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課題 Unit 1 Cultural heritage 授課時間
課 時 Period 1 Listening and speaking 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 1. Vocabulary related to youth projects. 2. Expressions and phrases for participating in discussions and giving feedback.
教學難點 1. Listening skills for understanding different perspectives on youth projects. 2. Speaking skills for expressing personal opinions and ideas.
教法學法 1. Interactive lecture-based teaching. 2. Group discussions and pair work. 3. Listening and speaking exercises. 4. Real-life examples and case studies. 課程資源 PPT
教 學 過 程 教學設計 二次備課
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...).
板書設 計 Unit 1 Cultural heritage "What do you think about...", "I agree/disagree with...", "Can you give me more information about...", etc.
課后反 思
課題 Unit 1 Cultural heritage 授課時間
課 時 Period 2 Reading and thinking 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 To help students learn to analyze the structure of the article. 2. To analyze the process of solving the problem.
教學難點 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.
教法學法 Cooperative Teaching Method, Task-based language teaching 課程資源 PPT
教 學 過 程 教學設計 二次備課
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.
板書設 計
課后反 思
課題 Unit 1 Cultural heritage 授課時間
課 時 Period 3&4 Important language points 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 Students will be able to master the usage of such important words and expressions .
教學難點 How to use the words and phrases in real situations. Exercises are expected to assist students to express themselves freely in English.
教法學法 Communicative teaching method Activity-based teaching method Individual learning ; Cooperative learning 課程資源 PPT
教 學 過 程 教學設計 二次備課
Activity 1: Lead-in Teacher guides students to recognize the words and expressions on PPT Activity 2: Presentation and practice creative adj.創(chuàng)造性的；有創(chuàng)意的 creatively adv.創(chuàng)造性地；有創(chuàng)造力地 creativity n.創(chuàng)造性；創(chuàng)造力 Creation n. 創(chuàng)造，作品 Mount 單詞變形：mountain n.山；山脈 mountainous adj. 多山的，高大的 Mount up (數(shù)量上)增加；上升 Preserve Promote -------promotion n.晉升;促銷;促進 Application 單詞變形：apply v. applicant n. Apply for 申請 apply oneself to (doing) sth 致力于(做)某事 apply sth to sth 把…應用到… apply to sb for sth. （向…）申請 = make an application to sb. for… a letter of application 申請信 balance balanced adj.平穩(wěn)的；安定的；和諧的 keep balance 保持平衡 on balance 總的來說 lose balance 失去平衡（強調(diào)動作） out of balance 失去平衡（強調(diào)狀態(tài)） balance...and/with... 同等重視/兼顧……和…… balance … against … 權衡/比較…和… lead to 導致（此處to為介詞，后面可跟名詞或動名詞） lead sb to+地方 帶領某人去…（地方） lead sb to do sth 導致某人做某事 lead a（happy/good…） life 過……的生活 Proposal， protest Likely It is likely +that 從句 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…的范圍內(nèi) be limited to　 被限制在……　　 There is a/no limit to... 對……是有限的/……是沒有限制的 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.遺失，丟失；輸?shù)?loser n.失敗者 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 專心于…… be buried in=be devoted to 全神貫注于，專注于 Contribution make a contribution/contributions to 對...做出貢獻 contribute ...to 把……捐給…… contribute to…… 有助于(to 為介詞)；投稿 Donate Disappear---------disappearance n.消失；失蹤 appear v. 出現(xiàn) 露面 appearance n. 外貌；外觀 Attempt-----attempted 未遂的 Attempt to do sth. 嘗試/試圖做…… 名詞用法：in an attempt to do sth. 試圖做某事 At one’s /the first attempt（某人）第一次嘗試 Make an attempt to do/at doing sth.嘗試做…… Worthwhile It is worthwhile to do/ doing sth.某事是值得的 同義詞辨析: 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.職業(yè) professor n.教授 Entrance At the entrance to 在……的入口處 Process-----processed adj. 經(jīng)加工的，加工過的 In the process同時，在……過程中 In the process of 在（做）某事的過程中 process…into…把……加工成…… Forgive· 單詞變形-----forgiveness n. forgivable adj. 可寬恕的，可原諒的 Forgive sb for (doing) sth Quality In quality 質(zhì)量上 be of high/poor quality質(zhì)量好/差 辨析：quantity 大量，數(shù)量 Tradition-----traditional adj.傳統(tǒng)的，守舊的，典型的---------traditionally adv By tradition 根據(jù)慣例 it is a tradition that… ……是個傳統(tǒng)、慣例 Opinion In one’s opinion 在某人看來=in one’s view One’s opinion about/of/on 某人對……的看法 Comparison------- compare v. By/in comparison 相比之下 make a comparison 進行對比 compare A with B 把A和B相比較 compare A to B 把A比作B Contrast In contrast = on the contrary 與之相反 By/in contrast 相比之下 in contrast to/with 和……對比 Identify 單詞變形：identity n.身份 identity card身份證 Identification n.鑒別，辨別 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.
板書設 計 Unit 1 Words and expressions Tradition-----traditional adj.傳統(tǒng)的，守舊的，典型的---------traditionally adv Opinion Comparison------- compare Contrast Identify
課后反 思
課題 Unit 1 Cultural heritage 授課時間
課 時 Period 5 Discovering useful structure 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence.
教學難點 Enable students to use the basic phrases structures flexibly.
教法學法 1. Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 課程資源 PPT
教 學 過 程 教學設計 二次備課
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”. 麗江是云南高原西北部一顆美麗閃亮的寶石，毗鄰被譽為“世界屋脊”的青藏高原東南側。 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. 土樓是由砂和粘土混合而成，經(jīng)一定比例的砂和粘土砂煅燒而成。 3. The Potala Palace is the most magnificent building in the world, which integrates palaces, castles and monasteries. 布達拉宮是世界上最宏偉的建筑，集宮殿、城堡和寺院于一體。 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. 山東曲阜是中國歷史上偉大的思想家、政治家和教育家孔子(公元前551 - 479年)的故鄉(xiāng)，孔子也是中國各種文化的思想根源——儒家哲學學派的創(chuàng)始人。 5. The Great Wall is one of the greatest wonder of the world which is about 4000 miles long. 長城是世界上最偉大的奇跡之一，大約有4000英里長。 Step 2 Study the rules Consolidate and review the basic usage of restrictive relative clauses. 一、定語從句關系代詞用法： 1.定語從句中關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，關系代詞一般用that. 5. whose用作關系代詞時，它表示“……的……; 事物（包括動物）”，whose引導定語從句時，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，則用關系副詞why。 三、限制性定語從句幾種特殊情況。 1. 定語從句中介詞+關系代詞用法 當關系代詞在定語從句中作介詞的賓語時，我們通常用“介詞+關系代詞”引導定語從句。關系代詞只能用which或whom。先行詞指物時，用which; 先行詞指人時，用whom。在這個結構中，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。 He is the man on whom you can rely. 他是你可以信賴的人。 Jack introduced to me his friend with whom I was not very familiar. 杰克向我介紹了我不很熟悉的那個朋友。 2）依據(jù)與先行詞搭配的具體意義而定。 I’ll never forget the day on which we worked together in the countryside. 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。 The clever boy made a hole in the wall, through which we could see what was happening inside the house. 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”關系或“整體中的一部分”時，通常用介詞of。 Julie was good at German, French and Russian, all of which she spoke fluently. 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look after, look for等。 The babies whom the nurses are looking after are very healthy. (正確) The babies after whom the nurses are looking are very healthy. (錯誤) 2. 介詞+關系代詞常見句型： 1）“代詞+ of + which/whom”引導非限制性定語從句。 這個結構中，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“of+ which /whom”置于代詞前。 It is reported that two schools, both of which are being built in my hometown, will open next year. 據(jù)報道，在我的家鄉(xiāng)兩所學校都正在建設中，將于明年投入使用。 2）“數(shù)詞+of + which /whom”引導定語從句 這種結構常用來引導非限制性定語從句，有時候也可以把“of + which /whom”置于數(shù)詞前。 3）“the+名詞+ of which/whom”引導非限制性定語從句 這個結構中, of which/whom充當定語，修飾前面的名詞，整個結構相當于“whose+名詞”引導的定語從句。 4）“the+形容詞比較級(最高級)+ of + which/whom”引導非限制性定語從句。 There are two buildings, the larger of which stands nearly a hundred feet height. 這兒有兩座建筑物，較大的那一座幾乎有100英尺高。 四、限制性定語從句中，關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，關系詞通常省略。 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關系詞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，第一個關系詞可以省略，但第二、三個一般不可以省略。 The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation. 他想賣掉房子的原因是他的手術需要很多錢。 Step 4 Apply the rules 1. Fill in appropriate prepositional pronouns to complete the sentence. 1) He is the man _______ ________ you can rely. 他是你可以信賴的人。 2) Jack introduced to me his friend _______ ________ I was not very familiar. 杰克向我介紹了我不很熟悉的那個朋友。 3) I’ll never forget the day _______ ________ we worked together in the countryside. 4) 我不會忘記我們一起在鄉(xiāng)下工作的日子。The clever boy made a hole in the wall, _______ ________ we could see what was happening inside the house. 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。 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.
板書設 計 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)
課后反 思
課題 Unit 1 Cultural heritage 授課時間
課 時 Period 6 Listening and talking& Assessing your progress 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 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.
教學難點 The impact of history and culture on individual identity and societal values.
教法學法 English learning activity outlook, communicative language teaching, cooperative learning method. 課程資源 PPT
教 學 過 程 教學設計 二次備課
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 語言知識檢測 學生完成活動1和活動2，師生核對答案。教師指導學生自我檢測本單元詞匯及語法知識掌握的情況。學生除了關注這個語篇中三種短語的功能之外，還應當關注這個語篇的意義建構. Step 2 反思與評價 教師可以利用單元內(nèi)容評價和自我反思部分的問題，讓學生發(fā)表意見，重要的是看意見的支撐性內(nèi)容，以便評估學生的語言運用能力、信息加工能力和批判性思維能力的發(fā)展情況。教師要充分利用學生學習情況的反饋，及時掌握學情，改進教學。 Step 3 Homework Finish the workbook
板書設 計 Part 1 Listening and talking Part 2 Assessing your progress
課后反 思
課題 Unit 1 Cultural heritage 授課時間
課 時 Period 7 Reading for writing 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 Stimulate students to have a good understanding of how to a summary about a news report
教學難點 Cultivate students to write a news report properly and concisely.
教法學法 1.Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 課程資源 PPT
教 學 過 程 教學設計 二次備課
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) 新聞報道包括：標題、新聞導主體和結語四部分。 2. Read the news report again for The language futures . A. Lead sentence(導語) Lanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage. 這個導語依次包含where, when, who和what信息, 概括出這篇報道的核心內(nèi)容。 B. Direct quote(直接引用語) “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.” 本篇報道引用的話很精煉，使主題得以深化，即保護和欣賞文化遺產(chǎn)的重要性, 增加了文章內(nèi)容的真實性和權威性。 C. Paraphrase (解釋) 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. 新聞報道中經(jīng)常會用到一些比較專業(yè)的詞匯，需要作者簡要的解釋. 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. 新報報道中往往會有背景知識介紹。，以便幫助讀者更好的理解事件。 E. Reporting verbs （引述動詞） 引述動詞是表示直接引用或轉述引用的動詞，常見的引述動詞有say，tell, ask, explain, suggest等。 F. Words to show comparison and/or contrast（表示比較或?qū)Ρ鹊脑~） 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 假設你是李華，英語報的記者。請根據(jù)一下要點寫一篇新聞報道，介紹一下為保護敦煌做出巨大貢獻的考古學家樊錦詩的事跡。 1. 樊錦詩1938年出生于北京，是一名考古學家, 于1963年畢業(yè)于北京大學考古學專業(yè)。 2. 自畢業(yè)后已在敦煌研究所工作50余年，被譽為“敦煌的女兒”，致力于石窟的研究和保護，創(chuàng)造了數(shù)字敦煌，收集和錄制莫高窟的文化遺跡，對文物保護做出了巨大貢獻，被評為“100位新中國成立以來感動中國人物”。 要求： 80詞左右，可適當增加細節(jié)使行文連貫。 參考詞匯： 100位新中國成立以來感動中國人物（one hundred people moving China since the founding of The People’s Republic of Chian）; 敦煌研究所（Dunhuang Cultural Research Institute）; 考古學家（archaeologist）考古學（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.
板書設 計 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.
課后反 思 教學反思 本節(jié)課優(yōu)點：教學內(nèi)容完成，實現(xiàn)了既定的教學目標，學生在思考和輸出的環(huán)節(jié)有參與互動和分享。 本節(jié)課缺點：已經(jīng)出現(xiàn)兩極分化的苗頭, 少數(shù)學生對英語學作的興趣不高，參與度較低。 本節(jié)課需要完善的地方：給薄弱生以鼓勵。要有不一樣的目標, 因材施教，適時調(diào)整教學目標。
課題 Unit 1 Cultural heritage 授課時間
課 時 Period 8 Exercise(workbook) 課 型 新授課
教學目標與核心素養(yǎng) 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 難 點 教學重點 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.
教學難點 Reflecting on and summarizing what have been learnt in this unit.
教法學法 Question-based method, Group discussion method 課程資源 PPT
教 學 過 程 教學設計 二次備課
Step 1 Review 1. Check the homework. 2. Review the new language items learned in the previous period. Step 2 Practice 根據(jù)句義，用所給單詞的適當形式補全句子 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. 單句語法填空，根據(jù)句義及語法結構，填入適當?shù)膯卧~ 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.
板書設 計
課后反 思
課題 Unit 1 Cultural heritage 授課時間
課 時 The Ninth＆Tenth Period 課 型 Revision class
教學目標與核心素養(yǎng) 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 難 點 教學重點 1.The words and expressions in this unit. 2.Some sentence patterns and structures.
教學難點 How to put the reading skills into their practice.
教法學法 Presentation-Practice-Production Teaching Method Task-based Teaching Method 課程資源
教 學 過 程 教學設計 二次備課
Practicing and Explanation
板書設 計
課后反 思
Unit 1 Cultural heritage 單元檢測卷
一．根據(jù)句義，用所給單詞的適當形式補全句子
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．單句語法填空，根據(jù)句義及語法結構，填入適當?shù)膯卧~
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．閱讀下列短文，從每題所給的A、B、C、D四個選項中，選出最佳選項。
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 (生態(tài)系統(tǒng))．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 (環(huán)礁) in the world whose ecology (生態(tài)) 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（每題1.5分，共計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．a(chǎn)rgue about　 D．complain of
13．A．morning　 B．noon C．night　 D．a(chǎn)fternoon
14．A．remembered　B．imagined C．watched　 D．noticed
15．A．constructed　 B．decorated C．surrounded　 D．reached
16．A．tired　 B．a(chǎn)fraid C．content　 D．fond
17．A．confidently　 B．a(chǎn)nxiously 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．a(chǎn)ppreciate 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

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