新人教英语必修二 Unit1 Cultural heritage Period 2阅读部分教学设计
教学过程
教学环节
教师活动
学生活动
设计意图
Pre-reading
Step 1
Show a
video about the cultural
Students watch the
Toactivate
难点
To analyze objectively the challenges of protecting cultural heritage and come up with proper solutions;
To cultivate the spirit of critical thinking and creative thinking
Lead-in
heritage in Fushun.
video
students’own
knowledge about
cultural heritage
Step 2
Prediction:
Students read the
Practise
教学资源：
multimedia
教学准备：
Search the Internet for some background information of the world cultural
heritage
教学方法：
Task-based method to make students interested in what they will learn Fast reading to get the general idea of the passage
Skill objectives:
To outline the course of events and the inter-relationship of events according to the timeline.
Emotional objectives:
To learn about the past and the present of cultural heritage at home and abroad, and think over the solution and take action to protect the cultural heritage.
重点
To learn about the structure and linguistic characteristics of anarrative text and how to get some useful information;
To make a timeline to outline the text.
新人教（2019）英语必修二
Unit 1 Period 2 Reading and Thinking 教学设计
课题
Period2
Readingand Thinking
单元
Unit1
CulturalHeritage
主题语境
人与社会
教材分析
The theme of this unit is about the protection of cultural heritage, while the them of the reading text is about “understand how a problem was solved”. The text mainly talks about The challenges of protecting cultural heritages during the building of the Aswan Dam, and countries around the world worked together to
power of unity around the world.
教 学 目 标 与核心素养
Knowledge objectives:
To learn about the structure and linguistic characteristics of anarrative text and how to get some useful information
Thinking ality objectives:
To analyze objectively the challenges of protecting cultural heritage and come up with proper solutions;
To cultivate the spirit of critical thinking and creative thinking
solve the problem successfully.
学情分析
Students in Grade One has learned English for years, and they have mastered some basic language points and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related to the protection of cultural heritage. Some students may be familiar with cultural heritage when travelling, but they may not know how to protect it. This text activate students’ awarenessofthenecessityandimportanceofprotectingculturalheritageandthe
高中英语 Unit1 cultural relics period2教案2 新人教版必修2
Period 2 A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)IntroductionIn this period students will be helped by the teacher first to discover ways to increase their vocabulary, and then to discover useful words and expressions by doing the given exercises in the text book. After learning about the focused grammar item students are asked to discover useful structures and do the restrictive and non-restrictive attributive clause exercises.ObjectivesTo help students better the way to increase their vocabularyTo help students learn to use some useful words and expressionsTo help students learn to identify and use the restrictive and non-restrict ive attributive clause exercisesProcedures1. Warming up by learning about tips to build English vocabularyFeeling difficult trying to memorize so many vocabulary words? It doesn't need to be a hard task! Act: Get your moves on by acting out words and expressions you learn.Please t urn to page 3. Do exercises 1, 2 and 3. Please check your answers against your classmates’.3. Learning about restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.b My niece whose husband is out of work will inherit the house which I have always treasured. The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thu s it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in r estrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human ref erents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).4. Taking a quiz on the attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit 2. The visitors saw rows of houses the ro ofsto store grain.15.Closing down b y discovering useful structuresTo end this period go to page 4 to do the four structure exercises.。
Unit+1+Cultural+Heritage+Reading+an人教版(2019)必修第二册
established a _co_m__m_it_te_e__
The group
1.asked for contribution
Experts 1.investigated the issue
2.raised_f_u_n_d_s_____
2._c_o_n__d_u_c_t___ tests 3._m__a_k_e__ a proposal
Unit1 Cultural Heritage
Reading and Thinking
Learning Objectives
Understand how a problem is solved, taking Aswan Dam as an example;
Apply different reading strategies: predicting the content, reading for structure or detailed information and summarizing;
turn to the_U_N___ for help cooperate _w_i_t_h__ other countries
Inspiration _g_l_o_b_a_l _ community
DEBATE
A lot of money and time were spent in protecting cultural heritage all around the world. Do you think it worthwhile or not?
1960
1961 over the 20... 1980
E
A
D
B
C
What is the purpose of the exact numbers?
Unit1CulturalHeritage大单元整体教学设计-高中英语人教版
高一英语大单元整体学习学程设计Unit 1 Cultural Heritage——Make a presentation to the class about the intangible cultural heritage 班级：小组：姓名：单元概述【单元内容】The theme of this unit is cultural heritage. It belongs to the topic of man and society. In this unit, we will listen to a news report about protecting cultural relics on Mount Tai and the history and culture of Red Square, read the problems and solutions in Egypt Aswan Dam project and write a news report about a person or a group who works to protect our cultural heritage. It is hoped that we can bine our knowledge with interest to think actively about how to participate in the protection of cultural heritage and put it into action.Beijing Opera Sphinx, Egypt Papercut Mount Tai, China【课标要求】核心素养课标要求语言能力语言知识语音能够辨别辅音连缀，在听力过程中准确辨音，提高听力理解和口语交际能力。
词汇能正确使用与“文化遗产”主题相关的词和词块来理解和表达。
高中英语必修二unit1教学设计
高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。
首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。
最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。
Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。
2019版人教统编高中英语必修第二册全册教案教学设计(Unit1-5)
【2019统编版】人教版高中英语必修第二册全册备课教案教学设计目录Unit 1 Cultural HeritagePeriod 1 Listening and Speaking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start theconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork 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?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: 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?V olunteer: 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?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(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.Step 2: Speaking ProjectActivity 3 on page 7.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.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【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 style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】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 report2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead inDo you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries’ cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news report Read the news report and then solve the questions below.1. 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.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researcher’s opinion in the last paragraph?(I agree with the researcher’s opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage.B. Direct quote“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. ParaphraseThey 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.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey 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. peopleAs 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. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report more concise, authentic and persuasive.2. Explain your understanding of the sentences: “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.”We should learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each other’s understanding and respect.Step 5 HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.▪Name: Li HuaPlace: Xi’anProfession: a senior high school teacher▪wants to preserve cultural heritage:▪protect old houses▪takes photos of old buildings▪helps repair buildings▪looks for cultural relics▪ interviews old people▪ shows cultural relics to the public ▪ writes about the buildings …Section ⅤWriting关于文化遗产保护的新闻报道文体感知1．新闻报道是对最近发生的重大事件、重要人物进行简要而迅速地报道。
人教版高中英语 必修二Unit 1 Cultural Heritage Period 2 Readi
新人教版必修二Unit 1 Period 1 reading and thinking 学案权衡 A 和 B （选其一）balance A against/with/ and B2. lead to 导致，造成（后果），通往…的路带领某人做某事过着…样子的生活引路,带路lead the way带领某人进入带领某人去…（地方）带头；居于首位领先 in/havc the lead3. limit n.限度，限制；vt.限制，限定；limited adj.有限的；不多的limitless adj.无限制的，无界限的对...限制在…的范围内无限制地without limit局限于某处把…限定在…范围内limit sth. to sth.4. contribution n.捐款，贡献，捐赠 contribute vt & vi.捐献；捐助 对…做出贡献 make Words and expressions1 ________________________ .让步，屈服2 .导致3 _______________________ .向...求助4 .调查问题5 .拆掉6 .阻止，阻碍7 .运行一个程序Language fbcus1. balance n.平均，均衡，天平;保持平衡8 .保持平衡 9 .提出建议 10 ________________________ .限制损失到 11 __________________________ .签署一个文件 12 ________________________ .一点一点的 13 ______________________ .向…捐赠a contribution / contributions to (doing) sth. 有助于，促使，导致向…捐献，捐赠donate vt.捐赠，赠送，献血donation n. ［C］捐赠物［U］捐赠，赠送向・.・捐赠给...捐款attempt n.努力，尝试，企图vt.尝试，试图，企图尝试做某事 make an attempt to do /at doing sth. 某人第一次尝试企图/尝试做某事Key sentences1.There comes a time when the old must give way to the new, and it is not possible topreserve everything from our past as we towards the future.新旧更替的时代已经到来，在走向未来的过程中，我们不可能将过去的一切都保存下来。
Unit1 Cultural Heritage 说课课件-高中英语人教版(2019)必修第二册
3．How were the temples and other cultural sites saved?
A．How to improve society rapidly.
A．By moving them to safety.
B．How to preserve everything from the past.
➢ 能够提出一两种简单的文化遗产保护 方法，但总体对于文化遗产保护的问 题和解决方案的认知比较混乱，对于 国际合作解决文化遗产保护问题的重 要性认识不足。
➢ 合作交流能力较强。
PA R T
03 教 学 目 标 分 析
知识目标
能力目标
情感目标
教学目 标分析
Learning Objectives
知识目标
B．By taking them down.
C．How to keep balance between the past and the progress.
C．By asking for contributions.
D．How to find great solutions to the progress of society.
1、单词 quality；throughout；preserve； identify；contribute ；within 2、短语 lead to； make sure； not only…but (also)；all over the world；prevent …from… 3、句型 Not only you but also Jim is to blame for this.（就近原则）
Lead-in (3-5min)
Lead-in (3-5min)
高中英语人教版(2019)必修二Unit 1 Reading and Thinking课件
Unit 1 Cultural Heritage
Step 3: Careful reading tasks
Read more carefully and answer the following questions. 5. Before the building of the dam, what problems did the Nile river bring to the Egyptians? ➢Floods and droughts; not enough electricity.
Unit 1 Cultural Heritage
Step 2: Fast reading tasks
• Task of the second fast reading 1. Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. What can be learned from the Aswan Dam project?
Unit 1 Cultural Heritage
Title: From Problems to Solutions
翻译：从问题重重到迎刃而解 • The text is about some problems about
Cultural+Heritage+Revision+教学设计 高中英语人教版(2019)必修第二册
Unit1 Revision《课程标准解读》学习词汇不只是记忆词的音形义，更重要的是在语篇中，通过听说读写看等语言活动，理解和表达与各种主题相关的信息或观点。
学生在义务教育阶段已经掌握了1500-1600个常用单词和一定数量的短语，对于词的音形义三者之间的关系有了初步的认识。
【教学目标】1.掌握单词的词性转换。
2.熟练把握词汇的固定搭配。
【教学过程】Step I 限时背诵，检测1.create v.创造→_____________ adj.有创造力的→_____________n.创造力;创造性2.former adj.从前的;前任的→_____________adj.后面的;后者的3.preserve v.保护;保存→_____________ n.保护;保存4.promote v.促进;晋升;促销;推广→_____________ n.促进;晋升;促销5.apply v.申请;应用→ _____________ n.申请信;申请;应用→ _____________n.申请者6.balance v.保持平衡n.均衡;平衡,余额→ _____________ adj.平衡的7.propose v.提议;建议→_____________ n.建议;提议8.likely adj.可能的→_____________ adj.不可能的9.limit v.限制;限定n.限度;限制→_________adj.无限(制)的____adj.有限的10.prevent v.阻止;预防→_____________ n.阻止;预防11.lose v.遗失;丢失→_____________ n.失去;遗失;亏损;损失;死亡→_____________(过去式;过去分词)12.contribute v.贡献;捐献;促使;投稿→_____________ n.贡献;捐款;稿件13.investigate v.调查;侦查;调查研究→______________ n.调查;调查研究14.donate v.捐赠;赠送;捐献→______________ n.捐赠;赠送;捐款15.disappear v.消失→______________ n.消失;不见;不复存在16.profession n.职业→______________ adj.职业的;专业的n.专业人士;职业17.roof n.屋顶→______________n.（复数）要求：学生背会后自行检测，教师抽查。
人教版高中英语必修第二册《Unit1CulturalHeritage》说课稿
人教版高中英语必修第二册《Unit1CulturalHeritage》说课稿一、教学目标本节课的教学目标包括：1.了解关于文化遗产的相关词汇和表达方式；2.学习并掌握本单元重点词汇和短语；3.通过阅读和讨论文化遗产的文章，培养学生的阅读理解能力，并能运用所学知识进行表达。
二、教学重点本节课的教学重点有：1.文化遗产相关词汇和表达方式的学习和掌握；2.阅读理解能力的培养；3.运用所学知识进行表达。
三、教学难点本节课的教学难点有：1.文化遗产相关词汇和表达方式的学习和掌握；2.阅读理解能力的培养；3.运用所学知识进行表达。
四、教学准备本节课的教学准备包括：1.教师备课笔记和课件；2.学生教材《人教版高中英语必修二》第一单元的课本；3.学生练习册和作业本；4.黑板、白板、彩色粉笔和擦子。
五、教学过程本节课的教学过程分为以下几个步骤：1. 课堂导入（5分钟）教师通过提问的方式引入本节课的主题，例如：“What do you know about cultural heritage？”或者是“How do you define cultural heritage？”等。
鼓励学生积极参与讨论，并提出自己的见解。
2. 词汇学习（15分钟）通过使用课件展示相关词汇，并将其读音和汉语意思与学生一起复习。
教师可以通过观看相关视频或图片来帮助学生理解词汇的含义。
然后，教师可以进一步讲解一些重要的词汇，例如“heritage”和“tradition”，并要求学生用自己的话解释这些词汇的含义。
3. 阅读理解（30分钟）教师将学生分成小组，并在课前发放相关阅读材料。
学生阅读完材料后，小组内讨论文章内容，并回答教师提供的问题。
教师可以将问题写在黑板或白板上，引导学生进行讨论，并根据学生的回答进行适当的引导和讲解。
4. 课堂讨论（15分钟）教师提供一些与文化遗产相关的问题，例如：“Why is it important to preserve cultural heritage？”或者是“What are some challenges in preserving cultural heritage？”等。