Unit 1 Cultural Heritage Discovering Useful Structures(教学设计)-【上好课】高一英语同步高效课堂（人教版2019必修第二册）

Unit 1 Cultural Heritage Discovering Useful Structures教学设计 教学基本信息 单元名称 必修二 Unit1 Cultural Heritage 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第二册 出版社：人民教育出版社 出版日期：2019年4月 课时安排 2课时(80min) 课型 语言学习 教学设计 理念 本节课旨在学习巩固单元词汇以及复习和巩固非限制性定语从句的用法。  首先，在必修一第四第五单元学生已经学习了限制性定语从句的用法，本单元将继续通过创设情境的方式，让学生在语境中体会，学习，和总结运用。以语言运用为教学导向，采用语法教学五步教学法，即：情境导入，自主探究，总结发现，巩固拓展，应用实践的语法教学方式，帮助学生进一步理解定语从句中关系代词和关系副词的使用，以及关系副词与介词+which的转换，注重多形式多角度地操练，鼓励学生进行语言实践。   教材分析 【What】本节首先主要内容为单元词汇的梳理，理解和运用，其次关注主题任务“更详细地描述人或事”，理解定语从句的用法、形式、意义、功能。 【How】 1.词汇部分遵循情境教学，利用图片，语块，例句，练习等形式全方位帮助学生更好地理解词汇的意义和运用。 2.语法部分设计遵循“观察——发现、归纳——实践——应用”的理念。教材首先要求学生观察所给出的实例句，识别定语从句中的相对代词和相对副词，从阅读过程中找出更多的定语从句，并与同伴讨论其主要功能。然后，让他们用相对代词或相对副词将两句话组合成一个定语从句，重点关注语言的形式和意义；最后，完成开放式任务，用定语从句来定义人或物。 【Why】这样的设计旨在帮助学生积累文化遗产，文化保护方面的主题词汇，以用让学生逐渐学习如何正确使用定语从句，有助于学生将词汇语法知识运用到语言输出中来。 学情分析 一、What I know 1.文物，方化词汇掌握了一些，相关知识有一定了。 2.必修1第4单元和第5单元已经渗透了定语从句的基本用法，学生能理解定语子句的意义、特点和功能。 2、 What I want to know 1. 拓展更多的主题词汇的表达。 2. 在语义表达上对词汇和语法进行理解运用，进一步回顾和掌握限制性定语从句的形式意义和功能，认识到如何使人与物的描述更加实质性、丰富、生动。 3、 What I learned 学完本课后，能用主题语块和相关的语法知识描述自己喜欢的文化遗产，提高口头表达能力和写作水平。 教学目标 1.学习文化遗产相关的主题词汇 2.使学生能够总结关系代词和关系副词的用法和功能。 3.用丰富的细节描述人和事。 教学重难点 教学重点：主题词汇的理解和运用；帮助学生识别定语从句中关系代词和关系副词的用法。 教学难点：如何高效记忆词汇和正确使用词汇；如何在定语从句的实际运用使用关系代词和关系副词。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 设计意图 时间 Step1 Step2 Step3 Step4 Step5 Step1.Memorize words through pictures. Ask Ss to look at the pictures and recall the words. 2.Words formation Enable Ss to remember words with the same word root creative adj creatively adv create v creativity n creation n former  adj latter  （反） 之前/之后 establish v establishment n 建立 limit v/n limited adj limitless adj 限制  donate v donation n 捐赠 disappear v disappearance n appear （反 v) appearance n 消失/出现  tradition n traditional adj 传统 compare v comparison n 比较 investigate v investigation n 调查 professional adj profession n professor n historic adj history n historical adj historian n . 】 3.Fast memory Use brief explanation to help Ss remember less important words in this unit 3.Fast memory Use brief explanation to help Ss remember less important words in this unit department n. (医院、大学、公司、政府等)科; 系; 部 he Department of Education 教育部 the Department of Foreign Affairs 外交部 a department store 百货商场 the English department 英语系 fund n. 基金; 专款; [复数]资金 a disaster fund 赈灾款 Government funds 政府资金 within prep.&adv.在(某短时间，距离或范围)以内;不超过 overseas adj. 海外的 adv. 在海外 sheet n.[C] 一张(纸); 床单; 被单 a sheet of 一张... Step4.Key words（P9-P24） Explain the usage of key words of this unit,and assign Ss different kind of exercise. preserve v. 保存;保护 n.保护区 a natural preserve 自然保护区preserve... from (doing)... 保护.....免于..... preserved adj. 保存的；腌制的preservation n. 保护;保存 ① They are trying their best to preserve the elephants as well as other animals hunted in Africa ______ being wiped out. ② The old building is in a good state of ______ (preserve) except for the wooden floors. ③ Some of the world's oldest ______(preserve) art is the cave art of Europe, most of which is in Spain and France. ④The organization was set up ______ (preserve) endangered species from dying out． 3.Fast memory Use brief explanation to help Ss remember less important words in this unit department n. (医院、大学、公司、政府等)科; 系; 部 he Department of Education 教育部 the Department of Foreign Affairs 外交部 a department store 百货商场 the English department 英语系 fund n. 基金; 专款; [复数]资金 a disaster fund 赈灾款 Government funds 政府资金 within prep.&adv.在(某短时间，距离或范围)以内;不超过 overseas adj. 海外的 adv. 在海外 sheet n.[C] 一张(纸); 床单; 被单 a sheet of 一张... Step4.Key words（P9-P24） Explain the usage of key words of this unit,and assign Ss different kind of exercise. Explain the usage of key words of this unit,and assign Ss different kind of exercise. preserve v. 保存;保护 n.保护区 a natural preserve 自然保护区preserve... from (doing)... 保护.....免于..... preserved adj. 保存的；腌制的preservation n. 保护;保存 ① They are trying their best to preserve the elephants as well as other animals hunted in Africa ______ being wiped out. ② The old building is in a good state of ______ (preserve) except for the wooden floors. ③ Some of the world's oldest ______(preserve) art is the cave art of Europe, most of which is in Spain and France. ④The organization was set up ______ (preserve) endangered species from dying out． Step5 Key phrases (p26-29) Present key phrases of this unit,help Ss learn them through blank-filling,translation to understand the usage of important phrases. Getting young people to __________ activities to protect their national heritage is a good way to introduce them to their country’s history. As they learn more about where they come from, they will hopefully __________tell others about their country and culture. Of course, teachers must __________between teaching the good and bad parts of a country’s history. Learning only the good parts can __________ narrow thinking. Learning the bad parts may help _______those kinds of things ______ happening again. Students who know their history and culture are more likely to__________ that their cultural heritage is protected, and teachers can motivate students by asking them to come up with their own ideas and__________ for ways to protect this. One possible idea is for students to raise or _____ money______ an organisation or group that protects their country’s cultural heritage. Teachers may also_________their local museums or historical societies for help in getting students more interested in this important field. Using vivid and graphic images can help students form a concrete understanding of some words. Memorizing vocabulary through word formation can create a web of interconnected words, reminding each other and efficiently expanding one's vocabulary. The unit has a large vocabulary; it is necessary to organize and prioritize the words, with secondary importance words being quickly skimmed over. Key thematic words that can be used in both written and spoken expression should be explained in detail to enhance students' application skills. Key phrases that can be used in both written and spoken expression should be explained in detail to enhance students' application skills. 5mins 5mins 8mins 12mins 10mins Part2 Discovering useful structures Step1 Lead in Step2: Explore the rules Step1 Lead in Guess what the teacher describe. Step2: Explore the rules 1.Look at the sentences below and find out the relative pronouns and adverbs. Recall their memory in the sentences they have learnt from this unit and motivate them to observe and think. Through observation, demonstration, analysis and discussion of the core structure of the sentences, let the students initially perceive and understand the attributive clauses and functions of relative pronouns and adverbs. 3mins 7mins Step3: Summarize the rules Step4:Practice the rules Step5 Apply the rules Step 6 Assignment 2: Find more sentences containing relative clauses from the text on page 4, and discuss briefly with a partner the major functions of them. Then make a short summary in a table or mind map. Step3: Summarize the rules 1.A restrictive relative clause is used to modify a noun, pronoun or noun phrase before it. 2.The noun, pronoun or noun phrase is the antecedent（先行词）. 3.We can use relative pronouns and proverbs to introduce restrictive relative clauses,including that,which,who,whom,whose,when,where,why . 4.The relative pronouns and relative proverbs often act as a component in clauses. 关系词: 关系代词: ①Who:指人，作主语或宾语 ②Whom:指人，作宾语 ③Which:指事、物，作主语或宾语； ④That:指人或事、物，作主语或宾语 ⑤Whose:与所修饰的名词为所属关系，作定语 关系副词： Where:作地点状语 When:作时间状语 Why:作原因状语 usually =介词(in,from,on,atduring,for etc.)+which Step4:Practice the rules 1.Choose the correct words to fill in the blanks. (P62 - 1) who whom whose that which when where why 1. That is the site___________they discovered caves full of Buddha statues. 2. Does anybody know the reason_________he refused to sign the document? 3. Sue is the person to_________I sent the text message yesterday. 4. My brother works in a café_________ top-quality Italian food is served. 5. This is the archaeologist_________discovered the Inca ruins. 6. On the way home, he helped a young man_________car had broken down. Follow the former example to rewrite the sentences using relative clauses. 2.Follow the former example to rewrite the sentences using relative clauses. 1. He showed me a photo in his room. It was a photo of a famous cultural relic in Egypt. The photo (which / that) he showed me in his room was of a famous cultural relic in Egypt. 2. The project team helped protect the national parks in the United Republic of Tanzania. It was formed by members from fifteen countries. The project team whose members were from fifteen countries helped protect the national parks in the United Republic of Tanzania. Step5 Apply the rules 1: Use relative clauses to describe the picture, finishing the whole sentences. 1: Use relative clauses to describe the picture, finishing the whole sentences. A good friend is someone who you can tell your problems to or to whom you can tell your problems 2.Use relative clauses to describe the pictures in groups. The Terracotta Army, which consists of thousands of life-size clay models of soldiers, horses, and chariots, surrounds the grand mausoleum(陵墓）of Shi Huangdi, the first emperor of China and the founder of the Qin dynasty. Located near Lishan in Shaanxi Province, central China, the purpose of this army was likely to serve as guardian figures for the tomb or to accompany their ruler in the afterlife. The site, which was discovered in 1974 CE, offers a unique insight into ancient Chinese war. Shi Huangdi, who was desperate for immortality, has achieved a form of it through his terracotta army that includes over 7000 warriors, 600 horses, and 100 chariots. The site of the mausoleum, which is a UNESCO World Heritage Site, remains largely unexcavated, particularly the inner tomb, where the emperor's remains are believed to be. Step 6 Assignment Finish Exercise 2 in using structure on workbook. Search more information to describe your favourite cultural relics using relative clauses. Guide student s to master the use of relative pronoun and proverbs Through the creation of new text, by filling in the blank and through picture description students can further use the target language. Consolidate the knowledge and skills students have learned in this lesson. 4mins 10mins 15mins 1min 板书设计： Remind the students of key information they have got and provide clues for them to express and write. 教学反思： 优点： 基于对文本和学情的分析，确定了本课的教学目标。本节语言学习课通过游戏开始词汇的巩固学习，有效激发学生兴趣。多媒体资源运用得当，增强学生体验。通过观察-总结-运用的学习模式，对浅入深，减轻学习词汇语法时的畏难情绪。语言输出部分学生能根据所设情境积极发言。作业布置贴近当堂所学，给出范例让学生在操作过程中减轻畏难情绪。 缺点： 由于课时内容过于丰富，且学生存在个体差异，在活动过程中，部分学生表现出较为被动的态度，缺乏积极参与和互动。 改进： 今后应更加注重激发学生的学习兴趣和主动性，鼓励他们积极参与课堂活动。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$