人教版高中英语必修2Unit1CulturalRelics教学计划及5课时教学设计

Unit 1 Cultural Relics I. 教学目标技能目标Goals
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，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

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1.1 Warmi ng up 假设你是一个文化遗产部门的工作人员，被派往一个小村镇，去调查一个罕见的明朝
花瓶被盗事件。

这时有一个男的试图阻止你，并坚持认为这个花瓶是属于他家的，那么对此，你要对他说
些什么？p1EanqFDPw
1.2 Pre-reading 是Reading的热身部分，有两个问题组成。

第一个问题是想出一个你了解的文物遗产，如果这个文物遗产不见了，你会感觉如何，为什么会有这样的感觉？第二个问题是你发现了一个文物遗产
/I ，那么你会怎么处理它？这样的两个问题便为引出Readi ng: In Search of the Amber Room 做好了铺垫。

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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屋的建立、被毁、重
建的整个历史。

第一段说The Amber Room has “strange history ，并对它进行洋细的描述。

第二段叙述了
The Amber Room的来历及其在俄国的用途：沙皇的冬宫和会见重要客人的会客室。

第三段叙述了叶卡捷琳
娜二世派人把琥珀屋搬到了圣•彼得堡郊外她避暑的宫殿中，并按照她的意愿对这个琥珀屋进行了重新设计，使之成为世界上最伟大的奇迹之一。

第四段，叙述了1941年9月，纳粹德军入侵圣•彼得堡，并掳走
了琉拍屋，使之成为一个谜。

第五段，讲述了现在德俄两国人民依据旧的琥珀屋，在夏宫建立了一个新的琥珀屋。

设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。

找教案
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1.4 Comprehending既有知识性的问题，让学生了解文章的细节(exercise 1)，同时又跳出了课文，对
文章进行了整体评价(exercise 2)0 由易到难，有较好的梯度，全面5PCzVD7HxA
考查了学生对文章的理解。

1.5 Learning about Language 分Discovering useful words and expressions 禾口Discovering useful
structures 两部分。

其中第一部分的Exercise 1根据英语解释，写出对应的单词。

Exercise 2练习belong
to的词义和用法。

Exercise 3练习介词at的用法。

第二部分的Exercise 1从文中找出7个含that /which /who /where
/when 的定语从句。

Exercise 2 Join the pairs of sentences using that /which /who /whose /where /whe n without commas （限定性定语从句）。

Exercises 3 Join the pairs of senten ces us in g jLBHrnAiLg which/who /whom /where /when with commas （非限定性定语从句）。

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1.6 Using Language 分Reading , Listening and Writing 禾口Speaking and writing 禾口Reading and writing 三部分。

在第一部分的Listening 中要求学生take notes while listening 进一步提高听力水平。

第二部分中speak and write down a short list of reasons for your choice. 练习这种句型It can be proved that---because--- 第三部分Read a letter from a German newspaper and write a reply to this
letter and give a reas on why you agree or don't agree with the writer. LDAYtRyKfE
1.7 Summi ng up 从四个角度：有用的动词，动词短语，其他的表这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。

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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。

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2. 教材重组
2.1 从话题内容分析，Warming up, Pre-reading, Reading, Comprehending 禾口Leaning about Language
内容一致，将其设计成一节阅读课。

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2.2 将Using Language 设计成一节语言学习课。

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 设计成一节口语课。

2.5 将Workbook 中的Reading Task 和Writing Task 整合成一节阅读和写作课。

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2.6 将Workbook里的Using Words and Expression 与Using Strictures 禾口Using Language 中的Summing up 与Learning Tip 和Workbook 中的Checking Yourself 设计成一节复习课。

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3. 课时设计与课时分配
（经教材分析，根据学情，本单元可用6课时完成）
1st period Warming up and Readi ng （1）
2nd period Grammar
3rd period Liste ning
4th period Speak ing
5th period Reading （B） and Writing
6th period Comprehe nsive Revisi on
（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。

）
找教案 6ewMyirQFL
Unitl Cultural Relics
The first period
Warming up and reading
Teaching goals
1. Target language
a. Important words and phrases
culture, state, look in to, rare, vase, bel ong to, in search of, gift, ton, stone, melt, on ce, heat, desig n, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, woode n, doubt, rema in, mystery, apart, take apart kavU42VRUs
b. Important sentence style
In retur n, the Czar gave the King of Prussia 55 of his best soldiers. P2/6V3ALO S89
This was a time whe n the two coun tries were at war.P2i2ub6vSTnP
There was no doubt that the boxes were then put on a train for ••:.P20YujCfmucw
After that , what really happe ned to the Amber Room remai ns a mystery.P2J ts8ZQVRd
I thi nk highly of those who are search ing for the Amber Room$QsAEjkW5T
2. Ability goals
En able the stude nts to talk about the story of Amber Room GMsiasNXkA
3. Learning ability goals
Help the students learn how to talk about cultural relics and have the sense of protecting cultural reliCS.TIrRGchYzg
Teaching difficult points
Talk about cultural relics and what should be done with them EqzcWLZNx
Teaching methods
1. Lear ning to the tape
2. Group discussi on and prese ntatio n
3. Multi-fu nctional teachi ng equipme nt
Teaching aids^教案http：// lzq7iGf02E
A recorder, a projector, and some slides
Teaching procedures & ways
Step one
Ask the stude nts to check the new words and expressi ons of this unit with each other in this un it. zvpgeqJIhk
\Step two warming up
The warm in g-up exercises raises the stude nts' aware ness that there are some well-k nown cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know. NrpoJac3v1
T: Now, class, look at the title of this unit. Tell me what the topic is this unit inowfTG4Ki
S: Cultural relics
T: Do you know what cultural relics are?
(Students' answers)
T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surv iving from a past age and serv ing to remi nd people of themi nFLDa5Zo
They represe nt the culture of a place and some periods of history. Some of them are in dan ger
because they are being destroyed .tfnNhnE6e5
The n can you give some examples of the cultural relics that are in n eed of being protected? (The Great Wall; The pyramids in Egypt; An gkor Wat- •-.\)HbmVN777sL
Part three Pre-reading
1. Leading-in
T: Ok, class, do you think these cultural relics beautifu V7l4jRB8Hs
S: Yes, very beautiful.
T: Suppose one of them got lost, how would you feel and what will you do with it?33lcPA59W9
S: ............. (find , rebuild, protect)
T：Thanks four your good suggestions. Now le'tslearn “In Search of the Amber Room”.mZkklkzaaP 2. Explaining pictures
Ask the students to read the text first and then answer the following questions:AVktR43bpw
1) .Why was it called Amber Room?
(It was given the name because almost seven thousand tons of amber used to make it O.)RjBnOwcEd 2) . What happened to the Amber Room?
(First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Cza'wi nter palace in St Peterberg …：)2MijTyodTT
3. Listening
Ask the students to read the text carefully and find out the main idea of each paragraph g.IiSpiue7A
Ask the students to tell the characteristics of the text uEh0U1Yfmh
1. It tells the history of the Amber Room so that we know what happened.IAg9qLsgBX
2. It uses the past tense.
Part five Post-reading
Finish the comprehending exercise in P2
Part Six Learning about language
1) . Frederick William I, the king of Prussia, could n ever have imag ined that ……WwghWvvhPE 情态动词+have done 表示对过去发生的事情的推测、批评和反悔等意思。

Eg: You should have told me earlier. What shall we do now a?sfpsfpi4k
2) Once it is heated, the amber can be made into any shape oo.eyYZTjj1
Be made into 被制成，被做成
3) be at war 处于交战状态
4) remain 后，常跟名词，意思为“保持，继续，依然”
5) .belong to
Then finish the exercise in“Learning about language”and “Discovering useful structures”.BkeGuInkxI
Part Seven Homework:
1. Review the key sentences in this part.
2. Review the words in the second period.
The Second Period Grammar
Teaching goals:
1. Target language
a. Vocabulary
trial, consider, prove, tell the truth, pretend, think highly of, besides PgdO0sRlMo
b. Structures
I think highly of those who are searching for the Amber Room. 3cdXwckm15
Besides, my father once told me that any person who finds something could keep it. h8c52WOngM
I must say that I agree with you.
I must say that I don 't agree with you.
2. Ability goals
Enable the students to make judgments and to write a short reply to a letter, then give their own opinions.
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3. Learning ability goals
Help the stude nts lear n how to make judgme nts and give their opinions. J0bm4qMpj9
Teach ing importa nt points
The attributive clauses with that/which/who/where/whe n xvauA9grYP
Teach ing difficult points
How to tell the attributive clauses with that/which/who/ where/whe n/ from other clauses bR9C6TJscw
Teach ing methods
Lear ning and practici ng
Teach ing aids
Multimedia computer 找教案 pN9LBDdtrd
Teaching procedures and ways
I. Reading, listening and writing
1. Fast Read ing (Pre-liste ning)
Fi nd out the differe nces betwee n a fact and an opi nio n. DJ8T7nHuGT
2. Liste ning
Stude nts take no tes and fill in the form while liste ning to what the three people say about the miss ing Amber
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3. Post-liste ning
a. Discussi on
Students share their forms with others. Then discuss which person gave the best evidenee using some useful expressi ons give n.4B7a9QFw9h
b. Writ ing and speak ing
Stude nts write dow n a short list of reas ons for their choice. ix6iFA8xox
II. Reading and writing
Read the letter on page 7 from a Germa n n ewspaper. Then write a reply to the letter wt6qbkCyDE
III. Homework
1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this
ClaSS.Kp5zH46zRk
2. Preview the new words and phrases in the next class. Yl4HdOAA61
The third Period Listening
Teaching Goals
1. Target language 目标语言
a. 词汇
man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music ch4PJx4Bii
b. 重点句型
Do you thi nk it was worth spe nding so much money to move Abu Simbel? qd3YfhxCzo
2. Ability goals
Master the patter ns that can be used to describe cultural relics by liste ning. E836L11DO5
3. Learning ability goals
Help the Ss lear n how to grasp the key words that can help stude nts to an swer questi ons while liste ning to the tape. S42ehLvE3M
Teaching important points
Lear n the patter ns used to describe cultural relics. 501nNvZFis
Teaching difficult points
How to grasp the key words that can help the stude nts to an swer questi ons jW1viftGw9
Teaching methods
1. Liste n to the tape. (In dividuals)
2. Check the an swers, (cooperative lear ning)
Teaching aids教具设备
A recorder, a tape, a projector and some slides.
找教案 X S ODOYWHLP
Step 1 Homework checking
T: Let' check our homework each other. We will have a dictation of the 11 dey sentences in the
readi ng.LOZMkIqIOw
1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history. ZKZUQsUJed
2. Once it is heated, the amber can be made into any shape P .1dGY2mcoKtT
3. it was made for the palace of Frederick I. P1
4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian
People. P1rCYbSWRLIA
5. In retur n, the Czar gave the king of Prussia 55 of the best soldiers. P1 FyXjoFiMWh
6. The Amber Room soon became part of the Czar 'Palace in St. Petersburg. P1TuWrUpPObx
7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.
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8. This was a time when the two countries were at war. P2 llVIWTNQFk
9. There is no doubt that the boxes were the n put on a train for Koni gsberg, at that time a Germa n city on the
Baltic Sea. P2yhUQsDgRT1
10. After that, what really happe ned to the Amber Room rema ins a mystery. P2 MduZYnKS8I
11.1 thi nk highly of those who are searchi ng for the Amber Room. P2 09T7t6eTno
Step II Listening (P41)
1. Listen to the tape for the first time to get the main idea. e5TfZQIUB5
2. Listen again to the tape that talks about a temple in Egypt, and then answer the questions on page 41.s1SovAcVQM First, students check their answers each other. Later, the teacher gives the answers, using a slide projector. GXRw1kFW5s T: As we know , the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some well 一designed buildings that may become cultural relics in the future. For example, The Bank of China Buildi ng in Hong Kong desig ned by I M Pei. Do you want to know the story of the desig ners? Next, we'll listen to a tape about I M Pei, a famous architect. UTREx49Xj9
Step 1B Listening Task (P44)
T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. 8PQN3NDYyP
Let stude nts read and act out the dialogue and compete with each pair to see which pair is the best. mLPVzx7ZNw Step IV Homework
1. Collect some in formati on about the cultural relics that are in dan ger. AHP35hB02d
2. Write your opinions on how to protect the cultural relics. NDOcB141gT
The Fourth Period Speaking
口语课教材分析与问题解决
a. In these two parts-Speak ing Task and Talk ing, stude nts have a discussi on about cultural relics and act out their opinions at the same time. Thus, the stude nts will become active and have the desire of speak ing. 1zOk7Ly2vA
b. Only discussi on is not eno ugh. Maybe stude nts will be tired of speak ing. But oral writi ng can improve speak ing. Thus the training of the two skills-speak ing and writ ing can ben efit each other. fuNsDv23Kh
c. According to the contents and the characteristics of speaking, we can have this class in the following steps:
in spiri ng in terest-c on trolled speak ing trainin g-ope n trainin g-c on solidati on-o utput of speak ing. tqMB9ew4YX Teaching goals教学目标
1. Ability goals 能力目标
En able the stude nts to have the ability of talki ng cultural relics and ways to protect them. HmMJFY05dE
2. Learning ability goals 学能目标
Help the Ss to learn how to give opinions clearly about cultural relics. viLRaIt6sk
Teaching important points 教学重点
Learn to discuss and act out the Ss opinions ab'ut cultural relics. 9eK0GsX7H1
Teaching important points 教学难点
How to teach the stude nts to speak out their opinions about cultural relics. naK8ccr8VI
Teaching methods教学方法
1. Watch some videos about the cultural relics. (individuals) B6jgIVV9ao
2. Have a discussi on. (group work)
3. Write an article about the discussion. (individuals) P2IpeFpap5
Teaching aids教学设备
A computer, a projector and some slides.
Teaching procedures and way教学过程与方式
Step I Homework check ing
T: Well, class, at the beg inning of this class，1 want to know whether you have collected some in formati on of the cultural relics that are in dan ger? 3YIxKpScDM
Ss: Yes.
T: OK, tell me what you collected?
S1: The Great Wall in China is in dan ger. Some parts of the wall have bee n destroyed by the wind ，air and rain. Thus it is dan gerous 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. gUHFg9mdSs
S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them n eed to be repaired. 找教案
http://www.zhaojiaoa n. com uQHOMTQe79
S3: Some buildi ngs of An gkor Wat are falli ng dow n.
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. IMGWiDkflP
Stude nts watch the videos to find some cultural relics that are in dan ger. WHF4OmOgAw
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.aDFdk6hhPd
Step III Speaking Task (P46)
T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics? ozElQQLi4T
-A: Yes, we should save all our cultural relics.
-B: No, we shouldn't save all our cultural relics. We should only save the best one. CvDtmAfjiA
T: Well, you did a good job. Next, practice again the sentences that can be used to show your opinions. QrDCRkJkxh Step IV Writing
T: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down. 4nCKn3dlMX
Later, the teacher shows some articles of the students with a projector and corrects them with the whole class.ijCSTNGm0E Suggested answers
Today, we have a discussion on "Should China save all of its cultural relics". Some students think that we should save all the cultural relics for the following reasons. All the cultural relics have their own history and represent parts of our culture. So they are very important and useful vfB1pxanfk to society. Although we have to spend a lot of money to protect them, it is worth protecting them. But some students think that we should just save the best cultural relics instead of saving all the cultural relics for the following reasons. There are too many cultural relics in our country to be protected. Thus, we'll have to spend a lot of money. 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. 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.JbA9VhEou1 Step V Talking (P41)
T: Please talk with your partner about the latest clothes. Complete the dialogue, giving facts and opinions where
asked.X7Ahr18pJI
First, the students check their answers each other. Later, the teacher gives the answers, using a slide projector.
b3zqXLCqXo Suggested answers
A: SINGER (name of a company) makes the best coasts (name of a kind of clothing) in China! It's a fact. pZyytu5rc5 B: Really? How do you know that?
A: Because all my workmates (name of persons) wear them DVyGZezsrM
B: But that doesn't make it a fact.
A: Why not?
B: Because 1 don't know this kind clothing and 1 never see anyone wear them RQxPvY3tFs
A: OK. So if it's not a fact, what is it?
B: It's an unbelievable fact.
Let the students practice the dialogue with their partners and then give a short performance for the class. 5MxX1IxuU9
Step VI Homework
1. Review the attributive clauses that we leanned in the first period. jiw5xs0v9P
2. Remember the words and sentences that we lear nt this class.xEve2buwnw
3. Preview the new words in the next class.
The Fifth Period Reading (11) and Writing
Teaching goals 教学目标
1. Target Ianguage 目标语言
a. 重点词汇和短语
time-consuming, take care of, gentle, giant, treasure, dynasty KAvm y VYxCd
b. 重点句型
It was more tha n he could have got for... P45
2. Ability goals 能力目标
Enable the students to catch details of Big Feng's story and write a letter on saving the cultural relics. Ywuu4FszRT
3. Learning ability goals 学能目标
Help the students learn how to catch details of Big Feng's story and grasp the ways of writing a letter on saving the cultural relics. cstDApWA6A
Teaching important points 教学重点
Teach the students to tell Big Feng ' s story.
Teaching difficult points教学难点
Teach the stude nts how to write a letter on savi ng the cultural relics. qotL69pBkh
Teaching methods教学方法
1. Reading (individuals)找教案 EksTCSTCzX
2. Discussi on (group work)
3. Writi ng (in dividuals)
Teaching aids教具设备
A recorder, a projector and some slides.
Teaching procedures and way教学过程与方式
Step I Homework checking
T: Let's check our homework each other.
Ask the students to have a dictation of the sentences including attributive clauses learned in the first period. Sgs28CnDOE Step II Reading Task (P44)
T: Since cultural relics are importa nt and useful ，it's n ecessary for every one to protect them. After all, they bel ong to the whole world. So today, we'll read a passage that is about a com mon pers on who saves the cultural relics--BIG FENG TO THE RESCUE. Read the passage for the first time and answer why Big Feng wants to save cultural relics.
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While the students are reading, the teacher walks around the classroom and try to collect the answer of the students. Then, the teacher checks the answer. k8qia6iFh1
Suggested answer
Big Feng and his friends offer each other help whoever n eeds helps. so Feng believes that his work to save cultural relics is a way to thank his many friends. y3qrGQOGwI
T: Now liste n to the tape and an swer how he saves the cultural relics of his homeyow n. MZpzcAiHKo While the stude nts liste n to the tape, the teacher should ask them to write the key words that are useful for
then to an swer the questi on. Later the teacher gives the an swer with a slide projectors. 0VoHijMiZ5
Suggested answer
In order to protect the cultural relics of his hometow n, he goes out and does a lot of thi ngs as possible as he can. One of his biggest projects was to protect the oldest street in Tianj in. Ano ther project was more successful: he got the gover nment to buy some land in the cen ter of the city so it could not be sold to bus in esses. Not long ago, he and other writers and artists took photos of the old parts of Tianjin. And the photos were put into an expe nsive book that was very popular. And the money from the book helps his projects. dRoQe3gjeM
T: Read the pas sage again carefully and answer the following questions: rNnYJNKKts
1) What does "a big heart" mean ? In which ways does Feng Jicai show that he has a big heart? FJn6fxdLH9
2) Why does he think it is more importa nt to do this tha n to write his no vels? TFmfLhHMWP
3) It is very time-cconsuming (耗时的)and expensive for Feng Jicai to take care of cultural relics. Can you think of
some other ways to help him with his projects? 7Binh0bNbw
First, the students discuss the three questions by themselves. Later, the teacher gives the answers, using a slide projector. lxlvNKFOpd
Suggested an swers
1) That he has a big heart means that he is very kind. You might say he is a gentle giant. His real name is Feng Jicai, and he has written many novels about life in China. Several years ago, he put down his pen and began to protect cultural relics in Tianjin, where he lives. ztkEju9PET
2) He knows the past is not only for us to enjoy but also for the childre n of the future, so we should protect some old things such as the old streets and build in gs. And more people follow what he does, not what he says. So he thinks it is importa nt to do this tha n to write his no vels. NpjMPeCQTA
3) 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 buildi ngs and broadcast this program on TV so that more people can know the importa nee of protecti ng the cultural relics and really take efficie nt actions to protect them. 1ljUlY6R8h
T: Who can list other famous cultural relics in China besides the ones mentioned in the reading?RIASmx .Suggested an swers
There are many cultural relics in China besides the ones mentioned in the reading, such as The Summer Palace, the Forbidden Citv, the West Lake and so on. scibnr4TBE
Step IV ( Writing task (P46-47)找教案 G8hjTbyUQk
T: Although there are tens of thousands of cultural relics in China that need to be protected, just choose one cultural relic in your hometow n that your think is worth savi ng. Write a letter to all the stude nts of your school to en courage them to help save the cultural relic. You can use the followi ng model on page 46 as a guide. U4gspviv4i First, the students check their answers each other. Later, 80gAVFvXjI the teacher gives the answers, using a slide projector. mWfIqpZYyo
T: Please look at page47 and finish the project “ the follow ing steps ASeRW8tZM5
1) Get together with three of your classmates and share your letters from the Writ ing task with one ano ther.
Read each letter aloud. ooeZsSxoiM
2) Now take the best ideas from each letter and make an eve n better pla n to protect a cultural relic in your hometown. Explain your reasons. 2Kd7YCqigs
3) Orga nize your pla n step by step to get more and more stude nts to join the project. gGcgumU2v9
4) Prepare a short speech and have one member of your group tell your classmates so that we can protect it
well. uCco06o3JP
Possible answe( (I)
Dear Classmates,
As young people, we don't always want to think about the past. Yet we often hear our grandfathers and grandmothers talk about cultural relics. They say we must protect some of these relics because they can remind us of the
past and they are very important and useful. They also say that these relics are important to us because they stand for the special culture o China. I'm sure you will agree. After all, someday we will be older ourselves and will want our own children to IybwwQS4Yw protect them. So I have a plan for saving the Longquan Tower, which is a fine cultural relic here in our hometown. It can be found at the northeast corner in Tengzhou. It should be saved because it has been greatly destroyed by winds and rains. My plan is to paint it again and then rebuild some VubF2zm5dd parts of it. We can also turn to the government for help. Later, when others begin to offer their help, perhaps we can rebuild the whole tower so that it will be safer. If you like my plan, please give a note to your teacher. Thank you. 9paNyjP6rT
Your friend, Lucy Ma Possible answer( II) Dear Classmates,
As young people, we don't always want to think about he past. Yet we often hear our grandfathers and grandmothers talk about cultural relics. They say we must protect some of these relics because they represent what happened in the past in the world that we live in. They also say that these relics are important to us because we can use them to develop tourism and make a lot money. I'm sure you will agree. After all, someday we will be older ourselves and will want our own children to protect them. So I have a plan for saving the Longquan Tower, which is a fine cultural relic here in our hometown. It can be found at the northeast corner in Tengzhou. It should be saved because it has been old and some parts of it are very dangerous for people to climb is My plan is to rebuild a new one following the present old tower and then protect the old one and just let people watch it and not climb it. We can also hope that all the people in this city can take actions. Later, when others begin to offer their help, perhaps we can have a new and safer Longquan Tower at that time. If you like my plan, please give a note to your teacher. Thank you. nl9V43j7GA
Your friend, Tom Possible answer (m) Dear Classmates,
As young people, we don't always want to think about the past. Yet we often hear our grandfathers and grandmothers talk about cultural relics. They say we must protect some of these relics because they are part of our culture. They also say that these relics are important to us because they help us to learn the history and culture of our country . I'm sure you will agree. After all, someday we will be older ourselves and will want our own children to protect them. So I have a plan for saving the Lonquan Tower, which is a fine cultural relic here in our hometown. It can be found at the northeast corner in Tengzhou. It should be saved because it has been destroyed by some people who visited it and wrote something on it. My plan is to repair some parts that have been destroyed and then paint them again. We can also ask the people who will visit the tower not to write anything on the walls of the tower. Later, when others begin to offer their help, perhaps we can improve people's sense of protecting cultural relics. If you like my plan, please give a note to your teacher. Bh94ANN8Vh Thank you.
Your friend, Mike T: OK, class. All of you did a good job. Your plans are all good. And 1 hope you can make your plan realized. Next, listen to today's homework. Pd8c6xh9ax
Step IV Homework
Review the words, phrases and sentences in this unit. 397kCgKaoE。