First, the interpretation of teaching materials
1. Short text.
The Great Wall is the symbol of the Chinese nation and the pride of Chinese sons and daughters. This text, as the first window to lead students to start their journey of "World Heritage" in China, not only shows the greatness and majesty of the Great Wall, but also praises the industriousness, wisdom and strength of the ancient working people in China, and expresses the author's national pride and love for the motherland.
This text has four natural paragraphs. 1, which briefly introduces the Great Wall, highlighting the "length" of the Great Wall, indicating that the Great Wall is seen from a distance; The second natural section introduces the Great Wall in detail, highlighting the "tall and solid" of the Great Wall, which is a close observation of the Great Wall; In the third natural section, the Great Wall initiated association and praised the wisdom and creation of ancient working people. The fourth paragraph summarizes the full text, points out the position of the Great Wall in world history, and praises the Great Wall as a "great miracle". According to the meaning of the text, the textbook is equipped with two pictures, one is a bird's eye view of the majestic Great Wall, and the other is a close-up of the Great Wall wall, so that students can feel the momentum of the Great Wall more vividly.
The purpose of writing this text is to let students know about the Great Wall, to know that it is the crystallization of the sweat and wisdom of the ancient working people in China, a great miracle in world history, and to inspire students' national pride; The second is to combine the understanding of the text and learn the methods of observation and expression by the author.
The teaching focus of this lesson is to understand the height and firmness of the Great Wall, feel the majestic momentum of the Great Wall and understand the thoughts and feelings expressed by the author.
2. Text analysis.
Understanding of (1) sentence.
Standing on the Great Wall, stepping on the square bricks at your feet and holding the stones on the wall, you will naturally think of the working people who built the Great Wall in ancient times.
This sentence is accurate, connecting the preceding with the following, and the transition is natural. The three verbs "stand, step and help" indicate that the author personally came to the Great Wall, and "naturally remember" indicates that the author was shocked by the majestic spirit of the Great Wall, and national pride and love for the working people came to life.
(2) The blood, sweat and wisdom of many working people have condensed into the Great Wall of Wan Li, which has no head and no tail.
"How much" means countless, full of the author's infinite emotion; "No head before, no tail after" highlights the length of the Great Wall and echoes the beginning of "more than 13,000 miles"; The "talent" here shows how difficult it is to build the Great Wall. The whole sentence expresses the author's infinite admiration for the ancient working people.
(2) Understanding of words.
Dowel: refers to the toothed wall more than two meters high outside the top of the city wall.
Lookout: refers to the concave part of the tooth wall.
Shooting hole: refers to the hole in the toothed wall used for archery.
Second, the teaching objectives
1. Know 8 new words and write 13 new words. Correctly read and write the words "hovering, city brick, city wall, garrison, fortress, battle, echo, shoulder, wisdom, cohesion, majestic atmosphere" and so on.
2. Read the text correctly, fluently and emotionally, and express the majestic momentum of the Great Wall through reading aloud.
3. Understand the characteristics of the Great Wall, such as its height, firmness and grandeur, and feel the author's love for the motherland and admiration for the ancient working people.
4. Arouse national pride and interest in understanding China's "World Heritage".
Third, teaching suggestions
1. Students can be arranged to collect historical knowledge, stories, legends or pictures about the Great Wall before class.
2. Teachers can choose the following teaching ideas according to the actual situation of students in this class.
One is to organize students to read with the author's emotion as the main line, that is, to closely follow the last sentence of the third paragraph and the fourth paragraph, so that students can find relevant sentences in the text and understand why the author sends out such emotions. Let the students read, sketch and annotate fully first, and then communicate with the whole class. Every time students speak a place, they can go back to these two sentences for students to read again, tell new feelings and experiences, deepen their emotional experience, and let students read their feelings in their mouths, pictures in front of them and emotions in their hearts.
The first is to organize students to read with pictures as the main line. For example, look at the picture for the first time, describe the meaning of the picture, and ask questions around the "Great Wall" in order to learn and teach; Look at the pictures again, combine pictures and texts, read the text and draw a schematic diagram, understand the text, solve problems and understand the characteristics and structure of the Great Wall; Third, read illustrations, combine inside and outside class, stimulate imagination, experience the "sweat and wisdom" of ancient working people, and stimulate emotions; Fourth, borrow pictures, students take turns to explain and introduce the Great Wall, and transfer and use the language.
The first is to organize students' reading with the understanding, accumulation and application of language as the main line. The teacher created a little guide to introduce the Great Wall. On the basis of full self-study, he encouraged students to boldly take the stage as "small tour guides", introduce the Great Wall to "tourists" (the whole class), cooperate with teachers and students, and make relevant pictures and courseware at random. You can also freely form a "tour guide group" to introduce on stage, with one student as the main one and the rest as the supplement. Students can introduce as many as they can. They can introduce what they have learned from books or legends, stories and materials collected after class. The "tourists" under the stage can ask questions and form an interactive atmosphere. If this way of thinking is adopted in teaching, teachers should pay attention to play a guiding role and avoid directly entering the teaching link of being a small tour guide without students fully reading the text and fully communicating their feelings.
3. Guide students to realize that the Great Wall is a great miracle in the history of the world and should be understood in combination with the content of the text. First, let students feel that the Great Wall is "long", "high and firm" and "majestic", which is a unique ancient building in the world; Secondly, I think it is a great miracle that when the Great Wall was completed, the working people were able to complete such a huge project with their own hands under extremely backward conditions.
Regarding the characteristics of the Great Wall, we can grasp the key sentences in the text, guide students to understand them with pictures or combined with their life experiences, and show them by reading aloud. For example, students can point out which provinces and cities have the Great Wall (Gansu, Ningxia, Shaanxi, Shanxi, Inner Mongolia, Beijing, Hebei and other provinces, cities and autonomous regions) on the map, calculate how long it takes to leave for one day and one night, and talk about the feelings of climbing the Great Wall or mountain, so as to truly appreciate the majestic beauty of the Great Wall in Wan Li. In the process of reading and discussing the characteristics of the Great Wall, teachers should guide students to observe the pictures in the text, understand the position, shape and function of "crib mouth", "lookout mouth", "shooting mouth" and "city platform", and try to draw the structural schematic diagram of the Great Wall according to the text and referring to the pictures in the text, so as to deepen the understanding of the text.
When students communicate, teachers should focus on guiding students to understand the meaning of the last sentence in the third paragraph. (1) Use the previous sentence to understand. For example, "Each stone weighs two or three thousand kilograms", let students compare the weights of several students, so as to realize that the construction of the Great Wall truly reflects the "sweat and wisdom" of the ancient working people in China. (2) Contact paragraphs 1 and 2 to gain experience. Firstly, the length of the Great Wall is written in the text, which reflects the arduousness of the project from the side: how can we build the Great Wall in the "high mountains" without bloodshed and sweat, and how can we not pay a lot of manpower? The working people used the mountain to make the Great Wall "meander", and also designed buttresses, observation ports, shooting ports, city platforms and other structures, which is the embodiment of "wisdom".
4. In teaching, teachers can make full use of various strategies such as language passion, text sentiment passion, students' reading passion, and related materials infiltration passion to stimulate students' emotion into text sentiment and emotional reading. If possible, you can show a documentary about the Great Wall, show the scenes of Chinese and foreign tourists visiting the Great Wall, or show the messages or inscriptions of tourists, especially celebrities and great men, to stimulate students' national pride and patriotic enthusiasm. The following are the praises of several international celebrities on the Great Wall:
The designer is so great that the Great Wall deserves to be called a miracle of the world! (Former Israeli Prime Minister Rabin)
Only a great nation can build such a Great Wall! (Nixon, former American President)
This is the greatest project in the world. I have never seen such a masterpiece anywhere else. (Former Russian President Yeltsin)
The Great Wall is one of the greatest wonders in the world, which is really encouraging. It is difficult for people to climb it. It is conceivable what kind of wisdom and strength are needed to build the Great Wall. (Ronald Reagan, former president of the United States)
5. There are many new words in this course, so the teaching should start with the students' current level, and point out the maze with the camera on the basis of students' own cognition and communication. Students should be reminded not to write one more line in the word "every other". Words like "winding, majestic mountains and rivers" can be understood by looking up the dictionary and observing the illustrations.
6. Arrange students to do multiple-choice questions after class, and suggest that students collect more stories, legends and pictures about the Great Wall. Teachers can suggest ways and means to collect data, and suggest students with conditions to collect data further, without uniform requirements.
7. In the "information kit" at the back of this lesson, 29 lists of "World Heritage" in China are listed, and 8 beautiful pictures are displayed, aiming at increasing students' knowledge and stimulating their interest in inquiry. Teachers can guide students to read the text, look at pictures and maps, and talk about their feelings; You can also add some pictures or video materials appropriately to stimulate students' desire to continue to understand China's "World Heritage"; Or guide students to continue reading some articles about world heritage, such as the charming Zhangjiajie selected in the article, Wuyi in Bishui Danshan dialect, the sunset on Lushan Mountain, the story of Huangshan Mountain and looking up at Potala. So as to feel the charm of "World Heritage" from the works.
Fourth, related links
World Heritage 1972, UNESCO's17th General Conference adopted the Convention for the Protection of World Cultural and Natural Heritage. 1976, an intergovernmental cooperation agency, the World Heritage Committee, was established, consisting of 2 1 countries elected by the Conference of the Parties to the Convention. One of its main tasks is to determine the cultural and natural heritages of various countries that should be protected within the scope of the Convention for the Protection of the World Cultural and Natural Heritage, and to include these internationally recognized cultural relics and natural landscapes with outstanding significance and universal value in the World Heritage List.
The World Heritage Committee meets once a year in each contracting state, and its main task is to decide which heritages can be included in the World Heritage List, and to supervise and guide the protection of the listed world heritages. In June 2004, the 28th World Heritage Conference was held in Suzhou, China. As of July 2004, 178 countries or regions in the world have joined the Convention, and there are 788 world heritages in the world, including 6 1 1 cultural heritages in 133 countries, 54 natural heritages and 23 dual cultural and natural heritages.
China acceded to the Convention on 1985 and became a State Party. From 1 1 1987 World Heritage Conference, six heritages, including the Forbidden City, were listed in the World Heritage List, and in July 2004, the royal city, tombs and noble tombs in Gaogou (G3U) were listed in the List. China has 30 natural landscapes and cultural sites, ranking third in the world after Spanish and Italian.
The Great Wall During the Spring and Autumn Period and the Warring States Period, countries built the Great Wall in dangerous places for mutual defense. According to Zuo Zhuan, in 656 BC, "Chu Fangcheng thought it was a city", which is the earliest record about the Great Wall. After Qin Shihuang destroyed the six countries and unified China, in order to resist the invasion of Xiongnu in the north, the Great Wall in the north of Qin, Zhao and Yan countries was repaired and connected in 2 14 BC. Therefore, the site starts from Lintao (now Minxian County, Gansu Province) in the west, Yinshan Mountain in the north and Liaodong in the east. This is commonly known as the "Great Wall of Wan Li", and there are still relics left. Since then, the Great Wall has been built in Han, Northern Wei, Northern Qi, Northern Zhou and Sui Dynasties. In the Ming Dynasty, the Great Wall was built 18 times in order to prevent foreign invasion. The Ming Great Wall starts from Shanhaiguan in Hebei Province in the east and ends at Jiayuguan in Gansu Province in the west, with a total length of 6,700 kilometers. The Great Wall described in the text was built in the Ming Dynasty.
Badaling Great Wall is located in Dujun Mountain, Yanqing County, Beijing. It is a national key scenic spot and a national key cultural relic protection unit. Yongning in the east, Xuanhua in the west, Beijing in the south and Yanqing in the north. Because the road forks from here and extends in all directions, it is named.
The United Nations and the Great Wall 1987, UNESCO listed the Great Wall of Wan Li, China on the World Heritage List.
During the period of 1992, the United Nations issued a set of stamps for the "World Heritage" campaign promoted by UNESCO, ***6 stamps, with the designs of places of interest in six countries, and the Great Wall of China was one of them. This set of stamps will be issued in new york, Geneva and Vienna. Great Wall Tickets are on sale in new york, starting from199265438+1October 24th.
Many countries presented gifts representing their countries to the United Nations. The huge tapestry of the Great Wall, which was presented to the United Nations by our government in 1974, is now hanging in the Security Council Delegates' Lounge of the United Nations building.
People who can't reach the Great Wall come from Liupanshan, Qingpingle1In June, 935, Mao Zedong wrote: The sky is high and the clouds are light, and yan zhen flies in the south. If you don't reach the Great Wall, you are not a hero, but you will fight for 20,000. At the top of Liupan Mountain, the red flag flutters in the west wind. Holding a long tassel today, when will it be a black dragon?
This poem was written when Chairman Mao led the Red Army across Liupan Mountain. It vividly shows Chairman Mao and his Red Army looking up at the sky after successfully climbing Liupan Mountain, and expresses their firm determination to completely defeat the Kuomintang reactionaries and Japanese imperialist aggressors, as well as their lofty desire to carry the revolution through to the end. Now, at the foot of the Badaling Great Wall, on the 858-meter heroic slope, there is an inscription of the famous saying "You are not a hero who does not reach the Great Wall". This sentence has become a famous saying expressing determination, heroism and great ambition, and it has spread widely.
2008-07-2 1
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