高中英语外研版选修七Module 5 Ethnic Culture.docx

1、高中英语外研版选修七Module 5 Ethnic CultureModule 5 Ethnic Culture I教学内容分析 本模块以少数民族的文化为话题,介绍了我国云南省境内纳西族和白族的风情文化以及北美和澳大利亚的土著文化。通过本模块学习,学生要学会写介绍有关少数民族的文章。Introduction部分通过学习和复习一些描述少数民族风情、服装和地理位置等信息的词汇,学会简介云南省及其境内少数民族的概况,为本模块的学习奠定基础。Reading and Vocabulary(1)部分选取了西蒙韦克菲尔德的四则英文日记,通过一位外国朋友在云南旅游的所见所闻,介绍了丽江古城以及纳西族的风情文化

2、。让学生完成相关词汇的练习；学会归纳文章的主旨大意；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,要求学生掌握过去分词短语作状语及其与状语从句的转换。Speaking部分是阅读课文后所展开的一项活动,要求学生总结从阅读课文汲取的有关丽江和纳西族人的信息,展开讨论,在口头表达中熟练运用虚拟语气。Listening and Vocabulary部分听取一段关于西双版纳、泼水节的对话,培养学生准确获取有效信息、完成相关练习的能力。Grammar(2)部分的短语来自Listening and Vocabulary,让学生通过回顾录音内容,正确理解短语的意义

3、,然后通过练习进一步巩固。Everyday English部分选取听力材料中和主题文段相关的常见的和典型的英语习惯用语组成对话,通过补全对话的形式使学生熟练掌握这几个表达。Speaking and Function 部分通过复习听力材料中的短语,要求学生正确运用常见的表示询问更多信息的口语表达法。 Reading and Vocabulary(2)部分是一篇介绍白族文化的文章,通过快速阅读,培养学生捕捉重点信息,把握细节信息的能力,并为本模块的写作做好铺垫。Writing 部分通过阅读课文中提供的有关信息,模仿Reading and Vocabulary(2)有关描写白族文化的写作结构,写一篇

4、介绍少数民族基诺族的文章。Reading Practice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。Cultural Corner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。Module File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

5、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, Reading and Vocabulary(1), Speaking, Grammar(1)第三课时：Listening and Voc

6、abulary, Grammar(2), Everyday English, Speaking and Function第四课时：Reading and Vocabulary(2), Writing第五课时：Reading Practice, Cultural Corner第六课时：Task, Module FileIV教学步骤Periods 12 Introduction, Reading and Vocabulary (1), SpeakingTeaching Goals: 1. To arouse Ss interest in learning about ethnic culture.

7、2. To get Ss to learn some words to describe the ethnic minorities in Yunnan.3. To get Ss to know something about Yunnan province and the ethnic minorities in Yunnan.4. To help Ss learn how to talk about ethnic minorities.5. To enable Ss to know how to use V-ed form as adverbials.Teaching Procedures

8、:Step 1. Introduction1. Ask Ss to answer several questions in order to introduce something about Yunnan to arouse Ss interest in ethnic culture.(1) How many provinces are there in our country?(2) There is a very beautiful province in the southwest of our country. Its name means “beautiful clouds in

9、the south”. Which province is it? (3) How much do you know about it?(4) Are there many ethnic minorities in this province?Then show Ss some pictures about Yunnan and introduce it in brief according to the information in Activity 1 on page 57.此处有三幅图2. Ask Ss to describe the clothes the woman is weari

10、ng in the picture in Activity 2 on page 57.Step 2. Reading and Vocabulary (1)1. Pre-readingLet Ss have a discussion about the ethnic minorities in Yunnan. 2. Fast readingAsk Ss to read the text quickly to get the main subjects of each paragraph.Suggested Answers:Para 1: Yunnan LijiangPara 2: the old

11、 town Para 3: Naxi ethnic groupPara 4: Naxi languagePara 5: Naxi musicPara 6: Simons feeling3. Intensive reading(1) Ask Ss to read the passage carefully and find the words given in Activity 2 in the passage.(2) Ask Ss to read the text one paragraph after another and answer the following questions: P

12、ara 1: In what way is the Yunnan landscape varied?Para 2: Why do tourists get lost in Lijiang?Para 3: In what way are Naxi women unusual?Para 4: What is unusual about the Naxi language? How do the Naxi believe their people started?Para 5: Why is Naxi music famous?Para 6: Whats the feeling of Simon?(

13、3) Ask Ss to choose the correct answers to Activity 4 on Page 60.(4) Ask Ss to answer the questions in Activity 5.Step 3. Speaking 1. Ask Ss to talk about what they have learnt about Lijiang and the Naxi people.2. Ask Ss to role-play in pairs: Student A acts Simon and Student B acts his friend at ho

14、me. Now, Student B is asking Simon about Yunnan. For your reference:Student B: Hi, havent seen you for a long time. Where have you been?Student A: I have visited Yunnan recently.Student B: Have you been to Lijiang?Student A: Yes. It is a very beautiful city.Student B: 3. Ask Ss to read through the i

15、nstructions and examples in Activity 2 on Page 61 and then ask some Ss to give their opinions. Step 4. Language Points1. ListeningAsk Ss to listen to or read the passage alongside the tape to correct their pronunciation. 2. Word studyAsk Ss to fill in the blanks according to the text to learn the im

16、portant words.It is the (1) that impress Simon most, though he has been in Yunnan for two months. Down in the south, in Xishuangbanna, its very (2) . Lijiang is half new and half old town. The old town is on the side of a mountain and (3) it is the 5,500 meter Yulong Xueshang Mountain, its peak (4)

17、with snow. Looking from the (5) of the mountains, Simon thinks that the old town is a (6) of canals, little bridges and tiny cobbled streets that tourists get (7) in. Simon has spent several afternoons (8) in a caf in the old town square, just (9) people. The culture of Naxi is (10) . It is the (11)

18、 who run Naxi society, and until recently, Naxi women inherited all (12) . The Naxi still wear (13) costume. Naxi culture is particularly famous for its (14) which has not changed for eight centuries, (15) from father to son. Among the richer Naxi people, (16) of this music showed that you were a re

19、al gentleman.Simon has learned a lot about the Naxi culture during his tour, and he understands that however (17) we may appear to be at first, we are all the same, all (18) .Suggested Answers:(1) varied landscape (2) tropical (3) opposite (4) covered (5) slopes (6) maze (7) lost (8) sitting (9) wat

20、ching (10) fascinating (11) women (12) property(13) traditional (14)music(15) passed (16) knowledge (17) however (18) equal3. ExplanantionAsk Ss to work in groups and discuss the important and difficult language points.(1) The old town is on the side of a mountain and opposite it is the 5,500metre Y

21、ulong Xueshan Mountain, its peak covered with snow. (line 8, para 1) 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。 its peak covered with snow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：独立主格结构的逻辑主语与句子的主语不同,它独立存在。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：Weather permitting,

22、 we are going to visit you tomorrow. He stood there, his hand raised. Close to the bank I saw deep pools,the water blue like the sky. The lights off, we could not go on the work. Our English teacher came into the classroom, papers in hand. 注：独立主格结构是高考考点之一。如：I send you 100 dollars today, the rest _ i

23、n a year. (2005, 湖南) (Key: C)A. follows B. followed C. to follow D. being followed (2) Seen from above, the old town is a maze of canals, little bridges and tiny cobbled streets that tourists get lost in. (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。Seen from above为过去分词短语作状语,与the old town之间是被动

24、关系。此句为过去分词短语作状语。(3) For example, it is the women who run Naxi society, and until recently, Naxi women inherited all property.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。 it is the women who run Naxi society.为强调句结构,被强调的是主语the women。强调句的基本结构：It is 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

25、它用that。如： It is I who teach you English. I was he that broke the window yesterday. It was what he said just now that made me unhappy. 强调句型是高考常考的考点之一。如： (2006山东)I just wonder _ that makes him so excited. A. why it does B. what he does C. how it is D. what it is (Key: D) (2005天津)It is what you do rath

26、er than what you say _ matters. A. that B. what C. which D. this (Key: A) run vt 控制；管理My father ran a camera store last year. He has no idea of how to run a business. (可根据需要简单回顾run的其它常见用法) inherit vt 继承,遗传,传给She inherited a little money from her grandfather. She inherited all her mothers beauty. Thi

27、s government has inherited many problems from the previous one. (4) They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists.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。completely uninterested in the tourists. 为形容词短语作状语。with复合

28、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。如： (2005北京) I couldnt do my homework with that noise _. A. going on B. goes on C. went on D. to go on (Key: A) (2004北京)_ two exams to worry about, I have to work really hard this weekend.A.

29、With B. Besides C. As for D. Because of (Key: A) (2004福建) It was a pity that the great writer died _ his works unfinished. A. for B. with C. from D. of (Key: B) (2002上海春)With a lot of difficult problems _, the newly-elected president is having a hard time. A. settled B. settling C. to settle D. bein

30、g settled (Key: C) (5) This story is shown in pictures in books put together in the 10th century,(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 put together 意思是把放在一起,把合并起来；加起来,合并起来。如： It is easier to take a machine to pieces than to put it together again. Your department spent more last year than all th

31、e other departments put together. Considering her age, the girls letter is very well put together. (6) Everyone listened as if someone had put a spell on them. 每个人都像着了魔,听得如痴如醉。 此句为as if引导的状语从句,谓语动词had put是与过去事实相反的虚拟语气。如：He was shaking with fright as if he had seen a ghost. Step 5. Homework1. Ask Ss to finish the exercises of Reading, Vocabulary in the Workbook.2. Ask Ss to Prepare for the Listening class.3. Ask Ss to try to write an article about an ethnic minority. They can use books, mag