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1、 Unit 1 Cultural Heritage单元教案Period 1 Listening and Speaking & Listening and Talking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritageprotection project. More than 20 high school studen
2、ts from seven countriesparticipated in the project. The reporter interviewed two participants Stephanie andLiu Bin. By listening to the text, students can understand the significance of culturalheritage protection, and teenagers can use their knowledge, combine their owninterests and advantages, etc
3、. to participate in the action of cultural heritageprotection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when theyvisit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on
4、 thefunctional items of “starting a conversation”, which is used to politely andappropriately attract the attention of the others, so as to smoothly start a conversationor start a new topic. The purpose of this section is to guide students to understand thehistory and current situation of Chinese an
5、d foreign cultural heritage in their owntourism experiences or from other peoples tourism experiences, explore the historicaland cultural values, and be able to express accurately and appropriately in oralcommunication.【教学目标】1. Guide students to understand the content of listening texts in terms of
6、thewhole and key details;2. Cultivate students ability to guess the meaning of words in listening; discusswith their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but” “Forgive me for a
7、sking, but” and so on to start theconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of thewhole and key details;2. Cultivate students ability to guess the meaning of words in listening; discusswith their peers how to participa
8、te in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, whichis used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the wor
9、d “Heritage”.Boys and girls, before our listening, lets work in pairs and discuss the meaningof the word “Heritage”.What does the word “heritage” mean? Share your ideas about yourunderstanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, c
10、ustoms, etc. of a family, countryor society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listeningtext is about by looking at the pictures.The listening text is probably about how to protect a famous h
11、eritage site bysome students. Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youthcultural heritage protection project. And after finishing listening for the first time, thestudents need to solve the following tasks.1. Listen to the conversatio
12、n and sum up the main idea.Youths from seven countries are working together to protect cultural relics onMount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in
13、 ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themDai Temple on Mount Tai; over 6,000 stepsTo guess the meaning of new words, look at the other words and use what youknow about the topic.Step 4: Guessing the meaning of the unknown wordsListen t
14、o the conversation again and use the context to guess the meaning of thewords below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork
15、 in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their timeto protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?Volunteer: We are makin
16、g some signs which are designed to educate people toprotect the pine trees.Volunteer: Besides, we took a lot of pictures of pine trees and create an appwhich aims to promote peoples awareness of protecting the precious trees.Reporter: Sounds great and anything else?Volunteer: We often wear volunteer
17、 clothes and send some brochures in the parkto call on more people to protect the trees.Reporter: Does your hard work pay off?Volunteer: Definitely. More and more tourists are now stopping carving nameson the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which i
18、s about a dialogue between two tourists and atour guide when they visit the Kremlin, Red Square and surrounding buildings for thefirst time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?S
19、ightseeing.2. What do you know about the Kremlin and Red Square? Listen again andcomplete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7. Work in groups. Choose a cultural site that you like and role-play aconversation between some tourists and their tour guide. Take turns to play thedi
20、fferent roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist andhis/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which isaimed to guide stude
21、nts to analyze and discuss the challenges and problems faced bycultural heritage protection during the construction of Aswan Dam, as well as thesolutions. On the basis of understanding, students should pay attention to the key roleof international cooperation in solving problems, and attach importan
22、ce to the balanceand coordination between cultural heritage protection and social and economicdevelopment. Students are encouraged to face challenges actively, be good atcooperation, and make continuous efforts to find reasonable ways and means to solveproblems.【教学目标】1. Enable students to understand
23、 the main information and text structure of thereading text;2. Motivate students to use the reading strategy “make a timeline” according tothe appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage b
24、yteamwork and global community; 【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction,self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics andunderstand the narrative characteristics of “time-event” in illustrative
25、style3. Lead students to understand the value of protecting cultural heritage byteamwork and global community;【教学过程】Step 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will beabout.Q: What will be talked about?1. Why did the Egyptian go
26、vernment want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Carefu
27、l reading tasks Read more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exactnumbers instead of expressions like many?3. What can you infer from “Over the next 20
28、years, thousands of engineers andworkers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to theproject”?5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to d
29、escribe the working process of the project?Step 4: ConsolidationKeeping the right balance between progress and the protection of cultural sites isa big challenge.Part 2 (Paragraphs 2-5)Big challenges can sometimes lead to great solutions.The Egyptian government wanted to build a new dam, which would
30、 damagemany cultural relics.The government turned to the UN for help.Experts made a proposal for how to s ave cultural relics after a lot of efforts andthe work began.Cultural relics were taken down and moved to a safe place.Countless cultural relics were rescued.Part 3 (Paragraph 6) The summary of
31、the textThe global community can sometimes provide a solution to a difficult problemfor a single nation.Introduce the topic: A big challengethe balance between progress and the protection ofcultural sites.In the 1950s the government wanted to build a new dam.In 1959, the government asked the UN for
32、help.In 1960, the project started/began.In 1961 the first temple was moved.Over the next twenty years, the temples and cultural relics were beingrescued.In 1980, the project was completed/ended.The spirit of the Aswan Dam project is still alive today.ConclusionStep 7 Homework:Review what we have lea
33、rned and find out the key language points in the text.Unit 1 Cultural HeritagePeriod 3 Discovering Useful StructureRestrictive relative clauses【教材分析】This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have le
34、arned about therelative pronouns and relative adverbs. And then, teachers move on to stress morespecial cases concerning this grammar, such as the “preposition+relative pronounswhich and whom” and cases where we can omit the relative pronouns. This periodcarries considerable significance to the cult
35、ivation of students writing competenceand lays a solid foundation for the basic appreciation of language beauty. The teacheris expected to enable students to master this period thoroughly and consolidate theknowledge by doing some exercises.【教学目标】1. Guide students to review the basic usages of relat
36、ive pronouns and adverbs ofattributive clauses.2. Lead students to learn to use some special cases concerning restrictive relativeclauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students great interest in grammar learning.【教学重难点】1. Help students to appr
37、eciate the function of relative pronouns and adverbs ofattributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns andadverbs of attributive clauses.【教学过程】本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。他们在先行词和定语从句之间起到联系作用，同时在意义上代表先行词并在定语从
38、句中担任一个成分。被定语从句所修饰的词称先行词，定语从句一般放在先行词的后面。引导定语从句的关联词称为关系代词和关系副词。关系代词有 who，whom，whose，that，which 和 as，关系副词有 when，where 和 why。Step 1:巩固复习限定性定语从句基本用法。 一、定语从句关系代词用法：1.定语从句中关系代词的选用主要由先行词决定。2.当先行词是表示人的名词或代词时，关系代词一般用 who; that; whom; that；3.当先行词是表示事物的名词或代词时，关系代词一般用 which; that; whose;as；4.当先行词既有表示事物的名词或代词，又有表
39、示人的名词或代词时，关系代词一般用 that.5. whose 用作关系代词时，它表示“的; 事物（包括动物）”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。二、关系副词的用法：如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系副词 when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词 where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中用作原因状语，则用关系副词 why。Step 2: 限制性定语从句几种特殊情况。一、定语从句中介词+关系代词用法当关系代词在定语从句中作介词的宾语时，我们通
40、常用“介词+关系代词”引导定语从句。关系代词只能用 which 或 whom。先行词指物时，用 which; 先行词指人时，用 whom。在这个结构中，介词的确定的原则是：1.依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。He is the man on whom you can rely. 他是你可以信赖的人。Jack introduced to me his friend with whom I was not very familiar.杰克向我介绍了我不很熟悉的那个朋友。2.依据与先行词搭配的具体意义而定。Ill never forget the day on which w
41、e worked together in the countryside.我不会忘记我们一起在乡下工作的日子。3.根据所表达的意思来确定。The clever boy made a hole in the wall, through which we could see what washappening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。4.表示“所有”关系或“整体中的一部分”时，通常用介词 of。Julie was good at German, French and Russian, all of which she s
42、poke fluently.朱丽亚擅长德语、法语和俄语，这三样她都说得流利。5.在定语从句中，有一些含介词的动词短语不可拆开使用，如 look after, lookfor 等。The babies whom the nurses are looking after are very healthy. (正确)The babies after whom the nurses are looking are very healthy. (错误)二、介词+关系代词常见句型：1.“代词+ of + which/whom”引导非限制性定语从句。这个结构中，代词常常为 all, each, one, m
43、any, much, most, some, none, both 等,“代词+ of + which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of+ which /whom”置于代词前。It is reported that two schools, both of which are being built in my hometown,will open next year.据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。2.“数词+of + which /whom”引导定语从句这种结构常用来引导非限制性定语从句，有时候也可以把“of + whic
44、h /whom”置于数词前。3.“the+名词+ of which/whom”引导非限制性定语从句这个结构中, of which/whom 充当定语，修饰前面的名词，整个结构相当于“whose+名词”引导的定语从句。4.“the+形容词比较级(最高级)+ of + which/whom”引导非限制性定语从句。There are two buildings, the larger of which stands nearly a hundred feet height.这儿有两座建筑物，较大的那一座几乎有 100 英尺高。三、限制性定语从句中，关系词可以省略的几种情况。1.定语从句的先行词在定语
45、从句中作宾语时，关系词通常省略。I have taken with me the two books (that/which) you asked me to return to theCity Library. 我把你要我送还给市图书馆的那两本书带走了。2.先行词是way, reason, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词 that/in which, why/that, when,where 等可以省略。The way (that/in which) you look at the problem is wrong. 你
46、看待问题的方式是错误的。3.由and, but, or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。The reason (why/that) he wanted to sell his house was that he needed a lot ofmoney for his operation.他想卖掉房子的原因是他的手术需要很多钱。【作业布置】填入适当的“介词+关系代词”使句意完整。1. He is the man _ _ you can rely.他是你可以信赖的人。2. Jack introduced to me his
47、 friend _ _ I was not very familiar.杰克向我介绍了我不很熟悉的那个朋友。3. Ill never forget the day _ _ we worked together in thecountryside.4.我不会忘记我们一起在乡下工作的日子。The clever boy made a hole in thewall, _ _ we could see what was happening inside the house.这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct s