2019統(tǒng)編人教版高中英語必修第二冊unit 1《Cultural Heritage》全單元教案教學(xué)設(shè)計

1、2019統(tǒng)編版】人教版高中英語必修第二冊Unit1CulturalHeritage全單元備課教案教學(xué)設(shè)計Unit1CulturalHeritageListeningandSpeakingReadingandThinkingDiscoveringUsefulStructureReadingforwritingwritingUnit1CulturalHeritagePeriod1ListeningandSpeaking【教材分析】ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject”.Thelisteningtextisa

2、ninterviewaboutaninternationalyouthculturalheritageprotectionproject.Morethan20highschoolstudentsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofculturalheritageprotection,andteenagerscanuse

3、theirknowledge,combinetheirowninterestsandadvantages,etc.toparticipateintheactionofculturalheritageprotection.ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.ThelisteningtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedial

4、oguefocusesonthefunctionalitemsof“startingaconversation”,whichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.ThepurposeofthissectionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirown

5、tourismexperiencesorfromotherpeoplestourismexperiences,explorethehistoricalandculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoralcommunication.【教學(xué)目標(biāo)】Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;Cultivatestudentsabilitytoguessthemeaningofwordsinliste

6、ning;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but.”“Forgivemeforasking,but.”andsoontostarttheconversationmorepolitelyandappropriately.【教學(xué)重難點】Guidestudentstounderstandthecontentoflisteningtex

7、tsintermsofthewholeandkeydetails;Cultivatestudentsabilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教學(xué)過程】Part1:

8、ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.Boysandgirls,beforeourlistening,letsworkinpairsanddiscussthemeaningoftheword“Heritage”.Whatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritag

9、emeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobablyabouthowtoprotectafamousheritagesiteb

10、ysomestudents.Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.Listentotheconversationandsumupthemainidea.Youthsfromsevencountriesareworkingtog

11、ethertoprotectculturalrelicsonMountTai.Listenagainandhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,23highschoolstudentsfrom7countriesMountTai,oneofthemostfamousmountainsinChinaIthasbeenprotectedformorethan3,000years.22temples,around1,800stoneswithwritingonthemDaiTempleonMountT

12、ai;over6,000stepsListeningtip:UsecontexttoguesswordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:GuessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.Preserve:toprotectReason

13、:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:ThewordisexplainedbythespeakerStep5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.Reporter:Itissaidthatyouareoneofthevolunte

14、erstopreservethepinetreesonMountHuang.Whatareyouguysdoing?Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeoplesawarenessofprotectingtheprecioustrees.Reporter:Soundsgreatandanythingel

15、se?Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialogue

16、betweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.(2).Whataretheydoing?Sightseeing.WhatdoyouknowabouttheKremlinandRedSquare?Listenagain

17、andcompletethefactsheet.irnWorldCulturalHeritageSiteFactSheetTHEKREMLINANDREDSQUARE,MOSCOWBuiftbetweentheand.一ThspalacewherelivesTheSaintBasiPsCathedrallookslike_ThepartoftvlascowPlaceforparades,concerts,andevencenturiesStep2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulik

18、eandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.Unit1CulturalHeritagePeriod2ReadingandThinking【教材分析】Thissectionfocuseson“Understandinghowaproblemwassolved”,whichis

19、aimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinat

20、ionbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教學(xué)目標(biāo)】Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;Motivatestudent

21、stousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;Enablestudentstounderstandhowaproblemwassolved;Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學(xué)重難點】Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioninga

22、ndscanning.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyleLeadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學(xué)過程】1.PredictionStep1PredictingthemainideaofthepassageLookatt

23、hetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Paragraph1:challengeParagraph2:proposalledtoprotestsParagraph3:committeeestablishedParagraph4:broughttogetherParagra

24、ph5:successParagraph6:spiritTaskofthesecondfastreading:WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?Whydidthebuildingofthedamleadtoprotests?Howdidthegovernmentsavetheculturalrelics?Whichonecandescribetheproject?Successful.B.Negative.C.Useless.D.Doubtful.WhatcanbelearnedfromtheAswanDamproj

25、ect?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”refertoandwhatdo“solutions”referto?Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersre

26、scued22templesandcountlessculturalrelics”?Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?Step4:ConsolidationDividethe

27、passageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)TheintroductionofthetopicKeepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)TheprocessofsavingculturalrelicsBigchallengescansometimesleadtogreatsolutions.TheEgyptiangovernmentwanted

28、tobuildanewdam,whichwoulddamagemanyculturalrelics.ThegovernmentturnedtotheUNforhelp.Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.Culturalrelicsweretakendownandmovedtoasafeplace.Countlessculturalrelicswererescued.Theprojectwasasuccess.Part3(Paragraph6)Thesummaryofth

29、etextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalthinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?2.Asstudents,whatshouldwedotoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducethetopic:Abigchallengethebala

30、ncebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompl

31、eted/ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1CULTURALHERITAGEReadingforWriting【教學(xué)目的與核心素養(yǎng)】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowr

32、iteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.Developstudentswritingandcooperatingabilities.Strengthenstudentsgreatinterestinwritingdiscourses.【教學(xué)重難點】1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Cultivatestudentstowriteanewsreportpr

33、operlyandconcisely.【教學(xué)過程】Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountriesculturalheritage?Whyorwhynot?Step2ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whata

34、retheresearchersandscientiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChinasancientculturalheritage.)2.Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)WhyaresomanypeopleinterestedintheMogaoCaves?(Peopleareinteres

35、tedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)Whatdoyouthinkoftheresearchersopinioninthelastparagraph?(Iagreewiththeresearchersopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscusstheq

36、uestionsingroupsandthensharetheiranswerstotheclass.Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindtheseparts.LeadsentenceLanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether.Chinasancientculturalheritage.Directquote“Appreciatin

37、gonesownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”ParaphraseTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthrough

38、outChinasancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.ReportingverbsWordstoshowcomparisonand/orcontrastToday,the

39、cavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChinasancienthistory.people

40、Asoneresearcherwhoisworkingontheprojectexplains,“Appreciatingonesownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeo

41、pletravelledtheSilkRoad.Step4Postreadingforfurthersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewriterusesquotesinordertomakethenewsreportmoreconcise,authenticandpersuasive.2.Explainyourunderstandingofthesentences:“Appreciatingonesownculturalheritageisveryimportantforunderstandi

42、ngourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”Weshouldlearnandunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,weshouldunderstandandappreciateothercultures

43、,tryingtobeopen-minded.Thisway,wecandeepeneachothersunderstandingandrespect.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.Name:LiHuaPlace:XianProfession:aseniorhighschoolteacherwantstopres

44、erveculturalheritage:protectoldhousestakesphotosofoldbuildingshelpsrepairbuildingslooksforculturalrelicsinterviewsoldpeopleshowsculturalrelicstothepublicwritesaboutthebuildingsSectionVWriting關(guān)于文化遺產(chǎn)保護的新聞報道E3文體感知新聞報道是對最近發(fā)生的重大事件、重要人物進行簡要而迅速地報道。2新聞報道一般包括四個部分：標(biāo)題、導(dǎo)語、主體和結(jié)束語。撰寫標(biāo)題是為了擷取新聞要點、詮釋新聞意義、吸引讀者閱讀；導(dǎo)語是報

45、道開頭的第一段或第一句話，它簡明扼要地揭示出報道的核心內(nèi)容；主體是新聞的主要部分，它用充足的事實表現(xiàn)主題；結(jié)束語對全文內(nèi)容做概括性的總結(jié)。巳增分佳句1.Inmyopinion,culturalrelicsrepresenthistoriccultures.在我看來，文物代表歷史文化。Culturalheritageisasymbolofgreatancientcivilization.文化遺產(chǎn)是古老文明的象征。Ibelievewecancertainlyprotectculturalheritagewellwiththepublicandthegovernmentworkingtogether

46、.我相信，由于公眾和政府的共同努力，我們一定能夠保護好文化遺產(chǎn)。Itisreportedthatthelocalgovernmentwilltakeactiontoprotectculturalheritageinthisarea.據(jù)報道當(dāng)?shù)卣畬⒉扇〈胧┍Ｗo本地區(qū)的文化遺產(chǎn)。Withtheirefforts,moreandmorepeoplebecomeconcernedaboutprotectingculturalrelics.在他們的努力下，越來越多的人關(guān)心文化遺產(chǎn)的保護。H寫作模板（導(dǎo)語）Inordertoencouragethestudentsto（目的）,ourschoolorga

47、nizeda（活動）on（時間）at（地點）,which.（正文）Itwasa（a）day（介紹天氣）.First（ly）/Firstofall,.Then,.Finally,（介紹活動的過程）.（評價）benefitedusalot/wasofbenefittousNotonlydidit，butitalsoWhata（n）activity!E3寫作要求最近，你們班進行了以“HowtoProtectTraditionalChineseCulture?”為題的討論活動。假定你是學(xué)校英語報記者，請寫一篇短文來報道此次活動。內(nèi)容包括：1時間與地點：4月10日，學(xué)校演講大廳2進行這次討論的意義；3同

48、學(xué)們討論的具體內(nèi)容；4對活動的感受。注意：1詞數(shù)80左右；2可適當(dāng)增加細節(jié)，以使行文連貫。審題謀篇明確怵裁話題JL確定時蠱人稱11布制丈章栗構(gòu)1列出檯心要點第一人稱.過去時ih啲研討會沖很：點出活動的時冋，地點，人j物和日的*:中段：描寫活動的過程：:尾段：談?wù)槍顒拥恼J識:Lift動的時剛；:i工潔動的過稈韋:生潔動的評價%_1詞匯推敲1激烈的heated2創(chuàng)造性的creative3抵制resist4應(yīng)該be_supposed_to5不遺余力spare_no_effort6高興havefUn7持不同觀點holddifferentpointsofview1IT1；遣詞造句1完成句子關(guān)于如何保護

49、中國傳統(tǒng)文化，學(xué)生們觀點不一。The_students_hold_different_points_of_view_about_how_to_protect_traditional_Chinese_culture.有些（學(xué)生）認為我們應(yīng)舉辦有創(chuàng)意的活動來慶祝傳統(tǒng)文化。Somearguethatwearesupposedtoholdsomecreativeactivitiestocelebratetraditio:&:_:_:廠廠_:_:_:_二_二_二_二_二nal_culture.他們認為這樣我們就可以在中國傳統(tǒng)節(jié)日里玩得高興。They_think_we_can_have_fun_durin

50、g_traditional_Chinese_fbstivals_in_this_way.是我們不遺余力地保護中國傳統(tǒng)文化的時候了。It_is_time_fbr_us_to_spare_no_effort_to_protect_traditional_Chinese_culture.2句式升級用復(fù)合句提升句When_it_comes_tQ_how_tQjprotect_traditional_Chinese_culture,_the_students_hold_different_points_of_view.把句和句連為一個句子Somearguethatwearesupposedtoholdsomecreativeactivitiestocelebratetraditio:&:_:_:廠廠_:_:_:_二_二_二_二_二nalCulturesothatWeCanhavefUn