Unit 1 CULTURAL HERITAGE-Listening 高中英语必修教案教学设计
Unit 1 Cultural HeritagePeriod 1 Listening and Speaking & Listening andTalking【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 the conversation 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 bysome 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 themDai Temple on Mount Tai; over 6,000 stepsListening tip:Use context to guess wordsTo guess the meaning of new words, look at the other words and use what you know about the topic.Step 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?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 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 aconversation 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.。
Unit1 Cultural Heritage第1课时示范教案
Unit1 Cultural HeritagePeriod 1Listening and speaking教材分析本节听说课通过一段采访，指出了保护文化遗产的重要性，引导学生能够结合自己的生活，积极思考如何力所能及地参与文化遗产保护，并付诸行动。
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。
培养学生在听的过程中，能通过上下文猜测词义的能力。
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。
教学目标1. 能正确理解使用下列词汇：creative, temple, mount, former, clue, preserve, promote, application, take part in。
2. 在听力活动中培养学生捕捉关键信息、概括主要内容和根据语境猜测生词的能力。
3. 引导学生关注采访形式的听力文本特点，利用who, what, why 进行重点信息的记录。
4. 能够根据所听内容引导学生探讨和表述文化遗产保护的现状，保护文化遗产的重要性和如何保护；就文化遗产保护项目进行讨论，发表自己的看法。
5. 在听说活动中加强学生的文化意识，增强学生的国家责任意识和民族自豪感。
教学重难点【教学重点】1. 指导学生从整体和灌浆西街两方面理解听力文本内容；2. 培养学生听中猜测词义的能力；3. 与同伴探讨参与文化遗产保护活动的方式；4. 引导学生吧学习活动和自己的生活实际联系起来，参与到文化保护的行动中。
【教学难点】1. 通过不同提示、不同的上下文来猜测词义；2. 依据采访内容掌握采访报道的主要内容。
教学过程Step 1 Warming-upLook at the pictures and talk about what students are doing and what they may intend to do.设计意图：通过听前讨论，培养学生听前看图片和文字进行听力预测的习惯。
《Unit 1 Cultural Heritage》公开课优秀教案教学设计
Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【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 byteamwork 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 isa 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 fora 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: summaryThe outline of the passageIntroduce the topic: A big challenge—the balance between progress and the protection ofStep 7 Homework:Review what we have learned and find out the key language points in the text.。
Unit1 Cultural Heritage第4课时教学设计【人教高中必修第二册(新课标)】
Unit 1 Cultural HeritagePeriod 4Listening and Talking教材分析该板块以"谈论历史和文化”(Talk about history and culture)为活动主题，引导学生在旅游时或从他人的旅游经历中，了解中外文化遗产的历史与现状，探究其中的历史文化内涵。
本课时引导学生通过听，初步了解俄罗斯的克里姆林宫、红场以及圣瓦西里大教堂，让学生陶冶情操，增强艺术鉴赏力，在此根底上能运用所学的语言更多地了解世界、开拓视野。
同时本节还介绍了一个重要的口语交际策略一一开始交谈,可以帮助学生在口头交际中比拟准确得体地进行表达，包括礼貌得体地开始交谈或开展新的话题。
教学目标1.能正确理解使用以下词汇：mirror, roof, dragon, forgive, digital, image。
2.通过听获取有关“克里姆林宫和红场”和“圣瓦西里大教堂”的主要信息。
3.理解并运用开始交谈或者展开新话题的语言结构。
4.引导学生提高对文化遗产的关注和保护意识。
教学重难点【教学重点】强化训练学生运用听力策略快速获取文本的细节信息，指导学生正确运用"I beg your pardon, but...” “Forgive me for asking, but...”等开始对话的功能性句子，礼貌得体地启动交谈。
【教学难点】掌握运用推测和关键词获取文本信息的听力策略和恰当运用启动对话进行得提交谈。
教学过程Step 1 Warming-upLook at the photos about the Kremlin and Red Square then discuss the questions.1.Are you familiar with the buildings in the picture?2.What do you know about the Kremlin and Red Square?设计意图：用图片比拟直观地引入本课主题，唤醒学生己知知识，同时引导学生了解更多的相关内容。
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。
Unit1CulturalHeritageReadingandthinking教学设计-高中英语人教
_______piece by piece _______to other places
3mins
学习理解 (整合与概括)
_______together
对文章内 容进行梳 理，对文 章主旨有 更深刻的 理解。
Postlearning
[activity 1]Task 1:Make a timeline(Group work)
ቤተ መጻሕፍቲ ባይዱ
[How] The article is expanded in chronological order, describing the generation of problem solving and the specific solving
process. Key words: balance, likely, mittee, establish, limit, prevent, loss, contribution, department, funds, within, investigate,
2. Encourage students to express their ideas.
教学过程
教学目标
教学活动
时间分配
激发学生 学习兴 趣,了解 文章背 景。
Prereading [activity 1] leadin Ss watch a twominute video about the cultural heritage of ancient Egypt.
养。英语教学要以英语学科核心素养为中心，从碎片化的知识教学走向整合关联发展。聚焦中国学生发展核心素养，培养
学生适应未来发展的正确价值观、必备品格和关键能力，引导学生明确人生发展方向。
六要素整合的英语课程内容
Unit1CulturalHeritageReadingandthinking教案-高中英语人教版
Unit1 Cultural Heritage《课程标准解读》在高中英语学习中，英语的阅读教学是一个非常重要的学习环节。
无论课程目标如何改革，教学形式如何更新。
英语的阅读教学在整个英语学科教学中占着极大的比例。
在相关的高中英语课程标准当中明确地表明了，高中的英语课程，应该在以学生的自身特点以及学习特征作为出发点。
对于学生的语言基本应用能力进行培养。
使学生能够快速的获得英语信息，熟练地运用英语常识分析解决问题。
培养学生的英语思维能力以及英语表达能力。
因此，在高中英语教学当中英语的阅读教学有着一个比较重要的位置【知识讲解】Words: economic society, cultural heritage, control ,protection, preserve, challenge, solution, proposal, protest, citizen, loss, raise fund, countless, rescue, a success, alive, disappear, global, provide Expressions: there es a time when…, give way to , keep the balance between and, a number of , turn to sb. for help, preventfrom doing sth, conduct several tests, a better tomorrow, run over, a better tomorrow, run a program, global munity ,lead to, take down, provide sb with sth provide sth for sb.Sentence patterns:1.Economical development is necessary if we want to improve society.2. There es a time when the old must give way to the new.3.Finding and keeping the balance between progress and the protection of cultural sites can be a big challenge.4.After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United nations for help in 1959.5.A mittee was established to limit damage to the Egyptian buildings and prevent the loss of cultural relics.6.Experts investigated the issue, conducted several test, and then madea proposal for how the buildings could be saved.7.Temples and other cultural sites were moved and put back together again in a place where they were safe from the water.8.Not only had the countries found a path to the future that didn’t run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better tomorrow.9.The spirit of the Aswan Dam project is still alive today.【提问听写】1. Women are now taking ___active part in social activities.2.To keep __(health),you had better keep a ___(balance) diet.3.Try to keep a balance between work and ___(relax).4.__is known to us all, success lies___hard work ___(然而)laziness leads ___failure.5. ___is likely that he will do the job well.He is likely ___(do) the job well..6. He said he was a doctor, but later he turned out ___(be) a cheat.7. A man’s life is ___(limit), but there is no limit___serving the people.I will devote my limited life to the ___(limit) job of serving the people .8. No one can prevent the plan from_______(carry ) out.9.In ___word, I was proud_ ___making contributioins ____spreading Chinese culture.10. The boys make an attempt ___(leave) for camping but were stopped by their parents.11. In my opinion, the film is well worth ___(see).12. As___matter of fact, air in many cities is ___poor quality.13.It is a Chinese tradition to have dumplings for dinner ____New Year’s Eve.课文填空：There es a time 1._________ the old must give way to the new.2.____________ (keep) the right balance between progress and the protection of cultural sites can be a big challenge.In the 1950s, the Egyptian government wanted to build a new dam across the Nile 3.____________ (benefit) more farmers, 4.____________ led to protests. Because that would be likely to damage a number of cultural relics. The government turned 5.___________ the United Nations for help. Then a mittee 6.___________ (establish) to limit damage to the Egyptian buildings. 7.___________ (final), a document was signed and the work began in 1960.When the project ended in 1980, it was considered a great 8._____________ (succeed). The spirit of Aswan Dam project 9.____________ (be) still alive today. If a problem seems too difficult for a single nation, the 10.____________ (globe) munity can sometimes provide a solution.提问名单:______班_______班【教学反思】。
Unit1CULTURALHERITAGE-Listening
1 / 5 Unit 1 Cultural Heritage Period 1 Listening and Speaking & Listening and Talking
【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】