选修7 Module 6 The World’s Cultural Heritage 模块教案

Module 6 The World’s Cultural Heritage
教材分析
话题介绍
本模块的主题是“周口店北京人遗址”。周口店是位于北京西南约五十公里的一个小村庄。上世纪20年代考古学家在那里发现了史前的人类遗骨，这一发现改变了人们对中国历史的认识。那是一类未知人种的遗骨，是千万年前原始人生活在中国的第一证据。1987年12月，周口店被列为世界文化遗产。它不仅为我们提供了史前亚洲社会的重要信息，而且为我们提供了人类进化历程的证据。
Introduction
本模块介绍的是“世界文化遗产”，让我们了解世界文明，珍爱文化遗产
Reading and Vocabulary
通过阅读文章 The Amazing Caves of Zhoukoudian的学习,引出世界文化遗产这一中心话题。随后介绍了北京文化遗址处于危险中，要求我们注意保护人类文化遗址。在阅读的过程中，能正确理解阅读文章；能正确理解并运用过去分词做状语；在阅读中根据文字表面意思对其深层含义做出正确合理的推断。
Grammar(1)
本模块的语法项目主要学习虚拟语气的用法。虚拟语气的难度主要体现在动词时态的变化上，所以在讲解的过程中应结合具体的例句说明虚拟语气中动词的时态变化的规律。
Reading and Vocabulary(2)
运用本模块所学的词汇，完成书面练习；在书面表达中正确运用even though, even if, as long as, no matter等连词；能够清楚地介绍一种无形文化遗产。
Grammar(2)
掌握地点、条件和让步状语从句。
Reading Practice
本篇文章词汇量较大，在阅读中首先要解决词汇上的障碍，准确的理解课文。同时了解中国文化遗产保护的现状。
Cultural Corner
文章主要介绍了美国的一种尊重老人的做法，在阅读的过程中可以列举中国类似的做法。在阅读中注意识别新的词汇和短语。在英语学习中了解和吸收异域民族文化的精华。
1. 知识目标：
To observe and master the usage of the important words and expressions in the passage.
To learn the adverbial clauses of place, condition and concession.
To learn the usage of the subjunctive mood.
To know some information about the present situation of the world heritage.
2. 技能目标：
To get Ss to talk something about Being Man and the caves of Zhoukoudian.
To get Ss to talk about world’s intangible cultural heritage
To help Ss improve their reading, listening and writing skills.
3. 情感目标：
To arouse Ss' interest in learning about The World’s Cultural Heritage.
1. 教学重点
(1) 掌握一些与文化遗产相关的词汇。
(2) 学习虚拟语气。
(3) 学习地点、条件和让步状语从句。 　
2. 教学难点
(1) 听懂与文化遗产有关的常用表达，正确理解新学词汇的含义。
(2) 正确使用虚拟语气。
(3) 学会介绍中国的某一处文化遗产。
黑板，多媒体
Period 1 Introduction & Cultural Corner
Introduction
1. Free talk
Do you know the Eight Wonders of the World?
Can you list some of them?
2. Enjoy and guess where it is.
Show the pictures of the Eight Wonders of the World and let students guess where it is.
3. Reading
Read the passage on Page 71 and find out what happened in the following years.
Cultural Corner
1. Lead-in
Do you know what the sayings mean?
An old man’s sayings are seldom untrue.
An old horse knows the way.
If you wish good advice, consult an old man.
2. Reading
1. Read the passage quickly and answer the questions.
When and why did the Living Treasure Program start?
How does the Living Treasure Program work?
Why does the program honour three older New Mexicans twice a year?
2. Read the passage again and decide the sentences true or false.
The Living Treasure Program is only carried out in the state of New Mexico.
The Living Treasure Program is also carried out in Japan.
Twice a year three older New Mexicans are asked to write down their life stories.
4. The living treasures are all very important people in the town.
5. The living treasures are honoured because they have made contributions to the protection of their culture.
3. Read the passage and answer the question.
3. Discussion
What do you think of the program in New Mexico?
Do you think it a good idea to have a similar program in China? Create one.
4. Homework
Learn more about the World’s Cultural Heritage.
Preview the reading passage on Page 72-73.
Period 3 Vocabulary and reading & Listening and vocabulary
Vocabulary and reading
1. Free talk
Where is Zhoukoudian?
What is it famous for?
How much do you know about Beijing Man and Zhoukoudian?
2. Fast-reading
Read Part 1 and Part 2, and then answer the questions about Part 1 and Part 2.
Part 1
1. The first thing that was found at Zhoukoudian.
2. The number of items that were eventually found.
3. The number of places where Beijing Man lived.
4. The percentage of people who lived to the age of 50.
5. The reason why work on the site stopped.
6. When the site became a world heritage site.
Part 2
1. Two natural causes of the destruction of the caves.
2. The origin of pollution that is affecting the caves.
3. Two demands from UNESCO.
4. Two possible groups of people who can help to repair the caves.
3. Discussion
Look at the photographs and the titles of the two parts of the passage. Answer the questions.
What have you learnt about the caves of Zhoukoudian?
Do you know why they are “amazing”?
What is the connection between Zhoukoudian and Beijing Man?
Why do you think the Beijing Man Site is “in danger”?
How important is it to repair the Zhoukoudian site?
Explain what the word “they” refers to in these sentences.
Listening and vocabulary
1. Listen to a tourist guide and answer the questions.
How did the tourists get to the site?
What was the weather like?
Was the tourist guide enthusiastic about his work?
Did the tourists enjoy the visit?
2. Listen again and check the answers you hear.
When was Stonehenge built?
Who built it?
Why was it built?
What did the astronomers do?
Where did all these stones come from?
What about those stones over there?
3. Enjoy a song Amarantine (永恒之花) by Enya
4. Homework
Review the whole text and find out the main words and phrases in the text.
Finish the exercises in workbook.
Period 4 Reading and Writing
1. Warm-up
Review of the World’s Cultural Heritage
2. Reading
Read the passage Intangible cultural heritage and answer the questions on Page 78.
1. What‘s the difference between “tangible” and "intangible" world heritage?
2. Can you give an example of oral heritage?
3. What kind of people are living human treasures?
4. What makes a language endangered?
5. Give an example of traditional music that is thought to be part of an intangible cultural heritage.
3. Speaking
1. Read the words for hello and guess which languages they are.
2. Work in pairs. Read the information about disappearing languages and answer the questions. (P 80)
Are languages disappearing at a fast or a slow rate?
How many languages appear on the Internet?
Are all languages written down?
Which part of the world has the most languages?
3. Work in pairs and discuss the questions.
Why do you think so many languages are disappearing or are in danger?
Does it matter if languages disappear?
How can people stop a language from dying?
Do you think languages that are not written down are more likely to disappear? Give your reasons.
Is there any reason to learn a language which is spoken by very few people?
4. Writing
Write a short essay about an intangible human heritage that you know about. Think about one of the following:
a. a type of traditional music, a dance, a game or a custom
b. a well-known and highly respected person
c. a language which few people speak
5. Homework
1. Review the whole text.
2. Finish your writing task above.
3. Finish the exercises in Workbook.
Period 4 Reading practice
1. Warm up
Do you remember the definition of tangible cultural heritage and intangible cultural heritage?
Look at the list of China’s cultural heritage. Which items are examples of tangible cultural heritage, and which ones are examples of intangible cultural heritage?
2. Reading
2. Reading
Read the passage and answer the questions.
1. Which items will be included in a bid to be added to the UNESCO list?
2. Which are other examples of China's intangible cultural heritage?
Read the passage again. Can you summarize the main idea?
3. Practice
Complete the sentences in your own words.
1. TCM is being recommended as a candidate for the UNESCO list because ________ .
2. The Mid-Autumn Festival reminds Chinese people overseas of their origins, so _______.
3. If a site is not protected, UNESCO ______________________________________.
4. A successful bid requires _________________________________________________.
Homework
Make a list of sites and items form your local or regional cultural heritage. Which ones would you bid to be added to the UNESCO list? Give your reasons.
Finish all the activities in this Module.
Period 5 Grammar
Subjunctive
1. Grammar Introduction
Subjunctive 虚拟语气
2. 例句介绍
3. 例题解析
Adverbial clause
1. Grammar Introduction
Adverbial clauses of place, condition and concession地点、条件、让步状语从句
2. Example sentences例句介绍
3. Sample analysis 例题解析
略。