高一英語必修二教學(xué)設(shè)計
I．教學(xué)目標(biāo)
技能目標(biāo)Goals
Talk about cultural relics
Review attributive clauses, including restrictive and non-
Write a short reply to a letter and give your opinion
Take notes and judge who gives the best evidence
restrictive attributive clauses
�、颍繕�(biāo)語言
功能句式 Expressions used to give opinions
I think highly of...
I don't agree that．”
Besides...
I must say that I agree with you.
I must say that I don't agree with you.
As far as I'm concerned, I think...
As I see it...
Don't you agree /think (that)...
I can't help thinking (that)...
I would like to say...
In my opinion／view...
Personally, we should…
Well, obviously we should…
The point is...
詞匯 1.四會詞匯
cultural, survive, remain，state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light,
mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure，besides
2．認(rèn)讀詞匯
relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek,
Anna Petrov, mystery
3.詞組
look into, belong to, in search of, in return, at war, take apart, think highly of
4.重點詞匯
belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion
語法 The attributive clauses with which/who/where/when
A cultural relic is something that has survived一
It is your job to look into any reports of cultural relics that have been found in China.
You are sent to a small town where you find a relic that was stolen from a place.
This gift was the Amber Room, which was given this name because...
Later，Catherine 1I had the Amber Room ... outside St Petersburg where…
This was a time when the two countries were at war.
In 1770, the room was completed the way (that) she wanted it.
重點句子 1. Frederick William I, the king of Prussia could never have imagined that．… 2. Once it is heated, the amber can be made into any shape
3. It was made for the palace of Frederick Ⅰ.
4. In 1716, Frederick William I gave it to Peter the Great, as“gift of friendship．…
5. In return, the Czar gave the king of Prussia 55 of his best soldiers.
6. The Amber Room soon became part of the Czar's Palace in St Petersburg.
7. Later, Catherine 11 had the Amber Room moved to the palace outside．…
8. This was a time when the two countries were at war.
9. There is no doubt that the boxes were then put on a train for Konigsberg，…
10. After that, what really happened to the Amber Room remains a mystery.
11.1 think highly of those who are searching for the Amber Room
�、�. 教材分析與教材重組
1.教材分析
本單元以cultural relics為話題，旨在通過單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會描述它們的起源。發(fā)展和保護等方面的情況，復(fù)習(xí)并掌握定語從句，能在英語口語交際過程中判斷別人給出的依據(jù)，并給出自己的觀點，能回信并就如何保護和處理世界文化遺產(chǎn)給出自己的觀點。
1.1 Warming up假設(shè)你是一個文化遺產(chǎn)部門的工作人員，被派往一個小村鎮(zhèn)，去調(diào)查一個罕見的明朝花瓶被盜事件。這時有一個男的試圖阻止你，并堅持認(rèn)為這個花瓶是屬于他家的，那么對此，你要對他說些什么？
1.2 Pre-reading是Reading的熱身部分，有兩個問題組成。第一個問題是想出一個你了解的文物遺產(chǎn)，如果這個文物遺產(chǎn)不見了，你會感覺如何，為什么會有這樣的感覺？第二個問題是你發(fā)現(xiàn)了一個文物遺產(chǎn)/I，那么你會怎么處理它？這樣的兩個問題便為引出Reading: InSearch of the Amber Room做好了鋪墊。
1.3 Reading是關(guān)于尋找丟失了的普魯士國王威廉一世送給俄羅斯沙皇的那個琥珀屋的建立、被毀、重建的整個歷史。第一段說The Amber Room has“strange history，并對它進行洋細的描述。第二段敘述了The Amber Room的來歷及其在俄國的用途：沙皇的冬宮和會見重要客人的會客室。第三段敘述了葉卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外她避暑的宮殿中，并按照她的意愿對這個琥珀屋進行了重新設(shè)計，使之成為世界上最偉大的奇跡之一。第四段，敘述了1941年9月，納粹德軍入侵圣彼得堡，并擄走了琉拍屋，使之成為一個謎。第五段，講述了現(xiàn)在德俄兩國人民依據(jù)舊的琥珀屋，在夏宮建立了一個新的琥珀屋。設(shè)計這篇文章的目的是讓學(xué)生從文化遺產(chǎn)的歷史中，體驗人類文明發(fā)展的過程，提高學(xué)生保護文化遺產(chǎn)的意識。
1.4 Comprehending既有知識性的問題，讓學(xué)生了解文章的細節(jié)(exercise 1)，同時又跳出了課文，對文章進行了整體評價(exercise 2)0由易到難，有較好的梯度，全面
考查了學(xué)生對文章的理解。
1.5 Learning about Language分Discovering useful words and expressions和Discovering useful structures兩部分。其中第一部分的Exercise 1根據(jù)英語解釋，寫出對應(yīng)的單詞。Exercise 2練習(xí)belong to的詞義和用法。Exercise 3練習(xí)介詞at的`用法。第二部分的Exercise 1從文中找出7個含that /which /who /where /when的定語從句。Exercise 2 Join the pairs of sentences using that／which /who /whose /where /when without commas（限定性定語從句）。Exercises 3 Join the pairs of sentences using
which/who /whom /where /when with commas（非限定性定語從句）。
1.6 Using Language分Reading，Listening and Writing和Speaking and writing和Reading and writing三部分。在第一部分的Listening中要求學(xué)生take notes while listening進一步提高聽力水平。第二部分中speak and write down a short list of reasons for your choice.練習(xí)這種句型It can be proved that---because---第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why you agree or don't agree with the writer.
1.7 Summing up從四個角度：有用的動詞，動詞短語，其他的表這和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識。
1.8 Learning tip建議學(xué)生親自去博物館看一些中國文化遺產(chǎn)，并主動擔(dān)當(dāng)導(dǎo)游向外國游客介紹這些文化遺產(chǎn)，同時練習(xí)英語口語，并向外國游客學(xué)習(xí)英語同他們交朋友。
2.教材重組
2.1從話題內(nèi)容分析，Warming up, Pre-reading, Reading, Comprehending和Leaning about Language內(nèi)容一致，將其設(shè)計成一節(jié)閱讀課。
2.2將Using Language設(shè)計成一節(jié)語言學(xué)習(xí)課。
2.3將Workbook里的Listening和Listening Task整合成一節(jié)聽力課。
2.4將Workbook里的Talking和Speaking Task設(shè)計成一節(jié)口語課。
2.5將Workbook中的Reading Task和Writing Task整合成一節(jié)閱讀和寫作課。
2.6將Workbook里的Using Words and Expression與Using Strictures和Using Language中的Summing up與Learning Tip和Workbook中的Checking Yourself設(shè)計成一節(jié)復(fù)習(xí)課。
3.課時設(shè)計與課時分配
�。ń�(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時完成）
1st period Warming up and Reading (1)
2nd period Grammar
3rd period Listening
4th period Speaking
5th period Reading (B) and Writing
6th period Comprehensive Revision
（以上課時分配與教材重組，僅供參考，教師可因時因地因人而異，不必拘泥于此。）
Unit1 Cultural Relics
The first period
Warming up and reading
Teaching goals
1.Target language
a. Important words and phrases
culture, 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 apart
b. Important sentence style
In return, the Czar gave the King of Prussia 55 of his best soldiers. P2
This was a time when the two countries were at war.P2
There was no doubt that the boxes were then put on a train for …..P2
After that , what really happened to the Amber Room remains a mystery.P2
I think highly of those who are searching for the Amber Room.
2. 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 them
Teaching methods
1. Learning to the tape
2. Group discussion and presentation
3. Multi-functional teaching equipment
Teaching aids
A recorder, a projector, and some slides
Teaching procedures & ways
Step one
Ask the students to check the new words and expressions of this unit with each other in this unit.
Step two warming up
The warming-up exercises raises the students’ awareness 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 they know.
T: Now, class, look at the title of this unit. Tell me what the topic is this unit.
S: Cultural relics
T: Do you know what cultural relics are?
(Students’ answers)
T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.
They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.
Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)
Part three Pre-reading
1. Leading-in
T: Ok, class, do you think these cultural relics beautiful?
S: Yes, very beautiful.
T: Suppose one of them got lost, how would you feel and what will you do with it?
S: …………(find，rebuild，protect）
T：Thanks four your good suggestions. Now let’s learn “ In Search of the Amber Room”.
2. Explaining pictures
Ask the students to read the text first and then answer the following questions:
1).Why was it called Amber Room?
(It was given the name because almost seven thousand tons of amber used to make it.)
2). What happened to the Amber Room?
(First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar’s winter palace in St Peterberg…….)
3. Listening
Ask the students to read the text carefully and find out the main idea of each paragraph.
Ask the students to tell the characteristics of the text
1. It tells the history of the Amber Room so that we know what happened.
2. It uses the past tense.
Part five Post-reading
Finish the comprehending exercise in P2
Part Six Learning about language
1). Frederick William I, the king of Prussia, could never have imagined that ……..
情態(tài)動詞+have done 表示對過去發(fā)生的事情的推測、批評和反悔等意思。
Eg: You should have told me earlier. What shall we do now?
2)Once it is heated, the amber can be made into any shape.
Be made into被制成，被做成
3）be at war 處于交戰(zhàn)狀態(tài)
4）remain后，常跟名詞，意思為“保持，繼續(xù)，依然”
5).belong to
Then finish the exercise in “Learning about language” and “Discovering useful structures.”
Part Seven Homework:
1. Review the key sentences in this part.
2.Review the words in the second period.
The Second Period Grammar
Teaching goals:
1. Target language
a. Vocabulary
trial, consider, prove, tell the truth, pretend, think highly of, besides
b. 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.
2. Ability goals
Enable the students to make judgments and to write a short reply to a letter, then give their own opinions.
3. Learning ability goals
Help the students learn how to make judgments and give their opinions.
Teaching important points
The attributive clauses with that/which/who/where/when
Teaching difficult points
How to tell the attributive clauses with that/which/who/ where/when/ from other clauses
Teaching methods
Learning and practicing
Teaching aids
Multimedia computer
Teaching procedures and ways
I. Reading, listening and writing
1. Fast Reading (Pre-listening)
Find out the differences between a fact and an opinion.
2. Listening
Students take notes and fill in the form while listening to what the three people say about the missing Amber Room.
3. Post-listening
a. Discussion
Students share their forms with others. Then discuss which person gave the best evidence using some useful expressions given.
b. Writing and speaking
Students write down a short list of reasons for their choice.
II. Reading and writing
Read the letter on page 7 from a German newspaper. Then write a reply to the letter
III. Homework
1. Review the 11 key sentences in the Reading. Remember the words and sentences that we learnt this class.
2. Preview the new words and phrases in the next class.
The third Period Listening
Teaching Goals
1. Target language 目標(biāo)語言
a. 詞匯
man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music
b. 重點句型
Do you think it was worth spending so much money to move Abu Simbel?
2. Ability goals
Master the patterns that can be used to describe cultural relics by listening.
3. Learning ability goals
Help the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape.
Teaching important points
Learn the patterns used to describe cultural relics.
Teaching difficult points
How to grasp the key words that can help the students to answer questions
Teaching methods
1. Listen to the tape. (Individuals)
2. Check the answers, (cooperative learning)
Teaching aids 教具設(shè)備
A recorder, a tape, a projector and some slides.
Step 1 Homework checking
T: Let’s check our homework each other. We will have a dictation of the 11 dey sentences in the reading.
1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history.
2. Once it is heated, the amber can be made into any shape P.1
3. it was made for the palace of Frederick I. P1
4. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P1
5. In return, the Czar gave the king of Prussia 55 of the best soldiers. P1
6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg. P1.
7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P2
8. This was a time when the two countries were at war. P2
9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea. P2
10. After that, what really happened to the Amber Room remains a mystery. P2
11.1 think highly of those who are searching for the Amber Room. P2
Step II Listening (P41)
1. Listen to the tape for the first time to get the main idea.
2. 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 gives the answers, using a slide projector.
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一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 1B Listening Task (P44)
T: Please listen to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.
Let students read and act out the dialogue and compete with each pair to see which pair is the best.
Step IV Homework
1. Collect some information about the cultural relics that are in danger.
2. Write your opinions on how to protect the cultural relics.
The Fourth Period Speaking
口語課教材分析與問題解決
a. In these two parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking.
b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can improve speaking. Thus the training of the two skills-speaking and writing can benefit each other.
c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking.
Teaching goals教學(xué)目標(biāo)
1. Ability goals能力目標(biāo)
Enable the students to have the ability of talking cultural relics and ways to protect them.
2. Learning ability goals學(xué)能目標(biāo)
Help the Ss to learn how to give opinions clearly about cultural relics.
Teaching important points教學(xué)重點
Learn to discuss and act out the Ss’ opinions about cultural relics.
Teaching important points教學(xué)難點
How to teach the students to speak out their opinions about cultural relics.
Teaching methods教學(xué)方法
1. Watch some videos about the cultural relics. (individuals)
2. Have a discussion. (group work)
3. Write an article about the discussion. (individuals)
Teaching aids教學(xué)設(shè)備
A computer, a projector and some slides.
Teaching procedures and ways教學(xué)過程與方式
Step I Homework checking
T: Well, class, at the beginning of this class，1 want to know whether you have collected some information of the cultural relics that are in danger?
Ss: Yes.
T: OK, tell me what you collected?
S1：The Great Wall in China is in danger. Some parts of the wall have been destroyed by the wind，air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall.
S2: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired.
S3: Some buildings of Angkor Wat are falling down.
Step II Lead-in
T: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are about the world cultural relics.
Students watch the videos to find some cultural relics that are in danger.
T: Have you found that some of them are in danger?
Ss: Yes.
T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task.
Step III Speaking Task (P46)
T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capital a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics?
-A: Yes, we should save all our cultural relics.
-B: No, we shouldn't save all our cultural relics. We should only save the best one.
T: Well, you did a good job. Next, practice again the sentences that can be used to show your opinions.
Step IV Writing
T: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down.
Later, the teacher shows some articles of the students with a projector and corrects them with the whole class.
Suggested answers
Today, we have a discussion on "Should China save all of its cultural relics". Some students think that we should save all the cultural relics for the following reasons. All the cultural relics have their own history and represent parts of our culture. So they are very important and useful
to society. Although we have to spend a lot of money to protect them, it is worth protecting them. But some students think that we should just save the best cultural relics instead of saving all the cultural relics for the following reasons. There are too many cultural relics in our country to be protected. Thus, we'll have to spend a lot of money. Maybe this will be a waste of money. After all, some cultural relics are not so valuable and useful. So we should spend the money that is used to protect some unimportant cultural relics on theimportant things. In my opinion, we should just protect the best ones. After all, our country is still a developing country and bas not enough money to protect all the cultural relics. As long as we can keep the culture that the cultural relics stand for; that's enough.
Step V Talking (P41)
T: Please talk with your partner about the latest clothes. Complete the dialogue, giving facts and opinions where asked.
First, the students check their answers each other. Later, the teacher gives the answers, using a slide projector.
Suggested answers
A: SINGER (name of a company) makes the best coasts (name of a kind of clothing) in China! It's a fact.
B: Really? How do you know that?
A: Because all my workmates (name of persons) wear them
B: But that doesn't make it a fact.
A: Why not?
B: Because 1 don't know this kind clothing and 1 never see anyone wear them
A: OK. So if it's not a fact, what is it?
B: It's an unbelievable fact.
Let the students practice the dialogue with their partners and then give a short performance for the class.
Step VI Homework
1. Review the attributive clauses that we learned in the first period.
2. Remember the words and sentences that we learnt this class.
3. Preview the new words in the next class.
The Fifth Period Reading (11) and Writing
Teaching goals 教學(xué)目標(biāo)
1. Target language 目標(biāo)語言
a.重點詞匯和短語
time-consuming, take care of, gentle, giant, treasure, dynasty
b.重點句型
It was more than he could have got for... P45
2. Ability goals 能力目標(biāo)
Enable the students to catch details of Big Feng's story and write a letter on saving the cultural relics.
3. Learning ability goals學(xué)能目標(biāo)
Help the students learn how to catch details of Big Feng's story and grasp the ways of writing a letter on saving the cultural relics.
Teaching important points教學(xué)重點
Teach the students to tell Big Feng’s story.
Teaching difficult points教學(xué)難點
Teach the students how to write a letter on saving the cultural relics.
Teaching methods教學(xué)方法
1. Reading (individuals)
2. Discussion (group work)
3. Writing (individuals)
Teaching aids教具設(shè)備
A recorder, a projector and some slides.
Teaching procedures and ways教學(xué)過程與方式
Step I Homework checking
T: Let's check our homework each other.
Ask the students to have a dictation of the sentences including attributive clauses learned in the first period.
Step II Reading Task (P44)
T: Since cultural relics are important and useful，it's necessary for everyone to protect them. After all, they belong to the whole world. So 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 Big Feng wants to save cultural relics.
While the students are reading, the teacher walks around the classroom and try to collect the answer of the students. Then, the teacher checks the answer.
Suggested answer
Big Feng and his friends offer each other help whoever needs helps. so Feng believes that his work to save cultural relics is a way to thank his many friends.
T: Now listen to the tape and answer how he saves the cultural relics of his homeyown.
While the students listen to the tape, the teacher should ask them to write the key words that are useful for then to answer the question. Later the teacher gives the answer with a slide projectors.
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: Read the pas sage again carefully 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（耗時的）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 the three questions by themselves. Later, the teacher gives the answers, using a slide projector.
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: 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 Summer Palace, the Forbidden Citv, the West Lake and so on.
Step Ⅳ ( Writing task (P46-47)
T: Although there are tens of thousands of cultural relics in China that need to be protected, just choose one cultural relic in your hometown that your think is worth saving. Write a letter to all the students of your school to encourage them to help save the cultural relic. You can use the following model on page 46 as a guide.
First, the students check their answers each other. Later,
the teacher gives the answers, using a slide projector.
T: Please look at page47 and finish the project “the following steps:
1) Get together with three of your classmates and share your letters from the Writing task with one another. Read each letter aloud.
2) Now take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.
3) Organize your plan step by step to get more and more students to join the project.
4) Prepare a short speech and have one member of your group tell your classmates so that we can protect it well.
Possible answer（I)
Dear Classmates,
As young people, we don't always want to think about the past. Yet we often hear our grandfathers and grandmothers talk about cultural relics. They say we must protect some of these relics because they can remind us of the past and they are very important and useful. They also say that these relics are important to us because they stand for the special culture o China. I'm sure you will agree. After all, someday we will be older ourselves and will want our own children to
protect them. So I have a plan for saving the Longquan Tower, which is a fine cultural relic here in our hometown. It can be found at the northeast corner in Tengzhou. It should be saved because it has been greatly destroyed by winds and rains. My plan is to paint it again and then rebuild some
parts of it. We can also turn to the government for help. Later, when others begin to offer their help, perhaps we can rebuild the whole tower so that it will be safer. If you like my plan, please give a note to your teacher. Thank you.
Your friend,
Lucy Ma
Possible answer（II）
Dear Classmates,
As young people, we don't always want to think about he past. Yet we often hear our grandfathers and grandmothers talk about cultural relics. They say we must protect some of these relics because they represent what happened in the past in the world that we live in. They also say that these relics are important to us because we can use them to develop tourism and make a lot money. I'm sure you will agree. After all, someday we will be older ourselves and will want our own children to protect them. So I have a plan for saving the Longquan Tower, which is a fine cultural relic here in our hometown. It can be found at the northeast corner in Tengzhou. It should be saved because it has been old and some parts of it are very dangerous for people to climb is My plan is to rebuild a new one following the present old tower and then protect the old one and just let people watch it and not climb it. We can also hope that all the people in this city can take actions. Later, when others begin to offer their help, perhaps we can have a new and safer Longquan Tower at that time. If you like my plan, please give a note to your teacher. Thank you.
Your friend,
Tom
Possible answer (m)
Dear Classmates,
As young people, we don't always want to think about the past. Yet we often hear our grandfathers and grandmothers talk about cultural relics. They say we must protect some of these relics because they are part of our culture. They also say that these relics are important to us because they help us to learn the history and culture of our country . I'm sure you will agree. After all, someday we will be older ourselves and will want our own children to protect them. So I have a plan for saving the Lonquan Tower, which is a fine cultural relic here in our hometown. It can be found at the northeast corner in Tengzhou. It should be saved because it has been destroyed by some people who visited it and wrote something on it. My plan is to repair some parts that have been destroyed and then paint them again. We can also ask the people who will visit the tower not to write anything on the walls of the tower. Later, when others begin to offer their help, perhaps we can improve people's sense of protecting cultural relics. If you like my plan, please give a note to your teacher.
Thank you.
Your friend,
Mike
T: OK, class. All of you did a good job. Your plans are all good. And 1 hope you can make your plan realized. Next, listen to today's homework.
Step IV Homework
Review the words, phrases and sentences in this unit.
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