第五章 第三节人教版必修二Unit 1 Cultural Heritage大单元整体教学设计；语法课-高中英语单元教学设计

>> 072 　高中英语单元教学设计　 第三节  人教版必修二Unit 1 Cultural Heritage 大单元  整体教学设计：语法课 一、语篇材料 The General Information of Palace Museum The Palace Museum which is also known as “the Forbidden City” is located in the middle of Beijing. It was the Chinese imperial palace from the Ming to the end of the Qing Dynasty whose construction took 14 years. For almost five centuries, it serves as the home of the Emperor and his household, as well as the political center of Chinese government. Today, it is the largest and the most complete ancient imperial palace complex that is remaining in China. The Palace Museum Collection contains millions of precious cultural relics, among which are national treasures that number over tens of thousands, representing the highest achievements of the Chinese culture and art in past dynasties. The Forbidden City, which bears landscapes, architecture, furnishings and objects of art as well as a 9000 rooms building complex, has been the center of the highest authority for over five centuries. It is the historical testimony to Chinese civilization at the time of the Ming and Qing dynasties. That’s why the Palace Museum was approved by the UNESCO to be added to the World Cultural Heritage List in 1987. The Seasons of the Palace Museum The 24 solar terms are the wisdom with which ancient Chinese predict the season. When the first spring rain comes, the willows begin to stretch. The colors of the walls start to brighten and the dormant creatures are about to wake up. On the Summer Solstice, grass and trees are leafy and birds keep tossing and crowing. The wind comes through the windows over the roofs, and carries away a trace of the heat. By the time the ginkgo leaves turn yellow, the whole city will be covered with autumn colors and autumn equinox, which is the most beautiful period of the year, is coming. After the beginning of winter, everyone is looking forward to a romantic timely snow. The first white snow, who knows exactly the time when it falls on the roofs of the Forbidden City? After the Great Cold, the solar terms rotate and the whole Forbidden City is expecting the next spring. 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 073 << The Layout of the Palace Museum There are four gates to the Forbidden City that are called the Meridian Gate to the south, the Gate of Divine Pride to the north, the East Flowery Gate to the east and the West Flowery Gate to the west. The Forbidden City is made up of two parts, which are named the outer court and the inner court. The outer court, where great meetings and ceremonies were held, lies in the southern part of the Forbidden City, including the Hall of Supreme Harmony, Hall of Middle Harmony and Hall of Preserving Harmony. The reason why the halls and palaces in the area are extremely high and splendid is that they are to display the dignity and power of the emperor and the state. The inner court is on the northern part, whose styles are totally different from the outer one. The center of the inner court, where the emperor and empress live, consists of the Palace of Heavenly Purity ( 乾清宫 ), Hall of Union( 交泰殿 ) and Palace of Earthly Tranquility( 坤宁宫 ). This is the basic introduction to the architecture finished constructing in 1420, when it was in Ming Dynasty. 二、教学设计 课题 Describe people or things in greater detail 课型 高一语法课 上课教师 河北省石家庄润德学校 付 ×× 背景 主题语境 人与社会 语篇类型 说明文 授课时长 40 分钟 文本分析 【What】本节课为语法课。在必修一限制性定语从句的基础上，帮助学生进一步复习 并熟练掌握其形式、意义和功能。本节课依托真实语篇，介绍了故宫的概况、四季、 文创产品和布局，其时态均采用一般现在时，主题语境属于人与社会。 【Why】本文的写作意图是让学生了解故宫的概况，欣赏故宫四季的美，认识故宫的 布局。希望学生能熟悉并热爱故宫文化，针对文化遗产的传承与保护做出进一步思 考，培养学生为传承和保护文化遗产做出应有贡献的意识。本文多处使用了定语从句， 使得文章表意更加清晰，细节更加丰富，语言更加生动，学生能进一步感知该语法 的结构与应用。 【How】本文是介绍与故宫相关的三个独立语篇，体裁均为说明文，属于书面连续性 文本、正式文本、非文学文本。第一部分为定语从句的“观察—发现—归纳”环节。 第二部分为“概括—具体”的语篇模式，第一句话介绍了中国古代依据二十四节气 进行季节划分；第二至七句话介绍了故宫的春、夏、秋、冬；第八句话谈到季节轮换， 新的四季来临。此部分为定语从句的“听、说、练”环节。第三部分也是“概括—具体” 的语篇模式，前两句介绍了故宫有四个门和内外庭两部分 ；第三句和第四句介绍了 故宫的外庭 ；后三句话介绍了故宫的内庭。 >> 074 　高中英语单元教学设计　 学情分析 本节课的授课对象为高一学生，学生学习态度端正，英语基础较好。在必修一的 Unit 4 和 Unit 5 中，学生已经对目标语法进行了学习，但部分学生对该语法的形式、 意义和功能缺乏整体性和系统性认知，故本节复习课尤为必要。此外，就故宫而言， 学生对其历史背景及现状有一定了解，但并不全面。 教学目标 By the end of the class, the students will be able to: （1）analyse the sentences and design a mind map. （2）enjoy a video and complete sentences. （3） design a cultural and creative product and describe it. （4） join the sentences and describe a map. （5） enrich a passage about tips to the visitors. 教学 重难点 重点 ： 在交际中正确理解并得体运用限制性定语从句。 难点 ： （1）对定语从句已有知识进行归纳和总结，加深对定语从句语法意义的理解。 （2）在真实语境下灵活使用定语从句。 （3）对文化遗产的价值与意义有更深刻的理解，培养并增强保护文化遗产的意识。 三、教学过程 Lead-in （1）The teacher shows a picture of a man and asks the students to guess where the man works, by using the following sentences that contain relative clauses. （2）The students read the sentences on the screen and the teacher writes the relative words on the blackboard: who, which, when, where. （3）The students answer the question without difficulty:“The Palace Museum”. （4）The teacher shows the topic today:“In this lesson, we are going to learn the Palace Museum together.” 导入环节所用资料如图 5-5 所示。 图 5-5  导入内容 续　表 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 075 << 【设计意图】利用猜工作地点的活动，引出主题。教师抛出猜测工作地点 的四个定语从句，让学生无形中接触定语从句用法。在猜测工作地点的情境 下，学生通过读与听的方式提高了语言能力。另外，学生通过对所提供句子进 行有逻辑的分析，获得答案。本活动旨在提升学生的思维品质。 Task 1 Analyse the sentences and design a mind map The students scan the passage and underline the relative pronouns and adverbs. （文 本见语篇材料 1） 【设计意图】利用找定语从句关系词的方式，检查学生对定语从句的掌握 情况，查漏补缺。 （1）The students analyse the sentences, learning the greatness of the Palace Museum. （2）The teacher writes other relative words on the blackboard: that, whom, prep+whom/which. （3）The students deeply understand the functions of the relative clause, by contrasting sentences or phrases. Show the functions of the relative clause on the screen: to define sth./sb.; to describe people or things more vividly, specifically or in greater detail. 【设计意图】总结和归纳定语从句的功能，从而加深学生对定语从句语法 意义的理解。 The students review the usage of the relative clause, and then design a mind map in groups. 【设计意图】使用思维导图帮助学生梳理和总结定语从句的用法，使学生 从整体上对定语从句有清晰的认知。学生通过对定语从句功能的感知与领悟， 能够深入体会定语从句的表述功能与语法意义。通过思维导图的方式，帮助学 生对定语从句的相关知识进行内化与整合。 >> 076 　高中英语单元教学设计　 Task 2 Enjoy a video and complete sentences. （1）The students enjoy a short video about the seasons of the Palace Museum. Ask the students to pay attention to the relative clause when watching the video.（文本见语 篇材料 2） （2）The students share their favourite season of the Palace Museum, using relative clauses. （3） Complete three sentences by filling in the blanks on the screen. The sentences are as follows: The 24 solar terms are the wisdom _____ _____ ancient Chinese predict the season. Autumn, _____ is the most beautiful period of the year, is coming. Who knows exactly the time _____ it falls on the roofs of the Forbidden City? 【设计意图】将故宫与学生生活联系起来。通过看、说和写的方式加强学 生对定语从句关系代词和副词用法的理解。通过文章对故宫的介绍，增强学生 的文化自豪感。 Task 3 Design a cultural and creative product and describe it. （1）Introduce the definition of cultural and creative product of the Palace Museum, using the relative clause. Show the students some cultural and creative products, sharing the details and meanings. （2）Display the significance of the cultural and creative products. to combine the new with the old, to keep the cultural relics alive and make Chinese culture known. 【设计意图】通过对文创产品的介绍，培养学生的文化创新意识。 Ask the students to design a cultural and creative product, using any element they like, and then try to describe it, for example: it’s an object which/that/whose... 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 077 << 【设计意图】促使学生在使用定语从句的过程中加深对语言的理解，提升 语言表达能力。通过设计文创产品激发学生的文化创新意识，增强学生的文化 意识，与此同时激发学生的批判精神与创新意识，从而提高他们的思维品质。 Add more to get the students interested in a cultural and creative product, by telling them the the birthday of the Palace Museum, and special tickets and special stamps introduced on her birthday. Task 4 Join the sentences and describe a map. Group Work: Join the sentences using relative clauses, and then describe a map with those sentences.( 文本见语篇材料 3) 【设计意图】通过改写句子增强学生对定语从句的使用能力。通过辨析语 言和文化，培养学生梳理、概括信息和建构新概念的思维品质与能力。 Task 5 Enrich a passage about tips to the visitors. Since all of the students have mastered some basic knowledge of the Palace Museum, they are expected to enrich a passage about tips to the visitors, using the relative clauses. 给游客建议的文本如图 5-6 所示。 图 5-6  给游客建议的文本 >> 078 　高中英语单元教学设计　 【设计意图】 通过用定语从句完善语篇的方式，进一步夯实学生对定语从 句的运用能力。 学生充实建议信的环节旨在激发学生的文化遗产保护意识，并明确自身力所能 及的保护行为。 本环节旨在通过定语从句的使用，深化语法在传达语篇意图、观点和情感态度 等方面所起的作用，提高学生的语言能力，促使学生能够在跨文化背景下思考个人 及群体的态度与行为取向，引导其成为有文明素养和社会责任感的人。 Task 6 Homework 作业内容如图 5-7 所示。 图 5-7  作业内容 【设计意图】 通过课后习题夯实本节课的语言知识。 四、教学反思 本节课主要复习了限定性定语从句这一语法。在课程设计上，付老师通过一条 明线—对故宫的介绍渗透，一条暗线—限制性定语从句的归纳总结，在具体生动 的语境下，帮助学生对限制性定语从句已有的碎片化知识进行了整合，增强了学生 灵活运用非限制性定语从句的能力。整体看，本节课基本完成了教学目标。 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 079 << 在本节课的课堂设计中，效果较好的亮点如下。 （1）将语法学习渗透具体的语境中，激发了学生的学习兴趣，增强了学生的参 与感，使学生切身体会到定语从句在日常生活交流中的作用。 （2）对故宫进行了较全面的介绍，并赋予其新的文化内涵，唤起学生的文化创 新意识，为文化遗产注入新的活力，引导学生对文化遗产进行审慎性思考。 本节课也有一些遗憾，如设计文创用品环节，鉴于学生的兴致较高，占用时间 稍长一些，导致作文展示环节的时间有点紧张；在故宫讲解各个环节的衔接上，还 可以设置得更加自然些。 五、板书设计 本节课的板书设计如图 5-8 所示。 图 5-8  板书设计