高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage表格教学设计

这是一份高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage表格教学设计，共10页。
课程基本信息
学科
高中英语
年级
高一年级
学期
秋季
课题
Unit 1 Cultural Heritage Assessing Yur Prgress
教科书
书 名：普通高中英语教科书英语必修第二册
出版社：人民教育出版社 .
教学目标
In this class, students will:
1. Review the wrds and phrases by filling in the blanks;
2. Practise the usage f relative prnuns and adverbs by cmpleting sentences;
3. Cnsider hw t prtect cultural heritage by reading and thinking.
教学内容
教学重点：
1. Review the wrds and phrases by filling in the blanks;
2. Practise the usage f relative prnuns and adverbs by cmpleting sentences;
教学难点：
1. Cnsider hw t prtect cultural heritage by reading and thinking.
教学过程
Step 1: Warming up
Q1: What are they?
Q2: D they have smething in cmmn?
Step 2: Filling & Matching
Cmplete the phrases and match each phrase with the prper explanatin.
in t frm a balance sure
be prud ________ t stp sth frm happening
keep _____________ t give mney, fd, etc. t sb/sth, especially a charity
prevent _________ feeling pleased and satisfied abut ding sth
dnate sth ________ t d sth in rder t be certain that sth else happens
lead ___________ t keep steady with an equal amunt f weight n each side
take part _________ t have sth as a result
make ____________ t g t sb/sth fr help, advice, etc.
turn ___________ t be actively invlved in smething with ther peple
Step 3: Filling
Use the abve phrases t finish the passage.
Getting yung peple t _____________ activities t prtect their natinal heritage is a gd way t intrduce them t their cuntry’s histry. As they learn mre abut where they cme frm, they will hpefully _____________ tell thers abut their cuntry and culture. Of curse, teachers must _________________ between teaching the gd and bad parts f a cuntry’s histry. Learning nly the gd parts can ________ narrw thinking. Learning the bad parts may help ________ thse kinds f things ________ happening again. Students wh knw their histry and culture are mre likely t _____________ that their cultural heritage is prtected, and teachers can mtivate students by asking them t cme up with their wn ideas and make prpsals fr ways t prtect this. One pssible idea is fr students t raise r ________ mney ______ an rganisatin r grup that prtects their cuntry’s cultural heritage. Teachers may als ________ their lcal museums r histrical scieties fr help in getting students mre interested in this imprtant field.
Step 4: Listing
List the methds f taking part in cultural heritage prtectin accrding t the passage. Step 5: Reviewing
Review smething abut attributive clause.
Step 6: Filling
Read the cnversatin and learn abut intangible cultural heritage (ICH). Then cmplete it with the crrect relative prnuns r adverbs.
A: My teacher just gave us a task _____________ I really dn’t knw hw t d. I have t take part in an rganisatin _____________ prtects ur cultural heritage.
B: Oh, that sunds interesting! Where are yu planning t g? I’m sure there are all kinds f histric sites _______ cultural relics need t be prtected.
A: Yes, but I’m nt ne f thse peple ___________ lve museums. I think they’re kind f bring. I like ging n field trips _______ I can experience and d things t prtect cultural relics.
B: Cultural heritage is a lt mre than just relics, yu knw. Fr example, ur cuntry has many natinalities _______ dances, crafts, and ther traditins are als very imprtant. If we dn’t prtect thse traditins, there may cme a time _______ they disappear.
Step 7: Reflecting
Assess prgress with the help f these questins:
Did yu find it easy r difficult t talk abut culture and histry? Why r why nt?
What was the mst interesting part f this unit and why?
Hw des learning abut cultural heritage affect yur pinin abut yur rle in prtecting yur culture?
Overall, I thught this unit was ○gd ○useful ○s-s ○difficult
Hmewrk
Write a shrt passage in 100 wrds abut hw t prtect cultural heritage and calling fr actin t prtect cultural heritage.