2020届一轮复习人教版必修二Unit1Culturalrelics单元教案（40页）

2020届一轮复习人教版必修二Unit1Culturalrelics单元教案（40页）

‎2020届一轮复习人教版必修二Unit1Cultural relics单元教案 Period 1 Reading The General Idea of This Period：‎ This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.‎ Teaching Aims：‎ ‎1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart ‎2.Help the students understand the structure o f the following sentences：‎ In return，the Czar gave the King of Prussia 55 o f his best soldiers.P2‎ This was a time when the two countries were at war.P2‎ There is no doubt that the boxes were then put on a train for....P2 ‎ After that，what really happened to the Amber Room remains a mystery.P2‎ I think highly of those who are searching for the Amber Room.P2‎ ‎3.Help the students learn to talk about the story of the Amber Room.‎ ‎4.Help the students learn how to talk about cultural relics and have the ‎ sense of protecting cultural relics.‎ T eaching Important Point：‎ How to tell the story about the Amber Room and talk about cultural relics Teaching Difficult Point：‎ Help the students understand the cultural relics and realize what should be done with the cultural relics.‎ Teaching Methods：‎ ‎1.Fast reading to get the general idea of the text.‎ ‎2.Careful reading to understand the passage better. ‎ ‎3.Explanation to help the students master some language points.‎ ‎4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.‎ Teaching Aids：‎ ‎1.A tape recorder.‎ ‎2.A multimedia.‎ Teaching Procedures：‎ Step 1 Warming up T：Look at the three groups of pictures and discuss these questions.‎ ‎1.Do you know these places?‎ ‎2.If you know，what do you know about the places? ‎ ‎3.Which one would you like to visit?Why?‎ ‎ ‎ Group 1 The Pyramids in Egypt ‎ ‎ Group 2 The Great Wall/China ‎ ‎ Group 3 Stonehenge/Britain Salisbury plain ‎ ‎ T：Please tell the reasons for their importance.‎ S1：Symbols of their countries.‎ S2：A concrete annotation of their cultures.‎ S3：Have a memorable significance.‎ S4：Bring in money from tourism.‎ The warming-up exercise helps the students realize 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 kn ow.‎ T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.‎ Ss：The topic of this unit is cultural relics.‎ T：Do you know what cultural relics are?‎ Ss：Cultural relics are 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 peo ple about the past.‎ T：Very good，also we can say：Cultural relics are traces or features ‎ surviving fr om a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected?‎ S1：The Great Wall.‎ S2：The Big Ben.‎ Ss：...‎ ‎ ‎ T：Yes.You are right.Now do you want to know more about these cultural relics?‎ Ss：Yes. ‎ Step 2 Pre-reading T：What is your favorite city?Why?What makes a city great?‎ S1：a long history S2：cultural relics S3：many great people S4：important events taking place there T：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.‎ Listen to the tape and finish the comprehending exercises.‎ ‎1.The suggested answers to the comprehending exercise 1：‎ ‎1）B 2）D 3）B 4）A 5）C ‎2.The suggested answers to the comprehending Exercise 2：‎ ‎1）The Amber Room was not easy to make.（NS）‎ ‎2）Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it.（S）‎ ‎3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）‎ ‎4）The Russians didn’t care about the Amber Room.（NS）‎ ‎5）The Ru ssians don’t think the Amber Room will ever be found.（NS）‎ Step 3 Detailed Reading T：Read the text again and answer the following questions： ‎ ‎1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia?‎ ‎2.Why it is called the Amber room and how many tons of amber were used to make the Amber Room?‎ ‎3.What did Catherine th e great do with the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.‎ ‎4.What happened to the Amber Room?The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.‎ S3：She had the Amber Room moved to the palace outside St Petersburg ‎ and transformed it.‎ S4：It was taken apart and missing in the second world war，and the Russians and Germans have built a new Amber room at the summer palace.‎ Step 4 Intensive Reading T：Please read the text again and try to catch the main idea of each paragragh.‎ ‎（After four minutes）‎ T：Now everyone.Have you got the main idea of each paragraph?‎ Ss：Yes.‎ T：OK，who would like to tell me the main idea of the first paragraph?‎ S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.‎ T：Excellent.What about the second paragraph?‎ S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.‎ T：Very good.Then how about Paragraph 3?‎ S3：This paragraph tells us that Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.‎ T：Very good.Wh at about the fourth paragraph?‎ S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.‎ T：Well done.Then，how about the fifth paragraph?‎ S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.‎ T：All of you have done a good job.Let’s come into the next part.‎ Step 5 Discussion T：Now please discuss this question in groups：What should we do to protect our cultural relics?I’ll give you three minutes to prepare.‎ ‎（After three minutes.）‎ T：Now time is up，any group would like to tell us your ideas.‎ Students show their ideas.‎ Step 6 Homework ‎1.To finish the exercises on Workbook.‎ ‎2.Prepare for the next class.‎ Step 7 The Design of the Writing on the ‎ Blackboard Unit 1 Cultural relics Period 1‎ Language Points ‎1.in return作为报答 ‎2.no doubt 毫无疑问 Step 8 Record after Teaching Period 2 Learning about Language The General Idea of This Period：‎ This period is about the useful words，expressions and structures learned in reading part，from the exercises in this period，the students can consolidate what they learnt in reading part，and learn the grammar about the attributive clauses.‎ Teaching Aims：‎ ‎1.Learn some key words：‎ trial，consider，prove，tell the truth，pretend，think highly of，besides ‎2.Learn some important sentence structures：‎ I think highly of those who are searching for the Amber Room.‎ Besides，my father once told me that any person who finds something could keep it. ‎ I must say that I agree with you. ‎ I must say that I don’t agree with you.‎ ‎3.Help the students learn how to use the attributive clauses.‎ ‎4.Enable the students to learn how to make judgments and give their ‎ opini ons.‎ Teaching Important Point：‎ Learn how to use the attributive clauses with that/which/who/where/when.‎ Teaching Difficult Point：‎ How to tell the attributive clauses with that/which/who/where/when/from other clauses.‎ Teaching Methods：‎ Asking-and-answering activity to c heck the students’ answers of the exercise s；individual，pair or group work to finish each task. ‎ Teaching Aids：‎ A multi-media computer and a blackboard.‎ Teaching Procedures：‎ Step 1 Revision ‎1.Greetings.‎ ‎2.Ask some students to retell the text they learnt in the reading part.‎ Step 2 Useful words and expressions T：From the reading part，we can find some useful words and expressions.So now please find the words and expressions that means each of the following.（Ex1 on Page 3）‎ After two minutes，the teacher begi ns to check the answers and give the right answers：‎ ‎1.rare 2.vase 3.in return 4.in search of 5.belong to 6.heat 7.remain 8.gift ‎ ‎9.doubt 10.remove T：Look at the dictionary entry for the phrasal verb “belong to”，and match the meanings with the sentences in the right box.belong to phr.v［T］‎ ‎1.to be the property of：That coat belongs to me.‎ ‎2.to be a part of；be connected with：That top belongs to this box.‎ ‎3.to be a member of：He belongs to a large family.‎ Warning “belong” is not used in the continuous tense or the passive voice.‎ e.g.The computer is belonging to my sister.（Wrong）‎ The computer is belonged to my sister.（Wrong）‎ The computer belongs to my sister.（Right）‎ The students begin to prepare this exercise.After two minutes，the teacher begins to check the answers：‎ A 3，B 1，C 3，D 2 ‎ T：Now Let’s come to Ex.3.The preposition at sometimes indicates a state，condition or continuous activity.Look at the sentences of Ex.3 and try to express each of them in another way.‎ After several minutes，the teacher gives the right answ ers.‎ Suggested answers ‎1.This was a time when the two count ries were fighting against each other.‎ ‎2.She was working in the garden all this morning.‎ ‎3.Children who are playing often make a lot of noise.‎ ‎4.When we called，the family were having dinner.‎ ‎5.What are they doing now?They are having their meal.‎ Step 3 Discovering useful structures T：Let’s come to discovering useful structures，please finish all the exercises i n this part.‎ After five minutes，the teacher checks the answers：（Ss answer the questions one by one.）‎ Suggested answers to Ex 1：‎ ‎1.A cultural relic is something that has survived from a long time ago，often a part of something old that has remained when the rest of it has decayed or been destroyed.P1‎ ‎2.It is your job to look into any reports of cultural relics that have been found in China.P1‎ ‎3.You are sent to a small town where you find a relic that was stolen from a place.P1‎ ‎4.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1‎ ‎5.Later，Catherine Ⅱ had the Amber R oom moved to the palace outside ‎ St Petersburg where she spent her summers.P2‎ ‎6.This was a time when the two countries were at war.P2‎ ‎7.In 1770，the room was completed the way （that）she wanted it.P2 ‎ Suggested answers to Ex 2：‎ ‎1.Here are the farmers who/that discovered the underground city last month.‎ ‎2.Xi’an is one of the few cities with walls whose walls/the walls of which remain as good as before.‎ ‎3.Shanxi Province is a place with cultural relics whose relics are well looked after. ‎ ‎4.The woman remembered the day when she saw Nazis burying something near her home.‎ ‎5.The old man （who（m）/that） you are talking to saw some Germans taking apart the Amber Room and moving it away.‎ Suggested answers to Ex 3：‎ ‎1.St Petersberg is a very beautiful ci ty，which was once called Leningrad.‎ ‎2.In Xi’an，I met a teacher，who h as a strong love for cultural relics and took me to visit the history museum.‎ ‎3.I don’t remember the soldier，who told me not to tell anyone what I had seen.‎ ‎4.My grandfather was a child then，when people didn’t pay as much ‎ attention to cultural relics in the old days.‎ ‎5.They moved the boxes to a mine，where they wanted to hide them.‎ Step 4 Homework ‎ ‎1.Finish the related exercises on Workbook.‎ ‎2.Prepare for the next class.‎ ‎3.Finish some exercises about the attributive clauses.‎ Step 5 The Design of the Writing on the ‎ Blackboard Unit 1 Culture relics Period 2‎ 关联词 语法功能 关 系 代 词 who ‎ ‎ whom ‎ ‎ whom ‎ ‎ whose ‎ ‎ that ‎ ‎ as ‎ ‎ when ‎ ‎ where ‎ ‎ why ‎ Step 6 Record after Teaching Period 3 Extensive Reading The General Idea of This Period：‎ Thi s period is about the reading of the passages：the differences between a fact and an opinio n.It can help the students make clear how to divide what a fact is and what an opinion is.‎ Teaching Aims：‎ ‎1.Train the students’ reading ability.‎ ‎2.Learn some useful words a nd drill.‎ ‎3.Enable the students to know the differences between a fact and an opinion.‎ Teaching Important Point：‎ Help the students to understand the passages and make sure how to divide a fact and an opinion.‎ Teaching Difficulties： ‎ ‎1.How to improve the students’ reading ability.‎ ‎2.How to help the students divide a fact and an opinion in our real life.‎ Teaching Methods：‎ Asking and answering activity to check th e students’ understanding of the text；individual，pair or group work to finish each task.‎ Teaching Aids：‎ ‎1.A tape recorder. ‎ ‎2.A multi-media computer and a blackboard.‎ Teaching Procedures：‎ Step 1 Warming up ‎1.Greetings.‎ ‎2.Check the answers of the exercises about the attributive clauses.‎ Step 2 Reading，Listening and Writing T：Today we’ll learn a passage about facts and opinions，but before we come to the text，please answer the following questions：‎ ‎1.What must a judge do in a trial?‎ ‎2.What is a fact? ‎ ‎3.What is an opinion?‎ Then check the answers.‎ T：Now please listen to the tape and make sure what the three people say about the missing Amber Room，pretending that you are judges.While you are listening you can take notes and fill in the forms.Decide which of the three people you think gave the best evidence.In other words，find ‎ out who is giving the most facts.‎ Listen to the tape for three times，then show some Ss’ notes on the screen，and check the answers.‎ Step 3 Reading on Workbook T：As we know cultural relics are important and useful，it’s necessary for us to protect them.After all，they belong to the whole world.Today，we’ll read a passage that is about a common person who saves the cultural relics—BIG FENG TO THE RESCUE.Read the passage for the first time and answer：‎ Why does Big Feng want to save cultural relics?‎ Suggested answer：‎ Big Feng and his friends offer each other help whoever needs help.So Feng believes that his work to save cultural relics is a way to thank his friends.‎ T：Now listen to tape，and answer the following questions：‎ ‎1.What does “a big heart” mean?In which ways does Feng Jicai show that he has a big heart?‎ ‎2.Why does he think it is more important to do this than to writ e his novels?‎ ‎3.It is very time-consuming（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?‎ First，the students discuss in pairs，then check the answers.‎ Suggested answers：‎ ‎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.‎ ‎2.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 t han to write his novels. ‎ ‎3.Yes，I thi nk 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.‎ T：Now read the text again and answer how he saves the cultural relics of his hometown.‎ While the students read the text，the teacher should ask them to underline the key words that are useful for them to answer the question.Later，the teacher gives the answers on the screen..‎ Suggested answer：‎ In order to protect the cultural relics of his hometown，he goes out and ‎ does a lot of things as possible as he can.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.‎ T：Who can list other famous cultural relics in China besides the ones mentioned in the reading?‎ Suggested answers：‎ There are many cultural relics in China besides the ones mentioned in the reading，such as：‎ The Great Wall，The Summer Palace，Imperial Palace of the Ming and Qing Dynasties，the Forbidden City，Mausoleum of the First Qin Emperor，the West Lake and so on.‎ Step 4 Discussion T：After we learn the passage about Big Feng，we know that everyone can do something to protect our cultural relics，so now please discuss in groups what we should do to protect our cultural relics.‎ After five minutes，ask some Ss to tell thei r groups’ ideas and encourage the Ss to do it in our real life.‎ Step 5 Homework ‎1.Do a research about one of the cultural relics in China.‎ ‎2.Prepare for the next class.‎ Step 6 The Design of th e Writing on the Blackboard Unit 1 Cultural relics Period 3‎ consider vt.‎ ‎1.think about 考虑，打算 consider+名词 consider doing sth.‎ consider+wh-to do consider+从句 ‎2.认为 （后接复合宾语，同think ）‎ consider...as...=consider...to be...（as 可省去） ‎ consider...to have done be considered to have done Step 7 Record after Teaching Period 4 Speaking and Writing The General Idea of This Period：‎ This period aims at encouraging the Ss to learn how to discuss which ‎ person gives the best evidence，and how to show their agreemen t and disagreement.And help the Ss to organize their ideas into a composition.‎ Teaching Aims：‎ ‎1.Get the Ss to learn to discuss which person gives the best evidence.‎ ‎2.Help the Ss learn how to organize a letter to show their agreement and disagreement.‎ Teaching Important Points：‎ ‎1.Get the Ss to learn to express their agreement and disagreement.‎ ‎2.Enable the students to organize a letter in the proper and efficient way.‎ Teaching Difficult Point：‎ How to write a letter in a correct way.‎ Teaching Methods：‎ ‎1.Create some situations fo r the Ss to talk actively in public.‎ ‎2.Practice to improve the students’ writing ability.‎ Teaching Aid：‎ A multimedia computer.‎ Teaching Procedures：‎ Step 1 Revision ‎1.Greetings.‎ ‎2.Ask the students to tell something about their researches.‎ Step 2 Speaking T：Last class we learnt a passage about how to divide a fact and an ‎ opinion，and finished the forms about the three people say they know about the missing Amber Room，now please look at the forms again，and discuss which person gave the best evidence in pairs.You can use the following expressions to help you：‎ Are you sure he/she was telling the truth?‎ How do you know that?‎ How can you be sure he/she was telling the truth?‎ Why/Why not?‎ That can’t be true.‎ I （don’t）agree with you.‎ It can be proved.‎ I think they have said useful things.‎ I （don’t）believe...，because....‎ It is （not）a fact I don’t agree that...‎ The truth is （not）easy to know.‎ ‎...has no reason to lie.‎ T：Now write down a short list of reasons for your choice.You may begin like this：‎ ‎“It can be proved that...because...”‎ For example：It can be proved that he owns a restaurant because we can go to his hometown and find it.‎ ‎（Each group should have a leader，after the discussion，the leader will give a report.）‎ ‎（Several minutes later）‎ T：Who can give a short report about your list to the class?‎ ‎（Ask some leaders of the groups to give a report.）‎ Ss...‎ Step 3 Reading and writing ‎ T：We have talked what we should do to protect the cultural relics，now we’ll learn a letter from a German newspaper.The writer gives his opinion about what should be done with a cultural relic that has been found.Now please turn to Page 7，read the letter and write a short reply to this letter.You may choose to agree o r not agree with the writer and give a reason why you agree or do not agree with the writer.B e sure to give an example from your own life so that the reader can better understand your opinion. ‎ First，students check their answers with their partners .‎ Second，ask some students to read out their compositions and ask other students to correct the wrong sentences.‎ At last，the teacher checks the answers.（Show the answers on the screen）‎ Possible answers to MODEL A：‎ Dear Johann，‎ I must say that I agree with you.If you find the Amber Room，it should ‎ belong to you because the search has cost you a lot of time and money. Even if I lost something，I wouldn’t expect that I could find it again. Once I lost a watch.I decided not to look for it. People need to understand that something that you lost can’t come back again.Your letter helps me to remember that people need to be careful with what they own. Then they won’t need to worry about losing them. So you see，Johann，I got two rewards：one I could use and one I could keep in my heart.‎ Yours，‎ Hu Xiaomin Possible answers to MODEL B ‎ Dear Johann：‎ I must say that I don’t agree with you.Though you find the Amber Room， it doesn’t mean it belongs to you.If you can find out whom it belongs to，you should return it. I’m sure you would want someone to thank you. Once I found a beautiful watch. I wanted to retu rn it. Then I remembered seeing one just like it in a shop. I went to the shop and found the owner to whom it belonged.The owner was very happy to get it back and gave me some delicious apples.So you see，Johann，I got two rewards：one I could eat and one I could keep in my heart.‎ Yours， ‎ Hu Xiaomin Step 4 Homework ‎1.Compare their composi tions with the answers，and remember the useful expressions.‎ ‎2.Write a letter to China Daily to give the students’ opinions about what should be done with a cultural relic that has been found.‎ ‎3.Prepare for the next class.‎ Step 5 The Design of the Writing on the ‎ Blackboard ‎ Unit 1 Cultural relics Period 4‎ I agree with you because....‎ I really can’t agree with you because....‎ think highly of 看重，器重 besides 除……之外（还有）‎ except 除……之外（没有）‎ Step 6 Record after Teaching ‎ ‎ Period 5 Listening The General Idea of This Period：‎ This period ai ms at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help ‎ the students to finish the relative exercises.Also in this period students can meet the theme of this unit again.‎ Teaching Aims：‎ ‎1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.‎ ‎2.Help the Ss learn some key words and expressions.‎ ‎3.Help the students learn how to master the patterns that can be used to describe cultural relics by listening. ‎ Teaching Important Points：‎ ‎1.Make sure the students know the importance of tones in spoken English.‎ ‎2.Help the students learn how to grasp the key words that can help the students to answer questions.‎ Teaching Difficult Point：‎ How to help the students to improve their listening ability.‎ Teaching Methods：‎ ‎1.Listening-and-answer activity to make the students know the importance of tones in spoken English.‎ ‎2.Doing some writing exercises when they are listening to im prove the students’ complex ability of English learning.‎ Teaching Aids：‎ A tape recorder，a multi-media computer and a blackboard.‎ Teaching Procedu res：‎ Step 1 Revision ‎ ‎1.Greetings.‎ T：Last class we learnt some drills to discuss which person gives the best evidence，and how to express your agreement and disagreement，now I want to ask some students to tell me all the drills.‎ Ask some students to tell the drills，the teacher can write what the students say on the blackboard.‎ T：Last class I asked you to write a letter as your homework，now please take it out，I want to ask some students to read your letters to us.‎ Ask some students to read their letters，other students try to find out the mistakes and correct them.‎ Step 2 Listening （P41）‎ ‎1.Listening for main idea T：Listen t o the tape，try to remember the main idea and some key points of the listening passage.‎ After the students liste n for the first time，ask some students to tell some key poi nts about what they listened，when they are te lling，the teacher write the key points on the blackboard，it can help the students to finish the following exercises.‎ ‎2.Listening for detailed information Listen again to the tape that talks about a temple in Egypt，and then answer the questions on Page 41.‎ First，students check their answers each other.Later，the teacher asks some students to read out their answers，and the teac her shows the suggested answers on the screen. ‎ 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-designed buildings that may become cultural relics in the future.For example，The Bank of China Building in Hong Kong designed by I M Pei.Do you want to know the story of the designers?Next，we’ll listen to a tape about I M Pei，a famous archite ct.‎ Step 3 Listening Task （P44）‎ T：Now please listen to the tape，you have three times.At fi rst time，try to get the main idea and some key points just like in the last part.At second time，try to finish Exercise 2 on Page 44.At the last time，make some notes about I M Pei’s life，and try to finish Exercise 1 on Page 44. ‎ After the last time，the teacher gives the students three minutes to make a short dialogue according to the notes they took，then ask some pairs to act out their dialogue. ‎ Step 4 Homework ‎1.Collect some information about the cultural relics that are in danger.‎ ‎2.Prepare for the next class. ‎ Step 5 The Design of the Writing on the ‎ Blackboard Unit 1 Cultural relics Period 5‎ get familiar with tones and intonation understand general idea get detailed information Step 6 Record after Teaching Period 6 Assessment The General Idea of This Period：‎ This period is to help the Ss to elevate their acquisition about cultural relics protection and their ability of employing the expressions and grammar learned in this unit.‎ Teaching Aims：‎ ‎1.Elevate efficiently the students’ knowledge about cultural relics protection.‎ ‎2.Elevate the Ss ability of using the expressions and grammar learned.‎ Teaching Important and Difficult Point：‎ Help the Ss learn to assess whethe r their knowledge about this topic has increased.‎ Teaching Methods：‎ ‎1.Question-and-answer activity.‎ ‎2.Pair work and group work to make the students work in class.‎ Teaching and Learning Aids：‎ ‎1.A multim edia.‎ ‎2.A blackboard.‎ Teaching Procedures：‎ Step 1 Greetings Step 2 Revision T：So far we have finished this unit which is about...?‎ Ss：It’s about the cultural relics and how to protect the cultural relics that are in danger.‎ T：In this unit we also learnt some drills about showing opinions，agreement and disagreement，do you still remember them?‎ Ss：...‎ Step 3 Assessment T：Today we are going to see how hard you worked and how much more you know about cultural relics.‎ 非测试性评价 ‎ A quiz about wildlife protection.‎ Tick the statements according to what you do or think.‎ ‎1.I can easily name ten cultural relics in China and ten cultural relics in other countries.‎ ‎2.I always try my best to protect the cultural relics I know.‎ ‎3.I have visited many cultural relics in China.‎ ‎4.I think everyone should do something for protecting the cultural relics we know.‎ ‎5.I believe the cultural relics in the world will be protected better and better.‎ 测试性评价 Ⅰ.Complete each sentence with one word you have learnt in this unit，making some changes when necessary.‎ ‎1.The Great Wall is one of the w of the world.‎ ‎2.When the police arrived，he had destroyed the e of his guilt.‎ ‎3.Have you seen the latest d for the new library?‎ ‎4.Her parents died in the accident，but she s .‎ ‎5.I got a very friendly r when I arrived there.‎ ‎6.There’s some d whether John will come on time. ‎ ‎7.My mother gave me this pen as a birthday g last week.‎ ‎8.We’ll h up some milk for the coffee.‎ ‎9.He went into his office and l up a cigarette.‎ ‎10.She r at home to look after the children when her husband went out to work.‎ ‎11.Your suggestion will be carefully ______（考虑）.‎ ‎12.In order to ______（证明）her point，she showed them the latest sale s figures.‎ ‎13.David and Rose were ______（秘密）married last week.‎ ‎14.I don’t want to go；______（此外），I’m too tired.‎ Key：1.wonders 2.evidence 3.design 4.survived 5.reception 6.doubt 7.gift 8.heat 9.lit 10.remained 11.considered 12.prove 13.secretly 14.besides Ⅱ.句型转换 ‎（A）把下面两个简单句组成一个复合句。‎ ‎1.The bus is owned by the company.It often takes the children to school.‎ ‎_______________________________‎ ‎2.On the train from Beijing to Dalian we met a Japanese.He spoke wonderful Chinese.‎ ‎_______________________________‎ ‎3.The Hope Project has helped a large number of children in poor areas go back to school.It started many years ago.‎ ‎_______________________________‎ ‎4.Winnie is a famous singer.Her songs are loved by many young people.‎ ‎__________________________ _____‎ ‎5.A young man asked me to give you the message.I did not know him.‎ ‎_______________________________‎ ‎（B）改写句子 ‎6.There will be a TV broadcast of the concert this evening.‎ There is going to be a concert，______ ______ ______ on TV this evening.‎ ‎7.It was certain that they had done that thing.‎ There was ______ ______ that they had done that thing.‎ ‎8.Which do you think is more delicious?‎ ‎______ ______ ______，which is more delicious?‎ ‎9.Unless you are invited to speak，you should keep silent at the conference.‎ ‎______ ______ to speak，you should ______ silent at the conference.‎ ‎10.The judge cares only whether the eyewitness has given useful information，which must be facts，instead of opinions.‎ The judge cares only whether the eyewitness has given useful information，which must be facts，______ ______ opinions.‎ Key：A）1.The bus that/which takes the children to school is owned by the company.‎ ‎2.On the train from Beijing to Dalian we met a Japanese，who spoke wonderful Chinese.‎ ‎3.The Hope Project，which started many years ago，has helped a large number of children in poor areas go back to school.‎ ‎4.Winnie is a famous singer，whose songs are loved by many young ‎ people.‎ ‎5.A young man，whom I did not know，asked me to give you the message.‎ ‎（B）6.which is broadcast ‎7.no doubt ‎8.In your opinion ‎ ‎9.Unless invited；remain ‎10.rather than ‎ Ⅲ.用适当的关系词填空 ‎1.1 don’t want to hire the boy ______ father is now in prison. ‎ ‎2.What’s the name of the girl ______ just came in?‎ ‎3.Do you know the woman to ______ you were talking?‎ ‎4.The train ______ has just left is for Shanghai.‎ ‎5.Everything ______ can be done has been done.‎ ‎6.This was the second composition ______ was handed in.‎ ‎7.I’ll never forget the day ______ I first met him.‎ ‎8.Do you know the reason ______ he left here?‎ ‎9.Please think of a place ______ we can go for dinner.‎ ‎10.They talked for about half an hour of the things and persons ______ they remembered in school.‎ Key：1.whose 2.who/that 3.whom 4.that/which 5.that 6.that 7.when 8.why 9.where 10.that Ⅳ.阅读下面一段短文，用所给动词的正确形式填空。‎ Two old ladies （1）______（stop） at a restaurant to have lunch.They （2）______ （order）their lunch，and asked for two bottles of a well-known soft drink while they （3）______ （wait）.The bottles （4）______（make）of green glass，and they each poured themselves a glass. They （5）______ （talk）and drinking.When one of them （6）______ （finish）the first glass and poured another，she （7）______ （notice）something in the bottom of the bottle，but （8）______ （not make）out what it was.She tried to get it out and finally （9）______ （succeed）.It （10）______ （be）a dead mouse!‎ Key：1.stopped 2.ordered 3.were waiting 4.were made 5.were talking 6.finished 7.noticed 8.couldn’t make 9.succeeded 10.was Step 4 A Formative Assessment Chart Read the following chart carefully and then work together with your partners to complete the assessmen t.‎ Goals No. Rating items and its standards Self-rating He-rating Interactive response 1 Acceptance of the materials of the unit.‎ A.Enjoy all the material s.‎ B.Enjoy more than three kinds of it.‎ C.Only accept 1-2 kinds of it.‎ D.Don’t accept any of them. ‎ ‎ 2 Acceptance of the activities in this unit A.All are accepted.‎ B.Willing to take part in three kinds or so C.Not willing to take part 1 or 2.‎ D.Not willing to take part in any. ‎ ‎ 3 Number of web sites referred to in order to get related information on this topic A.More than 5.‎ B.About 3.‎ C.1 or 2.‎ D.None. ‎ ‎ 4 Number of webs or other resources related to the topic A.More than 5.‎ B.3 to 4.‎ C.1 to 2.‎ D.Zero. ‎ Efficient Preparation before Class 1 Number of words looked up in the unit ‎ A.All.‎ B.80%.‎ C.50%.‎ D.20% or less ‎ ‎ 2 Percentage of passages read before class A.All.‎ B.80%.‎ C.50%.‎ D.20% or less. ‎ ‎ 3 Percentage of difficult sentences underlined before class A.All.‎ B.80%.‎ C.50%.‎ D.20% or less ‎ ‎ 4 Number of questions raised about the understanding of passages or the usage of words A.More than 10.‎ B.6-8.‎ C.3-5.‎ D.Less than 2. ‎ Attention&‎ Cooperation in Class 1 Frequency of being absent-minded A.Never.‎ B.Seldom.‎ ‎ C.Often.‎ D.All the time. ‎ ‎ 2 Frequency of raising hands to answer questions A.Always.‎ B.Often.‎ C.Seldom.‎ D.Never. ‎ ‎ 3 Amount of notes taken down A.All.‎ B.about 80%.‎ C.About 50%.‎ D.Less than 20% ‎ ‎ 4 Cooperation with partners in activities A.Always.‎ B.Often.‎ C.Seldom.‎ D.Never. ‎ Full Understanding and Enjoyment after Class 1 Amount of knowledge and skills covered and digested A.All.‎ B.About 80%.‎ C.About 50%.‎ D.Less than 20%. ‎ ‎ 2 Frequency of practicing the learned materials in this unit A.Every day.‎ B.Every other day.‎ C.Every 3-4 days.‎ D.Every 5 days or more. ‎ ‎ 3 After learning this unit，you find your ability in listening，speaking，reading and writing have been _____ improved.‎ A.fully B.partially C.slightly D.not ‎ Summary of the Whole Unit Useful Words ‎ ‎ Useful Phrases ‎ ‎ Useful Patterns &‎ Structures ‎ ‎ Grammar ‎ Aspects To Be Improved ‎ Step 5 The Design of the Writing on the ‎ Blackboard Unit 1 Cultural relics Period 6‎ ‎1.cultural relics in China ‎2.cultural relics in the world ‎3.drills we learnt in this unit Step 6 Record after Teaching Activities and Research：‎ Suppose you are going to visit a cultural relic，before you go you must decide which place y ou will go and search some information about it，so you can do it in groups.‎ ‎1.Divide the students into some groups，each group has six members，there should be a leader in each group.‎ ‎2.The students discuss which cultural relic they will visit in groups，every member should give some reasons.‎ ‎3.Ask the students to search some information about the cultural relic ‎ they will visit，before they search the information they should make sure what aspects of the cultural relic they want to know most.After they search the information，they will make it into a CAI.（The leader can decide what every member should do.）‎ ‎4.Before the class，the teacher should check their group work and choose some groups to show their group work in the first class of this unit，to introduce some information about some cultural relics，especially the cultural relics that are in danger.If time is not enough，the other students can put their CAIS on the Internet，all the students can search it after class.‎ ‎5.After reading the information of the cultural relics on the Internet，the students can discuss what we should do to protect the cultural relics on the Internet by BBS or QQ with their classmates or their teacher.‎