【英语】2018届人教版必修2一轮复习：Unit1Culturalrelics单元教案（32页） 32页

‎2018届人教版必修2一轮复习：Unit 1 Cultural relics单元教案 I. 单元教学目标 ‎ ‎★Talk about cultural relics and cultural relics protection. ‎ ‎★Learn to ask for opinions and give advice.‎ ‎★Review attributive clauses, including restrictive and non-restrictive attributive clauses.‎ ‎★Read about the Amber Room.‎ ‎★Write a report of debate. ‎ II. 目标语言 功 能 句 式 Asking for opinions Do/don’t you think that…? ‎ Would you consider…? ‎ Why/Why not…?‎ Do you have any idea about…? ‎ How do you know that? ‎ Are you sure that he/she was telling the truth?‎ What do you think? ‎ What do you think of…?‎ What’s your idea/opinion of…?‎ What would you say…? ‎ How do you feel about…?‎ Who do you think was…? ‎ What are your reasons for saying that?‎ Giving opinions I think/don’t think that…. ‎ Sorry, I don’t agree with you. In my opinion….‎ It can be proved. ‎ That can’t be true.‎ I don’t believe…, because…. ‎ I think… is telling the truth because….‎ 词 汇 ‎1. 四会词 ‎ rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate ‎2. 认读词 cultural, relic, Taj mahal, ivory, dragon, amber, Frederick William I, Prussia, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, the Baltil Sea, rebuild, Leningrad, Windsor, eyewitness, Jan Hasek, Anna Petrov, mystery Berlin, Johann Webber 1. 短语和词组 in search of, belong to, in return, at war, less than, think highly of ‎ 语法 1. 限制性定语从句 (Restrictive attributive clause)‎ 2. 非限制性定语从句 ( Non-restrictive attributive clause)‎ 重 点 句 子 ‎1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian people would have such an amazing history. P1‎ ‎2. Once it is heated, the amber can be made into any shape. P1‎ ‎3. It was made for the palace of Frederick I. P1‎ ‎4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1‎ ‎5. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1‎ ‎6. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1‎ ‎7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2‎ ‎8. This was a time when the two countries were at war. P2‎ ‎9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2‎ ‎10. After that, what really happened to the Amber Room remains a mystery. P2‎ ‎11. I think highly of those who are searching for the Amber Room. P2‎ II. 教材分析与教材重组 ‎1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。‎ ‎1.1 Warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。‎ ‎1.2 Pre-reading 是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。‎ ‎1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。‎ ‎1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。‎ ‎1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。‎ ‎1.6 Using language分Reading and Listening、Speaking 及Reading and writing ‎ 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标语言：文化遗产，进行语言的输入和输出的训练，旨在要求学生熟悉掌握必要的语言，并能运用它们。‎ ‎1.7 SUMMING UP 从四个角度：有用的动词、动词短语、其他的表达和新句型结构总结本单元内容，并总结所学的有关文化遗产方面的知识。‎ ‎1.8 LEARNING TIP建议学生亲自去博物馆看一些中国文化遗产，并主动担当导游向外国游客介绍这些文化遗产，同时练习英语口语，并向外国游客学习英语同他们交朋友。‎ ‎2. 教材重组 ‎2.1 从话题内容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language内容一致, 将其设计成一节阅读课。‎ ‎2.2 将Using Language 设计成一节综合技能课。‎ ‎2.3 将 Workbook 里的LISTENING和LISTENING TASK整合成一节听力课。‎ ‎2.4 将Workbook里的TALKING和SPEAKING TASK及WRITING TASK设计成一节口语和写作课。‎ ‎2.5 将Workbook 里的READING TASK设计成一节阅读课。‎ ‎2.6 将Workbook里的USING WORDS AND EXPRESSIONS与USING STRUCTURES和Using Language中的SUMMING UP与 LEARNING TIP和Workbook中的CHECKING YOURSELF设计成一节复习课。‎ ‎3. 课型设计与课时分配。（经教材分析，根据学情，本单元可用6课时完成）‎ ‎ 1st period Warming up and Reading (I)‎ ‎ 2nd period Integrating Skills ‎ 3rd period Listening ‎ ‎ 4th period Speaking and Writing ‎ 5th period Reading (II) ‎ ‎6th period Comprehensive Revision ‎（以上课时分配与教材重组，仅供参考，教师可因时因地因人而异，不必拘泥于此。）‎ III. 分课时教案 The First Period Warming up and Reading (I)‎ Teaching goals 教学目标 ‎1. Target language 目标语言 a. Key words and phrases (重点词汇和短语)‎ ‎ rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth ‎ b. Key sentences (重点句型) ‎ The amber which was selected had a beautiful yellow-brown color honey.‎ It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.‎ Later, CatherineⅡ had the Amber Room moved to a palace outside ST Petersburg where she spent her summers. ‎ In 1770 the room was completed the way she wanted. ‎ This was a time when the two countries were ay war. ‎ There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. ‎ After that, what really happened to the Amber Room remains a mystery. ‎ In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city. ‎ ‎2. Ability goals能力目标 ‎ Enable students to learn about the history of Amber Room.‎ Enable students to give opinions on rebuilding lost cultural relics. ‎ ‎3. Learning ability goals学能目标 After learning this reading passage, students should have the ability of reading passages about cultural relics, learn more languages about this topic and have the sense of protecting cultural relics.‎ Teaching important points 教学重点 The main idea of each paragraph.‎ Teaching methods教学方法 Listening to the tape (individuals) ‎ Group discussion and presentation (cooperative learning)‎ Multi-functional teaching equipment (CAI)‎ Teaching aids教具准备 A recorder, a projector and some slides Multi-functional teaching equipment (CAI)‎ Teaching procedures and ways教学过程与方式 Step I Warming up The warming-up exercise raises students' awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics that they know. ‎ T: Do you know what a cultural relic is?‎ S1: Cultural relic is something that has a long history.‎ S2: I know Mount Emei and the Le Shan Giant Buddha is a cultural relic.‎ T: Good. Although we don’t know what exactly a cultural relic is, we really know some cultural relics both in china and other places. Now please answer Question 2: Does a cultural relic always have to be rare and valuable?‎ S3: I don’t think so. Some old and shabby buildings can be cultural relics because they represent part of our history. ‎ T: Is it enough to have survived for a long time?‎ S4: Not enough. As a cultural relic, it also has to be typical and contain some cultural or meaning.‎ T: Question 3. Are cultural relics only objects like vases or can they be buildings too?‎ S5: Some people said that cultural relics are more than works of art. According to this, I think that cultural relic may be anything that are symbols of history and the people who lived in the past for example the Great Wall.‎ T: Now look at the pictures and discuss what they are and whether they are cultural relics or not.‎ With the activities above, students will have a clear idea of what a cultural relic is. ‎ Step II Pre-reading ‎ The pre-reading activity has two functions. Question 1 is a warming up activity to check students’ understanding of amber, and meanwhile lead them to the topic of the reading passage — Amber Room. ‎ Question 2 gives the students a chance to predict the main idea of the passage and then skim it.‎ T: Look at the picture. Have you ever seen a piece of amber? What do you know about it?‎ Some information about amber:‎ Amber is a semi-precious stone used in jewelry and art work. Amber is really the fossil form of resin(树脂) 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.‎ Prediction T: Now look at the title and the pictures of the reading passage. What do you think it is mainly about?‎ Students may have different predictions. ‎ T: Now skim the passage quickly and see if you were right. ‎ Step III Reading This reading passage tells the amazing history of the Amber Room. ‎ ‎1. Skimming Ask the students to read the text quickly and grasp the main idea of the passage. ‎ After reading T: What’s the main idea of the passage? It may be difficult to summarize. But if you can grasp the main idea of each paragraph, you will easily get the main idea of the whole passage. Look at Exercise 2 on page 2. The following five questions summarize the main idea of the five paragraphs in the passage. Match the questions with the paragraphs. ‎ After they finish, check their answers. ‎ T: Have you finished? Who can tell me your answer?‎ S1: Let me try. Paragraph 1, How was the Amber Room made. Paragraph 2, Why did the king of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3, How did the Amber Room become one of the world? Paragraph 4, How did the Amber room get lost? Paragraph 5, How was a new Amber Room built?‎ T: Good! Now try to answer these questions. ‎ Ask some students to answer these questions one by one. ‎ ‎2. Scanning T: Now let’s look at Exercise 2, join the correct parts of the sentences together. ‎ Then check the answers. ‎ ‎3. New words and structures ‎1) The German title for king was Kaiser, but king is used to introduce a target word. Likewise, the Russian title for queen is Czarina. In the Europe an royal tradition, the ruler to use a certain given name like William was called William I，which is said as “William the First”. Thus FrederickⅡis better known in history as Frederick the great. So Peter I is also Peter the Great and CatherineⅡ was Catherine the Great. To avoid translation problems from English to Chinese, Roman numbers have been used in this passage. ‎ ‎2) The design of the room was in the fancy style popular in those days. This is a reference to the Baroque style (巴洛克艺术风格) of the 17th and 18th century in much of Europe.‎ ‎3) The Amber Room is “a wonder of the world” but not one of the Seven Great Wonders of the World, such as Egypt’s pyramids of China’s Great Wall. Have students compare the meaning of wonder as a noun (as it is used here) and as a verb.‎ ‎4) There is no doubt is a phrase that means “it is clear” or “beyond argument” that something happened. If something is “beyond doubt” in a court of law, it means that enough evidence exists to say that it is true.‎ ‎5) In 2003, it was ready for the people of St Petersburg when they celebrate the 300th birthday of their city. The 300th anniversary of an event is also called its tri-centennial.‎ ‎ Interestingly, the small art objects and furniture rescued by Russian soldiers before the Nazis arrived are now once again on display in the reproduced Amber Room. St Petersburg is both the current and original name of one of Russia’s oldest, largest and most beautiful cities. During the period of the Soviet Union, the city was named Leningrad. It is sometimes nicknamed the “Venice of the East” because of its many canals.‎ ‎4. Discussion ‎1) Do you think the Amber Room is a cultural relic?‎ ‎2) Why the history of Amber Room is an amazing one?‎ ‎3) Why would Frederick William I like to give Amber Room to Peter the Great?‎ ‎4) What’s the author’s attitude towards the Amber Room? How do you know?‎ ‎5) Is it worth rebuilding lost cultural relic such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.‎ Suggested answers:‎ ‎1) I think the Amber Room is a cultural relic because of its artistic design and historic value.‎ ‎2) The history of the Amber Room is an amazing one. First it had several famous owners, from Frederick WilliamⅠ, to Peter the Great, to Catherine Ⅱ, to the Nazi army and finally to the Russians and Germans. Second, in fact, the room was not made to be a gift, but designed for the palace. Third, as a gift, it built friendship between Frederick William Ⅰ and Peter the Great. Fourth, today it is a symbol of friendship between the Russians and Germans. Fifth, even now, several teams of treasure hunters continue to search for it. So the history of Amber Room is an amazing one.‎ ‎3) I think it’s a way of making friends with other countries. So Frederick William’s gift of the Amber Room to Peter the Great was a sign that the two were allies and would co-operate in other ways too.‎ ‎4) From the first paragraph we can see that Amber Room is valuable. From the second paragraph, we know that it’s a symbol of friendship between Frederick William and Peter the Great. It should be remembered. From the third paragraph, we know that ‎ the Amber Room was considered one of the wonders of the world, but it is now missing. From the last paragraph, we know the Russians and Germans have built a new Amber Room. All the facts show us that the Amber Room is worth rebuilding or finding. I think this is what the author wanted to tell us.‎ ‎5) (This question can be treated as a debate. Students fall into two groups and debate with each other.)‎ Step IV Learning about language ‎ Discovering useful words and expressions ‎ Ask students to read the instructions of each part of the Discovering useful words and expressions, and then finish these three exercises quickly. A few minutes later, check the answers with the whole class.‎ Later, the teacher gives the answers, using a slide projector.‎ Discovering useful structures ‎ T: From Reading, pick out the sentences that use the attributive clause with that/which/who/where/when. ‎ ‎1 The gift was the Amber Room, which was given this name because several tons of amber were used to make it.‎ ‎2 The amber which was selected had a beautiful yellow-brown colour like honey.‎ ‎3 It was also a treasure decorated with gold and jewels, which took the country’s best artist about ten years to make.‎ ‎4 However, the next King of Prussia, Fredrick William I, to whom the Amber Room belonged, decided not to keep it.‎ ‎5 Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. ‎ ‎6 In 1770 the room was completed the way she wanted.‎ ‎7 This was a time when the two countries were at war.‎ ‎8 there is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. ‎ ‎9 In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city. ‎ First let students read the sentences they underlined. Then show the correct sentences using a slide projector and let students analyze them. ‎ T: Observe these sentences carefully. Some contain commas before the relative pronouns, for example 3, 4 and 8. These sentences are different from the others. How are they different? Can you tell me? ‎ Students try to tell the differences in their own words.‎ T: We call these three sentences non-restrictive clauses. The relative clause carries extra information that is not necessary to identify the person or thing being discussed. Now finish Exercise 3. Judge whether restrictive or non-restrictive clauses are required. ‎ Later, the teacher gives the answers, using a slide projector.‎ Exercise 4 also provides semi-open practice with the grammar. After they complete the sentences, first let them check with each other. Then let some read their sentences and check them with the whole class.‎ Step V Homework Review the key sentences in this part.‎ The Second Period Integrating skills Teaching goals 教学目标 ‎1.Target language语言目标 a. Key words and phrases 重点词汇和短语 trial, eyewitness, consider, prove, tell the truth, pretend, think highly of, besides ‎ b. Key sentences 重点句型 Asking for opinions Do/don’t you think that….? Would you consider….? Why/Why not….?‎ Do you have any idea about….? How do you know that? ‎ Are you sure that he /she was telling the truth?‎ What do you think? What do you think of….?‎ What’s your idea/opinion of….?‎ What would you say….? How do you feel about….?‎ Who do you think was….? What are your reasons for saying that?‎ Giving opinions I think/don’t think that…. Sorry, I don’t agree with you. In my opinion，…‎ It can be proved. That can’t be true.‎ I don’t believe…, because…. I think… is telling the truth because….‎ ‎2. Ability goals能力目标 Enable students to ask for opinions and give opinions.‎ Enable students to write a report on a debate. ‎ ‎3. Learning ability goals学能目标 Help students learn how to tell a fact from an opinion. ‎ Teaching methods教学方法 Learning and practicing Teaching aids教具准备 Some slides and a projector Teaching procedures and ways教学过程与方式 Step I Reading and listening ‎1. Reading T: Yesterday we learned something about Amber Room and we know that the one that we now can see is a rebuilt one. Till today, many people are haunting for the lost one, which is now still a mystery. Where is it now? How did it disappear? Is there anyone know the mystery? Is there any eyewitnesses? Today we will read a man’s story about what happened to the Amber Room, and find if the story is a fact or just an opinion. Before doing this, we should know what a fact is and what an opinion is.‎ Ask the students to read this passage A FACT OR AN OPINION? to learn what is a fact and what is an opinion.‎ After reading T: Now who can tell us what is a fact?‎ S1: A fact is anything that can be proved.‎ T: How about an opinion? ‎ S2: An opinion is what someone believes is true but has not been proved.‎ T: Now judge whether the sentences on the slide are facts or opinions.‎ Show the following on the slide.‎ 1. Mr. Jones has two sons and one daughter. 2. That picture is by Rembrandt. 3. Her house is really beautiful. 4. My friend has six fingers on one hand. 5. That boy is the nicest person in the school. 6. The group will stop in Denver overnight. 7. L. Frank Baum wrote "The Wizard of Oz". 8. I will finish before the rest of the class. 9. The Bulls are better than the Knicks. 10. Nine plus one equals ten.‎ T: Now imagine that you are a judge; you have to make a decision whether a story is a fact or it’s just an opinion. Look at Exercise 2. ‎ Let them read a man’s story about what happened to the Amber Room quickly. And according to what they have known about a fact and an opinion to decide what the story is and give their reason, using the structure: ‎ I think it is a______________ because_____________________.‎ Suggested answer:‎ I think it is an opinion because the man didn’t see the Amber Room with his own eyes. He just saw some German soldiers putting wooden boxes in the mine. He heard about the news that the Amber Room and some gold were buried in the mine. But that may be a rumour. ‎ Then let students complete the table in Exercise 3.‎ NAME Jan Hasek Job A miner PLACE A mine in Czech Republic Time April, 1945‎ What he heard Something exploded What he saw He saw some German soldiers putting boxes in the mine; and a week later he saw the entrance to the mine was closed. ‎ What he believes The Amber Room and some gold are buried in the mine.‎ ‎2. Listening T: In fact, till now many theories have been put forth about the fate of the Amber Room and it has been the subject of short films and books. Even now, several teams of treasure hunters continue to search for it. So the so called eyewitnesses are very important. Now we will hear another two people talk about what happened to the Amber Room.‎ Play the tape, and ask the students to pay attention to the two questions: ‎ For Part A: Where was the Amber Room lost?‎ For Part B: How was the Amber Room lost?‎ And then finish the two blanks in Exercise 4. This is a good time to train the students to listen and catch the key information in the passages.‎ Exercise 5 gets students to listen for specific information. Play the tape again. Stop after each part and fill in the blanks.‎ Step II Speaking ‎ Asking for opinions and giving opinions The objective now has changed: students must decide which person has given the best evidence, not the most evidence. Before students begin to discuss the forms, ask them: How should you decide which person gave the best evidence? ‎ However, at this point, do not tell them what they should consider in making a decision. This step requires students to convert or change the date from the form into a list of reasons. Knowing how to interpret and convert date is an essential skill for students to learn in this age of information.‎ T: Now we will use the information in the former section, and discuss in pairs which person gave the best evidence. While discussing, make use of the expressions given. Now read the expressions and tell me which are used to ask for opinion and which give opinions. ‎ Give the students some time to do this and get familiar with the expressions, and then do the next task:‎ T: What is the best evidence?‎ S1: The best evidence is factual and is given by a person who is believable.‎ T: Right. But how can we know which eyewitness is most believable?‎ S2: In my opinion, the most believable eyewitness is the one who has nothing to gain from telling a lie.‎ T: That’s quite right .Now, let’s have a discussion in pairs and decide which person gave the best evidence.‎ A Sample discussion:‎ A: Do you have any idea about which person gave the best evidence?‎ B: I’m not sure, but in my opinion, I think Anna Petrov gave the best evidence.‎ A: How do you know that? ‎ B: I think she is telling the truth.‎ A: Are you sure that?‎ B: Yes. It can be proved that she gave the best evidence because she has no selfish reason for saying what she has said.‎ Then deal with Exercise 2. ‎ T: Now you all have your own choice. Write down a short list of reasons for your choice. Begin with this: ‎ It can be proved that _______ because _________.‎ After finishing the two exercises, teacher can ask the students to share their ideas with another group and choose the answer with the best reasons. At last present the discussion to the class. ‎ Suggested answer:‎ ‎1) Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer. Hans Braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the Baltic Sea. Of the three eyewitnesses, only Anna Petrov has no selfish reason for saying what she has said. In particular, she is not involved in any current effort to find ‎ the treasure. Therefore, she is the most believable.‎ ‎2) The truth is not easy to know, especially when all the facts are not known. Most of these events also happened a long time ago. Perhaps people cannot remember things so clearly either. I think that all of these eyewitnesses have said useful things. However, only Anna Petrov has no reason to lie. She is not getting anything from those who are searching now for the Amber Room. In my opinion, she is the most believable.‎ Step III Reading and writing This integrated activity again offers students guided practice in expressing their opinions on cultural relics. Students may choose to either agree or disagree with Johann. Johann’s letter again poses a moral dilemma, i.e. whether it is right to keep what one has found without trying to find the rightful owner. Of course, this dilemma was also presented to students in the previous activity. It is a moral choice that is faced whenever decisions are made about what to do with cultural relics. Teachers must be aware that there is no wrong answer, and students should be encouraged to work out their answers by themselves.‎ ‎1. Reading ‎ First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found.‎ T: Who is the writer?‎ S1: A student at a high school in Berlin.‎ T: What’s his opinion? Where can you find it?‎ S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it. ‎ T: What’s his reason for that?‎ S2: His reason is that the search has cost the hunters a lot of time and money. ‎ T: By the way, what does “think highly of” in the first line mean?‎ S3: It means to admire or respect someone or something.‎ T: Do you agree with Johann? Now discuss the questions on the right side of the letter. Think of some reasons for your ideas.‎ Sample ideas and reasons: ‎ ‎1) I must say that I agree with Johann Weber. If you find something, it should belong to you because you are the person who found it. People need to understand that when they lose something, they lose the right to own it. ‎ ‎2) I must say that I don’t agree with you. Though you find something, it doesn’t mean it belongs to you. If you can find out who it belong to, you should try to return it. I’m sure you would want someone to do the same for you. If you really can not find the owner, try to donate the thing to charities to help the poor. With these help, maybe they can build some schools, and their children can go to school, and they have money to enjoy medicine care and so on. Remember when you are helping others; you are in fact helping yourself. Good cause, good effect.‎ ‎3) Any cultural relics lost should not belong to the person or the country that finds it. The finder has no right to deal with it at will. Instead he should spare no efforts to protect it from being damaged. It’s the responsibility and duty of the finder to send it back to its owner. The fact should be aware of that, in a way, cultural relics don’t belong to a single man; it belongs to the whole world and the human beings.‎ ‎2. Class debate Organize a class debate following the tips. ‎ Step IV Moral education and homework Before end the class, teacher can inform the students some common knowledge about the law of the People's Republic of China on the Protection of Cultural Relics. For example: ‎ ‎(1)　Hiding cultural relics discovered underground, in inland waters, in territorial　seas or in other places and failing to report and deliver them to the state, for which the persons involved shall be warned or fined by a public security department and the cultural relics illegally acquired by them shall be recovered; (2)　Buying or selling cultural relics without the approval of the departments for cultural administration, for which the persons involved shall be warned or fined　by the departments for the administration of industry and commerce, and their illegal earnings and the cultural relics illegally handled by them may be confiscated;‎ ‎ or (3)　Selling cultural relics in private collections to foreigners without permission, for　　which the persons involved shall be fined by the departments for the administration of industry and commerce, and the cultural relics in question and the illegal earnings derived there from may be confiscated.‎ T: Cultural relics are part of our history and they are carriers of our rich culture. Cultural relics belong to our country and it’s everyone’s duty to protect them. ‎ Homework:‎ Write a report based on the debate, using the guidance given. ‎ The Third Period Listening Teaching goals 教学目标 ‎1. Ability goals能力目标 Enable students to listen for key words.‎ Enable students to listen for the main idea. ‎ ‎2. Learning ability goals学能目标 Help students learn how to master two basic listening skills: listen for key words and listen for main idea. ‎ Teaching methods教学方法 Listening and discussion ‎ Teaching aids教具设备 A recorder, a tape, a projector and some slides and pictures.‎ Teaching procedures and ways教学过程与方式 ‎ Step I Listening (P41)‎ Talk about “dam” and the advantages and disadvantages of building a dam. ‎ Show pictures of dam to students.‎ T: What are these things called in English?‎ S1: dam.‎ T: Why do people build dams? Or in another word, what is the function of dam?‎ S2: Dams are built to stop the water from flowing, especially in order to make a lake or produce electricity.‎ T: Now discuss with your partner about the advantages and disadvantages of building a dam. I’ll give you 3 minutes. Now please begin! ‎ About three minutes later T: OK, which pair would like to show your discussion? How about you two?‎ S1: OK, just as you say, building a dam can provide electricity for its people and control a great river. This is its advantages, but the dam can also cause many problems, just as when our country built the Three Gorges Dam. Many villages had to leave their hometown, and many cultural relics faced being damaged. Our government had to spend large amounts of money to settle the problem.‎ T: Good idea! Anything else?‎ S2: Maybe the dam can make difficulty to the living things in the river.‎ T: You are right. Perhaps the scientists who designed the dam would think of the problem and made a good design. OK, now will have a listening about a dam in Egypt. When the dam was built, it faced the same problem more than three decades ago. You will hear the key words in 2. Listen and number them. ‎ Play the tape for the students, and ask them to find out what happened when a dam was built in Egypt. Number the key words as they hear them. ‎ Deal with Exercise 3 in the same way. ‎ Finally play Part A and B as a whole and then let students answer the questions in 4. ‎ Step II Listening Task (P44)‎ This activity provides listening practice with a cultural relic in China, the Forbidden City. ‎ First let students discuss the questions about Forbidden City in 1. ‎ Some useful information about the Forbidden City:‎ l Lying at the center of Beijing, the Forbidden City, called Gu Gong, in Chinese, was the imperial palace during the Ming and Qing dynasties. Now known as the Palace Museum, it is to the north of Tiananmen Square. ‎ l It is the world's largest palace complex and covers 74 hectares. ‎ l Surrounded by a six meter deep moat and a ten meter high wall are 9,999 ‎ buildings. ‎ l The wall has a gate on each side. Opposite the Tiananmen Gate, to the north is the Gate of Devine Might (Shenwumen), which faces Jingshan Park. The distance between these two gates is 960 meters, while the distance between the gates in the east and west walls is 750 meters. ‎ l The Forbidden City is divided into two parts. The southern section or the Outer Court was where the emperor exercised his supreme power over the nation. The northern section, or the Inner Court was where he lived with his royal family. ‎ l Until 1924 when the last emperor of China was driven from the Inner Court, fourteen emperors of the Ming dynasty and ten emperors of the Qing dynasty had reigned here. ‎ l Having been the imperial palace for some five centuries, it houses numerous rare treasures and curiosities. Listed by UNESCO as a World Cultural Heritage Site in 1987, the Palace Museum is now one of the most popular tourist attractions world wide.‎ l Construction of the palace complex began in 1407, the 5th year of the Yongle reign of the third emperor of the Ming dynasty. It was completed fourteen years later in 1420. It was said that a million workers including one hundred thousand artisans were driven into the long-term hard labor.‎ l Since yellow is the symbol of the royal family, it is the dominant color in the Forbidden City. Roofs are built with yellow glazed tiles; decorations in the palace are painted yellow; even the bricks on the ground are made yellow by a special process. However, there is one exception. Wenyuange, the royal library, has a black roof. The reason is that it was believed black represented water then and could extinguish fire.‎ l Nowadays, the Forbidden City, or the Palace Museum is open to tourists from home and abroad. Splendid painted decoration on these royal architectural wonders, the grand and deluxe halls, with their surprisingly magnificent ‎ treasures will certainly satisfy "modern civilians".‎ Listen to the dialogue for the first time and summarize the main idea in one sentence.‎ Listen to Part A again and fill in the chart with details. Then do the same with Part B.‎ Step III Homework 1. Collect some information about the cultural relics that are in danger.‎ 2. Write your opinions on how to protect the cultural relics.‎ The Fourth Period Speaking and Writing Teaching goals 教学目标 ‎1. Ability goals能力目标 Master the sentence patterns that can be used to describe cultural relic.‎ Have the ability of talking cultural relics and ways to protect them.‎ ‎2. Learning ability goals学能目标 Enable students to express opinions on moving a cultural relic.‎ Enable students to talk about cultural relics protection. ‎ Teaching methods 教学方法 Watch some videos about the cultural relics. (individuals)‎ Have a discussion. (group work )‎ Teaching aids 教学设备 A computer, a projector and some slides Teaching procedures and ways 教学过程与方式 ‎ Step I Homework checking T: Well, class, at the beginning of this class, I want to know whether you have collected some information of the cultural relics that are in danger?‎ Ss: Yes.‎ T: OK, tell me what you collected.‎ S1: The Great Wall in China is in danger. Some of the walls have been destroyed by the wind, air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall.‎ S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired.‎ S3: Some buildings of Angkor Wat are falling down.‎ ‎...‎ Step II Lead-in ‎ T: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics.‎ Ss watch the videos to learn about some cultural relics that are in danger.‎ T: Have you found that some of them are in danger?‎ Ss: Yes.‎ T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task.‎ Step III Speaking Task ‎ T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Beijing is famous for its hutongs or traditional houses and yards. Is there any cultural relic worth protecting in your hometown? What is it? Write it down and give a reason.‎ S1: There are some old temples and towels in our hometown and in the temples there are some sculpture Buddha. All these statues are very solemn. It is called Chongshan temple. It is said the temples were built in Ming Dynasty. A Prince built it to honor his mother. Now many monks are living there, and many people go there. The government has made it a cultural relic, and I agree with it. ‎ S2: In my hometown there are also many temples, and some of them are in ruins.‎ T: What do you think you can do to protect it?‎ S2: I think I can give a speech to the city leaders and the public.‎ T: Good! Although not all of us know the cultural relics in our hometown, we know the importance of protecting them. Now, please look at Exercise 3: Here are some suggestions. Discuss them in pairs and add your own idea.‎ More ideas:‎ ‎1 Make a list to tell people the importance of protecting the cultural relics.‎ ‎2 Try to persuade the government to develop eco-travel to protect the cultural relic and also develop local economy.‎ Step III Writing Task T: Now choose one cultural relic in your hometown that you think is worth saving. ‎ You want to inform people that it is already in danger, so write a letter to your schoolmates to encourage them to join you and protect it. You can use the following model as a guide.‎ A sample:‎ ‎（date）‎ Dear Classmates， ‎ Do you know our local Buddhist temple Chongshansi？It is built of clay bricks which are falling down.‎ It needs to be repaired immediately. As the wheels of time move forward, modern generations can only get a glimpse (瞥) of their ancestors'(祖先的) life from the cultural relics of a people. Every cultural relic is just like a cord(绳子) which makes connections among blood ties as well as different regions（地区）. Cultural relics, like cultures themselves, vary (不同) from nation to nation. They are the embodiment of a nation’s history and culture, and serve as the evidence of its civilization. As Professor Zhou Xiaolu who’s from Beijing Normal University once commented, “Keeping the national cultural relics in its original(原来的) sites can create a favorable environment for the preservation(保存) and protection, and their value can be better reflected.”‎ But now the temple is in danger, and the government does give much attention to it. So we’d better do something to protect the beauty of the temple. We can write letters to inform the situation and prevent further damage, at the same time to encourage repairs.‎ All of us are looking forward to the day when the temple reappear its beauty. It is not a long way to go. ‎ Step IV Talking ‎ Deal with TALKING on page 41.‎ T: The cost of moving Abu Simbel was more than seventy million US dollars. That is a great deal of money. Do you think it was worth spending so much money to move a cultural relic such as Abu Simbel? Discuss with your partner and give your reasons.‎ Sample opinions:‎ I think so because ‎ l After the project is finished, it will receive 600,000 person-time tourists per year. Yearly income will reach 6.25 million USD, including ticket, food & drink, entertainment, souvenir, experiencing games. ‎ l The relic theme park will promote economic development of the local place. Taking land value increment as an example, it’s estimated that the land value will increase 10-15 times in five years.‎ I don’t think so because l There are too many cultural relics in our country to be protected. Thus, we'll have to spend a lot of money. ‎ l Maybe this will be a waste of money. After all, some cultural relics are not so valuable and useful. So we should spend the money that is used to protect some unimportant cultural relics on the important things. In my opinion, we should just protect the best ones. ‎ l After all, our country is still a developing country and bas not enough money to protect all the cultural relics. As long as we can keep the culture that the cultural relics stand for; that's enough.‎ The Fifth Period Reading (II)‎ Teaching goals教学目标 ‎1. Ability goals能力目标 Enable students to learn how Feng Jicai protected cultural relics in Tianjin. ‎ ‎2. Learning ability goals学能目标 ‎ Help students learn how to describe and introduce people who protect cultural relics.‎ Teaching methods教学方法 Reading (individuals)‎ Discussion (group work)‎ Teaching aids教具设备 A recorder, a projector and some slides Teaching procedures and ways教学过程与方式 ‎ Step I Lead-in This is another article about cultural relic protection. It gives the students a good example who is doing his best to protect cultural relic. Before reading the passage, teacher may show the following passage to the students, it will help them to improve their consciousness (意识)of protecting cultural relics and also help them to master the target language in this unit.‎ Cultural relics remind（提醒）us of what different peoples had a high opinion of in the past and continue to value now. Without these relics, we couldn’t protect cultural traditions（传统）or understand or enjoy the lives of the people who practiced the traditions. Although we may not often consider it, cultural relics are not only the possession（财产）of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not only from China but from other places. Looking at it from another angle（角度）, it can also be said that cultural relics are more than works of art; they are symbols（象征) of history and the people who lived in the past. Each kind of relic keeps something of cultural heritage（继承), and each relic is still a unique（独特的）cultural expression and contribution（贡献）.‎ T: Since cultural relics are important, it's necessary for everyone to protect them. After all, they belong to the whole world. So today, we'll read a passage about how Big Feng protects cultural relics in Tianjin. By the way, who do you think Big Feng is? Here are some clues. He is a famous writer, who was born in Tianjin. He is very tall. ‎ Ss: He is Feng Jicai. ‎ Step II Reading Task T: Now read the text quickly and summarize the main idea. (Exercise 1) ‎ Let students choose the sentence that best summarize the main idea of the text. Then ‎ explain why the others are wrong. ‎ T: Which sentence best summarize the main idea of the text?‎ S1: Sentence B.‎ T: Why is A wrong?‎ S2: A is wrong because his interests are not introduced in the text. ‎ T: Why is C wrong?‎ S3: C is wrong because he hasn’t saved all the old buildings in Tianjin. From the sentence “Although the city government rebuilt this street, they did save its oldest building.” That means some old buildings have been removed. ‎ Then let students discuss the questions in Exercise 2.‎ Suggested answers:‎ ‎1 He thinks that cultural relics are the things that can tell us the splendid history of China. He believes that old things must be given a place next to new things, or people will soon forget their great past.‎ ‎2 He does not make speeches to get others to help him in his projects. Instead he goes out and does a lot of things that he can himself. For example he took photos of the old parts of Tianjin. The photos were put into a book which was very popular. The money from the book helps his projects. ‎ ‎3 One of his biggest projects was to protect the oldest street in Tianjin. Another project was more successful: he got the government to buy some land in the center of the city so it could not be sold to businesses. Not long ago, he and other writers and artists took photos of the old parts of Tianjin. And the photos were put into an expensive book that was very popular. And the money from the book helps his projects.‎ ‎4 He knows the past is not only for us to enjoy but also for the children of the future, so we should protect some old things such as the old streets and buildings. And more people follow what he does, not what he says. So he thinks it is important to ‎ do this than to write his novels.‎ ‎5 Yes, I think there are some other ways to help him with his projects. For example, he and his friends can make a video about the old streets and buildings and broadcast this program on TV so that more people can know the importance of protecting the cultural relics and really take efficient actions to protect them.‎ Step II Homework Research for information about cultural relics in Tianjin. ‎ The Sixth Period Comprehensive Revision Teaching goals 教学目标 ‎1.Target language目标语言 a. Key words and phrases ‎ rare, survive, valuable, dynasty, vase, amaze, amazing, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, local, apart, painting, castle, trail, evidence, explode, entrance, sailor, sink, maid, informal, debate think highly of b. Grammar: The attributive clauses, esp. non-restrictive attributive clauses ‎2. Ability goals 能力目标 ‎ Get students to review, reuse and consolidate the comprehensive knowledge learnt in the unit.‎ ‎3. Learning ability goals学能目标 ‎ ‎ By doing exercises, reusing the reading skills and including and deducing, students will master the knowledge more systematically, use the reading skills more skillfully and understand the topic more profoundly.‎ Teaching important points 教学重点 Intensify the reappearance to get the students to master the words and grammar by designing good-to-use exercises.‎ Teaching difficult points 教学难点 Extend the topic by generalizing and making summary.‎ Teaching methods 教学方法 Team work learning Task-based learning Teaching aids 教具准备 A projector and some slides Teaching procedures and ways教学过程和方式 Step I Summing up ‎1. Write down what you have learned about cultural relics: ‎ There are tens of thousands of cultural relics both in and out of China, but some of them are being destroyed. That is to say, some are in danger. So it's our duty to take actions to protect them.‎ ‎2. From this unit you have also learned:‎ ‎★Useful verbs -- survive, remain, light, doubt, consider, prove, pretend survive 1) vi. to continue to live, esp. after coming close to death 幸存；生还 ‎ e.g. We survived, although others died in the accident.‎ ‎ 2) vt. to continue to live after...幸存于 ‎ e.g. We survived the accident.‎ remain vi. to continue to be (in an unchanged state)保持；仍是 ‎ e.g. Peter became a judge but John remained a fisherman.‎ ‎ If you don't eat, you'll just have to remain hungry.‎ light (lit, lit, lighted, lighted) ‎ ‎1) vt. (up) &vi. to (cause to)start to burn（使）点火；着火 ‎ e.g. He lit (up) a cigarette.‎ ‎ 2) vt. to cause to give light; give light to照明 ‎ e.g. We lit the candle and the candle lit the room.‎ ‎ The lighted candle lit the room.（作定语时，只用lighted;但作谓语时，过去分词及过去式可用lit，也可用lighted.）‎ doubt vt. to be uncertain (about); to mistrust怀疑；不信 ‎ e.g. I doubt the truth of it/ his honesty.‎ ‎ I doubt whether it's true/ if he's honest.‎ ‎ I don't doubt that John will come on time.‎ consider vt. 1)to think about考虑 ‎ e.g. I'm considering changing my job.‎ ‎ 2)to regard as; think of in a stated way认为 ‎ e.g. I consider you (as/ to be) a fool.‎ ‎ 3)to take...into account照顾；顾及；考虑到 ‎ e.g. If you consider (the fact) that she's only been studying English a year, she speaks it very well.‎ prove 1) vt. to give proof of; show...to be true or give cause for belief in...证明 ‎ e.g. He has proved his courage in battle.‎ ‎2)to show (oneself or itself) afterwards, in the course of time or experience, etc. to be of the quality stated证实 ‎ e.g. As it happened, my advice proved to be right.‎ pretend vt. to give an appearance of (something that is not true), with the intention of deceiving假装；装扮 ‎ e.g. He pretended to be a teacher.‎ ‎ He pretended to be reading when the teacher came in.‎ ‎ He pretended to have finished his job.‎ ‎★phrasal verbs -- look into, belong to, take apart, think highly of look into vt. to examine the meaning or causes of调查 ‎ e.g. It is my job to look into any reports of cultural relics that have found in China.‎ belong to vt. (no pass无被动)to be the property of...为...之财产；属于 ‎ e.g. That dictionary belongs to me.‎ take apart vt. to separate (a small machine, clock, etc.) into pieces将（小型机器，时钟等）分解；拆开 ‎ e.g. Take the watch apart and see if you can see what's wrong with it.‎ think highly of to have a good opinion of someone or something看重；器重 ‎ e.g. My teacher thinks highly of my job.‎ ‎★Other expressions -- in search of, in return, at war, furniture, opinion, besides ‎ in search of: looking for寻找 ‎ e.g. John went in search of a doctor for his sick wife.‎ in return( for): in exchange (for); in payment (for)作为（对...的）报答 ‎ e.g. I gave her some roses in return for her kindness.‎ at war (with): in a state of armed struggle (with each other or another country) 与...处于交战状态 ‎ e.g. Those 2 countries have been at war (with each other/ Japan) for a long time.‎ furniture: all large or quite large movable articles that are placed in a house, room, or other area, in order to make it convenient, comfortable, and/ or pleasant as a space for living n, such as beds, chairs, tables, etc.家具 ‎ e.g. This old French table is a very valuable piece of furniture.‎ opinion CN, that which a person thinks about something意见；看法；判断 ‎ e.g. In my opinion, you are right.‎ besides 1) adv. in addition; also此外；而且 ‎ e.g. I don't want to go; besides, I'm tired.‎ ‎ 2) prep. in addition to除...以外 ‎ e.g. There were 3 others present at the meeting besides John.‎ ‎★New sentences structures:‎ ‎1) Key sentences in the reading: ‎ a. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such an amazing history. P1‎ b. Once it is heated, the amber can be made into any shape P1‎ c. It was made for the palace of Frederick I. P1‎ d. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1‎ e. In return, the Czar gave the king of Prussia 55 of his best soldiers. P1‎ f. The Amber Room soon became part of the Czar's Palace in St Petersburg. P1‎ g. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2‎ h. After that, what really happened to the Amber Room remains a mystery. P2‎ ‎2) The attributive clauses with that/which/who/where/when:‎ a. This gift was the Amber Room, which was given this name because several tons of amber were used to make it.‎ b. The amber which was selected had a beautiful yellow-brown colour like honey.‎ c. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.‎ d. However, the next King of Prussia, Frederick William, to whom the Amber Room belonged, decided not to keep it.‎ e. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. ‎ f. This was a time when the two countries were at war. ‎ g. In 1770, the room was completed the way (that) she wanted it. ‎ ‎3) Expressions used to give opinions:‎ a. I think highly of those who are searching for the Amber Room. P7‎ b. I don't agree that they should return the treasure to Russia if they find it. P7‎ c. Besides, my father once told me that any person who finds something can keep it. P7‎ d. I must say that I agree with you. P7‎ e. I must say that I don't agree with you. P8‎ Step II Revision: Using words and expressions ‎ ‎1 Study the three groups of words. Think up more words for each group. Classifying words is a good way to learn English vocabulary. ‎ In five minutes, the teacher gives the answers, using a slide projector. ‎ ‎2 Look at the photos and complete the following sentences using the words in the right box.‎ In five minutes, the teacher gives the answers, using a slide projector.‎ ‎3 Translate the following sentences into English, using the words and expressions in brackets.‎ In 10 minutes, the teacher gives the answers, using a slide projector.‎ Step III Using structures ‎ ‎1 The large stone statues(雕像)on Easter Island remain a mystery to us.‎ ‎(Ss) Read the following sentences and correct the mistakes.‎ ‎2 In pairs play this game: “Who am I thinking of?” Student A is thinking of one of his/her classmates. Student B has four chances to find out who the classmate is. Each question must include as many attributive clauses as possible. Student A can only answer “Yes” or “No”.‎ This is a simple and interesting game. The students will become very active to do the job. And also it’s a good exercise to help them to use the grammar.‎ Step IV Checking yourself T: We have spent a lot time on this unit and I am sure you have learned much about cultural relics. Before we begin a new one, please check yourself about how you have learned this unit. Please answer the questions in CHECKING YOURSELF. If you have any difficulty in answering some of the questions, you will have to spend some time on improving. ‎