外研版选修七Module6《TheWorldx27sCulturalHeritage》word教案

Module 6 The World's Cultural Heritage
教课方案
教课方案：教课方案序号：年月日
课题教课目标要点难点基本
Module 6 Book VII
The World ’ s Cultural Heritage课型New Lesson Period 1: Word list and Introduction
1.Master the new words in the module.
2.Know about Classical gardens in Suzhou and The World Heritage List
Know about Classical gardens in Suzhou and The World Heritage List.
Master all the main language points in the introduction.
Read, Practice and Explain
假想
教学教法
教课内容
过程学法
Step 1 New words and expressions in the module :
1. Ask the students to read the new words by themselves for a few
minutes and guess the correct pronunciation.
2. Ask a few students to read the new words for the others to hear.
3. Correct the students ’ mistakes in reading
4. Read the new words and expressions for students to follow.
1. Explain Classical gardens in Suzhou.
2. Show slides of some pictures and ask the students to answer
Step 2 questions.
1. What can you see in the picture? Explaining
2. Have you been to Suzhou? and
3. How much do you know about suzhou? practicing
4. Where is it?
5. How many people live there?
6. Why is it famous?
7. Do you know what happened in Suzhou in June 2004?
⋯⋯
3.Ask some students to guess the meaning of the tree expressions
in Activity 3 and check their meaning.
4. Ask a few students to read the passage —The World Heritage
List and tell us what happened in 1972, 1985, 2003, 2004.
Main language points:
1.preserve
（1）保护；防备；保护
Step 3The Town Council spent a lot of money to preserve the old castle and other places of historic interest.
市政委员会花了许多钱来维修那座古城堡和其余遗迹。

（2）保留；收藏
You can preserve meat or fish in salt.
你能够用盐保留肉或鱼。

（3）保持；保持
It is one of the duties of the police to preserve public order.
警察的职责之一是保持公共次序。

（4）防腐
Salt preserves food from decay.
盐能防备食品腐化。

2.invest 投资（常与 in 连用）投入（精力、时间等）
The state has planned to invest two millions in the dam.
国家计划投资两百万元修筑这个大坝。

She invested in a painting.
她投资于一幅油画。

I've invested a lot of time and effort in this plan. (喻)
我已在这计划中投入了大批的时间和精力。

3.divert 转向；转移
A ditch diverted water from the stream into the fields.
一条水渠把水从河里引向田间。

Traffic was ordered to divert to another road because of the repair of the main road.
"因为骨干道在进行维修,因此命令车辆改道行驶。

"
The government is planning to divert the river to supply water to the town.
政府正计划改变河流为那座城镇供水。

A loud noise from the street diverted my attention.
街上一阵喧杂声转移了我的注意力。

Reading
and practicing
Step 4
板书设计
效果检测
与校正
教
学
札
记The trucks were forced to divert to another road.
卡车被迫改道而行。

He was trained as an actor, but diverted to diplomacy.
他受过演员的训练, 但转行做了外交工作。

Homework:
1. Learn the new words by heart and prepare for a dictation next class.
2. Preview the next: Reading and Vocabulary.
Module 6 Book VII
The World ’ s
Cultural Heritage
Word list and Introduction
教课方
案：教课方案序号：年月日
Module 6 Book VII
New 课题The World ’ s Cultural Heritage 课型
Lesson Period 2 : Reading and Vocabulary
教学 1. Finish the Exercises in the textbook.
2.Read and find the main idea of The amazing Caves of Zhoukoudian 目标and Beijing Man Heritage in Danger in Reading and Vocabulary
3. Finish Ex. 1,2, 3, 4, 5 and 6 in Reading and V ocabulary
重点Reading comprehension
难点Find the main ideas
基本
Reading, Practicing and Explaining
设想
教学
教课内容
教法过程学法Step 1Review the new words and expressions in the module :
1.Ask the students to read the new words by themselves
for a few minutes.
2.Have a dictation on the new words and expressions in
the module.
Step 2 Introduction:
1. Pair work: Talk about the picture in the textbook and
discuss Beijing Man used fire .
(1) How much do you know about Beijing man and Zhoukoudian?
(2) Say as much as you know about it.
Talking
and
Reading
2.Ask the student to read Part 1 of the text and Finish Ex. 1
with their deskmates.
Part 1
The Amazing Caves of Zhoukoudian
Read part 1 and find:
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
3. Ask the student to read Part 2 of the text and finish Ex. 2
with their deskmates.
Step 3 Part 2
Beijing Man Heritage Site in Danger
Read part 2 and find:
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
Ask the students to read Part 2 of the text and finish Ex. 4
and 5. Talking
Ex 5 Explain what the word they refers to in these and
sentences. Reading Step 4 1. They came from an unknown species of man.
2. They also made tools from bones and sharpened stones.
3. They have never been found.
4. They have recommended that the site be closed and
repaired.
5. They have suggested that the general public be
encouraged to help with the problem.
6. They can help by contributing to the cost of maintaining
the caves.
7. They are a precious part of our cultural heritage.
Discussion:
1. What have you learnt about the caves of Zhoukoudian?
2. Do you know why they are “amazing”?
3. What is the connection between Zhoukoudian and
Beijing Man?
Step 5 4. Why do you think the Beijing Man Site is “in danger”?
5. How important is it to repair the Zhoukoudian sit?
Homework:
1. Review the whole text and find out the main words and
phrases in the text.
2. Finish Exercise 3 and 6. Step 6
板书设计效果检测与校正教学札记
Module 6 Book VII
The World ’ s Cultural Heritage Reading and Vocabulary
教课方案：
课题
教学目标重点难点基本设想教学
教课方案序
号：年月日
Module 6 Book VII
The World ’ s Cultural Heritage 课型New Lesson Period 3 : Reading Practice
1.Main points in this text.
2.Master the main language points in the text.
Main language points in the text.
Main language points in the text.
Practising and Explaining
教课内容教法
过程Step 1
学法Review the main ideas of text:
1.Ask the students to retell the text in Reading and
vocabulary.
2.Ask a few students to talk about Beijing man and Caves
in Zhoukoudian.
Step 2 Brainstorm:
Ask the students to say the names of tangible culture
heritage and intangible culture heritage as many as Explaining
possible. and
practicing
Tangible culture heritage Intangible culture heritage
The Summer Palace Guqin Music
The Temple of Heaven Shaolin Kung Fu Mountain Resort and
Beijing opera Outlying Temples, Chengde
Imperial Tombs of the Ming Dragon Boat and Qing Dynasties Festival
Step 3
Step 4 Step 5 Read the text and write out seven Cultural Heritages in the
text.
TCM, Mid-Autumn Festival, Guqin Music. Kinqu Opera,
Shaolin Kung fu, the epic poem of Tibetan King Gesser,
Chen-style Tai Chi.
Finish the exercises 3, 4, 5.
Main language points in the text.
4.go through
（ 1）经历；经受；遇到
These countries have gone / been through too many wars.
这些国家饱经烽火。

（ 2）达成；做完；经过；同意
The law has gone through Parliament.
议会已经经过了这项法案。

Their plans went through.
他们的计划获得了同意。

Explaining
and
practicing
instead of through private relationship.
你应当经过官方渠道而不是经过个人关系追求帮助。

5.suggest
（1）使想到，联想（常与 that 连用）建议；提出；建
议
I suggested that it would be quicker to travel by train.
我建议说坐火车旅游要快一些。

"'I suggest,' said the inspector, 'that you are not telling the truth.'"
"` 我提示你 ,'检查官说 ,`你讲的不是真话。

'"
（ 2）示意；显出
"I suggest that you did not catch the 8 o'clock train, but that you caught the 8.25 train."
"你没有搭8 点钟的火车,而是搭的8 点25 分的车。

" "When I suggested that some villagers must have come in for a free drink, Mr. Thompson shook his head."
"当我示意说 ,这准是某些村民进来偷喝掉的 ,汤普森先生摇
摇头。

"
He suggested going out for a walk.
他建议出去逛逛。

That girl's sun-tanned face suggests excellent health .
那个姑娘被太阳晒黑了的脸表示她身体特别健康。

The thought of summer suggests swimming.
想到夏季 , 就令人联想到游泳。

An idea suggested itself to me [to my mind].
我产生了一个念想。

6.remind（常与 of, to + if, that 连用）使想起；使记起；提
示
Remind me to write to Mother.
提示我给妈妈写信。

This reminds me of last year.
这使我想起昨年的事。

Please remind me again nearer to the time of the interview. 到快面试时请再提示我一下。

Please remind me to leave her this note
请提示我留给她这张纸条
Please remind me that I must call her up before nine.
请提示我九点前给她打个电话。

The film reminded him of what he had seen in China.
这部电影使他回忆起在中国所看到的全部。

7.mercy 仁爱 , 同情 , 饶恕；好运 ; 侥幸；恩泽 ; (从难过
中的 )解脱
They showed little mercy to the enemies. Explaining and practicing
We were treated with mercy.
我们遇到仁爱的待遇。

That is a mercy!
那真是好运 !
It is a mercy that you did not go.
你幸亏没有去。

at the mercy of 任由摆布；在眼前无助：
8.result
（ 1）（常与 from 连用）产生结果；发生
If the police leave, disorder will result.
警察一走，就会大乱。

The accident resulted in three people being killed. 此次事故造成三人死亡。

（ 2）（常与 in 连用）造成
The accident resulted in his death.
这一车祸造成他的死亡。

Nothing has resulted from his efforts.
他的努力终成泡影。

Acting before thinking always results in failure.
做事不先考虑总会致使失败。

The accident resulted in the death of two people. 这场不测事故造成两人死亡。

9.request
（ 1）要求；恳求
She made a request for some water.
她恳求给点水。

（ 2）恳求之事
We shall give your request our careful consideration.
我们将认真考虑你的要求。

Do they play requests on this radio show?
电台的节目中有点播节目吗？
Your presence is immediately requested.
即请莅临。

All I request of you is that you (should) be punctual.
我只需求你准时。

Gentlemen are requested not to smoke.
先生们请勿抽烟。

She requested him to go with her.
她邀请他一起去。

Step 5Homework:
1.Review the text after class.
2.Remember main language points in the text. Explaining
and practicing
Module 6 Book VII
The World ’ s Cultural Heritage
Reading Practice
Chinese Cultural Heritage Bid for UNESCO
1.go through
（1）经历；经受；遇到
（2）达成；做完；经过；同意
2. suggest
板书（ 1）使想到，联想（常与 that 连用）建议；提出；建议
设计（ 2）示意；显出
3. remind（常与 of, to + inf, that 连用）使想起；使记起；提示
4. mercy 仁爱 , 同情 , 饶恕；好运 ; 侥幸；恩泽 ; (从难过中的 )解脱
at the mercy of 任由摆布；在眼前无助：
5. result
（ 1）（常与 from 连用）产生结果；发生
（ 2）（常与 in 连用）造成
6.request
（1）要求；恳求
（2）恳求之事
效果
检测
与
校正
教
学
札
记
教课方案：教课方案序号：年月日
Module 6 Book VII
课题The World ’ s Cultural Heritage New Lesson
课型
Period 4: Everyday English
Reading and Writing
教学 1. Master the main usages in Function and Everyday English.
2. Know about T he World’s Cultural Heritage.
目标 3. Write a short essay about an intangible human heritage that you know about..
重点Write a short essay about an intangible human heritage that you know about.
难点 1.Main usages in Function and Everyday English
2. Write a short essay about an intangible human heritage that you know about.
基本
Practicing and Explaining
设想
教学教法
过程教课内容
学法
Step 1Revision:
1.Review the text learned last class.
2.Finish the Wb. Ex
3.Check the main language points.
Step 2Everyday English:
1.Choose the correct meanings.
2.Master the following:
Not to worry.
As long as⋯
Na matter ⋯
⋯day to remember
No one knows for certain.
We’d better get back into the bus now.
Step 3Reading and Writing
1. Show slides of some pictures about the passage and discuss the
questions.
（1） What can you see in the picture?
（2） Do you think Kunqu Opera is part of cultural heritage?
（3） If so, does it belong to tangible or intangible cultural heritage?
Explaining and practicing
Explaining and practicing
（4） in your opinion, what is intangible cultural heritage?
2. Ask the students to read the passage in the textbook, page 78.
2. Think & Give examples
Ask the students to finish the form.
Intangible cultural heritage
Step 4 Consistence Examples
Oral heritage
Living Human
Treasures
Endangered languages
Traditional Music of
the World
Step 5
板书设计3. Discuss and write a description.
（1） what your choice is called and what it is
（2） where in the world it is seen or heard
（3） who it belongs to and who they are
（4） why it is part of your culture heritage
4.Extension to form the article.
5.Collect some of the students writings’ for the whole class to discuss.
Homework:
1.Review Reading and writing.
2.Go over the grammar.
3.Write the article in your workbook Ex. Book.
Module 6 Book VII
The World ’ s Cultural Heritage
Everyday English
Reading and Writing
效果检测
与
校正
教
学
札
记
教课方案：教课方案序号：年月日
Module 6 Book VII
课题
教学目标重点难点基本设想教学过程Step 1
Step 2
The World ’ s Cultural Heritage课型New Lesson Period 5 : Grammar
Master the main usages of Subjunctive
Main usages in the Grammar.
Main usages in the Grammar.
Explain and Practice
教法
教课内容
学法Revision:
Finish the Ex. in Wb.
Grammar
虚构语气
虚构语气分三种状况来掌握：
1、虚构条件句。

Explaining
2、名词性虚构语气。

and
3、虚构语气的其余用语。

practicing
一、虚构条件句：
条件状语从句是非真切状况，在这类状况下要用虚
拟语气。

1、条件从句与此刻事实不一致，其句型为：
If主语＋过去时，主语＋should （ could, would,或
might）＋动词原形，如：
If I were you, I would study hard.
If it rained, I would not be here now.
2、条件从句与过去事实不一致，句型为：
If主语＋had＋过去分词，主语＋should （ could,
would, 或 might ）＋ have＋过去分词，如：
If the doctor had come last night, the boy would have
saved.
If I had not studied hard, I would have failed in the exam
last term.
3、条件从句与未来事实不一致，句型为：
If 主语＋ should
were to
＋ do，主语＋ should （ could ）
＋原形 do
过去时（与此刻事实条件句同样）。

Explaining If it should rain tomorrow, we would stay at home. and
If I were to go to the moon one day, I could see it with my practicing own eyes.
If you missed the film to night, you would feel sorry.
注意问题：
1、 If 条件句中绝对不行出现“ would ”。

2、依据句中的时间状语，有时可能出现“混淆虚
拟”的状况，即主句可能是此刻的状况，条件句也
许是发生在过去的状况，但都是恪守上述句型。

3、在条件句中假如出现 were, had, should 可省去 if ，
将主语与这些词倒装，比如：
Had the doctor come last night, the boy would have saved.
Were I to go to the moon one day, I would see it with my
own eyes.
Should it rain tomorrow, we would stay at home.
二、名词性虚构语气：
在表示命令、建议要求、惊讶时的名词性从句中需
用虚构语气，基本句型：
主语＋（ should）＋动词原形，如：
Mother insisted that John go to bed at 9 o （宾语从’ clock.
句）
We suggested that the meeting should not be held.
It was required that the crops should be harvested at once.
（主语从句）
The suggestion that he be invited was rejected. （同位语从
句）
That is their demand that their wages be increased（.表语从句）
注意：在这类句子中绝不出现
“ would ”“ must”“ could ”等。

三、虚构语气在一些特别词中的使用或委婉条件句：
1、 wish 后的宾语从句：
与此刻梦想不一致主语＋过去时；
与过去梦想不一致主语＋ had＋过去分词；
与未来梦想不一致主语＋ would （ could）＋原形。

I wish I were you. Explaining
and practicing
I wish I had visited the white House when I was in the states.
I wish I met you tomorrow at the party.
2、It ’ s time句型：当 It ’ s time后用 that 从句时应当为：
主语＋ should＋原形或主语＋过去时，比如：
It ’ s time that you went to school或.
It ’ s time thatyou should go to school.
3、 If only 惹起的叹息句相当于“How I wish ＋宾语从句”
If only he could come!他要能来就好了。

If only I had known the answer!我要早知答案就好了。

4、would rather, as （ifthough）指引的句子也需使用虚构，表示过去的状况用过去达成时，表示此刻与未来的状况用过去时，如：
I ’ d rather you posted the letter right away.
I ’ d rather you had returned the book yesterday.
She loves the children as if they were hers.
Alan talked about Rome as if he had been there.
5、without, but, but for, otherwise惹起的短语或句子常暗含着委婉条件。

Step 3 Without you, I would never know him.
But for your cooperation, we wouldn’ t have done the work
so well.
But that she was afraid, she would have said no.
I would be most glad to help you, but I’ am busy now.
I would have come to the party yesterday, but I was
working.
I am busy now, otherwise I would do you the favor!
Homework:
1.Finish the Wb Ex. on grammar
2.Ex 3 as homework in Ex. Book.
Module 6 Book VII
The World ’ s Cultural Heritage
Grammar
虚构语气
虚构语气分三种状况来掌握：
1、虚构条件句。

2、名词性虚构语气。

3、虚构语气的其余用语。

一、虚构条件句：
1、条件从句与此刻事实不一致，其句型为：
If 主语＋过去时，主语＋should（ could, would,或might）＋动词
2、条件从句与过去事实不一致，句型为：
If 主语＋ had＋过去分词，主语＋ should（ could, would,或might）＋ have＋过去分词
3、条件从句与未来事实不一致，句型为：
If 主语＋ should
were to
＋ do，主语＋ should （ could）＋原形 do
过去时（与此刻事实条件句同样）。

注意问题：
板书
1、 If 条件句中绝对不行出现“would ”。

设计
2、依据句中的时间状语，有时可能出现“混淆虚构”的状况，
即主句可能是此刻的状况，条件句或许是发生在过去的状况，但
都是恪守上述句型。

3、在条件句中假如出现 were, had, should 可省去 if ，将主语与这些
词倒装
二、名词性虚构语气：
在表示命令、建议要求、惊讶时的名词性从句中需用虚构语气，基本句型：
主语＋（ should）＋动词原形，
注意：在这类句子中绝不出现“would ”“ must”“ could ”等。

三、虚构语气在一些特别词中的使用或委婉条件句：
1、 wish 后的宾语从句：
与此刻梦想不一致主语＋过去时；
与过去梦想不一致主语＋ had＋过去分词；
与未来梦想不一致主语＋ would （ could）＋原形。

2、 It ’ s time句型：当It ’ s time后用 that 从句时应当为：
主语＋ should＋原形或主语＋过去时
3、 If only 惹起的叹息句相当于“How I wish ＋宾语从句”
4、would rather, as if（though）指引的句子也需使用虚构，表示过去的
状况用过去达成时，表示此刻与未来的状况用过去时，如：
5、 without, but, but for, otherwise 惹起的短语或句子常暗含着委婉条
件。

效果
检测
与
校正
教
学
札
记
教课方案：教课方案序号：年月日
课题
教学目标重点难点基本
Module 6 Book VII
New The World ’ s Cultural Heritage 课型Lesson Period 6: Listening and Vocabulary
Understand the listening material.
Understand the listening material.
Understand the listening material.
Listen and Practice
教课教法
教课内容
过程学法
Step 1Revision:
1. Review the grammar.
2. Check the exercises on Grammar.
Step 2Listening and V ocabulary
Reading and listening
1. Show slides of pictures about Stonehenge in Britain and
ask the questions.
（1） What is the name of the culture heritage?
（2） Where is it?
（3） When was it built?
Listening ⋯⋯⋯
and
practicing Finish Activity 1.
Work in pairs and answer the questions.
2. Discuss the answers to Activity 1.
Step 3Listening:
1.Listen to the tourist guide and make notes to key words.
Finish Activity 2.
2.Listen again. Check the answers you hear.
Finish Activity 3.
Practicing Step 4Role playing:
One of the students is a tourist guide at Stonehenge, some
others are passenger. Put on a short play.
Step 5Homework:
1.Listen to the listening material after class.
2.Go over the culture corner.
Module 6 Book VII
板书The World ’ s Cultural Heritage
Listening and Vocabulary
效果检测与校正教课札记
教课方案：教课方案序
号：年月日Module 6 Book VII
课题The World ’ s Cultural Heritage
课型
New Period 7: Culture Corner Lesson Task
教学
Master the main language points in the text in Culture Corner. 目标
重点Master the main language points in the text in Culture Corner. 难点Master the main language points in the text in Culture Corner. 基本
Practice and write
设想
教学
教课内容教法
过程学法Step 1 Revision:
Ask some students to talk about The World’sCultural
Heritage .
Step 2Culture Corner
Main language points:
10. result
（ 1）（常与 from 连用）产生结果；发生Practicing
If the police leave, disorder will result. and writing
警察一走，就会大乱。

The accident resulted in three people being killed.
此次事故造成三人死亡。

（ 2）（常与 in 连用）造成
The accident resulted in his death.
这一车祸造成他的死亡。

Nothing has resulted from his efforts.
他的努力终成泡影。

Acting before thinking always results in failure.
做事不先考虑总会致使失败。

The accident resulted in the death of two people.
这场不测事故造成两人死亡。

11.request
（ 1）要求；恳求
She made a request for some water.
她恳求给点水。

（ 2）恳求之事
We shall give your request our careful consideration.
我们将认真考虑你的要求。

Do they play requests on this radio show?
电台的节目中有点播节目吗？
Your presence is immediately requested.
即请莅临。

All I request of you is that you (should) be punctual.
我只需求你准时。

Gentlemen are requested not to smoke.
先生们请勿抽烟。

She requested him to go with her.
她邀请他一起去。

12. ignore 不搭理；忽略
I tried to tell her but she ignored me.
我打算告诉她，但是她不搭理我。

"Ignore the child if he misbehaves, and he'll soon stop."
"儿童不乖时 ,别去理他 ,不久他就会不闹了。

"
Fast reading
Step 3Read the passage and answer the questions
1.when and why did the Living Treasure Program start?
2.How does the Living Treasure Team work?
Detailed reading
Discussion
Step 4 1. What do you think of the program in New Mexico?
2.Do you think it a good idea to have a similar
program in China? Create one. Practicing and writing
Task
外研版选修七Module6《TheWorldx27sCulturalHeritage》word教课方案
1.Work in groups. Make a list of the World Heritage
2.Choose the heritage site that you want to make a case
study of and find photos and other information.
3.Write down information and give your presentation to the
rest of the class.
Homework:
1.Finish all the Ex. in Workbook.
2.Write your article in your homework.
Step 6
Module 6 Book VII
The World ’ s Cultural Heritage
Culture Corner
Task
板书1. result
（ 1）（常与 from 连用）产生结果；发生
设计（ 2）（常与 in 连用）造成
2. request
（ 1）要求；恳求
（ 2）恳求之事
3. ignore 不搭理；忽略
效果
检测
与
校正
教课
札记。