Unit 1 Cultural relics Period 1 Warming up and Reading
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 Ming Yuan 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.
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 Petersburg

  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 1716 1770 1941 2003 7000 Tons 55 600 2 2 100,000 27 300th MEANING Frederic William gave the Amber Room to Peter the Great as a gift. Catherine Ⅱ had completed the adding to the Amber Room in this year. The Nazi German army stole the Amber Room in this year. The rebuilding of the Amber Room was completed in this year. The total weight of the ambers used to make the room. The number of soldiers given to the king of Russia in return. The number of the candles lighting the Amber Room. The two countries: German and Russia. In two days the Amber Room was removed to a German city. The Amber Room was dismantled into 100,000 pieces 27 wooden boxes were used to contain the pieces of Amber Room. The newly rebuilt Amber Room was ready for the 300th birthday of St Petersburg 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 Frederick Ⅰ Frederick William Ⅰ Peter the Great Catherine Ⅱ Names of places Prussia St. Petersburg Konigsberg 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 owner add to put on trains Style present more details remain a mystery Shape move to winter palace remove to pieces 300th birthday
Period 2
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 and 3 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. 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 it is therefore bracketed off Conversely, a restrictive
sentence and does not affect the meaning of the main clause:
with commas (1a = an uncle who happens to live in London).
clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. referred to (1b). Thus it is that particular uncle who lives in London who is
In 2a, all policies were unpopular and all were rejected, whereas in 2b only Note that in restrictive clauses the
the policies that were unpopular were rejected.
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 cons


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