Module 6 The World’s Cultural HeritageI．教学内容分析本模块以世界文化遗产为中心话题，介绍了有形和无形文化遗产、周口店北京人遗址、英国巨石阵、新墨西哥首府圣达菲的文化保护计划。
要求学生通过本模块学习，能够运用所学词汇简单介绍我国的世界文化遗产的概况和周口店北京人遗址的情况；陈述自己对有形文化和无形文化遗产的看法；了解世界文明，增强保护和发扬人类文明的意识；学会书面介绍一种无形文化遗产。
Introduction 部分通过介绍苏州园林引起学生的兴趣，使他们了解世界文化遗产名单，学习有关词汇和短语。
为本模块的学习奠定基础。
Vocabulary and Reading部分通过阅读The Amazing Caves of Zhoukoudian和Beijing Man Heritage sits in Danger，让学生学习相关词汇，训练在阅读过程中迅速获取有效信息的能力；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，要求学生学会虚拟语气在宾语从句等中的用法。
Listening and Vocabulary 部分听取一段关于英国巨石阵的对话录音，培养学生准确获取有效信息的能力，完成相关练习。
Grammar (2) and Function部分的句子来自听力材料，通过学习，让学生学会正确识别地点、条件和让步状语从句，通过Activity 2的练习进一步巩固。
Reading and Writing部分通过阅读介绍无形文化遗产的文章，展开讨论，整理和扩充讨论要点，建立学生对无形文化遗产介绍的基本概念，然后根据提示写一篇介绍无形文化遗产的文章。
Everyday English部分总是与听力材料的内容连在一起的。
通过选择正确答案、编对话的形式，使学生熟练掌握这几个短语在具体日常语境中的意义和用法。
Speaking部分是就“世界上有许多语言正在消失”这个话题展开头讨论，让学生阐述自己的看法，学会珍爱文化遗产。
Reading Practice部分通过阅读文章Chinese Cultural Heritage Bid for UNESCO，学会在把握文章总体脉络的基础上把握段落大意和获取文章细节信息的能力。
Cultural Corner部分是一篇介绍新墨西哥首府圣达菲的文化保护计划的文章，让学通过阅读，了解和吸收异域民族文化的精华，并与我国的情况作比较，增强保护和发扬人类文明的意识。
Task部分综合本模块所学技能和知识，在小组讨论的基础上，利用上网等查找的资料，撰写一篇文章，完成书面介绍中国的某一处文化遗产的任务。
Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。
II．教学重点和难点1. 教学重点(1)掌握一些与文化遗产有关的词汇和短语；(2)学习虚拟语气；(3)学习地点、条件和让步状语从句。
2. 教学难点(1)听懂与文化遗产有关的常用表达，正确理解新学词汇的含义；(2)正确使用虚拟语气；(3) 学会介绍中国的某一处文化遗产。
III．教学计划本单元分六个课时：第一课时：Introduction, Reading and Writing第二课时：V ocabulary and Reading第三课时：Grammar (1), Reading Practice第四课时：Listening and V ocabulary, Grammar (2) and Function, Everyday English第五课时：Speaking, Cultural Corner第六课时：Task, Module FileIV．教学步骤Period 1 Introduction, Reading and WritingTeaching Goals:1. To arouse Ss’ interest in learning about T he World’s Cultural Heritage;2. To get Ss to know about The World Heritage List;3. To get Ss to know the difference between tangible cultural heritage and intangible cultural heritage;4. To enable Ss to write a paragraph about an intangible human heritage.Teaching Procedures:Step 1. Introduction1. Ask Ss to look at the title of this module and answer the following questions:Q1. How much do you know about the w orld’s cultural heritage?Q2. Which items are a country’s cultural heritage?Q3. Can you give some examples of China’s Cultural Heritage?Suggested Answers:A1. OpenA2. OpenA3. The Great Wall, Mt Taishan, The Forbidden City, the Temple of Heaven, The Imperial Palace, Temple of Heaven, classical gardens in Suzhou…2. Show Ss two pictures about Suzhou and ask them to discuss the following questions in pairs.Q1. Where is Suzhou?Q2. How many people live there?Q3. What is it famous for?Q4. What happened in Suzhou in June 2004?3. Ask Ss to read through the words in Activity 2 and then answer the questions.4. Ask Ss to read the passage The World Heritage List and then finish Activities 3 and 4 on page 71.Step 2. Reading and Writing1. Leading-in(1) At the Suzhou conference in June 2004, one of the delegates praised China’s work on heritage sites, do you know what he say?Suggested Answer:“China has done excellent work in protecting world heritage, both tangible and intangible”.(2) Ask Ss to look at the pictures to guess which cultural heritage they belong to, tangible or intangible? (They belong to intangible cultural heritage.)Kunqu opera The Mid-Autumn Festival2. Reading(1) Ask Ss to read the first paragraph of the text to find the answers to the questions:①What is tangible cultural heritage?②What is intangible cultural heritage?Suggested Answers:①Tangible (=touchable) cultural heritage consists of buildings and objects such as painting; ②Intangible (=untouchable) cultural heritage means traditional songs and poems, people who can perform traditional works, languages and music.(2) Ask Ss to go on with the text to answer the following question:What does intangible cultural heritage consist of?Suggested Answer:Oral heritage, Living human treasures, Endangered languages, Traditional music of the world.(3) Ask Ss to read carefully and think out some examples of intangible cultural heritage, and then fill in the following form.Suggested Answers:3. Writing(1) Ask Ss to choose one of the examples above to discuss it and write the main points down following the notes in Activity 2.(2) Ask Ss to write a short essay about an intangible cultural heritage.(3) Ask Ss to exchange their essays with their partners and then ask some Ss to read their essays to the whole class and comment them.(4) Instruct Ss how to write an essay about intangible cultural heritage—the Chinese festivals. Give Ss the following presentation.中国的传统节日渊源流长，至今为海内外炎黄子孙所奉行。