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Unit1 Cultural relics1. survive(1) vi.幸免；幸存；生还☞Of the six people injured in the crash，only two survived.因这次撞车事故受伤的六人中，只有两人幸存。
(2)vt.比……活得长；幸免于；从(困境中)挺过来。
其宾语可以是人或事。
sb 比某人活得久survive sth （经过某事）活下来☞(2015·北京，阅读)Nicholas might not have survived this snowstorm had it not been for TV.要是没有电视的话，尼古拉斯可能活不过这场雪灾。
☞The company managed to survive the crisis. 公司设法挺过了危机。
【归纳拓展】【巧学助记】As far as I know， the old man survived the earthquake and he was the only survivor of this village， but nobody knew how he survived. Finally， he survived his wife by 10 years.据我所知，这位老人在地震中幸免于难，他是这个村子唯一的幸存者，但是没有人知道他是如何幸存的。
最后，他比他的妻子多活了10年。
【跟踪典例】完成句子。
①After the big fire， _________________ .大火之后，仍有一些树木残存。
②My grandma _____________________ ten years.我祖父去世以后，我祖母又活了10年。
③A troop of carefully selected soldiers set out in search of those who might ______ the terrible coal mine accident.A. liveB. rescueC. existD. survive【答案】①some trees survived②survived my grandpa by2. in search of 寻找☞He moved to the United States in search of a better life. 他移居美国寻求更好的生活。
Unit 1 Cultural relics（一）Cultural relicsCultural relics have begun to be a hot topic in China today as the balance between developing the nation and retaining traditionalculture must be found. This can be seen in thepublic’s desire to rebuild places of interest. Thiscan be seen intensively in Beijing as traditionalcourtyards are removed to make way for large，modernbuildings. As people gain more money and are able tomove around freely in China，they want to preserve therelics of their cultural past. People now wish to preserve traditional architecture like old city walls instead of knocking them down. Some even wish to rebuild those that have been torn down. The Chinese people are renewing their interests in the folk arts and are dedicating new culture exhibitions in order to educate people on their grand heritage. This is not just a domestic idea. Chinese culture is also spreading abroad as people express an interest in China. Chinese studies abroad have increased a great deal as China becomes more of a growing economic and international player. The interest in Chinese relics abroad is also high because foreigners are coming to appreciate Chinese culture.文化遗产已经开始成为当今中国的热门话题，因为必须在国家发展和传统文化保存间找到平衡。
Unit 1 Cultural relics话题素材——文化遗产[话题词汇]1．cultural adj. 文化的2．civilized adj. 文明的3．ancient adj. 古代的4．wisdom n. 智慧5．valuable adj. 有价值的；贵重的6．attract_one's_attention 吸引某人的注意力7．be situated in 坐落于；位于8．in_a_fancy_style 用奇特的风格9．be made of ... 由……制成10．be worthy of being done 值得做……11．in_return_for 作为对……的回报12．date_back_to/date_from 追溯到……13．great wonders of the world 世界上的伟大奇迹[经典佳句]1．Cultural heritage is_of_great_value and protecting it can make us feel_proud_of our nation.文化遗产价值连城，保护文化遗产会使我们为自己的民族感到自豪。
2．Cultural relics have begun to be a hot topic in China today as the balance between developing the nation and retaining traditional culture must be found.文化遗产已经开始成为当今中国的热门话题，因为必须在国家发展和传统文化保存间找到平衡。
3．The_more the public know about the importance of culture protection, the_stronger support we can get from them.公众对文化保护的重要性知道的越多，我们得到的支持就会越强大。
2020届一轮复习人教版必修二Unit1Cultural relics单元教案Period 1 ReadingThe 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 apart2.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.P2This was a time when the two countries were at war.P2There is no doubt that the boxes were then put on a train for....P2After that，what really happened to the Amber Room remains amystery.P2I think highly of those who are searching for the Amber Room.P23.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.Teaching Important Point：How to tell the story about the Amber Room and talk about cultural relicsTeaching 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 upT：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 EgyptGroup 2 The Great Wall/ChinaGroup 3 Stonehenge/Britain Salisbury plainT：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 know.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 people about the past.T：Very good，also we can say：Cultural relics are traces or features surviving from 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-readingT：What is your favorite city? Why? What makes a city great?S1：a long historyS2：cultural relicsS3：many great peopleS4：important events taking place thereT：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）C2.The suggested answers to the comprehending Exercise 2：1）The Amber Room was not easy to make.（NS）2）Catherine Ⅱdidn’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 Russians don’t think the Amber Room will ever be found.（NS）Step 3 Detailed ReadingT：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 the 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 ReadingT：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 firstparagraph?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 Ⅱhad 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. What 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 DiscussionT：Now please discuss this question in groups：What should we do toprotect 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 Homework1.To finish the exercises on Workbook.2.Prepare for the next class.Step 7 The Design of the Writing on theBlackboardUnit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问Step 8 Record after TeachingPeriod 2 Learning about LanguageThe 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 readingpart，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，besides2.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 c heck the students’ answersof 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 Revision1.Greetings.2.Ask some students to retell the text they learnt in the reading part.Step 2 Useful words and expressionsT：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.rare2.vase3.in return4.in search of5.belong to6.heat7.remain8.gift9.doubt 10.removeT：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 2T：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 answers1.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 structuresT：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.P12.It is your job to look into any reports of cultural relics that have been found in China.P13.You are sent to a small town where you find a relic that was stolen from a place.P14.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1ter，Catherine Ⅱ had the Amber R oom moved to the palace outside St Petersburg where she spent her summers.P26.This was a time when the two countries were at war.P27.In 1770，the room was completed the way （that）she wanted it.P2Suggested answers to Ex 2：1.Here are the farmers who/that discovered the underground citylast month.2.Xi’an is one of the few cities with walls wh ose 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 Homework1.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 theBlackboardUnit 1 Culture relicsPeriod 2关联词语法功能关系代词 whowhomwhomwhosethataswhenwherewhyStep 6 Record after TeachingPeriod 3 Extensive ReadingThe General Idea of This Period：Thi s period is about the reading of the passages：the differences between a fact and an opinion. 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 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 up1.Greetings.2.Check the answers of the exercises about the attributive clauses.Step 2 Reading，Listening and WritingT：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 gavethe 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 WorkbookT：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 someother 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 themto 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 DiscussionT：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 Homework1.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 BlackboardUnit 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 doneStep 7 Record after TeachingPeriod 4 Speaking and WritingThe 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 Revision1.Greetings.2.Ask the students to tell something about their researches. Step 2 SpeakingT：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 factI 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 tha t...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 writingT：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 XiaominPossible answers to MODEL BDear 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 XiaominStep 4 Homeworkpare 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 5 The Design of the Writing on theBlackboardUnit 1 Cultural relicsPeriod 4I 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 TeachingPeriod 5 ListeningThe 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 Procedures：Step 1 Revision1.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 ideaT：Listen t o 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 informationListen 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 Homework1.Collect some information about the cultural relics that arein danger.2.Prepare for the next class.Step 5 The Design of the Writing on theBlackboardUnit 1 Cultural relicsPeriod 5get familiar with tones and intonationunderstand general ideaget detailed informationStep 6 Record after TeachingPeriod 6 AssessmentThe 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.E levate 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 whether 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 multimedia.2.A blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：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 AssessmentT：Today we are going to see how hard you worked and how much more you know about cultural relics.。
