Unit 1 Cultural Heritage 教学设计-2024-2025学年高中英语人教版（2019）必修第二册

琼海市嘉积中学集体备课教案 (2024—2025学年度第二学期) 科目: 英语 年级: 高一 教案序号: ___1__ 课题 Book 2 Unit 1 Cultural Heritage -- Listening and Speaking 主备课人 授课日期 年 月 日 课标要求及本节课在大单元中的地位 This section consists of two parts: Opening Page and Listening and Speaking. Opening Page is the leading-in of this unit, where students are able to acquire the general knowledge of the theme in this unit through the theme picture, the quote from World Heritage Centre, learning objectives and two questions. The purpose of Listening and Speaking is to help students understand the conversation by using listening strategies of predicting and guessing and create conversations. 教学目标 1. identify and recite the new words and expressions related to cultural heritage protection; 2.use the skill of predicting before listening to help understand the conversation; 3.use the listening strategy: listening for gist, listening for detail, and guessing the meaning of words based on the context. 教学重点 Learn to use the listening strategies,new words and expressions to understand the conversation, and be aware of the significance of cultural heritage protection. 教学难点 Apply what they've learnt to their own conversations about cultural heritage protection and make their own efforts to protect cultural heritage. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案和课件 教学过程 Step1 Opening Page Show students the theme picture and the title of this unit and ask them to brainstorm words and expressions related to cultural heritage and make them clear about the definition of cultural heritage. (Use a mind map to organize students' ideas) ·Ask students to read and explain the quote from the World Heritage Centre on the opening page. Ask students to read the learning goals and underline the key words. ·Ask students the two questions on the opening page and get their ideas.（Lead students to talk about the cultural heritage they now to make preparations for the following listening activities) Step 2 Predicting ·Before listening,ask students to look at the pictures in Activity 1 on page 2 and predict what students are doing. ·Show more pictures of the Five Sacred Mountains of China and ask students to appreciate the beauty of the cultural heritage and learn more about Chinese cultural heritage.（New words: the Five Sacred Mountains of China,UNESCO) Step 3 Listening for gist ·Ask students to listen to the conversation for the first time and finish Activity 2 of choosing the main idea of the conversation on page 2.（Tell students to just listen for gist according to the prediction) ·Ask students to check their predictions of the main idea. Step 4 Listening for detail 1. Predicting ·Ask the students go through the interview notes offered in Activity 3 on page 2 and find the key words related to the conversation to predict. 1. Listening and filing In the blanks ·Ask students to listen again and fill in the blanks of the interview notes in Activity 3 on page 2 and share their answers. ·Lead students to build up a mind map to organize the key information of the interview based on the following questions: I)Why do they take part in the project? 2)What are they doing? 3)Why are they doing these? 3. Listening and guessing ·Ask students to look at the example in Activity 4 on page 2 and lead them to learn how to guess the meaning of new words using context clues. ·Ask students to listen to the conversation again and use the context to guess the meaning of the words in Activity 5 on page 3 and tick the reason why they were able to guess the words. ·Invite students to share their answers and reasons. ·Ask students to summarize the ways they have used to guess the meaning of new words. 1. Listening and completing the news report ·Ask students to predict what they will listen to according to the news report. ·Ask students to listen to the conversation and fill in the blanks tn Activity 6 on page 3 to complete the news report and give their answers. ·Ask students to work in groups to observe and summarize the structure of a news report.·Present students with the listening text transcripts and explain the language points if necessary. Step 5 Speaking ·Ask students to work in pairs to discuss the following questions: I) Would you like to take part in a project like this? Why or why not? 2) Could you think of more ways to protect cultural heritage? ·Invite students to present their ideas about the project on cultural heritage protection in the form of an interview. 作业布置 1. Ask students to memorize the words related to cultural heritage protection and find the problems related to cultural heritage. 2. Ask students to write a short about how to protect cultural heritage. 版书设计 Unit 1 Section 1 Opening Page & Listening and Speaking Listening strategies----predicting, listening for gist, guessing based on context Protection of Cultural heritage-- Key words--------- cultural heritage, Mount Tai, youth project, protection News report ------------Title + Body 教学反思 琼海市嘉积中学集体备课教案 (2024—2025学年度第一学期) 科目: 英语 年级: 高一 教案序号: ___2__ 课题 Book 2 Unit 1 Cultural Heritage --Reading and thinking 主备课人 授课日期 年 月 日 课标要求及本节课在大单元中的地位 The theme of the reading and thinking is about “Understanding how a problem was solved”.This section aims at showing how to solve a difficult and even tough problem about protecting the cultural heritage by the international co-work. So in this section, cultivating students’ international awareness is very clear and important. 教学目标 1. Read quickly to get the main idea and the structure of the article; read careful to get detailed information. 2. Learn to use the reading strategy---making a timeline 3. Learn how to solve a tough problem by asking for help and cooperation 4. Have the international awareness and understand the great strength of international cooperation. 教学重点 1. 1.Read quickly to get the main idea and the structure of the article; read careful to get detailed information. 2. Learn to use the reading strategy---making a timeline. 3. Learn how to solve a tough problem by asking for help and cooperation. 教学难点 Help students explore the language features and build their word bank of the text. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案和课件 教学过程 Step 1 Read the title and look at the pictures. What do you think the text is about? Step 2 Scan the text for numbers. Circle the numbers and guess what they mean. Step 3 Read the text again and answer the questions. Step 4 Complete the timeline with the information from the text. Step 5 Complete the new report with the correct forms of the words in the box. Then suggest a suitable title. Step 6 Discuss one or more of the questions below in groups. Step 7 Learn the Language points and practice them in the exercise book. Step 8 Summary. 作业布置 1. Review the key words and difficult expressions . 2. A lot of money was spent to protect the temples. Do you think it was worthwhile? Why or why not? Write a passage to give your view. 版书设计 FROM PROBLEMS TO SOLUTIONS (the structure of the passage) Part 1 Para. 1 introduction Part 2 Para. 2 problems Part 3 Para. 3-4 solutions Part 4 Para. 5-6 values (Timeline) 教学反思 琼海市嘉积中学集体备课教案 (2024—2025学年度第一学期) 科目: 英语 年级: 高一 教案序号: ___3__ 课题 Book 2 Unit 1 Cultural Heritage -- Reading and thinking—Language Focus 主备课人 授课日期 年 月 日 课标要求及本节课在大单元中的地位 This period is the third period of Unit1. It focuses on the usage of such important words and expressions as attempt , worthwhile, entrance, process, quality, tradition. 教学目标 1. Master the usage of such important words and expressions as attempt , worthwhile, entrance, process, quality, tradition. 2. Learn the method of constructing knowledge trees through self-study &cooperative exploration. 3. Enjoy the fun of expressing yourself using English and participate in the class with passion. 教学重点 1. Help students learn words : attempt , worthwhile, entrance, process, quality. 2. Exercises are expected to assist students to express themselves freely in English. 教学难点 How to use the words and phrases in real situations. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案和课件 教学过程 Step1 Revision Retell the text according to timeline. ( make an attempt to do/at doing sth. 试图做某事 at one ’ s/the first attempt （某人）第一次尝试 attempt to do sth. 试图/尝试做某事 )Step2 Presentation 1.attempt n. & vt. 企图；试图；尝试 2. worthwhile adj. 值得做的；值得花时间的 [易混辨析] worthwhile, worth, worthy worthwhile It’s worthwhile doing... 值得做...... It’s worthwhile to do... worth be worth+n. 值得......；值...... be worth doing “某事值得被做”用动名词的主动 形式表示被动意义 It’s worth it 是值得的 worthy be worthy of +n. 应得某事物 be worthy of + being done “某事值得被做”接动名词的被动式 be worthy to be done “某事值得被做”用不定式的被动式 [点津] (1) worth一般只作表语，表示“值得的；有......价值的”，可用程度副词well来修饰。(2)worthy和worthwhile既可以表语又可作定语。 3.entrance n.入口；进入 enter v. 进入 entrance to ...的入口/门口（to表对象、方向） · entrance of ...的入口/门口（of表示所属） · gain entrance to 获得进入...的许可 · entrance examination 入学考试 4.process n.过程；进程；步骤 vt.处理；加工 processed adj.经加工的，加工过的 · in the process 同时；在...过程中 · in the process of (doing)sth. 在（做）某事的过程中 · process...into... 把...加工成... · in process =in progress (某事)在进行中 5. quality n.质量；品质；素质；特征 adj.优质的；高质量的 · of good/high/poor quality 质量好的/高的/差的 · in quality 在质量方面 6. tradition n.传统；传统的信仰或风俗 traditional adj.传统的；惯例的 · It’s a tradition to do sth./that... 做某事是一个传统 · by tradition 按照传统 Step3 Exercises I.用所给单词的正确形式填空 1.The proposal attempts (deal) with what some call the “death valley” of autonomous vehicles. 2. It is worthwhile (spend) two hours reading the book. 3. In my opinion, the film is well worth (see). II.根据所给汉语及提示，完成下列句子。 1.As a matter of fact,air in many cities is________________. 事实上，许多城市的空气质量很差。 2. In China,_________________respect and love the old. 尊重、关爱老人是中国的传统。 3. It’s _________(tradition) to bring a gift to a housewarming party. 带礼物去参加乔迁聚会是一种传统。 IV. 英汉互译 1. 事实上，许多城市的空气质量很差。。 _________________________________________________ 2.Some people don’t like processed vegetables. _______________________________________________________ 3.His sudden entrance took everyone by surprise. _______________________________________________________ 4.这个建议值得考虑。 _____________________________________________ 作业布置 1. Finish the exercise in Workbook in Page61~62. 版书设计 Reading and thinking—Language Focus attempt , worthwhile, entrance, process, quality, tradition,find 复合宾语结构: (1)find+宾语+宾补(形容词/副词/名词/介词短语/现在分词/过去分词) (2)find 后的宾语可用it来代替,而把真正的宾语放在宾补后。 教学反思 琼海市嘉积中学集体备课教案 (2024—2025学年度第一学期) 科目: 英语 年级: 高一 教案序号: ___4__ 课题 Book 2 Unit 1 Cultural Heritage -- Discovering Useful Structures 主备课人 授课日期 年 月 日 课标要求及本节课在大单元中的地位 This period is the fourth period of Unit1. In this section, students should be able to express the grammar correctly in daily communication and in the writing. 教学目标 1. Review the basic usages of relative pronouns and adverbs of attributive clauses . 2. Learn to use some special cases about restrictive relative clauses. 3. Learn to write sentences with restrictive relative clauses flexibly according to the context. 教学重点 1. Review the basic usages of relative pronouns and adverbs of attributive clauses . 2. Learn to use some special cases about restrictive relative clauses. 教学难点 Learn tow rite sentences with restrictive relative clauses flexibly according to the context. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案和课件 教学过程 Step 1.1 、 Look at the sentences below and underline the relative pronouns and adverbs. Step 1.2 、Find more sentences containing relative clauses from the text on page 4 and discuss their major functions . Then make a short summary in a table or mind map . Step 2．Rewrite the sentences using relative clauses. Then which relative pronouns can be deleted? Step 3．Work in pares and play a game of definitions. One asks the questions below and the other answers them with relative clauses. Work out two more questions of your own. Step 4．Summary: Turn to P98 to study Restrictive Relative Clauses . 作业布置 1. Review what we have learnt in the class. 2. Finish the exercises in WORKBOOK -- Using Structures on Pp62-63 3. Write 7 sentences to describe people/ things/ buildings, etc. At least 3 restrictive relative clauses must be used. 版书设计 Discovering Useful Structures 1. Forms of restrictive relative clauses 2. Special points of restrictive relative clauses much /all.+ that prep. which/whom 3. Functions of restrictive relative clauses. To describe people and things in greater detail and enrich the content. 教学反思 学科网（北京）股份有限公司 $$