高中英语外研版选修七Module 5 Ethnic CultureWord格式.docx
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Writing部分通过阅读课文中提供的有关信息,模仿ReadingandVocabulary
(2)有关描写白族文化的写作结构,写一篇介绍少数民族—基诺族的文章。
ReadingPractice部分要求学生根据文章标题,猜文章体裁;
根据文章主要信息,猜测文章大体内容;
培养学生在阅读中获取主要信息的能力。
CulturalCorner部分介绍了北美和澳大利亚的土著文化,通过阅读,进一步拓展学生获取信息的能力,并和我国少数民族的文化习俗进行比较,教育学生热爱民俗文化。
Task部分综合本模块所学技能和知识,在小组讨论的基础上,根据所提供的信息,利用上网等查找的资料,撰写一篇文章,完成书面介绍一个民族的任务。
ModuleFile部分对本模块学习内容分项进行归纳,帮助学生反思和检验已学内容。
II.教学重点和难点
1.教学重点:
(1)掌握一些与我国少数民族有关的词汇或短语。
(2)学习过去分词作状语及短语动词的用法。
(3)学习常见的表示询问信息的口语表达。
2.教学难点:
(1)听懂与少数民族及其习俗有关的介绍并获取信息,正确理解新学词汇、短语的含义。
(2)正确恰当地使用过去分词。
(3)学会在阅读过程中根据文字表面意思正确推断其深层含义。
(3)学会从人口、地理位置、语言、经济、风俗习惯等方面来介绍少数民族。
III.教学计划
本单元分六个课时:
第一、二课时:
Introduction,ReadingandVocabulary
(1),Speaking,Grammar
(1)
第三课时:
ListeningandVocabulary,Grammar
(2),EverydayEnglish,SpeakingandFunction
第四课时:
ReadingandVocabulary
(2),Writing
第五课时:
ReadingPractice,CulturalCorner
第六课时:
Task,ModuleFile
IV.教学步骤
Periods1~2Introduction,ReadingandVocabulary
(1),Speaking
TeachingGoals:
1.ToarouseSs’interestinlearningaboutethnicculture.
2.TogetSstolearnsomewordstodescribetheethnicminoritiesinYunnan.
3.TogetSstoknowsomethingaboutYunnanprovinceandtheethnicminoritiesinYunnan.
4.TohelpSslearnhowtotalkaboutethnicminorities.
5.ToenableSstoknowhowtouseV-edformasadverbials.
TeachingProcedures:
Step1.Introduction
1.AskSstoanswerseveralquestionsinordertointroducesomethingaboutYunnantoarouseSs’interestinethnicculture.
(1)Howmanyprovincesarethereinourcountry?
(2)Thereisaverybeautifulprovinceinthesouthwestofourcountry.Itsnamemeans“beautifulcloudsinthesouth”.Whichprovinceisit?
(3)Howmuchdoyouknowaboutit?
(4)Aretheremanyethnicminoritiesinthisprovince?
ThenshowSssomepicturesaboutYunnanandintroduceitinbriefaccordingtotheinformationinActivity1onpage57.
此处有三幅图
2.AskSstodescribetheclothesthewomaniswearinginthepictureinActivity2onpage57.
Step2.ReadingandVocabulary
(1)
1.Pre-reading
LetSshaveadiscussionabouttheethnicminoritiesinYunnan.
2.Fastreading
AskSstoreadthetextquicklytogetthemainsubjectsofeachparagraph.
SuggestedAnswers:
Para1:
YunnanLijiang
Para2:
theoldtown
Para3:
Naxiethnicgroup
Para4:
Naxilanguage
Para5:
Naximusic
Para6:
Simon’sfeeling
3.Intensivereading
(1)AskSstoreadthepassagecarefullyandfindthewordsgiveninActivity2inthepassage.
(2)AskSstoreadthetextoneparagraphafteranotherandanswerthefollowingquestions:
①InwhatwayistheYunnanlandscapevaried?
②WhydotouristsgetlostinLijiang?
③InwhatwayareNaxiwomenunusual?
④WhatisunusualabouttheNaxilanguage?
⑤HowdotheNaxibelievetheirpeoplestarted?
⑥WhyisNaximusicfamous?
⑦What’sthefeelingofSimon?
(3)AskSstochoosethecorrectanswerstoActivity4onPage60.
(4)AskSstoanswerthequestionsinActivity5.
Step3.Speaking
1.AskSstotalkaboutwhattheyhavelearntaboutLijiangandtheNaxipeople.
2.AskSstorole-playinpairs:
StudentAactsSimonandStudentBactshisfriendathome.Now,StudentBisaskingSimonaboutYunnan.
Foryourreference:
StudentB:
Hi,haven’tseenyouforalongtime.Wherehaveyoubeen?
StudentA:
IhavevisitedYunnanrecently.
HaveyoubeentoLijiang?
Yes.Itisaverybeautifulcity.
…
3.AskSstoreadthroughtheinstructionsandexamplesinActivity2onPage61andthenasksomeSstogivetheiropinions.
Step4.LanguagePoints
1.Listening
AskSstolistentoorreadthepassagealongsidethetapetocorrecttheirpronunciation.
2.Wordstudy
AskSstofillintheblanksaccordingtothetexttolearntheimportantwords.
Itisthe
(1)thatimpressSimonmost,thoughhehasbeeninYunnanfortwomonths.Downinthesouth,inXishuangbanna,it’svery
(2).Lijiangishalfnewandhalfoldtown.Theoldtownisonthesideofamountainand(3)itisthe5,500meterYulongXueshangMountain,itspeak(4)withsnow.Lookingfromthe(5)ofthemountains,Simonthinksthattheoldtownisa(6)ofcanals,littlebridgesandtinycobbledstreetsthattouristsget(7)in.
Simonhasspentseveralafternoons(8)inacafé
intheoldtownsquare,just(9)people.ThecultureofNaxiis(10).Itisthe(11)whorunNaxisociety,anduntilrecently,Naxiwomeninheritedall(12).TheNaxistillwear(13)costume.Naxicultureisparticularlyfamousforits(14)whichhasnotchangedforeightcenturies,(15)fromfathertoson.AmongthericherNaxipeople,(16)ofthismusicshowedthatyouwerearealgentleman.
SimonhaslearnedalotabouttheNaxicultureduringhistour,andheunderstandsthathowever(17)wemayappeartobeatfirst,weareallthesame,all(18).
(1)variedlandscape
(2)tropical(3)opposite(4)covered(5)slopes(6)maze
(7)lost(8)sitting(9)watching(10)fascinating(11)women(12)property
(13)traditional(14)music(15)passed(16)knowledge(17)however(18)equal
3.Explanantion
AskSstoworkingroupsanddiscusstheimportantanddifficultlanguagepoints.
(1)Theoldtownisonthesideofamountainandoppositeitisthe5,500metreYulongXueshanMountain,itspeakcoveredwithsnow.(line8,para1)
古城依山而建,对面是海拔5,500米的玉龙雪山,山顶覆盖白雪皑皑。
itspeakcoveredwithsnow是由“名词+过去分词”构成的独立主格结构。
下面介绍这一语法项目:
◆独立主格结构的构成:
名词(代词)+现在分词\过去分词\形容词\副词\不定式\介词短语等。
◆独立主格结构的特点:
①独立主格结构的逻辑主语与句子的主语不同,它独立存在。
②独立主格结构一般有逗号与主句分开。
◆独立主格结构的句法功能:
定语或状语。
如:
Weatherpermitting,wearegoingtovisityoutomorrow.
Hestoodthere,hishandraised.
ClosetothebankIsawdeeppools,thewaterbluelikethesky.
Thelightsoff,wecouldnotgoonthework.
OurEnglishteachercameintotheclassroom,papersinhand.
注:
独立主格结构是高考考点之一。
Isendyou100dollarstoday,therest________inayear.(2005,湖南)(Key:
C)
A.followsB.followedC.tofollowD.beingfollowed
(2)Seenfromabove,theoldtownisamazeofcanals,littlebridgesandtinycobbledstreetsthattouristsgetlostin.(lines3-6,para.2)从上面看,古城就是一座由沟渠、小桥和鹅卵石铺成的街巷构成的迷宫。
Seenfromabove为过去分词短语作状语,与theoldtown之间是被动关系。
此句为过去分词短语作状语。
(3)Forexample,itisthewomenwhorunNaxisociety,anduntilrecently,Naxiwomeninheritedallproperty.例如,管理纳西族社会的是妇女,而且近来还是由纳西族的妇女继承全部财产。
◆itisthewomenwhorunNaxisociety.为强调句结构,被强调的是主语thewomen。
强调句的基本结构:
Itis\was+被强调部分+that\who+其余部分。
被强调的可以是主语、宾语和状语等,如果被强调的是人用that或who;
其它用that。
ItisIwhoteachyouEnglish.
Iwashethatbrokethewindowyesterday.
Itwaswhathesaidjustnowthatmademeunhappy.
强调句型是高考常考的考点之一。
①(2006山东)Ijustwonder_______thatmakeshimsoexcited.
A.whyitdoesB.whathedoesC.howitisD.whatitis(Key:
D)
②(2005天津)Itiswhatyoudoratherthanwhatyousay________matters.
A.thatB.whatC.whichD.this(Key:
A)
◆runvt控制;
管理
Myfatherranacamerastorelastyear.
Hehasnoideaofhowtorunabusiness.
(可根据需要简单回顾run的其它常见用法)
◆inheritvt继承,遗传,传给
Sheinheritedalittlemoneyfromhergrandfather.
Sheinheritedallhermother’sbeauty.
Thisgovernmenthasinheritedmanyproblemsfromthepreviousone.
(4)Theysitinsmallcirclesinthesquare,withtheirbabiesontheirbacks,completelyuninterestedinthetourists.她们围成小圈坐在广场上,身背孩子,对游客丝毫不敢兴趣。
此句是由“with+名词+介词短语”构成的with复合宾语结构。
completelyuninterestedinthetourists.为形容词短语作状语。
with复合宾语结构的构成:
with+宾语+宾语补足语。
在句子中充当状语和定语。
其中宾语由名词或代词承当,宾语补足语常见的有形容词、副词、介词短语、不定式、现在分词和过去分词。
注:
with复合宾语结构在高考中是常考的考点之一。
①(2005北京)Icouldn’tdomyhomeworkwiththatnoise________.
A.goingonB.goesonC.wentonD.togoon(Key:
②(2004北京)________twoexamstoworryabout,Ihavetoworkreallyhardthisweekend.
A.WithB.BesidesC.AsforD.Becauseof(Key:
③(2004福建)Itwasapitythatthegreatwriterdied_________hisworksunfinished.
A.forB.withC.fromD.of(Key:
B)
④(2002上海春)Withalotofdifficultproblems_______,thenewly-electedpresidentishavingahardtime.
A.settledB.settlingC.tosettleD.beingsettled(Key:
(5)Thisstoryisshowninpicturesinbooksputtogetherinthe10thcentury,…(lines11-14,para.4)在10世纪编集的书里能找到关于这个传说的图画……
puttogether意思是把……放在一起,把……合并起来;
加起来,合并起来。
Itiseasiertotakeamachinetopiecesthantoputittogetheragain.
Yourdepartmentspentmorelastyearthanalltheotherdepartmentsputtogether.
Consideringherage,thegirl’sletterisverywellputtogether.
(6)Everyonelistenedasifsomeonehadputaspellonthem.每个人都像着了魔,听得如痴如醉。
此句为asif引导的状语从句,谓语动词hadput是与过去事实相反的虚拟语气。
Hewasshakingwithfrightasifhehadseenaghost.
Step5.Homework
1.AskSstofinishtheexercisesofReading,VocabularyintheWorkbook.
2.AskSstoPreparefortheListeningclass.
3.AskSstotrytowriteanarticleaboutanethnicminority.Theycanusebooks,mag