英语必修 第二册Unit 1 Cultural Heritage教案

这是一份英语必修 第二册Unit 1 Cultural Heritage教案，共10页。
Accessing yur prgress &prject 教学设计
课题
Perid 5 Listening and talking &accessing yur prgress &prject
单元
Unit1 cultural heritage
学科
English
年级
高一
必修二
教材
分析
This teaching perid mainly deal with talking and access yur prgress. Students are expected t the knwledge abut this unit.The teachers are expected t enable students t master sme talking skills.
教学目标与核心素养
Knwledge bjectives: Enable students t acquire the basic usage f sme wrds and phrases.
skill bjectives: Enable students have a gd understanding f listening skills.
Emtinal bjectives: Develp students’ sense f cperative learning and individual capability.
Thinking quality bjectives: Inspire the students’ spirit f prtecting cultural heritage.
重点
难点
Hw t write an article abut natural disasters.
Grasp sme writing skills.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Step1:leading in
1 ask the students t lk at the pictures and tell hw t prtect the cultural heritage?
Step1:publicize the crrect cultural relic prtectin idea and the cultural relic prtectin knwledge t the nearby relatives
and friends.
Step2:reprt ACTS that may damage cultural relics r histric sites.
Step3:Cnsciusly abide by the rules and regulatins f the cultural relics prtectin units.
2.review.
1).He ften ____________(下载)sme applicatin and dcuments frm websites.
2). My friend is a __________(专业的)archaelgist.
3). Thrughut the __________(过程)， she stared the mirrr.
4). He was sent verseas t further study the lcal____________(传统)and custms there.
dwnlads ; prfessinal ; prcess ; traditins
Let the students lk at the picture and answer the questin
Review the wrds and phrases in the last part.

Thrugh lking at picture ,let the students knw the subject f this unit ---the cultural heritage.
讲授新课
Step 2 new wrds
1).They are the places fr parades.
parade: [pəˈreid]
The trps are n parade.
2.)Frgive me fr asking .
Frgive : [fəˈgiv]
Can yu frgive me fr frgetting yur birthday?
3.Last year ,he dnated $1,000 t cancer research.
Dnate: [dəuˈneit]
They dnate seven millin punds a year.
4.They are hlding the Dragn Bat Race.
Dragn Bat Race:龙舟赛
Dragn-bat Festival Celebratin 端午节活动
Cmpetitin
They std as straight as sldiers _______parades.
I’ll never frgive her ________what she did.
They shuld ______(捐赠)at the registratin pint.
Yu need t knw that every time yu dnate clthes, bks r tys ___________a charity shp, yu are helping peple.
On; fr ; dnate; t
Step 3 Listening and talking
1.Listen t the cnversatin and chse the crrect answer.
1).Where are the speakers?
A.On the street B. On a planet C.On a bus
2). What are they ding?
A.Drawing a map B. sightseeing C. studying culture
2.What d yu knw abut the Kremlin and Red Square?listen and cmplete the fact sheet.
Wrld Cultural Heritage Site Fact Sheet
The Kremlin and Red Square ,Mscw
Built between the ________and _________centuries
The palace where___________lives
The Saint Basil’s Cathedral lks like____________
The __________part f Mscw
Place fr parades,cncerts, and even__________________
Wrk in Grups
Chse a cultural site that yu like and rle-play a cnversatin between sme turists and their tur guide . Take turns t play the different rles.
Example:
Turist A:I beg yur pardn, but is this the Xuanyuan Mirrr? Culd yu please tell me abut it?
Turist guide : Yes, it is. It is said that it’s a mirrr that can tell right frm wrng ! see that yu’re lking at that carving n the rf. Did yu knw that it’s called chiwen---ne f the nine sns f the Chinese dragn?
Starting a cnversatin
I beg yur pardn,but …
/Frgive me fr asking,but …
/Excuse me ,but what is ..?
/Excuse me.Culd yu please tell me
Abut ..?
D/Did yu knw…?
I see that yu are….
Turist A:Frgive me fr asking,but is this the Frbidden city?
culd yu tell me abut if?
Tur guide: Yes, it is . Lying at the center f Beijing, the Frbidden City, called Gu Gng, in Chinese, was the imperial palace during the Ming and Qing dynasties. Nw knwn as the Palace Museum, it is t the nrth f Tiananmen Square. Rectangular in shape, it is the wrld‘s largest palace cmplex.
Step4: Accessing Yur Prgress
1.Hw can yu take part in cultural heritage prtectin? Read the passage. Then cmplete the phrases belw and use them t finish the passage.
in t frm a balance sure
be prud ______
keep __________
prevent ______ dnate sth. ______
lead ______ take part ______
make ______ turn ______
t; a balance; frm; t; t ; in; sure; t
use the phrases t finish the passage.
Getting yung peple t _____________ activities t prtect their natinal heritage is a gd way t intrduce them t their cuntry’s histry. As they learn mre abut where they cme frm, they will hpefully _____________ tell thers abut their cuntry and culture. Of curse, teachers must _________________ between teaching the gd and bad parts f a cuntry’s histry. Learning nly the gd parts can ________ narrw thinking. Learning the bad parts may help _________ thse kings f things ______ happening again. Students wh knw their histry and culture are mre likely t ____________ that their cultural heritage is prtected, and teachers can mtivate students by asking them t cme up with their wn ideas and make prpsals fr ways t prtect this.
One pssible idea is fr students t raise r ________ mney ______ an rganizatin r grup that prtects their cuntry’s cultural heritage. Teachers may als________ their lcal museums r histrical scieties fr help in getting students mre interested in this imprtant field.
Take part in; be prud t ;keep a balance;
lead t;prevent….frm…..; make sure;dnate…t ; turn t..
Grammar
2.Read the cnversatin and learn abut intangible cultural heritage (ICH)(非物质文化遗产). Then cmplete it with the crrect relative prnuns r adverbs.
A: My teacher just gave us a task ___________ I really dn’t knw hw t d. I have t take part in an rganisatin _____________ prtects ur cultural heritage.
B: Oh, that sunds interesting! Where are yu planning t g? I’m sure there are all kinds f histric sites _______ cultural
relics need t be prtected.
A: Yes, but I’m nt ne f thse peple ___________ lve museums. I think they’re kind f bring. I like ging n
field trips _______ I can experience and d things t prtect cultural relics.
B: Cultural heritage is a lt mre than just relics, yu knw. Fr example, ur cuntry has many natinalities _______ dances, crafts, and ther traditins are als very imprtant. If we dn’t prtect thse traditins, there may cme a time _______ they disappear.
That/which;that/which;where;that/wh;where;where;when
Reflecting:
1.Did yu find it easy r difficult t talk abut culture and histry? Why r why nt?
Talking abut histry and culture can be pretty straightfrward and even enjyable. Histries and culture make men wise and histries act as a mirrr.
Hwever, there is t much histry and culture t talk abut and ne's wisdm is needed badly. Besides, what we firstly need is t learn and enrich urselves. The mre we learn, the mre we can talk.
2.What was the mst interesting part f this unit and why?
I think the text is very interesting. We learned nt nly abut the language, but als abut the histry and culture f Egypt. Mre imprtantly, we have enhanced the awareness f cultural heritage prtectin and understand the relevant prtectin methds.
3.Hw des learning abut cultural heritage affect yur pinin abut yur rle in prtecting yur culture?
In the past, I felt that I was still yung and the prtectin f cultural heritage shuld be the respnsibility f experts and schlars. Hwever, thrugh the study f this mdule, I understand.
We middle schl students can als participate in this activity. D what we can. This strengthens ur sense f histrical respnsibility.
Step4 language pints
1. preserve保存;保护;维持n保护区
①保护…免受…_________________________
②保存完好的__________________________
preserve. frm/against(ding)sth;
well-preserved
2. prmte t促进;提升;推销;晋级
①促进和平_________________________
②得到晋升_________________________
prmte peace ; get prmted
3. applicatin n.申请(表);用途;运用;应用(程序)
①求职信_________________________
②申请信_________________________
③向…提出申请_________________________
④致力于_________________________
a jb applicatin; A letter f applicatin
make an applicatin t sb fr/apply t sb. fr sth; apply neself/ne＇s mind t(ding)sth
4. Balance . n/v平衡;均匀使平衡
①保持平衡_________________________
②保持均衡的饮食_________________________
③失去平衡_________________________
④使A和B平衡_________________________
⑤总的来说_________________________
keep a balance; keep a balanced diet; lse ne’s balance/ut f balance; keep a balance between A and B; On balance
5.prpsal.提议;建议
①提出建议_________________________
②同意/接受提议_________________________
13. quality n.质量;品质;素质;特征 a优质的;高质
①空气质量_________________________
②教育质量_________________________
③质量好(上乘) _________________________
④质量次(差) _________________________
make a prpsal; apprve f/accept a prpsal; air quality ; the quality f educatin; be (f ) gd /high quality ;
be f lw/pr quality
6. give way t让步;屈服
①放弃吸烟_____________________________
②泄露;赠送，分发_____________________________
③用完，耗尽;分发，散发____________________________
④发出，放出(光、热、气味等) _________________________
give up smking; give away; give ut ;
give ff
Exercises:
1.保护环境免遭污染至关重要。
2由于缺乏专业知识，他没有得到提升。
He_______________________fr lack f prfessinal knwledge.
3你只有专心学习，才会通过考试。
Yu will pass the exam nly if yu really_____________________
yur study.
4他们都同意我的提议，我们分摊计程车费。
They all agreed t my prpsal that_________________________________________.
Ask students t read and translate the wrd in red.
Ask the students read the passage
Grup cperatin
Demand students t read article and find the answers t the questins.
Study and recite the wrds and phrases
Master the meaning f the wrds and can use it in different situatins.
Help the students t find the answers quickly and tell them sme reading skills.
Thrugh the grup cperatin ,we can develp cperative learning .
Practice writing.
Let the students master these wrds and phrase .
Step6 hmewrk
D the exercises n yur exercise bk.
Finish the hmewrk
Cnslidate the key knwledge pints
课堂小结
Knw sme knwledge abut cultural heritage.
Grasp sme rules abut hw t talk abut prtecting cultural heritage.
Grasp sme wrds and expressins in this parts.
Summarize the
Imprtant part in this unit.
板书
Unit 1Cultural heritage
Perid 4. reading fr writing
1.preserve
2.prmte
3.applicatin
4.balance
5.prpsal
6.quality
7.give away t

Present directly the imprtant wrds and phrases in this Unit.