Unit7 Cultural Relics

t: if you found a cultural relic, what would you do with it?
s1: i don't know.
t: would you want to keep it?
s1: of course not.it doesn't belong to me.
t: then why don't you go to your community council?
s1: i'm not sure i could trust the people there.what if the person i give it to keeps it for himself?
t: good question.what do the rest of you think?
s2: i guess i would ask my parents what to do with it.
t: that's a good idea.anyone else have an idea?
s3: i would ask my brother.he is a policeman.
ask some ss to act their dialogue out.

step 3 homework
1. preview the reading passage and do exercise i in the part “learning about language”.
2. ask the ss to look for more cultural relics. the students can go to the library or use the internet to search for information.
record after teaching:
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the second period
(reading and comprehending)
knowledge:
learn some new phrases and some new sentence patterns.
ability:
1. learn some detailed information about the amber room.
2. improve the students’ reading ability.
3. train the students’ ability to grasp key information while listening.
4. train the students’ speaking ability.
emotion:
1. train the students’ ability to cooperate with others.
2. enable the ss to talk about the story of the amber room
teaching important points:
1 .the new words and expressions;
2. learn some detailed information about the amber room;
3. train the students’ ability to cooperate with others;
4. train the students’ speaking ability.
teaching difficult points:
1. words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;
2.  phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;
3. sentence patterns:
(1) there is no doubt that…..
(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it.