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Unit 4 Protecting our heritage sites
Integrated skills (I)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. read an editorial about the importance of world heritage;
2. listen to a radio interview about the protection of heritage sites;
3. learn some core vocabulary: migration, legacy, splendor, reserve, intense;
4. develop their awareness of protecting heritage sites.
II. Key competence focus
Learn more about the value of heritage and protection of heritage sites.
III. Predicted area of difficulty
Apply the core vocabulary.
IV. Teaching procedures
Step 1 Reading
T guides Ss to understand the editorial.
1. T asks Ss to read through the editorial and answer the following question.
According to the editorial, why should we protect heritage sites
2. T asks Ss to fill in the table below.
The value of our heritage
Introduction The plains of the Serengeti and pyramids of Egypt are the great heritage sites we take (1) in and must be (2) . UNESCO considers heritage as “our (3) from the past, what we live with today, and what we pass on to future generations” and “irreplaceable sources of life and (4) ”.
Some examples of heritage sites The incredible (5) of heritage sites reminds us of the power of nature and the genius of man. Jiuzhaigou Valley, (6) to mighty snow-capped mountains, thick forests alive with wildlife, impressive waterfalls and blue lakes, has (7) scenery, (8) makes us realize that nature has truly created a masterpiece. The Borobudur Temple (9) us with the effort, determination and intense belief of the people who built it with only primitive tools.
Conclusion Heritage sites not only (10) questions but also pose questions. Heritage sites provide us with opportunities to wonder, to be inspired and to think more deeply about our time on the Earth.
3. T asks Ss to have a discussion.
T: Read through the editorial and discuss the topic: how do you understand the quote from Cicero
4. T asks Ss to answer two questions.
(1) Jiuzhaigou Valley is mentioned to illustrate ________.
A. human-created masterpieces
B. the success of nature reserve
C. natural wonders of heritage sites
D. the pride of many scenes in Sichuan
(2) What do we learn from Cicero’s quote
A. To be a child is terrible thing.
B. Loss of history is to forget our forefathers.
C. It’s easier for many of us to forget the past.
D. Knowing the past helps know the present and future.
【設計意圖：這一步是理解課文，先回答課文后面第一個問題，第二個問題用于討論。最后設計的兩題是過關練習，分別針對課文內容和討論。】
Step 2 Building core vocabulary
1. T directs Ss to learn the core vocabulary.
(1) migration
n. the movement of large numbers of people, birds or animals from one place to another
migrate v. migration n.
see: emigrate [ em gre t] v. immigrate v.
(2) legacy
n. money or property that is given to you by sb when they die
see: legal adj. legality n.
(3) splendour
n. grand and impressive beauty
splendid adj. splendour n.
(4) reserve
1) v. to ask for a seat, table, room, etc. to be available for you or sb else at a future time 2) v. to keep sth for sb/sth, so that it cannot be used by any other person or for any other reason 3) v. to have or keep a particular power4) n. a supply of sth that is available to be used in the future or when it is needed5) n. a piece of land that is a protected area for animals, plants, etc.
reserve v. reservation n. reserve n. reserved adj.
see: preserve [pr z v] v. preservation n.；conserve [k n s v] v. conservation n.
(5) intense
1) adj. very great; very strong2) adj. serious and often involving a lot of action in a short period of time3) adj. having or showing very strong feelings, opinions or thoughts about sb/sth
intense adj. intensify v. intensity n. intense adj. intensely adv.
2. T asks Ss to fill in the blanks with the proper forms of the given words.
(1) British men are often seen as being ________ (reserve) and unemotional.
(2) For many foreigners, part of the attraction of China is its mysterious and ancient ________ (splendid).
(3) The South Korean education system, like many in Asia, is ________ (intense) competitive.
(4) They have led some birds to give up on ________ (migrate).
(5) You cannot ________ (legal) possess the house until three weeks after the contract is signed.
【設計意圖：此節是關于核心詞匯的學習，核心詞匯使用機率高，往往詞義多樣且詞性復雜。在本節課中，先向學生展示詞匯的含義和它們的各種拓展形式，然后是單句語法填空，將講解與練習結合起來。】
Step 3 Listening
1. T asks Ss to guess what they are going to listen.
T: Please read through B1 and B2 first. Then guess what we are going to listen.
T: Right. From the notes, we know the topic is about how to protect heritage sites and it includes measures to limit the number of tourists, resources and education.
2. T asks Ss to listen for true-false tests.
T: Please go through the requirements and listen carefully to finish B1.
3. T asks Ss to listen for note-taking.
T: Listen to the interview again and finish B2.
4. T exhibits the tapescript on the screen.
【設計意圖：首先提醒引導學生通過練習題猜測聽力有關內容，幫助學生提高預測能力，降低聽力難度。然后通過聽力練習幫助學生掌握新的聽力技能。】
V. Homework
1. Finish part A1 in the workbook.
2. Fill in the blanks with the proper forms of the given words.
(1) There is a ________ (splendour) gathering of the famous movie stars at the film festival.
(2) There is now ________ (intensity) competition between schools to attract students.
(3) Thousands were forced ________ (migrate) from rural to urban areas in search of work.
(4) If we don’t take action, future generations will ________ (leave) with a legacy of pollution and destruction.
(5) During peak periods, ________ (reserve) are difficult to make at some of the hotels.

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