Cultural relics教案1.docx
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Cultural relics教案1.docx
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Culturalrelics教案1
Culturalrelics教案1
Unit1culturalrelics教材分析
I.教学内容分析本单元的话题是“文化遗产”。
Warmingup部分首先让学生对文物的定义有所了解,然后让学生讨论文物所应具有的特点,在此基础上让学生看几幅图片,进一步讨论“是不是只有像花瓶这样的东西才算是文物,建筑物算不算文物”这个问题。
Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解,然后快速浏览文章。
Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。
LearningaboutLanguage部分首先安排了根据英语释义搭配词汇的练习,力求巩固学生对新词汇的理解和记忆;此外,针对本单元的语法重点----定语从句,该部分还包含了相当分量的练习,让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句,同时引入非限制性定语从句的教学与训练。
UsingLanguage部分的Readingandlistening和speaking主要通过对evidence,fact和opinion三个词的讲解辨析,同时结合琥珀屋离奇失踪这一事件,对学生进行听力训练,有效地帮助学生将所学内容与实际判断能力的培养结合起来。
紧随其后的readingandwriting对一封信进行讨论之后,根据所给出的提示写一封回信,这一部分通过展示不同人对待国家文化遗产的不同态度,引发学生思考,让他们发表自己的看法,具有现实意义。
LearningTips部分鼓励学生去参观博物馆或文化遗产胜地,学习有关的知识,尽力为外国游客提供导游服务,一方面可以借此机会锻炼自己的英语口语,另一方面也可以结交朋友。
II.教学重点和难点1.教学重点
(1)本单元的生词和短语。
(2)掌握限制性与非限制性定语从句的用法,理解两者有何不同。
(3)了解琥珀屋的历史,了解世界文化遗产,增强文化遗产保护意识。
2.教学难点
(1)学会区别事实与观点,锻炼思维分析能力。
(2)用英语表达自己的看法或征求别人的看法。
III.教学计划本单元分五课时:
第一、二课时:
WarmingUp,Pre-reading,Reading,Comprehending第三、四课时:
LearningaboutLanguage第五课时:
UsingLanguage
IV.教学步骤:
Period1&2WarmingUp,Pre-reading,Reading,ComprehendingTeachingGoals:
1.Tolearnaboutculturalrelics.2.Tolearnabouttherestrictiveandnon-restrictiveattributiveclause.TeachingProcedures:
Step1Leading-inPurpose:
TogetSstomakeadefinitionaboutculturalrelics.AskSsfourquestionsasfollows.1.Whatkindofoldthingsareculturalrelics?
2.Arealltheoldthingsculturalrelics?
3.Whatisthedefinitionandclassificationofculturalrelics?
4.Towhomdoculturalrelicsbelong?
Suggestedanswers:
1.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.2.No,notalltheoldobjectsareculturalrelics.3.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicistillauniqueculturalexpressionandcontributions.4.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.Step2.WarmingUp1.PairworkGetSstomakeachoicebetween“compellinginterests”,inthiscasetheinterestsofafamilyandtheinterestsofsociety.2.GroupworkGetSstorole-playaconversationbetweenyouandtheman.Suggesteddialogue:
YOU:
Hello,IamheretoseeMr.ZhangRi.AreyouZhangRi?
MAN:
Yes,Iam.YOU:
MynameisHuYuan.I'mfromtheOfficeforCulturalRelics.MAN:
Oh,istheresomeproblem?
YOU:
Perhaps.IunderstandthatyouhaveanoldMingDynastyvase.MAN:
Yes,Idobutit'snotmine.Er-itbelongstomyfamily.YOU:
Hmm.MayIhavealookatit?
MAN:
Why,yes,ofcourse.Pleasecomein.Rightthisway.Hereitis.YOU:
It'squitebeautiful.MAN:
Yes,itis,isn'tit?
It'sbeenwithourfamilyforalongtime.YOU:
Mr.Zhang,I'msorrytotellyouthisbutI'mquitecertainthisisaculturalrelic.MAN:
Oh,howcanyoubesure?
YOU:
ItisjustliketheonedescribedinareportIgot.MAN:
Whatreport?
YOU:
Areportaboutarelicthatismissingfromamuseum.MAN:
Ihaven'theardaboutthat.YOU:
Perhapsnot.Yousaythisrelichasbeeninyourfamilyalongtime?
MAN:
Well,actually,oneofmycousinsgaveittous.YOU:
Whenwasthat?
MAN:
LastyeararoundthetimeoftheMid-AutumnFestival.YOU:
I'msorrytosaythisbutIbelievethisistherelicthemuseumhaslost.Step3.Pre-readingPurpose:
TogetSstoformaresponsibleattitudetowardsculturalrelics.
TheGreatWallTheLeshanGiantBuddha
MausoleumofthefirstWinEmperorandtheTerracottaWarriors1.Theabovepicturesaresomeofthe30worldculturalrelicsinChina.GetSstoknowsomethingaboutthem.Sscanhaveatalkaboutthem.◆MountTaishan(泰山),listedasworldculturalandnaturalsitein1987.◆TheGreatWall(长城),culturalsite,1987.◆TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宫、沈阳故宫),culturalsite,1987,2004.◆TheMogaoCaves(敦煌莫高窟),culturalsite,1987.◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(秦始皇陵及兵马俑坑),culturalsite,1987.◆ThePekingManSiteatZhoukoudian(周口店北京猿人遗址),culturalsite,1987.◆MountHuangshan(黄山),culturalandnaturalsite,1990.◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨沟风景名胜区),nationalsite,1992.◆TheHuanglongScenicandHistoricInterestArea(黄龙风景名胜区),naturalsite,1992.◆TheWulingyuanScenicandHistoricInterestArea(武陵源风景名胜区),naturalsite,1992.◆TheMountainResortanditsOutlyingTemples,Chengde(河北承德避暑山庄及周围寺庙),culturalsite,1994.◆TheTempleandCemeteryofConfuciusandtheKongFamilyMansioninQufu(曲阜孔庙、孔府、孔林),culturalsite,1994.◆TheAncientBuildingComplexintheWudangMountains(武当山古建筑群),culturalsite,1994.◆HistoricEnsembleofthePotalaPalace,Lhasa(x藏布达拉宫),culturalsite,1994.◆TheLushanNationalPark(庐山),culturalsite,1996.◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山--乐山大佛风景名胜区),culturalandnaturalsite,1996.◆TheAncientCityofPingyao(平遥古城),culturalsite,1997.◆TheClassicalGandensofSuzhou(苏州园林),culturalsite,1997.◆TheOldTownofLijinag(丽江古城),culturalsite,1997.◆TheSummerPalace(颐和园),culturalsite,1998.◆TheTempleofHeaven:
anImperialSacrificialAltarinBeijing(天坛),culturalsite,1998.◆DazuRockCarvings(大足石刻),culturalsite,1999.◆MountWuyi(武夷山),culturalandnaturalsite,1999.◆MountQinchengandtheDujiangyanIrrigationSystem(青城山―都江堰),culturalsite,2000.◆AncientVillagesinSouthernAnhui-XidiandHongcun(安徽古村落―西递、宏村),culturalsite,2000.◆LongmenGrottoes(龙门石窟),culturalsite,2000.◆ImperialtombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite,2000.◆YungangGrottoes(云冈石窟),culturalsite,2001.◆ThreeParallelRiversofYunanProtectedAreas(三江并流),2003.◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),culturalsite,2004.2.AfterSstalkabouttheculturalrelicsabove,askthemthefollowingtwoquestions.AndLetthemsayasmuchastheycan.
(1)Thinkofaculturalrelicyouknowabout.Howwouldyoufeelifitgotlost?
Why?
(2)Ifyoufindaculturalrelic,whatwillyoudowithit.Step4.ReadingPurpose:
ToletSsknowaboutwhathappenedtotheAmberRoom.
1.ListentotherecordingofthetextInSearchOfTheAmberRoomtwice.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.2.Skimthetexttogetthekeywordsandgeneralideaofeachparagraph.1stparagraph2ndparagraph3rdparagraph4thparagraph5thparagraph
Suggestedanswers:
1stparagraphTheintroductionabouttheAmberRoom:
design,color,shape,material2ndparagraphThepresenttotheCzar:
apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor3rdparagraphTherelocatingoftheAmberRoominCatherirIItimes:
movedintoSummerPalace,moreaddedtoitsdesign4thparagraphThemissingoftheAmberRoom:
thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxeswerecarriedbytraintoaGermancity,Nobodyknewitfromthenon5thparagraphTherebuildingoftheAmberRoom:
anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg
3.GetSstotellthecharacteristicsofthepassage,suchasthetypeofwriting,andthetense.Suggestedanswers:
Thispassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryoftheAmberRoominorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextisthepasttense.4.Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.NUMBERTHINGSABOUTTHENUMBER171617701941200360022100,00027300th
Suggestedanswers:
NUMBERTHINGSABOUTTHENUMBER1716FredricWilliamgavetheAmberRoomtoPetertheGreatasagift.1770CatherineIIhadcompletedtheaddingtotheAmberRoom.
1941TheNaziGermanarmystoletheAmberRoom.2003TherebuildingoftheAmberRoomwascompleted.7000TonsThetotalweightoftheambersusedtomaketheroom55ThenumberofsoldiersgiventothekingofRussiainreturn600ThenumberofthecandleslightingtheAmberRoom2Thetwocountries:
GermanandRussia2IntowdaystheAmberRoomwasremovedtoaGermancity.100,000TheAmberRoomwasdismantledinto100,000pieces.2727woodenboxesusedtocontainthepiecesoftheAmberRoom300ththenewlyrebuiltAmberRoomreadyforthe300thebirthdayofStPetersburgcityStep5.ComprehendingPurpose:
TocheckwhetherSshaveunderstoodthetext.1.GetSstofinishEx1(P2)andEx2(P2).Suggestedanswers:
Ex1:
1.C2.E3.B4.D5.A6.FEx2:
Paragraph1:
HowwastheAmberRoommade?
Paragraph2:
WhydidtheKingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?
Paragraph3:
HowdidtheAmberRoombecomeoneofthewondersoftheworld?
Paragraph4:
HowdidtheAmberRoomgetlost?
Paragraph5:
HowwasanewAmberRoombuilt?
2.GetSstocompletethefollowingform,accordingtothetext.TypeofwritingMainideaofthepassageGeneralideaof1stparagraphGeneralideaof2ndparagraphGeneralideaof3rdparagraphGeneralideaof4thparagraphGeneralideaof5thparagraphSuggestedanswers:
TypeofwritingNarrativewriting.MainideaofthepassagethehistoryoftheAmberRoomGeneralideaof1stparagraphthesimpledescriptionoftheAmberRoomGeneralideaof2ndparagraphthepresent,senttotheCzarGeneralideaof3rdparagraphthedetail,addingandrelocatingoftheAmberRoomGeneralideaof4thparagraphthestolenoftheAmberRoominWorldWarII
Generalideaof5thparagraphtherebuildingoftheAmberRoom3.ShowSsthestructureofthetextsothattheycanhaveabetterunderstandingofthetext.
theAmberR
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