Unit1CulturalHeritageDiscoveringUsefulStructures(教學(xué)設(shè)計(jì))高一英語(yǔ)高效課堂（人教版2019）

Unit1CulturalHeritageDiscoveringUsefulStructures教學(xué)設(shè)計(jì)教學(xué)基本信息單元名稱 必修二Unit1CulturalHeritage學(xué)科英語(yǔ)學(xué)段高中年級(jí)高一第一學(xué)期主要教材書(shū)名：普通高中教科書(shū)·英語(yǔ)必修第二冊(cè)出版社：人民教育出版社出版日期：2019年4月課時(shí)安排2課時(shí)(80min)課型語(yǔ)言學(xué)習(xí)教學(xué)設(shè)計(jì)理念本節(jié)課旨在學(xué)習(xí)鞏固單元詞匯以及復(fù)習(xí)和鞏固非限制性定語(yǔ)從句的用法。

首先，在必修一第四第五單元學(xué)生已經(jīng)學(xué)習(xí)了限制性定語(yǔ)從句的用法，本單元將繼續(xù)通過(guò)創(chuàng)設(shè)情境的方式，讓學(xué)生在語(yǔ)境中體會(huì)，學(xué)習(xí)，和總結(jié)運(yùn)用。以語(yǔ)言運(yùn)用為教學(xué)導(dǎo)向，采用語(yǔ)法教學(xué)五步教學(xué)法，即：情境導(dǎo)入，自主探究，總結(jié)發(fā)現(xiàn)，鞏固拓展，應(yīng)用實(shí)踐的語(yǔ)法教學(xué)方式，幫助學(xué)生進(jìn)一步理解定語(yǔ)從句中關(guān)系代詞和關(guān)系副詞的使用，以及關(guān)系副詞與介詞+which的轉(zhuǎn)換，注重多形式多角度地操練，鼓勵(lì)學(xué)生進(jìn)行語(yǔ)言實(shí)踐。

教材分析【W(wǎng)hat】本節(jié)首先主要內(nèi)容為單元詞匯的梳理，理解和運(yùn)用，其次關(guān)注主題任務(wù)“更詳細(xì)地描述人或事”，理解定語(yǔ)從句的用法、形式、意義、功能?！綡ow】1.詞匯部分遵循情境教學(xué)，利用圖片，語(yǔ)塊，例句，練習(xí)等形式全方位幫助學(xué)生更好地理解詞匯的意義和運(yùn)用。2.語(yǔ)法部分設(shè)計(jì)遵循“觀察——發(fā)現(xiàn)、歸納——實(shí)踐——應(yīng)用”的理念。教材首先要求學(xué)生觀察所給出的實(shí)例句，識(shí)別定語(yǔ)從句中的相對(duì)代詞和相對(duì)副詞，從閱讀過(guò)程中找出更多的定語(yǔ)從句，并與同伴討論其主要功能。然后，讓他們用相對(duì)代詞或相對(duì)副詞將兩句話組合成一個(gè)定語(yǔ)從句，重點(diǎn)關(guān)注語(yǔ)言的形式和意義；最后，完成開(kāi)放式任務(wù)，用定語(yǔ)從句來(lái)定義人或物。【W(wǎng)hy】這樣的設(shè)計(jì)旨在幫助學(xué)生積累文化遺產(chǎn)，文化保護(hù)方面的主題詞匯，以用讓學(xué)生逐漸學(xué)習(xí)如何正確使用定語(yǔ)從句，有助于學(xué)生將詞匯語(yǔ)法知識(shí)運(yùn)用到語(yǔ)言輸出中來(lái)。學(xué)情分析一、WhatIknow1.文物，方化詞匯掌握了一些，相關(guān)知識(shí)有一定了。2.必修1第4單元和第5單元已經(jīng)滲透了定語(yǔ)從句的基本用法，學(xué)生能理解定語(yǔ)子句的意義、特點(diǎn)和功能。WhatIwanttoknow拓展更多的主題詞匯的表達(dá)。在語(yǔ)義表達(dá)上對(duì)詞匯和語(yǔ)法進(jìn)行理解運(yùn)用，進(jìn)一步回顧和掌握限制性定語(yǔ)從句的形式意義和功能，認(rèn)識(shí)到如何使人與物的描述更加實(shí)質(zhì)性、豐富、生動(dòng)。WhatIlearned學(xué)完本課后，能用主題語(yǔ)塊和相關(guān)的語(yǔ)法知識(shí)描述自己喜歡的文化遺產(chǎn)，提高口頭表達(dá)能力和寫(xiě)作水平。教學(xué)目標(biāo)1.學(xué)習(xí)文化遺產(chǎn)相關(guān)的主題詞匯2.使學(xué)生能夠總結(jié)關(guān)系代詞和關(guān)系副詞的用法和功能。3.用豐富的細(xì)節(jié)描述人和事。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：主題詞匯的理解和運(yùn)用；幫助學(xué)生識(shí)別定語(yǔ)從句中關(guān)系代詞和關(guān)系副詞的用法。教學(xué)難點(diǎn)：如何高效記憶詞匯和正確使用詞匯；如何在定語(yǔ)從句的實(shí)際運(yùn)用使用關(guān)系代詞和關(guān)系副詞。教學(xué)資源課件PPT，黑板、白板。教學(xué)活動(dòng)設(shè)計(jì)教學(xué)過(guò)程活動(dòng)形式及步驟設(shè)計(jì)意圖時(shí)間Step1Step2Step3Step4Step5Step1.Memorizewordsthroughpictures.AskSstolookatthepicturesandrecallthewords.2.WordsformationEnableSstorememberwordswiththesamewordrootcreative

adjcreatively

advcreate

vcreativity

ncreation

nformer

adjlatter

（反）之前/之后establish

vestablishment

n建立limit

v/nlimited

adjlimitless

adj限制

donate

vdonation

n捐贈(zèng)disappear

vdisappearance

nappear

（反

v)appearance

n消失/出現(xiàn)

tradition

ntraditional

adj傳統(tǒng)pare

vparison

n比較investigate

vinvestigation

n調(diào)查professional

adjprofession

nprofessor

nhistoric

adjhistory

nhistorical

adjhistorian

n.】3.FastmemoryUsebriefexplanationtohelpSsrememberlessimportantwordsinthisunit3.FastmemoryUsebriefexplanationtohelpSsrememberlessimportantwordsinthisunitdepartmentn.(醫(yī)院、大學(xué)、公司、政府等)科;系;部heDepartmentofEducation教育部theDepartmentofForeignAffairs外交部adepartmentstore百貨商場(chǎng)theEnglishdepartment英語(yǔ)系fundn.基金;專款;[復(fù)數(shù)]資金adisasterfund賑災(zāi)款Governmentfunds政府資金withinprep.&adv.在(某短時(shí)間，距離或范圍)以內(nèi);不超過(guò)overseasadj.海外的adv.在海外sheetn.[C]一張(紙);床單;被單asheetof一張...Step4.Keywords（P9P24）Explaintheusageofkeywordsofthisunit,andassignSsdifferentkindofexercise.preservev.保存;保護(hù)n.保護(hù)區(qū)anaturalpreserve自然保護(hù)區(qū)preserve...from(doing)...保護(hù)免于preserved adj.保存的；腌制的preservationn.保護(hù);保存①TheyaretryingtheirbesttopreservetheelephantsaswellasotheranimalshuntedinAfrica______beingwipedout.②Theoldbuildingisinagoodstateof______(preserve)exceptforthewoodenfloors.③Someoftheworld'soldest______(preserve)artisthecaveartofEurope,mostofwhichisinSpainandFrance.④Theorganizationwassetup______(preserve)endangeredspeciesfromdyingout．3.FastmemoryUsebriefexplanationtohelpSsrememberlessimportantwordsinthisunitdepartmentn.(醫(yī)院、大學(xué)、公司、政府等)科;系;部heDepartmentofEducation教育部theDepartmentofForeignAffairs外交部adepartmentstore百貨商場(chǎng)theEnglishdepartment英語(yǔ)系fundn.基金;?？?[復(fù)數(shù)]資金adisasterfund賑災(zāi)款Governmentfunds政府資金withinprep.&adv.在(某短時(shí)間，距離或范圍)以內(nèi);不超過(guò)overseasadj.海外的adv.在海外sheetn.[C]一張(紙);床單;被單asheetof一張...Step4.Keywords（P9P24）Explaintheusageofkeywordsofthisunit,andassignSsdifferentkindofexercise.Explaintheusageofkeywordsofthisunit,andassignSsdifferentkindofexercise.preservev.保存;保護(hù)n.保護(hù)區(qū)anaturalpreserve自然保護(hù)區(qū)preserve...from(doing)...保護(hù)免于preserved adj.保存的；腌制的preservationn.保護(hù);保存①TheyaretryingtheirbesttopreservetheelephantsaswellasotheranimalshuntedinAfrica______beingwipedout.②Theoldbuildingisinagoodstateof______(preserve)exceptforthewoodenfloors.③Someoftheworld'soldest______(preserve)artisthecaveartofEurope,mostofwhichisinSpainandFrance.④Theorganizationwassetup______(preserve)endangeredspeciesfromdyingout．Step5Keyphrases(p2629)Presentkeyphrasesofthisunit,helpSslearnthemthroughblankfilling,translationtounderstandtheusageofimportantphrases.Gettingyoungpeopleto__________activitiestoprotecttheirnationalheritageisagoodwaytointroducethemtotheircountry’shistory.Astheylearnmoreaboutwheretheyefrom,theywillhopefully__________tellothersabouttheircountryandculture.Ofcourse,teachersmust__________betweenteachingthegoodandbadpartsofacountry’shistory.Learningonlythegoodpartscan__________narrowthinking.Learningthebadpartsmayhelp_______thosekindsofthings______happeningagain.Studentswhoknowtheirhistoryandculturearemorelikelyto__________thattheirculturalheritageisprotected,andteacherscanmotivatestudentsbyaskingthemtoeupwiththeirownideasand__________forwaystoprotectthis.Onepossibleideaisforstudentstoraiseor_____money______anorganisationorgroupthatprotectstheircountry’sculturalheritage.Teachersmayalso_________theirlocalmuseumsorhistoricalsocietiesforhelpingettingstudentsmoreinterestedinthisimportantfield.Usingvividandgraphicimagescanhelpstudentsformaconcreteunderstandingofsomewords.Memorizingvocabularythroughwordformationcancreateawebofinterconnectedwords,remindingeachotherandefficientlyexpandingone'svocabulary.Theunithasalargevocabulary;itisnecessarytoorganizeandprioritizethewords,withsecondaryimportancewordsbeingquicklyskimmedover.Keythematicwordsthatcanbeusedinbothwrittenandspokenexpressionshouldbeexplainedindetailtoenhancestudents'applicationskills.Keyphrasesthatcanbeusedinbothwrittenandspokenexpressionshouldbeexplainedindetailtoenhancestudents'applicationskills.5mins5mins8mins12mins10minsPart2DiscoveringusefulstructuresStep1LeadinStep2:ExploretherulesStep1LeadinGuesswhattheteacherdescribe.Step2:Exploretherules1.Lookatthesentencesbelowandfindouttherelativepronounsandadverbs.Recalltheirmemoryinthesentencestheyhavelearntfromthisunitandmotivatethemtoobserveandthink.Throughobservation,demonstration,analysisanddiscussionofthecorestructureofthesentences,letthestudentsinitiallyperceiveandunderstandtheattributiveclausesandfunctionsofrelativepronounsandadverbs.3mins7minsStep3:SummarizetherulesStep4:PracticetherulesStep5ApplytherulesStep6Assignment2:Findmoresentencescontainingrelativeclausesfromthetextonpage4,anddiscussbrieflywithapartnerthemajorfunctionsofthem.Thenmakeashortsummaryinatableormindmap.Step3:Summarizetherules1.Arestrictiverelativeclauseisusedtomodifyanoun,pronounornounphrasebeforeit.2.Thenoun,pronounornounphraseistheantecedent（先行詞）.3.Wecanuserelativepronounsandproverbstointroducerestrictiverelativeclauses,includingthat,which,who,whom,whose,when,where,why.4.Therelativepronounsandrelativeproverbsoftenactasaponentinclauses.關(guān)系詞:關(guān)系代詞:①Who:指人，作主語(yǔ)或賓語(yǔ)②Whom:指人，作賓語(yǔ)③Which:指事、物，作主語(yǔ)或賓語(yǔ)；④That:指人或事、物，作主語(yǔ)或賓語(yǔ)⑤Whose:與所修飾的名詞為所屬關(guān)系，作定語(yǔ)關(guān)系副詞：Where:作地點(diǎn)狀語(yǔ)When:作時(shí)間狀語(yǔ)Why:作原因狀語(yǔ)usually=介詞(in,from,on,atduring,foretc.)+whichStep4:Practicetherules1.Choosethecorrectwordstofillintheblanks.(P621)whowhomwhosethatwhichwhenwherewhy1.Thatisthesite___________theydiscoveredcavesfullofBuddhastatues.2.Doesanybodyknowthereason_________herefusedtosignthedocument?3.Sueisthepersonto_________Isentthetextmessageyesterday.4.Mybrotherworksinacafé_________topqualityItalianfoodisserved.5.Thisisthearchaeologist_________discoveredtheIncaruins.6.Onthewayhome,hehelpedayoungman_________carhadbrokendown.Followtheformerexampletorewritethesentencesusingrelativeclauses.2.Followtheformerexampletorewritethesentencesusingrelativeclauses.1.Heshowedmeaphotoinhisroom.ItwasaphotoofafamousculturalrelicinEgypt.Thephoto(which/that)heshowedmeinhisroomwasofafamousculturalrelicinEgypt.2.TheprojectteamhelpedprotectthenationalparksintheUnitedRepublicofTanzania.Itwasformedbymembersfromfifteencountries.TheprojectteamwhosememberswerefromfifteencountrieshelpedprotectthenationalparksintheUnitedRepublicofTanzania.Step5Applytherules1:Userelativeclausestodescribethepicture,finishingthewholesentences.1:Userelativeclausestodescribethepicture,finishingthewholesentences.Agoodfriendissomeonewhoyoucantellyourproblemstoortowhomyoucantellyourproblems2.Userelativeclausestodescribethepicturesingroups.TheTerracottaArmy,whichconsistsofthousandsoflifesizeclaymodelsofsoldiers,horses,andchariots,surroundsthegrandmausoleum(陵墓）ofShiHuangdi,thefirstemperorofChinaandthefounderoftheQindynasty.LocatednearLishaninShaanxiProvince,centralChina,thepurposeofthisarmywaslikelytoserveasguardianfiguresforthetombortoacpanytheirrulerintheafterlife.Thesite,whichwasdiscoveredin1974CE,offersauniqueinsightintoancientChinesewar.ShiHuangdi,whowasdesperateforimmortality,hasachievedaformofitthroughhisterracottaarmythat