高中英语典题精讲(Module5 Ethnic Culture)教学素材(外研版选修7)

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高中英语_Module 5 Ethnic Culture教学设计学情分析教材分析课后反思

教学设计：Module V Simon’s Yunnan DiaryStep 1. Lead inTask I Ask the students where they will like to travel and lead in the topic of the passage, then appreciate the beautiful scenery of Yunnan.【设计意图】通过展示中国地图问学生他们想去那里旅行，引起本课的话题，然后欣赏云南的自然景观，增强学生的感性认识，为新课的开展做热身准备。

学生对云南的美景很是向往，对少数民族的文化也很感兴趣，所以设计了图片吸引学生，激发他们的学习兴趣。

Step 2.Fast readingTask I Please match the photos with the paragraphs and find the key words for each para.Para.1 musicPara.2 location of LijiangPara.3 Naxi languagePara.4 Naxi womenPara.5 writer’s feelingPara.6 streets of the old townTask II【设计意图】通过略读找出每段的主旨大意，在此基础上把文章分成三大段，从而得出文章的主旨大意,进而帮助学生从整体上理解把握文章。

Step 3 Careful readingTask 1. Paragraph 1: its locationDown in the______ , in____________ it’s very tropical. But I am in Lijiang in ________ Yunnan ,it’s a half _____ town and half ____ town. Opposite the old town is the ______ metre ______________ Mountain, its peak _____ with snow. Task 2. Para. 2 streets of the old town1. Why do tourists get lost in Lijiang?2.Are cars allowed in the old town?Task 3 Para3&4 women\language1. In what way are Naxi women unusual?2. What is unusual about the Naxi language?3. How do the Naxi believe their people started?Task 4. Para.5 T or F questions:1.Naxi music is passed from generation to generation.( )2.The music they played always sounded sad ( ).3.The Water Dragon Is Singing is a pop song. ( )4.The Naxi music is so boring that the audience falls asleep while listening.( ) Task5 Para6What does the writer understand after visiting Yunnan?【设计意图】培养学生仔细阅读获取信息和处理信息的能力。

高中英语 Module 5 Ethnic Culture教案选修7

Module 5 Ethnic Culture 【美文阅读】中国的民族文化丰富多彩。

剪纸是最贴近我们生活的一种，你会剪纸吗？你想利用剪纸表达什么呢？Papercutting is a traditional art in China which has gradually developed throughout the long history of paper.Papercutting is all made by hand.It is easy to learn the rudiments(基础，基本知识；初步，入门)．Papercutting covers nearly all topics，from flowers，birds，animals，legendary(传说的，传奇的) people，figures in classic novels，to types of facial makeup in Beijing Opera.Papercutting has various styles in different parts of China.We can give best wishes to our friends and relatives through papercuttings.Furthermore，it can make the world beautiful in our life.In a word，papercutting is a good art in China.【诱思导学】1．What's papercutting?_______________________________________________2．What do pe ople want to express using their papercuttings?_______________________________________________【答案】 1.Papercutting is a traditional art in China which has gradually developed throughout the long history of paper.2．People can give best wishes to their friends and relatives and make the world beautiful in their life.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是学生通过对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面理解起到一个铺垫作用。

高考英语一轮复习 module 5 ethnic culture课件

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热点句型 1．“名词＋过去分词”构成的独立主格结构，作补充说明的状语。 The old town is on the side of a mountain and opposite it is the 5,500 metre Yulong Xueshan Mountain, its peak covered with snow.(教材 P58) 古城依山而建，对面是海拔 5500 米的玉龙雪山，山峰被积雪覆盖。 2．“否定词＋现在完成时＋so...”结构，表示最高级的意思。 The sky is clear blue and I don't think I've ever seen anything else so beautiful in my life.(教材 P58) 这里的天空碧蓝如洗，我想我一生中从未见到这么美的景色。 3．“however ＋ adj./adv.”，引导的让步状语从句，表示“无论多么……” However different we may appear to be at first, we are all the same, all equal.(教材 P59) 无论起初我们看上去有多么不同，然而我们本质上是一样的，每个人都是平等的。
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重点短语 1．in use 在使用 2．make up 编造，虚构 3．have a population of 有……人口 4．in the distance 在远处 5．adjust to 适应，调整 6．come across 偶然(遇见) 7．put sb. up 向某人提供食宿，提名某人为候选人 8．think over 仔细考虑 9．set off 出发，动身；引爆 10．pull out (火车)离站

高二英语Module 5 Ethnic Culture社

得夺市安庆阳光实验学校高二英语Module 5 Ethnic Culture外研社【本讲教育信息】一. 教学内容：Module 5 Ethnic Culture二. 重难点讲解：重点单词：1. minority n.（1）a small part of a population which is different from the rest in race, religion, etc. 少数民族eg.the rights of ethnic minorities 少数民族的权利There are 55 minorities in our country. 我国有55个少数民族。

（2）the smaller number or part; less than half 少数，小部分eg. Only a minority of the class voted for the plan.班里只有少数学生投票赞成这项计划。

（3）majority（4）minor – major2. diverse adj. different（from each other）; showing variety 各不相同的；各种各样的eg.people from diverse cultures 不同文化背景的人Her interests are very diverse. 她的兴趣非常广泛。

diversity n. diversify v.3. varied（1）adj. of different kinds 各种各样的；各不相同的eg. Varied opinions were expressed about the new play.人们对这出新戏发表了各种各样的意见。

（2） not staying the same; changing 多变化的eg. He led a varied life. 他过着丰富多彩的生活。

高中英语Module 5 Ethnic Culture优秀教案

Continuing a culture of community教学设计一、教材分析材料：21世纪报36--37期P4 continuing a culture of community本文介绍的是新冠疫情爆发后，各国为了抗疫，实施了封城、停航、保持社交距离等措施后，大家对抗疫措施的看法。

作者认为大家应该“隔离不断情〞，号召大家要继续保持这种“社区精神〞，团结在一起，战胜疫情。

在今年疫情这个特殊的社会环境下，英语学习理应和时事相结合。

时事阅读为语言学习提供鲜活的材料，既能激发学生的英语学习兴趣、提高学生的英语能力，还能很好地培养学生的国际视野和关注时事的意识。

二、学情分析本班学生是本年级文科尖子班，英语根底较好；对于时事的敏锐度也不错，但本班学生国际视野和胸襟还有待提升。

三、教学目标1.提升学生阅读能力-----信息查找能力、读懂长难句、猜词能力、获取作者观点态度;2.引导学生关注时事，理性看待问题，培养学生国际视野；四、教学重点和难点1. 重点：1〕文章的理解；2〕如何看待马云捐赠；2. 难点: 1〕humanity的理解；2〕长难句的理解；3〕理解马云的捐赠；五、教学过程1.Lead in(2 mins)Brainstorm: Compared with the serious situation abroad,we are winning the battle against corona-virus in China.In your opinion, what is the key to the success ?(wear masks/distancing/cooperation between citizens and government....)意图：引入话题，激活背景知识，也为后面的阅读内容做好铺垫；2.Reading〔8mins+7mins〕Now，read the passage and find out :1)What brings the pandemic under control?Less travel and efficient distancing.2)What does the author think of COVID-19? Why?COVID-19 seemed less like a wake-up call than a nasty slap (耳光) across the face ,because the virus poses a systemic threat to the world and shows how powerless we seem to be as individual global citizens. 3)Is distancing alone enough when faced with epidemic? In the author’s idea, what else should we do? Why?No, it isn’t. The author thinks we should share,care,and communicate with others to ensure that humanity not only survive but also thrive.4)What is conveyed in Adam Smith’s words?We have interest in the fortune of others in blood.意图：引导学生理解文章，为后面的升华做好内容和局部词汇准备；特别是关于人性的理解，这和后面的开阔视野联系非常紧密；本局部的难点：In the author’s idea, what else should we do? Why?关于为什么会这样认为，文章中虽明确的答案，但学生对于人性的理解可能不是很到位。

外研版高中英语选修7 Module 5《Ethnic Culture》(Section 1)素材

Module 5 Ethnic Culture-Section 1 Background Readings素材Part Two Teaching Resources第二部分教学资源Section 1 Background Readings for Module 5 Ethnic Culture1. The Jinuo Ethnic Group:The Jinuo Ethnic Group is made up of around 18,000 people who live in the Jinghong area of Yunnan. Their language is a Chinese-Tibetan language with no written script, but they mostly speak Chinese today. They live by farming, and fishing, and they grow mainly rice, maize and tea. Rice and maize, along with beans, are their staple foods; they eat three meals a day, with lunch being taken on their farmland. They live in large houses made of bamboo on mountain slopes. About 20 or 30 families live on the upper floor of the same house, keeping their animals on the ground floor. The women wear colorful jackets and short black skirts, while the men wear a short white jacket and white or blue trousers. They are known as good singers and dancers, and the drum is a very important instrument for them. In December they have a special Sun-drum Dance, when older people play a special drum and others dance around drum.2. Ethnic Minorities in the UK:Immigration from countries which were former British colonies means that there are many other ethnic groups in the UK. These are the figures from the 2001 censsus (published 2003). Total UK population: 58,789,194. Ethnic groups: White: 92.1%, Mixed: 1.2%, Asian/Asian British: 4.0%, Black/Black British: 1.8%, Chinese: 0.4%, other: 0.6%.3. Naxi: With a population of about 278009 (as of 1990), the Naxi ethnic group mainly live in concentrated communities in the Naxi Autonomous County of Lijiang in the Yunnan Province, and the rest are scattered throughout the neighboring counties in Yunnan Province, as well as Yanyuan, Yanbian and Muli counties in Sichuan Province. There is also a small number living in the Mangkang County in the Tibet Autonomous Region.The Naxi ethnic minority has its own language which belongs to the Yi branch of Tibeto-Burman Austronesian of the Chinese-Tibetan Phylum. The ancient Naxi people created pictograph ic characters called the “Dongba” script and a syllabic writing known as the “Geba” script. However, they were difficult to master, and in 1957 the government helped the Naxi design an alphabetic script. Due to close contact with the Han people over the past several hundred years, the Naxi people also use the oral and written Chinese to communicate.According to historical documents, the forefathers of the Naxi people were closely related to a tribe called “Maoniu Yi” in the Han Dynasty (206BC-220AD), “Mosh a Yi” in the Jin Dynasty (265-420) and “Moxie Yi” in the Tang Dynasty (618-907). The Naxis also had a number of other names. In 1278, the Yuan Dynasty established Lijiang Prefecture representing the imperial court in Yunnan Province. After the founding of the PRC in 1949, following consultation with the ethnic minority, it agreed upon the official name of Naxi ethnic minority.Agriculture is the main occupation of the Naxi people, together with stockbreeding and handicraft industry. The banks of the Jinsha River are heavily forested, andYulong Mountain is known at home and abroad as a “flora storehouse”. The extensive dense forests contain Chinese fir, Korean pine, Yunnan pine and other valuable trees, as well as many varieties of herbs.Naxi literature is rich in form and content. The Dongba script created in the seventh century by the Naxi people is the only pictographic characters extant in the world. The Dongba Scripture, a religious work written in the pictographic script, describes the various aspects of life of the Naxi people during their long transition from slavery to feudalism. It is extremely important for the study of Naxi literature, history and religion.Most Naxi people were followers of the Dongba religion, which is a form of Shamanism. Lamaism, Buddhism, Taoism and Christianity only have limited access to the Lijiang area.The traditional festivals include the Farm-Tool Fair in January, the God of the Rain Festival in March, and the Mule and Horse Fair in July. There are also the Spring Festival, the Qingming Festival, the Dragon Boat Festival, the Mid-autumn Festival and the Torch Festival -- all being the same as those of the Hans.4. 丽江丽江既是一个县又一个地区的名称。

高考英语一轮复习Module5EthnicCulture讲义外研版选修

Module 5 Ethnic Culture[一积词汇见多识广][课内单词回扣](一)阅读词汇写其义1．controversial adj.有争议的 pulsory adj. 强制的，强迫的3．fundamental adj. 基本的，重要的 4.flexible adj. 易适应的5．optional adj. 可选择的 6.suspect n. 嫌疑人7．incredible adj. 难以置信的 8.imaginary adj. 假想的；虚构的(二)表达词汇写其形1．chase v．追逐，追赶，追踪 2.murder v．谋杀3．refuse v. 拒绝 4.contrast v. 对照5．rush v. 冲，猛冲 6.cure v. 治愈7．spit v. 吐出(唾液) 8.emotion n. 感情；情绪(三)拓展词汇灵活用*1.breathe v．呼吸→breath n．呼吸*2.beneficial adj.有益的，有用的→benefit n．好处，益处v.得益于*3.terrify v．使惊恐，使受惊吓→terrified adj.恐惧的→terrifying adj. 令人恐惧的→terror n．恐惧，恐怖→terrorist n．恐怖分子*4.resist v．抵抗，忍耐；抵制→resistant adj.有抵抗力的，抵抗的→resistance n．抵抗*5.analyse v．分析→analysis n．分析6．absorb v．吸收→absorbing adj.吸引人的；引人入胜的7．violence n．暴力→violent adj.猛烈的，暴力的y v．陪伴，陪同→c ompany n．陪伴→companion n．同伴，伴侣用上面标注*的单词的正确形式填空1．The traffic accident that happened yesterday terrified Mary. It was really a terrifying experience to her, and now she is still terrified at the thought of getting on a bus.(terrify)2．Everyone knows the benefit of learning English and if you work hard, it will be beneficial to your future career. It is reported that many graduates have benefited from having a good command of English.(benefit)3．The dog is a good companion and it keeps the little girl company all the time, and even accompanies her to school.(accompany)4．The resistance (resist) to vaccine has continued for decades, and it is driven by a real but very small risk.(2017·北京高考)5．He took a deep breath to breathe the fresh air.(breathe)6．Analyse the maths problem carefully and your careful analysis will help you find the solution to it.(analyse)[话题单词积累]1．biotechnology/ˌbaiə(ʊ)tek'nɔlədʒI/n.生物科技2．transplant/trænsplaːnt/n.& vt. 移植3．robot/'rəubɔt/ n. 机器人4．hardware/'hɑːdweə/ n. 硬件5．software/'sɔf(t)weə/ n. 软件6．system/'sIstəm/ n. 系统；体系7．data/'deItə/ n. 数据，资料8．database /'deItəbeIs/n. 数据库9．Internet/'intənet/ n. 互联网10．network/'netwɜːk/ n. 网络11．website/'websait/ n. 网址12．cyberspace/'saIbəspeIs/ n. 网络空间13．connect/kə'nekt/ vt. 连接，把……联系起来14．convenient /kən'viːniənt/ adj. 便利的，方便的15．download/daun'ləud/ n．& vt. 下载16．calculate/'kælkjuleIt/ vt. 计算，核算，推测17．digital/'dIdʒIt(ə)l/ adj. 数字的18．powerful/'pauəful/ adj. 强大的19．wonder/'wʌndə/ n. 奇迹20．universe/'juːnIvɜːs/ n. 宇宙21．secret/'siːkrIt/ n. 秘密22．explore/Ik'splɔː/ v. 探索23．empower/Im'pauə/ vt. 授权；使能够24．reveal/rI'viːl/ v. 揭示25．complex/'kɔmpleks/ adj. 复杂的[二积短语顿挫抑扬][课内短语回扣](一)根据汉语写出下列短语*1.burn_out (火)燃尽，烧完自灭，烧毁2.contrast_with 与……形成对照3．treat_...as_... 把……当成……对待*4.(be)_identical_to 和……一样，与……一致5．throw_oneself_on_... 扑倒在……上*6.by_mistake 错误地*7.as_far_as_we_know 据我们所知*8.break_down 分解，发生故障*9.rely_on 依靠，依赖10.get_out_of_control 摆脱控制11．a_sequence_of 一系列的12．as_follows 如下13．knock_out 摧毁，击倒14．bring_...back_to_life 使……复活(二)用上面标注*的短语完成下列句子1．The speech you gave this year was_identical_to the one you gave at the conference last year.2．I need to call my friend David in whose coat I walked off by_mistake yesterday.3．A health care project can provide treatment at half the cost or less, relying_on the needs of the patient.4．It was already one in the morning, and my candle was nearly burnt_out,_when I saw the dull yellow eyes of the creature open.5．As_far_as_we_know,_traveling in space has been made possible with the development of science and technology.6．He had to pause from time to time to wipe the sweat from his forehead, because the airconditioning system broke_down.[话题短语积累]1．technological innovation 科技创新2．new frontier 新领域3．3D technology 3D技术4．digital technology 数字技术5．artificial intelligence 人工智能6．new and high technology industry高新技术产业7．testtube baby 试管婴儿8．GMF ＝ Genetically Modified Food转基因食品9．space technology 太空技术10．intelligent terminal 智能终端11．tablet personal computer 平板电脑12．portable computer 便携式电脑13．virtual net 虚拟网14．text message 手机短信15．surf the Internet 上网冲浪16．have access to/be accessible to 能使用17．IT＝information technology 信息技术18．search engine 搜索引擎19．distract one's attention 分散某人的注意力20．have a negative effect 有负面影响21．electronic books 电子读物[三积句式写作扮靓][课内句式仿写]1．while引导的时间状语从句的省略句式[例句] While studying at university, he discovers the secret of how to create life.[仿写] 当查找一些信息时，我们可以通过触摸屏来操作。

英语：Module 5《Ethnic Culture》英文教案

Module 5《Ethnic Culture》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 V ocabulary（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 V ocabulary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 V ocabulary，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 V ocabulary（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。

高二英语Module 5 Ethnic Culture外研社知识精讲

高二英语Module 5 Ethnic Culture外研社【本讲教育信息】一. 教学内容：Module 5 Ethnic Culture教学目标：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。

单词和短语：ethnic minority rainforest diversenativebright-colored belt varied mazecobbledrun inherit property customapron hieroglyphic in use hatchpineapple bucketsplash apparently has a population of crop opera maize farmfish scriptouch hammer foolish lamehoptyre firm jungle soul in the distanceox spear garment sleeve necklacejewellery set off arch rigid frameworkfasten loose fibre cornspadetool chick rooster foldadjustfurnish mat teapot barewaistwidow nephew garage awkward piercerainbow aborigine gatherer重点单词短语：ethnic minority rainforest nativebright-coloredvaried run inherit property customin use hatch splash apparentlyhas a population of hop in the distancejewellery set off fasten foldadjustfurnish awkward语言点归纳：1. ethnic adj.民族的；种族的；部落的。

高中英语单元概览(Module5 Ethnic Culture)教学素材(外研版选修7)

What is/are...like?……怎样？
I’d love to hear more about...我很想知道更多关于……的情况
How come?那是怎么回事？
Tell me more.接着说；还有什么事。
Go 续；接着说。
重点语法
掌握过去分词作状语使用的条件及过去分词与主句主语的关系；
掌握常用动词短语的意义和用法。
写作要求
学会如何介绍特定的群体和人物。
furnish v.为(房屋或房间)配备家具
请记住它的相关词组：furnish sb. /sth. with sth.为某人/某物提供某事物。
in use在使用
请熟悉use的相关词组的意义和用法。
set off出发,动身
请熟悉set的相关词组的意义和用法。
重点句式
Ways of asking for more information(询问)
Module 5Ethnic Culture单元概览
重要词汇
词汇
相关提示
foolish adj.愚蠢的,傻的
请注意辨析foolish, silly, stupid。
firm adj.牢固的,稳固的
请记住firm还可以当动词,意思为“使牢固,使坚定;变稳固,变坚实”。
fasten v.系牢，缚紧
请注意fasten的常用词组。

高中英语 Module 5《Ethnic Culture》语言点辅导素材 (外研版选修7)

Module 5 Ethnic Culture语言点辅导：Introduction1 minority n [C] 少数民族；[U] 少数人Eg: The Chinese nation includes more than 50 national minorites besides the Hans. majority n [U] 大多数〔常与of 连用〕minority/ majority 作主语时，谓语用单数时强调个体成员；谓语用复数时，强调整体eg: The nation wants peace; only a minority want(s) the war to continue.2 diverse adj. 完全不同的，多种多样的Eg: His character is diverse from hers.3 native adj. 出生地的；土生土长的The tiger is native to India.native n. [C] 本地人；当地产的物品eg: Are you a native here, or just a visitor?Reading and Vocabulary1 many small street that are easy to get lost inget lost 迷路It is easy to get lost in a big city.get done 表状态get hurt 受伤get married 结婚get killed 结婚2 I’m still astonished by now varied the landscape is.varied adj. 各种各样的. Holiday jobs are many and varied.3 For example, it is the women who run Naxi society,….run v.控制；管理；经营；开动〔机器〕Don’t try and run my life!He has no idea of how to run a business.They run a restaurant in Beijing.We had the new puter system up and running for an hour.4 Naxi women inherited all property.inherit v. 继承；遗传She inherited all her mother’s beauty.inheritance n. [C,U] 遗传，遗产property n. [U] 财产，资产Do you know who the old man left all his property to?5 They have the custom of playing cards on card tables in the middle of the street. custom n. [C,U] 风俗，习惯break a custom 破坏习俗follow/ keep up a custom 遵守习俗6 The Naxi language is the only hieroglyphic language still in use.in use 在使用out of use 不再使用of great use 很有用的make use of 利用put…. to use 加以使用It’s no use doing…. 做…无益Reading and Vocabulary1 The Bai ethnic group has a population of around two million.has a population of 有….人口population n.[U] 人口表示整体人口时谓语动词用单数；表示部分人口时，谓语动词用复数The population of China is very large.70% of the population of China are peasants.What’s the population of ….?a large/ small population 人口众多/ 稀少2 Know as good singers and dancers, the Bai have an opera, which bines both music and dance.bine ….with…….把……与…..结合Theory should be bined with practice.bine against 联合起来反对……The two group bined against the government.Reading Practice1 But it was stuck firm.firm adj. 牢固的；坚定的eg: I have a firm belief in his honesty.as firm as a rock 坚如磐石be on firm ground 脚踏实地2 In the distance was an os working in a field.in the distance 在远处at a distance 不太远，在稍远处3 George and I look at each other, then set off after her.Set off 出发；引起；引爆The decision set off a heated debate at once.The children set the fireworks off.set off/ out for……动身/ 出发到….4 …, and fastened with rope made with some kind of loose plant fibre.fasten v. 系牢；是固定He fastened two sheets of paper with a pin.fasten on/ upon 把〔目光，注意力，思想〕集中于fasten …..to 把….固定〔粘，系〕…..上5 My eyes had to adjust to the darkness inside.adjust v. 适应，使适应；调整adjust (oneself) to sth. 〔使自己〕适应/ 适合某事Eg: He adjusted himself very quickly to the heat of the country.6 The tent was furnished with a few mats on the floor.furnish v. 为〔房屋/房间〕配备家具The room was furnished barely.furnished adj. 配有家具的furniture n. 家具Culture Corner1 It is generally agreed that Native Americans came across from Asia, ….It is generally agreed that….=People generally agree that…..人们通常认为….2 For example, in the west people lived in villages and developed an agricultural economy, whereas in the east, …..whereas conj. 然而；鉴于eg: He was poor, whereas his brother was very rich.whereas 相当于while, 通常连接内容和结构对称的句子，表示对比，对立A multiracial country, China is home to 56 ethnic peoples: Han, Manchu, Mongol, Hui, Tibetan, Uygur, Miao, Yi, Zhuang, Buyi, Korean, Dong, Yao, Bai, Tujia, Hani, Kazakh, Dai, Li, Lisu, VA, She, Gaoshan, Lahu, Shui, Dongxiang, Naxi, Jingpo, Khalkhas, Tu, Daur, Mulao, Qiang, Bulang, Sala, MAonan, Gelao, Sibo, Achang, Pumi, Tajik, Nu, Uzbek, Russian, Owenk, Deang, Paoan, Yugur, Jing, Tatar, Dulong, Olunchun, Hezhen, Moinba, Luoba and Jino.The Hans account for 92 percent of the total population, while the other 55 ethnic peoples are known as minorities for their small populations. All the ethnic groups are equal regardless of population size. The state protects the lawful rights and interests of ethnic minorities, maintains and promotes equality, unity and mutual help between them. Ethnic authonomy has been instituted in regions, prefectures, counties and townships where minority peoples live in pact munities.。

高中英语 Module 5《Ethnic Culture》文字素材1(外研版选修7)

Ethnic groupAn ethnic group is a group of human beings whose members identify with each other, usually on the basis of preferential endogamy(marrying within a social group) and/or a presumed or real common ancestry.[1][2] Ethnic identity is further marked by the recognition from others of a group's distinctiveness[3]and the recognition of common cultural, linguistic, religious, behavioral or biological traits,[1][4] real or presumed, as indicators of contrast to other groups.[5]Ethnicity is an important means through which people can identify themselves. According to "Challenges of Measuring an Ethnic World: Science, politics, and reality", a conference organized by Statistics Canada and the United States Census Bureau (April 1-3, 1992), "Ethnicity is a fundamental factor in human life: it is a phenomenon inherent in human experience."[6]However, many social scientists, like anthropologists Fredrik Barth and Eric Wolf, regard ethnicity more as a product of interaction, rather than reflecting essential qualities inherent to human groups.[7] Processes that result in the emergence of such identification are called ethnogenesis. Members of an ethnic group, on the whole, claim cultural continuities over time, although historians and cultural anthropologists have documented that many of the values, practices, and norms that imply continuity with the past are of relatively recent invention.[8]According to Thomas Hylland Eriksen, until recently the study of ethnicity was dominated by two distinct debates. One is between "primoridalism" and "Instrumentalism." In the primordialist view, the participant perceives ethnic ties collectively, as an externally given, even coërcive, social bond.[9] The instrumentalist approach, on the other hand, treats ethnicity primarily as an ad-hoc element of a political strategy, used as a resource for interest groups for achieving secondary goals such as, for instance, an increase in wealth, power or status.[10][11] This debate is still an important point of reference in Political science, although most scholars' approaches fall between the two poles.[12]The second debate is between "constructivism" and "essentialism." Constructivists view national and ethnic identities as the product of historical forces, often recent, even when they present themselves as old.[13][14] Essentialists view such identities as ontological categories defining social actors, and not themselves the result of social action.[15][16] According to Eriksen, these debates have been superseded, especially in Anthropology, by scholars' attempts to respond to increasingly politicized forms of self-representation by members of different ethnic groups and nations in the context of debates over multiculturalism in countries like the United States and Canada, and post-colonialism in the Caribbean and South Asia.[17]DefinitionSociologist Max Weber once remarked that "the whole conception of ethnic groups is so complex and so vague that it might be good to abandon it altogether."[18]In any case, Weber proposed a definition of ethnic group that became accepted by many sociologists[citation needed]:[T]hose human groups that entertain a subjective belief in their common descent because of similarities of physical type or of customs or both, or because of memories of colonization and migration; this belief must be important for group formation; furthermore it does not matter whether an objective blood relationship exists.[18]Anthropologist Ronald Cohen, in a review of anthropological and sociological studies of ethnic groups since Weber, claimed that the identification of "ethnic groups" by social scientists often reflected inaccurate labels more than indigenous realities:... the named ethnic identities we accept, often unthinkingly, as basicgivens in the literature are often arbitrarily, or even worse inaccurately, imposed.[19]Cohen also suggests that claims concerning "ethnic" identity (like earlier claims concerning "tribal" identity) are often colonialist practices and effects of the relations between colonized peoples and nation-states.[19] Harold Isaacs has identified other diacritics (distinguishing markers) of ethnicity, among them physical appearance, name, language, history, and religion;[20] this definition has entered some dictionaries.[21]Social scientists have thus focused on how, when, and why different markers of ethnic identity become salient. Thus, anthropologist Joan Vincent observed that ethnic boundaries often have a mercurial character.[22]Ronald Cohen concluded that ethnicity is "a series of nesting dichotomizations of inclusiveness and exclusiveness".[19]He agrees with Joan Vincent's observation that (in Cohen's paraphrase) "Ethnicity ... can be narrowed or broadened in boundary terms in relation to the specific needs of political mobilization.[19] This may be why descent is sometimes a marker of ethnicity, and sometimes not: which diacritic of ethnicity is salient depends on whether people are scaling ethnic boundaries up or down, and whether they are scaling them up or down depends generally on the political situation.Christian organizations use a definition for the purpose of church advancement and planning. According to the Lausanne 1982 conference, people/ethnic group definition is considered as "For evangelization purposes, a people group is the largest group within which the Gospel can spread as a church planting movement without encountering barriers of understanding or acceptance (of the message)". [23]Ethnicity and raceEthnicity and race are related concepts. While they are both usually defined in terms of shared genealogy, they are social constructs.[24] Often, ethnicity also connotes shared cultural, linguistic, behavioural or religious traits. For example, to call oneself Jewish or Arab one immediately invokes a clutch of linguistic, religious, cultural and racial features that are held to be common within each ethnic category. Such broad ethnic categories have also been termed macroethnicity[25]to distinguish them from smaller more subjective ethnic features, often termed microethnicity.[26][27] Race, by contrast, refers to "some concentrations, as relative to frequency and distribution, of hereditary particles (genes) and physical characters, which appear, fluctuate, and often disappear in the course of time by reason of geographic and or cultural isolation." In 1950, the UNESCO statement The Race Question, signed by some of the internationally renowned scholars of the time (including Ashley Montagu, Claude Lévi-Strauss, Gunnar Myrdal, Julian Huxley, etc.), suggested that: "National, religious, geographic, linguistic and cultural groups do not necessarily coincide with racial groups: and the cultural traits of such groups have no demonstrated genetic connection with racial traits. Because serious errors of this kind are habitually committed when the term 'race' is used in popular parlance, it would be better when speaking of human races to drop the term 'race' altogether and speak of 'ethnic groups'."[28]In 1982, American cultural anthropologists, summing up forty years of ethnographic research, argued that racial and ethnic categories are symbolic markers for different ways that people from different parts of the world have been incorporated into a global economy. According to Wolf, races were incorporated during the period of European mercantile expansion, and ethnic groups during the period of capitalist expansion:The opposing interests that divide the working classes are further reinforced through appeals to "racial" and "ethnic" distinctions. Such appeals serve to allocate different categories of workers to rungs on the scale of labor markets, relegating stigmatized populations to the lower levels andinsulating the higher echelons from competition from below. Capitalism did not create all the distinctions of ethnicity and race that function to set off categories of workers from one another. It is, nevertheless, the process of labor mobilization under capitalism that imparts to these distinctions their effective values.In this regard, distinctions of "race" have implications rather different from "ethnic" variations. Racial distinctions, such as "Indian" or "Negro,"are the outcome of the subjugation of populations in the course of European mercantile expansion. The term Indian stands for the conquered populations of the New World, in disregard of any cultural or physical differences among Native Americans. Negro similarly serves as a cover term for the culturally and physically variable African populations that furnished slaves, as well as for the slaves themselves. Indians are conquered people who could be forced to labor or pay tribute; Negroes are "hewers of wood and drawers of water",obtained in violence and put to work under coercion. These two terms thus single out for primary attention the historic fact that these populations were made to labor in servitude to support a new class of overlords.Simultaneously, the terms disregard cultural and physical differences within each large category, denying any constituent group political, economic, or ideological identity of its own.Racial terms mirror the political process by which populations of wholecontinents were turned into providers of coerced surplus labor. Undercapitalism these terms did not lose their association with civil-disability.They continue to invoke supposed descent from such subjugated populations so as to deny their putative descendents access to upper segments of the labor market. "Indians" and "Negroes" are thus confined to the lower ranks of the industrial army or depressed into the industrial reserve. The function of racial categories within capitalism is exclusionary. They stigmatize groups in order to exclude them from more highly paid jobs and from access to the information needed for their execution. They insulate the more advantaged workers against competition from below, making it difficult for employers to use stigmatized populations as cheaper substitutes or as strikebreakers.Finally, they weaken the ability of such groups to mobilize politically on their own behalf by forcing them back into casual employment and thereby intensifying competition among them for scarce and shifting resources.While the categories of race serve primarily to exclude people from all but the lower echelons of the industrial army, ethnic categories express the ways that particular populations came to relate themselves to given segments of the labor market. Such categories emerge from two sources, one external to the group in question, the other internal. As each cohort entered theindustrial process, outsiders were able to categorize it in terms of putative provenance and supposed affinity to particular segments of the labor market.At the same time, members of the cohort itself came to value membership in the group thus defined, as a qualification for establishing economic and political claims. Such ethnicities rarely coincided with the initialself-identification of the industrial recruits, who thought of themselves as Hanovarians or Bavarians rather than as Germans, as members of theirvillage or their parish (okiloca) rather than as Poles, as Tonga or yao rather than "Nyasalanders." The more comprehensive categories emerged only asparticular cohorts of workers gained access to different segments of the labor market and began to treat their access as a resource to be defended both socially and politically. Such ethnicities are therefore not"primordial" social relationships. They are historical products of labor market segmentation under the capitalist mode. [29]Ethnic stratificationIn sociology and social theory, ethnicity can be viewed as a way of social stratification, meaning that ethnicity is the basis for a hierarchical arrangementof individuals. According to Donald Noel, a sociologist who developed a theory on the origin of ethnic stratification, ethnic stratification is a "system of stratification wherein some relatively fixed group membership (e.g., race, religion, or nationality) is utilized as a major criterion for assigning social positions".[30] Ethnic stratification is one of many different types of social stratification, including stratification based on socio-economic status, race, or gender.According to Donald Noel, ethnic stratification will emerge only when specific ethnic groups are brought into contact with one another, and only when those groups are characterized by a high degree of ethnocentrism, competition, and differential power. Ethnocentrism is the tendency to look at the world primarily from the perspective of one's own culture, and to downgrade all other groups outside one’s own culture. Some sociologists, such as Lawrence Bobo and Vincent Hutchings, say the origin of ethnic stratification lies in individual dispositions of ethnic prejudice, which relates to the theory of ethnocentrism.[31]Continuing with Noel’s theory, some degree of differential power must also be present for the emergence of ethnic stratification. In other words, an inequality of power among ethnic groups means "they are of such unequal power that one is able to impose its will upon another".[30]In addition to differential power, a degree of competition structured along ethnic lines is a prerequisite to ethnic stratification as well. The different ethnic groups must be competing for some common goal, such as power or influence, or a material interest such as wealth or territory. Lawrence Bobo and Vincent Hutchings propose that competition is driven by self-interest and hostility, and results in inevitable stratification and conflict.[31]Ethnicity and nationIn some cases, especially involving transnational migration, or colonial expansion, ethnicity is linked to nationality. Many anthropologists and historians, following the work of Ernest Gellner[32] and Benedict Anderson[33] see nations and nationalism as developing with the rise of the modern state system in the seventeenth century, culminating in the rise of "nation-states" in which the presumptive boundaries of the nation coincided (or ideally coincided) with state boundaries. Thus, in the West, the notion of ethnicity, like race and nation, developed in the context of European colonial expansion, when mercantilism and capitalism were promoting global movements of populations at the same time that state boundaries were being more clearly and rigidly defined. In the nineteenth century, modern states generally sought legitimacy through their claim to represent "nations." Nation-states, however, invariably include populations that have been excluded from national life for one reason or another. Members of excluded groups, consequently, will either demand inclusion on the basis of equality, or seek autonomy, sometimes even to the extent of complete political separation in their own nation-state.[34] Under these conditions—when people moved from one state to another,[35] or one state conqueredor colonized peoples beyond its national boundaries—ethnic groups were formed by people who identified with one nation, but lived in another state.Ethno-national conflictSometimes ethnic groups are subject to prejudicial attitudes and actions by the state or its constituents. In the twentieth century, people began to argue that conflicts among ethnic groups or between members of an ethnic group and the state can and should be resolved in one of two ways. Some, like Jürgen Habermas and Bruce Barry, have argued that the legitimacy of modern states must be based on a notion of political rights of autonomous individual subjects. According to this view the state should not acknowledge ethnic, national or racial identity but rather instead enforce political and legal equality of all individuals. Others, like Charles Taylor and Will Kymlicka argue that the notion of the autonomous individual is itself a cultural construct. According to this view, states must recognize ethnic identity and develop processes through which the particular needs of ethnic groups can be accommodated within the boundaries of the nation-state.The nineteenth century saw the development of the political ideology of ethnic nationalism, when the concept of race was tied to nationalism, first by German theorists including Johann Gottfried von Herder. Instances of societies focusing on ethnic ties arguably to the exclusion of history or historical context have resulted in the justification of nationalist goals. Two periods frequently cited as examples of this are the nineteenth century consolidation and expansion of the German Empire and the Third (Greater German) Reich, each promoted on the pan-ethnic idea that these governments were only acquiring lands that had always been ethnically German. The history of late-comers to the nation-state model, such as those arising in the Near East and south-eastern Europe out of the dissolution of the Ottoman and Austro-Hungarian Empires, as well as those arising out of the former USSR, is marked by inter-ethnic conflicts that usually occurs within multi-ethnic states, as opposed to between them, in other regions of the world; thus, those other conflicts are often misleadingly labelled and characterized as "civil war."Ethnicity in specific countriesIn the United States of America, collectives of related ethnic groups are typically denoted as "ethnic." Most prominently in the U.S., the various Latin American racial and ancestral groups are typically grouped as either "Hispanics" or "Latinos". The many previously designated 'Oriental' ethnic groups are designated as Asian ethnic groups and similarly linked together as "Asians." The terms "Black" and "African-American," while different, usually describe people whose ancestors were indigenous to Africa, and exclude the African descendants of European colonists.The term White generally describes people whose ancestry can be traced to Europe (including other European-settled countries such as Argentina, Australia, and Canada, where people of European ethnic backgrounds form the bulk of the populations) who now live in the United States. "Middle Easterners" are peoples from the Middle-East, i.e. Southwest Asia and North Africa. These countries include Iran, Tunisia, Iraq, Saudi Arabia, Egypt, Libya, Algeria, and Morocco. (The U.S. Census Bureau compiled a list of ethnic groups which may be seen at Ethnicity (United States Census)).In the United Kingdom, different classifications, both formal and informal, are used. Perhaps the most accepted is the National Statistics classification, identical to that used in the 2001 Census in England and Wales (see Ethnicity (United Kingdom)). In general popular use in the United Kingdom and Europe, the terms oriental and Asian are widespread and without negative connotation, with the latter term usually reserved in the United Kingdom for people from the Indian subcontinent(see British Oriental and British Asian for more details).China officially recognizes 56 ethnic groups, the largest of which is the Han Chinese. Many of the ethnic minorities maintain their own culture and language, although many are also becoming more like the Han Chinese. Han Chinese predominates most areas of China with the exception of Tibet and Xinjiang where the Han are still in the minority. The Han Chinese are the only ethnic group bound by the One-child policy. (For more details, see List of ethnic groups in China and Ethnic minorities in China.)In France, no population census includes ethnic categories, and the government is prohibited from collecting, maintaining or using ethnic population statistics.[36] The current French government, led by Nicolas Sarkozy and François Fillon, has begun a legislative process to repeal this prohibition.。

高中英语 Module 5 Ethnic CultureIntroduction素材外研版选修7

Module 5 Ethnic Culture-IntroductionPart One Teaching DesignPeriod 1 Introduction■Goals●To learn something about the Yunnan Province●To master the new words in the introduction●To practise talking about ethnic culture■ProceduresStep 1: Warming up by a discussionIn this module, we will talk about ethnic culture. As we all know, there are so many minorities, for example, the province of Yunnan is one home to many ethnic minorities. How much do you know about Yunnan Province?“Yunnan” this word refers to “the South of Clouds”, it sounds beautiful and it is really a beautiful place. Let me tell you something about this wonderful land.Yunnan, located in the Southwest China, has a vast territory, magnificent mountains and rivers, and abundant natural resources. With an area of 390,000 square kilometers, Yunnan is the eighth largest province in China. It is an inland province, with Guizhou Province and Guangxi Zhuang Autonomous Region in the east, Tibet Autonomous Region in the northwest, and the Qinghai-Tibet Plateau in the southwest. Outside China, Yunnan borders on Burma in the west; Vietnam and Laos in the south. With a long borderline, is the main passageway connecting China with the Southeast Asian nations.In Yunnan, there are more than 6000 rivers which belong to 6 river-systems and 37 lakes with an area of over 1 square kilometer can be seen here, boasting a large number of plateau lakes. For example, the Dianchi Lake was called the bright pearl of Plateau. There are 700 hot springs as well, all of which attract lots of friends all over the world.According to our Chinese culture, a perfect place should consist of both the waterscape and the mountain. Yunnan’s mountains are also famous, includi ng the Yulong Xueshan Mountain in Lijiang, which was regarded as one of the key scenic spots at state level. The mountains and rivers in Yunnan are both very superb landscape.Besides the landscape here, the climate in Yunnan is pleasant. As we all know Kunming is called the Spring City that’s because it’s always warm as in spring. The feature of Yunnan Climate is that it has little difference in the seasonal temperature but considerable difference of temperature in a day. In general, the weather is favorable throughout the year, cool in summer and warm in winter, which makes Yunnan a favorable resort all the year round.Step 2: Reading the information in the boxOpen your textbooks, and turn to page 57. Let ’s look at Activity 1. Work in pairs. Say what you know about the province of Yunnan. Use the words in the box and the fact file to help you. border capital ethnic minority province region share TibetRead through the words in the box together and repeat them chorally and individually. Read through the fact file individually and try to understand everything. Now boys and girls,do it please.Step 3: Describing what the Dai girl is wearing in the picture.NameYunnan(meaning beautiful clouds in the south) Locationmost south-western province Geographyeverything from mountains and lakes to rainforests Size394,000 square kilometers Populationabout 42 million in 2003 Rare animalsgolden monkey, Asian elephant Plantshome to half of all China ’s plant species Peoplehome to 25 ethnic minorities, most diverse region of China Capital cityKunming Natural wondersStone Forest, Tiger Leaping Gorge, first bend of Yangtze River Next let ’s look at the picture. What do you think of the little girl? What do you think of her traditional costume? For reference: The little girl is dancing. She is wearing a brightly colored traditionalcostume. Her blouse is red. She has a silver belt and her skirt is also red.。

Module 5 Ethnic Culture 教案

教法学法
Step 2
6
2. Why do tourists get lost in Lijiang? 3. In what way are Naxi women unusual? 4. What is unusual about the Naxi language? 5. How do the Naxi believe their people started? 6. Why is Naxi music famous? 7. In what way does Simon say that people are all the same? Step 3 Reading and vocabulary 1. Pair work: Discuss the text of Reading and vocabulary 2. Ask the students to read the passages and find out the main ideas of each passage. 3. Ask the students to finish the Ex 3 and 4 in the textbook by themselves. 4. Check their answers. Step 4 Main language points: 1. minority Talking and Reading
2. Master the main language points in the text.
重点 Main language points in the text. 难点 Main language points in the text. 基本
Practising and Explaining