高中英語人教版 (2019)必修 第二冊Unit 1 Cultural Heritage一等獎?wù)f課教學(xué)ppt課件

這是一份高中英語人教版 (2019)必修 第二冊Unit 1 Cultural Heritage一等獎?wù)f課教學(xué)ppt課件，文件包含大單元Unit1CulturalHeritage單元整體教學(xué)說課課件pptx、大單元Unit1CulturalHeritage單元整體教案docx等2份課件配套教學(xué)資源，其中PPT共53頁， 歡迎下載使用。
Book 2 Unit 1
基于主題意義的單元整體教學(xué)設(shè)計
人教版（2019）必修第二冊
1
3
2
4
教學(xué)設(shè)計依據(jù)
設(shè)計亮點
教學(xué)困惑
單元整體設(shè)計
1
教學(xué)設(shè)計依據(jù)
1.1
《普通高中英語課程準（2017版2020修訂版 》
1.2
專家學(xué)者的觀點
英語學(xué)科核心素養(yǎng)
英語學(xué)習(xí)活動觀
教學(xué)評一體化
主題意義探究
①單元整體教學(xué)是指教師對教材單元中的多模態(tài)語篇內(nèi)容及其主題意義進行整體分析，結(jié)合學(xué)情分析從主題意義、語言能力、思維品質(zhì)等角度整合利用具有內(nèi)在關(guān)聯(lián)性的語篇，確定具有多維度內(nèi)在關(guān)聯(lián)的學(xué)習(xí)小單元及其教學(xué)實施邏輯，并在此基礎(chǔ)上明確具有整體性、遞進性和遷移性的單元教學(xué)目標，設(shè)計具有整合性、關(guān)聯(lián)性和實踐性的單元學(xué)習(xí)活動，以整合性輸出活動作為評價學(xué)生單元學(xué)習(xí)效果的有效方式，進而在單元整體教學(xué)中以教、學(xué)、評一體化促進學(xué)生核心素養(yǎng)的融合發(fā)展。（李寶榮，2020）
②突破傳統(tǒng)教學(xué)與評價二元隔離孤立的局面，通過整合教學(xué)與評價，使評價不再凌駕于教學(xué)之上或游離于教學(xué)之外，而是鑲嵌于教學(xué)之中，成為教學(xué)的有機組成部分，使教、學(xué)、評在持續(xù)的良性互動中最大限度地達成目標，促進學(xué)生學(xué)科核心素養(yǎng)的逐步形成與發(fā)展。（王薔、李亮，2019）
2
單元整體設(shè)計
單元整體分析流程 (李寶榮）
單元主題語境
單元素材及主題
單元主題學(xué)情分析
單元內(nèi)容關(guān)聯(lián)圖
單元課時安排
單元學(xué)習(xí)目標
單元主題意義探究
2.3
單元目標的達成及教、學(xué)、評一體化對照
2.1
單元主題語境
根據(jù)《普通高中英語課程標準》 (2020修訂版),Cultural Heritage這一單元的主題語境為“人與社會”，主題語境內(nèi)容要求如下:
單元素材及主題
2.2
各國青少年如何合作參與文化遺產(chǎn)保護以及文化遺產(chǎn)保護的意義
文化遺產(chǎn)保護面臨的挑戰(zhàn)和問題，以及解決過程和辦法，關(guān)注國際合作在問題解決過程中的關(guān)鍵作用。
通過旅游或他人旅游經(jīng)歷解文化遺產(chǎn)的歷史文化和現(xiàn)狀
運用定語從句拓展豐富文化遺產(chǎn)的內(nèi)涵及其保護方法。
用數(shù)字技術(shù)制作敦煌莫高窟文物圖像，引起世界范圍內(nèi)人們對中國歷史、文化和傳統(tǒng)的關(guān)注和了解，理解文化遺產(chǎn)保護的意義，從而更好地增進國際間的文化交流、理解和合作
文化遺產(chǎn)的保護和傳承需要專業(yè)人士和普通人的積極參與和實際行動
文化遺產(chǎn)的內(nèi)涵
世界文化遺產(chǎn)地具有重要的歷史文化價值
主題意義探究
單元主要內(nèi)容（What）
語篇寫作目的（Why）
單元文體結(jié)構(gòu)和語言修辭（How）
2.3
[What]這個單元的主題是中外（尤其是中國）的著名的世界文化遺產(chǎn)的概況和相關(guān)保護情況，談?wù)摿颂┘Я旰兔髑寤始伊陮嬕约澳箍瓶死锬妨謱m和紅場及周圍建筑的歷史與文化，介紹了阿斯旺大壩修建過程中文化遺跡的遇到的問題和解決方案，同時介紹了中國1987年第一批著名世界遺產(chǎn)泰山、長城、莫高窟的歷史文化與現(xiàn)狀以及相關(guān)的保護方法，既豐富了學(xué)生的知識、拓展了視野，又促使學(xué)生在了解的基礎(chǔ)上，結(jié)合自己的生活，積極思考如何力所能及地參與文化遺產(chǎn)保護并訴諸行動。
[Why]學(xué)生通過本單元選取的多模態(tài)語篇可以感受到世界各國文化遺產(chǎn)的魅力，認識到文化遺產(chǎn)是歷史和文化的重要載體，了解文化遺產(chǎn)保護過程中問題的復(fù)雜性和艱巨性，認識到文化遺產(chǎn)保護需要世界各國和全社會的共同努力，還要認識到文化遺產(chǎn)的保護和傳承不僅需要政府的管理和支持，更需要專業(yè)人士和普通人的積極參與和實際行動，尤其要意識到數(shù)字媒體等新技術(shù)的發(fā)展，給文化遺產(chǎn)保護帶來了的新的生機和可能，同時認識到文化遺產(chǎn)保護的意義，一方面我們既要了解本國文化遺產(chǎn)，對本國文化充滿自信；另一方面，我們也要有開放的心態(tài)，學(xué)習(xí)欣賞他國文化遺產(chǎn)以了解他國文化，從而更好地增進國際間的文化交流、理解和合作。
[How]為了更好地表達單元整體的主題意義本單元選取了不同類型的多模態(tài)語篇，包括：訪談、對話、描述事件發(fā)展過程的敘事文本、新聞報道、視頻、說明文，其中描述事件發(fā)展過程的敘事文本語篇中運用了大量圍繞主題意義的定語從句以及相關(guān)的詞塊，可以幫助學(xué)生理解文本的主要信息和篇章結(jié)構(gòu)，引導(dǎo)學(xué)生根據(jù)文本題材運用閱讀策略“制作時間線（make a timeline）”，從而提升思維的辨析力和邏輯性，還可以通過對新聞報道語篇的學(xué)習(xí)，可以熟悉并掌握新聞報道的常見語篇結(jié)構(gòu)、標題特征和語言特點，學(xué)會使用新聞報道中的常見語言結(jié)構(gòu)。
主題意義探究
子主題 1（小單元1）：認識文化遺產(chǎn)及其保護的必要性
子主題 2：（小單元2）：描述文化遺產(chǎn)遇到的問題和解決方案以及文化遺產(chǎn)保護的意義
子主題 3：（小單元3）思考個人如何采取實際行動來保護文化遺產(chǎn)并樹立人類命運共同體意識
構(gòu)建對cultural heritage內(nèi)涵及其保護意義和方法的認知、態(tài)度、和行為選擇。
單元主題意義
對應(yīng)第一、二課時（Opening Page+ Workbook Expanding Your World +Listening and Talking）（學(xué)習(xí)理解）
對應(yīng)第三、四、五、六課時 (Reading and Thinking+Discovering Useful Structures+Listening and Speaking +Video Time)（學(xué)習(xí)理解＋應(yīng)用實踐）
對應(yīng)第七、八課時 (Reading for Writing+Assessing Your Progress+Project)（應(yīng)用實踐＋遷移創(chuàng)新）
貫穿整個單元的核心問題鏈設(shè)計
2.4
單元主題學(xué)情分析
2.5
單元內(nèi)容關(guān)聯(lián)圖
expanding your world
內(nèi)涵
ancient palaces
ancient tombs
temples and cultural relics
temples and cultural relics
本單元整合性輸出活動
Write a news report about a person or group that you are familiar with and that takes actively part in cultural heritage protection
Present a project about the intangible cultural heritage
Write a brief text according to the debate “Is it worthwhile to protect old temples.”
Draw a mind map of words, phrases and sentences about 3 cultural heritage sites
Choose a cultural site and make a conversation between a tourist and tour guide
Use 3-5 sentences to write some practical ways to protect the cultural heritage.
2.6
單元學(xué)習(xí)目標
經(jīng)過本單元的學(xué)習(xí)后，學(xué)生能夠：1. 歸納、梳理中外重要世界文化遺產(chǎn)的細節(jié)信息、文化遺產(chǎn)內(nèi)涵、文化遺產(chǎn)保護意義的主題語句，多角度構(gòu)建表達文化遺產(chǎn)內(nèi)涵。2.運用“提出問題-分析問題-解決問題”的語篇結(jié)構(gòu)及主題相關(guān)的語言歸納文化遺產(chǎn)保護存在的問題以及需要采取的保護措施，增強國際合作的意識，強化中國文化自信，樹立人類命運共體意識。3.辯證認識評價文化遺產(chǎn)保護與經(jīng)濟發(fā)展的關(guān)系，認識文化遺產(chǎn)保護對人類發(fā)展的重要意義，提出踐行可行、創(chuàng)新問題解決策略。4.結(jié)合范文，整合相關(guān)信息，撰寫身邊積極參與文化遺產(chǎn)保護的個人和組織的新聞報道。5.小組合作，客觀地描述非物質(zhì)文化遺產(chǎn)，并評價非遺保護的重要性和保護方法，并探討自己扮演成不同角色時，如何力所能及的保護和傳承文化遺產(chǎn)，并付諸行動。
2.7
單元課時安排
小單元1的目標的達成及教、學(xué)、評一體化對照
2.8
單元目標2的達成及教、學(xué)、評一體化對照
小單元2目標的達成及教、學(xué)、評一體化對照
小單元3目標的達成及教、學(xué)、評一體化對照
3
設(shè)計亮點
1.充分研讀了本單元所有相關(guān)的多模態(tài)語篇和中文相關(guān)書籍以及其他相關(guān)論文，并觀看了相關(guān)文化遺產(chǎn)的紀錄片，并在此基礎(chǔ)上對本單元語篇的主題內(nèi)容進行了對比分析，確定具有多維度內(nèi)在關(guān)聯(lián)的學(xué)習(xí)小單元及其教學(xué)實施邏輯,并設(shè)計了貫穿整個單元的核心問題鏈以及可視化的詞匯積累表。
3. 注重輸出活動之間的關(guān)聯(lián)，作業(yè)設(shè)計考慮到了關(guān)聯(lián)性、遞進性和整合性。
2. 注重課時內(nèi)以及課時之間學(xué)習(xí)活動，體現(xiàn)了綜合性、關(guān)聯(lián)性和實踐性，在教學(xué)中盡量做到主題語言不斷循環(huán)復(fù)現(xiàn)、豐富、拓展并兼顧多輪主題意義理解與表達（知識技能融合）。
貫穿整個單元的核心問題鏈設(shè)計
Contents
Useful expressions
Vocabulary-building chart
分課時活動設(shè)計的綜合性、關(guān)聯(lián)性、實踐性以及主題語言循環(huán)復(fù)現(xiàn)
文化遺產(chǎn)體現(xiàn)了人類文化的多樣性，代表了人類過去創(chuàng)造的輝煌的文明，它的保護和傳承給予人們憧憬未來的力量和自信，保護文化遺產(chǎn)就是保護未來。
Take the Aswan Dam as an example and role-play a conversation between a tourist and guide. Please try to use restrictive clauses to describe the place and people in greater details.
Application （make a conversation）
The Aswan Dam?location： a dam across ( ) ?function：control ....and bring ... and supply ... in the area to help ( ) ? have a problem: water from the dam would likely damage ... and destroy cultural relics were an important part of ( ) ?find a solution: turn to for help in 1959.The temples and other were taken down ..., and then moved and put back together again in a place they were safe from the water?thousands of took part in the project.?The project took over years to complete and it was successful.? learn the inspiration: Not only had the countries found a path to the future did not run over the ...
the Nile
economic development
that/which
Egypt’s cultural heritage
the UN
cultural sites
where
that/which
engineers and workers
20
Complete the news report with the correct forms of the words in the box.Then suggest a suitable title.
______________________________Cairo, 16 March, 1956In a speech today, a scientist gave her view on the new _______. She said that ____________ is important and our area needs economic __________ as well. But she added, “We should not accept the project as it puts our cultural ________ in danger. We must protect the_______ and make sure that no ______ is done.”Before she ended her speech, the scientist suggested that we need to _________ a committee of experts to _________ the cultural heritage and ________ it from being harmed.
proposal
progress
heritage
temples
damage
establish
preserve
prevent
Scientists Suggest Something Done to Preserve Cultural Heritage
development
where
when
who
lead
title
body
ending
Polish the writing
Preserving cultural heritage through photos
Chen Lei is a senior teacher who takes photos of old buildings in Wuhan in order to preserve the city's culture heritage. Every day, Chen Lei takes his camera and walks patiently through .Over the years he has of old buildings to . Besides, he interviewed old people and then wrote stories down. When he is free, he visits schools to tell students about the ways of . He said: “The old buildings .”
the older parts of the city
taken nearly 5000 high-quality digital pictures
help increase the knowledge
and appreciation of Wuhan’s ancient cultural heritage
more than 60
preserving the cultural heritage
that/which represent ancient history and culture should be passed on to the present and future citizens in Wuhan
who/that knew many stories of the old buildings
Neither people nor buildings last forever, but Chen Lei's photos can help us remember them. These pictures of old buildings in different dynasties remind us of and inspire us . The stories by Chen Lei will also bring inspiration for future generations and they will add their own stories, too.
which were built
what we can achieve at our finest
to live up to our great past in the future
which were written
同伴互改、作品展示
1. Add the vocabulary and sentences (at least 2 attributive sentences in reading on Page 80) about cultural heritage to the following form.
2.Set out to do a project (throughout the whole unit )
Tip:you can choose one listed in the right picture or choose one that you are interested in.
第一課時 Homework
作業(yè)設(shè)計體現(xiàn)關(guān)聯(lián)性、遞進性和整合性
按此表積累相關(guān)詞匯、詞塊和句型，最后單元結(jié)束時可以以書面作文、手繪報、游客和導(dǎo)游對話形式或者視頻形式呈現(xiàn)。
3.Finish one of the reading texts
1. Create and remember chunks of vocabulary about history and present situations of the Kremlin and Red Square.
2. Continue to finish project writing
the Kremlin
Red Square
past:
present:
past:
present:
第二課時 Homework
3.Role-play a conversation to talk about the Imperial Tombs of the Ming and Qing Dynasties(refer to table in the last class for detailed information)
1.According to the result of the debate，write 3-5 sentences to express your opinion by using words and useful expressions in the text.
3. Complete the exercise 2, 3 ,5 on page 61,62
2. Choose one paragraph and draw the mind map and retell it.
第三課時 Homework
4. Finish a reading text about ancient Egypt
1. Finish exercise on page 62-63
第四課時 Homework
2. Use restrictive clauses to polish your project writing about intangible cultural heritage (ICH).
1. Summarize the result of discussion and use 3-5 sentences to write some practical ways to protect the cultural heritage.
第五課時 Homework
Prevent
2. Complete the exercise 1 on page 61
3. Collect 1-3 sentences through the Internet to describe the Great Wall
4. Continue to finish project writing
The Great Wall is well-known for its splendid ____________ (appear) that shows the ___________ (wise) and ___________ (creative) of the ancient Chinese people. Winding through vast mountains in Northern China, it used to provide __________ (protect) to agricultural civilization and ancient trading routes. It spans (v. 跨越) the history of China, __________ (witness) many ups and downs of powers and dynasties.As is ___________ (general) believed, the first parts of the Great Wall were built during the Spring and Autumn Period, __________ the eastern and central regions of China consisted of many small states. To protect their states from unwanted invaders, the princes (諸侯王) ordered that independent walls ____________________ (construct) along state borders. Around 220 B.C., in order to defend his newly _______________ (establish) state from attacks by Huns (匈奴人), Qin Shi Huang ordered removal of the fortifications (防御工事) between the previous states where they served only as obstacles (阻礙) to domestic affairs. Meanwhile, a number of existing walls along the northern border were joined into a single system, ___________ would be referred to as “Wan Li Chang Cheng”. The famous Chinese general Meng Tian initially directed the project, and was said to have used a massive army of soldiers, criminals and common people as workers.
1. The history of the Great Wall 語法填空小練
第六課時Homework
However, despite its magnificence (壯麗), little of the Great Wall ____________ (build) in the Qin Dynasty remains. Actually, the ___________ (major) of the best-preserved walls date __________ the Ming dynasty. In the Ming Dynasty, the Great Wall was _____________ (systematic) maintained and strengthened in a 100-year project to prevent ____________ (far) invasion from Mongol nomads (游牧民族). The Ming wall extended from the Yalu River in Liaoning Province to the eastern bank of the Taolai River in Gansu Province, and _________ (wind) its way from east to west throughout the North China. Owing ____________ centuries of weathering and man-made ___________ (destroy), till now, many sections of the Great Wall ___________________ (disappear), depending ________ when they were built. Even so, each section of the Great Wall records its transformation through the years and has incomparable historical value. The _____________ (significant) of the Great Wall is beyond words. The Great Wall _____________ (symbol) China in the Western world between the 18th and 20th centuries and ______________ (regard) as a physical manifestation of Chinese strength. In 1987, the Great Wall was acknowledged as a World Heritage site. Today, the Great Wall has gained itself wide ____________ (recognize) as one of the most impressive achievements in human history.
2. Role-play a conversation between a tourist and a tour guide (refer to the function expressions of starting a conversation and following example)
3. Continue to finish project writing
第七課時Homework
完成一篇新聞報道，具體要求參考左圖，相關(guān)表達可參考右圖，結(jié)構(gòu)參考Promoting culture through digital images語篇結(jié)構(gòu)和語言以及課上輸出作業(yè)有關(guān)陳磊保護文化遺產(chǎn)新聞報道結(jié)構(gòu)。
4
教學(xué)困惑
4.2
教學(xué)困惑
1.學(xué)生文化意識的形成不是一朝一夕的事，需要久久為功，那么單元結(jié)束后還有沒有更好的方式進一步檢測和鞏固學(xué)生在單元形成的文化意識？
3. 單元整合性輸出活動中非遺保護project的作業(yè)貫穿整個單元，怎樣在過程中檢測完成效果并給出評價，需不需要提前制定評價量化表？
2. 想要培養(yǎng)學(xué)生的文化意識，首先要讓學(xué)生具備一定的中外文化知識，在進行本單元設(shè)計時，我加入了較多的漢語知識的圖片和視頻材料，怎樣把握好嵌入的度？有沒有更好的嵌入方式？比如怎樣更好地調(diào)動學(xué)生參與進來？
［參考文獻］1. 中華人民共和國教育部.普通高中英語課程標準 2017年版2020年修訂 S .北京：人民教育出版社，2020.2. 梅德明，王薔.普通高中英語課程標準 2017年版2020年修訂）解讀 M .北京：高等教育出版社，2020.3.李寶榮. 2020a. 基于主題意義的英語單元整體教學(xué)設(shè)計[J]. 英語學(xué)習(xí)（下半月刊）, (3): 5-74.李寶榮等.“基于主題意義進行單元整體教學(xué)的實踐思路和策略”，《英語學(xué)習(xí)（教師版）》，2019年第2期5.杜曉帆.文化遺產(chǎn)價值探微—人是文化遺產(chǎn)的靈魂.北京：知識產(chǎn)權(quán)出版社，2020.6.戴硯亮.融合與建構(gòu)：文化遺產(chǎn)在數(shù)字時代的創(chuàng)新設(shè)計與傳播研究.北京：中國紡織出版社，2021.
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