范文Cultural relics教案1.docx
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范文Cultural relics教案1.docx
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范文Culturalrelics教案1
Culturalrelics教案1
Unit1
culturalrelics
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。
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
.教学重点
本单元的生词和短语。
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。
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
学会区别事实与观点,锻炼思维分析能力。
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&2
warmingUp,Pre-reading,Reading,comprehending
TeachingGoals:
.Tolearnaboutculturalrelics.
2.Tolearnabouttherestrictiveandnon-restrictiveattributiveclause.
TeachingProcedures:
Step1Leading-in
Purpose:
TogetSstomakeadefinitionaboutculturalrelics.
AskSsfourquestionsasfollows.
.whatkindofoldthingsareculturalrelics?
2.Arealltheoldthingsculturalrelics?
3.whatisthedefinitionandclassificationofculturalrelics?
4.Towhomdoculturalrelicsbelong?
Suggestedanswers:
.culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.
2.No,notalltheoldobjectsareculturalrelics.
3.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicistillauniqueculturalexpressionandcontributions.
4.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.
Step2.warmingUp
.Pairwork
GetSstomakeachoicebetween“compellinginterests”,inthiscasetheinterestsofafamilyandtheinterestsofsociety.
2.Groupwork
GetSstorole-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-reading
Purpose:
TogetSstoformaresponsibleattitudetowardsculturalrelics.
TheGreatwall
TheLeshanGiantBuddha
mausoleumofthefirstwinEmperor
andtheTerracottawarriors
.Theabovepicturesaresomeofthe30worldculturalrelicsinchina.GetSstoknowsomethingaboutthem.Sscanhaveatalkaboutthem.
◆mountTaishan,listedasworldculturalandnaturalsitein1987.
◆TheGreatwall,culturalsite,1987.
◆TheImperialPalaceofthemingandQingDynastiesinBeijingandShenyang,culturalsite,1987,XX.
◆Themogaocaves,culturalsite,1987.
◆ThemausoleumoftheFirstQinEmperorandtheTerracottawarriors,culturalsite,1987.
◆ThePekingmanSiteatZhoukoudian,culturalsite,1987.
◆mountHuangshan,culturalandnaturalsite,1990.
◆ThejiuzhaigouValleyScenicandHistoricInterestArea,nationalsite,1992.
◆TheHuanglongScenicandHistoricInterestArea,naturalsite,1992.
◆ThewulingyuanScenicandHistoricInterestArea,naturalsite,1992.
◆ThemountainResortanditsoutlyingTemples,chengde,culturalsite,1994.
◆TheTempleandcemeteryofconfuciusandthekongFamilymansioninQufu,culturalsite,1994.
◆TheAncientBuildingcomplexinthewudangmountains,culturalsite,1994.
◆HistoricEnsembleofthePotalaPalace,Lhasa,culturalsite,1994.
◆TheLushanNationalPark,culturalsite,1996.
◆mountEmeiandtheLeshanGiantBuddhaScenicArea,culturalandnaturalsite,1996.
◆TheAncientcityofPingyao,culturalsite,1997.
◆TheclassicalGandensofSuzhou,culturalsite,1997.
◆TheoldTownofLijinag,culturalsite,1997.
◆TheSummerPalace,culturalsite,1998.
◆TheTempleofHeaven:
anImperialSacrificialAltarinBeijing,culturalsite,1998.
◆DazuRockcarvings,culturalsite,1999.
◆mountwuyi,culturalandnaturalsite,1999.
◆mountQinchengandtheDujiangyanIrrigationSystem,culturalsite,XX.
◆AncientVillagesinSouthernAnhui-XidiandHongcun,culturalsite,XX.
◆LongmenGrottoes,culturalsite,XX.
◆ImperialtombsofthemingandQingDynasties,culturalsite,XX.
◆yungangGrottoes,culturalsite,XX.
◆ThreeParallelRiversofyunanProtectedAreas,XX.
◆
capitalcitiesandTombsoftheAncientkoguryokingdom,culturalsite,XX.
2.AfterSstalkabouttheculturalrelicsabove,askthemthefollowingtwoquestions.AndLetthemsayasmuchastheycan.
Thinkofaculturalrelicyouknowabout.Howwouldyoufeelifitgotlost?
why?
Ifyoufindaculturalrelic,whatwillyoudowithit.
Step4.
Reading
Purpose:
ToletSsknowaboutwhathappenedtotheAmberRoom.
.ListentotherecordingofthetextInSearchofTheAmberRoomtwice.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.
2.Skimthetexttogetthekeywordsandgeneralideaofeachparagraph.
stparagraph
2ndparagraph
3rdparagraph
4thparagraph
5thparagraph
Suggestedanswers:
1stparagraph
TheintroductionabouttheAmberRoom:
design,color,shape,material
2ndparagraph
Thepresenttotheczar:
apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor
3rdparagraph
TherelocatingoftheAmberRoomincatherirIItimes:
movedintoSummerPalace,moreaddedtoitsdesign
4thparagraph
ThemissingoftheAmberRoom:
thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxeswerecarriedbytraintoaGermancity,Nobodyknewitfromthenon
5thparagraph
TherebuildingoftheAmberRoom:
anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg
3.GetSstotellthecharacteristicsofthepassage,suchasthetypeofwriting,andthetense.
Suggestedanswers:
Thispassageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryoftheAmberRoominorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextisthepasttense.
4.Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.
NUmBER
THINGSABoUTTHENUmBER
716
770
941
XX
600
2
2
00,000
27
300th
Suggestedanswers:
NUmBER
THINGSABoUTTHENUmBER
716
FredricwilliamgavetheAmberRoomtoPetertheGreatasagift.
770
catherineIIhadcompletedtheaddingtotheAmberRoom.
1941
TheNaziGermanarmystoletheAmberRoom.
XX
TherebuildingoftheAmberRoomwascompleted.
7000Tons
Thetotalweightoftheambersusedtomaketheroom
55
ThenumberofsoldiersgiventothekingofRussiainreturn
600
ThenumberofthecandleslightingtheAmberRoom
2
Thetwocountries:
GermanandRussia
2
IntowdaystheAmberRoomwasremovedtoaGermancity.
00,000
TheAmberRoomwasdismantledinto100,000pieces.
27
27woodenboxesusedtocontainthepiecesoftheAmberRoom
300th
thenewlyrebuiltAmberRoomreadyforthe300thebirthdayofStPetersburgcity
Step5.
comprehending
Purpose:
TocheckwhetherSshaveunderstoodthetext.
.GetSstofinishEx1andEx2.
Suggestedanswers:
Ex1:
1.c
2.E
3.B
4.D
5.A
6.F
Ex2:
Paragraph1:
HowwastheAmberRoommade?
Paragraph2:
whydidthekingofPrussiagivetheAmberRoomtotheczarofRussiaasagift?
Paragraph3:
HowdidtheAmberRoombecomeoneofthewondersoftheworld?
Paragraph4:
HowdidtheAmberRoomgetlost?
Paragraph5:
HowwasanewAmberRoombuilt?
2.GetSstocompletethefollowingform,accordingtothetext.
Typeofwriting
mainideaofthepassage
Generalideaof1stparagraph
Generalideaof2ndparagraph
Generalideaof3rdparagraph
Generalideaof4thparagraph
Generalideaof5thparagraph
Suggestedanswers:
Typeofwriting
Narrativewriting.
mainideaofthepassage
thehistoryoftheAmberRoom
Generalideaof1stparagraph
thesimpledescriptionoftheAmberRoom
Generalideaof2ndparagraph
thepresent,senttotheczar
Generalideaof3rdparagraph
thedetail,addingandrelocatingoftheAmberRoom
Generalideaof4thparagraph
thestolenoftheAmberRoominworldwarII
Generalideaof5thparagraph
therebuildingoftheAmberRoom
3.ShowSsthestructureofthetextsothattheycanhaveabetterunderstandingofthetext.
theAmberRoom:
thebestandbiggestworkofcountry'sbestPrussianartistsPara.1
↙
↘
In1716,theAmberRoomgiventotheczarasagiftPara.2
In1770,theAmberRoomredecoratedbycatherineIIPara.3
↘
↙
In1941theAmberRoomstolenbytheNaziGermanarmyPara.4
↓
theoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuiltPara.5
Step6.Languagepoints
Groupwork
DivideSsintofourgroupsandaskeachgrouptodiscusshowtounderstandandusethenewwordsandphrasesinthetextandanalyzethefollowingsentences.
1.ThisgiftwastheAmberRoom,whichwasgiventhisnamebecauseseveraltonsofamberwereusedtomakeit.这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了很多吨琥珀。
whichwasgiventhisname...为非限制性定语从句。
非限制性定语从句,在修饰物时用who,whom,whose。
非限制性定语从句和它的先行词之间只有松散的关系,往往是对先行词作补充说明,这种从句在朗读时有停顿,在文字中通常有逗号与主句隔开。
Thechairman,whospokefirst,satonmyright.最先发言的主席坐在我的右边。
Thespeech,whichboredeveryone,wentonandon.那使大家厌烦的演讲一直在继续着。
关系副词where和when也能引导非限制性定语从句。
onApril1theyflewtoBeijing,wheretheystayedseveraldays.四月一日他们飞到北京,在那里呆了几天。
I'mseeingthemanagertomorrow,whenhewillbebackfromNewyork.我明天要去见经理,他明天要从纽约
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