I. 單元教學(xué)目標(biāo)
技能目標(biāo)Goals
Talk about cultural relics
Talk about ways to protect cultural relics
Give advice and make suggestions
Learn to use the Present Perfect Passive Voice
Write a letter about the cultural relics to the editor
Ⅱ.目標(biāo)語(yǔ)言
功
能
句
式 1. Giving advice & Making suggestions
Narrative advice/ suggestions
Let’s....
You’d better ....
I think it’s better (for you / us) to ....
I suggest (that) you (should)....
I advise you (not) to ....
I wonder if you should....
Let’s ..., shall we?
Maybe we could....
I’d like to....
2. Interrogative advice/ suggestions
Can’t / Should / Shall we...?
Would you like / love to ...?
Have you considered ...?
3. Special question forms of giving advice &&
making suggestions
What shall we...?
Why not ...?
Why don’t you / we ...?
What / How about ...?
詞
匯 1. 四會(huì)詞匯
cultural ,pyramid, select, represent, include, ruin, burn, restore, rebuild, beauty, photograph, portrait, recreate, unite, artist, period, vase, stone, damage, ancient, project, brick, official, cave, pollution, carbon, breath, limit, sincerely
2. 認(rèn)讀詞匯
relic, Egypt, Stonehenge, statue, capsule, Czar, fairy tale, Nazi, bronze, website, dynasty, dioxide, carbon dioxide
3. 詞組
in history, be kept as, give in(up), in ruins, in pieces, bring... back to life, etc
4． 重點(diǎn)詞匯
cultural relics, in ruins/ pieces, give in, rebuild
結(jié)構(gòu) The Passive Voice (I) - The Present Perfect Passive Voice
重
點(diǎn)
句
子 ...is located in ...
be an important part of one’s history
It (That) sounds nice, but...
Where there is..., there is....
There seems to be....
Strong, proud, and united, the people of St Petersburg are the modern heroes of Russia.
III. 學(xué)能目標(biāo)
學(xué)
能
目
標(biāo) 在初中所學(xué)句型的基礎(chǔ)上, 進(jìn)一步擴(kuò)大學(xué)生的詞匯量,熟練掌握一定量表達(dá)"提建議或勸告"的交際功能用語(yǔ)，以及現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)。培養(yǎng)其良好的"聽(tīng)、說(shuō)、讀、寫(xiě)"的技能，使其能運(yùn)用所學(xué)知識(shí)解決相關(guān)情景中的一些類(lèi)似問(wèn)題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新舊知識(shí),通過(guò)小組活動(dòng), 分工合作, 或探究式學(xué)習(xí)方式來(lái)完成任務(wù)，充分體現(xiàn)學(xué)生在課堂中的主體地位, 并在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語(yǔ)言基礎(chǔ)與能力，進(jìn)行發(fā)散性思維，擴(kuò)大其知識(shí)視野，培養(yǎng)其跨文化交際的能力，學(xué)會(huì)處理同學(xué)之間的各種關(guān)系，善于與人分享，并具有正確的審美觀和價(jià)值取向。
IV. 教材分析與教材重組
1. 教材分析
本單元以“文化遺產(chǎn)（Cultural relics ）”為話題, 內(nèi)容涉及“文化遺產(chǎn)介紹”,“文化遺產(chǎn)修復(fù)”,“文化遺產(chǎn)保護(hù)”等, 旨在通過(guò)本話題使學(xué)生能正確運(yùn)用表示"建議"類(lèi)交際用語(yǔ)，并學(xué)習(xí)相關(guān)語(yǔ)法，同時(shí)擴(kuò)大知識(shí)視野。該話題是世界較為關(guān)注的熱點(diǎn)之一，隨著旅游熱的興起，交流的機(jī)會(huì)不斷增加，這會(huì)喚起學(xué)生的參與欲望，使言語(yǔ)技能和語(yǔ)言知識(shí)得到充分運(yùn)用。
1.1 WARMING UP 展現(xiàn)了埃及金字塔,中國(guó)之萬(wàn)里長(zhǎng)城,及英格蘭巨石群,以此導(dǎo)入單元主題：Talk about cultural relic.運(yùn)用建議性的語(yǔ)言進(jìn)行“熱身”。
1.2 LISTENING 介紹三個(gè)cultural sites，其練習(xí)題的設(shè)計(jì)體現(xiàn)了聽(tīng)力過(guò)程中對(duì)要點(diǎn)與細(xì)節(jié)的理解，有助于學(xué)生提高分析總結(jié)聽(tīng)力內(nèi)容的能力。
1.3 SPEAKING則要求我們制作一個(gè)即將被送入太空的、內(nèi)涵能代表中國(guó)文化的五件物品的“cultural capsule”，以此來(lái)練習(xí)Give advice and make suggestions.
1.4 PRE-READING是 READING的熱身活動(dòng),所設(shè)的第一問(wèn)最值得深思。在讀完A CITY OF HEROES 之后， 學(xué)生們會(huì)在思想認(rèn)識(shí)上有所升華。
1.5 READING通過(guò)對(duì)俄羅斯著名城市--圣彼得堡有關(guān)史實(shí)的介紹，以“A City of Heroes”為標(biāo)題謳歌了圣市人們?yōu)楸Ｗo(hù)歷史文物和重建家園所作的一切。
1.6 POST-READING第一個(gè)訓(xùn)練題給了4個(gè)問(wèn)題，用于檢查學(xué)生對(duì)文章理解的程度。其中第1,4題反映了文章的深層含義，激活學(xué)生自身的認(rèn)知能力和思想認(rèn)識(shí)能力，重點(diǎn)訓(xùn)練學(xué)生從整體語(yǔ)篇層次上理解文段的能力。第二個(gè)訓(xùn)練題屬檢測(cè)文章表層結(jié)構(gòu)題,訓(xùn)練學(xué)生在閱讀過(guò)程中細(xì)心觀察,有效記憶。附加討論題：Do you think in China we also have such kind of city? 使學(xué)生了解中國(guó)文化，喚起其愛(ài)國(guó)主義精神。
1.7 LANGUAGE STUDY 分詞匯和語(yǔ)法兩部分。其中，Word study 繼續(xù)介紹構(gòu)詞法,以擴(kuò)大詞匯量，并設(shè)計(jì)了8個(gè)語(yǔ)境,幫助學(xué)生加深對(duì)新詞匯的理解和記憶,同時(shí)也指導(dǎo)學(xué)生養(yǎng)成通過(guò)語(yǔ)境記憶詞語(yǔ)的方法，本單元的語(yǔ)法項(xiàng)目是現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)，具體包括兩個(gè)步驟:1.單句練習(xí)。2. 完形填空練習(xí)。 這樣由句到段，很好地體現(xiàn)了對(duì)語(yǔ)法知識(shí)的學(xué)習(xí)與靈活運(yùn)用。
1.8 INTEGRATING SKILLS部分包括讀與寫(xiě)，其中心任務(wù)是給報(bào)社寫(xiě)信，呼吁對(duì)文物的保護(hù)。閱讀部分的內(nèi)容是法國(guó)的一位學(xué)生給報(bào)社寫(xiě)的信，在信中對(duì)壁畫(huà)表達(dá)了擔(dān)憂并提出了一些建議。這封信不僅在主題內(nèi)容上，而且在文體結(jié)構(gòu)上都為下一步的寫(xiě)作提供了范例。
WRITING整個(gè)單元自始自終圍繞保護(hù)代表人類(lèi)歷史與文明的文物古跡這一主線。充分體現(xiàn)了《課程標(biāo)準(zhǔn)》所提出的“向?qū)W生滲透人文理念和注重對(duì)學(xué)生文化意識(shí)的熏陶”要求。通過(guò)課堂教學(xué)，培養(yǎng)學(xué)生愛(ài)護(hù)人類(lèi)文明、保護(hù)文物古跡、熱愛(ài)偉大祖國(guó)的思想品德。
2. 教材重組
2.1 從話題內(nèi)容上分析，WARMING UP 與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來(lái)說(shuō)，可將WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。
2.2 將LISTENING 和Workbook中的LISTENING整合在一起，設(shè)計(jì)成一節(jié) “聽(tīng)力課”。
2.3 將PRE-READING, READING和POST-READING三個(gè)活動(dòng)整合在一起，上一節(jié)“閱讀課（一）”。
2.4將Workbook中INTEGRATING SKILLS 的Reading上一節(jié)“閱讀課（二）（泛讀課）”。
2.5將LANGUAGE STUDY 與Workbook中的PRACTISING語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。
2.6 將INTEGRATING SKILLS 和Workbook中INTEGRATING SKILLS 的Writing整合成一節(jié)“寫(xiě)作課”。
3. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時(shí)教完）
1st period Speaking(口語(yǔ)課)
2nd period Listening(聽(tīng)力課)
3rd period Reading(閱讀課)
4th period Extensive Reading(泛讀課)
5th period Grammar(語(yǔ)法課)
6th period Writing(寫(xiě)作課)
Ⅳ. 分課時(shí)教案
The First Period Speaking
Teaching goals 教學(xué)目標(biāo)
1. Target language 目標(biāo)語(yǔ)言
a. Key words and expressions重點(diǎn)詞匯和短語(yǔ)
represent, include, capsule, be sent into
b. Communicative patterns交際用語(yǔ):
Giving advice and making suggestions
What shall we ...?
Maybe we could ...?
Shall we …? Can’t we ...?
I’d like to ...
Let’s ...
What /How about ...?
Why don’t you...?
Why not...?
2. Ability goals 能力目標(biāo)
Enable the students to decide what they should put in a culture capsule, which is a large box (2 X 2 meters).And it will be sent into space so that anyone who finds it will understand who they are.(Enable the Ss to master the patterns of asking for and giving advice)
3. Learning ability goals 學(xué)能目標(biāo)
Help the Ss make a decision according to the conditions mentioned in the passage.
Teaching important points 教學(xué)重點(diǎn)
Make Ss learn how to use the structures of giving advice and making suggestions.
Teaching difficult points 教學(xué)難點(diǎn)
How to select five things that represent Chinese culture.
Teaching methods 教學(xué)方法
Direct Approach of teaching, Communicative, and
Elicitation-Inquiry
Teaching aids 教具準(zhǔn)備
a computer b projector
Teaching procedures & ways 教學(xué)過(guò)程與方式
Step I Lead-in or warming up
※ Use a piece of music to lead in, in which there are many sceneries.
T: Good morning/afternoon, boys and girls! Do you enjoy the sceneries in the video?
S: Yes.
T: Really? If so, I’ll give you more. But you have to give me the names of them this time. Look at the screen, name them and tell me in which countries they are now?
Sa: The first one is the Pyramids of Egypt, as known to all; the second one is the Great Wall in China, which we are always proud of; the third one, I’m not so sure.
T: All right, thank you very much. Will you please ask another student to go on with yours?
※ Sa turns to Sb
Sb: I’m not sure about the third one, either, but the fourth one is the symbol of the USA, the Liberty; the fifth one is the Yuan Ming Yuan of China, the last one is Sydney Opera House, Australia.
T: Thank you very much, you know so many things. But who knows the third one?
Sc: It is the British Stonehenge.
T: Great. Thank you.
Step II Pre-speaking
T: If you are given an opportunity to travel to one of them, which place would you like to go to , why?
※ Give Ss suggestions when possible, using the patterns:
why not…? You’d better …
Sa: I prefer to go to….
T: Why not…? I think it is better to….
※ After several Ss’ ideas….
T: These are the key patterns today. At last, I have three questions for you, use your heads, and try to answer me, okay?
1. What do you think can represent Chinese culture？
2. Are they what they used to be?
3. What shall we do to protect them?
Sa: In my view, both the Great Wall and the Yuan Ming Yuan can represent our Chinese culture.
Sb: They are not what they used to be, especially the latter one, it’s the shame of China, I think.
Sc: We’d better leave it as it is in order to remind the young of the shame, and thus we love our country deeply. However, we can not damage it any more. For example, never carve any words on the columns, protect it carefully, and so on.
Step III Speaking (Workbook P85)
T: Okay, class, do you think you have other suggestions or advice to give to protect our cultural relics? I’ll divide the class into groups, discuss and collect information, then each group asks one of you to write down your suggestions or advice on the Bb.
Possible advice and suggestions:
We’d better take actions from ourselves.
I think it’s better for us to make the importance of protecting cultural relics known to all.
I suggest (that) we write something to an editor.
I advise the government to punish seriously those who damage the sites.
I wonder if we should try to be volunteers by turns to watch people in such kind of areas in our town on Sundays.....
Maybe we could use hi-tech to take photos, just like those cars which break the rules at the traffic lights. I’d like to see people’s own conscience.
Step IV Patterns Practice
SB Page 44. Speaking. Let the Ss read the passage and make sure they understand what they should do ( To select five things that represent Chinese culture.) Give
them 2 m’ to read carefully.
T: Have you finished reading?
S: Yes.
T: Can we put any living things in the capsule?
S: No, we can’t
T: Can we write a short massage?
S: Yes, we can. But it’s useless. Because no one can understand.
T: Good! Now I’m sure you’ve understand what you should do. So let’s finish the box below. Remember to use the helpful expressions below the page. Later, I’ll collect your suggestions.
Ask 5 pairs to act their dialogues out in front of the class.
Model:
Sa: What shall we put in the capsule， according to the instructions given?
Sb: Shall we put in a panda, which is a symbol of our country?
Sa: No, The instructions say that we can’t put in any living creatures.
Sb: What about a video tape recording the pandas’ living habits?
Sa: But how do they know this is a kind of China’s animal if the capsule lands on another planet, such as Mars, Venus,
or things the like? I think it’s better to put in a map of China, too, of course, with which a map of the earth is needed.
Sb: Maybe we could use some photos , too. We can take the photos of our beautiful cultural relics, where they can see us and know what we look like.
Sa: Why not use computers to combine both the animal and us together in one photo so that people who see it will know how we earth people are friendly to animals.
Sb: Sounds great. Can we put some bamboo leaves?
Sa: Why not? They can study that, and make sure if this kind of plant can live on their planet.
Sb: I agree.
Sa: Let’s see if we have got enough to put in the capsule… Er, a video tape, map, photos, computerized photo, and bamboo leaves. Yes, five.
Sb: How about the message? Do we need to write some greetings?
Sa: I think we’d better write it in both English and Chinese.
Sb: But they may read neither these languages. So can’t we draw a picture to say “hello” to them in the message?
Sa: Wonderful! Let’s do it right now.
Step V Summary
For consolidating the ways of giving advice and making suggestions, use a diagram to summerize the expressions. The teacher collects the phrases from the Ss, and then shows them on the screen.
T: What patterns have we learned today, class?
Ss: Offering advice and making suggestions
T: In our daily life, we quite often ask our friends or relatives for advice or suggestions on what to do or not to do. Now, let’s collect as many phrases as possible. Will you please give me some suggestions or advice on teaching English?
※ While doing this task, give Ss necessary responses , which should be presented on the Bb or screen, i.e All right; I’ll try my best; It’s a good idea, I think, thank you; Sounds reasonable, but… etc.( Show the summary on screen)
Step VI Homework (3mins)
1. Write a short passage with the title “Ms Zhang, Listen to Me”, practising ways of making suggestions.
2. Workbook p. 121 “Talking”
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《名師說(shuō)課》