Step 1. Revision
 1. Check Ss’ homework.
 2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.

Step 2. Lead-in
 1. Ss watch videos about the world cultural relics.
 2. Ss find some cultural relics that are in danger and discuss what they will do with them.

Step 3. Speaking task
 T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. 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?

Step 4. Writing
 Ask the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.

Homework
 1. Review the attributive clauses.
 2. Remember the sentences that express one’s idea.

Period 4.  Reading

Step 1. Pre-reading
  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.
Step 2. Reading （P44）
 1. Ss read the passage again and answer the following questions:
  1). How does he save the cultural relics of his hometown?
 2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?
 3). Why does he think it is more important to do this than to write his novels?
 4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?

Step 3.  Reading, listening and writing
 1. Ss read the passage on page 5.
 2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.
 3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.
Step 4. speaking and writing
 1. Discuss which person gave the vest evidence. Use the following expressions:
 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) believe …, because….
 I (don’t ) agree that…
 The truth is (not) easy to know.
 I can be proved.
 2. write down a short list of reasons for your choice.

Period 5. Listening

Step 1. Dictation
  T: we will have a dictation of the following sentences:
 1. Frederick William I, the king of Prussia could never nave 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.
 3. It was made for the palace of Frederick.
 4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.
 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 II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.
 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, at that time a German city on the Baltic Sea.
 10. After that, what really happened to the Amber Room remains a mystery.
 11. I think highly of those who are searching for the Amber Room.

Step 2. Listening (P41)
 1. Listen to the tape for the first time to get the main idea.
 2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.

Step 3. Listening task (P44)
 Ss listen to the tape 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 I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.

Period 6. Writing

Step 1. Pre-writing
 1. Ask the Ss to read Johann’s letter first.
 2. Ss choose their writing models.

Step 2. While-writing
 1. Ss collect their ideas for the letter. Write them down in order.
 2. Ss begin to write their letters.
 3. Choose some letters to show in the class.

Step 3. Writing task (P46-47)
 1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.
 2. Ss check the answers each other.
 3. T checks the answers in class.

Step 4.  Project (P47)
Ss finish the project as 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. Know 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 you r classmates so that we can protect it well.

Period seven
Teachers can use this period freely.
Suggestion:  Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.

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