2019统编人教版高中英语必修第二册unit1CulturalHeritage全单元教案教学设计.docx

【2019 统编版】人教版高中英语必修第二册 Unit 1Cultural Heritage全单元备课教案教学设计Unit 1Cultural Heritage1.1Listening and Speaking1.2Reading and Thinking1.3Discovering Useful Structure1.4Reading for writing1.5writingUnit 1 Cultural Heritage Period 1 Listening and Speaking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an internationalyouth cultural heritage protectionproject.Morethan20highschoolstudentsfromsevencountries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritageprotection,andteenagerscanusetheirknowledge,combinetheirown interestsandadvantages,etc.toparticipateintheactionofculturalheritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functionalitemsof“startingaconversation”,whichisusedtopolitelyand appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other peoples tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg yourpardon,but”“Forgivemeforasking,but”andsoontostarttheconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, lets work in pairs and discuss the meaning of the word “Heritage”.Whatdoestheword“heritage”mean?Shareyourideasaboutyour understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China. Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes. International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in China It has been protected for more than 3,000 years.Listening tip:Use context to guess wordsTo guess the meaning of new words, look at the other words and use what you know about the topic.22 temples, around 1,800 stones with writing on them Dai Temple on Mount Tai; over 6,000 stepsStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I know Promote: to help sth to happen or developReason: The word is explained by the speaker Step 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?Volunteer: We are making some signs which are designed to educate people to protect the pine trees.Volunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote peoples awareness of protecting the precious trees.Reporter: Sounds great and anything else?Volunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?Volunteer: Definitely. More and more tourists are now stopping carvingnames on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer (1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking Project Activity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural Heritage Period 2 Reading and Thinking【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance andcoordinationbetweenculturalheritageprotectionandsocialandeconomic development.Studentsareencouragedtofacechallengesactively,begoodat cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will beabout.Q: What will be talked about? Step 2: Fast reading tasks Task of the first fast reading:Read quickly and figure out the key words of each paragraph. Paragraph 1: challenge Paragraph 2: proposal led to protests Paragraph 3: committee established Paragraph 4: brought together Paragraph 5: success Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.D. Doubtful.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many ?3. What can you infer from “Over the next 20 years, thousands of engineers andworkers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relicsBig challenges can sometimes lead to great solutions. The Egyptian government wanted to build a new dam, which would damage many cultural relics. The government turned to the UN for help. Experts made a proposal for how to save cultural relics after a lot of efforts and the work began. Cultural relics were taken down and moved to a safe place. Countless cultural relics were rescued. The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryThe outline of the passageIntroduce the topic:A big challengethe balance between progressand the protectionof cultural sites.List the evidence:In the 1950s the government wanted to build a new dam.ConclusionIn 1959, the government asked the UN for help.In 1960, the project started/began. In 1961 the first temple was moved.Over the next twenty years, the temples and cultural relics were being rescued.In 1980, the project was completed/ended.The spirit of the Aswan Dam project is still alive today.Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students writing and cooperating abilities.4. Strengthen students great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead inDo you think it is necessary for us to circulate our cultural heritage to the world?Why or why not?Do we need to learn more about other countries cultural heritage? Why or whynot?Step 2 Read to discover details concerning the main body of the news reportRead the news report and then solve the questions below.1. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciation of Chinas ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researchers opinion in the last paragraph?(I agree with the researchers opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together . Chinas ancient cultural heritage.B. Direct quote“Appreciating ones own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”C. ParaphraseThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout Chinas ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout Chinas ancient history.B. peopleAs one researcher who is working on the project explains, “Appreciating ones own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ”C. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report more concise, authentic and persuasive.2. Explain your understanding of the sentences: “Appreciating ones own cultural herit