人教版（2023）英语必修第二册Unit 1 Cultural Heritage单元教案

第第页人教版（2023）英语必修第二册Unit1CulturalHeritage单元教案Unit1CulturalHeritage

Period3DiscoveringUsefulStructure

Restrictiverelativeclauses

【教材分析】

Thisteachingperiodmainlydealswithgrammar“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabouttherelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“preposition+relativepronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.

【教学目标】

1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.

2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.

2.Enablestudentstousethebasicphrasesstructuresflexibly.

3.Strengthenstudents’greatinterestingrammarlearning.

【教学重难点】

1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence

2.Instructstudentstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.

【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。

Step1: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。

Step2: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)

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,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。

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。

【作业布置】

填入适当的“介词+关系代词”使句意完整。

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。

Unit1CulturalHeritage

Period1ListeningandSpeaking

2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.

【教学重难点】

1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;

2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.

【教学过程】

Part1:ListeningandSpeaking

Step1:Leadin

Theteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.

Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.

Whatdoestheword“heritage”meanShareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.

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:UsecontexttoguesswordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.

Step4:Guessingthemeaningoftheunknownwords

Listentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.

Preserve:toprotect

Reason:thewordmeansthesameofawordIknow

Promote:tohelpsthtohappenordevelop

Reason:Thewordisexplainedbythespeaker

Step5:SpeakingProject

Workinpairsorgroupsandroleplayaconversation.

Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.

Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing

Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.

Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople’sawarenessofprotectingtheprecioustrees.

Reporter:Soundsgreatandanythingelse

Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.

Reporter:Doesyourhardworkpayoff

Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.

Part2:ListeningandTalking

Step1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.

1.Listentotheconversationandanswer

(1).Wherearethespeakers

Onastreet.

(2).Whataretheydoing

Sightseeing.

2.WhatdoyouknowabouttheKremlinandRedSquareListenagainandcompletethefactsheet.

Step2:SpeakingProject

Activity3onpage7.

Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.

Step3Homework

AccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.

Unit1CulturalHeritage

Period2ReadingandThinking:

FromProblemstoSolutions

【教材分析】

1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.

【教学目标】

1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;

2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;

3.Enablestudentstounderstandhowaproblemwassolved;

4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;

【教学重难点】

1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.

2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle

3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;

【教学过程】

1.Prediction

Step1Predictingthemainideaofthepassage

Lookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.

Q:Whatwillbetalkedabout

Step2: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

Step3:Carefulreadingtasks

Readmorecarefullyandanswerthefollowingquestions.

1.Whatdo“problems”refertoandwhatdo“solutions”referto

2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany

3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”

4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”

Theprojectcostalotofmoney.

5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian

6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject

Step4:Consolidation

Dividethepassageintothreepartsandgetthemainideaofeachpart.

Part1(Paragraph1)

Theintroductionofthetopic

Keepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.

Part2(Paragraphs2-5)

Theprocessofsavingculturalrelics

Bigchallengescansometimesleadtogreatsolutions.

TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalrelics.

ThegovernmentturnedtotheUNforhelp.

Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.

Culturalrelicsweretakendownandmovedtoasafeplace.

Countlessculturalrelicswererescued.

Theprojectwasasuccess.

Part3(Paragraph6)

Thesummaryofthetext

Theglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.

Step5:Criticalthinking:

1.Howtodealwiththeconstructionandtheprotectionofculturalrelics

2.Asstudents,whatshouldwedotoprotectourculturalrelics

Step6:summary

Theoutlineofthepassage

Introducethetopic:Abigchallenge—thebalancebetweenprogressandtheprotectionofculturalsites.

Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/ended.

ConclusionThespiritoftheAswanDamprojectisstillalivetoday.

Step7Homework:

Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.

Unit1CULTURALHERITAGE

ReadingforWriting

【教学目的与核心素养】

1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.

2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.

3.Developstudents’writingandcooperatingabilities.

4.Strengthenstudents’greatinterestinwritingdiscourses.

【教学重难点】

1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport

2.Cultivatestudentstowriteanewsreportproperlyandconcisely.

【教学过程】

Step1Leadin

DoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworldWhyorwhynot

Doweneedtolearnmoreaboutothercountries’culturalheritageWhyorwhynot

Step2Readtodiscoverdetailsconcerningthemainbodyofthenewsreport

Readthenewsreportandthensolvethequestionsbelow.

1.Whataretheresearchersandscientiststryingtodo

(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientculturalheritage.)

2.Whatmoderntechnologyaretheyusing

(Theyareusingdigitalphotographytorecordacollectionofimages.)

3.WhyaresomanypeopleinterestedintheMogaoCaves

(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)

4.Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph

(Iagreewiththeresearcher’sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)

HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstotheclass.

Step3:Studytheorganizationandlanguagefeatures

1.Readthenewsreportagainandfindtheseparts.

A.Leadsentence

Lanzhou,9August2023.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’sancientculturalheritage.

B.Directquote

“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”

C.Paraphrase

TheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.

D.Backgroundinformation

TheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.

E.Reportingverbs

F.Wordstoshowcomparisonand/orcontrast

Today,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.

2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.