discover some useful words and expressions

To discover some useful structures

Procedures:

I. Warming up

Warming up by discovering useful words and expressions

Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.

Warming up by explaining

Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.

II. Learning about Attributive Clause

1. What is an adjective 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 coat

Adjective clause

the coat which I bought yesterday

Like 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.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun “meat” and answers the question “which meat?”.

They’re talking about the movie which made him cry

This clause modifies the noun “movie” and answers the question “which movie?”.

They are searching for the student who borrowed the book

The clause modifies the pronoun “student” and answers the question “which student?”.

Did I tell you about the author whom I met?

The clause modifies the noun “author” and answers the question “which author?”.

2. Restrictive & non restrictive clauses

Do the following pairs of sentences mean the same thing?

1a My uncle, who lives in London, is very rich.

2b My uncle who lives in London is very rich.

2a The policies, which were unpopular, were rejected by the voters.

2b The policies which were unpopular were rejected by the voters.

3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.

3b My niece whose husband is out of work will inherit the house which I have always treasured.

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 referent 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 referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).

3. A test on FORMAL ADJECTIVE CLAUSES

Directions: Combine the sentences. Use formal written English.

Use (b) as an adjective clause. Punctuate carefully.

1) (a) An antecedent is a word. (b) A pronoun refers to this word.

An antecedent ____

2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.

The blue whale ____

3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.

The plane ____

4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.

In this paper, I will describe ____

5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.

The researchers are doing case studies ____

6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.

At the end of this month, scientists ____

7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.

According to many education officials, ‘math phobia’ ____

8) (a) The art museum hopes to hire a new administrator.

(b) Under this person’s direction it will be able to purchase significant pieces of art.

The art museum ____

9) (a) The giant anteater licks up ants for its dinner.

(b) Its tongue is longer than 30 centimeters (12 inches).

The giant anteater ____

10) (a) The anteater’s tongue is sticky.

(b) It can go in and out of its mouth 160 times a minute.

The anteater’s tongue ____

III. Closing down by taking a quiz

Quiz on Attributive clause

Select one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.

1. As 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. We’ll put off the outing until next week, __ we won’t be so busy.

A. when B. which C. at which D. in that

Key: 1~10：BBCDA ABADA

Period 4: A lesson plan for using language

Aims:

To learn to tell facts from opinions

To write a reply letter

To listen and speak about cultural relics

Procedures

I. Warming up by questions

Morning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:

A. What does it mean when you say, “It is a fact”?

B. What does it mean when you say, “It is an opinion”?

Keys for reference:

A. A fact must be real, objective and without any personal judgment. So it can be proved.

B. An option always expresses one’s own ideas. It is always subjunctive. So it has not been proved.

Warming up by questioning

Turn to page 5. Read the passage and tell me:

A. If you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?

B. What makes a judge decide which eyewitnesses to believe and which not to believe.

Keys for reference:

A. Searching for facts of course. The more, the better.

B. The evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.

II. Guided reading

1. Reading and defining

Read the passage and define: What is a fact? What is an opinion? What is an evidence?

2. Reading and translating

Read the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.

Collocation from Using Language on page 5

in a trial, rather than, …more than…, to tell the truth, agree with, It can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money

4. Listening

Now, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.

explode vt. 爆炸, Czch n. 捷克, mayor n. 市長, melt vt. 熔化, sub (sub marine) n. 潛水艇，水雷, survivor n. 幸存者, Titanic n. 泰坦尼克船

5. Sharing and Correcting

Well done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?

Keys: What they heard, saw, did are facts. And what they believe are opinions.

6. Reviewing

We often use some expressions to ask for opinions. What are they?

Oh, yes. What do you think of …?

Do you believe …?

How can you be sure of …?

How do you know that?

And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think… / I don’t think… I don’t agree that… / I suppose that…

7. Discussing

Please look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:

A. What is the best evidence?

B. How can we know which eyewitness is most believable?

Keys:

A. The best evidence is factual and is given by a person who is believable.

B. The most believable eyewitness is the one who has nothing to gain from telling a lie.

Well done. Let’s come to the discussion “Which person gave the best evidence?”

Keys fore reference:

Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.

Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic sea.

Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable.

8. Reading and writing

Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:

A. What’s Johann’s opinion about the Amber Room?

B. What’s his father’s opinion about the things found by him?

C. What happened to Johann when she was a pupil?

Keys:

A. Johann thinks the people who find the Amber Room should keep it for them own.

B. His father thinks as Johann does.

C. She found a little money and kept it to himself.

9. Completing the letters A & B and then giving your own letters

When you write your letter, you may choose to agree or not agree with the writer.

You must give a reason why you agree or don’t agree with the writer.

Be sure to give an example from your own life so that the reader can better understand your opinion.

Ⅲ Closing down

Closing down by a debating

There is a long ancient wall around a less developed town.

It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.

Closing down by dictation

The design for the room was of the fancy style popular in those days.

The room served as a small reception hall for important visitors.

The man who found the relics insist that it belongs to his family.

The room was completed the way she wanted it .

It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.

After that, what really happened to the Amber Room remains a mystery.

In a trial, a judge must decide which eyewitnesses to believe and which not to believe.

Is it something that more than one person believes?

A fact is anything that can be proved.

An opinion is what someone believes is true but has not been proved.

Part Two: Teaching Resources (教學(xué)資源)

Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOM

I. Type of writing and summary of the idea

Type of writing This is a piece of narrative writing.

Main idea of the passage The history of the Amber Room

General idea of 1st Para The simple description of the Amber Room

General idea of 2nd Para The present sent to the Czar

General idea of 3rd Para The detail adding and relocating of the Amber Room

General idea of 4th Para The stolen of the Amber Room in World War Ⅱ

General idea of 5th Para The rebuilding of the Amber Room

II. A tree diagram

The Amber Room: the best and biggest work of country’s best Prussian artists

Para.1

Section 2: Background information on culture relics

I. What is a culture relic? 何謂 “文化遺產(chǎn)”?

Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.

II. The cultural relics of China in the world heritage site list《世界文化遺產(chǎn)名錄》中的30處中國文遺產(chǎn)

本單元的主題是“文化遺產(chǎn)”，學(xué)生很可能已經(jīng)親身接觸過當(dāng)?shù)氐奈幕�遺產(chǎn)，或是能過電視、報紙等媒體對此有了一定的了解，因此，在課前教師可讓學(xué)生列舉國內(nèi)外著名的文化遺產(chǎn)，然后對“文化遺產(chǎn)”給出定義、分類或劃分標(biāo)準(zhǔn)。到2004年底，我國已有30處文物古跡和自然景觀被聯(lián)合國科教文組織世界遺產(chǎn)委員會列入《世界遺產(chǎn)名錄》，以下是這些文化遺產(chǎn)的名稱、性質(zhì)和列人《世界遺產(chǎn)名錄》的年份：

◆Mount Taishan(泰山)，listed as a world cultural and natural site in 1987.

◆The Great Wall(長城)，cultural site, 1987.

◆The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang(北京故宮、沈陽故宮)，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(泰始皇陵及兵馬俑坑)，cultural site,1987.

◆The Peking Man Site at Zhoukoudian(周口店北京猿人遺址),cultural site,1987.

◆Mount Huangshan(黃山),cultural and natural site,1990.

◆The Jiuzhaigou Valley Scenic and Historic Interest Area(九寨溝風(fēng)景名勝區(qū)),natural site,1992.

◆The Huanglong Scenic and Historic Interest Area(黃龍風(fēng)景名勝區(qū)),natural site,1992.

◆The Wulingyuan Scenic and Historic Interest Area (武陵源風(fēng)景名勝區(qū))，natural site,1992.

◆The Mountain Resort and its Outline Temple, Chengde(河北承德避暑山莊及周圍寺廟),cultural site,1994.

◆The Temple and Cemeter of Confucius and the Kong Family Mansion in Qufu (曲阜孔府、孔廟、孔林)，cultural site,1994.

◆The Ancient Building Complex in the Wudang Mountains(武當(dāng)山古建筑群),cultural site,1994.

◆Historic Ensemble of the Potala Palace, Lhasa(西藏布達(dá)拉宮),cultural site,1994.

◆The Lushan National Park(廬山)，cultural site,1996.

◆Mount Emei and the Leshan Giant Buddha Scenic Area(峨眉山一樂山大佛風(fēng)景名勝區(qū)),cultural and natural site.1996.

◆The Ancient City of Pingyao(平遙古城),cultural site,1997.

◆The Classical Gardens of Suzhou(蘇州園林),cultural site,1997.

◆The Old Town of Lijiang(麗江古城),cultural site,1997.

◆The Summer Palace(頤和園),cultural site,1998.

◆The Temple of heaven：an Imperial Sacrificial Altar in Beijing(天壇),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(青城山一都江堰),cultural site,2000.

◆Aucient Villages in Southern Anhui-Xidi and Hongcun(安徽古村落一西遞、宏村),cultural site,2000.

◆Longmen Grottoes(龍門石窟),cultural site,2000.

◆Imperial Tombs of the Ming and Qing Dynasties(明清皇家陵寢),cultural site 2000.

◆Yungang Grottoes(云岡石窟),cultural site,2001.

◆Three Parallel Rivers of Yunan Protected Areas,natural site(三江并流),2003.

◆Capital cities and Tombs of the Ancient Koguryo Kingdom(高句麗的王城、王陵和貴族墓葬),cultural site,2004.

Unit 2 The Olympic Games

Period 1: Section 3: Words and expressions from unit 2 THE OLYMPIC GAMES

Aims: Learn about the words and read the words.

Important points: The pronunciation and the use of some words.

Difficulties: Usage of “admit” and “promise”.

honest

adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honest

ancient

adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs

compete

v. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others

medal

n. an award for winning a championship or commemorating some other event

host

n. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last night.

magical

adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell

interview

n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.

athlete

n. a person trained to compete in sports

admit

v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.

replace

v. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.

relate

v. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.

sail

n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow. 4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.

advertise

v. 1. call attention to: Please don’t advertise the fact that he has AIDS. 2. make publicity for; try to sell (a product)

promise

n. 1. grounds for feeling hopeful about the future: There is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort. 4. make a prediction about; tell in advance

Period 2-3:A lesson plan for reading (AN INTERVIEW)

Aims

To talk about the history of the Olympics games

To read an interview about the Olympic Games

Procedures

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

For reference:

1. In Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, Javelin, weight lifting, gymnastics, boxing etc.

In winter Olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.

2. The 29th Olympic Games will be held in Beijing on Auguster 18th, 2008.

3. To hold the Olympic Games is a rich prize for a country. And it can make a country known in the world. It can stimulate the country’s economy, and help to speed up its development.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

For reference: The first picture is the status of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so informative that it may be called the foundation of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake’s travels.

The second picture is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It’s large and can hold thousands of audience.

The third picture is a Chinese athlete named Yang Yang. She won a gold medal for China in the 2002 winter Olympic Games. She is a famous skating player.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Then let’s come to the differences.

The similarities

① Both are held every four years.

② Both are held not for money but for honour.

③ The beliefs are the same. They are: Swifter, Higher, and stronger.

④ Men are allowed to take part both in ancient and modern Olympics.

⑤ Some events are the same, such as running, jumping, shooting and thowing.

The Differences

① There were not winter Olympics in the past.

② Now competitors are from all over the world. But in the ancient time, only the people in Greece could take part.

③ Only men were allowed to take part in the past, now woman are also allowed.

④ In the past, winners got the olive wreath as the prize. Now competitors compete for medals.

⑤ The events and athletes in modern time are more than those in the past.

⑥ There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. But there were not in the past.)

5. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from AN INTERVIEW

take part in…, gold medals, the spirit of…, be held, in order to, host the Olympic Games, on a magical journey, find out, the present day Olympic Games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

Closing down by discussing

You know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?

For reference:

It is worthwhile to host the Olympic Games. To host Olympic Games can make our country known to the whole world. To host Olympic Games can make our culture and people understood by the other peoples. To host Olympic Games can stimulate the developing of our economy.

Closing by imagining

Imagine what we will do and what we can do for the 29th Olympic Games now.

For reference: Maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. So at present we should study hard. Especially we should try our best to learn English well.

Closing down by narrating

We can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer 2000 years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?

For reference: The ancient Olympic Games began in Greece and were held from 776 B.C. to A.D.393. It was held every four years. At that time, there were not so many sports as today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. The motto was swifter, higher and stronger.

The modern Olympic Games began in 1891. They’re held every four years. There are many new sports in the Olympics. In the summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a very important role. Now the competitors compete for medals. The motto is swifter, higher and stronger.

Closing down by summarizing

As we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.

Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.

Period 4: A lesson plan for Learning about Language

(The Future Passive Voice)

Aims：

To learn about future passive voice

To discover useful words and expressions

To learn the methods of words formation

Procedures

I. Warming up

Warming up by dictating

There are several important sentences in this unit. Let’s dictate them. If you can’t, learn them by heart after class.

① When and where will the next Olympic Games be held?

② I live in what you call “Ancient Greece” and / used to write about the Olympic Games more than 2000 years ago.

③ All countries can take part if they reach the standard to be admitted to the games.

④ The next Olympic Games will be held in my hometown.

⑤ It is just as much a competition among countries to host the Olympics as to win an Olympic medal.

Warming up by discovering useful words and expressions

Turn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.

II. Learning about word formation

1. Do exercise 4 and discover the rules.

Turn to page 12 and find out the rules of word formation.

By adding -ing to a verb, we can change the verb into a noun.

That means we can change “doing some sport” into “the name of the sport”.

By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.

2. Means of word-formation in general

Affixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.

III. Learning about Present Future Passive Voice

Turn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.

For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.

Ⅳ Closing down by summarizing

1.Present future passive voice (take “ask” for example)

Affirmative Negative Interrogative

I

You

He/she/it will be asked

We will (shall)

You/They will I

You

He/she/it will not be asked

We will (shall) not

You / They will not Will (shall) I

Will you

Will he/she/it be asked

Will (shall) we

Will you / they

2.The passive Voice of phrasal verb

Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.

But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:

At last they put out the fire. At last the fire was put out.

They will put up a notice on the wall. A notice will be put up on the wall.

Have you sent for a doctor? Has the doctor been sent for?

I have never heard of such a thing before. Such a thing has never been heard of before.

We must take good care of the children here. The children must be taken good care of here.

His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.

Period 5-6: A lesson plan for using language

Aims:

To read about the ancient Olympic Games

To listen and talk about hobbies

To write about hobbies

Procedures

1. Warming up

Warming up by introducing

Hi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.

Warming up by sharing

Now, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.

Prometeus 普羅米修斯 -- a son of the former chief God

Sphinx斯芬克斯 -- a being with a human face but a lion body

Pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed

Zeus宙斯-- the chief God who governed the world

Hera 天后-- the wife of Zeus who governed the love

Ⅱ. Guided reading

1. Reading and judging

Read the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.

2. Reading and answering

Read the text again, and answer the following questions.

A. What was Atlanta’s problem?

B. What were Atlanta’s rules?

C. What was Hippomenes’ amazement?

D. What made Hippomenes change his mind?

E. Whom did Hippomenes turn to for help?

F. Can you guess what was the ending?

For reference:

A. Atlanta could run faster than any men in Greece. But she was not allowed to run in the Olympic Games.

B. She promised to be married to a man who could run faster than her. If he could not run as fast as her, he would be killed.

C. Hipppomenes could not understand why so many young men wanted to risk their lives.

D. Atlanta’s beauty made him understand his amazement and change his mind.

E. He turned to the Goddess of love for help.

F. Hippomenes was killed because of losing his race.

G. He ran faster than Atlanta and married her.

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE STORY OF ATLANA

be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,

promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry

4. Listening

For listening turn to page 15 and be ready to do exercises 1.

First read the questions carefully and imagine what is the listening about.

When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.

5. Acting

Next we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?

Who will be Alanta’s father, the old king?

Who will be the Goddess of Love?

Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.

A text play of THE STORY OF ATIANTA

Time: one morning in spring

Place: at the palace

People: the old king(K), the princess (A), the young man (H), the Goddess of love (L).

F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why don’t you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice.

A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned.

F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?

A: I won’t marry unless I am allowed to run in the Olympic Games. (Hippomenes is allowed to come in)

H: Oh, my kindest king and my prettiest princess!

I’ll marry the princess. I’ll compete with you.

A: Do you know the rules?

H: Yes, princess!

F: Oh, young man! Go away! You can’t win her. You are only losing your life!

H: No, I want a try!

F: Foolish thing! Go away! Don’t go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watching everything above him in the sky and pities him)

L: Oh, young man, what’s the matter? Why are you so sad?

H: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her?

L: Ok, young man. Do you really want to marry her and love her?

H: Of course. She is so beautiful.

L: Ok, it is easy. Take these three golden apples.

Throw apples in front of Atlanta when she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.

H: Oh, thank you, my Goddess!

(Hippomenes returns to the palace)

K: Well, young man, why are you here again?

H: My kindest king. I want to marry her and run against her!

K: Well, young man. I repeat. Don’t be silly! Go away!

H: No. I love her. I will marry her － or die!

6. Speaking

Now, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.

Which do you like, sport, music or collection?

Which of the sports do you like best?

What is your favorite sport?

Are you interested in table tennis?

After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.

Why do you like this sport / music / collection?

When do you begin to like it?

What’s enjoyable about the hobby?

What have you learned from the hobby?

III.Guided writing

1. Writing an imagined dialogue

Groups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…

2. Writing a description

Turn to page 16 and follow the direction to write a description of your favorite hobby.

Here is an example:

Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. It’s a healthy sport and it can build up your body. If you are a beginner, you must be careful.

You’ll better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.

IV. Closing down by finding information

Go to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.

Part Two: Teaching Resources

Section 1: The writing style of the reading AN INTERVIEW

Type of writing Conversational style

Main idea Comparing the differences between Ancient and Modern Olympics

Characteristics By comparing and contrasting

Section 2: Background information on the Olympic Games

I. Events of the Moden Olympic Games

Archery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, Wrestling

II.Olympic Traditions

The Olympic Anthem

The Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.

The Olympic Motto

The Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,1894.Later, the International Olympic Committee formally adopted this phrase as the official motto of the Games.

The Olympic Creed

The Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”

The Olympic Flag

It was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.

Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.

The Olympic Oath

“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”

At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.

The Olympic Flame

The Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.

The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.

The Torch Relay

During the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.

Unit 3 Computer

Part One: Teaching Design (第一部分：教學(xué)設(shè)計)

Period 1: Words and expressions from Unit 3 Computers

Aims: Learn about the words and read the words.

Important points: The pronunciation and the use of some words.

Difficulties: Usage of “admit” and “promise”.

common

n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于專有名詞中): Every Saturday Jean went riding on the village common. Harlow Common is very beautiful in winter.哈洛公園在冬天時風(fēng)景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: The common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: produced...the common cloths used by the poorer population.

simple

n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (bota