人教版（2023）英語必修第二冊Unit 1 Cultural Heritage單元教案

第第頁人教版（2023）英語必修第二冊Unit1CulturalHeritage單元教案Unit1CulturalHeritage

Period3DiscoveringUsefulStructure

Restrictiverelativeclauses

【教材分析】

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

【教學(xué)目標(biāo)】

1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.

2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.

2.Enablestudentstousethebasicphrasesstructuresflexibly.

3.Strengthenstudents’greatinterestingrammarlearning.

【教學(xué)重難點(diǎn)】

1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence

2.Instructstudentstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.

【教學(xué)過程】

本節(jié)語法思考：定語從句在復(fù)合句中的作用是什么？關(guān)系詞有哪些？

定語從句在復(fù)合句中的作用相當(dāng)于形容詞，它在句中作定語修飾名詞或代詞。他們在先行詞和定語從句之間起到聯(lián)系作用，同時在意義上代表先行詞并在定語從句中擔(dān)任一個成分。被定語從句所修飾的詞稱先行詞，定語從句一般放在先行詞的后面。

引導(dǎo)定語從句的關(guān)聯(lián)詞稱為關(guān)系代詞和關(guān)系副詞。關(guān)系代詞有who，whom，whose，that，which和as，關(guān)系副詞有when，where和why。

Step1:鞏固復(fù)習(xí)限定性定語從句基本用法。

一、定語從句關(guān)系代詞用法：

1.定語從句中關(guān)系代詞的選用主要由先行詞決定。

2.當(dāng)先行詞是表示人的名詞或代詞時，關(guān)系代詞一般用who;that;whom;that；

3.當(dāng)先行詞是表示事物的名詞或代詞時，關(guān)系代詞一般用which;that;whose;as；

4.當(dāng)先行詞既有表示事物的名詞或代詞，又有表示人的名詞或代詞時，關(guān)系代詞一般用that.

5.whose用作關(guān)系代詞時，它表示“……的……;事物（包括動物）”，whose引導(dǎo)定語從句時，其先行詞可以是指人的名詞，其實也可以是指物的名詞。

二、關(guān)系副詞的用法：

如果先行詞是指代“時間的名詞”，還原到定語從句中作時間狀語，則用關(guān)系副詞when；如果先行詞是指代“地點(diǎn)的名詞”，還原到定語從句中作地點(diǎn)狀語，則用關(guān)系副詞where；如果先行詞是指代“原因的名詞（reason）”，還原到定語從句中用作原因狀語，則用關(guān)系副詞why。

Step2:限制性定語從句幾種特殊情況。

一、定語從句中介詞+關(guān)系代詞用法

當(dāng)關(guān)系代詞在定語從句中作介詞的賓語時，我們通常用“介詞+關(guān)系代詞”引導(dǎo)定語從句。關(guān)系代詞只能用which或whom。先行詞指物時，用which;先行詞指人時，用whom。在這個結(jié)構(gòu)中，介詞的確定的原則是：

1.依據(jù)定語從句中動詞或形容詞等所需要的某種習(xí)慣搭配來確定。

Heisthemanonwhomyoucanrely.他是你可以信賴的人。

JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.

杰克向我介紹了我不很熟悉的那個朋友。

2.依據(jù)與先行詞搭配的具體意義而定。

I’llneverforgetthedayonwhichweworkedtogetherinthecountryside.

我不會忘記我們一起在鄉(xiāng)下工作的日子。

3.根據(jù)所表達(dá)的意思來確定。

Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwashappeninginsidethehouse.

這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。

4.表示“所有”關(guān)系或“整體中的一部分”時，通常用介詞of。

JuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.

朱麗亞擅長德語、法語和俄語，這三樣她都說得流利。

5.在定語從句中，有一些含介詞的動詞短語不可拆開使用，如lookafter,lookfor等。

Thebabieswhomthenursesarelookingafterareveryhealthy.(正確)

Thebabiesafterwhomthenursesarelookingareveryhealthy.(錯誤)

二、介詞+關(guān)系代詞常見句型：

1.“代詞+of+which/whom”引導(dǎo)非限制性定語從句。

這個結(jié)構(gòu)中，代詞常常為all,each,one,many,much,most,some,none,both等,“代詞+of+which/whom”通常在定語從句中用作主語，說明整體中的一部分。有時候也可把“of+which/whom”置于代詞前。

Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,willopennextyear.

據(jù)報道，在我的家鄉(xiāng)兩所學(xué)校都正在建設(shè)中，將于明年投入使用。

2.“數(shù)詞+of+which/whom”引導(dǎo)定語從句

這種結(jié)構(gòu)常用來引導(dǎo)非限制性定語從句，有時候也可以把“of+which/whom”置于數(shù)詞前。

3.“the+名詞+ofwhich/whom”引導(dǎo)非限制性定語從句

這個結(jié)構(gòu)中,ofwhich/whom充當(dāng)定語，修飾前面的名詞，整個結(jié)構(gòu)相當(dāng)于“whose+名詞”引導(dǎo)的定語從句。

4.“the+形容詞比較級(最高級)+of+which/whom”引導(dǎo)非限制性定語從句。

Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.

這兒有兩座建筑物，較大的那一座幾乎有100英尺高。

三、限制性定語從句中，關(guān)系詞可以省略的幾種情況。

1.定語從句的先行詞在定語從句中作賓語時，關(guān)系詞通常省略。

Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntotheCityLibrary.

我把你要我送還給市圖書館的那兩本書帶走了。

2.先行詞是way,reason,time,place等且它們在定語從句中分別作方式、原因、時間和地點(diǎn)狀語時，其后定語從句的相應(yīng)關(guān)系詞that/inwhich,why/that,when,where等可以省略。

Theway(that/inwhich)youlookattheproblemiswrong.你看待問題的方式是錯誤的。

3.由and,but,or等并列連詞連接兩個或兩個以上的定語從句修飾同一個先行詞時，第一個關(guān)系詞可以省略，但第二、三個一般不可以省略。

Thereason(why/that)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.

他想賣掉房子的原因是他的手術(shù)需要很多錢。

【作業(yè)布置】

填入適當(dāng)?shù)摹敖樵~+關(guān)系代詞”使句意完整。

1.Heistheman_______________youcanrely.

他是你可以信賴的人。

2.Jackintroducedtomehisfriend_______________Iwasnotveryfamiliar.

杰克向我介紹了我不很熟悉的那個朋友。

3.I’llneverforgettheday_______________weworkedtogetherinthecountryside.

4.我不會忘記我們一起在鄉(xiāng)下工作的日子。Thecleverboymadeaholeinthewall,_______________wecouldseewhatwashappeninginsidethehouse.

這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。

Unit1CulturalHeritage

Period1ListeningandSpeaking

2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.

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

【教學(xué)重難點(diǎn)】

1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;

2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.

【教學(xué)過程】

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.

【教學(xué)目標(biāo)】

1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;

2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;

3.Enablestudentstounderstandhowaproblemwassolved;

4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;

【教學(xué)重難點(diǎn)】

1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.

2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle

3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;

【教學(xué)過程】

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

【教學(xué)目的與核心素養(yǎng)】

1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.

2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.

3.Developstudents’writingandcooperatingabilities.

4.Strengthenstudents’greatinterestinwritingdiscourses.

【教學(xué)重難點(diǎn)】

1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport

2.Cultivatestudentstowriteanewsreportproperlyandconcisely.

【教學(xué)過程】

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.