人教版 (2019)必修 第二册Unit 1 Cultural Heritage优秀教案

这是一份人教版 (2019)必修 第二册Unit 1 Cultural Heritage优秀教案，共6页。

高中英语人教版(2019)必修第二册 Unit 1 Cultural Heritage教学设计
第5课时教学设计
授课教师

学校、年级
高一
课型
听说课
时长
40 mins
教学设计理念
1、 依据《新课标》（2017）提出的基于六要素整合、指向学科核心素养发展的英语学习活动观。
活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力的主要途径。本节课基于六要素整合、指向学科核心素养发展的英语学习活动观，设计了学习理解，应用实践，迁移创新等不同层次的思维活动，旨在帮助学生获取文本信息，引导学生加深对主题意义的理解，帮助学生在活动中习得语言知识、文化知识，发展运用语言技能，提升思维品质，进而尝试在新的语境中运用所学语言和文化知识，创造性地表达个人观点、情感和态度，最终达到提高学生英语学科能力，落实核心素养。
2、依据《新课标》提出的处理好教学评的关系以达到以评促教、以评促学的目的。
在实际教学中，教师应处理好评价与教和学之间的关系，推动教、学、评一体化实施。教学评价是英语课程的重要组成部分，其目的是促进英语学习， 改善英语教学，完善课程设计，监控学业质量。本节课中教学评价贯穿在教学实践的各个环节，综合运用问答、课堂观察、作品分析等方式收集学生学习和发展的数据信息做出评价，通过评价使学生在英语学习过程中不断体验进步与成功，认识自我，建立自信，调整学习策略，以此促进学生英语学科核心素养的全面发展。
文本解读

[What] 听力文本是关于一个国际青少年文化遗产保护项目的采访。访谈围绕三个主要内容展开：Stephanie和Liu Bin所参与的国际青年文物保护项目简介（来自七个国家的二十多为高中生共同参与了这个项目，记者采访了其中的两位参与者Stephanie和Liu Bin）、选择泰山作为项目开展地点的原因、以及他们保护泰山文化遗产的具体做法（他们所在的项目小组正在泰山上收集庙宇和碑刻的照片和资料，并最终完成一个有关泰山文化遗产介绍的英应用软件）。
[Why] 文本指出了保护文化遗产的重要性、以及文化遗产保护的历史和现状，并号召学生积极参与文化遗产保护活动。
[How] 听力文本为访谈，听后对应的活动中有和听力文本相关的新闻报道的学习，旨在通过对新闻报道的要素、结构、语言特点的学习，再次恰当表达主题意义。

学情分析
经过前面几节课的学习，学生对于文化遗产的内涵有了较深的认识，积累了相关的表达，也能运用相关词汇和定语从句语句描述事物特征，同时也能简单描述文化遗产保护的问题，提出一些文化遗产保护的方法；经过必修一听力的训练以及本单元第二课时的听力训练，大多数学生对听力材料有获取有用信息的基本能力，能够获取文本的基本大意。但学生的听力仍存在发音、词义障碍，语境猜词的意识和能力都较弱，仍会错过部分关键信息，还需要在听前通过创设语境扫清一些词汇和背景知识的障碍，听中根据书中笔记提示，做好关键信息记录，增强对关键句信息的获取能力，听后分析对话文本，获取新闻报道的语篇结构和语言特点。

教学目标
At the end of the lesson, students will be able to
1.acquire more knowledge about Chinese cultural heritage Mount Tai by listening for the main idea and details;
2. practise using context to guess the meaning of new words
3. finish a news report and learn its structure and language features
4. put forward methods to protect cultural heritage by using information collected from previous listening activities


教学重难点
Main learning focus:
1. Use listening strategy to get more knowledge about Mount Tai
2. finish a news report and learn its structure and language features
Potential difficulties:
How to improve the ability to use context to guess the meaning of new words
How to put forward methods to protect cultural heritage like Mount Tai

教学资源

课件PPT，黑板、白板。


教学目标
活动形式与步骤
活动意图
活动
层次
时间










通过听主旨大意和细节信息，获得更多关于中国文化遗产泰山的知识。










































































练习语境猜词能力。













Step 1 Lead in
Lead-in Memory Challenge
Quickly show some pictures about world cultural heritage sites mentioned in previous classes and ask a question
What cultural heritage do you see?








Step 2 Pre-listening
Take part in a youth project
Show two pictures in the book
Ask some questions to draw students’ attention to Mount Tai
Q1. Who are in the pictures?
Q2.Where are they? How do you know?
Q3.What are boys doing?
Q4. What are girls doing？
Q5.Who are in the pictures?
Q6.Where are they? How do you know?
Q7.What are they doing?
Prediction:
From the title “Take part in a youth project” and the information in pictures, what do you think the project is about?
Some international students are taking part in a project that/which aims to protect Mount Tai
Background knowledge



Step 3 While listening
First listening
Listen to the conversation and choose the main idea.
A. Students from different countries are working
creatively to protect a temple in China.
B. Youths from seven countries are working together to protect cultural relics on Mount Tai.
C. Doing a project on cultural heritage protection in China is interesting and exciting.


Second listening
Listen again and help the reporter to complete the interview notes.
1. We're part of ____________________________.
2. There are _______ senior high school students from _______countries.
3. Mount Tai is one of the most __________mountains in China.
4. The mountain and the temples have been__________ for over 3,000years, so it's a great example of how people __________their cultural heritage. We feel so__________ to have a chance to do something.
5. We want to ____________Mount Tai;__________, we want to tell teenagers in other countries about the mountain and Chinese culture.
6. For example, this game is about the six cypresses that were planted on Mount Tai during the Han Dynasty. You learn about __________ and also the life in China over 2,000 years ago.
7. There are 22_________ and some 1,800 ______with writing on them.We'll take photos of them all, and then visit the Dai Temple on ___________, since it has so many important paintings and relics.

Then students finish a mind map according to the information above
The final mind map is as follows



Then students answer question chains based on the mind map


Third listening
Listen to the conversation again and use the context to guess the meaning of the words below. Tick the reason why you were able to guess the words.

More examples are given

1. It will be very hard but also be very brittle---that is, it will break easily. ( 易碎的 )
2. The consequences of epochal events such as wars and great scientific discoveries are not confined to a small geographical area as they were in the past. ( 重大事件 )
3. Our maths teacher claims that all the problems he gives us are simple ones, but we feel that they are intricate. ( 难理解的 )
4. Children often try to emulate or copy the behavior that they see on TV. ( 模仿 )


通过快速展示之前几节课提到的中外文化遗产图片以及本节课提到的文化遗产泰山，激发学生兴趣，复习旧知，并引出主题。


让学生看两幅关于泰山的图片和相关文字信息，并提出问题，让学生预测即将听到的对话的内容，通过对问题的讨论，培养学生听前看图和文字的进行听力预测的习惯，同时通过背景知识的补充也可以了解中国的壮美河山，增强民族自豪感。

初听音频，聚焦关键词，获取文本大意。








让学生再听音频，按照提示，记录关键信息，完成信息表，引导他们关注国际青年文物保护项目简介选择泰山作为项目开展地点的原因、以及他们保护泰山文化遗产的具体做法。















通过绘制思维导图，让学生进一步梳理概括信息，同时为后面的活动做好铺垫。




通过问题链加深对听力文本的深度理解。





播放录音前，展示如何猜词的案例，让学生找出生词former有哪些线索，并进行分析，接着提示学生参考书上表格里列出的猜词方法
然后模仿示例猜测preserve promote 和cypress的含义，最后进一步运用语境猜词策略猜测例子当中的生词。


感知与注意






描述与阐释






分析与判断












概括和整合





分析与判断
























内化与运用

















分析与判断

内化与运用




分析与判断



推理与论证















2mins















3mins










3mins










4mins

















7mins









完成新闻报道，学习其结构和语言特点。




















运用之前的听力活动收集的信息提出保护文化遗产的方法。




















板书设计













Step 4 Post-listening
Activity 1:
Finish the news report.
International Youth Camp Members Create Mount Tai App
Tai'an, 18 June 2019. A group of high school students who are taking part in an international youth camp at Mount Tai are creating a(n) ___app___ about China’s most famous mountain. The purpose of the camp is to ___promote______ Mount Tai by introducing it to young people in a fun and easy way. The students are making an app about Mount Tai and taking photos of the ___temples___ and stones. The volunteers also visit middle schools in the area in order to talk to local teenagers. Liu Bin, a member of the camp, says that he is _proud______ to help Mount Tai as people have done for more than 3,000 years.



Activity 2: Talk about the features of news report


A short text from the reading and thinking part is shown to let students identify the structure and language features



Activity 3: Discussion

1. Would you like to take part in a project like this? why or why not？
2. Could you think of more ways to protect the cultural heritage? write them down




Step 5: Homework





旨在通过完成新闻报道中的一些信息，进一步加深低于听力文本的理解，同时总结新闻报道的主要结构和语言特点。




















旨在通过学生小组讨论、探究学习，进一步让学生思考如何参与文化遗产的保护，并鼓励他们积极参与文虎遗产保护。


旨在让学生运用所学词汇和句型用书面的形式总结文化遗产保护的方式；同时需要完成练习册词汇练习，加强语境猜词的能力；此外还要收集和长城相关的句子，为下面一节课铺垫。


概括与整




分析与判断


内化与运用









想象与创造






内化与运用
6 mins




















14mins





















1min












教学困惑

在“Second listening ：Listen again and help the reporter to complete the interview notes.”这一环节设置了较多的空格，需要学生边听听力文本，边做好笔记，难度相对较大，在听前怎样给学生有效指导记笔记？