外研選修七M(jìn)odule6《TheWorldx27sCulturalHeritage》教案

外研版選修七M(jìn)odule6《TheWorldx27sCulturalHeritage》word授課方案外研版選修七M(jìn)odule6《TheWorldx27sCulturalHeritage》word授課方案外研版選修七M(jìn)odule6《TheWorldx27sCulturalHeritage》word授課方案Module6TheWorld'sCulturalHeritage授課方案授課方案：授課方案序號(hào)：年代日課題授課目標(biāo)重點(diǎn)難點(diǎn)基本

Module6BookVIITheWorld’sCulturalHeritage課型NewLessonPeriod1:WordlistandIntroductionMasterthenewwordsinthemodule.KnowaboutClassicalgardensinSuzhouandTheWorldHeritageListKnowaboutClassicalgardensinSuzhouandTheWorldHeritageList.Masterallthemainlanguagepointsintheintroduction.Read,PracticeandExplain假想教課教法授課內(nèi)容過(guò)程學(xué)法Step1Newwordsandexpressionsinthemodule:1.Askthestudentstoreadthenewwordsbythemselvesforafewminutesandguessthecorrectpronunciation.2.Askafewstudentstoreadthenewwordsfortheotherstohear.3.Correctthestudents’mistakesinreading4.Readthenewwordsandexpressionsforstudentstofollow.1.ExplainClassicalgardensinSuzhou.2.ShowslidesofsomepicturesandaskthestudentstoanswerStep2questions.1.Whatcanyouseeinthepicture?Explaining2.HaveyoubeentoSuzhou?and3.Howmuchdoyouknowaboutsuzhou?practicing4.Whereisit?5.Howmanypeoplelivethere?6.Whyisitfamous?7.DoyouknowwhathappenedinSuzhouinJune2004???AsksomestudentstoguessthemeaningofthetreeexpressionsinActivity3andchecktheirmeaning.4.Askafewstudentstoreadthepassage—TheWorldHeritageListandtelluswhathappenedin1972,1985,2003,2004.Mainlanguagepoints:preserve（1）保護(hù)；防范；保護(hù)Step3TheTownCouncilspentalotofmoneytopreservetheoldcastleandotherplacesofhistoricinterest.市政委員會(huì)花了很多錢(qián)來(lái)維修那座古城堡和其他古跡。（2）保存；珍藏Youcanpreservemeatorfishinsalt.你可以用鹽保存肉或魚(yú)。（3）保持；保持Itisoneofthedutiesofthepolicetopreservepublicorder.警察的職責(zé)之一是保持公共序次。（4）防腐Saltpreservesfoodfromdecay.鹽能防范食品腐化。invest投資（常與in連用）投入（精力、時(shí)間等）Thestatehasplannedtoinvesttwomillionsinthedam.國(guó)家計(jì)劃投資兩百萬(wàn)元修建這個(gè)大壩。Sheinvestedinapainting.她投資于一幅油畫(huà)。I'veinvestedalotoftimeandeffortinthisplan.(喻)我已在這計(jì)劃中投入了大量的時(shí)間和精力。divert轉(zhuǎn)向；轉(zhuǎn)移Aditchdivertedwaterfromthestreamintothefields.一條溝渠把水從河里引向田間。Trafficwasorderedtodiverttoanotherroadbecauseoftherepairofthemainroad."由于骨干道在進(jìn)行維修,所以命令車(chē)輛改道行駛。"Thegovernmentisplanningtodiverttherivertosupplywatertothetown.政府正計(jì)劃改變河流為那座城鎮(zhèn)供水。Aloudnoisefromthestreetdivertedmyattention.街上一陣喧鬧聲轉(zhuǎn)移了我的注意力。

ReadingandpracticingStep4板書(shū)設(shè)計(jì)成效檢測(cè)與校訂教學(xué)札記

Thetruckswereforcedtodiverttoanotherroad.卡車(chē)被迫改道而行。Hewastrainedasanactor,butdivertedtodiplomacy.他受過(guò)演員的訓(xùn)練,但轉(zhuǎn)行做了外交工作。Homework:1.Learnthenewwordsbyheartandprepareforadictationnextclass.2.Previewthenext:ReadingandVocabulary.Module6BookVIITheWorld’sCulturalHeritageWordlistandIntroduction授課方案：授課方案序號(hào)：年月日Module6BookVIINew課題TheWorld’sCulturalHeritage課型LessonPeriod2:ReadingandVocabulary教課1.FinishtheExercisesinthetextbook.2.ReadandfindthemainideaofTheamazingCavesofZhoukoudian目標(biāo)andBeijingManHeritageinDangerinReadingandVocabulary3.FinishEx.1,2,3,4,5and6inReadingandVocabulary重點(diǎn)Readingcomprehension難點(diǎn)Findthemainideas基本Reading,PracticingandExplaining假想教課授課內(nèi)容教法過(guò)程學(xué)法Step1Reviewthenewwordsandexpressionsinthemodule:Askthestudentstoreadthenewwordsbythemselvesforafewminutes.Haveadictationonthenewwordsandexpressionsinthemodule.Step2

Introduction:1.Pairwork:TalkaboutthepictureinthetextbookanddiscussBeijingManusedfire.(1)HowmuchdoyouknowaboutBeijingmanandZhoukoudian?(2)Sayasmuchasyouknowaboutit.

TalkingandReadingAskthestudenttoreadPart1ofthetextandFinishEx.1withtheirdeskmates.Part1TheAmazingCavesofZhoukoudianReadpart1andfind:1)ThefirstthingthatwasfoundatZhoukoudian2)Thenumberofitemsthatwereeventuallyfound3)ThenumberofplaceswhereBeijingManlived4)Thepercentageofpeoplewholivedtotheageof505)Thereasonwhyworkonthesitestopped6)Whenthesitebecameaworldheritagesite3.AskthestudenttoreadPart2ofthetextandfinishEx.2withtheirdeskmates.Step3Part2BeijingManHeritageSiteinDangerReadpart2andfind:1)Twonaturalcausesofthedestructionofthecaves2)Theoriginofpollutionthatisaffectingthecaves3)TwodemandsfromUNESCO4)TwopossiblegroupsofpeoplewhocanhelptorepairthecavesAskthestudentstoreadPart2ofthetextandfinishEx.4and5.TalkingEx5Explainwhatthewordtheyreferstointheseandsentences.ReadingStep41.Theycamefromanunknownspeciesofman.2.Theyalsomadetoolsfrombonesandsharpenedstones.3.Theyhaveneverbeenfound.4.Theyhaverecommendedthatthesitebeclosedandrepaired.5.Theyhavesuggestedthatthegeneralpublicbeencouragedtohelpwiththeproblem.6.Theycanhelpbycontributingtothecostofmaintainingthecaves.7.Theyareapreciouspartofourculturalheritage.Discussion:1.WhathaveyoulearntaboutthecavesofZhoukoudian?2.Doyouknowwhytheyare“amazing”?3.WhatistheconnectionbetweenZhoukoudianandBeijingMan?Step54.WhydoyouthinktheBeijingManSiteis“indanger”?5.HowimportantisittorepairtheZhoukoudiansit?Homework:1.Reviewthewholetextandfindoutthemainwordsandphrasesinthetext.2.FinishExercise3and6.Step6板書(shū)設(shè)計(jì)成效檢測(cè)與校訂教學(xué)札記

Module6BookVIITheWorld’sCulturalHeritageReadingandVocabulary授課方案：課題教課目標(biāo)重點(diǎn)難點(diǎn)基本假想教課

授課方案序號(hào)：年月日Module6BookVIITheWorld’sCulturalHeritage課型NewLessonPeriod3:ReadingPracticeMainpointsinthistext.Masterthemainlanguagepointsinthetext.Mainlanguagepointsinthetext.Mainlanguagepointsinthetext.PractisingandExplaining授課內(nèi)容教法過(guò)程Step1

學(xué)法Reviewthemainideasoftext:AskthestudentstoretellthetextinReadingandvocabulary.AskafewstudentstotalkaboutBeijingmanandCavesinZhoukoudian.Step2Brainstorm:AskthestudentstosaythenamesoftangiblecultureheritageandintangiblecultureheritageasmanyasExplainingpossible.andpracticingTangiblecultureheritageIntangiblecultureheritageTheSummerPalaceGuqinMusicTheTempleofHeavenShaolinKungFuMountainResortandBeijingoperaOutlyingTemples,ChengdeImperialTombsoftheMingDragonBoatandQingDynastiesFestivalStep3Step4Step5

ReadthetextandwriteoutsevenCulturalHeritagesinthetext.TCM,Mid-AutumnFestival,GuqinMusic.KinquOpera,ShaolinKungfu,theepicpoemofTibetanKingGesser,Chen-styleTaiChi.Finishtheexercises3,4,5.Mainlanguagepointsinthetext.gothrough（1）經(jīng)歷；經(jīng)受；碰到Thesecountrieshavegone/beenthroughtoomanywars.這些國(guó)家飽經(jīng)戰(zhàn)火。（2）完成；做完；經(jīng)過(guò)；贊同ThelawhasgonethroughParliament.議會(huì)已經(jīng)經(jīng)過(guò)了這項(xiàng)法案。Theirplanswentthrough.他們的計(jì)劃獲取了贊同。

ExplainingandpracticingYoushouldgothroughtheofficialchannelstogethelpinsteadofthroughprivaterelationship.你應(yīng)該經(jīng)過(guò)官方渠道而不是經(jīng)過(guò)個(gè)人關(guān)系追求幫助。suggest1）使想到，聯(lián)想（常與that連用）建議；提出；建議Isuggestedthatitwouldbequickertotravelbytrain.我建議說(shuō)坐火車(chē)旅行要快一些。"'Isuggest,'saidtheinspector,'thatyouarenottellingthetruth.'""`我提示你,'檢查官說(shuō),`你講的不是實(shí)話。'"（2）表示；顯出"Isuggestthatyoudidnotcatchthe8o'clocktrain,butthatyoucaughtthe8.25train.""你沒(méi)有搭8點(diǎn)鐘的火車(chē),而是搭的8點(diǎn)25分的車(chē)。""WhenIsuggestedthatsomevillagersmusthavecomeinforafreedrink,Mr.Thompsonshookhishead."當(dāng)我表示說(shuō),這準(zhǔn)是某些村民進(jìn)來(lái)偷喝掉的,湯普森先生搖搖頭。"Hesuggestedgoingoutforawalk.他建議出去走走。Thatgirl'ssun-tannedfacesuggestsexcellenthealth.那個(gè)姑娘被太陽(yáng)曬黑了的臉表示她身體特別健康。Thethoughtofsummersuggestsswimming.想到夏天,就令人聯(lián)想到游泳。Anideasuggesteditselftome[tomymind].我產(chǎn)生了一個(gè)念想。remind（常與of,to+if,that連用）使想起；使記起；提示RemindmetowritetoMother.提示我給媽媽寫(xiě)信。Thisremindsmeoflastyear.這使我想起昨年的事。Pleaseremindmeagainnearertothetimeoftheinterview.到快面試時(shí)請(qǐng)?jiān)偬崾疚乙幌?。Pleaseremindmetoleaveherthisnote請(qǐng)?zhí)崾疚伊艚o她這張紙條PleaseremindmethatImustcallherupbeforenine.請(qǐng)?zhí)崾疚揖劈c(diǎn)前給她打個(gè)電話。ThefilmremindedhimofwhathehadseeninChina.這部電影使他回想起在中國(guó)所看到的所有。mercy博愛(ài),憐憫,寬怒；好運(yùn);僥幸；恩情;(從悲傷中的)解脫Theyshowedlittlemercytotheenemies.

Explainingandpracticing他們對(duì)仇家絕不一樣情。Weweretreatedwithmercy.我們碰到博愛(ài)的待遇。Thatisamercy!那真是好運(yùn)!Itisamercythatyoudidnotgo.你幸好沒(méi)有去。atthemercyof任由擺布；在眼前無(wú)助：result（1）（常與from連用）產(chǎn)生結(jié)果；發(fā)生Ifthepoliceleave,disorderwillresult.警察一走，就會(huì)大亂。Theaccidentresultedinthreepeoplebeingkilled.此次事故造成三人死亡。（2）（常與in連用）造成Theaccidentresultedinhisdeath.這一車(chē)禍造成他的死亡。Nothinghasresultedfromhisefforts.他的努力終成泡影。Actingbeforethinkingalwaysresultsinfailure.做事不先考慮總會(huì)以致失敗。Theaccidentresultedinthedeathoftwopeople.這場(chǎng)不測(cè)事故造成兩人死亡。request（1）要求；央求Shemadearequestforsomewater.她央求給點(diǎn)水。（2）央求之事Weshallgiveyourrequestourcarefulconsideration.我們將仔細(xì)考慮你的要求。Dotheyplayrequestsonthisradioshow?電臺(tái)的節(jié)目中有點(diǎn)播節(jié)目嗎？Yourpresenceisimmediatelyrequested.即請(qǐng)光臨。AllIrequestofyouisthatyou(should)bepunctual.我只要求你準(zhǔn)時(shí)。Gentlemenarerequestednottosmoke.先生們請(qǐng)勿吸煙。Sherequestedhimtogowithher.她邀請(qǐng)他一同去。Step5Homework:Reviewthetextafterclass.Remembermainlanguagepointsinthetext.

ExplainingandpracticingModule6BookVIITheWorld’sCulturalHeritageReadingPracticeChineseCulturalHeritageBidforUNESCOgothrough1）經(jīng)歷；經(jīng)受；碰到2）完成；做完；經(jīng)過(guò)；贊同2.suggest板書(shū)（1）使想到，聯(lián)想（常與that連用）建議；提出；建議設(shè)計(jì)（2）表示；顯出3.remind（常與of,to+inf,that連用）使想起；使記起；提示4.mercy博愛(ài),憐憫,寬怒；好運(yùn);僥幸；恩情;(從悲傷中的)解脫atthemercyof任由擺布；在眼前無(wú)助：5.result（1）（常與from連用）產(chǎn)生結(jié)果；發(fā)生（2）（常與in連用）造成request1）要求；央求2）央求之事成效檢測(cè)與校訂教學(xué)札記授課方案：授課方案序號(hào)：年代日Module6BookVII課題TheWorld’sCulturalHeritageNewLesson課型Period4:EverydayEnglishReadingandWriting教課1.MasterthemainusagesinFunctionandEverydayEnglish.2.KnowaboutTheWorld’sCulturalHeritage.目標(biāo)3.Writeashortessayaboutanintangiblehumanheritagethatyouknowabout..重點(diǎn)Writeashortessayaboutanintangiblehumanheritagethatyouknowabout.難點(diǎn)1.MainusagesinFunctionandEverydayEnglish2.Writeashortessayaboutanintangiblehumanheritagethatyouknowabout.基本PracticingandExplaining假想教課教法過(guò)程授課內(nèi)容學(xué)法Step1Revision:Reviewthetextlearnedlastclass.FinishtheWb.ExCheckthemainlanguagepoints.Step2EverydayEnglish:Choosethecorrectmeanings.Masterthefollowing:Nottoworry.Aslongas?Namatter?daytorememberNooneknowsforcertain.We’dbettergetbackintothebusnow.Step3ReadingandWriting1.Showslidesofsomepicturesaboutthepassageanddiscussthequestions.1）Whatcanyouseeinthepicture?2）DoyouthinkKunquOperaispartofculturalheritage?3）Ifso,doesitbelongtotangibleorintangibleculturalheritage?

ExplainingandpracticingExplainingandpracticing4）inyouropinion,whatisintangibleculturalheritage?2.Askthestudentstoreadthepassageinthetextbook,page78.2.Think&GiveexamplesAskthestudentstofinishtheform.IntangibleculturalheritageStep4ConsistenceExamplesOralheritageLivingHumanTreasuresEndangeredlanguagesTraditionalMusicoftheWorldStep5板書(shū)設(shè)計(jì)

3.Discussandwriteadescription.1）whatyourchoiceiscalledandwhatitis2）whereintheworlditisseenorheard3）whoitbelongstoandwhotheyare4）whyitispartofyourcultureheritageExtensiontoformthearticle.Collectsomeofthestudentswritings’forthewholeclasstodiscuss.Homework:ReviewReadingandwriting.Gooverthegrammar.WritethearticleinyourworkbookEx.Book.Module6BookVIITheWorld’sCulturalHeritageEverydayEnglishReadingandWriting成效檢測(cè)與校訂教學(xué)札記授課方案：授課方案序號(hào)：年代日Module6BookVII課題教課目標(biāo)重點(diǎn)難點(diǎn)基本假想教課過(guò)程Step1Step2

TheWorld’sCulturalHeritage課型NewLessonPeriod5:GrammarMasterthemainusagesofSubjunctiveMainusagesintheGrammar.MainusagesintheGrammar.ExplainandPractice教法授課內(nèi)容學(xué)法Revision:FinishtheEx.inWb.Grammar虛假語(yǔ)氣虛假語(yǔ)氣分三種情況來(lái)掌握：1、虛假條件句。Explaining2、名詞性虛假語(yǔ)氣。and3、虛假語(yǔ)氣的其他用語(yǔ)。practicing一、虛假條件句：條件狀語(yǔ)從句是非真實(shí)情況，在這種情況下要用虛擬語(yǔ)氣。1、條件從句與現(xiàn)在事實(shí)不一致，其句型為：If主語(yǔ)＋過(guò)去時(shí)，主語(yǔ)＋should（could,would,或might）＋動(dòng)詞原形，如：IfIwereyou,Iwouldstudyhard.Ifitrained,Iwouldnotbeherenow.2、條件從句與過(guò)去事實(shí)不一致，句型為：If主語(yǔ)＋had＋過(guò)去分詞，主語(yǔ)＋should（could,would,或might）＋have＋過(guò)去分詞，如：Ifthedoctorhadcomelastnight,theboywouldhavesaved.IfIhadnotstudiedhard,Iwouldhavefailedintheexamlastterm.3、條件從句與將來(lái)事實(shí)不一致，句型為：If主語(yǔ)＋shouldwereto＋do，主語(yǔ)＋should（could）＋原形do過(guò)去時(shí)（與現(xiàn)在事實(shí)條件句相同）。ExplainingIfitshouldraintomorrow,wewouldstayathome.andIfIweretogotothemoononeday,Icouldseeitwithmypracticingowneyes.Ifyoumissedthefilmtonight,youwouldfeelsorry.注意問(wèn)題：1、If條件句中絕對(duì)不可以出現(xiàn)“would”。2、依照句中的時(shí)間狀語(yǔ)，有時(shí)可能出現(xiàn)“混雜虛擬”的情況，即主句可能是現(xiàn)在的情況，條件句也許是發(fā)生在過(guò)去的情況，但都是遵守上述句型。3、在條件句中若是出現(xiàn)were,had,should可省去if，將主語(yǔ)與這些詞倒裝，比方：Hadthedoctorcomelastnight,theboywouldhavesaved.WereItogotothemoononeday,Iwouldseeitwithmyowneyes.Shoulditraintomorrow,wewouldstayathome.二、名詞性虛假語(yǔ)氣：在表示命令、建議要求、吃驚時(shí)的名詞性從句中需用虛假語(yǔ)氣，基本句型：主語(yǔ)＋（should）＋動(dòng)詞原形，如：MotherinsistedthatJohngotobedat9o

（賓語(yǔ)從’clock.句）Wesuggestedthatthemeetingshouldnotbeheld.Itwasrequiredthatthecropsshouldbeharvestedatonce.（主語(yǔ)從句）Thesuggestionthathebeinvitedwasrejected.（同位語(yǔ)從句）Thatistheirdemandthattheirwagesbeincreased（.表語(yǔ)從句）注意：在這種句子中絕不出現(xiàn)“would”“must”“could”等。三、虛假語(yǔ)氣在一些特別詞中的使用或委宛條件句：1、wish后的賓語(yǔ)從句：與現(xiàn)在夢(mèng)想不一致主語(yǔ)＋過(guò)去時(shí)；與過(guò)去夢(mèng)想不一致主語(yǔ)＋had＋過(guò)去分詞；與將來(lái)夢(mèng)想不一致主語(yǔ)＋would（could）＋原形。IwishIwereyou.

ExplainingandpracticingIwishIhadvisitedthewhiteHousewhenIwasinthestates.IwishImetyoutomorrowattheparty.2、It’stime句型：當(dāng)It’stime后用that從句時(shí)應(yīng)該為：主語(yǔ)＋should＋原形或主語(yǔ)＋過(guò)去時(shí)，比方：It’stimethatyouwenttoschool或.It’stimethatyoushouldgotoschool.3、Ifonly引起的惋惜句相當(dāng)于“HowIwish＋賓語(yǔ)從句”Ifonlyhecouldcome!他要能來(lái)就好了。IfonlyIhadknowntheanswer!我要早知答案就好了。4、wouldrather,as（ifthough）引導(dǎo)的句子也需使用虛假，表示過(guò)去的情況用過(guò)去完成時(shí)，表示現(xiàn)在與將來(lái)的情況用過(guò)去時(shí)，如：I’dratheryoupostedtheletterrightaway.I’dratheryouhadreturnedthebookyesterday.Shelovesthechildrenasiftheywerehers.AlantalkedaboutRomeasifhehadbeenthere.5、without,but,butfor,otherwise引起的短語(yǔ)或句子常暗含著委宛條件。Step3

Withoutyou,Iwouldneverknowhim.Butforyourcooperation,wewouldn’thavedonetheworksowell.Butthatshewasafraid,shewouldhavesaidno.Iwouldbemostgladtohelpyou,butI’ambusynow.Iwouldhavecometothepartyyesterday,butIwasworking.Iambusynow,otherwiseIwoulddoyouthefavor!Homework:FinishtheWbEx.ongrammarEx3ashomeworkinEx.Book.Module6BookVIITheWorld’sCulturalHeritageGrammar虛假語(yǔ)氣虛假語(yǔ)氣分三種情況來(lái)掌握：1、虛假條件句。2、名詞性虛假語(yǔ)氣。3、虛假語(yǔ)氣的其他用語(yǔ)。一、虛假條件句：1、條件從句與現(xiàn)在事實(shí)不一致，其句型為：If主語(yǔ)＋過(guò)去時(shí)，主語(yǔ)＋should（could,would,或might）＋動(dòng)詞2、條件從句與過(guò)去事實(shí)不一致，句型為：If主語(yǔ)＋had＋過(guò)去分詞，主語(yǔ)＋should（could,would,或might）＋have＋過(guò)去分詞3、條件從句與將來(lái)事實(shí)不一致，句型為：If主語(yǔ)＋shouldwereto＋do，主語(yǔ)＋should（could）＋原形do過(guò)去時(shí)（與現(xiàn)在事實(shí)條件句相同）。注意問(wèn)題：板書(shū)1、If條件句中絕對(duì)不可以出現(xiàn)“would”。設(shè)計(jì)2、依照句中的時(shí)間狀語(yǔ)，有時(shí)可能出現(xiàn)“混雜虛假”的情況，即主句可能是現(xiàn)在的情況，條件句也許是發(fā)生在過(guò)去的情況，但都是遵守上述句型。3、在條件句中若是出現(xiàn)were,had,should可省去if，將主語(yǔ)與這些詞倒裝二、名詞性虛假語(yǔ)氣：在表示命令、建議要求、吃驚時(shí)的名詞性從句中需用虛假語(yǔ)氣，基本句型：主語(yǔ)＋（should）＋動(dòng)詞原形，注意：在這種句子中絕不出現(xiàn)“would”“must”“could”等。三、虛假語(yǔ)氣在一些特別詞中的使用或委宛條件句：1、wish后的賓語(yǔ)從句：與現(xiàn)在夢(mèng)想不一致主語(yǔ)＋過(guò)去時(shí)；與過(guò)去夢(mèng)想不一致主語(yǔ)＋had＋過(guò)去分詞；與將來(lái)夢(mèng)想不一致主語(yǔ)＋would（could）＋原形。2、It’stime句型：當(dāng)It’stime后用that從句時(shí)應(yīng)該為：主語(yǔ)＋should＋原形或主語(yǔ)＋過(guò)去時(shí)3、Ifonly引起的惋惜句相當(dāng)于“HowIwish＋賓語(yǔ)從句”4、wouldrather,asif（though）引導(dǎo)的句子也需使用虛假，表示過(guò)去的情況用過(guò)去完成時(shí)，表示現(xiàn)在與將來(lái)的情況用過(guò)去時(shí)，如：5、without,but,butfor,otherwise引起的短語(yǔ)或句子常暗含著委宛條件。成效檢測(cè)與校訂教學(xué)札記授課方案：授課方案序號(hào)：年代日課題教課目標(biāo)重點(diǎn)難點(diǎn)基本

Module6BookVIINewTheWorld’sCulturalHeritage課型LessonPeriod6:ListeningandVocabularyUnderstandthelisteningmaterial.Understandthelisteningmaterial.Understandthelisteningmaterial.ListenandPractice假想授課教法授課內(nèi)容過(guò)程學(xué)法Step1Revision:1.Reviewthegrammar.2.ChecktheexercisesonGrammar.Step2ListeningandVocabularyReadingandlistening1.ShowslidesofpicturesaboutStonehengeinBritainandaskthequestions.1）Whatisthenameofthecultureheritage?2）Whereisit?3）Whenwasitbuilt?Listening???andpracticingFinishActivity1.Workinpairsandanswerthequestions.2.DiscusstheanswerstoActivity1.Step3Listening:Listentothetouristguideandmakenotestokeywords.FinishActivity2.Listenagain.Checktheanswersyouhear.FinishActivity3.PracticingStep4Roleplaying:OneofthestudentsisatouristguideatStonehenge,someothersarepassenger.Putonashortplay.Step5Homework:Listentothelisteningmaterialafterclass.Goovertheculturecorner.Module6BookVII板書(shū)TheWorld’sCulturalHeritageListeningandVocabulary設(shè)計(jì)成效檢測(cè)與校訂授課札記授課方案：授課方案序號(hào)：年代日Module6BookVII課題TheWorld’sCulturalHeritage課型NewPeriod7:CultureCornerLessonTask教課MasterthemainlanguagepointsinthetextinCultureCorner.目標(biāo)重點(diǎn)MasterthemainlanguagepointsinthetextinCultureCorner.難點(diǎn)MasterthemainlanguagepointsinthetextinCultureCorner.基本Practiceandwrite假想教課授課內(nèi)容教法過(guò)程學(xué)法Step1Rev