Period 1
I. Teaching aims:
1. Talk about some cultural relics to make the Ss aware of the importance of protecting cultural relics and protect them.
2. Train the Ss’ listening ability.
3. Train the Ss’ listening ability.
II. Important points:
1. Talk about ways to protect cultural relics.
2. How to improve the Ss’ listening ability.
3. How to give advice and make suggestions.
III. Difficult point:
Improve the Ss’ listening ability by listening to some materials.
IV. Teaching methods:
1. Talking method to enable the Ss to express themselves freely.
2. Listening method to improve the Ss’ listening ability.
Teaching Procedures:
Step one Warming up
Individual work. Look at the screen that introduces some famous cultural sites across China, such as the imperial palace of the Qing and Tang Dynasty, the Summer Palace, the Winter Palace, the Classical gardens of Suzhou, Leshan Buddha, Mt Emei and Lushan. (圖見課件) and let students have a free talk about the following topics. The purpose of the activity is to prepare students for the content of the unit, giving students an opportunity to review their own knowledge of cultural relics and preview some vocabulary that will appear later in this unit.
These questions may be helpful:
1.Do you know these places?
2.Have you even been there?
3.Do you know which one is world cultural heritage?
4.Which one would you like to see most? Why?
Group work. Divide the students into groups of four and ask them to discuss the following topics. The activity aims to prepare students for the content of the listening text , so that they will better understand the tape.
1. Can you name more sites besides these?
2. Do they have something in common?
3. Are they important to us today? Why?
4. What should we do to protect them?
Each group choose a representative to summarize the opinions of the group and report them to the class.
Step two listening
Let students listen to the tape and take notes. The activity is designed to encourage students to listen for the general idea first, and then try to listen for specific details.
1. Play the tape for the students to listen and complete the following tasks.
1) Listen to the tape for the first time and find out what the site looks like and why it is important. And then fill in the form
Name of the site Why is it important？ What is being done to protect it？
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2
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2) Ss discuss their answers in groups and then check in class.
3) Listen again and try to complete the map of each site on the screen.
4) Discussion
Show students some cultural sites on the screen and discuss the following questions.
a. Can you tell the importance of these cultural sites?
b. What is being done to protect it?
Homework
Prepare a brief description of Ss’ favorite cultural site in Maanshan. The report must include the following：
The name of the site
Its size as well as its history
Its importance and what is being done to protect it.
Period 2
I. Teaching Aims:
1. Master the following words and expressions: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring ---back to life, come true, etc.
2. Learn the following sentence patterns: It is true that---, do everything we can to save our city
3. Enable the Ss to be aware of the importance of protecting cultural relics
II. Important point:
How to improve the Ss’ reading ability.
III. Difficult points:
1. How to grasp the main idea of a paragraph.
2. How to help the Ss master the use of some useful words and expressions.
3. How to enable the Ss to use the sentence patterns correctly.
IV. Teaching Methods:
1. cussion method to make the Ss understand what they have learned in class.
2. Pair work or group work to get every student to take part in the teaching-and-learning activities.
V. Teaching procedures:
Step 1 speaking
Ask the students to make a culture capsule with a size of 2×2 meters. They are to decide what to put into the box so that anyone who finds it will understand who we are. Ask them to discuss what you want to put in and why .Then fill in the form.
The purpose of the activity is to develop students’ imagination and give students an opportunity to preview some of the specialist vocabulary used in the dialogue, preparing them for dialogues.
Things you want to put in Reasons for your choices
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2
3
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Make a dialogue according to the form above , the purpose is to encourage the students to express their ideas using different expressions. and the following expressions may be helpful .
Asking for suggestions Making suggestions
● What shall we put in in your opinion?
● Can't we put in …?
● Should we put in …?
● …… ● Let's put in….
● Maybe we could put in ….
● I'd like to choose….
● What / How about…?
● Why not put in …?
● Why don't you put in …?
……
They may look at the model in their books.
……
Step 2 Post-speaking
Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.
Step 3 Pre-reading
Throughout the world, there're many well-known cities. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:
① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
② What are your favorite cities?
③ What cultural relics are there in the place where you live? How important are they?
Homework
1. Write a report about the culture capsule.
2. Practise ways of making suggestions.
3. Preview “Reading”.
Period 3 Reading
ⅠTeaching aims
1. To develop the Ss reading ability through reading the passage
2. To enable the Ss to learn how cultural relics and sites can be successfully restored and rebuilt.
3. To instruct the Ss to understand that cultural relics are important part of a city’s and people’s culture
II. Important and difficult points
1. Knowing about how the people of St Petersburg protected the history and culture and how they rebuilt the city.
2. Knowing about the spirit of a city is more important than its buildings
III. Teaching methods
1. Discussion method to make the students work better.
2. Pair work and group work.
IV. Teaching procedures:
Step 1 Discussion
Ask students to read the title and guess who are the heroes of the city and discuss the difference between “ A city of heroes” and “ the heroes of a city” The activity is to help the students to know what the text will talk about.
Step 2 Presentation
Introduce the city St Petersburg generally.
St Petersburg
St Petersburg is the second largest city in Russia after the capital, Moscow.
The city was built by Peter the Great, who wanted a port for trade to the Baltic. The city was seen to be a “ window looking out on Europe”. It was also the capital city back in 1712. Italian and French architects planned its streets and buildings , giving it that special classical beauty for which it is famous today.
St. Petersburg became the center of literature, music and theatre in the late 19th and early 20th centuries.
It was renamed twice during revolutions. It became Petrograd in 1914 and Leningrad in 1924. Then in 1991, local people voted to give it back its first name.
During World War Ⅱ , St. Petersburg was cut off from the rest of the country. It was besieged for more than two years by soldiers of Nazi Germany and many hundreds of thousands died from hunger and disease. It was awarded the title of “ Hero city” for the heroism shown by its people.
Step 3 Skimming
Ask the Ss to skim the text to find topic sentences of each paragraph. The activity is designed to give students practice in skimming a text for a general idea .
Suggested answers:
Paragraph 1 :the Russian Czar Peter the Great built a new capital-St Petersburg.
Paragraph 2:St Petersburg has also been the center of many important events in history.
Paragraph3: the people of St Petersburg began rebuilding the city.
Paragraph4: the people of St Petersburg are the Modern heroes of Russia
Step 4 True or False
Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
Statements True or false
1. The city of St Petersburgh was built and rebuilt by Peter the Great.
2. Many great palaces in the city, which were large and beautiful, were built after Peter's death.
3. The Germans attacked St Petersburgh a hundred years ago.
4. When the palaces and buildings were rebuilt, people changed their old beauty.
5. A portrait of Peter the Great was destroyed by the Germans.
6. It was difficult for people to rebuild the old palaces.
7. Workers and painters used old photographs to help them rebuild the city.
8. St Petersburgh will never be as beautiful as it was before.
Step 5 Reading
Get the Ss to read the text carefully to find details to fill in the form below. The activity is designed to give students practice in scanning a text for specific information.
A city of heroes
Time What happened ( events) Details
300 years ago :the Russian Czar Peter the Great built a new capital-St Peterburg.
1. Where:
2. What does Peter the Great look like?
3. What does the city and the palaces look like?
1941 1. How long?
2. What about the people of the city?
3. What did the Germans do as they left?
4. What were the cities like then?
After the Nazis left 1. Was it easy to rebuild the city? And Why?
2. What did the people do to restore the city?
3. Did they succeed?
Today The city was brought back to life and the palaces have been wonderful as the past Who are the heroes of the city? And why?
Suggested answers:
Time What happened ( events) Details
300 years ago :the Russian Czar Peter the Great built a new capital-St Petersburg.
1.St Petersburg lies on the banks of the river Lena in Russia.
2.strong and proud
3. large , beautiful and like something from a fairy tale.
1941 The Germans tried to destroy the city
1. The city was under attack for 900 days.
2. They fought against the Nazis and never gave in.
3. They burned many of the palaces
4. It was almost in ruins
After the Nazis left The people of St Petersburg began rebuilding the city. 1.No, because the palaces were badly damaged in the war
2.Using old photographs and
rescued pieces of the old city,
they managed to rebuild it.
3.Yes
Today The city was brought back to life and the palaces have been wonderful as the past The people of St Petersburg are heroes because they have made something impossible possible.
Step 6 Post-reading
Ask the Ss to discuss the following questions in groups:
① Why do people think St Petersburgh is a great city?
② Why was it so difficult for people to rebuild the old palaces?
③ What did people use to help them rebuild the city?
④ Why are the people of St Petersburgh heroes?
Homework
Summarize the passage and ask the Ss to retell the story.
Do Language Study Ex.2 on P46.
Finish the workbook Ex.1 on P122.
Period 4
Ⅰ.Teaching aims:
1. To get the students to learn the useful expressions and sentence structures in the reading.
2. To enable the students to use these language points both orally and in written form.
Ⅱ. Important and difficult points:
1. Analyze some new words and expressions.
2. Explain some difficult sentences to the students.
III. Teaching methods:
1. Students think individually.
2. Make use of the new words and expressions in class.
IV. Teaching procedures.
Step 1 Warming-up
1. Greetings as usual.
2. Ask individual Ss to retell the story.
3. Check the homework, giving some explanation if necessary.
Step 2 language points from the reading passage
Choose some important points from below to explain to the students. Have them try to give examples.
( 1 ) be under attack
attack v. ＆ n. 攻擊，進攻 attack作為攻擊時多作可數(shù)名詞，但在 under attack 中是不可數(shù)名詞，其前無冠詞。
be under +名詞 表示“經(jīng)受或遭受…”“在…的過程中”
The matter is still under discussion. 這個問題還在討論之中。
The road is under repair and is closed to motor traffic.
此路在修，禁止機動車輛通行。
（2）give in ( to sb.or sth) ／ give up
give in 意為“投降，屈服，讓步，上交，宣布”
The baby kept crying and his father had to give in to him.
Give your papers in when you have finished.
Give up 意為“放棄、中止、讓 （ to ）”
例如：You should not give up hope.
The doctor told him to give up smoking.
The girl give up her seat to an old man.
（3）be ( lie ) in ruins
例如：The house now lies in ruins after earthquake.
His careers is in ruins.
（4）bring… back to life “ 使…復生；使…康復；使蘇醒，使恢復生機”
Her stay among the mountains brought her back to life.
After years of hard work, Chinese artists have successfully brought the palace back to life.
（5）with the help of sb =with sb’s help
With the help of Tom, I made great progress in English.
With the police’s help he found his lost son.
２．難句分析
（１） Where there is a river , there is a city.
凡有河流的地方，必有城市。
Where there is a will, there is a way . 有志者，事竟成。
Where there is smoke ,there is fire. 無風不起浪。
You can go where you want to go. 你可以去你想去的地方。
（２） It is true that many of the world’s greatest cities have been built on the banks of a river.
世界上許多偉大城市都依河而建，這是事實。
英語中“It + be+ adj + that 從句是一個很重要的句型。這里的“it”是形式主語，真正的主語是“that”引導的從句。
It is true that many people lose their best friend when they grow up.
It is true that all students like to rebel against their teachers in some way.
It is not easy that your friends share secrets with you.
（３） We will not let our history and culture be destroyed, and we will do everything we can to save our city.
我們不能讓我們的歷史和文化就此毀滅，我們要千方百計拯救我們的城市。
“ we would do everything we can …” 這一句中的 we can 是一個定語從句，從句中省略了謂語動詞 do , 不定式 to save our city 是目的狀語，“ do everything we can”表示“盡一切可能……”，還可以用以下類似的表達方式。
I will do all I can to help you with your English.
I will do what I can to help you with your English.
(4) Strong, proud and united, the people of St Petersburg are the modern heroes of Russia.
圣彼得堡人民堅強不屈、充滿自豪、團結一致，他們是俄羅斯當代的英雄。
句子前面的形容詞短語strong, proud and united 可以視之為狀語。在正式的英語中可以這樣用。
例如： confident, selfless and honest, he is our good model.
Helpless, we watched our home destroyed before our eyes.
Step 3 Word study
1. Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.
restore; rebuild; replace; recreate;
2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.
3. Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.
【Model】
⑴ reappear vi. appear again (esp. after disappearing)
⑵ reprint v. print again; print a new impression of
⑶ recollect v. call back to the mind
⑷ recount v. count again
⑸ redo v. do again
⑹ refill v. fill again
⑺ retell v. tell again
⑻ rethink v. think about again; reconsider
⑼ reunite v. bring together or come together again
⑽ rewrite v. write again
⑾ rejoin v. join (together) again
⑿ relay v. lay (a cable, carpet, etc) again
⒀ rename v. give a new name to; name again
⒁ reopen v. open again after closing or being closed
⒂ replay v. play (e.g. a football match that was drawn) again
Step 4 Grammar learning
Ask pairs of Ss to discuss and conclude the usage of Present Perfect Passive Voice. The teacher gives some explanations if necessary.
Ask Ss to find the sentences with the Present Perfect Tense in the 3rd paragraph in the passage and then change them into the Active Voice.
Get Ss to finish exercises on page 47 and 48.
Homework
1. Finish off workbook exercises on page 128.
2. Preview “Intergrating skills”.
Period 5
Step 1 Lead-in
Tell the students that in our daily life we may often meet with something that makes us happy, sad or even very angry. And we usually want to tell others about our own feelings . Ask the students the question: What do you often do when you want to share your feelings with others?
Suggested answers: Having a talk with our close friends; getting a pen friend; making a phone call to the local radio or TV station; writing to a newspaper or a magazine and so on.
Step 2 Reading
Get the students to read the letter to find the answers to these questions.
1. Where does the writer live?
2. What is the writer worried about?
3. How does the air pollution come about?
4. What suggestions does the writer make?
Suggested answers:
1. Paris, France.
2. Some of the cave paintings have been destroyed by air pollution.
3. The pollution comes from cars , factories and human beings.
4. Putting glass walls in front of the paintings, limiting the number of visitors, building a website where people can look at the pictures and paintings.
Step 3 language points:
1. worry: 使煩惱，使憂慮
worry sb: 使某人煩惱，憂慮
worry about sb/ sth 為…而擔心，煩惱 （強調動作）
be worried about sb/ sth 為…而擔心，煩惱 （強調狀態(tài)）
例如：The baby’s illness worried his mother very much. 小孩的病使他媽媽很擔心。
Don’t worry about your health all the time. 別總是為你的健康憂慮。
The parents seem to be worried about their son’s safety. 這對父母似乎很擔心他們兒子的安全。
2. not… b ut… 不是……而是……
“ not… b ut…”是一個連詞詞組，連接兩個并列成分，表示意思上的轉折。在not和but 之后用相同詞類的單詞、短語或從句。
例如：Mr Brown is not a lawyer but a doctor. 布朗先生不是律師而是醫(yī)生。
This is a question not of money but time.這不是錢的問題而是時間的問題。
We don’t need money but time. 我們不需要錢，而需要時間。
Dealing with language points:
1． worry: 使煩惱，使憂慮
worry sb: 使某人煩惱，憂慮
worry about sb/ sth 為…而擔心，煩惱 （強調動作）
be worried about sb/ sth 為…而擔心，煩惱 （強調狀態(tài)）
例如：The baby’s illness worried his mother very much. 小孩的病使他媽媽很擔心。
Don’t worry about your health all the time. 別總是為你的健康憂慮。
The parents seem to be worried about their son’s safety. 這對父母似乎很擔心他們兒子的安全。
2． not… but… 不是……而是……
“ not… b ut…”是一個連詞詞組，連接兩個并列成分，表示意思上的轉折。在not和but 之后用相同詞類的單詞、短語或從句。
例如：Mr Brown is not a lawyer but a doctor. 布朗先生不是律師而是醫(yī)生。
This is a question not of money but time.這不是錢的問題而是時間的問題。
We don’t need money but time. 我們不需要錢，而需要時間。
Step 4 Pre-writing
1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small village. Some people in my village want to …
I am …
Step 5 Writing
1. Questions and Answers Ask individual Ss to answer the questions according the above form.
2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.
3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.
4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.
5. Reading Ask several students to read out their letters.
Go through the tips with the students
Go through Checkpoint 7 to go over the grammer.
Homework
1. Ask the Ss to go over the whole unit.
2. Write a letter to the editor about any problem they come across.
3. Finish off workbook exercises.