人教版高中英語必修第二冊Unit1-5全冊教案

人教版（2019）高中英語必修第二冊Unit1-5全冊教案

《Unit1CulturalHeritage》單元教案

Period1ListeningandSpeaking&ListeningandTalking

【教材分析】

ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject99.

Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritage

protectionproject.Morethan20highschoolstudentsfromsevencountries

participatedintheproject.ThereporterinterviewedtwoparticipantsStephanieand

LiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofcultural

heritageprotection,andteenagerscanusetheirknowledge,combinetheirown

interestsandadvantages,etc.toparticipateintheactionofculturalheritage

protection.

ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture99.

Thelisteningtextisadialoguebetweentwotouristsandtourguideswhenthey

visittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthe

functionalitemsof"startingaconversation",whichisusedtopolitelyand

appropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversation

orstartanewtopic.Thepurposeofthissectionistoguidestudentstounderstandthe

historyandcurrentsituationofChineseandforeignculturalheritageintheirown

tourismexperiencesorfromotherpeople'stourismexperiences,explorethehistorical

andculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoral

communication.

【教學目標】

1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthe

wholeandkeydetails;

2.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discuss

withtheirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Instructstudentstousefunctionalsentencesofthedialoguesuchas”Ibeg

yourpardon,but...”"Forgivemeforasking,but...”andsoontostartthe

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conversationmorepolitelyandappropriately.

【教學重難點】

1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthe

wholeandkeydetails;

2.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discuss

withtheirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Enablestudentstousethefunctionalitemsof"startingaconversation”,which

isusedtosmoothlystartaconversationorstartanewtopic.

【教學過程】

Part1:ListeningandSpeaking

Step1:Leadin

Theteacherisadvisedtotalkaboutthemeaningoftheword"Heritage”.

Boysandgirls,beforeourlistening,lefsworkinpairsanddiscussthemeaning

oftheword“Heritage".

Whatdoestheword“heritage"mean?Shareyourideasaboutyour

understandingofitandyoucanuseexamplestoillustrateyourmeaning.

Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,country

orsociety.

Forexample,theGreatWallistheheritageofChina.

Step2:Prediction

Aftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelistening

textisaboutbylookingatthepictures.

Thelisteningtextisprobablyabouthowtoprotectafamousheritagesiteby

somestudents.

Step3:Summaryofthemainidea

Thenplaytheradiowhichisaboutaninterviewaboutaninternationalyouth

culturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,the

studentsneedtosolvethefollowingtasks.

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1.Listentotheconversationandsumupthemainidea.

Youthsfromsevencountriesareworkingtogethertoprotectculturalrelicson

MountTai.

2.Listenagainandhelpthereportertocompletetheinterviewnotes.

Internationalyouthproject,23highschoolstudentsfrom7countries

MountTai,oneofthemostfamousmountainsinChina

Ithasbeenprotectedformorethan3,000years.

22temples,around1,800stoneswithwritingonthem

DaiTempleonMountTai;over6,000steps

Listeningtip:

Usecontexttoguesswords

Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyou

knowaboutthetopic.

Step4:Guessingthemeaningoftheunknownwords

Listentotheconversationagainandusethecontexttoguessthemeaningofthe

wordsbelow.Tellthereasonswhyyouguessso.

Preserve:toprotect

Reason:thewordmeansthesameofawordIknow

Promote:tohelpsthtohappenordevelop

Reason:Thewordisexplainedbythespeaker

Step5:SpeakingProject

Workinpairsorgroupsandroleplayaconversation.

Supposeyouareareporterandinterviewingthestudentswhodevotetheirtime

toprotectingtheheritage.

Reporter:Itissaidthatyouareoneofthevolunteerstopreservethepinetreeson

MountHuang.Whatareyouguysdoing?

Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopleto

protectthepinetrees.

Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanapp

whichaimstopromotepeople'sawarenessofprotectingtheprecioustrees.

Reporter:Soundsgreatandanythingelse?

Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresinthepark

tocallonmorepeopletoprotectthetrees.

Reporter:Doesyourhardworkpayoff?

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Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnames

onthetreesorclimbingthetrees.

Part2:ListeningandTalking

Stepl:Listentothetape,whichisaboutadialoguebetweentwotouristsanda

tourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthe

firsttime,andthenaskthestudentstosolvethefollowingtasks.

1.Listentotheconversationandanswer

(1).Wherearethespeakers?

Onastreet.

(2).Whataretheydoing?

Sightseeing.

2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainand

completethefactsheet.

WorldCulturalHeritageSiteFactSheet

THEKREMLINANDREDSQUARE,MOSCOW

Builtbetweentheandcenturies

Thepalacewherelives

TheSaintBasil'sCathedrallookslike.

ThepartofMoscow

Placeforparades,concerts,andeven

Step2:SpeakingProject

Activity3onpage7.

Workingroups.Chooseaculturalsitethatyoulikeandrole-playa

conversationbetweensometouristsandtheirtourguide.Taketurnstoplaythe

differentroles.

Step3Homework

AccordingtoActivity3,writedownaconversationbetweenthetouristand

his/herguide.

Unit1CulturalHeritage

Period2ReadingandThinking:

FromProblemstoSolutions

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【教材分析】

1.Thissectionfocuseson"Understandinghowaproblemwassolved”,whichis

aimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedby

culturalheritageprotectionduringtheconstructionofAswanDam,aswellasthe

solutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyrole

ofinternationalcooperationinsolvingproblems,andattachimportancetothebalance

andcoordinationbetweenculturalheritageprotectionandsocialandeconomic

development.Studentsareencouragedtofacechallengesactively,begoodat

cooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolve

problems.

【教學目標】

1.Enablestudentstounderstandthemaininformationandtextstructureofthe

readingtext;

2.Motivatestudentstousethereadingstrategy"makeatimeline^^accordingto

theappropriatetextgenre;

3.Enablestudentstounderstandhowaproblemwassolved;

4.Enablestudentstounderstandthevalueofprotectingculturalheritageby

teamworkandglobalcommunity;

【教學重難點】

1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,

self-questioningandscanning.

2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsand

understandthenarrativecharacteristicsof“time-event“inillustrativestyle

3.Leadstudentstounderstandthevalueofprotectingculturalheritageby

teamworkandglobalcommunity;

【教學過程】

1.Prediction

Step1Predictingthemainideaofthepassage

Lookatthetitleandthepictures,andthenpredictwhatthepassagewillbe

about.

Q:Whatwillbetalkedabout?

Step2:Fastreadingtasks

Taskofthefirstfastreading:

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Readquicklyandfigureoutthekeywordsofeachparagraph.

?Paragraph1:challenge

?Paragraph2:proposalledtoprotests

?Paragraph3:committeeestablished

?Paragraph4:broughttogether

?Paragraph5:success

?Paragraph6:spirit

Taskofthesecondfastreading:

1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?

2.Whydidthebuildingofthedamleadtoprotests?

3.Howdidthegovernmentsavetheculturalrelics?

4.Whichonecandescribetheproject?

A.Successful.B.Negative.C.Useless.D.Doubtful.

5.WhatcanbelearnedfromtheAswanDamproject?

Step3:Carefulreadingtasks

Readmorecarefullyandanswerthefollowingquestions.

1.Whatdo^tproblems^^refertoandwhatdo"solutions“referto?

2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexact

numbersinsteadofexpressionslikemany?

3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersand

workersrescued22templesandcountlessculturalrelics99?

4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontothe

project”?

Theprojectcostalotofmoney.

5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtothe

Egyptian?

6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?

Step4:Consolidation

Dividethepassageintothreepartsandgetthemainideaofeachpart.

Part1(Paragraph1)

Theintroductionofthetopic

Keepingtherightbalancebetweenprogressandtheprotectionofculturalsitesis

abigchallenge.

Part2(Paragraphs2-5)

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Theprocessofsavingculturalrelics

?Bigchallengescansometimesleadtogreatsolutions.

?TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamage

manyculturalrelics.

?ThegovernmentturnedtotheUNforhelp.

?Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsand

theworkbegan.

?Culturalrelicsweretakendownandmovedtoasafeplace.

?Countlessculturalrelicswererescued.

?Theprojectwasasuccess.

Part3(Paragraph6)

Thesummaryofthetext

Theglobalcommunitycansometimesprovideasolutiontoadifficultproblem

forasinglenation.

Step5:Criticalthinking:

1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?

2.Asstudents,whatshouldwedotoprotectourculturalrelics?

Step6:summary

Theoutlineofthepassage

Introducethetopic:Abigchallenge——thebalancebetweenprogressandtheprotectionof

culturalsites.

Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.

In1959,thegovernmentaskedtheUNforhelp.

In1960,theprojectstarted/began.

In1961thefirsttemplewasmoved.

Overthenexttwentyyears,thetemplesandculturalrelicswerebeing

rescued.

In1980,theprojectwascompleted/ended.

ConclusionThespiritoftheAswanDamprojectisstillalivetoday.

Step7Homework:

Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.

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Unit1CulturalHeritage

Period3DiscoveringUsefulStructure

Restrictiverelativeclauses

【教材分析】

Thisteachingperiodmainlydealswithgrammar"restrictiverelativeclauses.99To

beginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedaboutthe

relativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmore

specialcasesconcerningthisgrammar,suchasthe"preposition+relativepronouns

whichandwhom^^andcaseswherewecanomittherelativepronouns.Thisperiod

carriesconsiderablesignificancetothecultivationofstudents9writingcompetence

andlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacher

isexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatethe

knowledgebydoingsomeexercises.

【教學目標】

1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsof

attributiveclauses.

2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelative

clausesflexibly.

2.Enablestudentstousethebasicphrasesstructuresflexibly.

3.Strengthenstudents9greatinterestingrammarlearning.

【教學重難點】

1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsof

attributiveclausesinasentence

2.Instructstudentstowriteessaysusingtheproperrelativepronounsand

adverbsofattributiveclauses.

【教學過程】

本節(jié)語法思考：定語從句在復(fù)合句中的作用是什么？關(guān)系詞有哪些？

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定語從句在復(fù)合句中的作用相當于形容詞，它在句中作定語修飾名詞或代詞。

他們在先行詞和定語從句之間起到聯(lián)系作用，同時在意義上代表先行詞并在定語

從句中擔任一個成分。被定語從句所修飾的詞稱先行詞，定語從句一般放在先行

詞的后面。

引導(dǎo)定語從句的關(guān)聯(lián)詞稱為關(guān)系代詞和關(guān)系副詞。關(guān)系代詞有who,whom,

whose,that,which和as,關(guān)系副詞有when,where和why。

Step1:鞏固復(fù)習限定性定語從句基本用法。

一、定語從句關(guān)系代詞用法：

1.定語從句中關(guān)系代詞的選用主要由先行詞決定。

2.當先行詞是表示人的名詞或代詞時，關(guān)系代詞一般用who;that;whom;that；

3.當先行詞是表示事物的名詞或代詞時，關(guān)系代詞一般用which;that;whose;

as；

4.當先行詞既有表示事物的名詞或代詞，又有表示人的名詞或代詞時，關(guān)系

代詞一般用that.

5.whose用作關(guān)系代詞時，它表示”..的；事物（包括動物）“，whose

引導(dǎo)定語從句時，其先行詞可以是指人的名詞，其實也可以是指物的名詞。

二、關(guān)系副詞的用法：

如果先行詞是指代“時間的名詞”，還原到定語從句中作時間狀語，則用關(guān)系

副詞when；如果先行詞是指代“地點的名詞”，還原到定語從句中作地點狀語，

則用關(guān)系副詞where；如果先行詞是指代“原因的名詞（reason）”,還原到定語

從句中用作原因狀語，則用關(guān)系副詞why。

Step2:限制性定語從句幾種特殊情況。

一、定語從句中介詞+關(guān)系代詞用法

當關(guān)系代詞在定語從句中作介詞的賓語時，我們通常用“介詞+關(guān)系代詞”弓I

導(dǎo)定語從句。關(guān)系代詞只能用which或whom。先行詞指物時，用which;先行

詞指人時，用whom。在這個結(jié)構(gòu)中，介詞的確定的原則是：

1.依據(jù)定語從句中動詞或形容詞等所需要的某種習慣搭配來確定。

Heisthemanonwhomyoucanrely.他是你可以信賴的人。

JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.

杰克向我介紹了我不很熟悉的那個朋友。

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2.依據(jù)與先行詞搭配的具體意義而定。

rilneverforgetthedayonwhichweworkedtogetherinthecountryside.

我不會忘記我們一起在鄉(xiāng)下工作的日子。

3.根據(jù)所表達的意思來確定。

Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwas

happeninginsidethehouse.

這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。

4.表示“所有”關(guān)系或“整體中的一部分”時，通常用介詞of。

JuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.

朱麗亞擅長德語、法語和俄語，這三樣她都說得流利。

5.在定語從句中，有一些含介詞的動詞短語不可拆開使用，如lookafter,look

for等。

Thebabieswhomthenursesarelookingafterareveryhealthy.（正確）

Thebabiesafterwhomthenursesarelookingareveryhealthy.（錯誤）

二、介詞+關(guān)系代詞常見句型：

1.“代詞+of+which/whom”引導(dǎo)非限制性定語從句。

這個結(jié)構(gòu)中，代詞常常為all,each,one,many,much,most,some,none,both等,

“代詞+of+which/whom”通常在定語從句中用作主語，說明整體中的一部分。有

時候也可把“o"which/whom”置于代詞前。

Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,

willopennextyear.

據(jù)報道，在我的家鄉(xiāng)兩所學校都正在建設(shè)中，將于明年投入使用。

2.“數(shù)詞+of+which/whom”引導(dǎo)定語從句

這種結(jié)構(gòu)常用來引導(dǎo)非限制性定語從句，有時候也可以把“of+which/whom，

置于數(shù)詞前。

3."the+名詞+ofwhich/whom”引導(dǎo)非限制性定語從句

這個結(jié)構(gòu)中，ofwhich/whom充當定語，修飾前面的名詞，整個結(jié)構(gòu)相當于

“whose+名詞”引導(dǎo)的定語從句。

4.“the+形容詞比較級（最高級）+of+which/whom”引導(dǎo)非限制性定語從句。

Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.

這兒有兩座建筑物，較大的那一座幾乎有100英尺高。

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三、限制性定語從句中，關(guān)系詞可以省略的幾種情況。

1.定語從句的先行詞在定語從句中作賓語時，關(guān)系詞通常省略。

Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntothe

CityLibrary.

我把你要我送還給市圖書館的那兩本書帶走了。

2.先行詞是way,reason,time,place等且它們在定語從句中分別作方式、原因、

時間和地點狀語時，其后定語從句的相應(yīng)關(guān)系詞that/inwhich,why/that,when,

where等可以省略。

Theway(that/inwhich)youlookattheproblemiswrong.你看待問題的方式

是錯誤的。

3.由and,but,or等并列連詞連接兩個或兩個以上的定語從句修飾同一個先行

詞時，第一個關(guān)系詞可以省略，但第二、三個一般不可以省略。

Thereason(why/that)hewantedtosellhishousewasthatheneededalotof

moneyforhisoperation.

他想賣掉房子的原因是他的手術(shù)需要很多錢。

【作業(yè)布置】

填入適當?shù)摹敖樵~+關(guān)系代詞”使句意完整。

1.Heisthemanyoucanrely.

他是你可以信賴的人。

2.JackintroducedtomehisfriendIwasnotveryfamiliar.

杰克向我介紹了我不很熟悉的那個朋友。

3.rilneverforgetthedayweworkedtogetherinthe

countryside.

4.我不會忘記我們一起在鄉(xiāng)下工作的日子。Thecleverboymadeaholeinthe

wall,wecouldseewhatwashappeninginsidethehouse.

這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。

Unit1CULTURALHERITAGE

ReadingforWriting

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【教學目的與核心素養(yǎng)】

1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanews

reportbyreadingthetext.

2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsome

newlyacquiredwritingskillsinthisperiod.

3.Developstudents9writingandcooperatingabilities.

4.Strengthenstudents'greatinterestinwritingdiscourses.

【教學重難點】

1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryabouta

newsreport

2.Cultivatestudentstowriteanewsreportproperlyandconcisely.

【教學過程】

Step1Leadin

Doyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?

Whyorwhynot?

Doweneedtolearnmoreaboutothercountries9culturalheritage?Whyorwhy

not?

Step2Readtodiscoverdetailsconcerningthemainbodyofthenewsreport

Readthenewsreportandthensolvethequestionsbelow.

1.Whataretheresearchersandscientiststryingtodo?

(Theresearchersandscientistsaretryingtoincreaseknowledgeandappreciation

ofChina'sancientculturalheritage.)

2.Whatmodemtechnologyaretheyusing?

(Theyareusingdigitalphotographytorecordacollectionofimages.)

3.WhyaresomanypeopleinterestedintheMogaoCaves?

(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeena

meetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)

4.Whatdoyouthinkoftheresearcher'sopinioninthelastparagraph?

(Iagreewiththeresearcher'sopinion.Understandingourownandothercultures

isagreatwaytounderstandourselvesandothers.)

HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstothe

class.

Step3:Studytheorganizationandlanguagefeatures

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1.Readthenewsreportagainandfindtheseparts.

A.Leadsentence

Lanzhou,9August2017.AgroupofresearchersandscientistsfromChinaand

othercountriesareworkingtogether...China'sancientculturalheritage.

B.Directquote

"Appreciatingone'sownculturalheritageisveryimportantforunderstanding

ourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantfor

internationalcommunicationandunderstanding.^^

C.Paraphrase

Theyarerecordingandcollectingdigitalimagesofculturalrelicsfromthe

MogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina'sancient

history.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincethe

internationalprojectstartedin1994.

D.Backgroundinformation

TheMogaoCaveshavelongbeenameetingpointfordifferentculturesandare

partofthehistoryofmanycountries.

E.Reportingverbs

F.Wordstoshowcomparisonand/orcontrast

Today,thecavesarejustasinteractionalastheywereatthetimewhenpeople

travelledtheSilkRoad.

2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.

A.things

Theyarerecordingandcollectingdigitalimagesofculturalrelicsfromthe

MogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina'sancient

history.

B.people

Asoneresearcherwhoisworkingontheprojectexplains,"Appreciatingone's

ownculturalheritageisveryimportantforunderstandingourselves.Appreciatingthe

culturalheritageofothercountriesisveryimportantforinternationalcommunication

andunderstanding.99

C.time

Today,thecavesarejustasinteractionalastheywereatthetimewhenpeople

travelledtheSilkRoad.

Step4Postreadingforfurthersummaryandunderstanding

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1.Whydoesthewriterusethequoteinthereport?

Thewriterusesquotesinordertomakethenewsreportmoreconcise,authentic

andpersuasive.

2.Explainyourunderstandingofthesentences:"Appreciatingone'sowncultural

heritageisveryimportantforunderstandingourselves.Appreciatingthecultural

heritageofothercountriesisveryimportantforinternationalcommunicationand

understanding."

Weshouldlearnandunderstandourowncultures,whichisvitalforustoknow

ourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,

weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.This

way,wecandeepeneachother9sunderstandingandrespect.

Step5Homework

WriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritage

usingthefollowingnotesandyoucanadddetailstomakethenewsreportmore

conciseanddetailed.

■Name:LiHua

Place:Xi'an

Profession:aseniorhighschoolteacher

■wantstopreserveculturalheritage:

■protectoldhouses

■takesphotosofoldbuildings

■helpsrepairbuildings

■looksforculturalrelics

■interviewsoldpeople

■showsculturalrelicstothepublic

■writesaboutthebuildings...

《Unit2WildlifeProtection》單元教案

Unit2WildlifeProtection

ListeningandSpeaking&ListeningandTalking

【教學目標】

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1.Guidestudentstounderstandthecontentoflisteningtextsintermsofusing

visualstopredictcontent.

2.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discuss

withtheirpeershowtosaveendangeredwildlifeandhelpwildlifeintheir

neighborhood.

3.Instructstudentstousefunctionalsentencesofthedialoguesuchas"Iam

concernedabout...“"Whatdoyouknowabouttheendangeredanimalsin...”andso

ontotalkaboutoneoftheendangeredanimals.

4.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Thisis

usedfor...99"Ididitto/inorderto/soasto..."andsoontotalkabouthowtohelp

wildlifeinSs'neighborhood.

【教學重難點】

1.GuideSstousethepredictionstrategyofreadingpicturesaccuratelyto

understandthecontentoflisteningtexts;

2.GuideSstoexpresstheiropinionsonhowtoparticipateinwildlifeprotection,

andcommunicatewiththeirpeersaboutthelivingconditionsandprotectionmeasures

ofwildlifeinsimpleEnglish.

【教學過程】

Part1:ListeningandSpeaking

Step1:Leadin

Theteacherisadvisedtohaveasmalltalkaboutthetopic:

Whatmessagesdothesepostersshare?

Workinpairsanddiscuss.Andthenshareyourviewafterdiscussing.

Step2:Prediction

Aftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelistening

textisaboutbylookingatthepictures.

Someanimalsareendangeredandwhyandhowwecanprotectthemfrombeing

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extinct.

Listeningtip:usevisualstopredictcontent

Beforelistening,lookatthepictures,videos,chartsandothervisualstohelpyou

predict.

Step3:Summaryofthemainidea

Playtheaudiowhichisaboutthedyingwildlifeonearth.Andafterfinishing

listeningtothefirstpartofthetape,thestudentsneedtosolvethefollowingtask.

Fillintheblankswhilelistening.

Ourplanet9sisdyingoutatanalarmingrate.Between150and

200speciesarebecomingeveryday.Thismassextinctioniscausedby

hunting,habitatandpollution.Wemustmakepeopleawareoftheproblem

andhelptheendangeredwildlifebeforeit'stoolate!

Afterfinishingthetaskabove,theteacherplaysthesecondpartofthetapeand

afterfinishinglistening,thestudentsneedtosolvethefollowingtask.

Listenandanswerthefollowingquestions:

1.Howmanyelephantsarekilledonaverageeveryday?

2.WhatdidPrinceWilliamsayaboutChina?

3.Whatdoes"changebeginswithyou"mean?

Ifyouwantthingstochange,youmustchangeyourselffirstandnotwaitfor

otherstobethefirstonetodosomething,youmustbethenumberonetostarttotake

thefirstaction.Inthisway,wecanchangetheworldforthebetter.

Step4:SpeakingProject

Inpairs,discussthequestions,roleplaytheexample,andthentalkaboutoneof

theanimalsinthephotosbelow.

1.Whatdoyouknowabouttheanimalsinthephotos?

2.Whatisbeingdonetohelpthem?

A:Pmconcernedaboutthebluewhales.Whatdoyouknowaboutthem?

B:Well,Iknowthatthey'rebeinghuntedandtheirnumberisgetting

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dramaticallysmaller,sothey'reindangerofextinction.Bluewhalesneedlarge

andclearwaterhabitats,soit'sdifficultforthemtoadapttothechanges.

A:Thafsterrible.Whatmeasuresarebeingtakentohelpthem?

B:Theauthoritiesareunderpressuretomakelawstobanillegalhuntingwhales

andtellpeoplenottobuywhalesproducts.

Part2.ListeningandTalking

Stepl:Listentothetape,forthefirsttime,andthenaskthestudentstosolvethe

followingtasks.

Choosetherightendingforeachsentence.

1.Binoculars.

2.