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教學(xué)無憂http://jiaoxue5u.taobao.com/專注中小學(xué) 教學(xué)事業(yè)！ Module 6 The World’s Cultural Heritage I．教學(xué)內(nèi)容分析 本模塊以世界文化遺產(chǎn)為中心話題，介紹了有形和無形文化遺產(chǎn)、周口店北京人遺址、英國巨石陣、新墨西哥首府圣達(dá)菲的文化保護(hù)計(jì)劃。要求學(xué)生通過本模塊學(xué)習(xí)，能夠運(yùn)用所學(xué)詞匯簡單介紹我國的世界文化遺產(chǎn)的概況和周口店北京人遺址的情況；陳述自己對有形文化和無形文化遺產(chǎn)的看法；了解世界文明，增強(qiáng)保護(hù)和發(fā)揚(yáng)人類文明的意識；學(xué)會書面介紹一種無形文化遺產(chǎn)。 Introduction 部分通過介紹蘇州園林引起學(xué)生的興趣，使他們了解世界文化遺產(chǎn)名單，學(xué)習(xí)有關(guān)詞匯和短語。為本模塊的學(xué)習(xí)奠定基礎(chǔ)。 Vocabulary and Reading部分通過閱讀The Amazing Caves of Zhoukoudian 和Beijing Man Heritage sits in Danger，讓學(xué)生學(xué)習(xí)相關(guān)詞匯，訓(xùn)練在閱讀過程中迅速獲取有效信息的能力；并圍繞文章內(nèi)容，進(jìn)行聽說讀寫等各項(xiàng)活動(dòng)。 Grammar (1) 部分通過觀察課文中的例句，要求學(xué)生學(xué)會虛擬語氣在賓語從句等中的用法。 Listening and Vocabulary 部分聽取一段關(guān)于英國巨石陣的對話錄音，培養(yǎng)學(xué)生準(zhǔn)確獲取有效信息的能力，完成相關(guān)練習(xí)。 Grammar (2) and Function部分的句子來自聽力材料，通過學(xué)習(xí)，讓學(xué)生學(xué)會正確識別地點(diǎn)、條件和讓步狀語從句，通過Activity 2的練習(xí)進(jìn)一步鞏固。 Reading and Writing部分通過閱讀介紹無形文化遺產(chǎn)的文章，展開討論，整理和擴(kuò)充討論要點(diǎn)，建立學(xué)生對無形文化遺產(chǎn)介紹的基本概念，然后根據(jù)提示寫一篇介紹無形文化遺產(chǎn)的文章。 Everyday English部分總是與聽力材料的內(nèi)容連在一起的。通過選擇正確答案、編對話的形式，使學(xué)生熟練掌握這幾個(gè)短語在具體日常語境中的意義和用法。 Speaking部分是就“世界上有許多語言正在消失”這個(gè)話題展開頭討論，讓學(xué)生闡述自己的看法，學(xué)會珍愛文化遺產(chǎn)。 Reading Practice部分通過閱讀文章Chinese Cultural Heritage Bid for UNESCO，學(xué)會在把握文章總體脈絡(luò)的基礎(chǔ)上把握段落大意和獲取文章細(xì)節(jié)信息的能力。 Cultural Corner部分是一篇介紹新墨西哥首府圣達(dá)菲的文化保護(hù)計(jì)劃的文章，讓學(xué)通過閱讀，了解和吸收異域民族文化的精華，并與我國的情況作比較，增強(qiáng)保護(hù)和發(fā)揚(yáng)人類文明的意識。 Task部分綜合本模塊所學(xué)技能和知識，在小組討論的基礎(chǔ)上，利用上網(wǎng)等查找的資料，撰寫一篇文章，完成書面介紹中國的某一處文化遺產(chǎn)的任務(wù)。 Module File部分有助于學(xué)生對本模塊學(xué)習(xí)內(nèi)容進(jìn)行歸納，對自己的學(xué)習(xí)進(jìn)行總結(jié)和檢驗(yàn)。 II．教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)重點(diǎn) (1) 掌握一些與文化遺產(chǎn)有關(guān)的詞匯和短語； (2) 學(xué)習(xí)虛擬語氣； (3) 學(xué)習(xí)地點(diǎn)、條件和讓步狀語從句。 2. 教學(xué)難點(diǎn) (1) 聽懂與文化遺產(chǎn)有關(guān)的常用表達(dá)，正確理解新學(xué)詞匯的含義； (2) 正確使用虛擬語氣； (3) 學(xué)會介紹中國的某一處文化遺產(chǎn)。 III．教學(xué)計(jì)劃 本單元分六個(gè)課時(shí)： 第一課時(shí)：Introduction, Reading and Writing 第二課時(shí)：Vocabulary and Reading 第三課時(shí)：Grammar (1), Reading Practice 第四課時(shí)：Listening and Vocabulary, Grammar (2) and Function, Everyday English 第五課時(shí)：Speaking, Cultural Corner 第六課時(shí)：Task, Module File IV．教學(xué)步驟 Period 1 Introduction, Reading and Writing Teaching Goals: 1. To arouse Ss’ interest in learning about The World’s Cultural Heritage; 2. To get Ss to know about The World Heritage List; 3. To get Ss to know the difference between tangible cultural heritage and intangible cultural heritage; 4. To enable Ss to write a paragraph about an intangible human heritage. Teaching Procedures: Step 1. Introduction 1. Ask Ss to look at the title of this module and answer the following questions: Q1. How much do you know about the world’s cultural heritage? Q2. Which items are a country’s cultural heritage? Q3. Can you give some examples of China’s Cultural Heritage? Suggested Answers: A1. Open A2. Open A3. The Great Wall, Mt Taishan, The Forbidden City, the Temple of Heaven, The Imperial Palace, Temple of Heaven, classical gardens in Suzhou… 2. Show Ss two pictures about Suzhou and ask them to discuss the following questions in pairs. Q1. Where is Suzhou? Q2. How many people live there? Q3. What is it famous for? Q4. What happened in Suzhou in June 2004? 3. Ask Ss to read through the words in Activity 2 and then answer the questions. 4. Ask Ss to read the passage The World Heritage List and then finish Activities 3 and 4 on page 71. Step 2. Reading and Writing 1. Leading-in (1) At the Suzhou conference in June 2004, one of the delegates praised China’s work on heritage sites, do you know what he say? Suggested Answer: “China has done excellent work in protecting world heritage, both tangible and intangible”. (2) Ask Ss to look at the pictures to guess which cultural heritage they belong to, tangible or intangible? (They belong to intangible cultural heritage.) Kunqu opera The Mid-Autumn Festival 2. Reading (1) Ask Ss to read the first paragraph of the text to find the answers to the questions: ① What is tangible cultural heritage? ② What is intangible cultural heritage? Suggested Answers: ① Tangible (=touchable) cultural heritage consists of buildings and objects such as painting; ② Intangible (= untouchable) cultural heritage means traditional songs and poems, people who can perform traditional works, languages and music. (2) Ask Ss to go on with the text to answer the following question: What does intangible cultural heritage consist of? Suggested Answer: Oral heritage, Living human treasures, Endangered languages, Traditional music of the world. (3) Ask Ss to read carefully and think out some examples of intangible cultural heritage, and then fill in the following form. Intangible Cultural Heritage Consistence Examples Oral heritage Living human treasures Endangered languages Traditional music of the world Suggested Answers: Intangible Cultural Heritage Consistence Examples Oral heritage Kunqu Opera (昆曲, 中國) The Oruro Carnival (歐如偌狂歡節(jié), 玻利維亞) Royal Ancestral Rite and Ritual Music in Jongmyo Shrine (宮廷宗廟祭禮樂, 韓國) Living human treasures Three older new Mexicans Endangered languages Southern Tujia (spoken in the mountainous area of central south China), The Gelo language (in southern China) Traditional music of the world Kunqu opera, noh (能樂, Jap.) 3. Writing (1) Ask Ss to choose one of the examples above to discuss it and write the main points down following the notes in Activity 2. (2) Ask Ss to write a short essay about an intangible cultural heritage. (3) Ask Ss to exchange their essays with their partners and then ask some Ss to read their essays to the whole class and comment them. (4) Instruct Ss how to write an essay about intangible cultural heritage—the Chinese festivals. Give Ss the following presentation. 中國的傳統(tǒng)節(jié)日淵源流長，至今為海內(nèi)外炎黃子孫所奉行。春節(jié)(The Spring Festival)、元宵節(jié)(The Lantern Festival)、端午節(jié)(The Dragon Boat Festival)、中秋節(jié)(The Mid-autumn Festival) 等等，不同的節(jié)日有不同的特征。我們在寫書面表達(dá)時(shí)常常從以下幾方面入手： ◆節(jié)日的名稱和日期。如： ① The Spring Festival falls on the 1st day of the 1st lunar month… ② The Dragon Boat Festival falls on the fifth day of the fifth lunar month. ③ The 15th day of the 1st lunar month is the Chinese Lantern Festival. ④ Every lunar calendar date of 15th August is the China traditional day－Mid-autumn Festival. ⑤ The Mid-autumn Festival is celebrated on the fifteenth day of the eighth moon. ◆ 節(jié)日的起源。如： ① The Mid-Autumn Festival is a traditional festivity for both the Han and minority nationalities. The custom of worshipping the moon can be traced back as far as the ancient Xia and Shang Dynasties. ② There are many different beliefs about the origin of the Lantern Festival. But one thing for sure is that it had something to do with religious worship. ◆ 節(jié)日習(xí)俗(包括食物、人的活動(dòng)等)。如： ① Chinese people usually put up\ stick Spring Festival couplets (春聯(lián)) on front gates of their houses…\ setting off firecrackers…\ take some money from your parents…\ have the year supper ② Zongzi is the traditional food for the Dragon Boat Festival. ③ At this time, people will try to solve the puzzles on the lanterns and eat yuanxiao ④ Jiaozi, fish, chicken and other stewed meat are the main dishes for the Spring Festival, ⑤ In addition to jiaozi, the most common food for the Spring Festival are noodles, New year’s cakes and tangyuan. ◆ 節(jié)日的意義。如： ① Spring Festival, also known as the Chinese New Year is the most important holiday in China. To the Chinese people it is as important as Christmas to people in the West. ② It is generally believed that the festival originated to celebrate the memory of the ancient patriotic poet Qu Yuan. ③ Autumn is a harvest season and Mid-autumn is a reunion day. ④ It is a time for relaxation and celebration. (5) Ask Ss to write an essay about the Lantern Festival according to the following Chinese. ① 早在西漢時(shí)期，元宵節(jié)已是重要的節(jié)日； ② 觀燈、猜燈謎；焰火； ③ 吃元宵（也叫“湯圓”，音似“團(tuán)圓”。吃元宵表示家人團(tuán)圓、和諧、幸福）； ④ 舞龍燈、劃旱船、踩高蹺等表演； 注意：① 不要逐句翻譯，可適當(dāng)增加細(xì)節(jié)； ② 詞數(shù)：120左右。 ③ 參考詞匯：表示denote 焰火firework 踩高蹺walking on stilts One Possible Version Lantern Festival The Lantern Festival falls on the 15th day of the 1st lunar month. As early as the Western Han Dynasty, it had become a festival with great significance. This day’s important activity is watching lanterns. Lanterns of various shapes and sizes are hung in the street. “Guessing lantern riddles” is an essential part of the Festival. People will eat yuanxiao on this day, so it is also called the “Yuanxiao Festival”. Yuanxiao also has another name, tangyuan, which in Chinese has a similar pronunciation with “tuanyuan”. So people eat them to denote union, harmony and happiness for the family. In the daytime, there are performances such as a dragon lantern dance, a land boat dance, walking on stilts and so on. On the night, except for magnificent lanterns, fireworks form a beautiful scene. Step 3. Homework Ask Ss to preview Reading and Vocabulary in the module. Period 2 Vocabulary and Reading Teaching Goals: 1. To let Ss master how to read a passage. 2. To let Ss master some words and phrases. 3. To get Ss to talk something about Being Man and the caves of Zhoukoudian. 4. To enable Ss to learn how to get useful information during reading. Teaching procedures: Step 1. Revision: Ask Ss to complete the following sentences with proper words. (1) Address any enquiry about the ________ to the conference organizer. (2) They ________ the river to supply water to the town. (3) I think these interesting old customs should be _________. (4) The man began ________ in the stock market at an early age. (5) News reports say peace talks between the two countries have broken down with no _______ reached. Suggested Answers: (1) venue (2) diverted (3) preserved (4) investing (5) agreement Step 2. Pre-reading Let Ss look at the picture to answer the question. Encourage Ss to say as much as possible. How much do you know about Beijing Man and the caves of Zhoukoudian? Step 3. While-reading 1. Ask Ss to read part 1 of the passage and find the information in Activity 1. 2. Ask Ss to read part 2 and find the information in Activity 2. 3. Ask Ss to read the information in Activity 4 and check which part of the passage it appears in. 4. Ask Ss to read the passage again and explain what the word “they” refer to in the sentences in Activity 5. Step 4. Post-reading 1. Discussion Ask Ss to answer the questions in Activity 7 individually and then check with their partners. 2. Language Points Ask Ss to discuss the important and difficult language points. Then give them some explanation. (1) Eventually, archaeologists found almost 200 items, including six skulls and more than 150 teeth. (lines 2-3, Para2，part1) 后來，考古學(xué)家逐漸發(fā)現(xiàn)了約兩百件遺物，包括六十個(gè)頭蓋骨和150多顆牙齒。 eventually adv 終于，最后 Eg ① It was a long journey, but we eventually arrived. ② The road became narrower and rougher and eventually petered out. 【例題】 There was such a long queue for coffee at the interval that we _______ gave up. (2005上海) A. eventually B. unfortunately C. generally D. purposefully (Key: A) (2) These discoveries proved the existence of a human species who lived in the area between 700,000 and 200,000 years ago. (lines 3-5, Para2，part1) 這些發(fā)現(xiàn)證明：在大約二十到七十萬年前就有人類生活在該地區(qū)。 It has also been proved that people lived there continuously between 500,000 and 10,000 years ago. (lines8-10,para.1, part 2) 它還證明了一萬到五十萬年前，那里一直有人類生存。 ◆ prove證明，證實(shí)；證明是，表明是 (后面可接名詞、不定式、that從句等)，如： ① He has proved his courage in the battle. ② Perhaps this book will prove to be of some use to you in your studies. ③ On the long journey he proved himself to be an amusing companion. ④ People have proven that one can do whatever on strives to do. 人 ◆ existence n. 存在，生存 Eg ① Do you believe in the existence of ghosts? ② According to some philosopher, everything in existence is reasonable. ③ The newspaper ceased to appear after an existence of three months. ※【拓展】 come into existence = come into being 存在，產(chǎn)生 Eg ① Nobody knows how this world came into existence. ② She worked in a new company which came into existence half a year ago. (3) Four sites where Beijing Man and his relations lived were discovered on the northern face of Dragon Bone Hill (Longgushan) (lines1-3, para.3, part1) 人們在龍骨山的北坡發(fā)現(xiàn)了北京人及其近親居住過的四處遺址。 face n斜坡；山坡；（建筑物的）表面 Eg the north face of the Eiger 艾格爾山北坡 a cliff face懸崖峭壁 ※【拓展】 face v 面對，面向 Eg He faced the difficulty with courage. 他勇敢地面對困難 【例題】 ① (2005北京春) ___ with a difficult situation, Arnold decided to ask his boss for advice. A. To face B. Having faced C. Faced D. Facing （C） ② (2006四川) ________ with so much trouble, we failed to complete the task on time. A. Faced B. Face C. Facing D. To face （A） (4) Even so, they were quite sophisticated. (lines4-5, para.4, part1) 盡管如此，北京人進(jìn)化速度已經(jīng)很高。 even so雖然如此 Eg There are many spelling mistakes; even so it’s quite a good essay.? 【例題】(2005江西) Your uncle seems to be a good driver: _____ I wouldn’t dare to travel in his car. A. even so B. even though C. therefore D. so Key: A (5) Some areas are almost completely covered in weeds, causing serious damage. (lines3-5, para 2. part2) 部分山洞因受到雨水的侵蝕和空氣接觸，損失嚴(yán)重。 causing serious damage 是現(xiàn)在分詞作結(jié)果狀語。 Eg ① He dropped the plate, breaking it into pieces. ② The best players have gone off to the big clubs, leaving them the dross. 【例題】 ① (2005山東) Oil prices have risen by 32% since the start of the year, _____a record US867.65 a barrel on April. (Key: B) A. have reached B. reaching C. to reach D. to be reaching ② (NMET1998) European football is played in 80 countries, _______ it the most popular sport in the world. (Key: A) A. making B. makes C. made D. to make (6) This is a very serious matter and the Chinese Academy of Science is trying to raise public awareness about it. (lines1-3, para 5, part2) 形勢相當(dāng)嚴(yán)峻，中國科學(xué)院正在努力喚醒國民的（保護(hù)）意識。 raise/increase public awareness喚醒民眾意識 (7) They are a precious part of our cultural heritage —it is of vital importance that we do something. (lines5-7, the last para Part2) 它們是我們文化遺產(chǎn)中極其寶貴的部分—因此我們采取行動(dòng)就顯得尤其重要。 “of + 名詞”，作用相當(dāng)于形容詞。常見的名詞有use, importance, help, value等。 Eg ① It’s of great importance (=very important) to teach the children about road safety. ② You will find this map of great value in helping you to get around the city. 3. Listening (1) Ask Ss to listen to Part 1 and finish the following table. Time What Happened In 1929 In 1937 In 1949 In 1987 SuggestedAnswers: Time What Happened In 1929 Some prehistoric bones were discovered. In 1937 Japan invaded China and the excavations were stopped. In 1949 The People’s Republic of China was established and the work was started again. In 1987 Zhoukoudian was listed as a world heritage site. (2) Ask Ss to listen to Part 2 and filling the missing words. Beijing Man Heritage Site in danger The Zhoukoudian Beijing Man Site is one of the most important ___(1)__ in China. Since the discovery was made in the 1920s, Zhoukoudian has become an important place for archaeologists from all over the world. At the site in the south-west suburb of Beijing, there is, for example, the earliest ___(2)____ of the use of fire by humans. ___(3)___ that people lived there continuously between 5000,000 and 10, 000 years ago. Today, however, Zhoukoudian is in serious danger. Parts of the cave has been badly affected by rain and ___(4)___ to the air. Some areas are almost completely covered in weeds, ___(5)____ serious damage. Pollution from nearly cement factories ___(6)____ to the problem. The site is extremely expensive to ___(7)___ and it will cost between three and five million yuan to repair it. At the moment, visitors are not allowed to visit the caves. Zhoukoudian is on the World Cultural Heritage List, ___(8)___ by UNESCO, the United Nations Educational, Scientific and Cultural Organization. The list is constantly checked. Any site which is seriously damaged or which is not properly protected is an ___(9)____ heritage, and UNESCO is very quick to do something about situations like this. They have ___(10)___ that the site be closed and repaired. If nothing is done to repair it, it could be removed from the list. This is a very serious matter and the Chinese Academy of Science is trying to ___(11)___ about it. They have __(12)____ that the general public be encouraged to help with the problem. A professor at the Academy has ___(13)___ that a fund be established to raise money. Dr Zhu Ming of the Academy said, “We have ___(14)___ that the government get involved, but we also need ___(15)____ from ordinary people. They can help by contributing to the cost of repairing the caves. They are a ___(16)____ part of our cultural heritage- it is __ (17)___ that we do something. ___(18)___, it will be a catastrophe.” Suggested Answers: (1) world heritage sites (2) evidence (3) It has been proved (4) exposure (5) causing (6) has contributed (7) maintain (8) organized (9) endangered (10) recommended (11) raise public awareness (12) suggested (13) proposed (14) requested (15) assistance (16) precious (17) of vital importance (18) If not Step5. Homework 1. Ask Ss to finish Activity3 on page 73 and Activity 6 on page 74. 2. Ask Ss to preview Grammar (1). Period 3 Grammar (1), Reading Practice Teaching Goals: 1. To enable Ss to learn and use Subjective Mood in some clauses. 2. To enable Ss to get the general idea of the passage. 3. To enable Ss to talk about sites and items from their local or regional cultural heritage. Teaching procedures: Step 1. Revision 1. Check the answers to the homework. 2. Ask five Ss to come to the blackboard and dictate some sentences from Vocabulary and Reading. (If Ss are better at English, you can ask them to translate these sentences) (1) They have recommended that the site be closed and repaired. (2) They have suggested that the general public be encouraged to help with the problem. (3) A professor at the Academy has proposed that a fund be established to raise money. (4) They have requested that the government get involved. Step 2. Grammar (1) 1. Ask Ss to watch the sentences in Activity 1 and find out their structure individually. 2. Ask Ss to do Activity 2 individually and then check answers to their partners. 3. Help Ss to sum up how to use Subjective Mood in some clauses. (1) 虛擬語氣用于賓語從句中 ① 某些表示“建議、命令或要求”等的動(dòng)詞后面的賓語從句的謂語動(dòng)詞要求用虛擬語氣。其形式為：主語+要求跟虛擬語氣的動(dòng)詞+ (that) + (should)+ 動(dòng)詞原形。常用的動(dòng)詞有： advise 建議，勸告；ask要求；command命令；demand要求，需求；desire渴望；decide決定；determine決定；intend打算；insist堅(jiān)持；order命令；propose提議；prefer寧愿；request要求；require要求，請求；recommend建議，推薦；suggest建議；urge主張；want希望等。如： He proposed that we (should) go for a walk. 他提議我們?nèi)ド⒉健? The boss required that the workers (should) work all night.老板要求工人整夜工作。 The doctor strongly recommended that he take a holiday. 醫(yī)生竭力勸他去休假。 I don’t want the children taken out in such weather. 我不希望在這種天氣把孩子帶出去。 ※ 【注意】 當(dāng)insist表示“堅(jiān)持說，堅(jiān)決認(rèn)為”，suggest表示“表明，暗示”時(shí)，后面賓語從句的謂語動(dòng)詞不用虛擬語氣。比較： We insist that you accept these gifts. 我們堅(jiān)決要求你收下這些禮物。 He insisted that he had done right. 他堅(jiān)決認(rèn)為\ 堅(jiān)持說自己做對了。 I suggested to him that we should tackle the problem another way. 我向他建議我們用另一種方式處理這個(gè)問題。 His cool response suggested that he didn’t like the idea. 他反應(yīng)冷淡表明他并不喜歡這個(gè)主意。 ② 在wish后面的賓語從句中 在wish后面的賓語從句中的謂語動(dòng)詞要求用虛擬語氣，主要有三種形式： 表示對現(xiàn)在情況的虛擬：wish+主語+動(dòng)詞過去時(shí) 表示對現(xiàn)在情況的虛擬：wish+主語+ had+ 動(dòng)詞過去分詞 表示對現(xiàn)在情況的虛擬：wish+主語+ would+ 動(dòng)詞原形 如： I wish I knew the answer to the question. 我希望知道這個(gè)問題的答案。 How I wish I hadn’t said that to him last night! 我多么希望昨天晚上沒對他說那些話！ I wish it would stop raining. 但愿雨能停住。 ※ 【注意】 在表示對過去情況的虛擬時(shí)，從句的謂語動(dòng)詞有時(shí)也可用would\ should\ could\ might +have +過去分詞。如： I wish I could have seen her at the party last night.要是昨天晚上在舞會上能夠見到該多好。 ③ would rather\ would prefer等后面的賓語從句中 在would rather\ would prefer等后面的賓語從句中的謂語動(dòng)詞用虛擬語氣：表示現(xiàn)在或?qū)淼那闆r用過去時(shí)；表示過去的情況用had +過去分詞。如： I would rather it were winter now. 我但愿現(xiàn)在是冬天。 I would rather you came on Sunday. 希望你星期天來 。 I would like you had done the work before. 我希望你以前做過這項(xiàng)工作。 (2) 虛擬語氣用在主語從句中： 句型： It is + 形容詞\ 過去分詞\ 名詞+ th