人教版 (2019)必修 第二册Unit 1 Cultural Heritage教学设计

这是一份人教版 (2019)必修 第二册Unit 1 Cultural Heritage教学设计，共4页。
Unit 1 Assessing Your Progress & Project课 题UNIT 1 CULTURAL HERITAGEPeriod 6 Assessing Your Progress学 科英 语班 级 授课教师 教 学目 标By the end of this section, students will be able to:1. check and consolidate what they have learnt in this unit when it comes to vocabulary, such as preserve, proposal, and contrast;2. check and consolidate grammar (restrictive relative clauses) that they have learnt in this unit;3. get students to think about the content of the unit and apply what they have learnt to their own lives.教 学主 题本板块由两部分组成，第一部分是语言知识检测，旨在增强学生的词块意识，并检测学生对本单元语法知识的掌握情况。第二部分是自我反思内容，通过让学生回答问题来评价自己对本单元重点内容的掌握情况，包括话题知识、阅读内容、与现实生活的联系与自我定位、学习中的问题概括及分析。教 学重 点引导学生检测本单元词汇和语法的学习情况。教 学难 点引导学生结合单元内容回顾，体会保护文化遗产的重要性。引导学生结合单元内容进行自我反思，思考如何尽自己的努力为文化遗产保护做出贡献。 教学内容与过程Step 1 语言知识检测（1）词块知识检测。本部分检测动词短语搭配和形容词短语搭配。需要逐步培养学生的词语搭配意识，根据某个词前后的信息选择搭配词，如看到activity就联想到与它搭配的动词有take part in，根据between就可以从本活动提供的短语中找到与它搭配的是keep a balance。动词后常接介词构成固定搭配，如本部分出现的donate sth to、lead to和turn to。需要注意的是to既可以是介词，也可以是动词不定式符号，这可以根据to后的搭配词来判断。如：       donate money to charity/...       lead to victory/...       turn to you for help显然以上短语中的to都是介词用法，英语中介词用法比汉语介词用法活跃，动词、形容词、名词等都可以搭配介词。如prevent ... from、be proud of、have interest in等。可以引导学生关注同一个词的不同搭配，如be proud to do与be proud of，keep balance与lose balance等。（2）语法知识检测。提醒学生完成定语从句的步骤：首先找到主句中的先行词，然后确定关系词在定语从句中的功能（作主语、宾语或状语），最后根据先行词和关系词在从句中的功能，选择适当的关系代词或关系副词。如本对话中的这句：I’m sure there are all kinds of historic sites _________ cultural relics need to be protected.先行词是historic sites，关系词在从句中作状语，根据这两个线索可以决定要用关系副词where。需要注意的是，当先行词是某物时，关系代词可以是that或which，如果关系代词在从句中作宾语，关系代词常常省略。Step 2 反思与评价学生先结对讨论，然后分别反馈。要给学生充分的思考讨论时间，再适时引导，培养他们自我评价、自我反思和自我改进的能力。Step 3 HomeworkRevise the vocabulary and grammar of this unit based on your self-evaluation.备注
课 题UNIT 1 CULTURAL HERITAGEPeriod 7 Project学 科英 语班 级 授课教师 教 学目 标By the end of this section, students will be able to:1. learn more about intangible cultural heritage and prepare a class presentation;2. activate and engage all the skills and knowledge students have learnt in this unit through having them complete the task to learn about intangible cultural heritage;3. cooperate with group mates actively through making a presentation about intangible cultural heritage.教 学主 题本板块教学主题是“了解非物质文化遗产”（Learn about intangible cultural heritage）。通过整个单元的学习，学生对一些中外著名的文化遗产有了一定的了解，也对文化遗产和文物保护的重要性及自身的参与方式有了一定的认识，但文化遗产还有一个很重要的方面，即非物质文化遗产。教科书设计这一部分，目的在于让学生准确地理解文化遗产的内涵，并能针对中国的非物质文化遗产，收集资料、整理信息，进行课堂演示。首先根据小组成员的兴趣，讨论并确定范围和主题；其次根据教科书中提供的要点，在图书馆和互联网上收集整理相关信息；最后合作完成海报、手抄报、演示文件等，并在课堂上进行展示。整理、归纳、呈现信息和展示成果时，要注意语言准确流畅、简明扼要、重点突出、条理清楚。教 学重 点引导学生综合运用本单元所学的知识和技能制作有关非物质文化遗产的海报、手抄报等，并进行课堂展示。教 学难 点通过演示文件的制作和展示，增强学生对中国非物质文化遗产的认识，弘扬中华民族优秀的传统文化。 教学内容与过程Step 1 Preparing让学生分组讨论活动1中的问题，从而了解文化遗产有不同的形式。这里要学习的是非物质文化遗产。下面是关于这些非物质文化遗产的相关信息，供参考：       Beijing Opera is the quintessence of China. Having a history of about 160 years, it has created many “firsts” in Chinese dramas: the abundance of repertoires, the number of artists, opera troupes, and spectators.       Kites have been around for thousands of years and they are a part of many different cultures around the world. In China, there’s a long history of flying a kite in spring when the weather and wind are usually most suitable for this leisure activity. Flying kites has become a worldwide sport. The most famous kite city in China is Weifang in Shandong Province.       Although paper cutting is popular around the globe, only Chinese paper cutting was listed in the UNESCO Intangible Cultural Heritage (ICH) lists, because it has a history of more than 1,500 years and it represents cultural values of the people throughout China.       Chinese calligraphy is a form of artistic expression of human language in a tangible form. This expression has been widely practised in China and has been generally held in high esteem in the Chinese culture.       ICH in China also includes the Dragon Boat Festival, Chinese Acupuncture, Shadow Play, and so on.Step 2 Research学生阅读活动2中的提示问题，选择其中的几项作为指导，深入讨论，准备展示。Step 3 Organise学生四人一组，合理分工，检索资料。还可以制作出与课堂展示讲稿配套的海报，使得展示更加生动。Step 4 Present展示与评比。让学生了解口头展示的评价标准一般包括表达准确（correct expressions）、结构清楚（clear structure）、语言有表现力（expressive language）等，并提示学生要依据评价标准来准备口头展示。Step 5 HomeworkAccording to the teacher’s and students’ evaluation, polish up your presentation.备注