高中英语人教版 (2019)必修 第二册Unit 4 History and traditions表格教案

这是一份高中英语人教版 (2019)必修 第二册Unit 4 History and traditions表格教案，共9页。教案主要包含了设计意图，教学反思等内容，欢迎下载使用。
课程基本信息
学科
高中英语
年级
高一
学期
秋季
课题
人教版高中英语必修第二册
Unit 4 Histry and Traditins Listening and Talking
教科书
书 名：人教版高中英语必修第二册
出版社：人民教育出版社 出版日期：2023年6月
教学目标
1. Learn abut what histric sites f Pingya Ancient City are.
2. Learn abut hw t intrduce a histric turist destinatin.
3. Make a cnversatin abut a histric turist destinatin.
教学内容
教学重点：
1. The names f histric sites f Pingya Ancient City
2. The sentence patterns f intrducing a histric turist destinatin
教学难点：
1. Lead int the class with wrds and phrases related t a histric turist destinatin.
2. Make a cnversatin abut a histric turist destinatin and share with the whle class.
教学过程
Step 1: Lead-in (5’)
T: Gd mrning, everybdy. Welcme t my class. I’m Winnie, frm Jiangshan High Schl. Befre we begin the lessn, let’s first take a lk at the gals we will achieve in this lessn. First, we will learn abut the histric sites in Pingya Ancient City. Secnd, we will learn wrds and sentences t intrduce a histric turist destinatin accrding t the intrductin f Pingya Ancient City. Mre imprtantly, we will make a cnversatin with ur deskmates t talk abut a histric turist destinatin using the sentences we learned. Well, let’s begin the lessn. Have yu ever heard abut this place? (The teacher will shw a picture f Pingya Ancient City n the screen.)
Ss: …
T: Yes, gd. In English, it is called Pingya Ancient City. (The teacher will shw anther picture f Pingya Ancient City seen frm the sky.) Lk at the shape f the whle city. What des it lk like?
Ss: …
T: Nice. It lks like a turtle. That is why it is called the Turtle City. Nw let’s mve inside int the city. (The teacher will shw a picture f Ming-Qing Street n the screen.) First, yu can see a street, with many ancient buildings n bth sides. Can yu guess when the building were built?
Ss: ...
T: Yes. They were built in Ming and Qing Dynasties. S the steert is called Ming-Qing Street. (The teacher will shw a picture f Ancient Gvernment Office n the screen.) And hw abut this ancient building? What was it used fr?
Ss: ...
T: Gd. It was a gvernment. S it is called Ancient Gvernment Office. (The teacher will shw a picture f Rishengchang Bank n the screen.) And this ne? What was it?
Ss: ...
T: Yes, that’s right. It was a bank, where yu can put in yur mney in ne city and take it ut in anther. It is called Rishengchang Bank. Well, all thse places are inside the city. Let’s mve utside. (The teacher will shw a picture f Munt Mian n the screen.) Here yu can see a muntain. It is called Munt Mian. (The teacher will shw a picture f Qia Family Curtyard n the screen.) And what abut this place?
Ss: ...
T: Gd. It’s a big area fr a big family t live. It is called Qia Family Curtyard. And this ne? (The teacher will shw a picture f Wang family Curtyard n the screen. ) Likewise, it is als the hme fr a big family. It is called Wang Family Curtyard. Well, hw abut this place?
Ss: ...
T: Yes. It is an ld huse. But it is nt a place fr peple t live. It’s a place fr religius purpses. It is called Zhengu Temple. And this ne? It’s als a temple. It is called Shuanglin Temple. Thse places are all ancient, s they are called histric sites.
【设计意图】教师希望通过这个热身环节，既可以和学生进行初步的交流，也可以让学生有机会接触到平遥古城的相关景点和有关词汇，为后面的Listening and Talking做必要的铺垫。例如，这个环节中的Turtle City和Histric Sites都是为后面的听力和交流提供了必要的词汇准备。
Step 2: Listening and Watching (25’)
T: Since yu have knwn s many histric sites in Pingya Ancient City, d yu want t travel there? If yu travel there, where will yu stay?
Ss: ...
T: Ww, that’s wnderful. But when I was yung, I didn’t have that much mney. S I usually chse t stay in a yuth hstel. And the persn wrking in the frnt desk is called the receptinist. If yu are a turist wh carries a big bag n yur back, yu are called backpacker. Nw, let’s listen t a cnversatin between a receptinist and a backpacker and tick the places mentined in the cnversatin. Are yu clear? OK. Here we g.
Ss: ...
(3 minutes listening later)
T: OK. Have yu ticked all the places mentined in the cnversatin? Wuld yu share with us?
Ss: ...
T: Gd. They are Ming-Qing Street, Rishengchang Bank, the city wall and Shuanglin Temple. Well, we have knwn a little abut Pingya Ancient City, d yu want t knw mre? OK, gd. Let’s watch a vide abut Pingya Ancient City. During yur watching, yu are suppsed t fill the blanks in the handut paper. D yu remember the handut paper? OK. Gd. Let’s begin t watch the vide.
(5 minutes watching later)
T: Have yu figured ut all the blanks? If nt, yu can replay the vide fr anther time. If yu have finished, please fllw me. Nw, let’s take a lk at the first tw sentences. What are the wrds in the blanks?
Ss: ...
T: Yes, very gd. They are “is lcated in”, “is famus fr”, “layut” and “frms”. Well, d yu knw what architectural heritage is?
Ss: ...
T: Gd. It means sme ld buildings. Hw abut winding lanes?
Ss: ...
T: Yes. It is like the picture. Small rads in the city, nt straight. We can use these sentences t intrduce the lcatin, what is it famus fr and layut, which are abut the basic infrmatin. OK. Let’s mve t the fllwing fur sentences. What wrds have yu filled the blanks?
Ss: ...
T: Ww, wnderful. They are “pineer”, “presents”, “largest existing”, “typical representative” and “fficials”. Well, d yu knw freign exchange?
Ss: ...
T: Excellent. It means exchange between different kinds f mney. And hw abut pineer?
Ss: ...
T: Right. It means smebdy r smething that ges first. And what abut typical?
Ss: ...
T: Yes. It means very cmmn, and yu can see it very ften. And representative?
Ss: ...
T: Well, it means smething that can stand fr a grup f peple r things. We can use these sentences t intrduce a histric site. OK. Let’s get t the next fur sentences. What wrds are they?
Ss: ...
T: Gd. They are “feel the beauty f”, “appreciate” and “admire”. D yu knw what clred sculptures are?
Ss: ...
T: Well, they are statues like this picture. (The teacher will shw a picture f clred sculptures n the screen.) And splendr?
Ss: ...
T: Yes. It means greatness and beauty. We can als use these sentences t intrduce s a histric site. OK. Nw, let’s g t the next fur sentences. What are the wrds?
Ss: ...
T: Gd jb. They are “traditins”, “fllws”, “exhibits”, “tastes mderate and riginal”, “inherits”, “tells the legends f” and “captured the turists’ taste buds and hearts”. What des craftsmanship refer t?
Ss: ...
T: Well, it refers t a spirit r a gd quality, such as patience. And hw abut inherits?
Ss: ...
T: Excellent. It means d smething as yur grandfather r father des. And hw abut merchants?
Ss: ...
T: Yes. It refers t businessmen. And flur?
Ss: ...
T: It is a kind f fd, which yu can use t make dumplings r ndles. Hw abut fragrance?
Ss: ...
T: Yes. It means a gd smell. And captured?
Ss: ...
T: Gd. It means catch smething. And the last ne, what is taste buds?
Ss: ...
T: It is smething n yu tngue. If yu eat sme delicius fd, it will tell yu whether the fd is delicius r nt. We can use these sentences t intrduce the crafts and fd. OK. Let’s lk at the last fur sentences. What wrds have yu filled the blanks?
Ss: ...
T: Yes. They are “unflds a picture f”, “fresh”, “vivid”, “vigrus” and “a fascinating mix f”. D yu what are cuplets?
Ss: ...
T: Well, they are red paper we put up n bth sides f ur dr in Spring Festival. And we can use these sentences t intrduce the festivals. OK. Let’s sum up. T talk abut a histric turist destinatin, we can first intrduce the basic infrmatin, such as lcatin and layut. We can use thse sentences. And then, we can intrduce the histric sites, using these sentences. Besides, we can als intrduce traditins, such as crafts, fd and festivals. We can use sentences like them.
【设计意图】这个环节包含两个部分：一、听力；二、观看视频。教师通过让学生听书本的对话，快速地将导入环节学习的地点和相关词汇进行复习温故，也能让学生在听背包客和接待员之间的对话中了解更多平遥古城的情况，产生更进一步了解的兴趣。紧接着，教师利用自己剪辑配音的视频，将平遥古城地理位置、布局建筑、历史遗迹、风土人情等都全方位地展现在学生眼前，用图文并茂的形式，激发学生深入了解平遥古城的热情。在观看视频之后，教师通过填空的方式一步一步引导学生了解介绍古城的常用词汇和句式，为下一环节的学生交谈奠定基础。
Step 3: Making a cnversatin abut a histric turist destinatin (10’)
T: Nw that we have learned abut the sentence patterns we can use t intrduce a histric turist destinatin, we finally cme t yur shw time. Yu are ging t have 5 minutes t make a cnversatin with yur deskmate t intrduce a histric turist destinatin in yur hmetwn. Yu can use the sentences learned in the lessn, which are just n the screen. OK? G!
Ss: ...
(5 minutes fr students t make the cnversatin with deskmates)
T: OK. Time is limited. Let’s invite students t share their cnversatins.
Ss: ...
T: Ww, really impressive cnversatins. Actually, I have als made a cnversatin t intrduce a histric turist destinatin in my hmetwn. Let’s take a lk tgether. (1 minute later) Yu see, thse wrds and sentences in red were learned in the lessn just nw.
【设计意图】教师利用最后的10分钟，让学生与同桌做一个cnversatin，并且用上之前所学的单词和句式，这样，教师既有机地将课堂输入环节与输出环节联系起来，使学生当堂课就能有机会将所学用于实践，更能巩固学生课堂所学，也更能激励学生学以致用。在这个分享的环节，教师也需要随机应变，和学生深入交流，不仅帮助学生成功使用所学词汇和句式，也要充分尊重学生的自主表达。
Step 4: Hmewrk
T: After class, please write a shrt passage t intrduce a histric turist destinatin in yur hmetwn, using the wrds and sentences learned in the lessn. Well, that’s all fr the lessn. Thank yu. See yu next time. Byebye.
【教学反思】
教师在线下的课堂中实际教授了这堂课，结果喜忧参半。
喜的是，学生的词汇积累还是相当不错的，因此，很多单词，教师以为学生比较陌生或者压根儿不认识的，学生却耳熟能详，很是出乎意料。比如heritage, histric, turist, destinatin, temple, sculpture, crafts, typical等。这样的话，教师在上课过程中，对于陌生词汇的处理就相对负担要减轻很多，与学生交流起来也会顺畅很多。
忧的是，分享交流的时间严重不足。学生与同桌将对话讨论出来之后，教师邀请学生站起来分享。可是五分钟时间里，只分享了两组同学。实验基数不够，也无法有效地评价课堂生成结果。
【建议】
可以考虑将这堂课分为两节课：第一节为学习课，教师可以耐心地带着同学们将词汇和句式学习得更全面更透彻，也便于为第二节课做准备；第二节为实践课，教师可以用充足的时间让学生将对话打磨得更好，然后又能充分地分享出来。学生地积极性应该能够充分调动起来，并且也能更深入地应用第一节课所学内容。