Unit1CulturalHeritageDiscoveringUsefulStructures(教学设计)高一英语高效课堂（人教版2019）

Unit1CulturalHeritageDiscoveringUsefulStructures教学设计教学基本信息单元名称 必修二Unit1CulturalHeritage学科英语学段高中年级高一第一学期主要教材书名：普通高中教科书·英语必修第二册出版社：人民教育出版社出版日期：2019年4月课时安排2课时(80min)课型语言学习教学设计理念本节课旨在学习巩固单元词汇以及复习和巩固非限制性定语从句的用法。

首先，在必修一第四第五单元学生已经学习了限制性定语从句的用法，本单元将继续通过创设情境的方式，让学生在语境中体会，学习，和总结运用。以语言运用为教学导向，采用语法教学五步教学法，即：情境导入，自主探究，总结发现，巩固拓展，应用实践的语法教学方式，帮助学生进一步理解定语从句中关系代词和关系副词的使用，以及关系副词与介词+which的转换，注重多形式多角度地操练，鼓励学生进行语言实践。

教材分析【What】本节首先主要内容为单元词汇的梳理，理解和运用，其次关注主题任务“更详细地描述人或事”，理解定语从句的用法、形式、意义、功能。【How】1.词汇部分遵循情境教学，利用图片，语块，例句，练习等形式全方位帮助学生更好地理解词汇的意义和运用。2.语法部分设计遵循“观察——发现、归纳——实践——应用”的理念。教材首先要求学生观察所给出的实例句，识别定语从句中的相对代词和相对副词，从阅读过程中找出更多的定语从句，并与同伴讨论其主要功能。然后，让他们用相对代词或相对副词将两句话组合成一个定语从句，重点关注语言的形式和意义；最后，完成开放式任务，用定语从句来定义人或物。【Why】这样的设计旨在帮助学生积累文化遗产，文化保护方面的主题词汇，以用让学生逐渐学习如何正确使用定语从句，有助于学生将词汇语法知识运用到语言输出中来。学情分析一、WhatIknow1.文物，方化词汇掌握了一些，相关知识有一定了。2.必修1第4单元和第5单元已经渗透了定语从句的基本用法，学生能理解定语子句的意义、特点和功能。WhatIwanttoknow拓展更多的主题词汇的表达。在语义表达上对词汇和语法进行理解运用，进一步回顾和掌握限制性定语从句的形式意义和功能，认识到如何使人与物的描述更加实质性、丰富、生动。WhatIlearned学完本课后，能用主题语块和相关的语法知识描述自己喜欢的文化遗产，提高口头表达能力和写作水平。教学目标1.学习文化遗产相关的主题词汇2.使学生能够总结关系代词和关系副词的用法和功能。3.用丰富的细节描述人和事。教学重难点教学重点：主题词汇的理解和运用；帮助学生识别定语从句中关系代词和关系副词的用法。教学难点：如何高效记忆词汇和正确使用词汇；如何在定语从句的实际运用使用关系代词和关系副词。教学资源课件PPT，黑板、白板。教学活动设计教学过程活动形式及步骤设计意图时间Step1Step2Step3Step4Step5Step1.Memorizewordsthroughpictures.AskSstolookatthepicturesandrecallthewords.2.WordsformationEnableSstorememberwordswiththesamewordrootcreative

adjcreatively

advcreate

vcreativity

ncreation

nformer

adjlatter

（反）之前/之后establish

vestablishment

n建立limit

v/nlimited

adjlimitless

adj限制

donate

vdonation

n捐赠disappear

vdisappearance

nappear

（反

v)appearance

n消失/出现

tradition

ntraditional

adj传统pare

vparison

n比较investigate

vinvestigation

n调查professional

adjprofession

nprofessor

nhistoric

adjhistory

nhistorical

adjhistorian

n.】3.FastmemoryUsebriefexplanationtohelpSsrememberlessimportantwordsinthisunit3.FastmemoryUsebriefexplanationtohelpSsrememberlessimportantwordsinthisunitdepartmentn.(医院、大学、公司、政府等)科;系;部heDepartmentofEducation教育部theDepartmentofForeignAffairs外交部adepartmentstore百货商场theEnglishdepartment英语系fundn.基金;专款;[复数]资金adisasterfund赈灾款Governmentfunds政府资金withinprep.&adv.在(某短时间，距离或范围)以内;不超过overseasadj.海外的adv.在海外sheetn.[C]一张(纸);床单;被单asheetof一张...Step4.Keywords（P9P24）Explaintheusageofkeywordsofthisunit,andassignSsdifferentkindofexercise.preservev.保存;保护n.保护区anaturalpreserve自然保护区preserve...from(doing)...保护免于preserved adj.保存的；腌制的preservationn.保护;保存①TheyaretryingtheirbesttopreservetheelephantsaswellasotheranimalshuntedinAfrica______beingwipedout.②Theoldbuildingisinagoodstateof______(preserve)exceptforthewoodenfloors.③Someoftheworld'soldest______(preserve)artisthecaveartofEurope,mostofwhichisinSpainandFrance.④Theorganizationwassetup______(preserve)endangeredspeciesfromdyingout．3.FastmemoryUsebriefexplanationtohelpSsrememberlessimportantwordsinthisunitdepartmentn.(医院、大学、公司、政府等)科;系;部heDepartmentofEducation教育部theDepartmentofForeignAffairs外交部adepartmentstore百货商场theEnglishdepartment英语系fundn.基金;专款;[复数]资金adisasterfund赈灾款Governmentfunds政府资金withinprep.&adv.在(某短时间，距离或范围)以内;不超过overseasadj.海外的adv.在海外sheetn.[C]一张(纸);床单;被单asheetof一张...Step4.Keywords（P9P24）Explaintheusageofkeywordsofthisunit,andassignSsdifferentkindofexercise.Explaintheusageofkeywordsofthisunit,andassignSsdifferentkindofexercise.preservev.保存;保护n.保护区anaturalpreserve自然保护区preserve...from(doing)...保护免于preserved adj.保存的；腌制的preservationn.保护;保存①TheyaretryingtheirbesttopreservetheelephantsaswellasotheranimalshuntedinAfrica______beingwipedout.②Theoldbuildingisinagoodstateof______(preserve)exceptforthewoodenfloors.③Someoftheworld'soldest______(preserve)artisthecaveartofEurope,mostofwhichisinSpainandFrance.④Theorganizationwassetup______(preserve)endangeredspeciesfromdyingout．Step5Keyphrases(p2629)Presentkeyphrasesofthisunit,helpSslearnthemthroughblankfilling,translationtounderstandtheusageofimportantphrases.Gettingyoungpeopleto__________activitiestoprotecttheirnationalheritageisagoodwaytointroducethemtotheircountry’shistory.Astheylearnmoreaboutwheretheyefrom,theywillhopefully__________tellothersabouttheircountryandculture.Ofcourse,teachersmust__________betweenteachingthegoodandbadpartsofacountry’shistory.Learningonlythegoodpartscan__________narrowthinking.Learningthebadpartsmayhelp_______thosekindsofthings______happeningagain.Studentswhoknowtheirhistoryandculturearemorelikelyto__________thattheirculturalheritageisprotected,andteacherscanmotivatestudentsbyaskingthemtoeupwiththeirownideasand__________forwaystoprotectthis.Onepossibleideaisforstudentstoraiseor_____money______anorganisationorgroupthatprotectstheircountry’sculturalheritage.Teachersmayalso_________theirlocalmuseumsorhistoricalsocietiesforhelpingettingstudentsmoreinterestedinthisimportantfield.Usingvividandgraphicimagescanhelpstudentsformaconcreteunderstandingofsomewords.Memorizingvocabularythroughwordformationcancreateawebofinterconnectedwords,remindingeachotherandefficientlyexpandingone'svocabulary.Theunithasalargevocabulary;itisnecessarytoorganizeandprioritizethewords,withsecondaryimportancewordsbeingquicklyskimmedover.Keythematicwordsthatcanbeusedinbothwrittenandspokenexpressionshouldbeexplainedindetailtoenhancestudents'applicationskills.Keyphrasesthatcanbeusedinbothwrittenandspokenexpressionshouldbeexplainedindetailtoenhancestudents'applicationskills.5mins5mins8mins12mins10minsPart2DiscoveringusefulstructuresStep1LeadinStep2:ExploretherulesStep1LeadinGuesswhattheteacherdescribe.Step2:Exploretherules1.Lookatthesentencesbelowandfindouttherelativepronounsandadverbs.Recalltheirmemoryinthesentencestheyhavelearntfromthisunitandmotivatethemtoobserveandthink.Throughobservation,demonstration,analysisanddiscussionofthecorestructureofthesentences,letthestudentsinitiallyperceiveandunderstandtheattributiveclausesandfunctionsofrelativepronounsandadverbs.3mins7minsStep3:SummarizetherulesStep4:PracticetherulesStep5ApplytherulesStep6Assignment2:Findmoresentencescontainingrelativeclausesfromthetextonpage4,anddiscussbrieflywithapartnerthemajorfunctionsofthem.Thenmakeashortsummaryinatableormindmap.Step3:Summarizetherules1.Arestrictiverelativeclauseisusedtomodifyanoun,pronounornounphrasebeforeit.2.Thenoun,pronounornounphraseistheantecedent（先行词）.3.Wecanuserelativepronounsandproverbstointroducerestrictiverelativeclauses,includingthat,which,who,whom,whose,when,where,why.4.Therelativepronounsandrelativeproverbsoftenactasaponentinclauses.关系词:关系代词:①Who:指人，作主语或宾语②Whom:指人，作宾语③Which:指事、物，作主语或宾语；④That:指人或事、物，作主语或宾语⑤Whose:与所修饰的名词为所属关系，作定语关系副词：Where:作地点状语When:作时间状语Why:作原因状语usually=介词(in,from,on,atduring,foretc.)+whichStep4:Practicetherules1.Choosethecorrectwordstofillintheblanks.(P621)whowhomwhosethatwhichwhenwherewhy1.Thatisthesite___________theydiscoveredcavesfullofBuddhastatues.2.Doesanybodyknowthereason_________herefusedtosignthedocument?3.Sueisthepersonto_________Isentthetextmessageyesterday.4.Mybrotherworksinacafé_________topqualityItalianfoodisserved.5.Thisisthearchaeologist_________discoveredtheIncaruins.6.Onthewayhome,hehelpedayoungman_________carhadbrokendown.Followtheformerexampletorewritethesentencesusingrelativeclauses.2.Followtheformerexampletorewritethesentencesusingrelativeclauses.1.Heshowedmeaphotoinhisroom.ItwasaphotoofafamousculturalrelicinEgypt.Thephoto(which/that)heshowedmeinhisroomwasofafamousculturalrelicinEgypt.2.TheprojectteamhelpedprotectthenationalparksintheUnitedRepublicofTanzania.Itwasformedbymembersfromfifteencountries.TheprojectteamwhosememberswerefromfifteencountrieshelpedprotectthenationalparksintheUnitedRepublicofTanzania.Step5Applytherules1:Userelativeclausestodescribethepicture,finishingthewholesentences.1:Userelativeclausestodescribethepicture,finishingthewholesentences.Agoodfriendissomeonewhoyoucantellyourproblemstoortowhomyoucantellyourproblems2.Userelativeclausestodescribethepicturesingroups.TheTerracottaArmy,whichconsistsofthousandsoflifesizeclaymodelsofsoldiers,horses,andchariots,surroundsthegrandmausoleum(陵墓）ofShiHuangdi,thefirstemperorofChinaandthefounderoftheQindynasty.LocatednearLishaninShaanxiProvince,centralChina,thepurposeofthisarmywaslikelytoserveasguardianfiguresforthetombortoacpanytheirrulerintheafterlife.Thesite,whichwasdiscoveredin1974CE,offersauniqueinsightintoancientChinesewar.ShiHuangdi,whowasdesperateforimmortality,hasachievedaformofitthroughhisterracottaarmythat