人教版（2019）必修第二册Unit 1 Cultural Heritage 单元整体公开课一等奖创新教学设计

人教版（2019）必修第二册Unit1CulturalHeritage单元整体公开课一等奖创新教学设计课题Unit1Culturalheritage授课时间

课时Period1Listeningandspeaking课型新授课

教学目标与核心素养1.Studentswillbeabletounderstandandparticipateinconversationsaboutyouthprojects.2.StudentswillbeabletoexpresstheiropinionsandideasaboutyouthprojectsinEnglish.3.Studentswillbeabletouseappropriatelanguageandexpressionsrelatedtoyouthprojects.

重难点教学重点1.Vocabularyrelatedtoyouthprojects.2.Expressionsandphrasesforparticipatingindiscussionsandgivingfeedback.

教学难点1.Listeningskillsforunderstandingdifferentperspectivesonyouthprojects.2.Speakingskillsforexpressingpersonalopinionsandideas.

教法学法1.Interactivelecture-basedteaching.2.Groupdiscussionsandpairwork.3.Listeningandspeakingexercises.4.Real-lifeexamplesandcasestudies.课程资源PPT

教学过程

教学设计二次备课

StepI.Warm-up1.Greetstudentsandaskthemaboutanyrecentyouthprojecttheyhaveparticipatedinorheardabout.2.Writetheirresponsesontheboardorsharethemwiththeclass,anddiscussthecommonthemesandtopicsrelatedtoyouthprojects.StepII.Lead-in1.Introducethetopicoftoday'slesson"ParticipatinginaYouthProject".2.Explaintheimportanceofyouthprojectsinvariousfieldssuchaseducation,communityservice,andpersonaldevelopment.3.Askstudentstosharetheirthoughtsonwhytheythinkitisimportanttoparticipateinayouthproject,andwritetheirresponsesontheboardorashareddocument.StepIII.VocabularyandExpressions1.Discussthevocabularyrelatedtoyouthprojects,suchasvolunteerwork,leadershiproles,teamwork,creativity,andinnovation.2.Introducesomekeyexpressionsandphrasesforparticipatingindiscussionsandgivingfeedback,suchas"Whatdoyouthinkabout...","Iagree/disagreewith...","Canyougivememoreinformationabout...",etc.3.Encouragestudentstopracticeusingtheseexpressionsinpairsorsmallgroupsduringthenextexercise.StepIV.ListeningExercise1.Askstudentstolistencarefullyandtakenotesonthemainpoints,thencompletetheactivity2andactivity3inthetextbook.2.Afterthelisteningexercise,dividestudentsintosmallgroupsandaskthemtosummarizewhattheyheardfromtheaudiocliporvideo,usingthekeyexpressionsandphrasesdiscussedearlier.3.Haveeachgroupsharetheirsummarywiththeclass,andencouragediscussionaboutthedifferentperspectivesandideaspresentedinthelisteningexercise.StepV.SpeakingExercise1.Dividestudentsintopairsorsmallgroups,andgiveeachgroupapromptrelatedtoayouthprojecttheyareinterestedinorhaveparticipatedinbefore.2.AskstudentstodiscusstheirpromptinEnglish,usingthekeyexpressionsandphrasesdiscussedearlier,andtakenotesonanynewvocabularyorexpressionstheylearnalongtheway.3.Afterthediscussion,askeachgrouptopresenttheirprompttotheclass,usingapreparedslideshoworothervisualaidsifnecessary.Encouragequestionsandfeedbackfromtheclassontheirpresentations.4.Asaclass,discussthedifferentideasandperspectivespresentedbyeachgroup,andreflectonthebenefitsofparticipatinginayouthprojectforpersonalgrowthanddevelopment.StepVI.Consolidation1.Reviewkeyvocabularyandexpressionsrelatedtoyouthprojectsthatwereintroducedduringthelesson.2.Askstudentstoshareonesentenceorshortparagraphabouttheirownexperiencewithayouthproject,eitherfromschooloroutsideofit.Thiscanserveasawritingpromptforhomeworkassignment#2below.StepVII.HomeworkAssignment1.Askstudentstowriteashortessayabouttheirownexperiencewithayouthproject,includingdetailsaboutwhatprojecttheyparticipatedin,whytheychoseit,howtheycontributed,whattheylearnedfromtheexperience,andhowitimpactedthempersonallyoracademically(ifapplicable).Usethefollowingoutlineasaguide:Introduction:Introducetheyouthprojectandexplainwhyyouchoseit(e.gpersonalinterest,communityservice,leadershipopportunities).Body:Discussyourroleintheproject,anychallengesyoufaced,howyouovercamethem,andwhatyoulearnedfromtheexperience(e.gteamwork,communicationskills,problem-solving).Alsoincludeanyspecificachievementsoraccomplishmentsrelatedtotheproject(e.gleadingafundraisingevent,organizingacommunityclean-upday).Finally,reflectonhowthisexperiencehasinfluencedyourpersonalgrowthoracademicgoals(e.gincreasedmotivationforcommunityservice,developedcriticalthinkingskills).Conclusion:Summarizeyouroverallexperiencewiththeyouthprojectandexpressyourappreciationfortheopportunitytoparticipateinit(e.g.Iamgratefulfor...).

板书设计Unit1Culturalheritage"Whatdoyouthinkabout...","Iagree/disagreewith...","Canyougivememoreinformationabout...",etc.

课后反思

课题Unit1Culturalheritage授课时间

课时Period2Readingandthinking课型新授课

教学目标与核心素养Bytheendofthisperiod,studentswillbeableto1.knowtheprocessofhowEgyptsolvedtheproblem.2.explaintheprocessofsolvingaproblem.3.knowtheimportanceofculturalheritageprotectionandteamworkspirit.

重难点教学重点Tohelpstudentslearntoanalyzethestructureofthearticle.2.Toanalyzetheprocessofsolvingtheproblem.

教学难点1.Tohelpstudentsgetfamiliarwiththeprocessofsolvingaproblem.2.Toleadstudentstoexpressviewsabouttheculturalheritageprotection.

教法学法CooperativeTeachingMethod,Task-basedlanguageteaching课程资源PPT

教学过程

教学设计二次备课

Step1Warmup1.Askstudentsforadviceonwheretogo.2.Leadstudentstoguessacountryfromthearchitecturedrawnontheblackboardthenshowthematinypyramidmodel.3.ShowpicturesaboutEgyptianculturalrelicsandletstudentspredicttheproblemthatEgyptianculturalrelicsarefacing.Step2While-readingActivity1Readingforthestructure1.Askstudentstohaveaquicklookatthepassageanddivideitintothreepartsbasedonthegivenwords:problem,solutionandresult.2.Knowwhattheproblemisandguessthemeaningofsomekeywordsfromthecontext.Activity2ReadingfortheeventsLeadthestudentstoknowtheeventsareorganizedintimeorder.2.Askstudentstoreadparagraph2-5andfinishatimeline.Activity3Readingforthedetails1.Askstudentstoreadparagraph3morecarefullyandfindoutthosemissingwordsinthetable.2.Readparagraph4andfindhowthetemplesweremoved.3.Workinpairstodiscussthefollowingquestions.(1)DoyouknowwhymanyothercountrieswouldliketoprotecttheEgyptianculturalheritage(2)What'stheAswanDamspiritStep3Post-readingActivity1Aquickreview1.BuildthepyramidofsolvingaproblemandreviewwhattheEgyptiangovernmentdid.2.Inviteastudenttocometothefrontandputsentencesontheblackboardintothecorrectorder.Activity2Groupwork1.WatchashortvideoabouttheproblemtheChineseGreatWallisfacing.

2.AskstudentstodiscusshowtoprotecttheGreatWallingroupsandtakenotes.3.Invitegroupleaderstoshowtheirpresentations.Step4HomeworkWriteashortpassageabouthowtoprotecttheGreatWallandpostitonlinetoshareitwithmorepeople.

板书设计

课后反思

课题Unit1Culturalheritage授课时间

课时Period3&4Importantlanguagepoints课型新授课

教学目标与核心素养Bytheendofthisperiod,studentsshouldbeableto:1.mastertheusageofsuchimportantwordsandexpressions.2.learnhowtostudybyoneselfwiththehelpofthedictionary.3.enjoythefunofexpressingoneselfusingEnglishandparticipateinclasswithpassion.4.Learnthemethodofconstructingknowledgetreesthroughself-study&cooperativeexploration.

重难点教学重点Studentswillbeabletomastertheusageofsuchimportantwordsandexpressions.

教学难点Howtousethewordsandphrasesinrealsituations.ExercisesareexpectedtoassiststudentstoexpressthemselvesfreelyinEnglish.

教法学法CommunicativeteachingmethodActivity-basedteachingmethodIndividuallearning;Cooperativelearning课程资源PPT

教学过程

教学设计二次备课

Activity1:Lead-inTeacherguidesstudentstorecognizethewordsandexpressionsonPPTActivity2:Presentationandpracticecreativeadj.创造性的；有创意的creatively

adv.创造性地；有创造力地creativity

n.创造性；创造力Creationn.创造，作品Mount单词变形：mountainn.山；山脉mountainous

adj.多山的，高大的Mountup(数量上)增加；上升PreservePromote-------promotion

n.晋升;促销;促进Application单词变形：applyv.applicantn.

Applyfor申请applyoneselfto(doing)sth致力于(做)某事

applysthtosth把…应用到…applytosbforsth.（向…）申请=makeanapplicationtosb.for…aletterofapplication申请信balance

balanced

adj.平稳的；安定的；和谐的keepbalance保持平衡___onbalance总的来说losebalance

失去平衡（强调动作）outofbalance失去平衡（强调状态）balance...and/with...同等重视/兼顾……和……balance…against…

权衡/比较…和…leadto导致（此处to为介词，后面可跟名词或动名词）leadsbto+地方

带领某人去…（地方）leadsbtodosth

导致某人做某事leada（happy/good…）life

过……的生活Proposal，protestLikely

Itislikely+that从句很可能……belikelytodo很可能做某事limited

adj.有限制的limit...to...

把…限定在…的范围内

belimitedto被限制在……Thereisa/nolimitto...对……是有限的/……是没有限制的Prevent-----prevention

n.阻止

Preventsb/sth(from)doingsth.

阻止某人做某事=stopsb/sth(from)doingsth.=keepsbfromdoingsthLoss---------lose

v.遗失，丢失；输掉loser

n.失败者

lostadj.迷路的loseone’sway

迷路

(be)ataloss不知所措；困惑belostin=loseoneselfin专心于……beburiedin=bedevotedto全神贯注于，专注于Contributionmakeacontribution/contributionsto对...做出贡献contribute...to

把……捐给……contributeto……有助于(to为介词)；投稿DonateDisappear---------disappearancen.消失；失踪appearv.出现露面appearance

n.外貌；外观Attempt-----attempted未遂的Attempttodosth.尝试/试图做……名词用法：inanattempttodosth.试图做某事Atone’s/thefirstattempt（某人）第一次尝试Makeanattempttodo/atdoingsth.尝试做……WorthwhileItisworthwhiletodo/doingsth.某事是值得的同义词辨析:

worth

beworthdoing值得做···

beworthit.```是值得的worthybeworthyofdoing/n.beworthytobedoneProfessional-----professionn.职业

professor

n.教授EntranceAttheentranceto在……的入口处Process-----processedadj.经加工的，加工过的

Intheprocess同时，在……过程中Intheprocessof在（做）某事的过程中process…into…把……加工成……Forgive·单词变形-----forgivenessn.

forgivable

adj.可宽恕的，可原谅的Forgivesbfor(doing)sthQualityInquality质量上beofhigh/poorquality质量好/差辨析：quantity大量，数量Tradition-----traditionaladj.传统的，守旧的，典型的---------traditionally

advBytradition根据惯例

itisatraditionthat…

……是个传统、惯例OpinionInone’sopinion在某人看来=inone’sview

One’sopinionabout/of/on某人对……的看法Comparison-------compare

v.By/incomparison相比之下___makeacomparison进行对比

compareAwithB

把A和B相比较compareAto

B把A比作BContrast

Incontrast=onthecontrary

与之相反By/incontrast相比之下incontrastto/with和……对比Identify单词变形：identityn.身份

identitycard身份证Identificationn.鉴别，辨别Activity3:SummaryTeacherguidesstudentstosummarytheexpressionsbyaskingthemtospeakoutandwritesomesentencesbyusingthem.Homework:Finishtheexerciseofworkbook.

板书设计Unit1WordsandexpressionsTradition-----traditionaladj.传统的，守旧的，典型的---------traditionally

advOpinionComparison-------compareContrastIdentify

课后反思

课题Unit1Culturalheritage授课时间

课时Period5Discoveringusefulstructure课型新授课

教学目标与核心素养Attheendoftheclass,studentsshouldbeableto1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingrammarlearning.

重难点教学重点Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence.

教学难点Enablestudentstousethebasicphrasesstructuresflexibly.

教法学法1.Inquiry-basedandStudent-centeredTeachingApproach2.CooperativeandInductiveMethods3.MultimediaComputerAssistedInstruction课程资源PPT

教学过程

教学设计二次备课

Step1DiscoveringtherulesWatchPPTandcompletethegame“FlyacrossChina".SelecttherelativeclausesinthesesentencesandtranslatethemintoChinese..1.LijiangisabeautifulshiningjewelontheNorthwestYunnanPlateauneighboringthesoutheastsideoftheTibetanPlateauthatisconsideredtobethe“RoofoftheWorld”.丽江是云南高原西北部一颗美丽闪亮的宝石，毗邻被誉为“世界屋脊"的青藏高原东南侧。2.Theearthbuildingismadeofamixtureofsandandclaywhichiscalcinedbyacertainproportionofsandandclaysand.土楼是由砂和粘土混合而成，经一定比例的砂和粘土砂煅烧而成。3.ThePotalaPalaceisthemostmagnificentbuildingintheworld,whichintegratespalaces,castlesandmonasteries.布达拉宫是世界上最宏伟的建筑，集宫殿、城堡和寺院于一体。4.QufuinShandongProvinceisthehometownofConfucius(551一479BC)whoisagreatthinker，statesmanandeducatorinChina'shistory，andfounderoftheConfucianschoolofphilosophy，whichistheideologicalrootofallvarietiesofChineseculture.山东曲阜是中国历史上伟大的思想家、政治家和教育家孔子(公元前551-479年)的故乡，孔子也是中国各种文化的思想根源——儒家哲学学派的创始人。5.TheGreatWallisoneofthegreatestwonderoftheworldwhichisabout4000mileslong.长城是世界上最伟大的奇迹之一，大约有4000英里长。Step2StudytherulesConsolidateandreviewthebasicusageofrestrictiverelativeclauses.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。三、限制性定语从句几种特殊情况。1.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。Heisthemanonwhomyoucanrely.他是你可以信赖的人。JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.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。I’llneverforgetthedayonwhichweworkedtogetherinthecountryside.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。Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwashappeninginsidethehouse.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。JuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.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lookafter,lookfor等。Thebabieswhomthenursesarelookingafterareveryhealthy.(正确)Thebabiesafterwhomthenursesarelookingareveryhealthy.(错误)2.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,many,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。Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,willopennextyear.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+which/whom"置于数词前。3）“the+名词+ofwhich/whom”引导非限制性定语从句这个结构中,ofwhich/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。Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.这儿有两座建筑物，较大的那一座几乎有100英尺高。四、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从句中作宾语时，关系词通常省略。Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntotheCityLibrary.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/inwhich,why/that,when,where等可以省略。Theway(that/inwhich)youlookattheproblemiswrong.你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。Thereason(why/that)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.他想卖掉房子的原因是他的手术需要很多钱。Step4Applytherules1.Fillinappropriateprepositionalpronounstocompletethesentence.1)Heistheman_______________youcanrely.他是你可以信赖的人。2)Jackintroducedtomehisfriend_______________Iwasnotveryfamiliar.杰克向我介绍了我不很熟悉的那个朋友。3)I’llneverforgettheday_______________weworkedtogetherinthecountryside.4)我不会忘记我们一起在乡下工作的日子。Thecleverboymadeaholeinthewall,_______________wecouldseewhatwashappeninginsidethehouse.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。2.Workingroupstocompletetheexercisequestionsinthetextbook.Step4ConclusionDefinewithanattributiveclause.1.What’salibrary(from/inwhich;where)Alibraryisaplacefromwhich/inwhich/whereyoucanborrowsomebookstoread.2.What’sagoodfriend(towhom;who)Agoodfriendissomeonetowhomyoucanturnforhelp.Agoodfriendissomeonewhocanbeturnedforhelp.3.What’savacation(duringwhich;when)Avacationisatimeduringwhich/whenyoudon’twork.4.What’safootballcoach(fromwhom;who)Afootballcoachisapersonfromwhomyoucanlearntoplaysoccer.Afootballcoachisapersonwhocanteachyoutoplaysoccer.HomeworkFinishthegrammarworksheetexercises.

板书设计Unit1CulturalHeritageDiscoveringUsefulStructureRestrictiverelativeclausesDefinewithanattributiveclause.1.What’salibrary(from/inwhich;where)Alibraryisaplacefromwhich/inwhich/whereyoucanborrowsomebookstoread.2.What’sagoodfriend(towhom;who)Agoodfriendissomeonetowhomyoucanturnforhelp.Agoodfriendissomeonewhocanbeturnedforhelp.3.What’savacation(duringwhich;when)

课后反思

课题Unit1Culturalheritage授课时间

课时Period6Listeningandtalking&Assessingyourprogress课型新授课

教学目标与核心素养1.Studentswillbeabletodiscusstheimportanceofunderstandinghistoryandcultureintheirlives.2.Studentswillbeabletoprovideexamplesofhistoricaleventsandculturalpracticesthathaveshapedtheirworldview.3.Studentswillbeabletoexpresstheiropinionsontheroleofhistoryandcultureinshapingsocietyandindividuals.

重难点教学重点1.Theimportanceofunderstandinghistoryandcultureforpersonalgrowthanddevelopment.2.Historicaleventsandculturalpracticesassourcesofinspirationandlearning.

教学难点Theimpactofhistoryandcultureonindividualidentityandsocietalvalues.

教法学法Englishlearningactivityoutlook,communicativelanguageteaching,cooperativelearningmethod.课程资源PPT

教学过程

教学设计二次备课

Part1ListeningandtalkingStep1IntroductionBeginthelessonbyaskingstudentsiftheythinkitisimportanttounderstandhistoryandculture.Encouragethemtosharetheirthoughtsandreasonsbehindtheiranswers.Introducethetopicbystatingthathistoryandculturearecloselyintertwinedandthatbyunderstandingone,wecanbetterunderstandtheother.Explainthatinthislesson,wewillbediscussingthesignificanceofhistoryandculture,expressingpersonalopinions,andanalyzingculturaldifferencesandsimilarities.Step2BodyDistributehandoutswithsamplequestionsrelatedtohistoryandculture,suchas"Whatisyourfavoritehistoricalevent"or"Howdoesyourcultureinfluenceyourdailylife"Havestudentsworkinpairsorsmallgroupstodiscussthequestionsandcomeupwiththeirownanswers.Encouragethemtouseevidencefromhistoryandculturetosupporttheiropinions.Afterabout10minutes,haveeachgroupsharetheirfindingswiththeclass.Astheypresent,facilitateadiscussionbyaskingfollow-upquestionsandencouragingstudentstolistentodifferentperspectives.Moveontoamoreopen-endedquestionsuchas"Howdoyouthinkculturaldifferencesimpactcommunicationbetweenpeoplefromdifferentcountries"or"Whatroledoeshistoryplayinshapingournationalidentity"Allowstudentstodiscussthesequestionsintheirgroupsorasaclass.Usemultimediapresentations(optional)tofurtherenhancethelesson.Forexample,showashortvideocliprelatedtoahistoricaleventorculturaltradition,ordisplayimagesofdifferentculturallandmarksaroundtheworld.Step3ConclusionReviewthemainpointsdiscussedduringthelesson,includingtheimportanceofunderstandinghistoryandculture,expressingpersonalopinions,andanalyzingculturaldifferencesandsimilarities.Askstudentsiftheylearnedanythingnewabouthistoryandculturetoday,oriftheyweresurprisedbyanyofthediscussionstheyhadduringthelesson.Encouragestudentstocontinueexploringhistoryandcultureoutsideoftheclassroombyreadingbooks,watchingdocumentaries,orparticipatinginlocalculturalevents.Part2AssessingyourprogressStep1语言知识检测学生完成活动1和活动2，师生核对答案。教师指导学生自我检测本单元词汇及语法知识掌握的情况。学生除了关注这个语篇中三种短语的功能之外，还应当关注这个语篇的意义建构.Step2反思与评价教师可以利用单元内容评价和自我反思部分的问题，让学生发表意见，重要的是看意见的支撑性内容，以便评估学生的语言运用能力、信息加工能力和批判性思维能力的发展情况。教师要充分利用学生学习情况的反馈，及时掌握学情，改进教学。Step3HomeworkFinishtheworkbook

板书设计Part1ListeningandtalkingPart2Assessingyourprogress

课后反思

课题Unit1Culturalheritage授课时间

课时Period7Readingforwriting课型新授课

教学目标与核心素养Attheendoftheclassstudentsshouldbeableto1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.

重难点教学重点Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport

教学难点Cultivatestudentstowriteanewsreportproperlyandconcisely.

教法学法1.Inquiry-basedandStudent-centeredTeachingApproach2.CooperativeandInductiveMethods3.MultimediaComputerAssistedInstruction课程资源PPT

教学过程

教学设计二次备课

Step1Leadin1.Pictures:someculturalheritagesinFrance,EgyptandChina2.AmapabouttheSilkRoad:Dunhuangisameetingpointfordifferentcultures.3.Pictureandvideo:abriefintroductionabouttheMogaoCavesandtheirmurals.Step2Pre-writing1.Readthenewsreportforthestructure.Q1.Whataretheresearchersandscientiststryingtodo(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientculturalheritage.)Q2.Whatinformationisincludedintheleadsentence

(when,where,who,what,whyandhow)新闻报道包括：标题、新闻导主体和结语四部分。2.ReadthenewsreportagainforThelanguagefutures.A.Leadsentence(导语)Lanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’sancientculturalheritage.这个导语依次包含where,when,who和what信息,概括出这篇报道的核心内容。B.Directquote(直接引用语)“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding."本篇报道引用的话很精炼，使主题得以深化，即保护和欣赏文化遗产的重要性,增加了文章内容的真实性和权威性。C.Paraphrase(解释)TheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.新闻报道中经常会用到一些比较专业的词汇，需要作者简要的解释.D.Backgroundinformation(背景信息)TheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.新报报道中往往会有背景知识介绍。，以便帮助读者更好的理解事件。E.Reportingverbs（引述动词）引述动词是表示直接引用或转述引用的动词，常见的引述动词有say，tell,ask,explain,suggest等。F.Wordstoshowcomparisonand/orcontrast（表示比较或对比的词）Today,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.3.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Step3While-reading假设你是李华，英语报的记者。请根据一下要点写一篇新闻报道，介绍一下为保护敦煌做出巨大贡献的考古学家樊锦诗的事迹。1.樊锦诗1938年出生于北京，是一名考古学家,于1963年毕业于北京大学考古学专业。2.自毕业后已在敦煌研究所工作50余年，被誉为“敦煌的女儿”，致力于石窟的研究和保护，创造了数字敦煌，收集和录制莫高窟的文化遗迹，对文物保护做出了巨大贡献，被评为“100位新中国成立以来感动中国人物”。要求：80词左右，可适当增加细节使行文连贯。参考词汇：100位新中国成立以来感动中国人物（onehundredpeoplemovingChinasincethefoundingofThePeople’sRepublicofChian）;敦煌研究所（DunhuangCulturalResearchInstitute）;考古学家（archaeologist）考古学（archaeology）Step4Post-writingExchangedraftsandusethechecklisttogivefeedbackoneachother’sdraft.HomeworkRevisethedraftandputupstudents’newsreportintheclassroom.

板书设计Unit1CULTURALHERITAGE

ReadingforWritingHeadline:Writeatitletogetthereaders'attention.TheLead:Tellthereaderswho,what,where,andwhyBody:1)ExplainwhatfanJinshidoes.2)ExplainwhyFanJinshidoesthis.3)Userelativeclauses.4)Usequote.Ending:Endwithashortsummarytohelpthereadersrememberthemainidea.

课后反思

教学反思本节课优点：教学内容完成，实现了既定的教学目标，学生在思考和输出的环节有参与互动和分享。本节课缺点：已经出现两极分化的苗头,少数学生对英语学作的兴趣不高，参与度较低。本节课需要完善的地方：给薄弱生以鼓励。要有不一样的目标,因材施教，适时调整教学目标。

课题Unit1Culturalheritage授课时间

课时Period8Exercise(workbook)课型新授课

教学目标与核心素养Bytheendofthisperiod,thestudentswillhavebeenableto:1)Reviewandpractiseusingwordsandphraseslearnedinthisunit.(Languagecompetence+Learningability)2)Reflectonandsummarizewhathavebeenlearntinthisunit.(Learningability+Thinkingquality)

重难点教学重点1)Reviewingandpractisingtheusageofsomewordsandphraseslearnedinthisunit.2)Knowingabouttheeducationinpoorcountries.3)Reflectingonandsummarizingwhathavebeenlearntinthisunit.

教学难点Reflectingonandsummarizingwhathavebeenlearntinthisunit.

教法学法Question-basedmethod,Groupdiscussionmethod课程资源PPT

教学过程

教学设计二次备课

Step1Review1.Checkthehomework.2.Revi