I. 單元教學目標

技能目標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.目標語言

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． 重點詞匯

cultural relics, in ruins/ pieces, give in, rebuild

結構 The Passive Voice (I) - The Present Perfect Passive Voice

重

點

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. 學能目標

學

能

目

標 在初中所學句型的基礎上, 進一步擴大學生的詞匯量,熟練掌握一定量表達"提建議或勸告"的交際功能用語，以及現在完成時的被動語態。培養其良好的"聽、說、讀、寫"的技能，使其能運用所學知識解決相關情景中的一些類似問題，并能結合所給任務，綜合運用新舊知識,通過小組活動, 分工合作, 或探究式學習方式來完成任務，充分體現學生在課堂中的主體地位, 并在此基礎上鼓勵學生大膽地根據各自的語言基礎與能力，進行發散性思維，擴大其知識視野，培養其跨文化交際的能力，學會處理同學之間的各種關系，善于與人分享，并具有正確的審美觀和價值取向。

IV. 教材分析與教材重組

1. 教材分析

本單元以“文化遺產（Cultural relics ）”為話題, 內容涉及“文化遺產介紹”,“文化遺產修復”,“文化遺產保護”等, 旨在通過本話題使學生能正確運用表示"建議"類交際用語，并學習相關語法，同時擴大知識視野。該話題是世界較為關注的熱點之一，隨著旅游熱的興起，交流的機會不斷增加，這會喚起學生的參與欲望，使言語技能和語言知識得到充分運用。

1.1 WARMING UP 展現了埃及金字塔,中國之萬里長城,及英格蘭巨石群,以此導入單元主題：Talk about cultural relic.運用建議性的語言進行“熱身”。

1.2 LISTENING 介紹三個cultural sites，其練習題的設計體現了聽力過程中對要點與細節的理解，有助于學生提高分析總結聽力內容的能力。

1.3 SPEAKING則要求我們制作一個即將被送入太空的、內涵能代表中國文化的五件物品的“cultural capsule”，以此來練習Give advice and make suggestions.

1.4 PRE-READING是 READING的熱身活動,所設的第一問最值得深思。在讀完A CITY OF HEROES 之后， 學生們會在思想認識上有所升華。

1.5 READING通過對俄羅斯著名城市--圣彼得堡有關史實的介紹，以“A City of Heroes”為標題謳歌了圣市人們為保護歷史文物和重建家園所作的一切。

1.6 POST-READING第一個訓練題給了4個問題，用于檢查學生對文章理解的程度。其中第1,4題反映了文章的深層含義，激活學生自身的認知能力和思想認識能力，重點訓練學生從整體語篇層次上理解文段的能力。第二個訓練題屬檢測文章表層結構題,訓練學生在閱讀過程中細心觀察,有效記憶。附加討論題：Do you think in China we also have such kind of city? 使學生了解中國文化，喚起其愛國主義精神。

1.7 LANGUAGE STUDY 分詞匯和語法兩部分。其中，Word study 繼續介紹構詞法,以擴大詞匯量，并設計了8個語境,幫助學生加深對新詞匯的理解和記憶,同時也指導學生養成通過語境記憶詞語的方法，本單元的語法項目是現在完成時的被動語態，具體包括兩個步驟:1.單句練習。2. 完形填空練習。 這樣由句到段，很好地體現了對語法知識的學習與靈活運用。

1.8 INTEGRATING SKILLS部分包括讀與寫，其中心任務是給報社寫信，呼吁對文物的保護。閱讀部分的內容是法國的一位學生給報社寫的信，在信中對壁畫表達了擔憂并提出了一些建議。這封信不僅在主題內容上，而且在文體結構上都為下一步的寫作提供了范例。

WRITING整個單元自始自終圍繞保護代表人類歷史與文明的文物古跡這一主線。充分體現了《課程標準》所提出的“向學生滲透人文理念和注重對學生文化意識的熏陶”要求。通過課堂教學，培養學生愛護人類文明、保護文物古跡、熱愛偉大祖國的思想品德。

2. 教材重組

2.1 從話題內容上分析，WARMING UP 與SPEAKING相一致；而從訓練目的上分析與TALKING比較一致。從教材份量來說，可將WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，設計成一節任務型“口語課”。

2.2 將LISTENING 和Workbook中的LISTENING整合在一起，設計成一節 “聽力課”。

2.3 將PRE-READING, READING和POST-READING三個活動整合在一起，上一節“閱讀課（一）”。

2.4將Workbook中INTEGRATING SKILLS 的Reading上一節“閱讀課（二）（泛讀課）”。

2.5將LANGUAGE STUDY 與Workbook中的PRACTISING語法練習題整合在一起上一節“語法課”。

2.6 將INTEGRATING SKILLS 和Workbook中INTEGRATING SKILLS 的Writing整合成一節“寫作課”。

3. 課型設計與課時分配（經教材分析，根據學情，本單元可以用六課時教完）

1st period Speaking(口語課)

2nd period Listening(聽力課)

3rd period Reading(閱讀課)

4th period Extensive Reading(泛讀課)

5th period Grammar(語法課)

6th period Writing(寫作課)

Ⅳ. 分課時教案

The First Period Speaking

Teaching goals 教學目標

1. Target language 目標語言

a. Key words and expressions重點詞匯和短語

represent, include, capsule, be sent into

b. Communicative patterns交際用語:

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

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 學能目標

Help the Ss make a decision according to the conditions mentioned in the passage.

Teaching important points 教學重點

Make Ss learn how to use the structures of giving advice and making suggestions.

Teaching difficult points 教學難點

How to select five things that represent Chinese culture.

Teaching methods 教學方法

Direct Approach of teaching, Communicative, and

Elicitation-Inquiry

Teaching aids 教具準備

a computer b projector

Teaching procedures & ways 教學過程與方式

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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《名師說課》