人教版(2019)必修第二册 Unit 1 Cultural Heritage Discovering Useful Structure 教学设计

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名称 人教版(2019)必修第二册 Unit 1 Cultural Heritage Discovering Useful Structure 教学设计
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资源类型 试卷
版本资源 人教版(2019)
科目 英语
更新时间 2024-09-20 19:59:05

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中小学教育资源及组卷应用平台
人教版新教材B2U1 Discovering Useful Structure教学设计
主题语境:人与社会
授课时长:40分钟
板块分析:
本单元复习的语法知识是限制性定语从句的用法。本板块的活动主题为“更细致地描写人或事物”( Describe people or things in greater detail )。
学情分析:
学生在学习必修第一册限制性定语从句的基础上,进一步复习并熟练掌握限制性定语从句的形式、意义和功能,能够在交际中正确运用这类从句进行口头和书面表达,更加具体生动地描述人和事物。
教学理念:
本板块的设计遵循“观察﹣发现﹣归纳﹣练习﹣运用”的思路。活动1首先让学生从阅读文本中找出含有关系代词和关系副词的定语从句,然后与同伴讨论其主要功能,运用表格和思维导图的形式进行归纳和整理。活动2是运用复习的定语从句知识,让学生分析文本中找出来的定语从句中关系代词和关系副词的基本用法;文本中的这些句子在内容上围绕文化遗产保护的主题,让学生进一步复习了单元主题。活动3是开放性任务,要求学生运用“介词+关系代词”的结构,给常见的人和事物下定义。
教学目标:
复习、归纳并正确运用限制性定语从句。
教学重点:
指导学生在交际中正确理解并得体运用限制性定语从句。
教学步骤:
教学步骤 教学活动 设计意图 互动时间&模式
Step 1 Lead-in Revise the reading and thinking, and find out the restrictive relative clauses. 1. There comes a time when the old must give way to the new. 2. Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s cultural heritage. 3. After listening to the scientist who had studied the problem, and citizens who lived near the dam, the government turn to the United Nations for help. 4. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water. 5. Not only had the countries found a path to the future that did not run over the relics of the past, but they ...(Para.5) 6. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing.(Para.6) 通过学生寻找Reading and Thinking文本中的定语从句,一方面帮助学生回顾了单元主题表述,另外也引导学生进行语法结构的寻找和分析。学生利用真实的语境进行语言学习,能更加有效地习得语法的真实具体的用法。 5’ IW CW
Step 2 Grammar analysis 1. Revise the grammar: The restrictive relative clauses Note1:定语从句:当我们把一个句子用来做________去修饰一个_____________时,这个句子就称为定语从句。 Note2:被定语从句限定的词叫做_________,引导定语从句的词叫做___________,分别是_______________和___________。 关系代词的用法 关系副词的用法 2. Analyse some of the restrictive relative clauses found in the text. 3. Make induction of the restrictive relative clauses. 温故知新环节旨在唤醒学生原有的语法知识,调用已有的语法知识进行复习巩固和加深迁移。对于语法的具体讲解旨在为学生在接下去的自主学习句子分析过程中能够更加有自信和知识依据。 通过对文本找出的定语从句进行分析,一方面再次强化了单元主题表达,一方面也检测了语法讲解内容的落实和检测。对于语法的掌握情况能通过学生自主分析句子呈现出来。教师可以通过学生分析的实际情况,进行课堂内容的调整和整合。 语法讲解以及学生自主分析之后,进行汇总性的归纳,帮助学生形成结构性语法知识体系。 10’ CW IW
Step 3 Practice Practice: Rewrite the sentences using relative clauses. 1.Which pronouns can be deleted in your sentences 2.What is the head noun 3.What is the function of the head noun in the main clause 4.What relative pronoun or adverb should be used 5. What is the function of relative pronoun or adverb in the relative clause 1. He showed me a photo in his room. It was a photo of a famous cultural relic in Egypt. 2. The project team helped protect the national parks in the United Republic of Tanzania. It was formed by members from fifteen countries. 3. This temple was first built during the Qin Dynasty. 4. We met a professional archaeologist at the entrance to the Great Pyramid. He explained to us the process of building such a difficult structure. 5. The documents about the cultural relics from overseas are under the desk. I found them yesterday. 6. Scientists worked together day and night to rescue the temple because they wanted to preserve it for the next generation. 通过个人学习和小组合作完成这一部分练习,用以巩固语法知识。 10’ IW
Step 4 Application Application: Play a game of definitions. One asks the questions below and the other answers them with relative clauses. Work out two more questions of your own. A: What is an exit B: An exit is the door where/through which you can leave a building. Situations: A: What is a library (from/in which; where) 2. What’s a good friend (to whom; who) 3. What’s a vacation (during which; when) 4. What’s a football coach (from whom; who) 5. What is cultural heritage (site) Use restrictive clauses to describe it. 本环节旨在将所学语法运用到日常话题中,为学生创设语法使用语境。学生在描述具体人或事物过程中使用定语从句,使得句子更加有可读性也更加具体生动。另外,最后设置的情景是和本单元主题相关的话题,让学生根据阅读文本所学和语法知识将单元主题进行更好的拓展延伸。 15’ CW IW
Step 5 Homework 1. Finish exercise on page 62-63 2. Use restrictive clauses to polish your project writing about intangible cultural heritage (ICH). 巩固消化语法知识。 CW IW
备注:Ss: Students IW: Individual work GW: Group work CW: Class work
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