Unit1 Cultural Heritage Discovering Useful Structures 教学设计- 2025-2026学年高中英语人教版必修第二册

Unit 1 Cultural heritage教学设计 Ⅰ. Basic Information 教材 人教版 2019 必修二 单元 Unit 1 主题 人与社会 课题 Describe people or things in greater detail 课型 语法课 Ⅱ. Analysis of Teaching Material This section focuses on the theme task "Describe people or things in greater detail", and the design follows the idea of "observation -- discovery -- induction --- - practice -- application". The textbook first asks students to observe the example sentences given, identify relative pronouns and relative adverbs in attributive clauses, and find out more attributive clauses from reading the passage, and discuss their main functions with their partners. Then, ask them to combine two sentences into an attributive clause using relative pronouns or relative adverbs, focusing on language form and meaning; Finally, complete the open task and use attributive clauses to describe people or things. Ⅲ. Analysis of Students After learning attributive clause in compulsory 1 unit 4, unit 5 and the first several periods of this unit, students have learned the meaning, characteristics and function of attributive clause, but they do not have a deep understanding of the role of attributive clause in semantic expression. It is necessary to further review and master the formal meaning and function of restrictive attributive clauses, and realize that this grammatical means can make the description of people and things more rich and vivid. Ⅳ. Teaching Objectives By the end of the class, students will be able to 1. acquire the basic usage of some words and phrases. 2. have a good understanding of grammar rules. 3. develop their sense of cooperative learning and individual capability. 4. understand the value of the protection of cultural heritage. Ⅴ. Key & Difficult Points Key points: Help students identify the usage of relative pronouns and relative adverbs in attributive clauses. Difficulties: How to use relative pronouns and relative adverbs in attributive clauses in a real situation. Ⅵ. Teaching Methods Task-based teaching method, Communicative teaching method, Group discussion, The activity-based learning method Ⅶ. Teaching Aids Power point, Blackboard, Pictures, Textbook Ⅷ. Teaching Procedures Step 1 Lead-in Revise the reading and thinking, and find out the restrictive relative clauses. 1. There comes a time when the old must give way to the new. 2. Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s cultural heritage. 3. After listening to the scientist who had studied the problem, and citizens who lived near the dam, the government turn to the United Nations for help. 4. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water. 5. Not only had the countries found a path to the future that did not run over the relics of the past, but they ... 6. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing. 【设计意图】通过学生寻找Reading and Thinking文本中的定语从句，一方面帮助学生回顾了单元主题表述，另外也引导学生进行语法结构的寻找和分析。学生利用真实的语境进行语言学习，能更加有效地习得语法的真实具体的用法。 核心素养提升点: 语言能力，学习能力 Step 2 Grammar analysis Activity1. Revise the grammar: The restrictive relative clauses Note1:定语从句：当我们把一个句子用来做________去修饰一个_____________时，这个句子就称为定语从句。 Note2:被定语从句限定的词叫做_________,引导定语从句的词叫做___________，分别是_______________和___________。 关系代词的用法 关系副词的用法 【设计意图】温故知新环节旨在唤醒学生原有的语法知识，调用已有的语法知识进行复习巩固和加深迁移。对于语法的具体讲解旨在为学生在接下去的自主学习句子分析过程中能够更加有自信和知识依据。 核心素养提升点: 语言能力，学习能力 Activity 2. Analyse some restrictive relative clauses found in the text. 【设计意图】通过对文本找出的定语从句进行分析，一方面再次强化了单元主题表达，一方面也检测了语法讲解内容的落实和检测。对于语法的掌握情况能通过学生自主分析句子呈现出来。 核心素养提升点: 语言能力，学习能力 Activity 3. Make an induction of the restrictive relative clauses. 【设计意图】语法讲解以及学生自主分析之后，进行汇总性的归纳，帮助学生形成结构性语法知识体系。 核心素养提升点: 语言能力，学习能力 Step 3 Practice 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. 2. The project team helped protect the national parks in the United Republic of Tanzania. It was formed by members from fifteen countries. 3. We met a professional archaeologist at the entrance to the Great Pyramid. He explained to us the process of building such a difficult structure. 4. The documents about the cultural relics from overseas are under the desk. I found them yesterday. 5. Scientists worked together day and night to rescue the temple because they wanted to preserve it for the next generation. 【设计意图】通过个人学习和小组合作完成这一部分练习，用以巩固语法知识。 核心素养提升点: 语言能力，学习能力 Step 4 Application Play a game of definitions. One asks the questions below and the other answers them with relative clauses. A: What is an exit? B: An exit is the door where/through which you can leave a building. Situations: 1: What is a library?(from/in which; where) 2. What’s a good friend? (to whom; who) 3. What’s a vacation? (during which; when) 4. What’s a football coach? (from whom; who) 5. What is cultural heritage? 【设计意图】本环节旨在将所学语法运用到日常话题中，为学生创设语法使用语境。学生在描述具体人或事物过程中使用定语从句，使得句子更加有可读性也更加具体生动。另外，最后设置的情景是和本单元主题相关的话题，让学生根据阅读文本所学和语法知识将单元主题进行更好的拓展延伸。 核心素养提升点: 语言能力，学习能力,思维品质 Step 5 Homework 1. Finish exercise on page 62-63 2. Use restrictive clauses to polish your project writing about intangible cultural heritage. 【设计意图】巩固消化语法知识。 核心素养提升点: 语言能力，学习能力 Ⅸ. Teaching Evaluation ❆Formative evaluation 形成性评价 (participation ) ❆Self-evaluation 学生自评 (oneself& others ) Ⅹ. Blackboard Design ⅩI. Reflection 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对前文所学内容的巩固学习，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，由浅入深，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。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。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。 1 学科网（北京）股份有限公司 $