Module 5 Ethnic Culture单元教案
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| 名称 | Module 5 Ethnic Culture单元教案 |  | |
| 格式 | rar | ||
| 文件大小 | 16.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-11-18 09:19:00 | ||
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文档简介
杜艳萍
黄陵中学活页教案
科 目
模 块
执 教 者
班 级
审阅签字
时 间
<<英语>> (新标准) 高中教材顺序选修7
第五模块完整教学教案
Module 5 Ethnic Culture
教材分析 本模块的主题是少数民族文化。阅读课文选取了几则英文日记，通过一位外国人的所见所想，介绍了丽江古城以及纳西族的风情文化。要求学生掌握相关词汇，培养听、说、读、写等语言技能。
Introudction 复习和学习一些描述少数民族风情、服装和地理位置等信息的词汇，学会简介云南省及其境内少数民族的概况。
Reading and vocabulary 学习词汇，阅读西蒙·韦克菲尔德在云南旅游的四则日记，完成相应的词汇练习，回答与课文有关的问题。
Grammar(1) 复习V-ed形式充当状语的用法。
Speaking 口头总结从阅读中获取的有关丽江和纳西人的信息
vocabulary and Listening 听关于西双版纳、泼水节的对话，复习和学习相关词汇。
Grammar(2) 复习come across,make up,hear of,go on about,put up,fallfor,think over等短语动词。
Everyday English 学习Iguess,green with envy,apparently等短语在具体日常语境中的意义及用法。
Speakingand Function 复习“询问更多信息”的常见表达。
Reading and vocabulary (2) 学习词汇，正确理解阅读课文 The Bai Ethnic Group，回答与课文有关的问题，完成词汇练习。
Writing 根据教材提供信息，写一段落，介绍少数民族—基诺族。
Reading practice 正确理解阅读文章No Problem，完成相关练习。
Cultural corner 阅读文章Native Americans and Australia Aborigines，比较美洲、澳大利亚土著人和我国少数民族。
Task and module file 写一篇短文，介绍我国的某个少数民族。对本模块所学内容进行归纳。
教材整合 Period1 Introduction+Reading and vocabulary词汇准备课
Period2&3 Reading and vocabulary语言整合课
Period 4 Grammar (1) and Grammar (2) 语法课
Period5 Listening and speaking+Everyday English+Function口语听力课
Period 6 Reading and vocabulary 2+ Writing and task阅读写作课
Period7&8 Reading practice +Cultural corner阅读实践课
Period9 Workbook & Module file巩固提升课
教学原则 任务型教学(Task-based Language Teaching)是实施课堂教学的主要理念。
教学方法 交际教学法（Communicative approach）情景教学法（Situational approach）整体语言教学法（Whole language teaching）
No. 37
Period 1 Introduction +Reading and vocabulary
词汇准备课
教学目标 语言知识与技能 1.Learn more about ethnic culture.2.Known some information about the province of Yunnan and the Dai ethnic group in Yunnan.
教学重点 Introduction +Reading and Vocabulary
教学难点 Get to understand the meaning of new words about ethnic minority, costume and so on.
教学方法 Reading ﹑Speaking﹑ Discussion
设计思路 本课时为模块的一个导入,运用一副中国地图和一副云南省地图及云南少数民族服装图片来激发学生的兴趣;通过学生自读表格然后回忆复述云南概况的活动锻炼学生说的能力。
Teaching Procedure Teacher’s Role Students’Activity
Step1Lead-in 1.Offering maps of China and Yunnan province.Ask Ss to answer some questions as follow: How many provinces are in our courtry (Pointing at Yunnan in the map)What is the name of this province Are there many ethnic minority in this province Give two or three examples.(Pointing at Tibet in the map) What is the name of this region Does it share a border with Yunnan province Do the exercise using their own knowledge.
Step2 Introduction Read the new words followed by Ss.Ask Ss to read the information about Yunnan province by themselves in Activity1.2.Make Ss close the book and retell the information,say more about the province of Yunnan .3.Describe what the Dai woman is wearing in the photo in Activity2. 1.Read the information and remember the main idea.2.Say more about the province of Yunnan.3.Piarwork.Describe the Dai woman’s costume.
Step3 Reading and Vocabulary 1.Read the passage .Match the photos with the paragraphs.2.Read the passage again.Find words in the passage to finish Activity2. Do the exercise with partner.
Step4 Homework Ask students to remember the new words :border,province,region,belt,Tibet, ethnic minority.costume…
Step6 板书设计:
Module 5 Ethnic Culture
Period 1 Introduction Reading and Vocabulary
a. How many provinces are in our courtry
b.(Pointing at Yunnan in the map)What is the name of this province
c.Are there many ethnic minority in this province Give two or three examples.
d.(Pointing at Tibet in the map) What is the name of this region
e.Does it share a border with Yunnan province
Step7教后记：
No.38 -39
Period2&3:Reading and Vocabulary(Language points)
语言整合课
教学目标 语言知识与技能 1.Grasp the main idea of the diary.2.Grasp the usage of the following words and expressions.
教学重点 Reading and Vocabulary(Language points)
教学难点 1.How to get the main idea of the diary.2.How to grasp the important language points .
教学方法 Reading directing explanation Discussion
设计思路 本课时为此模块的阅读内容。通过阅读西蒙·韦克菲尔德在云南旅游的四则日记,提高学生的略读和查读能力;让学生学习有关词语,并能通过灵活运用使学生得以掌握。
Teaching Procedure Teacher’s Role Students’ Activity
Step1Revision Revise the vocabulary with the Ss。 Review the words :border,province, region,belt,Tibet, ethnic minority，costume
Step2Reading 1.Ask the students to finish Activity4 though find informationFrom the passage.2.Pairwork.ask and answer the questions in Activity3.3.Answer the questions about the words in the box in Activity5.4.Deal with some language points :a.varied adj 各种各样的 vary v 使变化 variety n 变化b.get lost c.on the side ofd. run v 控制；管理；开动（机器） run the engine,run a businesse.inherit v 继承，遗传 inheritance n 遗传，遗产f.follow∕keep up a custom break a customg.in use 在使用use out (of) 用完，耗尽h.well 很…; 相当…i.put a spell on sb Read the diary and finish Activity4 .Check the answers with the partner.Do Activity3 in pair.Read through the words in the box.Do the exercise individually.Check the answers from the whole class.4.Take notes of the words and expressions and find them out in the passage.
Step5 Homework Read the passage after class .Finish Activity7 on page,117.
Step6 板书设计
Module 5 Ethnic Culture
Period2&3: Reading and Vocabulary (Language points)
a.varied adj 各种各样的vary v 使变化 variety n 变化 b.get lost c.on the side of
d.in use 在使用 use out (of) 用完，耗尽 etc.
Step7教后记：
No.40
Period4 Grammar(1)+Grammar(2)语法课
教学目标 语言知识与技能 1.Get to know about V-ed form as adverbials.2.Help the Ss to master the phrasal verbs.
教学重点 Grammar(1)+Grammar(2)
教学难点 How to use the Grammar part freely
教学方法 整体语言教学法（Whole language teaching）
设计思路 本课时重点强调让学生在自然学习过程中发现语言规律及语法规则。因此，在本课的语法学习上，要求学生通过例句理解、熟练变化动词形式、正确理解动词短语意义、语法练习达到掌握所学知识的目的。
Teaching Procedure Teacher’s Activity Students' Activity
Step1Revision Check the answers to Activity 7on page117.
Step2Grammar(1) 1.Ask Ss to rewrite the sentences and use the V-ed formsa.As he was born in a poor family,he had only two years of schooling.b.When the picture is seen in the distance,the picture looks more beautiful.2.Do Activity 1 on page 60-61 .3.Help the Ss summarize the usage of the V-ed forms.4. Help the Ss to finish Activity 2&3 on page61 and make Ss grasp theusage of the V-ed forms. 1.rewrite the sentences with the V-ed forms.2.Finish the exercises individually and find out how to use the V-ed forms.
Step3Grammar(2) 1.Play the tape and make sure the Ss can get the meaning of the phrasal verbs correctly.2. Help the Ss to finish Activity 1&2on page63 and make Ss grasp phrasal verbs. 1.Listen carefully and get the meaning of the phrasal verbs correctly.2.Finish the exercises individually .
Step4 Homework Finish Activity1,2,3,4 on pages,115-116.
Step6板书设计
Module 5 Ethnic Culture
Period5 Grammar(1)+Grammar(2)语法课
1. come across:meet or find 2.think over:consider
2. make up:let someone stay in your home
3. fall for:fall in love with 4.hear of:know about
Step7 教后记：
No.41
Period5 Listening and speaking+Everyday English+Function口语听力课
教学目标 语言知识与技能 1.Help the Ss to listen to the conversation about a trip to Xishuangbana and learn new words.2.To improve their listening ability.
教学重点 Listening&speaking+Everyday English+Function
教学难点 Make the Ss to get the ways of asking for morn information.
教学方法 directing explanation practice discussion
设计思路 本课时重点对学生的听说能力的培养。通过指导并帮助学生理解听力材料，引导学生了解和学习傣族文化及风土人情，并促进对某些词汇用法的了解和运用。
Teaching Procedure Teacher’s Role Students' Activity
Step1Revision Check the answers to Activity1,2,3,4 on pages,115-116.
Step2Listening and vocabulary Work in pairs .Before the Ss listen,make them know the meanings of words in Activity1.Listen to the conversation about a trip to Xishuangbana ,number the topics in the order they are mentioned in Activity 2.Listen again to choose the correct answers in Activity 3. Work in pairs to underatand the meanings ofthe words by looking at the picture .Listen to the tape carefully and try to find out the topics in order.3.Do Activity 3 individually and check the answer .
Step3 EverydayEnglish Make Ss to listen to tape to find theWords and phrases are given Everyday English and choose the correct answers to the questions.Learn to use them in a proper situation. 1.Work in pairs and recall the situation.2.Find out the correct answers.
Step4 Function Use expressions to ask for more information. Work in pairs and do the exercises.
Step6 Homework Master the Words and phrases are given in Everyday English .
Step6 板书设计
Module 5 Ethnic Culture
Period5 Listening and speaking+Everyday English+Function口语听力课
1.How come 2.geen with envy 3. What do you reckon
4.gorgeous 5.I guess 6.apparently
Step7 教后记：
No.42
Period 6 Reading and vocabulary 2+ Writing and task
阅读写作课
教学目标 语言知识与技能 1.Learn more about ethnic culture：the Bai ethnic group in Yunnan. 2.Writing an article about an ethnic minority.
教学重点 Reading and vocabulary2+ Writing and task
教学难点 How to write a passage well
教学方法 交际教学法(Communicative approach)
设计思路 该部分阅读材料介绍了白族文化风俗、建筑风格、传统节日等，通过阅读提高学生阅读能力，增长知识。同时，通过与Writing部分的转换，引导学生描述少数民族风土人情。.
Teaching Procedure Teacher’s Role Students' Activity
Step1Lead-in 1.Ask students two questions to lead-in:a.Have you ever been to Dali b.How much do you know about the Bai ethnic group Make a discussion in pairs.
Step2Reading and vocabulary2 Ask students to read the passage quickly and find some informations as writing do.Population: Native region: Language: Economy: Main crops: Staple foods: Houses: Costume: Taditions&festivals: 2.Ask students to read the passage again and finish Activity 1& Activity 2. 1.Read the passage and write the information on blackboard by themselvs.2.Finish activity 1-2
Step3Writing and task 1.Ask the Ss to read the information(keywoeds)about the Jinuo ethnic group has offered in writing.2. Ask the Ss to make keywoeds to be a sentence.e.g. Population:around 18,000→The population of the Jinuo ethnic group is around 18,000.3.Make the Ss to write a paragraph accordind to Reading and vocabulary2. Find out about an ethnic minority’s culture to write a paragraph.
Step4 summary and Homework Write a paragraph about an ethnic minority.
Step5 板书设计
Module 5 Ethnic Culture
Period 6 Reading and vocabulary 2+ Writing and task
The Bai ethnic group
Population: Native region:
Language: Economy:
Main crops: Staple foods:
Houses: Costume:
Taditions&festivals:
Step6 教后记：
No.43-44
Period7&8 Reading practice +Cultural corner阅读实践课
教学目标 语言知识与技能 Improve students’reading abilityEnlarge students’knowledge about Native Americans and Australian Aborigines.
教学重点 Reading practice +Cultural corner
教学难点 improve students’reading ability
教学方法 交际教学法(Communicative approach)
设计思路 该部分围绕模块主题，继续输入有关信息，并设计了培养学生阅读技巧的练习活动。
Teaching Procedure Teacher’s Role Students’Activity
Step1Pre-reading Ask students to look at the title and guess “What kind of passageIs it ” look at the title and guess the kind of this passage
Step2Reading practice 1. Make the Ss to read the passage and guess the main idea.2.Ask students to go through the passage and anawer the questions: a.How characters are there in the story Who are they b.What problem did “I”have c.How was the problem solved 3.Read the passage again and findsome informaion as follow:a.When&Where b.What problem c.Who appeared e.What did she look like f.What did she do g.Where did we go h.What was outside and inside the tent i.Who else appeared j.How did he help us 4.Finish activity3-7. 1.Read the passage and anawer the questions.2.Finish activity3-7
Step3Cultural corner 1.Ask Ss to read pra.1&2,anwer the questions as follow:a.Where and when did Native Americans come from b.What was the population of Native Americans when the Europeans arrived in North America c.What cultures do Native Americans have d.When were they made citizens of the US 2.Ask Ss to read pra.1&2,anwer the questions:a.Where and when did Aborigines come from b.What was the population of Aborigines when the Europeans arrived in Australia c.What cultures do Aborigines have d. What is the population of Aborigines now Workpairs. Read the passage and answer the questions.
Step4 summary sum up the content of the passage
Step5homework Read the passage again and again
Step6 板书设计
Module 5 Ethnic CulturePeriod7&8 Reading practice +Cultural corner a.How characters are there in the story Who are they b.What problem did “I”have c.How was the problem solved
Step7 教后记：
No.45
Period9 Workbook & Module file巩固提升课
教学目标 语言知识与技能 Review what we have learned this module.sum up the whole module.
教学重点 Make sure students master this module well
教学难点 Review what we have learned this module
教学方法 Speaking , Discussion
设计思路 本课时为本模块的最后一个课时。是对本模块所学所有语言技能的总结。因此，本节课的设计旨在强化学生对所学知识的理解和进一步的运用。
Teaching Procedure Teacher’s Role Students’ Activity
Step1Workbook 1.Help the Ss review the usage of the V-ed forms and get the meaning of the phrasal verbs correctly.2.Make the Ss to finish Activity 1,2,3&4 on page115-116.3.Grasp the usage of the words and expressions by finishing Activity5,6&7 on page116-117.4.Reading and writing. Known some information about an ethnic group called the Tasaday and inprove theSs reading ability. .Finish the exercises individually and find out how to use the V-ed forms and get the meaning of the phrasal verbs correctly.Finish Activity5,6&7Finish Activity11,12,13&14.
Step2Module file Ask students to read and retell what they have learnt in this module Review what they have learnt in this module
Step4 Homework Finish all the exercises on the workbook Finish the related exercises and check the answer with each other.
Step5 板书设计
Module 5 Ethnic Culture
Period9 Workbook & Module file巩固提升课
1.come across:meet or find 2.think over:consider
2.make up:let someone stay in your home
3.fall for:fall in love with 4.hear of:know about
Step6 教后记
11
黄陵中学活页教案
科 目
模 块
执 教 者
班 级
审阅签字
时 间
<<英语>> (新标准) 高中教材顺序选修7
第五模块完整教学教案
Module 5 Ethnic Culture
教材分析 本模块的主题是少数民族文化。阅读课文选取了几则英文日记，通过一位外国人的所见所想，介绍了丽江古城以及纳西族的风情文化。要求学生掌握相关词汇，培养听、说、读、写等语言技能。
Introudction 复习和学习一些描述少数民族风情、服装和地理位置等信息的词汇，学会简介云南省及其境内少数民族的概况。
Reading and vocabulary 学习词汇，阅读西蒙·韦克菲尔德在云南旅游的四则日记，完成相应的词汇练习，回答与课文有关的问题。
Grammar(1) 复习V-ed形式充当状语的用法。
Speaking 口头总结从阅读中获取的有关丽江和纳西人的信息
vocabulary and Listening 听关于西双版纳、泼水节的对话，复习和学习相关词汇。
Grammar(2) 复习come across,make up,hear of,go on about,put up,fallfor,think over等短语动词。
Everyday English 学习Iguess,green with envy,apparently等短语在具体日常语境中的意义及用法。
Speakingand Function 复习“询问更多信息”的常见表达。
Reading and vocabulary (2) 学习词汇，正确理解阅读课文 The Bai Ethnic Group，回答与课文有关的问题，完成词汇练习。
Writing 根据教材提供信息，写一段落，介绍少数民族—基诺族。
Reading practice 正确理解阅读文章No Problem，完成相关练习。
Cultural corner 阅读文章Native Americans and Australia Aborigines，比较美洲、澳大利亚土著人和我国少数民族。
Task and module file 写一篇短文，介绍我国的某个少数民族。对本模块所学内容进行归纳。
教材整合 Period1 Introduction+Reading and vocabulary词汇准备课
Period2&3 Reading and vocabulary语言整合课
Period 4 Grammar (1) and Grammar (2) 语法课
Period5 Listening and speaking+Everyday English+Function口语听力课
Period 6 Reading and vocabulary 2+ Writing and task阅读写作课
Period7&8 Reading practice +Cultural corner阅读实践课
Period9 Workbook & Module file巩固提升课
教学原则 任务型教学(Task-based Language Teaching)是实施课堂教学的主要理念。
教学方法 交际教学法（Communicative approach）情景教学法（Situational approach）整体语言教学法（Whole language teaching）
No. 37
Period 1 Introduction +Reading and vocabulary
词汇准备课
教学目标 语言知识与技能 1.Learn more about ethnic culture.2.Known some information about the province of Yunnan and the Dai ethnic group in Yunnan.
教学重点 Introduction +Reading and Vocabulary
教学难点 Get to understand the meaning of new words about ethnic minority, costume and so on.
教学方法 Reading ﹑Speaking﹑ Discussion
设计思路 本课时为模块的一个导入,运用一副中国地图和一副云南省地图及云南少数民族服装图片来激发学生的兴趣;通过学生自读表格然后回忆复述云南概况的活动锻炼学生说的能力。
Teaching Procedure Teacher’s Role Students’Activity
Step1Lead-in 1.Offering maps of China and Yunnan province.Ask Ss to answer some questions as follow: How many provinces are in our courtry (Pointing at Yunnan in the map)What is the name of this province Are there many ethnic minority in this province Give two or three examples.(Pointing at Tibet in the map) What is the name of this region Does it share a border with Yunnan province Do the exercise using their own knowledge.
Step2 Introduction Read the new words followed by Ss.Ask Ss to read the information about Yunnan province by themselves in Activity1.2.Make Ss close the book and retell the information,say more about the province of Yunnan .3.Describe what the Dai woman is wearing in the photo in Activity2. 1.Read the information and remember the main idea.2.Say more about the province of Yunnan.3.Piarwork.Describe the Dai woman’s costume.
Step3 Reading and Vocabulary 1.Read the passage .Match the photos with the paragraphs.2.Read the passage again.Find words in the passage to finish Activity2. Do the exercise with partner.
Step4 Homework Ask students to remember the new words :border,province,region,belt,Tibet, ethnic minority.costume…
Step6 板书设计:
Module 5 Ethnic Culture
Period 1 Introduction Reading and Vocabulary
a. How many provinces are in our courtry
b.(Pointing at Yunnan in the map)What is the name of this province
c.Are there many ethnic minority in this province Give two or three examples.
d.(Pointing at Tibet in the map) What is the name of this region
e.Does it share a border with Yunnan province
Step7教后记：
No.38 -39
Period2&3:Reading and Vocabulary(Language points)
语言整合课
教学目标 语言知识与技能 1.Grasp the main idea of the diary.2.Grasp the usage of the following words and expressions.
教学重点 Reading and Vocabulary(Language points)
教学难点 1.How to get the main idea of the diary.2.How to grasp the important language points .
教学方法 Reading directing explanation Discussion
设计思路 本课时为此模块的阅读内容。通过阅读西蒙·韦克菲尔德在云南旅游的四则日记,提高学生的略读和查读能力;让学生学习有关词语,并能通过灵活运用使学生得以掌握。
Teaching Procedure Teacher’s Role Students’ Activity
Step1Revision Revise the vocabulary with the Ss。 Review the words :border,province, region,belt,Tibet, ethnic minority，costume
Step2Reading 1.Ask the students to finish Activity4 though find informationFrom the passage.2.Pairwork.ask and answer the questions in Activity3.3.Answer the questions about the words in the box in Activity5.4.Deal with some language points :a.varied adj 各种各样的 vary v 使变化 variety n 变化b.get lost c.on the side ofd. run v 控制；管理；开动（机器） run the engine,run a businesse.inherit v 继承，遗传 inheritance n 遗传，遗产f.follow∕keep up a custom break a customg.in use 在使用use out (of) 用完，耗尽h.well 很…; 相当…i.put a spell on sb Read the diary and finish Activity4 .Check the answers with the partner.Do Activity3 in pair.Read through the words in the box.Do the exercise individually.Check the answers from the whole class.4.Take notes of the words and expressions and find them out in the passage.
Step5 Homework Read the passage after class .Finish Activity7 on page,117.
Step6 板书设计
Module 5 Ethnic Culture
Period2&3: Reading and Vocabulary (Language points)
a.varied adj 各种各样的vary v 使变化 variety n 变化 b.get lost c.on the side of
d.in use 在使用 use out (of) 用完，耗尽 etc.
Step7教后记：
No.40
Period4 Grammar(1)+Grammar(2)语法课
教学目标 语言知识与技能 1.Get to know about V-ed form as adverbials.2.Help the Ss to master the phrasal verbs.
教学重点 Grammar(1)+Grammar(2)
教学难点 How to use the Grammar part freely
教学方法 整体语言教学法（Whole language teaching）
设计思路 本课时重点强调让学生在自然学习过程中发现语言规律及语法规则。因此，在本课的语法学习上，要求学生通过例句理解、熟练变化动词形式、正确理解动词短语意义、语法练习达到掌握所学知识的目的。
Teaching Procedure Teacher’s Activity Students' Activity
Step1Revision Check the answers to Activity 7on page117.
Step2Grammar(1) 1.Ask Ss to rewrite the sentences and use the V-ed formsa.As he was born in a poor family,he had only two years of schooling.b.When the picture is seen in the distance,the picture looks more beautiful.2.Do Activity 1 on page 60-61 .3.Help the Ss summarize the usage of the V-ed forms.4. Help the Ss to finish Activity 2&3 on page61 and make Ss grasp theusage of the V-ed forms. 1.rewrite the sentences with the V-ed forms.2.Finish the exercises individually and find out how to use the V-ed forms.
Step3Grammar(2) 1.Play the tape and make sure the Ss can get the meaning of the phrasal verbs correctly.2. Help the Ss to finish Activity 1&2on page63 and make Ss grasp phrasal verbs. 1.Listen carefully and get the meaning of the phrasal verbs correctly.2.Finish the exercises individually .
Step4 Homework Finish Activity1,2,3,4 on pages,115-116.
Step6板书设计
Module 5 Ethnic Culture
Period5 Grammar(1)+Grammar(2)语法课
1. come across:meet or find 2.think over:consider
2. make up:let someone stay in your home
3. fall for:fall in love with 4.hear of:know about
Step7 教后记：
No.41
Period5 Listening and speaking+Everyday English+Function口语听力课
教学目标 语言知识与技能 1.Help the Ss to listen to the conversation about a trip to Xishuangbana and learn new words.2.To improve their listening ability.
教学重点 Listening&speaking+Everyday English+Function
教学难点 Make the Ss to get the ways of asking for morn information.
教学方法 directing explanation practice discussion
设计思路 本课时重点对学生的听说能力的培养。通过指导并帮助学生理解听力材料，引导学生了解和学习傣族文化及风土人情，并促进对某些词汇用法的了解和运用。
Teaching Procedure Teacher’s Role Students' Activity
Step1Revision Check the answers to Activity1,2,3,4 on pages,115-116.
Step2Listening and vocabulary Work in pairs .Before the Ss listen,make them know the meanings of words in Activity1.Listen to the conversation about a trip to Xishuangbana ,number the topics in the order they are mentioned in Activity 2.Listen again to choose the correct answers in Activity 3. Work in pairs to underatand the meanings ofthe words by looking at the picture .Listen to the tape carefully and try to find out the topics in order.3.Do Activity 3 individually and check the answer .
Step3 EverydayEnglish Make Ss to listen to tape to find theWords and phrases are given Everyday English and choose the correct answers to the questions.Learn to use them in a proper situation. 1.Work in pairs and recall the situation.2.Find out the correct answers.
Step4 Function Use expressions to ask for more information. Work in pairs and do the exercises.
Step6 Homework Master the Words and phrases are given in Everyday English .
Step6 板书设计
Module 5 Ethnic Culture
Period5 Listening and speaking+Everyday English+Function口语听力课
1.How come 2.geen with envy 3. What do you reckon
4.gorgeous 5.I guess 6.apparently
Step7 教后记：
No.42
Period 6 Reading and vocabulary 2+ Writing and task
阅读写作课
教学目标 语言知识与技能 1.Learn more about ethnic culture：the Bai ethnic group in Yunnan. 2.Writing an article about an ethnic minority.
教学重点 Reading and vocabulary2+ Writing and task
教学难点 How to write a passage well
教学方法 交际教学法(Communicative approach)
设计思路 该部分阅读材料介绍了白族文化风俗、建筑风格、传统节日等，通过阅读提高学生阅读能力，增长知识。同时，通过与Writing部分的转换，引导学生描述少数民族风土人情。.
Teaching Procedure Teacher’s Role Students' Activity
Step1Lead-in 1.Ask students two questions to lead-in:a.Have you ever been to Dali b.How much do you know about the Bai ethnic group Make a discussion in pairs.
Step2Reading and vocabulary2 Ask students to read the passage quickly and find some informations as writing do.Population: Native region: Language: Economy: Main crops: Staple foods: Houses: Costume: Taditions&festivals: 2.Ask students to read the passage again and finish Activity 1& Activity 2. 1.Read the passage and write the information on blackboard by themselvs.2.Finish activity 1-2
Step3Writing and task 1.Ask the Ss to read the information(keywoeds)about the Jinuo ethnic group has offered in writing.2. Ask the Ss to make keywoeds to be a sentence.e.g. Population:around 18,000→The population of the Jinuo ethnic group is around 18,000.3.Make the Ss to write a paragraph accordind to Reading and vocabulary2. Find out about an ethnic minority’s culture to write a paragraph.
Step4 summary and Homework Write a paragraph about an ethnic minority.
Step5 板书设计
Module 5 Ethnic Culture
Period 6 Reading and vocabulary 2+ Writing and task
The Bai ethnic group
Population: Native region:
Language: Economy:
Main crops: Staple foods:
Houses: Costume:
Taditions&festivals:
Step6 教后记：
No.43-44
Period7&8 Reading practice +Cultural corner阅读实践课
教学目标 语言知识与技能 Improve students’reading abilityEnlarge students’knowledge about Native Americans and Australian Aborigines.
教学重点 Reading practice +Cultural corner
教学难点 improve students’reading ability
教学方法 交际教学法(Communicative approach)
设计思路 该部分围绕模块主题，继续输入有关信息，并设计了培养学生阅读技巧的练习活动。
Teaching Procedure Teacher’s Role Students’Activity
Step1Pre-reading Ask students to look at the title and guess “What kind of passageIs it ” look at the title and guess the kind of this passage
Step2Reading practice 1. Make the Ss to read the passage and guess the main idea.2.Ask students to go through the passage and anawer the questions: a.How characters are there in the story Who are they b.What problem did “I”have c.How was the problem solved 3.Read the passage again and findsome informaion as follow:a.When&Where b.What problem c.Who appeared e.What did she look like f.What did she do g.Where did we go h.What was outside and inside the tent i.Who else appeared j.How did he help us 4.Finish activity3-7. 1.Read the passage and anawer the questions.2.Finish activity3-7
Step3Cultural corner 1.Ask Ss to read pra.1&2,anwer the questions as follow:a.Where and when did Native Americans come from b.What was the population of Native Americans when the Europeans arrived in North America c.What cultures do Native Americans have d.When were they made citizens of the US 2.Ask Ss to read pra.1&2,anwer the questions:a.Where and when did Aborigines come from b.What was the population of Aborigines when the Europeans arrived in Australia c.What cultures do Aborigines have d. What is the population of Aborigines now Workpairs. Read the passage and answer the questions.
Step4 summary sum up the content of the passage
Step5homework Read the passage again and again
Step6 板书设计
Module 5 Ethnic CulturePeriod7&8 Reading practice +Cultural corner a.How characters are there in the story Who are they b.What problem did “I”have c.How was the problem solved
Step7 教后记：
No.45
Period9 Workbook & Module file巩固提升课
教学目标 语言知识与技能 Review what we have learned this module.sum up the whole module.
教学重点 Make sure students master this module well
教学难点 Review what we have learned this module
教学方法 Speaking , Discussion
设计思路 本课时为本模块的最后一个课时。是对本模块所学所有语言技能的总结。因此，本节课的设计旨在强化学生对所学知识的理解和进一步的运用。
Teaching Procedure Teacher’s Role Students’ Activity
Step1Workbook 1.Help the Ss review the usage of the V-ed forms and get the meaning of the phrasal verbs correctly.2.Make the Ss to finish Activity 1,2,3&4 on page115-116.3.Grasp the usage of the words and expressions by finishing Activity5,6&7 on page116-117.4.Reading and writing. Known some information about an ethnic group called the Tasaday and inprove theSs reading ability. .Finish the exercises individually and find out how to use the V-ed forms and get the meaning of the phrasal verbs correctly.Finish Activity5,6&7Finish Activity11,12,13&14.
Step2Module file Ask students to read and retell what they have learnt in this module Review what they have learnt in this module
Step4 Homework Finish all the exercises on the workbook Finish the related exercises and check the answer with each other.
Step5 板书设计
Module 5 Ethnic Culture
Period9 Workbook & Module file巩固提升课
1.come across:meet or find 2.think over:consider
2.make up:let someone stay in your home
3.fall for:fall in love with 4.hear of:know about
Step6 教后记
11