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Unit 4 Protecting our heritage sites
Project（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. research a chosen heritage site;
2. learn the core vocabulary: elsewhere, entry, ban;
3. make a poster about a UNESCO heritage site through cooperation and exploration;
4. evaluate and comment on each other’s work.
II. Key competence focus
1. Make a poster about a UNESCO heritage site through cooperation and exploration.
2. Improve their writing-poster skills.
III. Predicted area of difficulty
1. Do research into a heritage site.
2. Design a poster about a UNESCO heritage site through cooperation and exploration.
IV. Teaching procedures
Step 1 Revising the core vocabulary of extended reading
T asks Ss to fill in the blanks with the proper forms of the (given) words.
1. A rise in the temperature of the gas results in its ________ (expand).
2. It’s up to this country to take ________ initiative in banning nuclear weapons.
3. It is an ________ (emerge) branch of learning.
4. The bill would ________ (submit) for public discussion before being enacted as law.
5. Time and hard work involved in completing such an ________ (assign) are worthwhile.
6. He said this country would continue ________ (pursue) the policies laid down at the London summit.
【設計意圖：此項是針對上節課學習的核心詞匯復習設計的，與上節課的填空題命題角度不同，旨在幫助學生靈活運用這些詞匯。】
Step 2 Building new core vocabulary
1. T directs Ss to learn the core vocabulary.
(1) elsewhere
adv. in, at or to another place
where elsewhere; nowhere; somewhere; anywhere; wherever
(2) entry
1) n. an act of going into or getting into a place 2) n. the right or opportunity to enter a place3) n. the right or opportunity to take part in sth or become a member of a group4) n. the act of taking part in a competition, race, etc.
enter v. entrance n.enter v. entry n.
(3) ban
1) v. to decide or say officially that sth is not allowed2) v. to order sb not to do sth, go somewhere, etc., especially officially3) n. an official rule that says that sth is not allowed
impose/lift a ban ban sb from doing sth
2. T asks Ss to fill in the blanks with the proper forms of the (given) words.
(1) They had ________ to stay, so I couldn’t turn them away.
(2) We can’t go along that road because the sign says “No ________ (enter)”.
(3) She’s been banned ________ driving for six months.
(4) Our favourite restaurant was full, so we had to go ________.
(5) I’ll meet you at the ________ (enter) to the theatre this evening.
(6) The government has ________ (ban) the use of chemical weapons.
【設計意圖：此節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 Determining a heritage site to research
T asks Ss to choose a heritage to research.
T: Last period, I have left an assignment: determine a heritage site to research.
T: Mount Huangshan.
T: Have you done any research into it
T: Tell us about your research.
Step 4 Researching the chosen heritage site
T asks Ss to decide what aspects should be included in a poster.
T: Now use the following ideas to help to deal with your information:
· The site’s location
· Its history
· Its importance
· Its current state, including threats
· Measures to protect it
Step 5 Making a poster
T asks Ss to make a poster.
T: Now make a poster about Mount Huangshan. I’ll show you an example.
Mount HuangshanLocationHistoryImportanceThreatsProtection measures
【設計意圖：讓學生搜集海報所需要的信息后，對信息進行梳理并對海報進行創作和設計。】
Step 6 Presenting and evaluating
1. T asks Ss to present their poster to the whole class.
2. T asks Ss to evaluate the poster and give comments.
【設計意圖：通過展示提高學生的表達能力，增強他們的自信心。同時也能發現別人的優點，有利于自我提升。】
Homework
Finish Appreciating language in the workbook.

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