Unit 1 Cultural relics
The Second Period Warming Up and Pre-reading

I Teaching aims
1Ability aims
1)Get the students to be able to role-play a conversation with the clues in Warming Up.
2)Get the students to be able to correctly express their feelings rather than their thoughts by means of answering the questions listed in Pre-reading.
2Language aims
We are to get the students to practise their ability of talking about cultural relics, using knowledge of the English language the students have grasped.

II Teaching important points
Enable the students to get some basic knowledge or concept of cultural relics after having finished Warming Up and Pre-reading.

III Teaching method
Task-based method

IV Teaching aids
A computer connected with the Internet, a projector.

V Teaching procedures

Step 1 Warming Up
1Show some pictures of Chinese cultural relics and ask.
T: Do you know what these things are?
S: Chinese cultural relics / Cultural relics.
T: What is a cultural relic?
S: A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.
T: What are these?
S: Vases.
T: Do you know when they were made?
S: ···
T: Ming Dynasty. They are very rare Ming Dynasty vases.
2Connect with the Internet to see some more pictures of Ming Dynasty vases.
3Present the situation in Warming Up to get the students thinking and talking about hard choice and how to make them. In this way we can get the students to role-play a conversation with the question: What will you say to him?
Allow the students a few minutes to prepare the task.

Sample dialogue:
YOU: Hello, I am here to see Mr Zhang Ri. Are you Zhang Ri?
MAN: Yes, I am.
YOU: My name is Hu Yuan. I’m from the Office for Cultural Relics.
MAN: Oh, is there some problem?
YOU: Perhaps. I understand that you have an old Ming Dynasty vase.
MAN: Yes, I do but it’s not mine. Er – it belongs to my family.
YOU: Hmm. May I have a look at it?
MAN: Why, yes, of course. Please come in. Right this way. Here it is.
YOU: It’s quite beautiful.
MAN: Yes, it is, isn’t it? It’s been with our family for a long time.
YOU: Mr Zhang, I’m sorry to tell you this but I’m quite certain this is a cultural relic.
MAN: Oh, how can you be sure?
YOU: It is just like the one described in a report I got.
MAN: What report?
YOU: A report about a relic that is missing from a museum.
MAN: I haven’t heard about that.
YOU: Perhaps not. You say this relic has been in your family a long time?
MAN: Well, actually, one of my cousins gave it to us.
YOU: When was that?
MAN: Last year around the time of Mid-Autumn Festival.
YOU: I’m sorry to say this but I believe this is the relic the museum has lost.

Step 2 Pre-reading
In this part the students are required to further give free rein to their imaginations to discuss what they would do with a cultural relic but without the limitations of a specific situation on the knowledge they have got from the previous activity.

Sample dialogue:
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 keep 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.
T: OK. Another good suggestion
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