Student level: Senior 1
Teaching material: Unit 1 Cultural Relics, NSEFC Book 2
Teaching time: 40 minutes
1. Help students review some new words and expressions in the context.
2. Inspire students to state their opinions and list the reasons in English.
3. Improve students’ ability to write English
4. Enrich students’ knowledge on cultural relics
5. Englighten students’ cultural awareness
1. Enable students to use words and expressions learned in the unit
2. Help students improve their ability to express their opinions in English
Teaching methods: Guide students to study through cooperation and by handling tasks
I. Word revision
Step 1? Help students finish the treasure file of the AmberRoom by filling in the blanks with the words and expressions learned in this unit. If necessary, expain the words in English to them.
Step 2? Make a word bank by summarizing some words and expressions in this unit and tell the studnents they may refer to it when necessary.
Step 1? Read the letter on P7 and answer the question: Who does Johann Weber think the AmberRoom should belong to?
Step 2? Let the students do pair work, discussing the question: To your understanding, to whom should the AmberRoom belong? Why?
Step 3? Summarize three different opinions and state the reasons respectively.
It should belong to those who find it.
It should belong to Germany, where it was made.
It should belong to Russia, which had it as a gift long ago.
Step 4? Discuss the same problem in China, the problem of the YumingyuanGarden and think about the questions: Who do you think these cultural relics belong to?
Should we claim(索取) them?
Ask for students’ opinions
Step 5? Let students listen to and read A Letter to Captain Bulter written by Victor Hugo and summarize Hugo’s attitude to this problem: According to Hugo, there is no doubt that these cultural relics should be returned to China.
Step 1? Identify the problem
Create the situation for the students: A migrant worker(民工) dug out a vase in a construction site on Bai Yun Road. After examination, the vase was made in Ming Dynasty, so it is rare and valuable. The migrant worker said the vase belonged to him while others said it should be given to the government. And assign the task: Write a letter to China Daily to help resolve the problem.
Step 2? Collect ideas
Let studnets work in groups of four to discuss the problem, stating their opinions and list the reasons, then invite the spokesperson in each group to give a report.
Step 3? Outline
Encourage students to study the structure of the letter on P 7, talk about how to organize the passage and define the content for each part of the passage. Then let them share their ideas.
Step 4? Write the letter by referring to a sample
Offer the students a writing sample and tell them they may follow the sample to finish wriing or create their own work by changing some of the words and phrases.
Step 5? Read the fifth artitle of The Law of the People’s Republic of China on Protection of Cultural Relics to help studentss resolve the moral dilema.
Summary: according to the law, the vase should be given to the government, but the government may also reward the worker.
☆Advise the students to surf the Internet to get more knowledge on the protection of cultural relics.
☆Ask the studnets to review what they have learned in this unit.