Unit
1
Cultural
heritage
Period4
Reading
for
writing
教材分析：
Unit
1的写作部分是一篇新闻报道，教材读写部分给了一篇新闻报道
Promoting
Culture
Through
Digital
Images，以保护敦煌为例讲了新闻报道的基本架构。文章题材新颖，结构清晰，话题具有很强的时代性。
写作部分是要学生写一位保护文物的人的新闻报道，给出了一些采访的要点。但这些人物是虚构的，不贴近学生的生活，运用到写作中会有一定困难。因此，我从网上摘编了关于樊锦诗的英文报道，合成了一篇文章作为另一篇阅读材料。这样一来，学生写作有素材，读写话题很契合，又能让学生走进这位共和国文物保护的突出贡献者，向她学习。
教学目标：
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.
教学重难点:
1.
Stimulate
students
to
have
a
good
understanding
of
how
to
a
summary
about
a
news
report
2.
Cultivate
students
to
write
a
news
report
properly
and
concisely.
教学过程：
Step
1:
Warming-up
What
do
you
know
about
Dunhuang
Caves?
Step2:
Read
for
Content
1.
What
are
researchers
and
scientists
doing?
(What’s
the
function
of
these
two
sentences?)
They
are
recording
and
collecting
digital
images
of
cultural
relics
from
the
Mogao
cave.
Nearly
5000,000
high-quality
digital
photographs
have
been
produced
since
the
intemational
project
started
in
1994.
2.
Why
did
scientists
and
researchers
do
such
work
in
Mogao
Caves?
3.
Why
do
scientists
and
researchers
share
so
many
digital
photos?
Step
3:
Read
for
Structure
1.
Analyze
the
structure
and
elements
of
this
piece
of
news.
2.
Analyze
the
typical
features
of
each
element.
3.
Analyze
a
piece
of
news
taken
from
a
website.
Step4:
Warming-up
1.
What
do
you
know
about
Fan
Jinshi?
2.
Write
a
news
report
on
the
incident.Unit
1
Cultural
Heritage
Period
3
Discovering
Useful
Structure
The
Restrictive
and
Non-restrictive
Attributive
Clause
Teaching
contents
New
Senior
English
for
China
Student’s
Book2
Module
2
Unit
1
Cultural
Relics
Period
2
Grammar
The
Restrictive
and
Non-Restrictive
Attributive
Clause
Teaching
analysis
This
period
mainly
introduces
non-restrictive
attributive
clause
and
the
differences
between
restrictive
and
non-restrictive
clauses.
The
students
have
already
learnt
restrictive
clause
before,
which
can
lay
a
foundation
for
learning
and
mastering
the
contents
of
this
class.
As
we
all
know,
grammar
is
always
considered
boring
and
difficult
to
teach
and
learn,
so
I
will
try
to
transfer
the
traditional
teacher-centered
approach
to
student-centered
approach,
combine
teaching
with
pleasure,
and
motivate
the
students
to
discover
and
solve
the
problems
themselves.
And
then
they
can
learn
and
master
this
new
grammatical
structure
in
pleasant
and
relaxed
atmosphere.
Teaching
goals
※Compare
and
master
the
differences
between
restrictive
and
non-restrictive
attributive
clauses,
esp.
the
use
of
“which”﹠“that”.
※Enable
students
to
choose
the
proper
relatives.
※Improve
students’
ability
of
speaking
and
writing
using
attributive
clause.
Teaching
important
and
difficult
points
※The
comparison
between
the
restrictive
and
non-restrictive
clauses
※Get
the
students
to
use
the
restrictive
and
non-restrictive
attributive
clauses
properly
to
describe
some
things
and
persons.
※Get
students
to
master
this
new
grammatical
structure
※Improve
students’
ability
of
speaking
and
writing
using
attributive
clause
Teaching
methods
※Inquiry-based
and
Student-centered
Teaching
Approach
※Cooperative
and
Inductive
Methods
※Multimedia
Computer
Assisted
Instruction
Teaching
aids
A
computer
and
some
slide
shows
Teaching
procedures
Lead-in
→
Comparison﹠Induction
→
Summary
→
Exercises→
Evaluation
→
Homework
Step
Ⅰ
Lead-in（3’）
First,
I
design
a
short
introduction
of
myself
using
some
attributive
clauses,
and
show
some
pictures
at
the
same
time.
I
think
this
can
arouse
the
students’
interest
and
draw
their
attention
to
the
teaching
contents.
I
will
say:
Today,
I
will
lead
you
to
discuss
the
grammar
of
this
unit:
The
non-restrictive
attributive
clause.
First,
let
me
introduce
myself
to
you.
I’
m
Zhao
Liyuan
who
will
give
you
this
lesson.
I’
m
a
teacher
who
comes
from
No.
1
Middle
School.
I
am
teaching
in
the
new
campus
which
was
built
last
year.
The
campus
is
completely
new,
where
about
4,000
students
live
and
study
happily.
There
are
many
beautiful
flowers
which
smell
sweet
in
summer.
Welcome
to
visit
the
new
campus
of
our
school,
where
I
believe
you
can
make
many
friends.
Then,
I
will
show
the
sentences
I
said
on
the
screen,
and
ask
the
students
to
find
some
different
ones
from
what
they
have
learnt.
The
students
can
easily
find
1,
4,
6
are
different,
and
they
all
have
a
comma.
I
will
tell
them
this
kind
of
attributive
clause
with
a
comma
is
called
the
non-restrictive
attributive
clause.
Of
course
they
know
the
comma
is
not
the
only
difference
between
them.
So
I
will
lead
them
to
compare
some
pairs
of
sentences
to
find
other
differences.
Step
Ⅱ
Comparison
and
Induction(15’)
In
this
part,
I
will
give
the
students
some
groups
of
sentences,
and
raise
some
questions
to
help
them
find
out
the
differences
between
restrictive
and
non-restrictive
clauses.
Ask
the
students
discuss
the
questions
with
partners
or
in
small
group,
1
or
2
minutes
later,
ask
one
or
two
students
to
report
the
result
of
their
discussion,
and
then
I
will
do
some
complements
and
make
a
summary.
1)This
is
the
most
beautiful
girl
that
I
have
ever
seen.
2)This
is
the
most
beautiful
girl
in
No.6
middle
school,
whom
I
saw
in
Class
1.
1)Zhangjiakou
is
a
city
(that／which)
I’ve
always
wanted
to
visit.
2)Zhangjiakou
is
a
beautiful
city,
which
I’ve
always
wanted
to
visit.
1）The
teacher
showed
us
a
photo
whichshe
took
in
her
office.
老师给我们看了一张她在办公室拍的照片。
2)
The
teacher
showed
us
this
photo,
whichshe
took
in
her
office.
老师给我们看了这张照片，是在她的办公室拍的。
1)
He
will
wear
no
clothes
which
will
make
him
different
from
others.
他不会穿一些使他显得与众不同的衣服。
2)
He
will
wear
no
clothes,
which
makes
him
different
from
others.
他不穿衣服，这会使他显得与众不同。
My
father
is
a
man
whom
you
can
depend
on.
我爸爸是一个你可以信赖的人。
2)
My
father,
who
is
now
on
visit
to
Hangzhou,
phoned
us
yesterday.
我爸爸昨天给我们打电话了，他现在正在杭州访问。
(Design
explanation:This
step
is
designed
to
let
students
themselves
read
and
compare
the
two
kinds
of
attributive
clauses
through
individual
work,
pair
work
and
group
discussion.
In
this
process,
they
can
find
the
differences
between
them
in
form,
function
and
meaning.
The
teacher
only
acts
as
an
instructor
and
organizer.
)
Step
ⅢSummary(3’)
Ask
a
student
to
fill
in
the
form---the
comparison
between
restrictive
and
non
restrictive
clause.
And
then
ask
them
think
about
the
similarities
of
them.
(They
use
the
same
relatives)
(Design
explanation:Summarizing
can
let
the
students
have
a
clear
and
systematical
understanding
about
the
differences
and
similarities
between
the
restrictive
and
non-restrictive
clauses,
and
lay
the
foundation
for
doing
the
following
exercises.)
Step
Ⅳ
Exercises(21’)
Before
doing
exercises,
I
will
show
some
tips
for
how
to
choose
the
relatives
correctly.
Then,
I
design
three
parts
of
exercises:
Part
1
Try
some
easy
ones
first:
Find
out
the
mistake
of
each
sentence
and
correct
it.(3’)
Part
2
A
little
bit
more
difficult
ones:
Fill
in
the
blanks
with
proper
relatives,
and
then
join
the
two
sentences
with
proper
relatives.(8’)
Part
3
Guessing
game:(10’)
It’s
a
show
time
for
the
students.
I
will
divide
the
students
into
6
groups,
give
each
group
a
piece
of
paper,
and
ask
the
students
describe
the
thing
or
the
person
on
the
paper,
using
2
or
3
restrictive
and
non-restrictive
clauses.
And
then
read
the
sentences
they
write
and
let
other
groups
guess
what
or
who
they
describe.
I
will
give
them
an
example,
and
then
give
them
about
3
minutes
to
prepare.
These
6
pictures
are:
Zhou
Jielun,
eyes,
computer,
No.6
middle
school,
schoolbag
and
washing-machine.
(Design
explanation:This
step
plays
an
important
role
in
this
class,
which
is
designed
to
turn
what
theyhave
learnt
into
practice
and
improve
their
ability
of
speaking,
meanwhile,
to
build
up
the
students’
confidence
and
cooperative
spirit.)
Step
ⅤEvaluation(2’)
After
all
the
groups
have
read
the
sentences,
they
are
asked
to
evaluate
the
best
group
who
write
the
best
sentences
with
the
following
form,
and
I
will
give
them
some
prizes.
Evaluation
I
know
what
the
non-restrictive
attributive
clause
is.
5
4
3
2
1
I
know
the
differences
between
restrictive
and
non-restrictive
attributive
clauses.
5
4
3
2
1
I
can
use
the
restrictive
and
non-restrictive
clauses
properly.
5
4
3
2
1
Step
Ⅵ
Homework(1’)
(I
will
never
forget
to
give
them
the
homework
to
consolidate
what
they
learn
in
class
and
at
the
same
time
improve
their
writing
ability.)
Describe
something
or
somebody
you
like
using
restrictive
and
non-restrictive
attributive
clauses
within
50
words.
教学反思：
从语法规则的呈现与练习来看，新教材重视在真实的情景中让学生体会语言的使用。本堂课的设计使学生在学习过程中经过观察、探究、理解、形成概念、初步运用、巩固等环节，强调发挥学生的自主意识，符合中学生的认知特点，在评价上既关注过程，也重视结果。在教学方式上，要将传统的静态讲述式教学变为师生、生生一起活动的动态运用式教学。通过创设真实情景或交际情景，即在语境中教授语法，让学生通过听、说、读、写去体验掌握语法规则，在运用语言知识的过程中培养综合语言运用能力。Unit
1
Cultural
Heritage
Period
2
Reading
and
Thinking
教材分析：
From
Problems
to
Solutions是一篇说明文，以阿斯旺大坝为例讲了如何解决一个问题。在信息层面，文章第一部分引出主题：Big
challenges
can
sometimes
lead
to
great
solutions；第二部分讲了埃及如何解决建阿斯旺大坝和文物保护之间的矛盾；第三部分讲了解决问题中合作的重要性。在文本结构上，整个篇章是general-specific模式。本文脉络清晰，结构清楚。
因此在教学设计中分了四步走，首先用了七个问题把文章的主要信息理清楚；然后着重讲解了general-specific相关的篇章模式。第三，提取归纳了解决问题的一般模式，实现从文本信息的具象思维到高阶抽象思维的发展。最后，引导学生运用所学分析解决身边的问题。整个文本分析由信息——篇章——思维——运用四部分组成。
教学目标：
1.Enable
students
to
understand
the
main
information
and
text
structure
of
the
reading
text；2.Motivate
students
to
use
the
reading
strategy"make
a
timeline"according
to
the
appropriate
text
genre；
3.Enable
students
to
understand
how
a
problem
was
solved；
4.Enable
students
to
understand
the
value
of
protecting
cultural
heritage
by
teamwork
and
global
community：
教学重难点：
1.Guide
students
to
pay
attention
to
reading
strategies，such
as
prediction，self-questioning
and
scanning.
2.Help
students
sort
out
the
topic
language
about
protecting
cultural
relics
and
understand
the
narrative
characteristics
of"time-event"in
illustrative
style
3.Lead
students
to
understand
the
value
of
protecting
cultural
heritage
by
teamwork
and
global
community：
Step
I
warming-up
1.
Do
you
know
what’s
in
the
picture?
Introduce
the
Liangzhu
Cultural
Sites
and
raise
a
problem:
how
to
keep
a
balance
between
developing
tourism
and
protecting
sites.
Step
II
Read
for
Information
1.
Why
did
the
proposal
led
to
protests
2.
What
did
the
government
do
with
the
problem?
3.
How
did
the
UN
deal
with
this
problem?
4.
How
were
the
cultural
relics
saved?
5.
Why
was
the
project
regarded
as
a
great
success?
6.
Does
the
writer
mainly
want
to
introduce
the
case
of
Aswan
Dam
with
this
passage?
7.
Read
Paragraph
1,
2
and
6,
and
figure
out
what
the
writer
wants
to
tell
with
this
passage?
Step
III
Read
for
Structure
Analyze
the
text
pattern
of
this
passage.
Step
IV
Read
for
Thinking
1.
Based
on
the
text,
try
to
conclude
the
general
process
of
solving
problems.
2.
Have
a
short
conclusion.
Step
V
Read
for
Structure
Apply
what
we
learned
today
and
write
a
passage
on
a
problem.Unit
1
Cultural
Heritage
Period
1
Listening
and
Speaking
&
Listening
and
Talking
教材分析
旧教材中必修二一单元也是关于文化遗产的保护，足见新教材对于建立民族自信心和提高中学生保护文化意识培养的重视，必修二比起必修一，语言难度的层面有所提高，从听力难度入手，开始注意影响听力难度的不同层面，除此之外，仍然注重语篇，注重从上下文获取信息。
教学目标与核心素养
1.文化意识培养
文化意识的培育有助于学生增强国家认同和家国情怀。坚定文化自信树立人类命运共同体意识，学会做人做事，成长为有文明素养和社会责任感的人。中华文明不仅需要后人的敬仰和传承，更需要我们的保护和爱护。
2.思维品质培养
核心素养指出，思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。本文听力让学生从不同角度来获取信息，是对学生个性逻辑的培养。让学生体会到成就感的同时，肯定自己的学习方法，学习更多更好的角度。
教学重难点
1.重点
（1）通过对上下文的题解来猜测词义；
（2）抓住关键信息。
2.难点
（1）通过不同提示、不同的上下文来猜测词义；：
（2）听和读的有机统--有利于提高听力水平。
教学过程
Part1
Listening
and
Speaking
Step1
Leading-in
What
does
the
word
“heritage”
mean?
Share
your
ideas
about
your
understanding
and
you
can
use
examples
to
illustrate
your
meaning.
Step2
Listening
1.
Listen
to
the
conversation
and
sum
up
the
main
idea.
Youths
from
seven
countries
are
working
together
to
protect
cultural
relics
on
_______International
youth
project,
_______
high
school
students
from
7
countries.
Mount
Tai,
one
of
the
most______________mountains
in
China.
It
has
been_________________for
more
than
3,000
years.
22
temples,
around
1,800_____________with
writing
on
them.
Dai
Temple
on____________;
over
6,000_____________.
2.
Guessing
the
meaning
of
the
unknown
words
Listen
to
the
conversation
again
and
use
the
context
to
guess
the
meaning
of
the
words
below.
And
tell
the
reasons
why
you
guess
so.
Preserve
Promote
Preserve:
to
protect
Reason:
the
word
means
the
same
of
a
word
I
know.
Promote:
to
help
sth
to
happen
or
develop
Reason:
The
word
is
explained
by
the
speaker.
Step3
Speaking
1.
Work
in
pairs
or
groups
and
role
play
a
conversation.
Suppose
you
are
a
reporter
and
interviewing
the
students
who
devote
their
time
to
protecting
the
heritage.
Reporter:
It
is
said
that
you
are
one
of
the
volunteers
to
preserve
the
pine
trees
on
Mount
Huang.
What
are
you
guys
doing?
Volunteer:
We
are
making
some
signs
which
are
designed
to
educate
people
to
protect
the
pine
trees.
Volunteer:
Besides,
we
took
a
lot
of
pictures
of
pine
trees
and
create
an
app
which
aims
to
promote
people’s
awareness
of
protecting
the
precious
trees.
Reporter:
Sounds
great
and
anything
else?
Volunteer:
We
often
wear
volunteer
clothes
and
send
some
brochures
in
the
park
to
call
on
more
people
to
protect
the
trees.
Reporter:
Does
your
hard
work
pay
off?
Volunteer:
Definitely.
More
and
more
tourists
are
now
stopping
carving
names
on
the
trees
or
climbing
the
trees.
Part
2:
Listening
and
Talking
Step1
Leading-in
What
do
you
know
about
the
Kremlin
and
Red
Square?
Step2
Listening
1.
Listen
to
the
conversation
and
choose
the
correct
answers.
(1)
Where
are
the
speakers?
On
a
street.
(2)
What
are
they
doing?
Sightseeing.
2.
What
do
you
know
about
the
Kremlin
and
Red
Square?
Listen
again
and
complete
the
fact
sheet.
World
Cultural
Heritage
Site
Fact
Sheet
THE
KREMLIN
AND
RED
SQUARE,
MOSCOW
●Built
between
the______
and
___________centuries
●The
palace
where_____________________
lives
●The
Saint
Basil's
Cathedral
looks
like__________________
●The___________________
part
of
Moscow
●Place
for
parades,
concerts,
and
even_________________
Step3
Talking
Work
in
groups.
Choose
a
cultural
site
that
you
like
and
role-play
a
conversation
between
some
tourists
and
their
tour
guide.
Take
turns
to
play
the
different
roles.
Expressions
used
to
start
a
conversation
politely
and
properly:
I
beg
your
pardon,
but…
Forgive
me
for
asking,
but
…
Excuse
me,
but
what
is
…?
Excuse
me
Could
you
please
tell
me
about
…?
Do/Did
you
know
...?
I
see
that
you
are
...
Version
1:
Tourist
A:
I
beg
your
pardon,
but
is
this
the
Xuanyuan
Mirror?
Could
you
please
tell
me
about
it?
Tour
guide:
Yes,
it
is.
It
is
said
that
it’s
a
mirror
that
can
tell
right
from
wrong!
…I
see
that
you’re
looking
at
that
carving
on
the
roof.
Did
you
know
that
it’s
called
chiwen--
one
of
the
nine
sons
of
the
Chinese
dragon?
Tourist
B:
No,
I
didn’t.
That’s
so
interesting!
Version
2:
Tourist:
Excuse
me,
but
could
you
tell
me
what
we
can
enjoy
in
Mount
Tai?
Tour
guide:
There
are
four
marvelous
spectacles
in
Mount
Tai,
and
they
are
the
sunrise,
the
sunset,
the
view
of
the
Yellow
River,
and
the
sea
of
clouds.
Tourist:
Oh,
I
can’t
wait.
Homework
Finish
the
exercise
that
is
given
today.
