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Unit1Culturalrelics说课稿
Unit1Culturalrelics
一:
课程背景知识:
I.Whatisaculturerelic?
何谓“文化遗产”?
Culturalrelicsarephysicalremindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Withouttheserelics,wecouldnotcherishculturaltraditionsasmuchorappreciatethelivesofthepeoplewhopracticedthosetraditions.Althoughwemaynotoftenconsiderit,culturalrelicsarenotonlythepossessionofoneculture.Inalargersense,itcanbesaidthattheybelongtoallpeoples.Forthesereasons,thisunitdescribesculturalrelicsnotfromChinabutotherplaces.Lookingatitfromanotherangle,itcanalsobesaidthatculturalrelicspreservessomeaspectofculturalheritageandeachrelic,regardlessofwhetherthesamehandscreatedmanyexamplesofit,isstillauniqueculturalexpressionandcontribution.
II.TheculturalrelicsofChinaintheworldheritagesitelist《世界文化遗产名录》中的30多处中国文化遗产,到2004年底,我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》,以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份:
◆MountTaishan(泰山),listedasaworldculturalandnaturalsitein1987.
◆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(泰始皇陵及兵马俑坑),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),naturalsite,1992.
◆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.
2.Enablestudentstolearntotalkaboutculturalrelics.
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?
Keysforreference:
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