Unit1Culturalrelics 说课稿文档格式.docx

Unit1Culturalrelics 说课稿文档格式.docx

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◆TheHuanglongScenicandHistoricInterestArea（黄龙风景名胜区）,naturalsite,1992.

◆TheWulingyuanScenicandHistoricInterestArea（武陵源风景名胜区），naturalsite,1992.

◆TheMountainResortanditsOutlineTemple,Chengde（河北承德避暑山庄及周围寺庙）,culturalsite,1994.

◆TheTempleandCemeterofConfuciusandtheKongFamilyMansioninQufu（曲阜孔府、孔庙、孔林），culturalsite,1994.

◆TheAncientBuildingComplexintheWudangMountains（武当山古建筑群）,culturalsite,1994.

◆HistoricEnsembleofthePotalaPalace,Lhasa（西藏布达拉宫）,culturalsite,1994.

◆TheLushanNationalPark（庐山），culturalsite,1996.

◆MountEmeiandtheLeshanGiantBuddhaScenicArea（峨眉山一乐山大佛风景名胜区）,culturalandnaturalsite.1996.

◆TheAncientCityofPingyao（平遥古城）,culturalsite,1997.

◆TheClassicalGardensofSuzhou（苏州园林）,culturalsite,1997.

◆TheOldTownofLijiang（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（青城山一都江堰）,culturalsite,2000.

◆AucientVillagesinSouthernAnhui—XidiandHongcun（安徽古村落一西递、宏村）,culturalsite,2000.

◆LongmenGrottoes（龙门石窟）,culturalsite,2000.ImperialTombsoftheMingandQingDynasties（明清皇家陵寝）,culturalsite2000.

◆YungangGrottoes（云冈石窟）,culturalsite,2001.

◆ThreeParallelRiversofYunanProtectedAreas,naturalsite（三江并流）,2003.

◆CapitalcitiesandTombsoftheAncientKoguryoKingdom（高句丽的王城、王陵和贵族墓葬）,culturalsite,2004.

◆TheHistoricCentreofMacao,culturalsite2005

◆TheSichuanGiantPandaSanctuaries,culturalsite2006

◆YinXu,culturalsite2006

◆Mountshangqing,naturalsite2008

二：

整体教学设计：

1.Teachingaimsanddemands

类别

课程标准要求掌握的项目

话题

Culturalrelicsprotection;

famousculturalrelicsinChinaandabroad

词汇

Rarevaluablesurvivevasedynastyamazeamazingselecthoneydesignfancystyledecoratejewelartistlocal

belongtroopreceptionremovewoodendoubtformerworthapartpaintingcastletrialevidenceexplodeentrancesailorsinkmaidinformaldebate

Insearchofbelongtoinreturnatwarlessthantakeapartthinkhighlyof

功能

1．询问别人的看法（Askingforopinions）

Do/Don’tyouthinkthat…?

Wouldyouconsider…?

Why/Whynot…?

Doyouhaveanyideaabout…?

Howdoyouknowthat?

Areyousurethathe/shewastellingthetruth?

Whatdoyouthink?

Whatdoyouthinkof…?

What’syouridea/opinionof…?

Whatwouldsay…?

Howdoyoufeelabout…?

Whodoyouthinkwas…?

Whatareyourreasonsforsayingthat?

2.表达自己的意见（Givingopinions）

Ithink/don’tthinkthat….Sorry,Iagree/don’tagreewithyou.

Inmyopinion….Itcanbeproved.Thatcantrue.

Idon’tbelieve…because….Ithink…istellingthetruthbecause….

语法

定

定定语从句（三）

11.限制性定语从句（RestrictiveAttributiveClause）In1170theroomwascompletedthewayshewanted.

TTThiswasatimewhenthetwocountrieswereatwar.

222.非限制性定语从句（Non-RestrictiveattributiveClause）

TThisgiftwastheAmberroom,whichwasgiventhisnamebecauseseveraltonsofamberwereusedtomakeit.

2.Suggestedteachingnotes

1）Analysesoftheteachingcontents

Thisunitisconcernedwiththedefinition,classificationandhowtoprotectculturalrelics.

WarmingupHelpthestudentslearnaboutthemaintopicofthisunitbydiscussingtheconcept,characterandclassification.

Pre-readingThetwoquestionsofthispartaredesignedtohelpthestudentsrecalltheirknowledgeabouttheamberandpredictwhatthetextisabout,stimulatingthestudents’interestinreading.

ReadingThepurposeofthispartistohelpstudentslearnaboutthehistoryoftheAmberRoom.

ComprehendingIthelpsstudentsfurtherunderstandthetextbydoingtheexercises.

LearningaboutlanguageItteachestheimportantexpressionsandgrammar:

attributiveclause（restrictiveornon-restrictive）

UsinglanguageHelpstudentslearnthedifferencesbetweenafactandanopinionbyreadingapassage,listeningpracticeanddiscussing.

SummingupItsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.

LearningtipThispartintroduceaneffectivelearningtiptoencouragestudentstolearnaboutsomeculturalrelicsandimprovetheirEnglishbyexplainingthingsinEnglishtoforeignvisitors.

2）Makingoftheteachingplan

Thewholeteachingprocedurescanfallintofiveperiodsasfollows:

Period1

Warmingupandreading

Period2

Learningaboutlanguage

Period3

Usinglanguage

Period4

Readingandwriting

Period5

Summingup,learningtipandAssessment

3.Teachingplansforthefirsttwoperiods

Unit1Culturalrelics

Period1:

WarmingupandReading

Importantpoints.

1.LetstudentsreadthepassageINSEARCHOFTHEAMBERROOMandlearnaboutthehistoryoftheAmberRoom

2.Getstudentstolearndifferentreadingskills.

Difficultpoints

1.Developstudents’readingability.

2.Enablestudentstolearntotalkaboutculturalrelics.

Teachingmethods

1.Task-basedteachingandlearning

2.Cooperativelearning

3.Discussion

Goals

Knowledgeaims

1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart

2.LetstudentslearnaboutthehistoryoftheAmberRoom.

Abilityaims

1.LetstudentsreadthepassageINSEARCHOFTHEAMBERROOMtodeveloptheirreadingability.

Emotionalaims

1.Stimulatestudents’senseofculturalrelic’sprotectionbyreadingthepassageINSEARCHOFTHEAMBERROOM.

2.Developstudents’senseofcooperativelearning.

StepIWarmingup

Warmingupbydefining

Goodmorning,class.ThisperiodwearegoingtoreadaboutINSEARCHOFTHEAMBERROOM.Beforeourreading,I’dliketoknow:

A.Whatkindofoldthingsareculturalrelics?

B.Arealltheoldthingsculturalrelics?

C.Whatisthedefinitionandclassificationofculturalrelics?

D.Towhomdoculturalrelicsbelong?

Keysforreference:

A.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidthatculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.

B.No,notalltheoldobjectsareculturalrelics.

C.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisstillauniqueculturalexpressionandcontributions.

D.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.

Warmingupbypresenting

Hi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyallbelongtoculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.Pleasethinktheseover：

A.Canyounamethemout?

B.Whohavetherighttoconfirmandclassifythem?

A.Theyareculturalsites:

TheGreatwall;

TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang;

TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors;

TheMogaoCave.Thesearenaturalsites:

TheJiuZhaiGouValleyScenicandHistoricInterestArea;

TheHuangLongScenicandHistioricInterestArea.Thefollowingareculturalandnaturalsites:

MountTaishan;

MountHuangshan;

MountWuYi.MountSanqing.

B.OnlyaninternationalprofessionalorganizationfromUNhastheauthoritytoconfirmandclassifythem.

Warmingupbydiscussing

Now,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:

Myoldgrannyhappenedtofindanancientvaseunderthetreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision:

A:

Whatshouldwedo?

B:

Canwekeepitforourselvesorreportittothegovernment?

C:

Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?

Keys:

ABCquestionscanbeansweredinallkindsofways.Theanswersareflexible.

StepIIPre-reading

1.Lookingandsaying

Workinpairs.Lookatthephotosonthescreen.Alltheserelicsarequitebeautiful.Butsomeofthemwerelostandruinedinhistory，suchasYuan