Unit 1 Cultural Heritage Listening and Speaking 教案-2024-2025学年高中英语人教版（2019）必修第二册

教学设计 课程基本信息 学科 英语 年级 高一 学期 春季 课题 Unit 1 Cultural Heritage -Listening and Speaking 教学目标 Language Competence: Master heritage-related vocabularies (e.g., preserve, restore) and functional expressions for discussing protection measures. Cultural Awareness: Understand the significance of global cultural heritage and the balance between development and preservation. Thinking Quality: Analyze different viewpoints on heritage protection and form logical judgments. Learning Ability: Collaborate in pair/group discussions to exchange ideas about heritage conservation. 重难点 Key Points: Using topic-related words and phrases to describe cultural heritage; expressing opinions on protection methods. Difficult Points: Distinguishing nuances between similar terms (e.g., preserve vs. conserve); fluently discussing conflicting issues like tourism development and heritage protection. 教学过程 Teacher: Good day, class! Today, we're going to embark on an exciting journey into Unit 1: Cultural Heritage, specifically focusing on the Listening and Speaking section. Cultural heritage is like a precious treasure trove that holds the key to our past, present, and future. It's what we inherit from those who came before us, what we live with in the here and now, and what we're responsible for passing on to future generations. So, let's get started! Teacher: First, take a good look at the pictures on your textbooks. What do you think these students are up to? Any ideas? Student 1: It seems like they're discussing something important. Maybe they're working on a project? Teacher: Excellent observation! You're absolutely right. They're engaged in an international youth project. Now, let's listen closely to a conversation related to this project. While you listen, try to figure out the main idea. Are you ready? Here we go. (Play the recording of the conversation) Stephanie: We’re creating an app about Mount Tai. We’re part of an international youth project. Reporter: That’s interesting. How many students are taking part in the project? Stephanie: There are 23 senior high school students from seven countries. Reporter: Why is the project here at Mount Tai? Liu Bin: Well, as you know, Mount Tai is one of the most famous mountains in China. The mountain and the temples have been protected for over 3,000 years, so it's a great example of how people preserve their cultural heritage. We feel so proud to have a chance to do something. Reporter: Tell me about the app you're making. Liu Bin: We want to promote Mount Tai; that is, we want to tell teenagers in other countries about the mountain and Chinese culture. The app teaches teenagers about Mount Tai and even has a few games about cultural relics. Reporter: Oh, that’s a clever idea. Stephanie: Yes. For example, this game is about the six cypresses that were planted on Mount Tai during the Han Dynasty. You learn about the trees and also the life in China over 2,000 years ago. Reporter: That sounds great! So what else will you put in the app? Liu Bin: Well, there are 22 temples and some 1,800 stones with writing on them. We’ll take photos of them all, and then visit the Dai Temple on Mount Tai, since it has so many important paintings and relics. Another group is reading about Mount Tai and writing texts for the app. We’ll also visit local schools and talk to Chinese students. Reporter: Do you think that some people will use the app instead of visiting Mount Tai? Liu Bin: No, not a chance! The app is great, but the best way to see Mount Tai is to climb all 6,000 steps! Reporter: What?! How many steps? Teacher: Alright, class. Now, let's stop here. What do you think the main idea of this conversation is? Raise your hands if you have an answer. Student 2: I think the main idea is that students from different countries are working together on an app about Mount Tai to promote it and its cultural heritage. Teacher: That's a very accurate summary! Well done. Now, let's listen to the conversation one more time. This time, I want you to help the reporter complete the interview notes. Pay close attention to details like the number of students, facts about Mount Tai, and the features of the app they're creating. (Play the recording of the conversation again) Teacher: Let's start filling in those interview notes. First, how many high school students are involved in this international youth project, and from how many countries? Student 3: There are 23 senior high school students from seven countries. Teacher: Perfect. What about Mount Tai? Why is it such an important place for this project? Student 4: Mount Tai is one of the most famous mountains in China, and it and the temples have been protected for over 3,000 years. Teacher: Excellent. Now, how many temples are there on Mount Tai, and what else did they mention about the mountain? Student 5: There are 22 temples and around 1,800 stones with writing on them. Teacher: Great. And what about the app? What kind of things will it include? Student 6: It will have games about cultural relics, like the game about the six cypresses planted during the Han Dynasty. They'll also take photos of the temples and stones, visit the Dai Temple, and write texts for the app. Teacher: Wonderful. You all did a fantastic job. Now, let's talk about something very useful in language learning - guessing the meaning of new words using context clues. Look at this example on the board: "The palace was destroyed years ago. By studying old photos of the former palace, they have made the new one look exactly like the old one." What do you think "former" means here? Student 7: I think "former" means the one that came before, the old palace that was destroyed. Teacher: Exactly! You used the context - words like "destroyed years ago" and "old photos" - to figure out the meaning. Now, let's look at some words from our conversation. When Liu Bin said, "The mountain and the temples have been protected for over 3,000 years, so it's a great example of how people preserve their cultural heritage." What does "preserve" mean? Discuss with your partner for a moment. (Students discuss in pairs) Teacher: Alright, who wants to share their thoughts? Student 8: I think "preserve" means to keep something safe and protect it, like they've been doing with Mount Tai for so long. Teacher: That's spot - on. The context of protecting the mountain and temples for a long time helps us understand that "preserve" means to safeguard. Now, let's practice some more. Here's another sentence: "We want to promote Mount Tai; that is, we want to tell teenagers in other countries about the mountain and Chinese culture." What does "promote" mean? Student 9: It means to make something more well - known, like they're trying to make Mount Tai more famous among teenagers in other countries. Teacher: Great job! You're all getting really good at this. Now, let's have a little group activity. I want you to form groups of four. In your groups, talk about other ways you can think of to protect cultural heritage. You can draw inspiration from what we've learned about Mount Tai, or think of other cultural heritage sites you know. Each group will have about five minutes to discuss, and then we'll share our ideas with the whole class. (Students form groups and start discussing) Teacher: Time's up, everyone. Let's start sharing. Group 1, would you like to go first? Group 1 Representative: We think one way to protect cultural heritage is to have more educational programs in schools about the importance of these sites. Also, we could limit the number of tourists in some very fragile areas to prevent damage. And we can encourage local communities to take part in the protection, like they do with Mount Tai. Teacher: Those are some excellent ideas. Group 2, what did your group come up with? Group 2 Representative: We thought that using technology, like the app these students are making, can be a great way to raise awareness. Also, we can enforce stricter laws against vandalism at cultural heritage sites. And we can organize volunteer clean - up days at these places. Teacher: Wonderful suggestions. Group 3? Group 3 Representative: We believe that collaborating with international organizations can bring in more resources for protection. Also, we can promote sustainable tourism around cultural heritage sites, so that tourism doesn't harm the sites. And we can create more museums to showcase and protect cultural relics. Teacher: Fantastic ideas, everyone. It's clear that you all understand the importance of protecting our cultural heritage and have some great ways to contribute. Now, let's do a little role - play activity. I want you to pair up. One of you will be a reporter, and the other will be a member of the international youth project working on the Mount Tai app. The reporter should ask some follow - up questions about the project, like what challenges they faced, or what they hope to achieve in the long run. The project member should answer based on what we learned in the conversation and use their imagination a bit. You have about three minutes to prepare your role - play, and then we'll have some pairs come up and perform in front of the class. (Students pair up and start preparing their role - plays) Teacher: Alright, let's start with the role - plays. Pair 1, please come to the front. (Pair 1 comes to the front and performs their role - play) Reporter: So, during this project of creating the app about Mount Tai, did you face any big challenges? Project Member: Oh, yes. One of the biggest challenges was getting accurate information about all the historical facts. There are so many stories and details about Mount Tai, and we wanted to make sure everything in the app was correct. Also, coordinating with students from different countries was a bit tricky at first, as we had different time zones and working styles. But we managed to overcome these by having regular video conferences and setting clear goals. Teacher: Great job, you two. You really thought about the possible challenges. Pair 2, your turn. (Pair 2 comes to the front and performs their role - play) Reporter: What do you hope to achieve in the long run with this app? Project Member: Well, in the long run, we hope that this app will not only make Mount Tai more well - known among international teenagers but also inspire them to learn more about Chinese culture. We want it to be a tool that promotes cross - cultural understanding. Also, we hope that it will encourage more young people to get involved in cultural heritage protection projects around the world. Teacher: Excellent performance. You really captured the essence of the project's goals. Now, let's wrap up our class for today. We've learned a lot about an international youth project related to Mount Tai, how to guess the meaning of new words using context clues, and most importantly, different ways to protect our precious cultural heritage. For your homework, I want you to write a short paragraph about a cultural heritage site you know. Describe what makes it special and one way you think it could be better protected. Bring your paragraphs to class tomorrow, and we'll share them. That's all for today. Have a great day! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$