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1、2019新人教高中英语必修二Unit lCultural Heritage整单元完整教案Unit lCultural Heritage- Listening and Speaking 教案Analysis of the teaching material:The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in
2、 the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of c
3、ultural heritage protection.Teaching aims:1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activit
4、ies.3. Enable students to use the functional items of starting a conversation1, which is used to smoothly start a conversation or start a new topic.Teaching key points:1. Enable students to master the skill of guessing words.2. Help students master some knowledge about making a project.Teaching diff
5、icult points:1. Enable students to master the skill of guessing words through the context.2. Enable students to talk freely using what they have learned in this listening text.Teaching procedures:Step I Lead-inThe teacher is advised to talk with the meaning of the word “ Heritage ” .Boys and girls,
6、before our listening, let? s work in pairs and discuss the meaning of the word “Heritage”.work together to build a better tomorrow.Activity 7 Read the sixth paragraph and answer the questions.1. Whats the spirit of the Aswan Dam project?2. Why did Egyptian turn to the UN for help?Suggested answers:l
7、.The spirit is to prevent world cultural heritage sites from disappearing.2.Because if a problem seems too difficult for a single.Step团 Analyzing the situational context.Finish the timeline with the information from the text and tell me how the text is developed.Transition:Therefore, the text is dev
8、eloped in order, and its purpose isto.Activity2 Main ideaBased on the above analysis, we can find out the main idea of the text is about.Activity 3 RelationshipWhat is the role of relationship involved in the text?Activity 4 ConclusionField:Tenor:Mode:Suggested answers:Activity 1 1959:The government
9、 asks the UN for help.1960:The project starts.1961:The first temple is moved.Over the next 20 years:The temples and cultural relics are being rescued.1980:The project is completed.Thread:different time stagesTransition:the progress of rescuing the templesTherefore,the text is developed in time order
10、,and its purpose is to illustrate.Activity? the rescue of the templesActivity3 The Egyptian government, the UN, together with the governments and environmentalists from around the worldActivity 4 Field: To tell readers the process of rescuing the temples.Tenor: The Egyptian government, the UN, toget
11、her with governments and environmentalists from around the world.ModeJn chronological/time order and Problem-Solution Pattern.Step 团 Pragmatic Analysis& Critical ThinkingActivity 1 Pragmatic Analysis1. There are so many cultural relics to be rescued. When we rescue them and have problems, what can w
12、e learn from the passage?2. Who do you think its target readers are?Activity 2 Critical Thinking1. A lot of money was spent to protect the temples. Do you think it was worthwhile? Why?2. Why do you think so many countries contributed funds and offered help to the Egyptian project?Suggested answers:A
13、ctivity 1l.lf the problem is too difficult for a single nation,we can turn to the globalcommunity for help. Cultural relics need the protection of the whole world.3. Its target readers may be those who are interested in protecting cultural relics.Activity 21. I think it was worthwhile to spend money
14、 on protecting the temples because their value is priceless in terms of cultural heritage.1.1 think that many countries helped because Egyptian history and relics are world-famous and are highly valued around the world as part of our shared cultural history.Step 团 summaryThe outline of the passageIn
15、troducethetopic:A big challengethe balance between progress and the protection of cultural sites.List the evidence:In the 1950s the government wanted to build a new dam.In 1959, the government asked the UN for help.In I960, the project started/began.In 1961 the first temple was moved.Over the next t
16、wenty years, the temples and cultural relics were being rescued.In 1980, the project was completed/ended.ConclusionThe spirit of the Aswan Dam project is still alive today.Step回 Homework:Review what we have learned and find out the key language points in the text.Unit lCultural Heritage- Discovering
17、 Useful Structures 教案Analysis of the teaching material:This teaching period mainly deals with grammar restrictive relative clauses/ Tobegin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more
18、 special cases concerning this grammar, such as the z/preposition+relative pronouns which and whom and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students writing competence and lays a solid foundation for the basic appreciation
19、 of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.Teaching aims:1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use s
20、ome special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students7 great interest in grammar learning.Teaching key and difficult points:1. Help students to appreciate the function of relative pronouns and adverbs
21、 of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.Teaching procedures:Step I Lead-inPlay a game:The teacher describes one or two of the teachers and let the students guess. At first, the teacher provides va
22、gue description on purpose. Its hard for the students to guess. Then the teacher leads the students to know how to describe a person in greater detail.T:Class,you have so many teachers,and they are my colleagues. Do you know who my best friend is among them, and who borrowed a book from me yesterday
23、? Listen:My best friend is a woman. Can you guess who she is?Ss:No.T:She wears a pair of glasses and always likes to wear a green skirt.Ss:Ah,our Chinese teacher.T:Yes,your Chinese teacher is a woman who wears a pair of glasses and always likes to wear a green skirt.In fact, she is also a person to
24、whom I can always turn for help because she is always ready to help others. And who borrowed a book from me yesterday,do you want to knowSs:Yes.T:The teacher who borrowed a book from me yesterday is a man. Do you know who he is?Ss:No.T:And he wears a moustache and every one of you would like to talk
25、 to him because he is very humorous.Ss:Yes,he is our physics teacher.T:Thats right. Your physics teacher is a person who wears a moustache and is very humorous. He is also a person to whom every one of you would like to talk.So my question is why you cant guess the answers when I only told you their
26、 sexes?Ss:We cant get enough information. T:How can you guess the answers quickly?Ss:lf you describe him or her in a more detailed way.T:Then how can I describe him or her in a more detailed way?Ss:llse more relative clauses.T:Thats it. And this is also what well learn in this period.Step II Observa
27、tion and analysisActivity 1 Analyze and summarize the usages of the relative pronouns.1. There were deep cracks which/that a p pea red in the well walls.2.1)The team (that/which)Lang Ping had built was falling apart.2)Written Chinese has also become an important means by which Chinas present is conn
28、ected with its past.3.1)The player who/that was known as Air Jordan ” changed basketball with hisgraceful moves and jumps.2)We kept seats for those who might arrive late.3)This is the best film that Ive ever seen.4.1) She is my friend (whom/who/that) I always turn to for help.2)He is the only person
29、 with whom I want to share the story.5.1) Workers built shelters for survivors whose homes had been destroyed.2)The room whose window faces south is mine.关系代词先行词在定语从句中充当的成分人物主语宾语定语thatqVwhichVwhoqwhomdwhoseActivity 2 Analyze and summarize the usages of the relative adverbs.1. There comes a time when
30、ce which)the old must give way to the new.2. Temples and other cultural sites were put back together again in a placewhere(in which) they were safe from the water.3. There are many reasons whv (for which) the cultural relics should be protected.关系副词先行词在定语从句中充当 的成分可以转化成when口寸间名词时间状语in/on/at.whichwher
31、e地点名词地点状语in/on/at.whichwhyreason原因状语for whichActivity 3 Complete the passage using proper relative pronouns and adverbs.There was a time 1.people near the Nile suffered a lot, so the government wanted to build a new dam to solve the problem. However, water from the dam would likely destroy some cult
32、ural relics. That was the reason 2.the proposal received protests. After listening to those 3.were worried about the problem,the government turned to the UN for help. The project also brought together governments and contributions made environmentalists 4.a great difference. With their help, temples
33、 and other cultural relics 5.were taken down were moved. Then they were put together again in a place 6.they were safe from the water. The project was considered a great success 7. people were proud of. When faced with difficulties, we can turn to others with 8.miracles （奇迹）can be created.Suggested
34、answers:l.when 2.why 3.who 4.whose 5.which/that 6.where 7.which/that 8.whomStepIUPracticeActivity 1 Rewrite the sentences using relative clauses.1. The river was polluted seriously. It runs through the centre of the city.2.1 have been to the city twice. You just visited the city.3.Double 12 Day is c
35、oming. On that day my mother will spend a lot of money.4.1 will visit Mount Tai.At the top of it I can enjoy the beautiful sunrise.Suggested answers:l.The river which/that runs through the centre of the city was polluted seriously.2.1 have been to the city twice which/that you just visited.3.Double
36、12 Day is coming when my mother will spend a lot of money.4.1 will visit Mount Tai at the top of which/where I can enjoy the beautifulsunrise.Activity 2 Divide each of the following compound sentences into simple ones. Example:There comes a time when the old must give way to the new.There comes a ti
37、me. During the time the old must give way to the new.1 .Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypts cultural heritage.-A2 .After listening to the scientists who had studied the problem,and citizens who lived near the da
38、m,the government turned to the United Nations for help in 1959.-A3 .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.-A4 .Perhaps the best example is shown by UNESCO, which runs a programme that
39、prevents world cultural heritage sites around the world from disappearing.-ASuggested answers:1 . Water from the dam would likely damage a number of temples and destroy cultural relics. The cultural relics were an important part of Egypts cultural heritage.2 . After listening to the scientists and c
40、itizens, the government turned to the United Nations for help in 1959. The scientists had studied the problem. The citizens lived near the dam.3 .Temples and other cultural sites were taken down piece by piece,and then moved and put back together again in a place.In this place they were safe from th
41、e water.4 .Perhaps the best example is shown by UNESCO. UNESCO runs a programme. The programme prevents world cultural heritage sites around the world from disappearing.Step IV Language useActivity 1 Use the relative clauses to describe the pictures.Suggested answers:Picture l:The Great Wall is a lo
42、ng wall that was built to defend the country thousands of years ago, which winds its way into the distance under the sun at sunset.Picture 2:Mount Tai is a famous mountain that/which is high enough to reach the sky and attracts thousands of visitors.Picture 3:The kite which has a shape of an eagle i
43、s a gift that my grandpa bought for me from Weifang.Picture 4:The girl who is looking up with her palms put together against her face is my little sister who is only5 years old.Activity 2 Group work: Translate the Chinese poem into English using relative clauses.我的梦我想成为长城边的一棵树，回顾历史，珍惜现在；我想成为泰山上歌唱的小鸟
44、，在那儿，欣赏日出，展翅高飞；有一天，我想化为风，带着漂亮的风筝远行；有一天，我想变成一把神奇的古琴，为我们居住的世界带来最动听的音乐！My DreamI want to be a treelooking back on the history and cherishing now;I want to be a bird singing in Mount TaiI want to be the wind one dayI want to be an amazing Guqin,bringing touching music to the world!Suggested answers:whic
45、h stands by the Great Wall;where I can enjoy the sunrise and fly high;which takes a beautiful kite far away;where we liveStep V HomeworkFinish Activity 2 on page 6 and Activity 1,2,3 and 4 on pages 62-63.UnitlCultural Heritage- Listening and Talking 教案Analysis of the teaching material:Listening and
46、Talking introduces the theme of “Talk about history and culture.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of starting a conversation”, which is used to politely
47、 and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from othe
48、r peoples tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.Teaching aims:1. Enable students to practise listening for the main idea and details.2. Acquire some main information of the Kremlin, Red Square and St. Basils Cathedral.3. Explore the language structures of how to start the history and cultur