版人教统编高中英语必修第二册全册教案教学设计Unit15Word格式文档下载.docx
《版人教统编高中英语必修第二册全册教案教学设计Unit15Word格式文档下载.docx》由会员分享,可在线阅读,更多相关《版人教统编高中英语必修第二册全册教案教学设计Unit15Word格式文档下载.docx(89页珍藏版)》请在冰豆网上搜索。
3.1ListeningandSpeaking
3.2ReadingandThinking
3.3DiscoveringUsefulStructure
3.4Readingforwriting
3.5writing
Unit4Historyandtraditions
4.1ListeningandSpeaking
4.2ReadingandThinking
4.3DiscoveringUsefulStructure
4.4Readingforwriting
4.5writing
Unit5Music
5.1ListeningandSpeaking
5.2ReadingandThinking
5.3DiscoveringUsefulStructure
5.4Readingforwriting
5.5writing
Period1ListeningandSpeaking
【教材分析】
ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject”.
Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Morethan20highschoolstudentsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofculturalheritageprotection,andteenagerscanusetheirknowledge,combinetheirowninterestsandadvantages,etc.toparticipateintheactionofculturalheritageprotection.
ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.
ThelisteningtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof“startingaconversation”,whichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.ThepurposeofthissectionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirowntourismexperiencesorfromotherpeople’stourismexperiences,explorethehistoricalandculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoralcommunication.
【教学目标】
1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;
2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;
discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.
3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.
【教学重难点】
3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.
【教学过程】
Part1:
ListeningandSpeaking
Step1:
Leadin
Theteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.
Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.
Whatdoestheword“heritage”mean?
Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.
Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.
Forexample,theGreatWallistheheritageofChina.
Step2:
Prediction
Aftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.
Thelisteningtextisprobablyabouthowtoprotectafamousheritagesitebysomestudents.
Step3:
Summaryofthemainidea
Thenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.
1.Listentotheconversationandsumupthemainidea.
YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMountTai.
2.Listenagainandhelpthereportertocompletetheinterviewnotes.
Internationalyouthproject,23highschoolstudentsfrom7countries
MountTai,oneofthemostfamousmountainsinChina
Ithasbeenprotectedformorethan3,000years.
22temples,around1,800stoneswithwritingonthem
DaiTempleonMountTai;
over6,000steps
Listeningtip:
Usecontexttoguesswords
Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.
Step4:
Guessingthemeaningoftheunknownwords
Listentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.
Preserve:
toprotect
Reason:
thewordmeansthesameofawordIknow
Promote:
tohelpsthtohappenordevelop
Thewordisexplainedbythespeaker
Step5:
SpeakingProject
Workinpairsorgroupsandroleplayaconversation.
Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.
Reporter:
ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing?
Volunteer:
Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.
Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople’sawarenessofprotectingtheprecioustrees.
Soundsgreatandanythingelse?
Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.
Doesyourhardworkpayoff?
Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.
Part2:
ListeningandTalking
Step1:
Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.
1.Listentotheconversationandanswer
(1).Wherearethespeakers?
Onastreet.
(2).Whataretheydoing?
Sightseeing.
2.WhatdoyouknowabouttheKremlinandRedSquare?
Listenagainandcompletethefactsheet.
Activity3onpage7.
Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.
Step3Homework
AccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.
Period2ReadingandThinking
1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.
1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;
2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;
3.Enablestudentstounderstandhowaproblemwassolved;
4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;
1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.
2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle
3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;
1.Prediction
Step1Predictingthemainideaofthepassage
Lookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.
Q:
Whatwillbetalkedabout?
Fastreadingtasks
Taskofthefirstfastreading:
Readquicklyandfigureoutthekeywordsofeachparagraph.
•Paragraph1:
challenge
•Paragraph2:
proposalledtoprotests
•Paragraph3:
committeeestablished
•Paragraph4:
broughttogether
•Paragraph5:
success
•Paragraph6:
spirit
Taskofthesecondfastreading:
1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?
2.Whydidthebuildingofthedamleadtoprotests?
3.Howdidthegovernmentsavetheculturalrelics?
4.Whichonecandescribetheproject?
A.Successful.B.Negative.C.Useless.D.Doubtful.
5.WhatcanbelearnedfromtheAswanDamproject?
Carefulreadingtasks
Readmorecarefullyandanswerthefollowingquestions.
1.Whatdo“problems”refertoandwhatdo“solutions”referto?
2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?
3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?
4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?
Theprojectcostalotofmoney.
5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?
6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?
Consolidation
Dividethepassageintothreepartsandgetthe