Ⅰ. Brief introduction of the text
Teaching text：Cultural Relics (NSEFC-Book2 Unit 1 Period one)
Text analyze ：
The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.
Ⅱ.Teaching material
1. Outline
The characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such as environment protection, animals protection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.
Requirement：Students could communicate with each other on define of cultural relics and its protection.
2. Teaching Aims:
(1). Target language
Cultural relics, survive, remain, state, rare, vase, look into, belong to (四会)
Introduction, trace, features, in danger(三会)
(2). Ability goals
Ask the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of cultural relics.
(3). Sensibility goals
Protection of cultural relics, environment protection, and strengthen students’ sense of responsibility.
(4). basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.
3. Teaching focus:
Teaching focal points:
Cultural relics, survive, state, rare, vase, look into, belong to，remain
Teaching difficult points：Listening & speaking
Teaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。淘!课件网 wWw.taoKeJIan.Com
Ⅲ. Teaching characteristic:
⒈ Students characteristic
(1) Their basic knowledge is irregular.
(2) Impassive learning and lacking of favorable habit of learning.
(3) Like to show off, lack of self-command，rebellious。
(4) Creative and well plasticity。
⒉ Structure of knowledge
The structures are very fragmentary, especially lacking of basic knowledge, which frustrate the process of teaching.
⒊ Ideation
Lacking of logic and the profundity of thinking.
Ⅳ. Teaching method
Communicative teaching method, Audio-visual method
Basis：It is very important to have a good environment of study, and the aim of language learning is to communicate.
Ⅴ. Learning method
Communicative strategy & Resource strategy
Basis：It’s well known that pedagogue should teach students “How to learn” rather than “what to learn”. In this way, we can cast off the restriction of space and time so that students would be more active, lovely and funny.
Communicative strategy：Knowledge is not far from us and close to our real lives. As students go back to the travel experiences, they would be personally on the scene of those cultural relics, and then it can be easily led to the class. Teacher would play the flash of cultural relics that are being destroyed, from which students would think of the actuality and answer some questions. They would fully exert their imagination and creativity to say their say.
Resource strategy：Finally, teacher would give them several websites on “How to protect cultural relics” so that students would know more about it. Moreover, teaching and learning could combine with each other perfectly.
Ⅵ. Teaching procedure
Teaching aids: Multi-media computer, Audio
Step sections time:
1. Warming up (5 minutes)
2. Speaking task (5 minutes)
3. Speaking task (15 minutes)
4. Listening task (10 minutes)
5. Exercises (5 minutes)
Ⅶ. The design of blackboard
In the whole process of teaching, teacher act as a guide, leading students to get to understand the substance of cultural relics. Students would observe, think and practice by themselves, teacher would offer some help if necessary.
Warming up：
⒈Brief introduction of travel experiences;
⒉Places of interests
Speaking task：
⒈Show some pictures of Cultural relics;淘_课件网 wWw.taoKEJIan.com
⒉Cultural relics that are being destroyed.
⒊Protection of cultural relics.Listening task：
⒈Ways of protecting cultural relics
⒉Discuss it in pairs in their own opinion.Exercises&Summary:
New words and expressions.
Warming up：
Students take turns to introduce their travel experiences by showing some pictures and videos. (Students’ activities).
In order to arouse the interesting of students, teacher would show some pictures of cultural relics with cliffhang music, from which students would convulse by the great work of toiler and civilization. Thus, it leads to the topic of the lesson.(5minutes)
Speaking task：
1.Show flash，ask students to sum up the define of cultural relics, then the whole class will be divided into several small groups to discuss and represent to all of us by using the new words and expressions.淘课件网
2.Students will have interviews on “how to protect the cultural relics”. In a group of four, suppose one is a local official, one is journalist, and the other two are tourists. After discussion with the help of teacher, each group will show their presentation in front of the blackboard. (Teacher-students activities, teamwork)
Listening task：
Listening material has summed up many kinds of ways of protecting cultural relics, teacher should guide students to master every feasible ways of recognizing profundity of natural protection. Students discuss in pairs, and then show to the class (pair work, whole class work)
Exercises：
It is mainly consolidate the new words and expressions, which is also a summary of this lesson.
Summary:
Teacher would emphasize again that we should love nature, protect environment, and protect cultural relics.
Ⅷ. Homework
(1)：According to the websites offered by teacher, students should search more information about cultural relics.
(2)：Suppose you are a protector of cultural relics, write an essay about some ways of protection and actuality by using the new words and expressions in this class. (120 words)
