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ID:42315360
大小:5.23 MB
页数:35页
时间:2019-09-12
《高中英语外研版选修七教师用书Module 5 Ethnic Culture》由会员上传分享,免费在线阅读,更多相关内容在教育资源-天天文库。
1、Module5 EthnicCulture【美文阅读】 中国的民族文化丰富多彩。剪纸是最贴近我们生活的一种,你会剪纸吗?你想利用剪纸表达什么呢?PapercuttingisatraditionalartinChinawhichhasgraduallydevelopedthroughoutthelonghistoryofpaper.Papercuttingisallmadebyhand.Itiseasytolearntherudiments(基础,基本知识;初步,入门).Papercuttingcoversnearlyalltopics,fromflowers,birds,animals
2、,legendary(传说的,传奇的)people,figuresinclassicnovels,totypesoffacialmakeupinBeijingOpera.PapercuttinghasvariousstylesindifferentpartsofChina.Wecangivebestwishestoourfriendsandrelativesthroughpapercuttings.Furthermore,itcanmaketheworldbeautifulinourlife.Inaword,papercuttingisagoodartinChina.【诱思导学】 1.
3、What'spapercutting?_______________________________________________2.Whatdopeoplewanttoexpressusingtheirpapercuttings?_______________________________________________【答案】 1.PapercuttingisatraditionalartinChinawhichhasgraduallydevelopedthroughoutthelonghistoryofpaper.2.Peoplecangivebestwishestothei
4、rfriendsandrelativesandmaketheworldbeautifulintheirlife.PeriodⅠPreviewing(教师用书独具)●教学目标本课时主要是学生通过对学案所给出的内容的学习,了解本课文中所出现的词汇,初步了解课文以及相关的背景知识,为下一堂课对课文的全面理解起到一个铺垫作用。●教学地位通过本节的教学,让学生了解少数民族文化,通过外国人的所见所想,介绍了丽江古城以及纳西族的风情文化。要求学生掌握相关词汇,培养听,说,读,写等语言技能,并进一步了解我国少数民族的历史渊源,发展过程和现实状况;尊重不同民族的文化习俗;增强不同民族之间团结互助,共同发
5、展的意识。(教师用书独具)●新课导入建议教师用问题的方式提问学生:HowmanypeoplesarethereinChina?HowmanyminoritiesarethereinChina?学生:56peoples;55minorities。接下来引导学生了解更多的有关少数民族的更多信息,自然进入本模块的学习。●教学流程设计⇒⇒ ⇓⇐⇐ ⇓⇒⇒ ⇓⇐⇐ ⇓Ⅰ.篇章结构阅读文章,然后完成下面表格TimeActivitie
6、sApril20thIwalkedup1.________abeautifulparkonthe2.________ofthemountain,andsatandwatchedasthetownslowlywokeuptotheday.April23rdIwas3.________enoughtomeetaNaximanfromtheoldtown.He4.________mesometranslationsofNaxipoems.April25thI'vejustreturnedfroma5.________oftheNaxiOrchestra.Itwas6.________byNa
7、ximen,someof7.________lookedasiftheywerewellover100yearsold!April29thI'velearntsomuchabouttheNaxi8.________andInowunderstandthatalthoughpeoplemayseemverydifferentfromyou,wealllaugh,cry,andneedloveand9.________.Weareallthesam
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