人教版（2019）必修第二册Unit 1 Cultural Heritage 单元整体教学设计
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课题 Unit 1 Cultural heritage 授课时间
课 时 Period 1 Listening and speaking 课 型 新授课
教学目标与核心素养 1. Students will be able to understand and participate in conversations about youth projects. 2. Students will be able to express their opinions and ideas about youth projects in English. 3. Students will be able to use appropriate language and expressions related to youth projects.
重 难 点 教学重点 1. Vocabulary related to youth projects. 2. Expressions and phrases for participating in discussions and giving feedback.
教学难点 1. Listening skills for understanding different perspectives on youth projects. 2. Speaking skills for expressing personal opinions and ideas.
教法学法 1. Interactive lecture-based teaching. 2. Group discussions and pair work. 3. Listening and speaking exercises. 4. Real-life examples and case studies. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step I. Warm-up 1. Greet students and ask them about any recent youth project they have participated in or heard about. 2. Write their responses on the board or share them with the class, and discuss the common themes and topics related to youth projects. Step II. Lead-in 1. Introduce the topic of today's lesson "Participating in a Youth Project". 2. Explain the importance of youth projects in various fields such as education, community service, and personal development. 3. Ask students to share their thoughts on why they think it is important to participate in a youth project, and write their responses on the board or a shared document. Step III. Vocabulary and Expressions 1. Discuss the vocabulary related to youth projects, such as volunteer work, leadership roles, teamwork, creativity, and innovation. 2. Introduce some key expressions and phrases for participating in discussions and giving feedback, such as "What do you think about...", "I agree/disagree with...", "Can you give me more information about...", etc. 3. Encourage students to practice using these expressions in pairs or small groups during the next exercise. Step IV. Listening Exercise 1. Ask students to listen carefully and take notes on the main points, then complete the activity 2 and activity 3 in the textbook. 2. After the listening exercise, divide students into small groups and ask them to summarize what they heard from the audio clip or video, using the key expressions and phrases discussed earlier. 3. Have each group share their summary with the class, and encourage discussion about the different perspectives and ideas presented in the listening exercise. Step V. Speaking Exercise 1. Divide students into pairs or small groups, and give each group a prompt related to a youth project they are interested in or have participated in before. 2. Ask students to discuss their prompt in English, using the key expressions and phrases discussed earlier, and take notes on any new vocabulary or expressions they learn along the way. 3. After the discussion, ask each group to present their prompt to the class, using a prepared slideshow or other visual aids if necessary. Encourage questions and feedback from the class on their presentations. 4. As a class, discuss the different ideas and perspectives presented by each group, and reflect on the benefits of participating in a youth project for personal growth and development. Step VI. Consolidation 1. Review key vocabulary and expressions related to youth projects that were introduced during the lesson. 2. Ask students to share one sentence or short paragraph about their own experience with a youth project, either from school or outside of it. This can serve as a writing prompt for homework assignment #2 below. Step VII. Homework Assignment 1. Ask students to write a short essay about their own experience with a youth project, including details about what project they participated in, why they chose it, how they contributed, what they learned from the experience, and how it impacted them personally or academically (if applicable). Use the following outline as a guide: Introduction: Introduce the youth project and explain why you chose it (e.g personal interest, community service, leadership opportunities). Body: Discuss your role in the project, any challenges you faced, how you overcame them, and what you learned from the experience (e.g teamwork, communication skills, problem-solving). Also include any specific achievements or accomplishments related to the project (e.g leading a fundraising event, organizing a community clean-up day). Finally, reflect on how this experience has influenced your personal growth or academic goals (e.g increased motivation for community service, developed critical thinking skills). Conclusion: Summarize your overall experience with the youth project and express your appreciation for the opportunity to participate in it (e.g.I am grateful for...).
板书设 计 Unit 1 Cultural heritage "What do you think about...", "I agree/disagree with...", "Can you give me more information about...", etc.
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 2 Reading and thinking 课 型 新授课
教学目标与核心素养 By the end of this period, students will be able to 1. know the process of how Egypt solved the problem. 2. explain the process of solving a problem. 3. know the importance of cultural heritage protection and teamwork spirit.
重 难 点 教学重点 To help students learn to analyze the structure of the article. 2. To analyze the process of solving the problem.
教学难点 1. To help students get familiar with the process of solving a problem. 2. To lead students to express views about the cultural heritage protection.
教法学法 Cooperative Teaching Method, Task-based language teaching 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Warm up 1. Ask students for advice on where to go. 2. Lead students to guess a country from the architecture drawn on the blackboard then show them a tiny pyramid model. 3. Show pictures about Egyptian cultural relics and let students predict the problem that Egyptian cultural relics are facing. Step 2 While-reading Activity 1 Reading for the structure 1. Ask students to have a quick look at the passage and divide it into three parts based on the given words: problem, solution and result. 2. Know what the problem is and guess the meaning of some key words from the context. Activity 2 Reading for the events Lead the students to know the events are organized in time order. 2. Ask students to read paragraph 2-5 and finish a timeline. Activity 3 Reading for the details 1. Ask students to read paragraph 3 more carefully and find out those missing words in the table. 2. Read paragraph 4 and find how the temples were moved. 3. Work in pairs to discuss the following questions. (1) Do you know why many other countries would like to protect the Egyptian cultural heritage (2) What's the Aswan Dam spirit Step 3 Post-reading Activity 1 A quick review 1. Build the pyramid of solving a problem and review what the Egyptian government did. 2. Invite a student to come to the front and put sentences on the blackboard into the correct order. Activity 2 Group work 1. Watch a short video about the problem the Chinese Great Wall is facing. 2. Ask students to discuss how to protect the Great Wall in groups and take notes. 3. Invite group leaders to show their presentations. Step 4 Homework Write a short passage about how to protect the Great Wall and post it online to share it with more people.
板书设 计
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 3&4 Important language points 课 型 新授课
教学目标与核心素养 By the end of this period, students should be able to: 1. master the usage of such important words and expressions. 2. learn how to study by oneself with the help of the dictionary. 3. enjoy the fun of expressing oneself using English and participate in class with passion. 4. Learn the method of constructing knowledge trees through self-study &cooperative exploration.
重 难 点 教学重点 Students will be able to master the usage of such important words and expressions .
教学难点 How to use the words and phrases in real situations. Exercises are expected to assist students to express themselves freely in English.
教法学法 Communicative teaching method Activity-based teaching method Individual learning ; Cooperative learning 课程资源 PPT
教 学 过 程 教学设计 二次备课
Activity 1: Lead-in Teacher guides students to recognize the words and expressions on PPT Activity 2: Presentation and practice creative adj.创造性的；有创意的 creatively adv.创造性地；有创造力地 creativity n.创造性；创造力 Creation n. 创造，作品 Mount 单词变形：mountain n.山；山脉 mountainous adj. 多山的，高大的 Mount up (数量上)增加；上升 Preserve Promote -------promotion n.晋升;促销;促进 Application 单词变形：apply v. applicant n. Apply for 申请 apply oneself to (doing) sth 致力于(做)某事 apply sth to sth 把…应用到… apply to sb for sth. （向…）申请 = make an application to sb. for… a letter of application 申请信 balance balanced adj.平稳的；安定的；和谐的 keep balance 保持平衡 on balance 总的来说 lose balance 失去平衡（强调动作） out of balance 失去平衡（强调状态） balance...and/with... 同等重视/兼顾……和…… balance … against … 权衡/比较…和… lead to 导致（此处to为介词，后面可跟名词或动名词） lead sb to+地方 带领某人去…（地方） lead sb to do sth 导致某人做某事 lead a（happy/good…） life 过……的生活 Proposal， protest Likely It is likely +that 从句 很可能…… be likely to do 很可能做某事 limited adj.有限制的 limit...to... 把…限定在…的范围内 be limited to 被限制在…… There is a/no limit to... 对……是有限的/……是没有限制的 Prevent-----prevention n. 阻止 Prevent sb/sth (from) doing sth. 阻止某人做某事 = stop sb/sth (from) doing sth. = keep sb from doing sth Loss---------lose v.遗失，丢失；输掉 loser n.失败者 lost adj. 迷路的 lose one’s way 迷路 (be) at a loss 不知所措；困惑 be lost in=lose oneself in 专心于…… be buried in=be devoted to 全神贯注于，专注于 Contribution make a contribution/contributions to 对...做出贡献 contribute ...to 把……捐给…… contribute to…… 有助于(to 为介词)；投稿 Donate Disappear---------disappearance n.消失；失踪 appear v. 出现 露面 appearance n. 外貌；外观 Attempt-----attempted 未遂的 Attempt to do sth. 尝试/试图做…… 名词用法：in an attempt to do sth. 试图做某事 At one’s /the first attempt（某人）第一次尝试 Make an attempt to do/at doing sth.尝试做…… Worthwhile It is worthwhile to do/ doing sth.某事是值得的 同义词辨析: worth be worth doing值得做··· be worth it. ```是值得的 worthy be worthy of doing/n. be worthy to be done Professional-----profession n.职业 professor n.教授 Entrance At the entrance to 在……的入口处 Process-----processed adj. 经加工的，加工过的 In the process同时，在……过程中 In the process of 在（做）某事的过程中 process…into…把……加工成…… Forgive· 单词变形-----forgiveness n. forgivable adj. 可宽恕的，可原谅的 Forgive sb for (doing) sth Quality In quality 质量上 be of high/poor quality质量好/差 辨析：quantity 大量，数量 Tradition-----traditional adj.传统的，守旧的，典型的---------traditionally adv By tradition 根据惯例 it is a tradition that… ……是个传统、惯例 Opinion In one’s opinion 在某人看来=in one’s view One’s opinion about/of/on 某人对……的看法 Comparison------- compare v. By/in comparison 相比之下 make a comparison 进行对比 compare A with B 把A和B相比较 compare A to B 把A比作B Contrast In contrast = on the contrary 与之相反 By/in contrast 相比之下 in contrast to/with 和……对比 Identify 单词变形：identity n.身份 identity card身份证 Identification n.鉴别，辨别 Activity 3: Summary Teacher guides students to summary the expressions by asking them to speak out and write some sentences by using them. Homework: Finish the exercise of workbook.
板书设 计 Unit 1 Words and expressions Tradition-----traditional adj.传统的，守旧的，典型的---------traditionally adv Opinion Comparison------- compare Contrast Identify
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 5 Discovering useful structure 课 型 新授课
教学目标与核心素养 At the end of the class, students should be able to 1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses. 2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly. 2. Enable students to use the basic phrases structures flexibly. 3. Strengthen students’ great interest in grammar learning.
重 难 点 教学重点 Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence.
教学难点 Enable students to use the basic phrases structures flexibly.
教法学法 1. Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Discovering the rules Watch PPT and complete the game“Fly across China”. Select the relative clauses in these sentences and translate them into Chinese.. 1.Lijiang is a beautiful shining jewel on the Northwest Yunnan Plateau neighboring the southeast side of the Tibetan Plateau that is considered to be the “Roof of the World”. 丽江是云南高原西北部一颗美丽闪亮的宝石，毗邻被誉为“世界屋脊”的青藏高原东南侧。 2. The earth building is made of a mixture of sand and clay which is calcined by a certain proportion of sand and clay sand. 土楼是由砂和粘土混合而成，经一定比例的砂和粘土砂煅烧而成。 3. The Potala Palace is the most magnificent building in the world, which integrates palaces, castles and monasteries. 布达拉宫是世界上最宏伟的建筑，集宫殿、城堡和寺院于一体。 4. Qufu in Shandong Province is the hometown of Confucius(551一479 BC) who is a great thinker，statesman and educator in China's history，and founder of the Confucian school of philosophy，which is the ideological root of all varieties of Chinese culture. 山东曲阜是中国历史上伟大的思想家、政治家和教育家孔子(公元前551 - 479年)的故乡，孔子也是中国各种文化的思想根源——儒家哲学学派的创始人。 5. The Great Wall is one of the greatest wonder of the world which is about 4000 miles long. 长城是世界上最伟大的奇迹之一，大约有4000英里长。 Step 2 Study the rules Consolidate and review the basic usage of restrictive relative clauses. 一、定语从句关系代词用法： 1.定语从句中关系代词的选用主要由先行词决定。 2.当先行词是表示人的名词或代词时，关系代词一般用who; that; whom; that； 3.当先行词是表示事物的名词或代词时，关系代词一般用which; that; whose; as； 4.当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用that. 5. whose用作关系代词时，它表示“……的……; 事物（包括动物）”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。 二、关系副词的用法： 如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中用作原因状语，则用关系副词why。 三、限制性定语从句几种特殊情况。 1. 定语从句中介词+关系代词用法 当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。关系代词只能用which或whom。先行词指物时，用which; 先行词指人时，用whom。在这个结构中，介词的确定的原则是： 1）依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。 He is the man on whom you can rely. 他是你可以信赖的人。 Jack introduced to me his friend with whom I was not very familiar. 杰克向我介绍了我不很熟悉的那个朋友。 2）依据与先行词搭配的具体意义而定。 I’ll never forget the day on which we worked together in the countryside. 我不会忘记我们一起在乡下工作的日子。 3）根据所表达的意思来确定。 The clever boy made a hole in the wall, through which we could see what was happening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。 4）表示“所有”关系或“整体中的一部分”时，通常用介词of。 Julie was good at German, French and Russian, all of which she spoke fluently. 朱丽亚擅长德语、法语和俄语，这三样她都说得流利。 5）在定语从句中，有一些含介词的动词短语不可拆开使用，如look after, look for等。 The babies whom the nurses are looking after are very healthy. (正确) The babies after whom the nurses are looking are very healthy. (错误) 2. 介词+关系代词常见句型： 1）“代词+ of + which/whom”引导非限制性定语从句。 这个结构中，代词常常为all, each, one, many, much, most, some, none, both等, “代词+ of + which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of+ which /whom”置于代词前。 It is reported that two schools, both of which are being built in my hometown, will open next year. 据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。 2）“数词+of + which /whom”引导定语从句 这种结构常用来引导非限制性定语从句，有时候也可以把“of + which /whom”置于数词前。 3）“the+名词+ of which/whom”引导非限制性定语从句 这个结构中, of which/whom充当定语，修饰前面的名词，整个结构相当于“whose+名词”引导的定语从句。 4）“the+形容词比较级(最高级)+ of + which/whom”引导非限制性定语从句。 There are two buildings, the larger of which stands nearly a hundred feet height. 这儿有两座建筑物，较大的那一座几乎有100英尺高。 四、限制性定语从句中，关系词可以省略的几种情况。 1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。 I have taken with me the two books (that/which) you asked me to return to the City Library. 我把你要我送还给市图书馆的那两本书带走了。 2.先行词是way, reason, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词that/in which, why/that, when, where等可以省略。 The way (that/in which) you look at the problem is wrong. 你看待问题的方式是错误的。 3.由and, but, or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。 The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation. 他想卖掉房子的原因是他的手术需要很多钱。 Step 4 Apply the rules 1. Fill in appropriate prepositional pronouns to complete the sentence. 1) He is the man _______ ________ you can rely. 他是你可以信赖的人。 2) Jack introduced to me his friend _______ ________ I was not very familiar. 杰克向我介绍了我不很熟悉的那个朋友。 3) I’ll never forget the day _______ ________ we worked together in the countryside. 4) 我不会忘记我们一起在乡下工作的日子。The clever boy made a hole in the wall, _______ ________ we could see what was happening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。 2. Work in groups to complete the exercise questions in the textbook. Step 4 Conclusion Define with an attributive clause. 1. What’s a library (from/ in which; where) A library is a place from which/ in which / where you can borrow some books to read. 2. What’s a good friend (to whom; who) A good friend is someone to whom you can turn for help. A good friend is someone who can be turned for help. 3. What’s a vacation (during which; when) A vacation is a time during which / when you don’t work. 4. What’s a football coach (from whom; who) A football coach is a person from whom you can learn to play soccer. A football coach is a person who can teach you to play soccer. Homework Finish the grammar worksheet exercises.
板书设 计 Unit 1 Cultural Heritage Discovering Useful Structure Restrictive relative clauses Define with an attributive clause. 1. What’s a library (from/ in which; where) A library is a place from which/ in which / where you can borrow some books to read. 2. What’s a good friend (to whom; who) A good friend is someone to whom you can turn for help. A good friend is someone who can be turned for help. 3. What’s a vacation (during which; when)
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 6 Listening and talking& Assessing your progress 课 型 新授课
教学目标与核心素养 1. Students will be able to discuss the importance of understanding history and culture in their lives. 2. Students will be able to provide examples of historical events and cultural practices that have shaped their worldview. 3. Students will be able to express their opinions on the role of history and culture in shaping society and individuals.
重 难 点 教学重点 1. The importance of understanding history and culture for personal growth and development. 2. Historical events and cultural practices as sources of inspiration and learning.
教学难点 The impact of history and culture on individual identity and societal values.
教法学法 English learning activity outlook, communicative language teaching, cooperative learning method. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Part 1 Listening and talking Step 1 Introduction Begin the lesson by asking students if they think it is important to understand history and culture. Encourage them to share their thoughts and reasons behind their answers. Introduce the topic by stating that history and culture are closely intertwined and that by understanding one, we can better understand the other. Explain that in this lesson, we will be discussing the significance of history and culture, expressing personal opinions, and analyzing cultural differences and similarities. Step 2 Body Distribute handouts with sample questions related to history and culture, such as "What is your favorite historical event " or "How does your culture influence your daily life " Have students work in pairs or small groups to discuss the questions and come up with their own answers. Encourage them to use evidence from history and culture to support their opinions. After about 10 minutes, have each group share their findings with the class. As they present, facilitate a discussion by asking follow-up questions and encouraging students to listen to different perspectives. Move on to a more open-ended question such as "How do you think cultural differences impact communication between people from different countries " or "What role does history play in shaping our national identity " Allow students to discuss these questions in their groups or as a class. Use multimedia presentations (optional) to further enhance the lesson. For example, show a short video clip related to a historical event or cultural tradition, or display images of different cultural landmarks around the world. Step 3 Conclusion Review the main points discussed during the lesson, including the importance of understanding history and culture, expressing personal opinions, and analyzing cultural differences and similarities. Ask students if they learned anything new about history and culture today, or if they were surprised by any of the discussions they had during the lesson. Encourage students to continue exploring history and culture outside of the classroom by reading books, watching documentaries, or participating in local cultural events. Part 2 Assessing your progress Step 1 语言知识检测 学生完成活动1和活动2，师生核对答案。教师指导学生自我检测本单元词汇及语法知识掌握的情况。学生除了关注这个语篇中三种短语的功能之外，还应当关注这个语篇的意义建构. Step 2 反思与评价 教师可以利用单元内容评价和自我反思部分的问题，让学生发表意见，重要的是看意见的支撑性内容，以便评估学生的语言运用能力、信息加工能力和批判性思维能力的发展情况。教师要充分利用学生学习情况的反馈，及时掌握学情，改进教学。 Step 3 Homework Finish the workbook
板书设 计 Part 1 Listening and talking Part 2 Assessing your progress
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 7 Reading for writing 课 型 新授课
教学目标与核心素养 At the end of the class students should be able to 1. Get students to have a good understanding of some features about a news report by reading the text. 2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period. 3. Develop students’ writing and cooperating abilities. 4. Strengthen students’ great interest in writing discourses.
重 难 点 教学重点 Stimulate students to have a good understanding of how to a summary about a news report
教学难点 Cultivate students to write a news report properly and concisely.
教法学法 1.Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Lead in 1. Pictures: some cultural heritages in France, Egypt and China 2. A map about the Silk Road: Dunhuang is a meeting point for different cultures. 3. Picture and video: a brief introduction about the Mogao Caves and their murals. Step 2 Pre-writing 1. Read the news report for the structure. Q1. What are the researchers and scientists trying to do (The researchers and scientists are trying to increase knowledge and appreciation of China’s ancient cultural heritage.) Q2. What information is included in the lead sentence (when , where, who, what, why and how) 新闻报道包括：标题、新闻导主体和结语四部分。 2. Read the news report again for The language futures . A. Lead sentence(导语) Lanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage. 这个导语依次包含where, when, who和what信息, 概括出这篇报道的核心内容。 B. Direct quote(直接引用语) “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.” 本篇报道引用的话很精炼，使主题得以深化，即保护和欣赏文化遗产的重要性, 增加了文章内容的真实性和权威性。 C. Paraphrase (解释) They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994. 新闻报道中经常会用到一些比较专业的词汇，需要作者简要的解释. D. Background information(背景信息) The Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries. 新报报道中往往会有背景知识介绍。，以便帮助读者更好的理解事件。 E. Reporting verbs （引述动词） 引述动词是表示直接引用或转述引用的动词，常见的引述动词有say，tell, ask, explain, suggest等。 F. Words to show comparison and/or contrast（表示比较或对比的词） Today, the caves are just as interactional as they were at the time when people travelled the Silk Road. 3. Underline the relative clauses that the writer uses to identify the following. A. things They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. B. people As one researcher who is working on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ” C. time Today, the caves are just as interactional as they were at the time when people travelled the Silk Road. Step 3 While-reading 假设你是李华，英语报的记者。请根据一下要点写一篇新闻报道，介绍一下为保护敦煌做出巨大贡献的考古学家樊锦诗的事迹。 1. 樊锦诗1938年出生于北京，是一名考古学家, 于1963年毕业于北京大学考古学专业。 2. 自毕业后已在敦煌研究所工作50余年，被誉为“敦煌的女儿”，致力于石窟的研究和保护，创造了数字敦煌，收集和录制莫高窟的文化遗迹，对文物保护做出了巨大贡献，被评为“100位新中国成立以来感动中国人物”。 要求： 80词左右，可适当增加细节使行文连贯。 参考词汇： 100位新中国成立以来感动中国人物（one hundred people moving China since the founding of The People’s Republic of Chian）; 敦煌研究所（Dunhuang Cultural Research Institute）; 考古学家（archaeologist）考古学（archaeology） Step 4 Post-writing Exchange drafts and use the checklist to give feedback on each other’s draft. Homework Revise the draft and put up students’ news report in the classroom.
板书设 计 Unit 1 CULTURAL HERITAGE Reading for Writing Headline: Write a title to get the readers' attention. The Lead: Tell the readers who, what, where,and why Body: 1) Explain what fan Jinshi does. 2) Explain why Fan Jinshi does this. 3) Use relative clauses. 4) Use quote. Ending: End with a short summary to help the readers remember the main idea.
课后反 思 教学反思 本节课优点：教学内容完成，实现了既定的教学目标，学生在思考和输出的环节有参与互动和分享。 本节课缺点：已经出现两极分化的苗头, 少数学生对英语学作的兴趣不高，参与度较低。 本节课需要完善的地方：给薄弱生以鼓励。要有不一样的目标, 因材施教，适时调整教学目标。
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 8 Exercise(workbook) 课 型 新授课
教学目标与核心素养 By the end of this period, the students will have been able to: 1) Review and practise using words and phrases learned in this unit. (Language competence+ Learning ability) 2) Reflect on and summarize what have been learnt in this unit. (Learning ability + Thinking quality)
重 难 点 教学重点 1) Reviewing and practising the usage of some words and phrases learned in this unit. 2) Knowing about the education in poor countries. 3) Reflecting on and summarizing what have been learnt in this unit.
教学难点 Reflecting on and summarizing what have been learnt in this unit.
教法学法 Question-based method, Group discussion method 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Review 1. Check the homework. 2. Review the new language items learned in the previous period. Step 2 Practice 根据句义，用所给单词的适当形式补全句子 Unfortunately, for most young people, it is not a ___________(please) experience on their first day on campus. Having been invited to give a lecture, I'll start making __________(prepare) tomorrow. If you are interested in leisure, fun and culture, there's nothing __________(good) than exploring a museum. __________(live) during the Song Dynasty (860-1279), Su Dongpo is one of the most famous poets and calligraphers in Chinese history. One summer day, I ___________(paint) a brick fence in my garden when a bee came buzzing around. 2020 marks the 600th anniversary of the completion of construction of the Palace Museum or the Forbidden City, used as China's imperial palace for both the Ming (1368-1644) and Qing (1644-1911)__________(dynasty) from 1420 to 1911. Make sure you book your ticket in advance on the museum's _________(office) website. Thanks to the ancient Silk Road, the country's precious porcelain __________(sell) to countries around the world. If you're __________(curiosity) about the history of Chinese contemporary art, you shouldn't miss The Revival of Tradition, an ongoing show at Beijing's Song Art Museum. If I __________(delay) by something and I hadn't collected him from the yard just after 9am, he would work out the route to my workplace all by himself. 单句语法填空，根据句义及语法结构，填入适当的单词 Christopher Columbus was the great explorer _________ discovered the American Continent. A mind map is a graphical way to represent ideas and concepts, __________ is often used in current teaching process. Some of the objects on show were excavated from the wrecks of sunken cargo ships _________ had been under the sea for a long time, such as Nanhai No 1, a Chinese merchant carrier dating back more than 800 years. The exhibit represents 33 artists from 11 countries and shows 32 digital artworks, among _________10 are making their world debuts(首次亮相). We teach the students about their brains and how they work, so they can understand __________ their brains are doing. However bad a situation may be, you must never give__________ hope. If you give _______ to bullies, they will never leave you alone. I think __________ appeals to me about his painting is his use of color. He had a genius __________ making people feel at home. 30. The man lost in the desert was desperate __________ water. Homework： 1. Complete the unit summary, assessment and reflection form. 2. Revise this unit and preview the next unit.
板书设 计
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 The Ninth＆Tenth Period 课 型 Revision class
教学目标与核心素养 1.To check what students have learned in this unit. 2.To let the students know what is missing in this unit by testing it.
重 难 点 教学重点 1.The words and expressions in this unit. 2.Some sentence patterns and structures.
教学难点 How to put the reading skills into their practice.
教法学法 Presentation-Practice-Production Teaching Method Task-based Teaching Method 课程资源
教 学 过 程 教学设计 二次备课
Practicing and Explanation
板书设 计
课后反 思
Unit 1 Cultural heritage 单元检测卷
一．根据句义，用所给单词的适当形式补全句子
The show aims _________(provide) another approach, a tradition-centered approach to understanding the history of contemporary Chinese art
People who gobble down their food and eat until they feel full are three times more likely to get fat _________(compare） with people who eat slowly and modestly.
Mid-Autumn Festival, one of the most important __________(tradition) Chinese festivals, falls on the 15th day of the eighth lunar month, Oct 1 this year.
__________(write) in a hurry, this article was not so good.
With the matter _________(settle), we all went home.
Scholars from Chinese and British cultural heritage __________(department) and universities have held an online talk on the protection, research and use of the Great Wall of China and Hadrian's Wall of Britain.
Water __________(conduct) heat faster than air.
Fifteen projects on protection and __________ (promote) of intangible cultural heritage in poverty-hit regions were honored on Sunday.
The paintings were in an excellent state of preservation.
We found ourselves __________(shock) by the large number of visitors.
二．单句语法填空，根据句义及语法结构，填入适当的单词
1. He owes his success__________ hard work.
2. There is a growing trend __________ later retirement.
3. Yesang village is regarded as the birthplace of Tibetan woodblock art, a tradition________ has been passed down for more than 340 years.
4.It is not clear ________ the president can do to end the strike.
5. _________ there is no rain, farming is difficult or impossible.
6. The teacher raised his voice on purpose_________ the students in the back could hear more clearly.
7. The old man always enjoys swimming even ________ the weather is rough.
8. ________ he can come to the party on time depends on the traffic.
9. It has been found by some scientists that children________ feel rejected by their parents tend to hold negative worldviews.
10. This small village of about 400 people _________ had long suffered from poverty is now a popular travel destination for city dwellers.
三．阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。
A
If you'd like to go sightseeing，the following World Heritage Sites may be your best choices．
Jiuzhaigou Valley Scenic and Historic Interest Area
The Jiuzhaigou Valley，which lies in the northern part of Sichuan Province，reaches a height of more than 4，800 meters，with a series of different forest ecosystem (生态系统)．There you can enjoy watching excellent waterfalls．Some 140 kinds of birds also live in the valley，as well as a number of endangered plants and animals，including the giant panda．For more information，please visit http：//whc．unesco．org/en/list/637．
Khami Ruins National Monument
The city of Khami，which developed after the capital of Great Zimbabwe had been given up in the mid 16th century，is of great archaeological (考古的) interest．The discovery of objects from Europe and China shows that Khami was a major center for trade over a long period of time．For more information，please visit http：//whc．unesco．org/en/list/365．
Henderson Island
Henderson Island，which lies in the eastern South Pacific，is one of the few atolls (环礁) in the world whose ecology (生态) has not been touched by human beings．It is especially famous for the ten plants and four land birds that can only be seen on the island．For more information，please visit http：//whc．unesco．org/en/list/487．
The Old City of Jerusalem
As a holy city for three different religions in the Middle East，Jerusalem has always been of great religious importance．It was given a World Heritage Status in 1981 and placed on the “List of World Heritage in Danger” the following year．For more information，please visit http：//whc．unesco．org/en/list/148．
1．What can we know about The Jiuzhaigou Valley
A．It sits at the foot of a 4，800 meter high mountain．
B．It has different forest ecosystem．
C．Most of China's endangered plants can be found here．
D．In all about 140 kinds of birds and animals live there．
2．The discovery of some of the objects in Khami shows that the city ．
A．had a very short history
B．was ruined in the mid 16th century
C．was once Great Zimbabwe's largest city
D．once played a great role as a trade center
3．From the passage we can learn that Henderson Island ．
A．hasn't been greatly influenced by human activities
B．isn't suitable for humans to live on
C．has been open to visitors for years
D．is made up of a few large atolls
四．完形填空（每题1.5分，共计30分）
My daughter and I were swimming in our pool one summer day．This day was like any of the other days，so I had no way of knowing that this one would go down in our family history as a 1 we cherish(珍惜) and still 2 from time to time．
The sun was setting and the 3 was quickly approaching．My daughter 4 it first—a spider was spinning her web at the bottom of the freshly painted blue fence，which 5 our pool．It surprised me that she saw this，and it surprised me even more that she wasn't 6 of the spider．
Instead，she 7 watched as the spider busied herself in the cycle of life．As we both watched this wonder of nature，a very simple thought 8 me．I had lost track of 9 ．I honestly didn't know how long we had been just staying there and 10 that spider making her web．But，regardless of whatever amount of time had passed，the truth was that we were 11 having fun．
What we had done was to spend time together and 12 the simple things in life．We talked about how precious our 13 time is on this planet and how we should 14 to enjoy the simple things in life，like the flight of a bird．The simple things are the 15 things in life，even when they include spiders and webs．
11．A．memory B．freedom C．response D．conflict
12．A．hear of B．talk about C．argue about D．complain of
13．A．morning B．noon C．night D．afternoon
14．A．remembered B．imagined C．watched D．noticed
15．A．constructed B．decorated C．surrounded D．reached
16．A．tired B．afraid C．content D．fond
17．A．confidently B．anxiously C．typically D．delightfully
18．A．knocked B．moved C．hit D．hurt
19．A．event B．data C．spider D．time
20．A．staring at B．picking up C．pointing at D．looking up
21．A．normally B．simply C．slightly D．independently
22．A．do B．appreciate C．handle D．discuss
23．A．limited B．former C．extra D．distant
24．A．forget B．want C．stop D．choose
25．A．unusual B．rare C．easiest D．best
课 时 Period 1 Listening and speaking 课 型 新授课
教学目标与核心素养 1. Students will be able to understand and participate in conversations about youth projects. 2. Students will be able to express their opinions and ideas about youth projects in English. 3. Students will be able to use appropriate language and expressions related to youth projects.
重 难 点 教学重点 1. Vocabulary related to youth projects. 2. Expressions and phrases for participating in discussions and giving feedback.
教学难点 1. Listening skills for understanding different perspectives on youth projects. 2. Speaking skills for expressing personal opinions and ideas.
教法学法 1. Interactive lecture-based teaching. 2. Group discussions and pair work. 3. Listening and speaking exercises. 4. Real-life examples and case studies. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step I. Warm-up 1. Greet students and ask them about any recent youth project they have participated in or heard about. 2. Write their responses on the board or share them with the class, and discuss the common themes and topics related to youth projects. Step II. Lead-in 1. Introduce the topic of today's lesson "Participating in a Youth Project". 2. Explain the importance of youth projects in various fields such as education, community service, and personal development. 3. Ask students to share their thoughts on why they think it is important to participate in a youth project, and write their responses on the board or a shared document. Step III. Vocabulary and Expressions 1. Discuss the vocabulary related to youth projects, such as volunteer work, leadership roles, teamwork, creativity, and innovation. 2. Introduce some key expressions and phrases for participating in discussions and giving feedback, such as "What do you think about...", "I agree/disagree with...", "Can you give me more information about...", etc. 3. Encourage students to practice using these expressions in pairs or small groups during the next exercise. Step IV. Listening Exercise 1. Ask students to listen carefully and take notes on the main points, then complete the activity 2 and activity 3 in the textbook. 2. After the listening exercise, divide students into small groups and ask them to summarize what they heard from the audio clip or video, using the key expressions and phrases discussed earlier. 3. Have each group share their summary with the class, and encourage discussion about the different perspectives and ideas presented in the listening exercise. Step V. Speaking Exercise 1. Divide students into pairs or small groups, and give each group a prompt related to a youth project they are interested in or have participated in before. 2. Ask students to discuss their prompt in English, using the key expressions and phrases discussed earlier, and take notes on any new vocabulary or expressions they learn along the way. 3. After the discussion, ask each group to present their prompt to the class, using a prepared slideshow or other visual aids if necessary. Encourage questions and feedback from the class on their presentations. 4. As a class, discuss the different ideas and perspectives presented by each group, and reflect on the benefits of participating in a youth project for personal growth and development. Step VI. Consolidation 1. Review key vocabulary and expressions related to youth projects that were introduced during the lesson. 2. Ask students to share one sentence or short paragraph about their own experience with a youth project, either from school or outside of it. This can serve as a writing prompt for homework assignment #2 below. Step VII. Homework Assignment 1. Ask students to write a short essay about their own experience with a youth project, including details about what project they participated in, why they chose it, how they contributed, what they learned from the experience, and how it impacted them personally or academically (if applicable). Use the following outline as a guide: Introduction: Introduce the youth project and explain why you chose it (e.g personal interest, community service, leadership opportunities). Body: Discuss your role in the project, any challenges you faced, how you overcame them, and what you learned from the experience (e.g teamwork, communication skills, problem-solving). Also include any specific achievements or accomplishments related to the project (e.g leading a fundraising event, organizing a community clean-up day). Finally, reflect on how this experience has influenced your personal growth or academic goals (e.g increased motivation for community service, developed critical thinking skills). Conclusion: Summarize your overall experience with the youth project and express your appreciation for the opportunity to participate in it (e.g.I am grateful for...).
板书设 计 Unit 1 Cultural heritage "What do you think about...", "I agree/disagree with...", "Can you give me more information about...", etc.
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 2 Reading and thinking 课 型 新授课
教学目标与核心素养 By the end of this period, students will be able to 1. know the process of how Egypt solved the problem. 2. explain the process of solving a problem. 3. know the importance of cultural heritage protection and teamwork spirit.
重 难 点 教学重点 To help students learn to analyze the structure of the article. 2. To analyze the process of solving the problem.
教学难点 1. To help students get familiar with the process of solving a problem. 2. To lead students to express views about the cultural heritage protection.
教法学法 Cooperative Teaching Method, Task-based language teaching 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Warm up 1. Ask students for advice on where to go. 2. Lead students to guess a country from the architecture drawn on the blackboard then show them a tiny pyramid model. 3. Show pictures about Egyptian cultural relics and let students predict the problem that Egyptian cultural relics are facing. Step 2 While-reading Activity 1 Reading for the structure 1. Ask students to have a quick look at the passage and divide it into three parts based on the given words: problem, solution and result. 2. Know what the problem is and guess the meaning of some key words from the context. Activity 2 Reading for the events Lead the students to know the events are organized in time order. 2. Ask students to read paragraph 2-5 and finish a timeline. Activity 3 Reading for the details 1. Ask students to read paragraph 3 more carefully and find out those missing words in the table. 2. Read paragraph 4 and find how the temples were moved. 3. Work in pairs to discuss the following questions. (1) Do you know why many other countries would like to protect the Egyptian cultural heritage (2) What's the Aswan Dam spirit Step 3 Post-reading Activity 1 A quick review 1. Build the pyramid of solving a problem and review what the Egyptian government did. 2. Invite a student to come to the front and put sentences on the blackboard into the correct order. Activity 2 Group work 1. Watch a short video about the problem the Chinese Great Wall is facing. 2. Ask students to discuss how to protect the Great Wall in groups and take notes. 3. Invite group leaders to show their presentations. Step 4 Homework Write a short passage about how to protect the Great Wall and post it online to share it with more people.
板书设 计
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 3&4 Important language points 课 型 新授课
教学目标与核心素养 By the end of this period, students should be able to: 1. master the usage of such important words and expressions. 2. learn how to study by oneself with the help of the dictionary. 3. enjoy the fun of expressing oneself using English and participate in class with passion. 4. Learn the method of constructing knowledge trees through self-study &cooperative exploration.
重 难 点 教学重点 Students will be able to master the usage of such important words and expressions .
教学难点 How to use the words and phrases in real situations. Exercises are expected to assist students to express themselves freely in English.
教法学法 Communicative teaching method Activity-based teaching method Individual learning ; Cooperative learning 课程资源 PPT
教 学 过 程 教学设计 二次备课
Activity 1: Lead-in Teacher guides students to recognize the words and expressions on PPT Activity 2: Presentation and practice creative adj.创造性的；有创意的 creatively adv.创造性地；有创造力地 creativity n.创造性；创造力 Creation n. 创造，作品 Mount 单词变形：mountain n.山；山脉 mountainous adj. 多山的，高大的 Mount up (数量上)增加；上升 Preserve Promote -------promotion n.晋升;促销;促进 Application 单词变形：apply v. applicant n. Apply for 申请 apply oneself to (doing) sth 致力于(做)某事 apply sth to sth 把…应用到… apply to sb for sth. （向…）申请 = make an application to sb. for… a letter of application 申请信 balance balanced adj.平稳的；安定的；和谐的 keep balance 保持平衡 on balance 总的来说 lose balance 失去平衡（强调动作） out of balance 失去平衡（强调状态） balance...and/with... 同等重视/兼顾……和…… balance … against … 权衡/比较…和… lead to 导致（此处to为介词，后面可跟名词或动名词） lead sb to+地方 带领某人去…（地方） lead sb to do sth 导致某人做某事 lead a（happy/good…） life 过……的生活 Proposal， protest Likely It is likely +that 从句 很可能…… be likely to do 很可能做某事 limited adj.有限制的 limit...to... 把…限定在…的范围内 be limited to 被限制在…… There is a/no limit to... 对……是有限的/……是没有限制的 Prevent-----prevention n. 阻止 Prevent sb/sth (from) doing sth. 阻止某人做某事 = stop sb/sth (from) doing sth. = keep sb from doing sth Loss---------lose v.遗失，丢失；输掉 loser n.失败者 lost adj. 迷路的 lose one’s way 迷路 (be) at a loss 不知所措；困惑 be lost in=lose oneself in 专心于…… be buried in=be devoted to 全神贯注于，专注于 Contribution make a contribution/contributions to 对...做出贡献 contribute ...to 把……捐给…… contribute to…… 有助于(to 为介词)；投稿 Donate Disappear---------disappearance n.消失；失踪 appear v. 出现 露面 appearance n. 外貌；外观 Attempt-----attempted 未遂的 Attempt to do sth. 尝试/试图做…… 名词用法：in an attempt to do sth. 试图做某事 At one’s /the first attempt（某人）第一次尝试 Make an attempt to do/at doing sth.尝试做…… Worthwhile It is worthwhile to do/ doing sth.某事是值得的 同义词辨析: worth be worth doing值得做··· be worth it. ```是值得的 worthy be worthy of doing/n. be worthy to be done Professional-----profession n.职业 professor n.教授 Entrance At the entrance to 在……的入口处 Process-----processed adj. 经加工的，加工过的 In the process同时，在……过程中 In the process of 在（做）某事的过程中 process…into…把……加工成…… Forgive· 单词变形-----forgiveness n. forgivable adj. 可宽恕的，可原谅的 Forgive sb for (doing) sth Quality In quality 质量上 be of high/poor quality质量好/差 辨析：quantity 大量，数量 Tradition-----traditional adj.传统的，守旧的，典型的---------traditionally adv By tradition 根据惯例 it is a tradition that… ……是个传统、惯例 Opinion In one’s opinion 在某人看来=in one’s view One’s opinion about/of/on 某人对……的看法 Comparison------- compare v. By/in comparison 相比之下 make a comparison 进行对比 compare A with B 把A和B相比较 compare A to B 把A比作B Contrast In contrast = on the contrary 与之相反 By/in contrast 相比之下 in contrast to/with 和……对比 Identify 单词变形：identity n.身份 identity card身份证 Identification n.鉴别，辨别 Activity 3: Summary Teacher guides students to summary the expressions by asking them to speak out and write some sentences by using them. Homework: Finish the exercise of workbook.
板书设 计 Unit 1 Words and expressions Tradition-----traditional adj.传统的，守旧的，典型的---------traditionally adv Opinion Comparison------- compare Contrast Identify
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 5 Discovering useful structure 课 型 新授课
教学目标与核心素养 At the end of the class, students should be able to 1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses. 2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly. 2. Enable students to use the basic phrases structures flexibly. 3. Strengthen students’ great interest in grammar learning.
重 难 点 教学重点 Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence.
教学难点 Enable students to use the basic phrases structures flexibly.
教法学法 1. Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Discovering the rules Watch PPT and complete the game“Fly across China”. Select the relative clauses in these sentences and translate them into Chinese.. 1.Lijiang is a beautiful shining jewel on the Northwest Yunnan Plateau neighboring the southeast side of the Tibetan Plateau that is considered to be the “Roof of the World”. 丽江是云南高原西北部一颗美丽闪亮的宝石，毗邻被誉为“世界屋脊”的青藏高原东南侧。 2. The earth building is made of a mixture of sand and clay which is calcined by a certain proportion of sand and clay sand. 土楼是由砂和粘土混合而成，经一定比例的砂和粘土砂煅烧而成。 3. The Potala Palace is the most magnificent building in the world, which integrates palaces, castles and monasteries. 布达拉宫是世界上最宏伟的建筑，集宫殿、城堡和寺院于一体。 4. Qufu in Shandong Province is the hometown of Confucius(551一479 BC) who is a great thinker，statesman and educator in China's history，and founder of the Confucian school of philosophy，which is the ideological root of all varieties of Chinese culture. 山东曲阜是中国历史上伟大的思想家、政治家和教育家孔子(公元前551 - 479年)的故乡，孔子也是中国各种文化的思想根源——儒家哲学学派的创始人。 5. The Great Wall is one of the greatest wonder of the world which is about 4000 miles long. 长城是世界上最伟大的奇迹之一，大约有4000英里长。 Step 2 Study the rules Consolidate and review the basic usage of restrictive relative clauses. 一、定语从句关系代词用法： 1.定语从句中关系代词的选用主要由先行词决定。 2.当先行词是表示人的名词或代词时，关系代词一般用who; that; whom; that； 3.当先行词是表示事物的名词或代词时，关系代词一般用which; that; whose; as； 4.当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用that. 5. whose用作关系代词时，它表示“……的……; 事物（包括动物）”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。 二、关系副词的用法： 如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中用作原因状语，则用关系副词why。 三、限制性定语从句几种特殊情况。 1. 定语从句中介词+关系代词用法 当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。关系代词只能用which或whom。先行词指物时，用which; 先行词指人时，用whom。在这个结构中，介词的确定的原则是： 1）依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。 He is the man on whom you can rely. 他是你可以信赖的人。 Jack introduced to me his friend with whom I was not very familiar. 杰克向我介绍了我不很熟悉的那个朋友。 2）依据与先行词搭配的具体意义而定。 I’ll never forget the day on which we worked together in the countryside. 我不会忘记我们一起在乡下工作的日子。 3）根据所表达的意思来确定。 The clever boy made a hole in the wall, through which we could see what was happening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。 4）表示“所有”关系或“整体中的一部分”时，通常用介词of。 Julie was good at German, French and Russian, all of which she spoke fluently. 朱丽亚擅长德语、法语和俄语，这三样她都说得流利。 5）在定语从句中，有一些含介词的动词短语不可拆开使用，如look after, look for等。 The babies whom the nurses are looking after are very healthy. (正确) The babies after whom the nurses are looking are very healthy. (错误) 2. 介词+关系代词常见句型： 1）“代词+ of + which/whom”引导非限制性定语从句。 这个结构中，代词常常为all, each, one, many, much, most, some, none, both等, “代词+ of + which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of+ which /whom”置于代词前。 It is reported that two schools, both of which are being built in my hometown, will open next year. 据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。 2）“数词+of + which /whom”引导定语从句 这种结构常用来引导非限制性定语从句，有时候也可以把“of + which /whom”置于数词前。 3）“the+名词+ of which/whom”引导非限制性定语从句 这个结构中, of which/whom充当定语，修饰前面的名词，整个结构相当于“whose+名词”引导的定语从句。 4）“the+形容词比较级(最高级)+ of + which/whom”引导非限制性定语从句。 There are two buildings, the larger of which stands nearly a hundred feet height. 这儿有两座建筑物，较大的那一座几乎有100英尺高。 四、限制性定语从句中，关系词可以省略的几种情况。 1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。 I have taken with me the two books (that/which) you asked me to return to the City Library. 我把你要我送还给市图书馆的那两本书带走了。 2.先行词是way, reason, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词that/in which, why/that, when, where等可以省略。 The way (that/in which) you look at the problem is wrong. 你看待问题的方式是错误的。 3.由and, but, or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。 The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation. 他想卖掉房子的原因是他的手术需要很多钱。 Step 4 Apply the rules 1. Fill in appropriate prepositional pronouns to complete the sentence. 1) He is the man _______ ________ you can rely. 他是你可以信赖的人。 2) Jack introduced to me his friend _______ ________ I was not very familiar. 杰克向我介绍了我不很熟悉的那个朋友。 3) I’ll never forget the day _______ ________ we worked together in the countryside. 4) 我不会忘记我们一起在乡下工作的日子。The clever boy made a hole in the wall, _______ ________ we could see what was happening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。 2. Work in groups to complete the exercise questions in the textbook. Step 4 Conclusion Define with an attributive clause. 1. What’s a library (from/ in which; where) A library is a place from which/ in which / where you can borrow some books to read. 2. What’s a good friend (to whom; who) A good friend is someone to whom you can turn for help. A good friend is someone who can be turned for help. 3. What’s a vacation (during which; when) A vacation is a time during which / when you don’t work. 4. What’s a football coach (from whom; who) A football coach is a person from whom you can learn to play soccer. A football coach is a person who can teach you to play soccer. Homework Finish the grammar worksheet exercises.
板书设 计 Unit 1 Cultural Heritage Discovering Useful Structure Restrictive relative clauses Define with an attributive clause. 1. What’s a library (from/ in which; where) A library is a place from which/ in which / where you can borrow some books to read. 2. What’s a good friend (to whom; who) A good friend is someone to whom you can turn for help. A good friend is someone who can be turned for help. 3. What’s a vacation (during which; when)
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 6 Listening and talking& Assessing your progress 课 型 新授课
教学目标与核心素养 1. Students will be able to discuss the importance of understanding history and culture in their lives. 2. Students will be able to provide examples of historical events and cultural practices that have shaped their worldview. 3. Students will be able to express their opinions on the role of history and culture in shaping society and individuals.
重 难 点 教学重点 1. The importance of understanding history and culture for personal growth and development. 2. Historical events and cultural practices as sources of inspiration and learning.
教学难点 The impact of history and culture on individual identity and societal values.
教法学法 English learning activity outlook, communicative language teaching, cooperative learning method. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Part 1 Listening and talking Step 1 Introduction Begin the lesson by asking students if they think it is important to understand history and culture. Encourage them to share their thoughts and reasons behind their answers. Introduce the topic by stating that history and culture are closely intertwined and that by understanding one, we can better understand the other. Explain that in this lesson, we will be discussing the significance of history and culture, expressing personal opinions, and analyzing cultural differences and similarities. Step 2 Body Distribute handouts with sample questions related to history and culture, such as "What is your favorite historical event " or "How does your culture influence your daily life " Have students work in pairs or small groups to discuss the questions and come up with their own answers. Encourage them to use evidence from history and culture to support their opinions. After about 10 minutes, have each group share their findings with the class. As they present, facilitate a discussion by asking follow-up questions and encouraging students to listen to different perspectives. Move on to a more open-ended question such as "How do you think cultural differences impact communication between people from different countries " or "What role does history play in shaping our national identity " Allow students to discuss these questions in their groups or as a class. Use multimedia presentations (optional) to further enhance the lesson. For example, show a short video clip related to a historical event or cultural tradition, or display images of different cultural landmarks around the world. Step 3 Conclusion Review the main points discussed during the lesson, including the importance of understanding history and culture, expressing personal opinions, and analyzing cultural differences and similarities. Ask students if they learned anything new about history and culture today, or if they were surprised by any of the discussions they had during the lesson. Encourage students to continue exploring history and culture outside of the classroom by reading books, watching documentaries, or participating in local cultural events. Part 2 Assessing your progress Step 1 语言知识检测 学生完成活动1和活动2，师生核对答案。教师指导学生自我检测本单元词汇及语法知识掌握的情况。学生除了关注这个语篇中三种短语的功能之外，还应当关注这个语篇的意义建构. Step 2 反思与评价 教师可以利用单元内容评价和自我反思部分的问题，让学生发表意见，重要的是看意见的支撑性内容，以便评估学生的语言运用能力、信息加工能力和批判性思维能力的发展情况。教师要充分利用学生学习情况的反馈，及时掌握学情，改进教学。 Step 3 Homework Finish the workbook
板书设 计 Part 1 Listening and talking Part 2 Assessing your progress
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 7 Reading for writing 课 型 新授课
教学目标与核心素养 At the end of the class students should be able to 1. Get students to have a good understanding of some features about a news report by reading the text. 2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period. 3. Develop students’ writing and cooperating abilities. 4. Strengthen students’ great interest in writing discourses.
重 难 点 教学重点 Stimulate students to have a good understanding of how to a summary about a news report
教学难点 Cultivate students to write a news report properly and concisely.
教法学法 1.Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Lead in 1. Pictures: some cultural heritages in France, Egypt and China 2. A map about the Silk Road: Dunhuang is a meeting point for different cultures. 3. Picture and video: a brief introduction about the Mogao Caves and their murals. Step 2 Pre-writing 1. Read the news report for the structure. Q1. What are the researchers and scientists trying to do (The researchers and scientists are trying to increase knowledge and appreciation of China’s ancient cultural heritage.) Q2. What information is included in the lead sentence (when , where, who, what, why and how) 新闻报道包括：标题、新闻导主体和结语四部分。 2. Read the news report again for The language futures . A. Lead sentence(导语) Lanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage. 这个导语依次包含where, when, who和what信息, 概括出这篇报道的核心内容。 B. Direct quote(直接引用语) “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.” 本篇报道引用的话很精炼，使主题得以深化，即保护和欣赏文化遗产的重要性, 增加了文章内容的真实性和权威性。 C. Paraphrase (解释) They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994. 新闻报道中经常会用到一些比较专业的词汇，需要作者简要的解释. D. Background information(背景信息) The Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries. 新报报道中往往会有背景知识介绍。，以便帮助读者更好的理解事件。 E. Reporting verbs （引述动词） 引述动词是表示直接引用或转述引用的动词，常见的引述动词有say，tell, ask, explain, suggest等。 F. Words to show comparison and/or contrast（表示比较或对比的词） Today, the caves are just as interactional as they were at the time when people travelled the Silk Road. 3. Underline the relative clauses that the writer uses to identify the following. A. things They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. B. people As one researcher who is working on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ” C. time Today, the caves are just as interactional as they were at the time when people travelled the Silk Road. Step 3 While-reading 假设你是李华，英语报的记者。请根据一下要点写一篇新闻报道，介绍一下为保护敦煌做出巨大贡献的考古学家樊锦诗的事迹。 1. 樊锦诗1938年出生于北京，是一名考古学家, 于1963年毕业于北京大学考古学专业。 2. 自毕业后已在敦煌研究所工作50余年，被誉为“敦煌的女儿”，致力于石窟的研究和保护，创造了数字敦煌，收集和录制莫高窟的文化遗迹，对文物保护做出了巨大贡献，被评为“100位新中国成立以来感动中国人物”。 要求： 80词左右，可适当增加细节使行文连贯。 参考词汇： 100位新中国成立以来感动中国人物（one hundred people moving China since the founding of The People’s Republic of Chian）; 敦煌研究所（Dunhuang Cultural Research Institute）; 考古学家（archaeologist）考古学（archaeology） Step 4 Post-writing Exchange drafts and use the checklist to give feedback on each other’s draft. Homework Revise the draft and put up students’ news report in the classroom.
板书设 计 Unit 1 CULTURAL HERITAGE Reading for Writing Headline: Write a title to get the readers' attention. The Lead: Tell the readers who, what, where,and why Body: 1) Explain what fan Jinshi does. 2) Explain why Fan Jinshi does this. 3) Use relative clauses. 4) Use quote. Ending: End with a short summary to help the readers remember the main idea.
课后反 思 教学反思 本节课优点：教学内容完成，实现了既定的教学目标，学生在思考和输出的环节有参与互动和分享。 本节课缺点：已经出现两极分化的苗头, 少数学生对英语学作的兴趣不高，参与度较低。 本节课需要完善的地方：给薄弱生以鼓励。要有不一样的目标, 因材施教，适时调整教学目标。
课题 Unit 1 Cultural heritage 授课时间
课 时 Period 8 Exercise(workbook) 课 型 新授课
教学目标与核心素养 By the end of this period, the students will have been able to: 1) Review and practise using words and phrases learned in this unit. (Language competence+ Learning ability) 2) Reflect on and summarize what have been learnt in this unit. (Learning ability + Thinking quality)
重 难 点 教学重点 1) Reviewing and practising the usage of some words and phrases learned in this unit. 2) Knowing about the education in poor countries. 3) Reflecting on and summarizing what have been learnt in this unit.
教学难点 Reflecting on and summarizing what have been learnt in this unit.
教法学法 Question-based method, Group discussion method 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Review 1. Check the homework. 2. Review the new language items learned in the previous period. Step 2 Practice 根据句义，用所给单词的适当形式补全句子 Unfortunately, for most young people, it is not a ___________(please) experience on their first day on campus. Having been invited to give a lecture, I'll start making __________(prepare) tomorrow. If you are interested in leisure, fun and culture, there's nothing __________(good) than exploring a museum. __________(live) during the Song Dynasty (860-1279), Su Dongpo is one of the most famous poets and calligraphers in Chinese history. One summer day, I ___________(paint) a brick fence in my garden when a bee came buzzing around. 2020 marks the 600th anniversary of the completion of construction of the Palace Museum or the Forbidden City, used as China's imperial palace for both the Ming (1368-1644) and Qing (1644-1911)__________(dynasty) from 1420 to 1911. Make sure you book your ticket in advance on the museum's _________(office) website. Thanks to the ancient Silk Road, the country's precious porcelain __________(sell) to countries around the world. If you're __________(curiosity) about the history of Chinese contemporary art, you shouldn't miss The Revival of Tradition, an ongoing show at Beijing's Song Art Museum. If I __________(delay) by something and I hadn't collected him from the yard just after 9am, he would work out the route to my workplace all by himself. 单句语法填空，根据句义及语法结构，填入适当的单词 Christopher Columbus was the great explorer _________ discovered the American Continent. A mind map is a graphical way to represent ideas and concepts, __________ is often used in current teaching process. Some of the objects on show were excavated from the wrecks of sunken cargo ships _________ had been under the sea for a long time, such as Nanhai No 1, a Chinese merchant carrier dating back more than 800 years. The exhibit represents 33 artists from 11 countries and shows 32 digital artworks, among _________10 are making their world debuts(首次亮相). We teach the students about their brains and how they work, so they can understand __________ their brains are doing. However bad a situation may be, you must never give__________ hope. If you give _______ to bullies, they will never leave you alone. I think __________ appeals to me about his painting is his use of color. He had a genius __________ making people feel at home. 30. The man lost in the desert was desperate __________ water. Homework： 1. Complete the unit summary, assessment and reflection form. 2. Revise this unit and preview the next unit.
板书设 计
课后反 思
课题 Unit 1 Cultural heritage 授课时间
课 时 The Ninth＆Tenth Period 课 型 Revision class
教学目标与核心素养 1.To check what students have learned in this unit. 2.To let the students know what is missing in this unit by testing it.
重 难 点 教学重点 1.The words and expressions in this unit. 2.Some sentence patterns and structures.
教学难点 How to put the reading skills into their practice.
教法学法 Presentation-Practice-Production Teaching Method Task-based Teaching Method 课程资源
教 学 过 程 教学设计 二次备课
Practicing and Explanation
板书设 计
课后反 思
Unit 1 Cultural heritage 单元检测卷
一．根据句义，用所给单词的适当形式补全句子
The show aims _________(provide) another approach, a tradition-centered approach to understanding the history of contemporary Chinese art
People who gobble down their food and eat until they feel full are three times more likely to get fat _________(compare） with people who eat slowly and modestly.
Mid-Autumn Festival, one of the most important __________(tradition) Chinese festivals, falls on the 15th day of the eighth lunar month, Oct 1 this year.
__________(write) in a hurry, this article was not so good.
With the matter _________(settle), we all went home.
Scholars from Chinese and British cultural heritage __________(department) and universities have held an online talk on the protection, research and use of the Great Wall of China and Hadrian's Wall of Britain.
Water __________(conduct) heat faster than air.
Fifteen projects on protection and __________ (promote) of intangible cultural heritage in poverty-hit regions were honored on Sunday.
The paintings were in an excellent state of preservation.
We found ourselves __________(shock) by the large number of visitors.
二．单句语法填空，根据句义及语法结构，填入适当的单词
1. He owes his success__________ hard work.
2. There is a growing trend __________ later retirement.
3. Yesang village is regarded as the birthplace of Tibetan woodblock art, a tradition________ has been passed down for more than 340 years.
4.It is not clear ________ the president can do to end the strike.
5. _________ there is no rain, farming is difficult or impossible.
6. The teacher raised his voice on purpose_________ the students in the back could hear more clearly.
7. The old man always enjoys swimming even ________ the weather is rough.
8. ________ he can come to the party on time depends on the traffic.
9. It has been found by some scientists that children________ feel rejected by their parents tend to hold negative worldviews.
10. This small village of about 400 people _________ had long suffered from poverty is now a popular travel destination for city dwellers.
三．阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。
A
If you'd like to go sightseeing，the following World Heritage Sites may be your best choices．
Jiuzhaigou Valley Scenic and Historic Interest Area
The Jiuzhaigou Valley，which lies in the northern part of Sichuan Province，reaches a height of more than 4，800 meters，with a series of different forest ecosystem (生态系统)．There you can enjoy watching excellent waterfalls．Some 140 kinds of birds also live in the valley，as well as a number of endangered plants and animals，including the giant panda．For more information，please visit http：//whc．unesco．org/en/list/637．
Khami Ruins National Monument
The city of Khami，which developed after the capital of Great Zimbabwe had been given up in the mid 16th century，is of great archaeological (考古的) interest．The discovery of objects from Europe and China shows that Khami was a major center for trade over a long period of time．For more information，please visit http：//whc．unesco．org/en/list/365．
Henderson Island
Henderson Island，which lies in the eastern South Pacific，is one of the few atolls (环礁) in the world whose ecology (生态) has not been touched by human beings．It is especially famous for the ten plants and four land birds that can only be seen on the island．For more information，please visit http：//whc．unesco．org/en/list/487．
The Old City of Jerusalem
As a holy city for three different religions in the Middle East，Jerusalem has always been of great religious importance．It was given a World Heritage Status in 1981 and placed on the “List of World Heritage in Danger” the following year．For more information，please visit http：//whc．unesco．org/en/list/148．
1．What can we know about The Jiuzhaigou Valley
A．It sits at the foot of a 4，800 meter high mountain．
B．It has different forest ecosystem．
C．Most of China's endangered plants can be found here．
D．In all about 140 kinds of birds and animals live there．
2．The discovery of some of the objects in Khami shows that the city ．
A．had a very short history
B．was ruined in the mid 16th century
C．was once Great Zimbabwe's largest city
D．once played a great role as a trade center
3．From the passage we can learn that Henderson Island ．
A．hasn't been greatly influenced by human activities
B．isn't suitable for humans to live on
C．has been open to visitors for years
D．is made up of a few large atolls
四．完形填空（每题1.5分，共计30分）
My daughter and I were swimming in our pool one summer day．This day was like any of the other days，so I had no way of knowing that this one would go down in our family history as a 1 we cherish(珍惜) and still 2 from time to time．
The sun was setting and the 3 was quickly approaching．My daughter 4 it first—a spider was spinning her web at the bottom of the freshly painted blue fence，which 5 our pool．It surprised me that she saw this，and it surprised me even more that she wasn't 6 of the spider．
Instead，she 7 watched as the spider busied herself in the cycle of life．As we both watched this wonder of nature，a very simple thought 8 me．I had lost track of 9 ．I honestly didn't know how long we had been just staying there and 10 that spider making her web．But，regardless of whatever amount of time had passed，the truth was that we were 11 having fun．
What we had done was to spend time together and 12 the simple things in life．We talked about how precious our 13 time is on this planet and how we should 14 to enjoy the simple things in life，like the flight of a bird．The simple things are the 15 things in life，even when they include spiders and webs．
11．A．memory B．freedom C．response D．conflict
12．A．hear of B．talk about C．argue about D．complain of
13．A．morning B．noon C．night D．afternoon
14．A．remembered B．imagined C．watched D．noticed
15．A．constructed B．decorated C．surrounded D．reached
16．A．tired B．afraid C．content D．fond
17．A．confidently B．anxiously C．typically D．delightfully
18．A．knocked B．moved C．hit D．hurt
19．A．event B．data C．spider D．time
20．A．staring at B．picking up C．pointing at D．looking up
21．A．normally B．simply C．slightly D．independently
22．A．do B．appreciate C．handle D．discuss
23．A．limited B．former C．extra D．distant
24．A．forget B．want C．stop D．choose
25．A．unusual B．rare C．easiest D．best