古人云，工欲善其事，必先利其器。准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动，使教师有一个简单易懂的教学思路。你知道如何去写好一份优秀的教案呢？下面的内容是小编为大家整理的TheWorld’sCulturalHeritage教案，希望对您的工作和生活有所帮助。

TheWorld’sCulturalHeritage教案
Module6TheWorld’sCulturalHeritage

I．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。
VocabularyandReading部分通过阅读TheAmazingCavesofZhoukoudian和BeijingManHeritagesitsinDanger，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。
ListeningandVocabulary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)andFunction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Activity2的练习进一步巩固。
ReadingandWriting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。
EverydayEnglish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。
ReadingPractice部分通过阅读文章ChineseCulturalHeritageBidforUNESCO，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。
CulturalCorner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。
ModuleFile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,ReadingandWriting
第二课时：VocabularyandReading
第三课时：Grammar(1),ReadingPractice
第四课时：ListeningandVocabulary,Grammar(2)andFunction,EverydayEnglish
第五课时：Speaking,CulturalCorner
第六课时：Task,ModuleFile
IV．教学步骤
Period1Introduction,ReadingandWriting
TeachingGoals:
1.ToarouseSs’interestinlearningaboutTheWorld’sCulturalHeritage;
2.TogetSstoknowaboutTheWorldHeritageList;
3.TogetSstoknowthedifferencebetweentangibleculturalheritageandintangibleculturalheritage;
4.ToenableSstowriteaparagraphaboutanintangiblehumanheritage.
TeachingProcedures:
Step1.Introduction
1.AskSstolookatthetitleofthismoduleandanswerthefollowingquestions:
Q1.Howmuchdoyouknowabouttheworld’sculturalheritage?
Q2.Whichitemsareacountry’sculturalheritage?
Q3.CanyougivesomeexamplesofChina’sCulturalHeritage?
SuggestedAnswers:
A1.Open
A2.Open
A3.TheGreatWall,MtTaishan,TheForbiddenCity,theTempleofHeaven,TheImperialPalace,TempleofHeaven,classicalgardensinSuzhou…
2.ShowSstwopicturesaboutSuzhouandaskthemtodiscussthefollowingquestionsinpairs.
Q1.WhereisSuzhou?
Q2.Howmanypeoplelivethere?
Q3.Whatisitfamousfor?
Q4.WhathappenedinSuzhouinJune2004?
3.AskSstoreadthroughthewordsinActivity2andthenanswerthequestions.
4.AskSstoreadthepassageTheWorldHeritageListandthenfinishActivities3and4onpage71.
Step2.ReadingandWriting
1.Leading-in
(1)AttheSuzhouconferenceinJune2004,oneofthedelegatespraisedChina’sworkonheritagesites,doyouknowwhathesay?
SuggestedAnswer:
“Chinahasdoneexcellentworkinprotectingworldheritage,bothtangibleandintangible”.
(2)AskSstolookatthepicturestoguesswhichculturalheritagetheybelongto,tangibleorintangible?(Theybelongtointangibleculturalheritage.)
KunquoperaTheMid-AutumnFestival
2.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.
IntangibleCulturalHeritage
ConsistenceExamples
Oralheritage
Livinghumantreasures
Endangeredlanguages
Traditionalmusicoftheworld
SuggestedAnswers:
IntangibleCulturalHeritage
ConsistenceExamples
OralheritageKunquOpera(昆曲,中国)
TheOruroCarnival(欧如偌狂欢节,玻利维亚)
RoyalAncestralRiteandRitualMusicinJongmyoShrine(宫廷宗庙祭礼乐,韩国)
LivinghumantreasuresThreeoldernewMexicans
EndangeredlanguagesSouthernTujia(spokeninthemountainousareaofcentralsouthChina),
TheGelolanguage(insouthernChina)
TraditionalmusicoftheworldKunquopera,noh(能乐,Jap.)
3.Writing
(1)AskSstochooseoneoftheexamplesabovetodiscussitandwritethemainpointsdownfollowingthenotesinActivity2.
(2)AskSstowriteashortessayaboutanintangibleculturalheritage.
(3)AskSstoexchangetheiressayswiththeirpartnersandthenasksomeSstoreadtheiressaystothewholeclassandcommentthem.
(4)InstructSshowtowriteanessayaboutintangibleculturalheritage—theChinesefestivals.GiveSsthefollowingpresentation.
中国的传统节日渊源流长，至今为海内外炎黄子孙所奉行。春节(TheSpringFestival)、元宵节(TheLanternFestival)、端午节(TheDragonBoatFestival)、中秋节(TheMid-autumnFestival)等等，不同的节日有不同的特征。我们在写书面表达时常常从以下几方面入手：
◆节日的名称和日期。如：
①TheSpringFestivalfallsonthe1stdayofthe1stlunarmonth…
②TheDragonBoatFestivalfallsonthefifthdayofthefifthlunarmonth.
③The15thdayofthe1stlunarmonthistheChineseLanternFestival.
④Everylunarcalendardateof15thAugustistheChinatraditionalday－Mid-autumnFestival.
⑤TheMid-autumnFestivaliscelebratedonthefifteenthdayoftheeighthmoon.
◆节日的起源。如：
①TheMid-AutumnFestivalisatraditionalfestivityforboththeHanandminoritynationalities.ThecustomofworshippingthemooncanbetracedbackasfarastheancientXiaandShangDynasties.
②TherearemanydifferentbeliefsabouttheoriginoftheLanternFestival.Butonethingforsureisthatithadsomethingtodowithreligiousworship.
◆节日习俗(包括食物、人的活动等)。如：
①ChinesepeopleusuallyputupstickSpringFestivalcouplets(春联)onfrontgatesoftheirhouses…settingofffirecrackers…takesomemoneyfromyourparents…havetheyearsupper
②ZongziisthetraditionalfoodfortheDragonBoatFestival.
③Atthistime,peoplewilltrytosolvethepuzzlesonthelanternsandeatyuanxiao
④Jiaozi,fish,chickenandotherstewedmeatarethemaindishesfortheSpringFestival,
⑤Inadditiontojiaozi,themostcommonfoodfortheSpringFestivalarenoodles,Newyear’scakesandtangyuan.
◆节日的意义。如：
①SpringFestival,alsoknownastheChineseNewYearisthemostimportantholidayinChina.TotheChinesepeopleitisasimportantasChristmastopeopleintheWest.
②ItisgenerallybelievedthatthefestivaloriginatedtocelebratethememoryoftheancientpatrioticpoetQuYuan.
③AutumnisaharvestseasonandMid-autumnisareunionday.
④Itisatimeforrelaxationandcelebration.
(5)AskSstowriteanessayabouttheLanternFestivalaccordingtothefollowingChinese.
①早在西汉时期，元宵节已是重要的节日；
②观灯、猜灯谜；焰火；
③吃元宵（也叫“汤圆”，音似“团圆”。吃元宵表示家人团圆、和谐、幸福）；
④舞龙灯、划旱船、踩高跷等表演；
注意：①不要逐句翻译，可适当增加细节；
②词数：120左右。
③参考词汇：表示denote焰火firework踩高跷walkingonstilts
OnePossibleVersion
LanternFestival
TheLanternFestivalfallsonthe15thdayofthe1stlunarmonth.AsearlyastheWesternHanDynasty,ithadbecomeafestivalwithgreatsignificance.
Thisday’simportantactivityiswatchinglanterns.Lanternsofvariousshapesandsizesarehunginthestreet.“Guessinglanternriddles”isanessentialpartoftheFestival.Peoplewilleatyuanxiaoonthisday,soitisalsocalledthe“YuanxiaoFestival”.Yuanxiaoalsohasanothername,tangyuan,whichinChinesehasasimilarpronunciationwith“tuanyuan”.Sopeopleeatthemtodenoteunion,harmonyandhappinessforthefamily.
Inthedaytime,thereareperformancessuchasadragonlanterndance,alandboatdance,walkingonstiltsandsoon.Onthenight,exceptformagnificentlanterns,fireworksformabeautifulscene.
Step3.Homework
AskSstopreviewReadingandVocabularyinthemodule.
Period2VocabularyandReading
TeachingGoals:
1.ToletSsmasterhowtoreadapassage.
2.ToletSsmastersomewordsandphrases.
3.TogetSstotalksomethingaboutBeingManandthecavesofZhoukoudian.
4.ToenableSstolearnhowtogetusefulinformationduringreading.
Teachingprocedures:
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)agreement
Step2.Pre-reading
LetSslookatthepicturetoanswerthequestion.EncourageSstosayasmuchaspossible.
HowmuchdoyouknowaboutBeijingManandthecavesofZhoukoudian?

Step3.While-reading
1.AskSstoreadpart1ofthepassageandfindtheinformationinActivity1.
2.AskSstoreadpart2andfindtheinformationinActivity2.
3.AskSstoreadtheinformationinActivity4andcheckwhichpartofthepassageitappearsin.
4.AskSstoreadthepassageagainandexplainwhattheword“they”refertointhesentencesinActivity5.
Step4.Post-reading
1.Discussion
AskSstoanswerthequestionsinActivity7individuallyandthencheckwiththeirpartners.
2.LanguagePoints
AskSstodiscusstheimportantanddifficultlanguagepoints.Thengivethemsomeexplanation.
(1)Eventually,archaeologistsfoundalmost200items,includingsixskullsandmorethan150teeth.(lines2-3,Para2，part1)后来，考古学家逐渐发现了约两百件遗物，包括六十个头盖骨和150多颗牙齿。
eventuallyadv终于，最后
Eg①Itwasalongjourney,butweeventuallyarrived.
②Theroadbecamenarrowerandrougherandeventuallypeteredout.

Therewassuchalongqueueforcoffeeattheintervalthatwe_______gaveup.(2005上海)
A.eventuallyB.unfortunatelyC.generallyD.purposefully(Key:A)
(2)Thesediscoveriesprovedtheexistenceofahumanspecieswholivedintheareabetween700,000and200,000yearsago.(lines3-5,Para2，part1)这些发现证明：在大约二十到七十万年前就有人类生活在该地区。
Ithasalsobeenprovedthatpeoplelivedtherecontinuouslybetween500,000and10,000yearsago.(lines8-10,para.1,part2)它还证明了一万到五十万年前，那里一直有人类生存。
◆prove证明，证实；证明是，表明是(后面可接名词、不定式、that从句等)，如：
①Hehasprovedhiscourageinthebattle.
②Perhapsthisbookwillprovetobeofsomeusetoyouinyourstudies.
③Onthelongjourneyheprovedhimselftobeanamusingcompanion.
④Peoplehaveproventhatonecandowhateveronstrivestodo.人
◆existencen.存在，生存
Eg①Doyoubelieveintheexistenceofghosts?
②Accordingtosomephilosopher,everythinginexistenceisreasonable.
③Thenewspaperceasedtoappearafteranexistenceofthreemonths.
※comeintoexistence=comeintobeing存在，产生
Eg①Nobodyknowshowthisworldcameintoexistence.
②Sheworkedinanewcompanywhichcameintoexistencehalfayearago.
(3)FoursiteswhereBeijingManandhisrelationslivedwerediscoveredonthenorthernfaceofDragonBoneHill(Longgushan)(lines1-3,para.3,part1)
人们在龙骨山的北坡发现了北京人及其近亲居住过的四处遗址。
facen斜坡；山坡；（建筑物的）表面
EgthenorthfaceoftheEiger艾格尔山北坡acliffface悬崖峭壁
※
facev面对，面向
EgHefacedthedifficultywithcourage.他勇敢地面对困难

①(2005北京春)___withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.
A.TofaceB.HavingfacedC.FacedD.Facing（C）
②(2006四川)________withsomuchtrouble,wefailedtocompletethetaskontime.
A.FacedB.FaceC.FacingD.Toface（A）
(4)Evenso,theywerequitesophisticated.(lines4-5,para.4,part1)
尽管如此，北京人进化速度已经很高。
evenso虽然如此
EgTherearemanyspellingmistakes;evensoit’squiteagoodessay.
(2005江西)Youruncleseemstobeagooddriver:_____Iwouldn’tdaretotravelinhiscar.
A.evensoB.eventhoughC.thereforeD.so
Key:A
(5)Someareasarealmostcompletelycoveredinweeds,causingseriousdamage.(lines3-5,para2.part2)部分山洞因受到雨水的侵蚀和空气接触，损失严重。
causingseriousdamage是现在分词作结果状语。
Eg①Hedroppedtheplate,breakingitintopieces.
②Thebestplayershavegoneofftothebigclubs,leavingthemthedross.

①(2005山东)Oilpriceshaverisenby32%sincethestartoftheyear,_____arecordUS867.65abarrelonApril.(Key:B)
A.havereachedB.reachingC.toreachD.tobereaching
②(NMET1998)Europeanfootballisplayedin80countries,_______itthemostpopularsportintheworld.(Key:A)
A.makingB.makesC.madeD.tomake
(6)ThisisaveryseriousmatterandtheChineseAcademyofScienceistryingtoraisepublicawarenessaboutit.(lines1-3,para5,part2)形势相当严峻，中国科学院正在努力唤醒国民的（保护）意识。
raise/increasepublicawareness唤醒民众意识
(7)Theyareapreciouspartofourculturalheritage—itisofvitalimportancethatwedosomething.(lines5-7,thelastparaPart2)
它们是我们文化遗产中极其宝贵的部分—因此我们采取行动就显得尤其重要。
“of+名词”，作用相当于形容词。常见的名词有use,importance,help,value等。
Eg①It’sofgreatimportance(=veryimportant)toteachthechildrenaboutroadsafety.
②Youwillfindthismapofgreatvalueinhelpingyoutogetaroundthecity.
3.Listening
(1)AskSstolistentoPart1andfinishthefollowingtable.
TimeWhatHappened
In1929
In1937
In1949
In1987
SuggestedAnswers:TimeWhatHappened
In1929Someprehistoricboneswerediscovered.
In1937JapaninvadedChinaandtheexcavationswerestopped.
In1949ThePeople’sRepublicofChinawasestablishedandtheworkwasstartedagain.
In1987Zhoukoudianwaslistedasaworldheritagesite.
(2)AskSstolistentoPart2andfillingthemissingwords.
BeijingManHeritageSiteindanger
TheZhoukoudianBeijingManSiteisoneofthemostimportant___(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)___thatafundbeestablishedtoraisemoney.
DrZhuMingoftheAcademysaid,“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)Ifnot
Step5.Homework
1.AskSstofinishActivity3onpage73andActivity6onpage74.
2.AskSstopreviewGrammar(1).
Period3Grammar(1),ReadingPractice
TeachingGoals:
1.ToenableSstolearnanduseSubjectiveMoodinsomeclauses.
2.ToenableSstogetthegeneralideaofthepassage.
3.ToenableSstotalkaboutsitesanditemsfromtheirlocalorregionalculturalheritage.
Teachingprocedures:
Step1.Revision
1.Checktheanswerstothehomework.
2.AskfiveSstocometotheblackboardanddictatesomesentencesfromVocabularyandReading.(IfSsarebetteratEnglish,youcanaskthemtotranslatethesesentences)
(1)Theyhaverecommendedthatthesitebeclosedandrepaired.
(2)Theyhavesuggestedthatthegeneralpublicbeencouragedtohelpwiththeproblem.
(3)AprofessorattheAcademyhasproposedthatafundbeestablishedtoraisemoney.
(4)Theyhaverequestedthatthegovernmentgetinvolved.
Step2.Grammar(1)
1.AskSstowatchthesentencesinActivity1andfindouttheirstructureindividually.
2.AskSstodoActivity2individuallyandthencheckanswerstotheirpartners.
3.HelpSstosumuphowtouseSubjectiveMoodinsomeclauses.
(1)虚拟语气用于宾语从句中
①某些表示“建议、命令或要求”等的动词后面的宾语从句的谓语动词要求用虚拟语气。其形式为：主语+要求跟虚拟语气的动词+(that)+(should)+动词原形。常用的动词有：
advise建议，劝告；ask要求；command命令；demand要求，需求；desire渴望；decide决定；determine决定；intend打算；insist坚持；order命令；propose提议；prefer宁愿；request要求；require要求，请求；recommend建议，推荐；suggest建议；urge主张；want希望等。如：
Heproposedthatwe(should)goforawalk.他提议我们去散步。
Thebossrequiredthattheworkers(should)workallnight.老板要求工人整夜工作。
Thedoctorstronglyrecommendedthathetakeaholiday.医生竭力劝他去休假。
Idon’twantthechildrentakenoutinsuchweather.我不希望在这种天气把孩子带出去。
※
当insist表示“坚持说，坚决认为”，suggest表示“表明，暗示”时，后面宾语从句的谓语动词不用虚拟语气。比较：
Weinsistthatyouacceptthesegifts.我们坚决要求你收下这些礼物。
Heinsistedthathehaddoneright.他坚决认为坚持说自己做对了。
Isuggestedtohimthatweshouldtackletheproblemanotherway.我向他建议我们用另一种方式处理这个问题。
Hiscoolresponsesuggestedthathedidn’tliketheidea.他反应冷淡表明他并不喜欢这个主意。
②在wish后面的宾语从句中
在wish后面的宾语从句中的谓语动词要求用虚拟语气，主要有三种形式：
表示对现在情况的虚拟：wish+主语+动词过去时
表示对现在情况的虚拟：wish+主语+had+动词过去分词
表示对现在情况的虚拟：wish+主语+would+动词原形
如：
IwishIknewtheanswertothequestion.我希望知道这个问题的答案。
HowIwishIhadn’tsaidthattohimlastnight!我多么希望昨天晚上没对他说那些话！
Iwishitwouldstopraining.但愿雨能停住。
※
在表示对过去情况的虚拟时，从句的谓语动词有时也可用wouldshouldcouldmight+have+过去分词。如：
IwishIcouldhaveseenheratthepartylastnight.要是昨天晚上在舞会上能够见到该多好。
③wouldratherwouldprefer等后面的宾语从句中
在wouldratherwouldprefer等后面的宾语从句中的谓语动词用虚拟语气：表示现在或将来的情况用过去时；表示过去的情况用had+过去分词。如：
Iwouldratheritwerewinternow.我但愿现在是冬天。
IwouldratheryoucameonSunday.希望你星期天来。
Iwouldlikeyouhaddonetheworkbefore.我希望你以前做过这项工作。
(2)虚拟语气用在主语从句中：
句型：Itis+形容词过去分词名词+that从句中谓语动词用(should)+动词原形。
①常用的形容词：advisable适当的，合理的；anxious焦虑的；appropriate适当的；better较好的；desirable理想的；essential紧要的；insistent坚持的；important重要的；necessary必要的；natural自然的；right正确的；strange奇怪的；surprising惊奇的；regretful遗憾的；urgent紧迫的等。如：
Itisnecessarythatwe(should)cleantheroomeveryday.有必要天天打扫房间。
Itisnaturalthatsuchahardworkingstudent(should)passtheexam.这么用功的学生考试及格是很自然的事。
②常用的过去分词：decided决定；demanded要求；desired期望，要求得到；ordered命令；proposed提议；requested要求；suggested建议；required要求；recommended建议，推荐；wanted希望等。如：
Itwassuggestedthatshe(should)takepartintheclubactivities.有人建议他参加俱乐部活动。
Itisdecidedthatthemeeting(should)beputofftilltomorrow.已经决定会议延期到明天。
Ithasbeenproposedthatwechangethetopic.有人提议我们改变题目。
③常用的名词：duty职责；pity遗憾；shame羞耻，不象话；regret遗憾，后悔；nowonder不足为奇；nosurprise不奇怪。如：
Itisapitythatyou(should)besocareless.遗憾的是你如此粗心。
Itisnowonderthatheshouldhavesucceeded.他成功了是不足为奇的。
(3)虚拟语气用在表语从句中：
①asifasthough引导的表语从句：
当asif引导表语从句时，从句的谓语动词可用陈述也可用虚拟语气。其形式如下：
主语+动词的过去时(werewas)(表示与主句动作同时发生)
主句+asif(though)+主语+couldwould+动词原形(表示动词可能在将来发生)
主语+had+过去分词（表示从句的动作先于主句的动作发生）
如：
Tonylooksasifthoughhenevergotasquaremeal.托尼好像从没吃过饱饭一样。
Itseemedasifthemeetingwouldneverend.看起来会议没完没了。
Hequicklyranhome,lookingasiftherewassomethingwrongwithhim.他快步跑回家，看上去好像有什么事不对劲。
※
Itlookedasifsheweremadeofice.她看起来似乎是冰做的。
Itlooksasifitisn’tcleanenoughtobathehere.看起来海水好像不干净，不能游泳。
②某些名词如advice,demand,decision,desire,idea,order,plan,proposal,requirement,request,suggestion等作主语时，后面表语从句的谓语动词用(should)+动词原形。如：
Hisproposalisthatwe(should)getridofthebadhabits.他建议我们摒弃这些不良习惯。
Ourplanisthatthework(should)befinishedaheadoftime.我们的计划是提前完成工作。
Myideaisthatwe(should)doexercisesfirst.我的主意是先做练习。
(4)虚拟语气用在同位语从句中:
某些名词如advice,demand,decision,desire,idea,order,plan,proposal,requirement,request,suggestion等后面的同位语从句的谓语动词用(should)+动词原形。如：
Hemadethesuggestionthatwe(should)gobytrain.他建议我们坐火车去。
Hegaveordersthattheyshouldgohomeatonce.他命令他们立刻回家。
(5)虚拟语气用于Itis(high)time(that)引起的从句：意为“该是做某事的时间了”。如：
Itistimethatwewenthome.我们该回家了。
4.GiveanexampleandthenaskSstorewritethesentenceinActivity3usingtheverbsgiveninthebox.
Step3.ReadingPractice
1.Pre-reading
(1)Leading-in
AskSstospeakoutasmanytangibleculturalheritageandintangibleculturalheritageaspossible.(WritethemontheblackboardtobepreparedforActivity1.)

(2)Speaking
AskSstolookatthelistofChina’sculturalheritageinActivity1onpage81andthenaskthemtotellthetangibleculturalheritagefromtheintangibleculturalheritage.
2.While-reading
(1)Fastreading
①AskSstoreadthepassagequicklytofindthefollowingquestions:
Q1.Howmanyexamplesdoesthepassagereferto?Whatarethey?
Q2.WhichitemswillbeincludedinabidtobeaddedtotheUNESCOlist?
Q3.WhichareotherexamplesofChina’sintangibleculturalheritage?
SuggestedAnswers:
A1.Thereare7.TCM,Mid-AutumnFestival,GuqinMusic,KunquOpera,ShaolinKungfu,theepicofTibetanKingGesser,Chen-styleTaiChi.
A2.TraditionalChineseMedicineandMid-AutumnFestival.
A3.ShaolinKungfu,theworld’slongestepicpoemofTibetanKingGesserandChen-styleTaiChi.
②AskSstogetthegeneralideasofthepassageandthenfinishActivity3.
(2)Intensivereading
①AskSstoreadthepassageagainandfinishActivity4.
②AskSstodoActivity5individuallythencomparetheanswerswithapartner.
3.Languagestudy
AskSstodiscusstheimportantlanguagepointswiththewholeclasstomakesurethemunderstandthepassagebetter.
(1)Everytwoyearsthedirectoryisenlargedbygivingeachcountrythechancetorecommendonecandidate.(lines3-5,Para3)
enlarge扩大，增大
Eg①Iwanttoenlargethelawn.
②Iplannedtoenlargethisphotograph.
③Canyouenlargeonuponwhathasalreadybeensaid?
(2)Whilethebidisgoingthrough,thestategovernmentallocatefundsforeachitem’sprotection.(lines4-5,para4)
gothrough此句中意为“被通过”。此外，还有“经历、经受、履行、把……进行到底”的意思。
Eg①Certainformalitieshavetobegonethroughbeforeonecanemigrate.
②Thedictionaryhasgonethroughteneditions.
③He’sdeterminedtogothroughwiththemarriagedespitehisparents’opposition.
(3)IfTCMisacceptedontheUNESCOlist,doctorsandpractitionerswouldadvocatebothitsadvantagesanditslegalstatusabroad.(lines3-6,para5)
①advocatev主张，提倡；
Eg(a)Iadvocateapolicyofgradualreform.
(b)Doyouadvocatebanningcarsinthecitycenter?
②n提倡者，拥护者
Thisjudgeisastrongadvocateofprisonreform.
(4)Mid-AutumncelebrationsreflectChineseculturaltraditions.(lines1-2,para5)
reflectv反映，归咎
Eg①Theresultsreflectthegreatestcredituponallconcerned.
②Hersadlooksreflectedthethoughtpassingthroughhermind.
③Theliteratureofaperiodreflectsitsvaluesandtastes.
※
reflectionn.反映，沉思，映像
①Yourclothesareareflectionofyourpersonality.
②Onfurtherreflectionshesawhermistake.
③Thecatfeltcuriouswhenshesawherownreflectioninthemirror.

①(2006上海春)ean’sstrongloveforhiscountryis_______inhisrecentlypublishedpoems.(Key:B)
A.relievedB.reflectedC.respondedD.recovered
②(2004上海春)Usuallyachild’sbehaviourisa_________ofhisfamilyenvironment.(Key:B)
A.recognitionB.reflectionC.returnD.record
(5)Withmorethan50millionChineselivingandworkingoverseas,theMid-AutumnFestivalremindsthemoftheirChineseoriginsandwouldhelptouniteChinesepeopleallovertheworld(lines2-5,para6)
remindv提醒,使想起
①Thisstoryremindsmeofmychildhood.
②Pleaseremindmetowritetomymothertomorrow.
③Travelersareremindedthatmalariatabletsareadvisable.
①(2000上海春)Whatyousaidjustnow_______meofthatAmericanprofessor.
(Key:C)
A.mentionedB.informed?C.remindedD.memorized?
②(2005江苏)Inourchildhood,wewereoften_______byGrandmatopayattentiontoourtablemanners.(Key:B)
A.determinedB.remindedC.allowedD.hoped
(6)UNESCO’sagendafortheworld’stangibleandintangibleheritageisalsotoactasawarningsystemforsiteswhichareatthemercyofredevelopment,pollutionoreventheeffectsoftourism,andculturalactivitieswhichareindanger.(lines1-6,para8)
atthemercyof受……支配，在……的掌控之中
EgTheywerelostatthesea,atthemercyofthewindandweather.
※mercy常见短语：
showmercyon(upon)对……有怜悯心。showmercyto对……表示同情
Eg①Thepeople’senemieswillbeshownnomercy.
②Thekingshowednomercyandkilledalltheprisoners.
③Theyshowedmercytotheirenemies.
(7)UNESCOundertakestotakesitesofftheWorldHeritagelistiftheirpresentstateisthreatenedbyanabsenceofprotection.(lines6-8,para8)
undertakev.从事，保证
Eg①Wecouldundertaketheworkforthetimebeing.
②HeundertooktofinishthejobbyFriday.
③I’llundertakeforyoursecurity.
(8)Inreturn,UNESCOrecognizestheautonomyofprovincial,federalandstateculturalorganizations,butofferssupportandguidancewhenrequested.(lines6-8,prar9)
inreturn(for)作为回报；交换，报答
Eg①Hewasalwaysreadytohelpothers,inreturn,hewaslikedbyeveryone.
②Isenthimapresentinreturnforhishelp.
4.Post-reading
AskSstofinishActivity6insmallgroups.
Step4.Homework
AskSstodoActivity1andActivity2intheWorkbookonpage121.
Period4ListeningandVocabulary
TeachingGoals:
1.ToenableSstoknowsomeskillsoflistening.
2.Tostudysomedailyexpressions.
3.ToenableSstouseAdverbialclausesofplace,conditionandconcession
Teachingprocedures:
Step1.Revision
ChecktheanswerstoActivity1andActivity2inWorkbook(P121).
Step2.Pre-listening
1.ShowSssomepicturesandaskthefollowingquestions:
(1)Doyouknowthenameoftheculturalheritage?Whereisit?
(2)Doyouwanttoknowmoreaboutit?
SuggestedAnswers:
(1)Stonehenge,InEngland(2)Open
2.AskSstocompletethepassageinActivity1withthewordsgivenintheboxonpage76.
Step3.While-listening
1.AskSstogothroughthequestionsinActivity3,andthenlistentothetapeandanswerthem.
2.AskSstolistentothetouristguideandfinishActivity2onpage76.
3.AskSstolistenagainandfillinthemissingwords.
FXExterior
Guide: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).
FXThunderstorm
Guide:Well,hereweare—thisisStonehenge.And,er,thisistypicalStonehengeweather.Butlookaround.(10)youlook,youcanseepartofourculturalheritage.Now,IcantellyoulotsofthingsaboutStonehenge,soyoucanaskmewhateveryoulike.So…anyquestions?
Tourist1:Yes.(11)wasStonehengebuilt?
Guide:Ah—goodquestion.Well,wearen’tsure,butwethinkitwasbuiltabout4,000yearsago.
Tourist2:Andwhobuiltit?
Guide:Nooneiscompletelysure.
Tourist1:IthoughtyousaidyoukneweverythingaboutStonehenge.Youkeepsayingthatyoudon’tknow.
Guide:Yes,butthat’sbecausenooneknows.Well,(12).Thewholethingisamystery.Therearesomegoodtheories,butthat’sit.
Tourist2:Whywasitbuilt?
Guide:Well,itwasdefinitelybuiltforanimportantreason.
Tourist2:Andwhatisit?
Guide:Pardon?
Tourist2:What’stheimportantreason?
Guide:Ahyes.Well,again,wedon’tknow.Butthereareseveraldifferenttheories.Maybeitwasusedbyastronomers.
Tourist2:astronomers?
Guide:Yes.
Tourist:Andwhatdidtheydo?
Guide:Well,theylookedatstars.
Tourist:Youdon’tneedtobuildastonecircletolookatthestars.
Guide:Well,thisisjustonetheory.Anothertheorywasthatitwassomekindofreligiousplace—atemple.Andathirdtheoryisthatitwasaburialground,somewhere(13)importantpeoplewereburiedwhentheydied.
Tourist:And(14)didallthesestonescomefrom?
Guide:Goodquestion-andIDOknowtheanswer.It’sveryinteresting.ThestonesovertherecamefromWales.
Tourist:Fromwhere?
Guide:FromWales?
Tourist:Wales?Butthat’smilesaway!
Guide:Yes.Theybroughtthemfrom200kilometersaway.
Tourist:Why?
Guide:Nooneknows.
Tourist:Whataboutthosestonesoverthere?
Guide:Ah,thesestonesarefromaplacethat’smuchcloser.Theycamefromjust50kilometersaway.
FXThunderclap
Guide:Well,Ithink(15).Ihopeyou’veallhadagoodtime.
Tourists:Yes.It’sbeenthemostinteresting!Thankyouverymuch!
FXRainstormtofade
SuggestedAnswers:
(1)Before(2)incase(3)nottoworry(4)aslongasyou’vegotaraincoat(5)eventhough
(6)nomatterwhathappens(7)while(8)Evenif(9)adaytoremember(10)Wherever(11)When
(12)nooneknowsforcertain(13)where(14)where(15)we’dbettergetbackintothebusnow
Step4.Post-listening
AskSstorole-playfollowingtheinstructionsinActivity4.
Step5.Homework
1.AskSstodoActivity3intheWorkbookonpage121.
2.AskSstopreviewSpeakingandReadingPractice.
Period5Grammar(2)andFunction,EverydayEnglish
Speaking
TeachingGoals:
1.ToenableSstotalkaboutthedisappearinglanguagesandencouragethemtovaluehumanheritage.
2.TogetSstoknowsomethingabouttheLivingTreasuresProgram.
3.TohelpSstoknowaboutthecultureofanothergroupofpeople.
TeachingProcedures:
Step1.Revision
ChecktheanswerstoActivity3intheWorkbookonpage121.
Step2.Grammar(2)andFunction
1.AskSstolookatsentencesfromtheconversationofListeningandVocabularyandfinishActivity1.
2.AskSstodiscusshowtouseAdverbialclausesofplace,conditionandconcession.
在复合句中起状语作用的从句叫状语从句。按其意义可分为时间、地点、原因、条件、让步、比较、目的、结果、方式等类别。不同的状语从句是由不同的连接词引导的，因此，要掌握状语从句的用法，记住连接词尤为重要。本模块我们主要复习地点、条件、让步和时间状语从句。
(1)地点状语从句。常由连词where(在……地方)，wherever（无论……在哪里）和anywhere(无论哪里，任何地方)，everywhere(到处，任何地方)等引导。如：
Wherethereisawill,thereisaway.有志者事竟成。
Putitwherewecanallseeit.把它放在我们都看得见的地方。
(2)条件状语从句。通常由连词if,unless(除非)，incase(万一，如果)，assolongas(只要)，supposingsupposed(假设)，providedproviding(that)(假如)，onconditionthat(如果)，giventhat(假设)等以及onlyif和ifonly等引导。如：
Iwon’tgotothepartyunlessI’minvited.除非我被邀请，否则我不会去参加晚会的。
Incaseyouneedsomething,pleasedon’thesitatetoletmeknow.如果你需要什么东西，请不客气地对我说。
SolongasIlive,Imuststudy.只要还活着，我就要学习。
(3)让步状语从句。引导让步状语从句的连词较多，常见的有
①由evenifeventhough引导，意为“即使”。如：
Hewillcomeontimeeventhoughitrains.即使下雨,他还是会准时来的。
Eventhoughyoudonotlikeit,youmustdoit.即使你不喜欢这工作，你也得做。
②howwhatwhowhich…+ever=nomatterhowwhatwhowhich…引导，意为“无论……”。如：
Hecananswerthequestionhoweverharditis.不管问题有多难他都能回答。
NomatterwhatWhateveryoumaydo,doitwell.不论你做什么，好好地做。
Whicheversidewins,Ishallbesatisfied.不论哪一边胜，我都高兴。
③由thoughalthoughwhileas引导，意为“虽然，尽管”。如：
Thoughtheymaynotsucceed,theywillstilltry.即使他们可能不会成功，但他们仍努力尝试。
Althoughmyuncleisold,helooksverystrongandhealthy.我的叔叔虽然老了，但他看上去还是很健壮。
WhileIlikethecolorofthehat,Idonotlikeitsshape.我虽然喜欢这顶帽子的颜色，但却不喜欢它的样式。
Coldasitwas,theywentonworking.尽管天气很冷，他们仍不停地工作。
④由once引导，意为“一旦”。如：
Onceprinted,thisbookwillbeverypopular!一旦出版，这本书将会非常畅销！
Onceyoubeginyoumustcontinue.你一旦开始,便不可停下来。
⑤由incase引导，意为“万一，如果”。如：
Takeahatwithyouincasethesunisveryhot.倘若太阳很利害，你就把帽子戴上。
⑥whether…or…引导的让步状语从句，意为“不管；无论”，如：
Ishallgo,whetheryoucomewithmeorstayathome.不论你来还是留在家中，我都要去。
Whetherwehelphimornot,hewillfail.不论我们帮助他与否,他都将失败。
※
学习或复习状语从句应注意以下问题：
①asthough引导的让步状语从句要用倒装语序。如：
Youngasheis,heworkshard.他虽年轻但努力工作。
Teacherasheis,heisnorcapableofteachingallsubjects.虽然他是老师，但是不能教所有的科目。
MuchasIlikeit,Idon’twanttobuyit.我很喜欢这东西，但并不想买它。
Tryashemight,hecouldn’tliftthebox.他试过多次，但仍扛不起那盒子。
②在if,unless等引导的条件状语从句和某些让步状语从句中用一般现在时表将来。如：
Ifweatherpermit,wewillgototheparktomorrow.如果天气好的话，明天我们去公园。
Keepcalm,whateverhappens.无论发生什么事都要保持冷静。
3.AskSstogothroughthephrasesintheboxinActivity2andthenfinishit.
Step3.EverydayEnglish
1.AskSstochoosethecorrectmeaningoftheexpressionsinEverydayEnglish.
2.AskSstomakedialogueswiththesephraseswiththeirpartnersandtheninvitesomeSstoact.
Step4.Speaking
1.AskSstoreadthewordsfor“hello”inActivity1andguesswhichlanguagestheyare.
2.AskSstoreadthepassageandanswerthequestionsinActivity2.
3.AskSstoworkinpairsandtalkaboutthequestionsinActivity3onpage80.
Step5.Homework
AskSstomakealistoftheworldheritagesitesthatyouknowaboutinChinaandresearchtheinformation.
Period6Culturalcorner,Task,ModuleFile
TeachingGoals:
1.ToenableSstomakeaconclusionofthismoduleanddeepenwhattheyhavelearnedinthemodule.
2.ToenableSstowriteanarticleaboutaworldheritagesite.
TeachingProcedures:
Step1.Culturalcorner
AskSstoreadthepassagecarefullyandthenanswerthefollowingquestions:
(1)WhenandwheredidtheLivingTreasureProgramoriginate?
(2)WhenandwhydidtheLivingTreasureProgramstart?
(3)HowdoestheLivingTreasuresProgramwork?
SuggestedAnswers:
(1)InSantaFe,NewMexicointheUSAin1984.
(2)ItstartedwhenaSantaFeorganizationcalledtheNetworkfortheCommonGoodwasestablished.Itwastocelebratethelivesofmembersoftheoldergeneration.
(3)Oldmembersofthecommunityareselectedtobecelebratedbythetown.Theyarefilmed,recordedandphotographed,andthesethingsaredisplayedasreferenceforeveryone.
2.Languagestudy
AskSstodiscussthelanguagepointswiththewholeclasstohelpthemtounderstandthepassagebetter.
(1)OlderpeopleareeasilyforgottenorignoredinacountryliketheUSA.(lines5-6,para.2)
ignorev不顾，不理，忽视
Eg①Isaidhellotoher,butsheignoredmecompletely!
②Ifyouignoreyourdiet,troublewillfollow.
(2)Twiceayear,inspringandautumn,theprogramhonorsthreeolderNewMexicans.(lines1-3,para4)
Thelivingtreasuresarehonoredfortheirachievementinmanydifferentareasoflife.(lines1-3,para6)
◆honorv尊敬；致敬；授予荣誉；
Eg①Theyremovetheirhatstohonourtheflag.
②Hewashonouredwithatitle.
◆n.荣誉，头衔，信用
Eg①Hewonhonorforhiscourage.
②Iconsideritagreathonortobeinvitedtodinner.
※inhonourof为向……表示敬意
Eg①I’lldrinkhishealthinhonourofitsbeingChristmasDay.
②Inhonourofyourmovingoutofthetwenties,wearegivingyouamarvelousbirthdayparty.

(1999上海)Washington,astateintheUniteStates,wasnamed________oneofthegreatestAmericanpresidents.(Key:A)
A.inhonorofB.insteadofC.infavourofD.bymeansof
4.Speaking
AskSstotalkaboutthefollowingquestions:
Q1.WhatdoyouthinktheprograminNewMexico?
Q2.HaveyouheardofasimilarprograminChina?
Step2.Task
1.AskSstodiscussingroupstheworldheritagesitestheyfound(Thisisthehomeworkofthelastperiod)anddecidewhichonetowrite.
2.AskSstogiveapresentationaboutaworldheritagesite.
3.Geteachgrouptochoosesstudenttoreadouthisworktotheclass.ThenaskSstoevaluatetheirownworkandselect3bestpieces.
4.GiveSsanexample.
孔庙（ConfuciusTemple）是世界文化遗产之一，是祭祀孔子（offersacrificestoConfucius）的地方，位于山东省曲阜市，占地327.5亩，建筑物466间，前后有九进院落,庙的主殿叫大成殿(Dachenghall)；庙中存有大量具有高度艺术价值的古代艺术作品，是研究中国古代文化艺术的宝贵资料；如果幸运还会看到纪念孔子的活动。
OnePossibleVersion：
TheConfuciusTemple,aplaceforpeopletooffersacrificestoConfuciusin,isoneoftheworld’sculturalheritages.ItliesinQufuCity,ShandongProvinceandcoversanareaof327.5mu.Thereare466buildingsand9courtyardsinit,ofwhichDachenghallisthemainone.Initarepreservedmanyancientworkswithhighartisticvalue,andwecanseesomeactivitiesinhonourofConfuciustheycontaininformationonancientChinesecultureandart.Besides,ifwearelucky,wecanseesomeactivitiesinhonourofConfucius.
Step3.ModuleFile
Purpose:TogetSstorevisethemoduleandmaketheself-evaluation.
AskSstolookatModuleFileonpage84andtrytorecallwhattheyhavelearntinthemodule.Thentickthethingstheyaresurethattheyknowandputaquestionmarknexttothepointstheyarenotsureofandacrosstowhattheydon’tknow.HelpSstosharetheirideasanddealwiththedifficultorconfusingpoints.
AskSstoreadsomearticlesornovelsaboutsportsgamestrengthentheirreadingskillsandenlargetheirvocabulary.
Step4.Homework
1.AskSstoreviewModule6.
2.AskSstofinishtheexercisesinModule7.

延伸阅读

《离骚》教案

《离骚》教案
教学目标
1.学会吟诵古诗词，注意节拍、重音。
2.培养通过把握诗文形象，深入体会作者的思想感情的能力。
3.通过学习《离骚》，理解诗人热爱祖国、忧国忧民的情怀，培养学生爱国忧民的思想感情，并学习诗人不与恶势力同流合污，执著追求理想的高尚节操。
教学重点
1.通过鉴赏《离骚》的优美诗句，学习屈原追求美政、忧国忧民的高尚品德。
2.品味、鉴赏诗歌的比兴艺术手法，艺术价值。
教学难点
1.引导学生对诗作中疑难的字、词及表达含蓄的句子的理解。
2.有感情、有节奏地诵读并背诵课文。
教学方法
1、运用诵读法、逐节诵读、讲讲背背，指点难字读音、难字词义。
2、运用讨论法，让学生理解诗中作者的爱国忧民感情及他为追求理想而九死未悔的精神。
3、通过比较阅读法，延展课堂内容，开阔学生的视野，充实对作品的理解。
课时安排
3课时
教学步骤

第一课时

一．导入
这副对联说的是哪一位作家？——何处招魂，香草还生三户地。当年呵壁，湘流应识九歌心。
这是诗人中的诗人，高峰上的高峰，王者中的王者。王者归来。今天我们来触摸他的灵魂，《离骚》就是屈子真情的告白。谁来说一说屈原？
二．屈原及相关内容简介
学生已预习了《新新学案》上关于屈原及作品的介绍，课堂上只让学生根据预习情况来说。
1．屈原，名平，字原。战国末期楚国人，杰出的政治家和爱国诗人。在中国历史上，屈原是一位最受人民景仰和热爱的诗人。所以在屈原投江自尽的日子，民间有粽子、赛龙舟的习俗。1953年，屈原还被列为世界“四大文化名人”（另有波兰哥白尼、英国沙士比亚、意大利单丁）之一，受到世界和平理事会和全世界人民的隆重纪念。
2．屈原作品
《离骚》、《天问》《九歌》《九章》《渔父》《招魂》等，其中《离骚》是屈原的代表作，也是中国古代文学史上最长的一首浪漫主义的政治抒情诗。屈原的作品是他坚持“美政”理想，与腐朽的楚国贵族集团进行斗争的实录，表现了他忧国忧民、爱国爱民、矢志献身于祖国的决心。
3.风骚。屈原是中国文学史上第一位伟大的爱国诗人。屈原的出现，不仅标志着中国诗歌进入了一个由集体歌唱到个人独创的新时代，而且他所开创的新诗体——楚辞，突破了《诗经》的表现形式，极大地丰富了诗歌的表现力，为中国古代的诗歌创作开辟了一片新天地。后人也因此将《楚辞》与《诗经》并称为“风骚”。“风骚”是中国诗歌史上现实主义和浪漫主义两大优良传统的源头。同时，以屈原为代表的楚辞还影响到汉赋的形成。
汉代以来，屈原在中国历史上地位日渐崇高，影响愈加深远。五千年中华文明史少不了屈原，灿烂的中国文学史少不了屈原。屈原的伟大，一是他矢志不移的爱国精神，不屈不挠的斗争精神，不与奸佞小人同流合污的高风亮节。二是他用毕生心血写成的20多首诗歌，成为中国文学史上的瑰宝，世界文学殿堂的精品。
凡一代有一代之文学，楚之骚，汉之赋，六朝之骈语，唐之诗，宋之词，元之曲，皆所谓一代之文学，而后世莫能继焉者也。（王国维）
4．关于楚辞
“楚辞”战国时期兴起于楚国的一种诗歌形式，亦称“楚辞体”。楚辞中最有代表性的作品是屈原的《离骚》，所以后人也有用“骚”指代楚辞的，故称“骚体诗”。楚辞发源于中国江淮流域楚地的歌谣，书楚语，作楚声，记楚地，名楚物。在语言形式上，突破了《诗经》以四字句为主的格局，句法参差错落，灵活多变；句中句尾多用“兮”字以助语势，造成起伏回宕、一唱三叹的韵致，富有抒情成分和浪漫色彩。楚辞的出现标志着我国文学史的诗歌的新发展，是《诗经》以后的一次诗体创新和解放。
《楚辞》：西汉刘向编辑的收录屈原等人诗歌的一本诗歌总集。
三．解题
《离骚》是屈原一生寻求爱国真理并为之奋斗不息的一个缩影，是我国古典文学中最长的一首政治抒情诗，《离骚》是屈原最重要的代表作。全诗全诗372句，分93节，共2464字。
四．诵读
1、请大家朗读这段用血泪写成的文字，注意在形式上这首诗有什么特点？
力拔山兮气盖世，时不利兮骓不逝。骓不逝兮可奈何，虞兮虞兮奈如何。
楚辞体或叫骚体，兮就是一个标志，如去掉兮后再读一遍（生读）。“兮”使全诗一直在回环往复的旋律中进行，具有很强的节奏感。“兮”字具有特别强烈的咏叹表情色彩、构成诗歌节奏的能力，同时，“兮”字句作为一种文化存在，反映了荆楚民族的自由浪漫精神和屈原的悲怨愤激情绪。“兮”在句中起了其他虚词所无法替代的特殊作用，从而构成一种独特的意味。闻一多认为“兮确乎是诗歌的核心与原动力”。项羽是楚国的贵族，生当做人杰，死亦为鬼雄，顶天立地的男子汉，是女性中的偶像，同样是楚国的贵族《离骚》中屈原是怎样的形象呢？
2、老师朗读：
第一遍，要求学生注意听准字音及句子的节奏。注意下列字词的读音。
kuāzhuóchàchìjíguòmiǎn
修姱谣诼侘傺岌岌攘诟偭规矩
第二遍，让学生轻声跟读。
第三遍，让学生大声朗读。
3、指名学生朗读，指正生字的读音及句子的节奏把握诗的节奏，在理解的基础上诵读，在反复诵读中进一步理解
（1）把握诗的节奏
骚体诗的节奏要复杂一些，但仍有规律可循，这就是每个诗句都可以分成两半，中间用虚词连接，前一半占两拍，后一半看起来似乎只有一拍，但加上延长音或停顿，其实也是两拍。所以，它的基本句式是：
X——XX虚词XX（空拍或加语尾助词），一般一句是三四个节拍。
下面试从课文中举几个例子，虚词皆加括号。
长——太息（以）——掩涕（兮），
哀——民生（之）——多艰。
芳——与泽（其）——杂糅（兮），
唯——昭质（其犹）——未亏。
《离骚》本来是用楚地曲调吟诵的，音乐性很强，诵读时首先要划分好节奏。诵读时，上分句末字“兮”，犹如现之“啊”，读音要稍长，押韵的字要重读，反复练习，直至口熟。
（2）体味诗的情感
朗读时还要把握每一节的主旨，一节一节地读，边读边体会诗人的感情。
例如：第一部分第1节主要是说他因进谏而遭贬黜，接着就说到朝中小人如何诬蔑他，而君王却执迷不悟，由此他想到当时政治上的坏风气：投机取巧，不顾公理，造谣中伤，产生了孤独感。但他决不同流合污，把个人的安危置之度外；终于得出“伏清白以死直”的结论，这种精神是极为感人的。
第二部分说既黜之后，该怎么办？反省自己，是否没有看清道路，返回去呢？承着反省的思想，检查自己的进退、制衣，肯定了自己的美好品质及政治主张“苟余情其信芳”，“唯昭质其犹未亏”，信念更加坚定，为了寻求理想，“虽体解吾犹未变兮，岂余心之可惩”。伟大的浪漫主义诗人屈原的刚正不阿，一身正气，嫉恶如仇，不同流合污；洁身自好，自我完善；坚持真理，献身理想；忧国忧民，热爱祖国的情感无不激励着一代代仁人志士，为光明自由幸福而斗争。在今天仍有一定的现实意义。
4、请同学们集体读一遍课文，要读出语气。
五布置作业
1．诗人讴歌、追求的是怎样的理想？（找出诗句，并稍加阐述）
2．你最喜爱哪些诗句？在这些诗中，诗人抒发了怎样的感情？对你有什么启示？
附：板书设计
离骚
屈原
线索：谇替退往

内容：直言进谏替而不悔谨慎审度斗志弥坚
情感波澜：跌宕起伏

ThemysteryoftheMoonstone教案

一名优秀的教师就要对每一课堂负责，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够听懂教师所讲的内容，帮助高中教师营造一个良好的教学氛围。优秀有创意的高中教案要怎样写呢？以下是小编为大家收集的“ThemysteryoftheMoonstone教案”供大家借鉴和使用，希望大家分享！

ThemysteryoftheMoonstone教案
ReferenceforTeaching?
Ⅰ.异域风情?
1.TheStillwaterSecret?
Thetruth?
Hewasstandingnexttothestatueagain.Helookedannoyed.?
“I...Igotlost,”Isaid.“Whoareyou?”?
Heansweredinavoicethatwascoldandhard.“MynameisEdwardStark,”hesaid.?
“Whyareyouhere?”Iasked.?
Hetooksomemomentstoanswer.“Ijust...comehere,”hesaidatlast.“Maybeit’sbecausehe’shere.”Helookedupatthestatue.“Perhapswhenhegoes...Idon’tknow.”?
WasIimaginingit,ordidthegroundmoveundermyfeet??
“GeorgeBlackwoodandmyfatherwerebusinesspartners,”hewenton.“ButBlackwoodrippedhimoff.”Helaughedbitterly—alaughwhichmademybloodruncold.“PeopleinthetownthoughtGeorgewasarealgoldenboy,andtheyevenmadehimmayor.Thenfiveyearsago,hetriedtocheatsomebodyelse,andtheystartedtolookatallthebusinessesthathehadhadahandin.Theydiscoveredthathe’dbeenathiefforyears.”Theboyfrowned,andlookedaway.“Butshesuspectedsomething.Sheknew.”?
“She?”Isaid.?
“Hisdaughter,Betty,”saidEdwardStark.“IlovedBetty,andweeventalkedaboutgettingmarried.ThenmyfatherdiscoveredthatBlackwoodhadcheatedhimoutofnearlyhalfamilliondollars!Henearlywentoutofhismindwithworry,tryingtoproveit.Buthefailed.Thensoonafter,hehadaheartattackwhilehewasdrivinghiscar.Thecarcrashed,andheandhispassagerwerebothkilled.ItwasBlackwoodwhokilledmyfather—murderer!”?
“Who...wasthepassenger?”Iasked.ButIknewtheanswer.?
“Iwas,”hesaid.?
“You’redead,”Isaid.I’mtalkingtoaghost,Ithought.?
Helaughed.“Dead?Yes,IguessIam.Andyou’rethefirstpersonwhohaseverbeenabletoseeme.”?
“I’mBetty’sdaughter,”Isaid.?
“Ah!Isee,”hesaid.Therewasafar-awaylookinhiseyes.
“IlovedBettyverymuch.”?
“Whendidyou...?”Ibegan.?
“Die?”hesaid.“December1st,1975.”?
TwodaysbeforeTheBigArgument!Ithought.TwodaysbeforemymotherleftStillwater.?
Suddenly,thepathmovedundermyfeet.Thestatuebegantoshake.?
“It’sanotherslide!”criedEdward.“Thechiff’sgoing!”?
2.TheStillwaterSecret?
Anarrowescape?
Ifellontomykneesanddesperatelytriedtograbholdofsomething—anything!?
“Helpme!”Iscreamed.Iwasslippingdownwardswiththeground.?
IcouldseeEdward’sfaceaboveme—andbehindhimthestatuewasstartingtofall!?
“Here!Grabmyhand!”Edwardshouted.Buthisvoiceseemedfaraway.?
Iputoutahand...andheldsomething.Amomentlateritwaspullingmeup.?
Thensuddenlythestatuecamecrashingdownpastme,lessthanhalfametreaway.Itwasaverynarrowescape.?
Ilookedatmyhand.Iwasholdingontoatree.?
Therewasalightaboveme.“Somebody’sdownthere!”shoutedaman.?
“Where?”shoutedanotherman.?
“Inthetree!Look!”?
Aminutelater,aropewasthrowndowntome.?
“Canyougetahandonit?”shoutedoneofthemen.“Putyourfootintherope,thenwecanpullyouup.”?
Itriedtostopshaking,putoutahandandheldtherope.ThenImanagedtoclimbontoit.?
“Holdon!”Cameashout.?
Slowly,thetwomenpulledmeupthesideofthecliff.WhenIgottothetop,Isawthattheywerepolicemen.?
“AreyouOK?”oneofthemasked.?
“Yes,”Isaid,althoughIwasactuallyscaredstiff.?
“Weweredrivingoutalongthecliffroad,”hesaid,helpingmeacrosstothepolicecar.“Weheardthecliffgo.Wereyoualonedownthere?”?
“No...yes...Imean...”Isatinthecarandtriedtostopshaking.Oneofthemputacoatovermyshoulders.?
“What’swrong?”heasked.?
“Theeyes...”Ibegan,butthenIstopped.HowcouldIexplain?Icouldstillseethestatueinmyhead—thebeardedface,theeyes.Theeyeshadlookedatme,Iwassureofit.Andtheeyeswerealive—Iwouldsweartoit!?
“Whatwereyoudoingdownthere?”thesamepolicemanwasaskingme.?
“Learningthetruth,”Isaidafteramoment.“Learningabouthatred.”?
DiscoveringtheStillwatersecret,Ithought.?
Ⅱ.知识归纳?
1.情态动词+havedone的用法?
（1）“must+have+过去分词”表示对过去发生的行为的推测，意思是“一定，准是”，只用于肯定句。?
Thestreetsarewet;itmusthaverained.?
街道是湿的，准是下雨了。?
说明：若要表示否定，则要用“can’t或couldn’t+have+过去分词”这一形式，意思是“不可能”。
Thelightisstillon;shecan’thavegonetosleep.?
灯还亮着，她不可能睡着了。?
(2)“may(might)+have+过去分词”表示对过去发生的行为的推测，一般只用于肯定句或否定句中（疑问句中用can或could），含有“想必，也许，可能已经……”等意思，其否定形式有“可能不会”之意。?
Thechildrenmayhavegonetobed.?
孩子们可能已经上床睡觉了。?
Theymightnothavesettledtheproblem.?
他们可能尚未解决那个问题。?
说明：may和might含义基本相同，might所表示的可能性比may弱，语气也更加委婉。?
(3)“should+have+过去分词”表示过去该做而实际上未做的事，意思是“本应该”，它的否定式表示不应该发生却发生了的行为，意思是“本不应该”。?
Heshouldhavehandedinhomeworkyesterday.?
他本应该昨天就交作业的。?
(4)“oughtto+have+过去分词”，表示过去“早应该、本当”之意，语气较强，常含有“责备、不赞成”的口气。?
Weoughttohavegivenhermorehelp.?
我们本应该给她更多的帮助。（实际上没做到）?
(5)“should+have过去分词”还能表示“可能、揣想、推断”，常译成“应该已经，可能已经”。?
Heshouldhavedoneitalready.?
他应该已经做完了。?
(6)“can(could)+have+过去分词”表示对过去行为的怀疑或不肯定。这时，它只能用于否定句和疑问句。?
Canshehavedonetheexercises??
她会做完练习吗？?
(7)“needn’t+have+过去分词”表示本来不必做某事而实际上已经做了。?
Youneedn’thavewaitedforme.?
你们本来不必等我的。（但实际上等了）?
2.trouble短语归纳?
(1)getintotrouble惹上麻烦（如因犯错所致）?
Evenanexperiencedclimbercangetintotrouble.?
哪怕是个有经验的登山者也能陷入困境。?
(2)getsb.intotrouble给某人惹上麻烦?
Don’tmentionmynameoryou’llgetmeintotrouble.?
别提我的名字，免得给我惹麻烦。?
(3)gototroubletodosomething不辞劳苦、不怕费事做某事?
ThankyouforgoingtosomuchtroubletofindwhatIwaslookingfor.?
多谢你这么费心找到了我要找的东西。?
(4)beintrouble在危险、受罚、痛苦、忧虑等的处境中?
Iftheycan’tkeeptotheschedule,they’llbeintrouble.?
他们不按时完成计划就要倒大霉了。?
(5)maketrouble(forsb.)制造麻烦，捣乱?
IfIsayno,thebosswillonlymaketroubleforme.?
我要说个“不”字，老板准跟我过不去。?
(6)takethetroubletodosth.不怕费事或困难尽力做某事?
Decentjournalistsshouldtakethetroubletochecktheirfacts.?
责任心强的新闻工作者应该不厌其烦地核实报道内容。?
Ⅲ.词语辨析?
1.ashamed,shameful?
(1)ashamed“感到羞耻、觉得惭愧、不好意思”，表示主语主观认为是可耻的，beashamedofdoingsth.，beashamedofoneselffordoingsth.指因为做了某事而觉得羞愧。如果用beashamedtodosth..则可理解为“觉得可耻而不愿做某事”或“因做了某事而觉得可耻”。?
Hewasashamedofbeingunabletosolvetheproblem.?
他因为解决不了那个问题而感到羞愧。?
I’mashamedtoleaveyouthisway.?
就这样离开你，我感到惭愧。?
(2)shameful表示事物本身的客观性质是“可耻的”。?
Tostealmoneyfromablindpersonisashamefulact.?
偷盲人的钱是可耻的行为。?
说明：ashamed只能作表语，而shameful作定语、表语均可。?
2.apologizeto,apologizefor?
apologizetosb.(=saysorrytosb.)意思是“向某人道歉”，不能说apologizesb.；“代替某人向某人道歉”可用apologizetosb.forsb.(tosb.是给某人道歉，forsb.是替某人）；“因为某事向某人道歉”可用apologizetosb.forsth.。?
Youaresorudetoyoursister,andyoumustapologizetoher.?
你对你姐姐太无礼了，你必须向她道歉。?
Tom,Iwanttoapologizetoyouforusall.?
汤姆，我想代表我们大伙向你道歉。?
Heapologizedtomeforhisbeinglate.?
他因迟到向我道歉。?
3.thinkabout,thinkof,thinkover?
(1)thinkabout和thinkof这两个短语表示下列意义时，其意义和用法相同，可以互换。?
①考虑?
Don’tthinkof/aboutmeanymore.?
不要再考虑我。?
②对……有某种看法?
Whatdoyouthinkof/aboutthestory??
你认为这个故事怎么样？?
(2)thinkof表示下列意义时，一般不和thinkabout互换。?
①想要，打算?
Areyoureallythinkingofmarryinghim??
你真的打算和他结婚吗？?
②想出，想到?
Whothoughtofthegoodidea??
谁想出的那个好主意？?
③关心、想着?
Heisalwaysthinkingofothers.?
他老是为别人着想。?
④想起、记得?
Ican’tthinkofhername.?
我想不起她的名字。?
(3)thinkabout表示下列意义时一般不和thinkof替换。?
①“回想”过去的事情?
IoftenthoughtaboutwhatyousaidlasttimeImetyou.?
我常常想到上次见到你时你说的话。?
②“考虑”某事、某计划是否切实可行?
I’llthinkabouthissuggestion,andgivehimananswertomorrow.?
我要考虑一下他的建议，明天给他答复。?
(4)thinkover意为“仔细考虑”。?
Thinkover,andyou’llfindaway.?
仔细考虑一下，你就会有办法的。?
Ⅳ.能力训练?
1.从每题所给的四个选项中，选出一个最佳选项。?
(1)(NMET2001)
Iwasreallyanxiousaboutyou.You_______homewithoutaword.?
A.mustn’tleave?B.shouldn’thaveleft?
C.couldn’thaveleft?D.needn’tleave?
答案：B?
(2)Tomoughtnotto_______mehersecret,buthemeantnoharm.?
A.havetold?B.tell?C.betelling?D.havingtold?
答案：A?
(3)Wouldyouslowdownalittle,please?Ican’t_______you.?
A.holdonto?B.putupwith?
C.makeupto?D.keepupwith?
答案：D?
(4)Sir,you_______besittinginthewaitingroom.Itisonlyforwomenandchildren.?
A.oughtn’tto　B.can’tbe?C.won’tD.needn’t?
答案：A?
(5)—Haveyouanypearsandapples??
—_______
A.Ofcourse,wehavesomefruits.?B.Theorangesareverycheap.?
C.Youlikeapples,don’tyou??D.Yes,sir,onthesecondshelfoverthere.?
答案：D?
2.单句改错?
(1)Marywasprovedagoodteacher.?
答案：把was去掉。本句原意为“玛丽被证明是一位好老师”。表示“最终被发现（是），表现出”用prove(oneself)(tobe),故不能用被动语态。?
(2)Thequestionispuzzled.?
答案：把puzzled改为puzzling。现在分词表示“令人……，使人……”，而过去分词则表示“对……感到……”。?
（3）Themajorityofyoungpeoplelikesfootball.?
答案：把likes改为like。themajority(of...)作主语，谓语动词常用复数。?
(4)HegotfullmarkintheEnglishtest.?
答案：把mark改为marks。mark在此用作名词，表示“分数”，fullmarks指“满分”，应用复数。?
(5)WhileIwenttobed,myfatherwasworkinghard.?
答案：将While改为When。while表示的含义是“duringthetimethat”，它强调主句与从句的动作同时发生，而且从句中的动词必须是延续性动词，而本句中的“wenttobed”是瞬间动作，故不能用while，只能用when。

TheInternetandTelecommunications教案

一名优秀的教师在每次教学前有自己的事先计划，高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让上课时的教学氛围非常活跃，帮助授课经验少的高中教师教学。那么一篇好的高中教案要怎么才能写好呢？考虑到您的需要，小编特地编辑了“TheInternetandTelecommunications教案”，希望能对您有所帮助，请收藏。

Module6CultralCorner
教学设计
一、教材分析
通过阅读文章，了解人们通过移动电话发送短信，以及利用各种符号代表文字计表达心情这一现象，回答有关问题。
二、教学目标
1.Guidethestudentstoknowabouttextmessagesandemoticonsandintroducetherulesofshorteningwordsbyreadingcomprehension;Besides,makesurethestudentscanusewhatthey’velearnttocommunicatewithpersonsbysendingtextmessages;
2.EncouragethestudentstotalkabouttheadvantagesanddisadvantagesoftheuseofthesekindsofwordsandemoticonsbycomparingthechangesofChinesecharacterandEnglishwords.
三、教学重难点
1.Getthestudentstoknowsomethingabouttextmessages.
2.Getthestudentstomastertheimportantpointsinthepassage.
四、学情分析
学生对网络的话题较感兴趣，应利用这一点，让学生对于他们对于网络的了解展开话题讨论，同时通过预习，课堂训练让学生掌握词汇，短语用法，并能灵活运用。
五、教学方法
学案导学：见学案
新授课教学基本环节：预习检查总结疑惑;情景导入展示目标；合作探究精讲点拨；反思总结当堂检测；发导学案布置预习。
六、课前准备
1学生的课前准备：预习课文，初步理解，查阅资料，尝试练习。
2教师的教学准备：多媒体课件制作，课前预习学案，课后延伸拓展学案，分好小组。
七、课时安排四十分钟
八、教学过程
Step1Reviewsomewords,letstudentsbefamiliarwiththewords.
Step2Guessthemeaningofthesewords,thenhereisadiscussion.
Direction:Guidethestudentstoworkingroupstosolvetheproblemstogether.
Moreexamplestoshowtothestudentsaboutthespecialwaysoftextmessages.
LOL----laughingoutloud
IOW---inotherwords
Thentellthestudentsthereisanotherwayofcommunication---abbreviationwithmoreexamples.
Students’showtime–toshowtheirowntextmessagewiththewaysofshorteningthewordswithemoticons,shorthand,andabbreviationafterreading.
Step3Readthewholepassage,anddothefollowingquestionstofixuptheirbasicabilityandgetthedetailsaboutthepassage.
Step4Pointoutsomeimportantpointsandsentencepatterns.
Step5Extension
EncouragethestudentstofindoutwhethertheChinesemobilephoneusersusethissimilarwayoftextmessagesornot,andlistsomeexamplesintheformofdiscussion.
Encouragethestudentstodiscussingroupsabouttheadvantagesanddisadvantagesofusingthiskindofwaytocommunicatewithothers.
Step8Homework
Writeanargumentativecompositionwhichshouldbewellorganized:
Para1:Putforwardthetopicofthecomposition;
Para2:Somethink……
Para3:However,othersthink/disagree……
Para4:Yourpointofview……
九、板书设计
1.AFK----awayfromkeyboard
2.ATB----allthebest
3.BBL----bebacklater
4.BRB----berightback
5.CCN----can’tchatnow
6.JAM----justaminute
7.LTNS---longtimenosee
8.PG----preetygood

十、教学反思
本课的设计采用了课前下发导学案，学生预习本节内容，找出自己迷惑的地方。课堂上师生主要解决重难点，疑点，考点，易混点，最后进行当堂检测，课后进行拓展延伸，以达到提高课堂效率的目的。

Revision教案

老师会对课本中的主要教学内容整理到教案课件中，大家在认真准备自己的教案课件了吧。只有写好教案课件计划，才能够使以后的工作更有目标性！你们到底知道多少优秀的教案课件呢？下面是小编精心收集整理，为您带来的《Revision教案》，希望能为您提供更多的参考。

Revision教案
Module7Revision教案
PeriodIVocabularyPart
Aim：Torevisethewordsthatwehavelearned
PartI
Step1:Greetings
Goodmorning,everyone.Today,let’srevisethenewwordswehavelearnedinthelastsixmodules.Now,let’slookatthreesentences.
Westudyat________.(school).
Ifyouaresick,you’llgotothe______.(Hospital).
Ifyouwanttoseeafilm,you’llgotoa_______.(cinema)
Now,trytothinkofwhat’stheplaces.Ok,let’strytorevisetheplaces’namesinthesixmodules.
Step2:Now,workinpairs.Trytothinktogetheraboutthenamesofplacesforspecialuse.(Teacherswalkaroundtohelpstudents)
Now,let’shaveamatchbetweenboysandgirls,toseewhichgroupcangivemoreplaces
Readthewordstogether,fourtimesforeachword
Thentrytorecitethewords(threeminutes).
Step3:Now,workinpairs.Onesayaword,theotherexplainitsusageasquicklyasyoucan.
Andthenchangetheparts
Thenchoosesomepairstoshowinclass.(threeminutes)
Step4:letstudentsplayagametogether.
Oneexplainsomeplace;theotherspeakouttheplacename.
Forexample:A:It’saplacewhereboatscomeinandgoout.
B:Harbour.(threeminutes)
Now,choosesomepairstoshowinclass.
PartII(10minutes)
Step1:Now,readthewordstogetherandexplainthemeaningofeachwordonebyone.(twominutes)
Step2:Now,students,workinagroupoffour,eachmakesasentence.
differently.
Choosesomegroupstoshowinclass.(fiveminutes)
Step3:Thenchoosestensentencestowritethemdownontheirexercisebooks.(threeminutes)
PartIII(10minutes)
Step1:now,students,readthewordsandknowthemeaningofeachword.(twominutes)
Step2:Groupwork.Ok,now,taketurnstoexplainthewordstoeachother.(fiveminutes)
Step3:Now,let’shaveagametogether.OnesaysEnglishexplanationofoneword,anotherspeaksouttheword.(threeminutes)
PartIV:(Fiveminutes)
Now,readandrecitethewords.
PartV:Dictation:(threeminutes)
Dictatethenewwords.
PartVI:Summary.(oneminutes)
Inthislesson,wehaverevisedwordsinthelastsixmodules,suchasthenamesofplaces.
PartVII.Homework
Now,homework,recitethewordswehavelearned.

PeriodIIReadingandSpeaking
Aim:1.Learntoexpresssomenounsaboutcareers.
2.Readtwopassagestogetsomeinformationandlearnhowtodoself-report.
Step1.Brainstorm
Tellthestudentstherearemanydifferentkindsofjobs.Forexample,I’mateacher,andyouarestudents.Whatothercareersdoyouknow?Trytodiscussingroupsoffourandthinkofasmanynounsasyoucan.
Allowstudentstwominutestobrainstormthencollectsomeanswerstowriteontheblackboard.
Step2.Activity1
Herewehavesomanycareers.Doyouknowallofthem?Weknowalibrarianworksinalibrary.Howabouttheothers?Canyouexplainthesenounsjustlikethis.Let’scometoActivityoneonpage64.
Finishexercise4onpage64andthenyoucanaskthestudentstoexplainmorewordsontheblackboard.
Whichjobwouldyouliketodowhenyouleaveschool.FirstlyI’dlikeyoutothinkofthesentencepatternsthatwehavelearnedtoexpresspreference:
prefer…to…
prefertodoratherthando
wouldratherdothando
woulddoratherthando
Thenusethewordsandsentencepatternstofinishtheexerciseonthebook.
Step3.Reading
TherearetwostudentsShenXiangandLuWen.TheyareSeniorschoolstudents.Herewehavegotsomeinformationaboutthem.Readthetwopassagescarefullyandchooseonejobforeachofthemthenyoushouldtellmethereason.
Allowthestudentsseveralminutestofinishthereadingandthencollecttheanswersfromthestudents.
Youhavechosenajobforeachofthembecauseourtextgivesyousomeinformationaboutthem.Letsreviewtheseinformation.
Readtheprogressreportsagain.Answerthesequestions.
1.Whodidalotofworkfortheexam?
2.Whoisgoodattranslation?
3.Whowantstoworkwithcomputers?
4.Whichstudenthasmorefriends?
5.Whoenjoysstudyingscience?
6.Whoseworkhasgotbetterthisterm?
7.Whichstudentworksharder?
Step4.Homework
Writeashortpassagetointroduceyourselfjustlikethepassagesinourtextbookandsaywhatkindofjobyou’dliketodoandthereason.

PeriodIIIGrammar
Aim:Bydoingalltheexercisesinmodule7,reviseallthegrammarswelearnedinVolumnI.
I.Activity1.Module1Revisionofthepresenttenses
Module4Presentperfecttense
1.Doactivity1
2.Checktheanswers.
3.Students’TimeNo.2B3-----一般现在时和现在进行时
No.5B1------现在完成时大观
4．DotheexercisesonStudentTimes(No.1B3,No.5B1)
II.Activity2Module3Pasttensetimeexpressions
1.Doactivity2.
2.Checktheanswers
3.Textbookpage26------Pasttensetimeexpressions
4.Doexercises.
III.Activity3Module1Adjectiveendingin–ingand–ed
Module3The–edform
1.Doactivity3
2.Checktheanswers
3.StudentTimesNo.1B3-----V-ing和V-ed形容词用法大不同
No.3B1----解读过去分词作定语
4．DoexercisesonStudentTimes(No.1B3,No.3B1)
IV.Activity4Module6DefiniteandZeroarticles
1.Doactivity4
2.Checktheanswers
3.StudentTimesNo.7B1-----简单又复杂的“冠词”(一)定冠词
（二）零冠词
（三）特殊情况
4.DoexercisesonStudentTimesNo.7B1-----冠词练兵
V.Activity5Module5Degreesofcomparison
Module2Verbsfollowedby–ing
Function—Expressingpreference
1.Doactivity5
2.Checktheanswers
3.StudentTimesNo.6B1----比较“比较”结构
----倍数表达一览
No.2B1V-ing形式作宾语
“更喜欢“句型
4.Doexercises
VI.Activity6Module6Compoundwords
2.Doactivity6
3.Checktheanswers
4.StudentTimesNo.7B1“合成”名词
VII.Activity7
1.Doactivity7
2.Checktheanswers
3.Textbookpage25Function---Beingpolite
Wouldyouminddoingsth.
ifsb.didsth.
Doyoumindifsb.do
PeriodIIIReadingandSpeaking
Aim:1.Learntoexpresssomenounsaboutcareers.
2.Readtwopassagestogetsomeinformationandlearnhowtodoself-report.
Step1.Brainstorm
Therearemanydifferentkindsofjobs.Forexample,I’mateacher,andyouarestudents.Whatothercareerdoyouknow?Trytodiscussingroupsoffourandthinkofasmanynounsasyoucan.(allowstudentstwominutestobrainstormthencollectsomeanswerstowriteontheblackbord.)
Step2.Activity1
Herewehavesomanycareers.Doyouknowallofthem?Weknowalibrarianworksinalibrary.Howabouttheothers?Nextyouneedtoexplainthesenounsjustlikethis.CometoActivityoneonpage64.
Whichjobwouldyouliketodowhenyouleaveschool.FirstlyI’dlikeyoutothinkofthesentencepatternsthatwehavelearnedtoexpresspreference:
prefer…to…
prefertodoratherthando
wouldratherdothando
woulddoratherthando
Thenusethewordsandsentencepatternstoexercise.
Step3.Reading
TherearetwostudentsShenXiangandLuWen.TheyareSeniorschoolstudents.Herewehavegotsomeinformationaboutthem.Readthetwopassagescarefullyandchooseonejobforeachofthemthenyoushouldtellmethereason.
Readtheprogressreportsagain.Answerthesequestions.
1.Whodidalotofworkfortheexam?
2.Whoisgoodattranslation?
3.Whowantstoworkwithcomputers?
4.Whichstudenthasmorefriends?
5.Whoenjoysstudyingscience?
6.Whoseworkhasgotbetterthisterm?
7.Whichstudentworksharder?
Step4.Homework
Writeashortpassagetointroduceyourselfjustlikethepassagesinourtextbookandsaywhatkindofjobyou’dliketodoandthereason.
PeriodIVWriting
Aim:learntowriteatruereportoftheinterest,grades,idealofoneself
Step1Reading
Askthestudentstoreadthetworeportsagainandfindoutfromwhichpointsareportshouldinclude,forexamplegrades,favouritesubjects,interest,specialityandsoon.Theteachercangivesomewordsforhelplikemakerapidprogress,begoodat,dowellin,haveagiftfor,showgreatinterestin,mygreatwishis…
Step2Workingroupsoffour.
1.Eachofthemwriteareportaboutthethingsheisinterestedinandwhathewantstodowhenheleavesschoolonhimself.Don’tputthenameon.
2.Putthereportstogether.Takeoneofthereportsandreadittothegroup.Itmustnotbeyourownreport.Tryandguesswhothereportisabout.Saywhyyouthinkthis.
Alsotheteachercanaskoneortwostudentstoreadtotheclass,andgetotherstoguess.
Step3workingroupsoffour.
1.Eachonechoosesatopic,andthinksaboutatleasteightquestionsaboutthetopic.
2.Taketurnstoaskeachpersoninthegroupyourquestions.Encouragepeopletotalk,andaskmorequestionsifyouwant.Notedowntheanswers.Writeareportgivingpeople’sanswers.
3.Presentthereporttothegroup.Askotherstocheckit.
Step4Homework
Writeareportaboutateacheraccordingtothequestions

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