2019-2020年高一英語 Unit 7《Cultural Relics》說課稿 新人教版.doc

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2019-2020年高一英語 Unit 7《Cultural Relics》說課稿 新人教版 一、教材分析 （一）單元背景分析 　 隨著人們物質(zhì)文化生活水平的提高，曾經(jīng)一度被忽視的環(huán)境已日益為人們所關(guān)注，從某種程度上說，環(huán)境的優(yōu)劣已成為衡量生活質(zhì)量高低、社會進(jìn)步程度的標(biāo)志。相對文物而言，其環(huán)境的優(yōu)劣同樣影響文物存在的質(zhì)量。然而，在環(huán)保意識不斷提升的今天，文物環(huán)境并沒有得到應(yīng)有的關(guān)注。 文物保存環(huán)境是指文物所在的空間及可以直接或間接影響文物保存的各種自然因素和人為因素。在我國，由于受經(jīng)濟(jì)條件的制約，自然環(huán)境質(zhì)量的惡化，加上人文環(huán)境的影響，文物劣化速度不斷加劇，由于環(huán)境造成對文物毀壞的例子屢見不鮮，如石質(zhì)文物風(fēng)化、金屬文物腐蝕、紙張酸度增加、壁（彩）畫褪色等等。 　　文物是祖先留給我們的無價之寶，是金錢買不到的。日用品壞了，可以再生產(chǎn)制造，文物卻不同，它不能再生產(chǎn)，再生產(chǎn)出的東西不是文物，是仿制品或贗品，是沒有任何文物價值的。文物一旦損壞，就永遠(yuǎn)不能復(fù)原。沒有眾多的文物史跡，文明古國也就名存實亡，失去其傳統(tǒng)的風(fēng)采和內(nèi)涵。文物受損后再修復(fù)是被動性的保護(hù)措施，而主動性的保護(hù)就是創(chuàng)造良好的文物保存環(huán)境，防治文物受損才是上策。保護(hù)文物環(huán)境，實際上就是保護(hù)文物古跡本身。整治環(huán)境不是一件小事，保護(hù)文物環(huán)境更不是一件容易的事，惟其艱難，需要文物部門付出更多的努力，同時也需要政府和社會的更多支持。所以，我們要好好愛護(hù)文物。 （二）教材內(nèi)容分析 本單元話題——文物古跡（Cultural relics ）歷來是全世界較為關(guān)注的焦點之一，尤其是在伊拉克戰(zhàn)爭中，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅！本單元所采用話題構(gòu)成了一個現(xiàn)代意義十足的時尚理念，能夠充分喚起學(xué)生的參與欲望。單元內(nèi)容極具生活化，富有活力，體現(xiàn)了本套新教材的一個重要特征，即緊扣時代脈搏，富有時代氣息。Listening 開門見山向我們介紹三個cultural sites，并要求根據(jù)所聽內(nèi)容熟悉各自的重要性，以及人們?yōu)楸Ｗo(hù)這些文物古跡所采取的措施；Speaking則要求我們制作一個即將被送入太空的、內(nèi)含能代表中國文化的五件物品的“cultural capsule”，讓學(xué)生成為主體，充分發(fā)揮他們的思維、展示他們無限的想象力；Reading通過對俄羅斯著名城市——圣彼得堡有關(guān)史實的介紹，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；Writing進(jìn)一步要求學(xué)生以主人翁的姿態(tài)致信報社編輯，反映當(dāng)?shù)匚奈锕袍E遭損受毀的情況，呼吁全社會行動起來，為保護(hù)人類文明遺產(chǎn)盡一份力。整個單元自始自終圍繞保護(hù)代表人類歷史與文明的文物古跡這一主線。話題反映了《課程標(biāo)準(zhǔn)》所提出的“向?qū)W生滲透人文理念和注重對學(xué)生文化意識的熏陶”要求，非常具有現(xiàn)實教育意義，教師利用素材不但可以傳授英語知識，而且可以在教學(xué)過程中通過滲透的方式將文物保護(hù)知識有機(jī)地滲透于每堂課的課堂教學(xué)之中，培養(yǎng)學(xué)生愛護(hù)人類文明、保護(hù)文物古跡、熱愛偉大祖國的思想品德。 （三）教學(xué)重點、難點 1. Functional Items：Ways of giving advice or making suggestions. 2. Topic：Talking about cultural relics, including ways of protecting them. 3. Word-formation：“re + V.”（eg. rebuild, replaced, recreate）. 4. Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins, in pieces, bring … back to life, etc 5. Structure (Grammar)：The Passive Voice (I) — The Present Perfect Passive Voice 6. Writing：Write a letter to the editor on a certain cultural site, suggesting ways of protecting the cultural relics. 【 “現(xiàn)在完成時”是中學(xué)階段英語語法教學(xué)的重點，也是難點，不過學(xué)生在初中階段已學(xué)過現(xiàn)在完成時和被動語態(tài)，本單元可以作為一個語法復(fù)習(xí)鞏固來處理?！? 總之，本單元通過語法、功能項目與新話題的有機(jī)結(jié)合，充分體現(xiàn)《新課程標(biāo)準(zhǔn)》“以學(xué)生為本，以學(xué)生的發(fā)展為本” 之要求。 二、教學(xué)目標(biāo) （一）語言知識目標(biāo) 本單元要求學(xué)生除掌握必要的單詞、詞組和句型外，同時要求學(xué)生掌握一定量表達(dá)“提建議或勸告”的交際功能用語，以及現(xiàn)在完成時的被動語態(tài)。 （二）語言技能目標(biāo) 通過本單元的學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽、說、讀、寫”的技能，使學(xué)生能運(yùn)用所學(xué)知識解決相關(guān)情景中的一些類似問題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新舊知識解決問題，完成任務(wù)，在此基礎(chǔ)上鼓勵學(xué)生大膽地根據(jù)各自的語言基礎(chǔ)與能力，有個性地解決問題，就如何最有效地保護(hù)文物古跡提出獨特的見解。 （三）情感目標(biāo) 　1）激發(fā)并提高學(xué)習(xí)英語的興趣，樂于接受新鮮事物，勇于嘗 試；體現(xiàn)課堂教學(xué)“主體者”的身份，積極主動參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人；具有個性，培養(yǎng)創(chuàng)造能力。 　2）培養(yǎng)同學(xué)之間日常融洽相處的感情，樂于合作，善于與人分享喜好，培養(yǎng)正確的審美觀和價值觀。 　3）培養(yǎng)學(xué)生具有良好的文明習(xí)慣，具有文物保護(hù)意識。 （四）教學(xué)策略 　　1）開放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識天地。 　　2）引趣激趣策略。創(chuàng)設(shè)多種情景（境）激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點燃他們的思維火花。 　　3）任務(wù)型活動策略。在做中學(xué)，在做中練，在做中鞏固，往往會使課堂教學(xué)產(chǎn)生事半功倍的良好效果。 　　4）循序漸進(jìn)和尊重差異策略。由簡到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。 （五）學(xué)習(xí)策略 　　1）課前認(rèn)真預(yù)習(xí)，利用互聯(lián)網(wǎng)或其他媒體收集國內(nèi)外文物古跡以及有關(guān)文物保護(hù)信息，課后能及時復(fù)習(xí)。 　　2）上課勤思考，多動腦，掌握所學(xué)詞匯，熱情、積極、主動參與課堂上各種活動。 　　3）注意學(xué)習(xí)方法，及時提問并注意傾聽他人意見。 　　4）確立“學(xué)用英語相結(jié)合”的思想，用英語開展思維，分析（復(fù)述）課文、發(fā)表個人看法、提出獨到的見解等。 （六）文化意識 　　1）了解文物古跡所折射出的不同時期、不同地區(qū)的特殊文化內(nèi)涵。 　?。玻┡囵B(yǎng)學(xué)生良好的社會公德意識，樹立文物保護(hù)意識。 三、教學(xué)原則 （一）以任務(wù)型教學(xué) (Task-based Language Teaching)作為課堂教學(xué)設(shè)計之理念，具體采用情景教學(xué)法（Situational Approach），交際教學(xué)法（municative Approach），整體語言教學(xué)法（Whole Language Teaching）等教學(xué)方法。從一定程度上說，人們使用語言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動就是讓學(xué)習(xí)者通過運(yùn)用所學(xué)語言來完成各種各樣的交際活動。學(xué)習(xí)者通過表達(dá)、溝通、交涉、解釋、詢問等各種語言形式來學(xué)習(xí)和掌握語言，實現(xiàn)目標(biāo)，感受成功。 （二）在教學(xué)中突出交際性，注重讀寫的實用性；同時適時進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實際運(yùn)用能力的提高。 （三）堅持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。 （四）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。 四、教學(xué)總體設(shè)計 （一）創(chuàng)設(shè)情景，營造氛圍，體現(xiàn)語言教學(xué)的真實性 語言教學(xué)的最終目的是培養(yǎng)學(xué)生的言語技能。根據(jù)語言本身的交際性原則，本單元教學(xué)緊緊圍繞３P（Presentation—Practice—Production）教學(xué)環(huán)節(jié)，充分運(yùn)用情景教學(xué)法、交際法、啟發(fā)法等教學(xué)方法，讓學(xué)生在學(xué)習(xí)過程中充分展示其所學(xué)知識。如針對本地區(qū)旅游業(yè)的不斷開發(fā)給文物古跡保護(hù)所帶來的負(fù)面效應(yīng)，要求學(xué)生用英語表達(dá)如何采取相應(yīng)的保護(hù)措施等。 （二）采用“任務(wù)型”教學(xué)，培養(yǎng)學(xué)生綜合運(yùn)用英語能力 本單元每堂課采用任務(wù)型教學(xué)，模擬真實生活中的任務(wù)，任務(wù)的設(shè)計注重由簡到繁，由易到難，層層深入，形成由初級任務(wù)到高級任務(wù)并由高級任務(wù)涵蓋初級任務(wù)的循環(huán)；同時多樣化的任務(wù)又由課內(nèi)延伸至課外，不僅可拓展學(xué)生的知識面，更可培養(yǎng)學(xué)生的學(xué)習(xí)興趣，從而提高學(xué)生綜合運(yùn)用英語的能力。 （三）面向全體學(xué)生，關(guān)注學(xué)生的全面發(fā)展 　　經(jīng)常性地開展pair work、group work、class performance，培養(yǎng)學(xué)生的團(tuán)體合作精神。 五、評價手段與操作方式 我國外語教學(xué)的評價方式過多地依賴于終結(jié)性評價，無論是學(xué)生、教師還是家長，更多地是以學(xué)生的外語考試成績評判學(xué)生外語學(xué)習(xí)能力的高低。這種不科學(xué)的評價方式使相當(dāng)多的學(xué)生喪失了學(xué)習(xí)外語的自信心和積極性，極大地降低了外語學(xué)習(xí)的效率；同時也造成了課堂教學(xué)幾乎完全圍繞考試內(nèi)容來進(jìn)行，語法教學(xué)、題海戰(zhàn)術(shù)充斥外語課堂等不正常的現(xiàn)象。《課程標(biāo)準(zhǔn)》則強(qiáng)調(diào)“建立促進(jìn)學(xué)生全面發(fā)展的評價體系。評價不僅要關(guān)注學(xué)生的學(xué)業(yè)成績，而且要發(fā)現(xiàn)和發(fā)展學(xué)生多方面的潛能，了解學(xué)生發(fā)展中的需求，幫助學(xué)生認(rèn)識自我，建立自信。發(fā)揮評價的教育功能，促進(jìn)學(xué)生在原有水平上的發(fā)展?！蓖瑫r“建立促進(jìn)教師不斷提高的評價體系。強(qiáng)調(diào)教師對自己教學(xué)行為的分析與反思，建立以教師自評為主，校長、教師、學(xué)生、家長共同參與的評價制度，使教師從多種渠道獲得信息，不斷提高教學(xué)水平?！币虼耍虒W(xué)評價既要關(guān)注效果，又要關(guān)注過程，應(yīng)是兩者的結(jié)合，既行為評價（也稱非測試性評價）與終結(jié)性評價（也稱測試性評價）相結(jié)合。 （一）行為評價（非測試性評價）：本單元通過對學(xué)生課堂回答教師提問情況、對話表演的參與程度及學(xué)生反應(yīng)、話題表達(dá)（如討論利弊）的創(chuàng)新性及針對性、與他人的合作協(xié)作精神及學(xué)生個體的書面作業(yè)等行為，對學(xué)生的學(xué)習(xí)能力、學(xué)習(xí)態(tài)度、團(tuán)體合作精神及創(chuàng)新意識等做出過程性評價。這種評價有助于老師發(fā)現(xiàn)每位學(xué)生的閃光點，及時肯定、表揚(yáng)，也可讓更多的學(xué)生體驗成功的喜悅，體現(xiàn)英語課堂教學(xué)的“全員”意識，利于培養(yǎng)學(xué)生的可持續(xù)發(fā)展。具體操作時，老師設(shè)計如下表格，對學(xué)生進(jìn)行評定。 表一：課堂活動配合及對話表演反饋表 日期 課堂活動內(nèi)容 姓名 評價等第 評 語 Student A S- B S- C 【注：評價等第為（優(yōu)秀、良好、一般、需努力）】 表二：小組活動記錄反饋表 組員姓名 日期 活動內(nèi)容 評價內(nèi)容 1．參與程度 2．與組員配合 3．動作表演 4．課堂效果反應(yīng) 5．語音語調(diào) 6．語言表述 個人自我評價 小組評價 教師評價 【注：評價等第為（積極 / 優(yōu)秀、尚積極 / 良好、一般、不參與 / 需努力）】 （二）終結(jié)性評價（測試性評價）：通過單元檢測形式來了解學(xué)生在本單元中學(xué)習(xí)的實際程度，通過整體效果和個體效果的綜合分析，利于教師在下一單元教學(xué)中及時調(diào)整教學(xué)策略。 （終結(jié)性評價：略） 六、單元教學(xué)設(shè)計（課時計劃及操作步驟） 　　依據(jù)《課程標(biāo)準(zhǔn)》及對學(xué)生教學(xué)目標(biāo)的要求，課堂教學(xué)中充分利用與教材相配套的教學(xué)掛圖、錄音帶、VCD、投影片、練習(xí)冊、閱讀訓(xùn)練以及多媒體軟件等，并以此作為學(xué)生學(xué)習(xí)和教師教學(xué)的重要內(nèi)容和手段。適應(yīng)信息時代之所需，教師應(yīng)重視使用一些先進(jìn)的現(xiàn)代教學(xué)技術(shù)手段來激發(fā)、提高學(xué)生學(xué)習(xí)英語的興趣，主要運(yùn)用多媒體輔助教學(xué)，以增加教學(xué)的直觀性和趣味性，加大課堂密度，提高教學(xué)效率。本單元計劃用六課時完成教學(xué)任務(wù)與測試評估。具體教學(xué)程序設(shè)計如下： 　　　　　　　Teaching Procedures for the 1st Period Step one Warming-up 1. Greeting. 2. Watching & Chatting：Watch a video which introduces some famous cultural sites across Shaoxing, having a free chat with the Ss. 3. Questions & Answers：Show to the Ss three pictures, asking them: ① What do you know about the places in the pictures? ② Where are they? ③ Which one would you like to see most? Why? Step two Pre-listening 1. Ticking：Listen to the tape and tick the things Ss hear. 2. Questions & Answers：Listen again and discuss the questions in groups ① Why is it important to protect cultural relics? ② Why is it difficult to find out how people lived in ancient times? ③ What do we know about life in ancient Egypt? ④ Why do we know so much about the way the ancient Egyptians lived? ⑤ What do you think we can do to protect our cultural relics? Step three Listening 1. Language Input ：Well, now were going to listen to a description of three cultural sites. Please ① Listen to the tape and write down the name of the site in the form below. ② Listen to the tape again and write down about its importance. Name of the site Why is it important? What is being done to protect it? Site 1 Site 2 Site 3 ③ Listen to the tape again and write down about “Whats being done to protect it”. Ss discuss their answers in groups and then check in class. Step four Post-listening 1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics： ① Why do our city government make such great effort to protect cultural sites? ② Do you think it necessary to spend so much money on the project? Step five Error-finding 1. Language Input：Now were going to listen to the description of the three maps. Please ① Listen to the tape and put the statues in the right place. ② Listen to the tape and put the temple and the museum in the right place. ③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place. Step six Game 1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and lets have a game! [T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ] Group Result Group A Group B Group C Group D Score Homework 1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history ③ Its importance and what is being done to protect it. (Better surf on the Internet!) 2. Preview “Speaking”. Teaching Procedures for the 2nd Period Step one Warming-up 1. Greeting. 2. Check the homework, asking individual Ss to e to the front to act out their report. The teacher may ask the others some questions about their reports. Step two Pre-speaking 1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture? [T collect the answers and write them on the blackboard.] Step three Speaking 1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 22 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you. Asking for suggestions Making suggestions ● What shall we put in in your opinion? ● Cant we put in …? ● Should we put in …? ● Which do you think is the more suitable thing we put in? ● …… ● Lets put in…. ● Maybe we could put in …. ● I think wed better put in …. ● Id like to choose…. ● What / How about…? ● Why not put in …? ● Why dont you put in …? ● …… [ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.] Things you want to put in Reasons for your choices 1 2 3 4 5 【Model】 SA：In my opinion we could put in …. SB：That sounds a great idea. And Id like to choose …. SA：Sorry, I dont think thats the best choice. SB：Then what about …? …… 2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class.. Step four Useful Expressions --- Making suggestions 1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English therere several ways of giving advice or making suggestions. Ways of giving advice or making suggestions Ways of replying to others advice or suggestions Acceptance Refuse 1. Shall I / we …? 2. Lets …, shall we? 3.Why not …? 4. Why dont you / we …? 5. Youd better …. 6. I think its better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note：除句型8和12后接動名詞 （短語）外，其余均需接動詞原形。 1. All right. / OK. 2.Thats all right. 3.Certainly. / Sure. 4.Good idea. / Thats a good idea. 5.That sounds great. 6. That sounds (like) a good idea. 7. Id like (love) to …. 1. Im afraid that …. 2. Im sorry, but …. 3. Id like (love) to, but …. 4. It (That) sounds nice, but …. Step five Dialogue Production [T will provide certain situations, asking the Ss to work in pairs to make dialogues.] Situation A：Two friends are discussing what to do in the ing weekends. 【Model】 A: Its said that theres going to be a wonderful film “Heroes”. Why not go to the cinema? B: Im afraid I wont. I have seen it twice. A: What do you suggest doing, then? B: Would you like to go out for an outing? A: Id like to, but its going to rain in the next two days. B: What a pity! Have you considered going to the library? A: Good idea. Lets meet here at 8 oclock tomorrow, shall we? B: Sure. Situation B：Jessica is poor in English. She is asking her friend, Susan for advice. 【Model】 Jessica: My English is poor. I wonder what I should do. Susan: You should remember as many English words as possible. Jessica: OK. Susan: And you need to have more listening, speaking, reading and writing. Jessica: It sounds nice, but I still dont know what to do. Susan: Im not certain, either. Why dont you ask Mr Wang? Jessica: Thats a good idea. Lets go together. Susan: All right. Step six Post-speaking Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class. Homework 1. Write a report about the culture capsule. 2. Practise ways of making suggestions. 3. Preview “Reading”. Teaching Procedures for the 3rd Period Step One Warming-up 1. Greeting. 2. ment on the Ss’ report about the culture capsule. 3. Go over the ways of giving advice or making suggestions. Step Two Pre-reading 1. Language Input：Throughout the world, therere many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now lets have a free discussion about the following questions: ① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great? ② What are your favorite cities? ③ What cultural relics are there in the place where you live? How important are they? Step Three Reading 1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some mon problems in class. 2. Vocabulary Ask the Ss to plete the sentences with the right words from the passage. (Workbook p. 122 ) 3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false. Statements True or false 1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peters death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty. 5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before. 4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions. Questions：① Where do people usually build a city? Why? ② What were the palaces like? ③ What were the palaces used for after the Czars rule over the city ended? ④ What did the Germans do as they leftthe city? ⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why? ⑥ What did the people do to bring the city back to life? 5. Reading aloud Play the tape and ask the Ss to read along in a loud voice. Step four Post-reading 1. Ask the Ss to discuss the following questions in groups: ① Why do people think St Petersburgh is a great city? ② Why was it so difficult for people to rebuild the old palaces? ③ What did people use to help them rebuild the city? ④ Why are the people of St Petersburgh heroes? Step five Interview Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front. 【Model】R-- reporter C--citizen of St Petersburgh R: Good morning, Im from Shaoxing Daily. May I ask you several questions? C: Sure. R: When was your city built and and who built the city? C: …… Step six Debate Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic). Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is? Step seven Summary and homework 1. Summarize the passage and ask the Ss to retell the story. 2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2. Teaching procedures for the 4th Period Step one Warming-up 1. Greeting. 2. Ask individual Ss to retell the story. 3. Check the homework, giving some explanation if necessary. Step two Lead-in 1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest. 2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ” Step three Reading 1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen. ▲Fill in the blanks with the words from the passage 1. The word which has similar meaning to “finish” is ________. 2. ________ means to go or run quickly. 3. The word ________ means to save. 4. A ________ is a place where people worship ( v.崇拜) the god. 5. To ______ large areas means that water covers large areas. 6. If something is needed, it is ________. 7. When you are seriously ill, your life could be ________. 8. When you see people eating breakfast, you can say “They are ________.” 9. The water of a river, a lake or a sea is called ________. 10. To go up or to get higher means to ________. 【KEYS】1plete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise ▲ Fill in the blanks with proper words. 1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters. 2. They decided to move the temple stone ________ stone. 3. About 20～50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam. 4. Each stone was marked ________ a number and then all the stones were carried to the new place. 5. The old temple, which dates ________ about 1250 BC, will be moved to a new place. 6. The experts are trying to find ways of rescuing the animals _____