英语：Module 5《Ethnic Culture》英文教案（5）（外研版选修7）
Period 6 Cultural Corner, Task, Module File
Teaching Goals:
1. To enable Ss to make a conclusion of this module;
2. To deepen what Ss have learned in the module.
Teaching Procedures:
Step 1. Task
Writing an article about an ethnic minority. (This is the assignment of period 1of this module.)
(1) Ask Ss to read through the instructions of Task on page 70.
(2) Ask Ss to discuss in groups what to write. Help Ss if necessary and encourage them to add some special information to their work.
(3) Get each group to choose a student to read out his work to the class. Then ask Ss to evaluate their own work and select 3 best pieces.
Step 2. Cultural corner
1. Leading-in
Ask Ss the following question to lead to the topic:
Now, we have learnt about many Chinese minorities. Do you want to know another two most well-known ethnic minorities of the English-speaking world
2. Fast reading
Ask Ss to read the passage quickly and decide which paras describe the Native Americans and which ones describe Australian Aborigines.
Suggested Answer:
Paras 1, 2 describe the Native Americans; Paras 1, 3,4,5 describe Australian Aborigines.
3. Intensive reading
(1) Ask Ss to read the passage again to fill in the blanks
The Native Americans Australian Aborigines
Where and when they came from
The population when the Europeans arrived
The cultures they have
The population now
Suggested Answer:
The Native Americans Australian Aborigines
Where and when they came from Asiabetween 12,000 -25,000 years ago Asiamore than 40,000years ago
The population when the Europeans arrived between1.8-10million about 350,000
The cultures they have hunting, fishing, speaking many languages hunting, gathering
The population now 1iving in only a few areas of North America just over 1.5% of Australia’s population
4. Speaking
Ask Ss to discuss the similarities between The Native Americans and Australian Aborigines.
(Get Ss to refer to the box above )
Suggested Answer:
They both from Asia. Both groups were hunting gatherers. The populations of both groups decreased after the arrival of western colonists.
Step 2. Module File
Purpose: To enable Ss to make a conclusion of this module and deepen what they have learned in the module.
Ask Ss to look at Module File on page 70 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know.
Help Ss to share their ideas and deal with the difficult or confusing points.
Step 4. Homework
1. Ask Ss to finish the rest of the exercises in the Workbook of this module.
2. Ask Ss preview module 6.英语：Module 5《Ethnic Culture》英文教案（1）（外研版选修7）
I．教学内容分析
本模块以少数民族的文化为话题，介绍了我国云南省境内纳西族和白族的风情文化以及
北美和澳大利亚的土著文化。通过本模块学习，学生要学会写介绍有关少数民族的文章。
Introduction部分通过学习和复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，为本模块的学习奠定基础。
Reading and Vocabulary（1）部分选取了西蒙 韦克菲尔德的四则英文日记，通过一位外国朋友在云南旅游的所见所闻，介绍了丽江古城以及纳西族的风情文化。让学生完成相关词汇的练习；学会归纳文章的主旨大意；并围绕文章内容，进行听、说、读、写等各项活动。
Grammar（1）部分通过观察课文中的例句，要求学生掌握过去分词短语作状语及其与状语从句的转换。
Speaking部分是阅读课文后所展开的一项活动，要求学生总结从阅读课文汲取的有关丽江和纳西族人的信息，展开讨论，在口头表达中熟练运用虚拟语气。
Listening and Vocabulary部分听取一段关于西双版纳、泼水节的对话，培养学生准确获取有效信息、完成相关练习的能力。
Grammar（2）部分的短语来自Listening and Vocabulary，让学生通过回顾录音内容，正确理解短语的意义，然后通过练习进一步巩固。
Everyday English部分选取听力材料中和主题文段相关的常见的和典型的英语习惯用语组成对话，通过补全对话的形式使学生熟练掌握这几个表达。
Speaking and Function 部分通过复习听力材料中的短语，要求学生正确运用常见的表示询问更多信息的口语表达法。
Reading and Vocabulary（2）部分是一篇介绍白族文化的文章，通过快速阅读，培养学生捕捉重点信息，把握细节信息的能力，并为本模块的写作做好铺垫。
Writing 部分通过阅读课文中提供的有关信息，模仿Reading and Vocabulary（2）有关描写白族文化的写作结构，写一篇介绍少数民族—基诺族的文章。
Reading Practice部分要求学生根据文章标题，猜文章体裁；根据文章主要信息，猜测文章大体内容；培养学生在阅读中获取主要信息的能力。
Cultural Corner部分介绍了北美和澳大利亚的土著文化，通过阅读，进一步拓展学生获取信息的能力，并和我国少数民族的文化习俗进行比较，教育学生热爱民俗文化。
Task部分综合本模块所学技能和知识，在小组讨论的基础上，根据所提供的信息，利用上网等查找的资料，撰写一篇文章，完成书面介绍一个民族的任务。
Module File部分对本模块学习内容分项进行归纳，帮助学生反思和检验已学内容。
II．教学重点和难点
1. 教学重点：
掌握一些与我国少数民族有关的词汇或短语。
学习过去分词作状语及短语动词的用法。
学习常见的表示询问信息的口语表达。
2. 教学难点：
听懂与少数民族及其习俗有关的介绍并获取信息，正确理解新学词汇、短语的含义。
正确恰当地使用过去分词。
(3) 学会在阅读过程中根据文字表面意思正确推断其深层含义。
学会从人口、地理位置、语言、经济、风俗习惯等方面来介绍少数民族。
III．教学计划
本单元分六个课时：
第一、二课时：Introduction, Reading and Vocabulary（1）, Speaking, Grammar（1）
第三课时：Listening and Vocabulary, Grammar（2）, Everyday English, Speaking and Function
第四课时：Reading and Vocabulary（2）, Writing
第五课时：Reading Practice, Cultural Corner
第六课时：Task, Module File
IV．教学步骤
Periods 1~2 Introduction, Reading and Vocabulary (1), Speaking
Teaching Goals:
1. To arouse Ss’ interest in learning about ethnic culture.
2. To get Ss to learn some words to describe the ethnic minorities in Yunnan.
3. To get Ss to know something about Yunnan province and the ethnic minorities in Yunnan.
4. To help Ss learn how to talk about ethnic minorities.
5. To enable Ss to know how to use V-ed form as adverbials.
Teaching Procedures:
Step 1. Introduction
1. Ask Ss to answer several questions in order to introduce something about Yunnan to arouse Ss’ interest in ethnic culture.
(1) How many provinces are there in our country
(2) There is a very beautiful province in the southwest of our country. Its name means “beautiful clouds in the south”. Which province is it
(3) How much do you know about it
(4) Are there many ethnic minorities in this province
Then show Ss some pictures about Yunnan and introduce it in brief according to the information in Activity 1 on page 57.
2. Ask Ss to describe the clothes the woman is wearing in the picture in Activity 2 on page 57.
Step 2. Reading and Vocabulary (1)
1. Pre-reading
Let Ss have a discussion about the ethnic minorities in Yunnan.
2. Fast reading
Ask Ss to read the text quickly to get the main subjects of each paragraph.
Suggested Answers:
Para 1: Yunnan Lijiang
Para 2: the old town
Para 3: Naxi ethnic group
Para 4: Naxi language
Para 5: Naxi music
Para 6: Simon’s feeling
3. Intensive reading
(1) Ask Ss to read the passage carefully and find the words given in Activity 2 in the passage.
(2) Ask Ss to read the text one paragraph after another and answer the following questions:
Para 1: ① In what way is the Yunnan landscape varied
Para 2: ② Why do tourists get lost in Lijiang
Para 3: ③ In what way are Naxi women unusual
Para 4: ④ What is unusual about the Naxi language
⑤ How do the Naxi believe their people started
Para 5: ⑥ Why is Naxi music famous
Para 6: ⑦ What’s the feeling of Simon
(3) Ask Ss to choose the correct answers to Activity 4 on Page 60.
(4) Ask Ss to answer the questions in Activity 5.
Step 3. Speaking
1. Ask Ss to talk about what they have learnt about Lijiang and the Naxi people.
2. Ask Ss to role-play in pairs: Student A acts Simon and Student B acts his friend at home. Now, Student B is asking Simon about Yunnan.
For your reference:
Student B: Hi, haven’t seen you for a long time. Where have you been
Student A: I have visited Yunnan recently.
Student B: Have you been to Lijiang
Student A: Yes. It is a very beautiful city.
Student B: …
3. Ask Ss to read through the instructions and examples in Activity 2 on Page 61 and then ask some Ss to give their opinions.
Step 4. Language Points
1. Listening
Ask Ss to listen to or read the passage alongside the tape to correct their pronunciation.
2. Word study
Ask Ss to fill in the blanks according to the text to learn the important words.
It is the (1) that impress Simon most, though he has been in Yunnan for two months. Down in the south, in Xishuangbanna, it’s very (2) . Lijiang is half new and half old town. The old town is on the side of a mountain and (3) it is the 5,500 meter Yulong Xueshang Mountain, its peak (4) with snow. Looking from the (5) of the mountains, Simon thinks that the old town is a (6) of canals, little bridges and tiny cobbled streets that tourists get (7) in.
Simon has spent several afternoons (8) in a café in the old town square, just (9) people. The culture of Naxi is (10) . It is the (11) who run Naxi society, and until recently, Naxi women inherited all (12) . The Naxi still wear (13) costume. Naxi culture is particularly famous for its (14) which has not changed for eight centuries, (15) from father to son. Among the richer Naxi people, (16) of this music showed that you were a real gentleman.
Simon has learned a lot about the Naxi culture during his tour, and he understands that however (17) we may appear to be at first, we are all the same, all (18) .
Suggested Answers:
(1) varied landscape (2) tropical (3) opposite (4) covered (5) slopes (6) maze
(7) lost (8) sitting (9) watching (10) fascinating (11) women (12) property
(13) traditional (14)music(15) passed (16) knowledge (17) however (18) equal
3. Explanantion
Ask Ss to work in groups and discuss the important and difficult language points.
(1) The old town is on the side of a mountain and opposite it is the 5,500metre Yulong Xueshan Mountain, its peak covered with snow. (line 8, para 1)
古城依山而建，对面是海拔5，500米的玉龙雪山，山顶覆盖白雪皑皑。
its peak covered with snow是由“名词+过去分词”构成的独立主格结构。
下面介绍这一语法项目：
◆ 独立主格结构的构成：
名词（代词）+现在分词\ 过去分词\ 形容词\ 副词\ 不定式\ 介词短语等。
◆ 独立主格结构的特点：
①独立主格结构的逻辑主语与句子的主语不同，它独立存在。
②独立主格结构一般有逗号与主句分开。
◆ 独立主格结构的句法功能：定语或状语。如：
Weather permitting, we are going to visit you tomorrow.
He stood there, his hand raised.
Close to the bank I saw deep pools，the water blue like the sky.
The lights off, we could not go on the work.
Our English teacher came into the classroom, papers in hand.
注：独立主格结构是高考考点之一。如：
I send you 100 dollars today, the rest ________ in a year. (2005, 湖南) (Key: C)
A. follows B. followed C. to follow D. being followed
(2) Seen from above, the old town is a maze of canals, little bridges and tiny cobbled streets that tourists get lost in. (lines3-6, para.2) 从上面看，古城就是一座由沟渠、小桥和鹅卵石铺成的街巷构成的迷宫。
Seen from above为过去分词短语作状语，与the old town之间是被动关系。此句为过去分词短语作状语。
(3) For example, it is the women who run Naxi society, and until recently, Naxi women inherited all property.例如，管理纳西族社会的是妇女，而且近来还是由纳西族的妇女继承全部财产。
◆ it is the women who run Naxi society.为强调句结构，被强调的是主语the women。
强调句的基本结构：It is \ was +被强调部分+ that\ who+其余部分。被强调的可以是主语、宾语和状语等，如果被强调的是人用that或who; 其它用that。如：
It is I who teach you English.
I was he that broke the window yesterday.
It was what he said just now that made me unhappy.
强调句型是高考常考的考点之一。如：
① I just wonder _______ that makes him so excited.
A. why it does B. what he does C. how it is D. what it is (Key: D)
② It is what you do rather than what you say ________ matters.
A. that B. what C. which D. this (Key: A)
◆ run vt 控制；管理
My father ran a camera store last year.
He has no idea of how to run a business.
（可根据需要简单回顾run的其它常见用法）
◆ inherit vt 继承，遗传，传给
She inherited a little money from her grandfather.
She inherited all her mother’s beauty.
This government has inherited many problems from the previous one.
(4) They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists.她们围成小圈坐在广场上，身背孩子，对游客丝毫不敢兴趣。
此句是由“with+名词+介词短语”构成的with复合宾语结构。completely uninterested in the tourists. 为形容词短语作状语。
with复合宾语结构的构成：with+ 宾语+宾语补足语。在句子中充当状语和定语。其中宾语由名词或代词承当，宾语补足语常见的有形容词、副词、介词短语、不定式、现在分词和过去分词。
注： with复合宾语结构在高考中是常考的考点之一。如：
① I couldn’t do my homework with that noise ________.
A. going on B. goes on C. went on D. to go on (Key: A)
② ________ two exams to worry about, I have to work really hard this weekend.
A. With B. Besides C. As for D. Because of (Key: A)
③ It was a pity that the great writer died _________ his works unfinished.
A. for B. with C. from D. of (Key: B)
④ With a lot of difficult problems _______, the newly-elected president is having a hard time.
A. settled B. settling C. to settle D. being settled (Key: C)
(5) This story is shown in pictures in books put together in the 10th century,…(lines11-14, para.4)在10世纪编集的书里能找到关于这个传说的图画……
put together 意思是把……放在一起，把……合并起来；加起来，合并起来。如：
It is easier to take a machine to pieces than to put it together again.
Your department spent more last year than all the other departments put together.
Considering her age, the girl’s letter is very well put together.
(6) Everyone listened as if someone had put a spell on them. 每个人都像着了魔，听得如痴如醉。
此句为as if引导的状语从句，谓语动词had put是与过去事实相反的虚拟语气。如：
He was shaking with fright as if he had seen a ghost.
Step 5. Homework
1. Ask Ss to finish the exercises of Reading, Vocabulary in the Workbook.
2. Ask Ss to Prepare for the Listening class.
3. Ask Ss to try to write an article about an ethnic minority. They can use books, magazines and Internet.英语：Module 5《Ethnic Culture》英文教案（2）（外研版选修7）
Period 3 Listening and Vocabulary, Grammar (2), Everyday English
Teaching Goals:
1. To enable Ss to know some skills of listening.
2. To study some daily expressions.
3. To learn to use some phrasal verbs.
Teaching procedures:
Step 1. Revision
Check the answers to the exercises of Reading, Vocabulary and Grammar in the Workbook.
Step 2. Listening and Vocabulary
1. Pre-listening
(1) Ask Ss to talk about the life of the Dai people in Xishuangbanna in the pictures below.
The bamboo house built off the ground The New Year Water-Splashing Festival
(2) Ask Ss to match the words with their definition.
① bucket (a) large juicy tropical fruit with sweet yellow flesh
② pineapple (b) round container of metal or plastic, with a handle, for holding
water, milk, etc.
③ rainforest (c) to put a liquid on something in a rough and noisy way
④ religion (d) a forest in a tropical region of the world where it rains a lot.
⑤ splash (e) a belief in or worship of God or gods
Suggested Answers:
① b ② a ③ d ④ e ⑤ c
(3) Ask Ss to do Activity 1 on page 62 and check the answers in pairs.
2. While-listening
(1) Ask Ss to listen to the tape and number the topics given in Activity 2 in the order they are mentioned.
(2) Ask Ss to listen to the tape again and pay attention to the detail. Then ask them to choose the correct answers to Activity 3 on page 62.
(3) Ask Ss to listen to the tape a third time and fill in the missing words.
Jacky: Is Xishuangbanna as wonderful as every one says it is
Simon: Yes, It’s amazing. The thing is, it’s still very undeveloped- you know, it’s got mountains, rice fields, little villages deep in tropical rainforests…
Jacky: It sounds beautiful.
Simon: It is. It’s also got all kinds of flowers and animals- tiger, elephants…
Jacky: Did you see any
Simon: (laughing) I didn’t ① any tigers, but I did see some wild elephants.
Jacky: Amazing! ②
Simon: There are a lot of different ethnic groups, but the Dai people ③ one-third of the population.
Jacky: Oh yes, the Dai people. I’ve ④ them. Tell me something about them.
Simon: Well, their language is similar to the Thai language. That’s not surprising since Xishuangbannan shares a border with Thailand.
Jacky: Do they still wear traditional costume
Simon: Yes, a lot of them do. ⑤ , they think it’s more attractive than modern clothes. I think it is too, actually. It’s very colorful. The men wear white or blue trousers, and the women wear brightly-colored blouses and skirts with silver belts. In fact, I bought one of the belts for my girlfriend. ⑥ , do you think she’ll like it
Jacky: Oh, that’s very pretty. She’ll adore it. So, ⑦ about your trip. ⑧ .
Simon: Well, ⑨ the thing that’s most different is the houses, which are made of bamboo and built off the ground.
Jacky: Ah, so the people live…
Simon: They live above the ground, and they keep pigs and chickens in the area beneath the house.
Jacky: Sounds like a good idea.
Simon: It’s very picturesque. They grow fruit all round their houses- pineapples, for example. A Dai family ⑩ in their house for a week. It was a great experience and surprisingly comfortable. We were in a village called Ganlanba, about an hour away from Jinghong.
Jacky: I’m (11) ! But (12) _
Simon: No, because the wind blows through the bamboo, so it’s always quite cool. Actually, we were lucky enough to be there for the Water-Splashing Festival.
Jacky: Is that a New Year Festival
Simon: Yes. People carry round buckets of water and splash it all around them, and every one gets very wet. The water’s supposed to wash away the old year and bring in the new. The wetter you get, the more luck you’ll receive, so they say. I got so wet, I had to change all my clothes! Twice!
Jacky: (13) the food
Simon: It can be very good. There’s a kind of black rice dish that’s quite (14) ! And at a lot of the restaurants there’s traditional dancing, with Dai women playing on large elephant drums. It can be quite hard to hear yourself speak!
Jacky: I’d love to go there.
Simon: Well, I’m definitely going back next year. I really (15) the place. Why don’t you come with me
Jacky: Maybe I will. I’ll (16) . It does sound very lovely.
Suggested Answers:
① come across ② What are the local people like ③ make up ④ heard of
⑤ Apparently ⑥ What do you reckon ⑦ go on ⑧ I’m fascinated ⑨ I guess
⑩ put us up (11) green with envy (12) doesn’t it get very hot in summer
(13) What about (14) tasty (15) fell for (16) think it over
Step 3. Grammar (2)
1. Ask Ss to work in pairs to do activity 1 on Page 63 and check the answers.
2. Ask Ss to make sentences with these phrasal verbs.
3. Ask Ss to do Activity 2 then discuss with their partners.
Step 4. Everyday English
1. Ask Ss to read through the words and phrases in the box in Everyday English and make sure of their meanings..
2. Ask Ss to finish the activities individually, and then check the answers.
3. Ask Ss to read the dialogue with a partner.
Step 6. Homework
1.Ask Ss to preview The Bai Ethnic Group on page 65.
2. Ask Ss to do the Grammar activities in the Workbook.英语：Module 5《Ethnic Culture》英文教案（4）（外研版选修7）
Period 5 Reading Practice, Grammar (1)
Teaching Goals:
1. To develop Ss’ reading skills.
2. To enable Ss to compare the differences between different cultures.
Teaching procedures:
Step 1. Revision
Check whether Ss have finished their homework.
Step 2. Reading Practice
1. Leading-in
Ask several Ss some questions to lead to the title of this passage “No problem”.
(1) Sorry to truble you, but could I ask a quick question (No problem)
(2) I don’t have any change with me. Will you pay the fare for me (No problem)
(3) Can you post these letters for us on your way home (No problem)
2. Pre-reading
(1) Ask Ss to look at the title of the passage and finish Activity 1.
(2) Ask Ss to read some extracts from the passage to conclude what the passage is about and say why.
Suggested Answer:
It is a story about people with a flat tyre in the jungle who are helped by the locals.
3. While- reading
(1) Ask Ss to read the passage quickly and check if they guess is right
(2) Ask Ss do Activity3 with their partners and decide what the writer’s intention is.
(3) Ask Ss to read the passage again and find the words to match with their definitions.
① to cry loudly in pain, anger and sadness ____________
② to move forward by jumping on one foot ____________
③ a long weapon like a stick with one sharp end ___________
④ stiff, hard or difficult to bend or move ___________
⑤ to provide furniture for a room or house ___________
⑥ a woman whose husband has died and who has not married again _________
⑦ not comfortable, relaxed or confident __________
⑧ to make a hole in something _________
Suggested Answer:
① howl ② hop ③ spear ④ rigid ⑤ furnish ⑥ widow ⑦ awkward ⑧ pierce
(4) Ask Ss to read the passage again to find the information and write them down with key words:
No problem
When the story happened in the jungle
How many characters
What problem
Who appeared
What she did
Where we went
What outside and inside the tent was
Who else appeared
How he helped us
Suggested Answer:
No problem
When the story happened in the jungle
How many characters (who) 4(“I”, George, the old woman, the man)
What problem had a flat tyre
Who appeared an old woman
What she did made gesture to follow her
Where we went a tent
What outside and inside the tent was a framework, corn plants, tools, chicks, a rooster, a pig; darkness, mats, a table, a teapot
Who else appeared the man
How did he help us made a call
(5) Ask Ss do retell the story with the key words above.
(6) Ask Ss to do Activitities 4~5 individually, then check the answers with a partner.
4. Language Points
Explain some language points to Ss.
(1) In the distance was an ox working in a field. (P67, lines2-3, para3 )在远处，一头牛在田里劳作。
① 此句式把地点状语提到句首，采用倒装语序。课文中类似的句子有：
Out of the jungle came an old woman. (line 2, para 6)
Nearly were some chicks and a rooster, and a pig tied to a post. (lines8-9, para 11)
Over the hills beyond was the most beautiful rainbow. (lines2-3, the last para)
【例题】
(a) In the dark forests _____, some large enough to hold several English towns.
A. stand many lakes B. lie many lakes C. many lakes lie D. many lakes stand (Key: B)
(b) On the top of the books ____ the photo album you’re looking for.
A. is B. are C. has D. have (Key: A)
② distance n 距离
Eg The distance from my house to the station is two kilometres. 从我家到车站的距离是两公里。
【例题】
The faces of four famous American presidents on Mount Rushmore can be seen from a _____ of
60 miles.
A. length B. distance C. way D. space (Key: B)
※【拓展】distance常见短语：i
in the distance在远处
from the distance 从远处；
keep sb at a distance 与某人保持一定距离；冷淡某人
(2) My eyes had to adjust to the darkness inside. (line2, para12) 我的眼睛不得不适应帐篷里的黑暗。
adjust vt 调整，使……适于。如：
① She carefully adjusted her clothes and her hair before going out.
② Over the years, we all learned to adjust, to become more comfortable with each other, and to adapt to our new family arrangement.
※【拓展】常见用法：
① adjust to适应；调节。如：
Astronauts in flight must adjust to weightlessness.
② adjust oneself to使自己适应于。如：
He can’t adjust himself to the whirl of modern life in this big city.
(3)The tent was furnished with a few mats on the floor, and a low table with a teapot. (lines3-4, para12) 帐篷里的地上有几个垫子，还有一张矮桌子，上面有一把茶壶。
be furnished with 备有；安装有。如：
① The room was furnished with some old tables, a blackboard, and an old stove.
② The room was furnished with the simplest essentials, a bed, a chair, and a table.
(4) She picked up a photo and showed it to us. (lines4-5, para12) 她拿起一张照片给我们看。
pick up 是一个多义且常用的短语。常见的有以下几种意思：
① 拣起；拾起。如：
He is always picking up very heavy things just to show off his strength.
②（无意中）学会。如：
She soon picked up French when she went to live in France.。
③ 收听到。如：
I was able to pick you up on the short wave radio.
④ 搭载。如：
The car stopped to pick me up.
⑤ 恢复（健康）。如：
After staying in hospital for long, the patient was advised to go to the seaside to pick up his health.
⑥ 用较少的钱买到。如：
She picked up a valuable first edition at a village book sale.
⑦ 偶然结识。如：
He picked up the girl at a college disco.
4. Post-reading
Ask Ss to finish Activity 6 in pairs.
Suggested Answer:
The effect is to make the passage more interesting. They add more personalized detail.
Step 3. Grammar (1)
1. Ask Ss to read the sentences in Activity 1on page 60 and underline the v-ed form.
2. Give an example to the whole class and then ask Ss to rewrite the sentences in Activity 1.
3. Ask Ss to work in groups to discuss the relationship between v-ed form as adverbials and the adverbial clauses.
(1) 从句的主语与主句的主语一致，且从句的谓语动词含有be。如：
It shames me to say it, but I told a lie when (I was) questioned at the meeting by my boss.
(2) 从句的主语为it，且从句的谓语动词含有be。如：
When (it is) compared with the size of the whole earth, the biggest ocean does not seem big at all.
4. Let Ss complete the sentences with the correct form of the verbs in the box in Activity 2.
5. Help Ss sum up the functions of v-ed form as adverbials..
过去分词（past participles）或过去分词短语（past participial phrases）作状语是英语中常见的语言现象，可表示时间、原因、条件、让步、方式或伴随情况等。
(1) 作时间状语。如：
Seen from the top of the hill, our school looks beautiful. 从山顶上看，我们学校看起来很美。
Heated, liquids can be changed into gases. 液体被加热会变成气体。
(2) 作原因状语。如：
Attracted by the beauty of nature , the girl from London decided to spend another two days on the farm。被自然美迷住了，来自伦敦的那个姑娘决定在农场再呆两天。
Born and brought up in the countryside, he was interested in biology. 由于在农村出生并长大，他对生物很感兴趣。
(3) 作条件状语。如：
Given another chance, he will do better. 再给他一次机会，他会做得更好。
Grown in rich soil, these seeds can grow fast. 如果种在肥沃的土壤里,这些种子能长得很快。
(4) 作让步状语。如：
Laughed at by many people, he continued his study. 尽管被许多人嘲笑，他还是继续他的研究。
Exhausted by the climbing, the old man was determined to get to the top of the hill. 尽管已经爬得筋疲力尽，那位老人决定爬到山顶。
(5) 表方式或伴随情况。如：
Followed by some officials, Napoleon inspected his army. 被一些官员跟随着，拿破仑视察了他的军队。
He stood there silently, moved to tears. 他静静地站在那里,被感动得热泪盈眶。
※【难点点拨】
(1) 过去分词作状语，其逻辑主语须与句子的主语保持一致，它们之间存在着被动关系。如：
Given better attention, the trees could grow better. 若管理得好一些，这些树木会生长得更好些。
He walked up and down the room, lost in thought. 他在屋子时走来走去，陷入了沉思。
(2) 有时，为了明确时间、条件、让步或原因等，分词前面可加连词when, if, unless, once, although或副词如deeply, completely, greatly等。如：
Sugar, when mixed with water, dissolves quickly. 糖与水混合很快就溶解。
Although tired, I must go on working. 我虽然累了，但必须继续干。
Deeply moved by the story, the excited people stopped quarrelling with each other. 激动的人们被那个故事深深地感动了，停止了争吵。
(3) 过去分词短语还可以和介词 “with”或 “without” 连用。如：
You should go to sleep with the light turned off. 你应该把灯熄了再睡。
Without anything left in the kitchen, we decided to eat out. 厨房里没有剩下任何东西，我们决定出去吃。
(4) 如果分词的逻辑主语与所修饰的句子的主语不一致，就要有自己的逻辑主语，这种结构称为独立主格结构（the absolute construction）。如：
The test finished, we began our holiday. 考试结束了，我们开始放假。
More time given, we should have done it much better. 如果给我们更多的时间，我们会做得更好。
6. Ask Ss to translate some sentences using V-ed form.
(1) 因为写得匆忙，这篇文章不是很好。
(2) 工作提前完成了，他非常满意。
(3) 教授走进了教室，学生跟在身后。
(4) 这样的机会一旦失去了， 恐怕不会再来了。
(5) 他静静地坐在那里，眼睛看着湖面。
(6) 从山顶上看，这个城市就像一个大花园。
Suggested Answers:
(1) Written in a hurry, this article was not so good!
(2) He was satisfied, with the work finished ahead of time.
(3) The professor came into the classroom, followed by his students.
(4) Once lost, such a chance might never come again.
(5) He sat there silently, (with) his eyes fixed on the lake.
(6) Seen from the top of the hill, the city looked like a big garden.
Step 4. Homework
Rewrite the passage “No Problem” as a short factual report of a newspaper article.英语：Module 5《Ethnic Culture》英文教案（3）（外研版选修7）
Period 4 Speaking and Function, Reading and Vocabulary (2), Writing
Teaching Goals:
1. To help Ss to use the information they have read to describe an ethnic group.
2. To enable Ss to know how to write a paragraph about an ethnic group.
Teaching procedures:
Step 1. Revision
Check answers to the Grammar activity in the Workbook.
Step 2. Speaking and Function
1. Ask Ss to read through the expressions in Activity 1 on page 64.
2. Ask Ss to listen to the tape again to check the answers to Activity1.
3. Ask Ss to read the instructions in Activity 2 and make a dialogue with a partner. Then ask some pairs to perform their dialogue.
Step 3. Reading and Vocabulary (2)
1. Leading-in
Show Ss the following pictures and ask them the following questions:
A Bai woman A Bai man
(1) How many ethnic groups are there in Yunnan
(2) Can you guess which ethnic group do the people in the above pictures belong to
(3) Which city do they mainly live in
(4) What’s their most famous festival
(Dali Beauty) The Bai Torch Festival
(held on June 25th of Chinese lunar calendar)
2. Fast reading
Ask Ss to read the text quickly and do Activity 1 on Page 66, then check the answers.
3. Intensive reading
(1) Ask Ss to read the text carefully. Then let them fill in the following form and discuss the answers.
The Bai Ethnic Group
Population
Native region
Language
Economy
Main crops
Staple foods
Houses
Costume
Traditions and festivals
Music
Suggested Answers:
The Bai Ethnic Group
Population around two million
Native region Erhai region of Yunan
Language dialect (that resembles Chinese)
Economy agricultural economy
Main crops rice, wheat, beans and cotton
Staple foods pork, rice and wheat
Houses in the style of traditional Chinese architecture
Costume women wear white and red costumes; men wear white shirts and long white trousers
Traditions and festivals the Bai tea ceremony, the Torch Festival
Music opera
(2) Ask Ss to read through the words in the box in Activity 2.
4. Explanation
Explain the main points in the text to make sure Ss understand the text better.
(1) The Bai ethnic group has a population of around two million, 90% of whom live in Yunnan.白族大约有两百万人口，百分之九十居住在云南。
population的用法：
① 说某地有多少人口时，用下列两个表达：
somewhere has a population of…\ The population of somewhere is…
Eg The population of this village is 2,000.
② 询问某国、某地有多少人口时,不用“How much... ”,而用“How large... ”或者“What...”。例如：
Eg What (How large) is the population of this area 这个地区有多少人口
③ 当主语是表示“人口的百分之几、几分之几”时,谓语动词用复数形式。
Eg 75% of the population of this village are peasants.
(2) The Bai have an agricultural economy, their main crops being rice, wheat, beans and cotton.
此句为由“名词+ 现在分词”构成的独立主格结构。相当于The Bai have an agricultural economy, and their main crops are rice, wheat, beans and cotton.
5. Discussion
Ask Ss to read the text again and discuss in groups how to write an ethnic group.
Step 4. Writing
1. Ask Ss to read the information about the Jinuo ethnic group on page 66.
2. Give Ss enough time to write a passage and give them help if necessary. Encourage them to exchange their work with their partners.
3. Instruct Ss how to write a paragraph about an ethnic group.
中国是一个统一的多民族国家，由56个民族组成。各民族在生存、发展、演变的过程中形成了自己独特的民族文化和生活习俗。介绍一个民族时，通常包括人口、居住地、历史、语言文化、宗教信仰、传统节日、服饰、经济状况、房屋建筑、主要农作物等等。
常用的表达方式有：
(1) The …ethnic group has a population of around...
The population of the …ethnic group is around…
(2) They mainly live in….
Their native region is …
(3) The …have their own language\ dialect…
(4) The …have an agricultural economy, their main crops being...\ farming, fishing…
The … live mainly on …
The main crops are… and their staple foods are …
(5) The … have a tradition of building houses…
(6)The …wear traditional costume－ the women wear…while the men wear…
(7) The most well- known festival is…
4. Ask Ss to write an essay about The Miao ethnic group according to the Chinese.
苗族的基本情况：
人口：7, 000,000多人；
主要居住地：中国西南部各省的边界地区
语言：苗语，属汉藏语系；过去有苗文字，现已失传；
信仰：过去信赖多个神灵，崇拜祖先和龙；现在有些信天主教和基督教；
农作物：以种植水稻、玉米为主，狩猎为辅；
服饰：多样，多彩；
特点：苗族人喜欢唱歌、跳舞；不同的苗族人庆祝不同的节日。
注意：
(1) 词数：130字左右
(2) 生词提示：语系phylum 增补物supplementary 天主教的catholic
One Possible Version
The Miao ethnic group has a population of more than 7 million and they mainly live in the border areas of the provinces of southwest China. They have their own language which belongs to the Chinese-Tibetan Phylum. The Miao people used to have their own character, but now it is lost. They used to believe in many gods and worship their ancestors or dragons. Now some of them believe in the Catholic or Christian religion. In the areas of the Miao ethnic minority, they take farming as the main work and hunting as the supplementary. Their main crops are rice and maize. The clothing of the Miao ethnic group is various and colorful. The Miao people are fond of singing and dancing. Miao people in different places celebrate different festivals.
Step 5. Homework
1. Ask Ss to finish the writing task.
2. Ask Ss to preview the Reading Practice.
