英語組新授課教學(xué)設(shè)計(jì)

英語組新授課教學(xué)設(shè)計(jì)（討論稿）學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod1授課時間第授課班級高二授課教師課型Introduction,ReadingandWriting教學(xué)目標(biāo)知識與技能：ToarouseSs’interestinlearningaboutTheWorld’sCulturalHeritage;TogetSstoknowaboutTheWorldHeritageList;ToenableSstowriteaparagraphaboutanintangiblehumanheritage.過程與方法：TogetSstoknowthedifferencebetweentangibleculturalheritageandintangibleculturalheritage;情感態(tài)度與價(jià)值觀：Toimprovethestudents’consciousnessofcooperation.教學(xué)重點(diǎn)Masterusefulwordsandexpressions教學(xué)難點(diǎn)DevelopSs’readingskills教學(xué)策略Task-basedmethodandmultimedia教學(xué)環(huán)節(jié)教學(xué)過程內(nèi)容師生活動設(shè)計(jì)意圖Step1.OrganizeclassStep2.IntroductionStep3ReadingandWritingStep4HomeworkStep1.Greeteachotherandgettheclassinorder.Step2.Introduction1.AskSstolookatthetitleofthismoduleandanswerthefollowingquestions:Q1.Howmuchdoyouknowabouttheworld’sculturalheritage?Q2.Whichitemsareacountry’sculturalheritage?Q3.CanyougivesomeexamplesofChina’sCulturalHeritage?SuggestedAnswers:A1.OpenA2.OpenA3.TheGreatWall,MtTaishan,TheForbiddenCity,theTempleofHeaven,TheImperialPalace,TempleofHeaven,classicalgardensinSuzhou…2.ShowSstwopicturesaboutSuzhouandaskthemtodiscussthefollowingquestionsinpairs.Q1.WhereisSuzhou?Q2.Howmanypeoplelivethere?Q3.Whatisitfamousfor?Q4.WhathappenedinSuzhouinJune2004?3.AskSstoreadthroughthewordsinActivity2andthenanswerthequestions.4.AskSstoreadthepassageTheWorldHeritageListandthenfinishActivities3and4onpage71.Step3.ReadingandWriting1.Leading-in(1)AttheSuzhouconferenceinJune2004,oneofthedelegatespraisedChina’sworkonheritagesites,doyouknowwhathesay?(2)AskSstolookatthepicturestoguesswhichculturalheritagetheybelongto,tangibleorintangible?(Theybelongtointangibleculturalheritage.)KunquoperaTheMid-AutumnFestival2.Reading(1)AskSstoreadthefirstparagraphofthetexttofindtheanswerstothequestions:①Whatistangibleculturalheritage?②Whatisintangibleculturalheritage?SuggestedAnswers:①Tangible(=touchable)culturalheritageconsistsofbuildingsandobjectssuchaspainting;②Intangible(=untouchable)culturalheritagemeanstraditionalsongsandpoems,peoplewhocanperformtraditionalworks,languagesandmusic.(2)AskSstogoonwiththetexttoanswerthefollowingquestion:Whatdoesintangibleculturalheritageconsistof?SuggestedAnswer:Oralheritage,Livinghumantreasures,Endangeredlanguages,Traditionalmusicoftheworld.(3)AskSstoreadcarefullyandthinkoutsomeexamplesofintangibleculturalheritage,andthenfillinthefollowingform.IntangibleCulturalHeritageConsistenceExamplesOralheritageLivinghumantreasuresEndangeredlanguagesTraditionalmusicoftheworld3.Writing(1)AskSstochooseoneoftheexamplesabovetodiscussitandwritethemainpointsdownfollowingthenotesinActivity2.(2)AskSstowriteashortessayaboutanintangibleculturalheritage.(3)AskSstoexchangetheiressayswiththeirpartnersandthenasksomeSstoreadtheiressaystothewholeclassandcommentthem.(4)InstructSshowtowriteanessayaboutintangibleculturalheritage—theChinesefestivals.GiveSsthefollowingpresentation.(5)AskSstowriteanessayabouttheLanternFestivalaccordingtothefollowingChinese.Step3.HomeworkAskSstopreviewReadingandVocabularyinthemodule.GreeteachotherClassactivityIndividualworkGroupworkGroupworkIndividualworkandpairworkTogettheclassinorder.ArousethestudentsinterestinthistopicandtolearnsomewordstodescribeSuzhouTolearnhowtointroduceculturalheritageanddevelopSs’readingskillsTopracticethestudents’abilitiesofwritingToconsolidatewhattheyhavelearntinthisclass板書設(shè)計(jì)Module6TheWorld’sCulturalHeritageStep1LeadinginStep2Readingandwriting1.Leading-in2.Reading3.WritingStep3Homework教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod2授課時間22012.5授課班級高二授課教師課型ReadingandVocabulary教學(xué)目標(biāo)知識與技能：1.ToletSsmasterhowtoreadapassage.2.ToletSsmastersomewordsandphrases.過程與方法：TogetSstotalksomethingaboutBeingManandthecavesofZhoukoudian情感態(tài)度與價(jià)值觀：ToenableSstolearnhowtogetusefulinformationduringreading.教學(xué)重點(diǎn)ToletSsmasterhowtoreadapassage.教學(xué)難點(diǎn)TogetSstotalksomethingaboutthenovels.教學(xué)策略Task-basedmethodandmultimedia教學(xué)環(huán)節(jié)教學(xué)過程內(nèi)容師生活動設(shè)計(jì)意圖Step1.OrganizeclassStep2.RevisionStep3Leading-inStep4.ReadingandVocabularyStep5.Readingandvocabulary(2)DiscussionStep6HomeworkGreeteachotherandgettheclassinorder.CheckwhetherSshavefinishedtheirhomework.Step1.Revision:AskSstocompletethefollowingsentenceswithproperwords.(1)Addressanyenquiryaboutthe________totheconferenceorganizer.(2)They________therivertosupplywatertothetown.(3)Ithinktheseinterestingoldcustomsshouldbe_________.(4)Themanbegan________inthestockmarketatanearlyage.(5)Newsreportssaypeacetalksbetweenthetwocountrieshavebrokendownwithno_______reached.SuggestedAnswers:(1)venue(2)diverted(3)preserved(4)investing(5)agreementStep2.Pre-readingLetSslookatthepicturetoanswerthequestion.EncourageSstosayasmuchaspossible.HowmuchdoyouknowaboutBeijingManandthecavesofZhoukoudian?Step3.While-reading1.AskSstoreadpart1ofthepassageandfindtheinformationinActivity1.2.AskSstoreadpart2andfindtheinformationinActivity2.3.AskSstoreadtheinformationinActivity4andcheckwhichpartofthepassageitappearsin.4.AskSstoreadthepassageagainandexplainwhattheword“they”refertointhesentencesinActivity5.Step4.Post-reading1.DiscussionAskSstoanswerthequestionsinActivity7individuallyandthencheckwiththeirpartners.2.Listening(1)AskSstolistentoPart1andfinishthefollowingtable.TimeWhatHappenedIn1929In1937In1949In1987SuggestedAnswers:TimeWhatHappenedIn1929Someprehistoricboneswerediscovered.In1937JapaninvadedChinaandtheexcavationswerestopped.In1949ThePeople’sRepublicofChinawasestablishedandtheworkwasstartedagain.In1987Zhoukoudianwaslistedasaworldheritagesite.(2)AskSstolistentoPart2andfillingthemissingwords.BeijingManHeritageSiteindangerTheZhoukoudianBeijingManSiteisoneofthemostimportant___(1)__inChina.Sincethediscoverywasmadeinthe1920s,Zhoukoudianhasbecomeanimportantplaceforarchaeologistsfromallovertheworld.Atthesiteinthesouth-westsuburbofBeijing,thereis,forexample,theearliest___(2)____oftheuseoffirebyhumans.___(3)___thatpeoplelivedtherecontinuouslybetween5000,000and10,000yearsago.Today,however,Zhoukoudianisinseriousdanger.Partsofthecavehasbeenbadlyaffectedbyrainand___(4)___totheair.Someareasarealmostcompletelycoveredinweeds,___(5)____seriousdamage.Pollutionfromnearlycementfactories___(6)____totheproblem.Thesiteisextremelyexpensiveto___(7)___anditwillcostbetweenthreeandfivemillionyuantorepairit.Atthemoment,visitorsarenotallowedtovisitthecaves.ZhoukoudianisontheWorldCulturalHeritageList,___(8)___byUNESCO,theUnitedNationsEducational,ScientificandCulturalOrganization.Thelistisconstantlychecked.Anysitewhichisseriouslydamagedorwhichisnotproperlyprotectedisan___(9)____heritage,andUNESCOisveryquicktodosomethingaboutsituationslikethis.Theyhave___(10)___thatthesitebeclosedandrepaired.Ifnothingisdonetorepairit,itcouldberemovedfromthelist.ThisisaveryseriousmatterandtheChineseAcademyofScienceistryingto___(11)___aboutit.Theyhave__(12)____thatthegeneralpublicbeencouragedtohelpwiththeproblem.AprofessorattheAcademyhas___(13)___thatafundbeDrZhuMingoftheAcademysaid,“Wehave___(14)___thatthegovernmentgetinvolved,butwealsoneed___(15)____fromordinarypeople.Theycanhelpbycontributingtothecostofrepairingthecaves.Theyarea___(16)____partofourculturalheritage-itis__(17)___thatwedosomething.___(18)___,itwillbeacatastrophe.”SuggestedAnswers:(1)worldheritagesites(2)evidence(3)Ithasbeenproved(4)exposure(5)causing(6)hascontributed(7)maintain(8)organized(9)endangered(10)recommended(11)raisepublicawareness(12)suggested(13)proposed(14)requested(15)assistance(16)precious(17)ofvitalimportance(18)IfnotStep5.Homework1.AskSstofinishActivity3onpage73andActivity6onpage74.2.AskSstopreviewGrammar(1).GreeteachotherClassactivityGroupworkIndividualworkIndividualworkandpairworkGroupworkGroupworkClassactivityPairworkIndividualworkGroupworkTogettheclassinorder.ToarouseSs’interestinlearningthisperiodTogetSstofindoutmoreinformationaboutthepassage.TotrainSsreadingskillsTohelpSslearnthedetailsofpassage2.TodevelopSs’readingskills.Toconsolidatewhattheyhavelearntinthisclass板書設(shè)計(jì)Module6Reading&VocabularyStep1Leading-inStep2Readingandvocabulary(1)Step3Readingandvocabulary(2)教學(xué)反思新授課教學(xué)設(shè)計(jì)（討論稿）學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod3授課時間22012.5授課班級高二授課教師課型Languagestudy教學(xué)目標(biāo)知識與技能：1.ToletSsmasterhowtoreadapassage.2.ToletSsmastersomewordsandphrasesrelatedtoliterature.過程與方法：Tolearnabouthowthewordsareused情感態(tài)度與價(jià)值觀：Toarousestudents’enthusiasmtoexplorethewaytostudynewvocabulary.教學(xué)重點(diǎn)Tolearnabouthowthewordsareused教學(xué)難點(diǎn)ToletSsmastersomewordsandphrases教學(xué)策略Task-basedmethodandmultimedia教學(xué)環(huán)節(jié)教學(xué)過程內(nèi)容師生活動設(shè)計(jì)意圖StepI:BrainstormingStepII:ObservingandOrganizingStepIII.LearningStepIV.DevelopingStepV.Assignment授課教學(xué)內(nèi)容StepI:BrainstormingRevisethetext.StepII:ObservingandOrganizingLeadtostudents’thinkingofsomevocabularyrelatedtotext.StepIII.LearningAskdifferentgroupleaderstopresentandsharewhattheyhavelearnedaboutthegivenwordsorexpressions.Askstudentstofinishdifferenttaskstocheckiftheyreallyunderstandthewordorphrase.2.LanguagePointsAskSstodiscusstheimportantanddifficultlanguagepoints.Thengivethemsomeexplanation.(1)Eventually,archaeologistsfoundalmost200items,includingsixskullsandmorethan150teeth.(lines2-3,Para2，part1)后來，考古學(xué)家逐漸發(fā)現(xiàn)了約兩百件遺物，包括六十個頭蓋骨和150多顆牙齒。eventuallyadv終于，最后Eg①Itwasalongjourney,butweeventuallyarrived.②Theroadbecamenarrowerandrougherandeventuallypeteredout.(2)Thesediscoveriesprovedtheexistenceofahumanspecieswholivedintheareabetween700,000and200,000yearsago.(lines3-5,Para2，part1)這些發(fā)現(xiàn)證明：在大約二十到七十萬年前就有人類生活在該地區(qū)。Ithasalsobeenprovedthatpeoplelivedtherecontinuouslybetween500,000and10,000yearsago.(lines8-10,para.1,part2)它還證明了一萬到五十萬年前，那里一直有人類生存?！魀rove證明，證實(shí)；證明是，表明是(后面可接名詞、不定式、that從句等)，如：①Hehasprovedhiscourageinthebattle.②Perhapsthisbookwillprovetobeofsomeusetoyouinyourstudies.③Onthelongjourneyheprovedhimselftobeanamusingcompanion.④Peoplehaveproventhatonecandowhateveronstrivestodo.人◆existencen.存在，生存Eg①Doyoubelieveintheexistenceofghosts?②Accordingtosomephilosopher,everythinginexistenceisreasonable.③Thenewspaperceasedtoappearafteranexistenceofthreemonths.※【拓展】comeintoexistence=comeintobeing存在，產(chǎn)生Eg①Nobodyknowshowthisworldcameintoexistence.②Sheworkedinanewcompanywhichcameintoexistencehalfayearago.(3)FoursiteswhereBeijingManandhisrelationslivedwerediscoveredonthenorthernfaceofDragonBoneHill(Longgushan)(lines1-3,para.3,part1)人們在龍骨山的北坡發(fā)現(xiàn)了北京人及其近親居住過的四處遺址。facen斜坡；山坡；（建筑物的）表面EgthenorthfaceoftheEiger艾格爾山北坡acliffface懸崖峭壁※【拓展】facev面對，面向EgHefacedthedifficultywithcourage.他勇敢地面對困難(4)Evenso,theywerequitesophisticated.(lines4-5,para.4,part1)盡管如此，北京人進(jìn)化速度已經(jīng)很高。evenso雖然如此EgTherearemanyspellingmistakes;evensoit’squiteagoodessay.

(5)Someareasarealmostcompletelycoveredinweeds,causingseriousdamage.(lines3-5,para2.part2)部分山洞因受到雨水的侵蝕和空氣接觸，損失嚴(yán)重。causingseriousdamage是現(xiàn)在分詞作結(jié)果狀語。Eg①Hedroppedtheplate,breakingitintopieces.②Thebestplayershavegoneofftothebigclubs,leavingthemthedross.(6)ThisisaveryseriousmatterandtheChineseAcademyofScienceistryingtoraisepublicraise/increasepublicawareness喚醒民眾意識(7)Theyareapreciouspartofourculturalheritage—itisofvitalimportancethatwedosomething.(lines5-7,thelastparaPart2)它們是我們文化遺產(chǎn)中極其寶貴的部分—因此我們采取行動就顯得尤其重要?！皁f+名詞”，作用相當(dāng)于形容詞。常見的名詞有use,importance,help,value等。Eg①It’sofgreatimportance(=veryimportant)toteachthechildrenaboutroadsafety.②Youwillfindthismapofgreatvalueinhelpingyoutogetaroundthecity.StepIV.DevelopingAskstudentstomakeuseofthelearnedwordstomakeastory.Step5.Homework1.AskSstofinishActivity3onpage73andActivity6onpage74.2.AskSstopreviewGrammar(1).ClassactivityClassactivityAndindividualworkGroupworkAndindividualworkIndividualwork教學(xué)目的ToreviewthepassageToaskSsunderstandthepassagebetterandmakethemknowtheusageofthewordsphrasesAskSstousethewordsandphrasesbetter.AskSstoconsolidatetheknowledgeofthismodule.板書設(shè)計(jì)revisionwordsandphrasesstorymaking教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod4授課時間22012.5授課班級高二授課教師課型Grammar(1)教學(xué)目標(biāo)知識與技能：1.ToenableSstolearnanduseSubjectiveMoodinsomeclauses.2.ToenableSstogetthegeneralideaofthepassage.3.ToenableSstotalkaboutsitesanditemsfromtheirlocalorregionalculturalheritage.過程與方法：TohelpSslearnhowtoexpressSubjectiveMood.情感態(tài)度與價(jià)值觀：ToenableSstotalkaboutsitesanditemsfromtheirlocalorregionalculturalheritage教學(xué)重點(diǎn)ToenableSstotalkaboutsitesanditemsfromtheirlocalorregionalculturalheritage.教學(xué)難點(diǎn)TohelpSslearnhowtoexpressSubjectiveMood.教學(xué)策略Task-basedmethodandmultimedia教學(xué)環(huán)節(jié)教學(xué)過程內(nèi)容師生活動設(shè)計(jì)意圖Step1.OrganizeclassStep2.RevisionStep3Grammar(1)Step4HomeworkStep1Greeteachotherandgettheclassinorder.Step2.Revision1.Checktheanswerstothehomework.2.AskfiveSstocometotheblackboardanddictatesomesentencesfromVocabularyandReading.(IfSsarebetteratEnglish,youcanaskthemtotranslatethesesentences)(1)Theyhaverecommendedthatthesitebeclosedandrepaired.(2)Theyhavesuggestedthatthegeneralpublicbeencouragedtohelpwiththeproblem.(3)AprofessorattheAcademyhasproposedthatafundbeestablishedtoraisemoney.(4)Theyhaverequestedthatthegovernmentgetinvolved.Step3.Grammar(1)1.AskSstowatchthesentencesinActivity1andfindouttheirstructureindividually.2.AskSstodoActivity2individuallyandthencheckanswerstotheirpartners.3.HelpSstosumuphowtouseSubjectiveMoodinsomeclauses.(1)虛擬語氣用于賓語從句中①某些表示“建議、命令或要求”等的動詞后面的賓語從句的謂語動詞要求用虛擬語氣。其形式為：主語+要求跟虛擬語氣的動詞+(that)+(should)+動詞原形。常用的動詞有：advise建議，勸告；ask要求；command命令；demand要求，需求；desire渴望；decide決定；determine決定；intend打算；insist堅(jiān)持；order命令；propose提議；prefer寧愿；request要求；require要求，請求；recommend建議，推薦；suggest建議；urge主張；want希望等。如：Heproposedthatwe(should)goforawalk.他提議我們?nèi)ド⒉健hebossrequiredthattheworkers(should)workallnight.老板要求工人整夜工作。Thedoctorstronglyrecommendedthathetakeaholiday.醫(yī)生竭力勸他去休假。Idon’twantthechildrentakenoutinsuchweather.我不希望在這種天氣把孩子帶出去。※【注意】當(dāng)insist表示“堅(jiān)持說，堅(jiān)決認(rèn)為”，suggest表示“表明，暗示”時，后面賓語從句的謂語動詞不用虛擬語氣。比較：Weinsistthatyouacceptthesegifts.我們堅(jiān)決要求你收下這些禮物。Heinsistedthathehaddoneright.他堅(jiān)決認(rèn)為\堅(jiān)持說自己做對了。Isuggestedtohimthatweshouldtackletheproblemanotherway.我向他建議我們用另一種方式處理這個問題。Hiscoolresponsesuggestedthathedidn’tliketheidea.他反應(yīng)冷淡表明他并不喜歡這個主意。②在wish后面的賓語從句中在wish后面的賓語從句中的謂語動詞要求用虛擬語氣，主要有三種形式：表示對現(xiàn)在情況的虛擬：wish+主語+動詞過去時表示對現(xiàn)在情況的虛擬：wish+主語+had+動詞過去分詞表示對現(xiàn)在情況的虛擬：wish+主語+would+動詞原形如：IwishIknewtheanswertothequestion.我希望知道這個問題的答案。HowIwishIhadn’tsaidthattohimlastnight!我多么希望昨天晚上沒對他說那些話！Iwishitwouldstopraining.但愿雨能停住?！咀⒁狻吭诒硎緦^去情況的虛擬時，從句的謂語動詞有時也可用would\should\could\might+have+過去分詞。如：IwishIcouldhaveseenheratthepartylastnight.要是昨天晚上在舞會上能夠見到該多好。③wouldrather\wouldprefer等后面的賓語從句中在wouldrather\wouldprefer等后面的賓語從句中的謂語動詞用虛擬語氣：表示現(xiàn)在或?qū)淼那闆r用過去時；表示過去的情況用had+過去分詞。如：Iwouldratheritwerewinternow.我但愿現(xiàn)在是冬天。IwouldratheryoucameonSunday.希望你星期天來。Iwouldlikeyouhaddonetheworkbefore.我希望你以前做過這項(xiàng)工作。(2)虛擬語氣用在主語從句中：句型：Itis+形容詞\過去分詞\名詞+that從句中謂語動詞用(should)+動詞原形。①常用的形容詞：advisable適當(dāng)?shù)?，合理的；anxious焦慮的；appropriate適當(dāng)?shù)?；better較好的；desirable理想的；essential緊要的；insistent堅(jiān)持的；important重要的；necessary必要的；natural自然的；right正確的；strange奇怪的；surprising驚奇的；regretful遺憾的；urgent緊迫的等。如：Itisnecessarythatwe(should)cleantheroomeveryday.有必要天天打掃房間。Itisnaturalthatsuchahardworkingstudent(should)passtheexam.這么用功的學(xué)生考試及格是很自然的事。②常用的過去分詞：decided決定；demanded要求；desired期望，要求得到；ordered命令；proposed提議； requested要求；suggested建議；required要求；recommended建議，推薦；wanted希望等。如：Itwassuggestedthatshe(should)takepartintheclubactivities.有人建議他參加俱樂部活動。Itisdecidedthatthemeeting(should)beputofftilltomorrow.已經(jīng)決定會議延期到明天。Ithasbeenproposedthatwechangethetopic.有人提議我們改變題目。③常用的名詞：duty職責(zé)；pity遺憾；shame羞恥，不象話；regret遺憾，后悔；nowonder不足為奇；nosurprise不奇怪。如：Itisapitythatyou(should)besocareless.遺憾的是你如此粗心。Itisnowonderthatheshouldhavesucceeded.他成功了是不足為奇的。(3)虛擬語氣用在表語從句中：①asif\asthough引導(dǎo)的表語從句：當(dāng)asif引導(dǎo)表語從句時，從句的謂語動詞可用陳述也可用虛擬語氣。其形式如下：主語+動詞的過去時(were\was)(表示與主句動作同時發(fā)生)主句+asif(though)+主語+could\would+動詞原形(表示動詞可能在將來發(fā)生)主語+had+過去分詞（表示從句的動作先于主句的動作發(fā)生）如：Tonylooksasif\thoughhenevergotasquaremeal.托尼好像從沒吃過飽飯一樣。Hequicklyranhome,lookingasiftherewassomethingwrongwithhim.他快步跑回家，看上去好像有什么事不對勁?！颈容^】Itlookedasifsheweremadeofice.她看起來似乎是冰做的。Itlooksasifitisn’tcleanenoughtobathehere.看起來海水好像不干凈，不能游泳。②某些名詞如advice,demand,decision,desire,idea,order,plan,proposal,requirement,request,suggestion等作主語時，后面表語從句的謂語動詞用(should)+動詞原形。如：Hisproposalisthatwe(should)getridofthebadhabits.他建議我們摒棄這些不良習(xí)慣。(4)虛擬語氣用在同位語從句中:某些名詞如advice,demand,decision,desire,idea,order,plan,proposal,requirement,request,suggestion等后面的同位語從句的謂語動詞用(should)+動詞原形。如：Hemadethesuggestionthatwe(should)gobytrain.他建議我們坐火車去。Hegaveordersthattheyshouldgohomeatonce.他命令他們立刻回家。(5)虛擬語氣用于Itis(high)time(that)引起的從句：意為“該是做某事的時間了”。如：Itistimethatwewenthome.我們該回家了。Step4.HomeworkAskSstodoActivity1andActivity2intheWorkbookonpage121.GreeteachotherClassactivityIndividualworkGroupworkAskSstogettheconclusionaccordingtosomeexamplesgivenbytheteachers.AskSstothinkoutasmanyrulesbythemselvesaspossible.Togettheclassinorder.ToenableSstoknowaboutthecorrectorderofinversioninthesentences.ToenableSstomasterasmanyrulesaboutinversionaspossible.Toconsolidatewhattheyhavelearntinthisclass板書設(shè)計(jì)Module6Grammar(1)Step1Grammar(1)Step2ExercisesStep3Homework教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod5授課時間22012.5授課班級高二授課教師課型Grammar(2)andfunction教學(xué)目標(biāo)知識與技能：1.ToenableSstotalkaboutthedisappearinglanguagesandencouragethemtovaluehumanheritage.2.TogetSstoknowsomethingabouttheLivingTreasuresProgram.3.TohelpSstoknowaboutAdverbialclausesofplace,conditionandconcession.過程與方法：TohelpSstoknowaboutthecultureofanothergroupofpeople.情感態(tài)度與價(jià)值觀：ToenableSstotalkaboutthedisappearinglanguagesandencouragethemtovaluehumanheritage.教學(xué)重點(diǎn)ToenableSstoknowaboutAdverbialclausesofplace,conditionandconcession.教學(xué)難點(diǎn)TohelpSslearnhowtouseAdverbialclausesofplace,conditionandconcession.教學(xué)策略Task-basedmethodandmultimedia教學(xué)環(huán)節(jié)教學(xué)過程內(nèi)容師生活動設(shè)計(jì)意圖Step1.OrganizeclassStep2.Grammar(2)Step3.EverydayEnglishStep4.SpeakingStep5HomeworkStep1Greeteachotherandgettheclassinorder.CheckwhetherSshavefinishedtheirhomework.Step2.Grammar(2)andFunction1.AskSstolookatsentencesfromtheconversationofListeningandVocabularyandfinishActivity1.2.AskSstodiscusshowtouseAdverbialclausesofplace,conditionandconcession.在復(fù)合句中起狀語作用的從句叫狀語從句。按其意義可分為時間、地點(diǎn)、原因、條件、讓步、比較、目的、結(jié)果、方式等類別。不同的狀語從句是由不同的連接詞引導(dǎo)的，因此，要掌握狀語從句的用法，記住連接詞尤為重要。本模塊我們主要復(fù)習(xí)地點(diǎn)、條件、讓步和時間狀語從句。(1)地點(diǎn)狀語從句。常由連詞where(在……地方)，wherever（無論……在哪里）和anywhere(無論哪里，任何地方)，everywhere(到處，任何地方)等引導(dǎo)。如：Wherethereisawill,thereisaway.有志者事竟成。Putitwherewecanallseeit.把它放在我們都看得見的地方。(2)條件狀語從句。通常由連詞if,unless(除非)，incase(萬一，如果)，as\solongas(只要)，supposing\supposed(假設(shè))，provided\providing(that)(假如)，onconditionthat(如果)，giventhat(假設(shè))等以及onlyif和ifonly等引導(dǎo)。如：Iwon’tgotothepartyunlessI’minvited.除非我被邀請，否則我不會去參加晚會的。Incaseyouneedsomething,pleasedon’thesitatetoletmeknow.如果你需要什么東西，請不客氣地對我說。SolongasIlive,Imuststudy.只要還活著，我就要學(xué)習(xí)。(3)讓步狀語從句。引導(dǎo)讓步狀語從句的連詞較多，常見的有①由evenif\eventhough引導(dǎo)，意為“即使”。如：Hewillcomeontimeeventhoughitrains.即使下雨,他還是會準(zhǔn)時來的。Eventhoughyoudonotlikeit,youmustdoit.即使你不喜歡這工作，你也得做。②how\what\who\which…+ever=nomatterhow\what\who\which…引導(dǎo)，意為“無論……”。如：Hecananswerthequestionhoweverharditis.不管問題有多難他都能回答。Nomatterwhat\Whateveryoumaydo,doitwell.不論你做什么，好好地做。Whicheversidewins,Ishallbesatisfied.不論哪一邊勝，我都高興。③由though\although\while\as引導(dǎo)，意為“雖然，盡管”。如：Thoughtheymaynotsucceed,theywillstilltry.即使他們可能不會成功，但他們?nèi)耘L試。Althoughmyuncleisold,helooksverystrongandhealthy.我的叔叔雖然老了，但他看上去還是很健壯。WhileIlikethecolorofthehat,Idonotlikeitsshape.我雖然喜歡這頂帽子的顏色，但卻不喜歡它的樣式。Coldasitwas,theywentonworking.盡管天氣很冷，他們?nèi)圆煌５毓ぷ?。④由once引導(dǎo)，意為“一旦”。如：Onceprinted,thisbookwillbeverypopular!一旦出版，這本書將會非常暢銷！Onceyoubeginyoumustcontinue.你一旦開始,便不可停下來。⑤由incase引導(dǎo)，意為“萬一，如果”。如：Takeahatwithyouincasethesunisveryhot.倘若太陽很利害，你就把帽子戴上。⑥whether…or…引導(dǎo)的讓步狀語從句，意為“不管；無論”，如：Ishallgo,whetheryoucomewithmeorstayathome.不論你來還是留在家中，我都要去。Whetherwehelphimornot,hewillfail.不論我們幫助他與否,他都將失敗?！咎貏e提醒】學(xué)習(xí)或復(fù)習(xí)狀語從句應(yīng)注意以下問題：①as\though引導(dǎo)的讓步狀語從句要用倒裝語序。如：Youngasheis,heworkshard.他雖年輕但努力工作。Teacherasheis,heisnorcapableofteachingallsubjects.雖然他是老師，但是不能教所有的科目。MuchasIlikeit,Idon’twanttobuyit.我很喜歡這東西，但并不想買它。Tryashemight,hecouldn’tliftthebox.他試過多次，但仍扛不起那盒子。②在if,unless等引導(dǎo)的條件狀語從句和某些讓步狀語從句中用一般現(xiàn)在時表將來。如：Ifweatherpermit,wewillgototheparktomorrow.如果天氣好的話，明天我們?nèi)ス珗@。Keepcalm,whateverhappens.無論發(fā)生什么事都要保持冷靜。3.AskSstogothroughthephrasesintheboxinActivity2andthenfinishit.Step3.EverydayEnglish1.AskSstochoosethecorrectmeaningoftheexpressionsinEverydayEnglish.2.AskSstomakedialogueswiththesephraseswiththeirpartnersandtheninvitesomeSstoact.Step4.Speaking1.AskSstoreadthewordsfor“hello”inActivity1andguesswhichlanguagestheyare.2.AskSstoreadthepassageandanswerthequestionsinActivity2.3.AskSstoworkinpairsandtalkaboutthequestionsinActivity3onpage80.Step5.HomeworkAskSstomakealistoftheworldheritagesitesthatyouknowaboutinChinaandresearchtheinformation.GreeteachotherClassactivityIndividualworkGroupworkAskSstogettheconclusionaccordingtosomeexamplesgivenbytheteachers.AskSstothinkoutasmanyrulesbythemselvesaspossible.Togettheclassinorder.ToenableSstoknowaboutthecorrectorderofinversioninthesentences.ToenableSstomasterasmanyrulesaboutinversionaspossible.Toconsolidatewhattheyhavelearntinthisclass板書設(shè)計(jì)Module6Grammar(2)andFunctionStep1FunctionStep2Grammar(1)Step3ExercisesStep4Homework教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod6授課時間22012.5授課班級高二授課教師課型Vocabularyandlistening,EverydayEnglish教學(xué)目標(biāo)1.ToenableSstoknowsomeskillsoflistening.2.Tostudysomedailyexpressions.3.ToenableSstouseAdverbialclausesofplace,conditionandconcession教學(xué)重點(diǎn)ToenableSstoknowsomeskillsoflistening.教學(xué)難點(diǎn)ToenableSstoknowsomeskillsoflistening教學(xué)策略Task-basedmethodandmultimedia教學(xué)環(huán)節(jié)教學(xué)過程內(nèi)容師生活動設(shè)計(jì)意圖OrganizeclassStep1.RevisionStep2.Pre-listeningStep3.While-listeningStep4.Post-listeningStep5HomeworkGreeteachotherandgettheclassinorder.CheckwhetherSshavefinishedtheirhomework.Step1.RevisionChecktheanswerstoActivity1andActivity2inWorkbook(P121).Step2.Pre-listening1.ShowSssomepicturesandaskthefollowingquestions:(1)Doyouknowthenameoftheculturalheritage?Whereisit?(2)Doyouwanttoknowmoreaboutit?SuggestedAnswers:(1)Stonehenge,InEngland(2)Open2.AskSstocompletethepassageinActivity1withthewordsgivenintheboxonpage76.Step3.While-listening1.AskSstogothroughthequestionsinActivity3,andthenlistentothetapeandanswerthem.2.AskSstolistentothetouristguideandfinishActivity2onpage76.3.AskSstolistenagainandfillinthemissingwords.FXExteriorGuide:WelcometoStonehenge,everyone.(1)wegetoffthebus,canIsuggestthatyouallbringanumbrella(2)itrains?Tourist1:Ihaven’tgotanumbrella.Guide:Ohwell,(3)…(4),you’llbeOK.Tourist1:Ihaven’tgotaraincoat,either.Guide:Whynot?Tourist1:Becauseit’sthemiddleofJuly!Guide:Well,(5)it’sthemiddleofJuly,werecommendthatyoutakewarmandwaterproofclothingwithyou.Anyway,(6),you’regoingtohaveamarveloustime(7)you’rehere.(8)yougetwet,Ipromiseyou’llhave(9).Step4.Post-listeningAskSstorole-playfollowingtheinstructionsinActivity4.Step5.Homework1.AskSstodoActivity3intheWorkbookonpage121.2.AskSstopreviewSpeakingandReadingPractice.GreeteachotherClassactivityIndividualworkPairworkIndividualworkIndividualworkGroupworkIndividualworkandpairworkTogettheclassinorder.ToenableSstoknowaboutthecorrectorderofinversioninthesentences.ToenableSstomasterasmanyrulesaboutinversionaspossible.Toconsolidatewhattheyhavelearntinthisclass板書設(shè)計(jì)Module6Grammar(2)andFunctionStep1RevisionStep2Pre-ListeningStep3WhilelisteningStep4PostlisteningStep5Homework教學(xué)反思英語組新授課教學(xué)設(shè)計(jì)學(xué)科英語課題Module6TheWorld’sCulturalHeritagePeriod7授課時間22012.5授課班級高二授課教師課型Culturecorner,TaskModuleFile教學(xué)目標(biāo)1.ToenableSstomakeaconclusionofthismoduleanddeepenwhattheyhavelearnedinthemodule.2.ToenableSst