Unit
1
Cultural
relics
Warming
up
&Reading
Teaching
Aims：1.
Important
words
and
phrasesculture,
state,
look
into,
rare,
vase,
belong
to,
in
search
of,
gift,
ton,
stone,
melt,
once,
heat,
design,
fancy,
style,
jewel,
king,
artist,
in
return,
reception,
light,
wonder,
at
war,
remove,
furniture,
secretly,
wooden,
doubt,
remain,
mystery,
apart,
take
apart2.
Ability
goals
Enable
the
students
to
talk
about
the
story
of
Amber
Room.3.
Learning
ability
goals
Help
the
students
learn
how
to
talk
about
cultural
relics
and
have
the
sense
of
protecting
cultural
relics.Teaching
difficult
points:
Talk
about
cultural
relics
and
what
should
be
done
with
themTeaching
methods:
a.
Learning
to
the
tape
b.
Group
discussion
and
presentation
c.
Multi-functional
teaching
equipment6.Teaching
aids
A
recorder,
a
projector,
and
some
slides
Teaching
procedure:
STEP
I.
Warming
up1.
Do
you
know
what
a
cultural
relic
is?It
is
any
object,
building
or
item
that
was
made
sometime
in
the
past.
It
may
be
thousands
of
years
old
or
may
be
a
few
hundred;It
may
or
may
not
be
valuable;It
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.
Look
at
the
pictures
below
and
discuss
what
they
are
and
whether
they
are
cultural
relics
or
not.
STEP
II.
Pre-reading1.Have
you
seen
amber?
What
does
it
look
like?Amber
is
a
hard
yellowish
brown
clear
substance.
It’s
often
used
for
jewels
and
decorative
objects.
2.
What
can
amber
be
made
into?
3.
Can
you
imagine
what
a
room
made
of
amber
looks
like?magnificent;
wonderful…STEP
III.
Lead-in
Now
please
look
at
the
title
and
the
video
of
the
amber
room,
Please
predict
what
it
is
about.
How
much
does
it
cost?The
amber
room
was
first
built
in
1709.
It
is
said
that
the
amber
room
is
worth
100-250
million
dollars.Suppose
the
Amber
Room
got
lost.
How
would
you
feel?
STEP
IV.
ScanningPlease
scan
the
passage
to
find
out
characters,
things,
years,
places,
reasons
and
procedures
(
who,
what,
when,
where,
why
and
how)
in
the
passage.1.
Who
are
characters
in
the
passage?2.
What
did
these
people
do
to
the
Amber
Room?
3.
What
happened
to
the
amber
room
in
the
years
below?1709
Frederick
I
first
had
the
amber
room
built.1716
Frederick
WilliamⅠ
gave
the
Amber
Room
to
Peter
the
Great
as
a
gift.1770
Catherine
Ⅱhad
completed
the
adding
to
the
Amber
room.1941
The
Nazi
German
army
stole
the
Amber
Room.2003
The
rebuilding
of
the
Amber
Room
was
completed.STEP
IV.
SkimmingRead
the
text
and
discuss
the
main
idea
of
each
paragraph.
Paragraph
1:
Creation
of
the
Amber
Room.Paragraph
2-3:
History
of
the
Amber
Room.Paragraph
4:
Disappearance
of
the
Amber
Room.Paragraph
5:
Rebuilding
of
the
Amber
Room.STEP
V.
Careful
Reading1.
What
was
the
Amber
Room
made
of?7,000
tons
of
amber
were
used
to
make
it.
It
was
also
decorated
with
gold
and
jewels.2.
The
amber
feels
as
hard
as
stone,
how
can
it
be
made
into
a
room?Once
it
is
heated,
the
amber
can
be
made
into
any
shape.3.Please
read
paragraph2-5
and
fill
in
the
form
below.Names
of
placesWhat
is
it
used
for??Prussia
As
the
palace
of
FrederickⅠSt.
Petersburg
(Winter
Palace)?As
a
small
reception
hall
for
important
visitors.Summer
Palace?Catherine
Ⅱ
spent
her
summers
there.Summer
Palace
2003For
the
people
of
St.
Petersburg
to
celebrate
the
300th
birthday
of
the
city.VI.
Careful
readingQ1:Read
Para
1
to
find
detailed
information
about
the
Amber
RoomQ2:
What
happened
to
the
Amber
Room
in
1716?STEP
VII.
RetellingA
strange
history
IN
SEARCH
OF
THE
AMBER
ROOM
Amber
Room
was
first
built
for
____
_____
_____
Frederick
I.
In
1716,
Frederick
William
I
gave
it
to
Peter
the
Great
___
___
___
of
friendship
and
___
_____
he
got
the
Czar’s
55
best
soldiers.
Thus
the
Amber
Room
became
part
of
the
Czar’s
_______
_____
in
St.
Petersburg
and
______
___
a
small
reception
hall
for
important
visitors.
Later,
Catherine
II
told
her
artists
to
____
more
details
___
its
design.
Unfortunately,
in
September
1941,
when
Russia
and
Nazi
Germany
were
___
___,
the
Amber
Room
was
secretly
_____
by
the
Nazis.
_____
___
___
____
that
the
boxes
were
then
put
on
a
train
for
Konigsberg.
After
that,
the
Amber
Room
_____
______.
Recently,
the
Russians
and
Germans
have
built
a
new
Amber
Room
which
was
ready
for
the
people
of
St.
Petersbrug
to
celebrate
the
_____
_________
of
their
city
in
the
spring
of
2003.The
keys:
the
palace
of;
as
a
gift;
in
return;
Winter
Palace;
served
as;
add;
to;
stolen;
There
is
no
doubt;
at
war;
300th
birthdaySTEP
VIII.
CheckAccording
to
the
text,
please
put
the
sentences
below
in
right
order.1.
Fredrick
William
Ⅰ
gave
the
Amber
Room
to
Peter
the
Great
as
a
gift.2.
The
Czar
gave
Fredrick
William
Ⅰ55
soldiers.3.
The
Amber
Room
was
made
for
FredrickⅠ.4.
The
Russians
removed
art
objects
from
the
Amber
Room.5.
More
details
were
added
to
the
room’s
design.6.
The
Amber
Room
was
taken
apart
and
moved
away.7.
A
New
Amber
Room
was
built.8.
Catherine
Ⅱmoved
the
Amber
Room
to
the
palace
outside
St
Petersburg.The
right
order:
2-3-1-6-5-7-8-4
Homework
Please
recite
the
general
idea
of
the
passage.Find
out
the
Attributive
Clause
in
the
passage.Please
find
out
the
language
points
in
the
passage.
The
design
of
the
blackboard
In
Search
of
the
Amber
RoomCan
you
imagine
what
a
room
made
of
amber
looks
like?characters,
things,
years,
places,
reasons
and
proceduresthe
main
idea
of
each
paragraph.
Paragraph
1:
Creation
of
the
Amber
Room.Paragraph
2-3:
History
of
the
Amber
Room.Paragraph
4:
Disappearance
of
the
Amber
Room.Paragraph
5:
Rebuilding
of
the
Amber
Room.Unit
1
Cultural
relics
Speaking
and
Writing
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
for
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
1
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
2
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
or
not
agree
with
the
writer
and
give
a
reason
why
you
agree
or
do
not
agree
with
the
writer.Be
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
return
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
3
Homework
1.Compare
their
compositions
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
4
The
Design
of
the
Writing
on
the
Blackboard
Unit
1
Cultural
relicsSpeaking
and
WritingI
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）
Step5
Record
after
TeachingUnit
1
Cultural
relics
Listening
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
improve
the
students’
complex
ability
of
English
learning.
Teaching
Aids：
A
tape
recorder，a
multi-media
computer
and
a
blackboard.
Teaching
Procedures：
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
to
the
tape，try
to
remember
the
main
idea
and
some
key
points
of
the
listening
passage.
After
the
students
listen
for
the
first
time，ask
some
students
to
tell
some
key
points
about
what
they
listened，when
they
are
telling，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
teacher
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
architect.
Step
3
Listening
Task
（P44）
T：Now
please
listen
to
the
tape，you
have
three
times.At
first
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
relicsPeriod
5get
familiar
with
tones
and
intonationunderstand
general
ideaget
detailed
information
Step
6
Record
after
TeachingUnit
1
Cultural
relics
Learning
about
Language
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
opinions.
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
check
the
students’
answers
of
the
exercises；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
begins
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
answers.
Suggested
answers
1.This
was
a
time
when
the
two
countries
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
in
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
Room
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
city，which
was
once
called
Leningrad.
2.In
Xi’an，I
met
a
teacher，who
has
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
relicsPeriod
2关联词语法功能关系代词whowhomwhomwhosethataswhenwherewhy
Step
6
Record
after
TeachingUnit
1
Cultural
relics
Extensive
Reading
Teaching
Aims：
1.Train
the
students’
reading
ability.
2.Learn
some
useful
words
and
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
the
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
write
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
than
to
write
his
novels.
3.Yes，I
think
there
are
some
other
ways
to
help
him
with
his
projects.For
example，he
and
his
friends
can
make
a
video
about
the
old
streets
and
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
their
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
the
Writing
on
the
Blackboard
Unit
1
Cultural
relicsPeriod
3consider
vt.1.think
about
考虑，打算consider+名词consider
doing
sth.consider+wh-to
doconsider+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
donebe
considered
to
have
done
Step
7
Record
after
Teaching
