课件16张PPT。
Unit 1 Cultural relics
Period 1 Reading
I. Warming up
1. What is a cultural relic?
2. Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?
3. Are cultural relics only objects like vases or can they be buildings too? Look at the pictures and discuss what they are and whether they are cultural relics or not.
Discuss with your partner and answer the following questions.
Warming up1234Warming up567Warming up8679101112
A cultural relic
is any object, building or item that was made sometime in the past. It may be many thousands of years old or it may be a few hundred;
may or may not be valuable;
tells us something of the way people lived at the time it was made. This may be because of its method of manufacture or how the item was used.Warming up
Look at the pictures and
answer the following questions.
1. What are the things in the pictures made of?
2. Are they cultural relics? Why or why not?
3. Can you imagine a large room made of several tons of amber?
4. Look at the title and the picture of the reading passage and predict what it is about.
II. Pre-reading
1. Find in the vocabulary list of this unit some
adjectives which can be used to describe cultural relics.
rare, valuable, amazing, fancy, wooden, former, worth
2. Find some nouns which refer to cultural
relics.
vase, jewel, painting, castle
3. Find some verbs which refer to building
or taking apart of cultural relics.
survive, select, design, decorate, remove,
take apart, explode Pre-readingIII. While-reading How did the Amber Room become one of the wonders
of the world? How was a new Amber Room built? How did the Amber Room get lost? How was the Amber Room made? Why did the King of Prussia give the Amber Room to the Czar
of Russia as a gift? 54132The following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the box. Then answer the questions.While-readingKey1. It took the country’s best artists about ten years to make the Amber Room. Several tons of amber were used to make it, and it was also decorated with gold and jewels. The design of the room was in the fancy style popular in those days.
2. The King of Prussia wanted to have a troop of the Czar’s best soldiers.
3. Catherine II told her artists to add more details to the Amber Room. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold.
4. In 1941, the Nazi stole the Amber Room.
5. A new Amber Room was built by studying old photos of the former Amber Room.
Read through the passage and fill in the form.
Frederick I1716Peter the Greathad the Amber Room moved outside
St PetersburgNazi2003While-readingbuildstolerebuiltRead paragraph 1 and 3 and tell why
the Amber Room is one of the
wonders of the world.
1. Several tons of amber were used to make it.
2. The design of the room was in the fancy style popular in those days.
3. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
4. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold.
While-reading
IV. Post-reading Work in pairs and retell the passage. The following form may help you.
Discuss the following question in groups of four.
Is it worth rebuilding lost cultural relics such as the Amber Room? Give your reasons.
Post-reading
Some useful expressions
Do/Don’t you think that …? Would you consider …?
Why/Why not? Do you have any ideas about …?
How do you know that? What do you think?
What do you think of …?
What’s your idea/opinion of …?
What are your reasons for saying that?
I think/don’t think that …
I agree./Sorry, I don’t agree. In my opinion, …
I don’t believe … because …
Post-reading
1. Listen to the tape and read the passage aloud, paying attention to pronunciation and intonation. Then sort out the sentences you do not understand.
2. Review the words you have learned.
V. HomeworkUnit 1 Cultural relics
单元整体设计思路
第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)
第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)
第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)
第五课时: 听说课 Listening; Talking (p. 41)
第六课时: 读写课 Reading and writing (p. 7)
第七课时: 单元评价课 Self-test and self-evaluation; Summary
第一课时 阅读课
一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一 热身
请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前
1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三 读中
1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3． 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四 读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五 讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。
步骤六 作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
课件20张PPT。Unit 1 Cultural relics
Period 2 Grammar
The gift was the Amber Room, which was given this name because several tons of amber were used to make it.
It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.
In 2003 it was ready for the people of St Petersburg, when they celebrated the 300th birthday of their city.
I. Warming upLook at the parts in red. Do you know what kind of clauses they are？
1. Look at the girl ________ is singing so beautifully.
2. Do you know the woman to ______ our teacher is talking?
3. Jim is the boy ______ hat is red.
4. He gave me a pen ___________ he bought last week.
5. Mary has read all the books _________ I lent her.who/thatwhomwhosethat/whichthat/whichII. Revision Fill in the blanks with proper relative pronouns or adverbs.6. Is it the reason _____ you were late?
7. October 1st is the date _____ China celebrates its National Day.
8. We walked in a garden _____ many trees and flowers had been planted.
9. This is the island _____ I lived for two years.
10. 2001-2005 are the years _____ I studied in the university.whywhenwherewherewhen Revision Revision
What do Attributive Clauses do?
作用相当于形容词；
提供人或事物更详细的信息；
简化语言，避免使用两个简单句时重复的内容。
What do they look like?
由关系代词which/that或关系副词when, where, why等引导；也可以用介词+关系代词引导。
Where do they come in sentences?
在所修饰的先行词之后。
Compare the following pairs of sentences and find the differences between them.
He is one of the students who has won a scholarship.
Frederick William I, to whom the Amber Room belonged, decided not to keep it.
She told me something that happened yesterday.
She told me something untrue, which made me angry.
III. Comparing修饰先行词修饰先行词或整个句子无逗号与主句分开有逗号与主句分开使用时可以用that引导使用时不能用that引导与主句语意关系紧凑，定语从句不能删除与主句语意关系松散，定语从句可以删除
Comparing
Read the passage again and underline all the sentences with attributive clauses and the words or sentences they modify.
1. This 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.IV. Doing
3. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years
to make.
4. However, the next King of Prussia, Frederick
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.
Doing
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 , 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.DoingRestrictive: 2, 6, 7, 9
Non-restrictive: 1, 3, 4, 5, 81. He gave me a pen he bought yesterday.
2. He gave me a pen, which he bought yesterday.关系代词在限制性定语从句中作宾语时可 以省略。
关系代词在非限制性定语从句中作宾语不可以省略。Look at the following sentences and tell the differences of the Attributive Clauses.DoingChoose the best answer.
1. Do you remember the deer farm we visited two months ago?
A. why B. when C. that D. how
2. Anyway, that evening, ______ I’ll tell you more about later, was really terrible.
A. when B. where C. that D. whichCDV. Practising3. John said he’d been working in the lab for an hour, ______ was true.
A. that B. which C. who D. what
4. Anne always spoke highly of her colleagues in the movie, ______, of course, made the others very happy.
A. who B. which C. that D. what
5. Chongqing is the city ______ she lived when she was young.
A. where B. which C. when D. how
6. Do you know the reasons ______ he came back?
A. how B. which C. that D. why
BDPractisingBAJoin the pairs of sentences using restrictive or non-restrictive attributive clauses.
1. Here are the farmers. They discovered the underground city last month.
Here are the farmers who discovered the underground city last month.
2. She got so angry. I don’t know the reason.
I don’t know the reason why she got so angry.
Practising
3. I remember the soldier. He told me not to tell anyone what I had seen.
I remember the soldier who told me not to tell anyone what I had seen.
4. The soldiers moved the boxes to a mine. They wanted to hide them.
The soldiers moved the boxes to a mine, where they wanted to hide them.
5. Shaanxi Province is a place with many cultural relics. They are well looked after.
Shaanxi Province is a place whose/where cultural relics are well looked after.PractisingHangzhou is a famous city in China. Many people come to buy tea in that city.
Hangzhou is a famous city in China, where many people come to buy tea.
7. The old man saw some Germans taking apart the Amber Room and removing it. You are talking to an old man.
The old man, who you are talking to, saw some Germans taking apart the Amber Room and removing it. / You are talking to the old man who saw some Germans taking apart the Amber Room and removing it.Practising
8. The woman remembered the day. She saw Nazis burying something near her home.
The woman remembered the day when she saw Nazis burying something near her home.
9. St Petersburg is a very beautiful city. It was once called Leningrad.
St Petersburg is a very beautiful city, which was once called Leningrad. / St Petersburg, which was once called Leningrad, is a very beautiful city.
10. Xi’an is one of the few cities with city walls. Its
walls remain as good as before.
Xi’an is one of the few cities whose city walls remain as good as before.
PractisingPlay a game
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 ask questions to find out who the classmate is. Each question must include an attributive clause. Student A only answers “Yes” or “No”.PractisingEXAMPLE
B: Is he/she a person who likes to play football?
A: Yes.
B: Is he/she sitting in a seat which is close to the
window?
A: No.
B: Does he/she have a big blue bag in which he/she carries all his/her books and pens?
A: Yes.
B: Is it Li Xiaobo ?
A: Yes. Well done!PractisingVI. Homework
Finish exercise 4 on page 4 and exercise 1 on page 43. 第二课时 语法课
一、教学内容 Discovering useful structures (p. 4); Using structures (p. 43)
二、教学目标
在本节课结束时，学生能够
归纳限制性定语从句和非限制性定语从句的区别和用法。
正确使用限制性定语从句和非限制性定语从句。
三、教学步骤
步骤一 热身
检查作业：请五名学生分段朗读课文，纠正其语音、语调。
2. 请学生说出课文中自己不理解的句子，教师把句子写在黑板上。先请其他学生帮助解释句子，之后教师补充或讲解。
3. 若学生没有提到下列句子，教师可以将其写在黑板或呈现在PPT上，标出定语从句，提问学生，看他们是否了解这一语法形式，从而引出定语从句。
设计意图：检查学生朗读的语音、语调是否标准，便于及时发现问题，及时纠正；采取请学生找出难句，互相帮助解决问题，教师辅佐的做法旨在培养学生自主学习的习惯。
步骤二 复习
要求学生在限定时间内独立完成以下练习。
教师任选几个学生分别说出自己的答案，如有错误，再请其他学生纠正并说明原因。如果某题出现问题较多，则由教师统一讲解。然后回顾一下限制性定语从句的基本用法。
设计意图：通过练习让学生复习已学过的限定性定语从句的构成形式和基本用法，为过渡到本单元的语法学习作好准备。
步骤三 比较
请学生四人一组仔细观察下面两组句子并找出每组句子间的区别。
教师请学生说出讨论的结果，然后对学生的总结进行整理，引导学生完成下面的表格，归纳出限定性定语从句和非限定性定义从句的区别。
提醒学生注意：使用时用限制性定语从句还是非限制性定语从句需要根据上下文确定；
非限定性定语从句常常用作书面语。
设计意图：通过小组观察和讨论锻炼学生共同探讨、自主学习的能力；通过教师的帮助，使学生进一步明确限制性定语从句和非限制性定语从句在形式和用法上的区别。
步骤四 查找、判断和总结
请学生重新阅读学生用书pp.1-2的课文，通过查找关系代词和关系副词，快速找到并划出文章中所有含有定语从句的句子及其所修饰的词或句子。
请学生两人一组讨论判断哪些句子是限制性定语从句，哪些是非限制性定语从句，并说明原因、体会其用法。然后教师请几组学生说出讨论的结果。
请学生观察PPT中的两个句子，由教师引导学生得出结论：关系代词做宾语时在限制性定语从句中可以省略，在非限制性定语从句中不能省略。
设计意图：请学生在阅读课文中找出定语从句旨在使他们进一步熟悉限定性定语从句和非限定性定语从句的意义、形式和用法。同时也能加深学生对课文的理解；引导学生总结关系代词作宾语时的规律旨在培养他们善于发现并总结规律的良好学习习惯。
步骤五 练习
请学生在限定的时间内独立完成以下选择填空，然后由教师选几名学生逐一回答，如有错误，请其他学生更正。如多数学生都答错，教师要进行讲解。
请学生在限定的时间内独立将以下每组中的两个句子组成一个限制性定语从句或者非限制性定语从句，注意主句和从句的选择。完成后再两人一组进行讨论，之后请一两个小组代表说出答案，其他学生可以说出不同看法。如果某题学生答错的人数太多，则由教师讲解。
3. 做游戏。
设计意图：通过不同的练习使学生熟悉限制性定语从句和非限制性定语从句的形式和用法。通过趣味小游戏让学生在真实语境中运用定语从句，同时也可以增进同学之间的相互了解。
步骤六 作业
设计意图：通过完成作业对本堂课学习的限制性定语从句和非限制性定语从句进行检测。
课件15张PPT。Unit 1 Cultural relics
Period 3
Reading, listening
and speaking
Read the passage and find out:
1. What is a fact ?
A fact is anything that can be proved.
2. What is an opinion ?
An opinion is what someone believes is true
but has not been proved.
3. What is an evidence?
An evidence is true information which must be
facts rather than opinions. I. Reading Work in pairs and decide whether the following sentences are facts or opinions. Give your reasons.
1. A VW Passat can go faster than 100 kms an hour.
2. I think it’s the best car for a family.
3. I think driving a car is wrong because it causes damage to the
environment.
4. I don’t like public transport because it’s so crowded.
5. More countries than ever before will be coming to take part in the
Olympic Games.
6. It will be very hot when the Olympic Games are being held.
Reading Key: fact (1, 5, 6); opinion (2, 3, 4)Note that a fact can be checked, but an opinion cannot. Some language clues to help identify facts and opinions.
Reading Listen to Part A and tell
what the story is about.
The story is about a
German sailor whose
ship ________ during the war. Almost everyone lost their lives, and the heavy boxes said to be full of ________ was lost as well. Now a group of people searching for the Amber Room asked the sailor to ______________________.
II. Listeningsanktreasureshelp them find the shipListen to Part A again and choose the best answer to each question.
1. What were put onto Hans’ ship?
A. Some vases. B. Some heavy boxes.
C. Some suitcases.
2. What were in those big wooden boxes in Hans’ opinion?
A. Clothes. B. Stone. C. Treasure.
3. How many people survived the accident?
A. Everyone. B. Nobody. C. Not know.
4. Where were the Amber Room lost?
A. At sea. B. In the forest. C. In the palace. Listening help German soldiers big wooden boxeswere full of treasurewent out to seawas attackedeveryone died he was saved by a German shipListen again and fill in the form. Listening Listen to Part B and
tell what the story is
about.
The story is about a Russian maid who saw some German soldiers move some large boxes into the castle. She heard that a special art treasure in the castle was being shown to important visitors. But later the castle was destroyed by fire, and so was the treasure that could have come from the Amber Room.
ListeningListen to Part B and choose the best answer.
1. How was the Amber Room lost?
A. In a flood. B. In a fight. C. In a fire.
2. What came to the castle one night?
A. Many trucks. B. Some planes. C. A bus.
3. Who took the boxes into the castle?
A. Some workers. B. Some policemen.
C. German soldiers.
4. Where could the melted pieces have come from?
A. A beautiful mirror. B. The Amber Room.
C. Some machines.Listening
Listen again and fill in the form.large boxesMany trucksThe German soldiersart treasureimportant visitorssomething explodethe castle was on firehoneythe Amber RoomListening Facts in Story 1
The ship was at during the war.
I helped the soldiers put some big wooden boxes onto the ship.
The boxes were very heavy and the soldiers said that they were full of treasure.
The ship went out to sea, and was attacked and sank.
Almost everyone died.
I had swum three kilometres before I was saved by a German ship.
Nobody had time to save the boxes.
A group of people who are searching for the Amber Room have asked me to help them find the ship.
Opinions in Story 1
The boxes must still be buried in the sand.
III. Discussing Facts in Story 2
I was a maid at the castle.
Many trucks came to the castle with large boxes.
The German soldiers took the boxes into the castle.
We heard that a special art treasure in the castle was shown to important visitors.
I heard something explode.
When I looked outside and saw that the castle was on fire.
I found some melted pieces of something that looked like honey.
Russian soldiers told me it was amber.
Opinions in Story 2
Perhaps it was the Amber Room but I never saw it.
Russian soldiers told me that it could have come from the Amber Room.
Discussing
Work in groups of four. Discuss who gave the best evidence, Hans or Anna?
Why?
DiscussingAsking for opinions
1. Do you have any idea about …?
2. What do you think of …?
3. What’s your opinion of …?
4. How do you feel about …?
Giving opinions
1. I think/don’t think that …
2. Yes, I agree. / Sorry, I don’t agree with you.
3. In my opinion/view …
4. It can be proved that ____________ gave the best evidence because ____________.Discussing
1. Write your group discussion result in your
exercise book and try to provide facts to support your opinions. (word limit: 100)
2. Review the curriculum words in this unit.
Look up the key words in the dictionary
paying attention to their usage.
IV. Homework第三课时 阅读与听说课
一、教学内容 Reading and listening; Speaking (pp. 5-6)
二、教学目标
在本节课结束时，学生能够
运用找读的方法在文章中查找出事实、观点和证据的定义。
理解事实、观点和证据三个概念，判断所听到或读到的内容是事实还是观点。
听懂并用自己的话概括故事大意。利用听关键词同义词的技巧快速搜寻具体信息。
在辩论中学会使用询问和表达观点的功能用语。
三、教学步骤
步骤一 阅读
1. 请学生阅读学生用书p.5的短文，利用关键词和问题迅速找到三个问题的答案。教师请三个学生分别说出问题的答案。
2. 请学生两人一组根据上述概念判断下面的陈述是事实还是观点。然后教师请几个代表说出答案并说明理由，其他学生补充或纠正。最后教师综合学生的看法总结出判断事实和观点的一些话语标识。
3. 请学生阅读学生用书p.5第二部分的短文判断老矿工对琥珀屋下落的描述是事实还是观点，并说明理由。
注：两段短文中的几个生词trial, evidence, explode, entrance都可以请学生根据上下文猜出词义。
设计意图：通过找读关键词和相同问题快速搜寻所需信息；通过做相关练习，巩固区分事实与观点的方法，并学会灵活运用，同时也为后面步骤中的听力和口语活动做好准备。
步骤二 听力
1. 请学生听第一段听力材料并完成下面三道题。
1) 请学生先看一遍PPT上的要求，浏览一下需要填写的内容，然后听一遍听力材料，填写缺少的信息。
2) 请学生先浏览问题及选项，划出关键词或词组，然后再听一遍故事，注意听关键词的同义或近义词，选出正确答案。最后全班一起说出答案。
请学生先浏览下面的表格内容，再听一至两遍第一段听力材料，并完成下面的表格。听力结束后，教师可选几名学生说出答案，如果有错误，教师或其他学生纠正。
设计意图：通过回答问题、做填空练习，使学生了解听力材料大意和一些细节问题，帮助他们理清思路，并为之后的讨论作准备。
2. 请学生听第二段听力材料并完成下面三道题。
1） 请学生听一遍听力材料，了解故事大意。然后仿照第一段大意的总结方法用自己的话归纳出第二个故事的大意。教师给出参考答案。
2) 请学生先浏览问题及选项，划出关键词或词组，然后再听一遍故事，注意听关键词的同义或近义词，选出正确答案。最后全班一起说出答案。
请学生先浏览PPT中的表格内容，再听一至两遍第二段听力材料，并完成表格。听力结束后，教师可选几名学生说出答案。如果有错误，其他学生或教师纠正。
设计意图：进一步训练学生听段落大意和具体信息的能力；并为后面的讨论做准备。
步骤三 讨论
请学生再分别听一遍两个故事，同时参照上述练习答案，四人一组分别列出两段故事中的事实与观点。
四人一组讨论上面两个故事中哪一个人给出了最好的证据。每组选出一名组长组织并参与讨论、一名记录员，记录讨论内容并参与讨论。每人对自己的观点至少列出一条论据。最后，由组长将论据进行汇总。讨论时请尽量使用以下句型。
3. 与另一组交换意见，观点相同互相补充论据，不同可以展开辩论；然后教师选持不同观点的组当堂辩论。教师主持辩论或请一个学生主持，其他持相同观点的组可以补充不同的论据。
4. 小组活动自评。教师可以在小组讨论之前把下面的评价表发给每个学生，活动后请他们填写下表，评价自己和小组在讨论中的表现。
评价表
Questions
Answers
Did you participate actively in your group discussion?
Did you listen carefully when other members in your group speak?
Did you encourage each other to speak?
Did you review each others’ answers in discussing the topic?
Did your group work well? If not, how will you improve your group work next time?
设计意图：锻炼学生在真实的活动中区分事实与观点的能力；在讨论和小组间的辩论中用恰当的语言表达自己的看法或者征求别人意见；培养学生思辨、反应和口语交际能力；小组自评旨在调动学生参与小组活动的积极性，利用讨论活动学习并提高交际技巧。教师可以把学生小组活动的表现列入学科学习评价的一部分，鼓励学生积极参与小组活动，使小组活动确实起到创设语言实践机会的作用。
步骤四 作业
设计意图：通过写短文理清思路，学会用事实支持观点。通过复习和预习本单元课标词汇，为下节词汇课做好准备。
课件22张PPT。Unit 1 Cultural relics
Period 4 Vocabulary
Choose a proper word or phrase from this unit to complete each sentence. Change the form if necessary. The meaning of the word or phrase has been given to help you.
1. The amber which was ________（to choose
carefully) had a beautiful yellow-brown colour
like honey.
Is a cultural relic always ________ (not seen or
found very often)?selectedrareI. Checking homework 3. About four metres long, the room served as a
small ________ (welcome area in a hotel) hall for important visitors.
4. Frederick William I, could never have imagined that his greatest gift to the Russian people would have such an ________ (surprising) history.
5. In ________ (no more than) two days 100,000 pieces were put inside twenty-seven wooden boxes.
amazingless thanreceptionChecking homework6. Many people came here __________ (trying to find something; looking carefully for something) gold.
7. Is it enough for a cultural relic to have ________ (to manage to live or continue in difficulties) for a long time?
8. The Russians were able to ________ (to take something away) some furniture and small art objects from the Amber Room.in search ofsurvivedremoveChecking homeworkformer9. The Amber Room was also a treasure decorated with gold and jewels, which took the country’s best ________ (person who creates things which can be considered works of art) about ten years to make.
10. By studying ________ (of an early period of time; happening before) old photos of the Amber Room, they have made the new one look like the old one.
11. This was a time when the two countries were ________ (in a situation in which two sides fight each other). artistsformerat warChecking homeworkA. Do you belong to the UN peace-keeping force?
B. Which computer does this mouse belong to?
C. This strange vegetable belongs to the potato family.
D. I don’t doubt that the gold ring belongs to her.
1. to be the property of
2. to be a part of; be connected with
3. to be a member of
Match the meanings with the sentences. II. Word study
Choose the best answers to complete the following sentences.
1. The dictionary __________ me.
A. belongs to B. is belonged to
C. belong to D. is belonging to
2. What party do you __________?
A. belonged to B. belong to
C. belong D. being belong to
3. The priceless Chinese vase __________ the old man.
A. doesn’t belong to B. isn’t belong to
C. not belong to D. isn’t belonging
ABAWord study
1. The two countries have been at war for ten years, so few buildings survived.
1) vi. to continue to live or exist
2) vt. to continue to live or exist in spite of nearly being killed or destroyed by sth.
3) vt. to remain alive after sb.
Word studyLook at the following sentences, paying attention to the words in blue. Choose from the dictionary entry given the proper meaning of the words. Then make a new sentence with each word.
2. Does a cultural relic always have to be rare and valuable?
adj.
1) worth a lot of money
2) very useful or important
3) important because there is only a limited amount available
3. The design of the room was in the fancy style popular in those days.
design n.
1) drawing or outline from which sth may be made
2) art of making such drawings, etc.
3) general arrangement or planning (of a building, book, machine, picture, etc.)
Word study style n.
1) way of doing sth
2) the particular way that someone behaves, works or deals with other people
3) a typical way of writing, painting etc that is used by a particular person during a particular period of time
4) a way of using words or spelling that is considered correctWord study4. It was also a treasure decorated with gold and jewels.
1) vi. & vt. to paint the inside of a room, put special paper on the walls, etc
2) vt. to make sth look more attractive by putting sth pretty on it.
3) vt. to give someone a medal as an official sign of honour
Word study5. Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing?
prep. worth+v.+ing
1) to have a value in money
2) used to say that someone should do sth. because they will gain sth. from it
3) used to say that sth. is interesting, useful or helpful
Word study 1. There was no doubt that the boxes were then put on a train for , which was at that time a German city on the Baltic Sea.
毫无疑问，这些箱子后来被装上火车运往哥尼斯堡，当时是德国在波罗的海边的一个城市。
there was no doubt that …: used to talk about how certain you are about sth
毫无疑问生命是最宝贵的。
There is no doubt that life is the most valuable.Word studyLook at the following sentences and their translation, paying attention to the words or phrases in blue. Then translate the Chinese sentences into English using the blue words.
2. After that, what happened to the Amber Room remains a mystery.
从那以后，琥珀屋的去处变成了一个谜。
remain+n./adj.: to continue to be in the same state or condition
尽管她已经五十多岁了，她仍然非常年轻。
Though she is over fifty, she remains very young.
3. In return, the Czar sent him a troop of his best soldiers.
作为回赠，沙皇送给他一队自己最好的士兵。
in return: as payment or reward of sth
作为报答她送给安一条琥珀项链。
In return, she sent Ann a necklace made of amber.Word study4. The old man saw some Germans taking apart the Amber Room and removing it.
那老人看到德国人拆了琥珀屋，把它移走了。
take apart: to separate (a small machine, clock etc) into pieces
那小男孩喜欢把玩具拆开，然后再重新装上。
The little boy likes to take apart his toys and then puts them together again.
Word study5. I think highly of those who are searching for the Amber Room.
我看重那些寻找琥珀屋的人。
think highly of: to have a good/bad etc opinion of (someone or something)
数学老师对汤姆的评价很高，他几乎没有不会做的数学题。
The maths teacher thinks highly of Tom, who can solve almost all maths problems.Word study Use the words to form sentences. Change the form of them if necessary.
Example: pen, belong to, woman, the, that
→ The pen belongs to that woman.
1. the workers, remove, the broken door
The workers are removing the broken door.
2. only a girl, the car accident, survive
Only a girl survived the car accident.
3. a fancy castle, the mountain, there is, on
There is a fancy castle on the mountain.III. Practising 4. the sun, no doubt, there is, the earth, that,
move around
There is no doubt that the earth moves around the sun.
5. the Forbidden City, worth, visit, is, again
The Forbidden City is worth visiting again.
6. the police, in search of, the robber, were,
yesterday
The police were in search of the robber yesterday. Practising
rare designed decorated style doubt
fancy dynasties amazing worth jewels
Chen Lei studied art history and the early ________of China in a university. He was able to recognize the ________ of different cultural relics from former times, especially the Tang and Song dynasties. One day he was looking in a second-hand furniture shop when he saw an ________ object among the many different vases and ________. It was a mirror ________ in the Song Dynasty and ________ in the
dynasties styleamazingPractisingjewels
designed
decoratedComplete the passage with the words below.
________ style of that time. He recognized that it was a ________ cultural relic, but at a price he could afford, so he bought it at once. Later he gave it to the local museum. The people there were very happy and without ________ consider it one of the treasures of their collection. To them, it was ________ much more than Chen Lei paid.fancyrareworthdoubtPractising Use words of this unit to make up a short passage. The more words of this unit are used the better.
Example: After the long war, no buildings survived in the city. The people removed the ruins in order to rebuild the city. Many of them doubted that if it would be possible to make the city as beautiful as it was. But finally, the artists and workers worked together and built a fancy city, which was worth visiting. A great number of visitors come to see it. They all think highly of the city with its new looks.Practising1. Finish exercises 2 and 3 on page 42.
2. Read the passage on the paper and complete the exercise.
IV. Homework
第四课时 词汇课
一、教学内容 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)
二、教学目标
在本节课结束时，学生能够
查字典确定词汇在具体语境中的含义。
了解本单元重点词汇的用法并在语境中使用这些词汇。
三、教学步骤
步骤一 检查作业
请学生在限定时间内根据括号内的英文注释从本单元找出适当的词汇填空，然后教师找几个学生分别说出答案。
设计意图：打破常规枯燥的英英互译模式，采取空出课文句子中的重点词汇，请学生根据该词的英文释义填词的方式检测他们对重点词汇含义的理解；同时也使他们体会这些词汇在语境中的应用。
步骤二 重点词汇学习
1. 查字典：教师和学生一起翻开词典，按照字母顺序在词典中查到belong所在页。找到belong to的词条，学习其用法。或者请学生看学生用书p. 3练习三关于belong to的解释和用法。
2. 用法连线：请学生独立将练习三例句中的用法与词典中相应的释义连线。然后教师请几个学生说出答案。如果答案有错误，请其他学生帮助改正。
3. 选择填空：请学生在限定时间内独立完成以下选择填空。然后教师请几个学生说出答案，如果答案有错误，请其他学生帮助改正。
4．利用例句总结学习其他词汇。让学生观察例句，选择蓝色词在句中的确切含义；并用该词或词组造句或者翻译句子。每个句子请一个学生做，其他学生可以发表自己的不同意见。有问题大家一起更正。
设计意图：教授学生查字典确定词义的方法，提高学生利用工具书解决问题的能力。通过造句和翻译句子练习使用本单元重点词汇。
步骤三 词汇练习
1. 连词成句：请学生按照例子所示将PPT中的词连成句子。然后教师请几个学生说出答
案。如果答案有错误，请其他学生帮助改正。
2. 段落填空：让学生在限定时间内从所给词汇中选出符合句意的词汇填空。然后教师让几
个学生说出答案，如果答案有错误，其他学生和教师帮助改正。
3. 编短文：请学生四人一组从本单元词汇表中选取词汇，编写一篇短文，所使用的本单元的词汇越多越好。用投影仪展示几组学生的短文（或者请两组学生在前面做，将短文写在黑板上），标出用到的生词。其他学生和教师一起阅读短文，主要注意生词的使用是否正确。如果有问题大家一起更正。
设计意图：针对本单元的核心词汇进行各种练习，检测学生对所学词汇在不同语境中的灵活应用能力。
步骤四 作业
注：教师可以打印下列短文发给学生
The Rescue of Abu Simbel（阿布神庙）
Among the greatest man-made objects are the Great Wall of China, the Pyramids of Egypt and the Aswan High Dam（阿斯旺水坝）, which is also in Egypt.
The Aswan High Dam was completed in 1970. It was built for several reasons. First, the River Nile used to flood large areas every year and destroyed houses and crops. The Aswan High Dam controls the waters of the Nile so that they now run regularly all through the year. Second, electricity can now be made from the water which rushes through the base of the dam. About 20-50% of the electricity which Egypt needs is produced from this dam.
Before they began to build the dam, people already knew there were going to be several problems. As a result of the dam, the water level of the lake was going to rise by 63 metres. It would be necessary to move 53,000 people from their villages. Also, around the areas of the Aswan there are a lot of important old temples, which date from about 1250 BC. These temples were in danger; when the dam was finished, many of them would be covered by the water of the new lake.
One of the most important temples in danger was the one at Abu Simbel. It was carved in rock and had on the outside four large stone statues, each of which was 20 metres high. Engineers studied the problems and made several different plans for rescuing the temple.
The engineers thought about all the possible plans. At last, they decided to move the whole temple stone by stone and rebuild it over the water level of the new lake.
The project lasted four years and cost one billion US dollars. In all, 1,700 workers and 200 other people worked on the project. First, each stone was marked with a number. The pieces of stone were then carried to the new place, 60 metres higher up the hills.
The project was successfully completed in 1966. Today you can either fly to Abu Simbel or you can take a boat from across the lake. There, by the waters of the new lake, you can see the tall stone statues and visit the temple of the gods. The place is quiet and very beautiful. All visitors who go there believe that it was right that the temple was rescued.
Answer the following questions:
1. Where is the Aswan High Dam?
_____________________________________________________________________
2. What problems did people meet in building the Aswan High Dam?
_____________________________________________________________________
3. How did they solve the problem of Abu Simbel?
_____________________________________________________________________
_____________________________________________________________________
设计意图: 练习使用本单元的重点词汇，并通过阅读和回答问题为下一课时做准备。
课件13张PPT。Unit 1 Cultural relics
Period 5
Listening and talking
````
I. Warming up Where is the Aswan High Dam?
It is in Egypt.
2. What problems did people know about before they started to build the Aswan High Dam?
53,000 people would have to be moved from their villages. Many important old temples around the Aswan area were in danger, and they would be covered by the water of the new lake.
3. How did they solve the problem of Abu Simbel?
The whole temple was moved stone by stone and rebuilt above the new lake.
````Look at the following key words. Then listen to Part A and find out what happened when a dam was built in Egypt. Number the key words as you hear them.
Aswan High Dam River Nile Abu Simbel
Electricity covered by water
Floods engineers UNESCOII. Listening1234567
What’s the topic of the listening text?
A. Aswan High Dam and River Nile.
B. Aswan High Dam and Abu Simbel.
C. River Nile and Abu Simbel.
2. How much electricity does the Aswan High Dam provide for Egypt?
A. Half. B. A quarter. C. Two-thirds.
ListeningListen to Part A again and choose the best answers to the following questions.
3. What was one of the most serious problems while the Aswan High Dam was being built?
A. There were many temples along the River Nile.
B. The government was short of money.
C. The builders were lack of building skills.
4. When was Abu Simbel built?
A. In the 3rd century BC.
B. In the 30th century BC.
C. In the 13th century BC.ListeningListeningListen to Part A again. Then answer the following question in pairs.
Why did Abu Simbel need to be moved and rebuilt?
Abu Simbel needed to be moved and rebuilt because otherwise it would have been covered by the water when the dam was completed.
Look at the following key words. Then listen to Part B and number the key words as you hear them.
move the temple 1,900 workers
stone by stone more than $70,000,000
worth rebuild
in 1966 four yearsListening123456781. The engineers agreed to move Abu Simbel stone by stone and built it again.
2. It took 1960 workers four years to rebuild the temple.
3. Rebuilding Abu Simbel cost more than seventeen million US dollars.
4. The Aswan High Dam was completed in 1960.
TFFF1,900seventy1966ListeningListen to Part B again. Say which sentence is true and which one is false.
Listen to Part B again. Then answer the following question in pairs.ListeningHow did the engineers solve the problem of Abu Simbel? Was it successful? How do you know?
They solved the problem by moving it stone by stone and rebuilding it in another site.
It was very successful because many tourists come to visit the Abu Simbel in its new site.
The cost of moving Abu Simbel was more than seventy million US dollars, and it took 1,900 workers four years to rebuild the temple. Was it worth rebuilding Abu Simbel?
Work in groups of four. Discuss whether you agree with this action and give your reasons.
III. DiscussingThe reasons listed here may help you in your discussion.
Reasons to agree
I think it worth rebuilding the Abu Simbel because
it belongs to everybody.
it helps us to understand Egyptian history.
…Discussing
Reasons to disagree
I don’t think it worth rebuilding the Abu Simbel because
it belongs to the past.
it is more important to build a dam to provide electricity.
…
DiscussingWrite down your point of view in the discussion and the reasons you provided.IV. Homework第五课时 听说课
一、教学内容 Listening; Talking (p. 41)
二、教学目标
在本节课结束时，学生能够
边听边确定听力材料中涉及的重要信息。
通过听关键词的同义词快速确定需要的信息。
用自己的语言表述对保护文化遗产问题的看法，在讨论中运用恰当的论据支持自己的观点。
三、教学步骤
步骤一 热身
请一个学生说出阅读作业中三个问题的答案，其他学生补充。教师提供参考答案。
设计意图：检查学生作业完成的情况；为本节课的听力做背景知识准备，并引出听力话题。
步骤二 听力
1. 请学生把两部分听力课文完整地听一遍，回答问题：What is the listening text about?
教师可以把学生的看法写在黑板上，待精听之后检查学生的看法是否正确。
2. 在听第一部分课文之前先请学生快速浏览一下学生用书p.41练习二的关键词，然后听并完成练习二。最后全班一起核对答案。
3. 请学生快速浏览下面每个问题和选项，划出其中的关键词。再请学生听一遍第一部分并选出最佳答案。然后教师请一个学生说出答案，其他学生可以说出不同看法并说明理由。最后教师公布最佳答案。
4. 请学生再听一遍第一部分，两人一组回答问题。
5. 请学生快速浏览学生用书p.41练习三的关键词，然后听第二部分课文并完成练习三。最后全班一起核对答案。
请学生快速浏览下面四个句子，划出其中的关键词。再请学生听一遍第二部分课文并判断句子的正误。然后教师请学生说出答案,其他学生或教师纠正错误答案。
请学生再听一遍第二部分，两人一组回答问题。
设计意图：首先请学生完整地听一遍全文旨在使他们对听力内容有大体的了解，并训练学生听文段大意的能力；请学生先浏览听力任务要求再带着问题去听，旨在训练学生有目的地听，提高听的效率；请学生划出关键词再根据其同义词在听力课文中搜寻信息旨在训练学生根据关键词的同义词快速、准确搜寻信息的听力技巧；在学生了解每一部分细节之后再提问有关听力课文主题的问题，有助于学生正确理解主题。
步骤三 讨论
请学生四人一组根据上述听力课文的内容讨论问题。小组成员中若持有不同观点可以展开辩论，正反方分别阐述理由说明自己的观点。组长负责记录大家的看法并准备代表本组向全班汇报。
讨论时可以参照下列模式阐述观点，列举原因。
3. 讨论结束后，教师请几组学生代表陈述本组观点，并把正反方的观点分别写在黑板上。最后让学生投票表决自己支持的观点。
设计意图：通过辩论引起学生对保护文化遗产问题的深入思考，并为他们提供口语表达机会，练习运用恰当的论据支持自己的观点。
步骤四 作业
设计意图：通过笔头陈述自己的观点和理由理清思路。为下节课写作辩论报告打好基础。
课件9张PPT。Unit 1 Cultural relics
Period 6 Reading and writing
Read this letter from a German newspaper and answer the following questions.
1. Who does Johann think that the Amber Room should belong to?
He thinks that those who find the Amber Room should decide what to do with it.
Why does he think so?
The search cost the finders a lot of time and money.
I. Reading Questions for the discussion
Do you agree with Johann? Who do you think the Amber Room belongs to?
What should you do with things you have found even if the search cost you time and money?
Reading Useful expressions
What do you think? What do you think of …?
How do you feel about …?
What’s your idea/opinion about …
I think/don’t think that … In my opinion …
I agree with you. / Sorry, I don’t agree with you.
Reading Tips for an informal class debate
There must be a question with two possible answers.
There must be a chairperson.
There must be two sides: “for” or “against” the question.
Each side takes turns to debate and gives reasons for their opinion.
At the end there should be a class vote.
The chairperson says which side wins and why. II. Class debateAssessing criteria
Class debate
Write a report on your debate, using the following guidance.
Paragraph 1: State the question.
Paragraph 2: Give the ideas that agree with
the question and the reasons.
Paragraph 3: Give the ideas that disagree with
the question and the reasons.
Paragraph 4: Give your opinion and the result
of the class vote.III. WritingWritingAssessing criteriaRevise your report according to the teacher’s instructions and your partner’s suggestions.IV. Homework第六课时 阅读与写作
一、教学内容 Reading and writing（p.7）
二、教学目标
在本节课结束时，学生能够
了解写信者的观点和论据。
了解辩论的要求和步骤，并在小组讨论和辩论中运用表达自己看法和征求别人意见的功能用语。
以“琥珀屋归属”为主题进行辩论，并写一份辩论报告。
三、教学步骤
步骤一 热身
检查作业。教师在投影仪或黑板上分别展示几个持不同观点的学生陈述的理由，和全班一起评价这些理由的合理性。
设计意图：通过检查作业引出本节课的主要内容，即如何进行一场非正式辩论。
步骤二 阅读
请学生快速阅读学生用书p. 7摘自德国某报的一封书信，并回答问题。
四人小组讨论下面的问题。各小组选出一名组长，组织并参与讨论；一名记录员，参与讨论并记录大家的看法；若大家持不同观点，记录员分别把不同观点记录下来。讨论时可以使用下列表达法。
设计意图：通过阅读书信、回答问题和小组讨论引出辩论的话题，为稍后的辩论做准备。
步骤三 辩论
请全班学生一起阅读学生用书p. 7或者PPT上进行非正式辩论的步骤和方法。
教师将全班分成两大组，其中一组支持Johann Weber的观点，另一组反对他的观点；选出一个学生主持辩论，一个学生作为书记员记录双方的观点。主持人公布辩论评价标准。
每个大组再分成若干四人小组。四人小组分别选出一人记录本组同学的看法并作为主辩人准备参加辩论，陈述本组同学的看法。
讨论结束后主持人宣布辩论开始，请正反方依次分别陈述自己的观点，反驳对方的观点。除主辩人以外，其他学生也可以即兴发表自己的见解，支持本组主辩人。教师提醒学生在辩论的过程中，要边听边记录对方的论据，以便有针对性地反驳对方。最后根据评价标准选出胜者。
设计意图：使学生熟悉辩论的步骤和方法，并在辩论中练习使用表达自己看法和征求别人意见的功能用语。
步骤四 写作
布置写作任务。请学生看学生用书p. 7练习四或者PPT上的报告写作提纲。并公布报告评价标准。
请学生在课上完成报告写作。
请学生两人一组根据评价标准互评报告。
教师任选一篇或两篇报告呈现在投影仪上，与学生一起根据评价标准分析、点评报告。
设计意图：使学生熟悉报告的写法和基本内容；写前给出评价标准旨在使学生明确写作应该达到的目标；学生互评旨在使学生熟悉评价标准，学会评价他人的作品，同时也了解自己写作中的弱点；教师点评旨在指导学生评价他人作品的方法，并使他们反思自己的作品。
步骤五 作业
设计意图: 根据教师的讲评和同伴的建议修改报告有利于学生及时改进写作中存在的问题。
课件14张PPT。Unit 1 Cultural relics
Period 7 AssessingFill in the blanks with the correct words or
phrases. Change the forms of the verbs if necessary. The first letters are given.
I. Self-testing1. Of the seven injured in the traffic accident, only one s_______.
2. The amber which was s______ had a beautiful yellow-brown colour like honey.
3. The Amber Room is a treasure d_______ with gold and jewels.
urvivedelectedecorated4. The box was too heavy to be easily r_______.
5. A bomb e______ suddenly and destroyed the building.
6. The German ship was attacked and s____.
7. China is a developing country which b_____ to East Asia.
8. It is said that policemen are in s_____ of the lost boy along the river.
9. There is no d____ that Liu Xiang will win the competition.
10. I sent a watch to my mother for her birthday, which is
w____ 1,200 yuan.
Self-testingemovedxplodedankelongsearchoubtorthChoose the best answer.
1. The doctor was very impolite to the patient, ______ of course, made things even worse.
A. who B. whom C. which D. what
2. He’s got himself into a dangerous situation ______ he was likely to lose control over the plane.
A. where B. which C. while D. why
3. I don’t like cars ______ owners park too close to me.
A. which B. who C. whose D. of which
Self-testing4. ______ is known to everybody, the moon travels round the earth once every month.
A. Which B. That C. As D. Such
5. The weather turned out to be very good, ______ was more than we expected.
A. what B. which C. that D. this
6. Charlie Chaplin, ______ childhood was hard, began acting at the age of five.
A. who B. whom C. whose D. his Self-testing7. We are talking about a subject ______ the importance hasn’t been realized.
A. which B. that C. of which D. whose
8. The science of medicine, ______ progress has been very rapid, is perhaps the most important of all the sciences.
A. which B. that C. in which D. with which Self-testing Self-testingListen to the dialogue and summarize the main idea in one sentence.
The listening text is a discussion/talk/conversation about the Forbidden City. Self-testingListen again to Part A and fill in the chart with details. Then do the same with Part B.Part A Information about the Forbidden City
It was because ordinary people were never allowed into the palace while the emperors ruled China.9,999
Nine is a special number in Chinese
culture.
2. It shows respect to the Emperor of
Heaven who has 10,000 rooms in his
palace.
Self-testingPart B Information about the Forbidden City
Nearly 600 years old.14 emperors.A national museum. Read the passage quickly and decide which summary describes it best. Then explain why the others are wrong.
A. It tells us about Big Feng and his interests.
B. It tells us that Big Feng put his career on hold to save the old buildings of his hometown.
C. It tells us that Big Feng has saved all the old buildings in Tianjin.
Self-testing
What does Big Feng think about cultural relics?
He thinks that saving cultural relics is more important than writing his novels.
2. What does he do to protect the cultural relics of his hometown?
He asks the local government to protect things of cultural interests and works very hard to save the old buildings of his hometown, Tianjin.
Self-testingAnswer the following questions in your own words.
Think of a cultural relic in your hometown or country which is in danger. Write a letter to your schoolmates to encourage them to join you and protect it. You can use the following outline as a guide.
Self-testingSelf-testingSum up what you have learned in this unit in the following aspects: key vocabulary, key sentence structures, useful expressions, grammar, listening and reading skills, functional items and writing.
II. Summary
第七课时 单元评价课
一、教学内容 Self-testing and self-evaluation; Summary
二、教学目标
在本节课结束时，学生能够通过自测、自评和小结综合评价自己本单元的学习情况。
三、教学步骤
步骤一 自我检测
1. 请学生在限定时间内完成以下练习，然后请学生逐一说出每题的答案。如果答案有错误，教师可以请其他学生纠正。如果某题学生做错得较多，教师统一讲解。
设计意图：检测本单元生词和重点语法项目的掌握情况。
请学生听对话并完成相关练习。学生完成后教师提供答案。
设计意图：检测学生概括大意以及根据关键词听细节等听力技巧。
3. 请学生阅读关于大冯保护文化遗产的故事并完成相关练习。学生完成后教师提供答案。
设计意图：检测学生略读确定文章主题、找读搜寻具体信息和归纳总结的能力。
4．请学生根据写作提示和要求写一封倡议书。
设计意图：检查学生完成控制性写作任务的能力。
注：教师可以把上述自测题呈现在幻灯片上，也可以打印出来发给每个学生，请他们课上完成。
步骤二 自我评价
请学生根据本单元自己的学习情况和本堂课的测试结果进行自我评价：填写下表。五分为满分，一分为最低分。(如果课上完不成就留为作业。)
Things I can do
Evaluation
I can understand the reading passage.
5
4
3
2
1
I can understand the listening text.
5
4
3
2
1
I can understand and use the new words and expressions learned in this unit.
5
4
3
2
1
I can understand the structure and meaning of the non-restrictive attributive clause.
5
4
3
2
1
I have learned more about cultural relics.
5
4
3
2
1
I have learned something about the history of the Amber Room.
5
4
3
2
1
I have learned how to ask for opinions and give opinions.
5
4
3
2
1
I can tell the difference between facts and opinions.
5
4
3
2
1
I can organize and do a debate or discussion.
5
4
3
2
1
I can speak English confidently.
5
4
3
2
1
I need more practice in _______________________________________________.
设计意图：通过自我评价，使学生了解自己对本单元的学习情况，及时弥补不足之处。
步骤三 总结
请学生从以下几个方面总结一下本单元所学知识：重点词、重点句型、主要词组、语法项目、听力和阅读技巧、功能项目和写作。
设计意图：通过列举知识要点培养学生自主学习的能力。
注：关于口语的测试教师可以在课后进行。建议使用学生用书p. 46 Speaking task中的口语任务，可以采取教师观察小组讨论的形式，也可以请每个学生独自陈述自己的想法和理由。
说明：教师建议学生建立学习档案夹，存入自己的作文、收集的相关资料、单元学习小结、小组活动评价、单元自我评价等内容。学习档案夹可以帮助教师了解学生的学习情况，记录学生的进步；同时也促进学生及时反思自己的学习效果和学习方法，并及时改进学习方法，取得进步。
