高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage优质教案设计

这是一份高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage优质教案设计，共7页。

高中英语人教版(2019)必修第二册 Unit 1 Cultural Heritage教学设计
第4课时教学设计
授课教师

学校、年级
高一
课型
语法课
时长
40mins
教学设计理念
1、 依据《新课标》（2017）提出的基于六要素整合、指向学科核心素养发展的英语学习活动观。
活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，培养文化意识，发展多元思维，形成学习能力的主要途径。本节课基于六要素整合、指向学科核心素养发展的英语学习活动观，设计了学习理解，应用实践，迁移创新等不同层次的思维活动，旨在帮助学生获取文本信息，引导学生加深对主题意义的理解，帮助学生在活动中习得语言知识、文化知识，发展运用语言技能，提升思维品质，进而尝试在新的语境中运用所学语言和文化知识，创造性地表达个人观点、情感和态度，最终达到提高学生英语学科能力，落实核心素养。
2、依据《新课标》提出的处理好教学评的关系以达到以评促教、以评促学的目的。
在实际教学中，教师应处理好评价与教和学之间的关系，推动教、学、评一体化实施。教学评价是英语课程的重要组成部分，其目的是促进英语学习， 改善英语教学，完善课程设计，监控学业质量。本节课中教学评价贯穿在教学实践的各个环节，综合运用问答、课堂观察、作品分析等方式收集学生学习和发展的数据信息做出评价，通过评价使学生在英语学习过程中不断体验进步与成功，认识自我，建立自信，调整学习策略，以此促进学生英语学科核心素养的全面发展。
文本解读
本板块围绕主题任务“更细致地描述人或事物（describe people or hings in greater detail）展开，设计遵循“观察--发现---归纳--- -练习---运用”的思路。教材先让学生观察所给例句，识别定语从句中的关系代词和关系副词，并从阅读文章中发现更多的定语从句，与同伴讨论其主要功能; 然后，让他们运用关系代词或关系副词将两个句子组合为一个定语从句，并关注语言形式和意义; 最后完成开放性任务，运用定语从句给人或事物下定义。
学情分析
学生经过必修一unit 4 和 unit 5对于定语从句的学习以及本单元前几个课时定语从句的渗透，对于定语从句的含义、特征和功能有较好的认识，但是对于定语从句在语义表达中的作用的认识并不是很深入，需要进一步复习并熟练掌握限制性定语从句的形式意义和功能，体会这一语法手段可以使人和事物的描述更加充实、丰富和生动。
教学目标
At the end of the lesson, students will be able to
1. identify the form, meaning and function of relative clauses (using the methods of observation-discovery-induction-practice-application)
2. use relative clauses to describe people or things in greater detail both in oral and written way.

教学重难点
Main learning focus:
identify the form, meaning and function of relative clauses
Potential difficulties:
How to guide students to correctly use relative clauses to describe people or things in greater detail both in oral and written way
教学资源

课件PPT，黑板、白板。


教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间



创设和文化遗产相关语境，同时引入定语从句。







识别定语从句的形式、意义和功能（使用观察发现归纳实践应用的方法）。



























































































使用定语从句在口头和书面表达中方式更详细地描述人或事。
Lead-in
On the open page, what can you see? Can you describe them using relative clauses?
There is the Great Wall which/that is a symbol of China.
There are two children who/that are looking at the Great Wall with respect.
There is a saying which/that tells us that heritage is the link of the past, the present and the future.
“Heritage is our legacy from the past, what we live with today, and what we pass on to future generations.”
How many parts are included in the sentences? Can you change them into relative clauses?


Observation
Look at the sentences below and underline the relative pronouns and adverbs.
After listening to the scientists who had studied the problem, and
citizens who lived near the dam, the government turned to the
United Nations for help.(Para.2)
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.(Para.4)
Discovery
Find more sentences containing relative clauses from the text on page 4.
1. There comes a time when the old must give way to the new.(Para.1)
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.(Para.2)
3. Not only had the countries found a path to the future that did not run over the relics of the past, but they ...(Para.5)
4. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing.(Para.6)






Induction
Discuss briefly with a partner the major functions of them. Then make a short summary in a table or mind map.

Students draw a mind map according to the above discussion

Use a table to have further summary




Practice
Rewrite the sentences using relative clauses.
Thinking:
1. Which pronouns can be deleted in your sentences?
2.What is the head noun?
3.What is the function of the head noun in the main clause?
4.What relative pronoun or adverb should be used?
5. What is the function of relative pronoun or adverb in the relative clause?
1. He showed me a photo in his room.
It was a photo of a famous cultural relic in Egypt.
The photo that/which he showed me in his room 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.
The project team whose members were from fifteen countries helped protect the national parks in the United Republic of Tanzania.
3.This temple was first built during the Qin Dynasty.
The time when this temple was first built was during the Qin Dynasty.
4. We met a professional archaeologist at the entrance to the Great Pyramid.
He explained to us the process of building such a difficult structure.
The professional archaeologist who/ whom we met at the entrance to the Great Pyramid explained to us the process of building such a difficult structure.
5. The documents about the cultural relics from overseas are under the desk.
I found them yesterday.
The place where I found the documents about the cultural relics from overseas yesterday is under the desk.
6. Scientists worked together day and night to rescue the temple because they wanted to preserve it for the next generation.
The reason why scientists worked together day and night to rescue the temple is that they wanted to preserve it for the next generation.


Application
Play a game of definitions. One asks the questions below and the other answers them with relative clauses. Work out two more questions of your own.
Example:
What is an exit?
An exit is the door where/through which you can leave a building.
Q1 What is a library?(from which/where)
Q2 What is a good friend?(to whom/who)
Q3 What is a vacation?(during which/when)
Q4 What is a football coach?(from whom/who)
Students continue to work in pairs and make definitions of things or people.



What is cultural heritage (site)? Use restrictive clauses to describe it

旨在复习本单元卷首的图片信息和名言，并运用新知定语从句进行描述，加深对文化遗产的理解。




让学生通过观察和发现，逐渐明确关系词的选择。第一步:明确主句和从句。第二步:找到先行词，确定它在主句中的句法功能。第三步:根据先行词和关系代词或副词在从句中的功能，确定使用哪个关系代词或关系副词


定语从句中关系代词或关系副词的用法和功能对于学生来说有较大的难度。本环节设计的表格可以帮助学生从文本中的具体例句中去分析、总结和发现规律，且比较直观，可以适当降低难度。






句子改写过程中要注意根据语义指向，正确选取主句。句子改写完成后，学生通过小组合作，探索关系代词的省略规律。在O-O先行词在主句中作宾语，关系代词在从句中作宾语)和S-O(先行词在主句中作主语，关系代词在从句中作宾语)这两种句子中，可以省略关系代词。




下定义是定语从句的一个常用功能。本活动让学生实际运用定语从句。让学生利用定语从句对生活中熟悉的事物下定义。选取跟本单元话题有关的物质文化遗产地以及保护的组织中国传统文化中的京剧、风筝、剪纸、书法，进行对话练习，并用定语从句描述总结文化遗产的内涵。该活动可以用游戏方式进行，教师要对学生输出语句的准确性和逻辑性的思维品质的培养进行监督和反馈，同时增强学生对本单元文化遗产保护的文化意识的培养。


感知与注意












获取与梳理

概括与整合

分析与判断




概括与整合

分析与判断



































内化与运用








































描述与阐释

内化与运用


能用定语从句描述长城、坐在长城台阶上的两个孩子以及遗产。











能够找到先行词，并确定关系代词或关系副词。




能够重读reading部分并快速找到定语从句，并和伙伴简短讨论定语从句的功能，尤其是先行词和关系词的功能，并绘制思维导图以及表格。






























能模仿例句用定语从句改写句子。






































能根据例子对其他人或物用定语从句下定义，同时用定语从句对本单元之前课时提到的物质文化遗产地以及保护组织和人以及非物质文化遗产下定义。





3 mins












1min











2 mins












6
Mins


































8
Mins
















































11
mins





































Make a conversation
Take the Aswan Dam as an example and role-play a conversation between a tourist and guide. Please try to use restrictive clauses to describe the place and people in greater details.


让学生快速从阅读文本中获取信息，并用启动对话的功能性语句进行对话，进一步理解文化遗产保护遇到的问题和解决方案，加深文化遗产保护意识。
分析与判断

内化与运用

想象与创造
能够按照图中的信息快速获取Aswan Dam 的相关信息，并在口头表达中使用定语从句。







8
mins

Step 5: Homework









进一步巩固定语从句的相关用法，并项目任务中涉及的非物质文化遗产用定语从句详细描述。






分析与判断

内化与运用
















能够准确识别定语从句的形式、功能和意义。并能够在书面表达中有意识使用定语从句。


1
min













板书设计




教学反思与评价
本节课遵循“观察——发现——归纳——练习——运用”的设计思路，从语法的形式，意义和功能三方面复习定语从句的用法，通过引导学生重读阅读课文，寻找有关的定语从句，分析归纳该结构的形式和功能，并通过改写句子、下定义和对话的活动，让学生运用定语从句更详细的描述人和物，尤其设计了对cultural heritage 和 intangible cultural heritage下定义的活动任务，旨在学生从语用角度加深对本单元主题意义的理解。