高中英語人教版Unit1Culturalrelics 全國獲獎

Unit1CulturalRelicsI．教學(xué)目標(biāo)技能目標(biāo)GoalsTalkaboutculturalrelicsReviewattributiveclauses,includingrestrictiveandnon-WriteashortreplytoaletterandgiveyouropinionTakenotesandjudgewhogivesthebestevidencerestrictiveattributiveclausesⅡ．目標(biāo)語言功能句式ExpressionsusedtogiveopinionsIthinkhighlyof...Idon'tagreethat．”Besides...ImustsaythatIagreewithyou.ImustsaythatIdon'tagreewithyou.AsfarasI'mconcerned,Ithink...AsIseeit...Don'tyouagree/think(that)...Ican'thelpthinking(that)...Iwouldliketosay...Inmyopinion／view...Personally,weshould…Well,obviouslyweshould…Thepointis...詞匯1.四會詞匯cultural,survive,remain，state,rare,dynasty,vase,belong,gift,ton,stone,once,heat,design,fancy,style,jewel,king,artist,reception,light,mirror,wonder,remove,furniture;secretly,wooden,doubt,trial,consider,opinion,evidence,prove,pretend,maid,castle,sailor,treasure，besides2．認(rèn)讀詞匯relic,amber,FrederickWilliamI,Prussia,Prussian,PetertheGreat,Czar,StPetersberg,Catherine,Konigsberg,BaltilSea,Leningrad,JanHasek,AnnaPetrov,mystery3.詞組lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof4.重點詞匯belong,once,heat,design,light,wonder,doubt,remain,prove,consider,besides,survive,furniture,opinion語法Theattributiveclauseswithwhich/who/where/whenAculturalrelicissomethingthathassurvived一ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromaplace.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecause...Later，Catherine1IhadtheAmberRoom...outsideStPetersburgwhere…Thiswasatimewhenthetwocountrieswereatwar.In1770,theroomwascompletedtheway(that)shewantedit.重點句子1.FrederickWilliamI,thekingofPrussiacouldneverhaveimaginedthat．…2.Onceitisheated,theambercanbemadeintoanyshape3.ItwasmadeforthepalaceofFrederickⅠ.4.In1716,FrederickWilliamIgaveittoPetertheGreat,as“giftoffriendship．…5.Inreturn,theCzargavethekingofPrussia55ofhisbestsoldiers.6.TheAmberRoomsoonbecamepartoftheCzar'sPalaceinStPetersburg.7.Later,Catherine11hadtheAmberRoommovedtothepalaceoutside．…8.Thiswasatimewhenthetwocountrieswereatwar.9.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg，…10.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.11.1thinkhighlyofthosewhoaresearchingfortheAmberRoomⅢ.教材分析與教材重組1.教材分析本單元以culturalrelics為話題，旨在通過單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會描述它們的起源。發(fā)展和保護等方面的情況，復(fù)習(xí)并掌握定語從句，能在英語口語交際過程中判斷別人給出的依據(jù)，并給出自己的觀點，能回信并就如何保護和處理世界文化遺產(chǎn)給出自己的觀點。1.1Warmingup假設(shè)你是一個文化遺產(chǎn)部門的工作人員，被派往一個小村鎮(zhèn)，去調(diào)查一個罕見的明朝花瓶被盜事件。這時有一個男的試圖阻止你，并堅持認(rèn)為這個花瓶是屬于他家的，那么對此，你要對他說些什么？1.2Pre-reading是Reading的熱身部分，有兩個問題組成。第一個問題是想出一個你了解的文物遺產(chǎn)，如果這個文物遺產(chǎn)不見了，你會感覺如何，為什么會有這樣的感覺？第二個問題是你發(fā)現(xiàn)了一個文物遺產(chǎn)/I，那么你會怎么處理它？這樣的兩個問題便為引出Reading:InSearchoftheAmberRoom做好了鋪墊。1.3Reading是關(guān)于尋找丟失了的普魯士國王威廉一世送給俄羅斯沙皇的那個琥珀屋的建立、被毀、重建的整個歷史。第一段說TheAmberRoomhas“strangehistory，并對它進行洋細(xì)的描述。第二段敘述了TheAmberRoom的來歷及其在俄國的用途：沙皇的冬宮和會見重要客人的會客室。第三段敘述了葉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宮殿中，并按照她的意愿對這個琥珀屋進行了重新設(shè)計，使之成為世界上最偉大的奇跡之一。第四段，敘述了1941年9月，納粹德軍入侵圣·彼得堡，并擄走了琉拍屋，使之成為一個謎。第五段，講述了現(xiàn)在德俄兩國人民依據(jù)舊的琥珀屋，在夏宮建立了一個新的琥珀屋。設(shè)計這篇文章的目的是讓學(xué)生從文化遺產(chǎn)的歷史中，體驗人類文明發(fā)展的過程，提高學(xué)生保護文化遺產(chǎn)的意識。1.4Comprehending既有知識性的問題，讓學(xué)生了解文章的細(xì)節(jié)(exercise1)，同時又跳出了課文，對文章進行了整體評價(exercise2)0由易到難，有較好的梯度，全面考查了學(xué)生對文章的理解。1.5LearningaboutLanguage分Discoveringusefulwordsandexpressions和Discoveringusefulstructures兩部分。其中第一部分的Exercise1根據(jù)英語解釋，寫出對應(yīng)的單詞。Exercise2練習(xí)belongto的詞義和用法。Exercise3練習(xí)介詞at的用法。第二部分的Exercise1從文中找出7個含that/which/who/where/when的定語從句。Exercise2Jointhepairsofsentencesusingthat／which/who/whose/where/whenwithoutcommas（限定性定語從句）。Exercises3Jointhepairsofsentencesusingwhich/who/whom/where/whenwithcommas（非限定性定語從句）。1.6UsingLanguage分Reading，ListeningandWriting和Speakingandwriting和Readingandwriting三部分。在第一部分的Listening中要求學(xué)生takenoteswhilelistening進一步提高聽力水平。第二部分中speakandwritedownashortlistofreasonsforyourchoice.練習(xí)這種句型Itcanbeprovedthatbecause第三部分ReadaletterfromaGermannewspaperandwriteareplytothisletterandgiveareasonwhyyouagreeordon'tagreewiththewriter.1.7Summingup從四個角度：有用的動詞，動詞短語，其他的表這和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識。1.8Learningtip建議學(xué)生親自去博物館看一些中國文化遺產(chǎn)，并主動擔(dān)當(dāng)導(dǎo)游向外國游客介紹這些文化遺產(chǎn)，同時練習(xí)英語口語，并向外國游客學(xué)習(xí)英語同他們交朋友。2.教材重組2.1從話題內(nèi)容分析，Warmingup,Pre-reading,Reading,Comprehending和LeaningaboutLanguage內(nèi)容一致，將其設(shè)計成一節(jié)閱讀課。2.2將UsingLanguage設(shè)計成一節(jié)語言學(xué)習(xí)課。2.3將Workbook里的Listening和ListeningTask整合成一節(jié)聽力課。2.4將Workbook里的Talking和SpeakingTask設(shè)計成一節(jié)口語課。2.5將Workbook中的ReadingTask和WritingTask整合成一節(jié)閱讀和寫作課。2.6將Workbook里的UsingWordsandExpression與UsingStrictures和UsingLanguage中的Summingup與LearningTip和Workbook中的CheckingYourself設(shè)計成一節(jié)復(fù)習(xí)課。3.課時設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時完成）1stperiodWarmingupandReading(1)2ndperiodGrammar3rdperiodListening4thperiodSpeaking5thperiodReading(B)andWriting6thperiodComprehensiveRevision（以上課時分配與教材重組，僅供參考，教師可因時因地因人而異，不必拘泥于此。）Unit1CulturalRelicsThefirstperiodWarmingupandreadingTeachinggoals1.Targetlanguagea.Importantwordsandphrasesculture,state,lookinto,rare,vase,belongto,insearchof,gift,ton,stone,melt,once,heat,design,fancy,style,jewel,king,artist,inreturn,reception,light,wonder,atwar,remove,furniture,secretly,wooden,doubt,remain,mystery,apart,takeapartb.ImportantsentencestyleInreturn,theCzargavetheKingofPrussia55ofhisbestsoldiers.P2Thiswasatimewhenthetwocountrieswereatwar.P2Therewasnodoubtthattheboxeswerethenputonatrainfor…..P2Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P2IthinkhighlyofthosewhoaresearchingfortheAmberRoom.2.AbilitygoalsEnablethestudentstotalkaboutthestoryofAmberRoom.3.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.TeachingdifficultpointsTalkaboutculturalrelicsandwhatshouldbedonewiththemTeachingmethods1.Learningtothetape2.Groupdiscussionandpresentation3.Multi-functionalteachingequipmentTeachingaidsArecorder,aprojector,andsomeslidesTeachingprocedures&waysSteponeAskthestudentstocheckthenewwordsandexpressionsofthisunitwitheachotherinthisunit.\SteptwowarmingupThewarming-upexercisesraisesthestudents’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicstheyknow.T:Now,class,lookatthetitleofthisunit.Tellmewhatthetopicisthisunit.S:CulturalrelicsT:Doyouknowwhatculturalrelicsare?(Students’answers)T:Allofyoudidagoodjob.Ok,letmetellyouwhatculturalrelicsare.Culturalrelicsaretracesorfeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Someofthemareindangerbecausetheyarebeingdestroyed.Thencanyougivesomeexamplesoftheculturalrelicsthatareinneedofbeingprotected?(TheGreatWall;ThepyramidsinEgypt;AngkorWat……..)PartthreePre-reading1.Leading-inT:Ok,class,doyouthinktheseculturalrelicsbeautiful?S:Yes,verybeautiful.T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?S:厖厖(?(find，rebuild，protect）T：Thanksfouryourgoodsuggestions.Nowlet’slearn“InSearchoftheAmberRoom”.2.ExplainingpicturesAskthestudentstoreadthetextfirstandthenanswerthefollowingquestions:1).WhywasitcalledAmberRoom?(Itwasgiventhenamebecausealmostseventhousandtonsofamberusedtomakeit.)2).WhathappenedtotheAmberRoom?(First,itwasbuiltinPrussia.Then,FrederickWilliamI,thekingofPrussia,sentittoPetertheGreat,asagiftoffriendshipfromthePrussiatotheRussianpeople.AndtheAmberRoomsoonbecamepartoftheAmberRoomsoonbecamepartoftheCzar’swinterpalaceinStPeterberg…….)3.ListeningAskthestudentstoreadthetextcarefullyandfindoutthemainideaofeachparagraph.Askthestudentstotellthecharacteristicsofthetext1.IttellsthehistoryoftheAmberRoomsothatweknowwhathappened.2.Itusesthepasttense.PartfivePost-readingFinishthecomprehendingexerciseinP2PartSixLearningaboutlanguage1).FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthat……..情態(tài)動詞+havedone表示對過去發(fā)生的事情的推測、批評和反悔等意思。Eg:Youshouldhavetoldmeearlier.Whatshallwedonow?2)Onceitisheated,theambercanbemadeintoanyshape.Bemadeinto被制成，被做成3）beatwar處于交戰(zhàn)狀態(tài)4）remain后，常跟名詞，意思為“保持，繼續(xù)，依然”5).belongtoThenfinishtheexercisein“Learningaboutlanguage”and“Discoveringusefulstructures.”PartSevenHomework:1.Reviewthekeysentencesinthispart.2.Reviewthewordsinthesecondperiod.TheSecondPeriodGrammarTeachinggoals:TargetlanguageVocabularytrial,consider,prove,tellthetruth,pretend,thinkhighlyof,besidesStructuresIthinkhighlyofthosewhoaresearchingfortheAmberRoom.Besides,myfatheroncetoldmethatanypersonwhofindssomethingcouldkeepit.ImustsaythatIagreewithyou.ImustsaythatIdon’tagreewithyou.AbilitygoalsEnablethestudentstomakejudgmentsandtowriteashortreplytoaletter,thengivetheirownopinions.LearningabilitygoalsHelpthestudentslearnhowtomakejudgmentsandgivetheiropinions.TeachingimportantpointsTheattributiveclauseswiththat/which/who/where/whenTeachingdifficultpointsHowtotelltheattributiveclauseswiththat/which/who/where/when/fromotherclausesTeachingmethodsLearningandpracticingTeachingaidsMultimediacomputerTeachingproceduresandwaysReading,listeningandwritingFastReading(Pre-listening)Findoutthedifferencesbetweenafactandanopinion.ListeningStudentstakenotesandfillintheformwhilelisteningtowhatthethreepeoplesayaboutthemissingAmberRoom.Post-listeningDiscussionStudentssharetheirformswithothers.Thendiscusswhichpersongavethebestevidenceusingsomeusefulexpressionsgiven.WritingandspeakingStudentswritedownashortlistofreasonsfortheirchoice.ReadingandwritingReadtheletteronpage7fromaGermannewspaper.ThenwriteareplytotheletterHomework1.Reviewthe11keysentencesintheReading.Rememberthewordsandsentencesthatwelearntthisclass.2.Previewthenewwordsandphrasesinthenextclass.ThethirdPeriodListeningTeachingGoals1.Targetlanguage目標(biāo)語言a.詞匯man-madeprojects,theNileRiver,TheAswanDam,AbuSimbel,rock-n-rollmusicb.重點句型DoyouthinkitwasworthspendingsomuchmoneytomoveAbuSimbel?2.AbilitygoalsMasterthepatternsthatcanbeusedtodescribeculturalrelicsbylistening.3.LearningabilitygoalsHelptheSslearnhowtograspthekeywordsthatcanhelpstudentstoanswerquestionswhilelisteningtothetape.TeachingimportantpointsLearnthepatternsusedtodescribeculturalrelics.TeachingdifficultpointsHowtograspthekeywordsthatcanhelpthestudentstoanswerquestionsTeachingmethods1.Listentothetape.(Individuals)2.Checktheanswers,(cooperativelearning)Teachingaids教具設(shè)備Arecorder,atape,aprojectorandsomeslides.Step1HomeworkcheckingT:Let’scheckourhomeworkeachother.Wewillhaveadictationofthe11deysentencesinthereading.1.FrederickWilliamI,thekingofPrussiacouldneverhaveimaginedthathisgreatestgifttotheRussianPeoplewouldhavesuchastrangehistory.2.Onceitisheated,theambercanbemadeintoanyshapeP.13.itwasmadeforthepalaceofFrederickI.P14.in1716,FredrickWilliamIgaveittoPetertheGreat,asagiftoffriendshipfromthePrussiantotheRussianPeople.P15.Inreturn,theCzargavethekingofPrussia55ofthebestsoldiers.P16.TheAmberRoomsoonbecamepartoftheCzar’sPalaceinSt.Petersburg.P1.7.Later,CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers.P28.Thiswasatimewhenthetwocountrieswereatwar.P29.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,atthattimeaGermancityontheBalticSea.P210.Afterthat,whatreallyhappenedtotheAmberRoomremainsamystery.P211.1thinkhighlyofthosewhoaresearchingfortheAmberRoom.P2StepIIListening(P41)1.Listentothetapeforthefirsttimetogetthemainidea.2.ListenagaintothetapethattalksaboutatempleinEgypt,andthenanswerthequestionsonpage41.First,studentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.T:Asweknow，theAswanDamisoneoftheancientculturalrelicsmadebythepeopleinthe,oldtimes.Now,therearealsosomewell一designedbuildingsthatmaybecomeculturalrelicsinthefuture.Forexample,TheBankofChinaBuildinginHongKongdesignedbyIMPei.Doyouwanttoknowthestoryofthedesigners?Next,we'lllistentoatapeaboutIMPei,afamousarchitect.Step1BListeningTask(P44)T:Pleaselistentothetape,youhavethreetimes.Atfirsttime,trytogetthemainidea.Atsecondtime,trytospellthemissingwordsasyouhearthem.Atthelasttime,makesomenotesabout1MPei'slife.Afterlistening,workinpairs.Eachpairwritesashortdialogueaccordingtothenotes.Letstudentsreadandactoutthedialogueandcompetewitheachpairtoseewhichpairisthebest.StepIVHomework1.Collectsomeinformationabouttheculturalrelicsthatareindanger.2.Writeyouropinionsonhowtoprotecttheculturalrelics.TheFourthPeriodSpeaking口語課教材分析與問題解決a.Inthesetwoparts-SpeakingTaskandTalking,studentshaveadiscussionaboutculturalrelicsandactouttheiropinionsatthesametime.Thus,thestudentswillbecomeactiveandhavethedesireofspeaking.b.Onlydiscussionisnotenough.Maybestudentswillbetiredofspeaking.Butoralwritingcanimprovespeaking.Thusthetrainingofthetwoskills-speakingandwritingcanbenefiteachother.c.Accordingtothecontentsandthecharacteristicsofspeaking,wecanhavethisclassinthefollowingsteps:inspiringinterest-controlledspeakingtraining-opentraining-consolidation-outputofspeaking.Teachinggoals教學(xué)目標(biāo)1.Abilitygoals能力目標(biāo)Enablethestudentstohavetheabilityoftalkingculturalrelicsandwaystoprotectthem.2.Learningabilitygoals學(xué)能目標(biāo)HelptheSstolearnhowtogiveopinionsclearlyaboutculturalrelics.Teachingimportantpoints教學(xué)重點LearntodiscussandactouttheSs’opinionsaboutculturalrelics.Teachingimportantpoints教學(xué)難點Howtoteachthestudentstospeakouttheiropinionsaboutculturalrelics.Teachingmethods教學(xué)方法1.Watchsomevideosabouttheculturalrelics.(individuals)2.Haveadiscussion.(groupwork)3.Writeanarticleaboutthediscussion.(individuals)Teachingaids教學(xué)設(shè)備Acomputer,aprojectorandsomeslides.Teachingproceduresandways教學(xué)過程與方式StepIHomeworkcheckingT:Well,class,atthebeginningofthisclass，1wanttoknowwhetheryouhavecollectedsomeinformationoftheculturalrelicsthatareindanger?Ss:Yes.T:OK,tellmewhatyoucollected?S1：TheGreatWallinChinaisindanger.Somepartsofthewallhavebeendestroyedbythewind，airandrain.ThusitisdangerousforpeopletoclimbpartsoftheGreatWall.AndthereisalsosomerubbishontheGreatWall,whichdestroyedthebeautyoftheGreatWall.S2:ThepyramidsinEgyptarealsodestroyedbythewind,airandrain.Someofthemneedtoberepaired.S3:SomebuildingsofAngkorWatarefallingdown.StepIILead-inT:OK,class,allofyoudidaverygoodjob.NowwatchvideosonthebigscreenthatarefromOUTLOOKENGLISHMAGZINEthatareabouttheworldculturalrelics.Studentswatchthevideostofindsomeculturalrelicsthatareindanger.T:Haveyoufoundthatsomeofthemareindanger?Ss:Yes.T:Maybeoneday,theywillnotexist.Thenwhatshouldwedowiththem?Nowlet'sgotothenextpart,SpeakingTask.StepIIISpeakingTask(P46)T:Chinahastensofthousandsofculturalrelics.PerhapsitisnotpossibleornecessarytosaveallofthemForexample,Beijingisfamousforitslanesortraditionalhousesandyard,SomepeoplesaythatonlythebestonesshouldbesavedOthersdisagree,andsaytheymakethecapitalaspecialplaceNow,let'shaveadiscussionaboutthisintwosides.DoyouthinkChinashouldsaveallofitsculturalrelics?-A:Yes,weshouldsaveallourculturalrelics.-B:No,weshouldn'tsaveallourculturalrelics.Weshouldonlysavethebestone.T:Well,youdidagoodjob.Next,practiceagainthesentencesthatcanbeusedtoshowyouropinions.StepIVWritingT:Writeanarticleof100-120wordsaboutthewholediscussionandexpressyouropinionatthesametime.Nomatterwhatyouropinionis,justwriteitdown.Later,theteachershowssomearticlesofthestudentswithaprojectorandcorrectsthemwiththewholeclass.SuggestedanswersToday,wehaveadiscussionon"ShouldChinasaveallofitsculturalrelics".Somestudentsthinkthatweshouldsavealltheculturalrelicsforthefollowingreasons.Alltheculturalrelicshavetheirownhistoryandrepresentpartsofourculture.Sotheyareveryimportantandusefultosociety.Althoughwehavetospendalotofmoneytoprotectthem,itisworthprotectingthem.Butsomestudentsthinkthatweshouldjustsavethebestculturalrelicsinsteadofsavingalltheculturalrelicsforthefollowingreasons.Therearetoomanyculturalrelicsinourcountrytobeprotected.Thus,we'llhavetospendalotofmoney.Maybethiswillbeawasteofmoney.Afterall,someculturalrelicsarenotsovaluableanduseful.Soweshouldspendthemoneythatisusedtoprotectsomeunimportantculturalrelicsonthe??importantthings.Inmyopinion,weshouldjustprotectthebestones.Afterall,ourcountryisstilladevelopingcountryandbasnotenoughmoneytoprotectalltheculturalrelics.Aslongaswecankeeptheculturethattheculturalrelicsstandfor;that'senough.StepVTalking(P41)T:Pleasetalkwithyourpartneraboutthelatestclothes.Completethedialogue,givingfactsandopinionswhereasked.First,thestudentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.SuggestedanswersA:SINGER(nameofacompany)makesthebestcoasts(nameofakindofclothing)inChina!It'safact.B:Really?Howdoyouknowthat?A:Becauseallmyworkmates(nameofpersons)wearthemB:Butthatdoesn'tmakeitafact.A:Whynot?B:Because1don'tknowthiskindclothingand1neverseeanyonewearthemA:OK.Soifit'snotafact,whatisit?B:It'sanunbelievablefact.Letthestudentspracticethedialoguewiththeirpartnersandthengiveashortperformancefortheclass.StepVIHomework1.Reviewtheattributiveclausesthatwelearnedinthefirstperiod.2.Rememberthewordsandsentencesthatwelearntthisclass.3.Previewthenewwordsinthenextclass.TheFifthPeriodReading(11)andWritingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點詞匯和短語time-consuming,takecareof,gentle,giant,treasure,dynastyb.重點句型Itwasmorethanhecouldhavegotfor...P452.Abilitygoals能力目標(biāo)EnablethestudentstocatchdetailsofBigFeng'sstoryandwritealetteronsavingtheculturalrelics.3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearnhowtocatchdetailsofBigFeng'sstoryandgraspthewaysofwritingaletteronsavingtheculturalrelics.Teachingimportantpoints教學(xué)重點TeachthestudentstotellBigFeng’sstory.Teachingdifficultpoints教學(xué)難點Teachthestudentshowtowritealetteronsavingtheculturalrelics.Teachingmethods教學(xué)方法1.Reading(individuals)2.Discussion(groupwork)3.Writing(individuals)Teachingaids教具設(shè)備Arecorder,aprojectorandsomeslides.Teachingproceduresandways教學(xué)過程與方式StepIHomeworkcheckingT:Let'scheckourhomeworkeachother.Askthestudentstohaveadictationofthesentencesincludingattributiveclauseslearnedinthefirstperiod.StepIIReadingTask(P44)T:Sinceculturalrelicsareimportantanduseful，it'snecessaryforeveryonetoprotectthem.Afterall,theybelongtothewholeworld.Sotoday,we'llreadapassagethatisaboutacommonpersonwhosavestheculturalrelics--BIGFENGTOTHERESCUE.ReadthepassageforthefirsttimeandanswerwhyBigFengwantstosaveculturalrelics.Whilethestudentsarereading,theteacherwalksaroundtheclassroomandtrytocollecttheanswerofthestudents.Then,theteachercheckstheanswer.SuggestedanswerBigFengandhisfriendsoffereachotherhelpwhoeverneedshelps.soFengbelievesthathisworktosaveculturalrelicsisawaytothankhismanyfriends.T:Nowlistentothetapeandanswerhowhesavestheculturalrelicsofhishomeyown.Whilethestudentslistentothetape,theteachershouldaskthemtowritethekeywordsthatareusefulforthentoanswerthequestion.Latertheteachergivestheanswerwithaslideprojectors.SuggestedanswerInordertoprotecttheculturalrelicsofhishometown,hegoesoutanddoesalotofthingsaspossibleashecan.OneofhisbiggestprojectswastoprotecttheoldeststreetinTianjin.Anotherprojectwasmoresuccessful:hegotthegovernmenttobuysomelandinthecenterofthecitysoitcouldnotbesoldtobusinesses.Notlongago,heandotherwritersandartiststookphotosoftheoldpartsofTianjin.Andthephotoswereputintoanexpensivebookthatwasverypopular.Andthemoneyfromthebookhelpshisprojects.T:Readthepassageagaincarefullyandanswerthefollowingquestions:1)Whatdoes"abigheart"mean？InwhichwaysdoesFengJicaishowthathehasabigheart?2)Whydoeshethinkitismoreimportanttodothisthantowritehisnovels?3)Itisverytime-consuming（耗時的）andexpensiveforFengJicaitotakecareofculturalrelics.Canyouthinkofsomeotherwaystohelphimwithhisprojects?First,thestudentsdiscussthethreequestionsbythemselves.Later,theteachergivestheanswers,usingaslideprojector.Suggestedanswers1)Thathehasabigheartmeansthatheisverykind.Youmightsayheisagentlegiant.HisrealnameisFengJicai,andhehaswrittenmanynovelsaboutlifeinChina.Severalyearsago,heputdownhispenandbegantoprotectculturalrelicsinTianjin,wherehelives.2)Heknowsthepastisnotonlyforustoenjoybutalsoforthechildrenofthefuture,soweshouldprotectsomeoldthingssuchastheoldstreetsandbuildings.Andmorepeoplefollowwhathedoes,notwhathesays.Sohethinksitisimportanttodothisthantowritehisnovels.3)Yes,Ithinktherearesomeotherwaystohelphimwithhisprojects.Forexample,heandhisfriendscanmakeavideoabouttheoldstreetsandbuildingsandbroadcastthisprogramonTVsothatmorepeoplecanknowtheimportanceofprotectingtheculturalrelicsandreallytakeefficientactionstoprotectthem.T:WhocanlistotherfamousculturalrelicsinChinabesidestheonesmentionedinthereading?.SuggestedanswersTherearemanyculturalrelicsinChinabesidestheonesmentionedinthereading,suchasTheSummerPalace,theForbiddenCitv,theWestLakeandsoon.StepⅣ(Writingtask(P46-47)T:AlthoughtherearetensofthousandsofculturalrelicsinChinathatneedtobeprotected,justchooseoneculturalrelicinyourhometownthatyourthinkisworthsaving.Writealettertoallthestudentsofyourschooltoencouragethemtohelpsavetheculturalrelic.Youcanusethefollowingmodelonpage46asaguide.First,thestudentschecktheiranswerseachother.Later,theteachergivestheanswers,usingaslideprojector.T:Pleaselookatpage47andfinishtheproject“thefollowingsteps:1)GettogetherwiththreeofyourclassmatesandshareyourlettersfromtheWritingtaskwithoneanother.Readeachletteraloud.2)Nowtakethebestideasfromeachletterandmakeanevenbetterplantoprotectaculturalrelicinyourhometown.Explainyourreasons.3)Organizeyourplanstepbysteptogetmoreandmorestudentstojointheproject.4)Prepareashortspeechandhaveonememberofyourgrouptellyourclassmatessothatwecanprotectitwell.Possibleanswer（I)DearClassmates,Asyoungpeople,wedon'talwayswanttothinkaboutthepast.Yetweoftenhearourgrandfathersandgrandmotherstalkaboutculturalrelics.Theysaywemustprotectsomeoftheserelicsbecausetheycanremindusofthepastandtheyareveryimportantanduseful.TheyalsosaythattheserelicsareimportanttousbecausetheystandforthespecialcultureoChina.I'msureyouwillagree.Afterall,somedaywewillbeolderourselvesandwillwantourownchildrentoprotectthem.SoIhaveaplanforsavingtheLongquanTower,whichisafineculturalrelichereinourhometown.ItcanbefoundatthenortheastcornerinTengzhou.Itshouldbesavedbecauseithasbeengreatlydestroyedbywindsandrains.Myplanistop