资源简介

Unit 1 Cultural Heritage
Assessing Your Progress教案
教材分析：
本课时为复习课，通过两篇短文填空，引导学生回顾本单元所学内容，并根据所学设计完成一次非物质文化遗产展示。重点表达主要涉及文化遗产的价值、非物质文化遗产等话题，如intangible cultural heritage等。重点句式主要涉及文化遗产介绍等话题。本文的价值取向在于学生通过学习，回顾梳理本单元主要内容，引导学生进行自我评价与反思。
教学策略与设计说明：
采用情境教学法(Situational teaching method), 借助对话语境，引导学生感受复习语法点，达成教学步骤设计目的。
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，巩固复习主要涉及文化遗产的价值、非物质文化遗产等话题的重点表达，如intangible cultural heritage等，复习主要涉及文化遗产介绍等话题的重点句式，回顾本单元语法重点定语从句与关系代词和关系副词。引导学生复习本单元重要单词，并能根据上下文选择适当形式进行填空。能够就话题进行演讲并讨论评价。
思维品质上，了解介绍非物质文化遗产的主要方面，结合具体情况，选择感兴趣与合适的角度，借助其他设备或手段，进行非物质文化遗产介绍。
文化意识上，了解多元的非物质文化遗产的内容，理解保护非物质文化遗产的意义。对中国的非物质文化遗产有更深的理解与认同，提高文化认知。
学习能力上， 理解复习的重要性，了解采取自我监控策略，学会在阶段性学习后能够进行自我评价。通过查找资料的能力，补充信息并进行展示。
教学重点：
学生通过单元复习后，能够运用所学知识，进行非物质文化遗产学习，形成相关介绍展示。
教学难点：
能够通过搜集的信息理解非物质文化遗产的内容与意义，并用英文流利顺畅有逻辑的进行展示；
学生了解自我监督策略，学会进行自我评价，并能在评价的基础上，对下一阶段学习进行调整与规划。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to watch the video and think about the following questions. After T invites several Ss to express their ideas, T could summarize the possible answers to the questions. Are they the same or different from the cultural heritage we learned before What are their similarities or differences Suggested answers: Cultural heritage we learned before is somewhere incredible such as Mogao Caves or other architectures, but the heritages here in the video are close to our daily lives. 利用多媒体资源，导入主题。引起学生兴趣。 8’ CW
Step 2 Fill in the blanks: Ss are asked to complete phrases and use them to finish the passage step by step. T checks the answers one by one together. Then, T leads Ss to conclude main ideas and list them for helping Ss deepen understanding about taking part in cultural heritage protection. 引导学生回顾复习短语，增强语块意识，引导学生进行重点词组的复习与运用。 7’ IW
Step 3 Discuss in pairs: Ss are asked to discuss in pairs and think about the following questions. What can you do to protect the cultural heritage Suggested answers: We may join in an organization of cultural protection/ become a volunteer in a local museum/ learn some skills of protecting it/ choose some relevant majors in college … 引导学生在阅读的基础上进行思考，提升学生文化意识。 5’ GW
Step 4 Fill in the blanks: Ss are asked to fill in the blanks with relative pronouns or adverbs. Before that, T could lead Ss to recall the grammatical points and review what have been learned previously. T leads Ss to fill in the blanks and check the answers together. 复习本单元语法重点定语从句关系代词与关系副词，提升学生语言能力。 8’ CW/IW
Step 5 Reflecting: Ss are asked to take a look at the progress they made by filling in the blanks. And T can help Ss to find out solution to build up their self-confidence. 引导学生了解自我监控策略，并进行自我评价，提升学生学习能力。 5’ GW/IW
Step 6 Background information: Ss are asked to tell names of the ICH in the picture to know their English expressions. 引导学生学习中国非物质文化遗产的表达，为下一步活动做准备。 2’ IW/CW
Step 6 Project: Ss are asked to work in pairs and discuss the following questions. T can give some tips to Ss for leading them think more deeply. Are you familiar with any of these examples of Chinese ICH Tell your partner what you know about them. Have you ever observed or taken part in any of them If so, when and where Share your experiences with your partner. What other kinds of ICH do you know about Share what you know with your partner. 8’ GW
Step 7 Project: Ss are asked to work in groups to figure out what are the points for them to know when representing ICH. Then T leads them to check the answers and learn the key points. 引导学生进行头脑风暴，思考总结展示的主要内容与要点，为下一步活动做准备。 5’ GW
Step 8 Project: Ss are asked to work in groups to choose something that represents ICH. Ss are asked to make a presentation according to the information they found. Ss are encouraged to think about what they can do to make the presentation more attractive. Then T could give several hints if necessary, to guide them in preparing the presentation. In reminding them of task delivery, T could lead groups to choose their own speaker of the presentation and handle a sheet of work plan about the responsibility of each group member. Finally, T gives some suggestions to show different presentation style for encouraging Ss to expand their thinking. 引导学生进行调查活动，提高查资料学习能力。引导学生按照步骤准备演讲，提升学生团队和自主学习能力。 学生整合单元所学内容，进行非物质文化遗产展示。 30’ CW/GW
Step 9 Homework: After listen to the presentation of different groups in class, please write evaluation and recommendation for their presentations. Think about Topic Main content Structure Presentation style … 锻炼学生相互评价能力。
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时的学习，能否熟练掌握运用本单元重点单词短语及句型。
学生通过本课时的学习，能否归纳总结新闻报道与展示的基本形式与特征。
学生通过本课时的学习，能否提升自我监控与自我反思意识与能力。
学生通过本课时的学习，能否小组内合作设计有关非物质文化遗产的展示。

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