外研版高中英语选修七module6教案
外研版选修七-Module 6 The World
Module 6 T he World’s culture heritageReading and Vocabulary【Teaching aims】●To get a general idea about Zhoukoudian●To learn to analyze the text●To observe and master the usage of the important words and expressions in the passage 【Teaching important and difficult points】Introduce one cultural heritage in China and understand the definition of new words 【Teaching procedures】Step 1: RevisionStep 2: Warming up by discussionYou must know something about Beijing Man and Zhoukoudian. Say as much as you know about it. You can discuss it with your partner.Step 3: ListeningListen to the tape of the text and pay attention to the new words.Step 4: Before you readPlease go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.Step 5: While you read1. Now read the text loudly please. While you are reading the passage please underline the new words and phrases and pay attention to the usage of them.3. Say something about the serious situation of Beijing Man Heritage Site. The following diagram may help you more or less.pollution damage;extremely expensive to maintainUNESCO recommended the site closed and repaired or removed from the listA fund proposed to be established;It’s vital something to be done or catastropheStep 6: After you read。
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 VIIThe World ’ s Cultural Heritage课型New Lesson Period 1: Word list and Introduction1.Master the new words in the module.2.Know about Classical gardens in Suzhou and The World Heritage ListKnow 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 fewminutes 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 reading4. 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 answerStep 2 questions.1. What can you see in the picture? Explaining2. Have you been to Suzhou? and3. How much do you know about suzhou? practicing4. 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 expressionsin Activity 3 and check their meaning.4. Ask a few students to read the passage —The World HeritageList 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。
高中英语(外研版)选修七Module 6 The World’s Cultural HeritagePeriod 3 Grammar -- Subjunctive教案
2019学年度外研版选修七Module 6 The World’s Cultural HeritagePeriod 3 Grammar -- Subjunctive■Goals●To master the usage of the subjunctive mood●To consolidate by practising■ProceduresStep 1: Subjunctive1. 虚拟语气英语中动词一般有三种不同的语气：陈述语气、祈使语气和虚拟语气，不同的语气用不同的形式来表示。
陈述语气：用来陈述事实，描述状态，有肯定，否定，疑问，或感叹等形式。
如：People don’t hibernate./Are you listening to the radio？祈使语气：用来表示请求、命令、建议或劝告等。
如：Sit down, please./ Let me have a try.虚拟语气：表示说的话不是事实，或者是不可能发生的情况，而是一种愿望、建议或与事实相反的假设，一般用于正式的书面语。
2. 虚拟语气的用法：1）虚拟语气在条件句中的用法:1表示与现在事实相反,谓语动词的主要形式如下:非真实条件句主句动词的过去式（ be的过去式用were ）would{should, could, might} +动词原形We would go with you if we had time.If I were you, I would consider their plan.If I knew this telephone number, I would ring him up.注意: should 多用于第一人称后。
在非正式场合中，特别是在口语中，第一、二人称中单数现在用was的也不少。
If he was here, we could ask him.2表示和过去事实相反，谓语动词的主要形式如下：非真实条件句主句had+过去分词would{should, could, might} +have doneIf he had seen you yesterday, he would have asked you about it.If you had come earlier, you might have met him.If I had known your telephone number, I would have called you.If I hadn’t taken your advice, I would have made a bad mistake.You wouldn’t have caught a cold if you had put on more clothes.3表示和将来事实相反，谓语动词的主要形式如下：非真实条件句主句should /were to+ 动词原形动词的过去时would{should, could, might} +动词原形If it should rain, the crops would be saved.If it were to snow tomorrow, they wouldn’t go out.If I were to do it, I would do it in a different way.If he got there this afternoon, he would buy a map of the city.If I should be asked/were asked /were to be asked to go, I’d certainly go.特别注意：1. 如非真实条件句的谓语含有系动词were或助动词had或should等词，可将if省略，而把were，had或should 放在主语之前，变为虚拟倒装句，这和带有if的虚拟条件从句所表示的含义完全相同。
外研版高中英语选修七module6The Word's Cultural Heritage教案p2
点
Learn the new words and expressionsof this article.
难
点
To deal with the new words in the text.
关
键
Practise the expressionsand new words in order to use them freely.
教
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the blackboard and the multimedia
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Module 6The World’s Cultural Heritage
Reading and Vocabulary
教学
流程
教学内容
教师调控
学生活动
设计意图
时间
组织
教学
创设情境导入
新课
新
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StepIGreetings&Lead-in
Review 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.
过程与方法
Improve the students’ reading comprehension ability
情感态度
与价值观
Read and find the main idea ofThe amazing Caves of Zhoukoudian and Beijing Man Heritage in Dangerin Reading and Vocabulary课后反思
外研版高中英语选修七 外研版选修7Module6 Period3教案-新版
（1）使想到，联想（常与that连用）提议；提出；建议
I suggested that it would be quicker to travel by train.
"'I suggest,' said the inspector, 'that you are not telling the truth.'"
3.remind（常与of, to + if, that连用）使想起；使记起；提醒
Remind me to write to Mother.
This reminds me of last year.
Please remind me again nearer to the time of the interview.
The film reminded him of what he had seen inChina.
4.mercy仁慈,怜悯,宽恕；幸运;侥幸；恩惠; (从痛苦中的)解脱
They showed little mercy to the enemies.
We were treated with mercy.
1. Ask the students to retell the text inReadingand vocabulary.
2. Ask a few students to talk aboutBeijingman and Caves in Zhoukoudian.
StepIII Brainstorm:
（2）完成；做完；通过；批准
The law has gone through Parliament.
Their plans went through.
外研版高中英语选修七Module 6The World’s culture heritage教案2
英语：Module 6《The World’s culture heritage》英文教案（2）（外研版选修7）Period 2 Reading and Vocabulary■Goals●To get a general idea about Zhoukoudian●To learn to analyze the text●To observe and master the usage of the important words and expressions in the passage■ProceduresStep 1: RevisionFirst read and try to get familiar with the following words in this text.Step 2: Warming up by discussionYou must know something about Beijing Man and Zhoukoudian. Say as much as you know about it. You can discuss it with your partner.Step 3: ListeningListen to the tape of the text and pay attention to the new words.Step 4: Before you readPlease go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.Step 5: While you read1. Now read the text loudly please. While you are reading the passage please underline the new words and phrases and pay attention to the usage of them.2. Complete the following form according to the information you’ve got in the text.For reference3. Say something about the serious situation of Beijing Man Heritage Site. The following diagram may help you more or less.Beijing Man Heritage Site in Dangerpollution damage;Step 6: After you readNext you can finish the practice on page 72.。
选修七第六模块第一课时教学设计
选修七第六模块第一课时教学设计Module 6 The World’s Cultural HeritagePeriod one IntroductionI. Teaching Goals1.To know something about the classical garden in Suzhou2.To get some idea about the world heritage list.3.To master the usage of the new wordsII. Teaching ProceduresStep 1: Warming up by discussing the picture.1. What do you know about Suzhou?2. Where is Suzhou?3. How many people live in Suzhou?4. Why is Suzhou famous?5. Do you know what happened in Suzhou in June 2004?For reference1. Suzhou is in Jiangsu Province, near Shanghai. About six million people live there. It is famous for its classical Chinese gardens.2. The 28th Would Heritage Conference took place there.Step 2: Look at the words in the box and discuss the questions.Next open your textbook and turn to page 71. Let us look at the words in the box and then answer the two questions.1. Which of the items in the list are parts of a country’s cultural heritage?2. Which do you think are the most important items? Give your reasons.For reference1. buildings, museums, paintings, poem, traditions.Step 3: Important phrasesLet us look at the three phrases and check the meaning of the phrases.unique natural beauty/ a conference venue/ preserved ancient buildingFor referenceUnique natural beauty--------it is a beautiful landscape which cannot be found elsewhereA conference venue------------a place where a conference is heldPreserved ancient buildings—buildings which are protected by law and cannot be demolished or changed in any wayStep 4: ReadingRead the passage on page 71 and finish the questions.For reference1972: The World Heritage Committee established the World Heritage List.1985: China signed the agreement.2003: Suzhou invested 6 billion yuan to preserve the town’s character.2004: The 28th World Heritage Conference took place in Suzhou.Step 5: Language practicetopic talk：1.)What has happened about the World Heritage in the recent years2.)Say something about a famous Chinese Heritage you know Step 6: Homework1．）Learn more about the World’s Cultural Heritage.2. ）Preview the reading passage on Page 72-73.。
【2018年春季课程外研版高二英语】选修七第六单元-教案
2018年春季课程外研版高二英语第7讲：Module 6 The World’s Cultural Heritage一、课程介绍知识点1.重点词汇用法：preserve\ remains\ sharpen\ estimate\ request 的用法2.重点词组用法：be of vital importance\more than\ remind sb. of sth.\ at themercy of的用法3.重点语法①：虚拟语气在宾语从句、It is (high) time 引导的从句、as if \as though引导的从句中的用法重点语法②：地点状语从句、条件状语从句和让步状语从句教学重点1. 重点词汇：preserve\sharpen\estimate\request2.重点短语：of vital importance\more than\at the mercy of3.重点语法①：虚拟语气在宾语从句、It is (high) time 引导的从句、as if \as though 引导的从句中的用法②：地点状语从句、条件状语从句和让步状语从句教学难点1.难点词汇：preserve\sharpen\estimate\request2.难点短语：of vital importance\more than\at the mercy of3.难点语法①：虚拟语气在宾语从句、It is (high) time 引导的从句、as if \as though 引导的从句中的用法②：地点状语从句、条件状语从句和让步状语从句二、要点回顾Ⅰ.词汇短语1．种族的；民族的(adj.)________2．少数民族(n.)________→较小的(adj.)________3．热带雨林(n.)________4．完全不同的；各不相同的(adj.)________→多样性；差异(n.)________5．出生地的；土生土长的(adj.)________6．各种各样的；形形色色的(adj.)________→变化(v.)________→种类，多样性(n.)________7．控制；管理(v.)________8．继承(v.)________→继承物；遗产(n.)________9．财产(n.)________10．风格，习惯，传统(n.)________11．围裙(n.)________12．孵化(v.)________13．be home ________是……的故乡；是……的原产地14．get lost ________迷路；沉迷于15．________use 在使用16．put... ________整理；把……合在一起【答案】1.ethnic 2.minority minor 3.rainforest 4.diverse diversity 5．native 6.varied vary variety7.run 8. inherit inheritance 9.property 10.custom11.apron 12.hatch13.to 14.in15.in16.togetherⅡ.活用句型① Seen from above, the old town is a maze of canals, little bridges and tiny cobbledstreets that tourists get lost in.【句式仿写】由于有许多作业要做，我必须整天待在家里。
外研版高中英语选修7 Module6 Period3参考教案
书
设
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Module 6 The World’s Cultural Heritage
Reading Practice
教学
流程
教学内容
教师调控
学生活动
设计意图
时间
组织
教学
创设情境导入
新课
新
授
过
程
Step I Greetings & Revision
StepII Lead-in
Review the main ideas of text:
He suggested going out for a walk.
That girl's sun-tanned face suggests excellent health .
The thought of summer suggests swimming.
An idea suggested itself to me [to my mind].
TheSummerPalace
Guqin Music
TheTempleofHeaven
Shaolin Kung Fu
Mountain Resort and OutlyingTemples, Chengde
Beijingopera
Imperial Tombs of the Ming and Qing Dynasties
（2）暗示；显出
"I suggest that you did not catch the 8 o'clock train, but that you caught the 8.25 train."
"When I suggested that some villagers must have come in for a free drink, Mr. Thompson shook his head."
英语外研版选修7Module6课件外研版
Learning objectives
目录
• Cultural background and expanded knowledge
• Review and quizzes
01
Introduction
Course Introduction
This course is designed to introduce students to the latest research and courses in the field of English foreign language teaching and learning
Oral Practice and Topics
Practice
Encourage students to use the language they learn in class in real world settings, such as speaking with classes or teachers outside of class
Usage
Non finite verbs are used in a variety of graphical constructions, including as objectives, as nouns, and as part of complex intentions They are also used in certificate types of conditional presence and in reported speech
外研版高中英语选修七教案Module 6 6th period
The Sixth PeriodThe General Idea of This PeriodIn this period we’re going to improve the students’speaking and reading abilities by answering questions and reading a passage. We will review percentages and numbers, words and expressions for shopping.Teaching AimTo improve the students’ abilities of speaking, reading and writing.Teaching Important PointHow to improve the students’ ability of speaking English.Teaching Difficult PointHow to finish the task of writing.Teaching MethodsAsking and answering method, reading method and revision method.Teaching Aids1. a projector2. the blackboard3. some colored chalkTeaching ProceduresStep 1 GreetingsGreet the whole class as usual.Step 2 Revision and Lead-inT: In this module we studied the grammar: Compound Words. Do you still remember some compound nouns and compoud adjectives?S: Yes, we do.T: As you know, compound words are very active in English. There are lots of compound nouns in English. They can be used as subject, object, etc. in the sentences. Could you please give me some examples? Any volunters?S: For example: Sightseeing took up the whole morning.T: Yes, good. Here the word “sightseeing”is used as subject. Can a compound word be used as an object? Who knows?S: I know. Finally we reached a cross-road.T: Very good. It can also be used as a prepositional object. Now take this sentence for example: Smoking is not allowed during take-off(休息).What is more, we have plenty of compound adjectives. Compound adjectives can be used as attribute and predicative. Now who can make sentences with “long-term” and “airsick”? Any volunteers? OK, Li Lei, please have a try.S: They helped us to map out a long-term plan. Are you airsick?T: Yes. The Chinese meaning is “他们帮助我们制订了一个长期计划。
外研高二英语选修七教案：Module 6 The World''s Cultural Heritage 课本难点释疑
课本难点释疑1. Some areas are almost completely covered in weeds, causing serious damage.【重点知识】causing serious damage是动词的现在分词短语作结果状语。
例如：His parents went upstairs, leaving him alone until morning on the ground floor.【拓展知识】现在分词作状语时，现在分词的动作就是句子主语的动作，他们之间的关系是主动关系。
当现在分词的动作与谓语动词的动作同时发生时，用一般式doing；如果现在分词的动作发生在谓语动词之前，表示动作完成，用完成式having done；如果表示被动则用having been done。
2. The site is extremely expensive to maintain and it will cost between three and five million yuan to repair it.【重点知识】（1）本句中不定式to maintain主动形式表示被动意义。
不定式主动形式表示被动意义有下列几种情况：①当不定式用在作表语的形容词后，在句中作状语，而句子的主语又是不定式的逻辑宾语时，通常用不定式主动形式表示被动意义。
例如：Habits are easy to make but hard to break.②当不定式所修饰的名词或代词是动词的宾语，而句子的主语是不定式的逻辑主语时。
例如：He bought some magazines to read.③当不定式所修饰的名词或代词是及物动词的直接宾语，而间接宾语是不定式的逻辑主语时。
例如：Mother always gives her little daughter some picture books to read.④当不定式所修饰的名词或代词是“there be...”结构句中的主语时( 此处用主动或被动式，一般说来无意义上的不同) 。
2022年教学教材《外研版选修7 Module6虚拟语气详解》优秀教案
外研版选修7 Modue6虚拟语气详解第一局部：语气的定义和种类1 语气mood语气是动词的一种形式，表示说话人对某一行为或事情的看法和态度。
2 语气的种类⑴、陈述语气：表示动作或状态是现实的、确定的或符合事实的，用于陈述句、疑问句和某些感慨句。
如：①There are two ide to ever quetion每个问题都有两个方面。
②Were ou bu a da eterda昨天一整天你都很忙吗？③How good a teacher he i!她是多好的一位老师啊！⑵、祈使语气：表示说话人对对方的请求或命令。
如：①Never be ate again!再也不要迟到了。
②Don’t forget to turn off the ight别忘了关灯。
⑶、虚拟语气：表示动作或状态不是客观存在的事实，而是说话人的主观愿望、假设或推测等。
如：①If I were a bird, I coud f in the air如果我是一只小鸟，我就能在空中飞行。
②I wih I coud e to caA coud have ee, 所以前面要用过去完成时表示过去发生的动作。
所以, 选项Acoud have ee downI wih ou woud hemend, advie, vote表示“决定、命令〞的：decide, order表示“主张〞的：maintain, urge表示“同意、坚持〞的：conent, init例如：doctor uggeted that he houd tr to oe hi weightinited that we houd te him the newI uggeted that he tr having cream, he aid, “The raor and water do the ob 〞当我建议他用刮胡膏时，他说“剃刀和水就行了〞。
mand, init houd dougget that we houd hod a meeting net weeinited that he houd be ent there但注意：在init 后的从句中, 如果是坚持自己, 用陈述语气, 坚持别人做什么事情, 用虚拟语气init that he i rightinited that I houd finih the wor at once或者说，ugget, init不表示建议或坚持要某人做某事时，即它们用于其本意暗示、说明、坚持认为时，宾语从句用陈述语气。
高中英语外研版选修7 Module6 《Grammar》省级名师优质课教案比赛获奖教案示范课教案公开课教案
高中英语外研版选修7 Module6 The World’s Cultural Heritage 《Grammar》省级名师优质课教案比赛获奖教案示范课教案公开课教
案
【省级名师教案】
1教学目标
动词的时态和语态
在接下来的时间里将给大家介绍一下动词的时态和语态。
到目前为止大家应该知道,动词共有16种时态和两种语态。
在时态方面,考题中主要涉及到其中的10种:一般现在时、一般过去时、一般将来时、现在进行时、现在完成时、过去将来时、过去进行时、过去完成时、将来进行时、将来完成时、现在完成进行时。
2学情分析
学生对一下几点了解不多:
1.动词的时态和语态
2.在接下来的时间里将给大家介绍一下动词的时态和语态。
到目前为止大家应该知道,动词共有16种时态和两种语态。
3.在时态方面,考题中主要涉及到其中的10种:一般现在时、一般过去时、一般将来时、现在进行时、现在完成时、过去将来时、过去进行时、过去完成时、将来进行时、将来完成时、现在完成进行时。
3重点难点
动词的时态和语态
在接下来的时间里将给大家介绍一下动词的时态和语态。
到目前为止大家应该知道,动词共有16种时态和两种语态。
在时态方面,考题中主要涉及到其中的10种:一般现在时、一般过去时、一般将来时、现在进行时、现在完成时、过去将来时、过去进行时、过去完成时、将来进行时、将来完成时、现在完成进行时。
4教学过程
活动1【讲授】时态。
外研版高中英语选修7 Module6 Period1参考教案
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量的时间和精力。
3.divert转向；转移
A ditch diverted water from the stream into the fields.
警察的职责之一是维持公共秩序。
（4）防腐
Salt preserves food from decay.
盐能防止食物腐烂。
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建这个大坝。
巩固
应用
Try to make sentences with the new words and expressions and grasp all of them
1’
8’
10’
教学
流程
教学内容
教师调控
学生活动
设计意图
时间
新
授
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Step III Language Points
4). Ask a few students to read the passage —The World Heritage Listand tell us what happened in 1972, 1985, 2003, 2004.
教
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the blackboard and the multimedia
板
书
高中英语(外研版)选修七Module 6 The World’s Cultural Heritage单元学案设计(6页)
2019学年度外研版选修七Module 6 The World’s Cultural Heritage单元学案设计一单元基础知识回顾contribute【课文原句】Pollution ... has also contributed to the problem. (Page 73) 【点拨】contribute 在句中作动词,意为"造成,促成,增进"。
常用于contribute to ..."有助于；导致"。
如:A balanced diet contributes to good health. Cigarette smoking is a major factor contributing to cancer.【拓展】contribute及其派生词意义和用法丰富,请看:①Mr. Smith contributed huge amounts of money to the earth-stricken town.(捐献)②He contributes articles to the newspaper regularly. (投稿)③He made a very positive c ontribution to the success of the project. (贡献)④The nursing home is supported by voluntary contribution. (捐赠)⑤The editor receives a lot of contributions to the magazine every day. (稿件)【走近高考】The young man made a ______ to his parents that he would try to earn his own living after graduation. (08湖北)A. prediction B. promise C. plan D. contribution解析:选B。
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Module 6 The World’s Cultural HeritageI．教学内容分析本模块以世界文化遗产为中心话题，介绍了有形和无形文化遗产、周口店北京人遗址、英国巨石阵、新墨西哥首府圣达菲的文化保护计划。
要求学生通过本模块学习，能够运用所学词汇简单介绍我国的世界文化遗产的概况和周口店北京人遗址的情况；陈述自己对有形文化和无形文化遗产的看法；了解世界文明，增强保护和发扬人类文明的意识；学会书面介绍一种无形文化遗产。
Introduction 部分通过介绍苏州园林引起学生的兴趣，使他们了解世界文化遗产名单，学习有关词汇和短语。
为本模块的学习奠定基础。
Vocabulary and Reading部分通过阅读The Amazing Caves of Zhoukoudian和Beijing Man Heritage sits in Danger，让学生学习相关词汇，训练在阅读过程中迅速获取有效信息的能力；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，要求学生学会虚拟语气在宾语从句等中的用法。
Listening and Vocabulary 部分听取一段关于英国巨石阵的对话录音，培养学生准确获取有效信息的能力，完成相关练习。
Grammar (2) and Function部分的句子来自听力材料，通过学习，让学生学会正确识别地点、条件和让步状语从句，通过Activity 2的练习进一步巩固。
Reading and Writing部分通过阅读介绍无形文化遗产的文章，展开讨论，整理和扩充讨论要点，建立学生对无形文化遗产介绍的基本概念，然后根据提示写一篇介绍无形文化遗产的文章。
Everyday English部分总是与听力材料的内容连在一起的。
通过选择正确答案、编对话的形式，使学生熟练掌握这几个短语在具体日常语境中的意义和用法。
Speaking部分是就“世界上有许多语言正在消失”这个话题展开头讨论，让学生阐述自己的看法，学会珍爱文化遗产。
Reading Practice部分通过阅读文章Chinese Cultural Heritage Bid for UNESCO，学会在把握文章总体脉络的基础上把握段落大意和获取文章细节信息的能力。
Cultural Corner部分是一篇介绍新墨西哥首府圣达菲的文化保护计划的文章，让学通过阅读，了解和吸收异域民族文化的精华，并与我国的情况作比较，增强保护和发扬人类文明的意识。
Task部分综合本模块所学技能和知识，在小组讨论的基础上，利用上网等查找的资料，撰写一篇文章，完成书面介绍中国的某一处文化遗产的任务。
Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。
II．教学重点和难点1. 教学重点(1)掌握一些与文化遗产有关的词汇和短语；(2)学习虚拟语气；(3)学习地点、条件和让步状语从句。
2. 教学难点(1)听懂与文化遗产有关的常用表达，正确理解新学词汇的含义；(2)正确使用虚拟语气；(3) 学会介绍中国的某一处文化遗产。
III．教学计划本单元分六个课时：第一课时：Introduction, Reading and Writing第二课时：V ocabulary and Reading第三课时：Grammar (1), Reading Practice第四课时：Listening and V ocabulary, Grammar (2) and Function, Everyday English第五课时：Speaking, Cultural Corner第六课时：Task, Module FileIV．教学步骤Period 1 Introduction, Reading and WritingTeaching Goals:1. To arouse Ss’ interest in learning about T he World’s Cultural Heritage;2. To get Ss to know about The World Heritage List;3. To get Ss to know the difference between tangible cultural heritage and intangible cultural heritage;4. To enable Ss to write a paragraph about an intangible human heritage.Teaching Procedures:Step 1. Introduction1. Ask Ss to look at the title of this module and answer the following questions:Q1. How much do you know about the w orld’s cultural heritage?Q2. Which items are a country’s cultural heritage?Q3. Can you give some examples of China’s Cultural Heritage?Suggested Answers:A1. OpenA2. OpenA3. The Great Wall, Mt Taishan, The Forbidden City, the Temple of Heaven, The Imperial Palace, Temple of Heaven, classical gardens in Suzhou…2. Show Ss two pictures about Suzhou and ask them to discuss the following questions in pairs.Q1. Where is Suzhou?Q2. How many people live there?Q3. What is it famous for?Q4. What happened in Suzhou in June 2004?3. Ask Ss to read through the words in Activity 2 and then answer the questions.4. Ask Ss to read the passage The World Heritage List and then finish Activities 3 and 4 on page 71.Step 2. Reading and Writing1. Leading-in(1) At the Suzhou conference in June 2004, one of the delegates praised China’s work on heritage sites, do you know what he say?Suggested Answer:“China has done excellent work in protecting world heritage, both tangible and intangible”.(2) Ask Ss to look at the pictures to guess which cultural heritage they belong to, tangible or intangible? (They belong to intangible cultural heritage.)Kunqu opera The Mid-Autumn Festival2. Reading(1) Ask Ss to read the first paragraph of the text to find the answers to the questions:①What is tangible cultural heritage?②What is intangible cultural heritage?Suggested Answers:①Tangible (=touchable) cultural heritage consists of buildings and objects such as painting; ②Intangible (=untouchable) cultural heritage means traditional songs and poems, people who can perform traditional works, languages and music.(2) Ask Ss to go on with the text to answer the following question:What does intangible cultural heritage consist of?Suggested Answer:Oral heritage, Living human treasures, Endangered languages, Traditional music of the world.Intangible Cultural HeritageConsistence ExamplesOral heritageLiving human treasuresEndangered languagesTraditional music of the worldSuggested Answers:Intangible Cultural HeritageConsistence ExamplesOral heritage Kunqu Opera (昆曲, 中国)The Oruro Carnival (欧如偌狂欢节, 玻利维亚)Royal Ancestral Rite and Ritual Music in Jongmyo Shrine (宫廷宗庙祭礼乐, 韩国)Living human treasures Three older new Mexicans3. Writing(1) Ask Ss to choose one of the examples above to discuss it and write the main points down following the notes in Activity 2.(2) Ask Ss to write a short essay about an intangible cultural heritage.(3) Ask Ss to exchange their essays with their partners and then ask some Ss to read their essays to the whole class and comment them.(4) Instruct Ss how to write an essay about intangible cultural heritage—the Chinese festivals. Give Ss the following presentation.中国的传统节日渊源流长，至今为海内外炎黄子孙所奉行。